Global Dimensions

News and notes from across NYU's Campuses and Sites

Visions for the Future

Posted on by Maxine P

At NYU Abu Dhabi, Thani AlMheiri imagines the United Arab Emirates that could be

Portrait of Thani AlMheiri

Thani AlMheiri

Nobody can forecast the future. But NYU Abu Dhabi Class of 2023 student Thani AlMheiri is trying his best. And he’s excited to be part of it. In fact, he points to his education at NYU Abu Dhabi for preparing him for his current work as a participant in a new United Arab Emirates (UAE) government initiative and beyond.

Thani is a member of the Futureneers program, run by the UAE’s Government Development and the Future Office, designed to bring “together young Emirati talents from various strategic fields to design ideas and solutions aiming to enhance the UAE’s readiness for the future.”

“Futureneers is an unpaid part-time position. It is more about being a board member and leading projects that prepare the country for the future,” Thani explains. A Philosophy major, Thani credits NYU Abu Dhabi with helping him dream big and develop his ambitions. After coming to NYU Abu Dhabi, he says, “My educational scope expanded dramatically thanks to the diverse and deep range of disciplines offered in its liberal arts curriculum.” Thani took part in the Academic Enrichment Program, which helps prepare Emirati students to succeed at NYU. The program focuses on developing qualitative, linguistic, and argumentation skills through three thematically integrated courses. Additionally, it provides robust mentorship for students as they transition to the University. “The team of professors and educators were the best, and I owe them a very special thank you. Without them, I wouldn’t have learned to think across disciplines and see the world from multiple perspectives,” says Thani. “The program was the first step in my Futureneers journey. It encouraged me to start reading about government and philosophy.”

Then Professor Matthew Silverstein’s Tolerance course cemented Thani’s newfound interest in ethics and politics. “The course taught me about the many views of religious toleration and how government involvement affects religious practice,” he says. He was hooked: “It really solidified my interest in government and philosophy, which ultimately led to my role as a Futureneer. Today, I hope to become a lawyer or philosophy professor and turn my education into practical service to better my growing country.”

As a Futureneer, Thani is doing just that. Working with others in his cohort, he confidently envisions a vivid and optimistic future for the UAE. “I believe the UAE can become an innovative green hub and, eventually, a carbon-free society. Education will be available to everyone, and everyone will contribute what they learn back to society,” he affirms. “I want this to be a place where pioneers can come and try out their craziest ideas, ones that would never be possible anywhere else.”

Repurposed and updated with permission from Meet NYU

At NYU Buenos Aires and NYU Madrid, Students Learn Spanish in Context

Posted on by Katie L

Foreign languages can provide a gateway to new cultures, new relationships, and new opportunities. And, of course, an organic environment where students engage with native users is one of the best ways for students to hone language skills. At NYU Buenos Aires and NYU Madrid, the University’s two Spanish-using locations, students can learn Spanish in and out of the classroom through language exchange programs, field trips, and everyday conversation.

“A language is never easy to learn, and it’s even harder to learn it by yourself,” explains Haiam Husain Lara, cultural program coordinator at NYU Madrid. “Ultimately, language is used for communication. So studying a language in context is crucial because you’re learning the language in the same circumstances you’ll use it: for conversation. There is just no other better way to acquire knowledge in something so distant yet so close to us.”

Argentina Hoy/Argentina Today at NYU Buenos Aires

A smiling student dances in a dance class

NYU Buenos Aires students join a local dance class with Buenos Aires residents

In the NYU Buenos Aires class Argentina Hoy/Argentina Today, taught by Language Coordinator and Professor Silvia Luppino, students explore current issues in Argentine society as they practice their Spanish language skills. The class visits sites like the Parque de la Memoria, a riverside park, and the Museo Etnográfico Juan B. Ambrosetti, the University of Buenos Aires’ ethnographic museum, as well as attends a cultural workshop about the Guaraní, one of the Indigenous peoples in Argentina and South America. Additionally, students participate in regular language exchanges with Argentine students through the Asociación de Centros de Idiomas, a local association of language centers. “Students can engage in a lively and relaxed atmosphere and share how they live and study, where they travel, and what they expect,” explains Luppino.

