4/12 screening of The Trenton Project at the Arts Council of Princeton (7-9:30pm at 102 Witherspoon Street): see Fall 2016 microdocumentaries and join a discussion of the films, April 1968, and community-based research, with several of the student filmmakers and Trentonians who generously agreed to participate in the films
Student documentaries tell stories of Trenton, its people and their jobs (From fall 2014 course URB 202: Documentary Film and the City, 1/12/15)
'Social Psychology' course helps students tackle questions from nonprofits (From fall 2014 course PSY 252: Social Psychology, 1/29/15)
In the news: Students recognized for accomplishments and service at Class Day 2013
Kathy Qu '13 participated in two CBLI courses, Urban Education Reform and Sociology From E Street: Bruce Springsteen's America. She and Ben Foulon '13 received the Arthur Lane '34 Award, which recognizes students for their "selfless contribution[s] to sport and society". Read about their accomplishments, in addition to those of their classmates, here.
Congratulations to the Winners of the 2013 Dobin Prize!
Caroline Hanamarian '13, First Prize Co-Winner (Woodrow Wilson School)
Local College Access Programs
Caroline's thesis tackles one of the most important issues of our time—college access and success. She compares two very different college access programs in New Jersey, including Princeton’s own Princeton University Preparatory Program (PUPP), and shows how reaching out to local high-potential, low income students benefits both private and public colleges and universities. Her adviser reported that she "made wonderfully careful (and rich) use of the quite full data from the two programs" and was "careful and judicious in her analytical conclusions." This “impressive and potentially useful piece of research”, in the words of one of her readers, deserves our highest praise.
Charlotte Weisberg '13, First Prize Co-Winner (Anthropology)
"The Children Are Our Wealth": Maternity and National Identity in French Guiana
Charlotte's work focuses on maternal health care in French Guiana. Her field research in pre-natal and birth care settings for Guianese and Surinamese women allowed her to write an "incisive, imaginative, beautifully written ethnography of maternal health care in French Guiana", as described by her adviser. Charlotte examines the consequences of French colonialism in the country and its effect on modern health care policies, identifying the structural factors that perpetuate a "culture of colonialism among French clinicians." Her adviser summarized her thesis as "a remarkable accomplishment."
Maria (Nikki) Garcia '13, Honorable Mention (Sociology)
A CHURCH WITH NO GOD: Live Storytelling at The Moth and the Need for Meaningful Community
Nikki Garcia’s ethnographic study of The Moth, a live storytelling organization, explores crucial questions about race, class, and the creation of community. Her adviser wrote "Nikki utilizes ethnographic field work and document analysis along with the use of relevant theory to argue that The Moth has achieved great success in re-interpreting and deploying live story telling in a post-industrial urban age, also arguing suggestively that the organization also succeeds in the digital age both to use the latter`s powers of communication and networking whilst maintaining the dominance of the `live-ness` of storytelling performances." Her work “makes an excellent case that The Moth really is pushing the boundaries of possibility of digital forms and art in the late modern age”, said her adviser, and deserves high praise.
Lisa Yankowitz '13, Honorable Mention (Psychology)
Word Acquisition in Adolescents with Autism Using Video Modeling
Lisa worked closely with the Eden Institute, sometimes on a daily basis, to measure the effectiveness of video modeling as a pedagogical technique. Her work was “thoughtful, well researched and well argued”, in the words of her adviser, and provided useful and timely information to the Eden Institute.
In the news: Students' URB 202 Micro-Documentaries
Articles from The Times of Trenton and Town Topics
Read Anne Levin's article from Town Topics here.
From the article:
For the course “Documentary Film and the City,” Princeton University Urban Studies students have a ready-made laboratory less than 15 miles away: Trenton. The capital city is a gold mine for the kinds of issues they explore — rising crime, failed housing developments, abandoned buildings, and policy problems.
Read Mike Davis's article from The Times of Trenton here.
From the article:
Urban Studies students at Princeton University will premiere “The Trenton Project” tonight, a series of short films that look at homelessness and housing issues in the city.
“They really had the opportunity to spend some time in the footsteps of people who are dealing with these issues on a regular basis, taking things that are often dry in an academic setting and seeing them up close,” said Purcell Carson, an urban studies teacher at the university who directed the project. “That’s something that documentary film really has the power to do.”
In the news: Freshmen dig into challenges facing urban education
Read the full article from News at Princeton here.
From the introduction:
Just past 7:15 on a recent Thursday morning at Foundation Collegiate Academy in Trenton, N.J., students trickled in through a side door and filed down the stairs to the basement of the charter high school.
On the landing, principal Nicole Falconer greeted each of the school's 130 students by name with a firm handshake, touching base with a question or a word of encouragement before the students removed their coats, straightened their blue and white uniforms and began their day.
For Princeton University students enrolled in the freshman seminar "The Dreamkeepers: Education Reform and the Urban Teaching Experience," that morning ritual opened a visit to a school that exemplifies some of the promises and challenges of urban education reform efforts that are central to the class.
Film Event and Art Works
May 20th, 6 PM
The Trenton Project: Final Screening
Final public screening of URB 202 Student Micro-Documentaries.
Located at Artworks, 19 Everett Alley, Trenton, NJ
Engineer Projects in Community Service (EPICS)
Student Presentations and Pizza Party
Monday, April 29, 2013 @ 12:00 PM
Friend Center Convocation Room (113)
Come out for pizza and learn more about the EPICS program!
