Jobs and Internships at NYU School of Law


The Brennan Center for Justice at NYU School of Law is a nonpartisan law and policy institute that seeks to improve our systems of democracy and justice. The Center’s work ranges from voting rights to campaign finance reform, from ending mass incarceration to preserving Constitutional protection in the fight against terrorism.

The Center is looking for full-time employees for various positions, such as Events Coordinator (NYC) and Research & Program Associate, Democracy Program (NYC and DC). Please visit the Employment page to review more information about these opportunities.

The Brennan Center also hires undergraduate student summer interns to provide administrative and clerical support to staff in their development, communications, finance & operations, democracy, and justice departments. The paid summer internships spanning from May to August 2016 are located in New York City and Washington DC.

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Project Favela – An Interview with Analis Ibarra and Ashley Cervantes (pt. 2)

Welcome back! Last time, Analis Ibarra ‘16 and Ashley Cervantes ‘16 talked about Project Favela – what it is, what they did and how the local life in Brazil was like. You may read the article here [link]. This time, we will focus on the lessons they learned, the challenges they faced and the biggest takeaways Ashley and Analis got from Project Favela.


Chau Nguyen (CN): What is the most valuable lesson you’ve learned from the trip?


Analis Ibarra (AI): For me, the most valuable lesson is sort of related to education and teaching. When you teach a class, it’s always going to be trials and errors and you can plan out an entire lesson for that day, but if the kids don’t like it or they are not interested, then you are not going to continue – you’ll have to try and do something else. And I think I really enjoyed having the opportunities to sort of fail at my lesson plans and then had to think of something off the top of my head, because that’s what they loved. Like, if they were falling asleep when we were trying to teach them numbers in English, then we would switch to something like dancing and they loved it. I feel like things like that (since it was not a traditional school and it was like an after-school program type of style) worked really well because we got them excited to be there and that’s what most important. Teaching to me is too structured, especially here in the U.S. I think that’s why I really liked being there because I had the freedom to do whatever I wanted to do.


Ashley Cervantes (AC): Scott – the director – literally told us “Do whatever you think will get these kids excited to learn,” and that was their focus, not necessary like “Okay, this is the lesson plan, you are going to do it like this.” It’s mostly about getting kids excited to learn things and that’s what I really like about the program. Like Analis said, because we are both education majors, so in terms of something valuable I learned was taking the entire child into consideration. So, on Monday, because Sunday was like the party day in Brazil, the kids will come and be really tired and it’s something out of their control because even if their families are not necessarily partying, the noises are still there.


AI: Oh, the music is so loud Sunday nights!


CN: So they partied every Sunday?


AI: Yes. And it’s the loudest party night. I remember when I first got there I couldn’t even sleep on Sundays because of how loud it was. I had to get used to it but it’s so loud.


CN: So you adjusted to the children?


AC: Yes, we try to understand why students are acting a certain way. I feel like some of the older volunteers might have not taken the time to look at students individually. But I guess for us being education majors, I really try to. Like if a student was doing something they shouldn’t do, I would take them out and just talk about why they did it, just kind of learning to take into account things that are happening in the student’s life that affect how they are acting in the classroom. I feel like that was a really important lesson. So on Mondays I’m not going to be like “Oh you, get up, why are you sleeping, this is class.” We would be more patient with them.


CN: Throughout the trip, what are some of the biggest challenges you faced?


AI: I think at first, something that was challenging for me was getting used to the difference in culture there. The first day we got in, the director of the program took us on a tour, took us to get food and he just left us there, saying “I want you guys to explore and get back home by yourself because you guys have to get used to walk around on your own.” So he just left us at this restaurant. And Brazilians are very personal. In the US, if you are sitting at a table, no one is going to come and sit with us – it’s “our” table. But in Brazil, if there’s an empty seat, someone will fill it and someone will talk to you. So our first day there, we were sitting at a table eating and these people were just sitting with us, and they asked us about our families. This lady showed me pictures of her mom and her son on Facebook. And like it’s so cool because I was just not used to it. You are sitting at a restaurant, and you hear someone’s life stories, and that’s just how it is.


