Well. What can I possibly say that I haven’t said before on the occasion of Commencement, an event with which I have a love-hate relationship. I love all the joy associated with sending wonderful people off to do terrific things. And the ceremony itself — so joyous. I shed a few tears of happiness every year.
And hate is a strong word. The wrong word, in fact. I certainly don’t hate Commencement, but I am annually struck by the bittersweet nature of the event. We in Admissions know that our closest Fletcher friends will be with us for only a couple of years, but we treasure them while they’re here. Admissions Ambassadors, members of the Admissions Committee, Interview Volunteers, and our amazing Graduate Assistants (looking at you, David and Moni!) — the students who keep us in the know about the heart of life at Fletcher. We so enjoy interacting with them, and we’re sorry that our relationship will change.
But change it must, as they transition from students to alumni. And all we can hope (expect! demand!) is that they will stay in touch.
So, to my friends in the Class of 2016, keep us posted! Drop a line now and then. “Friend” us. Link us in. We want to hear from you. After all, the true satisfaction in Admissions work comes at the far end, when we send you off into the world to do those things you wrote about in your application essays. I can’t wait to receive your updates!
For now, BIG congratulations to you and your families, and all best wishes as you move along to your post-Fletcher life!
Tagged with: Commencement
Students aren’t the only members of the community who close out a chapter of their lives at Commencement. In some years, graduation day also marks the start of a professor’s new less-than-daily relationship with Fletcher.
Following this 2015-2016 academic year, Alan K. Henrikson, the Lee E. Dirks Professor of Diplomatic History, and Fletcher’s Director of Diplomatic Studies, will conclude his 44-year teaching career at Fletcher and move on to whatever comes next. Professor Henrikson has taught U.S. foreign policy to international and U.S. students alike, acquiring a very loyal and devoted following among current students and alumni.
I would describe Professor Henrikson as singularly dedicated to the art of teaching. I aim to make a distinction here between simply being a great teacher (there are many of them at Fletcher) and putting teaching at the center of everything. It is in that devotion to the classroom that Professor Henrikson is the leader among his peers.
At the end of the fall semester, the last one in which he would teach DHP D200: Diplomacy: History, Theory, and Practice, Professor Henrikson shared two things with his colleagues on the faculty. The first was the text of his final exam for the class, and the second was a photo. He noted:
As you will see, if you have a chance to look through the examination paper, Diplomacy 200, which I think of as the cornerstone of diplomatic studies at The Fletcher School of Law and Diplomacy, “covers” nearly all of the subjects we teach at the School — and, I believe, in an integrating and integrated way. The students draw from other fields in which they are working, as well as from their own national-cultural and personal experiences. And, I hope, they bring a diplomatic (and diplomatic-historical) understanding back to their intellectual and other activities in those fields, now and in their future professional careers and lives.
Several members of the faculty responded to Professor Henrikson’s email and I would like to share a few of the responses. (Note that several current professors were once Fletcher students.)
Professor Diana Chigas, F88: As an alum of D200, I can say that it was an influential course in my Fletcher education, both because of its integrated and historical perspective, and because of the infectious nature of your obvious love for diplomatic history and your commitment to your students.
Professor Ian Johnstone: I saw some of your past exams and was always impressed by the depth and scope, as well as by the way you integrate history and current events. You outdid yourself this time! That course is a foundation for so much of what we do at the School. It is hard to imagine you won’t be teaching it again.
Professor Sulmaan Khan: I agree with Ian, Alan. It’s hard to imagine Fletcher and our broader curriculum without your teaching.
Professor Antonia Chayes: Reading your complex and erudite exam, I can only regret that I never had the chance to take your course. Thank you so much for sharing it with us.
Dean Bhaskar Chakravorti: I will write an essay response to one of your prompts (too tempting to let them go) and will struggle with knotting my bow tie over the holidays in honor of the passing of an era.
Kathleen Ryan, F87, director of the Office of Development and Alumni Relations: Also as an alum of D200, I love seeing this — both the bow ties and the test. Really glad I took the test when I did! You cannot know how much you mean to so many former students. A legend. So thrilled that you will be giving the Friday night lecture to kick off the reunion in May. Sure to be wonderful!
Professor Leila Fawaz: A lovely tribute for a cherished teacher. I am very glad you shared the wonderful photo with us. We appreciate all you had done for us all at the School and the University.
