how to approach faculty

Written by former program assistant Cat Guzman 10F

Welcome, new students! Now that the semester has started, you’ve probably realized that one of the best things about Hampshire is the accessibility to faculty. You may have lots of questions, and there are so many potential sources to give you the answers. But do you ever feel intimidated, hesitant, or just plain shy in approaching faculty? During this time of transition to college life, social adjustment can feel tricky in and out of the classroom. Knowing how to approach faculty members is a necessary skill in advocating for yourself and maintaining a successful academic experience. Here are some tips to building these important relationships:

1. Keep in touch with your advisor! During your first meetings, be sure to talk about classes, review your strengths and weaknesses, and share your future goals. Remember, advisors are a tremendous resource at Hampshire—they are here for you.

2. If you’re ever feeling confused, lost, overwhelmed or concerned in the classroom or about certain course material, don’t wait—communicate with your professor! There are a few ways you can do this:

  • Plan your questions, and approach them after class to discuss them. In my experience, this is the best way to get quick questions answered!
  • Sign up for office hours! Some professors are busier than others, and are therefore a bit harder to reach. Signing up for their office hours (usually posted on your course syllabus, their office door, and/or their Hampedia page) ensures one-on-one time with them, and is especially helpful when you’re looking to have a thoughtful conversation.
  • You can also contact them through e-mail and their course website to try and find a time to meet outside the classroom. Just remember: faculty inboxes can sometimes be filled the brim, so if you’re waiting for a reply, it may be best to actually follow up in person with your professor. Note: when writing an e-mail to faculty, make sure to include a greeting, provide a clear overview of what you’re writing about, and don’t forget to sign your name! The more information they have, the easier it will be for them to respond to you.

3. Teacher’s Assistants (or TAs) are returning Division II or Division III students who help professors throughout the semester. They’re great conduits between you and faculty, so use them well!

4. The Deans of the Center for Academic Support and Advising (CASA) are also available to help make connections. CASA’s expert tips helped to provide the framework for this blog post, and they have lots of great information to share. Don’t hesitate to visit their office, located in the Lemelson Building, or call them at x5498.

5. As with all campus communication, please make sure to check your Hampshire e-mail regularly. Faculty, staff, community members, and other students will use this e-mail address to reach you, and you are expected to follow up on e-mail communication through this account throughout your time at Hampshire.

Faculty are always willing to help, but they can’t read minds, so it’s crucial for you to take the first step in approaching them. Introducing yourself and keeping in regular contact is a great way to start the year and to stay on top of your progress in class.

Best of luck with the semester!

Questions or comments? E-mail us at newtohamp@hampshire.edu. We’d love to hear from you!

what’s the deal with work study?

Great question. We’re glad you asked!

If you’re an incoming student with a work study award as part of your financial aid package, you’re probably wondering how (and when) to get started on the process of securing work study employment on or off campus. All work study-eligible students will meet with the Student Employment Coordinator, Janel R. Johnson on opening day and during orientation to review information about securing a work study position. But if you can’t wait to start thinking about employment opportunities, here are a few tips and FAQs to help you get started before you arrive!

Where can I view the available work study positions?
Available on and off campus work study positions are listed on the student employment intranet site, and will be updated more fully in mid-to-late August. These listings are as current as possible for this moment, but will certainly be updated as we move towards the semester. To get a sense of what’s available, you can browse the following sites. (Note: you will need your HampNet username and password to log on to the Intranet.)

When can I begin contacting potential employers?
The student employment office generally recommends that students wait until August to begin contacting campus offices. Many Hampshire offices are closed during the summer, while others operate with limited staffing, so you’re more likely to get in touch with offices once their full staffs have returned for the start of the fall semester (which generally happens around August 1). We’ve heard some stories about students contacting offices sooner than this and having success in doing so, but most offices don’t expect to hear from you until August.

How should I contact potential employers?
Once you’ve identified a few potential opportunities in which you’re interested, you can begin contacting these offices to express your interest, see if the position is still available, and schedule an interview for early in the semester. Email is preferred by most offices, as it is easier to keep track of communication, potential candidates, and interview scheduling. Some listings will indicate how best to contact the office, so feel free to use this as a guide. If you cannot find contact information on a listing, feel free to contact the student employment office for more information.

