A BARNARD EDUCATION AT WORK

Per its mission statement, “Barnard College aims to provide the highest-quality liberal arts education to promising and high-achieving young women… They graduate prepared to lead 
lives that are professionally satisfying and successful, personally fulfilling, and enriched by a love of learning.” This course finds its roots in the connection posited here, between undergraduate study and professional life. Students will be asked to revisit a foundational text they have encountered in their major, and use it as a mode of exploration and reflection on an internship. They will consider how the text’s themes and ideas can be reinterpreted and recontextualized in the working world, and think about what practical, moral, political, aesthetic and personal 
insights it affords. More broadly, students will be prompted to consider the relationship of the 
liberal arts degree and, in particular, their major to their chosen career path. This course will further hone the critical thinking and writing skills that are translatable to any profession, and enables a Barnard student to put into practice the complexities they have learned in the classroom, by encouraging them to analyze the professional world from different perspectives, and in the context of other ideas and traditions.The foundational text will be selected in consultation with the course instructor to ensure focus connections between the student’s major, the internship and the reading chosen. . 
On a weekly basis, in this discussion-based class, the student shares their ideas about their text
and how it relates to their internship. They respond to and engage with their classmates. They
are required to spend about two hours with their text per week. They are also required to
create a presentation, to be shared with the full group. The group is also
responsible for providing feedback on the presentation. The presentation ultimately evolves
into a final paper that explores the line of inquiry from their text as it is
instantiated in their work experience. Students are graded on their discussion (40%),
presentation (25%), and final paper (35%).

• W 5:40 p.m.-6:55 p.m.
• Instructor: Erica A Siegel
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• Instructor: Mulu Gebreyohannes
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• Instructor: Mary Laurita
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• Instructor: Jose Cao-Alvira
  CULPA: 2 Info
• Instructor: Jj L Miranda
  CULPA: 3 Info
• Instructor: Chris Ivanov
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• 1 points

MELLON MAYS UNDERGRADUATE FELLOWSHIP JUN

MMUF JUNIOR YEAR COLLOQUI

This is a course designed for the students enrolled in the Mellon Mays Undergraduate Research Fellowship Program.  It should be taken fall and spring semesters of a student's third and fourth years at the college (for a total of 6 course credits total over the two years). The goal of this course is to become familiar with academic research and writing, as well as the  culture of colleges/ universities in order to prepare students to apply to graduate school and earn the PhD.. The program hones academic writing skills (research papers, project and grant proposals, academic reflections designed to facilitate intentional goal setting and planning), teaches skills related to scholarly presentations (oral and written), as well as familiarizes students with academic culture in particular diversity, equity and inclusion issues and concerns in the academy. Students are expected to attend all the events and meetings associated with the program.

• F noon-2 p.m.
• Instructor: Tamara Walker
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• 1.5 points

MELLON MAYS UNDERGRADUATE FELLOWSHIP SEN

MMUF SENIOR YEAR COLLOQUI

This is a course designed for the students enrolled in the Mellon Mays Undergraduate Research Fellowship Program.  It should be taken fall and spring semesters of a student's third and fourth years at the college (for a total of 6 course credits total over the two years). The goal of this course is to become familiar with academic research and writing, as well as the  culture of colleges/ universities in order to prepare students to apply to graduate school and earn the PhD.. The program hones academic writing skills (research papers, project and grant proposals, academic reflections designed to facilitate intentional goal setting and planning), teaches skills related to scholarly presentations (oral and written), as well as familiarizes students with academic culture in particular diversity, equity and inclusion issues and concerns in the academy. Students are expected to attend all the events and meetings associated with the program.

• F noon-2 p.m.
• Instructor: Tamara Walker
  Info
• 1.5 points