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University of Maryland’s Student Government Association Allocates Nearly Half a Million Dollars for Student Services

December 3, 2020
Contacts: 

COLLEGE PARK, Md -- The University of Maryland’s Student Government Association (SGA) announced the allocation of $410, 249 for critical services to support students facing an unparalleled year; with academic, financial, physical and mental challenges as a result of the COVID-19 pandemic. 

Recognizing an increased need for crucial student services, coupled with a surplus of funds on account of an unexpected spring 2020 semester, the SGA quickly committed to expanding student resources to help address the hurdles facing students. The surplus allows the SGA to allocate $410,249 to various funds, programs and initiatives including: 

  • $300,000 to the Student Crisis Fund to support students in financial need, primarily as a result of the pandemic
  • $10,000 to provide free mental health first aid training over the next two semester
  • $48,000 for the supply of free feminine hygiene products in bathrooms across campus
  • $5,000 to the Emergency Meal Fund to provide students who face food insecurity with temporary free meals from UMD dining halls
  • $47,249 to the Campus Pantry to support the installment of a full and functional Culinary Training Center to provide students with a space to increase food literacy through hands-on instruction 


"The SGA has continuously been committed to combatting food insecurity, expanding mental health services, supporting students financially during the pandemic and providing free feminine hygiene products,” said Dan Alpert, Student Body President. “This student-driven initiative will provide thousands of Terps with access to these resources for years to come." 

“There is no doubt that these allocated funds will help many important student services on and off our campus for years to come,” said Patty Perillo, Vice President for Student Affairs. “Together with the university, the SGA is providing much-needed support and relief to our campus community during an unprecedented challenging season. This is an example of exceptional leadership.”

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About the University of Maryland
The University of Maryland, College Park is the state's flagship university and one of the nation's preeminent public research universities. A global leader in research, entrepreneurship and innovation, the university is home to more than 40,000 students,10,000 faculty and staff, and 297 academic programs. As one of the nation’s top producers of Fulbright scholars, its faculty includes two Nobel laureates, three Pulitzer Prize winners and 58 members of the national academies. The institution has a $2.1 billion operating budget and secures more than $1 billion annually in research funding together with the University of Maryland, Baltimore. For more information about the University of Maryland, College Park, visit www.umd.edu

 

UMD Announces A "Grow-Your-Own" Teacher Pipeline

December 1, 2020
Contacts: 

Audrey Hill, audreyh@umd.edu, 301-405-3468

 

College Park, MD —The University of Maryland, Prince George’s Community College and Prince George’s County Public Schools announced a dual enrollment program today to increase the teaching workforce in the state. 

The Middle College Program enables high schoolers from county schools to earn an associate of arts degree in teaching while completing their high school requirements. Dual enrollment students can then transfer seamlessly into the UMD College of Education’s undergraduate teaching program; the program also aligns with Bowie State University and Howard University’s academic requirements.

“The collaboration is a reflection of our commitment to developing innovative new pathways to prepare an excellent and diverse teacher workforce for Prince George’s County Public Schools and for the state of Maryland,” said Jennifer King Rice, dean of the College of Education. “This model of ‘growing your own’ teachers will increase diversity in the education field, develop teachers from the local community and address critical teaching shortages.”  

In response to the field’s personnel needs, Middle College Program students choose from three teaching pathways: early childhood/early childhood special education, middle school math/science and special education. Students also receive support from UMD faculty and staff, including acclimation to the campus and preparation for teaching assessments.

“We are enthusiastic about working together with the University of Maryland to extend possibilities for our students,” said Mara Doss, associate vice president for teaching, learning, and student success at Prince George’s Community College. “This collaboration guarantees support that prepares students for success and timely completion, removes barriers to transfer, and clarifies pathways to the four-year degree.”  

The Teacher Preparation Program, established in 2017 as part of the community college’s Academy of Health Sciences, provides dual enrollment students with an opportunity to earn an associate’s degree in teacher education. The Early and Middle College programs primarily serve first-generation and other underrepresented students. The Teacher Preparation Program will graduate its inaugural cohort of 31 students in Spring 2021, with the students ready to enter UMD’s teaching program in Fall 2021.

