When a Japanese eighth-grader named Hirofumi committed suicide to escape torment and beatings from his schoolmates, Masakazu Mitsumura could not stop thinking about how the promising young life had ended. Mitsumura decided to channel his tears and anger into seeking a solution for the pervasive problem of bullying in schools.

“Hirofumi is one of the reasons that I joined graduate school,” reflects Mitsumura, who is graduating with a doctorate in education – curriculum and instruction – from the Mary Lou Fulton Teachers College. “I decided to pursue education to fight against school bullying and all other forms of social oppression and injustice in school and society. I have always had Hirofumi in my heart while I was pursuing this doctoral degree, and he was my inspiration not to give up, no matter how hard doctoral study was.” Download Full Image

Believing that teachers are the key to providing a multicultural and anti-oppressive education, Mitsumura taught an education course in Mary Lou Fulton Teachers College for three years while studying for his doctorate. He wanted to help pre-teachers, mostly undergraduate students, develop empathy and understanding of marginalized students, such as English Language Learners (ELLs), special-needs students, ethnic and religious minorities, homeless children, gay students, immigrants, and all students who are bullied.

“I believe that we can prevent bullying at school when one teacher in the school is determined and takes a courageous stand,” he says. “We can eradicate social oppression and injustice from society one classroom at a time.”

Mitsumura teamed with professors Johnny Saldaña and Pamela Sterling from the School of Theatre and Film in the Herberger Institute for Design and the Arts, to create participatory theater activities called Theatre of the Oppressed, to help teachers in training enlarge their capacity for empathy.

One classroom project consisted of an interview and ethnodrama script that portrays the struggles of English language learners.

“ELL students are more likely to be at risk in terms of academic achievements than their English-speaking counterparts,” says Mitsumura. “In addition, the dropout rate of ELLs is disproportionately high. The voices of ELLs are often excluded and unheard in school, because of their limited English proficiency. I want to help teachers develop compassionate, imaginative empathy toward ELLs and explore creative ways and approaches to building a supportive learning environment for them.”

Last April, Mitsumura’s interactive ethnodrama project was presented in a speech at the American Educational Research Association (AERA) annual conference in Vancouver, Canada. It will also be published as a book chapter in the upcoming book, The Arts and Emergent Bilingual Youth: Building Culturally Responsive, Critical and Creative Education in School and Community.

“Through my teaching, I want to produce humanistic teachers who can feel the inner pain, sorrow and struggle of their students,” says Mitsumura.

“I believe that every child has unlimited potential, unique possibility and fundamental goodness within, and it is our utmost responsibility as a teacher to create a classroom environment in which students can express such positive human natures.”

After earning a Bachelor of Law from Soka University in Tokyo, Japan, and a master's in education in instructional systems technology from Indiana University at Bloomington, where he developed a bullying prevention program as his master’s project, Mitsumura says he is grateful that he was able to complete his doctorate at ASU.

“One of the biggest obstacles I faced was my financial situation,” he says. “Fortunately, I have been financially supported by Mary Lou Fulton Teachers College as well as the Graduate College.”

In addition to teaching the class Understanding the Culturally Diverse Child for six semesters for the Teachers College, Mitsumura also received the Noel Chadwin Gray Fellowship (2008-2009), University Graduate Fellowship (2009-2012), and Graduate Completion Fellowship (2012).

“Without this financial support, I could have never completed this degree," he says. "From the bottom of my heart, I appreciate that ASU has given me a chance.”

“In addition, as a non-native speaker of English, language had always been a big challenge. But by receiving a PhD in education, I hope this encourages more ELLs to pursue higher education.”

“There are numerous people who have aided me to complete this degree,” he continues, citing his dissertation committee members, his students, his parents and the guidance of Joseph Tobin, an internationally known comparative ethnographic researcher.

"Most importantly, I want to thank my life-long mentor, Dr. Daisaku Ikeda, who has given me continuous encourgement and taught me: ‘The inner determination of one individual can transform everything.' "

“Without these people who have always believed in me, I could have never completed this degree. I want to give my deep appreciation back to them by contributing myself to the betterment of K-12 education and the happiness of children who suffer in school and society.”

After graduation, Mitsumura will return to Japan to conduct international comparative research on school bullying, as well as minority issues. “I want to be involved in teacher education in an international context.”

Michele St George, michele.stgeorge@asu.edu

Graduate College


One of the most valuable lessons Jonathan Serfilippi learned on the way to earning the bachelor’s degree he’ll soon receive from Arizona State University is something he can summarize in two words: Don’t procrastinate.

Serfilippi is among those selected as this semester’s Outstanding and Distinguished Graduates of ASU’s Ira A. Fulton Schools of Engineering. His dictate against procrastination is the guiding message all students in the engineering schools are urged to take to heart. Download Full Image

They are told to think of themselves as “engineers from day one” of their undergraduate careers.

The message: Don’t wait to start building your résumé and pursuing career goals until after graduation day.

Don’t wait to get involved in engineering projects and competitions outside of the classroom. Don’t wait to put what you’re learning to work in service to your community. Don’t wait to find an internship, network in your chosen field or develop an idea for a business start-up.

