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Skidmore College
Chemistry Department


Visiting Assistant Professor Search in Biochemistry

Welcome to the homepage for our visiting assistant professor search for a new colleague who can teach biochemistry and introductory chemistry courses for two academic years, to begin in Fall 2020. We highly encourage and invite applications from individuals from a wide range of experience levels and backgrounds to apply, especially those with identities historically minoritized in the sciences and who have experience working with diverse student populations. To help support you in applying, please find below answers to frequently asked questions about the position, working at Skidmore and the search process. In addition, we have overviews of Skidmore College, the Department, our facilities and instrumentation, and Saratoga Springs and the greater Capital District (the Albany, NY Metro Area) as well as links to additional resources related to visiting and living in the area.  More details regarding the Department and College can be found on their homepages.

Here is the job ad (pdf, one page)

To apply:  Review of applications begins February 17, 2020.

If you have additional questions, please contact the chair of the Department, Associate Professor Kelly Sheppard via e-mail (



FAQ – Position, Working at Skidmore, and Search

Overviews of the College, the Department, and the Area



FAQ for the Position, Working at Skidmore, and the Search

Why are you conducting a search for a two-year visiting assistant professor?

The Department currently has two tenure-stream biochemists. One will be on sabbatical during the 2020-2021 academic year and the other will be on sabbatical during the 2021-2022 academic year.

What are you looking for in a successful candidate?

A Ph.D. in biochemistry or a related field is required. We are searching for a colleague who can successfully teach in a supportive and an inclusive manner in our biochemistry sequence (CH 341 lecture and lab, CH 342 lecture, and CH 343 Experimental Biochemistry) and courses at the 100-level as needed.  A commitment to teach, mentor, and advise a diverse student population in an inclusive manner is essential. We encourage applications from individuals with identities historically minoritized in the sciences and who have experience working with diverse student populations. Successful applicants should highlight any experiences and expertise related to supporting a diverse and inclusive educational community throughout their application materials.

The required materials are as follows:

  • Cover letter –The letter should concisely summarize your qualifications for the advertised position, which will be expanded upon in your C.V. and inclusive teaching statement; why you are interested in the position; briefly overview your teaching interests especially in an undergraduate liberal arts setting; and how you will effectively engage with a diverse student body as a teacher.
  • Curriculum Vitae –The C.V. should highlight all of your qualifications for the position. In addition to your degrees earned, positions held and employment history, teaching and research experiences, publications (denote undergraduate student co-authors, if any), presentations (denote undergraduate student co-authors, if any), awards, and funding, please do include any other experiences, backgrounds, and expertise you find relevant for the advertised position especially if they relate to supporting a diverse and inclusive educational community. These could include:
    • expertise in diversity and inclusion
    • service to your department, college, field, and or community
    • professional development (trainings, workshops, classes, and or conferences attended related to diversity and inclusion, teaching, mentoring and advising, scientific outreach and communication, science policy, writing grant proposals, managing a group, etc.)
    • experiences and expertise mentoring and advising students
    • leadership roles
    • science policy experiences and expertise
    • experiences and expertise in scientific outreach and communication
  • Statement of Inclusive Teaching Philosophy – The statement should clearly and concisely convey your inclusive teaching values, beliefs, and goals based on your experiences and training. Informed by relevant literature, experiences, and training, you should also articulate the methods you will use in your courses to achieve your goals for student learning, how you will assess student learning, and plan to continue to develop as an inclusive teacher. In the process, given our diverse student body, articulate how you plan to teach in an inclusive manner both in the classroom and in the laboratory. As the statement is informed by your experiences and training as well as relevant literature, it should be self-reflective as you demonstrate how purposeful you are about your teaching. If you have a teaching statement and diversity statement, you may merge the two as one file.
  • Copies of undergraduate and graduate transcripts scanned into one PDF.
  • Names, affiliations, and contact information of three professional references References will be contacted at a later stage in the search process. They should be able to speak, with evidence, to your qualifications to teach in our curriculum in an inclusive manner, and mentor and advise a diverse student body.


