Fountain A The

Fountain
Volume 1, Issue 3, February 2009
The
A NEWSLETTER FROM THE JOHN D. GERHART CENTER
FOR PHILANTHROPY AND CIVIC ENGAGEMENT
Inside this Issue
SEASON'S GREETINGS
The Gerhart center wishes you a wonderful holiday season
and a happy new year.
Tadamunn: Launching
an Arab Universities
Network
Good Grant-Making
Basics Training
Tadamunn: Launching an Arab
Universities Network
Session Attracts
Foundations from
Around the Arab World
A Brief Interview with
Mo Ibrahim
Research Brief:
Pathways to
Participation Among
Egyptian Youth
Campus Conversation
t a time of immense regional challenges,
universities are called upon to contribute
more directly to social and economic
development. On October 13 and 14, 2008,
the Gerhart center, in partnership with
Innovations in Civic Participation (a non-profit
organization based in Washington, D.C.) and
the Talloires Global Network of Universities,
hosted a regional conference on the
incorporation of civic engagement onto Arab
university campuses. The conference titled,
Tadamunn: Toward Civic Engagement in Arab
Education, was held at the Marriott Hotel in
Zamalek and at AUC’s Tahrir Square Campus.
A
on the Power of
Facebook: Online
Social Networks
as Tools for Civic
Engagement
Gerhart Center News
Up and Down the
Donkey Track: Critical
The conference brought together 15 regional
universities, ranging from Bir Zeit University in
Palestine to Ahfad University in Sudan. AUC
Trustee Mohammed Ibrahim, founder of the
Mo Ibrahim Foundation that aims to promote
good governance in Africa, was the keynote
speaker. Panelists included Naledi Pandor,
South Africa's minister of education, Hany
Helal, Egyptian minister of higher education,
AUC President David Arnold and Dean Robert
Paths to Community
Engagement
Public Speaking by
Gerhart Center Staff
Hollister of Tufts University. Presidents, vice
presidents and provosts, as well as faculty
members and students, came together to share
their own experiences of civic engagement,
explore new approaches to meaningful
engagement on their own campuses and
address obstacles in a systematic way.
Participating universities supported the
formation of a regional network of universities.
The Gerhart center, along with Innovations in
Civic Participation and the Talloires Network,
will help launch the initiative over the coming
months, committed to infusing civic
engagement on campuses and exchanging best
practices in the field. The network will include
its own Web site as a resource for university
administrators and students. It will also host
annual meetings and technical training
sessions in areas such as private sector
partnerships and community-based learning.
Please
contact
Fawzia
Dawood
at
[email protected] for more information
on the launch of the Web site and for dates of
upcoming network meetings.
Community-Based
Learning Projects at
AUC
Gerhart Fellows
Reem Marto of Soliya a U.S.-based
non-governmental organization
AUC Trustee Mo Ibrahim, Minister Hany Helal,
Dean Robert Hollister and AUC President David Arnold
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Volume 1, Issue 3, February 2009
Good Grant-Making Basics Training Session
Attracts Foundations from Around the Arab World
he first in a series of training programs facilitated by AUC's John
D. Gerhart Center for Philanthropy and Civic Engagement, Good
Grant-Making Basic brought together foundations staff from Saudi
Arabia, the United Arab Emirates, Palestine, Jordan, Lebanon and
Egypt. According to Barbara Ibrahim, director of the Gerhart center,
the rapid growth of Arab foundations and endowments today has
created “a critical need for professionally-trained executive boards
and staff to move the sector forward. The Gerhart center is working to
build strong organizations that ensure maximum social impact for
Arab philanthropy.” Thus, over three days (September 9 to 11,
2008), under the coordination of Karim Shalaby, philanthropy adviser
at the Gerhart center, trainees were exposed to the principles and
mechanics of using grant making to bring about reform and social
change. Instead of seeing grant making as an end in itself, the course
urged participants to think of it as one way of reaching their ultimate
change objectives, whether in the field of environment, education,
human rights or community development.