“As we prepare educators for teaching, one of the biggest things is helping them see the importance of partnerships within the local community and in getting to know the families,” said Sonya Riley Ph.D. ’19, who manages the Middle College Teacher Preparation Program partnership at UMD’s College of Education. “As a grow-your-own teaching program, our commitment allows us to bring students from the community, prepare them for the classroom, help them to understand that all students can learn, and then graduate them so they can go back into our local communities, or any community for that matter, and use what they’ve learned in our teacher preparation courses to assist them in their teaching.”

One of many partnerships between the College of Education and local schools, the Middle College Program reflects a commitment to increasing UMD enrollments from county public schools and improving public education in the local school system.

“As we grow the next generation of educators, we are proud to work with the University of Maryland in our dual enrollment collaboration with Prince George’s Community College,” said Monica Goldson, chief executive officer of Prince George’s County Public Schools. “This partnership introduces young people to the rewards of teaching and shaping minds for a lifetime of learning.”

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The University of Maryland College of Education provides research– and practice–oriented programs through its three departments: Teaching and Learning, Policy and Leadership; Counseling, Higher Education and Special Education; and Human Development and Quantitative Methodology. College programs prepare students to be educators, counselors, psychologists, administrators, researchers, and educational specialists. The College is ranked among the top schools of education in the nation by U.S. News & World Report. For more information about the University of Maryland College of Education, visit education.umd.edu.

 

About Prince George’s Community CollegeNamed a National Center of Academic Excellence in Information Assurance designated by the National Security Agency and Department of Homeland Security (2015-2020), Prince George’s Community College (PGCC) provides high-quality education and training for the progressive and career-oriented residents of Prince George’s County. From new high school graduates and career seekers to more seasoned professionals and senior citizens looking to enhance their skillsets, PGCC is comprised of students who represent a wide range of ages, backgrounds, and goals. Serving nearly 35,000 individuals annually, the College is the first choice for higher education for residents of Prince George’s County. Collaborative partnerships, responsive degree and training programs, and a commitment to student success enables PGCC to address diverse education and workforce development demands.

For more information, visit the college website at www.pgcc.edu. Prince George’s Community College is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104; (267-284-5000); www.msche.org. The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council on Higher Education Accreditation. 

$4.96M for Maryland Researchers in DARPA AISS Semiconductor Security Project

December 1, 2020
Contacts: 

Rebecca Copeland 301-405-6602, Lee Tune 301-405-4670

COLLEGE PARK, Md. Cybersecurity threats don’t just come from clicking a link in the wrong email. In recent years cybersecurity threats are being directed against the integrated circuit (IC) chips that run every computer—from top secret super computers, to your laptop, to Internet of Things devices like your “smart” TV or thermostat. Today, a well-placed cyberattack on IC chips could potentially impact billions of devices. But currently, there are no widely used common tools, methods or solutions to make designing and manufacturing IC chips more secure. 

The University of Maryland is receiving $4.96 million in funding as part of a new four-year, multi-team Defense Advanced Research Projects Agency (DARPA) project called Automated Implementation of Secure Silicon (AISS), which is aimed at making scalable on-chip security pervasive. The objective of DARPA’s AISS is to develop ad esign tool and intellectual property ecosystem—including tool vendors, chip developers, IP licensers, and the open source community—capable of automating the process of adding security into integrated circuits.

AISS will allow security to be inexpensively incorporated into chip designs with minimal effort and expertise, ultimately making scalable on-chip security ubiquitous. The project seeks to create a novel, automated chip design flow that will allow the security mechanisms to scale consistently with the goals of the design.

Two teams, led by Synopsys and Northrop Grumman, will be developing security technology that can address four attack surfaces relevant to chip design: side channel attacks, reverse engineering attacks, supply chain attacks, and malicious hardware attacks. Their efforts will help chip designers assess which defense mechanisms are most appropriate based on the potential attack surface and the likelihood of a compromise. Each of these teams will design a chip security engine.

A third team is led by the Applied Research Laboratory for Intelligence and Security (ARLIS), a Department of Defense University-Affiliated Research Center. This team includes University of Maryland researchers in UMD's Institute for Systems Research (ISR) and its Department of Electrical and Computer Engineering (ECE), and in the Fraunhofer USA Center for Experimental Software Engineering (Fraunhofer USA CESE), as well as a group from New York University (NYU)—will try to break through the security and discover key attributes of the IC chip being protected. 