AC: I feel like (and this might just been in Rio) personal relationships with people are one of the top priorities, whereas here in the United States work takes our top priority. Sometimes we ignore even the people we live with because we just don’t have time. In Brazil, I feel like making time for your friends, eating dinner together, little things like that are at the center of their culture. I thought that was just beautiful because it’s very refreshing, especially coming back I was like “Oh, how come nobody sits with me at dinner?”

And here in the US, no one is going to walk past you and say hi and ask you all these questions… I don’t know, like no one does that here. As for what I find most challenging – even though we studied Portuguese for three years, still, understanding the regional dialect was very hard. When we first got there, I had no idea what they were saying. I understood maybe every other word. I feel like the difference between studying abroad is that you are usually there with a group of people who speak the same language, and you usually do the programs with the school. In this case, we are basically placed into a new community that spoke a different language and had different cultural values, different slangs and terms. We were there and we were like: “What are they saying?” This forced us to get more involved with the community, be more “out there” and practice the language and listening to what people said. Definitely, the language barrier was hard at first but even just being there for a month improved our Portuguese so much. We got there on a Thursday, next Monday we began to look at classes. Tuesday we were teaching on our own. The first day was honestly really hard – the kids literally told us we were boring and that they liked the other teachers better. But after being there for a month we love these kids. I was able to talk to them and they were able to talk to me. They really liked us.


AI: They were really sad that we left.


AC: Yeah, just the progression of where we started and where we ended was really nice. The start was obviously pretty rocky but we learned a lot.


CN: How has the program changed you? Did you get new perspectives and did it strengthen your commitment to the Education major?


AI: I think so. I really want to go back and work for the program or be a volunteer coordinator and help them out. I think that would be awesome. And I think for me, being a part of Project Favela really showed me that I’m not meant to be a traditional teacher. Teaching here is too structured and when you are in a structured environment and you are trying to teach all these things at this specific time by these specific ways, it doesn’t really work. And if it does not work, you have to try something different and that’s okay.


AC: Learning that that is okay was one of the biggest takeaways I get from the trip. It really taught me the importance of trial and errors and that failing is okay because that means you could only get better. Our first day teaching, I’m pretty sure we messed up in every single class. And it was really hard and I even wondered if we were meant to be there. But then one day, we had a breakthrough – we had this lesson planned and the kids were really into it – and I felt like I actually made a difference. The trip made me think about what kind of teacher I would like to be and like Analis said, being in a project that gave you so much autonomy as to like what and how you wanted to teach was very helpful. In education classes we go to service learning and sit in people’s classes. Versus having your own class here, tried and failed and tried and failed more and then finally a breakthrough – that was really an important lesson to learn. Especially like if I do decide to go on teaching, I would have some kind of idea of how I want to go about it.


CN: Just out of curiosity, what was your breakthrough lesson about?


AI: We were teaching them numbers in English. We had the numbers all messed up and made them cut the numbers and put them in order.


AC: And as they put the numbers in order, they had to recite the numbers in English. This was for our 5-year-old class and we always had to do something where they physically did something, otherwise they got bored. In that lesson they were gluing the numbers, they were coloring them and practicing how to say it, and so it was a success.


AI: I remember the first day we got there, they wouldn’t even let us talk. They were screaming, they wouldn’t raise their hands, they wouldn’t listen. Because that’s not how they learn, so we have to adjust ourselves based on how they learn.


AC: It was hard but they were really affectionate and by the end it felt like they were our kids.


AI: Yea, by the end of the month there was this student whom I had so much troubles with because he could not stay seated – he would just get up and yell and move around all the time grabbing things. But by the end of the month he was calling me sister and it was just the cutest thing. I loved it.


CN: If you need to recommend this trip to your friends, how will you describe it?


AI: The greatest experience of my life. It was amazing.


AC: I feel like it was a lot of hard work , especially during the week. It was like having a real job because we were working from 9am to 9pm and sometimes we would be really tired. But it was a very rewarding experience.


AI: You are volunteering your time and you know that you were helping the community in such a good way.


AC: And you were actually appreciated.


