Evolutionary biorobic research at Vassar

Prospective students considering careers in science often hear about the importance of research during college. Research experience is key to admission to the most selective M.A., Ph.D and M.D. programs. Your undergraduate work really matters.

So, some ask, why choose a small liberal arts college rather than a humongous research university? Surely bigger labs must translate to better opportunities for research, right? Nope. As I wrote last month, Vassar is a national leader in producing science and engineering Ph.Ds. Our alumni gain admission to the most selective graduate programs in the country. Why? Simple: Access to faculty, both in the classroom and in the laboratory. Vassar science students are able to become research assistants to their professors, participating in cutting-edge projects and often getting co-published in national scientific journals.

To give just one example of this type of work, consider Professor of Biology John Long's evolutionary biorotics lab. Long is an internationally recognized researcher for his work on vertebrates, evolution, and robotics. Essentially, his lab consists of elaborate robotic fish that use sophisticated microprocessors to imitate the physical movement of real fish. With grants from the National Science Foundation and Office of Naval Research, Long studies the evolution of motion in current and prehistoric species. He also has extensive research collaborations with Duke University and the University of California.

Vassar science students are full participants in his world-changing research. Read some of the many projects and papers published by Long's laboratory that carry the names of his students. Not only is this an incredible résumé item for graduate school, but it's incredible hands-on experience. You would be hard-pressed to gain this kind of access to a faculty member at any large research university.

Interested? Come to Vassar, and take one of Long's many classes. In the Biology Department, he teaches courses on animal physiology, biomechanics, and evolutionary theory. In the Cognitive Science Program, he teaches brain architecture and perception. He also teaches an introduction to Neuroscience and Behavior.

Reader Question: "Do I REALLY need to do the Freshman Reading?"

With Vassar just a couple weeks away for the Class of 2014, I've gotten a few e-mails asking about the freshman course reading. Do we really have to do it? Will everyone else have read it? When will we talk about it?

Each year, Vassar selects a book to be read by the entire incoming class. This year, it's Gerald Graff's acclaimed Clueless in Academe: How Schooling Obscures the Life of the Mind (Yale University Press). After discussing the book with your fellow group and in your Freshman Writing Seminar, you will hear directly from the author at a large event known as the William Starr Freshmen Course Lecture.

How often do you get to read a book, discuss it in depth, and then engage the author in a dialogue? Pretty amazing.

My freshman year, the Class of 2010 read Shalimar the Clown, and then were treated to a lecture by the world-renowned author, Salman Rushdie. The next year, freshmen heard from Tim O'Brien, author of the famed Vietnam War-era memoirs The Things They Carried and In the Lake of the Woods. Then it was Elizabeth Kolbert (journalist for The New Yorker) who discussed her Catastrophe: Man, Nature and Climate Change. And last year (one of my favorites) the freshman class were treated to Billy Collins, Poet Laureate of the United States.

My advice: you should absolutely read Clueless in Academe. No, you won't be tested on it. Vassar isn't like high school. But trust me, you'll be happy that you did. Not only do you get the obvious intellectual benefits of reading the book (it's supposed to be hysterical!), but the assignment gives you an instant bond with your future classmates. Just think: No matter how different you and your roommate might be, you'll be able to quickly break the ice by asking, "So, what'd you think of the book?" It's an instant conversation starter.

What's also cool is that when you arrive at campus, virtually everyone will have read the book over the summer -- the staff, the professors, the deans, and of course, your classmates. In a school filled with unique perspectives, the freshmen reading provides common ground for the whole community. So happy reading!

Reader Question: "Which Freshman Writing Seminar should I take?!"

Many incoming freshman are curious about Freshman Writing Seminars (FWS). These Seminars are open exclusively to first-year students, and allow new Brewers to focus on becoming superior analytical writers. These small classes are also perfect for making your first friends in the Class of 2014 outside of your dorm. Many of the students in my FWS stayed close friends for all four years.

