Less than a year after the groundwork was first laid for a collaboration between Arizona State University and Kenyatta University in Nairobi, Kenya, a delegation of professors and faculty leaders from Kenyatta visited Arizona for a symposium inaugurating the partnership.

Kenyatta is the second-ranked university in Kenya and has more than 70,000 students. Chairwoman Beatrice A. Bunyasi of the Department of Early Childhood and Special Needs at Kenyatta University speaks during a symposium at ASU in April. Bunyasi presented on research and training regarding special needs education. Photo by Kimberly Koerth Download Full Image

In May of last year, School of International Letters and Cultures Director Nina Berman, School of Social Transformation Associate Director Beth Blue Swadener and College of Health Solutions lecturer Paul Quinn traveled to Kenya to explore possible partnerships with other universities. These partnerships could yield study abroad opportunities, research collaborations and exchanges of faculty and students.

A collaboration agreement between ASU and Kenyatta was signed in July by ASU Executive Vice President and University Provost Mark Searle and Kenyatta Vice Chancellor Paul Wainaina. The first step of the collaboration was a weeklong visit from April 13–19, 2019 that brought several Kenyatta University representatives to the ASU campus.

The five Kenyatta University representatives were Chairwoman Beatrice A. Bunyasi of the Department of Early Childhood and Special Needs, Samson Ikinya Kariuki of the School of Education, Dean Harun M. Kimani of the School of Health Sciences, Dean Donald K. Kombo of the School of Education and Dean Francis W. Ngokonyo of the School of Engineering and Technology.

In the days leading up to the symposium, the Kenyatta representatives were treated to tours of several ASU campuses and meetings with ASU officials. They learned about the concept of the New American University; discussed ventures such as study abroad, the Global Futures Initiative and EdPlus; and met with a large number of potential collaborators in their various disciplines.

The visit culminated in a one-day symposium that was well attended. The visitors discussed topics ranging from vocational education to digital network coverage to lab testing at health clinics.

Bunyasi, for example, presented on research and training regarding special needs education, noting that Kenya has a policy of mainstreaming disability, or including students in classes with their peers whenever possible and providing them with the services they need to learn. She also addressed the differences between ASU and Kenyatta’s disability services and campus accessibility.

“We have Arizona here as our international linkage,” she said. “If we can make an impact, it will be long lasting.”

The symposium was organized by Berman and Swadener — who had previously done research and worked in Kenya — along with Cassandra Cotton, a postdoctoral scholar with the T. Denny Sanford School of Social and Family Dynamics. It was co-sponsored by nearly a dozen ASU colleges and schools.

“I am very excited about all the connections made during the Kenyatta University leaders’ visit and the potential for involving colleagues and students in several programs in the coming years,” Swadener said.

Arizona State University Associate Professor Heather Switzer and alumna Anastasia Todd are using the power of narrative to break the current framework of what it means to be a young woman with a disability.

Their research project, titled “You can’t see it, but I’ve got a lot of s--- going on”: Young Women, Invisible Disability and the Paradox of Passing, has found that young women with “invisible” disabilities are often dismissed. Their disabilities are deemed less valid than other disabilities that people can see. Many young women struggle with disabilities that aren't obvious at first glance. Download Full Image

Switzer is an associate professor of women and gender studies at ASU, whose research focuses on the cultural constructions of girlhood in different places throughout the world.

Todd graduated from ASU with a doctorate in gender studies in 2016. She is currently an assistant professor of gender and women’s studies at the University of Kentucky. 

Switzer and Todd met serendipitously when Todd took Switzer’s undergraduate course, Girlhood and Adolescence. Later, Switzer would become Todd’s adviser and co-chair of her doctoral dissertation.

Just five years after the two first met, Switzer shared a peer-reviewed article by Todd in her Girlhood and Adolescence course. The article, on disabled girlhood, caused a reaction in Switzer’s classroom that she had not seen before. 

“My students were a bright and talkative group, and when one young woman raised her hand and started, ‘I don’t usually tell people this, but I have an anxiety disorder…,’ before I realized what was happening, another followed,” said Switzer.

One by one, several girls shared the conditions they were dealing with on a daily basis — conditions that were invisible and that they actively hid so they could appear “normal” to others.

Switzer knew she had to talk to Todd about what she had seen.

“We decided to put our skills together,” said Todd. “We are both interested in cultural narratives and gendered bodies as cultural forms. I specifically have the background in feminist disability studies and affect theory, and Heather has qualitative research design and interviewing experience.”

Together, they were a perfect team to conduct a study on the intersection of invisible disability and young womanhood.

As part of their research, Switzer and Todd have interviewed over 40 undergraduate young women between the ages of 18 and 24 with disabilities such as lupus, Ehlers-Danlos syndrome, bipolar disorder, fibromyalgia, endometriosis, chronic fatigue syndrome, thyroid conditions, anxiety, depression and post-traumatic stress disorder.

These disabilities, though unseen, have significant physical and emotional effects.

But due to the cultural experiences participants in the study had faced, many felt they were not “disabled enough” to receive any accommodations or assistance. 

“Every single one of our participants expressed that at one point or another they felt that their disability was dismissed or under suspicion because of their gender and age,” said Todd.

Young women shared that they were dismissed or not believed by peers, family members, doctors and professors.

