Note that with the exception of the First Year Seminar,
we do not tell you that you must take a particular set of courses. The
eight goals and objectives can be achieved in the context of many different
programs of study. You must work with your faculty adviser to design
a program of study that both meets your interests and fulfills all the
requirements for a degree, including addressing all eight of the goals
and objectives.
The Colleges' curriculum is overseen by the Committee
on Academic Affairs. This committee includes faculty, administrators
and a student representative from Hobart and from William Smith. These
student representatives are appointed by the two student governments.
MAJORS AND MINORS, DISCIPLINARY
AND INTERDISCIPLINARY. Majors and minors are programs of study
that provide you with the opportunity of studying one field or area
of concern in depth. A major typically consists of 9-16 courses, a minor
5-8 courses. The major and minor (or second major) that you select will
be areas that hold particular interest for you, perhaps reflecting potential
career choices.
Majors and minors are defined by the faculty; some are
disciplinary and others are interdisciplinary. Academic disciplines
are generally centered in departments (biology, philosophy, economics,
etc.) and are based on areas of study which have been shared and developed
in common by scholars over time. Disciplinary studies are designed to
impart depth of knowledge about the fundamental questions, the methods
of inquiry and expression, and the literatures of a single, focused
area of study. Interdisciplinary work spans traditional disciplines
and is often prompted by important problems: science and public policy
discussions, environmental issues, urban problems, etc. Interdisciplinary
study broadens understanding and emphasizes the inter-relatedness of
knowledge by reaching across the traditional disciplines and drawing
upon the work of scholars from a variety of disciplines and departments.
At the Colleges, interdisciplinary study is represented by the many
programs in which faculty participate regardless of their department
or discipline: American Studies, Public Policy Studies, Africana Studies,
Environmental Studies, Architectural Studies, Women's Studies, for example.
Interdisciplinary scholars and students often study the same problems
that disciplinary scholars study, but they do so from the perspectives
of several distinct disciplines.
The Colleges' Catalogue and the web-based Guide to Majors
and Minors list all of the Colleges' majors and minors and describe
both requirements and whether they are disciplinary or interdisciplinary.
You can see the Choosing a Major and/or a Minor by going to the Colleges'
home page (www.hws.edu) and following the links for academics. Also
see the "Frequently Asked Questions" section later in this document.
THE EIGHT GOALS. The
eight goals and objectives can be addressed through formal course work
in the context of many different programs of study. You must work with
your faculty adviser to design a program of study that both meets your
interests and addresses the goals and objectives-this is a graduation
requirement. Goals are addressed through formal academic work, i.e.
courses. Only courses in which you received a passing grade can be considered
as evidence for having addressed a goal. After finishing the course
work necessary to address a goal you must complete a Goal Certification
form which must be signed by your adviser. You can find these forms
here: Goal Certification
Forms. (Note that no form is necessary for Goals 1 and 2)
Why do all this stuff about "addressing the goals" when
it would be simpler to have set distribution requirements? First, we
want you to be active in formulating your own program and reflective
about what it means-what all of it means, not just your major or minor.
Thus in petitioning for certification in a goal you must explain to
your faculty adviser how you have addressed that goal. It is your responsibility,
your education. Is this more difficult (both for you and us)? Sure,
but also better. Second, the rich array of disciplinary and interdisciplinary
majors and minors that distinguish HWS offer you the opportunity to
address the goals in many different ways and in many different contexts.
We think that is a good idea and our hope is that you and your adviser
will find ways of addressing all of the goals in the context of the
things you are most interested in. The broad definition of the goals
and flexibility in addressing them makes this more likely to happen.
The eight goals and comments on the types of course work
that may address them are described in greater detail below. These "narrative
expansions" of the goals are your and your adviser's chief guides in
determining how your program of study addresses the goals. Note that
the goals can be divided up into three groups.
Goal 1. The essential skills which serve
as a foundation for effective communication. These include the ability
to read and listen critically and the ability to speak and write effectively.
Beginning with the First Year Seminar and continuing through the completion
of the major, effective communication is an important component of all
course work at the Colleges. Academic work which supports this goal
includes the reading of primary texts, sustained writing experiences,
oral presentation of argument and extensive faculty feedback.
Goal 2. The essential skills which serve
as a foundation for critical thinking and argumentation. These include
the ability to articulate a question, to identify and gain access to
appropriate information, to organize evidence, and to construct a complex
written argument. Critical thinking, argumentation, and reflective reasoning
are the skills that underlie most courses and all major programs at
the Colleges. Work that supports this goal includes research-based papers,
critical and explicative essays, evaluation of competing hypotheses,
and experience in the use of bibliographic and other library resources
to identify literature appropriate to a research problem or area of
investigation. Special opportunities include the Colleges' Honors program
and independent study.
