Amherst College Catalog Section I.Pdf
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Visitor's Guide
AREA VISITOR GUIDE 2009-2010 AMHERST AND HADLEY ANNIVERSARY EDITION AMHERST AREA CHAMBER OF COMMERCE 28 AMITY STREET • AMHERST, MA 01002 413-253-0700 www.amherstarea.com Rich in history, natural beauty, cultural attractions, and fine shopping and dining, the Amherst area is perfect for a day...a weekend getaway...a six-month sabbatical...or the rest of your life! Take in an exhibit at one of our world-renowned museums. Hike an extensive trail network through beautiful meadows and mountains. And finish your day with a gourmet meal featuring cuisine from almost any corner of the world. Spend the night at a charming Victorian Inn, a comfortable bed-and-breakfast, or a gleaming new hotel with all the amenities—the choice is yours, and all within a 10-minute drive of our vibrant downtown, with its elegant boutiques, bookstores, cafes and specialty shops. We hope that you enjoy your stay in the Amherst area. Please tell your host that the Chamber sent you! Into our Rich History....................... 3 Amherst 250th Anniversary, Hadley 350th Anniversary Into a Living Past.......................... 5 Museums, historic sites, literary heritage A Vibrant Present.......................... 8 Art museums, galleries, art events Stepping Out for Fun...................... 10 Live performance, seasonal entertainment, family attractions, health and fitness, fun on the farm Educational Resources .................... 16 Area colleges and resources Calendar of Events........................ 17 Maps ................................... 18 Town of Amherst, regional highways, interstate highways Downtown Amherst ...................... 20 Directions ............................... 22 Driving directions, transportation Get Closer to Nature ...................... 23 State- and town-sponsored parks, Table of Contents Table outdoor recreation Shopping................................... 26 Restaurants ............................. 29 Accommodations........................ -
Archived News
Archived News 2011-2012 News articles from 2011-2012 Table of Contents Lauren Busser '12 talks about the fears and hopes Nicoletta Barolini '83 interviewed by Bronxville of a college senior ............................................... 9 Patch about "Flatlands" exhibit........................ 19 Literature faculty member Nicolaus Mills The Los Angeles Times calls writing professor compares Obama's reelection campaign to that of Scott Snyder "one of the fastest-rising stars in FDR in Dissent.................................................... 9 comics" ............................................................. 19 Sabina Amidi '11 and Kayla Malahiazar '12 Gary Ploski MFA '08 wins best acting honors for explore Beirut's LGBT community in new short film Objects of Time ................................ 19 documentary........................................................ 9 Tennis players Maddy Dessanti '14 and Kayla Writing faculty member Scott Snyder revamps Pincus '15 take home conference honors for Batman and Swamp Thing for DC Comics......... 9 excellent play.................................................... 20 Cellist Zoe Keating '93 profiled on NPR's All Americans for UNFPA's 2011 international Things Considered ............................................ 10 honorees to speak at SLC ................................. 21 Alexandra Pezenik '14 "Spotted on the Street" by Author to speak about Eleanor Roosevelt on The New York Times ......................................... 10 October 11 ....................................................... -
Amherst Seventy-First Annual Report to Secondary
