Vice President of Advancement and Community Relations
Dr. Jennifer O’Flannery Anderson| (954) 262-2114
Executive Director of Development
Terry Mularkey| (954) 262-2064
Executive Director of Advancement and Alumni Relations
Sharon Sullivan| (954) 262-2144
Executive Director of Donor Relations
James Gouveia| (954) 262-2162
Director of Ambassadors Board
Stan Linnick| (954) 262-2110
Donor Relations| Elaina Ozrovitz (954) 262-2111
Directors of Development
How do we characterize engagement in this world of friending, following, liking, and linking?
NSU faculty and staff members start by designing engagement opportunities that allow them to clearly understand and activate students’ values and dreams. Learning experiences are then tailored to satisfy the driving force behind students’ expressed goals, in addition to helping them gain knowledge and unleash the power of their potential.
Teachers like NSU University School’s Carlos Montero, our faculty focus this month, amplify engagement by applying the latest in Science, Technology, Engineering and Mathematics (STEM) pedagogy. NSU student and U.S. veteran Timothy Chamberlain explains how the university fosters meaningful engagement outside the classroom. And NSU parent Jesus Gil describes how personalized care extends to and impacts NSU Shark families.
Want to dive into an NSU experience of your own? Perhaps attend a chemistry class led by Montero? Sit in on a cybersecurity discussion? Attend a student performance? Help tag a shark, release sea turtles, or meet one of our leading edge researchers?
My colleagues and I treasure opportunities to connect your values and interests with relevant, enriching experiences through NSU. Please contact me or one of our Directors of Development (included in each story) so you can see NSU in action.
Jennifer O’Flannery Anderson, Ph.D., Vice President for Advancement and Community Relations email@example.com
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NSU University School Science Department Chair AP Chemistry Teacher Recipient, Presidential Award for Excellence in Mathematics and Science Teaching Executive Board Member, American Modeling Teachers Association
“If students find science boring it is because you are not letting them be owners of their knowledge.”
Montero’s chemistry class is noisy. Small groups of students huddle around white boards. They take nothing at face value. A model explaining how rust forms is sketched. Different scenarios are tested. They observe. They debate. They ask each other questions. Montero circles the groups asking more questions. Each group makes a decision. Then the small circles break to form one giant circle. And they present, defend, discuss, and reach consensus as a whole.
Montero is passionate about students learning science by doing science. That’s why he seeks to broaden the use of Modeling Instruction in Science, Technology, Engineering and Mathematics (STEM) teaching practices at NSU, and beyond:
With $1 million, NSU University School could offer modeling workshops in chemistry, physics, and middle school science each summer, for five years, to 100 teachers in Broward and Miami-Dade counties, transforming the learning experience for approximately 10,000 students (to start).
With $5 million, we could create an institute that would put NSU on the leading edge of modeling pedagogy training. We could conduct research on the effectiveness of modeling, develop new materials, involve student teachers year-round, and engage underprivileged children during the summer. We could also develop programming for STEM Teachers of South Florida, a newly created group which aims to support the growth of teachers locally during the school year.
With $10 million… the mind boggles at what could be accomplished. But I am too embarrassed to ask for that much.
If you would like to learn more about NSU University School, or discuss other giving opportunities, please email Director of Development Victoria Rudd, or call her at (954) 262-4524.
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Students amaze me. When they are given the chance to come up with a hypothesis or theory, sometimes they will come up with exactly the same correct hypothesis that a scientist is renowned for. Granted, they have guidance, I am putting them in the right context. But they still have to come up with an answer. So sometimes they really develop Dalton’s theory; they come up with Avogadro’s theory. They don’t know it, however, until I say, ‘You’re brilliant! You’re not going to be famous because somebody already did it in the 1800s, but you just came up with the same conclusion on your own, based on all your observations and intelligence.’
Another thing that amazes me are students who always felt that they are not good at science. They tend to come in with a bad attitude. But I encourage and encourage them, and they try. They start giving it a chance. You see them changing. And then they feel really proud about themselves. They know ‘I can do this!’
In my AP class, we love the AP exam because it serves as validation of our work and our understanding. I think the AP exam is a well-designed test. And by the way, it was redesigned to assess true student understanding, and application of science practices, the same objectives that Modeling Instruction has.
It was wonderful to see [the AP exam writers] finally catching up, because nationwide, people are starting to understand more and more that the way it’s been for the last 60 years is not effective. Everything is different now. The kids are different. Putting them in the same package as the 40s and 50s is not going to work.
When education is reduced to getting the right answer so students can get a good grade, they tend to focus on just trying to give the teacher what they want so they can get a number instead of actually understanding, learning, or being scientists. We try to keep the stress of the grades down. Students should feel comfortable enough that they don’t feel they have to show off, or be perfect. I tell them to ‘try something; don’t be afraid.’ And when they ask “but what if it’s wrong?” I tell them ‘99% of scientists are always wrong every time they try something new.’
People around my age and maybe even younger; we all learned a certain way. We passively sat in front of a teacher telling us what he or she knows. We then regurgitated this during a test to get a grade. That has many problems.
The main characteristic is student passivity. The student feels that he or she is always dependent upon a higher authority, instead of starting to believe in themselves scientifically. Students need to base answers on evidence, on their own ideas. ‘Why accept something is fact without a hint of skepticism? How do you know that the earth is moving around the sun, and not the other way around? You tell me that water is H2O, but how do I know?’
On a personal level, I want everyone to be as passionate about science as I am. It fascinates me so much that I just want to share that. On a more practical level, being able to think scientifically is really important long-term.
There’s a lot of competition with China and other countries who are actively trying to become better. Our kids need to learn how to become producers and innovators. So that’s another reason why I do this.
Modeling has a very good structure for letting students build their own knowledge. You [as a teacher] set the stage for that. You put them in the right place and let them think. There may be some instructions, but presenting them is never going to take more than five minutes. Because for the majority of time, they have to go out there and experience the world somehow. And then talk to each other and come up with their own models – hence the name “modeling.” Students explain how it works, basically telling a story, by using multiple representations such as drawings, mathematical functions, chemical equations, or just words.
