Tanner 2016 by Wellesley College Alumnae Association

Tanner 2016

10.27.16

www.wellesley.edu/tanner

TANN ER CONFER ENCE

SCIENCE CENTER , OCTOBER 27, 2016 All members of the Wellesley College community are invited to attend. 8:30-9:15 A.M.

Breakfast served in The Leonie Faroll Focus

9:15-10:25 A.M.

Session I

10:25-10:45 A.M.

Break, refreshments served in The Leonie Faroll Focus

10:45-11:55 A.M.

Session II

12:00-1:30 P.M.

Luncheon served in The Leonie Faroll Focus and the Science Library

1:30-2:40 P.M.

Session III

2:40-3:00 P.M.

Break, refreshments served in The Leonie Faroll Focus

3:00-4:10 P.M.

Session IV

TABLE OF CONTENTS 1 Conference Overview 1 Tanner Conference Committee 2 Thematic Overview 5 Conference Schedule 14 Conference Abstracts and Web-Based Scheduler 46 Wellesley in the World 48 Map 50 International Study Programs 52 Internships and Grants Programs 58 Fellowship Programs 61 Madeleine Korbel Albright Institute for Global Affairs Fellows 2016 62 Wellesley College Supported Internship Recipients 2016 68 Wellesley College Graduate Fellowship Recipients 2015-2016 69 National Fellowship Competition Recipients 2015-2016 71 Index

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T HE TAN NER CONFERENCE OVERVIEW It is our privilege to invite your participation in the 2016 Tanner Conference. Established through the generosity of trustee emerita Estelle “Nicki” Newman Tanner ’57, the Tanner Conference explores the relationship between the liberal arts classroom and student participation in an increasingly diverse and interdependent world. The conference is premised on the belief that a greater understanding of the learning that takes place off campus—combined with critical inquiry into the purpose,

value, and effect of such learning— has the potential to move liberal arts education in new directions. Encompassing the diversity of student experiences and interests, the Tanner Conference takes as its subject internships and service learning, international study, experiential learning in courses, research conducted away from Wellesley, and fellowships. The conference provides a venue for faculty, staff, and students to discuss the challenges to teaching and learning presented by

new definitions of what constitutes the classroom. It also invites alumnae to return to campus to discuss how their decisions to participate in these experiences as Wellesley students later proved to be ones of consequence. We wish to thank all those presenting in the Tanner Conference for their roles in helping us to better understand Wellesley’s place in the world. We invite you to join the conversation that they are seeking to foster.

Rachid Aadnani Middle Eastern Studies

Julide Iye Class of 2018

Karen Z. Pabon Slater International Center

Dora Carrico-Moniz Department of Chemistry

Elizabeth Mandeville ’04 Career Education

Ryan Quintana Department of History

Lee Cuba Department of Sociology

Martha J. McNamara Department of Art

Elizabeth Robichaud Albright Institute for Global Affairs

Anne Dwojeski-Santos ’00 Albright Institute for Global Affairs

Joanne Murray ’81 Albright Institute for Global Affairs

Jennifer Thomas-Starck Office of International Study

Meredith Fluke Davis Museum

Eniana Mustafaraj Department of Computer Science

Peggy Levitt Department of Sociology

Kimberly O’Donnell Department of Biological Sciences

Winifred J. Wood Writing Program and Cinema and Media Studies Program

The 2016 Tanner Conference Committee

T H EMATIC OVERVIEW

Culture & the Arts Day at the Museum: Collections Care and Management

Individual Presentations

Session One (9:15 a.m.)

SCI 264

The Museums’ Public: Exhibition and Outreach

Individual Presentations

Session One (9:15 a.m.)

SCI 261

Castles, Cathedrals, and Commonwealth Avenue: Engaging the Historic Site

Individual Presentations

Session Two (10:45 a.m.)

SCI 270

Making Movies, Making Meaning

Individual Presentations

Session Two (10:45 a.m.)

SCI 278

Opening Doors, Opening Minds: Davis Summer Interns 2016

Panel

Session Two (10:45 a.m.)

SCI E111

The Documentary Project: People, Places, Experience

Individual Presentations

Session Two (10:45 a.m.)

SCI 256

Art as Challenge, Art as Change

Individual Presentations

Session Three (1:30 p.m.)

SCI 256

Understanding the Worlds of Publishing and Advertising

Individual Presentations

Session Three (1:30 p.m.)

SCI 270

Culture in Translation

Individual Presentations

Session Four (3:00 p.m.)

SCI E111

Empowerment of Youth, Women, and Famiies From Stories to Action: Narratives of Empowerment

Individual Presentations

Session One (9:15 a.m.)

SCI 364

Social Science and Social Justice in Washington D.C.

Panel

Session Two (10:45 a.m.)

SCI 392

Alternative Approaches to Mental Health Services for Youth

Panel

Session Three (1:30 p.m.)

SCI 264

Economic Empower

Individual Presentations

Session Three (1:30 p.m.)

SCI 261

Education In and Out of the Classroom

Individual Presentations

Session Three (1:30 p.m.)

SCI 392

Increasing Impact in the Nonprofit Sector: Behind the Scenes

Panel

Session Four (3:00 p.m.)

SCI 274

The Powerful Classroom: Teaching and Learning from Berkeley to Kampala

Panel

Session Four (3:00 p.m.)

SCI E211

Health and Medicine Beyond Borders

Clinical Research

Individual Presentations

Session One (9:15 a.m.)

SCI E111

Medicine and the Liberal Arts

Individual Presentations

Session One (9:15 a.m.)

SCI 274

The Importance of Personal Networks

Individual Presentations

Session One (9:15 a.m.)

SCI 270

Accessing Healthcare Isn’t Just About Health

Individual Presentations

Session Two (10:45 a.m.)

SCI 264

From Bench to Bedside: Research and Clinical Care at Boston Children’s Hospital

Panel

Session Two (10:45 a.m.)

SCI 277

How Different Countries Handle the Same Problems

Individual Presentations

Session Two (10:45 a.m.)

SCI 396

Giving Birth

Individual Presentations

Session Three (1:30 p.m.)

SCI E211

Different Populations, Different Approaches

Individual Presentations

Session Four (3:00 p.m.)

SCI 268

Food As Justice

Individual Presentations

Session Four (3:00 p.m.)

SCI 270

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Lake Baikal: Cultural and Scientific Soul of Siberia

Panel

Session Four (3:00 p.m.)

SCI 264

Patients First

Individual Presentations

Session Four (3:00 p.m.)

SCI 364

Identity, Community and Global Citizenship Global Changes: Refugees Find New Paths

Individual Presentations

Session One (9:15 a.m.)

SCI E211

Human Rights, Corporate Responsibility & Human Narratives

Individual Presentations

Session One (9:15 a.m.)

SCI 268

Innovative Business Strategies for Tomorrowâ&#x20AC;&#x2122;s World

Individual Presentations

Session One (9:15 a.m.)

SCI 104

Economic Inequality and Injustice: Decoding the Shades of Privilege

Individual Presentations

Session Two (10:45 a.m.)

SCI 377

From Assumption to Reality: Challenging Perceptions

Individual Presentations

Session Two (10:45 a.m.)

SCI 268

Hazards, Suicide, Nukes and Dying Media: How to Make Sense of It All

Individual Presentations

Session Two (10:45 a.m.)

SCI 274

Navigating the Halls of Power and Webs of Bureaucracy

Individual Presentations

Session Two (10:45 a.m.)

SCI E211

Walking in Their Shoes: Encountering Diversity

Individual Presentations

Session Two (10:45 a.m.)

SCI 261

From Stereotypes to Reality: Refocusing Cultural Lenses

Individual Presentations

Session Three (1:30 p.m.)

SCI 277

Getting Down and Dirty: Practical Steps to Conservation and Environmental Protection Individual Presentations

Session Three (1:30 p.m.)

SCI 268

Navigating Culture Beyond the Bubble

Session Four (3:00 p.m.)

SCI 278

Individual Presentations

Technology, Innovation and Education A Different Kind of Finance

Individual Presentations

Session One (9:15 a.m.)

SCI 256

Tech Internships at Non-Tech Companies

Panel

Session One (9:15 a.m.)

SCI 278

Ethics: The Gray Area in Environment and Policy

Individual Presentations

Session Two (10:45 a.m.)

SCI 364

Service Without Borders

Individual Presentations

Session Two (10:45 a.m.)

SCI 104

An Internship for Every Year

Individual Presentations

Session Three (1:30 p.m.)

SCI 104

Going Big: Software Engineering at Tech Giants

Panel

Session Three (1:30 p.m.)

SCI 274

Making the Jump: Computer Science Research at a Large University

Panel

Session Three (1:30 p.m.)

SCI 278

The Universe, The Body, The Mind

Individual Presentations

Session Three (1:30 p.m.)

SCI 396

Two-Way Street: Education and Computer Science

Panel

Session Three (1:30 p.m.)

SCI 377

Lab Experiences: Inside Out

Individual Presentations

Session Four (3:00 p.m.)

SCI 261

Considering Education: Policy and Practice

Individual Presentations

Session Four (3:00 p.m.)

SCI 256

Reimagining Service in the Digital Age

Individual Presentations

Session Four (3:00 p.m.)

SCI 104

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Conference Schedule

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C O NFERENCE SCHEDULE

8:30–9:15 a.m.

Legless George and the Spider Necklace: On the Importance of Archives

Breakfast The Leonie Faroll Focus, Science Center

Alison Balis ’17, Art History Advisor: Martha J. McNamara, Art

Illuminating Ancient Life: Mediterranean Oil Lamps at the Smithsonian Institution’s National Museum of Natural History

9:15–10:25 a.m. Session One Culture and the Arts The Museums’ Public: Exhibition and Outreach SCI 261 Tobacco, Baseball, and Duke: A Summer at the Museum of Durham History Samantha (Sam) Lanevi ’18, Classics and History Advisor: Ryan A. Quintana, History

Making the Most of Venice Ningyi Xi ’17, Art History and Classical Civilization Advisor: Meredith E. Fluke, Davis Museum & Cultural Center

Cultural Catch-Up: Summer Intern at the Long Museum, Shanghai Xiaorong (Sharon) Liu ’17, Art History and Mathematics Advisor: Heping Liu, Art

Day at the Museum: Collections Care and Management SCI 264 Museum Registrars: The Art World’s Secret Powers

Margaret Justus ’17, Art History Advisor: Kimberly B. Cassibry, Art

Empowerment of Youth, Women, and Families

Boston Children’s Hospital Research Through Aggregate Data Collection Using Brain Imaging

From Stories to Action: Narratives of Empowerment SCI 364

Bridget Walsh ’17, Neuroscience Advisor: Rachel Stanley, Chemistry

Are You Immune? HIV Status and Response to the Flu Vaccine

Feminism for Everyone: What Japanese Women Taught Me Sophia Vale ’17, Japanese Language & Culture Advisor: Eve Zimmerman, East Asian Languages & Cultures

Intersectionality in Work and the Workplace: Survivor-Centered Economic Advocacy Netanya Perluss ’19, Undeclared Advisor: Susan H. Ellison, Anthropology

Alexandra Beem ’18, Biological Sciences Advisor: Kimberly O’Donnell, Biological Sciences

Unraveling Heart Development: Do Mitochondria Play a Role? Danielle Heims-Waldron ’18, Biological Sciences Advisor: Louise E. Darling, Biological Sciences

From Autism to Aggression: Dissecting Aggression Neural Circuitry in PTCHD1 Mice Taylor Corey ’17, Biological Sciences Advisor: John W. Goss, Biological Sciences

Using Computing Power to Discover the Biological Power of 3’ Untranslated Regions Brenda Ji ’18, Biochemistry Advisor: Adam G. Matthews, Biological Sciences

Caroline Beatrice ’18, Art History Advisor: Patricia G. Berman, Art

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The Importance of Personal Networks SCI 270

Identity, Community, and Global Citizenship

Letters to Wendy Wellesley: Clinical Research and Enlightening Conversations With Alumnae

Innovative Business Strategies for Tomorrow’s World SCI 104

Helena Yan ’18, Neuroscience Advisors: Connie L. Bauman, Physical Education, Recreation & Athletics; Barbara Beltz, Neuroscience

The Nine Percent: Women of Color in the Tech Industry Marissa Okoli ’18, Media Arts & Sciences Advisor: Eniana Mustafaraj, Computer Science

A Summer in Shanghai: Living and Interning in a Global City Catrina Sun-Tan ’18, Psychology; Michelle Quin ’19, Undeclared Advisor: Yuan-Chu R. Lam, East Asian Languages & Cultures

How the Hong Kong Monetary Authority Operates in a Multifaceted Manner

What I Learned About Thriving in College/Life After Running a Startup Mojia Shen ’18, Computer Science and Economics Advisor: Eniana Mustafaraj, Computer Science

Newbie in Tech Xiaofan Wu ’18, Computer Science Advisor: Orit Shaer, Computer Science

Ivy Jiang ’17, Economics Advisor: Kyung-Hong Park, Economics

Global Changes: Refugees Find New Paths SCI E211 A Lost Generation: The International Community’s Failed Response to the Syrian Refugee Crisis

Medicine and the Liberal Arts SCI 274

Saraphin Dhanani ’16, Advisor: Joanne Murray ’81, Albright Institute for Global Affairs

Integrating the Humanities Into a Medical Internship Victoria (Tory) Roth ’18, American Studies, and Chemistry Advisor: Amanda M. McCarthy, Chemistry

“No Chance, My Friend”: The Lack of Options for Refugees Seeking Asylum in Europe

No Man’s Land: Progressing Human Rights Tessa Kellner ’17, Middle Eastern Studies and Classical Civilization Advisor: Justin Armstrong, Writing Program

It’s More Than Just “Made in China” Grace Chow ’17, Economics Advisor: Susan Skeath van Mulbregt, Economics

Computer Science and Economics: Finding a Bridge Between the Two Majors Lilian Ma ’17, Computer Science and Economics Advisor: Panagiotis T. Metaxas, Computer Science

Evidence-Based Economic Policy: Reshaping the Economy to Work for More People Rose Burnam ’17, Economics Advisor: Daniel K. Fetter, Economics

Walk on to Wall Street: Alternative Paths to Finance

Mira Craig-Morse ’19, Undeclared Advisor: Anastasia Karakasidou, Anthropology

Alison Kaplon ’17, Psychology Advisor: Linda Carli, Psychology

Ruth Vorder Bruegge ’18, Neuroscience Advisor: Leif Gibb, Massachusetts Institute of Technology

Human Rights, Corporate Responsibility, and Human Narratives SCI 268

Tech Internships at Non-Tech Companies (Panel) SCI 278

Blood and Iron: My Summer in the Fleming Lab

The Impact of a Conversation

Tech Internships at Non-Tech Companies

The Striosome Mystery: Embryos, Decision-Making, and Huntington’s Disease

Zaynah Dewan ’17, Classical Civilization Advisor: Adam G. Matthews, Biological Sciences

Casey Butler ’17, American Studies Advisor: Louise Marlow, Religion

The Realities of Family Detention: Incarceration, Injustice, and Immigration Policy Rosemary Dodd ’18, International RelationsPolitical Science Advisor: Laura K. Grattan, Political Science

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Yuyu Li ’17, Computer Science; Katie Morris ’17, Computer Science and Mathematics; Amanda Foun ’17, Computer Science; Brenna Carver ’17, Computer Science; Meckila Britt ’17, Computer Science Advisor: Sohie M. Lee, Computer Science

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10:25–10:45 a.m.

10:45–11:55 a.m.

Break

Session Two

Castles, Cathedrals, and Commonwealth Avenue: Engaging the Historic Site SCI 270

The Leonie Faroll Focus, Science Center

The Documentary Project: People, Places, Experience SCI 256 Tangier Then and Now: A Visual History Amina Ziad ’17, Women’s & Gender Studies; Julide Iye ’18, Middle Eastern Studies Advisor: Rachid Aadnani, Middle Eastern Studies

Accessing Anecdotes: Editing and Questioning Human Rights Testimonials Emma Gyorgy ’18, American Studies Advisor: Paul Fisher, American Studies

Sacred Space and Modern Tourism: The Ideological Evaluation of Saint Sauveur Cathedral Abigail Stinson ’17, French and Medieval/ Renaissance Studies Advisor: Scott E. Gunther, French

Boston’s Tiffany Treasure: Preserving the Ayer Mansion Sarah Michelson ’18, Art History and English Advisor: Martha J. McNamara, Art

More Than Just a Pretty Face: Protecting and Conserving the Lobkowicz Treasures Aimanda Gulick 17, International Relations and Political Science; Rebecca Selch ’17, Sociology and Art History Advisor: Thomas S. Hansen, Faculty Emeritus

Making Movies, Making Meaning SCI 278 Italian Cinematographic Culture: The Inner Workings of an Independent Production Company Kailey Piré ’18, English Advisor: Flavia Laviosa, Italian Studies

Darkness in the Midnight Sun: Photographing the Self in Iceland Layla Eastep CE/DS, Women’s & Gender Studies Advisor: Nancy L. Marshall, Wellesley Centers for Women

Behind the Scenes, Before the Screen: Exploring the Independent Film Industry Kathryn Sweatman ’17, American Studies and Cinema & Media Studies Advisor: Maurizio S. Viano, Cinema & Media Studies

Filming Female Construction Workers: The Documentarian Adventure Jalena Keane-Lee ’17, Political Science and Cinema & Media Studies Advisor: Winifred J. Wood, Writing Program

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Health and Medicine Beyond Borders

How Different Countries Handle the Same Problems SCI 396 What Can We Learn From Danish Nursing Homes? Heejung (Julie) Kim ’17, Neuroscience Advisor: Jennifer Thomas-Starck, International Studies

Tuberculosis: The Curable Killer Silpa Karipineni ’18, Economics; Kanupriya Gupta ’18, Neuroscience Advisor: Neelima Shukla-Bhatt, South Asia Studies

From Bench to Bedside: Research and Clinical Care at Boston Children’s Hospital (Panel) SCI 277

Accessing Healthcare Isn’t Just About Health SCI 264 From Excel to Rwanda: Operationalizing and Eliminating Inefficiencies Within International Aid Delaney Ugelstad ’18, Undeclared; Amal Cheema ’17, Biochemistry and Political Science Advisor: Joseph P. Joyce, Economics

Providing Good Service in a ResourceLimited Healthcare Setting Faith Arimoro ’17, Sociology Advisor: Filomina C. Steady, Africana Studies

Gwendolyn Towers ’17, English; Emily Loucks ’17, Chemistry; Holly Zhu ’18, Mathematics; Ronghao Zhou ’17, Mathematics and Chemistry; Filia Van Dessel ’17, Neuroscience; Eliana Marostica ’18, Computer Science Advisor: Nicholas K. Doe, Chemistry

The “Pretty” People of Capitol Hill and Other Reflections Cassandra Allen ’18, International RelationsEconomics Advisor: Rocio-Maria G. Tisdell, Career Education

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Activism on Eggshells: Funding and Politics in the Think Tank Maureen McCord ’18, Anthropology Advisor: Susan H. Ellison, Anthropology

The Clinton Foundation: Supporting a President’s Global Vision Sanam Shetty ’17, Economics Advisor: Akila Weerapana, Economics

We All Walk to Santiago: My 28 Days on the Camino de Santiago Seo Jung (SJ) Kim ’19, Undeclared Advisor: Thomas P. Hodge, Russian

Connecting With My Taiwanese Roots: My Experience of Reverse Culture Shock Tiffany Chen ’18, Mathematics Advisor: Andrew C. Schultz, Mathematics

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90 Miles Away: Challenging American Perceptions of Cuba

Theorizing Epistemic Injustice:Lessons From Truth and Reconciliation Commissions

Cassandra Cronin ’19, Undeclared Advisor: Koichi Hagimoto, Spanish

Fani Ntavelou-Baum ’17, Philosophy Advisor: Helena de Bres, Philosophy

Hazards, Suicide, Nukes, and Dying Media: How to Make Sense of It All SCI 274

Ecuador: Lessons in Privilege With the Arajuno Road Project

Worst Comes to Worst and What Do You Know? Natural Hazard Information Use Isabelle Herde ’17, Geosciences Advisor: Susan H. Ellison, Anthropology

LGBT Suicide in India: A Rising Structural Problem Tanushree Mohan ’18, Economics and Women’s & Gender Studies Advisor: Nancy L. Marshall, Wellesley Centers for Women

The Media and Nukes: The Politics of Overcoming Language Barriers Marian Lee ’18, Political Science Advisor: Dai Chen, East Asian Languages & Cultures

Radio and Journalism: My Experience With Two (Supposedly) Dying Media Georgiana Du ’18, Cinema & Media Studies Advisor: Maurizio S. Viano, Cinema & Media Studies

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Ethics: The Gray Area in Environment and Policy SCI 364 GM Foes or GM Bros: Innate Potato Social Media Management

Kanika Gupta ’19, Undeclared Advisor: Martina Königer, Biological Sciences

Beyond the One Percent: A Behavioral Approach to Redistributing Wealth in America Sitara Sriram ’19, Undeclared Advisor: Joshua T. McCabe, Sociology

Sydney Stento ’18, Neuroscience Advisor: Katherine A. Grandjean, History

You’re Telling Me Airbnb Is Good for Earth? Exploring Cleantech and Beyond Simone Liano ’17, Neuroscience Advisor: Kyra Kulik-Johnson, Psychology

Establishing Ethical Practices With Human Subjects at an Applied Psychology Lab

Technology, Innovation, and Education

Sabina Unni ’19, Undeclared Advisor: Susan H. Ellison, Anthropology

Service Without Borders SCI 104

Farming, Living, and Learning Alongside Grassroots Leaders Nisreen Abo-Sido ’18, Environmental Studies Advisor: Rocio-Maria G. Tisdell, Career Education

The Role, and Challenges of Using Technology in Solving Social Issues Christine Rubera ’19, Undeclared Advisor: Sheryl M. Rosenberg, Career Education

Exploring Education Technology in Indonesia: An Albright Internship With Next Thought

12:00–1:30 p.m. Luncheon The Leonie Faroll Focus and Science Library, Science Center

Cali Stenson ’17, Computer Science and Mathematics Advisor: Panagiotis T. Metaxas, Computer Science

Evaluating Water Productivity: Why Replace the Hard Sell With a “Hard Listen”? Christina Holman ’17, Art History and Economics Advisor: Amy Banzaert, Extradepartmental

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1:30–2:40 p.m.

Empowerment of Youth, Women, and Families

Session Three

Economic Empowerment SCI 261

Culture and the Art

Investing in Women and Girls: The Transformative Power of Work

Art as Challenge, Art as Change SCI 256 Cuerdas Para Cali: A Journey to Siloé

Annalee Beaulieu ’18, Political Science and Spanish Advisor: Laura K. Grattan, Political Science

Ariel (Rebecca) Zlatkin ’19, Undeclared Advisor: Olga Shurchkov, Economics

A Crash Course in Gender Equality: My Summer at UNDP Costa Rica

Trans* Studies: Lessons on Performance and the Transgender Artist

Ivonne Marmolejo ’17, Economics and Spanish Advisor: Gauri K. Shastry, Economics

Isaac Zerkle ’18, Theatre Studies and Women’s & Gender Studies Advisor: David G. Towlun, Theatre Studies

$7.50 Is Not Enough!: A Summer of Grassroots Organizing in Maine Julia Leslie ’19, Undeclared Advisor: Lawrence A. Rosenwald, English

The Power of Comics: My Year in France Franziska (Franzi) Ross ’17, Political Science Advisor: Kristiana M. Graves, International Studies

Understanding the Worlds of Publishing and Advertising SCI 270

Different Treatment Approaches for Some High-Risk Populations

“Anthologies Break All the Rules”: A Summer at W. W. Norton & Co. Isabelle Chen ’17, French and English Advisor: Margery M. Sabin, English

Between Writer, Editor, and Reader: Taste Making and the World of Literary Agents Windsor Rose Whitlock ’18, English Advisor: Margery M. Sabin, English

With Great Power Comes Great Responsibility: Advertising’s Role in Our World

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Diana Lobontiu ’18, Psychology; Hannah Barton ’17, Cognitive & Linguistic Sciences; Abaigeal Grant ’17, English andP sychology; Gabby Hartman ’17, Women’s & Gender Studies and Psychology; Haley Troy ’17, Neuroscience and Psychology Advisor: Sally A. Theran, Psychology

Education In and Out of the Classroom SCI 392 All You Need Is Love: How Conscient Education Is Changing Cusco’s Youth

Madeleine (Maddie) Kim ’18, Media Arts & Sciences Advisor: Michael P. Jeffries, American Studies

Alternative Approaches to Mental Health Services for Youth (Panel) SCI 264

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Brianne O’Donoghue ’17, Individual-Peace & Justice Studies Advisor: Catia C. Confortini, Peace & Justice Studies

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Exploring a Sense of Place: Youth Claiming the Wilderness and Chinatown Esa Tilija ’19, Undeclared Advisor: Marcia E. Thomas, Biological Sciences

Dreams of Empowerment and Education: Mentoring College-Bound Girls in Rwanda Evan Williams ’17, Economics Advisor: Kyung-Hong Park, Economics

Women’s Health in Qatar: Where Medicine and Culture Collide Mackenzie Kay ’18, Undeclared Advisor: Eileen M. O’Connor, Spanish

Improving Reproductive Health in the Philippines Through Education, Accessibility, and (of Course) Partnership Kara Banson ’17, Neuroscience Advisor: Filomina C. Steady, Africana Studies

Evaluating Implementation of Novel Maternal and Fetal Healthcare Standards in Peri-Urban Kenya Bhavana Vadrevu ’17, Neuroscience Advisor: Corinne A. Gartner, Philosophy

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Identity, Community, and Global Citizenship

Culture Shock, College Talk, and Being in Beijing

Getting Down and Dirty: Practical Steps to Conservation and Environmental Protection SCI 268

Julianna (Jules) Koury ’19, Undeclared; Ellie Chalphin ’19, Undeclared; Chloe Blazey ’19, Undeclared Advisor: Qiuyan Tang, East Asian Languages & Cultures

“No hay conservación sin comunidad”: Empowerment, Environment, and Education in Chile

International Development Through a Multidisciplinary Lens

Gloria Sanchez ’17, Political Science Advisor: Corinne A. Gartner, Philosophy

Grace Ming ’18, Cinema & Media Studies Advisor: Neelima Shukla-Bhatt, South Asia Studies

The Universe, the Body, the Mind SCI 396 Bodies in the Desert: A Look Into Forensic Anthropological Research

Adventures in Acronyms: A Summer Spent Working in Communications at the UN Environment Programme

Technology, Innovation, and Education

Catherine (Cate) Johnson ’17, Classical Civilization and History Advisor: Carol L. Dougherty, Classical Studies

An Internship for Every Year SCI 104

Ancestral Astronomy: A Spectral Analysis of Protoplanetary Disks

Intersecting Identities and Land Meanings: Conservation Best-Management Practice Use on Rented Farmland

First-Year and Sophomore Tech Internships Hannah Murphy ’19, Undeclared; Emma Lurie ’19, Undeclared; Mary DuBard ’19, Undeclared; Cynthia Chen ’19, Undeclared Advisor: Christine Bassem, Computer Science

Sara Vannah ’17, Astrophysics Advisor: Kim K. McLeod, Astronomy

Clare Salerno ’18, Sociology Advisor: Daniel J. Brabander, Geosciences

Shepherd for a Summer: Leaving the Desk for Life at the Farm

Xinyang (Amy) Dong ’18, Anthropology Advisor: Adam Van Arsdale, Anthropology

Innovation: The Future of the Workplace

Zoe Borghard ’18, Biological Sciences Advisor: Tess L. Killpack, Biological Sciences

Chelsea Kim ’17, Psychology; Ogochukwu Okoye ’17, Women’s & Gender Studies and Economics Advisor: Panagiotis T. Metaxas, Computer Science

From Stereotypes to Reality: Refocusing Cultural Lenses SCI 277

Going Big: Software Engineering at Tech Giants (Panel) SCI 274

Navigating International Cultures and Being the Liaison

Software Engineering Internships at Tech Companies

Linda Zhou ’18, Political Science Advisor: Rocio-Maria G. Tisdell, Career Education

The Alternative Break Program: How “Breaking Away” Informed My Liberal Arts Experience Sarah Koenig ’17, Environmental Studies Advisor: Elizabeth A. Mandeville, Career Education

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Samantha Voigt ’17, Computer Science; Carly Battaile ’17, Computer Science; Grace Hu ’17, Mathematics and Computer Science; Kim Asenbeck ’17, Economics and Computer Science; Jacqueline Young ’18, Computer Science; Nina-Marie Amadeo ’18, Computer Science Advisor: Orit Shaer, Computer Science

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Individual Differences in Mathematical Reasoning: Exploring the Underlying Cognitive and Neural Mechanisms Megumi Takada ’17, Neuroscience Advisor: Margaret M. Keane, Psychology

Fiery Endings: Investigating Cremated Human Remains From a Hungarian Bronze Age Cemetery Audrey Choi ’18, Anthropology and History Advisor: Adam Van Arsdale, Anthropology

Two-Way Street: Education and Computer Science (Panel) SCI 377 Enhancing Computer Science Education, and Enhancing Education with Computer Science Margaret Flemings ’18, Media Arts & Sciences; Pet Ramanudom ’18, Computer Science; Eliza McNair ’18, Computer Science; Daniela Kreimerman ’19, Undeclared Advisor: Sravana K. Reddy, Computer Science

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2:40–3:00 p.m.

