[Ohio-Talk] Kinshuk Tella's Article is in the body of this email - FYI.

Sat Apr 9 17:28:40 UTC 2022

Thank you so much for dropping this into the message. I loved the article, and I am also proud of Kinshuk!
Barbara
Barbara Pierce (she, her, hers)
President Emerita
National Federation of the Blind of Ohio
Barbara.pierce9366 at gmail.com
440-774-8077

The National Federation of the Blind knows that blindness is not the characteristic that defines you or your future. Every day we raise expectations for blind people because low expectations create obstacles between blind people and their dreams. You can live the life you want; blindness is not what holds you back.

> On Apr 9, 2022, at 1:10 PM, ali benmerzouga via Ohio-Talk <ohio-talk at nfbnet.org> wrote:
> 
> Great job Kinshuk! Keep it up!
> Thanks Marianne for sharing!
> 
> The Article starts here:
> 
> Allyship and Advocacy
> 
> Kinshuk Tella receives an award at Miami University.
> 
> From the Editor: Kinshuk Tella is a junior at Miami University in Oxford,
> Ohio, where he is majoring in geology and environmental science. At the 2021
> NFB National Convention he was awarded an Oracle Scholarship valued at
> $8,000, given to a blind student in a STEM field. 
> 
> 
> I'm sure many blind students can relate to my journey into a STEM field
> (science, technology, engineering, and mathematics). Like many blind high
> school
> seniors, I researched colleges, visited campuses, and talked to professors
> and disability service officers. By the last semester of my high school
> experience,
> I had narrowed my search down to two schools: The Ohio State University and
> Miami University. 
> To make my final decision, I visited Miami University and met with the head
> of the environmental science department. I'll call him Dr. S. My parents and
> I sat in Dr. S.'s office, talking about my interest in the natural sciences
> and earth science. I explained that I wanted to do research and explore
> various
> possibilities for my career path. 
> Dr. S. recognized my interest, and he was enthusiastic about having me
> enroll. He told me about a wonderful program he organized, taking
> undergraduate
> and graduate students to Zimbabwe. The students worked on hydrogeological
> projects to help local communities. I was sold! I couldn't wait to go to
> Zimbabwe
> with this guy!
> Eventually, however, I had to bring up the issue of disability
> accommodations. At that time I was in a very different place in my life
> regarding my blindness
> from where I am now. I did not even own a cane, let alone use one! In a
> first encounter it was not obvious that I'm blind. Dr. S. was not aware of
> my blindness
> until I raised the topic myself. I had to discuss the access barriers I
> might encounter as a blind student in my major and explain how
> accommodations would
> make it possible for me to complete my coursework. 
> As soon as I mentioned blindness accommodations, the conversation shifted.
> Dr. S. explained that the school offered a less demanding degree in my
> field.
> I could earn a degree that involved less fieldwork, less research, and fewer
> presentations. There was no further talk about Zimbabwe. 
> As I listened to Dr. S., I didn't fully realize what was happening. Later,
> though, on the drive home, I started to ponder. Dr. S. was enthusiastic
> about
> the Zimbabwe trip when he wanted to encourage me to enroll at the
> university. Why did he suddenly change gears and start talking to me about
> easier options?
> I realized the change happened because I had revealed my disability.
> Despite these concerns, I decided to enroll at Miami University. On my first
> day on campus I realized I had to take control of my education. I deserved
> a proper education like everybody else in my class, and to receive that
> education I had to advocate for myself. I had to work on building
> relationships.
> I had to learn to talk to my professors, to engage with them on many levels.
> Through my efforts at self-advocacy, I even managed to change Dr. S.'s mind
> about my potential. He is now one of my advisors, and he has written
> numerous references for me. With his help and the support of the department,
> I have
> been able to travel and present my research on several occasions. Last
> summer, I worked in San Diego for a power company. I worked on issues around
> compliance
> with environmental regulations. I'm now on track to earn a masters and a
> doctoral degree. 
> Geoscience is a tough field, and it gets harder and harder every semester.
> For a blind student, studying in a STEM field 'is very challenging because
> STEM
> subjects are taught very visually. There are endless labs and group projects
> that involve creating charts and diagrams. I remind myself that every field
> has its challenges, and what matters is to follow your passion.
> The field of geoscience is the least diverse of all the STEM fields-and STEM
> is incredibly non-diverse to begin with. I live with the intersection of two
> minorities-I am blind, and I am South Asian. Living and working as a dual
> minority really takes a toll on you! 
> One of the most important things I've learned from my experiences is that
> allyship is your best friend. It's not only important to have allies, but to
> have allies who are active on your behalf. Active allies are those who
> understand your experiences. Not only can they help you directly, but they
> can model
> how others should treat you. One person who really understands you can make
> all the difference! Your ally can be a professor, an advisor, or even a
> peer.
> That person can be a model for others, showing others how to serve you
> better.
> I have learned that proactivity and frequency of contact are vital when I
> communicate with professors and disability services coordinators. I arrange
> my
> first meetings with them even before I register for class. We talk about how
> the class is run and how I can get access to all of the course material. 
> It isn't enough for me to communicate with the professor and disability
> coordinator once or twice at the beginning of the semester. Throughout the
> course,
> I make sure to have frequent communication. We talk about labs and
> assignments. We discuss how my studies are going and ways my access can be
> improved.
> 
> Working out accommodations can be incredibly difficult sometimes! Right now
> I'm taking a structural geology course where the labs are based on
> straight-up
> mapping. It's very difficult for me to navigate my assignments nonvisually!
> We take it lab by lab and find solutions to each problem as it arises. It
> may
> take an extra week or two for me to complete the work, but I make sure I get
> the lab done. 
> If you're a person who is considered diverse in a STEM field, you often have
> to work harder than others to get the same results. Furthermore, you have
> to carry a lot of responsibilities. You may discover that you want to be an
> advocate for other people on your campus and beyond. 
> I have learned a great deal by advocating through NFB and through
> organizations on campus. People in underrepresented groups often are asked
> to serve on
> committees to help make the school more equitable and accessible. When work
> on one committee is completed, another committee pops up. If you're not
> careful,
> you may find yourself spending more time on committees than you spend on
> your academic work. This is where self-care comes into play. You can only
> serve
> other people when you take good care of yourself.
> I'm learning all the time how to advocate for myself and how to advocate for
> other people as well. I truly feel that the NFB is a great community of
> mentors
> and peers, dedicated to supporting everyone. By working together, we can
> take control of our lives.
> 
> End of the Article.
> Ali
> 
> 
> 
> 
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