Williams 2016-2017 Chronicle of Experiential Learning and Community Engagement

CLiA for in Center Learning Action Connecting Curriculum and Campus to Community

WHO WE ARE AND WHAT WE DO ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ The Center for Learning in Action (CLiA) cultivates and sustains experiential learning ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ opportunities, curricular and extracurricular, in the service of the teaching goals of our faculty, ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ the civic aspirations of our students, and the needs of the wider community. The Center’s ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ programming and pilot projects include fieldwork courses, volunteer and paid work ​ ​ ​ ​ opportunities, summer internships and research fellowships. We also support the work of many of campus entities. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Our team of two full-time staff, nine part-time staff and four contractors takes a collaborative and ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ continuous learning approach, working with a wide range of community organizations, student groups, and campus partners to provide students opportunities to help address pressing civic problems.CENTER FOR LEARNING IN ACTION STAFF AND CONTRACTORS ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Paula Consolini, Ph.D. Tracy Baker-White, MIS ​ ​ ​ ​ ​ ​ ​ ​ Director Williamstown Elementary School ​ ​ ​ ​ Coordinator, Science ​ ​ Colin Ovitsky, BA ​ ​ ​ ​ Administrative Coordinator Geraldine Shen, MA ​ ​ ​ ​ ​ ​ Williamstown Elementary School ​ ​ ​ ​ Jennifer Swoap, BS Coordinator, Classroom Support ​ ​ ​ ​ ​ ​ ​ ​ Assistant Director, Elementary Education and ​ ​ ​ ​ ​ ​ ​ ​ Director of Elementary Outreach Lindley Wells, BS ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Education Outreach Consultant for Williams ​ ​ ​ ​ ​ ​ ​ ​ Kaatje White, BA Elementary Outreach ​ ​ ​ ​ ​ ​ Assistant Director, Local High School ​ ​ ​ ​ ​ ​ ​ ​ Education and Director, Williams Center at Jessica S. Dils, MFA ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Mount Greylock Williams Fellows Program Coordinator for ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ the Williams Center at Mount Greylock ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Anne Valk, Ph.D. ​ ​ ​ ​ Associate Director for Public Humanities & Cecilia Hirsch, MFA ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Lecturer in History Adventures in Learning Co-Coordinator ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

Sharif Rosen, BA Melody Blass Fisher, Ph.D. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Assistant Director, Community Engagement & Adventures in Learning Co-Coordinator ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Muslim Chaplain ​ ​ Renee Schiek, BS ​ ​ ​ ​ Tracy Finnegan, MA, MAT Lanesborough Elementary School ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Assistant Director, Poverty, Food Insecurity & Coordinator ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ At-Risk Education ​ ​

Molly Polk, MA ​ ​ ​ ​ North Adams Coordinator for Williams ​ ​ ​ ​ ​ ​ ​ ​ Elementary Outreach ​ ​

Cover Design Credit: ​ ​ ​ ​ Shanti Hossain ’19 ​ ​ ​ ​

NOTE FROM THE DIRECTOR ​ ​ ​ ​ ​ ​ “I never knew there were urban problems in the ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Berkshires until I took Planning my senior year “ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ …

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​ ​ ​ ​ ​ ​ ​ ​ -- message from an Environmental Planning Workshop course alum to instructor Sarah Gardner ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ The student who shared this revelation is not alone. Others have told us that they had expected ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ to leave behind the community work they did before Williams. Even some who have been here ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ for a few years have the impression that the area is a social and economic backwater. In fact, we ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ have many of the same social and economic challenges you will find anywhere in the country. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ But we also have many energetic people and organizations trying out creative solutions to new and persistent problems. And they welcome our students as partners in their multifaceted work. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Berkshire County has a high density of non-profit organizations[1] and many, though small and ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ lean, run innovative programming. Some run nationally recognized programs for at-risk youth: ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ Barrington Stage Company’s award-winning Playwright Mentoring Project and Berkshire ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Children and Families’ “Kids for Harmony” music training program, to name just two. Others, ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ including food pantries, economic development enterprises and business incubators, welcome Williams students to work with them and to conduct research on their efforts. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Our public schools are leading change, too. The nearby North Adams Public School District is our ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ partner in a four year National Science Foundation-funded hands-on science education project, ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ called Teach to Learn (led by the Massachusetts College of Liberal Arts). The Pittsfield Public ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ School District is piloting a Restorative Justice Initiative and is the only Massachusetts school ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ district to retain a state-certified Director of Cultural Proficiency to address the challenges of racial and cultural diversity in the city. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ At the Center for Learning in Action, we help students learn from working with these and many ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ other committed community partners. There’s so much to share in this annual report that it ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ takes us more than 100 pages to do it![2] We begin with some in-depth stories in our new ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ “Spotlight” section. The rest of this document describes programs, student groups, and relevant community organizations, and lists all participants. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ In view of everything noted above, it should come as no surprise that experiential education at ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ Williams is growing. Faculty have stepped up, offering more courses involving experiential ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ learning in 2016-17 and they plan to offer even more in 2017-18. More student groups are engaging in community work, and new groups are organizing to do more of it. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ In 2016-17, our dedicated CLiA staff supported (and in some cases, helped teach) 17 of the 89 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ courses involving experiential learning. These talented people also directed 24 of the 48 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ extracurricular engagement programs and projects available to students during the same year. ​ ​ ​ ​ ​ ​ ​ ​ We also supported 22 of the community engagement efforts (small and large scale) offered by student organizations and other offices. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ By a conservative count, over 850 students reached beyond the Purple Bubble this past year. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Faculty and staff guided students in fieldwork courses, programs and extracurricular projects ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ nearby, across the country, and around the globe. Students designed and led their peers in wide-ranging​ ​ ​ ​ projects​ ​ and service​ ​work such as​ ​the semi-annual​ ​ ​ ​ Great​ ​ Day(s)​ ​ of​ Service​ ​ ​ organized by Lehman Community Engagement, “Break Out Trips” (BOTs) spring break service

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ trips, the Williams Recovery of All Perishable Surplus (WRAPS) program, refugee advocacy work ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ by the new student group, No Lost Generation and the expanded food insecurity alleviation efforts of the Campus Kitchen Project at Williams. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ A look at the list of campus allies and partners (page 4-1) shows that civic engagement work is ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ expanding across campus as well. In 2016-17, over 20 offices and departments either ran or ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ supported community engagement work of some kind. Notable among these, the Music ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Department’s support of Ephs Out Loud’s music education community outreach work, the ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ monthly “Take and Eat” weekend meal-making and delivery program led by the Chaplain’s ​ ​ ​ ​ ​ ​ ​ ​ Office, and the Crossover Academy afterschool mentoring program at Brayton Elementary School run by the Athletics Department. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ All of this is happening thanks to the work of many people, much of it facilitated by our ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ exceptional CLiA team, but it started with the vision and tenacity of the College leaders who ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ brought CLiA into being. To this trio, we owe a great debt of gratitude: Chaplain Rick Spalding, ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ whose tireless, eloquent advocacy for community engagement built the foundation; Vice ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ President for Campus Life Steve Klass, who guided the creation of the Center; and President ​ ​ ​ ​ ​ ​ Adam Falk, who immediately saw the potential for what we could become and then never wavered in his support. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ If you think nothing of consequence happens in the Berkshires, this Chronicle provides ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ overwhelming evidence to the contrary. Students needn’t wait until graduation to get started ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ with critically needed community-building work. The opportunities to make a difference are right here. We at CLiA are ready to help. ​ ​ ​ ​ ​ ​ On behalf of CLiA,

​ ​ ​ ​

Paula Consolini

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ [1] A 2015 study commissioned by the Berkshire County Chamber of Commerce reported 349 individuals per ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ non-profit in Berkshire County; 520 individuals per nonprofit in Massachusetts; and 839 individuals per non-profit ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ in the US. See p.4 of “Berkshire County Nonprofits: Recession and Recovery” by Stephen Sheppard and Kay Oehler, prepared for the Berkshire County Chamber of Commerce, February 2015. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ [2] Thanks to Colin Ovitsky, Lily Gordon ’20, Teresa Yu ’20 and Tracy Finnegan for technical and editing support for this volume. A special thank you to Shanti Hossain ’19 for our beautiful cover design and to John Shea for printing assistance.

TABLE OF CONTENTS ​ ​ ​ ​ Spotlight Page 1-1 ​ ​

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Why I ​Love​ Doing​ ​ Taxes​ ​ ​ ​ Page​ 1-1​

Public Health Problems​ ​ and Possibilities​ ​ ​ ​ Page​ 1-3​

Community-Based​ ​ ​ ​ Environmental Problem Solving Page​ 1-5​

When​ ​ ​ in​ Rome​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Page​ 1-7​

Out of the Bubble,​ ​ ​ ​ Back​ ​ to​ ​ the Future​ ​ Page​ 1-10​

Disrupting​ ​ the​School​ ​ ​ to​ ​ Prison​ ​ Pipeline Page​ 1-12​

Seeing​ ​ Clearly: A​ Vision​ for Nicaragua Page​ 1-14​

Urban​ ​ ​Education​ Adventure​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Page​ 1-17​

On the​ ​ Frontlines​ ​ of Climate​ ​ ​ ​ Change​ ​ in Eleuthera Page​ 1-19​

The Personal​ Impact​ of​ ​ Immersive​ ​ Learning​ ​ ​ ​ Page​ ​1-20

Experiencing Cultural History through Modern Craftsmanship Page 1-22 Curricular Experiential Education Page 2-1 ​ ​ ​ ​ ​ ​

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Examples​ ​of​ ​Semester​ ​ Courses​ ​ Page​ ​2-2

Examples of Winter Study Courses Page 2-9 Extracurricular Experiential Learning Page 3-1 ​ ​ ​ ​ ​ ​

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Williams​ Elementary​ ​ ​ ​ ​ Outreach​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Page​ 3-1​

Williams​ ​ Center​ ​ ​ ​at Mt. Greylock & Other High School Outreach Page​ ​3-17

Break Out Trips​ ​ (BOTs)​ ​ ​ ​ Page​ 3-23​

Community​ ​ Outreach​ ​ Training Program Page​ 3-26​

Food Insecurity​ ​ Work Page​ 3-26​

Crossover​ ​ ​ ​ Academy Page​ 3-27​

Give It Up!​ ​ ​ ​ ​ ​ Page​ 3-27​

Positive​ ​ Pathways​ Partnership​ ​ ​ (P3) Page​ 3-28​

Public ​Humanities​ ​ ​ at Williams​ ​ ​ ​ ​ ​ ​ ​ Page​ 3-29​

Purple Valley​ ​ Volunteer​ ​ Income​ ​ Tax Assistance (VITA) Page​ 3-29​

Sentinels​ ​ Summer​ ​ Research​ ​ Fellowship Page​ 3-30​

Sixth​ ​Grade​ ​ College​ ​ Visit Page​ 3-31​

Take and​ ​ Eat Program​ ​ Page​ 3-31​

​ ​ ​ ​ ​ ​ Williams Poverty Initiative Page 3-32 CampusStudent-Led Allies & PartnersCommunity Work Page 3-344-1 ​ ​ ​ ​ ​ ​ ​ ​

Community Partners Page 5-1 ​ ​ ​ ​

Appendices Page 6-1 ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

A:​ ​​Key​ Elements​ ​ of Effective​ ​ Experiential​ ​ Pedagogy​ ​ & Glossary Page​ ​6-1

B:​ ​ 2016-2017​ ​ Courses Involving Experiential Learning Page​ 6-6​ C: Program Participants Page 6-8 SPOTLIGHT

a een it e t t n e e e Facts such ase how emany years program has be run, who leads it, and who serves ear neall inuseful bits of information, e anbu they don’ tell you everything. I this section,e w shar thn stories behind som of th experientiale e ecourses and th programs CLiA supports. They all hav oe thing common: they provid opportunity forentWilliams in e students to engag with eand elear in from communitiese outsid e th e “purpl bubble.” eBeyond that, they all addressat incredibly divers issues, ranginge in frome at-risk youth in developme that Berkshires to lacke of ey car Nicaragua. These storiest explor th societal issues th programs address. Wh motivates students to participat thes programs th first place? Wh do they struggl with, and how do they com oue changed? n e t e e t t at m Withenth sheer e number of experiential in e courses, staff and student e -rue programs and clubs e CLiA supports, t it’s easy eeto nlos esigh of th massiv effor and though th goes into each of the wh they ar all compiled th Chronicle. In this section, w div deeper, revealing th things you can’ easily s oneth surface. e n t Thank you to everyo who gav their time, pictures, and stories, making this sectio possible. - Lily Gordon ’20, Spotligh Editor Why I Love Doing Taxes y

ne e a b Mariaat neHidalgo Romerot ’20* in e e e e e it e If someot had toldt me year ago th o t Americaof my greates professorse e colleg would b th U.S. tax system, I would hav told them to shov elsewhere. However, I hav learned just as much abou myself, abou th Berkshires, abou , as I hav of th tax code.

EverygWednesday and Saturday during a earlyan sprin 2017, a groupa of us piled intoini miniv withe CLiA director Paulo ll t Consol inand sophomor Robbie Dulin e t fi e ou taxe returnse North Adams. Together,e w mad upe th Purpl Valleyn Volunteer e Incom Tax Assistanc team,o know as Purpl Valley VITA.e We climbed up t the second floor ofe a Berkshir e strip malleand waved to either Ros or l Karen, th Berkshir Community Action Councit e e e staff who hosted us. Oftentimes, our firs clients wer already waiting. Ther wer 18-year-olds fresh out of high-

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ne in e et school,hold doting couples, supermoms, bachelors, savvy immigrants, Williams faculty members, teenagers, and others. They had o thing common: they all cam to g their taxes filed throug a our no-cost VITA program. e e e n ee e e 000 r VITA, national program connected to th Internal Revenu Servic (IRS),e in as stated o its n website, aims to offer “fr etax help free,to peopl in whoe generallyt e mak $54, e o less, persons with disabilities and limited Englishat e speakingite taxpayerst who need assistanc ne preparing e their ow tax returns,” (IRS). at Note th worde system as w don’ charg filing fees lik H&R Block or TurboTax. However, wh th webs doesn’ tell you is how VITA is o of th few national programst aimed making th work. net e e t n a Mos sociale policy work and sociale atsafety programs it us th tax returns to means -tes their e participants.e Nationale t programs n from SNAP, colloquially know as foode stamps, e to atLIHEAP, e t fuel assistanc program, in e all requir th applicants subm their tax returns as proof of eligibility. Th Affordabl Car Ac depends o tax penalties for its effectiveness. Th tax cod is th hear of policy worke a th U.S. tant t e t t at n e t e t n My rol as tax consul taugh m jus as much abou U.S. policy as myt classes Williams. e a Eco 110 may hav taugh m abou household budgets, poverty,e and theoriesent o economic000 redistribution, bu VITAg showed 500m how Berkshire resid a spend s $7, one rent whenient they’re eworkin e with $16, in incom fore budget. e Theory tells m this cl is abov e th poverty ine line, experienc tells m notherwise. in nFor example, th poverty l atis based off of caloric consumptio in e relatio to household budget, and thth this ratio was established thatemid at-20 century. Nowadays,e economistse and policy e workers specul th this food- to- e en in at e ne incom percentag an enhas it dropped, t whil t at an ee other expenses,t in such as housing, e hav ris proportion, an meaning th th poverty li ise much lowern th a wh was firs an established.e a ientA aVITA, and only VITA, anc I s this playing ou real time. And mor importantly, e Ie c help at fix this problem. Throught th aitapplicatio of aterental deduction,e a I c ensur tcl larger refund which c go towards housing or other expenses—instead of filing fees lik thos found H&R Block. I don’ have to w until I gradu to mak difference, and you don’t either. t rk I ite at e e e n e I’me no eendowed withn any magical tax filing epowers. Andat I don’e doe this woe ebecause particularly e enjoy atporing e over W- 2sa or 1099s, despe in wh th titl suggests. a it Th reaso I mak th tim tongo dow to North Adams and fil taxes is thent I lov th peoplan w worke in with, ande I know th work th we a do makese big difference in their lives. Through b of studying and a certificatio test, any Williams member—faculty, stud or alumni—c com jo Purpl Valley VITA and mak tangibl differenc , people’s 8,lives.

a revised version of a Williams Record Op-ed published March 2017 *

1-2 Public Health Problems and Possibilities y y

an e t b Lil Gordon ’20 t n e e t en To en enthusiastic audience, e thee firs group of Williams seniors presented their research projec o th etopic of intimat partnert violence, which, Elim Cho ’16 said, “isn’ spok entenough about, giv its prevalence.” Th thr seniors wanted eto know how much middle, high eschool, e and e colleg students in knowe abou healthy e relationships, andentused surveys withentdiffer hypothetical scenarios to find out. A second groupata studied th opioid epidemic, examining th scop of th problem e Berkshir Countyne and th success of differ forms of treatm and harm reduction, including collectinge de from th locale methado a dispensary in ande needlea exchang e facility. Th thirdy group studied program th ar called th Berkshiree Bab Box program. e e n e Thes presentations a wer th in culminatio at of th Public t Health concentration, program now its third year Williams. I combines e many disciplines in including biology, e ent ent e psychology , sociology, political iescience, and economics.. Th seniorsne takinge inPHLH 402: e Senior Seminarn Publice Health all hav differ majors e ande “represnine this inbeautifully e divers group an of students,”ate said Professor Am Hane, instructor of this capsto cours which th seniors desig uniqu research projects. This year, ther wer students th seminar, leading to intime and highly personalized ain class environment. a an e e e Th seminar has two m components: classroom and n experientiale one. First, th students, “master th empirical approaches and methods of inth field” of public health, said Hane, by reading various empirical e studies. This semester focused o th social determinants e of health including “fetal at programminge models,e toxic stress childhood, mental health and stigma,”n community n aviolence, th opioid epidemic, and related public health etopics. Next, th seniors enttry their hands th a approaches they’v studied. They break into small groups and desig research projects o public health topic they find interesting. Ultimately, th seniors formally pres their projects to public health e advisory board eand einterested communityt members.en in e e in e Elizabeth Curtis ’17 loved th course.e Evere sinc sh anrealized jusent“how brok our maternity n system” inis th U.S.,e Curtis has wanted to help improv reproductive e health services th country. During her sophomor year, sh designedt a independ e winter studye focused o birth doulasat Berkshir County. For her seminar project,t eCurtis knew sh wanted to do something related to maternal health. She’d heard abou program called th Berkshir Baby Box program th intrigued e her, and herat groupe members caughe th enthusiasm immediately. e a at e ant ate t a e First, th group lookedat th roots ofe Berkshir Baby Boxenproject. ant In th 1930s, Finland created programeen th greatly reduced th inf mortality e r and wase par of broader scopa of n interventions th led to reducing e th cases of SIDS,e Sudd Inf Deathen Syndrome, ne which has a b linked to poor e access toeprenatal rd health car and unsaf n sleepe practices. It’s problem i n Massachusetts, too; SIDS is th “3 leading caus of death for childr under o year,” said group member. Th Berkshir Baby Box program, based o th Finnish model, attempts to tur 1-3 at t n e e n t e nt th e around.t I educates parents o saf sleep habitse for avoidingette SIDS such as a“putting th baby n to sleepno its back, removing e any sor of extraneous things from a thee baby’se sleep environmee alik sof pillows a or blankets, ande reducing exposur een to cigarn smoke,”e ntsaid group member. e I additio to education,e the aprogram e provides n newe parents with fr saf sleepe spac fore babies: box with firm mattress insid which has b show to reduc infa mortality. All th parents hav to do is tak singl class o saf sleep habits and they receiv this miracl box filledawith other parentinge goodies e such as “diapers,e onesies, and blankets,” said Curtis. e a e in n e Hind Bodinger,e e th director aof th Berkshire Baby Box program, hadea grand vision: ansh wanted to build sens of community efor familiese rural Wester e Massachusetts, t inand sh decided it e to introduc th baby boxes ase tangibl way of reaching out. “Berkshir t Baby Box is antall -county initiative, although many of the peopl targetedntby th program atand mos e need of ar immigrantse and low -incom a families,” said t Bodinger. eConcerned abou atanti -immigr rhetoric, a Bodinger wanted e to show th growinge immigra community th “theye ar valuedn t members of th community,” said groupe member. “I has becom clear, though, th new parenthood is challenging tim for all, and th baby box workshops help address th isolatio fel by many new moms, regardless of incom level,” said Bodinger.e e e y e Th seniors e wanted to know: does th Berkshir e Count program e work? To find out how tht babye boxes wer being received a by moms and a healthntcar providers, eth workt was divided amongs thre team members,e each e designing survey e for differe at group. Th most interesting e efeedback, t said Curtis,t cam from eth new parents.eTh groupe found th parents don’ always us th itbox, bue they almos e a t e e ealways take away knowledg of saf atsleep practices. et And 95% of new moms atsaid emad them feel lik valuede itpar enof th community, it “W think e thn Berkshire t Baby Box has succeeded reaching its targ populations,” the seniors concluded. The feedback shows th whil improvements would mak ev better, so far e seemseto b o th righ track.ne e e e e in e Curtisten waset surprised byt th positive ereception. e “Everyoeant was so enthusiastic,” shn said,e andt she’s “usede to peopl being hostil to outsid programs.” Medical interventions e particularant ar of e m with distrus by th peopl they ar m to serve. This receptivityit o th par of Berkshir County residents, e combined with Bodinger’s energy, has led to th significe success of th program. a Curtis admires Bodinger, who, withe no previousn e nonprof eexperience, e e singlehandedly started th program and continues to work tirelessly to improv it. “She’s amazing, real firehouse,” Curtis said, praising th passio sh saw. “I hop to someday b lik Hinda,” said eeCurtis. e n in e e ant e a e ant e t e en It’s easyn to se thise sam epassio e ent Curtise herself.t With noehesitation, she said of here futur plans, “I w n to atb midwif ande I w to catche a babiese infor ath res of my life.” Sh may ev retur to th plac wher sht atsp anth nelas four years. Shent knewee befor starting th e concentratio th e someday she a wanted to b midwif rural community, and said, “I feel so dedicated after this projec th I c o hundred perc s myself moving back to Berkshir county. I would b proud to b resident.”

1-4 Community-Based Environmental Problem Solving iate

By Sarah Gardner, Assoc “IDirector, never knewCenter therefor werEnvironmentale urban problemsStudies in the Berkshires until I took Planning my senior year. Now, I read the Berkshire Eagle online, even though I’ve graduated and I’m halfway across the country. I care about the Morningside neighborhood and I want to know what’s happening there.” a ent t . I received this email from stud who graduated this pas June e ENVI 302 Practicum:1 t Environmental e Planning Workshop opens students’ eyes to th Berkshires and brings studentse ou of th classroom, off campus, and into local cities and towns to work with communities to help solv environmental problems.e Each year in brings new issues, enew clients,ent and newe achallenges for then students. After spending e th terme immersede their projects, e th stud teamse giv finaln presentatio e to their clients and th public. Her ar summaries of each The Tyler Street Transformative Developmentof th projects from th Fall 2016 ru of th course. Initiative, Pittsfield, Massachusetts a e e ent e a This teamt conductede larg nscal aassessm tate of th n physical neattributes e oft declining etneighborhood to suppor th city’s applicatio for s revitalizatio grant.e O of th mos diverse, y poorest t neighborhoods of Pittsfield, etMorningside it t , has potential du tot its good housing stock, commercial e distric and proximity to downtown. Y is a risk of blight.. As aat resul of their ine -depthine research e , tht team madeent recommendationse for neighborhood e eimprovements th e would stem the decl of th buil environma and e enhanc esafety, quality of lif and th environment. The students (Silj Christoffersen, Gemm Holt, Ross Hoffman, and Angel Ortiz) worked under th Theguidanc Williamstownof Pittsfield BuildCity Planner,-Out AnalysisCornelius Hoss, ar all pictured here. e an a n ent at a t How much and wher an c tow develope under its curr zoning? That’s wh build ou nanalysis determines. It’s e essential land us planninge toole to inform decisions about land protectio and development. Th analysis identifies th multipl layers of constraints besides zoning such as

e 1 m Going forward, this course name and number hav been changed to ENVI 411 Environmental Planning Workshop: Community-Based Environmental Proble Solving 1-5 n a ie ie e n wetlands, aquifer protectio n e overlay districts and steep slopes. That’s where GIS comes in. This group of students (Eric t Chang, Magg Peard in aand Jam Ruggiero,ate pictured her with e Tow Planner e Andrew Goff o th far left) e mastered GIS mapping and updated Williamstown’s e seventeen -year -old build -ou analysis, resulting detailed, accur and useful land us tool for th town. They worked under th guidance of Groff (their official client) and with th help of MountWilliams GreylockGIS Technology RegionalSpecialist High SchoolCory Campbell.Outdoor Placemaking nt a n n e e it e ent e Mou Greylock Regionale e High School ientis undergoing a eemuch needed major renovatioe a and additio which will downsiz e th school to better f th smaller stud population. Th new school will also b mor energy effic and as thr story building will hav smaller footprint,n ine allowing e for mor outdoore area. ittee e n I l witha thes changes, theabuilding comm engagedat th class to desig several outdoor spaces -- classroom, lunch ar and waiting area -- th would drawa students outside. Four students from the courseantook on this challengee (Roshny Vijayakar, Sash Langesfeld, Michael Ding, ande Sarah Cooperm pictured her withe Principal Mary MacDonald, far right, and CLiA’s Kaatje e t e White, eatefar left). They at offerede n multipl at e recommendations, many of which wer incorporated into th final projec design. Th goal was to cr spaces th ar fu and functional; it’s well documented th getting outsid enhances Greylocklearning and Worksoverall Ciderwell Lab-being. a t in a t in e e Greylock WORKSe is projec based vas former mill building at North Adams. Th goals ar toeate develop mu eltipl an food andn hospitality -based e operations thn will buyn from a local growers, antcr jobs, and e b attractiot for visitors to th North Berkshires. I additio toe plannedent restaur e and hotel, th projece includes ient artisanal food and cider a e production facilities. Th stud team (Stev Yannacone, nt Becky McClements e and Will Schmidt,r pictured her with cl Sal Perry, 2nd etfrom an left) conducted feasibilitye study for th hardncider operation, traveling around Massachusetts and Vermo interviewing appl growers, cide makers, distributors and retailers to g understanding of th cider business and to lear how this producte could be economically viable. e e n e e at

All th final reports and presentations from this cours may b found o th CES websit http://ces.williams.edu/environmental-planning-papers/-A. revised version of an article in CES Notes 2017

1-6 When in Rome

en By Classics e Professor Amanda Wilcox in an tant e For centuries, ev e for millennia, th proverb “All Roads lead to Rome” was impor sens literally true. For scholars and merchants, peopl e of faith, for artists of all, kinds,e for adventurers, e migrants, ande refugees, for th powerful and desperate e th curiouse aand the jaded, for peopl of all e trades, classes, colorseand acreeds, th city of Rom was prim destination. TodaynRom retains its animportanc as center of diplomacy and international t educatio and provides unparalleled e laboratory for ent architectural in and ar ehistorical e investigation. inRom also provides t excell an lessons sustainabl and renewabl urbanism and nearly every sor of hum interaction. e CLAS 25: Where All Roads Go: Ancient Rome and Environs2, e Our Classics winter study cours , e an n t introduced e students to th cultural and e historicalient riches ofaneanRom through e exploratio of itse firs flourishing as th cultural and e politicalient capital of th anc Mediterr e world. As we encountered th e monumentsent ande topography ofeth anc e city, observing th complex at coe -existenc of antiquity with th pres ateday, w investigatede th creativ interrelationship th th contemporary city continues to gener withe th many elayers of its past. e ient e iate This cours explored th topography,n cultural n history, and livede experiencient atof ancain Rome and its immed environs. Much of oure attentio focused e o monuments t e of th atanc e citye th reme visibl today. Wee in considered ienthow thes remnants of th city'se pas wer used tth tim they wer built, how theye wer linked e e e their ance context, t andinehow they hav continued to e a interac with their surroundings t over th centuries.e W also considered how th story ofe th ientcity sinc Rome's firs "decl and fall" and its Renaissanc revival has been told as series of rebirths or resurgences of its ancien glory. Th central focus of our inquiry, however, was th anc city itself.

t m 2 to This course was financially underwritten by a Global Ventures gran fro the Office of the Dean of the Faculty making it equally accessible all Williams sophomores, juniors and seniors.

1-7 e ent e e n e e e a en Special momentsn ent included th breath e -taking (literally) asc of th dom of St. Peter’s Basilica, which gave us a unparalleled a in view of th city from th roof of th basilica, and gold afternoo sp freely roamingn th emperor Hadrian’s in e villn Tivoli. ina Students also enjoyed t a impromptu ) al fresco lunch thn towe ofe Palestr e (named for its mose nfamous a citizen e sittinga perched o th t basat of th e e Palestrina’sient nstatu i dual purpos atepiazz and parking lo th wase at onca th anc town eof Praeneste’s forum. They sandwiches freshlyl mad c corner grocery o th square, ne and listened to Palestrina’s n etherea polyphoni harmonies, which o of our TAs played fore them ao her iPhone. e

W had wonderful group of twelv students,en evenlye divided by gender, a e e e e a rangingt fromin esophomores entto seniors. ie Sev wer Classics amajors, and coupl mor wer students awho hav demonstrated anni i strong interesa th field. Stud a participants included:an Carol Almonte, Sean Lederer, Kels Dalton, Danny Kirsch, Angel (Seunghyun) Yeo, Henry Barker, Rebecc Williams, Giov d Russo, Rebecc Dunwoody, Maris Flignor, Alex eKilm and Andrew Rondeau.e a ite t n a ant t in e Each of thte studentse was responsibl for researching and delivering brief s repor o signific a spo th city, and they wro thes up formally e for theira final assignment. Students also contributed photos nand e thoughtsient to Tumblr blog. Andrewe Rondeau ‘17,t inwho called th trip “ truly transformative adventure,” reported o th anc Theater of Pompey th “Today,Great, buil very littl55e BC:physically remains from Pompey Magnus’s theater complex. Only a few rows of seats survive, comprising part of the ceiling of the modern restaurants ‘Costanza’ in the Piazza del Paradiso and ‘Pancrazio’ and in the Piazza del Biscione. However, the impact of such a structure on the modern city is still perceivable with more learned eyes: the Theatro Argentina and Via Arenula run along the width of the theater’s portico, with the four Republican temples surviving at its Western end. Via di St. Anna runs the entire portico’s length, and the tall buildings flanking Via di Grotta Pinta still curve around with the shape of the original theater (Claridge 2010, fig. 101). Looking up at these multistoried buildings in curve and realizing that even they would have been overshadowed by Pompey’s rows of marble seats and temple on high gives the

1-8 viewer of some sense of the glory of the building and its city in their ancient heyday. As is the case with most of Ancient Rome in the modern city, we may have just the rubble and bricks remaining, bug with the right set of eyes, modern Rome still permits us to examine it deeply.”

e at n e itian Th sitesn th studentsa reported e o included th a Stadium of Dom in e (moderient Piazzt Navona), e th Forum of Augustus, bathe complexe naOstia —th anc e porn eof Rome, th eCircus Maximus, in the templan of Mag a Materite ator e Cybel o th Palatine, th Lacus e e Curtiuse th Rom inforum e ( ients th importantlye ettestifies e to how th Romans shapede and preserved ientcivic memory andt identity), in Pompey’s Theater, th Mausoleum of Augustus,n eth temple of Hercules e Victortan a th anc cattl mark a by th Tiber, Tibere Island, th thermopolium (anc bar and fas food joint) Ostia, and Mussolini’s e fascistic renovatio of th spac around th Augus Ar Pacis and Mausoleum, witness to th powers and dangers of ideological repurposing of the past. een a te As someonFeedbacke whfromo hadth nevparticipatinger been to Europstudentse before,has b this introduction to Romoverwhelminglye was everythingpositive. I couldAngel have hopedYeo, ’19, it towro be.” to us that, " ie n “It was such a wonderful and unique experience. The Winter Study trip to Rome was my first timKelse overseas.Dalto wasI hadequally no previousenthusiastic: experience with Italian and, unlike many other members of the group, no experience with Latin. Because of this gap in understanding, the importance of studying language struck me as it never had before - as it never could in a classroom. Even the others in my group who spoke no Italian could still comprehend more of the culture and more of the history than I could through their knowledge of Latin. That feeling of isolation and the desire to understand and connect is impossible to replicate in the sterile environment of the classroom, and I believe the memory of it will have a lasting impact on me.”

e

For mor reflections, insights and photos from this study trip go to https://williams-paideia.tumblr.com/

1-9 Out of the Bubble, Into the Future y r 19 y

e an b Ellyn Pie ’ with Lil Gordone a ’20 e at in e eat e at Wher c youn teach reading, science, and cooking? Mak 12 eyear old friend? Dresse eup as thte C th Hat? With so manyit gr outreach e opportunitiese so close eby, it'seno wonder th at Williamstow a Elementary School (WES) is hoppingnt with colleg students. A mert fiv minu walk from campus is all takes to pop th “purpl ebubble”. Th wid range of programs WES at offers way for Williams students of all differe interests to teach and connec with elementary students. This articl highlights two of th many CLiA offerings WES. en n e Pop quiz: wh is Dr. Seuss’ anbirthday? ent Williamstow e Elementary second graders know:e it’s March 2nd. QuestBridg studentsa from Williams organized ev n centered around th iconic children’ste author fore thes second egraders . “Read Acrosse Americ Day”e is celebrated nationally o eSeuss’ birthday a to promo literacye and lov e of reading. Th Williams n QuestBridg ry chapter chos to kick off National Servic Month with fun, interactiv activity for th elementaryit students o ethis ve day. e A national none- prof platform, QuestBridg connects high - achieving low -incom students to institutions of highernetteducation, as well as other future opportunities in such as “volunteer a work, t internships, ande networking te events,” saide Arkey Bar it ’19. Williams e QuestBridgent at students,n keeping with nationale effore by QuestBridg to promo literacy, ar trying tot anpay forward.y in Thus, th ev Williamstow Elementary.n Becaus of th “long - term educational benefits of regularly reading a earl age,” promoting literacy young students echoes QuestBridge’s missio of expanding educational opportunities for all studentse of many ages. at e te a ent a ent ne So Williams a Questbridgne studentse took th fiv minu a walk. Together, they and aWES teacherse developed eplan foret differe stations, each highlighting t differ Dr. Seusse story.e O station featurede telepho gam inspired t byn “Hortone entHears Who.” Anothernit einvolved “sentenc starter” egam to g th kids writing sentences abou their strengths. Befor th festivities began, th visiting Williams students buil o th curr biography u of th second graders by telling them th storye of Dr.e Seuss’s life. e e e e e a at Barnett, th servic chaire and events coordinator a of th Williams QuestBridg chapter, organizede e and facilitated much ofe inth event.e H sees th daye as success,e noting th Williams e studentse “clickedt awell with th teachers,” enabling a spiritedtcollaboration. e Arkeye was full ofa prais fore th teachers and their rol th event’s an success. Th QuestBridge e students also mad th day go toff withoune hitch by implementing well- thoughte -ou structur whil maintaining measure of flexibility. All this added up to e“ecstatic” respons from th young students, e said Barnett. e A o station, kids threw themselves nettinto th task e of creating ee funny sentences. Theye “wer showing each other their sentences and th pictures they drew” and cracking up, h said. And th Williams students had fun, too. Bar said h could “s [their] inner child com out.”

