Student Experience Grants
We provide grants for PhD students to create experiences that develop their professional competencies, obtain new credentials, and fund internships. Students have taken advantage of grant funding in a variety of ways, including:
- learning and applying new skills such as mapping technology, coding, design, business management, and audio production
- obtaining internships
- applying research or teaching skills in collaborations with community organizations
- designing and supporting digital humanities projects with faculty members
These experiences, typically undertaken during the summer months, allow students to cultivate their professional identities and explore diverse career paths. Read more about the exciting projects students have pursued below, or learn more about how to apply.
Descriptions of Funded Student Experience Grant Projects
Christiana Botticello, Politics (2020)
This award allowed Christiana Botticello, a PhD candidate in Politics, to complete an internship with Brandeis’ Quantitative Skills Center, which supports student development of quantitative skills in and out of the classroom. In the role, she collaborated with course instructors, worked to increase the Center’s visibility on campus, and further developed the QSC’s enrichment resources, all with the goal of better serving the campus community.
Giuseppe Desiato, Music Theory and Composition (2022)
This grant supported Giuseppe Desiato in his internship with audio recording engineer and producer Joel Gordon. Giuseppe enhanced his skills in audio recording, sound engineering, and gained experience in music production.
Diana Filar, English (2020)
Diana Filar’s award allowed her to hold a summer internship with the International Institute of New England, an organization that assists refugees and immigrants in integrating into local communities. Diana, a PhD candidate in English, was the inaugural holder of a specialist position in grant writing and research, thus aiding IINE in securing future funding. She gained further experience in the administration and financial management of public-facing nonprofit organizations.
Nayoung Kim, English (2023)
Nayoung received funding to support her work as a reviews editor for the Broadsided Press. Nayoung continued building skills in the review publication process, editing drafts, creating public-facing materials, and data management.
Dominick Knowles, English (2021)
Dominick Knowles’s funding supported their work as an editorial assistant at the Broadsided Press, a public-facing literary publication. In this role, Dominick took charge of the press’s monthly review feature, worked with contributors, and scheduled online and print publications. This opportunity has allowed Dominick to deepen the experience they have acquired working for different publications over the past nine years. Working with the Broadsided Press gave Dominick the opportunity to interface with a broad community of authors and participate in the goals of the mission of the Press to bring literature “to the streets.”
George Van Kollias III, Anthropology (2022)
George Van Kollias III received funding to continue developing his expertise in Remote Sensing and GIS (Geographic Information Systems) through ESRI’s online course and certification program as part of his internship with the Florida Institute for Built Environment Resilience. By acquiring these certifications, Van was able to build a competitive portfolio to prepare him for a variety of careers deploying GIS.
Lijun Lin, Sociology (2020)
This award supported Lijun Lin, a doctoral student in Sociology, in summer volunteer work with the Family Services Program of the Boston Chinatown Neighborhood Center (BCNC). The BCNC aids Asians and immigrants in the Boston area, offering programs that serve primarily families and children. At the center, Lijun held a number of responsibilities, ranging from administrative and translation work, to helping with workshops and case management, enabling her to gain experience in a variety of the nonprofit’s activities.
Savita Maharaj, English (2023)
Savita’s grant funded her internship with Ms. Angela Hedley Mitchell, Program Director of History/Social Studies for Boston Public Schools (BPS). Savita gained experience in developing curriculum resource guides for History and Social Studies BPS high school students, creating teaching pedagogy that focuses on marginalized narratives and post/de-colonial theories.
Houman Oliaei, Anthropology (2022)
Houman Kooraei-Oliaei, a PhD candidate in the Anthropology, received funding to work as a GIS specialist and researcher for the Yazda Organization, a global Yezidi non-governmental advocacy and relief organization. Through this project, Houman enhanced his skills in project management, GIS analysis, and created and maintained a geodatabase.
Arantxa Ortiz, Anthropology (2022)
Arantxa Ortiz received this grant to support her editorial work as a section editor for Visual and New Media Review (the Society for Cultural Anthropology’s online publication). Arantxa developed multimedia editorial experience and enhanced her publishing skills.
Daniel Ruggles, Politics (2022)
Daniel Ruggles received funding to support his internship with Boston CASA, a non-profit organization partnering volunteers with foster-involved youth. Daniel developed skills in qualitative and quantitative research and gained organizational experience with non-profits. He developed a systemic means of tracking outcomes data among the youth that it serves by evaluating the organization’s outcome measurement data and collection processes, deploying new outcome measurement tools (surveys and interviews), and creating an outcomes document that articulates the Boston CASA’s impact on foster-involved youth.
