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Hidden by a pleasant scent: The health consequences of flavor in e-cigarettes

By Weihong Lin, Professor of Biological Sciences, and Rakaia Kenney, Research Assistant, UMBC

Millions of Americans are vaping, and some are getting sick. Since June 2019, 2,711 have been hospitalized and 60 have died due to EVALI (e-cigarette-associated lung injury), the devastating lung disease linked to e-cigarettes.

Five million users are middle and high school students. Some are as young as 11, although it’s illegal to sell vaping products to anyone under 21.

Especially for kids, much of the lure is flavor. E-cigarettes offer attractive smells and tastes. Fruit, mint, candy and dessert flavors are the favorites, and studies suggest they ignite the desire to vape. That’s why the Trump administration just banned the sale of those sweet flavors from cartridge-based e-cigs, the delivery method most popular with teens.

One of us (Weihong) is a chemosensory neurobiologist, and the other (Rakaia) is a research assistant in my lab. Put simply, we study how the sensory systems and brain react to chemical stimulation. With e-cigarettes, we are focusing on how the enticing flavors ensnare our children.

But our studies have shown that the effect of flavor goes beyond the pleasure they may bring – the flavorings themselves may actually harm tissue.

These ads extol the virtues of flavored cigarettes.

Flavors enhance e-cig appeal

The tobacco industry has long been using flavorings make their products more palatable; it added menthol to cigarettes nearly a century ago.

Today, the allure of flavors in e-cigarettes bring potential health consequences, and kids are particularly vulnerable. E-cigarettes can put adolescents at risk for respiratory, cardiopulmonary diseases, brain disorders and cancers.

About 20,000 flavored e-liquids are on the market – countless combinations of hundreds of flavoring molecules extracted from natural ingredients or artificially made. The vast majority are volatile odor chemicals, perceived not by taste, but by smell.

Your olfactory system, with far more sensitivity than your taste buds, can distinguish more than 10,000 smells. During vaping, a flavoring enters our nose, and like any agreeable scent, immediately evokes the fond memories and pleasant emotions associated with the aroma. Vanillin, a popular e-cigarette flavoring, smells like dessert; ethyl maltol, a flavoring used in many foods, has a candy-like odor. The user, comforted and calmed, savors the moment – then goes back for more.

But e-cigarette vapor also contains nicotine, heavy metals and formaldehyde, as pungent as they are harmful. Mixing in delectable flavorings disguises their unpleasantness, much like the cherry additive that camouflages the otherwise medicinal taste of children’s cough syrup.

Yet perceptions of irritation and pain in the nose, mouth, and throat serve as warning signals, the body’s cautionary bells and whistles evolved over millions of years. A bitter taste might originate from a toxic plant; irritation in the nose or respiratory tract indicates the inhaled substance is potentially harmful.

But now that flavorings in e-cigarette mask the warning signals, many consumers have been lulled into believing vaping is benign. They rate mint flavors as safer, though they are not. And instead of irritation from the e-cigarette prompting a cough – an action that removes harmful stimuli from the airway – the flavorings instead dampen the user’s sensory alarms and protective reactions. The risk of chemically induced injury, along with nicotine abuse, is increased.

How flavors themselves may be toxic

Although the U.S. Food and Drug Administration has acknowledged some flavorings as “safe for consumption,” its label dodges a critical distinction. Safe for consumption does not mean safe for inhalation. While scientists still haven’t confirmed the inhalation toxicity for all flavorings, the latest research reveals some disturbing evidence.

2se inflammation, cell death, free radical formation and DNA damage. One class of compounds, known as furfurals, trigger tumor growth in mice.

Flavor molecules, reacting with the propylene glycol in the e-liquid, can produce metabolites, or intermediate substances that are part of metabolic reactions, that are irritating to the respiratory system. Long-term exposure to irritants can lead to chronic cough; inflammation; hyper-reactive airway (wheezing, shortness of breath); edema (swelling in the arms, hands, legs or feet); and acute lung damage.

Some flavorings, inhaled chronically or at high levels, are already known to cause serious and sometimes deadly respiratory illnesses. Diacetyl, a buttery flavor used in processed foods – notably some popcorn products – causes “popcorn lung,” an irreversible disease that affects factory workers exposed daily to the compound.

Many e-liquids contain diacetyl; an analysis found the substance in 39 out of 51 tested e-cigarette samples. In about half the samples, the estimated daily consumption was above safety limits.

Patients with EVALI exhibit a significant number of these symptoms, and all were attributed to vaping. In one survey, users reported cough (40.0%); dry or irritated mouth or throat (31.0%); dizziness or lightheadedness (27.1%); headache or migraine (21.9%); or shortness of breath (18.1%).

Similar health problems have been reported by patients with chemically induced sick building syndrome. This implies that e-cigarette users share common health problems with those suffering from chemical exposure.

What about long-term vaping?

Ongoing chemical exposure, especially at high doses, can cause olfactory dysfunction, including a reduced sense of smell. This encourages chronic e-cigarette users to choose stronger-flavored e-liquids to receive a sufficient buzz. In turn, more potent e-liquids generate more irritation and damage to the nose, lungs and lower airway.

The health effects of e-cigarette exposure go beyond the sensory and respiratory systems. Mint and candy flavors are more than chemical accessories that enhance a harmless experience. They shape our behavior, perhaps for a lifetime.

Our government is making progress towards keeping teens away from e-cigarettes. Now, long-term research is needed to fully comprehend the adverse health effects and toxicity of flavorings and other chemical substances in the e-cigarette vapor to prevent the potentially catastrophic effects of vaping.

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Header Image: A vape shop in New York City shows a line of flavorings on Jan. 2, 2020.  Mary Altaffer/AP Photo, CC BY-SA

Weihong Lin, Professor of Biological Sciences, University of Maryland, Baltimore County and Rakaia Kenney, Research assistant, University of Maryland, Baltimore County

This article is republished from The Conversation under a Creative Commons license. Read the original article.

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There’s more than one good way to teach kids how to read

By Kindel Turner Nash, UMBC and Leah Panther, Mercer University

We are literacy professionals, former reading teachers who now prepare college and graduate students to teach kids how to read.

As scholars, we believe in the study, exchange and debate of ideas. But recently we have become concerned by the direction that the debate about what methods teachers should use to help kids learn to read has taken.

The long-running “reading wars” are flaring again, largely because so many kids are struggling. Only 35% of fourth graders read at or above their grade level, according to the results of a federal standardized test. It’s also an issue because merely 13.5% of American 15-year-olds could distinguish between fiction and fact when they took another assessment, which measures student performance around the world.