How many positions should I pursue?
The student employment office suggests that students pick five positions of interest, you should apply to at least one off campus work study position too. Many students have a work study awards as part of their financial aid package, and the more opportunities you pursue, the more likely you are to secure a position.

Are there any forms that I need to fill out?
Once you have interviewed and acquired a job, you will need to fill out a work contract, I-9, W4 and M4 tax forms before you before will be able to be paid for your work. You can obtain the work contract through either the employer or the student employment offices. All work study-eligible students are required to attend the student employment meeting, which takes place on Tuesday, September 2, at which point you’ll fill out your tax forms and learn more about policies and procedures for student employment. It is very important NOT to fill out the tax forms before you come to campus. These are date sensitive and can not be accepted if dated before the student employment meeting during orientation. More information about this meeting will be available in the new student orientation schedule. Please note that you’ll need to have two forms of identification with you in the form of 1) a current passport, a social security card, or a certified birth certificate, and 2) either your Hampshire ID or a driver’s license. Please keep this in mind when packing for Hampshire!

Where can I find more information?
Visit the student employment office page on the Intranet for lots of great links, including information on contracts and a list of FAQs. Janel Johnson, the student employment coordinator, will return to the office in mid-August, but you can certainly send her an email, and she will respond within the business week, jjohnson@hampshire.edu. You can also contact Financial Aid 413-559-5484 with any pressing questions. They’re happy to help.

Still have questions? Curious about anything new student related? Feel free to contact us at newtohamp@hampshire.edu. We’d love to hear from you!

welcome to the newtohamp blog!

photoOn behalf of the office of new student programs at Hampshire College, we’d like to welcome you to the newtohamp blog. Here you’ll find updates on academic requirements, events sponsored by the office of new student programs, tips from current students on navigating your first year at Hampshire, and posts by guest bloggers on all things new students. We don’t want you to miss a thing!

Can’t make it to one of our programs? Check back here for a post-event report with information on what you missed and how to get in touch with presenters. Looking for advice from current students? We’ll have current students posting their best pieces of wisdom from their first year experiences. Have questions, but don’t know who to ask? We’ll cover that too, by introducing the individuals that can help you to make the most of your first year at Hampshire.

Stay tuned!

creating your division I portfolio

Written by former program assistant Cat Guzman 10F

So, you know what you’ve got to do to pass, but are you still wondering how to do it? I know I was about three years ago, and I remember wishing I had an older student with personal experience help explain the process to me. The Division I portfolio is essentially the culmination of your whole first year at Hampshire—a testament to the things you’ve learned and the best work you’ve done. Reflecting on the year and creating your portfolio now may seem daunting (especially with final deadlines around the corner), but it doesn’t have to be! It’s a time for personal reflection and assessment, and it can actually help you better understand your experience and development thus far as a Hampshire student. If you’ve satisfied all your requirements, the portfolio is really the only thing standing between you and passing Division I. Ready to create it?

Here’s what you want to do:

First, get a 3-ring binder (about 1-2” in size) and some section dividers. Create the following labels for the pieces of the portfolio you need:

  1. Table of Contents
  2. Division I retrospective essay (2-3 pp. recommended length)
  3. Copies of all evaluations and grades you’ve received so far.
  4. A list of courses you’ve completed (indicate which ones satisfy four out of five distribution areas: ADM, CHL, MBI, PBS, & PCSJ)
  5. Documentation of your CEL-1
  6. One section for each of the cumulative skills
    1. Independent Work
    2. Multiple Cultural Perspectives
    3. Quantitative Reasoning
    4. Writing and Research

Next, gather the easy pieces: the Table of Contents page, your printed course evaluations and grades (include all that you have up to this point), a list of your courses that will satisfy Division I, and documentation of your CEL-1.