Professor Elizabeth Prodromou, F83: Thank you for sharing this message and photo, both of which speak to the intellectual excitement, graciousness, and civility, which are your continuing legacy to generations Fletcher students (including many of us among them!).
In a note to me, Professor Prodromou further wrote: “He leaves an extraordinary legacy at Fletcher — his was an approach to teaching, learning, and scholarship that is rooted in a classic understanding of education as a experience in becoming a fuller, enlightened, inquisitive, and alive human being.”
And now the photo from his final D200 class, which will explain all the above references to bow ties, an Alan Henrikson trademark look.
Professor Henrikson will address the community, including this year’s graduates and alumni visiting for their reunion, tomorrow afternoon, on the topic of “Fletcher: A Great Place to Teach.” I will miss running into Alan Henrikson in the hallways and I wish him the very best. But I’ll give the final word to Frances Burke, one of Professor Henrikson’s students this year. When I asked her for her thoughts, Frances wrote:
Whether sitting in Professor Henrikson’s “Diplomacy” class or his U.S. Foreign Relations classes, every moment was a treasure. His depth of knowledge was, of course, daunting, as each comment on a historical period cascaded into the details of a particular statesman, or comments on esoteric cartography, or asides regarding a special envoy, or opinions on a crucial summit. Most of us left lectures awestruck by our own ignorance. Professor Henrikson’s deep, deep knowledge of American history and foreign policy was illuminated by his obvious adoration for his subjects. During one class, when describing reportage emerging from the Spanish Civil War, he paused to sing a song of the resistance, concluded by a sweet smile and trademark laugh. You could see how much he loved his calling. His departure rips a great hole in the grand tapestry of Fletcher teaching, as he so vibrantly twined the threads of history, diplomacy, and foreign relations in a way only a truly gifted teacher can do.
What do bubble soccer, a brewery tour, a “Bechdel Test” party, and “Acro-yoga” have in common? They’re all among the student-led activities scheduled for this week during Dis-Orientation, the natural unofficial counterpoint to August’s official Orientation program. Like thesis haikus, Dis-O is one of those traditions that popped up one year and has been retained ever since. And there’s a very full schedule! Nearly every time block from 9:00 a.m. to midnight is booked with outings, parties, or opportunities to hang out with friends playing video or board games. Sometimes two activities in the same block (Red Sox or Davis Square bar night — how to choose?). The week’s activities will wrap up on Thursday night, after which graduating students can turn their attention to graduation rehearsals, visiting relatives, and packing their stuff. Commencement is nearly here!
Tagged with: Dis-O
An enduring tradition, the “thes-ku.” For many years now, a graduating student has come forward to unleash the flood of procrastination-inducing capstone-inspired poetry. The concept: capture the content of your capstone in haiku format (that is, three lines with five, seven, and five syllables). Please find below a sampling of the capstone titles and related thes-kus. Note that many, but not all, students write a traditional thesis to fulfill the capstone requirement. Also note that I have snagged these off the Social List and am sharing them without attribution, but without objection from their writers.
One student wrote that she “mostly wrote a thesis just so I could summarize it in haiku format.” Whether that’s 100% true or not, her thes-ku leads the collection:
Wired for Geopolitics: Incentives Shaping Technology Companies’ International Policy Decisions
Google runs the world
Because they want more profit?
It’s not that simple.
War Without Weapons: A History of International Politics in Sport and the Future of North Korea
Sports matter to Kim
Let’s play together!
Systematically Seeking Shared Value: An Analysis of USAID Public-Private Partnerships
Once about leverage
Now shared value is our thing
Finding it is hard
Promoting Pluralism or Patronage?: Parliamentary Electoral System Design in Timor-Leste
East Timor elects
Few parties despite system.
Pacts spread patronage.
The Role of Congress in Offensive Cyber Operations
No one likes Congress
Cyber is so hot right now
…Checks and balances?
Fractured Lives: Personal Narratives of the Chinese Cultural Revolution
Parents’ old stories
Have historical value
Who would’ve thunk it?
Feminism on the Field: Changing Attitudes about Girls’ Soccer in Southern Morocco
Girls play soccer too
Attitudes are hard to change
These girls are badass
Doing Harm: How Humanitarian Organizations Have Exacerbated Identity Conflict in Myanmar’s Rakhine State
Conflict is the worst
Could be the worst-est.
