NYU Wordpress Theme

Professor Li Li Unpacks the Mysteries of the Brain

Professor Li Li’s career has taken her across the globe, from Lanzhou to Beijing and Rhode Island to Hong Kong. As a professor of neural science and psychology at NYU Shanghai, she’s worked in academia, at NASA, and in the private sector all while raising two daughters. Recently, she met with the NYU Shanghai News team to reflect on her journey across continents and industries—and share how she found her way back to academia in Shanghai.

You started your academic career as a Psychology major at Peking University (PKU). How did you settle on neuroscience as your field of study?

I followed a very typical growth path of a good Chinese student back in high school in Lanzhou, Gansu. I was good at taking exams and got a good grade on the gaokao [the national college entrance exams] to get into PKU. When deciding on my major, I picked Psychology because it seemed the most interesting and could provide me with opportunities to interact with people.

Psychology has many subareas, and I felt most interested in using experimental and computational methods to study rules and mechanisms underlying our cognition, which is also known as cognitive psychology. I still remember the shock I experienced when I entered the Perception, Action and Cognition Lab at Brown University for the first time about 20 years ago. Researchers in the lab were using these visual displays and virtual reality techniques to conduct scientific experiments and expand the boundaries of knowledge with so much passion. It made me say, “Wow, this is so cool!”

As a typical “science person,” the most attractive aspect of scientific research for me is that it allows data to speak for itself. I initially focused on memory and representation, but later on, I found that it was not strongly driven by data in many ways. So I shifted my focus to perception and action. I enjoy using scientific methodologies to study brains, and I am obsessed with the beauty of the logic, precision, and scientificity of research. I’m always searching for the keys to unaddressed questions through research.

You’ve worked in both academia and industry. How did you finally settle on university research and teaching as your life’s work?

After obtaining my PhD from Brown University and working as a postdoctoral researcher at Harvard Medical School, I gradually lost confidence in my career as an academic. I foresaw the entire career path, which lacked surprises and dampened my enthusiasm. I wanted to explore more possibilities, so I went into industry.

I worked as a human factors scientist at an engineering and scientific consulting firm in the Bay Area of California. But I soon became bored with the simple and repetitive procedural work I was assigned to do every day. More importantly, I felt I was wasting my graduate and postdoctoral training. Though the university salary was not as competitive as that in industry, I realized my true joy comes from figuring out the essence of the world and deciphering the mystery of the brain.

While making all these job shifts, I constantly asked myself what on earth I was working for. Did I work for intellectual challenges or monetary reward? The majority of people will choose to go into industry, leaving only a small group of people who can endure loneliness and stick to research. I eventually realized that the “lonely” research path fits me better.

Since joining NYU Shanghai, you’ve spent a lot of time and effort on building three different labs. Could you tell us more about them?

The first lab, the Perception and Action Virtual Reality Lab, focuses on using virtual reality techniques to study perception, control of self-motion, and eye–hand coordination. The second lab is the Perception and Action Neural Mechanism Lab, which focuses on examining the related underlying neural mechanisms. The third lab is the Neuropsychology Lab at Shanghai Ruijin Hospital. We study visuomotor and locomotion control in patients with neurodegenerative motor deficits, such as Parkinson’s disease.

Recently, we conducted a series of fMRI experiments and identified the areas of the brain where motion and form information are integrated for the perception of self-motion. We also examined baseball players’ basic visuomotor abilities and found that their basic eye-tracking ability could predict their potential to hit baseballs. Moreover, we discovered that visuomotor control ability becomes impaired and brain structure changes during the incubation period of neurodegenerative diseases.

As a teacher, what particular skills and traits do you encourage your students to cultivate to become more successful in the classroom or lab?

I’d like to share two things. First, the details are of paramount importance and play a decisive role in yielding extraordinary results in scientific experiments. As rigor and credibility lay the foundation for scientific research, I always ask students to pay more attention to the details, put more effort into the experimental design and the comprehension of logic, take the initiative to explore the reasons behind each step in the experiment, and prevent themselves from forgetfulness, carelessness, and taking anything for granted.

