In addition to majoring in a field, a student may choose to concentrate elective courses on a single topic or area. Normally, a student declares a concentration at the time of registration in the spring of the sophomore year. Concentrations are offered in the following programs:
A number of programs do not offer concentrations formally, but do provide students with the opportunity to study topics that cross departmental and program lines. These are: Bioinformatics, Genomics, and Proteomics, Film and Media Studies, History of Science, Linguistics, and Materials Science Studies.
These programs provide guidance only and do not appear on transcripts.
The Honors Program requires two or three courses, one of which may be a Winter Study Project, constituting a clearly interrelated pattern of study, whether in the form of a thesis, specialization within the major, or interdisciplinary study with courses from other programs or departments. At least one of the courses must be in addition to the minimum number required for the major or concentration. A student needs to do the equivalent of two thesis in order to be eligible for honors in two majors or a major and a concentration. Williams awards the degree with honors to students who have demonstrated imagination, initiative, and intellectual independence within a major or in some concentrations.
Prior to senior year, students should contact individual departments and programs for more information about special criteria, procedures, and patterns of study for honors.
Before a student has begun the last of the required course units, the department or program determines whether the student is admitted to honors candidacy.
The degree is awarded with Honors or Highest Honors at the end of senior year if, in the judgment of the department, its criteria of excellence have been met.
Certificate in Foreign Languages
Certificates are awarded in Arabic, French, German, Russian, and Spanish. The certificate confirms a particular degree of proficiency, cultural literacy, and experience with the language in the context of the student’s college education. Seven or eight courses are required, depending on the language. Please see the individual programs for details and specific requirements.
Combined Program in Liberal Arts and Engineering
The 3-2 program enables a qualified student to combine a liberal arts education at Williams with undergraduate professional training in engineering. The student studies at Williams for 3 years, completing 24 courses and 3 Winter Study Projects. They then transfer to The Fu Foundation School of Engineering and Applied Science at Columbia University for 2 years of engineering courses. Upon successful completion of this 5-year program, the student receives a Bachelor of Arts degree from Williams and a Bachelor of Science degree from Columbia.
During their 3 years at Williams, 3-2 students must complete all of the normal requirements for a Williams degree, including a major and the distribution requirements. Students majoring in the sciences should consult with their department chair to see if any of the courses taken at Columbia can count toward their Williams major. Only students who have taken the prerequisite courses, who have at least a 3.30 grade point average in scientific subjects and overall will be recommended by their major department and approved by the Committee on Academic Standing for this program.
The 3-2 program has an extensive list of prerequisite mathematics and science courses, so it is necessary to plan course selections at Williams carefully. The Physics Department's Pre-Engineering website includes a list of Williams courses recommended to prospective engineers, as well as a link to the list of Columbia's prerequisites.
A popular alternative to the 3-2 program is to complete the Williams B.A. in the usual 4 years, majoring in one of the sciences, and then go directly to a graduate program in engineering. Please see Preparation for Graduate and Professional Study. Also, prospective engineers at Williams have the opportunity to take undergraduate engineering courses at other institutions through various exchange programs.
The pre-engineering advisor, Tiku Majumder, will be happy to assist students interested in any of the options leading to engineering careers.
The Williams Tutorial Program
The Tutorial Program offers Williams students a distinctive opportunity to take a heightened form of responsibility for their own intellectual development. No student is required to take a tutorial course, but any student with the appropriate qualifications and interests is invited to do so.
Tutorials at the 100/200 level are designed primarily for first-year students and sophomores; they are usually given enrollment preference for such courses, though interested juniors and seniors are often welcome. Tutorials at the 300/400 level are designed primarily for juniors and seniors (and, often, for majors in the discipline); first-year students and sophomores are welcome to apply, but are urged to consult the instructor before registering.
Tutorials place much greater weight on student participation—more so than regular courses or small seminars. They aim to teach students how to develop and present arguments; listen carefully, and then refine their positions in the context of a challenging discussion; and respond quickly and cogently to critiques of their work. Tutorials place particular emphasis on developing analytical skills, writing abilities, and the talents of engaging in rigorous conversation and oral debate.
The ways in which particular tutorials are conducted vary across the disciplines, but this is how most tutorials at Williams are organized:
Tutorials are usually limited to ten students. At the start of term, the instructor divides the students into pairs. Each pair meets weekly with the instructor for roughly one hour—this is the main focus of tutorial courses. Many tutorial courses begin and end the term with a group seminar, and in a few departments, instructors hold weekly group meetings of all tutorial members to provide background information designed to facilitate the students’ independent work.
At these weekly meetings, one student delivers a prepared essay or presentation (e.g., an analysis of a text or work of art, a discussion of a problem set, a report on laboratory exercises, etc.) pertaining to the assignment for that week, while the other student—and then the instructor—offer a critique. In the following week, students switch roles. Typically, students write five or six essays (usually in the range of 4-7 pages) during the term, and offer five or six critiques of their partners’ work.
Since the program’s inception in 1988, students have ranked tutorials among the most demanding—and rewarding—courses they have taken at Williams. While not designed to be more difficult than other courses, tutorials are nonetheless challenging, with frequent writing assignments and the expectation that students will be well prepared to participate actively and effectively in weekly discussions. At the same time, students have consistently placed tutorials among the most enriching and consequential courses they have taken. They appreciate the close attention to their writing and argumentation skills; the opportunity to be held accountable, in a detailed way, for the extended implications of their ideas; the chance to develop their oral abilities as they engage in debate; and the close intellectual bonds tutorials build between teachers and students, and students with each other. Many students have formed important advising and mentoring relationships with their tutorial teachers.
Students pre-register for tutorials as they would for any other course (but should first check the description for prerequisites and to see if permission of the instructor is required). Because of limited enrollments and the special logistical arrangements involved in organizing tutorials, students may not drop a tutorial after 4:00 pm on the day before the first scheduled day of organizational meetings each semester. It is therefore important that students determine, before the start of the term, their interest in and commitment to the course. If they are uncertain whether they wish to take the tutorial, they should consult with the instructor.
This is a current list of tutorials offered. Students may obtain detailed information about particular tutorials from the course descriptions and the instructors. For general information, advice, or suggestions about the program, please email the Tutorial Program Director, Bojana Mladenovic.
When a particularly able student wishes to study a subject not covered by the normal course offerings, arrangements may be made to undertake courses of independent study under faculty supervision. Such arrangements are made with the appropriate department well in advance of the start of the semester. Once you have discussed plans for an independent study with a faculty sponsor, please submit the Independent Study Request form before the beginning of the semester in which the independent study will be taken, but no later than the last day of drop/add.
Study Away from Williams
Students are encouraged to think about the option of study away as they begin the process of considering major fields and course requirements sophomore year. All students in good standing with no deficiencies, including financial aid recipients, are encouraged to study away during all or part of their junior year. The Office of International Education and Study Away offers up to 200 approved programs, both domestically and internationally, for students to choose from. Over 40% of the junior class chooses to study away for a full semester or academic year.
Credit earned on the Williams-Mystic Program and the Williams-Exeter Program at Oxford are considered Williams College credits and the grades will be applied toward the GPA. Students participating on all other approved programs will receive general credit and their GPA will not be impacted, however, the experience will appear on their Williams College transcript. Coursework can transfer toward the Williams degree, however approval is required from the chair of the student’s major department; the Director of International Education and Study Away; and the Committee on Academic Standing (CAS).
The one-time petition deadline is March 1st the year before a student chooses to study away. To learn more about the process please contact the Office of International Education and Study Away.
Williams-Exeter Programme at Oxford University
Williams offers a year-long programme of studies at Oxford University in cooperation with Exeter College, Oxford. Based at Ephraim Williams House, Williams’ study center at Oxford, the Programme is designed to offer the fullest possible integration of the students into the intellectual and social life of one of the world’s great universities. It makes full use of the Oxford tutorial system and the Oxford three-term calendar is followed.