Balancing act

Like Serfilippi, many of the top engineering graduates say that what most enabled them to excel has been learning time management.

“From day one I had to prioritize,” says Serfilippi, Outstanding Graduate from the Del E. Webb School of Construction Programs in the School of Sustainable Engineering and the Built Environment – and the first to complete studies in the new construction engineering program.  

“The toughest challenge has been the balancing act” between the varied tasks he took on in and outside of class work, says Wade Gyllenhaal, a Distinguished Graduate who has completed work for a master’s degree in mechanical engineering program in the School for Engineering of Matter, Transport and Energy.

“My biggest challenge has been finding time for all the things I wanted to do while devoting time to all the studying I needed to do,” says Outstanding Graduate John “Billy” Walters, who has earned a bachelor’s degree in mechanical engineering.

Myriad pursuits

Similar comments are echoed by Natalie Wilkins, a Distinguished Graduate of the Del E. Webb School’s construction management program, who also has managed a plethora of pursuits.

During her undergrad years she acquired experience in both the business and technical sides of the construction industry through summer jobs and internships with four companies.

She was a leading member of the ASU student chapter of the American Society of Civil Engineers, volunteered time to be a learning assistant for younger undergrads, helped run the engineering freshmen orientation camp, and was involved in the mentor program of the university chapter of the National Association of Women in Construction.

Wilkins, whose focus is on residential construction, was an event staff volunteer for the Maricopa County Home and Garden Show, and found time to volunteer for the Maricopa County Animal Care and Control Center.

Variety of ventures

Walters is a co-founder with three former and current ASU engineering students of G3Box, a business start-up that is converting large steel shipping containers into mobile health clinics. The venture won Entrepreneur magazine’s 2011 College Entrepreneur of the Year award.

He’s helped lead a project or the ASU chapter of Engineers Without Borders, traveling to South America to help design and install a water sanitation and distribution system for a remote community in Ecuador.

He led a team for the engineering schools’ Engineering Projects In Community Service (EPICS) program that won an ASU Innovation Challenge grant for a venture to provide portable medical facilities.

Walters volunteered for Project Cure, a humanitarian organization that provides medical supplies and technology to communities in need. He’s been a camp counselor for youth with special needs and a math tutor during his undergrad years, and worked internships with financial services and sales businesses.

“He has distinguished himself as a student, an engineer and a leader,” says engineering professor of practice Steven Trimble, who has worked with Walters to help develop the G3Box company.

“He is innovative and keenly aware of the need for engineers to be entrepreneurial to help solve our critical global challenges,” Trimble says.

Change agent

Gyllenhaal has been president of the ASU chapter of the Society of Automotive Engineers (SAE), helping significantly increase membership and organize new teams to participate in engineering and design competitions.

He’s also helped increase participation in A World In Motion, an international SAE volunteer program to introduce elementary and middle school students to engineering and science.

Through three summer internships he gained experience in automotive manufacturing, energetic materials manufacturing and biomedical technology design fields.

Gyllenhaal also contributed to an entrepreneurial venture, Vantage Realized, to design, develop and patent a new propulsion system for a mechanical wheelchair.

Professor Trimble was head of the committee for the applied engineering project Gyllenhaal did for his master’s studies, and the faculty adviser to the Society of Automotive Engineers chapter. He calls Gyllenhaal, “not only a scholar, engineer and organizational leader, he is a change agent.”

In January, Gyllenhaal will begin a full-time position with Tesla Motors, a major company in the electric vehicle industry.

Multi-faceted experiences

Serfilippi was part of a winning team in a national student competition sponsored by the American Society of Civil Engineers’ Construction Institute, in which he worked with a multi-university team to devise engineering solutions for a major infrastructure system project. He was also among a select group of students chosen to study major engineering aspects of landmark sites in San Francisco.

Summer internships have gained him experience in engineering and construction planning, design, technologies, safety regulations and project management.

He has served as a student mentor at ASU and as an ambassador for the engineering schools. In addition, he’s taught ASU 100 courses – a university freshmen orientation course – for civil engineering majors.

Along with all that, throughout his undergrad years Serfilippi has held down a nearly full-time job with an event management company.

Serfilippi “is both a left-brain and right-brain type. He’s strong in applying both logic and creativity to dealing with the complexities of solving engineering problems or managing projects,” says Aaron Cohen, the Associated General Contractors lecturer in the Del E. Webb School.

“I couldn’t ask for a more exemplary student to be our first construction engineering graduate,” says the chair of the new program, professor Samuel Ariaratnam.  “He’s already been a great ambassador for us.”

Ariaratnam says there’s no doubt the program has a stellar fist graduate. “His big challenge now is choosing from among a lot of very good job offers from all over the country,” he says.

Creating opportunities

Serfilippi and his fellow high-achieving graduates say the efforts to get experience and training beyond the classroom can bring stress and pressure. But the upsides are worth it.

“The interaction with people in the industry was the most fulfilling experience,” Serfilippi says. “That and other opportunities ASU gave me put me in a good position to get a job after graduation.”

