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In the aftermath of 9/11, the study of peace with justice is increasingly significant for understanding and responding to the changes occurring in a world undergoing the processes of globalization. Peace and Social Justice Studies is a field that can be used to prepare oneself to participate critically and effectively in addressing the challenges of globalization that in one way or another will shape our future. Through internships and international travel, students enter into different cultures, work with human rights organizations and peace practitioners.
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Peace and Social Justice Studies sponsors or co-sponsors numerous educational events and community activities to enrich and expand classroom work. Many Peace and Social Justice Studies students are involved in various campus organizations, such as People Who Care, the Muslim Student Association, African Students Association, Hispanic Student Association, Student For a Free Tibet, Harvey Milk Society, Bereans for Appalachia, HEAL, Black Student Union and others dedicated in various ways to the ongoing struggle for community and social justice.
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Peace and Social Justice Studies is not the only program at Berea College in which the ideal of a learning community is honored by both faculty and students. However, our program strives to be among the most innovative and dedicated in seeking to make this ideal become a living reality.
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Berea students are invited to apply for the Caux Scholar program. The program convenes in Caux, Switzerland, at the international conference center for Initiatives of Change, Mountain House, for an intensive studies program in applied peacemaking.
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The department brings intellectual and experiential inquiry to the fundamental interrelationship between peace and justice.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Students in peace and social justice studies typically acquire a broad and comparative understanding of conflict, violence and peace. Our primary goal is the development of students’ knowledge and competencies in fields that contribute towards peace and social transformation. The department brings intellectual and experiential inquiry to the fundamental interrelationship between peace and justice."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Through our classes, programs and interactions, PSJ students and faculty seek to\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Through our classes, programs and interactions, PSJ students and faculty seek to"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"understand, respond, and reduce conflict on both individual and social levels\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"develop approaches to and methods for prevention and resolution of war, genocide, terrorism, and violations of human rights and\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"contribute to the development of social systems and societies that promote peace with social justice.\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"A major or minor in Peace and Social Justice Studies opens many doors and career paths as you develop your knowledge and practice of peace-building. As a graduate, you can:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"A major or minor in Peace and Social Justice Studies opens many doors and career paths as you develop your knowledge and practice of peace-building. As a graduate, you can:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Pursue graduate studies in Peace and Conflict Studies, Social Work, Public Administration, Anthropology, Political Science, Sociology, Public Health and others\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Work as an organizer, social worker, public-interest lawyer, researcher\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Teach in primary school, secondary school, college or university\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Participate in community action work\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Serve with volunteer and nonprofit organizations\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Student Stories\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Student Stories"}},{"__typename":"AcfTabsBlock","attributesJSON":"{\"id\":\"block_6464ea72f0a8c\",\"name\":\"acf\\/tabs\",\"data\":{\"tabs_0_title\":\"Sarah McLewin, '12\",\"_tabs_0_title\":\"field_tabs_tabs_title\",\"tabs_0_body\":\"Sarah McLewin \\u201912 explains how Berea\\u2019s Peace and Social Justice Program introduces students to a \\u201cnew world view\\u201d through learning about global issues. The program also offers a theoretical understanding of nonviolent solutions. Through looking at the processes of past social movements while also analyzing current issues, students gain an ability to apply theory to action\\u2014now, and in their future.\\r\\n\\r\\nWatch Sarah McLewin\\u2019s retrospective here.<\\/a>\",\"_tabs_0_body\":\"field_tabs_tabs_body\",\"tabs_1_title\":\"Martina Jackson, '10\",\"_tabs_1_title\":\"field_tabs_tabs_title\",\"tabs_1_body\":\"A quote from Martina:<\\/em> \\u201cThe highlights of my PSJ major are learning to be understanding, patient and persistent. I learned very quickly the importance of various issues and how many others issues, especially at the national level, take precedent. Whatever route I take, I always keep in mind that I have to continue to be persistent in all that I do, but I also have to have patience.\\u201d\\r\\n\\r\\nHow her perspective was shaped with action: <\\/em>Martina did an internship with Entrepreneurship for the Public Good Fellowship as the EPG Cohort 6 Member and EPG Fellow. She conducted 10 interviews in with community members, and elected city officials in Berea, KY and Hindman, KY. Also, she collaborated in the development of a training plan for ecofriendly business practice for the Chamber of Commerce of Hindman, KY. Using the skills she gleaned from Conflict Transformation, she facilitated 3 community discussions\\r\\n\\r\\nWhat she\\u2019s doing now:<\\/em> Martina works as a Research and Material Development Intern for NAACP\\u2019S Environmental and Climate Justice Program. She works on developing environmental justice\\u00a0toolkits\\u00a0for youth chapters and community guides on how to organize around coal plant issues.\",\"_tabs_1_body\":\"field_tabs_tabs_body\",\"tabs_2_title\":\"Lolly Saleem, '08\",\"_tabs_2_title\":\"field_tabs_tabs_title\",\"tabs_2_body\":\"A quote from Lolly:<\\/em> \\u201cIn Introduction to Peace and Social Justice Studies, I learned to think globally. I was no longer the center of my universe; I was a small peon in a much larger world. Peace and Social Justice Studies have widened my view of society and global issues. I constantly see injustices now, whereas before, I would not have recognized them.\\u201d\\r\\n\\r\\nHow her perspective was shaped with action:<\\/em> Lolly participated in the Sheppard Poverty Alliance Internship in Helena Arkansas. She was responsible for authoring a code of research ethics for the Tri-county rural health network. In the low-income delta are there has been a history of people coming to do research. However, in that area there were no guidelines that the researchers had to follow that would help protect the subjects and give them a sense of dignity. It was her assignment to create a document that the researchers had to comply with.\",\"_tabs_2_body\":\"field_tabs_tabs_body\",\"tabs_3_title\":\"Corrie Spellman\",\"_tabs_3_title\":\"field_tabs_tabs_title\",\"tabs_3_body\":\"A quote from Corrie, <\\/em>\\u201cTake direct action. Take it out of the books and onto the streets. Don\\u2019t get bogged down in the sorrows of injustice but inspired in the creativity and community created by working towards a more just society.\\u201d\\r\\n\\r\\nHow her perspective was shaped with action:<\\/em> Corrie was a part of the Bonner Scholar program at Berea. She volunteered at different places in Europe and also in an urban farm in Philadelphia. She was the CELTS program manager of HEAL, a student-led sustainable community development organization.\",\"_tabs_3_body\":\"field_tabs_tabs_body\",\"tabs_4_title\":\"Wendy Williams\",\"_tabs_4_title\":\"field_tabs_tabs_title\",\"tabs_4_body\":\"A quote from Wendy<\\/em>, \\u201cThe strength of Peace and Justice Studies is its interdisciplinary nature. Disciplines are fantastic but I can\\u2019t study social class without using sociology and politics. Everyone has their comfort zone and interdisciplinary studies move you out of your comfort zone.\\u201d\\r\\n\\r\\nHow her perspective was shaped with action:<\\/em> Williams studied Peace and Conflict as her minor at Swarthmore College. She studied conflict in Northern Ireland between Protestants and Catholics. Researching the attitudes of college students\\u2019 about their vision for the future, she found that both Catholics and Protestants could agree on an EU rule that would neutralize the sectarian conflict.\\r\\n\\r\\nWhat she\\u2019s doing now<\\/em>:\\u00a0Wendy Williams is an associate Professor of Psychology and Women\\u2019s Studies at Berea College. She focuses her research on prejudice, stereotypes and discrimination. In the classroom she uses examples that have real-life consequences to explain theories and incorporates service learning projects into her curriculum.\",\"_tabs_4_body\":\"field_tabs_tabs_body\",\"tabs\":5,\"_tabs\":\"field_tabs_tabs\"},\"align\":\"full\",\"mode\":\"edit\"}","name":"acf/tabs","tabs":{"__typename":"AcfTabsBlock_Tabs","tabs":[{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Sarah McLewin ’12 explains how Berea’s Peace and Social Justice Program introduces students to a “new world view” through learning about global issues. The program also offers a theoretical understanding of nonviolent solutions. Through looking at the processes of past social movements while also analyzing current issues, students gain an ability to apply theory to action—now, and in their future.
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Watch Sarah McLewin’s retrospective here.
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A quote from Martina: “The highlights of my PSJ major are learning to be understanding, patient and persistent. I learned very quickly the importance of various issues and how many others issues, especially at the national level, take precedent. Whatever route I take, I always keep in mind that I have to continue to be persistent in all that I do, but I also have to have patience.”
\n
How her perspective was shaped with action: Martina did an internship with Entrepreneurship for the Public Good Fellowship as the EPG Cohort 6 Member and EPG Fellow. She conducted 10 interviews in with community members, and elected city officials in Berea, KY and Hindman, KY. Also, she collaborated in the development of a training plan for ecofriendly business practice for the Chamber of Commerce of Hindman, KY. Using the skills she gleaned from Conflict Transformation, she facilitated 3 community discussions
\n
What she’s doing now: Martina works as a Research and Material Development Intern for NAACP’S Environmental and Climate Justice Program. She works on developing environmental justice toolkits for youth chapters and community guides on how to organize around coal plant issues.
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A quote from Lolly: “In Introduction to Peace and Social Justice Studies, I learned to think globally. I was no longer the center of my universe; I was a small peon in a much larger world. Peace and Social Justice Studies have widened my view of society and global issues. I constantly see injustices now, whereas before, I would not have recognized them.”
\n
How her perspective was shaped with action: Lolly participated in the Sheppard Poverty Alliance Internship in Helena Arkansas. She was responsible for authoring a code of research ethics for the Tri-county rural health network. In the low-income delta are there has been a history of people coming to do research. However, in that area there were no guidelines that the researchers had to follow that would help protect the subjects and give them a sense of dignity. It was her assignment to create a document that the researchers had to comply with.
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A quote from Corrie, “Take direct action. Take it out of the books and onto the streets. Don’t get bogged down in the sorrows of injustice but inspired in the creativity and community created by working towards a more just society.”
\n
How her perspective was shaped with action: Corrie was a part of the Bonner Scholar program at Berea. She volunteered at different places in Europe and also in an urban farm in Philadelphia. She was the CELTS program manager of HEAL, a student-led sustainable community development organization.
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A quote from Wendy, “The strength of Peace and Justice Studies is its interdisciplinary nature. Disciplines are fantastic but I can’t study social class without using sociology and politics. Everyone has their comfort zone and interdisciplinary studies move you out of your comfort zone.”
\n
How her perspective was shaped with action: Williams studied Peace and Conflict as her minor at Swarthmore College. She studied conflict in Northern Ireland between Protestants and Catholics. Researching the attitudes of college students’ about their vision for the future, she found that both Catholics and Protestants could agree on an EU rule that would neutralize the sectarian conflict.
\n
What she’s doing now: Wendy Williams is an associate Professor of Psychology and Women’s Studies at Berea College. She focuses her research on prejudice, stereotypes and discrimination. In the classroom she uses examples that have real-life consequences to explain theories and incorporates service learning projects into her curriculum.