Warren Savage, a visiting researcher at ARLIS, is the principal investigator for this Independent Verification and Validation (IV&V) aspect of the overall AISS program.

Maryland researchers led by ISR Director and Professor Ankur Srivastava (ECE/ISR) and Professor Gang Qu (ECE/ISR) will attempt to exploit hardware trojan and side channel attacks. Hardware trojans are malicious modifications of IC circuitry that can change a chip’s function, cause leakage of sensitive information, or contribute to denial of service. Srivastava will assess the AISS design flow’s resilience against the insertion of hardware trojans into chip designs and the interoperability of third-party obfuscation/locking technology with AISS design tools. His team will insert a variety of types of hardware trojans and evaluate AISS on how well it detects their presence. Qu’s group will use side channel attacks to try to break through the AISS security engine to reveal secret keys. These attacks are intended to extract secret information from a chip by targeting weaknesses in the physical implementation of a chip. Qu will use known side channel attacks such as power, timing, electromagnetic leakage, cache and scan chains. He will assess the AISS design flow’s ability to detect and suppress these kinds of attacks. 

The Fraunhofer USA CESE team, led by its Executive Director and ISR-affiliated Professor Adam Porter (CS/UMIACS), will address supply chain concerns. They will conduct blockchain and Asset Management Infrastructure attacks and verify interoperability of new Hyperledger nodes associated with the AISS Certificate Authority.

NYU’s Professor Ramesh Karri (ECE) and his group will conduct reverse engineering attacks using the latest attack methodologies, including a family of Boolean satisfiability checking (SAT) methods in an attempt to unlock designs that have been protected using with logic locking and design obfuscation methods. Karri and his team also will perform interoperability testing of its own logic locking/obfuscation technology, ASSURE, with the AISS design tools.

In addition, the University of Maryland is also standing up and operating a cloud-based design environment to allow all fifteen AISS performer companies to collaborate with each other in a secure manner. A custom cloud architecture for the program was developed by ARLIS and deployed on Google Cloud Platform with the assistance of Google’s partner SADA Systems Inc.

“AISS represents a real opportunity to be a game-changer in how we design for security in IC design,” Warren Savage says. “Maryland’s participation in the AISS program is emblematic of its unique capabilities in bringing together the leading researchers and technologists across the country to solve challenging real-world problems facing both the commercial and defense industrial bases.”

 

UMD Alumna and Olympic Gymnast Dominique Dawes to Address University of Maryland’s 2020 Winter Graduates

November 12, 2020
Contacts: 

Katie Lawson, lawsonk@umd.edu, 301-405-4622

COLLEGE PARK, Md. - The University of Maryland announced today that Dominique Dawes ‘02, three-time Olympian and Olympic Gymnastic Gold Medalist, will deliver the university’s commencement address on Dec. 20, 2020. Dawes will address thousands of graduates, family and friends during the virtual ceremony.

 
“Dominique Dawes is a shining example of the impact Terps have across the world and in our state,” said University of Maryland President Darryll J. Pines. “We are delighted to welcome her back to her alma mater to share her story and help commemorate this special occasion for our graduates.”

The Maryland native and UMD alumna recently shared her enthusiasm to offer remarks to the graduates: 

“I am incredibly honored to speak at the University of Maryland’s commencement ceremony,” said Dawes. “The perseverance of the entire Terp community through this enduring pandemic is inspiring, and I hope to encourage students and faculty as they celebrate this milestone and prepare for what is next.” 

Dawes, a dedicated gymnast since the age of 6, saw success early in her career. In her first appearance in the 1992 Olympics in Barcelona, she earned a bronze medal with Team USA. She was a member of the Gold Medal Olympic Team known as the “Magnificent Seven” in 1996. That same year, she also became the first African-American woman to win an individual event medal (bronze) for her floor routine. She went on to earn an additional bronze team medal competing in the 2000 Olympic Games in Sydney. These trailblazing performances earned her a permanent place in the U.S. Olympic Committee Hall of Fame. 

