Tanner 2014

Tanner 2014

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2014

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

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

The Tanner Conference

Tanner Conference Sustainability Initiatives:

TABLE O F CONTENTS 1

Conference Overview

1

Tanner Conference Committee

2

Thematic Overview

5

Conference Schedule

14

Conference Abstracts and Web-Based Scheduler

50

Wellesley in the World

52

Map

54

International Study Programs

56

Internships and Grants Programs

62

Fellowship Programs

65

The Madeleine Korbel Albright Institute For Global Affairs Fellows 2014

66

Wellesley College Supported Internship Recipients 2014

72

Wellesley College Graduate Fellowship Recipients 2013–2014

73

National Fellowship Competition Recipients and Nominees 2013–2014

75

Index

Wellesley College gratefully acknowledges the generous alumnae and friends who support experiential learning. Their support enables students to engage in offcampus learning opportunities that have become an integral part of the Wellesley College educational experience.

The Tanner Conference Committee gratefully acknowledges faculty and staff in the following departments and facilities for their commitment to the Tanner Conference: Campus Police, Communications and Public Affairs, Computer Science, Custodial Services, Grounds, Library and Technology Services, Mail Services, Motor Pool, Physical Plant Administration, Science Center, Special Events, and The Wellesley College Club.

THE TANNER CONFERENCE It is our privilege to invite your participation in the 2014 Tanner Conference. Established through the generosity of trustee emerita Estelle “Nicki” Newman Tanner ’57, the Tanner Conference explores the relationship between the liberal arts classroom and student participation in an increasingly diverse and interdependent world. The conference is premised on the belief that a greater understanding of the learning that takes place off campus—combined with critical inquiry into the purpose,

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

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

The 2014 Tanner Conference Committee

Oset Babur ’15 Political Science

Irene Mata Department of Women’s & Gender Studies

Jennifer Thomas-Starck Office of International Study

Dora Carrico-Moniz Department of Chemistry

Martha J. McNamara Department of Art

Rocio Garza Tisdell ’07 Center for Work and Service

Lee Cuba Department of Sociology

S. Joanne Murray ’81 Center for Work and Service

Franklyn A. Turbak Department of Computer Science

Meredith Fluke Davis Museum

Kimberly O’Donnell Department of Biological Sciences

Kelly Webber Center for Work and Service

Koichi Hagimoto Department of Spanish

Karen Z. Pabon Slater International Center

Winifred J. Wood The Writing Program

Pinar Keskin Department of Economics

Elizabeth Robichaud Center for Work and Service

Victoria Yu ’16 Comparative Literature and International Relation-History

Peggy Levitt Department of Sociology

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THEMATIC OVERVIEW

Culture and the Arts Insights: Views from the Art World

Panel

9:15 A.M.

SCI 104

Film Production Through a Liberal Arts Lens

Panel

9:15 A.M.

SCI 261

Making a Difference with the Built Environment

Individual Presentations

9:15 A.M.

SCI 274

Storytelling Across Cultures and Media Forms

Individual Presentations

10:45 A.M.

SCI E111

Activating the Archives: Visual Arts in the Digital World

Individual Presentations

1:30 P.M.

SCI E111

The Art and Technology of Publishing

Individual Presentations

1:30 P.M.

SCI 380

Art Narratives: Research and Museum Collections

Individual Presentations

3:00 P.M.

SCI E111

The Museum as Classroom Through Architecture and Art Culture

Individual Presentations

3:00 P.M.

SCI 268

Empowerment Through Education

Individual Presentations

9:15 A.M.

SCI 277

Inspiring the Future: Women in Science

Panel

9:15 A.M.

SCI 211

Grassroots Organizing: For Women, By Women

Individual Presentations

10:45 A.M.

SCI 104

Restorative Justice through Nonprofits

Panel

10:45 A.M.

SCI 380

Recognizing Limits: Can Change Really Happen?

Individual Presentations

1:30 P.M.

SCI 104

Women in Washington and Politics

Individual Presentations

1:30 P.M.

SCI 211

Data & Accountability: Shaping Positive Outcomes for Families and Communities

Individual Presentations

3:00 P.M.

SCI 256

Education for Underserved Youth

Individual Presentations

3:00 P.M.

SCI 380

The Voices of the Overlooked

Individual Presentations

3:00 P.M.

SCI 104

Unwed, Unhoused: Houses of Hope for Women in Transition

Individual Presentations

3:00 P.M.

SCI 278

Unexpected Lessons in Medicine Through Clinical Research

Panel

9:15 A.M.

SCI 268

Be Mindful: Mental Health Recovery

Individual Presentations

10:45 A.M.

SCI 256

Empowerment Of Youth, Women, & Family

Health and Medicine Beyond Borders

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THEMATIC OVERVIEW

Personal Perspectives: Youth at the Walker School

Panel

10:45 A.M.

SCI 261

Stumbling Blocks in Health: Politics, Poverty, Disease, Language and Access

Individual Presentations

10:45 A.M.

SCI 377

Developing Strategies for Developing Minds and Bodies

Individual Presentations

1:30 P.M.

SCI 256

In Sickness and in Health: The Whole Person

Individual Presentations

1:30 P.M.

SCI 261

Community Responses to HIV/AIDS

Individual Presentations

3:00 P.M.

SCI 364

Mind Over Matter: Researching the Human Brain

Individual Presentations

3:00 P.M.

SCI 270

Bridging the Gap: A Discussion on Wellesley Students’ Gap Year Experiences

Panel

9:15 A.M.

SCI E111

Can There Be Social Justice?

Individual Presentations

9:15 A.M.

SCI 256

Challenges of Social Service in Boston

Panel

9:15 A.M.

SCI 278

Finding Common Ground

Individual Presentations

10:45 A.M.

SCI 278

Global Perspectives in Spaces of Learning

Individual Presentations

10:45 A.M.

SCI 211

Inside International Development: From NGO’s to Global Juggernauts

Individual Presentations

10:45 A.M.

SCI 364

Learning Outside the Bubble

Individual Presentations

10:45 A.M.

SCI 264

Nations In Transition

Individual Presentations

10:45 A.M.

SCI 274

Independent Explorations of Global Identities

Individual Presentations

1:30 P.M.

SCI 270

Law & Order: Local and Global Change

Individual Presentations

1:30 P.M.

SCI 274

Preserving Jewish History through Digital Museums

Panel

1:30 P.M.

SCI 264

Rethinking Power Structures

Individual Presentations

1:30 P.M.

SCI 364

The Culture of Business

Individual Presentations

1:30 P.M.

SCI 278

#Networks

Individual Presentations

3:00 P.M.

SCI 211

Communicating Across Borders: Diplomacy & Dialogue

Individual Presentations

3:00 P.M.

SCI 264

Identity, Community and Global Citizenship

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THEMATIC OVERVIEW

Technology, Innovation, and Education

4

A Beautiful Mind: Cognitive Science in Action

Individual Presentations

9:15 A.M.

SCI 264

Risky Business: Takin’ It to the Street

Individual Presentations

9:15 A.M.

SCI 270

Making Real Human Connections in Technology

Panel

10:45 A.M.

SCI 270

Science in Context: Communicating Academic Research

Individual Presentations

10:45 A.M.

SCI 268

Wellesley in the Tech World

Panel

10:45 A.M.

SCI 277

Applying Computer Science Across Industries

Panel

1:30 P.M.

SCI 277

Cutting-edge Technology: From Nano Scale to Global Network

Individual Presentations

1:30 P.M.

SCI 268

Interinstitutional Innovation: Google Glass, zSpace, Eugenie++, and Personal Genomics

Panel

1:30 P.M.

SCI 377

Environmental Stewardship: Education, Ethics and Policy

Individual Presentations

3:00 P.M.

SCI 277

Governmental Game Changers: Science and Policy in National Labs Individual Presentations

3:00 P.M.

SCI 274

International Internships: Where in the World is Wendy Wellesley?

Individual Presentations

3:00 P.M.

SCI 377

Secret Life of Plants: From Food to Forest

Individual Presentations

3:00 P.M.

SCI 261

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Health and Medicine Beyond Borders

CONFERENCE SCHEDULE

How to Build a Career in Construction Mary K. Coughlin ’15, Architecture Advisor: Alice T. Friedman, Art

8:30–9:15 A.M.

Rebuilding Community in Far Rockaway After Hurricane Sandy Kathryn M. Cooperman ’15, Art History Advisor: Rebecca B. Bedell, Art

Breakfast The Leonie Faroll Focus, Science Center

9:15–10:25 A.M. Culture and the Arts Insights: Views from the Art World (Panel) SCI 104 Davis Museum Summer Internship Hannah Levine ’15, Art History; Shelley Wang ’16, Computer Science; Sophie Kerwin ’16, Art History; Kelsey Phinney ’16, Art History; Lily Harper ’15, American Studies; Charlotte Xiang ’16, Art History Advisor: Liz Gardner, Davis Museum

Film Production Through a Liberal Arts Lens (Panel) SCI 261 There Once Was A Film From Nantucket: Liberal Arts Movie Making Abra G. White ’15, Cinema and Media Studies and Media Arts and Sciences; Ayana K. Aaron ’15, Cinema and Media Studies; Katharine A. Barsotti ’15, Cinema and Media Studies; Adrienne A. Ogle ’15, Cinema and Media Studies; Gladys Raygoza ’15, Cinema and Media Studies; and Elizabeth S. Tyson ’15, Cinema and Media Studies Advisor: Winifred J. Wood, Writing Program

Making a Difference With the Built Environment SCI 274 For Which It Stands: Landmarking the Youth’s Companion Building With the Boston Preservation Alliance Mollie S. Hutchings ’14 Advisor: Martha J. McNamara, Art

Empowerment of Youth, Women, and Families Empowerment Through Education SCI 277 Educate Today, Empower for the Future: Educational and Economic Opportunity for Youth Erin Chow ’15, Spanish Advisor: Noah A. Rubin, Education Magic, Manipulatives, and More: Opening Young Minds to Mathematics Melissa J. Zambrana ’15, Mathematics Advisor: Alexander J. Diesl, Mathematics More than Education: A Summer With the Kusasa Project Elizabeth A. Argy ’16, Psychology; and Anna A. Blige ’16, Philosophy and French Cultural Studies Advisor: Kelly K. Webber, Center for Work and Service Seeding Educational Success Through Collaborative Action Maria A. Oceja ’15, Political Science Advisor: Markella B. Rutherford, Sociology

Inspiring the Future: Women in Science (Panel) SCI 211 Science in Action: Motivating Girls to Find Their Inner Scientist Daisy C. Perez Sanabria ’16, Psychology; Lizette K. Mendez ’16, Biological Sciences; Juliana E. Robeson ’16, Spanish; Lisa Truong ’16, Biological Sciences; and Connie Truong ’17, Undeclared Advisor: Connie L. Bauman, Physical Ed. Recreation & Athletics t h e

Unexpected Lessons in Medicine Through Clinical Research (Panel) SCI 268 Modern-Day Medical Treatment: From the Bench to the Bedside Emily S. Lee ’16, Biological Chemistry; Grace A. Garbrecht ’15, Mathematics; Kathleen M. Hanlon ’15, Biological Sciences; Audrey A. Tran ’15, Biological Chemistry; and Jane L. Zhu ’16, Chemistry Advisor: Adam G. Matthews, Biological Sciences

Identity, Community, and Global Citizenship Bridging the Gap: A Discussion on Wellesley Students’ Gap Year Experiences (Panel) SCI E111 Kim J. Asenbeck ’17, Undeclared; Charlotte E. Kaufman ’18, Undeclared; Catherine M. Staib ’18, Undeclared; and Ningyi Xi ’17, Undeclared Advisor: Lori Tenser, Class Deans Office

Can There Be Social Justice?

SCI 256 Fighting for Environmental, Social, and Economic Justice Under the Just Transition Framework Kasey Shen ’17, Undeclared Advisor: Karen Y. Shih, Office of Intercultural Education Labor Rights: Who’s Responsible for Them?

Joyce H. Lim ’16, Economics; and Savitri Restrepo Alvarez ’16, International Relations-Political Science Advisor: C. Pat Giersch, History

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United Nations Development Program: Working to Protect the Labor Rights of the Ngabe and Buglé So Yeon Jeong ’15, International Relations-History Advisor: Marjorie Agosin, Spanish

Challenges of Social Service in Boston (Panel) SCI 278 Beyond the Senate Bus: Connecting Wellesley to Boston Through Lumpkin Summer Service Alyssa N. Brody ’16, Political Science; Charlotte H. Benishek ’16, Environmental Studies; Ye-Eun Sung ’16, Political Science; Anna R. Taylor ’16, Psychology and Women’s & Gender Studies; and Amy N. Wickett ’16, Economics Advisor: Katie D. Koski, Center for Work and Service

Technology, Innovation, and Education A Beautiful Mind: Cognitive Science in Action SCI 264 A Cognitive Computational Approach to Understanding Theory of Mind Isabelle A. Rosenthal ’16, Neuroscience Advisor: Barbara S. Beltz, Neuroscience

From Letters to Meaning: An Internship in Psycholinguistics Julia A. Pollack ’15, Cognitive & Linguistic Sciences and French Advisor: Scott E. Gunther, French

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A Crash Course on Business Journalism: Reconciling Business and the Greater World Oleander S. Furman ’15, Political Science Advisor: Laura K. Grattan, Political Science A Liberal Arts Education and Global Risk Management: What’s at Stake?

Molly E. McNamara ’15, Spanish and Neuroscience Advisor: Joy Renjilian-Burgy, Spanish Risk & Reward: How Actuaries See the World Naricha Savanorke-Joyce ’15, Economics Advisor: Jonathan E. Tannenhauser, Mathematics Wendy Wellesley in the Big Apple: Applying Liberal Arts to Financial Consulting Nidhi Saxena ‘15, Economics Advisor: Joseph P. Joyce, Economics What They Don’t Tell You About Wall Street Narayani Gupta ’15, Economics Advisor: Joseph P. Joyce, Economics

10:25–10:45 A.M. Break

eLogicTutor: Improving Student Learning Outcomes With Adaptive Modeling Katherine A. Kjeer ’16, Computer Science Advisor: Panagiotis T. Metaxas, Computer Science

The Cost of Cramming Blair K. Daniel ’16, Neuroscience Advisor: Margaret M. Keane, Psychology

Risky Business: Takin’ It to the Street SCI 270

Refreshments will be served in the Leonie Faroll Focus, Science Center.

10:45–11:55 A.M. Culture and the Arts Storytelling Across Cultures and Media Forms SCI E111 Abortion Clinics in the South: Shaping History Through Documentary Film Rachel J. Dickert ’15, History Advisor: Winifred J. Wood, Writing Program

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More Than Just Cameras: Behind the Scenes in French Documentary Lara R. Azar ’15, English Advisor: Scott E. Gunther, French Storytelling with WBUR’s Radio Boston: Understanding Boston and the World Through Public Broadcasting Sarah E. Herman ’15, English Advisor: Yoon S. Lee, English Walk of Fame: How Entertainment and Media Come to Life Madeline J. Whitesell ’17, Undeclared Advisor: Hahrie C. Han, Political Science

Empowerment of Youth, Women, and Families Grassroots Organizing: For Women,

By Women SCI 104 Achieving Self-Sufficiency: A Comprehensive Approach to Breaking the Cycle of Poverty Meredith A. Berry-Toon ’16, Economics Advisor: Veronica Darer, Spanish Into the Fire: Women’s Empowerment in Cape Verde and Other Tales Alix X. Lewis ’16, Economics; and Anneliese M. Klein ’15, Africana Studies Advisor: Kelly K. Webber, Center for Work and Service The Real Orange Is the New Black AnnaJoy M. Gillis ’15, Political Science and Spanish Advisor: Lee Cuba, Sociology

Restorative Justice Through Nonprofits (Panel) SCI 380 Rebuilding Lives: Working With and Learning From Boston’s Marginalized Communities Allison M. Carbonaro ’16, International RelationsPolitical Science; Carey A. Cabrera ’16, Sociology; Zhongji Wu ’16, International Relations-History; and Sabrina S. Zionts ’16, Women’s & Gender Studies Advisor: Katie D. Koski, Center for Work and Service

Health and Medicine Beyond Borders Be Mindful: Mental Health Recovery SCI 256 Bridging the Gap: Bringing Effective Psychotherapies to Community Mental Health Clinics Diane H. Chao ’15, Psychology; Kristen N. Jorgenson ’15, Psychology; and Kristin J. Williams ’16, Psychology Advisor: Paul M. Wink, Psychology Community Connection: Coping With Chronic Mental Illness Kyra L. Huertas ’16, Mathematics and Psychology Advisor: Paul M. Wink, Psychology

Personal Perspectives: Youth at the Walker School (Panel) SCI 261 Leaving Space: Reflections on Working in a Therapeutic Summer Camp Rebecca D. Hamilton ’15, Psychology; Shelby J. Abeles ’16, Psychology; Meghan E. Peterson ’15, Psychology; and Alessandra R. Robinson ’16, Psychology and French Advisor: Paul M. Wink, Psychology

Stumbling Blocks in Health: Politics, Poverty, Disease, Language, and Access SCI 377 Expanding Access to Health Care in Rural and Underserved Areas in New Mexico Kanika A. Vaish ’17, Undeclared Advisor: Charlene A. Galarneau, Women’s and Gender Studies Nonprofit Volunteering: Health Care and Service in Guatemala Mariya C. Patwa ’16, Chemistry Advisor: Adam G. Matthews, Biological Sciences Public Private Partnerships in Establishing a Successful Health System Sebiha M. Abdullahi ’15, Biological Chemistry Advisor: James D. Moyer, Chemistry The Intricacies of Culture and Health Care: Portugal vs. the United States Rachel L. Thommen ’17, Undeclared Advisor: Antonio M. Igrejas, Spanish Tracking the Perfect Vector: Mosquito-Borne Chikungunya Virus in the Dominican Republic Rebecca J. Rubinstein ’15, Spanish and Biological Sciences Advisor: Jill A. Syverson-Stork, Spanish Women’s Health Abroad and at Home: Understanding the Implications and the Commonality of Marginalized Health Care Juliette P. Fry ’16, Biological Sciences Advisor: Adam G. Matthews, Biological Sciences

Identity, Community, and Global Citizenship Finding Common Ground SCI 278 Breaking Down Barriers: Peacebuilding and Cross-Community Engagement in Belfast, Northern Ireland Claire J. Tam ’15, Political Science Advisor: Stacie E. Goddard, Political Science Merging the Spirit and the Secular in Global Affairs Jenna Russo ’14, Philosophy Advisor: Helena de Bres, Philosophy Our Summer in Jerusalem: Reimagining the Israel-Hamas Conflict Through a Linguistic Perspective Bella L. Nikom ’17, Undeclared; and Emily E. Chun ’17, Undeclared Advisor: Frances G. Malino, Jewish Studies The Kingdom: Challenges and Prospects Noorah A. Al-Eidi ’15, Economics Advisor: Roxanne L. Euben, Political Science

Global Perspectives in Spaces of Learning SCI 211 “She Isn’t My Friend”: How Children Express Identities in a Ugandan Classroom Gargee Bhatnagar ’15, Sociology Advisor: Markella B. Rutherford, Sociology From the Border to Boston: Working with Immigrant Youth Ariela S. Nazar-Rosen ’16, English; and Ananya M. Ghemawat ’17, Undeclared Advisor: Marie-Cecile Ganne-Schiermeier, French The True Spirit of Giving: Reflections on Four Weeks of Service in India Bianca A. Morris ’17, Undeclared Advisor: Catia C. Confortini, Peace Studies

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Inside International Development: From NGOs to Global Juggernauts SCI 364 Ice Cream—A Way to Revolutionize International Developement?

Neha J. Doshi ’15, Economics Advisor: Neelima Shukla-Bhatt, South Asia Studies Toward a Global Collaborative: How NGOs Fit at the United Nations Elena R. Scott-Kakures ’15, Political Science and Middle Eastern Studies Advisor: Craig N. Murphy, Political Science Using a Market-Based Approach to Empower Farmers Poe Oo ’15, International Relations-Political Science Advisor: Robert L. Paarlberg, Political Science

Learning Outside the Bubble SCI 264

The Break-Away Movement: Creating a Society of Active Citizens Lauren T. Westendorf ’15, Psychology and Cognitive & Linguistic Sciences; and Elizabeth C. O’Neill ’16, Peace & Justice Studies Advisor: Katie D. Koski, Center for Work and Service

Science in Context: Communicating Academic Research SCI 268

Nations in Transition SCI 274

Exploring Bacterial Behavior Through Synthetic Chemistry and Discovering My Love of Chemistry Along the Way Sally P. Shepardson ’16, Chemistry Advisor: Megan E. Nunez, Chemistry

Ready for Korean Unification? Preparation at a Policy Think Tank Charlotte F. Fitzek ’15, East Asian Studies Advisor: Sun-Hee Lee, East Asian Languages & Cultures Sitting at the Adults’ Table: A Summer at the State Department Nathalie V. Gruet ’15, Political Science Advisor: William A. Joseph, Political Science

An American in Paris: An Exploration of French-American Cultural Differences Emily N. Rothkin ’15, Economics and American Studies Advisor: Venita Datta, French

Strength in Unity?: Social and Political Transition in Georgia Margaret M. McClure ’15, Russian and Political Science Advisor: Thomas P. Hodge, Russian

Guanxi: Networking and Developing Connections Abroad in China Jungeun Yoon ’17, Undeclared Advisor: Yuan-Chu R. Lam, East Asian Languages & Cultures

What Is Justice?: Gacaca Court after the Rwandan Genocide Xi Xi ’17, Undeclared Advisor: Catia C. Confortini, Peace Studies

Mapping Curiosity: Summer Internship in Japan via Vietnam, Morocco, Bolivia, and the U.K. Shuangxou Long ’15, Economics and Environmental Studies Advisor: Jennifer Thomas-Starck, International Studies

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Technology, Innovation, and Education Making Real Human Connections in Technology (Panel) SCI 270 Putting the “Science” in CS: Computer Science Research Beyond Welleley Mary E. Kery ’15, Computer Science and Art Studio; Naomi M. Day ’17, Undeclared; Teresa Y. Tai ’16, Computer Science; Alice M. Wong ’16, Computer Science; and Sunnia S. Ye ’17, Undeclared Advisor: Eniana Mustafaraj, Computer Science

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Communicating Science: From Theories to Talks Lei Wei ’16, Biological Chemistry Advisor: Donald E. Elmore, Chemistry

From Benchside to Conference Room: Financing Immuno-Oncology Tejaswini P. Reddy ’15, Neuroscience; and Lavanya Ganesh ’15, Political Science and Economics Advisor: Louise E. Darling, Biological Sciences

Wellesley in the Tech World (Panel) SCI 277 On the Beaten Path and Off It: Contrasting Experiences in the Tech Industry Erin E. Altenhof-Long ’16, Computer Science and English; Emily Ahn ’16, Cognitive & Linguistic Sciences; Han-Ching E. Hau ’16, Computer Science; Alexandra G. Levy ’15, Computer Science; Nai Wen Shih ’15, Computer Science; and Sravanti Tekumalla ’16, Computer Science Advisor: Sohie M. Lee, Computer Science

12:00–1:30 P.M. Luncheon All members of the Wellesley College community are invited to lunch, which will be served in the Leonie Faroll Focus and the Science Library.

1:30–2:40 P.M. Culture and the Arts Activating the Archives: Visual Arts in the Digital World SCI E111 Graphic Design at MIT From 1957–1989 Orli C. Hakanoglu ’16, Architecture Advisor: Martha J. McNamara, Art Temple or Storage?: Reorganizing the Photography Collection at the Minneapolis Insitute of Arts Claire I. Milldrum ’15, Art History Advisor: Claire C. Whitner, Davis Museum & Cultural Center Using Modern Resources to Illustrate the Life of Anne Whitney, 19th-Century Sculptor Kalyani Bhatt ’14, Architecture Advisor: Martha J. McNamara, Art

The Art and Technology of Publishing SCI 380 Process to Page to Publication: How to Write and Publish a Novel Sarah L. Garvey ’15, English Advisor: Luther T. Tyler, English The Art of Publishing: The Literary Industry’s Moving Parts Anna Krauthamer ’15, English and Psychology; Elizabeth W. Grice ’15, English and French; and Alison K. Lanier ’15, English & Creative Writing and Cinema and Media Studies Advisor: Margery M. Sabin, English

Empowerment of Youth, Women, and Families

Health and Medicine Beyond Borders

Recognizing Limits: Can Change Really Happen?

SCI 104

Developing Strategies for Developing Minds and Bodies SCI 256

Downtown Dreams: Education Intervention, Grassroots Organizations, and Class in a Classroom Agnes G. Rieger ’17, Undeclared Advisor: Susan M. Reverby, Women’s and Gender Studies

A New Way to Eat in China Diana Lee ’15, Environmental Studies and Geosciences Advisor: Tracey L. Cameron, Office of Intercultural Education

Leveling the Playing Field: Head Start in Health, Nutrition, and Early Learning Carmyn C. Polk ’15, Neuroscience Advisor: Susan M. Reverby, Women’s and Gender Studies The Generation after the Genocide: Mentoring College Women From Cambodia’s Rural Provinces Saraswati P. Rathod ’15, Political Science Advisor: William A. Joseph, Political Science

Women in Washington and Politics SCI 211 A Summer with Leader Pelosi: A Capitol Hill Experience Through the Lens of Immigration Policy Mairead R. McAuliffe ’16, Economics Advisor: Julie A. Matthaei, Economics What Kind of Feminism Is the Majority?

Elizabeth S. Feldstein ’15, Political Science Advisor: Hahrie C. Han, Political Science Working on the Hill: Interning With Senator Gillibrand Lily W. Luo ’16, Political Science Advisor: Hahrie C. Han, Political Science

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Mutations in Cyclophilin-D, Mitochondrial Maturation, and Cardiomyocyte Differentiation in Neonatal Mice Marika A. Psyhojos ’15, English Advisor: Dora Carrico-Moniz, Chemistry When a Cupcake Is Not Just a Cupcake: Children With Neurological Disorders Jody F. Platto ’DS, Neuroscience Advisor: Barbara S. Beltz, Neuroscience

In Sickness and in Health: The Whole Person SCI 261 A Scientific Approach to Holism: Diet, Hygiene, and the Human Microbiota Zoe E. Moyer ’15, Biological Chemistry Advisor: Didem Vardar-Ulu, Chemistry Do You See What I See: “The Interconnected Nature of Medicine” Kathleen L. Zhu ’15, Political Science Advisor: Craig N. Murphy, Political Science How Your Stress Could Affect Your Cost-Benefit Decision-Making Minjung Kim ’16, Psychology Advisor: Deborah E. Bauer, Neuroscience Mohs Surgery: Treating Skin Cancer and Maintaining Quality of Life Ariana N. Mora ’15, Music Advisor: Emily A. Buchholtz, Biological Sciences

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Identity, Community, and Global Citizenship

Political Lobbying: The Part of Legislating With a Bad Reputation Lydia R. Saltzbart ’15, Political Science Advisor: Hahrie C. Han, Political Science

Independent Explorations of Global Identities SCI 270

Vetting Violations: How the ACLU Protects Individuals’ Rights Through Case Law Gretchen M. Parmley ’16, Psychology Advisor: Nancy S. Scherer, Political Science

“Backpacking With a Purpose”: SelfReflections in the Embrace of Peru Veronica G. Yu ’15, Sociology Advisor: Lee Cuba, Sociology For Your Eyes and Ears Only: Insights From a Year of Voluntourism Abroad Loren J. Lock ’16, Biological Sciences Advisor: Lori Tenser, Class Deans Office It’s More Than the Catch: Examining FlyFishing Through a Summer on the Water Christine J. Galloway ’17, Undeclared Advisor: Andrew W. Mowbray, Art Just a Japanese-American Experience Mika Morikawa ’17, Undeclared Advisor: Yoon S. Lee, English West to Oregon: A Modern Feminist on the Oregon Trail Emma R. Howey ’16, Geosciences Advisor: David P. Hawkins, Geosciences

Fighting for Environmental Justice and Health in Southeast Los Angeles Idalmis Vaquero ’16, Environmental Studies and Women’s & Gender Studies Advisor: Catia C. Confortini, Peace Studies Health Care as Peacebuilding: Voices of Arab Health-Care Workers in Israeli Hospitals Jordan R. Hannink ’16, English and Peace & Justice Studies Advisor: Catia C. Confortini, Peace Studies

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Contextualizing Savings Deposits in India Shruti Sitaram ’16, Economics Advisor: Seth B. Neumuller, Economics Enterprise Cities: Creating Sustainable Economic Growth Through the Reduction of Trade Distortions Erin A. Nealer ’15, International Relations-Economics Advisor: Ann Velenchik, Writing Program

Our Homes: Mapping Historic Jewish Communities Across the Middle East with Diarna Deanna R. Schiffman ’15, Middle Eastern Studies; Angelica L. Meli ’17, Undeclared; Cecilia F. Nowell ’16, Comparative Literature; and Charlotte S. Treadwell ’16, French and History Advisor: Frances G. Malino, Jewish Studies and Anne Wasserman, Jewish Studies

Millenials, Innovation, Corporations, and Culture: Tools for Recognition and Change Taylor A. Rondestvedt ’15, History Advisor: Ryan A. Quintana, History

Rethinking Power Structures SCI 364

Words Are Not Enough: Japanese-to-English Translation in Global Business Lisa Y. Hsieh ’16, East Asian Studies Advisor: Eve Zimmerman, East Asian Languages & Cultures

A Woman First, a Soldier Second Grace Y. Park ’16, Political Science Advisor: Hahrie C. Han, Political Science

Law & Order: Local and Global Change SCI 274

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Preserving Jewish History Through Digital Museums (Panel) SCI 264

The Culture of Business SCI 278

Confronting the NGO Myth: Perspectives on Work Culture in Indian NGOs Andrea P. Aguilar ’16, Political Science and Middle Eastern Studies; Ramneek K. Nagi ’16, Neuroscience; and Minjia Wu ’16, Political Science Advisor: Neelima Shukla-Bhatt, South Asia Studies The Future of Women in U.S. Armed Forces: Summer at the Center for Strategic and International Studies Melodie V. Ha ’15, Political Science and Chinese Language & Culture Advisor: Stacie E. Goddard, Political Science

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Social Entrepreneurship: An Innovative Way to Change the World Liza M. David ’15, Economics Advisor: Joseph P. Joyce, Economics

Technology, Innovation, and Education Applying Computer Science Across Industries (Panel) SCI 277 Computer Science Here, There, and Everywhere: What You Can Do With CS Veronica J. Lin ’15, Economics and Computer Science; Jazlyn M. Akaka ’16, Computer Science; Jessica Laughlin ’15, Computer Science; Xixi Lu ’15, Computer Science; Francys M. Scott ’DS, Computer Science; and Meridian A. Witt ’16, Media Arts and Sciences Advisor: Orit Shaer, Computer Science

Cutting-Edge Technology: From Nanoscale to Global Network SCI 268 New Scientific Glasses: Visualizing Nanoscale Interactions Emma C. Regan ’16, Physics; and Aiman Sherani ’15, Physics Advisor: James B. Battat, Physics Printing Bones: Possibilities of 3-D Printing in Biomedical Engineering Elena N. Shaw ’15, Physics Advisor: James B. Battat, Physics Speeding Up Ur Interwebz: Improving Network Responsiveness by Improving Latency Measurement Techniques Hanlu Ye ’15, Computer Science and Mathematics Advisor: Sohie M. Lee, Computer Science