What will I teach? What is the teaching load? How are contact hours defined?

What courses?

You will be primarily teaching in our biochemistry sequence (CH 341 Biochemistry Macromolecular Structure & Function, CH 342 Biochemistry Intermediary Metabolism, and CH 343 Experimental Biochemistry), lecture and lab, for your teaching load of 18 contact hours per academic year (please see below for more details). In addition, you will teach at the 100-level in our one semester general chemistry course, CH 125/6 Principles of Chemistry, lecture or lab, and our preparatory chemistry course, CH 115 Fundamentals of Chemistry, lecture or lab, depending on need. Please see Department Courses for course descriptions.

What is the teaching load and how are contact hours defined?

Skidmore is on the semester system, i.e. there are two semesters per academic year. Faculty members teach 18 contact hours per academic year (average 9 contact hours per semester). Typically, this means each semester you will teach 2 or 3 courses depending on the combination of classes taught each year. Contact hours are defined by how many scheduled hours per week you meet with students for a class. For example, CH 341 Biochemistry Macromolecular Structure & Function lecture meets three times a week for an hour each class session for 3 hours total per week. So each section of CH 341 lecture taught counts as 3 contact hours towards your teaching responsibility. The lab for CH 341 meets for 4 hours each week so each section of lab taught counts as 4 contact hours towards your teaching responsibility. If you teach over 18 contact hours in a given year, you can have a reduced teaching responsibility in the following year. For example, if you teach 19 contact hours one year, the next you could teach 17 contact hours. Overload pay is also possible in lieu of averaging with the next year.

For the advertised position, you will be mostly teaching in our introductory (CH 115 and CH 125/6) and biochemistry sequences (CH 341, CH 342, CH and or 343). The contact hours for those courses are as follows:

CH 115            Fundamentals of Chemistry lecture   3 contact hours
CH 115L           Fundamentals of Chemistry lab          3 contact hours
CH 125/6         Principles of Chemistry lecture          4 contact hours
CH 125/6L       Principles of Chemistry lab                 3 contact hours

CH 341            Biochemistry Macromolecular Structure & Function            3 contact hours
CH 341L          Biochemistry Macromolecular Structure & Function lab        4 contact hour
CH 342            Biochemistry Intermediary Metabolism lecture                      3 contact hours
CH 343            Experimental Biochemistry lab                                                4 contact hours


What are the class sizes?

For CH 115 and CH 125/6 lecture sections the caps are typically between 28-36 students. The cap for CH 341 varies depending on how many lab sections are offered. Typically, in the Fall, 1 lab section is offered so the lecture cap is 16. Typically, in the Spring, 2 lab sections are offered so the cap for the lone lecture section is 32. CH 342 has a cap of 18 students.

For the laboratory sections of CH 115, CH 125/6, and CH 341, the cap is 16 students. The cap for CH 343 is 10 students given it is a project based course.

Students must enroll in both the lecture and lab.

What textbooks are used?

For CH 115 and CH 125/6, the OpenStax Chemistry textbook is used. For online homework assignments, Chem101 is currently being used. Faculty members also write their own written homework assignments.

For CH 341 and CH 342, the free online Ahern, Rajagopal, and Tan Biochemistry Free for All 1.3 is used or the Voet, Voet, and Pratt Fundamentals of Biochemistry 5e.


What resources and policies are provided to support faculty members?

There are multiple ways the Department and College supports faculty members.