Each semester, Luppino changes the syllabus to reflect the latest trends and topics. Recently, the class attended a screening of the film Argentina, 1985, an Argentine movie about the civil trial of the last dictatorship’s military juntas. “It made a big impact on the students,” says Luppino. “They saw the audience’s emotional reaction, and they could appreciate that this didn’t feel like a ‘past’ event for Argentinians. Rather, it is a central part of the social experience.” That emotional connection to “the real language,” in Luppino’s words, is why immersive learning is so vital. “I always tell students that the journey is not only to cross the equator. Here, their cultural values and certainties will be put to the test, and that includes the Spanish language they learned from textbooks.”

NYU Madrid’s Language Exchange Program

A group of cyclists

NYU Madrid students participate in a language exchange bike ride at Rio Park.

“At NYU Madrid, we aim to ensure each student feels comfortable exploring the city and the Spanish language through activities that require participation and collaboration with native speakers. And we make sure they have fun while doing it,” says Husain Lara. Each semester, NYU students pair up with local university students to participate in weekly language exchanges. Since every student already takes intensive Spanish, the program emphasizes getting out of the classroom. Recent excursions included bowling, museums, and even miniature golf. During each outing, students learn terminology related to the activity in action. For example, during a recent salsa and bachata class, NYU students received cards with dance moves in Spanish while Spanish users received them in English. Then they had to communicate in their non-native languages to coordinate their dances.

“Studying a language in context breathes life into that language,” says Alejandro Pérez Pardo, assistant director for student life and housing at NYU Madrid. “Spanish can be very difficult, and in class, it sometimes doesn’t make sense because you’re not experiencing how it’s actually used. But when you go out, you start to understand why and how to use it—and why it’s important. By actually talking to Spanish people, students bond with one another and develop a real love of the language.” Husain Lara adds, “The idea we want to spread is that a language is never a barrier. Rather, it’s a bridge that helps us cross to another land we haven’t explored yet.”

Written by Dana Guterman

Opportunities for Immersion: Experiential Learning Across the World

Posted on , modified on by Kristin Law

One of the many benefits of studying abroad is students learning from world-class faculty while also gaining a new perspective on the world around them. The space where learning happens isn’t limited to the classroom, but expanded to a specific site, with courses planned to both inform and immerse.

As they connect their learning to the places where they study and vice versa, students are equipped with the tools to approach knowledge with curiosity, exploration, and context. Here are some recent courses that capitalize on the locations where they take place.

Cultures and Context: The Black Atlantic

At NYU Accra, Professor Kofi Baku teaches this wide-ranging history course to explore the concept of the Black Atlantic as a sociocultural and economic space. The course covers the 15th-century capture of Africans and their arrival in the New World, the rise of slavery and the eventual emancipation in the Americas, and decolonization and the Black struggle for liberation, equality, and Pan-Africanism.

A large group of students in front of a white set of stairs and building

NYU Accra students on a trip to Elmina Castle.

To complement the historical moments covered in the course, Professor Baku organizes field trips to key sites in Ghana. These trips include a tour of the Cape Coast and Elmina Castle, where African captives were held before they were sent to the Americas. They also visit Osu Castle to learn about the legacies of the Danish slave trade on the Gold Coast. And finally, they visit a plantation in Sesemi to learn about the Gold Coast’s development after the abolition of the slave trade. As students visit these sites, they write personal, interdisciplinary reflections based on their experiences.

Culture of the City: Italian Urban Life

At NYU Florence, Professor Davide Lombardo thinks of the city on two levels: historical and theoretical. From ancient times to modernity, students get a historical and spatial overview of the evolution of Florence’s urban environment.

Aurora Russell, a junior double majoring in Psychology and Journalism with a minor in Anthropology comments on the importance of immersion, “We spend the field-based classes completely in the location, whether it’s out in the city, in a museum, or at a church. Immersing yourself in an environment while you’re discussing that place is a really good way to learn about and understand it.”

Students wearing white gloves look through large books

NYU Florence students immerse themselves in the Acton Art Collection.

Shaping an Educational Landscape: Museum Island

At NYU Berlin, Professor Annette Loeseke organizes a thematic exploration of museums in her course, a mixture of classroom discussions and field trips to the cultural institutions on Museumsinsel. Home to Berlin’s complex of five world-famous museums, students explore the role of the museum in modern times covering topics like feminist and LGBTQ+ perspectives on art collections, digital museum tools and the politics of code, and postcolonial museums in diverse societies.

Throughout the semester, the class meets at the Altes Museum, Neues Museum, Alte Nationalgalerie, Pergamon Museum and Panorama, Bode-Museum, and Hamburger Bahnhof Museum for Contemporary Art (which is not on Museuminsel), to explore the intersection of museums, history, culture, and politics.

A group of people stand in a circle in front of greenery.

Annette Loeske introduces a museum visit to her Museum Island class at NYU Berlin.

Repurposed with permission from Meet NYU.

Staff Spotlight: Kari Miller, Program Director of NYU Washington, DC

Posted on by Katie L
Kari Miller

 Kari Miller

NYU Washington, DC, is a prime location for students to study and gain experience in public policy, politics, and international relations. Kari Miller, the center’s program director, has lived in Washington, DC, for over 20 years, bringing passion for both the city and international education to her leadership. Read on for Miller’s thoughts on her career, the importance of studying away, and the gem that is NYU Washington, DC.

Why do you think it’s important for students to study away?

Studying away gives you a platform to have a second home, away from home. It’s not expected that you will learn everything about a place in a few months, but when you study somewhere extraordinary, you will stay connected with that place your whole life. You will stay in touch with friends, you will make colleagues and connections, and you will continue to study and be part of the place.

What inspired your career in international education?

Growing up, my father was in the Air Force. When he was stationed in Okinawa, Japan, my family was fortunate enough to go with him. We left when I was 3 and returned when I was 6, so my first vision of the United States was that of somebody who was coming from the outside in. Later, when I attended Spelman College, I studied abroad in South Africa, which later led me to earn my PhD in African Studies at Howard University. After having the incredible experience of studying abroad, I knew I wanted a career in international education.

What makes Washington, DC, such a special place to study?

Beyond the incredible opportunities to interact with various government organizations, cultural institutions, and nonprofit organizations, I think its geographic location makes Washington, DC, special. We are surrounded by water and farmlands in Maryland and Virginia. Within the city, it’s easy to find public spaces that you love. We have building height restrictions and well-organized streets so it’s easy to know where you are and where you are going.

A Setting for Study

Students are encouraged to take full advantage of the opportunities presented by the city. They could be studying dance and interning at the Kennedy Center or majoring in History and conducting research at the Library of Congress.

People standing in front of the Washington Monument

Even within the curriculum, students utilize Washington, DC, as a resource for its location and as a nexus of intellectual life. For example, the course Black Lives Writing Washington, DC, was launched in spring 2020 and continues to be offered to study away students. Coursework examines writings from 1845 to the present, beginning with the writings of Frederick Douglass and Harlem Renaissance writers, Zora Neale Hurston and Alain Locke, who studied at Howard University, also located in Washington, DC. Sites within Washington, DC, serve as an extension of the classroom: the Frederick Douglass National Historic Site, Howard University, the National Museum of African American History and Culture, and the Martin Luther King, Jr. Memorial.

Content repurposed and updated with permission from NYU Global Notebook

NYU and KAIST Celebrate New Partnership

Posted on , modified on by Maxine P

A visit by South Korea’s president and the New York City mayor to NYU marks an important global academic partnership

KAIST President Lee Kwang Hyung with NYU President Andrew Hamilton

KAIST President Lee Kwang Hyung and NYU President Andrew Hamilton celebrate the NYU-KAIST partnership. ©Chandler: Courtesy of NYU Photo Bureau

New York University and KAIST (Korea Advanced Institute of Science and Technology) recently celebrated their new partnership at an event that included South Korean president Yoon Suk-yeol, New York City mayor Eric Adams, NYU board of trustees chair William R. Berkley, NYU president Andrew Hamilton, and KAIST president Lee Kwang Hyung. The event included the City of New York and the KAIST delegation signing a cooperation agreement as well as unveiling signage for the anticipated joint New York City campus.

Collaboration Through Research

The partnership will focus on science, technology, engineering, arts, humanities, and mathematics, commencing with a series of research collaborations involving some 50 faculty members from the two institutions in areas such as biomedical engineering, AI convergence, neuroscience, next-generation wireless communications, cybersecurity, and sustainability, among other areas. In addition, discussions have begun between faculty of the two institutions regarding the possibility of establishing a joint undergraduate engineering degree program, as well as a study away program that would include intensive practical learning and industry experience in both countries.

Joint Programs and Student Exchange

The two universities have already identified dedicated space on each campus for their nascent joint collaborations. In New York City, the NYU-KAIST offices will be located at One MetroTech Center, at the heart of NYU’s Downtown Brooklyn campus specializing in engineering, tech, new media, and arts. KAIST will provide space for NYU personnel on their campus. With the goal of establishing a campus in New York City by 2025, KAIST has also been in discussion with New York City officials about its plans.

A Beneficial Partnership

“We’re proud to have helped facilitate this partnership between KAIST and New York University, which will be a real win for students and help drive continued innovation in our city,” said New York City’s Mayor Eric Adams. “From the time that senior members of our administration learned about this opportunity during a recent trip to South Korea, we have worked closely with KAIST to develop strategies for increasing their presence and investments in New York City. This is the start of a relationship that I am confident will bring even more academic, business, and technological opportunities to the five boroughs.”

“We’re delighted by our newly established partnership with KAIST,” said NYU’s President Andrew Hamilton. “We see great potential in the opportunities to collaborate on the development of courses, research, cutting-edge technologies, entrepreneurship initiatives and industrial partnerships, and exchanges. We believe this partnership is very much in line with NYU’s commitment to global engagement and will make important contributions to New York’s tech sector. It’s exciting to think how much NYU and KAIST have to learn from one another, and how much we may accomplish together.”

“We are very excited to have our institution come together with NYU to begin pursuing a common vision: joining forces to advance technology-based research and education; playing a leading role in addressing global challenges and problems through science and technology; and building stronger ties between Korea and the United States,” said KAIST’s President Kwang Hyung Lee. “This partnership with an institution that shares our sense of cutting-edge research and global social responsibility recalls the spirit of international partnership and assistance that led to the creation of KAIST in 1971.”

Content repurposed with permission from NYU News.

NYU Shanghai Launches New Partnership with NYU Wagner’s Public Administration PhD Program

Posted on , modified on by Kristin Law

NYU Shanghai and the NYU Robert F. Wagner Graduate School of Public Service partnered to launch a new research and study abroad opportunity for those pursuing a PhD in Public Administration. The new program brings NYU Shanghai’s total number of PhD offerings to 11. The application cycle for the class arriving in the fall of 2023 is now closed, but the NYU Wagner application portal will reopen next fall for fall 2024 candidates.

The Shanghai skyline

The new program is especially attractive to students with a special interest in urban planning and policy, according to NYU Shanghai assistant professor of urban science and policy ChengHe Guan, the program’s supervising faculty member.

“Urban digitalization has become an irresistible trend around the world for its significant role in accelerating economic growth, improving urban governance, promoting sustainable urban growth, and facilitating many aspects of our lives,” Guan says. “China is now at the forefront of urban digitalization. I hope we can tackle China’s new urban challenges from a global perspective and share our experience in building digital smart cities with the world,” Guan adds.

A Lab for the Cities of Tomorrow

“At our new state-level NYU Shanghai Key Laboratory of Urban Design and Urban Science, students will use advanced technology, such as big data and artificial intelligence, to undertake a multidisciplinary exploration of this digital urban transformation through urban studies, data science, urban planning, urban ecology, urban geography, urban economics, and real estate development,” Guan says. It’s a great platform for PhD students, with three main research areas:

  1. Planning for sustainable postpandemic cities
  2. Planning for the growth of climate-responsive low-carbon cities in the context of greenhouse gas mitigation
  3. Planning for environmentally sensitive urban green and blue infrastructure using social sensing techniques

The NYU Advantage

Like many of NYU Shanghai’s master’s and PhD offerings, the PhD in Public Administration builds upon the academic resources and research communities within NYU’s global network. Admitted students pursue their coursework at NYU Wagner in New York City for one to two years before relocating to Shanghai for research under the supervision of NYU Shanghai faculty. Students mostly spend summer terms, especially during their first two years, in Shanghai as well. All PhD candidates earn an NYU doctoral degree upon graduation.