Increasing Impact in the Nonprofit Sector: Behind the Scenes (Panel) SCI 274

Break The Leonie Faroll Focus and Science Library, Science Center

3:00–4:10 p.m. Session Four

Health and Medicine Beyond Borders

Culture and the Arts

Lake Baikal: Cultural and Scientific Soul of Siberia (Panel) SCI 264

Culture in Translation SCI E111 Eat, Drink, Love: A Transformative Summer in Beijing, China Haley Shanahan ’18, Political Science Advisor: Dai Chen, East Asian Languages & Cultures

“An American in Paris”: My Internship at IDFM Radio Enghien Anjali Sundaram ’18, French Advisor: Scott E. Gunther, French

From Wellesley to Paris: Translating and International Journalism Olivia Grochmal ’17, French Advisor: Scott E. Gunther, French

Empowerment of Youth, Women, and Families The Powerful Classroom: Teaching and Learning From Berkeley to Kampala (Panel) SCI E211

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Madeline Cahillane ’18, Biological Sciences; Sarah Smith-Tripp ’19, Undeclared; Lyubov Kapko ’18, Mathematics and Russian Area Studies; Abby Harrison ’19, Undeclared; Rosamond Herling ’18, Russian Area Studies; Annie Blumfield ’17, Biological Sciences Advisor: Marianne V. Moore, Biological Sciences

Special Olympics East Asia: Building a Revolution Rebecca Leu ’19, Undeclared Advisor: Jocelyne L. Dolce, Biological Sciences

Emerson Goldstein ’18, American Studies and Political Science; Anjali Madhok ’18, Psychology and Women’s & Gender Studies; Zilpa Oduor ’18, International RelationsEconomics; Suma Cheru ’18, Anthropology Advisor: Justin Armstrong, Writing Program

Chetna Mahajan ’18, Computer Science; Katie Yan ’18, Economics; Michelle Wang ’18, Psychology Advisor: Elizabeth A. Mandeville, Career Education

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Food as Justice SCI 270 Food as Medicine: Mobilizing Communities to Fight Poverty Marissa Caldwell ’18, Economics Advisor: Charlene A. Galarneau, Women’s & Gender Studies

Libera in Italia: Connecting the Mafia to Organic Chickpeas, A Social Reconstruction Mary (Katie) Hoeflinger ’19, Undeclared Advisor: Daniela Bartalesi-Graf, Italian Studies

Food Access and Community Building on the South Side of Chicago Nur Sevencan ’17, Economics Advisor: Jonathan B. Imber, Sociology

Childhood Malnutrition: Combating Its Complexities in Guatemala’s Indigenous Population Stephanie Kim ’17, Biochemistry Advisor: Tracy L. McAskill, Physics

Patients First SCI 364 Oral Healthcare for All Yuanyuan (Laura) Luo ’17, Chemistry and Mathematics Advisor: Helen P. Wang, Mathematics

Outside the Surgery Room: Deep Brain Stimulation for Parkinson’s Disease Maya Saupe ’18, Cognitive & Linguistic Sciences and Psychology Advisor: Jonathan M. Cheek, Psychology

Addressing Patient Needs Through Child Life and Creative Arts Therapy at Mount Sinai Lucia Tu;’19, Undeclared; Cordelia Zhong ’17, Psychology Advisor: Tracy R. Gleason, Psychology

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When Outreach Isn’t Enough: Success and Failure of Eye Camps in India

Navigating Dalian, China: My Study-Abroad Experience

Harshita Yerramreddy ’18, Computer Science Advisor: Anastasia Karakasidou, Anthropology

Alexis Crayton ’17, Biological Sciences and Chinese Language & Culture Advisor: John W. Goss, Biological Sciences

Beyond the Wheelchair: A Summer of Friendships, Gratitude, and Celebration of Differences Angela Kim ’18, Psychology Advisor: Rocio-Maria G. Tisdell, Career Education

Finding Home 3,000 Miles Away: My Year Abroad in Europe Bella Nikom ’17, Jewish Studies and Computer Science Advisor: Kristiana M. Graves, International Studies

Going Global: Ten Weeks Working and Living in Japan Yuanzhen Pan ’18, Economics and Media Arts & Sciences Advisor: Rocio-Maria G. Tisdell, Career Education

Considering Education: Policy and Practice SCI 256 Closing the Achievement Gap: Climbing Their Way Up to College

Culture and the Classroom: My Yonsei University Experience Katherine (Katie) Rusin ’17, Cognitive & Linguistic Sciences Advisor: Sun-Hee Lee, East Asian Languages & Cultures

Examining the Peruvian Education System: The Role of Research in Public Policy Vivien Lee ’17, Psychology and Economics Advisor: Patrick J. McEwan, Economics

Teaching Math with a Growth Mindset to Urban High-Schoolers

Virtual Reality: Photorealism, Skeuomorphic Design, and How I Created My Own Action Figure

Sarah Lewites ’18, Mathematics Advisor: Kenneth S. Hawes, Education

Not to Be Served but Serve: Volunteer Teaching Programs and Cultural Competency Sophia Temkin ’17, Women’s & Gender Studies Advisor: Diane P. Tutin, Education

Lab Experiences: Inside Out SCI 261 Evaluating Plant Community Response to Salt Marsh Restoration Emily Neel ’18, Environmental Studies Advisor: Rachel Stanley, Chemistry

Jesslyn Tannady ’18, Computer Science and Media Arts & Sciences Advisor: Orit Shaer, Computer Science

Explore Ruhlman: How to Build an Application So That Everyone Can Do So Andrea Jackson ’18, Computer Science Advisor: Eniana Mustafaraj, Computer Science

Time Is Ticking: Assessing Stroke Severity With New Point-of-Care Technology Marissa (Claire) Beyette ’19, Undeclared Advisor: Orit Shaer, Computer Science

Alice Wang ’19, Undeclared Advisor: Rocio-Maria G. Tisdell, Career Education

Immunotherapy Through CrossPresentation in Multiple Myeloma Maria Khouri ’18, Biological Sciences Advisor: Kimberly O’Donnell, Biological Sciences

P. aeruginosa Evolves Gene Duplication to Eat Adenosine Anna Farrell-Sherman ’19, Undeclared Advisor: Adam G. Matthews, Biological Sciences

Pre-Experiment Essentials for an Animal Behavioral Study in Schizophrenia Maya Muldowney ’18, Neuroscience Advisor: Virginia C. Quinan, Neuroscience

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C ONF ERENCE AB S T RA CTS AND WEB - B A SED SCHEDULER

Complete Tanner Conference abstracts are also available online through a Web-based conference scheduler at www.wellesley.edu/tanner. Please visit the Website to create, print, and share a personalized schedule for the day.

8:30–9:15 a.m.

I used the research and writing skills acquired through my coursework in the humanities and discovered firsthand the power of having museum visitors drive the narrative and content of their local museum.

China’s aggressive museum growth. The presentation will focus on my summer internship project, provide an understanding of the role of private museums in China, and examine the challenges and implications for their future development.

Making the Most of Venice

Day at the Museum: Collections Care and Management SCI 264

Ningyi Xi ’17, Art History and Classical Civilization Advisor: Meredith E. Fluke, Davis Museum & Cultural Center

Breakfast The Leonie Faroll Focus, Science Center

This summer I interned at the Peggy Guggenheim Collection, a modern art museum in Venice, Italy. The assigned tasks involved day-to-day responsibilities of the museum, from guarding the galleries to staffing the ticket office. I also took the initiative to improve my language skills, learn about the collection, engage with visitors, and undertake a translation project. In addition, working with fellow interns from all over the world and exploring the historic city of Venice made my stay there a truly global experience.

Cultural Catch-Up: Summer Intern at the Long Museum, Shanghai

I spent this summer in my hometown of Durham, North Carolina, volunteering at the Museum of Durham History, during which I learned more about Durham than I had in over a decade of living there. While at the museum, I conducted research and wrote content for the Tell Us What We Left Out exhibit, took photos and videos to market another current exhibit, and interacted with museum visitors on a regular basis. Tell Us What We Left Out features sticky notes that visitors use to submit topics they want to learn more about. Research is then done on the topic, and the write-up and laminated note are displayed side by side in the exhibit space.

Xiaorong (Sharon) Liu ’17, Art History and Mathematics Advisor: Heping Liu, Art

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This summer I worked closely with curators at the Long Museum, Shanghai, the largest private art museum in China, to prepare for an exhibition from the very beginning to its opening day. I was given the opportunity to participate in a diverse range of tasks necessary to run a museum, including curatorial, educational, media and public affairs-related tasks and museum development. Through this internship, I also learned about the collection, built up professional connections, and witnessed the burst of energy and momentum in

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Museum Registrars: The Art World’s Secret Powers Caroline Beatrice ’18, Art History Advisor: Patricia G. Berman, Art Every day of my summer internship in MoMA’s collection management and exhibition registration department was an exercise in professional development. My main objective was to understand the department’s role in the museum and to gain experience working with registrars. Despite being an “invisible” department to outsiders, it is crucial to the operation of any museum. By speaking with coworkers, I was able to gain a greater understanding of art world politics and build on my previous experience working for the Davis registrars. I know my summer internship will be useful in my remaining time at Wellesley, and I am building my schedule to include courses and activities that will help me become a registrar in the future. Through my presentation, attendees will learn about the diversity of careers in the art world and understand the importance of museum registrars to the visibility and stewardship of art worldwide.

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Legless George and the Spider Necklace: On the Importance of Archives Alison Balis ’17, Art History Advisor: Martha J. McNamara, Art You might wonder what a legless statue of George Washington, a purple rhinestone spider necklace, and a collection of an amateur photographer’s glass-plate negatives have in common. The answer is that all three of these, and almost two million more items, belong to the nonprofit preservation organization Historic New England. Over the summer, I interned through the McNeil Summer Internship program with Historic New England in their library and archives and in their collections facility. I worked directly with historic artifacts and delved into the evolving field of archives and collections care. In this presentation, I will explore the importance of archival work from a community perspective, collections care practices from an object-based perspective, and the importance of preserving bits of otherwise forgotten history.

Illuminating Ancient Life: Mediterranean Oil Lamps at the Smithsonian Institution’s National Museum of Natural History Margaret Justus ’17, Art History Advisor: Kimberly B. Cassibry, Art This summer, through the support of Wellesleyin-Washington, I was the archaeology collection intern in the anthropology department of the National Museum of Natural History, Smithsonian Institution. In addition to a range of daily collection management tasks, I conducted research to expand and improve catalog records for the ancient Mediterranean material. Working directly with classical antiquities, as I did at the Smithsonian, is a goal for my academic and professional life after Wellesley. My research project was focused primarily on oil lamps, which were ubiquitous from the Bronze Age to late antiquity. The demand for artificial lighting and the subsequent development of lamp types reveals much about the concerns, economies, religion, and so forth that made up daily life. s e s s i o n

Empowerment of Youth, Women, and Families From Stories to Action: Narratives of Empowerment SCI 364 Feminism for Everyone: What Japanese Women Taught Me Sophia Vale ’17, Japanese Language & Culture Advisor: Eve Zimmerman, East Asian Languages & Cultures During my year abroad in Japan, I was a part of a group that helped organize a series of feminist talks. The talks took place in a small community space and were open to the public. We decided to call our seminar “Feminism for Everyone or ????????.” From these discussions I was able to engage with not only the local Japanese community but also foreigners living in the area. Each discussion had a theme based on feminism; from defining feminism to women and politics, we discussed the ways in which feminism can exist in all aspects of our lives. The most interesting for me was really learning about the environment of feminism in Japan—often called a man’s country.

Intersectionality in Work and the Workplace: Survivor-Centered Economic Advocacy Netanya Perluss ’19, Undeclared Advisor: Susan H. Ellison, Anthropology This summer I interned with the Center for Survivor Agency and Justice (CSAJ), a nonprofit organization that works to remove systemic barriers faced by survivors of domestic violence through civil legal advocacy. Through my experiences with CSAJ, I developed a deeper understanding of how the theoretical and academic calls for intersectionality travel to advocacy institutions, the work they do, and the workplaces they create. CSAJ’s work is grounded in an approach of

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survivor-centered economic advocacy, which places emphasis on the survivor’s lived experiences and the links between poverty and domestic violence. The scholarly orientation at the foundation of CSAJ and its translation to their advocacy work and office environment provides an interesting case study for how the self-aware, intersectional community found at Wellesley can be created beyond “the bubble.”

From Person to Policy: How Stories Influence Healthcare Policies in Massachusetts Florence (Frankie) Frank ’17, Neuroscience and Women’s & Gender Studies Advisor: Charlene A. Galarneau, Women’s & Gender Studies During my summer internship at Healthcare For All, a Boston-based health advocacy organization for improving healthcare in Massachusetts, I created a story bank by conducting phone interviews with residents throughout the state. Historical stories about daily hardships have been used to help pass state laws to improve quality and access to healthcare. For instance, hearing a story about a woman in Cambridge who rationed her asthma medication because her co-pay was not affordable is more powerful in helping pass a law to decrease prescription drug costs than only seeing quantitative data about those costs. I learned that an individual’s health is effected by public policy and the importance of advocacy efforts from the grassroots level to the State House.

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Health and Medicine Beyond Borders Clinical Research SCI E111 Antimicrobial Resistance of Salmonella spp. Isolated From Pork Sausages in Cordoba, Argentina Lucia Ortega ’17, Biochemistry and Spanish Advisor: Megan E. Nunez, Chemistry Over the course of this summer, I conducted microbiology research at the Universidad Católica de Córdoba (UCC) in Córdoba, Argentina. I investigated the antimicrobial resistance of salmonella on fresh pork sausage from the province of Córdoba, Argentina. Antimicrobial resistance can happen anywhere in the production chain. This is extremely important to public health because there are no regulations in the pig and pork production chain in Argentina. This experience was significant because I learned how much science intertwines with politics when thinking about public health policies, especially in developing countries. I was fortunate to be under the mentorship of Dr. Juan Pablo Vico and other faculty of UCC. Their genuine interest in helping me definitely reminded me of the faculty here at Wellesley. Finally, I hope my presentation shows my audience what it is to conduct scientific research abroad and the WHO concept of One Health.

Boston Children’s Hospital Research Through Aggregate Data Collection Using Brain Imaging Bridget Walsh ’17, Neuroscience Advisor: Rachel Stanley, Chemistry This research experience with the Boston Children’s Hospital Division of Newborn Medicine provided me with insights into the process of research from beginning to end. Specific focus was placed in the primary stages and organizational aspects of classifying and preparing large sets of brain MRI data for analysis, 18

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while requiring a strong understanding of previous research and findings. This experience fostered in me a deeper understanding of the spectrum of human research, both retrospective and clinical, and allowed for reflection on the impact of such research on current and future generations of children and families. As I prepare for a career in medicine, this internship offered the opportunity to more deeply reflect on pediatrics in a larger context as well as understand the many levels of involvement at all stages of healthcare.

Are You Immune? HIV Status and Response to the Flu Vaccine Alexandra Beem ’18, Biological Sciences Advisor: Kimberly O’Donnell, Biological Sciences I spent this summer in an immunology lab, testing whether the flu vaccine is less effective in HIV-positive people. These patients were on anti-retroviral therapy, which, while it has transformed HIV from fatal disease into a manageable chronic illness, is not a cure. I will discuss how this study used vaccine response to measure immune strength and how learning more about HIV’s effect on the immune system can help the search for a cure. I’ll also talk about my experience adapting the scientific method Wellesley has taught me to a study built around a vulnerable population, in which it was impossible to control for everything. This internship introduced me to the challenges of a full-time research job and gave me a broader sense of how the AIDS epidemic has shaped my hometown, San Francisco.

Unraveling Heart Development: Do Mitochondria Play a Role? Danielle Heims-Waldron ’18, Biological Sciences Advisor: Louise E. Darling, Biological Sciences Not only is the heart the first organ to form and function during development, but it is responsible for distributing the oxygen and nutrients necessary for survival. Scientists and

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doctors alike, however, are curious: what makes the development of such a critical organ possible? For the past two summers, I interned in Dr. William Pu’s Lab at the Department of Cardiology at Boston Children’s Hospital, working alongside a postdoctoral researcher exploring mitochondria’s role in heart development. Through performing experiments, analyzing data, presenting research, and shadowing doctors, I not only broadened my lab skills but also engaged firsthand with the many sides of translational and clinical research. I will speak about my project, as well as some important lessons I learned: that before you can cure a heart disease, you have to better understand how a healthy heart forms, and that good research depends on a good question.

From Autism to Aggression: Dissecting Aggression Neural Circuitry in PTCHD1 Mice Taylor Corey ’17, Biological Sciences Advisor: John W. Goss, Biological Sciences Autism spectrum disorder (ASD) affects approximately one percent of the world’s population and is the fastest-growing developmental disability in the U.S. Patients with ASD display a range of behavioral symptoms, including hyperaggression. Aggression is not unique to humans; mice also display this innate social behavior. However, the precise neural circuits controlling aggression are not yet fully defined. My summer research in the Feng lab at MIT utilized the genetic approach of a mouse model with a mutated form of PTCHD1, a gene that has been associated with ASD and hyperaggression, to gain insight into aggression circuitry. I will discuss our behavioral experiments, which tested the response of mice to intruder mice, and our results that show inhibitory circuitry is mediating aggression in PTCHD1 mice. This experience furthered my interest in pursuing neurobiology research after Wellesley, while reminding me that the critical thinking skills Wellesley emphasizes are fundamental to the success of research.

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Using Computing Power to Discover the Biological Power of 3’ Untranslated Regions Brenda Ji ’18, Biochemistry Advisor: Adam G. Matthews, Biological Sciences As biological data sets continue to grow exponentially, computational approaches to understand them have become increasingly important. As a student who is deeply interested in the intersection of computer science and biological sciences, I spent the summer designing a library of 3’ untranslated regions—noncoding sequences within a gene that play a major role in regulating gene expression—in order to gain a better understanding of the quantitative effects of unknown regulatory elements in our genome. At my internship, I gained a newfound sense of confidence in conducting research independently and a deeper appreciation for computing power in biology. Moreover, this experience showed me how I could meaningfully merge the many interests I have developed thus far at Wellesley. I hope that those who attend will also be intrigued by the immense possibilities that result from bridging disciplines and understand the necessity of advocating for the materialization of your ideas in research.

The Importance of Personal Networks SCI 270 Letters to Wendy Wellesley: Clinical Research and Enlightening Conversations With Alumnae Helena Yan ’18, Neuroscience Advisors: Connie L. Bauman, Physical Education, Recreation & Athletics; Barbara Beltz, Neuroscience “What do you want to be when you grow up?” This is a question all of us have undoubtedly struggled to answer at different stages of life. Deciding what to do after you leave the safe enclave of college often seems like an insurmountable task, yet everyone does it.This summer, I shadowed a neurologist at the Children’s Hospital s e s s i o n

of Philadelphia and screened patients for studies focusing on rare neurological diseases. In my spare time, I spoke with many Wellesley alumnae to hear how they traversed their career paths. Reflecting on insights from alumnae, in addition to experiencing clinical and research work in a hospital setting, helped me clarify my passion for medicine and personal career plans after graduation.

The Nine Percent: Women of Color in the Tech Industry Marissa Okoli ’18, Media Arts & Sciences Advisor: Eniana Mustafaraj, Computer Science Only nine percent of all computing-related occupations in 2015 were filled by women of color, according to the Bureau of Labor Statistics. This summer, I had the opportunity to join the four percent of female African-American web developers as an intern at HubSpot, a startup founded in 2006 that issued its IPO on the New York Stock Exchange in 2014. During my overwhelmingly positive time at HubSpot, I was able to network with many people throughout the company; work on Hubspot.com, developing pages that received millions of views; and communicate directly with stakeholders. However, just as I am usually only one of a few African-American women in the Wellesley CS courses, I was the only African-American woman interning at HubSpot this summer. In my presentation, I will address the serious lack of women of color in the tech industry, and what companies like HubSpot can do to combat it.

Newbie in Tech Xiaofan Wu ’18, Computer Science Advisor: Orit Shaer, Computer Science After a year of interning and working in the CS field, I will share with other Wellesley students about my experience as someone new to the field. I will explain how my internship this summer at GE Digital and my current work developing the Where’s Wellesley app have shaped my perspective. I will share the opportunities I found and skills I learned along the way. Emphasizing factors besides grades, developing self-confidence and personal charisma, and networking with Wellesley alumnae were all important to my personal growth. I hope to equip aspiring CS students with skills and pointers to springboard their careers.

Medicine and the Liberal Arts SCI 274 Integrating the Humanities Into a Medical Internship

What I Learned About Thriving in College/Life After Running a Startup Mojia Shen ’18, Computer Science and Economics Advisor: Eniana Mustafaraj, Computer Science A year ago, I told Wellesley I was not coming back for the semester, and I was not sure if I would ever do so. I knew it was time for me to run my startup in Mexico, empowering stay-athome mothers to cook in their kitchens and sell t h e

their homemade food to young professionals through our web-based platform. As a foreigner and a first-time entrepreneur trying to execute a challenging business, I went through countless hardships. Through the many right and wrong decisions I made, I learned not just about how to run a startup but about who I really am, my strengths, weaknesses, passions, and fears. My desire to grow brought me back to campus in spring 2016. I learned how to embrace my “failure” and re-envisioned the education I always wanted. I wish to share with my classmates my struggles starting a business and my biggest learnings on self-development.

Victoria (Tory) Roth ’18, American Studies, and Chemistry Advisor: Amanda M. McCarthy, Chemistry This summer, I participated in a clinical research internship program. I worked on one study examining the relationship between narcotics, congestive heart failure, and readmission, and

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another looking at patient perceptions of physician attire. By working with my preceptor, I realized it is possible to practice medicine while still doing meaningful research. As an American Studies and Chemistry double major, I worry that choosing one path means closing off the other. However, this summer I saw how my science courses allowed me to understand the mechanics, while my humanities background made me an effective communicator. I learned that while not everyone will view your research as worthwhile, having the ability to form a cohesive argument goes a long way.Through my presentation, people will see the value of understanding the social, economic, racial, and gendered inequalities in our world, no matter what field they choose.

The Striosome Mystery: Embryos, Decision-Making, and Huntington’s Disease Ruth Vorder Bruegge ’18, Neuroscience Advisor: Leif Gibb, Massachusetts Institute of Technology Even though striosomes, a specialized subset of striatal neurons, were discovered almost four decades ago, their function remains largely unknown. I spent my summer in Dr. Ann Graybiel’s neuroscience lab at MIT, working to uncover more of this striosome mystery as it pertains to Huntington’s disease using model mice. I trained these mice to perform behavioral tasks, managed a breeding colony to help establish lines of “birthdating” mice, and used embryonic time points to tag developing striosomes. I was able to use the collaborative skills from my Wellesley education to propose and defend ideas to a team of research scientists, and my experience solidified basic neuroscience research as a definite career path. This presentation will focus on how striosomes play a part in cost-benefit decision-making and will propose potential connections between mood, motivation, and Huntington’s disease.

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Blood and Iron: My Summer in the Fleming Lab Zaynah Dewan ’17, Classical Civilization Advisor: Adam G. Matthews, Biological Sciences This summer, I had the privilege of working at the Boston Children’s Hospital in Dr. Mark Fleming’s lab. My internship allowed me to participate in a wide range of projects involving the study of blood diseases and iron regulation. I learned how to work independently, solving problems on my own as they (unexpectedly!) came up. Over the summer, I came to critically consider the many different facets of research and the many different methodologies involved in tackling a specific scientific problem. I learned that collaboration, effective communication, and thoughtfulness in the lab helps to foster the productivity, and even success, of research. In this presentation, I hope to share with you the impactful medical applications of the research I did. My experiences have honed skills that I hope will foster growth as a researcher and prove useful in my aspiration to become a physician.

Identity, Community, and Global Citizenship Innovative Business Strategies for Tomorrow’s World SCI 104 A Summer in Shanghai: Living and Interning in a Global City Catrina Sun-Tan ’18, Psychology; Michelle Quin ’19, Undeclared Advisor: Yuan-Chu R. Lam, East Asian Languages & Cultures Over the summer, we had the opportunity to intern in the Shanghai offices of Lenovo and Li and Fung (two of the largest companies in Asia) through Hong Kong University’s cultural immersion program, Learn Live and Intern in China (LLIC). During the first week of the program, we were offered lectures at Hong Kong University and company visits to brand-name

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corporations such as Alibaba that prepared us for China’s corporate culture. Throughout the nine-week internship, we immersed ourselves in a new culture and everyday life and gained work experience in an expanding, modern, Chinese city. From our time in Shanghai and travels throughout China, we learned about risk taking, adapting, and globalization from local coworkers and international friends. Ultimately, this culturally rich setting provided us with many useful skills that we could have only gained through LLIC. We wish to share the benefits of working abroad with our audience.

How the Hong Kong Monetary Authority Operates in a Multifaceted Manner Ivy Jiang ’17, Economics Advisor: Kyung-Hong Park, Economics This summer, I interned in the research department at the Hong Kong Monetary Authority (HKMA). I worked on various projects, implementing economic methods on new data sets, refining databases, and reviewing research on macroeconomic phenomenon. The experience provided insight into how a governmental entity effectively balances its focus on a combination of long-term trends and current economic conditions in making policy decisions. I will convey to those attending that the functioning of the HKMA depends on the communication between its different departments, which allows it to aptly respond to global economic conditions in both the short and long runs. I hope to also channel the strong culture at the HKMA and demonstrate the importance of each department’s distinct contribution to ensuring Hong Kong SAR’s monetary and banking stability. Overall, this experience meaningfully contextualized my interest in economics and motivates me to pursue a path involving economics and finance.

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Global Changes: Refugees Find New Paths SCI E211 A Lost Generation: The International Community’s Failed Response to the Syrian Refugee Crisis Saraphin Dhanani ’16, Advisor: Joanne Murray ’81, Albright Institute for Global Affairs The focus of my internships was to understand the Syrian refugee crisis by immersing myself in the refugee community in Istanbul, Turkey. My desire to work in Istanbul was twofold: I wanted to further enrich my study-abroad experience during which I conducted research at the Al-Zaatri refugee camp in Amman, Jordan; and after, I wanted to take the research I conducted during the Albright Institute for Global Affairs that addressed the challenges of providing quality education to refugees and apply the solutions I found directly to the refugee community. My greatest takeaway from this experience was the humanitarian community’s lack of foresight in its identification of and aid to vulnerable refugee groups. Though women, children, survivors of violence, people with physical or mental disabilities, and ethnic minorities traditionally constitute the bulk of vulnerable persons during wars and crises, the lack of humanitarian attention to single men ages 18 to 35 in this crisis has proven detrimental for their integration and empowerment in their host countries. This presentation will seek to unravel the hidden tensions in the Syrian refugee crisis and the impact that my project at Small Projects Istanbul had to empower a lost generation. Attendees of this presentation will walk away more critical of the U.S., the international community, and the humanitarian community’s response, or lack thereof, to the Syrian refugee crisis.

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“No Chance, My Friend”: The Lack of Options for Refugees Seeking Asylum in Europe Mira Craig-Morse ’19, Undeclared Advisor: Anastasia Karakasidou, Anthropology I had a unique view of the refugee crisis while volunteering in refugee camps in northern France and Greece as well as visiting camps in Germany and the Netherlands. I saw the lack of empowerment that refugees have the moment they arrive in Greece, where they are immediately at the mercy of European politics. I felt the hopelessness of refugees hoping to enter Great Britain as they wait in overpopulated refugee camps for months, even years, without progress. I experienced the many faces of this humanitarian crisis that we don’t see in the sensationalist news coverage: the jokes told even in the most intense moments, the relief of arriving safely from a passage thousands have not survived, the rare benevolence of a handful of smugglers, and the children’s ceaseless ability to play. I want to share what I saw, which is more than news flashes or photographs could ever express.

Human Rights, Corporate Responsibility, and Human Narratives SCI 268 The Impact of a Conversation Casey Butler ’17, American Studies Advisor: Louise Marlow, Religion While studying at Danish Institute for Study Abroad (DIS) Copenhagen last spring, I enrolled in a course about migration. We discussed the plight of refugees, the strain on European resources, and the politics of life and death. I had no idea the impact it would have on my world view and on my academic life. Through trips to refugee centers in Germany, community homes and aid stations in Denmark, and a land border crossing in Morocco, I witnessed firsthand aspects of the refugee experience. A conversation with a young woman who fled Syria deeply impacted me. I saw and spoke with the people behind the newsreels t h e

and political rhetoric. I saw the human cost of inaction. I am presenting today, not because I have all the answers, but because I want to share with you what I saw and how it impacted me. I want the stories of those I’ve met to be heard.

The Realities of Family Detention: Incarceration, Injustice, and Immigration Policy Rosemary Dodd ’18, International RelationsPolitical Science Advisor: Laura K. Grattan, Political Science This summer, I interned with the family detention team of the Refugee and Immigrant Center for Education and Legal Services (RAICES), based in San Antonio, Texas. RAICES coordinates the Family Detention Representation Project to provide legal services to asylum-seeking mothers who are detained along with their children at the Karnes County Residential Center in Karnes City, Texas. In my role as a legal assistant, I had the valuable opportunity to work directly with our detained clients, orienting them to the court process of seeking asylum in the United States and listening to individual stories of loss and resilience. These one-on-one conversations gave human context to my academic investigations of Central American politics and solidified my commitment to immigration justice and to nonprofit work. I will discuss the role of religion in justice work, the movement to #EndFamilyDetention, and how my Wellesley experiences readied me for this demanding internship.

No Man’s Land: Progressing Human Rights Tessa Kellner ’17, Middle Eastern Studies and Classical Civilization Advisor: Justin Armstrong, Writing Program Interning at Morocco’s National Human Rights Council (CNDH) exposed me to intricate settings: the governmental circuit of Morocco and the network of the UN’s national human

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rights institutions. Familiarizing myself with the protocol of the CNDH—an independent organization mandated by the UN yet funded by the Moroccan government—and the current human rights work in Morocco revealed a need for a slower pace of bureaucracy than expected. While my Moroccan colleagues explained leaps forward in family law, they also readily answered questions about its spotty enactment. They touted the right to free speech and assembly for citizens, yet asked me to summarize reports from the Freedom House underscoring weak points in the freedom of Moroccans. Duality seemed to serve as a go-between between the new generation and the old, and the result was a textual history denoting the stability of the country through tense situations both in and out of its borders.

It’s More Than Just “Made in China” Grace Chow ’17, Economics Advisor: Susan Skeath van Mulbregt, Economics We know that the clothes we wear all have labels that tell us where our garments are manufactured, but how do we know if the garment is ethically manufactured? I grappled with this question for 10 weeks at Social Accountability International (SAI), a labor NGO that created the voluntary SA8000 standard to hold companies responsible for their supply chains and regulate facility conditions. After 20 years, SAI’s role in corporate social responsibility (CSR) has evolved to include new programs and metrics built into SA8000. I worked with the Standards & Impacts and Strategic Programs departments to measure the trends in Social Fingerprint, a new SA8000 requirement tool. I also worked on various projects involving the Living Wage Coalition, which helped me understand the changing scenery in the CSR field. This presentation summarizes my experience at SAI and evaluates the various methods used to hold facilities and companies accountable.

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Technology, Innovation, and Education A Different Kind of Finance SCI 256 Behavioral Finance: It’s Complicated! Lingjun (Lotus) Xia ’18, Economics and Psychology Advisor: Jeremy B. Wilmer, Psychology The growing field of behavioral economics differs from traditional economics by introducing a heavy dose of psychology. This summer, I worked in a behavioral economics lab at Harvard Business School, investigating psychological mechanisms underlying human behavior. I helped with different experiments and gained experience in many research processes, including brainstorming ideas, reviewing literature, and collecting, cleaning, and analyzing data. In addition, I designed my own study, examining whether people show an aversion to complexity, and, if so, whether that could explain the fact that some high-return, low-risk strategies or securities do not have a high demand in financial markets. The experience expanded my knowledge and academic understanding of both psychology and economics and helped to inform me about potential future career paths. I am eager to share my experience of conceiving a research question, designing experiments, and finding results.

