Currently viewing the tag: "Pulkit"
Not only did Pulkit graduate in May, but he was one of the two students elected by their peers to give speeches at Commencement. For his final post as a Student Stories writer, he has shared his speech with the blog. I can confirm that Pulkit carefully followed his father’s advice that he describes below.
Congratulations to the Class of 2018!
Thank you for this greatest honor. For a boy from India, whose parents always pushed him to go beyond what he thought he was capable of, this is big. I cannot express how happy I am in this very moment. There is no place I would rather be, than here — to celebrate with you all.
I see happy and smiling faces. Did you know that in Hindi, Pulkit means Happiness. My father gave me this name. Before I began this journey here at the Fletcher School, he also told me to greet everyone with a big smile. That there was no comparison to a smile, and that the smile is the most lethal weapon ever invented and produced. He asked me to proliferate smiles and happiness. Even if you tear up today, those are tears of happiness.
As we all turn a page today, firstly, it is befitting of me to thank you and pay my respects.
In Sanskrit, there is a word, and most of you must have heard it. It is a beautiful word: formed by the amalgamation of two words – नमः and ते, नमस्ते (namaste) and means “I bow to Thee.” It is very analogous to the Japanese tradition of bowing in respect.
Today, I bow to thee, Dear Fletcher School. As an institution of learning and a place I am proud to call home; your warmth embraced and held me, nurtured me, and nudged me forward.
I bow to thee, Dear Professors, in reverence and gratitude. When you shared your knowledge, you shared it with utmost honesty. You implored us to listen intently, question the status quo, and to zealously advocate for the weak and powerless.
I bow to thee, Dear Staff. Thank you for guiding and supporting us all throughout. You made life easier for us.
I bow to thee, Dear Family and Friends. Thank you for all your sacrifices. You struggled before me in order for me to be here. You were there since the very beginning — from scrambling to find resources to fund our education, to keeping us in your thoughts and prayers, and for encouraging us all along the way.
To Fletcher spouses — for taking care of home and children, and lending support as we labored through our assignments. It wasn’t easy. Thank you.
I bow to thee, Dear Classmates, my friends and peers. Your exemplary courage and due diligence to work on the most pressing global issues and your tenacious pursuit of knowledge is immensely commendable. I am proud to be one of you.
The first time I had heard about the Fletcher School, I was sitting in a cubicle in India — in the process of finding purpose in the work that I was doing. As I was rummaging through Fletcher’s website, I remember thinking to myself, “I can never get there.” Since my admission to the Fletcher School, it has been a remarkable and extraordinary journey of self-discovery. We are here now, ready to Commence. A big part of my journey, my story, has been you, my fraternity at the Fletcher School, and your powerful, captivating stories.
What is it about institutions that makes them so powerful? Apart from the ideas that dwell there, it is the people, and here at Fletcher, I have found and interacted with the best. I have found inspiration in your stories. We realized in one form or other that these stories were the common thread that bound all of us — in classrooms, during study groups and case study preparation, during educational tours, and during cultural nights. When you generously and thoughtfully shared your experience, you stimulated my curiosity. When you asked the tough questions, you challenged me and my assumptions. You forced me to think critically. As I interacted with you, my dear friends and classmates, I started internalizing bits and pieces of you. These interactions gave me an opportunity to dig a little deeper, to introspect, and critically analyze my own history and my perceptions of your history.
I know that I have changed and I know I am taking a part of you with me. I know this is true for you too. Let me share a story. I live with four housemates, from Japan, France, Brazil, and the United States. Over the year, organically, we cultivated a habit of dining together. Every night when the weary souls would get back home, we would share our resources, and cook together. Our understanding of each other has now come to a point where we all prefer a French croissant for breakfast every Sunday morning, and the Indian Basmati rice for dinner.
To me that is what Fletcher embodies — an oasis of knowledge and a place of confluence of peoples from all across the globe and from different walks of life. At Fletcher, I have learned to listen to people’s stories with humility, and most importantly to appreciate the diversity of opinion.
Even as I continue to thank Fletcher, I nudge it to be more inclusive of diversity of ideas and people. We, too, owe a bit of ourselves to this institute — and hope we all will contribute to the growth of this institution and for the next generation of students’ ability to be here.
