Welcome to Week 13 of the Tabletop Gaming Club!

Join us this week on Tuesday (12/6) and Thursday (12/8) from 7:00 pm - 10:00 pm in ILSB 116B!

This week is our *final event* the Deception December Tournament! Tomorrow (12/6), we will be throwing you into a gauntlet of our best deception games in a competition to see which of you is the best at lying and the best at spotting your fellow deceivers! The winners will get to pick from our selection of spy-themed gear as a trophy!

As always, we are bringing games for you to play but feel free to bring your games! We strongly encourage people to show up with their favorite board games or D&D adventures!

If you want to join our social space and haven't already, the link to the Tabletop Gaming Club Discord is here.

See you this week!

Hello Psi Chi friends, hope you’re all doing well :)

Just a couple of updates before the end of the semester:

• We will be meeting this Friday, December 9th from 12-1pm in Math & Psychology Room 102 for our last GBM of the Fall 2022 semester. We’ll have snacks, cords for seniors (you will be contacted via. email if we have a cord for you by tomorrow), & our E-board for Spring 2023 ready to meet you all and discuss future plans, event ideas, suggestions, etc. for Psi Chi!

• We highly encourage you to apply for Psi Chi E-board positions if you haven’t already, the info slides are attached as well as the Google Form that will close this Wednesday, December 7th @ 4pm; no experience needed to apply & we help each other out a lot as a team, no matter the official roles.

• UMBC’s Psychology Department is hosting an interest meeting for all students interested in a Psychology Council of Majors on Monday, 12/12/22, from 12-1PM in MP 101. There will be hot chocolate, apple cider, & cookies provided— flier is attached!

• There is the opportunity for you to participate in a Clinical Research Study for students interested in Brain and Behavior, specifically for a lab that studies the effects of alcohol on the human brain & body. Please check the document attached for more info (compensation mentioned).

• We’ll send out reminders for events & election voting later this week, until then have a great one and good luck with finals prep everyone! :) 

• Aylia

• VP, Psi Chi

The only things faster than David and Caitlyn Bobb themselves, perhaps, are the zingers they toss at one another. 

As Caitlyn, a rookie running star now in her sophomore year, describes what it’s like to have a father as head coach of track and field at UMBC, her dad dryly turns it into a bit. 

“My dad has many sides to him, okay?” Caitlyn laughs as Coach Bobb literally acts out everything she’s saying while seated beside her. 

“There’s the coach side, where he’s stern, and he’s got the stopwatch in his hand, arms crossed, hat on, and ‘GO!’…And then there’s the dad side, who comes to practice all excited, and says ‘Woo, I’m hyped, let’s go!’” 

It’s not surprising that Caitlyn is poised for another amazing season. She’s a very hard worker, of course, and also the product of phenomenal athlete parents. Her mom, Dawnnette, represented Bermuda in the 1992 Olympics in the 100-meter dash, and Coach Bobb ’97, information systems, still holds six separate records for indoor and outdoor events at UMBC. 

“My mom, she was like, ‘Okay, I saw that coming.’ I’m pretty sure my dad did, too. It’s in my genes. I didn’t have a choice,” Caitlyn says. 

Caitlyn wowed the competition in her rookie season, earning several “most outstanding” titles at the America East Championships and placing 17th in the 400-meter dash at the NCAA Championships with a school record-breaking time of 51.84 seconds. And as she continues to learn from her dad and other coaches—like paying attention to the way she pumps her arms, for instance—she’s on course to make improvements each season. 

“We’re doing what we’ve been doing for years—the only difference is we’re now doing it at UMBC,” says Coach Bobb. “Hearing my experiences and her mom’s experiences helps her prepare for situations she’s going to encounter herself.” 

Although bubbly off the track, Caitlyn is extremely serious in her training—pushing thoughts out of her head in order to focus on breathing above all else. She often runs and studies with her friend Ibra Khairat, a sophomore biological sciences major. 

“I would describe Caitlyn and Coach’s relationship as one that’s balanced just right,” he says. “Although she is the coach’s daughter, Coach Bobb gives her room to grow as an athlete and doesn’t give any type of special treatment, which is why it works so well. They are both able to balance that father/daughter and coach/athlete dynamic.” 

Coach Bobb is big on building relationships and trust and making sure his runners feel supported, both as athletes and students, he says. As father and daughter gently rib each other, it’s clear the one-upping is grounded in love. 

“I know what it takes to be successful in this sport, so I just sit back and look at the execution of her race. Is she doing what she’s been trained to do?” Beyond that, he says, it’s about seizing the moment and improving wherever you can. “As a parent, I’m just making sure that I’m supportive. Track and field is only going to be X years of her life. I’m always going to be her dad.” 