Interested students should refer to the Williams-Exeter Programme at Oxford University website for more details.
Williams-Mystic Maritime Studies Program
The William-Mystic Semester Program is an exceptional interdisciplinary opportunity for Williams College students who wish to spend a semester living at and traveling from our coastal and ocean studies campus located in Mystic, CT at the largest maritime museum in the world. Students travel to the Atlantic, Pacific and Gulf Coasts, and undertake original research of their own design in the humanities and sciences. A semester at Williams-Mystic satisfies both a semester’s credit and one Winter Study requirement, as well as writing-intensive course credit. Students take four Williams courses under the umbrella of the Environmental Studies department that are cross-listed with other subjects: Americans and the Maritime Environment (cross-listed as HIST 352), Literature of the Sea (cross-listed as ENGL 231), Marine Policy (cross-listed as ENVI 351 or PSCI 319), and either Marine Ecology (cross-listed as BIO 231) or Oceanographic Processes (cross-listed as GEOS 210). Williams College professors teach all four courses. Students travel extensively in three multi-day field seminar experiences including an offshore voyage on aboard a tall ship, travel by air to the Pacific Coast, and travel by air to Southern Louisiana. Field seminars reveal the deep connections between the disciplines as students interact with the environment and experts from each location. While in Mystic, students live in historic, cooperative, coed houses in Mystic on the Williams-Mystic campus, and have full access to world-class collections, an 8,000 square-foot science laboratory, a newly constructed humanities classroom located on the Mystic estuary and diverse coastal habitats (where field research can be undertaken in a wide variety of environments, ranging from tide pools and salt marshes to sandy beaches and estuaries). Students also participate in 19th century maritime skills under professional instruction, with choices such as blacksmithing, climbing aloft and setting square sails, music of the sea, or small boat handling and sailing. Williams-Mystic seeks candidates who are willing to try new things and work in a compelling academic environment. No sailing experience necessary, and all majors are welcome—a typical semester at Williams-Mystic is represented by 12 to 14 different majors spanning the sciences and humanities. Sophomores, juniors, and seniors can attend. Interested students should visit the Williams-Mystic Maritime Studies Program website for more information. Williams College students may study away for full year and also attend the Williams-Mystic program for a semester in the sophomore, junior or senior year.
Experiential Education at Williams
Experiential education, involving “learning by doing” outside the classroom, is a successful and growing part of the Williams curriculum. In addition to the use of traditional laboratory work in the natural sciences and studio work in art, faculty challenge students to become deeply engaged in their academic and civic learning through field work, whether in the form of research, sustained work on special projects or through placement with community organizations. Courses which include experiential learning provide students with opportunities to encounter firsthand the issues that they read and study about, requiring them to apply academic learning to nonacademic settings and challenging them to use their experiences in those settings to think more critically and deeply about what they are studying. Courses with an experiential dimension range from those involving a small fieldwork project to the multi-course semester length immersive Williams-Mystic Maritime Studies program. The amount and nature of the experiential component(s) varies according to the instructor’s judgment. Experiential course listings are available on the Center for Learning in Action (CLiA) website. Beyond specially designed semester and winter study courses, faculty welcome students developing their community service and work interests into curricular fieldwork, whether as a retooling of an existing assignment or an independent study.
A range of non-credit experiential learning opportunities is also available to interested students. Community service, community work-study jobs, internships, research, and special initiatives all provide students the chance to “learn by doing” outside the classroom. Information on each of these avenues is highlighted below.
Volunteer and Paid Community Service
Opportunities to apply creative energy and initiative in the service of others, i.e. to learn by doing good, abound in education, government and non-profit organizations in the communities surrounding Williams. Students can teach, tutor, or mentor in the local schools, build homes with Habitat for Humanity, work on energy efficiency campaigns, join or lead Break Out (spring break) Trips, serve as volunteer income tax consultants, clear hiking trails, and more. Work in these areas is facilitated by the Center for Learning in Action (CLiA) and over a dozen student groups, including Williams Homeless Outreach, Ephs Out Loud, Williams Recovery of All Perishable Surplus (WRAPS), and Lehman Community Engagement (LCE) which leads monthly service projects and a fall and spring Great Day of Service.
Curation and Education at the Williams College Museum of Art
Students can help develop exhibitions and programs, or teach art to the public as Gallery Guides of the Williams College Museum of Art. To learn more, contact Rachel Heisler, Manager of Student and Visitor Engagement.
Internships and Research Opportunities
A wide variety of summer internship and research fellowship opportunities are available to interested students through the Career Center, the Center for Environmental Studies (CES), the Zilkha Center, the Williams Outing Club, and the Center for Learning in Action (CLiA). Research opportunities are also available through individual academic departments.
Students can apply for grants or participate in internship programs run by many campus departments and programs. Options include serving as a community outreach intern or K-6 science curriculum developer with the Center of Learning in Action (CLiA), summer internship funding from the Career Center, the Center for Environmental Studies (CES), the Zilkha Center for Sustainability, and the Economics Department.
Summer Research Work with Williams Faculty and Independent Field Research
Students can work on research projects with faculty involving fieldwork in the Humanities and Natural and Social Sciences through programs administered by the Office of the Dean of the Faculty and Center for Learning in Action (CLiA). For more information, see the Office of the Dean of the Faculty and the Sentinels Fellowship Program which funds U.S. policy research. For funding for an independent research or creative project, see the Office of Fellowships.
For more information about experiential learning and community engagement at Williams College, go to the Center for Learning in Action (CLiA).
Preparation for Graduate Studies and Professional Careers
Although the principal function of Williams is to provide a broad and solid liberal education that will be of lasting value no matter what vocation a student may pursue, the College recognizes that no fundamental conflict exists between a liberal education and preparation for a professional career; on the contrary, a foundation of liberal studies increases professional competence in any field. A student should plan their program of study so as to provide as much educational breadth and enrichment as circumstances permit. A student should also give serious consideration to post-college plans early in their college career.
Each departmental major provides the foundation for graduate study in the corresponding field. Students should consult with individual departmental programs for requirements, and for special advice regarding preparation for graduate study. Students should also consult with the appropriate departmental chair or special faculty advisors as early as possible in their college careers to make certain they have taken all the necessary factors into consideration.
Students interested in graduate studies in art or architecture should meet with faculty with whom they have completed advanced work in the areas they wish to pursue. Their counsel can help narrow the search of programs that would best match a student's needs. The specific requirements of all art and architecture schools offering Master of Arts and/or Master of Fine Arts is available from their online resources.
The College Art Association (CAA) has written:
“Admission to (graduate) programs should be based on the nature, extent, and quality of undergraduate preparation, including courses in studio, art history, and other academic subjects. Quality of studio preparation can best be judged on the basis of careful evaluation of work done at the undergraduate level; therefore, a portfolio review (usually represented by slides) is regarded as an absolute necessity in the admission process.
While many institutions consider the BFA to be the standard qualifying degree, the fact that the applicant has attended a BA- or BS-granting institution does not necessarily rule out acceptance in most MFA programs. Whatever the undergraduate degree, most entering graduate students tend not to be completely prepared in one or more of the areas cited above and will require remedial make-up work...
Some institutions use the MA degree as a qualifying prerequisite for final acceptance into MFA candidacy, allowing the student to apply the earned credits toward the higher degree.”
Students are advised to take into consideration not only current minimum requirements but also recommended courses.
Williams offers no special course in preparation for a business career for graduate study in business administration. The qualities which are important to succeed in business, and which graduate business schools are seeking, are an ability to reason and to express oneself logically and clearly in written and oral exposition; a good understanding of the physical and social environment in which business operates; a solid background in quantitative skills; and an appreciation of human motivations and goals. This means that a broad liberal arts program is preferred over a highly specialized one.