Computer Science and Economics: Finding a Bridge Between the Two Majors Lilian Ma ’17, Computer Science and Economics Advisor: Panagiotis T. Metaxas, Computer Science Fintech, blockchain technology, electronic trading. These are all catchphrases when discussing the present and future of financial firms, and all of them are technology-driven. Majoring in both computer science and economics, I have always been fascinated with the intersection of technology and finance and how they share an increasingly symbiotic relationship. This curiosity led me to an internship in the technology division at Goldman

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Sachs this summer, working in the group that develops for controllers (accountants). At this self-identified “technology” firm, I learned not only how to navigate technical problems but also how technology is increasingly “disrupting” the financial and even the regulatory worlds. In this presentation, I will share my experiences as an intern and reflect on whether this is the answer in my quest to find a bridge between my two majors beyond Wellesley.

Evidence-Based Economic Policy: Reshaping the Economy to Work for More People Rose Burnam ’17, Economics Advisor: Daniel K. Fetter, Economics This summer I worked as a research intern for the Hamilton Project, a part of the Brookings Institution that creates public policies designed to make the domestic economy work better for more people. To do this, the Hamilton Project not only produces original research on important features of the economy but also brings together experts to create empirically driven policy proposals. Some examples of topics I worked on are prisoner re-entry, occupational licensing, Head Start, and life expectancy. Being part of the research team helped me to understand how my economics coursework flows into economic policy. I also saw both the power and limitations of economic research for creating social change. In my presentation, I will discuss the workings of the Hamilton Project, the policy issues on which I worked, and the major takeaways I have from this experience.

Walk on to Wall Street: Alternative Paths to Finance Alison Kaplon ’17, Psychology Advisor: Linda Carli, Psychology During my two summers at Goldman Sachs, I worked in the Securities Sales & Trading program. I worked in five different groups focusing on soft

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dollar accounts, cash equity research sales, hedge fund operations and clearing, structured cross asset sales, and prime brokerage sales and capital introduction services. Working at Goldman Sachs was an incredible opportunity to see how a major financial institution responds to worldwide events such as the Greek crisis, Puerto Rico’s debt crisis, the Olympics, terrorism in France, Brexit, and more. As a psychology major and a computer science minor entering securities was daunting, but I found that my two fields of study, though seemingly unrelated to finance, actually provided me with the diversity of thought that helped me succeed. Those who attend my presentation will understand more about the various opportunities at large banks and how to successfully pursue them.

Tech Internships at Non-Tech Companies (Panel) SCI 278 Tech Internships at Non-Tech Companies Yuyu Li ’17, Computer Science; Katie Morris ’17, Computer Science and Mathematics; Amanda Foun ’17, Computer Science; Brenna Carver ’17, Computer Science; Meckila Britt ’17, Computer Science Advisor: Sohie M. Lee, Computer Science This summer, we interned at Zappos, J.P. Morgan, Bank of America, Goldman Sachs, and the MIT Lincoln Laboratory. Although they are not thought of as traditional software companies, we each fulfilled technical roles during our internships and learned what being a software engineer in a non-technology industry entails. During this presentation, we will discuss our application process, our day-to-day tasks and responsibilities, and what we learned at our internships this summer.

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during our internships. We gathered around a common interest of making museums educational spaces where communities can come together and have fun in a welcoming environment.

Break The Leonie Faroll Focus, Science Center

The Documentary Project: People, Places, Experience SCI 256

10:45–11:55 a.m. Session Two

Tangier Then and Now: A Visual History Amina Ziad ’17, Women’s & Gender Studies; Julide Iye ’18, Middle Eastern Studies Advisor: Rachid Aadnani, Middle Eastern Studies

Culture and the Arts Opening Doors, Opening Minds: Davis Summer Interns 2016 (Panel) SCI E111 Feliz Smith ’17, Psychology; Annie Wang ’17, Media Arts and Sciences and History; Margaret Mead ’18, Art History and Environmental Studies; Somé Louis ’17, Art History and Studio Art; Adrianna Tan ’19, Undeclared Advisor: Meredith E. Fluke, Davis Museum & Cultural Center Each summer, the Davis Museum Summer Internship allows Wellesley students to gain firsthand experience working in the field and meet museum professionals. We interns came from a variety of academic backgrounds and differing levels of experience with the Davis. Through our positions in various departments, we completed a diverse range of projects that included providing content for a new interactive app, planning upcoming exhibitions for the reinstallation, developing educational programming, helping to build the revamped Davis website, and much more. Weekly visits to New England museums and a week-long trip to New York City provided us with the chance to experience a variety of museum models and to develop the skills to critically assess our museum experiences. Audience engagement, whether through accessible labels or the use of technology, acted as a major recurring theme

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This summer, in collaboration with MIT’s Archnet, and as interns of the Tangier American Legation Institute for Moroccan Studies (TALIM), we conducted several projects to document the architectural history of Tangier, Morocco, and engage the larger local community through culture and the arts. Our presentation takes a photographic look at the city of Tangier and documents significant changes in its urban landscape from early 20th century to the present. Additionally, we helped coordinate a creative a rts and media festival, Youmein, and volunteered at a day camp to engage local children through art, music, and theater. Our internship provided us with a great opportunity to deepen our understanding and appreciation of Moroccan and North African cultures. It also helped us contextualize previous readings and reconnect with our Wellesley courses and experiences. Attendees will learn through our experiences the importance of seeking out new cultures and the enrichment they brought to both our academic work and our personal development.

Accessing Anecdotes: Editing and Questioning Human Rights Testimonials Emma Gyorgy ’18, American Studies Advisor: Paul Fisher, American Studies This summer I used video and audio editing technology to help the Holocaust and Human

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Rights Center of Maine access testimonials and interviews of Maine residents who had lived through major human rights events. I created finished projects that will be accessible online for educational purposes. While focusing on two major interviews, one with a woman who grew up in Nazi Germany and another with a woman who participated in the Freedom Rides in Memphis during the Civil Rights Movement, I gained technical skills that will carry me forward into my studies in American storytelling. As I listened to first-person accounts of these historical events, I began to ask myself questions about the value of anecdotal stories, whose stories are considered valuable, and what biases we reinforce with the stories we choose to broadcast.

Darkness in the Midnight Sun: Photographing the Self in Iceland Layla Eastep CE/DS, Women’s & Gender Studies Advisor: Nancy L. Marshall, Wellesley Centers for Women I took my independent study to Iceland this summer, where I traveled the country photographing a self-portrait series. The photographs explore themes of mental illness, family, sexuality, and identity. I will discuss the genesis of the project and how it grew from an idea to a rigorous shoot with props and multiple locations. Photographing in Iceland presents many benefits and challenges, which I navigated technically as an artist while handling the creative process of emotionally-charged work. I will also discuss how collaboration with other photographers and working with family influenced my project.

Castles, Cathedrals, and Commonwealth Avenue: Engaging the Historic Site SCI 270 Sacred Space and Modern Tourism: The Ideological Evaluation of Saint Sauveur Cathedral Abigail Stinson ’17, French and Medieval/ Renaissance Studies Advisor: Scott E. Gunther, French What relevance could medieval religion possibly have in the realm of modern tourism? Quite a lot, apparently, as I learned last summer during my internship as a student guide at Saint Sauveur Cathedral in Aix-en-Provence, France. As I gave guided tours of the fantastically preserved 12th -century cloister and wrote a research paper on the fifth-century baptistery, which was constructed on the remains of a Roman forum, I was struck by the contrast between the ancient religious beliefs still practiced by many, which inspired the construction of these monuments, and the tourism industry, which views such buildings primarily as cultural collateral. Through my research and hands-on experience, I eventually came to see this juxtaposition as part of the continuation of a broader ideological paradigm that blurs the boundaries between the sacred and the profane.

Boston’s Tiffany Treasure: Preserving the Ayer Mansion Sarah Michelson ’18, Art History and English Advisor: Martha J. McNamara, Art This summer, I had the privilege of interning with the Campaign for the Ayer Mansion. The Ayer Mansion is the only surviving residential commission by famed glass artist and designer Louis Comfort Tiffany. I researched the history of the house, its objects, and the Ayer Family that once called it home. I dove headfirst into the process of historical preservation. Over the course of the

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summer, I traveled to various archives, met with scholars and art dealers, and pored over primary documents that were over 100 years old. I discovered how it felt to be excited about the shape of a lamp or the shade of a stone. As an art history major, I was able to appreciate the time, effort, and skill that go into ensuring art’s longevity.

More Than Just a Pretty Face: Protecting and Conserving the Lobkowicz Treasures Aimanda Gulick ’17, International Relations and Political Science; Rebecca Selch ’17, Sociology and Art History Advisor: Thomas S. Hansen, Faculty Emeritus This summer we interned at the Lobkowicz Palace, a museum at the edge of Prague’s palace complex and privately owned by the Lobkowicz family. The prominent family has been known in the Czech Republic for over 700 years for their music patronage and art collecting. In the 20th century they were forced into exile by the Nazis, and then their property was confiscated by the Communist regime after World War II. Since the restitution of the several castles and collections in the 1990s, the Lobkowicz treasures have become a cultural fixture in the Czech Republic. Yet visitors to the Lobkowicz Palace see only a small part of all that the dedicated staff do to make the vast collection publicly accessible. Departments collaborate behind the scenes to preserve artworks, raise funds for exhibitions, and breathe life into the collections. We worked with the small staff to pursue projects varying from creating a Lobkowicz coloring book to documenting objects for a pictorial inventory. In doing so, we explored a museum’s unseen labor in bringing art to life today and for generations to come.

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Making Movies, Making Meaning SCI 278 Italian Cinematographic Culture: The Inner Workings of an Independent Production Company Kailey Piré ’18, English Advisor: Flavia Laviosa, Italian Studies Over the summer, I was fortunate to experience what it is like to be up close and personal in a film production company in Rome. KitchenFilm is an independent company whose founder, Emanuela Piovano, has been directing and producing films since the 1980s in her hometown of Torino, the birthplace of Italian cinema. My duties as an intern were always plentiful, and at KitchenFilm they entrusted me with responsibilities such as translating into English documents or interviews conducted in Italian, cataloging books into a file system, analyzing films they have produced, and exploring effective marketing strategies for their films. What is special about this company is its dedication to making women the central focus of their work. The world of cinema is a male-oriented field; thus they have made it their mission to promote women in the film industry.

Behind the Scenes, Before the Screen: Exploring the Independent Film Industry Kathryn Sweatman ’17, American Studies and Cinema & Media Studies Advisor: Maurizio S. Viano, Cinema & Media Studies This summer I interned at Maven Pictures, a small independent film production company based in Lower Manhattan. My internship, which was sponsored by Wellesley’s English Department, focused on motion picture development and pre-production—everything that needs to happen on a film project before the camera starts rolling, from revising the script to casting and preparing for shooting. As a Cinema & Media Studies major with a background in on-set film production,

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participating in this earlier stage of the filmmaking process was eye-opening and gave me a more wellrounded view of the independent film industry. It showed me firsthand that it is possible to change the film industry from within to improve diverse representation. I hope that by attending my presentation, the Wellesley community can better understand the development and production processes of filmmaking and their impact on (as well as the impact of ) society.

Filming Female Construction Workers: The Documentarian Adventure Jalena Keane-Lee ’17, Political Science and Cinema & Media Studies Advisor: Winifred J. Wood, Writing Program Over the summer, I worked in Burma with filmmakers I met while studying abroad in Prague (including one Burmese) to capture the compelling narratives of female Burmese construction workers who were physically developing what has been until recently one of the most isolated nations in the world. As director and executive producer of The Construct: Female Laborers and the Fight for Equality, I handled fundraising, daily logistics, and interviewing subjects. This difficult but extremely rewarding project brought together theories and skills from my two majors, CAMS and political science. I learned on the ground how to communicate, coordinate, and ultimately get the shots we needed—and also learned the many difficulties of documenting (and gaining access to) other people’s lives. I look forward to continuing to work with international filmmakers on documentary films that tell the stories of women and girls around the world.

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Empowerment of Youth, Women, and Families Social Science and Social Justice in Washington, D.C. (Panel) SCI 392 Eunbyul Lee ’17, Women’s & Gender Studies; Ananya Ghemawat ’17, Political Science and Women’s & Gender Studies; Meredith Clark ’17, Psychology; Aggie Rieger ’17, Psychology and Spanish; Kiera Parece ’17, Psychology Advisor: Paul K. MacDonald, Political Science When you think of Washington, D.C., what do you think of? Do you think of the Capitol and the Senate? Do you think of the Supreme Court and the White House? Of course. But do you also think about the nonprofits, the museums, and the social work sector? Probably not. However, these underrepresented sectors are integral parts of Washington. Together, we worked on social research, social justice, and museum work in Washington. Eunbyul conducted research on trans youth and trans homicides in partnership with the Human Rights Campaign Foundation. Meredith handled financial development for the DC Center for the LGBT Community. Ananya provided direct service with survivors of domestic violence at DC SAFE as they navigated the criminal and civil justice systems. Kiera worked for the Smithsonian’s National Museum of the American Indian developing curricula for children. Aggie worked on a trauma-related insomnia research team at Howard University Hospital. We will shed light on these various sectors in our nations capital.

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Health and Medicine Beyond Borders Accessing Healthcare Isn’t Just About Health SCI 264 From Excel to Rwanda: Operationalizing and Eliminating Inefficiencies Within International Aid Delaney Ugelstad ’18, Undeclared; Amal Cheema ’17, Biochemistry and Political Science Advisor: Joseph P. Joyce, Economics Amal and Delaney spent their summers analyzing various projects in Rwanda aimed to improve healthcare and economic development. At the U.S. Agency for International Development (USAID), Delaney worked in the Office of Economic Policy, assessing the economic viability and cost effectiveness of solar energy companies in Rwanda. Meanwhile, Amal was in Rwanda, working with the Clinton Health Access Initiative and providing critical, strategic, and robust analytic support to the team. Both aimed to mitigate inefficiencies: Delaney, on a macro level by identifying wasteful programs in order to reallocate USAID funds to more beneficial projects; Amal, by evaluating systems holistically and recommending practical, realistic interventions for operational improvement. While Delaney’s experience made her more certain about her career path in international economic development, Amal’s motivated her to confidently explore new paths in assessing opportunities within a global healthcare setting.

Providing Good Service in a ResourceLimited Healthcare Setting Faith Arimoro ’17, Sociology Advisor: Filomina C. Steady, Africana Studies During my internship at Obafemi Awolowo University, I learned from public health experts and developed an understanding of a healthcare system in a context that at first seemed completely different from what I am used to in the U.S. 26

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I spent much of my time in a primary health center commonly called olomowewe, which roughly translates to “child health center” in Yoruba. While the olomowewe was unusual for most primary health centers in the country due to its affiliation with a major university, the reality of being in a resource-limited setting still greatly impacted the quality of care available. Despite this, many factors allowed the clinic to better manage the challenges of a lack of resources in ways I, as an outsider, did and did not expect. This experience further enhanced my desire for a career related to healthcare in resourcelimited settings.

Doctors, Lawyers, Nurses, and Police: Responding to Sexual Violence in Conflict Zones Katharine (Kat) Mallary ’17, American Studies and Political Science Advisor: Filomina C. Steady, Africana Studies If medicine belongs to the sciences and human rights to law, where does Physicians for Human Rights (PHR) fit as an NGO? Existing somewhere between Doctors Without Borders and Human Rights Watch, Physicians for Human Rights’ program on sexual violence in conflict zones straddles this gap. They do so by identifying best practices in policing, medicine, and law during the course of investigations into sexual violence, and then increasing state accountability for meeting those standards. I will explore some of the methods used to identify those best practices and get states on board with enforcing them in East Africa, specifically in Kenya and the Democratic Republic of Congo. These tools include the unsurprising: UN conventions, sensitivity training, and the unconventional … a cell phone app? I will consider these tools from the perspective of an intern who did everything from pack thermometers to write security protocols during her three months with PHR.

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How Different Countries Handle the Same Problems SCI 396 What Can We Learn From Danish Nursing Homes? Heejung (Julie) Kim ’17, Neuroscience Advisor: Jennifer Thomas-Starck, International Studies During the spring 2016 semester, I participated in the Medical Practice and Policy program in the Danish Institute for Study Abroad (DIS) in Cophenhagen, Denmark. As a student preparing to apply to medical school, I selected this program because I am interested in the differences between the healthcare systems of the United States and Denmark. In particular, I wanted to learn more about the goal to provide equal access to free healthcare for all Danish citizens, the hallmark of the Danish healthcare system. Through volunteer work in nursing homes in both Denmark and the United States, I have been able to compare how the values of each country are reflected in their respective health services. Through courses, field trips, and out-of-classroom experiences, I have come to see our country’s healthcare in a new perspective, which is undoubtedly valuable to my growth as a future contributor to the medical field.

Tuberculosis: The Curable Killer Silpa Karipineni ’18, Economics; Kanupriya Gupta ’18, Neuroscience Advisor: Neelima Shukla-Bhatt, South Asia Studies India has the world’s largest burden of tuberculosis, and the disease is its leading public health problem. This summer we worked at Operation ASHA, an NGO based in New Delhi that works to end this infectious disease, which is curable with antibiotics. We learned about their pipeline approach to delivering the government-sponsored medicines to the doorsteps of their patients in urban versus rural settings. Furthermore, we had the opportunity to interview the only XXDR-TB, or extremely s e s s i o n

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drug-resistant, TB patient OpASHA has completely cured; although she is TB-free, her family has no source of income for sustaining themselves in the future. Towards the end, we worked on redesigning OpASHA’s website by editing and restructuring content and adding graphics, videos, and patient stories. We hope to take this experience forward to promote TB awareness at Wellesley this year. By attending our presentation, we hope you learn how socioeconomic status can affect public health.

From Bench to Bedside: Research and Clinical Care at Boston Children’s Hospital (Panel) SCI 277 Gwendolyn Towers ’17, English; Emily Loucks ’17, Chemistry; Holly Zhu ’18, Mathematics; Ronghao Zhou ’17, Mathematics and Chemistry; Filia Van Dessel ’17, Neuroscience; Eliana Marostica ’18, Computer Science Advisor: Nicholas K. Doe, Chemistry This summer, six Wellesley students conducted research in pediatric and adult hematology/ oncology at Boston Children’s Hospital and Dana-Farber Cancer Institute. As aspiring women in medicine, we enjoyed the opportunity of expanding our understanding of contemporary medicine by conducting translational and clinical research, attending seminars and rounds in the Longwood Medical Area, and shadowing clinicians. Furthermore, in response to the dearth of women in academic medicine, we hosted weekly lunches with female physicians, who contributed to our understanding of the importance of research, compassionate care, and education in the increasingly evidence-based world of medicine. In studying rare diseases and their impacts on patients, we contributed to a crucial body of work that will improve therapies for diseases that affect populations worldwide, and we are excited to share all we have learned about academic medicine, clinical care, and the future of medicine.

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Identity, Community, and Global Citizenship Navigating the Halls of Power and Webs of Bureaucracy SCI E211 Capitol Times: Interning for the U.S. Senate in an Historic Election Year Daniela (Danni) Ondraskova ’18, Economics and Russian Area Studies Advisor: Igor O. Logvinenko, Political Science I interned for Senator Mark Kirk’s (R-IL) Washington, D.C. office this summer. I offered administrative support, policy research, and constituent services. In a typical day, I wrote briefings on Senate Foreign Relations Committee hearings, conducted policy projects, conducted Capitol Hill tours, and responded to Illinoisans’ needs. This was my first internship in the federal government, where I aim to work after law school. I used the skills I learned at the Wellesley News and my economics and Russian area studies classes to analyze complex issues. In a historic presidential election year, I found the Senate’s political environment unique, fast-paced, and invigorating. This experience was crucial in my decision to pursue public service in the future. I hope my presentation can encourage more Wellesley students to intern for the federal government, show them the often latent virtues of public service, and show that political service truly has a home for all majors.

The “Pretty” People of Capitol Hill and Other Reflections Cassandra Allen ’18, International RelationsEconomics Advisor: Rocio-Maria G. Tisdell, Career Education While interning with Congresswoman Susan Brooks (R-IN 5th District), one of the most striking observations I had was the abundance of attractive staffers who appeared to have just left the pages of a magazine. It was so notable, in fact,

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that I found myself gushing to a friend about how everyone seemed to be blessed with great genetics. “Of course,” she explained. “Politics is a social profession . . . human instinct naturally draws us toward attractive people, those people who hone their social skills have an advantage in politics.” As it happens, the Capitol offers far more than lessons in the legislative process; it’s an opportune place to develop people skills, confidence, and grasp the nuances of American politics. My internship offered unparalleled networking opportunities and insight into the complex legislative machine.

Activism on Eggshells: Funding and Politics in the Think Tank Maureen McCord ’18, Anthropology Advisor: Susan H. Ellison, Anthropology As a Global Engagement intern, I worked this summer at Observer Research Foundation Mumbai (ORF). ORF is a think tank that develops policy proposals in diverse issue areas, from sanitation to foreign policy. ORF is independent, yet well-funded through Reliance Foundation — the nonprofit arm of business behemoth Reliance Industries. ORF’s chairman is a retired politician who was heavily involved in the work of the right wing Bharatiya Janata Party, which has found legitimacy and power in today’s India. While contributing to a book the foundation commissioned our office to produce about its disaster-relief work, I encountered firsthand the webs of money and politics my coworkers navigated every day in their pursuit of change. The experience helped me analyze my own understandings of activism and the development industry in South Asia, both as an anthropology student focused on critical development studies and as someone drawn to, yet ambivalent about, development work.

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The Clinton Foundation: Supporting a President’s Global Vision Sanam Shetty ’17, Economics Advisor: Akila Weerapana, Economics The foreign policy department at the Clinton Foundation has a unique vantage point: It sits at the heart of a massive global nonprofit and at the same time plays a crucial role in the whirlwind life of a former head of state. As one of two interns on this small team, I was able to enter the world of foreign policy analysis and intergovernmental relations while also witnessing, firsthand, the operation of a major nonprofit that works to foster worldwide development through cross-sector partnerships. My tasks ranged from doing research and preparing briefs for former President Clinton on global issues to establishing contacts at foreign embassies in preparation for this year’s Clinton Global Initiative Annual Meeting. My experiences helped me develop a deep understanding of macro-level global affairs and learn how they interact with micro-level development work.

Walking in Their Shoes: Encountering Diversity SCI 261 Friends, Food, and Fisica! A Summer of Physics Research in Italy Hanae Yaskawa ’17, Italian Studies and Physics Advisor: Sergio Parussa, Italian Studies After spending a year abroad with the ECCO program in Bologna, Italy, I had the amazing opportunity to stay for the summer and conduct physics research. My research was on organic semiconducting materials, which can potentially be used in various medical devices. Yet my summer was not just science-focused: it was a perfect liberal arts experience in which I was able to enjoy cultural immersion in a country that values beauty in people, food, art, nature, and life. This experience was unforgettable for the three Fs of

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my title, friends, food and fisica, a perfect fusion of my two passions that taught me how science and humanities are not opposites but fields that nurture one another and are equally necessary for developing the human mind and heart.

From Oxford, Bologna, Aix, and Back: How Wellesley Shaped the StudyAbroad Experience Sarah Cohen ’17, Philosophy; Gabrielle Shlasko ’17, Economics and Italian Studies; Julia Han ’17, Political Science and French Advisor: Jennifer Thomas-Starck, International Studies Often, it isn’t until one is removed from one’s usual environment that one recognizes the value of a unique experience. As we discovered ourselves, Wellesley students begin to appreciate the value of their unique college tenure once away from campus. This past year, we built upon what we learned at Wellesley by immersing ourselves in the different cultures of England, Italy, and France. In doing so, we came away with a common theme of open-mindedness. Our presentation will focus on the Wellesley experience and how that prepared us for our time abroad, shaped our lives once there, and how that experience impacted our return to campus. Having an open mind enriches one’s experience in a foreign environment, permitting oneself to immerse in the lightness of discovery and learning. We learned to value our short time abroad and hope that our experiences encourage you to value your time and relationships at Wellesley.

We All Walk to Santiago: My 28 Days on the Camino de Santiago Seo Jung (SJ) Kim ’19, Undeclared Advisor: Thomas P. Hodge, Russian I hiked the French route of Camino de Santiago this summer. Hiking 800 kilometers from St. Jean Pied de Port to Santiago was a physically and mentally challenging experience. However, it was

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an opportunity to interact with people regardless of their ages, professions, and ethnicities. Standards used to classify people in society meant nothing on the road. What matters the most to pilgrims— people who are on the road—was reaching Santiago. Although pilgrims had just met a new group of people on the road, they supported and encouraged each other merely because they share one common goal: arriving in Santiago. People on the Camino de Santiago are somewhat similar to people in Wellesley; both are diverse groups of people endeavoring to achieve their own goals. My presentation encourages students to create a supportive environment in Wellesley where students are pilgrims who metaphorically hike to their own Santiago.

From Assumption to Reality: Challenging Perceptions SCI 268 “See Saw See”: Gaining Insight Into Cultures and Institutions in Karnataka, India Jessica Santero ’17, Undeclared; Olivia Duggan ’17, Sociology; Amanda Lee ’17, Africana Studies Advisor: Pashington J. Obeng, Africana Studies While living and working in the rural community of Mainalli in northern Karnataka, India, this summer, we explored the current cultural practices and institutional influences that shape the lives of Siddis, Gowlis, Vaddars, and Lambanis. The above groups belong to the Scheduled Tribes and Scheduled Castes in India. We each conducted original ethnographic research on topics dealing with identity and perception based on physical features in relation to beauty standards; discrepancies between waste-management protocols and the goal of sustainability; and discipline and parental engagement in education. After speaking with numerous members of the village, we came to recognize the complexity surrounding the intersections among various social stratifiers such as race, caste, religion, and gender.

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Connecting With My Taiwanese Roots: My Experience of Reverse Culture Shock Tiffany Chen ’18, Mathematics Advisor: Andrew C. Schultz, Mathematics As a Taiwanese-American student who grew up exposed to American culture, I never really experienced what it was like to live within the local Taiwanese community. Thus, I leaped upon the opportunity to intern at the Taiwan branch of Tomofun, an international pet technology startup. Although I have lived in Taiwan ever since I was nine years old, I attended international school and was surprised to find that I experienced a reverse culture shock. Spending the summer at home in Taiwan while interacting with the local Taiwanese employees in the company led me to strengthen my bond with my Taiwanese roots, yet it also prompted my American roots to loosen. Through my time at Tomofun, not only did I obtain skills and experience in sales and operations but I also gained a perspective on my cultural identity. I will present on my experience working in an international startup and how it has changed my view of myself and Taiwan.

90 Miles Away: Challenging American Perceptions of Cuba Cassandra Cronin ’19, Undeclared Advisor: Koichi Hagimoto, Spanish The element of mystery that shrouds the country of Cuba drew me to study there for two months. Before my arrival, I only knew the U.S. propagandist view of Cuba: a socialist country with a dictator, and suffering people detached from the rest of the world. Through my unforgettable classes, experiences, and interactions with the Cuban people, I learned to view Cuba as a unique country with a complex identity. It is not only a beautiful Caribbean country with extremely amiable people, but also a country whose unique history and culture has had the power to strengthen bonds while driving a divide among its people. The goal of this Tanner

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presentation is to share what I’ve learned to erode stereotypes of Cuba and break the barrier between U.S. perception and Cuban reality.

Hazards, Suicide, Nukes, and Dying Media: How to Make Sense of It All SCI 274 Worst Comes to Worst and What Do You Know? Natural Hazard Information Use Isabelle Herde ’17, Geosciences Advisor: Susan H. Ellison, Anthropology New Zealand has earthquakes, volcanoes, glaciers, tsunamis, and landslides. As a geosciences major and anthropology minor, I am fascinated by how people learn about these events and prepare for them. I worked with the Dunedin City Council and researched natural hazard information and how cities decide to prepare for disasters. Everything changes in a second, and the optimistic bias that convinces people that this just won’t happen to them prevents them from completing the small chores that could make a difference. I saw citizens appeal building codes to build their houses in tsunami- and flood-risk areas. A flood in Dunedin last June helped me compare a low socioeconomic community to the university’s preparedness. I discovered the importance demographics play in the receptivity and access to natural hazard information. I submitted my findings to Civil Defense and Emergency Management.

LGBT Suicide in India: A Rising Structural Problem Tanushree Mohan ’18, Economics and Women’s & Gender Studies Advisor: Nancy L. Marshall, Wellesley Centers for Women

four important LGBT-related suicide cases and the community response that they garnered. I also explored the various laws in India that seem to specifically target members of the LGBT community. This internship allowed me to discover the circumstances of the LGBT community in India. Since the queer identity is such a taboo topic in Indian society, I was unaware of how bad the conditions could actually get for people of sexual minorities, even though I am an international student from India. This experience opened my eyes to the pain and suffering of LGBT people in India that was hidden in plain sight.

The Media and Nukes: The Politics of Overcoming Language Barriers Marian Lee ’18, Political Science Advisor: Dai Chen, East Asian Languages & Cultures While studying abroad in China, I conducted research on the Chinese media and its influence on public perception of nuclear relations between China, the United States, and the two Koreas. When I first came to China, I had difficulty in communicating with the locals to interview them about their own experiences and opinions. There was also an issue of trust: why would these locals trust me, a foreign stranger, with their opinions about the Chinese government and their thoughts on nuclear politics? Getting their trust and breaking through language barriers taught me a lot about conducting fieldwork in a foreign country, which is important for me as a political science major. This experience gave nuance to the cultural and language barriers that I often read about in my textbooks. Those who attend my presentation will learn how to overcome language barriers and connect with locals in a foreign country.

This summer, I interned at the Center for Gender and Sexuality at Ashoka University in Sonipat, India. My internship was a media research project looking at LGBT suicide as a structural problem in India. As part of my research, I looked at

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Radio and Journalism: My Experience With Two (Supposedly) Dying Media Georgiana Du ’18, Cinema & Media Studies Advisor: Maurizio S. Viano, Cinema & Media Studies Many believe that radio is dying and slowly being replaced by television, the Internet, and other technologies. Many also believe that the same can be said for journalism. This summer, I explored both of these supposedly dying media through my internship at KPFA, the first communitypowered radio station in the country, located in Berkeley, California. I worked as a field reporter for a statewide evening news broadcast, collecting audio and conducting interviews at community protests, meetings, and other newsworthy events in the San Francisco Bay Area. Though I worked closely with the directors of KPFA News, my work was mostly independent, as I was responsible for writing, voicing, and producing my own daily stories in a fast-paced, exciting newsroom. In my presentation, I will explain how being a reporter is harder—and cooler—than it looks, emphasizing how radio and journalism are capable of empowering and engaging communities everywhere.

Economic Inequality and Injustice: Decoding the Shades of Privilege SCI 377 Un-Learning Assumptions: Moving Beyond Statistics Through Direct Service in Boston’s Nonprofit Sector Sydney Stewart ’18, Individual-Peace & Justice Studies; Emily Boyk ’18, Political Science; Mikayla Blinzler ’18, Spanish Advisor: Elizabeth A. Mandeville, Career Education Much is said of people living in poverty, the inner city, abusive relationships, and other marginalized backgrounds, but little of their experience is actually understood. Through interning at Renewal House, St. Francis House, and St. Stephen’s B-SAFE this summer through

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the Lumpkin Summer Institute for Service Learning, we were afforded the opportunity to work directly with survivors of domestic violence, people experiencing homelessness or living in poverty, and low-income children from underserved schools in the Boston area. While each of these organizations has the larger mission of fighting oppression in these communities and beyond, it is the small, daily personal interactions with clients that make that goal a possibility. By working with these populations, we were challenged to reconsider traditional narratives about the experiences of marginalized people and to consider the role that systems of oppression play in shaping their potential.

