Viyali Bhattacharjee
‘26 Environmental Engineering M.S. Student

Update: This position has been filled for Spring 2026.

Position Overview:

Position Type: Internship, Stipend, Undergraduate Student, Graduate Student

Internship Description:

Do you always find yourself talking about social justice? Are you the friend in your group who's always adding “nuance” to the conversation? Then we’re looking for you! Social Justice Dialogue Facilitation Fellows work for the Center for Social Justice Dialogue and are supervised by professional staff within the Center. 

The main role of this internship is to support the work of the Center for Social Justice Dialogue (CSJD) in cultivating a campus community where everyone feels empowered and equipped to engage in difficult dialogue across differences of identity, background, and lived experience. Built on a foundation of Intergroup Theory and other social justice education frameworks, interns will co-create and deliver workshops on topics of identity, social justice, and dialogue to student populations. Further, students will support projects including MediaBytes, Your Story Belongs Here, InterACT, FYS: Race, Social Justice, and Dialogue, and other departmental programs. They may also support collaborative dialogue programs in partnership with other departments on campus (e.g. The Women’s Center, Center for Democracy and Civic Life, Initiatives for Identity, Inclusion & Belonging, etc). Facilitators are expected to work a maximum of ten hours a week which includes weekly staff meetings to engage in deep learning, prepare for workshops, and continue developing student-focused programming. Interns engage in ongoing training, reviewing key activities, facilitation skills, and foundational introductions to various social justice concepts. Interns must be available for these training sessions as well as program retreats.

Upon the completion of more advanced training (including Restorative Practices) and a full year of participation, students will have the opportunity to apply to a “senior internship” position to facilitate higher stakes dialogues.

General Responsibilities:

Abi Postus
‘27 Chemical Engineering - Traditional Track

Nataly Al Hijazin
‘27 Chemical Engineering - Biotechnology & Bioengineering Track

B.S.: Neuroscience and the Spanish Language

Any other major, minor, certificate, and/or honors that will be on your graduation records

• Biological Science (B.A.)
• Minor in Psychology
• Certificate in Spanish 

Degree Mentors 

• Dr. Fernando Jaime Vonhoff, Assistant Professor of Biological Sciences, UMBC 
• Dr. Thania Muñoz Davaslioglu, Director of the M.A. Program in Intercultural Communication
• Eric Brown, Assistant Teaching Professor, Individualized Study 

Why did you choose to major in INDS?

I chose to major in INDS because it allowed me to design a degree that truly reflects both my academic and career goals. Before coming to UMBC, I knew I wanted to study Neuroscience, but at the time it wasn't offered as an official major. While planning my courses, I realized that a traditional Biological Sciences B.S. with a Psychology minor wouldn't provide the depth in neuroscience that I was looking for. Around that same time, I attended UMBC's Involvement Fest, where I learned about the INDS program from the Neuroscience Club president and then through an information session with Ms. Carrie Sauter. Through those conversations, I discovered that INDS would give me the flexibility to integrate my passion for Neuroscience with my interest in Spanish intercultural communication—something no single major could offer. This path allows me to prepare for my long-term goal of becoming a bilingual neurosurgeon that addresses the need for culturally competent healthcare.

What are your plans for after graduation, and how do you see using your INDS degree?

After graduation, my plan is to pursue a Master's in Medical Science to strengthen my academic foundation and prepare for the rigor of medical school. From there, I intend to matriculate into medical school and ultimately pursue a career in neurosurgery. My INDS degree—integrating Neuroscience, Biological Sciences, and Spanish—has prepared me to approach medicine from both a scientific and cultural perspective. By combining research training in neuroscience with intercultural communication skills, I will be able to contribute to advancing neurological research while also breaking down language barriers in healthcare to provide more equitable and compassionate care.

Were you involved in any clubs or organizations? Did you hold any leadership positions? URCAD? URA? Off-campus internships? On-campus research experiences?