Unlike many schools, which offer these classes exclusively through an watered-down English or writing program, virtually every Vassar department offers a FWS. (This sends the strong message that first-rate writing is required and taught regardless of your major). I had friends who took their writing-intensive courses in Biology, Physics, and even Math. I took Early British Literature in the English Department.

With pre-registration looming, many students have e-mailed asking for advice on which FWS to take. So many to choose from! There are almost five-dozen offered in the fall semester alone. Which to choose? With well over 200 faculty members at Vassar, I can't pretend to know all of the courses and professors. But that said, I'd definitely highlight the following teachers based on my own experiences:

Robert Brigham (History/International Studies)
Robert DeMaria (English)
Marc Epstein (Religion/Jewish Studies)
Hua Hsu (English/Asian Studies)
Kiese Laymon (English/Africana Studies)
Ken Livingston (Psychology/Neuroscience)

Of course, your selection should depend on your academic interests and intended major (if you have one yet). A couple incoming students have asked me which course I would pick. If I were choosing myself -- as a proud History major -- I would choose Bob Brigham's course on "The Kennedy Years." Mr. Brigham is unequivocally one of Vassar's best professors. He's often featured in major newspapers, scholarly journals, and on television programs as one of the world's foremost experts on American foreign policy, the Vietnam War and the current conflict in the Middle East. But beyond that, he's an incredibly inspiring professor. I took two courses with him during my time at Vassar and loved them both.

But that's just me! The good news is that there are very, very few 'bad' classes at Vassar. All of our professors are outstanding teachers (with an occasional exception), and FWS in particular are very well-constructed courses that allow tons of contact with faculty. If you're curious about other courses as you're signing up, feel free to e-mail me, and I'll put you in touch with a friend who knows that particular department. Good luck and happy choosing!

Reader Question: "What sorts of computers do students bring to campus? Do students bring laptops to class? What about accessories?"

Alongside questions about packing and residential life, I've gotten half-a-dozen or so questions about computing at Vassar from incoming members of the Class of 2014. Here, I'll try to provide concise answers to some of the most common questions that 2014ers seem to have.

I would also encourage prospective/admitted students to check out Vassar's Computing and Information Services Web site, which has a special section for incoming students. Note also that the Computer Store at Vassar offers great student discounts on laptops; they are also able to advise students on low-cost solutions, if purchasing a new computer isn't an option. Here's my own take on some of the most common questions I've received from students and parents:

1. Laptops or Desktops?

Many high school students are accustomed to using desktops. But you'll quickly find that laptops are the predominant type of computer on most college campuses. Can you have a desktop in your dorm? Absolutely. But for a couple reasons, if you're buying a new computer for college, I'd suggest choosing a laptop. First, all dorms already provide about 6-8 desktops in their computer labs (located on the first floor of every residential house). Many more desktops are also available in the Library. Second, because Vassar's campus is 100% wireless, many students like to work outside or sit inside academic buildings with classmates. Laptops give them the ability to move around, studying and writing wherever they're most comfortable. Having only a desktop in your room forces you to stay in your dorm.

2. Mac or PC?

The inevitable question! Vassar supports both. It won't matter if you bring a Mac or a PC to campus, in terms of internet access or ability to use Vassar's internet applications/services. We have both types of computers available in the Library and in most academic buildings. With that being said, though, Macs are definitely more common. Most students I know have a MacBook or MacBook Pro. These are certainly the most common types of computers one sees in classrooms and around the dorms. Why? Well, in addition to being stylish (disclaimer: I've been a loyal Mac user and Steve Jobs groupie all my life), Vassar actually has a certified Apple Store and Apple technician on campus. This means that if you ever have a problem with your computer, getting it fixed is very easy. Our computer store also stocks all sorts of software and accessories for Macs.

Anything else to know about the Mac/PC culture? If you plan on studying Computer Science, Physics, or Earth Science & Geography, you're going to end up working with PC software fairly frequently. Academic programs like Biology, Film, and Media Studies make frequent use of Mac software. Outside of the classroom, if you plan on joining The Miscellany News (our student newspaper), The Vassarion (our yearbook), Contrast (our fashion magazine), or Helicon (our literary journal), you're going to end up working with design/layout software on Macs.