We are ready to commence our journeys with a mix of pride, jubilation, and expectation. As my friend Lauren pointed out, Fletcher has set the wheels in motion and now we are to keep moving them forward. We are to use the foundation that Fletcher has help us lay, and in furtherance of it as we continue to seek, we are to find the answers. In the words of Mark Watney, from the movie The Martian, “You begin. You solve one problem… and you solve the next one… and then the next. And If you solve enough problems, you’re home.”
In time, as we all move on to taking roles in different institutions and organizations, the challenge is not whether we will be successful. After all, we are walking in the shoes of legends. The challenge is to work in contexts of discrimination and with marginalized communities. The challenge is how to lead others and to be a resource for everyone in the face of adversity. To that effect, I encourage you to treat the world with compassion and kindness.
Today, whether you are an MIB, an LLM, an MA, a MALD, a MAHA, or a PhD — as my friend Clare shared with me, a common characteristic that binds all of us is a sense of pragmatic optimism for the world. Whether through business, security, diplomacy, gender studies, civic or humanitarian action, we at Fletcher believe that people-to-people cooperation and international cooperation ought to and can build a better future for the world.
I sincerely hope we all continue to place faith in that belief.
You are extraordinary, Fletcher.
Watch the speeches given by Pulkit (starting at about 17:30) and Laurance below.
In addition to Adi, three more Student Stories writers will graduate on May 20, and I plan (hope) to share Annotated Curricula for all in these next two weeks. I’ll start today with Pulkit, who is wrapping up exams for his MALD degree. Note that while MALD and MIB students are required to complete two Fields of Study, Pulkit has chosen to complete three.
B.E., Electronics and Electrical Communication Engineering, Punjab Engineering College, India
Research Analyst, McKinsey & Company, Gurgaon, Haryana, India
Executive Director, Phoenix Hospital, Panchkula, Haryana, India
Global Shaper, World Economic Forum
Post-Fletcher Professional Goals
I hope to work in the humanitarian sector or in community development – especially in education or public health.
Design and Monitoring for Peacebuilding and Development (½ credit)
The Role of Force in International Relations
Sustainable Development Diplomacy
Health, Human Security and Emerging Pathogens (½ credit)
Varieties of Corruption (½ credit, Certified Audit)
Elementary French I (Audit)
Before coming to Fletcher, I knew I wanted to take a mix of skills-based and academic courses — and to focus on security studies and international organizations law. I hit the ground running by starting with a pre-session module on Design and Monitoring with Professor Scharbatke-Church. This module set the tone for me in terms of the rigor and effort professors would expect from their students. It also helped me set foot in a new academic environment. During orientation, I passed the economics equivalency exam, so that I could take an advanced economics course in the future. I took required courses in the International Security Studies and International Organizations Fields of Study, which were basically foundational courses in political science and international law. I was very motivated in my first semester, and I ended up taking a heavy courseload — with four credits, including two modules, and two audits. I audited Elementary French at the Olin Center for Language and Cultural Studies, which is a great resource for Fletcher students. I was also involved in a pro-bono consulting project with Harvard Law and International Development Society (LIDS). In hindsight, overall, my first semester was very rewarding.
Evaluation of Peacebuilding and Development for Practitioners and Donors (January-term, ½ credit)
International Humanitarian Response
Nuclear Dossiers: U.S. Priorities, Dilemmas and Challenges in a Time of Nuclear Disorder
Non-Proliferation Law and Institutions
Elementary French II (Audit)
I took a short break of about a week after finishing my first semester requirements, and was back in the classroom for the January module on Evaluation. In the spring semester, two courses were being offered on nuclear security and policy, and I thought it was a great opportunity for me to study that subject area. The Non-Proliferation Law and Institutions course was outside my comfort zone, but I still enjoyed learning about international treaties and law on nuclear, chemical, and biological weapons. I also decided to take Peace Operations with Professor Ian Johnstone to learn about international efforts in peacekeeping. To try something new and different, I took International Humanitarian Response, a course that opened an interest area in humanitarian studies and response. This course also included a three-day field simulation in Andover, MA. I continued to audit French at the Olin Center. By the end of the semester I had finished my field requirements for International Security Studies and International Organizations.