Phonics and the ‘science’ of reading

A growing number of influential journalists, dyslexia advocates, politicians and some local school officials argue that there’s only one way to teach reading. They advocate for having all public schools teach phonics between kindergarten and third grade.

Phonics is a method of teaching reading that emphasizes getting kids to decode individual letters and groups of letters and to connect them with the sounds they make, such as connecting the letter “a” with the sound it makes in the words “cat” or “ate.”

This approach was developed in the mid-19th century by experimental psychologists who held that reading was a linear, bottom-up process involving rote learning of letters, sounds, words, sentences, then comprehension.

These days, phonics-first advocates call their favored approach “the science of reading.” They say it has been proven to work through rigorous scientific testing. They dismiss all other methods.

These “science of reading” proponents fail to mention that many methods of teaching reading do include teaching letters and sounds, along with surrounding students with interesting books and exciting texts, building background knowledge and using multiple teaching techniques like shared reading, guided reading and individual instruction.

While phonics, or other teaching strategies, may work effectively in one context, it does not guarantee the same results with different teachers or students. For example, if a child does not learn in a linear way or have the visual or auditory processing skills needed to learn letters and sounds, phonics may not be a reliable approach.

Many methods

Comprehensive methods encompass reading to students often, providing time for students to read, write and talk about texts often, and supporting reading fluency by reading texts repeatedly and teaching kids to combine strategies to figure out words they don’t know.

These strategies include sounding out a word using phonics knowledge, looking at the pictures, skipping the word and coming back to it after reading the rest of the sentence, and thinking about what would make sense.

A comprehensive approach also includes providing time for studying spoken language, including vocabulary and spelling. It also calls for providing explicit comprehension instruction through having kids respond to texts through writing, talking, acting it out or drawing. Teaching higher-order critical thinking skills , such as prediction and reflection about stories, helps kids get the hang of reading as well.

Perhaps ironically and despite the decades-long and sometimes heated debate over what teaching methods work best, there are no reliable data about which methods U.S. teachers use most to teach kids.

And yet in Minnesota and other states lawmakers are seeking ways to force schools to emphasize phonics even though the Common Core State Standards, adopted in 41 states and the District of Columbia, already include phonics instruction.

Learning the sounds that groups of letters make can help kids learn to read.

Skewed media coverage

Many prominent news outlets appear to be taking one side.

Google the term “the science of reading” and you’ll find pages of hits proclaiming the superiority of teaching reading through a phonics-first approach, from National Public Radio, EdWeek, American Public Media, the Great Schools website and The Atlantic, to name a few.

A Dec. 3 EdWeek article by Madeline Will, for example, discusses former elementary teacher’s Mary Sacchetti’s experience using “an intensive phonics based program” to help a second grade student named “Juan.” The boy was identified as requiring special education.

Will indicates that Juan “knew about half of his consonant sounds and none of his vowels.” She reports that Juan made reading gains after phonics interventions, although she doesn’t share the specifics.

The article questions why Sacchetti and other teachers are not always prepared to offer phonics interventions since, Will writes, this approach to teaching reading is rooted in science.

Comprehensive approach

The answer is that other methods for teaching reading are also backed by ample evidence.

The International Literacy Association recently rebutted the phonics-first narrative with a report that synthesized evidence from decades of research on teaching children to read.

Many studies have shown the importance of educators adapting their teaching based on their knowledge of reading practices and a deep understanding of children’s strengths and needs. Other research has indicated that strong schools that support teachers and children over time are key. And additional studies have underscored the effectiveness of teaching reading with a comprehensive approach that includes both phonics and other methods.

Similarly, the National Council of Teachers of English recently issued a Statement on the Teaching of Reading that brought together multiple research studies to define teaching reading as an evolving complex process that cannot be reduced to one skill or a linear set of skills.

This research underscores the important role that learning to understand texts based on your own experiences can play when kids learn to read. It also highlights the importance of a comprehensive approach that includes fluency, oral language, writing, spelling, phonics, vocabulary and comprehension – and that readers learn to read by reading widely.

In addition, kids benefit from reading different kinds of texts, including online, interactive content from web apps or e-books.

Teaching reading

Instead of being forced to step up their reliance on phonics, we believe teachers should use a comprehensive approach and understand an individual child’s strengths, previous knowledge and experiences, languages, ethnic, racial and cultural
backgrounds and other relevant information.

Children’s parents, families and communities know these strengths best and, like teachers, can support children learning to read by frequently and repeatedly reading books popular with children like “Please, Baby, Please” by filmmaker Spike Lee or the “Elephant and Piggie” series by author and illustrator Mo Willems. When parents regularly read to and with their own kids, their children are much more likely to become good readers.

Just like each child, family and teacher grows over time, reading methods should too because there is more than one good way to teach a kid how to read.

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[ Deep knowledge, daily. Sign up for The Conversation’s newsletter. ]The Conversation

Kindel Turner Nash, Associate Professor of Early Childhood Education, University of Maryland, Baltimore County and Leah Panther, Assistant Professor of Literacy Education, Mercer University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Header image by Annie Spratt on Unsplash.

High-Tech Gift Harnesses Data for Athletes

When UMBC Men’s Soccer Coach Anthony Adams traveled to Canada for a former player’s wedding, he didn’t expect to come away from the trip with a significant donation to the team. But then again, he wasn’t all that surprised; his players usually found ways to give back.

The gift came from Liam Paddock ’12, psychology and sociology, who played soccer at UMBC from 2009 to 2012. After catching up with Adams at the wedding of teammate Milovan Kapor ’13, economics, Paddock asked if there was anything the team needed—after all, UMBC Men’s Soccer had made a huge impact on his life. “They backed me in hard times, connected me with the right people, and continued to give me opportunities throughout my years there,” he says. “So, now I’m in a position to, giving back to UMBC Men’s Soccer makes sense.”

Adams immediately thought of the VX system, a wearable piece of technology that helps players track their movements and their heart rates. Adams hoped to get his hands on the technology to better train his athletes.

“As much as we can, we want to be on the cutting edge. Science is a big part of sports, and this is information we didn’t have in the past,” Adams explains. “Monitoring systems [were] just the next logical step for us.”

Photo courtesy of UMBC Athletics

The VX System, and others like it, has become invaluable to many soccer teams because it can be used to foresee possible injuries, says Adams. This technology, which players don under their jerseys during practice and games, lets coaches see important pieces of performance data, all of which are presented via simple, comprehensive metrics on the system’s custom software. An unusually high heart rate, for example, can indicate that a player may be fatigued and at greater risk for a muscular injury. 

