Tanner Conference 2012 by Wellesley College Alumnae Association

Tanner 2012

• All food, dishware, napkins, utensils, and cups are compostable at this event. • This program was printed on 100% recyclable paper with soy-based ink. • Please remember to recycle your conference booklet when you’re done.

2012

A sustainable community event brought to you by the Sustainability Advisory and Tanner Conference Committees

The Tanner Comferece

Tanner Conference Sustainability Initiatives:

TABLE O F CONTENTS 1

Conference Overview

Tanner Conference Committee

Thematic Overview

Conference Schedule

Conference Abstracts

Wellesley in the World

Map

International Study Programs

Internships and Grants Programs

Fellowship Programs

Wellesley College Supported Internship Recipients 2012

Wellesley College Graduate Fellowship Recipients 2011â&#x20AC;&#x201C;2012

National Fellowship Competition Recipients and Nominees 2011â&#x20AC;&#x201C;2012

Index

Notes

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

THE TANNER CONFERENCE It is our privilege to invite your participation in the 2012 Tanner Conference. Established through the generosity of trustee emeriti 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 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.

The 2012 Tanner Conference Committee

Dora Carrico-Moniz Department of Chemistry

Martha J. McNamara Department of Art

Beth Robichaud Center for Work and Service

Lee Cuba Department of Sociology

Elaine Mehalakes Davis Museum and Cultural Center

Jill A. Syverson-Stork Department of Spanish

Camylle Fleming Class of 2014

S. Joanne Murray ’81 Center for Work and Service

Jennifer Thomas-Starck Office of International Study

Ted Hufstader Center for Work and Service

Salwa Nur Muhammad ’06 Center for Work and Service

Franklyn A. Turbak Department of Computer Science

Pinar Keskin Department of Economics

Kimberly O’Donnell Department of Biological Sciences

Winifred J. Wood The Writing Program

Peggy Levitt Department of Sociology

Karen Z. Pabon Slater International Center

Ruxin Xu Class of 2015

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THEMATIC OVERVIEW

Culture and the Arts Hollyweird: Inside TV and Film

Individual Presentations

9:15am

SCI 278

Art As an Instrument of Change

Individual Presentations

10:45am

SCI 104

Don't Touch That Picasso!: Tales of the Arts and the Davis Museum

Panel

10:45am

SCI 261

Modern Tools, Ancient History

Individual Presentations

10:45am

SCI 256

Technology and Transfer of History and Culture

Individual Presentations

1:30pm

SCI 270

The Abayudaya: Traditions Held Abroad and at Home

Panel

1:30pm

SCI 264

Books: From Paper to Pixels

Individual Presentations

3:00pm

SCI E111

Museums: From Front-End Research to Future Exhibits

Individual Presentations

3:00pm

SCI 274

The German Professional World: From Poetry to Politics

Panel

3:00pm

SCI 270

Advance Rights for Queer Communities Across the Globe

Individual Presentations

9:15am

SCI 392

Alleviating Poverty through Microfinance

Individual Presentations

9:15am

SCI 211

Making a Case for Single Gender Learning

Individual Presentations

9:15am

SCI E111

Teachers Across Borders

Individual Presentations

9:15am

SCI 104

Empowering Teens through Teams

Individual Presentations

10:45am

SCI 268

Gendered Professions: Wellesley Women Breaking Barriers

Individual Presentations

10:45am

SCI 278

Fostering Scientific Inquiry in Middle-School Girls

Panel

1:30pm

SCI 104

Multifaceted Approaches to Addressing Violence against Women

Individual Presentations

1:30pm

SCI E111

Designing Interventions to Address Developmental Delays

Individual Presentations

3:00pm

SCI 264

Reflections on Wall Street Summer Internships

Panel

3:00pm

SCI 392

Lab Cultures

Individual Presentations

9:15am

SCI 380

Mental Health Policy and Practice

Individual Presentations

9:15am

SCI 264

Non-Communicable Disease: Addressing the Epidemiological Shift in the United States

Individual Presentations

9:15am

SCI 274

Of Mice and Molecular Medicine

Individual Presentations

9:15am

SCI 364

Empowerment of Youth, Women, and Families

Health and Medicine Beyond Borders

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THEMATIC OVERVIEW

Doctors, Decisions, and the Bioethics of Research

Individual Presentations

10:45am

SCI 396

From Spreadsheet to Clinic: Global Public Health Lessons from the Clinton Foundation

Panel

10:45am

SCI 392

The Anthropology of Healthcare Delivery

Individual Presentations

1:30pm

SCI 392

The Methods Section: Drafting a Template for Health Research

Individual Presentations

1:30pm

SCI 256

Partnerships to Solve Problems in Public Health

Individual Presentations

3:00pm

SCI 380

Are We Helping or Harming?

Individual Presentations

9:15am

SCI 256

Did you Find Yourself, Abroad?

Individual Presentations

9:15am

SCI 268

Election Politics 2012

Roundtable

9:15am

Observatory Library

Illegal Exchanges: Drugs and Human Trafficking

Individual Presentations

9:15am

SCI 270

Regulations and Responsibility in Multinational Corporations Individual Presentations

9:15am

SCI 261

Multifaceted and Multicultural Experiences in Japan

Panel

10:45am

SCI 264

Think Tanks Across Continents

Panel

10:45am

SCI 364

After the Mothership, Fellowship?

Panel

1:30pm

SCI 396

Honoring the Past, Pushing for Change

Individual Presentations

1:30pm

SCI 268

Learning As We Teach: Working with Aprendizaje Global in Central America

Panel

1:30pm

SCI 261

Peeling Back the Red Tape: DC Institutions Beyond Bureaucracy

Panel

1:30pm

SCI 211

Whose Views Are In the News?

Individual Presentations

1:30pm

SCI 380

Global Trade, Global Solutions

Individual Presentations

3:00pm

SCI 211

How Decisions Are Made: Policy and Politics

Individual Presentations

3:00pm

SCI 256

Identity, Community, and Global Citizenship

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THEMATIC OVERVIEW

Human Rights in the Twenty-First Century

Panel

3:00pm

SCI 268

Mapping Judaic Roots and History Across the Middle East

Panel

3:00pm

SCI 104

Perspectives in Flux: A Summer at Fudan University in Shanghai, China

Panel

3:00pm

SCI 364

Twelve Far Miles: Bridging the Gap between Boston and Wellesley

Panel

3:00pm

SCI 278

Wellesley College and United World College Alumnae: Reflecting on the Values of Global Learning

Roundtable

3:00pm

SCI 396

Start Me Up: Economics of Entrepreneurship

Individual Presentations

9:15am

SCI 396

Economic Theory in the Real World

Individual Presentations

10:45am

SCI E111

Improving Facebook, Reddit, and More

Panel

10:45am

SCI 274

NASA: Not Just the Art and Science of Aeronautics

Individual Presentations

10:45am

SCI 270

Online Learning

Roundtable

10:45am

Observatory Library

Teaching Technology and Mentoring Methodology

Individual Presentations

10:45am

SCI 211

Wellesley in the Wild

Individual Presentations

10:45am

SCI 380

Cloning, Painting, and Searching: Enhancing Synthetic Biology through Human-Computer Interaction

Panel

1:30pm

SCI 274

From the Ground Up: Mobilizing Rural Communities to Build Schools

Panel

1:30pm

SCI 278

Projects, Perks, and Perspectives: Navigating Emerging Technologies

Panel

1:30pm

SCI 364

Equal Access to Education: Some Students Are More Equal than Others

Individual Presentations

3:00pm

SCI 261

Technology, Innovation, and Education

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CONFERENCE SCHEDULE

8:30–9:15am Breakfast The Leonie Faroll Focus, Science Center

A Guide to Hollyweird: Confessions of an Aspiring Filmmaker Ama Y. Adi-Dako ’14, English

Consuming Research at NBCUniversal, Inc. Una M. Graonic ’13, Psychology

Archiving and Outreach: My Time at an LGBTQ NGO in Johannesburg, South Africa Blake Desormeaux ’13, Cognitive and Linguistic Sciences

Teachers Across Borders SCI 104 Teaching in Paradise: Our Summer Service Experience Abroad

Alleviating Poverty through Microfinance SCI 211

Sarah L. Garvey ’15, Undeclared and Lindsey L. Tang ’15, Undeclared

The Power of a Nonprofit in an Impoverished Community: The Guatemalan Project

Harpswell Foundation: Helping to Shape Future Cambodian Women Leaders

Mai Y. Xiong ’14, Economics and Spanish

Cabrina Kang ’13, English

Cape Verde: A Nation’s Women Rising Up from Volcanic Ashes Christina M. Smith ’13, Peace and Justice Studies and Adoja O. Boateng ’14, Africana Studies

On Human Compassion: Race, Space, and Savior Complexes Maya L. Thompson ’13, American Studies

Supporting a Collaborative Effort toward English Education for Mexican Mothers in Nebraska

Behind the Cloth: Microfinancing Education in an Argentinian Village Christina M. Rieth ’14, Architecture

Making a Case for Single Gender Learning SCI E111 The Schooling Girls and Boys Project

Gretchen K. Larsen ’13, Cognitive and Linguistic Sciences

Health and Medicine Beyond Borders

Nubia S. Whitaker ’13, Psychology and Molly C. Gibian ’13, Cognitive and Linguistic Sciences

Lab Cultures SCI 380

Empowering Black Female Adolescents with Reproductive Health Knowledge through the Art of Zine Making

What You Eat and HIV

Lilly Marcelin ’DS, Women’s and Gender Studies and Yassmina M. Macer ’13, Women’s and Gender Studies

Kathleen L. Zhu ’15, Undeclared

Stem Cell Research: Does It Live Up to Its Potential? Emily M. Lewis ’13, Biological Sciences

Neurosurgery at National University Hospital, Singapore

The Cultured Gaydar: The LGBTQ Community and Its Function in Japanese Society

Amyeo A. Jereen ’14, Neuroscience

Nichole P. Burton ’13, Media Arts and Sciences and Japanese Language and Literature t h e

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Mental Health Policy and Practice SCI 264

Of Mice and Molecular Medicine SCI 364

Clinical Psychology: Where the Abstract Becomes Concrete

Of Mice and Women: Gynecological Oncology from the Bench to the Bedside

Brigid E. Prayson ’14, Psychology; Joanna G. Garcia ’14, Spanish and Psychology; and Katherine S. Howe ’14, Neuroscience

Kelly Anne McCullagh ’14, English

Under the Rug of Global Health: Mental Health

Allicia O. Imada ’13, Neuroscience

Keisha N. Fred-Torres ’13, French

Of Mice and Molecules: Biomedical Research at Boston Children’s Hospital Humanizing the Molecular Basis of Oncology

Power of a Nonprofit Organization: Providing Mental Health Support to the International Community in Japan

Ashley J. Porras ’14, Neuroscience

Identity, Community, and Global Citizenship

Natalie O. Rojas ’14, International Relations–History

Using EEG Measures to Predict Neurological Outcome after Cardiac Arrest Allison A. Walker-Elders ’13, Neuroscience

Are We Helping or Harming? SCI 256 Mentoring and Tutoring in Los Angeles: A Gap Year with City Year Charlotte J. Weiss ’16, Undeclared

“Voluntourism”: Rethinking Education and Sustainable Development Jiezhen Wu ’13, Peace and Justice Studies and Political Science

Immigration Crisis: The Humanitarian Work of the Red Cross in Marseille, France Kirstin M. Yanisch ’13, Political Science and French

The Battle Is Not Over After Curing Cancer!

Did You Find Yourself, Abroad? SCI 268

Anita Z. Li ’15, Undeclared

With Two Hands: Sharing Cultures and Connecting Future Leaders of the United States and South Korea Kelsey R. Williams ’13, East Asian Studies

The Reality Behind the Romance: Discovering Morocco Laura W. Yan ’14, History and Middle Eastern Studies

Election Politics 2012 (Roundtable) Observatory Library Hahrie C. Han, Political Science; Thomas Cushman, Sociology; and Candice T. Evers ’13, International Relations–Political Science

Illegal Exchanges: Drugs and Human Trafficking SCI 270 Takedown: Federal Prosecution and the Demise of the Drug Dealer Ellen G. Kerschensteiner ’13, Economics

“Big Pimpin’”: Examining Human Trafficking Practices in the United States Sarah G. Trager ’13, American Studies

Religion As a Force of Peace: The Presbyterian Ministry at the United Nations Elodie E. de Bethmann ’15, Undeclared

Regulations and Responsibility in Multinational Corporations SCI 261

Chronic Kidney Disease: The Search for Better Treatment Options to Improve Patients’ Quality of Life

The View from Bologna’s Towers Maria Nikitin ’13, Art History

Big Changes and Big Bucks: Current Conditions and Challenges in the Financial Services Industry

Alexandra K. Kim ’13, Biological Sciences

Find Your Own Base: Experiences and Revelations from Kyoto, Japan

Angela Lee ’13, History and Joanna S. Concessao ’13, Economics

Yang Tian ’14, Political Science and Economics

Taking Responsibility: The Many Sides of a Corporation

Understanding Atherosclerosis: Intracellular Energy Transfer and Blood Clotting Michiko O. Inouye ’14, Music

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Diana T. Huynh ’15, Undeclared

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Software As a Service: The Growing Cloud Computing Industry Sara T. Kramer ’15, Undeclared

Learning About the Importance of Search Engine Optimization Marieta Kenkovova ’14, Mathematics and Economics

HeSpoke, Bespoke Njweng N. Yangni ’14, American Studies and Stella B. Odewumi ’13, Economics

Break: 10:25 – 10:45am Refreshments will be served in The Leonie Faroll Focus, Science Center.

10:45 – 11:55am Culture and the Arts Art As an Instrument of Change SCI 104

Revolutionary Nicaragua: Artistic and Literary Revelations Caitlin J. Greenhill ’14, Art Studio and Art History

Creating Community through Architecture: An Exploration of Social Sustainability in the Alps Christine H. Lee ’13, Architecture

Don’t Touch That Picasso!: Tales of the Arts and the Davis Museum (Panel)

Empowerment of Youth, Women, and Families Empowering Teens through Teams SCI 268 Not Your Average Summer Camp Melissa E. Paul ’13, International Relations–Economics

Lessons Learned on Trek Hannah J. Webber ’14, Sociology

Untangling the “Human Knot”: The Importance of Teaching Team-Building and Leadership Skills to Youth Sarah Jane B. Huber ’14, Sociology

Growing Vegetables and Intercultural Communication in the Buenos Aires Zoo

Modern Tools, Ancient History SCI 256

Kate M. Kemmerer ’13, Economics and Spanish

Archaeology and the Internet: Preserving Urban History and Classical Culture in Rome Michelle M. Al-Ferzly ’14, Art History

Gendered Professions: Wellesley Women Breaking Barriers SCI 278

The Apolline Project: Excavating Roman Baths in the Shadow of Vesuvius

Women, Ghosts, and Gallo Pinto: Summer Internship at the UNDP Costa Rica

Megan S. Wilson ’13, Classics

Tijana Trkulja ’13, International Relations–Economics

No Bones About It: Discovering My Passion for Bioarchaeology in Bronze Age Romania Jenna M. Watson ’13, Anthropology

Kim A. Quarantello ’13, Political Science

The Evolutionary Effects of Environmental Change: A Paleontological Study Sanam B. Anwar ’15, Undeclared

Get the Frack Out: Activism in the Twenty-First Century

Women’s Foreign Policy Group: Promoting Women’s Voices in International Affairs Who’s at the Table?: Gender and Social Change at the Federal Reserve Meredith W. Stoner ’13, Women’s and Gender Studies

Of Women and Fire Christina G. Rozek ’15, Undeclared

Frances G. Leeson ’14, History

Life Behind the Bat: Inside the Cape Cod Baseball League

“Now’s the Time!”: Sustaining Jazz Music through Union Negotiations

Rebecca S. Fishbein ’15, Undeclared

Alyssa J. Kayser-Hirsh ’14, Music

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Health and Medicine Beyond Borders

Identity, Community, and Global Citizenship

Cross-Boundary Environmental Policy Research: Rhine Waters, Swiss and German Political Scientists, and an American Chemist

Doctors, Decisions, and the Bioethics of Research SCI 396

Multifaceted and Multicultural Experiences in Japan

Kathryn A. Jackson ’13, Economics and Chemistry

(Panel)

SCI 264 What Is and What Should Be: Bridging the Gap Between Psychology and Philosophy Valerie-Jean Y. Soon ’13, Economics and Philosophy

Bench to Bedside: Bridging the Gap between Basic Science and Patient Care Hayley E. Malkin ’13, Biological Chemistry

Because “Not Stat” Does Not Mean Not Important: Toward Better Hospital Service Leila Chaieb ’13, Biological Sciences and Middle Eastern Studies

A Journey into the Unknown World of Cyclotides

Ji Qing Wu ’15, Undeclared; Athena M. Kihara ’15, Undeclared; Jiae Kim ’13, English and Creative Writing; Milana Kuzmanovic ’14, Economics; Sizhuang Miao ’15, Undeclared; and Kathryn J. Saibara ’15, Undeclared

Think Tanks Across Continents SCI 364 Appealing to the Masses: Objectivity in Policy Design and Analysis Ljubica Z. Ristovska ’13, Computer Science and Economics

Thinking About Think Tanks

Kellen M. Kartub ’14, Chemistry

Pratibha Chauhan ’13, Architecture; Anna J. Moses ’13, History and Political Science; and Karen M. Scott ’13, Economics

The Art of Questions in Research Alice Sun ’15, Undeclared

The Neuroscience of Vision Is No Illusion: Dialogue in the Scientific Community Colleen G. Isabelle ’13, Neuroscience

From Spreadsheet to Clinic: Global Public Health Lessons from the Clinton Foundation

Technology, Innovation, and Education Economic Theory in the Real World SCI E111

(Panel)

Painful Growth: Understanding the Chinese Automobile Insurance Market

SCI 392

Liyang Sun ’14, Economics and Mathematics

Rutendo G. Gambe ’13, Neuroscience; Misbah Aslam ’13, Health and Society; and Anisha Vishwanath ’13, Art History and Neuroscience

A Summer in the World of Numbers: UBS Wealth Management Meredith H. Nakayama ’15, Undeclared

Protecting the Environment: The Good, the Bad, and the Economics Farheen G. Rahimtoola ’13, Economics

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Village-Level Problem Solving: Recognizing the Heterogenous Communities of the Loess Plateau Kat Yung Keung ’14, Environmental Studies and Economics

Improving Facebook, Reddit, and More (Panel)

NASA: Not just the Art and Science of Aeronautics SCI 270 Meteorite Maniac: Carving My Path at the American Museum of Natural History Isabelle R. Erb ’13, Art History and Italian Studies

Failure Is Not an Option: Designing a Hands-Free Jet Pack Interface Charlotte J. Kiang ’13, Mathematics

Following Curiosity: A Summer of Astrobiology Research for Mars Science Laboratory Rachel L. Harris ’14, Biological Sciences

Online Learning (Roundtable)

Observatory Library Roshan Prakash ‘13, English; Ravi Ravishanker, LTS; Adam van Arsdale, Anthropology; Barry Lydgate, French; and Catherine J. Wearing, Philosophy Organizer: Richard G. French, Office of the Provost and Dean of the College and Astrophysics

Teaching Technology and Mentoring Methodology SCI 211 GeoTreks: An Educational Framework for K-12 Free Choice Learning Karina K. Chung ’13, Geosciences and Psychology

From Middle School to Laboratory: Inspiring Science for the Next Generation Alison Z. Nikyar ’15, Undeclared

A, B, C, D, E-readers: Can Kindles Improve Children’s Literacy in Africa? Kimberlee A. Johnson ’13, History

The Importance of EQ: Social and Emotional Learning through Open Circle Naricha Savanorke-Joyce ’15, Undeclared

Wellesley in the Wild SCI 380 Under the Sea: How to Be a Marine Biologist Alyssa G. Wibisono ’13, Biological Sciences

SEA Semester: Original Science, Sailing, and Zooplankton of the North Pacific Ocean Anne V. West ’15, Undeclared

Conservation in the Great Bear Rainforest: It’s Not All About the Bears

Human Wildlife Conflict in the Tarangire Manyara Ecosystem, Northern Tanzania Julia G. Jaffe ’13, Biological Sciences and Psychology

Empowerment of Youth, Women, and Families Fostering Scientific Inquiry in MiddleSchool Girls

Luncheon: 12 – 1:30pm

(Panel)

All members of the Wellesley College community are invited to lunch, which will be served in The Leonie Faroll Focus and the Science Library.

1:30 to 2:40pm Culture and the Arts Technology and Transfer of History and Culture SCI 270 Keeping the Pulse on Hallyu: Media and Representation in K-Pop Patricia L. Liu ’14, East Asian Studies

SCI 104 Evelyn Haro ’13, Sociology; Gabriela S. CooperVespa ’15, Undeclared; Debra A. Hasse ’13, Economics; and Cassandra Tavolarella ’13, Architecture

Multifaceted Approaches to Addressing Violence against Women SCI E111 Asylum Granted: Advancing the Rights of Refugee Women and Children Brianna D. Krong ’15, Undeclared

Dedicated to Healing: Medical Advocacy with the Boston Area Rape Crisis Center

Screenprinting Across the Border: U.S. and Russian Artists’ Collaboration Now and Then

Blair L. Uhlig ’14, Classical Civilization

Elena S. Mironciuc ’13, Russian and Art Studio

Peril in the Pearl: The Mistreatment of Women in Uganda

Welcome Home, Mr. President: Blogging about Presidential Legacies at Historic Homes

Cayla M. Vila ’15, Undeclared and Young-Eun Y. Choi ’15, Undeclared

Laura W. Rigge ’14, Russian

Egypt’s Online Revolution: Empowerment through Media Nouran S. Ibrahim ’EX, Undeclared

Tackling Domestic Violence in Mumbai, India through Collaboration and Prevention Hannah A. Stone ’14, Chemistry

The Abayudaya: Traditions Held Abroad and at Home (Panel)

SCI 264 Christie H. Lee ’14, East Asian Studies; Katherine M. Hargreaves ’13, Psychology; and Emily S. Wood ’13, Peace and Justice Studies

Eliana R. Blaine ’13, Environmental Studies

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Health and Medicine Beyond Borders

Identity, Community, and Global Citizenship

Whose Views Are In the News? SCI 380

The Anthropology of Healthcare Delivery SCI 392

After the Mothership, Fellowship?

Human Writes: Finding a Journalistic Voice in China

(Panel)

SCI 396

Developing Healthcare: What Can We Do to Help?

Debbie J. Chen ’11, Economics; Deborah Cramer ’73, English; and Erin C. Kim ’09, Neuroscience

Joanna E. Carmel ’13, Psychology; Nevatha Mathialagan ’15, Undeclared; and Alda S. Ngo ’15, Undeclared

Honoring the Past, Pushing for Change SCI 268

Putting Medicine into Cultural Context: Healthcare in Shanghai, China

Winter in the GULAG (Museum) Rebecca K. Ruhl ’13, Russian Area Studies and History

Adriana S. Rathjen ’14, Chinese Language and Literature and Biological Sciences

Poland and the Holocaust

The Social Topography of a German Hospital and What It Means for Patient Care

Chelsea-Ann A. Patry ’13, Biological Sciences and Chinese Language and Literature

Lauren H. Steinman ’13, Comparative Literature

How Do You Heal Yourself?

Narayani Gupta ’15, Undeclared

Zoe E. Moyer ’15, Undeclared

Learning As We Teach: Working with Aprendizaje Global in Central America

The Methods Section: Drafting a Template for Health Research SCI 256

(Panel)

SCI 261

Turning Discovery into Health: The Impact of NIH Research on Women’s Health Madeleine P. Whitaker ’13, Neuroscience and Cobren A. Greer ’13, Anthropolog y

Our Children, They Don’t Listen: Stories of Health from Around the World Sylvia K. Ilahuka ’13, Environmental Studies and Sociology and Elze Rackaityte ’13, Biological Sciences

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Life Renews at 55: Seniors in Present-Day China

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Rachel L. Coogan ’13, Geosciences and Spanish; Esther M. Gonzalez ’13, Political Sciences; and Katherine L. Suchyta ’15, Undeclared

Peeling Back the Red Tape: DC Institutions Beyond Bureaucracy (Panel)

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Audrey M. Wozniak ’14, Music

The Need for Diversity Behind the Lens Danielle Y. Marburgh ’14, Political Science

The Chilean Winter: Investigating Student Resistance Kristen L. Green ’14, Spanish and Political Science and Mariana Zepeda ’14, English

Informing and Connecting Small Towns: The Role and Value of Local Newspapers Kaitlyn F. Kirkaldy ’14, International Relations– Political Science

Technology, Innovation, and Education Cloning, Painting, and Searching: Enhancing Synthetic Biology through Human-Computer Interaction (Panel)

From the Ground Up: Mobilizing Rural Communitities to Build Schools (Panel)

Projects, Perks, and Perspectives: Navigating Emerging Technologies (Panel)

Flowering Stars: From Kashan to Cambridge Hannah L. Ahlblad ’14, Art History and Art Studio

Reflections on Wall Street Summer Internships (Panel)

SCI 364

The Life of an Exhibit: From Conception to Evaluation

SCI 392

Kristian M. Tran ’13, Computer Science; Taili Feng ’13, Computer Science; Michelle N. Ferreirae ’13, Computer Science; Emily Lin ’14, Media Arts and Sciences; Sachi A. Shah ’13, Computer Science and Mathematics; and Kelsey L. Tempel ’13, Computer Science

Lauren M. Richmond ’14, Economics and Art History

Yikang Li ’14, Mathematics and Economics; Shuyu Gao ’13, Economics; Ashley T. Knight ’13, Psychology; and Ho Lum Kwok ’13, Psychology and Economics

Break: 2:40 – 3pm

The Mona Bismark American Center: A Lesson in Art and Culture

Refreshments will be served in The Leonie Faroll Focus, Science Center

Molly R. Cyr ’13, French and Peace and Justice Studies and Julia C. Leveille ’13, French

3 – 4:10pm

The German Professional World: From Poetry to Politics

Culture and the Arts Books: From Paper to Pixels SCI E111 For Love or For Money: Modern Literary Agencies in Boston and New York Lucy V. Cleland ’13, English and Clara S. Brodie ’13, English

Academic Book Publishing and the Digital Age: Changing Formats, Changing Legal Issues Maria A. Brusco ’14, Philosophy and Economics

Losing History: Conservation and the Digital World Clara L. Bailin ’13, Art History

Museums: From Front-End Research to Future Exhibits SCI 274 The Art of Development at the Peabody Essex Museum Jessica E. Frey ’13, Art History and Economics

From the Museum to the Endowment: Working with Cultural Institutions in Washington, DC Rusi Li ’13, English

(Panel)

SCI 270

Yan An Tan ’13, German Studies; Emily C. Bell ’13, German Studies and Economics; Jennifer L. Marble ’13, Economics; Denisse Ruiz ’13, Comparative Literature and German Studies; and Lauren S. Woelfel ’13, Cinema and Media Studies

Empowerment of Youth, Women, and Families

#PreMedProblems: A Pre-Med Student Fighting Tuberculosis in Rural Cambodia Iman Khan ’13, Spanish

Exploring the Field of Public Health as an Environmental Health Intern in Michigan Oluwakemi L. Akin-Olugbade ’14, French and Psychology

Designing Interventions to Address Developmental Delays SCI 264 Teaching, Caring, and Building Hope at the Walker School Kathryn C. Goffin ’13, Psychology; Ashleigh M. Sargent ’13, Psychology; and Kendrick E. Smaellie ’14, Psychology

Building Public-Private Partnerships to Improve Healthcare Michelle Vogelzang ’13, Peace and Justice Studies and Biological Sciences

Private Sector Engagement: The New Global Health? Monica A. Setaruddin ’14, Psychology and Health and Society

Mind Reading in Blind and Autistic Children Mika F. Asaba ’14, Neuroscience and Asha Albuquerque ’14, English

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Identity, Community, and Global Citizenship

Human Rights in the Twenty-First Century (Panel)

SCI 268

Global Trade, Global Solutions SCI 211

Yu Mei Lay He ’14, Economics; Anya S. Corke ’13, Philosophy and Russian; Yi Ling Dai ’13, Neuroscience; Julia G. Solomon ’13, Economics; and Xue Wu ’13, Economics

Advising a Rapidly Growing Government: Public Sector Consulting in the UAE Melda Salhab ’13, Economics

Mapping Judaic Roots and History Across the Middle East

Building Bridges over the Pacific: Law, Politics, and Culture in Colombia-Asia Relations

(Panel)

SCI 104

Sae Bom Choi ’14, Sociology

What Is the World Bank? Carolyn B. Campbell ’13, Economics

Project Financing: Bridging the African Gap Devin L. Elliott ’13, Economics

Perspectives in Flux: A Summer at Fudan University in Shanghai, China

How Decisions Are Made: Policy and Politics SCI 256

(Panel)

SCI 364 Helen Cheng ’14, Economics; Isabella J. Dougherty ’15, Undeclared; Rachel H. Lam ’15, Undeclared; and Michelle S. Lam ’14, Economics

The Devil in Blue: The Battle Over the Federal Judiciary Connie C. Shen ’14, Economics

True Bipartisanship: An Outsider Looks In Katherine E. Di Lucido ’15, Undeclared

Translating Ideas to Action: The Magic of a Nonprofit Demystified Cassady A. Rosenblum ’13, International Relations–Political Science

Delving into the World of Affordable Housing in Jamaica Plain

Oset Babur ’15, Undeclared; Shawna C. Burhans ’15, Undeclared; Melissa S. Pettit ’15, Undeclared; Susannah C. Shoemaker ’15, Undeclared; Alice N. Yuan ’15, Undeclared; and Celeste N. Zumwalt ’15, Undeclared

Twelve Far Miles: Bridging the Gap between Boston and Wellesley (Panel)

Marguerite A. Sulmont ’13, Architecture and Economics and Paola M. Oliver Gutierrez ’13, Architecture

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Wellesley College and United World Colleges Alumnae: Reflecting on the Values of Global Learning (Roundtable)

SCI 396 Halimatou Hima Moussa Dioula ’10, International Relations–Economics; Ruth Wang’ondu ’07, Biochemistry and Sociology; and other United World College alumnae and current students

Technology, Innovation, and Education Equal Access to Education: Some Students Are More Equal than Others SCI 261 Analyzing and Evaluating the Relationship between Wealth and Educational Attainment, Expenditure, and Enrollment in India Marilynn M. Willey ’14, Classical Civilization

Closing the Gap: An International Perspective Haley C. Vasquez ’14, Sociology and Peace Studies

Hello, Teacher!: Bringing English into Rural Korea Jee-Hyun Song ’13, English

The “Capital Commitment” to Education in the DC Public School System Stephanie T. Shieh ’13, Biological Science s

CONFERENCE ABSTRACTS

8:30–9:15am Breakfast The Leonie Faroll Focus, Science Center

9:15–10:25am Culture and the Arts Hollyweird: Inside TV and Film SCI 278 The Good, the Bad, and the Ugly: The Reality of Independent Filmmaking Anna A. Pinchuk ’13, Cinema and Media Studies and Spanish and Ashley Y. Lin ’13, Cinema and Media Studies Advisor: Winifred J. Wood, Writing Program Coming from a strongly theoretical background in cinema studies, we took the opportunity to participate in a newly developed film intensive in the remote town of Marlboro, Vermont. We started at Sundance, viewing a variety of independent films, before returning to location to collaborate on the production of a feature film, Northern Borders. With other students from New England, we worked alongside professionals who served not only as experienced crew members, but also as mentors. More importantly, we built a strong connection with our group and the community of southern Vermont. We played an important role on set to develop something bigger than ourselves: a collaboration which itself was a learning experience—often difficult, always hard work, but in the end satisfying. Through Northern Borders, we participated in developing a regional film project, learned the importance of location, and saw how we could extend our love of filmmaking beyond the academic setting.