Addressing Goals 1 and 2: Because these goals speak to
foundational skills necessary for any major, completing a major (while
meeting both course and minimum GPA requirements), will address this
goal. Thus you do not have to specifically plan ways in which you will
meet these goals
.Goal 3. The ability to reason quantitatively.
Quantitative reasoning involves an understanding of magnitude and proportion,
the ability to visualize those abstractions, and the ability to apply
them to a problem. Courses in mathematics, the natural sciences, and
the social sciences that require students to work with numbers; to recognize
trends, patterns and relationships represented by those numbers; and
to express conclusions drawn from such evidence, address this goal.
Courses that have typically been used to address this goal include introductory
courses in biology, chemistry, computer science, geoscience, mathematics
and physics. Courses involving statistical analysis in economics, sociology,
and psychology have also been used in support this goal. (for a list
of some of the courses that may be used to satisfy the quantitative
requirement click here Quantitative
list.)
Goal 4. The experience of scientific inquiry
and an understanding of the nature of scientific knowledge. The understanding
of scientific knowledge, in both its promise and limitations, is best
achieved through the direct experience of experimental investigative,
scientific inquiry. Such scientific inquiry involves the development
and experimental testing of competing hypotheses. This will normally
mean a lab-based course in biology, chemistry, geoscience, physics or
psychology. (for a list of some of the courses that may be used to satisfy
the scientific inquiry requirement click here Science
list.)
Goal 5. An understanding of artistic expression
based in the experience of a fine or performing art. This goal exercises
each individual's capacity for artistic expression through direct participation
in a creative artistic endeavor. Courses that typically support this
goal include studio art, music performance, dance, theatre, and creative
writing. (for a list of some of the courses that may be used to satisfy
the artisitic expression requirement click here Artisitc
list.)
Addressing Goals 3, 4, and 5: Students must petition their
adviser for certification in each of these three goals. Your petition
must spell out how your course work addresses the goal. Simply noting
that you completed a particular course is not sufficient.
Goal 6. An intellectually grounded foundation
for the understanding of differences and inequalities of gender, race,
and class. An intellectually grounded foundation for the understanding
of the differences and inequalities of gender, race and class can develop
from courses that explore the historical development and social construction
of difference, illuminate and allow the visualization of the experience
of difference, and/or provide a framework for critique of historical
and or contemporary differences of privilege and the experience of peoples
of different genders, races and classes. Students will generally address
this goal through a combination of courses. Students should address
each element of "race, class and gender" in one or more courses.
Goal 7. A critical knowledge of the multiplicity
of world cultures, as expressed for example, in their languages, histories,
literatures, philosophies, religious and cultural traditions, social
and economic structures, and modes of artistic expression. Courses in
history, literature, language, the social sciences and the arts that
study and explore the multiplicity of world cultures address this goal,
as does the experience of a different culture in an off-campus program.
"Critical knowledge" refers to a broad understanding that allows students
to understand the global complexity of the world and their place in
it; this can include but is not limited to a critique of cultures. Students
will generally address this goal through a combination of courses that
examine at least two distinct cultures.
Goal 8. An intellectually grounded foundation
for ethical judgment and action. An intellectually grounded foundation
for ethical judgment and action derives from a deep, historically informed
examination of the beliefs and values deeply embedded in our views and
experience. Courses that examine values, ethics, social action, social
policy, social justice, and the responsibilities of citizens in contemporary
society address this goal.
Addressing goals 6, 7, and 8: Students must petition their
advisers for certification in these goals explaining how the courses
they identify meet the descriptions above. Your petition must spell
out how your course work in fact addresses the goal. Simply noting that
you completed a particular course is not sufficient. Combinations of
courses, rather than single courses, may more effectively meet these
goals.
FREQUENTLY ASKED QUESTIONS ABOUT
THE CURRICULUM
How do I find out about majors and minors?
All majors and minors are described in the Catalogue and
in the Choosing a Major and/or a Minor. If you know the types of things your
are interested in but don't see any majors or minors that "fit," you
should talk with your faculty adviser about your interests-it is likely
that you can pursue your interests in the context of one of the already
defined majors or minors. If not, you might explore the possibility
of an individual major.
When should I declare my major?
As soon as you are reasonably certain of a major, it is
to your benefit to declare it. When you declare your major, you will
receive an adviser in the major who will be more aware of the nature
of your interests and the opportunities within the program or department
that you should take advantage of. If you later change your mind, there
is not penalty for switching your major. ALL STUDENTS SHOULD DECLARE
A MAJOR BY THE END OF THEIR SOPHOMORE YEAR!
When should I declare my minor?
Because they require less course work, you can delay declaring
a minor until later than a major. However, there is no good reason to
delay declaring a minor that you are reasonably certain of what you
wish to minor in, and lots of good reasons to do so, particularly with
regard to planning your program and addressing the goals. As soon as
you have decided that you would like to attempt a minor, you should
declare it. ALL STUDENTSSHOULD DECLARE A MINOR BY THE END OF THEIR JUNIOR
YEAR!