1-10 an nate en it n e n in t Barnett, Economics e major, ise passioe wh comes in toe educatio policyn and increasing accesse to college eeducation, e and has atbee active through eCLiA this endeavor throughoue ea hise e Williams years. nettH believes “th value of volunteering in a thate Williamstow Community is seeing lif outsid of th ‘purpl bubble’ th is Williams Colleg and contributing to th ar wher w nowe live.” Bar wants to continu e this work gradu program. e ent t e ne t Th teachersa warmly praised th Williams students for their hard work. Th ev kep th second graders talking for days, and everyo is already looking forward to nex Read Across Americe eDay. eat in t e at e an Ther ar also gr day- and day-ou tways to engag WES. For Williams students a who wish to form lasting relationships e with kids, th WES After School an Tutoring teenprogram entprovides ongoing, regular opportunity to connec ewith elementary schoolers. a Four afternoons a week, e Williamse students ego to th elementary e school to tutor for hour. Fift stud tutorsin a develop relations hips with 3rd-6th grad students who need extr help or simply fun, saf plac to spend tim after school. Th program mixes academic suppor with games “friendly and fun” environment.en an an e e ent e t n e e in Kendall All ’20 and Mege Siedm ’20 ar thn anstud e coordinators of th program. Both feel strongly abou educatio t and hav prior yexperienc working with kids of varying ages academic settings. Whil program coordinatio c b challenging with busy Williams schedules, bothencoordinators at efind i rewarding. The love the tenprogram. e e e e t e e e All notes th t th elementary school e students anof tak som a tim to warme up to alle th it Williamsen estudents, buatonc they do, theye ar wonderfully a curious. e “They alwaysea hav lotst inof questions abou us and college,” e sh says. Siedme workse in with 6th grade boy whos teyes enl upn wh sh told e him th computer scienc was field of study. H had no id his interes computers was something h could continu to explor college! Colleg itself wasn’ ev “o histradar,” sh eobserv ed. n t ten t e an at Noantonly do th elementary kids leare abou itacademic in n a possibilities, theye of connecen deeply with their Williams tutors, and vic versa. Siedm gushed, e “I’m eso attached to him nowen th It w to bring him to Williams to hav him set oee computer e scienc class.” All is similarly attached to th girl sh tutors. “I’m sad wh I don’ g to s en[her],” sh exclaimed. in e een a e nent All concludes, “working th ecommunity e a has b really it antransformativ e compo of my Williamsin eexperience. Especially e becaus we'r suche at small college, a c b easy to feel isolated,t eor trapped with th confinese eof th campus. en Spending tim et WEStis ewonderful way to stepite ou of thosat confinest e and into thet outside in a world. Wh I'm there, I forge abou th papere I have e toewr latere th nigh or th problem s du fewntdays, and I alwayse at leav smiling. Whil it's tru w help th kids with their homework, it's importa to recogniz th they help us just as much.”

1-11 Disrupting the School-to-Prison Pipeline

atie a by Lilye Gordonat t ’20 e in e e t e en n K Manning ’20ewanted e Wintert Study cours th go her involved mor th community. Sh said, “I jus really feel lik myself wh I’m volunteering.” LIFT, Learning Interventio for Teens, seemed e lik th perfec class.e en e a en a at t n Inspirede by th winter a study coursen “Childr and th Courts,"e Alexe Lutchnn ’11 dreamed Sup program th would connec eWilliams students to local young high schoolers o probation. To maken this dream ereality, Lutch teamed up with polic chief MikeenWy and Professor usan Engeleen anto establish this uniqu Winter Study course,e Professor Cheryl een Shanks explained. e Now sev a years old, th course’s entleadership is currently divided betw Professor Shanks, who has b advisor for six years, police chief Mik Wynn, who has b involved sinc its beginning, and rotating teame of stud leaders. n , e en e e een In Political Scienc 22: Learning Interventioe for Teens a Williams students becom mentors. A doz or so probationers, n high school students from Berkshir e County who ahav b adjudicatede for minor offenses, ar each paired n withe Williams e student, who has ebeen trained beforehandet t by probatio e officers and eother courte officials. a Th pair spends few hours together som weekday e afternoons during January. O th days theya ar together, after th probationers a g ou of school, th pairs etravel to th Colleg et for few hours of activities. et Every daye is different: on day they’ll go bowling, another they’ll do workshop with Combo Za, Williams improv comedy group. Th two gradually g to know each other, and g comfortabl being together.e t e e a t t n a e t an e anything ne t e it Th endé produc of th ecours ise shor research projec o topic of th probationer’s choosing. I c b . Audrey Thomasate e ’17, o of las year’s tLIFT e leaders, etold m rangese “from Beyonc entto architectur tto som an really especific video game.” Their Williams mentor encouragese them and helps theme navign th College’s a resources. A th end of th month, th probationer will pres their projec to audienc of their fellow probationers, their families, th Williams students,t e and th probatiot officers. It’s joyful and proud day for all. n in it e it e n a Bu th realt end resul ofe LIFT ise deeper.at e Nancy McCauley,n former eenprobatio e officer whoentis still involvede LIFT, observed, “ changes th Williamse student,e and changes th kid - o entlevel that’s no tangible.” Sh told m th th connectio forged betw th Williams stud and th probationer is eye-opening for both becaus they’r usually coming from very differ backgrounds.en e it t n e t it e ten tant e in e in e t Giv thes differences,e in isn no easy for either e party. O th firs day, Thomas t described as “inevitablyt awkward. ” Tht probationers t are of reluc toneb thttenprogram thatfirs place, and they’r foreig e territory. Ande th Williams studentst e usually don’ know ehow to e connec with theme righ away. neI takes patience. t After eeveryo t has ago t through th initial awkward stage, e issues are bound to com up throughou th month. Every yeart there is som drama, and som situations o simply cannoe prepar for. “I was lo of work emotionally and mentally to b with thes kids,” Manning said. “Many of them deal with difficul hom lives, mentalt health issues, poverty,ent and substanc abuse. ” at t it an ne e t e ne at Bu every Williams stud with whom I talked said th no matter how rigorous and difficul c be, LIFT is absolutely worth doing. “It’s o of th bes things I’v do Williams,” says 1-12 a e at e e a eat n in e t Thomas,e senior. Sh thinks th foreeboth th Williams in students and th probationers, “it’s ain gr lesso empathy en across difference.” Furthermore, th program really does seem to impac th probationers. “It’s amazing to s small changes each kid,” Manning told me. “They g confidence;e ain they op up. ” e at e n a t e e e n t Th m thing Manning took away frome th program was th the adjudicatio of minors t is “really systemice eissue.” It’s no their fault, sh says; “these kids ar a bor into indifficul e circumstances, inand their resources ar limited.” Public schools ar underfunded and don’ always engag th students. Also, there’s simply very littl to do as teenager th area so they end upegetting e trouble. e t e n at e t n e ne Becaus th probationers t ar minors, e it’s no possibl e to keep statistics o tthem, ande therefore, it’s hard to know nwh th lasting impac of LIFT is o thest teenagers.e Everyo e I talkedat e to was very cautious aboue maintaining th privacy of th teenagers, e ande could noe disclos names or specifics. “We ca only go anecdotally,” says Thomas. Bu ther is goode evidenc e th t th program is valuabl to many teenagers. For example, som of th teens, lik Thomas’ mentee, com backe th nex year to itehelp mentorten other probationers. e And eth probationers, desp of showing initial reluctanc to b tthere, usually ewind up expressing their enthusiasm abou LIFT after the course. t n Manning’sent mente did inher e projec o photography.in They sp hours together t th dark room eeSpencer developingentee t prints.t I edelighted e e t e Manning to s how excited herne e at it an e e e m e go abou th project; “sh said this was atth bes ework t she’d ever done -esh was so proud of herself,” said Manning. e O of th major benefitse of LIFTe iseath at c increasn th tconfidenc e eof th high school at studentsit tby showing them th they atar no excludedantfrom th academic world. Hopefully they it alsoan tak away frome th inprogram nth id th educatio doesn’ hav to b tedious. And th doesn’ only deal with topics th seem irrelev and removed from their lives; rather, c actually engag them e their ow interests.entee in t atie e t in t e in e Whether th mentor and m an stay touch after LIFT is inup to them, bu bothn eAudrey and K hav n kep contac withe th studentsentee a they worked with. Audrey still checks with th girle she mentoredt here freshm year. And Manning t keeps touche asewell. Ot th LIFT e graduatio day, Manning t gav her m mental t anhealth coloring book and hert email address. in Shit didn’ know enteeif th girl wouldat eactually reache ou to her becaus ne sh ewasn’ verye comfortable in withe computers. Bu to Manning’s in a surprise, she go emailt twoe weeks later. I was short, and Manning’s m said th sh loved th coloring book. O day, sh said, sh chos to color th book instead of getting fight. To Manning, this fel lik success.

1-13 Seeing Clearly: A Vision for Nicaragua y y

Yes, the days are long here. Yes, they definitelyb Lil testGordon our physica’20 l strength. Yes, they test our patience and endurance... But this trip, for many of us, is a once-in-a-lifetime opportunity to make a “difference in thousands of people’s lives in a developing country.” - llo

- Jovana Calvi ’18

teen e e e in a at at e e n a Fif yearse ago, Ey nCar and Cultur Nicaragu in was born. Bob Peck, emeritus e Williamsen Athletic Director a th time, had contacts ther a whoe helped him realiz his visio for program to provid prescriptio glasses for Nicaraguans need. Every Winter Study sinc th has provided group of Williams students with servic and learning opportunity which challenges and enriches them. an ne e ent e een Philosophy Professor Al White, o of th curr instructors, unpacked th differencese betw Nicaragua’s two coasts.e Th Pacific coast was heavilye colonized by th Spanishe ite andan e therefor wealthier and mor wh th th Atlantice coast, which e is very rural andt has many nativ residents.n Th e Atlantic coas receives ne less attentiot from at th government, ande o resule nof thise is th there’s very littl health car o tth Atlantic inside. e e e e ain e Eyesigh is critical thes Atlantic communities wher sewing and fishing ar th two m livelihoods for thos who

1-14 e t e e e e e e n t e e ite e ar neediest. Withou th abilitye to thread needles and fishhooks,t peopl los entth abilityn to provid for their families. Th strong su and dus mak ey troubles qu common. To help, th Williamst students eprescrib et reading glasses and hand ou sunglasses to prev su damage. e Bu first, they hav toe g there.t in TheatAtlantic coast’s infrastructur t is noe gr shape, whicht makes travelr difficulg for th group. Thise pas year, afte flyin to Managua, e th studentst andnstaff in tooke vans to El Rama, th larges inlande tow entth Atlantic coastal region, whert they sp twoet days running antheir enfirs e clinics.te To g to Pearl Lagoon, e inev mor e at e t ee ten t remo ecoastal town, they rod t fiberglass t boats. During th bo ride, torrential rainsahit. “W couldn’ t s fee from th boat,” said Matthew Hennessey ’17. They stretched clear plastic tarps over them for shelter, bu they “go soaked anyway,” said White.e Andy Castañede ’18 said,e “Ie was hilarious.” e e n e s Thne students e ar trained befor entth ntrip eby th optometrists to give visiot screenings.en Elis Harb ei o of th optometrists ine whoe w o thn trip; she’s in participatedent for th pas eleve years, teaching tht students eto determ th prescriptio neededt n e t differat it situations. They’r usually nervous abou giving th screenings. “I tell them to trus i th fac th alwaysn workse out,” said eeElise. een ee e t e I all, twelv students s betw thrten and fiv thousandate patientsin ine atover e eigh days of clinic. Peopl frome inesmall townse nearby travel at for miles,t n of by foot, to congreg a l th clinics. Andye remembers th “l outsid oure clinicsn th eetkep e o going.”e Clinic e days are,e inas e result, very tenlong. They’r italso physically e taxing;ee studentseat ar o theirent f th whol time. “W e may b th clinic for hours, and may eb 90 e e degr h ande 90 perct humidity,” said White. e After clinic, th egroup has dinner together. Matthewten Hennessey ’17 said it’s always nic to e “decompress after th day.” Th studentse a talk through th difficul cases they saw and discuss th challenges of th clinic. Being together so of and working through challenges together, th students and staff “quickly becom family,” said Elise.

1-15 e e e e e t e e ee e t at t tant A challeng t for Andy was n to keepe th work personal.e a With th sheer volum and pace, h inhad to resis th eurg to s peopl as “jus e anotherepatient.” For Andy, what was mos impor was “to connec with them i some way.” “Ia cam from predominantly at e inLatino community” e ( Texase ), h said. in Andy a recognizest th privileg the’s an had, and efeels a thenthelping underserved Latino communiti es is his duty.t Th Nicaragu a trip cemented ” the purpos his mind. H loved being abl to help such direc way. He’d conduc exam, giv pati their prescription, and “their eyes would ligh up…It’s very special feeling, h said. t e et a e e e A night, th students e g chance to engag ewith eth community. inAfter a the clinic, th students hav tim to explore, jo gam of pick -upt soccer orattbasketball, or chat with communitye e members.ent A night, M said, “we’d go to wher th locals w and play cards with them.” a t e e Journalinge it is mandatory par of th course,e and th nestudents t “taken prettye seriously,” ent tsaid in Matt. H described e o nigh wh th power w ou e their hotel and th students still managed to write, som using headlamps and others typing their thoughts onto t t e t e intheir e phones. t e e e nit n a n A first, Andyewasn’ sure if he’d connec in a with tth other t students th group.e een Bu by the inend of th trip they wer tightlyen k by their shared experience. Ie journal entry, Jacksoet Barbert ’18 wrote, “We’v enall become a friends way tha I do neno think e wouldt hav b possible n Williamstown.” t Wht springe itsemester t startede e up again,t th groupt regularlye it me upe juse to hang out. They ev madeet groupe chat. “It’s definitely o of th bes experiences I’v had i my life,” said Andy, “no jus becaus taugh m mor abou myself bu becaus gav m th opportunity e to mt thes other people.” t e it a n e e t t e This cours is no your typical Wintere in Study course, bu emayb should be. “It’se kind of a educatio experienc w njus can’ hav t during regular semesters,” e said White. It’s experiential, allowingat studentse to deeply engag somethingn outsid attheir ennormal livese whil providinge in n needed service.ne They anlear things abou a themselves along th way.ent Andy, for example, learnedent t th ehis futur likelya involves t service. Jacksoe learned th ev if you hav very littl commo with someo you c always find way to connect. Every stud gets something differ ou of th Nicarague enttrip, bu all of them com back changed. e n e

Read mor stud reflections regarding experiences with this cours (PHIL 25) o pag 2-13.

1-16 Urban Education Adventure an

“It makes the world feel smaller in a reassuringby Tracy Finneg way, and(CLiA) it’s invigorating to make those human connections. During a time of great uncertainty in this country, I’m so genuinely grateful I was able to work toward impacting positive change.” --

in Luke Davis ’19 n t e ine an n Students SPEC 28: inClass a of 1959 Teach New York lear at aboue tht fronte -l challenges of urbt public educatio in by diving into work New York City school. Housed in th Wes Side YMCA, e theyn spend mos weekdays January observing, teaching, an tutoringooland mentoring their choic of mor tha 20 elementaryn or high school t a placements.ite a e Mentorede byn in-sch supervisor, students also attend weekly discussio dinners featuring gues speakers, keep journal and wrn fiv pag reflectioen paper.e teen e at ee at e een e e e t e I January 2017,atesev of th thirn participating students wer placed thr schools th inhav bee reliabl and long e -tim collaborators withent th tprogram: Eas Sid Community High School, Immacul Conceptio School and Dream Charter School. The otherll six students served thre schools new to th program: Achievem e Firs Chartern School,e (hight school),e Brooklyn Jesuit Prep, a (middle school) andeYorkville East c ssMiddle k School, (public). A but one of the schools serv primarily inner-city, at-risk youth, with th exceptio of Yorkvill Eas Middl School, which hase 50/50 mix of middle andan lower la ids. a in e at e Yorkvill was selected becausi of ongoing relationship in awith Williamse alum and Math for Americ egraduate, Corey Leva ’08,t who teaches sixth grad imath th eschool. Fortunately, this year Williams nsenior, S Youngn Mah i requested to work “Si middlYoung mayschool be maththe bestclass internand yet!Corey’s She is6th sugradper smart,math helpful,class was and naturallyperfec match! gifted Bothat workingCorey withand Skids.”Young i wer delighted by Afttheirer watchingpartnership. CoreyI hisplanevaluatio and lead thofeS firstYoung, two classesCorey wrote,he let me be lead teacher for the last class. It was the very first time I stood in front of a whole classroom and led a fullS-lengthYoung class.reported, The wh“ ole endeavor was definitely nerve wrecking…. It was also amazing to have Corey there, because I knew that if I make a mistake or get stuck he would be able to step in. Immediately after the class, Corey gave me feedback on how I did and pointed out things that could have been done better.”

e e at e n it WilliamsAll in all,sophomor my time at BJPLuk wasDavis a blast.and Itjunior was difficultSpencer work,Lee-Rey but roomedit was sotogether worth it. It’sth alwaysYMCA reallyand traveledspecial toroundtrip be embracedto Brookly into a newJesu community,Prep daily. especiallyThey both one veryloved differenttheir experience. from your ownFor Luke, “experience… I will always remember the friends I made at BJP, and be rooting for them when they come to my mind.” t in n t at Today was our last day at BJP and I am going to miss it a lot. Coming full circle, Luke and I had to wake upSpencer at 6:15 Leeam -againRey’s becausimpac eshines we hadthrough to attend thhise lastdescriptio morningof assemblyhis las dayof our timtheeschool: there. When“ we got there, they clapped for us and presented us with our very own BJP shirt, a green polo that all of the students wear. At recess, a bunch of my dance students made me teach

1-17 them the next part of the step when they realized we would not be able to get through the whole thing by the end of the day (they’ve really improved and it’s awesome to see). During study hall, they asked as many questions as possible, so much so that I do not think I even sat down once. Some of the 6th grade boys even asked when I would be coming back and when I said I was going back to school they told me to become a counselor for them for the upcoming summer. Finally, when Luke and I were getting ready to leave one of the 6th grade girls named Havana gave us two cards. The first card was addressed to both of us and was signed by the entire 6th grade class. In the card, they thanked us for all the time that we put in and all of the help we gave them and begged us to at least visit sometime soon.” -- y

Spencer Lee-Re ’18 a e At Achievement First University Prep I finally felt my intense Juniordesire tEmmo impactYork thefound lives ofher studentsexperienc afflictedrewarding, by an ineffectivas well:e “urban educational environment converge with an encouraging setting and insightful administrators and fellow educators whose expertise allowed me to act upon those desires in ways which were not only intrinsically rewarding but also externally impactful.”

in t ent e e e a nt As pasnyears, working e with six veryn differ schools provided meaningful weekly dinner e conversations. Th 2017 discussions wer especially robust. Ther was fair amou of discussio around th U.S. eEducatio iateSecretary nomination. e Students heatedlyan debated th pros and cons ofe charter versusentpublic school fundingt t and metrics. They also neshared e their experiences and concerns regarding th immed e and long-term futur of Americe education. Williamse alum Clair Shin, Preside of Achievemen First University Prep, led o of th dinner e discussions. Her years of experienc and exceptional an knowledgn tantenabled her to lead th heated discussions with grac and wisdom. Other gues speakers,e Dream Charter School Principal, e Ev Colavitoe and her husband, Jeremy Abarno, e educatio consul and former school principal, shared their experiences, explaining how their formativ years shaped their mutual desir to becom educators. They also shared effectiv teaching strategies and troubleshooting techniques. nna e e It is one thing to learn about teaching and another to teach. That always haunts mJuniore as onA e aspiringKim shared to be anhow educator.sh was I’vchallengede always feltby cocoonedth program: in th“e walls of classrooms where I was the student casually theorizing and critiquing educational models and teaching practices from a safe distance… But at East Side Community High School, there was only time for the present, for the here and now of teaching real-time. My experience began with a thrust into a totally foreign community where, for three weeks of uncomfortable silences, awkward introductions, intriguing cultural norms, and jarring realities of teaching, I confronted my biggest fear: putting theories into practice.“

e e e t e t t e t e Indeed, th Class of 1959 TeachNYC experienc achallenges th bes and th brightesat students to pu their classroom learning to th tes by doing th work, taking risks, thinking critically and ultimately emerging with richer questions and deeper understanding of wh teaching and learning is all about! 1-18 On the Front Lines of Climate Change in Eleuthera ane in

eby J Tek ’19 in e t I had th opportunity in to spenda Winter Studye 2017 ten Eleuthera, Bahamas, with Professor Sarah Gardner. Sh has taugh e Wintere Study classes ateEleuther (ENVI 25) mor than times, ne taking small groups a of carefully selected studentsnto nstudy e th real -atlif impacts of clim change. Ourl class partnered with O Eleuthera, community based organizatio o th island th works with medical care, socia services,e jobe creation, andant food esecurity. in n ten e e t t e Th courst was import to m amany ways. O ecampus, e I of feel disconnected n fromath thingst I care abou mos – studying ethes issuest isn’e always enough, especially e with pressing issu lik eaclimate change.e Being o Eleuther brough th immediacy of this issu to ligh – ther was no hiding from th life- altering impacts of s level ris and other forms of environmental degradation.e a te ten e an e t ne e e Ther is quo Ieof think of,t from th V Jones lecture I attended ent n e months ago: “I takes everyo t to sav ateeveryone.” e Our class mad e Jones’ words com into life: Eigh students ea from a rang of majors sp two weeks o that island surveying Eleutheranst abou their clim chang awareness. W easked islanders whethere they’d e observed changese temperature, st level,e flooding, an and fishing and agriculture. Wh I think surprised mos of my classmates,e including myself, was how awarn Eleutheranse wer about th reality of th nchanging e climate. Mos wer more th willing to talk with us, too – which was shocking, considering th cultural and environmental destructio th tourism industry has wreaked upo th Bahamas. at e ian e t t Tourismt is wh inth Baham government e presentsain to th world,e bue there’s almos no touris industry mainland Eleuthera. ne anTh e m way peopl surviv is throughe ine farming, fishing, and smallin businesses. O ewom w interviewed worksentfor a cruis l company,e dressing up at “native”e garbt for the supposed cultural enrichmn ofe vacationers. t Sh tolde us,e however, e th e sh doesn’ mindtth cultural appropriatio becaus she’s jus glad to b abl n e e e e e e to mak som money in to suppor her nfamily. t at t t ne an e at e can’t I th “purplt bubble,”e w havateth privileg to burye eour heads our bookst and lear abou t issues th itdon’ tennecessarily e affece use firsthand.ite O Eleuther w interviewed at said th h e worry abou th enteffects of clim e change,e a because hat has to think aabou surviving each day. A Williams, of seems w hav th oppos mindset, which puts us risk of minimizing th severity of pres issues for th sak of futur th is no longer guarantee.

-reprinted from CES Notes 2017 1-19 The Personal Impact of Immersive Learning na anti

anti in An interview with Williams-Mystic ealum Sh Hossain e ne a a e in e Sh e Hossa n’19 attended Williams at -Mystic for th Fall e2016 semester, it during n her e at sophomor year. O year later, as junior pursuing doubl major Computer Scienc and English, sh reflects o her semester Williams-Mystic and th impact has had o her tim Williams. o in e t I wasn’t considering attending Williams-Mystic at all until my freshman spring, the semester before WhatI actuallydrew attendeyou t d.Williams On the first-Mystic day of ththe semester,firs place? there was an informational meeting with Tom Van Winkle, the Executive Director, and several alumni from the program, and I decided to pop in. I wasn’t seriously considering the program, because I didn’t think I was the ‘type’ of student to do Mystic. I was pretty sure I wasn’t going to major in anything like Biology or Environmental Science, and while I appreciated the ocean and its importance, I wasn’t obsessed with it or wanting to study it for the rest of my life. But when the alumni of the program started talking, I realized that a lot of them were just like me. A lot of them didn’t have any particular reason for wanting to dive into studying the ocean, but they loved the program anyway--because, like all Williams students, we just love to learn, and Williams-Mystic really celebrates learning in all its forms.

at t e en t ThWhe admissionssurprised directorsyou abou of thWilliamsprogram- Mysticwh you oftegon saidthere? that the hardest part about recruiting for Williams-Mystic is trying to describe the program in one sentence, and I think that’s absolutely true. If you think about it just as “the Maritime Studies program” or “the program where you live on a boat,” then you’re really failing to capture so much of what the program is. You could just as easily describe it as “Interdisciplinary Studies 101,” or “Learning to Live in a Community,” or “Primary-Research Bootcamp,” or “Proof that Domestic Study Away Can be Just as Eye-Opening as Study Abroad,” and all of those descriptions would capture some crucial part of the Williams-Mystic experience.

e t I’ve always been interested in interdisciplinary studies; I think most of us at Williams chose to go to aHow liberahasl artsWilliams colleg-Mystice becauschangede we’re passionatth way youe aboutthink soabou manyyour differentstudies? things. Part of the Williams academic ethos is taking classes across the divisions, making connections across your classes. But it’s somewhat up to you to craft a program of study that pushes you out of your comfort zone and

1-20 allows for those cross-discipline connections. Williams-Mystic basically says: what if we all stopped for a semester to focus on studying one thing, the ocean as a case study, and learn what it means to experience it from every possible perspective? The program is crafted so that you’re constantly making connections, constantly relating one subject to another. The professors plan their lessons so that it happens. Our campus is a museum, so we’re constantly surrounded by our subject material. I’ve learned how important interdisciplinary learning is to me, and now that I know what true commitment to it looks like, I’m pursuing that as much as I can for the rest of my time at Williams.

e

OnHowe ofdid myyour favoritclassmates’e parts of perspectivesthe program waschang the communityyour experience?-living aspect of Williams-Mystic because it gave me the opportunity to learn so much from my classmates. Academically, we do so much throughout the semester that it’s absolutely impossible for you to excel at everything. And as a result, you’re constantly bringing out the best in one another. Maybe someone’s great in one class or another, but then someone else brings a constant supply of energy to your skills class, or is that one person who’s really, really good at entertaining everyone on long car trips, or teaching housemates to cook. Because residential life, extracurricular life and travel life are just as important as academic life, it moves the focus from competing academically to growing as people, together.

at t a e My experiences on the field seminars-- Wh abou Williams-Mystic do you think will stick with youthedecad trips acrossfrom now?the country we took with our professors--will stay with me for a long time. It was just an incredible experience to sit as a group in one spot, maybe on the banks of the Mississippi River in Louisiana, or overlooking the Golden Gate Bridge in San Francisco, and have that one spot inspire a lecture from our history professor about a historical event that happened there, then having our English professor read and analyze a poem inspired by it, and then have our policy professor talk about the different maritime laws that impacted who used this space, and how. It showed me just how many perspectives there are around every single place and event and opinion, and it showed me how valuable--and exciting--it is to learn about as many of those perspectives as you can.

1-21 Experiencing Japanese Cultural History through Modern Craftsmanship i

e By Professorn Kasum Yamamoto t e e n ient e in Kyoto, th former imperial capital of Japaet has 1200 years of history. an e I is called Japan’st a cultural treasur hous and thrives o its anc heritag architecture, gardens, religion, performing and culinary arts and craftsmanship. Y Kyoto’se appearancesent c e b deceiving. A glance, its traditional architecture, sacred shrines, and templesn ar abs as athey ar tucked awaye behind tall a buildings and busy commerciale ite storefronts. e I Kyoto, you will findn monumentale templ designatede an as UNESCO World Heritag s under th shadow ofn ultramoder high- ris buildings. Thern is enigmaticn quality to the citynwith an thise juxtapositio of old and new. This unresolved tensio between traditio and modernizatio c b Kyoto’s fascination. in

Students Winter Study travel course,n JAPN 25: Kyotoe Artisans: Exploring 1200e Yearse of Cultural History of Kyoto through Moder Craftsmanship, eenhad th opportunity to experienc inth culturale historyn a of Kyotoe and how traditional craftsmanship t has b perpetuated inand transformed e th moder er as th city of Kyoto has developed. at Eigh students participated this intensiv experiential in course.r e e at n They visited Kyotot artisansat it their studios,tain n e n conductedn interviews e and participated eth ei work. Their goalse wer to (a) arriv their ow conclusions abou wh means to sus traditio whil pursuing modernizatio and innovatio and (b) to shar their accounts with th artisans ande th tlocal community. e e n e Th firs week of th cours was conducted o campus. Students intensively instudied thn cultural history of Kyoto through readings, films ande discussion. They also conducted en research e pairs oateselected e arease of Kyoto in craftsmanshipn to acquire tein -depth in knowledge. Each pair was th responsibl to educ th entir group preparatio e for th onsi visits Japan. e e n e During th second and third e weeks of th course, th class traveled to Kyoto. Upo arrival, students nwer n immediatelye an exposed to th city of Kyoto and eache dayt e was packed with exploratory activities. e teaI preparatio for th artis studio visits, students studied eemor abou the history and traditions of Buddhism, th ceremony and Nohe Theater with twoe local scholars. Thr lectures wer arranged and followede by severale sitet - visits escorted by th scholars. Thes activities helped students to understand mor about th contex of how craftsmanship developed. 1-22 an n i Zen e en e tea e a at a in i Professor Ludvik of Stanford Jap Center lectured o Daitokojian t templ and z culture, which is deeplye related e to th i enceremony. e Her lectur was followed by lunch shoj ryor restaurant. There, estudents e enjoyed traditional vegetar Buddhis cuisine. Prof. Ludvik also guided th class to th Daitokuj z templ compounds, wher w n visited moss-covered e gardens asewell as rock gardens and saw fusuma -e, paintings o sliding a doors,e somn ofan which wer designated n as nationalate treasures.. Prof.e Ludvik alsoe provided lectur oee Neha (Nirvana) painting,n o a separe occasionan W visited th National Museuma to s inspecial e exhibitio of vegetabl Neh painting by Jakuchu Ito, renowned painter th Edo era. ia an n e Professor Pellechn of Ritsumeikt e University e lecturede oe Noh Theater. H provided in- e depth informatio abou th history and th styl of th etheater. a Students Hakurakutenalso studied th . ne a storylines and political and eetheatrical a h e Hakurakuten l significanc of play called with Prof. Pellechia O afternoon, students visited traditional Noh theater to s four-hour No performance, wher was a foca piece.n e en an e in ant t e e n e I total, w visited sev artis studios wher students engaged relev work: Buddhis sculpture, sacred mirror making, Nishijin Textil Company, textil patter planning, textil dying,

tea t e in t e e t e n mastery, and Noh performance. Learning abou th history and observing andeparticipating e in craf making wer of cours extremely interesting, bu students wer especially draw to artisans’ personal stories, their philosophies, accomplishments, struggles, and lov and prid 1-23 e t a t in a n e ent a t their craftsmanship.e e a Th Buddhist sculptor, a Mr. Miyamoton was young artis his in thirties, formern fashio designer who recently becam independ as Buddhis scu lptor. The story of how ah becam Buddhis sculptor efrom fashio designer and hown his etraining westernn fashioe influenced e his sculptures wase especiallyn tintriguing. Mirror maker, Mr. Yamamoto in ewas also young artist, who inherited th familya businesse ande traditioan as th fourth generatio of tht family. H wasat trying tot produc moder ar pieces with techniques established in thn hundreds of years of tradition. eTatsumur textil ise mor th 100 years old and is famous for its ar brocade. Wh was mos e fascinating to usewas ettheir e research and efforts restoratioy of traditionale old textiles. een inBecaus e of this effort, all th erelated craftsmanship such as carpentry of looms andt dyeinge couldeb also sustained. t e W m th Okamoto brothers, two elderl dyers whos family has b th dyeing business for fiv generations. Unfortunately, their business is aboue tea to clos becaus a they do no hav successors.n a ea e t ent t e e in a Th ceremonye tea was t full day of exploratio ate organized n by young teat inmaster, Mr. Amae ,ewho is Japanes bu in spe mos of his formativ years overseas. H a was trained ine traditional it ite a urasenke school, tea bu is trying to integre his ow in philosophy e to e his teahouse. e W started inearly e th morning by gatheringe spring n watert from Zen Shinto shrn and tcarried qu distanc e to his house. Students were engaged cleaning th hous and heating th spring watertea th charcoal well. Alle th rituals had a effec of meditatio and go students ready for th tranquility e and serenityn of th ceremony. Studentsent ewer tea impressed by th dedicatio tea and deep commitm a to th an ceremony of thisa young e master,n a who is only few years older th them. Mr. Udak a was th so gof famous Noh performer and mask e maker and was nfam ed youn e performer himself.e Studentsnt wer in fascinated to lear how receptiv and explosiv moveme was used Noh performance, e ehow masks couldn express emotions by tilting and e changing th angleate of presentatio and how masks and costumes wer arrangedr to cr characters. ry ent e Ou interviews were ve productive e and w veryn well becaus students e n e initiated them,r each team leading th a ten it conversatioeate a with t theire assignede artisan. Students atenjoyed at a th hands -oe aexperiences e th most. Att the mirroeen maker’s at shop, students a designed mold, welding molt metal ande polishing to cr charm. A th textil company,en they each s loom and wov entsmall piec inof textile. I has b saidn th Kyoto t is very closed a society to outsiders, bu artisans wer overwhelmingly generous to op up their studios for our students and sp hours candid conversatio t with inthem. I waseindeed gratifying andnhumbling experience. ent in a te int Our las two days Kyoto wer devoted to preparatio of final presentations. Each stud pair summarized their findings and reflections twenty -minu power-po presentation. During 1-24 e e a t t n e e e an a e a en e in n th preparation, in Zenw took shorn break toe reflec oe th Zenintens two weeks. W visited a Taiko temple, sube -templ of Tofukuji, famous Rinzai-z templ southeaster Kyoto and participated meditatio under th guidanc of priest, Mr. Isobe. This was special experienc for all. e e ten e in ite Approximately forty peopl cam to lis iato th students’ final inpresentations e eKyoto. e Desp busy schedules, four artisans in and Prof. Pellech e participated th event.e Ther were local artisans, media, academics in local universities, Japanes instructors and Japanese languag instudents of study abroad programs ni Kyoto. Two othere Williams e e students who were studying t away Kyoto e and twoe Williams alum nalso came. Becaus of th in time constraints, w coulde no espend much tim for th post -presentatio discussion. However, th very inrelaxed atmospher of th closing dinner, students and artisanse in exchanged their thoughts eand engaged lively conversation.n Oure studentse who studied Japanes our program facilitatede th e communicatio with th Japanes neguests. Both. ane e studentse eat and artisans at overcam their languag an t e barriers ande inbonded wellat withe o another Developing hum connectionsn entis on of th gr benefits th experiential learning c offer students. I was clear from th encounters with peopl Kyoto, th th experiences etched strong impressions o our stud participants. o in e ient Kyot isnsteeped hundredse ofe years of history and a th anctine traditioin andncultur is still aliv andit practiced a as daily rou this moder era.e For alle ofeus, was marvelouse atand eye a - opening experienc e to b abl to experienc Kyoto e suchnt deepat level and mak personal an connections e to th exte the ordinary tourists c never in achieve. W maximized eth potential ofeour two e-week stayin aKyoto. eStudents becam very it n e comfortable with th city with a e coupl of days after our arrival and exploredint o their own, asewell. They wer very cooperative and caring with eachn other, and workede verye welle as group. Aftere returning to th campus, students presented their powerpo presentations to th campus community. Som of their reflections upo their return underscor th valu of this immersiv learning adventure:

1-25 “I’d initially wanted to go on this trip to immerse myself in a different environment and culture, to learn about art forms, to think about tradition and modernity, to deepen my connection with Zen Buddhism, and to have a rejuvenating experience after an exhausting first semester. This trip definitely provided me with all of those experiences and did so in a way that exceeded my expectations. It wasn’t as if each day I checked an intention off of a mental checklist and moved onto the next goal; rather, the experiences that I sought – the personal, the intellectual, and the emotional – were completely connected and intertwined in ways that I hadn’t expected. Each day was intellectually, personally, and emotionally fulfilling, and although our itinerary was quite full and we had some long days, I felt energized and restored rather than drained.”

“Going on this trip made me feel closer to my love of Japanese history and culture because I’m seeing with my own eyes, and hearing with my own ears how the past is continuing into a present that pushes these arts into more obscure corners of Japanese society.”

“It’s now been almost a week since we left Kyoto and if I had to choose 5 words to describe how I feel after leaving, it would be something like this (in no particular order): Enlightened, Connected, Spiritual, Refreshed, and Relieved. “

“I have learned so much during this time, both on an academic level and a personal level. At the same time, I think I have built various relationships that I will treasure for the rest of my life.”

e an e n e e e e n ain in Th students’ daily journals, research in results and reflections c e b viewed o th cours website, http://sites.williams.edu/17w-japn-025-kyoto/. Th course, which will b ru ag January 2018, is also featured Kyoto Crafts magazine, visibl at: https://www.kougeimagazine.com/crafts_now/170303_othermonomo1/

1-26 CURRICULAR EXPERIENTIAL EDUCATION an ent e e e e Courses with experiential learning compon provid e students with guided opportunities in toe encounter first-hand eth issues they readt atand study e about. Thes requir them to apply academic learning to non-academic settings and challeng them to use their experiences thos settingst to think mor critically abou whe tthey ar studying. in e en en ent A Williams, e experiential pedagogies ar no viewed as ends e themselves. They are,t lik e tutorials, powerful teaching tools nused to deep and broad1 stud n learning. Faculty e selectat from th variety et ofe experientiale tlearning methodologies th tools they deem mos suited to th learning goals of their courses. I turn, our students, hungry to lear and hungry to us wh they learn, g th chanc to tes ideas and concepts through their fieldwork, relating theory to practice.e e e an e W encourag ouran studentse to think of a their community servicn and other co-curricular experiences as informal elearning opportunities which c prepar themefor in curricular learning. This approach c b represented by continuum, e show above, arraying experientiale e in opportunitiest from thos involving no formal academic analysis to thos whiche academic analysis is of primary importance. eAnalysis is her understood as making sens of experienc a ligh of academic an theory. Beyondentspecially an designedentcourses, our faculty welcom students developing their community servic and work interests into curricular fieldwork, whether as retoolinge ofe existinge e assignm e ornineindepend 17 study. e e ent in W describ her som2 of th eighty e- 2016 - courset offerings which involved some form of experiential learninge . Many are notabl for their engagemt communitye work; t others fore theirin ecreativity. t CLiA provided som form of suppor (staffing, strategic, logistical and/or financial) to thos starred. 3 W also provided suppor for another fiv courses no listed her or th Spotlighix section . 1 ix See Append A for key elements of experiential pedagogy and a glossary of the forms of experiential pedagogy. 2 See Append B for the complete list. 3 AMST 101, ARTH 15, ARTH 319, ENGL 149, SPEC 21.

