Global Dimensions

News and notes from across NYU's Campuses and Sites

NYU Washington, DC’s Multimedia StoryCorps Initiative Tells its Stories

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logo for a podcastThe NYU Washington, DC StoryCorps initiative is a multimedia student-driven initiative that tells the stories of NYU Washington, DC, through the students, staff, and surrounding area. The initiative started in Spring of 2017 and has grown. Students develop their individual programs, choosing their medium and storylines. All of the StoryCorps content is hosted here.
 
Previous programs have included:
My Friend on the Hill – A podcast exploring the behind the scenes experiences of student interns on the hill. 
Humans of NYU DC – A Humans of New York City style portrait and short story. 
NYU DC Violets – A student newspaper that has current events, opinions, creative writing, reviews, art work, and other media. 
Music Dump – Original student compositions.
Talk the Walk – A podcast focusing on advocacy work by NYU DC students and within DC. 
 
The StoryCorps initiative was developed by the former Student Life Manager, Brian Cheng Dooley, and as part of the NYU Washington, DC building-wide Intersections Initiative. The Intersections Initiative is a year long program that allows students to explore their social and personal identities and find community within the NYU Washington, DC building. The StoryCorps program is part of this initiative that allows students to utilize their creative abilities and connecting the building through our student’s stories. 
 
The students can elect to participate in two different ways, as initiative leaders or as guest content producers. Student leaders partner with one or two other students to lead their respective program. This included choosing the content medium, their mission statement, they set their own group deadlines and priorities, produce content, go through leadership training, and work with their guest content producers to set their requirements and ensure they are complying with their obligations. Guest content producers focus solely on limited production, typically single issue works, under the direction of the student leaders. 
 
The theme of their content is set by the student leaders based on individual preference, identified student and community needs, and to share part of their own personal story. For example, “Humans of NYU DC” and “NYU DC Violets” were developed to utilize the varied skills of all of the content producers, “Twosday Trendcast” was developed because both student leaders loved all things popular culture, and “My Friend on the Hill” was developed to share the “typical DC hill-tern” experience with students that choose to explore a different aspect of DC. We allow students free range to explore anything they are passionate about.
 
Students have really connected with the StoryCorps initiative. They’ve been able to utilize a wide range of different skills while building connections throughout the community. For instance, the podcast “My Friend on the Hill” was a group of good friends that took the opportunity to structure their talks and meet with other student interns and political experts to share their communal experiences and the differences between offices. NYU Washington, DC students have also developed personal portfolios and leadership skills through this initiative. Some students have gone on to reference their StoryCorps portfolios in other opportunities in both NYU and in their professional fields. 

NYU Florence Student Becomes Ambassador for “Sisters in Liberty” Exhibition

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Photo of SerenaNYU Florence, in collaboration with The Opera di Santa Croce, teamed up to have one of our students, Serena Mahal Ponciano (CAS ’22) become an ambassador for the current  “Sisters in Liberty: From Florence, Italy, to New York, New York.” This exhibition at the Ellis Island National Museum of Immigration in New York is currently open until April 26, 2020.

Serena, under the guidance of Paola Vojnovic and Donata Grossoni from the Opera di Santa Croce, completed a six hour training course in order to present the exhibition in New York to New York City school children. This unique opportunity to create a bridge between Serena’s experience in Florence and her return to NYU in New York allows her to bring her Florence experience to New York.

image from exhibitionThis exhibition depicts the special exchange of ideas and art that inextricably unites Florence and Italy with New York and the United States. Two special “Sisters in Liberty” statues: the solemn Statue of Liberty Enlightening the World by Frédéric Bartholdi, which has dominated the New York harbor since 1886, and the elegant Liberty of Poetry by Pio Fedi, inaugurated in 1883 as a monument to the Italian patriot Giovanni Battista Niccolini in Santa Croce in Florence, embody this special exchange, where people’s stories intertwine with the pursuit of freedom and democracy.  These two statues are sisters because they are similar in stance and in detail. And still today, among art historians, the question is an open one: was Bartholdi, who visited Florence, inspired by Fedi’s Liberty?

This initiative, promoted by the Opera di Santa Croce is linked to the celebration of the bicentennial of the United States Consulate General Office in Florence.  The project partners are: the National Parks Service / Statue of Liberty National Monument and Ellis Island, Kent State University, US Consulate General in Florence, Italian Consulate General in New York, Garibaldi Meucci Museum, The Union League Legacy Foundation.