CN: Do you plan to come back to Brazil or do a similar program after this experience?


AI: I would love to. After I graduate, if I can save up some money and pay up my student loans I would def go back.


AC: And my long term goal was eventually to teach in Brazil – teach English in Brazil. English and German are two of the biggest growing languages, esp in terms of business. I feel that right now I’m not ready to teach English as a second language because there are so many grammatical things that you need to know, but long term I would love to live and teach in Brazil for at least a couple of years, get to know more abt the comm, abt the sch structure there. Part of the reason why Scott founded the Favela program the inequality there btw the Favela vs the city. Education was not the same – you are not forced to go to school like you are here in the States. A lot of the time students would just not have the money or time to go to school. So I would definitely want to go and study the way that the school structure is set up in Brazil.


CN: Thank you guys so much for your insights!



Internship at ESPN – The Stuart Scott internship


ESPN and the National Association of Black Journalists (NABJ) are accepting applications for the newly created Stuart Scott internship at ESPN.

The internship begins this summer and is offered in memory of ESPN sportscaster Stuart Scott for his many contributions to sports journalism. The longtime ESPN anchor died Jan. 4, 2015 after a long battle with cancer.

The internship is paid and housing is available. The NABJ Sports Task Force, which promotes diversity in America’s sports departments and creates programming to develop the next wave of America’s sports journalists, will work with ESPN to select candidates for the program.

June 6 – August 12, 2016 located in Bristol, CT

· This is a paid internship – 10 weeks, 40 hours per week

· The student will also receive $3500 scholarship on behalf of ESPN and The Sports Task Force.

· Interns will pay $1,000 for a fully furnished apartment/dorm that covers 10 weeks.

· Programming events hosted throughout the summer including Intern Symposium (which kicks off with Q&A with John Skipper), Speaker Events with ESPN leaders & networking with Recruiters for full-time positions

· The scholarship winner may be placed in a Production or Editorial internship.

In order to be eligible for this internship, candidates must major in journalism with an interest in pursuing a career in sports journalism, be an undergraduate or graduate student within 1 year of graduation, and be a NABJ Member.

Interested? Click HERE to apply. Application deadline is February 12, 2016.

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Doris Duke Conservation Scholars Program at University of Michigan


University of Michigan’s Doris Duke Conservation Scholars Program (DDCSP UM) is an exciting two-year research and internship opportunity for bright, curious undergraduate students interested in conservation, nature, and the environment. The program is aimed at bringing more undergraduates currently underrepresented in the environmental field into the conservation arenaIn addition to a $4000 stipend, accepted students will also receive room and board, a discretionary allowance and travel expenses to and from Ann Arbor, Michigan. 

The application deadline is February 8, 2016. The program dates are June 5th through July 30th. Detailed program information and application are available on our website at http://ddcsp-umich.com. See the attached brochure for more information.

Please feel free to contact the program organizer at (734)936-0900 to discuss the DDCSP UM program further or e-mail at ddcsp-snre@umich.edu.

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Project Favela – An Interview with Analis Ibarra and Ashley Cervantes (pt. 1)



Last week, I had the opportunity to have an amazing interview with Analis Ibarra ‘16 and Ashley Cervantes ‘16 on their trip to Brazil during the summer for Project Favela. Let’s hear what they have to say about this volunteer program and the local experience in Brazil.


Chau Nguyen (CN): Could you briefly describe Project Favela? How did you find it?

Ashley Cervantes (AC): Analis found the program online.

Analis Ibarra (AI): It’s called Project Favela and it’s a non-profit project to volunteer abroad.

AC: You don’t need to speak Portuguese in order to apply. So it could be anybody who has an interest in helping out and teaching. So essentially you go there, they give you either a class of your own to teach or a class for you to assist in. Basically you help out during the week and then have t

he weekend free. And you live in a volunteer apartment with the other volunteers.

AI: And it’s cool because when you go you go to be a volunteer teacher but you don’t have to teach something specific like math or science. You basically just get there, meet the kids and figure out what they would want to do. One of the volunteers that was there with us was very passionate about dancing and so she would just do a dance class with them. That was really fun.