NYU Wagner is among the top-ranking public policy schools in the United States, especially in urban planning and policy, where the school ranks first in the latest U.S. News & World Report rankings. Admitted students have many opportunities to study and conduct research with some of the world’s top faculty in the field.

In Shanghai students can participate in research conducted at the NYU Shanghai Key Laboratory of Urban Design and Urban Science, the Center for Applied Social and Economic Research, and the Center for Data Science and Artificial Intelligence as well as access the abundant resources at the Center for Global Asia.

“Faculty across NYU Shanghai are researching the intelligent design of cities. Our emerging interdisciplinary strength in this area made establishing a doctoral program in partnership with NYU Wagner perfectly apt. Students in the program analyze how urban centers around the world like Shanghai are shaped in today’s era from scientific and policy perspectives, all while gaining a unique, global, two-campus experience that only a university like NYU can offer,” says Eric H. Mao, the NYU Shanghai dean of graduate and advanced education.

All admitted students are fully funded under the NYU Shanghai Doctoral Fellowship, which covers tuition and fees and provides students with international health insurance, travel funds, and an annual stipend. Since fall 2015, 50 students have enrolled in NYU Shanghai PhD programs.

Story repurposed (and updated) with permission from NYU Shanghai News and Publications. 

Global Equity Fellows Serve as Diversity Ambassadors Around the World

Posted on , modified on by Katie L

NYU has 12 academic centers and programs around the world, each in a region with unique customs, traditions, and beliefs that may be unfamiliar to students studying abroad for the first time. Luckily, each site also hosts Global Equity Fellows (GEFs), specially trained upper-level students tasked with advancing inclusion, diversity, belonging, equity, and accessibility (IDBEA) at study away sites while simultaneously supporting meaningful cultural transition.

The Global Equity Fellowship is a competitive semester-long fellowship created by the NYU Office of Global Programs in partnership with NYU’s Office of Global Inclusion, Diversity, and Strategic Innovation, the NYU Changemaker Center, and the NYU Division of Student Affairs. Before leaving home, GEFs participate in the Global IDBEA Leadership Institute training to master leadership, crisis management, and community-building skills. Once abroad, they step into their new roles, working closely with site staff to develop a research project that focuses on IDBEA and listen to and advise students who are navigating challenges in their host cities.

Meaningful Collaboration

Ruben Mayorga with Jerusalem in the background

Ruben Mayorga on a trip to Jerusalem during his time at NYU Tel Aviv

NYU Shanghai graduate Ruben Mayorga had already spent a semester at NYU Tel Aviv when he returned there as a GEF in fall 2021. This time he was equipped with new tools shared by NYU global staff. “In training I worked with all the GEFs who were heading to diverse places, and this diversity enriched the conversations by allowing me to see potential problems that might arise at the site and come up with more diverse solutions,” Ruben explains. “It allowed me to take a step back and absorb different perspectives in similar topics. It was a really enriching experience.”

During his fellowship, Ruben worked closely with Eran Rotshenker, NYU Tel Aviv’s manager of student life and housing. Rotshenker guided Ruben as he navigated more sensitive topics like the Israeli–Palestinian conflict and the intersection of LGBTQ+ identity and religion in Israel. “Global Equity Fellows should be passionate about what they want to promote—and should also be tuned in to the community they are serving,” Rotshenker says. “Having stayed in Tel Aviv before that fall, Ruben already knew what was essential to share with the NYU Tel Aviv community. I truly enjoyed seeing how he took the opportunity to share his knowledge and experience with the new group of students and witnessing his transformation into the social leader he is today.”