3. Computers in the Classroom?

Using a computer in class depends on the course and on the professor. Some classes really lend themselves to laptop use, but the vast majority don't. Vassar classrooms are very discussion-intensive. With very few exceptions, you'll be expected to speak, argue, and defend your opinions—not just passively type notes. You'll be expected to really engage in conversation, much more so than in high school. Vassar really tries to train its students to think on their feet. Laptops, some professors feel, can distract students from doing that. So before you whip out that laptop, check with the professor. Often, they'll explain their feelings on laptop use on the syllabus, which they distribute on the first day of class.

(As a side note, you may find that this changes dramatically when you get to graduate school. From my first day as a law student at Cardozo, I found the norms are very different. Everyone brings a laptop to every class, without exception. Exams are given online, and papers are submitted electronically. Many of the readings are online too. So enjoy that pad and pencil while you can!)

4. Printers? Scanners? CD Burners?

A few 2014ers have asked whether they should bring printers, scanners, external hard drives, and other accessories with them. My answer: most external gadgets aren't really necessary. Vassar provides large printer/copy machines in all dorms and in the Library (color and black and white available). Every student can wirelessly print to these machines. In my experience, having your own inkjet printer is costly and only takes up space in your room.

What about other equipment? In the Library, students also have access to the Media Cloisters. The Media Cloisters is an incredible resource. It's a large room that features computers with very large monitors, state-of-the-art software, high-resolution scanners, CD/DVD burners, and all sorts of video production equipment. (The room is often used by Film and Media Studies students, but all students have access). My suggestion would be to use these sorts of shared tech resources, rather than schlepping tons of computer accessories with you to Poughkeepsie.

That said, I would strongly encourage you to bring a backup hard drive with you. You can buy cheap ones online that can backup your files quickly via USB or Firewire. Every semester, some poor student inevitably forgets to save a term paper and suffers a horrible computer crash. Professors will have little sympathy for students who don't create backups of their work. Don't be that person!

And in general, remember that some crazy expensive/powerful laptop definitely isn't required. More often than not, you'll just be writing papers in Word and researching online. Incoming students shouldn't feel pressure to go out and try to buy a state-of-the-art machine before August. (And remember, student discounts on computers and hard drives).

Hope this helps! Feel free to e-mail me about any other tech questions—although if you have really specific computing questions, I'd suggest contacting helpdesk@vassar.edu.

Reader Question: "What exactly will my Vassar dorm come with?"

I've been receiving quite a few e-mail questions lately from members of the Class of 2014, who will begin their incredible Vassar journeys this August (so jealous!). I'll try to post answers to some of the most common questions I've been hearing—starting with "what will my dorm come with?" and "what should I bring or not bring?":

I remember wondering the same things in the summer before Vassar. Hopefully I can take some of the mystery out of packing...

When you arrive in your dorm (regardless of which of the nine residence houses you're placed in), you'll find some basics: two single-sized bed with mattresses, two closets, two dressers, two desks, and two chairs. You'll also have two trash cans. Where I lived, Cushing, we also had a full-length mirror in every room.

Remember that these aren't your only resources. Each residence house has many other amenities that are shared by all the residents. These include common areas with couches and a beautiful flat screen television, a large kitchen (with an oven/stove/microwave/fridge/freezer), and a computer lab with about six-eight desktops and a printer. Most dorms have at least four vending machines, usually two with food/candy and two with water/soda. Thanks to the Sophomore Class Gift a couple years ago (an annual effort by the Sophomore Class to raise money for a gift to the Vassar community), most of these machines allow you to pay by simply swiping your student ID card.

