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Virtual Tour

• Student Life

Vassar College Virtual Tour

Are you considering vassar college take a virtual tour of the campus below..

A visit to Vassar is ideal, but virtual tours can act to refresh your memory or as a preview for your on-site tour.

Why a Virtual Tour?

Inevitably, on-campus tours of classrooms, libraries, dorms, and dining halls will start to blend. Jog your memory using the virtual tour and even explore the area surrounding the campus using the interactive mapping tool. If you're just beginning your college search, a virtual tour can be a great way to get a feel for a campus before your visit. Remember, when you do go, be sure to ask current students about their college life. A student perspective can be the most helpful way to gauge your future experience at Vassar College.

Use the resources below to start your virtual tour.

Using the Map

Click and drag the little orange person to a location on the map. Locations with panoramas appear as blue lines or blue dots when moving the orange person. The blue dots are panoramic views that you may swivel. The blue lines are paths that you can navigate along.

Panoramic View

You can "pan" or "swivel" the camera around by clicking on the image and dragging your mouse or finger. If you see a white arrow on the picture, you can click or tap on it to move in the direction of the arrow. This will also update the location of the little orange person on the map so you can get a better sense of where you are and what direction you are facing.

Continue Your Research on Vassar

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A demonstrated commitment to academic excellence is the primary consideration in admission to Vassar College, but candidates should illustrate that they will contribute to and benefit from the range of intellectual, leadership, artistic, and athletic opportunities offered by the college community. The Admission Committee is particularly interested in candidates who have made effective use of all opportunities available to them.

Vassar adheres to a need-blind admission policy, which means that admission decisions for all first-year students who are U. S. citizens or permanent residents are made without regard to the students’ financial situation. Vassar meets 100% of the full demonstrated need of all admitted students for all four years.

Admission to the Freshman Class

Vassar welcomes applications from candidates of varied backgrounds and does not require a specific secondary school program. However, Vassar does expect candidates to have elected the most demanding course work offered by their high schools. Therefore, we recommend that students elect four years of English, mathematics, laboratory science, history or social science, and foreign language. Students should take a substantial portion of their work in enriched, accelerated, or honors courses or in Advanced Placement or International Baccalaureate programs when these options are available. Special attention is given to the academic breadth, depth, and rigor of candidates’ junior- and senior-year programs.

Early Decision Plan

The Early Decision Plan is intended for candidates who have explored and researched their college options carefully and concluded that Vassar is their clear first choice. Vassar has two early decision deadlines: November 15 and January 1. Candidates who use the first deadline will hear from Vassar in mid-December. Candidates who use the second deadline will hear from us by early February. Candidates will receive one of three decisions: admission, a deferral of our decision until the regular decision period, or denial, which is our final decision. The Office of Financial Aid makes preliminary financial aid awards at or near the same time to admitted candidates who have demonstrated financial need. Successful early decision candidates are expected to return the Candidate’s Reply Form within three weeks, pay the required fee deposit, and withdraw any applications submitted to other colleges and universities.

Regular Decision Plan

Candidates who wish to be considered under Vassar’s regular decision plan should ensure that the application is submitted by the January 1 deadline, and that the nonrefundable $70 application fee (or a formal request for a fee waiver) has been submitted. Candidates are notified of the Admission Committee’s decisions in late March or early April. Regular decision candidates must respond by May 1, the Candidate’s Uniform Reply Date. Admission to the freshman class is contingent upon maintenance, throughout the senior year, of the level of academic performance on which admission was based.

Required Credentials

In addition to the completed application forms and the nonrefundable $70 application fee, candidates must submit the following credentials: a transcript of high school courses and grades, the scores of the College Board SAT Test and the scores of any two SAT Subject Tests or the results of the ACT with writing, an evaluation from the high school counselor that addresses the candidate’s qualifications for admission, a recommendation from a teacher in an academic subject, and a personal statement or essay.

Admission of International Students

Vassar College welcomes applications from international students. These candidates must take the College Board SAT Test and any two SAT Subject Tests or the ACT with writing. In addition, if English is neither your first language nor the primary language of instruction you have used throughout secondary school, you should submit the results of the Test of English as a Foreign Language (TOEFL). We generally expect a minimum TOEFL score of 100 on the IBT or 600 on the paper test.

Need-based financial aid is available to international freshman applicants who are not citizens or permanent residents of the United States. Applications from noncitizens who apply for financial aid are considered on a need-aware basis. Vassar College also welcomes transfer applications from international students. However, we are unable to offer any financial aid to transfer candidates who are not citizens or permanent residents of the United States.

Vassar College will give admission applications submitted by undocumented students the same consideration given to any other applications it might receive. Undocumented students who are admitted to Vassar will be offered financial assistance based on demonstrated need following the same procedures Vassar uses to grant aid to accepted international students.