Interinstitutional Innovation: Google Glass, zSpace, Eugenie++, and Personal Genomics (Panel) SCI 377 Supporting Innovation in Synthetic Biology Through Human-Computer Interaction: An Interdisciplinary Collaboration Grace J. Hu ’17, Undeclared; Joanna A. Bi ’15, Computer Science; Claire A. Cerda ’15, Sociology; Lily Chen ’17, Undeclared; Cassandra L. Hoef ’15, Computer Science and Medieval/Renaissance Studies; and Elina S. Segreto ’15, Computer Science Advisor: Orit Shaer, Computer Science

2:40–3:00 P.M. Break Refreshments will be served in the Leonie Faroll Focus, Science Center

3:00–4:10 P.M. Culture and the Arts Art Narratives: Research and Museum Collections SCI E111 Chasing a Revolutionary Patriot Across Boston Kathryn W. Griffith ’15, Art History Advisor: Martha J. McNamara, Art Gauguin’s Nevermore: A Manifestation of Insatiable Erotic Anxieties Jocelyn S. Wong ’15, Art History Advisor: Paul A. Galvez, Art Inside the Field: A Look Into Exhibition Development at a Natural History Museum Grace E. Bennett Pierre ’16, Psychology Advisor: Margaret M. Keane, Psychology Peggy Guggenheim’s Collection, the Art Market, and Its Collectors Chayroold S. Guevara ’15, Art History and Economics Advisor: Paul A. Galvez, Art

The Museum as Classroom Through Architecture and Art Culture SCI 268 A Historic House in Modern Day: A Summer at Tudor Place Dana E. Marks ’15, Architecture Advisor: Martha J. McNamara, Art Architecture as Material Culture: Research and Education at Historic House Museums Angela M. Sun ’17, Undeclared Advisor: Martha J. McNamara, Art Art Isn’t Just for Artists Jayne Yan ’16, Art History/Studio Advisor: Noah A. Rubin, Education

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Preserving the Vision of Olmsted Hannah E. Van der Eb ’14, Architecture and Spanish Advisor: Martha J. McNamara, Art

Empowerment of Youth, Women, and Families Data & Accountability: Shaping Positive Outcomes for Families and Communities SCI 256 Data and Empowerment: Engaging Communities to Improve Reproductive Health in the Philippines Victoria C. Rines ’15, Biological Sciences Advisor: Katie D. Koski, Center for Work and Service Grassroots Lawyering for Inclusive Development: Amplifying Marginalized Voices and Demanding Accountability Brianna D. Krong ’15, Political Science and Peace & Justice Studies Advisor: Hahrie C. Han, Political Science Keep Calm and Curry On: Barriers to Data Accuracy in Developing Countries Micah J. Villarreal ’15, International Relations-Economics Advisor: Olga Shurchkov, Economics

Education for Underserved Youth SCI 380 Interning With EASE: My Internship Experience at an Arts Education Nonprofit Stephanie A. Radke ’15, English Advisor: Noah A. Rubin, Education Nuclear Chemistry in Hong Kong: Teaching Across Cultures Wendy S. Ma ’17, Undeclared Advisor: Carla M. Verschoor, Chemistry

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Social Justice in Education: One Classroom at a Time Chitti H. Desai ’17, Undeclared Advisor: Stacie E. Goddard, Political Science

Health and Medicine Beyond Borders

Identity, Community, and Global Citizenship

Writing + Utopia = Writopia: My Summer as a Creative Writing Instructor Isabelle L. St. Clair ’17, Undeclared Advisor: Catia C. Confortini, Peace Studies

Community Responses to HIV/AIDS SCI 364

#Networks SCI 211

2 in 3: Understanding the HIV/AIDS Epidemic Within the African-American Community Taylor D. Stewart ’15, Psychology and English Advisor: Tracey L. Cameron, Office of Intercultural Education

140 Characters or Less: Digital Media at a Federal Agency Lia V. Gallitano ’15, Sociology Advisor: Hahrie C. Han, Political Science

The Voices of the Overlooked SCI 104 Illuminating the Voices of People With Cerebral Palsy: Portraits from Córdoba, Spain Bernice Y. Chan ’16, Ethnic Studies Advisor: Inela Selimovic, Spanish McDowell: A “Free State” 50 Years After the War on Poverty Katelyn M. Campbell ’17, Undeclared Advisor: Paul Fisher, American Studies The Cambridge Weekend Backpack Program: Addressing Childhood Food Insecurity, One Child at a Time Michele F. Ross ’DS, Peace & Justice Studies Advisor: Catia C. Confortini, Peace Studies

Unwed, Unhoused: Houses of Hope for Women in Transition SCI 278 Learning to See Many Faces of Poverty Tiffany K. Chan ’15, Biological Sciences Advisor: Markella B. Rutherford, Sociology Maternal Health, Motherhood, and Homelessness: A Summer at Elizabeth House Shelby A. Baptista ’15, Women’s & Gender Studies Advisor: Katie D. Koski, Center for Work and Service Through the Eyes of Another: Working with Unwed Mothers and Adoptee Communities Hannah S. Mott ’16, American Studies Advisor: T. James Kodera, Religion

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Food Is Medicine: From the U.S. to Kenya, the HIV Fight Martha K. Aywa ’17, Undeclared Advisor: Katie D. Koski, Center for Work and Service The Intersectionality of HIV Infection Rates and Gender-Responsive Care Tanekwah C. Hinds ’15, Political Science Advisor: Tracey L. Cameron, Office of Intercultural Education

Mind Over Matter: Researching the Human Brain SCI 270 Does How We Speak Determine Who We Are? Philosophical Questions of Aphasia Christina G. Rozek ’15, Cognitive & Linguistic Sciences and Italian Studies Advisor: Angela C. Carpenter, Cognitive and Linguistic Sciences Exercise and Alzheimer’s: Running for a Cure Zena K. Chatila ’16, Neuroscience Advisor: Virginia C. Quinan, Neuroscience Neural Stem Cell Transplantation Rescues Cognitive and Motor Dysfunction in Parkinson’s Disease Transgenic Mice Ashley E. Park ’16, Neuroscience Advisor: Marc J. Tetel, Neuroscience

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Financing Through Facebook: Changes with Micro-Lending in Developing Countries Erika C. Liu ’15, Peace & Justice Studies Advisor: Catia C. Confortini, Peace Studies When the Hashtag Stops Trending: Social Justice in the Hashtivism Age Hope C. Garcia ’17, Undeclared Advisor: Katherine R. Hampson, Office of Religious and Spiritual Life

Communicating Across Borders: Diplomacy & Dialogue SCI 264 “Blurred Lines”: Japanese Journalism, Government, and Society at FUJI TV Brodie R. Mistry ’15, Political Science Advisor: T. James Kodera, Religion Albright Stonebridge Group: Consulting Internship Elizabeth Y. Kapnick ’15, Political Science and Middle Eastern Studies Advisor: Rachid Aadnani, Middle Eastern Studies The Bureaucratic Synergies at the United Nations News Arena Delia M. Arias De Leon ’16, Political Science Advisor: Inela Selimovic, Spanish Waffles and Diplomacy: My Summer at the European Union Emily E. Schultz ’15, Spanish Advisor: Susan Skeath van Mulbregt, Economics

Technology, Innovation, and Education Environmental Stewardship: Education, Ethics, and Policy SCI 277 Bahía Brillante, Vieques Vibrante Helena I. McMonagle ’16, Biological Sciences Advisor: Marianne V. Moore, Biological Sciences Chimpanzees in My Backyard: Living and Learning at the National Chimpazee Sanctuary Kylie M. Sorenson ’17, Undeclared Advisor: Heather R. Mattila, Biological Sciences Empowering Through Community: Connecting Youth Leaders to Inspire Environmental and Social Change Ashley K. Funk ’16, Environmental Studies Advisor: Elizabeth A. Mandeville, Center for Work and Service Insights From Food Tank: 10 Ways You Can Positively Contribute to Our Food System Nina T. McKee ’16, Political Science Advisor: Katherine E. Goodall, Botanic Garden/ Greenhouse Saving Our Planet One Drop at a Time: A Case Study of Water Policy in South Carolina Shivani Kuckreja ’16, Environmental Studies and Economics Advisor: James M. Turner, Environmental Studies Shining Light on Inefficiencies in Domestic Renewable Energy Policy Emily E. Grandjean ’15, Economics Advisor: Julie A. Matthaei, Economics

Governmental Game Changers: Science and Policy in National Labs SCI 274 A Whale of a Time: My Summer at NOAA Ciaran L. Gallagher ’17, Undeclared Advisor: Alden B. Griffith, Environmental Studies

Effectiveness of Helmet Usage in the Prevention of Head Injuries: An Epidemiological Study Roxana Mir ’15, Neuroscience and Women’s & Gender Studies Advisor: Susan M. Reverby, Women’s and Gender Studies Gainful Employment: Defining and Measuring Postsecondary Education Quality Victoria J. Lee ’16, Political Science Advisor: Phillip B. Levine, Economics

Particles and Politics: Summer at CERN’s Office of International Relations Alexandra L. Day ’15, Physics Advisor: Theodore W. Ducas, Physics Rural Credit Markets in India: Incorporating the “Moneylender” Apoorva Arora ’15, Economics Advisor: Joseph P. Joyce, Economics

Secret Life of Plants: From Food to Forest SCI 261

Looking Beyond the Lab: Research at the NIH Cynthia G. Hou ’17, Undeclared Advisor: Sally K. Sommers Smith, Biological Sciences

Genetically Modified Organisms: A Cure for World Hunger or a Recipe for Disaster?

Geralle N. Powell ’16, Biological Sciences Advisor: T. Kaye Peterman, Biological Sciences

NASA Ames Academy: My Summer of Space and Personal Exploration Michelle R. Brann ’15, Chemistry Advisor: Adele J. Wolfson, Chemistry

Greener Than Grass: Creating Backyard Habitats Hannah C. Davelman ’16, Economics and Environmental Studies Advisor: Alden B. Griffith, Environmental Studies

International Internships: Where in the World Is Wendy Wellesley?

SCI 377 e-Government and e-Business Strategy Christina S. Pollalis ’16, Political Science Advisor: Panagiotis T. Metaxas, Computer Science From the Wellesley Economics Classroom to the Central Bank of Hong Kong Andong Liu ’15, Mathematics and Economics Advisor: Akila Weerapana, Economics

Hemlocks Under Siege: Invasive Species Interactions and Induced Plant Defenses Zhou Wang ’16, Biological Sciences Advisor: Yuichiro Suzuki, Biological Sciences The Trophic Cascades and Large-Scale Forest Modifications Amelia R. McClure ’16, Biological Sciences Advisor: Nicholas L. Rodenhouse, Biological Sciences

Gateway to the U.S.: Education Consulting in China Gabriela S. Cooper-Vespa ’15, Biological Sciences and Chinese Language & Culture; and Berit Paxson-Tarnai ’15, Mathematics Advisor: Mingwei Song, East Asian Languages & Cultures

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

8:30–9:15 A.M. Breakfast The Leonie Faroll Focus, Science Center

9:15–10:25 A.M. Culture and the Arts Insights: Views from the Art World (Panel) SCI 104 Davis Museum Summer Internship Hannah Levine ’15, Art History; Shelley Wang ’16, Computer Science; Sophie Kerwin ’16, Art History; Kelsey Phinney ’16, Art History; Lily Harper ’15, American Studies; Charlotte Xiang ’16, Art History Advisor: Liz Gardner, Davis Museum This past summer, a group of students interned at Wellesley’s Davis Museum and gained exposure to the multiverse of museum work. Through different positions in the Davis--including curatorial, collections management, interpretive programming, and technology--we accomplished individual projects and gained a better understanding of the variety of work within a museum. Our close relationships with the Davis staff provided outlets for career advice and insights into their own professional paths. Each week, we found ourselves visiting museums in the greater Boston area, conversing with museum professionals (including Wellesley alumnae), and expanding our views of the art world. Soon, we were discussing the merits 14

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of university versus civic museums and learning the pros and cons of working in smaller institutions or larger encyclopedic museums. Observing the Davis’s relationship with the community taught us that the museum world is ever-changing and always reacting to the needs of visitors.

Film Production Through a Liberal Arts Lens (Panel) SCI 261 There Once Was A Film From Nantucket: Liberal Arts Movie Making Abra G. White ’15, Cinema and Media Studies and Media Arts and Sciences; Ayana K. Aaron ’15, Cinema and Media Studies; Katharine A. Barsotti ’15, Cinema and Media Studies; Adrienne A. Ogle ’15, Cinema and Media Studies; Gladys Raygoza ’15, Cinema and Media Studies; and Elizabeth S. Tyson ’15, Cinema and Media Studies Advisor: Winifred J. Wood, Writing Program In Spring 2014, we participated in the Movies From Marlboro Film Intensive. We explored all aspects of film production and gained professional experience in a secure, educational environment, spending half the semester at Marlboro College taking classes and working in pre-production and the other half on Nantucket shooting a feature film. The film, Peter and John, is a period piece adapted from a Maupassant novel. Our preparation involved reading 19th-century French literature, understanding the seaside setting, and researching post–Civil War New England. This presentation focuses on how the project applied liberal arts ideals to professional filmmaking. We brought back to Wellesley an industry-standard approach to film production that does not compromise the important theoretical aspects of a film education. The program has affected the way we approach our work at Wellesley. Making movies, even student films, requires a strongly collaborative process that emphasizes participants’ varied skill sets.

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Making a Difference With the Built Environment SCI 274 For Which It Stands: Landmarking the Youth’s Companion Building With the Boston Preservation Alliance Mollie S. Hutchings ’14 Advisor: Martha J. McNamara, Art As an intern at the Boston Preservation Alliance, I drafted the Landmark Nomination Petition for the Youth’s Companion Building in Boston’s South End, which once housed the presses and offices of the nation’s first periodical for children and young people. Editor Daniel Sharpe Ford, a devout Baptist, believed that the Youth’s Companion should provide its readers with moral enrichment and aid their development into adult Christians and citizens. The most famous example of this moralistic writing was the original Pledge of Allegiance. While the style of building provides an excellent example of Richardsonian architecture in Boston, the history of the building also reflects social reform and Victorian values in 19th-century Boston. Through this internship, I used the knowledge I gained from history, anthropology, and art history courses for the cause of protecting this historic cultural resource. The experience at the Alliance also exposed me to the work of McGinley Kalsow & Associates, a firm specializing in historic preservation, where I am continuing to explore those academic interests as a historic researcher.

How to Build a Career in Construction Mary K. Coughlin ’15, Architecture Advisor: Alice T. Friedman, Art Although construction management is traditionally viewed as a male-dominated business, it is an exciting field that offers opportunities for women in all fields of study. For the past three years, I’ve worked as an intern at the Skanska Construction project office for Harvard University’s Fogg Museum expansion and renovation, designed by the Italian architect Renzo Piano. I supported

the project management team working both on and off the field and experienced the project from start to finish. My work exposed me to technical tasks that included reading and correcting design drawings from both the architect and the subcontractor. I worked on several computer tasks that addressed changes in design and subcontractor management. However, while I learned a great deal technically about the field, I also learned important factors that contribute to professional success for a woman, such as the importance of a mentor and the reality of professional networking in construction.

Rebuilding Community in Far Rockaway After Hurricane Sandy Kathryn M. Cooperman ’15, Art History Advisor: Rebecca B. Bedell, Art What use is an abandoned, dilapidated firehouse in Far Rockaway, a New York City neighborhood that was devastated by Hurricane Sandy in 2011?

In #SummerStudio14, an eight-week internship project with the architecture firm Gensler, I worked with a team of Gensler interns and a group of Far Rockaway high school students to transform that firehouse into an engaging, dynamic community center. In the process, I learned the importance of “human-centered design,” a concept heralded by Design For America, which conveys that architectural spaces are most successful when designed in creative collaboration with their users. As an Art History major and the co-President of Wellesley College’s Amnesty International Chapter, I constantly seek connections between the arts and human rights.

I envision combining the arts and activism in a future career, and my presentation will elucidate the unique ways in which these two disciplines engage with each other.

Empowerment of Youth, Women, and Families

counted with objects, and communicated with each other to explore and push their mathematical comfort level. People say teaching is difficult yet rewarding, and they could not be more correct. This summer, I took high school students who said they hated math and let them see what a mathematician truly does. They now consider themselves mathematicians, and they should.

Empowerment Through Education SCI 277 Educate Today, Empower for the Future: Educational and Economic Opportunity for Youth Erin Chow ’15, Spanish Advisor: Noah A. Rubin, Education Fifty years ago, President John F. Kennedy established VISTA (Volunteers in Service to America) to combat the roots and consequences of poverty in the United States. The idea was to send volunteers to underprivileged communities promoting educational and vocational enrichment and creating economic opportunity for all.

Today, AmeriCorps VISTA calls upon over 8,000 Americans to live out JFK’s cause. This past summer, I served as an AmeriCorp VISTA summer intern and worked in a homeless shelter organization in the metropolitan area of Tampa, Florida.

My purpose was to expose children to science, technology, engineering, and math, to spark their academic interests, and to expand their future educational and economic opportunities. Further, as a co-counselor for the fourth- and fifth-graders, I strove to foster self-dignity within each student and community among them all. This opportunity piqued my curiosity about the motivations and effectiveness of volunteerism for a social cause.

Magic, Manipulatives, and More: Opening Young Minds to Mathematics Melissa J. Zambrana ’15, Mathematics Advisor: Alexander J. Diesl, Mathematics Stepping into a classroom filled with new faces can be intimidating, but stepping into a classroom in which those new faces expect you to be the expert is even scarier. While at Brown University this summer, I switched between teaching and being taught. I learned methods in class and implemented those methods the next day. Hours of lesson planning occurred for a daily two-hour class in which students wrote, drew, t h e

More than Education: A Summer With the Kusasa Project Elizabeth A. Argy ’16, Psychology; and Anna A. Blige ’16, Philosophy and French Cultural Studies

Advisor: Kelly K. Webber, Center for Work and Service Post-apartheid South Africa faces social and economic challenges as a developing nation. Though these challenges are daunting they also serve as an opportunity for communities to rise up together.

The organization we worked for this summer, the Kusasa Project, is an NGO focused on providing educational and support services for students in the Franschhoek Valley. In the spirit of one of Nelson Mandela’s favorite quotes, “Education is the most powerful weapon which you can use to change the world,” the Kusasa Project works hard to serve students of all ages in a spirit of hope.

Throughout our time there, we witnessed a small staff provide vital services for a large community, ensuring the educational, social, and health needs of the students were met. Our tasks ranged from working as teaching assistants to helping with administrative duties. We also were able to experience life as young female travelers and professionals, which involved a lot of personal growth along the way.

Seeding Educational Success Through Collaborative Action Maria A. Oceja ’15, Political Science

Advisor: Markella B. Rutherford, Sociology This summer I had the opportunity of working with Seeding Success, an organization dedicated to ensuring that every child in the Greater Memphis, Tennessee, area graduates from high

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school prepared for college, career, and success in life. My responsibilities included data research, community outreach, and drafting an Equity and Empowerment Lens. As a Sociology major at Wellesley, a focus of my study has been the structural barriers to success that confront students in low-income and minority communities.

My internship enabled me to directly analyze and address the educational needs of the Latino and immigrant communities of Memphis and find practical ways to alleviate the barriers they face. This experience was empowering because I observed the collaborative actions of businesses, nonprofits, communities, and the local government working together to achieve a common outcome—to benefit the mainly working-class communities of color in Memphis.

can share your enthusiasm for science and make a difference for young emerging scientists.

Inspiring the Future: Women in Science (Panel) SCI 211 Science in Action: Motivating Girls to Find Their Inner Scientist Daisy C. Perez Sanabria ’16, Psychology; Lizette K. Mendez ’16, Biological Sciences; Juliana E. Robeson ’16, Spanish; Lisa Truong ’16, Biological Sciences; and Connie Truong ’17, Undeclared

Advisor: Connie L. Bauman, Physical Ed. Recreation & Athletics Where are the future female scientists of the United States? Wellesley College students applied innovative classroom lessons and animated pedagogical technology to inform fifth-grade girls about their personal connection to the health sciences. One of our topic questions was: “What shoes are potentially dangerous to your foot health based on your arch type and biomechanical gait?” Wellesley’s outreach partnership with Science Club for Girls educated underrepresented girls in science to help them discover ways that functional anatomy is applicable in enhancing their movement efficiency and decreasing injuries.

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Health and Medicine Beyond Borders

genes in the cell death pathway, such as caspase 4 and 5. She hopes this research will find new ways to kill cancer cells. This translational research experience taught us how our lab research could potentially be used to treat patients in the future.

Unexpected Lessons in Medicine Through Clinical Research (Panel) SCI 268

Identity, Community, and Global Citizenship

Modern-Day Medical Treatment: From the Bench to the Bedside Emily S. Lee ’16, Biological Chemistry; Grace A. Garbrecht ’15, Mathematics; Kathleen M. Hanlon ’15, Biological Sciences; Audrey A. Tran ’15, Biological Chemistry; and Jane L. Zhu ’16, Chemistry Advisor: Adam G. Matthews, Biological Sciences

Bridging the Gap: A Discussion on Wellesley Students’ Gap Year Experiences (Panel) SCI E111

This summer, five Wellesley College students conducted research in the pediatric hematology/oncology department at Boston Children’s Hospital and Dana Farber Cancer Institute.

While their projects varied, each student hoped that her research could one day make it to a patient’s bedside as a new or improved treatment option. Grace Garbrecht ’15 attempted to determine the significance of a Bacillus cereus bacterial infection in pediatric leukemia patients and its impact on the patients’ morbidity and mortality.

Jane Zhu ’16 used a novel biomarker assay called dynamic BH3 profiling to predict chemosensitivity to Quizartinib, a FLT3 inhibitor, in acute myeloid leukemia cell lines. Emily Lee ’16 spent her summer testing the synergistic and antagonistic effects of a CDK4/6 inhibitor with other standard chemotherapy regimens used to treat lymphoblastic leukemia in preparation for a clinical trial. Audrey Tran ’15 worked on optimizing the CRISPR genome editing system for various monogenic diseases, such as cystic fibrosis and sickle cell anemia, and the CEP290 mutation.

Her work will hopefully contribute to the characterization and possible correction of diseases in vitro. Kathleen Hanlon ’15 studied a novel type of cell death, pyroptosis, in leukemia cells using CRISPR genetic engineering technology to delete

Colloquially, gap years are often referred to as a year off. Students on this panel will argue that the opportunity serves, rather, as a year “on,” as a valuable bridge from high school to college, and as a significant developmental period.

Students who matriculate at colleges following a gap year tend to find themselves in what development psychologist Jeffrey Arnett calls “emerging adulthood,” benefiting from an increased sense of stability, self-focus, and identity exploration.

Furthermore, many of us find ourselves approaching our education in a more deliberate, intentional way, approaching the Wellesley experience with a refreshed perspective and goals. In this panel, we aim to discuss our experiences through this lens and bring our diverse perspectives back to the Wellesley community.

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Kim J. Asenbeck ’17, Undeclared; Charlotte E. Kaufman ’18, Undeclared; Catherine M. Staib ’18, Undeclared; and Ningyi Xi ’17, Undeclared Advisor: Lori Tenser, Class Deans Office

Can There Be Social Justice?

SCI 256 Fighting for Environmental, Social, and Economic Justice Under the Just Transition Framework Kasey Shen ’17, Undeclared Advisor: Karen Y. Shih, Office of Intercultural Education This past summer, I interned at the Asian Pacific Environmental Network in California’s Bay Area

as part of a fellowship program. APEN strives to fundamentally change economic and social institutions to attain their vision that “all people have a right to a clean and healthy environment in which their communities can live, work, learn, play, and thrive.” At APEN, I worked with Asian and Pacific Islander community members from both Oakland and Richmond on issues ranging from affordable housing and development to organizing for a healthier and safer community in the presence of a heavily polluting oil refinery.

I will reflect upon my summer spent at APEN and all of my invaluable experiences working with community members as well as explain the meaning of a Just Transition. At the end of this presentation, I hope to instill a better understanding of a Just Transition framework and how we can all redefine the meaning of environmental justice in our own lives.

Labor Rights: Who’s Responsible for Them?

Joyce H. Lim ’16, Economics; and Savitri Restrepo Alvarez ’16, International Relations-Political Science Advisor: C. Pat Giersch, History Labels on products that we buy reveal the products’ origins, but they don’t tell the whole story—especially about the working conditions under which the products were made. This summer, we attempted to uncover the whole story behind complex global supply chains by interning at Social Accountability International, a nonprofit that advocates for better labor rights at factories around the world. We found that most of the shortcomings to implementing socially responsible practices are caused by the competitive pressures of profit seeking: Even though businesses have become increasingly concerned with labor practices, this is not sufficient to fully eradicate labor rights violations. We believe the missing stakeholders in driving a significant change within the realms of labor rights are consumers, who need to overcome their lack of awareness to pressure major transnational corporations.

United Nations Development Program: Working to Protect the Labor Rights of the Ngabe and Buglé So Yeon Jeong ’15, International Relations-History Advisor: Marjorie Agosin, Spanish During my time with the United Nations Development Program in Costa Rica, I was assigned to the Joint Program to Improve the Human Security of Ngabe and Buglé Temporary Migrants in Costa Rica and Panama. The project sought to empower this incredibly vulnerable population. I researched various international certifications for labor rights available to coffee plantations in the south of Costa Rica, which often do not respect the human rights of the temporal Ngabe and Buglé workers. Because access to the plantations is necessary for other components of the project, such as child care or education checkups, it was vital to find an option that guaranteed labor rights while offering an attractive option for the plantation owners—framed in terms of market competition. Disagreements among government departments and UN agencies in both countries regarding (illegal) immigrant status, basic indigenous group rights, and bureaucratic procedures were some problems I ran into.

Challenges of Social Service in Boston (Panel) SCI 278 Beyond the Senate Bus: Connecting Wellesley to Boston Through Lumpkin Summer Service Alyssa N. Brody ’16, Political Science; Charlotte H. Benishek ’16, Environmental Studies; Ye-Eun Sung ’16, Political Science; Anna R. Taylor ’16, Psychology and Women’s & Gender Studies; and Amy N. Wickett ’16, Economics Advisor: Katie D. Koski, Center for Work and Service

encing day-to-day life in the city as well as weekly seminars with local experts, we gained insight into unique challenges faced by both urban dwellers and Boston as a whole. By contributing to the daily functions of local nonprofits and a government office, we each developed a more nuanced view of social service in its many forms and the role it plays in society. Our presentation will also highlight how we plan to apply our newfound insights in the classroom at Wellesley.

Technology, Innovation, and Education A Beautiful Mind: Cognitive Science in Action SCI 264 A Cognitive Computational Approach to Understanding Theory of Mind Isabelle A. Rosenthal ’16, Neuroscience Advisor: Barbara S. Beltz, Neuroscience Theory of mind (ToM), the mental ability to represent other people’s beliefs and intentions, is a faculty that is poorly understood on a computational level. This past summer, I worked in the Adolphs Lab, a neuroscience lab at Caltech, on a project that used a novel, multi-trial paradigm to explore ToM further. The project also used MATLAB to create models of subjects’ representation of belief and intention, which were able to describe participant behavior with ~70% accuracy. These models can be used to gain a better understanding of the computations underlying ToM, as well as social disorders such as autism which are known to have disrupted ToM. This project not only taught me computational modeling and experimental protocol design but also gave me the opportunity to experience working in a high-intensity research environment.

Lumpkin Summer Institute for Service Learning fellows reflect on their summer experiences in public service, government, and engaging with specific communities while also connecting more broadly with the city of Boston. Through experit h e

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eLogicTutor: Improving Student Learning Outcomes With Adaptive Modeling Katherine A. Kjeer ’16, Computer Science Advisor: Panagiotis T. Metaxas, Computer Science Justified Thought (JT) is a computer-aided instruction tool for learning logical rules in introductory, college-level propositional logic courses.

JT has been shown by Croy et al. to be a highly accurate predictor of students’ performance in logic courses. However, JT uses outdated technology, offers limited practice opportunities, and does not adapt to each individual student.

The goal for this project was to build a system that meets the educational objectives of JT, but improves upon it by adding in feedback that is tailored specifically to each student. To meet this goal, this summer’s work focused on building eLogicTutor, a Web-based logic tutor that incorporates a student modeling technique, Bayesian Knowledge Tracing, to build an adaptive model of students’ knowledge and assign appropriate problems. In a small pilot study comparing student performance and learning gains with past data from JT, eLogicTutor yielded higher learning gains and lower time to completion.

From Letters to Meaning: An Internship in Psycholinguistics Julia A. Pollack ’15, Cognitive & Linguistic Sciences and French Advisor: Scott E. Gunther, French Reading is a skill that most of us take for granted every day, but scientists are still not certain of the exact processes that allow us to read—to access linguistic meaning from graphemic representation. During my internship at the Speech and Language Laboratory in Aix-en-Provence, France, I participated in one line of psycholinguistics research attempting to explain such phenomena and also answer broader questions regarding linguistic processing and consciousness. Having neither prior research experience nor academic background in psychology, I was surprised to be

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able to understand the successes and dilemmas of the field. This new scientific area and professional realm also allowed me to see more clearly the benefits and challenges of my discovery of an unfamiliar culture and language in France. This internship affirmed my desire to go to graduate school in linguistics and live abroad, and opened me up to the idea of later working in research.

The Cost of Cramming Blair K. Daniel ’16, Neuroscience Advisor: Margaret M. Keane, Psychology

Can we get away with cramming all of our study into one session? Could cramming hurt us more in science classes, as opposed to English classes? These are questions considered this summer at the Center for Integrative Research on Cognition, Learning, and Education at Washington University in St. Louis. The “spacing effect” is the finding that material studied over multiple sessions is remembered for a longer period of time than the same material studied in only one longer study session. This summer we focused on this effect in an academic context. I coded and launched an online experiment comparing study of fairy-tale passages and study of scientific textbook passages. We did this to see if cramming study into one session hindered participants’ ability to remember material more for the textbook passage rather than the fairytale passage. To do so, we utilized new formats for conducting online study.

Risky Business: Takin’ It to the Street SCI 270 A Crash Course on Business Journalism: Reconciling Business and the Greater World Oleander S. Furman ’15, Political Science Advisor: Laura K. Grattan, Political Science As we navigate society, we discover the importance of money, business, and finance. We understand that it takes millions of dollars to launch

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a successful company but even more to sustain it. However, we don’t always consider the worlds of finance and business existing in tandem with the greater world around us. This past summer, I had the opportunity to work at TheStreet.com, an American financial news and services website founded by American television personalities Jim Cramer and Martin Peretz. As a financial journalist working on Wall Street, I was immediately confronted with the ways in which social and cultural issues can easily influence how people decide to invest their money and weigh the success of a particular company. In particular, I followed a health scare that affected a number of fast-food chains in China, including McDonalds, KFC, and Starbucks.

This scare not only affected sales throughout the country but ultimately had an impact on McDonald’s earnings for its second quarter. With this presentation, I am hoping to challenge the notion that business is an isolated entity in society; rather, it is something we interact with daily.

A Liberal Arts Education and Global Risk Management: What’s at Stake?