Second, long-term development in research should be supported by proficient academic writing skills. I urge my students to read more and practice their writing as much as possible so they can strengthen their sensitivity in using the English language and improve the logic and organization of their writing.

Lastly, what advice do you give to aspiring neuroscientists?

I think students who aim to study neuroscience should have intrinsic curiosity and thirst for knowledge about the nature of the brain. Thinking critically about the relationship between experiments and theory is also necessary. I suggest all students who want to make a career in science never give up or give in. In all areas of life, a successful person is not always the smartest person, but they are certainly the one who can stick it out until the end. As a perfectionist myself, I always hold an “excelsior” attitude toward work and research, and I hope that students will not be satisfied with their current situation. Only excellence can make endless progress.

This interview has been edited for clarity and length.

Content repurposed with permission from NYU Shanghai News and Publications

The Return of Study Away—An International Education Week Program

Last fall during International Education Week, NYU hosted an array of events that explored the benefits of international study away programs. One of those programs—a virtual roundtable discussion featured four NYU site directors. NYU Tel Aviv’s Benjamin Hary, NYU Accra’s Chiké Frankie Edozien, NYU Berlin’s Gabriella Etmektsoglou, and NYU London’s Catherine Robson discussed the lessons COVID-19 taught them, how they used those lessons to reconstruct their programs, and their hopes for future study away students. NYU’s Associate Director of Study Away Student Support Alejandro Marti moderated the panel.

Enlarge

22GP020_GlobalDimensions_ReturnOfStudyAway
Site directors, Chiké Frankie Edozien (top left), Gabriella Etmektsoglou (top right), Catherine Robson (bottom right), and Benjamin Hary (bottom left)

Using the Past to Reshape the Future

When the pandemic first began in 2020, the faculty and staff at NYU’s global sites quickly adjusted. They adopted Zoom technology for virtual classes, planned online events for cultural immersion, and reimagined the scope of their curricula. Unsurprisingly, the lessons they learned in 2020 influenced the trajectory of their programs in 2021. For Chiké Frankie Edozien (NYU Accra), this meant creating new experiential learning trips and adopting new wellness guidelines for students.

“We tried a lot of things during the time of restrictions with our Go Local students who were primarily Ghanaian,” said Edozien. “We tried new excursions based on topics like climate change, taking students to the sea defense wall construction site. We weren’t able to (and we’re still not able to) do overnight trips, so we tried to think of ways we could teach students about Accra outside of the classroom—ways that allowed them to come back safely without the need for excessive travel or hotels. Sometimes we held classes outside so students and professors could be out in the sun, rather than in a confined space, and feel a bit more safe. We also encouraged our faculty to implement what we call ‘mask breaks’ so students can remove their masks for a short time before continuing their work.”

Similar to NYU Accra, Benjamin Hary and his team at NYU Tel Aviv spent the first part of the pandemic redesigning their curriculum to accommodate COVID-19 regulations. They now invite a range of guest lecturers to the classroom, and they developed a robust orientation for students who might need to quarantine upon their arrival in Israel.

“As we prepared for last semester, we created ways to connect students with one another and staff,” said Hary. “What my staff did for orientation, which was totally online because students were in quarantine, is a good example of this. We usually take the students to the famous Tel Aviv market, but since we couldn’t do that, my staff created a video of the market instead. They went to each specific ethnic food place and actually bought all the same food for the students. We delivered it to their doors so when they were watching the video, we could tell them about the food, and they could follow along. They loved it.” In addition, he noted, “With Zoom, it is very easy to invite people, such as guest lecturers and other experts, to participate in our programming, regardless of their physical location.”

Preparing Intentional Coursework for All Circumstances

During the early months of the pandemic, NYU’s global staff worked hard to create a future curriculum that could span multiple formats: in person, online, and/or hybrid. By preparing for various circumstances, NYU’s global locations worked to ensure students never missed a beat in their education.

