Abstract Magazine // vol. 1 issue 1

abstract

VOLUME 2 / ISSUE 1 AN ADM I S S I O N M AG A Z INE

Sarah Lawrence College is a community of intellectual and creative risk takers who nimbly traverse academic disciplines and place parallel value on curiosity and community. Abstract previews the highly individualized academic experience that unfolds on a vibrant residential campus just 15 miles north of Manhattan; each issue shares stories of students who connect their passions to create their futures, with insight into the admission process along the way.

THE BARBARA WALTERS CAMPUS CENTER Pioneering journalist and Sarah Lawrence alumna Barbara Walters was the first woman to anchor the evening news and is regarded as one of the finest interviewers of her time. Several of her Emmys, as well as photos of her with past presidents and Beyoncé, are on display on the second floor of the brand-new campus center bearing her name.

abstract VOLUME 2 | ISSUE 1

abstract (noun): A brief summary of an article or another long body of work, meant to give the reader an idea of what’s in store, should they press on. abstract (adjective): Relating to a conceptual representation of ideas, though not having a physical or concrete existence.

On the cover:

Sarah Doh—read her full story on page 10.

Cover photographs

by Don Hamerman.

Editors Vanessa Pius and Nicholas Gray | Designer Alison Wilkes Contributing Writer Marilou Carlin | Student Intern Jenna Lebovits ’22 II slc.edu/admission

CREDIT TK

contents

feature

02 Notes from Mead Way

16 Office Hours: Carolyn Ferrell

03 Where They Are Now

18 Practicum Makes Perfect

04 Spring Comes to Sarah Lawrence

20 Narratives: Michaela Lunz

06 Narratives: George Scott

22 Areas of Study

08 In Conference

24 Quips: Jordan Foster

12 Living Here: Current students share what a four-year residential experience is like.

10 Narratives: Sarah Doh

CREDIT TK

PHOTO BY DANA MAXSON abstract 1

notes from mead way

PHOTO BY DON HAMERMAN

hen we welcome an incoming class to Sarah Lawrence each fall, I’m always so impressed by how students here find ways to immediately make this campus their home. From the students who know exactly what they want to study to those who are eagerly awaiting the process of discovery, it’s obvious that SLC is exactly where they want— or even need—to be.

Our campus is brimming with creativity and intentionality—students here want to be in small classrooms where professors know them by their first names (you can call me Kevin, by the way), taking academic risks to discover untouched intellectual terrain in an open curriculum. They understand that our campus truly is the best of both worlds— Abstract isn’t about every community driven and tree lined, yet just half story—it’s about sharing an hour from Grand Central Station.

You might be familiar already with thick the stories of some of the viewbooks that try to tell every possible story individuals who make this about a campus. Abstract isn’t about every campus more than just a story—it’s about sharing the stories of some of the individuals who make this campus more statistic or ranking.” than just a statistic or ranking. It’s my hope the words and images on these pages will help you picture yourself in Bronxville. What conversations and ideas will you have? What lasting relationships will you form with your peers and professors? How will you connect your passions to create your future?

I won’t try to answer those questions for you, but I hope these pages inspire questions you’ll spend the next four years pursuing.

“

Sincerely,

Kevin McKenna Dean of Admission and Financial Aid PHOTO BY JÖRG MEYER

2 slc.edu/admission

OUR APPROACH TO ADMISSION SLC employs a holistic admission process—in the simplest terms, no one thing earns or precludes you from admission.

We don’t have a formula for an ideal student, and think Sarah Lawrence would be a pretty boring place if we did; our admission committee considers a wide range of factors when selecting students to make up our intellectual and compassionate community.

Where They Are Now At SLC, students connect their passions to

create their futures. Their postgrad lives take them to film sets, boardrooms, laboratories, and more—here are the places where a few of our recent alums have chosen to build their careers.

PHOTO BY CHRIS TAGGART

A merican Civil Liberties Union

N BCUniversal

Blue Sky Studios

N YC Department of Education

Comedy Central

Simon & Schuster

Credit Suisse

The Legal Aid Society

Doctors Without Borders

T he New York Botanical Garden

HBO Hearst

Universal Pictures

M emorial Sloan Kettering Cancer Center

W hitney Museum of American Art

Vogue

abstract 3

When the sun comes out, students flock to the South Lawn for picnics and study groups.

