By Lorie Logan-Bennett, Interim Associate Director, Career Development Center

As graduation nears, you're probably looking forward to many things. Of course, a paycheck probably tops the list! But while there's much to look forward to, there are a few things from the student lifestyle you may miss -- including unlimited late nights, rolling out of bed minutes before class starts, jeans and t-shirts, and long summer breaks. Since the work world is likely to be a very different place then the college campus you've called home for the past few years, here are a few tips to help you successfully navigate the transition from college student to career professional.

THESE TIMES, THEY ARE A CHANGING. Learn quickly the importance of time in the workplace. Key to this is learning to manage your time while in the office (tricky with multiple projects and strict deadlines), as well as learning to manage your now more limited "free" time. Showing up on time every day is crucial. Putting in the long hours often required while building your career, as well as adapting to a more limited vacation schedule, are new time issues you'll want to adjust your expectations around.

NOW YOU'RE THE PROFESSIONAL. No longer "just a student," you'll be expected to act professionally. This means being responsible, dependable, a self-starter, ethical, and a team player. Not doing your work well doesn't just mean a bad grade for you. The short and long-term stakes are now much higher, as poor performance affects co-workers, supervisors, the company's bottom line, and potentially your salary and job status. College rewards individual performance; employers reward team performance. Work hard to build your credibility and reputation by making good on your promises and realizing that integrity sold cannot be repurchased.

CLASSES ENDED BUT YOUR EDUCATION'S JUST BEGUN. While you undoubtedly received an excellent education at UMBC, college courses haven't taught you everything. You may have yet to develop a skill set to interact effectively with all types of people, manage conflict, understand a company's culture, handle personal finance issues, or work around office politics. Understand that learning is a life long process. Your degree is just one of many steps you'll take over the years to develop professionally. Also recognize that learning doesn't just happen in the classroom. Folks around you often have a lot to teach. Talk to recent grads about their biggest transition issues and gather advice on how to successfully tackle the changes. Watch and emulate those who are successful in your company to create "mentors from afar." Finally, accept and ask for constructive criticism to improve yourself and demonstrate your willingness to learn and grow.

IT'S WHO YOU KNOW. As you start a new job (and in every other professional situation), remember names. Because no job is ever 100 percent secure, it's in your best interest to develop and maintain an active professional network. Avoid the gossip mill.

GET REAL. Know that your degree does not entitle you to a job. It's your mission to convince employers you have something to contribute and then to make those contributions. Also know that your first job will probably be entry-level (with the lower pay and long hours that come with that). Finally, know that your first job will probably not be your last. Most people transition through many jobs, and in fact, many careers throughout their working lives. So if your first job is not your dream job, don't despair. Recognize that you'll have to pay your dues; but trust that through observation, patience, and hard work you'll get where you want to go!

For more great tips, contact the Career Development Center (Math/Psych 204, 410.455.2216, careers@umbc.edu and visit the following Web sites:

New Job Proverbs

Quintessential Careers

By Mark Terranova, Associate Director, The Shriver Center

This column has attempted to highlight many of the partnerships the Shriver Center has been involved with around campus, including departments in both student affairs and academic affairs. It might be helpful this month, at the start of the semester, to highlight our programs in an attempt to inform the campus community about our initiatives.

At the graduate level, the Center currently sponsors two very successful initiatives: the Shriver Peaceworker Program and the Teaching Enhancement Partnership Project.

The Shriver Peaceworker Program enables Returned Peace Corps Volunteers (RPCVs) to adapt their experience in the developing world to the challenges of urban America. The Shriver Center secures funding for graduate students to study at UMBC or one of our consortium partner institutions. Peaceworkers participate in a rigorous, two-year service-learning program integrating community service, graduate study, and ethical reflection. The goal is to prepare citizen leaders who can creatively respond to the economic, social, and cultural problems confronting the United States today.

Funded by the National Science Foundation, and in partnership with Dr. Phil Sokolove (Department of Biological Sciences) and Dr. Chuck Eggleton (College of Engineering), the Teaching Enhancement Partnership Project (TEPP) provides full funding for 5 doctoral and master's level graduate students from STEM disciplines to serve as Fellows in one of five areas middle schools to provide content enhancement to the middle school's curriculum.