A Safe Space for Growth

Mi-Kaisha Masella

Mi-Kaisha Masella

At NYU Berlin, Tisch School of the Arts senior Mi-kaisha Masella found ways to prioritize listening and create safe spaces for students—and herself—to learn and grow. She developed a close mentor relationship with former staff member Linn Friedrichs, who is now the deputy head of college at Mahindra United World College in India, and she soon felt comfortable sharing ideas and brainstorming solutions for various challenges. Mi-kaisha also spent time meeting with students and talking through their concerns together. “I wanted my peers to be open and honest about their experiences, both positive and negative, at NYU Berlin as well as in the city at large,” she explains. For her research project, Mi-kaisha developed a training module for faculty and staff at NYU Berlin on trauma-informed teaching practices. “I was proud to develop a resource for the NYU Berlin community to use that will support the creation of a safer, more inclusive, and more informed learning community in the future,” she says.

Diving Into Research

For his research project, NYU Buenos Aires GEF and College of Arts and Science senior Ivan Brea turned his attention to the local LGBTQ+ community and dance. “Out of all Argentina’s cultural intricacies, perhaps no dance form is more heavily linked with Argentina’s history than the tango,” Ivan explains. “And in recent years, Argentine tango has undergone a cultural transformation initiated by the LGBTQ+ community.” Now it’s more common to see two men, two women, or people of any gender dancing the tango together in addition to the traditional form featuring a man and a woman. “Queer tango has become a tool for the LGBTQ+ community to maintain their own cultural identity while serving as an expression of their queerness,” he argues in his research project.

Ivan Brea in front of waterfalls

Ivan Brea on a visit to Iguazú Falls during his time at NYU Buenos Aires

During his fellowship, Ivan also organized a number of other initiatives for the NYU Buenos Aires community. Under the guidance of Assistant Director of Student Life Paula Di Marzo and other faculty, he held weekly Breathing Room sessions, where students could discuss IDBEA issues they experienced both in and out of the classroom. He hosted events like Ni Una Menos and the Global Feminist Tide with Professor Cecilia Palmeiro and Queer Cultures in Context with Professor Mariano López Seoane. Ivan also took care to prioritize everyday things that would make Argentina feel more like home, such as finding restaurants that serve traditional food or salons that cut non-Argentine hair. “Because heavy topics such as race, sexuality, and gender can look very different in a new cultural context, I really wanted to make people feel more comfortable,” Ivan says. “The fellowship was an amazing way to be there for my fellow students.”

Wherever they are in the world, GEFs are one of many resources available to help NYU students make the most of their time in an unfamiliar place. “Inclusion, diversity, belonging, equity, and accessibility are big topics and key pillars of our communities as well as our personal lives,” says Mi-kaisha. And as ambassadors of these topics, GEFs are an integral part of helping NYU students feel at home abroad—while challenging them to expand their definitions of community and culture.

Written by Sarah Bender

Minds and Machines at NYU Paris

Posted on by Maxine P

In this philosophy course, students learn the art and science of debate

 

A Twist on a Traditional Philosophy Course

Dr. Frédérique de Vignemont sitting at a desk

Dr. Frédérique de Vignemont

In her philosophy course called Minds and Machines at NYU Paris, Dr. Frédérique de Vignemont merges concepts from the humanities and the sciences to offer a unique and interactive experience for her students. “I’m a philosopher who likes to talk about science,” she says. “I’m not just hard-core humanities. In my class I try to get the two sides talking, which can sometimes be a challenge. My class is open to all majors, and that makes it interesting because each student brings a unique perspective to the table.”

Philosophy in Practice

Dr. de Vignemont’s course is a series of lectures on philosophical concepts coupled with interactive debates about thought-provoking questions like: Can machines think like humans? Do all animals feel pain? Are humans different from machines?

“I choose debate topics that students can feel deeply about,” Dr. de Vignemont says. “This class is all about practicing philosophy, not just reading or listening to lectures about it. During debates, I help students find their way of thinking and formulate their objections.”

According to Dr. de Vignemont, the ability to debate is an important skill for students to have regardless of their major. “Students need to learn how to listen to each other, even when they disagree. They also need to learn how to present their arguments in a way that the other side can understand.”

For Xichen Li, a College of Arts and Science Class of 2023 Philosophy major, the course’s weekly debates were her favorite part because they exposed her to different perspectives and allowed her to recognize the flaws in her own arguments.

“During the debates, I was able to broaden and diversify my perspectives on philosophical issues and life in general,” says Xichen. “As the class went on, we learned how to think and debate in more creative, rigorous, and nuanced ways. The habit of debating continues to benefit me to this day.”

