Melanie Stein, Dean

Brendan Murday, Associate Professor and Associate Dean for Faculty and New Initiatives

Stacia Zabusky, Associate Dean for Curriculum and Undergraduate Programs

Amy O'Dowd, Assistant Dean for Student Services

On this page, we provide information about: the Vision and Mission of the School of Humanities and Sciences, our Centers of Inquiry that are dedicated to research and community engagement on a variety of significant topics, the Academic Support Services available to students in the School, and the Co-Curricular Programs that provide experiential learning and pre-professional opportunities for Humanities and Sciences students.

Introduction

Education in the School of Humanities and Sciences prepares students for life in a rapidly changing, multicultural, and globally inclusive world. Liberal arts programs of study are designed so that students develop intellectual flexibility, critical literacies, and the ability to integrate learning and socially responsible action. Academic programs within the school also prepare students for successful careers in the professions, public service, teaching, business and industry, theatre, and the fine arts. The bachelor of arts, bachelor of science, and bachelor of fine arts degree programs are excellent preparation for professional and graduate study.

Opportunities within the School of Humanities and Sciences are many. Through formal courses and field studies students develop an understanding and appreciation of the historical antecedents of current social problems and engage in direct study of current social issues. In the science laboratory, on the stage, or in independent study and research, students put theory into practice. Emphasis is also placed on developing an understanding of personal and human values as reflected in literature, history, art, and philosophy.

In summary, the goal of the School of Humanities and Sciences is liberal education that encourages students to seek facts, approach problems rationally, and respond logically, sensitively, and creatively to themselves and others and to the world around them.

Vision

The School of Humanities and Sciences strives to advance the study and practice of the liberal arts as the dynamic core of our comprehensive college. We foster creative expression and critical thinking, support collaboration among disciplines and between faculty and students, and integrate scholastic excellence, disciplinary training, and civic engagement.

Mission

The School of Humanities and Sciences promotes the reasoned exchange and responsible application of disciplinary knowledge within a global society. Recognizing the endurance and relevance of the liberal arts, our diverse academic programs integrate theory and practice to address the emerging demands of our changing world. As scholars, artists, and mentors, our faculty provide an immersive learning environment grounded in dialogue and collaboration and cultivating in students the critical thinking and personal integrity necessary for academic, professional, and civic life.

Because experience tempers knowledge, we encourage our students to learn both inside and outside the classroom. In addition to disciplinary instruction and practice, we offer pedagogically meaningful curricular and co-curricular activities, such as community-based learning initiatives and professional internships. These activities embody our belief that the arts and sciences belong to and serve the greater community and that self-reflection and intellectual advancement should lead to concrete actions that benefit humanity.

Knowledge put into practice generates informed citizenship, global awareness, and social investment. The School of Humanities and Sciences prepares students to lead productive and fulfilled lives while working toward a just and sustainable world.

Centers of Inquiry

Center for the Study of Culture, Race, and Ethnicity

Belisa Gonzalez, Associate Professor of Sociology, and Director of CSCRE
 

The Center for the Study of Culture, Race, and Ethnicity was founded in 1999 with the mission to develop a curriculum focused on the experiences of African, Latino/a, Asian, and Native American (ALANA) people, who are often marginalized, underrepresented, or misrepresented in the U.S. as well as in the normative curriculum. However, while the Center's courses take the U.S. as the primary site for engaging race, many of these courses also problematize borders and binaries (inside/outside, self/other, black/white, local/global) as a way to explore the interconnections between ALANA people and white society as well as between the U.S. and the world.

The Center also fosters dialogues on issues pertaining to race through extra-curricular programming, notably its year-long Discussion Series, which brings between six and eight speakers, artists, and performers to Ithaca over the fall and spring semesters. This dual and comprehensive focus is meant to help students to live in a multiracial and polycultural world by understanding how race and ethnicity shape an individual's identity and life chances.