We try to emphasize science practices. Evaluating data. Forming arguments. Things you can actually use in any professional field, not just science.
Students also have to stand up and talk to other students, as well as effectively communicate verbally and in writing. They have to present lab reports, summaries of what happened where I demand from them to be concise and clear.
At NSU University School the parents of many of our students are successful professionals. Some of them may be doctors and scientists, but very few are necessarily applying the concepts that their science teacher wanted them to memorize so they could get an ‘A’. As a result, they often look back at their experience as a waste of time. But then when they see what the kids are doing now at NSU University School, they see how it is useful, and how it could apply to the scientific as well as to the business world.
The education initiatives and the collegiality between teachers here at NSU University School are exciting. The main reason I started working here was the school’s commitment to innovative and effective teaching.
As chair of the science department, I welcome the challenge of transforming the way that science is taught at the upper, middle and lower school. The principles and practices of effective science pedagogy must be aligned through all levels. We are also committed to train teachers at other schools, because ultimately we care about science education in our country as a whole.
I think NSU and NSU University School can show themselves as leaders in the educational world by using the type of pedagogy that is really leading edge, and open up training to teachers throughout South Florida to start. What we have begun to do with modeling is one example. For a teacher to be trained in Modeling Instruction it is vital to have at least three weeks of full immersion workshops from 8 a.m. to 3 p.m. every day. Establishing these workshops is crucial for the change we wish to effect locally.
We also started a group called STEM Teachers South Florida to try to keep teachers motivated and collaborating throughout the year. STEM Teachers SoFl is an association of teachers, for teachers, about teaching which aims to eliminate the teacher isolation problem. Furthermore, through teacher interaction and collaboration we can all help each other improve our craft and become more effective.
To date, we have offered chemistry workshops twice, and introduced 40 chemistry teachers to modeling on a shoestring budget. A well-funded workshop including two experienced leaders and 20 participating teachers costs around $45,000. This includes a small stipend for the teachers participating.
I worked closely with Miami-Dade public schools and Broward County public schools to offer an incentive for the teachers, and this year, the county offered a stipend for the teachers to come. I applaud them for that. In 2006 I saw that FIU was going to pay $100 a day to attend a summer modeling workshop. I was a young teacher so I went. It changed my career. I was very lucky.
FIU’s grant has since expired, so the workshops are no longer being offered. The only physics modeling workshop for Florida right now is offered in Orlando. NSU University School could easily host chemistry, physics, and the new middle school science workshops.
It is also vital that we supply some basic materials since a lot of the teachers who come and learn don’t have resources for their classes. When I went to my first workshop, I took a set of white boards home; they had a set for everybody. Little things like that make a big difference. We had “make and take” sessions where we would all get together and build something cheaply, but the workshop hosts provided all the raw materials and taught us how to do it. It kept us motivated. We all talked together, and we built something we could use in the classroom. I still have some of the same props I built nine years ago; I still use them.
STEM Teachers South Florida aims to support the growth of teachers during the school year.
The goal is to offer opportunities for teachers to interact and support each other. Through monthly meetings and workshops, we can continue to improve our craft. Regardless of how much experience you have, other people can have great ideas from which our students will ultimately benefit.
As I was training to be a Modeling Workshop leader, I was lucky to work with Larry Dukerich at Teachers College in Columbia University. Larry is a retired teacher who wrote the chemistry Modeling curriculum. During my training session, I was introduced to STEM Teachers of New York City, a wonderful organization with more than 400 members. STEM Teachers SoFL aims to replicate that model and I am certain that it will be a great start to transform science education locally. Having someone coordinate the STEM Teachers of Florida Association would be an immense help to this effort because as a full time teacher, time for administrative tasks is scant.
In addition to engaging each other, local science teachers will greatly benefit from the opportunity to collaborate on research with the NSU faculty as well as with professors from other universities. This partnership will help strengthen the content knowledge of high school teachers as well as giving faculty members a glimpse of the new science pedagogy implemented in the high schools. Ultimately, it is our students who will benefit the most from this partnership as they enhance their science literacy and become future productive members of society.
United States Army
Major: Biology, Halmos College of Natural Sciences and Oceanography
Goal: Veterinary School
“I remember I was in high school getting ready for classes and 9/11 hit. Within that next week, I was in the recruiter’s office talking to him, ‘How can I get in and serve my country? Tell me the steps'."
My grandfather was in WWII in the marines and my uncle was also in the air force for 20+ years, but [what drew me in] was really 9/11. I remember I was in high school getting ready for classes and 9/11 hit. Within that next week, I was in the recruiter’s office talking to him, ‘How can I get in and serve my country? Tell me the steps.’
I was 17 so my mom and dad still had to sign off that they were ok with it. It was only going to be for four years. Here I am 14 years later, and I’m still in.
I don’t take summer classes because [I'm still active]. My army positions require 110% of my attention and there’s no way that I can split my efforts, which is really convenient about the type of unit and the position I am with now. In 2014, I was accepted into Special Operations Command - Africa as their all-source intelligence technician. We cover the entire continent. I usually spend anywhere from 45-60 days [stationed out of Stuttgard, Germany] depending upon the needs of the army. Since this new unit allows me to do everything during the summer, when I’m out, I can focus 100% on school.
The thing that I really enjoy about my role now is that I am responsible for training, mentoring, and guiding the junior soldiers. I enjoy being able to take my experience and my training back to them, what I’ve learned over the course my career–things that work well, things that don’t–so there is collective understanding. We all depend on each other for overall success.
I have been very lucky to have had some of the best senior leaders that I could ever imagine finding. I am still in touch with many of them. Even though I’ve been in as long as I have, I still reach back to them, 'I’ve got this issue, I’ve got this situation, what are your thoughts on this?'
If you would like to learn more, or discuss giving opportunities, please email Director of Development Susanne Mashall, Ph.D., or call her at (954) 262-3014.
Listen. Just because you’re a leader doesn’t mean you can neglect your subordinates. Some of the people that I’ve been in charge of have had some of the best ideas. So just because you are in charge of something doesn’t mean you need to think that everything you say is golden. Listen to everybody. Don’t make hasty decisions or judgements without understanding everything.
