Sarah Lawrence College Viewbook by Sarah Lawrence College

increased opportunities greater flexibility

more 1:1 contact

closer advising enhanced preparation

How does Sarah Lawrence provide a deeper education? increased opportunities to pursue your passions greater flexibility to combine disciplines more 1:1 contact with professors closer advising in every area enhanced preparation for your future

It’s the result of a rare combination: • A distinctive educational system of small seminars, individual conference meetings with professors, an open curriculum, and self-directed programs of study. • Students who pursue learning that really interests them in a community that nurtures creativity and initiative. • Faculty members committed to teaching who guide students toward discovering their paths and exploring their strengths. • An experience that fosters academic accomplishment as it cultivates responsibility, writing and communication skills, confidence, and independence.

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How we do what we do. What it could mean to you.

Who our students are—and why they thrive here.

What makes our faculty special. What they care about.

How you’re transformed here—and where that can take you.

the College

the students

the faculty

the results

DISCOVER THE DETAILS ››

No two colleges are exactly alike. But sometimes it’s hard to tell them apart. Not so with Sarah Lawrence. The following pages will help you understand what makes us distinctive.

SARAH LAWRENCE IS ››

INTERDISCIPLINARY FREEDOM With course offerings in nearly 50 disciplines—but no borders between them—Sarah Lawrence allows you to range as far as your interests take you.

rigorous—not rigid. SARAH LAWRENCE IS:

We hold our students to the highest intellectual standards, but our open curriculum allows them to have flexibility when choosing courses and projects. Whatever you choose to pursue, be prepared to delve deeply. And know that, with each project, you’ll raise your own standards as well.

TWICE AS MUCH CONTACT TIME spent with professors compared with students from other private liberal arts colleges

Rahm Emanuel ’81

INTENSIVE DISCUSSIONS/seminars Yearlong Immersion Many courses last a full year (with an option to switch after the first semester), allowing for even greater exploration of important questions.

At Sarah Lawrence, you’re not sitting in some huge lecture hall—often typical at other schools—but face to face around a table with no more than 15 students and a professor. Everyone has done the reading or worked out the problem set since the previous class session. A conversation begins around an idea or a particularly interesting question, and gradually everyone is involved. As the discussion builds and gains direction, you find your focus growing deeper. As you share your insights and listen to those of your professor and classmates, points become clarified. The conversation touches on individual projects, and topics for further exploration reveal themselves. Often there is laughter and excitement—and usually, by the end of class, new understanding. This is a Sarah Lawrence seminar.

MAYOR OF CHICAGO AND FORMER WHITE HOUSE CHIEF OF STAFF TO PRESIDENT BARACK OBAMA Pushed by the intellectual rigor of studying Supreme Court decisions—along with dance, his initial interest at Sarah Lawrence— Rahm Emanuel took his work ethic into the public sphere after graduation, rising from Clinton campaign fundraiser to senior adviser. After successfully running for a congressional seat from Illinois, Emanuel was chosen by President Obama to help the White House achieve the goals of an even more challenging agenda. Now he serves the City of Chicago as its first new mayor since 1989.

INDIVIDUAL PROJECTS/conference work There is practically nothing like it anywhere else. In conjunction with your seminars, every other week you’ll have the personal, undivided attention of each of your three seminar professors. In one-on-one meetings called conferences, you’ll review progress on a project that interests you deeply— one that you conceive and design with faculty guidance. What kind of project? With the seminar topic as a jumping-off point, conference work often takes the form of an inquiry into a separate subject including a research paper, but you might approach it creatively as a work of fiction, a concert, or a documentary film— investigating questions

emerging from any area of inquiry. For primary source material, you might conduct a survey or do in-depth interviews. You might compare current political developments with a classic work of political theory—or analyze your own fieldwork from an internship or volunteer experience. Finding your conference work topic is an interactive process between you and your professor. Even temporary dead ends can be productive, signaling where your real interests lie. However you approach it, conference work is an opportunity to align your education with your passion.

A FEW RECENT CONFERENCE PROJECTS: ›› “Composting: How It

Might Remediate the Bee Dilemma and the Waste Dilemma”

›› “Apollo’s Gift: A Study

of Ancient Greek Music and Technique”

›› “Lifeworlds on the

Autistic Spectrum”

›› “Patterns of Power and

Pride in Rwanda” ›› “The Social Dimen-

sions of Architectural Design”

Aya Matsumoto MIDDLE EASTERN POLITICS AND COMPARATIVE RELIGIONS SUNLAND, CA

›› In addition to conference work, students may undertake a senior thesis, guided and evaluated by a faculty committee selected by the student. In her thesis “The Muslim Brotherhood in Egypt and Hizbullah in Lebanon: From Radicalism to Fundamentalism?”—inspired by events of the Arab Spring— Aya Matsumoto examined these organizations as political actors. “Both have been branded as radical or even terrorist—yet I wanted to probe deeper,” says Aya. “I wanted to look at how their ideologies had changed and to see if there was any shift toward what I call ‘political pragmatism.’”

Where 3 ~= 6

At any given time, you’ll take three courses—each of which usually includes an independent conference project. By effectively doubling the learning experience, conference work makes those three courses approximate six elsewhere. For a semester-long course, you would complete a single conference project; for a yearlong course, you might choose to pursue a single yearlong project or two semester-long projects.

SEMINAR

1:1 MEETING

• ONE ON ONE: In most courses, you

and your professor meet one on one every other week to discuss an independent project of your choice.

• CONFERENCE WORK: Your

independent project, what we call conference work, can take unexpected forms and directions. You might incorporate interests seemingly unrelated to your course work, or you might pursue a project that draws on what you’re studying in one—or both—of your other seminar courses.

• STAYING FOCUSED: Each confer-

3 Seminars meet twice each week and consist of a maximum of 15 students.

ence session lasts a half-hour. Along with providing direction and important feedback, these frequent conversations with your professor ensure that you stay on target to complete your project on time.

personal— SARAH LAWRENCE IS:

and collegial.

Sarah Lawrence believes in close relationships between students and faculty members. In fact, our entire program is designed to make advising integral to the educational process. We don’t focus on counting credits or requirements toward a major; instead, professors personally guide you toward realizing your goals—or discovering a new direction you hadn’t considered yet.

10:1 OUR STUDENT/ FACULTY RATIO IS AMONG THE LOWEST IN THE COUNTRY.

INSIGHTFUL ADVISING/ meet your don

Beginning in your first year, Sarah Lawrence assigns you to a “don”—a faculty member who will be your close adviser throughout your years at the College. As the teacher of your First-Year Studies course, your don will get to know you right away. In weekly one-onone meetings, you’ll build a relationship that will form the basis for meetings in subsequent years. Your don will be available to guide you in course selection and suggest how you might best develop your strengths and flourish at the College. If you want, you can change your don after the first year. Some students stay in touch with their dons long after graduation.

“My don has been my guide through my academic and personal journey at Sarah Lawrence since day one. I never imagined just how much this professor would change my approach to learning.” ‹‹ TOGETHER ›› At Sarah Lawrence, collaboration can lead to unexpected insights.

—STEPHANIE HO, LIMA, PERU

EXAMPLES OF FIRST-YEAR STUDIES COURSES African American History Biography and Autobiography in 19th-Century Europe Brains, Minds, and Bodies: Neuropsychological Narratives The Buddhist Philosophy of Emptiness Century of Revolution: Latin America Since 1898

FIRST-YEAR STUDIES COURSES The foundation of a Sarah Lawrence education, your First-Year Studies course will introduce you to methods of thinking and working, researching and supporting arguments, and written and oral communication you’ll find indispensable in college and beyond. What’s more, the class will do all this while exploring subject matter chosen to enlighten and intrigue you. Whatever the topic, your First-Year Studies course will leave a lasting impression as it acclimates you to the College—and connects you with your don.

Classical Music Cultures and Arts of India

Demanding by Design

At Sarah Lawrence, you’ll learn to take charge of your own education— and work for the rewards. As you do, you’ll be treated by Sarah Lawrence faculty more like a colleague than a student. And, along with that respect, you’ll find plenty of support.

Democracy and Diversity Global Inequalities, Economic Development, and the Role of the State Green Chemistry: An Environmental Revolution Health, Illness, and Medicine in a Multicultural Context Philosophy: Friend and Rival to Religion The Playwright’s Perspective Political Economics of the Environment Psychology: Child and Adolescent Development The Sociological Imagination Visible and Invisible Ink: How Fiction Writing Happens

ADVICE doesn’t come from faculty alone. Your peers, both in your classes and in the residence halls, often can provide helpful insights about courses they’ve already taken. And students are frequently able to help each other by offering feedback on everything from writing to conference projects.

The Voice of the Filmmaker

Working 1:1 From one-on-one conference sessions to assisting professors with research, students have tremendous opportunities to work closely with faculty—right from the first year. LAUREN SHEPARD (EASTON, CT) co-authored a paper with chemistry professor COLIN ABERNETHY and their student team, presenting

the research on transition metal nitrides at the American Chemical Society National Meeting.

Studying neuroscience, GEMMA DE CHOISY (LIVINGSTON MANOR, NY) assisted biology professor LEAH OLSON and psychology professor ELIZABETH JOHNSTON with research for a book based on their course, “The Feeling Brain.”

Poetry student RICKEY MCGHEE (NEW ORLEANS, LA) and his don, SUZANNE GARDINIER, met regularly to discuss writing and ways to reveal the self through attempts to communicate deeply with others.

INGRID LOVERAS (ROCKVILLE CENTRE, NY) worked as a research assistant for her don, KOMOZI WOODARD, helping him organize and coordi-

As a research assistant for her psychology professor, KIM FERGUSON, MELODY LEE (LAGUNA HILLS, CA) helped construct the Infant Development and Environmental Analysis (IDEA) Lab on campus. The IDEA Lab provides students the opportunity to participate in research with children and to conduct their own projects.