Clubs/Organizations:

• Social Media & Events Coordinator| Pre-Veterinary Society
• Event Planner| Retriever Essentials Student Leadership Board

Volunteer: 

• Retriever Essentials Free Grocery Store
• Hearts 4 the Homeless
• Neuroscience Club
• American Red Cross
• Pre-Medical Society
• Pre-Law Society
• Caribbean Student Union
• Society for the Advancement of Chicanos/Hispanics and Native Americans in Science  (SACNAS)
• Students of Applied Behavior Analysis Society  (SABAS)
• Biology Council of Majors
• Black Student Union 

On and Off Campus Internships:

• Undergraduate Research Assistant| FDA's Center for Devices and Radiological Health: Office of Science and Engineering Laboratories
• Undergraduate Researcher| The Vonhoff Lab
  
  

For More information on Kayla's INDS journey please click here

This Week in EA

• Being Black Abroad - Hot Topic Sessions | Tuesday, Nov. 25 | 12pm-1:00pm | Virtual
  

  What does it truly mean to navigate the world as a Black traveler, and how can understanding your racial identity abroad shape your experiences? How can you connect with others, build community, and find support while embracing your Black identity in a new cultural setting? Come join us for an overview of what it means to be black abroad, tips, sharing experiences and building community!

• Adam Baji UMBC Life Takeover | Tuesday, Nov. 25

  Follow along on the @UMBCLife Instagram as our Abroad Ambassador Adam does a "Day in the Life" from Newcastle, U.K! Catch up on his study abroad so far by reading his blogs!

Study Abroad with ISEP Exchange

Did you know that you can study abroad for the same cost as studying at UMBC? With ISEP Exchange, you pay UMBC tuition and room and board and receive the equivalent abroad! With hundreds of university partnerships around the world, ISEP can help you study abroad almost anywhere! With ISEP Exchange, you rank up to 10 universities in order of preference. Then, based on available space, you will get placed at one of your choice universities. The UMBC deadline for ISEP Exchange Programs in Fall '26, and AY 26-27 is February 1st, 2026. ISEP's deadline is March 1st. You must submit both applications.

Recurring Events and Deadlines

• February 1st, 2026: ISEP Exchange and Nanzan University Fall '26, and AY 26-27 Applications due

• February 16, 2026: Summer 2026 Faculty-led Program Applications due

• March 10th, 2026: Summer (non-faculty led), Fall, and Academic Year 2026-2027 Applications due

• Summer 2026, Fall 2026, and Academic Year 2026-2027 advising is available now! Contact educationabroad@umbc.edu to schedule an advising appointment.

• Faculty-Led Study Abroad Virtual Drop-in Hours
  Tuesday | 3pm-4pm | Virtual

• Study Abroad 101 Sessions
  Monday | 11am-12pm | Virtual
  Tuesday | 2pm-3pm | Virtual
  Wednesday | 1pm-2pm | Virtual

Philanthropy is often associated with major donations and high-profile donors, but at its core, it is about people coming together to support causes that matter to them. At UMBC, fostering a culture of giving isn't just about financial contributions, it is about enabling student success and allowing them to engage with their community, support one another, and shape the future of our university. 

Through working in UMBC's Office of Institutional Advancement and overseeing the Giving Pack, I've seen firsthand how small actions all have lasting impacts. Whether through volunteering, engaging in philanthropic initiatives, or simply being a UMBC Advocate, every student has the ability to contribute to a culture of giving.

Why Campus Philanthropy Matters

How Students Can Make a Difference

In addition to making financial gifts to UMBC-related funds, here are some ways college students can make a tangible impact on the university:

Volunteer on Campus

Time is one of the most valuable gifts a student can give. Volunteering at university events like Homecoming and Black & Gold Rush (to name a few) showcases a commitment to UMBC's success and helps strengthen campus culture.

Share Your Story and Be a UMBC Advocate

Personal experiences can be powerful motivators. If a student has benefitted from a scholarship, academic program, or other donor-funded initiative, sharing their story will inspire others to get involved and do the same. Social media platforms, word-of-mouth, and student group meetings are all great ways to amplify impact.

Participate in Cultivation and Stewardship

Events like Hilltop Pop-Up tabling in the Commons and Black and Gold Rush (happening on March 4th-5th, 2026) provide students with opportunities to engage in the processes of building relationships with UMBC alumni and friends as well as nurturing/maintaining these relationships. Actions as simple as writing thank-you notes to donors, volunteering to assist the Institutional Advancement team at event stations or simply showing up in support of philanthropic efforts all have lasting impacts and help strengthen a culture of gratitude and generosity.

Mentorship and Networking Opportunities

Giving back doesn't always require grand gestures, sometimes, it's as simple as supporting a classmate, offering help, or being open to receiving it from a peer or alumni. By engaging in mentorship and networking, you can strengthen your own growth while making a positive impact on others. Here are a couple of valuable opportunities for you to get involved:

• Retrievers Connect: A virtual network that connects students with UMBC alumni for career advice and professional development opportunities.

For more information on mentorship and networking opportunities, connect with the Career Center.