Campus Visits

Vassar welcomes visits from high school students and their families. Guided tours of the campus led by Vassar students and group information sessions led by an admission officer and/or a Vassar senior are available Monday through Friday and on selected Saturday mornings in the fall and spring. Please call the Office of Admission at 845-437-7300 845-437-7300 or consult our website for the seasonal schedule. Appointments are not necessary for tours and information sessions.

An interview is not required for admission. Most students and their families find that they have a clear understanding of Vassar’s academic and extracurricular offerings and admission standards after attending a group information session and going on a campus tour. However, candidates may feel that further dialogue with a Vassar representative would be helpful. Applicants may request a conversation with an alumna or alumnus in their local area when completing the application for admission. While interviews are not offered on campus, admission officers are always available after information sessions to advise students and their families on the admission process and to discuss special circumstances and needs.

Advanced Placement, International Baccalaureate, and International Credentials

Every effort is made to ensure that students do not find college work to be a repetition of high school work. Appropriate placement is made by departments at the time of registration or within the first two weeks of classes. Students who have taken Advanced Placement examinations will receive one unit of credit, equal to one semester course at Vassar, (or one-half unit for the Physics “C” examination) for each examination in which a score of four or five is earned. Students may then be permitted to elect an intermediate-level course after consultation with an advisor and if given permission by the department chair.

Vassar welcomes applications from students who have participated in the International Baccalaureate program, and awards credit for scores of five, six, or seven on the Higher Level examinations. No credit will be given for work done in IB Standard Level courses.

The college also grants credit for sufficiently high marks on certain foreign advanced programs of study. Common examples include: GCE/Cambridge A-Level exams with a grade of A or B; French Baccalaureate exams with a minimum coefficient of 4 and a minimum score of 11; German Abitur exams with minimum score of 10; CAPE exams with a grade of I or II. Students possessing such credentials should consult with the Office of the Dean of Studies.

A maximum of 4 units of credit is allowed for examination results.

College Work Before Admission as a Freshman

Vassar may accept the equivalent of, and not more than, four courses of comparable work taken at a college or university prior to a student’s admission as a freshman. Transfer credit for work completed prior to admission to Vassar must be applied for within one year of matriculation. The student must list such courses and the colleges at which they were taken on the application for admission. Transfer of this credit will require departmental approval as well as approval of the Committee on Leaves and Privileges.

Credit will be granted only for coursework completed on a college campus and not used to meet high school graduation requirements nor granted high school credit. Students involved in college-level work during high school may wish to supplement their request for credit with the result of an Advanced Placement examination, even if they were not enrolled in an Advanced Placement course.

Deferring Admission

Admitted freshman students may, with the permission of the Office of Admission, defer matriculation for one year. The student should first confirm his or her intent to enroll at Vassar by submitting the Candidate’s Reply Form and the required enrollment deposit by May 1. A written request for deferral should also be submitted, preferably along with the enrollment deposit but by no later than June 1. If deferred status is approved, a formal letter stating the conditions under which the deferral has been granted will be sent to the student. However, students who may be offered admission to Vassar from the waiting list after May 1 are not eligible to request a deferral of admission.

Admission of Transfer Students

Students from two- and four-year institutions are typically admitted as transfers into the sophomore or junior classes for either the fall or the spring semester. The college may also admit some highly qualified freshman transfer candidates for the spring semester. All transfer students must complete a minimum of 17 Vassar units to be eligible for the Vassar degree. Thus, students with more than four semesters of college-level work are generally not eligible to apply for admission.

To be considered for admission, candidates for transfer are expected to present a strong college record with at least a B average in liberal arts courses comparable to those offered at Vassar. Candidates should be enthusiastically recommended by their current dean and college instructors. Those denied admission to the freshman class who want to reapply should complete a minimum of one year of college with an exemplary record before submitting a transfer application. Vassar may also accept transfer applications for the spring semester of the freshman year from new candidates with very strong high school records who have performed well during the first semester in college. Credit toward the Vassar degree for courses of comparable quality taken elsewhere is determined after admission by the Office of the Dean of Studies. No transfer credit will be assigned without an official transcript.

Please note that financial aid is available on a limited basis for transfer students. Students who are considering applying for financial aid should consult the Financial Aid Office for eligibility requirements, policies, and information about application procedures and deadlines. We regret that we cannot offer financial aid to international transfer applicants.

Credentials and Application Deadlines

Transfer candidates are required to submit the application forms, the nonrefundable $70 application fee, and all required credentials by March 15 for admission to the fall semester and by November 1 for admission to the spring semester. Required credentials include official college transcripts from all schools attended, an official transcript of the secondary school record, recommendations from the college dean and a college professor, standardized test scores, and a personal statement or essay. The application fee may be waived upon written request from the dean or adviser substantiating reasonable need for the waiver.