EMMA WISEMAN (WESTON, CT) studied voice with EDDYE PIERCE-YOUNG; they worked

nate the International Black Power Studies Symposium, among other events.

on pieces together into the summer after her sophomore year—with particular focus on atonal works by Samuel Butler consisting of poems by James Joyce set to music.

broadening—

SARAH LAWRENCE IS:

not constraining.

With hundreds of courses across nearly 50 disciplines, Sarah Lawrence encourages exploration—without excessive requirements or the limitations of majors. At any given time, you’ll be enrolled in three courses—called “thirds”— each worth 5 or 10 credits toward the 120 needed (with no more than 50 in one discipline) for the Bachelor of Arts degree. By taking a wide range of courses, you’ll not only extend your understanding of your chosen concentration, or primary area of interest, but also discover new interests. A dance student, for example, can gain much from a course in anthropology. An interest in environmental science can strengthen and evolve with courses in economics or political science. The benefits of exploring new territory are unlimited.

MIXING IT UP People aren’t one-dimensional, and neither is the world. By acknowledging and respecting this basic fact, Sarah Lawrence enables students to make the most of it—with amazing results. As you select courses that open doors into your multiple interests, no matter how disparate they might seem, you’ll discover threads that connect them and ways you can combine what you learn. With few constraints on course selection, your choices can be as broadly diverse as you like. And with the freedom of conference work, you can go as deeply into each as you want. Who says breadth and depth are mutually exclusive?

S UR

CONFERENCE PROJECT

S UR

CONFERENCE PROJECT

S UR

MULTIPLE COMPONENTS

‹‹ SELECTIVE LECTURE COURSES ›› Sarah Lawrence offers a small number of lecture courses designed to give students a broad view of a subject. The courses are usually supplemented by group conferences.

THE COMPONENT SYSTEM Students who choose to pursue courses in the performing arts (dance, music, and theatre) gain a broad exposure to these disciplines at Sarah Lawrence. In each course, students (working with their don and an appropriate adviser from that discipline) design a program of study by selecting components that together integrate theory and practice. The sum of these components constitutes a “third”— literally a third of each student’s course load for that semester or year.

Sample Course Loads*

(Each sample represents a possible yearlong set of studies.)

STUDENT

U CO

E1 U CO

U CO

Explore

SEMINAR “Ancient Philosophy: Aristotle”

SEMINAR “Child and Adolescent Development”

SEMINAR “Human Genetics”

CONFERENCE PROJECT “Do Ethics Evolve?: 2,000 Years of Ethical Philosophy” (paper)

CONFERENCE PROJECT “How CognitiveDevelopmental Changes Influence Ethical Behavior” (paper)

CONFERENCE PROJECT “Our Possible Evolution: The Ethics of Genetic Manipulation” (paper)

ID TS OU

STUDENT

JAZZ GUITAR

UR CO

1 UR CO

CO U

FIRST-YEAR STUDIES “Global Africa: Theories and Cultures of Diaspora”

SEMINAR “Ethnomusicology of the Americas: Music, Language, and Identity”

SEMINAR “Buddhist Meditation”

CONFERENCE PROJECT “Roots of Reggae: Music and the Homeland” (paper)

CONFERENCE PROJECT “Social Identity and Music: Self-Expression as Cultural Expression” (paper)

CONFERENCE PROJECT “Mindfulness: A Composition for Breath and Guitar” (musical composition)

STUDENT

U CO

THEATRE THIRD “Creativity Workshop” (acting) “Freeing the Natural Voice” (voice and movement) “The Director/Playwright Dialogue” (directing) “Scenic Design I” (design and technology)

U CO

E2 U CO

SEMINAR “Kissing and Telling: The Indiscretion Plot as Cultural History and Genre Theory in France”

CONFERENCE PROJECT “Secrecy in Stendhal” (paper)

SEMINAR “Intermediate French II: Théâtres”

CONFERENCE PROJECT “Putting the Unnameable on Stage: Reimagining Beckett” (play)

*Because Sarah Lawrence considers individual circumstances more important than curricular formulae, these and other examples will not illustrate every possible situation but rather should be seen as a general guide to understanding.

Until you try it, how do you know whether or not you’ll like it? As a Sarah Lawrence undergraduate, you’ll take courses from at least three of the following four areas of study: CREATIVE AND PERFORMING ARTS Dance; Filmmaking, Screenwriting, and Media Arts; Music; Theatre; Visual Arts (Digital Imagery, Drawing, Game Design, Painting, Photography, Printmaking, Sculpture); Writing (Creative Nonfiction, Fiction, Poetry) HISTORY AND THE SOCIAL SCIENCES Anthropology; Asian Studies; Economics; Environmental Studies; Geography; History; Politics; Psychology; Public Policy; Science, Technology, and Society; Sociology HUMANITIES Art History, Film History, Languages, LGBT Studies, Literature, Music History, Philosophy, Religion NATURAL SCIENCES AND MATHEMATICS Biology, Chemistry, Computer Science, Mathematics, Physics, Robotics

‹‹ MIND AND BODY ›› To help ensure a healthy and holistic education, all students are required to take four credits of physical education. The first half of these are completed in the first year to establish healthy habits early. Courses offered have included aerobics, basketball, bowling, dance, fencing, nutrition, softball, squash, swimming, tai chi, tennis, and yoga.

10 SARAH LAWRENCE IS:

innovative— and substantive.

Sarah Lawrence students are interested in all facets of the world—and in determining what it all means to them. Your professors will help you make connections across disciplines, among disparate people and cultures, and between the past and the present. Let others content themselves with well-trodden paths. With this kind of freedom, it’s hard to stay narrow.

INTERVIEWING PROFESSORS: A REWARDING PROCESS Before you choose your classes, wouldn’t it be nice to know what to expect? At Sarah Lawrence, you can. Through the College’s unique tradition of preliminary interviews, students meet with professors to learn about courses they’re considering. In 15-minute one-on-one conversations, faculty members acquaint students with course content, teaching style, and expectations. Students, in turn, describe what draws them to the course. In the process, they get to know something about each other. Because so much of a Sarah Lawrence education depends on relationships with faculty, the opportunity to interview potential professors is especially important. And with only three courses at any one time, you want them to be as right and exciting for you as possible—and your professors do, too.

“ The interview gives the student a tool to get to know a professor, to ask more questions about the nature of the class.” —ROBIN STARBUCK, FILMMAKING FACULTY

“ I want students to know what they’re getting into. I want to know that I’ve got a group that’s ready to jump in and get their hands dirty.” —ABRAHAM ANDERSON, PHILOSOPHY FACULTY

“ Because my students find out what the course is going to be like in the interview, I can teach it in an interesting, provocative, fun, intellectually stimulating way.” —CHESTER BISCARDI, MUSIC FACULTY

‹‹ GRADUATE INFLUENCE ›› At Sarah Lawrence, undergraduates pursue their studies alongside about 330 graduate students enrolled in childcentered, health-related, fine arts, and women’s history programs. The presence of graduate programs—including the nation’s first master’s programs in human genetics, health advocacy, and women’s history—contributes to a campuswide culture of high-level scholarship and serious research. *Four programs are open to undergraduate seniors, enabling students to earn bachelor’s and master’s degrees in five years.

In addition to its extensive undergraduate curriculum, Sarah Lawrence offers the following programs of graduate study: *THE ART OF TEACHING *CHILD DEVELOPMENT DANCE DANCE/MOVEMENT THERAPY

*HEALTH ADVOCACY HUMAN GENETICS SOCIAL WORK AND CHILD DEVELOPMENT (DUAL DEGREE) THEATRE *WOMEN’S HISTORY WOMEN’S HISTORY AND LAW (JOINT DEGREE) WRITING

Environmental Chemistry • Writing Contemporary Art • Intriguing Courses Chinese Philosophy: Tao, Mind, and Human Nature • Just Balzac • Money and Financial Crises: Theory, History, and Policy • Physics: Playing with Light • Jazz Colloquium • Advanced Greek • Writing and Reading Fiction • Acting Shakespeare • Dance Making • The Social Construction of Family Life • Jewish Mysticism from Antiquity to the Present • Architecture Studio: Designing Built Form • Leisure and Danger • Introduction to Electromagnetism, Light, and Modern Physics • Islam and the Muslim World • The Anthropology of Life Itself • Marine Biology • The Soul of the Machine • Improvisation • Sustainable Development • Television Criticism and Analysis • Sickness and Health in Africa • Allegories of Love • Wittgenstein on Animation Sketchbooks e • Democracy and Diversity • The Sociological Imagination • Language Animation • Mind and Languages As you craft your academic program, choosing from more than 500 courses, you’ll create an education uniquely your own. Who you are at the end of four years at Sarah Lawrence won’t be who you were at the beginning. And even though your “concentration” can work as a label, you may just find yourself more multidisciplinary—as well as more flexible and interesting—than you ever dreamed.

SARAH LAWRENCE OFFERS COURSES IN NEARLY

50 DISCIPLINES.

Learn more at www.slc.edu/catalogue

In the center of the North Lawn, the Teahaus looks like a stone cabin out of Grimmâ&#x20AC;&#x2122;s Fairy Tales. Inside, this student-run space provides a quiet refuge for reading and conversation, with assortments of light refreshments and international teas. In the evenings, the Teahaus frequently hosts readings, fireside discussions, live music, spoken word events, and open mic nights.

One of the many student spaces in Bates, the Black Squirrel offers comfortable seating and foodâ&#x20AC;&#x201D;as well as such activities as billiards, darts, and chess. Whether playing these or other games, watching the big-screen TV, or enjoying live entertainment, students find this lounge a great place to relax.

