Sophomore Major Teas Begin on 3/17

Posted on: March 4, 2015

Happy Wednesday, sophomores!

In case you missed it, be sure to check out the list of this spring’s Major, Minor, and Concentration Advising Teas. If you’re still undecided about your major, the advising teas are a great opportunity to ask questions and speak with faculty.

The teas will begin as early as Tuesday, March 17th; be sure to mark your calendars now, so that you don’t forget over Spring Break!

It’s Not Too Late To Find a Great Sophomore Summer Experience. But Act NOW.

Posted on: March 2, 2015

Sophomore spring is a busy semester as you focus on choosing your major, applying for and starting to take on leadership roles in extracurricular activities, and, next week, trying to make the most of spring break. Figuring out your plans for the summer after sophomore year is another important task on your To Do list.

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Sophomore summer is key because it’s a chance to build skills while exploring different career paths. The pressure isn’t quite as high as junior summer (which possibly can lead to a full-time job offer after graduation), but gaining meaningful, professional experience after sophomore year is really important because many employers prefer hiring candidates with some relevant work experience.

When should you look for your summer internship? The earlier the better to make sure you don’t miss out on something that interests you or funding assistance. While some deadlines have passed, there are still loads of great opportunities available throughout the spring. In fact, according to the CCPA’s Summer 2014 survey, 51% of the sophomores and juniors who completed the survey received their offer between March and April, and 22% received their offer in May or later (response rate was about 39%.)

For most students the internship search can seem a little daunting. Since many of you haven’t had to formally apply for jobs or internships before, the process may be totally new. Thankfully, once you understand the basics, applying to internships is pretty straightforward.

Here’s what to do:

  • Think about what you want to do and where you want to work (The CCPA can help you figure this out and develop a plan. Also, visit the Internship page of our website.)
  • Search for opportunities on internship databases (like Haverford’s CareerConnect, the Liberal Arts Consortium Network (LACN, Campus Philly’s Online Internship Fair from March 23-27,, and the CCPA’s Resources by Field page.
  • Write targeted résumés and cover letters for the positions that interest you and have them reviewed by the CCPA. Follow the directions in the internship posting to apply. Talk with friends, family, faculty, Haverford staff, alumni and others every step of the way to gather advice for finding and applying to internships that interest you.
  • As long as the posting doesn’t say “no phone calls”, plan to follow up with the organization in about two weeks to reiterate your interest and ask if the position is still open.
  • Prepare for interviews with the CCPA online interview guide and CareerBeam interactive interview prep tool. You can even schedule a mock interview.
  • Keep applying to positions that interest you until you land an offer that will help you reach your goals for the summer.

Remember, there are many people and resources at Haverford to help you with your search. Don’t be shy about asking for help and advice. Making an appointment with a career counselor at the CCPA or stopping by during CCPA’s Walk-in Hours (Mon – Fri 2:30-4:30pm) is a great place to start.

Good luck!

A Conversation w/ Dean of Multicultural Affairs: Theresa Tensuan


Theresa Tensuan ’89 has spent much of her career at Haverford College. After graduating from Haverford in 1989 and attending an English PhD program at the University of California, Berkley, she joined the Haverford faculty as an assistant professor of English in 2002 and became Dean of Multicultural Affairs in 2011. Among other responsibilities as Dean, Theresa is responsible for supporting the Ambassadors of Multicultural Awareness, the Chesick Scholars program, the Rufus Jones Leadership Institute, and other such programs, while developing programming for the Ira Reid House/Black Cultural Center and engaging with affinity groups on campus.

I’m Stephen Profeta, a senior majoring in English. A few days ago, I had the distinct honor of sitting down with Theresa to chat about her sophomore year in college and the intellectual transformations she underwent.

Stephen Profeta: Just a minute ago, before we turned on the recorder, you were making a point about reflecting.

