Brett Branco stands with a sensor and a data board with Rebecca Fischman, Senior Policy Advisor from the Mayor鈥檚 Office of Climate and Environmental Justice, on September 1 where Mayor Eric Adams announced various stormwater infrastructure initiatives aimed at making the city more resilient to extreme rainfall in the future.

New York City is girding itself for storm season, which, in the face of accelerating climate change, could mean more frequent and extreme storms like Hurricanes Henri and Ida as well as local cloudbursts producing prodigious volumes of stormwater.

Brett Branco from the and the Executive Director of the at 可乐视频 who also teaches at the CUNY Graduate Center is part of an academic, government, and community consortium called that is addressing these issues through a first-ever, free online tool that will help communities and government agencies to know where, when, and how quickly flood waters are rising.

Launched on Sept. 1鈥攖he one-year anniversary of the devastating and deadly flooding from Hurricane Ida鈥攖he new mobile-ready presents real-time data collected by the expanding FloodNet system of low-cost, open-source sensors in flood-prone areas across the city. Currently, FloodNet comprises 30 ultrasonic devices deployed in Brooklyn, the Bronx, Manhattan, Queens, and Staten Island, from which readings are delivered to an interactive map and data visualization platform that allows users to see the occurrence and depth of flood water at each sensor location.

Brett Branco stands at a FloodNet sensor in Hamilton Beach, Queens.

鈥淲e鈥檝e been working with both communities and government for years to better understand the impact that flooding has on the lives of NYC residents,鈥� Branco said. 鈥淔rom the frequent nuisance flooding due to high tides around Jamaica Bay, to the catastrophic flooding across all five boroughs that occurs during coastal storms and extreme rainfall events, FloodNet and the data dashboard will help NYC find equitable solutions to these problems.鈥�

New York City Mayor Eric Adams and the New York City Department of Environmental Protection marked the one-year anniversary of Hurricane Ida today in Queens by announcing a suite of stormwater infrastructure initiatives aimed at making the city more resilient to extreme rainfall in the future, including the FloodNet sensors and the newly launched dashboard. The city has already installed 29 sensors this year alone and will install 50 this year and 500 FloodNet sensors in priority areas citywide over the next five years. These areas are and will continue to be determined by an analysis of stormwater risk, tidal flooding risk, storm damage, environmental justice history, social vulnerability, critical infrastructure, and proximity to wireless network connections.

Mayor Eric Adams holds up a FloodNet sensor at his press conference on September 1 in Queens.

鈥淚鈥檓 a big believer in technology to run our city smarter,鈥� Mayor Adams said, adding that the sensors and dashboard will provide the city with critical infrastructure in order to advice evacuations, travel bans, or road closures. 鈥淭his is more than infrastructure; it鈥檚 how we are going to protect our city and people from rising sea levels and stronger storms,鈥� he said. 鈥淭his is how we are going to lead. Everyone takes notice of what happens here in New York and what happens here cascades to the rest of the country.鈥�

The dashboard is free-to-use and makes it easy for communities and government agencies to know where, when, and how quickly flood waters are rising, either from overburdened stormwater drains or coastal seawater surges. The system was created in partnership with , with funding from the New York State Empire State Development Corporation.

The research team also includes of CUNY ASRC, CUNY Advanced Science Research Center (ASRC), the , the of Climate & Environmental Justice, and the NYC Office of Technology & Innovation. It was developed by a team of researchers including Branco, , , , and of NYU Tandon.

The dashboard:

• Displays a rich data set collected by the FloodNet sensors, including the depth and profile of street-level floods over time, which can be of use to community members, city agencies, researchers, emergency responders, journalists, and others.
• Provides flood data in real-time as they are collected, and can alert users to floods as they develop.
• Includes a searchable map view that allows users to see at a glance which sensors are currently recording floods.
• Includes historical data, allowing users to explore and understand the frequency and severity of flooding in locations where FloodNet sensors are deployed, in addition to visualizing floods that occurred during specific events. For example, during Tropical Storm Henri, on the same night separated by an hour where the water receded. During Ida, in Brooklyn, with flood waters rising quickly, peaking within 20 minutes, creating extremely hazardous conditions.
• Visualizes regular flooding related to high tide events through .