Funding and Facilities

  • Furnished office with computer (choice of Mac or PC). The College has site licenses for software including ChemDraw, MS Office Suite (Word, Power Point, Excel, OneNote, and Outlook), Keynote, Pages, Numbers, Box, Adobe CC Desktop, Mathematica, Gaussian, R-Studio, and SPSS.
  • In the annual departmental operating budget, $500 are set aside for each faculty member to cover societal memberships, buying books, paying for subscriptions, and other professional obligations and development. Additional funding can be requested.
  • In the Dean of Faculty’s Office, the Travel to Read/Travel to Represent program funds a faculty member up to $1,600 a year for professional travel (e.g., to conferences). The funding covers travel, registration, hotel, and meals. Additional funding can be requested.
  • Internal grants to fund collaborative research projectswith students during the summer (student stipend, faculty stipend, student room & board, and small amount for supplies).
  • Scribner Library Open Access Grant Fund to help pay for open access publication fees.
  • Faculty development and initiative grants provide support to faculty to begin new projects or enhance current work (curricular pedagogy and scholarship).
  • Student Travel to Present program funds students presenting and attending conferences. The funding covers travel, registration, hotel, and meals.

College Support of Faculty

  • Intergroup Relations (IGR) provides workshops for faculty members to address racial conflict and other diversity related issues in the classroom as well as on campus and in their lives. A number of chemistry faculty have taken part in IGR training.
  • The Center for Leadership, Teaching, and Learning(CLTL) runs a New Faculty Learning Community to provide a mentoring network for new faculty members, as well as for teaching in general.
  • The CLTL also runs a number of pedagogy workshops and career discussions to help support faculty members. The CLTL also maintains a link to additional resources. Particular emphasis of the CLTL has been building an inclusive educational community on campus.
  • The CLTL also has mini-grants to “support events and projects that seek to enhance diversity and inclusion-related pedagogical efforts within the Skidmore College community.”
  • The Science Faculty Discussion Group provides an opportunity for science faculty members to support one another and discuss lab management, mentoring of students, applying for grants, and their research across disciplines.
  • Scholarly and Creative Endeavors Work Groups provide a supportive community of scholars/practitioners across disciplines through the sharing of writing, research, and creative portfolios. Groups discuss scholarship and creative work at various stages of the process, successes and challenges in the classroom and in scholarship, leadership opportunities, career transitions, and mentoring. The CLTL pays for the groups to meet over lunch once a week.
  • Sponsored Research Office supports developing, writing, and submitting grant proposals as well as managing funded proposals.
  • Black Faculty/Staff Group strengthens the relationships amongst Black faculty and staff; builds community and outreach to students, educates and engages with the community on issues related to race, the Black experience, and anti-racism; develops relationships with Black community members off-campus, caucuses with other communities of color on campus, and strengthens relationships with allies.
  • Faculty Handbook, Chair/Director Handbook, and Faculty Development Handbook.

 Departmental Support

  • Collaborative and supportive departmental environment.
  • Departmental scheduling to reduce the number of different courses you teach each semester, especially for new faculty members.
  • Departmental peer class observations focused on developing as a teacher.
  • Departmental repository of inclusive practices and resources.
  • Departmental repository of example grant proposals, materials for organizing and managing your research group, teaching students how to write and present, and writing letters of recommendation.
  • Paid student assistants to help prepare laboratory courses (e.g., make solutions, prepare small equipment, test protocols, etc.) and/or grade homework. 

What employee benefits does Skidmore College offer faculty members?

The College provides a number of benefitsfor faculty and staff. Please also see the Domestic Partnership  Benefits Policy.


What is the timeline for the search process?

Tentative timeline based on previous inclusive searches we have conducted is below. Please note, we may alter based on the number of applicants - we will update this page as warranted.  

Review of applications begins  Februrary 17
Short list approved by Dean's Office mid/late February
Campus interview late February-early March
Offer extended





What will the campus interview entail?

Based on previous searches, below is the tentative process for the campus interview. It may be refined. We will update the website if it does and inform the candidates interviewing on campus.  

