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Autistics on Campus bust myths, show young students that college is possible

ASU student says to #AskAnAutistic to get the real story about autism.
April 27, 2017

A group of autistic ASU students welcomed local high school students to the Tempe campus to learn about college life

The shift from high school to college isn’t always an easy one. The newfound independence can be both freeing and intimidating — especially if you’re autistic.

“The transition to college was very frightening for me,” Jane Smith* said. “Many autistic high schoolers are already struggling to function at their current level of independence. … Being pushed to be even more independent, especially if you don't feel developmentally ready, can be terrifying.”

Smith, a computer science undergrad at Arizona State University, is more comfortable these days, thanks in part to her involvement in Autistics on Campus, a group that provides a judgement-free space for autistic students to socialize and spread awareness and acceptance of the disorder. Earlier this monthApril is Autism Awareness Month., AoC members engaged in their first community-outreach endeavor when they welcomed a group of autistic Tempe High School students to ASU’s Tempe campus for a tour and panel discussion about college life.

There was some initial hesitance from the high schoolers after they filed into a classroom on the second floor of Coor Hall, where the discussion was held. But once the AoC group members began sharing their personal stories, hands were flying up to ask questions.

Greggory Ohannessian, an interdisciplinary studies grad student, recalled a time when he almost missed the shuttle from ASU’s West campus to Tempe.

“If that happens, don’t panic,” he said. There’s always another on its way.

Other nuggets of wisdom AoC members shared included reaching out to the ASU Disability Resource Center. With a location on each campus, the center is easily accessible and offers a number of services, including special testing accommodations, note-taking assistance and equipment rental.

“If you’re coming to ASU, you need to go talk to these people,” business undergrad Daryn Nehrkorn said before moving on to the topic of student clubs. Aside from the AoC, he listed off clubs for such activities as cosplay, video games and Quidditch, which drew excited gasps from the high school students.

“Like, Harry Potter Quidditch?” one asked.

“Yes,” Nehrkorn said. “But I don’t think they’ve figured out how to make the brooms fly yet.”

On the way from Coor Hall to the Memorial Union for lunch, Nehrkorn chatted easily with Tempe High sophomore Austin Hartwell. Hartwell was impressed with the size of the campus but acknowledged it was also a bit daunting. If he decides to come to ASU, he said, he most likely will join the AoC.

Finding a group of “like-minded” peers can be difficult among such a large student population, AoC faculty adviser Maria Dixon said. She attributes the tongue-in-cheek phrase to the students who established the AoC nearly a year and a half ago after coming to her for help communicating better with students and professors.

Dixon, a speech language pathologist and clinical associate professor in ASU’s Department of Speech and Hearing Science, said she realized that what the students were looking for might be better served as a student organization where they could regularly engage with other autistic students who were experiencing similar things.

So far, her inclination has proven correct.

“It's nice to have friends, especially ones who can relate to me better,” Smith said. “We face a lot of the same problems.”

Including stigma and a lack of understanding from non-autistic people, who may have good intentions but bad sources of information.

“It’s important to learn from real autistic people if [you] want to understand autism,” Smith said. “Autistic people are often shut out of the conversation about ourselves when, really, we're the ones living with autistic minds 24/7, so it would stand to reason that we know the most.”

Short of speaking directly with an autistic person, she suggests checking out organizations like the Autistic Self-Advocacy Network, the Autism Women’s Network and the U.K.’s National Autistic Society (Smith recommends these organizations in particular, as she said she has found that some others may have misleading or inaccurate information).

Dixon is pleased to be a part of something that not only provides a sense of community but empowers autistic students.

“Having the students recognize that they’re not all alone on campus is really big,” she said, but it’s more than that. It’s also about “valuing [their autism] and seeing that they have something to contribute to the diversity on campus.”

That’s a message the AoC members want to convey to as many people as possible, beginning with the Tempe High students.

“My personal hope is that this will help them start to imagine what college could be like for them,” Smith said, “and that it could go OK.”

*Some names have been changed for privacy reasons.

Top photo: Tempe High School students Katelynn Thompson (left), a junior, and Anna Molina, a senior, grab chopsticks for their meal at the Pitchforks dining hall at the Memorial Union. It was part of a Tempe campus visit that included a tour and panel discussion about college life for autistic students. Photo by Anya Magnuson/ASU Now

RED INK indigenous dinner cooks up a great evening


April 25, 2017

Celebrity chef Nephi Craig, who made a guest appearance at ASU last weekend, doesn’t run a swanky New York restaurant or yell insults on a reality TV show. Craig, who is of Apache and Navajo heritage, doesn’t generally serve fry bread, and he believes that food has a role in healing. You could say that he believes in a kinder, more indigenous approach to food.

Craig, founder of the Native American Culinary Association, headlined the first RED INK Indigenous Food Sovereignty and Sustainability Dinner held on the Arizona State University campus in Tempe this past Saturday, April 22, in Old Main’s Carson Ballroom. In addition to Craig's great food, dinner guests also enjoyed the classical stylings of guitarist Gabriel Ayala, a fashion show of indigenous-inspired designs by ASU art major Tyson Powless, and the poetry and stories of ASU Regents’ Professor of English and American Indian Studies Simon Ortiz. Chef Nephi Craig chats with attendee at RED INK Sustainability Dinner, April 22, 2017. / Photo by Henry Quintero Chef Nephi Craig described his food ethics to NPR in 2016: "Native American cuisine is right now, to me, in my generation and in this time frame, not about fine dining as a priority. ... It's about restoration of balance, equipping families and individuals with the ability to change their lives and cope with and live an indigenous life under all these different forms of colonialism in America." Download Full Image

Craig prepared hors d’oeuvres and dinner from a carving board and action station. The menu, which focused on indigenous, sustainable foods, included: slow-roasted bison; chili- and honey-roasted wild turkey; smoked salmon; Ayacucho quinoa salad; roasted young vegetables; Apache cornbread; zucchini fritters; Western Apache Nada’ban and braised beef tongue; spring three sisters mix of Tohono O’odham tepary beans, Anasazi beans, yellow squash tomatoes, and yucca blossoms; and an assortment of roasted seeds and nuts. Beverages included Apache Pinon Cloud coffee, White Mountain Apache wild tea and sweet corn tea.