Molly E. McNamara ’15, Spanish and Neuroscience Advisor: Joy Renjilian-Burgy, Spanish In today’s uncertain economy—with its high rate of unemployment and student debt among recent college graduates—a liberal arts education has come under fire as a “risky” investment. This critical idea challenged me this summer when I was an intern at General Electric’s headquarters, working in its international Risk Management Program. As a neuroscience and Spanish major at Wellesley, I had to grapple with many issues regarding the value and application of my liberal arts education. How did my educational skills, knowledge, and strategies equip me to handle the technical, financial, and linguistic global projects that I was assigned? What interdisciplinary factors contributed to my success in completing assignments? This international experience was rigorous and inspirational.

Risk & Reward: How Actuaries See the World Naricha Savanorke-Joyce ’15, Economics Advisor: Jonathan E. Tannenhauser, Mathematics

presentation, I will discuss what is necessary to succeed in the financial consulting world with a liberal arts degree.

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According to career surveys and the Bureau of Labor Statistics, 2013’s top-ranking job in the U.S. is actuarial science. Actuaries use mathematics, statistics, and economics to predict events and model risk. I worked as a pricing intern at Allstate Insurance this past summer, making decisions that will impact thousands of Americans and using skills from my economics degree in ways I hadn’t thought possible. In order to set rates for auto and home insurance policies, I reduced analyses of various rating factors into a single number. Calculating prices required answering questions such as: “How can we model catastrophes to estimate losses?” and “How should we segment a market to avoid adverse selection?” I’ll answer these questions, speak about the art of actuarial science, and talk about entering this field.

What They Don’t Tell You About Wall Street Narayani Gupta ’15, Economics Advisor: Joseph P. Joyce, Economics

Storytelling Across Cultures and Media Forms SCI E111

What scares a college student the most?

Rejection. Fear of failure coupled with preconceived notions often prevents many from exploring new careers. As I found myself struggling to choose a possible career path after graduation, I decided to diversify my internship applications into some unknown territories. The result? A walk down Wall Street. Working at Bank of America in its investment banking division this summer not only exposed me to the world of mergers and acquisitions and IPOs but also broke many stereotypes that surround the business. Reflecting on my time at the bank, I will discuss some of my biggest lessons from this experience: the value of taking risks, of asking for a place at the table, of prioritizing and delegating, of seeking help and being open to criticism and, perhaps most importantly, the power of a Wellesley connection.

Abortion Clinics in the South: Shaping History Through Documentary Film Rachel J. Dickert ’15, History Advisor: Winifred J. Wood, Writing Program

Wendy Wellesley in the Big Apple: Applying Liberal Arts to Financial Consulting Nidhi Saxena ‘15, Economics Advisor: Joseph P. Joyce, Economics This summer, I interned for a financial service consulting firm on Wall Street. At this firm, I worked with investment banks to help assess and redesign their management structure and trading platforms. More than learning the technicalities of finance, the most useful skill I learned was how to leverage my Wellesley education to help me succeed in finance, in which I hadn’t taken a specific class. I was able to both apply basic economic concepts to understand how financial markets work and utilize my psychology courses to manage client expectations and work effectively with my peers. But to succeed in my field, I applied skills that Wellesley had fostered, those that go beyond the clasroom, such as a strong work ethic, robust presentation skills, and communicating effectively with colleagues. In this

10:25–10:45 A.M. Break Refreshments will be served in the Leonie Faroll Focus, Science Center.

Culture and the Arts

Although history is often recounted as a series of static, immovable events, in fact every historical event took place in a particular moment shaped by numerous moving factors. This summer, I was afforded the opportunity to be a part of and help shape the narrative of a presentday historical moment, the abortion debate.

Working at Trilogy Films, a small documentary film production company in Montclair, New Jersey, I assisted in their ongoing documentary dealing with the legal and political landscape of three Southern states—Texas, Alabama, and Mississippi—addressing abortion clinics.

Through my transcriptions and storyboarding of interviews, I came across individual voices that undid my expectations and challenged my assumptions about both women’s choice and pro-life arguments. Tackling a topic that is evolving and developing in the present day, I developed a sense of the challenges of constructing a narrative for a history that is still in flux.

More Than Just Cameras: Behind the Scenes in French Documentary Lara R. Azar ’15, English Advisor: Scott E. Gunther, French It is common knowledge that documentary making is a complicated process. This past summer, working at small film production company called CDR-PROD, I had the opportunity to experience the complexity first-hand. Fresh out of studying abroad with Wellesley-in-Aix, I

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moved to Paris to help my boss get more funding on the international level for his documentary.

The internship gave me the opportunity to strengthen my language skills, as I had to work back in forth in English and French. This presentation will explore funding for documentaries in France, as well as other parts of the process that are generally overlooked by people outside the field. This presentation will focus on France but also include an international angle.

Storytelling with WBUR’s Radio Boston: Understanding Boston and the World Through Public Broadcasting Sarah E. Herman ’15, English Advisor: Yoon S. Lee, English My love of National Public Radio (encouraged by my family of devoted NPR listeners and continuing when I tuned in at Wellesley) inspired me to pursue an internship at WBUR, the Boston NPR news station. I interned with Radio Boston, the Boston-area news and arts/ culture program airing at 3:00 P.M. My activities ranged from Web design and social media outreach to digital audio editing to researching stories and assisting with script writing and editing. I also had the opportunity to communicate with and observe WBUR’s nationally syndicated programs, such as On Point and Here and Now. Eventually, I was encouraged to help produce important stories such as “The Student View of Sexual Assault on Campus,” which was played on Morning Edition. I quickly became immersed in the activities of the entire station, gaining insight into the functions of public broadcasting and the challenging, fast-paced nature of a journalism career.

Walk of Fame: How Entertainment and Media Come to Life Madeline J. Whitesell ’17, Undeclared Advisor: Hahrie C. Han, Political Science This past summer, I interned at the world’s largest talent agency and media company, William Morris Endeavor, whose clients span motion 20

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pictures, television, music, commercials, and branded lifestyle, and got an inside look into the entertainment business. Starting in the historic mailroom, where Hollywood legends got their start, I read over a dozen scripts and manuscripts, wrote script coverage for agents, compiled clip reels for clients, and planned film screenings. I also researched crowdfunding websites, multicultural Web series, and video-ondemand distribution platforms. Through lectures from the company’s agents, I learned about the process and tactics used to put together film, television, and commercial deals and to initially sign celebrity clients. As we are all consumers of entertainment media and popular culture, talent agencies such as WME produce our primary form of art and entertainment—shaping our society, norms, and values in the process.

Empowerment of Youth, Women, and Families Grassroots Organizing: For Women,

By Women SCI 104 Achieving Self-Sufficiency: A Comprehensive Approach to Breaking the Cycle of Poverty Meredith A. Berry-Toon ’16, Economics Advisor: Veronica Darer, Spanish This summer I had the opportunity to work with Project Self-Sufficiency, a community-based not-for-profit organization in northwestern New Jersey. Project Self-Sufficiency provides women and children a grassroots, multi-resource approach to breaking the cycle of poverty.

Working as a Spanish translator and administrative assistant, I was better able to understand that fighting poverty takes a series of comprehensive services, including job skills training, paired with educational instruction, along with day care assistance and case management. In this presentation, I will share what I learned from individual clients of Project Self-Sufficiency about the challenges of combating poverty and

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how an all-inclusive, broad, grassroots approach effectively supported them as they created their own path to self-sufficiency.

Into the Fire: Women’s Empowerment in Cape Verde and Other Tales Alix X. Lewis ’16, Economics; and Anneliese M. Klein ’15, Africana Studies Advisor: Kelly K. Webber, Center for Work and Service When it comes to women’s empowerment work, how does one start and, more importantly, how does one continue? This summer, on the volcanic island of Fogo, we worked for the Organização das Mulheres de Cabo Verde (Cape Verdean Women’s Organization), which helped us understand this. As its name implies, this NGO works to strengthen the autonomy and social and economic empowerment of Cape Verdean women in very much a “for the women, by the women” mentality. During our time there, we were lucky to be involved with the small staff and worked closely with a large community of inspiring women to provide financial, educational, and communal support. Projects ranged from microfinance and small business start-up to domestic violence counseling to part-time English teaching. Alongside our work experience, we also cultivated a wealth of personal experience and growth thanks to this unique adventure as Wellesley students in Fogo, Cape Verde.

The Real Orange Is the New Black AnnaJoy M. Gillis ’15, Political Science and Spanish Advisor: Lee Cuba, Sociology Despite its skyrocketing growth, female mass incarceration is frequently overlooked in discussions of criminal justice reform. This summer I worked with Families For Justice As Healing, a Roxbury, Massachusetts-based organization that seeks to add the voices of current and formerly incarcerated women to policy discussions. My work included organizing a rally in Washington, D.C., researching draft legislation, creating a

website for the organization, and co-founding a six-week summer program that teaches computer coding to daughters of incarcerated mothers. The work showed me the devastating impact of the criminal justice system on families and yet also the powerful potential of grassroots advocacy.

Female mass incarceration is a heartbreaking embodiment of the intersectionality of race, class, and gender. Academics can provide statistics, but incarcerated women provide the inside perspective. My internship was profoundly educational, and I hope to continue with a career in criminal justice reform.

Restorative Justice Through Nonprofits (Panel) SCI 380 Rebuilding Lives: Working With and Learning From Boston’s Marginalized Communities Allison M. Carbonaro ’16, International RelationsPolitical Science; Carey A. Cabrera ’16, Sociology; Zhongji Wu ’16, International Relations-History; and Sabrina S. Zionts ’16, Women’s & Gender Studies Advisor: Katie D. Koski, Center for Work and Service As participants in the Lumpkin Summer Institute for Service Learning, we lived and worked in the city of Boston, undertaking full-time internships at local nonprofit organizations. The organizations with which we worked provide direct service to members of Boston’s marginalized communities, including low-income persons, formerly incarcerated individuals, survivors of sexual and domestic violence, and recent immigrants. Many of our internship sites practice asset-based community development, instilling in us an appreciation for the value inherent to all people, regardless of their background or circumstance. From the weekly seminars, we learned about the public sector and gained an understanding of the ways in which power and powerlessness interact in the Boston community. In this presentation, we will

share with you a summary of our final internship projects, insights into the unique challenges and rewards of working in a nonprofit setting, and other reflections on our summer in Boston.

Community Connection: Coping With Chronic Mental Illness Kyra L. Huertas ’16, Mathematics and Psychology Advisor: Paul M. Wink, Psychology

Health and Medicine Beyond Borders

This summer, I interned at Riverside Community Care at one of their day treatment programs. I was able to observe a plethora of different group therapies, aid clinicians with their work, and get an inside view on the resources and challenges for the program’s clients. I learned that coping with chronic mental illness and focusing on recovery is a full-time job. These clients face an incredible amount of stigma and shame, but they keep prioritizing their treatment. Everyone knows someone impacted by mental illness, and you can help them by not stigmatizing their treatment and needs. I will discuss what day treatment is like and how you can incorporate kinder mental health practices every day.

Be Mindful: Mental Health Recovery SCI 256 Bridging the Gap: Bringing Effective Psychotherapies to Community Mental Health Clinics Diane H. Chao ’15, Psychology; Kristen N. Jorgenson ’15, Psychology; and Kristin J. Williams ’16, Psychology Advisor: Paul M. Wink, Psychology Are psychotherapies that are empirically validated in clinical trials effective when applied to real-life populations? Our work at Massachusetts General Hospital’s Community Psychiatry Program for Research in Implementation and Dissemination of Evidence-Based Treatments [EBT] addressed this issue by assessing the effectiveness of cognitive therapy for post-traumatic stress disorder (PTSD) as applied in an ethnically and economically diverse community located in Chelsea, Massachusetts. Our role in the research process was to apply quantitative and qualitative methods to determine barriers and facilitators to the dissemination and implementation of cognitive-processing therapy.

Among other factors, we considered the effectiveness of training of the therapists and their ability to work with clients who were not native speakers of English. Through this experience, we learned about the challenges of applying and measuring the success of evidence-based treatments in health-care settings and the importance of bringing innovative treatments to patients in need of effective mental health treatments.

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Personal Perspectives: Youth at the Walker School (Panel) SCI 261 Leaving Space: Reflections on Working in a Therapeutic Summer Camp Rebecca D. Hamilton ’15, Psychology; Shelby J. Abeles ’16, Psychology; Meghan E. Peterson ’15, Psychology; and Alessandra R. Robinson ’16, Psychology and French Advisor: Paul M. Wink, Psychology Five Wellesley students were selected by the psychology department to work at the Walker School, a residential school for children with complex behavioral difficulties resulting from emotional disturbances, learning disabilities, trauma, and numerous developmental and neurological disorders. As part of the internship, we spent the summer as assistant teachers and were able to explore a clinical setting from a hands-on perspective that is unattainable in an academic setting. We were exposed to the various challenges of working with a diverse and

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young population in the field of mental health.

Given the age and obstacles facing the Walker students, we gained first-hand knowledge of a multitude of systems that come into play in caring for nontypically developing children. Despite daily challenges, we found the experience to be rewarding both academically and emotionally through hands-on experience, the close relationships we formed with students, and the support of the entire Walker community.

Stumbling Blocks in Health: Politics, Poverty, Disease, Language, and Access SCI 377 Expanding Access to Health Care in Rural and Underserved Areas in New Mexico Kanika A. Vaish ’17, Undeclared Advisor: Charlene A. Galarneau, Women’s and Gender Studies Project ECHO partners with the University of New Mexico School of Medicine to provide medical training and expertise to local doctors and community health workers in rural and underserved areas, so that low-income families have quicker and less expensive access to health care. During my month-long internship, I worked with the replication team, assisting academic medical centers and other organizations within the U.S. and around the world in recreating the ECHO model, tailored to the specific needs of communities. I attended several teleECHO clinics where I watched a variety of specialists—psychologists, psychiatrists, medical doctors, and professors—advise other health workers as well as train and certify doctors, thereby spreading their professional knowledge.

I learned that I can be deeply involved in public health without becoming a doctor, and that at times this interdisciplinary approach can be as effective and well-rounded as a one-on-one physician visit.

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Nonprofit Volunteering: Health Care and Service in Guatemala Mariya C. Patwa ’16, Chemistry Advisor: Adam G. Matthews, Biological Sciences This past Wintersession I had the opportunity to travel with two other Wellesley students to Guatemala to work for a nonprofit organization, Mayan Families. Mayan Families serves the native populations around Lake Atitlan, Guatemala. This trip successfully combined my interests in health care, volunteering, and travel. Working alongside a nursing group from Adelphi University, we served as translators and developed our communication skills. As we observed the on-site physician, with a line reaching out the clinic doors from morning until evening, our appreciation for the efforts and achievements of the nonprofit organization grew. Our participation in Mayan Families went beyond medical work as we aimed to better understand the goals and success of the organization in areas of microfinance, family aid, and education. In this presentation, I plan to share our group volunteering experiences specifically in health care and also touch upon our overall impression of Mayan Families.

Public Private Partnerships in Establishing a Successful Health System Sebiha M. Abdullahi ’15, Biological Chemistry Advisor: James D. Moyer, Chemistry Last year after working on my autism project, I presented at the Tanner Conference on obstacles in providing proper health care in the context of Ethiopia. I had pointed out the economic, social, political, and scientific drawbacks to the health-care field hindering those with autism and TB from getting proper medical care. This past summer, while I was interning at Clinton Health Access Initiative (CHAI) in Addis Ababa, Ethiopia, I saw various programs that are being established to address the above obstacles.

I closely worked with two teams, the monitoring and evaluation team and the Ethiopian hospital w o r l d

management initiative team, and learned a great deal about the public health sector in the nation. I also witnessed how private/public partnerships, a recurring concept in the Albright Wintersession program, can enable us to overcome such obstacles and create a sustainable, cohesive, and accessible health-care system.

The Intricacies of Culture and Health Care: Portugal vs. the United States Rachel L. Thommen ’17, Undeclared Advisor: Antonio M. Igrejas, Spanish This past summer I embarked on a cross-cultural exchange program, shadowing doctors on São Miguel Island in the Azores, an autonomous region of Portugal. Having been a part of the inaugural Portuguese classes offered at Wellesley, I was able to communicate and get a greater sense of the Portuguese culture, especially in the Azorean archipelago. I spent my weekdays shadowing medical professionals, ranging from pediatric physicians to orthopedic surgeons.

In addition, I gave back by teaching English classes to medical professionals in the hospital.

Language is the key to unlocking another culture and thus granted me insight in regards to the Portuguese health-care system. This allowed me to reflect on our own cultural values and beliefs and their connections to our health-care system. My presentation will discuss the connections between culture and health-care systems and compare the Portuguese and American health-care systems. I will also discuss how this experience complemented my Portuguese classes at Wellesley.

Tracking the Perfect Vector: Mosquito-Borne Chikungunya Virus in the Dominican Republic Rebecca J. Rubinstein ’15, Spanish and Biological Sciences Advisor: Jill A. Syverson-Stork, Spanish As America watched the chikungunya virus reach its shores in May, I traveled to La Romana, Dominican Republic, to start an epidemiologic surveillance study of the mosquito-borne disease. Constrained resources make it difficult for Dominican hospitals to correctly diagnose patients with chikungunya. For 10 weeks, I collected mosquitoes from sugarcane communities and blood serum from fever patients. I learned how to use a mosquito-collection vacuum and how to tell a male Aedes from a female Culex mosquito. But I also listened to my Dominican friends tell me why they don’t believe chikungunya is transmitted by mosquitoes, and how Dominicans view their health system. My academic experience at Wellesley taught me to be flexible and self-motivated and enabled me to engage with the community. As a consequence, La Romana changed my perception of progress.

Do we promote progress when our ideas benefit us more than the people with whom we work?

Women’s Health Abroad and at Home: Understanding the Implications and the Commonality of Marginalized Health Care Juliette P. Fry ’16, Biological Sciences Advisor: Adam G. Matthews, Biological Sciences This summer, I travelled to South Africa to study global health practices, the cycle of poverty and disease, and the ethics of investigation. During my travels, I witnessed the issues of unfair access to health care and education. A village homestay exposed me to people living without clean drinking water or health care. Profoundly troubled and humbled, I saw breathtaking resilience and found my passion in the possibility for improvement. I now know that women’s health

is essential to the overall well-being of communities. Without care for women, the backbone will break. With this knowledge, I now want to become an OB-GYN and improve women’s health at home and abroad. Studying misguided medical practices revealed that we need contextual implementation of care to have a lasting and real impact, especially on women. I hope to demonstrate the importance of hearing directly from individuals and recognizing that what we are shown is not all that we must strive to see.

Identity, Community, and Global Citizenship Finding Common Ground SCI 278 Breaking Down Barriers: Peacebuilding and Cross-Community Engagement in Belfast, Northern Ireland Claire J. Tam ’15, Political Science Advisor: Stacie E. Goddard, Political Science Since the 1998 Good Friday Agreement ended 30 years of urban warfare, the Northern Irish peace process has been hailed as a victory in nonviolent conflict resolution. While completing my Albright internship with the Belfast Interface Project, an independent peacebuilding organization in Northern Ireland’s capital, I attended bonfires while Irish tricolors burned across the city, and marched with ex-prisoners past police in full riot gear. I also met activists and young people who expressed optimism and a commitment to creating shared space and open communities. This experience gave me new ways to think about peacemaking and civil conflict.

My time in Belfast revealed the extent to which power sharing enables social reconstruction; the ways in which socioeconomic disparities continue to trap sectors of society in patterns of suspicion, mistrust, and civil unrest; and the centrality of youth engagement and community development to building sustainable peace and a truly postconflict society.

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Merging the Spirit and the Secular in Global Affairs Jenna Russo ’14, Philosophy Advisor: Helena de Bres, Philosophy I will speak about my experiences as an intern at the International Institute of Peace Studies and Global Philosophy in Cairndow, Scotland. Here, I contributed to various projects that sought to find a common ground between all faiths and secular traditions. Afterwards, I attended the 25th annual International Peace Research Association (IPRA) Conference in Istanbul, Turkey, where I had the opportunity to engage with peace scholars and activists from throughout the world, as well as present my own research on spiritual politics. Specifically, I presented on the spiritual framework underlying Plato’s The Republic and Thomas Hobbes’ Leviathan, with my own envisioning of how these ideas would come to fruition in the future of global affairs.

I will discuss all of these experiences in the context of my participation as an Albright Fellow and the insights I gained from the Albright Institute in January 2014.

Our Summer in Jerusalem: Reimagining the Israel-Hamas Conflict Through a Linguistic Perspective Bella L. Nikom ’17, Undeclared; and Emily E. Chun ’17, Undeclared Advisor: Frances G. Malino, Jewish Studies This summer in Jerusalem, we studied Hebrew in an intensive language-immersion program. In between eating falafel under the scorching Israeli sun, we saw firsthand the Israel-Hamas conflict that erupted shortly after we arrived.The sudden disruption of a two-year cease-fire became the central focus of world news and exposed us to a lifestyle of frequent runs to bomb shelters. In addition to being shocked at the misinformed opinions flooding social media from the outside world due to biased, hyper-sensationalist news, we discovered that a whole system of politics can

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be built around language, in this case, Hebrew, and learned how the use of Hebrew (or lack thereof) reflects the different desires of groups involved in this conflict. In our presentation, we will offer our eyewitness perspective on this controversial conflict through a linguistic lens.

The Kingdom: Challenges and Prospects Noorah A. Al-Eidi ’15, Economics Advisor: Roxanne L. Euben, Political Science “Oil for security” marked the foundation of a longstanding relationship between the Kingdom of Saudi Arabia and the United States. Today, at a time of great political and economic uncertainty in the Middle East, this partnership could not be more vital. Providing round-the-clock media analysis, drafting reports on various U.S. and regional developments, and assisting with information sessions were among the scope of projects I took on this summer at the Information Office of the Royal Embassy of Saudi Arabia in Washington, D.C. This presentation will highlight joint Saudi-U.S. efforts to combat regional threats before assessing some of the Kingdom’s internal progress and challenges in securing its own stability.

Global Perspectives in Spaces of Learning SCI 211 “She Isn’t My Friend”: How Children Express Identities in a Ugandan Classroom Gargee Bhatnagar ’15, Sociology Advisor: Markella B. Rutherford, Sociology Last summer, I interned with Aga Khan Education Services in Kampala, Uganda, where I worked in a multiracial classroom of six-yearolds. While carrying out my responsibilities as a full-time teacher, such as supervising children during playtime, I was privy to some fascinating interactions among students that highlighted complex racial and gender dynamics and raised many intriguing questions. As a sociology student, I find that these observations can serve as

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the preliminary groundwork for an ethnographic study about how children comprehend the intersectionality of race, class, and gender and express and enact their understandings. I will share a few of these observations, accompanied by sociological literature and questions that can shape a potential sociological inquiry about how race, class, and gender find expression in a Ugandan classroom.

From the Border to Boston: Working with Immigrant Youth Ariela S. Nazar-Rosen ’16, English; and Ananya M. Ghemawat ’17, Undeclared Advisor: Marie-Cecile Ganne-Schiermeier, French This summer, we worked for the Summer Urban Program through Harvard University’s Phillips Brooks House Association. Specifically, we were part of the Refugee Summer Youth Enrichment program, for which we taught English to highschool-age refugee and immigrant students in the Boston area. Our summer involved developing curriculum and lesson plans as we worked to create classes that were enjoyable and thought provoking and that challenged our students to improve their reading, writing, listening, and speaking skills. But what began as simply 10 students and a teacher in a classroom became something much more fulfilling. Strong bonds were created with our students as we heard their stories and discovered where they came from and why. We were drawn into the political world of immigration policy, especially in light of the current violence occurring in Central and South America, as well as difficulties in coming into the United States.

The True Spirit of Giving: Reflections on Four Weeks of Service in India Bianca A. Morris ’17, Undeclared Advisor: Catia C. Confortini, Peace Studies Arriving alone in India, determined to make a difference even after my original travel plans fell through, I found I had a lot less to offer than I

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previously believed—though perhaps also a little more. Because my travel group of eight, then four, then three girls had dwindled down to one, me, I was no longer able to do the project I had been sent there to do. Instead, I was thrown into a new project and, with that, into the lives of eight women and their families, and the villages they call home. Through time and trial and the unabashed, in-your-face kindness of strangers, I discovered that “giving” isn’t something you do for a month and revert from, it’s something you become. In this presentation, I will describe and reflect on the personal and political dilemmas of “service trips” such as mine.

Inside International Development: From NGOs to Global Juggernauts SCI 364 Ice Cream—A Way to Revolutionize International Developement?

Neha J. Doshi ’15, Economics Advisor: Neelima Shukla-Bhatt, South Asia Studies Western media representations of Rwanda have generally considered the country within the context of the 1994 genocide. Little attention has been paid to Rwanda’s postconflict development and its current status in Africa. This summer, I received the opportunity to experience a relatively unknown side of Rwanda. I spent three months working for Inzozi Nziza, a small development project in Butare, Rwanda. Inzozi Nziza, or “Sweet Dreams,” is Rwanda’s first locally owned ice cream store and a development project

by Blue Marble Dreams, a Brooklyn-based nonprofit. Inozi Nziza strives to empower women, bring about postconflict reconciliation, and spur Butare’s local economy through ice cream. Over the three months, I learned valuable lessons about various ways in which international development can be approached and the profound role small businesses can have on international development. My experience in Butare also reaffirmed my desire to work in international development.

Toward a Global Collaborative: How NGOs Fit at the United Nations Elena R. Scott-Kakures ’15, Political Science and Middle Eastern Studies Advisor: Craig N. Murphy, Political Science Nongovernmental organizations are essential to the United Nations structure and the discussions and decisions that are formed. This summer I had the opportunity to work with the Conference of NGOs in Consultative Relationship with the United Nations (CoNGO). I facilitated communication between the United Nations diplomatic community and CoNGO members, participated in briefings and meetings related to the Post-2015 Development Agenda, and assisted NGOs in their efforts to become more present and better heard at the UN. By meeting with NGO representatives from around the world, like those facilitating a women-run bathhouse in the Atlas Mountains or someone helping to preserve the knowledge and skills of Botswana’s San people, I learned from people who are working to make a positive, lasting change. In this presentation, I will share the challenges of working within an NGO and the complexities of the United Nations system.

Using a Market-Based Approach to Empower Farmers Poe Oo ’15, International Relations-Political Science Advisor: Robert L. Paarlberg, Political Science This past summer, I had the opportunity to intern at the Clinton Development Initiative (CDI), one of the 11 initiatives of the Clinton Foundation. The Foundation has been working to improve the lives of people across the world, using the guiding principle: “nothing truly happens unless a life is changed.” CDI works with private businesses, governments, NGOs, and individuals to improve the livelihoods of smallholder farmers in Malawi and Tanzania using a market-based approach. I learned that helping people in developing countries does not have to be about aid and that one can make an impact

by concentrating on the individual. Because of this internship experience, I would consider a career path in international development with a focus on agriculture. In my presentation, I will talk about how CDI’s work has changed the lives of farmers in Malawi and Tanzania and how the Foundation operates as a whole.

Learning Outside the Bubble SCI 264 An American in Paris: An Exploration of French-American Cultural Differences Emily N. Rothkin ’15, Economics and American Studies Advisor: Venita Datta, French This last semester, I was abroad in the heart of Paris. I had the unique opportunity to truly immerse myself in French culture, living with a host family and taking classes with French students. As an American Studies major, this was the first time I could attain an outside perspective of the United States. I gained a new perspective that I have been able to apply to my continuing studies of American history at Wellesley. I learned not only about French stereotypes of Americans but also about the truth and falsehoods of American stereotypes of the French. In this presentation, I will discuss the true cultural differences—and similarities— between French and Americans.

Guanxi: Networking and Developing Connections Abroad in China Jungeun Yoon ’17, Undeclared Advisor: Yuan-Chu R. Lam, East Asian Languages & Cultures My summer in Shanghai was everything I imagined a study-abroad experience to be: touring, studying Chinese, and immersing myself in a culture. What I didn’t realize beforehand was the potential impact it could have on my future.

The most resourceful thing I learned in China was the concept of guan-xi, which roughly translates to “connections.” What I should have

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included on my list of motivations to study abroad was a competitive edge in the job market, because it was just as much a time to start building relationships as it was to experience new things. Spending time with my Chinese hosts and interning at a foreign dental clinic has introduced me to a new global community and made me realize how studying abroad allows for a worldwide network. In this panel, I would like to share my experience interning in Shanghai, talk about the importance of being globally connected, and discuss how to stay connected.

Mapping Curiosity: Summer Internship in Japan via Vietnam, Morocco, Bolivia, and the U.K. Shuangxou Long ’15, Economics and Environmental Studies Advisor: Jennifer Thomas-Starck, International Studies Over the summer, I worked for Rogers Investment Advisors, a hedge fund in Tokyo.

I had never been to Japan, nor did I speak Japanese, but two distinct study-abroad experiences during the previous academic year had really prepared me for the summer challenge.

The previous fall, I had studied abroad with the International Honors Program, a three-month, 30-student trek from Vietnam to Morocco to Bolivia with a focus on climate change. We were required to think outside of the box; the world was our classroom, and learning was experiential. During the spring semester, I studied at Queen Mary University of London, a major research university of 18,000 students, where I learned to be bold and independent through courses that required me to take responsibility for my own learning, travelling throughout the U.K. and Europe on my own, and interactions with people from every corner of the world.

These experiences gave me the tools, courage, and sense of cultural subtleties to tackle my summer internship, where I learned resilience. The entire journey was humbling, challenging, and unique, very much like my daily life at Wellesley!

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The Break-Away Movement: Creating a Society of Active Citizens Lauren T. Westendorf ’15, Psychology and Cognitive & Linguistic Sciences; and Elizabeth C. O’Neill ’16, Peace & Justice Studies Advisor: Katie D. Koski, Center for Work and Service This summer, we each attended an Alternative Break Citizenship School hosted by Break Away, a parent organization for college Alternative Break programs that focuses on building a community of active citizens. These experiential training conferences—working with issues of food justice in Baltimore, Maryland, and environmental stewardship at the Grand Canyon National Park—equip leaders across the country with the experiences and tools necessary to facilitate successful Alternative Breaks trips.

Their philosophy defines the distinction between an Alternative Break and a service trip based on the presence of eight components, including education, reflection, and reorientation, and the application of these components to direct service with community partners. We will discuss how the Alternative Break movement is affecting change in Wellesley’s Alternative Breaks and community-based learning programs as well as creating a community of active citizens both at Wellesley and nationwide.

Nations in Transition SCI 274 Ready for Korean Unification? Preparation at a Policy Think Tank Charlotte F. Fitzek ’15, East Asian Studies Advisor: Sun-Hee Lee, East Asian Languages & Cultures My 10 weeks at the Korea Institute for National Unification (KINU) in Seoul were part of an eye-opening experience that greatly complemented my East Asian studies major. I had the opportunity to work on projects whose focus was to understand the international viewpoints

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on unification and diplomacy in order to make well-informed policy recommendations. In my division, we collaborated with researchers from around the globe, thereby solidifying my desire for shared endeavors. Through the internship, I also gained insight as to the importance of hierarchy in Korean work culture, and how gender and age characterize one’s relationship to the senior staff and camaraderie among fellow juniors. I hope to share my impressions of the dynamics in a Korean workplace and life at a think tank, how my Wellesley experience has helped prepare me, and also what I have learned about how South Korea approaches unification.

