Hobart and William Smith Colleges

The Bachelor’s Degree

Explore, Collaborate, Act is the animating principle that unifies the HWS curriculum. Academic work at HWS is integrated in all that we do, including our remarkable Global Education program, our rich integration of service learning into and beyond our academic offerings, our longstanding focus on thinking and working across traditional disciplines, and the close work of research and creativity that connects faculty and students. Moreover, this principle also defines the distinctive role of HWS in the 21st century, expressing what we aspire our students to embody, an ethos that focuses student progress through college and beyond. In the broadest sense, "Explore, Collaborate, Act" articulates what we – students and faculty alike – do at HWS, highlighting our vibrant interconnections and interdisciplinarity.

The curriculum of HWS emphasizes the breadth of critical thinking and communication found across disciplines, as well as specific modes of analytical reasoning, communicating, and critical thinking within disciplines. Over the course of their studies at HWS, students develop the ability to examine and evaluate facts and phenomena, discern patterns and arguments, and understand and form connections among ideas, issues, and values. The ability to share one's discoveries, interpretations, or analyses is essential to becoming a creative and critical thinker and communicator. Our curriculum embodies the fundamental mission of a liberal arts education to develop, in all its elements, each student's capacity for analytical, expressive, empathetic, critical, and effective reasoning and communication, which can be carried forward into life, work, and the world.

HWS's instructional program is presented in two semesters, and students typically take four courses each semester. All programs of study for the degree of Bachelor of Arts or Bachelor of Science are designed to be completed in four years. Most students graduate in the traditional four-year period, although individual programs allow for five years. The first year, either the second or third year, and the senior year must be spent in residence.

Degree Requirements

The faculty of Hobart and William Smith have established the following requirements for the degrees of Bachelor of Arts and Bachelor of Science. To qualify for the degree, a candidate must have:

• Passed 32 academic courses or their equivalent with a minimum cumulative grade point average (GPA) of 2.0 (C). At least 28 of these courses must be passed with a letter grade of C- or higher. At least 30 of these courses must be full-credit courses (i.e., only four 1⁄2 credit courses can be counted toward graduation).
• Spent three years in residence: the first year, the second or third year, and the senior year. Normally, the senior year is defined as one complete academic year taken in sequence (fall and spring semesters). For transfer students, the residency requirement may be reduced to two years depending on the number of credits transferred in.
• Passed a First-Year Seminar with a grade of C- or higher.
• Completed the requirements for an academic major, including a capstone course or experience, and an academic minor (or second major). Students cannot major and minor in the same subject.
• Completed any faculty-mandated writing requirement(s).
• Complete a course of study, designed in consultation with a faculty advisor, which satisfies the two Integrated Goals of critical thinking and communication, and the four Perspectives of Liberal Arts. The four Perspectives are satisfied through the completion of one unique course in each of the four Perspectives, a list of which can be found online: The Four Perspectives of Liberal Arts.

The Integrated Goals of Critical Thinking and Communication

Critical thinking and communication comprise the foundation of any liberal arts education. The ability to articulate a question, identify and gain access to appropriate information, organize and present evidence, and construct complex, elegant, and persuasive arguments in written and oral forms are integral to HWS’s vision to "Explore, Collaborate, and Act."

Critical and creative thinking, and their expression through the media of writing and speaking, are understood to develop over the course of a student's learning experience:

• The First-Year Experience (FYE) introduces students to critical thinking and communication skills through introductory courses in disciplines across the curriculum. At the center of the FYE is the writing-intensive First-Year Seminar, which introduces students to the intellectual community of HWS and provides academic mentorship. The First-Year Seminar introduces and integrates many of HWS’s academic resources.
• The senior capstone experience is both a continuation and culmination of the student's development in critical thinking and communication. Specific to each major, the capstone experience demands substantial understanding of the field's central questions and literacy in its modes of reasoning and communication.

The Four Perspectives of Liberal Arts

Along with our integrated goals of critical thinking and communication, the HWS curriculum exposes students to critical, analytical, and creative modes of inquiry. These perspectives provide students a broad foundation of knowledge, foster intellectual curiosity, and analytical reasoning, and encourage the exploration of multiple academic disciplines and approaches. These perspectives underscore the imperatives of a liberal arts education to provide a breadth of knowledge and the means to engage that knowledge effectively.

Scientific and Quantitative Reasoning (P1)
The scientific and quantitative reasoning perspective introduces students to methodical, analytical, and systematic modes of inquiry that address complex problems. Students learn to interpret data, evaluate mathematical arguments, and/or apply scientific reasoning in decision-making.

