Undergraduate Open House Day 2022

26 november 2022
  • Open House Day Undergraduate College 2022Open House Day Undergraduate College 2022

Discover Sciences Po and our Bachelor's degree in the Humanities & Social Sciences! You can pursue your undergraduate studies at Sciences Po on any one of our 7 campuses all over France. Learn more about the programme, courses and all the benefits of studying at one of France's leading universities.

Our next virtual open house day will take place on the 26 November 2022.

Mariama Sow: "I have never been afraid of difference"

  • Mariama Dalanda SowMariama Dalanda Sow

For the third year of her Bachelor's degree - and before joining the dual master's degree in Corporate and Public Management offered by Sciences Po and HEC Paris - Mariama Dalanda Sow chose to do an academic exchange at the prestigious Strathmore Business School in Nairobi. The 21-year-old student tells us about her experience and her desire to use it to make an impact in Guinea, her home country.

"One of the main purposes of the third year at Sciences Po is to be able to confront and adapt to differences. I have never been afraid of difference: it is, on the contrary, a factor of joy and excitement for me because I am convinced that we always learn a lot from otherness. In the words of Montaigne, I like to "rub and polish my brain against that of others".

I chose to do my university exchange in Nairobi because Kenya is a model for other African countries in terms of growth. As a young Guinean woman who dreams of one day making an impact on her country, I need to understand the trajectory and strengths of this nation.

My exchange at Strathmore Business School, considered the best school in Kenya for business studies, was extremely enriching. Intellectually, my greatest encounter was probably with my auditing professor, a Strathmore figure who has been with the school since its inception and is the Dean of the Faculty of Accounting. He introduced me to the fundamentals of the discipline with such intelligence and pedagogy that I developed a passion for the subject. I even started to take additional courses online.

I also joined the senate of the Secretary General of Strathmore Student Council as well as the International Students Association and the Debate Club. These experiences allowed me to meet students from all over Africa, to exchange ideas, to understand their visions but also to notice the disparity - which I already suspected - between West Africa, where I come from, and East Africa.

Beyond the school, I was very inspired by the entrepreneurial environment and the passion for innovation in Nairobi, especially since the actors of this change were often my age - sometimes even younger! They were all driven by the same desire to change things. However, I regretted not leaving Strathmore more often: the school is mainly made up of students from a certain socio-professional category and therefore does not reflect Kenyan society as a whole. As a result, I decided to do my internship in the same country to discover more of it.

With the help of my auditing teacher, I managed to join Deloitte Kenya Limited. I couldn't have wished for a better first field experience as Deloitte is one of the "Big Four", the four largest audit and consulting firms in the world. With a 360-degree view of the audited company and the challenges and regulations it faces, I can now analyse and understand the economic and financial system of the country. In addition, thanks to Deloitte's large client portfolio, I am exposed to a huge variety of companies, ranging from energy companies to insurers to other consulting firms. I am now in a prime position to learn a lot about the economic and financial dynamics in the country. I look forward to seeing all the wonderful projects I have witnessed come to fruition!”.

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Congratulations to the graduates of the 10th cohort of the Sciences Po - Columbia Dual BA!

  • Class of 2022 of the Sciences Po / Columbia double degree ©Sciences PoClass of 2022 of the Sciences Po / Columbia double degree ©Sciences Po

The 10th graduation ceremony of the Dual BA Programme between Sciences Po and Columbia University took place in New York on Monday 16 May 2022. This year, 69 students will receive both their Sciences Po and Columbia Bachelor's degrees during a ceremony marked by emotion and the inspiring words of those who make it all happen. Also present were students from the classes of 2020 and 2021 whose ceremonies had been cancelled due to the pandemic.

A traiblazing programme

A precursor and model for the nine international dual Bachelor’s degrees offered today by Sciences Po's Undergraduate College, this programme, a pioneer in the world of higher education, reflects the avant-garde spirit, the creativity and the innovation of its founding institutions. Today, it is the most emblematic dual degree of our institution.

Unsurprisingly, it has been very popular since its creation, reaching a record 689 applications this year, representing 64 nationalities from all continents. At the start of the next academic year, in keeping with its tradition of excellence, 90 students will join the dual BA.

Mathias Vicherat, speaking at the ceremony of "an incredibly successful collaboration", praised "the spirit of innovation, international cooperation and boldness inherent in these programmes, which contributes to the ambitious vision of higher education that Sciences Po and Columbia embody and share".

A programme of excellence

After four years of study (two at Sciences Po and two at Columbia), graduates of this programme go on to pursue varied careers from management, finance, to the arts, technology, data analysis, health administration, teaching, or the voluntary sector or senior national or international public service, to name but a few. Others decide to continue their studies at a graduate level, at Sciences Po or in other international universities among which we can mention this year Harvard, Oxford, and Yale. The dual BA programme notably includes two Rhodes Scholars among its alumni.

Ce programme nous a montré qu'il engendre des pionniers, des explorateurs et des expérimentateurs” a souligné Mathias Vicherat lundi face aux diplômés, en se demandant "quel pays sera le premier à être dirigé par une alumna ou un alumnus ?".

An exceptional leader

The celebration of the programme's tenth anniversary was also an opportunity to pay tribute to Dean Peter Awn, former Dean of the School of General Studies at Columbia, whose visionary, hard-working and inquisitive spirit was central to the founding of the dual BA. The library on the Reims campus, where many of the programme's students are enrolled (in addition to Menton, Le Havre and Poitiers), has been named after him since his death in 2019.

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Bigger Than Us: A Film Screening in the Context of the Civic Learning Programme

  • ©Elzevir Films, Big Mother Productions, All You Need is Prod, France 2 cinéma©Elzevir Films, Big Mother Productions, All You Need is Prod, France 2 cinéma

In the context of Sciences Po’s Civic Learning Programme, Bigger Than Us, a long-form documentary that follows the journey of seven young people working for the good of the planet and society, was recently screened on Sciences Po’s campuses. Find out more about the goals and context of this screening, as well as the thoughts and reactions of those in attendance.

Working for the Common Good

Bigger Than Us, winner of the 2022 César award for “Best Documentary” follows the stories of seven young people as they fight for a better, more just world. From education for refugees, to environmental justice to freedom of speech, the causes championed by this diverse group of young people may be wide-ranging, but each of them is invested in bettering their communities and working for change on both a local and global level. Although these seven young people come from countries as wide-ranging as Malawi, Brazil, and the United States, they are nevertheless linked by a deep commitment to their causes, striving toward lasting change.