“This project has brought to stark relief what I have always known but maybe not ever deeply enough,” Switzer said. “As teachers, we have no idea what our students are going through, and gender, race, sexuality, citizenship status and class have tremendous bearing on the experience of disability, invisible and visible.”

Despite current misconceptions, young women with invisible disabilities deserve the same access to accommodation granted to those with disabilities that are perhaps, because of cultural norms, easier to identify and understand. 

Switzer and Todd have collected the narratives of their participants in order to shift the culture surrounding disability.

“The overarching goal of our project is to intervene in how our culture imagines disability — as something that is unchanging, physical and visible — and share the narratives of young women who do not fit into that preexisting framework,” Todd said. “Our project values the narratives of young women who manage a multitude of invisible disabilities and brings these narratives forward in order to create an alternative imagining of disability.”

The narratives that they’ve collected help broaden the meaning of disability — as an experience that can change day to day, and as something that you can’t always see.

These stories will help young women with invisible disabilities start to understand that their conditions are valid as well as help others know that their disabilities are real.

That way, young women with invisible disabilities will start to feel comfortable asking for the help and support that they need and have a right to. 

This research project has been supported by funding from the ASU Institute for Humanities Research, the women and gender studies program at ASU, and the Department of Gender and Women’s Studies at the University of Kentucky.

In 2010, Tomas Robles found himself in Phoenix with an accounting job he didn’t love and what felt like a troubling political tide he was powerless to impact.

It had been almost a decade since, at 19, the 9/11 attacks prompted him to leave his freshman year at Arizona State University to enlist in the U.S. Marine Corps. Tomas Robles graduated with a bachelor's degree from The College of Liberal Arts and Sciences' School of Transborder Studies in 2011. Download Full Image

For Robles, the decision was a visceral reaction that he said changed his life’s trajectory entirely. After five years of military service, returning home to Arizona triggered a similar response.

The son of Mexican immigrants, Robles was born in Tucson and grew up in Phoenix. The new policies stood to affect his own community. And they left him wanting to effect change in ways that didn’t seem possible with the accounting degree he’d earned after the military.

The feeling drove his return to ASU, where the School of Transborder Studies at The College of Liberal Arts and Sciences checked many of the boxes he envisioned.

“I wanted to join a program that offered education about our history in the way I needed it, while also enabling me to organize in my community by meeting people with the same passion for social justice,” he said.

Since taking the helm as executive director in 2013, Robles has transformed the organization into a multifaceted advocacy vehicle led by local youth tackling issues around immigration, incarceration and voter access.

Now co-directing the group with fellow ASU alumna Alejandra Gomez, he’s helping a new generation realize their own potential to make an impact.

Today, LUCHA boasts an office in Phoenix and Tucson, 26 employees and some 2,600 dues-paying members whose donations allow them to help decide the public policy stances of the organization and access to immigration support services. Robles estimated they have also registered close to 100,000 new Arizona voters.  

Simply put, he said the group rallies around the causes important to communities sometimes cast into the shadows.

“LUCHA seeks to change the state of Arizona to a place that is more accessible to working families,” he said. “That includes young people, single women, immigrants and people of color — we want to create a state that we feel better represents all of us.”

He answered a few questions about his ASU journey, his time after graduation and how young activists can impact public policy now.

Question: What brought you to LUCHA?

Answer: I came to LUCHA from an organizing position at the Cesar Chavez Foundation in Phoenix after graduation. It was a dream and an honor to work for the foundation that Chavez himself helped build, but the bureaucracy did not allow me the freedom to create new programs or the means to effect change as quickly as I’d hoped.

While LUCHA didn’t have the same name recognition, budget or staff, we did have the ability to dream big and build an organization within the framework of the issues we are facing right now.

My first assignment here was actually what landed me the job. LUCHA’s director at the time asked me to write a campaign plan to win a budget override proposal for Phoenix schools, which usually means property taxes are raised in the local community and the extra money goes directly to the schools. We were expected to lose that campaign, but with the plan I wrote, we ended up winning by just 87 votes. That led to $21 million additional funds going to all nine high schools in the Phoenix Union district.

Q: A lot of LUCHA’s initiatives today are led by high school and college activists. How does that affect the organization?

A: It's totally by design. We believe that youth create, lead and accomplish movements. If we train and engage with high school students, they will in turn have the passion, education, expertise and energy to go out and help change the state. In any given day, you'll see between 10 and 20 students here taking political education classes, creating art for a demonstration or just spending time after school in a place where they feel welcome and comfortable among their peers. Almost every single employee that works for LUCHA today started as a volunteer, so many stay on and continue to develop.

Q: How would you describe your Sun Devil story?

A: Without the School of Transborder Studies, I'd probably still be looking at accounting spreadsheets and looking outside the window wishing I was somewhere else. I think my experience is a perfect example of how finding the right school at ASU can make you feel empowered to impact whatever you think is important in the world.

Because of its size, the school had this sense of family and togetherness that felt very genuine. It also helped me personally that the director at the time was Carlos Velez-Ibanez, who is also a former Marine. We really connected not just about both growing up in the Southwest as Mexican Americans, but also on the experience of joining the military and coming back.

I think those aspects really solidified my passion and helped me see different ways to effect change in my community. 

Editor’s note: This is part of a series of profiles for spring 2019 commencement.