Sitting at the Adults’ Table: A Summer at the State Department Nathalie V. Gruet ’15, Political Science Advisor: William A. Joseph, Political Science While working on the negotiation team at the U.S. State Department’s Office for the Special Envoy for Sudan and South Sudan, I learned about the powerful role politics plays in every decision on the government level. It was eyeopening to work within such a dynamic office, alongside officers, experts, and stakeholders, all while learning more about my own interests and learning style. Beyond assisting officers on a wide array of daily tasks, writing memos, and attending meetings, my work consisted of two main projects. First, I helped create a database documenting atrocities, bombings, and other attacks against civilians in Sudan. This database informed and assisted the envoy in negotiations.

My second assignment dealt with researching conflict minerals, specifically artisanal gold mining (ASGM). I was primarily researching what role artisanal gold mining plays in current U.S. sanction policy and what effective policy measures, if any, the U.S. government could implement to foster greater cooperation and peace with the government of Sudan. In addition to stories and takeaways, in this presentation I will

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describe the structure of the State Department, the work of my office, and a brief overview of my summer research projects.

Strength in Unity?: Social and Political Transition in Georgia Margaret M. McClure ’15, Russian and Political Science Advisor: Thomas P. Hodge, Russian When I tell people that I spent the summer in Georgia, they tend to think of peaches, not khinkali. But after spending three months working as an intern at the Human Rights Education and Monitoring Center in the capital city of Tbilisi, I will always conceive of “Georgia” as the small country in the Caucasus. As a Russian and political science major, I was fascinated by the ways in which Georgia navigates its relationships with Russia, the U.S., and the E.U. and the steps the country is taking to move away from its Soviet past. I was fortunate to be able to work at a local, female-lead, recently founded NGO, which gave me the opportunity to learn firsthand the specific challenges faced by such an organization. Thanks to my time in Tbilisi, I also gained new perspectives on the roles that local NGOs can play in a nation in transition.

What Is Justice?: Gacaca Court after the Rwandan Genocide Xi Xi ’17, Undeclared Advisor: Catia C. Confortini, Peace Studies I was fortunate to spend six adventurous weeks in Rwanda, the land of a thousand hills. Despite its incredibly colorful landscape and its resilient people, Rwanda is best known for its infamous genocide. The Rwandan genocide created so many prisoners that it would have taken the country around 200 years to process all trials. To accelerate the process and rebuild the country, the government implemented the Gacaca court, a traditional communal court system normally used for trivial disputes in the villages. For

my research project, I studied relevant papers and interviewed a former trainer of the inyangamugayo (judges) who also testified in court, as well as locals who were affected. In my presentation, I will introduce a holistic way of analyzing several controversial aspects of the court such as freedom of speech, gender, and the debate between justice and practicality.

Technology, Innovation, and Education Making Real Human Connections in Technology (Panel) SCI 270 Putting the “Science” in CS: Computer Science Research Beyond Welleley Mary E. Kery ’15, Computer Science and Art Studio; Naomi M. Day ’17, Undeclared; Teresa Y. Tai ’16, Computer Science; Alice M. Wong ’16, Computer Science; and Sunnia S. Ye ’17, Undeclared Advisor: Eniana Mustafaraj, Computer Science Hoping to contribute to cutting-edge technology for the betterment of society? You have options.

A liberal arts education is valued for bringing a uniquely humanist perspective to advancing technology. Beyond research here at Wellesley, current students have joined labs at MIT or have been funded by the National Science Foundation (NSF) to do summer research at major universities across the United States. We will share our research experiences from five separate universities, with projects ranging from mobile privacy at Carnegie Mellon, elderly care at University of Missouri, data privacy at Harvard, DIY sharing at MIT Media Lab, and building next-generation power tools at UC Berkeley. The panel will discuss each of our projects, and also what it was like moving from classroom computer science work to research, and from a small liberal arts setting at Wellesley to big-university academia.

Science in Context: Communicating Academic Research SCI 268 Communicating Science: From Theories to Talks Lei Wei ’16, Biological Chemistry Advisor: Donald E. Elmore, Chemistry I interned in a theoretical population genetics lab at the University of Kansas, as a part of the Research Experiences for Undergraduates (REU) program. My project examined the incorporation of beneficial mutations, which give the organism a survival advantage, in an asexual population. I developed a model algorithm and the mathematical theoretical work that will allow the construction of a computer simulation model that tracks the fitness of the population.

In addition to learning a new computer programming language and developing an improved appreciation of the role of computation in a research setting, I benefitted from the program’s particular focus on scientific communication.

I gained more experience in communicating difficult and complex scientific concepts to different audiences, ranging from professors in the biology department to researchers in different disciplines outside of biological sciences to the general public. During the program, I gave a technical presentation about my research to biology department professors, a poster session for research students and professors across many interdisciplinary research fields, and a 15-second video clip about my research for the general public. These activities required me to place myself in the perspectives of different audiences with varying levels of scientific knowledge and think about the most effective and clear way to present the information. My summer research experience was invaluable in showing me the obstacles presented in scientific research, exposing me to a pure computation and theory-based lab for the first time, and strengthening my desire to pursue biological research as a career.

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Exploring Bacterial Behavior Through Synthetic Chemistry and Discovering My Love of Chemistry Along the Way Sally P. Shepardson ’16, Chemistry Advisor: Megan E. Nunez, Chemistry The research I performed this summer in Helen Blackwell’s lab at the University of WisconsinMadison focused on quorum sensing. Quorum sensing occurs when bacteria use low-weight molecular signaling molecules to gauge local population densities and, based on the density, alter gene expression. The use of quorum sensing by bacteria is the root cause of many of the group behaviors that many types of bacteria use to make us sick. By learning more about how quorum sensing works and how it could be hindered, we hope to develop new alternatives to antibiotics. This summer, I focused on synthesizing quorum-sensing molecule analogues and then testing them in bacteria to see how they functioned in the quorum-sensing pathways. In addition to learning about the science that this project had to offer, being a part of a Research Experiences for Undergraduates program gave me the opportunity to explore different facets of the field of chemistry. From attending seminars three times per week to seeing firsthand the diversity of the life of a graduate student, this program opened my eyes to much more than my research project. It gave me a deeper understanding of the chemical field and the pursuit of a PhD. From Benchside to Conference Room: Financing Immuno-Oncology Tejaswini P. Reddy ’15, Neuroscience; and Lavanya Ganesh ’15, Political Science and Economics Advisor: Louise E. Darling, Biological Sciences When someone has cancer, it means that tumors are winning the battle against the body’s immune system. The immune system is able to recognize and kill cancer cells; however, the adaptability of cancer cells prevents the immune

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system from carrying out an effective immune response. Immuno-oncology is a rising field in the biopharmaceutical sector focused on developing therapeutics that equip the immune system with the right armory to fight cancer. If immuno-oncology becomes a viable option, how will it change the face of translational medicine and biomedical research? What role do pharmaceutical companies, and more broadly, Wall Street, play in the fight to cure cancer? This summer, Tejaswini Reddy researched at the Steele Laboratory for Tumor Biology at Massachusetts General Hospital, studying the tumor microenvironment of hepatocellular carcinoma. Lavanya Ganesh interned at Eaton Vance, an investment management firm in Boston, where she worked closely with the small- and mid-cap health-care equity research group.

Wellesley in the Tech World (Panel) SCI 277 On the Beaten Path and Off It: Contrasting Experiences in the Tech Industry Erin E. Altenhof-Long ’16, Computer Science and English; Emily Ahn ’16, Cognitive & Linguistic Sciences; Han-Ching E. Hau ’16, Computer Science; Alexandra G. Levy ’15, Computer Science; Nai Wen Shih ’15, Computer Science; and Sravanti Tekumalla ’16, Computer Science Advisor: Sohie M. Lee, Computer Science After a summer interning at diverse companies in the tech industry, we’d like to share our experiences with other Wellesley students interested in similar opportunities. Before our summers, we wondered how to look for internships, how to know if we were ready for the tech world outside of Wellesley, and what kinds of internships would suit our interests. Now we’d like to share the answers to those questions as well as our insights, some of which include: you don’t have to know it all beforehand, picking a project that matters to you is important, the community in the tech industry is welcoming, there are skills beyond those that directly relate to computers that will help you to succeed, and what to do 28

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when you don’t know what to do. Please come and hear from us about our experiences at Google, Wells Fargo, Girls Who Code, Newsela, and Microsoft.

12:00–1:30 P.M. Luncheon All members of the Wellesley College community are invited to lunch, which will be served in the Leonie Faroll Focus and the Science Library.

1:30–2:40 P.M. Culture and the Arts Activating the Archives: Visual Arts in the Digital World SCI E111 Graphic Design at MIT From 1957–1989 Orli C. Hakanoglu ’16, Architecture Advisor: Martha J. McNamara, Art As a student passionate about architecture, graphic design, and art history, my summer internship at the MIT Museum was a perfect intersection of all three interests. I got a taste of museum work while working in the Architecture and Design collection. My work revolved around researching the life and work of Jacqueline S. Casey, a graphic designer employed at MIT for 30 years. Developing a graphic identity that created a distinct “MIT look,” Casey’s original, playful, and compelling posters brought students and faculty together and established MIT as a pioneer in visual communication. In researching Casey’s life and organizing, cataloguing, and digitizing her poster art for an upcoming publication, I was able to analyze her design aesthetic and explore the impact she had on the MIT community. My internship left me with a new appreciation of the importance of graphic design in everyday life.

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Temple or Storage?: Reorganizing the Photography Collection at the Minneapolis Insitute of Arts Claire I. Milldrum ’15, Art History Advisor: Claire C. Whitner, Davis Museum & Cultural Center The Minneapolis Institute of Arts is a public, easily accessible, and free museum that holds art from around the world. An eighth of the collection is photography, containing works by such masters as Dorothea Lange, Ansel Adams, and Edward Weston. Once maintained by one man, it now requires greater maintenance. Over the summer and funded by a Global Engagement Grant, the collection took the preliminary steps to rationalize and digitize the locations of the individual works. The project adapted to become a survey on collection issues, so that these masterpieces will be up to best practices by January 2015. This presentation will cover the complex issues and process required to better understand and maintain a collection. When projects like this are completed, they allow the institutions to better serve their public and become more accessible in today’s world.

Using Modern Resources to Illustrate the Life of Anne Whitney, 19th-Century Sculptor Kalyani Bhatt ’14, Architecture Advisor: Martha J. McNamara, Art During this internship, I assisted Wellesley Professor Jacki Musacchio with the crowdsourced transcription project “Dear Home: The Letters of Anne Whitney” by checking the transcriptions. Another part of the internship was as a research assistant in the digital humanities, combining traditional research methods with new technology. This research involved finding maps, newspaper articles, images, and other primary sources related to Whitney’s travels and other female artists who worked abroad during the late 1800s. The project gave me a new perspective on how these women worked in a time when they faced additional challenges related to

their gender from critics and male artists. This internship related to the independent study in art history that I completed last spring in the digital humanities, using Omeka software. It gave me a sense of the work art historians do and has encouraged me to pursue research-related work before graduate school. I hope those who attend will learn more about the digital humanities and its application to a variety of subjects.

The Art and Technology of Publishing SCI 380 Process to Page to Publication: How to Write and Publish a Novel Sarah L. Garvey ’15, English Advisor: Luther T. Tyler, English From Tolstoy to Tolkien, all novelists require familiarity with the variety of tools in their writer’s arsenal: up-to-date knowledge of the expanding modern book market; applying to taste and mass appeal; character development; meticulous world building; extensive research; and gripping story arcs, to name just a few. In a world of changing technologies and further advancements into the digital era, the question remains: What does this mean for traditional publishing, marketing strategies, and supply and demand? Through the process of writing and publishing my first novel, Eternity, I was exposed to these questions and more. I got to explore the intricacies of advanced storytelling, the importance of networking, and the ever-changing publishing industry. In this presentation, I will share the insights I have gleaned from my experience and reveal the reality behind the mercurial realm of novel writing.

The Art of Publishing: The Literary Industry’s Moving Parts Anna Krauthamer ’15, English and Psychology; Elizabeth W. Grice ’15, English and French; and Alison K. Lanier ’15, English & Creative Writing and Cinema and Media Studies Advisor: Margery M. Sabin, English Our internships centered on the processes of publishing: the many institutions, roles, and

people that this process entails. We often were immersed in editorial work, but our experiences also enlightened us about the industry’s other components, including but not limited to publicity, online and self-publishing, and marketing.

All of our internships included us in professional communities that in turn gave us a taste of industry life and networking. Each panelist’s experiences is educational as a standalone topic, and together, they illustrate how publishing’s varied pieces fit together. Combined, we represent a literary agency, a publishing house, a magazine, and a literary journal. These institutions provide insight into the literary industry at large; their similarities, differences, and the ways in which they overlap help to provide a fuller and more concrete idea of how the literary industry really works. The panel will explain what working in the publishing industry actually means—what role a literary agent plays versus an editor at a publishing house, where a publicist fits into it all, and the emerging prominence of online and digital publishing. The publishing industry is fascinating and complex; we aim to convey that complexity as well as to discuss the real jobs and people behind it all.

Empowerment of Youth, Women, and Families Recognizing Limits: Can Change Really Happen?

SCI 104 Downtown Dreams: Education Intervention, Grassroots Organizations, and Class in a Classroom Agnes G. Rieger ’17, Undeclared Advisor: Susan M. Reverby, Women’s and Gender Studies

for the other three days of the week, I designed and led six hours of lesson plans. My class and I had fun, and my students inspired me to help them learn more and to further my own studies. Yet this kind of drop-in experience had its limits. At first I was naive about our education crisis and my students’ lives. I was also working in a community that was not directly my own and was unaware of the social consequences of this. I’m returning to Wellesley concerned for American education, focused on supporting grassroots organizations, and more understanding of class and race in American society.

Leveling the Playing Field: Head Start in Health, Nutrition, and Early Learning Carmyn C. Polk ’15, Neuroscience Advisor: Susan M. Reverby, Women’s and Gender Studies Head Start was founded in 1965 as part of the federal War on Poverty program. Prior to itsmplementation , many low-income children were falling through the cracks of the education and health systems. With a focus on early childhood education and mental, nutritional, and physical health, Head Start is able to protect the futures of low-income children, from birth through age 5, by providing a multitude of early intervention services to prepare them for kindergarten. This summer I was able experience how the YMCA of the Central Bay Area implement all of their Head Start programs, how policies regarding Head Start are ever-changing, and how instrumental each person’s position in the program is in securing the best learning experience for all children. This presentation will focus on why Head Start began, and why the existence of this program, despite criticisms, is still important to childhood education today.

This summer I worked with Guadalupe Centers, the longest continually operating organization serving Latinos in the United States. After training, I was assigned to a class of fifth-graders, most from urban Kansas City, Missouri, schools.

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The Generation after the Genocide: Mentoring College Women From Cambodia’s Rural Provinces Saraswati P. Rathod ’15, Political Science Advisor: William A. Joseph, Political Science From 1975–1979, a brutal Communist dictatorship in Cambodia massacred students and intellectuals, converted schools into prisons, and halted education in favor of forced labor. Thirtyfive years later, education is still a luxury, particularly for women. I spent the summer mentoring young college women in Phnom Penh. The students I worked with overcame enormous emotional and cultural barriers by leaving their homes in the countryside to continue their studies in the capital. Still, the schooling they receive pales in comparison to what they would receive in the U.S. Lateness, plagiarism, and cheating was commonplace. During my internship, I grappled with recognizing the limits of my influence while still holding on to that precious optimism that makes a good mentor. Today, I find myself continually reflecting on the education gap between Cambodia and the U.S., the pressure on women to stay home, and the ripple effects of the 1970s genocide.

Women in Washington and Politics SCI 211 A Summer with Leader Pelosi: A Capitol Hill Experience Through the Lens of Immigration Policy Mairead R. McAuliffe ’16, Economics Advisor: Julie A. Matthaei, Economics As a summer intern with House Minority Leader Nancy Pelosi’s office in Washington, D.C., I was able to experience life on Capitol Hill as the Children at the Border crisis unfolded. I witnessed the passionate renewal of the issue of immigration reform and the subsequent explosion of public discourse regarding the related issues of jobs, security, housing, and the criminal justice system. As an intern in the Office of the Democratic Leader, I supported a talented staff 30

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that tackled these issues from a congressional perspective as well as from the standpoint of the media and the Democratic Party. I attended briefings and composed memos on a variety of pertinent topics; I sifted through constituent voicemails and emails to gauge voter sentiment; and I assisted with the organization of Democratic Party events, designed to ignite swift legislative action. Assuming these tasks amid this turbulent, political atmosphere provided me with the opportunity to effectively acquaint myself with the inner workings of our nation’s Capitol.

What Kind of Feminism Is the Majority?

Elizabeth S. Feldstein ’15, Political Science Advisor: Hahrie C. Han, Political Science This summer, I worked at the Feminist Majority Foundation (FMF), a nonprofit organization that works to foster social, political, and economic equality for women in the United States and internationally. As an intern, I experienced firsthand many of the benefits and challenges of FMF’s global and multi-issue mission. I was also able to observe how FMF fit in with the larger world of political and feminist organizations.

Ultimately, my summer at FMF gave me a better understanding of how current theoretical feminist debates translate into practice. I will analyze how FMF fits into contemporary conceptions of feminism, paying particular attention to intersectional critiques of mainstream feminist movements.

Working on the Hill: Interning With Senator Gillibrand Lily W. Luo ’16, Political Science Advisor: Hahrie C. Han, Political Science As an intern for Senator Gillibrand this summer, I got to experience the unique work environment that is Capitol Hill. Through this internship program, I got a glimpse into the daily functions of a senator’s office, from the logistical side of scheduling and tour requests to how the different offices interact with one another. I had the w o r l d

opportunity to work on legislative topics such as immigration reform and the new campus sexual assault bill. I was also responsible for attending and writing memos on congressional hearings and briefings. Primary focuses of my presentation will be what it is like working as a minority in the government and how to specifically navigate Capitol Hill.

Health and Medicine Beyond Borders Developing Strategies for Developing Minds and Bodies SCI 256 A New Way to Eat in China Diana Lee ’15, Environmental Studies and Geosciences Advisor: Tracey L. Cameron, Office of Intercultural Education Sustainability is a complex and important topic, especially in China, which has experienced rapid economic growth. This summer, I interned for Joint U.S.–China Collaboration on Clean Energy (JUCCCE), an environmental nonprofit based in Shanghai. We started a new campaign called “A New Way to Eat,” which focuses on the relationships between eating habits in China, environmental health, and individual health.

As the Chinese middle class grows, there has been a shift from a traditional Chinese diet to a fast-food, more Westernized diet. Subsequently, there has also been a rise in diseases of affluence.

A New Way to Eat is aiming to educate primaryschool children how to eat in a manner that is sustainable for them and for the environment and combat the rising rates of obesity.

Mutations in Cyclophilin-D, Mitochondrial Maturation, and Cardiomyocyte Differentiation in Neonatal Mice Marika A. Psyhojos ’15, English Advisor: Dora Carrico-Moniz, Chemistry The heart develops over 3400% in just a few embryonic days! This summer I studied the

exertive embryonic and neonatal development of the heart at Strong Children’s Research Center in Rochester, New York. Our laboratory showed how closure of a pore in the cardiomyocyte mitochondria, called the mitochondrial permeability transition pore (mPTP), prompts heart development. I created four mutations to a pore-regulating protein and examined the changes in cardiomyocyte differentiation.

Beyond conducting research, I spent time in a pediatric cardiology clinic, a cardiothoracic operatic room, and pediatric cardiology intensive care unit to interact with congenital heart disease patients who may eventually benefit from mitochondrial research. This experience drew on my coursework in cellular biology and vertebrate physiology, and reaffirmed my desire to become a pediatrician. I will discuss the mPTP opening and closing, the site-directed mutagenesis, and the application of the research for premature infants and/or patients with congenital heart disease.

When a Cupcake Is Not Just a Cupcake: Children With Neurological Disorders Jody F. Platto ’DS, Neuroscience Advisor: Barbara S. Beltz, Neuroscience The mission of the Calliope Joy Foundation is to serve children living with neurologic disorders now, while working to cure the incurable for the future. Their major annual fundraiser is a cupcake challenge, and their tag line is “Eat Cake and Help Kids with Neurological Disease.”

As the inaugural recipient of the Calliope Joy Foundation’s Wellesley College Class of 1989 Children’s Hospital of Philadelphia Summer Fellowship in Neuroscience, I spent a summer immersed in the world of pediatric neurology.

I had the unique experience of participating in clinical research studying white-matter disorders with leading experts and specialists in the field.

Our specific research questions centered on leukodystrophies and pediatric multiple sclerosis. I was also privileged to interact with many patients and families in a clinical setting. In a

summer of vast experiences, the lessons I came home with will forever influence me as a student, a future doctor, and a human being.

In Sickness and in Health: The Whole Person SCI 261 A Scientific Approach to Holism: Diet, Hygiene, and the Human Microbiota Zoe E. Moyer ’15, Biological Chemistry Advisor: Didem Vardar-Ulu, Chemistry In the 21st century, we know how to be very clean: we have different soaps for our hands, bodies, hair, dishes, and even clothes. But new research on the human microbiota suggests sterilizing everything is killing off thehealthy, necessary bacterial species that colonize our skin and gut. Similarly, much of the literature on health foods movements, which have arisen since the 1950s in response to the increasingly allopathic approach of the food and cosmetic industries, are from unreliable sources filled with scientifically incorrect claims. This summer, I took recommendations from a variety of holistic websites and viewed them through the lens of a scientist. Here, I will share my process and methodology developing a microbiota-friendly, scientifically backed hygiene and diet routine, which I currently use.

With these skills, developed in my biochemistry coursework at Wellesley, I hope to establish a career evaluating international, holistic medicine to advance global exchange and medical systems.

Do You See What I See: “The Interconnected Nature of Medicine” Kathleen L. Zhu ’15, Political Science Advisor: Craig N. Murphy, Political Science The Massachusetts Ear and Eye Infirmary (MEEI) is a specialty hospital affiliated with Massachusetts General Hospital and Harvard Medical School. During my time volunteering and shadowing with an ophthalmologist at MEEI, I was able to observe many patient appointments and several surgeries. These t h e

experiences allowed me to learn about the human body by seeing how the body functions as a system and how the many different parts are all connected. At the same time, this experience also provided me with insight as to what medicine really means to me, and the role of medicine in the context of our society. Especially because of my liberal arts background, I found myself asking questions such as: Why are patients treated differently? Why is this new surgery being introduced now? Is the level of care equal for every patient?

How Your Stress Could Affect Your CostBenefit Decision-Making Minjung Kim ’16, Psychology Advisor: Deborah E. Bauer, Neuroscience We’ve all experienced moments when, under stress, we made decisions that we usually wouldn’t make. (Hint: those extra brownies from the dining hall before an important exam.) This summer, I was able to put this into a larger context of neuroscience when I had the opportunity to research at MIT, studying decision-making that involves components of cost and benefit.

Beyond the trivial “bad decisions” that we make under stressed conditions, stress can have more severe implications on cost-benefit decisionmaking. In fact, impairment in decision-making has been shown to be a neuropsychological risk factor for suicidal behavior. In my research, I studied the effects of stress on cost-benefit decision-making and explored ways to reverse those effects using optogenetic tools. In my presentation, I will discuss the research and possibilities for clinical treatments for chronic stress and how the experience has changed me as a researcher and improved my own stress management.

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Mohs Surgery: Treating Skin Cancer and Maintaining Quality of Life Ariana N. Mora ’15, Music Advisor: Emily A. Buchholtz, Biological Sciences Skin cancer is the most common type of cancer, accounting for over 3.5 million nonmelanoma skin cancers and 76,600 melanomas annually.

Several treatment modalities exist for nonmelanoma skin cancers, but when dealing with those that have poorly defined borders, are in conspicuous areas of the body, or have a large surface area, Mohs surgery is the preferred treatment. Mohs surgery preserves as much healthy tissue as possible and histologically confirms complete cancer removal through micrographic observation of frozen sections. With cure rates between 97% and 99.8%, Mohs surgery is certainly ideal in many cases, but other factors must be considered, including cost and maintaining a high quality of life. Over this past summer I conducted research investigating these factors at Brigham and Women’s Hospital/Dana-Farber.

I directly interacted with administering patient surveys, observed surgeries, and analyzed patient medical histories, all of which has given me invaluable experience in the medical field as an undergraduate.

Identity, Community, and Global Citizenship Independent Explorations of Global Identities SCI 270 “Backpacking With a Purpose”: SelfReflections in the Embrace of Peru Veronica G. Yu ’15, Sociology Advisor: Lee Cuba, Sociology This summer, in an attempt to disentangle myself from the seemingly inescapable demands of Wellesley and the academic world, I traveled to Peru with a Canadian organization whose motto is “backpacking with a purpose.” While

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in the Andean region of Cuzco, our group contributed to projects on preserving traditional Incan medicine and promoting maternal health.

Through these experiences, I encountered new friends to challenge my opinions, the time to confront loneliness, and the courage to question my everyday choices. I found myself plunged into a “global community” constructed of Peruvian families in tiny mountain villages, solo world travelers in hostels, and tourists trekking the well-worn path to Machu Picchu. Rather than becoming detached from the academic world, I now find myself more prepared and eager to engage with it. This presentation will highlight the importance of self-reflection and the sociological idea that one’s perceptions of others are intimately illustrative of oneself.

For Your Eyes and Ears Only: Insights From a Year of Voluntourism Abroad Loren J. Lock ’16, Biological Sciences Advisor: Lori Tenser, Class Deans Office With my backpack loaded with Clif Bars, tampons, and multivitamins, I traveled last fall to the second-largest city in Guatemala for a one-year hiatus from Wellesley. During this time I worked with various nongovernmental organizations in and around the city: a rural clinic that provides medical services to an indigenous population; a group that volunteers in a domestic violence shelter; and a worldwide organization that gives people low-interest loans for homes. While I arrived in Quetzaltenango with the hope that I could utilize my skills to further the mission of the organizations with which I was working, careful personal reflection challenged me to consider the integrity of the reasons for one’s work when volunteering abroad; the caveats of arriving with an agenda shaped by a foreign culture; and the necessity for framing each and every experience as an opportunity for observation and experiential learning, and not as an “altruistic” mission.

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It’s More Than the Catch: Examining FlyFishing Through a Summer on the Water Christine J. Galloway ’17, Undeclared Advisor: Andrew W. Mowbray, Art “There is more to fishing than catching fish,” wrote Dame Juliana Berners, one of the first published anglers, over five centuries ago. After a summer of fly fishing filled with experiences that ranged from solo trips in the backwoods of northern Michigan to attending a skills clinic taught by women, for women, in southern Wisconsin, I have immersed myself in the unique connections one makes while fly fishing.

Through sharing the same passion and similar experiences, the bond between two anglers is established even before greetings are exchanged.

The need for acute observation and awareness forms intricate connections with nature. In addition to connecting with other individuals and nature, self-reflection is gained from the meditative and solitary qualities of the sport. Since joining the world of fly fishing, especially after this summer, I have recognized fly fishing’s ability to combine these three individually rewarding phenomena into one activity.

Just a Japanese-American Experience Mika Morikawa ’17, Undeclared Advisor: Yoon S. Lee, English After taking the course “The Asian American Experience” at Wellesley, I decided to develop my own racial project. I entitled it “justajae,” the “jae” part being an acronym for “JapaneseAmerican experience.” The purpose of the project is twofold: to promote the construction of an Asian-American identity and to encourage education of Asian and Asian-American history in schools. I spent a year gathering ideas, and then spent the summer posting self-written articles and self-made videos geared towards these purposes on my blog: justajae.weebly.com. The project was my way of pursuing my own racial identity, and doing so by utilizing the talents I discovered at Wellesley, such as writing and

filmmaking. “Knowledge is power” now holds a whole new meaning for me. I hope that this presentation will inspire students to use knowledge they accumulate here to discover themselves, and to have the courage to start something.

West to Oregon: A Modern Feminist on the Oregon Trail Emma R. Howey ’16, Geosciences Advisor: David P. Hawkins, Geosciences As a GeoCorps America Intern at the Oregon Trail Interpretive Center, my duties were numerous and not always related to geology. Every week, I donned my pioneer costume and demonstrated a traditional pioneer skill. I loved taking people through the process of dipping a beeswax candle or making a rag doll, but the clothing was intolerable. A time traveler to 1850s America, I lost my rights to vote, hold property, or attend college. The core of what I love about my life today was temporarily ripped away. I felt sorry for myself, but more than that I mourned for those women that walked two thousand miles toward an uncertain future. When I put on my dress and bonnet, I took off my identity as a confident, independent woman. Join me today and forget the nostalgia to understand the reality.

Law & Order: Local and Global Change SCI 274 Fighting for Environmental Justice and Health in Southeast Los Angeles Idalmis Vaquero ’16, Environmental Studies and Women’s & Gender Studies Advisor: Catia C. Confortini, Peace Studies This past summer, I interned at Communities for a Better Environment (CBE), a California-based environmental justice organization. CBE fights for the environmental justice of low-income communities of color by providing organizing skills, legal assistance, and policy research to help them confront threats to their health and well-being. I interned with the organizing branch in CBE’s Los Angeles offices, working in the communities where I was born and raised. I

helped mobilize community members to attend and testify in city council and board meetings, I facilitated a youth summer training program, and I learned more about the various campaigns and coalitions CBE is involved in. In this presentation, I will talk about the difficulties of working toward environmental justice and focus on a current campaign to shut down a battery recycling facility that has been emitting lead and arsenic into the air and soil in my community.

Health Care as Peacebuilding: Voices of Arab Health-Care Workers in Israeli Hospitals Jordan R. Hannink ’16, English and Peace & Justice Studies Advisor: Catia C. Confortini, Peace Studies As Hamas’s makeshift rockets entered Israeli airspace and the Israeli military invaded Gaza, the multi-ethnic staff at Hadassah Ein Kerem had to work together to take care of an equally diverse population. I observed both tensions and multi-cultural friendships throughout the hospital when the conflict intensified during the course of my research. This presentation of the first stage of my thesis research focuses on the evolving opinions of Arab health-care workers toward Hadassah’s “bridge to peace” model and the health-peace connection. The world watched Gazans and Israeli soldiers die, but European and Western media often oversimplified the situation. My presentation aims to examine the complexities of the Israeli/Palestinian conflict, particularly from the point of view of Arab nurses. Their stories personalized the war for me, an American, who had only experienced the conflict through a camera’s lens.

Political Lobbying: The Part of Legislating With a Bad Reputation Lydia R. Saltzbart ’15, Political Science Advisor: Hahrie C. Han, Political Science

leaves a bad taste in the mouth. Last summer, despite the claims of my peers that I was “selling my soul,” I decided to take a summer internship position at a Washington, D.C. lobbying firm that focuses primarily on defense, tech/ telecom, and environmental issues. Admittedly, on my first day at McBee Strategic I did not fully understand what lobbying entailed, but I hoped through the internship I would gain a deep familiarity with the policies on these issues and a better sense of the debates surrounding them in Congress. While learning about the legislation and debates was informative, the most valuable takeaway from this summer is my new understanding of the key role lobbyists play in the legislative process—a role seldom explored in academic settings. I will discuss the ways lobbyists connect legislators and private citizens or corporations and why, when done right, it is not such a bad thing for our government.

Vetting Violations: How the ACLU Protects Individuals’ Rights Through Case Law Gretchen M. Parmley ’16, Psychology Advisor: Nancy S. Scherer, Political Science The ACLU of Eastern Missouri receives thousands of complaints per year from citizens across the state who feel their civil liberties have been violated. From LGBTQ rights to racial profiling and police brutality, the ACLU tackles difficult issues that affect our society. As a complaint counselor, one must carefully review each complaint, only selecting the most impactful and wide-reaching issues to bring forth in court.

