The Bachelor of Arts in Health Arts & Sciences supports a holistic, interdisciplinary and integrative exploration of health, healing and well-being within an inspiring community of peers and advisors.

Students who pursue their studies in the health arts and sciences want to make a difference at the personal, community, environmental or global level through activism, advocacy, the arts, coaching, research, policy development, health education, prevention programs, alternative health promotion and practices and visionary ideas for biomedical, alternative, educational, organizational, and community-based settings.

Rooted in each student’s unique passion and learning style, studies can combine direct action, rich contemplation, rigorous scholarship, creative projects and experiential learning.  The end result is a meaningful, productive and often, deeply transformative process that supports present and future work for personal, community, and social well-being.

Areas of Study

You will work with your advisors to create your unique curriculum. Current and past students have studied topics and areas including:

  • Birthing Practices
  • Cross-Cultural Healing Modalities (Ayurveda, Chinese Medicine, and others)
  • Death and Dying
  • Expressive Arts and Healing (plus Arts-informed Research, Narrative Medicine)
  • Food and Nutrition, Herbalism and Ecological Medicine
  • Health Coaching
  • Health Education (Materials, Outreach, CHES Competencies)
  • Integrative Medicine
  • LGBTQ Health
  • People of Color Health
  • Public Health (Community, Global, Environmental, Occupational)
  • Social Medicine (Justice, Inclusion, Healthcare Access, Disparities, and Inequities)
  • Somatics/Embodied Practices (Yoga, Movement, Tai Chi, Theatre of the Oppressed, Therapeutic Body Work)
  • Spirituality, Ritual, and Healing
  • Trauma Studies
  • Women’s Health

Health Arts & Sciences Faculty Experts

Birthing Practices: Catherine Lowther, Neema Caughran, Maike Garland, Suzanne Richman, Eva Swidler

Cross-Cultural Healing Modalities (Ayurveda, Chinese Medicine, and others): Catherine Lowther, Newcomb Greenleaf, Herukhuti

Death and Dying: Francis X. CharetCatherine LowtherNeema Caughran, Maike GarlandSuzanne RichmanNewcomb Greenleaf

Food and Nutrition, Herbalism and Ecological Medicine: Catherine Lowther, Maike GarlandSuzanne RichmanEva SwidlerHerukhuti

Expressive Arts and Healing (plus Arts-informed Research, Narrative Medicine): Karen WernerCatherine LowtherNeema CaughranNewcomb GreenleafHerukhuti

Health Coaching: Suzanne RichmanMaike GarlandEva Swidler, Catherine Lowther,

Health Education (Materials, Outreach, CHES Competencies): Karen WernerSuzanne RichmanEva SwidlerHerukhuti, Neema Caughran, Catherine Lowther

Integrative Medicine: Suzanne RichmanNewcomb Greenleaf, Catherine Lowther,

LGBTQ Health Herukhuti

People of Color Health Herukhuti

Public Health (Community, Global, Environmental, Occupational):  Neema CaughranMaike Garland, Karen StupskiSuzanne RichmanEva SwidlerHerukhuti

Social Medicine (Justice, Inclusion, Healthcare Access, Disparities, and Inequities): Neema CaughranMaike GarlandSuzanne RichmanEva SwidlerHerukhuti

Somatics/Embodied Practices (Yoga, Movement, Tai Chi, Theatre of the Oppressed, Therapeutic Body Work): Catherine LowtherNeema CaughranSuzanne RichmanNewcomb GreenleafHerukhuti

Spirituality, Ritual, and Healing: Karen WernerFrancis X. CharetCatherine LowtherNeema CaughranSuzanne RichmanHerukhuti

Trauma Studies: Catherine LowtherNeema CaughranMaike GarlandSuzanne Richman,

Women’s Health: Catherine LowtherMuriel ShockleyNeema CaughranMaike GarlandSuzanne RichmanEva Swidler


At the start of the semester, students attend an intensive eight-day residency in Vermont, followed by 16 weeks of independent work and self-reflection in close collaboration with a faculty advisor. Goddard pioneered this format nearly a half century ago to meet the needs of adult students with professional, family, and other obligations seeking learning experiences grounded in the real-world.

Residencies are a time to explore, network, learn, witness, and share with peers, staff, and faculty. Students work with advisors and peers in close-knit advising groups to forge individualized study plans that describe their learning objectives for the semester.

Working closely with their faculty advisors, and supported by fellow learners, students identify areas of study, personal goals, relevant resources, and avenues to achieve these goals. Students also attend and are invited to help organize workshops, keynote addresses, celebrations and other events intended to stimulate, inspire, and challenge.

This low-residency model combines the breadth of a collaborative community with the focus of personalized learning, enhanced by insightful exchanges with a faculty mentor.

Work of the Semester

During the semester, students send faculty advisors “packets” of work that vary in content but typically contain diverse forms of learning, including study journals, annotations, research papers, creative writing, samples of artwork, autobiographical and process reflections, and audio/video production.

A detailed response from the advisor is both supportive and challenging, engaging in the learning the student presents and suggesting resources and strategies for the next packet. The advisor also addresses the packet in the context of the student’s semester goals and their progress toward fulfilling degree requirements. Over the semester, the exchanges between student and advisor create a dialogue that is exceptionally in-depth and meaningful. Students often describe these exchanges as transformative and empowering. At the end of the semester, students and advisors write comprehensive evaluations of the student’s learning.

Degree Requirements

Students graduating with a BAHAS will have successfully accomplished the following five program degree criteria:

  • Health Philosophy by clearly articulated your own health philosophy in relationship to multiple cultural views and critically evaluated your own values, biases, ethics, and orientation to health.
  • Community Health Practices/Modalities by exploring at least one health-promoting modality and its application to the well-being of particular location or population.
  • Life Sciences by identifying and examining fields and science- based studies fundamental to your inquiry and being able to transmit your science-based knowledge to others.
  • Broader Context of Health by demonstrating an understanding of, and capacity to, evaluate the social and ecological context of your study by looking through such lenses as social ideologies, structures and norms; contemporary and historical, political influences, systems and economies; theories or and changes, and ecological settings or conditions, etc.
  • Self-Care, Resilience and Renewal by recognizing the nested locations of well-being (from the pint of the self and beyond) and engaging in reflective and active participation in your own wellness processes.

Please also see general requirements for the BA/BFA degree.

Admission Criteria

The Bachelor of Arts in Health Arts & Sciences is an undergraduate degree open to any interested students.

New students seeking admission may be admitted at any level up to and including the second semester of the junior year. No more than 75 transferable semester hour transfer credits can be applied to the 120 semester hour credits required for the degree.

A minimum of three semesters of enrollment in the degree track is required for graduation.

Please contact the admissions office to learn more about the admissions process.