Bates Student Center

Bates is the center of student activity on campus. In addition to a well-appointed dining facility, Bates houses a myriad of student spaces—for the arts, student clubs, identity groups, events, spirituality and contemplation, and publications.

A campus icon for its signature clock and inviting terrace, the Siegel Center (also called the Pub) attracts students at all times of day with its short-order food and central location. Beneath the wide slate roof, there’s additional seating—along with lounges with a bigscreen TV.

an active community— SARAH LAWRENCE IS:

not just classes in common. Open mic nights at the Black Squirrel lounge, screenings of independent films, home basketball and volleyball games, theatre productions, talks by visiting speakers, and concerts by Sarah Lawrence’s orchestra, instrumental ensembles, and vocal groups—these activities and more bring students together on campus. And in between, there’s the spontaneous: you’ll find classmates discussing current events on the Siegel Center terrace, playing Frisbee on the North Lawn, working out at the Campbell Sports Center, gathering at Common Ground to talk about social justice, or hanging out together in the residence halls almost any time of day.

85%

of undergraduate students live on campus in coed or single-sex residence halls or apartments.

At Sarah Lawrence, extensive personal choice isn’t limited to the academic experience. The College’s housing options are as unique as they are plentiful, and nearly every building on campus houses students. From traditional suite-style dormitories to cooperative houses, from contemporary communityfocused dorms to a large apartment building, there’s a living arrangement for everyone. Even former private houses have been converted to student residences. And sustainable living options and special designations (such as quiet housing) add yet more variety to the mix.

Sarah Lawrence’s residential community provides a solid foundation for the undergraduate experience. Starting as a first-year or transfer student, you’ll be assigned to a double or triple room. In later years, you’ll participate in housing lotteries that enable you to request various housing and living situations. Many of the houses and apartments on campus include living rooms or kitchens—common space shared with other students. With upperclass students acting as resident advisers in each living environment, these housing arrangements create ideal centers of friendship and cooperation.

›› To view a slide show about the residence halls, visit www.slc.edu/reshalls

The emphasis on pursuing your interests extends to extracurricular activities. Student organizations have included those in the list below, but you can always start your own.

The Phoenix

SLC Stitch ’n’ Bitch

Cover the news on campus.

Get crafty.

Songwriters Collective

Harambee (Black Student Union)

QVC and QPOC (Queer Voice Coalition and Queer People of Color)

Harts for Hope

Reading Buddies

Make this a Halloween to remember.

Use the arts to promote bio-psycho-social healing.

Mentor elementary students after school.

SUE (Society of Ukulele Enthusiasts)

APICAD (Asian Pacific Islander Coalition for Action & Diversity)

Hillel

Redshirts Anonymous

TransAction

Support SLC’s Jewish community.

Get your sci-fi/fantasy TV fix.

Consider gender beyond the binary model.

Bollywood Dance Club

Human Rights Club

Res Miranda

Treble in Paradise

International Students’ Union (ISU)

Sing in a non-audition choir.

Raise your voice in the women’s a cappella choral group.

Make friends and feel at home—even if you’re far from home.

Produce musical theater.

Unidad

Sarah Lawrence Christian Union

Empower and discuss the Latina/o community.

American Chemical Society Student Chapter American Sign Language Club Annual Rocky Horror Productions

Brainwashed Share the latest in neuroscience research.

Burlesque Fitness Club Capoeira Collective Master a Brazilian martial art.

Cinta Trémula Club Immerse yourself in Spanish film and culture.

Dark Phrases Let voices of color be heard—and published.

The Dick Butkus Society Football fans, unite!

Enviro-Earth Community Initiative Garden for the greater good.

Kamikazes Anonymous

Sandcastle Productions

Share your addiction to anime, manga, fanart, and fanfic.

Sarah Lawrence Light Opera Company

Midnight Cabaret

Sarah Lawrence Review

Take part in creative student-run theatre.

Publish SLC talent in the annual literary journal.

Model United Nations

The SLC Annual

Outdoor Recreation Club Persian Student Association

Create the senior yearbook.

SLC Folk Club Live in harmony.

Spoken Word Collective Enlarge the poetry world.

Visual Art Review Vocal Minority Get your a cappella on, guys.

Voices for Palestine WoCo (Women of Color) Examine and deconstruct diverse identities.

WSLC Radio

SLC Salsa Society ›› To learn more about campus clubs and organizations, visit www.slc.edu/clubs

INTERCOLLEGIATE ATHLETIC TEAMS Men’s Basketball Men’s Crew Women’s Crew Men’s Cross Country Women’s Cross Country Coed Equestrian Men’s Soccer Women’s Soccer Women’s Softball Men’s Swimming Women’s Swimming Men’s Tennis Women’s Tennis Men’s Volleyball Women’s Volleyball

THE SARAH LAWRENCE GRYPHONS

AN ATMOSPHERE OF ACCOMPLISHMENT Like their mascot, the mythological Gryphon, studentathletes at Sarah Lawrence combine intelligence and strength to follow their passions and discover their potential. Coaches can be contacted directly to discuss playing opportunities on their respective teams.

Sarah Lawrence is a member of NCAA Division III. Like many other small liberal arts colleges, the Gryphons chose Division III because of its emphasis on balancing the overall student experience. Student-athletes can keep their primary focus on academics while participating in a highly competitive sports program.

‹‹ COOPERATIVE COMPETITION ›› Intramural leagues in basketball, Ultimate Frisbee, soccer, and volleyball provide even more opportunities for activity and camaraderie. Club teams—including women’s golf and women’s basketball—further extend the options. And students have been known to gather for a rousing game of Quidditch on occasion.

Philip Naess WRITING AND JOURNALISM NEW YORK, NY

›› Before he even came to campus, Philip Naess was in contact with his future teammates on the soccer squad. “They were all great guys,” he says, “and they really helped me out those first days of school.” Starting college as part of an athletic “family” meant having friends right away and sharing a camaraderie that extended beyond the playing field. “In addition to practice and matches, you travel, eat, and have classes together,” says Philip. “There is solidarity on and off the pitch.” A member of the tennis team as well, Philip earned Athlete of the Year honors.

SARAH LAWRENCE COLLEGE is a member of NCAA Division III, the Skyline Conference, the Intercollegiate Horse Show Association, and the United States Rowing Association.

FACILITIES FOR FITNESS—AND FUN At the College’s 48,000-square-foot Campbell Sports Center, you can enjoy physical recreation from 7 a.m. to 10 p.m. most days of the week. The center features a gymnasium with two basketball courts, an elevated indoor jogging track, an indoor pool, three squash courts, two student lounges, a rowing tank, and a studio that provides space for activities ranging from dance to aerobics to fencing. It also houses the Caspar Whitney Fitness Center, with a variety of cardio- and weight-training equipment. Outdoor facilities on campus include tennis courts and a softball field.

Brooklynn Moore POLITICAL ECONOMICS AND POETRY OAKLAND, CA

›› Coming from a high school at which athletics was taken very seriously, Brooklynn Moore has found a more balanced culture at Sarah Lawrence. “As a Gryphon, I’ve been playing a little more for the love of the game, not just for the win,” she says. Even so, she has grown in her chosen sport of crew. “It’s still possible to hold yourself to a standard of personal discipline,” says Brooklynn. “My coaches have each taught me new drills and exercises, new ways to push myself. They urge us on, encouraging us to keep giving our best. On a deeper level, they’ve continued to add to my love of sport.”

From the movie screenings, scavenger hunt, and carnival of Orientation Week to the senior party Bacchanalia, Sarah Lawrence students join in campus events with passion and creativity. To list a mere sampling: spring and fall formals under a tent on the lawn get everyone dressed up and dancing; the annual Sarah Lawrence Poetry Festival brings Pulitzer Prize winners as well as new and emerging voices to campus; the Human Rights Film Festival, the Womenâ&#x20AC;&#x2122;s History Month Conference, alumni guest speakers, and weekly Science Lunches (combining lectures with free food) attract the curious and the devoted alike; and student art shows, dance, music, and theatre program performances entertain as they showcase talent.

GALLERIES

THEATRES

RESTAURANTS

INTERNSHIPS

RESEARCH

VOLUNTEERING

SHOPS

near new york city— SARAH LAWRENCE IS:

and connected to it.

Just 30 minutes north of Midtown Manhattan by train, Sarah Lawrence makes its home in the communities of Yonkers and Bronxville, New York. The College’s location offers the best of both worlds—a convenient, suburban base and an ideal point of entry to one of the world’s most exciting cities. Students find the Big Apple easy to get to—and easy to fall in love with.

“ Access to New York City has been a big part of my experience here! On weekends I take advantage of cultural opportunities, and the city is a tremendous academic resource. I interned with a research institute to expand my understanding of health issues in a real-world context.”

—TERESA PHIRI, MOZAMBIQUE

VISITING VOICES As a cultural mecca, New York City attracts artists, scholars, and leaders from around the world. Of those who visit Sarah Lawrence as guest speakers, many live in the city; others find the College’s proximity to the city inviting and convenient. The following is but a sampling of those who have spoken on campus in recent years: Jane Alexander ’61 (actress, former chair of the NEA) Jon Avnet ’71 (film director and producer; known for Black Swan and Fried Green Tomatoes, among others)

Alan Edward Guttmacher, MD (deputy director, National Human Genome Research Institute) General Oleg Kalugin (retired major general in Soviet KGB)

Phung Tuu Boi (botanist, famous for fighting the effects of Agent Orange in Vietnam)

Janis Karpinski (former commanding general, Abu Ghraib prison)

Michael Brown (astronomer who “killed Pluto”)

Alfie Kohn (education and parenting expert; outspoken critic of fixation on grades and test scores)

Chai Feldblum (commissioner, Equal Employment Opportunity Commission) Temple Grandin (noted author, speaker, and adult with autism) Alice M. Greenwald ’73 (director, World Trade Center Memorial and Museum)

UNMATCHED ENERGY There is no other place like New York, and few cities in the world are as dynamic. Students make use of New York City in every way imaginable: for research and internships, for culture and nightlife, for a front-row seat to the brightest and the latest. The College purchases tickets to cultural events in blocks and provides van transportation, offering student rates to performances at Carnegie Hall, Town Hall, Metropolitan Opera, and other venues and studios.