All transfer applicants are required to submit scores from either the SAT Test or the ACT. Along with the SAT scores, we also require two SAT Subject Tests. However, the SAT Subject Tests are waived for students who are returning to college after a lengthy hiatus or who will have completed one full year of college. Consult with the transfer coordinator for more information. In addition, the TOEFL exam is required for candidates whose primary language is not English.

Notification

Candidates for transfer admission to the fall semester are normally notified of our decisions on their applications in early May. Candidates for admission to the spring semester are normally notified of our decisions by mid-December. Transfer candidates for both semesters are expected to respond to offers of admission within two weeks. Admission to Vassar is contingent upon the maintenance, for the balance of the term, of the standard of academic performance upon which the Admission Committee based its decision. Students admitted as transfer students are expected to enroll in the semester for which they have been offered admission. Deferrals of admission to later semesters typically are not granted, except under extraordinary circumstances.

Admission to Exchange Programs

Students attending colleges or universities that have established exchange programs with Vassar who wish to study at Vassar for a semester or a full academic year should make arrangements directly with the exchange coordinator on their own campuses and consult the office of international programs and the dean of studies office at Vassar. Exchange students are expected to return to their home institution following their time at Vassar.

Visiting Students

A limited number of places are typically available (depending on space) for full-time visiting students in the spring semester. Visiting students are not admitted for the fall term. To be eligible, a student must be currently enrolled in college and have completed at least one year of full-time work. Students interested in visiting student status at Vassar should contact the Dean of Studies Office for further information and an application. Please note that enrollment at Vassar as a visiting student is typically a one-term option designed to allow an individual to experience a different educational environment and is not viewed as a route to transfer admission. It is also important to understand that on-campus housing may not be available for visiting students each year, depending on enrollment and housing capacity.

Special Students and Part-Time Students

Well-qualified nontraditional students who live within commuting distance of the campus and who wish to study on a part-time basis are encouraged to discuss special-student status and resumption of work with the Advisor to Special Students in the Office of the Dean of Studies.

Student Right-To-Know Act

Under this act, educational institutions are required to disclose to current and prospective students their completion or graduation rate. This rate is defined as the percentage of students who complete their degree program within 150 percent of the normal completion time for that degree. For Vassar College, this means the percentage of entering students who complete their degree within six years. The most recent Vassar class graduation rate is 92 percent. Additional graduation and retention rate information is available from the Office of the Registrar.

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Vassar College: Campus Tour

Founded in 1861, Vassar College is a highly selective, residential, coeducational liberal arts college. Consistently ranked among the top liberal arts colleges in the country, Vassar is renowned for pioneering achievements in education, for its long history of curricular innovation, and for the beauty of its campus.

Lisa visited Vassar, a highly selective, residential, coeducational liberal arts college. This top-ranked school of 2,500 students places an emphasis on engagement in both teaching and learning. Vassar is renowned for the achievements of its students, the innovativeness of its curriculum, and the beauty of its campus.

Vassar offers a flexible approach to the curriculum. Students generally declare one of 51 available majors by the end of their sophomore year. Students have a choice of four paths to the Bachelor of Arts degree. These include a concentration in one of:

• 30 Departments
• 5 Interdepartmental Programs
• 13 Multidisciplinary Programs

An individually tailored course of study in the independent program is also an option. 

Within the major field, requirements range from 10 to 17 courses. Vassar offers students over 1,000 course options. 

An emphasis is placed on students striving to be global citizens. To this end, all students whose first language is English are required, before graduation, to demonstrate proficiency in a foreign language. Twenty-three languages are taught at Vassar.

Every entering first-year student is required to elect a First-Year Writing Seminar, which introduces students to critical reading and persuasive writing at Vassar. Each First-Year Writing Seminar is built around a rich topic, giving students readings, questions, and debates to consider as they learn to engage with the ideas of others. 

Popular majors include economics, political science, biology, psychology, English, math, cognitive science, and computer science. Many students gravitate to studio art, art history, drama, and film. 

Class sizes are small, with first-year classes averaging 20 students and upper-division courses averaging 12. Students are expected to engage in the classroom. The typical course load is four classes. Students report that academic work is hard, but not overwhelming, and they find a sense of mutual respect and collaboration within their classes.  

Vassar students enjoy an extraordinary amount of contact with their educators. Seventy percent of professors walk to work, and 14 faculty families live in the residence halls. A new emphasis is being placed on intensive project-based courses that will be mentored by faculty. Faculty will now teach four classes a year and one intensive instead of five classes per year.  

Nearly every department and program at Vassar sponsors community-engaged learning (CEL), an experiential educational opportunity that combines work in a non-profit organization, a government agency, or a business with academic work. Most placements are in Poughkeepsie and the Mid-Hudson Valley, but about 10% of students arrange their own placements in New York City and elsewhere. 