A Guide to Hollyweird: Confessions of an Aspiring Filmmaker Ama Y. Adi-Dako ’14, English Advisor: Ted Hufstader, Center for Work and Service The number one rule to understanding Hollywood is simple: nothing is as it seems. This summer, I spent my days on the Warner Bros. lot reading and analyzing scripts and witnessing the politics of behind-the-scenes Hollywood. I was thrust headfirst into the harshness of the business, and with the help of my supportive Lin Pictures team, soon discovered the tools I will need to make it in the industry someday. From the portrayal of women and minorities in the media to the crazy demands of the A-listers, I learned to challenge expectations of a gopher intern and find a place in this eclectic family. I gained access into the minds of some of today’s greatest creators while exploring my own passion for filmmaking and screenwriting. Plus I worked across the street from Ellen.

Consuming Research at NBCUniversal, Inc. Una M. Graonic ’13, Psychology Advisor: Jonathan M. Cheek, Psychology What do The Real Housewives of New Jersey have in common with Al Roker? Both are a part of the vast NBCUniversal portfolio that includes cable, broadcast, digital, film, and parks and resorts. NBCUniversal is one of the world’s leading media and entertainment companies, and it produces anything from news to entertainment for a global audience. This summer, I was given the opportunity to intern for the company’s Integrated Media department, where I specifically worked for the Trends and Consumer Research Team. It was through this experience that my interest in consumer behavior and culture connected an academic pursuit to an actual career path. The presentation will encompass what it t h e

was like to intern in the media and entertainment industry, analyze quantitative and qualitative consumer data, and bump into the likes of Tom Brokaw and Andy Samberg.

Empowerment of Youth, Women, and Families Advancing Rights for Queer Communities Across the Globe SCI 392 Building Love: Approaches to Domestic Abuse and Sexual Violence in Queer Communities Mara J. Blesoff ’13, Spanish Advisor: Lawrence A. Rosenwald, English Hardly anyone likes to talk about domestic abuse or sexual violence. Many people don’t like to talk about bi, trans, lesbian, or gay people. So how do we address problems that most don’t want to face in communities many don’t want to pay attention to? TThe Network of Bi, Trans, Lesbian, and Gay Survivors of Abuse (The Network), where I was an intern last summer, models excellent ways to address such problems. There is an intimate connection between creating loving relationships and loving communities, a connection the network impressively navigates. In particular, it works with survivors and service providers to intervene in cycles of abuse at many levels—personal, institutional, statewide, and national. Moreover, though the network’s chief focus is on better attention to, and prevention of, abuse in queer relationships, its methods and goals are applicable to almost every relationship. I learned a lot both about the problems with which the network works and about what is needed to maintain a high-functioning nonprofit that effectively operates on various planes of aid and intervention.

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The Cultured Gaydar: The LGBTQ Community and Its Function in Japanese Society Nichole P. Burton ’13, Media Arts and Sciences and Japanese Language and Literature Advisor: Eve Zimmerman, East Asian Languages and Literatures As politics surrounding lesbian, gay, bisexual, transgender, and queer (LGBTQ) rights causes heavy debate within the United States, I became curious as to the role of LGBTQ communities beyond the Western world. During my international study experience in Japan, I explored the function of LGBTQ communities in the cities of Osaka, Kyoto, and Tokyo. Though Western society carries rigid expectations of how one defines one’s sexuality, Japanese mainstream cultures carry a broader spectrum of gender definitions, allowing for more flexibility in gender expression for society at large. This difference manifests in Japan’s LGBTQ community in an effective elimination of concrete definitions of sexuality, inviting instead looser interpretations of how the community defines itself. This presentation will demonstrate the role of the LGBTQ community in deeply conformist society, expressing my observations of identities within the LGBTQ community as shaped by the cultural context of urban Japan. Archiving and Outreach: My Time at an LGBTQ NGO in Johannesburg, South Africa Blake Desormeaux ’13, Cognitive and Linguistic Sciences Advisor: Leah M. Fygetakis, Office of Intercultural Education In the fall of 2011, I interned at GALA, an NGO focused on archiving the queer history of a few countries in southern Africa, community outreach, and research. During my time in Johannesburg, South Africa I had my first handson experience working with queer youth and Johannesburg’s lesbian subcommunity of deaf women. In Johannesburg, I also had the chance to work closely with an archivist at GALA who

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was preserving the LGBTQ history of Zimbabwe. My extracurricular time at Wellesley has been dedicated to queer on-campus activism, and my time at GALA worked to strenghten my desire to work for equality in my Wellesley community and the greater communities to which I belong. I hope that others can learn of the many different ways (other than counseling) that one can get involved in activism.

Alleviating Poverty through Microfinance SCI 211 The Power of a Nonprofit in an Impoverished Community: The Guatemalan Project Mai Y. Xiong ’14, Economics and Spanish Advisor: Joseph P. Joyce, Economics The Guatemalan Project serves El Triunfo, a small and impoverished village. This nonprofit’s goal is to make sustainable changes that empower the people instead of merely “charity work.” As a growing economist and aspiring lawyer, I wanted to learn about microfinance and community development with this internship. I served the community by processing and tracking microloans and by managing scholarship funds. Microloans allow community members to meet a variety of needs that range from farming/milpas to water storage to business investments. The scholarships provide students the opportunity to attain education beyond the elementary level. Being able to witness firsthand the poverty in Guatemala was jarring; being able to learn and take part in The Guatemalan Project’s efforts in alleviating this poverty was inspiring and eye-opening. In my presentation, I will demonstrate the positive impacts that one nonprofit focused on sustainable change can make in a community.

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Cape Verde: A Nation’s Women Rising Up from Volcanic Ashes Christina M. Smith ’13, Peace and Justice Studies and Adoja O. Boateng ’14, Africana Studies Advisor: Vanessa M. Britto, Health Services Cape Verde is an archipelago of ten mountainous islands of volcanic origin, located about 400 miles off the coast of West Africa, that have suffered from droughts, famines, and consequent mass migrations. Despite what some would characterize as Cape Verde’s tragic colonial history, it is now not only a leading independent nation in Africa, but also a leading nation among the world’s developing countries. During our summer internship at the Organização das Mulheres de Cabo Verde (OMCV), we saw firsthand how Cape Verde is empowering women as a means to further their development. Throughout our experience in the microcredit and sexual health departments, we learned what effective and ineffective methods are being utilized in developing countries. While we met young women who learned and were excited about safe options for sexual health, we also met women who were stuck in a cycle of poverty despite microcredit loans. Our time in Cape Verde primarily taught us that it is a misconception to believe that greatness cannot emerge from ashes. Behind the Cloth: Microfinancing Education in an Argentinian Village Christina M. Rieth ’14, Architecture Advisor: Phyllis I. McGibbon, Art For ten weeks, I interned for Little People Alliance, a nonprofit organization in Córdoba, Argentina. Volunteers and I worked in a village on the edge of the city. Although Córdoba is thriving and fairly prosperous, the village we worked in, named Villa La Tela, or “Cloth Village,” was shockingly impoverished. Several projects included a beforeand after-school tutoring program, dance classes, community trash clean-ups, and nutrition classes. I specifically focused on working with the women of the community in setting up a bank within the village. I catalyzed a program in which women can

take out loans at a lower interest rate than they could at the big banks offer, but the program also teaches women how to pay the loans back.

Making a Case for Single Gender Learning SCI E111 The Schooling Girls and Boys Project Nubia S. Whitaker ’13, Psychology and Molly C. Gibian ’13, Cognitive and Linguistic Sciences Advisor: Nancy P. Genero, Psychology This past Wintersession, a team of eight students immersed themselves into five public schools in upstate South Carolina to observe teachers and students in “single-gender” elementary and middle school classrooms. Our research was based on a conceptual framework of social facilitation which suggests that under certain conditions, working with similar others can enhance performance. Observations were guided by questions such as these: Do single-gender classrooms enhance the learning experience for girls and boys? Does community building among same-sex peers play an important role in promoting social facilitation? If so, can the relational and motivational aspects of community building promote performance among children? Traveling and living as a group gave us the opportunity to collaborate on all aspects of the research process. We tested individual hypotheses and passionately discussed our findings. Being able to delve into real-world education research gave us invaluable insights into the practice of social/community psychology and statistics. Empowering Black Female Adolescents with Reproductive Health Knowledge through the Art of Zine Making Lilly Marcelin ’DS, Women’s and Gender Studies and Yassmina M. Macer ’13, Women’s and Gender Studies Advisor: Elena T. Creef, Women’s and Gender Studies Last spring semester I received the Davis Projects for Peace award, with which I created an eightweek summer peer education program for seven black adolescent females to become peer educa-

tors. The goal of the project was to teach these peers about common but rarely discussed diseases of the reproductive system that disproportionately affect women and teens of African descent, such as fibroids, endometriosis, polycystic ovarian syndrome, infertility, and cervical and uterine cancers. In addition to these diseases, we focused on peace and alternatives to violence. The summer seminar also explored the intersections between reproductive health and social injustice by addressing gender, health, and socioeconomic disparities as well as environmental/food injustice in many black communities. To address the complexities and of these issues with the peers and to prioritize their voices, we used the art of zine making as a medium to engage them.

Teachers Across Borders SCI 104 Teaching in Paradise: Our Summer Service Experience Abroad Sarah L. Garvey ’15, Undeclared and Lindsey L. Tang ’15, Undeclared Advisor: Joy Renjilian-Burgy, Spanish “¡Buen trabajo!” A student points at the inflated globe enthusiastically, correctly locating Costa Rica. Over the summer, we had the unique opportunity to participate in the Global Learning program, dedicated to reinforcing the public education system in Costa Rica. By creating an interactive, respectful learning environment, we strove to encourage the development of critical thinking skills in elementary school students while providing them with a sense of empowerment and independence. In a team consisting of local and foreign college-aged volunteers, we ventured beyond differences in nationality and culture to provide positive role models for children in the inner-city and rural neighborhoods. In our presentation, we will discuss the political, social, and economic challenges that impact the productivity of this small-scale, international service organiza-

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tion. Through our experience, we learned the value of interpersonal interactions, the worth of a Spanish-English dictionary, and that you can never underestimate the power of a child’s smile. Harpswell Foundation: Helping to Shape Future Cambodian Women Leaders Cabrina Kang ’13, English Advisor: Salwa N. Muhammad ’06, Center for Work and Service Cambodia has long experienced a tumultuous history. After the Khmer Rouge, Cambodian education suffered a large setback and is still in recovery. While the number of girls graduating from primary school has increased, the number of women entering higher education is exceedingly low. This summer, I had the rewarding experience of interning at the Harpswell Foundation in Phnom Penh, teaching English to 35 female Cambodian university students who come from rural areas. The internship not only allowed me to embark on several identities as a teacher, a mentor, and a sister, but also gave me a new perspective to discover that education is in fact one of the most important solutions to alleviating poverty. I lived with my students, getting a glimpse into the personal lives of these motivated Cambodian women who want to become future leaders. These women helped me understand the immense challenges that Cambodia continues to face. On Human Compassion: Race, Space, and Savior Complexes Maya L. Thompson ’13, American Studies Advisor: Lidwien E. Kapteijns, History This summer, I learned much about human compassion. At the Kusasa Project, an educational nonprofit in Franschhoek, South Africa, I was part of an international and multiracial team working to redress racial disparities, predominantly through English education. My work included teaching English and reading comprehension to mostly Xhosa primary school students in a racially stratified town. I felt simultaneously distant and close to the students and

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the townspeople. I looked like and felt empathy for the black South Africans I encountered, yet my American narrative created space between us, giving “double-consciousness” a whole new dimension. Cognizant of this space and the popular negative image of similar organizations, I worried about the impact I would have and how I would be perceived. My daily experiences and my American Studies background moved me to ponder notions of human compassion, common suffering, and savior complexes as they relate to my own cultural identity. Supporting a Collaborative Effort toward English Education for Mexican Mothers in Nebraska Gretchen K. Larsen ’13, Cognitive and Linguistic Sciences Advisor: Carla Shalaby, Education Over the summer I had the great pleasure of returning to my hometown of Lincoln, Nebraska to continue to work with a population of mothers from Mexico. With the support of a local professor and elementary school principal, I created and taught an ESL program at a local elementary school. The program was entirely funded by a service grant from the College, which provided more than just physical support such as childcare and breakfast; the grant facilitated a unique collaboration that united private funding with a much-needed community service. I will discuss my process of becoming a teacher—which I hadn’t been before—and a renewed student, through my work to understand both the extended purpose of the program and my own role in such a context.

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Health and Medicine Beyond Borders Lab Cultures SCI 380 What You Eat and HIV Kathleen L. Zhu ’15, Undeclared Advisor: David R. Haines, Chemistry This past summer I interned in one of Dr. Anthony Fauci’s labs at the National Institutes of Allergy and Infectious Disease. Our lab had previously identified a co-receptor for HIV. Alpha4beta7 facilitated but was not necessary for HIV binding to the CD4 receptor that allows HIV to enter and infect cells. Alpha4beta7 expression is intimately related to levels of vitamin A present, giving vitamin A an indirect connection to HIV infection. It was my project to explore another connection between food and HIV—the possible link between consuming foods contaminated with mold and alpha4beta7 expression. Through my internship I was able to explore the complicated interactions that involve the HIV virus. My research instilled in me the idea that biological interactions are never straightforward and involve multiple elements, and that a greater understanding of these interactions is crucial. Stem Cell Research: Does It Live Up to Its Potential? Emily M. Lewis ’13, Biological Sciences Advisor: Kimberly O’Donnell, Biological Sciences Stem cell research is one of the most exciting fields in the biological sciences, with the promise to create cures and therapies for a variety of diseases, yet there is still so much to understand about these cells. This summer, working in a stem cell lab, I had the opportunity to be involved in research toward building this understanding. This experience allowed me to be a part of, and see, all of the hard work that is needed to find just a

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small part of the stem cell puzzle, something that is all too often forgotten when we read scientific papers in class or hear stories in the media about scientific discoveries. In this presentation, I will share some of my knowledge of stem cells, discuss the media portrayal of stem cell research, and talk about my experiences of life in a lab. Neurosurgery at National University Hospital, Singapore Amyeo A. Jereen ’14, Neuroscience Advisor: Virginia C. Quinan, Neuroscience During my stay at National University Hospital (NUH) in Singapore, I shadowed members of the Division of Neurosurgery in their daily routines in diagnosing and treating intensive-care patients. The aim was to gain hands-on experience in neurosurgical-based clinical research. I spent time in the operating theater observing the neurosurgeons practice cutting-edge neurosurgical procedures such as the excision of tumors, clipping of aneurysms, and more. I then partook in followup sessions with post-operation patients in the clinic, which added doctor-patient interactions to my experience. I traveled with the team to other Singaporean hospitals and learned how adventurous, interactive, and intertwined a medical career can be. I participated in two research projects: “Aneurysmal Subarachnoid Hemorrhage Division Dendrite Data Entry” and “Accuracy of Freehand Frontal Extra-ventricular Drain Insertions.” This internship escalated my desire to further explore the medical profession, as well as new places and subjects beyond my borders.

Mental Health Policy and Practice SCI 264 Clinical Psychology: Where the Abstract Becomes Concrete Brigid E. Prayson ’14, Psychology; Joanna G. Garcia ’14, Spanish and Psychology; and Katherine S. Howe ’14, Neuroscience Advisor: Jennie E. Pyers, Psychology This summer, we participated in different internships in various subfields of clinical psychology. These experiences gave us the opportunity to explore clinical psychology in professional settings at institutions including the Cleveland Clinic, Boston Children’s Hospital, and Riverside Community Care Day Treatment at Newton. We had the chance to apply our psychology knowledge from the classroom in real-world clinical situations and gained an appreciation for the concepts we have learned. Our experiences ranged from observing a variety of diverse therapeutic groups with a broad range of psychological disorders, to understanding the different roles of a neuropsychologist in a hospital, to conducting research and writing manuscripts. In this presentation, we intend to convey a sense of the variety of applications of psychology outside of the classroom and help our audience gain a better understanding of the realities of psychological practices. Under the Rug of Global Health: Mental Health Keisha N. Fred-Torres ’13, French Advisor: Victor H. Kazanjian, Office of Religious and Spiritual Life and Intercultural Education Data at the World Health Organization (WHO) show that mental health disorders represent 13 percent of the total worldwide burden of disease. During my semester abroad I had the unique experience, under the International Honors Program’s Health and Community Track, to be part of a case study group. This group explored the social determinants of mental health in the United States, India, Argentina, and South Africa by conducting interviews, recording observations

through participant observation, and talking with communities. I will explore how factors such as social stigma and education in the aforementioned countries address or do not address the need for mental health policy and services. This presentation will explore community dynamics, the need for efficient policies, and the invisibility of the global epidemic. Power of a Nonprofit Organization: Providing Mental Health Support to the International Community in Japan Natalie O. Rojas ’14, International Relations–History Advisor: Yoshimi Maeno, East Asian Languages and Literatures This summer, I interned at Tokyo English Life Line, a nonprofit organization dedicated to addressing mental health needs of the international community in Japan. It offers phone counseling, face-to-face therapy sessions, and various outreach programs to educate and support the communities struggling to find necessary resources in Japan. By observing phone counseling sessions and therapists’ supervision meetings, I was able to hear and learn about the voices of the people who are struggling to adjust to Japanese society. By helping with various administrative projects such as researching grants, organizing accreditation packages, and helping gather data for organization expansion, I witnessed the benefits and challenges of working at a nonprofit organization. The flexible nature of a nonprofit and its priority to serve the community allows it to quickly adjust to the changes in the community’s needs. But it also requires constant effort to create the strong, solid structure that is critical to the functioning of the organization.

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Non-Communicable Disease: Addressing the Epidemiological Shift in the United States SCI 274 Treating Childhood Leukemia: Combining Targeted Therapies for Best Effect Camille E. Hamilton ’13, Biological Sciences and French Cultural Studies Advisor: Yuichiro Suzuki, Biological Sciences I spent the summer working in a hematology/ oncology lab at Boston Children’s Hospital examining possible new treatment models for childhood acute myeloid leukemia, AML. Specifically, I examined whether combining two drugs that target specific types of cells could work as a more effective way of attacking the cancer cells. This position provided the opportunity to deepen my research skills as I designed and executed my own project, from initial question to necessary literature review and day-to-day lab work. I was able to explore the possible career of physician-scientist, a path I hope to follow after college. I had the chance to see not only the realities of long hours and weeks spent problem-solving before seeing actual results, but also the benefits of patience and perseverance and the eventual excitement of making steps toward solving real-world problems of how best to treat childhood cancers. Using EEG Measures to Predict Neurological Outcome after Cardiac Arrest Allison A. Walker-Elders ’13, Neuroscience Advisor: Donna R. Trainor, Chemistry There are few practical measures of neurological outcome after cardiac arrest. I spent the summer at Maine Medical Center with two physicians in their lab. We conducted clinical research in the treatment of cardiac arrest with therapeutic hypothermia. Around 300,000 Americans experience cardiac arrest annually, and the survival rate is only ten percent. Having a measure of neurologic outcome allows for treatment to be titrated in

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the most beneficial way. The predictive measure developed by this lab, the BISi score, is among the most accurate yet developed for therapeutic hypothermia patients. This internship gave me insight into the experience of working in a hospital, and neurocritical care is a field which interests me. I hope my presentation might give the Wellesley community insight into the experience of treating cardiac arrest, as well as understanding clinical research. The Battle Is Not Over After Curing Cancer! Anita Z. Li ’15, Undeclared Advisor: Simone M. Helluy, Biological Sciences Although advancement in modern anticancer medical treatment ensures higher cancer cure rates, a majority of survivors suffer from debilitating late effects of their initial anticancer therapy. Therefore, follow-up is ultimately important for cancer survivors to improve both their longterm prognosis and quality of life. This summer, I interned at Boston Children’s Hospital as a research trainee working with a follow-up cohort composed of 182 adult survivors of Hodgkin’s Lymphoma, a cancer that originates in white blood cells in the lymphatic system. My presentation will cover the development of the two independent projects I conducted: a retrospective review of female reproductive history in our cohort; and an original study on obstructive sleep apnea as a secondary late effect of chest radiation therapy. This unique clinical research experience reaffirmed my interest in medicine and exposed me to the process of publishing manuscripts for medical symposia and journals.

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Chronic Kidney Disease: The Search for Better Treatment Options to Improve Patients’ Quality of Life Alexandra K. Kim ’13, Biological Sciences Advisor: Melissa A. Beers, Biological Sciences Chronic kidney disease (CKD) is an epidemic affecting more than ten percent, or 20 million, of individuals aged 20 years or older in the United States. While patients suffering from CKD, or the progressive loss of renal function, can be treated, the disease cannot be cured without a kidney transplant. Currently, physicians and scientists are searching for better treatment options for patients suffering from CKD. This summer, I participated in this fight for a cure at the Beth Israel Deaconess Medical Center (BIDMC). In the laboratory, I investigated the role of Gα12 proteins in mediating whether an injured kidney would progress to repair mechanisms or to the fibrotic pathway seen in chronic kidney disease. I was also able to more deeply understand the importance of my lab research by observing firsthand the patients suffering from renal failure. Through rounds and clinical conferences with the BIDMC nephrologists, I witnessed the way patients suffering from chronic kidney disease experience significant mortality and morbidity, and a reduced quality of life. However, I also witnessed how physicians can help treat the diseases, specifically the physicians’ part of the kidney transplant team. While medicine remains a fluid and dynamic science that is always expanding, there is still much that is not known. Ultimately, understanding biologically how kidneys are injured will have an incredibly significant impact in improving the patients’ quality of life.

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Understanding Atherosclerosis: Intracellular Energy Transfer and Blood Clotting Michiko O. Inouye ’14, Music Advisor: Simone M. Helluy, Biological Sciences Atherosclerosis is a disease of arterial wall thickening resulting in the disruption of blood flow. This condition is the leading cause of cardiovascular diseases such as stroke and heart attack. Adenosine triphosphate (ATP) and adenosine diphosphate (ADP), known to be the universal energy sources for many of the body’s physiological processes, have been recently linked to blood vessel function and immune reaction. My internship at Beth Israel Hospital allowed me to gain hands-on experience in that field. In the lab, I was able to learn various techniques, including animal surgery, to obtain some results, and to draw a tentative conclusion about the role of energy carriers in blood clotting. At times during the internship I faced challenges such as spending an excruciating two weeks optimizing blood vessel cell isolation. However, it was because of this struggle that I realized the importance of persistence and constant questioning in medical research.

Of Mice and Molecular Medicine SCI 364 Of Mice and Women: Gynecological Oncology from the Bench to the Bedside Kelly Anne McCullagh ’14, English Advisor: Didem Vardar-Ulu, Chemistry This summer I conducted research in the Department of Molecular Pharmacology at the Albert Einstein College of Medicine. This research focused on developing more effective therapies for ovarian cancer through the preclinical testing of a drug in the mouse model. My time in the lab was enriched by my opportunity to shadow my research mentor, an attending gynecological oncologist at the Montefiore Medical Center. My research and clinical experiences offered me a comprehensive view of medicine and its connection to science. I saw patients who had the same disease that I was researching

treatments for in mice. I watched the excision of their malignant tumors in the operating room and even worked with their specimens in the lab. In this presentation, I would like to share my research findings as well as the clinical experiences that have helped solidify my career goals.

that something so small could beget so much tragedy. My perceptions about bench to bedside research as fascinating and effective became counterbalanced by seeing patients at the hospital’s campus giving me insight into both disease and the human condition.

Of Mice and Molecules: Biomedical Research at Boston Children’s Hospital Allicia O. Imada ’13, Neuroscience Advisor: James D. Moyer, Chemistry

Identity, Community, and Global Citizenship

Many scientists play a critical role in the advancements of medical care without even seeing a single patient, without even studying humans! This summer I had the opportunity to conduct research in Dr. Eileen Remold’s lab at the Harvard Immune Disease Institute, Boston Children’s Hospital. Dr. Remold’s lab currently investigates inflammatory lung diseases. These investigations aim to advance the treatment of lung diseases in humans, but the research is done entirely in mouse models. My projects focused on the role that immune cells, called neutrophils, have in these diseases. Using molecular biology techniques, I examined the relationship between an enzyme and an inhibitor in rodent neutrophil death. This experience has taught me the value of research in the advancement of medicine while at the same time affirming that my passion and future career plans stand predominately in the clinical application of pediatric medicine. Humanizing the Molecular Basis of Oncology Ashley J. Porras ’14, Neuroscience Advisor: Martina Königer, Biological Sciences Few conditions in human disease have been as universally devastating and mystifying as the proliferation, accumulation, and metastasis of cancer cells. While researching in a molecular oncology lab at the Dana Farber Cancer Institute, I was exposed to cancer for the first time as a “beginning” rather than a tragic end. For the first time, the behemoth of a word—“cancer”—was in front of me in a petri dish, alive. As I worked with the cell lines, keeping notes of the proliferations, at times it was hard to believe

Are We Helping or Harming? SCI 256 Mentoring and Tutoring in Los Angeles: A Gap Year with City Year Charlotte J. Weiss ’16, Undeclared Advisor: Barbara R. Beatty, Education This past year, during my gap year between high school and college, I participated in an AmeriCorps program called City Year where I worked in a fourth-grade classroom as a mentor and tutor in a high-need elementary school in South Los Angeles. As a native of Los Angeles, I came to City Year to give back to the city in which I grew up. From City Year, I emerged as a passionate advocate for ESL students, and became interested in creating a curriculum that best supported my students who were English language learners. This semester, my first-year seminar, Diversity in Education, enables me to continue the work from my gap year through engaging in rich discussion about the role of multiculturalism in the classroom. Additionally, I hope to partner with Stronger Communities, Stronger Schools, where I will be tutoring and mentoring students in Chinatown and the South End. “Voluntourism”: Rethinking Education and Sustainable Development Jiezhen Wu ’13, Peace and Justice Studies and Political Science Advisor: Soo Hong, Education I spent my summer in Indonesia working with a local community organization in Klungkung, Semarapura. I spent my mornings teaching tenth-grade English at the local high school and t h e

my afternoons teaching elementary and junior high school students at our after-school English program. I worked with local teachers to improve the current curriculum, and engaged in countless discussions around topics of pedagogy, classroom management, and learning. However, what struck me most about my experience in Indonesia was not the hours I spent in the classroom, but the phenomenon of “voluntourism”: the combination of voluntary service and travel. Teaching and volunteering abroad seems to have its short-term benefits, but for whom? In this presentation, I will share my observations and discuss the advantages and shortcomings of this practice, and my reflections on how it has made me rethink notions of education and sustainable development in our world today. Immigration Crisis: The Humanitarian Work of the Red Cross in Marseille, France Kirstin M. Yanisch ’13, Political Science and French Advisor: Venita Datta, French For the United States and France, 2012 marks a presidential election year with a common point of interest: immigration. The results of the first round of voting in France produced two candidates who, in a rare moment of political agreement, shared a platform to further restrict immigration. After studying the issue in classes and following its coverage by the French media, my internship with the Red Cross Migrant Service placed me on the ground at the heart of the debate. I assisted asylum seekers as they navigated the complex French bureaucracy and helped them to file petitions for refugee status with the central government office, OFPRA (Office for the Protection of Nationless People and Refugees). The experience transformed my understanding of humanitarian work in Western nations, and informed my understanding of the individuals and families who are forced to leave their homes behind.

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tity, belonging, and home, Kyoto taught me how to deal with that anxiety. That is to find your own base, somewhere from which you may venture and journey, but will always welcome you with richness and warmth. Somewhere like Kyoto.