鈥淭his is the first time that quantitative data on urban flood occurrence, depth, and duration have been measured and provided to the public 鈥� we鈥檙e excited to share the dashboard with communities, city agency partners, and other researchers,鈥� said Silverman, an assistant professor of environmental engineering at NYU. 鈥淲e鈥檝e heard many stories and desired use cases for the data from a variety of stakeholders, and are looking forward to seeing how these communities end up using the real-time and historic flood data.鈥�

The FloodNet project overall was developed as a collaboration between researchers at the (SRIJB) at 可乐视频, NYU Tandon鈥檚 (CUSP), and the at the CUNY Graduate Center (CUNY ASRC), in partnership with the NYC Mayor鈥檚 Office of Climate & Environmental Justice and the NYC Office of Technology & Innovation and with the financial support of the Tier 1 U.S. Department of Transportation University Transportation Center at NYU Tandon, the NYU Marron Institute, and the .

鈥淎n exciting aspect of the Floodnet project is that we鈥檙e also using it to train the next generation of young environmental scientist and community-based stewards through the involvement of New York City-based high school, community college, and undergraduate students who help us assemble, install and maintain the sensors,鈥� said Toledo-Crow, director of the ASRC Next Generation Environmental Sensors Lab, who helped design the sensors.

About 可乐视频

Widely known for its offer of an excellent education at an affordable tuition and recognized nationally for its diverse student body, 可乐视频 has been an anchor institution within the borough of Brooklyn and greater New York City for more than 90 years. With approximately 16,000 students in more than 100 undergraduate and graduate degree programs in the arts, humanities, sciences, education, and business, the college is renowned for its rigorous academics, award-winning faculty, distinguished alumni, and community impact. Part of the City University of New York (CUNY), 可乐视频 offers a vibrant and supportive student experience on a beautifully landscaped 35-acre campus in the borough鈥檚 Midwood neighborhood.

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Nasim Almuntaser describes himself as a passionate public servant, educator, activist, and community organizer and has already dedicated much of his undergraduate career to working for organizations that focus on education and public policy.

可乐视频: What is your major and what inspired you to pursue that path?

NA: I am a double major in secondary education and history. I decided to pursue those fields because my entire life has been dedicated to public service. My father was a teacher in Yemen, and when he came to the United States, he did not have access to the credentials to continue his career. As the child of immigrants who did not speak English, I was tasked at a young age with responsibilities, such as translating important documents.

Often kids who are from marginalized backgrounds are written off as statistics; I see education as a way to help change lives for the better. I am currently a substitute teacher for the New York City Department of Education. I chose to pursue a career as a history teacher because I understand the need for history to be taught in a more engaging, more inclusive way than it has been in the past. As an educator, I want to play a role in uplifting the next generation through a message of hope and healing.

可乐视频: Why 可乐视频?

NA: 可乐视频 was my dream school because of the amazing education program it has. A lot of my own teachers and professors attended the institution. They, along with alums Shirley Chisholm and Bernie Sanders, were all people I looked up to and wanted to emulate.

可乐视频: What are some favorite memories?

NA: My fondest memory is tutoring students in the Center for Student Disability Services. I am a student with a disability myself and found my work as a note-taker for other students very rewarding, because it鈥檚 a way to provide access to education to a more inclusive student body. I believe anyone can become anything if the resources are there for them. I am also a College Now Ambassador under Program Director Pieranna Pieroni. She and the program were so influential in preparing me for my undergraduate degree. Now I return the favor by assisting high school students with their transition to college.

可乐视频: Is there anything you have accomplished of which you are especially proud?

NA: I was awarded the Myself Third: Spirit of New York Scholarship in 2019, which was established to pay tribute to workers who acted selflessly in the disaster of 9/11. It is given to those who are civically engaged and display a strong sense of citizenship. I was chosen because of my community organizing on campus. When the COVID-19 pandemic hit, I worked to provide PPE equipment to first responders and essential workers. I was given the New York State Senate Proclamation: Community Empowerment Award by Senator Roxanne Persaud for civil service during the pandemic.