2-1 EXAMPLES OF SEMESTER COURSES

*AFR 323 Comic Lives: Graphic Novels & Dangerous Histories of the African Diaspora Rashida K. Braggs (Africana Studies, American Studies, Comparative Literature)

e e een an e at n This cours explores how th graphice novel has b effective, provocativ ande times controversial mediume for erepresenting racialized histories. Drawing oe graphic eatenovels e such as Jeremy Love's Bayou and Ho Ch Anderson's King: A Comic in Biography, this cours illustratese and critiques multiplt ways th graphic novel commingles word and imag to cr mor sensorial e access into ethnic traumas, challenges a and interventions critical emoments en of resistanc n throughouana history. Students practiced analyzing graphic enovels and comic strips, t with a th help of criticalnate essays, reviews, film and field trip to New eYork City; th chos ttexts a centered o Afric cultures, prompting students to consider ehow th graphice novel may eateac as useful n alter historyt for marginalized n peoples. During th course, students kep journal with images, themes and reflections and used Comic Lif softwar and ipads to cr their ow graphic shor stories a based otehistorical eeand/or Nat Turnautobiographicaler in Jerusalemnarratives. i een n e e it e CLiAan helped fund last-minu trip to s ee e . Syllabat had b eprinted, a classest had alreadyen begu and belatedly Dr. Braggs learned ofa th play. n Sh believed woulde eb amazing opportunity e for students to s how th confessions of N Turner wer turned into scrip and eth staged. ee CLiA'se help, especially with securing a driver o short notice, it mad th e tript happen.e All theenhard worke was worthe it,e as studentst e really eenappreciated a going to New York City for th day tot s e th offan- Broadway production.e For handful e of students, t wase eithert th firse tim they'd b to nth Big Appl or th firs tim they'de s e major production.e They hade muchat toe say abou th e2 -m show and the ways eateacting in and th settinge n brough th tex to life. Th theatrical productio offered another intriguing exampl of th marriag of word and imag th*AFRth 440students Performingwer learning Blacknessto analyz and cr this cours o graphic novels. Rashida Braggs (Africana Studies, American Studies, Comparative Literature)

n n e t a t a e n I emoder parlanc andtscholarship, at blackness t is understood no as nbiological t bu rather e socially constructed phenomenon. e This cours eextends n commo perceptions by workinge e from th foundational e concep e in th blacknesst e is no only social constructio bu alson performanc and livedt experience.at Using th lens ofe performancat o racial identity foregrounds e an th activ and shifting natur of rac contras to th potentially passive, static connotatio of construction. Bun wh is this terme performanc th eis now so widely used as to b anathema? e e e e I this course, w explored performance broadlye as entertainment,e erepresentation, in social function, and lived experience. at t By th eend of th course, studentse analyzed multipl performanc types from theatricaln and danc performanc ittento performanc eof rac everyday life. They also studied andepracticed leas four cor black performanc n studies methodologies: an oral interpretatioe of literature, tethnography, wr performance e analysis, and embodied performanc (i.e. movement, music and/or theatre). I this way, students beg to understand performanc as both subjec matter and method. Th cours was structured around discussions,

2-2 itten e at e e t e e e wr responses, performancat exercises and field trips th helpede students analyz andn at t practicne eache methodology. A the end of th semester, students e developedt final creative research projectse th articulated key theories of black performanc studies and drew o leas o of th featured performanc methodologies. Students wer no required to hav prior performanc e experience.t ana in e n ee a e an e With th suppor of CLiA itand Afric e Studies, a students this cours at journeyed to Bosto to s Topdog/Underdog, Pulitzer e- priz winninge t play by Suz Lorient-Parks. Readinge th play, criticalat reviews of it, and seeing live, gav students multi-faceted look this work. Several students had learned so much from th cours abou analysis and differ performanc choices th they

e e e n e e en e critiqued th "magical" staging ofethis version,eoffering n e othere ideas. Th trip to and from th Huntingto Theatr also enriched th class as students talked and bonded; they ev devised th beginningsANTH 232of Towtheirnfinal andcollectiv Gown:performanc Investigatingo th therid Relationshipback home. of College and Community David Edwards (Anthropology and Sociology) and Christopher Marcisz

e e n e e een in e t Williams Colleg and th surrounding e communities of norther Berkshir at County hav b e tied together forecenturies, ways generally amicabl and mutually e beneficial, bu occasionally fractious and in challenged. This cours investigates entvarious aspectsin of th bond, throughe th e comparative lens of ethnographic e and journalistic research. W consider several issuesn and moments "town e -gown"e relations through e differ eras order to contextualiz n e and compar th relationship — including e th evolving social andneconomic effects of colleges o their e communities,e th rol nof social factors lik alcohol eenpolicies nand athleticsto th towne -gown relationship, and how th increasing corporatizatio of academic institutions has changed th natur of collaboratio and decision-making betw tow governmen and colleg administration. e n ent a e ent e e e Beyond th details of this shared history, town-gow relations pres rich cas study for considering differ approaches to research, analysis, and writing. Over th cours of th

2-3 e n t ent ent in semester, w leare abou and experim e withe differ methods of research and writing, including interviewing,e n working archives, and conducting ethnographic participant - n observation. W also spend considerabl tim discussing a strategies for writingt compelling n and informativ nonfictio prose,nand each student conducts several in smallent research projectse o themes provided inby thee instructors,e alongane with larger researche projece of his or her ow devising related to towne -gow relations.ent eTopics investigated rec years hav e included the College’s efforts th wak of Hurric Sandy to provid affordabl housing and decision- making related to th developm of th ’62 Center for Performing Arts and th new Williams ANTHInn. 322 Trash Joel Lee (Anthropology and Sociology)

at at n e e in Wh is waste? eWh is filth? Whyinedo etitles or categoriesn oftesanitatio workerse in e --"garbagn man," for instance --bear such charged sociale and sometimes moral significance ee many societies? e In this seminar w critically exame th productio of was and its rol the productioine of value,e meaning, hierarchy, and th environment. Readings ar oftethr types.entFirst, w consider intheoretical e inquiries ainto th nrelations betweenia filthe and culture. Second, ew exam studies of th politicaln and environmental consequences e of systemse of was managem n historicallya and th present, with focus oe South aAs and th UnitednentStates. Third, w nread ethnographies of sanitatiot labor and social hierarchy with th sam regionale focus - workte o Dhak nand Delhi, Chicago andentNew in York. There is also fieldwork compo to this class. I groups, students conduc ethnographic e microent -studies of elements oft th systems ofa was productio and managem Berkshir in eCounty (e.g., a cafeterias,t retail outlets,ia homes, dorms, recycling facilities, sewag treatm plants). Students pos field notes to class blog, and each group *COMPpresents its291findings Humorth in formClassicalof shor Arabicfilm, multimedLiteraturepresentation, or paper. Kirsten Beck (Arabic Studies)

m f a so in Party-crashers, isers, ools, nde -called ignoramusesat einspired littérateurs medieval Arabo-Islamic society to compos e various texts th detail th antisocial habitse in anderoguish at behaviorst a of such figures. Thesian littérateurs employed humor and satir thes texts th depic pluralistic, egalitar society antithetical e to prevailinge e contemporaryt e depictionse of "medieval Islam" and compel eus to rethink th aimag e of th uptigh a Muslimn and th discours of civilizational clash. Thisat courseat was devoted to clos readinge of selectio of humorous classical eArabic texts tht etr such figures. Studentst n ewer challenged to consider e in a itan at ahow stories ofn thes figures migh b received, e e an e theeir effec e o th audience, and their possibl functions cosmopol society th placed premium o hospitality and generosity. Th cours featured opportunity to experienc som of th dynamics under study first-hand

2-4 a an at e in rk through field trip to the Arab-Americ Comedy Festival th Gotham Comedy Club New Yo “On thCity.e New York trip, I was exposed to so many different things I would have never experienced on campus. I studied the signs on the street, ate delicious foods (with flavors and spices I had never tried before) and learned so much about Arab and Arab American culture. It was also a great opportunity to bond with Ustaaza Kirsten, other faculty members, Arabic students, and the Arabic TAs. It reminded me why I took Arabic in the first place; to learn about completely different worlds I had never been exposed to growing up in North Carolina.” -- ia a

*HIST 371Valer Oral HSosistoryGarnica: Theory,’19 Methods and Practice Anne Valk (History and CLiA)

n e ent at e I this experientially an e -based course,e students e learned from th experiences and insights t of former and curr residentst e of Northe Adams. They conducted oral history a interviews th will b added to archiv availabl through th College’s Special Collections Library. As par of learning abou th field, th class traveled to New York to attend regional oral history

an The North Adams I Know it a e e in e t e ine e conference.ant They alsoe producedt e audio tpodcast, n n , and presented to larg audienc a May.n Th podcas willat ban housede onlin ande availabl fore other students who w to know emor abou th region, pas and present. I additio eto teaching oral historyeen ande creating collectio of interviews th c b used futur research, th class introduced students to th local community and prompted them to consider th relationship betw th College and North Adams.

2-5 ry y: • “I’ve never taken a class like this, with such an experiential aspect to it…I loved this class.” Participants• “The finaassessedl projectthe wascourse superve fun.”favorabl • “My favorite class – I think my methods genuinely improved and I feel confident in my practical/methodological understandings of oral history.”

MAST 352 Americans and the Maritime Environment Glenn Gordinier (Williams-Mystic Maritime Studies Program)

e e t e e ent n an e e ean n e e t This courst examines e th impac of th maritimt environm n (both saltwater tant and fresh) o hum affairs from e th ag eof Europ entexpansio to inth opening decades of th 21s century. Taugh usingn th collections of Mystic Seapor Museum ande o several dis field inseminars, Americans and th Maritim Environm n e examines situ such things as race, gender, e revolutio andinatemankind’s in n changing relationship with th world’s oceans. Readings primary sources and secondary works o th social, economic and technological implications of maritim MATHactivities 377culm Operationsa original Researchresearch paper. Steven Miller (Mathematics and Statistics)

n t e en t t e e e t e e I emos math eclasses e you’r giv exac problems and told toe find exac n solutions. e The real world is far mor complicated. ateFrequently t t w canno exactlyt en solve problems;ent moreover, e th problems w try to solv ar themselves merely approximations to th world! inI this cours w developed techniques to approxim no jus solutions, bu ev th statem intof th problems. e Theoreticalient intopics ranged from Linearia Programming (whichn is used numerous e ways, from indevising a optimal schedules to optimallyient packing spheres) to Fixed Po Theoremse (th key ingred proving e Nash Equilibr exist)e to Fair Divisio Algorithms. entTh material isdapplied variety at a of settings such as effic schedulest e for tournaments with strang judging a int requirements,t eenlarg math a outreach lectur series, in after school enrichm e activities,e an daily classes nearby high school. This pas fall, nth featured atacommunity fieldwork involved joat projec betw e Lever ( businesse incubator e Northt aAdams) eat and th Berkshir e Medical Center. Our students e inperformed a statistical analysis o enormous d sets to identifye interventions th would minimiz a re-admittance rates.e Th projec was a gr success, t with the nestudents e taking second plac business competition, ine continuing their worke aftere th semester ended. To date, this has led to mobil app to b used by doctors, and thesis projec wher o of th students is*PHLHinvestigating 402 Senioapplicationsr Seminaof machr in Publiclearning Healthto improv th outcomes. Amie Hane (Psychology)

e e e e e This cours is designed to provid senior concentratorse ittenth opportunity nto delv into the public health literature. Students a read,e discuss, and compos wr in e reflections o primary sourc g empirical in paperse addressing rang of issues and disciplines th field of public health, includin topics th social determinantse of health,ee environmental health risks, and access to health

care. Students also ar divided into thr or four

2-6 ate a e e in a itten t research teams ton investig contemporary real -lifitteeissu public health by designing study; collecting and analyzing data; and disseminating findings by wr repor and formal PSYCoral presentatio 352 Clinicalto the andpublic Communityhealth advisory Psychologycomm faculty. Catherine Stroud (Psychology)

e in e n n This course provides an overview of theory, methods, e and professional issues th fields of in clinical and community psychology (and related e fields). I additio to academice work (primary ate sourc readings and classe discussions),e students a ar encouraged to applyenttheir experiences e academic psychology in a to field settings, and to us theire fieldwork experienc to critically evalu theory and research. Th cours includes supervised field-work placem arranged by th *RELinstructor 234 Religionlocal mental andhealth Migrationor social servic agency. Lloyd Barba (Latino/a Studies and Religion)

e e in e e e e e This cours is concernede with e th waysn which migrantse groups hav alterede thn religious landscap of th U.S. and how they innovatively reproduc practicese from their places of origin. e Crossing into th U.S. frome th easter seaboard, th Pacificeen Rim, andn th souther border withe Mexico, migrants bring etheir e new waysn ofin creating sacredate spac and negotiated at religiouse een life.e W seek to understand th multifaceted relationships betw religio eand migration.e How hav t migrants negotiated th rol nof religio e their priv and publict elives? Wh in hav b e th social consequences e pertaining e to gender,an praxis, respectability? Th cours takes into accoun earlier iterations of migratio anfrom th nineteenth century bue cas studies this cours draw heavilye anfrom th third wav e of Americe immigration, echaracterized in by twentieth -centuryn "internal migrations"n e of Afric e Americans,e Latinas/os, Nativ in Americans,e and rural dwellers into th urb environment. W conclud by examining th ways which forces of moder globalization hav changed th nature of religious diversitye th U.S. e ant e ate e e e n I thise Exploringant Diversity at Initiative ine(EDI) course, w extensively an compar migr cultures ase w interrog power and privileg pertaining n e to rac andn religion. Th cultural productio of thes migr groups th e w exam offers a students empathetic understanding of divers cultures and their eform of belonging. I the Fall 2016an ru of this course, students deepened and refined their comparativ analysis through New York City field trip which featured visits to *SOCEllis Island 244and Whatth NationalThey SaMuseumw in Americaof th Americ Indian. James Nolan (Anthropology and Sociology)

e e tant e e e e This course traces th travelse and writings of four impor observers atof th United States: e Alexis d Tocqueville,e Max Weber, G.K. Chesterton, e and Sayyid Qutb. eTh course considers their respectiv journeys: Wher didne theyat go? With whomt n did they talk? Wh did theyansee? Th historical scop and varyingt national e originse of th observerse provid a uniqu and useful e outsider's view of America, eo the sheds ligh eo persistingn qualities of inAmeric e national charactereand gives insight into tha natur and substanc of internationaln attitudes ntoward th United States over time. Th cours analyzes th commo themes found th visitors' respectiv writings abou Americ and pays particular attentio to their insights o religion, democracy, agrarianism, capitalism, and race.

2-7 e t ent e e e at e t e t This cours is par of Williamsne College’s engagem ninewith th Berkshir a County Jail and Hous of Corrections (BCHOC) entand is held th jail. I follows th Insidet -Ou Program modeln anand is composede equall y ofn inni Williams a studentse and t inmates with tianmajor goalne of encouraging students from differ backgrounds ton think togethert e abou issues of commo t hum concern. The program,e begu a 2013 with cours taugh by Professor Chris Thorne was initiated by Gaudino Scholar Magnus Bernhardssot e as par of th “Danger in Initiative.” I continuesn n e now under th guidanc of faculty advisory teame(Professors Keith McPartland, an e Thor in e and Nolan)e with staff and financial supporn from th Center for Learning Action. Informatio o th correlated tutoring program for inmates and thos recently released c b found th Positiv Pathways WGSSPartnership 202(P3) Introductionsectio of this tocompendium. Sexuality Studies Gregory Mitchell (Women’s, Gender & Sexuality Studies and Anthropology and Sociology)

e an n e in t r This cours offers introductione toeth burgeoning interdisciplinary t field ofesexuality e studies par through examining historical, nlegal, n eliterary, filmic,n cultural studies,n sociological, and popula texts, inas welle as work do under th entumbrella of queer theory. I explorese ineth arol oferace, class, religion, science, region, and natio i th constructio of moder gender and sexual identities and th lived e experiencesite of dissid genders ian and sexualities. We exam rang of issues, including historiese and strategies of resistance; transgender and intersex theoryn and activism; e critiquese of th wh racial hegemony n of lesb and gay studies; th consequencest of gay marriage; th politics eof AIDS and e its theoreticale implications; e globalizatio and sexuality; th ris of queer visibilityt eand its relatio ateto commodity e culture;e and recen in conceptualizations of homonormativity. Th goal of th cours is not to achiev any kind of political or intellectual consensus, bu to hav rigorous deb overe some of th key issues queer studies.

Ther ar two in experiential a learningn en components this a course-t priso p paleprogram en and podcas assignment. Th p pal program connects studentse with tLGBT en prison a inmates.e Th students an aselec p pals from e databas t provided byn Black and Pink, NGO co-chaired by Williams alumnus, en Johannesf Wilson. e W alsot do readings abouia incarceratio andhpolicing Orangofe LGBTIs the people,New Black.especially transgender e womat o color, and w contras this atwith med nrepresentations ate e in suc as e e Students compar wh they read and watch with wh they lear from their priv correspondenc order to synthesiz th multi-faceted realities of incarceration.

2-8 EXAMPLES OF WINTER STUDY COURSES

AFR 24 Touring Black Religion in the “New” South James Manigault-Bryant (Chair, Africana Studies) Rhon Manigault-Bryant (Africana Studies & Associate Dean of the Faculty)

in e a e in at t e e e “Touring nBlack Religion th ‘New’ South” ise winter studyt travel cours rooted experiential, learning th utilizes Florida's gulfa coas as th backdrop een for exploring th a divers manifestations of moder e black religious expression. Becaus of itsin distinc geography, e political structures populations, and economy,at Florid has historically at eb e characterizede as “new South”n with distinctiv cultural expressions. tant With this history mind, this cours addresses ee four critical in questions:n (1) Wh is black religion?; (2) Wh ar that distinctiv aspects of southern in a expressions? of black Protes religion?; (3) How do black communities s themselves relatio to broader social concerns? and (4) How, if all, is black religious expressio Florid uniquen e t t ee ent tant n in e I January 2017, we travelede to Florida’s a wes coas and visitede thr differ church communities to understand in black Protesa religio as currently inexpressed th ‘New’ South:ant This included tian“Th Lif Centert Church,” megachurch outsid of Orlando; Old Landmark Cathedral Church of God Christ, Pentecostalin - Holiness church St. Petersburg; and Bry Chapel Chris Methodis e Episcopal t in Church, a small mainstream denominational church t Tallevast.e e As participant -observers in w took pare worship services an ande interviewed localat residentse abou th rol their churchesn playedn their respectivt communities,n withe ey towardn howt th rola (or roles) has shiftedant over time. I eadditio to learning abou black religio along thant wester coas of Florid through particip e observation,t w visitede and toured local historicale in sites signific to black religious experience. Students wer no required to hav had previous experienc conducting ethnographic research or any religious affiliation. it e e a e e e e en a Some highlightse efrom our trip include: et ie e e a 1) oure vis to Eatonville, anth hom of Zor Neal Hurston, wher w wer giv tour of Eatonvill by th Mayor’s Office, eand em with Mayor e Edd Col and th author of Zora! Zor Neal Hurston: A Wome and Her Community, e N. Y. Nathiri;e e n 2) ourantrip to Disneyworldan wher w considered th broad effects of capitalism and “disneyization” it (th process by whichnthem parks com to a shap cultural spaces)an o Florida’san Afric Americat e religious communities; t in 3) our vis withe Professorn Gwendoly Zoharahi Simmons, professore of Africa t Americ Studies th University of Florida, in aboue Black faith andta activism Florida; 4) our cours sessioe at withe Professor Uz Baram of New Colleg of Florid abou his archeology projects of Blackncommunities Manate and Saraso Counties; 5) our attendancit th screeninge of “Passagee to St.anAugustine,” an and dinnern with its writereand director, Clenno at King;tate e 6) our vis to the Family Heritag in Hous Museum , Afric a Americaan galleryanand resourc center housed S Colleg of Florida; 7) having our class featured Tempo News Magazine, local Afric Americ newspaper.

2-9 *BIOL 11 BioEYES: Teaching 3rd Grade about Zebrafish Sites: Lanesborough Elementary and Williamstown Elementary Instructors: Renee Schiek (CLiA), Martha Marvin (Neuroscience Lecturer)

e in a e e e ent BioEYES brings tropical fish to 3rd grad in classroomse local elementaryen schools throughent week - long hands-on scienc workshop. Under th guidanc of Williams stud instructors, elementary school students breed fish th classroom and th study their developm and

n e t e in e t n e e e pigmentatio in for th res of th week. Students e e this course adap BioEYES in lesso plans to the scienc curriculum for thent schools they visit, work with classroome teachers to introduc concepts genetics and development, guid th 3rd grad students their lab work, and finally assess elementary e t stud learning. No zebrafish experience t is nec essary.et n t ent e e e e During th firsn week of nWinter Study,ent students ar taugh how in toe s up fish matings,e lear abou embryonic developmite nand eth genetics of fish pigmentation, e and practic ata teach th 3rd grad BioEYES lesso in plans. Ie subsequ weeks, in a students work th schools,t n analyz assessment data, and wr papers o th goals and outcomes of th workshops. D from BioEYES classrooms Berkshir County is used larger research projec ru by UPenn’s BioEYES *ECONpartnership. 22 Volunteer Income Tax Assistance (VITA) William Gentry (Economics) and Paula Consolini (CLiA)

e e e a n it e ete an e This cours examinese th U.S. individual t e incom etax, with particular e focus o how affects low- incom families.e Students compl IRS involunteer etraining course, eand becom e certified volunteer incom tax epreparers. a A th endn of th term, students us their newly acquired expertis to help individuals and families Berkshir Countyn prepar and fil their tax returns. Class meetings involv mix of discussio of assigned readings,e exercises e andtmeetings with n community leaders that help them in develop in taxe preparatio skills and a deeper understanding of poverty, both nationally and locally. Assignments outsid of class includ shor readings (o tax policy, the challenges of living poverty th U.S., and related public policies); successful

2-10 n ine n a e e n completio ofe onl e nIRS eVITA training; and participatio e as evolunteer tax preparern for approximately six hours during th final week of winter study. Th volunteer tax preparatio sessions tak plac i th North Adams offices of th Berkshir Community Actio Council.

ENVI 25 The Frontlines of Climate Change: Planning for Climate Change on Eleuthera Sarah Gardner (Center for Environmental Studies)

a in n ne n n a e e n ate e This class functionse as researcheteam workinge ecollaboratio with local NGO, O Eleuthera.nt e I collaboratioe a with co -teachere from th Yal ateProgram o Clim in Chang Communication, an and with guidanc from Caribsav and th Allianc of Small Islande at States, ande involveme of th Cap Eleuther Institute, th class assessed clim vulnerabilitiesan a Southan Eleuthera, e beg vulnerability mapping of essential servicesent eand infrastructur th would b affected bytflooding, assessedate other specific areas of vulnerability, and begiateto develop pl to reduc risks fromate floodingt andatestorms. Another e eleme of th worke included atinterviewing e residentst t aboue their clim awareness and developinge culturally at appropr educationalt materials to communic abouateclim impacts.n t These ar highly sensitiv issues th requir eutmos tac becaus their land as well as their entir culture, is stake. A third projec was researching local toolse for clim adaptatio a th household e and communityn level to increas resiliency to storms and disasters. inThis included householdn e -level approaches e such as rainwater collection, a t homatesolar electricityngeneration, n and hom food productio from gardens, poultry and livestock. Students worked small teams o thes projects, and th work was combined into draf clim adaptatio pla framework.

2-11 *MATH 12 The Mathematics of LEGO Bricks Steven J. Miller (Mathematics and Statistics)

e in e Sinc their introduction 1949, LEGO bricksn hav challengedn ande entertained millions; their penetratio into moder cultur and society is amazing, with e e approximatelye nas many e e mini-figures eproduced e as ther ar peopleenalive! I this cours w explore som of th connections e betw LEGO bricks, w mathematicsy ande populare culture. Simpl counting problems a such as ho man ways ar ther to stack six 4x2 bricks lead in ient at a to varietyent of interesting and e t e e challenging a questions, an frome difficulties ent effic coding e to determininge a wh classifies as differ structure. e (Fore example, mirror images ar no alwayse e equivalent, in as th mirrore imag of compound c hav wildly differ properties.) Th cours has community outreach component, wher w go to elementary schools and engag th students creativ play and

e in e e e t ten e a t a n e t e an e involve them th major cours in project. Th two mose of in `final’e tevents art fas build ande suspensio bridge. Foren the fas build, inth goale is to construct, ee from unopened box, th 3152 piec SuperStar Destroyer under 10 minutes (w failed th firs year, abu eatgained e valuable perspectives and th it w succeeded eth second; s n ate ate https://www.youtube.com/watch?v=IpSjAYVZFBs&feature=youtu.be e e ne tain e for gr time laps e video). To succeed is necessaryt for th students e to leart how e to deleg tasksitateand motiv workers;n e w hav on bag cap for eeach of th e7 bags, as well as individualsin in whos a jobs ar to find ways to efficiently sor pieces to planning th layou of th tables to facil construction. I th 2017 iteratio of this course, w invited th community to jo us building LEGO 2-12 n e t e e e e e n n e in e e suspensio bridg asa par ofe th college’se MLK Dayt festivities. W wer inspired by th famed Edmund Pettus Bridg e i Selma, Alabama, know for its rol th Civil Rights movement. W try to build as long bridg as possibl using jus Lego bricks, and involving as many members of PHILthe comm 25unity Eye Careas w can!and Culture in Nicaragua Alan White (Philosophy), Elise Harb (UC Berkeley School of Optometry) & Laura Smalarz (Psychology)

e e e in n c e e en a e t Undert th guidanc of a team of faculty, students receiv training ain the provisioe in of very ebas i ey car (e .g., prescribing a and fittinge n readinge glasses) and th travel as team to th rural eas e coas nof Nicaragua,e setting in up temporary clinics and helping tr local peopl basic ey care provision. Readings and lectur o th cultural, social, political and economic conditions of th regio ar e completedt advance. n e ntent t e e t During thentfirs week, studentsn lear both th co and contex for th work they will b doing. They read abou and discuss Nicaragua’se history and curr n political situatio with help from Williams faculty experts t includingt Political e SciencteenProfessor Jim Maho and former Williams Athletic eDirector Bob Peck,e who firs n taugh thise course four yearse eago. UC Berkeley Professor e of Optometryen Elis Harbatrains th students ti basicen ey car and how to giventey examinations. inTh e group th fliest to Nicaragu e ande spends abou elev days traveling e to differ communities th Atlantic Coas region,e wher e th need is greatest, administeringe ey examinations e and in distributing donated entglasses to apeopl who hav no other access to correctiv eyewear. During th stay Nicaragua, each stud keeps journal with daily “Ultimately,entries. this winter study course gave me the opportunity to learn from a community similar to that of my parents. As a daughter of two Mexican immigrants -who sought economic mobility in the US-- I felt especially connected to those individuals we were helping in Nicaragua. I realized how economic inequalities experienced within countries, especially that of developing countries, made access to health care and services challenging and a financial burden to many. The whole experience made me reflect a lot on the experiences of my parents and the struggles in their home country.” -- ianna

“Going to NicaraguaMar foRodriguezr Winter Study’19 was honestly one of my most-cherished memories at Williams. Spending time working with and making new friends, both from Williams and from the local communities we visited, was an amazing experience. And it was truly meaningful to be able to learn how to give eye exams and actually help people who were struggling to read! At the same time, often what I remember most are the people we could not help, such as those who had cataracts or needed a specific prescription we could not offer. I came back with a renewed sense of gratitude for the things I take for granted at home and school- things like reliable electricity, hot water, wifi, and good plumbing. “ nn

-- Haely Gim ’19

2-13 PHYS 13 Electronics Catherine Kealhofer (Physics) and Jason Mativi (Bronfman Science Center)

e e n t e e e Electronic circuits and instruments ar indispensabl parts of modere laboratory a work throughou th sciences. This a cours covers a th ebasics of analog circuits, including transistorse and operationaln amplifiers, and introduces digital t acircuits and th Arduino, en microcontroller. ate e Class meets four afternoons week forn mixtur aof lab andt lecture, t providing ampl n e opportunityt for hands -o experience.n Students nbuild and tes variety ite ofa circuitse chos to illustr th kinds of electronic devices and desig problems scientis is ap to encounter. I th las week, *PSCIstudents 21desig Fieldworkand build intheir Publicow finalAffairsproject, andor Pwrrivate10 N-onpag-Profitspaper. Nicole Mellow (Political Science), Paula Consolini (CLiA)

e ate n a ent it n a t e in e This cours encouragesent students toe rel n academicentconcepts to politicale realities by workinge i governm or nonprof organizatio or with projec or initiativ t th United atStates or abroad. Placement options e includU tow governm offices,e stat or federal administrativ e offices such as environmental agencies or housing authorities, itat interes groups th lobbyn governm (suchtas th ACL or Natural Resourcest Defens Council), e think tanks, servic providerse (such asehomeless shelters, food banks or Hab for Humanity), educatio and grassroots, activis or community developmen organizations. Th instructors and members of th Political Scienc and Political in eEconomy nfaculty help studentse in efind placements, if necessary. e e t in ana e Forty studentsan participated thn 2017 ru of inthis cours wid ranging inwork across th globe. Among th many challengingt in experiences,tta students taugh primary school Gh en inand th Dominic eRepublic, worked o biodiversity e Mexico,e helped inrefugees Thailand, in supportede in women’s empowermen Calcu in andnhelping abandoned andin orphanedn childr Pakistan. Others dov into legal work n and health car for th homeless LA, engaged theatr work a Brooklyn, environmentalee entwork Orego a or LGBT advocacye southerent anCalifornia. ea Closerit to home, students worked o community economic development,e benchmarking a research for local refug resettlem initiative, public servic announceme fore ar non -prof and early stag research for community-building campuse dance performanc project. e e n Som of th students’e fieldwork for this cours involved video ande editing training t and th creatioe of publiceservic announcements. n After shadowing ia and studying th awork of her hose agency, thent Berkshir Community Actioe Council (BCAC), e Serap “I wKimorked‘19, tocreated tell the storypublic of servicBCAC fromannouncem the perspectivfrome ofvideo the interviewspeople it helped...with thos The goahelpedl wasby toth highlightagency: the lives of the people, such as seniors and single-parents, who are often forgotten or ignored by the community and the media, and the ways that BCAC supported their livelihoods. I learned that the act of giving them a platform to share their stories and gratitude can empower them and make them feel like they belong in the community. I also acquired the technical videography and editing skills necessary to tell this story in a compelling way.” e e BCAC is using Serapia’s video to teach th community- thos who need help and those who could help - 2-14 t e e e te an e een n e in n at e at abou th valuabl work they ar doing. Serapia’s 3-minu video c b s o th Center for Learningr Actio Williamsie taniColleg YouTuben channele ahttps://youtu.be/ n - Q5JeHsxcwk a. e in Fo ttheir fieldwork, MeeMizu ’17,entAlliso in Hollt ’17, Sar Hetheringto n ’19n and Summiy Najam ’20,e guided by CLiA a Administrativ Coordinatore at Col Ovitsky, researched challenges r andk bes practiceseen of refug e resettlem ent eenortheas communities. It additio to their consulting e report, inth teame createdentvideo trailere viewabl https://youtu.be/vzdljd54Ax4 . Thei wor has b used by th new stud refug advocacy group, No Los Generation- Williams Colleg *(NLG),PSCI 22th Learningdevelopm Interventionof som of its forcommunity Teens (LIFT)outreach work. Cheryl Shanks (Political Science) Pittsfield Police Chief Michael Wynn ’93 Student Coordinators: Audrey Thomas ’17 and Marissa Shapiro ’18

e in e e an n This cours pairs an energetic Williams students with adolescents involvedn th Juvenile Courte System of Berkshir County. in Judges ceenassig a teens to thise alternative sentencing eprogram --this is certified as officiale eCommonwealth of Massachusettse at pro anbatio e program an -- their n absenc t from or misbehavior schools has b centrale featur ee of their delinquency. Th goalan ofa this program is to giv thes teens e the experienc th learninge c b fun, c center o topicsenttha amatter to them, and can be aemp owering.t If th teensent s school as something t a other th e form of incarceration, n e theyt willeb motivatede to stay ther and toansucceed. e Each Williams stud thelps teene investigate, develop e repor on, and pres their conclusions abou topic of th teen's e choosing. teenI th pas thes havineranged from Michaele an Jorde v.eKob Bryant: whoe is the atbes all-t tim shooting guard? to the Distinctionse among a Ghosts, Poltergeists,n Shades and Spirits, to th causesentof methamphetam use, and ia mor th intonc anhav featurede atthos frogs the squir blood frome their eyes. The courst ends with presentatio in which each adolescent/Williams stud t pair formally presentstant its work e v PowerPo to audienc th includes th Berkshir County Juvenil Cour judges and ainprobation officers,e city in chiefsn of police, County Distric Attorney ateand assis DAs, th teens' ainpeers andt families, e Williams faculty and e communitye members. e Williams students g experienc e serving a officialant capacity, learn to teacheet and motiv challenging ee teens, a and g e ainsigh into th causes of and asolutions y to th incidenc of juvenil crime. Williams students ar expected to read relev training materials, m with their teens thr times week, giv final presentation, and keep weekl journal detailingPHLH 23their Gaudinomeetings. Fellowship: Immersive Engagement and Reflection Lois Banta (Biology, Gaudino Scholar)

e e in a e n t e This course provides a a group of 2 -4 students th opportunity nto engag e collaborativ ent fieldwork e project focuse d o direce encounter with otherness. Th Gaudinoin Fund offers t Fellowships for group of 2 to 4 students domestic or foreige collaborativ n project. Stud t e teams ar required to organize their proposed projects an arounde twoat ma components: direc encounter with otherness t itand self -ereflection. a eProjects ear evaluated o whethernt they subjecate th studentsate to “uncomfortable learning”, i.e. havingt experienc th challenges andate perhaps alters one’s viewentof wha is to liv a good lif e and th itategroup’s commitmee tonincorpor e separ hom stays for each felloweenas par eof their project, either o joint or separ l work/engagem internships,t andiatestructur to facil collaborativ actio seand learning.s t Th team selected is guided and overs by th Gaudino Scholar wh helps assure successfu arrangements and conduc appropr preparatory discussions and follow-up ssion o

2-15 e ate e e tent e en e ent an e optimiz a and helpent students articul at lessons t learned from th overallt e experience. Th in of th program is to ope th stud in to understanding (of eboth t th familiar and unfamiliar), and to developm of empathy,ent th could noite bea achievedt withou th fellowshipn experience.e Althoughe this cours a is housed Public Health, projectsite an ar no limitede to any particulare e discipline. Each stud is expected n to wr shore (3- 4 page)at self -reflectio befor leaving for th WSP, keep journal of their experience, and wre a 8 -10 pag papern by eth end of th t Winter Studye at periode reflecting o their experienc inand wh has changed in their perceptionse and beliefs from their openingt essay. e They also giv brief presentatio to th Board abou their experienc th Gaudino Board’s spring meeting April. Individual students receiv up to $2500n of financial suppor fromiet th Gaudino entFund, followingin Financialine Aid rules. at e e ent e ee e I 2017, Gaudino Fellow Jul Kelso in ‘18 w e to Berl to exam the anways th peopl who an work witht refugees describ a and repres th refugn experience. e Sh volunteered and observed day -to-day interactions multipl norganizations includingt emergencyat shelter, openinspired-ar workshopme, taughtand me, andneighborhood challenged mydonatio expectations.”center. Sh also conducted interviews, visited exhibits and attended community informatio sessions. Julie reported th her experiences “ e n t e e e an e t ne For mor informatio eabou th 2016 -17 experientialite learning activities and events sponsored by th Gaudino Scholar including th Hum Library, Collisions Virtual Reality and th “Jus O RUSSLife” Retreat, 26 Willigo toamsth iGaudinon GeorgiaFund webs at: https://gaudino.williams.edu/about-the-fund/ Baktygul Aliev

n e in e e in g in e in e ian in I this uniquian Williams program the Republice e of Georgia, students in engag three at Th-eweek Georgian-lon Timesinternships t any field. Our studentsen hav worked at the Georg i Parliament, helped humanitar arelief organizations lik Sav neth Children, at internede te journalism t , taugh unemployed wom at ecomputer ian skills Th Rustav n Project,n documented in wildlife, studieden with Georgian photographer,e doian roundse th Institu of Cardiology, and learned abou transitional economiesian th Georg National Bank. it I eadditio to working their chos fields, students experienci eGeorg cultur through inmuseum visits, e concerts,e ientlectures, an meetings with Georg i instudents, e and excursions. ee Theye vis th esacred e eleventhine -centurye in Cathedral e of Svetin -tskhove eln and tht twentiethe en- century Stal Museum, e tak th inanc Georgi Military Highway to sk inth Caucasus Range, s th birthplac of th w grap Kakheti and th regio wher Jaso sough th Gold Fleece. Participants ar housed pairs with *SPECEnglish- 19speaking Medicafamiliesl ApprenticeshipTbilisi, Georgia’s capital city. Barbara Fuller (Career Center)

e a nent e n e an e Firsthand experienc at is critical e compoe of th decisio to enter th health professions. e in Through thist apprenticeship, e students e cn clarify their understandinge of ath rewards and e challenges the accompanyent th practic of all types ofa medicine.tant Apprenticeships e ar arrangedn at two distinc entways: som estudents e liv to campusineand ar ematched witht locale practitioner, e whil others makn entindepend arrangements e to shadow dis professional. Th expectatio is th each stud will observ som aspec of medic for th better par of th day, fiv days per week. I rec years, students hav shadowed physicians, veterinarians, dentists, nurses, and public health experts.