When you’re applying for a job after graduation, what sets you apart in a field of worthy contenders? Chemical engineering student Yusef Sabri graduated this month with a minor and certificate in Arabic, as well. Photo courtesy of Yusef Sabri Download Full Image

For Yusef Sabri, it’s the minor and certificate in Arabic studies that he picked up while earning a bachelor’s degree in chemical engineering. Sabri, who graduated this month, said his knowledge of Arabic has “opened up several doors.” He has already received multiple job offers.

The attractiveness of a job applicant with foreign language skills extends past just their knowledge of the language, Sabri said.

“You’re showing employers you’re good at whatever discipline you’re studying and that you speak another language,” Sabri said. “But you’re also showing them that you’re good at working with people of different backgrounds and different cultures, and that you’re more of a culturally and globally exposed individual.”

He credits the Fulton Schools of Engineering Career Center with helping him look for jobs, polish his resume and practice interviews. Where most students would go in for one or two mock interviews, Sabri said he completed at least a dozen.

“Most of my time that I spent at ASU, surprisingly, has been at the career center,” Sabri said. “I’ve been pretty successful at getting interviews and getting job offers because of the career center at ASU, I would say. … In the long run, I want to find a job that I can use both my engineering skills and also language skills.”

As part of his chemical engineering studies, Sabri worked on projects for NASA and the AZ Water Association. He was also involved with the American Institute of Chemical Engineers.

The culminating experience of his Arabic studies was an internship this semester — an opportunity his mentor, Souad Ali, recommended he pursue after he took several classes that she taught. Sabri chose to complete his internship with A Foreign Language Service, a Mesa-based company. He worked in their office a few hours every week doing technical tasks, but also went out on what was called “interpreting assignments.”

“Being an engineering student and also learning Arabic, I was able to use both,” Sabri said.

He interpreted for clients in medical and legal settings. Of the two, he said medical situations were less stressful “because you don’t have a judge and a jury and a whole courtroom looking at you.”

Ali, the head of Classics and Middle Eastern Studies for the School of International Letters and Cultures, said Sabri was a strong candidate for the internship whose knowledge of Arabic — and particularly his translation and interpretation skills — expanded with every class he took.

"He has done an outstanding job and we are very proud of his achievement as part of a long line of our students' and Arabic graduates' success stories through the years," Ali said.

Sabri said interpreting offers him a practical way to use the language skills he worked hard to master in his courses.

“I like that I’m actually able to apply what I learned in class and actually use it to help people that really need to understand what the other side is saying,” he said. “It makes me happy to be able to sit there and help both parties understand each other.”

Editor’s note: This is part of a series of profiles for spring 2019 commencement.

When Zach LeBaron was a young child, he would sit on his mother’s lap and scour her textbooks while she was studying to become a medical assistant. He especially liked to look at the diagrams of human anatomy and pretend to explain to her what was going on. Zach LeBaron is graduating with a Bachelor of Science in microbiology and has been accepted to the Creighton School of Medicine. Download Full Image

The seed to study medicine was planted. But so was another desire — learning.

LeBaron was born and raised in Colorado, but once he started his college search, found himself drawn to the culture at Arizona State University. After his entire family moved to Arizona, he decided that ASU had everything he wanted.

In addition to a diverse and inclusive culture, LeBaron felt ASU offered him a community where he could constantly evolve and grow.

As it turns out, ASU was a perfect fit. LeBaron is graduating with a Bachelor of Science in microbiology and has been accepted to Creighton's School of Medicine.

Question: What’s something you learned while at ASU — in the classroom or otherwise — that surprised you, that changed your perspective?

Answer: I think an overall lesson that I learned while at ASU was the sheer magnitude of things that I didn’t know, and how important the pursuit of knowledge would become for me. Each of my classes expanded my understanding of life in such a huge way and provided a new glimpse into something that was completely foreign to me prior. I have always been amazed at the intellect of and knowledge of each of my professors, and it has helped me to see the importance of continually expanding one’s own understanding.

Q: What was your “aha” moment, when you realized you wanted to pursue a career in your field?

A: Besides going through the phase of wanting to be an astronaut, I have always had a desire to go into medicine. When I worked in an orthopedic center as a clinical assistant, I saw how much joy and fulfillment there was in the treatment of other people.

I guess my “aha” moment came when an elderly woman who had previously been debilitated by her knee pain returned after a joint-replacement surgery with a smile on her face and expressed gratitude to the doctor with whom I worked. It touched me to see how much good someone could do for an individual person, by helping to get them their health back. 

Q: Which professor taught you the most important lesson while at ASU?

A: I feel fortunate to have had some wonderful professors, but one of the most valuable lessons for me came from my advanced English professor [Kent Linthicum]. As someone who loathed English growing up, I was blindsided with how much a good professor can change one’s outlook on a subject. He taught me that being a well-rounded student was crucial to becoming a good doctor. He discussed often how his course could benefit me personally in my career, and it helped me to engage more fully with the course material.  

Q: What’s the best piece of advice you’d give to those still in school?

A: I would say to stop and smell the roses! As I’m preparing for the next step in life, I can’t help but feel that my time at ASU was like turning the pages in a book. I enjoyed every day that I was given, but there were times where I just wanted to be done with college. However, just like when you finish the last page of the book and it closes, I feel that is how the college experience goes and you can’t go back to read it again. Therefore, it’s important to enjoy the moments that we have in college!