Dean Theresa Tensuan: This is a really interesting moment to have to think back to sophomore year because I just found the journal I was keeping at the time – really illuminating to see the kinds of issues that came up for me for the first time in sophomore year that became important points of orientation for me as I moved forward in life. As a sophomore in late 80s this was a moment for me coming to an understanding and awareness of structural oppression focused on gender differences and divisions. This moment of political awakening was around feminism and finding in feminism a kind of language and set of frameworks that help me name certain things that were happening in the world that I experienced but didn’t have a framework for understanding in that particular moment. A real intellectual risk I took was in taking a feminist theory course. That was terrifying to me because I was one of two sophomores in a class primarily composed of seniors, in which it was clear other people had thought a lot more about these experiences than I had. What started off as a terrifying experience ended up as one of the most robust intellectual experiences that I was able to have as a college student so that was a good point of orientation.

I was beginning to grapple with how an issue might play out in someone’s lived reality. So for example there was an exhibition in the sunken lounge put together by the Women*s Center looking at images in pornography. The exhibition tried to make sense of the interrelationship between how we see highly stylized violent images and violence against women more generally. It was my first entrance into what became a more activist and scholarly question of how we understand pornography as a representation and production of our culture. Thinking back and looking at the journal, sophomore year was a time in which I contended with the fact that my way of looking at the world was only one way of looking at the world.

SP: Sounds like sophomore year became a period where, more than developing a certain viewpoint, you developed a way of engaging with ideas. Was there something about that period of time or the setting you were in that made that transformation possible?

TT: That’s a really good question. I think there is something about being at a small, liberal arts college that enables one to develop a 360º perspective on an idea or question or issue because those questions of free speech and civil discourse come up in interesting ways. For example, when you have students advocating for trigger warnings to mark material that might catalyze an emotive response while at the same time listening to faculty in Gender/Sexuality concentrations who were talking about how the space for open exchange might be constricted by the concerns being raised. As someone who teaches material that might often be considered obscene it is something I am really aware of. Also to think about black out boards: how do we understand civil discourse in terms of how we understand the language we use?; how might we attend to how people’s responses are motivated by histories of structural oppression?

There are ways in which these questions play out in a seminar classroom as opposed to where I was living sophomore year – Barclay Hall in a double. These are questions that as a student you have the opportunity and pressure to actively engage with because you are surrounded this by 24 hours a day (well, hopefully you are getting some sleep). Hopefully this is really generative because you are thinking about this outside the classroom but in situations where you are engaging with people in the library, on the field, and in the drop spot space.

SP: To contextualize that conversation, what kind of activities were you doing and in what kinds of places were these conversations happening?

TT: I’m going to try and get this right. As a sophomore, I was no longer writing for the bi-co news.

SP: That ended within a year?

TT: I had a good freshman run, but I stopped that [laughs]. I started becoming involved in the Asian Student Association. It was a time at which there was a national conversation on reparations for Japanese interned Americans. I was learning about a history that was never conveyed to me in my small town in rural southwestern Pennsylvania, where we never got beyond the Civil War in history class. Involvement [in ASA] gave me an understanding of how issues around racialized identities were playing out. I was also working in the admissions office, located at that point in Hilles Hall. Asian students association.

I was also volunteering at the Women’s Law Project as a hotline coordinator. I hung around a lot in the Woman*s Center. I never got elevated to the position of intern but I soaked up a lot of time there [laughs]. That was the year the Women*s Center brought the Indigo Girls, a nationally recognized female folk duo. I met them in basement of dc, a cave like place with the smell of dishwater next door and acme brand soda. Haverford was full of those opportunities: of course you can go to reception with visiting artist and hang out with them with broken down couch. It was also the first year I was taking classes over at Bryn Mawr. Bryn Mawr and students were very key part of my experience.

SP: It sounds like campus opened up for you in a new way that year. when did you start picking a major?

TT: I had entered school invested in English, but on a pre-med track. Sophomore year was a year of recalibration. I had taken chemistry first semester of freshman year, then organic chemistry second semester if you can imagine that. Strangely, in my tiny rural school, we had a great chemistry teacher, so I had great preparation to do science. But I found I had very little interest in it so the vision of the pre-med track developed into being fully invested in English. The initial course in feminist theory became a concentration in feminist and women’s studies. First year I just replicated my high school schedule: a science, a math, a language, and a humanities. Sophomore year was a year of exploring different disciplines. For example, I took a Bryn Mawr east asian studies course and took courses in disciplines I had only the faintest understanding of. One of the projects in a sociology class was putting together a survey to asses perspective on education from students from different socio-economic backgrounds. It wasn’t until I got to school [that] I realized what a privilege it was to be at such an institution. I have not thought about that course [since, but] we had to draft the questionnaire and final on typewriters. When you did a draft you rewrote the entire thing.