EGR 250/251, 350/351, 450/451 (EPICS) is an experiential project-based learning course. Partner with non-profit community organizations to address their technology-based needs. Undergraduates in all departments are encouraged to enroll in this exciting hands-on course!
At the start of the semester, students select one of three projects; each team will then decide upon a mutually convenient meeting time. Teams will meet and work throughout the academic year and must enroll in the 2-course sequence, e.g., EGR 250 and EGR 251, to receive full credit for the EPICS course (either Fall/Spring or Spring/Fall). Freshmen and sophomores enroll in 250 & 251, juniors in 350 & 351, and seniors in 450 & 451, respectively. If you have any questions about the registering for EPICS, please contact Victoria Dorman at firstname.lastname@example.org.
Three teams for 2013-14: Power in a Box, Time Team, Development Energy Design
For more information about the class, visit www.princeton.edu/kellercenter/courses/epic.html
CBLI Course: Devising Theatre With Youth
Learn how your research can benefit local nonprofits!
Congratulations to the Winners of the 2012 Dobin Prize!
Allison Daminger, First Prize
Cara Hampton, Second Prize
Rachel Blake, Third Prize
Helen Lopez, Honorable Mention
Engineering Projects in Community Service (EPICS)
Student Presentations and Pizza Party
Come out for pizza and learn about CBLI & EPICS!
Monday, May 7, 2012 @ 12:00 p.m.
Bowen Hall Auditorium Room 222
Undergraduates in all departments are encouraged to enroll in this exciting hands-on course! At the start of the semester, students select one of three projects; each team will then decide upon a mutually convenient meeting time. Teams will meet and work throughout the academic year and must enroll in the 2-course sequence, e.g., EGR 250 and EGR 251, to receive full credit for the EPICS course (either Fall/Spring or Spring/Fall). Freshmen and sophomores enroll in 250 & 251, juniors in 350 & 351, and seniors in 450 & 451, respectively. If you have any questions about registering for EPICS, contact Victoria Dorman: email@example.com
For more information about the class, visit: EPICS
Dobin Prize for Independent Research
Submissions Due April 27, 2012
Attention Juniors and Seniors!
CBLI is accepting submissions for the
Dean Hank Dobin Prize in Community-Based Independent Work
CBLI invites juniors and seniors who have completed independent work on a community-based topic to submit their thesis or junior paper. Please include an abstract and a brief statement describing individuals and/or organizations who have benefitted, or who might be able to benefit, from your work.
Submissions are due by 3pm on Friday, April 27, 2012
Please submit your complete paper, the abstract, and your statement regarding community benefit in two formats:
1) via email to: Trisha Thorme, firstname.lastname@example.org.
2) in hard copy, without binding (one copy, looseleaf, to the CBLI office by 3pm on 4/27)
The Prize will be awarded on Class Day.
Community-Based Research OPEN HOUSE
Independent Work & Derian Summer Internships
Learn More at the CBLI Open House:
This Friday, February 10, 2012, 2-4 pm
CBLI office, U-Store Building, 3rd Floor, Suite 340
Drop in for delicious food from local restaurants, pick up a catalogue of fresh ideas for research projects, and chat with CBLI staff about how your internship or independent work can benefit local nonprofits and communities!
Questions? email: email@example.com
Summer Internship Applications are due in TigerTracks by February 15!
2011 Dobin Prize Winners
Congratulations to the winners of the 2011 Dean Hank Dobin Prize!
Students in Professor Xenia Morin’s ENV307 (Agriculture and Food:A Foundation for Living) classdesigned and collected surveys fromnearly 300 middle school studentsin Hopewell, NJ, to determinethe choices students made amonga variety of foods available forlunch and their assessment ofthe appearance, quality, and tasteof those choices. One Princetonstudent noted that the projectoff ered her fi rst opportunity todevelop a paper “largely based onsurvey results.”
Professor Mitch Duneier’s SOC 205, (Sociology from E Street: Bruce Springsteen’s America) included a community-based research projectwith the YWCA-Princeton’s Englishas a Second Language program. With preceptor Rob Hunter, ten students explored the basics of ethnographic research including designing their own interview questions and then conducted interviews with ESL students to learn about their backgrounds, what brought them to the YWCA, and how the program has impacted the ESL students' English-speaking ability as well as other aspects of their lives.
Students enrolled in Melissa Harris-Lacewell's "The Politics of Race and Health in America"examined structural and political reasons for racial disparities in the rates of cancer, diabetes, HIV/AIDS, infant mortality and other health issues and conducted community-based research in Camden, New Brunswick, Newark and Trenton, New Jersey. Check out the class blog and newsletter--and the final report: Food-Related Issues in Urban New Jersey.
Dobin Prize for Independent Research
Congratulations to the 2010 winners!
Alex Gertner, Anthropology, Pharmaceutical Care, Public Experiments and Patient Knowledge in the Brazilian Public Healthcare System
Henry Barmeier, Woodrow Wilson School, Why is Government in the Garden? Case Studies of Resilient Co-Governance in Urban Community Gardening Programs
Jessica Lanney, Woodrow Wilson School, Under One Roof: Integrating Affordable Housing and Family Homelessness Policy in Massachusetts
Emily Hildner, Politics, Disaster Racism: Cultural Weapons of Resistance and the Politics of Black Empowerment in Post-Katrina New Orleans