Educause 2010: Thoughts and Reflections


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Resource for the IT Brownbag session on Educause 2010.

note: links are clickable

Fordham IT's 'Brown Bag' program began in June 2008. This program was designed specifically to spend time with fellow colleagues getting to know what they do on a daily basis. It has evolved into presentations on current projects, lesson learned from conferences, etc.

For more resources from the session:

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Educause 2010: Thoughts and Reflections

  1. 1. Educause 2010 EDUCAUSEConference2010 byeducausestaffviaFlickr EDUCAUSE Conference 2010 by educausestaff via Flickr Thoughts and Reflections Kristen A. Treglia Information Technologist
  2. 2. @kris10_ Best Thinking in Higher Ed IT EDUCAUSE is a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology. educause2010 byvelkr0viaFlickr Educause EDUCAUSE helps those who lead, manage, and use information resources to shape strategic decisions at every level. A comprehensive range of resources and activities is available to all interested employees at EDUCAUSE member organizations, with special opportunities open to designated member representatives. EDUCAUSE programs include professional development activities, applied research, strategic policy advocacy, teaching and learning initiatives, online information services, print and electronic publications, special interest collaborative communities, and awards for leadership and innovation. EDUCAUSE has offices in Boulder, Colorado, and Washington, D.C. * professional development activities * applied research * strategic policy advocacy * teaching and learning initiatives * online information services * print and electronic publications, including books, monographs, and the magazines EDUCAUSE Quarterly and EDUCAUSE Review The current membership comprises more than 2,200 colleges, universities, and educational organizations, including 250 corporations, with more than 17,000 active members. Table of Contents General Sessions: Reinventing Management for a Networked World Gary Hamel 4 Distance vs. Distributed Education: Bringing the Campus to the Students Neil Gershenfeld 6 Confessions of a University President: Information Technology and University Leadership Jolene Koester 8 Engaged, Empowered and Enabled: The New K–12 Student Vision for Learning 9 Top 10 Questions to Consider When Implementing Social Media: Perspectives of Different Campuses 10 Cognitive Surplus or the Lonely Shallows: Is the Internet Making Us Stupid? 11 Using 21st-Century Tools to Market 21st-Century Resources 11 It Takes a Community: Strategic Campus Technology Partnerships to Advance Teaching and Learning 12 Digital Learning Resources: Does the iPad Change Everything/ Anything? 13 Open Education Policy in Washington 14 Kristen Treglia is an Instructional Technologist at Fordham University. She spends her time developing technology resources for faculty and teaching faculty best practices in using technology based teaching methods and materials. She is also a Blackboard Administrator and is part of the Distance Learning team that designs and creates online courses for the Graduate School of Religion and Religious Education. She is well versed in using many different types of social media and web2.0 technologies. Prior to joining the Faculty Technology team at Fordham, Kristen taught HS Mathematics for 2 years at the New York Military Academy in Cornwall, NY and 6 years at Xaverian HS in Brooklyn, NY. She has served on a Middle States Accreditation Planning Committee, created a professional development series on integrating technology into the classroom, collaborated on a grant proposal for innovative use of technology in math classrooms, coached varsity volleyball, and created local SADD chapters. She is also currently an SAT test center administrator. About Kristen Resources include
  3. 3. About the session My Notes Over the past decade, the Internet has had a profound impact on I found Hamel’s thoughts on how to outrun change Point 1 Freedom, openness, transparency, flexibility, and meritocracy are the fundamentals of the web. What does the web then do and what can we learn from this? Dematerializes “Undermines the value of physical infrastructure.” Like Zopa, web based bank without bankers, open courseware on the web offers knowledge and education to students without the university experience. Disintegrates “Disaggregating products and services offer users mashed-up content.” Will there be a web based application that does to education what Hulu does to television? Disintermediates “Cuts out the middle man to allow a direct connection between users and services.” The traditional model of faculty could give rise to a more centralized yet global gathering online. Democratizes Work is distributed to those who want to do the work and everyone can create value which can immediately create a global team. This is one of the biggest opportunities and challenges for higher ed institutions- we must learn how to take advantage of passion and creativity to keep up with change and not only stay relevant and on the cutting edge. just about every organization around the world. It has enabled dramatic efficiency gains in core processes and has radically changed service delivery in industries as diverse as education, financial services, publishing, and entertainment. However, the greatest impact of the Internet is likely to come over the next decade as it starts to reshape the traditional management processes and structures that are used to run large-scale institutions. The management practices found in