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No matter what life path you choose, you will use\\u00a0your knowledge, skills and insights in critical thinking, effective work, and\\u00a0compassionate action for peace with justice.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Learn what you can do with this major here. There are those who dismiss Peace and Social Justice Studies as unpractical, but what you learn in PSJ can enrich any major or career. No matter what life path you choose, you will use your knowledge, skills and insights in critical thinking, effective work, and compassionate action for peace with justice."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"A minor or major in Peace and Social Justice Studies prepares students for a wide variety of careers, or graduate study, in the fields of law, politics, education, social work, business, community development, and advocacy. 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\\nIdealist or Action without Borders<\\/a>\\u00a0is a global network\\u00a0with\\u00a0volunteer opportunities, internship and job listings, and career advice.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"

The Alliance for Conflict Transformation has put together\\u00a0 this guide<\\/a>\\u00a0on how to develop a career in international Peace and conflict resolution.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Prepare for a graduate degree in:\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Prepare for a graduate degree in:"}},{"__typename":"AcfTabsBlock","attributesJSON":"{\"id\":\"block_63fd22bf8d3cd\",\"name\":\"acf\\/tabs\",\"data\":{\"tabs_0_title\":\"Building Peace\",\"_tabs_0_title\":\"field_tabs_tabs_title\",\"tabs_0_body\":\"Public administration\\r\\nPeace Studies\\r\\nConflict Transformation\\r\\nDiplomacy\\r\\nLaw School\\r\\nRestorative Justice\\r\\nCommunity Development\\r\\nCriminal Justice\\r\\nDispute Resolution\",\"_tabs_0_body\":\"field_tabs_tabs_body\",\"tabs_1_title\":\"Religious and Philosophical \",\"_tabs_1_title\":\"field_tabs_tabs_title\",\"tabs_1_body\":\"Human Rights\\r\\nTheology\\r\\nWorld Religions\",\"_tabs_1_body\":\"field_tabs_tabs_body\",\"tabs_2_title\":\"Social and Environmental\",\"_tabs_2_title\":\"field_tabs_tabs_title\",\"tabs_2_body\":\"Sustainability\\r\\nPublic Health\\r\\nSocial Work\\r\\nCommunity Development\",\"_tabs_2_body\":\"field_tabs_tabs_body\",\"tabs_3_title\":\"Political Economy \",\"_tabs_3_title\":\"field_tabs_tabs_title\",\"tabs_3_body\":\"Foreign Policy and National Security\\r\\nInternational Studies\\r\\nDiplomacy\\r\\nRegional Studies\",\"_tabs_3_body\":\"field_tabs_tabs_body\",\"tabs\":4,\"_tabs\":\"field_tabs_tabs\"},\"align\":\"full\",\"mode\":\"edit\"}","name":"acf/tabs","tabs":{"__typename":"AcfTabsBlock_Tabs","tabs":[{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
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Each section of the course involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various texts, including instruction in the processes of producing a research paper."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Learning Outcomes\",\"level\":3,\"anchor\":\"h-learning-outcomes\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-learning-outcomes","content":"Learning Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Successful students will:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Successful students will:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"write competently at the college-level, using a multi-stage process approach to writing, including formation of a supportable, narrow topic, drafting, revision, and editing;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"be proficient in properly documenting sources and recognizing and avoiding plagiarism;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"be adept at using a wide variety of sources for research and seeing how different types of source work together;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"demonstrate thoughtful engagement with ideas, experiences, issues, and texts in various types of writing, including sustain an argument in a research paper;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"be able to demonstrate enhanced oral communication skills;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"employ reasonably well basic critical thinking concepts describing, analyzing, and synthesizing materials;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"understand issues related to race, gender, class and Appalachia in a national context.\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Section Descriptions\",\"level\":3,\"anchor\":\"h-section-descriptions\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-section-descriptions","content":"Section Descriptions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Below are section descriptions for all instructors who regularly teach GSTR 210. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Below are section descriptions for all instructors who regularly teach GSTR 210. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Anderson, Broughton: <\\/strong>The Archaeology of Berea: The Archaeology of Us. <\\/em>Does our stuff define who we are \\u2013 as humans, as Americans, as Bereans, as distinct individuals? Often defined as fixed or static, identity is, however, mutable, a social construction we impose on ourselves, each other, and the world around us. Using archaeology as a lens of inquiry, this class will explore our material culture as a means to understanding identity and issues of race, class, and gender. This class will explore the ever-changing relationships we have with each other and with things, leading us to inevitably ask how we influence Berea\\u2019s identity as it influences ours.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Anderson, Broughton: The Archaeology of Berea: The Archaeology of Us. Does our stuff define who we are – as humans, as Americans, as Bereans, as distinct individuals? Often defined as fixed or static, identity is, however, mutable, a social construction we impose on ourselves, each other, and the world around us. Using archaeology as a lens of inquiry, this class will explore our material culture as a means to understanding identity and issues of race, class, and gender. This class will explore the ever-changing relationships we have with each other and with things, leading us to inevitably ask how we influence Berea’s identity as it influences ours."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Arms Almengor, Rochelle:<\\/strong> Culture, Identity and Conflict.<\\/em> First and foremost, this course will build on your learning in GSTR 110 \\u2013 its main goal is to support your research and writing skills. I will spend significant time on helping you formulate a solid research paper about a topic that moves you. Secondly, as we work to hone your research and writing skills, we will explore the ways in which culture and identity frame our individual and collective understandings of social conflict. While sometimes, cultures and identities rest invisibly under the surface of a person or group, they often take center stage in times of conflict. Anthropologist and conflict studies scholar, Kevin Avruch tells us that \\u201cthe mere existence of cultural differences is usually not the primary cause of conflict between groups\\u2026however, culture is always the lens through which differences are refracted and conflict pursued.\\u201d This class will examine the ways in which our respective cultures and identities shape our theories-in-use about how<\\/em> to do (or not do) conflict and with whom<\\/em> to do (or not do) conflict. To guide our understanding, we will draw on works from multiple disciplines such as peace and conflict studies, anthropology, psychology, and education, but keep in range of the cultures, identities and conflicts (local or national) that are at the heart of the Berea story. In your participation and writing, I will ask you to connect the relevant ideas of scholars, activists, and practitioners to your own lived experiences whether here at Berea or elsewhere in your life. Our goal will be to make sense of the roles that culture and identity play in conflict and in its transformation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Arms Almengor, Rochelle: Culture, Identity and Conflict. First and foremost, this course will build on your learning in GSTR 110 – its main goal is to support your research and writing skills. I will spend significant time on helping you formulate a solid research paper about a topic that moves you. Secondly, as we work to hone your research and writing skills, we will explore the ways in which culture and identity frame our individual and collective understandings of social conflict. While sometimes, cultures and identities rest invisibly under the surface of a person or group, they often take center stage in times of conflict. Anthropologist and conflict studies scholar, Kevin Avruch tells us that “the mere existence of cultural differences is usually not the primary cause of conflict between groups…however, culture is always the lens through which differences are refracted and conflict pursued.” This class will examine the ways in which our respective cultures and identities shape our theories-in-use about how to do (or not do) conflict and with whom to do (or not do) conflict. To guide our understanding, we will draw on works from multiple disciplines such as peace and conflict studies, anthropology, psychology, and education, but keep in range of the cultures, identities and conflicts (local or national) that are at the heart of the Berea story. In your participation and writing, I will ask you to connect the relevant ideas of scholars, activists, and practitioners to your own lived experiences whether here at Berea or elsewhere in your life. Our goal will be to make sense of the roles that culture and identity play in conflict and in its transformation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Barton, Adanma: <\\/strong>What You See is What You Get?<\\/em> Unfortunately we live in a world where pictorial stereotypes in the media are prevalent. In this course we will examine stereotypes pertaining to ethnicity, gender, age, etc. Through research we will attempt to discover a common ground and map out hopes for the future. Materials covered include A Day without a Mexican<\\/em>, True Meaning of Pictures: Shelby Lee Adams\\u2019 Appalachia<\\/em>, and Images That Injure: Pictorial Stereotypes in the Media<\\/em>. Students should be prepared to engage in intelligent discussions, write researched essays, and conclude with a final research paper.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Barton, Adanma: What You See is What You Get? Unfortunately we live in a world where pictorial stereotypes in the media are prevalent. In this course we will examine stereotypes pertaining to ethnicity, gender, age, etc. Through research we will attempt to discover a common ground and map out hopes for the future. Materials covered include A Day without a Mexican, True Meaning of Pictures: Shelby Lee Adams’ Appalachia, and Images That Injure: Pictorial Stereotypes in the Media. Students should be prepared to engage in intelligent discussions, write researched essays, and conclude with a final research paper."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Broadhead, Edwin: <\\/strong>The Berea Story in a national Context<\\/em>. This section of GSTR 210 explores the Berea story throughout the semester in order to analyze issues of race, gender, Appalachia, class, and education within both a local and a national context. The reasoning, research, and writing skills addressed in GSTR 110 are reviewed and developed in this course. Each student is expected to demonstrate these skills in a research paper that develops one of the central themes of the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Broadhead, Edwin: The Berea Story in a national Context. This section of GSTR 210 explores the Berea story throughout the semester in order to analyze issues of race, gender, Appalachia, class, and education within both a local and a national context. The reasoning, research, and writing skills addressed in GSTR 110 are reviewed and developed in this course. Each student is expected to demonstrate these skills in a research paper that develops one of the central themes of the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Brown, Jarrod:<\\/strong> Identity and Knowledge.<\\/em> Berea College\\u2019s historical mission has been dedicated to education of four \\u201cclasses\\u201d of people: Appalachians, African Americans, women, and those with economic need. All four of these identities, however, are often depicted in the popular media and popular imagination as uneducated, backwards, irrational or ignorant, from minstrel show depictions of African Americans to contemporary portrayals of Appalachians like Wrong Turn<\\/em>. In exploring the intersection of identity and our status as knowers, and through the history of Berea College as an educational institution, we will examine the making of stereotypes, reflect on how they impact us, and how we as knowers can respond and challenge such stereotypes. Using the lens of feminist epistemology, we scrutinize a variety of mediums including television programs, movies, historical documents, and academic works to understand how identity is created from without as well as from within, to understand the historical construction of these identities in America, and how these constructions relate to stereotypes of classes of people as epistemic agents, as knowers and sources of knowledge.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Brown, Jarrod: Identity and Knowledge. Berea College’s historical mission has been dedicated to education of four “classes” of people: Appalachians, African Americans, women, and those with economic need. All four of these identities, however, are often depicted in the popular media and popular imagination as uneducated, backwards, irrational or ignorant, from minstrel show depictions of African Americans to contemporary portrayals of Appalachians like Wrong Turn. In exploring the intersection of identity and our status as knowers, and through the history of Berea College as an educational institution, we will examine the making of stereotypes, reflect on how they impact us, and how we as knowers can respond and challenge such stereotypes. Using the lens of feminist epistemology, we scrutinize a variety of mediums including television programs, movies, historical documents, and academic works to understand how identity is created from without as well as from within, to understand the historical construction of these identities in America, and how these constructions relate to stereotypes of classes of people as epistemic agents, as knowers and sources of knowledge."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Burnside, Jackie: <\\/strong>Being Different, Becoming Distinctive<\\/em>. When Berea reopened after the Civil War ended, black and white males and females were enrolled on an equal status as students in Kentucky\\u2019s first interracial and coeducational institution of education. In this course, we will examine the trials, tribulations, and celebrations of the Berea saga from the 19th century into the 21st as we ponder the challenges and opportunities for the College in being different, and becoming distinctive. In addition to the final research paper, students will be expected to participate in class discussions, make short oral presentations in teams, and engage in writing several reflective exercises based on our work with various texts.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Burnside, Jackie: Being Different, Becoming Distinctive. When Berea reopened after the Civil War ended, black and white males and females were enrolled on an equal status as students in Kentucky’s first interracial and coeducational institution of education. In this course, we will examine the trials, tribulations, and celebrations of the Berea saga from the 19th century into the 21st as we ponder the challenges and opportunities for the College in being different, and becoming distinctive. In addition to the final research paper, students will be expected to participate in class discussions, make short oral presentations in teams, and engage in writing several reflective exercises based on our work with various texts."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Crachiolo, Beth: <\\/strong>American Identities: How do you know?<\\/em> This section will explore the definitions of \\u201cAmerican,\\u201d beginning with the assumption that there are multiple definitions. What makes an American? What are the negotiations, tensions, and constructions that we use to forge our identities? We will be focused particularly on gender, race, and class, especially as they relate to and\\/or define various categories of Americans: the privileged; the oppressed; the immigrant; the educated; the differently abled; the urban\\/rural American. Since GSTR 210 has a research paper at its center, we will be working on yours all semester, step by step. Whether you are American or not, you\\u2019ll learn a lot about yourself, as well as about this country.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Crachiolo, Beth: American Identities: How do you know? This section will explore the definitions of “American,” beginning with the assumption that there are multiple definitions. What makes an American? What are the negotiations, tensions, and constructions that we use to forge our identities? We will be focused particularly on gender, race, and class, especially as they relate to and/or define various categories of Americans: the privileged; the oppressed; the immigrant; the educated; the differently abled; the urban/rural American. Since GSTR 210 has a research paper at its center, we will be working on yours all semester, step by step. Whether you are American or not, you’ll learn a lot about yourself, as well as about this country."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Dickerson, Jacob: <\\/strong>Media & Appalachian Identity. <\\/em>This course explores the ways in which media content both reflects and constructs group identity with a particular focus on Appalachian regional identity. Students will explore the question: How does the media represent Appalachians and how does that affect how they see themselves as well as how others perceive them?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Dickerson, Jacob: Media & Appalachian Identity. This course explores the ways in which media content both reflects and constructs group identity with a particular focus on Appalachian regional identity. Students will explore the question: How does the media represent Appalachians and how does that affect how they see themselves as well as how others perceive them?