Q: What was your favorite spot on campus, whether for studying, meeting friends or just thinking about life?

A: As a member of the Church of Jesus Christ of Latter-day Saints, I spent a lot of my time in the Institute building on campus. It was a great place to meet new friends as well as add some religious learning for a well-balanced college experience. Next would have to be Chick-fil-A.

Q: What are your plans after graduation?

A: After graduation, I will be heading to Creighton medical school in the fall to pursue my dream of becoming a physician.

Q: What’s something you are most proud of during your time at ASU?

A: Besides making some of the best lifelong friends that someone could ask for, I am proud of who I have become following my time at ASU. This experience has helped me to see the importance of expanding my own viewpoint and seeing life through the eyes of those around me. I have also felt an increase in empathy for those who come from different backgrounds, and an appreciation for them as human beings.

Q: What did ASU provide to you that you think you could not have found anywhere else?

A: I am sure that everyone is biased to their university, but without a doubt ASU was the best choice for me. The drive that the college possesses to include as many viewpoints, people and ideas as possible while pushing for the next innovative idea has really come to be a part of how I evaluate the world.

Q: If someone gave you $40 million to solve one problem on our planet, what would you tackle?

A: One issue that I feel passionate about is helping to fight childhood obesity and diabetes. I feel that solving this problem would better the lives of so many individuals around the world.

Q: Describe some challenges or hurdles you faced while earning your degree, and what you did or what took place to overcome them.

A: I remember one of the greatest hurdles during my time at ASU was finding balance between school, work, family, friends and simply enjoying life. It also seemed that during the times where I was trying to do everything in my life at once, it seemed like I wasn’t doing exceptionally at any of them. I remember realizing that I couldn’t do multiple things at once, but I could do one thing at a time, and do it very well. I decided that when I was in school, I would dedicate myself wholly to learning and performing well in class.

Whenever I was with family or friends, I would only focus on interacting with them. Dedicating myself to each individual task rather than doing everything intermingled at once helped me to create a healthy balance in my life.

Q: Are there any particular people who really supported you on your journey — and what did they do to help?

A: I wouldn’t have been able to dedicate myself so fully to ASU without the love and support of my family and my wife. They have been my rock and continually motivated me to go the extra mile in my classes, while also providing an outlet to destress after a long day.

Q: Looking back, is there anything you would go back and change?

A: If I could go back and start over at ASU, I would take advantage of all the different clubs at ASU and join as many as my time would allow. I enjoyed my time working in hospitals, as well as the other activities in which I participated; however, I would love to have seen another side of ASU!

Q: Anything else you’d like to add?

A: I am grateful to ASU, my professors, advisers and all of those at the school who have supported and guided me throughout my undergraduate. Even though I am moving on to medical school, I will always be a Sun Devil at heart!

Editor’s note: This is part of a series of profiles for spring 2019 commencement.

Representation matters. It certainly did for Arizona State University online student Daniel Murillo. When he saw parts of his experience represented on the page, when he encountered writers who were like him, who he really was became … possible. After a conversation with an ASU faculty member, graduating online student Daniel Murillo realized he was too often emulating others in his writing — instead of being himself. "While I still look to my favorite writers for direction," he said, "I am sure to write with my voice, the contemporary voice." Download Full Image

Murillo is earning a BA in English this spring, and has secured a competitive ConversaSpain teaching assistantship postgraduation.

Before his epiphany, Murillo — who identifies as queer and Mexican American — believed that a “writer” was someone like Sylvia Plath or Arthur Rimbaud, maybe Charles Bukowski. In short: white and Eurocentric.

Murillo said he is grateful for the diversity of literature courses he’s taken at ASU. Each area and genre opened up new ways of thinking and being. And it gave him confidence to find his own voice.

Murillo lives in the Los Angeles suburb of Lakewood, California, where he’s participating in ASU’s Starbucks College Achievement Plan. Online education has allowed him to continue working while adding meaningful opportunities like travel experiences — all while keeping up with his studies.

Closer to his home, Murillo added to his resume by interning at the Los Angeles Review of Books, a well-regarded literary supplement covering the national and international book scenes. Murillo wrote, edited and created weekly content for their social media platforms, being instrumental at increasing the review’s levels of engagement.

“This is no surprise,” confirmed Ruby Macksoud, an instructional professional who directs the Department of English’s internship program. “Daniel has an eye for choosing engaging authors, musicians, interviews and images to draw people in. During our many conversations, one thing was clear — he cares deeply about connecting with people. The best part of those conversations? Hearing his excitement about the social impact of his internship work and how much he learned about himself through the process.”

We caught up with Murillo to ask a few more questions about his ASU career and his plans for increasing literary diversity.

Question: What was your “aha” moment, when you realized you wanted to study in your field? 

Answer: I would say my “aha” moment happened when I came across Allen Ginsberg and David Wojnarowicz my freshman year. These queer men really solidified my desire to study literature and ignited my passion to write. I took a few creative writing workshop courses here at ASU. Being in the company of other writers and being in conversation about literature reinforced my desire and ability to write.

Q: What’s something you learned while at ASU — in the classroom or otherwise — that surprised you, that changed your perspective?