Ryan Becher, ’23, a midfielder, used the VX system as a part of another team, prior to coming to UMBC. “The training staff noticed my numbers were getting lower, so they started to talk to me,” he remembers. He ended up having some back problems and being unable to play for two months, but he believes the situation could have gotten much worse if his coaches hadn’t known to intervene so early.

On top of aiding with injury prevention, the VX system also helps players improve their gameplay. Though the UMBC team has only been using the technology since the start of this season, Ryan’s brother and fellow teammate, Jackson Becher, ’22, psychology, has already found these functions useful. “We get my max heart rate, how fast I’m sprinting, how often I’m sprinting, and how far I’m running,” he says. “So being able to look at that makes it easier for me to understand where I need to be and what I need to do to improve.”

Adams says that giving back is part of the soccer team’s DNA, and the coach doesn’t shy away from asking alumni to pitch in. This past season, the team needed a new couch for their locker room, but didn’t have the money to buy one. Adams sent out an email to soccer team alumni and, within 30 minutes, three alumni had replied, collectively donating enough to cover the cost of the couch.

But this relationship with alumni goes far beyond donations. For Paddock, the friendships he made while playing for UMBC became some of the most important in his life. “There is a genuine sense of family,” he explains. “And while I think that term gets thrown around, I feel it every time I go back to Baltimore.”

— Johanna Alonso ’20

*****

All photos courtesy of UMBC Athletics.

The Right Dog for the Job

Earlier this year, Chip interviewed for the coveted position of campus comfort dog with UMBC Police Sergeant Jamie Cheatem.

There’s no denying that any day we get to interact with Chip is the best work day, so we were thrilled when Sergeant Cheatem agreed to let UMBC Magazine follow Chip around for a day on the job as a campus comfort dog. UMBC is the fourth U.S. campus to welcome a comfort dog, and we wanted to see what Chip’s day-to-day duties looked like.

Chip lives with Sergeant Cheatem and his family and gets a ride to the office with her favorite UMBC police officer.

Her day continues as Sergeant Cheatem completes necessary tasks at the police station before heading down to campus.

On the way to hang out with some students, Chip runs into someone who looks familiar and excitement ensues.

Chip loves her fellow Retrievers and they love her. They show their affection through Chip’s favorite activity—getting her belly pet.

Chip doesn’t make it very far down Academic Row before more admirers stop to say hi.

Although it may look like Chip’s on-campus duties involve getting the attention she deserves, she also attends events like the Retriever Courage Fall Gathering, which featured a variety of resource tables and a collection of updates about the steps the University is taking to improve its response to, and ultimately prevent, violence in our community.

Chip also responds to requests from specific departments, like when Undergraduate Admissions wanted to let the incoming class of Retrievers know that their acceptance letters were on the way. Chip was the first in the class of 2024 to get her letter!

At the end of the day, Chip is still a young pupper and needs time to frolic and get her energy out.

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All photos by Marlayna Demond ’11, featuring Sergeant Cheatem and Officer Chip. 

Creating Community Through Food

If you’ve ever searched online for a place to eat in Baltimore, chances are Ekiben has popped up as a top destination again and again. Or, if you followed along with this year’s fried chicken sandwich feud between two fast food joints, you’ll have seen plenty of Baltimoreans resolving the issue by pointing to Ekiben’s classic Neighborhood Bird steamed bun. Yelp, Buzzfeed, and other national outlets reaffirm that this small storefront serving eclectic pan-Asian fare is worth the trip to Fells Point (with a second location in Hampden to open soon). Steve Chu ’12, economics, co-owner of the restaurant along with two other UMBC alumni, writes how the store owes its origins to UMBC and Baltimore City, and why these Retriever chefs care so much about the communities they serve.

Food has always been about community to me. My father worked endless hours running his Chinese restaurant, but on Mondays, he closed the restaurant and the whole family—aunts, uncles, grandparents—would go out to eat dim sum for breakfast. There’s be like 50 plates on the table. My relatives would urge me, eat, eat, try everything. 

When Ephrem Abebe ’13, web development and information systems, Nikhil Yesurpriya ’13, M.S., ’16, biological science, and I started Ekiben in 2013 we wanted other people to enjoy food together, specifically this weird combination of Chinese/Taiwanese/Indian/Ethiopian cuisine. It was completely natural to us, coming from the food-focused cultures we came from, that food could unite disparate groups of people. The fact that Ekiben has been such a hit in Baltimore blows our minds, but is exactly what we hoped would happen.

Abebe chats with a regular customer who brought some out-of-town friends.

When we met at UMBC—Nikhil and I through suitemates and Ephrem and I while volunteering for Habitat for Humanity in Baltimore City—I was studying financial economics, but it was so heavily focused on crunching numbers. I switched to a straight economics major early on after I realized that I wanted to learn more about how people thought and behaved with money. My background from UMBC has helped me tremendously in my career. 

Gib Mason ’95, economics, taught a course on entrepreneurship that gave me the confidence that we could take this leap, buy a hot dog cart, and sell meatballs or spicy tofu at farmers markets, which is how we started out. He steered the class away from traditional homework assignments and asked us for our reasoning behind our answers instead. That still resonates with me as a business owner. 

Chu and Abebe take a moment to pause in their Fells Point storefront.

Gathering community around us has come as naturally as combining our love of food into affordable and delicious dishes. Fells Point has been like home to us, and Baltimore has supported us every step of the way. Even in unusual ways—getting the original food license for the hot dog cart as a couple of 20-somethings was so much easier than we anticipated. The licensing board was so supportive after we explained our vision, but that came as a complete surprise to us.

What came next could be surprising to some in the restaurant business, but in Baltimore, this seems par for the course. After struggling with our hot dog cart-turned eclectic Asian fare cart for about a year, we got invaluable support from other local chefs. Ekiben wouldn’t exist without the guys behind Black Sauce, Damian Mosley and Michael Singleton, and Ben Lefenfeld from La Cuchara. Our friendships with other local chefs led naturally into collaboration and guest chef takeovers.

The best example of that communal approach to food in the city is the Charm City Night Market—think of an Asian open air market, tons of people and amazing food—organized by Stephanie Hsu and the rest of the local Chinatown Collective. We were really proud to be a part of the inaugural year and subsequent events. It does what we want for the city. It brings people of all demographics together, and it’s always so densely packed, and there’s so much great energy in it. 