Teaching Assistant/Research Assistant to Professor Ian Johnstone
Non-resident Research Assistant, Pacific Forum CSIS
International Summer Academy at the Institute for Peace and Dialogue in Baar, Switzerland
Graduate Assistant, Office of Development and Alumni Relations (ODAR), The Fletcher School
My summer was made up many different opportunities and experiences — from being a teaching and research assistant (TA/RA) to Professor Ian Johnstone to traveling to Austria and Switzerland to spending time in Boston. It was a little unstructured, but very rewarding again. You can read more about my summer experience here.
Gender, Culture and Conflict in Complex Humanitarian Emergencies
Development Economics: Policy Analysis
International Humanitarian Law
Education in Armed Conflict (at Harvard Graduate School of Education)
Politics of the Korean Peninsula: Foreign & Inter-Korean Relations (Certified Audit)
This semester was probably one of my busiest. I have detailed my responsibilities for the Fall 2017 semester in this blog post. Since I had already completed my two field requirements, I decided to explore and pursue the Humanitarian Studies Field of Study. Before beginning the semester I passed the equivalency exam for the quantitative reasoning requirement. With an engineering background, I decided that I didn’t want to take a quant course, and wanted to use that saved credit to take something different. For the economics breadth requirement, Policy Analysis with Professor Julie Schaffner was very rigorous and challenging.
The Gender, Culture, and Conflict and Humanitarian Law courses were exceptional — and gave a theoretical and legal perspective to human security and humanitarian response. I personally think every student who studies security studies as a field of study should be required to take the Gender class. Using a gender lens makes one understand and realize the consequences of war — on people, their livelihoods, as well as the political economy of a state.
For my class at the Harvard Graduate School of Education, I worked on a narrative project of a refugee whose education had been disrupted because of conflict. In addition to the course work, I was a TA for the International Organizations class, managing editor for The Fletcher Forum of World Affairs, and on the Student Council.
GIS for International Applications
Corporate Social Responsibility in the Age of Globalization
U.S. Policy in South Asia
Negotiation Workshop (at Harvard Law School)
Forced Migration (½ credit, Audit)
I stayed in Boston over the winter break and it was a particularly cold winter. At the end of my third semester, I had finished all my field and breadth requirements. During the fall semester, I had also been accepted for the spring into the Negotiation Workshop at the Harvard Law School — which was a nine-hour class every week. Including the travel time back and forth to Harvard and the preparation for the class, it was a big time commitment. After speaking to my peers who had taken this class in the past, I decided to commit to it and build my class schedule around it. The class was my first foray into the field of negotiation — and the class itself was structured so that we were expected to practice the science of negotiation by means of simulation exercises. The class was exceptional because it helped me reflect on my own behavior and to learn from others.
I took Corporate Social Responsibility with Professor Jette Knudsen, basically to expand my worldview and take a case-study-based class in the Economics and International Business Division. The class helped me understand the complex relationship between the private sector and government regulation, and the social responsibilities of privately owned businesses. I took the U.S. Policy in South Asia class as a supplement to my capstone thesis on non-proliferation law in the context of U.S.-India civilian nuclear agreement. Over this semester I also finished a non-resident consulting project with the Center for Humanitarian Dialogue, based in Geneva, Switzerland.
With a heavy courseload, the extra-curricular activities, and my part-time work responsibilities, I knew I would be stretching myself to finish my capstone. I was also enjoying my classes and final semester at Fletcher — so, I decided to extend my program and work on my thesis over the summer, while I look for work. It is amazing to think that we are two weeks away from graduation. It has been a remarkable and astounding journey of learning. The diversity of classes and the opportunities I have had at Fletcher have truly exposed me to the field of international relations. As I prepare to wrap up my assignments, graduate, and transition into the summer, I can honestly say that it has been a blast.
