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Madrid Stories: Documenting Life During COVID-19

 

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Jack Siebert

“What we saw in this period of scarcity was the emergence of creativity,” said Robert Bahar and Almudena Carracedo, Emmy-winning filmmakers and lecturers at NYU Madrid, who described their experience moving Madrid Stories, a location-based course, to an online format.

Madrid Stories is a semester-long class at NYU Madrid that encourages students to look, listen and explore Madrid with a documentarian’s gaze, to represent the city from new perspectives, and to seek out stories that explore and question pre-existing notions of Madrid (and Spain more broadly). Jim Fernandez, site director of NYU Madrid and professor of Spanish Literature and Culture, explained that the nature of the course made it challenging  to adapt for remote learning. “In some ways, Madrid Stories, rooted as it is in Madrid, was the most difficult course to adapt to an online format, when the COVID-19 crisis abruptly forced us to teach and learn remotely. But Rob, Almudena and the students did an amazing job, making some delicious lemonade from the lemons they were given, as it were.  Each of the thirteen films, produced in quarantine, captures the strange rhythms of confinement, and tells a story about the impossibility of returning home.”

Some students felt that the creative process of film production might be a meaningful outlet and a means for making sense of the unprecedented situation they were facing. Robert Bahar

Bahar explained that in early March “our students had just begun work on their film projects and were offered the option to go home, and then leaving the site quickly became mandatory.” He explained that a decision had to be made about how to adapt the course curriculum, by either shifting toward an analysis of documentaries or keeping the focus on the production process. They sought input from their students, who  responded with clear enthusiasm for wanting to continue creating their own films. In fact, some students felt that the creative process of film production might be a meaningful outlet and a means for making sense of the unprecedented situation they were facing.

“The students had little in terms of production equipment, but they did have iPhones and family. They created something absolutely amazing by scavenging any available resources to create a final product all within two weeks. They had to reimagine their lives, the course, and the project. Their lives took a turn, but in the process of doing so, the class served as a mirror on themselves, and a mirror into themselves. The process of making their films was reflective of where they were in the quarantine,” explained Carracedo. 

“We all learned to use digital tools to serve the production process,” noted Carracedo. “They had to learn new editing programs, and we taught them how to edit by sharing our screens and providing demonstrations.” The feedback process was also adapted to an online format. Zoom’s breakout room function allowed the students to work in small groups where they could view each other’s work and offer the critique and feedback that are essential to fine tune a film. “The difference between good and great is the last push of the editing and polishing,” said Bahar, “which is also the most difficult part of producing a film. We always push students toward great. We want to help them achieve their visions and be proud of their work.” 

In addition to learning new technical tools to support the filmmaking process, students also had to develop new strategies to enable them to complete their work remotely. For Jack Seibert, a rising senior at Tisch School of the Arts, said he had to learn to remind himself “that artistic processes always encounter unforeseen bumps in the road large or small and it is our job as creatives to develop innovative solutions to those problems while staying on schedule. I found pursuing a creative process during this time to be incredibly beneficial to my future artistic career whether working in theater or film because I discovered personalized tools to recognize when I feel motivated or unmotivated, and how to either encourage myself to keep working or give myself breaks.” 

Developing their film projects also helped some students cope with the sense of uncertainty brought about by the pandemic and they noted that the experience was cathartic and therapeutic. Claudia Picado, a rising senior at Steinhardt School of Education, Culture, and Human Development, explained that her film, Meires en Cuerentena, enabled her to process her experience through “self expression, while also creating something that represented my family and how we came together during quarantine.”

Colin Donahue, a visiting student at NYU Madrid from Swarthmore College, created a film entitled, In an Instant, that detailed idyllic scenes of life in Europe. It is a portrait of travel to Rome and Paris and all of the things you imagine global students doing. Donohue explained that when he first returned to the United States, he “spent the first two weeks of quarantine in my childhood bedroom reflecting on my past experiences and feeling grateful for the health and safety of my family. After looking back on the footage from my study abroad experience, I knew I wanted to use this project as an opportunity to not only remember Spain but to document how I experienced this international public health crisis.” 