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Drewek, Douglas:<\\/strong> My Music, My Identity\\u2026<\\/em> People often have strong views regarding how the music they like identifies them as an individual; however, they often know little about its history. In this class, we will explore the roots of American popular music in the twentieth century and how the variety of musical styles today stem from diverse, yet similar, sources. To support the idea that \\u201cmusic does not exist in a vacuum,\\u201d we will study how the cultural history of the United States has influenced its musical genres. We will also develop a greater awareness of the structure and aesthetics of music through listening and research.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Drewek, Douglas: My Music, My Identity… People often have strong views regarding how the music they like identifies them as an individual; however, they often know little about its history. In this class, we will explore the roots of American popular music in the twentieth century and how the variety of musical styles today stem from diverse, yet similar, sources. To support the idea that “music does not exist in a vacuum,” we will study how the cultural history of the United States has influenced its musical genres. We will also develop a greater awareness of the structure and aesthetics of music through listening and research."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Edelman, Adam:<\\/strong> Writing About Visual Art and Community.<\\/em> We often look at visual art as individuals, focusing on how it makes us feel, or whether we \\u201clike\\u201d an artwork or not. But art also has the important role of connecting us to others through a feeling of shared experience. Unlike written language, visual art can be understood and appreciated by people from various cultures and backgrounds without having to be translated or explained. In this course, students read a variety of current articles, essays, and opinion pieces that discuss how works of visual art and communities intersect, interact, and for what purposes. Students enter the public discussion by writing about specific movements in visual art or specific artworks in order to explain how their features build a sense of common experience among individuals. The course culminates in a research paper on a topic of students\\u2019 choice that address some aspect of a need for community building and how visual art has responded to this need, or how it can better respond in the future.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Edelman, Adam: Writing About Visual Art and Community. We often look at visual art as individuals, focusing on how it makes us feel, or whether we “like” an artwork or not. But art also has the important role of connecting us to others through a feeling of shared experience. Unlike written language, visual art can be understood and appreciated by people from various cultures and backgrounds without having to be translated or explained. In this course, students read a variety of current articles, essays, and opinion pieces that discuss how works of visual art and communities intersect, interact, and for what purposes. Students enter the public discussion by writing about specific movements in visual art or specific artworks in order to explain how their features build a sense of common experience among individuals. The course culminates in a research paper on a topic of students’ choice that address some aspect of a need for community building and how visual art has responded to this need, or how it can better respond in the future."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Elkins, Ansel:<\\/strong> The Literature of Place.<\\/em> \\u201cIf you don\\u2019t know where you are you don\\u2019t know who you are,\\u201d wrote Wallace Stegner. In this section of GSTR 210, we will explore poems, fiction, and memoirs that center on our relationships with place. We will ask questions like: How does where we\\u2019re from shape us? How do writers explore an intimacy with place and landscape? How can that intimacy create a sense of belonging? How does place convey culture? How do poets and writers explore climate change and the human and environmental devastation in the wake of a force of nature like a hurricane? How do writers wrestle with feelings of being isolated from community and place? We will read a wide variety of works such as bell hooks\\u2019 Bone Black,<\\/em> Sandra Cisneros\\u2019 The House on Mango Street<\\/em>, Jaquira D\\u00edaz\\u2019s Ordinary Girls<\\/em>, the poems of Wendell Berry, and Patricia Smith\\u2019s Blood Dazzler<\\/em>, which centers on the aftermath of Hurricane Katrina in New Orleans. This course involves a substantial amount of reading. Students will keep weekly notebooks about paying attention to plants, animals, weather, and place, and the course will culminate in each student focusing on a work of literature or an author to explore and write about in-depth.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Elkins, Ansel: The Literature of Place. “If you don’t know where you are you don’t know who you are,” wrote Wallace Stegner. In this section of GSTR 210, we will explore poems, fiction, and memoirs that center on our relationships with place. We will ask questions like: How does where we’re from shape us? How do writers explore an intimacy with place and landscape? How can that intimacy create a sense of belonging? How does place convey culture? How do poets and writers explore climate change and the human and environmental devastation in the wake of a force of nature like a hurricane? How do writers wrestle with feelings of being isolated from community and place? We will read a wide variety of works such as bell hooks’ Bone Black, Sandra Cisneros’ The House on Mango Street, Jaquira Díaz’s Ordinary Girls, the poems of Wendell Berry, and Patricia Smith’s Blood Dazzler, which centers on the aftermath of Hurricane Katrina in New Orleans. This course involves a substantial amount of reading. Students will keep weekly notebooks about paying attention to plants, animals, weather, and place, and the course will culminate in each student focusing on a work of literature or an author to explore and write about in-depth."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Feagan, Beth: <\\/strong>In our own words: exploring identity.<\\/em> How do you write a long research paper? At the last minute? Under great stress? With much anxiety? This class will give you the tools you need to break up big, overwhelming research projects into bite-sized chunks. In this class, we\\u2019ll explore issues of identity and diversity by reading, discussing, and writing about peoples\\u2019 accounts of their lives. Personal essays and memoirs are more popular than ever in America because we are hungry for true stories. We\\u2019ll look for the ways race, class, gender, sexuality, and regional identity intersect in these works. In a culture that alienates and marginalizes entire groups of people, preserving these voices is an act of resistance. By the end of the semester, you will have written short contemplative pieces on your life and on the narratives and memoirs. Most importantly, you will have learned how to write a longer, more sustained research paper in a systematic, thoughtful way.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Feagan, Beth: In our own words: exploring identity. How do you write a long research paper? At the last minute? Under great stress? With much anxiety? This class will give you the tools you need to break up big, overwhelming research projects into bite-sized chunks. In this class, we’ll explore issues of identity and diversity by reading, discussing, and writing about peoples’ accounts of their lives. Personal essays and memoirs are more popular than ever in America because we are hungry for true stories. We’ll look for the ways race, class, gender, sexuality, and regional identity intersect in these works. In a culture that alienates and marginalizes entire groups of people, preserving these voices is an act of resistance. By the end of the semester, you will have written short contemplative pieces on your life and on the narratives and memoirs. Most importantly, you will have learned how to write a longer, more sustained research paper in a systematic, thoughtful way."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Feifer, Megan:<\\/strong>\\u00a0Coming to Voice: Making Sense of Self and Place.<\\/em>\\u00a0In Bone Black: Memories of Girlhood, feminist scholar and cultural critic bell hooks intimately discusses \\\"the struggle to create self and identity distinct from and yet inclusive of the world around me\\\" as a black girl-child growing up in the Appalachian South. Through her autobiographical account, hooks explores how intersecting forms of oppression, including race, class, gender, sexuality, and regionalism, function in her life. Through close readings of her text, we will work toward a better understanding of how place and intersectional experiences influence the process of self-creation, identity, and community. Together, we will sharpen our awareness of the process through which writers come to voice, reflect on the importance of positionality, and respond to systemic oppression.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Feifer, Megan: Coming to Voice: Making Sense of Self and Place. In Bone Black: Memories of Girlhood, feminist scholar and cultural critic bell hooks intimately discusses \"the struggle to create self and identity distinct from and yet inclusive of the world around me\" as a black girl-child growing up in the Appalachian South. Through her autobiographical account, hooks explores how intersecting forms of oppression, including race, class, gender, sexuality, and regionalism, function in her life. Through close readings of her text, we will work toward a better understanding of how place and intersectional experiences influence the process of self-creation, identity, and community. Together, we will sharpen our awareness of the process through which writers come to voice, reflect on the importance of positionality, and respond to systemic oppression."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Heyrman, John: <\\/strong>America Imprisoned<\\/em>. Well over two million Americans are in federal or state prisons or county jails in the Unites States. This section will take that fact as its starting point and consider the course themes of race, sex, class, and Appalachia as they intersect with the criminal justice system in the U.S. The course will consider both causes and effects of the vast number of American in jail, including issues such as the war on drugs to the disenfranchisement of ex-felons. The class as a whole will pick a few specific topics among these broad issues to research and debate.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Heyrman, John: America Imprisoned. Well over two million Americans are in federal or state prisons or county jails in the Unites States. This section will take that fact as its starting point and consider the course themes of race, sex, class, and Appalachia as they intersect with the criminal justice system in the U.S. The course will consider both causes and effects of the vast number of American in jail, including issues such as the war on drugs to the disenfranchisement of ex-felons. The class as a whole will pick a few specific topics among these broad issues to research and debate."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Hill-Zuganelli, Dee: <\\/strong>Kinship, Solidarity, and Social Change<\\/em>. This section will expand our understanding of \\u201ckinship\\u201d in the family sciences to consider how families and communities bond with each other in working toward social change. This entails rethinking kinship as a series of fundamental themes: love, need, obligation, struggle, and sacrifice. The establishment of Berea College, the legacy of the Civil Rights Movement, and the recovery of opportunity in the Appalachian region serve as historical markers for developing these themes and their significance. Students should be prepared to read selections from the course reader alongside primary source material, write responses, and organize a research project around a kinship theme of their choice.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Hill-Zuganelli, Dee: Kinship, Solidarity, and Social Change. This section will expand our understanding of “kinship” in the family sciences to consider how families and communities bond with each other in working toward social change. This entails rethinking kinship as a series of fundamental themes: love, need, obligation, struggle, and sacrifice. The establishment of Berea College, the legacy of the Civil Rights Movement, and the recovery of opportunity in the Appalachian region serve as historical markers for developing these themes and their significance. Students should be prepared to read selections from the course reader alongside primary source material, write responses, and organize a research project around a kinship theme of their choice."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Howard, Jason: <\\/strong>Exile in American Literature<\\/em>. Exile is a significant part of the human experience, cutting across lines of race, class, gender, geography, sexuality, and religion. In many ways, we are all exiles, compelled or forced to leave our homes for a variety of reasons. People in exile have fled from political and religious persecution, from war and famine. Many are misfits in their families or communities\\u2014artists or scholars who have never quite fit in with the culture in which they were born. Some have found themselves separated from their families on the basis of their sexual orientation, gender identity, or political views. Others have been shunned based on their race, class, and\\/or gender. In this course, students will analyze the experience of exile and displacement in American literature, considering the many ways in which one can be an exile; how our art, religion, politics, and culture are so often rooted in exile; and what we can learn from this condition. As this is a literature-focused course, students should expect a significant amount of reading, including essays, memoirs, stories, and novels by writers including Dorothy Allison, James Baldwin, Sarah Broom, bell hooks, Silas House, Neela Vaswani, and others.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Howard, Jason: Exile in American Literature. Exile is a significant part of the human experience, cutting across lines of race, class, gender, geography, sexuality, and religion. In many ways, we are all exiles, compelled or forced to leave our homes for a variety of reasons. People in exile have fled from political and religious persecution, from war and famine. Many are misfits in their families or communities—artists or scholars who have never quite fit in with the culture in which they were born. Some have found themselves separated from their families on the basis of their sexual orientation, gender identity, or political views. Others have been shunned based on their race, class, and/or gender. In this course, students will analyze the experience of exile and displacement in American literature, considering the many ways in which one can be an exile; how our art, religion, politics, and culture are so often rooted in exile; and what we can learn from this condition. As this is a literature-focused course, students should expect a significant amount of reading, including essays, memoirs, stories, and novels by writers including Dorothy Allison, James Baldwin, Sarah Broom, bell hooks, Silas House, Neela Vaswani, and others."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Mack, Felicia:<\\/strong> Help or hinderance?: Exploring historical and present themes of coal\\u2019s impact on Appalachia.<\\/em> This course is designed to build upon the reasoning, writing, research, and learning emphasis of GSTR 110 or college transfer equivalent. GSTR 210 involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various forms of primary and secondary texts. Students will brainstorm and select a research topic after viewing Blood on the Mountain<\\/em> (2016). The primary focus in this section is instruction in the writing process resulting in the production of a research paper and presentation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Mack, Felicia: Help or hinderance?: Exploring historical and present themes of coal’s impact on Appalachia. This course is designed to build upon the reasoning, writing, research, and learning emphasis of GSTR 110 or college transfer equivalent. GSTR 210 involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various forms of primary and secondary texts. Students will brainstorm and select a research topic after viewing Blood on the Mountain (2016). The primary focus in this section is instruction in the writing process resulting in the production of a research paper and presentation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- McKee, Lauren: <\\/strong>Dolly Parton\\u2019s America: Exploring Appalachian \\u201cDolitics\\u201d in Contemporary America.<\\/em> The hit 2019 podcast Dolly Parton\\u2019s America<\\/em> from WNYC Radio told many listeners outside Appalachia what most Appalachians already knew: that in this intensely divided moment in America, we can all still agree on one thing, and that is Dolly Parton.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- McKee, Lauren: Dolly Parton’s America: Exploring Appalachian “Dolitics” in Contemporary America. The hit 2019 podcast Dolly Parton’s America from WNYC Radio told many listeners outside Appalachia what most Appalachians already knew: that in this intensely divided moment in America, we can all still agree on one thing, and that is Dolly Parton."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We will use the 10 episodes of this podcast to dive into some of the most pressing and divisive issues of the day, including race, gender, and economic inequality. We will explore these topics using a wide, national lens, but also think about them from an Appalachian perspective; that is, how do the myriad problems we must deal with in the U.S. present in Appalachia, and what are possible solutions?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We will use the 10 episodes of this podcast to dive into some of the most pressing and divisive issues of the day, including race, gender, and economic inequality. We will explore these topics using a wide, national lens, but also think about them from an Appalachian perspective; that is, how do the myriad problems we must deal with in the U.S. present in Appalachia, and what are possible solutions?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- McKiernan Gonzalez, Eileen: <\\/strong>Art and Identity in America.<\\/em> The complex history of race and gender in post-colonial United States has had a deep effect on the visual arts. Representation of others, representation of the self has complex histories related to identity, whether it be racial, ethnic, cultural, regional, class, or gender. We will begin by looking at representation of peoples of non-European ancestry in the 19^{th<\\/sup>century, barriers to the academy, and abolitionist art. We will move to consider in particular the art of those who are outside of the \\u201cmainstream\\u201d of American art, in particular African American artists, and also Native American, Latinx, and Asian American artists. We will consider how these artists interact with Eurocentric models and seek sources in the Global South.