The Center is the home for four interdisciplinary minors: African Diaspora Studies, Asian American Studies, Latino/a Studies, and Native American and Indigenous Studies.

Gerontology Institute

Barbara Ganzel, PhD, Director
 

The Ithaca College Gerontology Institute promotes and supports research, curriculum development, continuing education, community service, and creative arts activities that focus on aging. A primary goal of the Institute is to provide opportunities for students to learn about aging and careers in gerontology through courses, internships, volunteer activities, and involvement in research projects and professional organizations.

Ithaca College enjoys a partnership with Longview, a residential facility for older adults located very close to campus. This partnership, designed to be mutually beneficial for Ithaca College students and Longview residents, is coordinated and supported by the Gerontology Institute. Longview residents take courses and participate in cultural events at the College. Ithaca College students are involved at Longview through course projects, internships, volunteer opportunities, and special programs sponsored by student organizations. In addition, the Institute has incorporated service-learning activities in a number of its aging studies courses, providing additional opportunities for experiential learning integrated with course study.

The Gerontology Institute supports faculty research and especially encourages projects that involve students in the research process. Students from a variety of majors have gained valuable research experience through many different research projects. Ithaca College students have conducted interviews with older adults, worked with faculty on data analysis, and presented papers at professional meetings as part of their involvement in gerontology research projects.

The Gerontology Institute administers the aging studies major and minor, offers support to faculty members who wish to incorporate information about aging in their courses, invites gerontology scholars to campus to meet with students and faculty, and provides an important link with state and national professional gerontology organizations.

Project Look Sharp

Cyndy Scheibe, Professor of Psychology and Executive Director of Project Look Sharp
Joshua Solomon, Administrative Operations Coordinator 

Project Look Sharp is a non-academic department at Ithaca College specializing in media literacy education. Serving as both an outreach initiative and an on-campus resource for students and faculty, Project Look Sharp provides professional development for K-16 educators and teacher education, and develops media literacy curricula for an array of educational levels and core subjects. The department offers a variety of internships for Ithaca College students, as well as support for academic courses and programs related to media literacy (including the Park Scholars Program and the Media Literacy Minor housed in the School of Humanities and Sciences), and provides special presentations on using media literacy approaches to address bias, social justice issues and teaching about challenging topics.

Academic Support Services in H&S

Academic Advising

Academic advising is an important component of a student’s educational experience. To be successful in college, students must make a series of complex decisions that involve seeking information, reflecting on goals, and making choices. Although students are ultimately responsible for those decisions, the academic advising process remains crucially important in helping students complete their academic programs, benefit from a broad-based liberal arts education, and prepare for a future beyond Ithaca College.

As part of the School’s efforts to support a successful advising process, H&S seeks to foster a close relationship between students and faculty in part through a program of mandatory advising. All students are assigned an academic adviser; students with declared majors are assigned an adviser within their major department. Students can expect their advisers to provide information about majors, minors, general education requirements, graduation requirements, and other academic policies and procedures. To obtain the full benefit of the advising experience, students are encouraged to meet with their advisers not only to discuss midterm grades and course selection, but also to seek assistance with the full range of academic decisions they make during their college years.

The H&S dean’s office coordinates all advising assignments within the School of Humanities and Sciences. This office is a resource center for students and faculty, with staff available to meet with students on a drop-in basis or by appointment (see our website at Academic Advising in H&S).

Writing Center

Located in 107 Smiddy Hall, the Writing Center provides students with the opportunity to work on effective strategies for all types of written work including essays, research papers, cover letters, applications, and creative writing. Students in all disciplines — humanities and sciences, business, health sciences and human performance, communications, and music — can bring assignments at any stage in their process, whether prewriting, drafting, or editing, and in one-on-one conferences, they will receive guidance on the writing, revising, and editing process so that they can develop confidence as independent thinkers and writers. The Writing Center is staffed by trained peer tutors as well as Department of Writing faculty. The Center is open Monday through Friday 9:00 a.m.–5:00 p.m.; Sunday through Thursday evenings 7:00–10:00 p.m; appointments are recommended. More information is available at 274-3315, or consult the Writing Center webpage.