Vassar's Residential Life Office (who will be in touch with all of you about half-way through the summer) publishes a suggested list of "what to bring." I would just add a couple pieces of advice to that list:

1. You shouldn't bring anything of great emotional value—family heirlooms, autographed baseballs, one-of-a-kind photographs, etc. Of course, almost all students bring valuables like laptops and iPods, and the dorms are very safe, but it's not the best idea to bring items that can't be replaced.
2. I would suggest getting an inexpensive mini-fridge. Residential Life works with a third-party company that allows students have their fridges installed before they even arrive on campus. (And they remove them after your final exams in the spring). Talk to your roommate about this when you receive his/her contact information—only one fridge is needed per room, so you want to make sure you're not both renting one!
3. Don't bring a television/video game system. Most of my friends who brought them regretted it, for a couple reasons. First, they're a pain to schlep back and forth. But more importantly, they ended up not using them very often. There's SO much to do during your four years at Vassar—bringing a television or video game system will tempt you to miss out on a really transformative experience. Vassar is all about getting out of your room, joining a Varsity team, writing for the award-winning campus newspaper, or getting involved with one of our 120+ student organizations. It's a school of active people. Don't waste your time by sitting in your room playing Mario while your classmates are figuring out how to start businesses, run governments, and solve the world's problems.
4. Do bring a laptop instead of a desktop, if possible. I've already gotten several questions about computing at Vassar from incoming students, so I'll write another post about this later in the week. But for now, here's my take-away advice: If you're going to buy a new computer for Vassar, I would strongly suggest a laptop. Our entire campus has wireless Internet, allowing students to study together anywhere—by Sunset Lake, outside the dorms, in the dorm's parlor areas, or in any of the academic buildings. If you have a desktop, you'll find yourself 'restricted' to working in your dorm room. Laptops are much better suited for the academic culture at Vassar.

Alright! Hope this helps incoming 2014 students as you begin to pack. If you have more questions, shoot me an e-mail at brfarkas@alum.vassar.edu. Happy Fourth of July!

Reader question: How will Vassar prepare me for law school?

"You're pre-law. How does that work at Vassar? Are many students there pre-law? What is that like in a liberal arts setting? Is there coursework at Vassar to prepare me for top-level law schools?"

Good question! I am indeed pre-law. When I entered Vassar, I knew for sure that there were two subjects I wanted to pursue: history and legal studies. But as a prospective student, I quickly realized that very few undergraduate institutions offer legal studies as a major (or even as a department). Even the idea of "pre-law" seemed very confusing; if there's no "law" department, how can one prepare oneself for law school?

As it turns out, law schools do not give priority to students with degrees in "Law and Society" or "Legal Studies." One admissions counselor that I spoke with even said that these types of pseudo-law majors were looked down upon by many top law schools. "You'll learn about the law in law school," he told me. "While you're still an undergraduate, law schools want you to focus on critical thinking, close reading and deep research." Translation: don't worry about seeking out a college that offers you tons of coursework in legal studies.

The way that pre-law works at Vassar (and at most other small liberal arts colleges) is that "pre-law" is not itself a major. "Pre-law" is nothing official; it simply means that you are a student interested in law school. Unlike pre-med, there are no specific courses that you must take in order to be considered. To be competitive, students hoping to attend medical school are required to take specific classes in biology, chemistry and mathematics. But students going for law school have much more open-ended options. A Vassar graduate last year who went to Georgetown Law was an Art History major; another alumnus who went to Yale Law was an Anthropology major; my friend Andrew is an Economics major who will be attending University of Maryland School of Law in the fall.

The bottom line: as you choose your undergraduate college this April, don't focus on which school has the most legal-sounding major. It won't make your application stand out; in fact, it may make you look single-minded or not well-rounded. Instead, find a subject that you really enjoy. Pre-law students tend to gravitate toward Economics, English, History, Political Science and Sociology—but you certainly don't have to limit yourself.

With that said, Vassar does offer many courses that explore the law and legal issues. Though these classes won't necessarily ensure that you're admitted to the top law schools, they will give you experience in asking legal questions, and they might help you decide whether law is right for you.

