Monthly Archives: August 2018

A Postcard From: Creighton Ward ’20

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I spent my summer as an intern at the Farmworker Legal Aid Clinic (FLAC) at Villanova’s Charles Widger School of Law. Overall, it has been an illuminating and enjoyable summer, and I’m extremely grateful to my supervisor and coworkers, who have shown me so much about the legal world. In the clinic, I was able to gain first-hand experience of community lawyering, work with clients, and learn more about the politics of immigration law.

I was drawn to a legal internship in immigration because it satisfied an interest in social justice and gave me the opportunity to explore a possible career in the law. To fulfill the requirements of my Political Science major, I took a class on race and law during the spring semester of my sophomore year. In that class, I was able to understand how contemporary narratives that criminalize immigrants are continuous with a longstanding history of homegrown racism and xenophobia in the United States. Laws and public opinion are powerful and mutually reinforcing, and it was in that course that I understood how important activists and organizers are in influencing national discourses. At my internship, I understood this much more acutely, as I saw lawyers collaborating with community organizers and local organizations to defend clients and improve their practice.

Understanding the legal obstacles that undocumented immigrants face in the U.S. has sharpened my feelings about local politics and the current administration’s strengthening of Customs and Border Protection. This was a politically significant summer for the city of Philadelphia, as people mobilized and called for an end to the city’s sharing of the PARS database with Immigration Customs and Enforcement (ICE). When the news broke that the Occupy Ice protests had been successful, and Mayor Kenney announced that Philadelphia would not renew its data-sharing contract with ICE, it was a reminder of what can be achieved when people—not just those experienced in the law—stand together to protect vulnerable communities against injustice. This was achieved through the hard work of immigrant rights organizations such as Juntos, VietLead, and others who have been fighting to end the contract with PARS for years. The clinic has collaborated with some of these organizations and continues to explore the ways that it can support advocacy groups and learn from them.

Working at the clinic often challenged me to do things that I didn’t have experience or background knowledge in, and gave me many opportunities to work on my interpersonal skills in client relationships. There were many times where I observed things—interviews, oral arguments, teaching moments, for example—but there were also times where I was given responsibility to contact clients on my own time. I lack confidence in most situations when I’m talking to people I don’t know well, so this was an opportunity for personal and professional growth.

My internship experience was made special not only because of what I was able to do and observe but also because of the people I spent most of it with. My coworkers, who are law students and undergraduates like myself, are hard-working, intellectually curious, helpful, and friendly. My supervisor, Professor Caitlin Barry, is nothing short of incredible. Her commitment and knowledge shines in her work as an educator and advocate. These people have provided me with valuable guidance this past summer, and will continue to be a source of inspiration in the academic year to come and beyond.

 

A Postcard From: Carolyn Messer ’19

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Being a queer teenager in Texoma, a region that consists of Northern Texas and Southern Oklahoma, was an isolating experience. In the eyes of the majority of Texoma residents, homophobia was just a normal cultural value and anybody who was open about being a member of the LGBTQ+ community was ostracized. After leaving such a toxic environment, I never expected that I would be able to return and find support and community.

However, with my summer internship at The Opal Center, support and community are exactly what I have found.

The Opal Center is an organization I never expected would exist in Wichita Falls. It provides much-needed resources to the LGBTQ+ community in Texoma, currently offering free counseling sessions and biweekly Trans/Nonbinary and LGBQ support groups. Upon learning that this organization existed in an area where it was so desperately needed, I knew I needed to do what I could to support them.

As an intern at an organization that is not even a year old, my responsibilities have been varied and in no short supply. I have done everything from designing brochures to searching for grants to tabling at a fundraising event to things as mundane as making copies of keys. So much of what is important to The Opal Center at this stage is simply doing everything I can to make sure it stays running, both mechanically and financially.

In addition to day-to-day maintenance and fundraising for The Opal Center, a major component of my internship has been outreach, and one of the most interesting forms of outreach we are working on is Out Loud Magazine. Out Loud Magazine is a LGBTQ+ magazine with a special focus on writing and art by LGBTQ+ people that is set to publish its first issue later this month. The magazine is run by the director of The Opal Center, who hopes that its connection to the Center will provide publicity for the services we provide to Texoma’s LGBTQ+ community.