Math Tutorial Room

The mathematics department is committed to the success of all students enrolled in mathematics courses. Free tutoring is available Monday through Friday in the math tutorial room (Williams 318). The math tutorial room is staffed by mathematics faculty and is designed to help students enrolled in a wide variety of math courses. In addition, tutoring is also available on Monday and Thursday evenings in Williams 310. This service is staffed by advanced mathematics majors and is designed to help students in introductory mathematics courses. The department’s website contains up-to-date information about the specific courses supported and the hours each room is open. 

Additional Tutoring Support

The Tutoring Services Office within the Center for Academic Advancement provides tutoring services in a range of disciplines.
 

Co-Curricular Programs in H&S

Pre-Law Advisory Program

Students who are considering law school after college may prepare for the study of law by completing any of the regular majors in the School of Humanities and Sciences. Law schools do not stipulate specific pre-law courses of study, but recommend that students develop skills in comprehension and expression with words as well as critical understanding of the human institutions and values with which the law deals.

Ithaca College's Pre-Law Program, based in the School of Humanities and Sciences but open to students in any academic major at the college, provides additional support for students who are interested in this post-baccalaureate path. The program educates, informs, and advises undergraduate students about law school, the practice of law, and the legal marketplace. Once a member of the dynamic Pre-Law Program community, students have opportunities to participate in workshops on law study and meet distinguished IC alumni who have become successful attorneys.The Pre-Law Program also provides students with access to extensive resources, including counseling by the Pre-law Advisor, to help determine if law school and the legal profession meets their interests, and if so, the best way to achieve their goals. Specific information on law schools is also available from the Office of Career Services. For more information, contact the program adviser Angela Rulffes, assistant professor in communication studies, in the Muller Faculty Center.

ITHACA COLLEGE MOCK TRIAL Team

Through this program, students are able to hone their research and public speaking skills as they participate in intercollegiate competition under the auspices of the American Mock Trial Association (AMTA). Mock Trial is a yearlong activity, open to all students, regardless of major, and the team participates in two or three tournaments each semester. The team is coached by a law professor from the Cornell Law School’s Litigation Clinic, whose advising is grounded in real world trial experience. Each December, the Ithaca College team hosts its own tournament, the Bomber Blitz, entirely organized by students. Each February, Ithaca College Mock Trial competes in the AMTA Regionals, which presents the initial hurdle for advancement into further rounds of competition – the Opening Round Championship Series in March, and Nationals in April. The team has garnered numerous awards for its performance in recent years. For more information, contact the program adviser, Tom Shevory, professor in politics, in the Muller Faculty Center.

Model United Nations AND model european union

The Model UN team brings together students from all Ithaca College schools and majors with an interest in international affairs. Each member of the team attends at least one national conference per semester. At large conferences, members represent specific countries in UN General Assembly committees or in smaller groups modeled on the UN Security Council. At smaller conferences, members may be assigned a specific character to play in a contemporary or historical crisis simulation, or even a fictional crisis or scenario. Before the conferences, student delegates research their country, topic, or role to prepare short opening statements and position papers. During the simulations, they negotiate with other delegates in order to pass a resolution. Participation helps develop student skills in researching, public speaking, small group communication, and writing, all centered on international affairs. Once a year, Ithaca College also puts together a delegation to participate in the SUNY Model European Union with similar goals and formats. MEU events are held in New York State or in Brussels, Belgium, in alternating years. For more information about both programs, contact the Model UN and Model EU advisor, Juan Arroyo, assistant professor in the Politics department, located in Muller Faculty Center.