Donohue said that for him and many of his classmates, the creative process became “a philosophical reflection on the lockdown and quarantine, and the feeling of going back in time when one returns to their childhood home,” said Carracedo. They used the experience to produce introspective glimpses into what life was like during uncommon times. 

While the final screenings of student productions are typically held in-person at a closing event at NYU Madrid, this year’s films were screened online, which allowed  families and friends to participate.

View all Madrid Stories here (Vimeo).

 
 
 
 
 
 
 
 

The Silence of Others: A Best Documentary Award for Robert Bahar and Almudena Carracedo

 

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Almudena Carracedo (left) and Robert Bahar (right)

Award-winning filmmakers and lecturers at NYU Madrid Robert Bahar and Almudena Carracedo’s documentary, The Silence of Others, won an Emmy for Best Documentary at the virtual awards ceremony last week. The film, executive produced by Pedro Almodovar, examines the experiences and traumas of victims of Spain’s 40-year dictatorship under General Franco and the decades-long journeys of individuals seeking justice for egregious crimes committed under the General’s rule. The Silence of Others sheds light on the amnesty law created two years after Franco’s death in 1975 that protects the perpetrators of crimes and prevents victims from pursuing justice in Spain.

Bahar and Carracedo followed several victims and survivors for a period of six years as they organized the “Argentine Lawsuit” in order to fight the amnesty law. The legal battle illuminates  the country’s fascist history and how the crimes against humanity perpetrated by Franco’s regime continue to affect victims and their families. 

Along with receiving the Emmy for Best Documentary, it was also awarded an Emmy for Outstanding Politics and Government Documentary. “We are incredibly happy,” wrote Bahar and Carracedo in an email. “These two awards help culminate the 2.5-year impact campaign of The Silence of Others and show that the issues we highlight in Spain resonate powerfully all over the world. We dedicate these awards to the protagonists in the film and to everyone, all over the world, who have fought and are fighting for truth, justice and redress.” 

The Silence of Others premiered at the 2018 Berlinale (widely considered to be one of the top 5 festivals in the world) where it won both the Panorama Audience Award and the Berlinale Peace Film Prize. The film’s awards and prizes include being shortlisted for Best Documentary Feature for the 91st Academy Awards and it won a 2020 George Foster Peabody Award for Documentary and a 2019 Goya Award for Best Documentary Film. It has been seen by more than 1.5 million viewers and has been credited for increased dialogue about the past and the legacy of crimes. The Silence of Others has generated press across the political spectrum and has been acknowledged in op-eds, essays, books and other sources as helping to change public opinion, generate support for the victims, and reframe the debate around “historic memory” issues.

Read more about Bahar and Carracedo’s Emmy win here, and watch the film here.

 
 
 
 
 
 

NYU LA’s Program Director Nina Sadowsky Launches New Book

 

“The book was fueled by my rage about a post-truth society, in which facts are no longer facts, science is under attack, and behaving with honesty and integrity seems downright quaint,” said Nina Sadowsky author, film producer, and program director of NYU Los Angeles about the inspiration for her latest book, Convince Me

Examining a man’s death, Convince Me reveals the deeply-held secrets that are intrinsic to the psychosis of an unrepentant pathological liar. An author of psychological thrillers, Sadowsky noted that she uses writing to process her own “fears and furies about the world.” It was the current political context that sparked her interest in exploring “what makes a sociopath in the age of untruth?”

She explained that once she began pondering the construction of sociopathy and proliferation of untruth, “the plot for the book came into my head like an arrow, right down to the final twist!  Trust me, this is unusual; my normal process involves plodding along like a mule, as I outline, revise, and revise yet again and again. But with Convince Me, I felt clear with purpose and feverish with the need to write. And I did so, in explosive bursts whenever I could scratch out even a few minutes. It felt like I pulled that arrow right out of my forehead and into my computer one inch at a time. I realized that through the writing I was exorcising my rage.”