He now has no less a career goal than to someday be chief executive of a large construction company.

Gyllenhaal says his varied experiences enabled him to meet “an incredibly diverse group of talented, inspiring people.” Also inspiring were accomplishments he shared with a Formula SAE student automotive engineering team at ASU that worked through “three years of trials and tribulations” before seeing its vehicle rank among the top performers in a major competition.

This and other challenges helped him “in overcoming the fear of failure to accomplish my goals,” he says.

Now he has little hesitancy thinking about major career aspirations, among them contributing to development of more sustainable energy production, making advances in electric-powered transportation and improving the quality of education.

Succeeding after struggle

Walters' range of experiences has likewise enabled him to “interact with people in engineering who have such varied passions” and to do “the relationship-building that is the biggest key to opening doors to opportunities.”

Among other things, he wants to combine his engineering and entrepreneurship training to eventually help run an organization dedicated to expanding access to healthcare throughout the world.

Wilkins says the most valuable lesson she has learned is the payoff for perseverance. It was exemplified when she teamed with fellow students for a national steel bridge design competition organized by the American Society of Civil Engineers.

For months the team had difficulty meeting the requirements of the project, but eventually overcame setbacks to win several awards, Wilkins says.

“I remember the whole team jumping and screaming in celebration. It was a wonderful feeling of accomplishment and camaraderie,” she recalls. “That feeling of success after a hard struggle is the best.”

# # #

Complete list of Ira. A Fulton Schools of Engineering Outstanding and Distinguished Graduates for the 2012 fall semester:

Outstanding Graduates

• Chris Cantrell (Industrial Engineering)

• Benjamin Immonen (Civil, Environmental and Sustainable Engineering)

• Sean Johnston (Aerospace Engineering)

• Chris McBride (Computer Science)

• Guanhao Qiao (Electrical Engineering)

• Kimberly Rahberger (Construction Management)

• Matthew Sawtelle (Chemical Engineering)

• Jon Serfilippi (Construction Engineering)

• Beejal Shah (Computer Systems)

• Choi Hyung Woo (Materials Engineering)

• John Walters (Mechanical Engineering)

Distinguished Graduates

• Wade Gyllenhaal

• Isha Mehta

• Natalie Wilkins

Arizona State University will host the 28th annual Martin Luther King, Jr. celebration this January across all four campuses. The weeklong events are a tribute to the life and legacy of King, who dedicated his time to civil service and leadership.

This year’s theme of “Preserve and Transcend” will reflect the great leader’s vision for holding fast to justice and equality, while expanding in areas such as sustainability and entrepreneurship. Download Full Image

“Celebrating the legacy of Dr. Martin Luther King, Jr. has always been important to ASU,” said Colleen Jennings-Roggensack, MLK committee chair. “While the ASU MLK committee does a series of activities in January to honor Dr. King, we as a university honor his legacy all year round with our commitment to creating community, sustainability and technologies to make the world a better place.”

The public will get the chance to listen to a recreation of the famous “I Have a Dream” speech at the March on West at 11 a.m., Jan. 24, at ASU’s West campus. Interactive educational presentations before and after the March on West will help students understand the significance of Martin Luther King's impact on our nation's history and in our lives.

The annual MLK Day of Service is set to take place Jan. 21. Although a university holiday, members of the community are encouraged to volunteer their time to help those in need. Visit volunteer.asu.edu for more information.

On Jan. 23 the 2013 MLK Servant Leadership award recipients will be presented with their awards of service at the annual breakfast celebration, scheduled to take place from 7 to 9 a.m., at the Polytechnic campus. This year’s winners are Antonio Bustamante, a local civil rights activist and lawyer, and Megan Salisbury, a student in the School of Social Work, who will be honored for her work with homeless veteran and LGBT populations. Winners of the poster and essay contests also will be recognized at the breakfast.

The MLK Student Rally will take place from 11:30 a.m. to 1 p.m., Jan. 24, at the Memorial Union North Stage on the Tempe campus. Enjoy a brief talk from Salisbury as well as presentations and cultural performances by other ASU students.

For more information, visit asu.edu/mlk.

Carlos Castillo-Chavez, Regents’ Professor and the Joaquin Bustoz Jr. Professor of Mathematical Biology at Arizona State University, has been selected as a fellow by the American Mathematical Society and named a Martin Luther King Jr. (MLK) Visiting Professor with the Massachusetts Institute of Technology (MIT). 

The American Mathematical Society was founded in 1888 and has more than 30,000 members. The society’s mission is to promote mathematics research and education, in addition to advancing an appreciation for mathematics and its connections to other disciplines and everyday life. Chavez-Castillo was selected for this society’s initial class of fellows based on his excellence in mathematical sciences research, math education and service. More than 1,100 fellows were chosen from institutions worldwide, representing some of the most accomplished mathematicians internationally. Download Full Image

Castillo-Chavez was also awarded a MLK Visiting Professorship, part of a program created at MIT to honor civil rights leader Martin Luther King Jr. Since 1991, exceptional professors and scholars from diverse backgrounds have been invited to the MIT campus to participate in teaching and research and to enrich the institute’s intellectual life. Castillo-Chavez’s research program is at the interface of mathematical and natural and social sciences with emphasis on the role of environmental and social structures in addiction and disease evolution and the dynamics of complex systems at the intersection of ecology, epidemiology and the social sciences. He will work with professor Moe Win, a Charles Stark Draper Associate Professor in the Department of Aeronautics and Astronautics.