SP: Must have taken a lot of time.

TT: It did, it did [laughs]. There were probably months of my life that I will never get back because I had to retype these but there was something there in terms of reliving those words again. Production of knowledge was really labor intensive and I think there was something to that.

SP: It’s so interesting that you were a Haverford student – the campus of your sophomore year and of today sound like similar but different places.

TT: There have been fundamental transformations, but I also feel that there are certain things which are the same. Marilou Allen was a huge part of my landscape and was an incredibly important role model for me for learning how to live my life with honor and integrity. There were people who I could go to – including Steve Watter – for advice. And I wouldn’t always follow it [laughs] but I always knew the advice was coming from their best sense of what was right. They were advisors who I wouldn’t think twice about knocking on the door of. In fact, I don’t think I ever made an appointment that whole year. I would drop by unexpectedly all the time just to share [what I was going through].

SP: You’ve mentioned a number of intersections between activities and classes – was that intentional, or did it just come up over the course of the year?

TT: I don’t know if I was conscious of that at that point, and being at Haverford helped me see what those interrelationships were. An experience in which seeing ‘wow, that conversation we had about ways in which women are socialized to take on particular roles’ is happening in this committee meeting helped me be able to see how what I was learning in the classroom could be animated, realizing that ‘wow this is actual useful knowledge to have.’ Understanding how a college campus like Haverford is a place where you can work through and challenge your perception of the world, that was a critical dynamic: I learned to name and understand that that was happening.

SP: In terms of living on campus, was there a transition moving to a new living space?

TT: I had applied to be a customs team and we got turned down, so we were kind of scrambling. Looking back on it I think the customs committee made the right choice. [laughs] Looking back at my diary, they made the right choice. I came into school as a 16 year old – I had my 17th birthday during customs week my freshman year; I was really, really young. My roommate Kim and I got a really low room draw. Room draw my freshmen year was one of the most stressful experiences I had at school. We finally drew a double in Barclay [on a Freshman hall] and had the wonderful experience of being on the hall and off the hall. It was interesting because sophomore year it was really about contending with how I’m not going to be a physician and need to think more intentionally about my education. The guy I was dating at the time was thinking of transferring, raising the issue of what was my role here. There were a lot of really fundamental life things happening during that year, so I was choosing a path that didn’t necessarily have a clear outcome. There was something lively and comforting about being in a first year hall, and was also nice to be around people going through that period of discovery themselves.

SP: A period of letting go of certainties and accepting the uncertainty?

TT: Sure, absolutely. I’m not a person who does very well with uncertainty – I like to know whats on the itinerary. It was good for me, because it was very much about taking risks.

SP: One last question: do you have any advice you would like to give, looking back on your time as a sophomore?

TT: I should have thought of this ahead of time. Oh gosh, everything is sounding so cliched like ‘enjoy the moment.’ I would like to have said to myself that things aren’t going to turn out the way you would expect, and thats going to be a really good thing. it was really that sense of understanding that this is going to be such a transformative year and maybe its just about being open to change. Let go of the desire to hold onto something safe and secure and be open to change, because it will be a time of difficult but beautifully unexpected change…

[after some brainstorming]

Sophomore year like this year of ongoing chiropractic adjustments: all the components are there, you are just trying to align them in a way that gives you the equilibrium you need; so much is there, but very little has been realized. Trim things back in order to let others grow. The thing which you thought was the weed might actually be the thing that sustains you.

SP: And chemistry might actually turn out to be the weed.

TT: [laughs] Right, right!

Choosing and Using Your Major

Posted on: February 23, 2015

As spring break quickly approaches, the task of choosing a major, or at least narrowing your choices, is on the minds of most sophomores.  But how does one choose? Since your arrival at Haverford, undoubtedly you’ve heard at least one advisor say, “Study what you love!”  It’s just as likely you’ve heard someone else say something to the effect of, “choose a practical major, one that will help you get a job.” I’ve talked with many students, and parents, who fear those two considerations are mutually exclusive. The good news is there are countless stories of Haverford alumni who dove deeply into their favorite subject matter and went on to pursue meaningful, interesting, and rewarding careers – sometimes with close connections between their major and career, but quite often not.