2-16 *SPEC 24 Community Development Health Service Project in Liberia Scott Lewis (Physical Education, Outing Club)

e tt e n e n Led by atPeac e antaCorps alum Sco Lewis, this cours infocuses o healthia car and educatioe e as students work th G Leprosy and TB Rehab Center rural Libere in helping serv peopl t atafflicted e withe leprosy and tuberculosis. n e Studentse in e participatl daily life,o helping ou th health car clinic, working eeno th villagia farm e and th loca school.ine Theye als eexplore the closee historical ties betw n Liber and th US, as well oto as exam th positiv and negativ effects of NGO’s and USAID o community development. (Phn by Moniquee Jacques of the New York Times) l n e at I e2017, th second run of this powerful experientia n course, students work focusede primarily o health car th rehab center. in Students received two class lectures o Leprosy and TB from th visiting heade physician, at e participated wound care, lab work, and helping to rebuild wheelchairs and manufactur special e shoes ttth cobbler workianbuilding. Otheren elearning a experiencese included getting to knowe and spending tim with Sco Lewis’ Liber family wh h was Peac Corps volunteerAt Ganta Rehabduring Ith workedearly ineighties. the wound care unit, here we tended to wounds due to leprosy or buruli ulcers. The “ patients, of all ages, stood silent and stoic regardless of the pain we unintentionally inflicted to properly clean their wounds. Outside of the clinic they chatted with us happily, grateful for the work we were doing and despite all the misfortunes they faced they remained cheerful and positive. “ oco

My time in Liberia has --strengthenedEva Orz ’my19 passion for public health. It has also allowed me to pivot on what I thin“ k my role in public health will be in any country. “ ai

--“AtK onCashe point’19 during the trip, Scott said, ‘Wow, you guys are really getting the full Liberian experience- two years of Peace Corps in two weeks!’ And surprisingly this was true; in two weeks time, we had managed to participate in the full spectrum of Liberian lifestyles. We interacted with teachers, doctors, nurse assistants, a politician, nuns, villagers, children, farmers, and CDE alumni. Through the meals we shared, the roads we travelled, the places we visited, and the conversations we exchanged, we were able to get a glimpse of their lives and of the culture of Liberia.” ina

-- N Min ’19

2-17 EXTRACURRICULAR EXPERIENTIAL LEARNING

e n e e in e e in ent e Williams e offers wid itranging opportunities in e for students to lear whil applying their creativ energy and talentsent th servic n of others. Options abound education, governm and som inof th many nonprof e organizationst th communities nsurrounding Williams. CLiA n and other offices and stud groups ru programs and projects involving in over forty partner organizations our region. W also connec students to initiatives ru by othere organizations.e e I addition, CLiA monitors communitye conditionst and stakeholders all our constituencies,e scoutinge forent and sometimes helping build nnew and eenhanced initiatives. Wn tak th elements in of good a n pedagogy and us them throughou. our work- offering additional guidanc to improv stud learning and effectiveness. I short, w help our students lear by doing good any of doze ll 1 7 n areas of potential interest n e in We over half of the 2016 -1 extra-curricular opportunities in ru by CLiA involved teaching, tutoring or mentoring i local educational institutions. W and our colleagues other campus departmentsn and officesentalso offered opportunitiese in e many other areas, including in food n insecurity,at other e antit- povertye work, community and economic development,e and public health. I addition, manye stud groups engag e som tform of community work our region. inI wh follows, we firs shar effortsent directed by ourn staffe and som other departments and offices followed by th work led by students. W also lis our community partners, and, finally, Appendix C, th names of stud participants i th many programs. WILLIAMS ELEMENTARY OUTREACH (WEO) Director: Jennifer Swoap (CLiA)

e e in in in e in CLiA’s dedicatedn part-tim elementaryn outreach staff help Williams students engage teaching, tutoring, and mentoring and for students fiv local elementary schools north Berkshire: Williamstow Elementary,a en Brayto Elementary, Greylock Elementary, Colegrov Elementary, and Lanesborough Elementary. in WEO operates doz e programs and pilots partnership with thes and n other schools, otherr 0campus departments, and innon -profits.e I 2016-2017, ove 30 Williams students engaged soml capacityg -- academic credit,0 paid or volunteer -- in loca schools,e servin more than 1,00 elementary estudents. e Thes en opportunities provided our studentsine th chanc to deepn and grow their understanding of frontl public educatio s s d 1 & d Our actio & n area include: Activism, & Art & Culture,t d At-Risk Youth, Community an Economic Development, Education, Health & Wellness, History, Government Politics, International Development, Media an Technology, Religion Spirituality, Science Environmen an Social Services.

3-1 e in n e e e e e e challenges whil exploringe their interests e education and servingt th learning needs of local children, many of them disadvantaged. As th perspectives w shar her show, along th way TEACthey pickedH TOup LEAvaluablRN INITIATIVEskills and th appreciatio and respec of their hosts! Williams Co-Principal Investigator: Jennifer Swoap (CLiA), Coordinator: Molly Polk (CLiA), Administrator: Lindley Wells (CLiA)

e n a n in t e e Th Teach to Lear (T2L) initiative,ate partnership betwee inWilliams e College,e MCLA, and North Adams Public Schoolse (NAPS) wasa in designed early in2014 e to impac th scienc learning e experiencese of undergradu a students by engaging theme th experiencn antof indeveloping and implementinge e scienc curricule ant K -7eenclass rooms ain th North Adamse tPublic e Schoole District.t Th initiativ was awarded n 4-year $810,876 Nationale Scienc Foundatio gr September 2014. Th principl focus ofe th gr hase b to g new knowledg aboue the possibl impac of the T2L program o the undergraduates, ain eth school teachers a and their elementary students. ll Overall objectives e ar to increas participant’s en understandingn of th natur ofescience; undergraduates’ e ability tonexpl science concepts to general audience; self-efficacy ofe a participants;e th number of courses tak by educatio and other non -scienc nmajors/intended majors; and th t completioe e of scienc majors for declared eand intended majors. Multipl surveys ar being gathered from undergraduates, elementary students, and teachers o specific research questions abou th natur of scientific inquiry and scienc pedagogy.

T2L is implemented bye MCLAee and Williams sending pairs of undergraduates to th thr Northk Adams elementarye schools, Colegrove, a Brayton, and Greyloc during thn academice year to team up with classroom teacher to teach hands-o scienc curricula. an Undergraduatesn andne classroom teacher teamsent together attend orientatio and o professional ate e developm n traininge eache semester. Trainings to d hav focused no effectiv scienc teachinge and learning and included topics o scientific argument, scienc journaling, and scientific e e een modeling. ate e e tate e e With funding from th NSF grant, th eT2L team has b employing esix undergradue interns to develop new hands -on scienc e curriculum that aligns with th s scienc standards. e eThes curriculum developers work alongsid classroom teachers under th guidanc of two North Adams Public School staff, th Administrator for Teaching and Learning and th Scienc Coordinator.

3-2 “My knowledge of science has become more interconnected with my knowledge of other disciplines of education (math, English, etc.) and has increased in importance after seeing the science lessons in the classroom.”

“I used to have a-- hardScience timeFellow talking about science with younger kids because I didn't know how to put the information in a way they could understand it, without getting confused. I learned how to do this by participating in T2L.”

“T2L-- Science has changedFellow my understanding of how science is taught. [It] provides children with opportunities to discover science concepts themselves as opposed to presenting them.”

SCIENCE FELLOWS in North Adams Public Schools -- Teacher Coordinator: Molly Polk (CLiA)

e in a n As Scienc Fellows, Williams studentse work paid a positio teachingent weekly athands -onn scienc lessons with Williams stud partner Brayto17 and Greylock eeElementary a schoolsr in North876Adams. 2016-20d was year thr of n four-yea $810, NSF-funde grant, Teach to Lear (T2L),c which partners Williams, MCLA, n and North Adams Publi Schools. Students participated i related ent t e NSF funded T2L activities,e a at e including professional ndevelopm andn projec research and evaluation. n Th primary 26 responsibility oft Science Fellows is weekly 1.5 hour teaching block th they prepar and lead using T2L curriculum i collaboratio with classroom teachers. I 2016-2017, Williams “Itstudents was reallytaugh helpfusciencl to havto 220e (myelementary partner) andstudents. me in the same classroom with the same students for a full year in (T2L). I know it’s not always doable but I think it worked really well because we got to know the kids a lot better and they felt more comfortable around us, just as we felt more comfortable around them.” atie

“Science Fellows bring new energy-- K toFlaharty our class.’18 They have different ways of presenting the lessons. I like the dedicated time frame so we can get much accomplished in a lesson.” -- e

SCIENCEElizabeth FELLOWSPatenaude, Gradat Williamstown1 teacher Elementary Coordinator: Tracy Baker-White (CLiA)

e ent e e a e ant e n in e Th curr Scienc Fellows Program started over twenty years ago under th auspices of Howard Hughes Medical Institut gr for scienc educatio communities. Th program is

3-3 e in e in e e t at t nowefully supported e by Williams College eth Center for aLearning Action. Scienc learninge through this program crosses over all th grades, bu is intensively n aprovided K, 1s ande2nd grad levels, wher Williams Colleg Scienc Fellows and CLIA staffe member teach scienc a lessons o weeklytentbasis. Scienc e tate lessons ar delivered according n to curriculum consist with th s standards for learning i science. Additional suppor is provided for gradese in 3-6 through purchasing n of special 18 materials for activities and assistanc teaching lessons. I e2016 -2017, Williams students worked 332 hours teaching 331 scienc lessons to over 150 “Itelementary allowed mstudents.e to develop patience and learn how to develop good relationships with the students so that they have full confidence in me as I teach and help them.”

“I learned-- John teachingVelez methods’20 and ways to interact with kids.” -- i

“It opened my eyes to how a first grade classroom works, and howDavid dependingGorestk on’20 the age group … teachers must adapt their method of explanation… I learned about what concepts are appropriate for first graders and that different kids learn at difference paces depending on the concept.” --

CLASSROOMKayley McGonagle HELP’18 at Williamstown Elementary Coordinators: Geraldine Shen (CLiA), Amy Rosten ’17, and Clara Beery ’18

an tant an in e n an Classroom Help provides teachers with assis who c worke withe students C or help Hwith s general planningt e activities th classroom.e They may work with students o individual and/or small group basis,e an and occasionally t teach lessons efor th whol class. lassroom anelper a also assis th anteachers with administrativ tasks such as grading papers or organizing materials. Classroom Helpers ar additional e adul with whome th elementary school students c form bond, which centhelp with managing aclassroom behavior at and dealing with social emotional learning. Classroom Helpers ar supervised by th individual faculty at WES, and supported by two peer Stud Leaderse e as well as staff member CLiA. in ent n ool in t In 2016 -2017e ther wer 29 Williams students e working 21 differ Williamstow Elementary Sch classrooms ranging from pre-school to 6th grade, and also specialis rooms “Mysuch Classroomas th Technology Helper JuliaLaboratory was indispensabland th Library.e in my teaching my students how to read. As I ran reading groups, she would wander the room and help children who were just learning to read with the table work.

3-4 The children did not have the reading skills to complete seat work independently. Having a Classroom Helper allowed my class to make progress in reading with which it otherwise would have had a harder time.” - n t e

- Fer Murtagh, 1s Grad Teacher

“The regularity of the classroom help is what made it most effective. [My helpers] and I have a great working relationship and the whole class benefits from their weekly visits.” a e -- Rebecc Leonard, “MyWES classroom5th Grad helpeTeacherr has been amazing. He comes to the classroom frequently, is on time, and works well with the children. He takes on any task I ask him to do with enthusiasm.” an e -- Sus Langman, WES 3rd Grad“My classroomTeacher helper was wonderful this year. He made great connections with the students and helped me keep up to date on grading. This more timely feedback on their work is a real benefit as they work to improve.” e -- Sara Stricker, WES “I6th realizedgrad teacherthat I definitely want to continue helping children in whatever field I decide to enter after Williams. I think it is very rewarding seeing them grow and having even a small impact on them. It reminds me of my childhood and makes me very grateful of all of the teachers I had

3-5 growing up who have inspired me to continue learning.” - a

“This year some of the best moments have been little ordinary- Jessic conversationsMuñoz ’19 with my students (like exchanging stories about when we've been hurt after I walked into classroom with a sling), and that's been really meaningful and has made me realize how much I've gotten to know and care about them (especially being able to talk openly with some of the kids who were more shy at first).” n

--“I Eleanorlove kidsJohnsto and have’18 been working with them for over 5 years and this felt like the best way to pursue that love while at Williams. I'm also really interested in teaching, and this seemed like a great way to observe teaching in a classroom and to learn from other educators.” -- i

AFTERLex Gudaitis SCHOOL’18 TUTORING at Williamstown Elementary Coordinators: Tracy Baker-White (CLiA), Emma York ’19, Julia Yarak ’18, Kendall Allen ’20 and Megan Seidman ’20

r g k n it at e n Thene Afte in School Tutorin Program (AST) provides e homeworn ahelp to 3rd-6th Williamstow Elementary students awho neede no cost. In this paid job, Williams atColleg tutors work one o o or small groups with children, under th supervisio of paid teacherl coordinator o and aide. Tutors develop clos mentoring relationship with students th entfosters both academicate ande persona growth. Tw college stud leaders coordin th program, assisting with recruitment, scheduling, and evaluation. ool a e The After Sch Tutoring t program providese uniqu opportunity for students to no only receiv academic ne homework support a but to develope a close one n -on-o relationship with Williams Colleg student. I 2017, 27 e t Williams students tutored 31 elementary students.nOver a th 496 hours worked,entstudents e and tutors go to know eache other both as learners e ande as people,e blending personalities eand individual interests into curriculum. t Greeted eachtafternoo by low- stresst environmt and th friendly faces of their colleg tutors, students wer abl to mak meaningful, productiv relationships with their work, no only learning abou math and reading, bu“AST,abou in combinationhow their subjects with Classroomrelates toHelp,them hasand giventheir megoals lots ofas experiencindividuals.e that I need to go into the field of education, and both have prepared me to take on my position as an assistant teacher next year.” -

“It mad-eAmy me reviewRosten my’17 long division! (laughs) Working with kids in general, you just need to be

3-6 really patient and get out of the rushed mindset of Williams and settle down for a second and focus on someone else’s work.” -- nna an

“It’s really fun and rewardingA to becomLietme part’20 of the Williamstown community in this way; I think that’s more rewarding, just being part of a community, and being a role model in a community larger than Williams is really cool. A couple of times I saw children that I had tutored outside of school, and that was cool connecting to a broader scope of people.” --

Erica Gibble ’20 READING BUDDIES at Williamstown Elementary Coordinators: Geraldine Shen (CLiA), Ned Lauber ’18, and Inaya Payne-Wilks ’20

e in t t Reading Buddies is designed to enhanc specific reading goals for elementary students e need of reading suppor through e shor exposures atto phonetic games and activities conducted by Williams students.n 2016-2017 marked this pilot’s third year of operation. Activities ar designed and developed by th Reading Specialists the Williamst ow Elementary School anda address in skills such as identifying phonemese and increasinge fluency. Readers who need this extr helpt e developing skills ar identified by th school’s professional an reading staff and pulled ou of th classroom for this Tier 3tr eadinge support. Readinge Buddies r Mondays, Tuesdays, eThursdays, in andent Fridays 1:00-3:00 p.m. A the beginninge of th semester Williams students et newer n trainedne curr readingenstrategies. Over th cours of their two hours each week they m o o o with several 773childr spending 15g minutes workingr withg each child. In 2016-2017, 22 Williams students worked hours providin extra (Tie 3) readin support to“Th49e bondelementary was evidentstudents. between many of the college and WES students- they were very happy to see each other and totally enjoyed their time together working on reading activities.” -- ine

“One of the kids, who initially dislikedMadel beingLevy, pulledWES out ofReading class, hasSpecialist started enjoying hanging out with the reading buddies and playing games so that he doesn't feel frustrated about his ability. He gave me a hug this past week!” --

“I love it when I walk into the classroomWilliams andstudent kids' faces light up. I feel like I have made a connection with them”. --

“One of my bestWilliams experiencesstudent was when working with one of my students, a 2nd grader. At the start of last semester, he had a difficult time focusing and enjoying reading. One day, I let him choose a chapter book from his bag because his teacher wanted us to read a book that he chose. He didn't really want to read and kept trying to get distracted, but I successfully got him immersed in the

3-7 book. After winter break, the first thing he said to me when I saw him again was, "Do you remember we were reading Flat Stanley? I finished it and I think it is my favorite book now. It was so fun!” --

FIRSTWilliams GRADEstudent BUDDIES at Brayton Elementary Coordinator: Molly Polk (CLiA)

g at n in t e t e in t e Durin the 2016-2017 school year, Williams students worked Brayto School North Adams as Firs Grad Buddies (FGB), mentoring firs grad students Brayton’s two firs grad classes

ne e n at e e e ent t e for o hour twic weekly, o Tuesdays and Fridays, lunch and recess. inOver th cours of th year, 18 Williams students shared stories and encouragem with their 30 firs grad buddies “TheNorth (firstAdams. graders) taught me a lot about how to de-stress and enjoy playing. I think this program or programs like it that focus on emotional learning deserve to be expanded because they are integral parts of a child's development and made a clear impact in the students' lives.” -- an

“ThoughMeg FirstSiedman Grad’20e Buddies can be seen as the more ‘fun’ program,

3-8 by the end of the semester I could really feel how important and meaningful the relationships that develop between us and the students are. The students really like having us there to talk to and play with.” -- ine

“I felt it wasMadel very importantSwarr ’17 for the first graders to have someone with whom they could share goals. Also, students really do notice when someone who shares some aspect of their identity is in a position of knowledge.” -- a

“The First Grade Buddies aRebecre greatRodriguez role models,’18 and our students love talking and playing with them. The Williams students are a new set of patient and willing ears with whom the children can share their stories and experiences. I do wish FGB could extend into 2nd grade. I know it's a lot to coordinate, but I think it would be nice for the elementary students to connect with the college students into the next year. Maybe we need to look at certain days with first grade and certain days with 2nd.” ie e

MIDDLE SCHOO-- Jack Thomas,L MENTORSGrad at1 teacher Greylock Elementary School Coordinator: Molly Polk (CLiA)

g 7 at in Durin the 2016 -201 eschool year, twelve Williams students worked Greylock e School inNorth A dams as Middl tSchool Mentors (MSM), mentoring 75 sixth and seventh grad studentsent four academic in subjeceareas: English, n Math, Science, and Social Studies. Mentors w to Greylock two separat groups o Mondays et and Wednesdays. Following nrecommendations at from the 2015 -2016 in school year, mentors me their classroome teacher upo arriving Greylock to check and discuss plans for th e day befor students arrived. Classroom n a teachers engaged th MSM i variety of tasks, including d reading to students, leading small group iscussions, supporting students taking tests and writing reports, and going withn students to gym and library. This year, at o Wednesdays, MSM also joined“I definitelystudents learnedrecess. in action. I got invaluable classroom observation time, which will be really helpful in teaching

3-9 someday, and I also got a better sense of the North Adams community. I was able to work one on one with students and build relationships with them over three years, which was a truly great addition to my college experience.” n n e e t h h “My experience with MSM and being in a science classroom specifically was a huge factor in my decision-making,O her anddecisio I am soto gratefuteach middll to haveschool had thascienct opportunitynex year under mythroug belt.” Teac-- e for America:an

“Ms. RopelewskiZo Harv was enormously’17 supportive of my endeavors. I (was able to) meet (my) goals, especially by talking about applying educational philosophies with the (Greylock) teachers and helping kids be more genuinely interested in their classes.” -- nna

“I feel (that) having students who are navigating the difficultA challengesKim ’19 of a Williams Education (is) so valuable for our students who sometimes do not have the motivation or the role models in their lives to actively pursue their education. Every little bit of time the Williams Students spend with our students allows for positive interaction with students who are going through the challenges of getting an education themselves, and the benefits in my opinion have been plentiful.” --

HOPKINSJohn Jacobbe, FORESTGreylock EDUCATORSteacher Coordinator: Lindley Wells (CLiA)

t t e t g e en Hopkins Fores Manager Drewa Jones e annuallyea partners with CLiA to suppor th Hopkins Fores Educators Program. Durin 2016-2017 working alongsid Drew, elev Williams students developed field trip curricul for fiv ar elementary schools and hosted 15 field trips to

t n e in a t a Hopkinse Fores serving ent586 elementary in students.e e Tripse focusede o th curricular n topics classes covered school including ecosystems, food webs, land history, and erosion. As resul of larg number of stud applicants th Fall, w wer abl to offer field trips o two mornings.

3-10 ite e ate e e at e t t e tate e Desp th changing ste standards, Drew and his educators wer abl to pull off countless successful trips th wer no only engaging bu also incorporated th s scienc standards and complemented th teachers curricula. “It's really valuable getting the kids outside and engaged with the natural world. Most of them loved getting to flip over logs and go off trail looking for different creatures.” --

Astrid DuBois “As’20 always, Drew and the team does a fantastic job to be well organized and develop engaging and informative activities that continue to keep the children wanting to go back to Hopkins Forest. Sadly it's not always easy to get the students excited about being outdoors, yet the trips to Hopkins continue to do so. Thanks!” -- a e n Lis Tanner, Teacher, GradWILLIAMSTO5, Brayto WNElementary RURALSchool LANDS FOUNDATION (WRLF) EDUCATORS Coordinator: Lindley Wells (CLiA)

e t n As WRLF Educators, Williams students arn paid to work in with WRLFe to suppor Sheep Hill’s educatio t programs. Williams students assisted anwith e vacatio programming both th winter an and spring, providede supporn during field trips, and designed antand r th Woodchuck Wednesday program, after -school natur educatio program using Sheep Hill’s abund natural resourcese ande biodiversity. Over fall,en winter, and spring, Williams students shared their enthusiasm in an and knowledg of natur inwith e local childr through activities such aseatehiking, sledding, n baking eoutdoor oven, catching frogs th pond, and collecting mude fro em the river to cr clay pots. I 2016 - 2017, twelv Williams students and partner WRLF a staff fostered lov of th beautiful Berkshires for 504 local elementary children. As Sheep Hill welcomes new

3-11 in e t e ent director summer 2017, w look forward to continuing our partnership striving to connec “Thlocalereelementary is nothing studentsabout thisto programth natural I didn'tbeauty enjoy.and Thlearninge kids areenvironm wonderful andof Sheep Leslie Hill.is so fun! I feel like I benefitted from this program more than the kids!” atie

“I love how the Sheep Hill trip incorporated nature AND art....and-- K theLoftus students’19 barely recognized that they were learning! It fit well into our seed curriculum and allowed us to see what we are learning about in ‘real life’. The students loved making their own creative art projects to carry their seeds and enjoyed hiking around.” - e iTEAM at Brayton Elementary- WES Grad 1 Teacher Coordinator: Molly Polk (CLiA)

a ool e t n iTeam is paid position supportinge technology use in classrooms e at nBrayton Sch in North Adams. During the 2016 -17 school year, 12 Williams students e developed and taugh lessonse o coding, serving 70 middl schoolin students. Supportede by th Brayto principal, NAPS tech coordinator, grad 6/7 Math ande English teachers, and th WEO NAPSe coordinator, inth studentsn developed and led lessons coding using the Scratch platform for 45 minutesn twice/week. Individual tScratch e accounts wer created for every 6th and 7th grad student, and, additio to teaching fundamental coding principles, th iTeam provided feedback o students’ projects throughou th semester. “This year, we were able to implement a weekly coding program for our grade 6/7 students in collaboration with students from Williams College and under the guidance of Molly Polk. This program supports our goal of developing young students who are more prepared and ready for college and career success by improving their overall understanding of technology." - n n

“This- Joh semestFranzoni,er in iTeam,Brayto I reallyprincipal enjoyed being able to give back to the wider Williams community through sharing computer science. It was really amazing to see the students develop an interest in the field of computer science, even though the field may not have seemed accessible to them beforehand. This year's iTeam was composed of an extremely diverse group of students. I loved being able to show the students that anyone can be a computer scientists regardless of your gender, race or where you come from.” -

“I am passionate about CS (Computer Science) education, and- Alia particularlyRichardson about’19 providing access to CS for all students at an early age because I think that it is a key way to decrease gender and racial gaps in the field, by providing a level playing field for students entering college. I think our

3-12 team met a lot of the goals we set out to, particularly in that students were able to really integrate the skills we taught them throughout to design final projects with a lot less guidance from us.” -- a en

“TheMirand (iTeam)Chaik program’19 forced me to plan ahead, account for variability in students, and manage time adaptively. I’ve really enjoyed the challenge of getting students to think critically and computationally in their own lives so that they are inspired to see the learning that can be found in almost all the problems they come across, not just the desktop platform. Not every student wants to be a computer scientist and engineer, and so our evolution as an iTeam has developed into the goal of teaching thinkers rather than coders. ” - an

BIG SIBS at Williamstown Elementary- Bry Bailey ’19 Coordinator: Lindley Wells (CLiA)

e e ne n ne at n Th Big Sibs Program seeks to foster strong relationships as Williams students serv as e volunteer o o o mentors with students Williamstow Elementary. This program allows Williams students to foster n meaningful connections with local elementary school students whil supporting their social and emotional development. 5 I 2016 - k 2017, 4 Williams a students volunteered 1.5-2. hours eeneach weee building relationship a t with e4 elementarye students betw th ages of 5 -7. As resul of th e positiv feedback from both teachers andtWilliams students w look forward to expanding this “Inprogram my experience,nex year. having a Big Sib work in my classroom has been a blessing. The Big Sibs just seem to ‘get it’; they know their role and come eagerly and enthusiastically each and every time.” -- in e at Er Pengel, Grad 1 “MyTeacher experiencWESe with Big Sibs has been great. Avery is an energetic and truly big-hearted person, and spending time with him is one of the best parts of my week. While hanging out with Avery is enjoyable, it has been particularly rewarding to build a relationship with him and to see his progress from last year to this year. The most challenging part of being a Big Sib has been achieving a balance between being a mentor and being a friend, as sometimes the two do not directly align. This balance, however, has been progressively easier to achieve as I have come to know Avery better.” tin e

- Aus Wrubl ’17

3-13 LANESBOROUGH ELEMENTARY SCHOOL PARTNERSHIP Coordinator: Renee Schiek (CLiA)

e in e e Th Lanesborough Elementary e School partnership with Williams is its second year. Outreacht activities includ e volunteer anwork e aand academice connections. e a Williams t students a ar welcomedit ainto classroomse and a provid interactions ewith elementary school students nthrough shor term programs.a eat Th programs ne c b eone -tim visit, lik Break Ou Trip, multie -day vis such as cours e study, or week -long activitye lik BioEYES.t BioEYES ehas been ru for twot years and is gr hands- on,at o week scienct program. Severaln Williams students hav conducted studies with th elementaryate students. Th estronges relationship e is th field trip suppor to educational programming Hopkins Fores and Williamstow Rural Lands Foundation‘s Sheep Hill. New ways to collabor and expand th partnership ar always“I thoughbeingt theexplored. measurement concepts study was excellent and would gladly participate again. Grade 1 students enjoyed participating in the study. The Williams students were friendly and reliable. Professor Congdon also came with the Williams students. I received communications from Rachel confirming plans and reminders of days and times when Williams students would be there. I was impressed by Rachel’s professionalism and organization.” e

“The BioEYES program-- Carol Daly, was excellentGrad 1.teacher The material was interesting, engaging and presented in an age-appropriate manner. It was exciting to watch the Williams students share their enthusiasm with the elementary students. The Grade 3 teachers all raved about the program and were excited about the experience for their students.” - nna e

- Barb Fisher and A Mello, Grad 3 teachers ADVENTURES IN LEARNING at Williamstown Elementary Coordinators: Cecilia Hirsch (CLiA), Melody Blass-Fisher (CLiA), Sarah Jensen ’17 and Alexia Barandiarian ’19

in an ent n e at n Adventures Learningt (AIL)ent is after n- schoole enrichme program ru during e th month of January Williamstow Elementarye School. Williams students, faculty, a and staff volunteer to team teach a shor enrichm courses o th creativ topic of their choice. Th College’s Winter Study period provides a prim opportunity for delving deep into topic and developing and teaching weekly course.

3-14 n

I 2017, 47 Williams students,n t 1 Williams faculty, 1 Williams artist e- in-residence, and 1 Williams staff perso taugh 19 after school classes in duringa th enmonth eof January. 149 elementary r 350students participated, culminating final Op Hous for families. Ovee hoursn were en in volunteeredr during this self -sustaininge t program.ia Th returian of inSarah Jenst ’17 he third year with AIL and th suppor of Alex Barandiar e ’19 her firsentyear with AIL, allowed efor increasedn e connections to th Williams stud body and supported th evolutio of creativ ideas.● e ● an 2017● classes included:e in ● atin ● Discovert eth Marimba ● Africe Dance ● Scienc Cooking! e ● L Dancen ● Duc Tap Creations! ● Th Math of Lego Bricks ● Voyages Around th World ● Curatio for Kids e ● Wondrous Word Play ● Chess Champions ● Adventures a witht Farm eAnimals ● Architecture, How W Build ● Hello, Hands On! ● Chess Anyone? ● Having Blas with eth Past Winter Stories and Crafts Super Solar System Out of this World Voyages Around th World “... being a part of AIL has been such a meaningful part of my Williams experience and one that has allowed me to more fully develop and consider my enjoyment of teaching.” -

“You- Rachel wereClemens all incredibly’17 helpful and I very much enjoyed planning lessons and teaching!”

“You did a great job letting us know what to expect before we got started, especially about the importance of hands on activities for the younger ones, which was so true!” ent

- Williams stud AIL instructor

3-15 SUMMER SCIENCE LAB Coordinators: Dave Richardson (Chemistry), Chip Lovett (Chemistry), Stephen Bechtel (CLiA), Jennifer Swoap (CLiA)

en an e e y 5 y a in Director Steph Bechtel r th a 2016 Summere entScienc Lab over two weeks - Jul 11-1 and Jul 18-22. Seventy-two a elementary students experimented with variety of substances groups of four. Eachettgroup wase guided by n colleg stud (11 Williams and 4 MCLAe undergraduates) as they investigated variety of chemicale reactions relating entto solids, liquids, nand gasses. Professorst Chip Lov and Dav Richardso presented chemical mysteries to th elementary a students and did demonstrations e to show th entchemistry behindn stud experiments. O Thursday in nigh of each week long session, elementary students and their families gathered for potluck dinner, tour of th laboratory, and stud hands-o demonstrations of experiments WEGE “Duringauditorium. the week, I heard some (undergraduate) interns say that they might even consider teaching after this week. So it brought some good exposure and hands on experience.” -- l ool Sarah Bellofatto, “Iloca wassch a big fanteacher of the way the meetings were run both before and after the day's work with the students. The instructions were clear and all of the administrators were open to answering questions.” -- ate

“Thundergradue program asassistant a whole was very cool, it was good to see students that interested and that engaged in science at such a young age.” ate -- “The kids and parents enjoyed the potluck, lab tour, and presentations,undergradu and itassistant was a good way to get the kids thinking about what they learned over the course of the week.” ate

“The structure of camp with overnight and long‐term mysteries was engaging-- undergradu for the kids assistantand kept energy up the whole week.” ate tant

-- undergradu assis

3-16 WILLIAMS CENTER AT MT. GREYLOCK & HIGH SCHOOL OUTREACH Director: Kaatje White (CLiA)

l Williams outreache to local high schoolsat consists primarily of programmatic work with Mt. Greylock eRegiona School, the public middl and high school th serves th Williamstown, Lanesborough and Hancock communities. entHigh School outreach also supports individual at Williams studl initiatives and programmatic collaborations other loca high schools on a smaller scale.nFor example, e CLiA provided feedback and ry transportatio ool for th Kinetic pre - professionale program at Dru High eSch in North Adams, and th t‘62 Center for Theater and an Danc partners e with WCMG to n a n Pine a hos Mt. Greylock and BArTt for annual danc residency with visiting artists. I addition, collaboratio with Cobble, small, local independen school, provides individual Williams students opportunities to teach, mentore and launch new initiatives. at n in e e e e e an e e e e s as w Th Williams Center (WC)n e Mt. Greylock’s original visio at 2008 —“tot maximizeen the academic valu th Colleg c provid th school”—continues to serv as th broad principal focu e build and expand upo th rich educational connections th now exis betw th two institutions.g e an in e

Durin the 2016-17 academic year, mor th 100 Williams students participated som form

e in e ool of outreach with Mt. Greylock students. Th increasing number of engagements now includes paid Fellowships th areas of after-sch tutoring, co-curricular groups, writing, science,

3-17 e ent t e n a an languag (Spanish and Chinese), music and academic stud support. This pas year th school also hosted Williamste studentse t workingent o practicum a for environmentale studies course.e an ool Lit.io in Of special no from th mos recn school year; groupe of fiv Williams Computer Scienc (CS) students piloted entafter -sche coding club at Mt. Greylock dubbed n (Leaders Technolo gy). A new collaboratioe is emerging with th Spanish classes a and Williams Spanish TAs and Williams stud nativ speakers (this year from Argentina,t Spai and Puerto Rico). n Visits to campus included languag immersion, Spanish conversation,ne and summer Spanisht program taugh by Williamse students. at I addition, o Williams Fellowe taugh beginning in Spanish twic weekly MG, and another tutored middl school students basic vocabulary.e Environmental Planning (ENVI 302) Fiv Williams students taking nitWilliams’ at k y g completed their field study u Mt. Greylocitteeb workin with faculty, administrators, students,n an school comm e members and community members to desig outdoor classroom ent in for th new school building. e after- school writing group Tuesday evening tutoring, Model UN KineticTeach Williams stud leadership continues to thrive other co-curriculars areas such as th , GreylockTalks , and StoryTime. @ MG r e The schoolth th -basedentspeaker series, t for highe school students and a fo 7 -9 grad students, et featured six Williams professors and four Williams students. This series is MG-stud organized with suppor from th WC and has established solid filming partnership with WilliN TV. at e n in e Roughlyteen 43 Williams faculty and staff engaged in numerous ways th includ participatio in e class presentations, field studies, and GreylockTalksent as well as serving as colleg essay coaches. Fif Mt. Greylock faculty members served as mentors for Williams Fellows, both th classroomWILLIAMSand FELLOWSas after school PROGRAMenrichm ATgroup MT.advisors. GREYLOCK

e in t Undergraduates serv as Williams Fellows and work with Mt. Greylock students various classrooms in and esubjec areas including in writing, academic support, history, music,ent nand mientddle school math,t science, and Spanish. Approximately 40 Williams students engaged with MG students thes various roles 2016-17. Each year this number is depend o stud interes and MG faculty needs. Of particular note:

3-18 Writing Fellows & Student Support Fellows Program Coordinator: Jessica Dils

t in e ne e ent t in Williams students suppor writing selected middl andithigh school a English classese through e one-on-o dialogu and revision-based editing. Stud Suppor Fellows work academic support classrooms with high school students who benef from extr assistanc beyond th Aftertraditional-Schoolclassroom. Homework Help

ee e in ne in t n Fr after -school homework n help is availabl for students grades 7-9. Williams :00Fellows work one-on-o or smalle subjec groups with studentsn o homework and study skills. This program is offered o Monday, Tuesday and Thursday afternoons from 2:30 - 4 pm and is coordinatedCO-CURRICULARby middl GROUPSschool special & ADDITIONALeducatio teacher, ACADEMICMarty Walter. SUPPORT

e e e e in e n a e Thes arentspecial n groups led by Williamsent Fellowst who offer expertis17 and engag MG: students learning beyond th classroom o weekly basis. Organizing and sustaining thes groups is Dropdepend-in ando Play:scheduling and stude interese in eache year. 2016- groups included 0 r

Fellows wer availabl th school library from 4:00 - 5:0 pm fo games, Ephsmentoring Out Loud:and additional homework support. e iate in e Williams music students e offered weekly individual instrumental and voic lessons to beginning and intermed MG students and coached music students small Highensembl Schoolgroups Tuesdayas they Eveningprepared Tutoringfor th atschool Williams:winter concert. an ll n e t Fellows r weekly one-on-one or sma Highgroup Schoolsessions sciencewith Mt. studyGreylock groups:students o th Williams campus for subjec specific assistance. in P Williams Fellows led study groups on the Williams campus Lit.io:A physics. ool

t After-sch ee technology/coding pilo program (s Middleabove). and High School After- School Writing:

in Williams students led MG students mentor/peer - supported writing activities and projects.