Did You Find Yourself, Abroad? SCI 268 The View from Bologna’s Towers Maria Nikitin ’13, Art History Advisor: Flavia Laviosa, Italian Studies They say, “When in Rome, do as the Romans do,” and that is the principle I adopted in my year-long sojourn with the Eastern College Consortium program in Bologna, Italy. Academics constituted an essential part of my experience. While navigating the requirements and expectations of an unfamiliar educational system, I came to recognize the value of new concepts, such as oral exams. In addition to learning in a new academic environment, the most memorable lessons occurred outside the classroom: in my dorm, at the school where I taught, at the art gallery in which I interned, and even in the streets and in the shops where seemingly random encounters and conversations opened my eyes to aspects of my personality and my culture I had not considered before. I explored a life outside my comfort zone and realized the necessity of an open mind and a positive attitude when embarking on an adventure of this kind. Find Your Own Base: Experiences and Revelations from Kyoto, Japan Yang Tian ’14, Political Science and Economics Advisor: Kazuko Ozawa, East Asian Languages and Literatures This summer I studied advanced Japanese language with the Kyoto Consortium of Japanese Studies at Doshisha University in Kyoto, Japan. I walked the thousand-year-old streets, lingered in the old-fashioned market arcades, lived with a family that had run a barber shop since the Edo period, struck up three-hour conversations with complete strangers in a legendary cafe, lay on the banks of the Kamo river, and ate the finest traditional Japanese sweets in exquisite, hidden cafes. As someone who has been travelling most of her life and is particularly uneasy over ideas of iden-

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With Two Hands: Sharing Cultures and Connecting Future Leaders of the United States and South Korea Kelsey R. Williams ’13, East Asian Studies Advisor: Sun-Hee Lee, East Asian Languages and Literatures In July 2011 I entered the fourth Korea America Student Conference (KASC) as one of 25 American delegates on our way to meet with our 25 South Korean peers for a month of travel, study, networking, and socializing. One year, four Korean cities, six American cities, and 70 new friends later, I had attended not only the fourth but also the fifth KASC, which I had personally planned along with nine peers after being elected by majority vote. I gained much more from the conferences and year of work than improved cross cultural communication skills and knowledge of United States–Republic of Korea relations. I was given the chance to practice conference planning, budget management, and leadership. I also learned how to balance time, work, and fun under the pressure of a strict, busy, and honestly stressful schedule. I met some of the closest friends I’ve ever had—brilliant, talented young professionals who will be invaluable resources as I progress toward a career abroad. I now feel I have the skills necessary to function as a professional and work in a globally connected world.

project at the CCCL involved contributing to a Moroccan Arabic dictionary. I will discuss how this work illuminated the strengths and weaknesses of Arabic pedagogy in the United States and my own misconceptions about the Arab world. Through further conversations with my colleagues, host family, and friends, these misconceptions slowly disintegrated. I saw Moroccans forging their own national identity and pushing for cultural changes in terms of gender, language, and ethnicity. As I was discovering modern Morocco, so too were Moroccans. Ultimately, I found that what was previously another blank space on a map of the Arab world in my textbook became a fully colored nation with its own cultures, languages, and identities.

Election Politics 2012 (Roundtable) Observatory Library Hahrie C. Han, Political Science; Thomas Cushman, Sociology; and Candice T. Evers ’13, International Relations–Political Science Organizer: Lee Cuba, Sociology The discussants will focus on the public discourse during this year’s political campaigns and explore what happened during the election of 2008 and what it means for the 2012.

Illegal Exchanges: Drugs and Human Trafficking SCI 270

The Reality Behind the Romance: Discovering Morocco Laura W. Yan ’14, History and Middle Eastern Studies Advisor: Rachid Aadnani, Middle Eastern Studies

Takedown: Federal Prosecution and the Demise of the Drug Dealer Ellen G. Kerschensteiner ’13, Economics Advisor: Tom Burke, Political Science

Spices, bazaars, Casablanca: these were my images of Morocco before this summer. But after working at the Center for Cross Cultural Learning (CCCL) in Rabat, Morocco, I discovered the realities behind the romance. My main

From Facebook-stalking a family of cocaine distributors to transcribing phone calls from prison inmates to loved ones, my tasks as an intern at the U.S. Attorney’s Office in Boston exposed me to tricks of the drug trade and the strate-

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gies attorneys employ to prosecute these defendants. My assignment to the Drug Task Force revealed a subculture of deviance and secrecy in the drug world that does not exist in places like Wellesley. While I took on tasks like preparing discovery and exhibits for various cases, I was highly involved in one particular trial. The trial revolved around a trafficking conspiracy of BZP, a drug that most people, including myself at the time, have never heard of. Observing this trial from the opening statements to the jury’s guilty verdict allowed me to learn about the judicial system firsthand and served to humanize a process that can seem so regimented and calculated. “Big Pimpin’”: Examining Human Trafficking Practices in the United States Sarah G. Trager ’13, American Studies Advisor: Lee Cuba, Sociology When I tell people I have been researching human trafficking in the United States, they are largely in disbelief. “Here? In America?! I thought that was mostly overseas.” Unfortunately, this exploitative practice is occurring nationwide. Over the past year, I worked at the Urban Institute’s Justice Policy Center to expose and analyze the human trafficking market—both sex and labor—in an effort to draft effective legislation to eradicate this egregious crime. Since the early 2000s, and with whistleblowing becoming an ever-increasing trend, social scientists, journalists, and policymakers have begun to bring attention to sex slavery (and somewhat to labor trafficking) as one of America’s modernday human rights causes. My presentation will discuss the trafficking process and current efforts to combat human trafficking in the United States. Conducting my own research at Wellesley prepared me to approach this project critically: not accepting “facts” at face value, but instead exploring several mediums (i.e., scholarship, fieldwork, public policy) to gain a comprehensive understanding of the topic.

Religion As a Force of Peace: The Presbyterian Ministry at the United Nations Elodie E. de Bethmann ’15, Undeclared Advisor: Catia C. Confortini, Peace Studies Alongside the 193 Member States of the United Nations, religion has a voice. In this presentation, I will focus on the Presbyterian Ministry’s role at the United Nations and how it engages in the greater world. Through seminars, campaigns, Security Council meetings, conferences, and research, I learned about how the Ministry’s approaches to world issues compare to those of Member States. More importantly, I had the opportunity to witness its unique power in the face of conflict resolution and peace transformation. My experience taking part in the Red Hand Campaign (a campaign against the use of child soldiers), as well as initiatives against human trafficking, validated my decision to pursue the study of peace and justice and inspired me to engage in advocacy. I walked away with a more profound understanding of religion’s perspective of the world and, consequently, its unparalleled approach in building the path to peace.

Regulations and Responsibility in Multinational Corporations SCI 261 Big Changes and Big Bucks: Current Conditions and Challenges in the Financial Services Industry Angela Lee ’13, History and Joanna S. Concessao ’13, Economics Advisor: Courtney C. Coile, Economics In the aftermath of the 2008 financial crisis, the financial services industry faced a new economic landscape marked by greater regulations and sustained market uncertainties. Our experiences at some of the world’s largest asset managers and banks gave us a new perspective on the impact of these changes on the infrastructure and operations

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of financial firms. We observed the significance of information flow through markets and the volatility often generated by major news events, as well as the interconnectivity of economic systems and the impact it has on the internal mechanics of large firms. As interns in a fast-paced environment, we frequently drew on our classroom experiences at Wellesley to think critically and analytically, and to develop problem-solving skills. This presentation will discuss the consequences of global financial regulations, the relations between the government and the financial sector, and the capital needs of firms during an economic downturn. Taking Responsibility: The Many Sides of a Corporation Diana T. Huynh ’15, Undeclared Advisor: Margaret DeVries, Art This summer I interned at Jotun AS in Norway, one of the world’s largest paint manufacturers. I worked as the assistant for Corporate Legal and Corporate Affairs. These two departments taught me a great deal about the challenges and complexities of a large international corporation. Initially, I had my reservations about working for the chemicals industry. However, what seemed to be a job unrelated to my fields of academic study soon allowed me to bring together skills and knowledge that I have gained during college. It was a mind-opening experience to work with a company like Jotun, which takes pride in its efforts to be a socially and environmentally aware corporation. What I drew from the process of writing anticorruption surveys and helping shape company policies, among other tasks, is that corporate responsibility is an enormous task that all industries should put on their agenda.

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created a set of opportunities that make accessing software possible without being tied down to a physical CD or floppy disk. I had the opportunity to investigate this young, booming industry at Spencer Stuart, an executive search firm in the Silicon Valley. As a summer intern, I researched the companies dominating in SaaS, including leaders and acquisitions. It was very interesting to study how this infant industry has grown to become one of the hottest spaces in the tech world. In this presentation, I will discuss the origins of SaaS, its development, and recent trends.

Technology, Innovation, and Education Start Me Up: Economics of Entrepreneurship SCI 396 “Kash-able” Technology for the Developing World: Mobile Financial Services in Bangladesh Syeda M. Mahbub ’15, Undeclared Advisor: Olga Shurchkov ’01, Economics This summer I worked at bKash, a mobile financial services company in Bangladesh. As a subsidiary of Brac Bank Limited, a private commercial bank in Bangladesh, bKash aims to increase accessibility to financial services for the disadvantaged share of the population previously deprived of the benefits of a banking system. The idea is simple: since most people, even the poorest individuals, own mobile phones, anyone can have a virtual bank account in bKash through which they can make different banking transactions. This summer, I worked on their ATM project, focused on enabling bKash customers to use Brac Bank ATMs for cash transactions. In my presentation, I will talk about the emergence of bKash, the benefits that bKash has provided to people, and bKash as a representative of a new emerging industry that will be groundbreaking in terms of allowing access to banking to poor people in the developing world. Software As a Service: The Growing Cloud Computing Industry Sara T. Kramer ’15, Undeclared Advisor: Jean R. Herbst, Computer Science As society becomes increasingly mobile and global, both companies and individuals are demanding access to their information anywhere and everywhere, preferably with limited financial investment. Cloud computing enables the storage of such information through the Internet. A sector of the cloud, Software As a Service (SaaS), has 22

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Learning About the Importance of Search Engine Optimization Marieta Kenkovova ’14, Mathematics and Economics Advisor: Akila Weerapana, Economics This summer I worked on the marketing team of ZocDoc, a New York, N.Y., tech start-up focused on healthcare. I was on the “Search” Team, which means my job was to ensure maximum visibility of ZocDoc.com in search engines such as Google. Before this summer I never considered how important it is for a company to be visible on the Internet and what the benefits and the costs associated with Internet visibility are. Since consumers are most likely to click on the Web site that is listed first on the search results page, search engine optimization is a valuable way to increase profits. However, are the costs associated with search engine optimization worth the results that cannot be guaranteed? The internship sparked my interest in Internet marketing and digital business, and as result I am learning about the difference between information goods and consumption goods in my Information Economy class this fall. HeSpoke, Bespoke Njweng N. Yangni ’14, American Studies and Stella B. Odewumi ’13, Economics Advisor: Paul Fisher, American Studies We are intrigued by the concept of the refined, re-introduced cultured male: an urbane, preppy

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person who scours both thrift and department stores alike; his desire is to find unique, authentic pieces that both complement his wardrobe and pay homage to historical menswear. This customer is largely underrepresented in the menswear market, because few retailers specialize in menswear only, or emphasize that one can achieve an adventurous, urbane look at an affordable price. Armed with this information, we created our company, HeSpoke. This summer, we participated in the Babson Summer Venture Program, which is a rigorous incubator for accelerating start-ups. In ten weeks, we developed our business plan, built and tested the HeSpoke Web site from scratch, and presented a demo of our business in front of 300 entrepreneurs and investors.

Break: 10:25 – 10:45am Refreshments will be served in The Leonie Faroll Focus, Science Center.

10:45 – 11:55am Culture and the Arts Art As an Instrument of Change SCI 104 Get the Frack Out: Activism in the Twenty-First Century Frances G. Leeson ’14, History Advisor: Brenna W. Greer, History During this election season, famous pop stars and politicians alike bombard us with the message to “vote,” because voting is our right, responsibility, and what makes us “politically active citizens.” What if that message were replaced with a method that actually got our voices heard, like direct action protest? This summer, I interned with RESIST Inc., a nonprofit foundation that funds and supports radical grassroots organizations fighting for peace and economic and environmental justice. Through my work in its

Communications and Grantmaking divisions, I learned about how contemporary activists must adapt to social media structures but that activism itself remains strong. This experience solidified my history concentration on race relations and social power in twentieth-century United States and offered me a broad look of the different structures for social movements. “Now’s the Time!”: Sustaining Jazz Music through Union Negotiations Alyssa J. Kayser-Hirsh ’14, Music Advisor: Tamar Barzel, Music Although the United States Congress recognizes jazz music as a “national treasure,” jazz is still often seen as subordinate to classical music, and jazz musicians continue to face many inequities. Classical musicians in New York City are protected by contracts through the musicians’ union. Jazz musicians who play in major clubs, however, are not guaranteed the same pay and pension securities as other musicians because club owners will not sign similar agreements. This injustice limits jazz musicians in their livelihood and their artistry. While interning at Local 802 AFM, the Associated Musicians of Greater New York, I worked on the Justice for Jazz Artists campaign, which is using grassroots organizing strategies to achieve fair treatment for jazz musicians through basic labor agreements. Through my research and conversations with musicians I discovered how we can learn from this campaign in its attempt to achieve fair treatment and respect for jazz artists. Revolutionary Nicaragua: Artistic and Literary Revelations Caitlin J. Greenhill ’14, Art Studio and Art History Advisor: Joy Renjilian-Burgy, Spanish Nicaragua has been called “the land of painters and poets.” A Mellon Mays Fellow and an art history major, this summer I spent ten weeks researching Nicaraguan art, especially of the Revolution and its aftermath (1979–present). The focus of my project was to document the devastating effects of revolution through artistic and

poetic expressions. I also carried out interviews with contemporary artists and poets, examining their art works and documenting their stories. Revolutionary conflicts still reverberate in their works and reveal disillusionment, poverty, hopelessness, and fear. These artists’ creations provide a humbling education through their illustrations of Nicaragua’s turbulent past and projections of her grim future. I will share my interpretation of the artists’ complex creative manifestations and the poets’ multithematic, moving narratives. Through this project, I will begin to chronicle Nicaragua’s neglected artistic and literary identity to ensure a lasting legacy. Creating Community through Architecture: An Exploration of Social Sustainability in the Alps Christine H. Lee ’13, Architecture Advisor: Martha J. McNamara, Art During my international study experience, I had the opportunity to visit the Vorarlberg region of Austria in order to explore how architecture creates and nurtures sustainable well-being for the local residents. After spending a week visiting buildings deemed sustainable in the Vorarlberg area, I learned that implementing sustainable features in a space is more cost efficient than many of us believe. After talking to local architectural practitioners interested in sustainability and community interaction, I also learned that the sustainable practices were able to be maintained because the people of the region were invested in the community and wanted to promote the notion of sustainability. Visiting and researching in the Alps has piqued and solidified my interest in sustainable design and has also inspired me to educate the younger generation about sustainable practices. This presentation will focus on how architecture creates sustainable relationships and how both the location and accessibility of these public spaces help nurture social interactions within a community.

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Don’t Touch That Picasso!: Tales of the Arts and the Davis Museum (Panel)

SCI 261 Kristina A. Bracero ’14, Art History and Classical Civilization; Camila A. Connolly ’13, Spanish and History; Mollie S. Hutchings ’14, Anthropology; and Claire E. McRee ’12, History and Art History Advisor: Elaine Mehalakes, Davis Museum and Cultural Center During our ten-week internship at Wellesley’s Davis Museum, we enjoyed an inside look at life in the art world. This summer, we researched and maintained the collections, assisted with fundraising and cultivation efforts, and explored new uses of technology. We also had the opportunity to meet with a variety of arts professionals, including auction house associates, conservators, and artists. Our internship taught us about the collaborative nature of creating an exhibition and the wide range of career options available in the arts. We particularly enjoyed our intimate relationship with the collection and our firsthand encounters with art as we handled hundreds of objects during inventory. Through our panel talk, we will share some of our projects and their impact on the Davis, and discuss the valuable knowledge and experience that we have taken away from this internship.

Modern Tools, Ancient History SCI 256 Archaeology and the Internet: Preserving Urban History and Classical Culture in Rome Michelle M. Al-Ferzly ’14, Art History Advisor: Flavia Laviosa, Italian Studies How does the emerging landscape of online media shape the world of field archeology and cultural heritage preservation? During my internship with the American Institute for Roman

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Culture, located in Rome, Italy, I was offered the opportunity to explore the growing relationship between historical documentation, archaeological fieldwork, and social media. Rome offers a breadth of visual, architectural, and archaeological elements which reflect the vestiges of the ancient classical world. Today’s visitors to the Italian capital may arrive via high-speed trains or modern highways only to be greeted with millennia-old aqueducts and antique temples. As a development intern, my work consisted of educating the public on this delicate urban balance between old and new through the use of various social media outlets. Through this presentation, I hope to reveal the importance of rendering Roman culture, as the basis of the Western world today, more accessible to the larger public. The Apolline Project: Excavating Roman Baths in the Shadow of Vesuvius Megan S. Wilson ’13, Classics Advisor: Raymond J. Starr, Classical Studies This summer, I spent three weeks with the Apolline Project, a team excavating Roman Imperial sites in southern Italy. My dig focused on a bath complex from the first century CE that was buried by a volcanic eruption in 472 CE. The team, led by Italian archaeologists, worked to simultaneously uncover multiple areas of the complex and preserve the many artifacts we found, including frescoes, mosaics, jewelry, and pottery. Along the way, we learned proper excavation techniques and how to survey and record our progress. As part of the project, I also worked in pottery and human osteology labs. The excavation was a superb introduction to archaeology and helped me to think more broadly about Classics, beyond ancient language and literature. With weekend trips to other local archaeological sites, I learned how my work was helping to create a broader picture of Campania under the Roman Empire.

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No Bones About It: Discovering My Passion for Bioarchaeology in Bronze Age Romania Jenna M. Watson ’13, Anthropology Advisor: Adam Van Arsdale, Anthropology This summer I attended a Forensic Anthropology Field School administered by Utica College and hosted by the Rainer Institute of Anthropology in Bucharest, Romania. Following the field school, I was offered the opportunity to stay in Romania and assist in the analysis of a collection of Bronze Age human skeletons. Through the experience, I gained invaluable osteological skills such as piecing together fragmented skeletal remains, identifying skeletal disease and trauma, and estimating age and sex. Working in a foreign institute I observed a work ethic different from the United States and Wellesley, and witnessed firsthand how cultural differences have affected the development of physical anthropology in Romania. This experience allowed me to make important contacts with Romanian anthropologists and opened the door for me to return to the Rainer Institute during my postgraduate career. The Evolutionary Effects of Environmental Change: A Paleontological Study Sanam B. Anwar ’15, Undeclared Advisor: Emily A. Buchholtz, Biological Sciences This summer, I participated in a National Science Foundation Research Experience for Undergraduates (NSF REU) in paleontology offered by the University of Michigan. At the university, I analyzed five million- to ten millionyear-old fossil mammals to determine how their dietary habits evolutionarily responded to a period of significant environmental change. This experience allowed me to learn professionallevel research methods, as well as to explore the link between environmental change and animal adaptation. I chose this program because I took Wellesley courses in biology and geoscience, and I was interested to see the interdependence of the fields. I am now motivated to continue research

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in paleontology, evolutionary biology, or a related field, as conducting research taught me that academic learning can be applied to real problems. I hope those who attend my presentation will understand how environmental change impacts evolution, and that our current rate of anthropogenic environmental change may have unexpected consequences for all life on Earth.

Empowerment of Youth, Women, and Families Empowering Teens through Teams SCI 268 Not Your Average Summer Camp Melissa E. Paul ’13, International Relations–Economics Advisor: Nadya S. Hajj, Political Science Imagine being taught your whole life to hate a group of people. In school and at home, the message is clear: we are the victims and they are the enemy. The result of this mantra is that by the time you reach adulthood, you have a fully formed opinion about the other side. Perhaps you have never even met someone from that background, but you already know what they are like. Don’t you? At Seeds of Peace (SOP) summer camp, the goal is to stop this thinking before it becomes permanent. Using a model of truth and reconciliation commissions (TRCs), SOP invites teenagers from areas of conflict in the Middle East and South Asia to spend three weeks in Maine to break the cycle of hatred. Through dialogue sessions with trained facilitators, these children traverse the world to open their minds and realize that living in peace is possible. Lessons Learned on Trek Hannah J. Webber ’14, Sociology Advisor: Patti Sheinman, Office of Religious and Spiritual Life Teenagers are, without a doubt, not the easiest members of the human species. Taking them out

in the woods for several days sounds, to most, more like a punishment for both teens and supervisor. The organization at which I’ve worked for the past two summers, however, believes that far from punishment, a trek is one of the most important and transformative experiences a teen can have. After spending almost six months as a trek instructor, I’m inclined to agree. My organization, the Wyman Teen Leadership Program, a seven-year leadership and nonacademic college prep program, works with teens from low-income families in the St. Louis area. My experiences taught me about diversity, working with teens, my own privilege, the impact of poverty, and ultimately, how to make a difference in the life of another person. I’m a believer in Trek. Let me make you one, too. Untangling the “Human Knot”: The Importance of Teaching Team-Building and Leadership Skills to Youth Sarah Jane B. Huber ’14, Sociology Advisor: Kenneth S. Hawes, Education Team-building activities have the potential to inspire youth to be leaders, to build strong social relationships, and to be more effective in their actions. The Human Knot is the name of just one of the many team-building activities I learned to facilitate during my year-long internship with Project Youth Extension Service (Project Y.E.S!), a program that provides youth development programming to children in military families across the United States. Engaging youth in these activities was a challenge, but as I learned the activities give youth the tools they need to be more and do more. Project Y.E.S! emphasizes the importance of reflection after each activity, turning a simple game into an opportunity for deeper learning and social development on the part of the participants and even myself. Through the internship I realized that teaching these skills to youth is a crucial piece of their education, one they typically do not get at school, proving the importance of Project Y.E.S! and similar programs.

Growing Vegetables and Intercultural Communication in the Buenos Aires Zoo Kate M. Kemmerer ’13, Economics and Spanish Advisor: Verónica Darer, Spanish Last semester, as part of my studies in Buenos Aires, I had the opportunity to volunteer with PECOHUE, a social work cooperative whose goal is to incorporate young people with psychiatric disabilities and economic vulnerability into the labor system. The PECOHUE participants learn important social and job-related skills while growing produce and making compost on an organic farm housed within the Buenos Aires Zoo. In this presentation, I will share some of the contradictions of my work: having an organic farm within a large, cosmopolitan city; growing vegetables in the middle of the Argentine winter; and interacting with and learning from people with radically different challenges than my own. Working with PECOHUE, next to people with diverse experiences and perspectives, pushed me outside of my comfort zone. There, I not only learned how to grow vegetables, I learned how to grow deeper cultural awareness and more effective intercultural communication skills.

Gendered Professions: Wellesley Women Breaking Barriers SCI 278 Women, Ghosts, and Gallo Pinto: Summer Internship at the UNDP Costa Rica Tijana Trkulja ’13, International Relations–Economics Advisor: David L. Lindauer, Economics This summer I interned at the Office of the United Nations Development Program in San Jose, Costa Rica. For ten weeks I worked in the department for Gender Equality and Democratic Governance. Costa Rica is an extremely wellorganized democracy, at least “on paper.” I was surprised to find out that there was an entire

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tribunal whose only job was to monitor elections. “On paper” there is no need for a U.N. agency to be working in Costa Rica on issues such as gender equality and democratic governance, but the cultural context makes this case much more complicated. Machismo is so strongly engraved in every aspect of the society that it finds its way even around laws and quotas. In my presentation, I will be focusing on women and youth as particularly socially vulnerable groups in Costa Rica. But I will also tell you about all the ways you could cook rice and beans, and why all the ghosts in the world live in Costa Rica. Women’s Foreign Policy Group: Promoting Women’s Voices in International Affairs Kim A. Quarantello ’13, Political Science Advisor: Paul K. MacDonald, Political Science The Women’s Foreign Policy Group (WFPG) is a nonprofit and nonpartisan organization that promotes women’s engagement and participation in the international arena. WFPG organizes events to celebrate women active in global affairs, discuss timely events in the international community, and foster mentorship networks for professional women. As an intern, I was responsible for organizing outreach and executing events with coworkers. We coordinated programs to discuss events unfolding in regions including Egypt, North Korea, El Salvador, Mexico, and the EuroZone. My appreciation for Wellesley mentorship opportunities grew throughout the summer as I realized the importance of women’s networks to ensure women achieve success in the global arena. My presentation will discuss my involvement in our lecture with Lisa Anderson, the president of the American University of Cairo, regarding reform, revolt, and revolution in Egypt and inspiring stories from the Celebration of Women Diplomats event.

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Who’s at the Table?: Gender and Social Change at the Federal Reserve Meredith W. Stoner ’13, Women’s and Gender Studies Advisor: Victor H. Kazanjian, Office of Religious and Spiritual Life and Intercultural Education This summer I straddled many spheres as an intern at the Federal Reserve Bank of St. Louis. Assisting the Household Financial Stability project, a unique and innovative team linking the Community Development and Research divisions, I brought my background in economics and women’s and gender studies to add a gender analysis to important conversations and research projects on low-income populations in the United States. In this presentation I will reflect on my experiences as the sole woman on an all-male team, examining gender within the hierarchical structure of the Federal Reserve. From conversations with women at staff, economist, and senior management levels, I chronicled the evolution of the bank’s policies to include women’s voices in addressing issues such as family/work balance and harassment in the workplace. I also examined the potential and limitations of the Federal Reserve to enact social change in struggling communities, and its multiple challenges to doing so. Of Women and Fire Christina G. Rozek ’15, Undeclared Advisor: Lawrence A. Rosenwald, English It’s a nice view 105 feet in the air on Ladder 1. I was terrified and loved it. On a whim I took Wellesley’s Wintersession EMT course, and six months later I was at the Plainville, Massachusetts, Fire Department. The chief warned me, “This isn’t the kind of environment you’re probably used to.” He was so right. All I wanted was to use my newfound EMT knowledge in “real life,” and “real life” is exactly what I got. I realized that two major factors separated me from the other EMT/ firefighters; I am a woman, and I have the privilege of a college education. These created a social tightrope on which I had to balance at the firehouse. I ended up learning not only about pump assemblies and cardiac monitors, but also about stereotypes,

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gender, education, culture, and group psychology. I am being initiated into the “brotherhood” and finding out what that implies. Life Behind the Bat: Inside the Cape Cod Baseball League Rebecca S. Fishbein ’15, Undeclared Advisor: Justin Armstrong, Writing Program Baseball is in my blood. This summer I turned my passion for the sport into an internship with the Harwich Mariners of the Cape Cod Baseball League, the former team of Major Leaguer Tim Lincecum. I met dedicated fans and future stars while operating the stadium’s scoreboard. I learned valuable people skills, like handling a demanding boss and the clashing aspirations of other interns, and saw firsthand the effort it takes to run a baseball team. In the end, all of my hard work was worth it. My summer internship gave me a unique view into the inner workings of summer league baseball and provided a stepping-stone for my aspirations in sports. In this presentation I will give a behind-the-scenes look at a baseball season, from fundraising efforts to planning the league’s All-Star game, and show that there is definitely more to baseball than peanuts and Cracker Jacks.

Health and Medicine Beyond Borders Doctors, Decisions, and the Bioethics of Research SCI 396 What Is and What Should Be: Bridging the Gap Between Psychology and Philosophy Valerie-Jean Y. Soon ’13, Economics and Philosophy Advisor: Alison G. McIntyre, Philosophy Recently, moral philosophers have begun using psychological tools to shed light on some longstanding problems of philosophy. I had the opportunity this summer to work in the Greene Moral Cognition Lab at Harvard, which seeks to

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examine moral judgment and decision-making through techniques such as functional neuroimaging (fMRI) and online studies. Do people who use controlled reasoning processes in moral judgment tend to be more altruistic than those who react according to an implicit rule? Do our genes substantially influence the type of moral judgments that we make? Even if we do obtain conclusive answers to these questions, how should we bridge the gap between accepted norms and theories of what we should do? And what gaps, if any, don’t look like they can be filled by empirical analysis? I will discuss the implications of the movement toward experimental philosophy, especially for issues of moral responsibility, metaethics, and free will. Bench to Bedside: Bridging the Gap between Basic Science and Patient Care Hayley E. Malkin ’13, Biological Chemistry Advisor: Mala L. Radhakrishnan, Chemistry In the classroom, we often acknowledge the chasm between scientific discovery and medicinal practice. How do physician-scientists bridge these two worlds? This summer I worked at Boston Children’s Hospital (BCH) on a clinical research project. While building a database of pediatric stroke patients, I gained exposure to academic medicine and a community of physician-scientists at BCH. Working within a group of clinicianscientists who strive to discover better treatment options while maintaining direct contact with patients opened my perspective to a different aspect of scientific research. The opportunity to work on a research project that didn’t involve any bench work also challenged how I think about “science.” Ultimately, my experience gave me a glimpse of how physician-scientists apply their scientific reasoning to treat immediate patient symptoms and think about how best to solve the root cause of diseases in the longer-term future.