Seventy-First Annual Report Amherst to Secondary Schools First-Year Students in the Class of 2021 A SNAPSHOT | NOVEMBER 13, 2017 Student Background Profile Student Academic Profile 51% are men; 49% are women 83% finished in the top 10% of their class 56% are receiving scholarship or grant aid (of those with reported rank) 43% self-identify as U.S. students of color (204 students) 22% of those ranked are valedictorians 11% African-American (50 students) 39% were admitted through Early Decision 14% Asian-American (67 students) Mean SAT scores (reported SAT scores 11% Latinx (54 students) are March 2016 and after): 6% Multiracial (29 students) evidence-based reading & writing 742 1% Native American (4 students) math 750 20% are Pell Grant eligible Mean ACT score: 33 1 1 % are first-generation college students Secondary schools represented in the 8% are non-U.S. citizens class: 388 Students come from 39 states, including Puerto Rico and 24 foreign countries Men Women Total Applied 4,125 (44%) 5,160 (56%) 9,285 Admitted 601 (50%) 597 (50%) 1,198 Enrolled 241 (51%) 230 (49%) 471 For the Class of 2021, 502 students applied under the Early Decision option; 172 students enrolled. Statistics for the Past Decade Year Number of Number of Number of Students Students Students Applied Admitted Enrolled 2007 6,680 1,175 (18%) 474 (40%) 2008 7,745 1,144 (15%) 438 (38%) 2009 7,679 1,227 (16%) 467 (38%) 2010 8,099 1,240 (15%) 490 (40%) 2011 8,461 1,127 (13%) 461 (41%) 2012 8,565 1,110 (13%) 463 (42%) 2013 7,927 1,132 (14%) 466 (41%) 2014 8,478 1,173 (14%) -
Full Fin Aid Sarah Lawrence College Georgia Institute of Technology Amherst College Skidmore College Gettysburg College Bard
Full Fin Aid Sarah Lawrence College Georgia Institute of Technology Amherst College Skidmore College Gettysburg College Bard College Smith College Gonzaga University Barnard College Stanford University Goucher College Bates College Swarthmore College Hampshire College Bennington College The College of Wooster Harvey Mudd College Berea College Tufts University Haverford College Bowdoin College Union College Hendrix College Brandeis University University of Pennsylvania Hobart and William Smith Colleges Brown University University of Rochester Howard University Bryn Mawr College Vanderbilt University Illinois Institute of Technology Bucknell University Vassar College Indiana University-Purdue University Indianapolis Carleton College Wellesley College Ithaca College Claremont McKenna College Wesleyan University Lesley University Colby College Whitman College Loyola Marymount University Colgate University Williams College Loyola University Chicago Colorado College Yale University Loyola University Maryland Columbia University Partial Fin Aid with Tuition Marist College Cornell University ($20,000/yr - $30, 000/yr) McDaniel College Dartmouth University Ashesi University Michigan State University Davidson College Babson College Mills College Deep Springs College Berkeley College of Music Morehouse College Denison University California Institute of Technology Occidental College Dickinson College Chapman University Ohio Wesleyan University Duke University Clark University Pepperdine University Georgetown University College of William and Mary -
Hiram E. Chodosh ______HIRAM E
Hiram E. Chodosh ___________________________________________________________________________________________________________________________________________________________________________________________ HIRAM E. CHODOSH PRESIDENT AND PROFESSOR OF THE COLLEGE CLAREMONT McKENNA COLLEGE PROFESSIONAL EXPERIENCE Claremont McKenna College, Claremont, California President and Professor of the College (from July 2013) Chair, Council of Presidents, The Claremont Colleges (2016-2017) University of Utah, S.J. Quinney College of Law, Salt Lake City, Utah (2006-2013) Dean and Hugh B. Brown Presidential Professor of Law Senior Presidential Adviser on Global Strategy Case Western Reserve University School of Law, Cleveland, Ohio (1993-2006) Associate Dean for Academic Affairs Joseph C. Hostetler–Baker & Hostetler Professor of Law Director, Frederick K. Cox International Law Center Indian Law Institute, New Delhi, India, (2003) Fulbright Senior Scholar Cleary, Gottlieb, Steen & Hamilton, New York City (1990-1993) Associate Orion Consultants, Inc., New York City (1985-1987) Management Consultant GLOBAL JUSTICE ADVISORY EXPERIENCE Government of Iraq, Director, Global Justice Project: Iraq (2008-2010) United Nations Development Program (Asia), Adviser (2006-2007) World Bank Group, Adviser (2005-2006) International Monetary Fund, Adviser (1999-2004) U.S. State Department, Rapporteur (1993-2003) Page 1 of 25 Hiram E. Chodosh ___________________________________________________________________________________________________________________________________________________________________________________________ -
