Undergraduate Academics

Practicum

Academics

Undergraduate

Academic Approach Areas of Study Global Education Combined Degree Programs Pre-Professional Programs Faculty Students & Faculty in Conversation Success After Sarah Lawrence

SLC EmbeddEd practicum courses are available to second-year students and above (including graduate students) completing experience-based work (internship, volunteer position, or job). Students must accept an offer for a position and complete a required preregistration form before registering for an SLC EmbeddEd course. Students’ work positions should start within the first week of class. See SLC EmbeddEd on MySLC for more information, including resources for finding experience-based work, FAQ for students, and steps to register for SLC EmbeddEd courses. Students are advised to begin their search for experience-based work opportunities three-to-six months before registration.

SLC EmbeddEd practicum courses aim to support students’ transition from campus to work-life and share a common structure. Each course includes placement support, supervisor feedback, goal development, self-evaluation, community building and engagement with alumni through the What Was That Like? Series, and conversations with Sarah Lawrence students and alumni about life after college. SLC EmbeddEd practicum courses are graded pass/fail and meet remotely once a week. MySLC and Slack are used for completing assignments and collaborating remotely. Students have the option to enroll for three or five credits in fall or spring, or for one or three credits in summer. Returning students have the option to enroll in an SLC EmbeddEd course a second time, with an emphasis on early career leadership and mentorship. International students seeking Curricular Practical Training (CPT) should see the Curricular Practical Training in F1 Status Guide for details and steps.

Practicum 2025-2026 Courses

Sophomore and Above, Small Lecture—Fall | 5 credits

PRAC 2105

Prerequisite: pre-registration form required

Note: Pass/Fail.

This five-credit course will explore foundations in workplace culture and well-being through class assignments, experience-based observations, class discussions, group work, campus events, alumni engagement, and collaboration with campus partners. Topics will include communication, belonging, flow experience and job-crafting, time management, and work-life balance. Weekly assignments will include reading, class participation responses, and SMART goals and strengths observation homework. Students will work collaboratively to complete group conference projects (co-authored literature review plus class presentation) that integrate their experience-based observations, academic findings, and alumni insights related to their shared interests. Students will attend weekly conference sections (immediately following class) and complete weekly group conference assignments.

Faculty
- Meghan Jablonski
Sophomore and Above, Small Lecture—Fall | 5 credits

PRAC 2105

Prerequisite: pre-registration form required

Note: Pass/Fail.

This five-credit course will explore foundations in workplace culture and well-being through class assignments, experience-based observations, class discussions, group work, campus events, alumni engagement, and collaboration with campus partners. Topics will include communication, belonging, flow experience and job-crafting, time management, and work-life balance. Weekly assignments will include reading, class participation responses, and SMART goals and strengths observation homework. Students will work collaboratively to complete group conference projects (co-authored literature review plus class presentation) that integrate their experience-based observations, academic findings, and alumni insights related to their shared interests. Students will attend weekly conference sections (immediately following class) and complete weekly group conference assignments.

Faculty
- Meghan Jablonski
Open, Seminar—Spring | 1 credit

PRAC 3038

This community-partnership course is designed to introduce students to the field of community engagement and, in particular, to our local communities: the City of Yonkers and Westchester County. Community engagement is defined as “the process of working collaboratively with and through groups of people affiliated by geographic proximity, special interest, or similar situations in order to address issues affecting the well-being of those people. This process is a powerful vehicle for bringing about environmental and behavioral changes that will improve the health of the community and its members. It often involves partnerships and coalitions that help mobilize resources and influence systems; change relationships among partners; and serve as catalysts for changing policies, programs, and practices" (CDC, 1997). Upon successfully completing this course, students will be equipped to: become familiar with the history and culture of Sarah Lawrence College, the City of Yonkers, and Westchester County; be able to identify community-based initiatives that they are passionate about; know how to conduct a community-needs assessment; and know how to create a project proposal that includes community partnership. By acquiring new knowledge and skill sets, students will experience increased civic empowerment impacting not only the College campus but also the local communities. Students will actively participate in community engagement, enhancing community partnerships by designing a transformative community project. Through self-reflection, guest speakers, special projects, and collaborations with local community partners, this course will offer a range of opportunities for students to explore and strengthen their voices, interests, and skills as engaged citizens.

Faculty
- Nelson Rodriguez
Sophomore and Above, Small Lecture—Spring | 5 credits

PRAC 2125

Prerequisite: pre-registration form required

Note: Pass/Fail.