Within this broad prescription, it may be desirable to have at least one year of economics and one year of mathematics (including statistics and calculus). For those interested in production management or operation research, additional work in any quantitative course and/or a course in computer science would be helpful.
But there is no particular major at Williams that is designated as preparation for the business profession. Students interested in futures in business are encouraged to undertake a broad educational program in the arts, humanities, and sciences. It is important that one gets involved in extra-curricular activities, one holds a leadership position, and pursuing relevant summer internships is critical.
Many Williams graduates enjoy productive careers in engineering, applied science, or technical management. Successful engineers need to be able to communicate effectively, reason logically, and understand both the technical and the social dimensions of a problem. A prospective engineer should major in one of the sciences (usually physics, chemistry, computer science, or mathematics), while pursuing a broad liberal arts education at Williams. Most often a student will complete a Williams B.A. in the usual four years and then go to an engineering school for professional training leading to a master’s degree or doctorate in engineering. While it may be necessary to make up a few undergraduate engineering courses, the opportunities at Williams to participate in scientific research and the breadth of a liberal arts education prepare Williams graduates to succeed in engineering graduate study and in their careers.
Please visit the Pre-Engineering webpage for more information. Students interested in engineering also have the opportunity to take undergraduate engineering courses tailored to their own interests at other institutions during, for example, a junior semester or year away from Williams. Columbia University, for example, has recently introduced a visiting student program in engineering. As indicated on the webpage, Williams maintains a formal 3-2 arrangement with Columbia University that offers the opportunity to study engineering at the undergraduate level, as well as a '2-1-1-1' arrangement with the Thayer School of Engineering at Dartmouth College.
Particular attention is called to the foreign language requirements of graduate study. Candidates for the degree of doctor of philosophy at many graduate schools are required to have a reading knowledge of both French and German. Under certain circumstances another language may replace French. Many graduate schools require also a knowledge of Latin for students of English and Romantic Languages. Candidates for the master of arts degree are required to have a reading knowledge of either French or German. Students should consult departmental chairs or the faculty advisors for the requirements in specific fields of study.
Williams graduates regularly proceed directly to law schools on the strength of their liberal arts education. As a rule, law schools do not require particular pre-law curriculum for undergraduates. Consequently, application and admission to law school is open to qualified students from all academic disciplines. This does not mean, however, that law schools are indifferent to one’s undergraduate academic experience. In fact, law schools will be very conscious of the quality and rigor of one’s undergraduate education. A serious student, considering law school, will heed this advice and undertake a challenging program.
Students intending to study law should consult with the Pre-Law Advisor, Michelle Shaw, at the Career Center. Also, on a regular basis, law schools from around the country will visit Williams to provide information and to answer questions from potential applicants.
Many Williams graduates elect to pursue a career in medicine, dentistry, veterinary medicine, public health, or other health-related fields. All are welcome to seek guidance from the Health Professions Advisor within the Career Center.
Students interested in medicine and related fields should pursue a broad liberal arts education, letting enthusiasm for subjects be a guide. In most cases, a student should acquire volunteer service and field-specific internship experience in an effort to confirm interest in the chosen field. With careful planning, any major can be studied.
In order to pursue a career in a health-related field, a student must pay particular attention to the courses required for graduate school admission. In certain fields, upwards of twelve courses are listed as prerequisites. The general requirements for many programs are outlined in “Choosing First Year Courses,” but each student considering advanced study in health fields should meet with the Health Professions Advisor early in the college career to ensure that planned coursework will satisfy admissions requirements.
Barbara Fuller, the Health Professions Advisor, will be happy to discuss goals and specific steps that might help a student realize them. Detailed information is available at the Health Professions website.