Candidates typically arrive the afternoon before the interview and leave in the late afternoon/early evening on the day of the campus visit but that is not set and we will work with your schedule. Our administrative assistant, Tracy Riley, will make the hotel reservations, assist you in making other arrangements for your visit, and get your expenses reimbursed as quickly as possible.

  • Meetings with faculty members on the search committee (40-50 minutes, either with individual faculty members or pairs of faculty members). 
  • Meeting with the Associate Dean of Faculty for Diversity and Faculty Affairs, Janet Casey(30 minutes).
  • Lunch with Chemistry majors and minors (1 hour and 10 minutes).
  • Teaching demonstration (35 minutes with 10 additional minutes for questions) Candidates will be informed in advance about the topic and about the room the demo will take place in, relevant sections of textbooks, what level to aim for, and what knowledge you can assume the students have.
  • Dinner with search committee members.
  • An exit interview with the Department Chair, Kelly Sheppard (30-40 minutes).


Overview of the College, the Department, and the Area

Skidmore College Overview

Skidmore College is a selective, private liberal arts college founded on the principle of making connections between theory and practice, between the mind and the hand. Skidmore College started off as an all-women’s institution in downtown Saratoga Springs, NY. Skidmore moved to its current location on the northern edge of Saratoga Springs next to the North Woods in 1961 and began admitting men in 1971. Currently enrolling over 2,650 matriculated students, Skidmore is committed to teaching students to be active participants in our world who approach problem solving from particularly creative and interdisciplinary perspectives. An example of this educational paradigm is our Frances Young Tang Teaching Museum and Art Gallery, which has earned a national reputation for pushing beyond the boundaries of a traditional college museum to develop cutting-edge, exhibition-based pedagogies across the curriculum, including Molecules that Matter originated and co-curated by Ray Giguere in chemistry. Skidmore College’s slogan is Creative Thought Matters to “capture the central role that creativity plays on campus, not just in the arts but also in fields such as science, business, communications and the social sciences”.

The College employs 286 full-time faculty members and an additional 103 part-time faculty members with an 8:1 on-campus student to faculty ratio. Just over two-thirds of the full-time faculty members are tenure stream. The College’s 2005-2015 Strategic Planlaid out an ambitious goal of increasing the number of natural science majors by 50%. The College surpassed that goal with an increase of 90%. Currently, about one-third of all students major in the natural sciences at Skidmore. 

The College’s 2005-2015 Strategic Plan also called on Skidmore to diversify its student body along with its faculty and staff. It has been successful in those endeavors as well. In 2007, just 10% of the graduating class were domestic students of color and 1% were international students. Currently, 24% of students identify as domestic students of color, while 12% are international students. Over the same timeframe, the percent of graduates who were Pell-eligible increased from 11% to 19%. The College’s current Strategic Plan Creating Pathways to Excellence acknowledges we must do more than diversify our community; we also must be committed to “fully embrace our individual differences (e.g., personality, learning style, life experiences), as well as group and social differences (relating, e.g., to race or ethnicity, class, gender, sexual orientation, country of origin, and ability, as well as cultural, political, religious, or other affiliations).” It is a call for inclusive excellence.

The entering class in 2020 (graduating class of 2024) will be under a new general education curriculum that puts a greater emphasis on integrative learning both within a major and across the liberal arts. The goal is for students to make meaningful and productive connections among the courses, ideas, and experiences of a liberal arts education by being more intentional in this process.  The new general education curriculum has four major components. 1) Integrations– moments where students are asked to be more reflective about their education and to make connections across disciplinary boundaries. The required integrative courses are the First Year Experience: Scribner Seminar, the Bridge Experience: Power & Justice, and the Senior Experience: The Coda. 2) Foundations– courses centered around developing the skills and competencies expected of a graduate with a liberal arts education. The required foundation courses are Applied Quantitative Reasoning, Global Cultural Perspectives, Language Study, and Writing. 3) Inquiries– courses centered on engaging students in particular approaches to studying our world and how we express ourselves. The required inquiry courses are Artistic Inquiry, Humanistic Inquiry, and Scientific Inquiry.  4) In the Major– a set of skills and literacies to be developed and refined through the major. The requirements in the major are communication (written and oral), technology literacy, visual literacy, and information literacy.