T
A team of highly experienced grant makers and foundation leaders
conducted the training. Barry Gaberman, former senior vice president
of the Ford Foundation, compared individual philanthropy to organized
philanthropy. Peter Cleaves, chief executive officer of the Emirates
Foundation, presented a detailed framework that starts with
establishing grant criteria, all the way to communicating acceptances
and rejections. Barbara Ibrahim spoke on “Theories of Change and
Strategic Giving,” highlighting the importance of tailoring grant
making to the social and cultural context of the Arab world. Sharry
Lapp, adviser at the Welfare Association, explored basic monitoring
and evaluation concepts. Finally, Judy Barsalou, regional
representative at the Ford Foundation in Cairo, discussed “Governance
Issues for Grant Making,” including strategic planning, accountability,
transparency and knowledge management.
Sherine El Taraboulsi, Gerhart center
communications coordinator,
interviewed Mohammed Ibrahim, AUC
trustee and founder of the Mo Ibrahim
Foundation, which grants major awards
for good governance in Africa, while he
was in Cairo for the Tadamunn
conference.
Q1: You are an inspiration to many people
around the world; what inspired you to start
the Mo Ibrahim Foundation?
I grew up in a poor family, so I believe that
the material needs of any human being are
limited. I find more pleasure in the
excitement of starting unusual projects that
get tens of thousands of people employed. I
enjoy doing the right thing. There is no other
explanation I can offer for that. I was inspired
by Nubian traditions, and that is why I think
we need to understand the importance of
citizenship and develop this concept in the
Arab world. I believe that social justice is
important, that there should be no divisions
between people and, above all, that children
need to grow in a decent environment.
Q2: Sometimes, people are likely to regard
the goals of civic engagement as a utopian
dream that is not likely to be realized. How
do you regard civic engagement in the Middle
East based on your own unique experience?
Not all businessmen are apathetic. Some
have realized the importance of civil societies.
Civil societies rectify issues that may be
problematic and very damaging to businesses,
such as child labor and climate change. Some
businessmen are prompted to. But regardless
of this, I strongly believe that civic
engagement is important to any community.
Training team and participants
Participants engaged in debates and information exchange on the
daily problems they face as grant makers and called for a network to
keep Arab grant makers in touch for further professional development.
The Gerhart center will hold future training sessions on this topic as
well as other topics related to the emerging field of Arab philanthropy.
For more information on our forthcoming training sessions, please
contact Karim Shalaby at [email protected].
Q3: Do you think that Arab businessmen
have taken adequate responsibility in civic
engagement?
I believe there is always more room for Arab
businessmen to take initiatives in their
communities in an attempt to effect change.
They should take a genuine interest in civil
societies. Where are the Bill Gates of the
Arab world?
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Volume 1, Issue 3, February 2009
Research Brief: Pathways to Participation
Among Egyptian Youth
Campus Conversation
on
Barbara Lethem Ibrahim, Gerhart center director
“The Power of Facebook:
Online Social Networks as Tools
for Civic Engagement”
“It is not possible for civilization to flow backwards while there is
youth in the world. Youth may be headstrong, but it will advance its
allotted length.”
Helen Keller (1880 - 1968)
oung Egyptians are coming of age in a culture of exclusion. Youth
exclusion is present in the labor market, access to housing, political life
and obstacles to marriage formation and family decision making.
Regardless of education or rural-urban residence, few young people say that
they are able to make an independent choice about the person they will
marry. Few young Egyptians think they will find a decent job after leaving
school. Youth's experience of exclusion is pervasive throughout Egyptian
society, with differences of degree according to rural-urban residence or
social class.
Y
Far from being isolated, today's young people are immersed in the global
youth culture and assaulted by consumer advertising. But the realities facing
this largest-ever youth cohort are high unemployment rates and stalled social
and political reforms. Will those blocked aspirations lead to social disorder
and extremism as some journalists expect? We undertook a closer look at
some of the rapidly growing youth organizations originating in Cairo in order
to address that question.
Resala, or mission, is a youth-founded and youth-led social service
organization with more than 70,000 members. Its phenomenal growth
has taken place in less than eight years. Alashanek Ya Baladi (AYB),
translated as For My Country, is another youth-initiated volunteer service
organization with award-winning programs to help other youth rise out of
poverty. Youth volunteers respond to community needs with an array of
programs and services in an expanding number of branches in Cairo and
other Egyptian cities.