One of the articles I wrote for the magazine was about the Metropolitan Community Church in Wichita Falls, a church founded by and for members of the LGBTQ+ community. The process of writing this article has been the highlight of my internship experience so far. I visited the church for a Sunday morning service, nervous about previous experiences with homophobic churches in the area. However, the Metropolitan Community Church’s mission of “exuberant inclusivity” characterized the service, and the morning was a warm and welcoming experience. I felt safe and supported in a space used to practice a religion all too often manipulated for hateful purposes. I saw queer and transgender people able to openly worship a God that I had been told my entire life hated me, because now they were in a church that affirmed God’s unconditional love for them. Furthermore, I was amazed by the community I saw in the church, with queer and transgender people coming together and loving each other. This was all so far from the rejection and isolation I once thought was the only way LGBTQ+ individuals could live in Texoma. Maybe it was possible for LGBTQ+ people to find community and support in Texoma too.

I left the Metropolitan Community Church that day with a sense of hope. This region might not be universally supportive, but that doesn’t mean that LGBTQ+ people are totally alone. The mission of The Opal Center, to support queer and transgender people and to connect them with others who share their experiences, seemed more important and achievable to me than ever.

With this sense of hope and purpose in mind, there are several projects I am excited to work on going forward. Starting in late July, I will be running The Opal Center’s biweekly LGBQ support group. Additionally, in the next few weeks I will be meeting with one of The Opal Center’s board members to learn about grant writing and begin to secure more funding for the Opal Center. I am so excited to take on these new tasks, as well as anything else that may come my way, because in doing so I am able to help foster a stronger LGBTQ+ community in Texoma and work toward an atmosphere of inclusion and safety that I would have loved when I was younger.

A Postcard From: Sierra Norman ’19

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Thanks to the generous funding from Bryn Mawr College, I have had the opportunity this summer to participate in an internship at The Children’s Center, located in downtown Salt Lake City, Utah.

Sierra Norman standing outside of The Children's Center

The Children’s Center is a private, not-for-profit mental health clinic with a mission to provide “comprehensive mental health care to enhance the emotional well-being of infants, toddlers, preschoolers, and their families.”  It is the largest agency of its kind and provides care to over 2,000 families a year, helping children under the age of seven to improve in managing their feelings, learning to play, making friends, and succeeding in school and at home. They provide affordable services and subsidize families in need with charitable funds.

The Children’s Center is a partner of the National Child Traumatic Stress Network and provides evidence-based treatment to children and families exposed to traumatic events. Dr. Douglas Goldsmith is the executive director of The Children’s Center and has created widespread impact on the clinical application of attachment theory, to help heal parent-child relationships. He is nationally and internationally recognized as an expert in the field of attachment and trauma therapy.

My role at The Children’s Center is in their Therapeutic Preschool. The Children’s Center’s Therapeutic Preschool is intended for children who are struggling to succeed in childcare or preschool settings. It provides group therapy, in addition to individual therapy, to support improvement for specific behavioral goals. This program provides intensive, daily treatment, where the children can gain skills necessary to succeed in school, such as learning to listen to adults, manage their emotions, and play with peers. Class sizes are limited to nine students who have a wide range of emotional and behavioral health diagnoses (i.e. autism, hyperactivity, depression, and aggression) and traumatic experiences (i.e. domestic violence, abuse and/or neglect, refugee from war-torn countries, and parent(s) in the military that returned with PTSD).

I assist the therapeutic specialists in the morning with a class of 3-4 year olds and in the afternoon with a class of 4-5 year olds. I am able to be a part of the group therapy and assist in evaluating the student’s progress towards their individual goals. While I am not able to share specifics on my experience here, for confidentiality reasons, I can say that it has made a lasting impact on my life!

Helping others, especially children, has always been very important to me. I have dedicated time for over 10 years to serving my community through various projects impacting children. My long history of involvement with youth has provided me with unique experiences and allowed me to interact one-on-one with children from a variety of different backgrounds and situations. My time at The Children Center is further enriching my experiences and has only strengthened my desire to pursue a career as a pediatric psychiatrist.