In my field, when I make a decision, and when I give an assessment that affects my commander’s decision, I have to know exactly what’s going on. The assessments we make affect decisions that can put lives at risk. So I don’t take those things lightly at all.
My goal is to go into veterinary school, so I’ve learned to take that [lesson] and apply it. Whenever we look to do something medically, I always think, 'Ok, well if we do this, what are the second and third order possible effects that we could be looking at?'
On the professor side, that’s the one thing that I’ve really learned throughout my career in the army: You really need to take the people that have done this for a while, and listen to what they have to say because they’ve been there; they’ve done that. They’ve hit the roadblocks that anybody starting off fresh in a field is going to hit; it’s inevitable. So learning from their mistakes, their trials and tribulations will help make you more successful.
So I do what I can to try to listen to my professors – whether it is on how to do research, how to write a research paper, or how to get things ready for a publication.
[Veterinary school] was always one of those dreams that was a dream. To me it was never attainable. I never thought of myself as being smart enough, or patient enough. I am glad I waited and that the army called to me first, and that I have experience as a police officer as well.
It’s funny because everything kept bringing me back to animals. On my last deployment, even though I was working in my field, in the army, I was still volunteering and working with our local veterinarian whenever I could. I went into surgeries with him to help in sterilization clinics in Kosovo. So, everything kept bringing me back to animal care and veterinary medicine.
If I do get into veterinary school, I will transition out of the intelligence field that I’m in and convert over as an army veterinarian.
As an army veterinarian, you are responsible for the health and welfare of all military working police dogs. You are also the local veterinarian for the military housing community at each installation, basically a small animal practice.
I worked with military working and police dogs on the force, and those animals are some of the most loyal, dedicated creatures. They would give their life to protect their handler.
So that’s really what I want to do. That’s how I want to give back to them and thank them for their service. We can pin medals on the dogs all day, but that doesn’t make an impact on them. Quality of care and quality of life is really how we can thank them.
I had a few different school options. NSU’s focus on the health sciences is highly regarded for preparing students to get into the medical field and it really was my deciding factor over going to FIU, FAU, Barry, or UM.
I also chose to go to NSU because the small class sizes are ideal. When I was in California, the university I attended had 150+ students in my biology class. You’re just a number. The professors don’t know who you are, so when you go to them for advice, you have to remind them what class you’re in.
At NSU, the professors know you. They know how to work with you. They learn how each student learns things better, and they are able to tailor that. It’s not a cookie-cutter class. That’s why I chose NSU.
The biggest thing that veterans, in my opinion, miss when they leave the service is the brotherhood you have with your unit. The brotherhood through the military and then carried over into the veterans community is something that, as a military member, I aspire to find everywhere I go. I miss it. So one of my goals is to bring together all of the veterans in NSU’s community – graduate students and undergraduate, staff and faculty.
Another goal was to have a home for veterans when they come in. Now the veterans resource center is completely revamped. (Opening event photos)
I see the Veterans Resource Center as the start of a major culture change, and all of us are beyond excited to see it grow. Veteran culture is a way of life. But we also want to share it. Having an accelerated orientation for incoming freshmen is also ideal. And [the administration] made that happen this year. That is perfect. Most of us work, have families, so time is valuable. Now veterans get their feet in the door. 'Here’s NSU. Here are the services that NSU can offer you. If you are a veteran, please fall in line here and we will tell you everything specific to veterans that doesn’t pertain to other students.'
Most undergraduate students are straight out of high school in their late teens and very early 20s. Your student veterans, while they might be freshmen, are older. They are experienced at life in general. They have been to war. I don’t want special treatment by any means, but just the understanding that when you are dealing with a student veteran, we understand things a little differently than your typical 18, 19, or 20-year-old college freshman or sophomore.
Another goal of mine before I leave is to have a big brother/big sister type of mentorship program so any veteran coming in gets linked up with another veteran within their same field of study.
I also would eventually like to see a scholarship program established for veterans. It doesn’t need to be anything big and fancy, but help provide extra incentive to infuse the community with the brotherhood bond again. [Perhaps award one] for the most community volunteer hours. Whether it’s just enough to buy a book or two, every little bit helps.
Overall, our goal over the next year is to really get the veteran’s voice loud and heard in every corner of NSU’s campus.
If you hear us singing cadence running through early one morning, don’t be alarmed.
Jesus Gil is president of Gil Pharmaceutical Corporation. His son, Armando, is an NSU Shark who shares his father’s love of science and dreams of designing and producing proprietary medical products like his dad. Only a year after Armando started the pharmacy doctoral program at NSU Palm Beach, the Gil family has become dedicated supporters, active recruiters, and endowment donors.
Why is the president of Puerto Rico’s top pharmaceutical company, Jesus Gil, taking time out of his busy schedule to encourage families to send their children to NSU? And why has he established an endowed scholarship fund for students enrolled in NSU’s Pharmacy program at the Palm Beach campus when his son is just starting his second year of study?
According to Gil, “It’s really not me that you have to thank, it’s the people that you have here at NSU.”
When Armando was first accepted to NSU’s Doctor of Pharmacy (Pharm.D.) program, he was presented with the option of attending school in Puerto Rico or Palm Beach Gardens. Armando was set on remaining in Puerto Rico until his father took him to tour NSU’s Palm Beach Campus and to meet assistant dean Nile Khanfar, M.B.A., Ph.D.
“Nile had me at hello,” Gil said. “He treated us like family, and after just two hours Armando started talking about going to Palm Beach. The rest is history.”
The feeling of “family” extends far beyond warm welcomes, Gil added. When his daughter began questioning whether she should change her study focus from business back to pharmacy, he took her to see Fulbright Scholar and executive director of NSU’s Puerto Rico campus, Andres Malavé, M.S., Ph.D., so she could discuss her options with someone other than her dad.
“I want you to tell me if she is really ready for pharmacy,” Gil asked of Malavé, “because it is for her. It is not for me.”
Their three-hour conversation proved “a turning point for her,” Gil added. Now she is back studying biology and minoring in business with plans to pursue a doctoral degree at NSU.
Meanwhile, Armando experienced a tough semester during which Khanfar ensured he had all the help he needed in order to succeed.