As Masters student on the Paris campus Clémence Vitti noted, "The seven stories have a common root cause—they are the result of a world in which capitalist interests continue to widen socio-economic inequalities to the detriment of the most at-risk communities." In the context of the Civic Learning Programme, a social action programme and key part of Sciences Po’s Undergraduate curriculum, students are encouraged to act in accordance with principles of solidarity and social engagement to strive towards a better society. Students work against the situation described by Clémence Vitti, instead investing in a project for the common good that is conscious of current social realities. As the Dean of Sciences Po’s Undergraduate College noted in the following video, Bigger Than Us is “a visual project that depicts the Civic Learning Programme in images”—a programme that is “an essential and ethical part of this Sciences Po curriculum.”

A Wake-Up Call

Cristofe Montabord à Sciences Po

For Cristofe Montabord (pictured at right), a student on the Poitiers campus, the documentary "allows students to become aware of the realities of what is happening elsewhere—realities that they would not necessarily otherwise be acquainted with. This can promote change in a student or young person's lifestyle, or even alter it completely." This change may take the form of efforts to live a more sustainable lifestyle, for example, or an awareness of refugee experiences in Europe or food security issues, which one may then use to take action in one's community.

Indeed, the goal of the screenings organized in the context of the Civic learning programme is to create opportunities for debate on social topics and to encourage discussions on major social issues. For Eva Karam, a first year student on the Paris campus, the documentary made "a significant impression” on her. As she affirms, "the choice of this film was particularly relevant to the Civic Learning Programme; it motivated us for our projects and gave us a glimpse of the meaning we might gain from them." This “glimpse” of meaning shows students what alternative futures may be possible. Ultimately, the screening of this documentary was much more than a cultural event; it encouraged concrete action, warding off the apathy and fear that so often effect people today when faced with the most complex issues in our society.

Dare to Get Involved

Clémence Vitti à Sciences Po

According to Clémence Vitti (pictured at left), the documentary was a breath of fresh air : "I found it very hopeful. I was unifying, encouraging, and positive, offering an alternative to the eco-anxiety that my generation often feels.”

Indeed, with mental health problems on the rise among young people, it is essential to find means of getting outside of the sensation of powerlessness often created by the issues most often covered by the media. Action can be taken on a local level, to then be expanded to a more national and even global level. The solution that the documentary offers, as Clémence Vitti notes, “was not to act directly from the top of the pyramid. Instead, an effective strategy mobilizes first the youth, their peers, then members of communities more broadly, traditional leaders, members of parliament, and finally, the president."  

A Significant Impact

A small-scale, individual engagement that grows to a national and global level? Cristofe Montabord noted that he observed a direct influence of this documentary on the young people around him: "After the screening, first-year students came to ask me questions about their Civic Engagement and the best ways to get involved."

Clémence Vitti also found the documentary powerful, adding that it "manages to inspire an intention to act in order to no longer feel powerless.” Indeed, the film successfully inspired students—instilling the idea that their projects are feasible, useful and can have the effect of improving the world around them.

Ultimately, in the words of Eva Karam, "This documentary portrayed the experiences and struggles of activists who have succeeded in carrying out their projects even though they may have seemed unattainable. It made me aware of my capacity to act and our collective capacity to transform the world around us."

The Sciences Po Editorial Team

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“An indelible mark on my student experience”: Spotlight on the CIVICA Engage Track Course

Find out more about this innovative class
  • Alexandra Ana teaches @AlexandraAnaAlexandra Ana teaches @AlexandraAna

In the context of the Engage Track, a project by CIVICA–the European University of Social Sciences–Sciences Po’s Engage Course offers the opportunity to participate in an innovative independent project, the Showcase Assignment, that uses field experience as a pedagogical tool.

Throughout the fall semester (2021-2022), Alexandra Ana, a Sciences Po Teaching Fellow at the Sciences Po’s Reims campus, supervised the work of a group of students who either participated in the European Week or took Engage Courses during their fifth and sixth semesters at Sciences Po.

Sciences Po Student Marco Gerbino

These experiences culminated in the Showcase Assignment—an independent project on financial literacy. As the director of these student projects, Alexandra Ana worked to help students focus their work and encouraged them to ask relevant questions on the subject of financial literacy: “It was gratifying to accompany the students in the process of articulating on the one hand the intellectual, more theoretical, conceptual dimension of the key public issue they addressed and on the other hand its practical implications.”

The Engage course functions in conjunction with Sciences Po’s founding principles of humanism and its goal of forming ethically minded citizens who are active in both their local and global communities. The course is taught within the context of Sciences Po’s Civic Learning Programme, which encourages the understanding of citizenship issues through a “learn by doing” approach and allows students to work on a project of their choice that engages in a meaningful way with a social or civic issue. 

For Sciences Po student Marco Gerbino (pictured at left), the link between Sciences Po’s Civic Learning Programme and CIVICA’s Engage course was a driving force between his choice to take the class. As he says, when presented with the opportunity to take the CIVICA engage course, he “didn’t think about it twice.” According to him, this enthusiasm stemmed from his previous experiences with civic engagement: “The Showcase Assignment gave me the opportunity to explore the topic more in depth as well as linking it with the themes of my Civic Engagement experience at Sciences Po.”

Linking the Local with a Larger European Perspective

Sciences Po Student Héloïse Nonat

In the case of Sciences Po student Héloïse Nonat (pictured at right), her CIVICA Engage Course Showcase Assignment took the form of a magazine designed to teach young people about the concept of financial literacy. As she notes, “I liked how open the class was, in the sense that we could choose our topic quite freely. It was also nice to link our Civic Learning Programme topic to this project, and to be able to use any format we'd like, such as making a podcast, an essay, conducting interviews, creating a video, or a magazine.”

Indeed, this freedom in approach was an intentional pedagogical choice, allowing students to build upon their strengths or interests to cover a given topic—in this case, financial literacy—from an unexpected angle; “told slant”, in the words of Emily Dickinson. 

Héloïse Nonat’s innovative approach took the form of a magazine that incorporated articles on financial education in the European Union, cryptocurrencies, and Generation Z, while showcasing the experiences of several young Europeans and their relationships to financial education. As Professor Alexandra Ana notes, “I encouraged Héloïse to articulate her knowledge and passion for photography put in practice during her Civic Engagement with the societal issue of financial literacy.”

A Multi-Stage, International Experience

Sciences Po Student Léa Fournier

The Engage Course comes as the logical continuation of the European week, a CIVICA event organized in the context of the CIVICA Engage Track that brings together students from the four participating universities: Bocconi University (Italy), Sciences Po (France), Stockholm School of Economics, (Sweden), and The London School of Economics and Political Science (UK).