At the undergraduate level, the Center offers a wide selection of service-learning opportunities. Students can choose from a long list of community partners with whom we collaborate to tutor, mentor, or otherwise serve for 3 to 5 hours each week. Service-Learning Site includes:

*The Adult Literacy Program at the Learning Bank in Baltimore
*Best Buddies
*The Choice Tutoring Program
*YMCA MS-SWIM
*College Gardens After-School Program and Teen Night
*University of Maryland Medical Systems

Through goals setting and ethical reflection activities, each student completes a practicum course to ensure that best practices in service-learning are in place. Additionally, many of these student elect to combine there service to one of several service-learning courses sponsored by faculty, including American Studies 200: Multicultural America with Dr. Jason Loviglio and Honors 390/English 386 with Dr. Jim McKusick.

This model brings about what is best in experiential education, the enhancement of education through the connection of theory to practice. There are many other experiential education opportunities through the Shriver Center, please visit our Web site at www.shrivercenter.org for more information on these or other initiatives!

America East newcomer UMBC is the preseason favorite to win the men's lacrosse conference title this year, according to the coaches' poll. The Retrievers received five of a possible seven first-place votes and 47 points overall to outdistance defending champion University at Albany, which had two first-place votes and 42 points.

University of Vermont (31 points) was chosen third, followed by Stony Brook University (28). Quinnipiac University (22), Binghamton University (15) and University of Hartford (11) rounded out the poll.

The top four teams in the conference will advance to the America East Championship with the winner of the tournament receiving an automatic bid to the NCAA Men's Lacrosse Championship.

UMBC, which joined America East in 22 sports last fall, was 7-6 last season, with wins over nationally-ranked North Carolina and Towson. The Retrievers are No. 16 (Lacrosse Magazine) and No. 19 (Face-Off Yearbook) in the preseason polls. Senior midfielder Franklin Berry has increased his point total each year, scoring 12 goals and adding five assists last season. Sophomore Andy Gallagher had 21 points in his first four collegiate games before suffering a torn ACL. He is expected to be at full strength this season. Classmate Brendan Mundorf had 22 goals last season, the fourth best total in UMBC's Division I history. Head coach Don Zimmerman may utilize a 1-2 punch in goal with juniors Kevin Cepelak and Rick Metcalf.

Retriever women ranked third in the women's lacrosse coach poll. The Retrievers were 10-9 overall last season and won the Northeast Conference Championship for the fifth time in six years. Coach Monica Yeakel lost only three players to graduation and returns a solid nucleus on defense in front of two rookie goalkeepers. Junior Stephanie Crouch, the 2002 Northeast Conference Rookie of the Year, leads the midfielders. Senior Jen Dragoni, the 2003 Northeast Conference Player of the Year, returns at attack after scoring 37 goals and adding 24 assists in 19 games. Sophomore Kelly Fiorani (37 goals, 10 assists in 19 games) and junior Lauren Hess (33 goals, eight assists in 19 games) also return.

Since Eliot's death, I have had conversations about him with a number of colleagues and students. As I prepared for today, I asked some of them to give me their thoughts about our colleague. I have been struck by the common themes in their responses, including his generosity of spirit, warmth, basic decency, a great sense of humor, and the fact that he was a consummate teacher.

Jay Freyman said that as he listened to what was said about Eliot at his funeral, he thought about Chaucer's description of the Clerk in the Prologue to the Canterbury Tales, particularly the final line, "And gladly would he learn and gladly teach."

As one of UMBC's founding faculty, Eliot came here in 1970, after earning his doctorate in psychology from Columbia University, and four years after the campus opened its doors. He was one of the pioneers who took a chance by joining the UMBC community. It is hard for some of us today to imagine what this university looked like in its infancy, when there were but a handful of buildings, muddy fields, a few hundred students, and a small number of visionary and spirited faculty and staff.

Eliot chaired the undergraduate committee of the psychology department for years and helped to build a strong program that has produced thousands of psychology graduates, many of whom he taught and mentored.

My fondest personal memory of him involves our walking together from the parking lot to the Administration Building on a number of mornings over the years. As we talked and walked during those few minutes, I would often think to myself, "Here is a man who enjoys coming to work." It was clear that his teaching -- his students -- were a major part of his life. I remember how proudly he talked about those students and about his son and his achievements. In fact, I sensed his enthusiasm for teaching not only from his words, but even from the long strides he took toward his office and classroom. It was a challenge keeping up with him as we walked; it was clear that he was on a journey to make a difference.