3-19 Model UN: t a e e a ee Reorganized this pas year and now includes solid membership of middl school Outingstudents, Club:thanks to th efforts of Darl Torres ‘18 and Audrey L ‘20. e Two Williams students organized informal outdoor games and explorations from FIE4:00LD- 5:00 STUDIESpm for middl & SPECIAschoolL students.ACADEMIC PROGRAMS

e at at at Th Williams Center supports many “field studies” -- one-day and short-form activities Mt. Greylock, Williams, and beyond. Highlights of 2016-17 field studies●include: n e ’62 Center,Workshops ein held in collaboratio with th t wher it e ool internationallyt acclaimed atgues e performers vis th s ch as par of their residencies e th college, and students attend Center Series inevents fre of charge. enThis & year MG students e participated workshops with H.T. Ch Dancers and th ● ScienceBlast: e n NYCe Ballet. at e e en A morning of out-of-th box, hands-o scienc workshops Williams for ● Engineeringall 11th grad andstudents. Drafting:Workshops wer led by sev Williams faculty. an e a MG teacher Dt Louis’ classg toured th Zilkh Center and learned abou energy savin ● Topimeasurescs in andNeuroscience:designs.

P Professor Noah Sandstrom ● ArtsBlast:visited A Psychology. t e A morning ent of ar and performanc anmaking n with Williams stude instructors and afternoo of games with th Williams ● GreylockTalksOuting Club. : n een e e ent tin e e an n A collaboratio betw th Williamsie Center and th MG stud council.e This year MG hosted Williams faculty Jus Crowe, “Th Fraying of th Republic Party”; Do Kjelleren, Williams career counseling; Jul Greenwood, epidemiology; Phoeb Cohen,

3-20 n e n a “Mass Extinctions”; Rho Manigault-Bryant, “A Tim for Radical Love; Reflections o Race, ● StoryTimeGender and @Difference”; MG: Samanthn Livingstone,een e Olympic gold medalist. e e e ent nn A collaboration betw th Williams a Center and th thMGthmiddl school. This year n th schoolt hosted aniefour Williams stud speakers for 7 -9 grade audiences. A Johnsto ’19) shared her adventures as full-fledgedk firefighter:r rk rg: “Learning to Ru In, No Out”; Mel Subbiah ’17 (Valedictorian) i described her summer internship workingn e aa t Faceboot et fo eMa Zuckerbe “Internshipe e for Facebook.”; e El Cytrynbaum ’20 shared: “MyeDecisio e to B nt Ne Ass to th Worldin By a Making th Peopl n Around M Happier.”; an Gabby Markel ’17) gav th full accou of her literal run- with grizzly bear● i Spanishher hometown: Immersion:“Alask P Animals 101.” a n A Spanish students visited Williams for morning of conversatio and games● withCollegeSpanish EssayTAs workshopsand Williams r students. e thn fo 11 graders with Abby● Conyers8th gradefrom Constitutionalth Williams admissiodebates office. at

held ● 8th grade three-day water study ecologWilliams.y lab a in

with Marth Marv and other community ● Topiscientists.cs in AP Physics: ati

e Tiku Majumder and Sw Singh, Interferometry; Adam Falk, quantum mechanics and more: Jay Pasachoff, th upcoming “…..Onesolar aspecteclipse. of the tutoring program that impresses me is seeing the relationships between the students and tutors grow throughout the year...There were many times throughout the year that I noticed the bonds between tutor and student strengthening. I was touched this year to see a tutor quietly presenting a thoughtful gift to a student she had frequently worked with. This attitude of thoughtful generosity exemplifies an important theme of the program. The tutors were there because they want to help others. They want to connect. The students were there because they need help with homework and in the process make a connection. A perfect fit.” -- ool ool

Marty Walter, Middle Sch Aftersch Tutoring Coordinator

3-21 “ It’s always my pleasure to teach. I had fun at ScienceBlast. The kids seemed to like the experience and they seemed to be into it! I showed a short video about a man controlling a robot arm to replace the one cancer took from him. Then we had one student control the arm of another student. A surprising number wanted to be controlled! Before that I had them investigate how warming their muscles increases performance on a hand grip meter (turns out it’s 10% or more). I was pleased that even the less academically oriented students found something exciting in the topic.” -- a t

“ThMarthe smilesMarvin, I saw onWilliams eighth gradersBiology throughoutand ScienceBlas the (ArtsBlast)instructor day, even while challenged with something new and out of their comfort level, speak volumes. It was a great way for us, as teachers, to interact with kids on their level while we participated in something new, too. “ -- y th Am Kirby, 8 grade “ThesSpanishe diversteachere and unique perspectives and stories continue to broaden the virtual life experiences of the 13-15-year-olds at Mt. Greylock in an inviting and accessible way. The buzz is always lively as they settle in to listen, and the questions fielded by our Williams guests are filled with curiosity and thoughtfulness. We hope to bring 4-6 new StoryTellers to MG next year; our collaboration with Williams’ StoryBoard on campus continues to be a fruitful and positive collaboration.” -- a e

Liz Barrett, middl school English teacher

3-22 BREAK OUT TRIPS (BOTs) Coordinators: Colin Ovitsky (CLiA) and Megan Maher ’17

k e in Brea Out Trips (BOTs) ar College -sponsored venturese which studentsry (and sometimes, faculty and staff)e provid hours of volunta service through short - term gintens work projectsr conducted over part of the College’s sprin break.e in BOTs offe at e opportunitiesefor students to participat t experiences th ar transformativ both for them and for their hos in agencies/communities n bye immersing themselvesn carefully planned projects i clos collaboration with their hosts. in e in e a ana t I 2017, 89 Williams students and 5 staff members participated 10 trips ranging from right her Berkshir County to as far away as Chin and500Gh (our firs transatlanticr and transpacific trips), contributinge a approximately 3, hours of entvoluntee service work. anWith the continued assistanc e e of e designated eand dedicatede stud co -coordinator ate a (Meg Maher ’17), w wer nabl to continu refining th process, ase well as cultiv model for ongoing collaboratio e and sharing of overall administrativ eprogram responsibilities with students beyond th leadership roles they already assumt for individual trips.

This●pas Berkshiyear’sretrips Breakincluded: Out Trip (B-BOT : & e in e ● Chaplains’ Interfaith Service Team: e itat in ) Community outreach servic Berkshir County ● Ghana ThinkTank: Strengthening CulturalHom building & Environmentalwith Hab Sustainabilityfor Humanity in Detroit:Tuscaloosa, Alabamae t in an t , in e e t anCollaborativ projec urb development, ar and cultural/environmental ● Globalsustainability Medical Training:partnership with th Williams Colleg Museum of Ar and in e Morocc anartists ● Meaningful Mystic: Clinical medical work with impoverished n e communities inth Dominic Republic ● New York City YouthEnvironmental Outreach: sustainability efforts o th New England coast, partnershipen with Williams -Mystic in n e Supporting literacy outreach to low-income NYC childr with medical disabilities, collaboratio with Bellevu Hospital 3-23

● ServeUP: ane ina ● Sustainable Nutrition in the Ecuadorian Amazon: Hurric Katr recovery work n e in ● Teaching EnvironmentalEnglish in China:and youth educatio servic projectse rural Ecuador Expanding opportunitiesn in for Chines high school ● TEEDstudents (Technology,through enhanced Environment,English Educationeducatio &rural Dance)Xianyang Program: g

Teachi n andin establishingana long-term mentoring relationships with primary school students e e Gh e ent t

Her ar som stud and hos reactions to BOTs “Thexperiences:e work we did was fulfilling and important at the same time. In no way was it busy work, it felt like we were genuinely helping a small organization with tasks that would have taken weeks to complete with a staff of three.”

-- NYC participant “I think that experience/work is a vital component of learning because work is where learning gets ‘fulfilled.’ I don’t think that I fully ‘learn’ what I learn in the classroom until I challenge myself to ‘work/experience’ it in the real world.” e

“The Williams-- Berkshir students'participant created a fun and engaging environment for all of our students. They asked questions and encouraged students to participate. They created a comfortable learning environment.”

-- Lanesborough Elementary“This was theSchool first timteachere they have come into my classroom. I didn't know what to expect. I was very happy with their ability and attitude to work with first graders!”

-- Lanesborough Elementary School“Iteacher now can see how art can be important in building a community. Art doesn’t only exist in museums to be preserved, but it can be used as a language to create awareness.” it - Detro participant

3-24 “I thought the program had a profound impact on the community members involved and allowed us to understand more deeply the issues affecting their community. We would not have been able to engage in these deep discussions, particularly about the state of public education in Detroit, if not for this program bringing together students with youth from Detroit in this particular way, through a popular education lens.” it

“I learned so much about public-- Detro healthhost/partner issues in Dominican Republic and had hands-on experience treating patients under close supervision of local teaching staffs.” l l

- Globa Medica “ITraining think wparticipante learned in ways that were much different from the ways we learn at Williams. Here we learned by talking not to scholars but to people who have work experience with things like farming and teaching middle-schoolers about the environment.”

-- Mystic participant “My experience teaching children from another culture was eye-opening. The children from our school were very involved in the lessons. When questions were asked they would all jump to volunteer and I found their confidence in answering very impressive.” ana

-- Gh participant

“I definitely think our projects provided a meaningful experience to our community. The students were able to provide a tremendous amount of support to our current projects. With their assistance, we were able to perform much needed rehab work for several homeowners. This in turn helps to make a lasting impact in neighborhoods.” a -- Tuscaloos host/partner

3-25 COMMUNITY OUTREACH TRAINING PROGRAM Coordinator: Paula Consolini (CLiA)

n e e e I this 8 inweek summer program students ar orientede to th Berkshires and introduced to CLiA work and our community partners through (surprise!) learning by doing. Onc oriented ande trained webwork, video and editing, n they ar tasked with improving e CLiA webpages, critiquing existing programmingn and communication, leading community tours and community servic activities for pre-frosh and working o group and individual creativ projects for community organizatio hosts. i ain tine n i in e Four talented astudents -- Shant eHoss ’19, Chris Pash ’18, Sam Elliso ’18e and Jabar Copeland ’18 -- trained with CLiAe community outreach during ath summer of 2016. Together, e they created e public bus servic promotion, led tours of North Adams for th nSummer Humanities in and Social Scienc Program t students andent baked pizz e with andefor residentsane of th Turnera Hous eVeterans Center.ent Their individual e projectsn includede research o food insecurity work North Adams, flyer and projec developm work for th Berkshir Hum Society and public servic announcem video for th Norther Berkshir YMCA. FOOD INSECURITY Coordinator: Tracy Finnegan (CLiA)

a tent in y r 00 Food insecuritye is persis eproblem Berkshire Count with ove 15,0 peopl seeking food assistanc e every month. Opportunities an for students to help address this problem ar wide - ranging. Students c volunteer with in existing community organizations and initiatives as well as develop new ones partnership with community eallies.

Ongoing opportunities includn on - campus, near campus,y andrknext -town - over volunteer work. O campus options ll include food recover wo with WRAPS e e at (Williams Recovery of A Perishable Surplus) and cooking and baking for th Tak and E weekendan meal program whichnserves atmobility e - disadvantagedn community members.at Students cn help with food eetdistributio in work n th e Williamstowe Food Pantry St. Patrick’s Church in o Southworth Str Williamstown at ande ar welcom eto help (regularlyt or intermittently) n North Adamstwith at meale preparatio th Berkshir Food Projec or with food distributio and transpor th Interfaith Friendship Center Food Pantry.

3-26 ent e e e e a Stude in groupse ate also collected an a food and money forentanti -hunger work whil raising awareness in oft the problem.eNotabl among thes efforts, Williams Homeless Outreach organized canned food driv th l fall and r basketball tournam fundraiser, Hoops for Hunger, suppor of th Berkshir in Food Project.n e ent i In 2016 -17, additio to th work described a above,e ant stud in leadersa from WRAPS, Moo-Mam and other e groups banded entogether to apply for competitiv gr and jo national campus anti -hungeren consortium,e Th Campus Kitche Project, coincidentally foundede at by Williams alum and DC Central Kitch Executiv , Director Mik aCurtin. Theirant video, e viewabl http://www.campuskitchens.org/2016/11/williams/ in e earned them $5000 gr to b used for their food insecurity work and membership th national consortium. CROSSOVER ACADEMY Coordinators: Lisa Melendy (Athletics Director), Dan Greenberg (Physical Education)

n n e n I thisry after schooly mentoringn in program ru by th Williamsn Athletics Department, e t Williams students coach and mentorn 3rd and 4th graders e from Brayto and Greylock e Elementary Schools eve Tuesda afternooe Laselle Gym as they lear and grow through th spor of basketball. Williams students lear to coach through th games-based approach, whil developing children’s skills and confidenc to achiev their goals. GIVE IT UP! Coordinator: Colin Ovitsky (CLiA)

e t nate t e e e n Giv I Up!e(GIU) enablese students to do their unwanted items during in move-ou tim toh local charities and nonprofits, benefiting th local community and preventingent in waste. Th campaig takes plac from th beginning of Reading Period (prior to final exams) mid-entMay throug e Commencem t early June, and is coordinated by CLiA. Stude workers ar hired to transporat donatedeitems from strategically placed storag pods diverting goodsU th would otherwis head tot landfills. e a GI operates withentfinancial suppor from th Zilkh Center efor Environmentale Initiatives (payingt for stud labor) and & Facilities (paying for the storage “pods”), andn logistical suppor from Campus Safety Security (CSS)e eand tht Offic for Informatio Technology (OIT). Oure comm unity partners e ar th Firs Congregational Church (FCC) and ABC Clothing Sal (who later sell th

3-27 it e n e e eet e collected goods to benef local charities) as well as th Williamstown Food Pantry. Th donated books ar sold to Water Str Books and Better World Books for resal or recycling, with sales proceedse benefitting Konyango Communitye -Based Organizatio (KCBO). in e en e at e t Th third “win” of this reuse/recycl program benefitsenient incoming Williams students at th earlye fall, wh th clothing and housewares sales th nearby Firs Congregational Church offer students (as well as community members) conv access to needed items very affordabl prices.e e e in e n r e e e Tha estimatede valu of goodse (tag sal items, clothing andnbooks) collected th 2016an campaig e of GIU was ove $60,000. Proceeds frome th ~$37,000n raised by th ABC Clothing Sal benefited rang of local charitablt organizations, e including Louiso House, Elizabeth Freem Center, th Friendship Center Food Pantry and th Williamstow Food Pantry. Environmentaleen impac metrics from th books t resolde or recycled by Better World Books betw May 2016 and September 2017 repor th following totals collected and saved through recycled/post● r -consumer00 fiber production:00 ● 72 ● Over 4,5000books (~6,0 lbs) ● trees ane Ove 44, e gallons of water ● Nearly c 10,000 lbs of methll and ● greenhousr 000gases 9 cubi yards of landfi space Ove 15, kWh of electricity POSITIVE PATHWAYS PARTNERSHIP (P3) Coordinator: Sharif Rosen (CLiA)

e e This partnership with th Berkshir County Sheriff’s Office,e begun in 2015, supports ineducational e accesse for thos e formerly or currently incarcerated then Berkshir County Hous of Correction an(BCHOC). In fall 2016, whe several in Williams studentse e attendeden orientation e and tour of th facilityent Pittsfield, someen wer tak aback by th new e environm e a they had bn invitede to tutor in.eStill, they wer inspired to serv by recognitio of th importanc of P3'sr mission.6 iana From Decembe 201 to April 2017, Omar Kawam ’20, D 3-28 e e e in e t a Sanchez ’17, and Timothy e Suh ’18,an drovent weeklyn ton th 2nd St. Reentry Offic Pittsfield e wher they taughn recently released individual Writing, Reading, e and Math to pass in hise HiSET exam. (To everyone's joy, th gentlem w o t to ear his high school diploma.) Under th supervisio of BHoC staff, tutoring continued through th summer of 2017 th Pittsfield correctionale facility ase two inmates sough to work towardse en theire indiplomas. e a Th tutoringent initiativ is poisede e to grow and improv inev mor e 2017e -18 with plansa to add another early evening (5:30-7pm)e of tutoring to th Thursday slot. After summer e of strong recruitm toibetter a serv th tutoringn needs bothat and outsid th jail, eDr. Laur Muller, Williams' Di rector of a Quantitativ Skills Programs and Peer Support, will help th tutors develop tutoring syllab and communicatio system th will help them work mor effectively individuallyen and asin team. e t e t e e e e t Ev as tutoringt such settings may b ou of somen people’s comfor nzone, e Williams students and inmates alik ar grateful for th rewardinge in e experience. Along with th regularly taugh Inside-Ou Williams course, P3 strives to strength relations betwee th two institutions and offer larger number of individuals hop th possibility of new beginnings. PUBLIC HUMANITIES AT WILLIAMS Director: Anne Valk (CLiA)

e e e in ate n Drawing from an art,e culture,e and history, th public humanities sharate researche and creativ work order to engage, inspire, and educ public audiences. I particular, e public humanities initiatives c b effectiv ways to build awareness andn stimul dialogu aroundateissues of controversy and conflict. Successful public humanities projects may us oral history interviews, collaborative or community-based research, exhibitio techniques, and communic with broad audiencest through writing, an visual design,e oral presentations, or digitala displays. ent a an nne iate A Williams, students c undertak public humanities work as class or independant studyn project, fieldwork in a course, in internship, or an extracurricular in e activity.e f anA Valk, Assocn Director for Public Humanities, ee consults with and advises students who w to worke o projects independently,ent at class, or partnership with – or th servic o – organizatio eoff - campus. In 2016 a -17, thr Public Humanities Fellows collaborated to research th history of stud activism Williams, presenting their findings during Previews for prospectiv students; and designing e website. a n e ite in e Thanks to th work of CLiA summer outreach interns, new sectio of th Center’s webs highlights public humanities opportunities and projects accomplished by students th past: https://learning-in-action.williams.edu/public-humanities/. PURPLE VALLEY VITA (VOLUNTEER INCOME TAX ASSISTANCE PROGRAM) Coordinators: Paula Consolini (CliA), Robbie Dulin ’19

e e e a a e Th now thirteen-year -oldl Purpl Valleye VITA (Volunteer e Incom Tax Assistance)e program is both class offered nduring Winter Studye (ECON e 22) and spring eterm community servic program providing loca low-incom taxpayers assistanc filing their incom tax returns. A partnership betwee Williams Colleg and th north county offic of the Berkshire Community

3-29 m n a e Action Council (BCAC),t the progra relies o larg volunteere pool of consultants,e mos of them Williamse students who ewer certified through th winter study course. Thes e volunteers ar sometimes sometimes joined by other students who becom certified iteindependently. e t eta i With s administrativ e suppor fromen BCAC deputy director ieAl Moncecch e and BCAC staffers e Ros Moore, at e Kar Labombarde and Grac Vincent,n th consultants in serv clients n th Berkshir Community Actio Council offices North e Adams o Wednesdays e infrom 4 -7pm and Saturdays frome 10e - a 2pm from th end of January through early April. Th program saves people hundreds of dollars fees they would otherwis hav totpay a professional tax preparer. a e ea e As VITA volunteers, students conduc form of financial social work, developingm t deep understanding of th personal financial challenges faced by many ar residents whil they help the so.r through their tax records, obligations and Toptions a e he eeprogram e alsoinegives Will iamsc students chanc to s th frontle impacts a of publi policies theye in reade about whil makinge in e real, material differenc th livesite of peopl n th local community 16 . This year, with e in s coordinatio inhelp from tate VITA 20 alum Robbie Dulin ’19, the Purpl Valley VITA team assisted 146 clients filing for over $210,000 Federal and S tax refunds. SENTINELS SUMMER RESEARCH FELLOWSHIP Coordinator: Paula Consolini (CLiA)

e s r n in Thist competitivt public policy research fellowship program awards summer funding to studen fo research projects focusedn o contemporary issues e aU.S. economict or social e policy, including bu no limited to itteeregulation, inequality, community ande regional development,e and/or processes and powers of America e government. Studentse in prepar shor proposal for th Sentinels n n Fellowship Comm which includes Professors Nicol Mellow, Stev Sheppard and Cathy Johnson. Students ar encouraged to engag original, action-oriented research. I additio to

3-30 e a e nt e an a a $4400 stipend, fellowship recipientst e ar provided $500 expens accoue to help cover field research expenses. Projects ar guided by advisor, preferably Williams faculty member, who commitsen to regular oversighe of th Sentinel Fellow’s work through th research period. in n int e Sev students nwer awarded Summer 2016 fellowships. Their research topics included worker organizing North Adams, researche o community health workers, thee Fl water crisis, e th School to Prisoe Pipeline,e ineinterfaith initiatives related to food insecurity, youth wellness programming and sustainabl fisheries management. Abstracts for th projects and som full reports ar availabl onl at: https://learning-in-action.williams.edu/opportunities/sentinels- summer-research-fellowship/ SIXTH GRADE COLLEGE VISIT Coordinator: Tracy Finnegan (CLiA)

n e e t t e in an it I this program, sponsorede by th Berkshir Compac for Education, Williams students help hos 200 -400 Berkshir County public and charter school 6th graders annual campus vis designedn to encourag studentse to attend college. e ea e e n n e en I 2017, Williamsa College hosted 217 students & from fiv anar schools, who wer treated to our traditional welcom address by Evely Maho ’18 featuring th "Top T Reasons afor Going to College," a tour of th at '62 Centern for Theater Dance, "Amphibians of Spring" workshop featuring lizards and salamanders with Drew Jones (Manager of Hopkins Forest), campus tour, and special lunch Missio and Driscoll dining halls. TAKE AND EAT Coordinater: Rick Spalding (Chaplain to the College) and Father Gary Caster (Catholic Chaplain)

Question: n en e en in n e e a what's going o t whn th following at things happe ite this sequence? >Father e intGary Caster plops 10 oran12 ebags of groceries e no th counter of th Zilkh Center kitchen? > A handful of students pu oe paper hats th looke lik wh mushrooms. e Hint:> Th gl ofe flashingt knives c t b spottede as th su sets. Answer:> Every inch eof counter space at isit covered by littl aluminum a trays laid sid by side. t It's th firs Saturday nigh of th month. en a a eat Th Chaplains a ear itagain: working withe small group of students to cookan abou four dozen servings of some comfort food - salisbury steak, chick t l king, m loaf, with mashed potatoes,e e veggies, piec of fru and home -mad cookies (baked,ian usually,een anby Lehm a ent Communitye Service) n- and getting them ready to deliver to nabou 45 local senior citizens. Thisn is th "Tak and Eat"o programn - designed e by local humanitar n e Kathl t Ry e as supplemn toe th weekly a "Meals o Wheels" delivery program. "Meals no Wheels" cover n weekday nutritio for these folks, wh sig up throughe th local Council e o th Aging; bu until th inventio of "Tak and Eat" few years ago, seniorsa had to fend for their ow food needs o n weekends. Now, four local faith communities tak turns covering th four weekends of each month - preparing, packaging and delivering nutritious meal to grateful clients scattered i all corners of Williamstown.

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Correction: it e ee t e t in e n a used to b thr local faith ecommunities ent (St. John's,n atFirs Congregational, and th Parish of Saints Patrick and Raphael). Bu fall of 2016,n th Chaplains signed o as fourth faith community - joined by Interfaith, th stud organizatio th brings together students fromgmany faiths eand spiritual practices for discussio in andn service.e t e n e a en en e an Goin forwarde t, th Chaplains welcome all to jo them o eetth firse Saturday eof th month, 6 toe 8 p.m. i tho Zilkh Center kitch preparing meals. Or - ev better - peopl c help deliver meals th nex day, Sunday morning, 11:30-12:30, and m th appreciativ neighbors we'r proud t be cooking for! THE WILLIAMS POVERTY INITIATIVE (WPI) Director: Tara Watson (Economics) Coordinators: Paula Consolini and Tracy Finnegan (CLiA)

e n e e en n t e e e e e Th missio aof th Williams et Poverty Initiativ (WPI) is toatcoordinate, e organize,e and strength efforts to learnate abou and n address povertye both insid and outsid th classroom. Th einitiativ t encourages broad st ofe studentse to study poverty so th they ar mor informed and more compassioe actors in ei their futur professional and civic endeavors, iate whatever thos may be.enI also aims to highligheen e th divers curricular and co -curricular offerings related n to poverty Iand th many efforts n th acommunity to better understand and aallev poverty, and to strength linkagesentbetw th classroome ande experiential approachesn to poverty. I 2016-17, WP ran a poverty simulatio for regional medical center and hosted north county community needs assessm forum for th Berkshir Community Actio Council.

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en e tate t e i n n a Wh leadersn of th Bay S Medical Center heard abou th Missour ntCommunity Actioan Councile Associatio (MACA) Poverty Simulation, anthey econtacted CLiAn requesting help running simulatio for their medical residents. CLiA Director Consolini, Assista Director Finneg and th 2016 Summer Community Outreach interns r th simulatio for approximatelyin a 30 first - yearlmedical residents Springfield,e MA, l hote ballroom. tThe a exercis ewas verytatewel received. Abou year later, th nBay S ent Medical t Center Educatioe Departmit e in has no only acquired it th $2100n ek for us n training residents,r 2017 r will ru th simulatio in Octobe fo its n e e Board aof Directors. n e e n Building o th priorn year’s Greate Society Symposium, th WPI and CLiA hosted community needs forume on Februarye 24th 2017, organizede n by th eBerkshir Community Actioe Council. Professor Watso opened en th half-day a session, welcoming participants and offering her perspectiv o th challenges facing th regio and th country. n BCAC Executiv Director Deborah Leoncyzk, th introduced facilitator who moderated brief in presentations by e representatives from community organizations focused o major issues including en housing, education, employment, and drug addiction. itten Community members e attendance, including som Williams faculty, students, and staff, raised questions and comments and th shared their perspectives and priorities through wr forms distributed to th group.

3-33 STUDENT-LED COMMUNITY WORK

e e e e e e ent e in Th eintensity, rang and scal of eWilliams t students’ant extracurriculart community worke is stunning. W shar brief summariese of th 2016-17 worke of 30 formal stude groups here. W beg with thos anfor which CLiA provideste at the mos significe suppor e (strategic, administrativ and/ore financial). inThos for which CLiA provided som form of assistanc during 2016-17 are marked with asterisk (*). No th w may hav missed som pop-up projects or early stag initiatives*Lehman Communitthis listing. y Engagement (LCE)

an ent te itate e Lehm Community Engagem ent(LCE) strives to promo and facil Williams’ students’ relationships e and interactions eatwith our Berkshir community, both by providing e regular n opportunities forentsuch engagemt andat supporting existing initiativest withnt similar goals. This e year we’ve organizedane two Gr Days of Service, several bakingen events, and hav focused o developing stud interes groups th will work with Southwes Vermo Medical Center, th Ber*Ephskshir OutHum LoudSociety, and Williams’ new Campus Kitch program.

t a e ent e in te ent Ephs Ou Loudn is student -led initiative, t sponsored by th Williams Music Departm and th Center foreLearning in Action, and designed to promo community engagem and collaboratiol through music. lEphs Ou Loud provides opportunities for Williams students to participat outreach programs including e communitye -based performances in and workshops, e e educationa programs at loca schools, t and collaborations e with anWilliams groupe s and community e partners. eHighlights from this year includ th Family Concert, partnership e with th Berkshir Symphony and Kids 4nHarmony; I/Ou Loud: Kids Mak Music, interactiv musical experienc during th I/O New Music Festival, and continuing workshops with th students of WES, *CampusGreylock, and KitchenBrayto Projectelementary at schools.Williams (CKP)

e en t at a ent e en a Th Campus Kitch Projec e Williamsn ne is new stud group affiliated with th nationwide Campus Kitch5000 Project, consortium r of colleges and universities dedicated to eradicating hunger. In the 2016 -17, w wo o of three $ grantsen toat improve ou ongoinge hungera an reliefaefforts. Our aimn is for llCampus Kitchat Williamsr rkto serv as umbrell organizatio at for a of the gre anti-hunge wo which is already underway Williams. in a at ent e CKP@Williams eis structured sucht way th enables stud groups lik WRAPS,n to more effectively suppor community organizations, hsuch eetas in e a e Louiso Hous (presently relocated to the Flood House on Churc Str North Adams, du to fire), Th Friendship Center Food

3-34 t P in e e t e P e Pantry,e Mohawk eet eFores and BFe their mission(s) n to serv e thP pooran ande a marginalized.e Builat into th CK structure is its ability to understand e how each communitye stakeholdere in functionse tas they striv ton m the needse of th community. I this way, th CK c b bridg or hub th links all of thes entities and renders them mor collaborativ and effectiv their uniqu bu shared *Williamsmissio to serv Recoveryth poor. of All Perishable Surplus (WRAPS)

e e in e t WRAPS packages and deliversn surplus food from Williams nColleg e dining halls to th in communities and around North Berkshir facing food insecurity, including Mohawk Fores it Housing Community, Brayto Hill Apartments and Louiso Hous transitional housing an sheltere in North Adams. Volunteers ordinarily comm 1- 2 evenings per week, and c participat pickup,e packaging and/or delivery atefforts. r r 10 Th WRAPS program in has existede Williams fo ove e years, originale ly deliveringt n surplus food P bulkan from th Williamse dining halls to th Berkshir Food eProjec (BFP). I 2014, as BF beg sourcing enmor of their food from other donors, th program shiftedt to packaging ll individualefroz meals and delivering them to the Mohawk Fores and Braytone entHi low -incom housing neighborhoods. This model has continued to th pres and is continually evolving and e improving. e e In 2016-17, th groupe was led by Andrew Bloniarz ’18 and Eleanor Lustig ’18, who shared responsibility for coordinating e th foode pickups from th dining halls and delivery to Paresky, managing allat of th packaging sessions,in e and coordinating all of th deliveries to th recipients entvarious locations th e community. They were assisted by dozens of other stud volunteers, as well as som faculty and staff volunteers. t n e WRAPS also continuedet las year’s e innovatio e of including fresheproduc frome Wild Oats n Mark to add nutritional balanct n to th meals, which eotherwis tende to be heavye o meats and starches, e and shore o e produce. This is du both to th natur ofan th surplus food andentth need to freez th food prior to delivery. WRAPS now hasn e ongoing arrangem with Wild Oats e ato pick up fresh fruits and vegetablesn e o th way to their delivery sites, which ar much-appreciated additio to th donated meals!

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e t e e WRAPS continuese to work closely with e Dining Services and isegrateful for their steadye support of th program. Dining Servicesn e staff assis th WRAPS volunteers e by setting aside and safely n inchilling th surplus e food,e providing in th necessary food storag areas, workspac and containers necessary for operatio of th program, and transporting th meals from th packaging locatio Paresky e to th storag freezere Dodd House. e an e in at a e e By th end of May 2017, th WRAPS team had delivered 2,037 meals to th community, estimated valu of $16,296 donated food (valued $8/meal) and 45% increas over th previous"Thanks syear.o much on behalf of Mohawk Forest... it has been wonderful working with everyone. Again thanks so much for what you ALL do for so many people in our community!" ent e -- Kathy Keeser, former*No LostResid GenerationServic Coordinator, - WilliamsMohawk CollegeForest

t n e a i n e in e e a e No Los Generatioent tate- Williams tColleg e (NLG) was foundede by Bushr Al ’17ee and Jonatho Burne ’17at th fall of 2016,n and is th campus chapter t of national entgroup tasked n by th United States Departm of S to suppor thosee affectedentby th ongoing global refug crisis and ensur th h this generatio of displaced in youth is noe lost. NLG’s curr focus is o supporting regional communitiest with ongoing refugt resettlem efforts, particularly Pittsfield, by collaborating wit community members order to rais awareness and also better understand how to suppor local communities a mos effectively. e t This year, NLGn organized et number of events,e inincluding film screenings and panel a discussions, and collaborated e a with community organizations t e such as th Firs Congregational Church e of inWilliamstow and Kness Israel synagogu in anPittsfield. ent at Overe WintereStudy, group in of students helpedeen producn documentary film abou atth experiences of resettled refugees from the 1980s Pittsfield, which was publicly .premiered ev th Berkshir Museum April, has b show to several hundred students Pittsfield High School, and is now availabl online: https://youtu.be/RvgdTXZzMl4G a e n n e t ee NL also piloted e community teach-in-styl presentatio o th pligh of refugees and process of refug n resettlement.t Th n presentatioe was firs implementeden o th Williams campus at and th delivered to over 250 students f Pittsfield High inSchool e through a seri es o presentations e th high school’s auditorium. Th n documentarye efilm in e and presentatio will continu to b offered th coming year through additional collaborations with regional schools and community partners and events.

3-36 a e e et n e nt e ee in Finally, NLG ehosted meal -swip fundraisere with th help of Dining Services, and has s up a activ fundraising accou as Pittsfield t prepares to welcomt refuge nfamilies beginning e the fall of 2017. Th group plans to continu ramping up its efforts related to advocacy, community preparedness, fundraising and direc volunteer suppor as th regio anticipates th arrival of newly resettledt refugees.n o l een e ent e e No Los Generatio - Williams College hopes te serve as a mode for futuree collaborationse tate betwe e th U.S. governmt and university students acrosst th country.ian By combining th networke a power of universityn students t with th resources e and expertis t of th S Department, w hop to connecn students with opportunities to suppor humanitar efforts working to ensur generatio of refugees is no deprived of th universal righ to education. Presentatio● “It helpsfeedback people tfromo betterPittsfield understandHigh Schoolhow manystudents: myths there are about immigration and what immigration can do for our country (positively).” ● “It managed to be incredibly entertaining while also being incredibly informational.” ● “It truly shed light on how we as a community can help those in need.” ● “Excellent presentation! Very informative and opened my mind on refugees.” ● “My one comment is to continue this presentation and continue presenting it to the masses. People need to see why refugees are good.”

*Converging Worlds

a ent n Converging Worldst is multifaceted stud organizatio in committede to advocatinge agains racism and other forms of inequity th criminaln justic system. CWeenbrings speakers to campus, facilitates pee pal exchanges betw justice -involved individualsn and colleg students, e holds book drives for donations to prisot libraries,e and eworks n a with th surrounding community e to bring abou positiv chang o local level. This year w hosted e several ette speakers and performers, including formerentPresident of th ABA Paul Brown,etitia Professor Joy James, Vice Presidn of Diversity and Equity L Haynes, New eYork Daily News’ e e Shau King, and spoken an -wordent poet e n n Christopher Soto. Win also delivered books e to th Berkshir a County Jail and raisede funds atfor Read (and wrap)e Or Else, ev for th Marily Hamilto LiteracyentFoundation, which supports a children'sat literacy Pittsfield. Lastly, e w worked to build restorative e justic programent Reid Middl School this year, centeredg around18community engagem and mentorship, program th was ultimately approved by th Pittsfield superintendent. W plan to implem another round of this program durin the 2017- school year.