NYU Berlin’s Urban Engagement via Pierre Depaz’s “Augmenting the Museum” Course

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prototype 1NYU engages with its urban communities not just in New York, but around the globe. In Berlin, this has recently involved working with museum spaces in collaboration with a government initiative thanks to the work of NYU Berlin Lecturer Pierre Depaz. Professor Depaz is an educator, artist and programmer from France. He’s taught at NYU and CUNY and is currently researching at the Film-Universität Babelsberg. He is interested in the multiple ways computers are attempting to represent and interface with human concepts and emotions. His academic research revolves around simulation, semantics and public organization through technological means, while his artistic practice includes digital games, computer simulations, interactive installations, networked performances and experimental web projects, and has been exhibited in NYC, Paris, Cairo, Abu Dhabi, Brussels and Berlin.
 
Professor Depaz’s NYU Berlin course “Augmenting the Museum” is a class that is focused on designing and developing digital applications using Augmented Reality in the context of museum spaces. The class features a close collaboration with Museum4Punkt0, a German government research initiative. Throughout the semester, students have designed AR applications that are intended to complement the experience of artworks as well as the navigation of spaces by visitors of Berlin’s state museums (Humboldt Forum, Deutsches Historisches Museum and the Preußischer Kulturbesitz). This involved learning both technical development skills, conceptual designing skills as well as engaging with the teams of each of these museums to understand and address the needs and opportunities of each of these sites.
 
prototype 2Student projects have resulted in approaches as different as navigational applications within the new Humboldt Forum, digital games aimed at communicating the uniqueness of 19th century pop-up books are using augmented reality to offer walks across the city while overlaying historical buildings with photographs from the Berlin municipal archives. Based on students availability in the summer, some of the groups have followed-up with their respective museums and their ideas have been taken into account in the process of digital renovation of those museums.
 
The photos depict two of the prototypes developed. The first in order to raise awareness about the Berlin Wall and the second to orient visitors based on which works they would like to see first. Since they are spatial applications, a still frame does not fully capture the offering but gives a sense.

NYU Abu Dhabi Event on Making Memories in the Brain

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image of brainOn February 9, 2020, NYU Abu Dhabi will host Thomas J. Carew, Dean Emeritus of the Faculty of Arts and Science and Julius Silver Professor of Neural Science & Psychology, NY, for a talk on making memories in the brain.

It’s easy to think of memories simply as static photos pulled from a mental scrapbook; however, current research shows that memories are, in fact, dynamic recreations of past events that ultimately shape one’s identity. This talk considers how the wiring of the brain allows individuals to encode the world, how memories are encoded in the brain, where memories are stored, and how they are bought online to enable adaptive behavior. The ultimate objective of this research is to identify methods that improve memory in aging individuals and that restore it in those suffering from mental illness, disease, or brain injuries.

NYU Tel Aviv Student Pablo De Castro Gomez on Urban Farming Community Service Project

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Students volunteering at the gardenGallatin student Pablo De Castro Gomez recently led a community service project focused on urban farming while studying at NYU Tel Aviv. Working with a group of fellow NYU Tel Aviv students, local students, and a local NGO, Pablo found the experience meaningful. 

When you live in a city like New York where everything exists in abundance, it’s easy to forget that some of the food we take for granted can also be a luxury. For the immigrant and refugee communities in southern Tel Aviv, things like fresh herbs and vegetables are often commodities beyond their reach. Unfortunately, many families rely on cheaper foods that can be detrimental to their health over time. Unwilling to turn a blind eye,  NYU Tel Aviv has partnered up with the Isreali afterschool scout program Eitan Scouts and the Association for Urban Farming NGO, to make a difference. Over the course of a month and a half, delegates from all three organizations rallied to meticulously design a low-cost hydroponic farm at the Scouts headquarters in southern Tel Aviv. Following weeks of planning and gathering the materials, we all once again came together to build a healthier future for the city. After a strenuous day of working the land, programming the hydroponics elements, and making sure everything was pretty enough for Instagram, we had manifest our plans into reality. Not only do these kids now have access to a wide variety of herbs and veggies but by incorporating them into the design process, they learned how to expand their low-cost high-efficiency gardens throughout their community. Seeing how excited and proud the scouts were of what they had built, I’m sure we’ll be seeing more hydroponic gardens popping up really soon.