“Without our faculty, we would not have been able to offer such a good experience for our students,” said Gabriella Etmektsoglou (NYU Berlin). “They showed adaptability and flexibility. They developed so many different options for their courses within a semester. In Berlin, for example, we had times when we were teaching in person and hybrid, and we had times when we had to lock down the site for a few weeks. If you had planned trips to museums or nongovernmental organizations during those weeks, you had to totally rethink your class. The faculty really embraced, very intentionally, the values of equity, diversity, belonging, inclusion, and accessibility when rethinking their sessions. It wasn’t simply, ‘I can’t go to this museum. What do I do now?’ It was, ‘Why was I going to this museum to begin with? Is there any way I can bring this museum to my class?’”

Eagerly Awaiting Cultural Immersion

The pandemic forced educators across the globe to rethink and reimagine the ways in which students learn. While some tactics will remain in place moving forward, such as expanded access to guest lecturers, increased collaboration between study away sites, and new experiential learning opportunities, other tactics will likely fall to the wayside, like learning a new language online or participating in a remote internship—both of which are challenging to accomplish without full-blown cultural immersion.

“In orientation we always talk about immersion in your new culture,” said Catherine Robson (NYU London). “Only by doing that do you start to think deeply about the place you come from. When you’re remote, you’re still in your usual place. You don’t have that experience of sort of turning inward, of being challenged to think about your own country, your own region, your own locality. Only by being in that different environment do you really start to reflect because it defamiliarizes what was deeply unquestioned by you before. And so that is why actually being in person in that different country is so key to what we do.”
And that’s why NYU’s global staff are eager to welcome more and more students back to their centers this year in 2022.

What’s Ahead: Embrace the Unexpected

For students preparing to study abroad in the coming semesters, all four site directors encouraged them to maintain an open mind and a positive attitude.

“Right now I think students need to be adaptable and have a little bit of trust in the future,” said Etmektsoglou. “Twelve years ago when I started at NYU Berlin, it was so much more about traveling. Now it’s about your professional career and your development as a young researcher. Yes, you might miss some traveling, but it’s not the key. Because of the pandemic and because of the way we used the time, the quality of our classes increased. They’re much more focused on addressing the career skills and needs for professional competencies. They’re about applied research; they’re about becoming entrepreneurial young professionals. Students will benefit from the diversity, the guests, and all the things we embraced during the pandemic.”

Written by Samantha Jamison

Madrid Stories: Documenting Life During COVID-19

 

Enlarge

Screen-Shot-2020-08-10-at-2.58.29-PM

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).

 
 
 
 
 
 
 
 

NYU Shanghai Faculty Ranks Boosted by 34 New Members and 28 ‘Go Local’ Instructors

 

students and professor in masksAs classes began on September 14 – live for students in Shanghai and online for students around the world still waiting for visas to enter China – NYU Shanghai welcomed 34 new full-time faculty members from 10 countries for the 2020-2021 academic year. The new members span 20 academic fields from Finance to Art History to Journalism, including the university’s first faculty member in the field of Global Public Health. 

An additional 28 new faculty have joined the university this fall to help deliver in-person courses to the NYU and NYU Abu Dhabi students taking part in the NYU Global Network’s “Go Local” program at NYU Shanghai. 

“We are thrilled that NYU Shanghai continues to attract a remarkable group of faculty across the disciplines, people whose research is stellar and whose dedication to teaching is exemplary,” says Provost and Julius Silver Professor of History Joanna Waley-Cohen. “I know they will greatly enrich our expanded academic community, and am very much looking forward to getting to know them all over the next few weeks.”

NYU Shanghai’s full-time faculty has more than doubled from just 102 members in 2014 to 226 members this year, representing 25 nationalities.

Among this year’s newcomers is Yufeng Professor of Social Science Wu Xiaogang, who will serve as the founding director of NYU Shanghai’s newest research center, the Center for Applied Social and Economic Research (CASER). Wu, whose scholarship examines inequality and social stratification in China, most recently led a team of researchers investigating how family and community ties supported individuals’ well-being under anti-coronavirus quarantine restrictions in Wuhan. “NYU Shanghai offers a perfect environment for scholars to conduct first-rate China research that can have both local reach and global impact,” Wu says.