Perhaps his colleague, Robert Deluty, described him best:

In his book, Hooray for Yiddish, Leo Rosten defines a mensch as "an honorable and decent person…someone of consequence, someone to emulate." In his teaching and mentoring, Eliot conveyed much decency, caring, and wisdom. As an expert on Judaism and Jewish culture, he was well aware of the Jews' history of persecution and of the extraordinary emphasis placed on education in Jewish families. Eliot realized, like so many Jews before him, that knowledge is portable (even when all material goods are lost, knowledge remains with you); and that it is a source of great power. Through his teaching and mentoring, Eliot empowered literally thousands of UMBC students (as well as many faculty and staff) by sharing his knowledge, humor, passion, and deep love of learning.

The key to being a mensch is not status or success or popularity; it is CHARACTER, reflected in worthy deeds, trustworthiness, and generosity of spirit. [Our] friend Eliot was a real mensch.

Standard 14: Assessment of Student Learning
Assessment of student learning demonstrates that the institution's students have knowledge, skills, and competencies consistent with institutional goals and that students at graduation have achieved appropriate higher education goals.

Middle States Commission on Higher Education

In the coming months, faculty who have not already heard the phrase 'the assessment of student learning outcomes" will probably encounter it (or something similar) in one or more settings on campus. At a minimum, this rather infelicitous expression may not seem to bode well; for many, it suggests a variety of bureaucratic and paperwork horrors soon to be imposed on unwilling or unprepared teachers.

I am introducing this topic into my monthly column to start a conversation about how we best measure what students have learned-which is, more or less, what 'outcomes assessment' means. Nationally, regional accrediting bodies, including the Middle States Commission on Higher Education, have explicitly called for universities to explain more clearly how they determine that students have acquired the necessary skills and knowledge to graduate. This difficult but useful task is, in fact, more a benefit rather than a bother because it gives us the opportunity to identify our own goals and objectives for students. Based on UMBC's mission (and not an external standard) and the programs and courses we have in place, we can articulate the learning goals we have for our students-and the standards or rubrics we use to determine whether students are achieving these goals.

The MSCE has produced a text that can help guide us in our analysis of current practice and I would like to quote a long passage from the introduction to that text to help clarify what the Commission is seeking:

Among the principles that guided the revision of the Commission's standards is greater emphasis on institutional assessment and the assessment of student learning. By complying with the standards, accredited institutions assure the public that they provide quality higher education. Specifically, the Commission's process demonstrates that institutions identify student learning goals for educational offerings that are appropriate to its higher education mission; that its offerings display appropriate academic content, rigor, and coherence; that its curricula are designed so that students demonstrate college-level proficiency in general education and essential skills, including oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, technological competence, and information literacy; and that assessment demonstrates that students at graduation have achieved appropriate higher education goals. (Student Learning Assessment: Options and Resources, Philadelphia: MSCHE, 2003)

What does this mean for what we do in the classroom on a daily basis?

Most professors have already identified fairly specific learning goals for their classes, though these goals may not always appear explicitly on the syllabus. And everyone has in place some evaluation procedures (through assignments, papers, exams, or other means) which distinguish good from poor performance. Given these facts, what more can or should we do to properly assess what our students are getting from their courses?

At the most basic level, we can look at the courses we currently teach and attempt to articulate the learning goals (have we made them clear to the students?) and how we know if (and how) students are making progress toward those goals. Tests or papers give us evidence (and determine grades), but can we explain what kind of evidence this is? For example, can I articulate what distinguishes a good from mediocre essay-especially in terms of how that essay illustrates a student's progress toward my goals? What rubric or classification scheme have I used to grade, and do students understand what these categories represent?

These questions are worth asking and worth discussing, since too often we use implied criteria that might need to be reviewed from time to time. We also have assumptions about how students learn which may hinder rather than help them. By asking for feedback more often from students (about their learning and, perhaps, about our teaching methods) we might better adjust our practices to specific student needs.

Assessing what students are learning doesn't necessarily mean grading what students are doing. For example, asking at the end of class for anonymous feedback on what's clear and what isn't clear (in one-minute paper) can go a long way toward gauging how well students are learning.

