Non-Profit – Barger Leadership Institute Student Voices

Non-Profit

Intercultural Interaction Initiative

By Sylvia Rodriguez, Amanda Gebre, and Gabriela Gaytan-Aguirre Gaby: From the start, we all put forth skills we deemed necessary to navigate the journey we setourselves on. In gaining the funding from BLI, it allowed us to curate events to cater tobroadening student experiences and perspectives. Through our experience in creating eventscentered around creating connections,

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A Journey of Advocacy: Revealing the Realities of Lung Cancer Screening Disparities and Confronting the Stigma of Lung Cancer

By Alisha Keshwani Alisha and Alina Keshwani are both sophomores at the University of Michigan on the pre-medical track. They are the founders and Co-Presidents of the University of Michigan Chapter of the American Lung Cancer Screening Initiative (ALCSI) and have been actively involved in health advocacy since high school. Through their work, Alisha and

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Racial Justice Clinic Internship

By Ariana Kertsman This summer I interned with the Racial Justice Clinic (RJC) at the University of San Francisco’sLaw School, where I researched cases of people currently incarcerated in California’s prison system,wrote memos and case summaries, and performed organizational tasks assigned to me. I am grateful tothe attorneys at the clinic who were willing to

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LEED GA Certification

By Colleen Hardman Thanks to the Barger Leadership Student Grant, I was able to take the Leadership in Energyand Environmental Design Green Associate exam through the United States Green BuildingCouncil, an organization that is focused on sustainability within the building industry throughboth revitalization of existing infrastructure and the creation of new buildings. This certificationserves as

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General Intelligences Fall Implementation Update

For our summer research, we seeked more information surrounding studies on education during COVID in addition to receiving direct input from students about their learning experiences online. The data we collected was descriptive— we were able derive meaning from the students’ input on various matters like academics, mental health, and how the pandemic has affected

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