We’ve partnered with so many excellent chefs from Baltimore and beyond, and this is another way we get to cross-pollinate with talented craftspeople. There’s this push for food to be “traditional” or “authentic” but at it’s best, food is art. And ultimately, we just want to make food that tastes good and build up the community while doing so. We start that goal in the restaurant, investing a lot of energy into developing leaders in the company. We have staff that’s been with us since the beginning. I hope the supportive culture that we built really just kind of oozes out, and it spreads.

And Baltimore has supported us every step of the way. Baltimore has raised us. Literally, this restaurant was built on every $7 meal we served at any market that would let us sell there. We didn’t have a Kickstarter page, we just had Baltimore showing up to buy our food.

At those family dim sum breakfasts, as communal as they were, my relatives were not encouraging me to start my own restaurant. They actually loudly and emphatically (to put it politely) tried to steer me in the opposite direction. They, like so many other immigrants, had come here with very little and worked so hard to break away from that poverty. They didn’t want to see me take that same road, I guess. But in the end, their harsh words really spurred me to succeed. How could I fail when they had given so much to make a successful life here?

—Steve Chu ’12

*****

Header image: Abebe and Chu work together in the small prep space where customers can watch their orders being created. All photos by Marlayna Demond ’11.

NPR Is Still Expanding the Range of What Authority Sounds Like After 50 Years

By Jason Loviglio, founding chair and associate professor of media and communication studies, UMBC

From its start half a century ago, National Public Radio heralded a new approach to the sound of radio in the United States.

NPR “would speak with many voices and many dialects,” according to “Purposes,” its founding document.

Written in 1970, this blueprint rang with emotional immediacy. NPR would go on the air for the first time a year later, on April 20, 1971.

NPR is sometimes mocked, perhaps most memorably in a 1998 “Saturday Night Live” sketch starring actor Alec Baldwin, for its staid sound production and its hosts’ carefully modulated vocal quality. But the nonprofit network’s commitment to including “many voices” hatched a small sonic revolution on the airwaves.

As a radio historian, I have written about the medium’s unique blend of intimate voices and public address. As the 50th anniversary of public radio draws near, I’m interested in NPR’s contradictory legacy of sonic innovation and monotony.

Saturday Night Live‘s “Schweddy Balls” sketch spoofed NPR.

This is NPR

One of the first voices to become associated with NPR’s flagship evening news program was Susan Stamberg. Hired in 1971, she soon became the first woman to co-anchor a national nightly newscast on radio or television in U.S. history.

William Siemering, the network’s first program director and the author of “Purposes,” wanted the voice of the network to communicate curiosity rather than authority.

Stamberg, 31 when she was hired, brought youthful exuberance to the job. And, in another departure from newscasting’s baritones, with their supposedly neutral midwestern accents, Stamberg’s voice was “nasal, quizzical, and unashamedly female,” as Lisa Phillips put it. It came she said, “with a hometown – New York – and an ethnicity – Jewish.”

The decision to stick with young and relatively unproven voices came at a cost, according to Jack Mitchell, the original director of the “All Things Considered” evening newscast.

In his account of NPR’s beginnings, “Listener Supported,” Mitchell later recalled how Siemering passed up Ford Foundation funding tied to hiring the proven and respected newscaster Edward P. Morgan, a white man originally from Walla Walla, Washington. Instead, NPR stood by the less “authoritative” and more engaging voices of Stamberg and her peers, even if they sometimes sounded “less than professional.”

“Masculine, commanding” voices were “exactly how we DON’T want to sound,” Siemering told his staff, as Stamberg later recalled in “This Is NPR: The First Forty Years.”

Early feedback on Stamberg from station managers around the country wasn’t encouraging. She sounded too New York, too Jewish, too off-putting, Mitchell wrote.

Siemering hid these negative reviews from Stamberg as she found her own broadcast voice, which helped her win many prestigious awards in broadcast and digital journalism. The network regards her as one of its “founding mothers.”

Computers Judge What Makes The Perfect Radio Voice

Women as anchors

NPR has kept speaking with many voices that would sound out of place on the air anywhere else. Many, if not most, have been female. As hosts and anchors, correspondents and reporters, women have played a key role in giving NPR its distinctive sound.

Nina Totenberg, Linda Wertheimer and Cokie Roberts brought hard-nosed journalism and inside-the-Beltway sensibility to the fledgling network in the 1970s. In the process, these white women changed what the news sounded like.

By the time Wertheimer took over as an “All Things Considered” co-anchor in 1989, it was no longer controversial to hear women deliver the news of the day.

But on network television, most of the early stints for the women who were the first to anchor daily news programs were short-lived. Barbara Walters lasted two years in the mid-1970s as an “ABC Evening News” co-anchor. Diane Sawyer co-anchored the “CBS Morning News,” from 1981 to 1984 and Katie Couric spent five years, starting in 2006, as the sole “CBS Evening News” anchor.

Curating distinctive voices “rich with the rhythms and accents of their regions” was another explicit way in which “All Things Considered” initially sought to sonically mark its difference from what had come before, according to Stamberg.

A wider range?

NPR’s commitment to many voices included those who brought regional, as well as gender, diversity to the airwaves.

Occasional commentators Baxter Black, a cowboy poet from Texas; Vertamae Grosvenor, a culinary anthropologist born in the Gullah community of North Carolina; and Kim Williams, a naturalist, checked in during the late 1970s and early 1980s, with field reports from their corners of the country. Andrei Codrescu, a Romanian-American artist living in New Orleans, began to bring his thickly accented English and droll humor to NPR in 1983.

Putting these folks on air seemed to address the network’s vision of speaking in many voices and accents. The intent, Mitchell wrote, was explicitly democratic, to be “representative of the nation. That meant white, black, Hispanic, Asian and as many women as men.”

NPR’s growth led to the opening of foreign bureaus, even as print publications hemorrhaged these expensive positions. International coverage further expanded its vocal range.

Some of the women now working as the network’s anchors got their start as foreign correspondents. Doualy Xaykaothao spent years reporting from Asia and Lulu Garcia-Navarro covered Latin America and the Middle East for NPR.

Other women with nonconventional news voices, including Eleanor Beardsley in Paris, Sylvia Poggioli in Rome and Ofeabia Quist-Arcton in Dakar, are still overseas. Their signature approach to signing off with their name and locale is a sonic pleasure for many NPR fans.

Even so, by the turn of the century, the network faced complaints about its tight control over pronunciation, cadence and accent, especially for women and people of color.