most organizations today trace their roots back to the Industrial Age or to medieval religious orders. While this model was well suited to a world requiring conformance and discipline, it is woefully inadequate and even toxic in today’s world of accelerating change. To thrive in the years ahead, every organization must become as nimble as change itself—a challenge that will require a fundamental rewiring of our tradition-bound management principles and practices. Unlike most organizations, the web is a cauldron of innovation; it is extraordinarily malleable and highly adaptable. In these respects, it already exhibits exactly those qualities that will be most critical to organizational success in the years to come. That’s why the management model of every organization will need to be rebuilt on the fundamental values of the web: freedom, openness, transparency, collaboration, flexibility, and meritocracy. In this provocative and practical presentation, Gary Hamel will lay out a blueprint for “Management 2.0” and outline the steps you can take to help your organization to become as adaptable as the times demand. Innovation is born in the gap between resources and aspiration More change will happen to our educational institutions in the next century than in the last millennium Reinventing Management for a Networked World Gary Hamel General Session and stay relevant in a “discontinuous world” a great way to begin the conference. It was a reminder to take a time out and reflect upon how able we as individuals and organizations are to adapt ourselves to the rapidly increasing rate of changes in education brought on by the Internet. “ “ EDUCAUSE Conference 2010 by educausestaff via Flickr
  4. 4. Think Indiana Jones in the scene of Raiders of the Lost Ark where he faces off against the swordsman. Instead of prolonged, drawn out swordplay, Indy takes out his gun and just shoots. Point 2 In order to shake loose assumptions and old ways of doing things, Hamel offers this advice: 1. Get beyond denial like music industry: downloadable music 2. Create opportunities for renewal Google’s strategy of at bats and acorns- by generating thousands of ideas there is a better probability of an idea connecting or bearing fruit 3. Realign talent and capital ideas need to be depoliticized, we must be able to move resources behind ideas 4. Enlarge our sense of mission one laptop per child- we have a higher calling and a duty to humanity, but we have lost sense of aspiration for cozy business model Change can come from an individual, be passionate about your ideas and remember that one person can start a revolution Hamel suggests that we should be “an enemy of entropy” at our organization by being part of the vanguard, not the old guard. @profhamel Pre-conference interview (audio, 12:41) RSS Feed for comments from session The Wall Street Journal recently ranked Gary Hamel as the world’s most influential business thinker, and Fortune magazine has called him “the world’s leading expert on business strategy.” For the last three years, Hamel has also topped Executive Excellence magazine’s annual ranking of the most sought after management speakers. The Agile University, a blog post by Peter Tinson Headline of the Week: The Internet as Fundamental Disruptor/Destructor by bartch02 EDUCAUSE 2010: Towards Refreshing Business Models for Higher Education? via Duraspace Additional Resources slide by micala via Flickr Industry has been changed not by incumbents, but by insurgents “ “ Blog posts and articles reflecting on the session
  5. 5. About the session Neil Gershenfeld My Notes Advances in integrating the worlds of bits and atoms are challenging Gershenfeld’s ideas are very exciting He starts off by speaking about the origins of computing. The computers that we use are based on the “hack” to make the first computers work. Computers today aren’t very energy efficient, and the reason for this is computer science basically pretends that physical reality doesn’t exist. He’s part of a group of people that are trying to ‘reinvent’ the field of computing with the laws of physics in mind so that programs don’t just describe things, they are things. By in effect, programming reality, it would be possible to reduce power consumption and increase scaling to size. assumptions of scarcity that are implicit in the organization of advanced technical education and investigation. MIT’s Neil Gershenfeld will discuss the ideas behind this revolution and their implications for improving educational opportunities. Realizing this promise will require revisiting many current practices, including accrediting networks rather than locations, organizing individuals instead of institutions, formalizing informal learning, and creating corresponding career paths. Prof. Neil Gershenfeld is the Director of MIT’s Center for Bits and Atoms. His unique laboratory is breaking down boundaries between the digital and physical worlds, from creating molecular quantum computers to virtuosic musical instruments. Technology from his lab has been seen and used in settings including New York’s Museum of Modern Art and rural Indian villages, the White House and the World Economic Forum, inner-city community centers and automobile safety systems, Las Vegas shows and Sami herds. He is the author of numerous technical publications, patents, and books including Fab, When Things Start To Think, The Nature of Mathematical Modeling, and The Physics of Information Technology, and has been featured in media such as The New York Times, The Economist, and the McNeil/Lehrer News Hour. He is a Fellow of the American Physical Society, has been named one of Scientific