Case studies of these organizations suggest that instead of waiting for
adults or public programs to provide solutions, some urban youth are
actively finding ways to participate in public life and improve their
communities. In both groups, university students pressed their faculty
advisers and administrators to add community outreach to academic
programs. They registered as non-governmental organizations, convinced
wealthy patrons to fund their efforts and found creative ways to address
serious local problems.
he Gerhart center held a series of
campus conversations on the power of
Facebook in encouraging proactive civic
T
engagement and effecting positive change.
The first campus conversation featured
Dena Hegab, POSITION, who related her
experience in using Facebook as a means to
get students to demonstrate against AUC’s
move to the New Cairo Campus.
Rasha Abdullah, assistant professor of
journalism and mass communication at
AUC was the main speaker at the second
conversation. She elaborated on her
experience with Facebook and how it has
created a dramatic shift in people's
consciousness by becoming a networking
force to be reckoned with. She also related
the pivotal role played by Facebook in
launching political and social movements,
demonstrating throughout that Facebook
is much more than “just a click.”
Both conversations sparked debate on the
merits and demerits of Facebook and gave a
chance for students to voice their opinions
and concerns.
The Gerhart center will be holding future
campus conversations soon. For more
information, please contact Robert Gasior
at [email protected].
The study used interview methods with founders and recently recruited
members to explore what motivates young people to volunteer. The most
striking finding was the pervasiveness of a religious discourse among
volunteers to explain what attracted them and why they continue. Often,
this impulse is expressed in terms of spiritual reward, or thawab. Typical
responses from a college student include: “Each of us is part of the wall
holding up our Muslim umma [community]. Each of us is a brick, and if
I do my small part, the umma will become strong.” “I am accumulating
good capital in this life and in the next.”
continued on page 4
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Gerhart Center News
continued from page 3
So contrary to some expectations that religiosity will lead youth to
political radicalism, the growth and popularity of organizations like
Resala and AYB suggest a more constructive social enactment of
religious ideals. Groups like these may also function as a safety valve,
releasing frustration over social exclusion and providing an alternative
sense of belonging. One founder said this was a key motivation for him
in working to expand the organization. He believes that the current
youth generation has not been provided with values or goals by the state
or adult gatekeepers, and they are therefore vulnerable to extreme ideas.
A devout Muslim himself, his project is to help channel youthful
activism into building something positive that Egyptians can point to
with pride.
Volunteers express a sense of patriotism and desire to improve their
country. Other motivations stem from feelings that they have been
privileged in the opportunities given to them, and they want to “give
something back.” Others say that while their parents still look to the
government to solve society's problems, the current youth generation
“know that we are on our own –– no one is going to help us.”
Leaders in the two social service organizations noted that young women
are far more likely to volunteer and sustain their engagement than young
men. Thus, female-to-male volunteer ratios are often as high as four to
one. This is partly explained by the lack of alternative activities for girls.
However, it is also likely that social services appeal to girls' gendered
sense of their emerging adult roles. Caring for orphans and the sick,
teaching and tutoring children, and helping in general are culturally
assigned female roles.
Seeing friends and peer networking were other reasons given for
volunteering. While the dating aspect of participation was only
reluctantly discussed, it emerged as an important factor among some
youth from conservative backgrounds. Engagements and marriages are
not uncommon in branches of these organizations.
A final and obvious link between social exclusion and the impulse
toward social service is more often mentioned by young men, but also
among some girls. Volunteering is seen as a way to add skills and
experience to one's CV in the hope that it will provide advantages on the
job market. Interviewees who mentioned this rationale also expressed
hope that an adult volunteer or someone they met through service
activities would offer them a job. There is a pervasive assumption that
jobs only come through personal contacts, and that provides another
reason for volunteering: “... Instead of spending my time all day at the
sports club … I can be doing something worthwhile. And who knows, I
might meet someone who would give me a chance to work for them.”
Further research will look at some of the implications of youth volunteerism
for democratic values and other forms of civic engagement.
he Gerhart center held a meeting titled,
Expert Consultation on Youth Civic
Engagement, on September 21, 2008. The
one-day event explored definitions and
plans to refine research on youth civic
engagement in the Arab region. Guests
included Golda Khoury, youth adviser,
UNICEF, Amman; Rami Khouri, director,
Issam Fares Institute, American University
of Beirut; and Susan Stroud, director of
Innovations in Civic Participation.
T
Lamia Bulbul and Barbara Ibrahim of the
Gerhart center were invited by the Arab
Foundations Forum on September 13, 2008
to facilitate a discussion during their
biannual meeting in Beirut, Lebanon. The
discussion centered on the steps needed to
begin quantifying the scope of philanthropic
capital flows in the region. Participants
included senior executives from eight Arab
foundations. The discussion was useful in
refining some of the indicators that should
be measured and the challenges facing a
comprehensive data collection effort on
philanthropic giving. Future meetings will
convene a task force to plan for surveys in a
number of Arab countries.
The Gerhart center co-hosted a five-day
training institute at the American University of
Beirut (AUB), August 22 - 26, 2008. Dina
Sherif and Amani Elshimi of AUC
participated in faculty workshops at the
newly established center for Community
Service and Civic Engagement at AUB,
headed by Mounir Mabsout, professor of civil
engineering there. The third partner in the
workshops was EARTH University, Costa
Rica, represented by Pedro Bidegaray,
faculty member and coordinator of academic
programs. The institute was attended by a
small group of selected faculty from a
diversity of disciplines. This contributed to a
rich discussion on the necessity of engaging
the
campus
in
introspection
and
strategizing, drawing on the character of the
long-existing culture of community giving in
the Arab world and involving the community
in the planning stage.
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Volume 1, Issue 3, February 2009
Up and Down the Donkey Track: Critical Paths to
Community Engagement
Amani Elshimi, director of community-based learning,
Gerhart center
ne by one, the students hunched down low to climb
into the tiny microbus. With knees crammed against
the seats in front and shoulders drawn tight, we jostled
on a one-hour journey to Nekla Village. My students and
I had never been so closely seated. It was hard to turn
around to see your immediate neighbor or those behind.
The windows were stuck. The seats were squeaky. But
spirits were high.
O
The students had prepared graphic materials to teach
groups of literacy learners at the village library. The theme
was bird flu. Two students had jointly produced paintings
of birds and children, hands under a running tap, a
steaming pot and a cooked chicken, emergency numbers
for the “hotline.” Two had printed keywords on colored
flash cards. Two had produced a huge board drawing for a
game of Arabic Pictionary, and two had a large poster with
lengths of text, awkwardly scribbled in sloppy lines. “We
have the best lesson plan,” they pointed out. “Nothing less
than 'A' for this.” It was a warning.
As the bus wobbled on, I listened to the English-Arabic
mixture of student slang. Professor X is demagh (laid back),
Professor Y biyehlalik (ignores you), class X is helw moot
(very good), class Y is ghabi tahn (extremely insignificant).
What kind of linguistic rubbish is this, I fumed.
Silence. The bus had stopped. A crowd of children
assembled at the steps of the bus. Young, sturdy women,
cross-legged on vegetable carts, eyed us with curiosity.
“OK, we've arrived,” the driver called out.
As they stepped out nervously onto the dirt road, the
students looked oddly out of place. The girls had dressed
modestly and avoided make up and jewelry. The boys
wore simple casuals, but still they looked different. For
the first time, I noticed a student had red highlights in
his hair, and another had a nose ring. But, most of all,
I noticed their silence. Every one of them had fallen
completely silent. They carefully watched each step as
they made their way between heaps of animal waste and
puddles of water. The 30-meter donkey track that led to
the library seemed to stretch into miles.
My class of freshmen, enrolled in a Research Writing
class in the rhetoric and composition department, were
exploring issues related to female literacy. They learned
the skills of argument and analysis, using the right
appeals for a specific audience, and of recognizing and
responding to the context of argument.
This was their first community-based learning experience …
and mine. I had carefully designed an activity that would
closely align with our learning goals. I had prepped my
students well, and I had planned all logistics meticulously.
But I was not prepared, it seems. How do I get that student
to get rid of his gum?
Community-based learning, often known as service learning, is
defined by AUC as “a combination of faculty-guided
community engagement with explicit learning objectives.” The
principles of the pedagogy include reciprocity of engagement,
with both the community and the student providing a service
and making gains, and reflection on the community
experience in such a way to comprehend and advance the
course learning.
continued on page 6
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continued from page 5
The silence had broken once my students began to teach. Uncertainly at
first, they shared their materials with groups of women, hidden behind
black and gray face-veils. Peter had whispered, “Can I tell them my name
is Peter?” I understood his unpronounced fear, “Or would they beat me
up?” I saw Dina button her shirt tighter around the neck and Sherif discard
his gum. As the women looked at the pictures of chickens and tried to
write the sentences, there was laughter and voices and the usual clamor of
an ordinary class. The women shared their names, jokes and personal
stories. They called Peter by the name, and offered Ahmed tissues to wipe
the board. One was 52, one was 12 and most were 16 to 25 –– the same
age range as the students. I relaxed. My students were behaving in ways I
had not witnessed before. One was holding a woman's hand as she wrote
across the page; another was patiently rephrasing instructions for a game
of word matching.
