4 ASU Teachers College grads receive Fulbright grants

Recipients to teach English in Luxembourg, Czech Republic, South Africa and Mexico

May 9, 2016

Four graduates from Arizona State University's Mary Lou Fulton Teachers College Class of 2016 have received Fulbright grants.

The Fulbright Program is an international educational exchange program sponsored by the U.S. government that supports graduating college seniors and others who study, conduct research or teach English in other countries. These graduates will be teaching English around the globe in the next academic year. They head to Luxembourg, the Czech Republic, South Africa and Mexico.   Four Mary Lou Fulton Teachers College grads are Fulbright grantees Four Mary Lou Fulton Teachers College grads are Fulbright grantees. Download Full Image

Andrew Ahearne will head to Luxembourg to teach in September. He will graduate with degrees in secondary Education, French and political science.

“I’ve always had a desire to bring together my interests in different cultures and education by teaching abroad,” Ahearne said. “I am a Barrett student, and in Barrett, the Honors College, this Fulbright program is promoted and we are encouraged to apply. I actually began working on my application last summer. It’s a very rigorous process.”

Ahearne said that writing the essays for his Fulbright Program application was the most challenging part of the process.

portrait of ASU grad Andrew Ahearne

“I had worked closely with my Barrett thesis director, David Carlson, already, so this built on that relationship. When writing the personal statement, I drew parallels between the multiculturalism that exists in Luxembourg and my own multicultural identity. I then tied this into my teaching philosophy, which is that the most effective learning environment comes from respecting different perspectives and bringing different culture closer together,” Ahearne (left) said. 

“I also had to write a grant purpose statement, so I focused on how I could positively impact Luxembourg's classrooms while developing my abilities as an educator. I discussed how my background in education would allow me to promote student engagement within Luxembourg's schools, leading to a deeper understanding of each other's cultures.”

Thomas Lepke was named a Fulbright grantee and will be teaching English to students in the Czech Republic this fall. Lepke went into teaching because he “wanted to help students discover their identity, think critically about the world, and be agents of change in their society.” He became a master’s student at ASU through Teach for America, and has taught high school science the past two years.

His nontraditional path to teaching took him on a volunteering trip to more than 15 countries in one year. It was called the World Race, which is part of a faith-based organization.

portrait of ASU grad Thomas Lepke

“I was able to do some public speaking, work on construction projects, teach English lessons and develop small-business plans," Lepke (left) said. "When I returned, I was lucky enough to become an intern with the U.S. Senate and live and work in Washington, D.C. I continued to volunteer with young people. I really did some soul-searching and considered what I wanted to do with my life. I just decided I wanted to make a difference through teaching.

“There is a unique education system there. They give their schools a lot of autonomy, and I hope to learn how effective their model is on the ground level. I am also excited to share the culture of the United States with my community as well as learn more about the Czech Republic and its traditions.”

Lepke says he is very happy to be able to go to the Czech Republic.

Master's graduate Sophie Sylla will spend a year teaching English to students in South Africa starting in January 2017, when the South African school year begins.

“I am part of the Teach for America Program, and I believe in spreading their mission to help all children have access to a good education. I am waiting to hear where exactly I will be placed, but right now I am still just experiencing the initial joy and surprise of hearing that I was selected,” she said.

 Sylla wants to help children see the power and importance of education over time.

portrait of ASU grad Sophie Sylla

“When I was growing up, I had a lot of educational opportunities, but I saw people, and I know people, like my dad, who is from Senegal, who did not have as many opportunities. I want to help young people see the value of education,” Sylla (left) said.

In the future, she plans to pursue another master’s degree. 

After earning her bachelor’s degree, Sylla came to Phoenix with Teach for America and has taught sixth grade in a dual-language classroom setting for two years. During that time, she was also earning her master’s degree in elementary education from Mary Lou Fulton Teachers College.

“I have always been interested in international studies, and I would actually like to be involved in planning and developing education,” she said.

portrait of ASU grad Mitzi Vilchis

Secondary education graduate Mitzi Vilchis (left) will be teaching English to school children in Mexico this fall.

“I am still waiting for my official assignment to a state and city, but I am very excited about my side project that I will do while there,” Vilchis said.

Her side project will involve working with students in Mexico to help them create documentaries on social justice issues, as inspired by her participation in CompuGirls, an ASU entity within the Center for Gender Equity in Science and Technology. CompuGirls creates an interdisciplinary, diverse community of students and policy makers who create innovative scholarship and best practices for under-represented girls in STEM (science, technology, engineering and mathematics) fields. Vilchis was an undergraduate research assistant at CompuGirls, and hopes to remain involved with them.

Vilchis heard about the great reputation of Mary Lou Fulton Teachers College. She knew she wanted to become a teacher.

“I am in the iTeachAZ program now, and I just love it. It is a great experience that every teacher should have,” she said.

In five years, she envisions being midway through a doctoral program, but she will always teach in some way.

“I have a real for the passion for the kids. Teaching, and in the classroom, is really where I want to be.” 

Copy writer, Mary Lou Fulton Teachers College


Cambridge-bound grad values connections with ASU mentors

Aditya Dhumuntarao recently earned top awards in mathematics, physics

May 9, 2016

Editor's note: This is part of a series of profiles for spring 2016 commencement. See the rest here.