American’s 50 leaders in science and technology, has been selected as a CNN/ Time/Fortune Principal Voice, and by Prospect/FP as one of the top 100 public intellectuals. Research advances by Dr. Gershenfeld and his students and colleagues working at the boundary between physical science and computer science include: one of the first complete quantum computations, using nuclear spins in molecules; microfluidic bubble logic, with bits that transport materials as well as information; physical one-way cryptographic functions, implemented by mesoscopic light scattering; noise-locked loops that entrain on codes, which led to analog logic integrated circuits that use continuous device dynamics to solve digital problems; Internet 0 for interdevice internetworking; microslot probes for ultra-small-sample structural studies; integrated 6-axis inertial measurement based on the dynamics of trapped particles; and charge source tomography for electric field imaging. He’s the originator of the growing global network of field fab labs that provide widespread access to prototype tools for personal fabrication, and directs the Fab Academy, the associated program for distributed research and education in the principles and practices of digital fabrication. Education institution is a network not a place Distance vs. Distributed Education: Bringing the Campus to the Student Neil Gershenfeld General Session the standard model of education that distribute education via universities to students with the outcome of providing them with a diploma or certification. Instead, his Fab Labs bring the campus to the student with the goal of enabling the student to apply theory to actual practice. and provide food for thought in rethinking “ “ “Buildings waste a third of our energy... data centers are approaching the power consumption (and cost) of a small city”
  6. 6. CRW_6224 by jeanbaptisteparis via Flickr The “How to Make Almost Anything” class at MIT led to the creation of Fab Labs. Students document and teach the ones that follow, peer to peer and project based learning-- a “just in time” idea of production as opposed to the idea of learning “just in case”. Students are actually building circuits and using them to create things instead of spending years learning about computer theory. Distributed Learning Similar to the way that the printing press democratized access to printing, the internet is a becoming a vehicle democratize learning. Neil sees “education institutions as networks of people, not a place.” Research requires funding, facilities, and people; I came to MIT to get access to all of these. State-of-the-art research infrastructure, large library collections, and world-class faculty are all expensive resources that limit admission slots, classroom space, and research positions. But what would happen if these things were no longer scarce? That’s increasingly the case. The Internet has already enabled distance learning, providing video inks to classrooms and remote access to online content (such as MIT’s OpenCourseWare). By digitizing not just the communication of ideas but also the fabrication of things, the campus can now effectively come to the student.” The only problem with providing ordinary people with modern means for invention is that this doesn’t fit within the conventional categories of education, industry, or aid. To fill this void, the fab lab network is now inventing new organizations: a non-profit Fab Foundation to support invention as aid, a for- profit Fab Fund to provide global capital for local inventors and global markets for local inventions, and an educational Fab Academy for distributed advanced technical education. The Fab Academy is a network rather than a place, with teachers and students in fab labs around the world linked by broadband video, shared online information, and common technical capabilities. Its purpose is to keep up with the remarkable kids who are getting hands-on technical training in fab labs that is outstripping what they can learn in their (frequently dysfunctional) local school systems. About Fab Labs Fab labs provide widespread access to modern means for invention. They began as an outreach project from MIT’s Center for Bits and Atoms (CBA). CBA assembled millions of dollars in machines for research in digital fabrication, ultimately aiming at developing programmable molecular assemblers that will be able to make almost anything. Fab labs fall between these extremes, comprising roughly fifty thousand dollars in equipment and materials that can be used today to do what will be possible with tomorrow’s personal fabricators. Fab labs have spread from inner-city Boston to rural India, from South Africa to the North of Norway. Activities in fab labs range from technological empowerment to peer- to-peer project-based technical training to local problem-solving to small- scale high-tech business incubation to grass-roots research. Projects being developed and produced in fab labs include solar and wind-powered turbines, thin-client computers and wireless data networks, analytical instrumentation for agriculture and healthcare, custom housing, and rapid-prototyping of rapid-prototyping machines. @NeilGershenfeld @tag_fablab Center for Bits and Atoms Video Presentation Pre-conference interview (audio, 12:41) CNN: Principal Voices SEED: Is MIT obsolete? RSS Feed for comments from session #E10_GS02 Additional Resources “ “ Is MIT Obsolete? by Neil Gershenfeld via SEED Magazine Instead of building a few big labs, it’s now possible to build a network of many more-accessible smaller labs that can be used for technical empowerment, training, incubation, and invention.