“That is something you don’t pay for with money,” Gil said. “[Dr. Khanfar] treated my son like his son, and he does that with every single student.
“My son has an advantage in being able to pursue an excellent career, but I know a lot of good young people like my son who would like the same opportunity. That’s why it’s important to provide scholarships.
“[Dr. Khanfar] is always thinking about NSU, thinking about President Hanbury’s vision, and thinking about the students,” Gil added. “Those are the people who make us believe in NSU. That is why, you can always count on me.”
Located in the town of Palm Beach Gardens, Florida, this campus has been offering education opportunities to the residents of Palm Beach, Martin, St. Lucie, Indian River, and Okeechobee counties for more than 25 years. (Now it is also attracting students like Armando Gil.)
The campus has approximately 75,000 square feet of space that includes numerous administrative/academic program offices, classrooms, study rooms, computer labs, a student lounge area, and a fitness center.
NSU has a nearly 40-year history with Puerto Rico, serving student residents of Puerto Rico on the university's main campus in Fort Lauderdale, Florida, and also offering instructional opportunities on the island. The campus is located at the Professional Offices Park IV in San Juan and currently serves approximately 350 students.
If you would like to learn more about NSU Palm Beach, or discuss giving opportunities, please email Director of Development Alissa Hechter, or call her at (954) 262-2408.
The Deepwater Horizon (BP) oil spill on April 20, 2010, was the largest disaster of its kind in history. Its negative impact on the economy ran in the tens of billions of dollars and caused irreversible damage to the environment.
To help preventable disasters like this from occurring again, the Institute for Disaster and Emergency Preparedness at NSU’s College of Osteopathic Medicine created Project SEAMIST (South East Area Marine Industry Safety Training) in 2010, which was funded by the National Institute of Environmental Health Sciences (NIEHS) of the National Institutes of Health.
“Project SEAMIST provides training so that vessels and seaports can function safely and efficiently, supporting an important economic component of Florida and the Gulf Coast,” said Stephen Grant, Ph.D., primary investigator of the grant and associate professor of public health at NSU’s College of Osteopathic Medicine.
As a result of its initial successes, the NIEHS has awarded an initial $590,000 to NSU’s Institute for Disaster and Emergency Preparedness and recommended a total award of $4,289,274 over a five-year period (2015-2020) to continue the program and enhance its offerings. During the first five years (2010-2015) of Project SEAMIST, the program developed a set of safety training curricula specifically targeting the unique hazards of the marine industry and environment. It provided 120 training sessions to nearly 3,000 workers throughout the Gulf Coast states (Alabama, Florida, Louisiana and Mississippi) and Virginia, including law enforcement officers, port workers, safety trainers, vessel operators and crew members, cruise ship employees and medical personnel.
“The new funding will allow us to continue to provide this training, to evaluate and upgrade our training materials, to expand to new areas of industry, such as ship building, and to deliver our training in multiple languages and online,” said Grant. “The largest new initiative is to develop and provide training specifically for marine disaster responders by helping train workers and port security in the maritime industry on how to deal with oil spills to protect themselves and the environment.”
This new addition to Project SEAMIST will be spearheaded by co-collaborator Kristi Messer, M.S.W., M.P.H., assistant project manager, Institute for Disaster and Emergency Preparedness, and assistant professor, Master of Public Health Program and Disaster and Emergency Preparedness, NSU College of Osteopathic Medicine. Messer developed the complementary Hazardous Material Maritime Industry Response Training Safety Initiative (HasMIRTSI) to enable workers in the industry to reduce injuries and deaths related to disasters and emergencies involving hazardous materials.
Research reported in this publication was supported by the National Institute of Environmental Health Sciences of the National Institutes of Health under Award Number U45ES019350. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. If you would like to learn more, or discuss other giving opportunities, please email Director of Development Denise Rau, or call her at (954) 262-2163.
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National Science Foundation Grant to Allow Study of Coral Reef Hybridization Studying coral reefs and how we can help protect and save these maritime wonders is something to which Nicole Fogarty, Ph.D., has dedicated her life. As a researcher at Nova Southeastern University’s (NSU) Halmos College of Natural Sciences and Oceanography, Fogarty and her collaborators at Penn State University have received nearly $1.1 million via a three-year grant from the National Science Foundation.
The team will study why hybrid corals are thriving when their parental species remain threatened. Research has shown that the once dominant staghorn and elkhorn corals have declined more than 90 percent since the 1980s, primarily from disease. Reef-building acroporid corals are the foundation of shallow, tropical coral communities throughout the Caribbean.
“This continued decline jeopardizes the ability of coral reefs to provide the many societal and ecological benefits, including revenue from seafood harvesting and tourism, as well as shoreline protection from extreme wave events caused by storms and hurricanes,” Fogarty said. According to Fogarty, despite legislative efforts to protect staghorn and elkhorn corals, threats to their survival remain pervasive. But what she has found is that hybridization among these closely related species is increasing and may provide a way for adaptation to the changing environment— which could be a factor in why the parental species is still struggling. Some evidence suggests that the hybrid species is more disease resistant than the parental species – which shows potential for rescuing the threatened corals when hybrids mate with the parental species.
Fogarty will be working with Drs. Iliana Baums and Webb Miller from Penn State University to collect genetic and ecological data to better understand the mechanisms that are contributing to the increased numbers of hybrids in some Caribbean locations. The goal is that the results from this study can help create a more strategic management of coral populations under current and emerging threats to their survival.
This project is fully funded by grant number 1538469 from the National Science Foundation.
If you would like to learn more, or discuss giving opportunities, please email Director of Development Wendy Wood-Derrer, or call her at (954) 262-3617.
Almost two years after the death of her husband, Suzanne Hersey continues to add to the legacy of Paul “Doc” Hersey, Ph.D., through support to NSU. Her latest gift to NSU’s Huizenga College of Business and Entrepreneurship will be known as the Hersey/McCartney Endowed Faculty Support Fund.
Doc Hersey, as he was affectionately called, was internationally recognized as a leading authority on training and development in leadership and management.