While he worked, Craig shared his knowledge of the rich history of indigenous foods and cooking, explaining that food is inseparable from — and at the heart of — a people’s history, culture, tradition, identity, family and home. Craig has infused his holistic beliefs about food into plans for his new restaurant, Café Gozhóó Western Apache Café and Learning Center, set to open in Whiteriver, White Mountain Apache Nation, later this spring.

Classical guitarist Gabriel Ayala plays at the RED INK Sustainability Dinner on April 22, 2017. / Photo by Henry Quintero

Guitarist Gabriel Ayala, an internationally renowned artist who is Pascua Yaqui from Tucson, plays varied selections at the first RED INK Indigenous Food Sovereignty and Sustainability Dinner.

Ayala, an internationally renowned artist who is Pascua Yaqui from Tucson, played varied selections from classical, flamenco and jazz traditions as well as from his own compositions. With each piece, he related personal anecdotes, such as the time he played music with Carlos Santana and another time with the Temptations.

The dinner was attended by people all ages, and by representatives from many different indigenous nations, local and distant. Attendees included Navajo Nation Vice President Jonathan Nez and his family and members of local indigenous nations, such as the Salt River Pima Maricopa Indian Community, Pasqua Yaqui Nation, Gila River Indian Community and White Mountain Apache Nation. ASU guests in addition to Ortiz included tribal liaison Jacob Moore and his wife, as well as friends and family of RED INK staff members.

The RED INK Indigenous Initiative for All is a collaborative endeavor conceived and equally implemented among all stake-holders/partners with an interrelated set of campus, regional, national and international ventures, including an international journal (RED INK: International Journal of Indigenous Literature, Art, & Humanities) and other projects to achieve goals set in collaboration with indigenous communities. It is housed in the Department of English, an academic unit of the College of Liberal Arts and Sciences.

For more information, visit the RED INK website at english.clas.asu.edu/red-ink.

 
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An anniversary and a retirement celebration at the School of Transborder Studies

Retiring School of Transborder Studies professor says work will never end.
April 21, 2017

Edward Escobar retires 20 years after starting Department of Chicano/a Studies that evolved into landmark school

Twenty years after he helped establish the Department of Chicano/aChicano/a refers to a person of Mexican origin or descent. Latino/a refers to a person of Latin American origin or descent, not just Mexico. Studies at ASU, Associate Professor Edward Escobar listened as friends and colleagues reflected on his accomplishments and bid him farewell.

Several speakers at the ASU Art Museum became emotional Friday as they recounted the impact Escobar had on everyone from professors to administrators to students.

“Ed has three defining characteristics,” said Regents’ Professor Carlos Velez-Ibanez said — commitment, ferociousness and humanity. "You made it possible for us to move from what was then the Chicano/a Studies department to what we have now.” 

Velez-Ibanez's comments connect what was then a fledgling department to the growing School of Transborder Studies, which includes student internship and study abroad opportunities, transborder-focused initiatives and programming, a speaker series, a teacher education program and a unique PhD program.

A native of Los Angeles and the son of Mexican immigrants, Escobar came to ASU in 1993 and immediately began advocating for the study and research of the Southwest’s considerable Chicano/a and Latino/a population. Four years later, in 1997, the Arizona Board of Regents approved the creation of the Department of Chicano/a Studies at ASU.

Over the years, Escobar watched as it grew into the Department of Chicano/a and Latino/a Studies in 2005, and then finally into the School of Transborder Studies in 2010.

“Thank you all for being here for this really moving celebration of what we’ve done over the last 24 years,” Escobar said. “It has been a privilege to be here and to work with all of you. This school is going to go on, and it’s a legacy I’m very proud of. … I know that the future is bright for our unit.”

Regents’ Professor Emeritus Cordelia Candelaria recalled how back in the early 1990s as discussions were underway to introduce Chicano/a studies to the university, she fought for Escobar to be considered as director. At the time, he was the first historian to have published an article on Chicano history in the Journal of American History.

Candelaria credited Escobar with helping to “break down the barriers and walls” Chicano/as faced in higher education at the time.

“This is the field of interdisciplinary studies, and ASU wanted to be there as the rocket shot off,” Candelaria said. “Ed had great plans and saw ASU for the great institution that it could be. That’s the kind of energy and belief and resolve that we needed.”

True to his colleagues’ words, Escobar’s passion for his work never faltered. Most recently, he was instrumental in the creation of the School of Transborder Studies’ first doctoral program — the only one of its kind in the country — which welcomed its first cohort in the fall of 2016.

Alejandro Lugo, current director of the school, worked alongside Escobar to establish the infrastructure of the doctoral program, developing the courses and outlining the requirements.

“I’m fortunate to have experienced his support, appreciation and kindness,” Lugo said. “He is a major intellectual and administrative presence, and I am going to miss him.”

Some time was taken during the reception to read comments from past students of Escobar’s. They ranged from humorous to heartfelt, with one student remarking, “He showed me what it was like to have people in my corner rooting for my success and what that success could look like.”

It has always been about the students first, Escobar said, calling them an inspiration and the thing that keeps him going.

“The students are the reason I got into this line of work to begin with,” he said.

Though Escobar is retiring, he made it clear that his work to better society through social change will not stop.

“I’m a chapter and a half away from finishing my next book,” he said. “And I know that this kind of work will continue because it’s who we are, and it’s who I am.”