Student diggingUrban gardenStudents planting

NYU Washington, DC Hosts A Congress for Everyone: The Impact of the Fair Representation Act

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On February 4, 2020, NYU Washington, DC and Fair Vote will host an event on the Fair Representation Act. At a time when Americans increasingly feel like elections are broken, a bold new proposal has been put forward that could, in the words of the New York Times editorial page, create “A Congress for Every American.” The Fair Representation Act is intended to solve problems of partisan gerrymandering and uncompetitive elections by replacing America’s winner-take-all system with a fair and proportional system: ranked choice voting in multi-winner districts.

NYU Washington, DC and Fair Vote look forward to presenting this afternoon panel discussion featuring scholars and practitioners who will discuss what impact the Fair Representation Act would have on democracy in the United States.

Rob Richie has been the leader of FairVote since co-founding the organization in 1992; he was named president and CEO in 2018. He has played a key role in advancing, winning, and implementing electoral reforms at the local and state levels. Richie has been involved in helping to develop, win, and implement: ranked choice voting in states and more than 20 cities, fair representation voting systems in numerous Voting Rights Act cases, the National Popular Vote plan in 16 states, and voter access proposals like voter preregistration and automatic voter registration.

Richie is a frequent media source and has been a guest on NBC, CNN, C-SPAN’s Washington Journal, NPR’s All Things Considered, On the Media, and Freakonomics. His writings have appeared in every major national publication, including the opinion pages of The New York Times and The Washington Post as well as in 11 books, including as co-author of Every Vote Equal, which is about Electoral College reform, and Whose Votes Count, which is about fair representation voting. He has addressed conventions of the American Political Science Association, the National Association of Counties, the National Association of Secretaries of State, and the National Conference of State Legislatures. He is a graduate of Haverford College, where he serves on its Corporation. Richie and his wife Cynthia Terrell are parents of Savanna, Lucas and Rebecca.

Kevin Johnson is the founder and executive director of Election Reformers Network. Kevin has 19 years’ experience in election reform programming, including two years with ERN, ten years as a Board Member of Common Cause Massachusetts, and seven years working on overseas democracy promotion with the National Democratic Institute. Kevin is on the Advisory Boards of Fairvote, Issue One and Voter Choice Massachusetts.

On the Board of Common Cause Massachusetts, Mr. Johnson participated in successful reform campaigns to establish automatic voter registration, early voting, online registration, improved access to government information, and the Massachusetts State Ethics Commission. He led a successful ballot question campaign in the city of Newton Massachusetts in support of an anti – Citizens United constitutional amendment. Mr Johnson was also part of a team organizing citizen participation in the highly regarded 2011 Massachusetts redistricting process. Mr. Johnson served on the Advisory Council to former Common Cause National President Bob Edgar.

At the National Democratic Institute, Mr. Johnson directed a range of programs including election observations in the West Bank and Gaza and several countries in Africa, and advisory programs for constitution drafters in new democracies.

Mr. Johnson is also CEO of Liberty Global Partners, an investment advisory firm focused on venture capital and private equity in emerging markets, which he co-founded in 2002. At Liberty Global, he has led capital marketing initiatives that have raised more than $6bn for investment funds targeting China, India, Brazil, Africa, Central and Eastern Europe, and Southeast Asia.

Over the past year, Kevin has published nine articles or opinion pieces on election-related issues in media outlets including The Daily Beast, Commonwealth Magazine, and Independent Voter News. These pieces include a work of original research demonstrating a statistical link between extremism in Congress and the use of plurality voting in primary elections and the analysis of state level independent redistricting ballot initiatives referenced above.

Mr. Johnson has an MBA from Wharton and a BA in English Literature from Yale University.

Drew Penrose heads the law and policy department at FairVote. He contributes to work around ranked choice voting, primary elections, election administration, and the Voting Rights Act. He and Rob Richie have co-authored two law review articles arguing for the use of ranked choice voting in legislative elections. Penrose has also helped draft and submit amicus curiae briefs in cases concerning voting rights, primary elections, and ballot access.

Penrose earned a B.A. in Philosophy and a B.S. in Psychology from the University of Arizona in 2006, and a J.D. from the James E. Rogers College of Law in 2012. He is licensed to practice law in Arizona, where he has also published articles on public financing of elections in the Arizona Law Review and Arizona Attorney Magazine.