It’s true: Nobody runs track forever. Caitlyn is studying biological sciences with a minor in entrepreneurship and innovation with hopes of someday being a biology teacher—and possibly a coach herself. 

She has a great model right next to her,  even if she doesn’t always get his Karate Kid training jokes. (Don’t worry, they can watch it together later.) 

“He cares about his students’ well-being, and he makes it a warm, welcoming environment. He cares a lot,” she says, getting serious for a moment. “Good job, Dad.”

UMBC faculty are leading interdisciplinary, community-engaged immigration research that is shifting the relationship between higher education institutions and immigrant communities. Their approaches include centering the economic, academic, social, and cultural contributions of immigrants to the well-being of U.S. cities. This scholarship challenges stereotypes and also works to dismantle systemic racism in higher education.

In 2020, New York Times reported that U.S.-born children of immigrants or immigrant students raised in the U.S. accounted for nearly 60 percent of the growth in U.S. university enrollment since 2000. The majority of these students are the children of international students from India who stayed in the U.S. to work, and the children of Latin Americans, and refugees who came to the U.S. in search of better living conditions.

Felipe Filomeno, associate professor of political science and global studies, and associate director of the Center for Social Science Scholarship, and Christopher Brown, a global studies lecturer, explore how immigrant students can be an asset to higher education with their study “Immigrant Students and Global Education.”

Filomeno and Brown designed a collaborative, project-based undergraduate course to study the intercultural experiences of immigrant students at UMBC. Students developed the ability to collect and analyze qualitative data and empathy for immigrants as they learned about diverse peer experiences. The study determined that project-based assignments designed to take advantage of immigrant students’ intercultural experiences could yield significant contributions to the global education of immigrant and non-immigrant students alike.

“It is important that there are such stellar colleagues committed to the vital work of exploring the realities, lived experiences, and challenges of our immigrant communities,” says Kimberly R. Moffitt, dean of the College of Arts, Humanities, and Social Sciences. “We can only thrive as a society by supporting and working together with all members of our community and recognizing their contributions to a global society.” 

Digital storytelling for education and advocacy

Several of UMBC’s community-engaged researchers use digital storytelling to shift the focus away from the researcher creating information toward information being created by the community. One such project is “Intercultural Tales: Learning with Maryland’s Immigrant Communities,” developed by Thania Muñoz Davaslıoğlu, assistant professor of modern languages, linguistics, and intercultural communication (MLLI), and Tania Lizarazo, associate professor of MLLI and global studies. 

This project approaches digital storytelling from a feminist lens where non-academic knowledge such as lived experience is considered equally valuable in teaching and research. “Our project is informed by feminist theory and the field of critical intercultural communication in which power structures and hierarchies are emphasized when thinking about communication,” says Lizarazo, “Intercultural Tales is shaped by all of these fields/practices to facilitate (not guarantee) a more nuanced understanding of immigration as part of UMBC (instead of outside of it).”

This project, now in its third year, brings together students studying Spanish or global studies to produce digital stories of immigrant experiences with the goal of countering stereotypes. In one of the digital stories, “Pack Your Bag,” Heejin Hong ’18, MLLI, speaks of her parents’ transition from Korea to Paraguay, her time living in Brazil, moving to Mexico, and eventually settling in the U.S. 

“My parents were first-generation immigrants from South Korea to Paraguay, where I was born. Their life as immigrants was not easy. They worked day and night to support our family,” Hong shared. “They constantly moved to other cities and countries looking for work. When I was little, I moved to Brazil to be with my grandparents because my parents had to work. Brazil was my first experience with immigration and learning a new language, new places, new food, and new cultures.”

She continued, “I have now been living in the U.S. for more than ten years. I used to see all of the changes that made me grow up quickly and think of what I didn’t have. Now, I realize that I gained something greater: courage, independence, patience, a positive outlook, not to lament, and to keep moving forward.”

Muñoz notes the findings, which were published in the Journal of Community Engagement and Higher Education, show the process of sharing and valuing knowledge through the project in some cases enabled the students to reframe fear, confusion, and shame through a new lens that revealed feelings of pride, solidarity, and insight. 

“Most students had a more nuanced understanding of immigration,” says Lizarazo, “and a renewed appreciation for their classmate’s knowledge, which, in turn, shaped a less hierarchical learning space.”

Community-building through digital storytelling

Lizarazo also collaborated with local immigrant women to create “Moving Stories: Latinas en Baltimore.” The digital storytelling archive visualizes the immigrant experience from the perspective of Latinas in Baltimore. It aims to dispel stereotypes and share the diversity of their experiences.