Preparing to write Convince Me involved extensive research. Sadowsky explained that “research is always one of the best parts of writing a book, because I get to take a deep dive into new arenas.” To develop the background knowledge for particular aspects of the storyline, Sadowsky examined “Virtual Reality technologies and their implications for both gaming and medicine, as that tech is important to the plot.” Creating the main character’s psychological profile required extensive study of a range of mental illnesses. Probing the symptoms and outward expressions of psychological disturbances enabled her to flesh out the “narcissistic pathological liar whose funeral opens the book. Which is not a spoiler! As soon as I created the character of Justin Childs I knew I wanted to kill him before the story began so he would be unable to deflect or defend himself as the truth about him is exposed.”

Launching Convince Me during a pandemic required Sadowsky to adapt the way she would typically publicize a new book. “Normally a book launch includes talks at bookstores (I launched The Empty Bed at the NYU bookstore in New York last February) and speaking at libraries or conferences.” While the live events she had planned in connection with Convince Me were cancelled due to COVID-19, she worked with her publisher to quickly pivot to online platforms. 

“I’m doing virtual events hosted out of New York, Rhode Island, San Diego and Indiannapolis. I’m appearing on podcasts and writing articles for appropriate publications (all of which is the norm, but all of which also takes on special significance now). When the Killer Nashville conference was cancelled I recorded a special video for Nashville’s Parnassus Books, the city’s preeminent Indie bookstore. Social media has played a big role in all book sales since it came on the scene and that is truer than ever now. Book people are fierce! They love books and they love to promote them on social channels; the blogger community is key. The release of a book is much like everything else these days; we have our assumptions about how things work upended and then we try to be flexible and adapt.”

As an educator, Sadowsky said that she hopes her work will spark discussion. “I recognize that there is often not one absolute truth in any situation as perspective is always a factor, but there is absolute value in honesty, integrity, and respect for facts.”  

Find Convince Me here. And learn more by reading the Book Club Kit which includes questions that readers may ask themselves about their own relationship to lying and liars (as well as recipes, cocktails, and Sadowsky’s Top Ten Songs about Liars and Lying Spotify Playlist). 

 
 
 
 
 

41 Shots

 

“As the world is getting smaller, it’s a story about people who come to America with an idea of what could be,” said  NYU Accra Director Frankie Edozien. “We may be seen by some as people who sell on the street or work in car washes, but beneath all of that there is a long line of Africans who came here as a way to get a higher education to get that American degree.” 

“You do what you need to do,” he went on to explain, “and what you have to do to get into higher education. And then you do what you have to do to stay in. When you see Africans graduating, there is a lot of jubilation. The joy is not just that you’ve gotten this wonderful degree. You’ve had to do so many things, take on so many jobs. The journey that we take to get there may have many twists, turns, and diversions, but as Africans we think it’s a journey worth taking. The end of our dreams are not the jobs that we have at the moment, those are only the beginning. We return home to build up our communities. That was cut short for Amadou.” 

The recently released Netflix series, Trial by Media, focuses on six true crime stories and the role of the media in their narratives. The third Episode, 41 Shots, examines the journey of Amadou Diallo, a 23-year old young man who immigrated to the US from Guinea to pursue a college education. Instead, Diallo was tragically shot to death outside of his home by police officers who claimed Diallo drew a weapon when asked to produce his ID. Set within the context of the stop-and-frisk program that emerged under former New York City mayor Rudy Giuliani, the episode looks at the case from a range of perspectives including Kadiatou Diallo, Amadou’s mother; police officers and other city officials; and Edozien’s thoughtful narration of his experience as a reporter covering the case. 

Working on the case as a reporter “took years of my life,” said Edozien, “from the day Diallo was shot, to the day his family received the settlement from New York City.” While there were many journalists covering the story, Edozien’s work on the case began right from the moment Madam Diallo arrived in New York from Guinea.“I was there when she arrived in the Bronx right after she disembarked from the plane. I remember when she came out, grabbing onto her, looking at her and saying, ‘my name is Frankie, remember me.’ I also remember reading about that moment in her book, My Heart will Cross this Ocean: My Story, My Son, Amadou. In her book, she talks about how awful the experience was and how a reporter approached her and gave her his name.” That moment of human interaction coupled with “the fact that I was constant, that I was there to tell a story, not to tell a story and move on” said Edozien, led to the development of trust. 

