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I wasn't able to study abroad for a full year because I had requirements that I could have fulfilled earlier in my Hamilton career. Advisors should be more familiar with an advisee's potential concentration's requirements and help students plan ahead!

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1) Resist the urge to impose distributional requirements and, instead, accentuate grit, in conjunction with lifelong and efficient learning. I chose Hamilton, in part, owing to its open curriculum and I couldn't be happier with my choice years later. Having majored in a social science field at Hamilton, I have gone on to study law and the natural and physical sciences at rigorous and respected institutions. Although my exposure to the sciences and quantitative analysis was minimal at Hamilton, in view of the motley of courses that I had taken in different fields while there,  I was able to teach myself many new concepts not only in the sciences but also in mathematics. Hamilton furnished me with a potent blend of analytical and critical thinking tools that allowed me to prosper wherever I was, irrespective of the field and the fact that, before college, I had attended an inner-city urban school that poorly prepared me. 2) Also, expand departments (e.g., Russian Studies, World Politics Italian, and so on) that focus on analyzing American culture with an attitudinal outlook informed by globalism. By having learned about others' countries and literary cultures, I was able to contextualize the progresses that we've realized here in America. 3) Teach mindfulness and other stress management skills. Too often at Hamilton, I found myself working many hours to succeed in my classes. Later, via mindfulness and other media, I learned the importance of balance.  4) Lastly, create an entrepreneurship center focused on providing seed funding to students who have the merits and drive to found and develop their own companies. This would raise the college's profile and furnish students with the skills needed to prosper at an exceptional level in the 21st century and beyond. 

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1) Resist the urge to impose distributional requirements and, instead, accentuate grit, in conjunction with lifelong and efficient learning. I chose Hamilton, in part, owing to its open curriculum and I couldn't be happier with my choice years later. Having majored in a social science field at Hamilton, I have gone on to study law and the natural and physical sciences at rigorous and respected institutions. Although my exposure to the sciences and quantitative analysis was minimal at Hamilton, in view of the motley of courses that I had taken in different fields while there,  I was able to teach myself many new concepts not only in the sciences but also in mathematics. Hamilton furnished me with a potent blend of analytical and critical thinking tools that allowed me to prosper wherever I was, irrespective of the field and the fact that, before college, I had attended an inner-city urban school that poorly prepared me. 2) Also, expand departments (e.g., Russian Studies, World Politics Italian, and so on) that focus on analyzing American culture with an attitudinal outlook informed by globalism. By having learned about others' countries and literary cultures, I was able to contextualize the progresses that we've realized here in America. 3) Teach mindfulness and other stress management skills. Too often at Hamilton, I found myself working many hours to succeed in my classes. Later, via mindfulness and other media, I learned the importance of balance.  4) Lastly, create an entrepreneurship center focused on providing seed funding to students who have the merits and drive to found and develop their own companies. This would raise the college's profile and furnish students with the skills needed to prosper at an exceptional level in the 21st century and beyond. 

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Stats requirement (sorry): I think all students should have SOME core classes that are required. I was a comparative literature major at Hamilton, and assumed my career would never need statistics or quantitative classes. Four years after graduating, I'm working in counseling psychology, and need a deeper understanding of statistics than I ever thought I would. If I had known how many unexpected fields require a strong understanding of data and statistics, I would have taken more of these classes at Hamilton. I love the open curriculum at Hamilton, and it was one of the reasons I chose the school. That being said, the 19-year-old-me would have been better served to have a few core requirements, or strong recommendations, given the flexibility of a liberal arts education and the many, many fields students can find themselves in after graduating. 

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Stats requirement (sorry): I think all students should have SOME core classes that are required. I was a comparative literature major at Hamilton, and assumed my career would never need statistics or quantitative classes. Four years after graduating, I'm working in counseling psychology, and need a deeper understanding of statistics than I ever thought I would. If I had known how many unexpected fields require a strong understanding of data and statistics, I would have taken more of these classes at Hamilton. I love the open curriculum at Hamilton, and it was one of the reasons I chose the school. That being said, the 19-year-old-me would have been better served to have a few core requirements, or strong recommendations, given the flexibility of a liberal arts education and the many, many fields students can find themselves in after graduating. 

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Collaboration between Humanities with R1 institutions. 

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Collaboration between Humanities with R1 institutions. 

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The Mellon Foundation is interested in fostering inter-instituional collaborations between research institutions and liberal arts colleges. The Humanities Center would like to collaborate with regional R1 institutions (Cornell, Rochester, Syracuse) to create a program that brings new PhDs to Hamilton as teaching post-docs and sends Hamilton faculty to R1 institutions as one- or two-semester research fellows. This exchange would provide time and resources for recent PhDs to teach in the ideal liberal arts setting that is Hamilton College in order to encourage greater interest in a career in teaching at a liberal arts college or possibly Hamilton. The Humanities Center would be interested in identifying themes or questions shared by two post-docs as a way to explore areas of the curriculum not covered by Hamilton faculty. In order for this post-doctoral cohort to thrive here, members of Hamilton's faculty would need to commit to serving as mentors, which the director of the Humanities Center could orchestrate. Ideally, this requires a dedicated space such as a Humanities Center in order to create a milieu in which the post-docs, Hamilton faculty, and students could meet regularly to discuss the questions at the heart of the research concerns of a particular post-doc cohort. We might, for example, invite two post-docs who work in different ares of the Humanities concerned with the built and natural environment–which is the theme of the Asian Studies post-doc program beginning in 2017. We might invite PhDs who work on different areas within the Islamic world, or young scholars whose work is comparative and cross regional, particularly Latin America and Africa. Whatever the theme, the Humanities Center could develop ways to identify particular areas or disciplines within the Humanities and conceivably beyond that will introduce the liberal arts teaching environment to new PhDs, who would, in turn, introduce recent scholarly trends to Hamilton’s faculty. The other side of the exchange would provide release time and resources to Hamilton faculty who submit proposals to conduct research at one of the three participating research institutions.

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As a group, Hamilton students are a sophisticated, cosmopolitan group of students. Many spend a semester abroad, gaining appreciation for the world outside the U.S. But for all of the emphasis on superficial physical diversity (gender, racial, ethnic, sexual), little emphasis is paid to diversity of thought; which should be paramount in a liberal arts college. To the contrary, there is a bias, often hostility, towards ideas outside the stereotypical liberal college bubble - by many students and professors. It's fine to stay liberal, but provide some counter perspective.