Before he wrote this fall-semester update, Pulkit asked me whether he could describe some challenges he experienced. That seemed like a great topic to me. Fletcher students work hard! And the Admissions Committee needs to ensure that every admitted student will succeed. Pulkit’s reflection captures nicely the balance that all students seek and the particular challenges faced by folks who are looking for an academic or career shift.
As I sat down to write my last post before the end of 2017, I couldn’t fathom that I was about to finish three semesters at Fletcher. Since the day I received my letter of acceptance, it has been an exciting and rewarding journey of self-discovery.
Fletcher has given me opportunities to push myself to give my best, both inside and outside of the classroom. Apart from my regular academic work, a large portion of my semester was spent working as an elected Student Council representative. As a student representative, I ensured that I was hearing and giving voice to the concerns and suggestions of the student body. I thoroughly enjoyed working with the Office of Student Affairs, other administrative offices, and other student representatives to find constructive and sustainable solutions to issues related to student life and community at Fletcher. That being said, this role had its own set of challenges — including decision making, coalition building, and receiving criticism.
The other big commitment last semester was serving as the Managing Director for Digital and External Affairs for The Fletcher Forum of World Affairs. Apart from managing a team of staff editors and The Forum’s web page, along with the executive leadership, early efforts for this academic year included creating a new section of the website for student publications. The idea is to provide a platform for students to publish the stellar work they are doing in their classes, for their capstones, and otherwise. In addition, fellow Admissions blogger, Mariya, and I also facilitated a peer-to-peer learning series in partnership with the Murrow Center and Ginn Library. At Fletcher, my peers are amazingly skilled in soft and hard skills. To that effect we wanted to create learning opportunities for our fellow students and organized hands-on skill-based workshops in blogging, website design, and citations editing.
Speaking of academics, my evolving interests also drove me to take more classes in the International Law and Organizations and Diplomacy, History and Politics divisions and study a mix of Human Security and Humanitarian Studies courses.
After three semesters, I can’t help but also reflect on some of the challenges I have faced along the way, and I wanted to share some of those thoughts with readers. As I had mentioned in my first post back in November 2016, coming from a physical sciences background, it was indeed a huge step for me as I transitioned to pursue studies in social sciences. Most classes at the graduate level — at Fletcher and at Harvard — involve a large amount of reading. With four classes, it became overwhelming to finish all the readings for a week. I found myself challenged to finish my assigned homework in time, especially with all the extra-curricular activities I was involved in. This was also a big change from what I was used to in the past, as most professors require us to finish the readings before a class.
Most of the classes are also discussion-based where students debate — be it on a particular article of international law and its potential implications on the ground or on a matter of policy. One of the significant challenges I encountered was having an opinion on issues that were gray. Before starting school, I had expected that solutions to complex world problems could be black and white. Very quickly I learned that there could be multiple perspectives to and interpretations of a problem. I also realized why it was so very important to understand all sides of an argument before making conclusions, and — unlike math or physics — even if there was no conclusion or final answer, it was okay. In many of my classes I have been left with more questions than answers. As one student put it — perhaps that is what graduate school is all about, to have more questions than answers, but also to have the ability to ask the right questions.
Another element of a professional graduate program is networking. Fletcher has provided me numerous opportunities to meet and interact with illustrious alumni and important persons in the field of international relations. But it has not been easy to feel comfortable at networking — building relationships with different professors, attending conferences and reaching out to folks working in the areas of my interest. This again, was not something I was used to. With a little bit of self-encouragement and push from my peers, I try improving and being better at it.
Besides managing my time, finishing my homework and fulfilling my extra-curricular roles, these are interesting challenges to have and to look forward to. Overall, in retrospect, from taking classes across different disciplines with different professors, to learning about and from my classmates, and participating in activities on and off campus, my time at Fletcher has been such a joy and a life-altering experience.
Continuing to welcome back our second-year bloggers, today I’m sharing the first report for 2017-18 from Pulkit, who brings us up-to-date on both his summer activities and the start of his fall semester. When you read about everything he’s engaged in, you won’t be surprised that he is also offering time-management support to other students.