Mentored research and project-based classes on niche topics are popular at Vassar. In previous years, students traveled to the Southwest for an archaeology dig and discovered a dinosaur. Forty-five percent of students study away, typically abroad, but many also head to Washington, DC. 

Social Life

At Vassar, everyone lives on campus. First-year students live in one of nine residential houses, and by senior year, most students are living in on-campus apartments.  

First-year students are placed in a Student Fellow group, usually, eight to ten students, who live in the same hall and who are assigned to a Student Fellow, usually a second-year student, who helps them acclimate to campus life.

There is no Greek life at Vassar, and the social life is campus-based. Twenty-three varsity sports teams compete in the Liberty League. There are 125 clubs, and arts endeavors are hugely popular, with over 40 shows per year. Vassar boasts nine a cappella troupes. School and local dance troupes and guest speakers and performers are popular forms of entertainment. New York City is an occasional diversion, but not a big part of the Vassar social life. 

Student Body

Intellectual, Collaborative, Articulate, Curious, Self-motivated, Sharp, Independent, Supportive.

Vassar College is one of the larger schools within the Council of Independent Colleges. Beyond size, however, is Vassar’s reach. For a small college, Vassar has garnered a reputation both nationally and internationally. With the exception of North Dakota, all US states are represented. 22% come from New York, 12% come from California, and 11% are international. 32% identify as students of color, and 13% are first-generation students. 

Vassar fosters individuality and differences are celebrated within the student body. Independent thinkers are the norm. While visiting campus, we met several students who shared their experiences:

Mia, a psychology and education major from the Bay Area, is a fine arts performer and a member of Jewish Life. She is involved with the Urban Education Initiative, which connects Vassar College to the City of Poughkeepsie public schools in an effort to increase educational opportunities for public school students in the community. 

Mia described how the course Psychological Perspectives on the Holocaust taught her how to look at history through a psychological lens. 

Mia noted that it took two to three months to find her “people,” but she loved the academics right away. She said, “It’s incredible what can happen when you’re not trying to get into college. I can just study what I’m interested in!” She described the Listening Center on campus, where students listen to others about anything that they want to discuss. When adjusting to college life, she found this manner of talking with peers to be a lower entry barrier to asking for help. 

Ava, a junior and history major from Massachusetts, works in the admissions office and serves as a House Fellow Intern for her residence house. House Interns pair with the House Fellows to serve as academic resources and inject the House with intellectual discourse (usually over food). Ava took a class on migration, which was shaped by students. She enjoyed the discussions on what the words home and family meant amongst her peers. Ava described seeing her professors as resources versus experts. 

Martin, a senior drama major/ film minor from Bulgaria is involved with environmental activism, a social arts group, and an a capella troupe. He spoke of a year-long history class about drama and how this global class offered a wide perspective on theater. In his time at Vassar, he has learned that everyone needs to make their own opportunities, regardless of resources.  

Finally, we met a sophomore from New Jersey who is pursuing a 3+2 at Dartmouth for engineering. He is a recipient of the Pratt fellowship for diversity inclusion. His interests include Habitat for Humanity and theater. His most interesting class involved learning about the history of the genocide in the Congo and why it was erased.    

Students and staff discussed a continued effort to bring more diversity of religions, races, and perspectives to campus. 

Surrounding Area

Vassar College is located in Poughkeepsie on a beautiful, 1000-acre residential campus, which includes a golf course, Sunset Lake, an observatory, and seven miles of trails for running and X-Country skiing. The Vassar Farm, a working, organic farm encompasses over 500 acres, most of which are actively managed as an ecological preserve. The athletic facility and rugby field are located near the upper-class housing. Poughkeepsie is a town of 120,000 and is a 95-minute train ride into Grand Central Station in NYC. 

Admissions and Financial Aid

Vassar accepts the Common, Coalition, and Questbridge Applications and offers two binding Early Decision dates (November/January). They admit approximately 680 students per class.

Students are not admitted based on their intended major and demonstrated interest (visiting the school, etc.) is not considered in admissions decisions. Legacy considerations are made for parents only. 

Vassar seeks to make a college education affordable and accessible to all admitted students. Through a generous financial aid program, Vassar meets 100% of the full demonstrated need of all admitted students, international or domestic, for all four years. Average aid is $52,000. Vassar currently awards aid to over 60% of their students, with awards ranging from $1,200 to $60,000. Admission to Vassar is need-blind for Americans, but not for non-citizens. 22% of students are eligible for Pell Grants. Vassar does a great job of enrolling students from all walks of life. 

For students on Vassar’s admission’s waitlist, once the aid budget has been met, waitlist students become need-aware. Questbridge applicants must have $1,000 or less expected family contribution (EFC) to match. 