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- McKiernan Gonzalez, Eileen: Art and Identity in America. The complex history of race and gender in post-colonial United States has had a deep effect on the visual arts. Representation of others, representation of the self has complex histories related to identity, whether it be racial, ethnic, cultural, regional, class, or gender. We will begin by looking at representation of peoples of non-European ancestry in the 19^thcentury, barriers to the academy, and abolitionist art. We will move to consider in particular the art of those who are outside of the “mainstream” of American art, in particular African American artists, and also Native American, Latinx, and Asian American artists. We will consider how these artists interact with Eurocentric models and seek sources in the Global South."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Mishra, Amrita: <\\/strong>Where are you \\u201creally\\u201d from? Migration, Borders, and Belonging. <\\/em>In his 2017 Man Booker Prize short-listed novel, Exit West<\\/em>, British Pakistani author Mohsin Hamid muses, \\u201cand when she went out it seemed to her that she too had migrated, that everyone migrates, even if we stay in the same houses our whole lives, because we can\\u2019t help it. We are all migrants through time.\\u201d In light of an international refugee crisis, increased border militarization and incarceration, and sustained white supremacy in this nation, who experiences the precarity and of being seen as a migrant? Who has the privilege of feeling like they \\u201cbelong\\u201d? What histories and memories of settlement and displacement do we carry\\u2014within our families, communities, and collectively\\u2014and whose stories do we forget? In this course we will grapple with the question of belonging, racial identity, and dispossession in the United States through the broad optic of migration. To get at these issues we\\u2019ll turn to Hamid\\u2019s Exit West<\\/em> alongside a range of articles and op-eds that chart central debates around colonialism, refugees, and racism. In addition to thinking about these issues at a global level, we\\u2019ll map these questions onto the history of Berea College and migration into and out of Appalachia: What stories are preserved and commemorated in institutional memory? What stories and histories might be forgotten? Who, historically, has had the privilege of belonging here? What about now?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Mishra, Amrita: Where are you “really” from? Migration, Borders, and Belonging. In his 2017 Man Booker Prize short-listed novel, Exit West, British Pakistani author Mohsin Hamid muses, “and when she went out it seemed to her that she too had migrated, that everyone migrates, even if we stay in the same houses our whole lives, because we can’t help it. We are all migrants through time.” In light of an international refugee crisis, increased border militarization and incarceration, and sustained white supremacy in this nation, who experiences the precarity and of being seen as a migrant? Who has the privilege of feeling like they “belong”? What histories and memories of settlement and displacement do we carry—within our families, communities, and collectively—and whose stories do we forget? In this course we will grapple with the question of belonging, racial identity, and dispossession in the United States through the broad optic of migration. To get at these issues we’ll turn to Hamid’s Exit West alongside a range of articles and op-eds that chart central debates around colonialism, refugees, and racism. In addition to thinking about these issues at a global level, we’ll map these questions onto the history of Berea College and migration into and out of Appalachia: What stories are preserved and commemorated in institutional memory? What stories and histories might be forgotten? Who, historically, has had the privilege of belonging here? What about now?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Our readings are designed to help you think about a range of issues to choose a particular issue around race, gender, class, or Appalachia to focus on for a final research paper. As we progress through the semester, many smaller assignments are designed to help you explore a topic, find reliable and rigorous sources, and determine a particular argument that you want to build. In addition to using secondary sources, this course will provide you with an opportunity to engage with primary research materials at the College\\u2019s archives.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Our readings are designed to help you think about a range of issues to choose a particular issue around race, gender, class, or Appalachia to focus on for a final research paper. As we progress through the semester, many smaller assignments are designed to help you explore a topic, find reliable and rigorous sources, and determine a particular argument that you want to build. In addition to using secondary sources, this course will provide you with an opportunity to engage with primary research materials at the College’s archives."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Montgomery, Jesse:<\\/strong> I\\u2019m Set Free: Popular Music and American Culture.<\\/em> In this course, we explore the polyphonic nature of American identity through a comparative study of popular music. From country to the blues to hip hop, punk, rock and roll, American music has helped define both national and world culture. This course aims to use music to study the complex interactions between tradition and disruption, politics and place, individual and community identities, and our understanding of this idea of \\u201cthe popular.\\u201d It also places a particular emphasis on how race, gender, and class have influenced the production, performance, and consumption of music in America, as well as how that music shapes our sense of self. The semester builds toward writing a substantial research paper. As such, a significant amount of class time will be devoted to the fundamentals of writing, research, and revision.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Montgomery, Jesse: I’m Set Free: Popular Music and American Culture. In this course, we explore the polyphonic nature of American identity through a comparative study of popular music. From country to the blues to hip hop, punk, rock and roll, American music has helped define both national and world culture. This course aims to use music to study the complex interactions between tradition and disruption, politics and place, individual and community identities, and our understanding of this idea of “the popular.” It also places a particular emphasis on how race, gender, and class have influenced the production, performance, and consumption of music in America, as well as how that music shapes our sense of self. The semester builds toward writing a substantial research paper. As such, a significant amount of class time will be devoted to the fundamentals of writing, research, and revision."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Nerenberg, Daniel:<\\/strong> Resist!<\\/em> A funny thing happens when governments, corporations, or other powerholders neglect or oppress communities \\u2013 those communities tend to rise up. This course will be a deep dive into the ways that marginalized identity groups \\u2013 be that along class, gender, race lines, or beyond \\u2013 resist unjust policies and practices. We\\u2019ll briefly explore social movement literature and the rich history of civil resistance in the US, then home in on the lesser known, but no less deep, history of protest movements in Appalachia. Finally, we\\u2019ll dig into the College\\u2019s archives to see how Berea College students from different identity groups have engaged in civil resistance on campus and beyond. Throughout our research, we\\u2019ll learn how to craft a clear and effective research paper step-by-step, discovering how to uncover a research question, formulate a thesis, and draft a compelling argument backed by thorough research.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Nerenberg, Daniel: Resist! A funny thing happens when governments, corporations, or other powerholders neglect or oppress communities – those communities tend to rise up. This course will be a deep dive into the ways that marginalized identity groups – be that along class, gender, race lines, or beyond – resist unjust policies and practices. We’ll briefly explore social movement literature and the rich history of civil resistance in the US, then home in on the lesser known, but no less deep, history of protest movements in Appalachia. Finally, we’ll dig into the College’s archives to see how Berea College students from different identity groups have engaged in civil resistance on campus and beyond. Throughout our research, we’ll learn how to craft a clear and effective research paper step-by-step, discovering how to uncover a research question, formulate a thesis, and draft a compelling argument backed by thorough research."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Nichols, Amy McCleese:<\\/strong> \\u201cBad Grammar\\u201d: Language Diversity and Discrimination in the Academy.<\\/em> Berea College\\u2019s motto, \\u201cGod has made of one blood all peoples of the earth,\\u201d sets the bold goal of achieving unity in diversity. And yet, diversity of race, class, region, and gender appears not only in our physical interactions and perceptions but is also embedded in language use; what words are \\u201cformal\\u201d and \\u201cinformal,\\u201d and who gets to decide what is preferred in what context? This class will explore the rich heritage of language variety in the United States with a specific focus on Standard English\\u2019s tumultuous academic relationship with African American Language and Appalachian English, but World Englishes, bilingualism, and the intersections among each of those varieties will also make appearances. Because this is GSTR210, the course will also focus on providing targeted instruction on research, reading, drafting, and revising to help you produce a final 10-15 page, well-sourced argumentative research paper on a language issue of your choosing.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Nichols, Amy McCleese: “Bad Grammar”: Language Diversity and Discrimination in the Academy. Berea College’s motto, “God has made of one blood all peoples of the earth,” sets the bold goal of achieving unity in diversity. And yet, diversity of race, class, region, and gender appears not only in our physical interactions and perceptions but is also embedded in language use; what words are “formal” and “informal,” and who gets to decide what is preferred in what context? This class will explore the rich heritage of language variety in the United States with a specific focus on Standard English’s tumultuous academic relationship with African American Language and Appalachian English, but World Englishes, bilingualism, and the intersections among each of those varieties will also make appearances. Because this is GSTR210, the course will also focus on providing targeted instruction on research, reading, drafting, and revising to help you produce a final 10-15 page, well-sourced argumentative research paper on a language issue of your choosing."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Ortquist-Ahrens, Leslie:<\\/strong> Great Migrations<\\/em>. In this section, we\\u2019ll look at two massive 20^{th<\\/sup>-century movements of people that profoundly shaped U.S. cultural, social, and political history, the \\u201cGreat Migration\\u201d of African Americans from the South and the \\u201cOutmigration\\u201d of people from Appalachia. We\\u2019ll consider what these events had and have to do with the course\\u2019s broad themes of identity and diversity in the U.S. We\\u2019ll also explore what the transition of moving can mean for an individual\\u2019s sense of identity, how migrations can affect communities, and how people relate in powerful ways to place. In addition to learning about the migrations through fiction, films, scholarly work, oral histories and more, students will practice generating productive questions, engaging in research, sharing what they learn with each other first in class, and, finally, in a documented research paper and a presentation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Ortquist-Ahrens, Leslie: Great Migrations. In this section, we’ll look at two massive 20^th-century movements of people that profoundly shaped U.S. cultural, social, and political history, the “Great Migration” of African Americans from the South and the “Outmigration” of people from Appalachia. We’ll consider what these events had and have to do with the course’s broad themes of identity and diversity in the U.S. We’ll also explore what the transition of moving can mean for an individual’s sense of identity, how migrations can affect communities, and how people relate in powerful ways to place. In addition to learning about the migrations through fiction, films, scholarly work, oral histories and more, students will practice generating productive questions, engaging in research, sharing what they learn with each other first in class, and, finally, in a documented research paper and a presentation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- patrick, dp:<\\/strong> Abolition Now! <\\/em>In the wake of the 2020 rebellions and uprisings sparked by the state murder of George Floyd, abolition has once again entered mainstream discourse through, for example, demands to defund the police, to end cash bail, and to cease immigration detention and deportation. While a focus on ending police and prisons are central aspects of present-day abolitionist organizing and scholarship, the longstanding critical hope and radical practice of abolition cuts to the core of the conditions that produce violence, scarcity, and punishment. As activist scholar Ruth Wilson Gilmore has argued: \\u201cAbolition requires that we change one thing: everything.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- patrick, dp: Abolition Now! In the wake of the 2020 rebellions and uprisings sparked by the state murder of George Floyd, abolition has once again entered mainstream discourse through, for example, demands to defund the police, to end cash bail, and to cease immigration detention and deportation. While a focus on ending police and prisons are central aspects of present-day abolitionist organizing and scholarship, the longstanding critical hope and radical practice of abolition cuts to the core of the conditions that produce violence, scarcity, and punishment. As activist scholar Ruth Wilson Gilmore has argued: “Abolition requires that we change one thing: everything.”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This course challenges both caricatures and misunderstandings of abolitionist movements while considering Berea\\u2019s own historical relationship to abolition. We will engage a range of abolitionist voices and materials, including: the course reader, institutional and activist archives, contemporary abolitionist media, art, literature, and scholarly research. Some of the core questions we will explore are: What does it mean to (re)activate Berea College\\u2019s abolitionist history in and for the present moment? What role can and should an institution founded on abolitionist principles play in contemporary movements to eliminate racist and colonial violence and the conditions that perpetuate this violence? How might (re)claiming this radical political legacy right<\\/em> now<\\/em> change everyday and institutional life at\\u2013\\u2013and, indeed, beyond\\u2013\\u2013Berea? Throughout the semester, we will develop activist research projects that draw on generations of thinkers and organizers to honor, to question, and, crucially, to activate Berea\\u2019s legacy of abolition here and n\\u00ad\\u00adow.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This course challenges both caricatures and misunderstandings of abolitionist movements while considering Berea’s own historical relationship to abolition. We will engage a range of abolitionist voices and materials, including: the course reader, institutional and activist archives, contemporary abolitionist media, art, literature, and scholarly research. Some of the core questions we will explore are: What does it mean to (re)activate Berea College’s abolitionist history in and for the present moment? What role can and should an institution founded on abolitionist principles play in contemporary movements to eliminate racist and colonial violence and the conditions that perpetuate this violence? How might (re)claiming this radical political legacy right now change everyday and institutional life at––and, indeed, beyond––Berea? Throughout the semester, we will develop activist research projects that draw on generations of thinkers and organizers to honor, to question, and, crucially, to activate Berea’s legacy of abolition here and now."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Sergent, Tyler:<\\/strong> Everybody likes a good story. And Appalachia is full of good stories, told and retold through generations. This includes our own Berea story. The theme for our section is Oral Culture: oral history, storytelling, speeches, lyrics, and other possible forms of spoken word that relate directly to Berea\\u2019s history and identity, Appalachian culture, and our foci on race, class, and gender. We will study the transmission and preservation of regional, institutional, and personal oral culture, and apply critical thinking skills in accessing, listening to, transcribing, and analyzing oral sources in order to understand better their significance for Berea College, Appalachian culture, society, and activism.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Sergent, Tyler: Everybody likes a good story. And Appalachia is full of good stories, told and retold through generations. This includes our own Berea story. The theme for our section is Oral Culture: oral history, storytelling, speeches, lyrics, and other possible forms of spoken word that relate directly to Berea’s history and identity, Appalachian culture, and our foci on race, class, and gender. We will study the transmission and preservation of regional, institutional, and personal oral culture, and apply critical thinking skills in accessing, listening to, transcribing, and analyzing oral sources in order to understand better their significance for Berea College, Appalachian culture, society, and activism."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Seroka, Laura: <\\/strong>Destination Berea.