Then, find a free chunk of time to look through all of the evaluated work you’ve saved up until now and pick your best examples that apply to the each of the four cumulative skills — these pieces will ultimately go into your portfolio. This doesn’t require a day’s worth of work; it can be done in a couple of hours in your room. And if you feel at all confused about what should or shouldn’t go into the portfolio, don’t hesitate to ask your advisor for some helpful advice, like I did. (Note: all of your favorite work may not fit into your binder, but don’t let that stop you from including it in your portfolio! For my Div I portfolio, I decided to include a photography project that consisted of 12 large matted prints. It wasn’t a part of my binder, but my advisor appreciated my choice to present it anyway in my final meeting.)

If you want some company while assembling your portfolio, make sure to stop by the Portfolio Making Party on Tuesday, April 29 at 7PM in the FPH Faculty Lounge. New Student Programs and CASA staff will be on hand to offer advice, supplies, and plenty of snacks. Stop by and spend some time with fellow soon-to-be Div II students!

Writing Your Division I Retrospective:

The retrospective is ultimately a reflection essay — a chance to tell the story of your first year at Hampshire. When writing, consider how you began the year and your expected academic interests. Talk about the academic challenges you faced and the steps you took to meet them, along with the “high points” of your year, including what interested you, what new ideas or topics surprised you, and what you enjoyed the most. Write about your participation and experience in the Hampshire community for your CEL-1 activity. And with the cumulative skills in mind, think of what you learned about each of them along the way.  As you prepare, you may also want to consult your advisor to see if there’s anything specific that they want you to include. The main goal is to provide a clear picture of your progress as a student and member of the community during your first year at Hampshire.

I’d recommend you write it in a quiet and empty space where you can truly focus, whether that’s in your room or in the main gallery of the Liebling photo building. Give yourself the time to re-read it all, re-visit your experiences, and think about why it all mattered. If the assignment seems scary, I promise you it’s easier than it seems! Looking at your best work over the course of your first year at college (all of those written pages, creative projects, research, etc!) is a pretty amazing feeling. You’ll be able to draw conclusions about your work and about yourself. Ultimately, you should feel really proud of all you’ve done and learned so far, and this should definitely help motivate you to finish your portfolio. You’ll want to include a hard copy of your retrospective in your portfolio, but don’t forget to complete the passing process on TheHub as well. You’ll be able to copy and paste your retrospective into the passing form after you’ve finished writing.

…And when you’ve completed all the pieces, get ready to present your work to your advisor in your final Div I meeting!

Remember:

1. These are guidelines to help you better navigate the process of creating your portfolio—don’t feel obligated to work in this exact order, just get it done before the deadline in the best way you know how.

2. Your portfolio and retrospective are what you want them to be. This was the most important lesson I learned last year and the best piece of advice I can pass forward.

Division I is what YOU make it—your overall experience at Hampshire is what you make it. Keep this in mind when you’re creating your portfolio, and enjoy the process!

I hope this helps you—best of luck!

As always, contact newtohamp@hampshire.edu with any questions, comments or concerns. We’re happy to listen and help!

how to pass division I (in a nutshell)

Written by former program assistant Cat Guzman 10F

Around this time three years ago, I remember stressing over my Division I portfolio. I had met all of my requirements, so I was (technically) ready to pass, but I felt overwhelmed and mentally unprepared. The urgent e-mails that flooded my inbox sometimes added to the pressure instead of motivating me, and with finals just around the corner, the process felt so daunting that I ended up waiting until the beginning of my second year to do it.

Looking back, I realize I probably would have saved myself the extra pressure to pass if I had just done it when I was first ready. What I needed was to see the process from a different and simpler perspective.

Let’s break it down into individual steps:

1. First, courses! Take one course in four of these five distribution areas (totaling four courses):

  • Arts, Design, and Media (ADM)
  • Culture, Humanities, and Languages (CHL)
  • Mind, Brain, and Information (MBI)
  • Physical and Biological Sciences (PBS)
  • Power, Community, and Social Justice (PCSJ)

Take three elective courses (these are courses that don’t necessarily hit a distribution area, and are totally determined by YOU).

