Professional Development Panel
5:15–6:30 pm | Bender Room
The Place for Writers presents a panel on the non-academic
career track. For more information, contact Cynthia Pinto at
Critical Works in Progress
12:20-12:50 pm | Mills Hall 322
MA Candidate Diana Newby investigates the role of female
objectification in Edith Wharton’s The Age of Innocence.
Coffee and tea will be provided, please feel free to bring
5:30–6:30 pm | Café Suzie
Join us for an end of the semester open mic. Everybody is
invited! Please e-mail email@example.com to sign up for a
five minute slot.
Check Your Application Status
Once your application to Mills College has been received and processed, you will receive an email from the Office of Graduate Admission with an ID number that enables you to log in to the Mills Resource Portal. You can check the status of your application to see if it is complete or which supporting documents have not yet been received.
this body public at Johansson Projects
this body public, the MFA Book Art and Creative Writing thesis exhibition, opens on March 21. The exhibition features installation and artist books by Jess Marks-Gale and Emji Spero. These projects explore the structures formed between bodies in relation, between the commons and the home, the event and the everyday. This is an attempt to map intangible sites of intersection, the boundaries of porous bodies in the moment of encounter and this space that between us.
Community Engagement Fellows Present at 2014 National Association of Ethnic Studies Conference
Community Engagement fellows Freddy Gutierrez (MFA Poetry ’14), Adwoa Gyimah-Brempong (MFA Prose ’15), Tessa Micaela Landreau-Grasmuck (MFA Poetry ’13), David Maduli (MFA Poetry ’16), along with Jess Heaney, Coordinator of Writing and Community Engagement at Mills, are presenting at the 2014 National Association of Ethnic Studies conference, April 3-5 at Mills College. Their panel, “From Diasporas to the County Jail: Visionary Writing Projects for Community Engagement” analyzes how their project crosses the community-academy divide and creates new opportunities for culture-building, knowledge production, and resource building. Using participatory activities, they ask: what are the intersections and impossibilities of academy programs and community development? What does “community art” mean in the varying spaces we work in? What is the role of “facilitator” of these projects? How do our projects resist social/cultural exclusion? How does structural/institutional violence challenge (or shape) our projects? How and why do we desire to make these projects visible in both the academy and community setting?