A Postcard From: Shelby Hoogland ’19

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When I first moved back to Mystic, Conn., I already had a preconceived notion of what my summer was going to look like after having spent the past semester with the Williams-Mystic Maritime Studies Program. My best friend from the program was going to be my roommate, I would be living in the same student houses, and I would be working with the same professors who had traveled with me from sailing offshore in the Caribbean Sea aboard the S/V Corwith Cramer to hearing how climate change is affecting the lives and the history of the Grand Caillou/Dulac Band of Biloxi-Chitimacha-Choctaw Indians.

If you know nothing about Williams-Mystic, know that the 30 other people that you get thrown together with, students and faculty, for a semester will become your family. Having already had these important connections with Dr. Tim Pusack, my former marine ecology professor and current research mentor, and with Dr. Rachel Scudder, my former oceanography professor and another current research mentor, made me more confident that this would be the summer where I grow into my new position in life as a field ecologist and as a research scientist.

Shelby Hoogland in field

Carcinus maenas, European Shore Crab: invasive species to the Long Island Sound.

Invasive species pose one of the largest threats to biodiversity worldwide. Additionally, this group of organisms can alter an ecosystem’s characteristics and local populations of native species. These alterations can have negative impacts on local industries like commercial fishing and tourism which directly impact local economies. C. maenas is an introduced crab species originally from coastal Europe that was potentially brought over in the fouling or bored into a wooden ship in the 1800s. The area that I have been studying is Avery Point, Conn., on the University of Connecticut-Avery Point’s campus. Although there are many different crabs that are found in this rocky intertidal ecosystem, the shoreline is dominated by C. maenas. It can be assumed that it is outcompeting native populations of crabs and other invasive species of crabs. In the lab, I am subjecting the crabs to temperatures between 12 dC and 31 dC to mimic the rising temperatures that will be present during the coming years due to climate change. I am measuring their stress responses as a direct representation of how much they are eating daily.

My research has brought me to some really cool places. I mean, how often can someone say that they get to go to the beach for their job? However, more importantly, it has taught me the importance of studying climate change. And it has given me important insight into the lack of knowledge about how climate change will affect vital ecosystems. Looking forward to the future, the uncertainty is high as to what our climate will be like. Additionally, we don’t exactly know how it is going to influence local economies. Funding climate change research is important so that we can better prepare our communities in the face of future disasters.

A Postcard From: Anna Huang ’19

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This summer, I participated in the Clinical and Translational Science Award Internship program at the University of Pennsylvania, and I was matched to a lab studying the lipid metabolism and cardiovascular disease. My experiments use both GC-MS and mathematical model so that I could use skills and knowledge from both my chemistry and mathematics major. Basically, I am assessing the effects of a new drug on lowering lipid levels in patients with homozygous familial hypercholesterolemia, which means those patients have unusually high LDL-cholesterol level compared to normal person due to a rare genetic disease, and they do not respond to regular drugs to lower plasma lipid level like statins. Along the process, I understood more about how the education from BMC empowers me in the outside world.

I definitely benefited from the training for research I got in Bryn Mawr College. Back at Bryn Mawr College, I have been working with Dr. Monica Chander for almost two years. I think her strict requirements and guidance prepared me much better than other students from big universities. I am more confident in planning my experiments independently, conducting experiments efficiently and not making basic mistakes. Due to such efficiency and carefulness, I actually got three projects along my internship instead of the originally planned one from my mentors in UPenn.

Also, the close contact with professors in BMC helped me to understand more about establishing and maintaining the mentorship. One important thing I found in this internship is that a good mentorship is more precious than anything else. Before the internship started, I emphasized to my program director that the specific topic of the research is not very important to me at all but a good mentor matters. A good mentor can open the possibility of hundreds of fields to you. And luckily, as I required, my program director got me two really good mentors, who are willing to and feel the need to spend time with me. They respect my time and try to maximize my gaining. They do not only guide me in the lab, but also give advise my future and career goal. The atmosphere in Bryn Mawr teaches me not to be afraid of asking for support and opportunities. This is really useful in a big place like UPenn where there are a lot of opportunities around and you can only ask to grab them by yourself. With this in mind and good mentors, you can really get access to a lot of things. One of the mentors introduces me to some other clinicians and let me shadow the clinical part of the research so that I can understand the whole picture of translational research. The other mentor found me some more projects that I can work on and introduces me to know about other people’s research in the lab. My life is much more colorful than I expected it to be and I enjoy it a lot.

I still have a month left for this internship and I believe that I will enjoy it. I hope what I gained from this summer will accompany me for the rest of the college life.