Here are just some examples of law-related courses that Vassar offers from the Catalogue:

Economics 238, Law and Economics: This course uses economics to analyze legal rules and institutions. The primary focus is on the classic areas of common law: property, contracts, and torts. Some time is also spent on criminal law and/or constitutional law (e.g., voting, public choice, and administration). Much attention is paid to developing formal models to analyze conflict and bargaining, and applying those models to specific cases. Topics include the allocation of rights, legal remedies, bargaining and transaction costs, regulation versus liability, uncertainty, and the litigation process. Time permitting, the course may also include discussion of gun control, the death penalty, federalism, and competition among jurisdictions.

Economics 275, Money and Banking: Money and Banking covers the structure of financial institutions, their role in the provision of money and credit, and the overall importance of these institutions in the economy. The course includes discussion of money, interest rates, financial market structure, bank operations and regulation, and the structure of the banking sector. The course also covers central banks, monetary policy, and international exchange as it relates to monetary policy and the banking sector. The ultimate goal is to provide a deeper understanding of the structure of financial markets, the reasons why it is optimal for these markets to be well functioning, and the key barriers to this optimal outcome.

Earth Science 111, Environmental Justice: Exploration of the roles that race, gender, and class play in contemporary environmental issues and the geology that underlies them. Examination of the power of governments, corporations and science to influence the physical and human environment. We critique the traditional environmental movement, study cases of environmental racism, and appreciate how basic geological knowledge can assist communities in creating healthful surroundings. Examples come from urban and rural settings in the United States and abroad and are informed by feminist analysis.

Political Science 242, Law, Justice and Politics: An analysis of the interrelationships between law and politics in civil and criminal spheres in the United States, focusing on the role of the police, courtroom participants, and prison officials. Special emphasis is given to decision making in criminal law at the local level—e.g., pretrial negotiations, bail, and sentencing.

Political Science 243, Constitutional Law: Leading decisions of the Supreme Court interpreting the Constitution of the United States, with special reference to the powers of government and the rights of individuals.

Political Science 314, The Politics of the Public and the Private: This course examines the political significance of public and private in the contemporary US. Theoretical arguments as well as specific issues and contexts within which debates about public and private unfold are analyzed. Of particular thematic concern is, the privatization of governmental responsibilities and the "public" and "private" rights claims of individuals and communities. Among the issues studied are privatization of the US military and prisons, gated and other "private" communities and their relationship to the larger political communities within which they exist, intellectual property and the public domain, and the "privacy" of personal decisions.

Political Science 343, Seminar on Constitutional Theory: This seminar focuses on some core problems pertaining to constitutional interpretation, examining questions of constitutional theory and interpretation as they relate to issues of equality and full citizenship. The course discusses the nature and function of the Constitution, explores theories about how the Constitution should be interpreted, and examines the methods that interpreters use to decipher the meanings of constitutional provisions. These concerns are addressed by focusing on various dimensions of constitutional theories and decisions pertaining to questions related to anti-discrimination law. Some of the issues covered include standards of judicial review, Supreme Court interpretations of equal protection, the constitutional protection of groups as well as individuals, and the appropriateness of constitutional protections rooted in color-blind and gender-blind principles.

Political Science 385, Families, Politics and the Law: This course examines emerging perspectives on family forms and state regulation of families that have appeared in response to such developments as same-sex marriage and parenting; multi-racial families created by intermarriage and by transracial and intercountry adoption; increasing numbers of single-parent households; and reproductive technologies that enable people to procreate by using donated eggs and sperm and/or hired gestational service (and in the future, perhaps, by cloning). The course explores these issues from the perspective of theories of social justice that put concerns of race, economic class, and gender at the center of their analysis.

Political Science 388, Intellectual Property Law: This course examines the legal and theoretical foundations of domestic, international and transnational intellectual property law regimes. In covering the areas of patent, copyright, trademark, trade secret and espionage law, as well as their intermingled legislative histories, students gain in-depth knowledge of the prevailing domestic doctrines, as well as an understanding of how contemporary national policy is woven into international treaties and structures of transnational governance.