He founded The Center for Leadership Studies. The Situational Leadership® Model he developed has been used to train more than 14 million managers in thousands of companies across the globe, and the model is deployed in 70 percent of Fortune 500 companies. Doc Hersey frequently taught his leadership model to students, faculty, and staff at NSU, where he was a distinguished professor of leadership studies.
Hersey authored or coauthored numerous papers, articles and books, including the best-selling management text Management of Organizational Behavior: Utilizing Human Resources along with “Organizational Change Through Effective Leadership” and “Selling: A Behavioral Science Approach,” “The Situational Leader,” “Situational Selling,” “Situational Service: Customer Care for the Practitioner” and “Situational Parenting.” In May 2012, Hersey introduced a book titled “Leadership Blueprint: Why We Better Lead and Lead Better.”
Hersey is remembered as a man with an incredibly generous spirit who adored his wife Suzie, his six children, 16 grandchildren, and three great-grandchildren.
If you would like to learn more, or discuss giving opportunities, please email Director of Development Andria Cunningham or call her at 954-262-5007.
An exhibition set to open in February 2016, Bellissima: Italy and High Fashion 1945-1968, was organized by MAXXI, Rome, and underscores NSU Art Museum Fort Lauderdale’s special focus on the years following World War II, and explores the fertile period that saw the rapid rise of Italian high fashion.
In an effort to restore and stabilize the Italian post-World War II economy, the United States infused essential support to revitalize the Italian fashion industry. Italian designers helped reactivate textiles and silk factories and provided jobs for skilled craftsmen. Drawing on a rich artistic and cultural history that was part of their everyday life, designers such as Valentino and Pucci and ateliers of Ferragamo and Gucci produced luxury creations that were also comfortable and practical. During this time, the relationship between art and fashion was fluid, with the two disciplines reflecting the working environment of artists and designers.
The exhibition encompasses the time period during the rise of Italian cinema – Federico Fellini, Luchino Visconti, and Michelangelo Antonioni – and international styles of artists such as Luciano Fontana, whose slashed canvases inspired designer Mila Schön. The popularity of these designs and the social upheaval of the late 1960s led to the rise of Italian-designed casual ready-to-wear fashion to satisfy a mass market.
If you would like to learn more, or to discuss other giving opportunities, please email Director of Development Ashley Sharp, or call her at (954) 262-0233.
A new endowment to award scholarships will honor the memory of Jeanne Pohlman,the beloved wife of Dr. Randy Pohlman, former dean of the H. Wayne Huizenga College of Business and Entrepreneurship.
In creating “The Jeanne Pohlman Award,” Joseph Amaturo wrote: “With Jeanne always at his side, Randy helped to establish this school and make it a truly outstanding part of NSU. We also are aware that Jeanne worked at NSU and undoubtedly did well by her students.”
Jeanne taught for many years at NSU University School. She also was a committed volunteer, an accomplished golfer, and a beloved wife, mother, and grandmother.
View Resource Center Opening Album
Armed with a $25,000 grant from The Veterans Trust, NSU established a Veterans Resource Center earlier this year that offers a place to gather as well as a “one stop shop” where student veterans can access myriad services and resources. The center is located at NSU’s Fort Lauderdale/Davie campus in the Rosenthal Building in Room 218. The room is now open from 7:00 a.m. – 10:00 p.m., seven days a week. “We want to be able to provide a place where our student veterans feel comfortable and can get help during their time at NSU,” said Kimberly Durham, Ph.D., Chair of NSU’s Department of Justice and Human Services. “Our vision is to provide our student veterans with information from available academic resources to help with their classwork, to information on the depth and breadth of clinical services at NSU, to career preparation – truly a place where they can turn to with any questions they may have.”
In addition to debuting the center, NSU hosted a special orientation ceremony for incoming veteran students. As part of the event, students received a special edition red, white and blue NSU Shark pin, presented by NSU’s Executive Vice President and COO Jacqueline A. Travisano, M.B.A., CPA.
This month’s student focus includes insight from the president of NSU’s Student Veterans Association, Timothy Chamberlain, one of the key proponents of a special orientation for student veterans.
NSU’s College of Dental Medicine provides diagnostic, preventive, education, and treatment services to underserved and uninsured children in elementary, middle, and high schools primarily in the North Miami Beach Clinic’s catchment area through its Oral Health Service Program.
Those efforts received a recent boost thanks to a $25,000 gift made through The Miami Foundation.
NSU’s Division of Clinical Operations oversees the administration and oversight of the university's 20 different health care centers in Miami-Dade and Broward counties. NSU’s centers offer health care services to the community (some not available elsewhere), as well as community outreach programs in the form of free health care education and assessments for vision, medical, speech, and behavior health, physical and occupational therapy, and dental services. The services are coordinated by nationally recognized faculty within NSU’s 10 health care colleges and programs.
Last year, NSU centers recorded over 250,000 patient visits.
If you would like to learn more, or discuss other giving opportunities, please email Director of Development Denise Rau, or call her at (954) 262-2163.
NSU wishes to thank the following donors for their support.
Craig Johnson for $15,000 to the Shark Tagging, Awareness and Research (STAAR) program at the Guy Harvey Research Institute. NSU’s Mahmood S. Shivji, Ph.D., the institute’s director.
The UPS Foundation for its $10,000 grant to Pathway Scholars at the Huizenga College of Business and Entrepreneurship. This grant helps NSU provide scholarships to academically gifted but financially disadvantaged undergraduate students who aspire to business careers and are inspired by a desire to support their communities.
Nick Mastroianni on behalf of the Mastroianni Family for a $10,000 gift to support NSU’s Translational Research Initiatives, which is overseen by Dr. H. Thomas Temple, NSU’s senior vice president of Translational Research and Economic Development. This gift will help facilitate the start-up of new translational research projects and aid in growing/expanding current translational research projects.
The Cliff Floyd Foundation for its $6,000 scholarship gift to the Sports and Recreation Management program at the Huizenga College of Business.
Centene Corporation for its $5,000 gift to the College of Dental Medicine and National Urban League “Give Kids a Smile” event.
Palmetto Moon, LLC for its $5,000 gift to the Shark Tagging, Awareness and Research (STAAR) program. This gift also supports Shivji’s work in shark tagging at the Guy Harvey Research Institute.
