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NYU Tulsa Kicks Off with Alternative Spring Break

Select NYU community members became the first to experience the University’s newest global site at NYU Tulsa through the Alternative Breaks program earlier this year.

A group of students and staff smile at a person speaking to them

NYU students and staff learn about Gathering Place before volunteering begins.

NYU Alternative Breaks emphasize exploring the integration of service, education, and reflection to create meaningful change in communities. The Tulsa trip focused on community development and outdoor recreation while providing opportunities for students to learn more about the area’s rich history and culture. 

A group of 12 students as well as two staff advisers spent one week volunteering at Gathering Place, a world-class riverfront park. Like its name suggests, Gathering Place functions as a space for the Tulsa community to experience nature together. Volunteers connected with guests through play, engagement, and surveying; performed horticulture duties; and learned about the park, its vision, and its goals. “It is not your typical park,” says Steinhardt School of Culture, Education, and Human Development sophomore Amanda Wang. “It truly serves as a place for people of all ages, backgrounds, and identities to come together.” For Amanda that often involved using the park’s unique resources to interact with children—playing instruments with them at the outdoor music stage or making arts and crafts in the makerspace.

A person stands in front of a screen with a map and key of Gathering Place and talks to a table of students and staff

A Gathering Place representative introduces the NYU alternative spring break cohort to the geography and offerings of the park.

“By engaging in volunteering, students immerse themselves in a new community, broadening their perspectives,” explains Casey Duffy, the manager for domestic study away career development. Duffy accompanied the students to Tulsa as a staff adviser. “These hands-on experiences offer practical learning outside the classroom, providing them with valuable skills and a deeper understanding of real-world issues.”

Tulsa is an area with rich history, reflected in upcoming classes that focus on Native arts, Black economic freedom, subnational policymaking, and clean energy. During their trip, students got a taste of the city’s complex past and colorful present with excursions to historic sites and cultural centers.

They visited the historic Greenwood District and Black Wall Street, spending hours at the Greenwood Rising history center, which tells the story of the 1921 Tulsa Race Massacre.

The Woody Guthrie Center building with a mural of Woody Guthrie that says, "This Land is Your Land"

The Woody Guthrie Center

Additionally, they traveled to Pawhuska, home to the Osage Nation, one of Oklahoma’s 39 tribes. They rounded out the trip with visits to cultural sites, including the Bob Dylan Center, Woody Guthrie Center, Philbrook Museum of Art, and the Tulsa Artist Fellowship and Arts District. “The arts and writing scene is incredibly rich in Tulsa, and we had the opportunity to see what local artists were working on,” Amanda shares. “Their work has a meaningful purpose, touching upon identity, race, and gender.”

NYU Tulsa officially launches in spring 2025, providing a range of unique opportunities. “No matter what you’re studying, Tulsa can offer so many opportunities for you to dive deeper into your passions and interests. The community there is really what makes the city so special,” Amanda concludes.

Exploring Local Culture to Inform a Career

Julia Antwi-Boasiako poses from rocky terrain in front of a green field of trees with hills in the background

Julia Antwi-Boasiako

For College of Arts and Science student Julia Antwi-Boasiako, the opportunity to study at NYU Accra was a chance to revisit Ghana, the country where she was raised, and explore new possibilities for her future. The senior, who is majoring in Global Public Health and Sociology and minoring in Chemistry, immersed herself in local culture and professional experiences through impactful courses and an intensive internship.

To learn more about the history of Ghana from the 15th century through the rise of slavery in the Americas, Julia signed up for the class The Black Atlantic. Students explored a range of genres, including film, fiction, and formal scholarship, to examine how African communities were shaped during this time. She also took City As Text, which focused on Ghana’s modern society. In this course, Julia had the chance to tour two different areas within Accra, an affluent neighborhood and an impoverished one. She drew on the city as a primary resource for academic research and critical inquiry, completing formal interviews with locals to help her construct her final project.