<\\/em> Both Berea College and the larger town are committed to sustainability and conservation efforts drawing many \\u201cecotourists\\u201d to the area each year, earning designations from the Arbor Day Foundation, and drawing donor\\/grant support, yet there are many interpretations of what \\u201csustainability\\u201d and \\u201cconservation\\u201d look like. This course explores Berea and the history of conservation, sustainability, ecotourism, public outreach, and marketing as an \\u201cenvironmental destination\\u201d. Students will have the opportunity to reflect on their own identification with the environment and ways in which race, age, class, and gender may alter their views about the environment. In addition, students will learn valuable skills in finding helpful and credible sources, analyzing texts, critically thinking about conflicting viewpoints, and applying those skills to investigate environmental policies, laws, and marketing related to our local community. Students will conduct interviews, analyze the responses, and tie the findings back into research related to their topic.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Seroka, Laura: Destination Berea. Both Berea College and the larger town are committed to sustainability and conservation efforts drawing many “ecotourists” to the area each year, earning designations from the Arbor Day Foundation, and drawing donor/grant support, yet there are many interpretations of what “sustainability” and “conservation” look like. This course explores Berea and the history of conservation, sustainability, ecotourism, public outreach, and marketing as an “environmental destination”. Students will have the opportunity to reflect on their own identification with the environment and ways in which race, age, class, and gender may alter their views about the environment. In addition, students will learn valuable skills in finding helpful and credible sources, analyzing texts, critically thinking about conflicting viewpoints, and applying those skills to investigate environmental policies, laws, and marketing related to our local community. Students will conduct interviews, analyze the responses, and tie the findings back into research related to their topic."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Sirianni, Lucy:<\\/strong> Education as Liberation?<\\/em> In this course, we'll explore the ways in which education has both empowered and oppressed people with marginalized identities. How have educational systems and practices both advanced and worked against the cause of justice? Together, we'll explore the stories of enslaved, Indigenous, and disabled individuals, among others, each of whom fought to attain an education within systems built to demean and dehumanize them\\u2014and each of whom went on to both proclaim the liberating value of education and decry its profound inequities. We'll also think about Berea's history as an institution premised on the link between learning and equity\\u2014and about how you as present-day Bereans can use the education you're receiving to help work toward a more just world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Sirianni, Lucy: Education as Liberation? In this course, we'll explore the ways in which education has both empowered and oppressed people with marginalized identities. How have educational systems and practices both advanced and worked against the cause of justice? Together, we'll explore the stories of enslaved, Indigenous, and disabled individuals, among others, each of whom fought to attain an education within systems built to demean and dehumanize them—and each of whom went on to both proclaim the liberating value of education and decry its profound inequities. We'll also think about Berea's history as an institution premised on the link between learning and equity—and about how you as present-day Bereans can use the education you're receiving to help work toward a more just world."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Sowers, Nancy:<\\/strong> Living the American Dream\\u2014Understanding how the past shapes the future and our fortunes.<\\/em> The right to attain the American Dream with hard work and persistence has almost become a part of our DNA in America. Waves of immigrants flooded our borders in the last 200 years with little more than the clothes on their backs, and within a generation, were succeeding here. Is this promise still accessible or are the opportunities and prizes that go with them more ephemeral than ever before? In a campaign speech in 1928, Herbert Hoover promised citizens \\u201ca chicken in every pot, a car in every garage.\\u201d A year later the economy found itself in the midst of the Great Depression. The tensions between Wall Street and Main Street following the most recent economic crisis in 2008 underlie many of the challenges that young people face today as they seek fulfilling careers and meaningful lives. In this class, we will use Berea College\\u2019s heritage of economic justice and history to explore the ways that race, gender, class, and Appalachian perspectives may impact the pursuit of the American Dream. Through a research project, students will explore how background interacts with opportunity to influence the future, with an eye to navigating towards that dream.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Sowers, Nancy: Living the American Dream—Understanding how the past shapes the future and our fortunes. The right to attain the American Dream with hard work and persistence has almost become a part of our DNA in America. Waves of immigrants flooded our borders in the last 200 years with little more than the clothes on their backs, and within a generation, were succeeding here. Is this promise still accessible or are the opportunities and prizes that go with them more ephemeral than ever before? In a campaign speech in 1928, Herbert Hoover promised citizens “a chicken in every pot, a car in every garage.” A year later the economy found itself in the midst of the Great Depression. The tensions between Wall Street and Main Street following the most recent economic crisis in 2008 underlie many of the challenges that young people face today as they seek fulfilling careers and meaningful lives. In this class, we will use Berea College’s heritage of economic justice and history to explore the ways that race, gender, class, and Appalachian perspectives may impact the pursuit of the American Dream. Through a research project, students will explore how background interacts with opportunity to influence the future, with an eye to navigating towards that dream."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Strange, Jason:<\\/strong> This course is about two things: how to write a research essay, and understanding inequality in the United States. Luckily, these two tasks are related. Inequality in the US is extreme and damaging, but it is also subtle \\u2013 it cannot be understood without reading some of the best research-based writing available. For example, many people think that class is not important in the US. Careful research shows that this common idea is wrong. Many people think that humans come in distinct biological races. Again, research shows that this is untrue. Another common myth is that struggles for justice have been led by famous heroes, like Martin Luther King, Jr. or Mohandas Gandhi. Researchers have found that these struggles have been created mostly by ordinary people \\u2013 and that these people arm themselves for that struggle by learning how to write well, speak in public, and do research. Writing a research paper might be boring, it might keep you up all night, it might make you sweat \\u2013 but it will also change your life.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Strange, Jason: This course is about two things: how to write a research essay, and understanding inequality in the United States. Luckily, these two tasks are related. Inequality in the US is extreme and damaging, but it is also subtle – it cannot be understood without reading some of the best research-based writing available. For example, many people think that class is not important in the US. Careful research shows that this common idea is wrong. Many people think that humans come in distinct biological races. Again, research shows that this is untrue. Another common myth is that struggles for justice have been led by famous heroes, like Martin Luther King, Jr. or Mohandas Gandhi. Researchers have found that these struggles have been created mostly by ordinary people – and that these people arm themselves for that struggle by learning how to write well, speak in public, and do research. Writing a research paper might be boring, it might keep you up all night, it might make you sweat – but it will also change your life."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Webb, Althea:<\\/strong> Emerging Adulthood and the College Experience. <\\/em>This course provides and in-depth study of the physical, cognitive, and social-emotional growth of the emerging adult during the transition period of the college years. We will examine the college experience across a number of dimensions, including culture, ethnicity\\/race, gender, socioeconomic status, and sexual orientation. We will also explore the contexts of the higher education institutional environment (e.g., community college, private, public, and\\/or elite institution) that influence development. Throughout the course, we will relate theory and research to practical concerns and current events. We will connect academic research on emerging adults to the lived experiences of young people today. Students will link the theoretical to the practical by conducting an interview with an individual who attended college in order to write a research paper on a selected topic related to course content. Students will need to interpret the interview responses based on research articles and explain how the responses are\\/are not supported by the research articles.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Webb, Althea: Emerging Adulthood and the College Experience. This course provides and in-depth study of the physical, cognitive, and social-emotional growth of the emerging adult during the transition period of the college years. We will examine the college experience across a number of dimensions, including culture, ethnicity/race, gender, socioeconomic status, and sexual orientation. We will also explore the contexts of the higher education institutional environment (e.g., community college, private, public, and/or elite institution) that influence development. Throughout the course, we will relate theory and research to practical concerns and current events. We will connect academic research on emerging adults to the lived experiences of young people today. Students will link the theoretical to the practical by conducting an interview with an individual who attended college in order to write a research paper on a selected topic related to course content. 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Whether you're a budding actor, a passionate filmmaker, an aspiring musical theatre performer, or a dedicated member of our crew, our department offers a rich tapestry of opportunities for you to explore, learn, and grow! With a range of programs, including a Theatre Major, Theatre Minor, Film Minor, and Musical Theatre Minor, we invite you to embark on a transformative journey where the spotlight is on you.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Our Theatre & Film Department is a thriving hub of artistic expression and innovation. Whether you're a budding actor, a passionate filmmaker, an aspiring musical theatre performer, or a dedicated member of our crew, our department offers a rich tapestry of opportunities for you to explore, learn, and grow! 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Old, crumbling tenement buildings are being torn down for the construction of newer, flashier housing, leaving the low-income population out of a home. College student and self-made woman Rita has much to say about these greedy landlords; but unbeknownst to her, it is her own boyfriend, neighborhood bar owner Joe, working behind the scenes to flush the impoverished population out of their community. Meanwhile, a young janitor privy to Joe\\u2019s dealings is working to expose something much greater than any of the neighborhood\\u2019s residents could have imagined.\\r\\n\\r\\n<\\/i><\\/i>Discover Pearl Fink\\u2019s masterful voice in Mama\\u2019s Boy: or, a Praxis in Construction, on showcase now for the first time. 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Old, crumbling tenement buildings are being torn down for the construction of newer, flashier housing, leaving the low-income population out of a home. College student and self-made woman Rita has much to say about these greedy landlords; but unbeknownst to her, it is her own boyfriend, neighborhood bar owner Joe, working behind the scenes to flush the impoverished population out of their community. Meanwhile, a young janitor privy to Joe’s dealings is working to expose something much greater than any of the neighborhood’s residents could have imagined.
\nDiscover Pearl Fink’s masterful voice in Mama’s Boy: or, a Praxis in Construction, on showcase now for the first time. Watch a colorful cast of characters come to life as they investigate not only the greed and destruction left in the path of trickle-down economics but also the spirit of those who challenge the notions of success.
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Discover Pearl Fink\\u2019s masterful voice in Mama\\u2019s Boy: or, a Praxis in Construction, on showcase now for the first time. Watch a colorful cast of characters come to life as they investigate not only the greed and destruction left in the path of trickle-down economics but also the spirit of those who challenge the notions of success. <\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"
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McGaw Theatre, Jelkyl Drama Center
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A minor is also available. Students may pair their Religion major with any manner of minors from the natural to social sciences and vice versa. The academic study of religion at Berea College enables students to explore many different human perspectives on the world, human life, and ultimate human concerns that appear within diverse cultures, across all historical periods and through multiple traditions.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Graduates receive a Bachelor of Arts (BA) in Studies of Religion and Spirituality. A minor is also available. Students may pair their Religion major with any manner of minors from the natural to social sciences and vice versa. 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In the Department for Studies of Religions and Spirituality, however, the terms, “scholarships” and “awards,” refer to two different categories of financial aid for students of Berea College."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"First, the category of \\u201cscholarships<\\/em>\\u201d refers to aid that the Faculty distributes to academically-worthy students who pursue academic studies of religions, religious or spiritual phenomena more broadly, or spirituality most generally (at either collegiate or graduate levels). If students want to apply for scholarships<\\/em>, for either continuing study toward the Major in Studies of Religions and Spirituality at Berea College or graduate studies in religions or spiritualities after graduation from Berea College, they must complete an application for scholarships (application.doc<\\/a>, application.pdf<\\/a>)<\\/em><\\/strong> that they may obtain from the departmental website or from the departmental Chairperson.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"First, the category of “scholarships” refers to aid that the Faculty distributes to academically-worthy students who pursue academic studies of religions, religious or spiritual phenomena more broadly, or spirituality most generally (at either collegiate or graduate levels). If students want to apply for scholarships, for either continuing study toward the Major in Studies of Religions and Spirituality at Berea College or graduate studies in religions or spiritualities after graduation from Berea College, they must complete an application for scholarships (application.doc, application.pdf) that they may obtain from the departmental website or from the departmental Chairperson."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Second, in contrast, the category of \\u201cawards<\\/em>\\u201d designates honors that departmental Faculty bestows on students who have demonstrated excellence in academic studies of religions or spiritualities at Berea College or during initial graduate studies after graduating from Berea College. For awards<\\/em>, however, students and graduates of the College cannot apply. Normally, the Faculty of the Department identifies candidates for such awards from those students either who have pursued the Major in Studies of Religions and Spiritualities or have taken courses in such studies with members of the departmental Faculty. The Faculty, however, occasionally also receives recommendations about outstanding students or graduates of Berea College from other members of the larger College Faculty. With such academic<\\/em> awards<\\/em>, the Faculty in the Department for Studies of Religions and Spirituality affirms and celebrates superior academic performance by students in studies of religious and spiritual phenomena.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Second, in contrast, the category of “awards” designates honors that departmental Faculty bestows on students who have demonstrated excellence in academic studies of religions or spiritualities at Berea College or during initial graduate studies after graduating from Berea College. For awards, however, students and graduates of the College cannot apply. Normally, the Faculty of the Department identifies candidates for such awards from those students either who have pursued the Major in Studies of Religions and Spiritualities or have taken courses in such studies with members of the departmental Faculty. 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A minor in is also available. While the major is rigorous enough to stand alone, the requirements are flexible enough to allow a double major in a variety of disciplines, including Education Studies with a focus in Teaching Curriculum for a Mathematics (8-12) teaching certification.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Graduates receive a Bachelor of Arts in Mathematics. A minor in is also available. While the major is rigorous enough to stand alone, the requirements are flexible enough to allow a double major in a variety of disciplines, including Education Studies with a focus in Teaching Curriculum for a Mathematics (8-12) teaching certification."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Opportunities & Internships\",\"level\":2,\"anchor\":\"h-opportunities-internships\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-opportunities-internships","content":"Opportunities & Internships"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Pi-Mu-Epsilon Honor Society and Math Club seek to promote mathematics on campus through fun and engaging activities.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Pi-Mu-Epsilon Honor Society and Math Club seek to promote mathematics on campus through fun and engaging activities."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"On-and off-campus summer research opportunities are available through Berea\\u2019s URCPP and NSF REU programs.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"On-and off-campus summer research opportunities are available through Berea’s URCPP and NSF REU programs."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Through the College\\u2019s work program, prospective math teachers are provided opportunities to develop skills in working one-on-one with students in the Developmental Math classroom setting. Working for the Mathematics Department as a Teaching Assistant provides valuable teaching experience and strengthens one\\u2019s own understanding while helping others. The Department also regularly invites outside speakers and arranges for students to visit mathematical conferences and sites.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Through the College’s work program, prospective math teachers are provided opportunities to develop skills in working one-on-one with students in the Developmental Math classroom setting. Working for the Mathematics Department as a Teaching Assistant provides valuable teaching experience and strengthens one’s own understanding while helping others. The Department also regularly invites outside speakers and arranges for students to visit mathematical conferences and sites."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Pugsley Freshman and Spangler Senior Mathematics awards recognize outstanding scholastic achievement in Mathematics. The Ballard-McConnell-Willis Mathematics Scholarship is awarded to one senior, one junior, and one sophomore per year and provides financial support to enrich the educational experience, including study abroad and other cultural educational experiences.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Pugsley Freshman and Spangler Senior Mathematics awards recognize outstanding scholastic achievement in Mathematics. The Ballard-McConnell-Willis Mathematics Scholarship is awarded to one senior, one junior, and one sophomore per year and provides financial support to enrich the educational experience, including study abroad and other cultural educational experiences."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Careers & Outcomes\",\"level\":2,\"anchor\":\"h-careers-outcomes\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-careers-outcomes","content":"Careers & Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea Mathematics graduates, distinguished by their experience in the work program and unique research opportunities, find
