Program
Participating Schools
Washington, D.C.
Thurgood Marshall Academy, a college preparatory public charter school open to all students in the District of Columbia, joined the News Literacy Project in the 2011-12 school year as its 21st partner school.
Located in the Anacostia neighborhood, the school enrolls nearly 400 students in grades 9 through 12. More than 90 percent live in areas with the city’s highest poverty rates. Nearly all of the students are African-American; more than 75 percent qualify for free or reduced-price lunch programs.
The average 9th-grader enters Thurgood Marshall Academy with skills three or four years below grade level. To improve their skills, students receive twice as much English and math instruction (90 minutes of each per day) as they would in a traditional public school. For the past three years, students’ scores on standardized tests have been among the highest of all of the District’s open-enrollment high schools.
In 2011, for the seventh consecutive year, all of the school’s graduates were accepted to college, with more than 95 percent enrolling within a year of receiving their high school diploma. Since its founding in 2001, the school has graduated more than 300 students, three-quarters of whom either are still enrolled in college or have already earned a post-secondary degree.
Alexandra Pardo, the school’s executive director, said the partnership with the News Literacy Project would enhance students’ learning. “The NLP creates an avenue for students to be exposed to media literacy and journalism beyond the traditional classroom curriculum,” she said. “The opportunity provides students with real-time access to the industry’s leading experts and creates a sense of the global context of media in today’s world.”
Manhattan, New York
Facing History School, a small, innovative, non-charter public high school on Manhattan’s West Side, and one of NLP’s initial New York City educational partners, will continue to work with the program for a fourth consecutive year in 2011-2012.
The school, which was founded in 2005 and graduated its first senior class in 2009, focuses on understanding history through the lives of those who lived it, historical texts and community engagement. Its stated mission “is to graduate lifelong learners with the skills and knowledge for academic and professional success, and to shape responsible, active, thoughtful participants and leaders in a democratic society.’’
Facing History focuses an entire year on the Holocaust and a second on eugenics and race relations in the United States. It requires 250 hours of community service. A senior year research project further dovetails with the News Literacy Project. Facing History is also a New York Consortium School, which makes it less dependent than conventional programs on high-stakes testing for graduation requirements. This permits the school to focus on assessments based on such things as literary essays, original science experiments and research that demonstrates the use of evidence and argument.
More than 90% of the 425 students who attend the Facing History School are Black or Hispanic. Students come from four boroughs; about 80% qualify for free or reduced lunches. During its pilot in the spring of 2009, the project worked with more than 50 seniors and two English teachers. In the 2009-2010 school year, the project expanded to include four teachers and about 140 students in 12th grade English, AP English and 10th grade Humanities, including an English Language Learners class.
Interim Acting Assistant Principal Kristina Wylie, a former English teacher who did the unit the first two years at Facing History, called her experience with NLP "incredible." She said that the project "offers students the skills, strategies and resources to enable them to question sources and make informed decisions" and provides teachers with "the resources, activities, vocabulary, and real-life journalists to inspire students."
In the 2011-2012 school year, three 10th grade humanities sections and three 12th grade English classes will complete NLP units.
Manhattan, New York
The School for Global Leaders will continue its partnership with the News Literacy Project for a second year in the 2011-2012 school year.
Located on Manhattan’s Lower East Side, the School for Global Leaders is a public middle school, whose stated mission is to cultivate students’ “unique qualities and talents that will enable them to be leaders within the global community.”
Founded in 2008, the school graduated its first eighth grade class in June of 2011. It has 268 students. The student body is 63% Hispanic, 20% Black, 10% Asian and 5% White. A quarter of the students are identified as having special needs.
Students at Global Leaders are encouraged to learn about the local and global community, and to use their education to “change themselves and others.”
Founding principal Carry Chan said, “We felt that the aim of the News Literacy Project fit well with our school’s mission as well as the needs in our Humanities classrooms. One of the goals we have for our students is for them to become critical thinkers and informed viewers of media. It is our hope that the News Literacy Project will be influential in promoting awareness of media, how to effectively interpret different types of media and use various perspectives to form their own opinions.”
In the 2011-2012 school year, three seventh grade and three eighth grade humanities classes will complete NLP units.
Bronx, New York
The Cinema School, a public high school that offers a liberal arts curriculum grounded in filmmaking, is set to join the News Literacy Project for the 2011-2012 school year.