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Humanities Student Curatorial Internship program

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Humanities Student Curatorial Internship program

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Humanities Curatorial Fellowship/Internship program to enable students to deploy the critical writing and thinking skills that are a hallmark of a Hamilton education in a broader regional context of upstate New York. This program will fund students to gain the training necessary to curate a significant amount of narrative or visual materials to be presented in an exhibition in Burke Library, Wellin Museum (or possibly at libraries or museums in the region), and/or in digital format. The program will focus on the procedures of collecting, problems of critically assessing, and the challenges of presenting large amounts of materials in accessible ways to the public. Student fellows/interns will work with at least one faculty advisor to develop a topic and identify the materials necessary to curate an exhibition; they will also meet with Hamilton librarians, DHi staff, and museum staff at Wellin. A more ambitious program could include meetings with staff at regional museums, such as MWPAI, Everson, Fenimore, Oneida Community Mansion House, historical societies, and local archives. This program draws from the existing model of Doran Larson’s American Prison Writing Archive to explore the possibilities of developing similar projects. The aim of the program is to focus on distinctively humanistic modes of thinking and inquiry to help students develop practical areas of expertise that are essential to careers in academic, publishing, museum, or archival professions as well as in a wide array of other private- and public-sector undertakings. (Humanities Center Advisory Committee)

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Interdisciplinarity is by nature collaborative; it requires sustained intellectual engagement among scholar-teachers who work collectively by bringing to bear the insights and methods of particular disciplines on shared questions or problems. The outcomes of these engagements include co-taught courses and scholarly production that takes multiple perspectives into account. The goals of all such work are a more nuanced understanding of the complexities of the issues at stake and a broader more accessible analysis of those problems. The Humanities Center’s Interdisciplinary Collaborations program has sponsored two initiatives this spring that, we believe, could serve as a productive model for the College's commitment to fostering a more engaged intellectual milieu. Assistant professors Pavitra Sundar (Literature and Creative Writing) and Celeste Day Moore (History) have organized a series of faculty seminars on the cultural, aesthetic, and technological dimensions of sound. Visiting assistant professors Tracy Cosgriff (Art History) and Andrew Rippeon (Literature and Creative Writing) have organized a series of public talks and seminars that consider how study of the book can drive faculty, staff, students, and even institutions to more broadly reconsider the very nature of the liberal arts. The greatest effect of these collaborative endeavors is the formation of concrete means by which members of the community can think collaboratively, creating a richer culture of intellectual engagement on campus that benefits faculty, students, and staff. (Humanities Center Advisory Committee)

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Better Access to A Proper Course of Study on Race

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Better Access to A Proper Course of Study on Race

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It wasn't until after graduating from Hamilton and working in a more ethnically and racially diverse environment that I realized how underprepared I was to talk about race. Race studies at Hamilton tend to be compartmentalized into ethnic and women's studies courses, so students who do not take those courses do not receive that education. I think Hamilton can do a better job of integrating discussions about race and racism across the curriculum, and professors should be developed and held accountable for preparing students for citizenship in a racially diverse democracy.
-Annie Phillips, '13

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- Personal money managment class (possibly manditory).
-Coping skills class for stress: academic and personal ( maybe three 1/2 credit classes, like gym classes). Perhaps taught by hired counselors at Hamilton.
-More freshman advising, with meeting scheduled, on classes to take. Idea: Freshman 1st semester one Pass/Fail class even if it is a field the student may want to major in, then if major in it, can pull up grade and apply to GPA. Clear instructions on how Freshman are to switch a class, maybe initially sign up for five classes 1st semester, then drop one.
-Manditory Career center meeting beginning of second semester sophmore year to discuss the job opportunities in possible major, as well as personal strengths and weeknesses in decision of major, before major(s) chosen ("Sore with your strengths, manage your weaknesses" concept.)
-Clear essay prompts, perhaps pre-edited by a professor of another department, or a student who had previously taken the class (as if they had to write it and understand the instructions.)
Hope this is helpful. Thank you for the opportunity.
Carla Crosby, '84

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First, I wholeheartedly agree with the idea of an adulting class. I graduated knowing how to swim and play badminton, but not how to manage finances or even be particularly handy in my apartment. Maybe one of the gym requirements could be substituted for a life skills class. Secondly, it does worry me that Hamilton places so much emphasis on writing yet allows students to graduate with virtually no quantitative skills. Perhaps the QSR requirement should be pushed to two classes.
Allie Eckert '15

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There are a ton of great ideas on the board. Two things pop out to me. Firstly, I heartily agree with Caroline Abby '06 that students could use an Adulting course. Filing taxes, searching for the right car to buy and understanding the health care system can really blindside new grads who haven't necessarily had to do that before. Secondly, I'm curious what can be done with the advising process to benefit students more. Wouldn't it be better if advisers required students to take a few courses in fields other than their preferred one? By placing students in new areas, they will necessarily have to adapt and grow new ways of thinking. Whether or not this changes their true passions, experiencing new challenges will provide students with truly "interdisciplinary" minds. While the Open Curriculum certainly has its merits, advisers should reserve the right to force students out of their zone of academic comfort so that they can broaden their field of vision rather than simply increasing their resolution for one topic.
Zack Dix '15

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More Cross-disciplinary Courses/Groups of Courses.  I believe students would benefit from more cross-disciplinary program offerings, whether through thematic seminars (as a number of top liberal arts schools offer to first-year students) or through groupings of classes, from different departments, around certain topics.  From what I've read, Williams appears to do a good job with this and seems to be forward-thinking  (e.g., Bioinformatics, genomics, and proteomics; Cognitive Science; Global Studies concentrations).  

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More Cross-disciplinary Courses/Groups of Courses.  I believe students would benefit from more cross-disciplinary program offerings, whether through thematic seminars (as a number of top liberal arts schools offer to first-year students) or through groupings of classes, from different departments, around certain topics.  From what I've read, Williams appears to do a good job with this and seems to be forward-thinking  (e.g., Bioinformatics, genomics, and proteomics; Cognitive Science; Global Studies concentrations).  

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Lexie Clifford '86

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We must teach Hamilton students that the way to counter the expression of ideas with which you disagree, or that you find distasteful or offensive, is by expressing more ideas, not by suppressing the ideas of others. Freedom of speech is at grave risk at a growing number of colleges and universities (among them Middlebury and Yale), but Hamilton must not join them. To his great credit, President David Wippman embraced free speech at Hamilton during his inaugural address, in which he cited by example and supported the vigorous defense of free speech at the University of Chicago.  Hamilton faculty should similarly embrace free speech on campus and in the classroom so our students know that the rigor of a Hamilton education includes having to confront opposing ideas through civil discourse and engagement. I like Joe Duffus' idea stated below that there should be an orientation unit on free speech and civil discourse.

David Rhind '85

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Create opportunities for students to teach

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Create opportunities for students to teach

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This sounds like a crazy idea, but at Wesleyan, where I now work, there are many student forums taught by students under the guidance of a faculty advisor.  It lets students explore new areas and can present the case for creating a "regular" course in a certain area at a low cost.  Students are limited to 2 forums for their career.
Jen Kleindienst '09

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More courses integrating sustainability (social, economic, AND environmental)

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More courses integrating sustainability (social, economic, AND environmental)

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Hamilton's lack of gen ed requirements can be both a positive and negative.  I loved it as a student, but now as an employee at another school without gen eds (Wesleyan University), I see the shortcomings of not having the opportunity to share key concepts with students.  I applaud the recent announcement that all departments will be integrating themes of diversity and inclusion into classes and would love to see the same happen for holistic sustainability.  I am working with Wesleyan faculty through the newly created Sustainability Across the Curriculum program to increase integration of these themes into existing courses.  I'm happy to share my experiences with Hamilton.
Jen Kleindienst '09

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A reading seminar with regular writing assignments on the life & times of our college's namesake could be interesting and relevant. UVA offers similar classes on Thomas Jefferson (I am currently wrapping one up) and there is a noticeable difference in how each school honors their own founding father - the connection b/w UVA & Jefferson is quite strong compared to my experience at Hamilton.
Jeffrey Pola, '09

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I understand that the core, ancient, and modern courses would naturally be dominated by men due to women historically not having a place in intellectual thought. However, within the philosophy department, I found the courses limited to reading western thought written from the perspective of white European/American men. To make up for that, I think the department needs to offer a diverse array of electives that mainly touch upon non-western philosophies and works written by women. (In particular, why is there no course specifically focused on Asian or African philosophy?)

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There should be a silo of business courses related to entrepreneurship (expanding on Hamilton Ventures).  Any student that is going to be self-employed will need some foundational knowledge  as to managing, marketing and financing a start-up or small business.  This will encourage prudent risk-taking and self-reliance with potential benefits for both the individual and society at large.

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There should be a silo of business courses related to entrepreneurship (expanding on Hamilton Ventures).  Any student that is going to be self-employed will need some foundational knowledge  as to managing, marketing and financing a start-up or small business.  This will encourage prudent risk-taking and self-reliance with potential benefits for both the individual and society at large.

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Stress expository writing through classwork similar to what we experienced in the 60s and 70s, whereby students had to earn a number of "yes" papers to pass or excel in the course. "Yes" denoted perfection. Accept nothing less. Make the students write at least one short paper per week. Review the better papers with the class and discuss the elements of style that distinguish these papers. Also, stress public speaking. Make students demonstrate the ability to verbally communicate in front of an audience of their peers. This was a wondrous requirement in the 60s and 70s that brought lifetime benefits to Hamilton students.
Jack Henke, '72

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There are a number of similar comments, but the Computer Science Department is a glaring weakness at a time when it should be an increasingly important part of a solid liberal arts education.  Scanning through other top liberal arts college data on the Common Data Set, the range of degrees confirmed in “computer and information sciences” ranges from 3-10%, while Hamilton has been at 1.6% and 2% over the past two years.  This is the lowest in the peer group and may be the result of disinterested faculty leadership which discourages students.

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'82 Hamilton Grad
A course dedicated to providing students with insights and skills necessary to critically and reliably evaluate the motivations and veracity of today's print and electronic media.

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The curriculum with fulfillment of goals was a wonderful aspect of why I chose Hamilton. This structure should be encouraged. The 4-1-4 curriculum was an amazing college experience and today thirty years later, it is what I delved into deeply in "J" term that I thank Hamilton for. Bring it back! I do not believe a language requirement should be mandatory. If so, the language of computers and basic coding should be included as satisfying a "language" requirement. It is the ultimate universal language today and an extremely relevant skill set for the real world environment referenced in many of the comments. 

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The curriculum with fulfillment of goals was a wonderful aspect of why I chose Hamilton. This structure should be encouraged. The 4-1-4 curriculum was an amazing college experience and today thirty years later, it is what I delved into deeply in "J" term that I thank Hamilton for. Bring it back! I do not believe a language requirement should be mandatory. If so, the language of computers and basic coding should be included as satisfying a "language" requirement. It is the ultimate universal language today and an extremely relevant skill set for the real world environment referenced in many of the comments. 

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Alexander Bulazel '87

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Make Arabic a major and work on your Middle Eastern studies program!

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Make Arabic a major and work on your Middle Eastern studies program!

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I know "adulting" feels like a silly buzzword at the moment, but I honestly wish my college education had included a requirement that was more applicable to the real world. I left college with knowledge of Chaucer's great works, but with no idea how to pick the right health insurance at work or manage my 401k. I could have used more practical advice that would have left me feeling a little less lost when I arrived in the corporate world. --Caroline Abbey '06

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As an active college teacher it is clear to me that student addiction to silo social media limits their curiosity, socialization and intellectual risk-taking.
A 3-1-3 distribution program could encourage curiosity as well as concentration.
Included should be a foreign language, basic economics, U.S.History, intercultural communication, history of social thought, American and  cultural philosophy, a biological or physical science and computer literacy.
-Alfred Prettyman '56

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Public speaking and writing should remain a cornerstone of a Hamilton education. A reasonable fluency in a foreign language should be required. Everyone should spend at least a semester abroad. All students should take a course in American history. A course in some aspect of the visual arts should likewise be required. The 4-1-4 calendar was great, and should be brought back. Finally, advisors should advise. Contact should occur prior to matriculation, with a reasonably specific course schedule sketched out for freshman year, and some longer-term goals discussed.
There are some other excellent suggestions on this page, but I do not favor a fully open curriculum. I believe the first two years of a college education should provide students with a broad exposure to a variety of subjects.
--Steven G. Brooks, '76

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As a faculty member for over 20 years at another small liberal arts college with a decent set of graduation and distribution requirements, I still believe that having educational goals that each student actively works to achieve was and continues to be the most effective approach to a liberal arts education.  It provides personal meaning to one's academic path--and teaches us to live a life of reflection.  Please retain the open curriculum and the educational goals of the college rather than distribution/graduation requirements.
--Cathy Crosby '83

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Speaking and writing: Hamilton prides itself on teaching them well. But how about listening and reading

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Speaking and writing: Hamilton prides itself on teaching them well. But how about listening and reading

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A good education is important in getting us gainful employment. It may even be more important to us when we are at leisure, unemployed, or retired.
No student should leave Hamilton without having gained, in addition to depth in his or her major, a basic store of knowledge in and appreciation of the arts and humanities, the desire and capacity to add to that store, and the wisdom to discern the chaff from the wheat.
"Develop a taste for printer's ink and you will have found the fountain of youth." (If memory serves this quote comes from a former chancellor of the University of Tennessee.)
-Eric von Brockdorff  '55

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Turns out I've been doing it wrong all these years and I just imagine what I would have done with my Hamilton education had I known how to study and learn efficiently. I was required to take a learning  strategies class prior to beginning medical school and it has helped me enormously.
-Sydney Fasulo '09

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I agree with bringing the distribution req. back; there are classes I would never have taken if it weren't for the distribution requirement and they are mind-opening. I understand the requirements were abandoned because of the time demands of some majors, and also the challenges they presented to double majors. The Strategic Planning Board should take into account these trade-offs, perhaps creating a process for special release from distribution requirements, for exceptional cases. I suggest a minimum GPA as one criterion for such exemption. However, I believe Hamilton's distinct commitment to the liberal arts, and writing skills, suggests that a rounded education ought to be the main goal for the majority of students. A lasting commitment to a broad foundation of learning is what makes a Hamilton education stand the test of time.

Karen Meagher, '04

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Long Research Projects and Ocean Science

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Long Research Projects and Ocean Science

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Some high schools that I work with now offer the students the opportunity to work on a research project for multiple years. I think this would be an excellent option for Hamilton, also. I loved my Senior Thesis, but I would also have jumped at the idea of officially starting in my junior year, with required ethics and writing classes leading up to the final semester.
I also want to put in a plug for an Oceanography minor! This is and will continue to be a hugely important area of research!!!

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Edmund Pitcher '68  1) Every Hamilton graduate should have learned the fundamentals of capitalism and the limits of government, and have an understanding of the exceptionalism of the United States, built on the rights in the Constitution and the freedom to speak, work, think, create, fail, and take personal responsibility.  The best single book I know of to teach this is Milton Freedman’s classic, Free to Choose.  It should be required summer reading and then should be discussed in classes in  English, Economics, Government, or the like. 2) Every Hamilton graduate should understand and accept the obligations, responsibilities, and operating principles of becoming a productive professional.  Twenty-five years ago, frustrated with the attitudes and work patterns of young law graduates I hired at my law firm, I wrote a short outline and taught a continuing legal education topic on “Lawyering”.  This is mostly common sense, which continues to be in short supply in the Millennial generation.  Its instructions and principles apply in essentially every productive professional endeavor.   I attach a copy and urge that the committee read it, and find a context in a four year program to teach it.  3)  I received a good start at learning to write while at Hamilton and made it a lifetime effort.  I analogize writing to playing the piano:  you can always get better.  The second attachment is a very short piece on “good writing”.  It is a marvelous, concise, tongue-in-cheek, humorous expose on fundamental elements of style.  Each principle is violated in the instruction!   I think this would be an excellent checklist for a writing class, which I hope every Hamilton student must take and pass in order to graduate.                  Edmund R. Pitcher, Hamilton, ‘68, epitcher@capecod.net

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Edmund Pitcher '68  1) Every Hamilton graduate should have learned the fundamentals of capitalism and the limits of government, and have an understanding of the exceptionalism of the United States, built on the rights in the Constitution and the freedom to speak, work, think, create, fail, and take personal responsibility.  The best single book I know of to teach this is Milton Freedman’s classic, Free to Choose.  It should be required summer reading and then should be discussed in classes in  English, Economics, Government, or the like. 2) Every Hamilton graduate should understand and accept the obligations, responsibilities, and operating principles of becoming a productive professional.  Twenty-five years ago, frustrated with the attitudes and work patterns of young law graduates I hired at my law firm, I wrote a short outline and taught a continuing legal education topic on “Lawyering”.  This is mostly common sense, which continues to be in short supply in the Millennial generation.  Its instructions and principles apply in essentially every productive professional endeavor.   I attach a copy and urge that the committee read it, and find a context in a four year program to teach it.  3)  I received a good start at learning to write while at Hamilton and made it a lifetime effort.  I analogize writing to playing the piano:  you can always get better.  The second attachment is a very short piece on “good writing”.  It is a marvelous, concise, tongue-in-cheek, humorous expose on fundamental elements of style.  Each principle is violated in the instruction!   I think this would be an excellent checklist for a writing class, which I hope every Hamilton student must take and pass in order to graduate.                  Edmund R. Pitcher, Hamilton, ‘68, epitcher@capecod.net

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Belong to the Literary Club of Cincinnati....as we look for younger members the lack of skill in expository writing and public speaking is tragic. Discourse does require more than a few bytes. Keep these skills as underlying "education" in any field.

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Introducing popular culture from regions outside of the USA can help students - who have not yet had the time and opportunity to travel/live elsewhere - better understand a myriad of issues. Politics, perceptions of history, health care, the arts etc. all have specific social roots and contemporary settings that shape the larger global picture.
As a journalist, teacher and longtime overseas resident, I support the idea of 'introducing the unlabeled' into the classroom. Stereotypes will be challenged; rigorous academics can take it further.
Martha Hawley K'73

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Open curriculum was the greatest factor in choosing Hamilton. This style of program enhances the students ability to actually think as opposed to the outmoded structures of rote learning. The future subsequently affords better future prospects to provide enjoyment in their endeavors rather than dissatisfaction enduring less enjoyable endeavors such as becoming caught in the rut of a less enjoyable "job".

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Embracing the past allows students to better understand and direct the future. The Classics Department should retain autonomy without the hindrance of becoming subservient or subordinate to any other department.

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I think it's critically important to keep the open curriculum - it is the best mechanism for letting students pick classes they know will be both interesting and well-taught and makes Hamilton unique. However it may be worthwhile to suggest, with no obligations, a "recommended" core curriculum that covers a rigorous and traditional liberal arts menu of courses. One permutation of this could be something like Directed Studies at Yale.

Alex Powers '13

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Please add Italian as a Major & Minor. It is hard to believe that a liberal arts college such as Hamilton does not have Italian as a Major or a Minor.

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Create a Development Studies minor drawing on related courses from a a variety of departments.

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I went straight from Hamilton to a PhD program where I worked as a teaching assistant each semester.  While I felt prepared in terms of public speaking (mostly), I would have loved more practice with preparing & giving longer lectures and with course preparation for smaller courses.  A class (perhaps in the spirit of the sophomore seminars) on how to teach, lead, etc. would have been excellent.

Jessiy Salwen, '09

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More team taught interdisciplinary courses please! I think it used to be a requirement as a sophomore to take one - I wouldn't go that far, but I really liked the one I took! Also, with Hamilton's emphasis on reading, writing, and speaking, perhaps there should be a requirement for "speaking-intensive" classes just as there is for writing. I also think keeping the curriculum open is important (QLit and WI classes can be found in every department and it should stay that way).
-Amanda Berman '13

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An essential part of the Hamilton experience is the open curriculum. It sends a signal about the type of student we want to attract: one who is adventurous and unafraid of a diversity of options. It also requires critical thinkers and self-starters. Diversity requirements, written and oral communications, and other focuses are also important - but, critically, they can be (and should be!) incorporated across the curriculum. Keep Hamilton different and, in its way, just a little bit weird.
Evan Klondar '11

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When choosing between liberal arts schools, many of which offer similar experiences and benefits, Hamilton stood out in my mind for the lack of distribution requirements and the emphasis on writing.  I loved the flexibility that the open curriculum gave me and I think this distinction sets Hamilton apart.  Hamilton's emphasis on writing is also incredibly unique and valuable, and the background and experience in writing that Hamilton helped me build has served me repeatedly since graduating, from Capitol Hill to law school, to my legal career.

Haley Peterson, Class of 2011

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The emphasis on writing while giving students the intellectual freedom to explore concentrations of their choice was pivotal in my decision to attend Hamilton. Having a worldview that was nurtured by a liberal arts environment proved even more vital in my growth as a thinker and gave me an edge in my career and professional decision-making that my counterparts simply don't possess. I strongly suggest an emphasis on the arts and diversity in the coming years. Many Hamilton students lack exposure to differences in socioeconomic standing and ethnicity amongst their peers, while the arts enforces students' abilities to 'know thyself' relative to all vehicles of self expression and creativity.

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There are no requirements? Bring back the system in place circa 1993-1997, please.  Students should be "forced" to experience all disciplines at entry level to be sure they do and do not like subjects, and to be well-rounded.  And concentrations should require in-depth knowledge (if this has also been eliminated).  More flexibility in requirements is what I would change -- i.e. always a choice of 200+ level classes rather having to take one for a degree you have no interest in (i.e. I had to take Poetry for Creative Writing when I do only novels/plays and can't write a decent poem  - as Prof. Rigsby discovered).  Comp Sci was to break away from the Math dept, and I hope this happened as the only thing keeping me from getting a Minor in it was not having taken a higher math course (I did take Calc.) - and that they wouldn't print it on my diploma as I already had a double concentration.  I also hope that Psychology has become more social science oriented rather than physical science - I had NO DESIRE TO HANDLE A RAT.  (RIP Dudley.)   Jennifer J. Bogdanski, Esq.   Class of 1997, Double Concentration in Creative Writing & Psychology

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There are no requirements? Bring back the system in place circa 1993-1997, please.  Students should be "forced" to experience all disciplines at entry level to be sure they do and do not like subjects, and to be well-rounded.  And concentrations should require in-depth knowledge (if this has also been eliminated).  More flexibility in requirements is what I would change -- i.e. always a choice of 200+ level classes rather having to take one for a degree you have no interest in (i.e. I had to take Poetry for Creative Writing when I do only novels/plays and can't write a decent poem  - as Prof. Rigsby discovered).  Comp Sci was to break away from the Math dept, and I hope this happened as the only thing keeping me from getting a Minor in it was not having taken a higher math course (I did take Calc.) - and that they wouldn't print it on my diploma as I already had a double concentration.  I also hope that Psychology has become more social science oriented rather than physical science - I had NO DESIRE TO HANDLE A RAT.  (RIP Dudley.)   Jennifer J. Bogdanski, Esq.   Class of 1997, Double Concentration in Creative Writing & Psychology

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I loved not having requirements. I entered as a Chemistry major and graduated as a Philosophy major since I has the space and time to explore different interests. I think advisors should encourage (as mine did) do sign up for a broad range of courses in different disciplines. I am now back working in the sciences but my philosophy background is invaluable. Alexa Schwarzman, Class of 2009.

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Bring back distributional requirements.  Students need exposure to humanities, social sciences, math & science, and the arts. Graduates of a liberal arts institution should not be specialists, but rather generalists.  It is that sort of broad training with an emphasis on thinking, speaking, and writing clearly that will serve Hamilton graduates in an ever-changing world. Moving beyond the practical, some of life's truths are best imparted to readers of a "Great Books" curriculum. Many generations have come before us and their learnings are our heritage and are more valuable in making us great thinkers about life and teaching us how to live a full life, more sothan the temporal fads of today.

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Bring back distributional requirements.  Students need exposure to humanities, social sciences, math & science, and the arts. Graduates of a liberal arts institution should not be specialists, but rather generalists.  It is that sort of broad training with an emphasis on thinking, speaking, and writing clearly that will serve Hamilton graduates in an ever-changing world. Moving beyond the practical, some of life's truths are best imparted to readers of a "Great Books" curriculum. Many generations have come before us and their learnings are our heritage and are more valuable in making us great thinkers about life and teaching us how to live a full life, more sothan the temporal fads of today.

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I have read the suggestions posted to date and agree with some, not with others - particularly not the disgruntled argumentative ones.  But  what should and should not be done, emphasized, required seems highly subjective. That Public Speaking was a 4-year requirement was a boon to me and made Hamilton unique. I loved English Lit., English Comp., Creative Writing; History too. But that's just me. Later in life I got myself into a Clinical  Psych PhD program and decided That there are some Psych studies that "everyone" should know about.  But again, that is subjective. Then there's Logic, I know I got alot out of 2 tears of that, even if it wasn;t my best or favorite subject.  And today, I happen to use my foreign language - Spanish - every day.  A variable that confounds  objectivity in what the curriculum "should" be is the individual difference between each and every student. I don't know: Transactional Analysis says "Should" is a bad word. Do the best you can about curricula.  It probably won't be perfect, but I believe that it has been and will be "good enough" - another T.A. concept.
Respectfully Forrest Jones, '65

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Keep the Arts Departments as a crucial means for embodied learning, cross-cultural exchange, and empathy building. We have become so distanced from the body; we rely on electronics more and more for interpersonal communication. Electronics are a poor means for generating mutual respect and listening. These skills can only be learned live and experientially. In addition, the arts offer us boundless opportunities for cultural examinations (Who are we? What patterns of thought and practice brought us here?). Integrating the arts into any and all other modes of inquiry strengthens one's personal and professional education.

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Keep the Arts Departments as a crucial means for embodied learning, cross-cultural exchange, and empathy building. We have become so distanced from the body; we rely on electronics more and more for interpersonal communication. Electronics are a poor means for generating mutual respect and listening. These skills can only be learned live and experientially. In addition, the arts offer us boundless opportunities for cultural examinations (Who are we? What patterns of thought and practice brought us here?). Integrating the arts into any and all other modes of inquiry strengthens one's personal and professional education.

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Christy Funsch, '89

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Service to the local community is one way to build bridges between Hamilton and the surrounding area, but there are more opportunities for increasing the learning aspect of these experiences with actual coursework (experiential learning). A chemistry class, for an atypical example, could reach out to a local brewery to help them figure out ways to conserve water in their brewing process (and the theme semester could have been "water," to quote my previous suggestion).
-Aimee Germain, Associate Director of Diversity and Inclusion

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Hope you still offer them. They were mandatory in my years.
Important for the rest of your life!

Bill de Haven '61

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Please consider a class in business and societal ethics as part of the Liberal Arts and Philosophy concentrations.  Michael P. Uva, 1980.

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A campus-wide theme semester would provide an opportunity to weave campus together in all aspects of life on the hill: in academic life, social life, professional development, volunteering, etc. If we were all working with one theme, we could target course-offerings, syllabi assignments, events, keynote lectures, film screenings, and volunteer opportunities around one big issue.
-Aimee Germain, Associate Director of Diversity and Inclusion

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With all the urgency to develop Comp Sci majors with strong liberal arts background, Hamilton is way behind. Not enough prof, not enough classes, poor facilities and a lack of helping those with this major to get jobs in the industry. You have the largest FEMALE class ever and they are not getting the support they need! it is virtually impossible for a Comp Sci to do an overseas semester!

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My career has evolved in ways that I never imagined and the liberal arts is a great way to prepare.

That said, ensure that grads know practical skills. Create and encourage attendance on trainings on PowerPoint, Excel, writing for a business audience (1 pagers are key!), and some basic business concepts that will service them well in private, non-profit or gov careers. Don't use professors for these classes since most don't have experience outside of academic work and they should focus their time on fostering critical thinking skills.

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Given the enormous impact of technology today in all areas of business Hamilton must develop quality teaching resources to provide students opportunity to learn fundamentals of programming and more in depth major and minor programs as a second option. Current quality of instruction is very poor  and that puts off many students from even taking a shot at learning the  the basics.

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The changing business of the Art Market

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I taught high school history and economics for 10 years after a 35 year career in international banking.  As I learned about teaching methods and techniques, I found one of the most effective was the flipped classroom.  I put short ( 10-15 minute) lectures on line to supplement reading, so that students could  come to class with good background and context for discussions.  Participation in classroom discussions increased dramatically, and I found that these discussions became excellent learning experiences.  I expect that Hamilton would benefit from this approach for many courses.

Stuart Marsh '66

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Continued focus on effective verbal and written communication, critical thinkin

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Continued focus on effective verbal and written communication, critical thinkin

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Add more cross-curricular courses, like technology and literature, religion and philosophy, etc. These types of courses had me think critically and differently than before, and they also tend to have more real world applications. Careers tend not to be as tightly boxed in as courses in specific departments.

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I agree with previous posts that 1) want to see the return of distribution requirements; 2) find the senior project pointless and unnecessarily stressful in the absence of training in research.
- Class of '61, Prof. Emer. University of Virginia (Who's Who in American Education)

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Keep Liberal Arts as the core of Hamilton's curriculum. Critical Thinking in every vocation, community and family is essential if human progress is to take place, but for it to take place well, it has to be done humanely. Critical Thinking is not always well taken, especially if it has political implications, not only in government but in business, churches and communities of all sorts. Graduates need to be able to exercise critical thinking without fear of losing a job or being ostracized and with the confidence of being able to deal with adverse reactions constructively. These reactions cannot always be anticipated. I found social psychology surprisingly helpful in this, identifying the players in organizations and incorporating them into a strategy of introducing my critical thinking. Too many promising intellectuals misstep in introducing their critical thinking and hesitate to introduce anything like it again or become bitter outcasts; in such cases, human progress suffers. History is full of examples of this, only to have future generations revisit the situations and correct them. All of the elements of Liberal Arts need not only to teach critical thinking but how to engage it effectively, especially with a cumulative emphasis in the realm of writing and speaking in personal and corporate dealings.  Being right is just not enough in this world, being effectively helpful is.

Hank Pinkerton '61

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If students won't go to the town, bring the town to the students. Bring a "farmers market" to campus every Wednesday. Local baked goods, food trucks, artisans, etc. Outdoors in the fall & spring. Indoors in the winter.

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The College should continue to emphasis the core goal of teaching graduates to think, speak and write clearly. The College should provide a well rounded education in the Liberal Arts which includes: science, technology, engineering and mathematics; the visual and the performing arts; multiple opportunities for the study of foreign languages and encounters with other cultures; exposure to the "great books" tradition of Western civilization. Regarding fitness, participation in athletics at all levels should be encouraged.

Andrew V. Griswold '86

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Make a semester abroad a requirement for graduation.  Best thing my kid ever did.  Wish I did it when I was there.

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Make a semester abroad a requirement for graduation.  Best thing my kid ever did.  Wish I did it when I was there.

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When I attended Hamilton, there was a 4-1-4 program.   So, the month of January was devoted to one theme.  The result was immersion in a given subject, quality time with our outstanding Profs, and potentially a chance to explore what the student wanted for the future.  It was, for me, a terrific program.

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When I attended Hamilton, there was a 4-1-4 program.   So, the month of January was devoted to one theme.  The result was immersion in a given subject, quality time with our outstanding Profs, and potentially a chance to explore what the student wanted for the future.  It was, for me, a terrific program.

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Emphasize the Public Speaking Class.  It is the most useful course, I took in my 4 years at Hamilton.

Winter break - the 3 weeks of intense study was truly a remarkable session.  I did things I never imagined I would do and it made Hamilton stand out.  It was a unique experience and a great tradition.

Glen Wolther H'78

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It is really shocking to see the rising levels of obesity and the "costs" associated with it, (low self-esteem, financial pressures on medical treatments, etc.)  Could the College require all freshmen to participate in an hour of exercise/twice weekly?  It could be a walking club, Pilates, swimming, biking, Yoga, chair exercise, etc.  People sleep better and learn better when they have some exercise.  It might also be one of the  "life lessons" that stay with them after graduation.  Sara Gordon K'74

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I don't have the solution but I would suggest that ALL classes incorporate an element of "current events" (or "civics" as it was called when I was in elementary school).  There should be some way to tie in what is happening around the world with the course material.  People of all ages need to be exposed to the realities of world events so they can form their own opinions over time.  I can't recommend a particular news agency as there is an editorial bias in all.  Sara Gordon K'74

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The most valuable understanding or summation of my coursework from Kirkland/Hamilton was the ability to overcome past learning experiences and create my own curricula.  I hope this is included, still, within your courses.  I didn't merely "take classes" but took subjects out of the classroom and practiced the theories I studied within different communities.
If it takes a course, by all means continue this tradition in the academic environment and transfer theories into action.

Claire Gibbons K'78

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The Computer Science department needs at least 2 more tenure track positions. The department will only continue to become more popular and is too crowded as is.

-Julian Aronowitz '14

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Freshman orientation unit on free speech, civil discourse.

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Freshman orientation unit on free speech, civil discourse.

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In light of the embarrassment at Middlebury, and the general trend towards "trigger words," or (God help us) "safe spaces," impress on every incoming freshman the importance of listening and respecting other points of view, not disrupting speech that one may disagree with, and in general the spirit of enjoying the chance to "play" with other ideas, perspectives and explanations. College is supposed to provide this. When I was at Hamilton in the early 80s it DID provide this, and it assumed that incoming students understood this.

Based on the horrifying events at Middlebury, that can't be assumed any more.

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I am a mother of a Freshman at Hamilton.  My husband and I have been delighted with all aspects of the school.  Keep doing what you're doing.

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I am a mother of a Freshman at Hamilton.  My husband and I have been delighted with all aspects of the school.  Keep doing what you're doing.

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I believe that project based learning is the best way for students to fully engage in their learning. It has been proven that those doing the talking are the ones doing the learning. Aside from lab classes, I never experiences project based learning in any other departments. I would love to see students fully immersed in their learning.

-Sarah Ward '05

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Non-literature based foreign language courses

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Non-literature based foreign language courses

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All senior seminars in French were literature-based when I was a senior. Why not make some that are history, sociology, philosophy, film or other classes taught in French? Foreign language majors should be more about proficiency in the language and not so focused on literature.

-Jane Rouse '12

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There should be training sessions for Microsoft Word, Excel, and PowerPoint. Pretty much all jobs in business require Microsoft Office skills. They hardly even count as skills anymore. It's just assumed everyone is highly proficient in them. Shouldn't be offered as a course for credit. Maybe more of an addition to the writing center or resources available in the library. Could even be peer-taught.

- Jane Rouse '12

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More courses in the sciences for people who are purely interested but not looking to major/minor. The intro bio and chem classes really aim to weed people out and limit the number of people on the pre-med track.

- Jane Rouse '12

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I'm familiar with a successful program that provides students an opportunity to stay on campus for period during the summer to work individually or in teams with a faculty member on a research project designed jointly by student and advisor. Here's a link to a web site describing that program: http://sfp.caltech.edu/programs/surf Although this institution's projects are predominantly focused on science and engineering, there's no reason it could not be adapted to other disciplines.

Tom Schmitt, 1965

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I would like to see Hamilton relax the Open curriculum slightly and put some limited distribution requirement in - example 2 classes each in Arts, Social science, and Sciences. My junior son loves the school but I worry he is concentrating a bit too much in too few subjects, and is not getting enough of the liberal arts experience.

ross wilson p'18

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Thanks for asking us for input, a pleasant surprise!  Interpath dialogue--not just interfaith dialogue--would be a good topic to introduce to Hamilton undergraduates.  It could be a unit a general course that all had to take.  It would involve kinds of dialogue, architectural space, the cosmopolitan eras, when humanity worked together, and studies of interfaith bullying and persecution and their remedies.   See .  Humanity can avoid the pitfalls of history—the traumas of interfaith bullying and persecution—and replicate its great achievements—new cosmopolitan eras where true civilization flourishes. True civilization is developed, inclusive, and non-violent, so that all creatures--and the planet itself--can thrive.  Enlightened people of all paths follow the example of former cosmopolitan eras. They are open with each other and celebrate both their unity and their diversity with new forms of activity and worship.  Inspired by the grace that flows through all traditions and paths, they work with their heads, hands, hearts, and spirits to create a society free from manipulation that evolves naturally.  They are guided by the natural cycle of the five phases, to which they make intelligent adjustments, according to time, place and person. The first phase of the cycle is visualizing a comprehensive design that benefits all creatures of the planet.  This comprehensive design is a cooperative plan, not imposed from above, but rather supported by and from its many bases. The second phase is promoting growth and sifting out what is valuable from what is invaluable. The third phase is bringing the plan to harvest and distributing its benefits to all. The fourth phase is transitioning to a higher phase, searching for the essence hidden in the previous phases, and letting go of what is impermanent.  The fifth phase is storing what has been achieved, creating seeds for the next phase, and developing the stamina to endure whatever hardships may come.

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Thanks for asking us for input, a pleasant surprise!  Interpath dialogue--not just interfaith dialogue--would be a good topic to introduce to Hamilton undergraduates.  It could be a unit a general course that all had to take.  It would involve kinds of dialogue, architectural space, the cosmopolitan eras, when humanity worked together, and studies of interfaith bullying and persecution and their remedies.   See .  Humanity can avoid the pitfalls of history—the traumas of interfaith bullying and persecution—and replicate its great achievements—new cosmopolitan eras where true civilization flourishes. True civilization is developed, inclusive, and non-violent, so that all creatures--and the planet itself--can thrive.  Enlightened people of all paths follow the example of former cosmopolitan eras. They are open with each other and celebrate both their unity and their diversity with new forms of activity and worship.  Inspired by the grace that flows through all traditions and paths, they work with their heads, hands, hearts, and spirits to create a society free from manipulation that evolves naturally.  They are guided by the natural cycle of the five phases, to which they make intelligent adjustments, according to time, place and person. The first phase of the cycle is visualizing a comprehensive design that benefits all creatures of the planet.  This comprehensive design is a cooperative plan, not imposed from above, but rather supported by and from its many bases. The second phase is promoting growth and sifting out what is valuable from what is invaluable. The third phase is bringing the plan to harvest and distributing its benefits to all. The fourth phase is transitioning to a higher phase, searching for the essence hidden in the previous phases, and letting go of what is impermanent.  The fifth phase is storing what has been achieved, creating seeds for the next phase, and developing the stamina to endure whatever hardships may come.

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Everyone will work for a business, or start a business, sometime in their future.  Whether at a corporation, non-profit or small business, employees with knowledge of the basics of business, accounting, budgets and so forth understand where they fit into the bigger picture in which they work.  Throw in some desperately needed personal financial literacy and your liberal arts student has some very practical skills.

Margot Doering, 1986 (English major turned CFO)

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I was fortunate enough to be part of an experiential philosophy thesis and was able to to work part time at a nearby farm in conjunction with my studies. Gained some valuable skills and added  unique insights into my project that would not have been found in the library. Just because you're a liberal arts student doesn't mean you can't also learn to swing a hammer or change a tire!

-Cole Trager

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More long term projects/No more senior project

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More long term projects/No more senior project

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I love the idea of fostering long term/independent projects at Hamilton, but the senior project is an imperfect tool for it. The faculty doesn't have the capacity to truly support every student. Some majors (like gov with 50+ students) don't have research courses to teach the basics. It comes during the most stressful moment of college. Encouraging Emersons/Levitt projects, J-terms, and more independent studies could teach the valuable skill in a less stressful way for all.

Kevin Welsh '15

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I'd like to see opportunities for interdisciplinary majors/minors  more widely advertised to students who are struggling with deciding what they want to concentrate in. It would really promote our desire to let students design their own curriculum.

-Richard Wu, 2016

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In light of Hamilton's focus on writing, its physical isolation and today's volatile political climate, how about a special extra/out-of-class political writing project that provokes students into  critical political essays - for example, a short essay to Mike Dubke '92 congratulating him on his recent appointment as the White House Communications Director and telling him exactly what standards Hamilton students expect him to abide by and achieve.    

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In light of Hamilton's focus on writing, its physical isolation and today's volatile political climate, how about a special extra/out-of-class political writing project that provokes students into  critical political essays - for example, a short essay to Mike Dubke '92 congratulating him on his recent appointment as the White House Communications Director and telling him exactly what standards Hamilton students expect him to abide by and achieve.    