4 slc.edu/admission

PHOTO BY QUYEN NGUYEN

YE WEON “MARY” KIM ’12 QUYEN NGUYEN

Spring Comes to Sarah Lawrence When warmer months arrive in Bronxville, students find any excuse to spend time outside—whether they’re playing bumper ball or playing the sitar during a jam session on the lawn. Spring is the harbinger of many favorite SLC traditions, including spring formal, open studio, and dance recitals.

ALL PHOTOS BY DANA MAXSON EXCEPT WHERE NOTED

abstract 5

6 slc.edu/admission

narratives

george scott Hometown Manhattan, NY Studies Environmental science and photography Pronouns He/him

george scott ta k es environmental science and urban

“

I can utilize conference projects to keep building my knowledge on specialized topics, whether they’re directly related to the class or not.”

PHOTO BY DON HAMERMAN

ecology personally—he’s a fourth-generation New Yorker and has seen firsthand how issues like water quality and pollution can affect a city. When he was looking for a college where he could immerse himself in environmental issues and play soccer, the opportunities and freedom at Sarah Lawrence stood out.

George grew up right on the Hudson River, and the past two summers found him just a few miles upstream interning at Sarah Lawrence’s Center for the Urban River at Beczak (CURB), an environmental research and education center in Yonkers.

CURB runs a bevy of programs, from pre-K education to an EPA-certified lab where George helps with water quality testing and monitoring the Hudson River and its tributaries.

“We’re testing for enterococcus, which is fecal indicator bacteria,” George said. “Normally when sewage is processed it goes to a treatment plant through a pipe, but when it rains or snow melts, the plant overflows and can’t process all the water in time, so it gets dumped directly into bodies of water, like the Hudson— which is where our work comes in.”

While CURB focuses on the Hudson River, New York isn’t alone in this problem—it’s part of urbanization, something George is constantly exploring in his classes and conference work.

“My conference project for ‘Biodiversity and Conservation Ecology’ was a research proposal where I designed an experiment as if I had unlimited money,” George said. “I decided on a longitudinal study of every single section of the Saw Mill River, analyzing enterococcus. I ended up doing another version of it for ‘Environmental Metagenomics’ with my faculty don, Michelle Hersh, last year.”

George often finds himself returning to urban ecology during conference work, and enjoys that his classes can exist in conversation with each other—one particularly rich element of studying environmental science in a liberal arts context. He recently took a sociology class, “Changing Places: Sociospatial Dimensions of Urbanization,” with Shahnaz Rouse, and utilized his knowledge of urban ecology to write a conference project on the social history of Central Park.

“With my sociology class, I was still able to think about green spaces in cities, just from a different perspective, which I think is really helpful,” George said. “I can utilize conference projects to keep building my knowledge on specialized topics, whether they’re directly related to the class or not.”

abstract 7

in conference

During their first year, every student at

Sarah Lawrence takes a yearlong seminar-style course taught by their don (SLC speak for faculty adviser). These seminars help students ease into the SLC style of doing things: writing-heavy classes, capped at 15 students, at round tables where discussion flows freely.

This course is the first time students will take on conference work, an opportunity to connect their broader interests to the subject matter of the class. This might look like a research paper, a film, a script, a sculpture, even a rock opera—a true chance for creativity and academic rigor to meet in the field.

Approximately 35 First-Year Studies courses are offered across more than 20 academic disciplines, from “The Disreputable Sixteenth Century” to “The Brain According to Oliver Sacks.” Professor Lizzie Johnston’s class, “The Senses: Art and Science,” investigates human senses through an interdisciplinary lens. Here, students from “The Senses” share their conference projects.

Jenna Lebovits

Upper Saddle River, NJ Project Psychedelics as Therapy: An Exploration of the Empathogenic and Sensory Effects of LSD and MDMA

Lizzie Johnston

Psychology Professor “I love seeing how students develop conference ideas out of the shared class experience and their own interests.”

8 slc.edu/admission

Zoe Kim Austin, TX

Project I'm So Tired, Please Love This: The Psychology of Love and Rejection

Lisa Masuda Tokyo, Japan

Project Perception of Time: Interoception, Emotion, and the Arts

Cat Wilson Chicago, IL

Project Many Vulcan Minds to Comprehend a Human One: A Study of Vulcans, Emotion, and Humans

PICTURED AT THE REMY THEATRE / PHOTO BY DON HAMERMAN

abstract 9

narratives

sarah doh Hometown Chicago, IL Studies Theatre, screenwriting, political science Pronouns She/her

befor e ta k ing h er first theatre class at Sarah Lawrence,

“

I realized the power art can have in terms of activism.