A Postcard From: Elizabeth McGuire ’20

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Name: Elizabeth McGuire
Class Year: 2020
Major: Anthropology and Classical and Near Eastern Archaeology
Hometown: Veazie, Maine
Internship Placement: Transylvania Bioarchaeology
Job Title: Student
Location: Cluj-Napoca, Romania

What’s happening at your internship? 

My field school is currently working in Jucu on a rescue excavation. Although the land is protected, companies are developing the land and the construction is subsequently destroying the burials. This summer, we have been working to recover the remains and associated material culture.

Dig site in Transylvania

Students participating in this program alternate weeks on site and in lab. At the beginning of the field season, we spent the majority of our time on site doing heavy excavation using mattocks (similar to pick axes) and shovels to get down to the archaeological layer. That proved to be very difficult! After mattocking back a layer, we would use trowels to clean the area and look for signs of grave cuts and fill. Once the layer had been identified we began fine excavation using trowels, brushes, and small wooden tools to carefully uncover the individual buried below.

On lab days, we start with lectures on topics ranging from human osteology, archaeological theory, and paleopathology. Students taking part in this program have varying levels of experience and are at different points in their education, so lectures are crucial at getting everyone on the same page. As the youngest and least experienced student here, I definitely appreciate them! After lecture, we spend time in the lab applying what we have learned, including identifying pathology and determining age and sex of fragmented skeletal remains.

Archaeology students

Why did you apply for this internship?

After taking Professor VanSickle’s bioarchaeology class last year, I discovered my interest in biological anthropology and how it relates to archaeology. It was important to me that I spent some time this summer becoming more familiar with the discipline in order to make more informed decisions about graduate school. As a Classical and Near Eastern Archaeology major, I have taken a lot of classes that focus on material culture, so it has been interesting to study the primary sources that inform our understanding of the past—the people themselves. There is a lot that we can learn from them!

This program has given me exactly what I was looking for—proper field training, a crash course in human osteology, and experience handling and analyzing fragmentary remains. Although it is difficult to identify bone fragments first, it is important to practice doing so. More often than not, fragments are recovered rather than perfectly preserved bone. It has also been great to talk to professionals in this program about how they chose their areas of focus.

Learn more about Bryn Mawr’s Classical and Near Eastern Archaeology Department.

Living in a new city? What has that experience been like for you?

Living in Cluj has been amazing! The program accommodations are about a 25-30 minute walk to the main square—the city center.  I have been enjoying trying out different coffee shops with some new friends before lecture on lab days. We recently discovered iced lavender lattes and have been hooked ever since!

There has been a city sponsored event every weekend we have been here, including Jazz in the Park, the Street Food Festival, and most recently Electric Castle.

The program also takes us on a short field trip throughout Transylvania, highlights including Brasov, Sibiu, and of course, Sigisoara, the birthplace of Dracula.

Can you talk about the skills you are learning and why they are important to you?

Learning objectives of this program include becoming familiar with methods of skeletal analysis and assessing their strengths and weaknesses, identifying and recording pathological conditions, and practicing proper methods of excavation. Before coming to this field school, I had limited experience with archaeological excavations and no experience working with fragmented bone. This has been an incredible experience overall! I have learned so much over the past five weeks and I am looking forward to applying these skills in my praxis next semester.

Elizabeth McGuire digging at site

Another important aspect of this program have been our discussions about bioarchaeological theory and ethical considerations. Although we can learn a lot from the human skeleton, there are limitations to our methods. We have to be careful about making assumptions about individuals past activities and lifestyles because we should not be giving them new identities. I think one of the most important things that I will take away from this experience is knowing what we can learn from archaeological remains and what we cannot. That knowledge is going to help me critically approach bioarchaeological research and literature in the future.

Learn more about praxis courses.

A Postcard From: Katherine Sweasy ’20

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Name: Katherine Sweasy
Class Year: 2020
Major: Psychology
Hometown: Guilford, Conn.

Internship Placement: Kwan Lab, Dept. of Psychiatry, Yale University
Job Title: Research Assistant
Location: New Haven, Conn.

What’s happening at your internship?

