Recent Lang Scholar Alumni

LOS Class of 2026

Myadaggarav Chuluundorj ’26 (Erdenet, Mongolia): Cultivating the Mongolian Dream

"What does a dream mean for a student from a rural town? This pivotal question underscores our exploration through WEngage.” In Mongolia, an enormous educational and economic divide persists between rural and urban areas, particularly affecting Mongolian herder students. Accessing education requires traveling miles alone in harsh climates while juggling full-time herding responsibilities. This project is an all-encompassing, forward-thinking initiative with an unwavering dedication to narrowing educational disparities in rural high schools. Through this transformative endeavor, my commitment is to cultivate the Mongolian dream, guiding students toward realizing their full potential by providing the essential resources for their educational journey.
 
"Being a Lang Opportunity Scholar signifies carrying the immense trust placed in me by people, a humbling responsibility entrusted to me, and the power I gain to represent my community and bring about change. My goal is to empower every student to dream and rebuild the lost Mongolian Dream within my community."

Danika Grieser ’26 (Doylestown, Pa.): Validating Indigenous Knowledge and Practices

“There exist institutional and systemic barriers that restrict Native Americans from graduating high school — let alone attending higher education. Continuing to neglect the complexities of Indigenous relationships and the individuality of tribes may only further the alienation of Native Americans in academia. Rather than prioritize fiscal incentives, many Indigenous cultures are founded on principles of land stewardship, interpersonal connections, and heritage. Through my LOS project, I aim to emphasize the cultural advantages that academia can bring to the Flathead and Fort Belknap communities and future generations by validating Indigenous knowledge and practices.
 
"Being chosen as a Lang Opportunity Scholar places worth and merit on the issue of Indigenous education access as my work will be supported by mentors, faculty, and a cohort of socially minded students committed to fostering positive change. I hope that my project serves as a framework for dismantling the barriers hindering Native Americans’ from entering economics and academia, thus amplifying the Indigenous knowledge base that protects and honors heritage, culture, and the future."

Lena Habtu ’26 (New York City): Creating a Narrative to Restore Tigrayan Agency

“In November 2020, the Ethiopian government, aided by Eritrea’s military and other regional paramilitary groups, began their genocidal campaign in Tigray, my and my family’s region. The last few years have seen unspeakable loss in nearly 800,000 civilian deaths, but also in the telecommunications blackout that eliminated people’s ability to tell their own stories. As Tigray rebuilds, I want to focus my efforts on supporting work that centers autonomy, primarily through conducting narrative work in communities in Tigray. In continuing my previous work with local organizations like Haben Tigray, I hope to create a storytelling narrative that helps to restore the autonomy, dignity, and agency denied by this genocide.
 
"Being a Lang Opportunity Scholar provides me with the guidance and support that I’ll need to execute my project, and most importantly, an environment in which the ever-changing nature of my project isn’t just accommodated, but celebrated. I hope to give back to the people of Tigray in every way that I am capable of, beginning with the narrative project as a way through which Tigrayan people can express their stories, histories, and hopes for the future."

Prerna Karmacharya ’26 (Lincoln, Mass.): Helping Girls Gain Expertise in Robotics

"Robotics education is growing all around the world. However, in many programs, girls are not prioritized and their experiences often reinforce societal stereotypes and gender biases in STEM fields. This contributes to women being vastly underrepresented in STEM based higher education and careers. My project focuses on providing robotics education to girls in Nepal, as existing programs often overlook girls. I plan to develop a program that not only helps girls gain expertise in robotics, but also gives them space and opportunity to foster teamwork skills, cultivate their confidence, and become impactful leaders. I also hope to encourage girls to pursue higher education in STEM fields, a step forward in addressing the STEM gender gap.
 
"Being a Lang Scholar means having the mentorship and community to think deeply about issues surrounding gender, education, and STEM in different societies, and learning how to make a positive impact in my community. Through my project, I hope to create a more welcoming space for girls interested in robotics and STEM."

Steven Mukum ’26 (Yaoundé, Cameroon): Enhancing Food and Income Security

“My project, Rising Above Water, inspired by my personal experience of displacement at age 11 in Cameroon, aims to address internal displacement in Dangbo, Benin, caused by climate-related flooding. It focuses on empowering women and youth from the displacement-prone community of Dangbo, Benin through training in sustainable agriculture and providing flood-resistant infrastructure and seeds. The goal is to enhance food and income security, thereby fostering community resilience and breaking the cycle of displacement. The project will include community training, expert consultations, and resource provision, all aimed at long-term sustainability and a broader impact against climate-induced displacement.
 