The school, located in the Bronx, aims to provide "a strong foundation for success in any field while simultaneously empowering the voices, creative visions and aspirations" of students.Admission is selective, with preference given to students with course grades of 85 and above and attendance records of at least 95 percent.
The Cinema School, which opened in 2009, ultimately hopes to have 325 students enrolled in grades 9 through 12. It currently has 134 freshmen and sophomores, who will enter their junior year in the fall of 2011. The student population is 60 percent Hispanic, 30 percent black and 10 percent other; about 85 percent of students quality for free or reduced lunch programs.
The founding partner of The Cinema School is the award-winning Ghetto Film School (GFS), a nonprofit organization that has won respect in the film industry, as well as in the school system, for its high-quality film programs for young people. GFS provides support for all film education and production training, industry internships, guest filmmaker lecture series, and professional development.
Rex Bobbish, the principal of The Cinema School, describes NLP as a natural fit. “Storytelling and critical literacies—the ability to read the world and understand the narratives being crafted in all media—are core dispositions needed for the filmmaker’s mind," he said.
"The emphasis on news and media literacy throughout the NLP curriculum will be a strong tool in assisting us in not only developing the filmmaker’s habits of mind in our students, but it will also instil critical-thinking skills in our students that will help prepare them for success in college, success in aspirational professions, and success as citizens in an increasingly complex world.”
In the 2011-2012 school year, The Cinema School plans to include an extended drop-in NLP unit in a new full-year course on media literacy. Up to 30 students at all grade levels could choose to enroll in this course.
West Harlem, New York
KIPP NYC College Prep, which is part of a network of 99 Knowledge Is Power Program public schools across the country, is set to join the News Literacy Project for the 2011-2012 school year. KIPP NYC College Prep is a nonprofit college-preparatory public charter school that strives to “graduate students with the strength of character and academic abilities needed to succeed in life.” The high school serves students from KIPP NYC’s four middle schools.
Founded in New York City’s West Harlem neighborhood in 2009, KIPP NYC College Prep expects to enroll 800 students by the time it graduates its first seniors in June 2013 and hopes to expand to serve 1,000 students. Of the school’s 324 current students, 50 % are African-American and 49% are Hispanic. Almost 80% of students qualify for free or reduced-price lunches. The average daily attendance is 97%. At KIPP, the outcomes that “matter most” include “graduating from high school and college, embarking on a career and becoming self-sufficient and happy.”
“We’re excited to partner with the News Literacy Project to expand our students’ cultural capital and broaden their worldview,” said the school’s principal, Natalie Webb. “At the core of our mission is the idea that our students grow up to become knowledgeable agents of change within their community and the broader world. The News Literacy Project certainly helps in this aim.”
KIPP NYC College Prep will implement NLP units as a year-long after-school program running for 90 minutes two days a week. In addition to studying news literacy, students will work with multimedia producers at the New York Times to produce a journalistic project.
Bronx, New York
Bronx Academy of Letters Bronx, New York Bronx Academy of Letters, a public college preparatory school with a curriculum founded on clear and effective writing, is set to join the News Literacy Project for the 2011-2012 school year.
The school, which spans grades 6 through 12, was founded in 2003 by Joan Sullivan, herself a published author before the age of 30. Students at Bronx Letters take four years of writing, including nonfiction and fiction, as well as four years of literature classes. The core curriculum is standards-based, with an intense focus on developing strong communication skills across disciplines and de-emphasizing textbooks in favor of literary works.
The school also hosts a writers-in-residence program that brings accomplished writers into the classroom to work directly with students, publishes a school newspaper and literary magazine, and coordinates the Writer’s Forum reading series, in which students come together to hear from professional writers of every genre.
The student body is 65% Hispanic and 33% black; 92% of students qualify for free or reduced-price lunches.
Anna Hall, one of the school’s founding teachers and now its principal, said the News Literacy Project provides "tangible connections to the outside world in a highly engaging way."
"The program not only gets students thinking about how to be savvy consumers of news, but also how to write their own stories, how to be investigators, and how to engage with the world. I don’t know of any other program that offers that."
Humanities teacher Jaclyn Spencer says she jumped at the chance to partner with NLP in the creation of an elective looking at current events. "I’m interested in teaching students not just what’s going on in the world, but helping them sift through all the information out there, so they can analyze it—identify the story behind the information and where it’s coming from," said Spencer. "NLP provides that missing element."