“As hundreds of his students and colleagues can testify, Dr. Chavez-Castillo’s groundbreaking research in mathematics, modeling of epidemics and his investments in mentoring have changed lives,” said Robert Page, university vice provost and dean of the College of Liberal Arts and Sciences. “He has changed the face of the sciences, mathematics and engineering over the last two decades. Most importantly, he’s offered students from all backgrounds pathways to achieve excellence.”

At ASU, Chavez-Castillo is the founding director of the Mathematical, Computational and Modeling Sciences Center, the executive director of the award-winning Mathematical and Theoretical Biology Institute (MTBI) and The Institute for Strengthening the Understanding of Mathematics and Science or SUMS, research units in the College of Liberal Arts and Sciences. He also teaches in the School of Human Evolution and Social Change and the School of Mathematical and Statistical Sciences in the College of Liberal Arts and Sciences.

One of the innovative programs he directs is the Joaquin Bustoz Math-Science Honors Program, which helps advance high school students in university mathematics and sciences before graduation from high school. The intensive summer program has supported more than 2,500 students from 140 Arizona Schools.

Castillo-Chavez’s modeling science center has also developed integrative degrees in applied mathematics for the life and social sciences (AMLSS) for undergraduate and doctoral students. A collaboration with the School of Human Evolution, the program was designed to advance students interested in developing the critical-thinking skills needed to make innovative contributions to global challenges and blends competencies in mathematics with natural and social sciences, engineering, business, government and economics. Castillo-Chavez is also the co-director of a national program to promote students from underrepresented groups in the mathematical sciences, The National Alliance for Doctoral Studies in Mathematical Sciences, supported by the National Science Foundation, which offers conferences, grants, mentoring and summer training programs, including one in the Mathematical and Theoretical Biology Institute that Castillo-Chavez directs at ASU.

“I have been nine years at ASU and am delighted to see that the work of MTBI and the Applied Mathematics in the Life and Social Sciences Ph.D. that we established in 2008 have put us at the top of U.S. Hispanic mathematics Ph.D. producers in the nation,” said Castillo-Chavez.

Among his many awards are recognitions from the White House: Presidential Faculty Fellowship Award (1992) and a Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring (1997). He was also recognized by the 2002 Society for the Advancement of Chicanos and Native Americans in Science (SACNAS) for the Distinguished Scientist Award (2002) and the Richard Tapia Award (2003). He has been previously recognized by the American Mathematical Society, who honored him with the Distinguished Public Service Award (2010). He has authored or co-authored more than 200 publications, edited several volumes of research articles, and co-authored a textbook in Mathematical Biology. He has also co-edited three other volumes; one that examines the use of mathematical models in homeland security published by the Society for Industrial and Applied Mathematics and two others that discuss the applications of mathematics in emerging and re-emerging diseases. Castillo-Chavez is also a fellow of the American Association for the Advancement of Sciences, the Society for Industrial and Applied Mathematics, and American College of Epidemiology, and was appointed a member of the President’s Committee on the National Medal of Science by President Obama in 2010.

Although these accolades are impressive, perhaps the most touching testament comes from his daughter Melissa Castillo-Garsow, an author and poet, accompanying a volume being published in his honor by the journal Mathematical Biosciences and Engineering this spring: “… his example taught me the value of hard work, the importance of community, the significance of mentorship. His dedication to minorities inspires me to uncover unwritten histories of Latina women, to teach Latino writings if I even manage to complete my own studies. He even inspires my poetry … And when a mathematician’s work and example can inspire creativity in the humanities – that is one very long reach.”

ASU ranks 1st in nation for math PhDs awarded to Hispanic students

Arizona State University continues to rank high in the number of master’s and doctoral degrees awarded to underrepresented minorities, according to 2012 data from the National Center for Education Statistics published in Diverse: Issues in Higher Education magazine. Download Full Image

ASU’s rankings reflect the number of minority degrees awarded in various disciplines compared to other universities across the nation. The ranking is an indication of which programs and disciplines attract, retain and graduate the highest number of underrepresented students.

In mathematics, ASU ranks first in the nation for doctoral degrees awarded to Hispanics for the second year in a row.

Other graduate programs in which ASU ranks high in minority graduates include architecture, business, computer and information sciences, education, engineering, law, mathematics, interdisciplinary studies, psychology, and public administration and social services.

Overall, 16 of ASU’s programs appear in the top 10, and a total of 48 programs are in the top 25. More than 70 ASU programs rank in the top 100.

Highlights of the top 10 degree rankings include:

• No. 1 ranking for doctorates awarded to Hispanics in mathematics. For all minority groups combined, ASU ranks No. 5 in the nation for doctorates awarded in mathematics.