I realized I don’t have to give up art in order to do good work in the world.”

10 slc.edu/admission

Sarah Doh had a fairly traditional notion of theatre—think Broadway and show tunes. At SLC she immersed herself in abstract theatre, exploring new modes of storytelling and pushing past the confines of mainstream productions on both stage and page.

“A lot of abstract theatre doesn’t follow a linear story line—it’s really conceptual,” Sarah said. “I’ve been thinking lately how our theatre really is mentally accessible to everyone you know, even people who aren’t constantly thinking about artistic concepts.”

Sarah gravitates toward plays that investigate universal themes like family and memory, and felt particularly inspired after taking the sociology class “Both Public and Private: The Social Construction of Family Life” with professor Shahnaz Rouse.

“Taking Shahnaz’s class made me think a lot about how our society is still largely shaped by and for people in traditional nuclear straight families,” Sarah said. “So one of the plays I wrote examined how even one policy can dramatically affect families in different situations.”

Shahnaz’s course bolstered Sarah’s passion for immigration rights. Sarah interned for New York Senator Kirsten Gillibrand’s immigration casework team and then the International Rescue Committee in Manhattan, using her theatre background to create arts education programs for refugee children.

“I realized the power art can have in terms of activism,” Sarah said. “I realized I don’t have to give up art in order to do good work in the world.”

One semester, Sarah studied abroad with SLC’s Southern Africa program, and continued weaving threads of art and activism embedded within her academic work. The program examined the history of three countries the group traveled to through an economic policy perspective, concluding with an independent study. Sarah chose to return to Botswana to study with painter Wilson Ngoni, who provided the inspiration for the play she’s working on now.

“Wilson and I talked a lot about how it’s really important to him that his children continue to remember their lineage and family history,” Sarah said. “So my play is about memory, what and who we choose to remember, and the factors that play into that.”

Sarah is a proud hyphenate of the SLC theatre department.

“Director-playwright-sound designer-actor,” she said. “I’m really thankful I’ve been able to do everything I wanted to do here, instead of being pigeonholed into one type of role.”

PICTURED IN BATES DINING HALL / PHOTO BY DON HAMERMAN

abstract 11

12 slc.edu/admission

CREDIT TK

Living Here Sarah Lawrence College is almost entirely residential, creating a

community where living and learning blend seamlessly together.

Walking around the Sarah Lawrence campus, it’s easy to assume everyone knows each other—after all, it’s hard to walk across campus without at least a few friendly waves and lunch invitations.

After film class, Kaitie Dilan longboards home to the social justice co-op.

CREDIT TK

PHOTO BY DON HAMERMAN

Current students, even those in their junior or senior year, remember feeling intimidated by the prospect of making friends in college; to many, high school friends were longstanding fixtures of their social worlds, and starting over seemed daunting. For many students, their first friends at SLC are the ones they meet down the hall.

SLC students aren’t split up by academic interest, in either classes or living spaces, so there’s an opportunity to meet friends from across interests and backgrounds, creating a diverse community full of kind people who are also interesting to talk to.

“We have a diverse student body in terms of interests, so it’s great having diversity in housing as well,” said Jordan Foster, a resident adviser

(RA) at Hill House. “And as you grow and your personality develops, you get better at determining which living situation suits you.”

Cooperative Living When you have a student body seeking such an individualized education, it’s rare to find two students looking for the exact same living style, which is why SLC offers a variety of dorm styles—no two communities are entirely alike, but a few are a bit more thematic than others. There are three cooperative houses, or co-ops, at Sarah Lawrence, each centered around a common theme: sustainability, social justice, and intersectionality.

These collectives bring together students who share ideas about how

abstract 13

they want to live and use their space.

Warren Green, which houses the sustainability co-op, has solar panels and composts for a community garden, while the social justice co-op in Andrews Court holds events to foster dialogue around activism.

“The social justice co-op is 12 people with a shared kitchen and living spaces,” student Kaitie Dilan explained.

“We all have wildly different schedules, but there’s always someone cooking— this is my favorite residential experience so far.”

Students living in co-ops share household responsibilities, including cooking and cleaning, presenting an opportunity to try out “real life” living with a safety net.