"Being a Lang Scholar means gaining access to a supportive community and essential resources, which are crucial in enabling me to effect the change I envision. It's about bridging the gap between my experiential learning, academic knowledge, and the personal challenges I've faced as a displaced person. This unique combination allows me to focus on addressing the problems I have personally encountered, leveraging my scholarship for meaningful impact."

Cheng-Yen (Billy) Wu ’26 (Taipei & Suzhou, Taiwan): Centering Perspectives of Acquired Disability

“Acquired Tomorrows (明天计划) is a project that centers on sociability and accessibility among people with disabilities in Kunshan, mainland China, a city I grew up in that is characterized by its dense industrialization. This project aims to distinguish between congenital and acquired disability to provide group-based mental therapies and support networks and accessibility help (in terms of license registration, job application, etc.) to people with acquired disability as they experience this sudden shift in life.
 
"Being a Lang Opportunity Scholar means giving back to communities, utilizing the knowledge we gain and our privileges to create positive change and build a better world for all, especially those who have long been marginalized. Through this project, I hope to center the heterogeneous voices of people with acquired disability and build a support network among them and beyond."

LOS Class of 2025

Olive Han ’25 (Ocala, Fla.)

"Sexual violence is extremely prevalent on college campuses, but the resources provided to help survivors are often insufficient. Project Artemisia intends to change this by establishing an art therapy program for student survivors of sexual assault to release and process their emotions. This will be achieved through professionally moderated art therapy workshops and an art exhibition displaying survivor-made works. In doing this, I hope to advocate for student survivors and prioritize their mental health and well-being in the aftermath of a traumatic experience. 

“Being a Lang Scholar means collaborating with creative, hard-working individuals who are using their resources to build something greater than themselves. Through my project, I hope to see a change in the conversations we have surrounding sexual assault to ensure the comfort and wellness of survivors.”

Feven Shonga ’25 (Silver Spring, Md.)

“My project aims to support literacy development and early intervention for young Ethiopians with Autism Spectrum Disorder in Philadelphia, PA. I want to broaden the view of literacy by working with programs for autistic people to acknowledge and encourage different forms of literacies in their work, whether it's writing, painting, making music, or more. I also want to focus on the literacy of parents and guardians by assisting them in navigating the internet and other resources to find the best support for their children with autism.

“Being a Lang Scholar means that I have the opportunity to brainstorm ways to help my community in a responsible and beneficial way while working with people who have experience in community service projects, which will allow me to learn from their knowledge and expertise. Through the project, I hope to make a meaningful difference in my community while learning from and collaborating with others who share similar goals.”

Lina Verghese ’25 (Upper Darby, Pa.)

“I grew up in the heart of 69th Street in a township that is recognized as 'The World in One Place.' There, diversity has never been a problem. However, nutrition issues, adjusting to a new city, and feeling part of the community are challenges in Upper Darby. As a Lang Scholar, I hope to create a community kitchen as a space where community members can come together to create cultural dishes and to support each other. 

“Becoming a Lang Scholar is a great way for me to learn about and intervene in issues in my community, while working with a great group of Lang Scholars who are likewise committed to systemic change. Through this project, I hope to connect Swarthmore College to Upper Darby and help tackle nutritional inequality through sustainable means.”

Helena Werneck ’25 (São Paulo, Brazil)

“For the last five years, I have worked with communities in the Serra da Capivara, a rural and very impoverished region in Northeast Brazil, especially with children. With my Lang Project, I intend to continue supporting these communities by focusing on a new group: caregivers. In collaboration with local leaders, I want to develop a caregiver support program, with group sessions facilitated by a social worker. The goals are to bring awareness of positive caregiving habits, develop stronger bonds between schools and parents, and help them with career development.

“The Lang Opportunity Scholarship Program is a unique opportunity to bring Swarthmore to my country, Brazil, and to bring Brazil to Swarthmore, while generating real social change. I hope to cause a long-term transformation in the region I'll be working at, and bring more awareness to the importance and power of supporting caregivers.”