“I have always dreamed of installing health resources back in Ghana. City As Text gave me an understanding of the needs of the population and resources that can help improve their circumstances,” Julia says. “I hope to further my education in the health and medical field in order to accomplish this objective, and these courses have given me a boost in my motivation.”

A small group of people standing in front of Black Star Gate in Accra

Black Star Gate in Accra, a photo from Julia’s time there

It took Julia some time to adjust to the culture of the city—though she spent a large portion of her childhood in Ghana, she’s lived in the United States since she was 12. At first, there were times when it was difficult for her to understand the locals’ perspectives. “Despite all this, the culture in Accra was amazing,” Julia remembers. “The locals are very amiable, funny, and always eager to strike a conversation and get to know you. I made many friends with local shop employees and even security personnel.”

In addition to classes and exploring, Julia also interned for the African Social Research Lab, working with the Eban Centre for Human Trafficking Studies. The internship was more research-intensive than she initially expected, but that wasn’t a problem. In fact, it made her realize how much she enjoys doing research, helping her understand her ideal future work environment.

“I wanted to be involved with a human services organization, and the internship made me aware of wanting to be in a field that was more hands-on and interactive,” Julia says. “Being able to listen to the stories of others and try to understand their backgrounds and perspectives was something I really enjoyed doing.”

Repurposed with permission from the NYU Wasserman Center for Career Development’s blog

Toward Health Equity Across the Globe: NYU Shanghai’s Brian Hall Named Highly Cited Researcher in the Field of Psychiatry and Psychology

Portrait of Professor Brian Hall Professor Brian Hall has always kept a busy schedule. The global health researcher and clinical psychologist began his career providing triage services at a free medical clinic in Ohio, then he took his work to a post-tsunami Japan in 2011. With a dedication to supporting underserved and disadvantaged populations, he’s worked with refugees in Jijiga, Ethiopia, and migrant domestic workers in Macao, China. Today, he’s the director of NYU Shanghai’s Center for Global Health Equity and a professor of global public health. He’s also coauthored more than 320 peer-reviewed publications, commentaries, and chapters on the most pressing global health issues of our time, leading to his distinctions as a 2022 and 2023 Highly Cited Researcher in the field of Psychiatry and Psychology by Clarivate’s Web of Science. “It really highlights that our work is timely, focused on key issues of global priority that demonstrate a real impact on the field,” he says. “It is an honor.”
 
Hall joined NYU Shanghai in 2020 to lead the development of the global public health curriculum and ultimately the Center for Global Health Equity, at a time when public health reentered the spotlight. Since then, he’s also developed and taught a student-driven NYU seminar course on global mental health, which, to the best of his knowledge, is the first of its kind in Asia. Today, he oversees the center in three core areas: education, training, and mentoring; service to the community; and research. “Global health is a convening discipline, bringing diverse scholars and students together to address issues related to population health and well-being. Our goal is to continue to cultivate this interdisciplinary research atmosphere and include learners at all levels,” Hall explains. “This is a field in which we can make a real difference in the lives of diverse populations in China, regionally, and around the world.”
 
A group of individuals stand in front of a decorative poster.

Hall and colleagues celebrate the successful trial of Step-by-Step, a digital mental health intervention, on Chinese university students.

At the center, Hall says, We focus our efforts on finding opportunities to make the greatest public health impact.” Currently, that includes noncommunicable diseases, like cancer and mental health, urban health, climate change, and migration. Now Hall is focusing on digital mental health interventions. Working with the World Health Organization, he recently published an implementation trial to address the mental health of Chinese university students—a population of more than 9 million. Going forward, the center is coleading a 1.3 million euro grant to study the barriers of accessing mental health care that migrant populations in five countries experience.

Jin Han, Yang Feng, and Brian Hall seated in chairs in discussion

Jin Han, Yang Feng, and Hall in discussion at the inaugural Summit in Global Public Health held by NYU’s New York City and Shanghai campuses

Because the center is based at NYU Shanghai, Hall and his colleagues have access to a wealth of resources. “Shanghai is a living laboratory, and NYU Shanghai is a vibrant interdisciplinary research university,” he affirms. “So we can find world-leading researchers and promising pretenure faculty and fellows with whom we can discuss opportunities for collaboration across fields. I think this makes NYU Shanghai unique, as we think outside of our own narrow fields to find intersections where innovation can take place.”

Written by Dana Guterman

The Global Liberal Studies Course Taught Around the World

A group of students smile at the camera on a city sidewalk

Students in Cecilia Palmeiro’s “City as Text” class in Buenos Aires’ La Boca neighborhood. The class studies its traditional tenements—painted in different colors—in reading the history of Buenos Aires through its architecture. Photo credit: Daniel Espinoza

Global Liberal Studies (GLS) majors have the unique opportunity to take the course City As Text during the fall semester at most locations in NYU’s global network. The course, part of the GLS junior-year learning sequence, selects location-specific texts to immerse students in the setting where they’re living and learning. “Across all City As Text courses, emphasis is placed on the importance of primary sources. Students academically investigate their present geographic setting but also experience its profound intricacies on-site. The classroom work, alongside the field trips, is designed to facilitate the framing and contextualization of the study away experience,” says Philip Kain, the director of academic engagement and experiential learning and a clinical professor at Liberal Studies.

For example, at NYU Buenos Aires, readings and lectures are enhanced with visits from local government officials and activists. And, of course, excursions throughout the city to places like the Palace of the Argentine National Congress, Plaza de Mayo, and La Boca neighborhood, an artists’ haven that many 19th- and 20th-century European immigrants called home, provide further insight for students. “We produce a kind of knowledge that fosters reflection and analysis that exceeds the singularity of Buenos Aires and inspires their approach to other places,” says NYU Buenos Aires course instructor Cecelia Palmeiro, an expert on Argentine and Brazilian literature and gender issues, a researcher at the National Scientific and Technical Research Council, and the coordinator of the Interdisciplinary Center for Gender Studies and Policies at the National University of Tres de Febrero. 

A group of students stand in front of a street mural featuring Argentinian soccer player Diego Maradona

Students in Cecilia Palmeiro’s “City as Text” in front of a mural of Argentinian soccer star Diego Maradona in Buenos Aries’ La Boca neighborhood. Photo credit: Daniel Espinoza.

This fall in Palmeiro’s class, students considered the past and present of Buenos Aires through the lenses of immigration, environmental concerns, art and its role in political protest, and reproductive health. “In order to obtain the critical tools necessary to make sense and produce academic knowledge out of this experience, students read ‘Neoliberal Reform and Landscape Change in Buenos Aires, Argentina’ by David Keeling and the classic ‘The Right to the City’ by David Harvey,” explains Palmeiro.

This approach is not singular to NYU Buenos Aires, however, as students at NYU London traveled to the city’s Brixton district to learn about the area’s musical history and shifting racial makeup. And at NYU Accra, students focused on how migration and religion shaped the Ghanaian capital, visiting places of worship to learn in context.

Architect Cecilia Alvis points to a colorful mural

Architect Cecilia Alvis with “City as Text” students in front of a mural on the Nicolás Avellaneda Bridge. Photo credit: Daniel Espinoza

NYU Paris students studied the potential impacts of the 2024 Summer Olympics, learning about the social and environmental impacts of the upcoming event, and in NYU Berlin, students contextualized their learning with the history and landmarks of the Weimar Republic, the Third Reich, and the Cold War. “City As Text has played a significant role in the GLS curriculum since its inception. Our aim was to create a course centered on active engagement at the study away locations with a global perspective as its foundation,” concludes Kain.

Repurposed from NYU News 

NYU Students Can Study at the Korea Advanced Institute of Science and Technology

Sleek silver building

KAIST’s Lyu Keun-Chul Sports Complex

NYU science and technology students who want to study abroad but stay on track with their majors will have another option starting this year: the Korea Advanced Institute of Science and Technology. KAIST is “an innovative and dynamic institution, and it is among the top science and technology universities in the world,” says Nyoka Joseph, the assistant director of student services for the NYU International Exchange Program. “NYU students will join 3,600 KAIST undergraduates and 3,000 graduate students who live and learn on a 350-acre campus in Daejeon, a city of 1.5 million people in central South Korea.”

The exchange program is part of a partnership between NYU and KAIST that was launched in 2022 to combine each university’s distinctive strengths and drive advances in research while forging new industrial collaborations and investments. The partnership also lays the groundwork for KAIST’s first campus in the United States, which will be a joint venture with NYU in New York City. Students who are interested in studying abroad at KAIST must first apply to be nominated. Once they are nominated, they will receive access to the KAIST application.

NYU students can choose from a wide variety of preapproved courses at KAIST or seek approval from their academic adviser or dean to take other courses at the institute. The preapproved courses take advantage of KAIST’s strengths in industrial design, technology and culture, artificial intelligence, and Korean language. For students who want to focus on science and technology courses while building their Korean skills, the Korean International House provides one-on-one Korean language tutoring and is one of many resources for NYU students.

Statue of Jang Yeong-sil in front of trees and glass building

Statue of Korean scientist, Jang Yeong-sil, on the KAIST Daejeon campus

Nearly everything that a student needs can be found, including academic facilities, nearly 30 dorms, athletic facilities, dining, and international student support services,” says Joseph, who recently visited the KAIST campus to tour the facilities and surrounding city. “There are 60 undergraduate clubs and organizations that NYU students can join. When I spoke to international students on campus, they talked about how that helped them feel they were settling into the school socially and that it was a great way to meet people outside of the classroom.” 

Repurposed from Global Notebook

On Art and Diasporic Aesthetics: The Art Scenes of Berlin and New York City

Kulturbrauerei complex on a day with blue sky

One of NYU Berlin’s academic centers is located in the Kulturbrauerei complex, pictured here.

Cecilia Bien, a Global Research Initiative Fellow in Berlin, discusses the differences and similarities between two cosmopolitan art scenes, Berlin’s and New York City’s, as well as her thoughts on what makes art considered art with Nina Katchadourian, a clinical professor on the NYU Gallatin School of Individualized Study faculty.

Their conversation has been condensed for clarity.

Cecilia: I’m interested in what is not yet framed as art. I’m interested in attitudes, the impulse. I am thinking about how to show “marginal” work in a contemporary context without the feeling of it being used for representation or shown in a way that has to be overexplained. 

Nina: When you compare Berlin to New York City, what are the differences or similarities you see in fashion, style, or haircuts, for example, or how people walk down the street?

Cecilia: Reference to club culture doesn’t happen the same way in New York City as it does here. Fashion in Berlin subscribes way less to trends in favor of individuality—even if it’s ugly. I find that refreshing because maybe it means that the hierarchy of taste is always being questioned. 

There are different codes here. A lot of the styles in Berlin seem to be more lived. I also see how subcultures can complicate expectations of diasporas. On the flip side, I feel like a lot of what gets absorbed by the cultural industry in Berlin is appropriated from what’s been happening for a while in New York City. 

Nina: We’ve talked in a lot of different contexts about when something from the periphery gets absorbed into the mainstream. I think you have a good antenna for this and that it’s deeply interesting to you. How can you tell when something like this is happening?

Cecilia: Recently, I’ve been focusing on when and why certain tastes change. When an incisive political message gets diluted, the aesthetics attached to it become normalized. I think about what the term “diasporic aesthetics” means to people who understand things through representation. Diaspora is so layered and complex, but it seems to be becoming a euphemism for a certain kind of woke taste different enough from the norm but only with a certain kind of difference being accepted. It cannot feel bourgeois, but it must be digestible though not necessarily understood, and it must be appreciated without being deemed “trashy.” When I hear such aesthetics embraced as “beautiful,” I wonder what makes them so and which cultural tides had to change or switch course for them to be considered that way. 

Nina: I’ve always known you as someone who thinks from two positions: a maker and a critical analyst of systems and institutions. When you think from those two positions, does one enhance the other? I know you’ve recently done some work as a curator. Do you think curating is a type of making? 

Cecilia: I think it can be because it’s a way to conceptualize the making of an idea. I guess curating is also the making of an exhibition or the making of an argument. That said, making an exhibition about a so-called diasporic group does not count, for me, as the making of an argument. For example, I am no longer an Asian American outside of America. At least, this is how I feel I am perceived here. There are countless versions and political positions and reasons why people move from place to place, so how can you group them all by a prescribed cultural background? It’s quite superficial and certainly not enough to base a concept on. 

Nina: What are some examples of an exhibition addressing a “vague diaspora,” and when do you think it works and when do you think it doesn’t? 

Cecilia: A lot of times these exhibitions are accompanied by super research-based texts, which I often have a hard time with even though I also write some myself. Sometimes, I’m not sure what the relationship should be to the artwork, like whether it should exist in parallel as a complementary work or whether it should walk the viewer through, because a lot of times it is hard or impossible to place the work in an art historical context or within a canonical framework, which is what many viewers going to a museum or institution might expect. And still, the curatorial choices for non-Western art are also often from a Western-educated lens.

So these rather heavy-handed texts might be trying to contextualize the works in a new temporality but often come off as dry justifications of why the work is allowed to be there. There’s something slightly insecure in the overcompensation, and it feels a little like it’s not completely sure of what it should be doing. 

At the moment, I work at an archive that is a collection of people globally reacting to and rejecting the canon and art history, a global network which came to be called Fluxus. In Prague Milan Knížák’s Aktual Walk considers everything between how to wear a garment and walk down the street to how to interact provocatively. This kind of work is impossible to pin down as an art object, as something that can be placed in a museum, or something understood purely by looking.

So it’s interesting to try to give these works significance without placing them in categories structured by a hierarchical order. Every day, we deal with questions of how to contextualize collective action outside of art history, how to show what is not necessarily called art, as art, and whether we should do it at all when most of what was created was ephemeral and meant for impermanence. But I still want to curate a show with Knížák’s drawings and sketches and correspondences between the artists in the collection as a way to show the very attitude that we’re talking about right now. 

Repurposed and edited with permission by the NYU Berlin blog

Cecilia Bien in front of a bookshelf

Cecilia Bien

Cecilia Bien writes and organizes programs in Berlin, for artists as well as para-institutions such as SAVVY Contemporary and Archivio Conz, a Fluxus archive. Previously working in applied art and fashion contexts in New York City, she came to Berlin to complete studies in art and cultural theory, recenter her critique of dominant narratives, and understand her own subjectivity outside of an identity politic tied to living in the US. Her current practice concerns diasporic aesthetics and situating play, chance, and community coming from the periphery in the context of art.

Nina Katchadourian

Nina Katchadourian

Nina Katchadourian is an interdisciplinary artist whose work includes video, performance, sound, sculpture, photography and public projects. Her video Accent Elimination was included at the 2015 Venice Biennale in the Armenian pavilion, which won the Golden Lion for Best National Participation. In 2016 Katchadourian created Dust Gathering, an audio tour on the subject of dust, for the Museum of Modern Art. A traveling solo museum survey of her work entitled Curiouser opened in March 2017 at the Blanton Museum of Art and toured to the Cantor Art Center at Stanford University in fall 2017. It will conclude at the BYU Museum in Provo, Utah in March 2018. An accompanying monograph, also entitled Curiouser and edited by curator Veronica Roberts, is available from Tower Books. Katchadourian’s work is public and private collections including The Metropolitan Museum of Art, Blanton Museum of Art, Morgan Library, San Francisco Museum of Modern Art, Margulies Collection, and Saatchi Gallery. She has won grants and awards from the New York Foundation for the Arts, the Anonymous Was a Woman Foundation, the Tiffany Foundation, the American-Scandinavian Foundation, and the Nancy Graves Foundation. Katchadourian lives and works in Brooklyn and she is a clinical professor on the faculty of NYU Gallatin. She is represented by Catharine Clark Gallery, San Francisco, and Pace Gallery, New York.