In order to generate a campus conversation about this new Middle States standard, I am conducting a roundtable discussion on assessing student learning Monday, February 16 from noon until 1 p.m. in The Commons, room 318. This session is part of the Teaching, Learning and Technology Brown Bag series co-sponsored by OIT and the FDC. The session will introduce several classroom assessment techniques (CATs) that can serve as the basis for classroom research into student learning. (To RSVP contact Sue Hahn at 5-3916 or hahn@umbc.edu or register online at www.umbc.edu/brownbag.)

In addition, the FDC will sponsor an informal faculty reading group to explore practical teaching materials on getting useful feedback about student learning. The group will meeting several times during the semester-the first meeting is set for Wednesday, March 3 from 3:30-4:45 in ACIV 213. The Center will provide copies of Classroom Assessment Techniques: A Handbook for College Teachers (2nd ed.) by Thomas Angelo and Patricia Cross to participants.

Please join faculty colleagues for the roundtable discussion and consider attending a reading group session to learn more about how other professors are using information about student learning to improve their classes and energize their teaching.

Finally, remember that this is the perfect time in the semester to schedule a classroom observation or a small-group student evaluation of your course. For more information on these services, see the FDC Web site: www.umbc.edu/fdc.

Online Resources:

Middle States Commission on Higher Education (see their publications section, which contains the standards for accreditation and 'Guidelines for Improvement' which has the MS manual on Student Learning Assessment):
www.msache.org

Internet resources for higher education outcomes assessment:
www2.acs.ncsu.edu/UPA/assmt/resource.htm
www.siue.edu/~deder/assess/index.html

Classroom assessment techniques:
www.siue.edu/%7Ededer/assess/catmain.html

Test construction: www.edu.uleth.ca/runte/tests/

Teaching goals inventory: www.uiowa.edu/%7Ecenteach/tgi/index.html

Books on the assessment of learning (available at the FDC):

Angelo, T. & Cross, P. Classroom Assessment Techniques: A Handbook for College Teachers (2nd ed.). San Francisco: Jossey-Bass, 1993.

Banta, T., Lund, J., Black, K. & Oblander, F. Assessment in Practice: Putting Principles to Work on College Campuses. San Francisco: Jossey-Bass, 1996.

Miller, A., Imrie, B. & Cox, K. Student Assessment in Higher Education : A Handbook for Assessing Performance. London: Kogan Page, 1998.

Palomba, C. & Banta, T. Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education. San Francisco: Jossey-Bass, 1999.

Schwartz, P. & Webb, G. Assessment: Case Studies, Experience and Practice from Higher Education. London: Kogan Page, 2002.

Walvoor, B & Anderson, V. Effective Grading: A Tool for Learning and Assessment. San Francisco: Jossey-Bass, 1998.

Wiggins, G. Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass, 1998.

UMBC has built a tradition of successful student-athletes who are not only great competitors at their sports, but also provide leadership on and off the field. High jumper Ed Warner confirmed his place in this elite group with his participation in the NCAA's Leadership Conference, held last summer in Orlando, Florida.

Accomplishments on and off the field earned Warner one of only 300 spots at the conference. During the 2002-03 indoor track seasons, he won the high jump at the Terrapin/PVA Indoor Track Meet with a leap of 2.09 meters, was the runner-up in the high jump at the Penn State Indoor Invitational and the NEC Indoor Championships. He has also been team captain for the last two years.

Warner has also been actively involved in student organizations throughout his years at UMBC. As a freshman, Warner served on UMBC's judicial board and has also been a resident assistant. A highlight of his campus activity is his work with the Student Government Association, where he helped create the Team Point System, designed to promote school spirit by increasing attendance at UMBC athletic events. Student organizations were awarded points when their members attended these events, and organizations with the highest number of points at the end of the year received prizes.

Warner's strong leadership skills proved to be an asset at the NCAA Leadership Conference. While at the Conference, Warner formed a team with about 15 other student-athletes. This team was led by two facilitators who taught the student-athletes how to work as a unit and become better individual leaders in the process.

Leading by example, the facilitators left a deep impression on Warner. "The facilitators taught me so much that I can still remember their names," Warner said. "They taught me how to be a great leader and improve my existing abilities."

