First-Year Seminar Visits United Nations Headquarters During Trinity Days

‘Dilemma of International Intervention’ Students Get First-Hand Look at Policymaking

​Hartford, Connecticut, October 19, 2016 – Several Bantams kept busy over the recent Trinity Days with a trip to the United Nations headquarters in New York City on Monday, October 10. Visiting Assistant Professor of Political Science Thomas Lefebvre organized the outing for his First-Year Seminar class, “The Dilemma of International Intervention,” in which students reflect on the moral and legal challenges of international interventions – whether they are military, economic, or humanitarian.

Trinity College First-Year Seminar The Dilemma of International Intervention United Nations According to Lefebvre, a goal of the tour was to help students gain a better understanding of the United Nations, especially the policymaking within the various bodies that make up the UN. The students had the chance to visit the Metropolitan Museum of Art in the morning and took a tour of the UN in the afternoon. In addition to witnessing committee meetings, the students were able to tour the UN Security Council (pictured) and the General Assembly.

For one of the students in the seminar, Marlen Miranda ’20, this was her first ever trip to New York. “For me this was an empowering experience,” Miranda said. “Having the opportunity to tour the UN reopened my desire to work for the United Nations and help solve global issues. Being there in the UN and getting to see some of the artwork inside the building helped us truly understand why the UN was created.”

The trip was sponsored in part by Trinity’s Political Science Department and by the First-Year Seminar Program. First-year seminars at Trinity are small, discussion-rich classes in which students and their professor engage one another intellectually on a specific topic. Driven by a faculty member’s passion for a subject, the seminars cultivate curiosity, introducing first-year students to academic habits. Students practice critical reading and analysis, use writing as a mode of learning, and develop essential skills in research and documentation.

Written by Eleanor Worsley ’17