Share your Career Experiences and Guide Current Students on their Paths
Location: Kellogg Center, 2nd Floor
Date: Friday, October 16, 2015
Time: 3:00 p.m. to 5:00 p.m.
What is Briton Career Connections?
Briton Career Connections is a great opportunity for alumni and parents to have personal conversations with students about their professional fields in a fair-style format. Attendees will be expected to talk about their career paths and offer suggestions for aspiring young professionals. This is also an ideal time to provide students with information on internships and jobs at your place of work or within your network.
Who Should Participate?
Anyone who would like to provide current students with information on their career path, company/organization or industry. Current professionals, current graduate students, and retired professionals all have very important information to communicate to students.
What is the Format of the Event?
You can choose to attend as an individual or represent your company. Participants will be provided table space that encourages networking with students and other alumni. The atmosphere will be a blend of a college career fair and networking event.
What Will/Should I Do at the Event?
As students visit your table it will be helpful if you can:
Recruit for jobs and internships with your company/institution
Provide them with information about your career path
Advise students about pursuing careers similar to yours
Discuss past experiences and what has provided a strong sense of meaning during your career
Discuss graduate program options and your experience
Communicate pointers about trends in applicable career fields
Provide advice regarding students’ networking/elevator speeches
Please contact Troy Kase, Director of the Career and Internship Center at
Deadline: Friday, October 2, 2015
Albion College's professional writing major in the English Department prepares you for a variety of writing-related careers (journalism, editing, public relations, marketing, grant writing, etc.).
Like all our majors, this one includes plenty of literary reading and study. The added emphasis on writing classes means that you will also learn
to analyze a wide variety of rhetorical situations.
to develop persuasively argued large professional writing projects such as grants, proposals, reports, and studies.
to use a variety of media (video, audio, graphic) to support and convey written arguments and reporting.
English Major with Professional Writing Emphasis
9 units from English, including 203, 208:
203: Advanced Expository Writing
208: Professional Writing
1 unit from 206, 207, 223:
206: Writing in Place
207: Multimedia Journalism
223: Introduction to Writing Creative Nonfiction
2 units from 306, 308, 309, 310, 311, 312, 313, 314, Communication Studies 306, Communication Studies 365; two English courses that satisfy the textual analysis mode requirement:
306: Magazine Writing
308: Advanced Multimedia Journalism
309/310: Multimedia Editing I (1/2, 1)
311/312: Multimedia Editing II (1/2, 1)
313/314: Magazine Editing
CS 306: Public Relations
CS 365: Media Theory
2 additional English literature courses, at least one at the 300 level or above:
Literature (300 level or above)
English Alumni/ae Questionnaire
Returning and new students, we're glad to see you! Psychological Science has a lot to offer, and we hope that you will explore our courses and consider how we can help you discover and reach your dreams.
Our students are active! Over ths summer Psychological Science students engaged in research examining
sleep, nutrition, and athletic performance,
health anxiety, and
learning in earthworms
Sound interesting to you? You can do it, too! Contact a Psychology professor whose research interests you and talk about getting involved!
If you want to know more about the department, scan our web pages, or come to our meeting for new majors; watch for a notice about the meeting here and posted around Olin in the near future.
Interest in Physics
The Resnet Queen
Declaration of Major/Minor
To add or drop a major or minor, select the desired program below and click add or drop. A list of requested changes will be displayed at the bottom of the form. Click the reset button if you need to start over.
Frequently Asked Questions
Does Albion College provide services for students with disabilities?
Yes. Almost all colleges and universities must comply with section 504 of the Rehabilitation Act of 1973 and the Americans with disabilities Act as amended (ADAA) 2008. These laws require accommodations to assist students who are otherwise qualified in having equal access to all areas of campus life. The U.S. Department of Education provides the following brochure to explain the difference between high school and college services: http://www2.ed.gov/about/offices/list/ocr/transition.html.
What is the purpose of the Learning Support Center?
For students with disabilities, the LSC is a portal to assist students with disabilities in obtaining appropriate resources and accommodations. We collaborate with faculty and departments across the college to remove barriers for students.
What is a disability?
A disability is any condition that substantially impacts one or more areas of life functioning and has been present for more than 6 months. A disability may be visible such as a mobility or visual impairment. A disability may be invisible such as a learning disability, ADHD, PDD, psychological disability or a chronic medical condition such as migraines, fibromyalgia or POTS.
What is the process for obtaining accommodations?
Contact the Learning Support Center and request an appointment. You will meet with the Director of Disability Services to discuss your disability and reasonable accommodations. Documentation is frequently required to complete this process.
What kind of documentation will I need?
The process of determining accommodations in college is a collaborative process between the Director of Disability Services and the student. The student should provide documentation which can help with this process. For students with a Learning Disability or ADHD a psychoeducational assessment can be very helpful for planning. For all students including those with psychiatric or health and mobility related disabilities, information on current functioning, and expected need for accommodations in academic and residential areas of campus life, will assist planning. Forms for obtaining this information from current service providers are available below.