5A Few Bold Institutions
THE FIVE COLLEGE CONSORTIUM A few bold 5institutions In 1965, the Pioneer Valley’s four colleges, 1. Amherst College, 2. Mount Holyoke College, 3. Smith College, and the 4. University of Massachusetts Amherst, were experimenting with innovative ideas in higher education. One of those ideas was 5. Hampshire College, a radical student-centered model. The big idea, though, was sharing resources through an inter-college consortium. So what does that mean now? Your resources are multiplied by five. You can take classes, borrow books, play club sports, eat food, join clubs, and attend events at the other four campuses. You’ll make friends all across the Pioneer Valley. And for a college where students create their own programs of study, this is especially awesome. 3 WHO WE ARE The (really, really) 4,600+ big picture cross registrations for classes this year 30,000 undergraduate students Hampshire College Amherst College Mount Holyoke College foreign- 2,200+ Smith College 4 language faculty members UMass Amherst Five College majors: 70+ offerings Architectural Studies 5 Astronomy campuses Dance Film Studies 900+ student groups 9 million volumes within the Five College Library System 6 average number of 75+ courses Hampshire 17 intercollegiate students take in the certificate programs sports teams consortium over their four years 4 5 In addition to promoting each institution’s majors and programs, Five Colleges, Inc. sponsors learning centers, collaborative programs, additional certifications, and accelerated master’s programs. FIVE COLLEGES, INC. FIVE COLLEGE MAJORS | Astronomy, Film The link across Studies, Dance, Architectural Studies CERTIFICATE PROGRAMS | Approved by a campuses committee of Five College faculty, these certificates demonstrate extensive work in your field and are awarded with your bachelor’s degree. -
Wellesley College Bulletin
ANNUAL REPORTS NUMBER OF THE WELLESLEY COLLEGE BULLETIN - WELLESLEY, MASSACHUSETTS SEPTEMBER I947 ANNUAL REPORTS NUMBER OF THE WELLESLEY COLLEGE BULLETIN SEPTEMBER 1 9 47 Bulletins published seven times a year by Wellesley College, Weliesley 81, Massachusetts. April, three; September, one; October, two; November, one. Entered as second-class matter, February 12, at the Post 1912, Office at Boston, Massachusetts, under the Act of July, 1894. Additional entry at Concord, N. H. Volume 37 Number 1 CONTENTS Report of the President 5 Appendix: Faculty Academic Biography of New Members for 1947-48 . .16 Leaves of Absence in 1947-48 19 Changes in Rank in 1947-48 19 Resignations and Expired Appointments, June, 1947 . 20 Publications of the Faculty, 1946-47 21 Lectures, Concerts, and Art Exhibitions, 1946-47 Lectures 28 Sunday Services 32 Concerts 33 Exhibitions Art . 33 Summer Conferences, 1947 34 Academic Statistics, 1946-47 35 Scholarships, 1946-47 39 Report of the Treasurer 40 REPORT OF THE PRESIDENT To the Trustees of Wellesley College: I have the honor to submit the report for the year 1946-47, the seventy-second session of Wellesley College. The Board of Trustees This year is marked by the termination of the chairmanship of Robert G. Dodge who has for twenty-four years been a mem- ber of the Board and for seventeen years its chairman. We have had many occasions on which to try to express the appreciation of the College for Mr. Dodge's magnificent service. All those efforts are inadequate to express the indebtedness we feel for the clarity of his vision, the soundness of his judgment, the keenness of his insight, and the strength of his kindness and generosity. -
TRANSCRIPT KEY ALL DEGREES INFORMATION UNDERGRADUATE DEGREES INFORMATION Bachelor of Arts Course Grades: B.A.,BLS, M.A., Ph.D