“

In-House Advising Just as Sarah Lawrence faculty are an experienced and engaged presence for students, RAs live in every residence community to facilitate happy, healthy cohabitating.

“No matter where you’re coming from, no matter what high school, it is a transition,” Jordan said. “So it can be a little rocky at first. But the most important thing—I think this is especially true of SLC—is that there are so, so many people looking out for you.”

Part of Jordan’s RA responsibilities is making sure his residents are aware of the many resources SLC has to support students, from academic tutoring to mental health counseling.

“The list of people you can turn to for advice here is pretty long: your RAs of course, your dons, any faculty member really, the Health & Wellness office, folks in Residential Life—there are so many people,” Jordan said.

“I try to make my residents aware of all the resources. I won’t have the answers to all your problems, but someone on campus will.”

Not every student is sure where they want to live coming into their first year, but Kaitie shares a common sentiment: “I didn’t know where I wanted to live, but I ended up where I needed to live.”

You’re learning how to be around people in a very different way, sharing a budget, sharing food.”

“It’s sort of like living at home with parents, but not at all,” Kaitie said.

“You’re learning how to be around people in a very different way, sharing a budget, sharing food.”

ABOVE Hazel Pritchard settles in for an after­ noon of studying in Rothschild, where she shares a kitchen and common space with friends.

LEFT Tweed House is a converted Tudor-style, single-family home that houses 19 students.

Tweed has a kitchen and a backyard where students picnic and study on sunny days.

14 slc.edu/admission

PHOTO (LEFT) BY CHRIS TAGGART

YOU’RE PROBABLY WONDERING …

How are roommates decided?

Some students pair up over the summer on group chats, but plenty are paired the old-fashioned way: via surveys that assess things like neatness, sleep schedules, and study area preferences. Residential Life staff then hand-pick roommates based on compatibility. Roommate introductions go out over email before the term starts.

Will I share a bathroom?

Most students share a bathroom with two to five people, but it all depends which house you’re living in.

PHOTO (ABOVE) BY DON HAMERMAN

Can I cook?

Yes! Almost all the houses on campus have kitchens accessible to students, in addition to our dining services.

Is campus safe?

Yes, we have a 24/7 public safety team, a blue light system, several campus shuttles, and more.

Do all first-years live on campus?

Yes! And about 90% of all students live on campus, which is guaranteed all four years.

abstract 15

PICTURED IN HER OFFICE IN ANDREWS EAST / PHOTO BY DON HAMERMAN 16 slc.edu/admission

CREDIT TK

office hours

carolyn ferrell professor of writing

carolyn ferrell ’ s office is bursting at the seams with art-

work, political stickers, and books—including her latest, the acclaimed novel Dear Miss Metropolitan. She’s watched the campus evolve from her window overlooking the Barbara Walters Campus Center—the same office she’s had since she started teaching at SLC in 1996.

Carolyn always loved writing growing up, but didn’t realize you could study creative writing as an academic discipline until she started taking classes in college. She’s published a steady stream of work since then, including essays for The New York Times, an essay that recently appeared in Apple, Tree: Writers on Their Parents, and a short story in the 2018 edition of The Best American Short Stories—her story, “The History of China,” was hand-selected by editor Roxane Gay. “I’m totally humbled. I can’t even believe it. I was shocked that [Gay] chose it,” Carolyn recalled. “It was rejected so many places. When I met her, she wrote ‘Thank you for writing so beautifully’ in my book.”

When asked about how her writing influences her teaching, Carolyn was insistent that it was actually the other way around.

“I teach a lot of the same works year after year, and I learn more each time I read them,” Carolyn said. “I learn so much from the writers whom I assign—I think that has more of an influence than the other way around.”

Carolyn hopes that her own students emerge from her class not only stronger writers, but also stronger readers, which is partly why Carolyn assigns students additional reading for conference, based on the stories they write.

“I am always happy when students discover a writer,” she said. “I had a student in today who I I am always happy thought would benefit from reading Alice Munro, when students and she’s already devoured two books. That’s really gratifying when they find their place and discover a writer.” people in that writing world.”

Carolyn’s daughter is applying to college this year, provoking reflection on the value of the liberal arts and the admission process. Carolyn has this advice for students and other parents: “You have to go to the school where you are wanted,” she said.

“Parents don’t think about it like that. They think, ‘Thank God my child got in.’ As a teacher, I know your child is an asset to these schools.”