I also assisted the New York State public school system during the pandemic. The language barrier faced by many students of immigrant backgrounds led them to be reported to child services for lack of attendance. In fact, the students did not have reliable technology or access to remote learning in their home environment. I supported the outreach to get tablets and computers to students. I was able to help hundreds of families bridge that gap and educate them on resources available. I wrote to President Joe Biden and Vice President Kamala Harris about my perspective on the future of American democracy and received a response from them recognizing my service and leadership.

可乐视频: What are your plans for the future?

NA: I was accepted to a competitive internship program, and will be living in Washington, D.C. this summer. The program鈥檚 mission is to systematically change Congress by empowering a diverse, inclusive, and effective generation of public servants. I鈥檒l be working directly with members of Congress and the Senate. All my living expenses will be covered, and I鈥檒l be able to focus on learning and making connections in D.C. without the limitations of financial resources. My immediate goal is to become a teacher and, ultimately, I鈥檇 like to run for local office. I want to help New Yorkers fight for the voices that have been silenced and pushed to the sidelines for so long.

可乐视频: What is the most valuable lesson gained? Any advice for incoming students?

NA: There are so many exceptional educators at 可乐视频. My best advice for students is to seek them out and build relationships with them. It鈥檚 easy to feel like just a number, but they have information and knowledge that can be transformational for your life if you take the initiative to build that connection.

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可乐视频鈥檚 Feirstein Graduate School of Cinema faculty are hitting the film festival circuit again as professors Mark Voelpel (head of digital animation and VFX) and Charles Haine (head of cinematography) have been invited to inspire the next generation of cinematic storytellers at the to be held on March 23鈥�25.

Voelpel and Haine will join 30 seasoned and celebrated voices on six panels of industry professionals across film, television, and digital media. They will participate in this inaugural celebration of media careers as part of the Astoria Film Festival Film Education & Outreach programming, intended to help youths from underrepresented communities get a stronger foothold in the media industry by gaining work experience, mentors, and career advice from industry professionals.

About Mark Voelpel

Mark Voelpel is a Clio-winning director of record for more than 60 commercials for clients such as Samsung, Google, LG Digital, Chrysler, and Intel; three award-winning narrative films; a documentary; and a collection of short political satire videos.聽 He supervised visual effects for feature films such as The Shadow, Braveheart, Demolition Man and The Last Action Hero. He was the DP for a variety of short and feature films, including the award-winning feature documentary One Nation Under God and the short The Strange Case of Balthazar Hyppolite, which was a finalist for Best Short for the Academy Awards.

Read Mark Voelpel鈥檚 full bio.

About Charles Haine

Charles Haine directed his first feature film, Angel鈥檚 Perch, in 2012. Among Haine’s other directing highlights are a music video for Fitz and the Tantrums; the launch spot for the U.K. startup Gamestick; fashion advertisements for Fais Do Do and Emory K Holiday; and countless book trailers for Simon & Schuster, Penguin, Quirk, and many others, including the recent trailer for Chuck Klosterman鈥檚 novel The Visible Man, Ransom Riggs鈥� original Miss Peregrine鈥檚 Home for Peculiar Children, and the hit trailers for Pride and Prejudice and Zombies: Dawn of the Dreadfuls for Quirk Books. In 2008, Haine founded the Academy Award鈥搉ominated production company Dirty Robber.

Read Charles Haine鈥檚 full bio.

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As 可乐视频 has done every year after September 11, 2001, the campus will memorialize those lost on this tragic day with De Profundis (Latin for “out of the depths鈥�) that will ring from the carillon in the Library Building鈥檚 bell tower. The bells will toll according to the chronology of the events of September 11, 2001, and the 可乐视频 community is asked to observe a moment of silence for these solemn times.