Aqua Withers Carello ’25 (Lawrenceville, N.J.)

“In the United States, voter disenfranchisement resulting from existing voter policy threatens and undermines the U.S. democratic system. A representative democracy requires active and equal participation in elections across demographic lines; voter turnout rates across the United States reflect a lack of both. In the 2020 presidential election, only 51% of voters aged 18-24 cast a ballot. Working with Philadelphia-based youth and minority voter enfranchisement organization PA Youth Vote, I will expand a student-led grassroots organizing model to counties across the critical swing state of Pennsylvania. I seek to register and empower high school and college-age voters, especially within swing counties.

“Being a Lang Scholar means that I will receive the necessary resources, support, and guidance to make this critical project as effective, impactful and sustainable as possible. Through this project, I hope to empower youth across Pennsylvania to take action through their vote on the range of critical issues we are faced with today, and in turn raise youth voter turnout rates for both local and national elections throughout the state.”

LOS Class of 2024

Connor Barrett ’24 (Reading, PA)

“Domestic violence and abuse is an invisible and stigmatized issue: Many people will internalize their experienced violence and never seek help. Many survivors face myriad complications, whether they are at risk for further harm, blame themselves for the harm they faced, and so on. To that end, I intend to provide valuable resources for survivors in Berks County through a partnership with the existing organizations and education on domestic violence prevention." Connor assisted in the development of legislation to provide survivors with access to funding which stabilizes income while they rebuild their lives. 

Khaliun Enkhbayar ’24 (Ulaanbaatar, Mongolia)

“Seventy-seven percent of all deaths in Mongolia are due to preventable and early detectable diseases. As a Lang Scholar, I am aiming to address this reactive, not proactive, nature of the Mongolian health care system and promote equal access to preventative health care in areas of Ulaanbaatar that are subject to environmental injustice. My project is intended to focus on Ger districts, semi-urban clusters of traditional Mongolian yurts around the outskirts of Ulaanbaatar, where people are most exposed to air pollution and other health hazards. In my implementation, I intend to enhance community-based solutions that are hybrid of both technological and conventional interventions." Khali co-created a campaign to raise awareness about preventable diseases and the locally available health check ups that catch these illnesses before it is too late.

Ariza Nanji ’24 (Overland Park, Kan.)

“The mission of my project is to create green-energy jobs through solar-installation training in Chester. I hope to work with community partners both in Chester, PA, and around the United States to create green-energy job opportunities by providing solar-installation training workshops. Low-income communities and communities of color are disproportionately impacted by inaccessibility to affordable and clean energy. The energy produced from renewable resources like solar can help reduce air pollution and greenhouse gas emissions while also being significantly cost-efficient for these communities, which historically spend a greater portion of their income on energy bills. Creating a network for solar installation training can transform the community towards a just transition away from a fossil fuel-dominated area and open new career opportunities within the green economy." The Good Energy Collaborative and network of partners in Chester and Philadelphia continues as a project of the Lang Center's faculty-led program, Environmental Justice and Community Resilience. 

LOS Class of 2023

Daniel Torres Balauro ’23 For Pacific Islanders, the climate crisis does not only represent ecological losses, but also the threat to erase cultures and identities. Despite this fact, the Pacific narrative, alongside many communities on the frontlines of climate change, are often disregarded in the mainstream environmental movement. Daniel’s project aims to address these inequalities by developing a program to equip Pacific Islanders with the political advocacy tools to effectively contribute to national climate justice discourse. In doing so, he hopes to demonstrate that an inclusive advocacy community is not just valuable, but absolutely crucial in achieving both climate and racial justice. “Being a Lang Scholar means that I will have both the financial and networking support to affect important social change in my Pacific community. Through my project, it is my hope to shift the western-centric paradigm of mainstream environmentalism to one that effectively uplifts the stories of frontline communities.”

Aleina Dume ‘23 Aleina’s intended project, “FLI to Graduation,” is a six-week college transition summer program for incoming first-generation and low-income (FLI) students. Through near-peer mentorship, project-based learning, and career exploration, a cohort of New York City high school graduates will develop skill sets to maintain their health and wellness, achieve academic success, and begin to become career-ready. This will be achieved through collaborative workshops and activities that encourage self-expression and community building, which lead to the cohort’s graduation and their completed portfolios. “Being a Lang Scholar means that I get to work with others who are giving back to their community and do the same, both with my own project and in the future as a mentor! My main goal with FLI to Graduation is to create a supportive network for incoming college students that encourages them to develop their confidence and agency and, ultimately, finish a degree.”