The collaboration and exchange between students from all four of these campuses proved to be a central aspect of the experience, allowing students to develop their ideas and perspectives communally while working with multiple cultural and political backgrounds. As Sciences Po student Léa Fournier (pictured at left) noted, “The groups we worked in were constituted by one student from each university therefore we all had very different backgrounds; some of us were more familiar with economics while others were more comfortable with international relations.” This intermingling of specialties and universities thus allowed her to bring together “new ideas inspired by different practices in our own countries and to combine them to bring a new approach to our project.”

Student Marco Gerbino was also won over by the international aspect of the course, alluding to the ways in which it has enriched his Showcase Assignment, saying that it was “of utmost importance” to his experience. For him, “the idea of bringing together various academic and professional communities from all over Europe to discuss a common theme is something that one does not have the chance to experience daily, especially at the undergraduate level.” 

This unconventional format, designed to encourage young people to think about key European issues, uses pedagogic innovation to expose students to cross-cultural perspectives on both the local and international levels. Indeed, by combining Sciences Po’s Civic Learning Programme with the CIVICA Engage Track, students were able to learn about Civic engagement on both a local and a larger-scale European level. As Alexandra Ana puts it, “I believe critically engaging and reflecting transversely across issues, bottom-up and top-down, made students much more aware of the implications and entanglements of different levels of governance and the practical effects of decisions in the policy-making process.  It enhanced their confidence in their capacity to act on issues of societal importance from individual and community level to European level, but also their sense of public engagement and responsibility.”

“An indelible mark on my student experience”

Sciences Po Student Guillaume Marder

What, then, were the takeaways for students from this project? In the words of Marco Gerbino, the course has left “an indelible mark” on his student experience. Indeed, the Engage Course, coupled with the European Week and culminating in the Independent Project, goes beyond the confines of a standard university course, allowing for exchange in multiple contexts and between universities and cultures.

As for Sciences Po student Guillaume Marder (pictured at right), he took his experiences at CIVICA’s European Week and in Sciences Po’s Engage Course’s Showcase Assignment to the next level. Since he and a fellow SSE student had enjoyed working together at the European week, they, as he notes, “decided to stay in touch and started pursuing our own CIVICA student initiative, which aims at analyzing the European Monetary Union by using the framework of Optimal Currency Area theory.” For Guillaume,“such a project would have never been possible without the Engage Course and CIVICA’s continued support.” 

Innovation leads to innovation, passion is contagious, and this collaboration between Sciences Po’s Guillaume Marder and SSE’s Rasmus Salén serves as an example of what can be accomplished when we remain open to new ideas and experiences. Indeed, unconventional pedagogical formats and the inter-European exploration of ideas ultimately plant the seeds for new projects beyond borders, begging the question: what new, innovative ideas are waiting just around the corner to be discovered?

The Sciences Po Editorial Team

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Interested in Sciences Po's Programmes? Check out our live sessions

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  • All you need to know about the Sciences Po Undergraduate CollegeAll you need to know about the Sciences Po Undergraduate College

It’s that time of year again! Sciences Po has been live to answer all the questions you may have about our programmes, admission procedures, courses, student life and so on!

Are you currently in high school and interested in attending college abroad? Sciences Po offers a 3-year bachelor’s degree programme in the social sciences and humanities.

Watch the replay of the Q&A session from the 11 of january 2022, with Campus France (in English).

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More information about the Q&A sessions.

Back to School 2021: Welcome to our new Undergraduate College students!

The 2021 academic year begins at the Sciences Po College
  • Back to School 2021, Menton Campus ©Thomas Arrivé / Sciences PoBack to School 2021, Menton Campus ©Thomas Arrivé / Sciences Po

It’s back to school across Sciences Po’s campuses: this time in person, without capacity restrictions! The Undergraduate College is delighted to welcome its 4,626 students (all three years included) for the start of the academic year 2021-2022. We spoke to new and returning students, all of whom were enthusiastic to be on campus kickstarting an exciting year.

To discover a culture, take unique courses, get involved with a dynamic student life or meet inspiring friends from diverse horizons: all students have their reasons for choosing Sciences Po. From the history of the 20th century to constitutional law, courses in economics to political humanities on any of seven campuses; whatever the subject, their studies will teach them to build bridges between disciplines and open their minds to new perspectives. All of which serves to cultivate their talents and give them the means and desire to make a positive impact in the world!

In line with government guidelines, the new academic year will begin in person, giving students a chance to enjoy as normal a university experience as possible. Academic staff across Sciences Po are working to ensure that all the latest safety measures and health regulations are being followed, so as to guarantee that courses can continue whatever the health context. Nonetheless, in anticipation of potential changes, hybrid teaching and/or filmed classes will continue: 100% of our classrooms are now equipped with cameras and audio recording systems. See all our information and recommendations regarding Covid-19.

The Undergraduate College at a glance

At the start of the 2021-2022 academic year, the Undergraduate College has welcomed 1,616 newly enrolled students.

428  on the Paris Campus

544 on the Reims Campus

144 on the Nancy Campus

142  on the Menton Campus

83 on the Dijon Campus

165 on the Le Havre Campus

110 on the Poitiers Campus

The Sciences Po Editorial Team

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Autumn 2021: in-person teaching and a renewed student life

  • Back to school ©Sylvain RochasBack to school ©Sylvain Rochas

After an unusual and eventful academic year, the start of the 2021/2022 year is intended as a return to normal. All Sciences Po teams are working to enforce the conditions for reception and teaching in person for all students, on all campuses, with the academic year starting at the end of August and a return to the usual academic calendar, always in respect of the governmental regulations in force.

We are aware that some of our students may face health problems or have travel restrictions imposed which prevent them from joining our campuses at the beginning of the year. Accordingly, distance learning will remain available for the students concerned.

In accordance with the latest government directives, the health pass* will not be required for access to teaching, educational activities and libraries. On the other hand, all the barrier measures will have to be strictly respected, in particular the compulsory wearing of a mask in the interior and all classrooms of the establishment. In outdoor areas, it is not compulsory to wear a mask as long as social distancing is respected.
Signage on barrier gestures and on areas where masks must be worn must be respected.

Some student activities require the presentation of the health pass: events on campus with an external public, non-credited sports and cultural activities or within an infrastructure requiring the presentation of a health pass. If you have not yet been vaccinated, we strongly encourage you to do so by making an appointment on Doctolib.

We invite students and teachers coming from countries in the red or orange zone to follow the instructions of the French government. If they are subject to quarantine, they must inform their academic advisor in order to ensure appropriate health support.

The adapted Academic Rules and Regulations will be maintained, requiring attendance of face-to-face, hybrid or distance learning courses, as appropriate.