• 8:46 a.m.   Flight 11 crashes into the 93rd through 99th floors of the North WTC Tower.
• 9:03 a.m.   Flight 175 crashes into the 77th through 85th floors of the South WTC Tower.
• 9:37 a.m.   Flight 77 crashes into the Pentagon.
• 9:59 a.m.   The South WTC Tower collapses.
• 10:03 a.m.  Flight 93 crashes near Shanksville, Pennsylvania.
• 10:28 a.m.  The North WTC Tower collapses.

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可乐视频: How does September 11 factor into your courses and will this anniversary factor into your lessons?

GS: I teach a lot of classes about New York City, as well as how to conduct qualitative research. All of my classes make use of New York City neighborhoods. I ask students, whether they鈥檙e writing papers or making short documentary films, to explore those neighborhoods during the semester.

The September 11 attacks were the worst thing that had happened in my life. It鈥檚 not the worst thing that has happened to many of my students, since most of whom were not born at the time. But many of them have lost family members to COVID-19 and spent more than a year in lockdown in small apartments. A lot of them live in neighborhoods that experienced flooding during events like Hurricane Sandy. It鈥檚 less about teaching about one event and more thinking about how you can work with communities that know something about going through extreme situations.

The sociological view, which is different from the Hollywood image of chaos and disorganization, is that you repeatedly see people using local networks and connections to respond and support each other at the neighborhood and community level. I don鈥檛 mean to idealize it, but students find that social structure remains important even in these exceptionally disruptive events.

可乐视频: Why did you write September 12? What were you hoping the book would add to the discussions surrounding the attacks?

GS: Before September 11, I had been interested in how people create and use public spaces in New York鈥攑arks, plazas, street corners. It鈥檚 where we learn to be citizens, where we interact with people we don鈥檛 know and learn to negotiate the difficult business of sharing space with 8 million other people. I knew that people have something to say about the public spaces they use when there is a fight over them鈥攚hen someone is trying to create, change, or destroy public spaces. That brings people out.

After September 11, New York was thrown into a recession. The only place anything was being built was related to the recovery around Ground Zero, so it was obvious that if I was going to look at how a city rebuilt itself and how people used public spaces, I was going to have to look there.

New Yorkers experienced a giant, collective tragedy, unlike the rest of the country, where September 11 was an international political issue. Here in the city, it wasn鈥檛 about a global war on terror. It was about friends who had died, firefighters who were missing at their station house, co-workers who were missing. It was about people who sometimes felt anxious, lonely, or depressed. So people talked about September 11 less in terms of the attacks, or the ideology, or the U.S. military response, and more about the smell of the smoke every day, the way people talked to strangers on the street, and places where missing persons signs were posted that eventually became public memorial spaces. I wanted to understand how people use the city they live in to respond and recover.

As I started following the recovery process, it became clear how beneficial it had been to downtown residents鈥攁nd therefore survivors of other sorts of disasters鈥攖o be able to recover in place, in their communities. It made a huge difference that, in the months after the attack, if someone wanted to talk about things, they could walk outside, stop at a street corner or by a park bench, and have an informal conversation with someone they expected had experienced the same thing they had.

The sociologist of disasters Kai Erikson says that when people get displaced after a disaster鈥攍ike a flood鈥攖he displacement constitutes a 鈥渟econd disaster.鈥� We need to remember that people don鈥檛 just need emergency housing; they need to have a community in that housing that they can relate and connect to. As people get displaced by the rise of the sea level, for instance鈥攖hat鈥檚 something we have to plan for, but almost none of the plans have been paid attention to.

可乐视频: Twenty years later, what do you feel remains the same or is different in relation to the work and research you did?

GS: The city has changed a lot. Lower Manhattan is much more residential today: Most of Wall Street itself is luxury housing, not financial firms. The population of Battery Park City, the neighborhood that sits right next to the World Trade Center, has doubled as more high rises have been built. Most of the people who live there today weren鈥檛 there on September 11. They carry that day with them as part of their collective history, but most don鈥檛 remember being pitched into darkness in their apartments or fleeing a wall of smoke and ash as the towers fell.