Caitlin Sackrison, History (2021)
Caitlin Sackrison, a Ph.D. candidate in the History Department, used her award to intern at the Norwegian American Historical Association (NAHA) Archives at St. Olaf College in Minnesota. Working as an archivist’s assistant, Caitlin reviewed archival catalogs and uploaded digital assets with metadata in the archive’s content management system (Omeka). She also developed 3 digital exhibits on the Ole Rølvaag collection and participated in a grant-writing committee to help the organization secure future state-level funding. This internship allowed Caitlin to gain experiences and develop skills in digitization, cataloging, creating online exhibits, mining data, generating metadata, non-profit grant writing, and other skills within an archival setting.
Ann Ward, Sociology (2021)
Ann Ward received funding to partner with the Office of Sustainability at Brandeis University to create and facilitate a series of workshops for faculty to learn how to infuse climate change education across disciplines. The goal of the workshops was to enhance Brandeis’ students' climate literacy, particularly for those students whose major focus was not in environmental studies and involve faculty from a broad range of departments. This project allowed Ann to develop new ways of talking about sustainability, gain experience working in higher education, and build skills such as budgeting and meeting facilitation.
Democracy and Social Justice Practica:
Four students completed work during the summer of 2020 with partner organizations in the context of Profs. Anita Hill and Dan Kryder’s Democracy and Social Justice course. This Connected PhD-funded effort combined an on-the-ground practicum with a seminar focusing on engaged academic work, all in the aim of bringing about political solutions to the problem of gender-based violence. Each of the students participated in a project with an organization that addresses a dimension of gender-based violence.
Kaitie Chakoian-Lifvergren, Sociology and Social Policy
Kaitie Chakoian-Lifvergren, a student in the joint PhD program in Sociology and Social Policy, worked with the National Women’s Law Center on the Survivors' Agenda initiative. Kaitie worked on a collaborative team with over 80 agencies to develop a Survivors' Agenda and host a virtual Survivors' Summit. The collaboration launched a first-of-its-kind crowd-sourced survey, completed by survivors of gender-based violence. She, with another Connected PhD intern, analyzed the open-ended responses of the survey to help inform the agenda. Kaitie also worked on the Education subcommittee to develop the agenda and the Healing/Justice subcommittee to plan the Summit. Additionally, she completed participant observation work, seeking to better understand the changed nature of organizing amidst the response to COVID-19 and a breaking point of racial tensions in the U.S.
Kerry Jo Green, History
Kerry Jo Green, a PhD student in History, worked with Jane Doe, Inc: The Massachusetts Coalition Against Sexual Assault and Domestic Violence. Her work helped her to develop a stronger understanding of how organizations work to resolve the burdens of compounding traumas and think about how organizations can support all survivors, especially the most vulnerable members of society.
Anja Parish, Politics
Anja Parish, a student in the Politics PhD program, worked with the National Women’s Law Center on the Survivors' Agenda initiative. Anja worked on a collaborative team with over 80 agencies to develop a Survivors' Agenda and host a virtual Survivors' Summit. The collaboration launched a first-of-its-kind crowd-sourced survey (which Anja co-wrote), completed by survivors of gender-based violence. She conducted and presented a quantitative analysis of responses to the survey to help inform the agenda. Anja also worked on the Healing Justice subcommittee to develop the agenda and the Workshop Planning and Selection subcommittee to plan the Summit.
Daniel Ruggles, Politics
Daniel Ruggles, a PhD student in Politics, worked with the Victim Rights Law Center on a project that addressed protecting K-12 students from gender-based violence in the schools. Daniel worked on developing training for educators by synthesizing and communicating theory and research related to gender-based violence, with the goal of better equipping educators to address gender-based violence in their classrooms.
Internships with The Journal of Israeli History:
For 2022-2023, this award supported a pilot program where doctoral students from Brandeis University and Tel Aviv University filled assistant editor positions at The Journal of Israeli History. Its co-editors, Alexander Kaye (Brandeis University) and Orit Rozin (Tel Aviv University), brought graduate students from Tel Aviv and Brandeis into the journal’s editorial process. This international collaboration gave doctoral students the opportunity to gain experience in the publishing industry. The students formed a cohort and worked closely with the journal’s editors to manage the workflow of articles from their submission, through the peer review process, proofing, and ultimately publication.