3-37 *Alhambra Consulting Group

e a ent in e e e n ent Th Alhambr Consulting Group is dedicated to promoting economic developm a ths o Berkshir area. W work o solving e economicentand managem consulting problemsnt for local non-profits, & municipal governments, businesses, and political groups. Alhambr cons ist f teamse assembled t to accomplishe th managem consulting t processen (accou management, n research analytics, strategy development, and implementation) for their client's specific needs. W seek no only to improv our local community, bu to broad our liberal arts educatio *Thethrough “Assist”real-world Programproblem solving.

e a ent t e e in e h Th “Assist” Program e is groupe of dedicatedn stud athletesn aiminge to positively impac th e lives of elementary andentmiddl school students th North eAdams e area. Thrate ouge mentorship e and tutoring, in we help provid motivatio and directio to thes young studentse andnencourag them to seek achievem beyondent higheteschool. Ultimately w a hop to neg th cyclical innatur of poverty theetNorth e Adamsent community ne by inspiring students to pursu educatio n e and professional careers.m Each studh athl is pairede up with student,ate from ages 6 to 13, North Adams. Theye m th stud at for o hourent every week to discuss whatever is o th student’s mind, help thee work througate t problems they’r facing, and celebre their an achievements witho them. If th mentor feelsolth their stud is in need of tutoring as well as psychological support, they may chos to alloc par of their hour to tutoring, or arrang for additional time t meet*Berkshirefor help withDoulascho Projectwork.

e e a t ee t e in e e e e Th Berkshire Doul Projece t inoffers a fr suppor services to individuals undergoinge electiv or spontaneous terminationse Berkshir County. W ar th second collegen a- based doula collective in th country, tand th firs rural location. Over fifty Williams Colleg students, e staff,e andt members of th wider communitytate attended our on -campus abortio doul trainings. nOur successful inpilo program forged connections in e ea with local providers. e eCurrently, w hav eigh in practicingn doulas who ro through our epartner clinic.eTwo of oure doulas will inter e for us this summere ordere to assess e needsP th ar and eexpand eth scop of our work to other clinics westere e Massachusettse in n as appropriate. W will continu to provid services over th summer. Outsid of th clinic, th BD fosters reproductiv justice awareness, advocacy, and education. W ar activ o and off-campus discussions, events, campaigns, and partnerships with *Braytoorganizationsn Tutoringsuch as Tapestry ProgramHealth and Berkshir United Way.

e e e e at e n e in Each semester, Williams students hav th opportunitye to serv as tutors ande a mentors toeK -7th grad students th Brayto and Colegrov Afterschool Programs North eAdams. Williams volunteers work closely with e teachers toentimprov literacyt ee as well neas inspir ngeneral r lov of learning through themed eprograms n such as “Animal Adventures,” “Fairy enTal Factory” and a"Beginner eat Photography.” et Th in commitm is abou thr hours, oe a afternoo epe in week,e e including travel time. Th Brayto Afterschool Tutoring Program is op to all class years and is gr way to g involved education, work with kids, and mak differenc th Berkshir community!

3-38 Circle of Women

a an e n n n t nt e Circlee of Womenn at Williams is chapter of international at innon -profit,a whos aniamissio atis to e empower young wome through educatio worldwide. eOur mos erece projects hav included th construction t of dormitories and classrooms schools Keny and Tanze t so the femal sntudents may eovercome e barriers to attending school. W offereateth opportunity foreenour peers to lear aboue gendere -based educational disparities, and allow them to becom par of th solution. I doing so, w hop to both empower our members and cr connections betw Williams *Cross-Colleg andCampusth world. Collaboration of the Berkshires (CCCoB)

n a n e e in a Crossine-Campus it Collaboratio nis student -initiated e groupine of students and staff focused t o bringing togethern students e of Williams Colleg and MCLA, and our respectiv communities, genu spir of collaboratio and service. W imag this focus to naturally spill ou into other *Ephavenues Buddieso campus as w build relationships with each other.

ain t e e e t e Eph Buddies' m goal is to reach ou to and form eatefriendships a with members of our community in who hav mental ande physicalt disabilities. e e W striv entto supporn thes individuals by providing themt with additional resources and activities to cr e greater sense of sociale ebelonging our community. Over e th pas years, w hav hosted entev o campus including n e barbecues, arts ande craf activities, bingo nights, bowling, and many mor activities suited toeth ag and level of functioning of th participants. e Much of our incurr work is focused o th weekly visits to th United Cerebral Palsy (UCP) center and occasional events with Berkshir Family and Individual EphoriaResources (BFAIR), which ar both located North Adams, MA.

ia t a a & ia at t e in a n Ephor n is Williams’ oldes female -voicedia cappell at group. Singing everything frome Hall Oates to Kanye, Ephoreen at performse leas twic per semester mid-semester and final concert. I additio to regular concerts, Ephor performs community events such as th Holiday Walk *Friendlyand Hallow Visitorsth Clark.

e n a e n t Friendly Visitorse engages th community in through weekly visits to Williamstow Commons,ne local nursing hom and rehabilitatio center. This year, students spent par of their Sundays visiting th residents engaging activities ranging from chatting with residents one-on-o to singing e holiday songs with groups of residents. ent e y y e in in For th upcoming academice year, at Friendly Visitorsn plans to grow engagem in e with th elder communit inb drafting mor Williams students nto jo n conversations e and personal e interactionst in withe the residents Williamstow at Commonse and others t th elder communityent interested expanding t theire social horizons. in I additio e to th regular n aSunday visits, w will assis som of th programmed activities th center as well as draf Williams stud performers who migh b interested performing for th residents o rotating basis.

3-39 Girls on the Run

n e n a it e e ent a e e n Girls O Th Ru eis a national non a -prof which seeks to inspir aingirls to bn ajoyful, healthy, n and confid using running -based curriculum. W work with th local Williamstow chapter, volunteering onc week with group of 3rd graders as they tr to ru 5k and lear about friendship,*Interfaithself -esteem, and goal setting.

n n n n e e a e e a InterFaith inis dedicateda to fostering discussiot ande cooperatio e betweee faith communities ent o campus. W also provid plac for individuals to explor diversity of perspectivese and traditions welcoming e group.e Throughou th yearenw organiz and cosponsor ediffer in types of events including formal ande informal discussions, e sociale gatherings, at sustainabl dinners, cultural events. W also hav weekly dinners and op board meetings and engag monthly or bi -weekly community servic projects, such as th Tak and E meals program for homebound seniors.Jazz at Williams

at a ent n e e Jazz Williams is stud organizatio dedicatedt toe increasingt exposur t of Williamsen estudents to jazztetby increasing a ee andt organizingin e performanc in opportunitiesn for students as well as e sponsoring visitinge jazz musicians. This atpas year,e w brough e jazzen pianis e Stev Feifk ande his e quar for fr concerent th fall. Also, conjunctio with jazz directorent Kris Allen, w have helped to organiz e weekly jam sessions Th Log whiche ar op to th general public.ent W hav inalso facilitatede stud group in performances for WCMA, Williams stud groups WCJA and BSU, among others. W look forward to continuing to increas opportunities for engagem with jazz *Kineticth Williams community coming years!

n ent e n e Kinetic strives to empowere studentsn a toe desig and implem sustainabl solutions ineto national and international issuesn byeateemphasizing e in-depth research, innovatio and collaborativ problem solving. W envisio cultur of boldly engaged global citizens who comb empathy, analysis,1. Educationand actio Teamto cr 1: Implementationinnovativ solutions Phase to prevailing problems. d m d o d Kinetic Education founded Leading Engaging ant Applying t Professionalis (LEAP)m a group dedicate t developing pre-professional skills an practical education training for high schoolm dstudents. d In the fall semester, Kinetic Education compiled the firs full draf of an entiret curriculud into one presentable document. The y fostered mrelationships with the Druryd High School career tea an pilote the first iteration ofn LEAP during the Spring semester at Drury with eigh enrolle students. The results were promising. The curriculu has since been share with other education administrators including those working2. Educationi the TeamBerkshire 2: Research/DesignCounty Sheriff’s Office.Phase d m to t

The secon education tea designed and is piloting a course for high school students be taugh by Williams3. Drug Epidemic:students during Researchthe summer Phase of 2017. d

The Drug Epidemic team starte researching the drugn abuse epidemic in the Berkshire region. Their main activities consisted of poring through news reports on the rise of heroin/opioid addiction in the Berkshires, visiting regional health care clinics such as the Brie Center, and designing potential projects.

3-40 4. Mental Health: Implementation Phase t n d d Las semester, to the Mental Health team successfully implemented its Bigd Eph, Little Eph to mentorship program which pairs first years and upperclassme m students to base on academic t anit professional interests. d The team reached outll first year students and upperclassmen alike, and ende up with close 40 Big Eph, Little Eph pairs. Going forward, the tea is looking strengthen the suppor offers both Big Ephs an Little Ephs,5. Consent:as we Designas expand Phasethe program. m d m t The Consentt Tea is developing a website with activities dan resources for middle school teachers. The goal of this progra is to instill the tenets of sexual consen early on by teaching middle school students abou issues of bodily autonomy, personal boundaries, an healthy relationships. *Matriculate

ate a e n e ain Matricul is Williams nColleg extracurricular a e organizatio dedicated to helping low-nincom higheate-achieving high school juniors atand seniors of primarily et underrepresented e minoritiest g access to higher ineducatio through cohesiv mentoring program. Matriculate’s missio is to cr long-lasting mentorships th help our students g into th nation’s bes colleges and *Mohawkbecome leaders Foresttheir Mentoringcommunities. Program

e en at e t e in Williams students mentor elementary e and middl a school childr weekly a th Mohawk Fores affordabl housing e communitye Northt Adams, providing homework help, playing games, and making crafts with them. This year w took weekend field trip to Iok Valley Farm to pick pumpkins and w hav helped suppor events such as scavenger hunts and community clean- ups.*Moo-Mami

i a ate e e Moon-Mam is cookinge club with e two overarching a e goals: teach members of thee community entuseful cookinge techniques t and amelior food insecurity. l W hold culinary lessonsi wher individuals e lear and practic cooking as w t foster e sens of communityen around food. Th other elem of th club will consis of repurposing dining hal food (with a Moo-Mam flair) and donating th *Sankofaproducts to food pantries as par of th Campus Kitch project.

a in a e e in e ent e Sankof is Williams College’san step team, foundedt anby students 1996. Stepping e is percussiva danc forme ancreated by black fraternitiesana at th mid in -1900s. This movem styl etis influenced by militaryt drill, South e Afric gum boot, Wes Africa dance,een andnhip -hop. Th ateword Sankof is from th Ak languageen of Gh th translates English in to “reach back and g it.” This concep reflects th group’s mentality. Sankof has b a know toeincorpor everything l from pop music, spok word, break dance, in ande gymnastics its choreography, making for loud, high energy, and incredibly exciting performances. Sankof offers danc workshops in the loca Societschoolsyand of fortheother Griffinsorganizations th region.

e n e e e e e at e it Th missio of Th Society of th Griffinsent is to secur equitabl pathwaysent inof mobility fore underrepresented minority mal students Williams College. W exhib academic excellence, forward-looking community engagem and professional developm our lives. W aim to 3-41 t e e ent en e e a connec with th Williams community, our nativ communitiese and national n e pioneerse as ambassadors of principle, in precede and passion. As m tof wholeness e w endeavor to creat in e brotherhood to help further our individual and collectiv aspirations, i th nam of unity and fidelity. 2016-17 work th community included suppor for th cultural diversity work th thinkFOODPittsfield Public Schools.

in ent e e e e t thinkFOOD hasn workedt stud groups and dining committees a to mak th food Williams n eeats mor sustainable, healthier, and mor e ethical. Las year, thinkFOOD sparked campus conversatio abou food sustainabilityent by introducing een 50%nt industrialat teebeef reduction. I eetth spring of 2016 students voted for th reduction, and this iteyear thinkFOOD has coordinated with dining servicese to implem it. thinkFOOD hase b prese commit meetings toe m Williams’ primary food purveyors and haseworked n to wr eWilliams e Dining’s sustainabilitye eand responsibl purchasing e expectationsent for nthos purveyors.n e Membersittee of thinkFOOD havt also offered diningD services feedback and advic oe how to mak th meal plans mor enaffordabl ande nutritious for th whole stud n body. I e additioe ato th comm work, duringn firs semester thinkFOO hosted a community dinner wher students cooked food together, th shared th meal afterwards. This traditio has sinc becom new community organizatio called *WilliamsDinnertime. Animal Awareness Group (WAAG)

in e n t a e Williamse Animal Awareness Group (WAAG) is dedicated improving in animal welfar through e educatioe and volunteerism.ane I also provides way fornniestudents ea to reliev stress by spending tim with animals. WAAG has workedate inwith an several organizationsn Massachusetts, nsuch as th Berkshir Hum Society, e CloveraneHill Farm,e at and Bo eL Farm.eMembers ane groom horses,in e walk dogs, play with cats, and particip animal educatio program for children. I addition, WAAG also helps with th Hum Rac th benefits th Berkshir Hum Society th Williaspring. ms College Democrats

e e e a e e in e n e e Th Williams r Colleg Democratsg arr dedicated0 to establishing e means for students to becom mor involvedne th political system o th local, state, and nationalite levels.ate inW started this year with a vote drive, registerin ove e20 studentse to vote. W eprovided opportunities for studentsa to pho bank and go door-to-door canvassingn for their in favor t candid Massachusetts, New York, and New Hampshire. W becam partners with th antFour Freedoms Coalition, e non - partisan,e diverse, Berkshires -based entcoalitio united ite suppore of America’sn foundingant valuest of a freedomn of speechn and areligion, te in and freedom at fromefear and w nfor a all people. e Mor recently, we’v collaborated with other stud groups to wr th Williamstow Immigr Trus Act, tow resolutio up for vo May th will mak Williamstow safer plac for all *Williamsimmigrants. College Jewish Association (WCJA)

e n e e n e a e at e a Th missio of th Williams Colleg Jewish Associatio is to provid spac th models th richness and diversity of Judaism and Jewishness, to foster community of plurality and

3-42 e ent in e e acceptance, and to provid opportunities for Jewish involvem th community. WCJA also *Williamscoordinates special Collegeoutreach Law Societyvisits to th North Adams Public Schools during Hanukkah.

e e e n a t t Thin Williams etColleg Law Society wasnfounded t withe th goals ofebringing students it interested i e law together to provide in suppore system for them e by creating avenues to express n theire interes at law and g involved. Members lear abou th field of law, th career options offers, and th legal framework which th world operates. Th Law Society teaches lessons o thes topics Williamstown*Williams HomelessElementary OutreachSchool. (WHO)

e

Williams Homelessn Outreach is dedicated to raising entcampus awareness in e regardinge th issues of homelessness, in eeconomic disparity, e andefood a inequality among local families of rural northwester Massachusetts. WHO leverages stud power theateColleg to empower local members that community.e W provid e platform fore volunteerisment at local nonprofits and homeless shelters. Our club meets biweekly to collaboratively cr student-led, philanthropic initiatives th ar determinedan by th interests in of th currt emembers eof WHO. e e In 2016-17, WHOe r two major fundraisers suppor a of th Berkshir Food Pantry and Berkshir Food Project. Our annuale Thanksgiving Food Driv encollected over e500 pounds of atnonperishabl e n goods and food. Hoops for Hunger,en ebasketball tournament, also raised funds for locale food pantries. Through e th Horizonsn efor Homelesse a Childr program, w held visiting hours e th Louiso House, babysittinge e for childr n to giv parents and guardians much needed time.d W also partnered with th Louiso Hous to creat variety of volunteer opportunities and w raised awareness of th issues w work o through projects such as poster-making, student-le andWilliamsboard meetings, Medicalfilm Corpsscreenings, and panels.

e e at e ne e Th Williams an Medical Corps organizes wayse e for students to engag with healthcare, whether th b through training, volunteering, or through events such as bo marrow drives. W also work Williamswith Hum SpeaksResources to help organiz th Health and Wellness Fair.

a e e at e e Williams Speaks is ncampus groupn dedicatedn to providing public speaking lessons to elementary and middl schoolers. Williams students ar matched with teachers local schools and hav th Williamsopportunity Sustainableto desig their Growersow lesso plans to teach public speaking skills to kids.

e e e e e a Williams Sustainabl Growers it maintains campus vegetabl gardens ant and works e to help eth a Williamst community a engag with environmentaln at issues. This year, w hosted class of kindergartners to come vis our campus in gardens and help us pl things. W also giv our extr harves to WRAPS, campus organizatio th delivers surplus food from campus to communities facing food insecurity and around Williamstown.

3-43 CAMPUS ALLIES AND PARTNERS

We thank these campus offices and programs for their guidance and support of students’ community engagement work.

’62 Centre for Theatre & Dance Career Center

● ● ● ● 6th Grade Visit ● Alumni Sponsored Internship Local School Workshops ● Program AdmissionsServed SPEC 19: Healthcare Internships ● SPEC 21: Experience the ● Chaplains’Workplace Office Previews ● AlumniMatriculate Relations ● ● ● Break Out Trips ● Take & Eat Purple with Purpose Where Am I?! Reunion Service Projects

Davis Center Athletics ● ● ● ● Martin Luther King, Jr. Day of Crossover Academy Service ● Student Athletic Advisory Dean Root of the College Committee ● CampusTeamEph Safety & Security ● DiningEphVentures Services ● ● Give It Up! ● CPR Training ● Campus Kitchen Project Served WRAPS

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Facilities Office of Financial Aid ● ● ● ● College Cars Federal Work Study GaudinoGive Fund It Up! OfficeMOOLA: for Information Finances Technologyfor Life ● ● ● ● Break Out Trips OfficeGive of Student It Up! Life ● Human Library ● ● Collisions Virtual Reality “Just One Life”Retreat ScienceLeading Center Minds & Departments HealthClaiming Services Williams ● ● ● Williams-MysticScienceBlast Program ● Active Minds ● Peer Health HopkinsRASAN Memorial Forest WilliamsBreak Outing Out Trips Club ● ● ● Math DepartmentHopkins Forest Educators ● Grand Canyon Service Trip ● WOOLF ZilkhaWorkshops Center for Environmental MusicMathBlast Department Initiatives ● ● ● ● ArtsBlast ● Break Out Trips ● Berkshire Symphony Community ● Eco Advisors Concert ● Give It Up! OfficeEphs of Communications Out Loud Root ● Winter Blitz

Chronicle (design support)

4-2 COMMUNITY PARTNERS

We extend our gratitude to these organizations for allowing us and our students to join them in their community building work during this past year.

ABC Clothing Sale https://www.facebook.com/abcclothingsale

Our mission is to beneit the environment by recycling & local charitable organizations that serve Barringtonfamilies at risk Stage & address Company hunger, poverty (BSC) & inequality. https://barringtonstageco.org/about-the-company/

Barrington Stage Company (BSC) is a not-for-proit professional theatre company co-founded by Julianne Boyd with a three-fold mission: to produce top-notch, compelling work; to develop new plays and musicals; and to ind fresh, bold ways of bringing new audiences into the theatre, especially young people. BSC has become the fastest growing arts venue in Berkshire County, attracting more than 55,600 patrons each year, and gaining national recognition for its superior quality productions and comprehensive educational programming, including the Playwright BerkshireMentoring Project Children which and serves Families at-risk youth in Pittsield and North Adams.. http://berkshirechildren.org/

“Every child in a family, every family in a community”

Berkshire Children & Families has a long history of serving Western Massachusetts families, with the well-being of children and families central to our mission. We know that children achieve their highest potential growing up in supportive, healthy families. Partnering with families is the best way to promote healthy, happy children to make strong families and better communities. BCF helps families to recognize and build on their strengths to address challenges.

Our work is concentrated in four key areas: early education and care; child and family well-being; intensive foster care and adoption; and Kids 4 Harmony, an intensive classical music program for social change. BCF’s goals are to provide services and supports that transform the lives of children, families and communities by creating opportunities that inspire hope, promote Berkshirepossibilities, andCommunity fulill dreams. Action Council (BCAC) http://www.bcacinc.org

The Berkshire Community Action Council, incorporated in 1966 as a non-proit human service organization, was designated the anti-poverty Community Action agency for Berkshire County, MA. We serve to act as a catalyst to stimulate quantiiable change in people’s lives as they work towards self-reliance. Our programming is designed to minimize the impact of poverty on people’s lives, help people help themselves and each other, and make Berkshire County a better place to live.

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The BCAC offers a comprehensive list of programs to tackle poverty in the Berkshires such as asset development, emergency services, food depot, medical reassurance, weatherization, heating system repair and replacement, LIHEAP-fuel assistance, Project RECONNECT, and Berkshiretransportation. County Regional Employment Board (BCREB) http://www.berkshirereb.org

The mission of BCREB is to develop opportunities that will assist Berkshire County households in securing the skills, knowledge, and resources necessary to achieve self-suficiency and household stability. We do this by developing and implementing a continuum of services and programs that address the underlying causes of household instability and homelessness. Our institution serves to assist households to develop strategies to overcome barriers to self-suficiency and collaborate with other human service providers, including grass roots organizations and faith-based organizations, to alleviate the causes and effects of household, housing, and community Berkshireinstability. County Sheriff’s Office https://bcsoma.org/

The primary mission of the Berkshire County Sheriff’s Ofice is “to protect the public from criminal offenders by operating a safe, secure and progressive correctional facility while committing to crime prevention awareness in the community.” We explore innovative and cost effective community correction alternatives to incarceration, pursue the fair and equitable treatment of inmates, and create a just and fair environment that encourages positive behavior from criminal offenders. We also promote education, treatment and social responsibility in an effort to successfully integrate criminal offenders to society. Finally, we develop public safety initiatives, volunteer and support programs for the prevention of criminal activity and providing Berkshirethe community Family with pertinent and Individual information. Resources (BFAIR) http://www.bfair.org

The Berkshire Family and Individual Resources is a national and state accredited human service agency responsive to the unique needs of people with disabilities and their families through a dedication to excellence, diverse service options, safe and healthy environments, iscal Berkshireresponsibility, Farm and community Center & partnerships, Services for career Youth opportunities and advancement. http://www.berkshirefarm.org

Our Mission: "to strengthen children and families so they can live safely, independently, and productively within their home communities."

Berkshire Farm Center & Services for Youth is one of New York State’s leading nonproit child welfare agencies, serving 8,500 children and their family members across New York State in 2014 alone.

Our employees, who work in settings that often challenge the heart and the mind, know that what they do matters. They understand that their work directly contributes to the success of the agency and to the many achievements made by the thousands of young lives we serve. With 5-2

support from caring individuals and forward looking businesses, we empower children, their families, and their communities to become healthier and stronger.

Berkshire has a distinguished history of working with children and families for more than 129 years. Helping children and families become healthier and stronger has been at the heart of BerkshireBerkshire’s mission Food Projectsince its founding (BFP) in 1886. http://www.berkshirefoodproject.org

The BFP seeks to alleviate hunger, food insecurity, and social isolation by serving healthy and digniied noontime meals every weekday, by providing education in making good nutritional choices and by helping people access available food resources. We also seek to alleviate a need that had grown even in periods of economic expansion nationally. We seek to provide a forum to facilitate unselfconscious interaction among disparate segments of the population. And lastly to Berkshireprovide information Humane helpful Society to our (BHS) consumers. http://www.berkshirehumane.org

Berkshire Humane Society (BHS) is a private, non-proit organization, not afiliat ed with the Massachusetts Society for the Prevention of Cruelty to Animals (MSPCA) or any other animal welfare group. We have been in operation since 1992 after taking over for a failed MSPCA operation in Berkshire County. BHS, an open-admission animal shelter, receives no public funds from local, state, or federal sources. The welfare of our companion animals and the future of our organization depend on the compassion and generosity of our community.

Since our beginning, BHS has sheltered over 43,000 homeless animals who are cared for and made available for adoption. Between 1992 and 2013, our surrenders have been gradually decreasing, a trend which we attribute to the availability of our spay/neuter programs and the years of education we have provided the community. For example, in 2012, BHS took in 1,446 homeless pets, but in 2013, that number dropped to 1,168. We’re proud that we were able to Berkshirerehome 100% Immigrant of all our healthy, Center adoptable dogs, cats, small mammals, and birds. http://www.berkshireic.com

The mission of the Berkshire Immigrant Center is to assist individuals and families in making the economic, psychological and cultural adjustment to a new land, not only by meeting basic needs, but also by helping them to become active participants in our community. The Center also aims to build bridges of understanding and cooperation across cultures, to ig ht racism and discrimination in all forms, and to advocate for the rights of immigrants from all backgrounds.

The Center offers comprehensive services for individuals from more than 80 countries to promote civic engagement, facilitate cultural integration, and assist in navigating the complex U.S. immigration system.

5-3 Berkshire Interfaith Organizing (BIO) http://www.berkshireinterfaithorganizing.org

The goal of Berkshire Interfaith Organizing is to alleviate the root causes of poverty in the community. We seek to gain a seat at decision making tables and change the power relationship that exists between our member congregations and allies, and institutions whose decisions shape access to income, transportation and food for the poor and working poor in Berkshire County. Our strategy is to develop leadership skills of hundreds of clergy and lay leaders in our member Berkshireinstitutions, leading Regional to a powerful Transit Berkshire Authority organization (BRTA) capable of making systemic changes. http://www.berkshirerta.com

The Berkshire Regional Transit Authority provides public transportation services to its 25 member communities within Berkshire County, the western most region of Massachusetts. The BRTA's daily service area spans a region as large as Rhode Island; bordered by Vermont to the north, New York to the west and Connecticut to the south. Fixed route service is provided by fourteen bus routes in 12 communities from Williamstown to Great Barrington, Monday through Saturday. Paratransit services are provided to eligible persons from the BRTA's member Berkshirecommunities Regional for ambulatory, Planning non-ambulatory, Commission or complementary paratransit ADA service. http://berkshireplanning.org

Berkshire Regional Planning Commission (BRPC) provides leadership and assistance to the County’s municipalities, organizations and citizens in achieving County-wide inter-relationships, prosperity, opportunities, quality of life, strength and vibrancy.

We effect positive change through our collaborative efforts to achieve Sustainable Berkshires principles and a high quality of life for County residents, including greater economic growth, sustainable resource management, environmental, social and economic equity, and effective governmental and educational services. BRPC is recognized as the primary source of trusted, reliable Berkshire County data and analysis, provider of technical assistance to Berkshire County municipalities and organizations, convener of interests seeking to seize opportunities for and confront challenges to the Berkshires, and advocate on behalf of the collective interests of BerkshireWorksBerkshire County. http://berkshireworks.org

BerkshireWorks is a partnership between Berkshire Training & Employment Program and the Massachusetts Division of Career Services, chartered by the Berkshire County Regional Employment Board, Inc. Together, we provide access to a comprehensive system of employment-focused programs and services for businesses, job seekers, workers, and employers. We serve all 32 cities and towns in Berkshire County.

Whether people are looking for a irst job, a new job, career advancement, or quality employees, BerkshireWorks is here to help.. We are committed to providing quality programs and services to employers, job seekers, and our community partners.

5-4 The Caleb Group / Mohawk Forest http://www.thecalebgroup.org/wp1/find-housing-2-2/massachusetts/mohawk-forest-no rth-adams

The Caleb Group is a nonproit , faith-inspired affordable housing organization that creates residential communities that are attractive, well-managed, nurturing, and affordable for those of low to moderate income in North Adams, Mass. Mohawk Forest is a 190-unit townhouse and garden style community. In 1999, Caleb purchased and renovated this community and built a new community center. This project is an example of intergenerational collaboration working to build community and enhance the lives of all the residents. The Caleb Group provides resident service coordination to assist in linking residents to the services they need within the community. A frequent beneiciary of grant funding, this property has wonderful programs for Christodoraresidents of all ages / Manice and interests. Education Center http://www.christodora.org/

Many urban youth lack opportunities to learn about the environment and experience the natural world irst hand. A New York City childhood is spent playing in the park, learning about “nature” in museums or on television. It can be dificult to ind a single patch of green, let alone the grandeur of the wilderness and the clarity and direction it gives to our lives. At Christodora, we believe an escape from the concrete is not just a privilege—it’s a transformative experience that allows youth to better understand the natural world and shape their role within it. Since its opening in 1981, Christodora’s Manice Education Center (MEC) has provided over 25,000 students with outdoor, leadership and environmental experiences. For most students, MEC offers a irst opportunity to be immersed in the wilderness — the irst mountain to climb, E3irst Academy river to paddle, irst view of the constellations of stars. http://dhs.napsk12.org/

The E3 Academy is a competency-based program of Drury High School, designed for students who are under-credited and at risk of dropping out. Located in the Windsor Mill, E3 is comprised of two teachers, one counselor, and up to 12 students. E3 stands for Effort, Employability, and Essential Skills and Knowledge. We are both competency- and project-based. Each trimester, students conduct whole group and independent projects, based upon a speciic theme, designed to grow the students’ abilities in math, science, English, history, and social and career readiness. These projects, along with community internships and constant one-on- one attention, provide Ecu-Healthour students with Care a unique learning experience. http://ecuhealth.boxcarexpress.com

We are a private non-proit health coverage access program located at 99 Hospital Avenue Suite 208, on the Northern Berkshire Campus of Berkshire Medical center, in North Adams. Our mission is to help the uninsured and underinsured residents of North Berkshire access affordable health care.

Ecu-Health Care is the designated outreach and enrollment site in northern Berkshire County for all of the Massachusetts health programs and we also help residents enroll into all supplemental

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programs associated with Medicare. The programs we help residents access include: The new subsidized and unsubsidized Qualiied Health Plans implemented under national health reform, ConnectorCare, MassHealth, the Health Safety Net, The Children's Medical Security Plan, Medicare Part-D, Prescription Advantage for seniors and the disabled, Medicare premium Firstassistance, Congregational reduced fee dental Church, care, and Williamstown all prescription assistance programs. http://firstchurchwilliamstown.org

The First Congregational Church of Williamstown is a lively, progressive congregation, meeting in the iconic white clapboard Meetinghouse in the center of town. Our church’s architecture may be conservative, but our thinking is innovative. Our church has been active from our earliest days to the present speaking out for the oppressed in our society. It was predominantly members of our church who started the local ABC House, the only member of the national “A Better Chance” organization to send kids to a public high school. We have been active in supporting LGBT rights, and have been glad to host gay and lesbian commitment ceremonies, and weddings since 2004, Fourwhen the Freedoms Massachusetts Coalition began issuing marriage licenses. http://4freedomscoalition.org

On December 10, 1948, the United Nations Commission on Human Rights, chaired by Eleanor Roosevelt, issued the Universal Declaration of Human Rights, stating that “the equal and inalienable rights of all members of the human family [are] the foundation of freedom, justice and peace in the world,” and that “all human beings are born free and equal in dignity and rights.” We uphold these universal values, and reject all forms of bigotry, hatred and prejudice. We proclaim the transcendent truths of our equal humanity, of decency, of compassion. We believe in equality and in the Four Freedoms for all peoples, anywhere in the world. We stand with those whose Freedoms are threatened, and we work towards inclusiveness, connectedness, justice and Goodwillthe protection Industries of human rights of the for Berkshires, all people. And Inc. we invite all to join us. http://www.goodwill-berkshires.com

At Goodwill, your donations help people ind good jobs. Proceeds from your shopping treasure hunt stay in our community supporting job skill training for your neighbors. Every item you donate, every item you buy, gives back to the community. You help people, of all ages, and from all walks of life, get job skill development and training at Goodwill that strengthens their family’s economic status. Goodwill industries offers workforce development programs including Business 101 job training, skill development, recycling processes, logistics, and retail sales job training. These programs include the following projects: Spot-on cleaning, Recycled Rags, Waste Cardboard Recycling, Dell Reconnect Computer Recycling, Popcorn Wagon Project, Ofice Internships, Suit YourSelf, Soft Skill Development, Electrical Testing and Quality Control, Donation- to-Resale and After-Market Handling and Processing, Certiication for Forklift Operation & Safety Training, Retail Associate Training Program, and Retail Associate In-Store Training.

5-6 Greylock Together http://greylocktogether.org

Greylock Together is a grassroots, non-partisan political movement formed in November 2016, representing 400+ members of the communities surrounding Mount Greylock. We are committed, engaged community members dedicated to social justice and united in our ig ht for progressive policies. Rooted locally and united by shared values of justice, common respect, and citizen empowerment, Greylock Together has working groups on the Environment, Civil Rights, GrowingHealth Care, Healthy Reproductive Garden Rights, Program Education, Voting Rights, and Legislative Action. https://www.facebook.com/GrowingHealthyGardens

Over the past 9 years, the Growing Healthy Garden Program has developed thirteen school and community gardens in North Berkshire County as a way to encourage people to eat more vegetables, and we are involved in a grassroots initiative to preserve and increase farming and Higherinfrastructure Ground in Berkshire County to create a successful local food system. http://highergroundnb.org

Our mission is to provide services and funds to meet the immediate and long-term physical, emotional, and spiritual needs Irene survivors. We develop disaster replacement housing for those who lost their homes in the lood and prepare our community for future disasters and to Hoosacassist in disaster Harvest response. http://www.hoosacharvest.org

The mission of the Hoosac Harvest is to support and encourage access for North Berkshire residents across income levels to sustainably-raised, locally grown food while building relationships between the land, each other, and our food. We value food security for all members of our community, local food, farmers, and farmland as keystones to the health and well-being of our community, agriculture as a vital facet of a thriving economy, and community-based action as a crucial component in creating lasting social change. Hoosac Harvest partook in the creation of Square Roots Farm and Many Forks Farm both of which operate on the community supported agriculture model. We raise funds to subsidize one-ifth of the shares available at both farms to enable low-income community members to participate. Our program Know Your Farmer, Know Your Food connects farmers, small food producers, and the community. We also have a Sharing the Abundance program for local gardenersHoosic River and volunteers. Watershed Association (HooRWA) http://hoorwa.org/

HooRWA is a citizens’ group that looks after the river. We are dedicated to the restoration, conservation and enjoyment of the Hoosic River and its watershed, through education, research and advocacy. We envision a watershed that is ecologically sound and adds to the quality of life of its residents.

5-7 Hoosic River Revival http://www.hoosicriverrevival.org/

The mission of the Hoosic River Revival is to reconnect the community to a healthy, scenic, wildlife-and-people-friendly river, which will provide 21st Century lood protection and also Jewishenhance NorthFamily Adams’ Service recreational, of Western cultural, Massachusetts and economic vitality. http://jfswm.org

Jewish Family Service is a community leader that empowers people to achieve fulilling lives. We provide exceptional social services, grounded in Jewish values, to support individuals and families from diverse cultural and economic backgrounds. We offer community programs such as workshops and educational programs for individuals and families seeking a Jewish connection, both within and outside of the established Jewish community. We provide elder care as well; many people count on us to help them assess and ind the best ways to solve problems regarding their own or loved ones well-being. JFS is also known for compassionate, caring and professional counseling services for individuals, families and couples across the economic spectrum. Finally, JFS is the premier organization working with HIAS (Hebrew Immigration Aid Society) to resettle refugees from around the world to our Springield community-- their new home. We believe that healing the world includes, helping those that are leeing from political or religious persecution because none of us are free when Knessetothers are Israeloppressed. http://knessetisrael.org

Knesset Israel is an innovator in the rapidly changing world of American Judaism. We create authentic and meaningful points of connection and spiritual experiences for contemporary Jews and cultivate a community empowered to make a positive difference in the world. This lourishing congregation is inclusive and supportive and accepts a wide range of beliefs and practice. Among people of all ages, religious backgrounds, genders and orientations, you will ind a supportive community here. When you come by, you will ind that our synagogue teems with life and activity, especially on Shabbat. We engage deeply with the Torah and its wisdom — intellectually, practically, ethically and spiritually. We actively cultivate community — members of the congregation teach in our Hebrew School, lead services, chant Torah, prepare students for bar/bat mitzvah, visit the sick, bury the dead and tend to those in need. And we are especially proud of how we encourage each Lanesboroughother to learn and growElementary through Jewish School living. http://www.wlschools.org/page.cfm?p=511

“To inspire in all students a love of learning and challenge them to grow in heart and mind.” Lanesborough Elementary School is a pre-K to grade 6 elementary school with over 200 students. The school has an experienced, highly educated teaching staff, skilled paraprofessional and support staff, and all are dedicated to the success of our students. Approximately 38 staff serve as classroom teachers, special education teachers, specialists, paraprofessionals and support staff. 5-8

The school has a proud heritage of offering a quality education to its young students. Lanesborough Elementary School is recognized by the state as a level 1 Commendation School for its high achievement, high progress, and narrowing proiciency gaps. It also is fortunate to have excellent programs in art, music, drama, technology, library, and physical education to foster a Lever,well-rounded Inc. education. http://www.leverinc.org/

Lever supports local economic development by creating and growing enterprises that leverage Louisonlocal assets, House including the talents of young people from our region’s colleges. http://louisonhouse.org/

Lousion House, Inc. is a private, 501 (c) (3) non-proit organization that was established in 1990 by local agencies to address the issue of homelessness that had become more pervasive as a result of the economic decline in Northern Berkshire County during the 1980’s. Over the past twenty years, Louison House has provided homelessness prevention and housing services to over 3,500 individuals and families throughout Berkshire County. Our vision is to become a leader in creating a homeless-free community in Northern Berkshire County over the next 20 years. Our mission is to reduce homelessness and its causes in Northern MassachusettsBerkshire County. College of Liberal Arts http://www.mcla.edu/

Massachusetts College of Liberal Arts (MCLA) is the Commonwealth's public liberal arts college and a campus of the Massachusetts state university system. MCLA promotes excellence in learning and teaching, innovative scholarship, intellectual creativity, public service, applied knowledge, and active and responsible citizenship. MCLA prepares its graduates to be practical Massachusettsproblem solvers and Department engaged, resilient of Transitional global citizens. Assistance (DTA) http://www.mass.gov/eohhs/gov/departments/dta

160 North St, Suite 201, Pittsield, MA 01201, 413-236-2000 DTA's mission is to assist and empower low-income individuals and families to meet their basic needs, improve their quality of life, and achieve long-term economic self-suficiency. Located within the Executive Ofice of Health and Human Services, the Department ensures that the emergency and transitional needs of the individuals and families of the Commonwealth are met through a combination of federal- and state-funded programs. Massachusetts has a comprehensive system of programs and supports to provide to individuals and families in need in order to achieve greater economic self-suficiency.