WESLEYAN UNIVERSITY OFFICE OF THE REGISTRAR TRANSCRIPT KEY ALL DEGREES INFORMATION UNDERGRADUATE DEGREES INFORMATION Bachelor of Arts Course Grades: B.A.,BLS, M.A., Ph.D. Bachelor of Liberal Studies Letter Description Percentage Office of the Registrar: (860) 685-2810 A Excellent 95 B Good 85 For students entering in or after the fall of 2000 the graduation requirements for the C Fair 75 Bachelor (BA, BLS) degree is the satisfactory completion of 32 course credits. From D Unsatisfactory Pass 65 September 1963 until May 2000, the graduation requirement was the satisfactory E Failure 55 completion of 34 course credits. The unit of credit is the semester-course. Academic F Bad Failure 45 work prior to September 1963 and transfer course work for which hour credit was These letter grades may be qualified by the use of plus and minus signs. The awarded have been converted to Wesleyan course equivalents. percentage values are as follows: A+: 98.3, A-: 91.7, etc. For students entering in or after the fall of 2000 each Wesleyan course credit is worth Other symbols used: 4.00 semester-hours and 6.00 quarter-hours. For students who entered prior to the fall CR - Credit without Grade of 2000 each Wesleyan course credit is worth 3.50 semester-hours or 5.50 quarter- P - Passing but No Credit hours. U - Unsatisfactory, No Credit AU - Auditor in Course, No Credit Beginning with the academic year 1963-64, courses that include a scheduled IN - Incomplete laboratory of three or more hours weekly are indicated by the notation LAB following W - Withdrew from Course, No Credit the course title. -
Report of the Working Group on Williams in The
DRAFT Report of the Working Group Williams in the World Working Group Members: Jackson Ennis, Class of 2020 Jim Kolesar ’72, Office of the President Colin Ovitsky, Center for Learning in Action Noah Sandstrom, Department of Psychology and Neuroscience Program Sharifa Wright ’03, Alumni Relations February 2020 1 Table of Contents Background……………………………………………………………………………………….. 3 Our Work…………………………………………………………………………………………. 6 Themes……………………………………………………………………………………………. 6 Aspirations for the next decade……………………………………………………………………7 Guiding Principles………………………………………………………………………………... 9 Recommendations……………………………………………………………………………….. 12 To Close…………………………………………………………………………………………. 14 Appendices 1: Williams in the World charge………………………………..……………………….…........ 15 2: Summary of Outreach…………………………………………………………………….…. 16 3: Tactical and Tangible Ideas That Arose From Outreach……………………………….……. 18 4: Centers for Engaged Learning or Scholarship at Several Peer Schools……………………... 21 2 Background The story of Williams’s engagement in the world is long and interesting. We have space here only to summarize it. For most of its life, Williams understood itself as a “college on a hill.” Students withdrew here to contemplate higher things before heading back into the “real world.” The vocation of faculty was to pass on that knowledge, while staff supported the operation by managing the day-to-day. Over time, however, all of these lines blurred. The beginning may have come in the early 1960s, when students formed the Lehman Service Council to organize their projects in the local community. Two student-initiated programs, the Williamstown Youth Center and the Berkshire Food Project, still thrive. In the way that the student-formed Lyceum of Natural History, some of whose interactions with other cultures we now question, eventually led to the introduction of science into the curriculum, so too in time did the engagement seed germinated in the Lehman Council disperse widely through the college. -
Wellesley College Self Study Package
WELLESLEY COLLEGE ACCREDITATION SELF-STUDY JANUARY 2019 WELLESLEY, MASSACHUSETTS w 106 Central Street, Wellesley, MA 02481 Table of Contents Institutional Characteristics Form ................................................................................................ i Table of Commission Actions, Items of Special Attention, or Concerns .................................. ix Introduction ................................................................................................................................. x Institutional Overview .............................................................................................................. xiii STANDARD 1: MISSION AND PURPOSES ........................................................................... 1 STANDARD 2: PLANNING AND EVALUATION ................................................................. 5 STANDARD 3: ORGANIZATION AND GOVERNANCE ................................................... 15 STANDARD 4: THE ACADEMIC PROGRAM ..................................................................... 23 STANDARD 5: STUDENTS .................................................................................................... 37 STANDARD 6: TEACHING, LEARNING, AND SCHOLARSHIP ...................................... 53 STANDARD 7: INSTITUTIONAL RESOURCES ................................................................. 69 STANDARD 8: EDUCATIONAL EFFECTIVENESS ........................................................... 83 STANDARD 9: INTEGRITY, TRANSPARENCY, AND PUBLIC DISCLOSURE -