The point is not that your major doesn’t matter, but rather that throughout your time at Haverford you will develop a variety of valuable transferable skills and competencies that will help you in your professional lives. Some of you will pursue careers that require specific knowledge and content skills you will develop through your majors or concentrations. Many of you, however, will find yourself on a path in which you apply the broad range of both specific and general skills (i.e. writing, public speaking, analysis, etc.) that you will refine during your time as an undergraduate student.

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Posted on: February 13, 2015

Pro tip: One of the best ways to sharpen your skills of critical thinking and write the Great American 200-Level Essay is to run away from campus for a minute. But where to go? What to do? Philadelphia can be a daunting prospect for those used to camping out in Zubrow Commons 23 hours a day, living on a diet of free 4:30pm talk coffee, DC ice cream novelties, and Pastabilities.

Not to fear. Put down that Terry Eagleton essay, stylish protractor, or Intro to Anthro textbook, hop on the Thorndale-Paoli or R-100, and experience this carefully curated selection of all the best that your newish home has to offer:


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Pre-Med and Health Professions Advising at Haverford – What You Need to Know

Posted on: February 11, 2015

Thinking about medical school? Becoming a dentist? A career in public health? Then read this post…

A welcome message from Haverford’s new pre-health advisor Jodi Domsky:

If there are any sophomores who are interested in exploring medicine or other careers in the health professions, especially if you have not met me yet, I want to take this opportunity to reach out to say hello and provide you with some helpful information. I  welcome you to contact me so I can add you to the prehealth email listserv, and I invite you to email me so we can get to know each other.

You can major in absolutely anything and still go to medical school or to any other health professions school. 

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What’s Love Got to Do With It?

Posted on: February 9, 2015

This post originally ran on February 10th, 2014, and was written by Steve Watter, Dean of Student Life.

What’s love got to do with it, you ask?  Well, this is Valentine’s Week after all, and when it comes to majors, plenty!!

If you recall my lengthy blog post in November in which all blog-worthy rules of etiquette and brevity were egregiously violated, and in which I shared my humble thoughts about declaring the major—and even if you don’t remember it or did not read it—I opined that the major was a means to an end.  Or shall we say, a vehicle for developing the scholarly, cognitive and intellectual skills and abilities—the habits of mind, if you will—that will allow you to succeed in whatever it is you choose to do after you receive your hard-earned Haverford degree.  The ability to learn, to think critically, analyze, synthesize, conduct independent research, craft a powerful argument, write clearly and cogently…these are the things that will make you a valued part of whatever you end up doing.

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Student Voices: A Conversation with the Officer of Campus Life

Posted on: February 4, 2015

Last week, I had the opportunity to interview Rachael Garnick ’17, Officer of Campus Life here at Haverford. Our conversation, covering all things campus life, can be found below:

Give readers a brief introduction of yourself and your involvement here at Haverford.

My name is Rachael Garnick and I am the Officer of Campus Life here at Haverford College. I am committed to voicing the concerns of the student body and working to find ways to address these concerns in order to improve the general quality of student life on campus.

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Your Leadership Certificate – How to keep up with your Audit Form

Posted on: February 2, 2015

Hello February!

Spring Semester is already in full swing (break is only 5 weeks away), so if you have not yet gotten involved with the Rufus M. Jones Institute for Leadership (RMJIL) in some capacity, what are you waiting for!?!? Check out the website, consider applying to the Leadership Board (applications will be sent out this week), and keep checking Haverticket for the chance to sign up for a spot at the Multicultural Etiquette Dinner we’ll host later this Spring. Last year RMJIL co-sponsored an East Asian (primarily Chinese) Etiquette dinner, with ISA and the Office of Multicultural Affairs. That event provided students with the opportunity to learn to eat with chopsticks and familiarize themselves with a new culture. This time around, the dinner will focus on countries and cultures that eat with their hands!

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