5-9 Massachusetts Museum of Contemporary Art (MASS MoCA) http://massmoca.org/

Through innovative collaborations, MASS MoCA helps artists and their supporters create and show important new work, bringing to our visitors bold visual and performing art in all stages of production, creating a stimulating center of creativity and commerce that brings life and economic vibrancy to its region. MASS MoCA is one of the world’s liveliest centers for making and enjoying today’s most evocative art. With vast galleries and a stunning collection of indoor and outdoor performing arts venues, MASS MoCA is able to embrace all forms of art: music, sculpture, dance, ilm, painting, photography, theater, and new, boundary-crossing works of art that defy easy classiication. Much of the work we show in our light-illed spaces, on our technically sophisticated stages, and within our lovely network of late 19th-century courtyards is made here during extended fabrication and rehearsal residencies that bring hundreds of the world’s most brilliant and innovative artists to MountNorth Adams Greylock all year Regional round. School District http://www.wlschools.org/page.cfm?p=513

Mount Greylock Regional School is a public middle and high school serving grades 7-12 located in Williamstown, Mass. The region includes Williamstown and Lanesborough, representing a combined population of 11,000 residents. Enrollment is 600 students with a capable faculty and staff of 100. Mt. Greylock is a spirited educational community that celebrates human differences, recognizes individual abilities, and challenges its students to strive for excellence by realizing their full talents and aspirations. Located in an idyllic setting with stunning views of the highest peak in Massachusetts, Mt. Greylock offers generous expanses of open green space, a full range of playing ields, and miles of hiking trails through the surrounding woods. Student learning is enhanced by proximity to three museums (Clark Art Institute, Williams College Museum of Art, Northand MASS Adams MoCA, Council and two colleges on Aging (Williams / Mary and Spitzer MCLA). Senior Center http://www.northadams-ma.gov/index.php?nav_id=25

North116 Ashland Adams St, North Public Adams, Schools MA 01247, 413-662-3125 http://www.napsk12.org

The mission of the North Adams Public Schools is to help every child learn every day and Northernempower all Berkshire students to recognize Community and optimize Coalition their (nbCC) full potential. http://www.nbccoalition.org

The mission of the coalition is to improve the quality of life for people in Northern Berkshire by organizing, supporting, and empowering the community. The Coalition works to achieve its mission by connecting and providing a public space for the community, providing prevention strategies, building stronger neighborhoods, promoting positive youth development, helping families stay healthy, happy, and strong, and helping to make healthy choices, the easy choices.

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Our programs include: Coalition Core, Northern Berkshire Neighbors, UNITY Youth Programs, Northernnb21 Prevention Berkshire Programs, Habitat Mass in for Motion, Humanity and The Family Place. http://www.northberkshirehabitat.org

Northern Berkshire Habitat For Humanity is an afiliat e of Habitat for Humanity International. Our ofices are in North Adams, Massachusetts and we serve the surrounding communities of Adams, Cheshire, Clarksburg, Williamstown and Stamford, Vermont, as well as North Adams. We are a non-proit , all volunteer organization and receive no inancial support from Habitat International

Our mission is the same as Habitat International. We are working to eliminate poverty housing and to provide decent, safe, and affordable housing for people in need. Currently, we are the only organization in northern Berkshire actively working to alleviate the shortage of housing for low-income working families. By building or renovating homes we are empowering our homeowners to become contributing members of the community and providing security for their Northernchildren to grow Berkshire and prosper. Interfaith Action Initiative / Friendship Center Food Pantry https://www.facebook.com/Northern-Berkshire-Interfaith-Action-Initiative-Friendship-C enter-100392236707183

The Northern Berkshire Interfaith Action Initiative (NBIAI) is a group of people of faith working together with others of goodwill to ind ways to serve our community. The NBIAI meets the third Friday of each month at 10 a.m. at the First Baptist Church of North Adams. In addition to agenda items, each meeting begins with a period of silent prayer, faith sharing, and brief community announcements. All people of goodwill are welcome to participate. The Friendship Center is the home of the Northern Berkshire Interfaith Action Initiative. It also hosts a food pantry. The Food Pantry is open from 10 a.m. to 2 p.m. and from 4 to 6 p.m. on Wednesdays. Donations of food may be brought to 43 Eagle St. on Tuesdays between 11 a.m. and The2 p.m. Nutrition Center http://www.thenutritioncenter.org

Our mission is to inspire a healthy relationship to food through counseling, nutrition, and culinary education, TNC provides nutrition and cooking education services to everyone, regardless of insurance status of ability to pay. We work to improve the overall wellness of people by inspiring them to cook and eat real food. We strive to accomplish our goals of reducing obesity rates and managing and/or preventing chronic disease by empowering our clients with the tools and resources they need to make informed decision and to nourish themselves and their families. Successful TNC programs include Food Adventures, Cooking & Nutrition, Fresh Start Cooking, Berkshire Food Web, Think Food Conference, Nutrition Counseling, and Wellness in 5.

5-11 Pine Cobble School http://www.pinecobble.org

Pine Cobble School is a co-educational day school for children in preschool through ninth grade. For over three quarters of a century, Pine Cobble has nurtured creativity, curiosity, outstanding character, and a lifelong love of learning. Our mission is “to cultivate in each student a lifelong passion for learning, a strong sense of self-worth, and respect for others throughout the community.” This mission is what drives us, every single day. It drives us to approach every moment as a teachable moment. It’s what inspires us to go the extra mile for our students, to bring out their excellence as scholars, artists, athletes, Pittsfieldand human beings Public with Schools integrity. http://www.pittsfield.net

We strive to serve our community and its children by creating an environment where lifelong learning is valued, excellence, is expected and improvement is continuous. We will do this by meeting the needs of each student and providing the understanding, encouragement, knowledge and skills each require to meet or exceed the district’s high expectations and rigorous academic expectations. In doing so we will prepare every student for postsecondary education, career and Sandlifelong Springs economic, Recreational social, and civic Center success. http://www.sandspringspool.org

Opened in 1907 as the Wampanaug Inn and Bath House, The Sand Springs Recreational Center has been serving as a “community gathering place” ever since. Our goal is to preserve this historic place, while expanding the programs to better serve all. Our goal is to create a sustainable community gathering place where residents and visitors can gather in an historic and bucolic setting for relaxation in natural spring waters, outdoor Takerecreation, & Eat and itness. http://takeandeat.org

Take and Eat was founded in 2003 by Rev. Mr. Francis Ryan, Ed.D and his wife Kathleen as a Non-Proit organization to recruit, train and empower volunteers in various faith based community organizations to prepare and deliver, free of charge, hot meals to the homebound elderly on weekends and three-day holidays. The government funded Meals-on-Wheels Program provides meals to seniors from Monday thru Friday. On weekends and holidays these elders in need for the most part have no access to a Townnutritious of meal Williamstown and in many instances no contact with another human being. http://williamstown.net

Williamstown is located in the far northwest corner of Massachusetts bordering Vermont and New York. We are the home of the Sterling and Francine Clark Art Institute, Williams College, and

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8,220 residents including 2,000 Williams College students. Today, with a population of 8,056 including students, Williamstown continues to be known for the scenic beauty of its surrounding mountains, for Williams College, and for the cultural attractions of its Theater Festival and the WilliamstownSterling and Francine Affordable Clark Art Institute. Housing Committee http://williamstown.ws/?page_id=1896

The mission of the Williamstown Affordable Housing Committee is to promote the creation and preservation of housing and housing programs in Williamstown that ensure that people with incomes below the area median can access an affordable place to live. We seek to create enough affordable housing so that ten percent of the town’s total housing units be affordable to those whose incomes are at or below eighty percent of the area median income. Additionally we promote an economically vibrant community as well as maintain and preserve the character and Williamstownhistoric nature of Williamstown. Chamber of Commerce http://www.williamstownchamber.com

The Williamstown Chamber of Commerce serves Williamstown and our neighboring communities by supporting efforts in communication, education, and coordination of our Williamstownmembers, our residents Commons and our Nursing visitors. and Rehabilitation Center https://williamstowncommons.org/

Williamstown Commons is proud to offer area families top-quality skilled nursing care for short-term rehabilitation and long-term care. We focus on maximizing patient recovery, comfort and independence for the highest possible quality of life. From post-surgery and post-hospital rehabilitation to long-term care for a chronic illness, our highly skilled care teams provide Williamstowncompassionate attention Community and specialized Chest care every step of the way. http://www.williamstowncommunitychest.org

Once quite common across the country, Community Chests extended a helping hand to people in need. Today, the Williamstown Community Chest is one of just a handful of these local charitable organizations left. In these times of decreasing funding, cutbacks in programming, and increasing need, we remain deeply committed to helping solve problems right here in our own neighborhoods. We conduct annual fundraising campaigns to support services provided locally by our member agencies. Your contribution to the Williamstown Community Chest is distributed to these 16 local agencies working to help people in our community meet a variety of challenges. Your gift addresses the needs of many who are struggling with issues of poverty, addiction, and abuse right Williamstownhere in Berkshire County. Council on Aging / Harper Center http://williamstownma.gov/2157/Council-on-Aging

118 Church St, Williamstown, MA 01267, 413-458-8250

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APPENDIX A: ​ ​ KEY ELEMENTS OF EFFECTIVE EXPERIENTIAL PEDAGOGY ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Experiential pedagogy in its various forms (collaborative, community-based, problem-based, ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​ ​ ​ service learning, etc.) is a valuable approach to deepen student learning and improve ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ understanding of unfamiliar or personally challenging concepts and issues. Courses1 effectively PREPARATIONemploying experiential AND GUIDANCEpedagogies should include the following key elements : ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Students should be intellectually and psychologically prepared for the experience or project. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Depending on the learning goals of the course or module, a combination of readings, lectures, ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ discussions, training and/or role playing exercises, can be used to focus student attention on ​ ​ ​ ​ ​ ​ relevant concepts and issues. Guidance during the experience could consist of scheduled in-personMETHOD(S)or electronicOF INQUIRYdebriefings. ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Students should be conscious of how they are learning. Review and training in appropriate ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ research method(s) should take place before the learning experience begins or at least in the ​ ​ ​ ​ ​ ​ ​ ​ early period of the experience. Literature on ethnographic, participant/observation and/or APPROPRIATELY STRUCTURED (OR UNSTRUCTURED) EXPERIENCE interview methods​ ​ would be appropriate.​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Fieldwork or experiential projects should be arranged by the instructor to suit the educational ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ goals of the course or learning module within it. For example, small-scale projects or ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ assignments such as a single work session in a local community organization can be organized so ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ that students are exposed to social, political and/or economic issues relevant to the goals of the ​ ​ course. Large-scale fieldwork with specific expected outcomes could include work scheduling or REFLECTIONsequenced experiences.

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ The course or module should include some form of reflection involving written and/or oral ​ ​ ​ ​ ​ ​ ​ ​ processes through which students review their experience. Journals and group discussions are theANALYSISmost common techniques used.

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Analysis involves making sense of field experience in light of some or all of the learning goals and ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ literature of the course. For example, fieldwork can be used as an opportunity to critique existingFEEDBACKtheory or develop new theory.

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ The best way to continuously improve the use of experiential pedagogy is to include feedback (survey, written response, focus group, etc.) within or shortly after the course or module.

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 1 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ These guidelines were developed using John Dewey’s EXPERIENCE AND EDUCATION (New York: Collier, 1938), ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ David A. Kolb’s EXPERIENTIAL LEARNING: EXPERIENCE AS THE SOURCE OF LEARNING, (Englewood Cliffs: Prentice Hall,​ ​ 1984), and​ ​ the National​ ​ Society​ ​ ​ ​ for​ ​Experiential​ ​ Education​ ​ ​ ​ Foundations​ ​ Document Committee’s “Best Practices of Experiential Learning (1997) and the author’s teaching and training work.

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AN EXPERIENTIAL LEARNING GLOSSARY ​ ​ ​ ​ ​ ​ (Compiled by P. Consolini, Center for Learning in Action) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

ACTIVE LEARNING ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ “A process whereby learners are actively engaged in the learning process, rather than ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ "passively"absorbing lectures. Active learning involves reading, writing, discussion, and ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ engagement in solving problems, analysis, synthesis, and evaluation.” In active learning, the ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ instructor facilitates rather than directs learning and students generate rather than simply ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ receive knowledge. Active learning is usually contrasted with the straight lecture method. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Activities range from paired or “buzz groups,” (in which two students discuss material during a ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ short pause in a lecture) to more extensive engagement methods such as case studies, role ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ playing and group projects. Active learning often (though does not necessarily) involves ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ collaboration with other students in the course. In some circles, also known as cooperative learning (See Cooperative Learning, below). Source: http://en.wikipedia.org/wiki/Active_learningAPPLIED (vs BASIC) RESEARCH ​ ​​ ​ ​ ​ ​ ​​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Term (from natural science) to describe “research designed to solve practical problems of the ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ modern world rather than to acquire knowledge for knowledge’s sake.” Examples of applied ​ ​ ​ ​ ​ ​ ​ ​ research: investigations to treat or cure disease, investigations into ways to improve the energy BASICefficiency (vs.of APPLIED)homes, offices, RESEARCHetc. (aka fundamental or pure research) ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ A term used in natural science to describe research which is driven by a scientist’s curiosity or COLLABORATIVEinterest in a particular LEARNINGscientific (CL)question (such as how do slime molds reproduce?) ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ A philosophy of interaction (versus Cooperative Learning, a classroom technique) which ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ assumes a sharing of authority and acceptance of responsibility among group members for the ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ … ​ ​ ​ ​ group’s actions. As a learning approach, CL “suggests a way of dealing with people which ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ respects and highlights individual group members’ abilities and contributions . The underlying ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ premise of collaborative learning is based upon consensus building through cooperation by ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ group members, in contrast to competition in which individuals best other group members. CL ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ practitioners apply this philosophy in the classroom, at committee meetings, with community 2groups, within their families and generally as a way of living with and dealing with other people.” COMMUNITY-BASED LEARNING (CBL) ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ A set of teaching/learning strategies that enable students to learn by applying knowledge and ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ analytic tools gained in the classroom to pressing issues that affect local communities. Some ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ variations emphasize mutual change on the part of students and community organizations, ​ ​ ​​ ​​ others, social change, still others, the problem-solving nature of the enterprise. See especially http://www.princeton.edu/~cbli/

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​ 2 From “A Definition of Collaborative vs Cooperative Learning” by Ted Panitz (1996) in Deliberations at: http://colccti.colfinder.org/sites/default/files/a_definition_o f_collaborative_vs_cooperative_learning.pdf

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COMMUNITY-BASED RESEARCH ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Research project(s) involving partnerships and/or beneficiaries at local and/or regional levels of ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ community and society. Such projects have immediate or short-term possibilities to help solve COMMUNITY-BASEDproblems that affect the PARTICIPATORYcitizens of the locality RESEARCHor region. ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ "A collaborative approach to research that equitably involves all partners in the research process ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ and recognizes the unique strengths that each brings. CBPR begins with a research topic of ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ importance to the community, has the aim of combining knowledge with action and achieving ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ social change to improve... outcomes."(from the WK Kellogg Foundation Community Health Scholars Program) See the Community-Campus Partnership for Health at: COOPERATIVEhttp://depts.washington.edu/ccph/index.html LEARNING ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ A pedagogical method in which students work in groups to maximize the learning of all ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ individuals in the group. Typically, students work in small groups (usually 3-5 people) on an ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ assigned project or problem under the guidance of an instructor who monitors the groups to ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ make sure students stay on task and come up with the correct answers (to the extent there are ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ correct answers). Key pedagogical elements include: positive interdependence, face-to-face ​ ​ ​ ​ ​ ​ promotive interaction,3 individual accountability, social skills use and development and attention to group process. See: http://highered.mheducation.com/sites/0072486694/student_view0/glossary.htmlEXPERIENTIAL LEARNING ​ ​

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ “Learning undertaken by students who are given a chance to acquire and apply knowledge, skills ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ and feelings in an immediate and relevant setting. Experiential learning thus involves a ‘direct ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ encounter with the phenomena being studied rather than merely thinking about the encounter, ​ ​ ​ ​ ​ ​ ​​ ​​ ​ or only considering the possibility of doing something about it’ (Borzak 1981: 9 quoted in PARTICIPANTBrookfield 1983 OBSERVATIONcited at http://www.infed.org/biblio/b-explrn.htm ). ​ ​

​ ​ ​ ​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ “A set of research strategies which aim to gain a close and intimate familiarity with a given group ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ of individuals (such as a religious, occupational, or subcultural group, or a particular community) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ and their practices through an intensive involvement with people in their natural environment, ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ often though not always over an extended period of time.” Methods include “informal interviews, ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ direct observation, participation in the life of the group, collective discussions,” etc. “Observable ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ details (like daily time allotment) and more hidden details (like taboo behaviour) are more easily ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ observed and understandable over a longer period of time. A strength of observation and ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ interaction over long periods of time is that researchers can discover discrepancies between ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ what participants say -- and often believe -- should happen (the formal system)4 and what actually does happen, or between different aspects of the formal system.” See also: https://en.wikipedia.org/wiki/Participant_observation

Active Learning: Cooperation in the College Classroom ​ ​​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 3 Source:​ ​ David​ ​ W. Johnson,​ ​ Roger​ ​ ​ ​ T. Johnson,​ ​ Karl A. Smith.

(Edina,​ ​ MN:​ ​ Interaction​ ​ ​ ​ ​ ​ Book Co.,​ ​ 1991),​ ​ ​ ​ ​ ​ 1:19-20.​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 4Handbook of methods in cultural anthropology. Source: DeWalt,​ ​ ​ ​ K. M.,​ ​ DeWalt,​ ​ ​B.​ R., & Wayland,​ ​ C.​ ​ B. (1998).​ ​ "Participant​ ​ ​ observation."​ ​ ​ ​ ​ In H. R. Bernard (Ed.), Pp: 259-299. Walnut Creek, CA: AltaMira Press

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PARTICIPATORY ACTION RESEARCH ​ ​ ​ ​

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Referred to as PAR, a multi-cycle collaborative social science and education research ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ methodology designed to ensure that those who are affected by the research project have a voice ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ in it. PAR “is not just research which is hoped will be followed by action. It is action which is ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ researched, changed and re-researched, within the research process by participants. Nor is it ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ simply an exotic variant of consultation. Instead, it aims to be active co-research, by and for those ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ to be helped” (Wadsworth, Y. (1998). ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ http://www.scu.edu.au/schools/gcm/ar/ari/p-ywadsworth98.html ). Cycles of a PAR project ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ may include participants helping with any or all of the following: a) formulation and/or ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ assessment of the research problem, b) determination, implementation and/or assessment of ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ the intervention. Multiple research methods are often used with PAR, including (but not limited PRACTICUMto) surveys, focus groups, interviews, observations, etc.

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ “A college course, often in a specialized field of study, designed to give students supervised ​ ​ ​ ​​ ​ ​ ​ practical application of a previously studied theory. “Practica are common for social work and PROBLEM-BASEDeducation majors. (LEARNINGhttp://en.wikipedia.org/wiki/Practicum ) ​ ​

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ “Problem-based learning (PBL) is focused, experiential learning (minds-on, hands-on) organized ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ around the investigation and resolution of messy, real-world problems. PBL curriculum provides ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ authentic experiences that foster active learning, support knowledge construction, and naturally ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ integrate school learning and real life.” Key elements include: 5 1) student responsibility for own ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ learning, 2) Problem simulations must be “ill-structured” and allow for free inquiry, 3) learning ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ should be integrated from a wide range of disciplines or subject, 4) collaboration is essential, 5) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ what students learn during their self-directed learning must be applied back to the problem with6 PROJECT-BASEDreanalysis and resolution, LEARNING6) assessment of learning should include self and peer assessment. ​ ​

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ “A teaching method in which students gain knowledge and skills by working for an extended ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ period of time to investigate and respond to a complex question, problem or challenge.” The ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ project may be instructor-defined or student-defined. Essential elements include: key ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ knowledge, understanding and success skills, challenging problem or question, sustained ​ ​ inquiry, authenticity, student voice & choice, reflection, critique and revision and public product PUBLIC(http://bie.org/about/what_pbl HUMANITIES ). ​ ​

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ A variant of project-based learning that teaches methods to “engage the public in conversations, ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ facilitate and present lectures, exhibitions, performances and other programs for the general ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ public on topics such as history, philosophy, popular culture and the arts. Public humanities ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ programs encourage recognition of diverse heritage, traditions, and history, and the relevance of ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ the humanities to the current conditions of life. Public humanities projects include exhibitions and​ ​ programming​ ​ related​ ​ ​ ​ to historic​ ​ preservation,​ ​​ ​​ oral​ ​ history,​ ​ ​archives,​ material​ ​ ​ ​ culture,​ ​ public art, cultural heritage and cultural policy. Practitioners of public humanities are invested in ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 5 “ill-structured”​ ​ ​ ​ is​ ​ understood​ ​ as​ ​ designed​ ​ ​ ​ ​ ​ to allow​ ​ students free​ ​ inquiry​ ​ ​ ​ through​ ​ observation,​ ​ ​ ​ interview, and Problems as Possibilities: Problem-Based Learning for K–16 Education, review​ ​ of​ ​​ records or​ ​ documents​ ​ in​ ​ order to obtain​ ​ information​ ​ ​ ​ needed​ ​ to support​​ ​ or​ ​ verify​ ​hypotheses.​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 6 Source:​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 2nd Edition (pp. 15–16), by L. Torp & S. Sage, 2002, Alexandria, VA: Association of Supervision and Curriculum Development.)

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ensuring the accessibility and relevance of the humanities to the general public or community ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ groups.” Public humanities projects can be embedded in courses or practicum experiences and ​ often entail partnerships with nonprofit cultural organizations or government agencies. (from SERVICE-LEARNINGhttps://en.wikipedia.org/wiki/Public_humanities )

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ A teaching and learning strategy that integrates meaningful community service with instruction ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ and reflection to enrich the learning experience, teach civic responsibility, and strengthen ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ communities. Service-learning combines service objectives with learning objectives with the ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ intent that the activity changes both the recipient and the provider of the service. Service is ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ combined with structured opportunities that link the work to self-reflection, self-discovery, and ​ ​ ​ ​ ​ ​​ ​ the acquisition and comprehension of values, skills and knowledge content (from National ServiceSTUDENT-ACTIVELearning Clearinghouse, SCIENCE http://www.servicelearning.org). ​ ​

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Natural science variant of project and problem-based learning involving hands-on, active ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ learning in the classroom and laboratory focused on open-ended inquiry and related learning ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ techniques and skills that are explicitly aimed at fostering higher-order thinking both in the ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ individual and in a collaborative setting.” The approach is investigative, often collaborative, and ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ involves students in working on complex, often real-world problems and gathering and ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ interpreting their own data. Student-Active Science “fosters higher order thinking skills and ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ intellectual maturity,” asking students “not only to accept knowledge but to aid in forming7 it” and showing them “both the power and limitations of particular scientific ‘ways of knowing’.”

​ ​ Version 12.16.16

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 7 Centers for Teaching and Technology - Book Library. McNeal,​ ​​ Ann P.​ ​ and​ ​ D'Avanzo,​ ​ Charlene,​ ​ "Student-Active​ ​ ​ ​ ​ ​ Science:​ ​ ​ ​Models of innovation in College Science Teaching" (1997). Paper 112.

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APPENDIX B: ​ ​ 2016-17 COURSE OFFERINGS INVOLVING EXPERIENTIAL LEARNING ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ SEMESTER COURSES ​ ​

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​ ​ ​ ​ ​ ​ ​ ​ AFR 212/MUS 104: Jazz Theory and Improvisation I ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ AFR 440: CAPSTONE: Performing Blackness ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ AMST 101: Introduction to American Studies ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ AMST 221: Introduction to Urban Studies ​ ​ ​ ​ ​ ​ ​ ​ AMST 323: Comic Lives: Graphic Novels & Dangerous Histories of the African Diaspora ​ ​ ​ ​ ​ ​ ANSO 205: Ways of Knowing ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ANSO 402: Senior Seminar ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ANTH 232: Town and Gown: Investigating the Relationship of College and Community ​ ​ ​ ​ ARTH 319: Robert Rauschenberg: Art, Archives and Exhibitions ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ANTH 322: Trash ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ARTH 508: Art and Conservation: An Inquiry into History, Methods & Materials ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ENVI 302: Practicum: Environmental Planning Workshop ​ ​ ​ ​ ​ ​ ​ ​ GEOS 206: Renewable Energy and the Sustainable Campus ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ GEOS 214: Geographic Information Systems ​ ​ ​ ​ HIST 371: Oral History: Theory, Methods and Practice ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ MAST 104: Oceanography ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ MAST 211: Oceanographic Processes (offered only at Mystic Seaport) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ MAST 311: Marine Ecology (offered only at Mystic Seaport) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ MAST 351: Marine Policy (offered only at Mystic Seaport) ​ ​ ​ ​ ​ ​ MAST 352: America and the Maritime Environment (offered only at Mystic Seaport) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ MATH 377: Operations Research ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ POEC 402: Political Economy of Public Policy Issues ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ PSYC 352: Clinical and Community Psychology ​ ​ ​ ​ ​ ​ ​ ​ PHLH 402: Senior Seminar in Public Health ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ REL 234: Religion and Migration ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ SOC 244: What They Saw in America ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ SOC 240: Performing Masculinity in Global Popular Culture WGSSWINTER202: STUDYIntroduction COURSESto Sexuality Studies ​ ​ ​ ​

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ AFR 24: Touring Black Religion in the “New” South ARTH 15: Public Art and Climate Change: Ghana Think Tank and the Making of a Museum ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Installation ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ARTS 11: Audible Imagination: Exploring Sound Across the Arts ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ARTS 13: Creative Portraiture in the Darkroom ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ BIOL 11: BioEYES Teaching 3rd Graders about Zebrafish ​ ​ ​ ​ ​ ​ ​ ​ BIOL 13: Introduction to Animal Tracking ​ ​ ​ ​ ​ ​ ​ ​ CHEM 10: Science for Kids ​ ​ ​ ​ ​ ​ CHEM 16: Glass and Glassblowing ​ ​ ​ ​ ​ ​ ​ ​ CHIN 13: Tai Chi ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ CHIN 24: Taiwan Study Tour ​ ​ ​ ​ ​ ​ ​ ​ CLAS 25: Where All Roads Go: Ancient Rome and Environs ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ CSCI 12: Stained Glass Tiling CSCI​ 13:​ ​ Building​ ​ Valuable​ ​ ​ Software​ ​ Products CSCI 14: Creating a Roguelike Game

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ECON 13: Creating a Viable New Business Idea ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ECON 17: How to Start a Startup ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ECON 22: Volunteer Income Tax Assistance (VITA) ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ENGL 12: Standup Comedy: Joke Writing and Performance ​ ​ ​ ​ ​ ​ ​ ​ ENVI 16: Confronting Climate Change: Reducing Emissions at Williams ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ENVI 18: Sustainable Business Strategies ​ ​ ​ ​ ​ ​ ENVI 25: The Frontlines of Climate Change: Planning for Climate Change on Eleuthera ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ GEOS 14: Landscape Photography JAPN 25: Kyoto Artisans: Exploring 1200 Years of Cultural History of Kyoto through Modern ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Craftsmanship ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ LEAD 18: Wilderness Leadership in Emergency Care ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ MATH 12: Mathematics of LEGO Bricks ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ MATH 15: Pilates: Physiology and Wellness ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ MUS 13: Introduction to Argentine Tango ​ ​ ​ ​ ​ ​ ​ ​ MUS 14: Classic American and European Musical Theatre ​ ​ ​ ​ ​ ​ ​ ​ MUS 15: Contemporary American Songwriting ​ ​ ​ ​ ​ ​ ​ ​ MUS 16: Zimbabwean Music Collaboration ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ MUS 18: Tuning and Temperament MUS 25: Creative Art Projects Inspired by South Florida Native American Indian History and ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Culture ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ PHIL 14: Yoga and an Ethical Life ​ ​ ​ ​ PHIL 25: Eye Care and Culture in Nicaragua ​ ​ ​ ​ ​ ​ ​ ​ PHIL 26: Morocco ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ PHYS 10: Light and Holography ​ ​ ​ ​ PHYS 12: Drawing as a Learnable Skill ​ ​ ​ ​ ​ ​ ​ ​ PHYS 13: Electronics ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ PHYS 18: Wood and Woodturning ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ PHYS 20: Loop d’Loop d’Loop d’Loop d’Loop d’Loop ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ PSCI 16: The Art of Persuasion: Aikido as both a Physical and Political Art ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ PSCI 21: Fieldwork in Public Affairs and Private Non-Profits ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ PSCI 22: Learning Intervention for Teens ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ PSYC 12: Alcohol 101: Examining and Navigating the College Drinking Scene ​ ​ ​ ​ ​ ​ PSYC 15: Ephquilts: An Introduction to Traditional Quiltmaking ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ PSYC 21: Psychology Internships ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ PHLH 15: The Human Side of Medicine and Medical Practice ​ ​ ​ ​ ​ ​ ​ ​ PHLH 23: Uncomfortable Learning: Gaudino Fellowship ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ REL 12: Zen Buddhism Intensive ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ REL 14: Yoga at the Intersection of Practice and Theory ​ ​ ​ ​ ​ ​ ​ ​ REL 25: Jerusalem: One City, Two Cultures, Three Faiths, Many Narratives ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ RUSS 25: Williams in Georgia ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ SOC 16: Humans of the Berkshires ​ ​ ​ ​ ​ ​ STAT 25: The History, Geography and Economics of the Wines of France ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ SPEC 19: Medical Apprenticeship ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ SPEC 21: Experience the Workplace, an Internship with Williams Alumni/Parents ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ SPEC 24: Community Development Health Service Project in Liberia ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ SPEC 26: Climate Policy in the New Presidency ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ SPEC 28: Class of 1959 Teach NYC Urban Education Program SPEC 35:​ ​ Making​ ​ ​ ​ Pottery at​ ​ the Potter’s​ ​ Wheel THEA 13: Anton Chekhov’s Uncle Vanya

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APPENDIX C: ​ ​ PARTICIPANTS: CLiA PROGRAMS & PROJECTS ​ ​ ​ ​ ​ ​ ​ ​ * = Student/Trip Leaders; Senior names are in bold ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Break Out Trips ​ ​ ​ ​ http://learning-in-action.williams.edu/opportunities/bot/ ● Berkshire Community Outreach & Service (BBOT) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ● Chaplains’ Interfaith Service Team: Tuscaloosa (TUSC) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Ghana ThinkTank: Strengthening Cultural & Economic Sustainability in Detroit ● ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ (DET) ● Global Medical Training: Dominican Republic (GMT) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Meaningful Mystic (MYS) ● ​ ​ ​ ​ ● Reach Out & Read: New York City Youth Outreach (NYC) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ● ServeUP: New Orleans (NOLA) ​ ​ ​ ​ ​ ​ Sustainable Nutrition in the Ecuadorian Amazon (ECU) ● ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Teaching English in China (CHIN) ● ​ ​ ​ ​ ​ ​ ​ ​ ● TEED (Technology, Environment, Education & Dance) Program: Ghana (TEED) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Cesar Dominguez ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Veronica Addai Mensah (ECU) ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ Philemon ’17 (TEED)Abel ’19 (NOLA) CharlesNathan LauroreLeach ’17’18 (TUSC)(NYC) ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *JoyceElizaveta LeeLavrova ’17 (BBOT)’18 (MYS) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Coly Elhai ’19 (TUSC) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *AvaLucy AlexanderAtri ’17 (GMT)’20 (GMT) Jesus Estrada ’20 (NOLA) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Andrea Alvarez ’20 (ECU) Naomi Francois ’18 (NOLA) YangBorahLee Lim’20 ’17(GMT) (NOLA) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ JudyMiaoruGitahi Guan’20 ’17(TEED) (MYS) Rachel Levin ’19 (TUSC) ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *AlexiaJosselyn BarandiaranBarahona ’18 ’17 Louisa Goss ’19 (TUSC) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ (ECU)(GMT) *Dalia Luque ’18 (DET) ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ David Han ’19 (BBOT) Krushangi Maisuria ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Cameron Helm ’18 (NOLA) (MYS) ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *Sierra*Rabbi Rachel Betts ’17Barenblat (NOLA) Lauren Heuer ’20 (GMT) Cristina Mancilla ’20 (NOLA) ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​​ ​​ ​​ ​​ ​ *Minwei(TUSC) Cao ’17 (CHIN) Maria Hidalgo Romero ’20 *Maryanne Masibo ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ (NYC) (TEED) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Qiyuan Hu ’20 (CHIN) Morgan Michaels ’19 (NOLA) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Cody Cao ’18 (CHIN) Sonya Jampel ’19 (TEED) Anya Michaelsen ’19 (TUSC) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Kai Cash ’19 (GMT) Jimmy Jiang ’20 (NOLA) *Jessica Munoz ’19 (MYS) ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Andy Castañeda ’18 (GMT) Panchanok “Bo” Natalie Newton ’20 (NOLA) ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​​ ​​ ​​ ​​ ​ *Fr. Gary Caster (TUSC) Hae-MinJumrustanasan Jung ’17’19 (MYS) *Nana Ama Ofori Atta ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ MayStephanie CongdonCedillo ’17’18 (GMT)(TEED) (BBOT) (TEED) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Jessica Chen ’19 (CHIN) KyungCynthia ChanOkoye "Kenneth"’18 (NOLA) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Breelyn Karno ’20 (MYS) Erikka ParkOlson ’17 (ECU)’19 (ECU) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ Charlotte Cooper ’20 (NYC) Omar Kawam ’20 (TUSC) ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Marcone Correia Jr. ’19 Julia Kawano ’19 (TUSC) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ (NYC) Calla Khilnani ’20 (GMT) Alejandra Patlan ’19 (MYS) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Phacelia Cramer ’19 (TEED) Rebecca Kim ’20 (GMT) Isabel Pena ’19 (NYC) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Xiaoyong Cui ’20 (GMT) Anna Kim ’19 (NYC) James Rasmussen ’19 (MYS) ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ RonakDanielle DaveD'Oliveira ’17 (TUSC)’19 Serapia Kim ’19 (NOLA) Moiz*AdamRehan Resnick’19 (TEED) ’17 (GMT) (NOLA)​ ​ ​ ​ ​ ​ *Benjamin​ ​ Lamb​ ​ ​ (MYS)​ Mauro Renteria​ ​ ’19​ ​ (NOLA)​ ​ *Neftaly Lara ’19 (DET)

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Break Out Trips (cont’d) ​ ​ ​ ​ ​ ​