Artistic and Creative Expression (P2)
The artistic and creative expression perspective provides students with the skills to think and express themselves imaginatively and reflectively. Students explore their unique voices while they refine their creative abilities through performance-, studio-, or workshop-based learning, as well as through studies that integrate performance or creative activity with topics related to the art form.

Global and Cultural Connections (P3)
The global and cultural connections perspective introduces students to new ideas, languages, and/or cultures from across the globe. By interacting with different cultural traditions, histories, and practices and, by integrating these experiences into their own worldviews, students enrich their understanding of and preparation for an interconnected world.

Ethical and Social Responsibility (P4)
The ethical and social responsibility perspective equips students to analyze critically the unequal distribution of wealth, power, and privilege through socio-historical factors. It fosters an understanding of ethics, responsibility, and justice, empowering students to engage in informed and socially responsible action.

Addressing the Four Perspectives

Students work with their faculty advisors to design a program of study that meets both their individual academic interests and addresses the four perspectives of the curriculum. To complete this graduation requirement, students must pass one course in each perspective, with a C- or better (CR courses also count). At least three of the four perspective courses must be taken from different subject codes. Courses taken to address the perspectives requirements may also count towards a student’s academic major and/or minor. Students are encouraged to complete the four perspectives within their first two years. A list of courses addressing the four perspectives can be found online at: https://www.hws.edu/offices/registrar/perspectives-curriculum.aspx.

Writing Requirement

Students may be required to enroll in writing courses at two points in their studies. First-year students needing special attention for their writing skills may be required to enroll in and pass with a letter grade of C- or better WRRH 100 Writer's Seminar during the fall semester. First-Year Seminar instructors may require a student enrolled in their seminar to take a supplemental writing class during the student's first year. Courses that satisfy this requirement are any 100-level rhetoric course.

Major

The major provides the means by which students acquire knowledge in depth of a discipline, interdisciplinary program, or individually designed area of study.

The typical departmental major at HWS requires ten to twelve courses in the major department and may require additional courses from related departments. The total number and sequence of courses needed to complete the major are determined by the department or program. All departments and programs require a capstone course or experience, typically completed in a student's senior (or junior) year, to complete a major. Students should consult departmental or program offerings in this catalogue or discuss requirements with the department chair or program coordinator. In the case of individual majors (see below), the student should consult with their advisor and the Individual Majors Committee.

Students must declare a major before they register for classes during the second semester of their sophomore year. Failure to declare a major by the deadline set by the Deans and the Registrar will result in the student being blocked from registration. In addition, students are responsible for ensuring that prerequisites for the major are met as they plan their schedules. Some students choose to do two majors rather than a major and a minor, but this is not a requirement. Of the courses required for a major, six must be unique to that major (i.e., cannot be counted toward another major or minor).

Minor

A minor also allows students to focus on a particular area of study, though to a lesser extent than a major. Minors ordinarily consist of five or six courses. Students can file a declaration of minor at any time but should do so prior to the second semester of their third year. Declaration consists of completing a form that names the minor field, lists the courses that count toward the minor, and includes the signatures of the student and the department chair or program director of the minor department or field. Of the courses required for a minor, three must be unique to the minor (cannot be counted toward another major or minor).

Individual Studies Majors and Minors

The Individual Majors and Minors program provides students with the opportunity to design an individually tailored major or minor when the focus of study lies outside an established department, discipline, or program-based major or minor, and/or combines multiple disciplines.  To create an Individual Major or Minor proposal, the student works closely with a faculty advisor and designs a specific curriculum of study, articulating the focus and goals of the program. The student’s proposal, along with the advisor’s recommendation, is submitted to the Individual Majors Committee, which reviews the proposal. Once an Individual Major or Minor is approved, any subsequent changes to the major or minor must be approved by the Individual Majors Committee through a formal course change request. The Committee also serves as the departmental/program chair for certifying the completion of the student’s major or minor (senior audit).

Individual Major Requirements: All Individual Majors must include a capstone course or experience. While most Individual Majors require at least 10 full-credit courses to earn a B.A., a B.S. is possible with a minimum of 16 major courses from within the natural sciences division. All coursework must be passed with a grade of C- or better, including any courses taken credit/no credit.