Special Education services are mandated in K – 12 schools through the Disabilities in Education Act (IDEA). Colleges do not have special education services. However, Section 504 of the ADA does require that all qualified students with disabilities be provided equal access to college. Colleges provide accommodations and services to insure equal access. The services you received as part of your Individualized Education Plan may be available to you as ADA accommodations.
What are reasonable accommodations?
The purpose of accommodations is to provide students with disabilities an equal opportunity to participate and benefit from all aspects of the college experience. These can include changes in class requirements such as time extensions and location for exams, provision of an auxiliary aid such as a note taker or alterations to architectural barriers.
Some modifications that are not required by law include accommodations that would:
Alter the nature of the course or the academic program
Pose an undue financial or administrative hardship on the college
Are of a personal nature such as individual computer, computer program or personal care attendant.
How are the faculty informed of my accommodations?
Once the accommodations are determined, your faculty can be informed. Each semester you will need to request a letter be sent to the faculty of classes in which you plan to use accommodations. It is your responsibility to discuss with your faculty how the accommodations will be carried out in the class.
What if I find that I need additional accommodations?
You can request an appointment with the Director of Disability to discuss the reasons you feel you may require additional assistance.
What if I am uncertain about the need for assistance?
You may inquire about resources without commitment. At any point in your college career you may decide that a service may prove useful and contact us at that point. Using any service is your decision. However, it is often helpful to find out what is available. So we encourage students with disabilities to contact us as we can start to develop a plan for assistance beginning the summer before admission and at SOAR.
How confidential is the information?
All documentation is kept on file at the Learning Support Center. It does not become part of your administrative file. The information or indeed the fact that you have a disability is not shared with anyone without your written consent.
Is it possible to have accommodations on the placement tests for SOAR?
Yes, absolutely. Please contact our office and discuss any accommodations you might require and how to obtain them.
What if I need specific accommodations regarding my living environment, diet, assistance managing medical condition or a therapist for an emotional concern?
Residential Life - staff can discuss your concerns with room accommodations such as single rooms, air conditioning.
Dining Services - can provide information on managing special diet concerns.
Student Health Service - can offer assistance managing medications and providing help to students managing a variety of health concerns and chronic medical conditions.
I think I may have a disability. Where should I start?
Please request an appointment with us. We can meet and discuss your questions and concerns. If further evaluation is required we can refer you to the appropriate campus resource or help you determine a resource off campus. If you initiate an evaluation either with our counseling center or an outside professional, we can offer accommodations on a temporary basis for a semester.
International Education (2)
Albion College is committed to providing students with international learning experiences, and it’s important that our future teachers understand their profession on a global scale. The Fritz Shurmur Center for Teacher Development offers students two different opportunities to study abroad, both of which involve a comparative education inquiry project.
Top Five Learning Goals of International Education for Teachers
Learn how to critically analyze and contextualize the American educational experience.
Gain awareness of personal cultural experiences and values through conversations with host families.
Increase cultural competence by living with a host family and participating in a practicum in a foreign educational setting.
Enhance instructional skills (lesson planning and communication) by teaching lessons in literature, English conversation, and American culture.
Understand the scope of diversity, the influences of globalization, the challenges presented when bridging cultures, and the benefits of creating international opportunities for teaching and learning.
In this course, students will travel to Noisy-le-Roi for two weeks in January where they will live with a host family, visit French schools, and interact with students, faculty, and staff. Upon returning to the U.S., they will present their findings and experience to public school students and to Albion College peers, faculty, and staff during the Capstone Symposium on Teaching.
Heredia, Costa Rica
Students travel to Heredia, Costa Rica for four weeks where they will live with a host family, visit Costa Rican cultural sites, particpate in classes at Universidad Nacional de Costa Rica with Costa Rican peers studying to be teachers, and interact with children, youth, faculty, and staff at Pará School. Focused specifically on teaching English as a foreign language, students will develop an inquiry topic, teach a unit plan, and give a presentation on material culture to frame and focus the practicum. Upon returning to the U.S., they will present their findings and experience to public school students and to Albion College peers, faculty, and staff during the Capstone Symposium on Teaching. Read more!
Staff Accompanist Office: 112, Goodrich Chapel Phone: 517-629-0827 E-mail:
Nicholas Laban is a collaborative pianist based in Kalamazoo, Michigan. He has served as the Full-Time Staff Accompanist for the Albion College Music Department since Fall 2013. At Albion, Nicholas is responsible for accompanying vocalists, instrumentalists, choirs, and faculty performances, as well as overseeing scheduling and coordinating accompanist duties. During the summer, he serves as pianist and coach for the High School Vocal Artist program at the prestigious Interlochen Arts Camp.
Nicholas received his Bachelor’s degree from Albion College. He completed programs in Piano Performance and Economics & Management, graduating summa cum laude. He then pursued a Master’s degree in Piano Performance from Western Michigan University. At WMU he served as graduate assistant in Class Piano and Opera Accompanying, for which he received the 2013 School of Music Graduate Award for Excellence in Teaching. Principal teachers include Lori Sims, Lia Jensen-Abbott, and Ruth Goveia.