NYU Buenos Aires Professor Cecilia Calero on Developmental Psychology

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Photo of Cecilia CalderoToday we are in conversation with NYU Buenos Aires Professor Cecilia Calero, who teaches “Developmental Psychology” at NYU Buenos Aires.

  1. I understand that you are a neuroscientist in the Neuroscience Laboratory of Universidad Torcuato Di Tella. There you lead a research project called “Little Teachers.” Can you tell us a bit about the project?

I work in the neuroscience lab at UnivesidadTurcuato Di Tella. In the lab I now have dual responsibilities. On one hand, I am currently the Vice Director, this means that I am in charge of all the groups in the lab and must take care of all of the administrative work necessary to make sure that everyone can do their own projects. I serve as a liaison between the lab and the rest of university. On the other hand, from an academic point of view, I lead the “Little Teachers” project. This project started during my postdoctoral work with Dr. Mariano Sigman and Dr. Sebastian Lipina, and I continued it as I became an appointed researcher. The focus of the Little Teachers project is trying to understand and explore different aspects of teaching during development. Much of the literature is focused on how we learn and acquire new abilities, concepts, master new materials. Our group is focused instead on how we pass on and transmit information, and the cognitive changes we experience when we pass on what we know. We are evaluating how we assess what we know, and we are exploring whether or not we are intuitively good teachers even without professional training. In the project we work with kids between the ages of three and twelve. They, therefore, have no professional background on how to teach, but have had many teachers in their lives. We examine what behaviours they mimic and which one they don’t and why, as well as what information they present when transmitting information to others.

  1. How did you come to teach at NYU Buenos Aires and what do you teach?

It was kind of funny story because I ended up teaching at NYU Buenos Aires due to a happy accident. A professor at NYU invited my supervisor to give a talk at NYU Buenos Aires. On the day of the talk, he had a delayed flight and asked me to go instead. So, it was by chance that I ended up giving a talk. While there, I talked about my project and I got to know the NYU Buenos Aires Director, Anna Kazumi Stahl, and Gigliana Melzi. Because I have a neuroscience background, I have a singular perspective on cognitive development, and they like it. I am always connecting everything we observe to the brain; every behaviour is linked to the brain, which operates constantly changing and rearranging the way we process what we experience and physically changing in response to the environment. Both Anna and Gigliana liked this approach to the topic so I started teaching four years ago.

  1. How has the experience of teaching at NYU Buenos Aires complimented your research work? How has your experience been with the NYU students?

Teaching at NYU Buenos Aires is very different from teaching at my university. First, it is a very small class, which creates a more personal experience for the students. My classes at the university can have 25, 30, 40 students. My class at NYU Buenos Aires is always around ten to twelve students. This intimacy shapes and changes the classes every year, because I always try to include things that the students in each particular class are more interested in. Therefore, I change the materials and papers, and I customize the classes for them each semester. I try to get to know the students and their interests, whether it is public policy, the economic aspects of development, the brain, genetics… It also depends on whether or not the students have already taken classes on development before. Given the fact that the students have very different backgrounds every year, it has been quite a ride. They come from many different disciplines, but also different NYU sites, Shanghai or Abu Dhabi, NY. These differences and the cultural richness it brings, constantly shapes the course. It is also instructive for me.

I am often repeating that we all are a combination of genetics plus environments. That is perhaps the most important concept the I share with my student – we are a combination of what comes with us and what is around us. The diversity in the classroom helps me to illustrate that point. I also always encourage the students to take advantage of being in Argentina. Many may have heard some ideas about Argentina or Latin America, but have never experienced what it means to be in a Latin American country.

During the whole semester we learn about scientific inquiry and how to conduct a real live interview. We explore what you would ask to a hypothetical person to learn different things about that person. We then, during the semester, we have different people coming into the class – researchers, doulas, professionals – to be interviewed.The students learn how to conduct interviews with adults, and towards the end of the semester we also do an interview session with Argentinean teenagers. This entire process requires them to discussed theoretical background matters, choosea topic,develop questions. They consider physical or emotional development, cognitive development, gender, and other issues. They have to come up with an interview and collect data with real subjects. It is especially interesting that the adolescents are usually 15 – 16 years old and the students are a few years older, so they are not that far away from that age. It is therefore a really interesting interview because by the end they realize that they can compare the experiences of the Argentinian teenagers with their own life experiences. There are a lot of differences and similarities, which allows them the understanding of culture from different perspectives.