Critics denounced a sense that the voices of NPR’s female journalists sounded “alike in their sober nasal condescension,” as the writer and actor Sarah Vowell put it – hinting at a class-related critique, along with a gendered one.

NPR’s women, some of these naysayers contend, have low-pitched voices that sound too much like men and that NPR voices in general sound more like each other than everyone else. Writer Scott Sherman calls it the “NPR drone.”

Even Stamberg said in a 2010 interview that one price of NPR’s success was that listeners weren’t “hearing great voices anymore.”

Another round of criticism, this one aimed primarily at young women, identified “vocal fry,” a low creaky way of speaking, as an irritating feature of public radio voices. The critique, which came mostly from men and older folks, suggested that despite what the critics were saying, NPR’s sound was not static but evolving.

From Upspeak To Vocal Fry: Are We ‘Policing’ Young Women’s Voices?

NPR’s sonic palette and its range of voices has broadened in recent years, especially through its podcasts and on weekends – when Navarro, who is Latina, and Michel Martin, an African American woman, are two of the network’s main three news anchors.

Sam Sanders, an openly gay African American man, hosts a cultural talk show branded with his own name. Programs like “Alt.Latino” and “Radio Ambulante,” which are either in Spanish or in English punctuated with Spanish words, indicate that the network aims to serve new listeners.

As NPR looks forward to the next 50 years, its decisions over whose voices belong on the air will determine how well it lives up to its founding commitment to sound like America. And it is likely that criticism of how those voices sound will reflect dominant attitudes about who gets to speak.

*****

Jason Loviglio, Chair and Associate Professor of Media and Communication Studies, University of Maryland, Baltimore County

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Header image by Jonathan Velasquez on Unsplash.

Spinster, Old Maid, or Self-Partnered–Why Words for Single Women Have Changed Through Time

By Amy Froide, chair and professor, Department of History, UMBC

In a recent interview with Vogue, actress Emma Watson opened up about being a single 30-year-old woman. Instead of calling herself single, however, she used the word “self-partnered.”

I’ve studied and written about the history of single women, and this is the first time I am aware of “self-partnered” being used. We’ll see if it catches on, but if it does, it will join the ever-growing list of words used to describe single women of a certain age.

Women who were once called spinsters eventually started being called old maids. In 17th-century New England, there were also words like “thornback” – a sea skate covered with thorny spines – used to describe single women older than 25.

Attitudes toward single women have repeatedly shifted – and part of that attitude shift is reflected in the names given to unwed women.

The rise of the ‘singlewoman’

Before the 17th century, women who weren’t married were called maids, virgins or “puella,” the Latin word for “girl.” These words emphasized youth and chastity, and they presumed that women would only be single for a small portion of their life – a period of “pre-marriage.”

But by the 17th century, new terms, such as “spinster” and “singlewoman,” emerged.

What changed? The numbers of unwed women – or women who simply never married – started to grow.

In the 1960s, demographer John Hajnal identified the “Northwestern European Marriage Pattern,” in which people in northwestern European countries such as England started marrying late – in their 30s and even 40s. A significant proportion of the populace didn’t marry at all. In this region of Europe, it was the norm for married couples to start a new household when they married, which required accumulating a certain amount of wealth. Like today, young men and women worked and saved money before moving into a new home, a process that often delayed marriage. If marriage were delayed too long – or if people couldn’t accumulate enough wealth – they might not marry at all.

Now terms were needed for adult single women who might never marry. The term spinster transitioned from describing an occupation that employed many women – a spinner of wool – to a legal term for an independent, unmarried woman.

Single women made up, on average, 30% of the adult female population in early modern England. My own research on the town of Southampton found that in 1698, 34.2% of women over 18 were single, another 18.5% were widowed, and less than half, or 47.3%, were married.

Many of us assume that past societies were more traditional than our own, with marriage more common. But my work shows that in 17th-century England, at any given time, more women were unmarried than married. It was a normal part of the era’s life and culture.

The pejorative ‘old maid’

In the late 1690s, the term old maid became common. The expression emphasizes the paradox of being old and yet still virginal and unmarried. It wasn’t the only term that was tried out; the era’s literature also poked fun at “superannuated virgins.” But because “old maid” trips off the tongue a little easier, it’s the one that stuck.

The undertones of this new word were decidedly critical.

“A Satyr upon Old Maids,” an anonymously written 1713 pamphlet, referred to never-married women as “odious,” “impure” and repugnant. Another common trope was that old maids would be punished for not marrying by “leading apes in hell.”

A 1797 print depicts three ‘old maids’ leading strings of apes in hell.© Trustees of the British Museum, CC BY-NC-SA

At what point did a young, single woman become an old maid? There was a definitive line: In the 17th century, it was a woman in her mid-20s.

For instance, the single poet Jane Barker wrote in her 1688 poem, “A Virgin Life,” that she hoped she could remain “Fearless of twenty-five and all its train, / Of slights or scorns, or being called Old Maid.”

These negative terms came about as the numbers of single women continued to climb and marriage rates dropped. In the 1690s and early 1700s, English authorities became so worried about population decline that the government levied a Marriage Duty Tax, requiring bachelors, widowers and some single women of means to pay what amounted to a fine for not being married.

Still uneasy about being single

Today in the U.S., the median first age at marriage for women is 28. For men, it’s 30.

What we’re experiencing now isn’t a historical first; instead, we’ve essentially returned to a marriage pattern that was common 300 years ago. From the 18th century up until the mid-20th century, the average age at first marriage dropped to a low of age 20 for women and age 22 for men. Then it began to rise again.

There’s a reason Vogue was asking Watson about her single status as she approached 30. To many, age 30 is a milestone for women – the moment when, if they haven’t already, they’re supposed to go from being footloose and fancy-free to thinking about marriage, a family and a mortgage.

Even if you’re a wealthy and famous woman, you can’t escape this cultural expectation. Male celebrities don’t seem to be questioned about being single and 30.

While no one would call Watson a spinster or old maid today, she nonetheless feels compelled to create a new term for her status: “self-partnered.” In what some have dubbed the “age of self-care,” perhaps this term is no surprise. It seems to say, I’m focused on myself and my own goals and needs. I don’t need to focus on another person, whether it’s a partner or a child.

To me, though, it’s ironic that the term “self-partnered” seems to elevate coupledom. Spinster, singlewoman or singleton: None of those terms openly refers to an absent partner. But self-partnered evokes a missing better half.

It says something about our culture and gender expectations that despite her status and power, a woman like Watson still feels uncomfortable simply calling herself single.