Forensics: SPEECH AND DEBATE

Forensics strives to promote the highest standards of performance in speech and debate. The program provides an opportunity for students in all disciplines to participate in speech and debate activities, including events held on campus, at intercollegiate events, and in the community at large. The team competes in several forms of competitive debate and individual events as well as noncompetitive oral interpretation and readers’ theater. The program sponsors events on campus and members travel to several tournaments each year. Ithaca College is home to the New York State Alpha chapter of Pi Kappa Delta, the national honorary forensics society and is a member of the National Forensics Association. Forensics is supported through the department of communication studies, located in Muller Faculty Center. For more information, contact Scott Thomson, director of forensics and assistant professor in the department.

Majors

Below is the list of majors offered by the departments and interdisciplinary programs of the School of Humanities and Sciences. Students who would like to design a major that integrates diverse disciplinary fields may apply for a major in Integrative Studies. Students who wish to prepare for any of the medical science professions—dentistry, medicine, optometry, osteopathy, podiatry, veterinary medicine—may do so in a variety of ways; no specific major is required to prepare for these professions (see the Health Professions Advisory Committee website for more information.)

• Acting Major — B.F.A.
• Aging Studies Major — B.A.
• Aging Studies Major — B.S.
• Anthropology Major — B.A.
• Applied Psychology Major — B.S.
• Architectural Studies Major — B.A
• Art Education Major — B.A.
• Art History Major without a concentration — B.A.
• Art History with a Concentration in Architecture — B.A.
• Art History with a Concentration in Museum Studies — B.A.
• Art Major — B.A.
• Art Major — B.F.A.
• Biochemistry Major — B.S.
• Biology Major — B.A.
• Biology Major — B.A. with Teaching Option
• Biology Major — B.S.
• Chemistry Major — B.A.
• Chemistry Major — B.A. with Teaching Option
• Chemistry Major — B.S.
• Communication Studies Major — B.A.
• Computer Science Major — B.A.
• Computer Science Major — B.S.
• Culture and Communication Major — B.A.
• Economics Major — B.A.
• English Major — B.A.
• English Major — B.A. with Teaching Option
• Environmental Studies Major — B.A.
• Environmental Science Major — B.S.
• French and Francophone Studies Major — B.A.
• French Major — B.A. with Teaching Option
• German Area Studies Major — B.A.
• German Major — B.A. with Teaching Option
• History Major — B.A.
• Integrative Studies Major — B.A.
• Integrative Studies Major — B.S.
• Italian Studies Major — B.A.
• Legal Studies Major — B.A.
• Mathematics Major — B.A.
• Mathematics Major — B.S.
• Mathematics Major — B.A. with Teaching Option
• Mathematics-Physics Major — B.A.
• Musical Theatre Major — B.F.A.
• Philosophy and Religion — B.A.
• Philosophy Major — B.A.
• Physics Major — B.S.
• Physics Major — B.A.
• Physics Major — B.A. with Teaching Option
• Politics Major — B.A.
• Psychology Major — B.A.
• Spanish Major — B.A.
• Spanish Major — B.A. with Teaching Option
• Social Studies Major — B.A. with Teaching Option
• Sociology Major — B.A.
• Theatre Arts Management Major — B.S.
• Theatre Studies Major — B.A.
• Theatre Production and Design Major — B.F.A.
• Writing Major — B.A.

Minors

The minors in the H&S are academic avenues for students to broaden their education beyond the focus of their major; in addition to department-based minors, H&S offers a variety of interdisciplinary minors that provide opportunities for students to explore areas across department boundaries. For a full description of interdisciplinary minors and associated courses, see the “Interdisciplinary Studies” section of the catalog. 