The process of designing and submitting an Individual Major requires a substantial time commitment. Students who are interested in pursuing an Individual Major are encouraged to begin the process in the first semester of their sophomore year by contacting a faculty advisor, reviewing the Individual Major proposal form, and contacting the Individual Majors Committee.

Individual Minor Requirements: An Individual Minor requires at least five full-credit courses—of which at least three courses must be unique to the minor—organized around a self-defined theme. The theme must be substantially distinct from any minor currently offered at HWS. Typically, no more than two courses taken at the 100-level can be counted towards the minor and at least one course must be taken at the 300-level or higher. An Individual Minor may include a course equivalent, a course taken from study abroad, an Honors course, and/or an independent study, but normally does not include more than one course from amongst 450, 495/496, and 499.

All coursework for the minor must be passed with a grade of C- or better. Credit/no credit and half-credit (0.5) courses typically are not included in the minor and require special approval from the Individual Majors Committee. The Committee normally will not approve more than two courses taken from another institution (with an exception for transfer students) or more than two courses from any program or department offering its own minor.

Degree Audit Plan

Late in their third year, all students must complete a degree audit plan with their faculty advisor. This plan records a student's progress in addressing HWS’s educational goals and perspectives, and progress in completing a major and minor (or second major). The plan identifies work to be done in the senior or baccalaureate year to complete all requirements. If any substitutions for any requirement for the major or minor have been granted, including use of an abroad course, an updated major or minor audit form must be submitted to the Registrar's Office. Seniors may not declare additional majors or minors, unless required for graduation, after the Friday before Spring Break.

Independent Study

Students who have demonstrated a capacity for individual work at an advanced level may, with the permission and under the guidance of a faculty instructor, register for independent study. Each department sets its own qualifications for such advanced work.

Independent study may grow out of a regular course, or it may deal with problems or fields not otherwise covered in regular course offerings. It may take one or a combination of several forms:

• Extensive reading from a bibliography, ordinarily compiled in consultation with a faculty member, and a final examination.
• An individual research topic approved by the instructor and culminating in a substantial course paper.
• A scientific experiment, a musical composition, an art project, a play, or some other individual work approved and supervised by the instructor.

In all cases, independent study is under the supervision of a faculty member who guides the student in planning and carrying out the program.

Independent study is listed on the student's record and confers credit. Both full credit and half credit opportunities are available for independent study, depending on the scope and depth of work and hours committed to the independent study.

Credit Bearing Internships

Students may earn course credit for an internship experience in two ways: 

• Half Credit Internship - Students may register for a half-credit (.50) internship INT 199. The INT 199 credit- bearing internship course registration allows students to receive half credit for an approved internship. Half-credit internships must include a minimum of 85 hours, of which at least 60 must be on-site contact hours, and supplemental activities regarding the experience as required by the faculty advisor.
• Full Credit Internship - Some programs and departments offer a 499 full credit (1.00) internship course. Full-credit internships must include a minimum of 170 hours, of which at least 120 must be on-site contact hours, and supplemental activities regarding the experience as required by the faculty advisor. Additionally, working with a faculty advisor and the Office of the Deans, students may pursue the INT 299 full credit internship. The INT 299 experience requires a minimum of 170 on-site hours as well as an academic component including a reflective essay. 

A maximum of 2 credits of INT 199, INT 298,  and/or INT 299 coursework may be counted toward the 32 courses required of the undergraduate degree.

Students are advised to be in close contact with their advisor as they plan their internship experience. Students may receive financial compensation for their internship, including wages. Students should meet with their faculty advisor to discuss the internship, and to make sure all required documentation has been submitted and received. Once their advisor has approved the internship, students should bring the form to their dean for final approval. An evaluation from the site supervisor should be sent to the advisor after the internship is completed, and the advisor will submit a grade. Any international student doing an INT 199 or INT 299 must have the signature of approval from the Director of International Students Affairs. 

Undergraduate Programs

Hobart and William Smith awards two undergraduate degrees, the Bachelor of Arts and the Bachelor of Science, and three graduate degrees, the Master of Arts in Teaching (MAT), the Master of Science in Management, and the Master of Arts in Higher Education Leadership. In addition, HWS participates in several joint degree programs leading to a Hobart or William Smith undergraduate degree and a specialized degree from another institution.

Bachelor’s degrees
Graduating seniors are awarded either a Bachelor of Arts or a Bachelor of Science depending on the area of study and number of credits and provided they meet departmental requirements and apply to receive approval from the chair of the major department.