This fall, the university also welcomes Brian J. Hall as Associate Professor of Global Public Health. Hall, who leads the  Global and Community Mental Health Research Group, focuses on interdisciplinary approaches to population health challenges, particularly among migrant worker groups in the Asia-Pacific region.   

“My work in China has been ongoing for more than eight years, and I view NYU Shanghai as an excellent home and platform for this work to continue and expand,” Hall says. “I am excited about the university’s intimate scholarly community, the exceptional students, and the emphasis on interdisciplinary research, which I believe is absolutely essential to address even the most protracted public health challenges.”

Hall says he is looking forward to teaching several courses for undergraduate students this academic year, including a global mental health course and a capstone seminar for seniors  producing original scholarship.

Despite the unique challenges posed by the ongoing pandemic and closure of national borders, many new faculty members, including Senior Lecturer in the Writing Program Marcos Martínez, expressed enthusiasm about their students’ and colleagues’ flexibility and adaptability.

“The university’s Writing Program has been so supportive and willing to explore new modes of teaching and ways of building connections with our students,” Martinez says. “I look forward to working with my colleagues and learning from their experiences.”

Visiting Associate Professor of History Jacqueline Armijo, who will take part in NYU Shanghai’s “Go Local” program, says she appreciates the program’s ability to confront some of the problems caused by the pandemic. 

“When the opportunity arose to teach students face to face in Shanghai, I could not resist,” Armijo says. “I have been very impressed with NYU Shanghai’s conscientious COVID precaution policies, and I very much appreciate the opportunity to be able to teach safely in a classroom with students face to face, or at least masked-face to masked-face.”

New faculty are also looking forward to connecting with the campus and the city’s uniquely dynamic international community. “I’ve been living in Shanghai for a few years now, and I really love the city’s cosmopolitan energy,” says Clinical Assistant Professor of Spanish Allen Young. “At NYU Shanghai, that energy is more palpable than almost anywhere else.”

Sun Wenting, who joins NYU Shanghai as Assistant Arts Professor of Dance, concurred. “I think the campus reflects the city with its international broad spectrum of nationalities and its drive towards success,” says Sun. “I was fortunate to previously guest teach at NYU Shanghai and was instantly exposed to the positive and engaging environment and the up-beat community, so I already have a really clear vision that this will be a great place to work.”

Others are eager to explore the city’s potential as a hub of research and innovation, including Instructor of Operations Management Zhang Jiding

“Shanghai is one of the most dynamic cities around the globe, and it is a place where some of the most innovative business practices have been born. As a researcher, I am eager to learn from these practices and study the drivers of such innovations,” says Zhang.  “As an educator, I am thrilled to convey what I have learned to my students, and to prepare them for their future leadership in the fast-changing world.”

The new faculty members in 2020-2021 are:
 