While advancing her career on the mat, she was enrolled at UMD pursuing a degree in communications, which she earned in 2002 after taking time off to compete. She used that degree and her life experiences to become an accomplished motivational speaker focusing on leadership, teamwork, health, fitness and wellness. Dawes also spent time covering the Olympic games as an analyst and broadcaster for Yahoo Sports and Fox Sports. 

In addition to serving as President of the Women’s Sports Foundation, in 2010 Dominique was named Co-Chair of the President’s Council on Sports Fitness and Nutrition by President Barack Obama. This role enabled her to work closely with First Lady Michelle Obama and the Let’s Move! initiative. 

Currently, Dawes is the owner and founder of the Dominique Dawes Gymnastics & Ninja Academy. The gym recently opened in Montgomery County, Md. with a mission to inspire today’s generation of gymnasts in a safe, supportive and empowering environment. 

Dawes will be joined by President Pines and other special guests to honor Maryland’s 2020 winter class. The virtual ceremony will also feature photos and video of graduating seniors celebrating this milestone. More details about the campus-wide ceremony, including important deadlines for graduates are available on commencement.umd.edu

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About the University of Maryland
The University of Maryland, College Park is the state's flagship university and one of the nation's preeminent public research universities. A global leader in research, entrepreneurship and innovation, the university is home to more than 40,000 students,10,000 faculty and staff, and 297 academic programs. As one of the nation’s top producers of Fulbright scholars, its faculty includes two Nobel laureates, three Pulitzer Prize winners and 58 members of the national academies. The institution has a $2.1 billion operating budget and secures more than $1 billion annually in research funding together with the University of Maryland, Baltimore. For more information about the University of Maryland, College Park, visit www.umd.edu.

UMD's 9th Annual Good Neighbor Day Goes Hybrid

November 3, 2020
Contacts: 

Golshan Jalali (301) 875-2386 gjalali@umd.edu

 

COLLEGE PARK, MD – The University of Maryland (UMD), the City of College Park, and The Maryland-National Capital Park and Planning Commission (M-NCPPC) will host the ninth annual Good Neighbor Day on Saturday, November 7, 2020. This first-of-its-kind hybrid community-wide day of service will combine virtual workshops and small-scale in-person projects in order to build community, educate, and engage Greater College Park.  

“Covid-19 has forced nearly everything to be adjusted. Although Good Neighbor Day will look different this year, the mission remains the same. We are proud of its impact, and the resources it provides to our shared community,” states Gloria Aparicio-Blackwell, Director of UMD’s Office of Community Engagement. 
 
Good Neighbor Day (GND) was postponed in early April due to the Covid-19 pandemic. GND returns the first Saturday in November with 13 virtual workshops and 10 in-person projects. Virtual workshops will be broadcast via Zoom and will cover topics including youth leadership, mental health, social justice and more. Volunteers participating in in-person projects will beautify shared spaces through invasive species removal and community clean-ups. Masks, gloves, and hand sanitizer will be provided to volunteers by the Good Neighbor Day Planning Committee. 
 
The Good Neighbor Day Food Drive will continue to support the UMD Campus Pantry and College Park Food Bank to combat food insecurity, which has become an even greater challenge for families during the pandemic. Community members may participate by donating money online or delivering food item donations to IKEA College Park between 8:00am–1:00pm on Good Neighbor Day.
 
Beginning in 2011 as a Christmas in April event, GND has grown to be a tradition in Greater College Park. Volunteers include elected officials, long-time residents, students, alumni, staff, and faculty. This collaborative event is possible due to business, government, and nonprofit partnerships. 

For more information and to register for Good Neighbor Day, visit goodneighborday.umd.edu

 

 

UMD-Led Study Shows Fear and Anxiety Share Same Bases in Brain

October 19, 2020
Contacts: 

Lee Tune 301-405-4679

COLLEGE PARK, Md. – Anxiety, the most common family of mental illnesses in the U.S., has been pushed to epic new heights by the COVID-19 pandemic, with the Centers for Disease Control and Prevention estimating that nearly 1 in 3 U.S. adults and a staggering 41% of people ages 18-29 experienced clinically significant anxiety symptoms in late August. Now, the findings of a recent UMD-led study indicate that some long-accepted thinking about the basic neuroscience of anxiety is wrong.