A: I am very thankful for the indigenous poetry, American ethnic literature and sexuality in literature courses that promoted diversity in the literary world. These courses exposed me to a diverse array of writers who aren’t in the mainstream, writers I wouldn’t have come across on my own. As a Mexican-American queer writer, I was really encouraged by these diverse voices. I believe we as a culture have made tremendous progress in the past few years. I do believe, however, we still have a far way to go. I intend to write poetry, essays, even venture into screenwriting about my experience and my communities’ experience.

Q: Why did you choose ASU?

A: The Starbucks partnership with ASU played a big role in my decision to attend the university. I am very thankful to the company for their generosity and their flexibility. Starbucks was very accommodating with my work schedule, which allowed me to focus on my studies. Online schooling also allowed me to take my studies with me as I traveled. Over the course of my studies, I’ve had the opportunity to travel to France, the Netherlands and Montreal (Canada).

Q: Which professor taught you the most important lesson while at ASU?

A: I would have to say (former English teaching assistant) Cheyenne Black. I was taking her intermediate poetry workshop course. I attribute her advice as one of the defining moments of finding my artistic voice. I always looked to my favorite writers and thought what would they be writing about in this current climate? What would Rimbaud write about the internet? What would Bukowski write about dating apps? What would Plath write about social media? These topics are altogether trivial and yet so deeply imbedded into our day-to-day life. I was writing with them in mind and not considering my own voice. I had a Google Hangout with professor Black to discuss my poetry. She was very straightforward in her approach and told me to stop using archaic language. While I still look to my favorite writers for direction, I am sure to write with my voice, the contemporary voice.

Q: What are your plans after graduation?

A: I’m moving to Spain! I applied to be a language assistant for a school year and got the position. I missed creative writing MFA program application deadlines so I decided to use my time well during this gap year and apply what I’ve learned in the field, in a different country! The ultimate goal postgraduation is to write, write, write and get it published.

Q: If someone gave you $40 million to solve one problem on our planet, what would you tackle?

A: I would tackle the AIDS epidemic. I think it is a big misconception that the AIDS epidemic is over. Sure, we’ve increased awareness. Yes, we have developed effective treatment. But we still have ways to go. I would like to put this money toward further educating people and finding a cure.

Editor’s note: This is part of a series of profiles for spring 2019 commencement.

Jennifer Harrison’s master’s degree in social work bears proof she has the training and knowledge to be an effective professional. But the summa cum laude graduate of Arizona State University will put so much more than that into her career of helping people. Jennifer Harrison. Download Full Image

In service to American Indian communities and in staying true to herself, Harrison, of Gallup, New Mexico, will draw from history and legacy in pressing forward in a career in social work. Restoring a strong foundation of tradition and the ceremonies taught by elders “that guide us in our life journeys,” she said, is important in addressing the historical trauma found at the root of modern-day suffering among some American Indians.

Harrison, a first-generation college graduate, is the spring 2019 outstanding graduate for the School of Social Work in Watts College of Public Service and Community Solutions.

Scholarship and leadership are hallmarks of Harrison’s career at ASU, where she also received her bachelor’s degree. She earned her master’s degree through scholarships from the Navajo Nation and the National Child Welfare Workforce Institute. She is the president of the American Indian Social Work Student Association and has been active in ASU campus conversations about diversity and inclusion.

Christopher Sharp, a project coordinator in the School of Social Work’s Office of American Indian Projects, said he has enjoyed watching Harrison apply skills that have made an impact at the university and in the community.

“She is self-confident and can advocate, but in a humble way,” Sharp said, adding that she exceeds expectations in leadership. He believes that will continue as she pursues her passion of tribal child welfare and becomes a leader in that field. “She’ll be an asset to the community that she works with."

Last fall, she coordinated a powerful signature event for Native American Heritage Month featuring a pre-release screening of “Blood Memory” and a discussion with Sandy White Hawk, one of the main subjects in the documentary about the U.S. Indian Adoption Era. The “Blood Memory” event was designed to raise awareness about the Indian Child Welfare Act of 1978, which is under legal challenge. Harrison is a strong advocate of that act, often referred to as the “gold standard” in child welfare policy.

The Indian Child Welfare Act was a response to an alarmingly high rate of forced removal of American Indian children from their traditional homes. Those child removal and adoption practices, like the U.S. policy of forcibly removing children from their homes and into government-run boarding schools, was considered another in a series of attempts to eradicate American Indian culture and customs.

Harrison, the mother of a young son, knows the value of culture and customs. She believes values handed down by her elders helped her overcome challenges and obstacles to her success, including the oppressive grief of losing a parent and grandparent and the culture shock of moving from a small town to a big city far from family.  

Those same values are helping Harrison raise her son and to be a community leader where needed. When she moved to Phoenix three years ago, she had no idea leadership and volunteer roles with Cub Scouts and youth sports would be such a big part of her life.

Harrison came to be a social worker by way of studying nursing and then nearly becoming a physical therapist.

“My family is like, ‘Stick to one thing.’ But no, 'I want to do this, and this and this,'” Harrison said.

Everything she wanted to do was in what someone called a “helping profession.” A helper is who Harrison is at her core.

“I found out about social work and saw that’s exactly what I want to do, not the medical aspect but the advocacy aspect of it,” Harrison said.

Harrison got a taste of advocacy work by volunteering with the Court Appointed Special Assistant program. While she intends to concentrate on Indian Child Welfare Act advocacy, she does entertain future plans of earning a doctoral degree in social work or perhaps becoming a guardian ad litem — a guardian appointed by a court to protect the interests of a minor or other vulnerable individual — which could put her on a path to attend law school.