Engaged with the World: a Strategic Plan for Wesleyan University, 2005-2010
ENGAGED WITH THE WORLD: A STRATEGIC PLAN FOR WESLEYAN UNIVERSITY, 2005-2010 TABLE OF CONTENTS I. OVERVIEW 1-4 II. ACADEMIC EXCELLENCE 5-13 A. Strengthen the Essential Capabilities B. Prepare our Students to Be Engaged in a Global Society C. Increase Student Participation in Sciences and Build Science Facilities to Accommodate New Needs D. Use Advising to Strengthen Curricular Goals E. Improve Curricular Choices and Enhance Faculty Resources F. Add Infrastructure to Support Learning, Teaching, and Scholarship Provide Academic Resources to Support Today’s Students Capitalize on Successful Library and ITS Collaboration to Improve Services Enhance the Use of Technology as a Pedagogical Tool Create a Secure Foundation for the Center for Faculty Career Development III. CAMPUS COMMUNITY 13-18 A. Enhance Admission Competitiveness and Outreach B. Engage Diversity as an Educational Asset C. Facilitate Interaction of Faculty and Students Outside of the Classroom D. Build and Remodel Residential Facilities to Support Educational Initiatives E. Strengthen and Develop Environmental Stewardship IV. EXTERNAL RELATIONS 18-21 A. Strengthen the Ties between Wesleyan and the Middletown Community Expand Volunteerism Continue Collaboration in Main Street Initiatives Continue Collaboration in Green Street Arts Center B. Expand Wesleyan’s Presence in the Region through Continuing Studies C. Strengthen Wesleyan's Presence in State and Federal Educational Matters V. EXTERNAL AND INTERNAL COMMUNICATIONS 21-23 A. Increase Visibility in the Public Media B. Deepen Alumni and Parent Engagement through Improved Communications C. Improve Internal Communications 1 Strategic Plan VI. FACILITIES 23-24 VII. FINANCE 24 VIII. FUNDRAISING CAPABILITY 24-25 APPENDICES 1. Essential Capabilities 26-27 2. -
Fall 2020 Report on Assessment September 2020
Fall 2020 Report on Assessment September 2020 Full Report The report that follows represents a departure from the standard format of the Fall assessment report to the Board of Regents. Typically, the Assessment Committee uses the Fall report to communicate results from institution-wide assessment surveys or instruments administered to students during the prior academic year. These instruments follow a three-year rotation. For 2019-20, the scheduled instrument was the HEDS (Higher Education Data Sharing) Consortium Research Practices Survey (RPS). However, in consulting with library staff, who were originally involved in the creation of the HEDS RPS and are the primary users of the data, we made the decision to discontinue this survey instrument. The consensus was that the survey is somewhat outdated and no longer directly relevant for understanding students’ informational literacy skills. There is interest among college librarians in identifying a replacement instrument that will be consistent with the newly developed ILOs specifically tailored to the library's engagement with first-year courses. However, the excess demands placed on library staff due to COVID-19 and the resulting shift away from regular in-person teaching has delayed these conversations. Although there were not any scheduled institutional instruments administered last year, the Assessment Committee presents this report to update the Board on the wealth of other assessment-related activities that took place in 2019-20 and the many changes to assessment occurring at St. Olaf in the coming year. HEDS COVID-19 Institutional Response Student Survey In response to the COVID-19 pandemic and the abrupt shift to remote teaching made by many institutions, the Higher Education Data Sharing (HEDS) Consortium developed a COVID-19 Institutional Response Student Survey that institutions could use to gain feedback from students on the institution’s response to the pandemic, students’ worries and concerns, and their experiences with remote learning.