Carolyn’s advice is particularly personal as a Sarah Lawrence alumna herself. “I think SLC students are a lot like they were in 1980,” she said. “They’re inquisitive, and they’re here because they want to be here. They’ve recognized the magic of this place.”

“

CREDIT TK

abstract 17

Each fall, the Office of Career Services hosts an internship and volunteer fair, where students can get to know potential employers across a spectrum of industries.

PHOTO BY DANA MAXSON

Practicum Makes Perfect Every year, hundreds of SLC students intern in New York City,

in their hometowns, and in communities around the world. The Office of Career Services helps students secure internships through events like mock interview days, internship fairs, employer panels, and alumni networking programs. During the academic year, funding is available to help offset travel expenses to internships in and around New York City for students who receive need-based aid. Companies and organizations know SLC students are adroit researchers, unintimidated by large-scale projects and working independently.

18 slc.edu/admission

1

2

3

4

5

6

7

8

9

1 Jordan Cody Brandon, Hearst 2 Sophia Koolik, Part2 Pictures 3 Mohamed Camera, Legal Aid Society 4 Sophia Lynch, Open Books 5 Ashni Kothari, Mount Sinai 6 Hailey Sprinkles, Four Seasons Magazine 7 Madeline Fink, McCormick Literary Agency 8 Sarah Blanche Klein, Food Network Magazine 9 Will Moran, Facets Media

abstract 19

narratives

michaela lunz Hometown Pelham, NY & Washington, DC Studies Art history, theatre, psychology Pronouns She/her

grow ing u p in Washington, DC, Michaela Lunz always felt

“

What is it about an image that is so impactful that it inspired pro-social behaviors in the American public?”

20 slc.edu/admission

at home in a museum, where intellectualism and creativity so often happily cohabitate.

“I just loved going to museums and talking to people about the art,” Michaela said. “Not in a really pretentious way, but in a look-at-these-fun-facts way.”

Michaela’s interest in engaging with fellow patrons translated well into the conference project for her First-Year Studies course, “Art and History,” where she studied museum behavior at the Museum of Modern Art in Manhattan.

“I went in front of Starry Night and observed people interacting with the piece,” she said. “I was really interested in modern museum behavior and whether the way museums are set up is engaging for modern audiences.”

“Art and History” provided a proper introduction to the artistic period Michaela found herself returning to in conference work: late 19th- and early 20th-century art, particularly in France.

She even seamlessly integrated her interests in psychology and theatre when she was tasked to write a historically based script for her playwriting class.

“I wrote a play about Degas’ ballet dancers and the history— they’re actually not just pretty dancers; there’s actually a sexual economy going on with the older men who are funding the ballet,” she said.

For Michaela, an audience’s relationship with art is as impor­ tant as the work itself. Her conference work often examines how a viewer’s relationship with a piece can influence popular attitudes and social policy. For her psychology class, “What’s in a Name: Perspectives on Poverty,” Michaela analyzed the late 19th-century documentary photography of America’s poor populations, particularly the work of Jacob Riis.

“I started with the question of ‘What is it about an image that is so impactful it inspired pro-social behaviors in the American public?’” she said. “I applied psychological theories of emotion, the mechanisms behind emotions that explain how we react to images.”

Michaela recently interned at an art gallery and discovered she loved researching, interpreting, and writing about the works on display.

“I hope to work for a company that does unconventional museum tours, and they look for people with theatre and art history backgrounds,” she said. “Hopefully that’s the next step.”

PICTURED IN THE FRANCES ANN CANNON WORKSHOP THEATRE / PHOTO BY DON HAMERMAN

abstract 21

Our small student-to-faculty ratio (10:1) breeds a culture of mentorship, where most faculty go by their first names. Sarah Lawrence professors spend more individual time with students than their counterparts do at any other liberal arts college in the United States— which may be why SLC’s faculty is consistently ranked among the best in the nation.

22 slc.edu/admission

areas of study

Sarah Lawrence’s open curriculum means that

students aren’t in a class to check a requirement-mandated box— they’re seated at the round seminar table because of a genuine interest in the subject matter of the course. No two students study exactly the same thing, creating a rich environment diverse in experience and pedagogy. Faculty advisers ensure students take advantage of both breadth and depth in their course selections and push themselves to make connections and learn outside their comfort zones.