Beyond the lectures and debates, Dr. de Vignemont teaches students more general skills like how to analyze a paper, how to defend a viewpoint, and how to synthesize their findings.

 

Two students seated in the foreground in discussion with Dr. de Vignemont seated in the background

Dr. de Vignemont listens to students debate in her NYU Paris course, Minds and Machines.

Gaining Unexpected Life Skills

When students complete the Minds and Machines course at NYU Paris, they leave with an appreciation for life’s quiet complexities. They know how to think critically about topics, ask probing questions, and find comfort in the unknown. “As an undergraduate, I was told the ability to be surprised is the main philosophical skill,” says Dr. de Vignemont. “We take so many things for granted. It’s the philosopher’s job to be picky and ask questions. While I’m not sure students will get many answers from this class, I’m certain they’ll learn how to ask new questions.”

And that’s exactly what happened for Xichen Li—she felt the power and beauty of questioning for the very first time.

“I realized questioning existing answers can open up new possibilities,” says Xichen. “Sometimes asking questions can point out flaws in our past understanding and push our mindsets forward. But even when our mindsets don’t move forward (because many philosophical questions seem to have no clear answers), asking questions can reveal how ignorant and finite we are. In this class I learned that questioning is a fantastic way to explore the world and feel the depth of the unknown.”

Written by Samantha Jamison

Endless Opportunities: May Alhajeri, NYU Abu Dhabi, 2021

Posted on , modified on by Katie L

As a youth delegate to the United Nations, May Alhajeri used her NYU Abu Dhabi education to build connections across cultures and opportunities for the United Arab Emirates’ future

May Alhajeri and Rashid Alrafie smile at the camera with UAE United Nations representatives

[from left to right] Mohamed Abushahab, Ambassador and Deputy Permanent Representative of the UAE; May Alhajeri; Lana Nusseibeh, Ambassador and Permanent Representative of the UAE; Rashid Alrafie; Amiera AlHefeiti, Deputy Permanent Representative of the UAE

After graduation, May Alhajeri, NYU Abu Dhabi Class of 2021, was selected to be a United Arab Emirates youth delegate to the United Nations. This role allowed her to provide input on issues related to youth and participate in the UAE delegates’ daily work. In addition, the position gave May, a Political Science major, direct experience in foreign affairs and reassured her that she’d chosen the right career path. For May, being a UAE youth delegate to the UN in 2021 was excellent timing. That same year, the UAE celebrated its 50th anniversary; hosted the postponed Expo 2020 Dubai, which exhibited the world’s best examples of collaboration, innovation, and cooperation and was the first World Expo hosted in the Middle East, Africa, and South Asia region; and prepared to serve on the UN Security Council.

Learning and Working at the UN

During her time as a youth delegate, May worked on several initiatives, including the Our Common Agenda report that aims to strengthen youth participation in decision-making for the future, and events for the UN’s sustainable development goals. She also traveled to the UN headquarters in New York City where she met Ambassador Lana Nusseibeh and her team, who, according to May, are incredible examples of Emirati diplomacy abroad.

In addition, May had the opportunity to collaborate with other youth delegates across the UAE and the world. She counts that as her proudest accomplishment during the program.

“Working with other youth delegates opened my horizons to the endless opportunities of youth engagement and involvement globally. And it allowed me to witness the existing interest and devotion to addressing the issues that impact our collective future, such as climate change, poverty, access to education, and women’s empowerment,” she says.

Two youth delegates seated at UN general assembly hall seats

May Alhajeri with fellow UAE youth delegate, Rashid Alrafie, in the UN General Assembly Hall in New York City

Open-Mindedness as a Core Value

“Personally speaking, my main takeaway from those collaborations was the opportunity to be open and accepting. Being open-minded is a continuous practice that is not limited to a certain culture or geographical presence. The more you invest in a new culture, nation, or country, the more you unleash its potential and the better you can understand the world around you.”

May credits NYU Abu Dhabi with helping her prepare for the experience. “From the diverse student body to the high-level education I received there, NYU Abu Dhabi is one of the most influential pillars behind my personality today,” she says. “Every engagement with every student during my four years there made it that much easier to engage and interact with other delegates in the program. The education I received in my international relations courses served as a foundation for the practical experience I had during my time as a youth delegate.”

