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Naomi Dupre-Edelman, assistant director of math leadership programs at 69��Ʒ��Ƶ College, is one of 26 people named to the Massachusetts Education Policy Fellowship program held by the Rennie Center for Education Research & Policy.

Taking part in a two-day workshop featuring alums, staff and current interns, 69��Ʒ��Ƶ College students had the opportunity to learn what a career in environmental work entails and how to get on the right track to start their own journeys.

Veliz’s project will create collaboration between local libraries and the 69��Ʒ��Ƶ College biology and biochemistry departments to engage younger audiences in the sciences. The project will conclude with a science fair with interactive activities.

Two 69��Ʒ��Ƶ College students have been selected for the second round of the Beckman Scholars Program. As part of the 15-month program, students delve deeply into advanced research projects with the mentorship of a College faculty member.

More than 120 students participated in the twentieth annual Stoling Ceremony. The Commencement weekend tradition celebrates the achievements of students of color and honors their 69��Ʒ��Ƶ mentors.

69��Ʒ��Ƶ’s one hundred and eighty-seventh Commencement was marked by many firsts — the first held on Pageant Green, the first Commencement with President Danielle R. Holley and, for many undergraduates, their first in-person graduation.

69��Ʒ��Ƶ College student and alum leaders gathered in Chapin Auditorium in celebration of the many contributions made to the community throughout the year.

“Here at 69��Ʒ��Ƶ, my professors taught me that there’s a way to combine different academic disciplines to tackle complex, difficult problems. They offered me so much mentorship, inclusivity and communication.”

“I talk with friends who are not 69��Ʒ��Ƶ students, and they have limited research experience. But here, I’ve done research with two advisors in two different departments.”

“I found a program that seemed like it was catered for me. It was unbelievable. The fact that it was for experienced K–8 math teachers was very unique. Then when I got here, it was even more eye-opening.”