• African Diaspora Studies Minor
• Aging Studies Minor
• Anthropology Minor
• Art Minor
• Art History Minor
• Asian American Studies Minor
• Biology Minor
• Chemistry Minor
• Classical Studies Minor
• Communication Studies Minor
• Comparative Literature Minor
• Computer Science Minor
• Counseling Minor
• Dance Minor
• Data Science Minor
• Economics Minor
• Education Studies Minor
• English Minor
• Environmental Studies Minor
• French Minor
• Game Development Minor
• German Area Studies Minor
• Graphic Design Minor
• History Minor
• International Politics Minor
• Italian Minor
• Jewish Studies Minor
• Latin American Studies Minor
• Latino/a Studies Minor
• Legal Studies Minor
• Linguistics Minor
• Mathematics Minor
• Media Literacy Minor
• Medieval and Renaissance Studies Minor
• Muslim Cultures Minor
• Native American and Indigenous Studies Minor
• Neuroscience Minor
• Philosophy Minor
• Physics Minor
• Politics Minor
• Psychology Minor
• Religious Studies Minor
• Spanish Minor
• Sport Studies
• Sociology Minor
• Theatre Minor
• Translation Studies Minor
• Web Programming Minor
• Women's and Gender Studies Minor
• Writing Minor

Integrative Core Curriculum

The Integrative Core Curriculum (ICC) is Ithaca College’s liberal education program, which contributes, along with students’ curricular experiences in the major, elective offerings, and out-of-class experiences, to achieving the College’s expectation that Ithaca College graduates should become integrative thinkers, critical and analytical problem solvers, and reflective learners. To achieve these expectations, students completing the ICC will:

1. Address a topic, issue, problem area, or human challenge using a combination of concepts, theories, and/or methods from multiple perspectives or fields of study;
2. Apply concepts, theories, methods, or skills to analyze new questions or complex problems
3. Engage in and communicate self-reflection about their learning in the Integrative Core Curriculum, their chosen major discipline, and their overall Ithaca College experience

Requirements of the ICC

Course List

Code	Title	Credits
Ithaca Seminar		4
Themes and Perspectives Courses		12
Creative Arts (courses designated CA)
Humanities (courses designated HM)
Natural Sciences (courses designated SC)
Social Sciences (courses designated SO)
Complementary Liberal Arts		12
H&S students must select a CLA option from the list provided in the next section.
Additional Requirements		12
WRTG 10600	Academic Writing I (or equivalent)
Writing Intensive (courses designated WI) 1
Diversity (courses designated DV) 1
Quantitative Literacy (courses designated QL) 1
ICC Capstone (courses designated CP) 2		0-3
Completion of an e-portfolio
Total Credits		40-43

1

Courses fulfilling this requirement may be taken anywhere in a student's coursework (as part of the Themes and Perspectives, major or minor requirements, CLA, or electives).

2

ICC Capstone courses provide students with the opportunity to develop the final artifact for their e-portfolios, in which they reflect on the integration of the ICC with their major and/or minor course of study at the College. In H&S, many programs have developed discipline-based capstone courses (the number of credits for such courses varies across departments), and in some cases have added these into the degree requirements for the major. These department-based courses have the appropriate Capstone designation. For students in programs or departments without discipline-based capstone options, the School of Humanities and Sciences offers a one-credit school-based capstone course, IISP 49800. Multiple sections of this course are offered each semester each year, taught by faculty drawn from across the school.

Complementary Liberal Arts in the School of Humanities and Sciences

Students in the School of Humanities and Sciences satisfy the 12 credit hours of Complementary Liberal Arts (CLA) coursework through a focused academic exploration of their choice. The School of Humanities and Sciences expects H&S students to use the CLA to pursue a well-rounded education that allows them to become informed and reflective citizens in the world, engaged participants who have the capacity, and the courage, to explore their own way while thinking critically and learning continually. This approach to liberal education gives students the freedom to follow their curiosity wherever it takes them. It fosters intentional thinking about what it means to pursue passions, to consider alternatives, and to truly engage with the promise of a liberal education.

By the end of their sophomore year, H&S students must select one of these options to fulfill the CLA:

• a declared minor program of study; or
• a declared second major program of study; or
• second language study; or
• an intentional, self-designed suite of related courses; or
• an additional option available to students in select programs

Courses that Count toward H&S CLA Credit

The courses that will count in the student’s CLA must be outside the student’s primary major requirements (i.e., named courses and courses from specific departments).