The Long-Term Impact of Student Philanthropy

Building a philanthropic culture at UMBC starts with our students and is about instilling lifelong habits of giving that resonate through our alumni's personal and professional lives. Many of our alumni began their own philanthropic journeys as students, a tradition that continues to evolve our university.

UMBC's alumni network, including over 100,000 graduates, exemplifies the lasting impact of student philanthropy. During Black & Gold Rush 2025 (UMBC's Day of Giving), the UMBC community shattered records—1,564 donors raised over $329,555 to support student success! This year, we aim to surpass that milestone, proving once again that the UMBC community is always ready to rally and uplift students.

At the heart of campus philanthropy is the Giving Pack, a group of student leaders dedicated to educating their peers on the importance of giving. Through methods of fostering connections with alumni, stewarding donors, organizing campus initiatives, and demonstrating the impact of philanthropy on campus, Giving Pack members are ambassadors of the university who support UMBC's continued development. Partnering with them is the Office of Institutional Advancement, which helps bridge the student-alumni connection through events, strategic outreach, and fundraising efforts. 

If you are a current UMBC student and interested in becoming a Giving Pack member, please email nstachur@umbc.edu with any questions you may have!

Leaving a Legacy: The Power of Giving Back

Philanthropy at UMBC is about something larger than just making a gift; it's about creating and constantly nurturing a community where every individual feels empowered to make a difference. The acts of kindness, support, and shared responsibility we engage in today shape not only our campus but also the world beyond. As students, alumni, faculty, and staff, we have the unique opportunity to be the architects of a legacy built on generosity and service, a legacy that will inspire future generations to continue this tradition. UMBC's culture of giving is not just something we uphold; it's something we actively build together, one meaningful contribution at a time.

Nicholas Stachurski is the Assistant Director of Annual Giving at UMBC. He strengthens relationships between UMBC's 100,000+ alumni and the next generation of Retrievers by supporting programs that foster engagement, philanthropy, and meaningful student–alumni connections. His work helps build a strong, enduring culture of giving and support at UMBC.

Blackboard course shells for Winter and Spring 2026 were created on November 21, 2025.

All Winter and Spring 2026 courses listed in the UMBC Schedule of Classes (SOC), regardless of designation as lecture, lab, etc, or instructor assignment, now have a Blackboard presence. RT requests are no longer needed for research, independent study, or practicum courses. As new course sections are added to the SOC by Department Scheduling Coordinators, corresponding Bb shells are automatically generated overnight. 

• If you are an instructor and your name is not associated with the course you are teaching in the SOC, please contact your Departmental Scheduling Coordinator to resolve the issue. Once you are listed in the SOC, your access to the Bb course shell will be updated automatically.

• If you and your Department Scheduling Coordinator believe you are correctly assigned as the instructor of record in the SOC and you do not have access to your course shell in Blackboard, please submit a Request Tracker (RT) ticket via my.umbc.edu/help.

Course Merge Request Process

As announced by DoIT in April 2025, instructors teaching multiple sections of the same course will find a separate Blackboard course shell for each section or course component. Courses will not be merged by default. Instructors planning to use separate shells will no longer need to submit an RT request. New for WT/SP2026: Cross-listed and combined courses will be merged automatically. Courses with multiple components will not be merged by default.

Course shells may be merged or removed upon request using the new Blackboard Course Merge or Removal form  (UMBC login required), which we recommend submitting at least one week before the semester starts, if not as soon as courses are created in Blackboard. NOTE: Courses should not be merged or split after student grade data and engagement activity is recorded, since it will be purged as part of the separation process.

Create an Inclusive & Accessible Course Environment

Plan your accessibility and Universal Design for Learning strategy before students begin working with course materials. Ally, an accessibility tool, is enabled in all course shells. Ally automatically scans uploaded and created course content, then performs a series of steps to make that content more accessible. Please review the Ally FAQs for more information about the accessibility indicators on course content andalternative formats, or attend an upcoming training session.

Connect with Instructional Technology

As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:

• Check our extensive FAQ collection 
• What's new in Ultra? | Known Issues 
• Open a ticket via RT
• Follow the Instructional Technology & DoIT myUMBC groups
• Request a consult with instructional technology staff
• PIVOT | Academic Continuity | Keep On Teaching | Student Technology Resources

Hi everyone,

I'm in need of extra graduation tickets for this Dec. 2025 ceremony. Ideally, I'm looking for 3, but if that's not possible, even 1 extra ticket would be greatly appreciated. Please reach out to me on my email at: dabdull1@umbc.edu if you can help.

Thank you so much!