Theorizing Epistemic Injustice:Lessons From Truth and Reconciliation Commissions Fani Ntavelou-Baum ’17, Philosophy Advisor: Helena de Bres, Philosophy I spent the summer in Monash University researching the question of epistemic injustice and practical interventions against it as part of my Albright internship. In this presentation, I will consider the groundbreaking books of Miranda Fricker (Epistemic Injustice, 2007) and José Medina (The Epistemology of Resistance, 2012). I depart from the assumption that truth and reconciliation commissions in postcolonial societies, such as South Africa, have epistemic goals in addition to political and moral ones, and I will use their findings to challenge the belief that epistemic injustice is best considered through the lens of virtue ethics.

Ecuador: Lessons in Privilege With the Arajuno Road Project Kanika Gupta ’19, Undeclared Advisor: Martina Königer, Biological Sciences The focus of my experience this summer was to develop and run a summer camp that enhanced key communication and critical thinking skills in Ecuador as well as to convert a school into a community center for the community of El Libre,

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near Puyo, with the Arajuno Road Project. This experience was significant because it allowed me to see real examples of privilege in education and its effect, such as not having professors that are familiar with the languages they are teaching, while in the U.S. it’s a given. It proved to me that no person is inherently inferior but rather has different levels of opportunities and resources to succeed. This related to my experiences in Wellesley as it motivated me to pursue classes and extracurriculars that are related to social justice. Through this presentation, attendees will become aware of the impact of privilege in their own lives.

Beyond the One Percent: A Behavioral Approach to Redistributing Wealth in America Sitara Sriram ’19, Undeclared Advisor: Joshua T. McCabe, Sociology Why is it that people often vote against policies that are in their best interests? I spent my summer at the UC Berkeley Social Interaction Laboratory, exploring how individuals perceive economic inequality in the United States and what impact these perceptions have on social policy. Income inequality in the United States today is drastic, and the gap between the rich and the poor is larger than ever. Policymakers are alarmed at the burgeoning inequity and are increasingly turning toward behavioral economics to help address issues of inequality. This presentation will focus on how insights from behavioral economics help explain some seemingly odd decisions that people make when voting on economic policy. Drawing on my economics background, I will discuss how altering the way we think about and measure economic inequality will allow policymakers to change perceptions of inequality across party lines, and thus create more effective redistributive policies.

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Technology, Innovation, and Education Service Without Borders SCI 104 The Role, and Challenges of Using Technology in Solving Social Issues Christine Rubera ’19, Undeclared Advisor: Sheryl M. Rosenberg, Career Education This summer I explored how I could use my interest in computer science to solve social problems at home in Kenya. Throughout the process of developing an app to improve the accessibility of healthcare, I uncovered the intersections of poverty and healthcare problems. In most of the rural neighborhoods outside the major cities, there are establishments with physicians practing without standard or credible oversight. At these establishments are long lines of patients without other options waiting to be treated. I learned that many of these physicians were apprehensive about introducing our app at their practices, likely due to fear of exposure of their unsafe practices. This is only one of the many challenges we encountered that also demonstrated the great need for our app, which would help every patient locate and access credible health facilities near them. I have only begun to uncover the positive impact technology can make, and I am positive that a lot more can be done at home. I am eager to continue learning about the difference I can make utilizing technology.

Exploring Education Technology in Indonesia: An Albright Internship With Next Thought Cali Stenson ’17, Computer Science and Mathematics Advisor: Panagiotis T. Metaxas, Computer Science This summer I worked as an Albright Fellow for the online education technology startup Next Thought. Though the company is based in Norman, OK, I was offered the opportunity to do a “pioneer” internship with them in Jakarta, s e s s i o n

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Indonesia. During this summer my colleague Egawati Panjei, who is native to Indonesia, and I worked in Jakarta together on a mixture of development, research, and marketing projects. My primary project was building an IMS Learning Tools Interoperability (LTI) provider tool. In simple terms, an LTI provider is a technology that allows one online learning platform to connect with and share information with another online learning platform. During my summer I worked to create a basic LTI provider that would allow us to share students’ grades from our platform to another major online learning platform like Moodle or Open EdX. When I was not doing development work I was researching distance and online education in Indonesia as well as meeting with local professional educators to discuss the market for online education in Indonesia.

Evaluating Water Productivity: Why Replace the Hard Sell With a “Hard Listen”? Christina Holman ’17, Art History and Economics Advisor: Amy Banzaert, Extradepartmental Water scarcity and efficiency is often not on the minds of U.S. citizens and residents. We think of water so loosely that we freeze it, just to place it again in our drinks. This summer, I worked with INIDA and the University of Cape Verde on Santiago Island to examine how water is managed, along with related development issues. By interacting directly with people in the city and countryside, I witnessed firsthand how different daily life there is from that of developed countries. I observed conflicts and management decisions between communities, institutions, and governmental parties. Using design engineering principles, I delved deeper to find the root cause of clashes over water and technology, and I realized the increasing complexity in doing so. I was thus forced to change my perspective and approach. I now understand the impact of not only technology but also that of education and cultural norms.

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Science Education Equity Development Kit: Bringing Hands-On Science Learning to Ghana Mehak Sarang ’18, Physics; Isabella Narvaez ’17, Biological Sciences Advisor: Wendy W. Robeson, Wellesley Centers for Women As members of the SeedKit (Science Education Equity Development Kit) team here on campus, we spent the summer preparing and putting into action the project we’ve been developing for two years. The SeedKit is a low-cost lab-in-a-box used to teach hands-on science experiments in low-resource schools. This summer, we deployed the SeedKit in five schools in the suburbs of Accra, Ghana. We worked with a Boston-based NGO, the Exploratory, which runs after-school science club for girls programs in Ghana. By establishing relationships with students and science teachers, we immersed ourselves in a new culture and learned how we will further adapt the SeedKit to match their needs. Here on campus, we worked on developing assessments and data analysis strategies that could be used to determine the efficacy of our project. Through the decisionmaking process, we started to understand the importance of cultural sensitivity when designing projects for other communities. We will provide insight into the challenges we faced as social entrepreneurs in the education sector, and the things we learned from various mentors in the Ghanaian and Wellesley communities.

Ethics: The Gray Area in Environment and Policy SCI 364 GM Foes or GM Bros: Innate Potato Social Media Management Sydney Stento ’18, Neuroscience Advisor: Katherine A. Grandjean, History This summer, I fulfilled my calling as an Idahoan by working for a potato company. I managed the social media accounts for the Innate potato, a

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genetically modified potato developed by the J.R. Simplot Company. The Innate potato was developed over the course of 15 years to be bruising/browning-resistant and to contain less acrylamide (a probable carcinogen) when fried at high temperatures. These traits allow for more sustainable potato production by reducing food waste. Many people believe that GMOs are bad, but aren’t sure why. As a result, the social media climate around GMOs is overwhelmingly negative, despite the scientific consensus that GM foods are safe. My presentation will explore the complicated nature of potato production and teach attendees about the consumer traits of Innate potatoes, the prevalence of biotech crops in the food supply, and the strategies employed for successful social media management in a controversial industry.

You’re Telling Me Airbnb Is Good for Earth? Exploring Cleantech and Beyond Simone Liano ’17, Neuroscience Advisor: Kyra Kulik-Johnson, Psychology A year ago, I doubt I would have ever heard the term “cleantech,” let alone known what it meant. All that changed, however, through an internship with the Cleantech Group, the owner of the term “cleantech” as a registered trademark and a leader within the cleantech industry. Cleantech refers to any technology that enables more efficient use of resources. Extending far beyond solar and wind companies, the cleantech industry also includes companies like Airbnb, the popular home-sharing service, because it increases efficient use of space and resources by reducing the number of hotels built. This summer taught me that business and technology can be a powerful force not only for innovation but also for environmental impact, although that impact is more complicated than meets the eye. I look forward to sharing my excitement about this field with other Wellesley students and hope they consider cleantech as an avenue to engage their interests in business, technology, and the environment.

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Establishing Ethical Practices With Human Subjects at an Applied Psychology Lab Sabina Unni ’19, Undeclared Advisor: Susan H. Ellison, Anthropology This summer I was an intern at a social policy and applied psychology lab and was mainly involved with a project focusing on analyzing the efficacy of home intervention programs. The most edifying experience I had was learning about ethical practices in the lab. A significant portion of my role at the lab involved consenting protocol and retention efforts, which provided direct exposure to Institutional Review Board regulations and to internal decisions the lab had made about how to operate in a just manner. I am excited for students to learn about the differences between reading about ethical procedures in a classroom, as I’ve done at Wellesley, and applying those in a lab withhuman subjects, especially as rules are challenging and blurry. I was lucky to work in a lab that took this as an opportunity to be as morally and scientifically rigorous as possible.

Farming, Living, and Learning Alongside Grassroots Leaders Nisreen Abo-Sido ’18, Environmental Studies Advisor: Rocio-Maria G. Tisdell, Career Education At Asian Rural Institute (ARI), I lived and worked on a farm alongside a diverse community of rural leaders from Asia and Africa training in sustainable agriculture and servant leadership. Their goal was to empower their communities with the knowledge to separate from an environmentally and economically unsustainable reliance on synthetic chemicals. While weeding rice paddies, earthing sweet potatoes, and making fertilizer from fermented chicken manure, I studied organic methods of farm management and pest control. In working, eating, and praying with grassroots leaders from around the world, I observed how leaders in poor communities prioritize, reflect, and make agricultural decisions. My view of “sustainable” agriculture has grown

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to be holistic—including everything from science-based technologies to economic viability to time management. Furthermore, in practicing servant leadership, I have gained greater insight into how to live the Wellesley College motto: Non Ministrari sed Ministrare.

12:00–1:30 p.m. Luncheon The Leonie Faroll Focus and Science Library, Science Center

1:30–2:40 p.m. Session Three Culture and the Art Art as Challenge, Art as Change SCI 256 Cuerdas Para Cali: A Journey to Siloé Ariel (Rebecca) Zlatkin ’19, Undeclared Advisor: Olga Shurchkov, Economics A few years ago, I founded a not-for-profit organization called the Sounds of Social Change (now known as Cuerdas Para Cali). For my Tanner presentation, I will be showing a film that documents the 2014 pilot trip to Colombia. Cuerdas Para Cali is a student-initiated, Bard Trustee Leader Scholar (TLS) project aimed at teaching and mentoring young musicians living in Cali, Colombia. We connect U.S. conservatory musicians with socially transformative music programs in Cali. Cuerdas Para Cali works with an extremely impoverished population, providing a modality of social transformation for these students, whose horizons are otherwise limited. Cuerdas Para Cali was awarded a 2015 Davis Projects for Peace grant. Music serves as a powerful vehicle, teaching the value of working toward long-term skill acquisition, nonviolent commu-

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nication skills, and collaboration. Our past visits have inspired the students both musically and in terms of their desire for further education in general.

Trans* Studies: Lessons on Performance and the Transgender Artist Isaac Zerkle ’18, Theatre Studies and Women’s & Gender Studies Advisor: David G. Towlun, Theatre Studies Early this September, I had the incredible opportunity to attend the Transgender Studies Conference at the University of Arizona. While this conference was interdisciplinary, I went with the explicit goal of learning more about transgender performance. Being able to watch and interact with other transgender performing artists was an experience that perfectly captured the intersection between my Theatre Studies major, my Women’s & Gender Studies major, and my personal experiences. In addition to the performancerelated parts of the conference, I learned about recent theoretical explorations of transgender embodiments and methodologies. This conference provided me with critical tools to help me explore and contextualize my experiences as a transgender theater artist. I hope that I can share my learnings from this conference and provide “best practices” recommendations for ways that Wellesley and Boston theaters can work more closely and more sensitively with transgender theater artists.

The Power of Comics: My Year in France Franziska (Franzi) Ross ’17, Political Science Advisor: Kristiana M. Graves, International Studies Through comics (bandes dessinées), a genre beloved by the French, female authors have questioned and resisted the idea of a singular feminine experience and the stereotype of the French woman. While studying abroad in Aix, I examined how female graphic novelists (Marjane Satrapi, Gally, Chloé Cruchaudet) in particular have expanded the mainstream

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conception of what it means to be a woman in France, encouraging understanding and tolerance. This study led me to discover comics as my own medium of personal expression. Both visual and literary, comics offered me the opportunity to communicate at a time when I struggled to articulate myself emotionally and intellectually, and through my cartoon blog I was ableto connect to my Wellesley community while abroad. I hope to leave the audience with a more complex understanding of comics’ potential to relay an emotional, social, or political reality to the reader.

Understanding the Worlds of Publishing and Advertising SCI 270 “Anthologies Break All the Rules”: A Summer at W. W. Norton & Co. Isabelle Chen ’17, French and English Advisor: Margery M. Sabin, English This summer, through the Wellesley English Department internship program, I interned at W. W. Norton & Company, the largest and oldest independent and employee-owned publishing company in the U.S. I had the privilege to work full time with the Norton anthologies as an editorial assistant on the college department literature team. Immersing myself in the details of anthology publication, from editing tables of contents and footnotes to handling permissions and copyright, I learned about the diverse tasks that go into compiling anthologies, and ultimately about why anthologies tend to break the general rules of college textbook publishing. In this presentation, I hope to shed some light on this very specific niche of the publishing industry through my experiences with not only the immediate internship tasks but also with the networking and intern collaboration that accompanied them.

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Between Writer, Editor, and Reader: Taste Making and the World of Literary Agents Windsor Rose Whitlock ’18, English Advisor: Margery M. Sabin, English What makes a book “good”? Are these the same qualities that make a book commercially successful? This summer I worked at Kneerim & Williams, a literary agency in Boston. Through this experience, I explored a lesser-seen part of the publishing industry, one in which agents curate the pool of writing from which publishers choose, shaping and determining what kinds of content the general public will ultimately read. Agents must possess a refined but open palate, a strong awareness of the modern market, and a keen, perhaps even instinctual, sense of taste. Navigating an interesting boundary between upmarket (works of literary and scholarly merit) and trade (works with commercial appeal), agents must evaluate books not only as editors, but also as readers, lawyers, marketers, and salespeople. In my presentation I will paint a portrait of this unusual and multifaceted side of publishing.

With Great Power Comes Great Responsibility: Advertising’s Role in Our World Madeleine (Maddie) Kim ’18, Media Arts & Sciences Advisor: Michael P. Jeffries, American Studies In my first year at Wellesley, I studied the effects of advertising on women and society in my WGST 101 class. I listened as Jean Kilbourne famously pointed out in her documentary series Killing Us Softly that “[a]ds sell more than products ... To a great extent they tell us who we are and who we should be,” and I critiqued the ads in my magazines. Yet, when I spent this past summer interning at TBWA\Worldwide, a leading advertising agency in New York City, I was struck by how different advertising was in the workplace: the way agencies struggle with their responsibility and power in culture, the

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complications that come from working with clients, and the role that the individual consumer plays in advertising. This presentation will discuss the little-known sides of advertising, the challenges agencies must face, and the way each and every one of us can shape our culture.

Empowerment of Youth, Women, and Families Economic Empowerment SCI 261 Investing in Women and Girls: The Transformative Power of Work Annalee Beaulieu ’18, Political Science and Spanish Advisor: Laura K. Grattan, Political Science I spent my summer working as an intern with the community relations team at Vermont Works for Women (VWW), a nonprofit in Winooski, Vermont, that helps women gain career training and work experience. I have been involved with VWW programs for girls and women since 2009, and it is these programs that taught me the power of an all-female environment, leading me to apply to Wellesley. This summer, I managed the social media accounts of our four brands and assisted in fundraising efforts. Educating the public on barriers that women face in the workplace, empowering women to take on nontraditional careers, and investing in the next generation of youth has given me renewed energy to serve the Wellesley College mission of women’s education, leadership, and service. My presentation will focus on current efforts to help women and girls find concrete pathways to employment through nonprofit work and public policy advocacy.

A Crash Course in Gender Equality: My Summer at UNDP Costa Rica

Costa Rica. The two main projects I helped with centered on gender equality, one each in the private and the public sector. I supported UNDP’s collaborative project with the National Institute of Women in their Gender Equality Seal program, which aims to promote gender equality and women’s economic empowerment in the workplace. The second project’s goal is helping the 20 women in Costa Rica’s Legislative Assembly work together and pass two law reforms and an amendment related to gender equality and women’s rights. Through my research and the events I attended with the public sector, I learned of the need for a gender-mainstreaming approach in development projects, all the while witnessing the free-spirited pura vida culture of the Ticos very much present within the UNDP in San José.

$7.50 Is Not Enough!: A Summer of Grassroots Organizing in Maine Julia Leslie ’19, Undeclared Advisor: Lawrence A. Rosenwald, English This summer, I interned with the Maine People’s Alliance in Portland, where I worked on their Fair Wage Maine campaign. Question 4, on the ballot in November, will gradually raise Maine’s minimum wage from $7.50 to $12 by 2020, and the subminimum wage for tipped workers from $3.75 to $12 by 2024. We hear a lot about the wage gap, and in Maine, the majority of minimum-wage workers are women. My experience this summer exposed me to the breadth of people in dire need of a wage increase. In particular, through organizing in a state where manufacturing jobs are rapidly declining and the service industry is the largest employer, I realized the need for a higher minimum wage for an economically viable future, one in which women can survive and prosper.

Alternative Approaches to Mental Health Services for Youth (Panel) SCI 264 Different Treatment Approaches for Some High-Risk Populations Diana Lobontiu ’18, Psychology; Hannah Barton ’17, Cognitive & Linguistic Sciences; Abaigeal Grant ’17, English andP sychology; Gabby Hartman ’17, Women’s & Gender Studies and Psychology; Haley Troy ’17, Neuroscience and Psychology Advisor: Sally A. Theran, Psychology Over the summer, Wellesley students interned at the Walker School, a restrictive setting for children with behavioral issues, and Riverside Community Care, a treatment center for adults with mental health issues. Interns at Walker supported staff members by helping coordinate classroom activities, and used Therapeutic Crisis Intervention to de-escalate children. The Riverside intern observed a range of group therapies and assisted coordinators with the planning and leading of the therapeutic sessions. The interns learned how to apply psychological theories and treatment approaches for children and adults. These internships demonstrated the significance of abnormal and developmental psychology in working with a variety of populations, and also highlighted possible career fields. We hope that the presentation will shed light on the mental health treatments that are available in our community and reduce stigma associated with accessing those treatments.

Education In and Out of the Classroom SCI 392 All You Need Is Love: How Conscient Education Is Changing Cusco’s Youth

Ivonne Marmolejo ’17, Economics and Spanish Advisor: Gauri K. Shastry, Economics

Brianne O’Donoghue ’17, Individual-Peace & Justice Studies Advisor: Catia C. Confortini, Peace & Justice Studies

This summer I worked closely with three inspirational women at the United Nations Development Programme (UNDP) in San José,

Aldea Yanapay social project was founded 12 years ago to address Perú’s stringent education system and widespread domestic violence.

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By providing a “conscient education” (educación consciente) based on the values of love, tolerance, and respect, Aldea presents una otra forma de vivir, or a different way of life, one that directly combats the violence children encounter at home and in school. Originally, I imagined that teaching at Aldea Yanapay would involve me standing at the front of a classroom, delivering curriculum to students seated at desks. However, because Yanapay promotes an emotional and spiritual focus and the development of the whole person, its unique brand of conscient education is achieved through art, dance, music, and cultural exchange. As a volunteer at the organization, I witnessed how love can transform a community, and learned how to empower youth through conscient education to help them reach their full life potential and affect sustainable grassroots change.

Fighting Gender and Racial Inequality in South Africa Using Sports Megan Chen ’17, Mathematics; Angela Sun ’17, Architecture and Philosophy Advisor: Elizabeth R. Robichaud, Albright Institute for Global Affairs Our Wellesley education emphasizes the importance of tackling barriers facing women. After arriving in South Africa for our internship at SCORE, an organization dedicated to improving the lives of children through sport, we were struck by gaps between programs for boys and girls. While boys dominated the soccer and rugby programs, girls found themselves relegated to watching them play. We quickly realized that gender inequality was an enormous problem in the community. As interns, we introduced our favourite sports, basketball and hockey, and found that these unfamiliar “gender-neutral” activities served as a common ground between boys and girls, as well as between Afrikaans- and Xhosa-speaking children. We also organized “Women’s Week,” during which we highlighted a different women’s issue each day. In this presentation, we discuss s e s s i o n

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Exploring a Sense of Place: Youth Claiming the Wilderness and Chinatown Esa Tilija ’19, Undeclared Advisor: Marcia E. Thomas, Biological Sciences As a Nepali-American Seattleite, I love hiking, backpacking, and experiencing mountainous bliss. My WellesleyServes! internship at the Wilderness Inner-city Leadership Development (WILD) program in Seattle’s Chinatown transformed my perspective of the outdoors. My summer experience has shown me the impact the outdoors can have on empowering youth of color and their communities. WILD is a one-of-a-kind environmental justice and outdoor leadership program mentored by people of color for predominately low-income, Asian Pacific Islander immigrant and refugee youth. Typically, youth outdoor programs often result in youths’ isolation of the two places, the outdoors and home/community. I challenged the traditional framework by teaching my Exploring a Sense of Place curriculum and mapping activities (inspired by Marcy Thomas’ writing course). Throughout the summer, I supported the youth on their unique journeys to mentally and emotionally connect their experiences as environmental stewards in Washington’s outdoors and as youth leaders in their local Chinatown community.

Dreams of Empowerment and Education: Mentoring College-Bound Girls in Rwanda Evan Williams ’17, Economics Advisor: Kyung-Hong Park, Economics A tight-knit community of young women studying on the shores of a small lake, an hour outside the city—the Gashora Girls Academy of Science and Technology could be Wellesley’s reflection in Rwanda. As an intern at the school, I worked to prepare students for the ACT and writing college essays, developed a curriculum on research and t h e

academic writing at the university level, and mentored students hoping to go to college in the U.S. GGAST emphasized the importance of academic community, especially for women, and of identity as a source of students’ determination and dreams. I drew on experience as a peer tutor at Wellesley and approached my work as an interchange of perspectives on culture and academics. My presentation aims to portray a community with much in common with Wellesley, and how young women’s educational aspirations play out under familial, cultural, and personal expectations in an East African culture.

Health and Medicine Beyond Borders Giving Birth SCI E211 What’s Normal for Her? Aka Obstetrics and Gynecology 101 Sierra Weingartner ’17, Biological Sciences Advisor: Melissa A. Beers, Biological Sciences A maternity ward is an extraordinary place, where women give birth to infants who have the ability to become parents themselves. However, a hospital’s women’s department is more than maternity, and in reality may address aspects of women’s health including menstruation, menopause, endometriosis, and mental health. Over the summer, I studied women’s health through a biological lens at John Radcliffe Hospital in Oxford, United Kingdom. Through a combined experience in clinical observation and data analysis, I explored what it means to “be a woman,” and how our bodies operate at a personal baseline unique to us all. In this context, I came to a greater understanding of pregnancy and women’s health issues. For any woman, the state of “normal” is subjective, and in healthcare specifically I have learned that it is the culmination of inherent features and life events that make us each a little different.

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Women’s Health in Qatar: Where Medicine and Culture Collide Mackenzie Kay ’18, Undeclared Advisor: Eileen M. O’Connor, Spanish Understanding how a region’s cultural and religious practices impact the quality of care provided is essential to the field of obstetrics and gynecology. Last winter, I traveled to Doha, Qatar, for four months to work in labor and delivery and trauma as a volunteer remote EMT. This transformative experience highlighted stark cultural differences in how the Qatari healthcare system approaches the care of female patients, as compared to my observations of women’s healthcare within the United States. These variations are widespread and include delivery room visitation, female/male patient segregation, genital mutilation, child marriage, domestic abuse, sacrifice of quality for modesty, family dynamics, and religious approaches to grief counseling and important medical decisions. Developing a sensitivity to and knowledge of the history of these cultural nuances can result in more informed medical care and patient advocacy to these populations.

Improving Reproductive Health in the Philippines Through Education, Accessibility, and (of Course) Partnership Kara Banson ’17, Neuroscience Advisor: Filomina C. Steady, Africana Studies Noted as one of the most beautiful islands in the world, Palawan has become a hot tourist destination. Many, however, are unaware that local Palaweños suffer from serious health problems including high rates of maternal death, teenage pregnancy, and HIV infection. This summer, I interned at Roots of Health, a NGO committed to empowering women by providing free clinical services and sexual education on the island. I learned how the intersection of culture, religion, and politics contributed to the island’s health landscape and what is being done to transform

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old attitudes and behaviors. Concepts that I have learned in the classroom became lived experiences. For instance, I witnessed the tensions between the indigenous health system and biomedicine, and the creativity that accompanies improvised medicine. I will share experiences and stories from my interactions, providing a glimpse into these women’s resiliency, hope, and spirit as they look toward a brighter future.

Identity, Community, and Global Citizenship

Evaluating Implementation of Novel Maternal and Fetal Healthcare Standards in Peri-Urban Kenya

Gloria Sanchez ’17, Political Science Advisor: Corinne A. Gartner, Philosophy

Bhavana Vadrevu ’17, Neuroscience Advisor: Corinne A. Gartner, Philosophy INTERGROWTH-21st was a multinational study conducted to improve current maternal healthcare standards by providing a generalizable toolkit for the care of all mothers regardless of location or socioeconomic status. The recently released standards must now be evaluated for feasibility and acceptability in the many settings to which they apply. This presentation will explore the experience of beginning the first INTERGROWTH-21st implementation study, which will be taking place for the next two years at Jacaranda Health, a maternal healthcare clinic outside of Nairobi, Kenya. This Gates Grand Challenges study is being conducted in partnership with the Harvard Public School of Health’s Maternal Health Task Force; the presentation will therefore touch upon inter-institutional communications and planning. The immersive experience made possible by the Albright Institute for Global Affairs provided exposure to a new culture, an understanding of low-cost, high-quality maternal healthcare, and general difficulties in much-needed but rare implementation studies.

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Getting Down and Dirty: Practical Steps to Conservation and Environmental Protection SCI 268 “No hay conservación sin comunidad”: Empowerment, Environment, and Education in Chile

This summer, I worked as a research intern at the Universidad de Alberto Hurtado (UAH) in Santiago, Chile. Apart from organizing ethnographic interviews, entering native plant speciesin an online database, and working on the construction of a website for the UAH research project on the Chilean forest, I worked with other Chilean college students in the NGO CIEM Aconcagua, in the region of Valparaíso. Here, we carried out workshops at a nearby elementary school, hoping to gain a clearer understanding of the way in which children develop their conceptions of the native environment. Through my work, I learned about the impact of mining in Chile. Living in Santiago, witnessing mass student protests, and speaking to other college students allowed me to learn more about Chilean politics and culture.

Adventures in Acronyms: A Summer Spent Working in Communications at the UN Environment Programme Catherine (Cate) Johnson ’17, Classical Civilization and History Advisor: Carol L. Dougherty, Classical Studies I spent this summer working to publicize the policies and effects of a multinational environmental agreement, the Convention on the Conservation of Migratory Species of Wild Animals (CMS). CMS was created to ensure that migratory animals can move across national

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borders and is a branch of the UN Environment Programme. This internship was a window into the workings of UNEP, which has the potential for global reach but can lapse into lumbering bureaucracy. I understand better how multinational treaties function in practice, and the pros and cons of working at an international organization in a foreign country. I spearheaded the communications for a meeting of the signatories to a CMS Agreement, including summarizing proposed policies and outlining their importance. I learned to organize a campaign, read policy, and write in a neutral but palatable way about political topics.

Intersecting Identities and Land Meanings: Conservation Best-Management Practice Use on Rented Farmland Clare Salerno ’18, Sociology Advisor: Daniel J. Brabander, Geosciences The Linking Applied Knowledge in Environmental Sustainability Research Experience for Undergraduates at University of WisconsinStout uses an interdisciplinary approach to carry out research and promote policy regarding phosphorus runoff from farms into local waterways. On the sociology team, I studied the use of conservation agriculture best-management practices on rented farmland. This project provides valuable insight into the complexities of rural society, changing conservation paradigms, and the importance of community-driven research. It allowed me to apply research skills learned in classes at Wellesley and to integrate the fields of sociology and environmental studies. This research can teach people about the nature of agriculture and land ownership in the United States and associated issues of water quality. It further demonstrates the necessity of multidisciplinary approaches to solving complex social and environmental problems. By providing insight into this specific case in Menomonie, WI, we can shine a light on broader water-quality problems and potential for solutions. s e s s i o n

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Shepherd for a Summer: Leaving the Desk for Life at the Farm Zoe Borghard ’18, Biological Sciences Advisor: Tess L. Killpack, Biological Sciences This summer, I worked at a small sheep dairy in upstate New York. As a farmhand, I was responsible for the physical daily care of the flocks as well as the preparation of products leaving the business. It is very common to accept that food comes from farms without realizing the work that goes on beyond the storefront. Having been part of the sheep-milking and cheese-making process, I now have muscle memory of the labor put into farm animals and land, but also a deeper understanding of what it means to be “sustainable” and “farm-to-table.” As a biology major planning to work in the future with animals, this experience was vital to understanding today’s human-animal interactions. I think it’s important to learn that sometimes the most meaningful learning experiences occur outside the classroom and office, and that getting your hands dirty is a real aspect of the work field.

From Stereotypes to Reality: Refocusing Cultural Lenses SCI 277 Navigating International Cultures and Being the Liaison Linda Zhou ’18, Political Science Advisor: Rocio-Maria G. Tisdell, Career Education This summer, I was a consulting intern performing consumer research in Shanghai, China, through the Luce Internship Program. My experience became my first real step into the business world, a world entirely different from the Wellesley community. I had to navigate a new office culture, adjust to a bustling city culture, and try to grasp Chinese interpersonal culture. Using my language skills, I was able to make sense of

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nuances behind the local interpersonal culture. Through my understanding of cultural nuances, I learned how to navigate an intercultural work environment in a foreign city. My academic and social experiences at Wellesley gave me the skills necessary to navigate and analyze my new experiences, and ultimately take a stand and try to improve communication within the company. Those who attend my presentation will learn how to effectively navigate and grasp foreign cultures to serve as a liaison.