Because “Not Stat” Does Not Mean Not Important: Toward Better Hospital Service Leila Chaieb ’13, Biological Sciences and Middle Eastern Studies Advisor: John S. Cameron, Biological Sciences This summer, I participated in a project run by the Microbiology Laboratory at Massachusetts General Hospital that aimed to decrease the turnaround time of non-stat gram stain processing, improving the laboratory’s services. As one of two clinical laboratory assistants hired for the project, I worked at the specimen receiving desk and planting room, where I performed multiple tasks ranging from creating legal records for the patients to preparing specimens for testing, with a special emphasis on making bacterial cultures. Culture methods are as diverse as known pathologic bacteria. I used liquid and solid culture media, aerobic and anaerobic environments, incubators of all temperatures, and stains of all colors. This presentation will peek behind the scenes of hospital microbiology laboratories whose results highly influence doctors’ medical decisions. It will also reveal whether the turnaround time of the laboratory service decreased to meet the goal. A Journey into the Unknown World of Cyclotides Kellen M. Kartub ’14, Chemistry Advisor: Dora Carrico-Moniz, Chemistry Ironic that a carcinogenic black liquid is necessary to create a cyclotide, a potential key to targeting a variety of viruses and diseases? How does that work? From my research at the University of Southern California’s School of Pharmacology, I learned about the fascinating world of cyclotides and their incredible stability. By grafting on compatible peptide strains, cyclotides can serve a variety of roles. Before the summer, I was looking forward to immersing myself in this topic entirely new to me. Forced into unfamiliar territory, I had to ask more questions than I ever had before. A questioning mind is paramount for any

aspiring researcher, but I’ve never been prone to asking questions. After a summer of functioning in the unknown, I became a confident, quizzical, and fearless researcher. This Tanner presentation explores the world of cyclotides but also shows that with determination and the right mindset, a person can do anything. The Art of Questions in Research Alice Sun ’15, Undeclared Advisor: Michelle L. LaBonte, Biological Sciences This summer I worked at Cornell Weill Medical College in a psychiatry lab that focuses on anxiety disorders. To further our understanding of brain degeneration and anxiety behavior, I examined the LKB1 and Slitrk 5 proteins. My goal was to determine whether LKB1 and Slitrk 5 interacted. By transfecting 293T cells and using co-immunoprecipitation, I was able to narrow down which portion of LKB1 was responsible for binding to Slitrk 5. Through my summer, I realized the importance of asking questions, understanding one’s mistakes, and persistence. During my time in the lab, I transitioned from simply learning techniques to completing the protocol with an understanding of the theory behind my procedures, and I gained an ability to critically analyze results. I learned to question my mistakes, found my independence, and became inspired by the perseverance of the many women scientists in lab. The Neuroscience of Vision Is No Illusion: Dialogue in the Scientific Community Colleen G. Isabelle ’13, Neuroscience Advisor: Ellen C. Hildreth, Computer Science This summer, I interned at Boston University’s Computational and Neural Systems Vision Lab, where I explored questions of vision and the neural translation of light to conscious experience by developing my own visual illusion experiment relating to the phenomenon of motion-induced blindness. In constructing this study, I gained an in-depth look at the field of computational neuroscience and what it means to be an actively par-

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ticipating member of a research community. One of the most enriching parts of my summer experience was having the opportunity to engage in collaborative discussion with fellow scientists about their own work and current research in the field. My internship impressed upon me the incredible importance of a sustained and active dialogue in the world of science, and I know that I bring this vision—along with a reinvigorated enthusiasm for neuroscience research—back to Wellesley.

From Spreadsheet to Clinic: Global Public Health Lessons from the Clinton Foundation (Panel)

SCI 392 Rutendo G. Gambe ’13, Neuroscience; Misbah Aslam ’13, Health and Society; and Anisha Vishwanath ’13, Art History and Neuroscience Advisor: Lauri L. Wardell, Physics Though we all spent this past summer as interns for the Clinton Health Access Initiative (CHAI), we found ourselves 8,000 miles apart, in New York City and Pretoria, South Africa. Our projects ranged from HIV and financing policies to devising strategies to lower the cost of contraceptive implants. Though the scope of our work was vastly different, we found that it provided a contrast to the scientifically-based, clinical world that we have aspired to join as pre-medical students. It showed us how health needs to be approached from many different levels, and that there is value in all health-related work, whether completed behind an office desk or on the ground. We learned that making policies is as important as the science of health. We now see the need to connect our intention to study medicine to the larger context of global health in order to make a meaningful impact on the largest number of people.

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Identity, Community, and Global Citizenship

Think Tanks Across Continents

Multifaceted and Multicultural Experiences in Japan

Appealing to the Masses: Objectivity in Policy Design and Analysis Ljubica Z. Ristovska ’13, Computer Science and Economics Advisor: Casey G. Rothschild, Economics

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(Panel)

SCI 264 Ji Qing Wu ’15, Undeclared; Athena M. Kihara ’15, Undeclared; Jiae Kim ’13, English and Creative Writing; Milana Kuzmanovic ’14, Economics; Sizhuang Miao ’15, Undeclared; and Kathryn J. Saibara ’15, Undeclared Advisor: Kazuko Ozawa, East Asian Languages and Literatures Of first-world countries, Japan may be the most culturally different from America. Japan’s homogeneity and emphasis of its cultural distinctness directly contrast with America’s multiculturalism and accentuation of diversity. This summer, six Wellesley students traveled to Japan and experienced firsthand the differences between American and Japanese culture and communication with respect to technology, efficiency, graphic and visual communication, cuisine, “skinship,” and implicit communication. In addition to relating the external differences and aspects of Japan, we will also be recounting our internal experiences in accordance with societal labels based on our race and nationality. Jeany and Sizhuang will relate their experiences in nearly homogeneous Japanese society as international Chinese; Milana, as international European; Jiae, as Korean-American; Katie, as half-Japanese, half-white; and Athena, as Japanese-American. This presentation aims to shed light on multifaceted aspects of Japan: the external, nuanced differences between American and Japanese societies and the internal experiences as the “externally and nationally different” in Japan.

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At the core of successful economic policy lies objectivity, practiced by both policy makers and policy analysts. However, my internship at the Center for Economic Analyses, a Macedonian think tank devoted to economic policy in Macedonia and Southeast Europe, has taught me how difficult it actually is for authorities and analysts to maintain objectivity while designing, implementing, and analyzing policies. I witnessed how governments can alter their decision-making process and choose policies which result in popularity among certain groups and parts of the population, but that are not necessarily the most efficient and beneficial economic option. Personally, I learned how to remain objective in policy analysis and assess each policy only in terms of its economic impact. Overall, my summer internship has demonstrated the enormous potential policy analysis has in designing and recommending objective policies leading to more efficient economies. Thinking About Think Tanks Pratibha Chauhan ’13, Architecture; Anna J. Moses ’13, History and Political Science; and Karen M. Scott ’13, Economics Advisor: Akila Weerapana, Economics This summer, we worked in three different think tanks, with projects spanning economic policy, urban studies, and security studies. Pratibha conducted an independent project at the Observer Research Foundation in New Delhi, India, exploring the best approaches to improve slum housing conditions. Karen collaborated on education and energy policy proposals and out-

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reach for the Hamilton Project at the Brookings Institution. While working as a Latin American Rights and Security intern for the Center for International Policy, Anna maintained a Web site called Just the Facts that monitored U.S. civilian and military aid, training, and political developments in Latin America. By attending this presentation, the audience will deepen its understanding of how coursework can be applied to tackle global issues, as well as gain a better idea of how think tanks operate and affect society.

Technology, Innovation, and Education Economic Theory in the Real World SCI E111 Painful Growth: Understanding the Chinese Automobile Insurance Market Liyang Sun ’14, Economics and Mathematics Advisor: Robin L. McKnight, Economics I interned in the People’s Insurance Company of China (PICC) this summer, where I worked on the underwriting team for automobile insurance. It was a unique experience for me to get an inside view of the Chinese automobile insurance market by working for China’s largest automobile insurer. I was surprised to learn that PICC suffered a great underwriting loss, approximately CNY 11.2 billion, in mandatory third-party liability insurance in 2011, according to the Chinese Insurance Association. China has passed the United States as the world’s biggest automobile market, so why are Chinese insurers still struggling to turn a profit? I found the answer through my observation of the Chinese government’s active oversight of the automobile insurance market, and observations of the conflicts among insurance agents, car dealers, and insurance companies. This presentation will discuss constraints that the Chinese automobile insurance market is facing and its potential routes to reform.

A Summer in the World of Numbers: UBS Wealth Management Meredith H. Nakayama ’15, Undeclared Advisor: Edward K. Cho, Economics UBS (Union Bank of Switzerland) is a global investment bank. I had my internship this summer in UBS’ Venn Wealth Management Group, which is primarily a consulting group that helps people decide when, where, and how to invest their money. During the summer I engaged in various activities essential to making investment decisions, such as portfolio modeling, goal identification, and risk assessment. Through this experience I learned that finance is not so unapproachable as it first seems, but rather is a tool that can be used by anyone to achieve his or her financial goals. Through my presentation I would like to educate you on my experience of having a finance internship and how I am using finance to achieve my personal goals. Protecting the Environment: The Good, the Bad, and the Economics Farheen G. Rahimtoola ’13, Economics Advisor: Joseph P. Joyce, Economics One of the biggest challenges we are confronted with today is the task of preserving the environment. From combating global warming to protecting endangered species, governments all over the world are trying to push their countries toward a more sustainable future. This summer I worked with NERA, a leading global economic consulting firm, where I helped public utilities across the United States address complicated environmental challenges and fight legal battles through economic analysis. Some of these questions focused on immediate issues, such as how nuclear facilities can mitigate their adverse impacts on the fish ecosystem. Others focused on long-term concerns, such as how states should plan to expand their energy capacity to meet future demand using renewables. In my presentation I will cover how I used economics to solve these problems and shed some light on advances in U.S. government regulations for clean energy.

Cross-Boundary Environmental Policy Research: Rhine Waters, Swiss and German Political Scientists, and an American Chemist Kathryn A. Jackson ’13, Economics and Chemistry Advisor: Nolan T. Flynn, Chemistry Europe’s Rhine River Basin contains the highest concentration of industrial plants of any major basin in the world. Advances in analytical technology have enabled the detection of pharmaceutical, biocide, industrial, and personal care product residues at nanogram/liter to microgram/ liter levels in Rhine waters. Coupled with a growing body of scientific literature suggesting that even these low concentrations pose serious threats to human and ecological health, these advances unveiled a complex new environmental policy challenge: aquatic micropollution. I worked as a summer research assistant to political scientists at the University of Bern, Switzerland, who are examining policy responses to Rhine micropollution. As the only chemist on the research team, I worked at the intersection of natural and social science, connected in the interest of public and ecological health. I walked away with a greater understanding of environmental science, interdisciplinary collaboration, and academia from the professional and European perspectives. Village-Level Problem Solving: Recognizing the Heterogenous Communities of the Loess Plateau Kat Yung Keung ’14, Environmental Studies and Economics Advisor: Pinar Keskin, Economics This summer, I participated in a National Science Foundation research program and had the opportunity to conduct water policy research in rural Northwest China. I conducted interviews with local officials and met with local villagers to learn about their water quality and availability, social security framework, education system, and waste management. My observation is that many of the Communist Party’s village resource management policies perpetuate gender and income inequalities, and widen the disparity between the city and

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village residents. This experience showed me a side of China hidden from most of the world and sparked my interest in development.

Improving Facebook, Reddit, and More (Panel)

SCI 274 Caroline A. Gallagher ’14, Computer Science; Olivia V. Kotsopoulos ’14, Computer Science; Irene C. Kwok ’14, Computer Science and Chinese Language and Literature; Ana Smaranda Sandu ’14, Computer Science and Mathematics; and Yi Tong ’15, Undeclared Advisor: Sohie M. Lee, Computer Science Do you worry about privacy issues when using Facebook? How are emotions expressed in online interactions? Can visualizations help programs run faster? Can a reasoning system solve planning problems? Is it possible to design tools that democratize engineering? Wellesley computer science students explored these issues and more during summer internships at various schools across the nation, specifically Harvey Mudd College, Purdue University, Suffolk University, the University of North Carolina at Charlotte, and MIT. Along the way, we also learned new languages and APIs, explored the intersection of computation and design, honed our research and problem-solving skills, and exercised leadership and collaboration in our respective projects. Panel members will compare their experiences of researching at both large universities and smaller colleges, highlight the benefits of participating in research as an undergraduate, and discuss the process of research itself and potential publication.

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NASA: Not just the Art and Science of Aeronautics SCI 270 Meteorite Maniac: Carving My Path at the American Museum of Natural History Isabelle R. Erb ’13, Art History and Italian Studies Advisor: Wendy H. Bauer, Astronomy Last summer, I interned at the American Museum of Natural History. I have been fortunate enough to conduct my own original meteorite research in the Department of Earth and Planetary Sciences and to serve as a mentor to students involved in the Education Department’s outreach programs. Although I had no prior knowledge of meteoritics (the study of meteorites) before beginning my research, this year I found myself presenting my findings at the Lunar and Planetary Science Conference in Houston, Texas. The talents for critical analysis that I have developed as an art history major at Wellesley have proven to be useful even for the imaging techniques that I utilized to study meteorites from the asteroid Vesta, which was recently orbited by NASA’s Dawn mission. After four summers working at the museum, I greatly appreciate how my mentors have allowed me to incorporate my varied skills and interests into our projects. Failure Is Not an Option: Designing a HandsFree Jet Pack Interface Charlotte J. Kiang ’13, Mathematics Advisor: Brian C. Tjaden, Computer Science While personal jet packs may not yet offer a solution to everyday rush-hour traffic, they remain an invaluable tool to astronauts under zero gravity conditions. The National Aeronautics and Space Administration (NASA) currently uses its jet pack system, Simplified Aid for EVA Rescue (SAFER), as an emergency response unit in case astronauts become untethered during extravehicular activity (EVA). However, as the agency turns its eye toward missions that extend beyond

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low earth orbit, it seeks to expand the capabilities of its jet packs beyond contingency use to increase astronauts’ mobility. This summer, I had the opportunity to contribute to these efforts by designing a hands-free foot sensor controller for the new jet pack system. In this presentation, I will share some of the engineering design principles I learned over the course of this project, as well as its positive implications for the future of the United States space program.

Online Learning

Following Curiosity: A Summer of Astrobiology Research for Mars Science Laboratory Rachel L. Harris ’14, Biological Sciences Advisor: Wesley A. Watters, Astronomy

Come join the discussion about online learning at the College and hear the perspectives of faculty, staff, and student panelists.

In the early morning hours of August 6, 2012, the most complex robotic mission ever designed for space exploration successfully landed in the Martian equatorial region known as Gale Crater. Mars Science Laboratory—known more affectionately as the Curiosity rover—is equipped with ten instruments that have studied, and will continue to study, the surface chemistry of the Red Planet in the search for answers into its habitability. On the ground at NASA Ames Research Center, I spent ten weeks with the Exobiology Branch’s Astrobiology Institute Team, conducting mission-related research using Lassen Volcanic National Park as a Martian analogue. During the course of my internship, I characterized a previously unknown strain of acidophilic purple non-sulfur bacteria using sister instruments built for Mars Science Laboratory, as well as led the development of a NASA-sponsored astrobiology internship for high school students. Most importantly, I aimed to personify the Curiosity mission motto: Dare Mighty Things.

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(Roundtable)

Teaching Technology and Mentoring Methodology SCI 211 GeoTreks: An Educational Framework for K-12 Free Choice Learning Karina K. Chung ’13, Geosciences and Psychology Advisor: Barbara R. Beatty, Education This summer, I set off to find a tangible intersection between the seemingly unrelated liberal arts fields in which I am majoring and minoring, psychology and geosciences, and my interest in elementary education. As an intern at the San Bernardino County Museum in Redlands, California, I analyzed how to teach the importance and relevance of paleoseismic events from the past, specifically earthquakes, to children from grades K-12 in a free-choice learning setting. My final product involved creating an educational framework and pilot field trip program for the museum’s brand new Hall of Geological Wonders. I designed the GeoTreks program using Lesson Study, a Japanese-based educational approach in which observations of student learning inform small, incremental improvements to a lesson, and I also reflected on how Lesson Study can be applied to other subjects.

From Middle School to Laboratory: Inspiring Science for the Next Generation Alison Z. Nikyar ’15, Undeclared Advisor: Connie L. Bauman, Physical Education, Recreation, and Athletics Why is exposure in the sciences crucial in the middle-school years? What are the best ways to encourage future female scientists? As an initiative to enrich the next generation in math and science, Gains in Education in Mathematics and Science (GEMS) began as an extracurricular summer education program that enables middle school students to experience science in a laboratory setting. Our goal was to make science fun! Led by the Natick Army Research Lab (USARIEM), GEMS served to educate and expose students to a wide variety of science and math skills: physics, chemistry, microbiology, engineering, anatomy and physiology, and trigonometry. The program was largely taught by “Near-Peer” Mentors, college students who were enthusiastic about science and served as role models for this passion. My internship as a Near-Peer Mentor reaffirmed my excitement for science, but also sparked my inquiry for the necessary reinforcement for girls entering careers in science. My presentation will focus on observations that invoke girls’ participation and promote self-confidence in the sciences. A, B, C, D, E-readers: Can Kindles Improve Children’s Literacy in Africa? Kimberlee A. Johnson ’13, History Advisor: Lidwien E. Kapteijns, History Most people think of the e-reader as a luxury item for the tech-savvy avid reader who flies business class. Worldreader, a nonprofit social enterprise, challenges that image by sending Kindles to schools in Africa. During my Albright Internship as a research assistant for Worldreader’s Business Development team, I analyzed the demand for e-readers in African education, interviewed potential partners in both the nonprofit and private sectors, and consulted experts at the World Bank and education-focused NGOs. I concluded my research with a new product idea for Worldreader to add to

its portfolio. Muhammad Yunus famously stated that he saw a problem and started a business to solve it (the Grameen Bank). This presentation will discusses how Worldreader applies that technique to combating illiteracy in rural African schools, and delves into my own observations about business’ place in development. My Wellesley education prior to Worldreader emphasized governmental and nonprofit avenues to “making a difference in the world.” My experience at Worldreader made me question those conceptions and consider business’ role in sustainable development. The Importance of EQ: Social and Emotional Learning through Open Circle Naricha Savanorke-Joyce ’15, Undeclared Advisor: Nova S. Biro, Wellesley Centers for Women Open Circle (www.open-circle.org) is a leading provider of evidence-based curricula and professional development for social and emotional learning (SEL) in kindergarten through grade five. This summer, I had the opportunity to become a part of the team that develops SEL curricula. SEL improves classroom and school climate and helps children learn to recognize and manage emotions, show empathy for others, make constructive decisions, and build positive relationships. Studies show that SEL not only improves children’s social skills and behavior, but also improves their academic performance. Founded in 1987, Open Circle currently reaches more than 100,000 children each year from 285 schools across New England.

Wellesley in the Wild SCI 380 Under the Sea: How to Be a Marine Biologist Alyssa G. Wibisono ’13, Biological Sciences Advisor: Jeffrey E. Hughes, Biological Sciences

on the bluestreak cleanerwrasse. I soon realized that surviving on a day-to-day basis with no electricity, rationed fresh water, and very limited food in a hut that I shared with other spiders for six weeks, was my first task. Every day was more than just marine research; it was also research on sustainability, the environment, and life. How do you justify banning fisheries in Wakatobi when a local Bajo village is perishing from the decline of fisheries? How can humans be sustainable when greed takes over? From a damselfish that hates transect tapes to the azure waters that glow bioluminescence at night, I will report how Hoga has changed and trained me to go back to Indonesia and protect its waters. SEA Semester: Original Science, Sailing, and Zooplankton of the North Pacific Ocean Anne V. West ’15, Undeclared Advisor: Andrea S. Sequeira, Biological Sciences Last summer, with the program SEA Semester, I took four weeks of oceanography courses at Woods Hole, Massachusetts, and designed an oceanography project on the effects of oceanic microplastics on zooplankton of the North Pacific Ocean. I implemented this project with a partner on a four-week voyage across the Pacific from Honolulu to San Francisco aboard a scientific sailing vessel, the Robert C. Seamans. On this scientific voyage, I not only executed my oceanographic project, but also assisted in data collection for ten different oceanographic student projects and catalogued a wide variety of data for the Woods Hole Oceanographic Association and the National Oceanographic and Atmospheric Association. Additionally, I learned to sail the 134-foot vessel during my four weeks aboard, and could fully command the scientific and sailing operations of it by the time the boat docked near San Francisco at the end of the program.

Hoga Marine Station, Wakatobi National Park (Indonesia) is located at the heart of the coral triangle. I came to this island with hopes of a data rich summer for my independent research

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Conservation in the Great Bear Rainforest: It’s Not All About the Bears Eliana R. Blaine ’13, Environmental Studies Advisor: Alden B. Griffith, Environmental Studies Considered to be one of the few remaining undisrupted ecosystems on Earth, the Great Bear Rainforest in northern British Columbia, Canada, is of national and international importance. Yet the area lacks holistic management and protection of terrestrial and marine environments, and it faces acute pressure from national and international energy interests, trophy hunting, and fish farming. I will discuss my experience interning with Pacific Wild, highlighting the dynamics and key lessons of working in a supporting role with a small environmental nonprofit in a remote location. How did my coworkers, my supervisors, and I balance the organizational foci on research, outreach, media, education, and First Nations interests, as well as family? I will speak to the conflicts between national political agendas and local concerns, the place of public voice, and the process of forming and maintaining alliances among First Nations, environmental groups, businesses, the public, local governments, and other stakeholders. Human Wildlife Conflict in the Tarangire Manyara Ecosystem, Northern Tanzania Julia G. Jaffe ’13, Biological Sciences and Psychology Advisor: Yuichiro Suzuki, Biological Sciences When we think of human-wildlife conflicts, we tend to imagine situations in which humans interfere with the life of an innocent animal. I spent this summer studying conservation and wildlife management in Karatu, Tanzania, a small city situated between Manyara National Park and the Ngorongoro Crater Conservation Area. The Wildlife Policy of Tanzania (1998) states that the wildlife is property of the government and any interference by people is an offense punishable by law. During my stay, I sought to gain a better understanding of human-wildlife conflicts, which cause major problems between the community and wildlife rangers of the protected areas. In

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researching these conflicts, I conducted doorto-door interviews and immersed myself in the culture during homestays. Here, I became aware of the hardships involved in the agricultural and pastoral lifestyles, and how much of an impact a wandering animal can have on these livelihoods.

Luncheon: 12 – 1:30pm All members of the Wellesley College community are invited to lunch, which will be served in The Leonie Faroll Focus and the Science Library.

1:30 – 2:40pm Culture and the Arts Technology and Transfer of History and Culture SCI 270 Keeping the Pulse on Hallyu: Media and Representation in K-Pop Patricia L. Liu ’14, East Asian Studies Advisor: Sun-Hee Lee, East Asian Languages and Literatures In recent years, interest in Korean entertainment has spread globally at an unprecedented rate. But in spite of the glitz and glamour of so-called K-pop fandom, the rapid rise of the Korean wave has also ushered in newfound interest and criticism of Korean culture and society among audiences outside of Asia. Seoulbeats.com is the secondhighest-trafficking English-language Korean entertainment Web site in the world and is unique in its identity as an opinion-editorial site, offering critical commentary on contemporary Korean society through the scope of its popular culture. As an editor and member of Seoulbeats’ executive board, I was able to gain an insider’s look at the Korean pop machine as well as the changing landscape of Korean entertainment journalism in the Englishspeaking world. This presentation will address cur-

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rent socio-cultural issues in Korean entertainment, trends and challenges in K-pop journalism, and the future of K-pop in the West. Screenprinting Across the Border: U.S. and Russian Artists’ Collaboration Now and Then Elena S. Mironciuc ’13, Russian and Art Studio Advisor: Phyllis I. McGibbon, Art No one dreamt that it could ever happen, but in 1984 an American printmaker, Dennis O’Neil, traveled to the former U.S.S.R. and established a fine print studio in Moscow. While screenprinting was used for industrial purposes, employing it as an art medium was new to Soviet artists. With the introduction of less toxic water-based inks, screenprinting flourished internationally. Today, HandPrint International has relocated to Washington, DC, but continues to collaborate with Russian artists. This summer I interned at HandPrint International, where I met a new generation of international artists, or more appropriately, global artists who think beyond their native culture. In addition, I learned how the Internet and Web sites like Kickstarter have enabled artists to share and fund new projects. Technology has changed the dynamic of screenprinting as well as the way artists collaborate in studios worldwide. Welcome Home, Mr. President: Blogging about Presidential Legacies at Historic Homes Laura W. Rigge ’14, Russian Advisor: Marilyn Sides, English This summer, I accomplished a personal goal from my bucket list—visiting a home for every U. S. president. My lifelong fascination with the presidents meant I already knew about their careers, but after visiting 73 homes and 26 states, I came away with a more personal understanding of the lives of the presidents and their families. As I traveled across the country, often to places I would never have gone otherwise, I kept a blog to share my experiences; in order to build an online audience for my blog, I branched out to movie reviews and other presidential trivia. My experience inspired me to take a travel-writing course, and I am now contem-

plating a history minor. My presentation will delve into the world of blogging in addition to reflecting on the sociological implications of the presentation of presidential houses as physical links to the past. Egypt’s Online Revolution: Empowerment through Media Nouran S. Ibrahim ’EX, Undeclared Advisor: Salwa N. Muhammad ’06, Center for Work and Service MADEV (Media Arts for Development) is an NGO based in Cairo, Egypt which uses media production and training to encourage social change. The organization frequently holds workshops, inviting different NGOs from Alexandria to Asyut to train their staff on filming movies, editing, uploading videos to YouTube, and sharing them on Facebook. These NGO facilitators then train their clients, to create a snowball effect of media literacy. Workshops included Egyptian men and women from different religious and socioeconomic backgrounds. Since 2005, MADEV has been encouraging citizens of Egypt to have a voice. Despite the fact that 40 percent of Egyptians are illiterate, the rapid utilization of media, especially online platforms and social networking sites, played a pivotal role in what became known as the 25th of January Revolution. Egypt has proven that you don’t need to be in political office to change your country-; all you need is a dream and, of course, a Facebook account.

The Abayudaya: Traditions Held Abroad and at Home (Panel)

SCI 264 Christie H. Lee ’14, East Asian Studies; Katherine M. Hargreaves ’13, Psychology; and Emily S. Wood ’13, Peace and Justice Studies Advisor: Patti Sheinman, Office of Religious and Spiritual Life In January 2012, students from Babson, Muhlenberg, Trinity, and Wellesley Colleges traveled to eastern rural Uganda to meet and volunteer with the Abayudaya Jewish community. The

Abayudaya, which means “Peope of Judah” in Lugandan, is composed of approximately 1,500 people who maintain their Jewish identity in several villages throughout eastern Uganda. In these villages, the Abayudaya people learned to live and work together with their Muslim and Christian neighbors. Due to their collective effort, the standard of living has risen for member familes, especially in the areas of healthcare and education. While living with the Abayudaya community, we were able to volunteer at the Jewish schools, observe the norms of the community, and also learn much about our role in our global community.

Empowerment of Youth, Women, and Families Fostering Scientific Inquiry in MiddleSchool Girls (Panel)

SCI 104 Evelyn Haro ’13, Sociology; Gabriela S. CooperVespa ’15, Undeclared; Debra A. Hasse ’13, Economics; and Cassandra Tavolarella ’13, Architecture Advisor: Connie L. Bauman, Physical Education, Recreation, and Athletics Armed with a passion for science and a love of teaching, Wellesley students scheduled weekly visits to Science Club for Girls (SCFG) sites in local suburban and inner-city school districts. Hoping to foster a thirst for knowledge and build self-confidence in young girls, the Science Outreach and Mentoring group developed engaging exercise physiology lessons that literally made science come alive! A variety of teaching methods and content learning assessments were used to motivate students and measure newly acquired knowledge. Examples include collecting gas diffusion measurements while running on a treadmill, using three varieties of raw fish to simulate muscle fiber types, and testing students’ scienfitic knowledge by having them cast their vote for

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the correct answer using popsicle sticks. The College motto, non ministrari sed ministrare, provided an educational civic experience that bridged science needs and motivated young emerging scientists.

Multifaceted Approaches to Addressing Violence against Women SCI E111 Asylum Granted: Advancing the Rights of Refugee Women and Children Brianna D. Krong ’15, Undeclared Advisor: Catia C. Confortini, Peace Studies This summer I worked as a research intern at the Center for Gender & Refugee Studies (CGRS) at University of California, Hastings College of the Law in San Francisco, California, the nation’s leading organization serving female asylum-seekers fleeing gender-related harm. I engaged in country conditions research to support respondents’ claims, tracked case outcomes to follow trends in adjudication, and provided editorial assistance on an academic article addressing inconsistent decision-making in domestic violence asylum cases. Working with accomplished attorneys and experts who engage in refugee rights advocacy on both the practical and the policy level, I gained a unique understanding of human rights work at the intersection of law. I also expanded my knowledge of global human rights issues through my background research on the abuses suffered by asylum claimants—ranging from gendered gang violence in Central America to forced marriage in Mali. Dedicated to Healing: Medical Advocacy with the Boston Area Rape Crisis Center Blair L. Uhlig ’14, Classical Civilization Advisor: Andrea S. Sequeira, Biological Sciences What does a medical advocate do? This question, asked of me by many people, was one focus of my summer internship with the Boston Area Rape Crisis Center (BARCC). In addition to acting as a medical advocate for sexual assault survivors

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in Boston-area emergency departments, I carried out research on the effects of medical advocacy in rape crisis settings. My research shows that medical advocates have positive effects on the experiences of sexual assault survivors and their health outcomes. Furthermore, there are implications that medical advocates would be valuable for survivors addressing health needs both related and unrelated to sexual assault in addition to immediate emergency rooms visits. In my presentation, I will discuss my experiences as a medical advocate with BARCC, the benefits of medical advocacy, and the advantages of an expanded medical advocacy program. Peril in the Pearl: The Mistreatment of Women in Uganda Cayla M. Vila ’15, Undeclared and Young-Eun Y. Choi ’15, Undeclared Advisor: Katherine R. Hampson, Office of Religious and Spiritual Life Considered second-class citizens in many parts of the world, especially in developing countries, women continue to suffer despite recent efforts made by various governments and organizations. This summer we met women with astounding stories of abuse, abduction, and abandonment. Even though we had expected to learn about and help counteract the effects of urban and rural poverty, nothing had prepared us for these firsthand accounts of the atrocities that we had only heard about in documentaries and the news. The majority of the women we met were victims of repeated rape, beatings, and other forms of sexual abuse both at home and within the infamous Lord’s Resistance Army, yet their strength and resilience were mesmerizing. Through our presentation, we hope to tell these stories and spread awareness of the ongoing, and often forgotten, mistreatment of women.