 
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New ASU study abroad programs provide more opportunity, schedule flexibility

Flexible programs at ASU Study Abroad allow for different ways to see the world.
Want to study abroad & stay on track with degree? @ASUStudyAbroad has your back.
April 20, 2017

Since the inception of Global Intensive Experiences, the number of students studying abroad during breaks has more than doubled

When considering challenges such as staying on track for an on-time graduation, taking time away from family or work obligations and making a big dent in finances, the Arizona State University Study Abroad Office adopted a new program model to meet students where they are.

Similar to faculty-led programs where students take courses with an ASU professor and other ASU students, this new type of program (coined Global Intensive Experiences) bridges these gaps, and does so during seven- to 12-day academic breaks, typically winter or spring break.

With tuition packaged within the regular semester costs, these programs offer an affordable price tag (particularly since financial aid and scholarships apply) and don’t disrupt jam-packed major maps. These programs are also ideal for first-generation college students, the novice traveler or students who want to reserve their summers for internships or work.

“By offering innovative scheduling options, we can reach more students with different kinds of experiences,” said Andi Hess, study abroad program faculty director.

This past spring break, students learned about the coffee industry in Costa Ricadove into topics related to borders and identity in Cuba and got a taste for the Peace Corps in the Dominican Republic — all while earning academic credit. Starting in 2016, there were four programs and 65 student participants. In the current year, students had three times the amount of opportunity at 12 programs, with 176 student participants, and 2018 will offer around 30 programs with spots for nearly 300 students.

The Study Abroad Office hasn’t stopped there. To offer more options for students’ schedules, spring 2018 is a pioneering time for semester-long faculty-led programs abroad, offered during sessions A and B. The goal of these programs is to provide more economically sound options for students without disrupting their academic schedules.

One of the inaugural semester faculty-led programs in Chiang Mai, Thailand (directed by ASU Professor Martin Matuštík), offers a direct look into the culture through the Southeast Asian-West Perspectives on Philosophy, Religion and Society. With the choice of six or nine credits, students will spend seven and a half weeks bookended between winter break and spring break studying death, social conflict and transformation, and cultural and gender studies.

“Spending a semester abroad is something that a student may never have time to do again. ASU offers many programs abroad, but this one is among the very few that give students a full semester-equivalent abroad and still one session back on campus,” Matuštík said.

Besides developing intercultural competence and leadership skills required to face global challenges, Matuštík noted that students will “expand in new directions, make one’s resume stand out, pursue new topics for a capstone, thesis or field experience (clinical, political-NGO, religious or social work field experience or internship).”

On the other side of the world, Hess’ session B program is another faculty-directed option to study Identity and Conflict in the Balkans.

“The semester schedule also allows students to fit study abroad into their planned academic schedule in ways many can’t during the summers due to family, work and other obligations,” she said. “Innovative options like embedded semester programs allow us to reach more students with these incredible transformative opportunities, which in turn enriches our community.”

This five-week program offers six credits for students and covers five cities in four countries across Eastern Europe.

“We will be able to engage with local people of all kinds that would otherwise be inaccessible during the busy summer months when many areas are crowded with tourists. We are also able to offer these programs to students at a lower cost when they occur during off-seasons,” Hess said.

These programs support the vision of the Study Abroad Office in providing every student with meaningful opportunities for academic and personal growth. Students can participate in programs as short as a week, as long as a year and everything in between. ASU credit is issued on all programs, and students can earn credit toward their major, minor, certificate, general education coursework or electives. Global Intensive Experiences and faculty-led programs are only two of the four program types, with partnership and exchange options readily available for students as well.

Apply to Matuštík’s program in Thailand here, or follow his Facebook page for more details. The application to Hess’ program in the Balkans is here. The deadline for these two programs is Sept. 25.

To learn more about the 250-plus study abroad programs in more than 65 different countries offered at ASU, see the Study Abroad Office website.

Top photo: The Phra Singh Temple in Chiang Mai, Thailand. Photo by Panupong Roopyai/Wikimedia Commons

Carrie Herrera Niesen

Project Manager , J. Orin Edson Entrepreneurship + Innovation Institute

'Hidden Figures' author inspires audiences at ASU events


April 18, 2017

On Tuesday, April 4, the Virginia G. Piper Center for Creative Writing presented Margot Lee Shetterly, author of the book "Hidden Figures: The American Dream and the Untold Story of the Black Women Mathematicians Who Helped Win the Space Race" at the Orpheum Theater in downtown Phoenix.

After a brief talk discussing some of the research and writing processes behind "Hidden Figures," Shetterly spent the next hour taking questions from the audience, many of whom expressed deep, personal connections to Shetterly’s work. Margot Lee Shetterly, Sharon Torres, Dr. Meenakshi Wadhwa and Dr. Stanlie James at a panel in the Lyceum Theater From left to right: ASU Professor Meenakshi Wadhwa, author Margot Lee Shetterly, ASU Vice Provost Stanlie James and ASU coordinator Sharon Torres after their panel at the Lyceum Theater. Shetterly spoke at the Orpheum Theater later that evening. Download Full Image

“Whenever a new person took the microphone, it was often to thank Shetterly for the inspiration and the call to action contained with the book, and also to call for more work unearthing other hidden stories, other hidden figures in American history and in contemporary life today,” said Matt Bell, interim director for the Virginia G. Piper Center for Creative Writing.

Shetterly’s visit also included a panel exploring race, representation, and access to education with director of the Center for Meteorite Studies Meenakshi Wadhwa and Vice Provost for Inclusion and Community Engagement Stanlie James, moderated by Center for Gender Equity in Science and Technology advocacy manager Sharon Torres.

“Margot’s book was one of my favorite reads from this past year, not only because it highlighted a very interesting period in the history of NASA and of this country, but because of its incredibly powerful and inspirational message,” Wadhwa said. “To me, the importance and relevance of this work in today’s world is encapsulated by something that Margot said, that we must all be motivated not by fear but by curiosity and imagination.”