These cases may go on to set new precedents regarding the rights of individuals in America.

The ACLU aims to protect citizens from overreaching government institutions and dutifully carry out those clauses set forth by the Bill of Rights.

To many Americans, lobbying means the slimy practice used by Jack Abramoff to win over members of Congress with steak dinners and campaign donations; it’s a dirty word that t h e

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Preserving Jewish History Through Digital Museums (Panel) SCI 264 Our Homes: Mapping Historic Jewish Communities Across the Middle East with Diarna Deanna R. Schiffman ’15, Middle Eastern Studies; Angelica L. Meli ’17, Undeclared; Cecilia F. Nowell ’16, Comparative Literature; and Charlotte S. Treadwell ’16, French and History Advisor: Frances G. Malino, Jewish Studies and Anne Wasserman, Jewish Studies As violence in the Middle East escalated this summer, many historical and cultural sites were threatened with destruction; although many were tragically destroyed, new digital museums offer hope for the preservation of other historic sites caught in the midst of political conflict and changing communities. This summer, the participants worked as archivists and summary writers for Diarna Digital Heritage Mapping, a geomuseum that compiles research about sites and countries with Jewish history, working to preserve these sites from neglect. Working across the U.S., the participants used firsthand accounts, databases, photographs, and video footage to construct archives for over 600 sites and to write summaries for many more. The presentation includes sites from Yemen, Jordan, Iraq, Algeria, Pakistan, and Egypt. This presentation aims to heighten the audience’s understanding of the vast and rich history of the Jewish diaspora and the ways in which exile has affected the Jewish community throughout its history.

Rethinking Power Structures SCI 364 A Woman First, a Soldier Second Grace Y. Park ’16, Political Science Advisor: Hahrie C. Han, Political Science For 28 days, I lived in barracks, shot rifles, and proudly wore the U.S. Army combat uniform.

My experience living as an Army cadet both this

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summer and throughout the year as a woman and as an Asian American is both filled with unfortunate and hilarious stereotypes and exists as a case study of the growing diversity of the military in the United States. While female soldiers are held to the same leadership standards as their male counterparts in ROTC, they are still not legally able to become infantry officers, arguably the main effort of the Army. With the new policy that female soldiers can engage in combat, however, the Army is adapting and finding strength in its newfound diversity, starting from cadet-level training. My experience, though atypical for a Wellesley student, taught me a very Wellesley lesson about feminism and why we need it more than ever.

Confronting the NGO Myth: Perspectives on Work Culture in Indian NGOs Andrea P. Aguilar ’16, Political Science and Middle Eastern Studies; Ramneek K. Nagi ’16, Neuroscience; and Minjia Wu ’16, Political Science Advisor: Neelima Shukla-Bhatt, South Asia Studies Are NGOs actually effective in bringing tangible change? This past summer, interning with Observer Research Foundation Mumbai, Action India (New Delhi), and Aga Khan Education Services (Mumbai), we worked on a variety of social issues including sexual harassment, educational development, and gender. Reflecting on our experiences, we identified commonalities across our respective work cultures that we believe have impacted how these NGOs operate: how power structures have reinforced positive and negative behaviors; the extent to which organizational strategy has been defined, understood, or internalized by its members; and how performance has been monitored and interpreted for improving efficacy. We believe that it is important that NGOs critically evaluate their organizational culture in order to strengthen the meaningful work they do for their communities. Moving forward, we hope to use what we have learned for improving work culture in the

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organizations we serve at Wellesley and in our future endeavors.

The Future of Women in U.S. Armed Forces: Summer at the Center for Strategic and International Studies Melodie V. Ha ’15, Political Science and Chinese Language & Culture Advisor: Stacie E. Goddard, Political Science This past summer, I was given the opportunity to intern with the Harold Brown Chair in Defense Policy Studies at a major think tank in Washington D.C., where I helped conduct research on the integration of women into combat arms. There, I observed that while there are over 13,000 soldiers in the Marine Corps, less than 7% of those Marines are women. In under two years, the Marine Corps plans to increase the number of female Marines by up to 20% by opening up positions traditionally held by men to women. This presentation will discuss the pros and cons of female infantry officers, why women have continually failed the Infantry Officer Course, the physical challenges that female soldiers face on and off the battlefield, and the overall debate of the necessity for female soldiers in the U.S. Armed Forces.

The Culture of Business SCI 278 Contextualizing Savings Deposits in India Shruti Sitaram ’16, Economics Advisor: Seth B. Neumuller, Economics My internship with the consumer banking division of Standard Chartered Bank in India taught me how to apply economic theories to real-world situations and how cultural and economic differences between countries impact the ways in which products are marketed to consumers. In response to concerns about customer acquisition and retention rates, I completed a benchmarking study that compared Standard Chartered Bank to its peer institutions along a number of

dimensions. The results of my analysis point to declines in the aggregate savings behavior of Indian consumers rather than idiosyncratic factors. Overall, this experience made me feel very confident about pursuing a career in the financial services industry. While the coursework for my economics major helped me prepare for my internship at an intellectual level, working in India was a unique and wonderful experience that I would enjoy giving my peers insights into.

Enterprise Cities: Creating Sustainable Economic Growth Through the Reduction of Trade Distortions Erin A. Nealer ’15, International Relations-Economics Advisor: Ann Velenchik, Writing Program This summer I worked on the Competitiveness and Enterprise Development (CED) Project at Babson Global. CED works with both the public and private sector in developing countries to build the necessary regulatory environment and infrastructure to spur growth and foster entrepreneurship. It seeks to identify new ways of delivering economic growth to countries around the world by increasing the global competitiveness of local products and ideas. “Enterprise cities” are new, relatively autonomous cities on greenfield sites in developing countries that will grow through competition and sustainable economic practices. To that end, the research I did this summer focused on anticompetitive market distortions that are common in developing countries, and the ways in which they can be avoided in the future as young cities form.

Millenials, Innovation, Corporations, and Culture: Tools for Recognition and Change Taylor A. Rondestvedt ’15, History Advisor: Ryan A. Quintana, History This summer I interned in the corporate events and recognition department of Thrivent Financial, a firm based in Minneapolis. Thrivent Financial, a fraternal organization, recently

changed their “common bond,” or the criteria that linked each member together, and began to evaluate parts of the corporation. As an intern in recognition, I began a series of meetings to consult on how (and why) the corporate culture needed to change to be more inviting to both recent graduates as members and employees, but also how the company could run its recognition program more effectively overall. In discussions, I created the idea of the “failure award” to recognize good work that was discarded for any reason, so that “failure” becomes less scary and words like “innovation” and “individual” do not turn away employees, both new and old, from pursuing new ideas.

Social Entrepreneurship: An Innovative Way to Change the World Liza M. David ’15, Economics Advisor: Joseph P. Joyce, Economics Social entrepreneurship is the intersection of the private and public sectors to pursue innovative solutions to societal problems. Ashoka, an enterprise for social entrepreneurs, attempts to solve some of the world’s most pressing issues: everything from empowering women to health, education, and environmental problems. As an intern there this past summer, I saw how social entrepreneurship manifested itself in the organization. It was my responsibility to analyze trends within the social innovation landscape. Having worked in the field, my experience at Ashoka was a great opportunity to work in an office setting, to be part of an organization that affects many more people, and to influence progress. In this presentation I will evaluate the field of social entrepreneurship and discuss organizational culture and my role as a change maker. I will also discuss how the ideas of social entrepreneurship have been and can continue to be applied here at Wellesley.

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Words Are Not Enough: Japanese-to-English Translation in Global Business Lisa Y. Hsieh ’16, East Asian Studies Advisor: Eve Zimmerman, East Asian Languages & Cultures This past summer, I interned at Hitachi TechnoInformation Services, Ltd. in Tokyo, Japan, where I had the privilege of participating in several projects involving Shareresearch, Hitachi’s patent research database system. In harmony with the company’s objective of making its services available on a global scale, many of these projects required Japanese-to-English translations of patent database documents, as well as the preparation of English presentations for prospective foreign clients. Through this experience, I was able to learn more about Japanese business culture and the patent development process.

I also realized that translating the original Japanese passages in a way that was consistent with the customary English usage was far more important than converting the sentences into the literal word-for-word meaning of the text. This experience taught me that the cultural nuances across different societies must be taken into account in order for effective global communication to take place.

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Technology, Innovation, and Education Applying Computer Science Across Industries (Panel) SCI 277 Computer Science Here, There, and Everywhere: What You Can Do With CS Veronica J. Lin ’15, Economics and Computer Science; Jazlyn M. Akaka ’16, Computer Science; Jessica Laughlin ’15, Computer Science; Xixi Lu ’15, Computer Science; Francys M. Scott ’DS, Computer Science; and Meridian A. Witt ’16, Media Arts and Sciences Advisor: Orit Shaer, Computer Science At Wellesley, our courses in computer science and media arts and sciences have equipped us with technical knowledge and problem-solving skills. This summer, we applied these skills in a variety of different settings, finding that computer science and computational skills are essential anywhere and everywhere in our world today. Our internship experiences were as diverse as the fields we worked in, from financial services to the technology industry to the government, at companies and organizations such as the U.S. Securities and Exchange Commission, Goldman Sachs, Microsoft, TripAdvisor, Symantec, and AllSet Learning. We were each challenged with different projects throughout the summer, and have returned to Wellesley with new skills and insights. We are excited to share our experiences as summer interns: the application process, the work atmosphere, our projects, and how Wellesley and other resources prepared us for these internships and beyond.

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Cutting-Edge Technology: From Nanoscale to Global Network SCI 268 New Scientific Glasses: Visualizing Nanoscale Interactions Emma C. Regan ’16, Physics; and Aiman Sherani ’15, Physics Advisor: James B. Battat, Physics Proteins are the molecular workhorses of cells.

Because these tiny machines work on short timescales, it is difficult to understand how they function. What if we could visualize interactions between proteins in real time? This would allow us to understand diseases, create treatments, and grasp fundamental physics that drives life.

This summer, we participated in a biophysics research program at the University of Michigan in Ann Arbor to develop tools that help scientists address this question. Aiman created computational models of a flu virus protein to discover potential therapies. Emma developed a technique using nonlinear optics to image proteins in living cells. Our Wellesley coursework and experiences enabled our contributions at a major research university, and we are excited to pursue such stimulating problems in our scientific careers. We will discuss our research, our lab experiences, and the value of interdisciplinary research in solving medical problems and understanding fundamental laws of nature.

Printing Bones: Possibilities of 3-D Printing in Biomedical Engineering Elena N. Shaw ’15, Physics Advisor: James B. Battat, Physics The accessibility of new technology creates new fields of study and gives rise to new methodologies and implementations. Computer-aided design (CAD) programs have been a common software in many industries. However, with the increased consumer availability of 3-D printers, CAD programs now offer an entirely new realm of possibilities, particularly in the biomedical

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realm. A research team at Olin College of Engineering collaborated with two teams of doctors this summer, using readily available tools in engineering to redesign medical research and redefine anatomy education. Working with both CAD programs and 3-D printers, our team designed an apparatus to verify a new radiation therapy treatment plan for prostate cancer patients at Boston Medical Center and created anatomy models for education and research at Boston University School of Medicine. The hope is that such collaborations will inspire interest in imagining and implementing the possibilities of 3-D printing in education, research, and medicine.

Speeding Up Ur Interwebz: Improving Network Responsiveness by Improving Latency Measurement Techniques Hanlu Ye ’15, Computer Science and Mathematics Advisor: Sohie M. Lee, Computer Science A fast internet connection is crucial to participation in our hyperconnected world. What if the internet isn’t fast enough? Why is it slow, and what can we do to speed it up? What does “fast” even mean? This summer at Montana State University, I explored the limitations of tools that measure latency, or the time it takes to communicate between computers on the network.

I also investigated the problems that challenge network performance, such as finding your closest server (replica server selection) or locating your closest neighbors (clustering). Over the course of the summer, we implemented our own latency measurement tool, IP2DC, and tested its performance in the replica server selection problem and the clustering problem. Learn what goes on behind your connection and about cuttingedge network research performed in beautiful Bozeman, Montana.

Interinstitutional Innovation: Google Glass, zSpace, Eugenie++, and Personal Genomics (Panel) SCI 377 Supporting Innovation in Synthetic Biology Through Human-Computer Interaction: An Interdisciplinary Collaboration Grace J. Hu ’17, Undeclared; Joanna A. Bi ’15, Computer Science; Claire A. Cerda ’15, Sociology; Lily Chen ’17, Undeclared; Cassandra L. Hoef ’15, Computer Science and Medieval/Renaissance Studies; and Elina S. Segreto ’15, Computer Science Advisor: Orit Shaer, Computer Science The Human Computer Interaction (HCI) Lab collaborated with biology researchers at Boston University and Wellesley to enhance biology research and promote accessibility of information through novel user interfaces. Our four teams designed and developed several interactive software tools to help data exploration and problem solving. The Google Glass team created an application that enables scientists to view experimental steps in both hands-on and hands-free ways. The zSpace team explored the use of braincomputer interfaces to measure the benefits of new technologies. The Eugenie++ project tested novel interaction techniques with active tangible tokens on a multitouch surface. The personal genomics team designed multiple visualizations to make complex genomic information more accessible to nonexperts. Since genomic information is personal, we also investigated the privacy implications of working with such data. As a panel, we will present our work and share our experiences of collaboration in interdisciplinary research.

2:40–3:00 P.M. Break Refreshments will be served in the Leonie Faroll Focus, Science Center

3:00–4:10 P.M. Culture and the Arts Art Narratives: Research and Museum Collections SCI E111 Chasing a Revolutionary Patriot Across Boston Kathryn W. Griffith ’15, Art History Advisor: Martha J. McNamara, Art What does it mean that an object has a story?

As an intern at the Bostonian Society/Old State House, I was able to research the Liberty Tree flag, one of the museum’s most important objects. This internship was a great opportunity for me to apply classroom-learned research skills to interpreting an artifact for the broader public. The Sons of Liberty purportedly hung this flag on the famous Liberty Tree as a signal for meetings, but little is certain about the flag’s history. The story begins with the flag’s owner, a Boston wire worker named Samuel Adams (not the famous patriot). I traced the life of Samuel Adams from his birth at the end of the colonial era to his death just before the Civil War. This presentation will discuss the intertwined histories of Samuel Adams and his flag, and what they tell us about how people engage with history.

Gauguin’s Nevermore: A Manifestation of Insatiable Erotic Anxieties Jocelyn S. Wong ’15, Art History Advisor: Paul A. Galvez, Art While studying abroad at London’s Courtauld Institute of Art, I encountered Paul Gauguin’s painting Nevermore in the university’s collection.

The disconcerting color palette, spectre-like background figures, and eerie facial expression of the reclining nude girl seemed to hint at a more complex story than Gauguin’s well-known sex escapades with a 13-year-old Tahitian girl.

I spent the semester perusing Gauguin’s letters, his autobiographical account (NoaNoa), and the t h e

Courtauld’s extensive collection of Gauguin’s artistic work in hopes of uncovering deeper motives and sentiments behind this disconcerting piece. My research revealed that at the time Nevermore was created, Gauguin was becoming disappointed with the “pure” Polynesian culture that was in fact tainted by Western contact. We can detect traces of his disenchantment in the work. I shall share a darker side to the sexual bliss that art historians attribute to Gauguin’s Tahitian spree.

Inside the Field: A Look Into Exhibition Development at a Natural History Museum Grace E. Bennett Pierre ’16, Psychology Advisor: Margaret M. Keane, Psychology What is a museum? Is it a source of entertainment, a place of relaxation, or an institution of learning? According to current museum theory, museums can be any one (or more) of these things for each person. More than anything else, however, museums are a place where one can go to see “the real deal”: genuine objects from different places, times, and species. This summer I had the opportunity to intern in the exhibition development department at the Field Museum of Natural History in Chicago. Exhibition developers act as a bridge between curators—museum researchers—and the general public through their work conducting informational research for new exhibits and surveying visitors. From prototyping interactive aspects of new exhibits to researching tools from the Neolithic period in China, I gained a greater understanding of the internal structure and the development process used at large natural history museums.

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Peggy Guggenheim’s Collection, the Art Market, and Its Collectors Chayroold S. Guevara ’15, Art History and Economics Advisor: Paul A. Galvez, Art Using auction records, reports on private sales, an art index, and a financial report from 1942, we will briefly explore the appreciation of works in Peggy Guggenheim’s collection in order to answer whether she could amass a collection of the same caliber in the present. To gauge the value of Guggenheim’s collection as well as how those works have appreciated, we will reference prices reported in a 1942 financial statement

by Bernard Reis, Guggenheim’s accountant at the Art of this Century gallery, her collection’s location in 1942. After adjusting for inflation, we will compare these prices to those paid at auction or in private sales for similar works by the same artists from the same time period.

Finally, we will explore what Guggenheim’s collection would have looked like in the present day, considering the contemporary value of her inheritance.

The Museum as Classroom Through Architecture and Art Culture SCI 268 A Historic House in Modern Day: A Summer at Tudor Place Dana E. Marks ’15, Architecture Advisor: Martha J. McNamara, Art I spent this summer at Tudor Place Historic House and Garden in Washington, D.C. As a member of the education department, I planned and implemented activities for toddlers and young children as well as led tours in and around this historic property that houses over 200 years of American history under one roof. Working at a historic property gives you the opportunity to interpret the building itself in conjunction with the other museum artifacts. This allows visitors to better understand the past and helps them relate past events to their own experience. As 38

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an architecture major at Wellesley focusing on architectural history and historic preservation, I could not have found a better place to spend the summer entering my senior year. My hope is to continue working in historic collections and sites to educate the public on the important stories these places can tell.

Architecture as Material Culture: Research and Education at Historic House Museums Angela M. Sun ’17, Undeclared Advisor: Martha J. McNamara, Art Historic-house museum tours focus on the lives of the people who lived in those homes and the stories their objects tell. Yet these tours often overlook their most substantial and most compelling piece of material culture: the architecture of the house itself. During my internship at the Nichols House Museum, I completed a research project investigating the design of the four-storey brick townhouse and spearheaded the integration of architectural analysis into the museum’s general tour. I also developed a complementary thematic tour focusing on the ways in which the house’s architect and its subsequent inhabitants had different visions for use of the building’s space and structure. In this presentation, I discuss the challenges of translating research into engaging educational material and the excitement of uncovering the ways in which the design of a family’s house can reveal just as much about their lives as the objects inside it.

Art Isn’t Just for Artists Jayne Yan ’16, Art History/Studio Advisor: Noah A. Rubin, Education Art is often seen as only for those who are “good” at it. Whether it be historical expertise or mastery of materials, art has been taught as a subject to be studied in isolation. However, art is one of the best pathways to foster creativity, a skill needed in all other subjects. This past summer, my internship at the Philadelphia Museum of Art has opened my eyes in the ways we can

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incorporate art in whatever we learn—even science, math, writing, or history. I worked on a program called Visual Arts as Sources for Teaching. This program provides workshops, a week-long summer seminar, and resources to teach art to educators from all disciplines and all grades, K–12. I will discuss how incorporating art into their classrooms, combining two seemingly different elements, results in enhancement of both creativity as a skill and understanding of a subject.

Preserving the Vision of Olmsted Hannah E. Van der Eb ’14, Architecture and Spanish Advisor: Martha J. McNamara, Art This summer, I volunteered at the Frederick Law Olmsted National Historic Site, where the National Park Service preserves the work of landscape architect Frederick Law Olmsted.

Through the visitor’s center, I worked as an interpretation ambassador, designing tours and reference material regarding Olmstead’s life and work, focusing on the historical significance of the site’s design offices and landscape. The goal for this internship was to broaden my understanding of the field of landscape architecture, a field I plan to pursue in a professional capacity.

I was not only able to accomplish this goal but I also had the opportunity to apply the research and analytical skills I acquired at Wellesley to the work I did within the field of historical and landscape preservation. The most exciting part of my experience was realizing how the National Park Service employs professionals from several fields, such as landscape architecture, to accomplish its goal of preserving and protecting historical and natural resources for the enjoyment of future generations.

Empowerment of Youth, Women, and Families Data & Accountability: Shaping Positive Outcomes for Families and Communities SCI 256 Data and Empowerment: Engaging Communities to Improve Reproductive Health in the Philippines Victoria C. Rines ’15, Biological Sciences Advisor: Katie D. Koski, Center for Work and Service Imagine the following scenario: you are a nurse and your patient is a 48-year-old woman with 14 children. Her eldest daughter is 24 and her youngest son is still breastfeeding. Her eldest daughter complains of intense back pain, has jaundiced skin, and is unsure if she is pregnant again. This summer, as an intern for Roots of Health, a nonprofit organization dedicated to improving reproductive health and empowering women/girls to make informed decisions about their health and their bodies, I became embedded in communities where scenarios like this are far too common. Through this presentation, I will share what I learned from these stories and will explore how qualitative and quantitative data can be used to develop and implement effective interventions. I will also describe how this immersion reshaped my view of the public health framework and clarified my desire to be a public health practitioner Grassroots Lawyering for Inclusive Development: Amplifying Marginalized Voices and Demanding Accountability Brianna D. Krong ’15, Political Science and Peace & Justice Studies Advisor: Hahrie C. Han, Political Science This past summer, I worked as a global engagement intern at Accountability Counsel, a legal nonprofit that assists marginalized communities around the world to defend their environmental

and human rights using nonjudicial complaint offices. Through direct support to complainants, Accountability Counsel amplifies the voices of communities around the world harmed by internationally financed development projects. As an intern, I provided factual and policy research support on cases concerning transit corridor development in Kenya and mining activities and sector reforms in Haiti. Additionally, I assisted in preparation of civil society comments submitted to the second policy review of the African Development Bank’s independent accountability mechanism. My work with Accountability Counsel introduced me to the dynamic and growing field of international accountability and provided me with unique insights into the workings of a small, high-functioning nonprofit.

Keep Calm and Curry On: Barriers to Data Accuracy in Developing Countries Micah J. Villarreal ’15, International Relations-Economics Advisor: Olga Shurchkov, Economics Based in Bangalore, India, the Parinaam Foundation runs the Urban Ultra Poor Program to advance its all-female beneficiaries from “ultra” poor to “bankable” poor, with “bankable” implying qualification for microfinance.

This holistic program attempts to tackle all possible disruptions, from education to health care, so that its beneficiaries can maintain a stable livelihood. For the 652 participants of the UUPP program, the progress they have made over the past seven years has been anything but anecdotal. Unfortunately, however, anecdotes are all the organization has to illustrate its success, as accurate data collection has proved difficult.

Household income, for example, can usually only be inferred. This presentation will discuss both the difficulty and the importance of data collection in developing countries. It will also touch on what improvements have been made to the Parinaam Foundation’s practices to ensure that future progress can be displayed both in photos and in bar graphs! t h e

Education for Underserved Youth SCI 380 Interning With EASE: My Internship Experience at an Arts Education Nonprofit Stephanie A. Radke ’15, English Advisor: Noah A. Rubin, Education My presentation will discuss the work I did this summer at Urban Arts Partnership, an arts education nonprofit in New York City. I worked primarily with their Everyday Arts in Special Education program (EASE).The recipient of a five-year, $4.5 million grant from the U.S. Department of Education, EASE seeks to provide special-education classrooms in New York City with arts-integrated curriculums. During my time with EASE, I sat in on interviews with prospective teaching artists, aided in organizing two teacher-training events (everything from reaching out to prospective attendees to corralling food donations), and helped EASE begin to prepare for its next round of grant applications, along with many other things. My internship showed me how vital nonprofit work is (particularly in arts and special education) and inspired me to seriously consider pursuing nonprofit work after graduation. I hope to inspire other Wellesley students to consider similar internships through my presentation.

Nuclear Chemistry in Hong Kong: Teaching Across Cultures Wendy S. Ma ’17, Undeclared Advisor: Carla M. Verschoor, Chemistry This past summer, I had the unique opportunity to travel halfway across the world to Hong Kong, where I worked for a nonprofit organization called Summerbridge. The goal of this program is to provide academic and personal enrichment to underprivileged. Thus, I decided to teach a class about nuclear chemistry. My initial goal was to share my knowledge and love for the sciences; however, I discovered that I was learning so much more from my students’ stories and experiences. This cross-cultural exchange taught

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me how to step out of my own comfort zone, break language barriers to communicate effectively, and embrace differences among people.

It is remarkable how some aspects of life are universal. This presentation will discuss science education across cultures and share my experiences working with a nonprofit organization.

Social Justice in Education: One Classroom at a Time Chitti H. Desai ’17, Undeclared Advisor: Stacie E. Goddard, Political Science This past summer, I taught the rising secondgrade class of the Cambridge Youth Enrichment Program (CYEP), a student-run summer camp for low-income youth directed by Harvard University’s Phillips Brooks House Association.

Before entering the classroom, I learned about how our education system, by only developing and recognizing one kind of intelligence, overlooks and discourages many students and leaves them lacking social-emotional skills. My classroom goals were to prevent summer learning loss and instill the value of education in my students by developing a real relationship with them and their family and creating a positive, holistic, and fun learning environment. After teaching eight students seven hours a day for a month and a half, I ultimately learned that social change is created by caring about people: getting to know them—who they are, what they want—and giving them your time and energy. To impact society, you have to affect individuals.

Writing + Utopia = Writopia: My Summer as a Creative Writing Instructor Isabelle L. St. Clair ’17, Undeclared Advisor: Catia C. Confortini, Peace Studies I discovered I love to write in my senior year in high school. At Writopia Lab, a nonprofit organization that runs writing workshops in New York City, kids as young as seven years old already know they love to write, too. Writopia Lab provides a safe space for young budding

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writers and creates a diverse literary community.

Every day I was blown away by the children’s and teens’ extraordinary story-telling talents.

I was overwhelmed by their openness, their enthusiasm, and their bravery when it came to writing, reading, and sharing their stories. As they searched for their unique voices, I witnessed the growth of newly empowered individuals who learned or knew how to express themselves eloquently and sincerely. In this presentation, I will discuss how Writopia Lab showed me that the stories we share can transform/change us in unimaginable ways, revealing the benefits of writing creatively in early childhood.

The Voices of the Overlooked SCI 104 Illuminating the Voices of People With Cerebral Palsy: Portraits from Córdoba, Spain Bernice Y. Chan ’16, Ethnic Studies Advisor: Inela Selimovic, Spanish Cerebral palsy (CP) is a term used to describe a group of neurological disorders that affect body movement and coordination caused by brain damage. It is one of the most common causes of chronic childhood disability. Providing genuine care and treatment to people with CP is at the core of an organization in Córdoba, Spain: Asociación Cordobesa de Parálisis Cerebral y Afecciones Similares (ACPACYS). ACPACYS operates based on the close-knit relationship among monitors, caretakers, and consumers. My internship-related work with ACPACYS gave me access into a world where people with CP are the norm. This resulted in a portrait project, “The Power of Our Voices,” where I interviewed 33 consumers and staff. Using my internship at ACPACYS as a departure point, I will discuss several of these stories to illuminate the voices, complexities, and uniqueness of each person with CP, and highlight the love and care that drives the organization.

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McDowell: A “Free State” 50 Years After the War on Poverty Katelyn M. Campbell ’17, Undeclared Advisor: Paul Fisher, American Studies Fifty-three years ago, President Kennedy sent the nation’s first food stamps to McDowell County, West Virginia, firing the first “shot” of the War on Poverty. Today, McDowell County is still struggling. At the outset of summer 2014, I was assigned to serve as the director of the Sky’s the Limit Summer Program, which teaches leadership and healthy living skills to McDowell County youth. I was warned of the drugs, violence, and welfare-dependent joblessness I would soon encounter face to face.

Once I arrived, however, I found a population of resilient mountain people who, as a result of oppression by monoculture extractive industry, are on track for a future of brain-drain–facilitated suicide. My summer in McDowell sparked my metamorphosis from concerned student to outspoken advocate for the forgotten residents of “third-world USA.” My work led me to conclude that rural Appalachia is a still a viable candidate for humanitarian aid.

The Cambridge Weekend Backpack Program: Addressing Childhood Food Insecurity, One Child at a Time Michele F. Ross ’DS, Peace & Justice Studies Advisor: Catia C. Confortini, Peace Studies I worked this summer with a communitybased, parent-led nonprofit program addressing the issue of childhood food insecurity in the Cambridge public school district. In this presentation, I draw from my experiences working with the Cambridge Weekend Backpack Program (CWBP) to refine the implementation and expand the outreach of the program. I look at why the issue of childhood food insecurity so easily goes unnoticed in districts like Cambridge and explore this program’s approach to addressing the problem at a grassroots level. I look at CWBP’s track record so far—what works well,

what could work better—and its projected growth this year into all the 16 public schools in Cambridge. I use a combination of experiential observation, direct participation, and data analysis to understand and illustrate this program’s successes and frustrations, and I identify strategies for the future.

Unwed, Unhoused: Houses of Hope for Women in Transition SCI 278 Learning to See Many Faces of Poverty Tiffany K. Chan ’15, Biological Sciences Advisor: Markella B. Rutherford, Sociology This summer I held an internship at Rosie’s Place in Boston, a sanctuary for homeless and impoverished women of Boston. I saw firsthand many of the struggles affecting the urban lower class, including insufficient access to housing, health care, and education, among many other things.

But more importantly, I also observed resilience in the face of adversity. Through my time volunteering at the Women’s Education Center and Arts Department at Rosie’s Place, I was able to see many different faces of poverty, hear many stories, and learn that it is a multidimensional problem with no simple solution. However, there are many different ways to approach the complex and multifaceted issue of urban poverty.

Maternal Health, Motherhood, and Homelessness: A Summer at Elizabeth House Shelby A. Baptista ’15, Women’s & Gender Studies Advisor: Katie D. Koski, Center for Work and Service

and research, and help with alumni services.

I had the privilege to work personally with the residents and alumni and learn about the complexities of motherhood and homelessness.

Learning from the experiences of these women has complicated my general notions of what is “motherhood” and “homelessness.” I will discuss Elizabeth House’s unique approach of solving homelessness among pregnant women, and the misconceptions and realities of homelessness, motherhood, and transitional housing.

Through the Eyes of Another: Working with Unwed Mothers and Adoptee Communities Hannah S. Mott ’16, American Studies Advisor: T. James Kodera, Religion This past summer, I spent 11 weeks interning with the Korean Unwed Mothers’ and Families Association (KUMFA) in South Korea. KUMFA is an NGO that was founded in 2010 by and for unwed moms themselves. They are self-advocates, fighting for their rights as unwed mothers and for the rights of their children. During my internship, I was given a very unique view of Korean society through the work these moms are doing. As a Korean adoptee, I was able to work in solidarity with both the adoptee communities in Korea and these unwed moms in their work to create new spaces for themselves and to try to change the way society thinks about women, the roles of women, and the rights of women, children, and adoptees. It was incredible to see the resistance, resilience, and collaboration between these different communities in their work to change society through critical love and healing.

Health and Medicine Beyond Borders Community Responses to HIV/AIDS SCI 364 2 in 3: Understanding the HIV/AIDS Epidemic Within the African-American Community Taylor D. Stewart ’15, Psychology and English Advisor: Tracey L. Cameron, Office of Intercultural Education HIV/AIDS impacts the African-American community more drastically than any other racial community within the United States.

