There are several specialized academic programs at Hampshire, some better established and more active than others. These programs offer discussion groups, lecture series, selected classes, internship opportunities, project funding and more. If you’re interested in getting involved in any of these programs, check out their website, get on their listserv, and contact the faculty director.


Arts and Social Action Program

Hampshire’s Art and Social Action Program began as a collaborative effort between the school for interdisciplinary arts and the school of social science. A network of faculty across the five schools is now available to Division II and Division III students. If you are thinking about combining the arts with an agenda for social action, click the highlighted link above…

Quoted off

Civil Liberties and Public Policy

(also known as CLPP)

  • Franklin Patterson Hall, rooms G-13 and G-17, Box CLPP, x6834

CLPP is a national campus-based reproductive rights and justice program that is dedicated to educating, mentoring, and inspiring new generations of advocates, leaders, and supporters. Combining education and activism in the areas of sexual and reproductive health and rights, CLPP programs at Hampshire include academic courses and advising, support for community engaged learning, and the Reproductive Rights Activist Service Corps (RRASC), which offers paid summer internships in the U.S. and internationally. The CLPP student organizing group meets regularly throughout the year, plans community workshops and events, and organizes an annual conference for student and community activists, From Abortion Rights to Social Justice: Building the Movement for Reproductive Freedom. Get involved by joining CLPPStudents at to learn about local and national opportunities for activism.

Resources As Compiled By CLPP:

Creative Writing Program

The creative writing program offers courses and individual instruction in poetry writing, fiction writing, and literary non-fiction. At the 100 level, creative writing courses combine extensive reading with a number of writing assignments. 200-level courses offer workshops which focus on critique of student work. A team-taught advanced writing seminar is available to Division III students working in any of the three genres. With the assistance of the staff of the Writing Center, faculty in creative writing also serve as chair or member of Division I, II, and III committees.

It is our conviction that students learn to write well by reading a great deal in the genres they plan to use, by participating in a writing workshop each semester in which they present their own work and carefully critique, in both writing and conversation, their classmates’ work, and by using the rest of their time to fill their minds with interesting things to write about.

Critical Studies of Childhood, Youth, and Learning


Mission Statement

The Critical Studies of Childhood, Youth & Learning Program is an interdisciplinary academic program connecting students, faculty, staff, and the larger community. CYL promotes critical thinking about how children and youth grow, change, create, and learn in the context of larger social structures and cultural practices.
We respect young people as participants in artistic, educational, cultural, and social communities. We dispute traditional paradigms of knowledge production that view children solely as objects of adult values and practices. Rather, we consider the multifaceted identities of children and youth and affirm them as narrators of their own experiences.
We believe that learning occurs in many spaces. For this reason, we conceive of education broadly and consider children’s lives over their days and through the years. We believe that efforts to address the education and wellbeing of children and youth must be grounded in the complexity that exists across individuals, families, classrooms, schools, and communities.
We believe that sharing diverse ideas, practices, and knowledge strengthens our capacity to act thoughtfully and passionately in the world. We support collaborations that enhance our educational activities, explore and advance research, theory, and practice, and respect the goals of our community partners. Our courses, projects, events, and community-engaged learning opportunities incorporate the integration of methodologies, disciplines, and perspectives. These efforts challenge our assumptions and compel us to innovate and develop habits of critical inquiry that inform our understanding and interactions with young people and the significant adults in their lives.

Program Director: Laura Wenk x5364  Email:

Educational Outreach Coordinator: Karina Fernández x5659  Email:

Culture, Brain, and Development

(CBD) CBD says, ’The Program in Culture, Brain and Development (CBD) at Hampshire College explores the frontiers of culture, psychology, neuroscience, and biologyÉ.[T]he goal of CBD is to foster innovative learning and research into questions about the relationships among culture, environment, biology, and brain/mind that reach across traditional disciplinary boundaries.’ Translation: CBD is a well-established interdisciplinary program here at Hampshire. As well as offering designated classes in the areas of culture and cognition, CBD also sponsors events and speakers, and funds student projects and internships. Barbara Yngvesson, Director Barbara Yngvesson, Director Title: Professor of Anthropology and Dean of the School of Social Science Extension: 5578 Office: FPH 208 Email:

Dance Program

Environmental Studies and Sustainability Program

The Program of ESSP
Courses in ESSP
ESSP People
ESSP Projects
ESSP Events
ESSP Related Links



Farm Center

The Hampshire College Farm Center is a working farm, as well as a research, education, and outreach facility, dedicated to sustainable agriculture.

Created in the late nineteen-seventies as an experimental project of the Natural Science faculty, the Farm Center continues to be a place where students and faculty integrate science and alternative technology as a means for testing sustainable methods of farming.

The Farm Center is a thriving educational center, providing agricultural programs for the college, local community members, and school groups.

Students and faculty develop research projects and take advantage of work study opportunities; local community members participate in workshops and buy organic vegetables through the Community Supported Agriculture program; and local school children and teens learn about farming through the School To Farm Program.

Visitors and volunteers are welcome to tour the Farm Center and are encouraged to get involved If you are interested in meeting our staff and learning more about our animals and enterprises, please contact us.

Community Supported Agriculture

Farm Center
Pete Solis, Nancy Hanson Managers
Mail Code FC
Hampshire College
893 West Street
Amherst, MA 01002
413.559.5599 or

Feminist Studies Program

The Feminist Studies Program aims to raise critical feminist questions about established intellectual traditions and to open new areas of research and speculation. With its roots in the women’s liberation movement, Feminist Studies seeks not only to interpret women’s experience, but to change women’s condition. Feminist Studies is committed to acknowledging the diversity of women’s lives and to examining how race, class, sexuality, national, and transnational locations shape our intellectual frameworks and activist agendas, often in overlapping or contradictory ways. Faculty in all schools of the college contribute to planning and teaching courses that range across anthropology; economics; film, video and media studies; history; creative writing; law; literature; philosophy; politics; psychology; science, sociology; theatre; urban studies; and visual arts. Through programmatic ties and shared perspectives, Feminist Studies strives to challenge the disciplinary boundaries that confine us, posing questions and opening up ways of seeing unthinkable within those boundaries.