Volume 1, Issue 3, February 2009
Public Speaking
by Gerhart Center Staff
Barbara Ibrahim
“Women, Islam and Social Responsibility,”
Moving Women's Philanthropy Forward,
Conference, IU Center on Philanthropy,
November 14, 2008.
“Reflections on Philanthropy in Hard Times,”
Salzburg Seminar on the Future of
Philanthropy, Austria, December 11, 2008.
Visiting Series
Indianapolis
at
Indiana
University,
“Youth Activism and Public Spaces: Social
Change in Egypt and the Middle East,”
September 3, 2008.
“Philanthropy in the Arab World: Oil Wealth,
Corporate Sustainability and the 'New'
Philanthropy,” October 8, 2008.
“The Morning After: A New U.S. President
Takes Up Middle East Foreign Policy,” Joint
Presentation with Saad Ibrahim, November 5,
2008.
“Charity and Change: Some Philanthropic
Trends in Muslim Societies,” December 10,
2008.
Dina Sherif
International Association for National Youth
Service (IANYS) Global Conference, Paris,
November 19 - 22, 2008.
As we walked down the donkey track to the bus at the end of the day, after
having been treated to a generous meal of feteer meshaltit and molasses,
the students were animated and obviously comfortable, now oblivious to
the muddy ground and the unfamiliar lumps on the road. My satisfaction
was immense.
The benefits of community-based learning are many, including improved
analytic and creative problem-solving skills and disciplinary knowledge, as
well as heightened community awareness and appreciation of diversity.
But there are also challenges. How can the students sustain the service
beyond the semester? How can they best capture the learning and transfer
it to other contexts? How do we access funding for such projects? How do
we motivate students to take community-based learning courses? As AUC
expands its community engagement and strengthens its academic
pedagogies, these and other questions help conceptualize and shape a
vision for an institutional community-based learning program.
I like to tell the Nekla Village story because it is, perhaps, my most
memorable experience –– my first community-based teaching experience.
Since then, I have learned a great deal. I have learned to learn along with
the students, to tolerate ambiguities and unpredictable circumstances,
and to draw on the experience and resources of the rest of the institution.
The whole institution is community.
“How to be Strategic About your Social
Investments? Examples from the Local and
Regional
Scenes,”
U.S.
Corporate
Ambassadors Conference, Conrad Hotel,
Cairo, November 22 - 23, 2008.
Amani Elshimi
“Integrative Learning and Learning Transfer
Across the Curriculum,” 15th AUC Research
Conference, April 12, 2008.
“Undergraduate Research Across the
Curriculum,”
15th
AUC
Research
Conference, April 12, 2008.
“Engaging Pedagogies: Focus on Service
Learning,” Presentation, University of
California at Davis, Seminar on College
Teaching, March 26, 2008.
“Community-Based Learning: Principles,
Practices and Assessment,” Workshop,
Department of Rhetoric and Composition,
John D. Gerhart Center for Philanthropy and
Civic Engagement and Center for Learning
and Teaching, AUC, March 31, 2008.