If you would like to learn more about NSU's Halmos College of Natural Sciences and Oceanography or any of the institutes housed within the Guy Harvey Oceanographic Center building, please email Director of Development Wendy Wood-Derrer, or call her at (954) 262-3617.
If you would like to learn more about NSU's Pathway Scholars, Translational Research, or discuss giving opportunities, please email Executive Director of Development Terry Mularkey or call him at 954-262-2064.
If you would like to learn more about NSU's H. Wayne Huizenga College of Business, or discuss giving opportunities, please email Director of Development Andria Cunningham or call her at 954-262-5007.
If you would like to learn more about NSU's College of Dental Medicine, NSU's Health Care Centers, or discuss giving opportunities, please email Director of Development Denise Rau, or call her at (954) 262-2163.
Click image to view Medi for Help video featuring work by NSU to lend sustainable assistance to Haiti.
“As many first-year students are anxiously anticipating their first practicum experiences, we were able to work with children and even lend skills to other mental health counselors prior to jumping into practicum. Not only did this allow us to test out our therapeutic style early on, but we were also able to build confidence in our skills following the praise and good words from all who we worked with. As the field of psychology strives to promote cultural competency, this trip allowed us to work in an unfamiliar context and culture, successfully.
“This trip also provided us with an early opportunity to experience working with clients of different cultural and ethnic backgrounds, and who have experienced severe trauma. "It was heartbreaking to see young girls as early as 9 years old, living as survivors of rape, with no outlets to speak about their experiences or safe places to stay. “Although the trip taught me a lot about working with those facing post-traumatic stress, it taught me most about what real struggles in life look like and what to really appreciate. Most people in Swaziland are struggling to eat one meal a day, find work, pay for school uniforms (required to attend school), and simply survive.
“This trip allowed me to understand how fortunate I am to simply be healthy and live in a country that allows freedom and equality for all genders and one that values education overall.
“The children and others we worked with will never be forgotten, and I hope to one day return to visit them again with more knowledge and experience.”
Over the course of two weeks, Campbell and his students met with women and children of all ages to listen, comfort, and help individuals in processing prominent struggles commonly faced in the country. These include death, disease, rape, starvation, suicide, depression, substance abuse, disability, and more.
They worked with counselors from SWAGAA (Swaziland Action Group Against Abuse) in a two-day skills training workshop, discussing stress management strategies, mindfulness techniques, and working with grieving and suicidal clients.
They also visited both Welcome Places created by SOHO (Seeds of Hope Outreach). SOHO aims to improve the lives of orphans and vulnerable children of child-headed households in communities devastated by HIV/AIDS through programs that work to heal, educate, feed, empower and nurture.
If you would like to learn more, or discuss giving opportunities, please email Director of Development Denise Rau, or call her at (954) 262-2163.
September 2015 marks the one year anniversary of the Lymphatic Filariasis (LF) clinic in Leogane Haiti.
“Thanks to NSU, the many students who have volunteered, and the in-kind support of Medi for Help®, the clinic is becoming a model for how LF can be managed in resource poor nations,” said program director Heather Hettrick, PT, PhD, CWS, CLT, CLWT, associate professor in the Department of Physical Therapy.
The video above captures the sustainable assistance that Medi for Help®, together with NSU and others, can lend to people in crisis areas by providing improvements in clinical care, medical training and education.
Lymphatic Filariasis (LF) is a parasitic infection spread by mosquitoes that is endemic in 83 countries with more than 1.3 billion people at risk of contracting it. In the Western hemisphere, LF is endemic in seven countries. Eighty-eight percent of Haiti is a risk zone for Lymphatic Filariasis.
Leogane is the LF risk center in Haiti with a population of 250,000. At the start of control efforts in 2000, there was 99 percent rate of exposure and a greater than 80 percent rate of infection.
Going back to school can be an exciting time. However, if you are a child who resides in an underserved country, going back to school can be a hardship.
Marie-Gilberte Thermidor, a student who just completed her fifth semester in NSU’s College of Nursing, is well aware of this. Although she lives in South Florida, she has not forgotten the children in her former neighborhood in Haiti.
Knowing that most of these children would not have no school supplies, Thermidor started collecting supplies to send to Haiti. Many of her NSU colleagues donated backpacks, pencils, erasers, pens, paper and notebooks that she took to Haiti to distribute this month.
Thanks to Thermidor, 200 children will have school supplies this year, including some children who will travel two hours to reach the distribution site.
“Career Education, Planning, and Preparation Go Hand in Hand” From www.sun-sentinel.com By George L. Hanbury II, Ph.D. In today’s higher education environment, it is not only important to prepare students for careers, it is the responsibility of educational institutions to help students connect the dots between their studies and success in the outside world. Students must fully understand the competitiveness of today’s business marketplace and what it takes so that they can be successful.
A recent Wall Street Journal report on law school graduates said that more than 90 percent of students who participated in internships found employment upon graduation.
At the undergraduate level, it is a time for students to explore, and not in just one discipline. They should not rule out participating in an internship outside their area of study, or even pursue an internship abroad.
Many colleges and universities have established career development offices staffed with career advisers who actively help arrange internships for students; teach soft skills with mock interview and job search training; provide guidance for crafting resumes; and host on-campus employer job recruitment events, career fairs, and professional networking events.
At Nova Southeastern University, for example, one-on-one career counseling is offered, and students who participate in career development programs during their first three years are guaranteed an internship during their senior years. We are able to make this guarantee through partnerships we have established with alumni and corporate supporters of the university.
For a full and rich educational experience, students must blend high academic achievement with career preparation. To that end, leaders of higher education are obligated to ensure their students are well prepared to enter the global economy.
The views expressed in this guest editorial are that Dr. George Hanbury, President of NSU, and not necessarily those of NSU’s Board of Trustees.
If you would like to learn more about NSU, or discuss giving opportunities, please email Executive Director of Development Terry Mularkey or call him at 954-262-2064.
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During a recent research excursion, NSU researcher Tracey Sutton, Ph.D., found something that no one on earth had ever seen before: a new species of anglerfish.