Teacher Education Program
Hobart and William Smith offers New York State initial teacher certification in thirteen different areas. Teacher education students join the program by declaring one of six teacher certification majors in the Educational Studies Department. The program includes extensive fieldwork in local classrooms, including a full semester of student teaching. Depending on certification area, it may also require an additional content area major, minor, or other coursework.

The Ninth Semester Student-Teaching Option provides students increased flexibility in completing the Teacher Education Program. It permits students to delay student teaching until after graduation and can help students balance demanding academic schedules. If all other requirements are completed, students can complete their student teaching semester as a tuition-free ninth semester. More information is available in Educational Studies section.

Joint Degree and Accelerated Pathway Programs

BUSINESS. HWS has established articulated pathways and accelerated degree programs in business with the University of Rochester’s Simon Business School, the Johns Hopkins University Carey Business School, and the Rochester Institute of Technology.

Through these pathways, students complete the undergraduate degree at Hobart and William Smith and graduate degrees in business through a variety of program models. These include 4+1 pathways with the Simon Business School and the Carey Business School leading to master’s degrees in fields such as accounting, artificial intelligence in business, business analytics, finance, health care management, marketing analytics, real estate and infrastructure and related disciplines.

In selected programs, students begin graduate coursework during the senior year and complete the remaining requirements in one additional year of full-time study, allowing completion of both degrees on an accelerated timeline.

Through the agreement with the Rochester Institute of Technology, qualified students may accelerate progress toward the Master of Business Administration through advanced standing based on undergraduate coursework, with the possibility of completing the degree in as few as three to four academic quarters, depending on preparation and course waivers.

These pathways are designed to facilitate a smooth transition from undergraduate study to graduate education through coordinated advising and streamlined admissions processes.

Upon completion, the student receives a B.A. or B.S. from Hobart or William Smith and a graduate degree in a business field.

For more details, consult Professor Tom Drennen, Department of Business Management and Entrepreneurship.

CRIMINOLOGY. HWS has an accelerated pathway in criminal justice with Niagara University.

In this program, students complete the undergraduate degree at Hobart and William Smith and may apply selected coursework toward the M.S. in Criminal Justice at Niagara University through a portfolio assessment process. Upon enrollment at Niagara University, students may receive up to nine graduate credits through portfolio review and then complete the remaining requirements in two semesters of full-time study. Upon completion, the student receives a B.A. or B.S. from Hobart and William Smith and an M.S. in Criminal Justice from Niagara University. For more details on this program, consult Professor Jim Sutton, Department of Sociology.

ECONOMICS. HWS has an articulated pathway with the Levy Economics Institute providing opportunities for guaranteed admission to selected graduate programs in economics.

In this pathway, students complete the undergraduate degree at Hobart and William Smith and upon meeting the designated criteria admission to master’s programs in economic theory and policy at the Levy Economics Institute of Bard College.

This pathway is designed to facilitate a smooth transition from undergraduate study to graduate education through coordinated advising and a streamlined application process.

Graduate study typically requires one to two years of full-time study beyond the bachelor’s degree, depending on the program.

Upon completion, the student receives a B.A. or B.S. from Hobart and William Smith and a master’s degree from the Levy Economics Institute. For more details, consult Associate Professor Josh Greenstein, Department of Economics.

Engineering. HWS has joint degree programs in engineering with the School of Engineering and Applied Science at Columbia University and the Thayer School of Engineering at Dartmouth College and direct admissions to Master’s programs at Syracuse University.

For the Columbia program, students spend three years at Hobart and William Smith, and then two years at Columbia. At the end of five years, the student receives a B.A. or B.S. from Hobart or William Smith and a B.S. in engineering from Columbia. In some cases, a student can arrange to receive the degree from Hobart or William Smith at the end of the fourth year, and the degree in engineering from Columbia at the end of the fifth year.

The Dartmouth program is structured a little differently. Typically, a student spends the first two years at Hobart and William Smith, the third year at Dartmouth, the senior year in Geneva at HWS, followed by the fifth and final year at Dartmouth. Upon completion, the student receives two degrees, a B.A. or B.S. from Hobart or William Smith and a B.E. from Dartmouth; again, in some cases, a student can arrange to receive the degree from Hobart or William Smith at the end of the fourth year, and the degree in engineering from Dartmouth at the end of the fifth year.

Through the Syracuse University program, students who complete designated majors at Hobart and William Smith may receive direct admission to selected master’s degree programs in engineering and computer science, facilitating a streamlined transition to graduate study.