Courses taken to fulfill the H&S CLA must be taken for a letter grade. Courses taken in a study abroad program, the Ithaca College London Center, or Cornell University may be applied to the H&S CLA through the normal petition and transfer credit process. Because the H&S CLA is considered a unique part of the Ithaca College experience, AP credit and credit from other institutions than those above may not be used to fulfill this program.

H&S CLA Option Requirements

Minor Option and Second Major Option

Students selecting either of these options must choose a minor or second major that includes at least 12 hours of liberal arts coursework. Requirements for the primary major may not count toward the 12 hours required in the minor or second major. The second major or minor must be declared before the end of the student's fourth semester. Students must finish their declared minor or second major in order to complete the ICC. If they fail to do so, they must petition for acceptance of 12 hours of liberal arts coursework; petitions are due no later than the application for graduation deadline related to the student’s anticipated graduation date.

Language Study Option

Students selecting this option must complete 12 hours of coursework in a single language other than English. The language study option must be declared before the end of the student's fourth semester.

Self-Designed Option

Students who elect this option must identify the thread that ties their CLA together and then select particular courses that will allow them to tackle the focus they have identified. Independent study courses cannot be included in the list of potential courses. Requirements for the primary major may not count toward the 12 hours required for this option. The H&S General Education Committee will review and approve student proposals for a self-designed H&S CLA. To complete the proposed plan, students will ultimately register for and successfully complete four of the courses they have listed, amending their plan as necessary to accommodate new courses or to reflect enrollment and scheduling realities.

Additional H&S CLA Options

Students in select programs have additional options for completing the CLA, as follows:

• Students majoring in teaching option programs (Art Education, Biology, Chemistry, Physics, English, French, German, Spanish, Social Studies, Mathematics, Mathematics-Computer Science) may use the liberal arts courses that are part of the Education Core requirements to fulfill the H&S CLA.
• Students majoring in Culture and Communication B.A. may use the Required Minor, provided that at least 12 credits are in liberal arts courses, to fulfill the H&S CLA.
• Students majoring in Musical Theatre B.F.A. may use the liberal arts courses that are part of the Music component of their degree programs to fulfill the H&S CLA.
• Students majoring in Theatrical Production Arts (design concentration) B.F.A. may use the liberal arts courses that are required in Art, Art History, and/or Music to fulfill the H&S CLA.
• Students majoring in Theatrical Production Arts (technology concentration) B.F.A., Theatre Arts Management B.S., and Acting B.F.A. may use 6 credits of liberal arts courses that are part of the major requirements combined with an additional 6 credits of liberal arts courses outside the major to fulfill the H&S CLA.

For more information about the H&S CLA requirement and procedures for selecting an option, see the CLA information page in the Academic Advising section of the H&S web page.

In addition to Academic Policies relating to Graduation Requirements, on this page there is also information about: credit-bearing Independent Study and Internship policies and processes; Dean's List and Academic Status policies and procedures; and information about Internal Transfer into the School of Humanities and Sciences. 

Academic Policies

Graduation Requirements

The following regulations apply to students enrolled in the School of Humanities and Sciences:

1. All candidates for graduation must complete the Integrative Core Curriculum (ICC), including the Complementary Liberal Arts component as required for the School of Humanities and Sciences, and requirements listed by the department of their major. Any variation from the requirements in the major field must be approved in writing by the department and dean.
2. A minimum of 120 credits, including satisfactory completion of all required departmental courses and Integrative Core Curriculum requirements, is necessary for graduation.
3. Students must select a major by the end of sophomore year.
4. In order to graduate from the School of Humanities and Sciences, a student must have a minimum cumulative GPA of 2.00 in required courses in the major and no more than two grades below C- in required courses.
5. In order to fulfill the requirements of a minor in the school, a student must have a minimum cumulative GPA of 2.00 in the courses required by the minor and no more than one grade below C- in those courses.

Students should refer to specific departmental major and minor requirements, as some departments stipulate a higher minimum grade of C and/or fewer than two grades of C or C- in required courses for successful degree completion. Departmental stipulations take precedence over the minimum requirements listed here.