Vassar College is a tight-knit community in which strong and passionate students of divergent views and backgrounds come together to study, work, and live. 

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Reflect. Empower. Unite. @ the NYC Pride March!

The March starts at 25th Street & 5th Ave in Manhattan. Vassar’s formation time and exact location to be determined.

The Vassar Club of New York and Vassar LGBTQIA+ alums invite you to join us to unite for the 2024 NYC Pride March . This year’s March marks the 40th anniversary of Heritage of Pride and the 55th anniversary of the Stonewall Uprising.

The March starts at 25th Street and 5th avenue in New York City. We expect to meet between 10:00 a.m. and 2:00 p.m. ET with a march time of one and a half hours. The exact formation time and location will be emailed to registrants in advance.

Heritage of Pride’s mission is to work toward a future without discrimination where all people have equal rights under the law. The March, originating in 1970 as a civil rights demonstration following the Stonewall Uprising, has evolved into a powerful symbol of resilience, unity, and advocacy. Join 2 million marchers and spectators in honoring the past, celebrating the present, and continuing the fight for a brighter, more inclusive future.

Whether you’re a member or an ally of the LGBTQIA+ community, a Vassar student, alum, or employee, we invite you to join us in celebrating Pride.

Register here

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• [email protected]

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Moscow city 360-degree virtual reality tour.

Take the virtual tour of the kremlin, moscow river, saint basil’s cathedral and red square.

The Moscow Kremlin  usually referred to as the Kremlin, is a fortified complex at the heart of Moscow, overlooking the Moskva River to the south, Saint Basil’s Cathedral and Red Square to the east, and the Alexander Garden to the west.

It is the best known of the Kremlins (Russian citadels) and includes five palaces, four cathedrals, and the enclosing Kremlin Wall with Kremlin towers. Also within this complex is the Grand Kremlin Palace. The complex serves as the official residence of the President of the Russian Federation.

The name “Kremlin” means “fortress inside a city”, and is often also used metonymically to refer to the government of the Russian Federation in a similar sense to how “White House” is used to refer to the Executive Office of the President of the United States. It had previously been used to refer to the government of the Soviet Union (1922–1991) and its highest members (such as general secretaries, premiers, presidents, ministers, and commissars). The term “Kremlinology” refers to the study of Soviet and Russian politics.

All of Moscow’s main streets start at  Red Square , so it’s easy to see why this is considered the heart of the city. A massive space of 330 meters by 70 meters, the square is flanked by the Kremlin, Lenin’s Mausoleum, two cathedrals, and the State Historical Museum. In 1945, a massive Victory Parade was held here to celebrate the defeat of Nazi Germany by the Soviet Armed Forces.

St. Basil’s Cathedral , one of the most recognizable buildings on the square, was built in 1555. The unique cathedral has architectural details inspired by Byzantine and Asian designs, as well as details that resemble those found in famous mosques. There are nine individual chapels inside the church, all decorated with colourful mural art.

Yuri Gagarin Is the First Man in Space. Yuri Alekseyevich Gagarin was a Soviet pilot and cosmonaut. He was the first human to journey into outer space, when his Vostok spacecraft completed an orbit of the Earth on 12 April 1961

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IMAGES 2024

IMAGES is the yearly submission-based student publication created by the ALANA Center in 1988 as a vehicle for creative self-expression for African-American/Black, Latinx, Asian/Asian-American, and Native American students. Since 1988, IMAGES continues to reflect the different needs, thoughts, and accomplishments of Vassar’s communities of color. The publication strives to continue as a space of resilience and creativity for the unwavering voices of students of color on this campus.

2024 IMAGES Publication is now live! View the full issue here .

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If you are a current Vassar student and would like to receive a physical copy mailed to your home address, complete this form .

Best things to see and do in Moscow

Moscow is the capital of Russia and is one of the most popular tourist destinations in Asia. It’s rich and complex history is a constant reminder of its strategic position between Europe and Asia and makes it one of the cities you should visit once in your life. In terms of the many iconic landmarks, the delicious cuisine, and the characteristic, colorful architecture it has, Moscow is full of surprises for first-timers and seasoned travelers. Apart from the main attractions, it has like the Kremlin or Red Square, Moscow has many hidden gems for you to discover on your free walking tour with your local guide. 

On any of the free guided tours we offer in Moscow , you will be able to find a selection of many tours which are available in different languages and at different times of day, like the morning, afternoon, and evening. Since Moscow is such a large metropolis, getting your bearings by doing a guruwalk with a local guide who will show you all Moscow’s hidden gems is a great idea. This way you get to learn as much as possible about the local culture and way of life. A trip to Moscow wouldn't be complete without visiting iconic places like St Basil’s Cathedral, Lenin’s Mausoleum, the Pushkin State Museum of Fine Arts, or the State Historical Museum, before getting some fresh air at Gorky Park, the medieval church of Kolomenskoye, or shopping at Izmailovsky Market. Don’t miss visiting the Cathedral of Christ the Saviour, the Bolshoi Theater, or checking out the Tsaritsyno Museum-Reserve. 