The Alternative Break Program: How “Breaking Away” Informed My Liberal Arts Experience Sarah Koenig ’17, Environmental Studies Advisor: Elizabeth A. Mandeville, Career Education From Florida to Idaho, I have served and learned from several communities through the Alternative Break Program, a student-led initiative that organizes service trips during college breaks.This summer, I participated in Break Away, a program that has confirmed for me the meaning and value of service and has empowered me to grow as a leader and as a student. A first-year service trip experience inspired me to pursue an Environmental Studies major. Service intersected with my academic pursuits again this summer when I investigated how the Nez Perce tribe worked to preserve their native culture and practices in the face of social and environmental injustices that affect their reservation. Going to new places and learning about and serving alongside communities different from my own has been an integral part of my liberal arts education, and I hope to show attendees that they can often learn more from other people than they ever could on their own.

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Culture Shock, College Talk, and Being in Beijing Julianna (Jules) Koury ’19, Undeclared; Ellie Chalphin ’19, Undeclared; Chloe Blazey ’19, Undeclared Advisor: Qiuyan Tang, East Asian Languages & Cultures Through Shining Future International Consulting, cultural exchanges are made through the education of the younger generation. Our cultural exchange began by being a summer counselor in New York City for middle and high school–aged Chinese students. Through the lessons we created and taught, and also through visiting cultural sites, we gave a snapshot of American culture to our Chinese students. After being counselors, we spent days with Chinese university students to understand the personal experiences of life through their eyes. Those days represented the coming together of our diverse cultures. The exchange was completed by our travel to Beijing, where we stayed for two weeks. Without knowledge of the city or language, this time we were the ones receiving the snapshot of Chinese culture by receiving lessons and touring cultural sites. From teacher to student, New York to Beijing, and everything in between, this was our cultural exchange.

International Development Through a Multidisciplinary Lens Grace Ming ’18, Cinema & Media Studies Advisor: Neelima Shukla-Bhatt, South Asia Studies This summer I interned at a think tank called Observer Research Foundation (ORF) in Mumbai through Wellesley’s Global Engagement Program. Having travelled to India a few times before, I was able to expand upon my immersive experiences to date by living in the city and working for a local organization. While taking the role of graphic designer and gaining experience with producing cohesive designs for

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an organization, I learned about ORF’s various initiatives across different areas of development, including education, urban planning, health, and international relations. From contributing to the initiation of an India-China Studies Center to designing a poster in a language I don’t understand, my work ended up requiring me to draw from various facets of my identity and academic interests. This truly multidisciplinary experience demonstrated the importance of a diversified knowledge set while working in global development, as a designer, and in international settings.

Technology, Innovation, and Education An Internship for Every Year SCI 104 First-Year and Sophomore Tech Internships Hannah Murphy ’19, Undeclared; Emma Lurie ’19, Undeclared; Mary DuBard ’19, Undeclared; Cynthia Chen ’19, Undeclared Advisor: Christine Bassem, Computer Science For a lot of Computer Science majors beginning their college experience, it can be difficult to find internships. Applications and interviews can be confusing, and it’s hard to find the right fit. This panel will be made up of four current sophomores who found different summer opportunities at large companies. Students in this panel will describe their experiences at Microsoft, Google, Amazon, and Girls Who Code in roles such as software engineering, program management, and teaching. Panel members will describe how their computer science education at Wellesley contributed to their internship experiences and what lessons they’re bringing back from their summers.

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Innovation: The Future of the Workplace Chelsea Kim ’17, Psychology; Ogochukwu Okoye ’17, Women’s & Gender Studies and Economics Advisor: Panagiotis T. Metaxas, Computer Science During the summer, Ogo and Chelsea worked at Accenture, a global professional services company, focused on high performance in the digital, technology, and operations sector. As a management consulting summer analyst, Ogo worked with clients to improve business processes by incorporating innovative 21st-century technologies. Meanwhile, Chelsea worked as a business research analyst through the Accenture Institute for High Performance, the internal think and act tank, and focused on the emerging trends at the intersection of technology, future of the workplace, and leadership. In all major areas of study, Wellesley prepares students to make meaningful contributions in the business world through the encouragement of peers and professors to be creative in analysis. We hope that attendees will come away with a newfound appreciation of how technology will continuously impact the future of the workforce, and appreciate the resources and opportunities that Wellesley provides through a liberal arts education.

Going Big: Software Engineering at Tech Giants (Panel) SCI 274 Software Engineering Internships at Tech Companies Samantha Voigt ’17, Computer Science; Carly Battaile ’17, Computer Science; Grace Hu ’17, Mathematics and Computer Science; Kim Asenbeck ’17, Economics and Computer Science; Jacqueline Young ’18, Computer Science; Nina-Marie Amadeo ’18, Computer Science Advisor: Orit Shaer, Computer Science This summer, the six of us were software engineering interns at various tech companies, ranging from tech giants to startups, scattered across the country. Even though we each worked to solve very different problems, the lessons we

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took away are similar and reflect our shared experience in the Wellesley computer science department. Through being part of a software development team, all of us came to realize that collaboration is essential, asking questions is a valuable skill, and that coding in industry is very different from working on a problem set. We will discuss noteworthy takeaways from our unique experiences that will clearly illustrate that tech companies can vary widely in the problems they solve, software engineering internships are extremely beneficial for learning, and how to land an exceedingly valuable, educational internship at a tech company.

Making the Jump: Computer Science Research at a Large University (Panel) SCI 278 Evelyn Chen ’19, Undeclared; Elif Samanci ’18, Computer Science and Mathematics; Kate Kenneally ’18, Computer Science; Vivien Chen ’18, Computer Science Advisor: Eniana Mustafaraj, Computer Science Each of these panelists spent this past summer engaging in undergraduate research experiences at various large universities. At East Carolina University, Kate Kenneally collected and analyzed data from the popular GitHub platform on users in North Carolina’s Research Triangle Park to observe the growth of the local GitHub community over time. Evelyn Chen worked at Harvard’s Data Privacy Lab developing a polling locator site informing the general public of local voting stations in their area. Meanwhile, Elif Samanci programmed a satellite-building game for an international competition at MIT’s Space Systems Lab, and Vivien Chen built an independent interface for collaborative learning and discussion at Tufts University. In this panel, we’ll be talking about these experiences, the application process, the differences in researching in a large university setting, and how our experiences at Wellesley helped shaped these research opportunities and prepared us for the challenges we had to face. s e s s i o n

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The Universe, the Body, the Mind SCI 396 Bodies in the Desert: A Look Into Forensic Anthropological Research Xinyang (Amy) Dong ’18, Anthropology Advisor: Adam Van Arsdale, Anthropology This summer, I had the opportunity to intern at the Forensic Investigation Research Station (FIRS), more colloquially known as a body farm. One of only six in the United States and seven in the world, FIRS gave me a very hands-on experience in the research used to bring murderers to justice. Despite the necessity for definite evidence in a murder case, the knowledge needed to accurately determine how long a body has been out is surprisingly low, especially in scenarios involving different conditions. FIRS, located near Grand Junction, Colorado, helps fill these gaps by researching how the human body decays in a desert environment. In helping collect data for multiple projects, I gained insight in osteology, crime scene processing, and unexpectedly, photography. Smelly, morbid, and completely amazing, my internship was invaluable in showing how much still needs to be done in the forensic field.

Ancestral Astronomy: A Spectral Analysis of Protoplanetary Disks Sara Vannah ’17, Astrophysics Advisor: Kim K. McLeod, Astronomy Often, peering into our own past requires looking outward—very, very far outward. Spectral analysis of protoplanetary disks—the disks of cold gas and dust that form infant solar systems—provides a snapshot of the structure and chemical composition of the disks as they evolve in time. Analysis of these disks helps us to understand how our own solar system may have formed, and what features of it may be common or anomalous in the solar systems of the universe. Drawing heavily on my Wellesley astrophysics coursework, I conducted research analyzing absorption spectra of four t h e

protoplanetary disks using data from the Keck II telescope. I am excited to have had the opportunity to investigate our own origins, through systems light-years away.

Individual Differences in Mathematical Reasoning: Exploring the Underlying Cognitive and Neural Mechanisms Megumi Takada ’17, Neuroscience Advisor: Margaret M. Keane, Psychology Working memory, the ability to hold onto information currently in use, is a cognitive skill used during mathematical reasoning in young children. However, how important is working memory in mathematical reasoning, and are there specific groups of students who rely more on working memory than others? These were some of the questions that I explored at MIT’s Gabrieli Lab, a cognitive neuroscience lab where I have been exploring my interdisciplinary interests in neuroscience and education for the past year. This summer, I spent my time collecting and analyzing cognitive and neural data. Through this experience, I not only gained technical research skills, but I also learned the importance of conducting my research from the perspective of both a scientist and a teacher. In my presentation, I will talk about the interdisciplinary approach that I took to ask meaningful questions and share my findings that have practical implications.

Fiery Endings: Investigating Cremated Human Remains From a Hungarian Bronze Age Cemetery Audrey Choi ’18, Anthropology and History Advisor: Adam Van Arsdale, Anthropology My job this summer was to learn more about Bronze Age funerary practices by fearlessly delving into the blaze of the funeral pyre. No time machines or superpowers were necessary to accomplish this task—I instead read clues in the form of diagnostic fracture and warping patterns that appear on human bone during

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cremation. As a National Science Foundation Research Experiences for Undergraduates Fellow with the Bronze Age Körös Off-Tell Archaeology (BAKOTA) project, I analyzed cremated human remains from a Hungarian cemetery site with the goal of examining possible social structures within the population and determining how this population fit into the dynamic social and economic world of Bronze Age Central Europe. This incredible opportunity not only allowed me to work with students and archaeologists from around the world, but also provided me with the tools to pursue biological archaeology, an interest that I developed through anthropology coursework at Wellesley.

Two-Way Street: Education and Computer Science (Panel) SCI 377

where she worked with her teaching team to lead lectures, labs, and projects in an attempt to introduce 20 teens to introductory CS concepts. She learned a lot about herself, her students, and the joys/woes of teaching during the course of nine weeks. Daniela worked with Professor Sravana Reddy at Wellesley to make an automated grader for problem sets targeted for the introductory CS class at the college. All of these internships taught us about the prominent role that computer science plays in all levels of education and the enhancement of knowledge. They gave us insight into how our own educations have been improved, or could have been over the course of our lives. We hope that our audience will leave thinking about engaging more with computer science as an effective tool that can shape learning.

Enhancing Computer Science Education, and Enhancing Education with Computer Science

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Margaret Flemings ’18, Media Arts & Sciences; Pet Ramanudom ’18, Computer Science; Eliza McNair ’18, Computer Science; Daniela Kreimerman ’19, Undeclared Advisor: Sravana K. Reddy, Computer Science

The Leonie Faroll Focus and Science Library, Science Center

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In our panel, we will focus on three different summer internships that investigate the ways in which computer science (CS) and education intersect. Eliza worked as a TA with Duke TIP, an academic summer program. She planned nightly computer science activities supplementing a cryptography class and designed “kinesthetic coding” games to explain introductory programming concepts to the students. Margaret worked in Wellesley’s Human Computer Interaction lab on a project geared toward teaching children about synthetic biology through an interactive museum exhibit. Pet worked as a TA at the Girls Who Code summer immersion program,

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3:00–4:10 p.m. Session Four Culture and the Arts Culture in Translation SCI E111 Eat, Drink, Love: A Transformative Summer in Beijing, China Haley Shanahan ’18, Political Science Advisor: Dai Chen, East Asian Languages & Cultures This summer, I interned at City Weekend, a lifestyle and entertainment magazine geared toward expats living in Beijing, China. As an intern, I was given free range to roam about China’s capital looking for story ideas and writing about the places and people I encountered. What I was not expecting to find on these jaunts, however, was a new level of self-confidence and comfort within my own skin. In a city where the average woman is 5’3” and Chinese, I quickly learned to accept my foreignness and how to proudly hold my head high. During this period of personal, emotional, intellectual, and physical growth, the magazine I worked at similarly underwent a modern restructuring of its own. In a time of change and uncertainty, I learned the value of staying true to myself half a world away from home.

“An American in Paris”: My Internship at IDFM Radio Enghien Anjali Sundaram ’18, French Advisor: Scott E. Gunther, French This summer, I lived in Paris and interned at IDFM Radio Enghien, a local radio station located just outside the capital in Enghien-les-Bains. I had the opportunity to give the news on air every day, in French, and during July, I started a daily segment in English dedicated to less-

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touristy things to do in Paris for foreigners called “An American in Paris.” I was intrigued, and sometimes surprised, by the cultural differences apparent in France, both at work and during daily life in the city. This internship allowed me to experiment with a form of media that was new to me, and helped to strengthen my French skills. It also let me engage with Paris in a rewarding and engaging way, giving me a new perspective on the city.

From Wellesley to Paris: Translating and International Journalism Olivia Grochmal ’17, French Advisor: Scott E. Gunther, French This summer I was a research assistant and translator for the New York Times, working directly with the former Paris bureau chief and contributing writer for the Times, Elaine Sciolino. In this position I gained insights into international journalism, research, and publishing. Specifically, I developed my skills in French translation, learned how to write transcriptions, created relationships with archivists, museum curators, and library specialists across Europe and the United States, and gained an appreciation for the power of networking. As a French major at Wellesley with a desire to pursue a related career, my time and experiences this summer allowed me to broaden and strengthen my linguistic skills and understanding of French culture and develop self-confidence. My Tanner presentation will inspire other francophiles or those interested in other cultures and linguist enthusiasts to travel and live abroad to enrich their traditional academic experiences.

Empowerment of Youth, Women, and Families The Powerful Classroom: Teaching and Learning From Berkeley to Kampala (Panel) SCI E211 Emerson Goldstein ’18, American Studies and Political Science; Anjali Madhok ’18, Psychology and Women’s & Gender Studies; Zilpa Oduor ’18, International RelationsEconomics; Suma Cheru ’18, Anthropology Advisor: Justin Armstrong, Writing Program This summer we engaged in a variety of classroom settings—from working with lowincome preschoolers and adults in Berkeley, California, to developing and implementing curricula for students in Kampala, Uganda. Despite our geographic divide, each of us gained a contextual understanding of the role of education in a national framework. We worked with students who were only months old, adults returning to school or starting for the first time, and all ages in between. Along the way, we came to understand the ways in which education can both serve as an equalizer and function as a stark indicator of difference. While we encountered an array of socioeconomic disparities, we also recognized the ways in which our sites reproduced structural inequalities. This presentation will highlight the similarities and differences between public and private funding, teaching in classrooms versus one-on-one instruction, and our experiences in the United States and abroad.

Increasing Impact in the Nonprofit Sector: Behind the Scenes (Panel) SCI 274 Chetna Mahajan ’18, Computer Science; Katie Yan ’18, Economics; Michelle Wang ’18, Psychology Advisor: Elizabeth A. Mandeville, Career Education Every year, the Lumpkin Summer Institute for Service Learning gives approximately eight rising juniors the opportunity to live together in

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Boston and intern at a nonprofit organization. We also attended weekly seminars where guest speakers from various nonprofits came to talk to us about the complex socioeconomic issues their work entails. The three of us will discuss how our experiences with the Lumpkin program and our internships at Economic Mobility Pathways, Medical-Legal Partnership | Boston, and Action for Boston Community Development have helped us develop a more sophisticated and nuanced view of social service in its various forms. We will be talking about how nonprofit organizations maximize impacts through making systematic changes, rather than just focusing on direct interactions with clients. Come to our presentation to hear how our passion for service has led us to better understand how to bring changes to a complex and ever-changing world.

Health and Medicine Beyond Borders Lake Baikal: Cultural and Scientific Soul of Siberia (Panel) SCI 264 Madeline Cahillane ’18, Biological Sciences; Sarah Smith-Tripp ’19, Undeclared; Lyubov Kapko ’18, Mathematics and Russian Area Studies; Abby Harrison ’19, Undeclared; Rosamond Herling ’18, Russian Area Studies; Annie Blumfield ’17, Biological Sciences Advisor: Marianne V. Moore, Biological Sciences We examined the ecological and cultural values of Lake Baikal—the oldest, deepest, and most biotically rich lake on the planet. Our three-week field operation focused on sample collection and laboratory work, and included introductions to local flora and fauna, a field study based on a student-generated hypothesis, meetings with the lake’s stakeholders, and tours of ecological and cultural sites surrounding the lake. Field studies focused on eutrophication of the littoral (coastal) zone of Baikal measured by various methodologies. Important cultural sites visited include Ol’khon Island, a religious site for the Buryat

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people; the Taltsy Museum, a resting place for classic Russian architecture flooded by dams in the 1950s; and the Decembrists’ Museum, which honors some the most important members in Irkutsk’s transition into the “Paris of Siberia.” A whirlwind of a trip, including the storm of the decade!

Different Populations, Different Approaches SCI 268 Stress, Maladaptive Coping, and Emotional Well-Being in Lesbians and Gay Men Over 50 Kyla Petrie ’17, Psychology Advisor: Beth A. Hennessey, Psychology My off-campus experience focused on the psychosocial health of the LGBT community, specifically lesbians and gay men over 50, and how their stress levels and maladaptive coping mechanisms related to their emotional well-being. My research really taught me the importance of looking at groups individually as opposed to one homogenous whole, for example, looking at men vs. women or looking at sexual minorities vs. heterosexuals. I am interested in health, and this project has given me experience in researching and measuring health and some of the difficulties associated with that. I hope that those who attend this presentation will learn that the LGBT community is very diverse and should be studied as such. Members of this community experience different stressors and cope differently compared to their heterosexual counterparts, and it is important to take that into account in research.

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Special Olympics East Asia: Building a Revolution Rebecca Leu ’19, Undeclared Advisor: Jocelyne L. Dolce, Biological Sciences Special Olympics (SO) is more than its Summer and Winter games. Working on four platforms— real sports experience, sustaining athlete health, transformative education, and community building—SO works year-round to organize sports training, health checkups, and positive stimulation for children and adults with intellectual disabilities, giving them opportunities to gain confidence, experience joy, and develop physical and mental fitness. This summer, I had the pleasure to work in the Special Olympics East Asia office, based in Shanghai. There I worked closely with its Healthy Athletes department. Healthy Athletes trains medical professionals and provides free health screenings to athletes at SO-sponsored events with the hopes of closing the health disparities that people with intellectual disabilities face. My internship was powerful in that I witnessed and took part in the birth and growth of emerging health initiatives in the U.S. and east Asia, and learned from advisors from a successful international brand.

Addressing Patient Needs Through Child Life and Creative Arts Therapy at Mount Sinai Lucia Tu;’19, Undeclared; Cordelia Zhong ’17, Psychology Advisor: Tracy R. Gleason, Psychology This past summer, we spent 11 weeks volunteering in the child life and creative arts therapy department at Mount Sinai Kravis Children’s Hospital. Through our experiences in the pediatric emergency room, the P5 unit (gastrointestinal, transplant, and surgery patients), and The Zone (a therapeutic and educational play environment), we experienced another side of healthcare—a department closely attuned to the psychosocial needs of patients, not just the diagnosis and

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treatment of their illnesses. We worked with patients one on one in order to specifically address their educational, emotional, and social needs. Some of our most valuable experiences came from learning to soothe frightened and anxious patients with simple play therapy, witnessing the strong rapport between the child life specialists and the patients in their care, and sharing in parents’ relief that their child could experience joy in a hospital environment.

Food as Justice SCI 270 Food as Medicine: Mobilizing Communities to Fight Poverty Marissa Caldwell ’18, Economics Advisor: Charlene A. Galarneau, Women’s & Gender Studies In Oakland, California, health advocates are using food to ameliorate poverty-linked diseases such as diabetes and obesity—and are simultaneously demonstrating the need for interdisciplinary work in medicine, politics, and economics. Supervisor Wilma Chan (’71) and researchers at UCSF Benioff Children’s Hospital are implementing a program to improve the health of prediabetic, food-insecure children and their families. The program, called Food As Medicine, provides participants with fresh produce and cooking classes to increase access to healthy foods and influence the families’ eating habits. As a part of this effort, I used my public health and economics background to research similar food intervention programs. My conversations with doctors, health activists, and government officials taught me that improving public health is complex, but Food As Medicine is a testament to how poverty-plagued communities can create innovative, sustainable solutions.

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Libera in Italia: Connecting the Mafia to Organic Chickpeas, A Social Reconstruction Mary (Katie) Hoeflinger ’19, Undeclared Advisor: Daniela Bartalesi-Graf, Italian Studies The Italian organization Libera manages lands confiscated from the Mafia with the goal of fostering social and economic growth in their respective communities. Libera is strongly devoted to promoting both good citizenship according to Italian law and good world citizenship with a progressive vision of the future. The properties Libera manages are in the thousands, and this summer I traveled to Italy to learn about the efforts of Libera at four of their agricultural cooperatives. What I discovered in Italy this summer is a new form of social revolution. Based on a network of agricultural cooperatives and progressive individuals, Libera has changed my perspective on the meaning of citizenship and the possibilities in community restoration. If social movements interest you, then I hope you come to find out about an organization that helped me learn about Mafia while hauling stones, packing chickpeas, and eating a lot of good food!

Food Access and Community Building on the South Side of Chicago Nur Sevencan ’17, Economics Advisor: Jonathan B. Imber, Sociology The question of food access in low-income, majority African-American and Latino communities has been widely debated in the medical and sociological field. However, these works have not adequately addressed the possible solutions. During my internship at Inner-City Muslim Action Network, I worked on a Muslimrun campaign that tried to address this multilayered problem by engaging the corner stores and by community organizing. In my presentation, I will discuss the historical roots of the problem in Chicago, and what I learned during my internship in terms of possible solutions. I will

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finally argue that the long-term solution requires cooperation between public and private institutions, as well as community empowerment.

Childhood Malnutrition: Combating Its Complexities in Guatemala’s Indigenous Population Stephanie Kim ’17, Biochemistry Advisor: Tracy L. McAskill, Physics Plagued by political turmoil and economic instability, Guatemala has the world’s fourthhighest rate of chronic malnutrition for children. The effects of malnutrition have devastated the country’s indigenous population, which has endured relentless persecution and crippling poverty. This summer, I interned with Mayan Families, a nonprofit organization that seeks to empower the indigenous Mayan communities. Through collaboration, I helped implement various programs to provide nutritious meals, vitamins, and medical resources for chronically malnourished children and their families. Working with the families gave me a deeper understanding of the challenges of dealing with malnutrition when coupled with a lack of access to economic security, education, and basic needs like water and shelter. My summer experience was invaluable, as it inspired me to explore how I can mitigate the health disparities facing indigenous communities and contemplate my future goals in global health.

Patients First SCI 364 Oral Healthcare for All Yuanyuan (Laura) Luo ’17, Chemistry and Mathematics Advisor: Helen P. Wang, Mathematics I spent my summer internship at the oral health team at Healthcare For All. I worked in a project that addresses why dental care access is low for MassHealth members. Through my summer internship, I realized how dental care t h e

in America is truly a privilege for those who can afford it. The systemic and persistent barriers that the underserved populations in our society face are immense. Although one might argue that state-insured Medicaid programs have allowed low-income adults to have dental coverage, it is worth noting that dental access due to provider shortage, limited providers participating in Medicaid, and psychosocial determinants of health all impose significant barriers and exacerbate care-seeking behaviors for those individuals. This internship has given me a clearer understanding of why patients’ oral health needs are unmet and urged me to dedicate my passion to help those who are less advantaged as a future dental practitioner.

Outside the Surgery Room: Deep Brain Stimulation for Parkinson’s Disease Maya Saupe ’18, Cognitive & Linguistic Sciences and Psychology Advisor: Jonathan M. Cheek, Psychology I worked with a physician specializing in degenerative brain diseases at the Cleveland Clinic. My main focus was a research project investigating the cognitive and emotional impact of reductions in dopaminergic medication following deep brain stimulation in Parkinson’s patients. I was able to observe surgeries, sit in on cognitive evaluations, and analyze patient data. Working with actual patients whose lives I could realistically better with my research was an incredibly valuable experience, as well as seeing all the collaboration and expertise that is involved in patient care. The kindness and consideration that the physicians showed for their patients’ needs on both a physical and an emotional level was inspiring, and I hope to continue to be a part of such meaningful work. From this presentation, I hope that everyone listening will learn all that doctors do to provide the best care possible, both inside the surgery room and out of it.

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When Outreach Isn’t Enough: Success and Failure of Eye Camps in India Harshita Yerramreddy ’18, Computer Science Advisor: Anastasia Karakasidou, Anthropology A 20-minute operation can stop blindness, yet only a fraction of individuals in India get it done. I spent my summer working with Unite for Sight and Pranav Foundation at outreach eye camps throughout Chennai, India. In addition to providing free visual exams and glasses, we screened and arranged for free cataract surgeries. Overall, our camps were successful; we saw approximately 1,500 patients and provided 45 cataract surgeries. Patients left with awareness about eye health, knowledge that they’d share with their communities. But sometimes that wasn’t enough; patients would crumple their prescription and toss it aside, or wouldn’t show up to their surgeries. As a premed student from Chennai, this experience opened my eyes to the gaps in medical care throughout India. I hope to contrast how medicine is in developing countries and show how people can become more critically aware of the extent of their service efforts.

Beyond the Wheelchair: A Summer of Friendships, Gratitude, and Celebration of Differences Angela Kim ’18, Psychology Advisor: Rocio-Maria G. Tisdell, Career Education This summer, I participated in the Global Engagement Program to work at Asociación Cordobesa de Parálisis Cerebral y Afecciones Similares (ACPACYS), a nonprofit organization in Cordoba, Spain that aims to empower people with cerebral palsy. I worked individually with students in classrooms on their tasks, built interpersonal relationships with the residents, and facilitated daily activities at the center. As a student intern, I shamelessly asked for help, acknowledged and overcame the language barrier (especially improving my Spanish), and gained confidence in my pursuit of the empowerment of

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marginalized communities. But more importantly, the experience taught me that in every wheelchair is a mother, a jewelry maker, or a former French professor, each with his or her own story. I learned to differentiate ignorance from discrimination and to be a friend before being a worker. The compassionate embrace of the community and the rewards of genuine interactions truly gifted me an unforgettable summer.

Identity, Community, and Global Citizenship Navigating Culture Beyond the Bubble SCI 278 Playing Catch Up: The Story of Postwar Development in Sri Lanka Kethural (Kethu) Manokaran ’18, Neuroscience Advisor: Neelima Shukla-Bhatt, South Asia Studies Little is known about Sri Lanka in the Western world. For decades, other South Asian countries that maintain crucial political, diplomatic, and economic ties with the West have overshadowed an island burdened by ethnic conflict. This summer, I interned as an English teacher at Vincent Girls’ High School in the eastern town of Batticaloa to study the Sri Lankan education system and to also explore postwar development in the country. Much of what I learned about culture and development in Sri Lanka echoed themes of religion, family, and gender that I have studied in my South Asia Studies classes at Wellesley. Attendees at my presentation will learn more about the Sri Lankan educational system and will also hear about identity and development in the nation after the end of the 30-year civil war in 2009.

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Finding Home 3,000 Miles Away: My Year Abroad in Europe Bella Nikom ’17, Jewish Studies and Computer Science Advisor: Kristiana M. Graves, International Studies Unlike most students at Wellesley who study abroad for a semester, I chose to study abroad for a full year in London. Through my own observations and experiences, I will discuss the benefits and detriments of living abroad for a full year and making an impact in the local community. While abroad, I was able to fulfill my dream of trekking across Europe, during which I learned how to make connections in an unfamiliar environment, make the most of my experience while living on a tight budget, and learn the impact that my gender had on my travels. I will examine the tradition of travel in Europe, focusing on transportation and the relationship between travel and gender.

Going Global: Ten Weeks Working and Living in Japan Yuanzhen Pan ’18, Economics and Media Arts & Sciences Advisor: Rocio-Maria G. Tisdell, Career Education This summer, I interned at Rogers Investment Advisors (RIA), a leading fund of hedge funds in Tokyo, Japan. In the 10 weeks working at RIA, I gained a deeper understanding of the hedge fund industry in Asia, the interconnectedness of the world economy, and the Japanese corporate culture. My projects ranged from modeling investment portfolios and researching Chinese public pension funds and Asia Technology funds to preparing business documents for new venture-capital firms. Before this internship, I had never been to Japan nor did I speak Japanese. However, having grown up in China and lived in Singapore, I knew how valuable global perspectives are and how important it is to learn about a country by living there. In this presentation, I will share a peek into daily life in a buy-side investment firm, and how my past experiences helped me navigate throughout one of the largest metropolitan cities in the world. s e s s i o n

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Navigating Dalian, China: My Study-Abroad Experience Alexis Crayton ’17, Biological Sciences and Chinese Language & Culture Advisor: John W. Goss, Biological Sciences As an American and a representative of the Critical Language Scholarship Program, this summer I set out to form U.S.-China connections with other individuals and learn the Chinese language. In Dalian, China, I lived with my Chinese grandmother and auntie in a host family set-up. I took rigorous language courses at Dalian University of Technology, and I was able to build on my language skills in an immersion setting. While learning about the language and culture was a large part of my experience, I also fell ill for one month out of the two that I was in China. It was then that I learned of the differences between the healthcare systems in China and the U.S. My experiences in China have allowed me to hone in on future career choices in the medical field where I can integrate my gained knowledge of Chinese language and culture.

Culture and the Classroom: My Yonsei University Experience Katherine (Katie) Rusin ’17, Cognitive & Linguistic Sciences Advisor: Sun-Hee Lee, East Asian Languages & Cultures This past spring semester, I studied at Yonsei University in Seoul, South Korea. During those five months, I took engaging courses that provided opportunities and perspectives not available to me at Wellesley. Attending a large urban university initially seemed like a contradictory experience to the Wellesley Bubble, but in truth there were many similarities. Through on-campus participation in clubs and purposefully maintaining an active social life off-campus, I cultivated new dynamic relationships with students and professors. Bonding between students took place over meals and drinks, at university festivals, and

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on weekend trips. Although I had difficulties adjusting to language and culture differences at first, ultimately this academic and personal learning experience enhanced my view of the world and my place in it.

Technology, Innovation, and Education Reimagining Service in the Digital Age SCI 104 Redesigning the Visitor Experience: Technology Innovations at Cooper Hewitt, Smithsonian Design Museum Isabel Noonan ’17, Media Arts & Sciences Advisor: Tsugumi M. Joiner, Davis Museum & Cultural Center After a three-year renovation, the Cooper Hewitt, Smithsonian Design Museum reopened with a commitment to improving the visitor experience through technology. Visitors now receive a special stylus, the Pen, which allows them to “collect” objects to be viewed later online. The Pen gives both visitors and museum staff an abundance of information about how people interact with the collections. As this summer’s Peter A. Krueger intern in the digital and emerging media department, I researched, developed, and implemented a new branch of the website, the Visit Statistics page. This page displays details of a visitor’s interaction with the Pen and augments Cooper Hewitt’s distinctive “post-visit experience,” which extends the reach of the collection beyond the physical museum. This significant internship offers important connections, hands-on experience, and invaluable technological and design knowledge to students.