Individualized Study Options: Independent Study, Fieldwork/Research, and Internship Courses

Students in good academic standing or those only on warning for deficiency of credits (see the “Academic Status” section) may undertake academic individualized projects through credit-bearing independent study, fieldwork/research, or internship courses that can be taken for either major, minor, or elective credit.

Projects developed through independent study or fieldwork/research courses can include directed readings on a specific topic, research or scholarship activities, creative inquiry, or community-based service learning. Normally, students should have completed appropriate coursework in preparation for these types of independent projects. For each project undertaken, students must work with a faculty mentor to prepare the required online registration form and learning contract, which establishes the syllabus for the course. The registration form should be submitted as early as possible prior to the start of the project, to facilitate timely enrollment in these individualized options. The learning contract must be reviewed and approved by the sponsoring department; students may be asked to revise their proposals prior to approval. Both steps must be completed by the deadline published on the H&S experiential learning webpage; for winter or summer sessions, students must have all materials approved no later than the add/drop deadline determined by the Office of Extended Studies (OES).

Students interested in pursuing internships that have an academic component appropriate to the curriculum of the school may register in an internship course through the appropriate department. For upper-level internship courses, a student in H&S is normally expected to have completed three-fourths of their major or minor in order to qualify for internship credit. Participation in an H&S credit-bearing internship includes basic expectations for students, faculty sponsors, and field/site supervisors that are specified in the approved H&S academic internship guidelines. For each internship undertaken, students must work with a faculty sponsor to prepare the required proposal form, which establishes the syllabus for the course.The syllabus must include required assignments in which students reflect on the connection between the practical experience and academic theories and knowledge. Programs and faculty sponsors may add additional expectations and responsibilities as needed. The proposal must be reviewed and approved by the department chair and the associate dean, either of whom may request edits and/or not approve credit-bearing internship projects. Confirmation from the internship site supervisor is also required before a student's internship can be approved and the student registered in the course. All projects must be approved prior to the student beginning the internship project (academic credit cannot be conferred retroactively for non-credit internships pursued without the required proposal/syllabus). During the academic year, all materials must be submitted to the dean’s office by the deadline published on the H&S experiential learning web page. No more than 12 credits in any combination of internship projects will be counted toward the 120-credit minimum required for graduation. The number of internship credits allowed to fulfill major or minor requirements varies by department. Students should confirm the maximum number allowed to fulfill major or minor requirements prior to completing the internship application.

Dean’s List

Each semester, students are selected for the dean’s list in recognition of superior scholastic performance. Students qualify by attaining a minimum GPA of 3.70. They must complete a minimum of 15 credits, of which at least 12 are taken for a letter grade. A grade of D or F or an incomplete (I) in a course automatically disqualifies the student from the dean’s list, regardless of the overall GPA attained for that semester.

Academic Status

To meet the minimum academic standards, students must pay attention to two areas: grade point average and credits completed toward graduation. Over the period of one semester, students are required to achieve a GPA of 2.00 and to complete at least 12 credits. Over the period of two semesters, students are required to achieve a cumulative GPA of 2.00 and to complete 24 credits.

Students who fail to meet the minimum academic standards are liable to immediate suspension or to suspension after a warning period. Each case is handled on an individual basis by the student’s dean. If a student’s academic performance is grossly deficient, they may be suspended without warning. If the dean’s review indicates that a warning before suspension is appropriate, the procedure below is followed. Students should be aware that the offer of a warning period is a privilege, based on individual review, not a right.

Definitions of Policies and Procedures of the Academic Status Committee

The Humanities and Sciences Academic Status Committee acts on behalf of the faculty and the dean of the School of Humanities and Sciences.