So, a grand total of SEVEN courses will comprise your Division I portfolio. And along the way, make sure you’ve progressed in these cumulative skills:

  • Progress/proficiency in analytical writing and informed research practice
  • Progress/proficiency in quantitative skills
  • Engagement with multiple cultural perspectives
  • Progress/proficiency in the ability to successfully undertake independent work

2. Complete at least one CEL-1 (Campus Engaged Learning) activity, totaling 40 hours. Your retrospective essay will include reflection on your CEL-1 activities, so be thinking about how they fit into your overall Division I experience.

3. Write a retrospective essay on your academic experience thus far (more on this in a future blog post).

4. Create a portfolio of your best work over the course of the year (more on this soon too!).

5.  Set up a final meeting with your advisor, and submit your Division I portfolio.

By this time, you’ll be wrapping up your courses and CEL-1 activity for the year, so the actual portfolio (including the retrospective) is the only thing that stands in your way of passing and becoming a Div II! Theoretically speaking, you could pass next semester—but who wants to dwell on officially passing their Division I over the summer? Save yourself the pressure, and get it done now if you can!

Feeling like you might be ready to pass Division I? Here’s a suggested timeline:

  • April: Make an appointment with your advisor for Progress Review Week. You’ll be expected to give your advisor your Division I portfolio, including your retrospective essay (more on these items in an upcoming blog post!). By now, you should be completing your CEL-1 activities. Remember that you need to complete the online passing process in addition to meeting with your advisor!
  • May: If you’ve completed all of your Division I requirements, you will be expected to submit your portfolio to pass Division I. Complete the online passing process: you will be asked to select your Division I courses and post your Division I retrospective essay (which includes your CEL-1 reflection, check for guiding questions on TheHub). Make an appointment to review your portfolio and have a passing meeting with your advisor during progress review week (May 5-9). You can’t officially pass Division I until all of your evaluations are in, so your advisor will probably check the box on TheHub to indicate that you’ve passed sometime between the end of June and early September. If you have not completed all of the requirements for Division I, you must still meet with your advisor and agree upon a plan for the completion of Division I.
  • September: Happy School Year! Passed Division I? You can begin to draft your Division II contract on TheHub now.

I hope this helps put things into perspective, but if you find yourself still feeling lost or overwhelmed, stay tuned for a future blog post where I’ll break down the steps of creating your Division I portfolio, including writing your retrospective! Also, mark your calendars for this year’s Division I Portfolio Making Party, which will be held on Tuesday, April 29 at 7 p.m. in the FPH Faculty Lounge. Laura Melbin from CASA will be in attendance, and we’ll provide lots of snacks and portfolio-making supplies!

Good luck, and don’t hesitate to contact us at newtohamp@hampshire.edu with any questions or concerns!

everything you wanted to know about division II but were afraid to ask

Written by program assistant Nina Gunther-Segal 13F

Everything You Wanted to KnowThe end of the semester is fast approaching, so first years are beginning to start thinking about passing Div I and moving on to Div II. To help us gain an understanding of this process, on Monday, March 31st in the FPH Faculty Lounge, Ernie Alleva from the Center for Academic Support and Advising (CASA) held a workshop about Division II for a group of Division I students.

Passing Div I
The first step in figuring out Div II is passing Div I. The bottom line for finishing Div I is talking to your advisor, so try to set up a meeting as soon as possible — it can only help! When you finish with your academic requirements for Div I, you’ll assemble a portfolio; talk to your advisor about this, because many ask for slightly different things, and they can tell you what specifically they’re asking for. The portfolio generally includes a retrospective essay, course evaluations, representative samples of your work, etc. Once you’ve assembled your portfolio, schedule a final, roughly half-hour meeting with your advisor to discuss the year: what’s gone well, your strengths and weaknesses, what you’re looking forward to, and so forth.