David Lindsay-Abaire ’92 (Pulitzer Prize-winning playwright) Bob Mankoff (cartoon editor at The New Yorker) Joseph Masco (University of Chicago anthropologist; won 2008 Rachel Carson Award) Ann Patchett ’85 (author; won PEN/Faulkner Award) Barbara Walters, alumna (broadcast journalist)

Yusef Komunyakaa (poet; won 1994 Pulitzer Prize)

Dar Williams (folk-rock singer/ songwriter; environmental activist)

Tony Kushner (Pulitzer Prize-winning playwright)

Celeste Zappala (co-founder, Gold Star Families for Peace; mother of son lost in Iraq)

Neighboring Needs In addition to opportunities in the city, Sarah Lawrence students find ways to engage with the community and contribute their skills right in their own neighborhood.

Julianna Margulies ’89 ACTRESS After her breakout success on the television series ER, Julianna Margulies returned to New York City to star in productions on and off Broadway. Now she headlines one of the hottest shows on TV, The Good Wife, for which she has won a Golden Globe, SAG Awards, and her third Emmy for best actress in a drama series. Margulies, who interned at Ensemble Studio Theatre in the city and visited the Met and the Film Forum every week while at Sarah Lawrence, still considers New York “the best city in the world.” She returned to SLC as the 2010 commencement speaker.

THE COLLEGE’S FREE SHUTTLE VANS take students to the Bronxville train station and back to campus seven days a week from 5:45 p.m. to the time of the last train. Twice each day on weekends, a free Met Van shuttles students to and from the Metropolitan Museum of Art in Midtown Manhattan.

qualitative— SARAH LAWRENCE IS:

and quantitative.

Would you rather have a detailed written evaluation of your work in each course— or a grade without explanation? Sarah Lawrence challenges students to exceed expectations and provides them careful feedback, avoiding a simplistic emphasis on grades. Considering each student as an individual, faculty write a narrative evaluation and also assess the development of six critical abilities: the capacity to think analytically, express ideas through writing and speaking, work independently, bring innovation to their work, and accept and act on criticism. Those half-dozen skills are fundamental to a Sarah Lawrence education—and, not coincidentally, to building a worthwhile career. Additionally, grades are given and are recorded on your transcript.

“ Evaluations are a great part of the grading system. I know exactly what I did right and exactly what I did wrong. It opens up a communicative passage that any other grading system doesn’t.” —MICHAEL CHARLES FOOTE, MATTITUCK, NY

THROUGH EVALUATIONS, STUDENTS: •L EARN how their work has evolved over the past term. •R ECEIVE suggestions about what they should read or think about in preparation for moving their work forward. •G AIN better understanding of their most significant accomplishments in each course. PROFESSORS DO ASSIGN LETTER GRADES, which are recorded on each student’s transcript and are accessible upon request—but the emphasis is on the deeper understanding that written evaluations provide.

If you want to know whether a college is right for you, look at the students who go there. Learn what they want to do— and what they can do. Theirs is the kind of experience that awaits you.

SARAH LAWRENCE STUDENTS ARE ››

passionate—not passive. SARAH LAWRENCE STUDENTS ARE:

Sarah Lawrence students begin with a passion for learning. The College’s seminar/conference system channels that passion into informed desire—to dig deeper and to solve important problems. By taking an active role in your education, you become invested in its goals. When that happens, both commitment and rewards grow exponentially.

CONFERENCE PAPER: “American Slavery: How Slaveholders Used the Bible to Justify Slavery” FRANCIS OPPONG, SR CONCENTRATION: PRE-MED BROOKLYN, NY

CONFERENCE PAPER: “Empress of the Blues: Bessie Smith and the Lyricism of 1920s Blues Music” KELLI KONICEK, JR CONCENTRATION: BIOLOGY GRAND JUNCTION, CO

CONFERENCE PAPER: “The Civil Warriors” NATE CURRIER, JR CONCENTRATION: LITERATURE SAN FRANCISCO, CA

CONFERENCE PAPER: “Skin: The Bridge between the Slave and Now” LAURA BLAGRAVE, SR CONCENTRATIONS: AFRICANA STUDIES AND POLITICS PHILADELPHIA, PA

27 CONFERENCE PAPER: “A Cloak of American Colors: Ralph Ellison’s Elusive Bildungsroman” MICHAEL ZANA, SOPH CONCENTRATIONS: LITERATURE, PSYCHOLOGY, AND MUSIC NORTH HOLLYWOOD, CA

Meghan Roguschka ANTHROPOLOGY AND ECONOMICS PARK CITY, UT

›› After her first year at Sarah Lawrence, Meghan Roguschka realized that the College’s educational system offered an extraordinary opportunity. “I had the chance to learn what might motivate me on a deeper and more meaningful level,” she says. It wasn’t long before she and a classmate spent their summer in India on a Davis Projects for Peace grant. Meghan returned to SLC with a serious interest in development studies, particularly in the realm of anthropology. That interest led to courses with Jamee Moudud and Robert Desjarlais. “My work with Jamee is responsible for complicating my notion of ‘development,’ for inspiring my analytical writing, and for pushing me to intertwine my interests in economics with anthropology,” she says. “My work with Bob has prepared me both professionally and emotionally for the work I am about to begin as a PhD candidate in anthropology at Harvard.” CONFERENCE PAPER: “An Exploration into the Slave Hero Archetype: Where Does It Come From, What Does It Mean?” ZACHARY BRETTON-GRANATOOR, SOPH CONCENTRATIONS: BIOLOGY/PRE-MED BROOKLYN, NY

In every course, Meghan has relished the interplay of seminars and conference work—and the stimulation of class discussions. “I actually decided not to do a senior thesis because I didn’t want to miss out on the dynamic of a seminar during my final year,” she says. To extend that dynamic even further, Meghan organized the Development Studies Symposium to increase on-campus dialogue about student work and ideas.

IN THE SEMINAR PICTURED HERE, “Slavery: A Literary History,” the entire class is immersed in the study of literary texts that represent and respond to slavery and the slave trade in the Americas. Yet, as the conference projects show, each student’s experience is thoroughly personal.

WHAT DO YOU FIND DEEPLY INTERESTING? Around the seminar table, students engage in dynamic, challenging discussions, bringing a range of perspectives and opinions to issues of broad concern in the world. In a classroom of 15, you can’t hide; everyone learns to think critically. Individually, students exercise their creative, research, and writing skills as they pursue their deepest interests through conference work.

self-motivated— SARAH LAWRENCE STUDENTS ARE:

not self-indulgent.

Our students pursue their own interests and build on their experience. As you take command of the academic areas that intrigue you, you’ll develop a mastery of your subject matter—and with it, a genuine sense of purpose. You’ll acquire the discipline that makes discovery happen.

Kady Goldlist, junior Toronto, Canada

CHEMISTRY

Aimee Grainer, senior Austin, TX

SCIENCES/ LITERATURE

NO MATTER WHAT YOUR INITIAL INTEREST, it’s never too late to modify—or completely change—your direction. At Sarah Lawrence, staying open to your inner voice is an education in itself.

WRITING/ PSYCHOLOGY

COMPARATIVE LITERATURE PRE-MED “Over the years, my interests haven’t changed—they’ve progressed. I have taken an abundance of science courses (organic chemistry, cell biology, virology, biology, and physics), and I have begun to take literature courses, which have opened up a new world to me. I hope to attend medical school after graduating.”

“I’d always wanted to be a writer. Then, for First-Year Studies, I had an Italian literature class and discovered that what I wanted to do was be immersed in literature for the rest of my life.”

“I’ve had multiple dons—each reflecting a shift in my interests. My First-Year Studies don challenged my analytical skills and taught me to take pride in my voice. My second don furthered my interest in hard sciences. And my third don helped place my abilities into perspective, helping me think about the future.” “The open curriculum is important. If I hadn’t been able to explore academically, I wouldn’t be going to graduate school for my MFA in poetry.”

LITERATURE/ECONOMICS/ GEOGRAPHY/GERMAN

BIOLOGY/COMPUTER SCIENCE/PSYCHOLOGY

POETRY/LITERATURE

DANCE

PRE-ARCHITECTURE

“I studied music (piano and harpsichord performance) very seriously, but SLC’s open curriculum gave me a chance to explore my other interests as well. That led to immersive exploration of architecture and an internship that will make it easy to transition into the working world.”

AFRICAN LITERATURE/ ART HISTORY

MUSIC PERFORMANCE

Michael Charles Foote, senior Mattituck, NY

Molly Moody, senior Dallas and Austin, TX

›› Kay Ottinger knew she wanted to study

Kay Ottinger DANCE SAN DIEGO, CA

dance at Sarah Lawrence, but she didn’t know how deeply she wanted to study it. With the College’s open curriculum, she varied her course work—taking classes in art history and Spanish, along with a number of history classes on China and Russia, along with a dance third each year. By senior year, her commitment to dance had grown to where she was taking a double dance third;

Leah Guszkowski, senior Milwaukee, WI

that is, two-thirds of her course load in dance. Though she explored other fields, her level of interest in dance was clear: for a modern Russia class, she did her conference work on Russian-Soviet dance; while studying abroad in Argentina, she was motivated to do independent study on the tango. “Because of my conference work and independent study,” she says, “I was really able to delve into something I wanted to do.”