Sociology 236, Imprisonment and the Prisoner: What is the history of the prisoner? Who becomes a prisoner and what does the prisoner become once incarcerated? What is the relationship between crime and punishment? Focusing on the (global) prison industrial complex, this course critically interrogates the massive and increasing numbers of people imprisoned in the United States and around the world. The primary focus of this course is the prisoner and on the movement to abolish imprisonment as we know it. Topics covered in this course include: racial and gender inequality, the relationship between imprisonment and slavery, social death, the prisoner of war (POW), migrant incarceration, as well as prisoner resistance and rebellion. Students also come away from the course with a complex understanding of penal abolition and alternative models of justice

Sociology 240, Law and Society: Law is analyzed in its social context focusing on the relationship between law and social control, and law and social change. Topics discussed include psychiatry and the law, Blacks and the law, and women and the law. The criminal justice system is examined in a comparative framework, emphasizing the role of judges, juries, and particularly lawyers, in society.

I know many Vassar students who plan on attending law school after graduation. And our applicants have shown to have about a 15 percent statistical advantage over the national average for admission. After nearly three years here, I'm confident that Vassar is teaching the intense critical thinking and writing skills demanded of law students.

Reader question: What are Vassar's "strongest" academic departments?

"I was admitted to Vassar! But as I choose between the 'VC Brewers' and several other schools, I'm wondering which academic departments are strongest and weakest. Any insights?"

As perspective students make their college decisions throughout April, they consider each institution's strongest programs. One of the most common questions that I receive asks about Vassar's "best" departments.

The good news about Vassar: there are no weak departments. Each department (or multidisciplinary/interdisciplinary program) is comprised of numerous outstanding faculty members. Are some professors weaker than others? Of course. Have I regretted taking classes with a couple of tiresome or overly-difficult professors? You bet. And one student's inspirational teacher might be another student's worst nightmare. But it's important to remember that you would find these situations at any college, be it Swarthmore, Vassar or Brown. As my adviser in high school once told my friends, "Not every teacher is meant for every student."

What's great about Vassar, though, is that excellence in teaching is universally prized across departments; it's not simply "publish or perish" where the famous professors who write streams of books are automatically awarded tenure. Though we certainly have well-published and accomplished professors (my history professor Bob Brigham is one example), our faculty generally place their teaching above all else. Bob is a commanding lecturer and leads incisive class discussions -- in addition to being a prolific author on Vietnam and Iraq. Unlike at many larger universities, the two are not mutually exclusive. Teachers are evaluated by students at the end of each semester. Those evaluations contribute directly to tenure decisions.

Now of course, some departments at Vassar are especially well known, partly for their size and partly for the success of the graduates they produce. Anecdotally, the College is known for its programs in Art History, Astronomy, Biology, Economics, English, Drama, History, and Political Science. All of these are among the most popular disciplines at Vassar -- the more popular a major is, the larger the faculty will become, and the wider the breadth and depth of the curriculum. More broadly, we have one of the lowest student:faculty ratios in the country (9:1), which virtually guarantees one-on-one attention regardless of your choice of major.

The take-home message: I've never encountered a 'weak' department here. Whatever your chosen discipline, you'll be intellectually stimulated here at Vassar. I encourage prospective students curious for more detail to look through the 2009-10 Course Catalogue.

Reader Question: Student government at Vassar?

"I'm really interested in student government, but at my high school, it's sort of a joke. My class council meets about once each month to plan a party and never really accomplishes anything. What is student government like at Vassar?"


It's the perennial story; a hopeful, energetic high school student runs for their school's government with the hope of making a difference, only to be rebuffed by their principal or their teachers. The student is discouraged, condemned to a political career of party planning and having discussions that never lead to policy changes.

When you come to Vassar, all of this will change.

The Vassar Student Association (VSA)—the College's student government—is a large, effective and powerful conduit for policy making. As editor of our school's newspaper, I am well-acquainted with both the public and behind-the-scenes work of VSA representatives, and can attest first-hand that they hold an important place in policy making at Vassar. Our College works on a system of joint governance. This means that most changes to the curriculum, to student life, or to Vassar in general will be vetted through faculty, staff, students, administrators, and sometimes alumnae/i. These constituencies all have a stake—and a say—in the decisions of the College.