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Alex Newton, parent of Freshman

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I know that Hamilton already emphasizes small class sizes (thank you!!!), but I remember some of my English classes feeling a little too large for deep discussion. My Study of the Novel course had 40 people in it, and it was nearly impossible to develop a classroom rapport in that environment, especially in a subject that thrives in a non-lecture setting.

Fiona MacQuarrie Helmuth '09

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It is one of the most valuable aspects of a Hamilton education and a far too rare skill today.
I also support the comments about bringing back the winter session. At Kirkland, you were required to complete 3 and it really gave you a chance to try new things on or off campus -- learn about something different or check out a career possibility. In retrospect, I believe it refocused me on learning for the sake of learning. To really be effective, I also think it is important that the winter session be evaluated but not graded.
Carolyn York K'75 and Alumni Council

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More options for Jrs/Srs in disciplines that are not their major/minor

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More options for Jrs/Srs in disciplines that are not their major/minor

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I would like to see more classes available to juniors and seniors that are not in their major(s)/minor(s).

-Riker Jones, 2015

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Josh Silverstein, Class of 93, and currently Professor of Law at the University of Arkansas at Little Rock, William H. Bowen School of Law.  

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Josh Silverstein, Class of 93, and currently Professor of Law at the University of Arkansas at Little Rock, William H. Bowen School of Law.  

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In my view, Hamilton should continue to focus on the core skills that give students a foundation for any field they enter into after graduation.  Analytical and creative thinking, clear writing and speaking, and depth and breadth of knowledge are the hallmarks of a Hamilton education.  I cannot tell you how often that foundation has played a critical role in my career as a lawyer and now a law professor.  And while this foundation can be provided in a variety of different ways, Hamilton's approach of small classes with dedicated teachers remains the most effective, I believe.  Thus, I think that any strategic planning should concentrate on fine-tuning the outstanding program that exists, rather than major revamping, absent a compelling demonstration of need.  Good luck with the process!

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Josh Silverstein, Class of 93, and currently Professor of Law at the Univ

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Josh Silverstein, Class of 93, and currently Professor of Law at the Univ

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get inspired: or not. I offered to teach a course in the principles,spirit of science, medicine, surgery, history & how they interact. The college

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get inspired: or not. I offered to teach a course in the principles,spirit of science, medicine, surgery, history & how they interact. The college

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has no interest or room for this, why of the should they? It does not benefit the faculty at all, it would only benefit the students. Actually, I am likely better qualified, have more teaching experience than 99% of the faculty, BUT, I am
not protecting my turf, and fortunately, do still have an open mind. It is too bad, a loss for everyone, and a nasty sign of fossilization of both the faculty & its leadership, if there is any.  If this doesn't happen, & it most likely won't, I will just have to spend my inspiration on other things.
PS: I had winter study, stayed on a cold mostly empty campus. Read a complete philosphy test, 2 volumes, by Wilhem Windelband, wrote a
book of fairy tales, and translated a Herman Hesse novella from German to english verse. It was a fun lesson in what it might be like to be a writer for me; how is an English major,
philosophy minor, also pre-med supposed to choose a career & life?  Did  biology or embryology indicate to me at
all what medicine would be like? Hell, no. Or American Lit & Shakespeare anything about a life of writing? Nah.
A few months later I was able to confidently choose a life in medicine, then surgery, later vascular surgery.  No regrets, none at all.
M Kahn MD '70
labsx1@aol.com

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I think a lot of the faculty realize this, but the student body simply needs to look different. A truly diverse student body would not only reflect the goals Hamilton sets out for itself ideologically, but would also yield a more rigorous intellectual experience of hearing different perspectives and ideas in the class room. As much as I loved Hamilton, when push comes to shove, many of the people on campus are from the east coast, get drunk and have fun for a few years and have no uncomfortable experiences while in college.

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Hamilton used to require four years of public speaking classes.  I found that experience of great value in my career.  I also found that people I met knew about Hamilton because of its dedication to public speaking.  I never understood why the college did away with the public speaking requirement.
Joe Hull, '52
March 6, 2017

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No computers or cell phones for specified portions of discussions, lectures, and/or labs. Allow for 1 hour or more of full engagement and production of independent thought.
Andrew Stone '92

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In genomics, but also in many other fields, the analysis of very large data sets is a critical skill. Learning how to work with massive amounts of data is interdisciplinary: programming, statistics, genetics, etc.

Charles Putnam MD, PhD  '65

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While I appreciate the sentiment behind this board, the fact remains that Hamilton has at its disposal TONS of data points for a systematic assessment of strengths and weaknesses in academic programming -- and, through the Levitt Center, a pool of ready and willing students who are developing the skill sets to analyze it and form real, actionable recommendations. Data sources include the demand for courses and programs, student assessments of courses and professors, student grades (and often GRE scores and other longitudinal data), and the big one: data on alumni engagement that can easily be disaggregated by major to see which programs students reflect favorably on over time and which they do not. I mentioned this to alumni office staff once and was told that it isn't a standard analysis in higher ed. If we expect students to excel simply because they should aspire to excellence, then why does the administration feel that it's acceptable not to do the same?

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I would love to see Hamilton provide more coursework (even a minor or concentration some day) explicitly related to sustainability and food systems. I was an Environmental Studies major and pieced together food classes (there were a few sprinkled in different depts. related to science, culture, sociology, and gender), however, food systems studies are becoming increasingly popular at other institutions across the US, and I would like to see Hamilton offer this as an academic opportunity for students (besides just getting involved in Slow Food, the community farm, etc.). Thanks!
-Lauren Howe '13

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As an alum, I agree with the idea of bringing back the January term.  it was a great chance to do something really different.  As a parent, I am concerned with things I am hearing about the quality of the teaching among some of the younger faculty.  I have been told it is hard to attract really good young faculty to the middle of central NY, but there must be a way to do it. In any case I think it should be a topic for your discussion.

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As an alum, I agree with the idea of bringing back the January term.  it was a great chance to do something really different.  As a parent, I am concerned with things I am hearing about the quality of the teaching among some of the younger faculty.  I have been told it is hard to attract really good young faculty to the middle of central NY, but there must be a way to do it. In any case I think it should be a topic for your discussion.

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Bob Tucker "84, P19

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Bring back Winter Study: a time to take a short, intensive course outside of one's comfort zone.  Our sons are H'13 and '17, so I know how long winter break is.  Encourage students to take immersive courses outside of their concentration, and encourage faculty to stretch/be even more creative.  My memories of WS are strong; its reinstatement will only strengthen the Hamilton Experience. - Penny Watras Dana K'78, P '13 '17

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It would be awesome to have a course that teaches students how to facilitate meetings and goal-setting processes among members of a team.... perhaps in support of social change efforts and addressing problems within a community.

2001 Alum