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Virtual Reality: Photorealism, Skeuomorphic Design, and How I Created My Own Action Figure Jesslyn Tannady ’18, Computer Science and Media Arts & Sciences Advisor: Orit Shaer, Computer Science With the booming demand for photorealistic 3D models in virtual spaces to emulate the physical world, visually flawless content must be generated rapidly in a cost-efficient manner. By bringing together principles of physics, design, programming, mathematics, and the power of over 100 digital cameras, quality 3D content creation can be made accessible to anyone. I will be sharing my experience working with virtual reality at a startup in South Korea. Focus will be on my research on the physics of how hair, eyes, and skin are generated as 3D models, how computers can accurately render objects to mimic reality, and how such work is helping shape the state of animation, video games, and virtual reality.

Explore Ruhlman: How to Build an Application So That Everyone Can Do So Andrea Jackson ’18, Computer Science Advisor: Eniana Mustafaraj, Computer Science For 20 years, the Ruhlman Conference has provided Wellesley students a platform to share their research with the larger community. Attending a Ruhlman Conference gives one insight into the type of research being conducted at Wellesley, but there is no central location where conference data can be explored and analyzed. This summer, I had the opportunity to participate in the Science Center Summer Research program and build an interactive website for the Ruhlman Conference. This interactive website allows users to explore Ruhlman Conference data through graphs and keyword searches. Through this experience, I learned design skills, how to adopt new software technologies quickly, and about the process of transforming an idea into a functional product. Beyond the experience of

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building the website for our community, I also learned how important it is to collaborate and learn from everyone.

Time Is Ticking: Assessing Stroke Severity With New Point-of-Care Technology Marissa (Claire) Beyette ’19, Undeclared Advisor: Orit Shaer, Computer Science In my summer internship with the University of Cincinnati Laboratory for Advanced Healthcare Technologies, I worked with a team of computer engineers, graphic artists, and ER doctors to design, implement, and test an IOS application that helps EMTs to diagnose stroke. In addition to quantifying stroke severity, this innovative app uses geolocation to identify the most appropriate hospital for stroke treatment and facilitates FaceTime communication with the treatment center. While I had a variety of experiences, ranging from learning 3D human animation to app development in the Swift language, the most valuable experience was learning to work with a nontechnical client. Beyond learning tactics for communicating across fields, the experience instilled in me a profound admiration for academic collaboration and a deeper understanding of what it means to be a diverse and effective team in an increasingly technical world.

Considering Education: Policy and Practice SCI 256 Closing the Achievement Gap: Climbing Their Way Up to College Alice Wang ’19, Undeclared Advisor: Rocio-Maria G. Tisdell, Career Education This summer I interned as a teaching fellow at Breakthrough New York, a nonprofit organization and college success program that focuses on providing resources to high-potential, low-income middle school students. I taught 7th-grade science and art classes in the South Bronx, where I witnessed the effects of the achievement gap and 46

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the difficulties students faced when their families could not provide them with what they needed to succeed. This experience opened my eyes to the increasing demand for academic and emotional support for students whose paths to college may be more challenging. I hope that my presentation will bring to light some of the struggles these students experience, while offering my peers a chance to reflect on their own journeys to Wellesley, and whether they bear marked similarities or differences to the obstacles that these middle-school Bronx students face.

Examining the Peruvian Education System: The Role of Research in Public Policy Vivien Lee ’17, Psychology and Economics Advisor: Patrick J. McEwan, Economics In Peru, a large performance gap between private and public schools has led to a false belief that all private schools are inherently superior to public schools. Consequently, government officials have neglected the educational system over the years and let the private sector play a larger role. The ultimate goal during my internship at Grupo de Análisis para el Desarrollo (GRADE) was to debunk this myth and argue for more government support of education. GRADE is a research center that examines economic, educational, environmental, and social issues that are relevant to the development of Peru and other Latin American countries. The institution designs and helps implement public policy, and communicates its findings with policy makers and the general public. I assisted my supervisor in preparing papers for government leaders regarding the national education policy and started an analysis of the educational system. I was able to hone my research skills, learn more about the Peruvian educational system, and practice my communication skills. This experience also reaffirmed my hopes to pursue policy making as a career path.

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Teaching Math With a Growth Mindset to Urban High-Schoolers Sarah Lewites ’18, Mathematics Advisor: Kenneth S. Hawes, Education I focused on math education for urban highschoolers in Providence. In particular, I focused on how to address math fear and anxiety and change students’ mindsets about math education. Math education is a huge issue today, especially in the city I worked in (math proficiency is only at 10% in Providence public schools), but math anxiety and illiteracy is a problem for a significant number of American adults as well. Learning how to teach math to students who felt they could not learn it taught me how reframe the experience of how students learn math. I am a math major and plan on teaching math in the future, and this experience inspired me to keep learning for myself and my students. Math is hard and scary for everyone, but everyone can push past that struggle to succeed at it.

Not to Be Served but Serve: Volunteer Teaching Programs and Cultural Competency Sophia Temkin ’17, Women’s & Gender Studies Advisor: Diane P. Tutin, Education How do we serve a community that is not our own? National volunteer teaching programs, like AmeriCorps’s Reading Corps or Teach for America are often critiqued for relying on the “white savior complex” to recruit teachers. Drawing on my experience with AmeriCorps in Minneapolis, I examine the validity of this criticism but also the various opportunities to improve tutors’ cultural competency. Specifically, I will present my research about Native American education in Minneapolis. Based on interviews with Native American educators, I created a resource guide for tutors not familiar with the community, which addresses the historical trauma that resulted from the U.S, public education

system being used as a tool of oppression. My guide provides suggestions for culturally sensitive methodologies for volunteer teachers, and is an example of how volunteer teaching programs can be more inclusive.

Lab Experiences: Inside Out SCI 261 Evaluating Plant Community Response to Salt Marsh Restoration Emily Neel ’18, Environmental Studies Advisor: Rachel Stanley, Chemistry This summer, I participated in the Partnership Education Program in Woods Hole. Along with 14 other students from across the country, I was introduced to the oceanographic and environmental sciences through coursework and research. Working in Dr. Amanda Spivak’s lab at the Oceanographic Institution, I researched salt marsh plant community response to restoration using percent cover, height, and biomass calculations. Overall, I learned more about what being a scientist would entail. Science is never quite as precise as I imagine, and data rarely comes out as expected. This is because our world and its beautiful ecosystems are extremely complex and variable. After this experience, I learned I love connecting field and lab work, and I hope to further pursue these interests at Wellesley to apply them to a career. The greatest lesson I learned is that every perceived roadblock is an opportunity to ask another question and pursue another branch of research.

Immunotherapy Through CrossPresentation in Multiple Myeloma Maria Khouri ’18, Biological Sciences Advisor: Kimberly O’Donnell, Biological Sciences I worked in an immunology lab at MD Anderson Cancer. I focused on an immunotherapy approach against multiple myeloma, an incurable cancer formed by malignant plasma cells found in the bone marrow, and specifically on how antitumor monoclonal antibodies could enhance crosspresentation of cellular antigens. I learned the basics of immunology and lab techniques, such as flow cytometry, western blots, and ELISA assay, that can be applied to any biology lab. In my introductory biology course at Wellesley, we discussed translational research to enhance human health. This experience taught me the importance of lab research in finding solutions to cure cancer; for instance, several of the antibodies that were made in the lab were being tested in clinical trials for application on multiple myeloma patients. My audience will learn about the potential immunology has in curing cancer and the significance of research on improving medicine.

P. aeruginosa Evolves Gene Duplication to Eat Adenosine Anna Farrell-Sherman ’19, Undeclared Advisor: Adam G. Matthews, Biological Sciences This summer in the Greenberg Lab at the University of Washington, I discovered how P. aeruginosa, a common bacteria that causes deadly infection in cystic fibrosis patients, can evolve to eat adenosine. While the bacteria normally grows slowly on adenosine media, we noticed that some strains could develop the ability to grow much faster. After a few frustrating weeks failing to pinpoint any genetic difference, I showed that our new strains had duplicated the genes that break down adenosine, a process we now believe the bacteria uses to adapt to its varied habitats. These duplications are unstable, but sweep through the population faster than the single nucleotide

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mutations I was originally looking for. My experience taught me to trust my scientific instincts and how important collaboration is in scientific projects. These lessons will help me as I continue research at Wellesley, and as I look towards my future in science.

Pre-Experiment Essentials for an Animal Behavioral Study in Schizophrenia Maya Muldowney ’18, Neuroscience Advisor: Virginia C. Quinan, Neuroscience Schizophrenia affects up to 50 million people worldwide, and new research is emerging to investigate this mental disorder. This summer I had the unique opportunity to work with the principal investigator of a new neuroradiology lab at the University of Wisconsin Hospital that was largely in the preparatory stages for animal research in schizophrenia. My tasks ranged from researching vendors of rat diets to running animal behavioral tests. I became an effective consumer of scientific literature, as I compiled spreadsheets of Disrupted in Schizophrenia one rat models and relevant behavioral testing paradigms. I also assisted the director of development in the department of surgery on a project for the nonprofit group Cars Curing Kids. I helped organize their largest annual event, where “graduated patients” of the American Family Children’s Hospital cruise around Madison in cool cars. This experience enhanced my resourcefulness, collaboration, and research techniques as a neuroscience student.

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WELLESLEY IN THE WORLD

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Wel l es l ey In The Worl d The Tanner Conference provides students the opportunity to learn about Wellesley’s international study, internship and grant, and fellowship programs through presentations, panels, and roundtables. International Study Every year, about 45 percent of Wellesley College juniors participate in semester or full-year international study programs in three dozen countries. Roughly a third of those who study internationally are enrolled in Wellesley College– sponsored programs, with the remainder selecting programs sponsored by other colleges, universities, or international study providers. Internships and Grants Wellesley College supports a large and diverse number of summer internships and community service projects in the United States and around the world. This summer, more than 300 students participated in internship programs in over 35 countries. Fellowships Wellesley College offers fellowships for graduate study or research that are open to graduating seniors and Wellesley alumnae. Each year, the College supports approximately 40 women in both national and international programs of study or research. In addition, faculty committees assist candidates in applying for national fellowships, such as the Rhodes, Marshall, Fulbright, Truman, and Goldwater.

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MAP International Study Argentina Australia Canada Chile China Cuba Czech Republic Denmark Dominican Republic France Germany Greece Hong Kong SAR Hungary India Ireland Italy Japan Jordan Kenya

Mexico Morocco Nepal Netherlands New Zealand Panama Peru Portugal Senegal Serbia South Africa South Korea Spain Switzerland Turkey Turks & Caicos United Kingdom United States Vietnam

Internships and Grants Programs Argentina China Costa Rica Ecuador France Germany Ghana Greece Guatemala Hong Kong SAR India ItalyJapan Kenya Morocco

Nigeria Peru Philippines Puerto Rico Russia Rwanda Sicily South Korea Spain Sri Lanka Uganda United Kingdom United States

International Study

Internship and Grant Programs Fellowship Programs

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Fellowship Programs Azerbaijan Belgium Chile China Colombia Cuba France Germany Iceland India Indonesia Ireland Israel Italy Japan Jordan Kyrgyzstan Mexico

Morocco Netherlands Norway Peru Philippines Russia Scotland South Africa South Korea Spain Switzerland Taiwan Tajikistan Thailand Togo Turkey United Kingdom Vietnam

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I nternational Study Programs Department of Classical Studies College Year in Athens This program is designed for students interested in the study of ancient, medieval, or modern Greece and its environs. Courses are offered in archaeology, art history, classical languages and literature, ethnography, history, international relations, modern Greek language and literature, philosophy, political science, and religion. This semester or yearlong program in Athens emphasizes ancient Greece, with some attention paid to modern Greece and the Greek language. Intercollegiate Center for Classical Studies in Rome This program focuses on the archaeology and topography of ancient Rome and is taught by American faculty. Approximately 35 students are enrolled in the program each semester. Each student takes four units: a required two-unit course, The Ancient City; one unit of Greek or Latin; and one other unit, such as art history or the Italian language. Department of East Asian Languages and Literatures CET Beijing Chinese Language Program Based in one of China’s most dynamic cities (and the home of Mandarin), the CET Beijing program immerses students in local Chinese life. Students have the opportunity to live with Chinese roommates from local universities and to enroll in innovative language courses that challenge their skills inside and outside the classroom. The program’s unique activities further capitalize on Beijing’s rich learning environment and show students a side of China not seen by tourists. This program is available in the spring, summer, or fall terms.

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Associated Kyoto Program, Japan Wellesley College is a member of a consortium of 16 liberal arts colleges that sponsors the Associated Kyoto Program at Doshisha University in Kyoto, Japan’s ancient capital. This two-semester program is an enriching, rigorous experience that provides an opportunity for students to study the Japanese language and take related courses in the humanities and the social sciences while living with a homestay family in the Kyoto area. Courses are taught by professors from the participating colleges and by Japanese-language teachers. Students take courses in English and Japanese, and are encouraged to participate in travel and cultural activities. Ewha Womans University, Seoul, South Korea Wellesley College offers a student-for-student exchange program with Ewha Womans University in Seoul. Wellesley students attend classes in Ewha’s international coeducational programs. All classes, with the exception of Korean, are taught in English. Students who have mastered the Korean language may also take courses at the university outside of the international program. Japan Women’s University, Tokyo, Japan This is a challenging, total-immersion, yearlong, student-for-student exchange program for one or two students per year between Wellesley College and Japan Women’s University, which is located in the heart of Tokyo. Students take courses at the university in addition to intensive Japanese-language courses for a total of 30 to 32 credits and receive full credit for the year. One academic-year course may be taken at the coeducational Waseda University’s International Division (in English) at no additional expense. Students have the choice of living in a dormitory or with a

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homestay family. In addition to a versatile liberal arts curriculum with a strong emphasis on Japanese studies, the university offers a wide range of club and extracurricular activities. Department of French Wellesley-in-Aix The Wellesley-in-Aix program offers an exciting and challenging course of study as well as an authentic experience of French life and culture. The program is open to women and men, and its modest size (30 to 35 participants) allows close attention to be paid to individual interests and academic needs. Students begin with a pre-session of preparatory course work and cultural excursions in Paris. In Aix, students are fully matriculated at the University of Provence (Aix-Marseille) and take the same courses as French students. Majors in political science, international relations, and economics are also registered at Sciences Po-Aix. Participants share studio apartments in Aix’s centre-ville (downtown); homestays with selected families also are available. Department of German Wellesley-in-Berlin Wellesley College’s Department of German sponsors a junior year abroad program at the Freie University in Berlin, hosted by Middlebury College. The program offers academic-year and spring-semester options that allow students in almost all majors to pursue their academic interests. A resident director and tutors assist students with integration into university life. The opportunity to participate in internships at various political, cultural, and social institutions is a feature of the program. Internship stipends are made available by the Susan Rappaport Knafel ’52 International Internship Fund with an application through the Career Education department.

Office of International Study

Department of Spanish

The Wellesley College Office of International Study provides advice and support for Wellesley students who elect to study in a foreign country for a semester or an academic year. Each year, almost half of the junior class pursues academic course work internationally for at least one semester. Of those, about a third enroll in one of Wellesley’s international study or exchange programs in Canada, Egypt, France, Germany, Hong Kong SAR, Italy, Japan, Mexico, South Korea, Spain, or the United Kingdom. The remainder enroll in one of more than 150 approved programs or direct-enrollment options. All students considering spending a semester or year in a foreign country during their junior year should begin the process early in their sophomore year.

Middlebury in Chile Wellesley students can study either at the Universidad Católica en Santiago or the Universidad Católica in Valparaíso. Students take four courses at one of these two universities. Courses are available in all areas of the liberal arts curriculum. The program director, Dr. Jeff Stevenson, and native instructors work one-on-one with students to develop advanced levels of language proficiency in the four areas of speaking, listening, reading, and writing as defined by the ACTFL Proficiency Guidelines and carry out an original small-scale sociolinguistic study as part of the Writing for Linguistic and Cultural Competence course that all program students take. Students are encouraged to connect to a specific societal need through a variety of volunteer opportunities in order to devote their energies and passions while in-country toward addressing that need in ways that promote sustainability and social justice. Interested program students can also apply for a Middlebury Sustainability in Study Abroad grant to undertake an in-country project that promotes economic, social, and/or environmental sustainability. Several local and all-group excursions are planned throughout the semester.

Department of Italian Studies Eastern College Consortium (ECCO), Bologna, Italy The ECCO in Lecce is an intensive three-week summer program offered in the month of August. It is a rigorous linguistic and valuable cultural full-immersion experience recommended before the semester or yearlong program in Bologna. The language course consists of a fast-paced and thorough grammar review presented in the context of contemporary Italian issues, with a particular focus on Southern Italian art, history, customs, and traditions. Learning of the language and understanding of the culture are also fostered through a rich program of social and artistic events, extracurricular activities, and guided tours in the region of Puglia.

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Programa de Estudios Hispánicos en Córdoba (PRESHCO), Spain A consortium of Oberlin College, Smith College, The College of Wooster, Trinity College, Wellesley College, and Wheaton College (Massachusetts) created the Programa de Estudios Hispánicos en Córdoba in 1981 to encourage the intellectual and personal growth that comes from cultural immersion. The program offers students an opportunity to strengthen their acquisition of the Spanish language while fostering an appreciation of Spanish history and culture through studies in a variety of disciplines. The PRESHCO program is designed not only for Spanish majors but for anyone wishing to develop fluency in Spanish for future professional endeavors. Academic study centers on courses taught by regular faculty from the Universidad de Córdoba, but developed to address the requirements of American universities and colleges; the program also offers direct matriculation at the Universidad de Córdoba. Course offerings are extensive, both in terms of PRESHCO courses and general university offerings, and range from the fine arts to environmental sciences and engineering, from comparative law and politics to seminars in literature and film. Depending on individual preferences, students are housed in privately run dormitories or with Spanish host families. A variety of planned excursions complements and enhances the program of study.

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I nternships an d Grants Programs Albright Institute for Global Affairs The Albright Institute for Global Affairs recently completed its seventh successful year. In January 2016, 40 Albright Fellows participated in an intensive Wintersession program, which culminated in the Institute’s first weekend-long reunion and symposium, Impact Albright: Addressing Global Inequality. During the summer of 2016, the Albright Fellows pursued internships around the globe. A combination of new and existing internship opportunities allowed the students to apply what they learned to their work in the field. The following donors have made endowed gifts to support the internships of Albright Fellows: Anchor Point Fellowships in Global Leadership The Anchor Point Internships in Global Leadership were established through the generosity of Amy Batchelor ’88 and Brad Feld. Wellesley College students undertake 10-week summer internships in programs that foster their connections to the global community and encourage their global leadership skills and activities. Anchor Point internship placements have been available in a number of countries, including Cape Verde, Prague, and Turkey, for students from a variety of academic backgrounds. Internship sites have included a foundation dedicated to young women’s scientific and technological education, an organization helping those displaced by the crisis in Syria to rebuild their lives, and a local women’s NGO working to improve economic and social conditions. These diverse projects enable students to encounter the creative dynamism and humanity existing throughout the world.

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The Mahnaz Ispahani Bartos ’79 Endowed Fund for Internships This fund supports internships for students who are Albright Institute for Global Affairs Fellows, with preferences for international students and students who help enhance the collaboration between the Albright Institute for Global Affairs and the Wellesley Centers for Women. The Bernstein Endowed Internship Fund This fund was established through the generosity of Paula Phillips Bernstein ’58 and is used to provide summer internships for students who are Albright Institute for Global Affairs Fellows. The Class of 1959 Endowed Fund for Internships This fund is used to provide internships for students who are Albright Institute for Global Affairs Fellows. The Arthur Vining Davis Foundations Endowed Fund for Internships This fund supports domestic internships to students who are Albright Institute for Global Affairs Fellows. The Sandra Brown Eakins ’59 Endowed Fund for Internships This fund is used to provide summer internships for students who are Albright Institute for Global Affairs Fellows. The EFW Memorial Fund for Internships This fund supports internships for students who are Albright Institute for Global Affairs Fellows, with a preference that recipients be American students who have not had a significant chance to travel and/or study abroad.

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Amelia C. Fawcett ’78 Endowed Fund for Internships This fund is used to provide international internships to students who are Albright Institute for Global Affairs Fellows. The Beth Langerman Friedman ’82 Endowed Fund for Internships This fund supports internships within the domestic United States, fulfilling the requirements laid out by the Albright Institute for Global Affairs. The Sandra Polk Guthman Endowed Fund for Internships This fund supports internships for students who are Albright Institute for Global Affairs Fellows. The Maryam Homayoun-Eisler Endowed Fund for Internships This fund supports internships for students who are Albright Institute for Global Affairs Fellows, with a preference for students participating in internships in (i) arts and cultural organizations that foster crosscultural understanding through the arts or (ii) organizations preferably focused on the Middle East or Russia. The Mary Sidell James ’65 Endowed Fund for Internships This fund is used to provide summer internships for students who are Albright Institute for Global Affairs Fellows, with a preference for international internships. The Dorothy Chao Jenkins ’68 Endowed Fund for Internships This fund is used to provide summer internships for students who are Albright Institute for Global Affairs Fellows, with a preference for international internships.

The Susan Saltzbart Kilsby ’80 Endowed Fund for Internships This fund is used to provide summer internships for students who are Albright Institute for Global Affairs Fellows, with a preference for international experiences outside the United States. The Emily Cohen MacFarquhar ’59 Internship for International Journalism Fund This fund was established to encourage and support Wellesley College students who have demonstrated an interest in journalism or photojournalism. The stipend provides the recipients with the opportunity to learn about journalism through an internship at an international news organization or to travel in order to document a foreign culture outside the United States. MasterCard Microfinance Internships This fund supports Wellesley students working in nonprofit microfinance organizations all over the world. Interns are exposed to the process of connecting low-income individuals with capital and new business opportunities. Preference for these awards is given to students participating in the Albright Institute for Global Affairs. The Lia Gelin Poorvu ’56 Internship Fund This fund supports a domestic internship for an Albright Institute for Global Affairs Fellow during the summer. Career Education Global Engagement Internship Programs American Cities Program The American Cities Program translates Wellesley College’s liberal arts education into action by providing interns with an intensive, career-related experience. Through identified placements in major cities, students are introduced to urban society and culture through opportunities to live in metropolitan

areas across the U.S. Students join for-profit and nonprofit organizations, with alumnae mentors when possible. Through their internships, students become familiar with professional responsibilities, create networks for future employment, and learn the importance of cultivating relationships with diverse teams, all while exploring the cultural and contemporary significance of urban spaces in the United States. Boston Children’s Hospital and Dana-Farber Cancer Institute Developed to expose our students to biomedical professions, this program provides an opportunity for students to learn skills related to basic, translational, and clinical research in pediatric blood diseases, cancer, and stem cell biology. The interns work with a mentor to conduct basic research in a laboratory or to contribute to the development of a clinical research effort. The interns are expected to become familiar with the research approaches used by their mentors. At the mentor’s discretion, students may develop a specific project within the research team and/or have the opportunity to pursue clinical shadowing during their internships. The Elisabeth Luce Moore ’24 Summer Internships in Asia The Elisabeth Luce Moore ’24 Summer Internships in Asia program aims to prepare students for lives and careers in a globalized world. Through internships in East Asian business, government, and nonprofit organizations, students gain a knowledge of local business and cultural norms that informs their liberal arts education and prepares them for professions in an interconnected world. The program, which currently sponsors internships in China, Hong Kong SAR, Japan, and South Korea, was established in 1999 with a grant from the Henry Luce Foundation and builds on ties between Wellesley College and Asia that date from the late 19th century. t h e

Environmental Policy and Conservation Internships The Environmental Policy and Conservation Program provides unique internship experiences within the United States and abroad. These internships immerse students in the interactions between society and environment through experiences in fieldwork, policy making, research, conservation, and sustainability education. Interns develop critical-thinking, problem-framing, and problem-solving skills in response to the environmental issues championed by their host organizations. Lumpkin Summer Institute for Service Learning Designed for students with a commitment to service, the 10-week Lumpkin Summer Institute for Service Learning challenges students to explore and participate in social change in the greater Boston area. During the program, students live together in Boston while undertaking full-time internships with local nonprofit organizations. Led by Wellesley College faculty and staff and nonprofit practitioners, weekly seminars integrating experiential and traditional classroom learning benefit not only the Wellesley interns but also the communities in which they serve. SoundWaters Summer Internship Program This program funds a student to work as a head educator, deckhand, and mate aboard SoundWaters, an 80-foot, three-masted schooner docked in Stamford, Connecticut. This “floating classroom” program offers a multidisciplinary environment curriculum for children and adults in Westchester, Nassau, and Suffolk counties in New York and Fairfield County, Connecticut. Educators live and teach aboard SoundWaters with o ther young adults.

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Wellesley Internships in Africa Through Wellesley Internships in Africa, students undertake 10-week summer internships in Ethiopia, Morocco, Rwanda, South Africa, and Uganda. Placements are available to students from a variety of academic backgrounds in organizations ranging from an international educational program to a local NGO working to create stronger cross-cultural relationships. These education and community development– based projects enable students to encounter the diversity, creative dynamism, and humanity of the continent. Wellesley Internships in Cambodia Wellesley College students participating in this summer program, founded in 2012, live in Phnom Penh, Cambodia while completing 10-week internships with nonprofit organizations. These organizations’ missions focus on important global public health issues and leadership development and training programs for women and girls. Students gain firsthand knowledge of nonprofit management while experiencing life in a Southeast Asian country. Wellesley Internships in Europe Established in 2009, the Wellesley Internships in Europe program provides an intensive, career-related internship in a student’s field of interest. In 2016 students pursued placements in Germany, Italy, Spain, and the United Kingdom. Among the available internships is a long-standing opportunity at the Peggy Guggenheim Collection in Venice, Italy, where students become familiar with museum management in one of the great art cities of Europe. Wellesley Internships in India Established in 2007, the Wellesley Internships in India program provides students in all majors the opportunity to undertake 10-week summer internships in cities such as New Delhi and Mumbai. Placements are available in grassroots educational, organizing, and advocacy organizations. Responsibilities and

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projects include research, teaching, mentoring, communications, and office projects. Participation will enable students to develop flexibility, knowledge of the complexities and cultures of India, and the ability to work in varying cultural contexts. Students are exposed to the culturally rich regions and diverse populations of the Indian subcontinent. Wellesley Internships in Latin America The Wellesley Internships in Latin America program provides placements in varied fields, such as political and environmental sciences, economics, Latin American politics, history, and sociology. Students gain real-world experience and learn about the challenges facing this region. Through the program, interns gain an insider’s perspective on some of the most dynamic areas of the world. Wellesley in Russia Introduced in 2015, the Wellesley in Russia program provides a fast-paced, immersive experience living and working in Moscow, a unique culture influenced by both Europe and Asia. Students are exposed to Russian society, business, and international relations through nongovernmental organizations in philanthropy and policy research. Career Education Global Engagement and Service Funds The Paul B. Beal and Mona Phillips Beal Internship Fund The Paul B. Beal and Mona Phillips Beal Internship Fund has been established to encourage and facilitate practical learning experiences that will help Wellesley College students better define their career choices and develop a more informed understanding of the challenges and rewards of such choices. It is hoped that as a result of internship participation, students will make more effective course selections at both the undergraduate and graduate levels, learn more from

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those courses because of the perspective and experience they have acquired in their internship work, and become more competitive candidates for future opportunities in their chosen career paths. The Harold B. Black and Barbara J. Sherlock ’72 Pacific Rim Endowed Internship Fund The Harold B. Black and Barbara J. Sherlock ’72 Pacific Rim Endowed Internship Fund supports student internships in and about the Pacific Ocean and Pacific Rim cities, islands, nations, and peoples. Preference is given to students receiving financial aid. Blessing Way Summer Public Service Internship Fund This grant supports a Wellesley College student committed to making a difference in her community. It is designed for a student who is interested in working with a nonprofit or public organization and in building a longterm commitment to service. In addition, it will support students who show leadership potential in this area or in their past service work. The intern’s project can focus on any important issue affecting a community, including youth, the environment, education, healthcare, and the arts. Barbara Bush Award for Volunteerism This grant funds a student pursuing a volunteer experience in disability services for the elderly or for young children. The placement must be with a nonprofit organization. The Wei Fong Chu Chao Endowed Fund for International Internships This fund supports Wellesley College students pursuing summer internship opportunities outside the United States in for-profit and nonprofit organizations. Preference is given to internships in Asia.

Class of 1962 Student Internship Fund This grant provides a stipend for a student pursuing a summer internship with a woman in a governmental position in the United States at the local, state, or national level or in a local, state, or national setting for women in government. Class of 1969 Community Service Internship Fund This fund provides a summer stipend that supports student involvement in community service and encourages community service as a lifelong activity for Wellesley College women. Placement must be with a nonprofit community organization.. Class of 1989 Endowed Internship Fund This fund supports one student every summer to experiment in her career choice and gain valuable work experience in either a nonprofit or for-profit organization. Margaret C. Gordon Law and Education Public Service Award This fund supports a Wellesley College student committed to serving disadvantaged communities through an unpaid summer internship in public-interest law and/or in an urban public-school reform or support program. The grant enables a student to take an unpaid internship to learn more about the legal and educational issues surrounding disadvantaged urban communities. Susan Todd Horton 1910 Internship Fund This fund supports Wellesley College students interested in seeking summer internships in nonprofit and for-profit organizations. The Jeniam Foundation Internship Grant This grant supports students wishing to work in a nonprofit dedicated to preserving and protecting the environment.

The Lois Juliber ’71 Global Internship MasterCard Fund This fund supports internships focused in the following areas: microfinance, poverty alleviation, financial literacy programs, community-based programs that promote financial empowerment, and youth learning. Preference for these awards is given to students participating in the Albright Institute for Global Affairs (Albright Institute)..

Public Service Internship Fund This fund encourages and enables Wellesley College students to use their talents and skills in public service. Each summer, it supports students working full-time in nonprofit organizations that otherwise could not employ them. Priority is given to applicants whose work relates to young children and their families, particularly those who are economically or otherwise disadvantaged.

Service Opportunity Stipend This stipend funds summer placements that offer direct student involvement in frontline community service and that foster the spirit of volunteerism. The applicant must intend to pursue an experience in a nonprofit organization that involves a particular community, population, or issue related to a personal interest or concern. Priority is given to applicants pursuing a full-time community service experience for the first time. This fund also supports one stipend with the Low Vision Center in Bethesda, Maryland.

The Mollie Green Lumpkin ’25 Fund for Experiential Learning in Latin America This fund supports Wellesley College students seeking summer internships in Spanishspeaking in Latin America. Preference will be given to students interested in working in the area of environmental protection and preservation.

Susan Rappaport Knafel ’52 Internship Fund This fund supports Wellesley College students pursuing summer internships outside the United States in for-profit and nonprofit organizations. Sherley Heidenberg Koteen ’40 Endowed Internship Fund for Jewish Studies This fund provides support for either international or domestic internships that encourage students to examine the many facets of Jewish civilization through interdisciplinary study of Jewish religion, history, philosophy, art, literature, social and political institutions, and cultural patterns.