Overview of the Chemistry Department

The Skidmore College Chemistry Department aspires to be a model of an inclusive program that offers students a supportive and high-quality education in chemistry, integrated with the other liberal arts, for both majors and non-majors, and, in the context of being a primarily undergraduate institution, is active and productive in research that actively engages our students in our scholarship. We therefore actively embrace the teacher-scholar-mentor model to support all of our students as the hallmark of successful chemistry departments at small liberal arts colleges. The Department is accredited by the American Chemical Society and we offer two majors, i) a Chemistry major and ii) a Chemistry major with a biochemistry concentration as well as a minor in Chemistry. Our goals for student learning are as follows:

In order to engage in and take responsibility for their own development to strive for excellence, each student majoring in Chemistry will learn to:


  • Understand science is a systematic & inquiry-based human enterprise to better comprehend the natural world based on empirical evidence and is influenced by the cultures of its practitioners; chemistry, in particular, is the science of the composition, structures, properties, analyses, energetics, behaviors, reactions, and syntheses of matter.
  • Understand and apply chemical models to describe and predict the composition, structures, properties, energetics, behaviors, mechanisms, and reactivities of matter at appropriate levels of sophistication.
  • Understand the physical basis for spectroscopic and analytical technologies as well as their appropriate uses.
  • Develop chemical models to understand nature based on empirical evidence.
  • Apply chemical knowledge and understanding to socially significant endeavors.


  • Use both qualitative and quantitative methods to solve chemical problems.
  • Design and conduct increasingly sophisticated chemical experiments.
  • Critically interpret, evaluate, and analyze scientific information including chemical literature and data.
  • Effectively communicate scientific information in oral, written, and visual formats to both professional and general audiences.
  • Collaborate in an inclusive manner to pursue common goals. 
  • Employ responsible and ethical practices in interactions with others, experimental design, data collection and analysis, documentation, reporting, and attribution. 
  • Assess safety concerns both in and out of the laboratory and employ best practices to address.

We are currently comprised of 13 faculty members (8 tenure stream faculty, 3 instructors, and 2 teaching professors), covering the five main sub-disciplines of chemistry, plus two administrative assistants (shared with Biology) and an instrumentation manager. Many of our laboratory courses incorporate projects and have students design their own experiments in a cooperative fashion with their classmates. In the classroom, we use multiple active learning pedagogies including group work with worksheets such as Process Oriented Guided Inquiry Learning (POGIL), pair-sharing, small group discussions, clickers, and Peer-Led Team Learning (PLTL). Many of us also use pre-course reflections to learn about our students, including preferred names and gender pronouns, and to get the students to connect their personal values with what we teach in our courses. We incorporate Universal Design for Learning and differentiated learning approaches. We have also designed more inclusive syllabi to better highlight strategies and approaches for success, and communicate that we care and are here for our students. To cut back on the costs of taking chemistry courses, many of us use open educational resources (OERs) in place of traditional textbooks, including Chemistry from OpenStax for our 100-level courses. In addition, we do NOT charge lab fees. 

 We actively publish peer-reviewed articles with undergraduate co-authors and present at conferences with our students as well as fund our work through both external and internal grants.

Over the last few years, we have averaged 21 majors per graduating class (8 chemistry majors per class, 13 biochemistry concentration majors per class). Students may earn an ACS certified degree through either track. About 94% of our majors take part in collaborative research during their time at Skidmore. In terms of our graduates over the last three years, 55% identify as women and 25% as domestic students of color. After graduating, about 35% of our majors enter graduate programs in chemistry, biochemistry, or a related field. Another 31% enroll in graduate programs in health care, primarily medicine, while 8% choose other graduate programs including pursing an MBA or a JD. Of those who don’t pursue an advanced degree, they find employment in a wide range of positions in academia and industry as well as health care, sales, science education, and outreach.