  7. 7. About the session Additional Resources My Notes The possibilities and challenges posed by advances in information technology Koester’s thoughts on the role of information technology were a perfect close Confessions As a University President, Jolene talks about how she had a limited background of knowledge about IT when she became a University President. Warm Jello “I sometimes felt like I was holding warm jello,” she reflects upon her level of anxiety and unease at being responsible for IT functioning and planning well. To begin with, she saw IT as a utility that needed to provide reliable service like reliable electricity or water but she has come to realize how much more IT is-- ubiquitous, strategic and integral to the future of the university. IT has the power to change the very nature of my university over the next ten years Challenges include: digital students coming to an analogue institution, cloud computing, transformation in instruction and learning- from teaching as delivering knowledge to instruction as facilitating discovery. Advice She concluded her talk by offering several pieces of advice: Set priorities that align to the University’s strategic goals. Be prepared to listen, and to act. Be part of the team, communication and collaboration are key. Remember to use “user friendly” language. have changed the landscape of leadership in higher education. This presentation will offer a glimpse into the perspectives of Jolene Koester, president of a regional comprehensive university (California State University, Northridge), on the role of information technology in her university’s future. Gain insights into how university presidents spend their time and what they need to know to help them make good decisions for their institutions. How can presidents use information technology as an enabler of their institutional mission and goals? How can university information technology organizations be most responsive to the needs of the institution and the president? What YOU want to do may not be what others want or need to do “Out of your expertise and vision, in partnerships with the rest of your institution and sometimes with partnerships other institutions, will emerge major transformation and redefinition of the role and contributions of universities-- you are at the center of what will change U.S. higher education” Confessions of a University President: Information Technology and University Leadership Jolene Koester General Session IT is not just an important part of the infrastructure of a university, it is perhaps the most important vehicle that can change the very nature of the university-- how can we as individuals rise to the challenge? to the conference. She reminds us that “ “ Video Presentation Pre-conference interview (audio, ) RSS Feed for comments from session #E10_GS03
  8. 8. Since 2003, the Speak Up National Research Project has collected authentic feedback about education and technology from 1.5 million K–12 students. In this review of the most recent data findings, learn about the expectations of today’s K–12 students for more socially based, untethered, and digitally-rich learning environments and how you can prepare your campus and your faculty in particular to address the needs and aspirations of these up-and-coming“free agent learners.” I was not at all surprised by the types of questions and content that was discussed at this session- however; I was extremely surprised by some of the new data that was presented. For anyone that works in Higher Ed today, it is very clear that it is more important than ever to keep up with what’s happening in our K-12 school so that we can be prepared for when they become our students. I highly suggest taking the time to watch the streaming video of the session. • Self directed learning for student & teacher • Everyone is a content developer • Make it relevant to me! • Blurring of informal & formal learning lines • Beyond engagement: it’s really about productivity! • Continuing“digital disconnects” • Spectrum of digital native-ness • Multiple“computers”in the back • Adaptation trumps adoption • Anytime, anyplace, anywhere, any pace learning • Developing personal expert networks What are the expectations of K-12 students for 21st century learning? How does that student vision compare with the educators’ reality? How well are today’s K-12 schools meeting the expecta- tions of students? What does this mean for higher education institutions? Who am I? A 3rd grade girl with average tech skills from a rural community Engaged, Empowered and Enabled: The New K–12 Student Vision for Learning Julie Evans Chief Executive Officer Project Tomorrow Video presentation RSS Feed for comments #E10_FS01 The Big Questions Project Tomorrow ©2010 Project Tomorrow ©2010 Key trends we are watching My Notes Who am I? Profile characteristics: Project Tomorrow ©2010 Niece&MyNokia6230i(byNikonD70) bySpitzgogo_CHEN(Nokia6230i)viaFlickr