  1. I understand that your teaching of developmental psychology and neuroscience at NYU Buenos Aires has provided great opportunities for local fieldwork. Can you share a bit about that?

NYU Buenos Aires is always keen to give students opportunities to interact with researchers  and learn how we conduct developmental psychology and neuroscience research in Argentina. I have been in the field for the past 15 years so have a broad network in Argentina. I can usually make appropriate connections depending on student interests. Every year, I bring different researchers to the class, so they have these hands on experiences and know what it means to do science in a Latin American country. I really want my NYU Buenos Aires students to have an experience of what it means to do studies and research and interventions here in Argentina. Reading about interventions in a paper is very different from when you actually have to do it in the field. The way that you connect with the studies is quite different because it becomes much more personal and you cannot always grasp that, when reading a paper. The study comes to life. This year, for example, I brought a researcher from my lab who is a young woman, thereby also providing the gender perspective about how it is for a woman to do science in a Latin American country.

  1. Is there anything else that you’d like to share about your work or your experiences with NYU Buenos Aires?

I have had a blast with NYU Buenos Aires. You are able to build a real community. Everyone knows your name and everyone knows the students and what they want to study and their hopes and what they want to achieve.

In some sense, that is part of coming to Argentina; we have that personality, we build bonds, we get involved. Overall this has been a really nice experience. Last year, I received a travel grant to visit Global Programs and this year I was in NYU and saw colleagues in the applied psychology department which was great.

Argentina may be a little intimidating at the beginning, but in the end students love that they are part of something. This also makes it easier when you bring people into the class. There is already a sense of openness, and you can ask anything and everything.

I am really glad to be teaching at NYU Buenos Aires.

NYU London’s Environmental Volunteering in Wales

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NYU London is committed to community service and to the environment and thus each term NYU London students have the opportunity to do some environmental volunteering. Every semester, the students alternate between going to Snowdonia (Spring) and Brecon Beacons (Fall), the two major National Parks in Wales. The tasks are usually similar but sometimes vary depending on the location. This semester, on October 19-20th, the NYU London students volunteered at the top of Pen-y-Crug and helped cut down gorse bushes that are taking over the landscape and making it difficult for native plants to survive. Some students helped cut and pull out the gorse while another team were tasked with burning them in one bonfire spot as they went along. Both trips are also great for students because they have an opportunity get to visit Welsh historic and cultural sites along the way. On the Brecon Beacons trip the students visit Chepstow Castle and on the Snowdonia trip they visit Conwy Castle. Students find it a gratifying experience to help the environment in this beautiful part of the country while also having the chance to learn about Welsh history and culture.

NYU London student Laura Zhang had this to say about the experience: Growing up in a suburban area and then going to school in NYC, I never really experienced the countryside. And when I signed up for the volunteer trip, I had little knowledge of Wales itself and pictured the national park to be similar to what I had seen before back home. (Which was probably Central Park/Letchworth State Park if we wanna up the stakes a little) So on the first afternoon in Wales when we all hiked up this massive mountain with steep hills and muddy paths, I was dying. But everything was so worth it when we got to the top and the view was amazing. It was a completely different world up there and I think the best way to sum up the whole trip is that crazy feeling of seeing and knowing you’re on this hill, in Wales, in the UK, a million miles from home but still not believing it. And of course the purpose of the trip was the volunteer experience as well, which was incredibly rewarding and definitely character-building; I don’t think many people can say they’ve taken down massive gorse bushes in Wales. Overall, I personally felt that this trip was and is a defining part of my study abroad experience in London.

NYU Paris Director Alfred Galichon Awarded Prestigious European Commission Grant

Posted on by Martha J Bekink

Photo of Alfred GalichonNYU Paris Director and Courant Professor Alfred Galichon was recently awarded a substantial grant from the European Commission for a research project on dynamic pricing at the intersection of economics, mathematics, and computer science. This prestigious award is very competitive and this will be a five-year project. Professor Galichon applied for the grant through Sciences Po, one of NYU Paris’s partner institutions, and is sole Principal Investigator on the project. Therefore many activities related to the project will be done in collaboration with NYU. 

Professor Galichon’s award demonstrates that you can keep researching at the highest level while being a site director. His access to this opportunity was only possible due to his presence in Paris, which is wonderful both for NYU Courant and NYU Paris. 