REACHING OUT Social justice is important to Sarah Lawrence students. Through the Office of Community Partnerships on campus, you can find ways to volunteer in neighboring Yonkers, Manhattan, and elsewhere. With an emphasis on collaboration and community-based support, students are encouraged to pursue their passions through a variety of placements. Some courses have service learning units that provide community outreach opportunities connected to course work. And student activists, such as the SLC Worker Justice Group, are always looking for people who want to make a difference. A FEW RECENT OPPORTUNITIES: ›› Working with advocacy and activist groups

in New York City ›› Developing publicity tools for the

not-for-profit, worker-owned restaurant Colors in Manhattan ›› Advocating for health care access for

gay, homeless youth through Queers for Economic Justice ›› Facilitating creative writing workshops

through Right to Write at Westchester County Correctional Facility

›› Volunteering at a model teaching farm, Stone

Barns Center for Food and Agriculture

›› H olding child development workshops for

teen mothers at the Mary J. Blige Center for Women

difference makers— SARAH LAWRENCE STUDENTS ARE:

not merely different.

Sarah Lawrence students stand out as much for what they do as for who they are. They combine the political and practical with the creative and theoretical. As alumni who recognize needs in the world, they not only look for solutions—they have what it takes to create them.

‹‹ NEW APPROACHES ›› Because students aren’t confined by majors, they don’t get stuck in singlediscipline thinking. With a broad perspective on solving problems of all kinds—social, scientific, artistic— Sarah Lawrence graduates can pull together disparate resources and contextual knowledge to offer solutions that work.

GREEN IS AS GREEN DOES The College—along with the student activist group Sustainable SLC—has retrofitted Warren Green, a student residence on campus, with energyefficient features. The building currently houses 13 students committed to sustainable living. With solar-heated water, energy-saving appliances, and a vegetable garden connected to a 500-gallon cistern, the students put ecofriendly solutions into practice—including shopping at local farmers’ markets.

“ I’ve been co-chair of the student organization Help Students Vote, which is working to make voter registration available when you register for classes at your college or high school. It’s been a great opportunity to further my knowledge of the legislative process.” —AMANDA OTA, BELMONT, MA

Abbie Heffelfinger ECONOMICS AND SOCIOLOGY

›› Among Abbie Heffelfinger’s goals for the future: “working to create systemic change rather than placing band-aids.” At Sarah Lawrence, she has acquired both academic knowledge and practical experience to make that possible. “The classes I’ve taken have been

CHAPEL HILL, NC about figuring out how economic systems and theories work in the real world,” she says. Referring to courses such as “Environmental Policy and Development,” she describes herself as “obsessed with economics.” Other courses and volunteer work have given her

hands-on exposure to outreach. In “Poverty and Public Policy,” she had a service learning placement at A Different Start, an organization in Yonkers through which she mentored and tutored teen pregnant and parenting mothers. “It made the books we were reading very tangible,” she says.

creative thinkers— SARAH LAWRENCE STUDENTS ARE:

not creatures of habit.

Our students learn to look for innovative solutions. They bring lateral thinking to the sciences—from designing experiments that approach problems from new angles to generating fresh ideas by combining knowledge from multiple disciplines. Their creativity isn’t confined to the arts or any single area of study; by definition, it can’t be contained.

Patrick Metzger MUSIC COMPOSITION CHATTANOOGA, TN

›› A music concentration, but a physics adviser?

“ All my courses tie together. For instance, I took math (chaos theory)—and that ties into my painting. How numbers are organized, their calculated increases in size, ties into the way I approach art.” —MARIE BARNEVIK McKEIGE, RYE, NY

It makes sense to Patrick Metzger. “I wanted to take a fair number of math, artificial intelligence, psychology, and computer science classes. If I had had a music adviser, my path would have been different.” Though he realized from his first year that he didn’t think like a physicist, he was nevertheless drawn to math and science—and treasured the advice his physicist don could provide. “In the sciences, it’s great to have the ability to cross mediums. It has everything to do with the real world.” That kind of creative, interdisciplinary thinking has led to some interesting conference projects. “I explored Tesla’s biography in physics and then wrote a choral piece about it. In another case, I got to write a piece about how entropy relates to evolution.” Then there’s the research on split-brain syndrome he did for a narrative neuropsychology course—looking at how the mind works by examining the novel A Scanner Darkly.

SAMPLE PAPERS THAT GROW FROM CONFERENCE WORK The Anthropology of Prisons • Climate Change and Russia: Its History and Future • Freak Chance and Coincidence Complexity with a Purpose: A Rube Goldberg Machine • Da Vinci Drawings in Modern Medicine and Cardiology • •Empathy in Action • Feminism in Greek Literature • Haight-Ashbury: Rise and Fall of a “Countercultural” Neighborhood • The History, Influence, and Advancement of American Film Noir • The Ku Klux Klan: Hate and Fear in America • The Neurobiology of Love • Privates and Patriots: Interpretations of the Battle of Concord • Progressive Education • Investigation of Catalytic Effects on the Synthesis of Aspirin Using X-Ray Powder Diffraction • Street Art and Charity • Tensions Between Autonomy and Interdependence: A Developmental Picture of Language Socialization in Three Societies • Unconventional Warfare in WWII • Waves of Journalism • Duke Ellington and John Hammond: Jazz Activists • The Effects of Picture Book Illustrations on Recall in Preschool Children • Friendly Fat; Pernicious Protein • Race and Racism in Madison Smartt Bell’s Trilogy of the Haitian Revolution • Insects as Other: An Exploration • Iraqi Suicide Bombing • The Plague of Coral Diseases

“ The first time I finished a conference paper, I was elated. I felt so successful, it was such a boost to my confidence and my ability to tackle something and finish it. And my writing has kept getting better.”

MOST STUDENTS use computers, yet these ubiquitous writing implements—for sale in the College’s Esther Raushenbush Library— are never far away.

—VERA KELSEY-WATTS, WAYLAND, MA

Bobby Elliott POETRY AND ART HISTORY

NEW YORK, NY

›› Knowing he wanted to devote himself to poetry, Bobby Elliott chose Sarah Lawrence for its renowned creative writing program. Focusing on everything from 13th-century poetry to contemporary poetry—and pursuing his own writing in workshops—he has seen his passion grow in an environment where writing is integral to just about every course. His guide and mentor at Sarah Lawrence—“simultaneously encouraging me and challenging me”—was recently named poet laureate of Brooklyn. And he considers the Sarah Lawrence Poetry Festival— New York’s largest free poetry festival—among the highlights of each year.

writers— SARAH LAWRENCE STUDENTS ARE:

not note takers.

When you do conference work one on one with a faculty member throughout the entire semester or year, your papers become deeper, your thinking more substantial. Through frequent feedback from your professor, you’ll learn to organize your ideas and improve your writing, expanding your skills of exposition along with your knowledge. And with each conference paper, you’ll find that such learning stays with you. By the time you graduate, your writing will be not only a lifelong asset, but also, in a profound way, an extension of who you are.

investigators— SARAH LAWRENCE STUDENTS ARE:

and instigators. ‹‹ RIVERFRONT RESEARCH ›› SLC students actively engage in classes and independent projects at the College’s Center for the Urban River at Beczak, a regional hub for research and monitoring focused on Hudson River estuary and urban watershed issues. Areas of interest include biodiversity and ecosystem function at urban restoration sites; changes due to sea level rise, climate change, and land use; environmental justice; and citizen science and service learning.

Applying experimental techniques to many aspects of the natural world, students in the sciences unleash their curiosity as they acquire scientific knowledge. They focus their research on areas of inquiry that move and excite them— from exploring “green” chemistry to biochemically analyzing poisons, from tracking the role of fatty acid-binding proteins to constructing complex machines. Because their projects grow out of personal interests, students push themselves to initiate work that answers real questions.

“PLAYING WITH LIGHT,” a laboratorybased optics course, enables students to explore the properties of light using mirrors, lenses, filters, and other equipment. After investigating the rules that govern light’s behavior, students work in groups to build optical systems.

›› “I’ve never really understood people,”

Russell Cohen Hoffing NEUROSCIENCE, FILM, AND POLITICAL SCIENCE SANTA MONICA, CA

says Russell Cohen Hoffing when asked to explain his interest in neuroscience. “But that’s all I’ve ever wanted to know.” Simple questions such as Why do people do the things they do? and How do they do them? led to his enrolling in “Psychoneuroimmunology” and other neuroscience courses taught by biology professor Leah Olson. “Leah and her courses have made me who I am today,” says Russell. “She is a biological historian of the brain.”

Russell extended his passion by bringing National Brain Awareness Week—a global campaign to inform the public about brain research—to campus. In a collective effort with other students, he has organized the event, complete with panel discussions, performers, and speakers—including Dr. Bruce McEwen. “Our goal is to link art and science,” he says, “and I think we have been extremely successful.” One measure of his success: interest in the student organization Brainwashed, which Russell co-founded to continue delving into the mysteries of the brain.

visionaries— SARAH LAWRENCE STUDENTS ARE:

without tunnel vision.

Interested in a particular field but don’t want to put on blinders? Our students link their studies to the world around them—from the arts and humanities, to environmental and social issues, to science and technology. This perspective is excellent preparation for a changing society. It also leads to especially well-informed decisions about graduate study and careers.

Creating the Future An Experiment in Biorobotics: The Crocobot “I’m building a robot that utilizes the crocodilian mode of locomotion to bypass balance issues encountered in more traditional quadrupedal machines.” —KIRIN EMLET FURST, ROCHESTER, MN

The Importation, Clash, and Reconciliation of Birthing Methods “I will suggest in my conference project how to achieve the initial goal of optimum maternal and child health care [in developing countries].” —NICOLE KOURI, SANTA MONICA, CA

Vera Kelsey-Watts ECONOMICS AND PUBLIC POLICY

›› Diving head-on into economics courses, working as a resident adviser in campus housing, serving as a peer mentor, participating in Student Senate, and advocating with the SLC Worker Justice Group—all of these experiences have prepared Vera Kelsey-Watts to realize her vision for a better world—and for her own future. “My immediate plan is to work for The Food Project, a nonprofit that does sustainable agriculture and education around issues such as race, class, poverty,

WAYLAND, MA and justice.” Having participated with the organization as a youth, she’ll be returning as a program administrator. After that, she plans to apply for Marshall and Rhodes scholarships and pursue graduate studies in economics. “With an economics degree, I’m hoping to work with progressive public policy think tanks to make real and substantial changes in monetary and fiscal policies in the United States,” she says.