This summer I have been learning about brain cell structure, and how it relates to schizophrenia. I have been spending my time analyzing brain cell images. I’ve had the amazing opportunity to assist a postdoctoral associate with his ongoing project in the lab. I mainly analyze the brain images of several different mice with differing experimental manipulations. One of these manipulations, is a mutation of the Shank3 gene that is highly significant to schizophrenia. This gene is responsible for building a protein that aids in neuron development, and mutation of this gene is highly penetrant; it hugely increases a diagnosis for schizophrenia. The second manipulation takes a pharmacological approach. The lab utilizes ketamine injections with the mice, as there is literature that suggests that when injected in mice, it is effective in modeling observable symptoms that are similar to schizophrenia in humans. One of these symptoms, the one that I’ve been focusing on, is hyperactivity in the brain cells, more specifically in dendritic spines. This is a part on the neuron that is heavily associated with synaptic transmission, the mechanism by which neurons communicate with each other. In the experiment, the mice have their brain activity imaged in vivo, while they are alive. I look at recordings of these in vivo brain images through a program in Matlab. As I go through the frames of each recording, I indicate the neuronal spines that are located near the dendrites, which are long white branches in the images. As a brain cell activates and calcium is released, a protein that’s used to visualize calcium releases called GCaMP6 makes the dendrites and its accompanying spine “light up.” Hyperactivity means there is an overrelease of calcium by the neuron, which can be the cause of many brain dysfunctions. Making note of the differences in brain activity between the mice help understand the role of communication dysfunction in schizophrenia.

Why did you apply for this internship?

I’ve been a psychology major since the beginning of my time at college, but only since sophomore year have realized my interest in neuroscience. More specifically within neuroscience, I wanted to learn about neuronal structure and development, and thus sought out to do so in a research setting. I’ve had limited experience in doing research in something that interested me, and so I wanted to see what research in neuroscience looked like, and if it was something I wanted to do more of as a career.

What has been the biggest challenge you have faced at your internship?

When I had come to the lab, I had taken a few neuroscience classes before, but they did not prepare me for the level of understanding needed to comprehend the research going on in the lab. There was definitely a bit of a learning curve as my postdoc and I figured out where I needed more background information. I wanted to be able to understand my role in the research and how his project fit into the research in the neuroscience field as a whole. I got into the habit of asking as many questions as I could, and the experience has definitely influenced me to take more biologically based classes, which I wouldn’t have thought to do before.

Was this internship what you expected it to be?

Definitely not. It required me to have more of a reflective mindset and a self-motivated mindset. From day to day, my job was to repeat the same task over and over, analyzing data set after data set. I was responsible for one small part in a large project, and so I had to really motivate myself to stay with it. In order to get what I wanted out of the internship, I had to reach out to the people around me. My supervisor and PI have been really supportive and great resources for exposing me to other research that is going on and giving me information about graduate school. I was also surprised by how much the environment impacted me. The lab is structured in a way that focuses on the member’s independent projects and so there aren’t many instances of intentional collaboration that I observed. After a while in the lab, I was surprised to realize that having an aspect of collaboration and communication in the workplace was something I really valued and missed at my internship. People have told me that internships are just as important in informing what you don’t like, and that has been well articulated to me this summer.

Diagram of Neuron

Diagram of Neuron

 

A Postcard From: Eunsoo Jang ’20

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I’m a digital curriculum intern working under LITS. Throughout this internship, my partner and I have been taking on three projects. One of them is helping one of the economics professors with making Moodle lessons. From this project, we’ve been learning a lot about what goes on in the back end of Moodle. It’s very interesting because as BMC students, we also use Moodle, but we never see the back end of Moodle. I probably would not have been able to have the experience of that if it weren’t for this project. Also, through this project, I learned to do a lot about troubleshooting because everything was very new to me.

The next project that I’m working on involves the BMC library scavenger hunt. Because there was a lot of problems with accessibility in the previous one, our project was to make an augmented reality scavenger hunt. So we are using software called Aris to help us make this AR scavenger hunt. In this game, we mostly use QR codes. People who have iOS devices can use their own, but otherwise will have to borrow one of the iPods from the library. They will use the iOS device to download the app, Aris, and will go around the library to complete the missions in the game. Also there will be iBeacons that will help them learn information about each floor in the library. While we were making this game, we were deciding which colored paper we would use to put the QR codes. So we put different colored paper in the office where I work with interns, and they voted for what they liked. And the last two candidates were pink and yellow. Below is a picture that shows this.