Homestays as Language Immersion

One of the many benefits students gain from homestays is the opportunity to fully immerse themselves in the local language. Here, a few students share their experiences learning, growing, and perfecting their language skills with their host families.

Fiona sitting on a music box in front of a microphone

Fiona practicing with her host family’s music ensemble

Fiona Cantorna, an Environmental Studies and Spanish dual major at the College of Arts and Science (CAS), chose to live in a homestay because she “wanted to connect more to the Porteño (Buenos Aires, Argentina) community.” That’s exactly what she did: her host family was a part of a weekly music ensemble, and Fiona had the chance to join them in making music. “My homestay was instrumental in improving my Spanish,” she says. “It provided a casual environment to practice my listening and speaking skills, in which I learned lunfardo (Argentine vocabulary) and even picked up the local Rioplatense accent!”

Chloe Bouquet Brown, an NYU Gallatin School of Individualized Study student, lived with host Mina and her son, Xach, in Paris’ 10th Arrondissement during her time studying away. “My French transformed enormously throughout my year with Mina and Xach,” Chloe recalls. “They pushed me to practice French around the house. It was difficult at times, being tired from classes and yearning for home, but in the end, my confidence grew with their positive encouragement in the sanctity of the homestay. I interned at a local art gallery and could ask them about professional terminology and French work customs.”

Justin Strong takes a selfie in front of a boat

Justin visiting Venice while studying at NYU Florence

Justin Strong, a Business major at NYU Stern concentrating in marketing and management, chose to live in a homestay at NYU Florence because he knew the impact it would have on his Italian. “The homestay experience was phenomenal for my Italian,” Justin shares. “I told my host mother that I didn’t know any Italian, but I wanted to speak and learn as much as possible. Throughout the semester, we persisted in Italian, and it really paid off. Soon enough, we were having full conversations. I was really grateful for the homestay experience. By the end of the term, I was chatting with numerous locals without needing to switch to English.” 

Sam Husemann-Erickson, a CAS Politics major, says he decided to live in a homestay “not only because of the lower cost, but also because it was an excellent way to improve my Spanish and get to know Argentine cuisine and culture in depth.” His hosts were a retired couple who helped him navigate Buenos Aires and loved to cook.“My host parents were more than happy to teach me Argentine expressions and more natural ways to express myself, and our discussions over dinner and breakfast were a great way to practice my Spanish throughout my stay.” His host mother even kept track of the recipes he liked and, at the end of the semester, wrote them down so he could take them home.

Two students sitting at a table with their host family for dinner

Sam eating dinner with his housemate and host family

Devyn Costello-Henderson, a Vocal Performance major concentrating in classical voice at NYU Steinhardt, had studied French for years before deciding to study away at NYU Paris. She couldn’t pass up the chance a homestay gave her to improve her language skills. “Staying in a homestay forced me to become comfortable speaking the language,” Devyn continues. “I didn’t feel the need to speak perfectly, but I could communicate well with the family. My host family loved to chat with me, and it was very helpful to listen to their everyday conversations in French. I found I could quickly understand almost everything they said, even if my own vocabulary was not as complete. I had fluid conversations in French without needing to pause often to search for words. I still made mistakes, but I had a higher comfort and confidence level speaking the language.” 

Student Reporting in Buenos Aires

Maureen Zeufack smiles at the camera with a brightly colored building behind her

Maureen Zeufack

When Maureen Zeufack, Steinhardt School of Culture, Education, and Human Development Class of 2023, researched options for studying away, she wanted to explore somewhere new and was immediately drawn to NYU Buenos Aires. A Media, Culture, and Communication major, Maureen found the opportunity to immerse herself in Argentina’s unfamiliar yet vibrant and multicultural lifestyle too good to pass up. “I wanted to go somewhere I didn’t have a connection to, somewhere completely out of my wheelhouse,” Maureen explains. “Academically, I wanted to improve my Spanish. Plus, the media classes aligned with my major, so it really was the perfect fit.”

The daughter of Cameroonian immigrants, Maureen has family in Africa and Europe, and she lived in Asia as a child. What she didn’t expect while studying in Buenos Aires? Finding a slice of home in a place she’d never been.