What’s the timeline for this? It depends. People will be finishing Div I from early May to early-mid February 2015. It’s possible to finish in May, but some will and some won’t — it depends on what requirements you’ve completed, and what you still need to do. Some people will have additional work in the fall semester. However, you won’t be able to officially pass Div I until June 15th, the deadline for faculty spring semester evaluations. Although you can’t officially be filed for Div II until you’ve passed Div I, you can get going on Div II pretty much anytime. You might even have done work the first year or before you pass Div I that can count towards your Div II.

What’s a Div II?
Div II is organized differently than Div I — for one thing, it has no distribution requirements, there’s no official number of courses required, and it’s not on any kind of course credit system. That said, you’ll hear faculty members throwing around numbers regarding what you need for your Div II — some faculty members will say “If you want me on your committee, you have to take X number of courses,” but it depends. The reason that there’s no specific number of courses required is because your Div II can vary significantly — it can include internships, independent research, research assistantships and teaching assistantships, among other valuable learning experiences. Division II portfolios upon completion will have at least 14-15 academic courses in addition to learning activities, internships, etc.

Now, other information about the content of your Div II — It’s all about your planning the trajectory of your studies yourself — it’s self-designed, in conjunction with faculty members. The goal of Div II is not to focus narrowly, but to give you a general set of skills in areas that interest you. This lack of a template makes Div II possibly more challenging, but it can also be a lot more interesting: for instance, it leaves open the possibility for interdisciplinary work. Div II is roughly equivalent to a major, minor or concentration, but there aren’t traditional departments; instead, you assemble a faculty committee.

Filing Div II
You need to come up with a proposal for Div II, which will eventually become your Div II contract. The first task is putting something down on paper–come up with a description, including things like ideas, problems, questions, materials, and techniques you want to work with. Make it so someone who doesn’t have a clue about you can understand; get something down as a basis for conversation with faculty about your goals. Ultimately, your contract will be an agreement between you and your committee regarding what you’ll do. In addition to stating the possible content of your Div II, talk about how you’d like to go about pursuing that; this can include what kinds of courses might be relevant (actual or hypothetical), as well as pursuits like  internships, study abroad/exchange programs, and research assistantships. Be prepared to tweak things as a result of conversations with faculty members; you will do one revision of your contract before you complete Div II so that what you actually did is reflected in its content.

Your next step is to contact prospective faculty members who might be good for your committee. The committee typically has two people (or sometimes three), an advisor/chair and a committee member. The distinction between members and chairs isn’t a very important distinction (officially, it has to do with who checks you off for things on the Hub) — the exact roles played by each depends on faculty availability and what you prefer. In addition to having one or two people who are knowledgeable about what you’re working on, the most important thing has having people that you want to work with. Take some time to talk to students and faculty members about who might be good for your committee. And it’s not unusual for people to have faculty on their committee with whom they haven’t yet worked, so that shouldn’t be an impediment to your reaching out to people. As for when to do this? Sooner is better because as students ask them, faculty will fill up their quota — definitely start talking to faculty by the fall, and don’t wait until February. There’s no cost to waiting till next spring for Div II as long as you already have a committee, but the final deadline is mid-February — if you don’t do it by then, Zena Clift and Ernie Alleva from CASA will start hounding you, and you might eventually have to spend another semester in Div I.

In addition to filing your Div II contract (having the final version on the Hub and signed off there by your committee), for students in high-demand programs at Hampshire, there’s a separate application process. These programs include creative writing, theatre, studio art, film/photo/video, and game design. If you want someone to be on your committee in connection with those programs, you have to file a separate application, the aim of which is primarily to provide fairness in the distribution of faculty on committees.

More about the specifics of Div II
Although the prospect of narrowing down your interests might be an intimidating one, note that not everything you do in Div II has to be a part of your focus. There might be things in there that are unrelated — for instance, if you’re focusing on painting, you might take a physics course. You just need a core of work that explores and develops your focus. You can also modify your Div II and committee if you change your mind–the contract is not set in stone, and sometimes people radically revise it.

