We present the March 2019 edition of Teenagers in The Times. This roundup of news and feature stories about young people that have recently appeared across sections of NYTimes.com appears on the first Thursday of each month during the school year.
For ideas about how to use Teenagers in The Times with your students, please see our lesson plan and special activity sheet, both of which can be used with this or any other edition.
Jeremy Kunkel, 18, claims he shouldn’t be forced to be vaccinated against chickenpox. He contends that barring him from school violates his First Amendment rights.
The 18-year-old Canadian, ranked 60th, is the youngest player to win the tournament since Serena Williams in 1999. Dominic Thiem beat Roger Federer for the men’s title.
On the cusp of their teenage years, the protagonists of these novels deal with death in the family, remembered childhood trauma and many varieties of parental pressure.
Jerry Craft’s tale of an artistic black kid navigating a mostly white prep school, and Lincoln Peirce’s new series about a medieval girl who longs to be a knight.
Have you ever felt like an outsider, or as if you just didn’t fit in somewhere? Maybe it was at school, on a team, with a group of friends, in a public place or even in your own home?
If so, what was it that made you feel different? Was it your race, ethnicity, gender or sexuality? Maybe it was it your economic status, political views, religious beliefs, nationality or language? Perhaps your ability, cultural values, personality or interests? Or maybe it was something else entirely?
What was that experience like for you? In general, did you enjoy standing out, or did you find it challenging?
In “On Being an Outsider,” Christina Thompson writes about her children’s experiences of feeling like outsiders because of their mixed ethnicity:
Before I had any children of my own, I spent a decade and a half living in places where I was an outsider. While I never lost the feeling of estrangement that comes from missing basic cultural cues, for me this was a period of great liberation. I loved the freedom that being a stranger gave me. I loved the fact that people were unable to “place” me and that I was also largely free of preconceptions about them. …
When we began having children — three boys in seven years — I was excited by the idea that our kids were going to have a complex identity. It would begin simply with the way they looked. My husband is dark, I am fair, our children are a range of in-between. They all have dark eyes, dark hair, neither curly nor straight, and skin that is light in winter and goes brown quickly in the sun. Ethnically speaking, they are quite difficult to place; over the years they have been mistaken for Latino, Iranian, Turkish, Pakistani, half-Korean, half-Japanese.
I loved the idea that our children were ethnically ambiguous. I saw this as their passport to freedom and viewed our boys as citizens of the world. I wasn’t sure how long it would take them to understand it, but I was confident that the rich complexity of their ancestry would become apparent to them in time. It never crossed my mind that it could be anything other than a bonus. …
Our three sons are now grown, and it recently occurred to me to ask about their experience of being hapa. Some of what they told me came as a surprise.
One of my sons described his childhood in terms of being “culturally unmoored.” “We were like expats,” he said, which, in fact, we were for much of his early life.
But it was a feeling that stuck, even after we moved back to live with my family in Boston. He always felt that we were different from the people around us, an experience he likened to being “not quite a native speaker.”
He conceded that being different was in some ways an asset, in that people were interested in him, but also that “it makes the game harder.” When you’re different, he said, you stand out, regardless of whether you want to or not. “Not everyone is suited to it,” he observed.
This was certainly the case for another of my sons. “From the first day of school,” he told me, “I felt different from my classmates.” He described this as a “slightly bad feeling” and said he’d been bullied, something he’d never told me before. For him, difference was not an advantage, it was a burden, and his looks, which are somewhat exotic, were “a card you could play but don’t really want to.” He, too, acknowledged that this exoticism could be an asset, but it was not one he had ever wanted and the price he’d had to pay for it was steep.
My third son had an entirely different take. By the time he was in middle school, he told me, he had recognized that being unusual gave him a social advantage. “I knew it was something that was cool,” he said. He told me that he got a kick out of the fact that people couldn’t pronounce his surname (something that caused his brother endless misery) and observed that the social cred effect had only increased with age.
Amir Goldberg, an associate professor of organizational behavior at Stanford University Graduate School of Business, who studies outsiders inside the workplace, says being an outsider can cause culture shock. But that doesn’t have to be a bad thing.
“If you have support, that shock can be translated into an advantage,” he said.