From the Jamba to Christian Dior: Fashion Trends and Regime Preservation in the Democratic People’s Republic of Korea
Kim likes fashion
Don’t be hatin’ on his vogue
It’s all political
Paying for Performance: Policy Reform to Improve Maternal and Child Health Outcomes in Rural Bihar
Sometimes it just ain’t enough
Systems change vital.
The PPA Crutch: The Implications of Renewable Energy Power Purchase Agreements (PPA) in New England. Lessons Learned from Public Utility Regulatory Policy Act (PURPA) Independent Power Producers (IPP)
Power Purchase Agreements
While solar price drops.
Life after Salesforce: User Adoption and Implementation Strategy from Social Impact Organizations
Cloud computing what
UTAUT for who
Fletcher can speak tech
The Business Case for Sustainability: Developing an Environmental Vision and Strategy at a Privately-Held Retailer
Climate change is real
You’re pretty late to the game
Let’s convince your boss
Energy is Power: The Role of Oil in Self-Determination Movements with Case Studies on Iraqi Kurdistan and Greenland
Oil runs the world
revenues or resource curse
it creates new states?
A Blend in 21st Century Warfare: The Balance of Deterrence vs. Provocation
Putin Rides Big Bears
Russia is reemerging
NATO is worried
Promoting Pluralism or Patronage?: Parliamentary Electoral System Design in Timor-Leste
East Timor elects
Few parties despite system.
Pacts spread patronage.
What is Missed When Measured: A Systematic Review of Sexual and Gender-based Violence in Conflict-Affected Populations
Such a mouthful. Hard to rhyme.
Don’t forget the men.
Survival in the Frontier Borderlands: Widespread and Opportunistic Violence, Governance, and Livelihoods in the Karamoja Cluster
Guns be a’flowin’
Cattle raided, crops stolen
State can’t stop us now
Last, but not least, as the haiku is a revered Japanese poetry form, we have a contribution from a Japanese student, who noted that a true haiku should refer to the seasons, and who implied that this is not her best-ever haiku effort.
The United Nations, Peacekeeping Operations and Assisting Sustainable Rule of Law
背中押す （せなかおす：Se Na Ka O Su）
法の治めし （ほうのおさめし：Ho U No O Sa Me Shi）
国づくり (くにづくり：Ku Ni Zu Ku Ri)
Let them build RoL
No imposition, it’s culture
A long and winding road
Three student bloggers will graduate on Sunday, Alex, Aditi, and Ali. They’ve all been particularly great to work with and I’ll miss them! You can expect to see their words of farewell in the coming weeks, after they have graduated and had a chance to process their experience. For today, we have Alex’s Annotated Curriculum for his two years in the MIB program.
Strategy Consultant, Monitor Deloitte in Washington, DC
General Manager, Valsek Nutritional Foods in Addis Ababa
Fields of Study
International Energy Studies (self-designed Field of Study)
International Finance and Banking
The PPA Crutch: The Implications of Renewable Energy Power Purchase Agreements in New England (Advisor: Professor Kelly Sims Gallagher)
Post-Fletcher Professional Goals
Develop business models and financing mechanisms to bring renewable energy to scale in new markets
Foundations in Financial Accounting and Corporate Finance
Financial Statement Management
Strategic Management (½ credit, Summer pre-session)
The Arts of Communication
Climate Change and Clean Energy Policy
Managing Operations in Global Companies: How the World’s Best Companies Operate (Audit)
My first semester was all about laying the groundwork for a meaningful time at Fletcher. The core MIB classes, especially Finance, helped our cohort develop the key business skills necessary to be successful at Fletcher and beyond. Perhaps more importantly, taking a few classes as a group really brought the MIB class together, which has been invaluable both academically and personally. I also greatly enjoyed my elective classes like Communication and Clean Energy Policy, as mentioned in previous posts, and the professors have turned into great mentors over time.
International Business Strategy & Operations
Political Economy & Business of the EU
Engineering, Economics, and Regulation of the Electric Power Sector (at MIT)
Global Private Equity: From Money In to Money Out (Audit)
In my second semester, I finished up my MIB requirements and started to delve deeper into my energy concentration. My business classes felt very much like B-School, in terms of the content they covered and the hard skills they built, with one big difference: I was taking them at an international affairs school. As such, my professors and classmates brought an incredible depth and breadth of international experience to bear, and the policy context was always discussed. I also took an enlightening Electric Power Sector class with a bunch of engineers at MIT, which really got me into the nitty-gritty details of how power systems work. Also, Fletcher’s Center for International Environment and Resource Policy sponsored me to go to an energy conference at which I was able to wrangle an internship during the semester at Commonwealth Bay, a wind-energy private equity firm, where I performed market analysis and due diligence on wind projects.
