Hamilton’s open curriculum gives you the freedom to choose courses that reflect your interests, while still fulfilling the faculty’s expectation that you study broadly across the liberal arts. But with freedom comes responsibility to meet the high expectations our faculty will have for you as a critical and creative thinker, writer and speaker.
As a student at Hamilton you’ll work closely with a faculty advisor to create an individualized plan of study specific to your interests and goals. That plan may include studying abroad, doing independent research or pursuing a multitude of other academic opportunities.
*Minor only, **Not offered as a major or minor
Advising at Hamilton will help you make responsible, informed decisions about your intellectual development.
Hamilton provides an increasing number of opportunities for our students to engage in significant career-related experience and often publishable research.
Our international and domestic off-campus study programs will provide you with new perspectives and new ways to challenge yourself. About two-thirds of our students study off campus before graduating.
Whether you decide, after four years, to pursue a graduate degree or enter the work force, you will be prepared for a lifetime of meaning and purpose.
Hamilton College has earned a national reputation for teaching students to communicate clearly, because our faculty believe writing well and speaking well are evidence of one’s ability to think well.
Henry Shuldiner ’19
OP-Ed by HENRY SHULDINER ’19
The Liberal Arts in the Real World
The addition of a “diversity requirement” to the curriculum at Hamilton College has gained considerable attention and prompted lively debate since it was announced in May. Starting in the fall of 2017, all students will be required to pass either a course or combination of courses that examine “structural and institutional hierarchies based on one or more of the social categories of race, class, gender, ethnicity, nationality, religion, sexuality, age, and abilities/disabilities” to complete their concentration, Hamilton’s equivalent of a major.
The change is especially noteworthy at Hamilton because of the absence of traditional distribution requirements: Besides the classes that students needed for their concentration, they’d had to take only three writing-intensive classes and a qualitative and symbolic reasoning course, all of which could be fulfilled in a variety of disciplines. If you never wanted to take math again, you didn’t have to, or if you just hated literature, you’d never again have had to set foot in the English department.
And yet, as a Hamilton student who has very much enjoyed the freedom from requirements and was drawn to the college because of that freedom, I think the new rule represents an important and potentially transformative change.
(This op-ed originally appeared on Aug. 5, 2016, on Chronicle.com, the website of The Chronicle of Higher Education.)