That was the case for Jonah Shainberg, a fencer from Rye, N.Y., who is Jewish. When he was accepted to Notre Dame, a football-heavy Catholic university in Indiana, his mother balked at the idea.
“I’m not sending my Jewish son to Notre Dame,” Mr. Shainberg recalled her saying. He was also skeptical.
But once he was there, Mr. Shainberg, who graduated this year with a bachelor’s degree in business administration, discovered something about himself he had not totally understood before: His faith was central to his identity.
“I think Notre Dame made me more Jewish,” he said.
For Elyse Hutcheson, 21, the opposite was true. Her time at Hillsdale College, a Christian college in Hillsdale, Mich., helped her get in touch with her views on reproductive rights, immigration and social welfare programs.
When she arrived, she said, “I knew I wasn’t a conservative, but I didn’t know I was a liberal.” By her junior year, she had re-energized a defunct club for campus Democrats and realized she was agnostic.
She graduated this year with a degree in psychology and art and took a job as a research assistant at Brown University, a liberal-leaning college in Providence, R.I.
While Ms. Hutcheson admits it’s a relief to now be around like-minded thinkers, she says fitting in comes with its own pitfalls.
“I don’t want to become complacent because the ideas I have aren’t being questioned anymore,” she said.
Students, choose one of the articles to read in its entirety, then tell us:
— Have you ever felt like an outsider somewhere? What made you feel different from the people around you? What was that experience like for you? How do you feel about it now?
— Have you ever purposely put yourself in the position of being an outsider somewhere? Why did you do it? What did you learn from the experience?
— In the second article, Nikki Bruno, an admissions coach in New Jersey, says being an outsider isn’t for everyone. Students should have an “adventurous spirit” and seem particularly confident before she would suggest an environment that is outside their comfort zone. Do you have that “adventurous spirit”? Do you prefer standing out or fitting in? Do you thrive when you are around people who are more similar to you or different from you? Why do you think that is?
— If you had the chance to be an outsider somewhere — say, to live in a foreign country or attend a college with people who have very different beliefs than you — would you take it? What do you think might be gained from doing this? What do you think would be challenging about it? Over all, do you think it would be a positive or negative experience for you? Why?
Codecademy’s very own Nick Duckwiler (left) and Ryan Tuck from Warby Parker (right) in our office. (📷: Mitch Boyer)
Last month, Codecademy and Warby Parker came together to work on a special Learn SQL from Scratch Capstone Project. It was during this time when I met Ryan Tuck, a Data Engineer at Warby, who played a major part in this partnership. So when he decided to drop by our office for the final QA round, I had to break out my notebook and ask some questions. Enjoy.
Hey Ryan, let’s start off with a question I’ve had for a while — what is a Data Engineer? (Is it similar to a Data Analyst or a Software Engineer?)
At Warby Parker, data engineers are responsible for creating and maintaining the plumbing required to support the data and reporting needs of the business. We use software engineering practices to automate the work of data cleaning, normalizing, and model building so that data is always ready to be consumed by data analysts in every department.
What languages/frameworks do you use at Warby?
On data engineering, we use Python as our general purpose programming language, as do most of the other teams in our Technology department. When it comes to databases, we use PostgreSQL for the majority of our SQL needs, and are beginning to use Amazon Athena and Google BigQuery for some of our larger datasets. We use Looker as our exclusive business intelligence entry point to all of this data.
What are some of the projects you worked on?
I’ve had the privilege of working with a lot of of smart people in every department at our company to help them solve their varied data needs, from reconciling financial data with the Accounting team to automating and modeling standardized performance metrics for our team of over 200 customer experience advisors.
As part of a team of five supporting the data needs of a rapidly growing company, I’ve tried where possible to focus on helping our analysts solve their own problems. This includes helping people learn Python and commit to our codebase, guiding the creation of data models in SQL, and encouraging people to submit pull requests to add features in Looker, our BI tool.
Seeing dozens of otherwise “non-technical” colleagues opening up PRs on a daily basis, and consequently being part of the democratization of tech that we value at Warby Parker, is probably the most rewarding “project” I’ve been a part of.
One project finished recently during our first annual “Hackweek” is called Pipes, which allows anyone at the company to easily move large amounts of data from wherever to wherever (Looker, Google Sheets, PostgreSQL, BigQuery, etc) on a regular cadence, or manually through a simple one-line chatbot interface. The adoption has been overwhelmingly positive and we’re looking to grow this sort of tooling out even more.