Conference participants were presented with a series of challenges that gave them the opportunity to practice the leadership and team-building skills they were learning. One specific challenge that Warner remembered well was a night when all 300 student-athletes thought they were getting ready to go out for a nice dinner. The students gathered on buses to go, but, when they approached a barn, Warner and his teammates grew suspicious. When they stepped off the buses, students were told that, instead of receiving dinner, they would be preparing their own dinners with their teammates.

"When my teammates and I first heard our mission, we began to argue about what we could make for dinner that would accommodate everyone's individual tastes and dietary restrictions," Warner recalled. "We had to stop and remember what we had learned earlier in the week about teamwork and apply it to this challenge. Once we started working together, as a team it became a better environment and a good dinner."

Warner must have made quite an impression at the Leadership Conference because, in early November, he was chosen to go to the headquarters of USA TODAY to meet with NCAA corporate sponsors and the president and vice president of the NCAA to share his experiences at the leadership conference. He was one of only three student-athletes chosen to address the group. Warner received a firsthand look at the NCAA's plans for the 2004 athletic seasons, including its upcoming promotional campaigns.

"My experiences at both the Leadership Conference in Florida and the meeting at USA TODAY were amazing," Warner said. "Although the Leadership Conference is over, I've just begun to use all that I learned."

Warner, a political science major, doesn't plan to leave his leadership skills behind after leaving UMBC. After graduation, he intends to go to law school and pursue a career in immigration and naturalization law.

UMBC Incubator Company Next Breath Receives Funding from Maryland Industrial Partnerships Program
NextBreath, part of UMBC's incubator program, will receive funding from the Maryland Industrial Partnerships Program (MIPS). The program aims to commercialize research at Maryland college campuses and links scientists with companies with operations in the state. NextBreath will use the funding will to commercialize drug-delivery platforms.

Exhibition of Work by Renee van der Stelt, CAVC, at Baltimore's spare room (2/28)
Recent drawings by Renee van der Stelt will be on view at spare room, 3720 Greenmount Avenue, Baltimore, from 7 to 11 p.m. on Saturday, February 28. Her drawings are produced through repeatedly puncturing the surface of the paper with a pin. The resulting images describe space in both diagrammatic and topographic ways. Depending upon the direction of the light, these visual maps appear as two dimensional dots, low reliefs, or points of light. The drawings suggest the globe and our galaxy. They reveal the biases and limitations of how we think about space.

Renee van der Stelt is the projects coordinator of the Center for Art and Visual Culture and participates as an adjunct faculty in drawing at UMBC. Before moving to Baltimore, she worked at The Walker Art Center in Minneapolis, and at El Museo Del Barrio in New York. Her work has been exhibited at Corcoran Art Museum, Washington D.C.; Maryland Art Place and School 33, Baltimore, MD; Tryron Center for Visual Art, Charlotte, NC; and the Cedar Rapids Museum of Art, Cedar Rapids, IA.

For more information contact rehm@umbc.edu

UMBC Students Invited to Present Research to Legislators on 2/23
Five UMBC students have been invited to present their research to legislators in Annapolis on February 23 as part of the Student Research Day organized by The Council of University System Faculty (CUSF). CUSF Chair Martha J. Siegel, Professor of Mathematics at Towson University, describes the event as "part of our efforts to convince the State Legislature of the value of the University System to the State. CUSF hopes to highlight undergraduate research as it is particularly effective in appealing to legislators, and the students make terrific ambassadors for our institutions." Representing UMBC among 36 USM presentations are:

Elefteria Papavasilis, history: "Keystone Patriots: Pennsylvania Women Soldiers of the American Civil War," mentored by Dr. Anne Sarah Rubin.

Robert Daber, biological sciences: "Identification of Trauma in Humans," mentored by Dr. Brian Bradley.

Audrey L. Simmons, interdisciplinary studies: "The Ellicott City Colored School-Restored: A Memorial to African American Education in Howard County, Maryland," mentored by Dr. Ann Frankowski, sociology, and Professor Patricia LaNoue, interdisciplinary studies.

Kevin Allen, mathematics: "Efficient Parallel Computing for Solving Linear Systems of Equations," mentored by Dr. Matthias Gobbert

Samuel Hedemann, music: "Dynamic Functional Harmony, mentored by Dr. Anna Rubin.