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The Lumpkin Family Internships for the Environment Fund This fund encourages and supports Wellesley College students seeking summer internships in nonprofit organizations dedicated to preserving and protecting the environment. MasterCard Microfinance Internships This fund supports Wellesley students working in nonprofit microfinance organizations all over the world. Interns are exposed to the process of connecting low-income individuals with capital and new business opportunities. The O’Meara Family Student Internship Fund This fund supports a Wellesley College student committed to making a difference in her state and/or local community by working directly with a woman involved in any aspect of state or local government in the United States. The stipend enables the student to take an unpaid internship and learn more about state or local government and the important role that women play in the governmental process.

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The Wellesley College Internship Grant Program Established through the ongoing support of several alumnae and their families, this program provides funds to students working with domestic and international organizations. Awards are given to those demonstrating how they will apply their academic experiences at Wellesley in furthering the goals of those organizations, as well as their own career plans.

The Barbara Scott Preiskel ’45 Endowed Fund for Internships This fund supports a student seeking an internship to develop her career goals. It provides a stipend for any internship that is unpaid, full-time, and consistent with the applicant’s career interests. The internship may be with a nonprofit, for-profit, or public service organization in the United States. Raquet Family Foundation The Raquet Family Foundation supports students pursuing an internship focused on social justice and/or work with underserved populations, preferably with a faith-based organization. Beth K. Smith Internship in Public Service This award provides students the opportunity to experience work in the nonprofit sector, with the hope that they will continue in this field. In addition, it supports two placements with Social Accountability International in New York City. The Helen Wallace Health Sciences Internship Fund This fund supports an unpaid summer career development internship in a health profession, with preference given to those interested in the field of maternal and child health. Wellesley Serves! The Wellesley College motto, Non Ministrari sed Ministrare, underscores Wellesley’s commitment to community service. The Career Education department translates the college motto into action by providing opportunities for direct service to others, and enables our students and alumnae to foster community and embrace diversity through lifelong learning, community involvement, civic engagement, and global citizenship.

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Oprah Winfrey Award for Volunteerism This award provides a summer stipend for a student wishing to explore a volunteer position with a nonprofit social service organization. The award honors the important connection between Oprah Winfrey’s speech at the Commencement of the Class of 1997 and the Wellesley College motto, “Not to be ministered unto, but to minister.” Each year, this award enables a student to follow Ms. Winfrey’s example of service. The Davis Museum & Cultural Center The Summer Fellowship Program at the Davis Museum and Cultural Center Each summer, a select group of Wellesley College students joins the Davis Museum staff for 10 weeks of hands-on professional experience. This residential, paid, and highly competitive opportunity ensures that students earn marketable skills, gain broad exposure to museum operations, and acquire an overview of best museum policies and practices. The internship engages students with the collections and programs of one of the most active academic museums in the United States. Through focused work in one or more of the Davis departments, interns may undertake research, collections care, curatorial planning, technology/social media support, and/or educational content development. Activities also include field trips to museums and arts events, with opportunities to meet arts leaders throughout the region.

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Additional opportunities offered by the Davis include the Eleanor P. DeLorme Museum Internship and the Liliane Pingoud Soriano Curatorial Fellowship at the Musée du Louvre, Paris, an exchange program between the Davis and the Musée du Louvre. Both are curatorial in focus and are made available to recent Wellesley College graduates through an application process. Office of the Provost and Dean of the College Pforzheimer Gift for Internships in the Humanities This fund, inaugurated in 2014, supports internships in the humanities for two students each summer. Department of English and Writing Program Department of English and Writing Program Summer Internships This fund supports several summer internships with organizations involved in activities related to publishing, literary research, and journalism (or other media involving writing.) Department of French Michele Respaut French House Fellows Program This program funds students pursuing internships in a francophone country, in the field of their choice. The program is open to junior-year French majors who have completed a year or a semester of study in France through the Wellesley-in-Aix program. Priority will be given to students who have spent the entire year in France.

Department of German

Department of Psychology

Wellesley Internships in Berlin Wellesley College’s Department of German sponsors a junior year abroad program at the Freie University in Berlin, hosted by Middlebury College. The opportunity to participate in internships at various political, cultural, and social institutions is a feature of the program. Internship stipends are made available by the Susan Rappaport Knafel ’52 International Internship Fund with an application through the Career Education department.

Psychology Practicum Program This program allows students to gain hands-on experience in the field of psychology and to acquire course credit through their participation in unpaid internships. The program is run collaboratively by the Department of Psychology, and financial support is provided by the Career Education department. All participants have an advisor in the psychology department who oversees their internship work through scheduled meetings.

Department of Political Science Washington Internship Program This program provides an opportunity for a funded summer internship in Washington, D.C. Students can seek placements from among the wide array of government offices, public-interest groups, media and cultural institutions, scientific and medical institutes, and research groups in Washington. Eighteen to 20 interns—who must be in their junior year—are selected without regard to academic major. Each intern is provided a stipend and housing. In addition to the internship placement, the 10-week program involves weekly seminars and a mentor program with the Wellesley Club of Washington. Wellesley College’s Department of Political Science has run this program since 1943. The program is supported through the following endowed funds: Bertha S. Adkins ’28 Washington Internship Fund; Washington Summer Internship Fund in Memory of Marguerite Stitt Church ’14; Alona Evans Scholarship Fund for the Washington Internship Program; Sherley Heidenberg Koteen ’40 Washington Internship Fund; Anne Livingstone Williamson Quackenbos ’41 Memorial Fund; Laurence S. Rockefeller Fund; Ruth Goldman Schapiro ’47 Washington Internship Fund; and the Washington Internship Anniversary Fund.

Department of Women’s and Gender Studies The Department of Women’s and Gender Studies offers a stipend to support one summer internship directly involving gender and social change. Applicants must secure their own internship, which may be anywhere in the world.

Department of Religion Severinghaus Summer Internship Program in Ministry/Human Services in Memory of Emmavail Luce Severinghaus ’22 This program supports students who wish to pursue internships in ministry or undertake the study of religion and/or the role of religion in society. Students may engage in hands-on work or research through positions with humanitarian or social action agencies, charitable or religious organizations, or policy-based institutes. Applications are reviewed by a Department of Religion committee. Wellesley Centers for Women Through dynamic internships at the Wellesley Centers for Women (WCW), Wellesley College students help drive social change through research and action programs that put women’s perspectives and experiences at the center of the inquiry. Work at WCW addresses three major areas: the social and economic status of women and girls and the advancement of their human rights in the United States and around the globe; the education, care, and development of children and youth; and the emotional well-being of families and individuals.

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F ellowship Programs For Wellesley College Graduating Seniors Only

For Wellesley College Graduating Seniors and Alumnae

Jacqueline Krieger Klein ’53 Fellowship in Jewish Studies This award encourages graduating seniors to pursue further education in the field of Jewish studies. Application information is available from Professor Frances Malino, Department of Jewish Studies and History.

Anne Louise Barrett Fellowship This fellowship supports graduate study or research, preferably in music, with an emphasis on study or research in musical theory, composition, or the history of music internationally or in the United States.

Susan Rappaport Knafel ’52 Scholarship for Foreign Study This scholarship is awarded to a member of the graduating class who displays a desire for learning and an ability to impart knowledge to others. The scholarship will fund a year of study at a foreign institution to pursue a specific subject that requires contact with foreign scholars, libraries, or other resources. Susan Rappaport Knafel ’52 Traveling Fellowship This fellowship is awarded to a member of the graduating class who displays an interest in and an acceptance of others, and who displays the ethos of a Wellesley College education. The fellowship will fund a year of purposeful international travel to explore a particular interest, with the requirement that the recipient not remain in the same area for more than two months. Trustee Scholarship This scholarship is awarded on a competitive basis to graduating seniors who are applying to graduate school. To be considered a candidate, a senior must apply for a Trustee Scholarship or for any of the Wellesley College fellowships for graduate study. The title “Trustee Scholar” is honorary.

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Margaret Freeman Bowers Fellowship This memorial fellowship supports a first year of study in the fields of social work, law, public policy, or public administration, including M.B.A. candidates planning a career in the field of social services. Eugene L. Cox Fellowship This fellowship supports graduate study in medieval or Renaissance history and culture, internationally or in the United States. Professor Elizabeth F. Fisher Fellowship This fellowship supports research or further study in geology or geography, including urban, environmental, or ecological studies. Preference is given to applicants in the fields of geology and geography. Ruth Ingersoll Goldmark Fellowship This fellowship supports graduate study in English literature or composition or in the classics. Horton-Hallowell Fellowship This fellowship supports graduate study in any field, preferably for the last two years of candidacy for the Ph.D. degree or its equivalent, or for private research of an equivalent standard.

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Peggy Howard Fellowship in Economics This fellowship provides financial aid for Wellesley College students or alumnae continuing their study of economics. The economics faculty administers this fellowship and may name one or two recipients, depending on the funding available. Edna V. Moffett Fellowship This fellowship is for a young alumna, preferably for a first year of graduate study in history. Alice Freeman Palmer Fellowship This fellowship supports study or research internationally or in the United States. The holder must be no more than 26 years old at the time of her appointment and must remain unmarried throughout her tenure. Kathryn Conway Preyer Fellowship This fellowship supports advanced study in history. Vida Dutton Scudder Fellowship This fellowship supports study or research in the fields of literature, political science, or social science. Harriet A. Shaw Fellowship This fellowship supports study or research in music, art, or allied subjects in the United States or in a foreign country. Preference is given to music candidates; undergraduate work in the history of art is required of other candidates.

Mary Elvira Stevens Traveling Fellowship This fellowship supports a student taking up to a year of travel or study outside the United States to benefit from the knowledge and understanding of a global education. Any scholarly, artistic, or cultural purpose may be considered. Except under unusual and compelling circumstances, the committee in recent years has not chosen to fund formal graduate study or Ph.D. dissertation research. Candidates must be at least 25 years old in the year they apply. Maria Opasnov Tyler ’52 Scholarship in Russian Studies This scholarship is for graduate study in Russian studies. Sarah Perry Wood Medical Fellowship This fellowship supports the study of medicine at an accredited medical school approved by the American Medical Association. Fanny Bullock Workman Fellowship This fellowship supports graduate study in any field. Elisabeth Luce Moore ’24 Wellesley-Yenching Fellowship Program These fellowships are open to graduating seniors and alumnae in all majors. Chinese language proficiency is required only for the fellowship at the National Palace Museum in Taipei, Taiwan.

Wellesley-Yenching Graduate Fellowships at Ginling College, Nanjing, China The fellows teach four or five university-level English courses per semester, with office hours as needed. Wellesley-Yenching Graduate Fellowship at the National Palace Museum, Taipei, Taiwan Approximately one-half of the fellow’s work is with the National Palace Museum Secretariat, where she writes, translates, and revises English documents for various departments. The other half of the fellow’s work is with one of the museum’s other departments. For Women Who Are Graduates of Any American Institution Mary McEwen Schimke Scholarship This scholarship provides a supplemental award to a candidate at least 30 years old and currently engaged in graduate study in literature and/or history. Preference is given to those who major in American Studies. M.A. Cartland Shackford Medical Fellowship This fellowship is for a candidate studying medicine with a view to general practice, not psychiatry.

Wellesley-Yenching Graduate Fellowship at Chung Chi College, Hong Kong SAR The fellow’s time may be divided between helping to organize and promote English language activities at Chung Chi College as a whole and serving as a teaching or research assistant for an academic department.

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ALBRIGHT INSTITUTE FOR GLOBAL AFFAIRS FELLOWS 2016

WELLESLEY COLLEGE SUPPORTED INTERNSHIP RECIPIENTS 2016

WELLESLEY COLLEGE GRADUATE FELLOWSHIP RECIPIENTS 2015–2016

NATIONAL FELLOWSHIP COMPETITION RECIPIENTS AND NOMINEES 2015–2016

A l bright Institute for global affairs Fel lows 2 0 16 Crystal Adu-Poku ’16

Stephanie Kim ’17

Gloria Sanchez ’17

Ayotimoni Akindolie ’16

Nhung (Michelle) Le ’16

Rebecca Selch ’17

Kim Asenbeck ’17

Shan Lee ’16

Sanam Shetty ’17

Amal Cheema ’17

Vivien Lee ’17

Sophia Sokolowski ’16

Saraphin Dhanani ’16

Alice Liang ’16

Cali Stenson ’17

Olivia Duggan ’17

Simone Liano ’17

Sartu Taha ’16

Leila Elabbady ’16

Lilian Ma ’17

Bhavana Vadrevu ’17

Ilhan Esse ’16

Katharine Mallary ’17

Sierra Weingartner ’17

Sophie Gibert ’16

Cathleen McGovern ’16

Carine Wete CE/DS ’16

Hannah Harris ’16

Brianne O’Donoghue ’17

Amy Wickett ’16

Mackenzie Hempe ’16

Elizabeth Olson ’16

Hanae Yaskawa ’17

Isabelle Herde ’17

Lucia Ortega ’17

Claudia Yau ’16

Jalena Keane-Lee ’17

Rose Owen ’16

Tessa Kellner ’17

Savitri Restrepo Alvarez ’16

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W e l l esley C ollege S u pported Internship Recipients 2 0 16 Career Education Global Engagement Internship Programs American Cities Internship Program Greater Boston Area Genevieve Y. Huang ’18, Tufts Medical Center, Department of Dermatology, Boston, MA Madison (Iris) H. Remillard ’18, OUT MetroWest, Framingham, MA Hope C. Schneider ’18, Tufts Medical Center, Department of Dermatology, Boston, MA Chicago Mira Bansal ’18, Rush University Medical Center, Chicago, IL Gina M. Ferolito ’18, The Field Museum, Chicago, IL Siena H. Harlin ’18, The Field Museum, Chicago, IL New York Grace C. Chow ’17, Social Accountability International, New York, NY Lamisa S. Hossain ’17, Social Accountability International, New York, NY Virginia G. White ’17, Robert Blackburn Printmaking Studio, New York, NY San Francisco/Bay Area Cynthia Y. Chen ’18, The Women’s Foundation of California, San Francisco, CA Marissa J. Caldwell ’18, The Office of Alameda County Supervisor Wilma Chan, Oakland, CA Emerson S. Goldstein ’18, YMCA of the Central Bay Area, Berkeley, CA Anjali T. Madhok ’18, YMCA of the Central Bay Area, Berkeley, CA Bella L. Nikom ’17, The Contemporary Jewish Museum, San Francisco, CA Washington, D.C. Metro Area Amy A. Isabelle ’17, Low Vision Center, Bethesda, MD

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Environmental Policy and Conservation Internships Madeline M. Cahillane ’18, Vieques Conservation and Historical Trust (Wintersession), Vieques, Puerto Rico Sarah A. Hucklebridge ’17, Conservation Voters of South Carolina, Columbia, SC Leslie O. Smith ’17, Coastal Conservation League, Charleston, SC Sonia A. Hupalo CE/DS ’18, One Hundred Miles, Brunswick, GA Sofía C. Diaz de Villegas ’17, Vieques Conservation and Historical Trust, Vieques, Puerto Rico Boston Children’s Hospital/ Dana-Farber Cancer Institute Emily Loucks ’17, Dana-Farber Cancer Institute, Loren Walensky Laboratory (Pediatric Oncology), Boston, MA Eliana Marostica ’18, Dana-Farber/Children’s Hospital Cancer Center, Lindsay Frazier Laboratory (Rare Tumors Program), Boston, MA Gwendolyn Towers ’17, Boston Children’s Hospital, Akiko Shimamura Laboratory (Bone Marrow Failure and Myelodysplastic Syndrome Program), Boston, MA Filia M. van Dessel ’17, Boston Children’s Hospital, Pediatric Hematology and Oncology, Boston, MA Ronghao Zhou ’17, Dana-Farber/Children’s Hospital Cancer Center, Boston, MA Haoling (Holly) Zhu ’18, Dana-Farber Cancer Institute, Anthony Letai Laboratory, Boston, MA SoundWaters Summer Internship Program Amandine M. Fromont ’17, SoundWaters, Stamford, CT Lumpkin Summer Institute for Service Learning Mikayla Blinzler ’18, Renewal House, Roxbury, MA Emily Boyk ’18, St. Stephen’s B-SAFE Summer Program, Boston, MA Kelsey Campbell ’18, The Dimock Center, Roxbury, MA

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Chetna Mahajan ’18, Economic Mobility Pathways, Boston, MA Leilani Stacy ’18, Boston Community Capital, Boston, MA Sydney Stewart ’18, St. Francis House, Boston, MA Michelle Wang ’18, Medical-Legal Partnership, Boston, MA Katie Yan ’18, Action for Boston Community Development, Boston, MA The Elisabeth Luce Moore ’24 Summer Internships in Asia Beijing Jingwen (Fiona) Fan ’17, Red Fields Partners, Beijing, China Haley L. Shanahan ’18, City Weekend Beijing, Beijing, China Minjia Wu ’16, ABC News, Beijing, China Chuqi (Cassandra) Zheng ’18, Red Fields Partners, Beijing, China Shanghai Linda W. Zhou ’18, China Market Research Group, Shanghai, China Hong Kong SAR Ivy Jiang ’17, Hong Kong Monetary Authority, Hong Kong SAR Japan Nisreen S. Abo-Sido ’18, Asian Rural Institute, Tochigi-ken, Japan Genesis Barrios ’17, Asian Rural Institute, Tochigi-ken, Japan Margaret M. Jennings ’18, Tokyo English Life Line (TELL), Tokyo, Japan Yuanzhen Pan ’18, Rogers Investment Advisors, Tokyo, Japan Bianka N. Shavers-Rivera ’17, Kiyosato Educational Experiment Project (KEEP), Kiyosato, Japan Wellesley Internships in Africa Amal W. Cheema ’17, The Clinton Health Access Initiative, Kigali, Rwanda Suma S. Cheru ’18, Aga Khan Education Services, Kampala, Uganda

Julide E. Iye ’18, Tangier American Legation Museum, Tangier, Morocco Zilpa A. Oduor ’18, Aga Khan Education Services, Kampala, Uganda Catherine L. Puga ’17, Centre for Cross-Cultural Learning, Rabat, Morocco Adele M. Watkins ’17, Centre for Cross-Cultural Learning, Rabat, Morocco Amina Ziad ’17, Tangier American Legation Museum, Tangier, Morocco Wellesley in Europe Mary (Katie) C. Hoeflinger ’19, Libera, Sicily, and Piedmont, Italy Eunkyung (Angela) Kim ’18, ACPACYS (La asociación cordobesa de parálisis cerebral y otras afecciones similares), Córdoba, Spain Nicole A. Olichney ’16, Universidad Internacional Menéndez y Pelayo (UIMP), Santander, Spain Silvia E. Pera ’18, Association for Research Into Crimes Against Art (ARCA), Amelia, Italy Kailey S. Piré ’18, KitchenFilm, Rome, Italy Anne Z. Schnitzer ’18, Entwickslungspolitisches Netzwerk Sachsen, Dresden, Germany Leah F. Schwartz ’18, Henry Jackson Society, London, England, United Kingdom Ningyi Xi ’17, The Peggy Guggenheim Collection, Venice, Italy Wellesley Internships in India Erica B. Chalmers ’18, Aga Khan Educational Services, Mumbai, India Olivia B. Duggan ’17, Sisters of the Holy Cross Convent, Mundgod, India Kanupriya Gupta ’18, Operation ASHA, New Delhi, India Silpa Karipineni ’18, Operation ASHA, New Delhi, India Amanda S. Lee ’17, Sisters of the Holy Cross Convent, Mundgod, India Maureen J. McCord ’18, Observer Research Foundation, Mumbai, India Grace R. Ming ’18, Observer Research Foundation, Mumbai, India Karen Moorthi ’18, Parinaam Foundation, Bengaluru, India Jessica A. Santero ’17, Sisters of the Holy Cross Convent, Mundgod, India

Wellesley Internships in Latin America Ivonne L. Marmolejo ’17, United Nations Development Program, San José, Costa Rica Nathalie Cortes ’17, Poder Ciudadano, Buenos Aires, Argentina Jocelyn M. Santiago ’17, El Museo de Arte de Ponce, Ponce, Puerto Rico Wellesley in Russia Kiana C. Nedele ’16, Carnegie Moscow Center, Moscow, Russia Heng (Amber) Qin ’18, Donors Forum, Moscow, Russia Albright Institute for Global Affairs Supporting Internship Funds Anchor Point Fellowships in Global Leadership Amal Cheema ’17, Clinton Health Access Initiative, Kigali, Rwanda Saraphin Dhanani ’16, Small Projects Istanbul, Istanbul, Turkey Olivia Duggan ’17, Sisters of the Holy Cross Convent, Uttara Kannada, Karnataka, India Aimanda Gulick ’18, Lobkowicz Palace, Prague, Czech Republic Christina Holman ’17, University of Cape Verde, Praia, Cape Verde Jalena Keane-Lee ’17, Independent documentary project, Yangon, Myanmar Rebecca Selch ’17, Lobkowicz Palace, Prague, Czech Republic Mahnaz Ispahani Bartos ’79 Endowed Internship Fund Carine Wete CE/DS ’16, ManattJones Global Strategy, Mexico City, Mexico Bernstein Endowed Internship Fund Vivian Lee ’17, GRADE, Lima, Peru Class of 1959 Endowed Fund for Internships Ilhan Esse ’16, Islington Somali Community Centre, London, England, United Kingdom Sophia Sokolowski ’16, National Democratic Institute, Washington, DC

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Arthur Vining Davis Internship Fund Katharine Mallary ’17, Physicians for Human Rights, Boston, MA Kathryn W. Davis ’28 Fund for International Internships Stephanie Kim ’17, Mayan Families, Sololá, Guatemala Fani Ntavelou-Baum ’17, Philosophy Department, Monash University, Victoria, Australia Lucia Ortega ’17, Universidad Católica de Córdoba, Córdoba, Argentina Cali Stenson ’17, Next Thought, Jakarta, Indonesia Bhavana Vadrevu ’17, Jacaranda Health, Nairobi, Kenya Tanushree Mohan ’18, Ashoka University, Haryana, India Ramneek K. Nagi ’18, Ashoka University, Haryana, India The EFW Memorial Endowed Fund for Internships Gloria Sanchez ’17, Education and environment research at Universidad Alberto Hurtado, Santiago, Chile Sandra Polk Guthman ’65 Endowed Fund for Internships Hannah Harris ’16, Steki Metanaston, Athens and Thessaloniki, Greece Maryam Homayoun-Eisler ’89 Endowed Internship Fund Tessa Kellner ’17, The National Human Rights Council, Rabat, Morocco Amelia C. Fawcett ’78 Endowed Fund for Internships Catherine (Cate) Johnson ’17, United Nations Environmental Programme, Bonn, Germany Simone Liano ’17, Cleantech, London, England, United Kingdom Sierra Weingartner ’17, Nuffield Department of Obstetrics & Gynaecology, Oxford, England, United Kingdom

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Beth Langerman Friedman ’82 Endowed Fund for Internships Crystal Adu-Poku ’16, National Democratic Institute, Washington, DC

Barbara Bush Award for Volunteerism Julia M. Leslie ’19, Maine People’s Alliance, Portland, ME Alice Z. Wang ’19, Breakthrough Collaborative, New York, NY

Mary Sidell James ’65 Endowed Fund for Internships Brianne O’Donoghue ’17, Aldea Yanapay, Cusco, Peru Dorothy Chao Jenkins ’68 Isabelle Herde ’17, Dunedin City Council’s Emergency Management & Preparedness Team, Dunedin, New Zealand Hanae Yaskawa ’17, University of Bologna, Bologna, Italy

Class of 1962 Student Internship Fund Emily M. Natori ’17, The Office of Senator Mazie Hirono, Washington, DC Ivana A. Castro ’18, The Office of Congresswoman Judy Chu, Washington, DC Class of 1969 Community Service Internship Fund Ashley K. Funk ’16, Crossroads Cultural Arts Center, Clarksdale, MS

Susan Saltzbart Kilsby ’80 Endowed Fund for Internships Mackenzie Hempe ’16, University of Cape Verde, Praia, Cape Verde

Margaret C. Gordon Law and Education Public Service Award Cynthia Y. Chen ’18, The Women’s Foundation of California, San Francisco, CA

The Emily Cohen MacFarquhar ’59 Internship for International Journalism Fund Hans Han ’18, Urban Poor Consortium, Jakarta, Indonesia Cecilia Nowell ’16, Independent research and publishing, Santiago, Chile

Susan Todd Horton 1910 Internship Fund Cassandra M. Allen ’18, The Office of Congreswoman Susan Brooks, Washington, DC Katherine A. Johnson ’18, Ocean House Hotel, Watch Hill, RI Emily M. Johnston ’18, The Consortium on Gender, Security, and Human Rights, Boston, MA Callie Kim ’18, Wellesley Centers for Women, Wellesley, MA Rachael S. Schwartz ’18, McGovern Institute for Brain Research, Cambridge, MA

MasterCard Foundation Nhung (Michelle) Le ’16, Technoserve, Washington, DC Barbara Peterson Ruhlman ‘54 Internship Andrea Jackson ’18, Computer Science Internship, Wellesley College, Wellesley, MA Career Education Global Engagement and Wellesley Serves Internship Funds The Paul B. Beal and Mona Phillips Beal Internship Amanda L. Kraley ’17, VML, New York, NY The Harold B. Black and Barbara J. Sherlock ’72 Pacific Rim Endowed Internship Fund Kara M. Banson ’17, Roots of Health, Puerto Princesa, Philippines 66

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Susan Rappaport Knafel ’52 Internship Fund Erica B. Chalmers ’18, Aga Khan Educational Services, Mumbai, India Suma S. Cheru ’18, Aga Khan Education Services, Kampala, Uganda Mira R. Craig-Morse ’19, Europe Refugee Network, Nord-Pas-de-Calais, France and Lesvos, Greece Lu (Luna) Fang ’17, Mobvoi Inc., Beijing, China Kanupriya Gupta ’18, Operation ASHA, New Delhi, India

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Julide E. Iye ’18, Tangier American Legation Museum, Tangier, Morocco Silpa Karipineni ’18, Operation ASHA, New Delhi, India Amanda S. Lee ’17, Sisters of the Holy Cross Convent, Mundgod, India Maureen J. McCord ’18, Observer Research Foundation, Mumbai, India Grace R. Ming ’18, Observer Research Foundation, Mumbai, India Zilpa A. Oduor ’18, Aga Khan Education Services, Kampala, Uganda Silvia E. Pera ’18, Association for Research Into Crimes Against Art (ARCA), Amelia, Italy Lazel M. Pineda ’17, Women’s International Network for Guatemalan Solutions (WINGS), Antigua, Guatemala Kailey S. Piré ’18, KitchenFilm, Rome, Italy Catherine L. Puga ’17, Centre for Cross-Cultural Learning, Rabat, Morocco Jessica A. Santero ’17, Sisters of the Holy Cross Convent, Mundgod, India Leah F. Schwartz ’18, Henry Jackson Society, London, England, United Kingdom Adele M. Watkins ’17, Centre for Cross-Cultural Learning, Rabat, Morocco Ningyi Xi ’17, The Peggy Guggenheim Collection, Venice, Italy Amina Ziad ’17, Tangier American Legation Museum, Tangier, Morocco The Shirley Heidenberg Koteen ’40 Endowed Internship Fund for Jewish Studies Emily K. Bader ’18, Diarna: Geo-Museum of North American and Middle Eastern Jewish Life, Boston, MA Bella L. Nikom ’17, The Contemporary Jewish Museum, San Francisco, CA Marian H. Littleford Endowed Internship Fund Madeline M. Cahillane ’18, Vieques Conservation and Historical Trust (Wintersession), Vieques, Puerto Rico Sofía C. Diaz de Villegas ’17, Vieques Conservation and Historical Trust, Vieques, Puerto Rico

The Elisabeth Luce Moore ’24 Summer Internships in Asia Nisreen S. Abo-Sido ’18, Asian Rural Institute, Tochigi-ken, Japan Genesis Barrios ’17, Asian Rural Institute, Tochigi-ken, Japan Jingwen (Fiona) Fan ’17, Red Fields Partners, Beijing, China Margaret M. Jennings ’18, Tokyo English Life Line (TELL), Tokyo, Japan Ivy Jiang ’17, Hong Kong Monetary Authority, Hong Kong SAR Xueni (Emily) Jin ’17, Advocating for Mental Health Awareness Project, Beijing, China Jiyoung J. Lee ’17, North Korea Intellectuals Solidarity, Seoul, South Korea Xiaorong (Sharon) Liu ’17, Long Museum, Shanghai, China Yuanzhen Pan ’18, Rogers Investment Advisors, Tokyo, Japan Haley L. Shanahan ’18, City Weekend Beijing, Beijing, China Bianka N. Shavers-Rivera ’17, Kiyosato Educational Experiment Project (KEEP), Kiyosato, Japan Jennifer R. Vogan ’17, Haja Production School, Seoul, South Korea Minjia Wu ’16, ABC News, Beijing, China Shiping Xu ’18, Huasheng Zhongtian Consulting Company, Beijing, China Chuqi (Cassandra) Zheng ’18, Red Fields Partners, Beijing, China Linda W. Zhou ’18, China Market Research Group, Shanghai, China The Mollie Green Lumpkin ’25 Fund for Experiential Learning in Latin America Nathalie Cortes ’17, Poder Ciudadano, Buenos Aires, Argentina Ivonne L. Marmolejo ’17, United Nations Development Program, San José, Costa Rica Jocelyn M. Santiago ’17, El Museo de Arte de Ponce, Ponce, Puerto Rico

The Lumpkin Family Internships for the Environment Sarah A. Hucklebridge ’17, Conservation Voters of South Carolina, Columbia, SC Sonia A. Hupalo ’18, One Hundred Miles, Brunswick, GA Alisha M. Pegan ’16, Indian Health Service, Ukiah, CA Leslie O. Smith ’17, Coastal Conservation League, Charleston, SC Kylie M. Sorenson ’17, Field Projects International, Los Amigos Biological Stations, Manú Province, Peru The O’Meara Family Student Internship Fund Mary E. Lemay ’17, The Office of City Councilwoman Kateri Walsh, Springfield, MA Barbara Scott Preiskel ’45 Endowed Fund for Internships Marissa J. Caldwell ’18, The Office of Alameda County Supervisor Wilma Chan, Oakland, CA Emerson S. Goldstein ’18, YMCA of the Central Bay Area, Berkeley, CA Anjali T. Madhok ’18, YMCA of the Central Bay Area, Berkeley, CA Raquet Family Foundation Christine de Jesus Ahsan ’17, National Theatre Institute, Waterford, CT Eva R. Freedman ’17, University of Nevada, The Language Bank, Reno, NV Emma E. Goodman ’17, Animal Medical Center, New York, NY Emma Gyorgy ’18, The Holocaust and Human Rights Center of Maine, Augusta, ME Mariah D. Haley ’17, The White House, Washington, DC Monica M. Naranjo CE/DS ’18, Wellesley Centers for Women, Wellesley, MA Daniela Ondraskova ’18, The Office of Senator Mark Kirk, Washington, DC Lillian E. Strieder ’18, Environmental Voter Project, Boston, MA Delaney Ugelstad ’18, United States Agency for International Development, Washington, DC Tina Xu ’17, EMW Bookstore, Cambridge, MA t h e