“We use software engineering practices to automate the work of data cleaning, normalizing, and model building so that data is always ready to be consumed by data analysts in every department.”
What got you into the data field?
I’ve always been drawn to analytical fields like math, and became pretty proficient in Excel during some internships in college. Once I had learned to program and learned more about data science and its applications in artificial intelligence, I knew that anything I could do to immerse myself in the world of data would be a step in the right direction.
Three and a half years ago, I landed a job as a junior software engineer at Warby Parker not fully knowing what I was in for, but am so glad I got the opportunity to help build tools to support an interesting and ever-changing data-driven culture here.
Where did you learn SQL and Python?
I had a background in C++, and was exposed to Python through an Intro to Data Science course. When Warby Parker hired me onto the Data team in 2015, I had never written a SQL query in my life, but picked it up quickly and within a few months started up internal SQL training classes, which I still teach on a monthly basis.
What does your tattoo say?
The ultimate cheatsheet.
This is Bayes’ Theorem, which is an equation that describes how to update probabilities given new evidence. Two summers ago I worked on building a tool to help predict weekly fantasy football performance. Some colleagues suggested a Bayesian approach would be appropriate, since there aren’t really enough data points in an NFL season to be able to use statistical approaches that require larger datasets, and I’d want to regularly update my predictions after each player’s latest performance.
I did a deep dive into understanding the (simple) math underlying Bayes’ Theorem and came out of that experience with a whole new worldview, understanding my entire knowledge of the world as a big and intricate probabilistic model that I was continuously updating with every experience I ever have. It was pretty transformative, and I figured that was worth a tattoo.
What is a concept in SQL/Python that’s essential to your work?
Donald Knuth said, “Premature optimization is the root of all evil.” I’ve generally found this to be true, and try to live by it in my work. For example, I’ll generally prefer to keep a data model simple by rebuilding it for all time on a daily basis using a single SQL query instead of making a more complicated model that requires iteratively adding to a table, keeping track of state, updated timestamps, when something last ran, etc.
A wise man once said, “Duplicating data makes things go fast,” but databases are already impressively fast to begin with, without implementing anything to improve performance. Ultimately, I almost always approach a problem thinking about optimizing for my time over machine time, for readability over performance, and for introducing as little cognitive overhead as is required by the problem at hand. Only once performance issues or readability issues present themselves will some code be worth a rewrite.
Last question! Since you wrote Warby Parker’s internal SQL training courses, I know there gotta be some inner Curriculum Developer in you. Can you teach a SQL concept in 2 minutes?
Sure! Have you ever written a query that yields some result set and you think, “I’d love to query the stuff I just produced like it was a table?” Enter the WITH clause.
Suppose I have a mega query that gives the transaction summaries:
select
transactions.date as transaction_date,
sum(items.price) as total_cost,
count(*) as number_of_items
from
transactions
inner join
customers
on
customers.id = transactions.customer_id
inner join
transaction_items
on
transactions.id = transaction_items.transaction_id
inner join
items
on
items.id = transaction_items.item_id
Using WITH, I can create a temporary table within my query that I can SELECT from and treat it just like a regular old table.
I will put everything from the previous query in a parentheses and use WITH to give it the name transaction_summaries.
Then I’ll apply the date and customer filtering down below for a more readable query, to separate out all the JOIN logic from the actual WHERE filters that I want to apply on that data.
with transaction_summaries as (
select
transactions.date as transaction_date,
sum(items.price) as total_cost,
count(*) as number_of_items
from
transactions
inner join
customers
on
customers.id = transactions.customer_id
inner join
transaction_items
on
transactions.id = transaction_items.transaction_id
inner join
items
on
items.id = transaction_items.item_id
)
select
*
from
transaction_summaries
where
first_name = 'beyonce'
and
transaction_date > '2018–01–01'
order by
total_cost desc
limit
5
If you’re familiar with subqueries, this does a similar thing but makes the SQL far more readable, even if your query isn’t quite as performant as it would have been. This is essentially an implementation of the mantra “Don’t Repeat Yourself” that’s common in the world of programming.