  9. 9. This panel will give the perspective of different campuses and the implementation of social media on their respective campuses. This was a standing room only session, with a lot of discussion on the twitter channel (view an archive of the hashtag for this session) that is still ongoing. Social media can be an invaluable communication tool and I found it very helpful to hear how other universities are creating guidelines to help not only teach our faculty/ students/staff how to use it but also how to be safe. Keep personal/work accounts separate. Don’t overshare, and give more than you get @davideisert Fan pages are a great way to share information w/ a groups of people without friending and getting“too personal” @kris10_ RT @jallensec Social media guidelines have to walk the fine line between control and community. @ericstoller @athlwulf One of the main questions I get from faculty regarding Twitter Is privacy @dolanatpsu #edusocmedia Talk of fears re: privacy, distraction, loss of control, infrastructure, stimulating participation so that it’s not all 1 way @derekbruff RT @jteahe01: #edusocmedia I have to remind students“what happens on the Internet STAYS on the Internet!” @sholtutm @jteahe01 I have not hired students because of what I found in social media. #edusocmedia @georgeonline @jteahe01 @sholtutm I *have* hired students because of what I have found in social media. #edusocmedia @squinsee institutions should not try to control social media use in their organisations. Guidelines yes control no #edusocmedia #edcause10 1.) What are the costs associated with implementing the use of social media for faculty, staff, and students? 2.) How do we teach students and faculty to use social media appropriately? 3.) What concerns should we have about privacy in our use of social media? 4.) How do we evaluate the impact of social media? 5.) What are some best practices in using social media? 6.) Do students want it? 7.) What concerns should we have about privacy in our use of social media? 8.) How do we evaluate the impact of social media? 9.) What are some best practices in using social media? 10). Questions from us Tanya Joosten @tjoosten Interim Associate Director, Learning Technology Center AJ Kelton @sorry_afk Director, Emerging Instructional Tech, College of Humanities & Social Sciences Montclair State University Shannon Ritter @ micala Coordinator of Auditions, Interviews, and Admissions, School of Theatre #edusocmedia Blog post on the session via SQHQ Top 10 Questions to Consider When Implementing Social Media: Perspectives of Different Campuses Questions Some Best Practices Highlights from the Twitterstream My Notes socialmediapanel bymicalaviaFlickr
  10. 10. At last, everyone is prepared to admit that the Internet has changed the world. Some think it’s a change for the better, with truly revolutionary possibilities for advancing civilization. Others think it’s stripping away our capacity for empathy and making our brains incapable of sustained complex thought. Who’s right? Come enjoy this double-down grudge match between prominent IT leaders. What we want is not survival for institutions, what we want is better, deeper student learning with greater access for all. And the memo that I read on that said the Internet had the most promise of achieving that goal that any platform of humanity has ever invented. The irony behind it all is that the internet was modeled on the free, open, collegial discussion that higher ed had modeled. And now we look at the internet as the enemy, the thing we need to have a wall to separate our students from. This session to a humorous approach to discussing some of the ways that the internet has changed the world. It was highly entertaining to hear Campbell and Mass go at each other in a mock double-down grudge match but brought up some serious issues that need consideration. Whether your IT organization is competing for institutional resources, introducing a new service, or working to improve customer satisfaction, you can generate campus attention and awareness by“marketing” IT. Representatives from several universities will briefly discuss one of the unique marketing tools that helped them achieve their service goals and funding. Cognitive Surplus or the Lonely Shallows: Is the Internet Making Us Stupid? Using 21st-Century Tools to Market 21st-Century Resources W. Gardner Campbell Director, Academy for Teaching and Learning Baylor University Bruce Maas Chief Information Officer, University of Wisconsin-Milwaukee RSS Feed for comments Podcast (audio, 26:06) #googlebrain “ “ My Notes brain by Skip The Budgie via Flickr