The Feminist Studies Program encourages women students to think and plan for their distinctive needs during their undergraduate careers, and for the special challenges they will confront as women after graduation. We emphasize future possibilities in women’s public and private lives. Students can concentrate in Feminist Studies or they can incorporate Feminist Studies into concentrations in any of the five Schools. Feminist Studies courses are available at all three Divisional levels. The Feminist Studies Program also addresses the condition of women faculty at Hampshire, working to ensure gender equity as an institutional principle.

A core group of interested students and faculty sponsor lectures, workshops, and performances by feminist scholars, writers, artists, and musicians throughout the year. Hampshire boasts a Women in Science Program and a Reproductive Rights, Population, and Development Program that encourages students to integrate their academic and activist commitments. The Five College community supports a broad range of other activities and resources. Faculty women from the five institutions have formed the Five College Women’s Studies Research Center, which devotes its energy to developing a feminist intellectual community in the Valley through sponsoring seminars, speakers, and other events and activities. For more information, call Margaret Cerullo at 413.559.5514.

Film, Photography, and Video


Visual artists at Hampshire College explore film, video, and photography in a way that distinguishes Hampshire’s program from those at many other undergraduate institutions. Here, students learn primarily through independent experimentation with many forms of analog, digital, and electronic media, as well as installation and performance. This individualized process of creation, along with our internationally recognized faculty, excellent technical facilities, and staff support, ensures that Hampshire students can develop their fullest artistic visions along with the tools to produce them.

The emphasis at Hampshire is on project-based learning with an increased focus on content. Students are given the necessary foundations in form, technique, and production skills, while being encouraged to examine the theoretical and critical contexts and the current practices and debates that will inform their artistic expression. In addition to course offerings, the film, photography, and video program offers a series of lectures and internships meant to expose students to a wide variety of visual artists and their work. Through their interactions with successful artists from around the world, students are inspired to pursue their own passions with the confidence that a life in the arts is a valuable and fulfilling one.

All students interested in concentrating in the field begin by learning the histories and key critical issues of their particular area of interest. As they make sounds and images, they also study in other disciplines—from theater, politics, and philosophy to literature, media studies, and art history—so their work proceeds from an understanding of the broader arenas for the work they will create. Through their courses and independent production, students develop an artistic voice and style all their own. Most importantly, they learn the importance of critique in shaping their work. Students’ abilities as image-makers grow dramatically as they learn to articulate what makes a work effective, incorporating the feedback of professors and peers while remaining true to their own ideas.


Division I students are encouraged to take Introduction to Media Production and courses in art history and media studies as prerequisites to 200 level film, photography, and video production courses.


Although there is a clear emphasis on independent work in all media in Division II, students are required to try a range of approaches to their media including those involving collaboration. Each student must experiment with a variety of forms, building a portfolio of varied work by the end of Division II. Students will also do substantial reading and writing of critical texts as well as viewing and listening to a broad palette of historical and contemporary works.


A student with adequate preparation in Division II may undertake a year-long Division III project in film, photography, video, installation, or performance centered on his/her own mode of working in consultation with a faculty committee.


Students who wish to find film, photography, or video faculty chairs or members for Division II or Division III must submit an application by a the deadlines in October and March.
This process is designed to accommodate students in these areas and to facilitate the distribution of committee memberships. It is open to students who intend to concentrate in film/photo/video and to students whose concentrations are focused in other areas but wish to have a component in film, photo, and video.
This process in no way takes the place of college-wide procedures, schedules, and planning meetings with faculty and advisors prior to and following the filing of a contract. A student should try to speak with prospective faculty about his or her proposed exam before filing an application.

Applications are available in Emily Dickinson Hall, Room 6; the Film/Photo/Video office; and by e-mail to

Additional Information

Faculty & Staff of Film, Photo, and Video

Tashmoo Lecture Series (formally the Calico Lecture Series)

Division III student Josh Weissbach receives Princess Grace Award

Film, Photography, and Video
Liebling Center for Film, Photography, and Video
Hampshire College
893 West Street
Amherst, MA 01002

Global Migrations

Global Migrations Symposium Anthology Published

Papers from the 2003 Global Migrations Seminar have been published in book form by Rowman and Littlefield Publishers. The anthology, edited by Betsy Hartmann (Hampshire), Bamu Subramaniam (University of Massachusetts/Amherst), and Charles Zerner (Sarah Lawrence College), is titled Making Threats: Biofears and Environmental Anxieties

Global Migrations Faculty Seminar, Spring 2005

Saskia Sassen, Professor of Sociology at the University of Chicago and author of key works including Globalization and Its Discontents, gave a Global Migrations seminar on April 14, 2005, at Hampshire College. Click on “Events and News” link at left for more information and readings.

Curriculum Supported by the Global Migrations Program

The Global Migrations Program is a college-wide initiative funded by The Christian A. Johnson Endeavor Foundation to rethink old cold war paradigms of knowledge and citizenship in light of the unprecedented movements of persons across national and cultural borders that characterize our globalizing world.

