Winter Term Guide
All students must complete three Winter Term projects as a graduation requirement. Each year, students may choose from among over 50 different group projects, or they may design an individual project. There are many factors to consider when planning a Winter Term project and the possibilities are practically endless. The best way to begin project planning is to review the wide range of group projects led by Oberlin faculty and staff members. View group projects at studyaway.oberlin.edu or in the Winter Term catalog and find all Winter Term program details in the Winter Term Student Handbook.
Faculty- and staff-led group projects are also arranged by focus area and listed below:
Explore a new field, immerse yourself in a language, or dive into a topic with an academic focused project. Search available group projects with an academic focus at studyaway.oberlin.edu.
This Winter Term project, led by Professor Wendy Beth Hyman, offered a special opportunity for about a dozen Oberlin students to study several of Shakespeare’s works in the context of the art and culture brought to life so extensively in his plays. Pictured, students visit the Uffizi in Florence, Italy.
Photo credit: Erica Adreini
Create a masterpiece or participate in a group performance with a project focused on artistic work. Search available group projects focused on artistic work at studyaway.oberlin.edu.
This winter-term project offered intensive, experience-based instruction in the operation of hand presses, movable type, and linocuts. Under the guidance of Ed Vermue, Oberlin's special collections/preservation librarian, students designed and printed a creative project.
Photo credit: Yevhen Gulenko
Gain real-world experience and explore career options with an internship or a project focused on career development. Search available group projects focused on career development or internships at studyaway.oberlin.edu or visit Career Exploration and Development, Office of Fellowships and Awards, or Conservatory Professional Development to learn about additional opportunities.
Avery Resor, Catherine O'Hare, and Tessa Emmer (not pictured) founded Salt Point Seaweed as a means to provide delicious hand-harvested seaweed to health-focused and environmentally-conscious consumers. The trio prepared their project for the LaunchU pitch competition.
Photo credit: Yevhen Gulenko
Connect with communities and build partnerships with a project focused on community engagement. Search available group projects focused on community engagement at studyaway.oberlin.edu or visit the Bonner Center for Community-Engaged Learning, Teaching, and Research or serve.oberlin.edu to learn about engagement opportunities locally, nationally, and globally.
Scott Seiler '20 tidies up the food pantry at Oberlin Community Services.
Photo credit: Marissa Camino
Explore the world with an international project, either with a group or individually. Search for international group projects at studyaway.oberlin.edu or visit the Office of Study Away to discuss individual options.
Students with Professor Charles McGuire get background information on the Foundling Museum prior to visiting it. The museum tells the history of the Foundling Hospital, the UK’s first children’s charity and first public art gallery.
Photo credit: Kira McGirr
Engage in a project focused on personal growth and reflection. Search available group projects focused on personal development at studyaway.oberlin.edu.
Ken Kitahata ’20 takes pool training in Carr Pool to earn his scuba diving certification. The winter-term project ended with an optional trip to Cozumel, Mexico, where Kitahata applied his newly acquired skills.
Photo credit: Steve Bowles
Advance a field of inquiry and make new connections with a project focused on research, either self-directed or faculty-led. Search available group research projects at studyaway.oberlin.edu or visit the Office of Undergraduate Research. Additional information about faculty research interests can be found by department. Some research projects may require IRB approval.
Cecelia Tannous-Taylor ’19 (left) and Matt Berry ’20 use immunohistochemistry to stain brain tissue in order to visualize a marker of neuronal activity.
Photo credit: Yevhen Gulenko