We congratulate these students and their mentors and know that their research will provide compelling testimony for the value of supporting Maryland higher Education.

Sally Shivnan, English, Receives Maryland State Arts Council Grant
Sally Shivnan of the English Department has just been awarded a MarylandState Arts Council grant for 2004 for her fiction writing. She receivedtheir largest grant, $6000, and one of only four awarded at that level forcreative writing this year. Shivnan's fiction has appeared in journalsincluding Glimmer Train and Rosebud, and she has written travel and personal essays for The Washington Post.

Weidong Zhu, Receives $50,000 From Maryland Technology Development Corp.
Weidong Zhu, mechanical engineering received $50,000 from the Maryland Technology Development Corp.'s University Technology Development Fund. The awards are used for feasibility tests, prototype development, proof of principle research and securing patents. Zhu's award will support his work using computers and sophisticated algorithms to look for damage in structures such as bridges and towers.

Allison Houseworth '03 Directs The Vagina Monologues at Theatre Project
Allison Houseworth, who graduated from UMBC with a BFA in Acting in 2003, will make her directorial debut at the V-Day Baltimore 2004 benefit production of The Vagina Monologues on March 8 at 8 p.m. Produced by a group of Center Stage interns, the production will be fully staged, combining vibrant costume, set, sound and lighting designs. With a cast comprised of Center Stage interns and staff members, as well Erica McLaughlin, a junior theatre major at UMBC, and staff from Baltimore School for the Arts, this production will demonstrate the influence young arts professionals have on the Baltimore community. All proceeds will go to benefit House of Ruth Maryland.

A firm believer in the necessity of arts education, Houseworth, a media relations intern at Center Stage, views her production of The Vagina Monologues as an outlet for young, local theatre artists to combine their skills as performers, designers and administrators with the social message Ensler addresses. This production will demonstrate the strength of the individual and the power of the group.

Tickets for The Vagina Monologues go on sale February 20. Seats are generaladmission and cost $15. All proceeds go to benefit House of Ruth Maryland.For more information, or to reserve tickets, call the Baltimore TheatreProject Box Office at 410/752-8558.

V-Day is a global movement to stop violence against women and girls. ThroughV-Day campaigns, local volunteers and college students produce annualbenefit performances of The Vagina Monologues to raise awareness and fundsfor anti-violence groups within their own communities.

Cindy Thorp, LRC, Honored in Who's Who Among America's Teachers
Cindy Thorp, academic skills coordinator for the Learning Resources Center(LRC), has been chosen for a second time to be honored in "Who's Who Among America's Teachers"(8th Edition). Nominations are invited from students who have been recognized in either "Who's Who Among American High School Students" or "The National Dean's List." Cindy teaches LRC 100: Introduction to College Reading and LRC 0101: College Learning and Study Skills, and clearly makes a difference in the lives of her students as they transition into university study. Her students evaluate her highly for the relevance of her course content to their UMBC academic courses, her teaching delivery, and her interaction with students. Cindy's earlier recognition in the 6th edition, 2000 and students' continual praise in course evaluations send her a message of how truly special and effective a teacher she is.

Faculty and Alumni Receive Maryland State Arts Council Individual Artist Awards
The following faculty and alumni received Maryland State Arts Council Individual Artist Awards: Vin Grabill, graduate program director, visual arts (Media); Alan Price associate professor, visual arts (Media); Nick Prevas '03 (Media); Tanner Almon '02 (Media); Sandra Lacy, instructor, dance (Dance); Rick Hannah, instructor, music (Music); Timothy Nohe, associate professor, visual arts (New Genre); Teri Rueb, associate professor, visual arts (New Genre); Irene Chan, assistant professor, visual arts (Works on Paper); Calla Thompson, lecturer, visual arts (Works on Paper).

Ellen Hemmerly, Executive Director, UMBC Research Park Corp. on Baltimore County Technology Council Panel (2/19)
Ellen Hemmerly, executive director, UMBC Research Park Corporation, will be part of a panel discussion on developments in biotechnology in Baltimore County, presented by the Baltimore County Technology Council. Other panelists and organizations include Michael Meehan, President, BD Diagnostics, and the Baltimore County Department of Economic Development. The event will be held from 7:30 to 9:30 a.m. at BD Diagnostics, 7 Loveton Circle, Sparks Md., Cost is $15 for BCTC/BCCC members and students; $25 for non-members. Seating is limited. Call 410-825-6200 or 410-282-9100 for information or to register.