Div II has different requirements than Div I. Instead of CEL-1, it has CEL-2, which stands for “Community Engaged Learning”. This can’t usually be satisfied by OPRA; instead, you work with organizations, work with other students on projects, etc. The bottom line is that it’s decided by the committee what can count towards CEL-2; you need to have someone (your supervisor, a co-worker) write you an evaluation, and typically, it should add up to at least 40 hours of work. In addition, there’s also the multicultural perspectives requirement, which you have to document in your final portfolio; sometimes your committee will also ask you to write a self-reflection; and again, the bottom line is that your committee decides what you need and what can qualify for this.

Toward the end of Div II, in addition to revising the contract, you’ll put together a portfolio–much larger than the Div I portfolio, but with a similar overall structure: a retrospective essay of about 8-20 pages, representative samples of your work, evaluations/self-evaluations, and related activities (talk to your committee about what to include). You’ll also schedule a final meeting towards the end of or after your sixth semester, to spend an hour talking about your progress, what else you want to do and the process of moving on to Div III.

Need more info?
Contact the folks at CASA — Ernie Alleva (ealleva@hampshire.edu) or Zena Clift (zclift@hampshire.edu). You can also make an appointment with one of them by calling 413-559-5498.

Still have questions? Email us at newtohamp@hampshire.edu. We’re happy to help!

get to know summer@hampshire!

Written by program assistant Nina Gunther-Segal 13F

summerprograms-mainWondering how you’re going to spend the summer? Looking for a way to immerse and educate yourself in a particular area of interest? Lamenting the fact that in only a few months the school year will end, and you’ll have to leave campus? Then Hampshire’s Summer Academic Programs are for you!

I had a conversation with Abby Ferguson, an expert on the Summer Academic Programs, who told me what first-year students might want to know about them. They’re a series of programs designed to reflect Hampshire’s strengths during the academic year, and a time when Hampshire opens up course offerings to students from all over the country. They’re primarily undergraduate programs (although there is one pilot high school program this year) and because the programs are rooted in academics, they provide transfer credit. Abby made a point of letting me know that they’d really love first-year students to look into the programs — it’s an incredible opportunity to participate in a variety of hands-on, uniquely Hampshire activities (experientially-focused, interdisciplinary) that you won’t get at other schools.

Here’s some more specific info about the individual programs:

Food, Farm and Sustainability: This is Hampshire’s flagship summer program, now in its third year. It’s six weeks long, from June 2 to July 11. Participating students will have the opportunity to work on the farm and with Natural Sciences faculty to look at sustainable agriculture from a variety of perspectives. It’ll include lots of hands-on learning activities: communal meal preparation, working at a variety of local farms, and enjoying the beauty of the Pioneer Valley in the summer while integrating work and education. Partnerships with local farms are deeply rooted in the curriculum, and the immersive program really gets at the root of sustainable agriculture.

TESOL Teacher Training Course: This program, during the month of June, allows students to delve into the coursework of teaching English to speakers of other languages, gaining a TESOL (Teaching English as a Second Language) certificate in the process. It’s strongly connected to the Fulbright Program — many students go on to get Fulbright scholarships after taking this course; it also opens up incredible opportunities, globally.

Creative Media Institute: This is Hampshire’s summer film studies program, for four weeks at the end of the summer. Every year it has a different focus–this year’s is non-fiction media, and will be an opportunity to get inside documentary filmmaking in an immersive way. Not only is it open to students, but also to practitioners and filmmakers, who can come and take the course alongside students. This is particularly cool because it allows different learning communities to communicate, learning side-by-side and from one another. Students are encouraged to bring their works in progress to the program. The program involves lots of screening and responding to films. It will have several guest faculty and artist visitors, among them two Hampshire alums: esteemed filmmakers Ken Burns and Brett Morgen.

Institute for Curatorial Practice: This one’s brand new, and the summer programs organizers are very excited about it. It’s a five-week program that examines the practice of curation from all sorts of disciplines. The education provided is cutting edge, attempting to take museum studies into the 21st century. This is a program that takes full advantage of the Five College Consortium, firmly rooting its education in the collections, archives and exhibitions of the area. There will be many field trips and museum visits, and as part of the course, students will get to use what they learn to create digital exhibitions in groups.