• No. 2 ranking for master's degrees in social sciences awarded to Native Americans. Nursing and nursing administration master’s awarded to Native Americans rank No. 6 – a 300-percent increase over the previous year.

• No. 2 and No. 3 ranking for respective master’s degrees in architecture and doctoral degrees in psychology awarded to Hispanic students. Doctoral psychology degrees also rank No. 7 for all minorities.

• No. 3 and No. 5 ranking for respective doctoral degrees in business and management and computer sciences awarded to Asian-American students.

• No. 18 ranking for psychology doctorates awarded to African-American students – a 200-percent increase over last year. Master’s degrees in the liberal arts and sciences awarded to African Americans rank No. 20.

Other rankings in the top 10 for number of degrees awarded include Native American master’s in public administration and social service, No. 7; Native American master’s in all disciplines combined, No. 8; Hispanic master’s in public administration and social service, No. 8; and Hispanic doctorates in all disciplines combined, No. 9.

A few of the other programs at ASU that receive high rankings include:

• business administration and management for the number of graduate degrees awarded to Native Americans, Hispanics, Asian Americans and total minorities.

• engineering for the number of degrees awarded to African Americans, Hispanics, Asian Americans, and total minorities.

ASU also excels in a category called “all disciplines combined,” which summarizes total degrees awarded from all graduate programs at ASU. Top rankings in this category resulted from degrees awarded to African Americans, Hispanics, Asian Americans, Native Americans, and total minorities.

More than 21 percent of the nearly 14,000 graduate students enrolled at ASU are from underrepresented or minority ethnic groups.

“We are very proud of what our programs and our students have accomplished,” says Maria T. Allison, executive vice provost for Academic Affairs at ASU and dean of the Graduate College. “ASU continues to excel in our ability to recruit highly qualified and talented students and these data affirm that they continue to graduate in very large numbers.”

Diversity services and support for graduate students at ASU include SHADES, a peer-to-peer multicultural mentoring program; Interdisciplinary Research Colloquium (IRC) seminars and ASU PREP in Biomedical Sciences. Other graduate diversity support and mentoring groups can be found at graduate.asu.edu/diversity.

Diverse magazine’s annual rankings of “The Top 100 Graduate Degree Producers” were published in their July 2012 issue, with complete results online at diverseeducation.com/top100.

International students are enrolling at ASU in higher numbers than ever before, placing the university 15th in the nation last year among all colleges and universities, according to a report released this week from the Institute of International Education (IIE).

ASU has a record 5,127 international students enrolled in fall 2012, up 16 percent from last year’s 4,430. ASU shot up from 20th place last year, giving it the third highest international enrollment in the Pac-12, after USC and UCLA. Download Full Image

ASU students also studied abroad in record numbers, with 1,574 students traveling to other countries for academic study in 2010-11, the last year numbers were available.

International enrollment

The university draws students from 118 countries around the world because of the breadth of its programs and its increasing reputation, which has been enhanced by word of mouth on social media.

“More students are learning about the great educational opportunities available at ASU,” says David Burge, executive director of undergraduate admissions. “They hear about our academic programs from other students, and word travels quickly on social media platforms.”

ASU also has increased its recruiting efforts abroad, he said, with representatives visiting eight different countries. The university also participates in virtual college fairs, which are increasingly popular. A few months ago ASU launched its first website in Chinese.

“Families place a high value on an American education,” says James Brailer, executive director of the ASU Center for Global Education Services. “They believe that a degree from an American institution is a sound investment in their children’s future, and they see that ASU is an exceptional value among major research institutions.”

International students contribute more than $22.7 billion to the U.S. economy through their tuition and living expenses, according to the U.S. Department of Commerce. Higher education is one of the United States’ top service sector exports.

For the third year, China is the leading country of origin for ASU international students. China’s enrollment grew 31 percent to 1,704, more than doubling over the past four years. Combined with word of mouth, this mirrors China’s growing middle class and its willingness to channel resources to their children’s education.

The second leading country is India, with 1,224 students enrolled, an increase of 22 percent over the previous year. Saudi Arabia increased 51 percent, to 353, reflecting a higher number who are sponsored by their government. The next highest countries of origin are South Korea (310), Canada (170), Taiwan (125), United Arab Emirates (107) and Kuwait (100).

These numbers reflect this fall’s enrollment, while the IIE compiles its ranking each year based on the previous year’s enrollment numbers. The IIE numbers also include students who are in a practical training program or are enrolled in the American English and Culture Program.

The most popular ASU major is engineering, with 2,186 students, followed by business, with 1,030 majors. Two-thirds of engineering majors are graduate students, while most business majors are undergraduates.

The College of Liberal Arts and Sciences drew 854 students, the Herberger Institute for Design and the Arts has 323, and the College of Technology and Innovation 228.

ASU’s efforts to grow its freshman class in recent years have borne fruit, with undergraduate international enrollment doubling over the past five years to 2,319. Graduate enrollment stands at 2,818, up 23 percent over five years.

The university has worked to bolster services to international students, increasing its advising staff and launching a pilot Buddy Program that pairs them with an American peer. 