Incredible. And love the SQL styling! 😍
Huge shout out to Ryan and the whole Warby Parker team for making this partnership happen. Special hat tips for behind-the-scenes support from:
Side 3: Example, Picture, or Story. Now we’re getting somewhere. On tests, teachers often ask students for a definition of a term. Or they give students a definition and ask for the term. But sometimes teachers ask students to provide, or recognize, examples. Students get stuck if they’ve only memorized words and can’t picture a concept, or tell a story with or about the concept. So why not make this part of studying! Here’s a story about humility: A guy understands that just because he’s gotten a haircut doesn’t make him qualified to teach someone how to be a barber. Or, as I’ve written about elsewhere, just because you have had and recovered from a psychological problem like anxiety doesn’t make you qualified to treat it professionally.
Our class discussion turned to other virtues—one of them being prudence. Here’s one of the definitions from Merriam-Webster: “caution or circumspection as to danger or risk.” One student said, “Well, that’s the same thing as humility.” The student appeared to be lumping the terms together because the language of the definitions was not sufficiently different. He needed to play a little with the concepts to get them clear in his mind. If we had only a 2-sided flashcard to work with, I might have repeated the definitions and students might have memorized them but still been confused. With Side 3, however, we told additional stories about people being humble and prudent. Here’s one that may help: Two people walk into a bar. Herman, the humble person, says, “I’m not sure I can hold my liquor that well, so I’m only going to have one beer.” Paula, the prudent person, says, “I’m driving and I don’t want to get into an accident, so I’m only going to have one beer, too.” Many students have a much easier time understanding definitions when they have pictures, stories, and other applications. When confronted with an example on an exam, students can match the picture in the question to their own pictures, and see which one matches the best. Thinking in pictures can be very effective in addition to thinking in words.
3. An additional challenge: What connections can you make between this film and your own life or experience? Why? Does this film remind you of anything else you’ve read or seen? If so, how and why?
4. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)
5. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.
Billie Eilish, 17, is part of a new generation of unlikely pop acts with D.I.Y. in their DNA.
Using an internet-first approach, Eilish has amassed a powerful teen following by adhering only to her most specific, and often strangest, musical whims, earning more than a billion total song streams already, before the release of her debut album last Friday.
Her songs mix elements of electronic pop and hip-hop with an alternative bent, and are written and recorded solely with her older brother Finneas, 21, usually in the small bedrooms of their parents’ Los Angeles home. But “Bury a Friend,” one of Eilish’s darkest and most successful songs to date, came together from more disparate sources, including a rare visit to a proper studio and a dentist’s chair, where Eilish captured the horrendous whirring of a drill that was later added to the track.
• Read our list of practical teaching ideas, along with responses from students and teachers, for how you can use these documentaries in the classroom.
• Our next Film Club will take place on Thursday, April 11.
1. These graphs show the sonic “fingerprints” of the Top 10 summer hits for eight years, selected from the fingerprints for 1988 – 2018. Use the example for Gloria Estefan’s “1-2-3” below to understand how to read the fingerprints.
Image
The graphs originally appeared elsewhere on NYTimes.com. On the afternoon of Thursday, April 4, we will provide additional background about the graphs as well as relevant statistical concepts.
After looking closely at the graphs, think about these three questions:
• What do you notice? • What do you wonder? What are you curious about that comes from what you notice in the graphs? • What might be going on in this graph? Write a catchy headline that captures the graphs’ main idea. If your headline makes a claim, tell us what you noticed that supports your claim.
The questions are intended to build on one another, so try to answer them in order. Start with “I notice,” then “I wonder,” and end with “The story this graph is telling is ….” and a catchy headline.
2. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say or they can have their students use this same activity on Desmos.)
3. After you have posted, read what others have said, then respond to someone else by posting a comment. Use the “Reply” button or the @ symbol to address that student directly.
On Wednesday our collaborator, the American Statistical Association, will facilitate this discussion from 9 a.m. to 2 p.m. Eastern Time to help students’ understanding go deeper. You might use their responses as models for your own.
4. On April 11, we will reveal more information about the graphs at the bottom of this post. Students, we encourage you to post an additional comment after reading the reveal. How does the original New York Times article and the moderators’ comments help you see the graphs differently? Try to incorporate the statistical terms defined in the Stat Nuggets in your response.
How do you know it’s spring where you live? What sights, sounds, smells, feelings or other signs tell you spring has arrived? Have you noticed any traces of the season in your community yet?
Do you look forward to the arrival of spring each year? Why or why not?
Tell us in the comments then read the related Opinion piece to learn about the birds, plants and traditions that signal the coming of spring in this writer’s neighborhood.
Find many more ways to use our Picture Prompt feature in this lesson plan.
We were in the city’s massive U.S. Space and Rocket Center, a museum chronicling the work of the nearby NASA Marshall Space Flight Center, where every major development in spacecraft technology took place for decades.
Mr. Moore now volunteers here as a NASA emeritus Docent at the Center. Clad in a white lab coat, he talks to visitors under the shadow of a Saturn V rocket he helped build. He was reassigned to the NASA Marshall Space Flight Center when it was established in 1958. His job was to build a rocket to get people into space, instead of one that could reach Moscow in a single flight.
Draw a line down the middle of a blank piece of paper. On the left side, write: “I am a male in society. Being a man means …” On the right side, “I am a female in society. Being a woman means …”
Take several minutes to write at least 5 sentences for each column.
Now, compare the two lists: How are they similar? How are they different? Are they helpful guides for male or female behavior? Or, do you feel they are somehow limiting?
Where do you think these ideas about what it means to be a man or woman come from? Are we born with them or are they learned?
Early in my first go at being a father, I was hijacked by ancient impulses. Our family lived in a rowhouse neighborhood in Philadelphia, and right down the street was a small playground where gangs of boys gathered for games of stickball and basketball. My son loved playing sports. But he was unprepared for what developed as his friends grew older.
After years together laughing and riding their tricycles and then bikes up and down the block, several of the boys grew angry and mean. Ultimately, they turned on my son, taunting him, leaving him out of their games. He began to trudge home, tail between his legs. And I felt called to action.
At first, I tried to bolster his confidence so he would give the playground another go. But one Saturday morning I met him at the front steps and told him he could not come into the house. “You have to figure this out,” I said. “I’ll stay with you as long as you need, but I cannot let you just give up.”
He tried to push past me, his humiliation becoming frantic. He melted down, screaming and crying. I kept saying: “You can do it. You don’t have to give up.” A neighbor poked her head out, concerned about what must have sounded like child abuse.
Did I do the right thing? Even now I’m not sure. He did go back to the playground, and eventually managed some kind of truce with the other kids. He grew up into a fine man, a teacher, and understands I was trying to help, in my clumsy way. But while teaching him to stand up for himself, was I also passing along the prejudice that a boy should override his pain and never back down from a fight?
He continues:
What happened in my son’s peer group was perfectly predictable. Boyhood immerses boys in violence and the bullying that leads to it. High school boys are more likely than girls to have been in a physical fight in the past year and male children are more likely to have been victims of violence. Three types of male violence — violence against women, violence against other men and violence against themselves — are deeply interwoven.
Violence springs from what boys learn about what it means to be a man. One researcher observed a small group of preschool boys and noticed how, over two years, they adapted to cultural cues. The ways they dressed, played and related to one another and to their parents changed significantly. They even formed a “Mean Team” to harass girls in their classroom. Another researcher interviewed elementary-school boys and captured their brutally frank stories of punishing other boys who failed to conform.
Boys take their experiences to heart, feeling weak and ashamed when they need comfort. Plan International USA, a nonprofit group focused on children’s rights, commissioned a study among 10- to 19-year-olds that found nearly three-quarters of boys said they felt pressure to be physically strong and nearly half of the 14- to 19 year-old male respondents felt pressure to be “willing to punch someone if provoked.”
The link between masculine norms and misconduct has been clearly established. A 2017 study of 18- to 30-year-old men from the United States, Britain and Mexico found that the young men who subscribe most to traditional gender identities were unhappier and more prone to bullying and sexual harassment. Nearly 60 percent of the American respondents said their parents were the primary source of these restrictive cues.
Boys don’t come into the world with some inborn tendency toward domination or violence. As the Stanford psychologist Albert Bandura explained: “People are not born with preformed repertoires of aggressive behavior. They must learn them.” The problem is rooted in boys’ socialization, which is characterized by physical discipline, control and disdain for weakness.