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Warren Cohen, History, in the Los Angeles Times
Distinguished University Professor Warren I. Cohen's book review of The enemies within; An End to Evil: How to Win the War on Terror by David Frum and Richard Perle appeared in the Los Angeles Times on February 22. The article is available online to Los Angeles Times subscribers only.

George La Noue, Public Policy, in the Washington Post
George LaNoue, Public Policy, was quoted in a February 22 Washington Post article examining the effect of Baltimore's recent budgetary woes on thepolitical future of Mayor Martin O'Malley.
www.washingtonpost.com/wp-dyn/articles/A60790-2004Feb21.html

Tom Schaller, Political Science, in the Weekly Standard
Assistant Professor of Political Science Tom Schaller was quoted in the article "Flat Ralph Will Nader run? Does anyone want him to? Would it matter in the 2004 election?" in the February 20 issue of the Weekly Standard.
www.weeklystandard.com/Content/Public/Articles/000/000/003/755jctmr.asp?pg=1

Sean Carton '90 in Baltimore Magazine
Sean Carton '90, Chief Experience Officer at brand design firm Carton Donofio, was interviewed for the Baltimore Magazine feature "The Baltimore Grill" in the magazine's March 2004 issue. The article is not available online.

Brian Dannelly '97 in Baltimore Magazine
Brian Dannelly, whose first major movie, Saved, "is generating buzz from Sundance to Hollywood," was profiled in the March 2004 issue of Baltimore Magazine. The article is not available online.

Christopher Corbett, English, in the Chicago Tribune
English instructor Christopher Corbett's Orphans Preferred: The Twisted Truth and Lasting Legend of the Pony Express (Random House/Broadway Books division) was enthusiastically reviewed in the Feburary 22 Chicago Tribune by Louis Warren, the W. Turrentine Jackson professor of Western U.S. history at the University of California at Davis. "Corbett conjures one of the best histories of the Pony Express in print . . . Of the many books that promise to guide us along the Pony Express' trail between history and legend, there is none more meticulous or judicious than Orphans Preferred, and few display a better grasp of the reverence, skepticism and good humor required for the journey." The article is available to Chicago Tribune registered users.

UMBC in the Daily Record's Bioscience Supplement
UMBC has strong exposure in the Daily Record's Bioscience Supplement. This piece was created in partnership with the Greater Baltimore Committee (GBC) to profile our region's biotechnology industry.

UMBC is seen throughout the bioscience supplement, including:

**Mention in "Biosciences: Opportunity in our midst" by Donald C. Fry, president of GBC (page 1)
**Referenced throughout the Baltimore County Department of Economic Development's ad (page 5)
**"Roots for Baltimore's biotech bloom" by Ellen Hemmerly, executive director, bwtech@umbc (page 11)
**Mention in "More wet lab space in order" by Mark R. Smith (page 13)
**Mention in "Biotechnical training" by Mark R. Smith (page 15)
**Back cover ad

Fry writes in "Biosciences: opportunity in our midst," "Hood (Dr. Leroy Hood, president of the Institute for Systems Biology) recently told an audience at theUniversity of Maryland, Baltimore County's annual "Futures in Biomedical Research" program that, at the current pace of systems biology research, suchassessments could be provided routinely to patients within the next decade."

Baltimore County's ad references the techcenter@UMBC's wet labs, bio workers at In Vitro Technologies and Maryland's first university-affiliated research park,bwtech@UMBC.

Smith's article, "More wet lab space in order," quotes Mayland Technology Development Corp. Executive Director Phillip Singerman: "We have severalincubators in operation or coming online that will provide that wet lab space, including 20,000 square feet newly renovated at University of Maryland, Baltimore County at the former Martin Marietta..."

CAVC Exhibition, "Paradise Now," in the Baltimore Sun
The Center for Art and Visual Culture's (CAVC) current exhibition, "Paradise Now," was featured in the Baltimore Sun on February 26.