“This fall we had about 20 pairs in the program and expect to grow it significantly,” said Brailer. “The aim is to provide international students with the chance to practice their English with their American counterpart and for the American peers to help international students immerse themselves in American life and culture.”

The university also has workshops for them on housing options, academic and cultural issues, student life, safety and security. Students also have the chance to learn about American football, basketball and baseball through interactions with other students and ASU coaching staff.

International Night

ASU has more than 40 international student groups and organizations that comprise the Coalition of International Students. They are hosting a free International Night at 8 p.m., Nov. 16 on Hayden Lawn, featuring performances and foods from Asia, Europe and Central America.

Performances will include groups showing traditional Palestinian dance, the ASU Tango Club, Soran-Bushi, which is a traditional Japanese fisherman dance, a Mongolian dance group, and a number of current popular songs from China and Latin America.

Study abroad

The number of ASU students studying abroad increased 13 percent, from 1,387 in 2009-10 to 1,574 in 2010-11, as reported in the IIE’s Open Doors report.

Spain was the most popular destination for overseas study, with 205 students, followed by the United Kingdom (122) and Italy (122). Even more students (265) chose to go to multiple destinations for study.

Notable trends were a five-fold increase in study abroad by health science majors and double the number of fine or applied art majors from the year before. Business majors had the largest representation overall (427), followed by social sciences (251) and humanities (224).

African-American student participation increased by 70 percent, and Hispanic student participation grew 14 percent. Graduate student participation went up 44 percent.

Editor's Note: This op-ed by Abigale Vercauteren is part of Title IX week at ASU – a celebration and examination of the 40th anniversary of the landmark piece of legislation that paved the way for equal opportunities in education and sports for women and girls.

As we celebrate the anniversary of Title IX, a component of the Education Amendments of 1972 signed into law by President Richard Nixon, it is important to critically reflect on the progress that has been made during the 40 years since its implementation. Download Full Image

Although Title IX protects against discrimination on the basis of sex “under any educational programs or activity receiving federal assistance,” it is most commonly referenced in regard to intercollegiate athletics.

Despite individual success stories – such as that of Ashley Martin, the first woman to play in a Division I college football game, or Gabby Douglas, the first African-American woman to win an individual all-around and team gold medal at an Olympic Games – Title IX continues to be a source of controversy. Underscoring such contention is the ongoing belief that mainstream athletics are intended to be participated in, and consumed by, (white, heterosexual, able-bodied) men. Women’s literal and cultural exclusion from athletics has become even more problematic in recent decades, as sports have become increasingly intertwined with U.S. national identity and belonging.

Just weeks before the terrorist attacks of September 11, President George W. Bush delivered a speech at the Little League World Series in which he described a childhood of “playing on those dusty little league fields in west Texas” and praised the “great sport of baseball."

In the days following the terrorist attacks, baseball was repeatedly invoked as a symbol of hope, resiliency and patriotism by athletes and politicians alike. However, narratives linking sports with American national pride extend beyond moments of national crisis. For example, the Dallas Cowboys, a member of the National Football League known for aggressive play and on-the-field antics, has been affectionately dubbed “America’s team,” while professional athletes have achieved near-celebrity status (and ever-expanding salaries) in recent years.

Meanwhile, the WNBA, one of the few professional leagues open to female athletes, is often openly mocked and delegitimized, and athletes such as Danica Patrick and Maria Sharapova are recognized more for their physical appearance than their athletic prowess. In fact, a recent article in Men’s Fitness magazine – titled "Hottest Female Athletes" – declared that “nothing makes the mercury rise quite like these sexy ladies, who make their sports look good just by being part of it.”

Although Title IX has undoubtedly resulted in significant gains for women – particularly in academia – athletics, as a whole, remains male-dominated and male-defined. While funding for women’s collegiate sports has increased as a result of Title IX, barriers remain for female athletes and others who do not fit the mold of “ideal sporting bodies.” For women’s athletic participation to be consistently delegitimized suggests that only the experiences of certain people – typically those with privilege – matter.

Next time baseball or another sport is used as a trope for national belonging or pride, it is essential to question whose “field of dreams” we are really discussing.

Abigale Vercauteren is a gender studies doctoral student in the School of Social Transformation, within ASU's College of Liberal Arts and Sciences. Her research interests include feminist movements in the Middle East, transnationalism, and the intersection of homophobia and sexism in U.S. sports culture.

ASU’s West campus will host the premiere screening of the documentary film “Workers on the Rise,” at 6 p.m., Nov. 14. The film sheds light on the history and work of the Arizona Worker Rights Center. Following the screening of the 30-minute video, a panel of workers and activists will host a discussion and answer questions about the film and the work of the center.

The Arizona Worker Rights Center is a Phoenix nonprofit organization that documents labor rights violations, challenges abusive employers, promotes worker-friendly legislation, and develops worker leadership and community in the Valley. Download Full Image

Videographer Justine Garcia and Michelle Téllez, a faculty member in ASU’s New College of Interdisciplinary Arts and Sciences, teamed up to produce “Workers on the Rise.” New College is the core college on the West campus.

