MCLA's chapter of the Society of Physics Students (SPS) has been named a "distinguished" chapter by the national SPS association, recognized for its active student leadership and slate of on-campus (and now virtual) activities.
The Berkshires are more than 90 percent white, and while MCLA's student population is fairly diverse, it can be hard for students to find role models and mentors. Though Erica Barreto '18, Kayla Hollins '12, Khalil Paul '17, and Michael Obasohan '11 all work in very different roles on campus, they have something crucial in common: All opted to stay in the Berkshires after graduation, and all are actively working to create change on campus, mentor students, and contribute to the wider community.
MCLA alumni regularly opt to stay in the Berkshires after graduation, launching careers here and often finding ways to stay involved at the College. Rachel Durgin '18, Adam Galambos '18, and Noah Henkenius '20 are among those alumni--all graduates of MCLA's Environmental Studies Program, they found full-time work in the area and continue to stay in touch with the ENVI community.
This year, Leslie Appleget will work with schools, cultural institutions, youth development organizations, and many other groups to advance the goals of the Creative Compact for Collective Impact, also known as the C4 Initiative.
Starting Feb. 1, Monique Symes '11 will be helping the MCLA community breathe, stretch, and become a little more mindful.
This year, MCLA's 23 student tutors helped more than 100 of their peers gain a deeper understanding of all kinds of class materials, from software development to accounting and radiographic positioning.
Even in a pandemic, mentorship projects between teachers and cultural partners in the Berkshires marched on after connecting through the Berkshire Regional Arts Integration Network (BRAINworks).
MCLA Arts Management Professor Lisa Donovan's new book, "Teacher as Curator: Formative Assessment and Arts-Based Strategies" answers this question, offering educators a road map for adopting arts integration in their classrooms, using the arts as formative assessment as well as sharing case studies that show how thinking like a curator can open new doors of understanding for students.
Jamal Ahamad has learned he needs to meet his students where they are--but that he better have something useful to offer them when he gets there.