Last time I wrote for the Admissions Blog, summer had just started and I was in the middle of my teaching assistant responsibilities with Professor Ian Johnstone. After the course ended, I decided to stay in the Boston area for a long, warm, and wonderful summer. I enjoyed it especially because it was quiet in Medford, and on campus. I did not have to worry about rushing to classes or scheduled meetings in Cabot basement. I took time for leisurely walks around campus, and went swimming and cycling. I also spent time with my housemates, all Fletcher folks, cooking, watching movies, and traveling around Boston.
Later in August, I had the opportunity to visit Vienna, Austria and Geneva and Zürich, Switzerland. The purpose of my visit was to gain exposure, for professional networking and academic activities. I attended the ten-day International Summer Academy at the Institute for Peace and Dialogue in Baar, Switzerland, where I learned about the history of the Middle East, arms control, non-violent civil resistance movements, peacebuilding, and conflict resolution. I also did a lot of sightseeing, and ended up walking 70 miles (112 kilometers) in a span of two weeks. It was my first visit to mainland Europe and it was a great learning experience. One of the highlights of my trip was meeting Fletcher alumni in Geneva.
As school started gearing up for another academic year, and in the lead-up to new-student Orientation Week, I decided to volunteer with the Office of Student Affairs. This gave me a nice opportunity to interact with the incoming class. I volunteered to facilitate the Navigating a Diverse World session and, along with Zoltan (a current Ph.D. candidate and former diplomat), led one of the sessions on Social Media Skills and Strategies.
As I jump into my second year of school, there are many things lined up for me. I am taking four courses, and auditing one. I will also be the teaching assistant to Professor Johnstone for ILO 220: International Organizations. Even though it may seem a lot, this is essentially the story of every Fletcher student.
In my first year, I was elected to the Committee for Diversity and Inclusiveness, and I thoroughly enjoyed working as a student representative. In spring 2017, I was nominated and elected to the Fletcher Student Council, and being an active student representative will be one prime responsibility and commitment this academic year. For me, taking up these roles was about giving back to the School, as much as the School has done for me. I also wanted to work with the school administration.
In addition to my committee activities, I am also the Managing Director for Digital and External Affairs, 2017-2018, for the student-led journal The Fletcher Forum of World Affairs, where along with my co-editors, I will be responsible for the timely publication of articles for the print journal and web. For The Forum, I will be managing a team of 12 senior and staff editors. Further, I am the co-President of the Science Diplomacy Club. Science Diplomacy is a rather new self-designed Field of Study at Fletcher. With increasing conversations around nuclear security, environment, health and infectious diseases, Arctic issues, and cybersecurity, this specialization has become all the more important. The club’s mission is to bridge the gap between science and policy, to ensure informed decision making. Underscoring the club’s vision, we hope to bring science diplomacy practitioners and experts to the School for them to share their knowledge and experiences.
Besides my TA responsibilities, I am also working part-time at the Office of Development of Alumni Relations (ODAR), and as a Time Management and Study Strategy (TMSS) consultant at Tufts University’s Academic Resource Center. ODAR is primarily responsible for Fletcher alumni relations, fundraising, and stewardship. My responsibilities as a Graduate Student Assistant, among many tasks, involve project management and assisting with stewardship projects and annual fund initiatives. As a TMSS consultant I work with undergraduate and graduate students at Tufts, to help them overcome academic challenges, and by providing them effective strategies to manage their work and time.
As I mentioned earlier, while it may seem like too much, Fletcher students are always known to juggle between multiples tasks, roles, and responsibilities. For me personally, remaining involved in extracurricular activities is as important as academics and I wanted to prioritize out-of-class learning as much as in-class learning. These experiences have helped in my personal and professional development, and are what I will eventually take with me as I move on to my post-Fletcher career.
With today’s post from Pulkit, we’ll have heard about the summer activities for all three of our student bloggers who will be continuing on at Fletcher (and in the blog) in September.
Hello! I hope all the readers of the Fletcher Admissions Blog are enjoying their summer; and if you are an admitted student, I look forward to meeting you soon. It feels nice to be writing and sharing again. The end of the spring semester was very busy — from winding up school with tests and assignments, to moving out of Blakeley Hall into a new apartment and traveling. There is much to share, and I hope my story and experiences at Fletcher will resonate with you one way or another.