How do I declare a major or a minor? See the "HWS
Curricular What, When and How" quick reference for more information
on how do to this.
Can I have two majors instead of a major and a minor?
Certainly.
Can I have two disciplinary majors?
Yes, but you must still do an interdisciplinary minor.
In October 1999 the faculty approved a new option for students wanting
to do two disciplinary majors. These students can now work with their
major advisers to develop an individual interdisciplinary minor that
can meet the interdisciplinary graduation requirement. This minor will
comprise a minimum of five courses that address a single problem or
area of inquiry from at least two identifiable disciplinary points of
view. Courses within this minor can include any number of courses from
either of the student's two majors and none of the courses in the minor
must be "unique" to the minor. For more information on this option,
you should speak with your major adviser(s).
Can I have two interdisciplinary majors?
Yes, but you must still do a disciplinary minor. In October
1999 the faculty approved a new policy that allows students doing two
interdisciplinary majors to apply any of their course work (electives
or in either major) to a disciplinary minor without the normal restriction
that three courses must be unique to the minor. Thus if you are doing
environmental studies and public policy as majors, you might use any
of the political science courses in either major to count toward a disciplinary
political science minor. Talk with your adviser for more information
about this option.
Can courses count for more than one major or minor?
Yes, but any major must include at least 6 courses unique
to that major and any minor must include 3 courses unique to that minor.
An important exception to this rule is for students doing two disciplinary
majors or two interdisciplinary majors. These students must still do
a complementary minor (disciplinary to complement two interdisciplinary
majors, interdisciplinary to complement two disciplinary majors), but
the courses in the minor are exempt from the "3 unique to the minor"
rule described above. Note that this exemption is only available for
one minor being used to complete graduation requirements.
What about individual majors? Are they still
an option?
Individual majors are still an option. Students proposing
an Individual Major must work with a faculty sponsor to develop a program
of courses directed at a particular focus or theme. The nature of these
courses and the divisions within the Colleges' in which they are taught
will determine whether an Individual Major is disciplinary or interdisciplinary.
The question of disciplinary versus interdisciplinary will be decided
by the Individual Majors Committee at the time the major is proposed.
What about individual minors?
Individual minors are ONLY possible in the case of students
doing two discplinary majors. See the discussion above about that option.
Students who have ideas for minors we do not currently offer can consult
with the Associate Dean of Faculty who will help them identify alternative
programs, or assist them in contacting faculty who might wish to sponsor
a program. If faculty agree to sponsor a minor, the faculty and student
could then develop and forward to the Committee on Academic Affairs
a proposal for a new minor. If approved by Academic Affairs, this program
would become part of the regular HWS curriculum and would be open to
any student. However, this option is only possible for proposals that
are likely to attract broad interest. Note that the approval process
is not rapid-it typically requires two terms or more.
Can additional minors be proposed by students?
Certainly, but students must convince faculty to sponsor
the programs and oversee them. See the discussion of the preceding question.
Why are some majors listed as "Individual Majors" and
others not?
This has to do with our NY state certification. For more
information, talk with the Associate Dean for Faculty (David Belding).
When can I petition for certification in one of the
goals?
You can petition any time after you have completed the
course work which addresses the relevant goal. See the "How To" section
later in this publication for more details. If I take CHEM 110 which
is on the "list" for goals 3 and 4, why do I have to petition for certification?
The bureaucratic answer is that you have to petition to have that work
officially recognized. More importantly, you must petition because the
process of petitioning starts a conversation between you and your adviser
about your progress toward the degree and your program of study. We
think that conversation is an important one and that asking you to do
will help to ensure that this conversation happens. Asking you to indicate
how your course work addresses a goal also helps you articulate your
understanding of what you are learning and the HWS curricular goals.
Can one course fully address more than one goal?
Yes.
Can a major or minor address one or more goals?
Absolutely. Completing a major or minor means completing
a set of courses-these courses work together in ways which will certainly
address one, and probably several goals. Your major or minor adviser
can talk to you about which goals you might address in the context of
a major or minor.
Suppose I read the description of a goal, and read
the description of a course, but can't decide if a that course should
fulfil a goal? What should I do?
You can talk to your adviser and to faculty teaching a
course. Your adviser has final say in what counts as addressing a goal.
Suppose I declare a double major? Which adviser who
can certify goals?
The declaration of major form has a box on which you declare
one adviser as your primary adviser. This adviser certifies your program
with regard to the goals. Your primary adviser can consult with your
second adviser as needed.
Can advanced placement credits be used to address the
goals?
No. Addressing the goals required college course work.
Can I appeal my adviser's decision not to certify a
goal? How do I do that?
Students can appeal these decisions to a special subcommittee
of the Academic Affairs Committee that will consist of two faculty members,
one student, and one administrator. The process for these appeals is
still being developed. Contact the Associate Dean of Faculty, David
Belding for more information.