The city is still highly unequal, and there are more challenges because of that. Inequality matters because it speaks directly to whether people have enough resources to respond to a disaster鈥攖he cost of job loss, housing loss, child care, loss of social support. Battery Park City did relatively well because it was richly endowed with good public spaces, a sympathetic public after September 11, and several years of rental support. People in poorer areas, like those hit hardest by storms or the pandemic, don鈥檛 necessarily get the level of support they need to allow them to keep up.

Many of my students today, who weren鈥檛 alive on September 11, may have experienced Islamophobia or known peers who fought in wars in Iraq or Afghanistan but not know people who worked in the towers.

可乐视频: What are the lasting lessons New York City residents learned all these years later? Do you think it changed the city for better or worse?

GS: The response to September 11 was one of the first times extreme circumstances became part of everyday planning. Afterward, high-rises around the city had to improve the lighting and visibility in their exit stairways. New high-rises were built with bulky foundations to withstand bombings. September 11 influenced our planning for climate change, after Sandy and, more recently, during the COVID-19 pandemic. New Yorkers accept that we have to plan for extreme events that once seemed rare or unlikely. We鈥檙e not doing enough, but everyone accepts that planning doesn鈥檛 just account for normal conditions.

People think about extreme situations. Everyday people on the subway want to know what to do in an emergency, like if they are stuck in the tunnel or have to escape. And I believe that most New Yorkers have internalized that in an emergency, their safety depends on everyday civil servants鈥攆ire, first responders, subway crews. At the same time, they have seen what happens during an emergency鈥攚hether a terrorist attack or a hurricane鈥攁nd know that help doesn鈥檛 come right away and at some level, people are responsible for themselves and each other.

Whether it鈥檚 a terrorist attack, a storm surge, or a pandemic, New Yorkers don鈥檛 say, 鈥淚t can鈥檛 happen here.鈥� They expect it will happen here, and they know the immediate response will happen in the midst of a lot of confusion. In the last 20 years, they鈥檝e gotten used to hunkering down.

Watch Professor Smithsimon’s from Ground Zero just two days before the 20th anniversary where he talks about the history and impact of September 11.

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David Bloomfield is regularly sought after from news organizations locally and nationally for his expertise on education law, school district management, school reform, and legislative matters. A professor of educational leadership, law, and policy at 可乐视频, he was just recognized in City & State as one of the 鈥�100 Most Powerful Education Leaders鈥� in New York for the second straight year.

The 2021 Education Power 100 can be read . Bloomfield is No. 36.

可乐视频: What do you think is the biggest challenge facing New York City public schools?

DB: The biggest challenge is pervasive inequality intersecting across race, ethnicity, gender, and wealth. According to a recent study by the Center for New York City Affairs, fully half of all schools in the city鈥�869 schools serving more than 400,000 students鈥攈ave higher than 90 percent black and Hispanic students. This intense segregation is magnified in screened middle and high schools, elementary gifted and talented programs, special education and bilingual education, availability of school sports, and more.

可乐视频: What is the best advice you can give the NYC schools chancellor?

DB: While mayoral control encourages chancellors to go big, the system is too complex to manage from the top. Trust school leaders, trust teachers, who know their kids. Ours is the largest school system in the country, more than twice the size of Los Angeles at No. 2鈥攐ne million students; more than 100,000 educators; more than 1,700 schools; countless parents, grandparents, and other caregivers with great income, language, and geographic diversity. Almost one in five students requires special education services. One in 10 students is home insecure. Policies need to be tailored and targeted. That’s why we need a chancellor who knows the city, knows the system.

可乐视频: What are your thoughts on hybrid as opposed to in-person or online learning?

DB: Remote learning obviously presents great technological challenges, increasing the wealth divide in accessing online instruction. Then there are obvious distractions and the variability of home supervision. Teachers have received relatively little formal training in online teaching methods. So almost everything about remote instruction is alien to teachers, students, and families. We鈥檙e doing our best in a nearly impossible situation, but there鈥檚 no question that almost everybody is marking time until face-to-face, full-time schooling comes back.

可乐视频: What measures do you feel are the most important to take to allow children to return to public schools safely?