Looking back over twenty years later, Edozien explained that seeing the story made available to a wide audience on Netflix “was a joy.” Initially, however, Edozien had no expectation that his contribution to the documentary, as an advisor to the producers, would result in his own appearance in 41 Shots. He was contacted at first because, as a reporter who had covered the case extensively, the producers frequently came across his name during the process of conducting background research for the show. 

When Edozien was first contacted by the Netflix series producers about the episode, he was initially hesitant because he did not want to take part in a project that might cause Diallo’s family to relive the painful memories related to his death. However, upon talking with them, he found that the producers “wanted to do this right, to tell the truth, to create an honest portrayal of what led to Amadou’s killing.” He discovered that they wanted to provide a sense of what actually happened and to spark a conversation about the role of the media in a high profile case. Edozien notes that,“in telling viewers about the role of the media, you have to tell the story.” 

When meeting with the producers to provide insight about the case, Edozien expected to serve as only an advisor, though he later agreed to appear in the show as a narrator of particular events. He was also committed to ensuring Madam Diallo’s views were included in the documentary. “Even though she had been very public and had spoken a lot about her son, she never had the opportunity to tell her story. My big goal was that one day we were going to do it, and convince Madam Diallo to do it. She is a very private person, and she’s focused on her foundation. But I made a case for why she should sit down with the producers. I knew they would talk to lawyers, and talk to everyone [in New York who had been] involved. But once they got Madam Diallo to speak, I knew this wouldn’t be a one sided thing. I thought ‘my work is done here.’ Ultimately, that was all that I wanted.” 

Reflecting on his connection to the case, on a personal level, Edozien noted that he “understood Diallo’s journey, even though the police just saw him as a street peddler.” “If you are any kind of ‘other,’ explained Edozien, “you are judged by the way you look or speak. If you are somebody who is vending on the street, as he was selling hats and gloves, the assumption is that you don’t have any formal education. But that was far from the truth, he was on his way to becoming a student studying computer science. But he was also a black man studying in the vestibule of his house. And he was also a black man confronted by a police man. The gun they thought he was pulling out was actually his wallet and ID exactly what anyone would pull out to provide to police when being stopped.”

Considering the recent shootings of George Floyd and Ahmaud Arbery, among other headlines detailing racial injustices, said Edozien, “it’s sad to see that so many years later a certain type of body provokes fear. You can have a black man simply standing, and this evokes fear.”

“What was great for me,” said Edozien about the release of the documentary, “was that people saw Diallo. The thought that he was there only to sell on the streets is not right. He had a plan to get a degree and return to Guinea.” In fact, said Edozien, “the last words Diallo said to his mother were, ‘mom, I’m going to college.’ He was going to register, to make her proud one day, and that sentiment stays with Madam Diallo.” 

The experience of living through the death of her son became the impetus for creating the Amadou Diallo Foundation. Edozien explained that while her son didn’t make it, Madam Diallo wanted someone else to be able to make it into higher education. “The Diallo family has not stopped in its commitment to tertiary education for people who might otherwise not go.”

“Ultimately,” says Edozien, “this kind of storytelling is in service of educating people. We are still trying to learn to see everybody as just people. We are still trying.”

 
 

Adapting the African City

 

“What students are doing now ⁠— asking the subjects themselves to take part in creating a documentary ⁠— is their contribution to how the genre has been evolving since its inception in the early 1920s,” explains filmmaker Yahaya Alpha Suberu, a lecturer at NYU Accra. Instead of having films take the stance of a passive observer, “documentaries are now engaging the subjects, they are filming their own voices, and the collaborative process has changed between subject and documenter,” says Suberu.

In “Documenting the African City,” a course that has been offered at NYU Accra since its establishment 15 years ago, students learn how to tell stories using the language of film. The class is open to all students, regardless of their discipline a background in film is not required — and helps students discover more about the city during the process of shooting short pieces, recording sound, and editing their work. “The topics of their documentaries,” said Suberu, “are as varied as NYU’s diversity. Music, religion, race, politics, transportation, education, gender, sexuality, streetism, commerce, health, dance, tradition, the list goes on and on.” 