Sutton, associate professor at NSU’s Halmos College of Natural Sciences and Oceanography, is working on a project to study the effects an oil spill has on deep-sea life. As part of that work in the Gulf of Mexico, he discovered this new species.
You can read more about this new fish here. Click below to see media coverage of this discovery: CNN Science, Space and Robots eScience News South Florida Sun-Sentinel WPBT (W. Palm Beach, FL) WFLX – Fox 29 (W. Palm Beach, FL)
Two students from NSU’s College of Pharmacy have become the first to successfully defend their doctoral dissertations in the social and administrative track of the college’s Ph.D. program. Please see below for additional information on Diena Almasri, Pharm.D., M.S., Ph.D., and Ahmad Noor, Pharm.D., M.S., Ph.D.
Diena Almasri received her Pharm.D. degree from King Abdul-Aziz University (KAU) in 2008 with a first honor. She began practicing pharmacy as a pharmacist-I for King Khalid National Guard Hospital in Jeddah, Saudia Arabia. She later accepted a teaching assistant position in the School of Pharmacy at KAU, where she worked for one year and was offered a full scholarship to continue her education in the U.S.
Almasri earned a Master’s Degree in Pharmacy Administration from University of the Sciences in Philadelphia. In fall 2011, Almasri joined the Ph.D. program at NSU’s College of Pharmacy to pursue a doctoral degree in pharmacoeconomics. In August 2015, Almasri presented and successfully defended her doctoral dissertation titled “Modeling the Cost-Effectiveness of Statin Therapy in Rheumatoid Arthritis A Markov-cycle Evaluation from National Data Bank for Rheumatic Diseases.”
Almasri’s professional interests include social and behavioral pharmacy, pharmacoeconomics, and outcomes research. Almasri plans to return to KAU to work as an assistant professor at the university’s School of Pharmacy.
Ahmad Noor is originally from Saudi Arabia. He received his Doctor of Pharmacy degree from King Abdul-Aziz University (KAU) in 2007. Upon graduation, he accepted a teaching assistant position at KAU’s School of Pharmacy where he worked for two years and was offered a full scholarship to continue his education in the U.S.
Noor earned a Master’s Degree in Pharmacy Administration from University of the Sciences in Philadelphia before joining NSU’s Ph.D. program in pharmacy administration. In August 2015, Noor presented and successfully defended his doctoral dissertation titled “Investigating the Impact of Organizational Cynicism & Job Attitudes as Antecedents of Organizational Citizenship Behaviors: An Empirical Study of Chain Community Pharmacists.”
Noor’s professional interests include social and behavioral pharmacy, pharmacy administration, and pharmaceutical marketing. His plans include returning to Saudi Arabia to work as an assistant professor at KAU’s School of Pharmacy.
“DAUGHTER OF GROUND ZERO RESCUER: ‘9/11 INSPIRED ME TO BECOME A D.O.’” From theDO.osteopathic.org By Rose Raymond Lauren Boudreau, OMS III, was in the fifth grade on September 11, 2001, but she remembers the day’s events in precise detail. Her father, a volunteer firefighter in Halfmoon, New York, was at his engineering day job. After her teacher learned that two planes had struck the World Trade Center, the entire class watched the news together.
Boudreau’s father, Brian Boudreau, had recently received special training to join a New York state disaster response team. Later that day, he learned he would be going to Manhattan to be part of the rescue effort. He left shortly after. “We were really worried about his safety,” says Boudreau, who attends NSU’s College of Osteopathic Medicine. “But his whole life, my dad has been committed to public service, and this was his personal way of giving back.”
Click here to read the full story.
NSU’s H. Wayne Huizenga College of Business and Entrepreneurship has partnered with Korn Ferry, the preeminent authority on leadership and talent, to ensure that students have what they need to enhance their career potential and employment opportunities when they complete the college’s new ‘The Real World’ M.B.A. program.
At the start of the M.B.A. program, students participated in an orientation course which included Korn Ferry’s Assessment of Leadership Potential (KFALP). The assessment results helped students understand their leadership skill levels compared to global normative sets of executives and assisted them in planning a career path through their graduate studies.
“Personalized feedback will guide our master’s students in the areas they need to develop to get ahead in business,” said Preston Jones, D.B.A., dean of NSU’s H. Wayne Huizenga College of Business and Entrepreneurship. “The goal is career advancement–the main reason people choose to pursue an M.B.A.”
The KFALP assessment measures what Korn Ferry’s research calls the seven signposts of leadership—the unmistakable markers that identify high-potential leaders. “Our research indicates that all high-potential leaders are marked by differentiating characteristics and attributes that indicate their likelihood of future success. Overall, the clearer the signal on the greatest number of attributes, the better the odds that he or she will exhibit superior leadership performance,” said Julie Staggs, M.B.A., managing principal with Korn Ferry’s Leadership and Talent Consulting Practice. “Including this assessment and personalized feedback for students is an innovative move to provide students with first-hand experience of the same research-based tools used in Fortune 100 organizations across the globe.”
According to Steve Harvey, M.B.A. assistant dean of graduate affairs at the Huizenga College, The Real World M.B.A. faculty were specially trained by Korn Ferry and are working individually with Huizenga College students to identify the gaps found by the assessment and determine the best way to help students reach their career goals.
The Huizenga College of Business’ The Real World M.B.A. is making its debut this semester and has been designed to teach practical knowledge and skills that graduates can use to improve their career and promotional opportunities and enhance their personal development.
The curriculum was developed by the college’s M.B.A. Council, chaired by Suri Weisfeld-Spolter, Ph.D., associate professor of marketing, and included Leslie Tworoger, D.B.A., professor of management; Andrew Felo, Ph.D., associate professor and chair of accounting; David Hinds, Ph.D., associate professor of decision sciences; Ramdas Chandra, Ph.D., associate professor of international business; and Pankaj Maskara, Ph.D., associate professor of finance.
“Helping Struggling Seniors and Disabled” From www.miamiherald.com By Timothy A. Canova, J.D., professor of law and public finance
As the Baby Boom generation grays, about 10,000 Americans turn 65 every day. Although overall inflation rates are low, the costs of many basic necessities from healthcare to housing continue to rise, pushing many seniors into poverty.