The program seeks to develop new curricular initiatives that are responsive to these transnational, multicultural movements and the local conflicts over identity, belonging, and citizenship to which they give rise, asking: What happens when we make migration/movement the focus of our teaching and learning rather than discrete nations/cultures, when we emphasize “routes” over “roots”? Among the exciting curricular offerings developed by Hampshire faculty with the support of this program are:

SS 253 Rethinking Citizenship (Prof. Cerullo et al., Spring 2003)

SS 248 Border Matters: Mexico and the U.S. (Prof. Risech, Fall 2004, 2006 and 2007)

SS 217 Hybrid Identities/Authentic Selves (Prof. Chang, Spring 2005, 2007, 2008)

SS 290 Citizenship, Nationalism, Tolerance, Exclusion (Prof. Sheth, Spring 2005)

SS/HACU 243 Art of Peace and War (Profs. Levine and Klare, Spring 2005)

SS 256 Muslims in the US: Post 9-11 Reconfigurations of Civil Society and State (Prof. Turam, Spring 2005)

SS290A Returning to Hampshire/Being Political (annually, Profs. Chang and Risech)

The grant supports collaborative efforts between faculty and students to bridge divides across old geographies and disciplinary boundaries, between local community issues and complex global processes, and between the university and the wider communities of which it is a part.

The goal of the program is to develop a transnational, community-based model of teaching and learning that engenders not only global literacy, but a sense of cosmopolitan citizenship.

Contact Information: Professor Sue Darlington, Professor Kimberly Chang

School of Social Science
Hampshire College
Amherst, MA 01002

  • SS Faculty Bios
    * Course Descriptions
    * Law Program
    * Global Migrations
    o Curricular Initiatives
    o For Students
    o More About Us
    o Summer Internships
    o Global Migrations internship application

Curricular Initiatives

For Students

More About Us

Summer Internships

Information Copied From:

Humanities and Cultural Studies

The Program

Faculty in the Humanities and Cultural Studies Program at Hampshire College write and teach across a broad range of disciplines, including literature; theories of media, culture, and the arts; philosophy; history; performance studies; art and architectural history; and religious studies. Our program engages contemporary questions in response to current developments in the transnational world of art, culture, and religion. At the same time, the curriculum offers students a historical background in the humanities and the study of culture in light of which present-day cultural artifacts and modes of reading acquire their shape. Humanities and Cultural Studies faculty and students understand their objects of study as elements of current and historical formations of culture and society. We engage diverse analytical methodologies to investigate how objects, texts, images, sounds, spaces, and performances come by their meanings, readings, and effects. Shakespeare sides with Edwidge Danticat, Ancient Greek literature is studied alongside Buddhism. Students combine critical readings of opera with those of contemporary sound art and electronic dance music, Spinoza and Kant with Judith Butler and Homi Bhabha, labor history with poetry, art and architectural history with theories of perception; Frankfurt School style cultural criticism with critical studies of race, class, gender, ethnicity, and sexual orientation.


Symbolic representations in multiple forms and traditions are central to social, political, and economic existence and to history. Given the omnipresence of representation, we see philosophy and the arts, cultural theory and practice, language and power, history and technology, the local and the transnational as fundamentally interconnected. We work to energize the connections between cultural production and the theory and history of culture–this exchange is of special significance to us. Hampshire’s interdisciplinary structure uniquely facilitates modes of critique that run across disciplines. We attempt to make ideas in specific fields productive in light of questions in other fields, and thereby give rise to new objects of thought. The goal of the humanities program is to support these transverse effects. Our aim is to enable students to do reflective, innovative work within and beyond given areas of inquiry, and to challenge them to push the limits of conventional understandings.


Through a selection of first-year courses, the program aims to help students to gain knowledge of questions and methods in the humanities and cultural studies. In these courses, students strengthen their skills in critical reading, writing, looking, listening, and project-based work. They learn to think critically in terms of multiple cultural perspectives. They also acquire familiarity with theoretical approaches such as Marxism, psychoanalysis, feminism, poststructuralism, theories of modernity and postmodernity, and critical race studies. In addition to our first-year courses, we offer a broad spectrum of advanced courses that lay a basis for students’ independently conceived second- and third-year concentrations (Division IIs) and fourth-year projects (Division IIIs). We are committed to realizing a vibrant intellectual climate that helps students to become rigorous critical thinkers and creative cultural participants. To this end, the Humanities and Cultural Studies Program supports faculty seminars and symposia (including the Sites-and-Citations-in-the-Humanities Project that is currently in its first three-year cycle and has an online journal in the works), lecture series (such as the yearly Eric N. Schocket Memorial Lecture on Class and Culture), and an end-of-the-year Division III student conference.


Comparative Study of Religion

Architecture and Environmental Design

Art History

American Studies


Difference, Power and Multiple Cultural Perspectives in the Humanities

Information Taken From:

Institute for Science and Interdisciplinary Studies (ISIS)

ISIS co-sponsored well attended excellent seminar April 30th

“The Human Cost of War and Chemical Weapons: Focus on Iran”

Hampshire College 893 West Street, Amherst MA, 6:00PM April 30th 2008

Over sixty people crowded the East Lecture Hall of Hampshire college for an ISIS co-sponsored illustrated talk, exhibition, and question-answer discussion with two distinguished Iranian physicians against Chemical Weapons. As part of a national physician tour, Dr. Shahriar Khateri and Dr. Mohammad Soroush, founders of The Society for Chemical Weapons Victims Support in Iran, brought a traveling exhibit to Hampshire College’s Franklin Paterson Hall on Wednesday April 30th. Dr. Khateri presented his historical and scientific talk about chemical weapons, eventually including very touching details of their use and effects in Iran during the Iraq-Iran war. The exhibit will accompany all their scheduled public and medical talks in America. The goal is to help bridge the gap between Iran and the US and to offer the opportunity of a civilian diplomatic series. The same traveling exhibit has been shared in Hiroshima, Japan, and many other places to heighten awareness of the devastation of weapons of mass destruction and to remind everyone that we must work to abolish these weapons. There were also two Iranian survivors of chemical weapons present at the exhibit, as there will be during all the talks and stops in America.

ISIS joined the national Physicians for Social Responsibility — whose repreentative Jill Parillo introduced the speakers and moderated the discussion — and the Campaign Against Sanctions and Military Intervention in Iran (CASMII), in co-sponsoring this event which was FREE and open to the public.

Information Quoted From:

Jewish Studies

The academic study of Jewish history, literature, and culture goes back to the early years of the college. In 1973, a group of students helped to organize the nation’s first college course on the Holocaust, “Thinking the Unthinkable.” Alumni of that course went on to further study of the Jewish experience, upon which they have based their careers: co-organizer Aaron Lansky founded the National Yiddish Book Center; Margo Bloom, now director of the Sol Goldman YM-YWHA of the Educational Alliance (also known as the 14th Street Y) in New York and former director of the National Museum of American Jewish History in Philadelphia, founded the organization Facing History and Ourselves; and Hampshire’s Dean of Faculty Aaron Berman did his doctoral dissertation at Columbia University on the history of American Zionism.

In recent years, the pursuit of Jewish Studies at Hampshire has been made possible through the generosity of the Jeremiah Kaplan Family Foundation, which has funded undergraduate grants, a postdoctoral fellowship in modern Jewish studies, and a visiting assistant professorship in American Jewish literature. In conjunction with the National Yiddish Book Center, the Kaplan Foundation also provided support for on-campus conferences on Rethinking the Holocaust, in 1998, and Contemporary Jewish Creativity, in 2000. Recent visiting lecturers on campus have included Eric Sundquist and E.L. Doctorow. In 2006, Jewish Studies joined several other programs at Hampshire and in the Five Colleges in creating an interdisciplinary series of lectures and discussions entitled “Art, Exile, Memory.”

Beginning in the 2007-2008 academic year, Hampshire College has been awarded a grant from the Posen Foundation’s Center for Cultural Judaism for the development of courses and programs in the study of secular Jewish history and cultures. For more details about the grant and related Hampshire courses, visit

Courses in Jewish Studies at Hampshire vary from semester to semester, but are generally offered through the Schools of Social Science (SS) and Humanities, Arts & Cultural Studies (HACU). Courses are listed online via The Hub, Hampshire’s online registration system.

Jewish life at the Five Colleges is diverse. Hillel Foundation operates on three campuses in the valley (Smith College, Amherst College, and the University of Massachusetts). At Hampshire (as well as at Mount Holyoke), students have organized an independent Jewish Students Union. There is a Kosher mod on campus that is organized and maintained by observant students, and Kosher facilities are also available on other campuses.

Campus Resources For Jewish Studies:

National Yiddish Book Center

Jewish Studies Resources at the Harold F. Johnson Library

Jewish Studies at the Five Colleges

Program in Jewish Studies, Smith College

Department of Judaic and Near Eastern Studies, University of Massachusetts

Jewish Studies at Mount Holyoke College

Resources for Jewish Students at the Five Colleges

Jewish Student Union at Hampshire College
Contact: Rabbi Steven Nathan
Spiritual Life Office
Phone: 413.559.5282

Office of Jewish Affairs, University of Massachusetts

Smith College Hillel

Jewish Students Union at Mount Holyoke College

Amherst College Hillel

Posen Foundation for the Study of Secular Jewish History and Culture Programs 2008-2009

Visiting Writers Series

Thursday, September 18th

Imagining Redemption in a Secular Age

A reading with acclaimed author Jon Papernick

5:30 pm, ASH Auditorium

About Jon Papernick

Jon Papernick was born and raised in Toronto, Canada. His first collection of short stories, The Ascent of Eli Israel, was published by Arcade Publishing in 2002. The New York Times wrote: “There is a muscular certainty to the best of Papernick’s stories that is altogether harrowing. Papernick’s penetrating clear-sighted stories ring true.”

He is the author of Who by Fire, Who by Blood and is in the process of adapting Who by Fire, Who by Blood, into a graphic novel with artist Sandy Jimenez. He recently completed his second collection of short stories entitled There is No Other.

Papernick’s short fiction has appeared in publications such as Exile; The Sarah Lawrence Review; The Reading Room;; Night Train Magazine; Confrontation; Lost Tribe: Jewish Fiction from the Edge [Harper]; and Scribblers on the Roof [Persea]. His journalism and reviews have been published in The Jerusalem Post, Time Magazine, JBooks.Com, The Jewish Week, Jewcy, and The Forward.

Papernick has taught writing at the Center for Creative Youth at Wesleyan University; Pratt Institute; Boston University; and Grub Street Writers, Boston’s Independent Creative Writing Center. He has been the Fannie Hurst Writer-in-Residence at Brandeis University, and the Visiting Writer-in Residence at Bar Ilan University in Ramat Gan, Israel. He currently teaches fiction writing at Emerson College, and lives outside Boston with his wife and two sons. Check out his blog The Conversational Anarchist.

Thursday, October 23rd, 2009

Freedom and Responsibility in Poetry: On Translating the World

A reading with poet, translator, Hampshire alum, and 2007 MacArthur fellow Peter Cole

7:00 pm, FPH West Lecture Hall

About Peter Cole

The recipient of a 2007 MacArthur Foundation Fellowship, Peter Cole has published three books of poetry, Rift (Station Hill); Hymns & Qualms (Sheep Meadow Press); and, most recently, Things on Which I’ve Stumbled (New Directions). A fourth volume, What Is Doubled: Poems 1981-1989, was also recently published by Shearsman Books in the UK. Cole has worked intensively on Hebrew literature, with special emphasis on medieval Hebrew poetry. In 1988 he started the ambitious project of translating into English texts by Shmuel HaNagid, whose lyrical work had always been considered untranslatable. Selected Poems of Shmuel HaNagid, published by Princeton University Press (1996), received the Modern Language Association’s Scaglione Prize for Translation. Cole was granted a TLS translation award for Selected Poems of Solomon Ibn Gabirol, also by Princeton University Press (2001), an equally challenging translation of the philosopher, poet, and mystic, who was a younger contemporary of Shmuel HaNagid.