DB: Educator and staff unions need to work with members to establish clear, scientifically based conditions for a return to live instruction. That鈥檚 just a fact of organizational life in such a large system, which is why it鈥檚 been easier for many private schools and charter schools to be more agile in adjusting to the pandemic. As a critical mass of instructors can be convinced to incrementally return to schools, probably based on the age of the students, we can start to return to normal. That鈥檚 what鈥檚 happening now, and with increased knowledge and vaccinations, will accelerate toward a full reopening, I hope in the fall.

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Founded by artists, for artists, NAD鈥檚 primary aim was to foster exhibitions and serve as an art school for the training of aspiring professions. The first session of the National Academy School commenced on November 15, 1826, in the Old Alms House at City Hall Park in lower Manhattan, with two academicians and 20 students sketching by candlelight.

Two of Adams鈥� most recent and prominent mural projects that contributed to his induction are Around the Way, which presents a bold and playful depiction of city life throughout the LIRR Nostrand Avenue Station, and his beautiful, uplifting artwork in rooms for pediatric patients at Harlem Hospital.

As ambassadors, academicians present work in NAD exhibitions, participate in programs, and foster the next generation of creative thinkers through individual and collective initiatives. Shaping the narrative of artistic traditions in the United States, each National Academician contributes a representative work to NAD鈥檚 permanent collection鈥攐ne of the nation鈥檚 most significant public holdings of American art and architecture, composed of more than 8,000 works. Becoming a National Academician is an honor that cannot be applied for or solicited. Each year, current National Academicians nominate, vote on, and elect the artists and architects inducted into the NAD artistic community.

Adams was born in Baltimore in 1970. He received his M.F.A. from Columbia University and B.F.A. from Pratt Institute. An alumnus of the Skowhegan School of Painting & Sculpture and Marie Walsh Sharpe Foundation Studio Program, Adams has received a Robert Rauschenberg Foundation Residency (2019), a Gordon Parks Foundation Fellowship (2018), a Studio Museum Joyce Alexander Wein Artist Prize (2016), and a Louis Comfort Tiffany Award (2009).

His numerous solo exhibitions include Buoyant (2020) at the Hudson River Museum; Where I鈥檓 From (2019) at The Gallery in Baltimore City Hall; Sanctuary (2018) at the Museum of Arts and Design, New York; Transmission (2018) at the Museum of Contemporary Art, Denver; Network (2017) at the California African American Museum, Los Angeles; and The Channel (2012) at the Brooklyn Academy of Music. Adams鈥� work has been presented in important public exhibitions, including Men of Change: Power. Triumph. Truth. (2019), a 10-city exhibition presented by the Smithsonian Institution; PERFORMA (2015, 2013, and 2005); The Shadows Took Shape (2014) and Radical Presence (2013鈥�14) at Studio Museum in Harlem; Greater New York (2005) at MoMA PS1; and Open House: Working in Brooklyn (2004) at the Brooklyn Museum. His work resides in the permanent collections of the Metropolitan Museum of Art, the Studio Museum in Harlem, the Virginia Museum of Fine Arts, the Birmingham Museum of Art, and the Whitney Museum of American Art.

Adams鈥� fellow inductees for 2020 include Cecily Brown, Enrique Chagoya, Mitch Epstein, Rafael Ferrer, Beverly Fishman, Charles Gaines, Carmen Herrera, Michael Maltzan, Toshiko Mori, Jennifer Packer, Walid Raad, Betye Saar, Beverly Semmes, and Claire Weisz.

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The webinar, “COVID-19 Response and Recovery for Small Businesses and Nonprofits In New York City,” was the first in a series the Koppelman school is hosting in order to help “our community defeat the pandemic and plan for the post-COVID economic recovery,” said Qing Hu, the newly-installed dean.

The session featured prominent industry leaders and scholars: Claire Kramer Mills, the assistant vice president and director of community development and analysis in the outreach education program at the Federal Reserve Bank of New York; Joao Granja, an associate professor of accounting at the Booth School of Business at the University of Chicago; and John Frias, who manages the Minority Business Program for the Business Outreach Center Network, a New York City nonprofit that assists low-income entrepreneurs.

