Chatham University and Dublin Institute of Technology (DIT) have signed a Memorandum of Understanding (MOU) designed to encourage collaboration between the two institutions. Possibilities included but are not limited to research partnerships; formal exchange programs for faculty and students; shared courses; and combined degrees.
“Dublin Institute of Technology sought us out as a partner because of our leadership in sustainability,” says Assistant Vice President for International Affairs Chris Musick. “There are several areas of academic overlap between the two institutions, and language is not an issue.” Musick notes that the partnership dovetails well with Chatham’s Year of Global Focus for 2018-19, which is Ireland.
“DIT has incredible programs that provide student brainpower for community projects,” adds Chatham Director of University Sustainability Mary Whitney, PhD.
In welcoming this important new platform for collaboration with Chatham, DIT President, Professor Brian Norton, said, “We are all excited by the prospect of working more closely with colleagues in Chatham University and look forward to developing collaborative research projects and mutually beneficial study abroad options for our students and staff.”
DIT is home to the Environmental Sustainability and Health Institute (ESHI), a joint program of Ireland’s National Health Service, Environmental Protection Agency, Dublin City Council, the EU and the University of Ulster. ESHI includes research institutes such as the Dublin Energy Lab, Water Innovation Research Center, Food and Health Research Center, and e-Health.
Chatham President David Finegold signed the Memorandum during his visit to Ireland in November, which followed President Norton’s summer visit to Chatham.
“DIT couldn’t have been more welcoming during my visit and I believe this will be a great long-term partnership,” says President Finegold. “Beyond our shared strengths in sustainability and food studies, there are a range of academic areas where we can work together, from interior architecture and virtual worlds, to more inclusive approaches to entrepreneurship.”
Since November, DIT’s Head of School for Culinary Arts & Food Technology, Dr. Frank Cullen, has visited Pittsburgh. Further exchanges and collaborations are being developed for 2018-19.
The only student from Hyderabad, India to have been accepted to the prestigious Global Undergraduate Exchange Program, Soumayani Ghoshal spent this fall semester living and learning at Chatham. As the semester comes to a close, we asked her about her experience of being part of the Chatham community while representing India and how she qualified for the opportunity.
Q: What is the Global Undergraduate Exchange Program? A: Global UGRAD is a one-semester scholarship that gives outstanding undergraduate students from around the world the opportunity for non-degree full-time study combined with community service, professional development and cultural enrichment.
This year, there were 22,661 applications from around the world, 250 finalists, five of whom were from India.
Q: What is something you did not expect about Chatham? A: I never expected my classes to be so interesting and interactive. I also did not expect people here to be so warm and welcoming from the very first day. It has just been four months and I have come to call this place home.
Q: Why did you choose to major in journalism? A: I have always been inclined towards writing, and journalism is something I am extremely passionate about. I am majoring in journalism back in my home country with world politics as a minor, so I wanted to learn more about this field in the United States too. This opportunity led me to shadow a journalist at the Pittsburgh Post-gazette, which was very exciting.
Q: What are your future plans? A: I am looking forward to coming back to the United States for a Master’s degree in Investigative Journalism, and I hope to be able to work here someday.
Q: What’s something that you miss about India that you wish could be implemented in the United States? A: Honestly, it’s the other way around. As the semester is almost coming to an end and so is my program, I will miss the fun and engaging activities that Chatham offers to students on a regular basis and wish to implement these in my University back home.
I was also very inspired by students here who make their own financial decisions and work to pay for their college. This is something that we don’t have back home and I wish to do something about that.
It can be hard to access healthcare in Nepal, says Chatham nursing student, Devin Corboy ‘18. “It’s one of the poorest countries in the world. It’s mostly rural, so access is limited by time and terrain. And if it’s not free or almost free, clients just don’t have the resources to pay.” Devin also points to a shortage of providers (“Doctors aren’t well paid—it’s not as prestigious there as it is here. They work around the clock and it’s often necessary for them to hold several positions”) and—literally—energy (“With rolling blackouts, they spend long periods of time without electricity—often 12-14 hours per day.”)
That’s in the best of times.
But on April 25, 2015, Devin woke to news of a 7.8 magnitude earthquake in Nepal. Approximately 9,000 people were killed and more than 21,000 injured. Devin and his wife had spent time there the previous fall, made friends, and fallen in love with the region. Devin—a student in Chatham’s Bachelor of Science in Nursing program and a nurse in the Pediatric Intensive Care Unit at Children’s Hospital of Pittsburgh of UPMC—knew that he had to help. Just over two weeks later, a second earthquake killed at least 153 people and injured more than 3,200. That was the day Devin arrived in Nepal.
“In third-world trauma environments, scope of practice is directly proportional to your knowledge and level of comfort.”
His Nepali friends had told him the only way to reliably bring in supplies was to carry them in himself, so he showed up with over 100 pounds of medical supplies. “The airstrip was lined with cargo containers with food and other resources from countries who wanted to help,” he recalls. “But the government couldn’t release the supplies because of their regulation requirements. They had to register it. So much food sent over there never made it to anyone because it went bad.”
“When I arrived, my friend drove me to a community health clinic, where I saw people lined up out the door. Suturing and setting broken bones and dislocated limbs aren’t typical nursing practices in the US, but in third-world trauma environments, your scope of practice is directly proportional to your knowledge and level of comfort,” Devin says. “We worked with the highest degree of sterility possible using the supplies I carried from the US. We worked in the street, day and night, through heat and rain, under temporary tarps and in tents because damage to the hospital made it unsafe. Patients arrived on overcrowded buses. Three people per seat wasn’t infrequent, and you’d see men, women, and children hanging off the roofs.” It wasn’t uncommon for patients to arrive in need of critical treatment due to accidents caused by this method of travel that was both unsafe and unavoidable.