Daniel Jin Blum

Research Assistant Professor of Psychology

Joshua Dy Borja

Lecturer, Writing Program

Denis Butkus

Visiting Assistant Arts Professor of Theater Art

John Tseh-han Chen

Visiting Assistant Professor of History

Kelly Donovan

Lecturer, English for Academic Purposes

Bassam Fayad

Visiting Professor of Mathematics

Cori L. Gabbard

Lecturer, Writing Program

Andy Garcia

Clinical Instructor of IMA

Gong Jin

Clinical Assistant Professor of Chinese

Brian J. Hall

Associate Professor of Global Public Health

Jinzi Mac Huang

Assistant Professor Faculty Fellow of Mathematics

Catherine Journeaux

Senior Lecturer, English for Academic Purposes

Li Chen

Visiting Assistant Professor of Accounting

Li Siran

Visiting Assistant Professor of Mathematics

David Maguire

Visiting Professor of Practice in Journalism

Marcos L. Martínez

Senior Lecturer, Writing Program

Laurent Ménard

Visiting Associate Professor of Mathematics

Miao Jia

Assistant Professor Faculty Fellow of Sociology

Zee Perry

Visiting Assistant Professor of Practice in Philosophy

Alejandro Francisco Ramirez Chuaqui

Visiting Professor of Mathematics

Bruno Schapira

Visiting Professor of Mathematics

Sun Wenting

Assistant Arts Professor of Dance

Yik-Cheung Tam

Professor of Practice in Computer Science

Yuan Tanya Tian

Assistant Professor of Management and Organizations

Leandro Vendramin

Visiting Assistant Professor of Mathematics

Wen Shuang

Visiting Assistant Professor of History

Daniel Woody

Lecturer, Writing Program

Wu Wei

Associate Professor of Mathematics

Wu Xiaogang

Yufeng Global Professor of Social Science

Xia Ku

Senior Language Lecturer, Chinese Language Program

Allen Young

Clinical Assistant Professor of Spanish

Zhang Jiding

Instructor of Operations Management

Geoffery Xin Zheng

Assistant Professor of Finance

Zuo Lala

Assistant Professor of Art History

This story comes to us from NYU Shanghai. You can find the original here

 

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

 

Enlarge

1_SilenceOfOthers_Directors_Almudena_and_Robert-scaled

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.”

 
 

NYU Prague Instructor on Travel Writing in the Time of No Travel

Zoom image from the classNYU Prague Instructor Veronika Bednářová, who teaches the Travel Writing course, shares her thoughts on remotely teaching her course during a time when no one can travel.

Paris. Shanghai. Oklahoma. Toronto. Vienna. Students from around the world used to meet in our Travel Writing class in Prague, the Czech Republic. For the past 14 years, I have found great comfort in seeing the students leave Prague every weekend in starfish-like directions. I enjoyed reading their passionately written articles from the various European destinations they visited and found so cool.

Now I see them in their pajamas. In the background, there are posters from the  high school years before they left home. We share the mood swings of our Wifi networks together.  I sometimes hear a dog barking, a younger sibling giggling in the next room. We chucked our syllabus: the Travel Trends 2020 section became completely irrelevant, and one student’s planned trip to Brno, the second biggest city in the Czech Republic, was left behind at the NYU Prague dormitory as a totally unachievable dream. 

The world closed, but not our creative writing class.      

We Zoom thru our non-existent travels together. I appreciate how much the students have taught me about virtual platforms. Not only do we dream about traveling, we live for traveling. Thanks to Zoom, we constantly plan our future travels, and we take advantage of our past travel experiences. 

More than before, we feel we don’t have to travel in style but with good intentions for the planet in mind. The whole tourist industry is asking the same questions at the same time as our class is; it is easy to keep up with those questions thanks to new embedded videos about the travel industry and the newly-recorded interviews with travel specialists. We see a lot of professional travelers in their rooms, in their hometowns. 

My TW students still keep their travel journals even though their physical travel is from the bathroom to the living room. They keep writing travel pieces. They just finished profiles, conducted via phone/Skype/Zoom interviews, and it has been an honor to get to know their family members through this forum: an 86-year old grandmother who cant wait to be taken on a tour of Greenwich Village by her grandchild after the quarantine. An 11-year-old sibling who is, like Phoebe in The Catcher in the Rye, the moral compass of the whole extended family. 

We might have learned less about foreign destinations during our class, which I have re-named Travel Writing in the Time of No Travel. But we have learned much more about ourselves. For a creative writing course, I can´t imagine a better device. 

NYU London Community Stays Connected and Well

virtual London logo

The NYU London community is staying connected and looking out for one another’s wellness, all virtually. The Student Life and Wellness committee staff members have created a number of resources to foster a sense of togetherness and warmth even while apart. 

The NYU London Student Affairs team have been working on a whole host of events to try and engage students remotely. The website has a new section, “NYU London at Home.” Virtual London highlights a hand-picked selection of remote events and activities taking place across London and the UK. It offers quite a few ways to get a virtual glimpse of London, including a curated set of virtual tours, online exhibits, and recorded performances. Students can discover a great deal and “enjoy British culture from the comfort of your bed!” A great way to safely experience London at the moment. The team has also been engaging with students, both past and present, via social media, in particular via Instagram (@NYULondon). 