Maureen was intentional about her class selection, especially when it came to choosing Santiago O’Donnell’s course Reporting Buenos Aires. “I took the class because I knew the semester would go by quickly, and I wanted to have an excuse to explore the city, get more familiar with the culture and the people, and dive into everything,” says Maureen. O’Donnell, a former staff writer at both the Los Angeles Times and the Washington Post, assigns students stories that require them to engage with the surrounding city. This way they learn more about the city’s culture by putting themselves in new situations, observing their Argentine neighbors, and meeting people they may not otherwise encounter. “Since I’m Cameroonian American, I was interested in seeing what the African diaspora is like in Buenos Aires and, if there are Africans in the city, what’s going on in their communities,” says Maureen.

Maureen poses for the camera in El Buen Sabor Africano restaurant

Maureen inside El Buen Sabor Africano restaurant

For one of the class assignments, Maureen was tasked with writing a restaurant review. She was surprised to find there was only one African restaurant in all of Buenos Aires. Even more surprising? The owner and head chef, Maxime Tankouo, is also from Cameroon. And not only that—he and Maureen are from the same tribe.

“I thought, ‘What are the odds that in this country, where there aren’t many Black people or Africans in general, that not only is he Cameroonian, but he is also from the exact same tribe and the same part of the country as me?’” Maureen says with a laugh. “That was something we really bonded over.”

While sitting inside the walls of Tankouo’s restaurant, El Buen Sabor Africano, Maureen says she “immediately felt at home.” Although she was far from her familial home, there were pieces of it right there in Buenos Aires, from the music Tankouo played to the decor that filled his restaurant’s walls. She enjoyed a full meal—grilled corvina fish bathed in orange and red African spices, perfectly cooked sweet plantains, and a dish of spicy sautéed red beans and vegetables—all under the gaze of a large, painted lion, Cameroon’s national symbol, on the restaurant’s wall.

A plated meal of fish, plantains, onion, sauteed beans and vegetables

A filling meal of African flavors at El Buen Sabor Africano

Maureen gained more than just a good story for her class. “I know now that I’m especially interested in exploring the African diaspora experience in Argentina,” she says, which is what she focused her final class project on. She adds, “I realized the world is a lot smaller than you think. For something like this to happen while I was there, in a place where sometimes you don’t see a lot of people who look like you, it was necessary and refreshing. It was nice to see a familiar face and know that someone there had a similar background as me.”

Written by Kelly Stewart

Diversity and Inclusion in the NYU Global Network: Chijioke Obasi Named Director for Global Programs Inclusive Engagement

When Chijioke Obasi joined NYU earlier this year as director for global programs inclusive engagement, she brought a wealth of experience to the role. Dr. Obasi, who is based in London, began her higher education career as a communication support worker for deaf students who use sign language. Since then, she’s held various faculty and administrative roles in both social work and diversity, equity, and inclusion (DEI). And she’s found that the two areas are more connected than one might think at first. “Valuing lived experience and cultural humility is transferable across both areas,” she says. “Working with difference and developing good intercultural communication skills are essential to both.”

Portrait of Dr. Chijioke Obasi

Dr. Chijioke Obasi

Dr. Obasi’s doctoral research at the University of Central Lancashire centered the experiences of Black women and culturally Deaf women at work in the UK. She notes that her previous experience and research are directly applicable to her new role. “My work for the Office of Global Programs has made me think about how accessible our study away programs are for students from many different backgrounds,” she says. “It would be great to increase access for students with physical disabilities, for example, but this would need to be done in a way that promotes a truly inclusive environment, where students feel a true sense of belonging. I am keen to work with students and other colleagues to look at how we might best do this.”

Given how different DEI is across the world, it’s no small feat to ensure students from all backgrounds feel this sense of belonging and are able to realize their full potential while studying away. “Because of all the wide-ranging histories, legislation, and cultural practices across the world, we are not looking for a one-size-fits-all approach,” says Dr. Obasi. 