This five-credit course will explore building a professional identity through class assignments, experience-based observations, class discussions, group work, campus events, alumni engagement, and collaboration with campus partners. Topics will include communication, imposter syndrome, belonging, developing professional profiles, and networking. Weekly assignments will include reading, class participation responses, and SMART goals and strengths observation homework. Students will work collaboratively to complete group conference projects (co-authored literature review plus class presentation) that integrate their experience-based observations, academic findings, and alumni insights related to their shared interests. Students will attend weekly conference sections (immediately following class) and complete weekly group conference assignments.

Faculty
- Meghan Jablonski
Sophomore and Above, Small Lecture—Spring | 3 credits

PRAC 2123

Prerequisite: pre-registration form required

Note: Pass/Fail.

This three-credit course will explore building a professional identity through reading, experience-based observations, class discussions, group work, campus events, alumni engagement, and collaboration with campus partners. Topics will include communication, imposter syndrome, belonging, developing professional profiles, and networking. Weekly assignments will include reading, class- participation responses, and SMART goals and strengths observation homework.

Faculty
- Meghan Jablonski

Related Psychology Courses

Advanced, Seminar—Fall

In this research internship course, students will gain research experience through active engagement in a psychology research lab with a member of the psychology faculty. This will involve an internship within a research lab on campus, including a weekly lab meeting, a weekly collaborative meeting across labs, ongoing contributions toward research and practice within their lab and/or community settings, additional individual and group meetings as needed, and additional synchronous and asynchronous research work. Weekly lab meetings will involve reading and discussing research articles and research-methods papers specific to the topics of research being undertaken by each student and faculty member. Students will be expected to learn the current research approaches being employed by their supervising faculty member and to contribute toward ongoing research in the form of a research practicum. Students may also have the opportunity to develop and implement their own independent research projects within the labs in which they are working, depending on lab priorities. Students will be expected to make progress on research projects between meetings, as determined in collaboration with their primary supervising faculty. The weekly collaborative cross-labs meeting will include readings on, and discussions of, research methods and ethics—both broad and specific to the research in which students are involved—as well as the discussion of contemporary research articles that are relevant to student and faculty research projects. All faculty and students involved in the research experience will take turns leading the discussion of current research, with faculty taking the lead at the beginning of the semester and students taking the lead as their expertise develops. Students participating in the course will be expected to attend and actively participate in weekly collaborative cross-labs meetings and weekly lab meetings; keep an ongoing journal and/or scientific lab notebook; select and facilitate group and lab discussions of relevant contemporary research articles (at least once for each meeting type); work within a lab and/or community setting, as appropriate for their projects; contribute toward ongoing research and practice within their lab or community settings; report on their ongoing lab research in the form of a short paper prepared for possible publication and a poster at the Science and Math Poster Symposium; and provide their colleagues with ongoing verbal and written feedback on their projects. Students will be responsible for working collaboratively with their colleagues to further develop their understanding of each of the topics covered in class.

Faculty

Related Sociology Courses

First-Year Studies—Year

How does the setting up of a textile factory in Malaysia connect with life in the United States? Or of ship building in Bangladesh? What was the relationship of mothers to children in 17th-century, upper-class French households? What do we expect of the same relationships today? In the United States? In other societies? Across rural and urban areas? How do contemporary notions of leisure and luxury resemble, or do they, notions of peoples in other times and places regarding wealth and poverty? What is the relation between the local and the global, the individual and society, the self and “other”? How is the self constructed? How do we connect biography and history, fiction and fact, objectivity and subjectivity, the social and the personal? These are some of the questions that sociology and sociologists attempt to think through. In this seminar, we will ask how sociologists, and social thinkers in general, analyze and simultaneously create reality. What questions do we/they ask? How does one explore these questions and arrive at subsequent findings and conclusions? Through a perusal of comparative and historical materials, we will look afresh at things that we take for granted; for example, the family, poverty, identity, travel and tourism, progress, science, and subjectivity. The objective of the seminar will be to enable students to critically read sociological texts and become practitioners in “doing” sociology (something we are always already involved in, albeit often unself-consciously). This last endeavor is both designed to train students in how to undertake research and intended as a key tool in interrogating the relationship of the researcher and the researched, the field studied, and the (sociological) text. In fall, students will meet weekly with the instructor for individual conferences; in spring, individual conferences will be biweekly.

Faculty
- Shahnaz Rouse

Practicum

Related Disciplines

Practicum 2025-2026 Courses

SLC EmbeddEd: Foundations in Workplace Culture and Well-Being

SLC EmbeddEd: Foundations in Workplace Culture and Well-Being

Empowering Engagement: Collaborative Civic Involvement

SLC EmbeddEd: Building a Professional Identity

SLC EmbeddEd: Building a Professional Identity

Advanced Research Methods and Research Ethics

First-Year Studies: (Re)Constructing the Social: Subject, Field, and Text