According to Andrew Davidson, Student Life Coordinator, “NYU London’s Bingo was a huge success and so is the QuaranTIME series; a series of posts encouraging self-care during these difficult times.” Students are also quite active. The Global Ambassadors and Global Equity Fellow will be hosting Instagram takeovers in the coming weeks to talk about their lives during lockdown. Moreover, according to Davidson, “the weekly NYU London newsletter, the Sunday Sandwich, continues to be appreciated by the student population and the Bedford Square News, NYU London’s student-led news, are starting to take creative contributions from students.”

NYU London staff wellness bannerNYU London is also focused on wellness, which is so important during this challenging time. A new Wellness committee newsletter for staff and other outreach encourages the community to stay connected and to look out for one another. The newsletter contains wellness tips, including a section on COVID-19 and mental health. It reminds everyone about the NYU London Google+ community, has a staff quiz, a reminder about a virtual all staff happy hour, and more. A nice way to stay connected and positive during a challenging time!

NYU Buenos Aires Director Anna Kazumi Stahl on Coping with Uncertainty by Understanding Collectivist Cultures

 

Anna Kazumi Stahl giving talkCan learning from other cultures inspire resilience in challenging times? NYU Buenos Aires Director Anna Kazumi Stahl believes so and recently gave a TEDx talk on Japanese cultural codes as appropriate inspiration for social distancing. She has now been asked by TED to participate in the main conference this year as one of the foreign language contributors. This year’s main event, on May 23, to be conducted entirely remotely, will feature Kazumi Stahl as one of its Spanish-speaking presenters.  

Kazumi Stahl’s original talk, How Collectivist Cultures React to the Pandemic, was organized by TEDxRiodelaPlata, a TEDx group in Buenos Aires that functions as a think tank which focuses on community engagement through their events. Her history with the group dates back to 2013, when she was asked to explore her own identity and her choice to write in a foreign language. A fiction writer and scholar of comparative literature, Kazumi Stahl, the daughter of a Japanese mother and a father of German descent father, is an American citizen who calls Buenos Aires home, and writes primarily in Spanish.

As Argentina began its program of isolation and social distancing in response to COVID-19, TEDxRiodelaPlata was invited by Argentine national public television to select eight speakers that could help people consider the positives of  the situation. 

Kazumi Stahl’s talk – which is available online with subtitles here – explores the ideas which inform collectivist cultures, and considers  how to interpret certain behaviors as gestures of respect or closeness. The aim of this talk was “to consider other cultures so as a way to offer encouragement or hope for those feeling overwhelmed or afraid.” 

Among the Japanese cultural codes that Kazumi Stahl considers are:

Hedatari Distance “Rather than a coldness, this gesture conveys acknowledgement of the other as not to be invaded or imposed upon, as if saying, ‘I see you.’ Japanese culture doesn´t call for an immediate physical intimacy like handshaking […]; instead things begin with a conscientious giving of space, respectfully interacting, and then over time and with the right conditions closeness may arise.”
Wa Harmony “[A]cross cultures we experience ways of connecting ourselves to larger entities we are a part of, such as the bonds signalled by a Mets cap, a national team jersey at the Olympics, or even the NYU torch. In Japan this concept of ‘wa’ extends to a societal level. And individuals are deeply motivated to help maintain the broader harmony.”
Amae Dependency “This is the idea of relying personally on the interconnectedness of individuals, so it is a deeply rooted notion in a collectivist culture. It leads to the expectation, indeed the confidence and trust, that other people will take of me and that I will take care of them.”

“One of the things that emerges from working across lines of cultural differences,” she explains, “is that you become more embracing of not knowing.” Kazumi Stahl believes that not knowing  is among what is most challenging now and that this is also true of working interdisciplinarily. “It requires you to have respect for other disciplines,” according to Kazumi Stahl, “because without it, your work will become superficial.” 

When she is not teaching, Kazumi Stahl dedicates most of her time to creative writing, and notes that her background in working at the intersection of disciplines and cultures has proven to be very helpful during this global health crisis. 

“There is a very key aspect of the creative process that may be deeply impacted by a crisis like this, but that also provides a space where you can process it,” Kazumi Stahl says. “Writing and art is a means for allowing emotions to emerge and take shape. There is a great deal of resilience in the imaginative forces of literature and the other arts that we can rely on again as a place to imagine possible futures.”