The report by an international team of researchers led by Alexander Shackman, an associate professor of psychology at UMD, and Juyoen Hur, an assistant professor of psychology at Yonsei University in Seoul, South Korea, provides new evidence that fear and anxiety reflect overlapping brain circuits. The findings run counter to popular scientific accounts, highlighting the need for a major theoretical reckoning. The study was published last week  in the Journal of Neuroscience.

“The conceptual distinction between ‘fear’ and ‘anxiety’ dates back to the time of Freud, if not the Greek philosophers of antiquity,” said Shackman, a core faculty member of  UMD’s Neuroscience and Cognitive Science Program, and 2018 recipient of a seed grant award from UMD’s Brain and Behavior Initiative, “In recent years, brain imagers and clinicians have extended this distinction, arguing that fear and anxiety are orchestrated by distinct neural networks.  

However,  Shackman says their new study adds to a rapidly growing body of new evidence suggesting that this old mode is wrong. “If anything, fear and anxiety seem to be constructed in the brain using a massively overlapping set of neural building blocks,” he said. 

Prevailing scientific theory holds that fear and anxiety are distinct, with different triggers and strictly segregated brain circuits. Fear—a fleeting reaction to certain danger—is thought to be controlled by the amygdala, a small almond-shaped region buried beneath the wrinkled convolutions of the cerebral cortex. By contrast, anxiety—a persistent state of heightened apprehension and arousal elicited when threat is uncertain—is thought to be orchestrated by the neighboring bed nucleus of the stria terminalis (BNST). But new evidence from Shackman and his colleagues suggests that both of these brain regions are equally sensitive to certain and uncertain kinds of threats.

Leveraging cutting-edge neuroimaging techniques available at the Maryland Neuroimaging Center, their research team used fMRI to quantify neural activity while participants anticipated receiving a painful shock paired with an unpleasant image and sound—a new task that the researchers dubbed the “Maryland Threat Countdown”. 

The timing of this “threat” was signaled either by a conventional countdown timer—i.e. “3, 2, 1…”—or by a random string of numbers—e.g. “16, 21, 8.” In both conditions, threat anticipation recruited a remarkably similar network of brain regions, including the amygdala and the BNST. Across a range of head-to-head comparisons, the two showed statistically indistinguishable responses.

The team examined the neural circuits engaged while waiting for certain and uncertain threat (i.e. “fear” and “anxiety”). Results demonstrated that both kinds of threat anticipation recruited a common network of core brain regions, including the amygdala and BNST. 

These observations raise important questions about the Research Domain Criteria (RDoC) framework that currently guides the U.S. National Institute of Mental Health’s quest to discover the brain circuitry underlying anxiety disorders, depression, and other common mental illnesses. “As it is currently written, RDoC embodies the idea that certain and uncertain threat are processed by circuits centered on the amygdala and BNST, respectively. It’s very black-and-white thinking,” Shackman noted, emphasizing that RDoC’s “strict-segregation” model is based on data collected at the turn of the century.

 “It’s time to update the RDoC so that it reflects the actual state of the science. It’s not just our study; in fact, a whole slew of mechanistic studies in rodents and monkeys, and new meta-analyses of the published human imaging literature are all coalescing around the same fundamental scientific lesson: certain and uncertain threat are processed by a shared network of brain regions, a common core,” he said. 

As the crown jewel of NIMH’s strategic plan for psychiatric research in the U.S., the RDoC framework influences a wide range of biomedical stakeholders, from researchers and drug companies to private philanthropic foundations and foreign funding agencies. Shackman noted that the RDoC has an outsized impact on how fear and anxiety research is designed, interpreted, peer reviewed, and funded here in the U.S. and abroad.

“Anxiety disorders impose a substantial and growing burden on global public health and the economy,” Shackman said, “While we have made tremendous scientific progress, existing treatments are far from curative for many patients. Our hope is that research like this study can help set the stage for better models of emotion and, ultimately, hasten the development of more effective intervention strategies for the many millions of children and adults around the world who struggle with debilitating anxiety and depression.”

This work was supported by the National Institute of Mental Health and the University of Maryland, College Park.

The research team also included Allegra S. Anderson, Vanderbilt University; Jinyi Kuang, University of Pennsylvania; Manuel Kuhn, Harvard Medical School; Andrew S. Fox, University of California, Davis; and Jason F. Smith, Rachael M. Tillman, Hyung Cho Kim, and Kathryn A. DeYoung, all from the University of Maryland, College Park.