“Usually by mid-semester students have all the basic skills for pre-production, production, and post-production to finish five-minute individual or group projects. By the end of the semester they would have honed their skills and produced a longer documentary which is about ten minutes in duration.” The longer documentaries are screened outdoors in Accra to an audience from NYU Accra and the surrounding community.

My students have adapted in their learning process as much as I have in my pedagogy. They have had to quickly learn to shoot and record sound using their smartphones, and they also learned to engage their subjects by making them a part of the documentary process. Yahaya Alpha Suberu

However, this spring presented a set of unique challenges, as NYU Accra, like the rest of NYU’s campuses and academic centers, was forced to suspend in-person operations due to the COVID-19 virus, and the cohort found themselves in a range of unexpected locations. “Some were in quarantine in their home countries, some at a place that was a ‘stopover’ or a place that was not home,” said Suberu. In response, the entire structure of the course had to be reshaped and the course’s focal point on Accra also had to adapt given that most of the cohort was no longer in Africa.

How exactly did Suberu adapt his instruction for a course that is typically very hands on, particularly in the locational aspect of the documentaries and the use of NYU Accra’s on-site film equipment and editing suite? And how did he support the continuity of a course that requires a high level of focused creativity in the midst of the chaos and stress? 

As he adapted how classes were conducted, spent time identifying short-format films that addressed the needs of the syllabus, and worked with students to expand their story themes beyond the city limits of Accra, Suberu found himself spending more time identifying resources and engaging with students online than in-person. “Even though class is over, I’m still doing research and communicating by email when you end class, you are still on the screen, spending more time there than one usually would in more familiar circumstances. And along with the move from campus to computer, there has been a shift in how we think about time in terms of teaching and student engagement.”

“My students have adapted in their learning process as much as I have in my pedagogy. They have had to quickly learn to shoot and record sound using their smartphones, and they also learned to engage their subjects by making them a part of the documentary process. For instance, one student wanted to interview an individual in Accra, so the subject filmed herself and sent the footage to the student. Another documented the journey of a friend from NYU New York who travelled back home to China, and self-recorded the experience of being in quarantine.” 

Interestingly, the class produced films that have taken a timely look at different angles of the COVID-19 pandemic, said Suberu. “One student’s dad works in virology and he was able to tie his dad’s work into a story that was driven by his interest in biological warfare. Along similar lines, another student investigated how her mom is taking care of herself as a front-line medical worker.” 

The final projects from the course will be screened online on May 15th to a public audience. Open to 300 participants via Zoom, Suberu says “it will be quite fascinating to see how many viewers tune in from all over the world.”

 
 
 
 
 

NYU Los Angles Launches Inaugural Discovery Sessions

Next month, NYU Los Angeles will be launching a series of talks and presentations for NYU alumni, led by industry experts who will cover a range of topics in media and entertainment. The Summer 2020 Discovery Sessions will launch Monday, June 1, and are geared towards professionals looking to expand their knowledge base and community in highly specialized arenas. 

The series will debut with two free special webinars (information below), that are “being offered in the spirit of creating community and opportunity to the entire NYU community,” said NYU Los Angeles Program Director Nina Sadowsky, who created the Discovery Sessions. In addition, two spots in each of the series’ paid sessions will be offered free of charge to applicants who have been laid off or furloughed due to the COVID-19 virus. More information on these scholarships is available here

The Business: Snapshots of the Current Media and Entertainment Landscape from the Professionals Who Run It 

Monday, June 1 • 3pm PDT/6pm EDT

Through a series of TEDTalk-style presentations, participants will learn how organizations are responding to the unfolding economic challenges presented by COVID-19. Professionals in fields ranging from film, television, music, podcasting and more, will share their perspective on how the business has shifted and their outlook for the near future.

This event is produced in collaboration with NYU LA, the NYU Production Lab, the Wasserman Center for Career Development, and the Tisch Office of Career Development.

Career Strategies for Creatives

Wednesday, June 3 • 3pm PDT/6pm EDT

What is it like to start your career in the middle of an economic downturn? What strategies can you employ to stay productive, build your network and continue to pursue your creative passions? This special panel composed of Tisch grads that entered the workforce during the 2008/2009 recession will share their experiences and expertise in pursuing a career in the arts despite a difficult economic climate. Panelists will include representatives from different areas of the industry.