Their aim was to evaluate the paycheck program’s effectiveness in addressing racial equity, matching lenders with business borrowers, and helping businesses keep or re-hire their employees, among other issues.

Their key conclusions were that pre-existing funding gaps had already left Black-owned businesses with little financial cushion when entering the crisis; Black-owned businesses were often located in COVID-19 hot spots; and that the payroll program did not help facilitate better bank relationships and left significant coverage gaps.

Granja had insight on what banks could do differently to ensure that Black-owned businesses would receive more funds. He said it starts with their objectives. “We would hope that banks, including the very largest ones鈥� at least try to prioritize minority owned businesses and female owned businesses,” he said.

Frias also discussed findings from a recent survey conducted by the Minority Business Development Agency, which found that 84 percent of businesses experienced a loss of business from COVID-19, 41 percent laid off or furloughed workers that they have not been able to reinstate; and a majority were concerned about personal financial security (66 percent), maintaining client relations (63 percent), making payroll (52 percent), and paying the rent (48 percent).

“Technology is probably the biggest struggle in our communities鈥攍ack of access to technology and lack of training on technology,” said Frias. “What this tells me is that more funding needs to go to鈥ore technological training, to train businesses, not just in using work tools like Zoom, but more how to use technology to streamline their process, to reach new groups, and to increase their efficiency.”

The next Koppelman webinar, “The Financial Ecosystem and Black Businesses and Entrepreneurs,” will be held October 23, 2020 from 12:30 to 2 p.m.

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After an hour鈥檚 talk dissecting the concepts of urban fear, security, class division, and gentrification, the class, with anthropology professors Naomi Schiller and Kelly Britt, walk more than two miles to the Masaryk Towers. A subsidized middle-income housing complex, the towers had new gates installed, cutting off a shortcut through the complex that until very recently was open to the public, particularly the residents of the Baruch and Gompers Houses across the street. The classroom discussion is now playing out in living color, as a guard barks at the students for proof that they have legal access to the property. 鈥淚t鈥檚 okay, I live here,鈥� says one of the students flashing her ID. 鈥淭hese people are my guests.鈥�

For Schiller and Britt, the summer course called The Urban Anthropology Project is a bit of an experiment. To begin, this type of cultural anthropology and archaeology field school鈥攁n immersion in the Lower East Side鈥攈as never been taught at 可乐视频. 鈥淭he neighborhood is in the midst of a major new wave of gentrification and waterfront development,鈥� says Schiller. 鈥淲e鈥檙e asking the students to explore how class, race, gender, and migration status intersect to shape the ways that residents approach the contemporary threat of extreme weather and rising seas. But we鈥檙e starting way back鈥攂efore European settlement鈥攖o think about land use, social relationships, and the changing built environment over time鈥�

The class is also unique in that Schiller and Britt have teamed up to combine their subfields, cultural anthropology and archaeology.

Walking tours are just one of the ways Britt and Schiller are helping their students explore the history and contemporary struggle for space and survival on the Lower East Side. The professors also scheduled films, museum visits, trips to observe community board meetings, visits from experts, interviews with local residents, and archaeological artifact analysis.

鈥淲hat鈥檚 different is that we鈥檙e teaching archaeological and ethnographic methods in the same course. That鈥檚 not been done here before,鈥� says Britt. 鈥淲e鈥檙e helping students develop essential skills such as recording field notes and interviewing as they study resiliency, gentrification, urban planning, community organizing, sea-level rise, and climate change.鈥�

鈥淎nd we鈥檙e co-teaching,鈥� Schiller and Britt say almost together. 鈥淲e volunteered to split the salary between us because we wanted to teach this new course and learn from each other,鈥� says Schiller. 鈥淲e are aiming to give future anthropologists the tools to approach the field in a more ethical, holistic manner than traditionally taught in many anthropology departments.

The courses of the Department of Anthropology and Archaeology present the richness in human variation and cultural diversity, and offer the anthropological perspective as a way of thinking, a way of problem solving, and as a model for future learning. Field schools usually occur during the summer sessions or the winter intersession. To learn more, visit the Department of Anthropology and Archaeology.

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