Camila Daniel shared her experience of being a Black-Brazilian Latina living in Baltimore in her digital story “When Baltimore Became My Home.”

“In 2006 when I came to Baltimore, I lived the experience of what it means to be Black and Latina at the same time in a country that expects people to be only of one race. When people saw me with my accent, my hair, and my Black skin, they assumed I was African American. Many of the Brazilians were white. I didn’t feel I fit in anywhere. I suffered a lot,” says Daniel. 

She continues, “Now, I feel it was good for me to come to Baltimore, live in a predominantly Black city, and learn from Black people what it is to have pride in how you look and your history. At the same time, with Spanish and Baltimore, I have created a family that does not have my blood or nationality but one heart.” 

Since 2017, Lizarazo and Filomeno have also worked in partnership with Baltimore’s Latino Racial Justice Circle to develop, design, execute, evaluate, and share the “Honest Conversations on Immigration” project. Through dialogue, and digital storytelling, the program fosters conversations between U.S.-born citizens and immigrants that share faith-based spaces but rarely engage in dialogue. Since 2019, about 85 members of 15 congregations have participated. 

“Our goal as researchers is to use dialogue and digital stories as ways to bring different communities together around religion, race, and immigration,” explains Filomeno. “Through that process, we hope to create the potential to change the relationships among individuals, and between communities and society for the better.”

Baltimore’s immigration policies

Filomeno last year received the Hispanic Heritage Award from Baltimore Mayor Brandon Scott in recognition of his work facilitating dialogue as well as an earlier comprehensive assessment of Baltimore’s immigration policies. The study “Baltimore’s Policies to Attract and Retain Immigrants: A Community-Engaged Evaluation” was critical in shaping the strategic vision of the Mayor’s Office of Immigrant Affairs. It built on a prior study in which Filomeno reviewed Baltimore’s economic development, multicultural, and law enforcement policies, collaboration with civil society, and policy advocacy. 

“In all these studies, I have engaged local groups and organizations in the creation of knowledge about immigration and the application of this knowledge to help solve real-world problems,” says Filomeno. “This research has helped a local government trying to encourage the city’s growth through immigration, a faith community trying to build connections between congregants of different nationalities, and a university trying to leverage student diversity of national origin to promote global learning. As we say at UMBC, it is public research for public good.”

Documenting places of belonging and meaning 

Beyond Maryland, Yolanda Valencia, assistant professor of geography and environmental systems, explores the Mexican immigrant community of Pasco, Washington, and how this community creates places of peace, tranquility, and family—places of belonging and meaning—under disadvantaged conditions. In the forthcoming book Relational Life: Legal Death, Valencia draws on years of fieldwork in Pasco, transnational ethnography, archival research, interviews with city leaders, and testimonies from undocumented Mexican immigrants. 

“I aim to provide a historical political economy analysis of geographies of oppression overlaid with an analysis of spaces where this community thrives, as they both happen simultaneously across scale, time, and border,” says Valencia.

This year, Valencia received a 12-month Career Enhancement Fellowship, funded by the Mellon Foundation and administered by the Institute for Citizens and Scholars. She was also selected as a 2020 – 2022 Summer Institute on Tenure and Professional Advancement (SITPA) scholar. The mentoring and professional initiative is designed to facilitate junior faculty members’ successful transition to tenured associate professor status.

Another faculty member has been highly engaged with immigrant communities in New Orleans. The success of taco trucks and Soul Food pop-ups there have raised complex questions about food truck regulation, worker rights, and immigration. The Whiting Foundation awarded a $50,000 Public Engagement Fellowship to Sarah Fouts, assistant professor of American studies, along with local New Orleans organizers Toya Ex Lewis and Fernando López, to implement “Project Neutral Grounds: At the Intersection of People, Street Food, and the Hustle.” 

Lewis is the organizer of Project Hustle, born in New Orleans, and López is a Mexican-born documentarian. The three partners have worked together since 2013. Their latest collaboration will bring together Black, Brown, LGBTQ+, and immigrant food vendors in New Orleans to celebrate, share, and document their experiences and histories.

Challenging extractive research

This innovative research intentionally values the knowledge of immigrants and creates new ways for academics to think about primary sources. It highlights thriving communities and enables communication, personal reflection, and empathy while challenging systemic racism and the role of education and institutions in perpetuating inequalities.

“Recognizing each other’s humanity is not an abstract process. It requires a commitment to questioning pedagogies that reproduce the hierarchies we critique,” Muñoz Davaslıoğlu and Lizarazo explain. “Teaching and learning are inextricable from struggles against the dehumanization of immigrants and minorities.”