Tamar Aizenberg, Near Eastern and Judaic Studies
Tamar received funding to develop skills in academic editing and publishing, worked collaboratively with an international cohort, and connected with a network of scholars and professional publishers.
Shirah M. Cohen, Near Eastern and Judaic Studies
Shirah was awarded an internship to build professional development skills as an editorial intern. Shirah assisted in the editorial process of the journal, gained experience in the practical aspects of academic publishing, networked, and expanded her knowledge of Israeli history.
Skyler Inman, Anthropology
This award supported Skyler in gaining experience as an academic editor. Skyler gained exposure to important professional aspects of the world of journal publications and developed skills in academic editing and publishing.
Collaborative Community Projects
Luke Blackburn, Music Composition and Theory (2020)
Luke Blackburn, a PhD candidate in Music Composition and Theory, worked with Dinosaur Annex Music Ensemble, a Boston-area contemporary classical music organization. He aided the Dinosaur Annex in planning its upcoming 2020-21 season of performances, gaining experience in concert logistics and grant-writing. Luke assisted the organization’s directors in concert production, from media promotion of its concerts to stage management for the 20/21 academic year.
Jenny Factor, English (2021)
Jenny Factor, a PhD candidate in the English department, collaborated with the Brandeis Justice Initiative and Dorchester site of the Clemente Course in the Humanities to rapidly adapt their curricular modules for online learning technology. The Clemente Course is an educational justice program that makes college level humanities accessible to underserved populations. Responding to the challenges of COVID-19, Jenny's work helped to make the Clemente Course available online in an open-source learning management system. As the technical advisor for the program, she worked to mirror the accessible goals of the program in the digital tools that she made available to the students.
Moriah King, Anthropology (2020)
Moriah King, a PhD student in Anthropology, collaborated with Growing Places, a nonprofit group based in Leominster, MA that focuses on improving access to healthy and environmentally sustainable food for residents in food insecure regions of North Central Massachusetts. Moriah conducted an visual ethnography for the organization to document local farm practices by working alongside small-scale farmers in the towns of Westminster, MA and Ashburnham, MA. The product of this collaboration with both Growing Places and the farmers themselves were two short videos narrating the relationship between place, food infrastructure, and community. As Growing Places expands its digital presence and increases its collaboration with local farmers in North Central Massachusetts, this highly useful information will enable it to best adapt its practices to local goals and needs.
Moriah King, Anthropology (2022)
Moriah King used this grant to support her work with the Urban Farming Institute (Mattapan, MA). She applied multimodal and visual ethnography to create a public history of the urban farming community. This project allowed her to continue gaining practical experience in applied anthropology by collaborating with the Urban Farming Institute to answer community-driven questions.
Jenny LaFleur, Sociology and Social Policy (2020)
Jenny LaFleur received funding to support her work as part of Professor Derron Wallace’s research team, which partnered with Boston Public Schools (BPS) during the summer of 2020 to code and analyze survey responses from BPS families about the transition to remote schooling in response to the COVID-19 pandemic and the district’s pending reopening plans. This project allowed Jenny to gain experience applying her research skills in a non-academic setting and in working with a public sector client, as well as project management skills needed to help support the research team’s work on the project. The project culminated in a report for BPS that included results of the analysis and policy recommendations.
Arantxa Ortiz, Anthropology (2021)
Arantxa Ortiz received funds to attend the Flaherty Film Seminar and to work as a digital archivist with a Boston-based immigrant rights grassroots organization. She created the Undocumented Histories Archive to document political struggles for immigrant rights in the United States, including ongoing campaigns for driver's licenses for all residents in Massachusetts and beyond.
Hong Zhang, Anthropology (2023)
Hong received funding to create multimodal (hi)stories of Wenjiashan to share and preserve family (hi)stories in the form of an exhibit in the village and an interactive documentary. Hong gained experience facilitating community-centered work, collaborating, and video storytelling.
Brandeis Educational Justice Initiative Projects:
During the summer of 2021, the Connected PhD funded several doctoral students to participate in the programming of the Brandeis Educational Justice Initiative (BEJI) to work with incarcerated youth, persons inside prison institutions, and formerly incarcerated individuals working on rehabilitation in the Massachusetts area. These students partnered with local organizations in Massachusetts and worked as teachers, administrators, and mentors. For more information on the BEJI’s work see their website.