There is no shortage of areas to help, Harrison realizes, but there is success with commitment. She encourages those still in school to stay focused and dig deep.

“It’s possible to reach your dream,” Harrison said. “Don’t give up on it. It’s not easy, but it’s possible.”

Story by Jennifer Dokes

Editor’s note: This is part of a series of profiles for spring 2019 commencement.

Dulce Parra-Barrera, a multilingual first-generation Arizona State University student, will be putting her ease with languages to good use soon. What graduating English linguistics major Dulce Parra-Barrera learned at ASU forever broadened her horizons. "When I came to ASU I was surprised at how international the campus was," she said. "Being exposed to various cultures, and my friends being from different backgrounds than me, really opened my eyes to varying perspectives." Download Full Image

Parra-Barrera is graduating with a Bachelor of Arts in English (linguistics) this spring and has secured a position with the Japan Exchange and Teaching (JET) Program, a teaching exchange managed by the government of Japan.

It’s a dream come true for this native of Goodyear, Arizona, who had always hoped to teach English abroad. She has prepared herself well; in addition to her linguistics degree, she’s also completing a certificate in Teaching English to Speakers of Other Languages (TESOL).

Academic credentials in hand, Parra-Barrera will be also employing a surfeit of practical experience in her teaching. She studied abroad in Seoul, South Korea, during her sophomore year, even learning Korean before leaving the U.S. That won’t be true for her Japanese immersion, however: “Japanese is quite intimidating to me,” she admitted.

Parra-Barrera completed several internships through the Department of English, including a stint teaching English to Major League Baseball players. She described how her language chops came in handy working with the San Diego Padres. “There was a student here and there who wasn't from Latin America, but since most were — and I am a native Spanish speaker — communication was not an issue,” she explained. “It was my first teaching experience after having taken TESOL courses, so it was interesting to put what we spoke of in class into action.

“I loved seeing when the players would tell us stories of them effectively using their English. It made me realize that I really do enjoy what I'm studying and that it can make a difference. It was a really rewarding experience, because the players are such big sweethearts. Honestly, I had never cared for baseball, but now I just follow the team's social media to see them progress.”

English’s director of internships Ruby Macksoud praised Parra-Barrera’s initiative and eagerness for adventure. “Dulce is the ultimate 'yes' student — always open to new experiences, always up for academic and professional challenges, and never one to close a door to an opportunity.”

We spoke with Parra-Barrera to find out more about her journey.

Question: What was your “aha” moment, when you realized you wanted to study in your field?

Answer: I remember growing up not knowing what linguistics was, but I knew I wanted to be able to live in another country. I had discussed the idea of teaching English abroad since sixth grade, and one of my friends enlightened me on how linguistics correlated to that dream job in high school. When I finally took my “Intro to Linguistics” course at ASU, I realized it was definitely the route for me. It wasn't necessarily an "aha" moment of realizing I wanted to study in the field; it felt more like a relief that I had picked something I found interesting.

Q: What’s something you learned while at ASU — in the classroom or otherwise — that surprised you, that changed your perspective?

A: I came from a high school that was largely filled with minorities; like, we only had two Caucasians in our graduating class. As a Hispanic that grew up around other Hispanics, I was under an impression that most folks had gone through the same milestones and struggles that I had. Of course, that's never the case even between Hispanics, but there was that solidarity and I no longer had that. So, when I came to ASU I was surprised at how international the campus was. I think being exposed to various cultures, and my friends being from different backgrounds than me, really opened my eyes to varying perspectives.

Q: Why did you choose ASU?

A: Honestly, as a first-generation college student I had no guidance in college applications or the like. I had applied to other places, but as I had decided before even applying that I would be traveling after college, I felt that being close to my family was important to me. The second I decided I wanted to stay near my family as long as I'm attending school, ASU was the only choice.

Q: Which professor taught you the most important lesson while at ASU?

A: Ruby Macksoud is definitely the professor that taught me the most academically and in regards to skills outside the classroom as well. I think the most important lesson she's taught me though is that no teacher is perfect. As someone who wants to teach in the future and as a student I think it’s something that everyone should be aware of. We're all human and there's always room for improvement. If you mess up one day, tomorrow is another day and you can tackle that problem in another way if needed.

Q: What’s the best piece of advice you’d give to those still in school?

A: You don't have to follow one path to succeed, and it's OK to change your mind because there are endless possibilities to achieve what you deem success.

Q: What was your favorite spot on campus, whether for studying, meeting friends or just thinking about life?

A: I found my friends and I meeting up at the dining halls constantly as well as our dorm rooms. The fact that we all lived on campus made it easy to meet up on campus as well. During finals I'd end up at Hayden Library all the time, as well as in between classes.

Q: What are your plans after graduation?

A: I was accepted to the JET Program, so if everything goes well, I will be an English teaching assistant in Japan.

Q: If someone gave you $40 million to solve one problem on our planet, what would you tackle?

A: If I had $40 million, I know that it would not necessarily fix the problem I'd like to tackle, but I'd want to give it to the Arizona public school system. I really do believe teachers should be paid more and if I could at least make a dent in assisting some schools with that, I would gladly hand over my $40 million.

Editor’s note: This is part of a series of profiles for spring 2019 commencement.

Brianna Chavez has demonstrated the defining qualities of a great leader by seizing every opportunity for personal and professional growth in Arizona State University’s Ira A. Fulton Schools of Engineering. Brianna Chavez. Download Full Image

“I’m eternally grateful to the university for providing me with infinite opportunities to get involved,” said Chavez, an industrial engineering major with a minor in global health. “I’ve been impacted equally by the people and experiences brought to me by the Fulton Schools.”

As an out-of-state student who knew no one on campus, Chavez appreciated the Fulton Schools’ commitment to building a sense of camaraderie among students through E2, peer mentors and student organizations. She found a group of friends and learned from peer mentors who guided her toward leadership positions, internships and eventually an offer for her dream job.

“I felt — and still feel — an urgent call to pay forward the time and effort my mentors have poured into me,” said Chavez, who is graduating with honors from Barrett, The Honors College.

During her first year at ASU, Chavez became a member of Engineers Without Borders, Latinos in Science and Engineering (MAES) and the Society of Hispanic Professional Engineers.

She served as an international project lead in Engineers Without Borders, which led to her election as student chapter president. She coordinated two trips to Pune, India, where students assessed problems with water shortages and contamination and developed solutions for those needs. As president, she applied her industrial engineering mindset to improve internal chapter processes.

Chavez has also served as a peer mentor, a camp counselor at E2, an undergraduate research assistant and an undergraduate teaching assistant. More recently, she became a mentor for Young Engineers Shape the World and served as a panelist for Intel’s Hermanas: Diseña Tu Futuro. These initiatives inspire young girls to pursue careers in science and engineering through engagement and mentorship. 

“The most rewarding part of my ASU experience has been to watch students I have mentored succeed in their own goals,” said Chavez.

In addition to her extracurricular activities, Chavez found the time to intern at Goldman Sachs, AXON and W. L. Gore and Associates, and to study abroad in London and Brisbane, Australia.

After graduation, Chavez will enter the Operations Leadership Development Program at Lockheed Martin, an aerospace and defense company. She’d also like to earn a master’s degree.

“My passions lie in the public sector,” said Chavez. “I hope to apply my engineering skills to initiatives and organizations that improve public health and welfare.”

Hometown: Albuquerque, New Mexico

Chavez's favorites

TV show: "Bob’s Burgers"
Hobbies: Reading true crime fiction, cooking new dishes, making ceramic pottery.
Sport: "I’ve always loved soccer. I cannot be near a soccer ball without spending a few minutes juggling."
Book: “Sacred Rice: An Ethnography of Identity, Environment, and Development in Rural West Africa” by Joanna Davidson
Geeky possession: "I own several graphic prints ranging in theme from Star Wars to the Kill Bill movies."

Read about other exceptional graduates of the Fulton Schools’ spring 2019 class.

Editor’s note: This is part of a series of profiles for spring 2019 commencement.

When transfer student Kassandra Kellenberger signed up for a science course to fill one of her future degree requirements, she thought she would just check it off her list. Kassandra Kellenberger graduates this spring with a Bachelor of Science in biological sciences. Photo courtesy Kassandra Kellenberger Download Full Image

Instead, she learned there are many types of careers in a laboratory that weren't in the medical field but would allow her to pursue her passion for cellular research. She was so excited, she changed her major to biological sciences and stepped up her game by committing to learning and excelling in school. 

“I’m so proud at how I turned around my scholastic career since I’ve been at ASU. I previously spent some time lost and changing majors, not caring about classes or my future. Since I’ve been at ASU, my eyes have been opened to all the different things I can do, and it’s inspired me to do something that I’m truly passionate about,” said Kellenberger.

“I went from being a subpar student, barely passing, to being a student who will be graduating with an honors cord, lab experience and beautifully written research papers that show exactly what I’m capable of in the scientific field,” she added.

Kellenberger completes her undergraduate studies this spring with a Bachelor of Science in biological sciences — specifically, genetics, cell and developmental biology. She plans on pursuing a career working in a laboratory that studies autoimmune diseases.

Question: What was your “aha” moment, when you realized you wanted to pursue a career in your field?

Answer: When I transferred to ASU from Phoenix College, I had intentions of applying to the Medical Lab Science program because I knew I loved being in a lab environment and I have a special talent for understanding cells. I needed some filler classes for my semester while I was applying to the program and decided to take a class at West campus called "Genes, Evolution, and Development." This class opened my eyes to the endless possibilities for a career in a laboratory. I didn’t have to limit myself to medical, and as my knowledge about developmental biology and genetics grew, I found myself getting excited about writing research papers and talking about topics we discussed in class. 

This was the moment I went, "Huh. Maybe I should be trying to pursue a career in research." I changed my major the next day and I have been thriving in my classes and lab job ever since. I’ve become more passionate about school, taking advantage of the many opportunities provided about ASU and I am more motivated than I have ever been to succeed.   

Q: What’s something you learned while at ASU — in the classroom or otherwise — that surprised you, that changed your perspective?

A: Since I’ve been at ASU, I was surprised to find how many professors brought so much passion to the classroom. Entering the professional world has always been a scary thought, mostly because I always imagined that you just go get a job and work to pay bills. Seeing so many different professors passionate about the things they get to teach, as well as the things they get to research, changed my perspective about finding the right career. It showed me that I don’t have to just find some job, I can work in a field where I get excited about the work I do, and having a job isn’t a burden, but something exciting when you get to do what you love.

Q: Why did you choose ASU?

A: I’ve lived in the greater Phoenix area since I was pretty young and I grew up with the understanding that ASU is one of the best places to go for an education in science. ASU is always holding events open to the public to engage the youth of the community and give a taste of the opportunities they provide here. This showed me that I can get an amazing science education as well as opportunities to make connections with prestigious scientists in my field without having to move away from my home and my family.

Q: Which professor taught you the most important lesson while at ASU? 

A: I’ve had so many amazing professors that have provided me with the tools I need to succeed at ASU, but there was one professor that made the most lasting impact on me and encouraged me to pursue a career in research. Professor Jennifer Hackney-Price taught my "Genes, Evolution, and Development" course and I always looked forward to attending her class because of the passion and excitement that she brought to the room every single day. She would be bouncing with joy when she got the opportunity to tie in her own research to the topic of the lecture and it was inspiring to be a part of that.    

Q: What’s the best piece of advice you’d give to those still in school?

A: Always take time for yourself. We’re all so busy studying for exams, doing projects, writing papers on a constant basis, and if I never gave myself a break then I’m sure I would have burnt out long ago. Also, don’t be too hard on yourself. It’s okay to get a C in that one class you really struggled in. Employers don’t care about your grades at the end of the day, they care about what you can bring to their company as an educated and prepared individual.  

Q: What was your favorite spot on campus, whether for studying, meeting friends or just thinking about life?

A: West campus is my absolute favorite place. It’s beautiful and quiet, but my major is on Tempe campus, so I spend most of my time there. It’s hard to find some peace and quiet in Tempe, but I’ve found that the lawn in front of old main, and a few of the hidden tables in the courtyards nearby, provide some beautiful scenery and a lot less foot traffic.

Q: What are your plans after graduation?

A: After graduation, I want to be working in a laboratory that studies autoimmune diseases. There are so many people out there suffering from autoimmune diseases in silence. Everyday life is hard to get through, treatments are expensive, and there’s not much that can be done to restore the degenerative effects of these diseases.

It is a mission of mine to find a way to target the immune system in such a way that the progression of degeneration is halted. However, I understand the realities of life, a career in research and the job market. So, for now, I would love to take any opportunity to be doing work in a laboratory that would allow me to prepare for pursuing my master’s (degree) and eventually my PhD. 

Q: If someone gave you $40 million to solve one problem on our planet, what would you tackle?

A: One of the biggest challenges that our planet is facing is the rapidly increasing atmospheric CO2 concentration. Unfortunately, we’re seeing a significant decrease in our photosynthetic friends — plants—which process this CO2 and release oxygen gas as a waste product. With $40 million, I would find a way to genetically engineer plants that have the ability to withstand the environmental pressures that are inhibiting healthy plant growth as well as increase the CO2 synthesis capacity of plants. This would increase the range of temperatures that plants could survive in, increase the biomass of photosynthetic organisms and contribute to putting more oxygen back into the atmosphere. 

Q: Describe some challenges or hurdles you faced while earning your degree, and what you did or what took place to overcome them.

A: My last semester at ASU has presented me with some of the biggest challenges I’ve encountered yet. I discovered that I had 17 upper division credits to finish, and a physics class to take, with only 1 semester left of funding to do it in. The lab I had been working in for the last year-and-a-half jumped hurdles to ensure I could earn internship credits for my time there due to the passion and initiative I was always willing to show in the lab. My adviser worked with me on class options to make sure I could fit everything I needed into my schedule and showed me ways to take a few stresses off my plate while still satisfying my remaining credits. There were so many people that cared so much about my success and helping me get through this situation that it helped me overcome the roadblock.  

Q: Are there any particular people who really supported you on your journey? And, what did they do to help?

A: I have an absolutely incredible support system in my family, friends and even my coworkers. My parents have always been there to remind me that no matter how stressed out I get, I’m doing incredible things and they’re proud of me even if I don’t bring home an A in every single class. My husband is truly my rock, not only does he lift my spirits when I need it the most, but he’s really done so much to help me so that I can focus on my education.

The people I work with are so kind, and some of the most down-to-earth people I know. They’re always willing to take on tasks that I have trouble getting to because I’m overwhelmed with schoolwork, and my supervisors are always there for a shoulder to cry on or even providing advice on how to handle different challenges.

Q: Looking back, is there anything you would go back and change?

A: Personally, I don’t believe in looking back at what I could have changed. I feel that the path I’m on may have never happened if I hadn’t had some of the challenges or experiences that I did. The hardest challenges I’ve ever overcome have made me a better person and taught me how to navigate difficult situations for the future. It makes me proud to look back at the challenges I overcame because it’s a reminder that I can do absolutely anything I set my mind to and that in the end, you’ll only ever grow as a person for overcoming them.

Q: What did ASU provide to you that you think you could not have found anywhere else?

A: One of the coolest opportunities I’ve had at ASU was the chance to attend a lecture by Jennifer Doudna, a biochemist who contributed to the discovery of the CRISPR cas-9 system, and to meet her after the lecture. ASU is always putting on events like this, events that help aspiring scientists have conversations with great researchers and learn more about what is happening in our field. I feel like this is one of the things that sets ASU apart from other institutions.