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Alia Richardson ’19 (ECU) *Anna Sun ’19 (NYC) Hannah Weinstein ’18 (ECU) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Robert Rock ’20 (NOLA) Anqi Tang ’19 (DET) Natalie Wilkinson ’19 (TUSC) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ DianaRebeca SanchezRodriguez ’17’18 (NOLA)(DET) Meklit Tesfaye ’20 (NYC) Michael Wong ’19 (CHIN) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *Sharif Rosen (TUSC) John Velez ’20 (GMT) Oliver Yang ’20 (BBOT) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Borivoje Vitezovic ’20 (DET) *Emma York ’19 (NYC) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *GraceJeremy ShieldsSullivan’20 ’17(NOLA) (ECU) Wilson Wang ’18 (GMT) Ross Yu ’19 (TUSC) ​ ​ ​ ​ ​ ​ *Rev. Rick Spalding (TUSC) Sean Wang ’18 (CHIN) Qianwen Zheng ’20 (NYC) Class of 1959 Teach in New York Winter Study Program ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ http://learning-in-action.williams.edu/courses-teaching/teach-in-new-york-city Bushra Ali ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Sabrina Castle ’17 Alejandra Mejia ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Anna Kim ’19 Lee-Rey Spencer ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ SiKyle YoungWalker Mah’19 ’16.5 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Luke Davis ’19 Cynthia Okoye ’18 Emma York ’19 ​ ​ ​ ​ Melanie Graciani ’19 Rachel Scharf ’19 CLiAJulia StudentKawano Van’19 Drivers ​ ​ ​ ​ ​ ​ Sierra Betts ’17 Andrew Lyness ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Sarah Jensen ’17 ​ ​ ​ ​ Isabel Perry ’20 CLiA Summer Interns, Outreach Associates & Office Assistants ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Claire Bergey ’17 Alyza Ngbokoli ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Amelia Hidalgo ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Kimiko Harada ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Jabari Copeland ’18 Sarah Jensen ’17 Christine Pash ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Meklit Daniel Tesfaye ’20 Shanti Hossain ’19 Ellyn Pier ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Robert Dulin ’19 SabrinaKelly TellezSanchez ’17 ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Sam Ellison ’18 Reuben Kaufman ’19 ValeriaVeronicaSosa VelizGarnica ’17 ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Jesus Estrada ’20 MeganNed Lauber Maher’18 ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Gregory Ferland ’16 ConnorDalia Luque Mulhall’18 ’17 Sabrina Zaldana '17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Diego Gonzalez ’18 Teresa Yu ’20 GiveLilian It Up!Gordon Student’20 Workers ​ ​ ​ ​ ​ ​ ​ ​ http://learning-in-action.williams.edu/opportunities/give-it-up/ Samantha Stone ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Dvivid Trivedi ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Aaron Hamblin ’16 Oscar Merino ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *Katherine Hrach ’16 Valeria Pelayo ’16 ​ ​ ​ ​ Cecilia Pou Jove ’19 Daniel Russell ’19 Colin Williams ’18 TheLogan PositiveLawson Pathways’16 Partnership (P3) ​ ​ ​ ​ ​ ​ ​ ​

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Chinonso Anokwute ’19 DianaTheodore SanchezMcNally ’17’20 Megan Siedman ’20 Alejandra​ ​ Davila​ ​ ’19 Nebiyou​ ​ Metaferia​​ ​ ’19 "Timmy" Jung Min Suh ’18 Omar Kawam ’20

6-9

Purple Valley Volunteer Income Tax Assistance (VITA) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ http://learning-in-action.williams.edu/courses-teaching/volunteer-income-tax-assistanc e-program/

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Sala Clark ’17 Rebeca Rodriguez ’17.5 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Tania Calle ’20 BoMaria JumrustanasanHidalgo Romero ’17’20 Sofie Netteberg ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Nate Jones ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *Robbie Dulin ’19 Ang Sherpa ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ EmilyMiaoruElder Guan’20 ’17 Professor Sara Lalumia Ingrid Thyr ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Web Farabow ’18 Jason Liu ’20 Andres Villasmil ’20 ​ ​​ ​​ ​​ ​​ ​ Nathaniel Munson-Palomba Teresa Yu ’20 Sentinels Public Policy Summer’20 Research Fellows ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ https://learning-in-action.williams.edu/opportunities/sentinels-summer-research-fellow ship/

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Alexandra Griffin ’18

“Shifting​ ​ Industries​ ​ and Worker Organizing in North Adams”

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Phoebe Hall ’16

“Rights,​ ​ Respect​ ​ and Responsibility: Supporting Student Wellness through Education”

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Isabel Hanson ’16

“It Takes​ ​ a County: Collaborative​ ​ Health Care in North Berkshire”

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Valerie Oyakhilome ’18 ​ ​ “Killing Me Softly: A Case Study of Environmental Classism in Flint, Michigan and Love Canal, Katie Swoap ‘17 Niagara​ ​ Falls”​ ​

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ “Sustainable Fisheries Management and Governmental Conservation Policy: Anthropogenic SixthChanges Gradein CollegeNew England VisitLarval VolunteersRiver Herring” ​ ​ ​ ​ ​ ​ ​ ​ http://www.mcla.edu/About_MCLA/area/berkshirecompact/initiatives/index Amelia Hidalgo ’17 Borah Lim ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Megan Maher ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Joyce Lee ’17 Evelyn Mahon ’18 Anna ​Kim​ ​ ’19​ Emma York ’19

6-10

Williams Center at Mt. Greylock ​ ​ ​ ​ ​ ​ ​ ​ http://learning-in-action.williams.edu/high-school-outreach/ Afterschool Homework (HF) StoryTime (ST) ● ​ ​ ​ ​ ● ​ ​ Envirothon (ENV) Tuesday Evening Tutoring (TT) ● ​ ​ ● ​ ​ ​ ​ ​ ​ Ephs Out Loud (EOL) Writing Fellow (WF) ● ​ ​ ​ ​ ​ ​ ● ​ ​ ​ ​ Model UN (MUN) Language Fellow (LF) ● ​ ​ ​ ​ ● ​ ​ ​ ​ GreylockOutdoors (OUT) Leaders in Technology (LIT) ● ​ ​ ● ​ ​ ​ ​ ​ ​ Pine Cobble (PC) Sankofa (SAN) ● ​ ​ ​ ​ ● ​ ​ Student Support Fellow (SSF) Kinetic (KIN) ● ​ ​ ​ ​ ​ ​ ● ​ ​ Science Blast (SB) Arts Blast (AB) ● ​ ​ ​ ​ ● ​ ​ ​ ​

Ron Govin ’17 (AB) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Matthew Goss ’17 (AB) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Philemon Abel ’19 (HF) Noah Nsangou ’20 (HF) ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ AlbertaHannah(Betty) BensonAnnan- ’17 (AB) Cynthia Okoye ’18 (HF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Noonoo ’18 (AB) Janelle Gowgiel ’20 (HF) Anjali Pai ’19 (LIT) ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ MiaoruHannah GuanGruendemann ’17 (SB, HF,’20 Kurt Pfrommer ’18 (EOL) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Mollie Bernstein ’18 (PC) (EOL)TT, KIN) Elizabeth Poulos ’19 (KIN) ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Leonard Bopp ’19 (EOL) Julia Randall ’19 (EOL) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Kaitlyn Braband ’19 (KIN) Jacques Guyot ’17 (AB) Arielle Rawlings ’18 (WF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Jazmin Bramble ’20 (AB) GlenConradGulik Harron’18 (AB) ’17 (HF, AB) Alia Richardson ’19 (HF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Benjamin Bui ’19 (KIN) Emma*JeffreyRobinson Rubel ’17’18 (SF,(KIN) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ MinweiNicolle Cabral Cao ’17’19 (AB)(HF) Ryan ENV,Roehls SB) ’18 (HF) ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ Adam Calogeras ’18 (HF) Mia Herring-Sampong ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Elim Cho ’17 (WF, SSF) (HF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ CordeliaSilye ChristoffersenChan ’19 (HF) ’17 Brook Horowitch ’20 (TT) Elizabeth Sachsse ’18 (WF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ (AB) Ben Incera ’18 (KIN) Divya Sampath ’18 (HF) ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Anne Johnston ’19 (HF) Sabrina Sanchez ’20 (HF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *Ellen Coombe ’17 (SSF) Louisa Kania ’19 (WF) Jake Savoca ’18 (KIN) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ SarahKevin CoakleyCooperman’20 (TT) ’17 (AB) SophieJuliet Kelso Kitchen’18 (WF) ’17 (HF) Hattie Schapiro ’18 (HF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ NathanErin Kennedy Leach’19 ’17(AB) (AB) TroyMarissa SipperelleShapiro ’18 ’17(WF) (AB) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Meghan Siedman ’20 (HF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Marcone Correia ’19 (KIN) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Eli Cytrynbaum ’20 (ST) Audrey Lee ’20 (MUN) Abigail Soloway ’18 (EOL) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ Akhil Dayal ’20 (KIN) Dong Joo (DJ) Lee ’20 (AB) ValeriaMelanieSosa SubbiahGarcia ’17’19 (AB,(PC, ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Anna Deloi ’18 (AB) Katelyn Long ’19 (PC) ST)SSF, WF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ Quan Do ’19 (LIT) Alan Louis ’20 (WF) ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Hussain Fareed Bukhari ’18 Eleanor Lustig ’18 (PC, WF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Grace(SB) Flaherty ’17 (WF, EvelynGabby MarkelMahon ’18 ’17(WF, (ST)AB) MargaretKatie SwoapSutton ’17’18 (AB)(PC) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Tony SSF)Fitzgerald ’18 (WF) Krushi Maisuria ’19 (KIN) Kerry Swartz ’19 (HF) ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ MaryannLauren McCallMasibo ’17’19 (SB)(HF) Adley Tempelton ’20 (TT) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Derek Galvin ’18 (KIN) Abigail Matthews ’18 (HF) Tiffany Tien ’20 (LIT) ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ Julie (Haomiao) Geng ’19 AnnikaDarla Torres Trapness’18 (SSF, ’17 HF,(AB) ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ (KIN) Nate Munson-Palumbo ’20 YitongLF, MUN) Tseo ’17 (AB, EOL) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Judy Gitahi ’20 (LF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Nick Goldrosen ’20 (OUT) Eric Muscosky ’18 (WF) ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ Hannah Goldstein ’20 (PC) Timothy Nage-McNaughton Nicolle Vittini Cabral ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Richard Gonzalez ’20 (AB) ’18 (SB) (AB) Diego Gonzalez​ ​ ’18​ ​ (LIT)​ ​ Natalie​ ​ Newton​ ​ ’20​ ​ (EOL) Prem Wadhwani​ ​ ​ ​ ​ ​’19 (KIN) Hannah Goodrick ’18 (EOL) Nam Nguyen ’19 (LIT) Conrad Wahl ’20 (KIN)

6-11

Williams Center at Mt. Greylock (cont’d) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Susan Wu ’17 (LF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Wendy Wiberg ’17 (AB) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ DanielCaroline WongWeinberg ’17 (HF,’19 TT)(HF) Ben Young ’18 (SAN, AB) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Tyra Wynn ’19 (OUT) Daniel Yu ’20 (KIN) ​ ​ ​ ​ ​ ​ Oliver Yang ’20 (HF) Adam Zoen ’19 (HF) WilliamsJamie Wu Elementary’18 (WF) Outreach ​ ​ ​ ​ http://learning-in-action.williams.edu/elementary-outreach Adventures in Learning (AiL) Hopkins Forest Educators (HF) ● ​ ​ ​ ​ ​ ​ ● ​ ​ ​ ​ ​ ​ After-School Tutors (AST) iTeam (iT) ● ​ ​ ​ ​ ● ​ ​ Big Sibs (BIG) Middle School Mentors (MSM) ● ​ ​ ​ ​ ● ​ ​ ​ ​ ​ ​ BioEYES (BIO) Reading Buddies (RB) ● ​ ​ ● ​ ​ ​ ​ Classroom Helpers (CH) Science Fellows (SF) ● ​ ​ ​ ​ ● ​ ​ ​ ​ Crossover Academy (CA) Williamstown Rural Lands ● ​ ​ ​ ​ ● ​ ​ ​ ​ First Grade Buddies (FGB) Foundation Educators (WRLF) ● ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

Bushra Ali ’17 (iT, SF) Chris Chorzepa ’17 (MSM) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ Rachel Clemens ’17 (AiL) Isabelle Furman ’20 (AiL) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *Kendall Allen ’20 (AST) Peter Churchill ’20 (AST) Rachel Gerrard (AST) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Marissa Anderson ’20 (SF) Erica Gibble ’20 (AST) ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Mikhayla Armstrong ’19 Kevin Coakley ’20 (CA) Gabrielle Giles ’19 (RB) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ (FGB) Erin Cohn ’19 (AiL) Lilian Gordon ’20 (SF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ BryanMichelleBailey Bal ’19’17(iT) (AiL) Ian Concannon ’18 (HF) David Gorestki ’20 (AST, SF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Zachary Baird ’20 (BIO) Phacelia Cramer ’19 (CH) Louisa Goss ’19 (AiL) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Yvonne Cui ’20 (SF) Lexi Gudaitis ’19 (CH) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Carmen Bango ’20 (RB) Eli Cytrynbaum ’20 (AiL) Elizabeth Gudas ’18 (AiL) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Adrienne Banks ’20 (AiL, CH) Ashwin Dasgupta ’20 (AST) MaryJacquesKate GuyotGuma ’17’19 (AiL)(CH) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Sofia Barandiaran ’20 (MSM) Leigh Davidson ’18 (BIO) MariaSelin Gumustop Guzman ’17’20 (BIG)(RB) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Alexia Barandiaran ’19 (AiL) Luke Davis ’19 (CH) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Jackson Barber ’18 (HF) Campbell Day ’20 (FGB) ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ShubhashreeNigel Bates ’17Basnyat (HF) ’19 Kevin Deptula ’18 (SF) Hyo Jung (Julie) Ha ’20 (SF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ (FGB, SF) Jeromy DiGiacomo ’20 (AiL) Natalia Halpern Lagos ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Natalie DiNenno ’18 (HF) (CH) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Kendall Bazinet ’18 (MSM) Sharai Dottin ’18 (CH) ZoeMorgan HarvanHarris ’17’19 (MSM)(AiL) ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ Joanne Beckford ’19 (MSM) AstridTaran DuBoisDugal ’17’20 (RB)(HF, CH, Emily Harris ’19 (SF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *Clara Beery ’18 (CH) RB) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Jonathan Berg ’18 (AiL) Negasi Haskins ’20 (AiL) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Nicholas Bernier ’20 (BIO) Rebecca Duncan ’20 (RB) Chloe Henderson ’20 (AiL) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ BrookElsa Bjornlund Bovier ’17’20 (CA)(AST) MollyRyan FajardoEgger ’20 ’17(AST) (AiL, BIG Maria Heredia ’20 (AST) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Katherine Blake ’19 (iT) Hector Fajardo ’19 (AiL) Lauren Heuer ’20 (FGB) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ) BrandonOscar HurtadoHilfer ’20 ’17(MSM) (AST) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Michelle Buestan ’18 (CH) Justine Felix ’20 (AiL) Ross Hoch ’19 (AiL) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Lea Burgess ’18 (RB) Jack Ferguson ’18 (iT) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Tania Calle ’20 (SF) KathrynDavid FolsomFlaharty ’17’18 (WRLF)(SF) Emaun Irani ’20 (SF, BIG) ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ OliviaSabrinaCarlson Castle’20 ’17(FGB) (CH) Marisa Flignor ’19 (FGB, CH) RaishaSarah JensenIsmail ’18 ’17(CH) (AiL, CH) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Spencer Carrillo ’20 (SF) Sumun Iyer ’18 (AiL) ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ClaudiaRuby FroomForrester ’17 (AiL)’18 (MSM, Miranda Chaiken​ ​ ’19​ ​ (iT)​ ​ WRLF)​ ​ ​ ​ ​ ​ Eleanor​ ​​ ​​ ​​ ​​ ​ Johnston ’18 (CH, Christina Chavarria ’20 (SF) WRLF)

6-12

Williams Elementary Outreach (cont’d) ​ ​ ​ ​ ​ ​

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Anne Johnston ’19 (RB) Harmon Pardoe ’19 (AiL) CynthiaTomas PadgettOkoye ’18 Perez(SF) ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Nathaniel Jones ’20 (AST) AshayMaggiePatel Peard’18 ’17(SF) (SF) Melani (RB)Ortega ’19 (BIO) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ Sung Kang ’19 (MSM) *Inaya Payne-Wilks ’20 (RB) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Annie Kang ’20 (AST) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Reuben Kaufman ’19 (RB) Casey Pelz ’19 (CA) Anjali Pai ’19 (iT) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Sarah Kelly ’19 (FGB) Nohely Peraza ’20 (RB) Morgan Spellman ’18 (MSM) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Juliet Kelso ’18 (FGB, SF) Cielo Perez ’19 (AiL) SarahIvy Spiegel-Ostrom Stevenson ’17’20 (AiL)(SF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Anna Kim ’19 (MSM) MeganSofia Phay Pierce’19 (AST)’17 (CH) Lauren Steele ’18 (SF, RB) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Jessica Kim ’19 (CA) Eli Pier ’19 (SF) Madeleine Swarr ’17 (FGB) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Rebecca Kim ’20 (AST, SF) Mano Sundaresan ’19 (AiL) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Grace Kromm ’20 (SF) Baladine Pierce ’20 (RB) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Justin Kugel ’20 (AST, CH) Joshua Popkin ’18 (MSM) Marc Talbott ’18 (iT) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ LauraJohn Lamont Lee ’17’20 (HF,(AST) RB) Megan Powell ’20 (HF) Alden Taylor ’19 (AiL) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *NedSara LehmanLauber ’18 ’17(RB) (FGB) EmmaAnnelieseReichheld Rilinger’19 ’17(FGB) ChelseaAdly Templeton Thomeer’20 ’17(AiL) (AiL) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Alia (AiL)Richardson ’19 (iT) Meklit Tesfaye ’20 (SF) ​ ​ ​​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​​ ​ ​ ​ ​ Abigail Robinson ’17 (AiL) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Haley Lescinsky ’18 (WRLF) Ingrid Thyr ’20 (WRLF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ Emma Lezberg ’20 (AiL) Anastasia Tishena ’20 (SF, ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ BorahMei Liang Lim’19 ’17(AiL) (SF) Rebeca Rodriguez ’18 (FGB, RB) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Anna Lietman ’20 (AST) *AmyMSM, RostenSF) ’17 (CH, AST, Isabel Torres ’19 (SF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Ryan CH)Roels ’18 (FGB, SF) Eddy Varela ’20 (iT) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ Avital Lipkin ’19 (AiL) Jeffrey Rubel ’17 (AiL) John Velez ’20 (SF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ Katie Loftus ’19 (HF, WRLF) RachelNicolle VittiniWaldmanCabral ’17’19 (SF, ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Benjamin Logsdon ’20 (AiL) AiL)(AiL) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ Kennedy Long ’18 (RB) AudreySophia SchmidtRustad ’20 ’17(AiL, (AiL)RB) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ Sierra Loomis ’20 (SF) Ryan Schmidt ’20 (SF) Michael Wang ’17 (AST) ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ JiashenAndrew(Geoffrey) Lyness ’17Lu (CH)’20 Kyle Walker ’19 (CH) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ (iT) SarahJacquelineScire ’20Serrano(FGB) ’17 ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Charlotte (CH) Scott ’19 (SF) Mia Weinland ’19 (CH) ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ Evelyn Mahon ‘18 (CH) EmiliaJoceylnWelch Wexler’18 ’17(CH) (AiL) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ EmmaBrenna McAvoyMartinez ’17’18 (HF)(SF) Ashna Shah ’17 (SF) Nicolas Welch ’20 (CH) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Diana Matthiessen ’19 (RB) Brendon Seyfried ’19 (iT) Caroline White-Nockleby ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Morgan ’17 (SF)Whaley ’20 (SF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ Kayley McGonagle ’18 (SF) Rufus Shamberger ’20 (CA) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ William McGovern ’20 (SF) Ang Sherpa ’19 (CH) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ SchuylerAlexandra MeloreMedeiros ’17’20 (BIO)(RB) Nanase Shirokawa ’19 (AST) Joseph Wilson ’19 (FGB, SF) ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ AlexandraLesly Mejia Mendez’20 (BIO) ’17 *Megan Siedman ’20 (AST, Ben Wipper ’19 (HF) ​ ​ ​ ​ ​ ​ ​​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ (AiL) TroyAiL) Sipprelle ’17 (AiL) AustinSam Wischnewsky Wruble ’17’20 (BIG)(SF) ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ UygarLiam Simpson Sozer ’17’18 (AiL)(WRLF) Allison Wong ’18 (SF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Natalia Miller ’18 (BIO) Tyra Wynn ’19 (HF) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ *Steven Miller (AiL) Jessica Munoz ’19 (CH) *Julia Yarak ’18 (AST, FGB, ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Nina Min ’19 (SF) *Tendai Muparutsa (AiL) SabrinaCH) Zaldana ’17 (CH) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Abbey Minondo ’19 (FGB) *Trevor Murphy (AiL) *Emma York ’19 (AST) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Maddie Miura ’20 (RB) Geibien Na ’20 (CA) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Danielle Moore ’20 (AST) Michael Nettesheim ’20 (CA) Aija Zamurs ’20 (CH) Nikhil Palanki ’20 (iT) ​Kenechukwu​​ ​​ ​​ ​​ ​ Odenigbo ’19 Ashley Zhou ’20 (AST) (AiL)

6-13

Williams Poverty Initiative ​ ​ ​ ​ http://learning-in-action.williams.edu/courses-teaching/williams-poverty-initiative/

Advisory Board Student Volunteers ​ ​ ​ ​

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Tara Watson, Economics, Coordinator MeganClaudia MaherForrester ’17’18 ​ ​ ​ ​ ​ ​ ​ ​ Cathy Johnson, Political Science Eleanor Lustig ’18 ​ ​ ​ ​ Gretchen Long, History ​ ​ ​ ​ Lucie Schmidt, Economics ​ ​ ​ ​ Lara Shore-Sheppard, Economics Dalia ​Luque​ ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Paula Consolini, Center for Learning in Action PARTICIPANTS: STUDENT-LED COMMUNITY WORK ​ ​ ​ ​ ​ ​ * = Student Leader; Senior names are in bold ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

The “Assist” Program ​ ​ ​ ​ Christian Alcorn ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Michael Fahey ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Daniel Aronowitz ’17 Jansen Durham ’20 Sarah Michels ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Marissa Anderson ’20 Suzanna Penikis ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Hanna Beattie ’17 Kristin Fechtelkotter ’18 Ellyn Pier ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Mickey Babek ’20 Chris Galvin ’18 Eliza Quigley ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Bridget Bousa ’17 Korinna Garfield ’19 Amanda Reisman ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Kent Blaeser ’18 Michael Greenman ’18 Kailie Saudek ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Emily Harris ’19 Maggie Shilling ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Monica Bousa ’19 James Heskett ’19 AnnaDelaney SpellmanSmith ’18 ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ DevonVince Brookins Caveney*’20 ’17 Henry Hobbs ’18 Eric Smith ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Kearan Burke ’18 Stephen Hogan ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Sonya Jampel ’19 ColeEliseTeal Testa’18 ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ George Clark ’19 Lexi Jones ’19 Emma TenBarge ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Griffin Colaizzi ’18 EmilyLouisa KruegerKania ’19 ’17 Kevin Walsh ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Ryan Cox ’20 Lindsay Klickstein ’19 Lauren Vostal ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Colby Cretella ’18 Lauren McCall ’17 ​ ​ ​ ​ ​ ​ ​ ​ Ben Decker ’18 Alejandra Magana ’19 Lydia Zales ’18 BraytonDan Doherty Tutoring’18 Program ​ ​ ​ ​ Funmi Adejobi ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Alberto Flores ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Jesse Facey ’19 Louisa Kania ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Tamar Aizenberg ’18 Liza Lavrova ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Elvira Alonso ’20 SarahMichael HasselmanGao ’20 ’17 TsainaJuliet Kelso Mahlen’18 ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Brynne Blaugrund ’20 Lauren Gunasti ’19 Alina Lin ’20 ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *AngelaJonathan ChangCarrasco-Noriega ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Paige’20 Chardavoyne ’17 MiaRossHerring-Sampong Hoffman ’17 ’20 Alexandra Melishkevich ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Lauren Heuer ’20 MariamaSydney Myong Ndiaye’20 ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Jae Jeong ’17 Augusta Nau ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Anna Cuellar ’19 James Hughes ’18 Kelsie Dalton​ ​ ’19 ​ ​ ​ ​ ​ ​ James​ ​ Sawyers​ ​ ’18 Jeromy DiGiacomo ’20 Rhea Jiang ’20 Ang Sherpa ’19

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Brayton Tutoring Program (cont’d) ​ ​ ​ ​ ​ ​ James Temple ’17 Wendy Wiberg ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ Anqi Tang ’19 Circle*Christine of WomenTanna ’19 Johanna Wassermann ’18 ​ ​ ​ ​

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Eman Ali ’20 Summiya Najam ’20 Thomas Riley ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Grace Chamberlin ’19 Eli Pier ’19 Ariana Romeo ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Angela Chan ’19 Kate Pippenger ’20 Mia Weinland ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Julianna Kostas ’18 Anjali Purohit ’20 Peter Zhang ’18 ​ ​ ​ ​ Ian Mook ’18 Tess Richman ’19 Donglin Zhang ’19 ConvergingMaggie Murphy Worlds’19 ​ ​ *Kiyana Hanley ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *Maoli Vizcaino ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ AlejandraAlly Alvarez Davila’20 ’17 *Christine Tamir ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Eli Cyntrynbaum ’20 *AkhirMaria Hidalgo StewartRomero ’17 ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *Anna Pomper ’18 *Keiana West ’18 EphoriaClaudia Forrester ’18 Emma York ’19

​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Sarah Ritzmann ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Caroline Charles ’18 LauraBeatrix LeeKelly ’17’19 Louisa Nyhus ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Maia Czaikowski ’20 JacquelineEsther Kim ’18Lewy ’17 Madeline Seidman ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ SarahHaelynn JensenGim ’19 ’17 Elizabeth Salisbury ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Lauren Gunasti ’19 Friendly Visitors Catherine May ’20 Lauren Steele ’18 ​ ​ Kelly Tellez ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *Paige Chardavoyne ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Josselyn Barahona ’18 Mei Liang ’19 ​ ​ ​ ​ Jeremy Shields ’20 Wilson Wang ’18 Louisa Kania ’19 Kinetic (LEAP Subgroup) ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Miaoru Guan ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Marcone Correia ’19 Julie (Haomiao) Geng ’19 Conrad Wahl ’20 ​ ​ ​ ​ ​ ​ ​ ​ Akhil Dayal ’20 Daniel Yu ’20 Derek Galvin ’18 Krushi Maisuria ’19 Lehman Community Engagement (LCE) Great Day of Service Volunteers ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Ashley Arnold ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Ally Alvarez ’20 Abby Brustad ’19 Betty Chen ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Will Burford ’20 MichaelIvy CiaburriChen ’17’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Keileh Atulomah ’20 DevonKearan CaveneyBurke ’18 ’17 Dominic Chui ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ EmmaKristina BickelBarry ’17’19 CorneliusCarlos Cabrera-Lomelí Chandler ’17’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *Kristen Bayrakdarian ’19 JordanDrew Cohen Davis’20 ’17 ​ ​ ​ ​ ​ ​ ​ ​ Emma Corbett​ ​ ​ ​ ’20 Marshall Borrus ’20 Christina Chavarria ’20

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LCE Great Day of Service Volunteers (cont’d) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *Sophie Kitchen ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *Franny Dean ’19 *Nora Lee ’17 Jacob Pesikoff ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Emily Elder ’20 Heather Kurtz ’20 MiguelTeo Pollini Samayoa’20 ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Evelyn Elgart ’19 Annie*Robert SherRowledge ’17 ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Kristin Fechtelkotter ’18 Mei Liang ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ MatthewDrew Fishman Goss ’19’17 *Kenny Liu ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Isabelle Furman ’20 Peter Lugthart ’18 Kyung Shin Kang ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Dalia Luque ’18 Alina Shubina ’19 ​ ​ ​ ​ ​ ​​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ *Danielle Grier ’18 Ananya Mahalingam- Larissa Silva ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Lexi Gudaitis ’19 Dhingra ’18 Marc Talbott ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Alex Han ’20 LaurenCristina McCallMancilla ’17’20 Summer-Solstice Thomas ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ NikiWendy HoweHernandez ’17 ’20 Katie Manning ’20 Joelle Troiano ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Emmie Hine ’20 Stockton Troyer ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Alexandra Melishkevich ’19 Angela Vecchiarielli ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Isabella Huang ’18 *JessicaMariamaMunoz Ndiaye’19 ’17 Lauren Vostal ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Hannah Hunsaker ’19 Grace Murray ’20 Kyle Walker ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Daemyeong Hwang ’19 *Miranda Weinland ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Gyung Hyun Je ’20 Anna Neufeld ’18 Maddie Wessell ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Annie Kang ’20 Natalie Newton ’20 Brenda Xu ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Aanya Kapur ’20 CelesteJensen Pak Pepitone-Nahas’18 ’17 Julia Yarak ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *KevinReuben KellyKaufman ’17 ’19 Emily Peckham ’20 Ross Yu ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Omar Kawam ’20 Lydia Zaleski ’18 Mohawk Forest Mentoring ProgramNohely Peraza ’20 Qianwen Zheng ’20 ​ ​ ​ ​ ​ ​ Mary Beth Dato '17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Walford Campbell '17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Benjamin Bui '19 Ang Sherpa '19 ​ ​ ​ ​ Justin Sardo '18 Julia Yarak '18 Moo-MamiKevin Chang '19 Kimthanh Nguyan ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Eman Ali ’20 Sara Hetherington ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Jordan Carfino ’18 Gabrielle Ilagan ’18 Erikk Olson ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Spencer Carrillo ’20 Rhea Jiang ’20 Jacob Pesikoff ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Skylar Chaney ’20 Julia Kawano ’19 Ellyn Pier ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ MargaretJessica Chen Draper’18.5 ’17 Taylor Kennedy ’18 MatthewArielle Rawlings Thomas’18 ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Quan Do ’19 Samuel Lang Omar Shawareb ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Miaoru Guan ’17 Audrey Lee ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Mateo Fiorentino Molina ’20 Keyi Liu ’20 Bingyi Wang ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Krushangi Maisuria ’19 Julia Yarak ’18 ​ ​ ​ ​ Cameron Helm ’18 Jessica Munoz ’19 Tongyu Zhou ’20 No LostKonnor GenerationHerbst ’20 ​ ​ ​ ​ *Bushra Ali ’17 Allison Holle ’17 Mie Mizutani ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *Jonathon Burne ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ Emma Lezberg ’20 Summiya Najam ’20 Sara Hetherington ’19

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Society of the Griffins ​ ​ ​ ​ ​ ​ Adedolapo Adebayo ’17 Kyrien Edwards ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Jaelon Moaney ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Jason Adulley ’19 Kwasi Fahie 20 Islam Osman ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Jared Armes ’19 JustinNick Fils-Aime Harris ’17’18 Liam Pembroke ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Amyhr Barber ’19 Jumaane Ford ’20 TyroneBrendan ScafeRosseau ’17 ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Michael Berry ’18 Kyle Scadlock ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Vince Brookins ’20 DidierConnor Jean-MichelHarris ’18 ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Marcus Butler ’19 Cameron Helm ’18 Malcolm Singleton ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Lloyd Campbell III ’18 Nikolay Stoykov ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Kai Cash ’19 Arslay Joseph ’20 Austin Thomas ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ EricJabari DavisCopeland ’17 ’18 Michael Kidd-Phillips ’18 David Weathers ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ KhariMichael DawkinsDavis ’18 ’17 Charles Laurore ’18 Joseph Wilson ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Justin LeAndre ’18 Samuel Wilson ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Spencer Lee-Rey ’18 Zachary Wood ’18 ​ ​ ​ ​ Michael DePass ’20 Mykel Miller ’20 Noah Wright ’18 WilliamsJansen DurhamAnimal’20 Awareness Group (WAAG) ​ ​ ​ ​ ​ ​ ​ ​ Mariama Ndiaye ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Alexia Barandiaran ’19 Nicole Ford ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Sofia Barandiaran ’20 Kiara Gordon ’19 Natalie Newton ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Kristen Bayrakdarian ’19 Janelle Gowgiel ’20 Nia Nguyen ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ CaitlinElsa Bjornlund Buckley’20 ’17 Mia Herring-Sampong ’20 Erikka Olson ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Brynne Blaugrund ’20 Lauren Heuer ’20 Francesca Paris ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Minwei Cao ’17 Dante Hirata-Epstein ’20 Alejandra Patlan ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Claire Bunn ’20 Phoebe Huang ’20 ClaraKiri Peirce Pomi’19 ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Hanna Kaeser ’18 Suzanna Penikis ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Amelia Carroll ’20 Jason Kim ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Tiffani Castro Jessica Kim ’19 Anna Pomper ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Grace Chamberlin ’19 Ariel Kline Claudia Portugal ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ KellySkylar ChenChaney ’17’20 Renne Kwak ’20 Cecilia Pou Jove ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ IvyErica CiaburriChang ’18 ’17 SashaThea Lance Langesfeld’20 ’17 Elias Ramos ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Olivia Clark ’17 Mei Lang ’19 Moiz Rehan ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Hannah Cole ’17 Kendall Leet-Otley ’17 Alison Robey ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Lester Lee ’19 Janeth Rodriguez ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Sarah Cooperman ’17 Norma Rodriguez ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Ruben Constanza ’19 Evan Lewis Christa Rousseva ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ TsainaEmma Lezberg Mahlen’20 ’17 MollyElinor SiebeckerSherman ’20 ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Rachel Cucinella ’19 Anna Lietman ’20 Ang Sherpa ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Anna Cuellar-Parajon ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Kelsie Dalton ’19 Katie Manning ’20 Larisa Silva ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Leigh Davidson ’18 Flor Marmolejo ’18 Michaela Smith ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Campbell Day ’20 Josie Maynard ’19 Nikolay Stoykov ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Iman Dervisevic ’19 Emily McDonald ’19 Jane Tekin ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Natalie DiNenno ’18 Allison McPherson ’19 Summer-Solstice Thomas ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Michael Ding ’18 Alex Medeiros ’20 John Toomey ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Katy Dix ’18 Nebiyou Metaferia ’19 Julia Vargas ’19 Caitlan Fealing​ ​ ’19​ ​ Jessica Munoz ’19 Borivoje Vitezovic ’20 Elizabeth Feeney ’20

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Williams College Jewish Association (WCJA) ​ ​ ​ ​ ​ ​ ​ ​

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Tamar Aizenberg ’18 Aaron Goldstein ’18 RachelAvital Lipkin Schwartz’19 ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ BeckyMollie BernsteinDurst ’17 ’18 Ariel Koltur-Fromm ’20 SamuelEvan Ringel Seigel’17 ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Erin Cohn ’19 Rachel Levin ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Emma Lezberg ’20 WilliamsMarisa CollegeFlignor ’19 Law SocietyJacob (BoardLezberg Members)’20 Jacob Shuman ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Marisol Sierra ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Angela Chang ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ MaryTania ElizabethCalle ’20 Dato ’17 Drew Fishman ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Abel Romero ’19 Chrisleine Temple ’19 Williams Homeless OutreachReed (WHO)Sawyers ’18 Peter Tianlun Zhang ’18 ​ ​ ​ ​ ​ ​ Aaron Maruzzo ’17 Gemma Porras ’17 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Kristen Bayrakdarian ’19 WilliamsAaron GoldsteinMedical’18 Corps Nebiyou Metaferia ’19 Hannah Weinstein ’18 ​ ​ ​ ​

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Simran Sohal ’20 LiaOmar YeeKawam ’17 ’20 Tyma Nimri ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Natalie Albright ’20 Juna Khang ’20 Emma Rogowski ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ KellySarah ChenBecker ’17’18 Lexie Royal ’18 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ MalloryJake Bingaman Chen ’17’19 Yang Lee ’20 Meklit Tesfaye ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Mei Liang ’19 Conrad Wahl ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ *Hae-Min Jung ’17 Kenny Liu ’19 Hannah Weinstein ’18 ​ ​ ​ ​ Campbell Day ’20 Crystal McIntosh ’20 Donglin Zhang ’19 Williams Recovery of All Perishable Surplus (WRAPS) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

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​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Luke Baumann ’19 Korinna Garfield ’19 William McGovern ’20 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Silje*Andrew ChristoffersenBloniarz ’20 ’17 Ross Hoch ’19 Alexandra Melishkevich ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Joshua Choi ’20 Nkem Iregbulem ’20 EllieSuzanna WachtelPenikis ’17’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Jamie Kasulis ’20 Kailie Saudek ’19 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Ryan Cox ’20 Marissa Levin Shapiro ’18 ​ ​ ​ ​ ​ ​ ​ ​ Jacob Cytrynbaum ’18 Avital Lipkin ’19 Conrad Wahl ’20 WilliamsNick Dehn Speaks’18 *Eleanor Lustig ’18 ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Ananya Mayukha ’17 Kendall​ ​Allen​ ​ ’20 Keyi Liu​ ​’20 ​ ​ Natalie Wilkinson ’19

Wilfred Lee ’18

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