Many travelers have left their r eviews and opinions about the local guides , gurus, and the routes they walked. If you have any questions about the routes or what is included in the tour, check out their opinions. 

Free walking tour near Moscow

Others cities to visit after moscow, where are you traveling to.

Return to Admission

Information session and campus tour.

Thursday, July 13, 2023 at 2:00 PM until 3:40 PM Eastern Daylight Time UTC -04:00

Carol & James Kautz Admission House Main Circle Arlington, NY 12603 United States

Join us on campus and get to know Vassar in person! Each visit includes a 30-minute information session with a Vassar Admission Officer or Senior Intern and a 70-minute student-led walking tour.

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I’m a columbia professor. the protests on my campus are not justice..

By John McWhorter

Opinion Writer

Last Thursday, in the music humanities class I teach at Columbia University, two students were giving an in-class presentation on the composer John Cage. His most famous piece is “4'33",” which directs us to listen in silence to surrounding noise for exactly that amount of time.

I had to tell the students we could not listen to that piece that afternoon because the surrounding noise would have been not birds or people walking by in the hallway but infuriated chanting from protesters outside the building. Lately that noise has been almost continuous during the day and into the evening, including lusty chanting of “From the river to the sea.” Two students in my class are Israeli; three others, to my knowledge, are American Jews. I couldn’t see making them sit and listen to this as if it were background music.

I thought about what would have happened if protesters were instead chanting anti-Black slogans or even something like “D.E.I. has got to die,” to the same “Sound Off” tune that “From the river to the sea” has been adapted to. They would have lasted roughly five minutes before masses of students shouted them down and drove them off the campus. Chants like that would have been condemned as a grave rupture of civilized exchange, heralded as threatening resegregation and branded as a form of violence. I’d wager that most of the student protesters against the Gaza war would view them that way. Why do so many people think that weekslong campus protests against not just the war in Gaza but Israel’s very existence are nevertheless permissible?

Although I know many Jewish people will disagree with me, I don’t think that Jew hatred is as much the reason for this sentiment as opposition to Zionism and the war on Gaza. I know some of the protesters, including a couple who were taken to jail last week, and I find it very hard to imagine that they are antisemitic. Yes, there can be a fine line between questioning Israel’s right to exist and questioning Jewish people’s right to exist. And yes, some of the rhetoric amid the protests crosses it.

Conversations I have had with people heatedly opposed to the war in Gaza, signage and writings on social media and elsewhere and anti-Israel and generally hard-leftist comments that I have heard for decades on campuses place these confrontations within a larger battle against power structures — here in the form of what they call colonialism and genocide — and against whiteness. The idea is that Jewish students and faculty should be able to tolerate all of this because they are white.

I understand this to a point. Pro-Palestinian rallies and events, of which there have been many here over the years, are not in and of themselves hostile to Jewish students, faculty and staff members. Disagreement will not always be a juice and cookies affair. However, the relentless assault of this current protest — daily, loud, louder, into the night and using ever-angrier rhetoric — is beyond what any people should be expected to bear up under, regardless of their whiteness, privilege or power.

Social media discussion has been claiming that the protests are peaceful. They are, some of the time . It varies by location and day; generally what goes on within the campus gates is somewhat less strident than what happens just outside them. But relatively constant are the drumbeats. People will differ on how peaceful that sound can ever be, just as they will differ on the nature of antisemitism. What I do know is that even the most peaceful of protests would be treated as outrages if they were interpreted as, say, anti-Black, even if the message were coded, as in a bunch of people quietly holding up MAGA signs or wearing T-shirts saying “All lives matter.”

And besides, calling all this peaceful stretches the use of the word rather implausibly. It’s an odd kind of peace when a local rabbi urges Jewish students to go home as soon as possible, when an Israeli Arab activist is roughed up on Broadway, when the angry chanting becomes so constant that you almost start not to hear it and it starts to feel normal to see posters and clothing portraying members of Hamas as heroes. The other night I watched a dad coming from the protest with his little girl, giving a good hard few final snaps on the drum he was carrying, nodding at her in crisp salute, percussing his perspective into her little mind. This is not peaceful.

I understand that the protesters and their fellow travelers feel that all of this is the proper response, social justice on the march. They have been told that righteousness means placing the battle against whiteness and its power front and center, contesting the abuse of power by any means necessary. And I think the war on Gaza is no longer constructive or even coherent.