Jessi Brewer, English
Jessi Brewer’s award allowed her to research, design, and teach core workshops on college readiness and professional development for youths and adults. In this role as an educator and mentor, she expanded her ability to work with under-served communities to prepare them for civic engagement and college readiness.
Sascha Cohen, History
Sascha Cohen received funding to develop and lead digital workshops on skills relating to civic reengagement, financial literacy, education, technology, health and wellness, and professionalism. Sascha’s work helped her to build pedagogical skills outside of a university setting and allowed her to network with leaders in the local non-profit sector.
Emiliano Gutierrez-Popoca, English
Emiliano Gutierrez-Popoca received an award to design, plan and teach a course for the BEJI. This grant built on his previous teaching experience with the BEJI’s partner organization Partakers Empowerment Program by assessing the strengths of the workshops and improving on the program for its second run. Emiliano also was a key liaison in communicating with BEJI’s various community partners.
Bridget Kelleher, History
This award supported Bridget Kelleher to develop and teach a course for people who were re-entering public life after incarceration. The purpose of the course was to provide a bridge between highschool or GED education and college. Bridget’s experience gave her the opportunity to create a curriculum for a diverse student body.
Anja Parish, Politics
Anja Parish’s grant allowed her to build on the work she completed over the spring of developing and teaching a workshop about civic re-engagement for the BEJI. During the summer of 2021, Anja re-designed the courses based on feedback from the first session as well as new workshops on education, health and wellness, and professionalism. Her work assessing and building courses for students with diverse backgrounds helped her develop her skills for becoming an educator that could work both within and outside of academia.
Holly Robbins, Politics
Holly Robbins received an award to teach workshops and conduct office hours over an eight week period in the summer called “How to College” designed to help provide skills geared towards facilitating a transition from carceral settings to higher education. She built on, adapted, and continued work she did during the Spring where she created a handbook and lesson plans for the Partakers Empowerment Program. This work gave Holly the opportunity to explore the non-profit sector as she has gained direct exposure to and involvement with multiple organizations.
History of the Wayland Public Library (2021-2023)
Professor Amy Singer collaborated with the Wayland Public Library (Wayland, Ma) in developing a written account of its history to celebrate its 175th anniversary. The goal of the project was to help students learn how to develop public facing history. The graduate students took a leading role in research and writing the history, beginning with an evaluation of the resources available; prepared a list of guiding research questions about the library’s history; determined which of these could be answered by the material available; and finally, executed a published project (in printed and digital forms).
Elizabeth Simms, History
Rafael Abraham, History
Joseph Weisberg, History
Skill-Building and Credentialing Projects
Inna Blaich, History (2023)
This grant allowed Inna to attend UX Design courses at eCornell (Cornell University's external education unit). Inna gained a User Experience Design Certificate from Cornell Ann S. Bowers College of Computing and Information Science. She learned how to plan and conduct contextual interviews, create UX design concepts using sketches, user scenarios, and storyboards, as well as design interactive high-fidelity UX prototypes.
Jordan Clapper, English (2021)
Jordan Clapper received funding to learn how to use tools to create and design a queer indigenous video game. In order to complete this ambitious task during the summer, Jordan used established platforms Twine 2.0 to plan the process, RPG Maker MV to design the game, and Unity to create more customization within it. Jordan took tutorials and courses on these tools as well as C#. This fellowship afforded Jordan the opportunity to gain experience and technical skills required for careers in game design and coding.
Robert Cochran, History (2022)
Robert Cochran, a PhD candidate in the History department, received funding to learn digital techniques, tools, and applications for the handling of texts and collections of documents. Enrolling in the “Digital Tools for Humanists” course offered by the University of Pisa, Robert developed skills in digital public history, natural language processing methods, and deep learning tools.
Marie Comuzzo, Musicology (2022)
Marie Comuzzo received funding to enroll in marketing and digital media courses with Session College. Inspired by their work with the Brandeis University Press, Marie developed skills in marketing, multimedia, coding, and video editing which enabled them to learn effective marketing strategies and create engaging social media content for publicity purposes.
Marie Comuzzo, Musicology (2023)
This grant allowed Marie to pursue professional development in digital humanities. They enrolled in courses at the Digital Humanities Summer Institute (DHSI) to learn Python and learned musical coding (XML) as part of their “Rebalancing the Musical Canon” Project with the Musical Encoding Initiative (MEI).