With this template for relating to themselves and to the world, it is not surprising that, compared with girls, adolescent boys and young men abuse tobacco at higher rates, drive more recklessly and engage in riskier sex. In the United States, 75 percent of deaths among 15- to 24-year-olds are of boys and young men. Males are more likely than females to die from injuries sustained in car accidents or falls, and from homicides. Especially when the risks of masculinity are compounded by racism and poverty, too many boys do not survive into manhood.
Students, read the entire article, then tell us:
— What’s the hardest thing about being a boy? What specific pressures or challenges do boys face? If you’re a girl, what do you observe to be hardships for boys?
— What are the good or best things about being male? What are the advantages that society provides for boys and men?
— Where did you learn what it is to be man or woman? From parents, peers, pop culture? Tell us about a specific time you learned what is expected of you based on your gender? For example, how boys or girls are supposed to dress or act, laugh or cry, express themselves or not?
— Mr. Reichert provides many facts and statistics about boys’ attitudes, behavior and life outcomes. Which did you find most significant and striking, and why? Do you agree with his view that “boyhood immerses boys in violence and the bullying that leads to it?” What have you experienced or observed that supports or contradicts this belief? If you are a boy, have you ever felt pressure to act tough and fight to not appear weak?
— What do adults, parents and teachers get wrong about being a boy? Do you ever feel confused or frustrated by the messages you receive about what it is to be a boy or man? Do you think it is harder to be a boy or man today than for your parents or grandparents? Why or why not?
— The Opinion piece ends:
Fathers, especially, may feel that times have changed so much since they were boys that their counsel amounts to outdated clichés. And it’s true that this generation of boys is in a much better position than we are to assess the future. But it’s not true that we are not needed — far from it.
What parents can do, must do, for their sons is never underestimate the power of listening to them, knowing them, and standing by while they navigate the rough waters of boyhood. Behind every boy who avoids being swept away in the current is someone who holds him — and believes in his ability to hold his own.
Do you agree with Mr. Reichert’s advice to parents? What role should parents play in helping boys to navigate the challenges of boyhood? What would you recommend to parents seeking to understand how to better to support their sons?
After 2 years of big news for the higher education sector, this year’s federal budget hasn’t proposed major changes to education. Little news is good news, as they (sort of) say. In this case, the proposed changes are actually good news, with far more presence of the word ‘funding’, than the word ‘cuts’.
Keep in mind that the proposed changes are likely to change again, with the election predicted to take place in May. Nevertheless, it’s good to get an idea of where the priorities lie – at least for now.
Recap on last year’s budget
Last year, a few major changes were proposed. Highlights were:
Freeze on funding increases for universities, shifting from demand-driven funding to capped funding until 2020.
Lowered loan repayment threshold, requiring student debts to be repaid when salary reaches $45,000.
Less Commonwealth Supported Places available, particularly for those studying a postgraduate degree
Replacing the lifetime borrowing limit on FEE-HELP loans with a general limit, to allow repeated borrowing up to $100,000
More funding for rural students
This year’s highlights for Higher Ed
Advantages for HELP debt holders
Teachers who commit to a teaching role in a remote school for a minimum of 4 years will have their debt remitted.
Students studying aviation at VET level can access to a higher loan limit of $150,000
The application fee and annual charge for holding a HELP debt will be delayed by 12 months
Bringing the USI to higher ed
The Unique Student Identifier (USI) was previously used for VET-level education, but will now extend to higher education. Currently, uni students receive an ID number specific to their university, but the USI will track a person’s studies at any institution Australia wide. The data captured by the USI will help track trends on a wider scale, and help inform future policies.
Destination Australia Scholarship
In an effort to encourage more students to regional and rural areas of Australia, the Government plans to establish ‘Destination Australia’, which will offer over 1000 scholarships to both Australian and international students, at $15,000 per year.
Whichever way the election takes our country, we’re confident that higher education will still be of utmost importance, and the accessibility to higher education, still a major priority. If you’d like more details on this year’s budget, visit the Department of Education and Training website.
As always, our door is always open to you, no matter your academic history. Don’t hesitate to get in touch with a friendly student advisor if you’d like chat about your vision for the future.