QR Codes for Scavenger Hunt

Learn more about the scavenger hunt for BMC libraries.

The third project that I’m working on is making interactive content with the topic of digital competencies. The BMC digital competencies are very useful tools for BMC students, but many students don’t know about it. I took a lot of time learning the digital competencies myself and started trying out different ways to make content about digital competencies that could be active and fun. The one my partner and I decided on doing was making an interactive video. The interactive video is about learning all the digital competencies and reflecting on what kind of skills the person has gained or would like to gain in the future. We used a website called Biteable which we used for putting in animations for the video. Learn more about digital competencies.

This internship reminded me of my BMC academic semesters because there was a lot of multitasking to do. I’ve learned so much about communication and reflective practice and am still learning many more things as a digital curriculum intern. I am hoping that this experience would not only help me with my future after graduation, but during my remaining BMC years.

A Postcard From: Gwen Vandivere ’20

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Name: Gwen Vandivere
Class Year: 2020
Major: Philosophy
Hometown: Lewisburg 

Internship Placement: Springboard Collaborative
Job Title: Intern
Location: Philadelphia

What’s happening at your internship? 

Springboard is a nonprofit focused on closing the literacy gap in American schools. They engage students, teachers, and families in a five-week summer program and an afterschool program during the school year. My internship allowed me to explore different roles in the office such as; HR, sales, operations management, and surveys and data collection. I also got to work with and observe teachers at participating schools while they worked with their scholars during the summer programing.

Why did you apply for this internship?

I applied for this internship because I wanted to work with children but also have the opportunity to build skills in an office environment.

What has been your favorite part of this internship?

My favorite part about this internship was being exposed to the conditions in various Philadelphia schools and getting to make connections with students as they learned to read.

What has been the biggest challenge you have faced at your internship?

The hardest part about the internship was fighting boredom; there were days when I had nothing to do for hours. In the beginning it was hard to create things for myself because I was unfamiliar with the things that needed to be done.

Was this internship what you expected it to be?

No, not completely. I knew it would be a new experience for me and I would come out of It having learned and grown. But I did not expect it to be both extremely boring some days and very motivating others. I also thought I’d be doing less important things, but I had a big role in the summer process.

A Postcard From: Elizabeth Hilton ’19

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Name: Elizabeth Hilton
Class Year: 2019
Major: Psychology
Hometown: South Orange

Internship Placement: Breakthrough
Job Title: Teaching Fellow
Location: New York City

I have wanted to be a teacher for a long time, and this summer I am getting the chance to begin. I am teaching seventh-grade science in NYC for a program called Breakthrough, that aims to close the achievement gap by providing curriculum enhancement for underserved populations in middle school, as well as help with the high school and college application and transition process. The program runs all the way from the summer after sixth grade, to when you graduate college. This summer, I am a teaching fellow, which has been the most exciting, exhausting, amazing, meaningful, and joyful experience of my life. This means that for the middle school program, I am one of the eight seventh-grade teachers teaching two classes of about 15 students each. Another fellow and I teach science, and we have a blast.

I applied for this internship because I have always wanted to be a teacher and it is important to me that I am part of a solution in fixing some of the many problems that plague our education system. Breakthrough, while it is limited, prepares students to be successful academically. They are 110 percent committed to their students, and it has been an honor to be a part of. By far the best part of this summer has been the students. They are so fun, and it has been such a joy to harness the students’ natural curiosity, and focus on what they are interested in, and bring that out in the classroom. Because of the nature of this program, I also get to do things like eat with them at lunch and hang out during down time with them. This makes the relationship between teacher and student so strong and special. I also have four students who are my advisees, so I get the opportunity to talk about different aspects of life like stress management, school/life balance, and identity.

I am learning so many skills from this internship. The biggest skill I have learned is how to ask questions to students that allow them to connect their own experiences and knowledge to the academic information they are learning. It is no fun to just be told information and write it down. I have worked really hard this summer to find ways for students to meaningfully engage with their learning. Another skill I have improved upon is teamwork. I work with a co-teacher, which has taught me a lot about communication and how to work together. It is sort of like the longest group project ever. We do not always agree, but we always figure it out. The students are the priority and we come together to put them first.

Overall, it is absolutely amazing. I am so happy that I get to wake up every day and go back.