"Hidden Figures" follows the story of four African-American women who worked at NASA as mathematicians during the Civil Rights era. Despite their crucial role in many of NASA’s greatest achievements, segregation repressed their contributions from public memory. "Hidden Figures" is a corrective to this history.

A No. 1 New York Times Bestseller, the book was also recently selected by Henry Louis Gates Jr. to receive this year’s Anisfield-Wolf award, an annual award recognizing those books that have made important contributions to our understanding of racism and human diversity

"Hidden Figures" was also made into a feature film starring Taraji P. Henson, Octavia Spencer, Janelle Monáe, Kirstin Dunst and Kevin Costner earlier this year, and received numerous nominations and awards across the film industry.

Recently, Viking Books announced that Shetterly will be publishing two new volumes over the next several years, each of which will explore overlooked contributions of African Americans to American history.

Jake Friedman

Coordinator, Virginia G. Piper for Creative Writing

480-965-6018

 
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Indian nations face social, spiritual challenges from unhealed trauma

ASU professor to discuss wounds of genocide among American Indian communities.
Killsback among 8 ASU faculty to speak at Genocide Awareness Week event at SCC.
April 13, 2017

ASU expert to talk about 'Broken Treaties, Broken Pipelines' at Genocide Awareness Week at Scottsdale Community College

Genocide has been a thread through humanity, stretching back centuries and into modern times.

Several Arizona State University experts will talk about mass killings at "Genocide Awareness Week: Not On Our Watch" at Scottsdale Community College. The event runs April 17–24.

This will be Scottsdale Community College's fifth Genocide Awareness Week, which gathers survivors, scholars, politicians, activists, law enforcement and artists to delve into the history and ramifications when one group of people tries to destroy another.

Leo Killsback, a citizen of the Northern Cheyenne Nation and an assistant professor of American Indian Studies at ASU, will give a lecture titled “Broken Treaties, Broken Pipelines: The Fight For American Indian and Indigenous Rights in the 21st Century.”

KillsbackKillsback culturally and spiritually identifies as a Cheyenne person as he is a practitioner of traditional ceremonies and a member of traditional Cheyenne ceremonial societies and guilds. He is an author, scholar and student of American Indian culture, history, spirituality, traditional law and decolonization. Killsback teaches a graduate course, American Indian and Indigenous Rights, and an undergraduate course, Human Rights and Cultural Resource Law. answered questions for ASU Now:

ASU Assistant Professor Leo Killsback

Leo Killsback is an assistant professor at ASU. Photo by Cheryl Bennett

Question: What will your lecture be about?

Answer: My lecture, as with my research, connects the historical injustices that the U.S. committed against Plains Indians with the current injustices related to social inequality, threats to American Indian sovereignty, and the fights to protect treaty rights and indigenous rights.

Q: How does your talk relate to the theme of genocide awareness?

A: Throughout the colonization of western Native America, the U.S. committed horrendous acts of genocide against Plains Indian peoples through violence and later through assimilation-based policies. Today, many of these same Indian nations continue to face social and spiritual challenges stemming from the unhealed wounds of trauma. Meanwhile, their lands, water sources and air are under constant threat from exploitation and pollution. For a lot of Plains Indian nations, the wars against imperialism never ended.

Q: Your talk is titled, “Broken Treaties, Broken Pipelines.” Do you believe that the recent attention on the Dakota Access Pipeline protests has changed attitudes towards Native Americans’ rights?

A: The attention of the Dakota Access Pipeline has certainly brought American Indian and indigenous rights to the forefront in a manner that the world has never seen before. I think that the attitudes of the non-Indian public towards American Indian and indigenous rights will continue to change for the better. Some people, however, in some parts of the country have become more aggressive in their negative treatment towards Indian peoples in response to the #NoDAPL movement. Nonetheless the movement is strong, resilient and will continue with peace and prayer as core principles.

Q: Did the protests renew enthusiasm among Natives themselves for pursuing justice?

A: American Indians have resisted colonialism and injustice for years, but the current movement has quickly become part of a much larger global community. The Standing Rock Sioux Nation, its citizens and the water protectors who defied the Dakota Access Pipeline represent a 500-year effort to protect Mother Earth.

Killsback will speak at 9 a.m. Tuesday. Other ASU experts and their lectures are:

  • “Violence and State Repression in the Midst of Refugee Crises,” by Thorin Wright, assistant professor, School of Politics and Global Studies, at 1:30 p.m. Monday
  • “Mass Atrocities and International Justice,” by Clint Williamson, former U.S. ambassador-at-large for war crimes issues and now a professor of practice in the Sandra Day O'Connor College of Law and senior director for Law and National Security at the McCain Institute for International Leadership, 6:30 p.m. Tuesday.
  • “Genocide in the Renaissance: A New and Terrible World,” by Sharonah Frederick, assistant director of the Arizona Center for Medieval and Renaissance Studies at ASU, 9 a.m. Wednesday.
  • “Genocide: Problems with Comparison,” by Volker Benkert, assistant professor of history, and Jason Bruner, assistant professor of religious studies, at 10:30 a.m. Wednesday.
  • “Building the Rule of War: Accountability after Violence,” by Milli Lake, assistant professor, School of Politics and Global Studies, at noon Wednesday.
  • “Anti-Jewish violence in Postwar Poland, 1945–46,” by Anna Cichopek-Gajraj, assistant professor of history, at 1:30 p.m. Thursday.

Genocide Awareness Week also will include a talk by a survivor of the Holocaust, lectures about the 1936 Olympics in Berlin, a presentation on current hate crimes by the Phoenix Police Department and a memorial service. Find details here.

Mary Beth Faller

Reporter , ASU Now

480-727-4503

 
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She Se Puede: ASU alum creates opportunities for Latina girls in STEM

ASU alum leads Degrees of Freedom, a robotics team for East Valley girls.
April 6, 2017

Si Se Puede Foundation has been organizing robotics programs for East Valley students for nearly 20 years

Update: The Degrees of Freedom team won the Rookie All Star Award at this weekend's FIRSTFor Inspiration and Recognition of Science and Technology Arizona West Regional 2017 and advance to the FIRST Championship competition in Houston during the weekend of April 22. 

A team of high school girls is ready to compete in a robotics competition Saturday in Phoenix thanks to a nonprofit organization founded more than 20 years ago by Arizona State University alumnus Alberto Esparza.  

The Si Se Puede Foundation focuses on helping children from low-income families achieve academic success, but they’ll take anyone who wants to join their robotics programs. Esparza said that since 1998, his program has seen about 85 students go on to become engineers. 

The group’s work highlights a range of outreach efforts from the ASU community that include Camp Catanese, a tech-heavy college access program for Phoenix students; CompuGirls, a STEM program for minority girls; Conexiones, an academic achievement program for children of migrant workers across Arizona; and the Upward Bound Project, a college prep program serving potential first-generation college students.     

The Si Se Puede Foundation’s newest team, Degrees of Freedom, a collection of predominantly Latina East Valley girls, wants to start gathering trophies. This is their story: 

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It’s spring break and a chilly, dark morning as seven young girls huddle together for a selfie in the Chandler Techshop parking lot.

The Degrees of Freedom high school robotics team is headed to Flagstaff for the FIRST regional robotics competition where they hope to claim the rookie all-star award for first time teams. Alberto Esparza, CEO of Si Se Puede that funds the team, checks everyone is present and snacks are accounted for as they get ready to leave at 5 a.m..

Outside the parents of Valeria and Camila Treviño huddle together as they see both their daughters off. They would go, but they can’t afford to spend time away from their jobs. As the vehicle begins to drive off, Valeria and Camila’s mother walks alongside as she waves goodbye.

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Alberto Esparza, with his graying hair and trimmed mustache, towers over children running through the Hartford Elementary cafeteria. Little ones tug at his shirt to show him their Lego robots or run into him for a quick hug. Esparza walks with a gait of authority that would have served him well 23 years ago as a probations and parole officer.

Thinking back to his undergraduate years, Esparza comments, “when I was at Arizona State University, I saw myself going into the FBI; I saw myself becoming an attorney. But I had a passion for the community.”

In 1993, Esparza felt he had reached a crossroads. He left corrections, and a lucrative position, to spend his life savings on creating the Si Se Puede Foundation with no previous non-profit experience and little support from his family — who couldn’t understand why he left a stable career path.

Esparza became the primary teacher of foklorico dance groups, soccer programs and even ESLEnglish as a Second Language classes with the hopes of improving the odds of succeeding in high school and college for the children of his East Valley community. Working in corrections had made him feel he was treating problems rather than preventing them. “It’s not that I’m a tough guy,” he said of his own success in school, “I grew up in that environment, too.”

After four years of work, Esparza found himself broke and sleeping in his unheated office on a cold November night questioning his choices. But that same year Si Se Puede received its first funding grant from United Way for $25,000.

“I don’t mind saying that the application that I filled out was filled out in pencil. I didn’t have a computer, typewriter, if you will, and I felt so uncomfortable when I submitted it.”

With the support of the Chandler Police Department and those who were familiar with his approach he secured the grant that allowed him to start Lego robotics programs in Chandler schools.  

“I decided, ‘why don’t I bring robotics to the East Valley to communities deemed at risk,” Esparza said. “Your zip code shouldn’t dictate whether or not these programs are available.” 

Today, Esparza’s Si Se Puede foundation partners with schools all over the Valley offering programs for a range of ages. His only rule is that they don’t charge students for participation. He has seen 85 students go on to study engineering at a variety of different universities and considers everything “his kids” go on to do a success.

As a young mother arrives at Hartford elementary and hugs her son, he points out she was once one of his students in elementary school. He remarks that this East Valley community is where his heart is and that his success may be impressive but a result of years of effort, “I’m not the smartest guy in the world, but I’m persistent.”

Before heading to Flagstaff for the FIRST robotics competition, the girls of Degrees of Freedom and the Binary Bots team, a co-ed team sponsored by Si Se Puede, spent every Saturday and sometimes weekday afternoons planning and building their team robots. Students from all over the Valley that participate in either team met at the ASU Chandler Innovation Center, which adjoins the Chandler TechShop. The teams must raise $5,000 to compete and money to purchase tools and equipment. The students work with mentors from General Motors, ASU alumni and ASU students to raise money and build robots.

The theme of this year’s competition is “STEAMWorks.” Robots must pick up gears and balls and then climb a rope. 

ASU junior Ruy Garcia Acosta, who is now a mechanical engineering student, went through the program himself in elementary school and mentors students on both teams. He credited his time with Si Se Puede for opening up his perspectives.

“It helped be more intrigued about the engineering aspects,” he said speaking of his time in the program. Acosta manages to squeeze in time with high school students because, “I interact with the kids because they’re really smart and really bright, and I really like to make sure that they know that they’re on the right track.” 

Acosta and other mentors supervise students and provide insight as they design their robots and use the equipment to cut, drill and program. 

ASU alumnus Allan Cameron, a doctorate in elementary education, coaches the Degrees of Freedom team. He was part of the squad that beat MIT in a robotics competition that later was dramatized in the 2015 movie “Spare Parts.”

He met Alberto Esparza a few years ago at a party.

“He was thinking of starting a high school level team for the community,” Cameron said. “So there I am with a little drink in my hand, and I say if there’s anything I can do to help let me know. The next thing I know I’m spending five days a week working with the kids.” 

"Dr. Cameron," as the kids call him, helped Esparza start the Degrees of Freedom this academic year, purposefully making an all-girls team to create more leadership opportunities. Cameron, who has daughters of his own, sees the team as an attempt to address larger cultural influences that deter many young women from STEM fields. 

“Girls tend to get the Barbies. Guys tend to get the trucks, the dynamic stuff that moves,” Cameron said. “In here, they get to get dirty and break things … and culturally, we’re swimming upstream.”

Valeria Treviño is one of those young women on the Degrees of Freedom team and sees aerospace engineering in her future. Bailee Kagen is interested in quantum physics. 

Treviño and her sister on the team joined Si Se Puede in third grade and have participated in every robotics program offered. The girls are able to come afterschool because their mother drives them every day and even gives rides to other team members. Treviño’s parents wholeheartedly support their daughters, who will likely be the first in the family to attend university. “My mom wanted to give us opportunities she didn’t have,” Treviño said.

With a month left to go before competition time, the girls are testing, driving and adjusting pieces of the robot frame. “Let yourself get comfortable, and make sure you have it where you want it,” a mentor tells the girls. They take turns drilling a hole into a piece of rectangular metal that is part of the robot’s adjusted frame.  

Madeline Badger was using the drill as her teammates cheered her on. When she finished she exclaimed “nailed it guys!” Valeria Treviño, however, laughed, “You didn’t nail it, cause you’re not using nails.”

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The FIRST regional robotics competitions began in Flagstaff last month. Robots are weighed and measured to comply with competition standards. Teams are given the day to test their robots on the field or make adjustments before competition. The following day with music blasting and teams wearing matching red Mohawks and gold lame capes — there’s even a fully suited horse mascot — competition begins.

Months of labor are boiled down to a series of 2-minute rounds. As students compete, they collect points that give them their standing.

“I’ve had the time of my life,” blasts on overhead speakers the girls lip sync and goof off around the robot as they wait to compete in their first match. 

Degress of Freedom drivers, Valeria Treviño and Madeline Badger, do their team handshake before heading to the driving port. The first 30 seconds, robots function automatically and as a buzzer sounds Valeria and Madeline dart out for their controllers. They maneuver their robot around collecting gears and in the last 20 seconds push their robot to climb.

As the competition wears on, the team continues to perform. But their final two rounds are plagued with communication problems from the controllers and a loose piece of hardware that prevents the robots from climbing.

As winners are announced, the girls have their hearts set on the rookie team award, given to the strongest community influence in their first year as competitors. It allows the winner to advance to international competition.

At the end of the day, different categories are called, the girls place seventh out of more than 50 teams. But they tear up as the final winners are announced and they don’t hear their names.

Esparza reminds them how highly they placed for a first-time squad while Cameron reminds them of a lesson he reiterates often, “You’re here to fail, because if you’re not failing, you’re not pushing hard enough; you’re just doing all the stuff that everyone has done before.”

At the end of the night, the girls shake hands and congratulate other teams. As Esparza prepares to leave the auditorium, the girls come bounding across the floor smiling and laughing. They’re teasing a teammate for getting her first kiss, on the cheek, from a boy on a competing team.

“It was in front of everybody, and everybody was like ‘beso, beso, beso,’” said Valeria Treviño as her teammate hides her face in her hands.

Later, over a dinner of chow mein and stir fry, they discuss strategy of how to improve their chances at the next regionals at Grand Canyon University.

Sights, sounds and efforts of competition. 

 
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Herberger Institute changes narratives with thought-provoking theater

ASU's Lance Gharavi says the stories we tell can shape the world.
Gharavi seeks to have "stages and screens more accurately reflect population."
March 31, 2017

Recent productions show how arts can challenge stereotypes and create change

With an all-black production of Shakespeare, an all-female production of “Men on Boats” and a new play about race, bias and “who the f--- has the right to tell whose story,” ASU’s Herberger Institute has prompted critical evaluations of some of the trickiest issues facing the nation today.

The productions show the value of art as a way to share experience, challenge stereotypes and misconceptions, and function as catalyst for change.

“The stories we tell, and the representations we create through art can transform the world we live in and help us to see and the imagine the change we want in the rest of society,” said Lance Gharavi, associate professor and artistic director in the School of Film, Dance and Theatre in the Herberger Institute for Design and the Arts.

Gharavi said creative storytelling can offer a different point of view, push a political idea or bolster social justice.

“Fifty years ago, it wouldn’t have been plausible to have a national conversation about whether or not gay people could marry one another,” Gharavi said. “They weren’t even in our stories, and we didn’t have representations of them.”

Gharavi points to the popular TV series " Will and GraceThe Emmy-Award winning sitcom aired on NBC from 1998 to 2006. " as having done “a lot of heavy cultural lifting” by telling stories that reflect society and producing a social reality for others to see.

When it’s difficult to tell others how you might feel, art can show it. Jericho Thomas, a playwright, screenwriter, actor and 2017 MFA Dramatic Writing candidate at Herberger, recently put this idea to the test.

A self-described “white, Christian male,” Thomas decided he was going to pen a play about “the black experience.” The result was “Writes,” a frank, new play on narrative ownership, misrepresentation of blacks in fiction and the loss of white privilege — and “race, bias and who the f--- has the right to tell whose story.” It was co-hosted last month by the ASU Center for the Study of Race and Phoenix’s Black Theatre Troupe.

Man with arms crossed

Herberger MFA Dramatic Writing candidate Jericho Thomas

“People have always told each others’ stories and places,” Thomas said. “However, I ascribe to the fact that a script is an invitation; an ask to come and play.”

And that’s exactly what Thomas did — he asked four black and four white actors from ASU’s School of Film, Dance and Theatre to fill out his cast. He also sought out a black director, Joi Fletcher, to helm the play.

“The actors and the director liked what I was doing and wanted to explore the idea with me,” Thomas said. 

Thomas said “Writes” facilitated lots of dialogue among audience members. The experience also confirmed his belief that it was OK to write about “the black experience” as a white man.

“It’s not so much if I had the right, but can I do good?” Thomas said. “Will the work start a conversation? Can I use what I have learned to advance social justice in America through the arts?”

The arts, as demonstrated by the recent Herberger all-female presentation of “Men on Boats” and a Herberger-sponsored staging of “Julius Caesar,” which featured an all-black cast, can be an effective tool for challenging stereotypes and misconceptions.

Described as an anachronistic retelling of the Powell Geographic Expedition of 1869, “Men In Boats” is a fun, adventurous story of ambition, legacy and masculinity.

“In order for theater to fully represent our communities, if you underrepresent gender or people of color, then that’s not a true window into our society,” said director Tracy Liz Miller, who teaches Acting and Cinema Studies at Chandler-Gilbert Community College and is the co-founding artistic director of The Bridge InitiativeThe Bridge Initiative is an Arizona nonprofit working to identify and empower female artists in the Southwest region, with the aim of gender parity across all theatrical disciplines..

Miller said females continue to be underrepresented in theater, and the play, which closed a two-week run on April 2, demonstrates the adventurous spirit of contemporary women.

“As one of my students said, ‘We get to be bad-ass,’” Miller said.

The Acting Company, a renowned New York-based theater troupe, kicked off a 15-city tour in Phoenix in January thanks to the support of an Arizona residency co-sponsored by the ASU Herberger Institute for Design and the Arts. The all-black cast performed “Julius Caesar” and “X: Or, Betty Shabazz vs. The Nation” at the Herberger Theater in Phoenix.

Actor Jonathan-David said at the time that the plays “transcend color.”

Two men on stage

Jonathan-David as Mark Antony and Gabriel Lawrence as Julius Caesar in The Acting Company's production of "Julius Caesar." Photo courtesy of T. Charles Erickson

Sometimes the arts can allow for greater depth to be achieved with respect to how people can be seen said Donald Guillory, a history instructor in the College of Integrative Sciences and Arts, affiliate faculty of the Center for the Study of Race and Democracy, and the author of "The Token Black Guide: Navigations Through Race in America."

“If we go beyond the generalizations and caricatures that are often presented about people when they are seen in the public sphere, we can begin to see the universal qualities and shared experiences that we have while appreciating the diversity of people’s experiences,” Guillory said.

That said, Hollywood historically ‘whitewashes’ characters and robs minorities of an opportunity to see themselves in positive roles. “Ghost in the Shell” with Scarlet Johansson and Johnny Depp in “The Lone Ranger” being recent high-profile examples.

Guillory called this practice problematic because it continues to erase people of color and “further permits the invisibility of their existence and issues.” He pointed out that James Bond began to enter this territory when fans were hoping that Idris Elba would be the next 007.

“This choice in casting would allow for audiences to see Bond in a different light with newer challenges that impact his personal history,” Guillory said.

Pushing back against that with nontraditional casting could help studios to reconsider how they do things, and ironically, the Bond series has made strides in that regard. The franchise recast the role of Moneypenny, traditionally played by white actresses, with Naomie Harris, who is black. They also replaced the traditionally male role of “M” with Dame Judi Dench, which added the dimension of a strong female character who confronts sexism head-on.

Guillory believes that be offering more diversity and inclusion with respect to casting would allow for more stories to be represented and greater depth to be achieved.

“It permits audiences to see people beyond the surface level,” Guillory said.  

ASU and Herberger can take a bow where that is concerned.

“We are leading the way in the Valley when it comes to making our stages and screens more accurately reflect the population at large and the kind of country we want to build,” he said.

“I’m really proud of what we do.”

Top photo: The School of Film, Dance and Theatre's production of "Men In Boats," which is made up entirely of people who are not. The play, which is a retelling of the 1869 Powell Geographic Expedition, closed on April 2 at the Galvin Playhouse in Tempe. Photo by Tim Trumble, courtesy of the Herberger Institute for Design and the Arts.

 
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ASU Library partners with Phoenix Pride to preserve LGBT history of Arizona

ASU archive shows "human side" of LGBT culture.
March 30, 2017

Bj Bud Memorial Archives help paint fuller picture of community; items to be on display at this weekend's Pride Festival

Laid out on a table in Hayden Library’s fourth-floor Luhrs Reading Room is an assortment of black-and-white photos, yellowing leaflets, musty T-shirts, tin buttons, ribbons and plaques.

On the cover of a newsletter dated Sept. 15, 1977, is a drag queen in full makeup, hair and dress, all gaping smile and wide eyes, white-gloved hand raised high above her head as if to throw all her cares away. The title of the periodical is “The Pride of Phoenix.”

“When you think LGBTLGBT is shorthand for lesbian, gay, bisexual, trans, queer, intersex and asexual. culture, you think this,” ASU Library archivist Nancy Godoy said, pointing to the cover photo of Cissy Goldberg, a well-known drag performer in the 1970s Phoenix gay community. But “there are also families.”

Herself a mother and a member of the LGBT community, Godoy has been working since 2015 to sort and organize the 151 boxes of artifacts that make up the Bj Bud Memorial Archives, which document the community’s history in Arizona from 1966 to 2015. She’ll be spreading awareness about the archives at this weekend’s Phoenix Pride Festival, taking place from noon to 9 p.m. April 1-2 at Steele Indian School Park in Phoenix.

Godoy gestured then toward a photo at the front of the table. It depicted a young boy of about 8 marching amid a crowd of sign holders. The photo is from Phoenix’s first gay pride march in 1981. The boy’s sign reads, “My mom is a lesbian — and I love her.”

“These photos show the human side of the community,” she said, “which has been dehumanized so much. It shows they’re not monsters.”

Video by Deanna Dent/ASU Now

Before Godoy began her work, the boxes full of artifacts sat untouched in storage at Hayden Library in Tempe since being donated in 2004 by the Valley of the Sun Gay and Lesbian Center. The center had been around since the early ’90s, providing Phoenix’s LGBT community with health services, support groups and educational programs. Over the years, it amassed the collection of artifacts that came to be a resource for anyone who wanted to learn more about the LGBT community and experience.

The collection was given the name “Bj Bud Memorial Archives” in 1996 after the passing of Harlene “Bj” Bud, in honor of her work as an activist in the 1970s, leading grass-roots efforts that included planning the first Phoenix Pride March and Rally and bringing awareness to the AIDS crisis in Arizona. When a lack of funds and manpower forced the center to close in the early 2000s, it turned the collection over to ASU Library in the hopes that it would continue to serve as an educational tool.

A recent recipient of the Arizona Humanities Rising Star Award for her archival work, Godoy sees the value in preserving the past. When she discovered the archives at Hayden, she felt compelled to bring them back to life.

“In order to get a real deep understanding of Arizona history, you need multiple perspectives,” she said, and a better understanding of history can lead to a better understanding of the present. “Today, in 2017, you see the LGBT community facing similar obstacles as in the 1970s, and even obstacles they faced before then. We need to look at history to not repeat missteps. This collection is a learning point.”

Around the time Godoy began recruiting volunteers to help with the archive, she met Marshall Shore, who bills himself as Phoenix’s “hip historian.” (Unprovoked, Godoy willingly backed up that claim: “Have you met him in person? His outfits are always great. I’m jealous.”) Shore was working with Phoenix Pride, which was moved to action after witnessing the demolition of beloved downtown drag bar 307 Lounge. Since the 1940s, it had provided a safe space, and now it was gone.

“When 307 was demolished, it brought a group of folks together who were noticing we had lost this important structure that was part of our history that held a good story,” Shore said. “So we decided to put together a project to start documenting that history.”

Shore and Godoy joined forces to create Arizona LGBT+ History Project, a partnership between Phoenix Pride and ASU Library to preserve and bring awareness to Arizona’s under-documented LGBT history.

“A lot of people, when they think gay history, they think New York, or San Francisco,” Shore said. “But there’s a big history of the gay community in the Southwest. And this project will help document those stories of perseverance.”

Librarian Nancy Godoy with items from the LGBT archive at ASU

When ASU Library archivist Nancy Godoy discovered the LGBT archives at Hayden, she felt compelled to bring them back to life. She sees the value in preserving the past. “In order to get a real deep understanding of Arizona history, you need multiple perspectives,” she said.

Godoy also recruited the help of ASU students and faculty, including Pamela Stewart, senior lecturer of history in the College of Integrative Sciences and Arts, who helped index scads of old photos. What struck Stewart was “how much great civil rights work was going on in a community many wouldn’t know existed in Phoenix and Arizona in earlier decades.”

It took Godoy and her team a year to create a detailed overview of all of the items in the collection, which is now available online. The physical items themselves are housed at ASU Tempe campus’ Hayden Library, where they are accessible to the ASU community and the public, but Godoy hopes to add photos of the artifacts as well as digital recordings of oral histories to the online archive site. (She and her team have already begun recording oral histories in Hayden Library’s mkrstudio.)

For now, the online component serves as a guide for those in the community interested in seeing what’s available to research, as well as what is not in the collection that they could donate. Currently, Godoy said, it skews more toward documentation of the experiences of white, gay males. Stewart said that could be for a number of reasons, including who could financially and socially afford to be out during the 1970s and ’80s, as well as who was doing the documenting.

“Some individuals and groups risk a great deal when they document their lives and interests and have worked to ensure invisibility,” she said. “But that is not the same as not existing or having no history. … We can’t continue to let people believe that a history of what we now term LGBT lives in Arizona doesn’t exist. That very attitude means that policy mistakes are made and bias and hate can roam freely.”

Godoy and Shore will be hosting a table at this weekend’s Phoenix Pride Festival to promote the Arizona LGBT+ History Project. They’ll have a timeline, artifacts from the archive and images on display, as well as educational pamphlets. The pair also hope to have traveling exhibits of the Bj Bud Memorial Archive, and in the coming months, Godoy will be organizing workshops at local libraries to spread awareness about the project and the archives that will teach attendees how to preserve their own pieces of history and encourage them to donate to the collection. For more info on that, go here.

It’s about making the resources available to the wider community, she said. Aside from educating the community at large, there are talks of the archives finding their way into the curriculum of ASU faculty members in women and gender studies.

Godoy has also been instrumental in establishing ASU’s first LGBT Faculty Staff Association, for which she serves as the secretary. The group’s constitution was finalized in March, and they are now working with the Rainbow Coalition — an umbrella organization for the lesbian, gay, bisexual, trans, queer, intersex and asexual organizations at ASU — on a number of initiatives for Phoenix Pride.

It goes back to ASU’s charter, Godoy said. “It’s about striving to better ourselves and the communities around us.”

 
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Women's 101: ASU faculty discuss strides for Women's History Month

March 30, 2017

Women in recent generations have made remarkable progress in academia and the workforce — but there’s a lot left to do.

As Women’s History MonthWomen’s History Month began with a “Real Woman” essay contest in Sonoma County, California, in 1978. In the 1980s, the National Women’s History Project petitioned Congress to designate a month to highlight the accomplishments of women in history, saying such details represented less than 5 percent of the content in school textbooks. March has been recognized as Women’s History Month since 1987. draws to a close, ASU Now has gathered professors from astrophysics to environmental law and asked them to share their experiences as leaders in their fields and to discuss the accomplishments that are making things better for women in the future. 

Deanna Dent

Photographer , ASU Now

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