For more details on joint degree programs in engineering, consult Professor Donald Spector or Associate Professor Ileana Dumitriu, Department of Physics.

INTERNATIONAL RELATIONS AND PUBLIC ADMINISTRATION. HWS has an articulated two pathways for students interested in graduate degrees in International Relations and Public Administration. The first features accelerated graduate admission to Syracuse University’s Maxwell School of Citizenship and Public Affairs, allowing students to apply as juniors and complete their undergraduate requirements at Hobart and William Smith while beginning a graduate program in International Relations or Public Administration at the Maxwell School. This pathway, which includes a substantial scholarship, combines the transfer of approved graduate-level HWS courses and direct enrollment in Maxwell School courses to allow students to complete their master’s degree up in International Relations and/or Public Administration up to one semester early.

HWS has also articulated a pathway with Tufts University providing priority admission and guaranteed scholarships to selected graduate programs in international affairs through the Fletcher School for Law and Diplomacy. The agreement allows students to apply in the senior year and, if admitted, to hold their place and financial aid offer for up to two years while they pursue an approved post-graduate experience, such as completing a Fulbright, serving in the Peace Corps, or undertaking similar work.

Both pathways are designed to facilitate a smooth transition from undergraduate study to graduate education through coordinated advising and a streamlined admissions process. Graduate study in these fields typically requires one to two years of full-time study beyond the bachelor’s degree, depending on the program. Upon completion, the student receives a B.A. or B.S. from Hobart and William Smith and a master’s degree from Syracuse University or Tufts University. For more details, consult Professor Kevin Dunn, Department of International Relations.

LAW. HWS has a joint degree program in law with Cornell Law School called the Law Early Admission Program (LEAP). Qualifying students who are accepted by Cornell spend the first three years at Hobart and William Smith and the following three years at Cornell Law School. Students may receive their B.A. from Hobart and William Smith after the fourth year and their Juris Doctor degree from Cornell Law School after the sixth year. For more details on the LEAP program, consult Professor Beth Kinne, Associate Professor of Environmental Studies.

NURSING. HWS has an affiliation program with the University of Rochester School of Nursing. In this program, students first complete an undergraduate degree at Hobart and William Smith and then complete either the Accelerated Bachelor of Science in Nursing (ABSN) program or the Master’s Direct Entry (MDE) in Nursing Practice program at the University of Rochester School of Nursing. The ABSN program may be completed in 12 months and the MDE program is a 16-month, full-time program. Upon completion, the student will have received a B.A. or B.S. from Hobart or William Smith and either a B.S. in Nursing (BSN) or a Master of Science in Nursing (MSN)  degree from the University of Rochester. For more details, consult Pre-Health Advisor, Scott MacPhail in Career Services.

Off-Campus Study

We live in an increasingly interdependent world. Economic problems that challenge the European Union affect investors on Wall Street and consumers on Main Street; political tensions in the Middle East affect farmers in Iowa; and cultural trends emerging in the Pacific Rim influence the music and film industries across the U.S. Given the pressing issues facing the world today and the accelerating pace of technological change, we cannot be satisfied with an existence that is isolated from and unconcerned with events that occur in the world around us.

Nearly 60% of all Hobart and William Smith students engage in off-campus international learning before they graduate. Whether they study identity and conflict in the Caucasus region, healthcare in Santiago, Chile, or art in the south of France, students at HWS understand the value of jumping into a new environment, creating the opportunity to discover something about themselves and others that cannot be as easily discovered in the familiar setting of our small, vibrant campus in Upstate New York.

Hobart and William Smith encourages students to look for an off-campus experience that supports their academic and personal interests. To that end, Hobart and William Smith offers credit-bearing off-campus study via semester and short-term programs, many of which offer experiential learning through service or internship placements or courses that include field work. Study abroad offers deep engagement with a different place and often, a different pedagogical process; it is not “time off,” but “time in” a new academic setting. HWS offers a wide variety of programs in different academic disciplines in a multitude of locations across the globe. Moreover, because the Hobart and William Smith curriculum seeks to prepare students to live as global citizens, the academic program in many departments has been structured to facilitate off-campus study.