Cole’s prize-winning translations of the Hebrew Golden Age poets have helped to recreate for contemporary American readers the multifaceted world of medieval Spain, in which Jewish artistic and intellectual communities flourished under Islamic rule. His new anthology, The Dream of the Poem, traces the arc of the entire period and reveals this remarkable poetic world in all of its richness, humor, grace, gravity, and wisdom. By far the most potent and comprehensive gathering of medieval Hebrew poems ever assembled in English, Cole’s anthology builds on what poet and translator Richard Howard has already described as “the finest labor of poetic translation that I have seen in many years” and “an entire revelation: a body of lyric and didactic verse so intense, so intelligent, and so vivid that it appears to identify a whole dimension of historical consciousness previously unavailable to us.” Among Cole’s translations from contemporary Hebrew and Arabic poetry and fiction are also Love & Selected Poems of Aharon Shabtai (Sheep Meadow); J’Accuse, by Aharon Shabtai (New Directions); So What: New & Selected Poems, 1971-2005 by Taha Muhammad Ali (Copper Canyon Press); The Collected Poems of Avraham Ben Yitzhak (Ibis); and The Shunra and the Schemetterling, by Yoel Hoffmann (New Directions).

Cole has received numerous awards for his work, including fellowships from the John Simon Guggenheim Foundation, the National Endowment for the Arts, the National Endowment for the Humanities, and the 1998 Modern Language Association Translation Award. J’Accuse received the 2004 PEN-America Award for Poetry in Translation. He was a visiting fellow at Yale University’s Whitney Center for the Humanities in the fall of 2006. Cole is also the founder and co-editor of Ibis Editions, a small press devoted to the publication of Levant-related literature. Cole was born in Paterson, New Jersey, in 1957. He began studying Hebrew in Jerusalem in 1981, and has since divided his time between Israel and the United States.

Thursday, November 6th, 2009

A Workshop with Poet Jacqueline Osherow

2:00 pm, FPH 104

About Jacqueline Osherow

Jacqueline Osherow is the author of five books of poetry. Osherow has been awarded the Witter Bynner Prize by the American Academy and Institute of Arts and Letters; fellowships from the John Simon Guggenheim Foundation, the National Endowment for the Arts, the Ingram Merrill Foundation; and a number of prizes from the Poetry Society of America. Her work has appeared in many anthologies and journals, including Twentieth Century American Poetry, The Wadsworth Anthology of Poetry, The Norton Anthology of Jewish-American Poetry, Best American Poetry (1995 and 1998), The New Breadloaf Anthology of Contemporary American Poetry, The New Yorker, Paris Review, and many others. She is Distinguished Professor of English at the University of Utah.

Information Quoted From:

Latin@ Latin American Studies Program

(ESSP) ESSP says, ’The Environmental Studies & Sustainability Program (ESSP) is a multidiscipline program for students and faculty across the college. It brings together a rich grouping of courses, ongoing projects, campus programs (including the new sustainable campus plan), and speaker series so that students can develop their own ways to combine the sciences, social sciences, and humanities to study and work on environmental and sustainability topics.’ Translation: The ESSP program seems to have fallen dormant in recent years, or at least its presence on the internet has. Check out their website for good, but somewhat outdated information, and get in touch with a faculty member who shares your interests.

Law Program

Recognizing that law and legal processes and concepts are integrally involved in political, social, environmental, economic, scientific, and other issues, Hampshire College has given law a significant place in its curriculum. Our pioneering Law Program, established in 1970, was the first undergraduate Legal Studies program in the nation. It offers an innovative interdisciplinary approach to the study of law, as well as a number of exciting opportunities for engaging legal questions outside the classroom.

The program is not a pre-law program in the traditional sense of one that specifically prepares students for the study of law as a profession. Rather, it is an interdisciplinary one, deeply committed to the principles of liberal education and founded on the premise that an understanding of law as a social force ubiquitous at practically all levels—local, regional, national, and international—is basic to the exercise of the rights, privileges, and duties of today’s citizens.

Teaching in legal studies supports a large number of Division II concentrations and Division III advanced independent study projects, some of which center primarily on law while others include legal perspectives as a secondary focus. Though many of our students do ultimately choose to go on to a professional legal education at some at the nation’s most highly regarded law schools, others simply incorporate an engagement with the study of law as part of their Division II concentration or Division III advanced research project.

At the program’s center are courses on subjects such as philosophy of law; crime and punishment; political justice; civil rights; freedom of expression; law and racial conflict; legal regulation of sexuality; reproductive rights; human rights and humanitarian law; immigration and refugee issues; anthropology of law; law in literature; and others in a wide range of areas of student interest.

Many first encounter legal studies through courses designed to present legal methods and reasoning to first-year students, such as Political Justice, The U.S. Supreme Court, and Affirmative Action. Others come to courses such as Feminist Legal Theory or International Human Rights as more advanced students interested in philosophy, sociology, psychology or international relations.

Use links at left to learn about the Law Lunch speakers series, pre-law advising and for information about the faculty involved in the program.

Law Lunches

How To Participate

Thinking About Law School after Hampshire?

Law Program Associated Faculty at Hampshire

Legal Studies Courses

Information Quoted From:

Music Program

The Program

Hampshire’s Music Program offers a unique and innovative approach to music performance, scholarship, theory, composition and improvisation. Students are encouraged to explore an interdisciplinary process to engage with music as a creative expression as well as understanding music as culture and in culture. Areas of study include ethnomusicology, jazz/improvisation, western music theory and composition, and electronic and computer music. Related areas of study include radio production and music journalism, audio art, music recording technology, and luthiery. Courses in improvisation, composition and theory push students to move beyond conventional frames of perceiving and performing music, while also investigating those conventional systems. Through the Five College consortium, students have access to other courses in western tonal music (both western music history/musicology and theory) as well as a wide range of performance courses.

Division I

Division I students are encouraged to take introductory theory courses such as Musical Beginnings or Tonal Theory I as well as performance and ensemble courses. First year seminars such as “Writing about Music” and “Literature, Opera, Film” are designed to engage students in an interdisciplinary approach to topics of performance, cultural production, music, and ethnography.

Division II

Division II students in music design concentrations that are typically interdisciplinary in nature. In addition, Division II music contractors must complete a core sequence of theory courses either at Hampshire or Five College equivalents; a minimum of two semesters of performance courses or ensemble within the Five Colleges; and a minimum of three courses that critically examine musical/cultural studies from an ethnomusicological, historical, and/or cultural perspective. A major body of work from these (ethno)musicology/history/criticism courses must be included in the students Division II portfolio. A minimum of seven additional courses are required and students are encouraged to take an interdisciplinary approach to their Division II work.

Sculpture Program

  • The Sculpture Program offers courses in drawing, sculpture, and digital animation. The Sculpture curriculum is based on the integration of production, scholarly research, and rigorous critique. A practice-centered approach to learning allows students to use form and image making as a means of exploring and clarifying their own artistic intentions. Experiential learning in the studio becomes a catalyst for related scholarship in a wide range of fields including computer science, animal behavior, architecture, film/photo/video, creative writing, theater, music, art history, physics, computer science, industrial design, philosophy, and poetry. As sculpture is a non-medium specific art form, a vast range of materials and methods become part of the contemporary discourse in this field. Materials as disparate as light, chocolate, and gold have influenced the direction and content of contemporary sculpture. Well-equipped sculpture facilities support student work in traditional media such as clay, wood, plaster, concrete, found objects, as well as less conventional materials. In close collaboration with the Lemelson Center students are able to access extensive metal and plastic working facilities.
  • Drawing courses form an essential complement to work in three dimensions. Perceptual theoretical and imagination based working methods are integrated within drawing courses at the beginning, intermediate, and advanced levels. A professional level computer animation lab offers access to “Softimage XSI,” and Alias Wavefront’s MAYA. Three-dimension modeling is taught as a sculpture medium and as a demonstration tool for the discussion of sculptural attributes including content, form, space, color, motion, surface, material, scale and site.
  • Introductory sculpture courses introduce students to core historical, theoretical and structural concerns. Team-taught courses encourage students to pursue connections between studio production, performance, and text. Intermediate level sculpture and drawing courses often mix traditional and digital elements, allowing students to explore computer generated form and space in relation to their work in “traditional” media. Advanced level courses support the transition to independent work within the Division III thesis project, introducing non-linear methods of working with digital materials and environments, critique and theory-based courses that support the development of independent work, and allowing students from Hampshire and other colleges to work together.

School for Interdisciplinary Arts
Writing Center Building
Hampshire College
893 West Street
Amherst, MA 01002
Fax 413.559.5247


Hampshire College Social Venture Fund

The Hampshire College Social Venture Fund is committed to supporting student initiatives that generate significant social value, and to aid students in developing a rigorous plan of action to enact their idea. Social value is defined very broadly in this context, ranging from: scientific or social research, social enterprise, socially-beneficial product development, artistic projects that promote social change, and/or endeavors that strive to preserve cultural/historical heritage.

Learn more: Hampshire College Social Venture Fund

Students Of Color And International Students In Natural And Cognitive Science

  • The SCIENCES Network was created for students of color and international students who are interested in and/or concentrating in Natural Science or Cognitive Science. This network provides resources, networking, and support through:
  • a listserv
  • connections with alumni scientists
  • participation in science outreach programs, including
  • Hampshire’s Day in the Lab
  • Summer science camp (CSI)
  • Other partnership activities to be announced
  • Local school programs
  • fundraising
  • academic support groups
  • internship opportunities
  • connections with regional organizations of minority/international science students
  • participation in faculty searches
  • having fun!

School of Natural Science
Cole Science Center
Mail Code NS
Hampshire College
893 West Street
Amherst, MA 01002
Fax 413-559-5448


Studio Arts Program

The Program

  • The Studio Arts Program at Hampshire College provides a formal visual education in painting and drawing. Through our links to other arts disciplines on campus and in the Five Colleges, students gain knowledge of various material forms (sculpture, film and photography, printmaking, and ceramics). While each degree is designed to reflect the principal areas of study, each arts concentrator must complete four courses in art history. Studio study is often combined with academic work in fields such as philosophy, education, and psychology.

Division III

  • Graduating or Division III students receive private on campus studio space, and through regular critiques with faculty and visiting artists, they develop a body of work to be exhibited in the main gallery on campus. The fourth year of study is designed to build critical skills and studio discipline; student often go on to complete graduate studies.


  • The emphasis in the studio arts program is on the formal, material, conceptual, and historical development of painting practice. Real seriousness of purpose is ultimately paired with highly personal content during the course of each student’s education.

Theatre Program

  • Hampshire Theatre is a sequential, process-oriented program offering flexibility in curriculum and demanding strong initiative and motivation from each student.
  • The Hampshire Theatre Program stresses the use of flexible performance spaces and a commitment to process and experimentation that often results in innovative and original work, including multimedia and interdisciplinary productions. The program recommends a complement of courses and activities that will prepare students for independent work in theatre. Although each student’s curriculum is individually negotiated around his or her particular interests, there is an expectation that students will explore all facets of production.
  • Theatre students at Hampshire are encouraged to take their work a step further—gaining a sense of where theatre fits into a larger intellectual context, through studies in such areas as psychology, sociology, biology, history, and literature. A student coming to Hampshire as a seasoned high school designer, for example, may discover to her surprise that she is actively encouraged by the faculty to contextualize her design training by immersing herself in performance, in dramaturgy, in dramatic literature, and by going even further afield into art history and the psychological dynamics of drama. Students are also encouraged to incorporate some aspect of multiculturalism into their course of study.
  • At Hampshire, production is at the heart of the theatre program. Students are exposed to a close examination of the theatre’s rich traditions from a variety of perspectives, while being trained in all facets of hands-on production. Unlike many schools where student participation in actual productions is limited to the last one or two years of study, Hampshire allows first-year students to get involved immediately by collaborating with more advanced students, both on stage and behind the scenes. Collaboration in the theatre program is strongly emphasized, and participation of non-theatre concentrators is both welcomed and encouraged.
  • Theatre students are responsible for all facets of the production process at Hampshire, from play selection to strike. These responsibilities are distributed and monitored by the Theatre Program’s governing body, Theatre Board, which is made up of elected students, faculty and staff. Theatre Board presents a season of about six student-produced shows within the college’s two black box theatres, including the annual New Play Festival, which showcases student-written work. In addition to these performance opportunities, students can choose to participate in a variety of flexible workshop productions, production-oriented classes, guest artist and faculty productions, and classes and productions through the Five College Theatre Program.
  • The Hampshire Theatre Program allows each student to devise an individualized course of study that includes some combination of coursework, independent readings and papers, production work and other learning activities. These are negotiated with the student’s faculty committee and formalized by a signed contract.

Division I (Basic Studies)

  • First-year students at Hampshire take at least one 100-level course in each of Hampshire’s five schools: Cognitive Science; Humanities, Arts and Cultural Studies; Interdisciplinary Arts; Natural Science; and Social Science. While courses in each of these schools may be used to support a theatre concentration, most theatre classes are contained within Hampshire’s school of Interdisciplinary Arts. Some recent 100-level course offerings include: Theatre of the Eye (Design); Playwrighting; Principles of Directing; and Principles of Acting. Within these Division I courses, students do both group work and independent projects. Additionally, students are encouraged to participate in various capacities in campus productions, audition for five-college productions, or help in the creation of an advanced student’s Division III project.

Division II (The Concentration)

  • The Division II represents the core of a student’s concentration at Hampshire. With the help of the Division II faculty committee, the student drafts a concentration statement – a description of the various learning activities to be completed over the span of three semesters—that reflects the student’s interests and goals and demonstrates breadth and intellectual rigor. Students must include at least one course in each of the following: acting, directing, design, playwriting, theatre history, and theatre literature. Many Division II concentrations are multidisciplinary, interweaving two or more fields of study, and may include fieldwork, internships, or study abroad programs.
  • For example, a student with interests in theatre and Asian Studies took a range of courses at the Five Colleges in elements of both theatre and cultural studies. She did an internship with New Century Theatre, in nearby Northampton, to gain some directing experience. To include her interests in Asian studies and satisfy her Multiple Cultural Perspectives requirement, she traveled to China and took classes while directing students there in a play about American culture. The possibilities for integrating multidisciplinary passions with in-depth production work are endless.

A Selection of Division II titles includes:

  • An Exploration in Producing, Directing and Design
  • Levels of Communication in Theatre and Education
  • A Tale of Two Arts: Designing as a Director, Directing as a Designer
  • Profitable Narcissism: Theater, Creative Writing, and Acting
  • Social Identity and Social Communication – How Theatre, Fiction and Social Theory Communicate Identity

Division III (Advanced Studies)

  • In the final year at Hampshire, students undertake a major independent study project with the guidance of a faculty committee. Students are expected to complete two advanced learning activities during this year (which often include assistant teaching), and spend the majority of their time working intensively on their Division III project. A production-based Division III project usually involves some combination of producing, playwriting, acting, directing, or designing (lights, sound, costume, or set). A research-based Division III project could be anything from an analysis of genre in dramatic literature to a curriculum proposal for a community-based after-school program.

Some Division III projects don’t fit neatly into either category. Take, for example, a student who concentrated on religious studies and theatre at the Division II level, and decided to write a musical about the Annunciation for her Division III. In the fall term of her fourth year, she took a course at Smith College that focused on representations of the Virgin in art through the centuries. Additionally, she worked with one of her Hampshire professors, a classicist, researching various accounts of the Annunciation in literature and sacred texts. In the spring, she began the work of writing the text and lyrics of the play in collaboration with a Division II music student who wrote the songs. She also took a Theatre Concentrators’ Seminar in which early drafts of the play were given a staged reading and were critiqued by the rest of the class. In the late spring, she produced her musical as a staged reading, and received a lively and detailed response from her audience. For her final portfolio, she wrote a retrospective, detailing her research, the process of writing itself, and what she had learned from the audience’s feedback

Recent Division III titles in theatre:

  • Theatre and Psychology
  • Exploring Theatre
  • A Sense of Humus: Drama as a Tool for Sustainable Agriculture Education
  • Social Identity and Social Communication – How Theatre, Fiction and Social Theory Communicate Identity
  • Experimenting with the Semiotics of Theatre to Create a Multi-leveled Analysis of the Way in Which we Receive and Transmit :*Information
  • Winners and Losers: Scenic and Lighting Design for a Variety of Historical Periods
  • Acting on Faith: The Dramatization of Christian Liturgy
  • Shifts of Focus: Acting, Directing, and Writing Theatre

After Hampshire

  • Hampshire theatre students are attractive candidates for graduate and professional internship programs because of the independent work and hands-on experiences they’ve had. Schools that have recently accepted Hampshire students into such programs (including those in acting, directing, design, playwriting, drama therapy, and dramaturgy) include:
  • Brown University
  • Columbia University
  • Harvard University
  • Julliard School
  • New York University
  • North Carolina School of the Arts
  • StageWest Theatre Conservatory
  • Yale University
  • Roberta Uno(F75) founded the New World Theater at the University of Massachusetts as a program to promote and expand cultural opportunities for minority students. The program has grown and is internationally recognized for its productions and programs to support innovative artists. Uno has received numerous awards, including a Rockefeller Foundation grant, a William Dawson Award, and being elected convener of the International Women Playwrights’ Conference in Athens, Greece.
  • Naomi Wallace (F78) is an accomplished playwright. After Hampshire, Naomi wrote numerous plays including One Flea Spare, War Boys, Heart of America, The Trestle at Pope Lick Creek and Slaughter City . Naomi has received critical acclaim across the globe, including numerous commissions from London’s Royal Shakespeare Company. She attended the prestigious Iowa Playwrights’ Workshop and has won numerous awards for her plays, culminating in a 1999 MacArthur “genius” Fellowship.
  • Not many actors have a degree in semiotics, as Liev Schreiber (F85) does from Hampshire College. As an undergraduate, he spent a year in England studying with faculty from the Royal Academy of Dramatic Arts. After Hampshire, he went to the Yale University School of Drama. Schreiber’s roles have included the accused murderer in the horror film Scream and its sequels, Scream 2 and Scream 3 . He portrayed the young Orson Welles in the HBO original movie RKO 281, for which he was nominated for an Emmy Award, and appeared in movies such as Sphere, Kate and Leopold, The Sum of All Fears, and A Walk on the Moon . Liev has also acted in numberous Broadway and off-Broadway productions.

Program Resources

  • The Five College Theatre Program offers a multitude of theatre resources to Hampshire students. Four proscenium stages are supplemented by eight studio/black box theatres, where approximately thirty-five shows are produced each year. About forty theatre faculty members, including several professional visiting artists, offer more than one hundred classes relating to theatre each year. Course offerings, special guest artists, and all auditions are published in a Five College Theatre Newsletter, which is available to all students on the five campuses.

School for Interdisciplinary Arts
Writing Center Building
Hampshire College
893 West Street
Amherst, MA 01002
Fax 413.559.5247


U.S. Southwest and Mexico Program

  • The U.S. Southwest and Mexico Program provides support and opportunities for students and faculty to learn about and carry out research in this diverse and dynamic region. This distinctive program directs and supports interdisciplinary teaching and research done largely in collaboration with partnership organizations on both sides of the border and inside Mexico.
  • Hampshire College is committed to engaging in the international debates concerning transnational migration and displacement of people, and the implications and consequences of living within and across national and political borders. In a departure from “area studies,” this program seeks to examine boundaries and borders using the Greater Southwest as a starting point and to provide a productive arena in which this can take place.
  • This program facilitates active engagement of students with their education by “moving the classroom” to locations in the Southwest and in Mexico, where educational opportunities in this area of study are exponentially expanded.
  • Features of the program include:
  • Focusing on borders, border crossing, border culture, and boundaries of many kinds;
  • Involving students in collaborative research with indigenous and local communities;
  • Emphasizing studies that integrate scientific method, theory, and data into social contexts;
  • Forming outside partnerships that benefit the organization, the local community, and Hampshire.
  • The U.S. Southwest and Mexico Program offers the opportunity for intensive study at Hampshire and in the U.S. Southwest and Mexico on a wide range of topics from creative writing and botany to anthropology and politics.
  • Students at all levels of study are eligible to participate in the program through the following activities:
  • Hampshire courses that incorporate a five- to ten-day field trip to the Southwest or to Mexico (such as “Living in the Sonoran Desert”);
  • Hampshire courses dealing with the social, political, and economic dynamics of the border region and Mexico, such as “Border Matters”;
  • January Term natural and social science courses taking place in the border region and Mexico, such as Border Crossings: Field Visit to San Diego/Tijuana and the Sonoran Desert Border Regions; and Al Otro Lado, taught in the Zapatista-dominated indigenous areas of Chiapas, Mexico.
  • Summer internship opportunities in community-based environmental, health, and human rights organizations; and in scientific studies.
  • Divisional Work
  • Division II independent fieldwork projects and Division III thesis research projects in disciplines such as geology, health, archaeology, ethnobotany, pharmacological plants, creative writing, photography, social movements, transnational migration, indigenous cultures, and medical anthropology (to name but a few), with a focus on research conducted in the Southwest or Mexico.


  • Associated Faculty
  • Natural Science: Larry Winship, Chris Cianfrani
  • Social Science: Margaret Cerullo, Flavio Risech-Ozeguera


Women in Science

Specific activities connected with the Women in Science Program have included seminars by women scientists; informal gatherings; seeking funding for research support for student-faculty teams; college/school partnerships; and summer science camps on the Hampshire campus.

For over twenty years the Women in Science Program sponsored and ran two annual Day-In-the-Lab events for middle school students, one for girls and one for boys and girls from nearby urban school systems.

The Women in Science Program is currently redefining its priorities and involvement in the curriculum and specific projects. One new project is the creation of a website featuring profiles of Hampshire faculty, staff, and alums from groups underrepresented in science.


School of Natural Science

Cole Science Center

Mail Code NS

Hampshire College 893

West Street Amherst, MA 01002


Fax 413.559.5448


External links

See also

Hampshire College Theatre