PHOTO BY DON HAMERMAN

Undergraduate Programs Africana Studies Anthropology Architecture and Design Studies Art History Art of Teaching* Asian Studies Biology Chemistry Child Development* Chinese Classics Cognitive and Brain Science Computer Science Dance Development Studies Economics Engineering (Five-Year BA/BS with Columbia University) Environmental Studies Ethnic and Diasporic Studies Film History Filmmaking and Moving Image Arts French Games, Interactive Art, and New Genres Gender and Sexuality Studies

Geography German Greek (Ancient) Health, Science, and Society History International Studies Italian Japanese Latin Latin American and Latino/a Studies Lesbian, Gay, Bisexual, and Transgender Studies Literature Mathematics Middle Eastern and Islamic Studies Music Music History Philosophy Physics Political Economy Politics Pre-Law Pre-Med and Pre-Health Psychology Public Policy Religion

Robotics Russian Science, Technology, and Society Sociology Spanish Theatre Urban Studies Visual and Studio Arts (Digital Imagery, Drawing, Game Design, Painting, Photography, Printmaking, Sculpture) Women’s History* Women’s Studies Writing

Graduate Programs The Art of Teaching* Child Development* Dance Dance/Movement Therapy Health Advocacy Human Genetics Theatre Women’s History* Writing Dual Degree: Health Advocacy and Social Work with NYU Dual Degree: Social Work and Child Development with NYU Joint Degree: Women’s History and Law with Pace University

The quintessential SLC course is a round-table seminar with discussion—not lecture—as the centerpiece of class time. Students immerse themselves in the subject matter through independent projects conducted directly with professors, actively bringing their personal or professional interests into each course.

*Five-year bachelor’s and master’s degree programs available

abstract 23

quips

Q A +

jordan foster Where are you from? Brooklyn, NY What word or phrase do you most overuse?

That’s so dope!

Favorite class at SLC? “African American Literature: Black Life Matters”

Where do you want to move after you graduate? Wherever I get a job or grad school acceptance TBH, but ideally somewhere in the Northeast

Last book you read for fun?

Giovanni’s Room by James Baldwin

Best breakfast in Bronxville?

Does Bates brunch count?

Most impressive-sounding conference project title? “The Rhineland Bastard: An Examination of the Concepts of Race and Afro-Germanic Children in Nazi Germany” A class you never thought you’d take?

Statistics (I ended up loving it!)

Best way to decompress?

Bubble baths and an episode of any Shonda Rhimes show

Where do you want to travel more than anywhere? Would love to go back to Oxford and travel around the UK some more How did you meet your closest friend(s) on campus? I met my best friend on the first day of school during orientation. As an ice-breaker, the first-years were told to line up in order of birth date without talking, and we were next to each other because we were born three days apart.

The rest is history.

What’s the last thing you *had* to tell everyone about? How I met Kevin Abstract at a party

How do your friends describe you?

Friendly, loyal, and pretty free-spirited

Where do you see yourself in 10 years? Hopefully done with grad school and starting my career as a clinical psychologist.

But more importantly, I hope to continue to be surrounded by a group of friends and family in my life that I can rely on for support and love.

Favorite internship/summer job? Summer psychology research assistant here at SLC

Snapchat or Instagram?

Umm … Facebook

What contemporary figure do you most identify with? Keke Palmer

24 slc.edu/admission

Pronouns: He/him

PICTURED IN THE LIVING ROOM OF THE BARBARA WALTERS CAMPUS CENTER / PHOTO BY DON HAMERMAN CREDIT TK

CREDIT TK

abstract 25 abstract 25

Continuing its longstanding policy to actively support equality of opportunity for all persons, Sarah Lawrence College does not discriminate on the basis of race, sex, color, sexual orientation, gender identity or its expression, disability, religion, age, veteran status, or national or ethnic origin in its admissions, employment, educational policies, scholarship or other financial aid programs, or in access to other College-administered programs.

Sarah Lawrence affirms that it admits students and selects employees regardless of race, sex, color, sexual orientation, gender identity or its expression, disability, religion, age, veteran status, or national or ethnic origin and thereafter accords them all the rights and privileges generally made available to students or employees at the College. The College is strongly committed to basing judgments about individuals solely upon their qualifications and abilities and to protecting individual rights of privacy, association, belief, and expression.

Connect your passions. Create your future.

1 Mead Way, Bronxville, NY 10708-5999 | sarahlawrence.edu | SLCadmit@sarahlawrence.edu @sarahlawrencecollege |

@SLCAdmit SLC 7886 | 10.21