In recent years, HWS has offered semester-long study programs on six continents. A sampling of our more than fifty locations includes Aix-en-Provence, France; Amman, Jordan; Auckland, New Zealand; Berlin, Germany; Copenhagen, Denmark; Galway, Ireland; Makhanda, South Africa; Nicosia, Cyprus; Santiago, Chile; Seoul, South Korea; Taipei, Taiwan; Tbilisi, Georgia; Thessaloniki, Greece; and Townsville, Australia. Some programs are led by Hobart and William Smith faculty from a wide range of disciplines; these faculty directors design courses that engage the sites and resources of the host country. Other faculty-led programs are offered through a long-standing partnership with Union College. Additional off-campus study opportunities are available through partner institutions in the New York Six Liberal Arts Consortium, international education organizations, and direct enrollment at selected foreign universities. For students seeking to merge academic rigor with deep cultural immersion, we offer an honors program in Maastricht, The Netherlands, for academically independent students of sophomore standing or above. Highly engaged first-year students may apply at the end of their first semester to study abroad in sophomore fall with the Sophomore Global Scholars program.  

In addition to semester programs, there are other opportunities for Hobart and William Smith students to gain international experience and awareness. The Center for Global Education offers a variety of short-term program options during the summer and over winter break, making international study accessible for students who may be unable to participate in a semester program. Students may also engage in international learning through internships via the Salisbury Center for Career, Professional and Experiential Education, training trips as part of a varsity athletics team, and other international opportunities such as debate tournaments, conferences, and field work.

A full listing of offerings, as well as information about these programs, is available from the Center for Global Education. Using these resources and being open to multiple program locations that meet the student’s academic, extra-curricular, and personal needs is key to finding a good program fit. Students should consult the website and individual program pages for details such as program dates, course offerings, eligibility, financial aid and cost information, and accommodations, as well as to learn more about the application process. Every semester, the Center for Global Education hosts one HWS Abroad information session and multiple hour-long Study Abroad 101 workshops to help students understand the process and refine their options.

Graduate Programs

Master of Arts in Higher Education Leadership
Hobart and William Smith offers a Master of Arts in Higher Education Leadership (MHEL) program. The MHEL is designed to engage students who wish to pursue a variety of careers in higher education, with an emphasis on social justice, systemic change, and student development. The program will engage and graduate students who are well-suited to the unique nature of small, residential institutions with a focus on the liberal arts.

The MHEL is a dynamic program that prepares students to apply effective and creative leadership in ways that challenge assumptions about higher education, strengthen capacity for systemic change, and support a contemporary generation of college students. Alongside compelling internships and graduate assistantships that offer future practitioners immersion experiences and practice in a wide array of campus offices and neighboring campuses, students take courses that encourage them to analyze and critique the history and policy of higher education, identify ways in which they can act on their personal commitments as they relate to diversity, equity and inclusion, and have opportunities to investigate leadership and innovation techniques. Ultimately, graduates are ready for a wide spectrum of entry-level and middle-management positions in student affairs as well as other professional areas within colleges, universities, community colleges, and policymaking organizations.

Upon graduation, MHEL students will be able to:

• Support a contemporary generation of college students within a rapidly changing social, cultural, political, and economic landscape.
• Analyze and critique the history and politics of higher education in ways that reflect their lived experiences, best-practices, and professional aspirations.
• Advocate for students in ways that demonstrate a thorough understanding of diversity, equity, and inclusion and foster student success.
• Contribute to higher education as emerging practitioners who can act on their personal commitments, skills, and abilities.
• Demonstrate effective and creative leadership as they advocate for positive personal, inter-personal, structural, and institutional change to promote inclusive and innovative organizations and programs.

The MHEL requires completion of 10 courses including eight courses (4 core courses, 4 elective courses) and four half-credit assistantship or internship placements. In the spring of their second year, each student will also complete a graduate seminar which allows the student to connect their academic and practical experiences and demonstrate their learning through a comprehensive portfolio.

Master of Science in Management
This one-year Master of Science in Management (MSM) program builds on the value of our undergraduate liberal arts education, providing students with the additional skills, knowledge, and insight necessary to enable students to have a rewarding career. Coursework includes a combination of required management core courses and electives selected in consultation with their advisor. Students also complete an internship and participate in a series of skill building and experiential learning activities designed to set graduates apart from their peers.

Upon graduation, master’s in management students will be able to:

• Develop the critical analysis and communication skills necessary for leaders in the public or private sector.
• Recognize the importance of fostering inclusive workplaces with diverse teams and cultivating organizational cultures that allow for creative ideas and evidence-based solutions to tackling significant issues on a local and global scale.
• Engage in targeted internships selected to advance each student’s professional goals.

The Master of Science in Management and the Advanced Certificate in Management are open to all students regardless of major as an undergraduate.