The newest recipients of the Eugene M. Lang Opportunity Scholarship (LOS), four Swarthmore sophomores will embark on an array of projects around the world, collaborating with partners to effect change.

A signature program of the Lang Center for Civic and Social Responsibility, LOS supports innovative efforts of students working on issues of social concern in deep consultation with community members.

“We're thrilled to be working with the LOS Class of 2027," says Ben Berger, executive director of the Lang Center and associate professor of political science. "They aim to link their academics with action both locally and abroad and the Lang Center is here to support them every step of the way."

“From removing lead in drinking water in Chester and supporting adolescents through narrative interventions in Philadelphia, and from mentoring undocumented students on the path to higher education and  creating community among teachers in Britain and recent arrivals from Hong Kong,” he adds, “our students will work with community partners in the US and abroad to design and sustain Lang Projects.”

“This new cohort of Lang Scholars will dedicate years of their lives to communities with whom they are deeply connected, and work together to create lasting social impact," says Jennifer Magee, director of program development, implementation & assessment at the Lang Center, who advises the scholars. She adds, “they will identify upstream causes and downstream effects of pressing societal problems, and engage in systems thinking for social change. It is inspiring, exciting, and sometimes daunting work. I am honored and humbled to support these inspiring students through it all.”

Below, the students shed light on their upcoming projects as well as the opportunity presented to them as Lang Opportunity Scholars.

Amelia Crill ’27 (Bellevue, Wash.)

Through data collection and community education regarding lead contamination, Crill's proposed project aims to fill existing gaps in data and knowledge, helping promote community health in Chester, Pa.
 
“There is an unprecedented amount of funding to remove lead from drinking water, paint, and other sources of contamination. However, a lack of stringent regulations, poor enforcement policy, and disconnects between funding and those who need it put everyone, but especially environmental justice communities like Chester, at risk. Conversations about community resilience in Chester emphasize empowering younger generations, but lead, a neurotoxin, is especially detrimental to children’s development.

“This project will help me understand, through experience, what it means to engage in community-oriented, impact-driven research, a learned responsibility I hope to carry throughout my future scientific career. There is insufficient awareness about toxic contamination in Chester, particularly on how to access remediation, so I hope my project produces something tangibly impactful that helps community members advocate for themselves and take advantage of existing resources.”

Sarah Cymrot ’27 (Washington, D.C.)

Cymrot's proposed project, Patient’s Notes, will consist of a series of Philly-area illness narrative workshops which will support adolescent patients in writing their stories in the wake of medical trauma. These workshops could lead to the development of a curriculum to contribute to the growing conversation around the role of the humanities in health care.
 
“Serious illnesses are transformational — oftentimes deeply destabilizing — life events which force a reconceptualization of our identities and place in the world around us. In the face of these challenges, narrative construction presents itself as an effective intervention, with the potential to serve as a sense-making and empowering tool.

“As I celebrate the fifth anniversary of a stroke that I survived in early adolescence, I am just so grateful for this opportunity to support other young people in the work of recovery. I am eager to dive into this exploration of the role of storytelling in the health care setting and honored to be joining the incredible community of Lang Scholars, past and present.”

Pedro Ennes ’27 (Elizabeth, N.J.)

Chung Sze Kwok ’27 (Surrey, England)

Kwok’s intended project seeks to create space for constructive dialogue between local teachers and recent arrivals from Hong Kong, and engage teachers as scholar-practitioners in the creation and curation of resources to support the continuing development of thoughtful, informed, and culturally sustaining pedagogical practices.
 
“Since the launch of a bespoke visa program for Hong Kong British nationals (overseas) in 2021, the U.K. has seen an unprecedented wave of immigration from Hong Kong. Consequently, schools across the country are welcoming increasing numbers of new immigrant students, who face unique and varied socio-emotional and academic challenges within and beyond the classroom.

“Being a Lang Scholar is both a daunting responsibility and a door-opening opportunity which will provide me with unparalleled support in actively grounding my Swarthmore coursework in the context of topical issues at home. I am incredibly grateful to all my professors, mentors, community partners, friends, and family members who have already been thinking critically with me about these connections. Through my project, I hope to explore ways to better the school experiences of Hong Kong immigrant students and families by contributing to the development of more thoughtful and culturally aware teaching practices among educators in and around my local area."