Strengthening student experience and campus life

Sciences Po would not be itself without its dynamic campus life, which has been sorely missed! Despite the health crisis, numerous events, conferences, workshops and activities, as diverse as they were enriching, could be held in person or remotely. For the 2021/2022 academic year, our teams are working on a fuller intensified and inclusive student life programme.

The Sciences Po teams, and in particular the administrative, social and health support teams, will continue to support students affected by the situation to achieve their academic goals.

A renewed project for Sciences Po

The election of Laurence Bertrand Dorléac as Chairperson of the Fondation Nationale des Sciences Politiques, which took place on 10 May 2021, will be followed by a process of designation of the new President of the Institut d'Études Politiques.

This new team will lead a renewed plan of action for Sciences Po, a world-class university for research in the humanities and social sciences, which takes its social and ethical responsibility seriously.

How to prepare for the start of the new academic year?

Are you joining Sciences Po for the start of the 2021 academic year? In order to prepare yourself as well as possible, it is strongly advised to start any required administrative procedures and research as soon as possible, particularly concerning visa and residence permits applications.

Here are some elements to help you prepare:

Discover the message of Acting President Bénédicte Durand to the students and faculty of Sciences Po:

 *This health pass must attest to a negative result of a screening test or examination, proof of vaccination or a certificate of recovery. These proofs can be presented in paper or digital format, recorded on the "TousAntiCovid" mobile application or any other digital medium of your choice.

The Bachelor of Arts and Sciences: two new interdisciplinary undergraduate degrees

  • Classroom ©Sciences PoClassroom ©Sciences Po

As of September 2021, Sciences Po will be offering two new dual undergraduate degrees combining liberal arts and sciences. The newest of the university’s Bachelor of Arts and Sciences programmes, these brand new dual degrees are run in partnership with Université de Paris. They give students the opportunity to pair study of the social sciences with either mathematics, in the “Algorithms and Decisions” track, or life sciences, in the “Politics of Life and Identities”' track. Both degrees last four years and are taught in Paris, on the campuses of each partner university.

Sciences Po’s Bachelor of Arts and Sciences (BASc) welcomed its first students in September 2020. The degree has now been enriched with the addition of two new tracks to choose from:

There are now a total of four innovative and interdisciplinary dual undergraduate degrees on offer. The most recent tracks join those that opened in 2020: “Politics of the Earth” with the Institut de Physique du Globe de Paris, and “Environment, Society and Sustainability”, with the University of Reims Champagne-Ardenne.

Innovative teaching with an interdisciplinary focus

Students on the Bachelor of Arts and Sciences take courses in key disciplines at Sciences Po and at the partner university, as well as courses specifically designed by academics from multiple disciplines. New course units prioritise learning through research, challenge and problem-solving, using interactive teaching methods that incorporate field work, debates and negotiation simulations.

Watch our interview with Nicolas Benvegnu, Director of the Bachelor of Arts and Sciences, prior to the launch of the programme in 2020:

Two new interdisciplinary dual degrees co-designed with Université de Paris

  • Students on the dual Bachelor’s degree in Social Sciences and Mathematics, specialising in “Algorithms and Decisions”, take courses in the social sciences at Sciences Po, courses for the Bachelor of Mathematics at Université de Paris (covering algebra, analysis, mathematical reasoning, introduction to programming etc.), as well as courses that merge both fields. These encourage students to take a cross-cutting view of mathematical principles, and the individual or collective choices linked to them, by considering, for example, numerical power structures or the role of risk and chance in public decision-making.
  • The dual Bachelor’s degree in Social Sciences and Life Sciences, specialising in “Politics of Life and Identities”, addresses the bioethical challenges raised by shifts in and manipulations of natural life. It explores biomedical research guided by current health policy, genetics and epigenetics, reproduction and procreation, and neuroscience. Students study life sciences at Université de Paris (molecular and cell biology, biodiversity and the evolution of living organisms, genetics etc.) and social sciences at Sciences Po. Issues at the intersection of human biology and political or social structures are explored through specific courses designed to unite the two disciplines (genetics and bioethics, the role of life sciences in biomedical research and so on).

Four dual degrees now open on Parcoursup

The Bachelor of Arts and Sciences is designed for undergraduates who perform as brilliantly in hard science subjects as in the humanities and social sciences. In their applications, students should be able to demonstrate a strong interest in tackling some of the key challenges facing societies today from a new and interdisciplinary perspective.

At the end of four years of study, one of which is spent abroad, students graduate with a Bachelor of Sciences (Life Sciences, Earth Sciences or Mathematics) from the partner institution and a Bachelor of Arts from Sciences Po. They will then have the option of continuing their studies within a science, social science or interdisciplinary Master’s programme. There are approximately 100 places available on the BASc for the academic year 2021-2022.

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Nuremberg trial : a tribute to History

Relive this historical trial
  • Photo of the Nuremberg trial ©The U.S. federal government/Wikimedia CommonsPhoto of the Nuremberg trial ©The U.S. federal government/Wikimedia Commons

On November 20th 2020, the Nuremberg trial’s opening, which provided the beginnings of international criminal justice, celebrated its 75th anniversary. Our Nancy campus commemorated this historical date by inviting Philip Sands, author of Retour à Lemberg, Astrid von Busekist, University Professor of Political Science, associated researcher at the Centre de recherches internationales (CERI) Sciences Po and Dr Viviane Dittrich, Deputy Director of the International Nuremburg Principles Academy. Relive the highlights of this fascinating seminar thanks to Martha Rosental, our second year student

If you were standing in front of a criminal who organized the deportation and extermination of millions of people and you had his fate in your hands, what would you do? Would you treat this human being humanely even though he has scorned humanity? Or would you choose to inflict on him what he has inflicted on millions of individuals?

Seventy-five years ago, this was precisely the dilemma that the four victorious powers of the Second World War faced when they had to deal with the hundreds of thousands of Nazis of occupied Germany. At the time, the Allies tried to determine whether they should opt for bloodthirsty revenge or the submission of these war criminals to what they had tried to destroy with the most meticulous application: the rule of law.

 Retour a Lemberg

In the field of international criminal justice, “all roads lead to Nuremberg” according to Philippe Sands, a Franco-British international lawyer specialising in the defence of Human Rights. In 2017, he published the book East West Street: On the Origins of Genocide and Crimes against Humanity, that was the subject of a conference organized by the Nancy campus on January 20, 2021 as part of the 75th anniversary of the Nuremberg Trial. The author was accompanied by Astrid von Busekist, who translated the French version of Sands’ book Retour à Lemberg, as well as by Viviane Dittrich, the Deputy Director of the International Nuremberg Principles Academy. In addition to presenting the work of Philippe Sands, this seminar provided an opportunity to relive the history of one of the founding trials of international criminal law.

A future shaping decision

Despite numerous debates as to the fate to be reserved for Nazi criminals, the Allies wanted at all costs to avoid repeating the mistakes of the past, especially the failure of the Treaty of Versailles (1919) and of the Leipzig War Crimes Trials that followed (1921). Consequently, the Allies ended up choosing the prosecution and the punishment of the Nazi crimes though law rather than through vengeance. It was in this context that the Nuremberg Trial took place from November 20, 1945 to October 1, 1946. Despite the critics denouncing a victor’s justice as well as the impunity of the crimes that were committed by the Allies during the war, this "trial of the century" is often considered as the “birthplace of modern international criminal law”, according to the words of Viviane Dittrich. Indeed, in addition to charging 24 main war criminals with two already existing crimes - Crimes against Peace and War Crimes - it was the first prosecution in history for Crimes against Humanity, which symbolised a major legal novelty. Thus, the Nuremberg Trial established itself as a trial of reference, while defining major principles of international law affirmed in 1946 by the United Nations in the General Assembly Resolution 95. 

For these reasons, Philippe Sands' first words at the conference underscored the crucial role of the Nuremberg Trial in the history of international criminal law. Then, he raised the subtle link between the trial and his book, which combines the author's desire to put words on the silences that weighed on the history of his maternal family on the one hand, with the discovery of disconcerting historical coincidences on the other hand.

Carrying a message

In 2010, Philippe Sands gave a lecture in Lviv, the city where his grandfather Leon Buchholz had spent his childhood before having to flee to Vienna in 1914. This city, located on the eastern periphery of the Auto-Hungarian Empire, has undergone many political and geographical upheavals, so that the city has known four different names in the course of history: Lemberg, then Lwów, then Lvov, then Lemberg again, and finally Lviv.

Lviv, erstwhile Lemberg, the city holding Philippe Sands' family secrets. Lviv, erstwhile Lemberg, the city where two of the fathers of international law, Hersch Lauterpacht and Raphael Lemkin, studied in the inter-war period, later conceptualizing respectively the notions of "crime against humanity" and "genocide", which both occupied a central place at the Nuremberg Trial. Lviv, the city where the “butcher of Poland” Hans Frank, Hitler’s preeminent legal adviser who was sentenced to death in Nuremberg, publicly announced in 1942 the mass murder of the Jewish population, which included the families of Leon, Hersch and Raphael. Lviv, the cradle of the maternal family of the author, a descendant of Holocaust survivors who became an international lawyer, happens to connect to the history of one of the founding trials of international criminal law.

Martha Rosental

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Recap of our 2020 Undergraduate Open House Day

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  • Open House Day Undergraduate College 2020Open House Day Undergraduate College 2020

Our 2020 Undergraduate Open Day attracted 12,000 online visitors on Saturday, 14 November. If you were unable to attend the various workshops, below are some videos to watch on replay that will give you some essential information about Sciences Po, our undergraduate programme, and our new admissions procedure.

Welcome by Bénédicte Durand, Vice President of Academic Affairs: "Be Bold, Be You, Become a Student of Sciences Po"

> Watch the French version

What Do Undergraduates Study at Sciences Po?

Stéphanie Balme, Dean of the Undergraduate College, discusses the academics of the three or four years that lead to the bachelor's degree and talks with former students of the college.

> Watch the French version

Attend Sciences Po in Fall 2021; Why not me? (In French)

> Applying to one of Sciences Po's Graduate Schools for a Master's degree? Attend our virtual Graduate Open House Day on 28 November, 2020.

What Do Undergraduates Study at Sciences Po?

All you need to know about our Bachelor's Degree
  • Stéphanie Balme, Dean of the Undergraduate College ©Thomas Arrivé / Sciences PoStéphanie Balme, Dean of the Undergraduate College ©Thomas Arrivé / Sciences Po

Multidisciplinarity. The third year abroad. History. Political Science. Studying in Paris. Studying outside Paris. Every student has their own reason to pursue their undergraduate studies at Sciences Po. So what are the social sciences and humanities that are taught at Sciences Po? What can this education lead to in the future? We interviewed Stéphanie Balme, Dean of the Undergraduate College, about Sciences Po’s distinctive education style.

What is unique about the three-year bachelor’s degree, also known as the undergraduate college?

Stéphanie Balme: We are a social science and humanities-centred university, and we believe that these disciplines establish a solid foundation to make an impact in the world in the 21st century. This is the degree’s singularity, which is simultaneously a result of Sciences Po’s history and the manner in which we anticipate our students’ futures. We would like them to become engaged citizens in their adult and professional lives. To this end, the studies we offer combine specialised and multidisciplinary teaching, openness to the world, and a commitment to community service - without forgetting the unique network of our seven campuses in France, each with their own geographical focus.

The class of 2020 was the first to have experienced the newly-created curriculum, which was launched in 2017. What does the student journey look like now?

S.B.: The first year is based on a core curriculum anchored in five disciplines: economics, history, law, political science, and sociology. This coursework offers an introduction to each of these disciplines. A sixth discipline, political humanities, is also a core focus of our curriculum, based on the traditions of our university that date back to the creation of Sciences Po in 1872. In the second year, students continue to receive a multidisciplinary education, while progressively specialising their study. 

What does this mean in concrete terms?

S.B.: Students choose one of three possible majors, that propose different fields of study and that are articulated around two core disciplines. Students are guided to root their knowledge in academic methods specific to each major as well. While the Politics & Government major is embedded in the traditional fields of Sciences Po’s DNA in Law and Political Science, nearly two thirds of our student body choose to study in the Economy & Society and Political Humanities majors for in-depth study with contemporary relevance. To give you a concrete example of what this looks like, a student pursuing the Economy & Society major on our Le Havre campus may take a multidisciplinary course in the sociological history of capitalism for fundamental perspectives and complement these with a workshop in intermediate methods in applied math for economists. During the third year abroad, students can also fine tune further to only one of the two core disciplines, if desired.

Are there still core curriculum requirements in the second year?

S.B.: Yes– students build on their common foundation from the first year of the degree with a course in 20th and 21st century history. In addition, all students complete two courses – “Science & Society” and “Cultures and Challenges of the Digital World” – that analyse the intersections and impacts of science and digital cultures in contemporary contexts. The second-year core curriculum offers opportunities to conduct research projects and deepen knowledge while creating common ground for students, who come from over 150 countries and sometimes have radically different cultural backgrounds!

Another Sciences Po tradition is the study of foreign languages. Is it possible to pursue the bachelor’s degree without speaking French?