Designing Social Impact: Hampshire students can’t take this one, because it’s a high school program, but if you know of any high schoolers (age 16+) who might be interested in experiencing the unique things Hampshire does, let them know! This is a design-focused program that takes advantage of the fact that Hampshire is one of the first liberal arts colleges with a fully-functional fabrication shop. Students will get to work in the Center for Design with faculty to innovate and develop their own projects.

Interested? Apply online — go to summer.hampshire.edu and click on the program that interests you to find an application. It’s a relatively simple process, and applications are accepted on a rolling basis. The priority deadline is April 14, meaning students are encouraged to get their application materials in by then — this is the last date by which spots can be guaranteed in the programs. As students apply, faculty will meet to review applications and make admissions decisions. Hampshire students are eligible for federal aid for the programs’ cost (if so, indicate your interest on the application form). Students can also take more than one program, because they’re staggered throughout the summer.

This is an amazing opportunity to see the college from all sorts of areas! You can talk to your advisor or a faculty member about how to apply it to your coursework and the overall trajectory of your Hampshire education.

If you have any more questions, email Abby Ferguson (afPR@hampshire.edu) or summer@hampshire.edu. And for more information about all the programs, check out the official Summer Academic Programs page.

preparing for winter break!

Campus Residences close for winter break Tuesday, December 17th at 9 p.m. What do you need to know and do for shut down? Read on (and click on the checklist below) for more details!

December closing FLIERONLY FOLKS OFFICIALLY APPROVED TO STAY LATE CAN BE HERE AFTER DECEMBER 17!
You should have already filled out your late stay form online. Anyone on campus without approval will be asked to leave immediately, and will be charged $100 per night.

DON’T FORGET TO TAKE IMPORTANT STUFF… KEYS, PASSPORT, ID, TRAVEL TICKETS, MEDICATION, ETC!
Staff can’t access your room after shut down. Remember to bring room keys and ID back to campus with you when you return. If you’re worried about losing your ID over break, you can leave it in your mailbox and it will be waiting for you when you get back to campus. Questions? Ask at the post office for more information.

ROOMS WILL BE INSPECTED
Staff make sure your room and common area are safe and secure. Violations will be noted and illegal stuff confiscated.

Don’t forget to shut and lock windows, close shades and curtains, remove trash, unplug alarm clocks and other electronics, and lock doors.

RETURNING FOR JAN TERM?
Houses reopen on January 5th at NOON. Early arrival is not possible, so please plan ahead!

Questions? Watch The Low Down on Shut Down, and feel free to get in touch with the Housing Operations Office (HOO) at housing@hampshire.edu. Enjoy your break!

final projects and self-evals and course portfolios, oh my!

Written by program assistant Xavier A. Torres de JanonOh My

Your first college semester is almost over (can you believe it?), and for Hampshire students, this means three things: final projects, self-evaluations, and course portfolios. Wondering how to get it all done? We’ve compiled some advice and helpful suggestions for you to consider as the semester-crunch kicks in.

Final projects: the tougher sibling of final exams

Think final exams are harder than final projects? Well, any Hampshire student can immediately tell you that that’s mostly false. Final projects are tough, but they are not impossible. As long as you are working on them continuously, not allowing yourself to leave everything until hours before the deadline, you will be fine. Before you know it, you’ll have everything handed in, ready to rest and relax during Winter Break. Of course, writing a college-level 8+ page paper can be intimidating and stressful, so here are some tips that might be helpful:

  • Dedicate the timeThe quality of an academic project is directly related the amount of time dedicated for it. Trust me, professors can tell the difference between an all-nighter and a thoroughly edited essay. Try to put some work into your finals right now. Your future self will be pretty thankful!
  • Faculty are there for youYour professor will be the one evaluating your final, and so their expectations and requirements matter a lot. If you need guidance or just plain encouragement, reach out to them. Our faculty tend to also be very willing to give you feedback on drafts of your finals. If you feel uncertain of how your project is looking, send an e-mail to your professor. Comments from them can make the difference between a great and an outstanding final.
  • Breathe in, breathe out, and relax – Don’t overwork yourself. During finals season, there are a lot things going on at Hampshire to help you with research and writing — including a library workshop called Ask the Experts THIS WEDNESDAY from 7-9 p.m. on the first floor of the library. There’s also plenty of programming put up to help you de-stress, like Library Study Breaks and Wellness Center relaxation events.