Prerequisities: 3.0 GPA; junior-level standing, interest in science, demonstrated maturity.
Length: Semester--Fall or Spring (12 wks), Summer (8 wks).
For up-to-date information on the whereabouts and activities of our vessels, check out the daily report on the SEA Web site at: http://www.sea.edu
Credit: Up to 17 semester hours or 4.25 Albion College units (4 semester hours = 1 Albion College unit). Credit is apportioned on the 2 components of the program in this way: 2.25 Albion College units for Shore component; 2.00 Albion College units for the Sea component.
Faculty: All of SEA's faculty hold doctorate level degrees. SEA's nautical science faculty are licensed professional Master Mariners who teach nautical science on shore and go to sea as masters of the vessels. The Oceanography faculty teach oceanography on shore and go to sea as Chief Scientists on board the vessels. SEA's Maritime Studies faculty teach maritime studies on shore, providing the humanities focus of ocean study. The SEA faculty is augmented by visiting scholars and lecturers. These men and women have all worked at sea and understand the challenges and rewards of living in and studying the world offshore.
Housing: Cottage dormitories during the shore component, on board a sailing ship during the ship component.
Costs Not Covered by Albion: Transportation to/from Woods Hole; transportation to/from ship (varies depending on which cruise selected); books; board on shore; incidentals.
As early as possible as Sea Education has a rolling basis admissions.
Faculty Advisor: Ruth Schmitter, Putnam 054, 517-629-0379,
Comments: Designed for students with or without oceanographic background or career interests. The program is in two parts: a 6-week shore component that provides classroom-based instruction in theories of sea life; and a 6-week Ship component on board a sailing ship that emphasizes learning through participation and practical experience. Some financial aid is available through the SEA Semester program. See program brochure for more details.
Contact: Elizabeth Dorr SEA Semester Admissions Office Sea Education Association P. O. Box 6 Woods Hole, MA 02543 Telephone: 800-552-3633, ext 770 Fax: 508-540-0558 E-mail:
Rae S. Corliss, '23, Endowed Pleiad Prize
This prize is awarded each year to the student(s) who have made the greatest contribution to the Pleiad in editing, writing, reporting, layout, photography, online editing, graphics, distribution, and/or business management.
This prize is made possible by donors Dr. Glenn A. Corliss, ’61 and Nan D. Corliss, ’63.
Claire Van Raaphorst
Kim Tunnicliff Endowment
Kim Tunnicliff started his career at Albion College in 1984 when he became a faculty member in the Political Science Department. As director of the then-named Gerald R. Ford Institute for Public Service from 1985 to 1999, he placed a special emphasis on developing experiential and international educational experiences for college students. He was highly regarded by his academic colleagues both at Albion and beyond.
Kim's passionate belief in public service brought the level of opportunities for Ford students to new heights that have carried them forward to leadership positions all over the globe. This endowment was established by his family, former students, colleagues, and friends to celebrate his life and the widespread and enduring impact of his legacy at Albion College.
David Utrata, ’15
David Utrata is a member of the Ford Institute and the Center for Sustainability and the Environment. As Albion College's first-ever Kim Tunnicliff Fellow, David Utrata spent a semester in Stellenbosch, South Africa. The CIEE Stellenbosch Sustainability and Community study abroad program engages students in a variety of sustainability-related issues that impact present-day South Africa. David will deliver a public presentation on campus summarizing his research in Spring 2015.
Meet Our Alumni
It's a tradition going on four decades strong: Gerstacker students become successful and accomplished Gerstacker alumni. Through their efforts both in and out of the classroom, they are well prepared for the workplace and are often making a mark not long after graduating from Albion.
Meet some recent graduates below and see where their Gerstacker experience has taken them.
101 Elementary Japanese (1) Stresses the grammatical structures and vocabulary of spoken and written Japanese, and offers practice in conversation and in writing Chinese characters. Also emphasizes Japanese culture and intercultural understanding between Japanese and U.S. cultures. Includes how to interact in a culturally and socially appropriate manner in specific situations. Staff.
102 Elementary Japanese, continued (1) Expected level of proficiency: Japanese 101 or permission of instructor. Continuation of Japanese 101. Staff.
201 Intermediate Japanese (1) Expected level of proficiency: Japanese 102 or permission of instructor. Continuation of Japanese 102. Staff.
202 Intermediate Japanese, continued (1) Expected level of proficiency: Japanese 201 or permission of instructor. Continuation of Japanese 201. Staff.
287, 288, 289 Selected Topics (1/4, 1/2, 1) Prerequisite: Permission of instructor. An examination of subjects or areas not included in other courses. Staff.
301 Upper Intermediate Japanese (1) Expected level of proficiency: Japanese 202. Builds a high level of proficiency in Japanese. Emphasizes producing conversation and expanding vocabulary in both speaking and writing. Weekly tutorials on class material and Japanese culture. Staff.
387, 388, 389 Selected Topics (1/4, 1/2, 1) Prerequisite: Permission of instructor. An examination of subjects or areas not included in other courses. Staff.