Aditya Dhumuntarao, a Barrett, the Honors College student who will be graduating in May with dual bachelor’s degrees in mathematics and physics, has earned top honors in both majors. He earned the top award for an undergraduate in each mathematics and physics — the Charles Wexler Mathematics Prize, and the Outstanding Physics Undergraduate Award. He was recently awarded a National Science Foundation (NSF) Graduate Fellowship, and is also the recipient of the inaugural Origins Project Undergraduate Research Scholarship. Aditya Dhumuntarao Download Full Image

Originally from India, Dhumuntarao plans to attend the University of Cambridge in the fall to complete the one-year Mathematics Tripos (Part III) program in the Department of Applied Mathematics and Theoretical Physics before returning to the States and continuing his graduate studies at the University of Minnesota.

He believes the only three things that students need to succeed are passion, ambition and mentors.

“Passion provides a fierce interest in what you want to learn, but it's ambition to succeed that realizes your goals,” he explained. “While the first two are my most important personal principles, the real value of my undergraduate degree comes from my connection to my mentors at ASU, professors Wenbo Tang, Eric Kostelich, Cecilia Lunardini, Maulik Parikh and Paul Davies.”

Dhumuntarao understands that as a freshman or sophomore, it’s easy for students to feel that professors are the enemy or disinterested towards their education.

“In fact, the opposite is true, and I learned that as an ASU student,” he said. “My mentors genuinely wanted to help me, and each, in their own way, provided me with support, advice, and assistance during my undergraduate life. I honestly would not be here if it were not for their efforts and well wishes.”

His plans for the summer include staying in England and starting a research project with the physics faculty at Cambridge. In his downtime, he'd like to pursue personal projects, including learning French, taking courses on machine learning and studying some neuroscience.

Aditya Dhumuntarao receiving the Charles Wexler Mathematics Prize

Aditya Dhumuntarao (with plaque) receives the Charles Wexler Mathematics Prize, with (from left) School of Mathematical and Statistical Sciences director Al Boggess, professor Paul Davies and professor Wenbo Tang.

Dhumuntarao answered some questions about his experience at Arizona State University.

Question: What was your “aha” moment, when you realized you wanted to study the field you majored in? 

Answer: I was originally a mechanical engineering and computer science student. However in the second semester of my sophomore year, I attended a physics colloquium titled, "How to Escape from a Black Hole" by my current research adviser, Maulik Parikh. This was an extremely formative moment for me. I always wanted to study mathematics and physics because their predictive and descriptive ability are, in my opinion, quite beautiful. I walked out of that lecture hall wanting to study physics and mathematics, and switched my major almost immediately afterwards.

Q: Why did you choose ASU?

A: During the senior year of my high school, I went on a class field trip to tour Barrett, the Honors College. On the field trip, I also had the chance to tour the majority of the ASU campus. I enjoyed the atmosphere at ASU and immediately realized that I wanted to pursue my undergraduate here.

Q: What’s the best piece of advice you’d give to those still in school?

A: As president of the ASU chapters of the Society of Physics Students and Sigma Pi Sigma, the most common questions I address are: “How do I involve myself in research? Does outreach matter? And am I able to keep up with graduate courses?”

Research and outreach are key, both for your undergraduate and beyond to graduate school. While conducting research places you at the forefront of your field, outreach also is a necessary part of your degree. In my case, promoting science, science education and science communication were invaluable to my desires to attend graduate school. In fact, the National Science Foundation Graduate Research Fellowship Program asked how I have positively influenced my science community. My involvement with the ASU Physics Department and TEDxASU were essential aspects of my application.

Additionally, take graduate courses! Often times, the most interesting subjects or research may only be pursued after you learn an advanced topic in depth. Graduate classes are extremely helpful in this manner because graduate students often commit to an adviser after they have taken the necessary courses. Studying subjects at the graduate level not only teaches you the subject, but also important methods of study. In my case, I decided to take on graduate studies in general relativity and quantum field theory before I worked on my honors thesis, which involved studying black holes — and that's pretty neat if you ask me.

If you are feeling nervous about talking to professors, joining a club or enrolling in a graduate course, just remember: Stay ambitious and you can achieve anything.

Q: What was your favorite spot on campus, whether for studying, meeting friends or just thinking about life?

A: My favorite spot on campus has to be the club room for the Society of Physics Students. I have had many fond memories there both when I was studying, or just relaxing with friends.

Q: What are your plans after graduation?

A: I have been admitted to both the University of Minnesota and the University of Cambridge! I will join and complete the Mathematical Tripos (Part III), a one-year program, at the Department of Applied Mathematics and Theoretical Physics at Cambridge before I return to the States and resume my graduate studies at the University of Minnesota. 

During this summer, I am planning on staying in England and starting a research project with the physics faculty at Cambridge. In my downtime during the summer, I'd like to pursue a few personal projects such as learning French, reading history, taking courses on machine learning, brushing up on my linguistics and studying some neuroscience.

Q: If someone gave you $40 million to solve one problem on our planet, what would you tackle?

A: Exploring space. While this answer seems self-contained, I chose space exploration for a variety of reasons. Other than “Star Trek: The Next Generation” being a major impact in my life, space exploration seeds the development of technologies that are invaluable to humankind. For example, technologies such as Velcro and singular advancements in water filtration can be attributed to NASA's involvement. If we want to tackle climate change, global food shortages, and improve the standards of living for all humankind — I believe the answers lie in space exploration.

Rhonda Olson

Manager of Marketing and Communication, School of Mathematical and Statistical Sciences