This event is produced in collaboration with NYU LA and NYU Tisch.

Download (PDF) the session brochure and schedule  below.

Hollywood Digital Climate Summit: May 16, 2020

 

On Saturday, May 16th, NYU will be partnering with YEA! (Young Entertainment Activists) to bring you the Hollywood Digital Climate Summit! 

Designed to educate and activate young entertainment professionals and college students about climate change, the Hollywood Digital Climate Summit will bring the brightest minds from entertainment and advocacy together. From 11:00 am- 6:30 pm PST, YEA! and NYULA will provide attendees with the tools they need to actually implement sustainable measures within their everyday lives/jobs. Plus, NYU students get tickets for free with the special promo-code YEA-NYU.

Featuring, Cynthia Littleton (Variety, Business Editor), Heidi Kindberg (HBO Green), Bruce Miller (Showrunner, The Handmaid’s Tale), Gloria Calderón Kellett (Showrunner, One Day At a Time), Melissa Sun (Sierra Club), Atossa Soltani (Founder/Director, Amazon Watch), Favianna Rodriguez (Artist/Activist), Jamie Margolin (Founder, Zero Hour), Kevin Patel (Founder, One Up Action), Jen Welter (First NFL Female Coach), Josh Fox (Filmmaker), Laura Bell Bundy (Actor/Musician/Activist), and more to be announced soon!

 The Summit will be packed with interactive, action-oriented content to keep you engaged and a part of the conversation with live industry guests. 

Get your tickets to the Summit now! Or, check out all the ways you can get involved as a volunteer and apply to volunteer today!

Internships Without Borders

 

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Bakari Young-Smith

After a winter break which involved volunteering at an orphanage in Tanzania, and visiting the location where his mother had studied abroad some 30 years ago, Bakari Young-Smith was looking forward to heading to NYU Shanghai for his spring semester. But one week before his planned departure, the rising junior at NYU’s Rory Meyers College of Nursing, decided to make alternative plans following the COVID-19 outbreak in China, and the suspension of in-person courses at NYU Shanghai.

After consulting with his advisor at NYU’s Office of Global Programs, Young-Smith decided to enroll instead at NYU Tel Aviv, and then returned home to Virginia, unpacked the bags that he had prepared for China, repacked them for Israel, and then departed for NYU Tel Aviv all within a few days’ time.  

Marrying his academic background in nursing with his interest in gaining  “a new experience in an entirely new setting,” IIana Goldberg, internship coordinator and instructor at NYU Tel Aviv, arranged for Young-Smith to intern with NALA, a non-profit that works to combat tropical neglected tropical diseases in Ethiopia, and focuses on improving hygiene and sanitation practices. Yet after spending roughly half of the semester conducting research on health practices among communities in Ethiopia’s Southern Nations, Nationalities, and Peoples’ Region the global spread of COVID-19  upended internships and course work, at least temporarily, and sent Young-Smith and his cohort back home.

Despite the upheaval, many NYU Tel Aviv students chose to continue their internships remotely. “I think that what helped make the students resilient in the face of the disruptions” explained Goldberg, “was the fact that we had sufficient time at NYU Tel Aviv to build a sense of community, throughout the student body, with the efforts of the whole staff, student life director, and resident life assistants […] the whole fabric of support helped everyone remain calm and rational and able to see the larger picture.” 

While the internship students had the option to complete a written career exploration project in lieu of continuing their internship projects remotely, Goldberg explained that many students “were very resolute about sticking to their internships. For example, one of our students has had a life-long interest in fashion and retail and was initially crestfallen when told the academic center was closing, but his employers were open to having him continue his responsibilities while working remotely. Another student, studying documentary production at Gallatin actually increased his attendance at the internship to more weekly hours, and the company sent him a hard-disk with materials and set him up to work remotely with the film editor.” 

Following his move back to the US, Young-Smith chose to forge ahead with his internship with NALA  because he felt there was more he could do. His work shifted to initiatives to spread critical public health messages about mitigating the spread of COVID-19 to remote communities in Ethiopia. Taking an innovation-oriented approach, he worked on low-tech ways  beyond the traditional routes of radio, television and internet   to engage isolated communities in disease-preventing behaviours.  