Overview of Chemistry Facilities & Instrumentation

Current Facilities

The Chemistry Department is currently housed in the Dana Science Center that was completed in 1968 with an addition built in 1996. Presently, Dana also houses the departments of Biology, Geosciences, and Physics as well as the Environmental Studies & Science Program, and part of the Neuroscience Program. The Skidmore Analytical Interdisciplinary Laboratory (SAIL), which houses a number of instruments used by Chemistry, and the Skidmore Microscopy Imaging Center (SMIC) are also located in Dana. Currently, the Mathematics & Statistics and Computer Science Departments are adjacently located in Harder Hall, while the Health & Human Physiological Sciences Department is in the Athletic Center and Psychology with part of the Neuroscience Program is in the Tisch Learning Center.


Center for Integrated Sciences

Skidmore is in the process of building the Center for Integrated Sciences (CIS) which will unite the 10 Natural Science Departments and Programs at the College, as well as SAIL and SMIC, in one modern, forward-thinking facility that has integrative learning and collaboration at the forefront. The project includes building 118,000 square feet of new construction, the North Wing and East Wing of the CIS, and renovation of the current Dana facilities.

The first phase of the project, building the North Wing of the CIS, will be completed by the summer of 2020. By the Fall of 2020, Chemistry will be teaching 100-level and organic chemistry labs on the third floor of the North Wing of the CIS. The spaces are designed with collaboration and active, project-based laboratories in mind including dry spaces for students to plan and discuss their lab work together. As the new organic chemistry teaching lab will open in the Fall of 2020, you will be able to teach organic chemistry labs in a new space starting your first year.

The second phase of the project, the East Wing and renovation of the Dana Addition, is to be completed by summer 2022 enabling the rest of the Chemistry Department, along with SAIL, to occupy new facilities on the third floor of the East Wing by the Fall of 2022. The Chemistry research labs in the East Wing are designed with collaborative research with students in mind to build community and encourage conversations while facilitating high-quality specialized research. The renovation of the rest of Dana will complete the CIS project by the summer of 2024.

Research space for the advertised tenure stream position in Chemistry is planned in the East Wing with the other Chemistry research laboratories. As the new hire will start in the Fall 2020, you will have the opportunity to shape the space to your needs before it is built. In the meantime, you will have a research lab in the Department’s current space in Dana. The current and planned research spaces have multiple hoods for synthetic work.


Instrumentation and Equipment

The Department has multiple instruments for research and teaching including spectrometers (UV-vis, FTIR, Raman, and NMR), a GC-MS, an HPLC, an IC, microwave reactor, and a microwave sample digester as well as multiple rotary evaporators and typical other equipment (e.g., analytical balances, heat blocks, freezers, drying ovens, etc.) and glassware. The NMR spectrometer is a 300 MHz instrument. The Department is currently putting together an NSF MRI proposal for new NMR spectrometer to be submitted January 2020. The NSF funded SAIL has a GC-MS, an LC-MS, an FTIR, an atomic absorption spectrometer, an HPLC, an IC, an XRD, and XRFthat are often used by members of the Department. Dr. Lisa Quimby serves as the instrument manager for both Chemistry and SAIL. SMIC houses a SEM, a TEM, two confocal laser scanning microscopes, and multiple light microscopes. The College uses the REMI Group to cover the costs associated with maintaining and repairing the instruments. The Department annually can submit capital budget requests to purchase new equipment and instruments.