*****

Amy Froide, Professor of History, University of Maryland, Baltimore County

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Header image: Photo by Lucian Andrei on Unsplash.

Peace of Mind

Today’s 18 to 24-year-old college students are expressing anxiety, depression, suicidal ideation, and other related disorders at rates higher than previous generations, according to recent studies. The number of students treated by college counseling centers, according to the 2015 Center for Collegiate Mental Health Annual Report, has grown by more than five times the rate of institutional enrollment. The number of attended appointments has grown at more than seven times the pace of institutional enrollment. To address these changes on our own campus the last several years, UMBC has responded with a holistic approach to its health services and additional preventative and support resources for its students.

“We’ve begun integrating health and counseling with the goal of treating the whole person,” says Kim Leisey, UMBC associate vice president for student affairs. “We know some mental health issues manifest physically and vice versa, so our University Health Services (UHS) and Counseling Center staff work together to help students who may need support from both a physical and emotional perspective.”

This means, for example, therapists ask students when they had their last physical, and nurse practitioners screen for alcohol and drug disorders. Psychiatrists consult with both UHS and counseling staff, while case managers in each department work together on referrals and the insurance process.

The integrated approach will continue to expand and be implemented in a new combined health and counseling building, scheduled to open in 2021. In both formal assessments and individual interactions, UMBC students expressed strong desires to create integrated health structures that reduce stigma and promote self care. Vice President for Student Affairs Nancy Young says, “The new building will allow us to streamline and enhance services supporting the physical, behavioral, and emotional well-being of our students as a foundation for academic success.” 

In a step beyond the traditional offerings, UMBC became the fourth U.S. university to add a trained comfort dog to its list of holistic services for students when Chip, a floppy-eared brown Labrador, joined the UMBC Police Department in fall 2019. The University’s Community Resource Sergeant, Jamie Cheatem, serves as the dog’s handler and says that one of Chip’s roles is to provide comfort to students during times of crisis and also during stressful periods during the academic year such as midterms and finals. 

UMBC also began offering new recovery and sober living services to students this fall. The Haven at UMBC is part of a partnership between the Division of Student Affairs and The Haven at College, the leading national provider of treatment services and recovery support for college students with substance use and co-occurring disorders. At UMBC, Haven includes a recovery residence and outpatient center in separate locations near campus as well as mentoring and monitoring programs.

In addition to their traditional services, UHS and the Counseling Center offer a variety of support groups, workshops, and screenings to provide students with tools to cope with the stress of college life and managing emotions and distress. “We’re paying attention to wellness programs as well as in-person and online services that can help us reach a broader range of students,” says Bruce Herman, UMBC’s director of health and counseling.  

Student peer health educators also assist in educating fellow students on a variety of physical and mental health issues. “Being able to go into the UMBC community and talk with different student groups about various behaviors and topics that impact their health is incredibly meaningful,” says Olivia Hardy ’20, health administration and policy, who works as a peer health educator. 

“I love being able to actively contribute in minimizing students’ knowledge gaps,” continues Hardy. “We’re by no means professors or graduate students or staff—and in that, I think that we aren’t daunting. We’re just people students see in their classes, excited to help in any way we can.” 

UMBC students, faculty, and staff have an opportunity to play a role in supporting students and other community members by participating in mental health training workshops offered by UHS and the Counseling Center. In addition to its support groups and resources, the Women’s Center offers workshops on supporting survivors of sexual assault and misconduct, while Campus Life’s The Mosaic: Center for Culture and Diversity launched a wellness series for students who identify as LGBTQ+. 

UMBC community members who need help addressing situations where a person is displaying disruptive or threatening behavior can contact the interdisciplinary Behavioral Risk Assessment and Consultation Team, which includes Herman along with representatives from student affairs, psychology, human resources, UMBC police, and general counsel. Athletics’ new #RetrieverProject will work closely with student-athletes and members of the UMBC and Catonsville communities to help break stigmas associated with mental health through education and support.

Herman adds that campuswide involvement is critical for the university to address the growing need for mental health support and student success and focus on stigma reduction. “We have to see this work as not just about treatment but instead about co-creating an environment that supports students and their health, including mental health.”

— Eleanor Lewis

 

****

Header image by Marlayna Demond ’11.

Building Bonds: Jody Grandier ’17

To teach in a particularly challenging school, it might just help to have gone through a few challenges of your own. At least, that is the case for Jody Grandier ’17, American studies. The 39-year-old single mom went from living on the streets in downtown Baltimore to teaching first grade at the city’s North Bend Elementary School.

Last spring, she was recognized by Baltimore City Schools CEO Sonja Santelises, as one of three “Amazing Teachers,” an award given after the completion of the first year teaching.

“My number one goal in my classroom is to build relationships and bonds, not just with children but with their family and the communities,” says Grandier. She does that by helping the kids get what they need, from school supplies to socks, and making sure to not be judgmental about their circumstances. After all, her understanding of some of their hardships comes from first-hand knowledge.

Turning Point

Grandier says that when she was 18 she moved to Baltimore with a boyfriend and “once I moved down there I ended up getting into drugs and getting into a lot of trouble and living on the street and being in a lot of abusive relationships.” After moving home and spending time in rehab she began to recover–only to discover that she was pregnant. To provide for herself and her child, she decided to turn back to a childhood dream of being a teacher.

After a few years at Howard Community College, she says, “I went to visit UMBC and I loved it. I thought the campus was really beautiful. Everybody there was so nice and I just couldn’t have asked for a better experience.” She was eventually accepted into the Sherman STEM Teacher Scholars Program. Integral to her journey at UMBC was Nicole King, associate professor and chair of the Department of American Studies, and her classes on gentrification in Baltimore. “I really enjoyed her classes. I absolutely loved it. She’s one of the best human beings I’ve ever met in my whole life, actually,” says Grandier.

Soon after graduation, she got the job at North Bend in southwest Baltimore City. Now she spends her days helping kids from the city learn and grow as she did. Field trips, lunches with the kids, and other fun moments make it rewarding, she says. That said, her job presents unique challenges. 

“I definitely am in situations that would prefer not to be in. But I think that it’s part of the job and that if we all said, we don’t want to be in danger, then who would be there teaching? It has to get done. Every child deserves an education,” she says.

Educational Advocate

The education that children get is not always equal, however. Grandier has a unique perspective since her own daughter, now 10, attends a better-funded Howard County school. 