Stephen Braude, Philosophy, on WYBE TV
On February 16, Stephen Braude, chair and professor of Philosophy, appeared on the award-winning PBS television program, "Philly LIVE, Your Global Connection," broadcast by station WYBE in Philadelphia. The show was devoted to a discussion of Braude's research, focusing on his latest book, Immortal Remains: The Evidence for Life After Death.

John Rennie Short, Geography and Environmental Systems, in U.S. News & World Report
John Rennie Short, chair and professor of geography and environmental systems, was quoted in a March 1 US News & World Report story on the lasting influence of 16th-Century Flemish map maker Gerard Mercator. Mercator's 1569 world map was described by Short as "...an incredible leap forward, not just for depicting the world but for moving around in it." The story was part of a special double issue on "History's Great Explorers."

English's Arnold T. Blumberg '93 in the Jewish Times
English instructor and UMBC alumnus Arnold T. Blumberg '93 was profiled in the Jewish Times on February 13.

Freshman Brian Bailey in City Paper
Freshman Brian Bailey, who is running for a delegate spot at the 2004 Democratic National Convention, was profiled in City Paper on February 18.

Donald Norris in the Baltimore Sun
Donald Norris, professor of public policy and director of MIPAR, was quoted in the February 18 Baltimore Sun story "Maryland Leaders Grudgingly Agree to Aid City Again."

Tom Schaller, Political Science, in the News
Tom Schaller, political science, continues to be a valued source fornational media covering the 2004 Presidential Election. He most recentappearances include:

Quoted in the Feb. 16 issue of The New Yorker. "Warriors," a "Talk of the Town" commentary by Hendrik Hertzberg

Feb. 12 wire story by Reuters writer Alan Elsner: "Bush, Kerry Both Face Attacks On Vietnam Records." Ran across the world including The New York Times, Financial Times (UK), PBS online, and several other Reuters outlets as far away as Ireland, India and Pakistan.

Quoted in Feb. 20 Guardian (UK) article by Julian Borger, "Has Bush's Running Mate Gone Lame?", on Vice President Dick Cheney.

Christopher Corbett, English, Interviewed on WHYY-FM
English instructor Christopher Corbett discussed his book, Orphans Preferred: The Twisted Truth and Lasting Legend of the Pony Express, on Philadelphia's WHYY-FM. Corbett's book, released last September, is now in its sixth printing.

Tom Schaller in the Christian Science Monitor
Assistant Professor of Political Science Tom Schaller was quoted in the February 9 Christian Science Monitor article, "Edwards Bid to Woo, and Win, South."

Lynn Cazabon, Visual Arts, in the Baltimore Sun
A review of Assistant Professor of Visual Arts Lynn Cazabon's School 33 Art Center exhibition appeared in the Baltimore Sun on February 10.

Anne Rubin, History, in the Baltimore Sun
Assistant Professor of History Anne Rubin was quoted in the February 11 Baltimore Sun article "What Abe ate: An honest look at what Lincoln preferred to have on his table."

Donald Norris, Public Policy, in the Baltimore Sun
Donald Norris, professor of public policy and director of the Maryland Institute for Policy Analysis and Research , was quoted in Feb. 12's Baltimore Sun for a story examining political fund raising by NAACP President Kweisi Mfume.

Tom Schaller, Political Science, Analyzes Democratic Primaries
On February 4, Assistant Professor of Political Science Tom Schaller was a guest on WYPR's Marc Steiner Show.

His article "Southern Comfort," on Democratic John Edward's campaign, appeared in The American Prospect on February 4.

Another article, "Dean's Dizzying Descent," appeared in Salon on February 3.

Warren Belasco, American Studies, in American Journalism Review
Warren Belasco, professor of American studies, was quoted in "Haute Cuisine," an article on food journalism, in the February/March issue of American Journalism Review.

Charles J. Fey, Vice President for Student Affairs, in Leadership Exchange Magazine
Vice President for Student Affairs Charles J. Fey recently published the article "Battling Budget Cuts: Consolidate or Collaborate" in the Winter 2003 issue of Leadership Exchange magazine.

Donald Norris, Public Policy, in the Baltimore Sun
On February 5, Donald Norris, professor of public policy and MIPAR director, was quoted in the Baltimore Sun story "Foes of slots change tactics."

On February 4, he was quoted in the Sun stories "Governor is undecided on assault rifles" and "Running in Spite of the Odds."