Here are some further details about the project:
 
This project seeks to build an innovative economic toolbox (ranging from modelling, computation, inference, and empirical applications) for the study of equilibrium models with gross substitutes, with applications to models of matching with or without transfers, trade flows on networks, multinomial choice models, as well as hedonic and dynamic pricing models. While under-emphasized in general equilibrium theory, equilibrium models with gross substitutes are very relevant to these problems as each of these problems can be recast as such.
 
Thus far, almost any tractable empirical model of these problems typically required making the strong assumption of quasi-linear utilities, leading to a predominance of models with transferable utility in applied work. The current project seeks to develop a new paradigm to move beyond the transferable utility framework to the imperfectly transferable utility one, where the agent’s utilities are no longer quasi-linear.
 
The mathematical structure of gross substitutes will replace the structure of convexity underlying in models with transferable utility.
 
To investigate this class of models, one builds a general framework embedding all the models described above, the “equilibrium flow problem.” The gross substitute property is properly generalized and properties (existence of an equilibrium, uniqueness, lattice structure) are derived. Computational algorithms that rely on gross substitutability are designed and implemented. The econometrics of the problem is addressed (estimation, inference, model selection). Applications to various fields such as labor economics, family economics, international trade, urban economics, industrial organization, etc. are investigated.
 
The project touches upon other disciplines. It will propose new ideas in applied mathematics, offer new algorithms of interest in computer science and machine learning, and provide new methods in other social sciences (like sociology, demography and geography).
 
For more information about Professor Galichon’s work or this project, please visit his website here.

Revealing Traces of a Forgotten Diaspora

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Next week, James D. Fernández, site director of NYU Madrid and professor of Spanish Literature and Culture, and Luis Argeo, a journalist and filmmaker from Asturias, Spain, will launch a fascinating multi-media exhibit that takes the viewer on the personal journeys of emigrants who settled in the US generations ago.

From the 23rd of January to the 12th of April, the Invisible Emigrants exhibit will be on hosted at the Centro Cultural Conde Duque in Madrid, Spain. Read more in excerpts from the brochure below, on the exhibit’s blog, Spanish Immigrants in the United States, and Facebook Group (also titled Spanish Immigrants in the United States).

Out of invisibility: about the project

Tens of thousands of working-class Spaniards emigrated to the United States in the late nineteenth and early twentieth century. Their story is largely unknown, invisible, in both Spain and the US. For the last ten years, [Fernández and Argeo] have been struggling to make this story visible, before it disappears for good. They’ve knocked on doors all over Spain and the US, gaining permission to digitize and analyze family archives, and rescuing from rusty cookie tins and crumbling family albums, the primary sources that chronicle the quiet heroism of the protagonists of this forgotten diaspora.

The project

Now, with the support and leadership of the Fundación Consejo España – EE. UU., Fernández and Argeo are embarking on their most ambitious project to date: serving as the curators of a major, multi-media exhibition, which will open in Madrid in January, 2020 at Madrid’s Centro Cultural Conde Duque, before traveling around Spain and the US. The exhibition will use the photographs, documents, film footage and objects they found in the homes of the descendants of immigrants, in order to reconstruct the textures and trials, the spirit and sentiment, of this fascinating but almost lost chapter in the history of immigration and in the history Spain-US relations.

Enlarge

Jim-and-Luis
Luis Argeo (left) and James Fernández (right)

Photo by: Juan de la Fuenta

 

Behind the scenes: about the producers

 

The Fundación Consejo España – EE. UU. was created in 1997 to strengthen links between Spanish and American society and institutions, to promote mutual understanding and joint ventures of all sorts between the two countries.

Diseñar América: El trazado español de los Estados Unidos–Designing America: Spain’s Imprint in the US was the first major exhibition project created and promoted by the foundation. This prestigious show, which opened at the National Library in Madrid and has traveled to Washington D.C., Houston (TX), Santa Barbara (CA) and San Antonio (TX), allowed the foundation to consolidate experience and “know how” in managing cultural exhibitions on both sides of the Atlantic.

With this experience under our belt, the Fundación – in collaboration with Madrid City Council – has now assumed the production, management, and seed sponsorship of the exhibition Invisible Emigrants, with the firm conviction that this new project will make visible a fascinating and unknown shared history, and advance the core mission of our organization.

To date, the exhibition is sponsored by New York University and the King Juan Carlos I of Spain Center Foundation of NYU; the Spanish companies Técnicas Reunidas and Navantia; the United States Embassy in Spain and the Franklin Institute of the University of Alcalá de Henares (University Institute for Research on North America).