Virginia G. White ’17, Robert Blackburn Printmaking Studio, New York, NY Service Opportunity Stipend Faith Arimoro ’17, Obafemi Awolowo University, Ile-Ife, Nigeria Alexandra Beem ’18, Immunology Laboratory, University of California, San Francisco, CA Caleb Bercu ’16, African Women Advocacy Project and SeedKit, Nsawam, Ghana Shannon R. Dennehy ’19, New England Coastal Wildlife Alliance, Middleboro, MA Cassandra Flores-Montaño ’16, The Gay and Lesbian Latino AIDS Education Initiative (Galaei), Philadelphia, PA Florence H. Frank ’17, Healthcare for All, Boston, MA Mary (Katie) C. Hoeflinger ’19, Libera, Sicily and Piedmont, Italy Amy A. Isabelle ’17, Low Vision Center, Bethesda, MD Charlotte E. Kaufman ’18, United Nations High Commissioner for Refugees, Guayaquil, Ecuador Violet A. Kozloff ’17, Sorbonne Nouvelle University Laboratory, Paris, France Emily Loucks ’17, Dana-Farber Cancer Institute, Loren Walensky Laboratory (Pediatric Oncology), Boston, MA Yuanyuan (Laura) Luo ’17, Healthcare for All and Healthcareer Connection, Boston, MA Eliana Marostica ’18, Dana-Farber/Children’s Hospital Cancer Center, Lindsay Frazier Laboratory (Rare Tumors Program), Boston, MA Morgan Millon ’17, Phillips Brooks House Association, Cambridge, MA Karen Moorthi ’18, Parinaam Foundation, Bengaluru, India Ariela S. Nazar-Rosen ’16, Phillips Brooks House Association, Cambridge, MA Sarah M. Netherton ’18, Massachusetts Public Health Association, Boston, MA Madison (Iris) H. Remillard ’18, OUT MetroWest, Framingham, MA Mehak K. Sarang ’18, African Women Advocacy Project and SeedKit, Nsawam, Ghana Nur Sevencan ’17, Inner-City Muslim Action Network, Chicago, IL

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Kavindya Thennakoon ’19, Sarvodaya-Fusion, Sri Jayawardenepura Kotte, Sri Lanka Esa Tilija ’19, Wilderness Inner-City Leadership Development (WILD), Seattle, WA Gwendolyn Towers ’17, Boston Children’s Hospital, Akiko Shimamura Laboratory (Bone Marrow Failure and Myelodysplastic Syndrome Program), Boston, MA Bridget M. Walsh ’17, Boston Children’s Hospital (Newborns), Boston, MA Evan C. Williams ’17, Rwanda Girls Initiative, Gashora Girls’ School, Gashora, Rwanda Filia M. van Dessel ’17, Boston Children’s Hospital, Pediatric Hematology and Oncology, Boston, MA Ronghao Zhou ’17, Dana-Farber/Children’s Hospital Cancer Center, Boston, MA Haoling (Holly) Zhu ’18, Dana-Farber Cancer Institute, Anthony Letai Laboratory, Boston, MA Beth K. Smith Internship in Public Service Grace C. Chow ’17, Social Accountability International, New York, NY Ayeona A. Hopkins ’18, United States Department of the Treasury, Washington, DC Lamisa S. Hossain ’17, Social Accountability International, New York, NY Gina M. Ferolito ’18, The Field Museum, Chicago, IL Siena H. Harlin ’18, The Field Museum, Chicago, IL Esther Lee ’17, Kenya Medical Research Institute (KEMRI), Nairobi, Kenya Yangkyi Lhatso ’17, EduCARE India, Naddi, India Kiana C. Nedele ’16, Carnegie Moscow Center, Moscow, Russia Anne Z. Schnitzer ’18, Entwickslungspolitisches Netzwerk Sachsen, Dresden, Germany Heng (Amber) Qin ’18, Donors Forum, Moscow, Russia The Helen Wallace Health Sciences Internship Fund Mira Bansal ’18, Rush University Medical Center, Chicago, IL

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Genevieve Y. Huang ’18, Tufts Medical Center, Department of Dermatology, Boston, MA Hope C. Schneider ’18, Tufts Medical Center, Department of Dermatology, Boston, MA

Liliane Pingoud Soriano Curatorial Fellowship at the Musée du Louvre, Paris Sophie Kerwin ’16

The Oprah Winfrey Award for Volunteerism Sarah Benamara ’18, Massachusetts Commission Against Discrimination, Boston, MA

Department of Art

Wei Fong Chu Chao Endowed Fund for International Internships Eunkyung (Angela) Kim ’18, La asociación cordobesa de parálisis cerebral y otras afecciones similares (ACPACYS), Córdoba, Spain Nicole (Aili) Olichney ’16, Universidad Internacional Menéndez y Pelayo (UIMP), Santander, Spain

2016 Grace Slack McNeil Student Internships, New England Arts and Architecture Program Alison Balis ’18, Historic New England, Boston, MA Isabella King ’18, Addison Gallery of American Art, Andover, MA Sarah Michelson ’18, Ayer Mansion, Boston, MA Rae Oakley ’16, Enterprise Community Partners, Boston, MA

Curatorial Research Interns Somé Louis ’17 Jasmyne Keimig ’16 Feliz Smith ’17 Madeleine Smith ’16

Department of English and Writing Program Isabelle Chen ’17, W.W. Norton & Co., New York, NY Catherine Piner ’16, Slate, Washington, DC Emma Stelter ’16, National Public Radio, “On the Media,” New York, NY Kathryn Sweatman ’17, Maven Pictures, New York, NY Sophia Tew ’18, Library of America, New York, NY Rose Whitlock ’18, Kneerim & Williams, Boston, MA

Education Intern Chelsea Gell ’18

Office of the Provost and Dean of the College

Collections Management Intern Margaret Mead ’18

Pforzheimer Gift for Internships in the Humanities Georgiana Du ’18 Kethural Manokaran ’18

Davis Museum Summer Internship Program (Internships took place on the Wellesley College Campus unless noted otherwise.) Intern Coordinator Anna Egeland ’16

Technology and Social Media Intern Adrianna Tan ’19 Communications and Operations Intern Annie Wang ’17 Eleanor P. DeLorme Fellow Talin Ghazarian ’16

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Department of French Michele Respaut French House Fellows Program Abigail Stinson ’17, Association Cathédrale Vivante, Cathédrale Saint-Sauveur Anjali Sundaram ’18, IDFM Radio Enghien, Enghien-les-Bains, France

Department of Political Science

Department of Psychology

Wellesley in Washington Internship Program Lizamaria Arias ’17, National Defense University, Center for Applied Strategic Learning, Washington, DC Gabriela C. Asnaran ’17, DC Primary Care Association, Washington, DC Caroline Rose Bechtel ’17, Voice of America, Washington, DC Elise G. Brown ’17, Office of Senator Jeff Merkley, Washington, DC Meredith N. Clark ’17, DC Center for the LGBTQ Community, Washington, DC Kumari Devarajan ’17, Department of Health and Human Services, Office of the Assistant Secretary of Planning and Evaluation, Washington, DC Catie L. DiElsi ’17, George Washington University Graduate School of Education and Human Development, Center on Education Policy, Washington, DC Yujing “Lisa” Fan ’17, Public Citizen, Global Trade Watch, Washington, DC Ananya M. Ghemawat ’17, DC SAFE (DC Survivors and Advocates for Empowerment), Washington, DC Margaret A. Justus ’17, Smithsonian Museum of Natural History, Anthropology Department Collections Management, Washington, DC Eunbyul Lee ’17, Human Rights Campaign, Washington, DC Natalie C. Mendenhall ’17, WJLA TV/ ABC 7 News Channel 8, “Good Morning Washington,” Washington, DC Kelsey C. Moran ’17, United States Department of the Treasury, Economic Policy Office, Washington, DC Kiera M. Parece ’17, National Museum of the American Indian, Washington, DC Aggie Rieger ’17, Howard University Hospital, Sleep and Stress Research Program (Psychiatry), Washington, DC Hailey D. Webster ’17, National Defense University, Center for Applied Strategic Learning, Washington, DC

Psychology Practicum Program Abaigeal C. Grant ’18, Walker School, Needham, MA Gabriela R. Hartman ’17, Riverside Community Care, Newton, MA Diana Lobontiu ’18, Walker School, Needham, MA Haley B. Troy ’16, Walker School, Needham, MA Hannah C. Barton ’17, Walker School, Needham, MA

Wellesley Centers for Women (Internships took place on the Wellesley College campus unless noted otherwise.) Cassandra Allen ’18, Class of ’67 Internship Faith Arimoro ’17, Linda Coyne Lloyd Student Research Internship Meredith Clark ’17, Shirley R. Sherr Student Research Internship Lisa Jenkins ’17, Morse Fellowship Lauren Mostrom ’18, Anne Murray Ladd Student Research Internship (summer of ’16)

Department of Religion Emmavail Luce Severinghaus ’22 Summer Internship Program in Ministry/Human Services Aathira J. Chennat ’17, Kalpavriksh, Pune, India Emily E. Chun ’17, Community Space LITMUS, Asan, South Korea Rosemary S. Dodd ’17, Refugee and Immigrant Center for Education and Legal Services (RAICES), San Antonio, TX Department of Russian Heng (Amber) Qin ’18, Donors Forum, Moscow, Russia Kiana C. Nedele ’16, Carnegie Moscow Center, Moscow, Russia Science Center Programs Wellesley-CHOP Research Scholarship in Child Neurology Helena Yan ’18, Children’s Hospital of Philadelphia, Philadelphia, PA The Buegeleisen Family MS Undergraduate Research Fellowship Isabel D’Alesandro ’18, MIT Department of Biological Engineering, Cambridge, MA

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W e l l esley C ollege Graduate Fel lowship Recipients 2 0 16 Trustee Award Talin Ann Ghazarian ’16, United Kingdom Orli Clelia Hakanoglu ’16, United States Nianqiao Phyllis Ju ’16, United States Rose Alexandra Owen ’16, United States

Jacqueline Krieger Klein ’52 Fellowship Ashley Marcelle Baker ’19, Israel Andrea Marcela Olivas ’17, Israel Ariel Rebecca Zlatkin ’19, Israel

Anne Louise Barrett Fellowship Audrey Michele Wozniak ’14, United Kingdom

Edna V. Moffett Fellowship Meredith Grace Santaus ’16, Scotland Claudia Yau ’16, United States

Margaret Freeman Bowers Fellowship Wanyi Li ’16, United States

Alice Freeman Palmer Fellowship Carina Aiello Belvin ’16, United States

Eugene L. Cox Fellowship Michelle Al-Ferzly ’14, United Kingdom, France, Italy

Kathryn Conway Preyer Fellowship Xan Sarah Chacko ’05, United States

Professor Elizabeth F. Fisher Fellowship Rebecca Lauren Stern ’03, United States Ruth Intersoll Goldmark Fellowship Stephanie Janet Gomez-Menzies ’11, United States Horton-Hallowell Fellowship Lauren Alyssa Johnson ’16, United States Isabelle Anna Rosenthal ’16, United States Sukin Hannah Sim ’16, United States Hannah Millicent Townsend ’11, Ireland Peggy Howard Fellowship in Economics Tejaswi Velayudhan ’10, United States

Mary McEwen Schimke Scholarship Regina Esenam Brown ’09, United States Vida Dutton Scudder Fellowship Ikuno Naka ’12, United Kingdom M.A. Cartland Shackford Medical Fellowship Jane Liang Zhu ’16, United States Harriet A. Shaw Fellowship Sarah Elizabeth Case ’10, United States Maria Opasnov Tyler ’52 Scholarship in Russian Studies Rebecca Ruhl ’13, Russia Sarah Perry Wood Medical Fellowship Elena Nilda Cravens ’15, United States Fanny Bullock Workman Fellowship Emma Caitlin Regan ’16, United States

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Susan Rappaport Knafel ’52 Scholarship for Foreign Study Talin Ann Ghazarian ’16, United Kingdom Susan Rappaport Knafel ’52 Traveling Fellowship Huiying Bernice Chan ’16, Peru, Cuba, South Africa, Vietnam, Philippines, China Mary Elvira Stevens Traveling Fellowship Jolinda M. Fernhout ’79, Netherlands, Germany, Belgium, Israel Alexandra Nunan ’09, Europe and Asia Brandy Parker ’09, Norway, Japan, France Elizabeth Erzsi Szilagyi ’04, Jordan, Turkey, Switzerland Elisabeth Luce Moore ’24 WellesleyYenching Fellowship Kathryn Joyce Saibara ’15, Wellesley-Yenching Graduate Fellow at Chung Chi College, China Julia Shew ’11, Wellesley-Yenching Fellow at Ginling College, China Gabriela Simone Cooper-Vespa ’15, WellesleyYenching Graduate Fellow at Ginling College, China Emma Karen Stelter ’16, Wellesley-Yenching Fellow at Ginling College, China Ruyi Fan Li ’16, Wellesley-Yenching Graduate Fellow at the National Palace Museum, Taiwan

N ationa l F ellowship Competition Recipients an d Nominees 2 0 1 5 -2 0 1 6 Boren Fellowship Melodie V. Ha ’15, China

Kathryn Wasserman Davis 100 Projects for Peace Award Savitri Restrepo Alvarez ’16, Colombia

Fulbright Student Program Olivia Claire Wolcott Kern ’16, Research Grant to Togo Leah May Nugent ’16, Research Grant to China Anna Victoria Payne ’16, Research Grant to France Celina Carlos Reynes ’16, English Teaching Assistantship to Spain Jessica Farangaiz Saifee ’16, English Teaching Assistantship to Tajikistan Isabel Maxine Starr ’16, Research Grant to Turkey Amanda Oh Trabulsi ’16, English Teaching Assistantship to Kyrgyzstan Elizabeth Crane Wallingford ’16, English Teaching Assistantship to Taiwan Carine Ilunga Wete ’16, Binational Business Internship to Mexico

Department of Energy Computational Science Graduate Fellowship Sukin Hannah Sim ’16, United States

Barry M. Goldwater Scholarship Medeea Claudia Popescu ’17, United States Anne His-an Shen ’17, United States

Ford Foundation Predoctoral Fellowship Connie Rojas ’14, United States

Humanity in Action Summer Program Hana Oleanna Bracale ’18, Germany

Boren Scholarship Andrew Micah Budway ’16, Morocco Critical Language Scholarship Kendall Leigh Bianchi ’16, Morocco Anna Rachel Caldwell-Overdier ’19, South Korea Alexis Denise Crayton ’17, China Helena Astrid Mobley ’18, Indonesia Jessica Farangaiz Saifee ’16, India Isabel Maxine Starr ’16, Azerbaijan

French Government Teaching Assistantship in English Anna Christine Egeland ’16, France Samantha Feld Marrus ’16, France Alessandra Saluti ’16, France Madeleine Joyce Smith ’16, France

Mellon Mays Undergraduate Fellowship Genesis Barrios ’17, United States Serenity Davina Hughes ’18, United States Jordan Mason Mayfield ’18, United States Budnampet Ramanudom ’18, United States Victoria E. Roth ’18, United States

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National Science Foundation Graduate Research Fellowship Carina Aiello Belvin ’16, United States Emily A. Cuddy ’12, United States Maia Giselle Fitzstevens ’13, United States Lara Gechijian ’14, United States Young-Ah Lucy Lee ’14, United States Jennifer Chen Lu ’12, United States Sarah S. Payne ’05, United States Katherine Isabel Tierney ’11, United States Farrah C. Yhee ’14, United States Liliane Pinqoud Soriano Curatorial Fellowship at the Musée de Louvre, Paris Sophie Alexandra Kerwin ’16, France Saint Andrew’s Society of the State of New York Scholarship Meredith Grace Santaus ’16, Scotland Schwarzman Scholarship Savitri Restrepo Alvarez ’16, China Harry S. Truman Scholarship Kathelyn McKensie Campbell ’17, United States Thomas J. Watson Fellowship Alyssa Nicole Brody ’16, Japan, Thailand, Italy, Iceland, Chile Yenching Academy at Peking University Beba Cibralic ’16, China Alix Xianthe Mary Lewis ’16, China

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INDEX Advisors and Organizers Aadnani, Rachid 1, 7, 21 Armstrong, Justin 6, 12, 19, 39 Banzaert, Amy 9, 29 Bartalesi-Graf, Daniela 12, 41 Bassem, Christine 11, 36 Bauman, Connie 6, 17 Beers, Melissa 10, 33 Berman, Patricia 5, 14 Brabander, Daniel 11, 35 Carli, Linda 6, 20 Cassibry, Kimberly 5,15 Cheek, Jonathan 12, 41 Chen, Dai 9, 12, 27, 38 Confortini, Catia 10, 32 Darling, Louise 5, 16 de Bres, Helena 9, 28 Doe, Nicholas 8, 25 Dolce, Jocelyne 12, 40 Dougherty, Carol 11, 34 Dwojeski-Santos, Anne 1 Ellison, Susan 5, 8, 9, 15, 25, 27, 30 Fetter, Daniel 6, 20 Fisher, Paul 7, 21 Fluke, Meredith 1, 5, 7, 14, 21 Galarneau, Charlene 5, 12, 15, 40 Gartner, Corinne 10, 11, 34 Gleason, Tracy 12, 40 Goss, John 5, 13, 16, 43 Grandjean, Katherine 9, 29 Grattan, Laura 6, 10, 19, 32 Graves, Kristiana 10, 13, 31, 42 Gunther, Scott 7, 12, 22, 38, 39

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Hagimoto, Koichi 9, 27 Hansen, Thomas 7, 22 Hawes, Kenneth 13, 44 Hennessey, Beth 12, 40 Hodge, Thomas 8, 26 Imber, Jonathan 12, 41 Jeffries, Michael 10, 31 Joiner, Tsugumi 13, 43 Joyce, Joseph 8, 24 Karakasidou, Anastasia 6, 13, 19, 42 Keane, Margaret 11, 37 Killpack, Tess 11, 35 Königer, Martina 9, 28 Kulik-Johnson, Kyra 9, 30 Lam, Yuan-Chu 6, 18 Laviosa, Flavia 7, 23 Lee, Sun-Hee 13, 43 Lee, Sohie 6, 21 Liu, Heping 5, 14 Logvinenko, Igor 8, 25 MacDonald, Paul 8, 23 Mandeville, Elizabeth 1, 9, 11, 12, 28, 35, 39 Marlow, Louise 6, 19 Marshall, Nancy 7, 9, 22, 27 Matthews, Adam 5, 6, 13, 17, 18, 45 McAskill, Tracy 12, 41 McCabe, Joshua 9, 28 McCarthy, Amanda 6, 17 McEwan, Patrick 13, 44 McLeod, Kim 11, 37 McNamara, Martha 1, 5, 7, 15, 22 Metaxas, Panagiotis 6, 9, 11, 20, 29, 36 Moore, Marianne 12, 39 Joanne Murray ’81 1, 6, 19 Mustafaraj, Eniana 1, 6, 11,13, 17, 37, 43 i n

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Nunez, Megan 5, 16 Obeng, Pashington 8, 26 O’Connor, Eileen 10, 34 O’Donnell, Kimberly 1, 5, 13, 16, 45 Park, Kyung-Hong 6, 10, 18, 33 Parussa, Sergio 8, 26 Quinan, Virginia 13, 45 Quintana, Ryan 1, 5, 14 Reddy, Sravana 11, 38 Robeson, Wendy 9, 29 Robichaud, Elizabeth 1, 10, 33 Rosenberg, Sheryl 9, 29 Rosenwald, Lawrence 10, 32 Sabin, Margery 10, 31 Schultz, Andrew 8, 27 Shaer, Orit 6, 11, 13, 17, 36, 43, 44 Shastry, Gauri 10, 32 Shukla-Bhatt, Neelima 8, 11, 13, 24, 36, 42 Shurchkov, Olga 10, 30 Skeath van Mulbregt, Susan 6, 20 Stanley, Rachel 5, 13, 16, 45 Steady, Filomina 8, 10, 24, 34 Tang, Qiuyan 11, 36 Theran, Sally 10, 32 Thomas, Marcia 10, 33 Thomas-Starck, Jennifer 1, 8, 24, 26 Tisdell, Rocio-Maria 8, 9, 11, 12, 13, 25, 30, 35, 42, 44 Towlun, David 10, 31 Tutin, Diane 13, 44

Van Arsdale, Adam 11, 37 Viano, Maurizio 7, 9, 23, 28 Wang, Helen 12, 41 Weerapana, Akila 8, 26 Wilmer, Jeremy 6, 20 Wood, Winifred 1, 7, 23 Zimmerman, Eve 5, 15

Presenters Abo-Sido, Nisreen 9, 30, 62, 65 Allen, Cassandra 8, 25, 64, 67 Amadeo, Nina-Marie 11, 36 Arimoro, Faith 8, 24, 65, 67 Asenbeck, Kim 11, 36, 61 Balis, Alison 5, 15, 66 Banson, Kara 10, 34, 64 Barton, Hannah 10, 32, 67 Battaile, Carly 11, 36 Beatrice, Caroline 5, 14 Beaulieu, Annalee 10, 32 Beem, Alexandra 5, 16, 65 Beyette, Marissa (Claire) 13, 44 Blazey, Chloe 11, 36 Blinzler, Mikayla 9, 28, 62 Blumfield, Annie 12, 39 Borghard, Zoe 11, 35 Boyk, Emily 9, 28, 62 Britt, Meckila 6, 21 Burnam, Rose 6, 20 Butler, Casey 6, 19 Cahillane, Madeline 12, 39, 62, 64 Caldwell, Marissa 12, 40, 62, 65 Carver, Brenna 6, 21 Chalphin, Ellie 11, 36 Cheema, Amal 8, 24, 61, 62, 63 Chen, Evelyn 11, 37 Chen, Tiffany 8, 27 Chen, Megan 10, 33 Chen, Vivien 11, 37 Chen, Cynthia 11, 36, 62, 64 Chen, Isabelle 10, 31, 66 Cheru, Suma 12, 39, 62, 64 Choi, Audrey 11, 37 Chow, Grace 6, 20, 62,66 Clark, Meredith 8, 23, 67 Cohen, Sarah 8, 26 Corey, Taylor 5, 16 Craig-Morse, Mira 6, 19, 64 Crayton, Alexis 13, 43, 69 Cronin, Cassandra 9, 27

Dewan, Zaynah 6, 18 Dhanani, Saraphin 6, 19, 61, 63 Dodd, Rosemary 6, 19, 67 Dong, Xinyang (Amy) 11, 37 Du, Georgiana 9, 28, 66 DuBard, Mary 11, 36 Duggan, Olivia 8, 26, 61, 63 Eastep, Layla 7, 22 Farrell-Sherman, Anna 13, 45 Flemings, Margaret 11, 38 Foun, Amanda 6, 21 Frank, Florence (Frankie) 5, 15, 65 Ghemawat, Ananya 8, 23, 67 Goldstein, Emerson 12, 39, 62, 65 Grant, Abaigeal 10, 32, 67 Grochmal, Olivia 12, 39 Gulick, Aimanda 7, 22, 63 Gupta, Kanika 9, 28 Gupta, Kanupriya 8, 24, 63, 64 Gyorgy, Emma 7, 21, 65 Han, Julia 8, 26 Harrison, Abby 12, 39 Hartman, Gabby 10, 32, 67 Heims-Waldron, Danielle 5, 16 Herde, Isabelle 9, 27, 61, 64 Herling, Rosamond 12, 39 Hoeflinger, Mary (Katie) 12, 41, 63, 65 Holman, Christina 9, 29, 63 Hu, Grace 11, 36 Iye, Julide 1, 7, 21, 63, 64 Jackson, Andrea 13, 43, 64 Ji, Brenda 5, 17 Jiang, Ivy 6, 18, 62, 65 Johnson, Catherine (Cate) 11, 34, 63, 64 Justus, Margaret 5, 15, 67

Kapko, Lyubov 12, 39 Kaplon, Alison 6, 20 Karipineni, Silpa 8, 24, 63, 64 Kay, Mackenzie 10, 34 Keane-Lee, Jalena 7, 23, 61, 63 Kellner, Tessa 6, 19, 61,63 Kenneally, Kate 11, 37 Khouri, Maria 13, 45 Kim, Seo Jung (SJ) 8, 26 Kim, Chelsea 11, 36 Kim, Angela 13, 42, 63, 66 Kim, Stephanie 12, 41, 61, 63 Kim, Heejung (Julie) 8, 24 Kim, Madeleine (Maddie) 10, 31 Koenig, Sarah 11, 35 Koury, Julianna (Jules) 11, 36 Kreimerman, Daniela 11, 38

Marostica, Eliana 8, 25, 62, 65 McCord, Maureen 8, 25, 63, 64 McNair, Eliza 11, 38 Mead, Margaret 7, 21, 66 Mendenhall, Natalie 67 Michelson, Sarah 7, 22, 66 Ming, Grace 11, 36, 63, 64 Mohan, Tanushree 9, 27, 63 Morris, Katie 6, 21 Muldowney, Maya 13, 45 Murphy, Hannah 36, 11

Lanevi, Samantha (Sam) 5, 14 Lee, Eunbyul 8, 23, 67 Lee, Amanda 8, 26, 63, 64 Lee, Vivien 13, 44, 61, 63 Lee, Marian 9, 27 Leslie, Julia 10, 32, 64 Leu, Rebecca 12, 40 Lewites, Sarah 13, 44 Li, Yuyu 6, 21 Liano, Simone 9, 30, 61, 63 Liu, Xiaorong (Sharon) 5, 14, 65 Lobontiu, Diana 10, 32, 67 Loucks, Emily 8, 25, 62, 65 Louis, Somé 7, 21, 66 Luo, Yuanyuan (Laura) 12, 41, 65 Lurie, Emma 11, 36

O’Donoghue, Brianne 10, 32, 61, 64 Oduor, Zilpa 12, 39, 63, 64 Okoli, Marissa 6, 17 Okoye, Ogochukwu 11, 36 Ondraskova, Daniela (Danni) 8, 25, 65 Ortega, Lucia 5, 16, 61, 63

Ma, Lilian 6, 20, 61 Madhok, Anjali 12, 39, 62, 65 Mahajan, Chetna 12, 39, 62 Mallary, Katharine (Kat) 8, 24, 61, 63 Manokaran, Kethural (Kethu) 13, 42, 66 Marmolejo, Ivonne 10, 32, 63, 65

Ramanudom, Pet 11, 38, 69 Rieger, Aggie 8, 23, 67 Ross, Franziska (Franzi) 10, 31 Roth, Victoria (Tory) 6, 17, 69 Rubera, Christine 9, 29 Rusin, Katherine (Katie) 13, 43

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Narvaez, Isabella 9, 29 Neel, Emily 13, 45 Nikom, Bella 13, 42, 62, 64 Noonan, Isabel 13, 43 Ntavelou-Baum, Fani 9, 28, 63

Pan, Yuanzhen 13, 42, 62, 65 Parece, Kiera 8, 23, 67 Perluss, Netanya 5, 15 Petrie, Kyla 12, 40 Piré, Kailey 7, 23, 63, 64 Quin, Michelle 6, 18

Salerno, Clare 11, 35

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Samanci, Elif 11, 37 Sanchez, Gloria 11, 34, 61, 63 Santero, Jessica 8, 26, 63, 64 Sarang, Mehak 9, 29, 65 Saupe, Maya 12, 41 Selch, Rebecca 7, 22, 61, 63 Sevencan, Nur 12, 41, 65 Shanahan, Haley 12, 38, 62, 65 Shen, Mojia 6, 17, 65, 69 Shetty, Sanam 8, 26, 61 Shlasko, Gabrielle 8, 26 Smith, Feliz 7, 21, 66 Smith-Tripp, Sarah 12, 39 Sriram, Sitara 9, 28 Stenson, Cali 9, 29, 61, 63 Stento, Sydney 9, 29 Stewart, Sydney 9, 28, 62 Stinson, Abigail 7, 22, 66 Sun, Angela 10, 33 Sun-Tan, Catrina 6, 18 Sundaram, Anjali 12, 38, 66 Sweatman, Kathryn 7, 23, 66 Takada, Megumi 11, 37 Tan, Adrianna 7, 21, 66 Tannady, Jesslyn 13, 44 Temkin, Sophia 13, 44 Tilija, Esa 10, 33, 66 Towers, Gwendolyn 8, 25, 62, 66 Troy, Haley 10, 32, 67 Tu, Lucia 12, 40

Wang, Annie 7, 21, 56 Wang, Alice 13, 44, 64 Wang, Michelle 12, 39, 62 Weingartner, Sierra 10, 33, 61, 63 Whitlock, Windsor Rose 10, 31, 66 Williams, Evan 10, 33, 66 Wu, Xiaofan 6, 17 Xi, Ningyi 5, 14, 63, 64 Xia, Lingjun (Lotus) 6, 20 Yan, Katie 12, 39,62 Yan, Helena 6, 17, 67 Yaskawa, Hanae 8, 26, 61, 64 Yerramreddy, Harshita 13, 42 Young, Jacqueline 11, 36 Zerkle, Isaac 10, 31 Zhong, Cordelia 12, 40 Zhou, Linda 11, 35, 62, 65 Zhou, Ronghao 8, 25, 62, 66 Zhu, Holly 8, 25, 62, 66 Ziad, Amina 7, 21, 63, 64 Zlatkin, Ariel (Rebecca) 10, 30, 68

Ugelstad, Delaney 8, 24, 65 Unni, Sabina 9, 30 Vadrevu, Bhavana 10, 34, 61, 63 Vale, Sophia 5, 15 Van Dessel, Filia 8, 25, 62, 66 Vannah, Sara 11, 37 Voigt, Samantha 11, 36 Vorder Bruegge, Ruth 6, 18 Walsh, Bridget 5, 16, 66

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Wellesley College gratefully acknowledges the generous alumnae and friends who support experiential learning. Their support enables students to engage in off-campus learning opportunities that have become an integral part of the Wellesley College educational experience. The Tanner Conference Committee gratefully acknowledges faculty and staff in the following departments and facilities for their commitment to the Tanner Conference: Campus Police, Communications and Public Affairs, Computer Science, Custodial Services, Grounds, Library and Technology Services, Mail Services, Motor Pool, Physical Plant Administration, Special Events, Science Center, Special Events, and The Wellesley College Club.

Tanner Conference Sustainability Initiatives: • Please dispose of trash and recycle appropriate materials in the designated bins. • This program was printed on 100 percent recyclable paper with soy-based ink. • Please recycle your conference book when you’ve finished enjoying it! A sustainable community event brought to you by the Sustainability Advisory and Tanner Conference Committees.

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