Together with his local counterparts, he has helped to launch effective public health campaigns, including printing public health messages on toilet paper, and coordinating  neighbor-to-neighbor outreach. For Young-Smith, examining how communities in Africa are responding to COVID-19 has “broadened my global perspective.” 

Having a chance to develop this kind of transglobal solidarity,” said Goldberg, “by working from afar for local causes will be a valuable experience not only professionally but as a global-civic achievement.” 

 
 
 
 
 
 
 
 

Science Boot Camp: NYU Paris Students Hit the Ground Running

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Photo Source: https://acosse.github.io/NYUParisBootcamp/

In order to ensure that all NYU Paris (NYUP) students were beginning their math and computer studies with a similar foundation in the disciplines, NYUP Site Director Alfred Galichon, and professor of Economics and Mathematics at NYU in New York, oversaw the creation of a pre-semester “Science Bootcamp.”

“We really felt there was a need to level the playing field, and to make sure everybody – whether from the Abu Dhabi, New York, or Shanghai campuses – hits the ground running,” said Galichon.

Designed and taught by NYUP lecturers, Joachim Lebovits (Math) and Augustin Cosse (Computer Science), NYUP held its inaugural Science Bootcamp at the start of the Spring semester, outside of regular class hours. Enabling students to quickly find their footing, said Lebovits, “we wanted to make sure that everyone, whatever their background, is given the opportunity to acquire the necessary tools to get a good start in the actual course, instead of losing time catching up on some basic notions.” And after finding their footing, students were “able to more fully enjoy their semester from the get-go,” he said.

The development of the non-credit program was also underpinned by the premise that math and computer science are intrinsically linked, said Lebovits. “There can be no programming without algorithms, and a relatively complex calculation might benefit from some degree of coding. Unfortunately, a blackboard and a piece of chalk are not always enough anymore,” he said.

 “At the very least,” said Lebovits, “it serves as a refresher for the students already familiar with them. For some, it may be also a good way to test their interest in the field.” For instance, a Math major can become better acquainted with coding and may go on to delve more deeply into programming languages. “In any case, it will give them the means to look forward to their courses with confidence, in a maybe more relaxed atmosphere than when the semester has actually started. Indeed, students are encouraged to carry out group projects, which gives them the opportunity to meet their fellow students more easily than in a regular class.” Lebovits says he believes the camp also benefits the lecturers and teaching staff: “Since the math and computer science courses are taught jointly by two or three professors, it helps the students view us as a team, rather than a set of individuals.”

In addition to bolstering students’ academic grounding, the program also demonstrates the importance of transferable skills. For example,“the ‘Python programming’ session also gives students the opportunity to test their knowledge on some interview questions from the tech industry.” The idea was to develop a curriculum that would prepare students for future challenges, explained Cosse, “be it with their classes or future job interviews.”

Students may arrive in Paris with different academic backgrounds and come to the classroom with different tools at their disposal, and may also have unique histories with math or computer science, and students’ academic and career plans vary widely. (Lebovits notes that “last semester one of my students in Linear Algebra wanted to become an architect, while another intended to do research in Mathematics.) But regardless of their future plans, “both will benefit from this ability to use programming tools,” he said.  What the students all share, both Cosse and Lebovits remarked, is a strong motivation to deepen their skill set – and this brought them to bootcamp outside of regular class hours and on weekends. 

While the bootcamp was designed at the outset to be classroom-based, Lebovits pointed out that it would translate easily into a distance learning environment. “The light and interactive format would be very well suited to a remote version and thus to our current situation. Considering the unprecedented changes that have taken place due to COVID-19, I think that we are increasingly going to need to create new ways of teaching to be able to adapt to student’s needs, whatever their background and regardless of their location.”

More information about the course can be found on Cosse’s website here.

NYU Los Angeles Goes Virtual

 

The following post is a guest submission from Gracie Corapi, assistant to NYU Los Angeles Program Director Nina Sadowsky.