Mwangangi Haron Kalii ‘23 Kitui County has long suffered from low literacy levels as well as a low socio-economic status, as compared to the national averages. As a Lang Scholar, Mwangangi intends to create the Elimu Kwanza After-School Program in the Kasaala region of Kitui County, Kenya. This project seeks to enhance economic development by increasing education access in the region. It aims to improve the academic experience for students in this region by offering after-school activities, like clubs and sports, and providing the resources required for students to thrive intellectually and stay in school. “Being a Lang Scholar, means that I get to be a member of a very self-driven group of individuals, who have chosen to tackle very challenging problems in a bid to improve society. I feel honored to be under the tutelage of such experienced social innovators, as I prepare work for my own project. In the short term, I hope to see a shift in the students’ attitude towards school and disincentivize them from dropping out of school. Through this process of retaining students in school, my project aims to see a more economically developed Kasaala in the long term, which will be made possible by having a more educated citizenry.”

Philippe Kame '23 In Cameroon, very few museums exists, and the few that are present are not easily accessible or are just not well known. Yet, individuals' connection to their history and culture is important to understand themselves, but also the people and places around them. Philippe’s project thus aims at improving the accessibility of museums; collections to a wider Cameroonian audience, by digitizing these collections and providing an intuitive and interactive way to engage with this content. “To be a Lang Scholar to me means working with diverse and dynamic individuals to make a better sense of the world and attempt to make a meaningful change. I hope for this to be a meaningful learning  opportunity that pushes the boundaries of my abilities, but also a successful attempt at consequentially giving back to my community.”

Chun Wang '23 "The FreeArt Initiative [Chun's proposed Lang Project] aims to improve disadvantaged children’s access to art education in China. Because of the hukou policy, many migrant students are only able to attend under-resourced schools. The FreeArt Initiative will partner with community-based organizations, university student volunteers, and art galleries to deliver a highly structured art curriculum. As lessons focus on inspiring collaboration, creativity, and critical thinking, students will benefit from improved technical and interpersonal skills as well as interaction with the professional art sector. The first program of FreeArt Initiative will take place in the form of a summer camp, which hopes to reach 25 students and produce one student-led group exhibition."

LOS Class of 2022

Tristan Alston '22 "The relationship between structural racism and the poverty, crime, and social unrest in many urban Black communities is indisputable. Through a youth photojournalism program, I hope to address and dismantle the cyclical traumas and forces of systemic racism in Brownsville, Brooklyn. I hope to create positive, lasting relationships between urban youth of color and the various surrounding disconnected/oppressive populations, and to create social and economic hope in the process. Peace in Focus  [Tristan's proposed Lang Project] reimagines a model of social engagement that transcends community boundaries, and that strives to create collective narratives that center and uplift silenced and marginalized voices."

Luke Neureiter '22 "Peace engineering is an emerging field that encompasses a broad set of methodologies all with the same goal: building, preserving, and promoting peace around the world. Whether it be building renewable and sustainable neighborhoods from the ground up or promoting dialogue to build long-lasting connections, peace engineering includes both people and projects. I am incredibly honored to be a part of the LOS community and am excited at the prospect of helping define what peace engineering means at Swarthmore."

Jolleen Opula ’22 Jolleen will create digital skills training workshops to enable the youth in Kenya to have the skills that will help them access online work opportunities. She also partners with organizations looking for remote support to work with the youth who have gone through the digital skills training.

Eduardo Burgos '22 "Communities of color in the U.S. continue to experience repercussive defects in health equality due to generations of Western colonization, violence, U.S. imperialism, and White supremacy. When considering methods to reduce health care inaccessibility of marginalized populations, larger structural forms of oppression must be taken into consideration. As a Lang Scholar, I envision using nonprofit organizations that serve migrant populations as catalysts for immigration policy change. Direct medical services positively impact communities of the present, but long-lasting change can only be approached using medical inequity experiences as evidence for change. By [facilitating] medical care at migrant work sites, roadblocks to care are reduced and long-lasting health practices can be established."