“This project is significant for a number of reasons,” Téllez said. “It draws attention to the issue of wage theft, a national epidemic, but one that people know little about. Also, it examines the particular circumstances of this issue in the context of Arizona politics and U.S./Mexico border migration. Finally, it gives viewers a glimpse into the lives of migrant workers who have made Arizona their home. Through their experiences we learn the power of collective action and the importance of knowing one’s rights – both our human and labor rights.”

Among the panelists participating in the post-screening discussion are Masavi Perea, president of the board for the Worker Rights Center, board member Jose Ruperto Reyes, and center members Rebecca Gallegos, Julian Caballero and Evangelina Garcia.

The Nov. 14 event is sponsored by New College’s School of Humanities, Arts and Cultural Studies, the Master’s in Social Justice and Human Rights Program, and the 2012 Border Justice Series, along with the Arizona Interfaith Alliance for Worker Justice.

The 6 p.m. program takes place in the Kiva Lecture Hall on the West campus at 4701 W. Thunderbird Road. The event is free and open to the public; visitor parking on campus costs $2 per hour.

For more information, contact Téllez at michelle.tellez@asu.edu.

The ASU Cesar E. Chavez Leadership Institute has grown up and come of age. “¡Viva CCLI!” is being established as an inaugural event that inspires recognition for the success of the 18-year program and acknowledges the positive impact made by CCLI alumni, ASU faculty and staff and community supporters.

“¡Viva CCLI!” will take place at 4:30 p.m., Nov. 8, at the Sun Angel Clubhouse at ASU Karsten Golf Course, 1125 E. Rio Salado Parkway, Tempe. Featured guests will include ASU President Michael Crow and Congressman Ed Pastor, who represents Arizona's 4th District. Download Full Image

"ASU’s Cesar Chavez Leadership Institute strives to foster academic and personal success, embrace diversity, and reinforce the value and importance of community service and civic engagement. It’s a shining example of ASU’s commitment to excellence, access and impact,” says Angela Creedon, assistant vice president in ASU's Office of Public Affairs Community Development.

The institute was an initiative established in 1995 by ASU and community leaders seeking to inspire and motivate high school students through the legacy of civil rights leader Cesar E. Chavez. The CCLI was the brainchild of Frank Hidalgo, former assistant vice president for Institutional Advancement at ASU, who saw the need to promote active engagement in extracurricular and community activities from local Hispanic high school students.

Each summer the CCLI invites select Arizona high school sophomores and juniors to attend ASU for a week to learn about higher education as a vehicle for success and servant leadership. The institute is available at no cost to participants, thanks to support from ASU and a handful of sponsors.

To date more than 800 Arizona high school students, including two of Cesar Chavez's granddaughters, have completed the CCLI program. Alumni have gone on to attend ASU and other distinguished universities followed by successful careers in law, medicine, public service, law enforcement and business.

Beyond the summer institute program, CCLI also provides the Devils in Training college preparation program, a CCLI Alumni Network mentorship and communications program, a Chavez Scholarship Program, and the ASU Hispanic celebration during commencement week.

For more information on the CCLI or “¡Viva CCLI!”, visit outreach.asu.edu/ccli/

No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance.

Inside the Higher Education Amendments of 1972, which President Nixon signed into law, was a small but significant line – just 37 words known as Title IX – that for the first time in history prohibited sex discrimination in education and athletics. Download Full Image

Thanks to the landmark legislation, 40 years later, the workplace, college campuses and athletic fields across the United States look very different from their 1972 predecessors.

The statistics are dramatic:

• In the United States before Title IX, one in 27 girls played high school varsity sports, compared to one in two today.

• In 1972 women’s sports received less than 2 percent of college athletic budgets, in contrast to roughly 40 percent today.

• In the years since Title IX, the number of women attending law school has risen from 7 percent to 43 percent, and the number attending medical school has increased from 9 percent to 41 percent.

• Women now make up half the workforce and more than half the total number of undergraduate and graduate students in the United States.

That young women today find it difficult to imagine a world with barriers to education and organized sports also speaks to the impact Title IX has made over the last four decades. However, ASU's Charli Turner Thorne, head coach of the Sun Devil women's basketball team, who is leading the "Every One Wins" season-opening campaign to re-educate today's generation about Title IX, says it's important for young women to know the reason why they are afforded the opportunities they have.

The 'Father of Title IX'

The year was 1971 and then Indiana Senator Birch Bayh had begun work sponsoring a significant piece of legislation – one he feared would be held up in the Senate for years before becoming law – the Equal Rights Amendment. His support of the amendment was inspired by his father's work.

"Birch Bayh, Sr., was superintendent of physical education for the D.C. school system for 30 years," writes Bayh in a personal essay ("Title IX – A Brief Legislative History"). "I'll always remember one morning in 1940 at our family breakfast when Dad told my little sister and me that he was going to be testifying before Congress that day. 'What are you going to tell them, Daddy,' we asked. He said, 'I’m going to tell them that little girls need strong bodies to carry their minds around just like little boys.'”

Bayh says his late wife, Marvella, also helped educate him on gender discrimination that was occurring in higher education. She shared with him her experience of being told by the University of Virginia that "women need not apply." 