Tackling Domestic Violence in Mumbai, India through Collaboration and Prevention Hannah A. Stone ’14, Chemistry Advisor: Salwa N. Muhammad ’06, Center for Work and Service In 2005, the Indian Parliament passed the Protection of Women from Domestic Violence Act (PWDVA), which outlines mechanisms for multisectoral collaboration to ensure a coordinated response to domestic violence. During my internship with Observer Research Foundation, a public policy think tank in Mumbai, India, I found that the collaborations outlined in the PWDVA were essentially nonexistent in Mumbai and that there were few widespread preventive measures in place. It was challenging to analyze the response to domestic violence in India without comparing it with the approach to domestic violence in the United States. Further, I realized that a culturally appropriate solution to domestic violence in Mumbai could not be modeled on the approach to domestic violence with which I was familiar. I will discuss the progression of my research and its culmination in a collaboration with the Mumbai government to engage multiple sectors in designing primary prevention materials for youth in city schools.

Health and Medicine Beyond Borders The Anthropology of Healthcare Delivery SCI 392 Developing Healthcare: What Can We Do to Help? Joanna E. Carmel ’13, Psychology; Nevatha Mathialagan ’15, Undeclared; and Alda S. Ngo ’15, Undeclared Advisor: Sheila P. Brachfeld-Child, Psychology This summer, we spent a month working with Blue-Med Africa, a nongovernmental organization run by Ghanaians. While volunteering at a hospital,

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rural clinics, orphanages and a Hansen’s disease (leprosy) clinic, we met wonderful and hardworking people, including courageous patients awaiting insufficient treatment from dedicated professionals maximizing the available resources. We were able to observe conditions that are less common in the United States, including tropical diseases and sickle cell disease. We desperately wanted to help, but found that our skills were not as useful to them as we had hoped. Despite our inability to make a large positive impact in Ghana, we learned a great deal while we were there. Ghanaians are a strong, intelligent, and optimistic people capable of helping themselves if we send them medical supplies and machinery and small groups of trained volunteers. Putting Medicine into Cultural Context: Healthcare in Shanghai, China Adriana S. Rathjen ’14, Chinese Language and Literature and Biological Sciences Advisor: Dai Chen, East Asian Languages and Literatures This summer, I shadowed local doctors at Renji Hospital in Shanghai, China. Before I arrived, I thought the healthcare system there would not be remarkably different from the healthcare system in the United States, especially since Shanghai is one of China’s most Westernized cities. Unexpectedly, I saw the intriguing ways in which Chinese culture strongly impacted healthcare, from the way patients experienced their illness to how doctors administered treatment. I left with a sense that medicine is not just about science—it is also about the cultural context in which it is being practiced. This presentation will discuss the main differences I saw in the Chinese healthcare system and provide explanations of the culture underlying these differences.

The Social Topography of a German Hospital and What It Means for Patient Care Lauren H. Steinman ’13, Comparative Literature Advisor: Yuichiro Suzuki, Biological Sciences

The Methods Section: Drafting a Template for Health Research

From February to July, I worked at a cardiology clinic in Munich, Germany as a research assistant in pediatric cardiology. The cross-cultural comparisons I was able to make taught me invaluable lessons about communication and strategies for improving patient care. I witnessed fascinating differences in hospital hierarchies and stereotypes, along with a great working relationship between nurses and doctors; the genial staff interactions extended to communal breakfasts and cafeteria lunches. My internship culminated in a team-building research conference in the guise of a hiking trip. The casual setting served as an ideal platform for engaging conversations about new surgical procedures and a variety of new preventative measures. This learning experience showed me how the cultural atmosphere of a hospital can impact all levels of patient care, and that the interpersonal interactions of the staff are just as important to patient outcomes as the procedures and drugs that are administered.

Turning Discovery into Health: The Impact of NIH Research on Women’s Health Madeleine P. Whitaker ’13, Neuroscience and Cobren A. Greer ’13, Anthropology Advisor: Tom Burke, Political Science

How Do You Heal Yourself? Zoe E. Moyer ’15, Undeclared Advisor: Filomina C. Steady, Africana Studies It was a typical day in Antananarivo, Madagascar. On my way to the university, I saw a woman digging through the trash, “grocery shopping.” After only two weeks, I was already immune to the sight, or so I thought, until I rounded the bend. On the other side of the dumpster, this woman had carefully hung a scrap of cloth to form a tent. Her two children lay under its shade. This summer, I began to learn firsthand what it feels like to be a colonized country—and a colonized person. Though Madagascar has been independent from France since 1960, the influence of and exploitation by France continues with full force. While I went to learn more about traditional medicines and healthcare systems, by means of my travels, homestays, field research, and studies I left with a new concept of health, globalization, philanthropy, and love.

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Women represent more than half of the global population; however, they are rarely included in scientific research. This summer we interned at the Office of Research on Women’s Health (ORWH) at the National Institutes of Health (NIH). The office’s mission is to ensure that women’s health and sex differences are a main focus of biomedical research. At ORWH we had the experience of working at the junction of research and health policy. We completed independent projects focused on the impact of research on women’s reproductive and mental health. We witnessed firsthand the path of NIH-sponsored research and learned invaluable lessons under the mentorship of Dr. Vivian Pinn ’62, the former director of the office. This presentation will highlight our experiences at the NIH and how they have shaped our thoughts about our future careers and the future of sex differences research. Our Children, They Don’t Listen: Stories of Health from Around the World Sylvia K. Ilahuka ’13, Environmental Studies and Sociology and Elze Rackaityte ’13, Biological Sciences Advisor: Thomas Cushman, Sociology Stories are the fabric of our cultures; while quantitative data is useful and necessary for studying and assessing health, there is often another side that numbers cannot reveal. Much of what we understand about health is filtered by the cultural lenses through which we see. Oral tradition as a medium of sharing within many cultures of the world holds within it much to be learned. We would like to share some of these stories with you from our travels in India, China, and South Africa. Diseases t h e

like HIV/AIDS, malaria, chronic heart disease, and diabetes are not exempt from myth and storytelling. Qualitative information in the form of stories is a valuable trove of knowledge, as we found out over the course of living with families in these three very different regions. Purposeful application of these stories can lead to very effective community efforts to reform the health of a population.

Identity, Community, and Global Citizenship After the Mothership, Fellowship? (Panel)

SCI 396 Debbie J. Chen ’11, Economics; Deborah Cramer ’73, English; and Erin C. Kim ’09, Neuroscience Organizer: Ellie Perkins ’65, Center for Work and Service A fellowship brings more than a period of intense learning and adventure. Its effects will reach into the future and transform one’s plans in subtle and significant ways. How have their fellowship experiences influenced the personal and professional lives of these Wellesley alumnae? Their experiences cover a range of countries and occupations. Debbie traveled in South Korea, Japan, Indonesia, Thailand, the Canary Islands, South Africa, and Brazil, studying martial arts in their countries of origin. She not only examined combat techniques but also the extent to which culture informs movements. Deborah is writing a book following the long-distance migration of a small shorebird, the red knot, from Tierra del Fuego to its nesting grounds in the Arctic. The Stevens Fellowship took Deborah to the Arctic and to James Bay, where she experienced firsthand the dramatic changes occurring there. Erin Kim taught English to students in a South Korean secondary school and worked with children at a local orphanage. Join us to hear them describe their fellowship years.

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Honoring the Past, Pushing for Change SCI 268 Winter in the GULAG (Museum) Rebecca K. Ruhl ’13, Russian Area Studies and History Advisor: Alla L. Epsteyn, Russian I worked as an intern at the GULAG Museum in Moscow during my spring semester abroad in Russia. The bulk of my work was to translate texts from Russian to English for the museum’s temporary exhibition, “The Commissar Vanishes.” This was my first experience working as an intern, as well as my first experience working in a non-English speaking environment. As a formal end to my internship, I completed a research project about Russia’s historical memory of the GULAG labor camps, as well as the GULAG museum’s unique and complicated place within that painful memory. In my presentation, I will share my adventures working as an underqualified translator, some of the content of the exhibition to which I contributed my work, as well as my impressions of the museum’s efforts to memorialize this very recent tragedy of human rights in the context of the current political atmosphere in Russia. Poland and the Holocaust Chelsea-Ann A. Patry ’13, Biological Sciences and Chinese Language and Literature Advisor: Jennifer Thomas-Starck, International Studies Studying abroad in Krakow, Poland, gave me an opportunity to pursue passions that I have always enjoyed learning about. I was able to take classes and study the Holocaust and its lasting effects on Polish society, a subject that has always been extremely interesting to me. Being in a country that went through this devastating experience gave me incredible insight into the situation and lasting feelings of the people that I cannot get in America. I was able to visit different Holocaust memorial sites and see the effects of the different types of sites, such as the still-standing Auschwitz and the open field of the Plaszow Concentration Camp. I was even able to

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participate in the march remembering the liquidation of the Krakow ghetto. No class at Wellesley could give me the same understanding of the Poles’ ability to move forward and forgive. Life Renews at 55: Seniors in Present-Day China Narayani Gupta ’15, Undeclared Advisor: David L. Lindauer, Economics This summer, while attending a Chinese Studies program in Beijing, I volunteered at Tuanjiehu Foreign Languages Association, a nonprofit where I taught English to seniors. My in-class study of Mandarin and of China gave me a fair sense of Chinese traditions, but it was through my interactions with these seniors that I observed the winds of change in present-day Chinese society. China, like many developing countries, is struggling to find the balance between tradition and modernity. Following enforcement of the one-child policy and economic reforms in late 1970s, the social role of seniors has changed with the transition of families into nuclear units; the seniors have adapted to this rapid transformation. They retire early, but maintain an active lifestyle by engaging themselves mentally and physically. My oldest student, age 86, would bicycle an hour to learn a foreign language, a reflection of the resilience of this society.

Learning As We Teach: Working with Aprendizaje Global in Central America (Panel)

SCI 261 Rachel L. Coogan ’13, Geosciences and Spanish; Esther M. Gonzalez ’13, Political Sciences; and Katherine L. Suchyta ’15, Undeclared Advisor: Nancy A. Hall, Spanish Global Learning, an international nonprofit organization, uses the transformative power of education as a tool for peace and justice. Last summer, two teams of foreign and local volunteers lived, taught, and learned in Costa Rica and Nicaragua. Our groups facilitated student-centered education

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and international collaboration across divides of socioeconomic class, gender, culture, religion, age, and race. Team teaching used student-centered pedagogy to provide an alternative to traditional lecture-based schooling and inspire creativity, cooperation, and critical thinking. Through School Enrichment Programs volunteers taught subjects otherwise unavailable due to limited resources, such as art, geography, and environmental education, to students in rural public schools. In this presentation we will discuss our roles in the organization and explain how our experiences shaped our global understanding, personal beliefs, and future goals.

Peeling Back the Red Tape: DC Institutions Beyond Bureaucracy (Panel)

SCI 211 Marsin R. Alshamary ’13, French and International Relations–Political Science; Samaa Ahmed ’13, Psychology; Erin E. Corcoran ’13, International Relations–Political Science and Spanish; Julie M. Kubelka ’13, Sociology; and Dielai Yang ’13, Political Science Advisor: Nadya S. Hajj, Political Science Washington, DC, is perceived as a city stifled by its institutional bureaucracies. However, most people fail to appreciate the reach of these institutions and their lasting effects on both a national and international scale. This summer, a group of Wellesley students interned at various institutions in Washington: the American Federation of Teachers, the Embassy of the Republic of Iraq, the Woodrow Wilson International Center for Scholars, the DC Superior Court, and the U.S. State Department. Through these various institutions, we came to realize that despite the perceived red tape, Washington, is a vibrant city filled with dynamic institutions that are not hindered by their own policies and that continue to modernize themselves to more effectively serve constituents in our changing world.

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to report more inclusive stories, we need more inclusive news staff.

Human Writes: Finding a Journalistic Voice in China Audrey M. Wozniak ’14, Music Advisor: Martin Brody, Music

The Chilean Winter: Investigating Student Resistance Kristen L. Green ’14, Spanish and Political Science and Mariana Zepeda ’14, English Advisor: Koichi Hagimoto, Spanish

The 2011–12 Press Freedom Index rankings place China at number 174 of 179 countries surveyed, only a few places ahead of Iran, Syria, and North Korea. In China, TV screens go blank when foreign news agencies broadcast sensitive news, domestic and foreign reporters in China learn to self-censor and write self-criticisms, and Web users develop new terms and puns to stay ahead of the government’s Internet censorship. While interning at the Beijing Bureau of ABC News, I learned about the obstacles foreign correspondents face, from backlash from the Chinese government (in the form of beatings or deportation) to tailoring Asia-related news for audiences in their home countries. I also discovered the many ways news is transmitted, received, and often manipulated within China. In spite of (and because of) these difficulties, I came to understand that even in a closed country, one can still succeed in delivering the news.

Last year’s global revolutionary fervor extended to the Southern Cone. Working as journalists at a small English-language newspaper in Santiago, Chile, we bore witness to the revitalization of the momentous student movement deemed the “Chilean Winter.” Since 2011, university and high school students across Chile have taken to the streets in response to a stagnant education system that fails to meet their needs. Attending protests, gathering commentary, and investigating the historical roots of the movement gave us a sense of a key moment in Chile’s history marked by resistance. Our research affirmed our mutual interest in Latin American politics and furthered our experience in the field of international journalism. Chilean students have been left behind in a system that prioritizes sheer economic growth over investment in human development. Their voices echo the concerns of a society at a pivotal moment in the construction of its national future.

The Need for Diversity Behind the Lens Danielle Y. Marburgh ’14, Political Science Advisor: Joel Krieger, Political Science

Informing and Connecting Small Towns: The Role and Value of Local Newspapers Kaitlyn F. Kirkaldy ’14, International Relations– Political Science Advisor: Paul K. MacDonald, Political Science

Whose Views Are In the News?

This summer I had an internship at WTTW Chicago Tonight as an assistant producer. At the beginning of the internship I had no idea what a producer did and by the end of the show I had produced seven segments. I learned how to write copy in a quick and concise manner, how to choose visual elements to illustrate the story being told, and how to ask pertinent questions. In addition to the obvious ins and outs of broadcast journalism, I also learned a lot about the story being told in a news segment and how who is telling it can affect the message. Although my station was very diverse, I know that many other stations aren’t when it comes to the newsroom and that in order

Local nondaily newspapers play a different role than large national publications. Working as a full-time reporter at the Addison Independent, a twice-weekly newspaper for Addison County, Vermont, I gained firsthand knowledge of a small paper’s importance. The Independent reports national news through a local lens, making it accessible and interesting to the readership. Feature stories are also an important part of a smaller newspaper, because people enjoy reading about their family and friends. A seemingly small t h e

article can make all the difference for a reader and encourage networking among community members. Local newspapers may seem obsolete, but in reality are thriving more than many urban and national publications because they provide news that is not readily available online. These papers play a vital function in keeping citizens informed and engaged in national and local news and in forging bonds within a small community.

Technology, Innovation, and Education Cloning, Painting, and Searching: Enhancing Synthetic Biology through Human-Computer Interaction (Panel)

SCI 274 Linda Ding ’14, Computer Science; Nicole O. Francisco ’14, Computer Science and Economics; Casey E. Grote ’14, Computer Science; Veronica J. Lin ’15, Undeclared; Kara Y. Lu ’14, Biological Sciences; and Wendy M. Xu ’13, Media Arts and Sciences Advisor: Orit Shaer, Computer Science The Wellesley Human Computer Interaction Lab collaborated with MIT and Boston University for iGEM, an international synthetic biology competition. After doing research on emerging technologies, interviewing biologists, and observing lab environments, our team designed and created a variety of interactive software tools to help scientists. Synbio Search is an online tool that aggregates freely available research into a comprehensive datasheet for more than 2,700 biological parts. MoClo Planner is a multitouch application that facilitates the design process of creating new genetic devices. SynFluo is an interactive art installation that makes synthetic biology concepts accessible and understandable to high school students. The panel members will present our work and share our experiences collaborating with people from different academic backgrounds.

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From the Ground Up: Mobilizing Rural Communitities to Build Schools (Panel)

SCI 278 Tenzin Y. Dongchung ’13, Peace and Justice Studies; Bethel D. Adefres ’12, Neuroscience; Lin Davina Huang ’13, History; Zoee A. Kanellias ’13, Economics; and Deborah J. Tien ’12, Astrophysics Advisor: Lidwien E. Kapteijns, History As part of the 2012 Albright Institute, the education group researched various grassroots initiatives in pursuing excellence in education while ensuring gender parity. Drawing on the Institute and our Wellesley educations thus far, we proposed to establish a school with a unique, interdisciplinary curriculum in Sub-Saharan Africa. This summer, each of us embarked on an internship to proactively explore the various facets of education, including teaching, curriculum development, educational technology, and policy making. These opportunities provided us with enriched perspectives based on firsthand experience and fieldwork. We will present our plans to integrate our fieldwork with our project and will invite your comments and suggestions to our initiative.

Projects, Perks, and Perspectives: Navigating Emerging Technologies

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3 – 4:10pm Culture and the Arts SCI E111

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Books: From Paper to Pixels

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What is it like to work for a technology company like Google or Microsoft? How does Wellesley’s liberal arts education prepare students to work

in technology? Six Wellesley students completed summer internships in firms ranging from large corporate companies like Google and Microsoft to smaller start-ups like Carbonite and RedFin. They had the opportunity to get an inside scoop about all levels of software development from product management, to user experience design, to internal tool development. Technology internships are about more than just programming code. Interns bonded with their teams through skydiving, completing scavenger hunts, and enjoying company outings. The students on this panel will reveal their thoughts about company culture, the hiring process, new knowledge not learned in class, the world outside of academia and research, the software development hierarchy, and more. They will share their deeper understanding of how to succeed as a Wellesley student in the technology industry.

For Love or For Money: Modern Literary Agencies in Boston and New York Lucy V. Cleland ’13, English and Clara S. Brodie ’13, English Advisor: Margery M. Sabin, English This summer we worked at a handful of literary agencies in Boston and New York (including Kneerim & Williams, The David Black Agency, and Sarah Lazin Books). Through these experiences, we explored a lesser-known side of the publishing world. Agents are amalgams of lawyers, editors, readers, and salespeople. Through these

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many roles, their work often boils down to the interesting (and enviable) work of taste-making. By endorsing and selling certain projects and authors to publishers, they tailor and vet the pool of writers from which publishers pull. Navigating treacherous waters of mass appeal and taste, agenting requires a refined palate, a keen knowledge of the modern book market, and an extensive network. Through our combined experiences working with both fiction and nonfiction in two of the biggest cities in publishing, we hope to paint a complete picture of what it means to be a literary agent today. Academic Book Publishing and the Digital Age: Changing Formats, Changing Legal Issues Maria A. Brusco ’14, Philosophy and Economics Advisor: Lisa A. Rodensky, English The challenges the publishing industry faces in this digital age are both stimulating and daunting. The industry’s responses to the popularity of e-readers and e-texts will likely determine the future of the industry itself. Will academic presses survive? This was one of the key questions I explored during my summer internship at Yale University Press, working specifically on author-press contracts. While working on such contracts, I also learned about intellectual property law (copyright laws in particular). Authors and presses must navigate the complex network of such laws when releasing their work in multiple formats. In this presentation, I will discuss how my internship informed my understanding of intellectual property law, expanded my interest in law more generally, and moved me to think about the regulation of intellectual property industries, especially publishing and its uncertain future. Losing History: Conservation and the Digital World Clara L. Bailin ’13, Art History Advisor: Rebecca B. Bedell, Art This summer I worked as an intern in the Frick Art Reference Library. I treated—mended, washed, cleaned, repaired—documents that are hundreds of years older than I am. I touched history and left my mark. It was sobering to know that the material I was helping to stabilize and

make stronger was later sent away to scan for online usage. I know that digitization is important for its accessibility and convenience but I cannot help but feel something is lost in the conversion. In this presentation, I will explain more about my role this summer in preserving original archival documents, what I have learned about their importance beyond their content, and what we lose in distancing ourselves from that object.

Museums: From Front-End Research to Future Exhibits SCI 274 The Art of Development at the Peabody Essex Museum Jessica E. Frey ’13, Art History and Economics Advisor: Laura E. Christian, Resources Museums are often famous for their works of art, but rarely are museums recognized for the subtle art of cultivating relationships and raising money. This summer, as a development intern for the Peabody Essex Museum (PEM) in Salem, Massachusetts, I was exposed to the administrative side of a museum’s daily operations, and I learned how development fit into this structure. Founded in 1799 by a group of sea merchants, PEM is the oldest continuously operating museum in the United States. Currently, the Development Department is working toward a $650 million campaign to advance the museum’s mission. As an art history and economics major, I found prospect research the most interesting aspect of my internship because it allowed me to combine my love of learning about people with examining financial histories. This internship confirmed my interest in museum work as a possible career path and also showed me the importance of supporting cultural institutions.

Flowering Stars: From Kashan to Cambridge Hannah L. Ahlblad ’14, Art History and Art Studio Advisor: Kimberly B. Cassibry, Art This summer, the Harvard Art Museum’s Division of Mediterranean and Asian Art assigned me detective work on a pair of medieval Persian star tiles, with glimmering flowers and Arabic script. As a curatorial research intern, I mapped a trade network of Persian royalty and European diplomats from a small label on the back of one tile that signaled its exhibition in 1877. I translated the Koranic inscription on a previously undeciphered tile, and considered the development of Persian cities with respect to economics and religious diversity. This project concluded with the opportunity to write a research paper for the museum and create the gallery labels for the museum’s new Islamic gallery. At Tanner, I will present my insights into the work of an art curator. The elusive realm of museums opened up for me as I entered collections storage to touch objects otherwise hidden behind glass in the gallery, and as I dove into the journals of the Harvard professor who left thousands of art objects for Harvard University and the Boston Museum of Fine Arts. The Life of an Exhibit: From Conception to Evaluation Lauren M. Richmond ’14, Economics and Art History Advisor: Rita E. Freed, Art How is a museum exhibit born? How is an exhibit developed? And what happens after an exhibit is complete? All of these questions were answered during my summer internship at the Field Museum of Natural History in Chicago. I assisted in projects including front-end research for a future exhibit that will open in 2014, production work for an exhibit that opened this fall, and visitor evaluation for an exhibit that opened last year. I learned just how much collaboration goes into the creation of an informative, relevant, and fun exhibit. My supervisors stressed the importance of creating transformative experiences for the museum visitor, but what they did not

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realize was that this internship was also a transformative experience for me, helping me realize that my passion for learning can lead to a rewarding career in exhibition development. From the Museum to the Endowment: Working with Cultural Institutions in Washington, DC Rusi Li ’13, English Advisor: Nancy A. Hall, Spanish During my internship with the National Museum of American History, I had the opportunity to prepare for a conference at the Smithsonian on music. The conference focused on expanding access to collections as well as widening programming and educational outreach. My task was to identify and organize these collections, exposing untapped resources. Preparing summaries of the holdings opened my eyes to the importance of cataloging archival materials. My second internship, at the National Endowment for the Humanities, revealed a different lens into humanities programs. As an intern, I took notes during panels and read proposals. Working with the fellowships program exposed me to the process of federal grant-making, and illuminated current topics and issues in humanities research. Both experiences gave me a deeper insight and broader perspective into cultural and humanities programs, and offered me a view into the challenges and rewards of increasing research at the national level. The Mona Bismark American Center: A Lesson in Art and Culture Molly R. Cyr ’13, French and Peace and Justice Studies and Julia C. Leveille ’13, French Advisor: Sylvaine V. Egron-Sparrow, French Mona Bismarck, an American countess once named the world’s most beautiful woman, left her mansion and fortune to the purpose of furthering Franco-American friendship. To this day, the Mona Bismarck American Center (MBAC) strives to foster diplomatic relations through art and cultural activities. The organization takes

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a multifaceted approach, featuring exhibitions on music, photography, and the decorative arts. This summer our work revolved around the upcoming exhibition of Mary Cassatt’s prints and drawings. Due to the nature of our nonprofit organization, we often interacted with related institutions in Paris. The French language skills which we developed during our semester abroad in Aix-en-Provence allowed for effective communication. This experience enabled us to expand and refine our French while working in a business environment that spoke to our academic interests. Working at the MBAC sparked our enthusiasm for living and working abroad and provided us with valuable insight into navigating a cross-cultural business environment.

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SCI 270 Yan An Tan ’13, German Studies; Emily C. Bell ’13, German Studies and Economics; Jennifer L. Marble ’13, Economics; Denisse Ruiz ’13, Comparative Literature and German Studies; and Lauren S. Woelfel ’13, Cinema and Media Studies Advisor: Thomas S. Hansen, German We spent last year abroad in Berlin, Germany, where we studied at one of the city’s major universities and interned for a semester at a wide variety of organizations, which were matched to our different academic interests and career goals. We all found different internships: one of us was with the DEFA Foundation, which involved preserving the films of the former East German film studio; one was with the Landesbank Berlin; one was with the Berlin State Parliament; one was with Mare Publishing; and one of us was with the ZEBRA Poetry Film Festival. Our internships proved challenging. Not only did we have to overcome the language barrier facing nonnative speakers in a German-speaking environ-

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Empowerment of Youth, Women, and Families Designing Interventions to Address Developmental Delays SCI 264 Teaching, Caring, and Building Hope at the Walker School Kathryn C. Goffin ’13, Psychology; Ashleigh M. Sargent ’13, Psychology; and Kendrick E. Smaellie ’14, Psychology Advisor: Paul M. Wink, Psychology

The German Professional World: From Poetry to Politics

ment, but we also had to juggle academics and work commitments. Despite these challenges, these internships provided valuable opportunities to interact with the German professional world and learn from the country’s unique work culture. From our presentation, you will learn about the differences in our work environments and about the benefits of working abroad.

The Walker School and Home in Needham, Massachusetts, is a therapeutic school and residence program for children with severe behavioral, emotional, and psychological needs. The summer session at Walker includes reading and math instruction, but also gives kids the chance to go on field trips and participate in fun summer activities. As summer counselors, we each worked in different classrooms, where we taught the kids accepted social behaviors and coping skills. This experience gave us the opportunity to explore developmental and clinical psychology and gave us a firsthand view of psychotherapy. Despite the daily challenges at Walker, we all gained a deeper understanding of ourselves and our future goals. Using our experiences this summer, each of us is more prepared to teach, care, and build hope in the world around us.

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Mind Reading in Blind and Autistic Children Mika F. Asaba ’14, Neuroscience and Asha Albuquerque ’14, English Advisor: Tracy R. Gleason, Psychology The golden rule says, “Do unto others as you would have others do unto you.” But what if you cannot put yourself in another person’s shoes? Last summer, we investigated language and social cognition in autistic and blind children at the Saxe lab at MIT. Blind and autistic children are known for their developmental delays in mental state attribution. The Ellison Medical Foundation autism project sought to learn more about the neural origins of social cognition by studying the developmental trajectory of autism in children. Additionally, we studied the language, mindreading, and brain development in children who have never experienced visual stimuli. In both projects, we administered language tasks and assisted in fMRI scanning. Through studying the neural correlates of social cognition in autistic, blind, and typically developing children, we developed a greater understanding and appreciation of the neural underpinnings of the ability to read others’ minds.

Reflections on Wall Street Summer Internships (Panel)

SCI 392 Yikang Li ’14, Mathematics and Economics; Shuyu Gao ’13, Economics; Ashley T. Knight ’13, Psychology; and Ho Lum Kwok ’13, Psychology and Economics Advisor: Irma Tryon, Center for Work and Service What is it like to work in finance? How different is it from college life? Join four Wellesley women as they reflect on their internships at Goldman Sachs, Morgan Stanley, and Wellington Management in Hong Kong, New York, and Boston. We will communicate how we reconciled the differences between attaining success in school vs. the real world. While we observed the finan-

cial market from different perspectives, we found common themes among our reflections on working in the real world. Together, we organized our experiences into four major lessons: the nuances of succeeding in an office environment, the benefit of defining your own goals and shaping your own learning experience, the importance of confidence and presentation on coworkers’ perceptions of you, and the underestimated advantages of being a woman in finance.