“ Our students know how to plan a project, pitch a project, and execute that project. They develop these skills through conference work: twice a week, they’re talking to an adult about what they’re working on. They’re throwing some ideas out, adding some ideas in, refining what they’re thinking.” — JUDITH RODENBECK, ART HISTORY FACULTY

SERIOUS STUDY distinguishes Sarah Lawrence students abroad. On SLC programs, they continue to enjoy the personal seminar/conference approach; on other programs, they stand out from the crowd as better prepared and more engaged than many of their peers.

world travelers— SARAH LAWRENCE STUDENTS ARE:

and students of cultures.

Often, international study means living and studying only with other American students. Our international programs ensure that students have a genuine experience abroad. Living with homestay hosts in Florence, taking courses as part of the French university system in Paris, enrolling as Registered Visiting Students at Oxford, taking master classes at a theatre conservatory in London, completing all course work in Spanish at the University of Havana or in Italian in Catania, conducting fieldwork in African communities, or working directly with local artists in Beijing—Sarah Lawrence students learn about the world through full immersion.

Christine Spinelli SPANISH, LATIN AMERICAN STUDIES, AND DOCUMENTARY FILM LINCOLN, MA

›› Christine Spinelli studied abroad with Sarah Lawrence’s program in Havana, Cuba, which has been in continuous operation since 2001. She also traveled to Cochabamba, Bolivia, with the School of International Training—one of the many options available to SLC students. As a student filmmaker, she used her international experience to create a 13-minute documentary on national adoption in Cochabamba. Herself adopted at the age of two months from Lima, Peru, Christine returned to Peru one summer while in college to do a biological parent search—an experience that gave her an even more personal connection to her topic.

›› For a complete list and details about SLC’s international and exchange programs (including summer offerings in Argentina, Germany, Greece/Turkey, and Italy), visit www.slc.edu/abroad

International Programs Sarah Lawrence operates a number of its own programs, and students can study abroad on many others.

BEIJING

HAVANA

CATANIA

50%

OF SLC JUNIORS STUDY ABROAD.

FLORENCE

Yearlong or semester-long programs in: BEIJING Pursue social sciences and visual arts in this complex, dynamic country. CATANIA Live with Italians in eastern Sicily and take courses in a 17th-century Benedictine monastery. FLORENCE Become immersed in Italian life and learning. HAVANA Engage in Cuban culture; study at University of Havana.

LONDON

LONDON Work and study with leading British actors and directors at the British American Drama Academy. OXFORD Study in one-on-one tutorials with world-renowned scholars. PARIS Explore the intellectually vibrant culture of one of the worldâ&#x20AC;&#x2122;s great cities while pursuing a personalized academic program. SUB-SAHARAN AFRICA Focus on human development while working with community-based organizations.

OXFORD

PARIS

AFRICA

Are they accessible? Will they care about my education? These are important questions to ask about college professors. You’ll want to know the answers.

SARAH LAWRENCE FACULTY ARE ››

EQUIVALENT SERIOUSNESS In the course “Literary Interchange,” Griffin Jones worked with her professor Bill Shullenberger to explore ideas that linked Melville’s Moby-Dick, Kierkegaard’s Fear and Trembling, and Freud’s Civilization and Its Discontents—among other authors and works. In the process, her curiosity made the course as exciting for him as his support and insight made it an experience of growth for her.

mentors and guides— SARAH LAWRENCE FACULTY ARE:

not textbook teachers.

At Sarah Lawrence, original student research is just that: an exploration by students at the convergence of disciplines, interests, and resources. Our faculty have a perspective that often allows them to see possibilities that students might overlook. Given what a professor knows of a student’s interests, he or she might suggest an avenue of study that proves not only fruitful, but transformative. Ultimately, that’s what students are here for.

“ Bill’s faith in my ideas is genuine; he understands the nature of my academic hunts.” —GRIFFIN JONES, SAN FRANCISCO, CA

“ From day one, Griffin came to the College to study. She is a really serious intellectual searcher with a mind that’s ever discovering connections between seemingly disparate things.” —BILL SHULLENBERGER, LITERATURE FACULTY

devoted teachers— SARAH LAWRENCE FACULTY ARE:

and academic luminaries. Because teaching is a priority here, your professors will know you as a person—your strengths and weaknesses, your visions and aspirations. And because they also pursue new developments in their fields, consider novel approaches to research and scholarship, and are stimulated by student ideas, they remain excited about their work. That translates into high-energy classrooms and enthusiastic students. And because your professors know you—and their disciplines—so well, they’re able to write persuasive letters of recommendation for internships, graduate school, and employment opportunities.

“ When a professor went through every sentence of a paper with me, line by line, the writing became so rewarding. It’s changed my life.” —DAISY LIDZ, LANDENBERG, PA

“ What Sarah Lawrence teachers have in common is that they bring immense knowledge and innovation to their fields, creativity that is contagious and inspiring.” —CALVIN MOHAMMADI, TRANSFER STUDENT, UPLAND, CA

“ Not only have faculty members inspired me by their brilliance, but they have been very encouraging as well.” —RAZEEN ZAMAN, QUEENS, NY

engaged educators— SARAH LAWRENCE FACULTY ARE:

and passionate explorers. With New York City only 30 minutes away by train, many of our professors are actively involved in the cultural, intellectual, and working life that surrounds the metropolis. These connections not only inform their teaching but also can lead to opportunities for students—from field trips to internships— that open up career possibilities.

“ Visiting the Cloisters allows students to take in architecture and space in a way that you can’t with slides.” —DAVID BERNSTEIN, HISTORY FACULTY

‹‹ IN THE MIDST OF IT ALL ›› In the course “Art and the Sacred in Late Antiquity and the Middle Ages,” students travel to the Cloisters museum in New York City, where they examine Romanesque art and architecture in light of medieval and 20th-century writings. Among the items on display are some of the most famous ivories, reliquaries, and liturgical objects anywhere—known to most only through textbooks of world art.

“Nowhere else will you get the dedication, the respect, and the genuine curiosity that you get from the faculty at SLC.” —ZACH DONOVAN, COMPUTER SCIENCE, BROOKLYN, NY

RESOURCE RICH Sarah Lawrence professors use New York City not merely as a focus for culture, arts, and entertainment, but also as an incomparable intellectual resource. Among many faculty connected with the city, writing professor Melvin Jules Bukiet runs the KGB Bar—named the “best literary venue in New York City” by New York Magazine and the Village Voice; geography professor Joshua Muldavin runs a reading group of former students, examining international policy and environmental issues; writing faculty member Tina Chang is poet laureate of Brooklyn; history professor Rona Holub leads field trips to Coney Island, City Hall, African Burial Ground, Chinatown, and Manhattan’s Lower East Side for her course “A History of New York”; and Christine Farrell, theatre faculty member and director of the program, organizes student performances—such as the recent “Sarah After Hours” with SLC’s creative director Robert Lyons in the West Village.

high achievers— SARAH LAWRENCE FACULTY ARE:

and leading practitioners.

Sarah Lawrence faculty members pursue research, scholarship, and creative work in a myriad of capacities: as scientists, editors, authors, choreographers, poets, actors, scholars, and more. Their work contributes to the global conversation in each of their fields and animates their teaching in countless ways. Not only that, but engagement with their fields gives our faculty members precious insight into how students might likewise bring their accomplishments to the world’s stage.

WORKING ARTIST As an artistic director, dancer, choreographer, and performer, David Neumann is immersed in New York City’s dance and theatre scene—and as a Sarah Lawrence professor, he transmits his knowledge, enthusiasm, and insider’s perspective to students.

Sarah Lawrence faculty members excel in their fields. The following are but a few examples: Samuel Abrams, Politics An NYU and Harvard research fellow who conducts fieldwork in Europe and North America. In progress: a study of voting and political participation in Western democracies.

James Marshall, Computer Science Author of research papers on developmental robotics, neural networks, and computational models of analogy. Recipient of a National Science Foundation grant.

Damani Baker ’96, Visual Arts Filmmaker whose credits include music videos, films, and advertisements, such as Still Bill, the 2010 documentary about musician Bill Withers; Nike’s World Cup “Play Beautiful” promotions; and viral campaigns for Puma, Wired, and Apple.

Jamee Moudud, Economics Published Strategic Competition, Dynamics, and the Role of the State. Papers published in the International Journal of Political Economy.

Jo Ann Beard, Writing Essayist and creative nonfiction writer. Author of The Boys of My Youth, a collection of autobiographical essays, and the acclaimed novel In Zanesville. Recipient of a Whiting Writers’ Award. Chester Biscardi, Music Featured composer at the Beijing Modern Music Festival. Recipient of the Rome Prize from American Academy in Rome, Academy Award in Music and Charles Ives Scholarship from American Academy of Arts and Letters, and Aaron Copland Award. Bella Brodzki ’72, Literature Regularly travels to Europe to speak about translation issues. Spoke at the American University in Paris on the role of translation in the global literary marketplace. Scott Calvin, Physics Currently working with magnetic nanoparticles designed for cancer treatment, as well as on a textbook of X-ray spectroscopy. Michael Davis, Philosophy Lecturer, essayist, and reviewer. Member, editorial board, Ancient Philosophy. Melissa Frazier, Russian Author of articles and books on topics including Pushkin, Gogol, Tolstoy, and Russian formalism. Awarded the Jean-Pierre Barricelli Prize for “Best Work in Romanticism Studies.” Joseph Lauinger, Literature Plays performed throughout the United States and in the United Kingdom, Australia, and India. Recipient of the New York State Teacher of Excellence Award. Named one of the four best literature professors in the US in 2012 by The Princeton Review.