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Community-Based Learning Courses at AUC
Volume 1, Issue 3, February 2009
Gerhart Center
Upcoming Events
2009
Brooke Comer, rhetoric and composition
Course: Research Writing, Project: Students pair up with refugee children,
engaging in capacity-building exercises, including language learning
Ghada Elshimi, rhetoric and composition
Course: Research Writing, Project: Students work with children to create
fictional stories and artwork related to education, health, environment and
social roles
Hala Abdel Hak, psychology
Course: Personal Growth, Project: Students teach both English and Arabic
classes to refugees, helping them develop a variety of skills
Kamal Fahmi, sociology
Course: Community Development, Project: Individual students provide service
hours in community development organizations
Manal Badawy, sociology
Course: Social Inequality, Project: Students prepare and deliver a series of
awareness lectures on issues related to community inequalities
Mona Amer, psychology
Course: Abnormal Psychology, Project: Students partner with patients in
Behman Hospital to provide companionship, demonstrating professional skills
of interviewing, listening and empathy when communicating with someone
with a mental disorder
Course: Community Psychology, Project: Students construct a data collection
instrument on behalf of a community agency and participate in interviewing
families for asset assessment in a community in Ein El Sira
February 9
Philanthropy and Civic
Engagement at AUC, Gerhart
center presentation to the AUC
Board of Trustees, New Cairo
Campus inauguration
March 4
Trends in Arab Philanthropy,
speech by Barbara Ibrahim at the
Council on Foreign Relations,
New York
For more information, please
contact Sherine El Taraboulsi at
[email protected].
Patrick Mason, history
Course: The Civil Rights Movement, Project: Students create and teach literacy
lessons to female learners in Establ Antar on topics related to civic pride,
community rights and responsibilities, and community building
Rabab El Mahdy, political science
Course: Introduction to Development, Project: Individual students provide
service hours in community development organizations
Sherine Ramzy, sociology
Course: Introduction to Sociology, Project: Students interview the elderly
population of Establ Antar and collect oral histories of individuals who lived
through the rural-urban transition in the early 1970s. Students then publish a
collection of oral narratives that raise awareness on these experiences
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Gerhart Fellows
Gerhart Center Staff
Atiaf Al Wazir
At the Gerhart center, Al Wazir aims to produce a userfriendly, step-by-step Arabic manual for Arab
philanthropic organizations on grant-making basics.
The manual targets an Arab audience and will include
specific examples from the Arab world on topics
including but not limited to: starting a foundation,
board development, financial management, strategic
planning, identifying community-based needs and
general capacity building.
For the last four years, Al Wazir worked at the National Endowment for
Democracy (NED), a non-profit, grant-making organization based in
Washington, D.C. Prior to joining NED, she was a consultant and worked for
a variety of non-governmental organizations, including the World Bank, the
International Crisis Group, the Women's National Committee, the Yemen
Heritage & Research center and Calvary Women's Shelter. Her career also
included stints of NGO fieldwork in Thailand on the issue of trafficking, in
Yemen on the issue of women in prison and in Lebanon on the issue of
refugees. She earned a master's in international affairs from the American
University in Washington, D.C.
Jakob I. Myschetzky
Myschetzky's current research at the Gerhart center is
centered on how highly skilled Egyptian migrants hold
untapped potential for co-development and
intercultural dialogue by bringing new perspectives to
their home country through transfers of knowledge,
temporary returns, collective remittances and
investments, engagement in Egyptian society and
public debate.
Myschetzky is founder and managing director of Inklusion
(www.inklusion.dk), a non-governmental organization that he created in
2003. Inklusion is a network of engaged people with different academic
and cultural backgrounds. It seeks to promote diversity as a positive
resource through training, raising awareness and exchange of good
practices both in Europe and the Middle East. Myschetzky wrote his
master's thesis in Egypt in 2005 on brain drain and development in Egypt.
Todd Lester
Lester's current research at the Gerhart center is
focused on ways through which refugee civic leaders
engage or mobilize their community given the
restricted legal environment in Egypt, based on the
premise that civic leadership knows no boundaries.
Lester is founder and executive director of
freeDimensional (www.freedimensional.org), a global network of community
arts spaces that provides services for human rights defenders during
periods of distress. He was recently named a fellow at AUC's Center for
Migration and Refugee Studies and a young scholar with the Organization
of American States. Lester is an adjunct instructor at the New School, New
York University and John Jay College of Criminal Justice. He received career
training as an assistant at the United Nations and through working for
various international agencies, including the Carter Center, CARE and
Population Services International.
For more information on fellowships, please contact Dina Sherif at
[email protected].
Barbara Ibrahim
Director
Dina Sherif
Associate Director
Karim Shalaby
Philanthropy Adviser
Amani Elshimi
Director of Community-Based
Learning
Lamia Bulbul
Assistant Director for Research
Sherine El Taraboulsi
Assistant to the Director and
Communications Coordinator
Fawzia Dawood
Program Assistant
Safaa El Beitawy
Office and Financial Coordinator
Robert Gasior
Presidential Intern
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