Health and Medicine Beyond Borders Partnerships to Solve Problems in Public Health SCI 380 International Women’s Health: A Varied Perspective on the Challenges in Women’s Health Eugenia C. White ’13, Chemistry Advisor: Filomina C. Steady, Africana Studies Last semester I went on an adventure to learn more about challenges in women’s health. I began work with the nonprofit organization the Worldwide Fistula Fund and ended in public health research. I had the opportunity to study obstetric fistula on the ground at a fistula center in Danja, Niger. Obstetric fistula, a major problem in women’s health, is defined by the formation of a hole at the interface of the bladder and vaginal canal. These holes, or fistula, result from prolonged labor and cause incontinence and subsequent isolation from society. I had the opportunity to learn about social treatment of the disease and medical treatment at a surgical center with the Worldwide Fistula Fund. After one month of work and learning, I returned to the United States to work in Cambridge, Massachusetts at the public health research firm Ibis Reproductive Health. This public health research provided the setting to systematically study other major issues in women’s health. I had the opportunity to learn about participatory research on both teenage pregnancy and gender-

based violence in Tzaneen, South Africa. The semester achieved what I was hoping it would: it opened a door so I could examine international challenges in women’s health and learn more about my personal interests. #PreMedProblems: A Pre-Med Student Fighting Tuberculosis in Rural Cambodia Iman Khan ’13, Spanish Advisor: Jeffrey E. Hughes, Biological Sciences Tuberculosis (TB), a highly infectious bacterial disease, is re-emerging as a major threat to global health, with the greatest burden of the epidemic encumbering the developing world. Cambodia appears on the World Health Organization’s list of 22 countries with the highest TB burden, but not every citizen in Cambodia experiences a uniform risk—TB is unequivocally a disease of the poor. This summer, I worked in Phnom Penh, Cambodia, with Operation ASHA, an innovative nongovernmental organization working toward equitable TB treatment for the world’s poorest populations. As an intern, I had the opportunity to participate in daily nonprofit management, analyzing and reporting operational data, and observing the clinical treatment of TB. In my presentation, I will report on my experiences interning and living in a resource-poor setting. I will also address some of the challenges that accompany global health delivery, and describe Operation ASHA’s efforts to mitigate them. Exploring the Field of Public Health as an Environmental Health Intern in Michigan Oluwakemi L. Akin-Olugbade ’14, French and Psychology Advisor: Ted Hufstader, Center for Work and Service This summer, I participated in a program funded by the U.S. Centers for Disease Control and Prevention at the University of Michigan that helped to frame my perspective on public health. While I was conducting research on water quality in the Great Lakes and learning about environmental justice and the social determinants of health, the U.S. Supreme Court released its decision on t h e

the Affordable Care Act. As an international student primarily interested in global health, I knew very little about the U.S. healthcare system until I had a chance to analyze the Supreme Court’s decision with students, professors, and mentors at the University of Michigan School of Public Health. As a result of this experience, I broadened my thinking about the many levels of public health, from research and policy to healthcare delivery. I will discuss how the activities and the duties I was assigned this summer mirror the diversity of career opportunities in public health. Building Public-Private Partnerships to Improve Healthcare Michelle Vogelzang ’13, Peace and Justice Studies and Biological Sciences Advisor: Ted Hufstader, Center for Work and Service Public-Private Partnerships (PPPs) are increasingly being adopted by governments and the private sector as a means for expanding services in a variety of sectors. My summer internship at the International Finance Corporation (IFC) in Washington, DC, allowed me to explore how health PPPs are created, funded, monitored, and sustained. My experience in the IFC Advisory Department demonstrated the importance of negotiation to ensure PPP formation and commitment to the project by all parties involved. At the IFC, I became familiar with two successful hospital PPP projects in Brazil and Lesotho that expanded tertiary healthcare services to those in need. I will provide an overview of how health PPPs are formed, and I will share my reflections on what made these two IFC projects successful. Private Sector Engagement: The New Global Health? Monica A. Setaruddin ’14, Psychology and Health and Society Advisor: Ted Hufstader, Center for Work and Service Often, it is stated that a country’s health and wealth are directly proportional. This simple yet highly complex notion has impelled the private sector to play an active role in global health initiatives. This summer, I interned at Malaria No More (MNM),

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a global health nonprofit organization that harnesses private sector tools and best practices to find solutions to the malaria epidemic in Africa. In addition to raising the profile of the disease amongst policymakers and the public, MNM uses its business oriented model to provide lifesaving drugs and mosquito nets to families in Africa. I will discuss the work that I did to support the Impact Programs team in developing its malaria prevention campaigns and programmatic efforts. Lastly, I will reflect on the advantages and limitations of private sector engagement in advancing global health.

Identity, Community, and Global Citizenship Global Trade, Global Solutions SCI 211 Advising a Rapidly Growing Government: Public Sector Consulting in the UAE Melda Salhab ’13, Economics Advisor: Victor H. Kazanjian, Office of Religious and Spiritual Life and Intercultural Education Working in a rapidly developing city that hovers over ten percent of the world’s oil reserves was an incredible experience. I interned at Deloitte Consulting in Abu Dhabi. I was part of the strategy team dedicated to public sector clients, which gave me twofold exposure to the practical functioning of government. In one aspect I was able to see how the United Arab Emirates government actually works, given its uniqueness as a federal, elected, constitutional monarchy. In another dimension, I witnessed firsthand the intersection of the public and private sector, where private firms assist government agencies when independent expertise is needed. Using the resources of a top multinational consulting firm, I had the opportunity to contribute significantly to various projects and directly engage high-profile clients. This internship was an unparalleled expe-

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rience that offered me a great breadth and depth of exposure into public policy via the world of public sector consulting. Building Bridges over the Pacific: Law, Politics, and Culture in Colombia-Asia Relations Sae Bom Choi ’14, Sociology Advisor: Koichi Hagimoto, Spanish When the current Colombian president, Juan Manuel Santos, inaugurated his administration in 2010, he established that one of his main goals was to strengthen economic relations with Asia-Pacific nations. Recognizing the growing influence of the Asian trade, the Colombian government has been actively seeking new sources of investments and trade relations across the Pacific. Favorable business conditions for Asian nations have stimulated the great interest of local firms in many fields, especially those of law and investment banking that assist international businesses in Colombia. As part of a new initiative of a legal and financial consulting group, I researched, transferred, and translated information about Asian businesses. This presentation will discuss how, as a researcher and a Wellesley Student, I contributed to this new and exciting phase of Asian and Colombian businesses and what insights I gained on how law, politics, and culture are being used as critical tools for building economic relations. What Is the World Bank? Carolyn B. Campbell ’13, Economics Advisor: Joseph P. Joyce, Economics What is the World Bank, and what does it do? Why are its actions sometimes controversial? How do legal concerns affect its activities? These questions and more will be answered at my presentation on my summer internship with the World Bank and the International Finance Corporation’s Legal and Investment Departments. I will explain the differences between the International Bank for Reconstruction and Development, the International Development Association, the International Finance Corporation, the

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Multilateral Investment Guarantee Agency, and the International Centre for Settlement of Investment Disputes. Finally, I will talk about what the World Bank seeks to accomplish and some common criticisms of the bank. Project Financing: Bridging the African Gap Devin L. Elliott ’13, Economics Advisor: Joseph P. Joyce, Economics As a summer intern at the Department of Commerce Office of Africa, I worked on a variety of projects designed to facilitate American private sector trade and investment in Africa. Before my internship, I was set on pursuing a career in finance but struggled to justify my interest. Throughout the internship, I developed an understanding of the immense opportunities and challenges companies encounter when doing business in Africa, and most significantly, the challenge of financing projects on the continent. In addition to fueling my interest in international economics and discovering an unexpected regional interest, my internship helped me develop a meaningful career goal: to help companies bridge that “project-financing gap.” In addition to speaking about international business in Africa—a topic not frequently discussed—I hope that those who attend my presentation will approach their own career decisions with an open mind and a willingness to explore multiple paths.

How Decisions Are Made: Policy and Politics SCI 256 The Devil in Blue: The Battle Over the Federal Judiciary Connie C. Shen ’14, Economics Advisor: Tom Burke, Political Science Conflict over judicial nominations, particularly in the lower federal courts, has grown over the past three decades. One weapon in that battle is the “blue slip.” A blue slip is the form on which sena-

tors give their opinion on a nominee from their state. It directs whether Senate votes to confirm or reject, and can even deny a nomination before it reaches the floor. My research at The Ohio State University focuses on whether national or local factors prompt the use of this influential tool, and analyzes the interplay between political players. By studying the evolution of the blue slip, I gained a deep understanding of the lower court confirmation process and assessed the incentives the blue slip creates for senators and presidents in judicial politics. I will discuss the blue slip’s history and impact, as well as my research experience and perspective on one of America’s most ferocious political battlegrounds. True Bipartisanship: An Outsider Looks In Katherine E. Di Lucido ’15, Undeclared Advisor: Akila Weerapana, Economics This summer, I was interested in working on legislative issues in Arizona. When I applied for a political internship with a Republican congressman from my district, I expected that working on the conservative side of Arizona politics would be a novel experience for me, a registered Democrat and former intern for a Democratic congresswoman. Instead, as I worked with volunteers, attended fundraisers, met candidates, and observed the strategy of a rural Congressional campaign, I observed that the differences dividing those who identify with one party or the other are much more nuanced than the vitriol of the current political climate would suggest. In my experience, it was personal interactions, not necessarily broad policy differences, which defined individuals’ political and ideological views. This realization has influenced and will continue to inform how I approach the economic and social policy debates I encounter in my coursework as an economics major.

Translating Ideas to Action: The Magic of a Nonprofit Demystified Cassady A. Rosenblum ’13, International Relations– Political Science Advisor: Kathleen Brogan, English How do citizens shape policy? How do nonprofits promote certain ideas without practicing lobbying? Whom do you call if you want to convene a taskforce about immigration? These questions and many others were all a part of my daily experience at the Chicago Council on Global Affairs, a nonprofit that seeks to promote a local dialogue in Chicago about global issues. When I arrived in June, the council had just received a MacArthur Grant to pursue a project about immigration reform. The Midwest is a region currently beleaguered by population loss and job loss. Could immigrants and their entrepreneurship inject the very energy that America’s traditional heartland so desperately needs? Over the summer, I worked with the Council to build a dialogue that conveys this uniquely Midwestern perspective to Washington. The experience changed my notion of how nonprofits operate. My presentation will focus on the material and immaterial factors required to transform a simple idea into a policy recommendation. Delving into the World of Affordable Housing in Jamaica Plain Marguerite A. Sulmont ’13, Architecture and Economics and Paola M. Oliver Gutierrez ’13, Architecture Advisor: Martha J. McNamara, Art This summer, we interned at the Jamaica Plain Neighborhood Development Corporation (JPNDC), where we worked with the real estate team to provide more affordable housing in Boston. We learned a lot about how affordable housing gets financed while helping to put together funding applications to the state and city funding agencies for two new affordable housing projects in Jamaica Plain. We discovered how complex and thorough these applications are, and how each project can have several different sources of funding depending

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on the specific population it serves and the services it provides. Apart from the financing and operation of affordable housing, we also got to witness the delicate political decisions that an NGO that has a strong commitment to community involvement must balance. As architecture students it was interesting for us to see the financial aspects of developing a new project and to tour some of the new green buildings that JPNDC has undertaken.

Human Rights in the Twenty-First Century (Panel)

SCI 268 Yu Mei Lay He ’14, Economics; Anya S. Corke ’13, Philosophy and Russian; Yi Ling Dai ’13, Neuroscience; Julia G. Solomon ’13, Economics; and Xue Wu ’13, Economics Advisor: David L. Lindauer, Economics What comes to your mind when you think of human rights? A dimension of human rights that does not receive much attention is how people make a living. Due to a drought in the Sahel, 4.6 million people are struggling to feed their families. Fifty-eight million children are left behind in rural China when their parents pursue work in the manufacturing sectors in big cities. Oxfam International and Social Accountability International are two nonprofit organizations that seek to alleviate some of the challenges faced by people living in poverty by improving their human rights. Through our time at these organizations, we gained many insights into the innovative models the nonprofit sector uses to promote their work, which include active private sector involvement, partnership with local groups, and use of social media. This panel will also discuss the inherent difficulties and limitations of working in nonprofits, and how they tackle human rights in different countries.

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Mapping Judaic Roots and History Across the Middle East

Perspectives in Flux: A Summer at Fudan University in Shanghai, China

(Panel)

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Mapping Judaic Roots and History Across the Middle East Oset Babur ’15, Undeclared; Shawna C. Burhans ’15, Undeclared; Melissa S. Pettit ’15, Undeclared; Susannah C. Shoemaker ’15, Undeclared; Alice N. Yuan ’15, Undeclared; and Celeste N. Zumwalt ’15, Undeclared Advisor: Frances G. Malino, Jewish Studies This panel focuses on work done for Diarna (“Our Homes” in Judeo-Arabic), the flagship initiative of Digital Heritage Mapping Inc. Diarna explores North African and Middle Eastern Jewish history through the prism of physical location by digitally preserving both individual sites (schools, cemeteries, synagogues, shrines) and memories with multimedia. Countries included in the presentation are Algeria, Iraqi Kurdistan, and Turkey. After receiving oral history training to better understand firsthand accounts from these regions, Wellesley interns conducted research on sites such as Tlemcen, Rowanduz, Izmir, and Al-Qosh, whose synagogues, cemeteries, and shrines bear tribute to once-booming Jewish communities. The research on Algeria is featured at an exhibit that opened at the Musée d’art et d’histoire du Judaisme in Paris on September 28, 2012. In addition to featuring on-site photography, the presentation will introduce the audience to once vibrant yet now largely vanished communities and to the multidisciplinary collaboration that creates virtual entry points to these communities.

Helen Cheng ’14, Economics; Isabella J. Dougherty ’15, Undeclared; Rachel H. Lam ’15, Undeclared; and Michelle S. Lam ’14, Economics Advisor: Dai Chen, East Asian Languages and Literatures Shanghai is by far the most cosmopolitan city in mainland China, and the four of us—each with limited prior experience or contact with China— had the opportunity to explore this city and its rapid development at the first international students summer session at Fudan University. This program was specifically tailored toward foreign students. In addition to classes, the program focused on introducing us to social justice work and community services in Shanghai, and acclimating us to Chinese culture. We will discuss the numerous educational and cultural disparities we encountered as students from Wellesley, and as Americans, and their effects on our previous perspectives of China and our prospects for working and studying in Asia.

Twelve Far Miles: Bridging the Gap between Boston and Wellesley (Panel)

SCI 278 Sapna K. Jain ’14, Political Science; Dacie M. Boyce ’14, History; Loren S. Cahill ’14, Africana Studies; Emily L. Gell ’14, International Relations– History; Kaley T. Haskell ’14, English; and Erica R. Perez ’14, Psychology Advisor: Erin E. Sullivan, Center for Work and Service Beantown. The Hub. The City on the Hill. All of these are nicknames for one of the first cities in America. This summer the six of us were able to truly see the City of Boston. We saw it

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as a city of politics, a city of learning, a city of advocacy, a city of support, and a city of opportunity. Through the Lumpkin Summer Institute for Service Learning, we came to see Boston through the eyes of many of its residents. We saw it through the eyes of children, single mothers, teens, and low-income families. We became active members in a community once foreign to us; we helped empower those who are oft-forgotten to find their voice. Together, we came to realize how critical nonprofit organizations, like our internship sites, are to urban areas and to the people who make up the Boston community.

Wellesley College and United World Colleges Alumnae: Reflecting on the Values of Global Learning (Roundtable)

SCI 396 Halimatou Hima Moussa Dioula ’10, International Relations–Economics; Ruth Wang’ondu ’07, Biochemistry and Sociology; and other United World College alumnae and current students Organizer: Michelle M. Lepore, Office of the Dean of Students This United World Colleges alumnae roundtable will focus on the values of global learning experienced through an education at the international baccalaureate program of the United World College and Wellesley College.

Technology, Innovation, and Education

Closing the Gap: An International Perspective Haley C. Vasquez ’14, Sociology and Peace Studies Advisor: Catia C. Confortini, Peace Studies

Equal Access to Education: Some Students Are More Equal than Others

Even after having taken education courses, I could never completely understand why schools struggle to make progress, why it’s taking so long to close the achievement gap. Only now do I see that there isn’t just one answer as every country, every school, every class is unique. This summer, I worked in Mumbai as an English teacher. I was extremely excited to work with the students and explore great works of literature through role plays, reinterpretations, and debates. After meeting the students, however, it became evident that these types of activities would not be appropriate due to their English language and reading levels; levels were so different even within the classes, as some students could barely read while others picked up George Orwell’s Animal Farm. In this presentation, I will focus on my students’ uneven educational levels as one factor that affects progress being made in India and possibly even here in America.

SCI 261 Analyzing and Evaluating the Relationship between Wealth and Educational Attainment, Expenditure, and Enrollment in India Marilynn M. Willey ’14, Classical Civilization Advisor: Kenneth S. Hawes, Education My project at the Observer Research Foundation examined the relationship between income and educational expenditure, enrollment, and attainment in India. Using data representing more than two million people, collected through the National Sample Survey, my research looked specifically at trends among disadvantaged religious groups and castes. In one of the first studies to consider all of these variables, I evaluated trends over time and among a variety of demographic permutations. Understanding the relationship between income, education, geographic location, and group identity is important and especially relevant because India has implemented, over a long period of time, an affirmative-action quota program both in its education system and in the workplace. The findings, which suggest that there are key groups and segments of the population that have been variously affected by policy changes since the 1950s, can hopefully be used to improve future policies and programs.

Hello, Teacher!: Bringing English into Rural Korea Jee-Hyun Song ’13, English Advisor: Kenneth S. Hawes, Education From early March to late July, I worked as an English teacher through Teach and Learn in Korea (TaLK), a government-run program that aims to provide rural elementary schools with quality English education. South Korea is a fastdeveloping nation striving to be a major international economic and cultural force, and with this ambition comes a hunger for a grasp of the English language. However, rural areas struggle to attract qualified, fluent English teachers, foreign or Korean-born. During my time at an elementary school in Jeollanam-do, the southernmost province of Korea, I bonded with wonderful, precocious children and confirmed my desire to be a teacher. I also noticed some flaws in the Korean approach to English education. I will discuss the challenges and

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rewards of teaching English as a foreign language in Korea and, more specifically, in a rural elementary school, as well as ways in which I believe woneomins (native speakers) can be more effectively used in the Korean education system. The “Capital Commitment” to Education in the DC Public School System Stephanie T. Shieh ’13, Biological Sciences Advisor: Soo Hong, Education Since the appointment of former Washington, DC school chancellor Michelle Rhee, much publicity has surrounded the DC Public School (DCPS) system, and many radical reform initiatives have been introduced as a solution to the district’s problems. The new “Capital Commitment” to reforming education within DCPS is a five-year strategic plan designed to improve achievement rates, invest in struggling schools, increase graduation rates, improve satisfaction, and increase enrollment. Through my summer internship in the Urban Education Leaders Internship Program, working in the Office of College and Career Readiness on the High School Summer Credit Recovery Program, I not only had the opportunity to witness what this strategic plan looks like in operation, but also to understand how my work fit into the larger picture as a whole. Ultimately, the experience prompted me to reflect on some of the continued challenges that DCPS and other urban school systems face.

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WELLESLEY IN THE WORLD

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M obile S ite AND WEB -BASED CONFERENCE SCHEDULER

Use your smartphone to view the Conference schedule, read abstracts, and find presentations of interest. You can also create your own personalized schedule and share it with friends. Please visit: www.wellesley.edu/tanner WELLESLEY IN THE WORLD

The Tanner Conference provides students the opportunity to learn about Wellesleyâ&#x20AC;&#x2122;s international study, internships and grants, 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 more than 38 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 across 29 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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M AP International Study Argentina Australia Brazil Chile China Costa Rica Croatia Denmark Dominican Republic France Germany Greece Guatemala Hungary India Ireland Italy

Japan Kenya Lebanon Madagascar Mexico Morocco Nepal New Zealand Poland Russia Senegal South Africa South Korea Spain Turkey Uganda United Kingdom

Internship and Grant Programs Argentina Cambodia Canada Cape Verde Chile China Costa Rica France Germany Guatemala Hong Kong SAR India Indonesia Italy Japan Morocco

Republic of Macedonia Romania Russia South Africa South Korea Spain Switzerland Thailand Turkey Uganda United Arab Emirates United Kingdom United States and Puerto Rico

International Study Internship and Grant Programs Fellowship Programs Patterns indicate multiple categories

Fellowship Programs Australia Austria Bangladesh Belgium Brazil Cambodia Canada China United Arab Emirates Egypt Finland France Hong Kong SAR India

Jamaica Japan Macao The Netherlands Russia South Africa South Korea Sweden Spain Taiwan Thailand Turkey United Kingdom Vietnam

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International 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 twounit course on “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 “standard” Chinese), 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 also may 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 academicyear course may be taken in English at the coeducational Waseda University’s International Division (in English) at no additional expense. Students have the choice of

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living in a dormitory or with a 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 Center for Work and Service.

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 50 percent of the junior class pursue 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 Austria, Egypt, France, 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.

Program for Mexican Culture and Society in Puebla, Mexico Wellesley College, Oberlin College, Smith College, and Wheaton College (Massachusetts) jointly offer an international study program in conjunction with the Benemérita Universidad Autónoma de Puebla (BUAP). Students in this program enroll directly in regular Mexican university courses across nearly all divisions of the BUAP, a large public research university. Students build an individually tailored curriculum in collaboration with an on-site resident director who is a faculty member of one of the sponsoring institutions. Supplemental language and subject-matter tutoring are provided. As bona fide students of the BUAP, participants enjoy full access to university facilities and services. They live with host Mexican families. An extensive cultural activities program, as well as excursions to Mexico City, Oaxaca, Tlaxcala, and Chiapas, complement the curricular offerings. The program has two terms: from early August through mid-December and from early January through late May. Each term offers a considerably longer international study experience than the usual semester—which may be of particular benefit to students who cannot spend an entire year outside the United States.

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, ranging 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 host Spanish families. A variety of planned excursions complements and enhances the program of study.

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Internships and Grants Programs The Madeleine Korbel Albright Institute for Global Affairs The Madeleine Korbel Albright Institute for Global Affairs completed its third successful year in 2012. Forty-six students were chosen as Albright Fellows and participated in an intensive Wintersession program in January. As the second component of the Institute’s program, Albright Fellows each pursued summer internships in global affairs. 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: Mahnaz Ispahani Bartos ’79 Class of 1959 Arthur Vining Davis Foundation Sandra Brown Eakins ’59 Maryam Homayoun-Eisler ‘89 The EFW Memorial Fund Amelia C. Fawcett ’78 Beth Langerman Friedman ’82 Mary Sidell James ’65 Dorothy Chao Jenkins ’68 Susan Saltzbart Kilsby ’80 Lia Gelin Poorvu ’56 Center for Work and Service Global Engagement Internship Programs American Cities Internship Program What is it like to have a job in a major American city? The American Cities Internship Program translates Wellesley College’s liberal arts education into action by providing interns with an intensive, careerrelated experience and the opportunity to live in such cities as Atlanta, Chicago, Los Angeles, New York City, and San Francisco. Students are placed in for-profit and nonprofit 54

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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 coworkers of diverse ages and backgrounds. By living independently, students gain an understanding of city living from a multidisciplinary perspective. Anchor Point Internships in Global Leadership These internships were established through the generosity of Amy Batchelor ’88 and Brad Feld. Wellesley College students undertake ten-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, Germany, and South Africa, for students from a variety of academic backgrounds. Internship sites have included a foundation dedicated to young women’s scientific and technological education and a local women’s NGO working to improve economic and social conditions. These community development-based projects will enable students to encounter the diversity, creative dynamism, and humanity existing throughout the world. Boston Children’s Hospital, Division of Hematology/Oncology This internship 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 intern will work with a mentor to conduct basic research in a laboratory or to contribute to the development of a clinical research effort. The intern is expected to become familiar with the research approaches used by her mentor. At the mentor’s discretion, she may develop a specific project with a current member of the research team.

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Clinton Health Access Initiative (CHAI) Internship Program The Clinton Foundation was established to address poverty and health inequalities across the globe by expanding access to lifesaving medicines and by helping developing countries systematize their approaches to healthcare. The Clinton Foundation established CHAI in 2002, and interns at the organization conduct ten-week summer internships in areas of the world where CHAI has a presence. In the past, students have worked in China, Ethiopia, and South Africa. Internships in International Human Rights Organizations This program places students in international and domestic organizations working on human rights problems. During their internship, students address the issues of civil rights, equality, and justice throughout the world. Placements vary from year to year. The Elisabeth Luce Moore ’24 Summer Internships in Asia The Elisabeth Luce Moore ’24 Summer Internships in Asia aim to prepare students for lives and careers in a global economy. 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 nineteenth century. Lumpkin Summer Institute for Service Learning Designed for students with a commitment to service, the ten-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, 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 environmental curriculum for children and adults in Westchester, Nassau, and Suffolk counties in New York, and in Fairfield County, Connecticut. Educators live and teach aboard SoundWaters. Summer Internships in Psychology at the Walker School and Riverside Community Care The Summer Internships in Psychology Program was developed to give students the opportunity to gain highly valuable clinical experience that helps them make informed career choices. Working in a communitybased agency sensitizes the students to issues of cultural diversity and poverty and increases their understanding of the bio-psycho-social model of mental disorders. Thus the interns develop a deeper appreciation of the complex interface between genetic makeup, psychological coping strategies, and the larger sociocultural forces determining how individuals negotiate the vicissitudes of life. Vieques Conservation and Historical Trust Internship Program During this Wellesley College Wintersession and summer internship, students at the Vieques Conservation and Historical Trust (VCHT) help advance the organization’s mission of promoting environmental stewardship and community activism. Vieques Island, twenty one miles long and five miles wide, is located ten miles off the eastern shore of Puerto Rico’s

main island. The VCHT works to protect and preserve local natural resources, including the most abundant bioluminescent bay in the world. Interns contribute to the implementation of several educational and research programs. Wellesley Internships in Africa Through Wellesley Internships in Africa, students undertake ten-week summer internships in Ethiopia, Morocco, 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 Founded in 2012, Wellesley students lived in Phnom Penh, Cambodia for the summer while completing ten-week internships with nonprofit organizations. These organizations’ missions focused on important global public health issues and leadership development and training programs for women and girls. Students gain first-hand knowledge of nonprofit management while experiencing life in Southeast Asia. Wellesley Internships in Europe Established in 2009, the Wellesley Internships in Europe program provides an intensive, careerrelated internship in a student’s field of interest. In 2012, students pursued placements in Italy, Spain, and the United Kingdom. Among them 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 tenweek summer internships in New Delhi and t h e

Mumbai. Placements are available in grassroots educational, organizing, and advocacy organizations. Responsibilities and 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, biology, and sociology. Students gain real-world experience and learn about the challenges facing this region. Students in all fields and majors are encouraged to apply for internships in Argentina, Costa Rica, and Guatemala. Through the program, interns gain an insider’s perspective on some of the most dynamic areas of the world. Center for Work and Service Global Engagement and Service Grant Programs 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 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.

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Carolyn Shaw Bell Internship Fund The Carolyn Shaw Bell Internship encourages and supports sophomores and juniors seeking internship experience in business or economics. This program provides stipends for internships in nonprofit or for-profit organizations. 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. C-ROM 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. The Wei Fong Chu Chao Endowed Fund 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.

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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. 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. 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.

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Sherley Heidenberg Koteen ’40 Endowed Internship Fund for Jewish Studies This fund will provide 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. Rosemary Lonergan ’44 and John Todd President’s Discretionary Fund The income from this endowed fund is to be used at the discretion of the President of Wellesley College to support special projects that the President deems worthy of support, and also travel-related activities for students and faculty of Wellesley College, including student internships, travel to conduct thesis research, faculty research and development, travel related to the Madeleine Korbel Albright Institute for Global Affairs, and faculty and student travel to conferences. The Mollie Green Lumpkin ’25 Fund for Experiential Learning in Latin America This fund supports Wellesley College students seeking summer internships in Spanishspeaking countries. Preference will be given to students interested in working in the area of environmental protection and preservation. 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. 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. 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. 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. 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. Responding to World Crises This fund supports students seeking to make a difference in the world by tackling contemporary crises worldwide. Students work at both rightsbased advocacy and service NGOs. Students have addressed HIV/AIDS, human rights in North Korea and Iran, Darfur-related initiatives in the United States and abroad, and justice for women in India. Responding to World Crises is funded through the Office of the President.

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. 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. Tanner Technology Initiative The Department of Computer Science and the Center for Work and Service collaborated on improving accessibility, sharing, and scheduling features of a Web-based conference scheduler that was initiated in the tenth anniversary of the Tanner Conference. Conference abstracts are now made available online through this application leading to engagement with a wider audience. 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 Center for Work and Service translates the college motto into action by providing opportunities

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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. 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.

Davis Museum and 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 staff for ten 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. 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

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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 President Discretionary Funds for the Support of Educational Initiatives These discretionary funds support a wide-range of activities at the College, including providing research awards to Wellesley students doing scientific research during the summer.

Office of the Provost and Dean of the College Summer Research Awards Mary M. and Edward B. Allen Endowed Fund for Summer Undergraduate Research in Biological Chemistry Annual income will be used to provide stipends and supplies for students who are participating in summer research in biological chemistry, including microbiology. Students receiving an award from the Fund shall be named Allen Fellows. The T.T. and W.F. Chao Summer Scholars Program in Natural Sciences Endowed Fund Dorothy Chao Jenkins ’68 established this fund to support the Chao Summer Scholars Program, which is intended to provide opportunities to engage students in scientific research central to developing and retaining strong science students. The Fund will be used for stipends targeted primarily at students after their first or second year at the College, encouraging them to begin their research early in their Wellesley career. Nellie Zuckerman Cohen and Anne Cohen Heller Professorship in the Health Sciences This fund is used to support a professorship in those sciences that are related to health in the broadest sense of the word.

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Faculty Research Fund for Science and Math (IBM) Fund This fund supports faculty development and student-faculty collaborative research in all of the sciences, and for help in procuring equipment for that research.

Barbara Peterson Ruhlman Endowed Fund for Summer Research in the Social Sciences This fund supports students and faculty advisors who participate in the social sciences summer research program. Students receiving an award from the Fund shall be named Ruhlman Fellows.

Frost Endowed Environmental Science/ Studies Fund This fund provides general support of the Environmental Science/Studies Program.

Department of Economics

Norma Wilentz Hess Faculty and Program Fund in Computer Science This fund is used to support visiting faculty who have expertise in computer science and related disciplines. The fund may also be used for salary and additional expenses such as travel, research, equipment, and other academic needs. The Keck Foundation Endowment Fund This fund supports the purchase of scientific equipment, especially equipment used for student-faculty research. George and Adelaide McCague Keller ’45 Science Fund This fund supports research and curriculum development for new and emerging fields of science. Barbara Peterson Ruhlman ’54 Fund for Interdisciplinary Studies This fund supports new course development or modification of existing courses, including stipends for exceptional students who will serve as teaching fellows with faculty mentors in interdisciplinary courses; student-faculty projects across disciplines, such as the publication of an interdisciplinary journal of student research papers, or the design and production of conferences of multidisciplinary interest; support for interdisciplinary student honors experiences; and support for student-faculty interdisciplinary collaboration.

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Audrey Freedman ’51 Endowed Fund for Students in Economics This fund encourages and supports students who are interested in the study of economics. The internship supports students seeking experience in the field of domestic or international economics.

Department of English and Writing Program Department of English and Writing Program Summer Internships This fund supports three summer internships with organizations involved in activities related to publishing, literary research, and journalism (or other media involving writing). In 2012, one editorial summer internship was offered at Kneerim and Williams Literary Agency, one at AGNI magazine, and one at the online magazine Slate.

Department of French Michele Respaut Espaut French House Fellowship 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 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 Center for Work and Service.