However, the issues are complex, in ways that this uncompromising brand of power battling is ill suited to address. Legitimate questions remain about the definition of genocide, about the extent of a nation’s right to defend itself and about the justice of partition (which has not historically been limited to Palestine). There is a reason many consider the Israeli-Palestinian conflict the most morally challenging in the modern world.

When I was at Rutgers in the mid-1980s, the protests were against investment in South Africa’s apartheid regime. There were similarities with the Columbia protests now: A large group of students established an encampment site right in front of the Rutgers student center on College Avenue, where dozens slept every night for several weeks. Among the largely white crowd, participation was a badge of civic commitment. There was chanting, along with the street theater inevitable, and perhaps even necessary, to effective protest; one guy even lay down in the middle of College Avenue to block traffic, taking a page from the Vietnam protests.

I don’t recall South Africans on campus feeling personally targeted, but the bigger difference was that though the protesters sought to make their point at high volume, over a long period and sometimes even rudely, they did not seek to all but shut down campus life.

On Monday night, Columbia announced that classes would be hybrid until the end of the semester, in the interest of student safety. I presume that the protesters will continue throughout the two main days of graduation, besmirching one of the most special days of thousands of graduates’ lives in the name of calling down the “imperialist” war abroad.

Today’s protesters don’t hate Israel’s government any more than yesterday’s hated South Africa’s. But they have pursued their goals with a markedly different tenor — in part because of the single-mindedness of antiracist academic culture and in part because of the influence of iPhones and social media, which inherently encourage a more heightened degree of performance. It is part of the warp and woof of today’s protests that they are being recorded from many angles for the world to see. One speaks up.

But these changes in moral history and technology can hardly be expected to comfort Jewish students in the here and now. What began as intelligent protest has become, in its uncompromising fury and its ceaselessness, a form of abuse.

John McWhorter ( @JohnHMcWhorter ) is an associate professor of linguistics at Columbia University. He is the author of “ Nine Nasty Words : English in the Gutter: Then, Now and Forever” and, most recently, “ Woke Racism : How a New Religion Has Betrayed Black America.” @ JohnHMcWhorter

How the Columbia protests sparked campus demonstrations across the country

It just added fuel to the fire.

The decision by Columbia University’s president, Nemat “Minouche” Shafik, to call in the New York Police Department to clear pro-Palestinian protesters from the campus last week appears to have sparked the spate of increasingly strident demonstrations that have erupted at universities in New York City and across the country in recent days, students and faculty members said.

Since Thursday, when police arrested 108 Columbia University demonstrators, including Rep. Ilhan Omar’s daughter, Isra Hirsi, similar protests have erupted on campuses across the country, from New York University and Yale University to the University of Illinois and out west to the University of California, Berkeley, and the University of Southern California, which shut its gates late Wednesday because of the growing demonstrations.

The encampment at Columbia sprung up April 17, the day Shafik was grilled about on-campus antisemitism by the Republican-led House Committee on Education and the Workforce. Shafik faced questions about her handling of antisemitism on campus after Hamas' attack on Israel on Oct. 7 alongside two members of Columbia’s Board of Trustees and the head of its antisemitism task force. The next day, Shafik had police clear the encampment; more than 100 protesters were arrested.

That got Rachel, 19, a Columbia student who asked to be identified only by her first name because of fear of retaliation or suspension by the school, off the fence and into one of the tents that pro-Palestinian demonstrators had raised on the campus in upper Manhattan.

“I think that that was sort of the straw that broke the camel’s back, because students had already been feeling incredibly suppressed and censored by President Shafik,” Rachel said.

Noting that the last time a Columbia University president summoned the police to disperse student demonstrators was back in 1968, at the height of the Vietnam War, Rachel said what she called Shafik’s attempt to intimidate them was backfiring.

“Movements inherently boil when they’re facing extra suppression,” she said.

The Columbia students protesting the war have demanded that the school cut financial ties with Israel and divest from Israeli companies. And they have inspired students across the country to do the same.

“This is about solidarity," said Alex, a Jewish student at the University of Michigan who is part of the pro-Palestinian movement and asked to be identified only by his first name out of fear of retaliation. "We have colleges all across the nation performing a synchronized act because we work together. This is a collective movement far beyond the United States."

Organizers say they were also inspired by protests against the apartheid government of South Africa that an earlier generation of Michigan students took part in.

“It’s never been bigger than it is right now,” said a masked male organizer, who asked to remain anonymous out of fear of retaliation. “We’ve seen that this has been effective in achieving concessions from the administration towards divestment from Israel, apartheid and genocide.”

But it has also sparked a backlash, particularly from politicians on the right who have been urging university administrators to crack down hard on the protesters.

"You have to have law and order on campus," House Speaker Mike Johnson, R-La., told NBC News' Stephanie Gosk after he met with Jewish students at Columbia. "Listen, taxpayer funding comes to institutions like this. The American people are demanding that we bring order to this chaos. We have this kind of thing mushrooming around the country right now."