It takes time to adjust to the culture, language, and even climate in a new country. Dr. Obasi offers students opportunities to tap into all the resources they have available for intercultural learning and communication. “From their predeparture to their return and beyond, our office ensures that all students have the chance to engage with their personal issues of identity and self-awareness as well as wider issues of global inclusion.”

To further their mission, Dr. Obasi and the Office of Global Programs now hold an online mixer where students from across the NYU global network can build community and discuss DEI issues. She also hopes to work closely with students currently studying away to make a series of videos about the global sites and student experiences within particular affinity groups. In addition, her plans to work closely with NYU staff and develop intercultural competence extend the scope of the typical global programs audience. The hope is that every community member can help make the NYU global network an even more diverse, welcoming, and vibrant place than it is already.

Written by Kristin Maffei

Focused on the Future of NYU London: A Conversation with Executive Director Mojtaba Moatamedi

Portrait of Dr.Mojtaba Moatamedi

Dr.Mojtaba Moatamedi

Dr. Mojtaba Moatamedi, NYU London’s new executive director, joined the staff in January 2023 and has big plans for the global location’s future. Formerly the president of Al Ghurair University in the United Arab Emirates, Moatamedi says it was the possibility surrounding NYU London and what lies ahead for the site, especially its new, state-of-the-art academic center slated to open in fall 2024, that drew him to the job.

Moatamedi brings a wealth of experience in senior leadership, research, and teaching to NYU London, and, prior to his role as Al Ghurair University’s president, he served as the university’s dean of the College of Engineering and Computing. He has also held leadership roles at Imperial College London, Cranfield University, the Arctic University of Norway, University of Salford, and the University of Sheffield.

Moatamedi’s education includes a PhD in Engineering from the University of Sheffield, an MBA from the University of Manchester’s Alliance Manchester Business School, and an LLM in International Business Law from the University of Leeds. His research and teaching focuses on multiphysics, modeling and simulations, and engineering design.

Global Dimensions recently caught up with Dr. Moatamedi. Here’s what he had to share:

Global Dimensions: What drew you to NYU London?

Dr. Moatamedi: The main excitement for me was the future of NYU London. A lot can happen with the new academic center building, opening next year. The University is very invested in NYU London, and I was drawn to the opportunity to really build something and make a difference—that is the biggest reason I came here.

Global Dimensions: You mentioned the new academic center on the horizon. How will this new space impact NYU London students?

Dr. Moatamedi: First, the last 25 years of NYU London has helped us shape what our students need both space- and technology-wise. So we kept the shell of the new building but removed everything else, designing it exactly for our students. Our current space is somewhat limited. For the most part, students come to class and then they leave. They don’t really have a place for “student life” just yet. But with the new building, the whole design—an outdoor space, student lounges, a place to pick up food and beverages—will be really exciting.

Second, the building is in one of the best locations in London. In terms of universities, we’re next to the London School of Economics and King’s College London. Being adjacent to other universities will enhance the student experience immensely. We’re also 10 to 15 minutes away from Downing Street and the Parliament of England. And it’s on one of the oldest streets in London in a central area for music and arts. So building this new academic center and becoming a neighbor of these universities will help us enhance the profile of NYU London in the United Kingdom.

Overall, the student experience is going to be amazing. Our students will really get to experience being a student in the UK while also getting a great education.

Global Dimensions: The building is anticipated to open fall 2024. Where are you in that process?

Dr. Moatamedi: We’ve already started. If you look at the building, the scaffolding is up and they’re hard at work.

It’s really exciting and, for me, personally, this building represents a long-term commitment. The future of NYU London is bright and it’s going to be different from any other academic site.

Global Dimensions: When it’s all said and done, what do you hope your students take away from their time at NYU London?

Dr. Moatamedi: Our students are getting to work with some of the best academics in the country (we have more than 100 faculty) who’ve worked at some of the top universities in the UK. And they all work hard to bring bits and pieces of UK history into our courses. When students are in class, we don’t want it to be a generic classroom experience—we want them to really learn about the UK.

Written by Kelly Stewart