Palmetto AIDS Life Support Services (PALSS) is a nonprofit organization in Columbia, South Carolina, dedicated to providing the surrounding communities with free STI and HIV/AIDS testing, as well as providing HIV-positive clients with medical, housing, transportation, food, and counseling services. In South Carolina, AfricanAmericans contribute to 73% of all reported HIV/AIDS cases. African-American women make up almost 25% of this statistic. Among all African-American men who have sex with men in South Carolina, 68% are HIV-positive. This summer, I did a service-based internship with PALSS through Wellesley Serves!. While interning with PALSS, I collected data on clients, updated the database, assisted with outreach programs, clinics, and support groups, updated STI and HIV/AIDS pamphlets, and helped with finding grants and writing grant proposals to assist PALSS in continuing to serve its target population.

Elizabeth House is a maternity shelter that provides shelter, hope, and support to homeless pregnant women and their children. Their main goal is to provide a comprehensive program of case management, counseling, educational classes, prenatal care, and resources throughout pregnancy and beyond. As their summer intern, I was able to immerse myself in their case management program, assist with grant writing

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Food Is Medicine: From the U.S. to Kenya, the HIV Fight Martha K. Aywa ’17, Undeclared Advisor: Katie D. Koski, Center for Work and Service Did you know that food is medicine? During Wintersession, I participated in an Alternative Breaks trip to work with God’s Love We Deliver in New York City, where I learned of food being medicine for people living with HIV/AIDS. Fully 8,500 miles away at the Indangalasia Community Center (ICC) in Kenya, a similar approach is being used. During my summer internship at ICC, I witnessed the change that proper nutrition has brought to Indangalasia community. Through research projects in collaboration with a local university, ICC is using mushrooms and spirulina (algae) to nurse people living with HIV/AIDS back to health.

Although the two experiences were different, both focused on a complementary way used to address the HIV scourge—food. This presentation will highlight the importance of creating a sustainable nutrition culture as a tool in the fight against HIV. The Intersectionality of HIV Infection Rates and Gender-Responsive Care Tanekwah C. Hinds ’15, Political Science Advisor: Tracey L. Cameron, Office of Intercultural Education During my summer internship at the Office on Women’s Health in the U.S. Department of Health and Human Services, I learned that the Center for Disease Control and Prevention reported a 21% decrease in new HIV infections among women. This statistic, however, does not represent the vulnerability of all groups of women to HIV. Throughout my internship, I researched the effect of the social determinants of race, gender, and location on the rates of new HIV infections. In my presentation, I will discuss certain groups of women that are more susceptible to the virus than other groups of 42

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women. Furthermore, I will outline the need for a gender-responsive HIV prevention program to address the intersectionality of social determinants of health, such as socioeconomic status, race, ethnicity, sexuality, and other structures of inequality, which increase the vulnerability of women and adolescent girls to HIV infection.

Mind Over Matter: Researching the Human Brain SCI 270 Does How We Speak Determine Who We Are? Philosophical Questions of Aphasia Christina G. Rozek ’15, Cognitive & Linguistic Sciences and Italian Studies Advisor: Angela C. Carpenter, Cognitive and Linguistic Sciences If you suddenly couldn’t speak, would you matter less or be less useful to society? Would you have fewer thoughts? People with aphasia confront these doubts every day. Aphasia occurs when sections of the brain’s left hemisphere— containing the majority of language processing—are damaged or destroyed by traumatic injury or stroke. Having aphasia is similar to learning a new language, except that there’s no comfortable language to which you can retreat.

I worked this summer in the Aphasia Research Lab at Boston University. I met with aphasia patients to collect data for a study about how aphasics learn and how their learning styles predict future success in speech therapy. I learned about the gray areas of brain research and got a taste of clinical research life. But most importantly, I met and was taught life lessons by a community of amazing people, all of whom happened to have aphasia.

Exercise and Alzheimer’s: Running for a Cure Zena K. Chatila ’16, Neuroscience Advisor: Virginia C. Quinan, Neuroscience Alzheimer’s disease is the third leading cause of death in the United States. One in three elderly die of Alzheimer’s, and two-thirds of the afflicted population are female. Exercise has w o r l d

been shown to have positive effects on mental health in a variety of ways. Thus, researchers have begun to wonder if exercise could slow the progression of Alzheimer’s disease. This summer, at Massachusetts General Hospital, I investigated the effect of exercise on Alzheimer’s disease using a mouse model. Results showed that exercise before the onset of the disease significantly decreased symptoms and the severity of the disease. This research demonstrates the importance of exercise for all age levels and its positive effects on mental health. My internship at Massachusetts General Hospital provided great insight into the fields of neurology and medicine, and increased my interest in pursuing research in the future.

Neural Stem Cell Transplantation Rescues Cognitive and Motor Dysfunction in Parkinson’s Disease Transgenic Mice Ashley E. Park ’16, Neuroscience Advisor: Marc J. Tetel, Neuroscience Many studies have attempted to examine the potential of neural precursor transplantation by replacing the degenerating dopaminergic neurons in Parkinson’s disease. However, wellcontrolled human trials have failed to show motor or cognitive recovery. At the University of California, Irvine, I worked in a neurobiology lab to research a paradigm shift in the way neural stem cells (NSCs) could be used to treat Parkinson’s disease and other related neurodegenerative diseases. We have found that NSC transplantation into transgenic mice shows dramatic improvements in both motor and cognitive function. These studies show that NSC transplantation could offer a novel approach to treat both the motor deficits and the devastating cognitive symptoms of neurodegenerative diseases. My research experience at UCI has further intensified my passion for studying the pathology and potential treatments for Parkinson’s disease, motivating me to expand past my curricular experiences at Wellesley and delve deeper into research and clinical applications.

Identity, Community, and Global Citizenship #Networks SCI 211 140 Characters or Less: Digital Media at a Federal Agency Lia V. Gallitano ’15, Sociology Advisor: Hahrie C. Han, Political Science What goes into the making of a government social media profile? Last summer, as part of the Wellesley in Washington fellowship program, I interned at the U.S. Department of Labor’s Office of Public Affairs. Working primarily with the digital media team, I helped broadcast the DOL’s mission of promoting the welfare of workers past, present, and future on social media. Although a lot of the work was detail oriented, from picking through language used on blog posts to combing through hours of interview footage to find material for Instagram, the larger strategic picture came into focus when stepping back to look at the agency’s online presence. I learned about today’s economic and labor issues and, more importantly, how to use digital media to contribute meaningfully to the ongoing conversation about them.

Financing Through Facebook: Changes with Micro-Lending in Developing Countries Erika C. Liu ’15, Peace & Justice Studies Advisor: Catia C. Confortini, Peace Studies As many Americans can attest, Facebook is a tool for social connectivity and information collection. This also rings true for citizens in many developing countries, but accessibility to the Internet and social networks can be limited.

Not being able access our Facebook friends may be frustrating to a Wellesley student. However, my internship with Zidisha in Dakar, Senegal, taught me that accessing Facebook could be crucial for the economic well-being of a small community. Zidisha is an online micro-lending

platform—requiring both sides of their peerto-peer lending model to have social media accounts. My work taught me that the unequal development of Senegal is creating obstacles to technology accessibility that affect the viability of small businesses. I will analyze the implications of technological availability and social media usage in the context of Senegal and micro-lending.

When the Hashtag Stops Trending: Social Justice in the Hashtivism Age Hope C. Garcia ’17, Undeclared Advisor: Katherine R. Hampson, Office of Religious and Spiritual Life What happened after #Kony2012 lost its status as a trending topic? What initiatives occurred without Westerners’ help during the hashtag campaign? Joseph Kony and his Lord’s Resistance Army began terrorizing the northern regions of Uganda in the 1980s. Peace returned to the north beginning in 2006. But the LRA grabbed the social media spotlight after they had mostly left Uganda. The fervor quickly faded, but restoration is an ongoing process for Ugandan communities. This summer, I and other American Christian students partnered with Ugandan Christian students to volunteer in nongovernmental organizations (NGOs), most of which were founded and led by Ugandans.

We worked in the north and south, serving the needs of women and children. This presentation will discuss how to best help humanitarian crises as outsiders and how community (in this case, faith-based) is an indispensable component to effective aid.

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Communicating Across Borders: Diplomacy & Dialogue SCI 264 “Blurred Lines”: Japanese Journalism, Government, and Society at FUJI TV Brodie R. Mistry ’15, Political Science Advisor: T. James Kodera, Religion I mostly worked at the international news section while at FUJI TV; however, I was also able to experience several departments during my 10 weeks. Within these 10 weeks I did everything from working the attractions at the FUJI TV summer festival to attending a conference by Ayaka Shiomura to investigating an inhumane pet store. As political science major focusing on East Asia, I was incredibly lucky to be in Tokyo during a time when negotiations on the Rachi , Japanese citizens abducted by North Korea, were underway. Thus, I was able to better understand Japanese-North Korean relations, which is a perspective I have been unable to pursue. I also obtained a greater understanding of the issues of Prime Minister Shinzo Abe’s government from my co-workers, specifically the changes to Article 9 (i.e., the self-defense clause) of the Japanese constitution, as well as the complicated feelings associated with the comfort women, or sexual slaves, of wartime-era Japan.

Albright Stonebridge Group: Consulting Internship Elizabeth Y. Kapnick ’15, Political Science and Middle Eastern Studies Advisor: Rachid Aadnani, Middle Eastern Studies This past summer, I had the pleasure of interning at Albright Stonebridge Group through the Madeleine Korbel Albright Institute for Global Affairs. ASG is a consulting firm that works with a wide range of clients all over the world.

While ASG is a business, it is committed to engaging with clients and strengthening foreign economies through morally sound means. ASG is the leading firm of commercial diplomats, and

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its focus and staff reflect an intersection of the public and private spheres. ASG’s chairs—former Secretary of State Madeleine Albright, former National Security Advisor Sandy Berger, and former Secretary of Commerce Carlos Gutierrez— all play hands-on roles in the firm’s large-scale projects and day-to-day operations.

The Bureaucratic Synergies at the United Nations News Arena Delia M. Arias De Leon ’16, Political Science Advisor: Inela Selimovic, Spanish The United Nations (UN) is a complex network of humanitarian, diplomatic, and securityfocused efforts. The existence of a “veto power” and clashes between state interests nonetheless often prevent the UN from quickly and effectively dealing with global crises. As an international news correspondent for WND, based at the UN headquarters in New York City this summer, I covered a number of escalating crises (Ukraine, Gaza, Syria, and the Ebola virus). This experience allowed me not only to gain insight into the inner workings of the UN News Centre and the UN Correspondents’ Association but also to develop a more practical understanding of the organization itself, complementing the theoretical knowledge that I had gained in the Wellesley classroom. Reflecting on my time at the UN, I will highlight several news writing experiences that draw attention to the nuances of successful as well as ineffectual collaborations between member states, as reflected in the UN News Centre.

Waffles and Diplomacy: My Summer at the European Union Emily E. Schultz ’15, Spanish Advisor: Susan Skeath van Mulbregt, Economics In addition to eating my way through Belgium, this summer I experienced diplomacy and business relations firsthand at the United States Mission to the European Union (USEU). As the only intern in the Foreign Commercial Service, I worked closely with commercial specialists 44

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whose areas of expertise vary from machine safety standards to data privacy to chemical regulations. This summer was a busy and exciting time to be in Brussels: President Obama was in town for the G7 summit, and Secretary of State John Kerry stopped by the embassy before his visit to NATO. It was especially interesting to work at USEU during the Transatlantic Trade and Investment Partnership negotiations, a historic U.S.-EU trade deal that has the potential to strengthen our transatlantic partnership even more. As an aspiring diplomat, this internship taught me the value of cross-cultural dialogue and international collaboration.

Technology, Innovation, and Education Environmental Stewardship: Education, Ethics, and Policy SCI 277 Bahía Brillante, Vieques Vibrante Helena I. McMonagle ’16, Biological Sciences Advisor: Marianne V. Moore, Biological Sciences Golden sunsets, roaming horses, bountiful mangos, and a bay that is inconspicuous by day but illuminated by tiny, blue flecks of light by night. It sounds surreal, but these things can be observed every day in Vieques. This small island lies just off the east coast of Puerto Rico, where the Atlantic meets the Caribbean. It is home to about 9,000 people, and thousands of tourists visit each year to see one of the brightest remaining bioluminescent bays in the world. When the bay went dark in January, the island community had reason to be alarmed. During my 10-week summer internship, I was fortunate to join a motivated team at a nonprofit founded to protect the bay, to participate directly in marine research, and to help teach educational summer programs for children on environmental stewardship, fostering a love for nature in a way that was entirely hands-on, and feet-wet!

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Chimpanzees in My Backyard: Living and Learning at the National Chimpazee Sanctuary Kylie M. Sorenson ’17, Undeclared Advisor: Heather R. Mattila, Biological Sciences There are more than 2,000 chimpanzees living in the U.S. They are found in zoos and biomedical facilities or are kept as pets by misguided owners. The fortunate ones live in sanctuaries such as Chimp Haven, which is a national chimpanzee sanctuary near Shreveport, Louisiana.

The chimps of Chimp Haven lead peaceful lives after having been raised in biomedical facilities as research subjects. As an environmental enrichment intern for this organization this past summer, I helped to prepare and distribute daily enrichment activities for over 200 chimpanzees.

In the process, I learned about chimp behavior and social dynamics and completed a pilot study that may help to further better the lives of the residents of Chimp Haven, as well as other captive chimps. I would like to share my experiences at Chimp Haven, which have made me question and reconsider the purpose and ethics of animal captivity.

Empowering Through Community: Connecting Youth Leaders to Inspire Environmental and Social Change Ashley K. Funk ’16, Environmental Studies Advisor: Elizabeth A. Mandeville, Center for Work and Service In current social and environmental movements, young people are building strong, intentional communities to create a more meaningful and powerful movement for change. This past summer, I had the unique experience of connecting with two of these communities through programs sponsored by the Sierra Student Coalition (SSC) and the Udall Foundation.

Though the SSC and the Udall Foundation hold two different theories about how to elicit wide-scale change, my experiences taught me the importance of building strong communities, no matter if you are running grassroots campaigns

or establishing policies at the governmental level.

I hope to use what I have learned to continue to work with communities to make substantial social change at Wellesley and beyond. Through this talk, I hope to show others the importance of doing the same, no matter if you are an academic, an activist, or a student looking to feel connected to current youth movements.

Insights From Food Tank: 10 Ways You Can Positively Contribute to Our Food System Nina T. McKee ’16, Political Science Advisor: Katherine E. Goodall, Botanic Garden/ Greenhouse From researching bug-eating and indigenous crops to farming in Jordan’s desert and interviewing grassroots organizations, my summer working with Food Tank: The Food Think Tank gave me exposure to innumerable aspects of the food system and the worldwide environmental justice movement. Through research, collaborative work with organizations, and writing for Food Tank’s publications, I gleaned insights into issues of utmost importance, like bee pollination and seed conservation. As Food Tank’s mission is to “spotlight environmentally, socially, and economically sustainable ways of alleviating hunger, obesity, and poverty,” my mind was opened to the possibilities, both local and global for becoming an effective change agent in the movement. I now better understand my role as a conscious participant of the food system.

Extrapolating from my work with Food Tank, this presentation will discuss how we, as college students, can all become conscious consumers and advocates of a more equitable food system.

Saving Our Planet One Drop at a Time: A Case Study of Water Policy in South Carolina Shivani Kuckreja ’16, Environmental Studies and Economics Advisor: James M. Turner, Environmental Studies

they are in many other states. Instead, they are required only to register and report surface water withdrawals. As long as withdrawals do not exceed the state’s safe-yield amount of water, users can withdraw as much water as they would like. In fact, one agricultural user can withdraw all water up to the safe yield, leaving no water for other users. This summer, I worked with the Coastal Conservation League in Charleston, examining surface water management strategies across the United States. This research will help inform the development of more effective water management strategies for South Carolina. As pressure on water resources increases globally, I hope that my research will eventually expand to help other states cope with the disconnect between the future decrease of water supply and the population’s increase in water demand.

Shining Light on Inefficiencies in Domestic Renewable Energy Policy Emily E. Grandjean ’15, Economics Advisor: Julie A. Matthaei, Economics All over the world, solar panels are the poster child of campaigns to combat climate change.

Organizations that work to prevent further accumulation of greenhouse gases in the atmosphere frequently express the sentiment, “Be green: go solar” in one way or another. Due to the emotional appeal of solar panels, as well as to domestic energy policy and a variety of subsidies that promote growth in solar energy capacity, solar panels are popping up in large numbers across the United States. But is our investment in solar energy a cost-effective way to reduce carbon emissions? In other words, is the money that we have spent promoting solar energy economically and environmentally justified? My research in renewable energy policy and markets suggests that there are more strategic alternatives available to us.

In South Carolina, agricultural surface water users are not required to obtain a permit, as

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Governmental Game Changers: Science and Policy in National Labs SCI 274 A Whale of a Time: My Summer at NOAA Ciaran L. Gallagher ’17, Undeclared Advisor: Alden B. Griffith, Environmental Studies Nestled in the hills of La Jolla, California, overlooking the Pacific Ocean, the lunch crowd excitedly talked about the anchovy migration seen earlier that day. Who gets excited about anchovies migrating north? Scientists at the National Oceanic and Atmosphere Administration, of course! As an intern in the Marine Mammal and Turtle Division of the Southwest Fisheries Science Center, I got a breadth of scientific experience. I experienced the process of scientific research, from collecting field data to analyzing lab results to contributing to research papers. I counted Antarctic fur seal and penguin populations from aerial photographs, and I aided in dolphin necropsies.

I assisted in photographing and collecting blood samples from turtles in San Diego Bay. This internship gave me the opportunity to apply my knowledge of environmental science in a realworld setting. It opened up a world of scientific exploration that I look forward to pursuing.

Effectiveness of Helmet Usage in the Prevention of Head Injuries: An Epidemiological Study Roxana Mir ’15, Neuroscience and Women’s & Gender Studies Advisor: Susan M. Reverby, Women’s and Gender Studies During my summer at the Consumer Product Safety Commission (CPSC), I was assigned to study the relationship between bicycle helmet usage and the severity of the injury sustained.

The importance of this study is twofold. First, the last study done on bicycle usage by CPSC was completed over 12 years ago in November 2002 . Second, the focus of this study is unique in its principal focus on the effectiveness of

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helmet usage during bicycle use in the prevention and reduced severity of head injuries. In my presentation, I will also go into detail of the purpose and importance of the CPSC in the United States and will discuss the National Electronic Injury Surveillance System (NEISS), which I used extensively.

Gainful Employment: Defining and Measuring Postsecondary Education Quality Victoria J. Lee ’16, Political Science Advisor: Phillip B. Levine, Economics The proliferation of access to higher education is something that the United States can take pride in and can be partly attributed to the growth in the for-profit postsecondary sector. However, some career programs saddle students with burdensome debt and don’t prepare them for occupations that allow them to pay back their loans.

These concerns prompted the Obama administration to announce a “gainful employment” regulation that will require career colleges to adequately prepare students for gainful employment or lose federal student-aid eligibility. This summer, I interned at the U.S. Department of Education and assisted in the impact analysis of the proposed regulation. I learned policy analysis skills and gained greater insight into issues of access and equity in the U.S. education system.

In this presentation, I will provide an overview of the proposed regulation, and then I will discuss some of the regulation impact analysis.

Looking Beyond the Lab: Research at the NIH Cynthia G. Hou ’17, Undeclared Advisor: Sally K. Sommers Smith, Biological Sciences As a summer student researcher at the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK), I conducted experiments and analyzed data using a variety of methods to discover how the g-protein coupled receptor pathway in the skeletal muscle regulates blood glucose. I was able to learn not only the basics of laboratory research with mice and radioactivity 46

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but also how to collaborate with multinational scientists from the same lab and others outside the institute. The standardized regulations and experimental procedures showed me both the benefits and the drawbacks that come with working in a nationally supported research facility. For example, even within individual labs at the institute, consistent publication output was tabulated and necessary to receive adequate funding from the government for subsequent research. Despite the bureaucracy, my experience at NIDDK reaffirmed my love for the sciences and introduced me to an enjoyable future work environment.

NASA Ames Academy: My Summer of Space and Personal Exploration Michelle R. Brann ’15, Chemistry Advisor: Adele J. Wolfson, Chemistry This summer, I was a member of the NASA Ames Academy for Space Exploration, which mentors future leaders of the American Space Program by exposure to how the system works.

As a research associate, I spent the majority of my time working on my individual research, using algae as a model organism to understand the intracellular response to stress as it relates to evolution and mitigating this response during spaceflight. As a member of the “Academite” team comprised of nine other engineers and scientists, I developed and collected data for our Carbon Dioxide and Germinating Seed (COGS) Study toward the ultimate goal of human settlement beyond Earth. Additionally, I had the opportunity to meet numerous figureheads in the space industry and to tour other NASA centers and private aerospace companies. Through this challenging and unforgettable summer as a leader, I confirmed my passion for a career in the space industry.

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International Internships: Where in the World Is Wendy Wellesley?

SCI 377 e-Government and e-Business Strategy Christina S. Pollalis ’16, Political Science Advisor: Panagiotis T. Metaxas, Computer Science As technology continues to infiltrate our lives, its influence on human interactions continues to grow. This influence has changed the way citizens and governments, as well as customers and businesses, interact. To address these changes and to take advantage of new opportunities, governments and businesses must adapt by integrating a technological strategy into their business plans. Over the course of a two-month internship at Accenture in Athens, Greece, I had the opportunity to explore this topic further by addressing both the public and private sectors.

We first conducted a survey on the current use of such strategies and their success globally, focusing on the EU and especially Greece. We then analyzed relevant technological trends and came up with a model that outlines how governments and businesses should proceed on moving from analog to digital and avoid becoming outdated.

From the Wellesley Economics Classroom to the Central Bank of Hong Kong Andong Liu ’15, Mathematics and Economics Advisor: Akila Weerapana, Economics This past summer, I interned at the market research department of the Hong Kong Monetary Authority (HKMA), the central bank of Hong Kong. I compiled and analyzed data on corporate bond markets and equity markets taken from eight Asian countries to better understand the financial health of the Asian economies. The internship gave me insight into the dedicated research team at HKMA, which produces research that helps the Hong Kong government and HKMA make the right economic decisions. The internship also gave me a chance to put the theories and research methods I learnt in Wellesley economics classes into use

and reaffirmed my interest in economics. This presentation will discuss what I learned about the Asian corporate bond markets and what I hope to continue learning at Wellesley.

Gateway to the U.S.: Education Consulting in China Gabriela S. Cooper-Vespa ’15, Biological Sciences and Chinese Language & Culture; and Berit Paxson-Tarnai ’15, Mathematics Advisor: Mingwei Song, East Asian Languages & Cultures As junior counselors at Elite Scholars of China (ESC) this summer, an education consulting company based in Beijing and cofounded by a Wellesley alumna, we worked one-on-one with students, guiding them through certain steps of the college application process. Education consulting is a rapidly growing industry in China; yet, as the industry grows, so do the whisperings describing cases of fraud committed by various companies willing to cross ethical boundaries in order to place their clients at top U.S. colleges and universities. ESC fully believes in the capability of its students. Counselors push their students while giving them the tools needed to reach their full potential. In believing in our students, we gave them the confidence needed to believe in themselves. Our experience has made us revaluate and further appreciate our Wellesley education.

Particles and Politics: Summer at CERN’s Office of International Relations Alexandra L. Day ’15, Physics Advisor: Theodore W. Ducas, Physics This project describes the time I spent working in the International Relations Office at the European Organization for Nuclear Research (CERN). I am a physics major and one of this year’s Albright Fellows, and this internship gave me a wonderful opportunity to learn about global affairs in my chosen career field. As part of my work, I assisted the Director and Deputy

Director of the International Relations Office with the visits of foreign dignitaries and created a database and comprehensive statistical report about the history of the Summer Student Programme. This presentation will discuss my work, what I learned as a part of CERN’s diverse international community, and observations about my first experience of living abroad and speaking a foreign language on a daily basis.

Rural Credit Markets in India: Incorporating the “Moneylender” Apoorva Arora ’15, Economics Advisor: Joseph P. Joyce, Economics This summer I interned at the Center for Research in Rural and Industrial Development, India. I took a dive into researching a very pressing public policy topic in India: financial inclusion. The formal credit-lending sector in India has never managed to overtake the informal credit sector (moneylenders). The persistent dominance of moneylenders after numerous efforts to replace them represents a failure to reform the financial sector and provide a competitive system to supply affordable and timely rural credit for borrowers. The goal was to model a realistic system that would incorporate the moneylender into its structure to offer a viable solution to the continuing need for credit. I hope to provide an insight into some of the public policy issues that exist in a developing nation like India.

Secret Life of Plants: From Food to Forest SCI 261 Genetically Modified Organisms: A Cure for World Hunger or a Recipe for Disaster?

Geralle N. Powell ’16, Biological Sciences Advisor: T. Kaye Peterman, Biological Sciences

advocacy groups including Greenspace and the Organic Consumers Association, questioning the long-term health effects of GMO crops while calling for mandatory labeling of GMO crops in stores. This summer I was a National Science Foundation Research for Undergraduates (REU) intern at the Donald Danforth Plant Science Center, where the mission is to “improve the human condition through plant science.” As an intern, I investigated a gene involved in decreasing kernel yield in one of the largest world crops, maize, using a comparative study in related grasses. Through my internship, I learned the truth about GMO crops from various different perspectives while becoming a better researcher.

Greener Than Grass: Creating Backyard Habitats Hannah C. Davelman ’16, Economics and Environmental Studies Advisor: Alden B. Griffith, Environmental Studies When most people hear the words “habitat” and “ecosystem,” they think of faraway forests and prairies that are completely divorced from their everyday experiences. This summer, I put together programming for Duke Farms that focused on changing the way visitors see their backyards and homes, promoting the concept of a “backyard habitat” and teaching visitors to reconsider the animals and plants they would usually consider weeds or pests. This presentation will discuss the programs and materials we created to help visitors gain a better appreciation for the natural world and to help them incorporate sustainable concepts into their own homes and yards.

Genetically modified organisms, or GMOs, are organisms that have experienced an alteration of their genetic makeup through biotechnology.

In the past couple of decades, there has been an uprising against this technology from consumer

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Hemlocks Under Siege: Invasive Species Interactions and Induced Plant Defenses Zhou Wang ’16, Biological Sciences Advisor: Yuichiro Suzuki, Biological Sciences Tsuga canadensis, otherwise known as Hemlock, constitutes a major part of forests in the northeastern United States and affects several abiotic factors that are ecologically important for forest species. Its alarming rate of decline in the last 60 years can be mainly attributed to two invasive insects: the hemlock woolly adelgid (HWA) and the elongate hemlock scale (EHS). This past summer, I had the opportunity to immerse myself into the world of ecology research and investigate the interactions between the two insects on the same host. Along the way, I learned how to transition from discussing research in the classroom at Wellesley to experiencing plant biology research firsthand through field and lab work. Despite the challenges of working with a nonmodel species, my experience with Tufts University this summer has helped me gain a clearer picture of research and expanded my passion for the field.

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The Trophic Cascades and Large-Scale Forest Modifications Amelia R. McClure ’16, Biological Sciences Advisor: Nicholas L. Rodenhouse, Biological Sciences The Hubbard Brook Experimental Forest has been the site of long-term ecological research for the past 50 years. Using small watersheds, focused experiments, and monitoring, researchers have examined large-scale changes in forest patterns and processes. This research led to the first documentation of acid rain in the United States and a better understanding of nitrogen cycling. I will present the experimental study that I carried out this summer in which I examined the potential impact of nutrient additions on forest moths (Lepidoptera) and how my work fit into the context of existing long-term research. By conducting growth trials and monitoring populations, I tested the hypothesis that nitrogen, phosphorous, and calcium additions impact higher trophic level organisms.

These results will be presented in the context of Lepidoptera diversity and population cycles, the food web of which they are a part, and the potential impacts of climate change on this complex system.

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WELLESLEY IN THE WORLD

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WELLESLEY IN THE WORLD

The Tanner Conference provides students the opportunity to learn about Wellesley’s international study, internship and grant, and fellowship programs through presentations, panels, and roundtables.

International Study Every year, about 45 percent of Wellesley College juniors participate in semester or full-year international study programs in three dozen countries. Roughly a third of those who study internationally are enrolled in Wellesley College– sponsored programs, with the remainder selecting programs sponsored by other colleges, universities, or international study providers.

Internships and Grants Wellesley College supports a large and diverse number of summer internships and community service projects in the United States and around the world. This summer, more than 300 students participated in internship programs in more than 30 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 Australia Belgium Brazil Canada Chile China Czech Republic Denmark Ecuador France Germany Greece Hungary Ireland Italy Japan

Jordan Morocco Netherlands New Zealand Russia Samoa Senegal South Africa South Korea Spain Switzerland Thailand Turks & Caicos United Kingdom Uruguay

Internships and Grants Programs Argentina Belgium Bolivia Cambodia Cape Verde China Costa Rica Dominican Republic Ethiopia France Georgia Hong Kong SAR India Indonesia Italy Japan

Jordan Malaysia Morocco Netherlands Philippines Rwanda South Africa South Korea Spain Switzerland Thailand Turkey Uganda United Kingdom United States Vatican City

International Study

Internship and Grant Programs Fellowship Programs

Patterns indicate multiple categories

Fellowship Programs Azerbaijan Belgium Brazil Burkina Faso China Czech Republic Denmark Egypt Ethiopia France Germany Ghana Hong Kong SAR Hungary India Indonesia Israel Japan

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Laos Luxembourg Malaysia Mexico Morocco Netherlands Panama Peru Russia South Africa Spain Taiwan Thailand Turkey United Kingdom United States Uzbekistan

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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 Mandarin), the CET Beijing program immerses students in local Chinese life. Students have the opportunity to live with Chinese roommates from local universities and to enroll in innovative language courses that challenge their skills inside and outside the classroom. The program’s unique activities further capitalize on Beijing’s rich learning environment and show students a side of China not seen by tourists. This program is available in the spring, summer, or fall terms.

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Associated Kyoto Program, Japan Wellesley College is a member of a consortium of 16 liberal arts colleges that sponsors the Associated Kyoto Program at Doshisha University in Kyoto, Japan’s ancient capital. This two-semester program is an enriching, rigorous experience that provides an opportunity for students to study the Japanese language and take related courses in the humanities and the social sciences while living with a homestay family in the Kyoto area. Courses are taught by professors from the participating colleges and by Japaneselanguage teachers. Students take courses in English and Japanese, and are encouraged to participate in travel and cultural activities.

Ewha Womans University, Seoul, South Korea Wellesley College offers a student-for-student exchange program with Ewha Womans University in Seoul. Wellesley students attend classes in Ewha’s international coeducational programs. All classes, with the exception of Korean, are taught in English. Students who have mastered the Korean language may also take courses at the university outside of the international program.

Japan Women’s University, Tokyo, Japan This is a challenging, total-immersion, yearlong, student-for-student exchange program for one or two students per year between Wellesley College and Japan Women’s University, which is located in the heart of Tokyo. Students take courses at the university in addition to intensive Japanese-language courses for a total of 30 to 32 credits and receive full credit for the year. One academic-year course may be taken at the coeducational Waseda University’s International Division (in English) at no additional expense. Students have the choice of living in a dormitory or with a homestay family. In addition to a versatile liberal

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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 half of the junior class pursues academic course work internationally for at least one semester. Of those, about a third enroll in one of Wellesley’s international study or exchange programs in Canada, Egypt, Germany, 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.