By Gracie Corapi

I started as the assistant to Nina Sadowsky, program director of NYU Los Angeles (NYULA), in September 2019, still early in the program’s inaugural semester. We gave our first 33 students a study away program to celebrate: distinct LA experiences, unique panels and programming, an academic center with sunset views and Brita-filtered water. By the time Spring 2020 began and a new cohort of 36 joined us, we’d turned it up to 100: a one-on-one mentorship program! Double the special events, double the networking! Brita pitchers in each student apartment! Alumni mixers! And… a worldwide pandemic that sent them all home? 

As a student, I experienced a few unexpected bumps in my university years. In undergrad, classes were cancelled by a polar vortex. In grad school, I was on campus during an active shooter scare––thankfully, a false alarm. But this is a much bigger bump, and it’s my first time with an admin-level view of how a school can adapt when the world makes an unprecedented turn. This is what went into transitioning NYULA into a successful (and fun!) remote learning program. 

We began with the lecturers all of whom are accomplished and flexible, but that didn’t make them automatic Zoom experts. Our first project: creating resources. We had help from the knowledge base and from materials shared by NYU Shanghai (who were the first in the NYU community to face the Coronavirus), but we discovered that what our entirely part-time lecturers really needed was distilled guidance, not wallops of information on top of the changes in their own careers and lives. We created a step-by-step Zoom guide in PDF form for the visual learners, and we set up a system of 1:1 staff-led tutorials with the active learners. Then we created a schedule of staff support: every single class has a staff member on call, joining the Zoom meeting for at least the first ten minutes, making sure all tech runs smoothly. And hey, it’s not a bad deal for me, a forever-learner; I’ve ended up staying the full length of several classes, enjoying the content and conversation, forgetting I’m not a student myself. 

Our challenge for [the students] was instead experience-based: how do we provide an education equal to what we were providing before? Gracie Corapi

Adapting classes to a remote model has been more challenging for some than others. Our biggest challenge came when we’d all settled into our new home “offices,” when we’d all learned the difference between day and night PJs, when the hard work of transition seemed to be leveling out. We have a professor with… a VHS addiction. The treatment: after a hilarious but ineffective attempt to hold an iPad up to an old, VHS-equipped TV, the ingenious professor scoured YouTube for comparable clips and even learned how to digitize their tapes. It’s not quarantine if you’re not learning new skills, right? 

It’s no surprise that our amazing students are already tech-savvy. Our challenge for them was instead experience-based: how do we provide an education equal to what we were providing before? As a millennial, I say this completely genuinely: the great thing about Gen Z, which describes our cohort, is that they have big ideas and they’re not afraid to share them. In classes, professors are asking and listening to students about how best to change assignments to fit the new landscape. Group projects are morphing. Final paper topics are changing in real time as the industry adapts around us. 

One of the great facets of the LA program is the internship component. All students are required to have one, and we worried that this would be a grand hurdle. But so far, everyone has adapted. While many students have been able to maintain their internship work remotely, those that haven’t are working with our program director on customized projects that keep them connected to the type of work that drew them to LA in the first place.  

On the administrative side, we’re collaborating with our student workers on multiple fronts: what do you and your peers need from us? What do you want from us? What does support look like now, and what does the LA experience look like when you’re not even in LA? We created “Virtual LA” for the cohort, a constantly-growing source of online museum tours, livecam music, plus photos and stories of the city’s history and LA-set movie recommendations from faculty and staff. There’s more where that came from: we’re working on industry and craft book recommendations, an NYULA cookbook, and we’re in early discussions about a Zoom talent show. 

A couple of our ongoing projects are adapting too: our big event, the Hollywood Sustainability Summit, is going digital on May 16th. Our mentorship program continues by phone and Facetime. But now we have student-led movie nights and support groups, too. Our small staff is doing 1:1 student check-ins, and we’re dedicated to creating even more community as we go along. 

So far, so good. Nothing is easy in this kind of transition, and no one is really loving it. But NYULA, true to our city, has a sunny outlook. We’re finding unexpected opportunities in the remote world. That said, I am looking forward to returning to our NYULA home on Fairfax. I don’t have sunset views and a Brita filter at home, and I can’t take one more second of Tiger King.