In the 2011-2012 school year, Bronx Academy of Letters plans to include an extended drop-in NLP unit in two semester-long elective courses on current events and news literacy. Up to 20 students in the 11th and 12th grades can choose to enroll in the course each semester.
East Harlem, New York
Cristo Rey New York High School, a low-cost Roman Catholic college preparatory school in East Harlem, joins the News Literacy Project for the 2011-2012 school year.
The school is part of a nationwide network of 24 Cristo Rey schools, which offer students from low-income families a private college-preparatory education at a reduced rate. Tuition is just $2,000 a year, thanks to the school’s unique corporate work-study program, in which students job-share entry-level administrative positions in some of the city’s top businesses, including financial institutions, advertising agencies, insurance companies and law firms. The average family pays just $1,000 in tuition.
While about three-quarters of the student body are Catholic, Cristo Rey New York serves students of all faiths who have demonstrated potential and motivation but may not have the educational background or financial means to attend a private college-prep school.
The school opened its doors in September 2004 with 99 freshmen and has since grown to 385 students in grades 9-12. The majority (79%) are Hispanic; 18% are African-American. Most of the students are immigrants or the children of immigrants.
“Our administration is very excited that we have been invited to participate in this project,” said Fr. Joseph P. Parkes, S.J., Cristo Rey New York’s president. “It is an honor to be associated with such an outstanding organization. I am fully confident that our students will reap great benefits from their interaction with the journalists who will be working with them.”
The school plans to fold the NLP curriculum into a new course for seniors, the Senior Writing Seminar. The aims of the course are to enhance the students’ readiness to write college-level analytical essays while continuing to teach them how to be critical consumers of news media and other information. The latter aim is in the service of Cristo Rey’s mission to foster students’ development as professionals in the workforce.
Manhattan, New York
De La Salle Academy, New York City’s only private coeducational nonsectarian middle school for academically gifted students who are economically less advantaged, is joining the News Literacy Project for the 2011-12 school year.
HBO is sponsoring the school’s participation, marking the first such corporate sponsorship of a school in New York. It will be NLP’s seventh partner in New York City this school year.
Founded in 1984 by Brother Brian Carty and located on the Upper West Side of Manhattan, De La Salle Academy welcomes students in 6th, 7th and 8th grades from all five boroughs of New York City. The school’s admission policy is need-blind; 61 percent of students are from families with incomes of $50,000 or less. Each year, the school raises more than 90 percent of its annual budget from sources other than tuition.
De La Salle is committed to racial and religious diversity: 36 percent of its students are Latino, 21 percent are African-American, 26 percent are Asian-American, 7 percent are Caucasian and 9 percent are multi-racial. Catholics make up 43 percent of the student body, and 32 percent are Protestant. One fifth of students come from other faiths, including Islam, Judaism, Buddhism and Hinduism, while 5 percent practice no faith.
"At De La Salle Academy, we do our utmost every day to enrich the students entrusted to our care with exceptional opportunities both inside and outside the classroom. We teach to both the head and the heart," Brother Brian said.
"Character counts. We are excited and grateful that our students will be able to participate in the rich program offered by the News Literacy Project. By enhancing our students’ habits of mind as they sort through all the information available to them in our digital age, we are supporting them as they dream, learn, strive and achieve to become leaders in the 21st century."
De La Salle Academy will implement NLP units as a semester-long elective course and an after-school program, beginning in January 2012.
Bethesda, Maryland
Another partner is Walt Whitman High School in Bethesda, Md. Whitman is one of the top-ranked public high schools in America, with 15% to 20% of its seniors either receiving Letters of Commendation or being named semi-finalists in the National Merit Scholars program. In 2010, 87% of the school’s graduating seniors enrolled in four-year colleges or universities and 9% in two-year colleges. Its more than 1,900 students come from more than 40 countries.
More than 500 students in the school’s AP government and other government classes and six teachers participated in the project in the spring of 2009. About 625 students in AP government classes and 12th grade English classes and seven teachers participated in the 2009-2010 school year.
“NLP has given students the tools to distinguish fact from fiction, opinion from propaganda and how to use and produce credible information in our digital age. The instruction has helped bring an understanding of the First Amendment and an appreciation and value of a free media,” said Principal Alan Goodwin. “Perhaps most importantly, NLP provides students with lifelong critical thinking skills that help make our students become more engaged citizens and better-informed voters.”
Bethesda, Maryland
A new partner with the News Literacy Project, Bethesda-Chevy Chase High School is a comprehensive public school serving the communities of Bethesda, Chevy Chase, Kensington and Silver Spring in Montgomery County, Md. In 2010, Newsweek magazine listed B-CC as one of the top 100 public high schools in the United States. The student body of 1,850 represents more than 65 countries and is 64% Caucasian (non-Hispanic), 16% African-American, 14% Hispanic and 6% Asian; 95 percent of the 2010 graduates attend either two-year or four-year colleges and universities. B-CC offers a full complement of challenging academics and innovative programs, including an honors program, the Advanced Placement program, the International Baccalaureate Middle Years Program and the IB Diploma Program.
“It is my hope that the News Literacy Project will bring a higher level of awareness and appreciation of the media for our students and teachers,” said Principal Karen Lockard. “Students need to know that what they study in school has relevance in the real world.”
Washington, D.C.
The mission of E.L. Haynes Charter School, founded in 2004, is for each student – regardless of race, socioeconomic status or home language—to reach high levels of academic achievement and be prepared to succeed at the college of his or her choice. The first year-round public school in Washington is moving steadily toward this goal through a program based on nationally recognized best practices for advancing student achievement; in four years, the percentage of its students scoring proficient or advanced in math increased 39% and in reading, 27%.
In the 2010-2011 school year, E.L. Haynes has enrolled 600 students from pre-school through 8th grade. It will add a grade each year and will have its first graduating seniors in the 2014-2015 school year.
Its students come from every ward in the city. Fifty-four percent are African-American, 25% Latino, 18% Caucasian and 3% Asian. Sixty-two percent of its students qualify for free or reduced-price lunches; 21% do not speak English as their native language.
The school is named for Dr. Euphemia Lofton Haynes, the first African-American woman to receive a doctorate in mathematics. She was a teacher in the District of Columbia’s school system for 47 years and was the first woman to serve as president of the District’s board of education.
In April 2008, E.L. Haynes was chosen from the District’s 56 charter schools as the first winner of the Quality Schools Initiative Award presented by Fight for Children, a Washington-based nonprofit that focuses on education and health issues for low-income children in the nation’s capital. In 2008, 2009, and 2010, E.L. Haynes was named a Silver Award-winning school in New Leaders for New Schools’ Effective Practice grant program, ranking as a top school among a consortium of 144 charter schools nationwide.
Jennifer C. Niles, the head of school and founder of E.L. Haynes, said she was thrilled with the school’s partnership with NLP, which kicked off with two 8th-grade classes and 50 students in August 2011.
“Students learned how to become critical consumers of media while simultaneously learning how to write their own news,” Niles said. “With all types of media readily at our students’ fingertips, it is extremely important for E.L. Haynes students to learn how to discern thoughtful, accurate journalism from uninformed and unsubstantiated journalism.”
Eliza Ford, the eighth grade teacher whose students participated in the NLP unit, described it as “a phenomenal success” that spurred growth in her students’ critical thinking.
“For some students, I can tell that the project has been transformative, and that they will look back on it as a turning point in their educational career,” Ford said.
Chicago, Illinois
A multicultural neighborhood school on Chicago’s Southwest Side, Marquette enrolls about 1,500 children in 1st through 8th grades; 54% of the students are Hispanic and 46% African-American, and 98% qualify for free or reduced-price lunch programs. Marquette has joined with the Southwest Organizing Project in one of five school-community partnerships participating in Elev8, an Atlantic Philanthropies-funded program to provide integrated services, including health care and after-school opportunities, to middle school students.
Marquette is an International Baccalaureate Middle Years Programme school, providing a rigorous interdisciplinary approach to learning that encourages critical thinking. The school has completed the News Literacy Project unit with all 425 of its middle school students in their social studies classes each of the last two years.
“Critical thinking is as important as learning the basics of reading, writing, and math,” said Marquette Principal Wendy Oleksy. “NLP gives students a real-life way to think about the world around them and to make decisions based on facts, knowledge, and the ability to read various media critically.”
Chicago, Illinois
Mount Vernon Elementary School is a neighborhood school located on the far South Side of Chicago, in the Washington Heights neighborhood. Its enrollment of about 260 includes students from pre-kindergarten through 8th grade. Almost all of the students are African-American; 94% come from low-income families and 93% qualify for free or reduced-price lunch programs.
“Since we have teamed up with the News Literacy Project, the students and I have become much more knowledgeable in how to evaluate information and determine its credibility,” said 7th-grade English teacher Anjanette Lipsett. “The curriculum is presented in a way that integrates new learning with the students’ prior knowledge and encourages them to make connections with the real world.”
NLP has formed a year-long partnership with Mount Vernon to help to develop a school-wide focus on news and information literacy. “Learning from journalists combined with ‘being’ journalists has taken our learning to an advanced level,” Lipsett said. “I have received incredible support from the Chicago program manager, and look forward to expanding our partnership to multiple grades in the building.”
Chicago, Illinois
Opened in August 2007 with the help of the Bill and Melinda Gates Foundation, Perspectives Middle School serves almost 400 students from the surrounding Auburn Gresham community. More than 98% of the students are African-American; 96% qualify for free lunches and the rest for reduced-price lunches. The school has partnered with LISC/Chicago and the Greater Auburn Gresham Support Corporation to become part of the Elev8 Program, an integrated services effort funded by Atlantic Philanthropies.
Perspectives schools were founded on the idea that small school settings are essential to providing students with the personal attention, sense of individual importance and belonging, and increased one-on-one time with teachers and staff that are necessary to create a “college for certain” environment.
Chicago, Illinois
Since 2004, when it was on academic probation, the Reavis School has undergone what its principal, Michael Johnson, calls a “rebirth.” Located on the border of the Grand Boulevard and Washington Park communities on Chicago’s South Side, Johnson and the Reavis staff have spent the last six years turning the school around by tightening schedules and discipline and adding a number of enrichment programs. Most notably, Reavis partnered with the Quad Communities Development Corp. to join Elev8 Chicago, a school-community partnership that works to bring support and enrichment resources to schools.
Reavis enrolls more than 400 children in pre-kindergarten through 8th grades. The student population is more than 98% African-American; nearly 92% of the students qualify for free or reduced-price lunch programs.
In the spring of 2010, students participating in the News Literacy Project as part of Reavis’ after-school program produced a broadcast report on peer pressure. A year later, Reavis after-school students completed the unit again and produced a broadcast report on the impact of video games on youth. “This program is important to Reavis because so much [information] gets pushed onto our students and even our parents,” Johnson said. Students “need skills and knowledge just to wade through it all. If young people in communities like ours don’t develop these skills, they are forced to believe … false stories and unconsciously begin to buy in to them.”
Chicago, Illinois
The Greater Lawndale High School for Social Justice is one of four independent campuses that share the main facilities and resources at Little Village Lawndale High School. The school defines its mission as delivering a unique curriculum that emphasizes the ideals of peace, activism and social empowerment.
The school enrolls about 400 students, of whom more than 83% are Hispanic and 16% African-American. Almost 98% of students qualify for free or reduced-price lunch programs.
The News Literacy Project is teaming with faculty member David Hernandez, who runs the school’s journalism student group. The group, comprising students in grades 9 through 12, produces the Lawndale for Justice News (www.lawndaleforjusticenews.com), which offers school and local news. The project will help develop the website by working to improve the students’ understanding of news literacy, quality journalism and web production. Hernandez said the “News Literacy Project aligns perfectly with the vision of Social Justice High School,” whose mission “is to assure that all students become critical thinkers through a curriculum that is rigorous and innovative” as well as “project-based.”
Chicago, Illinois
Located in the historic Bronzeville neighborhood on Chicago’s near South Side, the Chicago Military Academy at Bronzeville (CMAB) was the first all-Junior ROTC public high school in the country when it opened in 1999. Its mission is to use the military model in order to prepare students for college, although most graduates do not participate in college ROTC programs or join the military. CMAB has been featured in a report broadcast by “PBS NewsHour” and in 2009 was honored in U.S. News and World Report’s annual high school rankings.
The school has an enrollment of just over 500 students, of whom 75% are African-American and 22% are Hispanic. Nearly 87% of CMAB students are classified as coming from low-income households.