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

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

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Programa de Estudios Hispánicos en Córdoba (PRESHCO), Spain A consortium of Oberlin College, Smith College, The College of Wooster, Trinity College, Wellesley College, and Wheaton College (Massachusetts) created the Programa de Estudios Hispánicos en Córdoba in 1981 to encourage the intellectual and personal growth that comes from cultural immersion.

The program offers students an opportunity to strengthen their acquisition of the Spanish language while fostering an appreciation of Spanish history and culture through studies in a variety of disciplines. The PRESHCO program is designed not only for Spanish majors but for anyone wishing to develop fluency in Spanish for future professional endeavors. Academic study centers on courses taught by regular faculty from the Universidad de Córdoba, but developed to address the requirements of American universities and colleges; the program also offers direct matriculation at the Universidad de Córdoba.

Course offerings are extensive, both in terms of PRESHCO courses and general university offerings, and range from the fine arts to environmental sciences and engineering, from comparative law and politics to seminars in literature and film. Depending on individual preferences, students are housed in privately run dormitories or with Spanish host families.

A variety of planned excursions complements and enhances the program of study.

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Internships and Grants Programs The Madeleine Korbel Albright Institute for Global Affairs The Madeleine Korbel Albright Institute for Global Affairs completed its fifth successful year in 2014. Forty 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: The Mahnaz Ispahani Bartos ’79 Endowed Fund for Internships This fund supports internships for students who are Madeleine Korbel Albright Institute Fellows, with preferences for international students and students who help enhance the collaboration between the Albright Institute and the Wellesley Centers for Women.

The Bernstein Endowed Internship Fund This fund was established through the generosity of Paula Phillips Bernstein ’58 and is used to provide summer internships for students who are Madeleine Korbel Albright Institute Fellows.

The Class of 1959 Endowed Fund for Internships This fund is used to provide internships to students who are Madeleine Korbel Albright Institute Fellows.

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The Arthur Vining Davis Foundations Endowed Fund for Internships This fund supports domestic internships to students who are Madeleine Korbel Albright Institute Fellows.

The Sandra Brown Eakins ’59 Endowed Fund for Internships This fund is used to provide summer internships for students who are Madeleine Korbel Albright Institute Fellows.

The EFW Memorial Fund for Internships This fund supports internships for students who are Madeleine Korbel Albright Institute Fellows, with a preference that recipients be American students who have not had a significant chance to travel and/or study abroad.

Amelia C. Fawcett ’78 Endowed Fund for Internships This fund is used to provide international internships to students who are Madeleine Korbel Albright Institute Fellows.

The Beth Langerman Friedman ’82 Endowed Fund for Internships This fund supports internships within the domestic United States, fulfilling the requirements laid out by the Albright Institute.

The Sandra Polk Guthman Endowed Fund for Internships This fund supports internships for students who are Madeleine Korbel Albright Institute Fellows.

The Maryam Homayoun-Eisler Endowed Fund for Internships This fund supports internships for students who are Madeleine Korbel Albright Institute Fellows, with a preference for students participating in internships in (i) arts and cultural organizations that foster cross-cultural understanding through the arts or (ii) organizations preferably focused on the Middle East or Russia.

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The Mary Sidell James ’65 Endowed Fund for Internships This fund is used to provide summer internships to students who are Madeleine Korbel Albright Institute Fellows, with a preference for international internships.

The Dorothy Chao Jenkins ’68 Endowed Fund for Internships This fund is used to provide summer internships to students who are Madeleine Korbel Albright Institute Fellows, with a preference for international internships.

The Susan Saltzbart Kilsby ’80 Endowed Fund for Internships This fund is used to provide summer internships for students who are Madeleine Korbel Albright Institute Fellows, with a preference for international experiences outside the United States.

The Rosemary Lonergan ’44 and John Todd President’s Discretionary Fund This fund supports internships for Albright Fellows with a preference for students traveling to India, Palestine, Bali, Greece, Vienna, Ireland, Rome, the Oberwolfach Foundation (for mathematics scholarship) in Germany, and the California Institute of Technology.

The Lia Gelin Poorvu ’56 Internship Fund This fund supports a domestic internship for an Albright Fellow during the summer.

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, career-related 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 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 10-week summer internships in programs that foster their connections to the global community and encourage their global leadership skills and activities. Anchor Point internship placements have been available in a number of countries, including Cabo 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 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.

The Elisabeth Luce Moore ’24 Summer Internships in Asia The Elisabeth Luce Moore ’24 Summer Internships in Asia aims 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 10-week Lumpkin Summer Institute for Service Learning challenges students to explore and participate in social change in the greater Boston area. During the program, students live together in Boston while undertaking full-time internships with local nonprofit organizations. Led by Wellesley College faculty, 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.

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 will help them make informed t h e

career choices. Working in a communitybased agency sensitizes the students to issues of cultural diversity and poverty and increases their understanding of the bio-psychosocial 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.

Wellesley Internships in Africa Through Wellesley Internships in Africa, students undertake 10-week summer internships in Ethiopia, Morocco, Rwanda, South Africa, and Uganda. Placements are available to students from a variety of academic backgrounds in organizations ranging from an international educational program to a local NGO working to create stronger cross-cultural relationships. These education and community development–based projects enable students to encounter the diversity, creative dynamism, and humanity of the continent.

Wellesley Internships in Cambodia Wellesley College students participating in this summer program, founded in 2012, live in Phnom Penh, Cambodia while completing 10-week internships with nonprofit organizations. These organizations’ missions focus on important global public health issues and leadership development and training programs for women and girls. Students gain firsthand knowledge of nonprofit management while experiencing life in a Southeast Asian country.

Wellesley Internships in Europe Established in 2009, the Wellesley Internships in Europe program provides an intensive, career-related internship in a student’s field of interest. In 2014, students pursued placements in Belgium, Italy, the Netherlands, and Spain.

Among them is a long-standing opportunity

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at the Peggy Guggenheim Collection in Venice, Italy, where students become familiar with museum management in one of the great art cities of Europe.

Wellesley Internships in India Established in 2007, the Wellesley Internships in India program provides students in all majors the opportunity to undertake 10-week summer internships in cities such as New Delhi and Mumbai. Placements are available in grassroots educational, organizing, and advocacy organizations. Responsibilities and projects include research, teaching, mentoring, communications, and office projects. Participation will enable students to develop flexibility, knowledge of the complexities and cultures of India, and the ability to work in varying cultural contexts.

Students are exposed to the culturally rich regions and diverse populations of the Indian subcontinent.

Wellesley Internships in Latin America The Wellesley Internships in Latin America program provides placements in varied fields such as political and environmental sciences, economics, Latin American politics, history, and sociology. Students gain real-world experience and learn about the challenges facing this region. Through the program, interns gain an insider’s perspective on some of the most dynamic areas of the world.

Center for Work and Service Global Engagement and Service Funds The Paul B. Beal and Mona Phillips Beal Internship Fund The Paul B. Beal and Mona Phillips Beal Internship Fund has been established to encourage and facilitate practical learning experiences that will help Wellesley College students better define their career choices and develop a more informed understanding of the challenges and rewards

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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.

Carolyn Shaw Bell Internship Fund The Carolyn Shaw Bell Internship Fund encourages and supports sophomores and juniors seeking internship experience in business or economics. This program provides stipends for internships in nonprofit or forprofit 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, health care, and the arts.

Barbara Bush Award for Volunteerism This grant funds a student pursuing a volunteer experience in disability services for the elderly or for young children.

The placement must be with a nonprofit organization.

The Wei Fong Chu Chao Endowed Fund for International Internships This fund supports Wellesley College students pursuing summer internship opportunities outside the United States in for-profit and nonprofit organizations. Preference is given to internships in Asia.

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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.

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.

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.

O’Meara 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 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.

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.

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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 rights-based 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.

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

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opportunities for direct service to others, and enables our students and alumnae to foster community and embrace diversity through lifelong learning, community involvement, civic engagement, and global citizenship.

Oprah Winfrey Award for Volunteerism This award provides a summer stipend for a student wishing to explore a volunteer position with a nonprofit social service organization.

The award honors the important connection between Oprah Winfrey’s speech at the Commencement of the Class of 1997 and the Wellesley College motto, “Not to be ministered unto, but to minister.” Each year, this award enables a student to follow Ms. Winfrey’s example of service.

The Davis Museum 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 Museum staff for 10 weeks of hands-on professional experience. This residential, paid, and highly competitive opportunity ensures that students earn marketable skills, gain broad exposure to museum operations, and acquire an overview of best museum policies and practices. The internship engages students with the collections and programs of one of the most active academic museums in the United States. Through focused work in one or more of the Davis departments, interns may undertake research, collections care, curatorial planning, technology/social media support, and/or educational content development.

Activities also include field trips to museums and arts events, with opportunities to meet arts leaders throughout the region.

Davis and the Musée du Louvre. Both are curatorial in focus and are made available to recent Wellesley College graduates through an application process.

Office of the Provost and Dean of the College Social Sciences Summer Research Program Summer This program provides awards that allow Wellesley College students to work with faculty and researchers from the Wellesley Centers for Women on projects related to anthropology, cognitive and linguistic sciences, economics, education, political science, psychology, sociology, women’s studies, and social policy.

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.

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.

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 60

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Department of Economics 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 2014, students interned at Kneerim and Williams Literary Agency, AGNI magazine, W.W. Norton and Co., Library of America, and Slate.

Department of French Michele Respaut French House Fellows Program This program funds students pursuing internships in a francophone country, in the field of their choice. The program is open to junior-year French majors who have completed a year or a semester of study in France through the Wellesley-in-Aix program. Priority will be given to students who have spent the entire year in France.

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

Department of 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.

Department of Religion Severinghaus Summer Internship Program in Ministry/Human Services in Memory of Emmavail Luce Severinghaus ’22 This program supports students who wish to pursue internships in ministry or undertake the study of religion and/or the role of religion in society. Students may engage in hands-on work or research through positions with humanitarian or social action agencies, charitable or religious organizations, or policybased institutes. Applications are reviewed by a Department of Religion committee.

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 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.

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.

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

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FELLOWSHIP PROGRAMS

For Wellesley College Graduating Seniors and Alumnae

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.

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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 M.B.A. candidates planning a career in the field of social services.

Eugene L. Cox Fellowship This fellowship supports graduate study in medieval or Renaissance history and culture, internationally or in the United States.

Professor Elizabeth F. Fisher Fellowship This fellowship supports research or further study in geology or geography, including urban, environmental, or ecological studies.

Preference is given to applicants in the fields of geology and geography.

Ruth Ingersoll Goldmark Fellowship This fellowship supports graduate study in English literature or composition or in the classics.

Horton-Hallowell Fellowship This fellowship supports graduate study in any field, preferably for the last two years of candidacy for the Ph.D. degree or its equivalent, or for private research of an equivalent standard.

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.

Alice Freeman Palmer Fellowship This fellowship supports study or research internationally or in the United States. The holder must be no more than 26 years old at the time of her appointment and must remain unmarried throughout her tenure.

Kathryn Conway Preyer Fellowship This fellowship supports advanced study in history.

Vida Dutton Scudder Fellowship This fellowship supports study or research in the fields of literature, political science, or social science.

Harriet A. Shaw Fellowship This fellowship supports study or research in music, art, or allied subjects in the United States or in a foreign country. Preference is given to music candidates; undergraduate work in the history of art is required of other candidates.

Mary Elvira Stevens Traveling Fellowship This fellowship supports a student taking up to a year of travel or study outside the United States to benefit from the knowledge and understanding of a global education. Any scholarly, artistic, or cultural purpose may be considered. Except under unusual and compelling circumstances, the committee in recent years has not chosen to fund formal graduate study or Ph.D. dissertation research.

Candidates must be at least 25 years old in the year they apply.

Maria Opasnov Tyler ’52 Scholarship in Russian Studies This scholarship is for graduate study in Russian studies.

Sarah Perry Wood Medical Fellowship This fellowship supports the study of medicine at an accredited medical school approved by the American Medical Association.

Fanny Bullock Workman Fellowship This fellowship supports graduate study in any field.

Elisabeth Luce Moore ’24 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

For Women Who Are Graduates of Any American Institution Mary McEwen Schimke Scholarship This scholarship provides a supplemental award to a candidate at least 30 years old and currently engaged in graduate study in literature and/or history. Preference is given to those who major in American Studies.

M.A. Cartland Shackford Medical Fellowship This fellowship is for a candidate studying medicine with a view to general practice, not psychiatry.

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

Wellesley-Yenching Graduate Fellowships at Ginling College, Nanjing, China The fellows teach four or five university-level English courses per semester, with office hours as needed.

Wellesley-Yenching Graduate Fellowship at the National Palace Museum, Taipei, Taiwan Approximately one-half of the fellow’s work is with the National Palace Museum Secretariat, where she writes, translates, and revises English documents for various departments.

The other half of the fellow’s work is with one of the museum’s other departments.

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THE MADELEINE KORBEL ALBRIGHT INSTITUTE FOR GLOBAL AFFAIRS FELLOWS 2014

WELLESLEY COLLEGE SUPPORTED INTERNSHIP RECIPIENTS 2014

WELLESLEY COLLEGE GRADUATE FELLOWSHIP RECIPIENTS 2013–2014

NATIONAL FELLOWSHIP COMPETITION RECIPIENTS AND NOMINEES 2013–2014

THE MADELEINE KORBEL ALBRIGHT INSTITUTE FOR GLOBAL AFFAIRS FELLOWS 2014 Sebiha M. Abdullahi ’15

Elizabeth Y. Kapnick ’15

Saraswati P. Rathod ’15

Noorah A. Al-Eidi ’15

Shikah Kofie ’14

Victoria C. Rines ’15

Fiona Almeida ’15

Charlene Lee ’14

Rebecca J. Rubinstein ’15

Ellen Bechtel ’14

Diana Lee ’15

Jenna Russo ’14

Laura Bruno ’14

Sophia Liu ’14

Elena R. Scott-Kakures ’15

Alexandra L. Day ’15

Ana Lomtadze ’14

Cherry Shen ’14

Elodie de Bethmann ’15

Rebecca Lucas ’14

Emma Smith ’14

Betsy Ericksen ’14

Sarah Mahmood ’14

Liyang Sun ’14

Charlotte F. Fitzek ’15

Margaret M. McClure ’15

Claire J. Tam ’15

Nathalie V. Gruet ’15

Alison Noehrbass ’14

Guangxin Wang ’14

Mabelly Guerrero ’14

Mara Elissa Palma ’15

Ji Qing Wu ’15

Narayani Gupta ’15

Berit Paxson-Tarnai ’15

Mai Yer Xiong ’14

Amanda Hui ’15

Susan Puente-Matos ’14

Sarah Zemlok ’14

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WELLESLEY COLLEGE SUPPORTED INTERNSHIP RECIPIENTS 2014 Center for Work and Service Global Engagement Internship Programs American Cities Internship Program Chicago Grace E. Bennett Pierre ’16, The Field Museum, Chicago, IL Xueying Chen ’16, WTTW Chicago Tonight, Chicago, IL Iris W. Lin ’15, Robert H. Lurie Children’s Hospital, Chicago, IL New York Joyce H. Lim ’16, Social Accountability International, New York City, NY Savitri Restrepo Alvarez ’16, Social Accountability International, New York, NY Rebecca A. Spilecki ’14, Robert Blackburn Printmaking Studio, New York, NY San Francisco Florentina G. Gutierrez ’15, The Contemporary Jewish Museum, San Francisco, CA Marlena A. Idrobo ’16, The Office of Supervisor Wilma Chan, Oakland, CA Jane Pak ’16, The Women’s Foundation of California, San Francisco, CA Carmyn C. Polk ’15, YMCA of the Central Bay Area, Berkeley, CA Anchor Point Internships in Global Leadership Sebiha M. Abdullahi ’15, The Clinton Health Access Initiative, Addis Ababa, Ethiopia Anneliese M. Klein ’15, Organização das Mulheres de Cabo Verde (OMCV), Fogo, Cabo Verde Alix X. Lewis ’16, Organização das Mulheres de Cabo Verde (OMCV), Fogo, Cabo Verde Mara Elissa Palma ’15, The Pinoys United in Living in Solidary Economy (PULSE) Group, Manila, Philippines

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Boston Children’s Hospital Grace A. Garbrecht ’15, Boston Children’s Hospital, Boston, MA Kathleen M. Hanlon ’15, Boston Children’s Hospital, Boston, MA Emily S. Lee ’16, Boston Children’s Hospital, Boston, MA Audrey A. Tran ’15, Boston Children’s Hospital, Boston, MA Jane L. Zhu ’16, Boston Children’s Hospital/ Dana Farber, Boston, MA The Elisabeth Luce Moore ’24 Summer Internships in Asia Beijing Julie Chen ’15, The Economist Group, Beijing, China Wenyan Deng ’15, ABC News, Beijing, China MingZe Sun ’16, Red Fields Partners, Beijing, China Hong Kong Andong Liu ’15, Hong Kong Monetary Authority, Hong Kong SAR Shanghai Can (Helen) M. Huang ’16, China Market Research Group, Shanghai, China Japan Tracy Marie L. Biaco ’16, HELP Asian Women’s Shelter, Tokyo, Japan Zirui Cheng ’16, Tokyo English Life Line, Tokyo, Japan Scarlet Kao ’16, Asian Rural Institute, Nasushiobara, Japan Shuangxou Long ’15, Rogers Investment Advisors, Tokyo, Japan Brodie R. Mistry ’15, Fuji TV, Tokyo, Japan Emily A. Scoble ’15, Kiyosato Educational Experiment Project (KEEP), Kiyosato, Japan

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Lumpkin Summer Institute for Service Learning Charlotte H. Benishek ’16, Crittenton Women’s Union, Boston, MA Alyssa N. Brody ’16, Office of Senator Harriette L. Chandler, Boston, MA Carey A. Cabrera ’16, LIFT, Boston, MA Allison M. Carbonaro ’16, St. Francis House, Boston, MA Frances G. Howland ’16, St. Stephen’s B-SAFE Summer Program, Boston, MA Ye-Eun Sung ’16, Medical Legal Partnership, Boston, MA Sebastian R. Taylor ’16, The Fenway Institute, Boston, MA Amy N. Wickett ’16, Boston Community Capital, Boston, MA Grace E. Williams ’16, The Dimock Center, Roxbury, MA Zhongji Wu ’16, Boston Chinatown Neighborhood Center, Boston, MA Sabrina S. Zionts ’16, Renewal House, Roxbury, MA Summer Internships in Psychology Program Shelby (Riley) J. Abeles ’16, Walker School, Needham, MA Madona A. Branch ’15, Walker School, Needham, MA Rebecca D. Hamilton ’15, Walker School, Needham, MA Kyra L. Huertas ’16, Riverside Community Care, Needham, MA Meghan E. Peterson ’15, Walker School, Needham, MA Alessandra R. Robinson ’16, Walker School, Needham, MA

Wellesley Internships in Africa Sebiha M. Abdullahi ’15, The Clinton Health Access Initiative, Addis Ababa, Ethiopia Elizabeth A. Argy ’16, The Kusasa Project, Franschhoek, South Africa Gargee Bhatnagar ’15, Aga Khan Education Services, Kampala, Uganda Anna A. Blige ’16, The Kusasa Project, Franschhoek, South Africa Pauline O. Day ’16, Aga Khan Education Services, Kampala, Uganda Siqi Gao ’15, Centre for Cross-Cultural Learning, Rabat, Morocco Talin A. Ghazarian ’16, Tangier American Legation Museum, Tangier, Morocco Paige N. Kirby ’16, Centre for Cross-Cultural Learning, Rabat, Morocco Anneliese M. Klein ’15, Organização das Mulheres de Cabo Verde (OMCV), Fogo, Cabo Verde Alix X. Lewis ’16, Organização das Mulheres de Cabo Verde (OMCV), Fogo, Cabo Verde Wellesley in Cambodia Saraswati P. Rathod ’15, The Harpswell Foundation, Phnom Penh, Cambodia Wellesley in Europe Bernice Y. Chan ’16, La Asociación Cordobesa de Parálisis Cerebral y Otras Afecciones Similares (ACPACYS), Córdoba, Spain Chayroold (Stella) S. Guevara ’15, Peggy Guggenheim Collection, Venice, Italy Helen E. Walsh ’16, Photo Library Vatican Museums, Vatican City Wellesley Internships in India Andrea P. Aguilar ’16, Observer Research Foundation, Mumbai, India Marcia Frimpong ’15, Operation ASHA, New Delhi, India Ramneek K. Nagi ’16, Action India, New Delhi, India Jessica F. Saifee ’16, Sisters of the Holy Cross, Karnataka, India Minjia Wu ’16, Aga Khan Educational Services, Mumbai, India

Wellesley Internships in Latin America Anne O. Bennett ’16, El Museo de Arte de Ponce, Ponce, Puerto Rico Kristin N. Huizenga ’16, Vieques Conservation and Historical Trust, Vieques, Puerto Rico So Yeon Jeong ’15, United Nations Development Program, San José, Costa Rica Helena I. McMonagle ’16, Vieques Conservation and Historical Trust, Vieques, Puerto Rico Kaitrin J. Tobin ’15, Poder Ciudadano, Buenos Aires, Argentina The Madeleine Korbel Albright Institute for Global Affairs Supporting Internship Funds Anchor Point Internships in Global Leadership Sebiha M. Abdullahi ’15, The Clinton Health Access Initiative, Addis Ababa, Ethiopia Mara Elissa Palma ’15, The Pinoys United in Living in Solidary Economy (PULSE) Group, Manila, Philippines

The EFW Memorial Endowed Fund for Internships Alexandra L. Day ’15, European Organization for Nuclear Research (CERN), Geneva, Switzerland Sandra Brown Eakins ’59 Fund for Internships Mai Yer Xiong ’14, Oikocredit, La Paz, Bolivia Sandra Polk Guthman ’65 Endowed Fund for Internships Samantha G. Burke ’14, Fryske Akademy, Leeuwarden, Netherlands Victoria C. Rines ’15, Roots of Health, Puerto Princesa, Philippines Sarah K. Zemlok ’14, MIT-Malaysia Biotechnology Partnership Programme/ Malaysian Palm Oil Board, Kajang, Malaysia Maryam Homayoun-Eisler ’89 Endowed Internship Fund Margaret (Meg) M. McClure ’15, Human Rights Education and Monitoring Center (EMC), Tbilisi, Georgia

Mahnaz Ispahani Bartos ’79 Endowed Internship Fund Alison V. Noehrbass ’14, United Nations Economic and Social Commission for Asia and the Pacific (UN ESCAP), Bangkok, Thailand

Amelia C. Fawcett ’78 Endowed Fund for Internships Jenna E. Russo ’14, International Institute of Peace Studies and Global Philosophy, Carindow, Scotland, UK

Bernstein Endowed Internship Fund Rebecca P. Lucas ’14, Bahcesehir University American Studies Center, Istanbul, Turkey

Beth Langerman Friedman ’82 Endowed Fund for Internships Poe Oo ’15, The Clinton Foundation, New York, NY

Class of 1959 Endowed Fund for Internships Charlotte F. Fitzek ’15, Korea Institute for National Unification, Seoul, South Korea Berit Paxson-Tarnai ’15, Elite Scholars of China, Beijing, China Arthur Vining Davis Internship Fund Nathalie V. Gruet ’15, U.S. Department of State, Washington, DC

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Mary Sidell James ’65 Endowed Fund for Internships Rebecca J. Rubinstein ’15, Hospital el Buen Samaritano, La Romana, Dominican Republic Dorothy Chao Jenkins ’68 Endowed Fund for Internships Diana Lee ’15, Joint U.S. China Cooperation on Clean Energy (JUCCCE), Shanghai, Chinal

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Susan Saltzbart Kilsby ’80 Endowed Fund for Internships Elisabeth (Betsy) K. Ericksen ’14, Center for Urbanism and Built Environmental Studies (CUBES) at the University of the Witwatersrand, Johannesburg, South Africa

Barbara Bush Award for Volunteerism Chitti H. Desai ’17, Phillips Brooks House Association, Cambridge, MA Amber T. Dickerson ’15, Mother Caroline Academy & Education Center, Dorchester, MA

The Rosemary Lonergan ’44 and John Todd President’s Discretionary Fund Charlene A. Lee ’14, Synergy Social Ventures, Hong Kong SAR Claire J. Tam ’15, Belfast Interface Project, Belfast, Northern Ireland, UK The Lia Gelin Poorvu ’56 Internship Fund Prerana Nanda ’14, International Finance Corporation, Washington, DC Lois K. Taylor-Kamara ’13, Albright Stonebridge Group, Washington, DC Wei Fong Chu Chao Endowed Fund for International Internships Saraswati P. Rathod ’15, The Harpswell Foundation, Phnom Penh, Cambodia Center for Work and Service Global Engagement & Wellesley Serves Internship Funds Anchor Point Internships in Global Leadership Alix X. Lewis ’16, Organização das Mulheres de Cabo Verde (OMCV), Fogo, Cabo Verde Anneliese M. Klein ’15, Organização das Mulheres de Cabo Verde (OMCV), Fogo, Cabo Verde The Paul B. Beal and Mona Phillips Beal Internship Maya C. Brownstein ’15, American Experience, WGBH, Boston, MA Blessing Way Summer Public Service Internship Marlena A. Idrobo ’16, The Office of Supervisor Wilma Chan, Oakland, CA

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Class of 1962 Student Internship Fund Brooke S. Gier ’15, U.S. Department of State, Washington, DC Class of 1969 Community Service Internship Fund AnnaJoy M. Gillis ’15, Families for Justice as Healing, Boston, MA Keturah A. Schmidt, ’15, Kristi House, Miami, FL

Chayroold (Stella) S. Guevara ’15, Peggy Guggenheim Collection, Venice, Italy Paige N. Kirby ’16, Centre for Cross-Cultural Learning, Rabat, Morocco Sara Rama ’15, Hospital del Mar, Barcelona, Spain Emily E. Schultz ’15, United States Department of Commerce at the United States Mission to the European Union, Brussels, Belgium Helen E. Walsh ’16, Photo Library Vatican Museums, Vatican City The Shirley Heidenberg Koteen ’40 Endowed Internship Fund for Jewish Studies Florentina G. Gutierrez ’15, The Contemporary Jewish Museum, San Francisco, CA

Class of 1989 Endowed Internship Fund Tiffany Chen ’15, Massachusetts General Hospital (MGH) Neurogenetics DNA Diagnostic Lab, Boston, MA

Kilsby South Africa Internship Gift Elizabeth A. Argy ’16, The Kusasa Project, Franschhoek, South Africa Anna A. Blige ’16, The Kusasa Project, Franschhoek, South Africa

Susan Todd Horton 1910 Internship Fund Amber L. Dargenio ’15, MIT Security Studies Program, Cambridge, MA Sarah E. Herman ’15, WBUR, Radio Boston, Boston, MA Veronica J. Lin ’15, U.S. Securities and Exchange Commission, Washington, DC Lily W. Luo ’16, Office of Senator Kirsten Gillebrand, Washington, DC

Margaret C. Gordon Law and Education Public Service Claire Yi ’15, Lawyers Without Borders, New Haven, CT

The Jeniam Foundation Internship Grant Emily E. Grandjean ’15, Harvard Electricity Policy Group, Cambridge, MA Brianna D. Krong ’15, Accountability Counsel, San Francisco, CA

Marian H. Littleford Endowed Internship Fund Kristin N. Huizenga ’16, Vieques Conservation and Historical Trust, Vieques, Puerto Rico Helena I. McMonagle ’16, Vieques Conservation and Historical Trust, Vieques, Puerto Rico

The Elisabeth Luce Moore ’24 Summer Internships in Asia Tracy Marie L. Biaco ’16, HELP Asian Women’s Shelter, Tokyo, Japan Julie Chen ’15, The Economist Group, Beijing, China Zirui Cheng ’16, Tokyo English Life Line, Susan Rappaport Knafel ’52 Tokyo, Japan Internship Fund Gabriela S. Cooper-Vespa ’15, Elite Scholars of Andrea P. Aguilar ’16, Observer Research China, Beijing, China Foundation, Mumbai, India Siqi Gao ’15, Centre for Cross-Cultural Learning, Wenyan Deng ’15, ABC News, Beijing, China Can (Helen) M. Huang ’16, China Market Rabat, Morocco Research Group, Shanghai, China Talin A. Ghazarian ’16, Tangier American Scarlet Kao ’16, Asian Rural Institute, Legation Museum, Tangier, Morocco Nasushiobara, Japan

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Andong Liu ’15, Hong Kong Monetary Authority, Hong Kong SAR Shuangxou Long ’15, Rogers Investment Advisors, Tokyo, Japan Brodie R. Mistry ’15, Fuji TV, Tokyo, Japan Emily A. Scoble ’15, Kiyosato Educational Experiment Project (KEEP), Kiyosato, Japan MingZe Sun ’16, Red Fields Partners, Beijing, China The Mollie Green Lumpkin ’25 Fund for Experiential Learning in Latin America So Yeon Jeong ’15, United Nations Development Program, San José, Costa Rica Kaitrin J. Tobin ’15, Poder Ciudadano, Buenos Aires, Argentina The Lumpkin Family Internships for the Environment Catherine E. Baltazar ’16, One Hundred Miles, Brunswick, GA Shivani Kuckreja ’16, Coastal Conservation League, Charleston, SC MasterCard Microfinance Internships Fund Liza M. David ’15, Ashoka, Arlington, VA Neha J. Doshi ’15, Blue Marble Dreams, Butare, Rwanda Jessica F. Saifee ’16, Sisters of the Holy Cross, Karnataka, India Micah J. Villarreal ’15, Parinaam Foundation, Bangalore, India O’Meara Student Internship Fund Hannah E. Benson ’16, Office of Senator Elizabeth Warren, Boston, MA Barbara Scott Preiskel ’45 Endowed Fund for Internships Anne O. Bennett ’16, El Museo de Arte de Ponce, Ponce, Puerto Rico Alison Z. Nikyar ’15, U.S. Department of Health and Human Services, Office on Women’s Health, Washington, DC Public Service Internship Fund Eliza W. Marks ’15, Injaz, Amman, Jordan

Raquet Family Foundation Elijah L. Cohen ’15, The Fenway Institute, Boston, MA Olivia K. Dumont ’15, National Organization for Women, New York, NY Tanekwah C. Hinds ’15, U.S. Department of Health and Human Services, Office on Women’s Health, Washington, DC Service Opportunity Stipend Feride Aydinoglu ’14, Women on Waves, Amsterdam, Netherlands Gargee Bhatnagar ’15, Aga Khan Education Services, Kampala, Uganda Patrice N. Caldwell ’15, Writers’ League of Texas, Austin, TX Bernice Y. Chan ’16, La Asociación Cordobesa de Parálisis Cerebral y Otras Afecciones Similares (ACPACYS), Córdoba, Spain Pauline O. Day ’16, Aga Khan Education Services, Kampala, Uganda Marilis E. Dugas ’16, Woodrow Wilson International Center for Scholars, Washington, DC Marcia Frimpong ’15, Operation ASHA, New Delhi, India Ramneek K. Nagi ’16, Action India, New Delhi, India Jane Pak ’16, The Women’s Foundation of California, San Francisco, CA Carmyn C. Polk ’15, YMCA of the Central Bay Area, Berkeley, CA Medeea C. Popescu ’17, Ithaca Health Alliance, Ithaca, NY Rebecca A. Spilecki ’14, Robert Blackburn Printmaking Studio, New York, NY Taylor D. Stewart ’15, Palmetto AIDS Life Support Services, Columbia, SC Kennedy E. Stomps ’15, Massachusetts Office of Travel and Tourism, Boston, MA Chloe J. Stroman ’15, The Ally Coalition, Boston, MA Minjia Wu ’16, Aga Khan Educational Services, Mumbai, India Xi Zhang ’15, Benton House, Chicago, IL Kathleen L. Zhu ’15, Massachusetts Eye and Ear Infirmary, Boston, MA

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Beth K. Smith Internship in Public Service Christine E. Campbell ’14, The Library of America, New York, NY Xueying Chen ’16, WTTW Chicago Tonight, Chicago, IL Emily A. Frisella ’16, AGNI Magazine, Boston, MA Suhalya Islam ’15, Beth Israel Deaconess Medical Center, Boston, MA Joyce H. Lim ’16, Social Accountability International, New York City, NY Iris W. Lin ’15, Robert H. Lurie Children’s Hospital, Chicago, IL Claire I. Milldrum ’15, Minneapolis Institute of Arts, Minneapolis, MN Grace E. Bennett Pierre ’16, The Field Museum, Chicago, IL Tejaswini P. Reddy ’15, Edwin L. Steele Laboratory of Tumor Biology at MGH, Boston, MA Savitri Restrepo Alvarez ’16, Social Accountability International, New York, NY Sarah E. Tammaro ’15, Northwest Museum of Arts and Culture, Spokane, WA Jane L. Zhu ’16, Boston Children’s Hospital/ Dana Farber, Boston, MA The Helen Wallace Health Sciences Internship Fund Kathleen M. Hanlon ’15, Boston Children’s Hospital, Boston, MA Nevatha Mathialagan ’15, Rush University Medical Center, Chicago, IL Ariana N. Mora ’15, Brigham and Women’s Mohs Dermatologic Surgery Center, Boston, MA The Oprah Winfrey Award for Volunteerism Elizabeth S. Feldstein ’15, Feminist Majority Foundation, Arlington, VA

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Davis Museum Summer Internship Program (Internships took place on the Wellesley College Campus unless noted otherwise.)

