In support of the new WWS

The past two years have been a period of change for the Wilson School’s undergraduate program. Last year, the Wilson School faculty ended selective admission. At the same time, the faculty introduced four prerequisite courses that students must take before entering the major: introductory microeconomics, a history course, a course in another social science and an introductory statistics course.

This year, the Wilson School announced further reforms to the undergraduate major. Beginning with the Class of 2015, Wilson School majors will have to study foreign language beyond Princeton’s normal requirements, study more economics than was previously required and participate in some form of intercultural or policy making-related experience.

The Editorial Board has been impressed by the Wilson School’s bold and well-considered changes. In particular, we believe that the decision to end selective admission to the School is particularly important. While some have argued that selective admission helped to ensure that the Wilson School major remains a rigorous and prestigious major, many maintain that selectivity in admissions is the wrong way to maintain the major’s prestige.

As former University president and economics professor Harold T. Shapiro GS ’64 commented in a press release about the changes to the undergraduate major, “The prestige [of the Wilson School major] should come from the strength of the program, not the selectivity of the admissions process.” This Board agrees with professor Shapiro’s view — the Wilson School should be able to remain a rigorous undergraduate program without excluding undergraduates who are capable of fulfilling its prerequisites.

Furthermore, the changes made to the Wilson School’s curriculum should be applauded. While many Wilson School majors already fulfill many of the new curriculum requirements, the new requirements all seem central to a well-rounded education in policy-making: Advanced language skills, a strong background in economics and practical experience with policy are all important for careers in public affairs, either with governments or nonprofits. Ensuring that all Wilson School majors fulfill these requirements will likely further the mission of the school — to serve as an academic training program for future public servants.

Taken as a whole, it is expected that all of the reforms to the Wilson School will likely encourage students who are seriously interested in public service to pursue the undergraduate degree. It is encouraging that the Wilson School is making its mission to work “in the nation’s service and in the service of all nations” a top priority, especially in the aftermath of the relatively recent lawsuit filed against the Wilson School by the Robertson family. The Robertson lawsuit accused the School of failing to promote public service with the Robertson family’s donations.

The recent reforms to the undergraduate major will help to reaffirm the Wilson School’s focus on public service. This public service focus, which is an important and unique part of Princeton’s undergraduate educational programs, is an enormous asset for Princeton as a whole. With these reforms, the Wilson School will become an even more important part of the Princeton undergraduate experience by continuing to support students interested in public service.