Focusing on the Future

Now that the program has finished, May is thinking about her future and is excited for the nearly endless options it holds. “Today, there are a million and one things I wish to contribute to. So, for right now, I’m taking each day on its own,” she says. Currently, May is an officer at the Abu Dhabi Investment Office and a participant in McKinsey & Company’s Forward learning program for young talent. Most importantly, she is building upon the work she began at NYU Abu Dhabi and continued as a youth delegate to the UN by engaging with the development of opportunities for Abu Dhabi’s future every day.

This article is an update to NYU Abu Dhabi Latest News’ article, with updates written by Kristin Maffei.

A New Collaboration Creates a Bridge for Ukrainian Students at NYU Prague

Posted on , modified on by Katie L
Ukrainian students and the NYU president smile at the camera

NYU President Andy Hamilton welcomes Ukrainian students to NYU Prague.

The start of the school year marked the arrival of a new cohort within the NYU community—a group of nearly 15 displaced Ukrainian students who will spend the 2022–23 academic year at NYU Prague.

The students became part of the NYU Prague community and will study alongside full-time NYU degree students. This program was developed as part of University efforts to provide educational opportunities and other assistance to students and scholars affected by the Russian invasion of Ukraine.

NYU identified students for the program in partnership with the Ukrainian Global University (UGU), a consortium of Ukrainian universities dedicated to creating opportunities for Ukrainian students and scholars to continue their education. To further support students, NYU Prague developed special resources and programming for the cohort, including counseling services, health insurance, and a stipend to help cover living expenses.

“NYU is arguably the most global university in the world, so when international crises occur, our community feels them at our core and wants to respond in very tangible ways,” explains Josh Taylor, associate vice chancellor for global programs and mobility services. “There is an all-hands-on-deck mentality right now with a deep commitment to try and help students and scholars who are at risk. Education is an important foundation, especially for these undergraduates who have their whole lives ahead of them.”

Two people smiling and laughing

NYU Prague Assistant Director for Student Life, Yveta Kenety, chats with Ukrainian students.

NYU Prague, with its geographic proximity to Ukraine and similarities in language and culture, offers a comparatively easy transitional point for the visiting students, according to Thea Favaloro, associate director of NYU Prague. Further, she says welcoming this cohort in our community gives an opportunity for NYU students—many of them American—to gain a deeper and personal insight on how the Russian invasion has affected the Ukrainian people: “We can’t completely understand what these students have been going through, but we are very sincere in our desire to help them while they’re here with us.”

For Anastasiia Koverha, a Marketing student from V.N. Karazin Kharkiv National University, the opportunity has been empowering. “As I watched Russian missiles destroy my university, I thought I would never be back to my normal student life again,” she explains. “But as I started the enrollment process at NYU Prague, supported by NYU staff at every stage, I felt I was not alone. And being in Prague now, meeting so many incredible people, I finally feel I am not helpless. I know I will return to my country with new knowledge and experiences that will aid in our recovery.”

Likewise, Anna-Mariia Mandzii, an International Relations, Public Communications, and Regional Studies major from the Ivan Franko National University of Lviv, recognizes this year as the chance to deepen her knowledge of her chosen field. “The opportunity to study at NYU Prague is invaluable,” she says. “Being here allows me to look at the current situation in the world, especially the Russian war against Ukraine, from a different perspective.”

While the hope is for a swift and peaceful resolution to the conflict, NYU continues to stand with Ukraine and others affected by crises around the world. In recent years, NYU in New York City welcomed students from Puerto Rico who were affected by Hurricane Maria, as well as Tulane University students who were affected by Hurricane Katrina.

Dr. Tymofii Brik, rector of the Kyiv School of Economics and one of the founders of the UGU, notes, “Having the support of NYU, one of the best and most known universities in the world, is crucial. The leadership at NYU recognized the potential of the UGU and immediately decided to support it. Making strong decisions in times of uncertainty—and then delivering—is rare nowadays. This exchange program is excellent because it ensures that students will come back to Ukraine and contribute to making it a better place.”

Written by Auzelle Epeneter