employment in a wide variety of occupations and career fields, including:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea Mathematics graduates, distinguished by their experience in the work program and unique research opportunities, find
employment in a wide variety of occupations and career fields, including:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Actuarial Analyst\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Biostatistician\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"College Professor\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Primary and Secondary Math Teacher\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Engineer\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Economist\\/Financial Consultant\"}","innerBlocks":[]}]},{"__typename":"AcfCustomQuoteBlock","attributesJSON":"{\"id\":\"block_6318e89f6f9bc\",\"name\":\"acf\\/custom-quote\",\"data\":{\"quote_0_quote\":\"The ability to do (even abstract) mathematics and the analytical thinking that it requires trains the mind to think clearly about complex problems in the real world. This skill is of great value in the job market.\",\"_quote_0_quote\":\"field_62740bd0e7e36\",\"quote_0_quotee\":\"John Ramsay \",\"_quote_0_quotee\":\"field_62740bdee7e37\",\"quote_0_title\":\"\",\"_quote_0_title\":\"field_62740bf0e7e38\",\"quote_0_year\":\"\",\"_quote_0_year\":\"field_62740bf9e7e39\",\"quote_0_image\":\"\",\"_quote_0_image\":\"field_62740c09e7e3a\",\"quote_0_link\":\"\",\"_quote_0_link\":\"field_627c1cdbbb5fd\",\"quote\":1,\"_quote\":\"field_62740bc2e7e35\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/custom-quote","customQuote":{"__typename":"AcfCustomQuoteBlock_Customquote","quote":[{"__typename":"AcfCustomQuoteBlock_Customquote_quote","image":null,"link":null,"linkLabel":null,"quote":"
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Ballard. Every year a selection committee seeks to identify three new recipients: one senior, one junior, and one sophomore who satisfy the criteria laid out in Mr Ballard\\u2019s will. These scholarships are continued for each recipient through their remaining years of attendance at Berea, up to the fourth year, as long as the recipient continues to satisfy the scholarship criteria.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Ballard-McConnell-Willis Mathematics Scholarships are made possible through a trust fund established in 1983 by Mr. John W. Ballard. Every year a selection committee seeks to identify three new recipients: one senior, one junior, and one sophomore who satisfy the criteria laid out in Mr Ballard’s will. These scholarships are continued for each recipient through their remaining years of attendance at Berea, up to the fourth year, as long as the recipient continues to satisfy the scholarship criteria."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Ballard-McConnell-Willis Mathematics Scholarship is awarded to one senior, one junior, and one sophomore mathematics major at Berea College who are:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Ballard-McConnell-Willis Mathematics Scholarship is awarded to one senior, one junior, and one sophomore mathematics major at Berea College who are:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"

In the upper 10% of class<\\/li>

With excellent scholarship<\\/li>

Having upright moral character<\\/li>

Demonstrating potential for accomplishment<\\/li>

With ability to instill in others an appreciation for mathematics<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Financial support is provided through this scholarship in the hopes that the recipient\\u2019s educational experience will be enriched in ways that would not have been possible otherwise. Foreign study or other-cultural educational experiences are especially encouraged. Other examples of uses for these funds include:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Financial support is provided through this scholarship in the hopes that the recipient’s educational experience will be enriched in ways that would not have been possible otherwise. Foreign study or other-cultural educational experiences are especially encouraged. Other examples of uses for these funds include:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"

Travel to professional meetings or prospective graduate schools<\\/li>

Purchases of computer hardware and software relevant to mathematics<\\/li>

Costs for mathematical research<\\/li>

Cost of personal mathematics books and\\/or subscriptions to mathematical journals<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Each year, the family of John Ballard visits the College and the department to meet and talk with the students and the faculty, so Virginia Willis and her daughter Ann Sebrell are annual visitors to Berea College.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Each year, the family of John Ballard visits the College and the department to meet and talk with the students and the faculty, so Virginia Willis and her daughter Ann Sebrell are annual visitors to Berea College."}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_64010b1abce6e\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"About Mr. John W. Ballard\",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"[caption id=\\\"attachment_92132\\\" align=\\\"alignnone\\\" width=\\\"300\\\"] $\\\"John$ John and Helen Ballard[\\/caption]\\r\\n\\r\\nJohn William Ballard was born in the first decade of the Twentieth Century in the farming community of Haubstadt, Indiana, and spent his childhood there. He earned his Bachelor of Arts degree at Evansville College (now University) in Indiana and his law degree at Indiana University in Bloomington, Indiana. After serving in the Armed Services during World War II, he resumed courting Helen McConnell and they were married in 1948.\\r\\n\\r\\nJohn joined his uncle\\u2019s law firm in Princeton, Indiana, and spent most of his professional life probating wills. When his uncle died, John took over the law firm.\\r\\n\\r\\nJohn and Helen, a former fourth grade teacher, loved children, but had none of their own. They both enjoyed spending time with their six nieces and nephews, regaling them with family stories and jokes. When it was time for them to go to college, John provided an incentive to study hard, promising a gold watch to any of the nieces and nephews who made Phi Beta Kappa.\\r\\n\\r\\nJohn had simple tastes, enjoying squirrel hunting, especially keeping his guns polished and cleaned to perfection, and rooting for his favorite baseball team, the St. Louis Cardinals. He did have one luxury, his Mercedes Benz, kept in the garage during the week while he walked to work, but used on Sundays to attend church. John\\u2019s faith in God prompted him to teach the adult Sunday School class at the Methodist church in Princeton, where he and Helen were members throughout their marriage.\\r\\n\\r\\nAt Thanksgiving Helen and John, along with her two brothers and sister and their families, gathered at her mother\\u2019s house for dinner throughout the late 1940\\u2019s and \\u201950\\u2019s. After all the brothers and sisters had taken their turns hosting the dinner, someone suggested going to the Boone Tavern Hotel instead and from the mid-1960\\u2019s through the early 1970\\u2019s everyone enjoyed coming to Berea. Happy memories of those family get-togethers and a desire to help children further their education prompted John to establish a scholarship fund at Berea College.\\r\\n\\r\\nAt John\\u2019s death his will provided that a Scholarship Fund be established in memory of his wife Helen (who had died a few years earlier in 1972) and in honor of her family. The Ballard-McConnell-Willis Scholarship Fund allows top mathematics students to enhance their Berea learning experience.\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"Huy A Nguyen's \\\"manual\\\" for scholarship recipients\",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"
\\r\\n
Ballard-McConnell-Willis Mathematics Scholarship Manual<\\/h3>\\r\\n<\\/header>\\r\\n
\\r\\n\\r\\nby: Huy Nguyen\\r\\n\\r\\nBallard- McConnell- Willis (BMW) scholarship is the most prestigious award offered by the Math Dept, and the single biggest outside scholarship on campus. There are many ways you can make the most out of this award; however, the process of \\u201cspending\\u201d it is rather informal. I have had quite a few BMW recipients asking me about the specific procedures of using this pretty big amount of money. That is why I decided to write up this so-called \\u201cmanual\\u201d of BMW award, so that people who receive it after me can have a clue what to do. This is written merely based on personal perspectives and experiences from the two times I received this scholarship.\\r\\n\\r\\n1. The selection:\\r\\n\\r\\nTo be considered for BMW awards, these criteria must be met:\\r\\n\\r\\nIn the upper 10% of class\\r\\nWith excellent scholarship\\r\\nHaving upright moral character\\r\\nDemonstrating potential for accomplishment\\r\\nWith ability to instill in others an appreciation for mathematics\\r\\n\\r\\nEvery year, around April, three new BMW scholars will be chosen out of three classes: sophomore, junior, and senior, based on nominations of BMW committee. You do not need to submit an application or anything. It is rather crucial that you do well in Math classes. Furthermore, there are also other facts that could show your dedication or strong interest in becoming a good mathematician. For example, working for the Math\\/CS department for your labor position is one significant way for students to satisfy the 5th criteria. So when selecting a student whether they work for the department and how well they work for the department factors significantly into the selection.\\r\\n\\r\\nBMW awards will automatically be renewed every year for existing scholars, as long as they maintain their GPA among the top 10% of their class.\\r\\n\\r\\n2. How to use:\\r\\n\\r\\nBMW awards can be used toward academic purposes, as listed on BMW description page. If you are a senior, your BMW award can only be used to purchase computers (typically), journals, books, etc. with the total amount must be\\r\\n\\r\\nNotes for those who plan to go to a different school:\\r\\n\\r\\nThere is no official program that Berea College or Math Dept organizes for the students to go to other schools. This is when you shows your independence and creativity. The fund will be supplied by the BMW fund, but the process to get you off and going at the other school, as well as transferring courses back, totally depends on you.\\r\\n\\r\\nWhen you look for a school, make sure that it is worth the money that you are about to spend. Also you need to make sure the courses you take there can be transferred back. Usually, you will have to go out there to the school, find a place to stay, get your course registration forms signed by professors, then get you registered. If you choose to do the summer program instead of a regular semester at the school, you will miss out good courses taught by good professors, but the trade-offs will be that you do not have to worry about finding housing and getting registered yourself.\\r\\n\\r\\nList of schools that BMW scholars chose to go to in the past:\\r\\n\\r\\nUniversity of California at Berkeley\\r\\nUniversity of Washington\\r\\nLondon School of Economic\\r\\nNorth Carolina State University\\r\\nHarvard University\\r\\nUniversity of North Carolina at Chapel Hill\\r\\n\\r\\nHaving been used to Berea, I suspect that there will be many differences you are going to encounter, especially if you are participating in a regular semester instead of summer school. Among those is housing, a real difficulty for a big college town like Berkeley, Seattle or Raleigh. You may find it helpful to live in a motel in the first couple of days while you look for housing over there. There are housing services by the school that may have you find roommate or apartment listings. Newspapers, internet websites are also useful to find postings. Another difficulty you may encounter is selecting a good course load. It is typical that big schools are more challenging than Berea, so 3 or 4 classes are OK (recommend: 3). This is a valuable opportunity to take a wide variety of classes, so you may want to choose wisely.\\r\\n\\r\\nRemember, while you are away, you first are given only a portion of the fund to start out with. Then you will save up receipts and send them back to Berea to get reimbursement.\\r\\n\\r\\nFor those traveling abroad, discuss with the International Office about visa issues first.\\r\\n\\r\\nIn order to transfer back the courses you take, you need to have an official transcript from the school you studied sent to Berea College\\u2019s Academic Services. Some or all the courses may or may not be transferred. The transferred courses will appear on your transcript, but will not affect your grade at Berea. Another thing to keep in mind is that when you go to study at another school, you will miss out some courses offered at Berea, especially the general education courses. So make plan so that you can still finish your general education before graduation.\\r\\n\\r\\n<\\/div>\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion\":2,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"About Mr. John W. Ballard","content":"
$\"John$
John and Helen Ballard
\n
John William Ballard was born in the first decade of the Twentieth Century in the farming community of Haubstadt, Indiana, and spent his childhood there. He earned his Bachelor of Arts degree at Evansville College (now University) in Indiana and his law degree at Indiana University in Bloomington, Indiana. After serving in the Armed Services during World War II, he resumed courting Helen McConnell and they were married in 1948.
\n
John joined his uncle’s law firm in Princeton, Indiana, and spent most of his professional life probating wills. When his uncle died, John took over the law firm.
\n
John and Helen, a former fourth grade teacher, loved children, but had none of their own. They both enjoyed spending time with their six nieces and nephews, regaling them with family stories and jokes. When it was time for them to go to college, John provided an incentive to study hard, promising a gold watch to any of the nieces and nephews who made Phi Beta Kappa.
\n
John had simple tastes, enjoying squirrel hunting, especially keeping his guns polished and cleaned to perfection, and rooting for his favorite baseball team, the St. Louis Cardinals. He did have one luxury, his Mercedes Benz, kept in the garage during the week while he walked to work, but used on Sundays to attend church. John’s faith in God prompted him to teach the adult Sunday School class at the Methodist church in Princeton, where he and Helen were members throughout their marriage.
\n
At Thanksgiving Helen and John, along with her two brothers and sister and their families, gathered at her mother’s house for dinner throughout the late 1940’s and ’50’s. After all the brothers and sisters had taken their turns hosting the dinner, someone suggested going to the Boone Tavern Hotel instead and from the mid-1960’s through the early 1970’s everyone enjoyed coming to Berea. Happy memories of those family get-togethers and a desire to help children further their education prompted John to establish a scholarship fund at Berea College.
\n
At John’s death his will provided that a Scholarship Fund be established in memory of his wife Helen (who had died a few years earlier in 1972) and in honor of her family. The Ballard-McConnell-Willis Scholarship Fund allows top mathematics students to enhance their Berea learning experience.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Huy A Nguyen's \"manual\" for scholarship recipients","content":"
\n
Ballard-McConnell-Willis Mathematics Scholarship Manual
\n
\n
\n
by: Huy Nguyen
\n
Ballard- McConnell- Willis (BMW) scholarship is the most prestigious award offered by the Math Dept, and the single biggest outside scholarship on campus. There are many ways you can make the most out of this award; however, the process of “spending” it is rather informal. I have had quite a few BMW recipients asking me about the specific procedures of using this pretty big amount of money. That is why I decided to write up this so-called “manual” of BMW award, so that people who receive it after me can have a clue what to do. This is written merely based on personal perspectives and experiences from the two times I received this scholarship.