One of my professors introduced me to BlueWave Renewables, a solar-energy developer, where I got an exciting opportunity to apply what I had been learning in my classes and to gain further exposure to the thriving cleantech ecosystem in Boston. As discussed in my previous post, I helped build out a platform for community solar, a new business model designed to bring solar to the three quarters of Americans who cannot own their own solar panels. Thanks to my business and energy classes, I was able to hit the ground running and make an impact in a short period of time.
International Business Transactions
Large Investment and International Project Finance
Petroleum in the Global Economy
Leadership: Building Teams, Organizations, and Shaping Your Path
The Art and Science of Statecraft
The third semester was my first opportunity to truly cast a wide net across the amazing diversity of classes offered at Fletcher. International Business Transactions covered topics such as contract law, which, although it may sound dry, is where “the rubber hits the road” in business; I discovered this when I was starting a business in Ethiopia, and it is one of the reasons I decided to come to Fletcher. Project Finance and Petroleum complemented each other very well, and contributed to my Field of Study requirements. Leadership, which was taught by a great professor on loan from the Harvard Business School, provided a valuable soft-skill counterpoint to more analytical courses I had taken so far. Finally, Statecraft was an interesting foray into the mental models of one of our well-known professors, renowned equally for his colorful analogies and for his direct language. On top of all this, I also worked with the wonderful Fletcher Social Investment Group to lead a team of classmates on a consulting engagement for EverVest, a renewable energy financial analysis software startup.
Energy, Entrepreneurship, and Finance
International Energy Policy
Political Economy and Business Context of Latin America
International Financial Management
Management, Finance, and Regulation of Public Infrastructure in Developing Countries (at Harvard)
My fourth and final semester has been great because the foundation I have built up over the last year and a half has enabled me to engage with the material in a way I could not have done before. My two energy classes are a nice culmination to the thrust of my studies here, and indeed they provide timely input as I wrap up my thesis for the capstone requirement. International Financial Management, affectionately dubbed “Jacques Deux” after the French-American professor who has taught a notorious regimen of finance classes for decades, proved to be as difficult and enlightening as promised. The Infrastructure class at the Harvard Kennedy School has provided another good perspective on the matter, and a chance to meet new like-minded people. Finally, I have supplemented my studies by conducting energy policy research for a Fletcher alumnus at EnergySage, an online marketplace for solar.
I am excited by my prospects post-Fletcher, but know that I will be sad to leave this place. Throughout my two years here, I have had the pleasure to work with supportive professors and a diverse yet cohesive set of classmates. As demonstrated above, Fletcher has also consistently opened doors for me, both at other top-tier schools and at cool companies. I know I will look back fondly on my time here, and now understand more and more why the Fletcher community is so strong.
With the Class of 2016 about to graduate in only about a week, it’s getting to be time for me to wrap-up the Five-Year Updates from the Class of 2010. Today we’ll hear from Claudia Ortiz, who provided me with this short bio, in addition to her post:
Claudia Ortiz (Mexico) has worked for the United Nations Development Programme (UNDP) since 2013, when she joined as Regional Technical Specialist on Climate Change Adaptation in the regional hub for Asia-Pacific in Bangkok, Thailand. She is now based in UNDP headquarters in New York, acting as climate finance policy advisor and project manager of the Global Green Climate Fund Readiness Programme. Before UNDP, Claudia worked with the Climate Change Team at the Global Environment Facility of the World Bank, in Washington, DC.
Earlier in her career, she supported the development of Mexico’s first Nationally Appropriate Mitigation Actions for the cement and iron and steel sectors at the Center for Clean Air Policy in Washington, DC and worked at the United Nations Food and Agriculture Organization, Sub-regional Office in Ankara, Turkey, where she undertook research on energy policy and environmental issues in Central Asia.
It has been almost six years since I graduated from Fletcher. I still regard the opportunity to study there as one of the best in my life: it changed the way I see the world, transformed my career, and allowed me to meet some of the most remarkable people, with very diverse backgrounds. From the very first day of Orientation, students are constantly reminded that our most important allies are in the student and alumni community itself. Besides this backbone virtue of the School, students are also reminded (as in the Mission and Impact statement) that as international affairs professionals, we ought to be “committed to maintaining the stability and prosperity of a complex, challenging and increasingly global society,” — in other words (or, as I interpret it), we are meant to be “global citizens.”
As global citizens, we let go of nationalistic or self-interests. Rather we exercise collaboration and compassion, as we seek to become agents of improvement for the global society, including the most vulnerable populations in it. And, as global citizens, we are led by our never-ending hunger to explore, travel, and experience different cultures.
This concept resonates well for me with the cause to which I have dedicated my career since Fletcher graduation: to support developing countries’ access to international climate finance for initiatives, projects and programs that address climate risks. Climate change must not be regarded an “environmental” problem. To label it that way would be misleading, as it places emphasis on the risk being posed to ecosystems or natural habitats. In reality, it is the human species and human development gains that are most at risk and are being severely impacted by climate change in the form of food insecurity, forced migration, destruction of infrastructure, loss of livelihoods, etc. Climate change is therefore a global development problem which does not recognize political boundaries and one which cannot be solved by acting in isolation; international diplomacy has a significant role to play.
Today, it is evident that diplomacy driven by recognition of the universal threat of climate change, but also by emphasizing the needs of the most vulnerable populations on Earth, has succeeded in shifting the climate change paradigm. In December 2015, the diplomatic efforts of over 150 heads of state and their delegations resulted in an unprecedented Climate Agreement, reached at the 21st Conference of the Parties of the United Nations Framework Convention on Climate Change. For the first time in history, there is global recognition that climate change is a common concern of humankind, whereby all the world’s economies need to act together to reduce greenhouse gas emissions and increase resilience to climate change impacts. Decades have been spent in breaching the gap between achieving economic growth through the use of cheaper fossil fuels and the urgent need to enhance resilience to climate change, especially in the poorest countries. We are a privileged generation to witness a huge step in this direction.
As an officer of the United Nations, I function as an “international civil servant.” I am not to respond to any government’s instructions (or those of any other source that is not the UN) as I carry out my duties; rather, I am supposed to bring forward only the interests of the UN. Applying this principle has proven to be crucial for my work given that, for the past three years, I have served the governments of Pakistan, Afghanistan, Bangladesh, Ghana, Benin, Colombia, Nepal, Fiji, and others, but not yet my native Mexico. I have realized that the only way to thrive in different cultures or contexts while achieving common social, environmental or development objectives is by maintaining impartiality and independence. This is, of course, challenging, as we are all calibrated to operate based on our own cultural norms, traditions, and pre-conceived ideas. I admit that only by living the experience itself have I been able to “adapt” quickly to unknown contexts, while still managing to get the work done.
Evidently, Fletcher was the perfect launching platform for my current job with the United Nations Development Programme (UNDP), and my former position in the World Bank, another institution where staff uphold the same principles of impartiality and of a global mindset. Fletcher is a microcosm where the exact same principles are enforced, not only to excel in the very demanding, inter-disciplinary curriculum but also to succeed as a member of the ever-present Fletcher community. As students, we would consciously work, discuss, and even debate respectfully, without prejudice. We established long-lasting friendships with people we never imagined we would. I proudly say that Fletcher prepared us to confront the most compelling global challenges by making us realize that solutions can only be reached through diplomacy and collaborative action, because as citizens of ONE planet we cannot regard challenges to be the problem of “the other,” but rather, these problems and their solutions must be assumed as “our own.”
I’m always amazed and impressed at how Fletcher students organize their lives. They all have a full slate of academic commitments, but they also want to engage with the community in many ways. For student blogger Adnan, the School’s traditional “culture nights” have been a highlight throughout the year.
On an April weekend evening, for the first time in my life, I stuck my face in a pie. It felt funny, but tasted really good. Sadly, there was no time to savor the chunky apple filling because I only had a minute to eat as much of it as I could — without using my hands — as my friends watched and cheered. While struggling to finish, I learned an important lesson: having dinner before entering a pie-eating contest is not the best idea. (In my defense, the barbequed chicken, mac and cheese, and corn bread served earlier were hard to resist.) I lost, but the experience is one I will likely remember fondly for many years to come. A few minutes later, I was all cleaned up and back on stage for my first-ever swing dance performance, which was reminiscent of scenes from the 1978 Hollywood blockbuster, Grease. April is a particularly busy time of the year, so I hardly had time to practice, but a few lessons from my very talented classmates made me performance-worthy. Or so I hope. And thankfully, the motion didn’t trigger my digestive tract into reverse action.
Like the four culture nights before it, Americana Night, the last one for the year, was a huge success. Culture nights have been one of the highlights of my Fletcher experience, and I’m proud to have performed in all but one of them. Performances feature students in dances, songs, fashion shows, poetry recitals, trivia quizzes, and skits that give their classmates a glimpse of the region being honored. And the variety of ethnic food that’s served gets us lined up in a queue that often wraps the entire venue. The year kicked off with Asia Night in October. Given the region’s rich diversity, the evening’s entertainment ranged from Indonesian pop songs to classical Nepalese dance. I participated in a Bollywood dance segment, and it was heartening to see the enthusiasm with which my international friends learned each step. Their bhangra moves would easily put many of my friends back home in Pakistan to shame.
Fiesta Latina in November was my personal favorite because I got to learn salsa. It’s something I had always wanted to do, so I was particularly diligent about practice, and ended up performing better than I had expected.
Mediterranean & European Night in February saw performances ranging from flamenco and belly dance to dabke, hora, and even a chest-hair competition. I sang a French pop song with a group of Francophone friends. People who asked me afterward were surprised to learn that I don’t speak French. At Africana Night in March, it was good to only be a part of the audience for a change and watch my classmates perform dances like batuku and kuduro while enjoying goat curry and injera.
Not only do culture nights celebrate the diversity of our community in a manner that is inclusive and fun, they’re a Fletcher tradition that reflects the school’s spirit like few other events do. On the one hand students take ownership of the cultural traditions they are most familiar with to ensure things are done right; on the other, they sign up to learn whatever they find exciting. Performance leaders generously lend their time to teach and practice with their peers until they’re ready to be on stage. We also lend and borrow ethnic clothing items to help each other build outfits and costumes for performances. In many ways, culture nights embody what Fletcher represents: learning through engaging and sharing, and having a good time doing it.
A couple of weeks ago, I highlighted the United Nations speech of Fletcher professor and alumna, Rachel Kyte. Shortly thereafter, another graduate, Cornelia Schneider, F06, wrote to make me aware of the signing ceremony speech of Dr. Cristiana Pasca, a 2014 graduate of the PhD program and 2006 MALD graduate, and currently the Environment Minister of Romania. Click on the photo below to watch the speech.
It’s always satisfying to see our graduates in action, and I also particularly appreciate how alumni watch out for each other, such as in this case when Connie took the time to make me and the alumni office aware of the great work her MALD classmate is doing.
Tagged with: CIERP
Even as 2016 graduates are submitting their Capstone Projects, some of 2017’s grads have already selected a topic for theirs. Professor Amar Bhidé recently informed the community that he is compiling a “‘library’ of case studies on successful medical innovations,” as part of a study of medical advances. He invited students to work on a case study, individually or as part of a team, for a Capstone. The list of innovations from which they can select includes such topics as:
Bone marrow transplant
H. Pylori testing and treatment
Hip and knee replacement
HIV testing and treatment
Inhaled steroids for asthma
MRI and CT scanning
NSAIDs and Cox-2 inhibitors
Ultrasonography including echocardiography
These aren’t the typical Fletcher topics, but for the right students, they could be the start of a very interesting Capstone.
Tagged with: Capstone
As I wrote last fall, my favorite unofficial Fletcher event of the year was the four-part series that second-year MALD student Abhishek Maity offered on “The Beauty of Mathematics.” The topics for the sessions were:
The Language of Nature: Fractals!
The Inanity of Infinity
What are Numbers? Reality and Chaos
The Ancients: From the Vedas to Al-Jebr
Maity (as he prefers to be called) shared the YouTube playlist of the recorded talks with the community. I encourage you to give them a look! (If you do, you’ll see that he designed the playlist to be private. He agreed that I could share it with blog readers.)
Although the videos aren’t perfect, I’m sharing them because of what they meant to me — a student dedicated a lot of time to preparing and presenting, and an audience of other students attended, despite the tenuous link between the content and their Fletcher studies. There are many examples of students sharing knowledge with students, but there’s usually a more direct utility to the information. In this case, Maity presented the series simply to share his love of mathematics with others.
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