S.B.: Mais oui! We’ve adopted an idea that originates from Scandinavian universities: all non-Francophone students take French language classes during the programme so as to become fluent in both working languages of our institution. Once mastered, students are encouraged to go further and take full advantage of the foreign languages we offer, by studying one of the multiple languages relevant to their academic interests. As an example of how this plays out, a student pursuing their BA on the Menton Campus may study Arabic for four semesters in order to finitely analyse the dynamics in Middle East-Europe relations.

The other major pillar of the bachelor’s degree is the Civic Learning Programme. Why was the programme created and what are its objectives?

S.B.: Via the Civic Learning Programme students engage in a mission to serve others and simultaneously are given an opportunity to learn about their own individual strengths and weaknesses. The idea is to anchor oneself in one’s society and surroundings. However, it is crucial to understand the context of one’s engagement that goes beyond volunteering. At the end of the degree, students complete a capstone oroject which aims to consolidate the theories studied over the course of the three years of study, and the first-hand experience they gained in their respective fields of engagement.

How would you describe the ideal graduate of this bachelor's degree? What are their qualities? What will they have learned?

S.B.We want graduates to be capable of analysing the major issues in our society from multiple perspectives. Sciences Po’s method trains students to go to the furthest extent of knowledge possible on any given subject. Our university seeks to encourage graduates who are capable of adapting themselves to different contexts and methods. It is this transition from one method to another that encourages creativity and recognizing that ultimately the most important thing is to know is how to ask the most appropriate questions.

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Undergraduate Admissions: One Procedure For All Candidates

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  • Undergraduate Admissions Procedure 2021 © Sandrine Gaudin / Sciences PoUndergraduate Admissions Procedure 2021 © Sandrine Gaudin / Sciences Po

Starting in 2021, all applicants to Sciences Po’s undergraduate college - whether French or international - will follow the same admissions procedure. A multifaceted assessment consisting of four evaluations, with clear, transparent and identical criteria, in order to select the best talents. Explanations below. 

Applying for Sciences Po Bachelor’s degree: one procedure for all

At Sciences Po, we consider each candidate as a singular individual with a unique combination of talents, interests and passions. There is no such thing as a "good" or "bad" profile. We choose students for who they really are, and we want each and every one of them, regardless of their origins, secondary school, social and economic background, and academic journey to have the same opportunity to show their potential and convince our jury.

This is why, starting in 2021, all candidates - whether French or international - will be evaluated in the same ways, on identical criteria. The evaluations are demanding, and require diverse and complementary qualities. The evaluation criteria is also clear and transparent in order to give all the best talents a chance to be selected.

A chance to shine under different lights: four separate evaluations

The new admissions procedure consists of four separate evaluations, common to all candidates. This plural assessment ensures that admission be granted to students who have achieved academic excellence throughout their secondary education, confirmed by the results on their Baccalaureate exam or equivalent, who know how to present themselves and express their motivations in writing, and are able to convince the jury in an interview.

The first three evaluations constitute the application. Complete and rigorous, the application allows all candidates to demonstrate the diversity of their academic qualities and extra-curricular activities, their proficiency and their complementarity. The evaluation of this application results in three marks out of 20:

  • A mark out of 20 for the performance on the French Baccalaureate exams or its foreign equivalent
  • A mark out of 20 for the academic performance of the candidate over the final three years of secondary school, which takes into account all marks obtained, but also progress made by the student during his or her academic career, remarks and appreciations from teachers, and the socio-economic situation of the school.
  • A mark out of 20 on three essays: a personal statement in which the candidate describes his or her activities and areas of interest, another in which he or she defends his or her motivations and choice to apply to Sciences Po, and an essay.

These three marks out of 20 are added up to give a mark out of 60. In order to proceed to the next step, the candidate must have obtained a mark equal to or higher than the minimum mark, which Sciences Po defines each year.

Candidates who have obtained the necessary mark may move on to the interview, which is the fourth and final evaluation for admission. This meeting between the institution and the candidate is an essential part of the admissions procedure. The interview provides a new perspective on the application, which is decorrelated from the other evaluations since the examiners do not have access to the application. The candidate must demonstrate his or her ability to conduct an exchange, his or her attitude in response to questions posed, and the strength of his or her potential for success. The interview takes place remotely, and consists of three sequences:

  • The candidate introduces him/herself
  • The candidate is asked to choose between 2 images which he/she will comment and analyse
  • The candidate and the examiners will discuss his or her motivations

After the interview, which is also graded out of 20, the jury adds up the 4 marks out of 20 for a final admission mark out of 80. Candidates must reach or exceed a minimum admission mark, set by Sciences Po each year, in order to be admitted and become a Sciences Po student.

Each of the four evaluations carry equal weight in the admission decision: it is the articulation of all the results that qualifies the candidate or not. The oral mark complements the other three marks obtained in the application phase. The candidates selected are chosen for their ability to shine in different and complementary lights.

One procedure, two platforms

All applicants are assessed against the same expectations. French and international secondary school students follow the same procedure, using two different platforms: Parcoursup for those preparing a French Baccalaureate, and Sciences Po's admissions portal for those preparing a foreign secondary school diploma.

A selection of the best talents

The choice to select students with diverse talents has been at the heart of Sciences Po's educational principles since its creation. This new procedure reinforces and supports our ambition for an education that values ​​openness, adaptability, critical thinking and the ability to create bridges between disciplines.

Furthering social and geographic diversity

This new admissions procedure, with evaluation criteria that values academic performance and extracurricular activities, is designed to give a fair chance to all candidates, in all their diversity and for whichever field in which they may excel. We know from experience that it is not enough to invoke diversity for it to exist in practice, no more than decreeing equal opportunities for them to be realistic.

For twenty years, Sciences Po has implemented a unique commitment to social and geographic diversity in French higher education. Today, our policy has driven our student body to be made up of 25% CROUS scholarship students, 49% international students, and nearly four in 10 students receiving financial aid. Our decision to combine our admissions procedures, redefine our evaluation criteria, and be present on the Parcoursup platform, is a demonstration of our ambition to take our equal opportunity policy even further. Thanks to this reform, Sciences Po will increase the number of CROUS scholarship students to 30% of each new undergraduate class, instead of 25% today.

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The Undergraduate College Kicks Off the 2020-21 Academic Year

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  • Näel Soilen, student on the Poitiers campus ©Sciences PoNäel Soilen, student on the Poitiers campus ©Sciences Po

Although the kick-off to a new academic year has never quite looked like this one due to the enduring health crisis, our new and returning undergraduate students showed resilience, determination and excitement as they set foot on our seven campuses for their welcome sessions and first in-person classes of the fall 2020 semester.