The school is home to The Bronzeville Star, a monthly student newspaper that started publishing in 2000. The News Literacy Project worked with the faculty adviser to the paper, Carol Moran, to bring the news literacy curriculum to four sections of freshman English classes in the fall of 2010. In the fall of 2011, the News Literacy Project is working with four more sections of freshmen, as well as Moran’s journalism class. Moran is “excited to be a part of the News Literacy Project because it gives [CMAB] students another opportunity to grow as learners” in an environment where questioning “myths, legends, and … what they’ve been told is real” is always encouraged.
Chicago, Illinois
The Nightingale School has been serving the Gage Park neighborhood since its opening in 1925. For the last several years, the school — which serves students in kindergarten through 8th grade — has been on the Track E schedule, making it a year-round school in the Chicago Public Schools system. The student body is 97% Hispanic and 2% African-American; 95% of students qualify for free or reduced-price lunch programs.
The News Literacy Project is working with 8th-grade language arts teacher Brandon Barr to help Nightingale students meet state standards in reading and writing for information. Barr is also a participant in the Facing History and Ourselves program, through which he is working on a digital initiative aimed at improving students’ digital media skills. The News Literacy Project is supporting this effort through its curriculum and a team of journalist fellows who visited Nightingale in the fall and winter of 2010. In the winter of 2011, NLP is working with Barr again to reach the entire sixth grade at Nightingale.
Barr recognizes that “the world of news gathering and sharing is rapidly changing” due to the prominence of “blogs, wikis, [and] other forms of digital media that relay news in a personal format.”
“Students need to be taught to navigate these uncharted waters with skills appropriate to the discipline and knowledge of traditional media practices,” he said. “It is my hope that by partnering my classes with the News Literacy Project, my students will be fully equipped to adapt to the changing demands of the media world.”
Chicago, Illinois
Northside College Preparatory High School is one of nine selective enrollment high schools in the Chicago Public Schools system. Since it opened in 1999, Northside has been named the top public high school in Illinois several times in rankings compiled by the Chicago Tribune and the Chicago Sun-Times.
The school is located in the North Park neighborhood on Chicago’s Northwest Side and draws students from throughout the city. Of its 1,100 students, 35% come from low-income families, 32% qualify for free or reduced-price lunch programs, and more than 60% are non-white.
The News Literacy Project is working with journalism teacher and adviser Dianne Malueg, who has embedded the news literacy program in her curriculum throughout the year. NLP has also helped Malueg build key partnerships with journalists and news organizations in Chicago. Malueg calls the involvement with NLP “a rich and valuable relationship” for her students, who produce the HoofBeat newspaper each month. “Thanks to the opportunities provided by News Literacy Project, students have received clear and tangible examples of how to improve their skills, and we look forward to continuing this relationship,” she said.
In the spring of 2011, the News Literacy Project also worked with social science teachers Catherine Irving and John Belcaster as they explored development and sustainability issues in Malawi, Egypt, Congo and Yemen and examined the roles that governmental transparency and free media play in each country. NLP also partnered with psychology teachers Charles Milbert and Anna Park in a special unit on social media and news. Irving is “incredibly excited to get involved with the News Literacy Project” and to use “the developed curriculum to facilitate...students’ understanding of what to believe,” both in their research and in the news.
Chicago, Illinois
Walter Payton College Preparatory High School is a selective-enrollment public high school focusing on math, science and world languages. Its goal is to give all of its students the “rigorous academic and experiential education that prepares them to be leaders in their communities, in Chicago, in our nation and in the world beyond.”
Located on Chicago’s near North Side, Payton opened in 2000 and enrolls more than 900 students, 33% of whom come from low-income families and 29% of whom qualify for free or reduced-price lunch programs. More than 65% of the student body is non-white. Both U.S. News & World Report and Newsweek have included Payton in their rankings of top U.S. high schools.
“Payton is excited to partner with the News Literacy Project,” said social science teacher Aaron Weiss. “High school students need and welcome guidance in establishing firm expectations of their sources so they can avoid falling victim to unquestioned, misinformed or doubt-riddled cynicism which seems to plague teenage consumption of the news.
“The News Literacy Project has helped students learn to better navigate and evaluate the potentially overwhelming amount of information available every day at their fingertips,” he said. “Students in Global Issues classes are also partnering with NLP journalists as they investigate rapidly changing topics such as epidemic diseases, globalization and the recent Arab revolutions.”