 

New UMD-led Report on Improving Educational Equity and Engagement During the COVID-19 Pandemic and Beyond

October 16, 2020
Contacts: 

Kelly Blake, kellyb@umd.edu

COLLEGE PARK, Md — Children and families across Maryland and throughout the United States are grappling with the challenges and necessity of virtual learning required by the Covid-19 pandemic. But Black, Latino, and low-income children face starker difficulties and may be at risk of falling behind or disengaging from school entirely. Inequities that existed before the pandemic have become even deeper and difficult to bridge. 
 
A new report out today “Securing Educational Equity: Learning from the Lived Experiences of Black, Latino and Low-Income Families, During theCOVID-19 Pandemic and Beyond” provides a wake-up call for school systems and recommends concrete solutions to support student engagement and success and increase equity. 
 
The research, based on interviews and focus groups with 52 Black and Latino parents, students and educators in Montgomery County Public Schools in August, was led by associate professors Amy Lewin and Kevin Roy at the University of Maryland School of Public Health's Department of Family Science. The report was the result of a partnership with the Black and Brown Coalition for Educational Equity and Excellence and will be released at a Zoom forum called Seeking Accountability on Promises Made to Black and Brown Children at 7 pm tonight. It will include a video highlighting some of the interviews conducted for the report. 
 
“This study came about because of the concern that online learning was leaving many people
behind—that they were disengaging from school,” said Dr. Lewin said. “When the pandemic hit, it became clear that the existing issues of equity were going to get worse, and we needed to do something.”
 
The report highlights three main findings and provides concrete recommendations in each of these areas:

  • Adult support -  students need more contact with adults at school, and there is a need for the schools to provide individualized and proactive outreach to students who are disengaged or at risk of disengagement 
  • Communication - schools need to communicate with students and parents more frequently and in a way that is clear and accessible to all families, regardless of language or technological capacity
  • Resources - students need access to individual mental health resources within schools and communities, support for technology challenges, and improved access to meal distribution.

 
Interviews with families revealed that many kids were juggling not only the challenges of online school, but in taking care of siblings and helping their parents manage family needs.
 
“It was important to work with the University of Maryland School of Public Health to produce this report because it has an excellent reputation, and we wanted to make sure that we had people who could make the interview subjects comfortable. You are talking about some really difficult issues that families are going through, so this was so important,” said Mondi Kumbula-Fraser, Esq, director of the Black and Brown Coalition for Educational Equity and Excellence. 
 
The coalition, which was co-founded by Identity, Inc., which works with Hispanic students, and the Montgomery County chapter of the NAACP, has been advocating for the district’s more than 90,000 Black, Latino, and low income children since before the pandemic, so every child has the opportunity to reach their full academic potential regardless of race or income. 
 
“The whole education system is going through a forced restructuring this year, and we have to try to ensure that it happens in a way that increases equity, decreases disparities and can be sustained after the pandemic is over,” said Dr. Lewin. 
 
Although this study was conducted in one school system, many of its findings are likely to be broadly applicable.
 
“What we heard from students and parents is not unique to Montgomery County,” said Dr. Roy. “It is reflective of the stressors of this moment we’re in. We hope these recommendations can be helpful to other counties across the state.”
 
The University of Maryland School of Public Health research team includes: 
 

  • C. Andrew Conway, MSW, LCSW, University of Maryland School of Public Health
  • Amy Lewin, PsyD, University of Maryland School of Public Health
  • Juliana Muñoz, MA, University of Maryland School of Public Health
  • Kevin Roy, PhD, University of Maryland School of Public Health
  • Martha Yumiseva, MSEd, University of Maryland School of Public Health

 

Pages

virtual winter 2020 commencement graphic
December 20
More than 3,400 Terps were feted and asked to turn tassels remotely in second virtual graduation  Read
January 11
President Pines applauds Rankin for exemplary accomplishments as the university’s chief academic officer  Read
December 21
Part of its larger diversity and inclusion efforts, UMD marks first time in a century that residence halls will be... Read
December 21
UMD Center for Transition and Career Innovation (CTCI) gets $100,000 award from Maryland Developmental... Read