According to the latest government figures, 6.4 million Americans over age 65 are living in poverty. In Florida, 11 percent of seniors over 65 live below the poverty line, which is $11,770 a year for a senior living alone. Florida shares the spot for eighth-highest poverty rate among seniors in the nation.
Click here to read the full article.
If you would like to learn more, or discuss giving opportunities, please email Director of Development Susan Stephan, or call her at (954) 262-6261.
Two NSU graduate programs have been cited among the nation’s top 50 most affordable degree programs in their fields.
NSU’s Online Master’s in Public Health Program in the College of Osteopathic Medicine was ranked No. 36 of the 50 most affordable online master’s in public health programs in 2015 by the Top Master’s in Healthcare Administration website.
In addition, NSU’s Marriage and Family Therapy Program was the only Florida college or university to be ranked (No. 26) among the nation’s top 50 most affordable programs by Best Counseling Degrees.
“NSU is proud to be ranked among the best online master's of public health programs in the nation,” said Cyril Blavo, D.O., director and professor of public health at NSU’s Master of Public Health Program at the College of Osteopathic Medicine. “A value deeply entrenched in our university is providing services to those who may not otherwise have access, and educating community leaders and health care providers in the tenets of public health is a proven way to achieve this goal.”
In developing the list, Top Master’s considered online availability–only full graduate programs (not certificates)––and affordability. The site averaged public schools’ in-state and out-of-state rates to determine a single approximate cost, combining tuition and fees into one value.
In addition, NSU’s online public health program was ranked No. 17 of the 50 Best Online Master of Public Health Programs for 2014-15 by Public Health Online, a leading online resource for public health education. NSU’s Marriage and Family Therapy Program offers students a variety of graduate and doctoral degree paths, including a Ph.D. in family therapy, and a doctorate in marriage and family therapy (D.M.F.T.).
“We are proud to be recognized as providing quality educational programs that are affordable for today’s students,” said Honggang Yang, Ph.D., dean of NSU’s College of Arts, Humanities, and Social Sciences. “Ensuring that we provide top-quality educational programs in an affordable manner is vital for NSU, and something we continually strive for.”
Best Counseling Degrees looked at the program accreditation by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE). Affordability was ranked using information about average graduate tuition for the 2014-2015 school year from the Institute of Education Science’s College Navigator.
If you would like to learn more, or discuss giving opportunities, please email Director of Development Denise Rau, or call her at (954) 262-2163.
If you would like to learn more, or discuss opportunities to support student-athletes, please email Executive Director of Development Terry Mularkey, or call him at (954) 262-2109.
Alexander Star, B.A., a 2012 graduate of the communication studies program in NSU’s College of Arts, Humanities, and Social Sciences (CAHSS), was a speaker and featured keynote performer at the United Nations during the 7th Annual Millennium Campus Conference. Star’s three-night performances included his song, "Forever Wave," as the finale for the conference.
The conference featured speakers including actor and former NFL player Terry Crews; Mogens Lykketoft, president of the U.N. General Assembly; and U.N. Assistant Secretary-General Lakshmi Puri. “As a proud NSU alumnus, I’m actively engaged in a number of professional endeavors that will shine a positive light on my alma mater,” Star said.
The conference hosts student and world leaders from more than 50 countries to collaborate on ways to aid global development. This resonates with Star, a professional songwriter and recording artist whose goals include assisting and inspiring young people around the globe.
Star is the chief brand ambassador of AFR Clothing, which donates 20 percent of its profits to defray school tuition fees for underprivileged children in Africa through its nonprofit Amani Hope Foundation. The foundation created the Amani Hope Tour to bring a message of hope and inspiration to campuses in the U.S. and abroad.
In addition, Star teaches songwriting and lyrical expression to inner-city youth at The Motivational Edge in Miami. He partnered with UNICEF and MCN to create his music video, "This is My Era," filmed around the world.
If you would like to learn more about NSU's College of Arts, Humanities and Social Sciences, or discuss giving opportunities, please email Executive Director of Development Terry Mularkey, or call him at (954) 262-2109.
NSU graduate Michele K. Cummings, J.D. ('80) has been named one of the Best Lawyers in America, an honor she has received every year since 2007. She practices family law as a shareholder in GrayRobinson’s Fort Lauderdale office. Cummings is board certified as a specialist in marital and family law.
Best Lawyers conducts more than 5.5 million detailed evaluations in which thousands of leading lawyers confidentially evaluate their colleagues. It publishes an annual referral guide, The Best Lawyers in America, which includes 52,488 attorneys in 137 practice areas, covering all 50 states and the District of Columbia.
Super Lawyers is a lawyer rating service that recognizes lawyers who have attained a high level of peer recognition and professional achievement. Also part of Super Lawyers is Rising Stars, which recognizes lawyers under age 40 who have significant professional achievements.
The 315 NSU Law alumni who have been named Super Lawyers and Rising Stars are listed here.
Fellows Society Celebration Date: October 8, 2015
NSU Art Museum - Art Fallout Date: October 17, 2015
NSU Art Museum - Art Basel (Save the Dates Info)
Alvin Sherman Library - Portait of a Warrior Exhibit Dates: November 1 - December 6, 2015 smArt Salons: (for veterans and their families)
Distinguished Alumni Achievement Awards Date: October 17, 2015
NSU Theatre 10th Anniversary Season Dates: October - December, 2015
Alvin Sherman Library - Teen Week Dates: Starting October 18, 2015
Huizenga College of Business Distinguished Lecture Series Dates: October 22, 2015 Featuring: Ramola Motwani, Chairwoman and CEO of Merrimac Ventures, 2015 NSU Entrepreneur Hall of Fame Honoree
Instead of being in the audience at commencement as most moms are, Angella John walked alongside her daughter, Tiffiny Wilson, as they graduated from NSU’s College of Nursing as advanced practice registered nurses (APRNs) on Friday, August 21.
Both were registered nurses and decided to return to school together to advance their careers and take on a leadership role in patient care and preventative health care. The dynamic duo was featured by several South Florida TV stations for their unique achievement including NBC Miami.