So in 1971 Bayh saw an opportunity to quickly change equality standards in the United States. He aimed to expedite the passage of the Equal Rights Amendment by adding a new section to the Higher Education Act, which already was on the floor of the Senate up for reauthorization. Together with U.S. Representative Patsy Mink, who faced gender discrimination throughout her educational career, Bayh introduced a new section – Title IX – and moved in the Senate to have it added to the reauthorization bill.

After some debate in the Senate on whether gender was germane to the Higher Education Act, Bayh was able to prove that it was and get the votes he needed – and Title IX was born. Women no longer were denied under the law equal access to academics and sports.

The ripple effect

Title IX's economic impact, alone, has been so great its magnitude is nearly impossible to measure. For example, the passage of Title IX has helped lower health costs overall for women who, according to a 2006 study sponsored by the National Bureau of Economic Research, have experienced a sharp lowering in risk of medical problems due to increased physical activity and greater exposure to athletic and health training.

Another recent study by a University of Pennsylvania researcher found a correlation, shortly after the passage of Title IX, between participation in sports and an 8 percent increase in earned wages.

Ayanna Thompson, professor of English at ASU and associate dean of faculty, who serves as president of the Faculty Women's Association, says the legislation was perhaps most significant in that it opened up leadership opportunities for women whether it was on the field or in the workplace.

"The leadership skills women learned on the field translated into their work off the field," says Thompson. "For example, I know that many women in leadership roles in academia started off as athlete-leaders in soccer, softball, volleyball, swimming, etc. Those transferable skills are no different if the players are men or women, but Title IX ensured that women could have access to experiencing them as well.”

The social structures that Title IX created quickly helped usher in opportunities for women right here at Arizona State University. In 1973 the College of Liberal Arts and Sciences issued a Committee Report on the Status of Women to make recommendations on everything from promotion and fair recruitment practices to anti-discrimination statutes. The Arizona Board of Regents followed suit several years later, making similar recommendations on university child care options, salary equity, tenure and general attitude toward women on campus. In the fall of 2011, it was reported that women made up 36 percent of ASU's faculty.

At ASU, women's athletics began expanding and diversifying as well, and by 1977 women's teams had brought home 10 national championships in a variety of sports, including softball, swimming and diving, golf, badminton, tennis and archery. In 1986 the Pac-10 Conference began competition in women's sports.

Currently, nearly 200,000 female athletes are competing on 9,274 NCAA teams – an all-time high that was echoed in last summer's Olympic Games in London. In what has been dubbed the "Title IX Olympics," U.S. women athletes brought home more medals than men for the first time in history – 58 medals to the men's 45, and 29 gold medals to the men's 17.

Opportunity for growth

While more women than ever before are receiving advanced education degrees – many of them in fields from which they were once denied access, such as law – the science, technology, engineering and math (STEM) fields continue to be areas underrepresented by women.

The National Organization for Women reported in 2001 that just 17 percent of all doctoral degrees in engineering and 18 percent of all doctoral degrees in computer science were earned by women, whereas women earned 65 percent of all doctoral degrees in education. With the battle for "equal pay for equal work" still being fought in Washington, women's underrepresentation in STEM degree programs points to a larger economic challenge, as these traditionally male-dominated fields lead to greater earning power after graduation.

ASU law professor Zachary A. Kramer, associate dean for intellectual life in the Sandra Day O'Connor College of Law, says the gender gap in STEM education supports occupational segregation in the workplace and is therefore one of two significant areas that must be improved in reaching our goal of gender equity in education. The other area, he says, is sexual harassment.

"Solving these sorts of problems is exactly what Title IX set out to do," Kramer says. "By striving for equal treatment on the basis of sex, Title IX seeks to make education a safe and fruitful space for all students."

Tirupalavanam Ganesh, associate professor of engineering education, leads the Girls in Engineering program at ASU. The program encourages young girls to get involved in the hard sciences through hands-on design challenges. Ganesh says women scientists, mathematicians and engineers are needed to enhance U.S. competitiveness and credits the social structures Title IX helped create in at least giving women access to these education fields.

"There was a time, in the not so distant past, when it was not common for women in the United States to gain admission to undergraduate programs in physics," he says. "In fact, they were actually discouraged from even applying."

Today young women are fortunate enough not to have had to face the same obstacles to success their mothers and grandmothers did in 1972 – thanks, in large part, to the progress Title IX has paved for girls and women in the United States. However, creating opportunity for women on a global scale remains to be one of the greatest challenges of the 21st century.

Coach Turner Thorne says opportunity is the simplest thing any of us can hope for in life. Opportunity is what she and her team will be celebrating this Sunday at a special Title IX event to usher in the ASU women's basketball season, when the Sun Devils take on Texas Tech at 2 p.m., in Wells Fargo Arena. In honor of 40 years of women's advancement in education and sports, Arizona State University and Sun Devil Athletics will honor 40 extraordinary individuals at halftime, including Sandra Day O'Connor, the first woman to be appointed to the U.S. Supreme Court.

The best part about Sunday's game? Every One Wins.