Dual degree programmes, interdisciplinarity, international outlooks and perspectives, the study of foreign languages: our new students chose Sciences Po for the right reasons. No matter their undergraduate programme’s geographic focus, they are all embarking on an academic and personal journey that will take them through a profound study of the social sciences and humanities, building bridges between disciplines and opening their minds to unleash their talent and set them on a path to make the changes they hope to see in the world.

Thanks to our dual campus model, all of our students are able to attend classes in person or remotely. Our staff is mobilised to ensure that safety measures and health regulations are strictly respected at all times on our campuses in order to guarantee academic continuity. Click here for more information related to Covid-19 health measures and recommendations.

Undergraduate Students At a Glance

1,960 new undergraduate students were admitted to Sciences Po for the 2020-21 academic year.

This year, a total of 6,704 students are studying at our undergraduate college, with a breakdown per campus as follows:

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Dual Campus: 3 Questions on Hybrid Teaching

Interview with Delphine Grouès, Dean of the Institute for Skills and Innovation
  • Delphine Grouès ©Thomas Arrivé / Sciences PoDelphine Grouès ©Thomas Arrivé / Sciences Po

After a a swift transition online due to the Covid-19 crisis last spring semester, the fall semester is starting at Sciences Po on a new "dual campus" model, with courses reinvented and taking on new formats. A few days before the start of the academic year which is set for 14 September 2020, we interviewed Delphine Grouès, Dean of the Institute for Skills and Innovation, on the pedagogical innovations of this new dual campus.

What is a “hybrid teaching method”? 

Delphine Grouès: The principle of hybridity as it is developed at Sciences Po is not just a mix between face-to-face and remote teaching, or between real-time and asynchronous class time. Hybridity is also in the diversity of methods and activities, the multiplicity of modes of interaction, and the integration of specificities in service of a common institutional project. The outline of each and every programme we offer has been reviewed in its structure in order to integrate redesigned training and creative approaches.

Are all courses going to be taught in a “flipped classroom”? 

DG: The well-known “flipped classroom” method is one of the interesting formats for this kind of pedagogy: it consists in providing learning resources beforehand and then devoting class time (whether remote or in-person) to interactions (discussions, role-playing scenarios, other structured activities). But this is not the only possible format. There are also “reversed classrooms”, which go further by putting the students in the role of the teacher, in which they produce material and present it in class, thus developing their critical thinking, selection and analytical skills and ability to restitute knowledge. We propose a variety of formats and methods to professors: it's up to them to choose the one that suits them best for their course. This weaving of diverse educational methods directly linked to the course objectives and programmes is one of the keys to impactful and effective teaching.

What support do you offer professors?

DG: As soon as Sciences Po was closed for the lockdown, the Institute of Skills and Innovation began working on increasing our support systems and guides for professors and pedagogical teams. We relied on past experiences and our team’s expertise to offer diversified support either through individualized follow-ups for professors who requested it or through group training. We have also offered educational guides for the deployment of hybrid pedagogy, listing a number of tips and tutorials for autonomous learning adapted to each course, and sharing instructive and inspiring initiatives led by Sciences Po professors. The preparation for the fall semester, the foundations of which are a renewed educational and digital experience, takes into account the experience of the previous semester, its positive aspects as well as the in-depth studies it requires and the questions it raises. We have worked hand-in-hand with the teams of the various training programmes and also with our research departments to always be as close as possible to students’ needs, to propose adapted solutions and to integrate these various initiatives into a common institutional objective. For example, we have redesigned in depth the course layout so that it includes several different sequences, with times for the transmission of knowledge, other times dedicated to group work, Q&A sessions, etc. This helps keep students’ attention and allows them to interact with their peers and diversify their skills.

What is the major challenge of this fall semester?

DG: One of the main challenges was to anticipate the design and support of an academic offer that would compensate for the inability of some students and professors to be physically present on the campuses, while meeting the aspirations of those who would be. We started preparing for this in the spring, in order to multiply teaching formats, to develop skills related to face-to-face and remote relationships, to exchange views and to find a friendly atmosphere in a modified educational setting. We collaborated on this closely with other departments, such as the IT Services Department and the library. This strategy is perfectly in line with the dynamic mission that Sciences Po has carried since its creation, which is based on the principle of permanent reinvention and offering a high quality education for all, whatever their situation, and using pedagogical methods that support collective intelligence, cooperation, and collaboration.

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Sciences Po Med Liban: A Student-Led Initiative To Aid Beirut

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  • A Student Sorts Through Donations © Sciences Po Med LibanA Student Sorts Through Donations © Sciences Po Med Liban

On the afternoon of 4 August 2020, two explosions occurred at the port of Beirut, the capital of Lebanon. The catastrophe caused over 170 deaths, 6,000 injuries, between 10 and 15 billion dollars of property damage, and left 300,000 people homeless. Under the guidance of Campus Director Yasmina Touaibia, Lebanese students from Sciences Po’s Menton campus, both on the ground in Lebanon and in France, immediately began to think of how they could help.

Sciences Po’s Menton campus hosts the Middle Eastern and Mediterranean programme which studies the historical, political, economic and social ties between this region of the world and France. Hence, it was only fitting that Sciences Po’s Menton community felt compelled to mobilise and take action. With the support of Doctor Touaibia, Lebanese students quickly founded Sciences Po Med Liban, an initiative with three missions: collecting clothes, medication, and other material donations from the French Riviera to send to the affected area in Lebanon, committing to rebuild a street that was greatly damaged by the explosions, and participating in the financial and material reconstruction of a public hospital that was destroyed.

We spoke to Joseph Moussa who was also one of the co-creators of Menton Livraison, an initiative to help senior citizens along the French riviera at the start of the coronavirus health crisis, and Emmanuel Houalla, both of whom are part of the Sciences Po Med Liban initiative and are currently in Menton organising the first mission, dubbed “la collecte”.

How soon after the explosion did you create Sciences Po Med Liban? How did you first go about it?

Joseph: The day after the explosion, Dr. Touaibia emailed all of us, the Lebanese students of the campus in Menton, to make sure that we and our families were all safe and well. She also asked what she could personally do to help us and eventually called me to schedule an appointment with everyone so that we could discuss what we, as a community, could do to help Lebanon during these difficult times for the country. Before long, all of us were discussing various ideas and actions that we could undertake, knowing that we had members of the Sciences Po community both in Lebanon as well as in France, which could guarantee unparalleled efficiency and transparency. We convened that we could assume the role of Sciences Po’s campus in Menton as a bridge between France and the Arab world and therefore mobilise regional actors, whether civil or governmental, in order to amplify the aid efforts of our students on the ground. Before long, amazing and creative ideas were coming from everywhere, from Marine suggesting the name itself, to Kim proposing the only “collecte” in the French Riviera as well aiding the hospital her father was involved in, to Dalia utilising her connections on the ground with charities and professional organisations to propose the support of a given street. And the rest, as they say, is history.