So how does our student government work? Unlike in high school, it's a fairly complicated system. It's not just a president, secretary and treasurer; there are dozens of elected positions with specific responsibilities and constituencies. The central governing body is the VSA Council, comprised of about 25 representatives. Each student at Vassar is represented on that Council by their Class President (for example, the Class of 2010) and their House President (for example, the President of Jewett House). Students are also represented by the six members of the VSA Executive Board, who lead the Council in discussions and policy-making. Each of those six students has a particular area of focus—student life, academics, activities, etc. And then there is the VSA President (basically the student body president) who coordinated the Executive Board and Council. The Executive Board meets regularly with the President and Deans of Vassar, dealing with a host of issues.

Beyond the Council, students are elected at large to sit on joint committees. Students sit right beside faculty and administrators, with equal vote, and make really important policies. One recent example from the Master Planning Committee is their Landscape Master Plan Proposal. A landscape master plan is an plan that unfolds over decades, moving roadways and streamlining and unifying a geographic area. Students worked with the landscaping firm, made suggestions, and voted to adopt the plan. Now how often did your high school student government get the redesign the entire school's campus?

As you can see, our VSA is a dynamic and widespread group. It will not be like your experience in high school, I assure you. At Vassar, students are routinely empowered to make important decisions on behalf of the institution.

To learn more, watch this video about last year's VSA President, Sam Charner '08:

Reader Question: Double Majoring at Vassar?

Every week, I field many e-mails from prospective students who want to learn more about Vassar. Those questions are always so well thought-out and incisive, that I think other perspective students might benefit from reading them. So, in addition to answering those questions individually, I'll start to post some of them here as well.

Last week, I received an e-mail from a prospective student asking me to explain the process of double majoring at Vassar. "There are two subjects I'm really interested in," he wrote, "Biology and Economics. I know those two are worlds apart, but is it possible to study both (and major in both) at Vassar?"

The short answer: absolutely! Will it be more difficult? Sure. Will you have slightly more work and less free time? Yup. But is it possible? Definitely. In fact, many Vassar students (myself included) are double majors.

On my tour of Vassar as a high school student, I remember vividly something that the student tour guide said: "Vassar is a place where everyone has countless, equally intense interests. It's a place where your friends will be pre-med with a major in Art History, or looking to earn an MBA but also take a dozen literature courses." He continued, "And that's the great thing about Vassar; you never have to limit yourself."

After nearly three years at Vassar, I couldn't agree with him more. Double majoring is fairly common here. Some people, like me, double major in subjects that are semi-related. Since my first week of my first year at the College, I knew that I wanted to major in both History and Political Science. The two disciplines have obvious overlaps in terms of writing style and subject matter. Often, I will learn more about history in a poli sci course, or more about politics in a history course. They complement one another. Similarly, I know students who are majoring in other related subjects, like Biology/Chemistry, Economics/Mathematics, or Film/Media Studies.

Other, more adventurous students, however, will major in seemingly unrelated disciplines—Economics/Music, Physics/French, Biology/Drama. On average, I would say that each major requires about 12 total courses over your four years (in which you will take a minimum of 32 courses). How you choose to allocate those courses is left to each student's discretion.

I would also add that disciplines that appear on first glance to be unrelated might actually complement each other in exciting ways. My freshmen year, I met a someone double majoring in History and Media Studies. Why? He wanted to work for the History Channel. Consider someone this year majoring in Economics and Chinese. Why? To give himself the option of doing business in Asian markets.

So, getting back to your original question, it is absolutely possible to major in Biology and Economics. Whether you're looking to combine those two disciplines (say, by pursuing a career in the bio-pharmaceuticals industry) or whether you're interested in studying them separately, you will have the option of doing both at Vassar. That said, I would encourage anyone interested in double majoring to review the specific requirements for each department. You might find, for example, that both disciplines require a senior thesis, and doing two theses in a single year might prove very difficult. Those are issues to think over and discuss with your academic advisor once you get here in the fall.

Keep e-mailing me those questions! (brfarkas@vassar.edu)