Encampments have continued on Columbia's campus into this week, with Shafik calling for classes to be held virtually Monday and initially giving the demonstrators a deadline of midnight Tuesday to fold up their tents and disperse before she announced that conversations would continue over the next 48 hours without forcing the encampment to be removed.

“We are making important progress with representatives of the student encampment on the West Lawn,” a college spokesperson said.

Marianne Hirsch, a Columbia University English professor, said Shafik has been "squashing peaceful protest, squashing open debate, not allowing students to express their opinions and debate their opinions."

And the fact that Shafik summoned the police last Thursday, a day after she was questioned at the congressional hearing, is no coincidence, she said.

"I’m extremely concerned about antisemitism my entire life, and I’m extremely distressed right now to see how antisemitism is being weaponized and used, misused ... under the guise of safety and security," Hirsch, whose parents were Holocaust survivors, said Tuesday.

Later, Hirsch said she “cannot but agree this is motivated by trying to pacify congressional members who are trying to interfere in the running of this school.”

Early Monday, Shafik said that classes would be held virtually Monday and that school leaders would come together to discuss a way to bring an end to “this crisis.”

Several Jewish students at Columbia have told NBC News the antisemitism they experienced was very real and that they're steering clear of the campus for their own safety.

“The tension is so high,” said Itai Dreifuss, 25, a junior and an Israeli who says he has been spat on and taunted by campus protesters waving Hamas flags. “It’s definitely frustrating to be a part of this campus right now. You feel so helpless, and you feel so exposed.”

Speaking with reporters, Johnson said he heard that Jewish students had been "running for their lives."

Gosk challenged that assertion, telling Johnson that while some Jewish students she spoke with "are certainly afraid for their safety," they are "not running for their lives."

"I had standing room only with a house full of Jewish students talking about the intimidation and threats that they experienced," Johnson replied.

Sueda, a graduate student who helped organize the pro-Palestinian protests at Columbia and asked to be identified only by her first name to avoid reprisals, said students escalated pressure on the university and started the tent encampments after previous forms of protest did not lead to the intended results.

"Have those protests yielded any material results from the university? Have they yielded an acknowledgment of the pain felt by Palestinians and by the community that is in solidarity with them? Have they yielded any statements of sorrow or regret by the university for their overly punitive treatment of pro-Palestinian students? No," she said.

Oren Root, a longtime New York City lawyer and Columbia University graduate who was at the school when anti-Vietnam War protests rocked it in 1968, said Shafik's summoning of police was "an extraordinary miscalculation."

"President Shafik and her advisers clearly didn't learn from history," said Root, who was a top editor at The Spectator, the Columbia student newspaper, in 1968 and 1969. “Calling in the cops was clearly a mistake. Things have not gotten any calmer.”

The decision in 1968 by university President Grayson Kirk to have the police forcibly remove protesters from the buildings they were occupying only inflamed the situation and tarnished Columbia's reputation for many years, Root said.

Root, who called for Shafik's resignation in an opinion piece in The Spectator on Monday , said Columbia also appears to have chosen a side in the Gaza battle.

In response, a spokesperson for Shafik did not address Root's criticisms or the calls for her resignation.

"President Shafik is focused on deescalating the rancor on Columbia’s campus," the spokesperson said in a statement Tuesday. "She is working across campus with members of the faculty, administration, and Board of Trustees, and with state, city, and community leaders, and appreciates their support."

New York police also arrested more than 100 protesters at NYU's Gould Plaza on Monday night.

Pro-Palestinian encampments have also been established at other schools that have been the sites of anti-Israel demonstrations, like the Massachusetts Institute of Technology, the University of Texas and California State Polytechnic University, Humboldt.

New York Mayor Eric Adams said this week he believed "outside agitators" were using the Israel-Hamas war as an excuse to cause violence and mayhem in the city.

“We can’t have outside agitators come in and be destructive to our city," Adams said at a news conference Tuesday. "Someone wanted something to happen at that protest at NYU."

It was not clear how many of those arrested at Columbia were students and how many were outsiders. Police did not respond to two requests for comment on the arrests.

Meanwhile, a group of 25 Senate Republicans sent a letter Tuesday to Attorney General Merrick Garland asking the Biden administration to address the protests across the nation.

“These pro-Hamas rioters have effectively shut down college campuses and have literally chased Jewish students away from our schools," the letter read. "You need to take action to restore order and protect Jewish students on our college campuses."

The letter did not ask Garland to take steps to protect the pro-Palestinian protesters.

Doha Madani is a senior breaking news reporter for NBC News. Pronouns: she/her.

Selina Guevara is an NBC News associate producer, based in Chicago.

Corky Siemaszko is a senior reporter for NBC News Digital.