“They have brand new computers, [and] when you walk in the building it’s gorgeous. They have a lot of extra activities. We don’t have a lot of that in the city,” she says, where “the buildings are pretty dilapidated, they’re not very nice and they have bugs and they’re hot or they’re cold and we can’t drink the water. I can’t imagine many parents in the county being ok with that.”

On top of that, Grandier says that her students face other obstacles, like homelessness and hunger. “I don’t really know how you can come into a classroom and learn when you’ve been up all night because your parents are fighting or you’re homeless or you’re hungry. That, to a child, has to be completely devastating.”

Grandier advocates for more mental health opportunities for city kids as well as for better funding. Given the resources and a steady stream of dedicated teachers–as well as her unflinching faith in the nature of people–she says that she has hope for the city.

“I think it’s going to be a long road and a lot more people are going to have to be informed and get involved but I definitely believe that one day Baltimore City schools will be at the top,” she says.

– Karen Stysley

* * * * *

Header Image: Grandier (left) with Baltimore City Schools CEO Sonja Santelises.

 

 

Coaching Connections

Any new coach at any college will want to make changes. New UMBC women’s basketball coach Johnetta Hayes hopes to do just that—but not only on the basketball court. 

Hayes comes to the Retrievers from Texas Southern, where she posted a 115-73 record in six seasons and led that team to four post-season appearances, including a trip to the NCAA Tournament in 2017. UMBC is coming off a difficult 10-20 season, and Hayes is looking to turn things around on the court while creating a new culture of family within the program. 

On the court, the Retrievers under Hayes will play a faster-paced game than in recent years. That is going to be a big difference. Off the court, Hayes wants the student-athletes in the program to feel the team is a family and that they can turn to teammates and others for help in any situation—regarding basketball or life. 

“It’s really, really important for me,” Hayes said. “From the day I walked in here until now, I can see the difference. They had each other already. It’s a bond they’ll have forever at UMBC, and we want the four seniors to leave out of here in [the spring] feeling like the way we started and the way we ended was definitely different. Once they leave, they can always come back home.”

Hayes said she wants to create an environment where those who played for UMBC in the past can mentor those currently playing at the school. If a student-athlete needs contacts for jobs or career advice upon graduation, they could turn to one of the former players for help in that area. 

Building this, though, takes time and effort. 

“They are their own sorority, and when they leave here, they [will] feel like they have something to come back to every year,” Hayes said. “I want the four seniors leaving to know every year in October, we come back. We celebrate with our families, and we mentor the young ladies who are on the team.”

Right now, the biggest type of change probably involves Hayes and her coaching staff as all 14 Retrievers return from last year’s team, which is unusual in collegiate athletics. So the new coaching and operations staff needed to get to know and understand the players. 

Acting athletics director Jessica Hammond-Graf has noticed Hayes working hard to connect with the student-athletes, not always an easy task for a new coach. 

“She’s spending a lot of time with them outside of practice to get to know them…to help them grow,” Hammond-Graf said. “It’s not just about basketball with her. It’s the larger picture and helping everybody grow and develop and become future leaders. She had to come in and recruit the players that are already here.”

Senior guard Tyler Moore said there’s no question that Hayes is driving this team and trying to adjust their outlooks on basketball and other things. Moore said the Retrievers definitely appreciate it. 

“I think I can speak for my team in saying that we love how she pushes us to be better than we were the day before,” Moore said. “Standards are high and we have no choice but to rise to them.”

Hayes said her biggest change involved the move from Texas and getting her two young daughters (ages 7 and 4) situated. Now, they often come to where their mother works and are growing comfortable as Retrievers. 

So, the new coach, staff and players all have spent the off-season working on changing the way they play and the culture around the team. Hayes wants the student-athletes to understand and deal with change in basketball and life—after all, the games don’t go on forever.

“You’re going to get a new boss,” Hayes said. “Things will change. How do you adjust? How do you adapt? Change is good. It may not feel good at first, [but] it can be [later on].”

– Jeff Seidel ’85

***

All photos, including header, by Marlayna Demond ’11.

Silicon Valley Success Starts at UMBC

Although it’s been 15 years and he now works in Silicon Valley, Rahul Razdan ’05, information systems, Hilltop Society Member, can still hear UMBC database management instructor Richard Sponaugle’s lessons echoing in his current work. 

“I still talk about normalizing a table,” he says. “A lot of what I learned at UMBC applies to what I do today.” 

Razdan lives in San Jose and works as a senior business process architect for Intuitive, a global company that produces minimally invasive surgery technology, most notably the da Vinci Surgical System. The system translates the surgeon’s hand motions inside the patient’s body using a miniaturized surgical camera and wristed instruments (i.e., scissors, scalpels, and forceps). Because the doctors are seated while they use the systems, they can perform longer, more complicated procedures. 

Entering new markets in new countries, each of which has its own regulations, is where Razdan comes in. “I work with the legal and regulatory teams to interpret the standards into business requirements,” he says. The fundamentals of his work, according to Razdan, are rooted in his time at UMBC, where he studied information systems on the Shady Grove campus. 

“It’s the foundation of my career today,” says Razdan, “The systems analysis and design focus in my undergrad taught me to deconstruct problems into smaller parts and apply root cause analysis. I had such an amazing experience.”

Making a home at Shady Grove

Karen Archambault, a former program coordinator at UMBC, isn’t surprised by Razdan’s accomplishments. “He didn’t just focus on credits and classes,” she says. “He took advantage of the full experience at UMBC.” 

As a transfer student from Montgomery College, Razdan knew about UMBC’s reputation from its number one ranking in chess. “I thought, ‘That’s pretty awesome. They brag about chess.’ But you know what? Nerds get paid in the end,” says Razdan, with a chuckle. 

On the Shady Grove campus, Razdan distinguished himself outside of the classroom. As president of the Universities of Shady Grove Student Association, he organized a job fair and started a dining discount program with nearby restaurants. 

“This wasn’t just a place to take classes [for Razdan],” says Sponaugle, senior lecturer and associate undergraduate program director of UMBC at Shady Grove. “Any college experience is going to be what you make of it. He stood out, and really applied himself to his studies too.” 

Razdan says he was struck by the genuineness of his classmates and professors. “They were really humble and genuinely inviting,” he says, adding that he always felt welcome on the main campus in Catonsville. 

“I never felt like a stepchild. I never felt apart,” says Razdan. “I could go to Catonsville and watch a basketball game or catch a lacrosse match.” 

Staying connected from the West Coast

Before Razdan graduated, he’d already completed an internship at the Washington Post and had a job waiting for him at a software company when he graduated. 