Lauren Crosser, Sociology (2022)
Lauren Crosser received funding to enroll in a five-day qualitative methods workshop offered by the Inter-university Consortium for Political and Social Research (ICPSR). Lauren developed skills in data management, graphics, and R programming.
Rachel Dale, English (2021)
This award allowed Rachel Dale, an doctoral student in the English department, to enroll in a class at the Simmon’s University Library and Information Science department. The class explored the process of developing and sustaining new archival repositories. Exploring a career in archival management, this course served as an introduction to the skills that she would need in this field.
Giuseppe Desiato, Music Composition and Theory (2022)
Paige Eggebrecht, English (2020)
This award allowed Paige Eggebrecht, a PhD candidate in English, to begin coursework towards a degree in library science at the University of Alabama. She intends to obtain an MLIS at Alabama and pursue a career in academic libraries and information literacy. At Brandeis, in conjunction with her doctoral work, Paige worked as a graduate assistant for Brandeis Library Research and Instruction Services, completing a variety of reference and instruction tasks that enable students, staff, and faculty to make better use of library resources.
Zachary Fox, Sociology (2023)
Zachary was awarded funding to enroll in the “Statistics and Data Analysis I: Introduction” at the Inter-university Consortium for Political and Social Research (ICPSR). Zachary gained experience in data acquisition/management, classification and summarization of data, and probability analysis.
Daniella Gáti, English (2020)
Daniella Gáti received funding to take courses that helped develop her skills in data science and web programming. These courses allowed Daniella to develop skills in Python and web design. Daniella utilized these tools in designing creative pedagogical tools and methods for classes.
Rachel Guaderrama, Sociology (2022)
Rachel Guaderrama was awarded funding to attend a summer session on “Qualitative Methods of Social Research” offered by the Inter-university Consortium for Political and Social Research (ICPSR). Rachel gained hands-on experience in statistical techniques, data analysis, and research methodologies for researchers at different stages in their career.
Sarah Han, Anthropology (2022)
This grant allowed Sarah Han to partake in a digital editing course offered by the New York Film Academy. Sarah developed her filmmaking skills including designing, editing, learning audio/visual effects, multimodality, and creative storytelling. This experience enhanced her filmmaking skills in visual ethnography.
Yi He, English (2021)
Yi He received funding to attend three Rare Book School courses about Early Modern and American books. The RBS experience furthered her professional development in areas of archives, book collecting, book selling, and special collections librarianship and curation. The courses increased her knowledge about organizing archives of collections across a wide time range and allowed her to make a great number of professional connections. Through the RBS experience, Yi conducted information interviews with a range of professionals, including in book cataloguing, special collections at the Folger, and more.
James Heazlewood-Dale, Musicology (2023)
Ryan Hitchcock, English (2023)
Ryan received funding to enroll in an intensive course at the International Graduate School of English in Seoul to receive his CELTA certification in preparation for teaching English to speakers of other languages. Ryan plans to teach at the secondary level in Korea.
George Van Kollias III, Anthropology (2022)
George Van Kollias III used this grant to support a collaborative summer project where he developed hands-on skills in remote sensing technology and spatial data acquisition and management. Van worked with the National Center for Airborne Laser Mapping (NCALM) and the University of Florida Gatoreye Unmanned Flying Laboratory; he assisted these organizations as they conducted a regional scale landscape survey in the Upper Usumacinta River Region of southern Mexico.
Ying-Ting Lin, Music Composition and Theory (2022)
Ying-Ting was awarded this grant to pursue her studies with ICreateCourse. Ying-Ting gained experience in video editing, digital marketing, and website creation. Implementing these new skills, she plans to create “The Complete Piano & Music Theory Beginners Course,” which will be designed for music lovers, beginners, and individuals brand new to music.
Ying-Ting Lin, Music Composition and Theory (2023)
This award supported Ying-Ting’s participation in the Spat workshop C-Lab Taipei, a collaboration between C-LAB Taiwan Sound Lab and IRCAM, a French institute for research and coordination in acoustics and music. Ying-Ting gained experience in virtual acoustics, programming, and the application of spatial sound design.
Bailey Ludwig, English (2021)
Bailey Ludwig used her grant to attend a Rare Book School course on the History of Bookbinding. Learning about medieval and early modern binding practices helped her to date books, assess their condition, and update or create catalogue descriptions. Additionally, Bailey conducted interviews with medieval and early modern manuscript librarians in order to understand their career trajectory and what aspects of her PhD training will help her towards this profession.