Pre-College and College Teaching/Research
A central qualification for careers in teaching at any level is proficiency in a major. Students interested in college teaching and research should prepare themselves at Williams for graduate work in the subject of their choice. Those interested in teaching at the elementary or secondary level should plan to attain state certification and/or earn an MAT or M.Ed at a good graduate school. There are many opportunities to do teaching internships and study education as an undergraduate while at Williams.
Students interested in college teaching should consult with the chairs of the departments in which they intend to major. Those interested in teaching at the elementary and secondary level should consult with Susan Engel, the Director of the Program in Teaching. Additional advice for both of these options is also available at the Career Center.
Teaching After Williams
There are many options for teaching after Williams, including independent and public school teaching. Many states now offer streamlined programs to certify public school teachers, and many states offer a wide range of options for acquiring certification while you teach.
Students interested in teaching may want to consider participating in the Program in Teaching at Williams which is designed to enable undergraduates to study the ideas, questions, and practices involved in good teaching at all levels. The program is open to any student interested in education and offers opportunities for all levels of interest, including those who want to find out about certification and graduate study. Students should contact Susan Engel, the Director of the Program, to find out how they might participate.
Students who want career advice should contact the Career Center which has a very active on-campus educational recruiting program that includes many private schools as well as Teach for America and similar programs. The program begins in the fall and continues through the spring. Students interested in teaching at independent elementary- or secondary-level schools or participating in the Teach for America or similar programs directly after graduation from Williams (certification is not required) should consult with the Career Center.
There is no particular path through the Williams curriculum designed or recommended for students intending to prepare for a career as a religious professional, enroll in a seminary, or pursue theological education. Undergraduate study in many fields within the liberal arts curriculum can be useful to the prospective minister, priest, rabbi, imam, or teacher of religion.
Students contemplating advanced academic work in religious studies in preparation for an academic career in teaching or scholarship should give serious consideration to concentrated undergraduate study in the field, in consultation with faculty advisors in the Department of Religion.
Students with vocational interests that may include ordination or certification as a religious professional in a field such as chaplaincy, religious education, service to a congregation, faith-based humanitarian work or some other form of ministry are urged to make themselves known to one of the chaplains (or, where appropriate, one of the local clergy) as soon as these interests begin to come into focus. Ordination requirements vary widely depending on the particular religious community or tradition; in some cases, it may be possible to make progress on certain credentials in academic study or field experience during the college years. Many divinity schools and theological seminaries expect and welcome students whose understanding of “ministry” or sense of call is very much still in formation. A basic foundation in the study of religion is certainly helpful—sacred texts, scriptural languages, history, philosophy, phenomenology and comparative studies, etc. But undergraduate study in other disciplines—music and the arts, political science and economics, anthropology, psychology and sociology—may also enhance preparations at the graduate level for future service to communities of faith.
Endowed Scholarships and Tutorials
Distinctive Undergraduate Scholarships
Williams College, through the Office of Financial Aid, administers over three hundred endowed scholarships, all of which are based on demonstrated need. Students who apply for financial assistance are automatically considered for all these and other endowed scholarships. No separate application is required. Limited space prohibits the complete listing of these, but some deserve special mention because of their distinctiveness.
BRONFMAN FAMILY FUND: Established in 1990 as part of the Third Century Campaign for international programs. The family’s support provides financial aid both for students coming to Williams from foreign countries and for students spending part of their undergraduate years overseas.
CLASS OF 1936 MEMORIAL SCHOLARSHIP: Established in 1986 by members of the Class of 1936 and their families and friends as its 50th Reunion gift to the College. Preference is given to descendants of members of the Class of 1936.
CLASS OF 1957 SCHOLARSHIP: Established in 1982 by the Class of 1957 as its 25th Reunion gift to the College. This award honors several juniors and seniors each year who have successfully combined campus leadership with academic achievement.