  11. 11. Highlights from this session: Miami University Instant Audience Feedback with LSU Using social media for instant, approachable two way communication Washington and Lee University Using YouTube to complement other communication channels University of Texas at El Paso Digital signage: using color and graphics to get attention Texas at A & M Print: is tangible and more accessible to some users Carlyn Foshee Chatfield Manager, IT Technical Communications Rice University Cathy McVey Senior Director, Strategic Communications and Planning Miami University Allison Oslund Communications and Marketing Manager Texas A&M Jeffrey L. Overholtzer Director of Strategic Planning and Communication Washington and Lee University Melanie Thomas Manager, Information Resources Marketing & Communications University of Texas at El Paso Sheri Thompson IT Planning and Communications Officer Louisiana State Prezi presentation Click on the “Resources” tab for files It Takes a Community: Strategic Campus Technology Partnerships to Advance Teaching and Learning Moving away from a time where every“good idea”is implemented to making difficult choices about the “best project”to advance teaching and learning required building community through strategic partnerships. There is never a shortage of good ideas; it’s how you transform them into great ideas, considering limited resources. That is the key! Change Faculty Perceptions trust do it for me Teaching and Learning Technologies Goals continue to improve communications innovate with new learning technologies Scott Hildebrand Assistant Director, Teaching and Learning Technologies Elon University Christopher C. Waters Assistant CIO Elon University Prezi Presentation #E10_SESS094 Key Takeaways from the session Levels of Support 1 Training only (quick help) 2 Training Assistance with ongoing support 3 Project development with staff resources 4 University initiatives requiring resources/deployment Collaborate with faculty on design scholars/grants sponsored programs/external grants promote resources partner with faculty on grants Strategies Project Development Process
  12. 12. The Wall Street Journal and New York Times have been abuzz for some time with new developments in digital books, book readers, digital publishing, and open educational resources. When will they be ready for prime time in education? Is it iPad vs. Kindle vs. Laptop? Join us to exchange views on real progress to date. This was another standing room only session-- there has been a lot of excitement about the iPads and people were eager to discuss whether it live ups to the hype and promise of being the“game changer”in education. It’s a little too early to tell, but there were lots of ideas on how technologists and educators are using the iPad- I’ve started adding them to my Protopage with resources for teachers on the iPad tab. “Like”the Appy Hour page on Facebook and share your favorite apps Why the iPad is a Game Changer for Education #1 – iPads are being adopted at a rapid rate along with their kin, the iPhone – and showing up on campus #2 – Apple has, perhaps, finally gotten the notebook computing device right #3 – Glimmers of potential in being better at some campus computing needs Obstacles to be Overcome for the iPad in Education #1 – Regional availability of applications #2 – A limit to the number of gadgets? #3 – Multiplatform multi-format confusion #4 – Does instruction and learning require iPad 2? Abel, R. (2010). The iPad Changes the Landscape of Educational Portable Computing. IMS Global Learning Consortium Series on Learning Impact. November 2010 Digital Learning Resources: Does the iPad Change Everything/Anything? Rob Abel CEO, IMS Global Learning Consortium, Inc. Overview and Executive Summery of Session My Notes EDUCAUSEConference2010 byeducausestaffviaFlickr
  13. 13. Public education can and should openly license all digital works created from competitive grants. Learn how and why the Washington State Board for Community and Technical Colleges is mixing strategic technology planning, legislation, student advocacy, foundation partnerships, international consortia, and a new open licensing policy to use and share open educational resources. Why is“Open”Important? When we cooperate and share, we all win Faculty have new choices when building learning spaces.… the more eyes on a problem, the greater chance for a solution. Affordability: students can’t afford textbooks Self-interest: good things happen when I share It’s a social justice issue: everyone should have the right to access digital knowledge. Open educational resources (OER) means teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or repurposing by others. But using open educational resources – and contributing to them – requires significant change in the culture of higher education. It requires thinking about content as a common resource that raises all boats when shared. Open Education Policy in Washington State SBCTC 2010 What if all state funded educational content was open access?  What kind of efficiencies could higher education yield? Shouldn’t the public have access to publicly funded educational materials? Open Education Policy in Washington state Cable Green Director of eLearning & Open Education Washington State Board for Community & Technical Colleges WA Open Resources blog Click on the “Resources” tab for files and links Definition of OER Questions ““ EDUCAUSE Conference 2010 by educausestaff via Flickr
  14. 14. 441 E. Fordham Road, Bronx, NY 10458