Department of Political Science Washington Internship Program This program provides an opportunity for a funded summer internship in Washington, DC 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 ten-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 Psychology 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 the Center for Work and Service. All participants have an advisor in the psychology department who oversees their internship work through scheduled meetings. The Center for Work and Service consults with potential and currently participating organizations about possible internships, and assists students in determining the placement that best matches both their interests and the organization’s needs.

Jean Dreyfus Boissevain Lectureship for Undergraduate Institutions The Jean Dreyfus Boissevain Lectureship award to Wellesley College supports chemistry summer research opportunities for two undergraduate students. It also brought to campus an outstanding scientist who spent two days in the Chemistry Department, meeting with faculty and students and delivering lectures both public and within courses.

Department of Religion

Brachman Hoffman Fund Faculty Awards Marilyn Brachman Hoffman ’52 has endowed this fund to encourage members of Wellesley College’s science faculty to be creative in their work. These awards are made to faculty members who may use their funding to support student summer research.

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 policybased institutes. Applications are reviewed by a Department of Religion committee.

Peace and Justice Studies Emily Greene Balch Peace and Justice Internship This fund supports one or more students conducting a summer project that analyzes the ways injustice is linked to conflict and that encourages the study of the relationships among peace, justice, and social change. The project must include both analytical and experiential components. The program is funded by the Wellesley Class of 1950.

Science Center Summer Research Awards Molly McClelland Bloomfield ’66 Research Scholars Gift This award provides a stipend for summer research for one or more students majoring in science with preference to those with an interest in chemistry or biochemistry. t h e

The Sally Etherton Cummins Summer Science Research Endowed Fund This endowed fund supports students doing research in the natural sciences under the supervision of a Wellesley faculty member. Susan Todd Horton Class of 1910 Trust This gift is designed to support the Science Center’s Summer Research Program and will support Wellesley students in their scientific research projects. Hubel Summer Research Fellowship The Hubel Summer Research Fellowship is a gift provided by Dr. David Hubel. Students work under the supervision of a Wellesley College neuroscience faculty member. Howard Hughes Medical Institute Summer Research Awards The Howard Hughes Medical Institute (HHMI) award to Wellesley College provides summer support for students doing research in fields related to the life sciences, including biological chemistry, biological sciences, chemistry, mathematics, neuroscience, and physics. Recipients may work with a Wellesley College Science Center faculty member or at an off-campus location.

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Amabel Boyce James ’74 Fund for Summer Research in the Sciences Awards from this fund are given to sophomores and juniors to encourage and strengthen their early interest in science. Students work under the supervision of a Wellesley College faculty member. Keck Northeast Astronomy Consortium The Keck Northeast Astronomy Consortium comprises astronomy faculty and students at eight small liberal arts colleges and universities in the northeast. Its goals are to promote astronomy research among its students and to foster faculty and student interaction among the eight campuses. Sara Langer Fund for Research in the Geosciences This fund is awarded to an undergraduate majoring in geology who exhibits eager curiosity in the field of geology, a dedication to excellence inside and outside the classroom, and a generosity of spirit in her day-to-day contributions to the College. In addition, the Fund may be used by the Geology Department for student travel stipends. Janina A. Longtine ’76 Endowed Fund for Summer Research in the Natural Sciences This fund provides stipends for the “Longtine Fellows” doing research in the natural sciences under the supervision of a Wellesley faculty member. Claudine Malone ’63 Summer Science Research Scholars Gift This gift supports Wellesley students in their summer scientific research projects. Massachusetts Space Grant Consortium (MASGC) This is a NASA-funded consortium of four-year colleges and universities, community colleges, and public outreach organizations. MASGC’s primary goals are to represent NASA in Massachusetts, to promote public understanding of and support for space exploration and 60

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research, and to encourage students to choose courses of study that will lead them to enter the technical work force. One of MASGC’s primary activities is providing fellowships to Massachusetts students to enable them to engage in study and research projects and to attend meetings that they would not be able to without Space Grant support. Margaret Clark Morgan Foundation Gift This gift supports a student working on a project related to mental-health research. National Science Foundation Research Experiences for Undergraduates (REU) This program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. Patterson Summer Research Fellowship The Patterson Summer Research Fellowship is awarded in recognition of a student’s academic excellence and their potential for success in research. Patterson Fellows display an excitement for original discovery and a desire to communicate knowledge to others, and embody the ethos of a Wellesley education. In addition to a summer research stipend, the Fellowship provides an additional award of $300. The fellowship is awarded to a student nominated by a faculty member in the Neuroscience Program or affiliated departments, including chemistry, biology, psychology, physics, and computer science, and is not normally given to students who have received other major research fellowships or prizes. Roberta Day Staley and Karl A. Staley Fund for Cancer-Related Research Awards This program provides awards in any discipline, including the social sciences and humanities, to undertake cancer-related research. The awards may be used to conduct research with a Wellesley College faculty member or at an off-campus site.

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The Eleanor R. Webster Fund in Chemistry This fund was established by a bequest from our late Professor Eleanor Webster to “benefit students.” A summer research stipend was awarded in 2012 from this fund. Students on Individual Faculty Awards Faculty grants and awards from the following institutions supported Wellesley students in their summer research: National Aeronautics and Space Administration National Institutes of Health National Science Foundation

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.

Department of Women’s and Gender Studies The Women’s and Gender Studies Department (WGST) 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.

Fellowship Programs For Wellesley College Graduating Seniors Only 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. 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.

For Wellesley College Graduating Seniors and Alumnae 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. 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 MBA 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. 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.

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Edna V. Moffett Fellowship This fellowship is for a young alumna, preferably for a first year of graduate study in history. Elisabeth Luce Moore ’24 WellesleyYenching 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. Alice Freeman Palmer Fellowship 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. 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 Fellowshipp 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 PhD dissertation research. Candidates must be at least 25 years old in the year they apply.

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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.

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. Wellesley-Yenching Graduate Fellowships at Ginling College, Nanjing, China The fellows teach English in the classroom for about 12 to 14 hours each week, 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.

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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 the candidate studying medicine with a view to general practice, not psychiatry.

WELLESLEY COLLEGE SUPPORTED INTERNSHIPS 2012

WELLESLEY COLLEGE GRADUATE FELLOWSHIP RECIPIENTS 2011–2012

NATIONAL FELLOWSHIP COMPETITION RECIPIENTS AND NOMINEES 2011–2012

WELLESLEY COLLEGE SUPPORTED INTERNSHIP RECIPIENTS 2012 The Madeleine Korbel Albright Institute for Global Affairs Internships Bethel D. Adefres ’12, United Nations Foundation, Washington, DC Samaa Ahmed ’13, Woodrow Wilson Center for International Studies, Washington, DC Marsin R. Alshamary ’13, Embassy of the Republic of Iraq, Washington, DC Misbah Aslam ’13 Clinton Health Access Initiative, New York, NY Eliana R. Blaine ’13, Pacific Wild Alliance, Denny Island, Canada Carolyn Bonner Campbell ’13, International Finance Corporation, Washington, DC Pratibha Chauhan ’13, Observer Research Foundation, New Delhi, India Joanna S. Concessao ’13, Bank of America Merrill Lynch, New York, NY Anya S. Corke ’13, Social Accountability International, New York, NY Yi Ling Dai ’13, Oxfam America, Boston, MA Tenzin Y. Dongchung ’13, MIT Scheller Education Program, Cambridge, MA Cassandra Duarte ’12* Rutendo G. Gambe ’13, Clinton Health Access Initiative, New York, NY Sophia Ghaus ’12** Aisling Grogan ’12, Cleantech Group, London, United Kingdom Maricé Guzmán ’12* Camille E. Hamilton ’13, Boston Children’s Hospital, Division of Hematology/Oncology, Boston, MA Lin D. Huang ’13, Aga Khan Education Services, Kampala, Uganda Esther Im ’12, 3 Hearts Production, Santa Monica, CA Kathryn A. Jackson ’13, Institute for Policy Analysis, University of Bern, Bern, Switzerland Kimberlee A. Johnson-Rivera ’13, Worldreader, Barcelona, Spain Zoee Kanellias ’13, The Kusasa Project, Franschhoek, South Africa 64

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Melanie Kaplan ’12, Albright Stonebridge Group, Washington, DC Nuha Khan ’13** Angela Lee ’13, BlackRock, New York, NY Elena S. Mironciuc ’13, Hand Print Workshop International, Washington, DC Anna J. Moses ’13, Center for International Policy, Washington, DC Evgenia S. Nizkorodov ’13* Pin Pravalprukskul ’12, Stockholm Environment Institute, Davis, CA Kim A. Quarantello ’13, Women’s Foreign Policy Group, Washington, DC Melda Salhab ’13, Deloitte and Touche, Abu Dhabi, United Arab Emirates Zsofia Schweger ’12, Base Design, New York, NY Karen M. Scott ’13, Brookings Institution, Washington, DC Christina M. Smith ’13, Organização das Mulheres de Cabo Verde (OMCV), Praia, Cape Verde Julia G. Solomon ’13, Social Accountability International, New York, NY Cailey D. Stevens ’12* Jugera Sulejmani ’13** Deborah Tien ’12, MIT D-Lab, Cambridge, MA Michelle Vogelzang ’13, International Finance Corporation, Washington, DC Anisha Vishwanath ’13 Clinton Health Access Initiative, Pretoria, South Africa Wendy W. West ’13** Eugenia C. White ’13, IBIS Reproductive Health, Cambridge, MA Hilary White ’12** Ellen Willis-Norton ’12, Trans-Border Institute, San Diego, CA Julia Wucherpfennig ’12, The Nature Conservancy, Berlin, Germany Lily Zhang ’12* *Exempt from internship requirement ** Completed internship in summer 2011

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Center for Work and Service Global Engagement Internship Programs American Cities Internship Program Atlanta Young C. Hsu ’13, Emory University’s Center for Neurogenerative Medicine, Atlanta, GA Chicago Zihan Dong ’13, Children’s Hospital of Chicago Research Center, Chicago, IL Danielle Y. Marburgh ’14, WTTW Chicago Tonight, Chicago, IL Lauren M. Richmond ’14, The Field Museum, Chicago, IL Los Angeles Ama Y. Adi-Dako ’14, Lin Pictures, Burbank, CA New York Katlyn E. Bloomfield ’12, Blackburn Printmaking Studio, New York, NY Yu Mei Lay He ’13, Social Accountability International, New York, NY Xue Wu ’13, Social Accountability International, New York, NY San Francisco Rebecca C. Barnard ’14, Office of Patricia Kernighan, Oakland, CA Rachel S. L. Davis ’13, Alameda County Child Care Planning Council, Oakland, CA Rebecca L. Reeve ’13, Women’s Foundation of California, San Francisco, CA Annie Wang ’14, Contemporary Jewish Museum, San Francisco, CA Anchor Point Internships in Global Leadership Adjoa O. Boateng ’14, Organização das Mulheres de Cabo Verde (OMCV), Praia, Cape Verde Christina M. Smith ’13, Organização das Mulheres de Cabo Verde (OMCV), Praia, Cape Verde Anisha Vishwanath ’13 Clinton Health Access Initiative, Pretoria, South Africa Julia Wucherpfennig ’12, The Nature Conservancy, Berlin, Germany

Boston Children’s Hospital Allicia O. Imada ’13, Boston Children’s Hospital, Boston, MA Yu Liu ’13, Boston Children’s Hospital, MA Hayley E. Malkin ’13, Boston Children’s Hospital, MA Clinton Health Access Initiative Anisha Vishwanath ’13, Clinton Health Access Initiative, Pretoria, South Africa The Elisabeth Luce Moore ’24 Summer Internships in Asia Lily Fung ’13, The Economist Group, Beijing, China Wenhua Sheng ’14, China International Trust and Investment Company (CITIC), Beijing, China Audrey M.Wozniak ’14, ABC News, Beijing, China Qiuyu Zhu ’14, R3, Beijing, China Jing Bai ’14, China Market Research Group, Shanghai, China Jinhwa Seo ’13, Hong Kong Monetary Authority, Hong Kong SAR Natalie O. Rojas ’14, Tokyo English Life Line, Tokyo, Japan Maria T. Prebble ’12, Korean National Commission for UNESCO, Seoul, South Korea Lumpkin Summer Institute for Service Learning Dacie M. Boyce ’14, The Crittenton Women’s Union, Boston, MA Loren S. Cahill ’14, Women’s Inc., Teen Voices, Boston, MA Julie E. Censullo ’14, Boston Chinatown Neighborhood Center, Boston, MA Emily L. Gell ’14, Medical Legal Partnership for Children, Boston, MA Kaley T. Haskell ’14, Boston Chinatown Neighborhood Center, Boston, MA Erica R. Perez ’14, Renewal House, Boston, MA Sapna K. Jain ’14, Boston Community Capital, Boston, MA Lauren A. Tonti ’14, Office of Senator Harriette Chandler ’59, Boston, MA Guangxin (Ace) Wang ’14, St. Francis House, Boston, MA

Summer Internships in Psychology Program Joanna G. Garcia ’14, Riverside Community Care, Needham, MA Kathryn C. Goffin ’13, Walker School, Needham, MA Katharine M. Hargreaves ’13, Walker School, Needham, MA Ashleigh M. Sargent ’13, Walker School, Needham, MA Kendrick E. Smaellie ’14, Walker School, Needham, MA Emily A. Sperbeck ’14, Walker School, Needham, MA Vieques Conservation and Historical Trust (VCHT) Internship Wintersession 2012 Karalyn A. Indrelie ’14, Vieques Conservation and Historical Trust (VCHT), Vieques, Puerto Rico Summer 2012 Abigail J. Kanyer ’14, Vieques Conservation and Historical Trust (VCHT), Vieques, Puerto Rico Wellesley Internships in Africa Lin D. Huang ’13, Aga Khan Education Services, Kampala, Uganda Zoee A. Kanellias ’13, The Kusasa Project, Franschhoek, South Africa Maya L. Thompson ’13, The Kusasa Project, Franschhoek, South Africa Laura W. Yan ’14, Center for Cross-Cultural Learning, Rabat, Morocco Kara K. Yun ’13, Aga Khan Education Services, Kampala, Uganda Allegra C. Zoller ’14, Center for Cross-Cultural Learning, Rabat, Morocco Wellesley Internships in Cambodia Cabrina Kang ’13, The Harpswell Foundation, Phnom Penh, Cambodia Iman F. Khan ’13, Operation ASHA, Phnom Penh, Cambodia

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Wellesley Internships in Europe Michelle M. Al-Ferzly ’14, American Institute for Roman Culture, Rome, Italy Dana F. Al-Jawamis ’14, The Henry Jackson Society, London, United Kingdom Kimberly S. Cabral ’13, La Asociación Cordobesa de Parálisis Cerebral y Otras Afecciones Similares (ACPACYS), Córdoba, Spain Crystal S. Myung ’14, Córdoba Acoge, Córdoba, Spain Maria Nikitin ’13, Peggy Guggenheim Collection, Venice, Italy Wellesley Internships in India Anjali L. Kayal ’14, Action India, New Delhi, India Hannah A. Stone ’14, Observer Research Foundation, Mumbai, India Haley C. Vasquez ’14, Aga Khan Education Services, Mumbai, India Marilynn M. Willey ’14, Observer Research Foundation, New Delhi, India Wellesley Internships in Latin America Tiffany Lam ’13, Directorio Legislativo, Buenos Aires, Argentina Tijana Trkulja ’13, United Nations Development Program, San José, Costa Rica Mai Yer Xiong ’14, The Guatemalan Project, El Triunfo, Guatemala Center for Work and Service Grant Programs Mahnaz Ispahani Bartos ’79 Endowed Internship Fund Anya S. Corke ’13, Social Accountability International, New York, NY The Paul B. Beal and Mona Phillips Beal Internship Jessica Camacho ’13, Roosevelt Institute, Washington, DC Cassady A. Rosenblum ’13, The Chicago Council on Global Affairs, Chicago, IL Ariel W. Suazo-Maler ’13, Columbia University Department of Neuroscience, New York, NY

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Carolyn Shaw Bell Internship

Class of 1989 Endowed Internship Fund

Stephanie T. Shieh ’13, Urban Education Leaders Dana F. Al-Jawamis ’13, The Henry Jackson Society, London, United Kingdom Internship Program (UELIP), Washington, DC Blessing Way Summer Public Service Internship Rachel S. L. Davis ’13, Alameda County Child Care Planning Council, Oakland, CA Young C. Hsu ’13, Emory University’s Center for Neurogenerative Medicine, Atlanta, GA Barbara Bush Award for Volunteerism Abigail R. Weitman ’13, Action India, New Delhi, India Jiezhen Wu ’13, Travel to Teach, Bali, Indonesia

Arthur Vining Davis Internship Fund Misbah Aslam ’12, Clinton Foundation, New York, NY Rutendo G. Gambe ’13, Clinton Foundation, New York, NY Melanie L. Kaplan ’12, Albright Stonebridge Group, Washington, DC Karen M. Scott ’13, Brookings Institution, Washington, DC

Maryam Homayoun-Eisler Endowed Fund for Internships Samaa Ahmed ‘13, Woodrow Wilson Center for International Studies, Washington, DC

C-ROM Student Internship Fund Ellen G. Kerschensteiner ’13, U.S. Attorney’s Office, Boston, MA Veronica C. Martinez ’13, EMILY’s List, Washington, DC

Wei Fong Chu Chao Endowed Fund for International Internships Cabrina Kang ’13, The Harpswell Foundation, Phnom Penh, Cambodia

The EFW Memorial Endowed Fund for Internships Eliana R. Blaine ’13, Pacific Wild Alliance, Denny Island, Canada

Sandra Brown Eakins ’59 Fund for Internships Yi Ling Dai ’13, Oxfam America, Boston, MA Tenzin Y. Dongchung ’13, MIT Scheller Education Program, Cambridge, MA

Class of 1959 Endowed Fund for Internships Esther Im ’12, 3 Hearts Production, Santa Monica, CA Deborah J. Tien ’12, MIT D-Lab, Cambridge, MA Ellen Willis-Norton ’12, Trans-Border Institute, San Diego, CA

Class of 1962 Student Internship Fund Rebecca C. Barnard ’14, The Office of Councilwoman Patricia Kernighan, Oakland, CA Erin E. Corcoran ’13, U.S. Department of State, Washington, DC

Amelia C. Fawcett ’78 Endowed Fund for Internships Kimberlee A. Johnson-Rivera ’13, Worldreader, Barcelona, Spain

Beth Langerman Friedman ’82 Endowed Fund for Internships Zsofia Schweger ’12, Base Design, New York, NY

Margaret C. Gordon Law and Education Public Service Award

Class of 1969 Community Service Internship Fund

Stephanie T. Shieh ’13, Urban Education Leaders Internship Program (UELIP), Washington, DC

Gretchen K. Larsen ’13, El Centro de las Americas, Lincoln, NE Taibat Salami ’13, Smaller Earth, St. Lucia, South Africa

Susan Todd Horton 1910 Internship Fund

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Ama Y. Adi-Dako ’14, Lin Pictures, Burbank, CA Lucy V. Cleland ’13, Kneerim and Williams, Boston, MA

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Mary E. Kenefake ’13, New England Cable News, Newton, MA Lauren M. Richmond ’14, The Field Museum, Chicago, IL Stephanie G. Schmitt ’13, The Turner Lab, University of Chicago Division of Biological Sciences, Chicago, IL Eugenia C. White ’13, IBIS Reproductive Health, Cambridge, MA

Mary Sidell James ’65 Endowed Fund for Internships Kim A. Quarantello ’13, Women’s Foreign Policy Group, Washington, DC

The Jeniam Foundation Internship Grant Ada P. Smith ’13, World Wide Opportunities on Organic Farms, Château de St-Ferriol, Aude, France

Dorothy Chao Jenkins’68 Endowed Fund for Internships Kathryn A. Jackson ’13, Institute for Policy Analysis University of Bern, Bern, Switzerland Pin Pravalprukskul ’12, Stockholm Environment Institute, Davis, CA

Susan Rappaport Knafel ’52 Internship Fund Michelle M. Al-Ferzly ’14, American Institute for Roman Culture, Rome, Italy Iman F. Khan ’13, Operation ASHA, Phnom Penh, Cambodia Crystal Myung ’13, Córdoba Acoge, Córdoba, Spain Maria Nikitin ’13, Peggy Guggenheim Collection, Venice, Italy Pasinee Panitnantanakul ’13, National Broadcasting and Telecommunications Commission, Bangkok, Thailand Hannah A. Stone ’14, Observer Researcher Foundation, Mumbai, India Hayley C. Vasquez ’14, Aga Khan Education Services, Mumbai, India Marilynn M. Willey ’14, Observer Research Foundation, New Delhi, India Laura W. Yan ’14, Center for Cross-Cultural Learning, Rabat, Morocco Kunah Yun ’13, Aga Khan Education Services, Kampala, Uganda Allegra C. Zoller ’14, Center for Cross-Cultural Learning, Rabat, Morocco

The Shirley Heidenberg Koteen ’40 Endowed Internship Fund for Jewish Studies

The Emily Cohen MacFarquhar ’59 Internship for International Journalism

Oset Babur ’15, Diarna Project, Istanbul, Turkey Amanda L. Lindner ’15, Diarna Project, Boston, MA Annie Wang ’14, Contemporary Jewish Museum, San Francisco, CA

Kristen L.Green ’14, I Love Chile News, Santiago, Chile Jean M. Kim ’12, The Caravan Magazine, New Delhi, India Mariana Zepeda ’14, I Love Chile News, Santiago, Chile

Susan Saltzbart Kilsby ’80 Endowed Fund for Internships

MasterCard Microfinance Internships Fund

Aisling Grogan ’12, Cleantech Group, London, United Kingdom Lin D. Huang ’13, Aga Khan Education Services, Kampala, Uganda

Devin L. Elliott ’13, U.S. Department of Commerce, Washington, DC Stella B. Odewumi ’13, Start UP Program, Babson College, Babson Park, MA Melda Salhab ’13, Deloitte and Touche, Abu Dhabi, United Arab Emirates Mai Yer Xiong ’14, The Guatemalan Project, El Triunfo, Guatemala

Kilsby South Africa Internship Gift Zoee A. Kanellias ’13, The Kusasa Project, Franschhoek, South Africa Maya L. Thompson ’13, The Kusasa Project, Franschhoek, South Africa

Marian H. Littleford Endowed Internship Fund Karalyn A. Indrelie ’14, Vieques Conservation and Historical Trust (VCHT), Vieques, Puerto Rico Abigail J. Kanyer ’14, Vieques Conservation and Historical Trust (VCHT), Vieques, Puerto Rico

The Rosemary Lonergan ’44 and John Todd President’s Discretionary Fund Pratibha Chauhan ’13, Observer Research Foundation, Mumbai, India Anjali Kayal ’14, Action India, New Delhi, India

The Mollie Green Lumpkin ’25 Fund for Experiential Learning in Latin America Tiffany Lam ’13, Directorio Legislativo, Buenos Aires, Argentina Tijana Trkulja ’13, United Nations Development Program, San José, Costa Rica

The Lumpkin Family Internships for the Environment Gertrude G. Merkel ’13, Lenox Hill Neighborhood House, New York, NY

The Lia Gelin Poorvu ’56 Internship Fund Bethel D. Adefres ’12, United Nations Foundation, Washington, DC

Barbara Scott Preiskel ’45 Endowed Fund for Internships Clara L. Bailin ’13, Frick Art Reference Library, New York, NY Mariya I. Chokova ’13, American Oggi Newspaper, New York, NY Danielle Y. Marburgh ’14, WTTW Chicago Tonight, Chicago, IL Rebecca L. Reeve ’13, Women’s Foundation of California, San Francisco, CA

Public Service Internship Fund Kimberly S. Cabral ’13, La Asociación Cordobesa de Parálisis Cerebral y Otras Afecciones Similares (ACPACYS), Córdoba, Spain

Raquet Family Foundation Chelsea A. Skone ’13, American Islamic Congress, Boston, MA Sarah G. Trager ’13, The Urban Institute, Washington, DC Julia E. Vannoni ’13, Peace First, Boston, MA Teresa K. Wisner ’13, Barakat, Cambridge, MA t h e

Service Opportunity Stipend Joanna G. Garcia ’14, Riverside Community Cares, Newton, MA Kathryn C. Goffin ’13, Walker School, Needham, MA Katharine M. Hargreaves ’13, Walker School, Needham, MA Eman W. Ma ’13, The Masakhane Center, Newark, NJ Brenda S. Meza ’13, Community Legal Services and Counseling Center, Cambridge, MA Ashleigh M. Sargent ’13, Walker School, Needham, MA Kendrick E. Smaellie ’14, Walker School, Needham, MA Sia Smith-Miyazaki ’13, Access Women’s Health Justice, Oakland, CA Emily A. Sperbeck ’14, Walker School, Needham, MA

Beth K. Smith Internship in Public Service Katlyn E. Bloomfield ’12, Robert Blackburn Printmaking Workshop, New York, NY Karina K. Chung ’13, San Bernadino County Museum, Redlands, CA Isabelle R. Erb ’13, American Museum of Natural History, New York, NY Yu Mei Lay He ’13, Social Accountability International, New York, NY Rebecca K. Ruhl ’13, American Home, Vladimir, Russia Julia G. Solomon ’12, Social Accountability International, New York, NY Xue Wu ’13, Social Accountability International, New York, NY

Tanner Technology Initiative Sonali T. Sastry ’15, Wellesley College Department of Computer Science, Wellesley, MA Anne Tuan ’12, Wellesley College Department of Computer Science, Wellesley, MA

The Helen Wallace Health Sciences Internship Fund Ilana L. S. Clift ’13, Child Development Lab, Northwestern University, Evanston, IL Zihan Dong ’13, Children’s Hospital of Chicago Research Center, Chicago, IL

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The Oprah Winfrey Award for Volunteerism

Nellie Zuckerman Cohen and Anne Cohen Heller Professorship in the Health Sciences

Amelia J. Nealley ’12, Penobscot Community Health Care, Bangor, ME

Heather M. Pearson ’14

Davis Museum Summer Internship Program

Faculty Research Fund for Science and Math (IBM) Fund

(Internships took place on the Wellesley College Campus unless noted otherwise.)

Karishma Chadha ’14 Emily L. Erdman ’13 Sydney S. Steward ’14 Andrea A. Takahesu Tabori ’13

Kristina A. Bracero ’14 Camila A. Connolly ’13 Michaela R. Haffner ’14 Sarah C. Heveron-Smith ’12 Darcy F. Kupferschmidt ’12 Claire E. McRee ’12 Quinn E. Refer ’14 Shannon M. Smith ’12

George and Adelaide McCague Keller ’45 Science Fund Diana M. Granger ’14

Barbara Peterson Ruhlman ’54 Fund for Interdisciplinary Studies

Eleanor P. DeLorme Museum Internship Claire E. McRee ’12

Liliane Pingoud Soriano Curatorial Fellowship at the Musée du Louvre, Paris Jennifer A. Harris ’12

Office of the Provost and Dean of the College Summer Research Awards (Internships took place on the Wellesley College Campus unless noted otherwise.) Mary M. and Edward B. Allen Endowed Fund for Summer Undergraduate Research in Biological Chemistry Jennifer E .Fishbein ’13

The T.T. and W.F. Chao Summer Scholars Program in Natural Sciences Endowed Fund Andrea A. Takahesu Tabori ’13

Margaret Clapp ’30 Distinguished Alumna Professor Laura M. Dulude ’13 68

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Olivia P. Froehlich ’14, Science Center Monica A. Gates ’15, Science Center Sylvia K. Ilahuka ’13, Social Sciences Mary E. Kery ’15, Science Center Jacqueline T. Killenga ’13, Science Center Shuangxou Long ’15, Science Center Nathalie Rivas ’15, Science Center Sierra Sarnataro-Smart ’12, Social Sciences Kathleen A. Sprague ’13, Social Sciences Lauren Springer ’14, Social Sciences

Barbara Peterson Ruhlman Endowed Fund for Summer Research in the Social Sciences Ava C. Bramson ’14 Felicia M. Brown ’14 Michelle H. Cho ’13 Gabriella F. Freda ’14 Jennifer Gu ’14 Evelyn Haro ’13 Linda Hsu ’13 Morgan G. Johnstonbaugh ’14 Jennifer C. Lamy ’13 Helen M. Willis ’14

Science Reserve Fund Elze Rackaityte ’13

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Department of Art Grace Slack McNeil Student Internships, New England Arts and Architecture Program Paola M. Oliver Gutierrez ’13, Jamaica Plain Neighborhood Development Corporation Marguerite A. Sulmont ’13, Jamaica Plain Neighborhood Development Corporation

Department of Economics The Audrey Freedman ’51 Endowed Fund for Students in Economics Ljubica Z. Ristovska ’13, Center for Economic Analyses, Skopje, Republic of Macedonia

Department of English and Writing Program Lucy V. Cleland ’13, Kneerim and Williams, Boston, MA Natasha M. Geiling ’13, Slate, Washington, DC Soomi Kim ’14, AGNI, Boston, MA

Department of French Michele Respaut French House Fellowship Margaret E. Carey ’14, Marseille, France Molly R. Cyr ’13, Paris, France Julia C. Leveille ’13, Paris, France Corina Olteanu ’DS, Aix-en-Provence, France Kirstin M. Yanisch ’13, Marseille, France

Department of German Wellesley-in-Berlin Fall/Spring 2011–12 Emily C. Bell ’13, Berlin, Germany Jennifer L. Marble ’13, Berlin, Germany Denisse Ruiz, ’13, Berlin, Germany Yan An Tan ’13, Berlin, Germany Lauren S. Woelfel ’13, Berlin, Germany

Department of Political Science Wellesley in Washington Internship Program Marsin Alshamary ’13, Embassy of the Republic of Iraq, Washington, DC

Elizabeth Bachelder ’13, Chief Economist, Department of Labor, Washington, DC Shradha Basnyat ’13, Representative Pete Stark’s Office, Washington, DC Calin Brown ’13, Environmental Law Institute, Washington, DC Carolyn Bonner Campbell ’13, International Finance Corporation, World Bank, Washington, DC April Crehan ’13, Department of Labor, Washington, DC Yuting Guo ’13, Steptoe and Johnson, International Finance Corporation, World Bank, Washington, DC Cobren A. Greer ’13, Office of Research on Women’s Health, National Institutes of Health, Washington, DC Julie Kubelka ’13, American Federation of Teachers, Washington, DC Rusi Li ’13, National Endowment for the Humanities, Washington, DC Kelly A. Mercer ’13, Water Policy Division, Environmental Protection Agency, Washington, DC Elena Mironciuc ’13, Hand Print Workshop International, Washington, DC Anna Moses ’13, Center for International Policy, Washington, DC Audrey Mutschlecner ’13, Job Corps, Department of Labor, Washington, DC Tanushree Naimpally ’13, Kreeger Museum’s Alzheimer’s Initiative Program, Washington, DC Ariel Robinson ’13, Office of Patty Murray, United States Senate, Washington, DC Michelle Vogelzang ’13, International Finance Corporation, World Bank, Washington, DC Dielai Yang ’13, DC Superior Court, Washington, DC Emma Winter Zeig ’13, The Smithsonian, Washington, DC

Department of Psychology Psychology Practicum Program Fall 2011 Louise E. Dixon ’13, Walker School, Needham, MA Kristal A. Otero ’12, Boston Children’s Hospital, Boston, MA Rebecca L. Richardson ’12, Walker School, Needham, MA Spring 2012 Kristen J. Ferguson ’12, Germaine Lawrence, Arlington, MA Charleen L. Wilder ’12, Riverside Community Care, Needham, MA

Department of Religion Emmavail Luce Severinghaus ’22 Summer Internship Program in Ministry/Human Services Najira Ahmed ’13, The Pluralism Project, Cambridge, MA Chelsey L. Baturin ’14, Kurdish Human Rights Watch, Fairfax, VA Bailu Huang ’15, Livada Orphan Care, Sâncraiu de Mureş, Romania Safaya A. Fawzi ’14, Council for a Parliament of the World’s Religions, Chicago, IL Danielle C. Milagre Pimenta ’DS, Office of Outreach and Cultural Diversity, Braintree, MA Eun Y. Park ’13, Empathy FX International, Viña del Mar, Chile Yang Tian ’14, Rural Education Action Project (REAP), Beijing, China

Department of Peace and Justice Studies Emily Green Balch Peace and Justice Internship Mara J. Blesoff ’14, Northwest Network, Seattle, WA

Science Center Summer Research Awards (Internships took place on the Wellesley College campus unless noted otherwise.)