POLLY AND WILLARD D. DICKERSON '40 SCHOLARSHIP: Established in 1990 by members of the Class of 1940 on the occasion of their 50th Reunion in honor of Willard D. Dickerson ’40, Executive Director of Development Emeritus, and his wife Polly. For 32 years from their home in Williamstown, the Dickersons cared for the College, the Class, and its members with great concern, affection, and pride. Awarded to students of promise.
MARY AGNES R. AND PETER D. KIERNAN ’44 SCHOLARSHIP: Established in 1989 by Fleet Financial Group in memory of Peter D. Kiernan ’44, former chairman and CEO of Fleet/Norstar Financial Group, Inc. The scholarship was further endowed by Peter D. Kiernan III ’75, and his wife Eaddo, in memory of his father and in honor of his mother, Mary Agnes R. Kiernan. Seven scholarships are awarded annually, with preference given first to Fleet employees and their children or to residents of regions served by Fleet Financial Group (notably New England, New York, and New Jersey). Secondary preference is given to students from Ireland.
JOHN W. LASELL SCHOLARSHIP: Established in 1952 by five members of the Lasell family in memory of John W. Lasell of the Class of 1920. Preference is given first to students of Whitinsville; then to other Massachusetts residents.
HERBERT H. LEHMAN SCHOLARSHIP: Established in 1964 by Mrs. Lehman as a memorial to her husband, a former New York Governor and U.S. Senator, who graduated from Williams in 1899. Fifteen to twenty upper-class students are selected each year on the basis of service to both the Williams and wider community.
MORRIS AND GLADYS LEWY SCHOLARSHIP: Established in 1983 by Morris and Gladys Lewy, parents and grandparents to two Williams graduates. Preference is given to pre-medical students.
JOHN J. LOUIS, JR. ’47 SCHOLARSHIP: Established in 1976 by the late John J. Louis, Jr., former Trustee of Williams, for general scholarship purposes. Preference is given to students from Illinois.
RALPH PERKINS ’09 SCHOLARSHIP: Established in 1960 by the family of Ralph Perkins, a member of the class of 1909. Preference is to be given to students from Ohio.
FREDERICK H. ROBINSON ’20 MEMORIAL SCHOLARSHIP: Established in 1988 by the late Mrs. Dorothy S. Robinson in memory of her husband, a member of the Class of 1920. Preference is given to students who demonstrate interest in music.
SPENCER FAMILY SCHOLARSHIP: Established at Williams in 1991 by Mrs. Harriet Spencer, a former Trustee of the College, in honor of her husband’s (Edson W. Spencer ’48) 65th birthday and her great affection and respect for Williams College. Preference is given to students of Native American, African-American, Latino, or Asian-American descent.
C. V. STARR SCHOLARSHIP: Established in 1981 by the C. V. Starr Foundation with preference given to international students.
FRANCIS LYNDE STETSON SCHOLARSHIP: Established in 1921-22 by Francis Lynde Stetson, Class of 1867. Preference is given to students from northern New York.
JACOB C. STONE SCHOLARSHIP: Established in 1928 by Jacob C. Stone, a member of the Class of 1914, a Trustee of Williams, and a native of North Adams, Massachusetts. Preference is given to students from Berkshire County.
Alumni Funded Tutorials
Tutorials bring a professor and two students together in weekly sessions that epitomize President James A. Garfield’s (Class of 1856) legendary statement: “The ideal college is Mark Hopkins on one end of the log and a student on the other.” They forge student-professor bonds, teach students about arguments, about arriving at and defending a position, and about responding on the spot to questions, criticisms, and suggestions. They also promote critical reading, the writing of succinct analyses, and oral defense.
Williams College recognizes the Classes of 1953, 1954, and 1979 with deepest gratitude for supporting tutorials with their generous 25th and 50th Reunion gifts. Williams is also pleased to recognize the following individuals and families who have created generous endowments to support tutorials, many in honor of their 25th and 50th Reunions: Hugh Germanetti 1954, David A. Gray 1954, Robert L. Guyett 1958, The Hunter Family, John D. Mabie 1954, and John H. Simpson 1979, The Testa Family.