Joshua Muldavin, Geography Acquired nearly 30 years of field research experience in China. Currently engaged in NSF-funded project with potential to lay the groundwork for international environmental policy. Maria Negroni, Spanish Received a distinguished Latin American literary award, the Premio Internacional de Ensayo, for her book Galería Fántastica. Shahnaz Rouse, Sociology Recently spent the summer on a Fulbright senior scholar research grant in Pakistan, conducting research on the social history of the city of Lahore. Sara Rudner, Dance Director of SLC dance program. Called “one of the greatest dancers of her generation” by Dance Magazine. Wayne Sanders, Music Voice teacher, coach, and pianist. Collaborated and performed with Jessye Norman, among others. Co-founder of Opera Ebony, a historic African American opera company based in New York City. Joel Sternfeld, Visual Arts Photographer/artist with exhibitions at the Museum of Modern Art, the Art Institute of Chicago, and the San Francisco Museum of Modern Art. Author of 13 books, including American Prospects.

“ One thing I’ve known since the second week of classes at this school, but I find myself understanding better and better every day, is that we really have the most amazing lot of professors on the face of the earth.” —SEAN McINTYRE, HOUSTON, TX

College will mean a lot to you when you’re there, but what will it mean after? A Sarah Lawrence education provides real and lasting benefits— and the proof is in our graduates.

SARAH LAWRENCE STUDENTS GAIN ››

critical thinking and communication skills— 50

SARAH LAWRENCE STUDENTS GAIN:

not an inflexible vocation.

READY FOR CHANGE Sarah Lawrence grads are adept at navigating a rapidly changing world because they develop six critical abilities at SLC. Our students learn how to think analytically; express ideas effectively in writing; exchange ideas orally; bring innovation to their work; envisage and work independently on a project; and accept and act on criticism. That ready-for-anything preparation gives them an edge—in any industry and in any endeavor. And, since innovation is increasingly a collaborative process, these skills will become even more valuable as this century unfolds.

In Sarah Lawrence seminars, you sit down every week with a small group of students and a professor to discuss ideas—from readings to laboratory work to mathematical problem sets. Through these discussions, you become comfortable speaking before a group, making arguments and supporting them with evidence, and expressing your conclusions in writing. These skills lead to a confidence that you can take anywhere—from design studio to law office to boardroom.

“ Sarah Lawrence prepares you to think on your own, to have confidence in your ideas, and to have some control over your destiny.” —MARK GOODMAN ’83, PARTNER, DEBEVOISE & PLIMPTON, NEW YORK CITY

Sarah Lawrence alumni are known for realizing their dreams. A few examples: Amanda Burden ’76 envisioned New York’s future as director of city planning

Charles Fink ’81 launched new brands for Disney, AOL, and American Greetings

Nicolette Camille ’00 created a floral design business favored by Real Simple and Domino

Barbara Lamont Gelobter ’60 pioneered a satellite communications company

Eve Cary ’65 tried groundbreaking civil rights and women’s rights cases

Cate Muther ’69 established the Three Guineas Fund foundation

David Netto ’92 designed his own line of furniture Nancy Spector ’81 became chief curator of the Guggenheim Museum Heather Winters ’84 earned an Oscar nomination for the film Super Size Me

GROWING BUSINESS Founder of the food education program Growing Chefs, Annie Novak ’05 has also pioneered rooftop gardening on a 6,000-square-foot warehouse roof in North Brooklyn. The Eagle Street Rooftop Farm, which she co-founded, supplies fresh, organic produce through its Community Supported Agriculture program and a farm market, and also provides a source of fresh fruits and vegetables to local restaurants.

FILLING ROLES After graduating from Sarah Lawrence, Debra Zane ’76 moved to California— where, while working on a film with a fellow SLC alum, she discovered an interest in casting. Several years later she founded her own company, Debra Zane Casting. Zane credits SLC with preparing her for the opinion-fueled debates that often characterize film production meetings, saying, “Because SLC is a nice, small place, the teachers make you feel like you have something to say, that what you have to say is worth listening to.” Now a leading casting director in Hollywood, Zane’s movie credits include such popular and critically acclaimed films as American Beauty, Ocean’s Eleven, The Twilight Saga, and The Hunger Games.

entrepreneurial experience— SARAH LAWRENCE STUDENTS GAIN:

and self-assurance.

Sarah Lawrence students aren’t here to play it safe or fit a predetermined mold. Instead, they take the initiative to build an individual program—one that, quite possibly, no one else has ever pursued. As they come to trust their instincts, stay true to their visions, and project their voices, they acquire the confidence necessary to succeed in ventures of all kinds.

POWERFUL ARTICULATION After graduating from Sarah Lawrence, Lowell Miller ’70 published poetry in Rolling Stone and articles in The New York Times Magazine. Confident in his abilities and looking for further sources of income, he joined forces with a computer-scientist partner and founded an investment management business. Combining writing and problem-solving skills, Miller and his partner soon gained clients and momentum. The business now handles about $700 million in investments.

‹‹ ACTING ON AN INTEREST›› Through experience as an actor in a yearlong SLC course called “The Web Series Asylum”—in which students create an original online drama series—JESSIE ENNIS ’13 (LOS ANGELES, CA) discovered an interest in filmmaking. In the wake of that course, she and two friends wrote, directed, and produced The Arm, a short film that won a Special Jury Award for Comedic Storytelling at the Sundance Film Festival. Jessie was the youngest filmmaker with a festival entry in 2012.

context— SARAH LAWRENCE STUDENTS GAIN:

and connections.

Our students relate their learning to the wider world. They intern with theatre companies in Manhattan, shadow physicians in local hospitals, present papers at conferences across the country. They experience other cultures, campaign for social justice, and work to make the campus community as involved and informed as it can be. In short, they find many ways to reach out and connect.

VALUABLE PRACTICE With abundant hands-on learning opportunities—from science labs to filmmaking courses—students put theory into practice and work in collaboration, gaining skills that will serve them in both their professional fields and their lives.

15,000 ALUMNI WORLDWIDE:

Many of the College’s successful

alumni make themselves available to students for networking through the Office of Career Services.

ACCESS TO INTERNSHIPS The Office of Career Services can help you gain experience and establish connections with prospective employers in New York City and elsewhere. In addition to providing hundreds of local and tri-state opportunities through our online internship and job database, CareerLink, the office connects students with thousands of internships nationally through partnerships with two prestigious consortiums. With their close understanding of individual strengths and goals, faculty members also refer students to internship opportunities.

NEW YORK CITY INTERNSHIP SITES HAVE INCLUDED: ABC (American Broadcasting Company)

Memorial Sloan-Kettering

merican Civil A Liberties Union

etropolitan M Museum of Art

Amnesty International Atlantic Records

Mount Sinai Medical Center

CNN (Cable News Network)

Department of Education

Cancer Center

New York City

The Colbert Report

The New York Times

Guggenheim Museum

The New Yorker

HBO

Parsons Dance Company

Jazz at Lincoln Center

Planned Parenthood

Johns Hopkins Huntington’s Disease Clinic

Polo Ralph Lauren Corp.

Late Show with David Letterman

Tribeca Productions

Legal Aid Society

Random House Publishing Sotheby’s Vanity Fair

SEE A MORE COMPLETE LISTING of hundreds of internships held by Sarah Lawrence students at www.slc.edu/internships

Julia Bates SOCIOLOGY AND POLITICAL ECONOMY BALTIMORE, MD

›› Through Sarah Lawrence’s Office of Career Services, Julia Bates found a research internship at the Institute for Women’s Policy Research in Washington, DC, which had received a grant from the Ford Foundation to look at social services for immigrant women. “The internship was extremely educational,” says Bates. “I got to see how policy works and observe all the different

players—think tanks, religious organizations—and sit in on a lot of events.” Another internship advocating for a community in the northwest Bronx, along with involvement in the Solidarity Club and SLC Worker Justice Group, have strengthened her background in social justice issues. Next? An immersion program in Mexico, then a doctoral program in sociology.

SARAH LAWRENCE STUDENTS GAIN:

a deeper preparation— not a standardized major.

An education like this is rare. Few colleges structure their academic programs around regular one-on-one conversations between expert faculty and students. At Sarah Lawrence, every one of your professors is first and foremost a teacher— interested in your engagement with the world in all its complexity. You can’t put a price on that level of contact and interest. As a result, our students enter graduate school and the workforce with abilities that often exceed those of their peers, and have earned Sarah Lawrence a reputation for producing unusually qualified, successful graduates.

‹‹ EARN TWO DEGREES IN FIVE YEARS ›› Sarah Lawrence’s AFTER GRADUATION, Sarah Lawrence alumni are moving confidently toward their postgraduate education and career goals.

strong graduate programs in the art of teaching, child development, health advocacy, and women’s history offer undergraduates the opportunity to complete both a bachelor’s and a master’s degree in only five years by beginning their graduate work during senior year—thus saving a year of graduate tuition expense. SLC also offers a special 3-2 engineering combined degree program (BA & BS) with Columbia University.

EARLY INDEPENDENCE At many other colleges, if you get to do independent research at all, it doesn’t happen until junior or senior year. Many students don’t experience that kind of freedom—or have such an opportunity to focus—until graduate school. Sarah Lawrence makes independent research available to students right from the first year.

W. Ian Lipkin, MD ’74 MOLECULAR NEUROBIOLOGIST Crediting Sarah Lawrence with giving him the confidence to be the “‘abnormal’ scientist who invents radical new theories,” Ian Lipkin led the team that identified the West Nile virus using molecular methods, pioneered in AIDS research, and advised the Chinese government on how to handle severe acute respiratory syndrome (SARS). He also served as lead consultant for the film Contagion. In addition to his research, he is both a physician and a professor of neuroscience at Columbia University. VIEW VIDEO INTERVIEWS WITH NOTABLE GRADUATES at www.slc.edu/undergraduate/alums

Vera Wang ’71 FASHION DESIGNER AND OWNER, VERA WANG BRIDAL HOUSE

Recognized Efforts POSTGRADUATE SCHOLARSHIPS AWARDED TO SARAH LAWRENCE STUDENTS The dedicated, exceptional work done here has been noticed—and rewarded—by organizations that see what Sarah Lawrence graduates are capable of—and want to know what they will do next. Most recently, SLC graduates have received the: Beinecke Scholarship Boren Award for International Study Emerson National Hunger Fellowship

Vera Wang’s studies in theatre and art history at Sarah Lawrence certainly honed her creativity and visual sensibility, but more than that, her time at the College laid a groundwork of resourcefulness and confidence that she has drawn upon ever since. After 16 years as a fashion editor at Vogue, Wang left the magazine and opened her own design salon. From bridal gowns popular with celebrities to figure skating costumes, fragrances, jewelry, and houseware collections, among other products, her brand name has found a market around the world.

Davis Projects for Peace Grant Fulbright Scholarship Harry S. Truman Scholarship Morris K. Udall Scholarship

IN MANY LIBERAL ARTS COLLEGES, undergraduate research scholarships enable students to work directly with faculty. At Sarah Lawrence, every student gets to do this as a matter of course.

Valuable Results GRADUATE AND PROFESSIONAL SCHOOLS ADMITTING SARAH LAWRENCE GRADUATES Sarah Lawrence alumni have received graduate and professional degrees from nearly 300 institutions, including: Albert Einstein College of Medicine American University Boston University Brown University Columbia University Cornell University Duke University Law Fashion Institute of Technology George Washington University Law School Georgetown University Harvard University Johns Hopkins University The Juilliard School London School of Economics The New School

New York University Northeastern University NYU School of Medicine Oxford University Rensselaer Polytechnic Institute Stanford University Tulane University University of California– Berkeley University of Chicago University of Minnesota College of Veterinary Medicine University of Pennsylvania Yale University Yeshiva University– Cardozo Law

RECENT EMPLOYERS OF SARAH LAWRENCE GRADUATES AFL-CIO American Bar Association AmeriCorps VISTA United Neighborhood Houses, NYC Catholic Charities Center for Human Rights and Global Justice Center for Sustainable Economy Chanel City Year Dana-Farber Cancer Institute Deloitte and Touche Disney Doctors Without Borders Fodor’s Travel Publications JPMorgan Chase Lonely Planet The Los Angeles County District Attorney’s Office

Metropolitan Museum of Art Morgan Stanley Smith Barney MTV News and Specials Museum for African Art Museum of Jewish Heritage The Nature Conservancy NBC News The New York Times Oxford University Press Peace Corps Rocket Science Laboratory Royal Embassy of Saudi Arabia Sesame Street Taipei Times Teach for America TIME Magazine US State Department Viking/Penguin Books Warner Brothers Whitney Museum

SLC at a Glance CHARACTER

STUDENT BODY

FACULTY

Founded in 1926, SLC is a coeducational liberal arts and sciences college with a distinctive academic philosophy emphasizing the individual student.

Our students are men and women who share an enthusiasm for intellectual rigor, academic risk taking, creativity in all disciplines, and original and interdisciplinary work. We are particularly committed to having our faculty, administration, and student body reflect the social, racial, and economic diversity that characterizes our society. The College’s 1,400 undergraduate students come from nearly every state and from 35 countries. Eighty-five percent of students live on campus.

With a 10:1 student-faculty ratio, small seminars comprising more than 90 percent of all classes, and individual conferences a required part of every seminar, Sarah Lawrence faculty have twice the student contact as professors at other institutions.

CAMPUS Sarah Lawrence College occupies 44 wooded acres in Yonkers, NY, near the village of Bronxville—just north of New York City. A 30-minute train ride from the Bronxville station takes students into Midtown Manhattan.

FACILITIES In addition to our roundtabled classrooms, Sarah Lawrence has outstanding theatres, art and performance studios, and music spaces; modern science labs; state-of-the-art graphic computing equipment; competitive sports facilities; a 60,000-square-foot visual arts center; and newly renovated dining facilities.

GRADUATE PROGRAMS The College’s 11 programs of graduate study—the art of teaching, child development, dance, dance/movement therapy, dual degree in social work and child development, health advocacy, human genetics, joint degree in women’s history and law, theatre, women’s history, and writing—enhance the undergraduate community.

INTERCOLLEGIATE ATHLETICS • • • • • • • • • • • • • • •

Men’s Basketball Men’s Crew Women’s Crew Men’s Cross Country Women’s Cross Country Coed Equestrian Men’s Soccer Women’s Soccer Women’s Softball Men’s Swimming Women’s Swimming Men’s Tennis Women’s Tennis Men’s Volleyball Women’s Volleyball

EXCHANGE PROGRAMS •C alifornia Institute of the Arts (Cal Arts) •E ugene Lang College •F almouth University, England •K ansai Gaidai University, Osaka, Japan •P itzer College •S outh India Term Abroad (SITA) • Spelman College • Tsuda College, Tokyo, Japan

Academic Program The academic structure combines small seminar classes with individual, biweekly student-faculty conferences. Students choose freely from among the following areas with the guidance of their faculty don: Africana Studies Anthropology Art History Art of Teaching* Asian Studies Biology Chemistry Child Development* Chinese Computer Science Dance Design Studies Economics Engineering (5-year BA/BS with Columbia University) Environmental Studies Ethnic and Diasporic Studies Film History Filmmaking, Screenwriting, and Media Arts French Geography German Greek Health Advocacy* History International Studies Italian Japanese Latin Latin American and Latino/a Studies Lesbian, Gay, Bisexual, and Transgender Studies Literature Mathematics Music Music History Philosophy Physics Politics Pre-Law Pre-Med Psychology Public Policy Religion Robotics Russian Science, Technology, and Society Sociology Spanish Theatre Visual Arts (Digital Imagery, Drawing, Game Design, Painting, Photography, Printmaking, Sculpture) Women’s History* Women’s Studies Writing * 5-year bachelor’s and master’s program

Admission The College considers many factors in evaluating applicants. These include intellectual promise, motivation, and creativity, in addition to the quality of each student’s secondary school program and writing skills. Teacher recommendations and extracurricular activities play a role in admission decisions as well. A personal interview is recommended. SAT/ACT scores are optional.

Financial Aid To attract bright and motivated students from a wide range of backgrounds, Sarah Lawrence provides financial aid from a range of governmental and institutional sources. Because the College firmly believes that its personalized system of education is uniquely suited to producing vital and creative contributors to society, it seeks to make its education accessible to as many students as possible. In fact, more than half of the student body received Sarah Lawrence grant aid this past year. Aid is based on both need and academic achievement. For more information on financial aid, please visit: www.slc.edu/aid Sarah Lawrence has partnered with the College Board to offer a Net Price Calculator—a service that will help you estimate how affordable SLC may be for your family. Based on information you provide, the calculator can offer insight into the amounts and types of financial aid you may be eligible to receive if you apply for financial aid and are admitted to SLC. To use this service, go to: www.slc.edu/calculator

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Continuing its longstanding policy to actively support equality of opportunity for all persons, Sarah Lawrence College does not discriminate on the basis of race, sex, color, sexual orientation, gender identity or its expression, disability, religion, age, veteran status, or national or ethnic origin in its admissions, employment, educational policies, scholarship or other financial aid programs, or in access to other College-administered programs. Sarah Lawrence affirms that it admits students and selects employees regardless of race, sex, color, sexual orientation, gender identity or its expression, disability, religion, age, veteran status, or national or ethnic origin and thereafter accords them all the rights and privileges generally made available to students or employees at the College. The College is strongly committed to basing judgments about individuals solely upon their qualifications and abilities and to protecting individual rights of privacy, association, belief, and expression.

The Jeanne Clery Act requires colleges to publish a yearly security and fire safety report. This report includes statistics for the previous three years concerning reported crimes that occurred on campus; in certain off-campus buildings or property owned or controlled by Sarah Lawrence College; and on public property within, or immediately adjacent to and accessible from, the campus. The report also includes institutional policies concerning campus security, such as policies concerning sexual assault, fire safety, and other matters. You can access the report on our College Web site at www.slc.edu/security. The College’s crime statistics and those of other US colleges can also be found at the US Department of Education’s Web site at www.ope.ed.gov/security. You can obtain a hard copy of this report by contacting the Sarah Lawrence College Operations and Facilities Office, (914) 395-2385.

Photography by Don Hamerman and Chris Taggart, Dana Maxson, Andrew Lichtenstein, Quyen Nguyen, Ye Weon “Mary” Kim, Gabriel A. Cooney, Arnold Adler, Paula Court, and Shane Tilson.

VISITING CAMPUS Prospective students and their families are welcome to visit Sarah Lawrence year-round. Campus tours, information sessions, personal interviews, class visits, and overnight stays with current students are all available. To arrange your visit, go to: www.slc.edu/admission/visit

CONTACT Office of Admission Sarah Lawrence College 1 Mead Way Bronxville, NY 10708-5999 (800) 888-2858 (914) 395-2510 (914) 395-2515 (fax) slcadmit@sarahlawrence.edu www.sarahlawrence.edu/admission www.slc.edu

OFFICE OF ADMISSION 1 Mead Way Bronxville, NY 10708-5999 www.sarahlawrence.edu

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