Let me begin my telling you about my favorite class this past semester. In comparison, it felt like spring semester went by faster than the fall semester. I took three classes at Fletcher; the fourth was offered jointly by Fletcher, the Tufts Friedman School, and the Harvard Chan School of Public Health. International Humanitarian Response was taught by Dr. Stephanie Kayden of the Harvard Humanitarian Initiative and Dr. Daniel Maxwell of Tufts Feinstein International Center. The classes met every Wednesday at Harvard, centrally located in Cambridge. It was one of my favorite classes for many reasons.
First, I had the opportunity to step off the Tufts Medford campus every week, taking the #96 bus from Tufts down to Cambridge. Second, my classmates came from different schools — from Fletcher, Friedman, Harvard Chan School of Public Health, Harvard Kennedy School, and Harvard Medical School — making it a real collaborative environment to engage and to study. Third, I took the opportunity to lead my project and assignment group. Managing and collaborating with peers at different locations and liaising with other project groups was a good challenge to have this semester. Fourth, the class had a simulation exercise towards the end of April. The entire class, along with over a hundred volunteers, camped at the Harold Parker State Forest in North Andover to put into practice much of what we learned about humanitarian response during our classes. The simulation had everything — UN Cluster System coordination meetings, minefields, fake militia, armed attacks on the camp, and rationed food and water supply. I made so many mistakes through the three days of the exercise, but overall the experiential component made it a great learning experience. (Here’s a story about a previous year’s exercise.)
Beyond the spring’s exciting classes, I also kept myself busy with extra-curricular activities. Every Saturday, I volunteered with Teach-in CORES, a volunteer collective of Tufts University students, working with the Committee On Refugees from El Salvador, in Somerville, to teach literacy and English as a second language, and prepare the participants for the U.S. citizenship exam. On Thursdays, I would make it a point to go to the open-to-the-public seminars on nuclear policy and nuclear non-proliferation at the Project on Managing the Atom, at Harvard Kennedy School. I also took the opportunity to recite a couple of poems at the student-led Fletcher Open Mic Nights, a wonderful forum to express and share.
After finishing my exams and submissions, I decided to visit my family back in India. Before that, however, moving out of Blakeley Hall was challenging. I had to drag all my belongings into the basement of a house I was going to move into for the next academic year. After bidding good-bye to graduating friends and winding up some important chores, I was excited to fly back to India for a short visit. It was really special to go back home, as I was visiting after ten months. It was surprising to me that I got absorbed into the Indian way of life as soon as I arrived back home. I was eating street food, navigating through the thick Indian traffic, and meeting cousins and friends on the go. It was like I had never left India.
During my time in India, along came an opportunity for the summer, and I grabbed it with both hands. Professor Ian Johnstone offered me a teaching assistant (TA) position for a summer exchange program. Since I had never assisted a professor, there was a steep learning curve for me. For example, as a TA, I led review sessions — which meant I needed to review what I had learned myself during the last semester.
As I write, I am glad to share that I have settled in my new house, and I am enjoying my summer with some time for reading, cooking, swimming, and cycling, meeting friends, and traveling in and around Boston. I hope to share again towards the end of the summer!
I enjoy hearing stories from students about the moment they learned they were admitted to Fletcher. Today, student blogger Pulkit tells us his story.
At Fletcher, time flies by very quickly. I cannot believe that it has been seven months since I moved from India to the United States. I have learned so much during this time — both academically and generally. My interests at Fletcher have shaped up, but they also continue to evolve. I suppose I have become a little wiser and better at managing my time. But this is only my second semester. There is still so much to be learned, so much to be discovered, and so much to be explored.
It has also been a year since my admissions decision came out. I presume some of you might have received yours recently. I know — it is a time of anxiety and anticipation. I vividly remember this time last year. It was a glorious day that changed my life and I would like to share my admissions outcome story with all of you.
I have shared this story with only a few close friends, but it will always be my quintessential Fletcher moment. It was March 11, and all throughout the day, I was nervously checking the Admissions Blog for any updates regarding the admissions process. Through Jessica’s previous posts I had known that Fletcher would announce decisions on the 11th of March. It had been two months since I filed my application, and my nerves were on edge.
That evening, between 6:00 and 7:00 p.m. Indian Standard Time (IST), as often happens in India, the electricity went off. It was surely going to be an unusual evening for me. In another part of the world that is nine and a half hours behind IST — in the U.S. — admissions decisions still had not been released. With a power back-up, I frantically refreshed my internet browser. In a couple of hours, the power back-up died. At that point I had limited access to the internet, so my frequency of checking for updates gradually declined. The night’s electricity blackout lasted for a good eight hours. At 2:00 a.m., with still no electricity in the neighborhood and no results outcome in sight, I decided to retire for the night. I was at my parents’ house, and they had already gone to sleep.
A half-hour later, as I restlessly tossed and turned in bed, I saw the street light across my room switch on. The electricity was back! I decided to give it another try and check for any updates. I quietly tiptoed into the living room. Without making any noise, I switched on my laptop, opened my inbox, and voilà — there was an email that said there was an update to my admissions application. I quickly logged into my Fletcher application account.
The moment is still very clear in my memory. Call it dramatic, if you may. I opened the link and the first word that I noticed on the letter said, “Congratulations!” Heart pounding, I left my laptop as it was, and without even reading the entire contents of the admissions offer, ran towards my parents’ room. I turned on the lights and loudly woke them up. I hugged them and shared the news. It was such a joyous moment.
From my classes at Fletcher and Harvard, to attending amazing guest lectures and training workshops, to visiting New York and Washington for career trips, to swimming at the Tisch gym, to experiencing and enjoying my first snow storm — a lot has happened since I arrived in August. The coming few weeks in March and April will be even more exciting. I am traveling to Israel on the student-organized Fletcher Israel Trek and it will be my first travel to the Middle East. For April, I have five long-form papers and two presentations due for four of my classes.
As the whiteness of this winter turns into yellow and green of the spring, I am looking forward to the challenges and opportunities that lie ahead. But it all started with the night I learned my admission outcome.
The Fletcher Forum of World Affairs is one of the premier journals of The Fletcher School. It was established in 1975, and the first edition came out in the fall of 1976. It therefore makes sense to celebrate this journal as it completes forty years of publication.
I first learned about The Forum long before I had even thought of applying to Fletcher, as I was skimming through the profiles of one of Fletcher’s eminent alumni from India, Shashi Tharoor, who also happened to be the founding editor of The Forum. So, when I started school in Fall 2016, one of my first actions was to apply to become a member of the editorial team of the journal. I went through the written application process, and an interview to be drafted as a print staff editor.
After joining the team, I learned more about The Forum and its editorial process. The Forum is a student-run journal published twice a year that covers a wide breadth of topics in international affairs. It also has an online platform, on which additional articles and interviews are published. Currently, the team has thirty-four members and is divided among three teams: print, web, and business and external relations. The print staff has four teams of four members, each led by a senior print editor. Teams are responsible for soliciting and editing articles for the print edition. Similarly, the web staff has three teams of four members each and is primarily responsible for managing the online forum. Both of these teams are overseen by the managing print or web editor, respectively. The business and external relations team is responsible for managing subscriptions, advertising and external relations. The editor-in-chief is responsible for overseeing these different functions in total. In the past, The Forum has been led by some exceptional alumni, including former American diplomat Jeffrey D. Feltman and Fletcher Women’s Leadership Award recipient Cornelia Schneider.
The Forum’s editorial process is very rigorous and goes through multiple iterations. The first draft as received from the writer is put through three cycles of edits. The first cycle includes global edits, which refers to editing the article for content, overarching argument and thesis, structure, flow, and logic. The editor will rearrange sentences and paragraphs to ensure the article has a clear, logical, and thoughtful flow. The second cycle includes local edits, which refers to the spelling, grammar, punctuation, and sentence structure. The third cycle involves editing the citations. The Forum follows the Chicago Manual for editing, but over the years has developed its own style, guidelines, and citation rules. Once the three cycles are done by the print staff editors, the senior editor runs another review. The edited piece is then sent back to the writer for approval and changes. This final step can involve a lot of back-and-forth with the author, as sometimes they may have edits or additions of their own that then need to be reviewed.
The fall semester was busy. My team and I were successful in soliciting three article submissions and we edited three additional articles for publishing. As you can imagine, editing articles is not always easy. There will always be one that ends up taking more time than what you initially budgeted. During a busy school week, this can become strenuous.
And this is not the end in the life cycle of an article getting published in The Forum. After the article is finally edited, it is sent to the designer, who designs the article and sends it back to the staff for one final check. The staff then quickly runs through the article to check for any remaining errors, always keenly on the lookout for the missing Oxford comma.
While solicitations and editing is just one aspect of a functional journal, there are numerous other tasks that are looked after by the journal’s management and leadership. These include managing the team, making sure timelines are adhered to, ensuring there is a constant supply of quality articles, and most importantly, managing the budget.
Apart from work, The Forum folks also have fun. At the beginning of the semester the leadership hosted a barbeque for the incoming staff. For Thanksgiving, a potluck dinner was organized. I have learned so much by being a part of this exceptional team. I picked up valuable editing skills, and also learned how to manage my time — balancing academics and my extra-curriculars.
The second post from new Student Stories writers comes from Pulkit, who has taken a multi-step path from an engineering degree to Fletcher.
Hello! My name is Pulkit Aggrwal and I am a first-year MALD student from India. I am excited to share my Fletcher journey with all of you. I am interested in writing for the Admissions Blog because, as I share my story, I will be able to reflect and critically analyze my thoughts during my time at Fletcher. At the same time, I hope these stories will resonate with readers, who themselves are either trying to discover new fields of study or explore uncharted territories, and I hope that it will give them the confidence to try and experiment. I also hope that, at the end of two years of my program, when I read these posts and look back at my journey, I will see how much I have learned, how much I have grown as a person, and how far I have come.
I was brought up in Chandigarh, a city north of New Delhi, a capital of two Indian states, and a city designed by the French architect Le Corbusier. I studied engineering as an undergraduate. Specifically, I studied electronics and electrical communication engineering. After graduating, I worked with McKinsey and Company as an analyst in the high tech and telecommunications industry vertical. I worked for clients across the consumer electronics, telecommunication, software, and IT services value chain.
After McKinsey, I joined a hospital in an administrative capacity, working on business development and strategy. During this time, I tried to enter into the Indian Civil Services as a foreign service officer. In order to make a contribution to my community, I volunteered as a teacher with a children’s not-for-profit organization called Make A Difference. As a teacher, for about four years, I was associated with Ashiana, a shelter home for underprivileged children, where I worked, mentored, and taught children aged six to 18 years. Later, I was selected as a Global Shaper Under 30 — an initiative of the World Economic Forum — where I worked on community issues related to urban mobility, gender empowerment, and community leadership. These experiences shaped my interest in international affairs and development. It is then that I decided to pursue graduate studies, to build an understanding of key international issues and develop a complementary skill set in law and economics.
At Fletcher, I am currently pursuing courses in International Security Studies, International Organizations, Human Security, and Development Economics. These fields are intricately tied to each other. I hope to concentrate on two out of the four Fields of Study and bring in key elements from the other two so as to have a complete perspective. Coming from a physical sciences background, it is huge step for me as I make a transition and pursue studies in social sciences. It is also a steep learning process as I get introduced to new subjects, terminology and their inter-linkages.
To add an international language to my skill set, I am auditing elementary French at the Olin Language Center here at Tufts. Outside of class, I am involved in a few activities and societies at Fletcher. I am a print staff editor for The Fletcher Forum of World Affairs and I volunteer with the Admissions Office. I am also working on a land rights project with the Harvard Law and International Development Society.
It has been three months since I moved to Boston and started school, and Fletcher has exceeded all my expectations. More than the curriculum, it is the people I have met and the constructive challenges that I have faced that have made my graduate student life so interesting and enjoyable. I have just embarked on this journey. There is so much happening all the time that I feel like I live a lifetime every day. No day is the same. I enjoy facing these challenges and tackling them one at a time. As I gear up for the final month of my first semester at Fletcher, I look forward to sharing more from my learning and experiences.
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