After a couple of weeks, Devin and a guide loaded up five yaks with life-saving provisions and set forth to Thame, a village in the Everest mountain region that had been all but wiped out. They made what was normally a five-day trek to the village in two days, hiking 12-hour days carrying 50-60 pounds of supplies.
When they arrived, they saw that one building was left standing, the medical clinic was gone, and people were living openly on the streets. “It was the monsoon season, cold and rainy,” says Devin. “No one had tents. We spent much of our time passing out temporary shelters and tarps.”
Nepal, Take 2
Devin returned home after just over three weeks, but in November, he and his wife returned to contribute through the All Hands disaster response effort. They were there for almost two months. “I had to delay my entry into the BSN program,” said Devin, “but Chatham said no problem, we’ll contact all your instructors, and we’ll figure it out.”
Much of the work in Devin’s second trip focused on demolition and rebuilding efforts, but it wasn’t long before his medical skills were called into action. The Project Director created the position of First Aid and Medical Curriculum Coordinator for him, and among his initiatives was to bring in anti-venom medicine. In the eight months since the earthquake, snakes—most of which were poisonous—had made their homes in all the debris. “There was a high probability that someone would get bitten and die,” Devin said. He coordinated with project partners in the UK to get the anti-venom. “It took about two and a half weeks for it to get here,” he says. “Meanwhile, we were seeing about six baby snakes each day, and thinking ‘oh boy, where’s Mama?’”
Eventually, Devin wants to open a community health clinic in West Africa. He envisions a solar-powered clinic focused on sustainable community health and education that can also provide emergency medical capabilities. He views his experiences in Nepal as simultaneously good training and a valuable expansion of perspective.
“I saw how spoiled we are,” he says. “I was able to bring over pre-sterilized gauze pads and Nepali healthcare providers couldn’t believe how easy they were to use. The way they’d do it is to cut a piece of gauze, heat it to a temperature that kills bacteria, maybe rest it on dirty pants to fold it, tape it to the wound, if they even had tape. In the U.S., we have all these supplies that don’t even exist in Nepal, and we toss them into the garbage when they fall on the floor or the package doesn’t look right. We treated at least 300 people with supplies equivalent to two days worth of what we throw away here. And the mentality of receiving healthcare here is so different,” Devin continues. “They were so appreciative of every single thing we were able to do. In their eyes, it’s not our duty, and it’s not their right.”
More than ever, the world is becoming an increasingly close social and economic global entity. Today’s students need to be well prepared to function and thrive within the context of the global economy. At Chatham, students get a leg up on their competition on this front thanks in part to the University’s award-winning Global Focus Program.
Launched in 1995, the Global Focus Program concentrates on one country, region or subject of global relevance each year, inviting the university community to study that country or subject through coursework, class assignments, campus events, community activities, overseas travels, co-curricular initiatives and service learning projects.
“When you are a Chatham undergrad, you do your four years here and get your bachelor’s degree, but you’ve also gained pretty deep knowledge of the culture, economics, and history of four countries or regions of the world,” said Dr. Jean-Jacques Sène, Ph.D., assistant professor of history and Global Focus Coordinator.
O Canada The Global Focus Program has designated 2016-2017 the Year of Canada. The second largest country in the world by size, with a history of relatively peaceful relations between First Nations and Euro-descendants, Canada’s standing in the global arena will only grow as the economic and strategic stakes centered around the Northwest Passage become more urgent.
The Global Focus program has two main criteria in selecting its yearly theme, according to Dr. Sène. “Number one it has to be a place that has some ‘clout’ in the world. Canada achieves that because of its First Nation status, the Northwest Passage and more,” he said. “Additionally, it has to have a physical presence in Pittsburgh with which our students can interact, and with more than 52 Canadian-owned companies in the Pittsburgh region, Canada has that as well.”
In the curriculum and beyond One of the key elements of the Global Focus Program is full curricular integration, demonstrated through the All-Campus Author, which this year will feature Richard Wagamese’s book One Native Life. Wagamese is one of Canada’s foremost writers and storytellers, and members of the Canadian Native groups will visit Chatham throughout the year to discuss the book. All incoming first-year students take a communications seminar, which will feature this book. Three graduate courses also assign the book, offering the opportunity for grad students to visit the undergraduate sections for short presentations and to lead discussions.
One of the most recent events held as part of the Global Focus program is the Canadian Business Education Networking event, which featured the opportunity for students to interact with Pittsburgh area business leaders with Canadian connections at the Eden Hall Campus. A tour and networking opportunity were highlighted by speakers, including an appearance by Aafke Loney MBA ’11, who created Business and Education Connected LLC to connect students to current job markets through the integration of strength, discovery and interest awareness. Loney is also the co-owner of the USHL’s Youngstown Phantoms hockey team.
“Global focus puts the global in global studies,” said Dr. Sène. “The program teaches students critical thinking skills with global competencies. They also get to network and meet people they would never get to meet otherwise.”
The Global Focus Program has been a hallmark of the Chatham University experience since 1995. The Global Focus Year of the Communities of Islam received the 2002-2003 Institute of International Education’s Andrew Heiskell Award for Innovation in International Education.