After earning a master’s degree from the George Washington University in information systems technology, in 2014, Razdan moved to California with his wife. He’s stayed connected to UMBC from afar in a variety of ways.

Razdan’s gifts to the university have earned him a membership in the Hilltop Society. One program he donates to is the Center for Women in Technology. “It’s a great way to give back to my school that gave me so much,” says Razdan, “and while doing so, support women entering the science and technology space. We need a more diverse group of people at the table talking about problems affecting us today, and I find this is one way to address that problem.”  

Razdan still follows the news from his undergraduate alma mater, and particularly enjoyed bragging from the West Coast about UMBC’s NCAA Division I Men’s Basketball Tournament upset in 2018. Even more fun, he said, was getting together with fellow Retrievers earlier this year at a UMBC alumni event in California. “It was great,” Razdan says. “I’d love to get together once a year and build on this network.” 

— Laura Cech

*****

Header image: Razdan with the DaVinciX system. Photo courtesy of Razdan.

Excerpt: The Empowered University

By UMBC President Freeman Hrabowski, Provost Philip Rous, and Peter Henderson

It is challenging to understand fully the culture of an institution. It is even more challenging to change that culture. At UMBC, we have focused our attention and resources on work that is critical to improving our administrative operations, building our research, and supporting student learning and achievement. We were guided in this work by questions that reflected our shared values: Are we putting people first? Are we providing students who come to our campus with the best experience possible?  Are we doing the very best we can in all aspects of institutional operations given our mission and resources? Are we then taking that extra step, “above and beyond,” to do more, to do things differently, and to do our work better?

Book cover of "The Empowered University" shown on a table.
Photo by Marlayna Demond ’11.

When I started at UMBC as vice provost in the late 1980s, our chancellor [Michael Hooker] had just articulated a new vision that asked us to improve our academics, grow our research, and be a more engaged partner with our community. Hooker had set UMBC on a new trajectory toward a new future. Yet, in my first years, if something went wrong, people would often say, “That’s UMBC.” That’s just the way it is, and the way it is just isn’t so great. It is unlikely that an institution with such a negative prevailing attitude could encourage and enable behavior that would lead to sustained excellence. To move toward the vision articulated by our leadership, something had to change. But how?

The larger vision that Hooker articulated was important, yet there was also a new and different feel at a more granular level. We began to take ourselves much more seriously. We created the Meyerhoff program, and it was a success. We became known as a destination for talented students. We built a research park, without which the state would not have taken us seriously as a research university. We evolved rapidly from a commuter school to a residential research university. We upgraded our admissions standards. We looked carefully at our performance on state audits and how to improve our financial and administrative structures. We celebrated as a community our commitment, hard work, and accomplishments (what we now call “grit and greatness”).

It is a cliché, but every journey does begin with a single step and a single success that can demonstrate for others what could be. With each success and subsequent success, more and more members of the community began to look at our goals, values, and work in a different way. Culture change can be imperceptible at times, yet at other times one can recognize that the institution has reached a tipping point. One day, you realize that your campus has changed, the paradigm has shifted, the culture is now perceptibly different. It was in this manner that our campus transformed itself from “That’s UMBC” to “unabashedly aspirational.”

Read more about the November 3 Brilliant Baltimore book launch on UMBC News

In 2017, our campus was named one of the nation’s top academic workplaces in Great Colleges to Work For by the Chronicle of Higher Education for the ninth year in a row. We were just one of ten four-year institutions with more than 10,000 students featured on an “honor roll” of those with outstanding marks across nearly every measured category. 

During this same period, when we went from “that’s UMBC” to “great college to work for,” our six-year graduation rate also climbed from 35 percent to more than 65 percent (more if you include the 10% who transfer out of UMBC and earn a degree at another institution and the 10% still enrolled after six years). So, how did we get from being perceived by some as mediocre to “unabashedly aspirational”? We’ll talk about particular programs and initiatives [later in the book]. Here it suffices to say that small innovations and initiatives can lead to big changes. Eventually, over a period of time, the organization is transformed.

Serious, sustainable change is hard work. It is often far harder than we would like to think it will be. When the change we want to see involves race, diversity, differences, and inclusion, it can be even more challenging, as these are topics most Americans are not comfortable discussing. But when change is the right thing to do, we must nevertheless engage and persist.

At UMBC, we are hungry for change. The imperative to evolve rapidly arises from our collective commitment to do all we can to better serve our students and their families; support student learning, persistence, and completion; connect our students and faculty to opportunities in the Baltimore-Washington region; and work to address our region’s social and economic needs. At just over fifty years of age, we are yet a young, growing institution, and to advance these goals, we must innovate, continually addressing new needs as they arise while simultaneously laying the foundation of a new model of the public university. Our mantra is “success is never final.”

As a campus, we are also a healthy community. This quality is expressed in our ability to be reflective; we can look in the mirror and be honest about what we see, good, bad, or challenging. When issues arise, our culture of reflection leads us to collect data that can inform our decision-making and to have respectful conversations that identify problems and possible solutions. We can acknowledge openly both our strengths and weaknesses, recognize the challenges we face and opportunities we can embrace, and understand how a well-considered response can lead to the desired outcomes. We structure our conversations so that they are inclusive and open to differing perspectives, using our shared governance structures or focus groups with stakeholders for a specific issue.

Change requires grit—commitment and resilience—because it does not happen overnight. Change that matters only succeeds because of long, organized, and sometimes expensive commitments. It requires the engagement of many individuals as leaders and change agents in order to persuade others, and that can require, from time to time, difficult conversations. This can be daunting for some.

Read more about what makes UMBC unabashedly aspirational.

Change requires courage, because it requires us to see things differently from the way they are at present. It requires us to recognize our failures as well as successes. For change to be possible, you first have to see the world and the lens through which you view it. Only then can you observe what could be and understand what the possibilities are. To make progress, you need to ask different and often difficult questions of yourself and others and then set different expectations so that others begin to see the world from a different perspective too.

Change necessitates courage because, so often, it requires a leap of faith and an acceptance of substantial risk—believing that a goal is achievable even if the outcome is, as yet, unseen: “No one believed it could be done, because it hadn’t been done before. And then we did it.” 

* * * * *

Note: This excerpt is from chapter three of The Empowered University, co-written by UMBC President Freeman Hrabowski, Provost Philip Rous, and Peter Henderson, in Hrabowski’s voice. The excerpt has been modified for length and clarity.  The Empowered University is available in the UMBC Bookstore, as well as Holding Fast to Dreams (2016) and President Hrabowski’s earlier books.

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