Mariel Mayz, Music Composition and Theory (2022)
This grant allowed Mariel Mayz to work directly with ZOHO music, a New York based music label, to develop skills in audio editing, advanced splicing techniques, mixing, and mastering (final stage of audio production). Mariel also learned about the inner workings of record labels –their distribution, marketing practices, and publicity strategies.
Houman Oliaei, Anthropology (2020)
Houman Kooraei-Oliaei, of the Anthropology department, received funding to take part in a course in geospatial data management, offered by Esri Academy, the training wing of the Environmental Systems Research Institute. After completing the course, he took an ArcGIS certification exam, necessary for him to demonstrate proficiency in the widely-used geographic information system, a tool with a large number of applications both in and out of academia.
Betül Özturan, Politics (2022)
Betül Özturan received funding to support her participation in the “Machine Learning: Applications in Social Science Research” course provided by the Inter-university Consortium for Political and Social Research (ICPSR). Betül learned the mechanics, techniques, and methodologies of machine learning and its application in social science research.
Anja Parish, Politics (2022)
Anja Parish was awarded funding to enroll in Library and Information Science courses at the University of Alabama. Anja developed skills in data management software tools, digital reference services, and techniques libraries use for acquiring, cleaning, enhancing, and analyzing metadata datasets.
Jeremy Rapaport-Stein, Music Composition and Theory (2020)
Jeremy Rapaport-Stein received funds that enabled him to create a podcast exploring outsider artists. A PhD candidate in Music Composition and Theory, Jeremy underwent training in audio production, editing, and interviewing, as well as in marketing and distribution. His project culminated in a multi-episode podcast centered on artists, musicians, and makers whose training and work fell outside the mainstream, supplemented by a companion website.
Caitlin Sackrison, History (2023)
Caitlin’s funding supported her efforts to continue developing reference and collections development skills in library and informational sciences. Caitlin enrolled in three courses with the University of Alabama’s MLIS program with the goal of pursuing a career as a librarian.
Ayse Tugba Silahtar Subasi, History (2023)
Tugba was awarded funding to attend the Digital Humanities Summer Institute (DHSI). Tugba gained experience in Python coding, studying Social Network Analysis (SNA), and digital publishing strategies.
Anna Valcour, Musicology (2023)
This grant allowed Anna to become a certified vocologist at the Summer Vocology Institute, sponsored by the Utah Center for Vocology. Anna gained experience in the applied sciences of voice habilitation, learned how to use various tools to analyze the voice, and gained pedagogical skills in teaching vocal production (singing and speech).
Hui Wen, Anthropology (2023)
This award funded Hui’s enrollment in online courses on NVivo 12 and R Language coding (for Social Network Analysis). Through these courses, Hui developed expertise in qualitative data analysis and statistical programming, thereby enhancing the methodological depth of her ongoing doctoral research on senior supplements consumers in China. Beyond the immediate benefits to her academic pursuits, this training equipped Hui with necessary computational thinking skills, enabling her to navigate diverse career directions in an increasingly AI-driven world.
Carissa Wilbanks, English (2022)
Carissa Wilbanks, a PhD candidate in English, used her grant to enroll in the UX Writing Academy (UXWA). Carissa learned industry-specific skills, built a strong portfolio, networked within the UX writing field, became certified in UX writing, and gained real-world experience through this program.
Joseph Yauch, History (2023)
Joseph’s award allowed him to enroll in Harvard’s GIS Institute and the University of Victoria’s Digital Humanities Summer Institute. Joseph gained experience in geographic information systems (GIS) and digital humanities.
Manning Zhang, Sociology (2022)
This award supported Manning Zhang as she took a UX research course offered by the Rabb School of Continuing Studies at Brandeis. Manning developed skills in qualitative and quantitative research methodologies, statistical analysis, and UX research.
Manning Zhang, Sociology (2022)
Manning Zhang was awarded funding to take a 5-week Certificate UX/UI Design Bootcamp. Through this course, Manning gained certification in UX/UI Design and continued developing industry-specific knowledge.
Professional Development: Career Fellows (2023)
This fellowship gives GSAS students across all disciplines skills to help them prepare for careers in academia, non-profits, industry and beyond. The goal of the program is to foster a community of students committed to planning for their post-graduate school future.
Jared Berkowitz, History
Jessi Brewer, English
Anik Chartrand, English
Sung Kyung Cho, English
Anna Valcour, Musicology
Joseph Weisberg, History
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