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Each semester, about 175 University classes open to adult community members through the University’s Community Auditing Program (CAP). For $175, an auditor may sit, usually silently, in the back of a classroom for an entire semester. Usually, more than 600–700 people audit University courses.
Jazmyn Blackburn ’19, Mariachiara Ficarelli ’19, and Isabel James ’19 have been awarded the Henry Richardson Labouisse ’26 Prize Fellowship. The award provides $30,000 to each recipient to allow them to pursue international civic engagement projects for one year following graduation.
The Committee on the Course of Study is set to propose the first major changes to the University’s general education requirements in 25 years at the next faculty meeting on April 29.
Eric F. Wieschaus, Squibb Professor of Molecular Biology and Professor in the Lewis-Sigler Institute for Integrative Genomics, was inducted last month as a fellow of the American Association for Cancer Research (AACR) Academy.
On Thursday, April 11, Nathan Poland ’20 was announced the winner of a 2019 Truman Scholarship, a national award that grants its recipients professional development opportunities and up to $30,000 toward graduate school.
The Norwegian Academy of Science and Letters announced on March 19, 2019, that it has awarded the 2019 Abel Prize to University-affiliated mathematician Karen Keskulla Uhlenbeck. She is the first woman to receive the prize.
With its first cohort of concentrators freshly graduated in June 2018, the Department of African American Studies (AAS) is looking to continue its work in education and research that engages the political, economic, and cultural aspects of the African-American tradition today.
On Feb. 14, the University Office of Communications announced that Máté Bezdek, Sarah Carson, Daniel Floryan and Matthew Ritger have been named winners of the Porter Ogden Jacobus Fellowship, the University’s “top honor for graduate students.”
Five undergraduate students have been selected as 2019 Arthur Liman Fellows in Public Interest Law by the University’s Program in Law and Public Affairs (LAPA), according to an email statement to The Daily Princetonian from LAPA Office Manager Jennifer Bolton on Tuesday, Feb. 19.
On Thursday, Feb. 14, the University Office of Communications announced that seniors Annabel Barry ’19 and Sydney Jordan ’19 have been named co-recipients for the 2019 Moses Taylor Pyne Honor Prize, “the highest general distinction conferred on an undergraduate.”
Today, during the last 15 minutes of the last lecture in NEU 200: Functional Neuroanatomy, psychology professor Michael Graziano ’89 introduced a special guest lecturer — Kevin, his orangutan puppet.
Becca Keener '17, Shannon Osaka '17, and Holly Muir were named the recipients of the Daniel M. Sachs Class of 1960 Graduating Scholarship. Keener and Osaka, current University seniors, will be using their scholarship to further their education abroad, while Muir, a recent Oxford graduate, will be spending a year as a graduate student at the University.
Joani Etskovitz '17 was awarded a 2017 Marshall Scholarship for graduate study in the United Kingdom.
Three University professors and four University alumni have been named recipients of the 2017 Breakthrough Prize. The professors include visiting math professor Jean Bourgain and physics professors Simone Giombi and Frans Pretorius.
The Schwarzman Scholars, founded by Blackstone co-founder Steven A. Schwarzman, announced six seniors as part of 129 men and women chosen to represent the Class of 2018.
As a step toward establishing an undergraduate concentration in American Studies with tracks in Asian American and Latinx Studies, President Christopher Eisgruber ’83 and Dean of the College Jill Dolan expressed support for increasing faculty appointments and other recommendations put forward by the Task Force on American Studies in a statement released on Nov. 22.
Sell ‘17 was selected as one of the twelve George J. Mitchell Scholars
nationwide in the 2018 class for the program, according to the
Aaron Robertson ’17 was named one of the thirty-two 2017 Rhodes Scholarship recipients selected from a pool of 2500 applicants in an announcement released by the Rhodes Trust.
In a report issued Thursday morning, the Task Force on General Education made six recommendations pertaining to undergraduate teaching that span from mandating foreign language studies regardless of prior proficiency to changes in the academic calendar.According to the report, the task force is recommending that the fall term start earlier and conclude in December. Under this new calendar, students would complete their final exams before winter break and have the opportunity to participate in a three week “January-term.” During this term, the University will offer both credit-bearing courses and not-for-credit co-curricular experiences for students, such as Princeternships and independent work opportunities. This January term would be optional for all students.Another recommendation of the task force is to encourage departments to create for-credit writing-intensive seminars for third-year students. These discipline-specific courses would require graded work, but would not replace the graded Junior Paper assignments. Additionally, the task force encouraged departments that currently require two JPs to consider consolidating the two assignments into a single, spring JP that counts for two units of credit. Though the task force recommended against permitting dual concentrations, it encouraged departments to consider offering “formalized joint or mixed concentrations.”The recommendations further support requiring both A.B. and B.S.E students to take at least one course that explores the “intersections of culture, identity, and power” and at least another course with international content. The report noted that courses in the former category would not just “probe diversity,” but explore aspects of race, gender, indigeneity, and other aspects of cultural identity. The courses with international content may explore topics such as trade, globalization, and cross-border conflicts.Moreover, the task force recommended requiring foreign language instruction for all A.B. students, regardless of existing proficiency. The report states that those who have sufficient Advanced Placement credit or native fluency would be required to take at least one 200-level or above course in the acquired language or an introductory course in a new language.Along with this new requirement, the report also recommended that undergraduates have flexibility in choosing the area of emphasis in their distribution courses. Though the distribution areas have not changed, the report recommends that students take one course in each area and pick three areas to take a second course in.The report also recommended the creation of “sophomore signature” courses that explore topics in public health, environmental conservation, global migration, and other social issues.The task force is chaired by Dean of College Jill Dolan. Students may submit comments and reactions to the report by November 25.
The Spanish and Portuguese department experienced a significant increase with 16 new concentrators this year compared to three sign-ins last year, according to Spanish and Portuguese department representative Germán Labrador Méndez said.