CN: Are you going to bring the program to Denison?

AI: I want to. I think it will be awesome for other people to do it because they really need volunteers.

AC: And some of the volunteers that were there when we were there, like the French volunteers – they did it through their school because the program had volunteers from that school in the previous year. I know that we do need to pay to volunteer there but [the organizer] obviously helped us out a lot to go to Brazil. It’s a little bit pricey but I wouldn’t say it is any more expensive than – it’s probably even cheaper than other programs Denison has. The program fee for us for a month was around 800$ but that included living. They gave us an apartment to live in, they also took us around Rio on the weekend so we got the chance to be tourists and we also got the chance to live there. All for an 800$ program fee which is not bad at all.

AI: The cool thing is that when you study a language, they always do an immersion program and I feel like this is

perfect because you are literally living in the community where you are teaching. The school is below the apartment so you just need to walk downstairs to go to school. You are also teaching kids that are from the community and for the after school program it’s the local kids. So you teach them and during your free time when you go to, like, the supermarket, you are going to see your students around, you are going to see their parents. So it’s a good way to get to know the community. You get to know their struggles so you are more understanding of what their needs are. Especially as education majors, that was really helpful.


CN: Did you face any challenges, like for example, language barriers, during your trip?

AC: There was never just one person in the classroom – there was at least 5 people there. That made it easy. The girl who taught dancing – she didn’t speak any Portuguese at all. We would help translate and she would show them the dance moves. And for dancing you didn’t really need to speak so it was really cool how even though she didn’t speak Portuguese she was still able to teach them something.

AI: I feel like the kids are really used to having volunteers who don’t speak the language so they are very patient with you. We even had these students: they wanted to be teachers so they had an after school program and during that time they would teach some of the volunteers Portuguese. That was really nice and they were really helpful and patient.


CN: So what did you expect prior to the trip and how did your expectations turn out in the end?

AI: I think for me I expected it to be worse than it was. When we learned about Favelas – Favelas is like the neighborhood that they live in – it’s the poor neighborhood. I was imagining small tiny little one-bedroom houses filled with families, and even though those houses are there in the Favela, that wasn’t the main focus. When you walked into Favela, you are not struck by the poverty – instead everyone was just very nice and welcoming. Everyone was super friendly.

AC: I never felt like I was in danger. Obviously, there are things that going to a different country you shouldn’t do like taking cash out in the middle of the street, but I feel like when we learned about it they made it seem like the neighborhood was really dangerous and sketchy and even though there are places like that, obviously you are not going to do anything to draw attention to yourself. You are not going to be flashy in a place where that’s not the norm. I never experienced any harassment or anything – people were so friendly and they were very patient with us because they knew we were there, we weren’t from the area and we were teaching.

AI: And they want us there. They want people to come in and be there to teach. I think a lot of the drama that we hear about, it’s mostly between the drug cartels and the police. It has nothing to do with people who come to the community to teach. And if you think about it that way, you’d know that’s why we were safe there. We didn’t have any problems with either the police or the drug cartels obviously so we were fine.


CN: How was the shared apartment like?

AI: It was sort of like dorming. The apartment that I lived in was very much a hostel type thing. It had two rooms and we had bunk beds, and everyone just sort of lived together and shared a kitchen, two bathrooms and a living room. And it was really cool because we were all relatively the same age. I think the youngest volunteer was 18 and he was from England, and the oldest volunteer was probably 28-29.

AC: Oh, April was 40.

AI: Yes, April was 40 and she was from Chicago. There was another volunteer from Dubai and she was in her 40s. The program was really open – anyone can go.


CN: If you could pick one thing you miss most about Brazil and the trip, what would it be?

AI: The kids. I miss the kids so much, I really do.

AC: Their friendliness.

AI: Yea, and when I see pictures of the kids on the Facebook page, it makes me sad because we know them and I was like, “Oh I could have been there.”

AC: You literally lived in the same community and they were your neighbors.

AI: They saw you and they hugged you and they were so excited to show you off to their parents.