How is the project coming along? What are its main missions? How many people are behind it? 

Emmanuel: When we started our "collecte" on the 18th of August, we immediately received donations from residents from all over the French Riviera including from towns such as Menton, Nice, Monaco and Cannes. Even more, these donations came from both companies as well as individuals hailing from all over the world, which was quite incredible since we saw how so many different nationalities, cultures, and languages converged together in order to do some good in the world and help Lebanese people that were very negatively impacted by the August 4 port explosions. As a matter of fact, a large part of our student space is now full and we plan to open a new collection center in Nice in the coming days with the help of the Nice municipality as well as the “Mon Liban d’Azur” association, in order to be able to accept even more donations. That being said, Sciences Po Med Liban is pursuing 3 main action plans: collecting clothes, medication, and other material donations which is the "collecte" that has already started, supporting an impacted street including its infrastructure and its residents, and lastly helping a non-profit with material and financial donations in order to contribute to rebuilding the "Quarantine" public hospital. As of now, Sciences Po Med Liban involves about twenty students both in Lebanon and France, as well as other members of the Sciences Po community, notably our campus director and a Lebanese professor. That being said, we are sure that as we head back to school and as we make strides in our efforts, both the initiative's membership and reach will grow with time.

What have you been able to collect so far? How do you sort through the donations? Where and to whom are you sending the items collected?

Emmanuel: So far, we have been able to collect all types of donations, ranging from clothes, blankets and towels to medical supplies, shoes and scooters. It is truly amazing how generous people can be and especially heart-warming for us. In order to sort through the donations, we first receive them on campus and leave them out for a couple of hours as part of the coronavirus-related sanitary measures we are taking. After that, we bring them indoors to the air-conditioned student space, where we then sort them out by categories: we have a clothes pile, a medical supplies pile, a blanket/towel/sheets piles, and lastly an "other" pile that comprises donations such as sunglasses and backpacks. We then catalogue them, day by day, in order to get an accurate picture of the amount of donations we have received so far. According to our plan, the donations will be sent to Beirut by private companies with whom we have already established contact. Once in Lebanon, students that are part of Sciences Po Med Liban will collect these donations and distribute them to the people in need who have been gravely impacted by the explosion. Throughout all of this, transparency is of utmost importance, which is why donations will be given directly to the people rather than any other institution and will be overseen at all times by our students until they make it to the hands of the beneficiaries. We will also accordingly update our website to inform the donors of the status of the donations.

How did you identify the street and the hospital you are committed to help rebuild? What does this rebuilding entail?

Joseph: When discussing the initiative with the Lebanese students in Lebanon who had personally lived through the explosion and witnessed its devastating consequences, we agreed that the “collecte”, which would provide immediate and humanitarian aid to the affected people, would not be enough. We feel it is necessary to undertake additional action plans that are even more ambitious and more long-term. Soon enough, the students on the ground utilised their connections to identify areas where we could help, and before long, a network was set up. The street which we aim to help is being visited by our students, led by Dalia, along with professionals in the field of construction as well as some charities. Dalia was also able to initiate contact with the town hall of Beirut so that we could eventually help Nor Hadjen, an underprivileged area with a high rate of extreme poverty that is located right in front of the port where the explosion occurred. This area is also significant to Beirut’s very identity since it contains many now-damaged patrimonial buildings, hence why we are currently working on partnering with the “The Association of World of Art & Heritage”. Based on professional evaluations carried out on the humanitarian needs and infrastructural needs, we will prepare a project to present to potential financiers on the local as well as regional scale to mobilise and redirect much-needed resources. Similarly, thanks to Kim’s connection and involvement in ASSAMEH - Birth & Beyond, a local non-profit organization that supports the pediatric section of a public hospital called “Quarantine”, we also aim to contribute to the reconstruction efforts which would involve meeting the specific needs outlined by the professional evaluation, while also having our students on the ground coordinating, overseeing and helping with the aid efforts being carried out.

What message do you want to share with readers? How can people  help?

Joseph: I would like to thank, from the bottom of my heart, everyone who shared the pain and sorrow of the Lebanese people as we collectively mourned the lives lost on August 4th and looked in horror at the massive destruction that the port explosions caused to the city of Beirut. So many of us have, at some point or another in our lives, played in its narrow streets, sunbathed on its Mediterranean beaches, visited its world-famous cafes and restaurants, and explored its hidden gems, the ones that only the local residents would know about. This, and much more, is why we feel so passionate about Sciences Po Med Liban and would like to have as many people as possible involved and contributing to the initiative and to achieving its goals. If anyone would like to help, I would encourage them to visit our website at www.sciencespomedliban.fr or call our hotline on +33 (0)4 89 41 83 29 to learn more about the initiative and its different action plans. During these difficult times for Lebanon, every donation given to the country and every helping hand lent to its people is both more than welcome and immensely appreciated!

Sciences Po Med Liban

© Sciences Po Med Liban

Interview by the Sciences Po Editorial Team

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Welcome Class of 2023/24 !

  • ©Sciences Po©Sciences Po

The Sciences Po College is preparing to welcome its largest incoming class who will begin their undergraduate studies in Dijon, Le Havre, Menton, Nancy, Paris, Poitiers and Reims this Fall. Nearly half of our new students are international, coming from 87 countries. Amongst this historic class, just over 40 students will commence one of the two new Bachelor of Arts and Sciences Degrees, which will guide students to explore perspectives at the intersection of scientific study, the humanities and social sciences. Amongst the seven-campus network, the Reims campus will host the largest incoming student body with nearly 600 students.

Students were given the opportunity to prepare for this new life chapter thanks to two virtual events: “Admitted Students Day”, organized on 30 May for international degree-seeking students, and the “Welcome Class of 2023/2024” for the entire incoming class that was hosted on 4 July.

During this newly created event, students and their families discovered the unique approach to studies at the Sciences Po College during a round table, entitled “Teaching and Learning Philosophies”. The roundtable was moderated by the Dean of Undergraduate Studies, Prof. Stéphanie Balme, with the participation of colleagues and Professors Jeanne Hagenbach (economics), Guillaume Piketty (history), Marta Dominguez-Folgueras (sociology), Régis Bismuth (law), and Sophie Rochefort Guillouet (classics). In the final phase of the day, newly admitted students were able to ask their campus directors questions, while interacting with their fellow students. After all these meetings and preparations, the Sciences Po College had one word of advice -- enjoy the summer and a well-deserved vacation!

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