1. Warning: A formal letter notifying students that they have failed to meet the minimum school requirements for acceptable progress in grades, credits, or a combination of grades and credits, and that continued deficiencies may lead to suspension or dismissal from the School of Humanities and Sciences. Those requirements are:
   • a minimum semester GPA of 2.00;
   • a cumulative GPA of 2.00; and
   • a minimum of 24 credits completed at Ithaca College in an academic year, with a minimum of 12 credits completed at the college each semester.
2. Final warning: A formal letter notifying students that their academic performance is seriously deficient and that they have only one semester to improve their academic standing before suspension. Students may be placed on final warning without prior warnings if deficiencies in their grades and/or credits warrant it. Students given final warning are required to complete at least 12 letter-graded credits at an average of 2.30 or better with no incompletes (I) or Fs and no more than one grade below C. Other conditions may also be specified in the formal notification. Students who fail to meet these minimum standards will be suspended.
3. Continuation of warning: A second formal letter notifying students who have been on warning that they continue to be deficient in credits, grades, or a combination of credits and grades. Generally this letter is sent to students who have demonstrated some improvement over the previous semester but have not yet attained the minimum levels required to remove the formal warning.
   Students continued on warning are required to complete their next semester of enrollment with at least 12 letter-graded credits at a level of 2.00 or better, with no incompletes (I) or Fs and no more than one grade below C. Other conditions may also be specified in the formal notification.
   Students may be suspended if this level is not attained; in some cases, they may be continued on warning for one more semester.
4. Suspension: Formal notice to students that they are suspended from the School of Humanities and Sciences. The length of suspension is specified, and students are informed that they are ineligible to attend courses at the College in fall or spring semesters or summer sessions until a semester specified by the notification letter.
5. Return to Ithaca College following suspension: Students who wish to return after suspension should contact the registrar’s office and complete an application. The specific requirements that must be met prior to readmission are specified in the suspension letter.
   Following return to the College after academic suspension, students are considered to be on final warning. That is, the minimum level of performance specified in the notification of permission to return must be attained or the student will be dismissed. In exceptional cases, the student may be permitted an additional semester of final warning by permission of the Humanities and Sciences Academic Status Committee.
6. Dismissal: Students who do not meet the requirements for academic performance specified on return from suspension will be dismissed from the College.
    

Internal Transfers into Humanities and Sciences

All Ithaca College students are required to remain for at least one semester in the school to which they were originally admitted. Thereafter, it is possible to transfer into the School of Humanities and Sciences on two different bases: through the third semester as an exploratory student or in any semester as a major in one of the humanities and sciences disciplines. Students wishing to transfer must meet the minimum academic standards of the school: a cumulative GPA of 2.00 and completion of at least 12 credits each semester and at least 24 credits in each 12-month period. They must also have achieved a GPA of 2.00 for the semester before the transfer and have at least a 2.00 GPA in all humanities and sciences courses they have completed. Students may submit change of school forms at any time.

Admission Procedure

A change of college/school form, available in IC Workflow, found on apps.ithaca.edu, must be submitted to the dean of the School of Humanities and Sciences. Prior to submitting the form to the dean’s office, students must consult with the chair of the department to which a transfer is requested.

Occasional Transfer Courses

Transfer credit for occasional courses taken at another institution after matriculation at Ithaca College may be accepted under certain circumstances. Students must receive permission to do so prior to enrollment in any coursework at another institution. The petition form for preliminary approval requires the consent of the student’s adviser, the chair(s) of the department(s) to which the credit for a required course relates, and the dean.

Normally, H&S departments do not accept transfer credit for internship courses taken through other institutions, including those taken as part of study abroad programs, due to the School’s requirement that faculty supervise such experiences, and that syllabi are developed and approved in advance of such an experience. Students who wish to receive transfer credit for internships taken through another institution or program must provide documentation to the department and Dean’s office that shows they have met the expectations outlined in those guidelines, in addition to any other expectations that have been set by departments.

On completion of the course(s), students must have the official transcript sent to the registrar’s office in order to have the credits applied to their Ithaca College transcript. Seniors are required to take their last 30 credits at Ithaca College.