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CHCI-ZGS Communications Scholar-Intern Program


CHCI operates under the mission statement of Developing the Next Generation of Latinos. The CHCI-ZGS Communications Scholar-Intern program is designed to allow junior undergraduate students to gain professional experience and monetary support for their tuition. Possible placements include: Video Producer, News Assistant, Broadcast Engineer, and Marketing Assistant. Please click here to know more about the internships specifically for Communications students, and here to know about other internships (healthcare, human resources management, journalism, accounting, and media) under the CHCI Scholar-Intern program.

The program benefits include a one-time $2500 scholarship for undergraduate students enrolled full-time, hands-on experience and a competitive pay rate of 12/hour/week for 32 hours per week for six weeks. Some restrictions include: successful applicants have to complete the internship in order to receive the scholarship funds, must reside in the Orlando or Tampa, FL metropolitan area during Summer 2016 as ZGS Communications and CHCI do not offer housing or transportation.

Apply through this link! The deadline to apply is January 22, 2016.

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The origin and traditions of Christmas



Christmas is celebrated to remember the birth of of Jesus Christ, who Christians believe is the Son of God. The name ‘Christmas’ comes from the Mass of Christ (or Jesus). A Mass service (which is sometimes called Communion or Eucharist) is where Christians remember that Jesus died for their sins and then came back to life. The ‘Christ-Mass’ service was the only one that was allowed to take place after sunset (and before sunrise the next day), so people had it at Midnight! So we get the name Christ-Mass, shortened to Christmas.

Christmas is now celebrated by people around the world, whether they are Christians or not. It’s a time when family and friends come together and remember the good things they have. People, and especially children, also like Christmas as it’s a time when you give and receive presents!

Why Christmas is celebrated on the 25th?

Source: whychristmas.com

Since no actual birth date of Jesus was given in the Bible, there are many different traditions and theories as to why Christmas is celebrated on December 25th. A very early Christian tradition said that the day when Mary was told that she would have a very special baby, Jesus (called the Annunciation) was on March 25th – and it’s still celebrated today on the 25th of March. Nine months after the 25th March is the 25th of December! March 25th was also the day some early Christians thought the world had been made, and also the day that Jesus died on when he was an adult.

December 25th might have also been chosen because the Winter Solstice (December 21st or 22nd ). People usually have a festival to celebrate the arrival of spring with the sun winning over the darkness of winter – so it was already a time of celebration.

Another possible explanation is that Christmas falls on the day Hanukkah starts. The Jewish festival of Lights, Hanukkah starts on the 25th of Kislev (the month in the Jewish calendar that occurs at about the same time as December). Jesus was a Jew, so this could be another reason that helped the early Church choose December 25th for the date of Christmas!

Hanukkah celebrates when the Jewish people were able to re-dedicate and worship in their Temple, in Jerusalem, again following many years of not being allowed to practice their religion (to read more about Hanukkah, check out this article from Rachel Elfman ‘18 of Hillel).


Common Christmas symbols and traditions

Santa Claus

The origin of Santa Claus begins in the 4th century with Saint Nicholas, Bishop of Myra, an area in present day Turkey. By all accounts St. Nicholas was a generous man, particularly devoted to children. After his death around 340 A.D. he was buried in Myra, but in 1087 Italian sailors purportedly stole his remains and removed them to Bari, Italy, greatly increasing St. Nicholas’ popularity throughout Europe. His kindness and reputation for generosity gave rise to claims he that he could perform miracles and devotion to him increased.

Other countries feature different gift-bearers for the Christmas or Advent season: La Befana in Italy ~ The Three Kings in Spain, Puerto Rico, and Mexico ~ Christkindl or the Christ Child in Switzerland and Austria ~ Father Christmas in England ~ and Pere Noël, Father Christmas or the Christ Child in France. Still, the figure of Santa Claus as a jolly, benevolent, plump man in a red suit described in Moore’s poem remains with us today and is recognized by children and adults alike around the world.

Source: allthingschristmas.com

Christmas Tree

In 16th-century Germany fir trees were decorated, both indoors and out, with apples, roses, gilded candies, and colored paper. In the Middle Ages, a popular religious play depicted the story of Adam and Eve’s expulsion from the Garden of Eden. A fir tree hung with apples was used to symbolize the Garden of Eden — the Paradise Tree. The play ended with the prophecy of a saviour coming, and so was often performed during the Advent season.

It is held that Protestant reformer Martin Luther first adorned trees with light. While coming home one December evening, the beauty of the stars shining through the branches of a fir inspired him to recreate the effect by placing candles on the branches of a small fir tree inside his home

The Christmas Tree was brought to England by Queen Victoria’s husband, Prince Albert from his native Germany. The famous Illustrated News etching in 1848, featuring the Royal Family of Victoria, Albert and their children gathered around a Christmas tree in Windsor Castle, popularized the tree throughout Victorian England. Brought to America by the Pennsylvania Germans, the Christmas tree became by the late 19th century.

Christmas Stockings

According to legend, a kindly nobleman grew despondent over the death of his beloved wife and foolishly squandered his fortune. This left his three young daughters without dowries and thus facing a life of spinsterhood.

The generous St. Nicholas, hearing of the girls’ plight, set forth to help. Wishing to remain anonymous, he rode his white horse by the nobleman’s house and threw three small pouches of gold coins down the chimney where they were fortuitously captured by the stockings the young women had hung by the fireplace to dry.


Mistletoe was used by Druid priests 200 years before the birth of Christ in their winter celebrations. They revered the plant since it had no roots yet remained green during the cold months of winter.

The ancient Celtics believed mistletoe to have magical healing powers and used it as an antidote for poison, infertility, and to ward off evil spirits. The plant was also seen as a symbol of peace, and it is said that among Romans, enemies who met under mistletoe would lay down their weapons and embrace.

Scandinavians associated the plant with Frigga, their goddess of love, and it may be from this that we derive the custom of kissing under the mistletoe. Those who kissed under the mistletoe had the promise of happiness and good luck in the following year.

Christmas Cards

A form of Christmas card began in England first when young boys practiced their writing skills by creating Christmas greetings for their parents, but it is Sir Henry Cole who is credited with creating the first real Christmas card. The first director of London’s Victoria and Albert Museum, Sir Henry found himself too busy in the Christmas season of 1843 to compose individual Christmas greetings for his friends.

He commissioned artist John Calcott Horsley for the illustration. The card featured three panels, with the center panel depicting a family enjoying Christmas festivities and the card was inscribed with the message “A Merry Christmas and a Happy New Year to You.”

Rudolph the Red-Nosed Reindeer

The Chicago-based Montgomery Ward company, department store operators, had been purchasing and distributing children’s coloring books as Christmas gifts for their customers for several years. In 1939, Montgomery Ward tapped one of their own employees to create a book for them, thus saving money. 34-year old copywriter Robert L. May wrote the story of Rudolph the Red-nosed Reindeer, and 2.4 million copies were handed out that year. Despite the wartime paper shortage, over 6 million copies had been distributed by 1946.

May’s story “Rudolph the Red-Nosed Reindeer” was printed commercially in 1947 and in 1948 a nine-minute cartoon of the story was shown in theaters. When May’s brother-in-law, songwriter Johnny Marks, wrote the lyrics and melody for the song “Rudolph the Red-Nosed Reindeer,” the Rudolph phenomenon was born. Turned down by many musical artists afraid to contend with the legend of Santa Claus, the song was recorded by Gene Autry in 1949 at the urging of Autry’s wife. The song sold two million copies that year, going on to become one of the best-selling songs of all time, second only to Bing Crosby’s “White Christmas.” The 1964 television special about Rudolph, narrated by Burl Ives, remains a holiday favorite to this day and Rudolph himself has become a much-loved Christmas icon.

*Disclaimer: this article is a compilation of information from several sources.

Source: whychristmas.com

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2016 Paving the Way Application Information


Sponsored by the Office of Multi-Cultural Student Affairs (MCSA), Paving the Way (PTW) Pre-Orientation program encourages all entering students to participate in this program, although its primary focus is to assist traditionally under-represented student populations in transitioning to the academic, cultural, and social climate at Denison University.

This program traditionally begins three days before August Orientation and extends throughout the academic year. Sessions on ethos (character) of men & women in college, campus climate (race, sexuality, identity, class, religion, etc.), and an exploration of academic & social resources on campus, etc.

Please read below to learn information on how to apply to be a PTW student staff member, as well as the responsibilities one has! There are two roles available: an ambassador and a coordinator.

–There are 12 ambassador spots available! Ambassadors are NOT required to have participated in PTW before! This position is open to current first-years as well.

–There are 2 coordinators spots available! Coordinators must have participated in PTW or been on a pre-o staff before.

–All positions will be paired with 2-3 new students for the academic year.

Ambassadors and Coordinators Must:

Attend and participate in all ambassador training sessions

Participate in the PTW pre-o program

Maintain regular (monthly) contact with their assigned mentee group

Attend PTW events as scheduled throughout the year

Be an academic and social role model for the PTW participants

Be responsive to the requests of the professional staff and PTW coordinators

Perform other duties as assigned


Dates of Service:

Staff meeting/dinner: April (date TBD)

Coordinators arrive: August 17th

Ambassadors arrive: August 19th by 5:00pm

Staff Training: August 20th-August 22nd

New students arrive: August 24th

Program: August 25th-August 27th

How to Apply

-Ambassador student application and letter of recommendation are DUE by Wednesday, February 3rd.  Access application through DU Handshake! 

-Coordinator student application, resume, and letter of recommendation are DUE by Monday, January 25th. Access application through DU Handshake!

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2016 Summer Research Diversity Fellowship Opportunity


There is another opportunity heading your way! The American Bar Foundation sponsors an annual summer fellowship for undergraduate students interested in entering the fields of law and social science – The Montgomery Summer Research Diversity Fellowships in Law and Social Science for Undergraduate Students.

The fellowship takes place in Chicago, IL each summer for a period of 8 weeks. Four summer research fellowships are awarded each year. Each student is assigned to an American Bar Foundation Research Professor who will involve the student in the professor’s research project and who will act as a mentor during the student’s tenure. The students also will participate in a series of seminars and field visits to acquaint them with the many facets of socio-legal research and the legal system. Housing, transportation to and from Chicago, and a stipend are provided.

This fellowship program offers an amazing opportunity for students to gain more knowledge and information regarding their advanced interest in the fields of social science, humanities, and law.

Eligible are American citizens and lawful permanent residents who demonstrate diversity, such as students of color, LGBT individuals, and those with disabilities. Applications will be considered only from sophomores and juniors. Applicants must have a GPA of at least 3.0 (on a 4.0 scale) and be moving toward an academic major in the social sciences or humanities.

Applications for Summer 2016 are due before February 15, 2016. See the following link for more information and the online application: http://www.americanbarfoundation.org/fellowships/Call_for_Summer_Research_Diversity_Fellows.html.


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Charles B. Rangel International Affairs Program


Interested in an career in International Affairs?  The Rangel Graduate Fellowship Program provides benefits of up to $95,000 over two years toward a two-year master’s degree, arranges internships on Capitol Hill and U.S. embassies, and provides professional development and support activities for those who want to become Foreign Service Officers in the U.S. Department of State. Fellows may use the fellowship to attend any good two-year master’s program in a U.S. institution to study an area of relevance to the Foreign Service, including international relations, public policy, public administration, languages, or business administration. At the end of the two-year fellowship, Fellows enter the Foreign Service of the U.S. Department of State.

Applicants must be college seniors or graduates looking to start graduate school in the fall of the year they apply, have GPAs of at least 3.2 and be U.S. citizens. The program encourages the application of members of minority groups historically underrepresented in the Foreign Service and those with financial need. It welcomes applications from those with any undergraduate major.

Information and application materials for both programs are at www.rangelprogram.org. The expected application deadline is January 13, 2016.

The Program is funded by the U.S. Department of State and managed by Howard University. Contact Patricia Scroggs (pscroggs@howard.edu) or James McDowell (jrmcdowell@howard.edu) 202-806-4367 or 877-633-0002 with any questions!


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