Saratoga Springs and the Capital District (Albany Metro Area)

Skidmore College is located in Saratoga Springs, NY with a population of over 26,500, nestled in the foothills of the Adirondacks just 30 miles north of Albany, NY. Saratoga Springs ranks as one of the best college towns(Travel & Leisure) with one of “America’s Greatest Main Streets” (Travel & Leisure). Money Magazine has ranked it as one of the nation’s top 100 places to live. The downtown is full of restaurants(top five in the US for restaurants per capita), shops, spas, hotels, and the Beekman Street Arts District with most of the public parking free of charge. Caffè Lena, where Ani DeFranco and Bob Dylan got their starts, is downtown with a number of the mineral springs the city became famous for during the 19thcentury and Congress Park. The Saratoga Springs Farmer’s Market is downtown on Wednesdays and Saturdays (May-October) at High Rock Park. November-April, the Farmer’s Market moves indoors to the Lincoln Baths Building(Saturdays only).

 A major draw during the summer are the horse races at the Saratoga Race Track. The races go from mid-July through Labor Day including the Travers Stakes. Beyond horse racing, a number of annual events are hosted in the local area throughout the year including Saratoga First Night, Chowderfest, Victorian Street Walk, Summer Concert Series, road races, restaurant week, and wine festivals. On the southern edge of the city, is Saratoga Spa State Park where the Saratoga Performing Arts Center (SPAC) is located. SPAC is the summer home of the Freihofer’s Saratoga Jazz Festival, New York City Ballet and the Philadelphia Orchestra. SPAC also hosts a number of Live Nation Concerts(Rock, Country, and Hip Hop) and events for families. SPAC is also the location for Skidmore commencement ceremonies. Skidmore College’s Zankel Music Center also hosts a number of performances and events. Nearby is the Saratoga National Historic Park, site of the Battle of Saratoga, as well as Saratoga Lake. With the Adirondacks nearby, there are plenty of hiking opportunities. Lake George and Lake Placid are short drives away. For skiing, Whitefaceand Gore mountains in New York are nearby as are Killington and Mount Snow in Vermont.

Saratoga Springs is part of the Capital District metropolitan area of over 1,170,000 residents. Albany, Schenectady, and Troy form the Tri-City core of the region. The region boasts a number of museumsperformance venues(e.g., the Egg, the Palace Theatre, Proctor’s Theatre, and the Times Union Center) and other attractions with a number of events throughout the year. Major employers, beyond the state government of New York, include Albany Medical Center, Albany Molecular Research Inc. (AMRI), Bechtel Marine Propulsion/Knolls Atomic Power Laboratories, Ellis Medicine, Global Foundries, General Electric, Regeneron Pharmaceuticals, and Saratoga Hospital.  Other colleges and universities in the area include Rensselaer Polytechnic Institute (RPI), the University at Albany (SUNY-Albany), Union College, Albany Medical College, Albany College of Pharmacy and Health Sciences, The Sage Colleges, Siena College, and the College of St. Rose. CDTA runs buses throughout the region which are free to ride with a Skidmore ID. Albany International Airport  is served by a number of different carriers (United, Delta, Air Canada, Southwest, American Airlines, Allegiant, Frontier, and Jet Blue).  The Capital District is also served by Amtrak(stops in Rensselaer-Albany, Schenectady, and Saratoga Springs) with service to New York City and Montreal (Adirondack Service) as well as Syracuse, Rochester, Buffalo and Niagara Falls (Empire Service), Boston and Chicago (Lake Shore Limited), and Toronto (Maple Leaf Service). Cities in the region are easily accessible within three hours by driving, including New York City to the south, Rochester to the west, Montreal to the north, and Boston to the east.


Links for Visiting, Moving and Living in the Area

Skidmore Housing Forum

Skidmore’s Local and Regional Cultural Resources Guide

Saratoga Springs City School District

Relocating to Saratoga Springs

Saratoga Springs Real Estate and Rentals


Saratoga Springs Visitors Guide

Capital Region Visitors Guide

Albany/Capital Region Seasonal & Specialty Guides

Lodging in Saratoga Springs and surrounding area