Molly McClelland Bloomfield ’66 Research Scholars Gift Ashton M. Vattelana ’13, Mayo-Phoenix

Jean Dreyfus Boissevain Lectureship for Undergraduate Institutions Alexandra L. Fischer ’13 Maria Jun ’14

Brachman Hoffman Fund Faculty Small Grants Summer Research Awards Ana S. Plasencia-Casillas ’14 Carla Thé ’15 Erin L. Davis ’15 Johanna L. Okerlund ’14 Rachel F. Reed ’14

Sima Lotfi ’13 Tejaswini P. Reddy ’15

Charlotte Bragg Fund Sebiha M. Abdullahi ’15

The Sally Etherton Cummins ’58 Summer Science Research Fellowship Fund Kristal K. Sullivan ’12

Dean of Students Office Yesenia Trujillo ’14 Kathryn E. Ledbetter ’15

Susan Todd Horton Class of 1910 Trust Angela C. Ai ’15 Karin Darakananda ’14 Victoria E. Ellis ’12 Isabelle Gell-Levey ’12 Victoria M. Hills ’14 Amelia B. Kreienkamp ’13 Stephanie Lee ’14 Zi Wei Liao ’15 Rachel L. Parker ’13 Reitumetse L. Pulumo ’13 Liyang Sun ’14

Hubel Summer Research Fellowship Rachel E. Kery ’12

Howard Hughes Medical Institute Summer Research Awards Mavis D. Bohmah ’14, Harvard-Smithsonian Kaitlin S. Bohon ’14 Louise E. Dixon ’13, Massachusetts General Hospital Zain Franek ’13 Nicole O. Francisco ’14 Veronica J. Lin ’15 Mika J. Maeda ’14, MIT Amanda M. Papakyrikos ’14, MIT

Amabel Boyce James ’74 Fund for Summer Research in the Sciences Amy Ko ’14 Farah Mahmud ’15 t h e

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Jacquelyn Chou ’15 Sara K. Martin ’14 Melissa M. D’Andrea ’14

Sara Langer Fund for Research in Geosciences Siyi Zhang ’15, MIT

Janina A. Longtine ’76 Fund for Summer Research in the Natural Sciences Kristen S. Hobbs ’13 Hailey N. Scofield ’13

Claudine Malone ’63 Summer Science Research Scholars Gift Kirsten N. Blancato ’15 Michaela A. Fendrock ’15

Massachusetts Space Grant Consortium Lynn M. Geiger ’13 Anna V. Payne ’15

Margaret Clark Morgan Foundation Gift Heather A. Pearson ’14

National Aeronautics and Space Administration: Students on Individual Faculty Awards

National Institutes of Health: Students on Individual Faculty Awards Catherine Y. Cheng ’12 Maia G. Fitzstevens ’13 Sarah L. Myoung ’14

National Science Foundation: Students on Individual Faculty Awards Georgia G. Bancheri ’14 Kimberly Y. Chang ’12 CeCe Cheng ’12 Linda Ding ’14 Caroline P. Dodge ’13 Diana M. Gerr ’15

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National Science Foundation Research Experiences for Undergraduates (REU)

The Eleanor R. Webster Fund in Chemistry Hong Zhang ’15

Student Financial Services Lupton Scholarship Fund Neha J. Doshi ’15, Public Financial Management, Chattanooga, TN

Wellesley Centers for Women

Neuroscience Program

Morgan G. Johnstonbaugh ’14, Linda Coyne Lloyd Intern Gena M. Hong ’12, The Shirley R. Sherr Student Research Intern Amelia L. Iuvino ’11, Anne Murray Ladd Student Research Intern Emma R. Li ’12, Class of ’67 Intern Meaghan D. Maher ’12, Morse Fellow

Bianca Lin ’15 Palig Mouradian ’13

Caitlin E. Chen ’13 Galina Gagin ’12 Da In Kim ’13 Allyn V. Morris ’14 Jessica L. Quist ’12

Patterson Summer Research Fellowship Andrea J. Bae ’14

Roberta Day Staley and Karl A. Staley Fund for Cancer-Related Research Awards Alyssa F. Bacay ’14 Bridget E. Begg ’13

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Maria E. Bustillo ’13 Connie Chen ’15 Karalyn A. Indrelie ’14 Rebecca D. McClain ’13 Kelly A. McCullagh ’14, Yeshiva University Illana R. Pollack ’13 Emily M. Shortt ’13 Nicole A. Spiegelman ’13 Eugenia C. White ’13

Bao Minh T. Dang ’14 Jung Yeon Kwon ’14 Lucy Y. Liu ’13 Emily L. Wilson ’14

Office of the President

Hannah E. Herde ’14

Casey E. Grote ’14 Elize J. Huang ’13 Sirui Liu ’13 Kara Y. Lu ’14 Kia L. Salehi ’13, Brown University Katherine E. Shulenberger ’14 Susan G. Tang ’15 Audrey A. Tran ’15 Katherine D. Tran ’15 Marie J. Vasek ’12 Lisa A. Ventura ’14 Carla M. Villareal ’13 Catherine S. Wright ’12 Wendy M. Xu ’13 Erin M. Yeagle ’13

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(Internships took place on the Wellesley College campus unless noted otherwise.)

Department of Women’s and Gender Studies Asia C. Sims ’14, Cook County Department of Public Health, Chicago, IL

WELLESLEY COLLEGE GRADUATE FELLOWSHIP RECIPIENTS 2011–2012 Trustee Scholars Lucy Elizabeth Archer ’12, France Nandita Krishnaswamy ’12, United States Sohini Sarah Pillai ’12, India Jasmine Kaur Rana ’12, United States

Susan Rappaport Knafel ’52 Scholarship for Foreign Study Jennifer Chen Lu ’12, England

Anne Louise Barrett Fellowship Natalie Hui Matthews ’11, England

Susan Rappaport Knafel ’52 Traveling Fellowship Kristine Alexis Bundschuh ’12, Australia, Egypt, Jamaica, South Africa, Sweden, Turkey

Margaret Freeman Bowers Fellowship Sara Minkara ’11, United States

Jacqueline Krieger Klein ’52 Fellowship Michelle Elizabeth Goodman ’12, United States

Eugene L. Cox Fellowship Megan Camille McNamee ’00, United States

Elisabeth Luce Moore ’24 WellesleyYenching Fellowship Kristin Ann Liska ’12, Hong Kong SAR Lela Ashton Paultre ’12, China Sarina Marie Taylor ’12, Taiwan

Professor Elizabeth F. Fisher Fellowship Jennifer Min Lee ’12, United States Ruth Ingersoll Goldmark Fellowship Angelina Marie Del Balzo ’11, England Horton-Hallowell Fellowship Jo Hunter Adams ’05, South Africa Sanja Jagesic ’08, United States Bracha Yaffa Schindler ’11, United States Ruth Wangechi Wang’ondu ’07, United States Peggy Howard Fellowship in Economics Maeve E. Gearing ’05, United States

Mary Elvira Stevens Traveling Fellowship Caitlin Anne Cahill ‘06, B.A., Wellesley College, Finland, France, the Netherlands, Spain Deborah Cramer ‘73, B.A., Wellesley College, Arctic Canada Elena Marie Legeros ‘07, B.A., Wellesley College, ’07, Belgium, Dubai, England, Hong Kong SAR, Shanghai Leah Ariel Wener ‘05, B.A., Wellesley College, Thailand Sarah Perry Wood Medical Fellowship Emilie Kavanagh Mitten ’10, United States Fanny Bullock Workman Fellowship Jasmine Kaur Rana ’12, United States

Edna V. Moffett Fellowship Alia Noelle Gurtov ’07, United States Courtney Lindsey Akiko Sato ’09, England Alice Freeman Palmer Fellowship Nandita Krishnaswamy ’12, United States Kathryn Conway Preyer Fellowship Rachel Grace Shuen ’12, United States Vida Dutton Scudder Fellowship Katrina Louise Browne ’09, United States M.A. Cartland Shackford Medical Fellowship Jennie Dana Krasker ’11, United States Harriet A. Shaw Fellowship Zsofia Schweger ’12, United States

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NATIONAL FELLOWSHIP COMPETITION RECIPIENTS AND NOMINEES 2011–2012 Chinese Government Scholarships Melissa Draper Gallant ’12, China Christine Hyunjeong Joo ’12, China

Benjamin A. Gilman International Scholarships Jiae Kim ’13, Japan Taibat Salami ’13, UK Christina Moriah Smith ’13, Brazil

Jack Kent Cooke Graduate Arts Award Lucia Nhamo ’11, United States Kathryn Wasserman Davis 100 Projects for Peace Award Lilly Marcelin ‘DS, United States Bill Emerson National Hunger Fellows Program Dominique Tomika Hazzard ’12, United States Rachel Ann Nagin ’12, United States French Government Teaching Assistantship in English Lia Elgia Dawley ’12, France Hannah Elizabeth Moshier ’12, France Samantha Marie Nadal ’12, France Fulbright U.S. Student Program Lucy Elizabeth Archer ’12, Full Grant to France Ashley Harrington Hartman ’09, Full Grant to France Kathleen Mary Keefe ’09, English Teaching Assistantship to Russia Alison Kyung-Hwa Lee ’12, Full Grant to South Korea Rachel Mak-McCully ’07, Full Grant to France (declined) Sohini Sarah Pillai ’12, Full Grant to India Koko Takatori ’07, Fulbright Japan Graduate Study Grant, United States Koua Cheng Xiong ’12, English Teaching Assistantship to Vietnam Tracy Gwendolyn Bassett ’06, alternate, English Teaching Assistantship to Brazil Katherine Rose Nolan ’12, alternate, English Teaching Assistantship to Jordan

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Mellon Mays Undergraduate Fellowship Michelle Maria Al-Ferzly ’14, United States Loren Siobhan Cahill ’14, United States Chanel Gabrielle Geter ’14, United States Caitlin Greenhill ’14, United States Thai Catherine Matthews ’14, United States National Science Foundation Graduate Research Fellowship Kara Lauren Feilich ’11, United States Annemarie A. Kocab ’10, United States Lindsay Hsien Pin Kua ’08, United States Stephanie Sin-Ying Lau ’11, United States Rachel Mak-McCully ’07, United States Robyn Ashley Migliorini ’09, United States Mona S. Minkara ’09, United States Yomay Shyur ’11, United States Courtney Cruise Stepien ’08, United States Laura Ann Stevens ’11, United States Regan Marjorie Bernhard ’01, Honorable Mention Emily Marie Carrigan ’06, Honorable Mention Siobhan Montgomery O’Keefe ’10, Honorable Mention Alejandra C. Ortiz ’10, Honorable Mention Katherine Emily Wyman ’09, Honorable Mention Thomas R. Pickering Graduate Foreign Affairs Fellowship Joyce Key Hahn ’06, United States Spanish Government Language and Culture Assistantship Robyn Leona Burleson ’12, Spain

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Morris K. Udall Scholarship Eliana Rose Blaine ’13, Scholar, United States Maia Giselle Fitzstevens ’13, Honorable Mention U.S. English Teaching Assistantship to Austria Jennifer Elisa MacDonald ’12, Austria Thomas J. Watson Fellowship Elizabeth DeNoon Gilmartin ’12, Bangladesh, Cambodia, England, India, Macao, South Africa Woodrow Wilson-Rockefeller Brothers Fund Fellowship for Aspiring Teachers of Color Kamilah Ain Welch ’12, United States

INDEX Advisors and Organizers Aadnani, Rachid 20 Armstrong, Justin 26 Barzel, Tamar 23 Bauer, Wendy H. 30 Bauman, Connie L. 30, 33 Beatty, Barbara R. 19, 30 Bedell, Rebecca B. 39 Beers, Melissa A. 18 Biro, Nova S. 31 Brachfeld-Child, Sheila P. 34 Britto, Vanessa M. 14 Brody, Martin . 37 Brogan, Kathleen . 43 Buchholtz, Emily A. 24 Burke, Tom 6, 20, 35, 43 Cameron, John S. 27 Carrico-Moniz, Dora 27 Cassibry, Kimberly B. 39 Cheek, Jonathan M. 13 Chen, Dai 34, 44 Cho, Edward K. 29 Christian, Laura E. 39 Coile, Courtney C. 21 Confortini, Catia C. 21,33, 45 Creef, Elena T. 15 Cuba, Lee 20, 21 Cushman, Thomas 35 Darer, Veronica 25 Datta, Venita 19 DeVries, Margaret 21 Egron-Sparrow, Sylvaine V. 40 Epsteyn, Alla L. 36

Fisher, Paul 22 Flynn, Nolan T. 29 Freed, Rita E. 39 French, Richard G. 8, 30 Fygetakis, Leah M. 14 Genero, Nancy P. 15 Gleason, Tracy R. 40 Greer, Brenna W. 22 Griffith, Alden B. 31 Hagimoto, Koichi 37, 42 Haines, David R. 16 Hajj, Nadya S. 24, 36 Hall, Nancy A. 36, 39 Hampson, Katherine R. 34 Han, Hahrie C. 6, 20 Hansen, Thomas S. 40 Hawes, Kenneth S. 25, 45 Helluy, Simone M. 18 Herbst, Jean R. 22 Hildreth, Ellen C. 27, 38 Hong, Soo 19, 45 Hufstader, Ted 13, 41, 42 Hughes, Jeffrey E. 31, 41 Joyce, Joseph P. 14, 29, 42, 43 Kapteijns, Lidwien E. 15, 31, 38 Kazanjian, Victor H. 17, 26, 42 Keskin, Pinar 29 KĂśniger, Martina 19 Krieger, Joel 37, 61 LaBonte, Michelle L. 27 Laviosa, Flavia 7, 20, 23

Lee, Sun-Hee 20, 32 Lee, Sohie M. 29 Lepore, Michelle M. 45 Lindauer, David L. 25, 36, 44 MacDonald, Paul K. 25, 37 Maeno, Yoshimi 17 Malino, Frances G. 44, 61 McGibbon, Phyllis I. 14, 32 McIntyre, Alison G. 26 McKnight, Robin L. 28 McNamara, Martha J. 23, 43 Mehalakes, Elaine 23 Moyer, James D. 19 Muhammad, Salwa N. 15, 33, 34 Oâ&#x20AC;&#x2122;Donnell, Kimberly 16 Ozawa, Kazuko 20, 28

Sullivan, Erin E. 44 Suzuki, Yuichiro 17, 32, 35 Thomas-Starck, Jennifer 36 Tjaden, Brian C. 30 Trainor, Donna R. 18 Tryon, Irma 41 Van Arsdale, Adam 24 Vardar-Ulu, Didem 18 Wardell, Lauri L. 27 Watters, Wesley A. 30 Weerapana, Akila . 22, 28, 43 Wink, Paul M. 40 Wood, Winifred J. 13 Zimmerman, Eve 14

Perkins, Ellie 35 Pyers, Jennie E. 17 Quinan, Virginia C. 17 Radhakrishnan, Mala L. 26 Renjilian-Burgy, Joy 15, 23 Rodensky, Lisa A. 38 Rosenwald, Lawrence A. 13, 26 Rothschild, Casey G. 28 Sabin, Margery M. 38 Sequeira, Andrea S. 31, 33 Shaer, Orit 37 Shalaby, Carla 16 Sheinman, Patti 24, 33 Shurchkov, Olga 22 Sides, Marilyn 32 Starr, Raymond J. 24 Steady, Filomina C. 35, 41

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Presenters Adefres, Bethel D. 10, 38, 64, 67 Adi-Dako, Ama Y. 5, 13, 64, 66 Ahlblad, Hannah L. 11, 39 Ahmed, Samaa 10, 36, 64, 66 Akin-Olugbade, Oluwakemi L. 11, 41 Al-Ferzly, Michelle M. 7, 23, 65, 66, 72 Albuquerque, Asha 11, 40 Alshamary, Marsin R. 10, 36, 64, 69 Anwar, Sanam B. 7, 24 Asaba, Mika F. 11, 40 Aslam, Misbah 8, 27, 64, 66

Choi, Sae Bom 11, 42 Chung, Karina K. 8, 30, 67 Cleland, Lucy V. 10, 38, 66, 68 Concessao, Joanna S. 6, 21, 64 Connolly, Camila A. 7, 23, 68 Coogan, Rachel L. 10, 36 Cooper-Vespa, Gabriela S. 9, 33 Corcoran, Erin E. 10, 36, 66 Corke, Anya S. 12, 44, 64, 65 Cramer, Deborah 10, 35, 71 Cuba, Lee 20, 21 Cyr, Molly R. 11, 40, 68

Babur, Oset 12, 44, 67 Bailin, Clara L. 11, 39, 67 Bell, Emily C. 11, 40, 68 Blaine, Eliana R. 9, 31, 64, 66 Blancato, Kirsten N. 70 Blesoff, Mara J. 5, 13, 69 Boateng, Adjoa O. 5, 14, 64 Boyce, Dacie M. 12, 44, 65 Bracero, Kristina A. 7, 23, 68 Brodie, Clara S. 10, 38 Brusco, Maria A. 10, 38 Burhans, Shawna C. 12, 44 Burke, Tom 6, 20 Burton, Nichole P. 5, 14

Dai, Yi Ling 12, 44, 64, 66 de Bethmann, Elodie E. 6, 21 Desormeaux, Blake 5, 14 Di Lucido, Katherine E. 12, 43 Ding, Linda 10, 37, 70 Dongchung, Tenzin Y. 10, 64, 66 Dougherty, Isabella J. 12, 44

Cahill, Loren S. 12, 44, 65, 71, 72 Campbell, Carolyn B. 11, 42, 64, 69 Carmel, Joanna E. 9, 34 Chaieb, Leila 8, 27 Chauhan, Pratibha 8, 28, 64, 67 Chen, Debbie J. 10, 35 Cheng, Helen 12, 44 Choi, Young-Eun Y. 9, 34

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Elliott, Devin L. 11, 43, 67 Erb, Isabelle R. 8, 30, 67 Evers, Candice T. 6, 20 Feng, Taili 10, 38 Ferreirae, Michelle N. 10, 38 Fishbein, Rebecca S. 7, 26, 68 Francisco, Nicole O. 10, 37, 70 Fred-Torres, Keisha N. 10, 17 French, Richard G. 8, 30 Frey, Jessica E. 11, 39 Gallagher, Caroline A. 8, 29 Gambe, Rutendo G. 8, 27, 64, 66 Gao, Shuyu 11, 41 Garcia, Joanna G. 6, 17, 65, 67 Garvey, Sarah L. 5, 15 Gell, Emily L. 12, 44, 65 Gibian, Molly C. 5, 15

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Goffin, Kathryn C. 11, 40, 65, 67 Gonzalez, Esther M. 10, 36 Graonic, Una M. 5, 13 Green, Kristen L. 10, 37, 67 Greenhill, Caitlin J. 7, 23, 72 Greer, Cobren A. 10, 35, 69 Grote, Casey E. 10, 37, 70 Gupta, Narayani 10, 36 Hamilton, Camille E. 6, 17, 64 Han, Hahrie C. 6, 20 Hargreaves, Katharine M. 9, 33, 65, 67 Haro, Evelyn 9, 33, 68 Harris, Rachel L. 8, 30 Haskell, Kaley T. 12, 44, 65 Hasse, Debra A. 9, 33 Hima Moussa Dioula, Halimatou 12, 45 Howe, Katherine S. 6, 17 Huang, Lin Davina 10, 38 Huber, Sarah Jane B. 7, 25 Hutchings, Mollie S. 7, 23 Huynh, Diana T. 6, 21 Ibrahim, Nouran S. 9, 33 Ilahuka, Sylvia K. 10, 35, 68 Imada, Allicia O. 6, 19, 65 Inouye, Michiko O. 6, 18 Isabelle, Colleen G. 8, 27 Jackson, Kathryn A. 8, 29, 64, 66 Jaffe, Julia G. 9, 32 Jain, Sapna K. 12, 44, 65 Jereen, Amyeo A. 5, 16 Johnson, Kimberlee A. 9, 31, 64, 66

Kanellias, Zoee A. 10, 38, 64, 65, 67 Kang, Cabrina 5, 15, 65, 66 Kartub, Kellen M. 8, 27 Kayser-Hirsh, Alyssa J. 7, 23 Kemmerer, Kate M. 7, 25 Kenkovova, Marieta 7, 22 Kerschensteiner, Ellen G. 6, 20, 66 Keung, Kat Yung 8, 29 Khan, Iman 11, 41 Kiang, Charlotte J. 8, 30 Kihara, Athena M. 8, 28 Kim, Jiae 8, 28, 72 Kim, Erin C. 10, 35 Kim, Alexandra K. 6, 18 Kirkaldy, Kaitlyn F. 10, 37 Knight, Ashley T. 11, 41 Kotsopoulos, Olivia V. 8, 29 Kramer, Sara T. 7, 22 Krong, Brianna D. 9, 33 Kubelka, Julie M. 10, 36 Kuzmanovic, Milana 8, 28 Kwok, Ho Lum 11, 41 Kwok, Irene C. 8, 29 Lam, Rachel H. 12, 44 Lam, Michelle S. 12, 44 Larsen, Gretchen K. 5, 16, 66 Lay He, Yu Mei 12, 44, 64, 67 Lee, Angela 6, 21, 64 Lydgate, Barry 8, 30 Lee, Christine H. 7, 23 Lee, Christie H. 9, 33 Leeson, Frances G. 7, 22 Lepore, Michelle M. 45 Leveille, Julia C. 11, 40, 68 Lewis, Emily M. 5, 16 Li, Yikang 11, 41 Li, Anita Z. 6, 18 Li, Rusi 11, 39, 69 Lin, Ashley Y. 5, 13 Lin, Veronica J. 10, 37, 70

Lin, Emily 10, 38 Liu, Patricia L. 9, 32 Lu, Kara Y. 10 Macer, Yassmina M. 5, 15 Mahbub, Syeda M. 7, 22 Malkin, Hayley E. 8, 26, 65 Marble, Jennifer L. 11, 40, 68 Marburgh, Danielle Y. 37, 64, 67 Marcelin, Lilly 5, 15, 72 Mathialagan, Nevatha 9, 34 McCullagh, Kelly Anne 6, 18 McRee, Claire E. 7, 23, 68 Miao, Sizhuang 8, 28 Mironciuc, Elena S. 32, 64, 69 Moses, Anna J. 8, 28, 64, 69 Moyer, Zoe E. 9, 19, 35 Nakayama, Meredith H. 8, 29 Ngo, Alda S. 9, 34 Nikitin, Maria 6, 20, 65, 66 Nikyar, Alison Z. 8, 30 Odewumi, Stella B. 7, 22, 67 Oliver Gutierrez, Paola M. 12, 43 Patry, Chelsea-Ann A. 10, 36 Paul, Melissa E. 7, 24 Payne, Anna V. 70 Perez, Erica R. 12, 44, 65 Pettit, Melissa S. 12, 44 Pinchuk, Anna A. 5, 13 Porras, Ashley J. 6, 19 Prakash, Roshan 8, 30 Prayson, Brigid E. 5, 17

Quarantello, Kim A. 25, 64, 66 Rackaityte, Elze 10, 35, 68 Rahimtoola, Farheen G. 8, 29 Rathjen, Adriana S. 9, 34 Ravishanker, Ravi 8, 30 Richmond, Lauren M. 11, 39, 64, 66 Rieth, Christina M. 5, 14 Rigge, Laura W. 9, 32 Ristovska, Ljubica Z. 8, 28, 68 Rojas, Natalie O. 6, 17, 65 Rosenblum, Cassady A. 12, 43, 65 Rozek, Christina G. 7, 26 Ruhl, Rebecca K. 10, 36, 67 Ruiz, Denisse 11, 40, 68 Saibara, Kathryn J. 8, 28 Salhab, Melda 11, 42, 64, 67 Sandu, Ana Smaranda 8, 29 Sargent, Ashleigh M. 11, 40, 65, 67 Savanorke-Joyce, Naricha 9, 31, 64, 66 Scott, Karen M. 8, 28 Setaruddin, Monica A. 11, 42 Shah, Sachi A. 10, 38 Shen, Connie C. 11, 43 Shieh, Stephanie T. 12, 45, 66 Shoemaker, Susannah C. 12, 44 Smaellie, Kendrick E. 11, 40, 65, 67 Smith, Christina M. 5, 14, 64 Solomon, Julia G. 12, 44, 64, 67 Song, Jee-Hyun 12, 45

Soon, Valerie-Jean Y. 8, 26 Steinman, Lauren H. 9, 35 Stone, Hannah A. 9, 34, 65, 66 Stoner, Meredith W. 7, 26 Suchyta, Katherine L. 10, 36 Sulmont, Marguerite A. 12, 43 Sun, Alice 8, 27 Sun, Liyang 8, 28, 69 Tan, Yan An 11, 40, 68 Tang, Lindsey L. 15 Tavolarella, Cassandra 9, 33 Tempel, Kelsey L. 10, 38 Thompson, Maya L. 5, 15, 65, 67 Tian, Yang 6, 20, 69 Tien, Deborah J. 10, 38, 67 Tong, Yi 8, 29 Trager, Sarah G. 6, 21, 67 Tran, Kristian M. 10, 38 Trkulja, Tijana 7, 25, 65, 67 Uhlig, Blair L. 9, 33 van Arsdale, Adam 8, 30 Vasquez, Haley C. 12, 45, 65, 66 Vattelana, Ashton M. 69 Vila, Cayla M. 9, 34 Vishwanath, Anisha 64, 65 Vogelzang, Michelle 11, 42, 64, 69

White, Eugenia C. 11, 41, 64, 66, 70 Wibisono, Alyssa G. 9, 31 Willey, Marilynn M. 12, 45, 65, 66 Williams, Kelsey R. 6, 20 Wilson, Megan S. 7, 24 Woelfel, Lauren S. 11, 40, 68 Wood, Emily S. 9, 33 Wozniak, Audrey M. 10, 37, 65 Wu, Jiezhen 6, 19, 66 Wu, Xue 12, 44, 64, 67 Wu, Ji Qing 8, 28 Xiong, Mai Y. 5, 14 Xu, Wendy M. 10, 37, 70 Yan, Laura W. 6, 20, 65, 67 Yang, Dielai 10, 36, 69 Yangni, Njweng N. 7, 22 Yanisch, Kirstin M. 6, 19, 68 Yuan, Alice N. 12, 44 Zepeda, Mariana 12, 44 Zhu, Kathleen L. 5, 16 Zumwalt, Celeste N. 12, 44

Walker-Elders, Allison A. 6, 18 Watson, Jenna M. 7, 24, 72 Wearing, Catherine J. 8, 30 Webber, Hannah J. 7, 24 Wangâ&#x20AC;&#x2122;ondu, Ruth 12, 45, 71 Weiss, Charlotte J. 6, 19 West, Anne V. 9, 31 Whitaker, Nubia S. 5, 15 Whitaker, Madeleine P. 10, 35

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TABLE OF CONTENTS 1

Conference Overview

Tanner Conference Committee

Thematic Overview

Conference Schedule

Conference Abstracts

Wellesley in the World

Map

International Study Programs

Internships and Grants Programs

Fellowship Programs

Wellesley College Supported Internship Recipients 2012

Wellesley College Graduate Fellowship Recipients 2011â&#x20AC;&#x201C;2012

National Fellowship Competition Recipients and Nominees 2011â&#x20AC;&#x201C;2012

Index

Notes

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Tanner 2012

2012

A sustainable community event brought to you by the Sustainability Advisory and Tanner Conference Committees

The Tanner Comferece

Tanner Conference Sustainability Initiatives: