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Palaeography Course at Universidad Nacional de Trujillo: Archival Training and Research in Colonial Latin American History
No full textThis reflection analyzes my experience in a specialized palaeography course at the Universidad Nacional de Trujillo, supported by the Connecticut College Career Action Program. The training was integral to my historical research on slavery, gender, and race in colonial Peru, as it provided critical skills in transcribing and contextualizing primary sources from the seventeenth and eighteenth centuries. The course also offered lessons in professional and ethical archival practice, collaboration across cultural and institutional settings, and methodological approaches crucial for future graduate-level study. This reflection situates my experience within the broader framework of a liberal arts education, demonstrating how interdisciplinary preparation in history, economics, and art facilitated the acquisition of paleographic skills and shaped my academic trajectory
Rutgers Football Nutrition
No full textThis paper reflects on my summer internship with the Rutgers University Football program in sports dietetics. Building on my background as a student-athlete and coursework in nutrition, I pursued the opportunity through persistent outreach and secured a position with the team’s lead dietitian. My responsibilities included fueling station management, hydration preparation, athlete meal support, and one-on-one nutrition counseling. The experience allowed me to develop communication, leadership, and organizational skills while gaining insight into the demands of Division I athletics. While the internship confirmed my passion for nutrition, it also led me to reflect on long-term career paths, ultimately strengthening my commitment to a future in healthcare that integrates dietetics and physician assistant training
Summer Internship at Surflight Theater and Experience as USITT Conference
No full textThis is a series of reflections and information relating to my experiences attending the USITT Theater Conference in Columbus, Ohio, and my costume design internship at Surflight Theater during the summer of 2025. I discuss how this is particularly relevant to my interest in theatrical costume as well as the skills I gained from these experiences
Integrating Education into Heterodox Demand-Led Growth Models
No full textMainstream theory addresses education primarily as a supply-side \u27human-capital\u27 augmenter, while post-Keynesian and Kaleckian demand-led theory tends to ignore its function altogether. The thesis fills this gap by locating education within a heterodox demand-led growth model. Drawing on Fazzari et al.\u27s (2020) super-multiplier model, it enters education in two forms: (i) as a specified labour-productivity growth driver—added into the productivity equation through a new education elasticity term—and (ii) as a semi-autonomous aggregate-demand component, since public (and much private) education spending adjusts to medium- and longer-run policy commitments, rather than short-run fluctuations in income. The specification permits education both to act as a demand-stabilizer, helping to offset fluctuations, as well as a supply-accelerator, generating a cumulative-cause virtuous circle of growth.
These mechanisms are exemplified by this thesis by following 1990-2020 trends for Brazil and Finland. There exists descriptive evidence that years of persistent or increasing education expenditures are accompanied by higher labour-productivity improvements and robust growth in output, while education fiscal retrenchment is linked to a period of stagnation. A fixed-effects panel regression strategy is set out to test the model formally, but complete econometric implementation awaits further work.
The analysis argues that education expenditure needs to be considered as macro-policy strategy: a boost during downturns can shore up demand, while persistent expenditure lifts the productivity horizon that contains inflationary pressure. Constraints—such as simplified spending schemes, lag structures, and cross-country differences—are noted, and suggestions are made on further empirical research directions. Broadly, the thesis places education in a position of being a “dual engine” of demand-led growth, both reconciling human-capital and Keynesian traditions, as well as providing new advice on fiscal strategy directed towards inclusive, sustainable development
Interaction Between Structural and Cultural Barriers in relation to the Mental Health Service Usage of Latino Young Adults
Get PDFThe inaccessibility of mental health services among ethnic minority populations is often attributed to neatly categorized “cultural” factors or “structural” factors, as is seen in research regarding underutilization of such services among Latino populations. While these terms seek to provide clarity for complex human experiences, in natural occurrence, cultural identity and societal structure are inextricable from each other, and must be studied as such. The present study sought to examine the possible interaction effects of structural and cultural barriers on the subsequent help-seeking behaviors of Latino young adults in a qualitative investigation. Semi-structured interviews were conducted with eight individuals of central and South American heritage between the ages of 18 and 25, with five of these individuals being recruited from Connecticut College, and the remaining three being recruited from the New London community. Each interview was recorded, transcribed, coded, and analyzed using thematic analysis as described by Braun & Clarke (2006). Four major themes regarding barriers to mental health care experienced by Latino young adults emerged from this analysis, which include Absence of Information, Therapist (in)Efficacy, Family Mental Health Socialization, and Self-Reliance. These themes aid in elucidating several novel theoretical concepts, including school mental health socialization, as well as the amplification, confirmation, and promotion of adverse mental health narratives when an individual experiences specific combinations of structural and cultural barriers. Future research should examine the existence of these concepts among Latino individuals of varying ages and ethnic backgrounds. Future analyses should also work to identify facilitators to accessing mental health care among this population in order to improve how the mental health care system functions to provide culturally-informed and structurally-competent approaches to intervention and educatio
Partnerships for Social Change: Navigating Power and Praxis in Campus-Community Partnerships
No full textCampus-community partnerships (CCPs) are collaborative initiatives between academic institutions and local communities that foster cultural competence, address community needs, and have the potential to promote social change. These partnerships provide mutual benefits through reciprocity and shared growth while bridging the gap between academic theory and real-world practice. While the growing emphasis on community engagement in higher education has led to a significant increase in CCPs over the years, the relationship between student outcomes and community partner outcomes remains a critical area of inquiry. Key questions include: Do students and community partners benefit equally? How do student outcomes, such as skill development and increased civic engagement, align with or complement community partner outcomes like increased organizational capacity and access to resources? This study examines these dynamics through the lens of the Holleran Center for Community Action at Connecticut College, focusing on the mutual benefits and challenges encountered by students and community partners in the partnerships facilitated by the Holleran Center. By situating the Holleran Center’s initiatives within these theoretical contexts, the study evaluates how such partnerships can prioritize sustainable and equitable outcomes. Ultimately, the research seeks to contribute to the discourse on best practices for cultivating authentic, mutually beneficial relationships between academic institutions and communities, thereby advancing both educational and social justice objectives