Looking back and reflecting: self-evaluations

A big part of a Hampshire education involves reflecting on your own academic work, progress and growth. You’ll probably hear a lot about self-evaluations in the upcoming days. The good news is that you already wrote a short self-eval during your mid-semester evaluation, so you should have an idea of what a self-eval looks like. These are not critiques of the class or its professor, but a personal analysis of your performance in the class. Some faculty have specifics that they want to see in your self-eval, while others allow you to engage with them independently. Self-evals will be read by your professors when they’re writing your final evaluations, so make sure to include things that you’d like to remind or point out to your professor about your engagement with the class.

Honestly, I didn’t enjoy writing self-evals during my first semester. I struggled with them and felt that I was re-writing repetitive information for all of them. However, now I see their usefulness and importance. These are great opportunities for you to write down your evolution of academic interests and passions. What interested you in the class? What do you want to explore more? Would you take a similar class again? For more self-eval advice, specifics and recommendations, check out this previous post on our blog, written by former program assistant Cat Guzman 10F.

 “Where did I put that paper?!”: course portfolios

Another unique aspect of Hampshire classes is the demand of course portfolios. These packets (generally submitted in a large manila envelope) contain your classwork throughout the semester and help your professors in providing a fair assessment of your academic performance. There is no formula for a course portfolio, as each professor will want to see different things in them. Overall, though, you should be prepared to provide a compilation of your semester’s work, a self-eval and the class’s final project.

Ideally, the assignments in your portfolio should be the original versions, with faculty comments included. In other words, this is a good time to organize your room, folders, and files to dig up your papers of the semester. That being said, some professors will be flexible in accepting re-printed versions in your portfolio, but try your best to find the originals. If you got the paper back, it’s bound to be somewhere in your life. Spontaneous black holes in your room are, sadly, not a thing yet.

I hope this post will be useful to you. Spread it around to your friends! And as always, please contact us at newtohamp@hampshire.edu with any comments, questions, or concerns. We’re always happy to help. Best of luck in the next couple of weeks!

cel-what?

CEL-What FlierOn Thursday, November 14 from 3:30-4:30PM in FPH 101, Ivana Staiti, assistant director of community partnerships for social change and community engagement, set out to answer this question for new students. Have you started your CEL-1 yet? Still have questions? Read on for some great information about how to get going.

What Happened:
Attendees came with questions, and had the opportunity to learn more about the requirement and how to sign up for activities. Ivana also shared this helpful handout that broke down the steps for CEL-1 registration and sponsorship. Did you see the CEL-What? bulletin boards in Dakin and Merrill Houses? Check them out if you haven’t already — they’re chock full of information about FAQs, what counts, and other great tips. Most of this information is also available on the CEL-1 website.

What We Learned:

  • There are lots of different ways to complete the requirement, and there’s no need to choose just one activity to satisfy all 40 hours. By engaging in a multitude of activities, you’ll gain experience in different areas of campus life, meet more people, and have more opportunities to connect the CEL-1 to your academic interests.
  • New activities are posted almost every day, and each has a different timeline. Check back regularly to learn more about short and long term opportunities. Some last only a day, while others span entire semesters. You never know what you’ll find.
  • Participation in student groups, OPRA, EPEC, and Lemelson co-curricular courses counts towards this requirement, so you may have already started without even knowing it. Talk to your advisor and take a look at the website for more information on how to register the things that you’ve already started, and to ensure that these hours count towards your completion.
  • Although there are countless posted activities, it is possible to create your own. Staff, faculty, Division II, and Division III students can sponsor activities. If there’s something you’d really like to work on, talk to your advisor about how your idea will fit into the requirement and how to find someone to sponsor your work.

Use These Resources:

Did we miss anything? E-mail us at newtohamp@hampshire.edu for more information!