\n
1. The selection:
\n
To be considered for BMW awards, these criteria must be met:
\n
In the upper 10% of class
\nWith excellent scholarship
\nHaving upright moral character
\nDemonstrating potential for accomplishment
\nWith ability to instill in others an appreciation for mathematics
\n
Every year, around April, three new BMW scholars will be chosen out of three classes: sophomore, junior, and senior, based on nominations of BMW committee. You do not need to submit an application or anything. It is rather crucial that you do well in Math classes. Furthermore, there are also other facts that could show your dedication or strong interest in becoming a good mathematician. For example, working for the Math/CS department for your labor position is one significant way for students to satisfy the 5th criteria. So when selecting a student whether they work for the department and how well they work for the department factors significantly into the selection.
\n
BMW awards will automatically be renewed every year for existing scholars, as long as they maintain their GPA among the top 10% of their class.
\n
2. How to use:
\n
BMW awards can be used toward academic purposes, as listed on BMW description page. If you are a senior, your BMW award can only be used to purchase computers (typically), journals, books, etc. with the total amount must be
\n
Notes for those who plan to go to a different school:
\n
There is no official program that Berea College or Math Dept organizes for the students to go to other schools. This is when you shows your independence and creativity. The fund will be supplied by the BMW fund, but the process to get you off and going at the other school, as well as transferring courses back, totally depends on you.
\n
When you look for a school, make sure that it is worth the money that you are about to spend. Also you need to make sure the courses you take there can be transferred back. Usually, you will have to go out there to the school, find a place to stay, get your course registration forms signed by professors, then get you registered. If you choose to do the summer program instead of a regular semester at the school, you will miss out good courses taught by good professors, but the trade-offs will be that you do not have to worry about finding housing and getting registered yourself.
\n
List of schools that BMW scholars chose to go to in the past:
\n
University of California at Berkeley
\nUniversity of Washington
\nLondon School of Economic
\nNorth Carolina State University
\nHarvard University
\nUniversity of North Carolina at Chapel Hill
\n
Having been used to Berea, I suspect that there will be many differences you are going to encounter, especially if you are participating in a regular semester instead of summer school. Among those is housing, a real difficulty for a big college town like Berkeley, Seattle or Raleigh. You may find it helpful to live in a motel in the first couple of days while you look for housing over there. There are housing services by the school that may have you find roommate or apartment listings. Newspapers, internet websites are also useful to find postings. Another difficulty you may encounter is selecting a good course load. It is typical that big schools are more challenging than Berea, so 3 or 4 classes are OK (recommend: 3). This is a valuable opportunity to take a wide variety of classes, so you may want to choose wisely.
\n
Remember, while you are away, you first are given only a portion of the fund to start out with. Then you will save up receipts and send them back to Berea to get reimbursement.
\n
For those traveling abroad, discuss with the International Office about visa issues first.
\n
In order to transfer back the courses you take, you need to have an official transcript from the school you studied sent to Berea College’s Academic Services. Some or all the courses may or may not be transferred. The transferred courses will appear on your transcript, but will not affect your grade at Berea. Another thing to keep in mind is that when you go to study at another school, you will miss out some courses offered at Berea, especially the general education courses. So make plan so that you can still finish your general education before graduation.
\n
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Teaching certification may be earned through a major in Health and Human Performance together with required course work and experiences in Education. Students must meet all requirements for admission to the Teacher Education Program, for admission to Student Teaching, and for recommendation for certification, including the required admission and exit portfolios. Teaching P-12 majors should begin course work in the first year.
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The Education Studies Department at Berea College received national accreditation from the Council for the Accreditation of Educator Preparation (CAEP). On October 21, 2019, The Education Studies Department at Berea College was granted Accreditation at the initial-licensure level. On February 21, 2020, the Kentucky Education Professional Standards Board (EPSB) granted Berea College continued accreditation as well. This Accreditation status will remain in effect until Fall 2026. Our next site visit will take place in Spring 2026."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Teacher Preparation Programs that lead to certification and are approved by the Kentucky EPSB are listed below.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Teacher Preparation Programs that lead to certification and are approved by the Kentucky EPSB are listed below."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Biological Science, Grades 8-12\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Chemistry, Grades 8-12\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Elementary, Primary- 5^{th<\\/sup> Grade \"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"English, Grades 8-12\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Mathematics, Grades 8-12 \"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Middle School Mathematics, Grades 5-9\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Middle School Science, Grades 5-9\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Music, All Grades: Instrumental, Vocal \"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Physical Education and Health, All Grades\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Physics, Grades 8-12\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Social Studies, 8-12\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"For more information about CAEPs reporting measures and to review our latest Title II report, see documents below.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"For more information about CAEPs reporting measures and to review our latest Title II report, see documents below."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"}CAEP 4 Annual Reporting Measures<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Title II Program Report, 2024<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Accreditation Letters\",\"level\":2,\"anchor\":\"h-accreditation-letters\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-accreditation-letters","content":"Accreditation Letters"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"EPSB Accreditation Action Letter February 2020<\\/a>
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The first science instruction began at the turn of the century (circa 1900) and grew slowly. By the mid-\\u201960s, we had three faculty members:\\u00a0Julian Capps, Gus Levey, and Thomas Beebe. These three men combined to serve Berea College for over 100 total years of service time. Beebe was the first at Berea to form\\u00a0an undergraduate research program in the mid-\\u201960s. In the early \\u201980s, the department expanded to four full-time members. By the late \\u201990s, we\\u00a0embraced an active biochemistry requirement and added a part-time member in the sustainability and environmental studies area.\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"Facilities\",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"
\\r\\n \\t
High field\\u00a0500 MHz JEOL ECZR\\u00a0Nuclear Magnetic Resonance Spectrometer, with z-field gradient amplifier, a gradient probe, multinuclear capability, a 3.2mm MAS probe, and a variety of other accessories, for more information follow our posts at the Magnetic Fielders Coaches Bench,<\\/li>\\r\\n \\t
Low field Magritek Spinsight43 NMR,<\\/li>\\r\\n \\t
Scanning Electron Microscope with EDS for elemental analysis,<\\/li>\\r\\n \\t
N2 Homogenizer,<\\/li>\\r\\n \\t
Ultracentrifuge,<\\/li>\\r\\n \\t
Waters 1525\\/2487 HPLC with column heater and dual-wavelength detector,<\\/li>\\r\\n \\t
Waters e2695 HPLC with 2489 UV\\/Vis and 2432 Conductivity detectors,<\\/li>\\r\\n \\t
Millrock Technology Lyophilizer with multiple ports,<\\/li>\\r\\n \\t
Thermo Evolution 201 UV\\/Vis Spectrometer with 8 sample positions,<\\/li>\\r\\n \\t
Ocean Optics FLAME\\u00a0UV\\/Vis Spectrometer with Quantum Northwest TC125 temperature controller,<\\/li>\\r\\n \\t
Shimadzu RF5301pc\\u00a0Luminescence Spectrometer with chiller for \\u201315 to 100\\u02daC operation,<\\/li>\\r\\n \\t
Thermal-Nicolet\\u00a0Fourier Transform Infrared Spectrometer (model 380, 2007) with single bounce diamond ATR (SMART-ATR),<\\/li>\\r\\n \\t
Finnigan LCQ Deca XP Max\\u00a0Electrospray Mass Spectrometer with Finnigan Surveyor Autosampler\\/HPLC interface,<\\/li>\\r\\n \\t
Phillips XPert powder X-ray diffractometer,<\\/li>\\r\\n \\t
Eppendorf Vacufuge plus with rotors for Eppendorf tubes as well as larger centrifuge tubes,<\\/li>\\r\\n \\t
HP 7820 GC with FID detector with autosampler,<\\/li>\\r\\n \\t
HP 7820 GC with a 5977B Mass Spectrometer Detector and autosampler,<\\/li>\\r\\n \\t
Parker\\/Balston hydrogen gas generator to replace He as flow gas in the GCs,<\\/li>\\r\\n \\t
Amersham Biosciences AKTA FPLC System with UPC-900, P-920 Pump & Frac-950 Fraction Collector housed in 4\\u02daC refrigerator,<\\/li>\\r\\n \\t
Buck Accusys 211<\\/a> Flame Atomic Absorption Spectrometer,<\\/li>\\r\\n \\t
Thermo Smart2Pure distilled water system to supply both 5 (Type 2) and 18 (Type 1) M-ohm water,<\\/li>\\r\\n \\t
Thermo Pacific distilled water system to supply 5 megaohm (Type 2) water,<\\/li>\\r\\n \\t
CEM Microwave reactor with a LibertyLite peptide synthesizer,<\\/li>\\r\\n \\t
three Cole-Palmer Rotary Evaporators with \\u201320\\u02daC Thermo Polystat chiller baths,<\\/li>\\r\\n \\t
VAC systems high-performance glove box for work at low pressure or inert (N2) atmospheres with attached -30\\u02daC refrigerator,<\\/li>\\r\\n \\t
two undergraduate research facilities (MAC 460 and 248),<\\/li>\\r\\n \\t
one smaller laboratory with 8 hood stations for advanced lab and lectures with seating for 16 (MAC470),<\\/li>\\r\\n \\t
one large laboratory with 10 hood stations for organic and analytical chemistry with seating for 32 (MAC457),<\\/li>\\r\\n \\t
one large laboratory with 20 snorkel stations for general and allied health chemistry with seating for 32+ (MAC257)<\\/li>\\r\\n<\\/ul>\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion\":2,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Historical Information","content":"
The chemistry department has undergone many changes over the course of the College’s history. The first science instruction began at the turn of the century (circa 1900) and grew slowly. By the mid-’60s, we had three faculty members: Julian Capps, Gus Levey, and Thomas Beebe. These three men combined to serve Berea College for over 100 total years of service time. Beebe was the first at Berea to form an undergraduate research program in the mid-’60s. In the early ’80s, the department expanded to four full-time members. By the late ’90s, we embraced an active biochemistry requirement and added a part-time member in the sustainability and environmental studies area.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Facilities","content":"
\n
High field 500 MHz JEOL ECZR Nuclear Magnetic Resonance Spectrometer, with z-field gradient amplifier, a gradient probe, multinuclear capability, a 3.2mm MAS probe, and a variety of other accessories, for more information follow our posts at the Magnetic Fielders Coaches Bench,
\n
Low field Magritek Spinsight43 NMR,
\n
Scanning Electron Microscope with EDS for elemental analysis,
\n
N2 Homogenizer,
\n
Ultracentrifuge,
\n
Waters 1525/2487 HPLC with column heater and dual-wavelength detector,
\n
Waters e2695 HPLC with 2489 UV/Vis and 2432 Conductivity detectors,
\n
Millrock Technology Lyophilizer with multiple ports,
\n
Thermo Evolution 201 UV/Vis Spectrometer with 8 sample positions,
\n
Ocean Optics FLAME UV/Vis Spectrometer with Quantum Northwest TC125 temperature controller,
\n
Shimadzu RF5301pc Luminescence Spectrometer with chiller for –15 to 100˚C operation,
\n
Thermal-Nicolet Fourier Transform Infrared Spectrometer (model 380, 2007) with single bounce diamond ATR (SMART-ATR),
\n
Finnigan LCQ Deca XP Max Electrospray Mass Spectrometer with Finnigan Surveyor Autosampler/HPLC interface,
\n
Phillips XPert powder X-ray diffractometer,
\n
Eppendorf Vacufuge plus with rotors for Eppendorf tubes as well as larger centrifuge tubes,
\n
HP 7820 GC with FID detector with autosampler,
\n
HP 7820 GC with a 5977B Mass Spectrometer Detector and autosampler,
\n
Parker/Balston hydrogen gas generator to replace He as flow gas in the GCs,
\n
Amersham Biosciences AKTA FPLC System with UPC-900, P-920 Pump & Frac-950 Fraction Collector housed in 4˚C refrigerator,
\n
Buck Accusys 211 Flame Atomic Absorption Spectrometer,
\n
Thermo Smart2Pure distilled water system to supply both 5 (Type 2) and 18 (Type 1) M-ohm water,
\n
Thermo Pacific distilled water system to supply 5 megaohm (Type 2) water,
\n
CEM Microwave reactor with a LibertyLite peptide synthesizer,
\n
three Cole-Palmer Rotary Evaporators with –20˚C Thermo Polystat chiller baths,
\n
VAC systems high-performance glove box for work at low pressure or inert (N2) atmospheres with attached -30˚C refrigerator,
\n
two undergraduate research facilities (MAC 460 and 248),
\n
one smaller laboratory with 8 hood stations for advanced lab and lectures with seating for 16 (MAC470),
\n
one large laboratory with 10 hood stations for organic and analytical chemistry with seating for 32 (MAC457),
\n
one large laboratory with 20 snorkel stations for general and allied health chemistry with seating for 32+ (MAC257)
\n
\n"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Opportunities & Internships\",\"level\":2,\"anchor\":\"h-opportunities-internships\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-opportunities-internships","content":"Opportunities & Internships"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Problem solving using both practical and quantitative reasoning skills indoctrinate the courses. The department strongly believes students should conduct research as part of their undergraduate curriculum. Current projects include phosphate glasses, organometallic synthesis\\/catalysis, the synthesis of organic thermoelectric materials, investigations into the specificity of certain proteins and phosphate analysis.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"In addition, students often conduct undergraduate research at other institutions. Students also do summer internships at hospitals, pharmacies and\\/or chemical industry.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Majors assemble a Chemistry Portfolio over their junior and senior years. These insure each student has: conducted experiments in all areas of chemistry, has achieved proficiency in all major areas of instrumentation, and has attended and given seminars both inside and outside Berea College.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Teaching Assistants gain real-life experience running labs and instrumentation, grading academic work, and are instrumental in the tutoring program.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Several student awards are given to deserving chemistry majors every year. Many have been recognized by the Kentucky Academy of Science.\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Careers & Outcomes\",\"level\":2,\"anchor\":\"h-careers-outcomes\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-careers-outcomes","content":"Careers & Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea Chemistry graduates gain theoretical knowledge and practical experiences through coursework, research, and work program. They are prepared for:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea Chemistry graduates gain theoretical knowledge and practical experiences through coursework, research, and work program. They are prepared for:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Graduate study and medical school\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Secondary education\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Laboratory Research\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Our students have gone on to work in many fields including:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Our students have gone on to work in many fields including:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Chemical industrial research\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Medicine (including doctors, physician assistants, and pharmacists)\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Teaching (both college and secondary)\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Contact Us\",\"level\":2,\"anchor\":\"h-contact-us\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-contact-us","content":"Contact Us"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea College | Margaret A. Cargill Natural Sciences and Health | CPO 1722 | Berea, KY 40404 | 859-985-3298
\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea College | Margaret A. Cargill Natural Sciences and Health | CPO 1722 | Berea, KY 40404 | 859-985-3298
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Participation is open to all Berea College students. In recent years we have structured the symposium with both talks and poster presentations as well as a plenary session. In 2019 we introduced a second oral presentation category for internship presentations that might not fit in the standard research presentation model. Both types of oral presentations are scheduled for 12-15 minutes with 5 minutes for questions\\/speaker transition. Posters may be submitted from various fields across campus (previous posters from chemistry, biology, physics, psychology, sociology, education, African American Studies, economics, industrial arts, computer science, physical education & health, and mathematics). The format for these will be a 4-foot wide by a 3-foot tall poster that will be hung after poster stands are assembled and in place on Thursday night or Friday morning. All students who pursued substantial research projects over the previous year are encouraged to present their research.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Berea Undergraduate Research and Internship Symposium (BURIS) is hosted every year by Division I (Natural Sciences, Mathematics and Nursing). Participation is open to all Berea College students. In recent years we have structured the symposium with both talks and poster presentations as well as a plenary session. In 2019 we introduced a second oral presentation category for internship presentations that might not fit in the standard research presentation model. Both types of oral presentations are scheduled for 12-15 minutes with 5 minutes for questions/speaker transition. Posters may be submitted from various fields across campus (previous posters from chemistry, biology, physics, psychology, sociology, education, African American Studies, economics, industrial arts, computer science, physical education & health, and mathematics). The format for these will be a 4-foot wide by a 3-foot tall poster that will be hung after poster stands are assembled and in place on Thursday night or Friday morning. All students who pursued substantial research projects over the previous year are encouraged to present their research."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Registration for BURIS opens normally in September each year with BURIS held on the 2nd or 3rd weekend in October. Many students will also want to register for the Kentucky Academy of Sciences Annual Meeting<\\/a> held in November each year. Another opportunity to present research is the UK Department of Chemistry Regional Undergraduate Poster Competition<\\/a>.\",\"dropCap\":false,\"anchor\":\"\",\"align\":\"left\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Registration for BURIS opens normally in September each year with BURIS held on the 2nd or 3rd weekend in October. Many students will also want to register for the Kentucky Academy of Sciences Annual Meeting held in November each year. Another opportunity to present research is the UK Department of Chemistry Regional Undergraduate Poster Competition."}},{"__typename":"AcfButtonBlock","attributesJSON":"{\"id\":\"block_64fb7528af503\",\"name\":\"acf\\/button\",\"data\":{\"label\":\"Register Now!\",\"_label\":\"field_button_label\",\"style\":\"primary\",\"_style\":\"field_button_style\",\"layout\":\"auto\",\"_layout\":\"field_button_layout\",\"url\":\"#h-buris-registration\",\"_url\":\"field_button_url\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/button","button":{"__typename":"AcfButtonBlock_Button","label":"Register Now!","layout":"auto","url":"#h-buris-registration","style":"primary"}},{"__typename":"AcfButtonBlock","attributesJSON":"{\"id\":\"block_64d12d24a388c\",\"name\":\"acf\\/button\",\"data\":{\"label\":\"24th Annual Berea Undergraduate Research and Internship Symposium Program (PDF)\",\"_label\":\"field_button_label\",\"style\":\"primary\",\"_style\":\"field_button_style\",\"layout\":\"auto\",\"_layout\":\"field_button_layout\",\"url\":\"https:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2023\\/10\\/BURIS2023_WebFinal.pdf\",\"_url\":\"field_button_url\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/button","button":{"__typename":"AcfButtonBlock_Button","label":"24th Annual Berea Undergraduate Research and Internship Symposium Program (PDF)","layout":"auto","url":"https://bereafaust.wpengine.com/wp-content/uploads/2023/10/BURIS2023_WebFinal.pdf","style":"primary"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"24th annual Berea Undergraduate Research and Internship Symposium\",\"level\":2,\"anchor\":\"h-24th-annual-berea-undergraduate-research-and-internship-symposium\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-24th-annual-berea-undergraduate-research-and-internship-symposium","content":"24th annual Berea Undergraduate Research and Internship Symposium"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The program for Fall 2024 will take place on Friday, October 18th. Student oral presentations starting at 2:30 PM (MAC 206, 356, 357, 306, 307, and 406) with a concurrent poster session starting at 3:00 PM until 5:00 PM in the MAC atrium (odd-numbered posters from 3-4 pm and even-numbered posters from 4-5 pm). These sessions will be followed by a 45-minute plenary talk (with 10 minutes for questions after) at 5:10 PM.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The program for Fall 2024 will take place on Friday, October 18th. Student oral presentations starting at 2:30 PM (MAC 206, 356, 357, 306, 307, and 406) with a concurrent poster session starting at 3:00 PM until 5:00 PM in the MAC atrium (odd-numbered posters from 3-4 pm and even-numbered posters from 4-5 pm). These sessions will be followed by a 45-minute plenary talk (with 10 minutes for questions after) at 5:10 PM."}},{"__typename":"AcfCardBlock","attributesJSON":"{\"id\":\"block_6526d718bb314\",\"name\":\"acf\\/card\",\"data\":{\"title\":\"\",\"_title\":\"field_card_title\",\"image\":100561,\"_image\":\"field_card_image\",\"aspectRatio\":\"square\",\"_aspectRatio\":\"field_card_aspectratio\",\"body\":\"Photo of Sydney Henderson\",\"_body\":\"field_card_body\",\"buttons\":\"\",\"_buttons\":\"field_card_buttons\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/card","card":{"__typename":"AcfCardBlock_Card","aspectratio":"square","title":null,"image":{"__typename":"MediaItem","id":"cG9zdDoxMDA1NjE=","altText":"Photo of Sydney Henderson","sourceUrl_772ce_bf21a":"https://bereafaust.wpengine.com/wp-content/uploads/2023/10/JTannerSlagel-edited-1.jpg?ver=1724868446"},"body":"
Photo of Sydney Henderson
\n","buttons":null}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Our plenary speaker for this year\\u2019s event is Sydney Henderson from the Food and Nutrition Service of the USDA in Boston, MA. Sydney will speak about her journey to Berea, her accomplishments and experiences while an undergraduate student. She will also discuss her career after Berea, from the Peace Corps to USDA.. Sydney earned her B.A. in Psychology with a minor in Studio Art (Fibers) from Berea College in 2016. She earned her M.S. in Global Health Policy and M.A. in Sustainable International Development from Brandeis University, Waltham, MA in 2022.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Our plenary speaker for this year’s event is Sydney Henderson from the Food and Nutrition Service of the USDA in Boston, MA. Sydney will speak about her journey to Berea, her accomplishments and experiences while an undergraduate student. She will also discuss her career after Berea, from the Peace Corps to USDA.. Sydney earned her B.A. in Psychology with a minor in Studio Art (Fibers) from Berea College in 2016. She earned her M.S. in Global Health Policy and M.A. in Sustainable International Development from Brandeis University, Waltham, MA in 2022."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Sydney Henderson's Biography<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Sydney Henderson's Biography"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Sydney is a Program Specialist in the Child Nutrition Program Branch of the USDA Food and Nutrition Service. Prior to joining the USDA, Sydney served as a Peace Corps Volunteer in Ghana for three years. Her service was unfortunately cut short near its conclusion due to the COVID-19 pandemic. Following her return, Sydney enrolled in a dual master's program at the Heller School for Social Policy and Management.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Sydney is a Program Specialist in the Child Nutrition Program Branch of the USDA Food and Nutrition Service. Prior to joining the USDA, Sydney served as a Peace Corps Volunteer in Ghana for three years. Her service was unfortunately cut short near its conclusion due to the COVID-19 pandemic. Following her return, Sydney enrolled in a dual master's program at the Heller School for Social Policy and Management."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"During her undergraduate studies at Berea College, Sydney conducted a research project under the guidance of Dr. Andrea Woodward, focusing on the Healthy, Hunger-Free Kids Act of 2010. In addition to her work at the USDA, Sydney is the Board Chair of Shalom Rwanda, a newly founded NGO dedicated to co-creating capacity in rural Rwandan communities, with a particular focus on supporting survivors of the 1994 Genocide against the Tutsi.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"During her undergraduate studies at Berea College, Sydney conducted a research project under the guidance of Dr. Andrea Woodward, focusing on the Healthy, Hunger-Free Kids Act of 2010. In addition to her work at the USDA, Sydney is the Board Chair of Shalom Rwanda, a newly founded NGO dedicated to co-creating capacity in rural Rwandan communities, with a particular focus on supporting survivors of the 1994 Genocide against the Tutsi."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Oral Research Presentations\",\"level\":3,\"anchor\":\"h-oral-research-presentations\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-oral-research-presentations","content":"Oral Research Presentations"}},{"__typename":"AcfTablepressBlock","attributesJSON":"{\"id\":\"block_64e4b53f4e2c2\",\"name\":\"acf\\/tablepress-block\",\"data\":{\"table_id\":\"5\",\"_table_id\":\"field_648e3c6f533c3\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/tablepress-block","tablePress":{"__typename":"AcfTablepressBlock_Tablepress","tableId":5}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"
Oral Internship Presentations<\\/p>\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"
Oral Internship Presentations
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The registration deadline is Friday, October 11th.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Registration form for 2024 BURIS to be held on October 18th. The registration deadline is Friday, October 11th."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Oral presentations will be 12-15 minutes in length with normally one presenting speaker with 5 minutes between them for questions and\\/or speaker transition. The posters shall be printed as single pages that are 4-foot wide by 3-foot tall and may be hung on the poster stands once assembled on Thursday afternoon or Friday morning. For samples of past BURIS posters, follow this link<\\/a>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Oral presentations will be 12-15 minutes in length with normally one presenting speaker with 5 minutes between them for questions and/or speaker transition. The posters shall be printed as single pages that are 4-foot wide by 3-foot tall and may be hung on the poster stands once assembled on Thursday afternoon or Friday morning. 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While a full term abroad is typically quite doable within the major's course requirements, students can also take advantage of month-long opportunities in summer through Berea International Summer Term (BIST) and Kentucky Institute for International Studies (KIIS) in countries such as Costa Rica, Honduras, Ghana, Japan, and Germany."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Almost every Sociology major participates in at least one summer internship before they graduate, and many participate in two. Students interested in social services, social justice, community-engaged research, and more regularly participate in meaningful employment over the summer with employers focusing on a range of issues, including foster care, legal defense, refugee resettlement, education, women's and LGBTQ+ rights, and the opioid epidemic.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Almost every Sociology major participates in at least one summer internship before they graduate, and many participate in two. Students interested in social services, social justice, community-engaged research, and more regularly participate in meaningful employment over the summer with employers focusing on a range of issues, including foster care, legal defense, refugee resettlement, education, women's and LGBTQ+ rights, and the opioid epidemic."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In addition to student labor positions in the Sociology Department, other placements well-suited to the major include positions in CELTS<\\/a>, the Child Development Laboratory<\\/a>, Hutchins Library<\\/a>, the Center for International Education<\\/a>, or anywhere on campus that works in areas related to your specific interests.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In addition to student labor positions in the Sociology Department, other placements well-suited to the major include positions in CELTS, the Child Development Laboratory, Hutchins Library, the Center for International Education, or anywhere on campus that works in areas related to your specific interests."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Careers & Outcomes\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Careers & Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Career paths of recent graduates include the following:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Career paths of recent graduates include the following:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Social work\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Non-profit work\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Data analytics\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Law\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Counseling\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Education\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Community organizing\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Public Policy\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"City planning\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Contact Us\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Contact Us"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea College | Frost Building | CPO 2156 | Berea, KY 40404 | 859-985-3938\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea College | Frost Building | CPO 2156 | Berea, KY 40404 | 859-985-3938"}}],"hero":{"__typename":"Page_Hero","heading":"Sociology","pageTitle":"remove","body":null,"backgroundImage":{"__typename":"MediaItem","id":"cG9zdDo4NTIyNQ==","sourceUrl_772ce_bf21a":"https://bereafaust.wpengine.com/wp-content/uploads/2022/05/20210826_Opening-Convocation_Osman-Bin-Aamir-56.jpg","altText":"Group of people at Berea College"},"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[{"__typename":"Page","id":"cG9zdDo5NDU4Mg==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"Thomas A. 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