Frost Endowed Environmental Science/Studies Fund Rebecca A. Matteson ’16 Norma Willentz Hess Faculty and Program Fund in Computer Science Claire A. Cerda ’15

Curatorial Interns: Research Sophie Kerwin ’16 Kelsey Phinney ’16 Jingyun (Charlotte) C. Xiang ’16 Curatorial Intern: Interpretive Programming Hannah Levine ’15 Collections Management Elizabeth (Lily) F. Harper ’15 Technology and Social Media Shelley Wang ’16 Eleanor P. DeLorme Fellow Dominique (Claire) R. Ledoux ’14 Liliane Pingoud Soriano Curatorial Fellowship at the Musée du Louvre, Paris Michaela R. Haffner ’14 Office of the Provost and Dean of the College (Internships took place on the Wellesley College campus unless noted otherwise.)

Mary M. and Edward B. Allen Fellows for Undergraduate Research in Biological Chemistry Alena A. Plotkin ’15, DS T.T. and W.F. Chao Summer Scholars Program in Natural Sciences Joanna A. Bi ’15 Laura M. Ascher ’16 Jennifer C. Chang ’17 Ruby Feng ’17 Julia M. Lukens ’17 Priyanka Ram ’17 Anne H. Shen ’17 Faculty Research Fund for Science & Math (IBM) Kelsey M. Reiman ’15

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George and Adelaide McCague Keller Science Fund Iglika B. Atanassova ’15 Oana L. Diaconescu ’15 Georgeanne Miller Mulhern Fund Melanie T. Chen ’16 Christina E. Lepore ’17 Zahra K. Pirani ’17 Barbara Peterson Ruhlman ’54 Fund for Interdisciplinary Studies and Endowed Fund for Summer Research in the Social Sciences Kelly E. Alexander ’16 Gul Ayhan ’16 Sydney D. Butler ’15 Cindy E. Coffee ’16 Anne E. Corbett ’16 Sarah B. Hitchner ’15 Claudia M. Liss-Schultz ’16 Jacqueline G. McGrath ’17 Haruka Notsu ’15 Rose A. Owen ’16 Mariajose Rodriguez Pliego ’16 Allyson L. Pyers ’15 Hannah K. Ruebeck ’16 Mariam Saifullah ’15 Evelyn E. Taylor-McGregor ’16 Meredith J. Wade ’17 Maile M. Wong ’15 Chia-ning Yao ’15 Allene Lummis Russell ’46 and Paul S. Russell Fund for Neuroscience Galen T. Chuang ’17 Emily L. Cockey ’15 Science Reserve Fund Sara A. Burns ’16 Olivia M. Salas ’15

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Department of Art Grace Slack McNeil Student Internships, New England Arts and Architecture Program Kalyani J. Bhatt ’14, Anne Whitney Project, Wellesley College Archives, Wellesley, MA Kathryn W. Griffith ’15, The Bostonian Society, Boston, MA Mollie S. Hutchings ’14, Boston Preservation Alliance, Boston, MA Catherine A. McCandless ’14, Jamaica Plain Neighborhood Development Corporation, Boston, MA Angela M. Sun ’17, Nichols House Museum, Boston, MA Hannah E. Van der Eb ’14, Frederick Law Olmsted National Historic Site, Brookline, MA Department of Economics The Audrey Freedman ‘51 Endowed Fund for Students in Economics Shelby A. Baptista ’15, Elizabeth House, Pasadena, CA Department of English and Writing Program Christine E. Campbell ’14, The Library of America, New York, NY Hannah E. Degner ’15, Kneerim and Williams Literary Agency, Boston, MA Emily A. Frisella ’16, AGNI Magazine, Boston, MA Hana L. Glasser ’15, Slate, Washington, DC Pforzheimer Gift for Internships in the Humanities Leah C. Abrams ’16, W.W. Norton and Co., New York, NY Department of French Michele Respaut French House Fellows Program Lara R. Azar ’15, CDR PROD, Paris, France Julia A. Pollack ’15, Laboratoire de Parole et Langage, Aix-en-Provence, France

Department of Italian Studies Pforzheimer Gift for Internships in the Humanities Maria A. Smith-Lachman ’15, Kitchen Film, Rome, Italy Department of Political Science Wellesley in Washington Internship Program Elida G. Berg ’15, U.S. Department of Health and Human Services, Office of the Assistant Secretary for Planning & Evaluation, Washington, DC Hadley E. Chase ’15, U.S. Department of Health and Human Services, Office of Women’s Health, Washington, DC Faith C. Fells ’15, Urban Education Leaders Internship Program (UELIP), Washington, DC Lia V. Gallitano ’15, U.S. Department of Labor, Office of Public Affairs, Washington, DC Rebecca M. George ’15, U.S. Department of State, Bureau of South and Central Asia, Office of India Affairs, Washington, DC Emma C. Kaufman ’15, U.S. Superior Court for the District of Columbia, Criminal Division & Domestic Violence Unit, Washington, DC Aliya R. Khan ’15, U.S. Department of Health and Human Services, Maternal and Child Health Bureau, Washington, DC Debbie J. Kim ’15, U.S. Department of Health and Human Services, Office of Disability, Aging and Long-Term Care Policy, Washington, DC Ambika C. Lall ’15, Office of U.S. Representative Jim McDermott, Washington, DC Zoe R. Magid ’15, Office of U.S. Representative James McGovern, Washington, DC Syeda M. Mahbub ’15, U.S. Superior Court for the District of Columbia, Mental Health Community Court, Criminal Division, Washington, DC Laura C. O’Brion ’15, Smithsonian Institution, Discovery Theater, Washington, DC

Emma E. Reuder ’15, U.S. Department of Labor, Office of the Chief Economist, Washington, DC Kathryn J. Saibara ’15, U.S.-Japan Conference on Cultural and Educational Interchange, Washington, DC Jillian N. Seymour ’15, U.S. Department of Health and Human Services, Office of the Assistant Secretary for Planning & Evaluation, Washington, DC Celeste N. Zumwalt ’15, U.S. Agency for International Development, Feed the Future, Washington, DC Department of Psychology Psychology Practicum Program Stephanie Claire Eby ’15, Walker School, Needham, MA Christina Lee ’15, Walker School, Needham, MA Margaret Claire McConnell ’14, Walker School, Needham, MA Erica R. Perez ’14, Walker School, Needham, MA Leigh D. Pinkston ’15, Riverside Community Care, Needham, MA Taylor D. Stewart ’15, Walker School, Needham, MA Department of Religion Emmavail Luce Severinghaus ’22 Summer Internship Program in Ministry/Human Services Nina T. McKee ’16, Food Tank: The Food Think Tank, St. Paul, MN Hannah S. Mott ’16, Korean Unwed Mothers’ Families Association, Seoul, South Korea Sartu M. Taha ’16, Volunteer Solutions, Cape Town, South Africa Emma C. van den Terrell ’15, Rifka Annisa, Yogyakarta, Indonesia

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Department of Peace and Justice Studies Emily Greene Balch Peace and Justice Internship Michele F. Ross ’14, Cambridge Weekend Backpack Program, Cambridge, MA Idalmis Vaquero ’16, Communities for a Better Environment, Los Angeles, CA Science Center NEUR Program Jody F. Platto ’15, DS, Children’s Hospital of Philadelphia, Philadelphia, PA Slater International Center MasterCard Foundation Scholars Program Internships Refilwe Kotane ’17, The Mamelodi Initiative, Pretoria, South Africa Khalayi Aywa ’17, Indangalasia Community HIV/AIDS Resource Center, Emusala, Kenya Wellesley Centers for Women (Internships took place on the Wellesley College campus unless noted otherwise.)

Bernice Y. Chan ’16, Linda Coyne Lloyd Student Research Intern Nikita U. Saladi ’16, Morse Fellow Victoria J. Volker ’16, Class of ’67 Intern Lauren E. Walsh ’14, Anne Murray Ladd Student Research Intern Tina Y. Xu ’17, The Shirley R. Sherr Student Research Intern

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WELLESLEY COLLEGE GRADUATE FELLOWSHIP RECIPIENTS 2013–2014 Trustee Award Charlotte Jude Hulme ’14, United Kingdom Ana Lomtadze ’14, United Kingdom Amanda Marie Papakyrikos ’14, United States Farrah Yhee ’14, United States Anne Louise Barrett Fellowship Robyn Cynthia Day ’05, United States Margaret Freeman Bowers Fellowship Debbie Jean Chen ’11, United States Eugene L. Cox Fellowship Carolyn Anne Brunelle ’07, United States Professor Elizabeth F. Fisher Fellowship Madeline Rose Weeks ’11, United Kingdom Horton-Hallowell Fellowship Jenny (So Yeon) Lee ’09, United States Lamiya Bintee Mowla ’13, United States Amanda Marie Papkyrikos ’14, United States Rebecca Richardson ’12, United States Peggy Howard Fellowship in Economics Rebecca Cannon Fraenkel ’11, United States Caitlin Kearns ’10, United States Nitya Pandalai Nayar ’07, United States Edna V. Moffett Fellowship Catherine Stilwell Arnold ’10, United States Masa Dikanovic ’10, United States Kathryn Conway Preyer Fellowship Jeanine Navarrete ’10, United States Vida Dutton Scudder Fellowship Claudia Maria Hernandez ’10, United States M.A. Cartland Shackford Medical Fellowship Elana Hayasaka ’02, United States

Sarah Perry Wood Medical Fellowship Amy Louise Winstead ’12, United States Fanny Bullock Workman Fellowship Lizi Chen ’13, United States Susan Rappaport Knafel ’52 Scholarship for Foreign Study Charlotte Jude Hulme ’14, United Kingdom Susan Rappaport Knafel ’52 Traveling Fellowship Nora E. Mishanec ’14, Brazil, China, Indonesia, Japan, Laos, Mexico, Thailand Mary Elvira Stevens Traveling Fellowship Janet Foxman, B.A., Wellesley College, ’01, Israel, Morocco, Spain, Turkey Katherine Ann Lo, B.A., Wellesley College, ’95, Denmark, Scotland, United Kingdom Caroline Kar Woon Poon, B.A., Wellesley College, ’05, Belgium, France, Luxembourg, Netherlands, Luxembourg, France, United Kingdom Christina Adelaide Satkowski, B.A., Wellesley College, ’07, Egypt, Morocco Elisabeth Luce Moore ’24 WellesleyYenching Fellowship Eileen Yee Lin Cham ’14, Wellesley-Yenching Graduate Fellow at National Palace Museum, Taiwan Virginia Hung ’13, Wellesley-Yenching Graduate Fellow at Chung Chi College, Hong Kong SAR Christina Jen-Chia Hsieh ’13, WellesleyYenching Graduate Fellow at Ginling College, China Katherine Smiley ’14, Wellesley-Yenching Fellow at Ginling College, China

Harriet A. Shaw Fellowship Zsofia Schweger ’12, United Kingdom 72

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NATIONAL FELLOWSHIP COMPETITION RECIPIENTS AND NOMINEES 2013–2014 Critical Language Scholarship Muna Muhammad El-Taha ’16, Morocco Elizabeth Murillo ’16, Japan Kathryn Wasserman Davis 100 Projects for Peace Award Fiona Jamal Almeida ’15, DS, India Mona Imam Elminyawi ’14, South Africa Monica Annie Setaruddin ’14, South Africa French Government Teaching Assistantship in English Alexa Patricia Keegan ’14, France Fulbright Student Program Kat Yung (Christine) Keung ’14, Full Grant to China Jennifer Lu ’12, English Teaching Assistantship to Germany Sophia Mo ’14, English Teaching Assistantship to France Cailey Djule Stevens ’12, Binational Business Internship to Mexico Gates Cambridge Scholarship Madeline Rose Weeks ’11, United Kingdom Benjamin A. Gilman International Scholarships Farrah Christina Yhee ’14, Scholar, United States

National Science Foundation Graduate Research Fellowship Elizabeth Anne Ferme ’12, United States Rebecca Cannon Fraenkel ’11, United States Willa C. Freedman ’11, United States Sohyun C. Han ’10, United States Maria Ewa Kaczmarek ’09, United States Caitlin M. Kearns ’10, United States Sarah E. Koopman ’11, United States Rosa Lafer-Sousa ’09, United States Elizabeth McDonnell Clark ’10, United States Sarah Martin Merrill ’10, United States Helena Wen Qi ’14, United States Elze Rackaityte ’13, United States Princeton in Latin America Mai Yer Xiong ’14, Panama Morris K. Udall Scholarship Ashley Kay Funk ’16, Scholar, United States Thomas J. Watson Fellowship Beatrice Grace Denham ’14, Burkina Faso, Ghana, India, Morocco, Peru, Uzbekistan Mayrah Wren Udvardi ’14, Ethiopia, Malaysia, Peru, Russia Audrey M. Wozniak ’14, Azerbaijan, China, Czech Republic, Hungary, Indonesia

Mellon Mays Undergraduate Fellowship Rachel Paloma Arrey ’16, United States Bernice Ying Chan ’16, United States Mariela Hernandez Cruz ’16, United States Cassandra Flores-Montano ’16, United States Christiana Tamika Joseph ’16, United States Grace Yoonji Park ’16 United States Claudia Man Yi Yau ’16, United States

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INDEX Advisors and Organizers Aadnani, Rachid 12, 43 Agosin, Marjorie 6, 17 Battat, James B. 11, 36 Bauer, Deborah E. 9, 31 Bauman, Connie L. 5, 16 Bedell, Rebecca B. 5, 15 Beltz, Barbara S. 6, 9, 17, 31 Buchholtz, Emily A. 9, 32 Cameron, Tracey L. 9, 12, 30, 41, 42 Carpenter, Angela C. 12, 42 Carrico-Moniz, Dora 1, 9, 30 Confortini, Catia C. 7, 8, 10, 12, 24, 26, 33, 40, 43 Cuba, Lee 1, 6, 10, 20, 32 Darer, Veronica 6, 20 Darling, Louise E. 8, 27 Datta, Venita 8, 25 de Bres, Helena 7, 23 Diesl, Alexander J. 5, 15 Ducas, Theodore W. 13, 47 Elmore, Donald E. 8, 27 Euben, Roxanne L. 7, 24 Fisher, Paul 12, 40 Friedman, Alice T. 5, 14 Galarneau, Charlene A. 7, 22 Galvez, Paul A. 11, 37, 38 Ganne-Schiermeier, Marie-Cecile 7, 24 Gardner, Liz 5, 14 Giersch, C. Pat 5, 17 Goddard, Stacie E. 7, 10, 12, 23, 34, 40 Goodall, Katherine E. 13, 45 Grattan, Laura K. 6, 18 Griffith, Alden B. 13, 45, 47 Gunther, Scott E. 6, 18, 19

Hampson, Katherine R. 12, 43 Han, Hahrie C. 6, 9, 10, 11, 12, 20, 30, 33, 34, 39, 43 Hawkins, David P. 10, 33 Hodge, Thomas P. 8, 26 Igrejas, Antonio M. 7, 22 Joseph, William A. 8, 9, 26, 30 Joyce, Joseph P. 6, 10, 13, 19, 35, 47 Keane, Margaret M. 6, 11, 18, 37 Kodera, T. James 12, 41, 43 Koski, Katie D. 6, 7, 8, 11, 12, 17, 21, 26, 39, 41, 42 Lam, Yuan-Chu R. 8, 25 Lee, Sohie M. 8, 11, 28, 36 Lee, Sun-Hee 8, 26 Lee, Yoon S. 6, 10, 20, 32 Levine, Phillip B. 13, 46 Malino, Frances G. 7, 10, 23, 34 Mandeville, Elizabeth A. 13, 44 Matthaei, Julie A. 9, 13, 30, 45 Matthews, Adam G. 5, 7, 16, 22, 23 Mattila, Heather R. 13, 44 McNamara, Martha J. 1, 5, 9, 11, 14, 28, 37, 38 Metaxas, Panagiotis T. 6, 13, 18, 46 Moore, Marianne V. 13, 44 Mowbray, Andrew W. 10, 32 Moyer, James D. 7, 22 Murphy, Craig N. 8, 9, 25, 31 Mustafaraj, Eniana 8, 27 Neumuller, Seth B. 10, 34 Nunez, Megan E. 8, 27 Paarlberg, Robert L. 8, 25 Peterman, T. Kaye 13, 47

Quinan, Virginia C. 12, 42 Quintana, Ryan A. 10, 35 Renjilian-Burgy, Joy 6, 18 Reverby, Susan M. 9, 13, 29, 45 Rodenhouse, Nicholas L. 13, 48 Rubin, Noah A. 5, 11, 15, 38, 39 Rutherford, Markella B. 5, 7, 12, 15, 24, 41 Sabin, Margery M. 9, 29 Scherer, Nancy S. 10, 33 Selimovic, Inela 12, 40, 44 Shaer, Orit 10, 11, 36, 37 Shih, Karen Y. 5, 16 Shukla-Bhatt, Neelima 8, 10, 24, 34 Shurchkov, Olga 11, 39 Skeath van Mulbregt, Susan 12, 44 Sommers Smith, Sally K. 13, 46 Song, Mingwei 13, 47 Suzuki, Yuichiro 13, 48 Syverson-Stork, Jill A. 7, 23 Tannenhauser, Jonathan E. 6, 19 Tenser, Lori 5, 10, 16, 32 Tetel, Marc J. 12, 42 Thomas-Starck, Jennifer 1, 8, 25 Turner, James M. 13, 45 Tyler, Luther T. 9, 29 Vardar-Ulu, Didem 9, 31 Velenchik, Ann 10, 35 Verschoor, Carla M. 11, 39 Wasserman, Anne 10, 34 Webber, Kelly K. 5, 6, 15, 20 Weerapana, Akila 13, 46 Whitner, Claire C. 9, 28 Wink, Paul M. 7, 21 Wolfson, Adele J. 13, 46 Wood, Winifred J. 1, 5, 6, 14, 19 Zimmerman, Eve 10, 35 t h e

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Presenters Aaron, Ayana K. 5, 14 Abdullahi, Sebiha M. 7, 22, 65, 66, 67 Abeles, Shelby J. 7, 21 Aguilar, Andrea P. 10, 34, 67, 68 Ahn, Emily 8, 28 Akaka, Jazlyn M. 10, 36 Al-Eidi, Noorah A. 7, 24, 65 Altenhof-Long, Erin E. 8, 28 Argy, Elizabeth A. 5, 15, 67, 68 Arias De Leon, Delia M. 12, 44 Arora, Apoorva 13, 47 Asenbeck, Kim J. 5, 16 Aywa, Martha K. 12, 42 Azar, Lara R. 6, 19, 70 Baptista, Shelby A. 12, 41, 70 Barsotti, Katharine A. 5, 14 Benishek, Charlotte H. 6, 17, 66 Bennett Pierre, Grace E. 11, 37, 66, 69 Berry-Toon, Meredith A. 6, 20 Bhatnagar, Gargee 7, 24, 67, 69 Bhatt, Kalyani 9, 28 Bi, Joanna A. 11, 37, 70 Blige, Anna A. 5, 15, 67, 68 Brann, Michelle R. 13, 46 Brody, Alyssa N. 6, 17, 66 Cabrera, Carey A. 7, 21, 66 Campbell, Katelyn M. 12, 40 Carbonaro, Allison M. 7, 21, 66 Cerda, Claire A. 11, 37, 70 Chan, Bernice Y. 12, 40, 67, 69, 71 Chan, Tiffany K. 12, 41 Chao, Diane H. 7, 21 Chatila, Zena K. 12, 42 Chen, Lily 11, 37 Chow, Erin 5, 15 Chun, Emily E. 7, 23 Cooperman, Kathryn M. 5, 15 Cooper-Vespa, Gabriela S. 13, 47, 68 Coughlin, Mary K. 5, 14 76

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Daniel, Blair K. 6, 18 Davelman, Hannah C. 13, 47 David, Liza M. 10, 35, 69 Day, Alexandra L. 13, 47, 65, 67 Day, Naomi M. 8, 27 Desai, Chitti H. 12, 40, 68 Dickert, Rachel J. 6, 19 Doshi, Neha J. 8, 24, 69 Feldstein, Elizabeth S. 9, 30, 69 Fitzek, Charlotte F. 8, 26, 65, 67 Fry, Juliette P. 7, 23 Funk, Ashley K. 13, 44 Furman, Oleander S. 6, 18 Gallagher, Ciaran L. 13, 45 Gallitano, Lia V. 12, 43, 71 Galloway, Christine J. 10, 32 Ganesh, Lavanya 8, 27, 28 Garbrecht, Grace A. 5, 16, 66 Garcia, Hope C. 12, 43 Garvey, Sarah L. 9, 29 Ghemawat, Ananya M. 7, 24 Gillis, AnnaJoy M. 6, 20, 68 Grandjean, Emily E. 13, 45, 68 Grice, Elizabeth W. 9, 29 Griffith, Kathryn W. 11, 37, 70 Gruet, Nathalie V. 8, 26, 65, 67 Guevara, Chayroold S. 11, 38 Gupta, Narayani 6, 19, 65 Ha, Melodie V. 10, 34 Hakanoglu, Orli C. 9, 28 Hamilton, Rebecca D. 7, 21, 66 Hanlon, Kathleen M. 5, 16, 66, 69 Hannink, Jordan R. 10, 33 Harper, Lily 5, 14, 70 Hau, Han-Ching E. 8, 28 Herman, Sarah E. 6, 20, 68 Hinds, Tanekwah C. 12, 42, 69 Hoef, Cassandra L. 11, 37 Hou, Cynthia G. 13, 46 Howey, Emma R. 10, 33

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Hsieh, Lisa Y. 10, 35 Hu, Grace J. 11, 37 Huertas, Kyra L. 7, 21, 66 Hutchings, Mollie S. 5, 14, 70 Jeong, So Yeon 6, 17, 67, 69 Jorgenson, Kristen N. 7, 21 Kapnick, Elizabeth Y. 12, 43, 65 Kaufman, Charlotte E. 5, 16 Kerwin, Sophie 5, 14, 70 Kery, Mary E. 8, 27 Kim, Minjung 9, 31 Kjeer, Katherine A. 6, 18 Klein, Anneliese M. 6, 20, 66, 67, 68 Krauthamer, Anna 9, 29 Krong, Brianna D. 11, 39, 68 Kuckreja, Shivani 13, 45, 69 Lanier, Alison K. 9, 29 Laughlin, Jessica 10, 36 Lee, Diana 9, 30, 65, 67 Lee, Emily S. 5, 16, 66 Lee, Victoria J. 13, 46 Levine, Hannah 5, 14, 70 Levy, Alexandra G. 8, 28 Lewis, Alix X. 6, 20, 66, 67, 68 Lim, Joyce H. 5, 17, 66, 69 Lin, Veronica J. 10, 36, 68 Liu, Andong 13, 46, 66, 69 Liu, Erika C. 12, 43 Lock, Loren J. 10, 32 Long, Shuangxou 8, 25, 66, 69 Lu, Xixi 10, 36 Luo, Lily W. 9, 30, 68 Ma, Wendy S. 11, 39 Marks, Dana E. 11, 38 McAuliffe, Mairead R. 9, 30 McClure, Amelia R. 13, 48 McClure, Margaret M. 8, 26, 65 McKee, Nina T. 13, 45, 71

McMonagle, Helena I. 13, 44, 67, 68 McNamara, Molly E. 6, 18 Meli, Angelica L. 10, 34 Mendez, Lizette K. 5, 16 Milldrum, Claire I. 9, 28, 69 Mir, Roxana 13, 45 Mistry, Brodie R. 12, 43, 66, 69 Mora, Ariana N. 9, 32, 69 Morikawa, Mika 10, 32 Morris, Bianca A. 7, 24 Mott, Hannah S. 12, 41, 71 Moyer, Zoe E. 9, 31 Nagi, Ramneek K. 10, 34, 67, 69 Nazar-Rosen, Ariela S. 7, 24 Nealer, Erin A. 10, 35 Nikom, Bella L. 7, 23 Nowell, Cecilia F. 10, 34 O’Neill, Elizabeth C. 8, 26 Oceja, Maria A. 5, 15 Ogle, Adrienne A. 5, 14 Oo, Poe 8, 25, 67 Park, Ashley E. 12, 42 Park, Grace Y. 10, 34 Parmley, Gretchen M. 10, 33 Patwa, Mariya C. 7, 22 Paxson-Tarnai, Berit 13, 47, 65, 67 Perez Sanabria, Daisy C. 5, 16 Peterson, Meghan E. 7, 21, 66 Phinney, Kelsey 5, 14, 70 Platto, Jody F. 9, 31, 71 Polk, Carmyn C. 9, 29, 66, 69 Pollack, Julia A. 6, 18, 70 Pollalis, Christina S. 13, 46 Powell, Geralle N. 13, 47 Psyhojos, Marika A. 9, 30

Radke, Stephanie A. 11, 39 Rathod, Saraswati P. 9, 30, 65, 67, 68 Raygoza, Gladys 5, 14 Reddy, Tejaswini P. 8, 27, 69 Regan, Emma C. 11, 36 Restrepo Alvarez, Savitri 5, 17, 66, 69 Rieger, Agnes G. 9, 29 Rines, Victoria C. 11, 39, 65, 67 Robeson, Juliana E. 5, 16 Robinson, Alessandra R. 7, 21, 66 Rondestvedt, Taylor A. 10, 35 Rosenthal, Isabelle A. 6, 17 Ross, Michele F. 12, 40, 71 Rothkin, Emily N. 8, 25 Rozek, Christina G. 12, 42 Rubinstein, Rebecca J. 7, 23, 65, 67 Russo, Jenna 7, 23, 65 Saltzbart, Lydia R. 10, 33 Savanorke-Joyce, Naricha 6, 19 Saxena, Nidhi 6, 19 Schiffman, Deanna R. 10, 34 Schultz, Emily E. 12, 44, 68 Scott, Francys M. 10, 36 Scott-Kakures, Elena R. 8, 25, 65 Segreto, Elina S. 11, 37 Shaw, Elena N. 11, 36 Shen, Kasey 5, 16 Shepardson, Sally P. 8, 27 Sherani, Aiman 11, 36 Shih, Nai Wen 8, 28 Sitaram, Shruti 10, 34 Sorenson, Kylie M. 13, 44 St. Clair, Isabelle L. 12, 40 Staib, Catherine M. 5, 16 Stewart, Taylor D. 12, 41, 69, 71 Sun, Angela M. 11, 38, 70 Sung, Ye-Eun 6, 17, 66

Tai, Teresa Y. 8, 27 Tam, Claire J. 7, 23, 65, 68 Taylor, Anna R. 6, 17 Tekumalla, Sravanti 8, 28 Thommen, Rachel L. 7, 22 Tran, Audrey A. 5, 16, 66 Treadwell, Charlotte S. 10, 34 Truong, Connie 5, 16 Truong, Lisa 5, 16 Tyson, Elizabeth S. 5, 14

Zambrana, Melissa J. 5, 15 Zhu, Jane L. 5, 16, 66, 69 Zhu, Kathleen L. 9, 31, 69 Zionts, Sabrina S. 7, 21, 66

Vaish, Kanika A. 7, 22 Van der Eb, Hannah E. 11, 38, 70 Vaquero, Idalmis 10, 33, 71 Villarreal, Micah J. 11, 39, 69 Wang, Shelley 5, 14, 70 Wang, Zhou 13, 48 Wei, Lei 8, 27 Westendorf, Lauren T. 8, 26 White, Abra G. 5, 14 Whitesell, Madeline J. 6, 20 Wickett, Amy N. 6, 17, 66 Williams, Kristin J. 7, 21 Witt, Meridian A. 10, 36 Wong, Alice M. 8, 27 Wong, Jocelyn S. 11, 37 Wu, Minjia 10, 34, 67, 69 Wu, Zhongji 7, 21, 66 Xi, Ningyi 5, 16 Xi, Xi 8, 26 Xiang, Charlotte 5, 14, 70 Yan, Jayne 11, 38 Ye, Hanlu 11, 36 Ye, Sunnia S. 8, 27 Yoon, Jungeun 8, 25 Yu, Veronica G. 10, 32

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TABLE O F CONTENTS 1

Conference Overview

1

Tanner Conference Committee

2

Thematic Overview

5

Conference Schedule

14

Conference Abstracts and Web-Based Scheduler

50

Wellesley in the World

52

Map

54

International Study Programs

56

Internships and Grants Programs

62

Fellowship Programs

65

The Madeleine Korbel Albright Institute For Global Affairs Fellows 2014

66

Wellesley College Supported Internship Recipients 2014

72

Wellesley College Graduate Fellowship Recipients 2013–2014

73

National Fellowship Competition Recipients and Nominees 2013–2014

75

Index

Wellesley College gratefully acknowledges the generous alumnae and friends who support experiential learning. Their support enables students to engage in offcampus learning opportunities that have become an integral part of the Wellesley College educational experience.

The Tanner Conference Committee gratefully acknowledges faculty and staff in the following departments and facilities for their commitment to the Tanner Conference: Campus Police, Communications and Public Affairs, Computer Science, Custodial Services, Grounds, Library and Technology Services, Mail Services, Motor Pool, Physical Plant Administration, Science Center, Special Events, and The Wellesley College Club.

Tanner 2014

• Please dispose of trash and recycle appropriate materials in the designated bins.

• This program was printed on • Please remember to recycle your recyclable paper with soy-based ink. conference booklet when you’ve finished enjoying it! conference book • P lease recycle your when you’ve finished enjoying it!

2014

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

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

The Tanner Conference

Tanner Conference Sustainability Initiatives: