SWARTHMORE C O L L E •b u l l e 19 9 5 G E t i n - 9 6 Swarthmore College Bulletin 1 9 9 5 '1 9 9 6 Volume XCIII Number 1 Catalogue Issue September 1995 Svj-/bS.Tt^ Directions for Correspondence U i> ¿¿F7 J T 6 , <2 £ t ItS'-H SWARTHMORE COLLEGE, 500 COLLEGE AVENUE, SWARTHMORE, PA 19081-1397 GENERAL COLLEGE POLICY A lfre d H. B lo om President ACADEMIC POLICY J e n n ie K eith Provost STUDENT SERVICES N gin a Ly th co tt Dean o f the College ADMISSIONS AND CATALOGUES 0 . C a r l W a rte n b u rg III Dean of Admissions RECO RD S AND TRANSCRIPTS M a r tin 0 . W a rn e r Registrar FINANCIAL INFORMATION P a ul J . A s la n ia n Vice President FINANCIAL AID AND FINANCING OPTIONS INFORMATION L a u ra Talbot Director of Financial Aid CAREER PLANNING AND PLACEMENT H. T h o m a s F r a n c is Director ALUMNI, DEVELOPMENT, AND PUBLIC RELATIONS H a r r y D. G o tw a ls Vice President GENERAL INFORMATION B a r b a r a H a d d a d R yan Associate Vice President Swarthmore College does not discriminate in education or employment on the basis o f sex, race, color, age, religion, national origin, sexu­ al preference, or handicap. This policy is consistent with relevant governmental statutes and regulations, including those pursuant to Title IX o f the Federal Education Amendments o f 1972 and Section 504 o f the Federal Reha­ bilitation A ct of 1973. This Bulletin contains policies and program descriptions as o f July 31, 1995, the date of publication, and should be used solely as an informational guide. The College reserves the right to alter or amend at any time the policies or programs contained in the Bulletin. Stu­ dents are responsible for informing them­ selves o f current policies and meeting all relevant requirements. The Swarthmore College Bulletin (ISSN 0 8 88-2126), o f which this is Volume XCIII, number 1, is published in September, November, February, May, and August by Swarthmore College, 500 College Avenue, Swarthmore, PA 19081-1397. Second-class postage paid at Swarthmore, PA 19081 and additional mailing offices. Permit number 0 5 3 0 -6 2 0 . Postmaster: Send address changes to Swarthmore College Bulletin, 500 College Avenue, Swarthmore, PA 19081-1397. Phone(6 1 0 )3 2 8 -8 0 0 0 Printed in U .S.A . Table of Contents CALENDAR 4 INTRODUCTION 8 EDUCATIONAL RESOURCES 10 Il ADMISSION 19 EXPENSES 23 FINANCIAL AID 25 III COLLEGE LIFE 38 IV EDUCATIONAL PROGRAM 60 FACULTY REGULATIONS 71 DEGREE REQUIREMENTS 75 AWARDS AND PRIZES 77 FELLOWSHIPS 82 V COURSES OF INSTRUCTION 85 Art 86 Asian Studies 93 Biology 97 Black Studies 102 Chemistry 105 Classics 111 Computer Science 116 Economics 122 Education 129 Engineering 134 English Literature 142 Environmental Studies 158 German Studies 160 History 162 International Relations 174 Interpretation Theory 176 VI Linguistics 178 Literature 185 Mathematics and Statistics 187 Medieval Studies 196 M odem Languages and Literatures 198 Music and Dance 221 Peace and Conflict Studies 234 Philosophy 237 Physical Education and Athletics 242 Physics and Astronomy 244 Political Science 251 Psychology 261 Public Policy 268 Religion 273 Sociology and Anthropology 281 Women’s Studies 290 THE CORPORATION and BOARD OF MANAGERS 295 ALUMNI ASSOCIATION OFFICERS and ALUMNI COUNCIL 300 THE FACULTY 302 ADMINISTRATION 320 VISITING EXAMINERS 333 DEGREES CONFERRED 335 AWARDS AND DISTINCTIONS 340 ENROLLMENT STATISTICS 343 INDEX 344 PLAN OF COLLEGE GROUNDS 350 DIRECTIONS FOR REACHING THE COLLEGE 352 3 1996 MAY 1995 SEPTEMBER Sun Mon 1ÍÜÍ Wed Thu 3 10 17 24 4 11 18 25 12 19 26 6 13 20 27 7 14 21 28 Fri Sat 1 2 9 8 15* 16 22 23 29 30 Sun Mon Tue Wed Thu 1 2 5 6 8 9 7 12 16 13 14 15 22 23 19 20 21 26 27 28 29 30 Fri 6 13 20 27 Sat 7 14 21 28 Sun Mon Tue Wed Thu Fri 3 10 17 24 Sat 4 11 18 25 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 Fri 1 8 15 22 29 mm Sat 9 16 23 30 Sun Mon Tue Wed Thu Fri Sat 11 18 25 12 19 26 13 20 27 8 15 22 29 9 16 23 30 10 17 24 31 Fri 5 12 19 26 Sat 6 13 20 27 Fri 2 9 16 23 30 Sat 3 10 17 24 31 Fri 6 13 20 27 Sat 7 14 21 28 Fri 4 11 18 25 Sat Sun Mon Tue Wed Thu Fri Sat 5 12 19 26 8. 15 22 29 9 16 23 30 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 Fri 6 13 20 27 Sat 7 14 21 28 Fri Sat 9 16 23 10 17 24 Sun Mon Tue Wed Thu 3 4 10 11 12 8 9 16 18 15 17 19 22 23 24 25 26 29 30 6 13 20 27 8 15 22 29 7 14 21 28 9 16 23 30 10 17 24 31 12 19 26 NOVEMBER Fri Sat 8 15 22 29 9 16 23 30 APRIL Sun Mon Tue Wed Thu 1 8 9 10 11 7 15 16 18 14 17 21 22 23 24 25 28 29 30 AUGUST Sun Mon Tue Wed Thu 1 6 8 4 5 7 12 15 11 13 14 21 22 18 19 20 25 26 27 28 29 Sun Mon Tue Wed Thu MARCH Sun Mon Tue Wed Thu fed 1 8 15 22 29 Fri Sat 12 19 26 13 20 27 3 10 17 24 4 11 18 25 1 8 15 22 29 2 9 16 23 30 6 13 20 27 Fri , 2 : 3 9 10 16 17 23 24 30 31 Sat 4 11 18 25 FEBRUARY 2 9 16 23 3 10 17 24 4 U 18 25 5 12 19 26 6 13 20 27 Fri Sat 7 14 21 28 8 15 22 Fri Sat 1 MARCH JULY OCTOBER FEBRUARY Sun Mon Tue Wed Thu 1 5 6 8 4 7 11 12 13 15 14 18 21 22 19 20 28 29 25 26 27 Sun Mon Tue Wed Thu Sun Mon Tue Wed Thu 1 2 3 4 11 8 9 10 7 18 15 16 14 17 21 22 23 24 25 28 29 30 31 5 12 19 26 SEPTEMBER 1996 JANUARY 7 14 21 28 Sun Mon Tue Wed Thu 7 14 21 28 4 11 18 25 DECEMBER Sun Mon Tue Wed Thu Fri 6 13 20 27 3 10 17 24 NOVEMBER Sun Mon TUc Wed Thu :-1■ 2 6 8 9 5 7 IS 12 13 14 16 19 20 21 22 23 26 27 28 29 30 Sat 4 11 18 25 Sat 1 8 15 22 29 2 9 16 23 30 Thu Fri 3 10 17 24 31 JUNE OCTOBER Sun Mon Tue Wed Thu 1 2 3 4 5 8 11 12 10 9 16 15 17 18 19 22 23 24 25 26 31 29 30 1997 JANUARY 7 14 21 28 DECEMBER Tue Wed Thu 3 5 4 10 11 12 18 19 17 26 24 25 31 2 9 16 23 30 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 1 8 15 22 29 APRIL Sun Mon : Tue Wed Thu Fri i Sat ■i m - 2 , 3 : 4 j1 5: 12 7 8 9 11 6 i i| I 14 15 16 17 18 19 20 21 I 22 23 24 25 26 - 27 j 28 29 \ 30 io MAY Sun Mon Tue Wed Thu 1 5 6 i' 7 Í 8 4 12 13 11 14 15 i 18 | 19 20 21 22 25 26 27 ; 28 29 Fri : Sat 2 4 3 9 16 17 23 24 30 ■31 : io JUNE Sun Mon Tue Wed Thu Fri j Sat : 3 ■1 " 2 3 : 4 :5 : 6 ! 7 8 12 -13 14 9 10 11 16 18 19 20 21 15 17 28 22 23 24 :25 26 27 30 29 JULY j Sun Mon Tue Wed Thu : Fri : Sat lit i 2 3 "4 : 5 12 8 9 10 11 I S m ' :..7 ; ■ 13 15 16 18 | 19 14 17 20 21 22 23 24 25 26 28 29 30 31 27 AUGUST Sun !Mon Tue Wed Thu 1Fri Sat 1 ■■ 2 : 3 4: 5 6 : 7 1 8 ■? 9 13 14 15 16 10 l i . 12 17 18 19 20 [ 21 ■22 23 27 28 : 29 30 24 25 26 College Calendar 1995 Fall Semester August 30 - Septem ber 3 Septem ber 2 Septem ber 4 Septem ber 29-30 O ctober 13 November 27 D ecem ber 1 - 2 D ecember 12 D ecem ber 13 D ecem ber 15 D ecember 15 D ecem ber 23 New student orientation Registration Classes and Seminars begin Meeting o f the Board o f Managers October holiday begins, end o f last class or seminar October holiday ends, 8 :30 a.m. Thanksgiving vacation begins, end of last class or seminar Thanksgiving vacation ends, 8 :3 0 a.m. Meeting o f the Board of Managers Classes end Enrollment for spring semester Final examinations begin Seminars end Final examinations end 1996 Spring Semester January 22 M arch 1-2 M arch 8 Classes and Seminars begin Meeting o f the Board o f Managers Spring vacation begins, end o f last class or seminar Spring vacation ends, 8 :3 0 a.m. Black Alumni Weekend Parents Weekend Classes and Seminars end Meeting of the Board of Managers Enrollment for fall semester Written Honors examinations begin Course examinations begin Course examinations end Written Honors examinations end Senior comprehensive examinations Oral Honors examinations Baccalaureate Commencement Alumni Weekend O ctober 23 November 22 March 18 M arch 2 2 -2 4 A pril 19-21 May 3 May 3 -4 May 6 May 9 May 9 May 18 May 20 May 20-21 May 23-25 June 2 June 3 June 7 -9 College Calendar (Tentative) 1996 Fall Semester August 28 - Septem ber 1 August 31 Septem ber 2 Septem ber 2 7 -2 8 O ctober 11 New student orientation Registration Classes and Seminars begin Meeting of the Board o f Managers October holiday begins, end o f last class or seminar October holiday ends, 8 :3 0 a.m. Thanksgiving vacation begins, end o f last class or seminar Thanksgiving vacation ends, 8 :3 0 a.m. Meeting of the Board o f Managers Classes end Enrollment for spring semester Final examinations begin Seminars end Final examinations end O ctober 21 November 27 D ecem ber D ecem ber D ecem ber D ecem ber D ecem ber D ecem ber D ecem ber 2 6 -7 10 11 13 13 21 1997 January 20 February 28-March 1 March 7 March 17 May 2 May 2 -3 May 5 May 8 May 8 May 17 May 19 May 19-20 May 2 2 -2 4 June 1 June 2 June 6 - 8 Spring Semester Classes and Seminars begin Meeting of the Board o f Managers Spring vacation begins, end o f last class or seminar Spring vacation ends, 8 :3 0 a.m. Classes and Seminars end Meeting o f the Board o f Managers Enrollment for fall semester Written Honors examinations begin Course examinations begin Course examinations end Written Honors examinations end Senior comprehensive examinations Oral Honors examinations Baccalaureate Commencement Alumni Weekend I Introduction to Swarthmore College Educational Resources Introduction to Swarthmore College Swarthmore College, founded in 1864 by members o f the Religious Society o f Friends as a coeducational institution, occupies a cam­ pus o f more than 3 0 0 acres of rolling wooded land in and adj acent to the borough o f Swarthmore in Delaware County, Pennsylvania. It is a small college by deliberate policy. Its present enrollment is about 1,300 men and women students. The borough o f Swarthmore is a residential suburb within half an hour’s com­ muting distance o f Philadelphia. College stu­ dents are able to enjoy both the advantages of a semi-rural setting and the opportunities offered by Philadelphia. The College’s loca­ tion also makes possible cooperation with three nearby institutions, Bryn Mawr and Haverford Colleges and the University of Pennsylvania. OBJECTIVES AND PURPOSES Swarthmore students are expected to prepare themselves for full, balanced lives as individ­ uals and as responsible citizens through exact­ ing intellectual study supplemented by a varied program o f sports and other extra-curricular activities. institutions, each school, college, and univer­ sity seeks to realize that purpose in its own way. Each must select those tasks it can do best. By such selection it contributes to the diversity and richness o f educational oppor­ tunity which is part o f the American heritage. The purpose of Swarthmore College is to make its students more valuable human beings and more useful members o f society. W hile it shares this purpose with other educational Swarthmore seeks to help its students realize their fullest intellectual and personal potential combined with a deep sense o f ethical and social concern. VARIETIES OF EDUCATIONAL EXPERIENCE Education is largely an individual matter, for no two students are exactly alike. The Course and External Examination (Honors) Programs are designed to give recognition to this fact. They provide alternative systems o f instruc­ tion for students during their last two years. Both seek to evoke the maximum effort and development from each student, the choice of method being determined by individual pref­ erence and capacity. The Honors Program, in which Swarthmore pioneered, provides an enriching and exciting intellectual experience. It has as its main ingredients close association with faculty members, often in small semi' nars, concentrated work in various fields of study, and maximum latitude for the develop­ ment o f individual responsibility. W ithin the Course Program, options for independent study and interdisciplinary work offer oppor­ tunities for exploration and development over a wide range o f individual goals. These oppor­ tunities typically include considerable flexi­ bility o f program choices from semester to semester, so that academic planning may be responsive to the emerging needs o f students. THE RELIGIOUS TRADITION Swarthmore College was founded by members o f the Religious Society o f Friends. Although it has been nonsectarian in control since the beginning o f the present century, and al­ though Friends now compose a minority of the student body, the faculty, and the admin­ istration, the College seeks to illuminate the lives o f its students with the spiritual princi­ ples o f that Society. 8 Foremost among these principles is the individual’s responsibility for seeking and applying truth, and for testing whatever truth one believes one has found. As a way o f life, Quakerism emphasizes hard work, simple liv­ ing, and generous giving; personal integrity, social justice, and the peaceful settlement of disputes. The College does not seek to impose on its students this Quaker view o f life, or any other specific set o f convictions about the nature of things and the duties of human beings. It does, however, encourage ethical and religious concern about such matters, and continuing examination of any view which may be held regarding them. T R A D IT IO N A N D C H A N G E A college draws strength from tradition, and energy from the necessity o f change. Its pur­ poses and policies must respond to new con­ ditions and new demands. By being open to change, Swarthmore tries to provide for its students, by means appropriate to the times, the standard o f excellence it has sought to maintain from its founding. g Educational Resources The primary educational resources o f any college are the quality of its faculty and the spirit of the institution. Financial as well as physical resources play an important suppor­ tive role. TH E EN DO W M EN T The educational resources at Swarthmore College have been provided by gifts and be­ quests from many alumni, foundations, cor­ porations, parents and friends. In addition to unrestricted gifts for the operating budget, these donors have contributed funds for buildings, equipment, collections o f art and literature, and permanently endowed profes­ sorships, scholarships, awards, book funds and lectureships. Their gifts to Swarthmore have not only provided the physical plant, but also have created an endowment fund o f ap­ proximately $ 5 0 5 ,0 0 0 ,0 0 0 at market value on March 3 1,1995. Swarthmore ranks among the top ten in the country in endowment per student. Income from the endowment during the academic year 1993-94 contributed ap­ proximately $14,700 to meet the total expense o f educating each student and provide over 31% o f the College’s operating revenues. The College’s ability to continue to offer a high quality o f education depends on con­ tinuing voluntary support. Swarthmore seeks additional gifts and bequests for its current operations, its permanent endowment, and its capital development programs to maintain and strengthen its resources. The Vice Presi­ dent in charge o f development will be pleased to provide information about various forms o f gifts: bequests, outright gifts of cash or securities, real estate or other property, and deferred gifts through charitable remainder trusts and life income contracts in which the donor reserves the right to the annual income during his or her lifetime. L IB R A R IE S The College Library is an active participant in the instructional and research program of the College. It seeks to instruct students in the effective and efficient use o f the library, and to encourage them to develop the habit o f selfeducation so that books, libraries, and re­ corded communication in all forms may con­ tribute to their intellectual development in future years. To this end the Library acquires and organizes books, journals, audiovisuals, and information in a variety o f digital and other formats for the use o f students and faculty. While the Library’s collections are geared primarily towards undergraduate in­ struction, the demands o f student and faculty research make necessary the provision of source material in quantity not usually found in undergraduate libraries. Further needs are met through interlibrary loan or other coop­ erative arrangements. The Thom as B. and Jean ette E. L. M cC abe Library, situated on the front campus, is the center o f the College Library system housing reading and seminar rooms, administrative o ffic es, and the major portion o f the College Library collections. 10 Total College Library holdings amount to 867 .0 0 0 volumes with some 20,000 volumes added annually. About 2,4 0 0 periodical titles are received regularly. T he C ornell Library o f Science and Engineering (completed in 1982) houses some 63,0 0 0 volumes. T he D aniel U nderhill M usic Library contains around 16.000 books and scores, 15,000 recordings and listening equipment. A small collection of relevant material is located in the Black Cul­ tural Center. S p ecial L ibrary C ollection s The Library contains certain special collec­ tions: British A m ericana, accounts o f British travellers in the United States; the works of the English poets Wordsworth and Thomson bequeathed to the Library by Edwin H. W ells; the W. H. Auden C ollection commemorating the English poet who taught at Swarthmore in the mid-forties; the Bathe C ollection of the history o f technology donated by Greville Bathe; the Private Press C ollection representing the work o f over 6 0 0 presses. The A udiovisual Collection has over 1,400 recordings on disc, tape, and over 2,2 0 0 videotapes. It includes contemporary writers reading from and dis­ cussing their works; full length versions of Shakespearean plays (both videocassettes and discs) and other dramatic literature; the liter­ ature o f earlier periods read both in modem English and in the pronunciation of the time; recordings of literary programs held at Swarthmore, and videocassettes of U .S. and foreign film classics. These materials are used as adjuncts to the study o f literature, art, dance, and history and are housed in the McCabe Library. The Library also offers elec­ tronic database searching both CD-ROM and online, including among others Social Sciences Index, H um anities Index, and Science C itation Index. The Swarthmore College Libraries to­ gether with those o f Bryn Mawr and Haverford Colleges are now linked in a fully auto­ mated Three College library system, Tripod, with an online public access catalog and with other multi-purpose functions. Within the McCabe Library building are two special libraries which enrich the academic background o f the College: The Friends H istorical Library, founded in 1871 by Anson Lapham, is one o f the outstanding collections in the United States o f manu­ scripts, books, pamphlets, and pictures relat­ ing to the history o f the Society o f Friends. The library is a depository for records of Friends Meetings belonging to Baltimore, Phi­ ladelphia, and other Yearly Meetings. More than 6,000 record books, dating from the 1670’s until the present, have been deposited. Additional records are available on microfilm. The W illiam Wade Hinshaw Index to Quaker Meeting Records lists material o f genealogical interest. Special collections include materials on various subjects o f Quaker concern such as abolition, Indian rights, utopian reform, and the history o f women’s rights. Notable among the other holdings are the W hittier Collection (first editions and manuscripts o f John Greenleaf Whittier, the Quaker poet), the M ott manuscripts (over 5 0 0 autographed letters of Lucretia M ott, antislavery and women’s rights leader), and the Hicks manuscripts (more than 3 0 0 letters o f Elias Hicks, a prominent Quaker minister). The library’s collection of books and pamphlets by and about Friends numbers more than 42 ,0 0 0 volumes. About 200 Quaker periodicals are currently received. There is also an extensive collection o f photo­ graphs o f meetinghouses and pictures o f rep­ resentative Friends and Quaker activities, as well as a number of oil paintings, including two versions of "The Peaceable Kingdom” by Edward Hicks. It is hoped that Friends and others will consider the advantages o f giving to this library any books and family papers which may throw light on the history o f the Society of Friends. The Swarthmore C ollege Peace C ollection is of special interest to research students seeking the records of the peace movement. The re­ cords of the Women’s International League for Peace and Freedom and the personal pa­ pers o f Jane Addams o f Hull-House, Chicago, formed the original nucleus of the Collection (1930). Over the years other major collections have been added including the papers of Devere Allen, Emily Greene Balch, Julien Cornell, Homer Jack, Lucy Biddle Lewis, A. J. Muste, Lawrence Scott, John Nevin Sayre, William Sollmann, E. Raymond Wilson, and others, as well as the records o f the American Peace Society, A Quaker Action Group, Busi­ ness Executives Move, CCCO, Fellowship of Reconciliation, Friends Committee on Na­ tional Legislation, The Great Peace March, Lake Mohonk Conferences on International Arbitration, National Interreligious Service Board for Conscientious Objectors, National Council for Prevention of War, National Coun­ cil to Repeal the Draft, SANE, War Resisters League, Women Strike for Peace, World Con­ ference o f Religion for Peace, and many oth­ ers. The Peace Collection serves as the official repository for the archives o f many o f these organizations, incorporated here in more than 10,000 document boxes. The Collection also houses over 12,000 books and pamphlets and about 2,0 0 0 periodical titles. Four hundred periodicals are currently received from 22 countries. The comprehensive Guide to the Swarthmore C ollege Peace C ollection, published in 1981, and the Guide to Sources on Women in the Swarthmore C ollege Peace C ollection de­ scribe the archival holdings. 11 Ed u c a tio n a l R e s o u rc e s PHYSICAL FACILITIES Laboratories, well-equipped for undergradu­ ate instruction and in most cases for research, exist in astronomy, biology, chemistry, com­ puter science, engineering, physics, and psy­ chology. The Sproul Observatory, with its 24inch visual refracting telescope, is the center o f much fundamental research in multiple star systems. A 24-inch reflecting telescope on Papazian Hall is used for solar and stellar spectroscopy. The Edward Martin Biological Laboratory provides facilities for work in molecular, organismal, and population biol­ ogy. A laboratory for Interdisciplinary Re­ search, created with a grant from the Howard Hughes Medical Institute, is designated for the conduct o f interdisciplinary scientific re­ search by teams of faculty and students se­ lected through an internally conducted, com­ petitive process. The Pierre S. Du Pont Science Building provides accommodations for chem­ istry, mathematics, and physics. Hicks Hall contains the engineering laboratories, several o f which are equipped for computer-assisted and computer-controlled laboratory experi­ mentation and a solar laboratory. Papazian Hall provides facilities for work in psychol­ ogy, and for the engineering shops. The List Art G allery for exhibitions is located in the Eugene M. and Theresa Lang Performing Arts Center. The Eugene M. and Theresa Lang Music Build­ ing, opened in 1973, contains an auditorium seating approximately 500, the Daniel Under­ hill Music Library, classrooms, practice and rehearsal rooms, and an exhibition area. It is the central facility for the program of the Music Department and for musical activities at the College. T he Eugene M. and T heresa Lang Performing Arts Center, opened in January, 1991, houses the Pearson-H all Theatre, the largest perform­ ing stage on campus, and also the Frear Ensem­ ble Theatre, an experimental and instructional studio, the Patricia W ityk Boyer Dance Studio and a Dance Lab, and the List Art Gallery. The Lang Performing Arts Center also houses the offices o f the English Literature Department, Theatre Studies program, and Dance Depart­ ment, as well as seminar rooms, the theatre design studio, and set construction shop. The 12 Pearson-H all Theatre has a seating capacity of about 825 or of over 1,000 if seats are placed on stage. The theatre can be divided in two, with a cinema theatre on one side o f a movable soundproof wall and a more intimate per­ forming space on the other. The building is linked to the second floor of the Lang Music Building by a walk way and faces Crum Woods over the Ann Lubin Buttem vieser Terrace. T he Trotter /N orth Campus Project is the Col­ lege’s newest and most visual commitment to enhancing our educational environment. Three years in the planning, this $25 million project is expected to be completed by 1998. Built in 1881, Trotter Hall is home to nearly one-quarter of the faculty and to more than half of all classes and seminars. Architectural plans will maintain the historic integrity of the exterior, and the interior will be com­ pletely renovated to provide technologically advanced classrooms, inviting seminar rooms, and modern faculty offices. A new academic building, Kohlberg H all, is currently under construction and will feature spaces intended for use by the entire College community including a commons, a multi­ use forum, and a dramatic courtyard. The top two floors will house the three departments of economics, modern languages and literatures, and sociology/anthropology, 4 4 faculty of­ fices, 13 classrooms and seminar rooms. The new campus plans include surrounding these academic buildings with enhanced landscaping, new pedestrian walkways, and the creation o f outdoor spaces conducive to conversing, studying, and relaxing. T he Computing C enter, with offices located in Beardsley Hall, provides computing and tele­ communication resources and support to all faculty, registered students, and College staff. Academic computing resources are com­ prised o f several components: a number of DEC Alpha servers running UNIX managed by the Computing Center, a network o f SUN Sparc workstations in the Computer Science Department, a network o f HP workstations in the Engineering Department, a Power Macin­ tosh lab in the Mathematics Department, and DEC Alpha systems in Chemistry, Astron- I I I I I I I I I I I omy and Physics departments. A specialized multi-media facility in Beardsley gives faculty a place to try out new technology and create presentations and multi-media projects for their courses. A DEC 5 900 server is used for the College’s administrative data management needs. Fiber optic cabling ties these components together into a campus-wide network. The campus network is linked to the Internet allowing communication and data access on a global scale. I Macintosh computers (the personal computer I supported by the Computing Center) are I widely used for word processing as well as for I data management and analysis. Power MacinI tosh computers are available in public areas in I Beardsley, Du Pont, Trotter, and McCabe and I Cornell libraries. Virtually every administraI tive and faculty office is equipped with a I Macintosh. Students may connect Macintosh I computers to the AppleTalk network from I their dormitory rooms. Any Macintosh conI nected to the network can be used to gain I access to electronic mail, bulletin boards, the I World Wide Web, Tripod (the tri-college I electronic library card catalog), programming I languages (C and Fortran 77 on a DEC server), I and statistical packages (SPSS on a DEC I server, and Macintosh programs Statview and I JMP). I I The Computer Store and a repair service are both located in Beardsley. The Computer Store sells a variety o f Macintosh equipment and software at very reasonable prices, and the repair service provides on-campus repair ser­ vices for student-owned Macintosh compu­ ters. The telecommunications department o f the Computing Center provides telephone and voice mail services to faculty, staff, and stu­ dents. Every student residing in a college dormitory room is provided with a private telephone and personal telephone number as well as a voice mail account. Discounted long distance is available to students using a col­ lege-supplied calling card. Copies o f several commonly used commercial software packages are available on a restricted basis on the public area hard drives or on file servers connected to the network. Some of these file servers also contain an assortment of shareware and public domain software. Assistance with the use of the College’s com­ puting resources is available on a number of levels. Students may seek help from Consul­ tants who are available in the Beardsley public area throughout most of the day and night, seven days a week. Faculty may seek assistance through a Help Desk or through Computing Center staff assigned to their respective divi­ sion for curricular support. T he Center for Social and Policy Studies in Trotter Hall serves as a laboratory for the social sciences. The Center has a social science data archive available for empirical research on social and policy issues, and it provides statistical consulting for faculty and students. The Center also supports the concentration in Public Policy through its physical facilities, data archives and program of events. SPECIAL FUNDS AND LECTURESHIPS I The W illiam J . C ooper Foundation provides a varied program o f lectures and concerts which enriches the academic work o f the College. I The Foundation was established by W illiam J . Cooper, a devoted friend o f the College, | whose wife, Emma M dlvain Cooper, served as a member o f the Board of Managers from 1882 to 1923. M r. Cooper bequeathed to the College the sum o f $100,000 and provided that the income should be used "in bringing I to the college from time to time eminent citizens o f this and other countries who are leaders in statesmanship, education, the arts, sciences, learned professions and business, in order that the faculty, students and the college community may be' broadened by a closer acquaintance with matters of world interest.” Admission to all programs is without charge. The Cooper Foundation Committee works with the departments and with student organi­ zations in arranging single lectures and con­ certs, and also in bringing to the College speakers of note who remain in residence for 13 Ed u c a tio n a l R e s o u rc e s a long enough period to enter into the life of the community. Some o f these speakers have been invited with the understanding that their lectures should be published under the aus­ pices of the Foundation. This arrangement has so far produced eighteen volumes. T he Promise Fund, established anonymously by an alumnus on the occasion of his gradu­ ation, is administered by the Cooper Founda­ tion Committee. Income fom the Promise Fund brings guest speakers and performers in music, film, dance, and theatre who show promise of distinguished achievement. T he A lfred H. Bloom Jr. and M artha B. Bloom, parents o f Alfred H. Bloom, M em orial Visiting Scholar Fund is the gift o f Frank Solomon Jr. ’50. It brings visiting scholars to campus at the discretion o f the president. T he B arbara W eiss Cartwright Fund for Social Responsibility was created in 1993 by a gift from Barbara W. Cartwright ’37 and Dorwin P. Cartwright ’37. The Fund supports new or existing programs which encourage involve­ ment in addressing societal problems through projects initiated by the College or created by current students. In addition, it will provide opportunities for faculty and students to par­ ticipate in volunteer service projects linked to the academic program. T he W illiam I. H ull Fund was established in 1958 by Mrs. Hannah Clothier Hull, Class of 1891, in memory o f her late husband. Dr. Hull was Professor o f History and International Law at Swarthmore College for 4 8 years. The Fund enables the College to bring a noted lecturer on peace to the campus each year in memory o f Dr. and Mrs. Hull who were peace activists. The Sager Fund o f Swarthmore College was established in 1988 by alumnus Richard Sager ’73, a leader in San Diego’s gay community. To combat homophobia and related discrimi­ nation, the fund sponsors events that focus on concerns o f the lesbian, bisexual, and gay communities and promotes curricular inno­ vation in the field of Lesbian and Gay Studies. The fund also sponsors an annual three-day symposium. The fund is administered by a committee of women and men from the stu­ dent body, alumni, staff, faculty, and adminis­ tration. 14 T he Scott Arboretum. About three hundred twenty-five acres are contained in the College property, including a large tract o f woodland and the valley of Crum Creek. Much o f this tract has been developed as a horticultural and botanical collection o f trees, shrubs, and herbaceous plants through the provisions of the Scott Arboretum, established in 1929 by Mrs. Arthur Hoyt Scott and Owen and Mar­ garet Moon as a memorial to Arthur Hoyt Scott of the Class o f 1895. The plant collec­ tions are designed both to afford examples of the better kinds o f trees and shrubs which are hardy in the climate o f Eastern Pennsylvania and suitable for planting by the average gar­ dener, and to beautify the campus. All collec­ tions are labeled and recorded. There are exceptionally fine displays o f hollies, Japanese cherries, flowering crabapples, magnolias, and tree peonies, and a great variety o f lilacs, rhododendrons, azaleas, and daffodils. Choice specimens from the collections are displayed in several specialty gardens including The Terry Shane Teaching Garden, The Theresa Lang Garden of Fragrance, and the Dean Bond Rose Garden. Many interested donors have contributed generously to the collections. The Arboretum conducts applied research on ornamental plants, and serves as a test site for three plant evaluation programs: the Gold Medal Award of Garden Merit through the Pennsylvania Horticultural Society, the performance o f hollies through the American Holly Society, and the National Crabapple Evaluation Program. The Arboretum offers horticultural educa­ tional programs to the general public and Swarthmore students. These workshops, lec­ tures, and classes are designed to cover many facets o f the science/art called gardening. Tours are conducted throughout the year for college people and interested public groups. Aiding the Arboretum’s staff, in all o f its efforts, are the "Associates o f the Scott Arbo­ retum.” This membership organization pro­ vides not only financial support but also assistance in carrying out the myriad opera­ tions which make up the Arboretum’s total program, such as plant propagation, public lectures, and bus tours to other gardens. Student memberships are available. The Ar- I “ I boretum’s newsletter, H ybrid, serves to publicize their activities and provides up-to-date information on seasonal gardening topics. I Maps for self-guided tours and brochures of I the Arboretum’s plant collections are available I at the Scott Offices (610) 3 2 8 -8 0 2 5 , located I in the Cunningham House. I I The Barnard Fund was established in 1964 by two graduates o f the College, Mr. and Mrs. Boyd T. Barnard o f Rosemont, Pennsylvania. I The fund has been augmented by the 50-year I class gifts from the classes o f 1917 and 1919, I and other friends. The income from the fund I may be used for any activity that contributes I to the advancement o f music at the College. It I has been used, for example, for concerts on I the campus, for the purchase o f vocal and orchestral scores and other musical literature, I and to provide scholarships for students in the Department of Music who show unusual prom­ ise as instrumentalists or vocalists. H The Gene D. O verstreet M em orial Fund, given | by friends in memory o f Gene D. Overstreet (1924-1965), a member o f the Political Sci­ ence Department, 1957-1964, provides in­ come to bring a visiting expert to the campus to discuss problems o f developing or modern­ izing nations and cultures. The Benjamin West Lecture, made possible by gifts from members o f the class o f 1905 and other friends o f the College, is given annually on some phase of art. It is the outgrowth of the Benjamin West Society which built up a collection of paintings, drawings, and prints, which are exhibited, as space permits, in the college buildings. The lecture owes its name to the American artist, who was born in a house which stands on the campus and who became president o f the Royal Academy. T he Swarthmore Chapter o f Sigma X i lecture series brings eminent scientists to the campus under its auspices throughout the year. Local members present colloquia on their own re­ search. T he L ee Frank M em orial Art Fund, endowed by the family and friends o f Lee Frank, Class of 1921, sponsors each year a special event in the Art Department: a visiting lecturer or artist, a scholar or artist in residence, or a special exhibit. T he M arjorie H eilm an V isiting Artist Fund was established by M. Grant Heilman, Class of 1941, in memory o f Marjorie Heilman to stimulate interest in art, particularly the prac­ tice o f art, on campus. 15 E n d o w e d C h a irs The Edmund A lien Professorship o f Chemistry was established in 1938 by a trust set up by his daughter Laura Allen, friend o f the college and niece of Manager Rachel Hillbom. T he Franklin E. and Betty B arr C hair in Econom ­ ics was established in 1989 as a memorial to Franklin E. Barr, Jr. ’4 8 by his wife, Betty Barr. T he A lbert L. and Edna Pownall Buffington Professorship was established by a bequest from Albert Buffington, Class o f 1896, in 1964, in honor o f his wife, Edna Pownall Buffington, Class of 1898. T he Darwin P. Cartwright Professorship in Social Theory and Social A ction was created in 1993 by Barbara Weiss Cartwright, Class o f 1937, to honor her husband, Dorwin P. Cartwright, Class o f 1937. The Professorship shall be awarded for a period o f five years to a full professor who has contributed to and has the promise o f continuing major contributions to the understanding o f how social theory can be brought to bear on creating a more humane and ethically responsible society. C entennial C hairs. Three professorships, un­ restricted as to field, were created in 1964 in honor o f Swarthmore’s Centennial from funds raised during the Centennial Fund Campaign. T he Isaac H. C lothier Professorship o f History and International R elations was created in 1888 by Isaac H. Clothier, member o f the Board of Managers. Originally in the field o f Civil and Mechanical Engineering, he later approved its being a chair in Latin, and in 1912 he approved its present designation. T he Isaac H. C lothier, Jr., Professorship o f Bi­ ology was established by Isaac H. Clothier, Jr. as a tribute o f gratitude and esteem for Dr. Spencer Trotter, Professor of Biology, 18881926. T he Morris L. C lothier Professorship o f Physics was established by Morris L. Clothier, Class o f 1890, in 1905. T h eju lien and V irginia C ornell Visiting Profes­ sorship was endowed by Julien Cornell ’30, member, and Virginia Stratton Cornell ’30, former member o f the Board o f Managers, to bring professors and lecturers from other nations and cultures for a semester or a year. 16 Since 1962, from every comer o f the world, Cornell professors and their families have resided on the campus so that they might deepen the perspective o f both students and faculty. I T he A lexander Griswold Cummins Professorship o f English Literature was established in 1911 in honor o f Alexander Griswold Cummins, Class of 1889, by Morris L. Clothier, Class of 1890. I T he H oward N . and A da J. Eavenson Professor­ ship in Engineering was established in 1959 by a trust bequest o f Mrs. Eavenson, whose husband graduated in 1895. The W illiam L. and M arjorie C . Huganir C hair was created in 1990 by W illiam L. Huganir ’42. It is to be held by the College Librarian. The H oward M. and C harles F. Jenkins Profes­ sorship o f Q uaker History and Research was endowed in 1924 by Charles F. Jenkins, Hon. ’2 6 and member of the Board o f Managers, on behalf o f the family o f Howard M . Jenkins, member o f the Board o f Managers, to increase the usefulness o f the Friends Historical Li­ brary and to stimulate interest in American and Colonial history with special reference to Pennsylvania. The fund was added to over the years through the efforts of the Jenkins family, and by a 1976 bequest from C. Marshall Taylor ’04. T he W illiam R. Kenan, Jr. Professorship was established in 1973 by a grant from the W il­ liam R . Kenan, Jr. Charitable Trust to "sup­ port and encourage a scholar-teacher whose enthusiasm for learning, commitment to teach­ ing and sincere personal interest in students will enhance the learning process and make an effective contribution to the undergraduate community.” T he Eugene M. Lang R esearch Professorship, established in 1981 by Eugene M. Lang ’38, member o f the Board o f Managers, normally rotates every four years among members of the Swarthmore faculty and includes one year devoted entirely to research, study, enrich­ ment or writing. It carries an annual discre­ tionary grant for research expenses, books and materials. I I I J > jl ■ I » The Eugene M. Lang V isiting Professorship, endowed in 1981 by Eugene M. Lang ’38, brings to Swarthmore College for a period of one semester to three years an outstanding social scientist or other suitably qualified person who has achieved prominence and special recognition in the area of social change. T he Sara Law rence Lightfoot Professorship was created by the College in 1992 in recognition of an unrestricted gift by James A. Michener, Class of 1929. The professorship is named in honor o f Sara Lawrence Lightfoot, Class of 1966, Doctor o f Humane Letters, 1989, and former member o f the Board o f Managers. The Susan W. Lippincott Professorship o f French was endowed in 1911 through a bequest from Susan W. Lippincott, member of the Board of Managers, a contribution from her niece Caro­ line Lippincott, Class o f 1881, and gifts by other family members. The Edward H icks M agill Professorship o f M athe­ m atics and Astronomy was created in 1888 largely by contributions o f interested friends of Edward H. Magill, President o f the College 1872-1889, and a bequest from John M. George. The C harles and H arriet Cox M cDowell Profes­ sorship o f Philosophy and Religion was estab­ lished in 1952 by Harriet Cox McDowell, Class o f 1887 and member o f the Board of Managers, in her name and that of her hus­ band, Dr. Charles McDowell, Class of 1877. The Mari S. Michener A ssociate Professorship was created by the College in 1992 to honor Mrs. Michener, wife o f James A. Michener, Class o f 1929, and in recognition o f his unre­ stricted gift. The Gil and Frank M ustin Professorship was established by Gilbert B. Mustin ’4 2 and Frank H. Mustin ’4 4 in 1990. It is unrestricted as to field. The Richter Professorship o f P olitical Science was established in 1962 by a bequest from Max Richter at the suggestion of his friend and attorney, Charles Segal, father o f Robert L. Segal ’46 and Andrew Segal ’50. T he Scheuer Family C hair o f H um anities was created in 1987 through the gifts o f James H. Scheuer ’46, Walter and Marge Pearlman Scheuer ’48, and their children, Laura Lee ’73, Elizabeth Helen ’75, Jeffrey ’75, and Susan ’78 and joined by a challenge grant from The National Endowment for the Humanities. The Henry C. and J. A rcher Turner Professorship o f Engineering was established with their con­ tributions and gifts from members of the Turner family in 1946 in recognition o f the devoted service and wise counsel of Henry C. Turner, Class o f 1893 and member of the Board o f Managers, and his brother J. Archer Turner, Class o f 1905 and member o f the Board of Managers. The D aniel U nderhill Professorship o f Music was established in 1976 by a bequest from Bertha Underhill to honor her husband, Class o f 1894 and member o f the Board o f Manag­ ers. T he M arian Snyder W are Professorship o f Physi­ cal Education and A thletics was established by Marian Snyder Ware ’3 8 in 1990. It is to be held by the Chair o f the Department of Physi­ cal Education and Athletics. The Joseph W harton Professorship o f P olitical Economy was endowed by a trust given to the College in 1888 by Joseph Wharton, President o f the Board o f Managers. T he Isaiah V. W illiam son Professorship o f C ivil and M echanical Engineering was endowed in 1888 by a gift from Isaiah V. Williamson. 17 Admission Inquiries concerning admission and applications should be addressed to the Dean o f Ad- missions, Swarthmore College, 5 0 0 College Ave., Swarthmore, Pennsylvania 19081-1397. GENERAL STATEMENT In the selection o f students, the College seeks those qualities o f character, social responsi­ bility, and intellectual capacity which it is primarily concerned to develop. It seeks them, not in isolation, but as essential elements in the whole personality o f candidates for admis­ sion. sion, provided they meet the competition of other candidates in general maturity as well as readiness for a rigorous academic program. Selection is important and difficult. No simple formula will be effective. The task is to choose those who give promise o f distinction in the quality of their personal lives, in service to the community, or in leadership in their chosen fields. Swarthmore College must choose its students on the basis o f their individual future worth to society and of their collective realiz­ ation o f the purpose of the College. 2. Recommendations from the school prin­ cipal, headmaster, or guidance counselor, and from two teachers. It is the policy of the College to have the student body represent not only different parts o f the United States but many foreign countries, both public and private secondary schools, and various economic, social, reli­ gious, and racial groups. The College is also concerned to include in each class sons and daughters o f alumni and o f members o f the Society o f Friends. 5. A brief essay on a meaningful activity or interest and a longer essay (subject speci­ fied). Admission to the first-year class is normally based upon the satisfactory completion of a four-year secondary school program. Under some circumstances, students who have virtu­ ally completed the normal four-year program in three years will be considered for admis­ All applicants are selected on the following evidence: 1. Record in secondary school. 3. Scores in the SAT-I (or earlier SAT) or the ACT. 4. Scores in three SAT-II: Subject Tests (or earlier Achievement Tests) one of which must be the writing or composition test. 6 . Reading, research, work and travel expe­ rience, both in school and out. Applicants must have satisfactory standing in school, in aptitude and achievement tests, and strong intellectual interests. Other factors of interest to the College include strength of character, promise of growth, initiative, seri­ ousness of purpose, distinction in personal and extra-curricular interests, and a sense of social responsibility. The College values the diversity which varied interests and back­ grounds can bring to the community. PREPARATION Swarthmore does not require a set plan of secondary school courses as preparation for its program. The election o f specific subjects is left to the student and school advisers. In general, however, preparation should include: 1. Accurate and effective use o f the English language in reading, writing, and speaking. 2. Comprehension and application of the principles of mathematics. 3. The strongest possible command of one or two foreign languages. The College en­ courages students to study at least one language for four years, if possible. 4. Substantial course work in (a) history and social studies, (b) literature, art, and music, (c) the sciences. Variations o f choice and emphasis are acceptable although some work in each of the three groups is recom­ mended. Those planning to major in engineering should present work in chemistry, physics, and four years of mathematics including alge­ bra, geometry, and trigonometry. 19 A d m is s io n APPLICATIONS AND EXAMINATIONS Application to the College may be submitted through either the Regular Decision or Early Decision plans. Applicants follow the same procedures, submit the same supporting materials, and are evaluated by the same cri­ teria under each plan. The Regular D ecision plan is designed for those candidates who wish to keep open several different options for their undergradu­ ate education throughout the admissions pro­ cess. Applications under this plan will be accepted at any time up to the January 1 deadline, but the Personal Information Form (Part 1 of the application) should be submit­ ted as early as possible to create a file for the candidate to which supporting material will be added up to the deadline. The Early D ecision plan is designed for candi­ dates who have thoroughly and thoughtfully investigated Swarthmore and other colleges and found Swarthmore to be an unequivocal first choice. Early Decision candidates may file regular applications at other colleges with the understanding that these applications will be withdrawn upon admission to Swarth­ more; however, one benefit o f the Early Deci­ sion plan is the reduction of cost, effort, and anxiety inherent in multiple application proce­ dures. Application under either plan must be accom­ panied by a non-refundable deposit o f $50. Timetables for the two plans are: Fall Early Decision Closing date for applications November 15 Notification o f candidate on or before December 15 Regular Decision Closing date for applications Notification o f candidate Candidates reply date 20 January 1 on or before April 10 May 1 Any Early Decision candidate not accepted by the December 15 notification date will receive one of two determinations: denial o f admis­ sion, which withdraws the application from further consideration, or a deferral o f deci­ sion, which secures reconsideration for the candidate among the Regular Decision candi­ dates. All applicants for first-year admission must take the SAT-I (or earlier SAT) or the ACT. They must also take three SAT-II: Subject Tests (or earlier Achievement Tests) one of which must be the writing or composition test. Applicants for Engineering must take an SAT-II (or Achievement Test) in Mathematics. Application to take these tests is usually done through the secondary school counseling of­ fice, but application may be made directly to the College Entrance Examination Board, Box 592, Princeton, New Jersey 08540. A bulletin o f information may be obtained without charge from the Board. Students who wish to be examined in any of the following western states, provinces, and Pacific areas—Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, Wyoming, Alberta, Brit­ ish Columbia, Manitoba, Saskatchewan, Mex­ ico, Australia, and all Pacific Islands including Formosa and Japan—should address their in­ quiries and send their applications to the College Entrance Examination Board, Box 1025, Berkeley, California 94701. Application should be made to the Board at least a month before the date on which the test will be taken. For those students wishing to take the ACT, information may be obtained by writing to ACT, P.O. Box 414, Iowa City, IA 52243. No additional tests are required o f candidates for scholarships. All applicants who would like to be considered for any o f our scholar­ ships should complete their applications at the earliest possible date. Information con­ cerning financial aid will be found on pages 25 -3 7 . THE INTERVIEW An admissions interview with a representative o f the College is a recommended part of the application process. Applicants should take the initiative in arranging for this interview. Those who can reach Swarthmore with no more than a half day’s trip are urged to make an appointment to visit the College for this purpose.* Other applicants should request a meeting with an alumni representative in their own area. Interviews with alumni representa­ tives take longer to arrange than interviews on campus. Applicants must make alumni inter­ view arrangements well in advance o f the final dates for receipt of supporting materials. Arrangements for on-campus or alumni inter­ views can be made by writing the Office of Admissions or calling 6 10 -3 2 8 -8 3 0 0 . ADVANCED PLACEMENT Entering first-year students with special cre­ dentials may apply during the first semester for advanced placement (placement into courses with prerequisites) and/or credit (towards graduation from Swarthmore—32 credits required). All decisions are made on a subject by subject basis by individual Swarth­ more departments. Typically, special creden­ tials consist of Advanced Placement examina­ tions of the College Entrance Examination Board, higher level examinations of the Inter­ national Baccalaureate, certain other foreign certifications (such as British A-Levels or the German Abitur), or courses taken at another college. Every effort is made to place students at the appropriate level, but no department is required to give credit for work done else­ where. Credit is denied if a student chooses to take a course at Swarthmore that essentially repeats the work covered by the credit. In some cases students may qualify for ad­ vanced standing—they may become juniors in their second year. To qualify for advanced standing a student must 1 ) do satisfactory work in the first semester; 2) obtain 14 credits by the end o f the first year; 3 ) intend to complete the degree requirements in 3 years; and 4 ) signify this intention when she/he applies for a major by writing a sophomore paper during the spring o f the first year. Those students who wish to have courses taken at another college considered for either advanced placement or credit must provide an official transcript from the institution at­ tended as well as written work (papers, exami­ nations), syllabi, and reading lists in order that the course work may be evaluated by the department concerned. Such requests for credit must be made within the first year at Swarthmore. Departments may set additional requirements. For instance, students may be required to take a placement examination at Swarthmore to validate their previous work. APPLICATIONS FOR TRANSFER The College welcomes well-qualified transfer students. Applicants for transfer must have had a good academic record in the institution attended and must present full credentials for both college and preparatory work, including a statement of honorable dismissal. They must take the SAT-I (or earlier SAT) given by the College Entrance Examination Board or the ACT if one of these tests has not been taken previously. 21 A d m is s io n Four semesters o f study at Swarthmore Col­ lege constitute the minimum requirement for a degree, two o f which must be those o f the senior year. Applications for transfer must be filed by April 1 o f the year in which entrance is desired. Decisions on these applications are announced by June 1. Application for transfer at mid-year must be received by November 15. Financial assistance is available for trans­ fer students as long as they are not foreign nationals. See page 73 for information on withdrawal and readmission for health related reasons.* * Directions for reaching the College can be found inside the back cover of this catalogue. Expenses STUDENT CHARGES Total charges for the 1995-96 academic year (two semesters) are as follows: Tuition $19,992 Room 3,5 3 6 Board 3,3 4 4 Student Activities Fee ________ 194 $27,066 These are the only charges billed by the College. Students and their parents, however, should plan for expenditures associated with books, travel, and other personal items. Students engaged in independent projects away from the College for which regular aca­ demic credit is anticipated are expected to register in advance in the usual way and pay normal tuition. If the student is away from the College for a full semester, no charge for room and board will be made; but, if a student is away only for a part o f a semester the above charges may be made on a pro rata basis. Students who study abroad in a program for which they may receive Swarthmore credit must pay the full Swarthmore charges (ex­ cluding the Student Activities Fee) beginning with fall semester 1995. Financial aid is avail­ able for these programs as it is for study at Swarthmore. Students should contact Steven Piker, Foreign Study Advisor, well in advance to discuss academic and other details. Office for Foreign Study: 610-328-7826/ 27. Late fees of lVi% per month will accrue on all past-due balances. Students with past-due balances will not be permitted to attend col­ lege the following semester. The regular College tuition covets the normal program of four courses per term as well as variations of as many as five courses or as few as three courses. Students who elect to carry more than five courses incur a unit charge for the additional course ($ 2 ,5 0 0 ) or half course ($1,250), although they may within the reg­ ular tuition vary their programs to average as many as five courses in the two semesters of any academic year. College policy does not permit programs o f fewer than three courses for degree candidates in their first eight se­ mesters o f enrollment. PAYMENT POLICY Semester bills are mailed in July and Decem­ ber. Payment for the first semester is due by August 1 and for the second semester by January 2. A 1.5 percent late fee will be assessed monthly on payments received after the due date. Many parents have indicated a preference to pay college charges on a monthly basis rather than in two installments. For this reason, Swarthmore offers a monthly payment plan, which provides for payment in instal­ lments without interest charges. Information on the plan is mailed to all parents in April. WITHDRAWAL POLICY Charges for tuition and fees will be reduced for students who withdraw for reasons approved by the Dean prior to or during a semester. Reductions in charges will be made in the following ways: for students who withdraw prior to tuition and fees will be reduced board fees will be reduced week 2 of classes to $200 by 95% week 3 of classes by 90% by 90% week 4 of classes by 80% by 85% by 70% week 5 of classes by 80% week 6 of classes by 60% by 75% week 7 of classes by 50% by 70% week 8 of classes no further reductions by 65% week 9 of classes by 60% week 10 of classes by 55% no reductions thereafter 23 Expenses The following penalties will be imposed on students who select a room in the lottery but do not live in it. For Fall Semester: I f you selected a room in the lottery and choose to live off-campus but are still enrolled, you will be assessed a $500.00 penalty unless everyone in the space notifies the Residential Life Office by the end of the spring semester that they will not be occupy­ ing that room. If you selected a room in the lottery and take a Leave o f Absence and notify the Dean’s Office by August 1, there will be a $100.00 penalty; after August 1 and before mid-semester, a penalty of one half the room charge for the semester, approximately $825; after mid-semester, there will be no room refund. For Spring Sem ester: If you selected a room in the lottery and choose to live off-campus but are still enrolled, you will be assessed a 24 $ 2 5 0 .0 0 penalty unless everyone in the unit leaves this space. If you selected a room in the lottery and take a Leave o f Absence and notify the Dean’s Office by December 1, there will be no pen­ alty; between December 1 and January 5, a $100.00 penalty; after January 5 and before mid-semester, one half the room charge for the semester, $825 penalty; after mid-semes­ ter, no room refund. An insurance policy, offered by Dewar, Inc., can be purchased to cover the balance of the entire semester comprehensive fee in case of accident or illness. Information on the Dewar Tuition Refund Plan is mailed to parents in July. IN Q U IR IE S All correspondence regarding payment o f student charges should be ad­ dressed to: Monique Constantino, Bursar. 610/ 328-8394 Financial Aid The College strives to make it possible for all students who are admitted to attend Swarthmore, regardless of their financial circum­ stances, and to enable them to complete their education when financial reversals take place. About forty-eight percent o f the total student body currently receives aid from the College. M ost financial aid awarded by the College is based upon demonstrated financial need and is usually a combination o f scholarship, loan, and student employment. The College is com­ mitted to meeting all demonstrated financial need, and need is assessed after a careful review o f families’ financial circumstances. A prospective student must apply for College as well as outside assistance while applying for admission: admission and financial aid deci­ sions are, however, made separately. Instruc­ tions for obtaining and filing an application are included in the admissions application. Financial assistance will be offered if family resources are not sufficient to meet College costs. The amount a family is expected to contribute is determined by weighing the family’s income and assets against such de­ mands as taxes, living expenses, medical ex­ penses, and siblings’ undergraduate tuition expenses. It also includes the expectation of $ 1 ,2 0 0 -$ 1 ,6 0 0 from the student’s summer earnings as well as a portion o f his or her personal savings and assets. For 1995-96 the College bill, which includes tuition, room and board, a comprehensive fee and the health insurance fee, will be $27,066. This comprehensive fee covers not only the usual student services—health, library, labo­ ratory fees, for example—but admission to all social, cultural, and athletic events on campus. The total budget figure against which aid is computed is $ 2 8,620. This allows $1,554 for books and personal expenses. A travel allow­ ance is added to the budget for those who live in the U .S. but more than 100 miles from the College. In keeping with the policy of basing financial aid upon need, the College reviews each stu­ dent’s award annually. Mid-year each student who has aid must submit a new financial aid application for the next academic year. A student’s aid is not withdrawn unless financial need is no longer demonstrated. Assistance is available only for the duration o f a normallength undergraduate program (8 semesters) and while a student makes satisfactory aca­ demic progress. These limitations are applied in our consideration o f a sibling’s educational expenses also. Students who choose to live off campus may not receive College scholarship or loan assistance in excess of their College bill, although the cost o f living off campus will be recognized in the calculation o f a student’s financial need and outside sources o f aid may be used to help meet off-campus living costs. Students who have not previously received financial aid may apply if special circumstan­ ces have arisen. A student who marries may continue to apply for aid, but a contribution from the parents is expected equal to the contribution made were the student single. The College has reaffirmed its need-blind ad­ mission policy and the related practice of meeting the demonstrated financial need of all admitted or enrolled students by action of our Board. Eligibility for federal aid funds is now limited to those who are able to complete and submit to us the Statement o f Registration Compliance, but additional funds have been made available for those who are unable to accept need-based federal aid because they have not registered with the Selective Service. Aid for foreign citizens is limited and can be requested during the admission process only. A special brochure has been prepared to advise families o f the various sources o f aid, as well as a variety o f financing options. Please request a copy. SCHOLARSHIPS For the academic year 1995-96 we awarded more than $8 million in Swarthmore scholar­ ship funds. About one half o f that sum was provided through the generosity o f alumni and friends by special gifts and the endowed scholarships listed on pp. 27-37. The Federal government also makes Pell Grants and Sup­ plemental Educational Opportunity Grants 25 Fin a n c ia l A id available. It is not necessary to apply for a specific College scholarship; the College de­ cides who is to receive endowed scholarships and others are helped from general scholarship funds. Although some endowed scholarships are restricted by locality, sex, religion or physical vigor, the College’s system o f award­ ing aid makes it possible to meet need without regard to these restrictions. Financial need is a requirem ent for a ll scholarships unless otherwise indicated. LOAN FUNDS Long-term, low-interest loan funds with gen­ erous repayment terms combine with Swarthmore’s program of scholarships to enable the College to meet the needs o f each student. Although most offers o f support from the College include elements of self-help (work and borrowing opportunities), the College, strives to keep a student’s debt at a manageable level. Aided students will be expected to meet a portion o f their demonstrated need (from $1,000 to about $3,760) through the Perkins Loan, the Swarthmore College Loan (SCL), or the Stafford Loan Programs (the College will determine which source is appropriate for the student). Each o f these programs allows the borrower to delay repayment until after leaving school, and each allows deferment of the debt if the borrower goes on to graduate school. Up to 10 years may be taken to repay Perkins, SCL, or Stafford Loans. No separate application is needed for the Perkins or SCL loans since the College administers these funds. Stafford Loan applications must be initiated by the student with a bank. Parents who wish to borrow might consider the Federal PLUS Loan. Up to $25,000 per year is available at a variable interest rate. Repayment may be made over a period o f 10 years. Students who would like more information about these loan programs should read our Financial Aid Brochure. The College also maintains special loan funds which are listed below: T he C lass o f ig i6 Loan Fund T he C lass o f 1920 Loan Fund T he C lass o f 1936 Loan Fund T he C lass o f 1937 Loan Fund T he Jay and Sandra Levine Loan Fund T he John A. M iller Loan Fund T he Paul M . Pearson Loan Fund T he T hatcher Family Loan Fund T he Ellis D. W illiam s Fund T he Swarthmore C ollege Student Loan Fund The Joseph W. Conard M em orial Fund, estab­ lished by friends of the late Professor Conard, provides short-term loans without interest to meet student emergencies. Income earned by The Alphonse N. Bertrand Fund is also available for this purpose. STUDENT EMPLOYMENT Student employment on the Swarthmore cam­ pus is handled by the Student Employment Office, which is under student direction. Jobs are available in such areas as the library, departmental offices, the post office, and the student-run coffee house, etc., and placements can be arranged when students arrive in the fall. On-campus rates o f pay run from $5.18 to $5.59 per hour. Students receiving financial aid are usually offered the opportunity to earn up to $1,230 during the year and are given hiring priority, but there are usually 26 jobs available for others who wish to work on campus. The Student Employment Office publicizes local off-campus and temporary employment opportunities. Students are generally able to carry a moderate working schedule without detriment to their academic performance. For students who qualify under the federal College Work-Study Program (most aided students), off-campus placements in public or private, non-profit agencies in the local or 1 I Philadelphia area can be arranged through the Financial Aid Office during the academic year or nation-wide during the summer (when federal funds are sufficient). Among suitable I Scholarships All students who demonstrate financial need are offered our scholarship aid, and some of that aid is drawn from the following endow­ ments. Students need not worry, however, if they do not fit specific restrictions listed below, for their scholarships can be drawn from other sources not listed here. (Financial need is a requirem ent for a ll scholar­ ships unless otherwise indicated. No separate application is needed.) T he A etna Foundation Scholarship Grant pro­ vides assistance to minority students with financial need. I I T he L isa P. A lbert Scholarship is awarded to a young man or woman on the basis o f scholarship and need with preference given to those with a demonstrated interest in the humani­ ties. The George I. A lden Scholarship Fund established as a memorial by the Alden Trust is awarded on the basis o f merit and need with preference to a student in the sciences or engineering. The V ivian B. Allen Foundation provides schol­ arship aid to enable foreign students to attend Swarthmore College, as part o f the Founda­ tion’s interest in the international exchange of students. T he Jonathan Leigh Altm an Scholarship, given in memory o f this member o f the Class of 1974 by Shing-mei P. Altman ’76, is awarded, on the recommendation of the Department of Art, to a junior who has a strong interest in the studio arts. It is held during the senior year. * agencies are hospitals, schools, museums, so­ cial service agencies and local, state or federal government agencies. The Alumni Scholarship is awarded to students on the basis o f financial need. Established in 1991, this endowment is funded through alumni gifts and bequests. T he Evenor Armington Scholarship is given each year to a worthy student with financial need in recognition o f the long-standing and affec­ tionate connection between the Armington family and Swarthmore College. T he Frank and M arie Aydelotte Scholarship is awarded to a new student who shows promise o f distinguished intellectual attainment based upon sound character and effective personali­ ty. The award is made in honor o f Frank Aydelotte, President of the College from 19211940, and originator of the Honors program at Swarthmore, and o f Marie Osgood Ayde­ lotte, his wife. T he Roslyn Barbash, M .D. Scholarship was en­ dowed in 1990 as a memorial by her daughter and son-in-law, Babette B. Weksler, M.D. ’58 and Marc E. Weksler, M.D. ’58. It is awarded on the basis o f merit and need and is renewable through the senior year. Preference is given to women with interest in the sciences and, in particular, in the environment. The Philip H. Barley M em orial Scholarship, established in memory o f Philip H. Barley, ’66, by his family and friends and the Class of 1966, which he served as president, provides financial assistance for a junior or senior who has demonstrated outstanding leadership qualities at Swarthmore. The Franklin E. Barr, Jr. ’48 Scholarship is awarded to a freshman student who has broad academic and extracurricular interests and who shows promise o f developing these abili­ ties for the betterment o f society. This schol­ arship is based on need and is renewable for three years. T he H. A lbert Beekhuis Scholarship in engineer­ ing is awarded on the basis o f merit and need to a freshman and is renewable through the senior year as long as that student retains a major in engineering. This scholarship is en- 27 Fin a n c ia l A id dowed through the generous bequest of Mr. Beekhuis, neighbor, friend, and successful engineer. T he B elville Scholarship has been endowed in memory o f Robert Chambers Belville and Margaret Klein Belville. It is awarded annually to an incoming student of particular promise and is renewable for his or her years at Swarthmore. The Brand and Frances Blanshard Scholarship is given in their memory to a deserving student with high academic promise. The Curtis B ok Scholarship was established in the College’s Centennial Year 1964 in honor of the late Philadelphia attorney, author and jurist, who was a Quaker and honorary alum­ nus o f Swarthmore. The scholarship is as­ signed annually to a junior or senior whose qualities of mind and character indicate a potential for humanitarian service such as Curtis Bok himself rendered and would have wished to develop in young people. Students in any field o f study, and from any part o f this country or from abroad, are eligible. The scholarship is renewable until graduation. The Edward S. Bower M em orial Scholarship, established by Mr. and Mrs. Ward T. Bower in memory o f their son, Class o f ’42, is awarded annually to a man or woman student who ranks high in scholarship, character, and personality. T he D aniel W alter Brenner M em orial Scholar­ ship, established by family and friends in memory o f Daniel W. Brenner, Class o f 1974, is awarded to a senior majoring in biology who is distinguished for scholarship and an interest in plant ecology, or wildlife preserva­ tion, or animal behavior research. The recipi­ ent is chosen with the approval of biology and Classics faculty. T he Malcolm Cam pbell Scholarship, established by Malcolm Campbell ’4 4 on the occasion of his 50th Reunion, is awarded to a student who is an active Unitarian Universalist with financial need and a strong academic record. The scholarship is renewable through the senior year. The W illiam and Eleanor Stabler C larke Schol­ arships, established in their honor by Cornelia Clarke Schmidt ’4 6 and W. Marshall Schmidt 28 ’47, are awarded to two worthy freshmen with need. Preference is to be accorded to members o f the Society o f Friends. These scholarships are renewable through the senior year. T he C lass o f 1930 Scholarship was endowed by the Class on the occasion o f their 60th re­ union. It is awarded alternately to a woman ox a man on the basis of sound character and academic achievement, with preference to those who exercise leadership in athletics and community service. The scholarship is renew­ able through the senior year. The C lass o f 1939 Scholarship was established at the 50th reunion of the class in fond memory o f Frank Aydelotte, President o f the College from 1921 to 1940, and his wife, Marie Aydelotte. It is awarded to a worthy student with need and is renewable through the senior year. The C lass o f 1941 Scholarship was created in celebration o f the fiftieth reunion o f the Class. It is awarded on the basis o f merit and need and is renewable through the senior year. The C lass o f 1943 Scholarship, established to honor the 50th reunion o f that class, is awarded to a student in the sophomore class on the basis o f sound character and academic achievement, with preference given to those participating in athletics and community ser­ vice. The scholarship is renewable through the senior year. T he C lass o f 1963 Scholarship is awarded on the basis of merit and need and is renewable through the senior year. The scholarship was created in honor of the class’s 25th reunion. T he C lass o f 1969 Scholarship was established at the 25th Reunion of the class in honor of the contributions made by Courtney Smith, president of Swarthmore College from 1953 to 1969. The scholarship was given with bittersweet memories of the campus turmoil of the 1960s and with confidence in the power of open discussion and reconciliation. The scholarship is awarded on the basis o f merit and need and is renewable through the senior year. The N. Harvey Collision Scholarship established by his family and the O lin Mathieson Chari­ table Trust in memory o f N. Harvey Collisson o f the Class o f 1922 is awarded to a freshman » man or woman. Selection will place emphasis on character, personality, and ability. The D avid S. Cowden Scholarship was estab­ lished by Professor David S. Cowden, Class of 1942, who taught English Literature at Swarthmore from 1949 until his death in May 1983. It is awarded on the basis of financial need. I I f I I The M arion L. Dannenberg Scholarship is awarded to a freshman student with financial need who ranks high in personality, character, and scholarship. This endowment is in mem­ ory o f Mrs. Dannenberg who was mother and grandmother of six students who attended Swarthmore. The Edith Thatcher ’50 and C. Russell ’47 de Burlo Scholarship is awarded alternately to students intending to major either in engi­ neering or in the humanities. It is awarded on the basis of need and merit and is renewable annually. It is the gift of Edith and Russell de Burlo. T he D istrict o f Colum bia Scholarship was estab­ lished by alumni residents in the area of Washington, D.C., to encourage educational opportunity for qualified minority and disadvantaged students. Awards are made on the basis of merit and need. The Francis W. D ’O lier Scholarship, in memory of Francis W. D ’Olier o f the Class of 1907, is awarded to a freshman. Selection will place emphasis on character, personality, and ability. The Robert K . Eriders Scholarship, established by his friends and former students, to honor Dr. Robert K. Enders, a member o f the Col­ lege faculty from 1932 to 1970, is awarded annually to a worthy student with an interest in the study of biological problems in a natural environment. I The P hilip Evans Scholarship is established in fond memory o f a member of the Class of 1948 by his friend Jerome Kohlberg ’46 and seeks to expand the diversity of the Swarth­ more community by bringing to this campus outstanding students with need, whether from near or far. The scholarship is awarded to members of the freshman class and is renew­ able annually, and provides a summer oppor­ tunity grant which is awarded on the recom­ mendation of the Dean. The Samuel and Gretchen Vogel Feldm an Schol­ arship is awarded to a student interested in pursuing a teaching career. It is awarded on the basis o f need and is renewable through the senior year. The E lizabeth Pollard Fetter String Q uartet Scholarships, endowed by Frank W. Fetter ’20, Robert Fetter ’53, Thomas Fetter ’56, and Ellen Fetter Gille in memory o f Elizabeth P. Fetter ’25, subsidize the private instrumental lessons of four top-notch student string play­ ers at the College. Interested applicants should write to the Chairman o f the Department of Music and should plan to play an audition at the College when coming for an interview. Membership in the Quartet is competitive. At the beginning of any semester, other students may challenge and compete for a place in the Quartet. The Eleanor Flexner Scholarship is awarded on the basis o f merit and need to a student in the humanities. It is the gift of Eleanor Flexner of the Class of 1930, author o f Century o f Struggle and Mary W ollstonecraft: A Biography. The scholarship is renewable through the senior year. The Polly and Gerard Fountain Scholarship has been established in their honor by Rosalind Chang Whitehead ’5 8 in appreciation o f their kindness and support during her college years. It is awarded to a freshman with need and merit, and is renewable through the senior year. T he D avid W. Fraser Scholarship. This endowed scholarship has been established by the Board of Managers and friends of David Fraser in honor of his service as President of Swarth­ more College from 1982 to 1991. This needbased scholarship will be awarded each se­ mester to one student enrolled in an approved program of academic study outside the bound­ aries o f the United States. Preference will be given for students studying in Asian, Middle Eastern, and African countries. The Theodore and E lizabeth Friend Scholarship is established as an expression of respect and appreciation by Board members and others who have been associated with them in the service o f Swarthmore College. The scholar­ ship will be awarded each year on the basis of need to a worthy student. 29 Fin a n c ia l A id The Joyce M ertz Gilmore Scholarship is awarded to an entering freshman, and may be renewed for each of the following three undergraduate years. The recipient is chosen on the basis of mental vigor, concern for human welfare, and the potential to contribute to the College and the Community outside. The award was es­ tablished in 1976 by Harold Mertz ’2 6 in memory o f Joyce Mertz Gilmore, who was a member of the class o f 1951. T he B arbara Entenberg Gimbel Scholarship Fund was endowed in memory o f Barbara Entenberg Gimbel ’3 9 by her husband, Dr. Nicholas S. Gimbel. The scholarship is awarded on the basis of need to a worthy student, with pref­ erence to a black candidate. The John D. Goldman ’71 Scholarship is awarded on the basis of need to a student with a strong academic record and leadership qualities. Pref­ erence is given to students from northern California. The B erda Goldsmith Scholarship, established 1991 in memory of Mrs. Goldsmith, is aneedbased scholarship awarded annually to a music major beginning in his or her junior year. Mrs. Goldsmith was a music lover and patroness o f the Settlement Music School. Accordingly, in the selection of The Berda Goldsmith Scholar, preference will be given to a student who attended the Settlement Music School; preference also will be given to a student who shows interest and proficiency in playing the piano. The Stella and C harles G utm an Foundation Scholarships were established in 1964 by a grant from the Foundation to provide scholar­ ships to defray all or part o f the cost of tuition and fees for students who require financial assistance. Preference is given to students of recognized ability who have completed two academic years o f college and who are con­ templating graduate or professional study. The scholarships are renewable for a second year. T he Lucinda Buchanan Thom as ’ 34 and Joseph H. H afkenschiel ’37 Scholarship Fund was es­ tablished as a memorial to Lucinda Thomas in 1989 by her husband and sons, Joseph III ’68, B.A. Thomas ’69, Mark C. ’72, and John Proctor ’80. Lucinda’s father, B.A. Thomas, M.D. graduated with the Class of 1899. This 30 * scholarship is awarded to a junior and is renewable for the senior year, based on need. Preference is given to students who have demonstrated proficiency in water sports or who have shown talent in studio arts and who have been outstanding in service to the Col­ lege. The M ason H aire Scholarship is given by his wife, Vivian, in honor of this member o f the Class o f 1937, a distinguished psychologist and sometime member o f the Swarthmore College faculty. The scholarship is awarded to a freshman with financial need who is distinguished for intellectual promise and leader­ ship. It is renewable through the senior year. The M argaret Johnson H all Scholarship for the Performing Arts is the gift o f Margaret Johnson Hall, Class o f 1941. It provides financial assis­ tance based on merit and need, with prefer­ ence to students intending to pursue a career in music or dance. » g, » ■ The W illiam Randolph H earst Scholarship Fund for M inority Students, established by the Hearst Foundation, Inc., provides financial assistance to minority students with need. I The Stephen B. H itchner, Jr., ’67 Scholarship was established in 1990 by the Board of Managers in memory of Stephen B. Hitchner, Jr. with gratitude for his strong leadership of the Student Life Committee and his previous service to the College. Recipients o f this needbased scholarship will be selected from the junior class for their interest in a career in the public or non-profit sectors and is renewable in the senior year. * T he Betty Stem H offenberg Scholarship, estab­ lished in 1987 in honor of this meniber o f the Class o f 1943, is awarded to a junior or senior with merit and need who shows unusual prom­ ise, character, and intellectual strength. Strong preference is given to a student majoring in history. T he H adassah M. L. H olcombe Scholarship is awarded to a freshman with financial need and is renewable for three years at the discre­ tion o f the College. Preference will be given to members of the Society of Friends. The C arl R. H orten ’47 Scholarship was created by the Ingersoll-Rand Company. Preference in the awarding is given to students planning to major in engineering or pre-law. » a » X The R ichard Humphreys Fund Scholarship pro­ vides assistance to a student (or students) of African descent. The Everett L. Hunt Scholarship, endowed by the Class o f 1937 in the name o f its beloved emeritus professor and dean, provides an unrestricted scholarship to be awarded annu­ ally by the College. » The Betty P. Hunter Scholarship Fund. Betty P. Hunter, Class o f 1948, one of the first black students to attend Swarthmore College, established this fund through a bequest "to provide scholarship aid to needy students.” The W illiam Y. Inouye ’44 Scholarship, estab­ lished in loving memory by his family, friends, and colleagues in recognition of his life of service as a physician, is awarded to a worthy junior premedical student with need. The scholarship is renewable in the senior year. The W illiam and Florence Ivins Scholarship Fund, established by their daughter, Barbara Ivins, Class o f 1935, provides financial assis­ tance to worthy students "in discrete aid of their education.” * »1 , T he George B. Jackson ’21 Scholarship has been endowed by Gene Lang ’3 8 in honor o f the man who guided him to Swarthmore. It is to be awarded on the basis o f need and merit with preference given to a student from the New York metropolitan area. The H oward M. and E lsa P. Jenkins Scholarship in engineering provides financial assistance to a promising sophomore or junior with need who is interested in pursuing a career in engineering. It is the gift o f Elsa Palmer Jen­ kins ’22, Swarthmore’s first woman graduate in engineering. The H oward C ooper Johnson Scholarship, estab­ lished by Howard Cooper Johnson ’96, is awarded on the basis of all-around achieve­ ment to a male undergraduate who is a mem­ ber of the Society of Friends. The Kennedy Scholarship is given in honor of the parents and with thanks to the children of Christopher and Jane Kennedy. The scholar­ ship is awarded on the basis of need and merit and is renewable through four years. The Florence and M elville Kershaw Scholarship is endowed in their honor by their son Thom­ as A. Kershaw, Class o f 1960. It is awarded to a freshman on the basis o f need and merit, with preference to those intending to major in engineering, and is renewable through the senior year. The W illiam H. K istler ’43 Scholarship is en­ dowed in his memory by his wife, Suzanne, and his friends and former classmates. It is awarded to a needy and deserving student majoring in engineering or economics. The Paul and Mary Jan e Kopsch Scholarship Fund, established through a gift of Paul J. Kopsch of the Class o f ’46, is awarded each year to a junior premedical student(s) with financial need. The scholarship is renewable in the senior year. The Kyle Scholarship, established in 1993 by Elena Sogan Kyle ’54, Frederick W. Kyle ’54, and Robert B. Kyle, Jr. ’52, is awarded in the junior or senior year to a student who has shown leadership capability, made significant contributions to the life o f the College, and demonstrated the need for financial assis­ tance. T he Laurence L afore ’38 Scholarship was estab­ lished in his memory in 1986 by family, friends, classmates, and former students. Pro­ fessor Lafore, author of numerous books and essays, taught history at Swarthmore from 1945 until 1969. This scholarship is awarded to a needy student showing unusual promise and is renewable through four years. The B arbara Lang Scholarship is awarded to a student in the junior class whose major is in the arts, preferably in music, who ranks high in scholarship and has financial need. It is renewable in the senior year. This scholarship was established by Eugene M. Lang ’3 8 in honor o f his sister. Eugene M. Lang Opportunity Grants are awarded each year to as many as five entering students who are selected by a special commit­ tee on the basis of distinguished academic and extra-curricular achievement and demonstra­ ble interest in social change. Stipends are based on financial need and take the form of full grants up to the amount o f total college charges. Each Lang Scholar is also eligible for summer or academic year community service support, while an undergraduate, up to a 31 Fin a n c ia l A id maximum o f $11,000. Projects, which must be approved in advance by a faculty commit­ tee, are expected to facilitate social change in a significant way. The program is made possi­ ble by the gift o f Eugene M. Lang ’38. T he Id a and D aniel Lang Scholarship estab­ lished by their son, Eugene M. Lang o f the Class of 1938, provides financial assistance for a man or woman who ranks high in scholarship, character, and personality. T he Frances Reiner and Stephen Girard Lax Scholarship has been established with prefer­ ence for minority or foreign students who show both merit and need. This scholarship has been endowed by the family of Stephen Girard Lax ’41, who was Chairman o f the Board o f Managers o f Swarthmore College from 1971 to 1976. The Stephen Girard Lax Scholarship, established by family, friends and business associates of Stephen Lax ’41, is awarded on the basis of financial need every two years to a student entering the junior year and showing academic distinction, leadership qualities, and definite interest in a career in business. T he Scott B. Lilly Scholarship, endowed by Jacob T. Schless o f the Class of 1914 at Swarthmore College, was offered for the first time in 1950. This scholarship is in honor of a former distinguished Professor o f Engineer­ ing and, therefore, students who plan to major in engineering are given preference. An award is made annually. The C hristian R. and Mary F. Lindback Founda­ tion Scholarship is awarded to deserving stu­ dents from the states of Pennsylvania, New Jersey, Delaware, or Maryland. T he Lloyd-Jones Family Scholarship is the gift of Donald ’52 and Beverly Miller ’52 LloydJones and their children Anne ’79, Susan ’84, Donald ’86, and Susan’s husband Bob Dick­ inson ’83. It is awarded on the basis o f merit and need and is renewable through the senior year. T he Joan Longer ’78 Scholarship was created as a memorial in 1989 by her family, classmates, and friends, to honor the example o f Joan’s personal courage, high ideals, good humor, and grace. It is awarded on the basis of merit and need and is renewable through the senior year. 32 The D avid Laurent Low M em orial Scholarship, established by Martin L. Low, Class o f 1940, his wife, Alice, Andy Low, Class of 1973, and Kathy Low in memory o f their son and brother, is awarded to a man or woman who gives the great promise that David himself did. The award assumes both need and aca­ demic excellence, and places emphasis, in order, on qualities of leadership, a concern for others, and character, or outstanding and unusual promise. The scholarship is awarded to a freshman and is renewable for the under­ graduate years. The Lyman Scholarship, established by Frank L. Lyman, Jr. ’43 and his wife, Julia, on the occasion o f his 50th Reunion in 1993, is awarded to a student who is a member of the Religious Society o f Friends or whose parents are members o f the Religious Society of Friends, on the basis o f need, and is renewable through the senior year. The Leland S. M acPhail, Jr. Scholarship, given by Major League Baseball in recognition of 48 years o f dedicated service by Leland S. Mac­ Phail, Jr. ’39, will be awarded annually to a deserving student on the basis of need and merit. The Dorothy Maynor Scholarship, established by the Hearst Foundation, is awarded to a student from the Harlem School o f the Arts in honor of its founder. It provides a grant for the full amount of need and for music lessons. The awardee will be nominated by the Harlem School o f the Arts and selected by Swarth­ more College on the basis of all-around quali­ fications. T he Thomas B. M cC abe Awards, established by Thomas B. McCabe ’15, are awarded to entering students from the Delmarva Penin­ sula, and Delaware County, Pennsylvania. In making selections, the Committee places em­ phasis on ability, character, personality, and service to school and community. These awards provide a minimum annual grant of tuition, or a maximum to cover tuition, fees, room and board, depending on need. Candi­ dates for the McCabe Awards must apply for admission to the College by January 1. T he C harlotte G oette ’ 20 and W allace M. Mc­ Curdy Scholarship is awarded to a freshman on the basis o f need and merit, and is renewable I I t ^ » I annually. It has been endowed by Charlotte McCurdy ’20. I ■ The Dorothy Shoem aker ’ 29 and Hugh M cDiar| mid ’30 Scholarship is awarded to a freshman I man or woman student on the basis o f merit I and need and is renewable through the senior I year. It is the gift of the McDiarmid family in I commemoration o f their close association I with Swarthmore College. I I The Norman M einkoth Scholarship, established by his friends and former students, to honor * Dr. Norman A. Meinkoth, a member of the I College faculty from 1947 to 1978, is awarded I annually to a worthy student with an interest I in the study of biological problems in a natural ■ environment. I The Peter M ertz Scholarship is awarded to an entering freshman outstanding in mental and physical vigor, who shows promise of spending these talents for the good of the college * community and of the larger community outI side. The award was established in 1955 by I Harold, LuEsther and Joyce Mertz in memory I of Peter Mertz, who was a member of the class I of 1957. It is renewable for the undergraduate I years. I I I I I I The M ari M ichener Scholarship provides financial support to four students on the basis of merit and need. It is the gift of James Michener '29. I I I The Margaret Moore Scholarship Fund provides scholarships to foreign students with a preference given to students of South Asian origin. I I The Florence Eising Naumhurg Scholarship, named in 1975 in honor of the mother of an I alumna of the Class of 1943, is awarded to a I student whose past performance gives evi■ dence of intellectual attainment, leadership, I and character, and who shows potential for I future intellectual growth, creativity, and I scholarship, and for being a contributor to the I College and ultimately to society. * I The Thom as S. ’30 and M arian Hamming Nicely ’30 Scholarship is awarded to a freshman with I need who shows promise of academic achieveI ment, fine character, and athletic ability. Preference will be given to a person who has been I on the varsity tennis, squash, racquets, golf, I or swimming teams in high or preparatory I schools. I T he John H. Nixon Scholarship was established by John H. Nixon, Class o f ’35, to assist Third World students, especially those who plan to return to their country of origin. T he Edward L. Noyes ’31 Scholarship has been endowed in his memory by his wife, Jean Walton Noyes ’32, his three sons and his many friends. The scholarship is available to an incoming freshman, with preference given to those from the southwest, especially Texas. It is awarded on the basis o f need and merit to students with broad interests and is renew­ able through four years. T he Rogers Palmer Scholarships, established in 1973 by Rogers Palmer o f the Class of 1926, are awarded to members o f the freshman class who show promise of leadership and who have need of financial assistance. The scholar­ ships are renewable for a total o f four years at the discretion of the College. The Tory Parsons ’ 63 Scholarship was estab­ lished in 1991 in his memory by a member of the Class of 1964 to provide scholarship aid to students with demonstrated need. T he J. Roland Pennock Scholarships were estab­ lished by Ann and Guerin Todd ’3 8 in honor o f J. Roland Pennock ’27, Richter Professor Emeritus o f Political Science. Income from this endowment is to be used to award four scholarships on the basis of merit and need, preferably to one scholar in each class. The C ornelia Chapm an and Nicholas O. Pittenger Scholarship, established by family and friends, is awarded to an incoming freshman man or woman who ranks high in scholarship, character, and personality and who has need for financial assistance. Lauram a Page Pixton ’43 Scholarship provides financial assistance for foreign students study­ ing at Swarthmore, with preference for those from the Soviet Union and Eastern Europe. It is a gift of her brother Edward Page, Class of 1946. The Anthony Beekm an Pool Scholarship. This scholarship is awarded to an incoming fresh­ man man of promise and intellectual curiosity. It is given in memory of Tony Pool of the Class o f 1959. T he Henry L . Price, Jr., M .D ., ’44 Scholarship in N atural Sciences was established in 1994 by 33 Fin a n c ia l A id » Hal and Meme Price and is awarded to a student who has declared the intention to choose a major in the Division of Natural Sciences excluding engineering. It is awarded on the basis of merit and need and is renewable through the senior year. This scholarship is in memory o f Dr. Price’s parents Sara Millechamps Anderson and Henry Locher Price. need, with preference to an economics major. It is renewable in the senior year. The M arcia Perry Ruddick C ook ’27 Scholarship is awarded to a junior on the basis o f merit and need, with preference to an English Literature major, and is renewable for the senior year. Both scholar­ ships are endowed by J. Perry Ruddick in memory o f his parents. The Raruey-Chandra and Niyomsit Scholarships are given by Renoo Suvamsit ’47 in memory of his parents. They are given in alternate years: the Raruey-Chandra Scholarship to a woman for her senior year, and the Niyomsit Scholarship to a man for his senior year, who has high academic standing and real need for financial aid. Preference is given to a candidate who has divorced or deceased parents or a deceased mother or father. The D avid B arker Rushmore Scholarship, estab­ lished in honor of David Barker Rushmore, Class o f 1894, by his niece Dorothea Rushmore Egan ’24, is awarded annually to a worthy student who plans to major in Engi­ neering or Economics. The Byron T. Roberts Scholarship, endowed by his family in memory of Byron T. Roberts, ’12, is awarded annually to an incoming stu­ dent and is renewable for his or her years of study at Swarthmore. T he Louis N . Robinson Scholarship was estab­ lished during the College’s Centennial year by the family and friends of Louis N. Robinson. Mr. Robinson was for many years a member o f the Swarthmore College faculty and founder of the Economics Discussion Group. A member of the junior or senior class who has demonstrated interest and ability in the study o f Economics is chosen for this award. The Edwin P. Rome Scholarship provides finan­ cial assistance to worthy students with need. It was established in memory of Edwin P. Rome ’37 by his wife, Mrs. Rita Rome, and the William Penn Foundation on whose board he served. The A lexis Rosenberg Scholarship Fund, estab­ lished by The Alexis Rosenberg Foundation, provides aid for a freshman student. It is awarded annually to a worthy student who could not attend the College without such assistance. The Id a and W illiam Rosenthal Scholarship was established by Elizabeth Coleman ’6 9 to be awarded to a student with need from a middle income family. T he Girard Bliss Ruddick ’27 Scholarship is awarded to a junior on the basis o f merit and 34 T he A m elia Emhardt Sands Scholarship Fund, established through a bequest from the estate o f Amelia Emhardt Sands ’31, is awarded on the basis o f merit and need. The K atharine Scherman Scholarship is awarded to a student with a primary interest in the arts and the humanities, having special talents in these fields. Students with other special inter­ ests, however, will not be excluded from consideration. Awarded in honor of Katharine Scherman, of the Class o f 1938, it is renewable for the full period o f undergraduate study. T he H oward A . Schneiderman, C lass o f 1948, Scholarship, established in 1991 by his family, is awarded to a freshman student and is renewable through the senior year. Preference is given to students with interest in the biologi­ cal sciences. T he Jo e and Terry Shane Scholarship, created in honor o f Joe Shane ’25, who was Vice President of Swarthmore College’s Alumni, Devel­ opment, and Public Relations from 19501972, and his wife, Terry, who assisted him in countless ways in serving the College, was established by their son, Larry Shane ’56, and his wife, Marty Porter Shane ’57, in remem­ brance o f Joe and Terry’s warm friendship with generations o f Swarthmore alumni. This award is made to a freshman student on the basis o f merit and need. It is renewable through four years. T he Florence C reer Shepard ’26 Scholarship, established by her husband, is awarded on the basis o f high scholastic attainment, character, and personality. I 9 I I I .» I I I *» The Sarah W. Shreiner Scholarship, given in loving memory by her daughter, Leah S. Leeds of the Class o f 1927, is awarded annu­ ally to a woman who ranks high in scholarship, character, and personality. The W illiam C. and Barbara Tipping Sieck Scholarship is awarded annually to a student showing distinction in academics, leadership qualities, and extra-curricular activities, and who indicates an interest in a career in busi­ ness. The Nancy Baxter Skallerup Scholarship, estab­ lished by her husband and children, is awarded to an incoming freshman with financial need. It is renewable through four years. The W illiam W. Slocum, Jr. Scholarship fund established in 1981 by a member of the Class of 1943 is awarded to a deserving student on the basis of merit and need. The Courtney C. Smith Scholarship is for stu­ dents who best exemplify the characteristics of Swarthmore’s Ninth President: intellect and intellectual courage, natural dignity, hu­ mane purpose, and capacity for leadership. Normally the award will be made to a member of the freshman class on the basis o f merit and need. It is renewable during the undergraduate years. Holders of this scholarship gain access to a special file in the Friends Historical Library left by the scholarship’s creator, the Class o f 1957, inviting them to perpetuate the memory o f this individual’s sixteen years of stewardship of the College’s affairs and his tragic death in its service. The W .W . Smith C haritable Trust provides scholarships to students who qualify on the basis of need and merit. The H arold E. and Ruth C alw ell Snyder Premed­ ical Scholarship is the gift of Harold E. Snyder, Class of 1929. It provides support up to full tuition and fees for junior or senior pre­ medical students and is awarded on the basis of merit and need. The Cindy Solomon M em orial Scholarship is awarded with preference to a young woman in need o f financial assistance, and who has special talent in poetry or other creative and imaginative fields. The H elen Solomon Scholarship is given in her memory by her son, Frank Solomon Jr. of the Class of 1950. It is awarded to a freshman on the basis of merit and need and is renewable through the senior year. T he B abette S. Spiegel Scholarship Award, given in memory o f Babette S. Spiegel, Class of 1933, is awarded to a student showing very great promise as a creative writer (in any literary form) who has need o f financial assis­ tance. The Department of English determines those eligible. T he Harry E. Sprogell Scholarship was estab­ lished in 1981 in memory o f Harry E. Sprogell ’32, and in honor o f his class’s 50th reunion. It is awarded to a junior or senior with financial need who has a special interest in law or music. C.V. Starr Scholarship Fund, established by The Starr Foundation as a memorial to its founder, provides scholarship assistance on the basis o f merit and need. The D avid Parks Steelm an Scholarship Fund, es­ tablished in his memory in 1990 by C. W il­ liam ’63 and Linda G. Steelman, is awarded annually to a deserving male or female student on the basis of merit and need, with a prefer­ ence for someone showing a strong interest in athletics. The Stella Steiner Scholarship, established in 1990 by Lisa A. Steiner ’54, in honor o f her mother, is awarded to a first-year student on the basis o f merit and need. This scholarship is renewable through the senior year. The C larence K . Streit Scholarship is awarded to a student entering the junior or senior year and majoring in history. Preference is given to persons, outstanding in initiative and scholar­ ship, who demonstrate a particular interest in American pre-Revolutionary War History. This scholarship honors Clarence K. Streit, author o f U nion Now: A Proposal For An At­ lantic Federal U nion o f the Free, whose seminal ideas were made public in three Cooper Foun­ dation lectures at Swarthmore. T he K atharine Bennett Tappen, C lass o f 1931, M em orial Scholarship, established in 1980 is awarded to a freshman student. The scholar­ ship is renewable for four years at the discre­ tion o f the College. Preference is given to a resident o f the Delmarva Peninsula. 35 Fin a n c ia l A id The Newton E. Tarble Award, established by Newton E. Tarble o f the Class o f 1913, is granted to a freshman man who gives promise o f leadership, ranks high in scholarship, char­ acter, and personality, and resides west of the Mississippi River or south o f Springfield in the State o f Illinois. T he Audrey Friedm an Troy Scholarship, estab­ lished by her husband, Melvin B. Troy ’48, is awarded to a freshman man or woman. The scholarship is renewable through four years at the discretion of the College. In awarding the scholarship, prime consideration is given to the ability o f the prospective scholar to profit from a Swarthmore education, and to be a contributor to the College and ultimately to society. T he Robert C. and Sue Thom as Turner Scholar­ ship is awarded to a deserving student on the basis of merit and financial need. The Vaughan-Berry Scholarship was established by Harold S. Berry ’28 and Elizabeth Vaughan Berry ’2 8 through life income gifts, to provide financial assistance to needy students. T he Stanley and Corinne W eithom Scholarship Fund was established to provide financial assistance on the basis of need and merit. T he Elm er L. W inkler Scholarship Fund, estab­ lished in 1980 by a member of the Class of 1952, is awarded annually to a deserving student on the basis of merit and need. The L etitia M. W olverton Scholarship Fund, given by Letitia M. Wolverton o f the Class of 1913, provides scholarships for memhers of the junior and senior classes who have proved to be capable students and have need for financial assistance to complete their educa­ tion at Swarthmore College. The Frances ’28 and John Worth ’30 Scholarship was established by Frances Ramsey Worth in 1993 and is awarded to a first-year student with strong academic credentials and with financial need. The scholarship is renewable through the senior year. The H arrison M. W right Scholarship was created by friends, colleagues, and former students of Harrison M. Wright, Isaac H. Clothier Professor o f History and Interna­ tional Relations, upon the occasion of his retirement from the College. The annual schol­ 36 arship supports a student for a semester of study in Africa. T he M ichael M. and Zelma K . Wynn Scholarship was established in 1983 by Kenneth R . Wynn ’73 in honor o f his mother and father. It is awarded annually to a student on the basis of need and merit. The income from each of the following funds is awarded at the discretion of the College. T he Barclay G. Atkinson Scholarship Fund T he R ebecca M. Atkinson Scholarship Fund T he Barcus Scholarship Fund T he B ook and Key Scholarship Fund T he Leon W illard Briggs Scholarship Fund The John S. Brod Scholarship The Robert C. Brooks Scholarship Fund The Edna Pownall Buffington Scholarship Fund The C hi Omega Scholarship The C lass o f 1913 Scholarship Fund The C lass o f 1914 Scholarship Fund The C lass o f 1915 Scholarship Fund The C lass o f 1917 Scholarship Fund The C lass o f 1925 Scholarship Fund The C lass o f 1956 Scholarship Fund The Susan P. Cobbs Scholarship The Cochran M em orial Scholarship Fund The Sarah Antrim C ole Scholarship Fund The C harles A. Collins Scholarship Fund The Stephanie Cooley ’70 Scholarship The Ellsworth F. Curtin M em orial Scholarship The D elta Gamma Scholarship Fund The W illiam Dorsey Scholarship Fund The George E llsler Scholarship Fund The J. H orace Ervien Scholarship Fund The H oward S. and Gertrude P. Evans Scholarship Fund The Joseph E. Gillingham Fund The Mary Lippincott Griscom Scholarship The J. Philip Herrmann Scholarship The A. Price Heusner Scholarship T he R achel W. H illbom Scholarship T he A aron B. Ivins Scholarship T he George K . and S allie K. Johnson Scholarship Fund T he K appa A lpha T heta Scholarship Fund T he K appa K appa Gamma Scholarship T he Jessie Stevenson K ovalenko Scholarship Fund The Waiter W. K rider Scholarship T he L afore Scholarship T he E. H ibberd Law rence Scholarship Fund T he Thom as L. Leedom Scholarship Fund I The Sarah E. Lippincott Scholarship Fund The Long Island Q uarterly Meeting, N.Y., Scholarship The Mdry T. Longstreth Scholarship Fund The C lara B. M arshall Scholarship Fund The Edward M artin Scholarship Fund The Jam es E. M iller Scholarship The H oward Osborn Scholarship Fund The H arriet W. Paiste Fund The Susanna H aines ’80 and Beulah H aines Parry Scholarship Fund The T.H. Dudley Perkins Scholarship Fund The W innifred Polland Pierce Scholarship Fund The Mary C oates Preston Scholarship Fund The D avid L . Price Scholarship The Robert Pyle Scholarship Fund The George G. and H elen G askill Rathje ’ 18 Scholarship The R eader’s Digest Foundation Endowed Scholarship Fund The M ark E. Reeves Scholarship Fund The Fred C . and Jessie M. Reynolds Scholarship Fund The Lily Tily Richards Scholarship The A dele M ills Riley M em orial Scholarship The Edith A. Runge Scholarship Fund The W illiam G. and Mary N . S en ill Honors Scholarship The Clinton G. Shafer Scholarship The C aroline Shero Scholarship The Annie Shoem aker Scholarship The W alter Frederick Sims Scholarship Fund The Frank Solomon M em orial Scholarship Fund T he Mary Sproui Scholarship Fund T he H elen Squier Scholarship Fund T he H elen G. Stafford Scholarship Fund T he Francis Holmes Strozier M em orial Scholarship Fund T he Joseph T. Sullivan Scholarship Fund T he Phebe Anna T hom e Fund The Titus Scholarships Fund The D aniel U nderhill Scholarship Fund The W illiam H illes W ard Scholarships The D eborah F. W harton Scholarship Fund The Thom as H. W hite Scholarship Fund T he Samuel W illets Scholarship Fund The I.V . W illiam son Scholarship The Edward Clarkson W ilson and Elizabeth T. W ilson Scholarship Fund The Mary W ood Scholarship Fund The Roselynd A therholt W ood '23 Fund The Thom as W oodnutt Scholarship Fund » 37 College Life I STATEMENT OF STUDENT RIGHTS RESPONSIBILITIES, AND CODE OF CONDUCT I , L * I I I I I I I I I J Preamble Under Objectives and Purposes o f this pub­ lication it is stated that: "The purpose of Swarthmore College is to make its students more valuable human beings and more useful members o f society.__ Swarthmore seeks to help its students realize their fullest intellectual and personal potential combined with a deep sense o f ethical and social concern.” Although the College places great value on freedom of expression, it also recognizes the responsibil­ ity to protect the structures and values o f an academic community. It is important, there­ fore, that students assume responsibility for helping to sustain an educational and social community where the rights o f all are re­ spected. This includes conforming their be­ havior to standards of conduct that are designed to protect the health, safety, dignity, and rights of all. The College community also has a responsibility to protect the possessions, property, and integrity o f the institution as well as o f individuals. The aim of both this Statement and the Student Judicial Procedures is to balance all these rights, responsibilities, and community values fairly and efficiently. Swarthmore College policies and jurisdiction normally apply only to the conduct o f matriculated students occurring on Swarthmore College property or at College-sanctioned events that take place off-campus. In situa­ tions in which both the complainant and accused are matriculated Swarthmore College students, however, College policies and juris­ diction may apply regardless of the location of the incident. Students should also realize that they have the responsibility to ensure that their guests do not violate College policies, rules, and regulations while visiting and that students may be subject to disciplinary action for misbehavior o f their guests. A complaint against a student may be made to the deans by a student, a Public Safety officer, a member of the College’s faculty or staff, or a College department. I f the alleged incident represents a violation o f federal, state, or local law, the complainant also has the option of intiating proceedings in the criminal or civil court system regardless o f whether a complaint is filed within the College system. The following is a summary and explanation o f the rights, responsibilities, and rules gov­ erning student conduct at Swarthmore Col­ lege. This Statement serves as a general frame­ work and is not intended to provide an exhaustive list o f all possible infractions. Students violating any o f the following are subject to disciplinary action. All sanctions imposed by the judicial system must be obeyed or additional penalties will be levied. For a description of the College’s judicial process, please see the section below on Stu­ dent Ju dicial System. 1. Academic and Personal Integrity Academic Freedom & Responsibility Swarthmore College has long subscribed to the fundamental tenets o f academic freedom articulated in the 1940 Statem ent o f Principles on A cadem ic Freedom and Tenure by the Ameri­ can Association of University Professors. This doctrine has been reiterated and amplified in the Association’s 1970 Statem ent on Freedom and Responsibility. Swarthmore College ad­ heres to the 1970 Statement, relevant portions o f which are reproduced below. The complete texts of the Association’s 1940 and 1970 statements may be found in AAUP publica­ tions: "Membership in the academic commu­ nity imposes on students, faculty members, administrators, and trustees an obligation to respect the dignity of others, to acknowledge their right to express differing opinions, and to foster and defend intellectual honesty, free­ dom of inquiry and instruction, and free expression on and off the campus. The ex­ pression o f dissent and the attempt to produce change, therefore, may not be carried out in ways which injure individuals or damage in­ stitutional facilities or disrupt the classes of one’s teachers or colleagues. Speakers on cam­ pus must not only be protected from violence, but also be given an opportunity to be heard. Those who seek to call attention to grievances must not do so in ways that significantly impede the functions o f the institution.” The College policy governing faculty obliga­ tion in the area o f academic freedom and responsibility is found on page II-A-1 of the Faculty H andbook. I f a student has a grievance 39 C o lle g e L ife against a faculty member that cannot be re­ solved directly through the faculty member involved, the student should take her or his concerns to the department chair. If the griev­ ance remains unresolved, the student should contact the Provost. Academic Honesty (Adopted by the Faculty May 19, 1984) The Faculty H andbook states, "Academic hon­ esty is a foundation o f academic life.” One of its tenets is that all scholars present as their work only that which is truly their own. For students this standard embraces all work sub­ mitted for academic purposes, not only ex­ aminations, laboratory reports, term papers, essays, etc., handed in for academic credit, but also papers written for seminar or for class discussion, whether graded or not. Transgressions o f this principle are known as plagiarism , the use of another’s ideas, language or thoughts and representation of them as one’s own. W hen an instructor suspects plagiarism in a piece o f written work, the instructor should present the evidence to the student who sub­ mitted it. If the student is unable to remove the instructor’s suspicion o f guilt, the instruc­ tor is required to submit the case to the Dean for consideration by the College Judicial Com­ mittee. In its deliberations, the Committee considers the following to be evidence of plagiarism in a piece of writing: 1 ) the failure to put quotation marks around (or, when appropriate, to indent and to single-space) words, symbols, phrases, or sentences quoted verbatim from any source, whether published or not; 2 ) the failure to acknowledge one’s use o f reworded or restated material—even when loosely paraphrased; 3 ) the inclusion of anoth­ er’s data, ideas or arguments when not ac­ knowledged by footnote and reference. Writers may refer to a handbook on scholarly writing for information about correct citation procedures. The MLA H andbook is particu­ larly useful since it also provides examples of plagiarism. Supplementary departmental regu­ lations governing joint projects, etc., may be found on file in departmental offices. The informal nature of some writing may obviate the necessity of rigorously formal citation, but still requires honest attribution to original 40 » authors of all borrowed materials. Students should feel free to consult with instructors whenever there is doubt as to proper docu­ mentation. Fear o f being charged with plagiarism need not inhibit anyone from appropriately using another’s ideas or data in a piece o f writing, Even direct quotation frequently serves as an effective device in developing an argument. Academic honesty requires only that writers properly acknowledge their debts to other authors at least by means o f quotation marks, footnotes, and references, if not also with intext phraseology like "Einstein argued in 1900 th a t. . . ” or "A s Melville implies in Chapter 3 o f Moby D ick .. . . ” Such usage is fully within the tradition of forthright academic work. * I | jj I | 1 1 j I I ] I I Because plagiarism is considered so serious a j transgression, it is the opinion o f the faculty I that for the first offense failure in the course j and, as appropriate, suspension for a semester ■ or deprivation o f the degree in that year is j suitable; for a second offense the penalty j should normally be expulsion. Cases of al- I leged academic dishonesty are brought before a the College Judicial Committee.” Submission o f the Same W ork in More than One Course W hen submitting any work to an instructor for a course, it is assumed that the work was produced specifically for that course. Submission of the same work in more than one course without prior approval is prohibited, I f the courses are being taken concurrently, approval o f the professors for both courses is required. I f a student wishes to submit a paper which was written for a course taken in a previous semester, the student need only obtain the permission o f the professor teaching the current course involved. fl 1 I ] j B 1 1 1 B Library/Educational Materials Ethics Students may not hinder the educational op- B portunity o f other students by behavior such B as removing, hiding, or defacing educational materials. Statement on Computing U se o f the Swarthmore College computer t system and networks is governed by the gen- j eral norms of responsible community conduct described in the student, faculty and staff handbooks, by local, state and federal laws, and by College policies specific to use o f the computer systems and networks, which are described in the following sections. Swarthmore College normally grants access to its computing network and systems to currently enrolled students, to current and emeritus faculty, and to currently employed staff. By users, this document refers to all who use the computers, networks, and peripherals owned or operated by the College, or who gain access to third party computers and networks through the College’s system, whether these individuals have regular ac­ counts or are system administrators. puting Center will from time to time issue guidelines to the use o f shared resources. Since Swarthmore College provides and main­ tains these systems to further its academic mission, using computers for non-academic purposes has low priority. f. To avoid engaging in any activity that may reasonably be expected to be harmful to the systems operated by the College or a third party or to information stored upon them. W hen a system vulnerability is discovered, users are expected to report it to a system administrator. Violations o f these rules which come to the attention o f The Computing Center will be referred as appropriate to the offices of the Dean, Provost or Personnel. These offices will consider violations using information pro­ 1. Users o f services operated by Swarthmore vided by the Computing Center. In cases of College have the following obligations and violation o f " P ’ above, the Computing Center responsibilities: may temporarily withhold services from stu­ a. To respect software copyright. The copy­ dents, faculty or staff. The case will then be ing or use of copyrighted software in violation referred in a timely manner to the appropriate of vendor license requirements is strictly for­ College authorities. bidden. Not only does such violation ("so ft­ 2. Swarthmore College for its part assures ware piracy” ) wrongly appropriate the intel­ users that College personnel are obliged: lectual property of others, but it places the a. To grant personal files on College compu­ individual user and the College at risk of legal ters (for example, files in a user’s account) the action. same degree of privacy as personal files in b. To protect their accounts from unautho­ College-assigned space in an office, lab or rized use by others. Users are responsible for dormitory (for example, files in a student’s all activities under their userid, and must take desk); to grant private communications via reasonable steps to insure that they alone, or computer the same degree o f protection as some authorized person under their direct private communications in other media; and control, have access to the account. to treat an article on a USENET newsgroup or c. To respect the integrity o f other user’s other bulletin board analogously to a poster accounts. Individuals must not use another or a College publication. person’s userid without express permission b. To take reasonable steps to protect users or attempt to decode passwords or to access from unauthorized entry into their accounts information illegitimately. A system adminis­ or files, whether by other users or by system trator is allowed to decode passwords as part administrators, except in instances where a of regular operations. system-related problem requires such entry. d. Not to send forged Email (mail sent c. To take reasonable steps to prevent the under another user’s nam e), or to read Email dissemination of information concerning in­ addressed to another user, for example, by dividual user activities, for example, records accessing their electronic mailbox, or mail o f users entering a bulletin board network. residing in system files. Potentially offensive electronic communication shall be considered Acknowledgements: Some of the above rules as it would be if conveyed by other media. and guidelines have been adapted from earlier e. To avoid excess use o f shared resources, statements in the Swarthmore College Student whether through monopolizing systems, over­ H andbook, and from materials made available loading networks, misusing printer or other from the Electronic Frontier Foundation, inresources, or sending "junk mail.” The Com­ 41 C o lle g e L ife h eluding the policy statements o f the American Association o f University Professors, Colum­ bia University, the University of Delaware, the University o f Southern California at Los Angeles, and Virginia Tech University. False Information, Misrepresentation, and Identification A student may not knowingly provide false information or make misrepresentation to any College office. Students are obligated to provide College personnel with accurate iden­ tification upon request. Forgery or Unauthorized Possession In addition to the forgery, alteration, or un­ authorized possession or use o f College docu­ ments, records, or instruments o f identifica­ tion, forged communications (paper or elec­ tronic mail) are prohibited. 2. Violence, Assault, Intimidation, and Harassment (for sexual violations see Sexual M isconduct) Swarthmore College seeks to maintain an environment o f mutual respect among all its members. All forms o f violence, assault, in­ timidation, and harassment, including that based on sex, race, color, age, religion, na­ tional origin, sexual preference, or handicap, undermine the basis for such respect and violate the sense o f community vital to the Colleges educational enterprise. This state­ ment o f policy should not be taken to super­ sede the Colleges commitment to academic freedom, which it hereby reaffirms. The rea­ soned expression o f different views plays a particularly vital part in a college community. Freedom o f expression, fundamental to an exchange o f views, carries with it corollary responsibilities equally basic to reasoned de­ bate. Violence and Assault Students may not engage in physical violence against others. Those who do will be subject to serious sanctions. Intimidation Verbal, written, or electronic threats o f vio­ lence or other threatening behavior directed toward another person or persons that rea­ sonably leads the person or persons to fear for 42 their well-being constitutes intimidation and is prohibited. Anyone who attempts to use intimidation or retaliation against someone who reports an incident, brings a complaint, or participates in an investigation in an at­ tempt to influence the judicial process will be subject to serious sanctions. i Harassment fl The College seeks to sustain an environment in which harassment has no place. Those who harass others will be subject to serious sanc­ tions. Definition: Harassment is defined as behavior directed at a particular person that may rea­ sonably be considered to be demeaning, threat­ ening, or creating a hostile environment, de­ fined as one that interferes with the ability to learn, exist in living conditions, work (if employed by the College), or have access and opportunity to participate in all and any aspect of campus life. Usually, this behavior must also be repeated or persistent to be adjudicable, although a single extreme inci­ dent may be considered for formal adjudica­ tion. Stalking: Stalking is a form o f harassment, which, following the PA Criminal Code, oc­ curs when a person engages in a course of conduct or repeatedly commits acts toward another person, including following the per­ son without proper authority, under circum­ stances that demonstrate either of the follow­ ing: placing the person in reasonable fear of bodily injury; or reasonably causing substan­ tial emotional distress to the person. Resolution and support Members o f the Swarthmore College commu­ nity may find it appropriate, in cases o f speech or other actions they find offensive, wrong, or objectionable, to respond with further dis­ cussion, exchange o f views, and reasoned argument. However, whether or not they de­ cide to exchange views (and in the most serious cases, this approach might not be desirable) students have the right to request mediation or to initiate judicial procedures and are urged to consult with a dean, the Gender Education Advisor, or other entry person into the process for support and to help clarify informal and formal options for u y y I » resolution. Consultation with any of these individuals in no way limits a students options for resolution nor obligates the student to a particular course of action. 3. Sexual Misconduct Sexual misconduct represents a continuum of behaviors ranging from physical sexual assault and abuse to sexual harassment and intimida­ tion and is a serious violation of the Colleges code o f conduct. Both women and men can be subject to and can be capable o f sexual mis­ conduct. It can occur between two people whether or not they are in a relationship in which one has power over the other, or are of different sexes. Charges of sexual misconduct may be handled according to either informal or formal proce­ dures. Regardless of whether or not options for resolution are pursued within the College system, complainants always have the option of filing charges in civil or criminal court. It is important to note that discussing concerns with or seeking clarification or support from the Gender Education Advisor, a dean, or others does not obligate a person to file a formal complaint initiating judicial proce­ dures. The Gender Education Advisor will register, each request for assistance in resolv­ ing a case involving charges o f sexual miscon­ duct, whether formal or informal. These re­ cords will be kept confidential to the extent permitted by law. Sexual Assault and Abuse Students are prohibited from engaging in sex­ ual assault or abuse o f any kind. Definition: Sexual assault is defined as any sexual contact that occurs without the consent of the other person. Specifically, it is inten­ tional physical contact with an intimate part of the body or with clothes covering intimate body parts without the consent of the person touched. Sexual assault includes but is not limited to sexual penetration o f an unwilling persons genital, anal, or oral openings; touch­ ing an unwilling persons intimate parts such as genitalia, groin, breasts, lips, buttocks or the clothes covering them; or forcing an un­ willing person to touch another persons inti­ mate parts or clothes covering them. When sexual asault occurs repeatedly between indi­ viduals, it is referred to as sexual abuse. Consent: Students have the responsibility to ensure that any sexual interaction occurs only with mutual consent. If a person indicates that she/he does not want sexual contact then any further sexual contact is considered to be without the persons consent. If the person has agreed to sexual interaction, she/he has the right to change her/his mind and indicate that she/he no longer wants to continue the inter­ action. A person has the right to indicate she/ he does not want any further sexual contact no matter how much sexual interaction has already taken place. Valid consent cannot be obtained from someone who is asleep, uncon­ scious, coerced, or is otherwise unable to give informed, free, and considered consent. It must be emphasized that the consumption of alcohol and other drugs may substantially impair judgment and the ability to give con­ sent. Those who willingly permit themselves to become impaired by alcohol or other drugs may be putting themselves at greater risk, but this impaired state provides no defense for those who take advantage of people whose judgment and control are impaired. Sexual Harassment The following definition is based on that formulated by the Federal Equal Opportunity Commission. Sexual harassment, a form of discrimination based on sex, gender, or sexual orientation, clearly endangers the environment o f mutual respect and is prohibited. Because behavior that constitutes sexual harassment is a violation of federal law (Title V II o f the Civil Rights Act o f 1964, Title IX o f the Education Amendments of 1972), any individual who feels that she or he has been subjected to sexual harassment has the right to initiate legal proceedings in criminal or civil court in addition to or in lieu of a complaint pursuant to this policy. Definition: Sexual harassment is o f two basic types: a. any action, verbal expression, usually repeated or persistent, or series o f actions or expressions that have either the intent, or are reasonably perceived as having the effect, of creating an intimidating, offensive, hostile, or demeaning educational, employment, or liv­ ing environment for a student or College employee, by focussing on that person’s gender. A hostile environment is defined as one that interferes with the ability to learn, 43 C o lle g e L ife I exist in living conditions, work (if employed by the College), or have access and opportu­ nity to participate in all and any aspect of campus life. (Harassment creating a hostile environment); b. any action in which submis­ sion to conduct o f a sexual nature is made either explicitly or implicitly a term or condi­ tion of an individual’s education or employ­ ment, or submission to or rejection o f such conduct is used as the basis for academic or employment decisions affecting that individ­ ual. (Quid Pro Quo Harassment). Because at Swarthmore it is not unusual for students to supervise other students, or for students to have actual or perceived power or influence over another students academic per­ formance (e.g., student graders, student labo­ ratory assistants, and student writing asso­ ciates), there can exist a power imbalance between students that makes it possible for quid pro quo harassment to occur between them. Descriptions: Sexually harassing behaviors differ in type and severity and can range from subtle verbal harassment to unwelcome physi­ cal contact. Sexual harassment includes but is not limited to: a. unwelcome verbal or physical advances, persistent leers, lewd comments; b. the persistent use of irrelevant references that insult or degrade a person’s gender, or the use o f sex stereotypes to insult or degrade; c. the use by a person in authority o f his/her position to coerce another person to do some­ thing of a sexual nature that she/he would not otherwise do. Coercion need not involve physical force. Scope and Resolution: There is a wide range o f behaviors that falls within the general definition o f sexual harassment and many differing notions o f what behaviors are and are not acceptable. Key factors that determine instances o f sexual harassment are that the behavior is unwelcome, is gender-based, and is reasonably perceived as offensive and ob­ jectionable. Such behavior need not produce or threaten some tangible loss to the receiver in order to be deemed harassment. If it is unclear that the behavior constitutes harass­ ment, a person who thinks s/he has been harassed should not spend considerable time struggling alone with this issue. Students are strongly encouraged to bring their issues to the Gender Education Advisor, a dean, or others trained in this area for support, clar­ ification, and to discuss options for informal resolution or formal adjudication. In cases in which the harassment is subtle, it cannot be assumed that the offending person is aware o f the way in which his or her behavior has been interpreted. There are a number of ways to make a person aware that his/her behavior constitutes sexual harass­ ment. The grievant is never under any obliga­ tion to take any steps that would cause him/ her to come into contact with the harasser in ways he/she is unwilling to do. Instead, the grievant can consider all the informal and formal means open to him/her for resolution and choose what seems most useful and work­ able in his/her particular case. The grievant must also weigh, however, the fact that with­ out in some way being made aware o f his/her actions, the harasser may continue the offen­ sive behavior. In the most serious instances of sexual harassment, it is unreasonable to expect grievants to confront their perceived harassers; in these cases the grievant should enlist the help o f a trained third party such as the Gender Education Advisor, a dean, or another person trained in this area. It is important to remember that any member o f the community can be guilty o f sexually harassing any other member regardless of position of authority or status. Although students have often found it difficult to come forward when the perceived harasser is in a position o f authority or is threatening, proce­ dures are in place to respond and to provide support throughout the resolution process. * . » » 6 » » Support Support is available through the Gender Ed­ ucation Advisor, a group of trained faculty and staff members comprising the response team, and the deans for students who feel that they have been subjected to any form of sexual misconduct. Consultation with any of these individuals in no way limits a students options for resolution nor commits the stu­ dent to a particular course o f action. The College also provides support when requested through the Deans Office to those students charged with sexual misconduct . There are specific rights for complainants o f sexual mis- I » » conduct and for those students accused of sexual misconduct; these rights are listed in detail in the Student H andbook. In addition, students are encouraged to discuss their con­ cerns with a dean when deciding whether to file a formal complaint. The College also has sexual misconduct pol­ icies as they relate to staff-student behavior and faculty-student behavior. The College policy governing staff and the related griev­ ance procedure can be found in the S ta ff H andbook. The College policy governing fac­ ulty and the related grievance procedure can be found in the Faculty H andbook. 4. Actions Potentially Injurious to Oneself or Others Alcohol and Other Drugs The possession and use o f alcoholic beverages on the campus are regulated by Federal, State, and local law and are limited to those areas of the campus specified by Student Council and the Dean. The observance o f moderation and decorum with respect to drink is a student obligation. In addition to accountability for specific behavior and guidelines described in the College policy on alcohol and other drugs, it is important to note that being under the influence o f alcohol or other drugs is not an excuse for violation o f the Statem ent o f Student Rights, Responsibilities, and C ode o f Conduct and does not reduce a students accountability. For a complete description of the Colleges alcoholic beverage policy guidelines, please see the section in the Student H andbook. The use, possession, or distribution o f inju­ rious drugs or narcotics without the specific recommendation of a physician and knowledge of the deans subjects a student to possible suspension or expulsion. Smoking Smoking is prohibited in all public spaces throughout the College: meeting rooms, lounges, offices, and halls. A $25 fine will be charged for violating this policy. Smoking is allowed outdoors and in the students room (in certain residence halls), provided that the door remains closed. Climbing on College Buildings or Structures Climbing on any College building, or being present on building roofs is not allowed. In unusual circumstances, arrangements to climb predesignated locations, may be coordinated through the Department of Public Safety. Fire Safety Equipment and Alarms Tampering or interference with, as well as destruction or misuse of, fire safety and fire prevention equipment is prohibited and is a violation of state law. An automatic fine of $125 for each piece o f equipment plus the cost o f replacement of equipment is charged to any student violating this regulation, and further disciplinary action may be taken. Any student who causes an alarm to be set off for improper purposes is liable for the expenses incurred by the fire department(s) in responding to the alarm. If no individuals accept responsibility when a violation of this policy occurs in a residence hall, all residents of that residence hall are subject to fines and charges for costs incurred by the College and/or fire department(s). Firearms; Fireworks No student may possess or use a firearm on Swarthmore College property or its environs. Firearms, including rifles, shotguns, hand­ guns, air guns, and gas-powered guns and all ammunition or hand-loading equipment and supplies for the same, are not allowed in any student residence or in any College building. Requests for exceptions must be made to the Dean. No student may possess or use fire­ works on Swarthmore College property or its environs. Reckless Conduct Conduct which places oneself or another in imminent danger of bodily harm is prohibited. The standard as to what constitutes imminent danger is solely at the discretion of the Dean and/or the judicial body hearing the case. 5. College and Personal Property Illegal Entry Unauthorized entry into or presence within enclosed and/or posted College buildings or areas, including student rooms or offices, even when unlocked, is prohibited and may subject a student to fines and other sanctions. 45 C o lle g e Life » * Locks and Keys Tampering with locks to College buildings, unauthorized possession or use o f College keys, and alteration or duplication of College keys is against college policy. Student hosts are responsible for the conduct o f their guests on campus and will be held accountable for any violation of the code of conduct or other rules of the College commit­ ted by a guest. Theft or Damage 7. Disorderly Conduct Theft and negligent or intentional damage to personal or College property will subject a student to paying for the repair or replacement o f the damaged property as well as to disci­ plinary action. In the event that damage oc­ curs in a residence hall for which no one assumes responsibility, payment for damages will be divided equally among all residents o f that hall. For damage that occurs during a student event in a space other than a residence hall and for which no individual student(s) accept(s) responsibility, the sponsoring stu­ dents and/or organization will be held ac­ countable for the money for replacement or repair o f the damaged property and may be subject to further disciplinary action. Students at Swarthmore College have the right to express their views, feelings, and beliefs inside and outside the classroom and to support causes publicly, including by dem­ onstrations and other means. Parking No student may park an automobile on Col­ lege property without permission from the Car Authorization Committee, a studentadministration group. Violation of the orderly operation o f the college includes, but is not limited to: 1. Excessive noise, noise, once identified, which interferes with classes, College offices, dorm neighbors, or other campus and com­ munity activities; 2. Unauthorized entry into or occupation o f a private work area; 3. Conduct that restricts or prevents faculty or staff from performing their duties; 4. Fail­ ure to maintain clear passage into or out of any college building or passageway. 8 . Violation of Local, State, or Federal Law Friends of Swarthmore students are welcome on campus. If a guest o f a student will be staying in a residence hall over night, the Resident Assistant and the Housekeeper must be notified. A guest is not permitted to stay in a residence hall more than four consecutive nights. Requests for exceptions must be made to the Director o f Residential Life. Violation of the laws o f any jurisdiction, whether local, state, federal or (when on foreign study) foreign, may at the discretion of the Dean subject a student to College disci­ plinary action. A pending appeal o f a convic­ tion shall not affect the application of this rule. STUDENT JUDICIAL SYSTEM 46 H These freedoms o f expression extend so far as conduct does not impinge on the rights of other members o f the community or the orderly and essential operations o f the college. Disorderly conduct is not permitted. 6. Guests The formal judicial system at Swarthmore College has two main components: 1) adjudi­ cation by individual deans o f minor infrac­ tions o f College regulations, where a finding o f guilt would result in a sanction less severe than suspension; and 2 ) adjudication by the College Judicial Committee o f serious infrac­ tions of College regulations, including all formal charges of academic dishonesty, as­ sault, or sexual misconduct. The College Ju­ H dicial Committee is composed o f faculty, staff, and administrators who have undergone training for their role. In all cases of formal adjudication, whether by a dean or by the College Judicial Committee, the deans will keep records of the violation(s) and o f the sanction(s) imposed on a student. Sanctions are cumulative, increasing in sever­ ity for repeat offenders. Notational sanctions are recorded permanently on the back o f the [ . * ■ H students record card but do not appear on the face o f the academic record. Therefore an official transcript of an academic record, which is a copy o f the face o f the record card, does not reflect notational sanctions. Nonnotational sanctions are not so recorded, but are entered into the students personal file as a separate letter which is destroyed at the time of the students graduation. These formal procedures are separate from * HOUSING Swarthmore is primarily a residential college, conducted on the assumption that the close association of students and instructors is an important element in education. Most stu­ dents live in College residence halls, which include coeducational housing as well as single sex dormitories and sections. First-year stu­ dents are required to live in the residence halls and are therefore guaranteed College housing. In the event o f a housing shortage, priority is given to seniors, followed by juniors and, finally, by sophomores. Many members o f the faculty live on or near the campus, and they are readily accessible to students. R esid en ce H alls » » » the various informal methods of conflict res­ olution available such as facilitated discussion by a dean or other trained facilitators, or mediation, a non-adversarial method of re­ solving interpersonal disputes. It is important to remember that all possible avenues of conflict resolution be considered thoroughly when deciding upon a course o f action. A more complete description of the judicial system is available from the Office o f the Dean or in the Student H andbook. Twelve residence halls, ranging in capacity from 21 to 214 students, offer a diversity of housing styles. These residence halls include: Woolman House; Dana and Hallowell Halls; the upper floors in the wings o f Parrish Hall; Wharton Hall, named in honor o f its donor, Joseph Wharton, at one time President o f the Board of Managers; Palmer, Pittinger, and Roberts Halls on South Chester Road; one building on the Mary Lyon School property; Worth Hall, the gift o f W illiam P. and J. Sharpies Worth, as a memorial to their par­ ents; Willets Hall, made possible largely by a bequest from Phebe Seaman, and named in honor of her mother and aunts; and Mertz Hall, the gift o f Harold and Esther Mertz. About eighty-five percent o f dormitory areas are designated as coeducational housing either by floor, section, or entire building; the re­ maining areas are reserved for single-sex hous­ ing. In these single-sex sections, students may determine their own visitation hours up to and including twenty-four-hour visitation. There are also substance-free halls where stu­ dents commit to abstaining from the use of alcohol or tobacco. About one-half o f the halls are designated as non-smoking. First-year students are assigned to rooms by the Deans. Efforts are made to follow the preferences indicated, and to accommodate special needs, such as documented disabili­ ties. Other students choose their rooms in an order determined by lot or by invoking special options—among these are block housing, al­ lowing friends to apply as a group for a section of a particular hall. There is also the opportu­ nity to reside at neighboring Bryn Mawr and Haverford Colleges in a cross-campus housing exchange that proceeds on a matched one-forone basis. First- and second-year students typically reside in one-room doubles while juniors and seniors have a wider selection of room types. All students are expected to occupy the rooms to which they are assigned or which they have selected through the reg­ ular room choosing process unless authorized by the Deans to move. Permission must also be obtained from the Deans to reside outside College housing. Resident Assistants, selected from the junior and senior classes, are assigned to each of the residence hall sections. These leaders help catalog activities for students, serve as support advisers to their hallmates, and help enforce College rules for the comfort and safety o f the residents. Residence halls remain open during October, Thanksgiving, and Spring breaks but are 47 C o lle g e L ife » closed to student occupancy during winter vacation. No meals are served during October and Spring breaks. A t the end o f the fall semester students are expected to vacate their rooms within 24 hours after their last sched­ uled examinations. Freshmen, sophomores, and juniors are expected to leave immediately after their last examination in the spring so that their rooms may be prepared for use by Commencement visitors. Storage areas are provided in each residence hall plus a limitedaccess storage room for valuables. The insurance program for the College is designed to provide protection for College property and does not include the property of students or others. Students and their parents are strongly urged to review their insurance program in order to be sure that coverage is extended to include personal effects while at college. Sharpies D ining H all All students living on campus are required to subscribe to the College board plan for meals in the Philip T. Sharpies Dining Hall. Students living off campus may purchase the board plan if they wish. The board plan covers 20 meals a week. Students on the board plan may choose between eating in Sharpies Dining Hall or Tarble Snack Bar at specified times of day. W hen utilizing Tarble Snack Bar, a credit toward the cost of the purchases is applied. Although an effort is made to meet the dietary needs of all students, not all special require­ ments can be accommodated; permission to reside off campus will be extended to any student not able to participate in the board plan. The dining hall is closed during the fall, winter, and spring vacations. 1 I I ■ SOCIAL CENTERS Tarble Social Center Through the original generosity of Newton E. Tarble o f the Class o f 1913 and his widow, Louise A. Tarble, the reconstructed Tarble Social Center in Clothier Memorial opened in April o f 1986. The facility includes recrea­ tional areas, a snack bar, lounge, student activities offices, a multi-purpose perfor­ mance space as well as the bookstore. Under the leadership o f a Student Activities Coordi­ nator and student co-directors, many major social activities (parties, concerts, plays, etc.) are held in Tarble. O ther Centers The W omen’s Resource Center (W R C ) is a space open to all women on campus. It is organized and run by a student board of directors to bring together women o f the community with multiple interests and con­ cerns. The resources o f the center include a library, kitchen, various meeting spaces, com­ puter, and phone. The W RC also sponsors events throughout the year which are open to any member o f the College community. The Black Cultural Center, located in the Caroline Hadley Robinson House, provides a 48 library and facilities for various cultural ac­ tivities of special interest to black students. The Center and its program are guided by a director and a committee o f black students, faculty, and administrators. Programs planned by the Center are open to all members o f the College community. The Intercultural Center, located in the Clois­ ters and former Board o f Managers’ meeting room in Clothier, provides a center for cul­ tural and support activities for three student groups, Hispanic Organization for Latino Awareness (HOLA), Lesbian, Bisexual, and Gay Alliance (LBGA), and Swarthmore Asian Organization (SA O ). The Center and its pro­ gram are guided by a director and a student board representing each o f the constituent groups. The Intercultural Center sponsors events for the entire campus community. There are two fraternities at Swarthmore: Delta Upsilon, affiliated with a national organization, and Phi Omicron Psi, a local associ­ ation. Fraternities are adjuncts to the College social program and maintain separate lodges on campus. The lodges do not contain dormitory accommodations or eating facilities. New members are pledged during late fall o f their ■ ■ fl * ■ first year at the College. In recent years about 9 per cent o f the freshman men have decided to affiliate with one of the fraternities. RELIGIOUS LIFE Religious life at the College is a matter of individual choice, as is consistent with Quaker principles. The Society o f Friends is committed to the belief that religion is best expressed in the quality of everyday living. The Office of Religious Advisors, located in Tarble Social Center, works with students to coordinate activities and programs including issues o f spirituality, ethnicity, culture, and social justice. The Advisors are always avail­ able for counseling and discussion of issues of faith and daily living. Extracurricular groups also exist for the purpose o f studying religious texts, performing community service projects, and exploring common concerns o f religious faith and culture. Religious services are also provided on cam­ pus for Jewish, Protestant, and Roman Catho­ lic students. The Swarthmore Friends Meeting is located on campus and cordially invites all students to Sunday worship. Various churches and synagogues are located throughout the Swarthmore, Media, Chester, and Springfield area. HEALTH W orth H ea lth C en ter The Worth Health Center, a gift o f the Worth family in memory o f W illiam Penn Worth and Caroline Hallowell, houses offices for College physicians and nurses, out-patient treatment facilities, offices o f the Psychologi­ cal Services staff, and rooms for students who require in-patient care. Psychological Services is administered separately from the Health Services and is housed in the North W ing of Worth Health Center. Health and Psychologi­ cal Services open with the arrival of the first year class in the fall and closes for the winter break and for the summer, following com­ mencement in the spring. Students must make their own arrangements for health insurance and health and psychological care when the Health Center is closed. Should a student require in-hospital treatment, a College phy­ sician shall oversee the care if admitted to Crozer Chester Medical Center. The medical facilities o f the College are avail­ able to students who are ill or who are injured in athletic activities or otherwise, but the College cannot assume additional financial responsibility for medical, surgical, or psy­ chological expenses which are not covered by an individual’s health insurance. The College provides a nominal supplementary health in- surance package for all students, but students must purchase their own health insurance beyond that which is offered by the College. The College does provide additional health insurance for students who are actively partic­ ipating in intercollegiate and club sports. For farther information please consult the insur­ ance leaflet mailed to all students at the begin­ ning o f each academic year or thé Health Center administrative assistant. H ealth S ervices The College physicians hold office hours every weekday at the College, where students may consult them without charge. Students should report any illness to the College physicians but are free to go for treatment to another doctor if they prefer to do so. As a part o f the matriculation process each student must submit a brief medical history and health certificate prepared by the family physician on a form supplied by the College. Pertinent information about such matters as medical problems, handicaps, allergies, medi­ cations, or psychiatric disturbances will be especially valuable to the College Health Ser­ vice in assisting each student. All this infor­ mation will be kept confidential. C o lle g e L ife Each student is allowed ten days in-patient care in the Health Center per term without charge. Students suffering from communi­ cable disease such as chicken pox may not remain in their residence hall room and there­ fore must stay in the Health Center or go home for the period o f their illness. Ordinary medications are furnished without cost up to a total of $30 0 .0 0 per semester. A charge is made for special medicines and immuniza­ tions, certain laboratory tests, and transpor­ tation when necessary to local hospitals. The Health Center staff cooperates closely with the Department o f Physical Education and Athletics. Recommendations for limited activity may be made for those students with physical handicaps. Rarely are students ex­ cused entirely from the requirements of the Physical Education Department because adap­ tive programs are offered. Psychological Services Services for students include counseling and psychotherapy, after hours emergency-on-call availability, consultation regarding the use of psychiatric drugs or other concerns, and edu­ cational talks and workshops. Psychological Services participates in training Resident As­ sistants and provides consultation to staff and faculty. The staff o f Psychological Services represents a diverse group o f psychological, social work, and psychiatric professionals. The director and staff are all part-time but collectively provide regular appointment times Monday through Friday. Students may be referred to outside mental health practitioners at their request or when long-term or highly special­ ized services are needed. We maintain a strict policy of confidentiality except where there may bean imminent threat to life. Information regarding readmission after with­ drawal for health related reasons may be found in the section on Student Leaves of Absence, page 73. STUDENT ADVISING Each first-year student is assigned to a faculty member who acts as course adviser until this responsibility falls to the chairman of the student’s major department at the end o f the sophomore year. Requests for a change of adviser should be addressed to the Associate Dean and will be freely granted, subject only to equity in the number o f advisees assigned to individual faculty members. The Deans hold overall responsibility for the advising system. They are themselves available to all students for advice on any academic or personal matter, and for assistance with spe­ cial needs, such as those arising from physical disabilities. C areer Planning and Placement The Career Planning and Placement Office helps students evaluate themselves and their goals in order to plan future career and life style alternatives. Individual counseling ses­ sions and group workshops are conducted to facilitate this planning. 50 The programs are open to students in all classes and are developmental in nature. Work­ shops are designed to help students expand their career options through exploration of their values, skills, interests, abilities, and ex­ periences. Career exploration and experiential education are encouraged during summer internships and jobs, during a semester or year off, and during the school year. Students taking a leave of absence from Swarthmore can partic­ ipate in the College Venture Program, which assists undergraduates taking time off from school in finding worthwhile employment during their time away. Assistance is provided in helping students locate and secure appro­ priate jobs, internships, and volunteer oppor­ tunities, and efforts are made to help students learn the most they can from these experi­ ences. Sophomore and junior students in par­ ticular are encouraged to test options by participating in the Extern Program. This program provides on-site experience in a va­ riety o f career fields by pairing students with an alumnus/a to work on a mutually planned task during one or more weeks of vacation. Additional Kelp is provided through career information panels, on-site field trips, work­ shops on topics such as resume writing and cover letter writing, interviewing skills, and job search techniques. The office cooperates with the Alumni Office, the Alumni Associ­ ation, and the Parents Council to help put students in touch with a wide network of people who can be o f assistance to them. The Career Resources Library includes many pub­ lications concerning all stages of the job search process. The office hosts on-campus recruit­ ing by representatives from business, indus­ try, government, non-profit organizations, and graduate and professional schools. Notices of job vacancies are collected, posted, and in­ cluded in the office’s newsletter. Credential files are compiled for interested students and alumni to be sent to prospective employers and graduate admissions committees. Academ ic Support A program of academic support includes individual tutorial services; special review sections attached to introductory courses in the natural sciences, philosophy, and econom­ ics; a mathematics lab; an expository writing course; and a reading and study skills work­ shop. These programs are overseen by the Deans in cooperation with the academic de­ partments. There are no fees required for any o f these supportive services. To meet the needs of writers who would like to get assistance or feedback, a Writing Center has been established. The Center is staffed by Writing Associates, students trained to assist their peers with all stages o f the writing process. The Center is located in Trotter Hall and operates on a drop-in basis. Writing Associates are assigned on a regular basis to selected courses. STATEMENT OF SECURITY POLICIES AND PROCEDURES Swarthmore College is a coeducational insti­ tution founded in 1864 by members of the Religious Society of Friends. It occupies ap­ proximately 300 acres o f privately owned land adjacent to the Borough of Swarthmore in Delaware County, Pennsylvania. There were approximately 1,325 undergraduate students enrolled for the 1994-95 academic year with 1,231 occupying College housing. Approxi­ mately 6 2 0 non-student personnel are em­ ployed on campus either in a part-time or full­ time capacity. The Department o f Public Safety is primarily responsible for the overall security of the campus. Its mission is to "protect persons and property, to preserve the peace, to deter crime, to apprehend criminal offenders, to recover lost and stolen property, to perform services as required, to apprehend criminal offenders, to enforce appropriate College regulations, and to maintain a sense o f com­ munity security and confidence in the depart­ ment.” It endeavors to accomplish this task through a department comprised of a Direc­ tor, Assistant Director, Lieutenant, one Sargeant, two Corporals, and seven frill-time and three part-time patrol officers. All full-time patrol officers undergo a thorough back­ ground check, psychological screening, and physical examination before hiring. They are subsequently sworn in as Special Officers after completing a recognized Pennsylvania State Police Training Academy for municipal police officers. These officers may exercise full police powers on Swarthmore College property. Local jurisdiction is shared with Swarthmore Borough Police Department, with whom a close working relationship is main­ tained. Campus officers also enforce College rules and regulations. Swarthmore College is considered private property and trespassers are escorted off campus or arrested. Additionally, current certification in cardio­ pulmonary resuscitation, obstructed airway, and standard first-aid is minimally required. Many officers have advanced medical certifi­ cations. Ongoing training after the Police Academy is provided for all full-time officers. The Department of Public Safety maintains a twenty-four hour Communications Division. Trained staff members perform a variety of C o lle g e L ife tasks including operating the College’s tele­ phone console and dispatching calls over the mobile radio system. Criminal incidents and other emergencies can be reported directly by dialing 8333 from any College telephone. Non-emergency matters should be reported on extension 8281. These numbers are con­ spicuously placed on or near all College phones. They are also prominently listed in the College telephone directory and included on all o f our department’s printed publica­ tions and correspondence. The information received by the Communications staff is im­ mediately broadcast to on-duty patrol officers who respond to the problem. Swarthmore Borough Police vehicles are equipped with transceivers and may also respond. Other appropriate assistance is summoned by the College Communications Officer. The Department o f Public Safety immediately notifies one o f the College’s student Deans in the event o f any serious incident involving a student. The Dean may mobilize any number o f support options for victims of a crime. The Worth Health Center (x8058) is profession­ ally staffed 24 hours a day, seven days a week, while classes are in session. Psychological Services (x8059), the Equal Opportunity O f­ fice (x7360), and Resident Assistants round out available on-campus options. Women Against Rape (W A R) maintain active chap­ ters near Swarthmore and a 24-hour hot line (5 6 6 -4 3 4 2 ). An up-to-date listing o f local therapists, including clinical psychologists, social workers, and psychiatrists in private practice is available in the Health Center on request. College employees may utilize a free, confidential Employee Assistance Program (ACORN ) that provides professional coun­ seling to cope with a variety of issues. They can be contacted 2 4 hours a day by calling 18 0 0 -2 2 3 -7 0 5 0 or 6 1 0 -6 6 4 -8 3 5 0 . Numerous public pay telephones are located throughout the campus. These are connected to a county-wide 911 network for toll-free connection to Delaware County Communica­ tions Center who would dispatch Swarthmore Borough fire or police departments to a cam­ pus incident. Significant criminal incidents, arrests by cam­ pus police, and suspicious activity are re­ ported to Swarthmore Borough Police on a 52 regular basis. Similarly, criminal events oc­ curring in Swarthmore Borough that could impact the College community are transmit­ ted to the Department of Public Safety. This information is then disseminated by one or more o f the means listed below. The College community is kept apprised of security matters in a number o f ways. Serious incidents are detailed in flyer form and are immediately posted in residence halls, librar­ ies, dining areas, and other key locations throughout the campus. The information is sent via electronic mail to all faculty, staff, and students. This same flyer is also promptly mailed to academic departments and other campus entities. A resident assistant and offcampus phone tree system assists in the rapid dissemination o f critical information as does the College’s radio station (W SRN 91.5 FM ). The office of Public Relations works closely with the local news media when any significant College event transpires. Less serious criminal activity is published weekly in the Phoenix (the student newspaper) under the heading of Security Briefs. Significant incidents are usu­ ally detailed in the paper’s feature articles. Signs are posted on all College buildings so as to restrict all others but students, employees and invited guests. These facilities are locked on a flexible schedule dictated by the College calendar. The possession and use o f alcoholic beverages on the campus is regulated by state law and limited to those areas of the campus which are specified by the Student Council and the Dean. The observance o f moderation and de­ corum in respect to drink is a student obliga­ tion. Disorderly conduct is regarded as a serious offense. The College’s alcoholic bev­ erage policy can be found in its entirety within the annual publication o f the Student H and­ book. The College’s drug-free campus policy is avail­ able in the Dean’s office for students and in the Personnel office for employees. It is also included in the staff Employee H andbook as Appendix E and is distributed annually to all students, faculty, and staff. The use or possession of firearms or other dangerous weapons is not permitted by stu­ dents, staff, or College Public Safety officers. Known criminal records o f students and em­ ployees are taken into consideration before admission and/or luring. concerns, procedures, and services are pub­ lished yearly in the Swarthmore College Stu­ dent H andbook. Swarthmore is primarily a residential college, in recognition that the close association of students and instructors is an important ele­ ment in education. Most students live in College residence halls. Single, double, and group rooms are available. There are no grad­ uate or married housing accommodations. Many members of the faculty and staff live on or near the campus and are readily accessible to students. The Department of Public Safety operates under the philosophy that it is preferable to prevent crime from occurring than to react to it after the fact. The principal instrument for accomplishing this goal is the College’s Crime Prevention program. It is based upon the dual concepts o f eliminating or minimizing crimi­ nal opportunities whenever possible and en­ couraging community members to be respon­ sible for their own security and the security of others. The following is a listing of the Crime Prevention programs and projects employed by Swarthmore College. New students are assigned to rooms by the Office o f Residential Life. Efforts are made to follow the preferences indicated by the stu­ dents and to accommodate special needs. Other students choose their rooms in an order determined by lot or by invoking special options. Requests for room changes can be made by notifying the Director o f Residential Life of room preferences under guidelines distributed by the Dean’s office throughout the year. Students are permitted guests in College hous­ ing so long as their resident assistants and housekeepers are duly notified. Guests o f the College are housed separately in facilities apart from the main campus. The locking of residence halls during normal semester days commences at 11:00 p.m. Those residence halls located on the fringe o f the main campus or off campus are always locked. During break periods, residence halls may be locked earlier, the times being determined by census. Automatic locks on outside residence hall doors are supplemented by posted warnings that these facilities are private property and access is restricted. Students’ residence hall room doors are individually keyed. Cores are changed in response to any significant security breach such as a stolen room key. Residence hall room doors are augmented with safety chain locks. Residence hall windows are equipped with screens and locking devices to deter unauthorized entry. Regular interior and exterior patrols are made by College Public Safety officers. Resident assistants are selected to serve in all residence halls and have on-site responsibility for security, fire protec­ tion, and general safety. A review of security Swarthmore C ollege Shuttle Bus: A student op­ erated, radio equipped van transports stu­ dents free of charge in and around the main campus during the evening and early morning hours. Tri-College Shuttle Bus: Free transportation is provided to students traveling between Haverford, Bryn Mawr, and Swarthmore colleges. This service is available from approximately 7:00 p.m. to 2:00 a.m. Escort Service (Safew alk): The student Safewalk Program provides a deterrent to assault on campus and increases security consciousness in the College community. Safewalkers escort people after dark, notice and report to Public Safety suspicious strangers or incidents, in­ crease the Public Safety Department’s aware­ ness of students’ concerns, and increase the level of traffic along key walkways on campus. Safewalkers are encouraged to participate in the College self-defense program. Crim e Prevention Publicity: Articles and mate­ rial are routinely published and distributed. Fire and Crime Prevention films are shown to R .A .’s and student groups on request. Electronic A larm Systems: A proprietary elec­ tronic alarm system monitors a comprehen­ sive network of intrusion detection and duress alarm systems. A rchitectural Design: Crime prevention strate­ gies and concepts are considered in the design of new and renovated campus facilities as it relates to physical and electronic systems. 53 C o lle g e L ife Security Surveys: Comprehensive security sur­ veys are made for a number of campus offices and facilities each year. O peration Identification: This community ven­ ture into property identification works to deter thefts and assist in the recovery of stolen items. Bicycle Registration: The Department o f Public Safety encourages bicycle owners to register their bikes. Decals and engraving are part of this free program. Once each semester op­ tional bicycle safety inspections are made available. Safety and theft prevention material is included. High security bike locks are carried by the College Bookstore. R ape Awareness, Education & Prevention: Nu­ merous presentations and publications are made each year to members o f the College community. COCURRICULAR ACTIVITIES Student Council Student A rt Association The semi-annually elected Student Council represents the entire undergraduate commu­ nity and is the chief body of student govern­ ment. Its efforts are directed toward coordina­ tion o f student activities and the expression of student opinion. The Student Art Association encourages and supports a wide range o f extracurricular op­ portunities for those interested in the visual and performing arts. It has sponsored avantgarde happenings and lectures by visiting, artists. It also runs two programs that con­ tinue from year to year: the Griffin Gallery for student art shows and performances and the Life Drawing Program, presenting weekly sessions of figure drawing. All events are open to the entire College community, and each semester the group holds meetings for all who are interested in the creative arts. M ajor committees o f the Council include the Appointments Committee, which selects qual­ ified applicants for student positions on student/faculty/administration committees, and student committees; the Budget Committee, which regulates distribution o f funds to stu­ dent groups; the Elections Committee, which supervises procedures in campus elections; and the Social Affairs Committee. In addition to the foregoing organizations, Swarthmore students have an opportunity to participate in a program o f extracurricular activities wide enough to meet every kind of interest. There are more than 100 organizations.They vary as greatly as the interests of the students vary. The College encourages students to participate in whatever activities best fit their personal talents and inclinations. Social A ffa irs Com m ittee An extensive program o f social activities is managed by the Social Affairs Committee, whose members are appointed by Student Council. The program is designed to appeal to a wide variety o f interests and is open to all students. There is no charge for Social Affairs Committee functions and for most other cam­ pus events. 54 M usic The Department o f Music administers and staffs several performing organizations. The College Chorus, directed by John Alston, re­ hearses three hours per week. T he C ollege Cham ber Choir, a select small chorus drawn from the membership o f the Chorus, rehearses an additional two hours twice a week. The C ollege O rchestra, directed by Arne Running, rehearses twice a week. T he Cham ber O rches­ tra, directed by James Freeman, gives two concerts each semester; its rehearsals closely precede the concerts, and its members are drawn from The College Orchestra. The O r­ chestra (Chamber Orchestra) and Chorus (Chamber Choir) both require auditions for membership. T he W ind Ensemble, which re­ hearses one night weekly and gives two major concerts each year in addition to several outdoor performances, is under the direction of Michael Johns. T he Early M usic Ensemble, directed by Michael Marissen, meets each week and gives two concerts during the year. ► * More information about joining these per­ forming groups can be found on the Depart­ ment bulletin board on the upper level of Lang. The Jazz Ensemble, the Department’s large jazz group directed by John Alston, rehearses weekly and gives two concerts each year. Instrumentalists and singers can also partici­ pate in the chamber music coaching program coordinated by Dorothy Freeman. Several student chamber music concerts (in which all interested students have an opportunity to perform) are given each semester. These con­ certs also provide an opportunity for student composers to have their works performed. T he Swarthmore C ollege String Q uartet, com­ posed o f four outstanding student string play­ ers who also serve as principal players in the College Orchestra and Chamber Orchestra, performs frequently at the College and at other institutions. a I * The Barnard, Garrigues, Fetter, and G addie prizes subsidize the entire cost o f private in­ strumental or vocal lessons for a limited number of especially gifted and advanced student musicians with the teacher o f their choice. These yearly awards for approximately 15 students are determined through a depart­ mental screening process. Please refer to pages 77-81 for more information, The Orchestra each year sponsors a Concerto Com petition, open to all Swarthmore College students. Auditions for the competition are normally held the first Thursday after winter vacation. The winner performs later with the Orchestra. Practice and performance facilities in the Lang Music Building include sixteen practice rooms (most with at least one piano), a concert and a rehearsal hall (each with its own concert grand), one organ, and two harpsichords. The D aniel U nderhill M usic Library has excellent collections o f scores, books, and records. The W illiam J. C ooper Foundation presents a distinguished group o f concerts each year on the campus. The Department o f Music and Dance administers a separate series o f public concerts. semester and one week in the spring semester. It presents concerts, master classes, and sym­ posia, focusing on contemporary American works performed and discussed by eminent artists, with frequent collaboration by Swarth­ more College students. Dance The Swarthmore College Dance Program, di­ rected by Professor Sharon Friedler, strives to foster a cooperative atmosphere in classes and performance situations. The Swarthmore College Dancers regularly perform public concerts with works choreo­ graphed by students, the dance faculty, and other professional choreographers. Each year there are a series o f formal concerts at the end of each semester, as well as informal performances throughout the year, including a series o f exchange concerts with other area colleges. Lecture demonstrations for public schools and for organizations within the sur­ rounding communities are also a regular part of the yearly dance performance schedule. For the past few years Swarthmore College has been the recipient of Pennsylvania Council o f the Arts and National Endowment for the Arts grants which have enabled the College, in conjunction with the William J. Cooper Foun­ dation, to bring outstanding professional dance companies to campus for short term residencies. These residencies typically last from three days to two weeks, and include master classes, lectures, performances, and sometimes, the creation of a new work by a guest artist for student performers. Each year the Swarthmore Music and Dance Festival brings together guest artists, faculty members, and students in a series of perfor­ mances and symposia focused on specific themes. Scholarships for summer study are available to dance students through funds provided by the Friends of Music and Dance. The Halley Jo Stein Award for Dance and the Melvin B. Troy Award for Composition are also awarded annually by the Department. The Swarthmore Music and D ance Festival takes place on campus during one week in the fall 55 C o lle g e L ife The Department o f Physical Education and Athletics sponsors a coeducational perfor­ mance group in Folk Dance. T h ea tre Professor Lee Devin is Director o f The Thea­ tre. He supervises the Theatre Studies pro­ gram. Interested students should consult the departmental statement for Theatre Studies. Internships in film production, casting, and theatre are available throughout the Philadel­ phia area. See Mr. Devin for details. A thletics Swarthmore’s athletic policy is based on the premise that any sports program must be justified by the contributions which it can make to the educational development o f the individual student who chooses to participate. In keeping with this fundamental policy, Swarthmore’s athletic program is varied, of­ fering every student a chance to take part in a wide range o f sports. W ithin the limits of finance, personnel, and facilities, the College feels that it is desirable to have as many students as possible competing on its intercol­ legiate or club teams, or in intramural sports. Many faculty members serve as advisers for several o f the varsity athletic teams. They work closely with the teams, attending prac­ tices and many o f the scheduled contests. Cocurricular A ctivities There is a great variety o f extracurricular life, listed more fully in the Guide to Student L ife. Activities range in scope from Student Coun­ cil, to clubs covering the spectrum from Am­ nesty International to W SRN (the broadcast station). Social and cultural centers, as well as social action community outreach groups, provide students with a gamut of choices. Publications and M edia The Phoenix, the weekly College newspaper, and W SRN , the campus radio station, are both completely student-run organizations. In addition, there is a variety o f other student publications, including literary magazines, newsletters, and an alternative magazine. The current list can be found in the Guide to Student L ife. OUTREACH PROGRAMS Swarthmore College Upward Bound The Upward Bound Program at Swarthmore College, begun in 1964 and continued with Federal support, is intended to provide simul­ taneously a valuable experience for Swarth­ more students and a service to high school students who are members o f surrounding communities. It offers both a six-week resi­ dential summer school in which Swarthmore students may serve as counselors, and a series o f activities during the academic year in which Swarthmore students serve as tutors. The program, designed to assist young people in their preparation for post-high school educa­ tion, is administered by Edwin A. Collins, Project Director. COOPERATIVE INVOLVEMENT AND VOLUNTEERS IN COMMUNITIES (CIVIC) As a part o f the community service effort at Swarthmore, CIVIC was started as a clearing­ house of volunteer opportunities and has grown to also serve as an umbrella organiza­ tion for student-run volunteer groups. Groups include: Chester Community Improvement Project, Chester Tutorial, Children’s Literacy Project, Cancer Outreach Relief Effort, LOVE (Lang Opportunities for Volunteer Experi­ ences), MAGIC (Motivation and Growth in Chester), Serving the Homeless in Philadel­ phia, Swarthmore-Rutledge School Tutors, Trekking and Leadership with Chester, Swarthmore Students Working for Environ­ mental Justice, and the W inter and Spring Break Service Projects. The two co-coordina­ tors, Alix Mariko Webb ’92 and Carolyn Stillwell ’92, help to organize student efforts, keep the clearinghouse files up-to-date, and serve as the primary contacts for students, faculty, and partners in surrounding commu­ nities. The Community Service Advisory Board (CSA B) is a resource for CIVIC, help­ ing CIVIC fulfill its mission. Among the services CIVIC offers students are a clearinghouse that has over 200 files on local and national community service organi­ zations and the Swarthmore Chester Shuttle, which transports students from campus to community service agencies in Chester six days a week. Students participating in CIVIC sponsored programs can also be reimbursed for their travel expenses to Philadelphia and parts o f Delaware county. Swarthmore Foundation The Swarthmore Foundation awards grants to students participating in community service during the semester and/or summer. Grants ranging from $200 to $ 2,000 are awarded four times each year by the Foundation Over­ sight Committee, comprised of faculty, staff, and students. Students, staff, and graduates (up to one year after graduation) are eligible for grants to fund their living expenses and/ or project materials. Chester Internships are granted to students to work full-time in com­ munity service agencies in Chester. Interns receive a living stipend for the semester and/ or summer. ALUMNI OFFICE AND PUBLICATIONS Alumni Relations is the primary communica­ tion link between the College and its alumni, enabling them to maintain an on-going rela­ tionship with each other. Some of the office’s programs and activities include Alumni Week­ end, Fall Weekend, Parents Weekend, Parents Council, alumni gatherings all over the coun­ try, and alumni travel. The Alumni Office hires students as events interns and to help at alumni events on campus and in the Philadel­ phia area. The Alumni Office works closely with the Office o f Career Planning and Placement to facilitate "networking” between students and alumni and among alumni to take advantage of the invaluable experience represented among the alumni. The Alumni Office also helps officers o f the senior class and various alumni groups to plan special events. Alumni Association. The Alumni Office gives staff support also to regional alumni and parent organizations, called Connections, in Philadelphia, New York, Boston, Washington, D .C ., southern Florida, North Carolina, Chi­ cago, Los Angeles, San Francisco, Seattle, and Paris. There are 16,198 alumni: .8,461 men, 7,737 women, and 2,272 married to each other, giving substance to the traditional appellation for the College o f "Q jiaker Matchbox.” The College defines an alumnus/a as anyone who has completed one semester. College Publications the its the the All alumni, parents o f students, seniors, fac­ ulty, and staff receive the quarterly Alumni Bulletin free o f charge, and it is made available to all students. Other complimentary publica­ tions sent to alumni, parents, and friends are an annual engagement calendar, a report of donations to the College, the President’s Re­ port, and the Garnet Letter. The Public Relations Office works with the faculty, students, and staff to provide news and information about the College to the public, primarily through the print and broad­ cast media. It publicizes all public events on campus and responds to requests from the media for information on a variety of subjects by calling on the resources and expertise of the faculty and professional staff. The Public Relations Office prepares two publications: The Alumni Office gives staff support to Alumni Association, which celebrated 100th anniversary in 1981-82, and to Alumni Council, the governing body o f PUBLIC RELATIONS 57 C o lle g e L ife On Campus, a monthly schedule o f activities at the College that are open to the public, distributed on request to more than 2,000 households in the Philadelphia area, and the W eekly News, a newsletter of events and an­ nouncements distributed to faculty, staff, and students. The office lends support for special 58 events and projects and provides public rela­ tions counsel for the College. The Public Relations Office hires students as feature writers and events publicity writers, and it also employs students as clerical help. IV Educational Program Faculty Regulations Degree Requirements Awards and Prizes Fellowships » 59 Educational Program GENERAL STATEMENT Swarthmore College offers the degree of Bache­ lor o f Arts and the degree o f Bachelor of Science. The latter is given only to students who major in Engineering; the former, to students in the Humanities, the Social Sci­ ences, and the Natural Sciences. Four years of resident study are normally required for a Bachelor’s degree (see page 75), but variation in this term, particularly as a result o f Ad­ vanced Placement credit, is possible (see page 21 ) . The selection of a program will depend upon the student’s interests and vocational plans. The purpose o f a liberal education, however, is not primarily to provide vocational instruc­ tion, even though it provides the best founda­ tion for one’s future vocation. Its purpose is to help students fulfill their responsibilities as citizens and grow into cultivated and versatile individuals. A liberal education is concerned with the cultural inheritance o f the past, with the cultivation o f moral, spiritual, and aes­ thetic values, with the development o f ana­ lytical abilities. Intellectually it aims to en­ hance resourcefulness, serious curiosity, open-mindedness, perspective, logical coher­ ence, insight, discrimination. One comprehensive review o f Swarthmore’s curriculum (C ritiqu e o f a College, 1967) sug­ gested two principles for a liberal education. "O ne is the principle o f Depth. To make the most o f a liberal education, each student must go far enough into some subjects to give him a genuine mastery o f disciplinary skills, so that he can use them to generate new dis­ coveries on his ow n.. . . He must go far enough to grasp systematic connections within a field, to see how fundamental principles combine to make intelligible a range of subordinate prin­ ciples or phenomena.. . . The other principle is that o f Diversity. To make the most o f a liberal education, each student must have enough breadth and variety in his studies so that he can compare and contrast different methods o f inquiry. . . , and so that he can have the experience o f making the bright spark o f connection leap across wide gaps. It is this breadth that gives point to the two senses o f 'relevance’ that are fundamental in liberal education. . . perception of the rele- 60 vance o f one part o f learning to another, even across the boundaries of fields and subjects (and ) perception of the relevance of learn­ ing to the exigencies of life___ ” To these two principles the study added that the curriculum should aim to encourage resourcefulness and self-reliance and develop the personal condi­ tions o f intellectual progress by placing sub­ stantial responsibility upon the student for his or her education, amply allowing individuality o f programs and requiring important choices about the composition of programs. "W hat we are proposing,” the study concluded, "is a curriculum that leans rather sharply toward specialized diversity, and away from uniform generality___ Our emphasis is on serious en­ counters with special topics and problems at a comparatively high level o f competence, and on student programs that reflect individual constellations o f diversified interests.” Accordingly, the Swarthmore curriculum re­ quires of the student both a diversity of intellectual experience sufficient to test and develop different capacities and perspectives and concentration on some field(s) sufficiently intensive to develop a serious understanding of problems and methods and à sense o f the conditions o f mastery. These ends of a liberal education are reflected in requirements for distribution and for the major. During the first half o f their college program all students are expected to satisfy some if not all of the distribution requirements, to choose their major and minor subjects, and to prepare for advanced work in these subjects by taking certain prerequisites. The normal program consists o f four courses each semester chosen by the student in consultation with his or her faculty advisor. The program for upper class students affords a choice between two methods o f study: the External Examination (Honors) Program and the Course program. Reading for Honors is characteristically the more intensive, Course work the more diversified. An Honors candi­ date concentrates on two or three fields through a disciplinary major and minor or focuses the program of study in an interdis­ ciplinary major or concentration; studies are intensive and will occupy the equivalent of three-fourths o f the student’s work during the last two years. In addition to work taken as a part of the External Examination Program, the students take other courses which provide opportunities for further exploration. A t the close o f the senior year, the candidate’s exter­ nal examination program will be evaluated by visiting examiners. A student in the course program has wider freedom of election and normally takes four courses or their equivalent in each o f the last four semesters. All students must fulfill the requirements for the major, and before the end o f the senior year, students are required to pass a comprehensive examination given by the major department. All students are admitted to seminars based on their prior academic work. The program for engineering students follows a similar basic plan, with certain variations which are explained on page 135. Courses outside the technical fields are distributed over all four years. The course advisors of freshmen and sopho­ mores are members of the faculty appointed by the Dean. For juniors and seniors the advisors are the chairs o f their major depart­ ments or their representatives. PROGRAM FOR FRESHMEN AND SOPHOMORES The major goals o f the first two years of a Swarthmore education are to introduce stu­ dents to a broad range of intellectual pursuits, to equip them with the analytic and expressive skills required to engage in those pursuits, and to foster a critical stance towards learning and knowing. The College distribution require­ ments are designed to aid students in achieving these goals. To meet the distribution requirements, a stu­ dent must take at least three credits in each of the three divisions of the College and complete at least 20 credits outside the major before graduation. At least two credits in each divi­ sion must be in different departments and must also be earned in courses designated as Primary Distribution courses. For purposes of the distribution requirements the three divisions o f the College are consti­ tuted as follows: Humanities: Art, Classics (literature), English Literature, Modern Languages and Litera­ tures, Music and Dance, Philosophy, Reli­ gion. Natural Sciences and Engineering: Biology, Chemistry, Computer Science, Engineering, Mathematics and Statistics, Physics and As­ tronomy. Social Sciences: Classics (ancient history), Eco­ nomics, Education, History, Linguistics, Political Science, Psychology, Sociology and Anthropology. Primary Distribution courses place particular emphasis on the mode of inquiry in a particu­ lar discipline. In teaching students to be self conscious about how knowledge is generated, these courses seek to develop an appreciation of both the power and the limits of each discipline within a broader system o f knowl­ edge. In recognition o f the importance of writing as an integral part of the learning process in disciplines across the curriculum, Primary Distribution courses also provide considerable practice in expressing analytic and synthetic thought in writing. Primary Distribution courses are intended to be ap­ propriate both for those students who con­ tinue in a field and for those who do not. To promote discussion they are restricted to 25 students or have accompanying small labora­ tories or discussion sections. Courses which count for Primary Distribution are designated in the departmental listings. All six Primary Distribution courses must be satisfied by courses taken at Swarthmore and, with the exception o f literature courses taught in a language other than English, will normally be completed before the student enters the junior year. Extensions in the time allowed to complete the remaining Primary Distribution courses may be granted by the Committee on Academic Requirements to students who study for a semester or more away from Swarthmore. 61 Ed u c a tio n a l P ro g ra m Any course in a division (with the exception o f English Literature courses numbered 1A, IB , 1C, Music courses numbered 4 0 -4 9 , and Dance courses numbered 1-12 and 4 0 ) may be chosen as the third Distribution course in that division. Some courses may be designated as qualifying for distribution (including Pri­ mary Distribution) within more than one division. One-credit courses so designated can be counted in only one o f those divisions; multi-credit courses so designated may be counted for distribution in two or more div­ isions. A course cross-listed between depart­ ments, within or across divisions, will fulfill the distribution requirement only for the de­ partment and division o f the professor who offers the course. Unless designated other­ wise, courses taught jointly or alternately by faculty members of departments in different divisions may not be used to satisfy distribu­ tion requirements. Students who have been granted credit and advanced placement by two departments in the same division for work done prior to matriculation at Swarthmore will be exempted from one Primary Distribution requirement in that division on the condition that they take an additional course in one o f those departments. They will be exempted from both Primary Distribution requirements in that division on the condition that they take an additional course in each of those depart­ ments. Students who enter Swarthmore as transfer students with eight credits o f college work will be exempted from one Primary Distribution requirement in each division. Students who enter Swarthmore with at most four semesters remaining to complete their degree will be exempted from the Primary Distribution component o f the distribution requirement. It is most desirable that students include in their programs some work in a foreign lan­ guage, beyond the basic language requirement (see p. 75). A student who intends to major in one o f the natural sciences, mathematics, or engineering should take an appropriate mathe­ matics course in the freshman year. Students intending to major in one o f the social sciences should be aware of the increasing importance of mathematical background for these sub­ jects. * Early in the sophomore year, the student should identify two or three subjects as pos­ sible majors, paying particular attention to departmental requirements and recommenda­ tions. W hile faculty advisors assist students in pre­ paring their academic programs, students themselves are individually responsible for planning and adhering to programs and for the completion o f graduation requirements. Faculty advisors, department chairmen, other faculty members, the Deans, and the Registrar are available for information and advice. In the freshman and sophomore years all students not excused for medical reasons are required to complete a four quarter (two semester) program in physical education. The requirements are stated in full on page 74. PROGRAMS FOR JUNIORS AND SENIORS The major goals o f the last two years o f a Swarthmore education are to engage students with a chosen field o f inquiry and to assist them in assuming an independent role in creating and synthesizing knowledge within it. The breadth o f exposure, acquisition of skills, and development o f a critical stance during the first two years prepare students to pursue these goals. W ith the choice o f a major, the focus shifts from scope to depth. Students become involved for two years with a discrete field o f inquiry and demonstrate their mastery 62 o f that field through the completion o f courses within the major and courses taken outside the major which serve to expand and deepen the student’s perspective on the major. All students are required to include sufficient work in a single department or program (des­ ignated as a "m ajor” ) to make an equivalent o f at least eight courses before graduation. In the spring o f the sophomore year, each student will, with the guidance o f his or her advisor, prepare a reasoned plan o f study for the last two years. This plan will be submitted to the chair o f the student’s proposed major as a part of the application for a major. Acceptance will be based on the student’s record and an estimate o f his or her capacities in the desig­ nated major. Students who fail to secure ap­ proval of a major cannot be admitted to the junior class. During the senior year a student may choose to study in one o f two programs o f study described below. COURSE PROGRAM Work in the Course program includes some intensive study within a general area o f inter­ est. This work results in a departmental major or a special major. To complete a departmental major, a student must be accepted as a major, and in addition to the standard eight courses and comprehensive examination in the major department, must fulfill specific departmental requirements. The requirements for accep­ tance to departmental majors and for comple­ tion of them are specified in this catalogue under the respective departmental listings. The latter are designated to ensure a compre­ hensive acquaintance with the field. A student must accumulate twenty courses outside his or her major, but there is no other limit on the number o f courses that a student may take in his or her major. W ith departmental permission it is possible for a student to plan a Special Major that includes closely related work in one or more departments outside the major department. This work (up to four courses normally) is part of the major program for the comprehen­ sive examination; some of it may consist o f a thesis or other written research project(s) designed to integrate the work across depart­ mental boundaries. In any case, the program of the Special Major is expected to be integral in the sense that it specifies a field of learning (not necessarily conventional) or topic or problems for sustained inquiry that crosses departmental boundaries and can be treated as a sub-field within the normal departmental major. Special Majors consist of at least 10 credits and normally o f no more than 12 credits. Occasionally, where regular depart­ mental requirements unduly constrain the possibilities of a Special Major, these require­ ments may be relaxed to a minimum o f six courses in the primary department or by the omission of certain courses in that department normally required for the sake of breadth of experience of the major field; but course requirements central to systematic under­ standing o f the major field will not be waived. By extension, Special Majors may be formu­ lated as joint majors between two depart­ ments, normally with at least five credits in each department and 11 in both departments, which, in such programs, collaborate in ad­ vising and in the comprehensive examination. In some areas, such as Biochemistry, Com­ puter Science, Dance, Linguistics, and Psy­ chobiology, in which special majors are done frequently, the departments involved provide recommended programs. These are described in the relevant department sections of the Bulletin or in material available from depart­ ment chairs. During the junior and senior years, Course students are advised by the chairman of the major department (or a member of the depart­ ment designated by the chairman) whose ap­ proval must be secured for the choice of courses each semester. The faculty may award the bachelor’s degree with Distinction to students who have done distinguished work in the Course program and have achieved the grade average estab­ lished for this degree. Distinction in Course will no longer be awarded after the new Honors Program is initiated for the Class of 1997. 63 Ed u c a tio n a l P ro g ra m HONORS PROGRAM The External Examination Program, initiated in 1922 by President Frank Aydelotte and modified most recently in 1987, is a distinc­ tive part o f Swarthmore’s educational life. (The following description refers to the new Honors Program. Members of the Class of 1996 should direct any questions about the requirements for their programs to the Regis­ trar or to the relevant department chairs.) A new Honors Program was approved by the faculty in May 1994 and was made available for the first time to the Class o f 1997. This newest version maintains the core features of Swarthmore’s widely-acclaimed Honors Pro­ gram—student independence and responsi­ bility in shaping the educational experience; collegial relationships between students and faculty; peer learning; opportunity for reflec­ tion on and integration o f specific prepara­ tions; evaluation by external examiners—and adds flexibility to encourage Honors work in the full range o f curricular options, including studio and performing arts, study abroad, and community-based learning. Students and their professors work in collegial fashion as Honors candidates prepare for evaluation by external examiners from other academic institutions. Although Swarthmore faculty grade most of the specific preparations, the awarding o f honorifics on a student’s diploma is solely based on the evaluation of the external examiners. Preparations for Honors are defined by each Department, and include seminars, indepen­ dent projects in research as well as in studio and performing arts, and specially designated pairs o f courses. In addition, each Department offers its own format for Senior Honors Study, designed to enhance, and where appropriate integrate, the preparations in both major and minor. Each student’s program will include three preparations for external examination in a major and one in a minor or four preparations in a special or interdisciplinary major. Stu­ dents offering three preparations in a major or four preparations in a special or interdiscipli­ nary major will be exempted from compre­ hensive exams in those majors. (Double ma­ 64 jors may participate in the Honors Program through three preparations in one major and one preparation in the other). Preparations for both majors and minors will be defined by each department, program, and interdiscipli­ nary major that sponsors a major or a focus. In addition, minors may be defined by all programs and concentrations. Each student’s program will also include at least one credit of Senior Honors Study, in which preparations in both major and minor are included. Up to one unit o f Senior Honors Study in the major department is considered a College credit, and does not count as a departmental credit for purposes of the 20-course rule. All prepara­ tions will be graded by Swarthmore instruc­ tors with the exception o f theses and other original work. Grades for those and for Senior Honors Study will correspond to the level of Honors awarded by external examiners. Ex­ cept in the case o f theses or other original work, modes o f assessment by the external examiners will include written exams and/or other written assignments completed in the spring of the Senior year. In addition, during Honors week at the end o f the Senior year, every Honors candidate will meet on campus with external evaluators for an oral examina­ tion o f each preparation. Specific formats for preparations and for Senior Honors Study in each department and program are available in each department office and all described in the Departmental sections of this Bulletin. Students will normally include their intention to prepare for Honors in their Plan of Study for the Last Two Years, written in the spring o f their Sophomore year. They must also submit to the Office o f the Registrar a formal application for a specific program o f Honors preparation. The Registrar provides a form for this purpose. Based on recommendations from Departments, Programs and Concentra­ tions, the Divisions will make decisions about acceptance o f Honors programs at the end of the Sophomore year. Students will be ac­ cepted into Honors with the proviso that their work continue to be o f Honors quality. Students may also apply to enter Honors during their Junior year, in which case the Divisional decision will be made at the end of the Junior year. Any proposed changes to the Honors program must be submitted for Div­ isional approval on a form provided for this purpose by the Registrar. The recommenda­ tion of the departments or interdisciplinary programs will depend on the proposed pro­ gram of study and the quality o f the student’s previous work as indicated by grades received and upon the student’s apparent capacity for assuming the responsibility of reading for honors. The major department or interdisci­ plinary program is responsible for the original plan o f work and for keeping in touch with the candidate’s progress from semester to semes­ ter. The division is responsible for approval of the original program and of any later changes in that program. For purposes of the external examination program, the structure o f divisions will be as follows: Humanities: Art, Asian Studies, Classics, English Literature, History, Linguistics (pro­ gram), Mathematics and Statistics, Modem Languages and Literatures, Music and Dance, Philosophy, Psychology, Religion. Social Sciences: Economics, Education, Engi­ neering, History, Linguistics (program), Math­ ematics and Statistics, Philosophy, Political Science, Psychology, Sociology and Anthro­ pology. N atural Sciences and Engineering: Biology, Chemistry, Computer Science (program), En­ gineering, Linguistics (program), Mathemat­ ics and Statistics, Philosophy, Physics and Astronomy, Psychology. A t the end o f the senior year the decision of the degree o f Honors to be awarded the candidates is entirely in the hands o f the visiting examiners. Upon their recommenda­ tion, successful candidates are awarded the Bachelor’s Degree with Honors, with High Honors, or with Highest Honors. When the work of a candidate does not in the opinion o f the examiners merit Honors of any grade, Swarthmore faculty members review the stu­ dent’s examination papers and assign grades. EXCEPTIONS TO THE FOUR-YEAR PROGRAM Although the normal period of uninterrupted work toward the Bachelor o f Arts and Bache­ lor of Science degrees is four years, graduation in three years is freely permitted when a student can take advantage of Advanced Place­ ment credits, perhaps combining them with extra work by special permission. When cir­ cumstances warrant, a student may lengthen the continuous route to graduation to five years by carrying fewer courses than the norm of four: this may be appropriate for students who enter Swarthmore lacking some elements of the usual preparation for college, who are physically handicapped, or who wish to free time for activities relating to their curricular work although not done for academic credit. Information about work opportunities for leave-takers available through the College Venture Program is in the Career Planning and Placement office. Such five-year programs are possible in Music and Studio Arts for students who are taking instruction off campus or who wish to pursue studio or instrumental work without full credit but with instruction and critical supervision; but such programs are possible only on application to and selection by the department concerned, which will look for exceptional accomplishment or promise. In all cases where it is proposed to reduce academic credit and lengthen the period before graduation the College looks particularly to personal circumstances and to careful advis­ ing and necessarily charges the regular annual tuition (see the provisions for overloads, p. 23). Full-time leaves of absence for a semester or a year or more are freely permitted and in some cases encouraged, subject also to careful planning and academic advising. 65 Ed u c a tio n a l P r o g r a m NORMAL COURSE LOAD Although normal progress toward the degree o f Bachelor o f Arts or Bachelor of Science is made by eight semesters’ work o f four courses or the equivalent each semester, students may and frequently do vary this by programs of five courses or three courses if it is desirable for them to do so. The object o f progress toward the degree is not primarily, however, the mere accumulation o f 32 credits. College policy does not permit programs of fewer than three courses within the normal eight semester enrollment. Programs of more than five courses or fewer than four courses require special permission (see p. 23 on tuition and p. 72 on registration). FORMATS OF INSTRUCTION While classes and seminars are the normal curricular formats at Swarthmore, faculty regu­ lations encourage other modes as well. These include various forms o f individual study, student-run courses, and a limited amount of "practical” or off-campus work. The principal forms of individual work are attachments to courses, directed reading, and tutorials. The faculty regulation on attach­ ments provides that a student may attach to an existing course, with permission o f the in­ structor, a project of additional reading, re­ search, and writing. If this attachment is taken concurrently with the course it is normally done for half credit. If it is taken in a later semester (preferably the semester immediately following), it may be done for either half or full credit. This kind of work can be done on either a small-group or individual basis. It is not possible in all courses, but it is in most, including some introductory courses. For freshmen and sophomores it is a way of developing capacities for independent work, and for Honors candidates it is an alternative to seminars as a preparation for papers. Stu­ dents who decide before the middle o f the semester to do a half-credit attachment may commonly, with permission, withdraw from a regular course and carry three and a half credits in that term to be balanced by four and a half credits in another term. Students may do as many as two attachments each year. Directed reading and tutorials are similar; but the faculty role in the former is more biblio­ graphical than pedagogical, and, because they require somewhat less faculty time, oppor­ tunities for directed reading are more frequent in most departments than are opportunities 66 for tutorials. In both cases substantial written work and/or written examinations are con­ sidered appropriate, and it is generally desir­ able that the work be more specialized or more sharply focussed than is usually the case in courses or seminars; the work may range from a course o f reading to a specific research project. Such work is available primarily to juniors and seniors in accordance with their curricular interests and as faculty time per­ mits. The faculty regulation on student-run courses permits a group o f students to propose a topic to an instructor for half or single credit and to run their own course with a' reading list approved by the instructor and a final exam­ ination or equivalent administered by him or her, but normally with no further involvement of faculty. In organizing such a course students obtain provisional approval and agreement to serve as course supervisor from a faculty member by December 1st (for the spring term) or May 1st (for the fall term) on the basis o f an initial memorandum emphasizing the principal subject matter to be studied, the questions to be asked about it, the methods of investigation, and providing a preliminary bib­ liography. The course is then registered by its organizers with the Provost, who has admin­ istrative supervision o f such work, and who may waive the foregoing deadlines to recognize problems in the organization o f such courses. The course supervisor consults his or her department, and in the case o f an interdepart­ mental course, any other department con­ cerned, whose representatives together with the Provost will decide whether to approve the course. The supervisor also reviews the course j 1 j 1 > * I I I * I I I I j* I I fl I I outline and bibliography and qualifications and general eligibility of students proposing to participate in the course. After a studentrun course has been found acceptable by the appropriate department (or departments) and the Provost, the course supervisor’s final approval is due ten days before the term begins, following which a revised reading list and class list are given to the Librarian and the course title and class list are filed with the Registrar. A t the end of the course the supervisor evaluates and grades the students’ work in the usual way or arranges for an outside examiner to do so. I Student-run courses may vary in format and content. In particular, they may be proviI sionally proposed for half credit to run in the i* first half of the semester, and at midterm, may I be either concluded or, if the participants and I course supervisor find the work profitable, continued for the balance o f the term for full I credit. Alternatively, student-run courses may I be started after the beginning o f the semester I (up to midsemester) for half credit and then be continued, on the same basis, into the I following term. O r they may be taken for half ^ credit over a full term. The role o f the course I supervisor may exceed that in planning and evaluation outlined above and extend to occaI sional or regular participation. The only es­ sentials, and the purpose of the procedures, W are sufficient planning and organization o f the I course to facilitate focus and penetration. The course planning and organization, both anaI lytical and bibliographical, are also regarded I as important ends in themselves, to be em­ phasized in the review o f proposals before approval. Up to four of the 32 credits required for graduation may be taken in student-run courses. Finally, as to applied or practical work, the College may under faculty regulations grant up to one course credit for practical work, which may be done o ff campus, when it can be shown to lend itself to intellectual analysis and is likely to contribute to a student’s progress in regular course work, and subject to four conditions: ( 1 ) agreement o f an in­ structor to supervise the project; (2) spon­ sorship by the instructor’s department, and in the case of an interdisciplinary project, any other department concerned, whose repre­ sentatives together with the Provost will de­ cide whether to grant permission for the applied or practical work before that work is undertaken; (3 ) a basis for the project in some prior course work; and (4 ) normally, the examination o f pertinent literature and pro­ duction of a written report as parts of the project. This option is intended to apply to work in which direct experience of the offcampus world or responsible applications of academic learning or imaginative aspects of the practice of an art are the primary elements. Because such work is likely to bear a loose relation to organized instruction and the regu­ lar curriculum, the College limits academic credit for it while recognizing its special im­ portance for some students’ programs. >» I I I I I I » I I I I » I I INTERDISCIPLINARY WORK The requirements o f the major typically leave room for significant flexibility in students* programs, both within and outside the major. This may be used to pursue a variety of interests and to emphasize intellectual diver­ sity; it may also be used for the practical integration of individual programs around interests or principles supplementing the major. The College offers interdepartmental majors in Asian Studies, Medieval Studies, and Literature, and formal interdisciplinary programs called Concentrations in Black Studies, Computer Science, Environmental Studies, German Studies, International Rela­ tions, Interpretation Theory, Peace and Con­ flict Studies, Public Policy, and Women’s Studies. Study in a Concentration can either be in combination with a student’s major in the course program or as a minor in the Honors Program. The specific requirements for these programs are outlined in the relevant sections of the Bulletin. It should be recognized that some departments are themselves interdisciplinary in nature; that a considerable number of courses are cross-listed between departments; that each year some courses are taught jointly by 67 Ed u c a tio n a l P ro g ra m members o f two or more departments; and that departments commonly recommend or require supporting work for their majors in other departments. Many other opportunities exist informally—e.g., in comparative litera­ ture, in African studies, in American studies, in religion and sociology-anthropology, in engineering and social sciences, in women’s studies, in biochemistry, or in chemical phys­ ics. Students are encouraged to seek the advice of faculty members on such possibilities with respect to their particular interests. HEALTH SCIENCES ADVISORY PROGRAM The function o f the health sciences advisory program is twofold: to advise students inter­ ested in a career in the health sciences, and to prepare letters o f recommendation for profes­ sional schools to which students apply. The letters are based on faculty evaluations re­ quested by the student, the student’s academic record and non-academic activities. Students intending to enter a career in the health sciences, especially those applying to medical or dental schools, should plan their academic programs carefully to meet the ne­ cessary requirements, as well as the general College requirements. The following courses are among the minimum requirements for stu­ dents entering medical or dental schools: Bi­ ology 1, 2 (students who have earned ad­ vanced placement credit for either Biology 1 or 2 should take one other biology course); Chemistry 10, 22, 32, 38; Physics 3 , 4; Math 5 and one additional math course; and English Literature, two semester courses. The work of the junior and senior years may be completed in either the Course or the Honors Program, and in any major department of the student’s choice. However, professional schools in the health sciences generally require a demon­ strated proficiency in the basic sciences. All required courses should therefore be taken on a graded basis after the first semester o f the freshman year. Almost all medical schools require applicants to take the Medical College Admission Test which is given in August and September each year. It is recommended that students take the test in the Spring of the year that they apply for admission to medical schools. Swarthmore College is a testing center for the MCAT. Corollary tests, the Dental Aptitude Test and the Veterinary Aptitude Test, are often re­ quired by dental and veterinary schools. Specific requirements for each medical and dental school along with much other useful information are given in two publications which are available in the Health Sciences Advisory Office: M edical School Admission Requirements and Admission Requirements o f A m erican D ental Schools. Catalogs for most medical and veterinary schools are also on file in the Advisory Office. The Health Sciences Advisor meets periodi­ cally with students interested in health careers and is available to assist students in planning their programs in cooperation with students’ own academic advisors. The Health Science Office publishes two booklets "Guide of Pre­ medical (Predental and Preveterinary) Studies at Swarthmore College” and "Guide for Applying to Medical School for Swarthmore Undergraduates and Alumni/ae” which con­ tain specific information about the Swarth­ more curriculum. Further information on opportunities, requirements and procedures can be obtained from the Health Sciences Advisor but it is the student’s responsibility to make his or her intentions known to the Advisor at the earliest possible date. CREATIVE ARTS Work in the creative arts is available both in the curriculum o f certain departments and on an extracurricular basis. Iitterested students 68 should consult the departmental statements in Art, English Literature, and Music and Dance, I COOPERATION W ITH NEIGHBORING INSTITUTIONS » I U ■ With the approval of their faculty advisor and the Registrar, students may take a course offered by Bryn Mawr or Haverford College or the University of Pennsylvania without the payment o f extra tuition. Students are ex- pected to know and abide by the academic regulations of the host institution. This ar­ rangement does not apply to the summer sessions of the University of Pennsylvania and Bryn Mawr College. 18 I STUDENT EXCHANGE PROGRAMS I ■ I I ■ as I I To provide variety and a broadened outlook for interested students, the College has student exchange arrangements with Harvey Mudd College, Middlebury College, Mills College, Pomona College, Rice University, and Tufts University. Selection is made by a committee of the home institution from among applicants who will be sophomores or juniors at the time o f the exchange. * STUDY ABROAD I ■ The College emphasizes the importance of study abroad and encourages all students to explore possibilities for doing so as integral parts of their degree programs. The Office for Foreign Study, and the Foreign Study Adviser, will help all interested students at every stage—planning, study abroad, return—of the process. 8 8 8 8 8 * 8 ■ , 8 B •i * » To be accepted for credit toward the Swarthmore degree, foreign study must meet Swarthmore academic standards. W ith proper planning, this condition normally is readily met. Proper planning begins with seeing the Foreign Study Adviser as early as possible in one’s college career. Credit for study abroad is awarded according to College regulations for accrediting work at other institutions; and the process must be completed within the aca­ demic year following return to the College. Financially aided students whose aid has been applied to study abroad must complete the accreditation process immediately upon re­ turn. W ith each institution there is a limited and matched number of exchanges. Students settle financially with the home institution, thus retaining during the exchange any financial aid for which they are eligible. Exchange arrangements do not permit transfer of partici­ pants to the institution with which the ex­ change takes place. or two semesters at Swarthmore. This pro­ gram, under the auspices of the Department of Modern Languages and Literatures, is open to students from any department, but especially those in the humanities and social sciences. Should there be places available, applications from students at other institutions are ac­ cepted. The number o f participants is limited to twenty-five. Students are integrated into the academic life at the University o f Grenoble through regular courses, when their language competence al­ lows, or through special courses for foreign students. Individual programs are arranged to suit the needs and competencies of students. Preparation o f External Examination papers is possible in certain fields. The program is designed primarily for juniors and second semester sophomores, but seniors can be accommodated in special cases. A member of the Department of Modem Languages and Literatures acts as resident Director. The Director teaches a course or a seminar, supervises the academic program 1. The Swarthmore Program in Grenoble, France, and the living arrangements of the students, inaugurated in the fall of 1972. Students and advises on all educational or personal entering this program spend either one or two problems. A coordinator o f the program at semesters at the University of Grenoble, where Swarthmore handles such matters as adtheir course of study is the equivalent of one 69 L Ed u c a tio n a l P r o g r a m 33 missions to the program (in consultation with the Deans), financial aid, transfer o f academic credit to departments within the College and to institutions whose students participate in the program. Applications for the fall semester must be submitted by March 15 and for the spring semester by October 15. 2. A cadem ic Year in M adrid, Spain. This pro­ gram is administered by the Romance Lan­ guage Department o f Hamilton College, in cooperation with faculty members o f W il­ liams and Swarthmore Colleges. Students many enroll for the full academic year or for either the fall or spring semester. (Credit at Swarthmore must be obtained through the departments concerned.) The program at­ tempts to take full advantage of the best facilities and teaching staff o f the Spanish community, while adhering to the code of intellectual performance characteristic of the most demanding American institutions. A distinguishing aspect o f the program is the individual guidance provided students in nonacademic areas, especially in ( 1 ) the efforts that are made to find homes well suited for student lodging, and (2) the activities which are planned to insure ample contact with Spanish students. The program is based in Madrid, where the cultural, educational and geographic benefits are optimum. Classrooms and office space are located at the International Institute (Miguel Angel 8, Madrid). The Institute houses a library eminently suited for study and re­ search, and it sponsors a series o f lectures, concerts, and social activities. The program is under the general guidance of a committee comprised of members o f the Hamilton College Department o f Romance Languages, who, in rotation with professors from Williams and Swarthmore Colleges, serve also as directors-in-residence in Ma­ drid. Applications and further information are avail­ able from the Department of Modern Lan­ guages and Literatures. 3. In addition to the programs in Grenoble and Madrid, there are a number of excellent foreign study programs throughout the world. The Foreign Study Office, along with the academic departments and programs of the College, will advise students on this. Informa­ tion on foreign study programs is available in the Foreign Study Office. i I » 4. Financial aid may be applied to study abroad, with the approval o f the Foreign Study Office. For students who are in good academic standing and who plan to attend academically and credit worthy programs, approval is normally routine. 5. Study abroad students who wish to receive credit toward the Swarthmore degree for their completed work will pay, for the semster or year abroad, full Swarthmore tuition, room, and board to Swarthmore, and Swarthmore will pay the foreign study programs on their behalf. Complete information on payment procedures for study abroad is available in the Foreign Study Office. The O lga lxim kert Memorial Fund. Income from a fund established in 1979 by students of Olga Lamkert, Professor of Russian at Swarthmore College from 1949 to 1956, is available to students with demonstrated financial need who wish to attend a Russian summer school program in this country or either the Lenin­ grad or Moscow semester programs. Awards based on merit and financial need will be made on the recommendation o f the Russian section o f the Department o f Modern Lan­ guages and Literatures. T he Eugene M. W eber M em orial Fund. Income from a fund established in 1986 to honor the memory of Eugene M. Weber, Professor of German at Swarthmore College from 1973 to 1986, is available to students with demon­ strated financial need who wish to attend an academic program in a German-speaking coun­ try. Awards based on merit and financial need will be made on the recommendation of the German section o f the Department o f Modern Languages and Literatures. » -» * m » 70 j. Faculty Regulations ATTENDANCE AT CLASSES ■ » I * ■ :® ■ ■ ■ {■ M :1> » * r ■ Registration to take a course for credit implies regular attendance at classes, unless a student specifically elects to obtain credit in a course without attending classes. The conditions for exercising this option are set forth below. W ith this exception, students are responsible for regular attendance. Faculty members will report to the Dean the name o f any student whose repeated absence is in their opinion impairing the student’s work. The number of cuts allowed in a given course is not specified, a fact which places a heavy responsibility on all students to make sure that their work is not suffering as a result o f absences. Since fresh­ men must exercise particular care in this respect, and since the Faculty recognizes its greater responsibility toward freshmen in the matter of class attendance, it is expected that freshmen, especially, will attend a ll classes. A student may obtain credit for a course without attending class meetings by reading the material prescribed by a syllabus and taking a final examination, under the follow­ ing conditions: When illness necessitates absence from classes, the student should report at once to the Health Center. 4 ) The final grade will be recorded by the Registrar exactly as if the student had attended classes normally. 1) The student must signify intent to do so at the time o f registration, having obtained the instructor’s approval in advance. 2 ) If after such registration the student wishes to resume normal class attendance, the in­ structor’s approval must be obtained. 3 ) The student may be required to perform such work, in addition to the final examina­ tion, as the instructor deems necessary for adequate evaluation o f his or her perfor­ mance. _ _ _ _ _ _ _ _ _ _ _ _ _ _ GRADES Instructors report to the Dean’s and Regis­ trar’s offices at intervals during the year upon the work of students in courses. Informal reports during the semester take the form of comments on unsatisfactory work. A t the end of each semester formal grades are given in each course under the letter system, by which A means excellent work, B good work, C satisfactory work, D passing but below the average required for graduation, and NC (no credit) for uncompleted or unsatisfactory work. Letter grades are qualified by pluses and minuses. W signifies that the student has been permitted to withdraw from the course by the Committee on Academic Require­ ments. X designates a condition; this means that a student has done unsatisfactory work in the first half o f a year course, but by creditable work during the second half may earn a passing grade for the full course and thereby remove the condition. R is used to designate an auditor or to indicate cases in which the work o f a foreign student cannot be evaluated because o f deficiencies in English. Inc. means that a student’s work is incomplete with respect to specific assignments or exam­ inations. The Faculty has voted that a stu­ dent’s final grade in a course should incorpo­ rate a zero for any part o f the course not completed by the date of the final examina­ tion, or the end of the examination period. However, if circumstances beyond the stu­ dent’s control preclude the completion of the work by this date, a grade of Incom plete (Inc.) may be assigned with the permission o f the Registrar. In such cases incomplete work must normally be made up and graded and the final grade recorded within five weeks after the start o f the following term. Except by special permission of the Registrar (on con­ sultation with the Committee on Academic Requirements) all grades o f Inc. still outstand­ ing after that date will be replaced on the student’s permanent record by NC (no credit). Waiver of this provision by special permission shall in no case extend beyond one year from the time the Inc. grade was incurred. The only grades recorded on students’ records for courses taken during their first semester of the freshman year are CR (credit) and NC (no ■ Fa c u lty R e g u la tio n s credit). In the balance o f their work at Swarthmore, students may select up to four courses for Credit/No Credit by informing the Regis­ trar’s Office within the first two weeks o f the term in which the course is taken. Until the middle o f the semester, students may recon­ sider and opt to receive a formal grade in the course. This course will count as one o f the four optional Credit/No Credit courses. Re­ peated courses may not be taken Credit/No Credit. For freshmen and sophomores CR will be recorded for work that would earn a grade o f D or higher; for juniors and seniors the minimum equivalent letter grade for CR will be C. Instructors are asked to provide the student and the faculty adviser with evaluation o f the student’s Credit/No Credit work. The evaluation for first-semester freshmen in­ cludes a letter-grade equivalent; for other students the evaluation may be either a lettergrade equivalent, or a comment. Such evaluations are not a part o f the student’s grade record. Letter grade equivalents only, for first semester freshmen courses only, may be provided to other institutions if requested by the student and absolutely required by the other institution. 1 W 1 I 1 1 ¡T Reports of grades are sent to students at the end o f each semester. They are not routinely sent to parents or guardians, but such information may be released when students request it. 1 1 A C (2 .0 ) average is required in the courses counted for graduation.' ------------------------------------------------------------------ 1 u. REGISTRATION All students are required to register and enroll at the time specified in official announcements and to file programs o f courses or seminars approved by their faculty advisors. Fines are imposed for late or incomplete registration or enrollment. A regular student is expected to take the prescribed number o f courses in each semes­ ter. I f more than five or fewer than four courses seem desirable, the faculty advisor should be consulted and a petition filed with the Committee on Academic Requirements. Applications involving late entrance into a course must be received within the first two weeks of the semester. Applications involving withdrawal from a course must be received not later than the middle o f the semester, or the mid-point o f the course if it meets for only one-half a semester. 1 ■ 1 1 » A deposit of $100 is required o f all returning students prior to their enrollment in both the spring and fall semesters. This deposit is applied to charges for the semester, and is not refundable. 1 I I 1 No examination in absentia shall be permitted. This rule shall be interpreted to mean that instructors shall give examinations only at the College and under direct departmental supervision. * I M I The responsibility o f the Faculty in this area is three-fold: to explain the nature of the problem to those they teach (the Faculty’s statement concerning plagiarism may be found in T he Student H andbook), to minimize temptation, and to report any case o f cheating to the Dean for action by the College Judiciary Committee. M * 1 EXAMINATIONS Any student who is absent from an examina­ tion, announcement o f which was made in advance, shall be given an examination at another hour only by special arrangement with the instructor in charge of the course. ACADEMIC HONESTY Members o f an academic community have an unequivocal responsibility to present as the result o f their own work only that which is truly theirs. Cheating, whether in examina­ tions or by plagiarizing the work o f others, is a most serious offense, and one which strikes at the foundations o f academic life. 72 !1 ifl H 1 The College Judiciary Committee will consider the case, determine guilt, and recommend a penalty to the President. The order o f magni­ tude of the penalty should reflect the serious­ ness of the transgression. It is the opinion of the Faculty that for the first offense failure in the course and, as appropriate, suspension for a semester or deprivation o f the degree in that year is not unsuitable; for a second offense the penalty should normally be expulsion. A full description o f College judicial procedure may be obtained from the office o f the Dean. STUDENT LEAVES OF ABSENCE Student leaves o f absence are freely permitted provided the request for leave is received by the date of enrollment and the student is in good standing. If a student has not enrolled and has not arranged for a leave o f absence for the subsequent semester, it is assumed that he or she is withdrawing. Such students must apply to the Dean for re-admission in order to return to College after an interval. The pur­ pose of this policy is to assist the College in planning its enrollments. A student applying to the College for read­ mission after withdrawal will be required to provide appropriate documentation of in­ creased ability to function academically, and/ or o f decreased hazard to health or safety. In addition, the student may be required to show evidence of successful social, occupational, and/or academic functioning during the time away from the College. This may include the completion o f any outstanding academic "in ­ complètes” on record. W ithdrawal and Readm ission for H ealth Related Reasons Students may withdraw voluntarily because of health problems. In no case will a student’s mental or physical condition itself be a basis for a required withdrawal, but where health problems o f a physical or psychological nature result in behavior that substantially interferes with a student’s academic performance, or poses a significant threat to the student’s safety or the safety o f others, the student may be required to withdraw by the College. This determination is made by the Dean o f the College, on the recommendation of either the Director of Health Services or the Director of Psychological Services, and after a considered review of the problematic behavior. After such evidence has been provided, the student will be required to be evaluated in person by the Director of the Worth Health Center and/or the Director o f Psychological Services, or designates as appropriate. The evaluation will provide adjunctive informa­ tion to the Dean’s decision-making process. Recommendations for readmission are made to the Dean o f the College, who makes the final decision. A student who has withdrawn for health reasons may apply for readmission. In the case of a mental health withdrawal, normally the College will not accept applications for readmission until a full semester (in addition to the semester in which the student has withdrawn) has passed. T he C ollege Venture Program The College Venture Program, supported by Swarthmore College, Bates College, Brown University, Connecticut College, Hobart and W illiam Smith Colleges, the College o f Holy Cross, Vassar College, and Wesleyan Univer­ sity, provides work experiences for students taking time away from college. Venture jobs are usually full-time, paid positions in a vari­ ety o f fields including the environment, edu­ cation, business, social change, government, and the arts. Students do not receive academic credit for these work experiences. The College Venture Coordinator is in the Career Planning and Placement Office. 73 Fa c u lty R e g u la tio n s SUMMER SCHOOL WORK Students desiring to receive Swarthmore Col­ lege credit for work at a summer school are required to obtain the approval o f the chair­ man o f the Swarthmore department con­ cerned before doing the work. Prior approval. is not automatic: it depends upon adequate information about the content and instruction o f the work to be undertaken. Validation of the work for credit depends upon evaluation o f the materials of the course including sylla­ bus, reading lists, written papers, and exami- nations by the Swarthmore department con­ cerned after the work has been done. Valida­ tion may include an examination, written or oral, administered at Swarthmore. An official transcript from the summer school must be presented to the Office o f the Registrar before the work can be validated for credit. Requests for credit must be made within the academic year following the term in which the course is taken. One course credit at Swarthmore is regarded as equivalent to 4 semester hours. PHYSICAL EDUCATION In the freshman and sophomore years all nonveteran students not excused for medical rea­ sons are required to complete a four quarter (two semester) program in physical education. All students must pass a survival swimming test or take up to one quarter o f swimming instruction. (See the departmental statement of the Department of Physical Education and Athletics.) Students who have not fulfilled their Physical Education requirement will not be allowed to enter their junior year. EXCLUSION FROM COLLEGE The College reserves the right to exclude at any time students whose academic standing it regards as unsatisfactory, and without assigning 74 any further reason therefor; and neither the College nor any of its officers shall be under any liability whatsoever for such exclusion. Degree Requirements BACHELOR OF ARTS AND BACHELOR OF SCIENCE The degree of Bachelor o f Arts or Bachelor of Science is conferred upon students who have met the following requirements for gradua­ tion. The candidate must have: test; or, c) passed one year o f a foreign lan­ guage while at Swarthmore. 1. Completed thirty-two courses or their equivalent. 6 . Passed satisfactorily the comprehensive examinations in his or her major field, or met the standards set by visiting examiners for a degree with Honors. 2. An average grade of C in the courses counted for graduation.* 3. Complied with the distribution require­ ments and have completed at least twenty credits outside the major. (See pages 60 -6 1 .) 4. The foreign language requirement, having either: a) passed three years or their equivalent (as determined by the Provost) o f one foreign language while in grades nine through twelve; or, b) achieved a score o f 6 0 0 or its equivalent in a foreign language on a standard achievement 5. Met the requirements in the major and supporting fields during the last two years. 7. Completed four semesters of study at Swarthmore College, two of which have been those of the senior year. 8. Completed the physical education require­ ment set forth on page 74 and in statements of the Department o f Physical Education and Athletics. 9. Paid all outstanding bills and returned all equipment and library books. MASTER OF ARTS AND MASTER OF SCIENCE The degree of Master o f Arts or Master of Science may be conferred subject to the fol­ lowing requirements: Only students who have completed the work for the Bachelor’s degree with some distinc­ tion, either at Swarthmore or at another insti­ tution o f satisfactory standing, shall be ad­ mitted as candidates for the Master’s degree at Swarthmore. The candidate’s record and a detailed program setting forth the aim o f the work to be pursued shall be submitted, with a recom­ mendation from the department or depart­ ments concerned, to the Curriculum Com­ mittee. If accepted by the Committee, the candidate’s name shall be reported to the faculty at or before the first faculty meeting of the year in which the candidate is to begin work. The requirements for the Master’s degree shall include the equivalent o f a full year’s work of *"A n average o f C” is interpreted for this purpose as being a numerical average of at least 2.0 (A+, A = 4.0, A - = 3.67, B+ = 3.33, B = 3.0, B - = 2 .67, C + = 2.33, C = 2.0, C - = 1.67, D + = 1.33, D = 1.0, D - = 0.67). graduate character. This work may be done in courses, seminars, reading courses, regular conferences with members of the faculty, or research. The work may be done in one department or in two related departments. A candidate for the Master’s degree shall be required to pass an examination conducted by the department or departments in which the work was done. The candidate shall be ex­ amined by outside examiners, provided that where this procedure is not practicable, ex­ ceptions may be made by the Curriculum Committee. The department or departments concerned, on the basis o f the reports o f the outside examiners, together with the reports of the student’s resident instructors, shall make recommendations to the faculty for the award of the degree. At the option of the department or depart­ ments concerned, a thesis may be required as part of the work for the degree. Grades of Credit/No Credit and grades on the record for work not taken at Swarthmore College are not included in computing this average. 75 D e g re e R e q u ire m e n ts A candidate for the Master’s degree will be expected to show before admission to candi­ dacy a competence in those languages deemed by his or her department or departments most essential for the field o f research. Detailed language requirements will be indicated in the 76 announcements of departments which admit candidates for the degree. The tuition fee for graduate students who are candidates for the Master’s degree is $19,992. Awards and Prizes The Ivy Award is made by the Faculty each year to the man of the graduating class who is outstanding in leadership, scholarship, and contributions to the College community. The O ak L e a f Award is made by the Faculty each year to the woman of the graduating class who is outstanding in leadership, scholarship, and contributions to the College community. The M cC abe Engineering Award, founded by Thomas B. McCabe, 1915, is presented each year to the outstanding engineering student in the Senior Class. The recipient is chosen by a committee o f the faculty of the department of Engineering. The F lack Achievem ent Award, presented by the Flack Foundation, one of whose founders is Hertha Eisenmenger Flack o f the Class of 1938, is made to a deserving student who, during the first two years at Swarthmore College, has demonstrated a good record of achievements in both academic and extracur­ ricular activities while showing leadership potential as a constructive member o f the College. The donor hopes these awards will go to students o f demonstrated achievement and high potential who are dedicated to the basic principles o f American democracy and of academic freedom. The awards are not related to need. It provides up to $ 2 ,0 0 0 to support purpose­ ful work in the studio arts during the summer between the junior and senior years. A m erican C hem ical Society Award is given to the student who is judged by the Department o f Chemistry to have the best performance in chemistry and overall academic achievement. American Institute o f Chem ists Award is given to the student who is judged by the Depart­ ment of Chemistry to have the second best record in chemistry and overall academic performance. Boyd Barnard M usic Awards. Established in 1990, these awards subsidize the entire cost of private instrumental or vocal lessons for a limited number o f advanced students. These awards, which are given by the Music faculty each semester to approximately 6-8 students, are determined through competition. Recipi­ ents participate as leaders in performance on campus, normally as members o f one o f the Music and Dance Department’s performing organizations, or, in the case of pianists and organists, as accompanists. The Boyd Barnard Prize. Established by Boyd T. Barnard ’ 17, the Barnard Prize of $1,000 is awarded by the Music faculty each year to a student in the junior class in recognition of musical excellence and achievement. The Academ y o f A m erican Poets awards $100 each year for the prize poem (or group of poems) submitted in a competition under the direction o f the Department of English Litera­ ture. The Jam es H. Batton ’ 72 Award, endowed in his memory by G. Isaac Stanley ’73 and Ava Harris Stanley, M.D. ’72, is awarded for the personal growth or career development o f a minority student with financial need. The Adam s Prize o f $200 is awarded each year by the Department o f Economics for the best paper submitted in quantitative economics. The Paul H. B eik Prize in History o f $100 is awarded each May for the best thesis or extended paper on an historical subject by a History major during the previous academic year. The Stanley Adam son Prize in Chemistry is endowed in memory o f Stanley D. Adamson ’65 by his parents, June and George Adamson. It is awarded each spring to a well-rounded Junior majoring in Chemistry or Biochemistry who, in the opinion of the Department, gives most promise o f excellence and dedication in the field. The Jonathan Leigh Altm an Summer Grant, given in memory of this member o f the Class of 1974 by Shing-mei P. Altman ’76, is awarded by the Department of Art to a junior who has strong interest and potential in the studio arts. The B lack Alumni Prize is awarded annually to honor the sophomore or junior minority stu­ dent who has shown exemplary academic performance and community service. T he Brand Blanshard Prize, honoring Brand Blanshard, Professor of Philosophy at Swarth­ more from 1925 to 1945, has been established by David H. Scull, o f the Class o f 1936. The award of $100 is presented annually to the student who, in the opinion of the Depart- 77 A w a r d s and P r iz e s ment, submits the best essay on any philo­ sophical topic. The Sophie and W illiam Bramson Prize is awarded annually to an outstanding student majoring in sociology and anthropology. The prize recognizes the excellence o f the senior thesis, in either the course or external exami­ nations program, as well as the excellence of the student’s entire career in the department. The Bramson prize is given in memory of the parents of Leon Bramson, founding chairman o f Swarthmore’s sociology-anthropology de­ partment, and it carries a cash stipend. The H einrich W. Brinkmann M athem atics Prize, honoring Heinrich Brinkmann, Professor of Mathematics, 1933-1969, was established by his students in 1978 in honor o f his 80th birthday. Awards o f $100 are presented annu­ ally to the student or students who, in the opinion o f the Department o f Mathematics and Statistics, submit the best paper on a mathematical subject. T he Sarah Kaighn C ooper Scholarship, founded by Sallie K. Johnson in memory o f her grand­ mothers, Sarah Kaighn and Sarah Cooper, is awarded to the member of the Junior Class who is judged by the faculty to have had, since entering College, the best record for scholar­ ship, character, and influence. The Anna May Courtney Award. The Anna May Courtney Award, named in honor o f the late singer who performed often in Lang Con­ cert Hall, is given each semester by the Music faculty to an outstanding voice student. The award subsidizes the entire cost o f private lessons for the semester. T he A lice L. Crossley Prize in Asian Studies of $100 is awarded to the student who, in the opinion o f the Asian Studies Committee, submits the best essay on any topic in Asian Studies. T he George P. Cuttino Scholarship, established in 1992, is awarded by the Department of History to a junior for travel and research in Europe during the summer before the senior year. T he Rod D ow dle ’82 Achievem ent Award in tennis is given annually to the male varsity tennis player who best exhibits qualities of perseverance and strong personal effort to 78 achieve a meaningful personal or team goal. T he Robert Enders Field Biology Award, estab­ lished by his friends and former students, to honor Dr. Robert K. Enders, a member o f the College faculty from 1932 to 1970, is awarded to support the essential costs of the study o f biological problems in a natural environment. T he Arthur Fennimore Award. The Arthur Fennimore Award, named in memory o f the distinguished pianist who lived in Swarthmore, is given each semester by the Music faculty to an outstanding pianist. The award subsidizes the entire cost o f private lessons for the semester. Fetter String Q uartet Awards. The Elizabeth Pollard Fetter String Quartet Awards, en­ dowed by Frank W. Fetter ’20, Robert Fetter ’53, Thomas Fetter ’56, and Ellen Fetter Gille in memory of Elizabeth P. Fetter ’25, subsidize the private instrumental lessons o f four topnotch student string players at the College. Interested applicants should write to the Chair o f the Music and Dance Department and should plan to play an audition at the College when coming for an interview. Membership in the Quartet is competitive. A t the beginning o f any semester, other students may challenge and compete fo r-a place in the Quartet. £ j1 1 H 1 M ■ il jl a 1 a Friends o f Music and D ance Summer Awards. Each Spring, the Music and Dance Depart­ ment selects recipients o f Friends of Music and Dance Summer Awards on the basis of written proposals. These awards provide stipends for attendance at summer workshops in music and in dance and for other further study in these fields. The R enee G addie Award. In memory o f Renee Gaddie ’93, this award is given by the Music faculty to a member of the Swarthmore College Gospel Choir who is studying voice through the Music 4 8 (Individual Instruction) program. The award subsidizes the entire cost of voice lessons for that semester. Edwin B. Garrigues M usic Awards. Naming Swarthmore as having one of the top four music programs in the Philadelphia area, the Edwin B. Garrigues Foundation established awards to subsidize the entire cost o f private instrumental or vocal lessons for a limited v ^ ■ » A • ■ *• " -----------------------------------------------number o f gifted students, often incoming first-year students. These awards, which are given each semester by the Music faculty to approximately 10-15 students, are determined by competition on campus and by audition (either in person or by tape) for incoming first-year students. Recipients participate as leaders in performance on campus, normally as members o f one o f the Music and Dance Department’s performing organizations, or, in the case of pianists and organists, as accom­ panists. The Dorothy D itter Gondos Award, bequeathed by Victor Gondos, Jr., in honor o f his wife, Class of 1930, is given every other year to a student o f Swarthmore College who, in the opinion o f a faculty committee, submits the best paper on the subject dealing with a literature of a foreign language. The prize of $100 or more is awarded in the spring semes­ ter. Preference will be given to essays based on works read in the original language. Awarding of the prize will be under the direction of the Literature Committee. The John Russell Hayes Poetry Prizes are offered for the best original poem or for a translation from any language. * 5» > ■ IP 3* The Samuel L. Hayes III Award. Established in 1991 through the generosity o f members of Swarthmore Alumni in Finance, the Hayes Award honors the contributions made by Samuel L. Hayes III ’57, former member of the Board of Managers and the Jacob Schiff Professor o f Business at the Harvard Business School. The award provides support for student summer research in economics and is administered by the Economics Department. essay on any topic in the field o f religion. The M ichael H. Keene Award, endowed by the family and friends of this member of the Class of 1985, is awarded by the Dean to a worthy student to honor the memory o f Michael’s personal courage and high ideals. It carries a cash stipend. The N aomi K ies Award is given in her memory by her classmates and friends to a student who has worked long and hard in community service outside the academic setting, alleviat­ ing discrimination or suffering, promoting a democratic and egalitarian society, or resolv­ ing social and political conflict. It carries a cash stipend. The Kwink Trophy, first awarded in 1951 by the campus managerial organization known as the Society o f Kwink, is presented by the faculty of the Department o f Physical Educa­ tion and Athletics to the senior man who best exemplifies the Society’s five principles: Ser­ vice, Spirit, Scholarship, Society, and Sports­ manship. T he Eugene M. Lang Summer Initiatives Award. Established in 1985 through the generosity of Eugene M. Lang ’38, the Lang Summer Initi­ atives Award supports student research in the social sciences and the natural sciences. The fund is administered by the Office of the Provost. The Leo M. L eva M em orial Prize, established by his family and friends, is awarded by the Biology Department to a graduating senior whose major is Biology and whose work in the field shows unusual promise. The Philip M. H icks Prizes are endowed by friends of Philip M. Hicks, former Professor of English and Chairman of the Department of English Literature. They are awarded to the two students who in the opinion o f the De­ partment submit the best critical essays on any topic in the field o f literature. The Linguistics Prizes were established in 1989 by contributions from alumni interested in linguistics. Two awards of $100 each are pre­ sented annually, one for linguistic theory and one for applied linguistics, to the two students who, in the opinion of the Program in Lin­ guistics, submit the best senior papers or theses in these area. The Jesse H. Holmes Prize in Religion o f $150, donated by Eleanor S. Clarke o f the Class of 1918 and named in honor o f Jesse Holmes, Professor of History o f Religion and Philosophy at Swarthmore from 1899 to 1934, is awarded to the student who, in the opinion of the Department of Religion, submits the best T he Norman M einkoth Field Biology Award, established by his friends and former students, to honor Dr. Norman A. Meinkoth, a member o f the College faculty from 1947 to 1978, is awarded to support the essential costs of the study o f biological problems in a natural en­ vironment. 79 A w a r d s and P r iz e s m m T he E lla Frances Bunting Extemporary Speaking Fund and the Owen Moon Fund provide income for a poetry reading contest as well as funds for visiting poets and writers. T he Kathryn L. M organ Award. The Morgan Award was established in 1991 in honor of Sara Lawrence Lightfoot Professor Emerita of History Kathryn L. Morgan. The award rec­ ognizes the contributions o f members o f the African-American community at the College to the intellectual and social well-being of African-American students. The Morgan fund also supports acquisitions for the Black Cul­ tural Center Library. The fund is administered by the Dean’s Office and the Black Cultural Center in consultation with alumni. T he Lois M orrell Poetry Award, given by her parents in memory o f Lois Morrell o f the Class o f 1946, goes to that student who is judged to have submitted the best original poem in the annual competition for this $200 award. The Fund also supports campus read­ ings by visiting poets. M usic 48 Special Awards. Endowed by Boyd T. Barnard ’ 17 and Ruth Cross Barnard ’19, grants are given by the Music faculty to stu­ dents at the College who show unusual prom­ ise as instrumentalists or vocalists. All grants subsidize two-thirds of the cost o f ten lessons, as part of the Music 4 8 program. For more information, please refer to Credit for Perfor­ mance—Individual Instruction (Music 48). T he A . Edward Newton Library Prize endowed by A. Edward Newton, to make permanent the Library Prize first established by W.W. Thayer, is awarded annually to that under­ graduate who, in the opinion of the Commit­ tee o f Award, shows the best and most intel­ ligently chosen collection of books upon any subject. Particular emphasis is laid not merely upon the size of the collection but also upon the skill with which the books are selected and upon the owner’s knowledge o f their subjectmatter. The May E. Parry M em orial Award, donated by the Class o f 1925 o f which she was a member, is presented by the faculty o f the Department o f Physical Education and Athletics to the senior woman who by her loyalty, sportsman­ ship, and skill in athletics has made a valuable contribution to Swarthmore College. 80 T he Drew Pearson Prize o f $100 is awarded by the Dean on the recommendation o f the edi­ tors of T he Phoenix at the end o f each staff academic year to a member o f T he Phoenix for excellence in journalism. The prize was estab­ lished by the directors o f The Drew Pearson Foundation in memory of Drew Pearson, Class o f 1919. The D avid A . Peele ’50 Sportsmanship Award is made to a tennis player after submission o f a written essay. It is endowed by Marla Hamil­ ton Peele in memory o f her husband’s love and advocacy of tennis and carries a cash stipend. The John W. Perdue M em orial Prize, established in 1969 in memory of an engineering student o f the Class o f 1969, is awarded by the Department o f Engineering to the outstanding student entering the junior class with a major in engineering. T he W illiam Plumer Potter Public Speaking Fund, established in 1927, in addition to providing funds for the collection of recorded literature described on page 11, sponsors awards for the best student short stories, and is a major source o f funds for campus appearances by poets and writers. 4 » sm The Dinny Roth Award. The Roth Award is given to a senior woman who demonstrates the highest degree o f achievement, commit­ ment to intercollegiate athletics, high regard for fair play, and awareness of the positive values of competition. The Roth Award is administered by the Athletics Department. Judith Polgar Ruchkin Prize Essay is an award for a paper on politics or public policy written during the junior or senior year. The paper may be in satisfaction of a course, a seminar, or an independent project, including a thesis. The paper is nominated by a faculty member and judged by a committee of the Department o f Political Science to be o f outstanding merit based upon originality, power of analysis and written exposition, and depth o f understand­ ing o f goals as well as technique. T he R osita S am ofj Prize fo r Playwriting is awarded for the best full-length or one-act play as judged by external reviewers in a competition conducted by the Department of English Literature. m The Jam es H. Scheuer Summer Internship in Environmental and Population Studies Endow­ ment. Established in 1990 the Scheuer Summer Internship supports student research in environmental and public policy issues. Interns are selected by the coordinators o f the Environmental Studies and Public Policy con­ centrations in alternate years. T he Pat Tarble Summer Research Fund. Estab­ lished in 1986 through the generosity o f Mrs. Newton E. Tarble, the Tarble Summer Re­ search Fund supports undergraduate research. The fund is administered by the Office of the Provost. The Frank Solomon, Jr. Student Art Prize Pur­ chase Fund permits the A rt Department to purchase for the College one or two o f the most outstanding student works from the year’s student art exhibitions. The Melvin B. Troy Prize. The Melvin B. Troy Prize o f $ 2 5 0 is given each year for the best, most insightful paper in Music or Dance, or composition or choreography by a student, judged by the Music and Dance Department. The prize was established by the family and friends o f Melvin B. Troy ’48. The H ally Jo Stein Award, endowed in her memory by her brother Craig Edward Stein ’78, is given to an outstanding student who in the view o f the Dance faculty best exemplifies Hally Jo ’s dedication to the ideals of dance. It carries a cash stipend. The P. Linwood U rban, Jr. Prize, honoring Lin Urban, Professor of Religion at Swarthmore from 1957 to 1989, is awarded annually to a graduating senior planning to continue reli­ gious studies either in seminary or graduate school. The Karen Dvonch Steinmetz ’76 Prize, endowed in her memory by many friends and family, is awarded annually to a junior who will be applying to medical school and who demon­ strates a special compassion for others. T he A lbert Vollm ecke Engineering Service Award. Established in 1990 in memory of Albert Vollmecke, father of Therese Voll­ mecke ’77, the Vollmecke prize is awarded for service to the student engineering community. The fund is administered by the Engineering Department. The Peter Gram Swing Prize. A t graduation time, the Peter Gram Swing Prize of $1,000 is awarded by the Music faculty to an outstand­ ing student whose plans for graduate study in music indicate special promise and need. The endowment for the prize was established in the name of Ruth Cross Barnard ’ 19. The Eugene W eber M em orial Fund. The Eugene Weber Fund was established in honor o f the late Eugene Weber, professor o f German. The Weber Fund supports foreign study by stu­ dents of German language and literature. FACULTY AWARD The F lack Faculty Award is given for excellence in teaching and promise in scholarly activity to a member o f the Swarthmore Faculty, to help meet the expenses of a full year of leave devoted to research and self-improvement. This award acknowledges the particularly strong link that exists at Swarthmore between teaching and original scholarly work. The award itself is to be made by the President upon the recommendation o f the Provost and the candidate’s academic department. This award is made possible by an endowment established by James M. Flack and Hertha Eisenmenger Flack ’38. 81 Fellowships * ■ Three fellowships (the Leedom , Lippincott, and Lockw ood Fellowships—see below) are awarded annually by the Faculty, and two fellowships (the Mott and Tyson Fellowships— see below) are awarded by the Somerville Literary Society, to seniors or graduates o f the College for the pursuit o f advanced work. These awards are made on recommendation of the Committee on Fellowships and Prizes for a proposed program o f study which has the approval o f the Faculty. Applications must be in the hands o f the Committee by March 23. The Committee considers applicants for all of these fellowships for which they are eligible and makes recommendations which overall do not discriminate on the basis of sex. These fellowships are: T he H annah A. Leedom Fellowship founded by the bequest o f Hannah A. Leedom. T he Joshua Lippincott Fellowship founded by Howard W. Lippincott, o f the Class o f 1875, in memory o f his father. T he John Lockw ood M em orial Fellowship, founded by the bequest o f Lydia A. Lockwood, New York, in memory o f her brother, John Lockwood. It was the wish o f the donor that the fellowship be awarded to a member o f the Society o f Friends. T he Lucretia Mott Fellow ship, founded by the Somerville Literary Society and sustained by the contributions o f Swarthmore alumnae. It is awarded each year to a woman senior who is to pursue advanced study in an institution approved by the Committee. T he M artha E. Tyson Fellow ship, founded by the Somerville Literary Society in 1913 and sustained by the contributions o f Swarthmore alumnae. It is awarded each year to a woman senior or graduate who plans to enter elemen­ tary or secondary school work. The recipient of the award is to pursue a course of study in an institution approved by the Committee. Other fellowships are awarded under the con­ ditions described below: Susan P. Cobbs Prize Fellow ship, established to honor the memory of Dean Susan P. Cobbs, is awarded at the discretion of the Classics Department to a student majoring in Classics for study in Greece or Italy. 82 The G eneral E lectric Foundation Graduate Fel­ lowship, to be awarded to a graduating senior for the first year of graduate work, is intended to encourage outstanding scholars to pursue an academic career. The recipient, who must be a United States citizen or permanent resi­ dent, will receive the amount necessary to cover tuition, fees, and subsistence allowance for study directed toward a PhD in Engineer­ ing or Computer Science at another institu­ tion in the United States. The precise amount o f each fellowship will be based on the costs and policies o f the university and department chosen for graduate work. a Phi B eta K appa Fellowship. The Swarthmore Chapter o f Phi Beta Kappa (Epsilon o f Penn­ sylvania) awards a Fellowship for graduate study to a senior who has been elected to Phi Beta Kappa and has been admitted to a pro­ gram of advanced study in some branch o f the liberal arts. T he Eugene M. Lang G raduate Incentive Fellow­ ship. In awarding these fellowships, preference is given to Eugene M. Lang senior Scholars who have completed their Opportunity Pro­ ject (see Financial Aid) and who have academic achievement at Swarthmore sufficient to earn Distinction or Honors. Applicants should submit to the Committee on Fellow­ ships and Prizes a plan o f graduate study with high potential for service to society. This fellowship is made possible by the gift o f Eugene M. Lang ’38. The Thom as B. M cC abe, Jr. and Yvonne M otley M cC abe M em orial Fellowship. This Fellowship, awarded annually to a graduate o f the College, provides a grant toward the first year o f study at the Harvard Business School. Yvonne and Thomas B. McCabe, Jr., were for a time residents o f Cambridge, Massachusetts, and Mr. McCabe received the M .B.A. from Har­ vard and was a Visiting Lecturer there. In selecting the recipient, the Committee on Fellowships and Prizes follows the standards that determine the McCabe Achievement Awards, giving special consideration to appli­ cants who have demonstrated superior quali­ ties o f leadership. Young alumni and graduat­ ing seniors are eligible to apply. H £ ■ [I f » M ellon Minority U ndergraduate Fellowship Pro­ gram. The Andrew W. Mellon Foundation has provided a grant to establish an undergraduate fellowship program intended to increase the number o f minority students who choose to enroll in Ph.D. programs and pursue an aca­ demic career. The Foundation’s grant provides term and summer stipends for students to work with faculty mentors, as well as a loanforgiveness component to reduce undergradu­ ate indebtedness for those Fellows who pursue graduate study. The Fellowships are limited to the Humanities, a very few o f the Social Sci­ ences, and selected Physical Sciences. A fac­ ulty selection committee invites nominations of sophomore students in February and awards the Fellowships in consultation with the Dean and Provost. The John W. N ason Community Service Fellow­ ship. The John W. Nason Community Service Fellowship celebrates the contributions of Swarthmore’s eighth president by supporting students pursuing off-campus community ser­ vice related to their academic program. The Nason Fellowship was initiated by members of the Class o f 1945 in anticipation of their 50th Reunion. The Nason Fellowship is ad­ ministered by the Swarthmore Foundation. T he J. R oland Pennoch U ndergraduate Fellow­ ship in Public A ffairs. The Fellowship, endowed by friends of Professor J. Roland Pennock at his retirement in 1976 and in recognition of his many years of distinguished teaching of Political Science at Swarthmore, provides a grant foras much as $ 2 ,5 0 0 to support a substantial research project (which could in­ clude inquiry through responsible participa­ tion) in public affairs. The Fellowship, for Swarthmore undergraduates, would normally be held off-campus during the summer. Pref­ erence is given to applicants from the Junior Class. Teachers for Tomorrow Fellowships are offered to ten outstanding graduating seniors from member colleges of the Venture Consortium (Swarthmore College, Bates College, Brown University, Connecticut College, Hobart and W illiam Smith Colleges, the College o f Holy Cross, Vassar College, and Wesleyan Univer­ sity). The program is designed to provide recent graduates, from all academic majors, with a unique opportunity to work in public education without requiring that they be cer­ tified to teach. Fellows will work alongside exceptional teachers in alternative East Har­ lem public schools that are nationally recog­ nized as meeting the challenge of educating children in the inner city. FACULTY FELLOWSHIPS The Mary Albertson Faculty Fellowship was endowed by an anonymous gift from two of her former students, under a challenge grant issued by the National Endowment for the Humanities. It will provide an annual award of a semester’s leave at full pay, to support research and writing by members of the hu­ manities faculty. Mary Albertson joined the Swarthmore faculty in 1927 and served as chairman of the history department from 1942 until her retirement in 1963. She died in May, 1986. The George B ecker Faculty Fellowship was en­ dowed by Ramon Posel ’50 under a challenge from the National Endowment for the Hu­ manities, in honor of this former member of the English department and its chairman from 1953-70. The fellowship will provide a se­ mester o f leave at full pay for a member o f the humanities faculty to do research and write, in the fields o f art history, Classics, English literature, history, linguistics, modern lan­ guages, music, philosophy, or religion, but with preference to members o f the department o f English literature. The Brand Blanshard Faculty Fellowship is an endowed Faculty fellowship in the humanities established in the name of philosopher and former faculty member Brand Blanshard. Blan­ shard taught philosophy at Swarthmore from 1925 to 1944. The Fellowship will provide a semester leave at full pay for a member o f the humanities faculty to do research and to write. Upon recommendation o f the Selection Committee, there may be a small additional grant for travel and project expenses. Any F e llo w s h ip s humanities faculty member eligible for leave may apply. Fellows will prepare a paper about the work o f their leave year and present it publicly to the College and wider community. The Blanshard Fellowship is made possible by an anonymous donor who was Blanshard’s student at Swarthmore, and a challenge grant from the National Endowment for the Hu­ manities. T he Eugene M. Lang Faculty Fellowship is de­ signed to enhance the educational program of Swarthmore College by contributing to fac­ ulty development, by promoting original or innovative scholarly achievement o f faculty members, and by encouraging the use o f such achievements to stimulate intellectual ex­ change among scholars. The Fellowship will provide financial support for faculty leaves through a grant o f about one half the recipi­ 84 ent’s salary during the grant year. Upon rec­ ommendation o f the Selection Committee, there may be a small addifional grant for travel and project expenses and for library book purchases. The Selection Committee shall consist o f the Provost, three Divisional Chair­ men, and three others selected by the Presi­ dent, o f whom at least two must be Swarth­ more alumni. Any faculty member eligible for leave may apply, and up to four may be chosen. Fellows will be expected to prepare a paper or papers resulting from the work of their leave year, presented publicly for the College and wider community. The Selection Committee may support wholly or in part the cost o f publishing any of these papers. These fellowships are made possible by an endow­ ment established by Eugene M. Lang ’38. V Courses of Instruction The course (semester course) is the unit of credit. Seminars and colloquia are usually given for double credit, i.e., equivalent to two courses. A few courses are given for half­ course credit. Courses are numbered as follows: 1 to 10 — introductory courses 11 to 9 9 — other courses (Some o f these courses are not open to fresh­ men and sophomores.) 100 to 199 — seminars for upperclass persons and graduate students. Year courses, the number o f which are joined by a hyphen (e.g., 1- 2) must be continued for the entire year; credit is not given for the first semester’s work only, nor is credit given for the first semester if the student fails the second semester. Although the course listings in this catalogue cannot be guaranteed as accurate, these are intended to facilitate planning by representing probable offerings over a two-year period. Those courses actually offered each semester are listed in the schedule o f classes available before enrollment for that semester. 85 Art M IC H A EL W. COTHREN, Professor o f Art History CO N STAN C E CAIN HUNGERFORD, Professor o f Art History T. KAORI KITAO, Professor of A rt History RRIAN A . MEUNIER, Professor o f Studio Arts R AN D A LL L EXON, Associate Professor o f Studio Arts and Chair M ARIRETH GRAYBILL, Associate Professor of Art History3 SYD C A R PEN TER, Assistant Professor o f Studio Arts CELIA B. R EISM AN , Assistant Professor o f Studio Arts KIRTANA TH ANG AVELU, Visiting Instructor o f Art History3 The Department o f Art offers historical, criti­ cal, and practical instruction in the visual arts. Courses in art history consider questions having to do with the forms, traditions, mean­ ings, and historical contexts of works o f art and architecture; studio arts courses explore problems of methods, processes, and personal resources which arise in the actual creation of objects in various media. List G allery: The List Gallery, located in the Performing Arts Center, was established to enhance the curricular offerings o f the De­ partment o f Art. The contemporary work of a wide variety o f artists—both established or emerging professionals and Swarthmore stu­ dents in group shows and in the solo shows required of senior art majors—is hung annu­ ally in a series o f rotating exhibitions. The leading consideration in selecting outside ar­ tists to exhibit is the degree to which their work will facilitate the pedagogical needs of the studio arts and art history program. It is for this reason that artists are usually brought to campus as visiting critics while their works are being shown. Classes and individuals thus have the opportunity not only to see the work o f an array o f contemporary artists but also to exercise the critical process that is central to the study and understanding o f art in a liberal arts college. A selection o f works from Swarthmore’s permanent collection is hung in a permanent installation at the back o f the List Gallery, and occasionally there are exhibitions o f works o f art from the historical past using the gallery as an extension of the art history classroom. A t the same time as they fulfill specific curricular needs, however, both con­ temporary and historical exhibitions in the List Gallery benefit the entire College by incorporating a broad community within an ongoing discourse concerning the place o f the visual arts in past and present culture. The Ann T. Warren Exhibit Fund supports List Gallery exhibitions. H eilm an Artist: Each year the Department of A rt invites a distinguished colleague to the College as the Marjorie Heilman Visiting Artist. The work of the invited artist is exhib­ ited in the List Gallery, and while on campus, she or he gives a public lecture, critiques work in the studios, and meets and talks with stu­ dents—both majors and non-majors—in for­ mal gatherings and on an informal basis. L ee Frank Lecture: See p. 15. Benjamin W est Lecture: See p. 15. Jonathan Leigh Altm an Scholarship: See p. 27. Jonathan Leigh Altm an Summer Grant: See p. 77 . Frank Solomon, Jr. Student A rt Prize: See p. 81. REQUIREMENTS AND RECOMMENDATIONS Prerequisites: ARTH 1 is the prerequisite for most other art history courses in the Depart­ ment. S T U A 1 is the prerequisite for all studio arts courses, even for seniors; it may be waived only by presenting a portfolio for evaluation. Students are advised that graduate work in art history requires a reading knowledge o f at least German and French. The Department 3 Absent on leave, 1995-96. 5 Spring semester, 1996. 86 approves a credit for Advanced Placement, grade 5 (with a submission of a portfolio in Studio Arts), but it does not normally give a waiver. Study A broad: The A rt Department strongly encourages those with an interest in art to consider incorporating foreign study—either during a summer or a regular academic term— into their Swarthmore program. Important examples o f art and architecture are scattered throughout the world, and the encounter with works still imbedded in their original context is vital to an understanding of their historical and contemporary significance. Past experi­ ence has shown, however, that art courses in most foreign study programs fall considerably below the academic standards of comparable courses at Swarthmore. To aid students in their attempt to gain Swarthmore credit for study abroad, the Department has established the following guidelines. (1 ) No request for transfer credit in art history will be considered unless a student has already taken ARTH 1 (the normal prerequisite for work in art his­ tory at Swarthmore) before taking a course abroad. (2 ) Students who are interested in bettering their chances of gaining a full Swarth­ more credit for a course taken in a foreign program are advised to attempt to arrange with a Swarthmore professor, before leaving the campus, to write, if necessary, a supple­ mentary research paper as a part of the course. Such papers will be evaluated by the Depart­ ment as part o f the process o f determining transfer credit. T he Course Major in Art History: Art History majors are required to take ARTH 1, ARTH 2, one credit in Asian Art, six other credits in art history, and one course in studio arts. The six elective credits must include (1 ) one credit in Western Art before 1700, (2 ) one credit in Western Art after 1700, (3 ) one seminar (2 credits). The comprehensive—-given in the Spring semester of the senior year—consists o f a written examination, in preparation for which students are required to study a group o f carefully chosen works of art and architec­ ture. The Course M ajor in Art: The combined pro­ gram of the Course Major in Art consists of five courses in Art History (ARTH 1, ARTH 2 or ARTH 3 or another course on art before 1700, and three elective credits) and five courses in Studio Arts (including courses in drawing, another 2-D medium, and a 3-D medium). The comprehensive consists of a Senior Exhibition and Catalog, prepared dur­ ing Senior Workshop (STU A 30) during the Fall o f the senior year. Junior and Senior majors are required to attend all the collo­ quium meetings of STU A 20, whether or not they are enrolled in Advanced Studies. Studio Arts Facilities are closed during Summer and normally during October, W inter, and Spring Holidays. Majors and M inors in T he External Exam ination Program: Beginning with the class o f 1997, students may formulate Honors Programs as either majors or minors, in either art history or art. For details consult guideline available in the department office. Art History 1. C r it ic a l S tu d y in th e V is u a l A r ts . This introduction to the study o f the visual arts will investigate formal analysis, iconog­ raphy, and methods of historical interpreta­ tion, using examples of art and architecture drawn from a variety o f cultures and historical periods. The course will emphasize learning to see vividly and systematically and to write accurately about what is seen. Topics for dis­ cussion will include technique and produc­ tion, visual narrative and didacticism, patron­ age and biography, and approaches such as psychoanalysis, Marxism, and feminism. Primary distribution course. E ach semester. Staff. 2. W e s te rn A r t An historical introduction to the forms, meanings, functions, and contexts o f Western art and architecture from ancient Mediterra­ nean civilizations to the 20th century. Spring sem ester. Kitao. 87 Art ■ ---------------------------------------------------------------3. A s ia n A r t This course will explore the heritage of Asian art using the theme o f visual narrative. What are the distinctive properties of visual narra­ tives? What pictorial resources and strategies do artists use to tell stories? The course will combine theoretical perspectives on narrative from fields such as literary criticism, rhetoric, folklore, and film theory with a rigorous art historical focus on the images themselves. Topics include the Buddhist narratives from Sanchi and Ajanta, Confucian narratives from China, secular scroll paintings from Japan, architectural monuments such as Borobodur and Angkor Wat, and puppet and dance per­ formances in South and Southeast Asia. Spring sem ester. Thangavelu. 9. Film : F o rm a n d S ig n ific a tio n . Film as visual and narrative art; principles of framing, editing, and mise-en-scene; and an historical survey. Two lectures and one screen­ ing session. No prerequisite. Limited to 20. Spring sem ester. Kitao. 14. M e d ie v a l S u r v e y . An introduction to European art and archi­ tecture from late antiquity to the thirteenth century. Special attention will be given to the "Romanization” of Christian art under Con­ stantine, the Celtic Christian heritage of the British Isles and its culmination in the Book of Kells, Justinianic Constantinople and Ravenna, the Carolingian Renaissance, Ro­ manesque sculpture as ecclesiastical propa­ ganda, the efflorescence o f monastic art under the Cluniacs and Cistercians, and the neopla­ tonic aesthetic that gave birth to the Gothic. Not offered 1995-96. Cothren. 17. N in e te e n th -C e n tu ry E u ro p e a n A rt. A rt o f the revolutions o f 1789, 1830, and 1848 (David, Delacroix, Courbet); addresses to modern life by the Pre-Raphaelites and by Manet, Degas, and such Impressionists as Monet and Morisot; challenges to realism by Rodin, Cezanne, van Gogh, and Gauguin. The work o f individual artists considered with reference to social, political, economic, and cultural factors and with reference to current theoretical debates regarding interpretation. F all sem ester. Hungerford. 88 18. 1« T w e n tie th -C e n tu ry W e s te rn A r t Painting and sculpture in Europe from artists such as Picasso, Matisse, Kandinsky, Mon­ drian, and the Russian avant-garde, through reactions to the Great War, as in Duchamp and the Surrealists; then in the United States from Abstract Expressionism to the present. Consideration o f relevant social, political, economic, and cultural factors and to the developing critical discourse. Spring sem ester. Hungerford. 25. * A r t s o f A fr ic a . Not offered 1995-96. 31. J a p a n e s e C iv iliz a tio n and C u ltu re . (Cross-listed as History 72 .) Traditional Jap­ anese culture and society, from prehistoric times to the early modern period. No prerequisite. (Fulfills the distribution re­ quirement for Humanities or Social Scien­ ces.) A lternate years. Fall semester. Not offered 1995-96. Graybill and Li. 32. A r t s o f th e B u d d h ist T e m p le in J a p a n . A study of the arts associated with the Bud­ dhist temple in Japan, from the 7 th through 13th centuries. Not offered 1995-96. Graybill. 3 4 . J a p a n e s e A r t o f th e E a rly M o d e rn P e rio d : P a in tin g a n d P r in ts , 1550-1850. a J An examination of major schools and genres o f painting and prints o f Japan’s early modem period. Not offered 1995-96. Graybill. 36. Fo lk A r t Folk art is a difficult and contentious term in academia today, for it is used to represent a wide range o f artistic praxis—for example, painting, pottery, weaving, quilting, jewelry making, among others. What is meant when an object is categorized as being an example of "fo lk art” ? W hat makes it "fo lk ,” and what keeps it "art” ? The course, which will be conducted in a seminar format, will combine a close looking at "fo lk ” objects with theoret­ ical readings from art history and folklore. Spring sem ester. Thangavelu. M A I f» ■ 38. R itual and Im age in th e B u d d h ist T ra d itio n . (Cross-listed as Religion 28 .) An interdisci­ plinary, historical introduction to a variety of Buddhist traditions, in South, Southeast, Central, and East Asia, with an emphasis on imagery and religious practice. Not offered 1995-96. Graybill and Hopkins. 45. G o th ic A r t and A r c h ite c t u r e . The formation o f "The Gothic” around 1140 and its development and codification in the Ile-de-France to the middle of the 13th cen­ tury: monasteries, cathedrals, and chapels; neoplatonism and the new aesthetic; "court style” and political ideology; structural tech­ nology and stylistic change; patronage and production; contextualizing liturgy and visu­ alizing dogma. Not offered 1995-96. Cothren. 46. M o n a s t ic is m a n d th e A r t s in th e C h r is tia n M id d le A g e s . (Also listed as Religion 29 .) This course will investigate the significance o f Christian mo­ nastic communities as major artistic centers during the middle ages with an emphasis on the way the social context o f production and consumption effected the works o f art them­ selves and the way we have traditionally cho­ sen to study them. Fail semester. Cothren and Ross. 47. La te A n tiq u e , E a rly C h ris tia n , and B y z a n tin e A r t An examination o f the emergence o f a Chris­ tian form o f artistic expression from the heri­ tage of late antique art, followed by a survey of its international development through the sixth century and its progression in the Byzan­ tine empire centered in Constantinople until the fall o f that empire to the Ottoman Turks in 1453. Not offered 1995-96. Cothren. 50. R e n a is s a n c e A rt. Not offered 1995-96. 51. R e n a is s a n c e P ic tu re . Study o f the picture as conceived and shaped in the Renaissance and further developed thereafter, examining topics o f pictorial repre­ sentation both in theory and in practice. Fall 1996. Kitao. 53. M ic h e la n g e lo and H is T im e s . Michelangelo, his art and thought, his Quat­ trocento sources, and his relationship with Leonardo, Raphael, the Mannerists, and his patrons in 16th Century Italy. Fall semester. Kitao. 55. R e m b ra n d t and H is T im e s . See description for ARTH 155. Not offered 1995-96. Kitao. 61. E v e r y d a y T h in g s. Historical and cross-cultural study o f artifacts in our everyday visual and physical environ­ ment, from paper clips and nails to furniture and appliances, as well as machines and ap­ parel items—how they are conceived, made, seen, used, and interpreted, examining topics o f design theory and semiotics, including handicraft and manufacture; tools, technol­ ogy, and standardization; marketing, packag­ ing, and advertising; and social dynamics of historical change. No prerequisite. Spring 1996. Kitao. 62. S t r e e t s and P a s s a g e s . Historical and cross-cultural study o f archi­ tectural and urban spaces in the light of semiotics and design theory. How spaces and their components are conceived, constructed, experienced, used, and interpreted. No prerequisite. Fall 1997. Kitao. 6 4 . P h ila d e lp h ia and A m e r ic a n A r c h ite c t u r e . American architecture, especially in Philadel­ phia, with European parallels: Palladianism, historic revivals and Victorian architecture, the Anglo-American house, the skyscraper, A rt Nouveau, A rt Deco, the International Style, Kahn and Venturi, and Postmodernism. Lectures and four guided tours; papers. Prerequisite: ARTH 1 and/or ARTH 61. Fall 1996. Kitao. 66. A m e r ic a n A r t Painting and sculpture in the United States from the Colonial Period to the present, with special attention to the relationship between developments in American art and those in Western European art. Not offered 1995-96. Hungerford. Art 4 4 75. S p e c ia l S tu d ie s in C in e m a . Study of selected films in wide-ranging genre but with a special focus, encompassing semi­ otics and other critical theories and problems. Prerequisite: ARTH land/or ARTH 9. O ffered, occasionally. Kitao. 86. A r c h it e c t u r a l T h e o ry . Special study on traditional and contemporary architectural thoughts: classicism, functional­ ism, systems design, semiotics, structure and decoration, and other topics. SEMINARS Unless otherwise noted the prerequisite for all seminars is two courses in ARTH including ARTH 1. 132. A r t s o f th e B u d d h is t T e m p le in Ja p a n . See description for ARTH 32. Not offered 1995-96. Graybill. 135. E ig h te e n th -C e n tu ry J a p a n e s e P a in tin g and Its C o n te x ts. An exploration o f intersections between the visual arts and the political, social, and intellectural history o f 18th-century Japan. Prerequisites: ARTH 1 and ARTH 3 or per­ mission of the instructor. Not offered 1995-96. Graybill. 136. T h e M ic h e n e r C o lle c tio n o f J a p a n e s e P rin ts . A closely-focused study o f Japanese wood­ block prints o f the mid-Edo period. Prerequisites: ARTH 1 and ARTH 3 or per­ mission o f the instructor. Not offered 1995-96. Graybill. 138. I s la m ic P ain tin g . After a brief general introduction to Islamic art, the seminar will explore the history and evolution of the pictorial narrative tradition within Islamic culture from A.D. 691 to A.D. 1548. Not offered 1995-96. Cothren. 1 4 5 .6 o th ic A r t and A r c h ite c t u r e . See description for ARTH 45. Spring semester. Cothren. 153. M ic h e la n g e lo and H is T im e s . See description for ARTH 53. Not offered 1995-96. Kitao. 90 Prerequisite: ARTH 61 or 6 4 and instructor’s approval. O ffered occasionally. Kitao. a 9 6 . D ire c te d R ead in g . Staff. 99. T h e s is . The thesis is normally for two credits, taken in the Fall of the Senior Year; the topic must be submitted and approved by the instructorin-charge before the end o f the Junior Year. Staff. 155. R e m b ra n d t a n d H is T im e s . Rembrandt, Dutch Painting, and the nature of picture making: Protestantism and mercantile milieu, Mannerism and Caravaggism, Rem­ brandt and Italy, portraiture and self-portrai­ ture, the genre, optics and painting, the print as medium; and theatricality, narrative and realism. Not offered 1995-96. Kitao. * « 160. E ig h te e n th -C e n tu ry W e s te rn A r t Study of the transition from royal and aristo­ cratic visual culture to that of the rising middle class in Western Europe, especially France and Great Britain and the emerging United States. Close reading of the recent critical contributions o f scholars such as Bry­ son, Crow, and Fried. Not offered 1995-96. Hungerford. 164. M o d e rn A r t The critical debate addressing artists such as Courbet, Manet, Degas, Gauguin, Cézanne, Picasso, and Pollock and the issue o f "M od­ ernism” in nineteenth- and twentieth-century painting. Primary attention to challenges raised from Marxist and feminist perspec­ tives. Fall and spring semesters. Hungerford. 175. C in e m a . Prerequisite: ARTH 1 and/or ARTH 9. Not offered 1995-96. Kitao. 195. T h e o r y and M e th o d o lo g y . An introduction to the historiography o f art history, both theory and practice, and an ex­ ploration o f the current "crisis” o f the disci­ pline which has led to its reassessment from a variety o f critical perspectives. Prerequisite: four credits in art history. Not offered 1995-96. Cothren. * 10. 1. Foundation. ■ An exploration, in practice and theory, of the elements o f visual thinking. Through prob­ lems, primarily in drawing, attention will be given to the following elements o f two and three dimensional design and composition— line, value, color, perspective, proportion, figure/ground and volume/mass relation­ ships. (This course is a prerequisite for all other courses in studio art.) Each sem ester. Staff. 3. D ra w in g . Work in various media directed toward a clearer perception of space,' light and form. A course for all levels of ability. Weekly outside drawing problems and a final project. Not offered 1995-96. Reisman. 4. M u ltim e d ia S c u lp tu re . This course will cover a wide range o f sculp­ tural concepts and techniques, from tradi­ tional to contemporary. These techniques will include: clay modeling, casting, multi­ media assemblage, and wood construction. Fall sem ester. Meunier. 5. C e r a m ic s . A wide spectrum of approaches to clay for functional as well as sculptural expression. Students are encouraged to work towards developing their own vocabulary o f design and form within a series of class projects while acquiring a fundamental understanding of pro­ cesses, contemporary developments and tra­ ditions. Open to beginning, intermediate, and advanced students. Fall semester. Carpenter. 6. P h o to g ra p h y . Introduction to the technical processes and visual and theoretical concepts o f photog­ raphy, both as a unique medium and as it relates to other forms of non-photographic composition. Prerequisite: STU A 1, even for seniors. Spring sem ester. Meunier. 8. Painting. Investigation in oil paint o f pictorial structure and of the complex nature o f color—how it can define surface, space, light, temperature and mood. Fall semester. Reisman. L ife D ra w in g . Work in various media directed toward a clearer perception of the human form. The class is centered on drawing from the model, and within this context. The elements of gesture, line, structure, and light are isolated for the purpose o f study. Spring semester. Exon. 15. A d v a n c e d C e ra m ic s : T h e P o tte r’s W h eel. Students who have had sufficient experience may submit a written proposal for a semester o f independent work in clay. Slides or exam­ ples of previous work must be submitted with the proposal. Acceptance into the advanced level is based on strong evidence o f a greater than basic understanding of formal as well as technical considerations. Spring sem ester. Carpenter. 19. W o rk s On P a p e r. Investigations into printmaking and other materials that use paper as a support. Empha­ sis will be placed on drawing concepts. In addition to class assignments, students will be encouraged to work on independent projects. Not offered 1995-96.. Reisman. 20. A d v a n c e d S tu d ie s . 20A . Ceramics 20B. Drawing 20C . Painting 20D . Photography 20E. Sculpture These courses are designed to usher the inter­ mediate and advanced student into à more independent, intensive study in one or more of the fields listed above. A discussion of formal issues generated at previous levels will continue, with greater critical analysis brought to bear on stylistic and thematic direction. Each student will enroll under the guidance of a professor in the chosen medium, to whom a written statement o f purpose must be sub­ mitted at the time of pre-registration. In ad­ dition to individual conferences, a colloquium meeting will be scheduled every two or three weeks. During these gatherings the entire studio faculty, (and occasional visiting ar­ tists), all advanced study students, and art majors will critique and share issues o f artistic intent. Note: Although this course is for full credit, a student may petition the studio faculty for 91 Art a Yi credit semester. Prerequisite: Foundation and at least one pre­ vious course in the chosen medium. E ach sem ester. Staff. 25. A d v a n c e d S tu d ie s II. Continuation of STU A 2 0 on a more ad­ vanced level. Prerequisite STU A 2 0. Staff. 30. S e n io r W o rk s h o p . A course designed to strengthen critical, the­ oretical, and practical skills on an advanced level. Critiques by the resident faculty and 92 visiting artists, as well as group critiques with all members o f the workshop, will guide and assess the development of the students’ indi­ vidual directed practice in a chosen field. Assigned readings and scheduled discussions will initiate the writing o f the thesis for the senior exhibition. (This course is required of senior art majors.) Fall sem ester. Exon. 40. Staff. S e n io r T h e s is . Asian Studies Coordinator: A L A N BERKOWITZ (Modern Languages, Chinese) Faculty: WOOII-Ping C h ill (English Literature)3 M a rib e th G ra y b ill (A rt) 3 S te v e n H o p k in s (Religion) H a ili K on g (M odem Languages, Chinese) G e ra ld L e v in s o n (Music) L illia n M . Li (History) D eep a O lla p a lly (Political Science) S te p h e n P ik e r (Sociology/Anthropology) D on ald S w e a r e r (Religion) L a r r y W e s tp h a l (Economics) T y re n e W h ite (Political Science) PU RPO SE The Asian Studies Program by nature imple­ ments interdisciplinary approaches in the study o f the multiple and diverse cultural traditions o f over half o f the world’s popula­ tion. The purpose of the Asian Studies major is to provide the student with interdisciplinary education concerning Asia that has five com­ ponents, four o f which are required: (1 ) A general background in Asia that stresses the ability to make cross-cultural comparisons. For this purpose the student is required to take courses in more than one of the regions of Asia: China, Japan, South Asia, and South­ east Asia. (2 ) An interdisciplinary approach; the student will be required to take instruction in at least three different departments, one of which may be language. (3 ) A specialized knowledge of one area o f Asia, defined either geographically or topically. (4 ) The ability to demonstrate this specialized knowledge in an independent research project (thesis) done in the senior year. A fifth, strongly recommended, component is the study of an Asian language. Students may study an Asian language in one of the following ways: (a) taking Chinese language at Swarthmore or Japanese at Haverford, (b) taking another Asian language at the University of Pennsylvania or in summer school, for exam­ ple at the Middlebury College Summer Lanm guage Institute, or (c) taking language courses in one of the study-abroad programs with which Swarthmore is affiliated. A maximum of 4 credits o f language study taken above the first-year level may be counted toward the major. Other courses taken in a study-abroad program may also be applied toward the major, subject to the approval of the Asian Studies Committee. In planning their programs o f study, prospec­ tive majors are urged to consider study abroad for a summer, a semester, or a year. Study abroad serves not only as an opportunity for students to build their language skills, but also as the ideal way to study a foreign culture. To the greatest extent possible the Asian Studies faculty will help students plan a program abroad that will support and enhance their Swarthmore programs. In planning his/her major in Asian Studies, the student should demonstrate in the sopho­ more plan o f study the intellectual coherence o f his/her proposed program. To a large extent this will consist o f explaining how the proposed program develops a specialized knowledge of one o f the regions of Asia, as defined above, or o f a topic that spans the different regions. Examples o f the latter might be Buddhism in Asia, Revolutionary Move­ ments in Asia, the Political Economy of Asian Development, or Elite and Popular Cultures _________________________________________ 3 Absent on leave, 1995-96. 93 A s ia n S tu d ie s in Asia. Any subsequent changes in the pro­ gram, after its initial approval by the Asian Studies Committee, must be aproved in ad­ vance by the Coordinator o f Asian Studies. REQUIREMENTS The major in Asian Studies consists of a minimim of 9 credits, with requirements and distribution as follows: Religions), Religion 9 (The Buddhist Tra­ dition), Religion 12 or 13 (History, Reli­ gion, and Culture of India, I and II). ( 1 ) Coursework must be completed concern­ ing more than one o f the regions o f Asia. (4 ) A minimum of 6 credits o f work must be completed at the intermediate or ad­ vanced level in at least two different de­ partments. This may include the study of an Asian language above the first year, to a maximum o f four credits. (2 ) Classes must be taken in at least three different departments. (3 ) 2 credits must be taken from the follow­ ing: Art History 3 (Asian A rt), Chinese 16/LIT 16Ch (Substance, Shadow, and Spirit in Chinese Literature and Culture), Chinese 18/LIT 18Ch (The Classical Tra­ dition in Chinese Literature), History 9 (Chinese Civilization), A rt History 31/ History 72 (JaPanese Civilization and Culture), Religion 8 (Patterns o f Asian (5 ) A 1- or 2-credit senior thesis, followed by an oral exam. Each major will be expected to write a senior thesis in his/her area of specialization. The thesis is not required for Honors majors, but majors may write a thesis for one o f their exams. HONORS MAJORS (1 ) To receive an Honors major in Asian Studies, students will first fulfill the re­ quirements for a major in Asian Studies. The preparation for honors will consist of four double-credit seminars or prepara­ tions in the Asian Studies program, plus senior honors study. (One o f the prepara­ tions may count also towards a minor in another department or program.) Stu­ dents are encouraged to incorporate study abroad and language training in their preparations. (2 ) Honors preparations must represent at least two different departments. (3) Students have the option o f presenting a thesis as one of their preparations. W ith advance approval, students may begin thesis preparation while studying in Asia. (4) Senior Honors Study. Honors candidates will complete one credit of work in senior honors study. Students enrolled for hon­ ors study will prepare one substantial paper whioh critically examines selected 94 works in Asian Studies that facilitate the integration of their individual programs o f study. This paper will be presented to the external examiners, along with a list of the works covered in their senior study. These works will be chosen by a panel of Asian Studies faculty, with the purpose of enhancing the breadth and depth o f the students’ academic program. O rganization o f Senior Honors Study. The Asian Studies program coordinator will serve as faculty moderator and will meet with students during the course of their preparation. As appropriate, other mem­ bers of the Asian Studies faculty may also meet collectively with students in seminar sessions to discuss individual works that have been assigned. Students participat­ ing in senior honors study will be respon­ sible for leading the discussion in one session and preparing discussion papers for each of the assigned works. (5) Honors evaluation will be comprised of: 1) Written exams covering each prepara­ tion, with the following exceptions. Where the student preparation consists o f a two-credit thesis, the thesis will be submitted to the examiner to read and evaluate. Where a preparation consists of a one-credit course plus a one-credit the- sis, students will be evaluated by submit­ ting the thesis to the external examiner and by completing an appropriate written exam. 2) An oral exam covering the four preparations plus the senior honors study, administered by a panel o f the candidate’s external examiners. HONORS MINORS (1) To be eligible to minor with honors in Asian Studies, students must complete the course requirements equivalent to a concentration in Asian Studies. This en­ tails the completion o f five course credits in the program, three o f which are upperdivision course or seminar credits. In addition, the credits must be spread across at least two departments. (2) Candidates for an honors minor will offer one preparation for external examination. This preparation may be based on a single two-credit seminar, or on a combination of two or more credits received for course work taken at Swarthmore. W ith the approval of the Asian Studies committee, course work taken in Asia may be incor­ porated into the preparation. (3 ) Candidates will complete their senior hon­ ors study in Asian Studies in the same manner as described above for honors majors (see section four). Minors will participate in all honors study sessions and will prepare one discussion paper on one of the assigned works. In addition, minors will prepare an integrative paper linking their program of study and senior honors study. This paper will be for­ warded to the external examiner. Can­ didates have the option of receiving Vi credit for completion o f this work. (4 ) Candidates for an honors minor will take a written exam prepared by the external examiner and sit for an oral exam. COURSES Asian Studies courses have in common the treatment o f Asian cultures and traditions, providing various perspectives on diverse as­ pects o f a number o f Asian countries and cultural traditions. (See catalogue sections for individual departments to determine specific offerings in 1995-1996; additional depart­ mental courses may be considered, pending approval.) D e p a rtm e n t o f A r t 3. Asian Art 31. Japanese Civilization and Culture 32. Arts o f the Buddhist Temple in Japan 34. Japanese Art o f the Early Modem Period: Painting and Prints, 1550-1850 38. Ritual and Image in Buddhist Tradition 135. 18th Century Japanese Painting and Its Contexts 136. The Michener Collection of Japanese Prints D e p a rtm e n t o f E c o n o m ic s 83. Asian Economies 181. Economic Development D e p a rtm e n t o f E n g lish L ite ra tu re 4. The Post-Colonial Condition 75. Southeast Asian Literature D e p a rtm e n t o f H is to r y 9. Chinese Civilization 10G. Women, Family, and State in China 72. Japanese Civilization and Culture 95 A s ia n S tu d ie s 74. Modern China: Emperors to Entrepreneurs 75. M odem Japan 144. M odem China D e p a rtm e n t o f M o d e rn L a n g u a g e s a n d L ite ra tu r e s , C h in e s e 3B, 4B. Second-year Mandarin Chinese 11. Third-year Chinese 11 A. Third-year Chinese Conversation 12. Advanced Chinese 12A. Advanced Chinese Conversation 16. Substance, Shadow, and Spirit in Chinese Literature and Culture. 17. The Legacy o f Chinese Narrative Literature: The Story in Dynastic China 18. The Classical Tradition in Chinese Literature 20. Readings in M odem Chinese 20A. M odem Chinese Conversation 33. Introduction to Classical Chinese 63. Comparative Perspectives: China in the Ancient World 66. Chinese Poetry. 81. Transcending the Mundane: Taoism in Chinese Literature and Culture 91. Special Topics in Chinese Literature and Culture in Translation 93. Directed Reading D e p a rtm e n t o f M u s ic a n d D a n ce 8. The Music o f Asia and Africa 96 21. History o f Dance: Asia and A ff ica. D e p a rtm e n t o f P o litic a l S c ie n c e 3. 55. 56. 64. 108. Comparative Politics China Since Tiananmen Politics o f South and Southeast Asia American-East Asian Relations Comparative Politics: Greater China D e p a rtm e n t o f R e lig io n 8. Patterns of Asian Religions 9. The Buddhist Traditions of Asia 12. History, Religion, and Culture of India, I 13. History, Religion, and Culture of India, II 20. Poets, Saints, and Storytellers: The Religious Literatures o f India 28. Ritual and Image in the Buddhist Tradition 104. Buddhism in Southeast Asia 113. From Buddha’s Relics to the Body of God: Hindu and Buddhist Devotion D e p a rtm e n t o f S o c io lo g y -A n th ro p o lo g y 93. Southeast Asia: Culture and History Independent Study. L in g u is tic s Ling 33. Introduction to Classical Chinese A s ia n S tu d ie s Asia 96. Thesis (one credit) Asia 180. Thesis (two credits) 4 Biology S CO TT F. GILBERT, Professor3 M A R K JA C O B S , Professor 4 JOHN B. JEN K IN S , Professor3 I JA C O B WEINER, Professor TIMOTHY C. W ILLIAM S, Professor RACHEL A . M ERZ, Associate Professor and Chair KATHLEEN K. SIWICKI, Associate Professor K B A R B A R A Y. STEW ART, Associate Professor and Associate Chair JUDITH C E B R A -T H O M A S , Assistant Professor S A R A M . HI EBERT, Assistant Professor I ELIZABETH A . VALLEN, Assistant Professor I A M Y C. VOLLM ER, Assistant Professor DARLENE BR A M U CC I, Laboratory Instructor SHELAGH JO H N STO N , Laboratory Instructor T H O M A S VALENTE, Laboratory Instructor I Students are introduced to biology by enrolling in Biology 1 and Biology 2 which serve as prerequisites for all intermediate and advanced biology courses. Intermediate courses 1 I I I I I I I are numbered 10-50; courses numbered be­ yond 5 0 are advanced and may be used to prepare for the Honors Program, REQUIREMENTS AND RECOMMENDATIONS Students electing to major in Biology must include the following supporting subjects in addition to the minimum of eight credits composing the major: Introductory chemistry, at least one semester o f organic chemistry, and two semesters o f college mathematics (not Stat 1 or Math 3 ) or the completion of Calculus II (Math 6A and 6B, or 6C). One semester of statistics (Stat 2 or 2 3 ) is strongly recommended. Students majoring in Biology must take at least one course or seminar in each o f the following three groups: I. Cell and Molecular Biology; II. Organismal Biology; and III. Popu- } HONORS PROGRAM Admission to the Honors Program is based on academic record (average o f B or better in the natural sciences) and completion of pre2 Absent on leave, spring semester, 1996. lational Biology. Course majors must take at least one advanced course or seminar in Biol­ ogy and satisfy the general college requirement o f a comprehensive experience and examina­ tion in biology by participation in Bio 97, Senior Evolution Seminar. Special majors in biochemistry, psychobiol­ ogy, and bioanthropology are also offered. Students wishing to obtain secondary teacher certification in biology must complete suc­ cessfully a major in biology which should include at least one course in plant science, in evolution, and physics. requisites for the courses or seminars used in preparation for Honors exams. Qualified stu­ dents will prepare for Honors examinations 3 Absent on leave, 1995-96. 97 B io lo g y by combining courses and seminars for two preparations in the areas o f Animal Physiol­ ogy, Behavioral Ecology, Biomechanics, Cell Biology, Developmental Genetics, Human Ge­ netics, Cellular Membranes, Microbiology, Neurobiology, Plant Physiology, and Plant Ecology. Students in Honors also will under­ take a substantial research project (Bio 180) and participate in Senior Honors Study (Bio 100). Both o f these will be evaluated by external examiners who will determine the level of honorific. COURSES 1. C e llu la r and M o le c u la r B io lo g y . An introductory study o f living cells illus­ trated by examples drawn from cell biology, biochemistry, genetics, microbiology, neuro­ biology, and developmental biology. One laboratory period per week. Primary distribution course. Fall semester. Staff. 2. O rg a n is m a l a n d P o p u la tio n B io lo g y . Introduction to the study of organisms em­ phasizing the adaptive aspects o f morphology, physiology, behavior, ecology, and evolution o f whole organisms and populations. One laboratory period per week. Primary distribution course. Spring semester. Staff. 14. F ie ld O rn ith o lo g y . The biology o f birds in their natural habitats. The course will emphasize the diversity of birds, their ecology, evolution, adaptive phys­ iology and behavior. One lab or field trip per week: at least one all day trip/semester. Prerequisites: Biology 2, or AP Biology, or consent o f instructor. Alternate years, fa ll semester. Williams. Prerequisites: Biology 2 or consent o f instruc­ tor. Alternate years, spring semester. 20. G e n e tic s . An introduction to genetic analysis using the tools of classical and molecular genetics. The course explores basic principles o f genetics, the chromosome theory o f inheritance, classi­ cal and molecular strategies for gene mapping, strategies for identifying and isolating genes, the genetics o f bacteria and viruses, replica­ tion, gene expression, and the regulation of gene activity. M ajor concepts will be illus­ trated using human and non-human exam­ ples. One laboratory period per week or a special project. Prerequisite: Biology 1. Fall semester. Jenkins. 21. C e ll B io lo g y . A study o f the ultrastructure and function of cell components. One laboratory period per week. Primary distribution course. Prerequisites: Biology 1, Chemistry 22. Spring semester. Vallen. 15. A n im a l P h y s io lo g y . 25. A n im a l B e h a v io r. An examination o f the principles and mecha­ nisms o f animal physiology ranging from the subcellular to the integrated whole animal. One laboratory per week. Prerequisites: Bio 1, 2, Chem 10 recom­ mended. Fall semester. Hiebert. An introduction to the biological study of animal behavior in field and laboratory. One laboratory or field period per week. Prerequisites: Biology 2; Stat 2 recommended. Alternate years. Williams. 17. S y s t e m a t ic B otan y. Principles and methods o f plant systematics, the study o f plant diversity, approached through the classification and identification of the major families o f vascular plants. One laboratory period per week. 98 29. N e u ro b io lo g y . A study o f the basic principles of neuro­ science, with emphasis on the electrical and chemical signalling properties o f neurons and their underlying cellular and molecular mecha­ nisms, as well as the functional organization of selected neural systems. One laboratory period per week. Prerequisite: Biology 1, Chemistry 10. Spring semester. Siwicki. 33. E m b ry o lo g y . This analysis of animal development will com­ bine descriptive, experimental, and evolu­ tionary approaches. Laboratories will involve dissection and manipulation of invertebrate and vertebrate embryos. One laboratory period per week. Prerequisites: Biology 1 and 2. Spring semester. Cebra-Thomas. 34. P a th o g e n e s is a n d th e Im m une R e s p o n s e . A study o f infectious agents and o f the humoral and cellular mechanisms by which vertebrates respond to such agents. One laboratory period per week. Prerequisites: Biology 1 and 2. Alternate years, spring semester. Vollmer. 36. I n v e rte b ra te Z o o lo g y . Evolution, morphology, ecology, and physiol­ ogy o f invertebrate animals. One laboratory period per week. Field trips. Prerequisites: Biology 1 and 2. Alternate years, fa ll semester. Merz. 37. P la n t P h y s io lo g y . A study of the principal physiological pro­ cesses o f higher plants, including photosyn­ thesis, gas exchange, water and nutrients transport, mineral metabolism, plant hor­ mone action, and environmental responses. One laboratory period per week. Prerequisites: Biology 1, 2. Chemistry 22 recommended. Fall semester. Jacobs. 38. M ic r o b io lo g y . Biology of microorganisms with an emphasis on aspects unique to prokaryotes. Topics include microbial cell structure, metabolism, physiology, genetics, and ecology. Laboratory exercises include techniques for detecting, isolating, cultivating, quantifying, and identi­ fying bacteria. One laboratory period per week. Prerequisites: Biology 1, Chemistry 22. Alternate years, spring semester. Vollmer. Not offered 1995-96. 39. E co lo g y . The scientific study of the relationships that determine the distribution and abundance of organisms. Topics covered include interac­ tions between organisms and their environ­ ments, population dynamics, species inter­ actions, community ecology, and nutrient cycles. One laboratory period or field trip per week. Prerequisites: Biology 1 and 2. Fall semester. Weiner. 43. H is to r y and C ritiq u e o f B io lo g y . The topics o f this course focus on genetics, development, and evolution; science and the­ ology; and contemporary social critiques of biological sciences. Prerequisites: Biology 1 and 2. Alternate years, spring semester. Gilbert. Not offered 1995-96. 45. P rim a te B e h a v io r. The adaptive aspects o f primate behavior, studied under natural conditions, its evolu­ tionary implications and physiological deter­ minants. Content overlaps with Biology 25. One laboratory period per week. Prerequisites: Biology 2 or Psychology 1, or one introductory level course in Sociology/ Anthropology giving an appropriate back­ ground in Anthropology. Fall semester. Williams. Not offered 1995-96, 96-97. 50. M a r in e B io lo g y . Ecology of oceans and estuaries, including discussions o f physiological and structural adaptations of marine organisms. One laboratory per week; several all-day field trips. Prerequisites: Biology 1 and 2. Alternate years, fa ll semester. Merz. 52. D e v e lo p m e n ta l G e n e tics. Üpper-level course focusing on the mecha­ nisms o f cell differentiation and signal trans­ duction in embryos and lymphocytes. Labora­ tories will stress molecular analyses. Prerequisites: Biology 20, 21, or Chem 38. One laboratory per week. Spring semester. Cebra-Thomas. 5 5 . M ic r o b ia l A d a p ta tio n and B io te c h n o lo g y . A study of microbial mechanisms o f adapta­ tion to natural and experimental stressors and their applications. Laboratory will focus on molecular techniques to investigate gene ex­ pression in bacteria. 99 B io lo g y Prerequisites: Biology 38 or Chem. 38. One credit. One laboratory per week. Fall semester. Vollmer. Prerequisites: Biology 1, 2 and one other biology course, preferably Bio 15. Alternate years, spring semester. Hiebert. 56. Seminars focusing on the anatomy and func­ tional properties of neural systems underlying specific animal behaviors. Independent labo­ ratory projects. Prerequisite: Biology 2 9 or permission of in­ structor. Alternate years, fa ll semester. Siwicki. Not offered 1995-96. H u m a n G e n e tic s . A seminar exploring the genetic analysis of the human genome. Prerequisite: Biology 2 0 or consent of instruc­ tor. Spring semester. Jenkins. Not offered 1995-96. 62. B io m e c h a n ic s . Basic principles o f solid and fluid mechanics will be explored as they apply to the morphol­ ogy, ecology, and evolution o f plants and animals. Prerequisites: Biology 1, 2, and one other Biology course. Alternate years, spring semester. Merz. 6 3 . P a le o b io lo g y . Introduction to the fossil record and the techniques and theories used by paleontolo­ gists. Current issues in paleontology wiE also be examined. Prerequisites: Biology 1 and 2 and one other Biology course. Alternate years, spring semester. Merz. Not offered 1995-96. 64. D e v e lo p m e n ta l N e u ro b io lo g y . Seminars discussing cellular and molecular mechanisms o f nervous system development and plasticity. Prerequisite: Biology 29 or 152. Independent laboratory projects. Alternate years, fa ll semester. Siwicki. 72. C e llu la r M e m b ra n e s . A study o f the central role o f cellular mem­ branes in the process o f cell metabolism. Transport across membranes and interaction with other cells are stressed. Prerequisites: Bio 21, 38, or Chem 38. Fall semester. Stewart. 76. B io lo g ic a l R hy th m s. An examination of the properties o f biological clocks, their neural control, and the rhythms they generate, with an emphasis on the signifi­ cance o f rhythms at the level of organism and environment. One seminar meeting each week and ongoing laboratory projects. 100 78. N e u ra l B a s is o f B e h a v io r. 79. P h y s io lo g ic a l E c o lo g y . Physiological basis for interactions between animals and the environment, including ther­ moregulation, seasonality, foraging, repro­ duction, and energetics. Laboratory exercises and independent projects. Prerequisites: Biology 1, 2, and Bio 15 or per­ mission o f instructor. Alternate years, spring semester. Hiebert. 9 3 . Independ ent S tu d y. A program o f directed reading or laboratory or field work in a designated area o f biology. One-half or one credit. Fall or spring semester. Staff. 9 4 . R e s e a rc h P r o j e c t W ith the permission o f the Department, qualified students may pursue a research pro­ gram for course credit. Fall or spring semester. Staff. 95. S e n io r P r o j e c t W ith the permission of the department a student may write a senior paper in Biology for satisfaction o f the requirement o f a com­ prehensive examination for graduation. 9 7 . S e n io r E v o lu tio n S e m in a r. A consideration o f evolution from the per­ spectives o f several biological subdisciplines. Participation in the evolution seminar is re­ quired of all Biology majors in course. 190. S e n io r H o n o rs S tu d y. An interactive, integrative program to allow Honors students to finalize their research thesis. Spring semester. Staff. m * SEMINARS 104. * ■ P la n t E c o lo g y . The study of plant individuals, populations, and communities in their relationships with their physical and biological environments. Prerequisites: Biology 39. Two credits. Alternate years, fa ll semester. Weiner. 160. B e h a v io ra l E c o lo g y . ■ I The study of the evolution o f behavior as an adaption to an environment. Prerequisites: Biology 25 or 3 9 or 45 or 15. Students with preparation outside biology should seek permission of the instructor. Two credits. Alternate years. Williams. 173. A n im a l O rie n ta tio n and M ig ra tio n . Physiology, behavior, ecology, and evolution provide a multidisciplinary understanding o f the way animals from whales to bacteria find their way around their world. One credit. May be combined with Bio 180 for 2 credits. Original research project and field trips. Prerequisites: Bio 25 or 14 or 15 or permission o f the instructor. Physics (high school or above) and statistics recommended. Alternate years, fa ll semester. 180. T h e s is . A research project for students who partici­ pate in the External Examination program in Biology. One or two credits. Both semesters. 101 I Black Studies I Coordinator: C H A R L E S J A M E S (English Literature) Committee: J o h n A ls to n (Music and Dance) T im o th y B u rk e (History) S y ri C a r p e n te r (Art) Y vo n n e C h ire a u (Religion) M a u r ic e E ld rid g e (President’s Office) N g in a L y th co tt (Dean’s Office) Ethel M OOre (Psychology) M a x in e P r o c t o r (Dean’s Office) M ic h e lin e R ic e - M a x im in (Modern Languages) P e te r S c h m id t (English Literature) J e r o m e H. W ood (History) The purpose o f the Black Studies Program is ( 1 ) to introduce students to the history, cul­ ture, society, and political and economic con­ ditions of Black people in Africa, the Ameri­ cas, and elsewhere in the world; and ( 2) to explore new approaches—in perspectives, analyses and interdisciplinary techniques— appropriate to the study o f the Black experi­ ence. Students in any department may add a Con­ centration in Black Studies to their depart­ mental major by fulfilling the requirements stated below. Applications for admission to the Concentration should be made in the spring semester o f the sophomore year to the Coordinator o f the Program. All programs must be approved by the Committee on Black Studies. A ll Concentrators in Black Studies are re­ quired to take History 7, as early as feasible, and Black Studies 91, ordinarily in the last semester of the senior year. Members o f the 1997 and 1998 classes may substitute either Religion 10 or English 59 for the History 7 requirement. Concentrators must take a mini­ mum o f five courses in Black Studies. These must include at least three courses (which may include Black Studies 91) outside the departmental major, from at least two depart­ ments other than the major. Black Studies 91, Special Topics in Black Studies, will take the form o f a one-credit tutorial (if there are three or fewer students in any one year) or a one-credit seminar (if there are four or more students), with all senior Concentrators participating. The topics se­ lected for reading, class discussions, and the writing o f seminar papers will be drawn from representative works in Black Studies from a variety of disciplines and perspectives and will depend on the interests and backgrounds o f the participants. The tutorial or seminar will normally be taken in the spring semester o f the senior year, and will culminate in a senior thesis administered by the Black Studies Committee. I I I I I ■ I I I The committee expects those students who use their thesis credit for both a major and Black Studies to show much more substantial work than single-credit theses applied only to Black Studies 91. 1 I I I Black Studies Minor in the Honors Program: All students participating in the Honors Program are invited to define a minor in the Black Studies Program. Minors in Black Studies do a single, two-credit preparation in the Concentration. This preparation may be based on two units o f academic credit selected from the course offerings within the Black Studies Program, or it may be a two-credit thesis written under program supervision. Minors must meet the requirements o f the Concentration (as noted above) o f a minimum of five units o f credits, including either History 7, Religion 10, or English 5 9 and Black Studies 91, Special Topics in Black Studies. One unit o f the two-credit preparation by minors will satisfy the Black Studies 91 requirement; minors otherwise will be exempted from the single-credit senior thesis administered by the Black Studies Committee. I I I I I I I I I I I I I ■ I I I I The single, two-credit combination o f the external examination must include at least one course outside the major in a pairing approved by the Program after consultation with the minor. Possible course combinations may include, for examples: History 8B. Mod­ em Africa, 1880 to Present and Linguistics 37. Languages of Africa; Modern Languages 77. Prose Francophone: Literature et Societae and English Literature 76. The Black African Writer; or Economics 82. The Political Econ­ omy of Africa and Political Science 58. Afri­ can Politics. Current or updated combinations are available for all concentrators each year in the Programs Office. W ith respect to course combinations, it should be noted that all Honors work is normally done during the junior and senior years. The two-credit thesis option must include work done for the Con­ centration and should entail some unifying or integrative principle of coherence. Normally thesis proposals must be submitted to the Program and approved prior to the start of the senior year. After consultation with their major depart­ ment, minors may draw on these preparations to enhance or, where appropriate, to integrate their completed or ongoing Senior Honors Study for the major. Work in Black Studies may be represented in the Honors portfolio sent to the external examiner by the inclusion o f such things as an essay designed to enhance and/or integrate work done in two or more courses, a revised and enhanced seminar paper or a term paper from a Black Studies course, a video or audio tape o f a creative performance activity in dance or music, or other approved creative work. Courses o f the Black Studies Concentration are listed below. Courses o f independent study, special attachments on subjects relevant to Black Studies, and courses offered by visit­ ing faculty (those courses not regularly listed in the College Bulletin) may, at the discretion o f the Black Studies Committee, be included in the Program. Students who wish to pursue these possibilities should consult with the appropriate department and with the Black Studies Committee. COURSES D a nce 9. M u s ic and D a n ce o f A fr ic a . D a nce 21. H is to r y o f A s ia n a n d A fr ic a n D ance. E c o n o m ic s 71. L a b o r E c o n o m ic s . E c o n o m ic s 72. S o c ia l E c o n o m ic s . E c o n o m ic s 73. W om en & M in o r itie s in th e E c o n o m y . E c o n o m ic s 82. T h e P o litic a l E c o n o m y o f A fr ic a . E c o n o m ic s 171. L a b o r and S o c ia l E c o n o m ic s E c o n o m ic s 172. U rb a n U n d e r c la s s . E n g lish L ite ra tu re 58. A u to b io g ra p h ic a l A c ts . E n g lish L ite ra tu re 59. T h e A fr o A m e r ic a n W rite r. E n g lish L ite ra tu re 60. T he C o n te m p o ra ry A fr o - A m e r ic a n W rite r. E n g lis h L ite ra tu re 76. T h e B la c k A f r ic a n W rite r. E n g lis h L ite ra tu re 77. B la c k A tla n tic N a rr a tiv e s . E n g lis h L ite ra tu re 121. M o d e rn B la c k F ictio n . H is to r y 7. H is to r y o f A fr ic a n - A m e r ic a n P e o p le . H is to r y 8 A . A f r ic a in th e Era o f th e S la v e T ra d e , 1400-1850. H is to r y 8B. M o d e rn A f r ic a , 1880 to P re s e n t. H is to r y 6 0 . C u ltu ra l C o n s tru c tio n s o f A fr ic a : Im a g es, Inven tio ns, I d e o lo g ie s . H is to r y 6 3 . H is to r y o f S o u th e rn A fr ic a . H is to r y 67. T h e B la c k E x p e rie n c e in La tin A m e r ic a . H is to r y 140. T h e C o lo n ia l E n c o u n te r in A fr ic a . 'i B la c k S tu d ie s à * L in g u is tic s 37. L a n g u a g e s o f A fr ic a . M u s ic 61. J a z z I m p ro v isa tio n . L in g u is tic s 5 2 . H is t o r ic a l and C o m p a ra tiv e L in g u is tic s . P o litic a l S c ie n c e 33. R a ce , E th n ic ity and P u b lic P o lic y . L ite ra tu re 79F. F ra n c e and A f r ic a T h ro u g h E a ch O th er’s E y e s. P o litic a l S c ie n c e 5 8 . A fr ic a n P o litic s . M o d e rn L a n g u a g e s 12L. Intro d uction L’a n a ly s e L itté ra ire . P o litic a l S c ie n c e 110. C o m p a ra tiv e P o litic s : A fr ic a . M o d e rn L a n g u a g e s 77. P r o s e F ra n co p h o n e : L ité ra tu re et S o c ié t é . P s y c h o lo g y 2 7 . P s y c h o lo g y and B la c k A m e r ic a : S e le c te d T o p ic s . M o d e rn L a n g u a g e s 78. T h é â tre d ’é c r it u r e s f r a n ç9a is e s . R e lig io n 10. A fr ic a n - A m e r ic a n R e lig io n s. M o d e rn L a n g u a g e s 110. E c r itu r e s f r a n ç a is e s : h o r s d e F ra n c e : F ictio n e t ré e l. R e lig io n 3 3 . B la c k W om en and R e lig io n in th e U n ite d S ta te s . M u s ic 3. J a z z H is to ry . M u s ic 9 / D a n c e 9. M u s ic a n d D a n ce o f A fr ic a . M u s ic 24. A r m s tr o n g , P a r k e r and C o ltra n e . R e lig io n 35. F ro m Vodun to Voodoo: A f r ic a n R e lig io n s in th e Old and N e w W o rld s. S o c io lo g y and A n th ro p o lo g y 44. P e o p le s a n d C u ltu r e s o f A fr ic a . B la c k S tu d ie s 91. S p e c ia l T o p ic s in B la c k S tu d ie s (T h e sis). 9 » * * a> 104 I Chemistry J A M E S H. H A M M O N S , Professor ROBERT F. P A S TE R N A C K , Professor - JUDITH G. VOET, Professor* T H O M A S A . S TE PH EN SO N , Associate Professor and Chair BRYAN S . K L A S S E N , Assistant Professor ROBERT S . PALEY, Assistant Professor PAUL R. RAB LEN , Assistant Professor ALISON P. W ILLIAM S, Assistant Professor VIRGINIA M . INDIVERO, Lecturer M A R Y E. ROTH, Lecturer U R S U LA M . DAVIS, Assistant 4 M A R G A R E T M . LE H M A N , Assistant BRENDA L W I D O , Assistant I I • ■ I ■ ■ The aim o f the Department o f Chemistry is to provide sound training in the fundamental principles and basic techniques o f the science and to provide interested students with the opportunity for advanced work in the main subdisciplines o f modem chemistry. REQUIREMENTS AND RECOMMENDATIONS The normal route for entrance to the advanced level program is to take Chemistry 10 followed by 22, 32, and 38. Students with an especially strong pre-college background in chemistry are advised to begin with Chemis­ try 10H or Chemistry 22. Such students will normally be asked to take a placement exam­ ination. Students seeking Advanced Place­ ment credit may also be required to take this examination. Consult with the Department Chair. Those students planning professional work in Chemistry should include in their programs a fourth semester o f mathematics and at least two additional credits in chemistry. Accredi­ tation by the American Chemical Society (ACS) is useful for those who intend to pur­ sue a career in chemical industry and requires a year of independent research through Chem­ istry 94, 96, or 180. Further, proficiency in reading scientific German, Russian, or French is an asset to the practicing chemist. The minimum requirement for a major in Chemistry is nine credits in the Department. These must include Chemistry 1 0 ,2 2 ,3 2 ,3 4 , 3 8 ,4 5 A/B, 4 6 ,5 0 and one single-credit semi­ nar. Students should note the Mathematics and Physics prerequisites for Inorganic and Physical Chemistry. Those considering a major in Chemistry are strongly urged to complete Math 5, 6A, 6B, 18 and Physics 3 , 4 (or 7, 8) by the end 0/ the Sophomore year. In addition, beginning in 1996-97, all students must complete Chem­ istry 10, 22 and 3 4 before enrolling in a Chemistry Department seminar. Students should complete these requirements by the fall semester o f the junior year. Students desiring teacher certification in chem­ istry must complete Biology 1, 2 in addition to the Chemistry major program. All candi­ dates for teacher certification are required to assist in the instruction o f the laboratory of an introductory chemistry course on one afternoon per week for two semesters. 2 Research opportunities with individual staff members are available through Chemistry 94, 96, and 180. Majors are encouraged to consult the staff about current research problems under investigation. In collaboration, the Departments o f Chem­ istry and Physics provide for a Special Major Absent on leave, spring semester, 1996. 105 C h e m is try in Chemical Physics (see discussion of Special Major, page 63 ), which offers students the opportunity to gain strong background in the study of chemical processes from a micro- scopic, molecular point o f view. Interested students should consult the Chairs o f both departments. BIOCHEMISTRY SPECIAL MAJOR In collaboration with the Department o f Bi­ ology, the Department of Chemistry also offers a Special M ajor in Biochemistry, which provides the student with the opportunity to gain a strong background in chemistry with special emphasis on the application o f chemis­ try to biochemical and molecular biological problems. The requirements include Chemis­ try 2 2 , 3 2 ,3 4 , 3 8 , 45A/B, 4 6 ,5 0 , and 108 or 109; Biology 2 0 or 21 or 3 4 or 38; and one advanced Biology course to be selected by consultation with the Chairs o f both depart­ ments. Students should note the Mathematics, Physics, Chemistry, and Biology prerequisites for these courses. Those considering a major in Biochemistry are strongly urged to complete Math 5, 6A, 6B, 18 and Physics 3 ,4 (or 7, 8) by the end o f the Sophomore year. In addition, beginning in 1996-97, all students must complete Chem­ istry 10, 22 and 3 4 before enrolling in a Chemistry Department seminar. Students should complete these requirements by the fall semester o f the junior year. Research opportunities are available in both the Biology and Chemistry Departments. Interested stu­ dents should consult the Chairs o f the two departments. HONORS PROGRAM Fields Available for Examination: The fields offered by the Department o f Chemistry for examination as part of the Honors program are (not all fields will be offered each year): Organic Reaction Mechanisms; Quantum Chemistry; Biological Chemistry; Organic Synthesis; Inorganic Chemistry; Biophysical Chemistry; Research Thesis. Preparation for a Research Thesis within an Honors program consists o f enrollment in two credits of Chemistry 180 during the senior year. Preparations for the other six fields consist o f completion o f the relevant single-credit seminar and associated prerequi­ sites. For each o f the preparations, these prerequisites include Chemistry 10, 22, and 34; Math 5, 6A, and 6B; Physics 3 and 4. Individual preparations carry additional re­ quirements and prerequisites, as noted below: Organic Reaction Mechanisms: Chemistry 3 2 ,1 0 2 (seminar). Organic Synthesis: Chem­ istry 3 2 ,1 0 3 (seminar). Quantum Chemistry: Chemistry 45A/B, 105 (seminar); Math 18. Inorganic Chemistry: Chemistry 4 6 ,1 0 6 (sem­ inar). Biological Chemistry: Chemistry 32, 106 38, 108 (seminar); Biology 1. Biophysical Chemistry: Chemistry 32, 38, 45A/B, 109 (seminar); Math 18. Senior Honors Study: Senior honors study in Chemistry will consist of a one-credit inte­ grative seminar that meets during the second half of the Fall semester and the first half of the Spring semester of the senior year. All honors students with majors in Chemistry and Biochemistry will be required to partici­ pate. This seminar will focus on a list of topics suitable for integrative study selected in the course o f meetings between faculty and Chem­ istry/Biochemistry majors in the Honors pro­ gram. Off-campus speakers who work in these areas will be invited to campus as part of the seminar. Students will be expected to ( 1 ) attend these presentations, (2) discuss and present assigned background material, and (3 ) prepare and present papers designed to integrate aspects o f an outside speaker’s presentation into topic(s) discussed in the students’ other honors preparations. Chemistry Majors: Honors majors in Chemis­ try will be required to complete three prepa- rations in Chemistry, one o f which must be the Research Thesis. Chemistry majors will not be allowed to include both Organic Syn­ thesis and Organic Reaction Mechanisms in their Honors programs; the combination of Biological Chemistry and Biophysical Chem­ istry will also be prohibited. Regardless o f the fields selected for external examination, all Honors majors in Chemistry are required to complete Chemistry 1 0 ,2 2 ,3 2 ,3 4 ,3 8 ,45A/ B, 46, and 50. Biochemistry Majors: The Honors program in Biochemistry consists of four preparations in at least two departments, as follows: (1) Bio­ logical Chemistry or Biophysical Chemistry; (2) One biochemically oriented preparation from the Biology Department; (3 ) A twocredit biochemically oriented Research Thesis carried out under the supervision o f faculty from the Chemistry and/or Biology Depart­ ments; (4 ) One additional preparation chosen from the Chemistry Department or the bio­ chemically related preparation offered by Bi­ ology and Psychology Departments. (Students may not, however, include both Biological Chemistry and Biophysical Chemistry in their Honors program.) In addition to the credits that comprise the Honors program, Biochem­ istry majors are required to complete Chem­ istry 45A/B, 46, and 50. Students should note the Chemistry, Biology, Physics, and Mathematics prerequisites to these courses and the seminars that are included in the Honors program. Biochemistry majors are expected to participate in the senior honors study program defined by the Chemistry De­ partment. Chemistry Minors: All the fields listed above are available for students wishing to minor in Chemistry, with the exception of the Research Thesis. All minors must meet the same pre­ requisite requirements for seminars estab­ lished by the Department for Chemistry ma­ jors. Senior honors study (one-half credit) for students with a minor in Chemistry will be devised on an individual basis after consulta­ tion with the student and the faculty o f the major department. COURSES 1. C h e m is tr y in th e H um an En viro n m en t. This course will include the study of the cen­ tral concepts o f chemistry in the context of current problems that impact on the human environment. This list includes the green­ house effect, ozone depletion, acid rain, en­ ergy utilization, waste disposal, air and water quality, nutrition, food production, toxic sub­ stances, drugs, AIDS, brain chemistry and medicine. Class discussion into the philo­ sophical and public policy aspects of these problems as well as the chemistry will be encouraged. Assigned reading material will be non-mathematical and emphasize organic and bio-chemistry as well as general chemical prin­ ciples. One laboratory period every second week. Primary distribution course. Spring semester. Paley. 10. G e n e ra l C h e m is try . A study of the general concepts and basic principles of chemistry; atomic and molecular •structure, bonding theory, molecular inter­ actions and the role o f energy in chemical reactions. Applications will be drawn from current issues in fields such as environmental, transition metal, and biological chemistry. One laboratory period weekly. Primary distribution course. Fall semester. Pasternack, Klassen, and Staff. 10H. G e n e ra l C h e m is try : H o n o rs C o u rs e . Topics will be drawn from the traditional General Chemistry curriculum, but discussed in greater detail and with a higher degree of mathematical rigor. Special emphasis will be placed on the correlation of molecular struc­ ture and reactivity, with examples drawn from biological, transition metal, and environmen­ tal chemistry. Some familiarity with elemen­ tary calculus concepts will be assumed. Open to first-year students only. One laboratory period weekly. Prerequisites: A score o f at least 3 on the Advanced Placement Chemistry exam or at least 5 on the International Baccalaureate 107 C h e m is try _______________________________ Advanced Chemistry exam or equivalent per­ formance on the departmental placement exam or permission of the instructor. Primary distribution course. Fall semester. Stephenson and Staff. 22. O rg a n ic C h e m is tr y I. An introduction to the chemistry o f some of the more important classes o f organic com­ pounds; nomenclature, structure, physical and spectroscopic properties, methods o f prepa­ ration and reactions o f aliphatic and aromatic hydrocarbons, halides and monofunctional oxygen compounds, with an emphasis on ionic reaction mechanisms. One laboratory period weekly. Prerequisite: Chemistry 10. Spring semester. Hammons and Rablen. 32. O rg a n ic C h e m is tr y II. A continuation o f Chemistry 22 with empha­ sis on more advanced aspects o f the chemistry of monofunctional and polyfunctional organic compounds, multi-step methods of synthesis, and an introduction to bioorganic chemistry. One laboratory period weekly. Prerequisite: Chemistry 22. Fall semester. Paley. 34. P r in c ip le s o f P h y s ic a l C h e m is tr y . A survey o f some basic concepts o f physical chemistry including states o f matter, the laws of thermodynamics, chemical equilibria, elec­ trochemistry, chemical kinetics and introduc­ tions to quantum theory, atomic and molec­ ular structure, and spectroscopy. One laboratory period weekly. Prerequisites: Chemistry 10, Math 5 , 6A, 6B, Physics 3, 4 (or 7, 8). Fall semester. Williams. 38. B io lo g ic a l C h e m is tr y . An introduction to the chemistry o f living systems: protein conformation, principles of biochemical preparation techniques, enzyme mechanisms and kinetics, bioenergetics, inter­ mediary metabolism, and molecular genetics. One laboratory period weekly. Prerequisite: Chemistry 3 2 (Biology 1 rec­ ommended). Spring semester. Klassen. 108 4 5 A . In te rm e d ia te P h y s ic a l C h e m is tr y I. Continued discussion of the principles introduced in Chemistry 3 4, focusing on thermodynamics, the properties of condensed matter, and non-ideal systems. One laboratory period weekly. Prerequisites: Chemistry 34, Math 18. Spring semester, first half. Williams. I I 45B. Interm ediate P h y s ic a l C h e m is try II. Continued discussion o f the principles introduced in Chemistry 34, focusing on chemical bonding, spectroscopic methods, statistical thermodynamics, and chemical reaction dynamics. One laboratory period weekly. Prerequisites: Chemistry 34, Math 18. Spring semester, second half. Stephenson. 46. I I I I I n o rg a n ic C h e m is try . A study o f the structure, bonding, and reactivity o f inorganic compounds with emphasis on the transition metals. Included in the syllabus are discussions o f crystal and ligand field theories, organometallic chemistry and bioinorganic chemistry. The laboratory com­ ponent emphasizes the synthesis, spectros­ copy, and magnetic properties of transition metal complexes including organometallic substances and ones o f biochemical interest. One laboratory period weekly. Prerequisite: Chemistry 34. Spring semester. Pasternack. I I ] j I j 5 0 . M o d e rn I n stru m e n ta l M e th o d s in C h e m is tr y a n d B io c h e m is tr y . This laboratory-intensive course centers on modem instrumental methods, including fluorescence, infrared, ultraviolet, and mass spec­ trometry. Special emphasis is given to Fouriertransform nuclear magnetic resonance. Approximately five hours o f laboratory weekly. Prerequisites: Chemistry 32 and either 3 8 or 46. Concurrent or prior courses in Physical Chemistry are recommended. Beginning in 1996, prior or concurrent registration in Chemistry 3 4 is required. Fall semester. Rablen and Voet. j 1 I SEMINARS « The following single credit seminars may be their prerequisites. taken for credit towards a degree in Course or Spring semester. Stephenson. I for Papers in the External Examination Pro­ 106. In o rg a n ic C h e m is tr y S e m in a r. gram. Topics in inorganic chemistry including the 102. O rg a n ic R e a ctio n M e c h a n is m s bonding, reaction mechanisms, and spectros­ S e m in a r. copy o f Werner complexes; organometallic chemistry; boron hydrides and metal clusters; | This course deals with the structures and bioinorganic chemistry. mechanisms o f reaction of organic com­ Prerequisites: Chemistry 22 and 46 and their pounds. Polar, free-radical, pericydic, and prerequisites. photochemical reactions are studied. Mecha­ Spring semester. Pasternack. nistic discussions emphasize methods o f in­ vestigation and the interpretation o f experi­ 108. B io lo g ic a l C h e m is tr y S e m in a r. mental results from the primary literature. Selected topics in a few important areas of Prerequisites: Chemistry 32 , 34, and their current biochemistry, such as enzyme struc­ prerequisites. ture and function, spectroscopic methods, Fall semester. Hammons. receptor biochemistry, and genetic and pro­ « 103. O rg a n ic S y n t h e s is S e m in a r. Modem synthetic organic methodology will be examined, with emphasis on selective car­ bon-carbon bond formation, control of rela­ tive and absolute stereochemistry, and organometallic chemistry directed towards organic synthesis. Application of these methods to the total synthesis o f pharmacologically im­ portant natural products will be studied, using examples from the recent primary literature. Prerequisites: Chemistry 32, 34, and their prerequisites. 105. Q uantum C h e m is tr y S e m in a r. Advanced consideration o f topics in quantum chemistry with a focus on the electronic struc­ ture o f atoms and molecules, and molecular spectroscopy. Prerequisites: Chemistry 22 and 45A/B and tein engineering principles. Prerequisites: Chemistry 3 4 and 3 8 and their prerequisites. Biology 1. Prior or concurrent enrollment in Biology 2 0 or 21 or 34 or 38 is recommended. Fall semester. Voet. 109. B io p h y s ic a l C h e m is tr y S e m in a r. The course focuses on the physical and chem­ ical properties of biological macromolecules concentrating on proteins and nucleic acids. W ithin this context we will introduce the physical techniques for studying macromole­ cules. We will discuss macromolecular inter­ actions with self (structures and forces), with radiation and solvent and with other macro­ molecules. Prerequisites: Chemistry 38 and 45A/B and their prerequisites. STUDENT RESEARCH All students who enroll in one or more re­ search courses during the academic year are required to attend weekly colloquium meet­ ings and to present the results o f their work during the spring semester. 94. R e s e a rc h P ro je c t. This course provides the opportunity for qualified students to participate in research with individual staff members. Students who propose to take this course should consult with the staff during the preceding semester concerning problem areas under study. This course may be elected more than once. Each semester. Staff. 96. R e s e a rc h T h e s is . Chemistry and biochemistry majors will be provided with an option of writing a senior research thesis in lieu of taking comprehensive examinations. Students are strongly urged to participate in on-campus research during the summer between their junior and senior years. 109 C h e m is try The student will form an advisory committee to consist o f (but not be limited to) two mem­ bers o f the Chemistry Department, one of whom is to act as the student’s research men­ tor. Whereas the details o f the research thesis program will be determined by the committee and the student, certain minimum require­ ments must be met by all students selecting this option: i) A minimum o f two credits o f Chemistry 96 to be taken during the last three semesters o f the student’s residence at Swarthmore. ii) A thesis based upon the student’s re­ search activity to be submitted prior to 110 the last week o f classes o f the final semes­ ter. Guidelines for the preparation of the thesis will be provided to the student. Each semester. Staff. 180. R e s e a rc h T h e s is . An opportunity for students in the External Examination program to participate in re­ search with individual staff members. The thesis topic must be chosen in consultation with some member of the staff and approved early in the semester preceding the one in which the work is to be done. Each semester. Staff. * Classics I GILBERT P. ROSE, Professor and Department Head3 ROSARIA V. M U N SO N , Associate Professor » W ILLIAM N. TURPIN, Associate Professor and Acting Department Head CHRISTOPHER FR A N C ESE, Visiting Assistant Professor GRACE M . LEDBETTER, Instructor? » I I » » ■ Classics is the study o f the ancient Greeks and Romans, who produced some o f the world’s greatest literature and influenced the entire subsequent course o f Western history and culture. The Department o f Classics teaches the Greek and Latin languages and literatures from the beginning level through Honors seminars. Any student who wishes to major or minor in Greek or Latin can do so without having studied it before entering college. Those who begin a language at Swarthmore start to read literature by the end of one year. After two years students are usually prepared for seminars, in which they read and discuss in depth the works o f such authors as Homer, Sappho, Aeschylus, Sophocles, Euripides, Plato, Thucydides, Herodotus, Cicero, Taci­ tus, Catullus, Horace, and Virgil. The ancient languages are studied in courses numbered from I to 19 and in seminars. Courses (not seminars) numbered 20 and over have no prerequisites and assume no knowledge o f Greek or Latin; instead, English translations are used to introduce students to the history, literature, philosophy, mythology, religion, and archaeology o f the ancient world. The courses specifically in ancient history count as prerequisites toward advanced courses in the Department o f History and as part o f a major in History. The Department o f Classics encourages both majors and non-majors to spend a semester, usually during their junior year, at the Inter­ collegiate Center for Classical Studies in Rome. Here students from many American colleges may study Latin, Greek, Italian, art history, and the ancient city; they also take field trips in Rome and Italy. Swarthmore College also helps to support the American Academy in Rome and the American School o f Classical Studies in Athens, and its students have privileges at those institutions. Classics students are eligible for the Susan P. Cobbs Scholarship and the Susan P. Cobbs Prize Fellowship for study abroad (see pp. 36 and 82). The Classics Department participates in the Medieval Studies Program, the Women’s Studies Program, the Literature major, and a Special M ajor in Linguistics. * REQUIREMENTS FOR A MAJOR Greek, Latin, or Ancient History may be a student’s major subject in either the Course or the Honors Program, and a minor in the latter program. Those who intend to major or minor in Greek or Latin should complete courses numbered 11 and 12 (or their equiv­ alent) as early as possible. A major in Greek or Latin consists o f at least eight credits beyond Greek 1-2 or Latin 1-2, and includes three or four seminars. A major in Ancient History consists o f Classics 3 1 ,3 2 , 42, 44, a one-credit attachment to any o f the above (see p. 66, Formats o f Instruction), and a second one-credit attachment or else another course in Classical Civilization. One of the following seminars is also required: Latin 102, Latin 105, Greek 113. In their last semes­ ter, majors who are not in the Honors Program take a comprehensive examination. » 3 Absent on leave, 1995-96. 7 Joint appointment with Philosophy. Ill C la s s ic s THE HONORS PROGRAM IN CLASSICS This Honors Program is available to the classes of 1997 and after. For a major in Greek or Latin, preparation for Honors exams will normally consist o f three seminars (students may take a fourth seminar in the major, but not for external examina­ tion). A student minoring in Greek or Latin will take one external examination based on one seminar. Minors are, however, strongly encouraged to take more than one seminar, in order to be adequately prepared for the exami­ nation. For a major in Ancient History, one o f the three preparations for Honors, as for the major itself, must be a Greek or Latin seminar; the other two will both normally be courseplus-attachment (this differs from the re­ quirements for the major itself). Students minoring in Ancient History will take three courses in Ancient History and add an attach- ment to one o f them. That course-plus-attach­ ment will be the preparation for the external exam. No ancient language is required for this minor. Senior Honors Study for majors and minors will take the form o f revised seminar papers o f 1 ,500-2,500 words each. Majors will do three such papers, one for each seminar (or seminar-equivalent) and will receive one credit; minors will do one paper and receive one-half credit. For a major the credit may be spread out over the senior year or be taken entirely in the spring semester. The portfolio sent to examiners will contain the SHS revised seminar papers, together with syllabi and related materials, if any, from the instructors. A combination of (threehour) written and oral exams wil be the mode o f external assessment in Honors. Greek 1-2. In te n s iv e F ir s t - y e a r G re e k . Students learn all the basics o f the language, begin reading major classical writers, and are introduced to the culture and thought o f the Greeks. The course meets four times a week and carries VA credits each semester. There is no assumption that students have studied Latin. Primary distribution course, Humanities. Year course. Ledbetter. The course emphasizes both language skills and the discussion o f literature and philoso­ phy. Other readings may include selections from the Greek historians, orators, or trage­ dians (e.g., Euripides’ Medea). Primary distribution course, Humanities. Fall semester. Munson. 12. H o m e r. Extensive translation o f English into Greek. Meets one hour per week. H alf course. Selections from either the Iliad, or the Odyssey are read in Greek; the remainder o f the poem is read in translation. Primary distribution course, Humanities. Spring semester. Ledbetter. 11. In te rm e d ia te G re e k . 9 3 . D ire c te d R ea d in g . The chief reading is usually a work o f Plato. Independent work for advanced students under the supervision o f an instructor. 9 ,1 0 . G r e e k P r o s e C o m p o s itio n . Latin 1-2. in te n s iv e F ir s t - y e a r Latin. Students learn all the basics o f the language, begin reading major classical writers, and are introduced to the culture and thought o f the 112 Romans. The course meets four times a week and carries XVi credits each semester. Primary distribution course, Humanities. Year course. Francese. 9 ,1 0 . La tin P r o s e C o m p o s itio n . Extensive translation of English into Latin. Meets one hour per week. H alf course. 11. In tro d u ctio n to R om an P o e try . After a review of grammar, students read and discuss major lyric and epic poets of the Golden Age o f Roman literature (e.g., Catul­ lus, Virgil). The course emphasizes both lan­ guage skills and literary criticism, eliciting the special characteristics and concerns o f Roman poetry. Normally taken after Latin 2 or high school Latin. Primary distribution course, Humanities. Fall semester. Francese. 12. In tro d u ctio n to R om an P r o s e . A study o f authors illustrating the develop­ ment of Roman prose, from Cicero to Tacitus. Primary distribution course, Humanities. Spring semester. Francese. 13. L ite ra tu re o f th e A u g u s ta n A g e . A portrait o f the Age o f Augustus from the point o f view o f one or more contemporary poets, such as Ovid, Virgil, Horace, and Propertius, who contributed to the greatness o f thè- period while often questioning its as­ sumptions. Prerequisite: Latin 11 or equivalent. Primary distribution course, Humanities. Fall semester. Not offered 1995-96. 14. M e d ie v a l Latin. Readings are chosen from the principal types of medieval Latin literature, including reli­ gious and secular poetry, history and chroni- des, saints’ lives, satire, philosophy, and romances. Prerequisite: Latin 11 or equivalent. Primary distribution course, Humanities. Spring semester. Not offered 1995-96. 15. La tin P o e try and th e E n g lish R e n a is s a n c e . Latin authors such as Catullus, Horace, Pro­ pertius, and Ovid are considered both on their own terms and in light of English poets for whom they were important (e.g., Donne, Marvell, Herrick, and M ilton). Special atten­ tion will be given to the role o f rhetoric in Roman and Renaissance education and to its influence on the crafting o f language and the organization o f thought. Prerequisite: Latin 11 or equivalent. Fall semester. Not offered 1995-96. 17. La tin P o e try and th e M o d e rn is ts . This course explores Latin poems influential in the creation o f the Modernist verse of, in particular, Ezra Pound and T.S. Eliot. The Latin texts are read in the original, for their own sake and in their own context, but we also explore the readings given them by the Mod­ ernists, in an attempt to assess the uses and importance o f their common literary tradi­ tion. Prerequisite: Latin 11 or equivalent. Primary distribution course, Humanities. Fall semester. Turpin. 93. D ire c te d R ead in g . Independent work for advanced students under the supervision o f an instructor. Ancient History and Civilization All o f the courses in ancient history—namely, Classics 31, 32, 42, and 44— are required for a major in Ancient History. They also count as prerequisites for advanced courses in the Dept, o f History and as part o f a major in History. 20. P la to and th e D ia lo g u e Fo rm . Cross-listed as Philosophy 20. Spring semester. Ledbetter. 31. H is to r y o f G r e e c e . A study o f the political and social history of the Greek cities from the Mycenaean or Bronze Age to the end o f the classical period. Topics include the growth of the city-states, the development of democracy, the period of Athenian political and cultural leadership, and Athens’ rivalry with Sparta. Primary distribution course, Social Sciences. Spring semester. Not offered 1995-96. 32. T h e R om an R e p u b lic . A study of Rome from its origins to the civil wars and the establishment o f the principate o f Augustus (753-27 B.C .). Topics include the legends of Rome’s foundation and o f its 113 C la s s ic s republican constitution; the conquest o f the Mediterranean world, with special attention to the causes and pretexts for imperialism and the tensions it created; and the social and political structures o f the Republic. Primary distribution course, Social Sciences. Spring semester. Turpin. 3 3 . G re e k L ite ra tu re in T ra n s la tio n . The works studied in this course range in time from Homer to Plato and include masterpieces of epic and dramatic poetry, history, and philosophy. Lectures on the historical and cultural context supplement class discussion. Primary distribution course, Humanities. Fall semester. Not offered 1995-96. 34. W om en in C la s s ic a l L ite ra tu re . Helen, Penelope, Clytemnestra, Electra, Anti­ gone, Deianira, Medea, Phaedra, Ariadne, Dido—these Greek and Roman women, ad­ mirable or dangerous, are among the most complex literary creations o f any period. This course concentrates on the representations of women in the epic poems and dramas of Greece and Rome, but it also explores the relation between such portrayals and the lives of actual women in those societies. Fall semester. Not offered 1995-96. 36. C la s s ic a l M y th o lo g y . The myths of the Greeks and Romans are central to the study o f the ancient world and have had an enormous influence upon subse­ quent literature and other arts. This course examines selected myths in such major works o f Greek and Latin literature as the Iliad and the Odyssey, the tragedies o f Aeschylus, Sopho­ cles, and Euripides, and Ovid’s Metamor­ phoses. Myths are treated both as traditional tales about gods and heroes and as evolving narratives, subject to the influences o f politi­ cal, social, and sexual ideologies. Spring semester. Not offered 1995-96. 37. G re e k a n d R om an R elig ion . A study of selected issues basic to the under­ standing of religion in ancient society: the gods, cults, festivals and rituals, beliefs about the afterlife, oracles and prophecy, the inter­ action o f philosophy and religion, and the social context of early Christianity. Crosslisted as Religion 37. Not offered 1995-96. 114 38. T h e A p o s t o lic A g e . Not offered 1995-96. 42. D e m o c r a tic A th e n s. Using diverse primary sources (Thucydides’ Histories, tragedy, comedy, and others), this course explores several aspects of classical Athenian culture: democratic institutions and ideology, social structure, religion, intellectual trends, and the major historical events that affected all o f these and shaped the Greek world in the fifth and early fourth centuries B.C. Primary distribution course, Social Sciences. Fall semester. Munson. 4 4 . T h e E a rly R om an Em p ire. A detailed study, using primary sources, of the political, economic, social, and cultural history of the Roman world from the fall of the Republic through the Antonine Age (50 B.C.-A.D. 192). Primary distribution course, Social Sciences. Fall semester. Not offered 1995-96. 4 5 . T h e F o rm a tio n o f th e W e ste rn L e g a l T ra d itio n . This course examines the Roman Law and the Common Law traditions that provided the foundations o f most modern legal systems. The objectives are twofold: to compare the legal system o f Rome with the one that devel­ oped in England after the Norman invasion, and to explore the connections of both sys­ tems with the societies and governments from which they emerged. No prerequisite. Counts for distribution credit (not PDC credit) in Social Sciences. Fall semester. Not offered 1995-96. 51. In tro d u ctio n to A r c h a e o lo g y . Among the topics covered will be field tech­ niques, methods o f dating, analysis o f archae­ ological data, and archaeology in relation to other disciplines. This course is in the Social Science distribu­ tion group and is cross-listed as Sociology and Anthropology 61. Not offered 1995-96. 5 2 . In tro d u ctio n to G re e k A r c h a e o lo g y . This course traces the development o f Greek civilization as documented by archaeology and includes data ranging from monumental art and architecture to coins and potsherds. There is special emphasis on such important sites as Knossos, Mycenae, Delphi, Olympia, and Athens. Primary distribution course, Humanities. Spring semester. Francese. 53. In tro d u ctio n to R om an A rc h a e o lo g y . Primary distribution course, Humanities. Spring semester. Not offered 1995-96. 60. D ante a n d th e C la s s ic a l T ra d ition . This course explores the ways in which Dante and other fourteenth-century Italian authors reinterpreted the classical tradition to create revolutionary works o f immense influence for later times. The entire Divine Comedy and possibly selections from Petrarch and Boccac­ cio are read in English. Spring semester. Munson. 82. T h e A n c ie n t T h e a tre . A representative selection of Greek and Roman drama, both tragedy and comedy, will be read in translation, and there will be a study of ancient dramatic production. Spring semester. Not offered 1995-96. 93. D ire c te d R ead in g . Independent work for advanced students under the supervision of an instructor. SEMINARS 102. T h e R om an E m p e ro rs . This seminar explores Latin authors o f the first and second centuries A .D ., with partic­ ular attention to their responses to the social and political structures o f the period. Ex­ pressed attitudes toward the emperors range from adulation to spite, but the seminar con­ centrates on authors who fall somewhere in between, writing skeptically or subversively. Both prose writers (e.g., Tacitus, Suetonius, Pliny) and poets (e.g., Lucan, Seneca, Juvenal) are included. Fall semester. Turpin. 103. La tin E p ic. This seminar usuallly focuses on Virgil’s Aeneid, although it may include other major Latin epics. Spring semester. Not offered 1995-96. 105. T h e Fa ll o f th e R om an R e p u b lic. This seminar examines Latin texts from the traumatic period o f the Late Republic (7 0 -4 0 B.C.). It focuses on the social and political crisis o f the period, as well as its connections with the artistic and philosophical achieve­ ments o f the first great period of Latin litera­ ture. Authors include Lucretius, Catullus, Cicero, and Sallust. Fall semester. Not offered 1995-96. 107. H o ra c e . The seminar emphasizes the Odes and Epodes and their place in the tradition o f Greek and Roman lyric poetry. Attention is also given to the Satires and Epistles, especially the Ars Foetica, and to their importance for the history o f satire and literary criticism. An effort is made to grasp the totality o f Horace’s achieve­ ment in the context o f the Augustan Age. Spring semester. Turpin. 111. G re e k P h ilo s o p h e rs . This seminar is devoted mainly to the study o f Plato, which is supplemented by study of the pre-Socratic philosophers and o f Aristotle and the Hellenistic schools. The orientation of the seminar is primarily philosophical, al­ though the literary merits of the Greek philoso­ phers receive consideration. Fall semester. Not offered 1995-96. 112. G re e k E p ic. This seminar studies either the entirety of Homer’s Odyssey in Greek or most o f the Iliad. Spring semester. Not offered 1995-96. 113. G re e k H is to r ia n s . This seminar is devoted to a study o f Herodo­ tus and Thucydides, both as examples of Greek historiography and as sources for Greek history. Fall semester. Munson. 114. G re e k D ra m a . This seminar usually focuses on one play by each of the major tragedians—Aeschylus, So­ phocles, and Euripides. Other plays are read in translation. The works are placed in their cultural setting and are discussed as both drama and poetry. Spring semester. Munson. 115 Computer Science C H A R LE S F. KELEM EN, Professor and Program Director6 3 STEPH EN DAVIS, Visiting Associate Professor LISA MEEDEN, Assistant Professor JU D ITH W ILSON, Visiting Assistant Professor (part-time) Committee: S ilv io E b e rh a rd t (Engineering) S h a r o n F r e id le r (Music & Dance) Don S h im a m o to (Mathematics) A n d r e w B ro w n ’97 Computer Science is the study o f algorithms and the issues involved in implementing them. This includes the study o f computer systems, methods to specify algorithms (for people and computer systems), and the formulation of theories and models to aid in the understand­ ing and analysis o f the properties o f algo­ rithms, computing systems, and their inter­ relationship. The Computer Science Program is designed to provide students with a flexible set of offerings in computing that can be tailored to satisfy interests in various areas and at several levels o f depth. All the courses emphasize the underlying, fundamental concepts o f com­ puter science, treating today’s languages and systems as current examples o f the underlying concepts. The Computer Science Laboratory provides up-to-date software and hardware facilities. Students from any discipline who are interested in an introduction to computer science should take CS 10: Great Ideas in Computer Science. For a deeper, more formal introduction, they should continue with CS 20: The Structure and Interpretation o f Com­ puter Programs. Students with some previous experience in computer science may skip CS 10 and begin with CS 2 0 by permission o f the director of the program. The Computer Sci­ ence Program offers concentrations, special majors, and majors and minors in the Honors Program. Students interested in any o f these options are encouraged to meet with the director o f the computer science program as early in their Swarthmore years as possible. The concentration in computer science is designed for students who desire a coherent introduction to the core topics in the field. Students completing the concentration will possess a number o f intellectual skills useful in many disciplines. SPECIAL MAJOR IN COMPUTER SCIENCE The requirements for a Special M ajor in Com­ puter Science consist of: CS 63, CS 75, CS 91, Math 72, Ling 50, or Engin 24. 2 mathematics courses numbered above 8 (Math 9 and Math 16 recommended); CS 20, CS 35, CS 23, CS 41, CS 43, CS 46, CS 97; plus 2 additional courses chosen from: CS 40, Because this is a special major, the Computer Science committee may allow some flexibility in these requirements. CONCENTRATION IN COMPUTER SCIENCE The concentration in computer science can be combined with any major in the college. It will provide students with a well-rounded background in computer science sufficient to 3 6 Joint appointment with Mathematics. 116 Absent on leave, 1995-96. allow them to develop significant, creative applications in their major area of interest and to keep up with the rapid changes in the field of computer science. Students interested in a Concentration in Computer Science should submit a concentration proposal for approval by the Computer Science Committee by the end o f their sophomore year. Both the stu­ dent’s major advisor and the Director o f the Computer Science Program should be con­ sulted when writing such a proposal. W hile some flexibility is possible, the requirements for the concentration in computer science will usually consist o f six courses plus a compre­ hensive experience. The six courses should be selected as follows: Each of: CS 20, Math 9, CS 35, CS 97; Two of: CS 23, CS 41, CS 43, CS 46. One of: the remaining courses from the cate­ gory above (i.e., CS 23, 41, 43 or 46), or Engin 24, CS 40, CS 63, Math 72, CS 75, Ling 50, CS 91, CS 93. Note: In certain cases, students may be per­ mitted to substitute Math 16 for Math 9. A comprehensive experience will ordinarily be satisfied by completing CS 97: Senior Conference. In some cases a thesis or project may be used to satisfy some other depart­ ment’s comprehensive experience and also the Computer Science requirement. In such cases specific approval o f the Computer Science program and the other department must be obtained before embarking on the project. For example, appropriate Engineering 9 0 proj­ ects have been used to satisfy the comprehen­ sive requirements for both an Engineering major and a Computer Science Concentra­ tion. JOINT SPECIAL MAJORS Students desiring to integrate computer sci­ ence with another discipline in a formal man­ ner are encouraged to develop a Special Major combining computer science and another area. Such Special Majors require the approval of the Computer Science Committee and the other department involved. Special majors should be developed in consultation with the director of the computer science program. These consultations should take place as early in the student’s program as possible. The Computer Science Program also participates in a Special Major with the Program in Lin­ guistics. HONORS MAJOR The following will be submitted to external examiners to be evaluated as described in more detail below. A ) Two 2-credit papers to be selected from the combinations o f courses listed below. Each o f these 2 -credit papers will be examined by a 3 hour written exam and an oral exam; B) One 2-credit research report or thesis to be read by an external examiner and examined orally; C) Senior Honors Work portfolio. We expect that all CS examiners will meet together to discuss honors recommendations for CS majors and minors. Details A ) Currently approved papers for part A. Paper Algorithms Algorithms & Theory Artificial Intelligence & Architecture Compiler Design Sc Theory Computer Architecture Programming Languages Course Combination CS 41, Math 72 CS 41, CS 46 CS 23, CS 63 CS 46, CS 75 Engin 21, CS 23 CS 43, CS 75 ^ Selections to satisfy part A must include 4 distinct courses. In certain circumstances, the CS Program may be willing to consider 117 C o m p u te r S c ie n c e other groupings o f courses or seminars or courses with attachments. In all cases the Computer Science Committee must approve the student’s plan o f study. B) A t a minimum this will involve a review of one or more scholarly papers from the pri­ mary literature of computer science and the writing o f a scholarly scientific paper. We hope that the paper will report a research experience involving the student and faculty (here or elsewhere). It is expected that most o f the research or scholarly ground work will be completed before the Fall semester senior year either by one credit o f work in the Spring semester Junior year or full-time summer work. Students will register for at least one credit o f thesis work in the Fall of the senior year to complete the work and write the paper. It is expected that the paper will be completed by the end o f the Fall semester. C) Senior Honors study will consist of full participation in CS 97: Senior Conference with course students in the Spring semester of the Senior year. In addition, honors students will be provided with a set o f questions (generated by Swarthmore faculty) designed to encourage integration and synthesis of various topics in computer science. Honors students will answer a subset o f these ques­ tions (in less than 10 typed pages) which will be included with selected written work from CS 97 as Senior Honors Work. This material will be sent to all CS external examiners. To be eligible for an honors major in computer science students must 1) have a B + average in all CS courses com­ pleted by the end o f Junior year. These must include: CS 20 , CS 35, and at least 2 o f CS 23, CS 41, CS 43, CS 46. 2 ) have demonstrated proficiency in mathe­ matical argument and reasoning by the end of the Junior year. Ordinarily this proficiency will be assumed if the student has: a) passed Math 9 and Math 16 with a grade of B + or better or b) passed Math I 6H with a grade of B or better or c) completed Math 47 or M ath49 with a grade o f B-or better. 3 ) complete at least CS 20, CS 3 5, CS 2 3, CS 41, CS 43, CS 46, CS 93, CS 97 by the end o f the senior year. HONORS MINORS One 2 -credit paper to be selected from com­ binations o f courses listed in A above. An examiner will set both a 3 hour written exam and an oral exam for the paper. 1) have a B + average in all CS courses com­ pleted by the end o f Junior year. These must include: CS 20, CS 35, and at least 1 o f CS 23, CS 41, CS 43, CS 46. Senior honors study for a CS minor will be designed on an individual basis in consulta­ tion with the student and a faculty represen­ tative o f the major department. It will often consist o f a half credit paper on uses of computers in the major discipline. The expec­ tation is that this paper would be at a depth greater than a non-CS minor could write. 2 ) have demonstrated some proficiency in mathematical argument and reasoning by the end of the Junior year. Ordinarily this profi­ ciency will be assumed if the student has: a) passed Math 9 or Math 16 with a grade of B or better or b ) passed M athl6H or Math 47 or Math 49 with a grade o f B - or better. To be eligible for an honors minor in com­ puter science students must 3 ) complete at least CS 20, CS 35, and two of CS 23, CS41, CS43, C S46, by the end o f the senior year. GRADUATE STUDY Students interested in graduate study in Com­ puter Science will be well prepared by a 118 Special M ajor in Computer Science or by majoring in Mathematics or Engineering and completing selected Computer Science courses. The choice of the appropriate major and computing courses will depend on the student’s interests and should be made in consultation with the director of the Com­ puter Science Program. Other majors are also reasonable for students with special interests. For example, a major in Linguistics or Psy­ chology might be appropriate for a student interested in artificial intelligence. In such cases, students should consult as early as possible with the director of the program in order to be sure o f taking the mathematics and computing courses necessary to be prepared for graduate work in Computer Science. COMPUTER SCIENCE COURSES (Courses numbered above 4 0 will be offered in alternate years.) 10. G re a t Id e a s in C o m p u te r S c ie n c e . This course will introduce a number of fun­ damental ideas in computer science. Topics to be covered include: history, applications, the basic design o f a digital computer, the pro­ gramming process, theory of computability, artificial intelligence, and the social implica­ tions o f computing. Students will contribute to and modify the emphasis of the course by writing and presenting papers in the last third of the semester. No previous experience with computers or computing will be assumed and programming will not be emphasized in this course. Nonetheless, much o f the material will be encountered in laboratory sessions in addition to the lecture-discussion sessions. Students who complete CS 10 will be prepared to continue with the next course in the CS sequence. Lab work required. This course is a Science Primary Distribution Course. It is designed for Freshmen and Sophomores, and they will be given enroll­ ment preference. Each semester. Stephen Davis andJudith Wilson. 20. S tr u c tu re a n d In te rp re ta tio n of C o m p u te r P r o g r a m s . This course is a serious introduction to the study o f computer programs; and, through programs, some central ideas in computer science. By studying programs that make re­ peated and deep use o f abstraction, students will learn how to generate precise specifica­ tions from vaguely formulated and perhaps partially understood descriptions. This is a skill that is essential in writing computer programs and will be useful in all intellectual endeavors. Topics to be covered include: pro­ gramming idioms and paradigms (functional and object-oriented), recursion, abstract data structures (lists, queues, trees and sets), in­ formation retrieval, binding and scope, and interpreters. Lab work required. This course is a Science Primary Distribution Course. Prerequisite: CS10 or permission of the in­ structor. Spring semester. Staff. 23. C o m p u te r A r c h it e c t u r e A tour o f today’s and tomorrow’s computer systems, including RISC and CISC micropro­ cessor instruction sets and addressing modes, interrupts and DMA, peripherals, memory system hierarchy, virtual memory and ma­ chine, and networks. Connections between hardware and higher-level languages and oper­ ating systems. The laboratory will include studies of specific machines from microcon­ trollers to digital signal processors to work­ stations. Cross-listed as Engineering 22. Prerequisites: none. Spring semester. Silvio Eberhardt. 3 5 . Fu n d a m en ta l S t r u c t u r e s o f C o m p u te r S c ie n c e . This course completes the broad introduction to computer science begun in CS 2 0 and provides a general background for further study in the field. Topics to be covered in­ clude: object-oriented programming in C + + , data structures (linked lists, trees, graphs, etc.) and algorithms, software design and ver­ ification, and an introduction to operating systems. Students will be expected to com­ plete a number o f programming projects illus­ trating the concepts presented. Lab work required. C o m p u te r S c ie n c e Prerequisites: C S20 or permission of instruc­ tor. Math 9 recommended. Fall semester. Meeden. 40. C o m p u te r G ra p h ic s . Techniques used to model and display twoand three-dimensional scenes. Principles of the WIMP (Windows-Icon-Menu-Pointing de­ vice) graphical user interface. Topics include 2D and 3D transformations, clipping, hidden surface removal, rendering, representing curves/surfaces/solids, image filtering, light­ ing, and ray tracing. A laboratory will involve programming user-interface systems and im­ ages using the X l l package and PHIGS. Prerequisite: Familiarity with C. Spring semester. Eberhardt. 41. A lg o rith m s . The study of algorithms found to be useful in many diverse areas. Considerable attention is paid to correctness and time and space re­ sources required. Topics to be covered in­ clude: abstract data types, trees (including balanced trees), graphs, searching and sorting, learning in neural networks, and the impact of several models o f parallel computation on the design of algorithms and data structures will be presented. Prerequisite: CS 35. Next offered fa ll 1996. 4 3 . F o u n d a tio n s o f P ro g ra m m in g L a n g u a g e D e sig n . A study o f the organization and structure of modern programming languages with an em­ phasis on semantic issues. Topics include: specifying syntax and semantics, conventional and abstract data types, control structures, procedural languages, functional languages, object-oriented languages, other classes of languages, program correctness, concurrency and synchronization, language design and eval­ uation, and implementation issues. Lab work required. Prerequisite: CS 35. Fall semester. Davis. 46. T h e o r y o f C o m p u ta tio n . The study o f various models of computation leading to a characterization o f the kinds of problems that can and cannot be solved by a computer and, for those problems that can be solved, a means o f classifying them with respect to how difficult they are to solve. 120 Topics to be covered include: formal languages and finite state devices, Turing machines and other models o f computation, computability, and complexity. Prerequisite: CS 35. Next offered spring 1997. 63. A r t if ic ia l In te llig e n ce . The unifying theme o f this coursé is the concept o f an intelligent agent. Based on this perspective, the problem o f AI is seen as describing and building agents that receive perceptions from an environment and perform appropriate actions based on them. This course will examine many different methods for implementing this mapping from percep­ tions to actions including: production sys­ tems, reactive planners, logical planners, and neural networks. We will use Scheme and Lisp to program various agent and environ­ ment models. Lab work required. Prerequisite: CS 20. Spring semester. Meeden. 75. P r in c ip le s o f C o m p ile r D e sig n a n d C o n s tru c tio n . This course presents an introduction to the design and construction o f language transla­ tors for imperative, procedure oriented pro­ gramming languages. Topics covered include: formal grammars, lexical analysis and finite automata, syntax analysis and pushdown au­ tomata, LL and L R parsing, semantic analysis and table handling, error detection and recov­ ery, code generation and optimization, com­ piler writing tools. Prerequisite: CS 35. Next offered fa ll 1996. 91. S p e c ia l T o p ic s in C o m p u te r S c ie n c e — B u ild in g Inte llig e n t R ob ots. This course addresses the problem of control­ ling robots that will operate in dynamic, unpredictable environments. In laboratory ses­ sions, students will work in groups to build small, lego-based mobile robots and to pro­ gram them to perform a variety o f simple tasks such as obstacle avoidance and light following. In lecture/discussion sessions, stu­ dents will examine the major paradigms of robot control through readings with an em­ phasis on adaptive approaches. In general, subject matter for CS 91 is depen­ dent on a group need or individual interest. Normally restricted to senior students and only offered when staff interests and availabil­ ity make it practicable to do so. Fall semester. Meeden. 93. D ire c te d R ea d in g a n d / o r R e s e a rc h P r o j e c t W ith the permission o f a staff member who is willing to supervise it, a qualified student may undertake a program of extra reading and/or a project in an area of computer science. 97. S e n io r C o n fe re n c e . This course provides senior concentrators and special majors an opportunity to delve more deeply into a particular topic in com­ puter science synthesizing material from pre­ vious courses. Most recently the topic has been parallel processing. It is the usual method used to satisfy the comprehensive requirement for a computer science major or concentrator. Spring semester. Staff. 121 Economics STEPH EN S . GOLUB, Professor, Chairman ROBINSON G. HOLLISTER, J R ., Professor M A R K KUPERBERG, Professor' FREDERIC L PRYOR, Professor (part-time) BERNARD S A F F R A N , Professor LAR RY E. W E S T P H A L, Professor JO H N P. CA SKEY, Associate Professor1 2 ELLEN B. M AGEN H EIM , Associate Professor STEPH EN A . O’CONNELL, Associate Professor A M A N D A BAYER, Assistant Professor3 PEGGY dePR O PH ETIS, Visiting Lecturer C H A R LE S F. STO N E III, Visiting Lecturer The courses in economics have three main goals: 1) to provide insight into the processes and accompanying institutions through which productive activity is organized; 2 ) to develop a set o f tools for analyzing economic processes and institutions; and 3 ) to build a foundation for reaching informed judgments on issues of public policy. eral Variable Calculus) are valuable for those intending to focus on the more technical aspects o f economics. Students planning to attend graduate school in economics should give serious thought to taking additional mathematics courses, such as Math 3 0 (Dif­ ferential Equations) and Math 47 (Introduc­ tion to Real Analysis). Econ 1 or its equivalent is a prerequisite for all other work in the department. In Students contemplating careers in business or law may wish to take accounting. In turn, students contemplating careers in interna­ tional economics or business are strongly urged to have a mastery of at least one modem foreign language. addition, all majors in economics must satisfy a theory requirement by taking Econ 11 (Intermediate Microeconomics) and Econ 21 (Intermediate Macroeconomics). They must also satisfy a statistics requirement by taking Econ 31 (Statistics for Economists) or its equivalent such as Statistics 23 or Mathemati­ cal Statistics 53 (Statistics 1 or Statistics 2 do not meet the requirement). The statistics course in the Economics Department focuses more on the application of statistical tools to economic problems; the statistics courses in the Mathematics and Statistics Department focus more on the derivation of the mathe­ matical and statistical properties o f various estimators. In order to read the literature in economics critically, a knowledge o f elementary calculus is extremely useful. The department very strongly recommends that students take Math 5 and either Math 6A & 6C (basic calculus) or the series o f Math 6A & 6B and Math 18. Math 16 (Linear Algebra) and Math 18 (Sev­ 1 Absent on leave, fall semester, 1995. 2 Absent on leave, spring semester, 1996. 122 To graduate as a major, a student must: have at least eight credits in economics; meet the theory and statistics requirements; and, in the senior year, pass the comprehensive examina­ tion given early in the Spring semester (course students) or the external examinations given at the end of the Spring semester (honors students). To be prepared for the comprehen­ sive exam, course students are strongly ad­ vised to complete Econ 11, Econ 21, and Econ 31 (or its equivalent) before the second se­ mester o f their senior year. Students who are contemplating a major in economics should consult "Economics at Swarthmore: Department Handbook” (avail­ able in the department office) for additional information regarding the details o f the pro­ gram. 3 Absent on leave, 1995-96. COURSES 1. Intro d uction to E c o n o m ic s . Covers the fundamentals o f micro and macro economics: supply and demand; market struc­ tures; income distribution; fiscal and mone­ tary policy in relation to unemployment and inflation; economic growth; and international economic relations. Focuses on the function­ ing o f markets as well as on the rationale for and the design o f public policy. Prerequisite for all further work in economics. Primary distribution course. Fall and spring semesters. Staff. 3. T h e W o rld A c c o r d in g to E c o n o m ic s . This course explores from an economic per­ spective the economic content o f subjects addressed by other disciplines throughout the college. Topics include: pollution, the utiliza­ tion o f non-renewable resources and economic growth, international trade and underdevel­ oped countries, and markets and social and moral development. May be offered spring. Kuperberg. 4. H is to r y o f E c o n o m ic T hough t. This course acquaints the student with the development o f the principal schools o f main­ stream and heterodox economic thought. Most reading will be in primary sources and includes, among others, the works o f Adam Smith, Marx, Keynes, and Veblen, as well as a number o f contemporary economists. Emphasis is on the historical and philosophi­ cal context within which the works appeared and their importance both within their own historical epoch and to the evolution o f eco­ nomics. Not offered 1995-96. 6. T h e II.S. E c o n o m y & E c o n o m ic T h o u g h t R o o s e v e lt T h ro u g h C lin ton . The course will examine the development of the U S economy since the nineteen twenties. There will be two major themes—how did economic analysis respond to changing eco­ nomic problems and what effect did the new analysis have on the economic policies that the government pursued. Fail semester. Saffran. 9. E c o n o m ic s o f th e 2 1 s t C e n tu ry . Analysis o f critical trends in the economy defining future policy problems. Topics in­ clude: demographic and labor force trends; shifts in income distribution and the new emerging class structure; resource scarcity and global warming; increasing international­ ization o f the economy; changes o f the finan­ cial structure and ownership; the productivity race. Not offered 1995-96. 10. C u r re n t I s s u e s in E c o n o m ic P o lic y . Examines current micro and macro economic policy issues. Topics vary year to year de­ pending on developments in the economy. Recent topics have included flagging econ­ omy-wide performance, health care, tax re­ form, and personal finance. The format is seminar-like. Reading material includes the economic and financial pages of current peri­ odicals, reports o f think tanks and other current literature. Not offered 1995-96. 11. In te rm e d ia te M ic r o e c o n o m ic s . Provides a thorough grounding in intermedi­ ate-level microeconomics. The standard topics are covered: behavior of consumers and firms, structure and performance o f markets, income distribution, general equilibrium, and welfare analysis. Students do extensive problem solv­ ing to facilitate the learning of theory and see practical applications. Fall semester. Westphal. 21. In te rm e d ia te M a c r o e c o n o m ic s . Intermediate-level macroeconomic theory, fo­ cusing on the dynamic behavior o f output, interest rates, and prices in closed and open economies. Examines conflicting views of government stabilization policy, inflation/un­ employment tradeoffs, and the twin (fiscal and trade) deficits. Explores the implications and empirical relevance o f rationality and optimizing behavior for the macroeconomy. Spring semester. O ’Connell. 2 2 . M o n e y , B a n k in g , and F in a n c ia l M a r k e ts . This course examines the economics o f finan­ cial institutions and markets. Among the topics considered are: ( I ) the payments sys­ tem; (2 ) economic explanations for the exis­ tence and operations o f banks; (3 ) the regula­ tion o f financial institutions and markets; and 123 Ec o n o m ic s (4 ) theories o f stock, bond, futures and option prices. Fall semester. Caskey. 31. S t a t is t ic s f o r E c o n o m is ts . Focus is on understanding how simple and multiple regression can be used to estimate economic relationships—e.g. price or interest elasticities, returns to assets or education— and test their statistical significance. Problems and estimation from real data sets will be stressed in recitation sections. Majors may satisfy the department’s statistics requirement by taking an equivalent course, such as Statis­ tics 23 or Mathematical Statistics 53, or Econ 35. Fall semester. Hollister. 32. O p e ra tio n s R e s e a rc h . (Cross-listed with Engineering 57 .) The prin­ ciples of operations research as applied in defining optimal solutions to engineering and economic problems to assist decision making. The working principles o f engineering eco­ nomics are introduced in conjunction with operations research topics. Normally for ju­ nior and senior students. Primary distribution course, Natural Sciences only; and only if enrolled for Engineering 57. Prerequisites: elementary linear algebra and high school algebra. Fall semester. McGarity. 33. A c c o u n tin g . This course surveys financial and managerial accounting. Covered are concepts and meth­ ods o f financial accounting following generally accepted accounting principles, and the effects o f alternative principles on the measurement of periodic income and financial status. Recent changes in accounting methods, such as those stimulated by manufacturing advances, are examined, as are concerns about ethical stan­ dards. (This course can not be used to satisfy the college’s distribution requirements.) Spring semester. deProphetis. 35. E c o n o m e tr ic s . A survey of fundamental econometric meth­ ods emphasizing application. Some empirical work is required. Prerequisite: Econ 31 or equivalent; or in­ structor’s permission. Fall semester. Hollister. 124 41. P u b lic F in a n ce . This course focuses on government expendi­ ture, tax, and debt policy. A major part o f the course is devoted to an analysis o f current policy issues in their institutional and theo­ retical contexts. The course will be of most interest to students having a concern for i economic policy and its interaction with poli­ tics. Recommended: Econ 11. Spring semester. Saffran. 4 2 . L a w and E c o n o m ic s . The purpose o f this course is to explore the premises behind the use o f utilitarian con­ structs in the analysis of public policy issues. In particular, the appropriateness o f the grow­ ing utilization of economic methodology will be examined through an intensive study of issues in property, tort, contract, and criminal law. This course may be counted toward a concentration in Public Policy. Recommended: Econ 11. Not offered 1995-96. 43. P u b lic P o lic y and th e A m e r ic a n F a m ily . The American family has undergone tremen­ dous change over the last century: family size has decreased, mothers o f young children have entered the labor market in large numbers, the divorce rate and the rate of births to single mothers have risen, and rela­ tionships between generations within a family have grown more distant. This course will examine these and related changes and attempt to understand what their causes and effects are and the role that public policy plays in causing the changes or responding to them. This course may be counted toward concen­ trations in Public Policy and Women’s Stud­ ies. Spring semester. Magenheim. 51. T h e In te rn a tio n a l E c o n o m y . This course surveys the theory o f trade (mi­ croeconomics) and o f the balance o f payments and exchange rates (macroeconomics). The theories are used to analyze topics such as trade patterns; trade barriers; flows of labor and capital; exchange-rate fluctuations; the international monetary system; and macro­ economic interdependence. This course may be counted toward a concentration in Public Policy. Prerequisite: Econ 11 or Econ 21; Recom­ mended: both. Fall semester. Caskey. 53. In te rn a tio n a l P o litic a l E co n o m y . (Cross-listed with Political Science 68.) This course uses political and economic perspec­ tives to analyze the interrelations between the international economy and economic devel­ opment, national security, and social welfare. This course may be counted toward a concen­ tration in Public Policy. Prerequisite: Pol Sci 4. Fall semester. Golub and Hopkins. 61. In d u stria l O rg a n iz a tio n . This course examines why firms and markets are organized as they are and how their orga­ nization affects the way they operate. Topics include the relationship between market structure and firm behavior; particular aspects o f firm behavior—pricing, advertising, and collusion; and the effects o f regulation. This course may be counted toward a concentra­ tion in Public Policy. Recommended: Econ 11. Spring semester. Magenheim. 71. L a b o r E c o n o m ic s . Labor market operations are the focus. Topics covered include: determinants of wage and benefit levels; growth in inequality of earn­ ings; employment, unemployment; the chang­ ing role o f unions; discrimination on the basis of race and gender; the effects o f immigration; returns to education. This course may be counted toward concentrations in Black Stud­ ies and Women’s Studies. Recommended: Econ 11. Not offered 1995-96. 72. S o c ia l E c o n o m ic s . The extent, consequences, and causes of pov­ erty and economic inequality; an appraisal of reforms in income support programs, medical care, education, housing; the "underclass” ; the economics o f discrimination. This course may be counted toward concentrations in Public Policy and Black Studies. Recommended: Econ 11. Not offered 1995-96. 73. W om en and M in o r itie s in th e E co n o m y . This course focuses on the role o f gender and race in economic systems. Topics include: the economic status of women and minorities; sources o f race and gender inequality, includ­ ing wage and job discrimination; public policy issues (e.g., comparable worth, child care, welfare reform); bias in economic theory and policy. This course may be counted toward concentrations in Public Policy, Women’s Studies and Black Studies. Not offered 1995-96. 74. U rb a n R e s e a rc h . (Cross-listed with Pol Sci 78.) We address the following issues: Urban Space and Neighbor­ hoods. In a series o f Chester map-making exercises we can capture in the classroom the same sense o f neighborhood space that survey researchers find when they interview commu­ nity residents in the field. Political Participa­ tion and Voting. W ho votes and what did voting accomplish and not accomplish in Chester. Labor Markets and Chester’s Econ­ omy. How do we account for mismatches and matches in this regional economy between those who want jobs and employers who offer them? May be offered 1995-96. 75. H e a lth P o lic y . (Cross-listed with Political Science 42 .) Analy­ sis of the organization o f health care in the U .S. and government health policies. Medical cost inflation, health insurance, supply and demand for doctors and nurses, medical ed­ ucation, bio-medical research, government reg­ ulation and programs are among the topics covered. This course may be counted toward a concentration in Public Policy. Recommended: Econ 1. Fall semester. Hollister, Magenheim, and D. Smith. 76. E c o n o m ic s o f th e E n v iro n m e n t a n d N a tu ra l R e s o u r c e s . Micro and macro economic approaches, long run implications of resource use for economic growth, alternative uses o f natural environ­ ments and approaches to pollution control. Government response to situations involving 125 Ec o n o m ie s externalities, public goods, and common prop­ erty resources. Case studies. This course may be'counted toward a concentration in Public Policy. Recommended: Econ 11. May be offered. Stone. 81. E c o n o m ic D e v e lo p m e n t A survey covering the principal theories of economic development and the dominant issues of public policy. W ithin a perspective that emphasizes choice and transfer o f tech­ nology as well as technological development, emphasis is given to agricultural and industrial development, to interactions among sectors, and to international trade and capital flows (including foreign aid). This course may be counted toward a concentration in Public Policy. Spring semester. Westphal. 8 2 . P o litic a l E c o n o m y o f A fr ic a . A survey o f Africa’s economic development experience, focusing on the post-indepen­ dence period but in historical perspective. Case studies are used to explore the implica­ tions o f different development strategies for development experience in Africa. Topics of current interest include the economics of structural adjustment, devaluation in the CFA zone, and the role of the state in economic development in Africa. This course may be counted toward concentrations in Black Stud­ ies and Public Policy. Not offered 1995-96. 8 3 . A s ia n E c o n o m ie s . Examines economic development and current economic structure, along with major policy issues (domestic plus vis-a-vis the U S), in some o f the principal economies o f Asia, focusing on those in East Asia but including at least one South Asian country as well. The format is seminar-like; a paper is required. This course may be counted toward a concen­ tration in Public Policy. May be offered 1995-96. 85. T h e E c o n o m ic s o f T ra n sitio n : T h e Path to a M a r k e t E c o n o m y . Reviews the economic systems o f the former planned economies o f Eastern Europe and Asia; explores the basic strategies to move from a centrally planned to a market economy followed in various countries; examines the policy sequence to achieve privatization, lib­ eralization, and stabilization associated with each strategy; and analyzes the problems en­ countered. Fall semester. Pryor. 9 7 ,9 8 . P u b lic P o lic y T h e s is . (Cross-listed with Political Science 97 and 9 8 . ) Thesis preparation on a public policy topic. The thesis will be supported by relevant faculty and presented to a student/faculty seminar. For a two credit thesis, enrollment in both 97 and 98 is required. See the Bulletin’s listing on the Concentration in Public Policy for further information. Fall semester. 9 9 . D ire c te d R ead in g . W ith consent o f a supervising instructor, individual or group study in fields o f interest not covered by regular course offerings. Fall or spring semester. Staff. SEMINARS 101 A . E c o n o m ic T h e o ry : A d v a n c e d M ic r o e c o n o m ic s , ( l credit) 101D. E c o n o m ic T h e o ry : A d v a n c e d M a c r o e c o n o m ic s . Subjects covered include: consumer and pro­ ducer theory, optimization and duality, gen­ eral equilibrium, risk and uncertainty, asym­ metric information and game theory. Prerequisites: Econ 11 and at least one o f the following: Math 16, Math 18 or Math 30. Spring semester. Staff. (1 credit) Subjects covered include: microfoundations o f macroeconomics, monetary and fiscal pol­ icy with multiple assets, dynamic aggregate supply and demand, growth theory, rational expectations, New Classical and New Keynes­ ian macroeconomics. Techniques used in- 126 elude: comparative statics with linear algebra and economic dynamics with differential equations. Prerequisites: Econ 21 and at least one o f the following: Math 16, Math 18 or Math 30. Spring semester. Kuperberg. 122. F in a n c ia l E c o n o m ic s . The seminar examines modem developments in the theory o f asset prices and the economics of financial institutions. Topics include: (1) the payments system; ( 2) economic explana­ tions for the existence and operations of banks; (3) the regulation o f financial institu­ tions, and markets; and (4 ) theories of stock, bond, futures, and option prices. Prerequisites: Econ 11, Math 6A and 6C, and Econ 31. Not offered 1995-96. 131. T h e o r y and M o d e ls f o r P o lic y A n a ly s is . Provides advanced instruction in general equi­ librium theory while examining its uses in policy and descriptive analyses. Focuses on allocational and distributional issues in open economies. Students master the fundamentals of static and dynamic welfare maximization by working with computer models o f several representative economies. Prerequisite: Econ 11 (with calculus option); Math 6A & 6C or their equivalent. Not offered 1995-96. Westphal. 135. E c o n o m e tr ic s . The full spectrum o f econometric methods are reviewed. Papers applying methods to important economic problems are critiqued by students. An empirical research paper is required. Prerequisite: Econ 31, equivalent, or permis­ sion of the instructor. Fall semester. Hollister. 141. P u b lic F in a n ce . This seminar focuses on the analysis o f gov­ ernment expenditure, tax and debt policy. This course may be counted as one credit toward a concentration in Public Policy. Prerequisite: Econ 11; Recommended: Econ 21. Spring semester. Saffran. 151. Inte rn a tio na l E c o n o m ic s . (The J . R olan d P e n n o c k S e m in a r) Both micro and macro economics are applied to an in-depth analysis o f the world economy. Topics include: trade patterns; trade barriers; international flows of labor and capital; ex­ change-rate fluctuations; the international monetary system; macroeconomic interde­ pendence; case studies of selected industrial­ ized, developing, and Eastern bloc countries. This course may be counted toward a concen­ tration in Public Policy. Prerequisite: Econ 11 and Econ 21. Fall semester. Golub. 161. I n d u stria l O rg a n iz a tio n and P u b lic P o lic y . The seminar examines the organization of firms and markets and the relationship be­ tween organization and outcomes with respect to pricing, advertising, product differentia­ tion, and other aspects o f behavior. Other topics include the effects o f antitrust policy; economic regulation and deregulation. This course may be counted toward a concentra­ tion in Public Policy. Prerequisite: Econ 11. Spring semester. Magenheim. 171. L a b o r and S o c ia l E c o n o m ic s . Students discuss such topics as: the organi­ zation of work within firms; labor market operations, unions and labor relations, unem­ ployment and macro-conditions; economic analysis education, health care, housing, dis­ crimination; determinants o f income inequal­ ity; government policies with respect to health, education, and welfare. This course may be counted toward a concentration in Public Policy (one credit) and Black Studies. Recommended: Econ 11. Spring semester. Hollister. 172. U rb a n U n d e r c la s s . This seminar reviews current economic, poli­ tical, sociological and anthropological studies dealing with employment, education, welfare, crime, housing, and transportation applicable to urban concentrations of disadvantaged per­ sons. This course may be counted toward a concentration in Public Policy (one credit) and Black Studies. Recommended: Econ 11 and Econ 31. May be offered 1995-96. 181. E c o n o m ic D e v e lo p m e n t A survey o f theories o f growth, stabilization, income distribution, trade policy, and house­ hold behavior in developing countries. Issues 127 Ec o n o m ic s o f current interest include the Asian "mira­ cle,” technological change, and the political economy of government policy. Students write several short papers examining the literature and a longer paper analyzing a particular coun­ try’s experience. Prerequisite: Econ 11 or Econ 21. Fall semester. O ’Connell. 185. T h e E c o n o m ic s o f T ra n s itio n : T h e Path to a M a r k e t E c o n o m y . Analyzes the structure and performance of formerly centrally planned economies moving toward a market economy; reviews their pre­ vious economic systems; explores the basic strategies to move from one system to another; 128 examines the policy sequence to achieve pri­ vatization, liberalization, and stabilization as­ sociated with each strategy; and investigates the problems encountered. Coverage is similar to that o f Econ 85 but in greater depth with more case-study materials and with more attention to the theoretical underpinning of the reform strategies. Fall semester. Pryor. 199. T h e s is . W ith consent o f a supervising instructor, honors majors may undertake a senior thesis for double credit. Fall and spring semesters. Staff. Education K. ANN RENNINGER, Associate Professor1 LISA SM U LYA N , Associate Professor EVA F. TRAVERS, Associate Professor and Program Director W ESLEY S H U M A R , Visiting Assistant Professor DIANE ANDERSON, Lecturer ELAINE M E T H E R A LL, Lecturer The Program in Education has three purposes: to expose students to issues in education from a variety o f disciplinary perspectives, to provide a range o f field experiences for stu­ dents who wish to explore their aptitude and interest in teaching, counseling or research in an educational setting, and to prepare students to be certified for entry into public school teaching. Courses in the Program in Educa­ tion are intended to be integral to the College’s academic offerings. The Program’s most im­ portant goal is to help students learn to think critically and creatively about the process of education and the place o f education in soci­ ety. To this end, both its introductory and upper level courses necessarily draw on the distinctive approaches o f Psychology, Sociol­ ogy, Anthropology, Political Science, Philos­ ophy, and History. Because students major in one o f the traditional disciplines, courses in Education offer both an opportunity to apply the particular skills o f one’s chosen field to a new domain and interaction with other stu­ dents whose disciplinary approaches may dif­ fer significantly from their own. There is a limit o f four field-based Education credits (currently Education 16, 17, and in some cases, 91) that can be counted toward gradu­ ation. SPECIAL MAJORS There is no major in Education, but Special Majors with Linguistics, Political Science, Psychology, and Sociology/Anthropology are regularly approved, and Special Majors with other fields can be developed. Special Majors involving Education usually include ten to twelve credits, generally six credit in the pri- mary department and four in Education or at least five in each o f the two disciplines. A thesis or a comprehensive examination inte­ grating work in the two fields is required. Both departments collaborate in advising stu­ dents pursuing Special Majors. HONORS PROGRAM Students may pursue the Honors Program in Education either as a part of a Special Major or as a Minor. Special Major Honors Programs will take one of the following forms: 1 ) two preparations in Education and two in the other discipline that is part o f their special major; 2) three preparations in Education and one in the other discipline; or 3 ) two and a half preparations in Education and one and a half in the other discipline (or vice versa) when an integrative, two-credit thesis receives one credit from both departments. All Educa- tion Special Majors in the Honors Program will complete a two credit thesis and will participate in a one credit senior honors sem­ inar in which they will expand on work done in other preparations. In addition to the re­ quired coursework in Education, Education Minors in the Honors Program will take either a two credit seminar or a course and attach­ ment to prepare for the external examination and will write a short integrative essay in which they link their work in their Education Minor to work in their Major. 1 Absent on leave, fall semester, 1995. 129 Ed u c a tio n TEACHER CERTIFICATION Swarthmore offers a competency-based teach­ er preparation program for students who seek secondary certification from the Common­ wealth o f Pennsylvania. Competency is judged by an interdisciplinary committee o f the fac­ ulty whose members have established criteria for certification in Biology, Chemistry, En­ glish, French, German, Mathematics, Russian, Spanish, and Social Studies. Certification in Physics is available through an arrangement with Bryn Mawr College. Individual programs are developed in conjunction with depart­ mental representatives and members o f the Education staff. All students seeking certifi­ cation must meet Swarthmore College’s gen­ eral requirements for course distribution and a major. Specific departmental requirements for certification are found in departmental listings in the Bulletin. Up to four students each year who have com­ pleted all the necessary coursework for certi- fication in their discipline and in Education may return following graduation for a ninth semester during which they would student teach and take the Curriculum and Methods Seminar. Students pay a reduced fee and do not receive room and board. Further informa­ tion on this program is available in the Edu­ cation office. .Elementary certification: Swarthmore College does not officially offer certification in ele­ mentary education. However, if students com­ plete the required courses and take two summer courses at Eastern College, they can receive elementary certification through a joint program with Eastern. The required Swarth­ more courses for elementary certification are: Introduction to Education, Educational Psy­ chology, Developmental Psychology, Teaching the Young Learner, Practice Teaching, and Curriculum and Methods. REQUIREMENTS FOR TEACHER CERTIFICATION Students planning to seek secondary certifica­ tion should take Introduction to Education, Educ. 14, by the end o f their Sophomore year and enroll for Practice Teaching, Educ. 16 (a double credit course) and Curriculum and Methods Seminar, Educ. 17, no earlier than the Spring Semester o f the Junior year. In addition, they must complete the following sequence o f courses: ■ Educational Psychology, Educ. 21 M Developmental Psychology, Psychology 39; Child Development and Social Policy, Educ. 66; or Adolescence, Educ. 23 ■ An additional course from the following: a. Adolescence, Educ. 23 b. Counseling: Principles and Practices, Educ. 25 c. Special Education Issues and Practice, Educ. 26 d. Educating the Young Learner, Educ. 42 e. Ethnographic Perspectives in Education, Educ. 48 130 f. Women and Education, Educ. 61 g. School and Society, Educ. 63 h. Political Socialization and Schools, Educ. 64 i. Environmental Education, Educ. 65 j. Child Development and Social Policy, Educ. 66 k. Political Economy o f Education, Educ. 67 l. Urban Education, Educ. 68 m. Special Topics, Educ. 91 A or B Students preparing for certification must at­ tain at least a grade point average o f C in courses in their major field o f certification and a grade o f C + or better in Introduction to Education in order to undertake Practice Teaching. In addition, students must be rec­ ommended by their major department and by their cooperating teacher in Introduction to Education. Placement o f students in schools for Practice Teaching is contingent on suc­ cessful interviews with members o f the Edu­ cation Program staff and appropriate second­ ary school personnel. COURSES 1C. T h e W ritin g P r o c e s s . (See English 1C.) Fall semester. Blackburn. 14. In tro d u ctio n to E d u ca tion . A survey of issues in education within an interdisciplinary framework. In addition to considering the theories o f individuals such as Dewey, Skinner, and Bruner, the course ex­ plores some major economic, historical, and sociological questions in American education and discusses alternative policies and pro­ grams. The course gives students an opportu­ nity to determine their own interest in prepar­ ing to teach, and furnishes them with first­ hand experience in current elementary and secondary school practice. Field work is re­ quired. Primary distribution course. Each semester. Staff. 16. P r a c t ic e T e a ch in g . Supervised teaching in either secondary or elementary schools. Double credit. Students seeking secondary certification must take Ed­ ucation 17 concurrently. (Single credit prac­ tice teaching may be arranged for individuals not seeking secondary certification.) Each semester. Staff. 17. C u r ric u lu m a n d M e th o d s S e m in a r. This course will consider theoretical and ap­ plied issues related to effective classroom in­ struction. It must be taken concurrently with Educ. 16. Each semester. Staff. 21. E d u c a tio n a l P s y c h o lo g y . (Also listed as Psychology 21.) This course focuses on issues in learning and development which have particular relevance to under­ standing student thinking. Research and the­ oretical work on student learning and devel­ opment provide the core readings for the course. In addition, students tutor in local schools and participate in a laboratory section which provides an introduction to the process of research. Limited enrollment. Spring semester. Renninger. 23. A d o le s c e n c e . salient characteristics o f adolescence. The goal is to obtain a theoretical understanding of adolescence and an overview o f major re­ search. During the first part of the term, students explore various aspects of individual development (e.g., cognitive, affective, physi­ ological, etc.). The second part of the semester focuses on the adolescent’s adaptation in major social contexts (e.g., family, peer group, school, etc.). Spring semester. Smulyan. 25. C o u n s e lin g : P r in c ip le s and P r a c t ic e . An introductory course exploring counseling theories and techniques within the context of school and community based counseling agencies. We will critically examine a variety o f counseling theories including client-cen­ tered, family systems, feminist, cross-cultural, behavioral, cognitive, and eclectic theories. We will use a developmental framework to evaluate the efficacy o f these theories in a school setting. Students will develop and prac­ tice counseling skills through case studies, role plays, and other modelling exercises. Attendance at a speaker series is required. Fall semester. Metherall. 2 6 . S p e c ia l E d u ca tion : I s s u e s a n d P r a c t ic e . This course explores current definitions and approaches to the field o f special education, focusing mainly on the learning disabled and socio-emotionally troubled student popula­ tions. Classwork includes readings from both Education and Psychology. Field placement required. Not offered 1995-96. 42. E d u ca tin g th e Young L e a rn e r. This course explores the ways in which chil­ dren construct meaning within their personal, community, and school lives. Areas to be explored include conditions o f learning, con­ structivist theory, problem solving, reading, schema theory, the intersection of school, home, and community contexts, ways in which we can learn from the learner, and the similarities and differences in learning in var­ ious disciplines. Field placement is required. (Also listed as Psychology 23 .) This course uses a developmental perspective to examine 131 Ed u c a tio n Required for elementary teaching certifica­ tion. Not offered 1995-96. 48. E th n o g ra p h ic P e r s p e c t iv e s in Ed u ca tion . This course examines the issues of culture, identity, and learning in a number o f current ethnographies o f education. Questions o f the status of knowledge, teacher-student relations, teacher-administrator relations, and the role o f schools will be explored. Not offered 1995-96. 54. O ra l and W ritte n La n g ua g e. (See Linguistics 54.) Spring semester. Napoli. 61. W om en and E d u ca tion . This course uses historical, psychological, and social frameworks to examine the role of gender in the educational process. Not offered 1995-96. 6 3 . S c h o o l and S o c ie ty . This course examines the paradoxical nature of schools as possible agents o f social change and as institutions which perpetuate existing social structures. It focuses in particular on the relationships between individuals (stu­ dents, teachers, parents, administrators) and schools and the relationships among individ­ uals, institutions, and the larger society within which they operate. Through reading and field work, students also become familiar with ethnographic research in education. Fall semester. Smulyan. 6 4 . P o litic a l S o c ia liz a t io n a n d S c h o o ls . This course examines the influences of family, school, peers, media, and critical social and political events on the development o f politi­ cal concepts, attitudes and behavior. Not offered 1995-96. 6 5 . E n v iro n m e n ta l E d u ca tion . This course explores the roots o f environmen­ tal education and its current evolution on a number o f different planes. We will investigate political and economic issues c f environmen­ tal racism and ways in which programs in communities and schools have responded. Not offered 1995-96. 132 66. C h ild D e v e lo p m e n t and S o c ia l P o lic y . This course provides students with an understanding of the implications o f developmental psychology for social policy. Literature in child development and educational psychology is used to study particular educational problems and policies. Field research is required. Prerequisites: Child Development, Introduc­ tion to Education, or Educational Psychology. Not offered 1995-96. !■ ■ ■ ^ 67. P o litic a l E c o n o m y o f Ed u ca tio n . (Also listed as Political Science 3 5 .) Public education in the United States has experi­ enced several major transformations since the rise o f industrial capitalism. This course will explore the political economic forces in U .S. society and relate them to the history of American education. In particular, we will examine the ways in which inequalities have been structured in the U .S. economy and the impact o f those inequalities on schools. Con­ temporary educational issues such as literacy, multicultural education, curriculum, and edu­ cational outcomes and their relationship to the political economy will also be explored. Prerequisites: Education 14 or Political Sci­ ence 1-4. Spring semester. Shumar. » 6 8 . U rb a n E d u ca tio n . » (Also listed as Sociology-Anthropology 68.) This course will focus on issues facing urban educators and policy makers, including deseg­ regation, compensatory education, curricular innovation, community involvement, bilingual education, standardized testing, school restructuring, and multiculturalism. The spe­ cial problems and challenges faced by urban schools in meeting the needs o f individuals and groups in a pluralistic society will be examined using the approaches of psychology, sociology, anthropology, and political science. Current issues will also be viewed in historical perspective. Field work is required. Spring semester. Travers. 70. T h e A r t s a s C o m m u n ity S e r v ic e / S o c ia l C h a ng e. (See Dance 70.) Fall semester. Sepinuck. m V ■ M 91 A. S p e c ia l T o p ic s . W ith the permission o f the instructor, quali­ fied students may choose to pursue a topic of special interest in education through a project involving classroom or school practice. Available as a credit/no credit course only. Each semester. Staff. 91B. S p e c ia l T o p ic s . W ith the permission of the instructor, stu­ dents may choose to pursue a topic of special interest by designing an independent reading or project which usually requires a compre­ hensive literature review, laboratory work, and/or field-based research. This may serve as a thesis for students doing a Special Major in Education and another department. Each semester. Staff. SEMINARS 121. C h ild P s y c h o lo g y and P r a c t ic e . Selected topics in child psychology will be read and their implications for theory, method and practice will be considered. Students will be involved in: a) developing an understanding of the relation between change and develop­ ment through study of the constraints and conditions necessary for learning; b) designing a tutorial setting which responds to the needs of students, parents and the school; and c) articulating links between issues in cognitive science (e.g., implicit learning, attention, and memory) and topics in education (e.g., inclu­ sion, individualization, and development of reciprocal or principle-based communities of learners). Prerequisites: Education 14 and 21. Spring semester. Renninger. 131. S o c ia l and C u ltu ra l P e r s p e c t iv e s on E d u ca tion . In this seminar, students examine schools as institutions that both reflect and challenge existing social and cultural patterns, inequi­ ties, and themes. Not offered 1995-96. 141. E d u c a tio n a l P o lic y . Analysis and evaluation of educational policy issues at the federal, state, and local levels. Field work required. Not offered 1995-96. Engineering H. S E A R L DUNN, Professor NELSON A . M A C K E N , Professor A R TH U R E. M cGARITY, Professor and Acting Chair FREDERICK L ORTHLIER, Professor and Chair3 ERIK CHEEVER, Associate Professor LYNNE A . MOLTER, Associate Professor FARUQ M .A . SIDDIQUI, Associate Professor SILVIO P. ERERHARDT, Assistant Professor ERICH CA R R EVERRACH, Assistant Professor The professional practice o f engineering re­ quires creativity and confidence in applying scientific knowledge and mathematical meth­ ods to the solution of technical problems of ever-growing complexity. The pervasiveness o f advanced technology within our economic and social infrastructures demands that engi­ neers more fully recognize and take into ac­ count potential economic and social conse­ quences that may follow from resolving significant yet analytically well-defined tech­ nical issues. A responsibly educated engineer must therefore not only be in confident com­ mand of current analytic and design tech­ niques, but also have a thorough understand­ ing of social and economic influences and an abiding appreciation for cultural and human­ istic traditions. Our program supports these needs by offering each engineering student the opportunity to acquire a broad yet individu­ alized technical and liberal education. The structure o f the Department’s curriculum per­ mits engineering majors to devote as much as three eighths of their course work to the humanities and social sciences. About half our majors pursue either a concentration or a double major leading to two degrees, the Bachelor of Science in Engineering and a Bachelor o f Arts in a second academic disci­ pline within their four-year course of study. The Department’s physical facilities include laboratories for general instruction and indi­ vidual student projects in electronics, systems dynamics and control, communications, engi­ neering materials, solid and structural me­ chanics, fluid mechanics, fossil and solar ther­ mal energy conversion, acoustics, non-linear 3 Absent on leave, 1995-96. dynamics, and environmental protection. W ithin these laboratories is a wide variety of modem measurement equipment configured for computer-assisted data acquisition and process control; data files are directly accessi­ ble from anywhere on the college computer network. A computer workstation laboratory with high performance color graphics and industry-standard engineering design, analysis and graphics software is also part o f our departmental facilities. Electronics, metal and woodworking shops that support our courses and laboratories are also available for student use. Our departmental major program leading to the degree o f Bachelor of Science in Engineer­ ing is accredited by the Engineering Accredi­ tation Commission o f the Accreditation Board for Engineering and Technology. Courses Readily Available to Non-Majors High Performance Composites (1 ), Exploring Acoustics (2 ), Problems in Energy Technology (3 ), and Art and Science o f Structures (7 ) are designed chiefly for students contemplating only an introduction to engineering. Mechan­ ics (6 ) is primarily for prospective majors, but other interested students, particularly those preparing for a careers in architecture or biomechanics, are encouraged to enroll. Intro­ duction to Environmental Protection (32), Operations Research (5 7 ), Solar Energy Sys­ tems (3 5 ), Water Quality and Pollution Con­ trol (6 3 ), Environmental Systems (66), and Environmental Policy (68) appeal to many students majoring in other departments, par­ ticularly those pursuing the Environmental I Studies concentration. Students interested in computers, including those in the Computer Science concentration, may wish to consider Digital Logic Design (21), Microprocessors and Computer Architecture (2 2 ) and Com­ puter Graphics (2 6 ). Students majoring in the physical sciences or mathematics may enroll routinely in advanced engineering courses. Elective Program for Course Majors: In consul­ tation with their advisor, each student devises a program o f advanced work in the Depart­ ment. These programs, normally including six courses, are submitted for Departmental approval as part o f the formal application for a major in engineering during the spring semester o f sophomore year. Students may major or minor in the External Examination Program in the Engineering De­ partment by taking appropriately related ad­ vanced engineering courses in preparation for external examinations. Department faculty also support concentrations in Computer Science and Environmental Studies and a special major with the Program in Linguistics. A student’s elective program may or may not conform to some traditional or conventional area of engineering specialization, e.g., electri­ cal, mechanical, civil. Thus, for each plan of advanced work, the Department requires a coherent, well-justified program that, in its judgment, meets the student’s stated educa­ tional objectives. I Program for Engineering Majors Typical elective program plans include: I I I General departmental requirements fall into three categories: successful completion o f at least (i) twelve engineering courses, (ii) four courses in the sciences which must include Physics 3 &. 4 or 7 &. 8 (taken or begun in the freshman year) and Chemistry 10 (or a more advanced chemistry course), and (iii) four courses in mathematics, including Math 5 and 6 (to be taken in the first year), Math 18, and Math 3 0 (normally taken in the sophomore year). No courses intended to satisfy these departmental requirements, except those taken Fall semester in the first year, should be taken Credit/No Credit. The unspecified sci­ ence course in category (ii) should be chosen to complement the student’s overall program of study; only courses acceptable for credit toward a major in the offering department are admissible toward an Engineering major. Within category (i), the following core courses are required o f all students: Mechan­ ics, Physical Systems Analysis I and II, Experi­ mentation for Engineering Design, Thermofluid Mechanics, and Engineering Design. O f these, the first four are normally taken as follows: Mechanics in the spring semester of first year, Physical Systems Analysis I in the fall semester of sophomore year and the next two in the spring semester of sophomore year. Thermofluid Mechanics is normally taken in the fall of junior year, and Engineering Design, the culminating experience for engineering majors, is taken in the spring of senior year. (1 ) General electrical engineering: Electronic Circuit Applications, Physical Electronics, Semi-conductor Devices and Circuits, Electrodynamics, and Control Theory and Design. Students having an interest in digital systems might replace one or more of these courses with Digital Logic Design, Microprocessors and Computer Architec­ ture, VLSI Design, or Computer Graphics. I ib I 'I I I T I I ■ 1 1 A I 1 ■ I (2 ) General computer engineering: Digital Logic Design, Microprocessors and Com­ puter Architecture, VLSI Design, and Computer Graphics. Students with an interest in computer hardware may in­ clude Electronic Circuit Applications, Semiconductor Devices and Circuits, Phys­ ical Electronics or Control Theory and Design. (3 ) General mechanical engineering: Mechan­ ics o f Solids, Engineering Materials, Fluid Mechanics, Heat Transfer, Thermal En­ ergy Conversion, Solar Energy Systems, and Control Theory and Design. (4 ) General civil and environmental engineer­ ing: basic preparation includes Mechanics o f Solids, Structural Theory and Design I, Soil and Rock Mechanics, and Water Quality and Pollution Control. Additional courses include Operations Research and Environmental Systems for those inter­ ested in the environment or urban plan­ ning, or Structural Theory and Design II for those interested in architecture or 135 En g in e e rin g construction. Other recommended courses include Solar Energy Systems, Fluid Me­ chanics, and Engineering Materials. Note that High Performance Composites, Ex­ ploring Acoustics, Problems in Energy Tech­ nology, Art & Science o f Structures, Intro­ duction to Environmental Protection, Swarthmore Sc the Biosphere, and Environmental Policy are not admissible as technical electives within an Engineering major but may be taken as free electives subject to the 20Course Rule. Honors Program in Engineering: Students with a B + average among courses in engineering, science, and mathematics may apply to stand for honors in engineering. Honors majors must complete the same math, science, and core engineering requirements as in course and accumulate at least 12 full course credits in engineering; an honors thesis taken in the Fall o f senior year may substitute for one of the usual six engineering electives. One o f the three engineering examinations required for every honors degree in engineering must in­ clude E 90. Examination is normally offered for two-credit preparations in areas listed following the course descriptions; others are possible by special arrangement. More specific information about honors and course programs is distributed by the depart­ ment to prospective engineering majors in December o f each year. Available to classes 1997 onward. COURSES 1. H ig h P e r fo rm a n c e C o m p o s ite s . Introduction to the structure, properties and performance o f modern composites in sports equipment, automotive and aerospace appli­ cations. Simple models o f material behavior are developed and used to examine products like ski poles, fishing rods, tennis racquets, radial tires and human-powered aircraft. Labs include making and testing a number o f poly­ mer and ceramic matrix composites, plus a research project o f the student’s choice. Pri­ marily for students not majoring in engineer­ ing. High School Physics recommended. Primary distribution course. O ffered spring semester, 1996; not offered 1997. 2. E x p lo rin g A c o u s t ic s . (Also listed as Linguistics 2) A course to provide students with exposure to basic scien­ tific and engineering principles through an exploration o f the acoustics o f musical instru­ ments, the human voice, structures, and the environment. Emphasis on hands-on analysis with a minimum use o f mathematics. For students not majoring in engineering. Includes laboratory. Spring semester; offered 1997. 3. P r o b le m s in E n e rg y T e c h n o lo g y . For students not majoring in science or engi­ neering, this course covers hydropower, wind- 136 power, and thermal energy conversion using fossil fuel, nuclear and direct solar energy. Technical, political and socioeconomic as­ pects are discussed and field trips and labora­ tory experiences are included. Primary distribution course. Fall semester. 5. E n g in e e rin g M e th o d o lo g y . A fall half-credit course for those interested in engineering, presenting techniques and tools that engineers use to define, analyze, solve, and report technical problems and an introduction to department facilities. De­ signed for students who are potential majors as well as those interested only in an intro­ duction to engineering. While E5 is not a required course for prospective engineering majors, it is strongly recommended. Fall semester. 6. M e c h a n ic s . Fundamental areas o f statics and dynamics. Elementary concepts o f deformable bodies including stress-strain relations, beam, tor­ sion, and stress transformations. Laboratory work is related to experiments on deformable bodies, and includes a FORTRAN workshop. Prerequisite: Physics 3 or equivalent. Primary distribution course. Spring semester. í* 7. j 9 A r t a n d S c ie n c e o f S tr u c tu re s . An introduction to the basic principles of structural analysis and design including an emphasis on the historical development of modem structural engineering. Suitable for students planning to study architecture, archi­ tectural history, or with an interest in struc­ tures. Includes laboratory. For students not majoring in engineering. Fall semester; not offered 1995-97. 9. H o w T h in g s C h a ng e. A study o f dynamic systems requiring no formal mathematics. The course will be based upon a Macintosh simulation program (STELLA II) that is entirely icon driven and which relies upon a metaphoric description to envision and model even the most compli­ cated situations. Examples will be taken from many fields o f study; representative topics include the dynamics o f competing popula­ tions, the spread o f epidemics, the evolution of business cycles, the operation o f automo­ bile cruise control systems, and examples of chaotic systems. Though no knowledge of calculus is necessary, some familiarity with mathematical operations and confidence in using numbers, e.g., birth rates, growth rates, interest rates, etc., is assumed. Spring Semester. 11,12. P h y s ic a l S y s t e m s A n a ly s is I and II. The study o f engineering phenomena which may be represented by a linear, lumpedparameter model. Ell (fall semester) is ori­ ented mainly toward electrical devices and the development o f mathematical techniques for the analysis o f their linear behavior. E12 (spring semester) is more concerned with mechanical, thermal, and fluid systems. In­ cludes laboratory. Credit may be given for either semester, or both. Prerequisites: Math 6 and Physics 4 (or equivalent) or permission of instructor. E n : Fall semester. E 12: Spring semester. 14. E x p e rim e n ta tio n f o r E n g in e e rin g D esig n. Introduction to probability, statistical analy­ sis, measurement errors and their use in ex­ perimental design, planning, execution, data reduction and analysis. Techniques o f hypoth­ esis testing, single and multivariable linear and nonlinear regression, process simulation and methods o f engineering economics. In­ cludes laboratory. Pre/Co-requisites: E l l and 12. Spring semester. 21. D ig ita l L o g ic D esig n . Systematic techniques for designing combi­ natorial (time-invariant), sequential (clocked) and asynchronous (non-docked) digital cir­ cuits, based on principles o f Boolean algebra. Use o f standard T TL logic gates and higher level integrated circuits such as memories, programmable-logic devices, and analog/dig­ ital converters. Emphasis on CAD programs for logic simulation and minimization. Prerequisites: none. Fall semester. 2 2 . M ic r o p r o c e s s o r s a n d C o m p u te r A r c h ite c t u r e . A tour o f today’s and tomorrow’s computer systems, including RISC and CISC micropro­ cessor instruction sets and addressing modes, interrupts and DMA, peripherals, memory system hierarchy, virtual memory and ma­ chine, and networks. Connections between hardware and higher-level languages and oper­ ating systems. Parallel and distributed com­ puter systems. The laboratory will include studies o f specific machines from microcon­ trollers to workstations. Prerequisites: none. Spring semester, alternate years; offered 1996. 24. VLSI D e sig n . Design o f digital CM OS integrated circuits. Operation of CM O S transistors, CM OS gates and buffers, design rules for layout o f circuits, chip fabrication, regular logic arrays, scalabil­ ity, use o f simulation and layout tools, testing o f fabricated circuits. A laboratory involves design, simulation, layout and testing o f a chip that will be sent out for fabrication. Prerequisite: E l l and E21. Spring semester; offered 1997. 26. C o m p u te r G ra p h ic s . Techniques used to model and display twoand three-dimensional scenes. Principles of the WIMP (Windows-Icon-Menu-Pointing de­ vice) graphical user interface. Topics include 2D and 3D transformations, clipping, hidden surface removal, rendering, representing curves/surfaces/solids, image filtering, light- 137 En g in e e rin g ing, and ray tracing. A laboratory will involve programming user-interface systems and im­ ages using the X ll package and PHIGS. Prerequisite: Familiarity with 'C .’ Spring semester, alternate years; offered 1996. 32. In tro d u ctio n to E n v iro n m e n ta l P ro te c tio n . food resources, and arms control. Includes case study project. Prerequisites: elementary linear algebra. Primary distribution course, Natural Sciences only; and only if enrolled for Engineering 57. Fall semester, alternate years; offered 1995. 5 8 . C o n tro l T h e o r y a n d D esig n . Primarily for those not majoring in engineer­ ing, this course focuses on solutions to envir­ onmental problems in the areas o f water sup­ ply, water pollution, air pollution, and energy supply. Local and global pollution control and solar energy technologies are examined. Public policy developments and alternative perspectives are explored. Methods o f com­ puter-based systems analysis are introduced for developing economically effective envir­ onmental protection policies. Spring semester; offered 1996. Introduction to the control o f engineering systems. Analysis and design o f linear control systems using root locus and frequency re­ sponse techniques. Over-driven operation of first-and second-order controlled systems. Digital control techniques, including analysis o f A/D and D/A converters, digital filters, and numerical control algorithms. Includes laboratory. Prerequisite: E12 or equivalent. Spring semester. 35. Internal stresses and changes of form that occur when forces act on solid bodies or when internal temperature varies. State o f stress and strain, strength theories, stability, deflections, and photoelasticity. Elastic and Plastic theor­ ies. Includes laboratory. Prerequisite: E6 or equivalent. Fall semester. S o la r E n e rg y S y s te m s . Fundamental physical concepts and system design techniques of solar energy systems. Topics include solar geometry, components of solar radiation, analysis of thermal and pho­ tovoltaic solar collectors, energy storage, computer simulation o f system performance, computer aided design optimization, and eco­ nomic feasibility assessment. Includes labora­ tory. Prerequisites: E12 or equivalent or consent of instructor. Fall semester, alternate years; offered 1996. 41. T h e rm u flu id M e c h a n ic s . Introduction to macroscopic thermodynam­ ics; first and second laws, properties o f pure substances, applications using system and control volume formulation. Introduction to fluid mechanics; development o f conservation theorems, hydrostatics, dynamics of one-di­ mensional fluid motion with and without fric­ tion. Includes laboratory. Prerequisites: E12 and E14 (or equivalent background). Fall semester. 57. O p e ra tio n s R e s e a rc h . (Also listed as Economics 32 ). Introduces students to computer based modeling and optimization for the solution o f complex, multivariable problems such as those relating to efficient manufacturing, environmental pol­ lution control, urban planning, water and 138 59. M e c h a n ic s o f S o lid s . 6 0 . S tr u c tu ra l T h e o r y and D e sig n 1. Fundamental principles o f structural mechan­ ics. Statically determinate analysis o f frames and trusses. Approximate analysis o f indeter­ minate structures. Virtual work principles. Elements o f design o f steel and concrete struc­ tural members. Includes laboratory. Prerequisite: E59, or permission o f instruc­ tor. Spring semester. 61. G e o te c h n ic a l En g in e e rin g : T h e o ry and D esig n . Soil and rock mechanics, including soil and rock formation, soil mineralogy, soil types, compaction, soil hydraulics, consolidation, stresses in soil masses, slope stability and bearing capacity. Application to engineering design problems. Includes laboratory. Prerequisite: E6 or permission o f instructor. May be taken concurrently with E59. Fall semester, alternate years; offered 1996. 62. S tr u c tu ra l T h e o r y a n d D e sig n II. Advanced structural analysis. Classical and matrix methods o f analysis. Digital computer S& applications. Design o f steel and concrete structures. Includes laboratory. Prerequisite: E60. Fall semester, alternate years; offered 1995. 63. W a te r Q u a lity a n d P o llu tio n C o n tro l. 1 ■3» Elements o f water quality management and treatment o f wastewaters. Measurement of water quality indicators. Analysis o f waste­ water treatment processes. Sewage treatment plant design. Computer modeling o f the ef­ fects o f waste discharge on rivers and estuaries. Environmental impact assessment. Lab­ oratory and field studies included. Prerequisite: E12 or equivalent or consent of instructor. Fall semester, alternate years; offered 1995. 64. S w a r th m o r e a n d th e B io s p h e re . • An interdisciplinary seminar-style investiga­ tion of the role o f Swarthmore College and its community within the biosphere, including an intensive field-based analysis o f one major aspect of Swarthmore’s interaction with its environment, such as food procurement, waste disposal, or energy use. The selected topic is explored from various perspectives by student project groups, and the class proposes and attempts to implement solutions. Faculty from various departments provide back­ ground lectures, lead discussions of ap­ proaches outlined in the literature, and coor­ dinate project groups. Classes meet once weekly for lectures, student progress reports, and project planning. Cross-listed in the in­ structors’ departments. 66. E n v iro n m e n ta l S y s te m s . » Mathematical modeling and systems analysis of problems in the fields of water resources, water quality, air pollution, urban planning and public health. Techniques of optimization including linear and integer programming are used as frameworks for modeling such prob­ lems. Dynamic systems simulation methods included. Laboratory included. Prerequisite: E 57, or equivalent. Spring semester, alternate years, offered 1996. 68. E n v iro n m e n ta l P o lic y . (Also listed as Political Science 43). Topics in environmental analysis, policy formulation and pollution regulation. Offered when demand and staffing permit. 71. D is c r e te T im e S y s te m s . Review o f mathematical methods and system models for linear continuous time systems. Introduction to difference equations and dis­ crete-time transform theory; the Z-transform and Fourier representation o f sequences; fast Fourier transform algorithms. Discrete-time transfer functions and filter design tech­ niques. Laboratory included. Prerequisite: E12. Fall semester; not offered 1995. 7 2 , 72(a). E le c t ro n ic C ir c u it A p p lic a tio n s . O f interest to a broad range o f students in the sciences; E 72(a) is a half credit course com­ prising only the laboratory section of E72. The student will learn the fundamentals of electronic circuit design starting with a brief survey of semiconductor devices including diodes, and bipolar and field effect transistors. The course continues with op-amp applica­ tions, including instrumentation and filter design. The use of digital logic is also explored. The second half o f the course introduces more advanced topics and more sophisticated design techniques. Throughout the course practical considerations o f circuit design and construction are covered, including grounding and shielding and several construction tech­ niques (point-to-point, wire-wrap, printed circuits). Includes laboratory. Prerequisite : E l l or Physics 8. Fall semester. 73. P h y s ic a l E le c t ro n ic s . Physical properties o f semiconductor mate­ rials, semiconductor devices, and simple cir­ cuits. The physics o f electron/hole dynamics; band and transport theory; and electrical, mechanical and optical properties o f semicon­ ductor crystals. Devices examined include diodes, transistors, FE T ’s, LED’s, lasers and pin photo-detectors. Modeling and fabrica­ tion processes. Includes laboratory. Prerequisites: E l l or Physics 8. Spring semester, alternate years; offered 1996. 74. S e m ic o n d u c to r D e v ic e s and C irc u its . Operation and application o f semiconductor devices, including diodes, transistors (bipolar and field effect) and other devices such as CCD’s, SC R ’s, and TRIA C’s. The terminal 139 En g in e e rin g characteristics o f the semiconductor devices and circuits, including small signal models of single transistor audio amplifiers, multi-tran­ sistor amplifier stages and a transistor-level understanding o f operational amplifiers. A comparative analysis of the different logic families, at the transistor level, is given along with power circuits and problems of stability and oscillations in electronic circuits. Includes laboratory. Prerequisites: E l l or Physics 8. Spring semester, alternate years; offered 1997. 7 5 ,7 6 . E le c tro m a g n e tic T h e o r y I and II. Static and dynamic treatment of engineering applications o f Maxwell’s equations. Macro­ scopic field treatment of interactions with dielectric, conducting, and magnetic materials. Analysis of forces and energy storage as the basis o f circuit theory. Electromagnetic waves in free space and guidance within media; plane waves and modal propagation. Polarization, reflection, refraction, diffraction, and inter­ ference. Engineering 76 will include advanced topics in optics and microwaves, such as laser operation, resonators, Gaussian beams, inter­ ferometry, anisotropy, nonlinear optics, modulation and detection, and current tech­ nologies such as holography. Laboratories for both courses will be oriented toward optical applications using lasers, fiber and integrated optical devices, modulators, nonlinear mate­ rials, and solid state detectors. Prerequisite: E12 or equivalent. E 75 or Phys­ ics equivalent is a prerequisite for E76. E75: Fall semester, alternate years; offered 1995. E76: Spring semester, when demand and staffing permit. 78. C o m m u n ic a tio n S y s te m s . Theory and design principles o f analog and digital communication systems. Topics in­ clude frequency domain analysis o f signals; signal transmission and filtering; random sig­ nals and noise; AM, PM, and FM signals; sampling and pulse modulation; digital signal transmission; PCM; coding; and information theory. Applications to practical systems such as television and data communications. In­ cludes laboratory. Prerequisite: E I2 or equivalent. Offered when student interest and staffing permit. 140 81. T h e rm a l E n e rg y C o n v e rs io n . Development and application o f the principles of thermal energy analysis to energy conver­ sion systems, including cycles and solar energy systems. The concepts of availability, ideal and real mixtures, chemical and nuclear reac­ tions. Includes laboratory. Prerequisite: E41. Spring semester, alternate years; offered 1996. 8 2 . E n g in e e rin g M a te r ia ls . Introduction to material structure, properties and processing. Analysis o f microstructures, physical properties, thermal and mechanical transformation of metals, polymers, concrete, wood and a variety o f composites. Material selection in design, laboratory testing for quality assurance and performance evaluation in service are included through labs and a semester project. Co-Prerequisite: E 59 or permission o f in­ structor. Fall semester, alternate years; offered 1995. I] I II 1 4 I I « II I 8 3 . Fluid M e c h a n ic s . Fluid mechanics is treated as a special case of continuum mechanics in the analysis o f fluid flow systems. Conservation o f mass, momen­ tum and energy. Applications to the study of inviscid and viscous, incompressible and com­ pressible fluids. Includes laboratory. Prerequisite: E41. Spring semester, alternate years; offered 1997. * 84. H e a t T ra n s fe r. Introduction to the physical phenomena in­ volved in heat transfer. Analytical techniques are presented together with empirical results to develop tools for solving problems in heat transfer by conduction, forced and free con­ vection and radiation. Numerical techniques are discussed for the solution o f conduction problems. Includes laboratory. Co-Prerequisite: E41. Fall semester, alternate years; offered 1995. 90. » I I I E n g in e e rin g D esig n . Students work on a design project which is the culminating exercise for all senior Engineering majors. Under the guidance of a faculty mem­ ber, students investigate a problem o f their choice in an area o f interest to them. A written report and an oral presentation is required. Spring semester. » 4 91. S p e c ia l T o p ic s . Subject matter dependent upon a group need or individual interest. Normally restricted to seniors and offered only when staff interest and availability make it practicable. 93. D ire c te d R ea d in g o r P ro je c t. With the permission o f the Department and a willing faculty supervisor, qualified students may do special work with theoretical, experi­ mental, or design emphasis in an area not covered by regular courses. 96. H o n o rs T h e s is . W ith approval of the Department and a faculty advisor, an honors major may undertake in addition to E 90 an Honors Thesis in the Fall semester o f senior year. A prospectus o f the thesis problem must be submitted and ap­ proved not later than the end of junior year. PREPARATION FOR EXTERNAL EXAMINATIONS The Department will arrange External Exami­ nations in the following areas to be prepared for by the combinations o f courses indicated. Other preparations are possible by mutual agreement. C o m m u n ic a tio n s Communication Systems Electromagnetic Theory C o m p u te r D e sig n Microprocessors and Computer Architecture Computer Graphics C ontinuum M e c h a n ic s E le c t r o n ic s Electronic Circuit Applications Semiconductor Devices and Circuits E le c tro m a g n e tic T h e o ry Electromagnetic Theory I and II E n v iro n m e n ta l S y s t e m s Operations Research Environmental Systems M a t e r ia ls E n g in e e rin g Mechanics of Solids Engineering Materials S tr u c tu ra l A n a ly s is and D e sig n Mechanics of Solids Fluid Mechanics Structural Theory and Design I and II C o n tro l T h e o r y and D ig ita l L a b o ra to ry A p p lic a tio n s Thertnal Energy Conversion Heat Transfer Computer Graphics Control Theory and Design D igital S y s t e m s Digital Logic Design Microprocessors and Computer Architecture, VLSI Design, or Computer Graphics T h e rm a l E n e rg y C o n v e rs io n T h e rm a l S o la r S y s t e m s Solar Energy Systems Thermal Energy Conversion or Heat Transfer 141 English Literature ENGLISH LITERATURE T H O M A S H. BLA CK B U R N , Professor C H A R L E S L J A M E S , Professor P ETER J . SCHM IDT, Professor2 PHILIP M . WEINSTEIN, Professor CR AI6 W ILLIAM SON, Professor and Chair NATHALIE A N DERSON, Associate Professor A B R E R LU M , Associate Professor3 WOON-PING CHIN, Associate Professor3 LAURIE LAN G RAUER, Associate Professor3 ELIZABETH BOLTON, Assistant Professor3 NORA JO H N SO N , Assistant Professor PATRICIA WHITE, Assistant Professor LISA COHEN, Visiting Assistant Professor ELAINE FREEDGOOD, Visiting Assistant Professor EMILIE PASSOW , Assistant Professor (part-time) M IC H A E L D UR K AN , College Librarian, Lecturer P ETER PAROLIN, Visiting Instructor (part-time) 4 KATHERINE S T U R B S , Visiting Instructor (part-time) 4 ELIZABETH BENEDICT, Visiting Writer (part-time) 5 THEATRE STUDIES LEE DEVIN, Professor and Director of The Theatre A LLEN K U H A R S K I, Assistant Professor and Resident Director W ILLIAM M A R S H A L L , Assistant Professor and Resident Designer ARIGAIL A D A M S , Visiting Lecturer C A R L A BELVER, Visiting Lecturer This Department offers courses in English literature, American literature, African and Caribbean literatures, Asian and Asian-American literatures, Gay and Lesbian literatures, theatre, film, some foreign literatures in trans­ lation, creative writing, and critical theory. The departmental curriculum includes the intensive study of works of major writers, major periods o f literary history, and the development o f literary types; it also provides experience in several critical approaches to literature and dramatic art and explores cer­ tain theoretical considerations implicit in lit­ erary study, such as the problematics o f canon formation and the impact o f gender on the creation and reception o f literary works. In addition, the Theatre Program offers both practical and theoretical courses in perfor­ mance studies. 2 Absent on leave, spring semester, 1996. 3 Absent on leave, 1995-96. 4 Fall semester, 1995 5 Spring semester, 1996. 142 ENGLISH LITERATURE REQUIREMENTS AND RECOMMENDATIONS Any introductory course—English 2 through 15— is the prerequisite for all other courses in literature. (Exempted from this prerequisite are seniors, juniors, and students who wish to take only studio courses.) Introductory courses (numbered 2 through 15) attempt in a variety o f ways to reflect the diversity of interests—with respect to subject matter, the­ oretical approach, literary genre, historical period, race and gender—characteristic of the departmental offerings as a whole. Introduc­ tory courses are characterized by syllabi with less reading than in advanced courses, by frequent short papers with some emphasis upon rewriting, by self-conscious examination of methodology, and by considerable attention to class discussion; they are viewed by the Department as particularly appropriate for freshmen; they are Primary Distribution Courses. Enrollment will be limited to 25 students per course; priority is given to fresh­ men and sophomores. Students will not nor­ mally take a second introductory course. Only one such course may be counted towards the major. The minimum requirement for admission as a major or as a minor in English is two semester-courses in the Department— normally an introductory course and an ad­ vanced literature course. (Students with AP scores o f 4 -5 in English Literature and/or English Composition receive credit toward graduation. This credit, when it is for work in English Literature, may count toward the major requirements. AP credit does not satisfy the prerequisite for upper-level courses.) Students considering a major in English are strongly urged to take one or two additional English courses during the sophomore year. Majors and prospective majors should consult a member o f the English Department for information about courses in other depart­ ments complementary to their work in En­ glish; work in foreign languages is especially recommended. Students who plan to do graduate work, to follow a course of professional training, or to seek teacher certification in English, should see a member o f the Department for early help in planning their programs, as should students who plan to include work in English literature in a Special Major, a major in Literature or Medieval Studies or a program with a concen­ tration in Women’s Studies, Black Studies or Interpretation Theory. Students planning to qualify for teacher certification in English are reminded that work in American literature, in linguistics or the history o f the English lan­ guage, and in theatre or film is required in addition to other requirements of the major. Non-majors who wish to be certified in En­ glish must meet all the course requirements noted above (e.g., requirements for the major except for the Senior Essay, plus the additional courses required for certification) as well as maintaining a grade point average o f 2.5 or better in courses taken in the English Depart­ ment. Students wishing to study abroad should con­ sult with the Departmental Chair far enough in advance o f such study to effect proper planning o f a major or minor. In determining which courses o f study abroad will meet De­ partment criteria for requirements or to re­ ceive credit toward a major or minor, the Department will rely both on its experience in evaluating the work of students returning from these programs and on careful examina­ tion of course descriptions, syllabi and sched­ ules. Students may undertake preparations for papers in the Honors Program while stud­ ying abroad, but should consult carefully in advance with the appropriate Department fac­ ulty. For further details concerning Depart­ ment policies for study abroad, consult the Department statement filed with the Office of Foreign Studies. Major in the Course Program: The work o f a major in Course consists of a minimum of eight units o f credit in the Department, in­ cluding at least three units in literature written before 1830 (such courses are marked with a *), three in literature written after 1830 (including introductory courses), and one unit featuring critical theory (such courses are marked with a * * ). Students must also write a senior essay (English 99 ). Details about the essay are available in the Depart­ ment Office. 143 En g lis h L ite ra tu r e Major in the Honors Program: Beginning with the Class o f 1997, majors in English who seek a degree with Honors will in the spring of their sophomore year propose for external examination a program consisting o f four fields, three in English and one in a minor. The three preparations in the major (consti­ tuting six units o f credit) will be constituted as follows: Two o f the preparations must be done through seminars; the third must be based on two related courses chosen from a list of possibilities identified by the depart­ ment (a thesis or creative writing project will also satisfy this requirement). Honors majors must also meet the general major requirement o f three units of credit in literature written before 1830 and three units o f credit in litera­ ture written after 1830, as well as a course or seminar that features critical theory. The de­ partmental requirements for Honors (includ­ ing instructions about available course com­ binations and senior Honors study) are spelled out in detail in a departmental handout. Minor in the Honors Program: Minors must do a single, two-credit preparation in the depart­ ment either by means o f a seminar or course combination (which includes the creative writing option under English 68). Minors are required to do a total o f at least five units of work in English (including their Honors prep­ aration). Students interested in pursuing Honors with­ in a faculty approved interdisciplinary major, program, or concentration that draws on ad­ vanced English courses or seminars should see the Chair for early help in planning their programs. elements o f their own styles. Does not meet distribution requirements or count toward the major. Each semester. Passow. I B . E n g lis h f o r F o re ig n S tu d e n ts . Individual and group work on an advanced level for students with non-English back­ grounds. Does not meet distribution require­ ments or count toward the major. Each semester. Evans. I C . T h e W ritin g P r o c e s s . This course combines study of theories of composition and the teaching o f writing with supervised experience applying the skills de­ rived from that study in paper comments and conferences. Enrollment limited to students selected as Writing Associates. Does not meet distribution requirements or count toward major. Cross-listed as Education 1C. Fall semester. Blackburn. 2. T e c h n o lo g y a n d th e T e x t In this course we will explore the changing nature o f literary texts and our conceptions of them from what we might call the "zero technology” o f the oral tradition, through the age o f manuscript transmission, into the age o f print and the development of printing technologies and the publishing industry, and beyond into our own new world o f electronic texts and hypertexts. Our reading will range from Beowulf to Shakespeare, to Dickens and out into the contemporary world o f fictions and hyperfictions. Primary distribution course. Spring semester. Blackburn. 3. T h e B o d ie s T h a t S u rro u n d U s. COURSES 1A. W ritin g and T h in k in g A n a ly t ic a lly (W o rksh op ). W hat writing strategies can generate powerful ideas with solid support and organization? How can students recognize these structures in other writers and express their own thoughts clearly and coherently? English 1A, Writing Analytically, helps students acquire a conceptual grasp of the writing process, ap­ plicable across the curriculum. Short assign­ ments in response to a range o f readings, peer reviews, frequent conferences with the in­ structor allow students to improve specific 144 In this class we will analyze writings on food, intoxication, illness, sex, fatigue, and clothing in order to ask: How do these texts ask us to read the body? How do they describe it as subject to violence, pleasure, grief, politics, geography, and disguise? W hat happens to your body when you’re reading? Writers stud­ ied may include: Wallace Stevens, Gertrude Stein, M.F.K. Fisher, David Wojnarowitz, Susan Sontag, Dorothy Allison, Virginia Woolf, Jamaica Kincaid and W illiam Shake­ speare. Primary distribution course. Each semester. Cohen. 4. T h e P o s t-C o lo n ia l C o n d itio n . Not offered 1995-96. Chin. 5. T h e S u b je c t in Q u e stion . How do we become who we are? W hat discur­ sive economies enable the shaping o f identity? How does reading affect this process? This course will explore the ways in which subjec­ tivity and ideology are mutually implicated within both a range o f texts and our commen­ tary upon them. Writers will include Shake­ speare, Flaubert, Kafka, Faulkner, Beckett, Rich, Kingston, and Morrison. Theoretical essays may also be assigned. Primary distribution course. Fall semester. Weinstein. 6. R ite s o f P a s s a g e . The course will focus on various rites of passage, symbolic actions which chart crucial changes in the human psyche, as they are consciously depicted or unconsciously re­ flected in different literary modes, and will examine the shared literary experience itself as ritual process. Topics will include inno­ cence and experience, community and liminality, and the mediation of the sacred and the profane. Major authors will include Blake, Shakespeare, Conrad, Lawrence and Walker. Primary distribution course. Spring semester. Williamson. 7. M u ltic u ltu r a l L ite ra c y . Readings and movies will introduce students to a comparative history o f African, Euro­ pean, Asian, and Latin Americans in the "New World,” with emphasis on family his­ tories, multiple identities, migration and exile, and the role played by constructions o f gender and racial differences. Primary distribution course. Fall semester. Schmidt. 8. T h e L ite ra tu re o f Exile: W ritin g A b o u t L o s s and th e S e lf. This course will consider narratives of exile and loss from a variety o f perspectives: What does it mean to be exiled from a nation or one’s home? W hat does it mean to lose eco­ nomic status or cultural visibility? What does it mean to forge a new identity in an unfamiliar place? The course will use the challenge of exile and loss to question different models of individual identity: to what extent is identity an internal phenomenon that transcends and survives changes in material circumstances, and to what extent is it external, fashioned out of our changing relationships to people, places, and things? In relation to these issues, we will consider the literary canon itself as a place that can welcome or exile aspiring members: for writers and readers alike, liter­ ary production thus becomes a process of negotiating between incorporation and exclu­ sion. Writers may include Sophocles, Shake­ speare, Milton, Douglass, Dickinson, Joyce, Woolf, Rich, Lorde, and Morrison. Fall semester. Parolin. 9. L ite ra tu re and th e G ro te sq u e . Primary distribution course. Not offered 1995-96. Bolton. 10. W a y s o f S e e in g . Primary distribution course. Not offered 1995-96. Blum. 11. illic it D e s ir e s in L ite ra tu re . We will examine some differences that race and gender have made in the literary expres­ sion of a range o f sexual desires, noting, for instance, that works by canonical writers can depict and even celebrate forms of sexuality that are much more problematic for those who speak from positions o f less privilege. We will also consider deployments of forbid­ den sexualities by authors who think o f them­ selves as upholding traditional moral codes. Authors may include Aphra Behn, Samuel Richardson, Harriet Jacobs, Christina Ros­ setti, David Henry Hwang, Dorothy Allison, Essex Hemphill, Adrienne Rich, and Audre Lorde. Primary distribution course. Fall semester. Johnson. 12. R e a lis m and Its D is c o n te n ts . What does it mean for a representation to be "lik e reality,” given that to be like reality is, by definition, to be unreal? How and why might attempts to represent reality change? We will explore the paradoxes o f realism as they appear and disappear in Shakespeare’s sonnets, Sterne’s Tristram Shandy, Flaubert’s Madame Bovary, Woolf’s Mrs. Dalloway, Okri’s The Famished Road, Jenny Livingstone’s film Paris is Burning, and the T V show E.R. We will consider Barthe’s concept o f "reality effects,” Fannon’s analysis o f oppressive constructions and internalizations o f reality, and Judith 145 En g lis h L ite ra tu r e Butler’s feminist'Lacanian reading o f our al' ways-mediated relation to the Real. Primary distribution course. Each semester. Freedgood. 13. T h e L ite ra tu re o f B o h e m ia n is m . In what ways has literature historically func­ tioned to contest social convention, and in what ways has it supported societal norms of value and behavior? In this course, we will explore both literary valorizations and literary demonizations o f the unconventional by con­ sidering representations o f artistic and social "bohemianism,” the expression of a specific kind of nonconformism. Reading works by Kerouac, Shakespeare, Blake, Coleridge, W hit­ man, Hawthorne, Chopin, James Weldon Johnson, Larsen, and Hemingway, we will interrogate the ways in which race, gender, class, and sexual orientation have conditioned the parameters o f the "bohemian.” Primary distribution course. Fall semester. Stubbs. 14. S u b v e rtin g V e rs e s . Primary distribution course. Not offered 1995-96. Anderson. 18. In tro d u ctio n to A m e r ic a n C u ltu re . Not offered 1995-96. Schmidt. 21. C h a u ce r.* Reading in Middle English of most o f Chau­ cer’s major poetry with emphasis on The Canterbury Tales and Troilus and Criseyde. The course attempts to place the poetry in a variety o f critical and cultural contexts—both medieval and modem—which help to illumi­ nate Chaucer’s art. Spring semester. Williamson. 2 3 . Old E n g lis h / H is to ry o f th e Language.* The course begins with an intensive study of Old English and its historical and linguistic backgrounds and moves on to an examination o f both selected Anglo-Saxon literary texts and the changing patterns o f English through the late Middle Ages, Renaissance, and Early M odem periods. This course may be taken without the usual prerequisite course; how­ ever, it may not serve in the place of a prerequisite for other advanced courses. Cross-listed as Linguistics 23. Fall semester. Williamson. 15. F ic t io n s o f Identity. 25. S h a k e s p e a re .* This course will examine how our sense of self is constructed and "undone” through culture, language, and literature. W hat are the assumptions behind and limits to the modern Western understanding of the individual? How do we reconcile postmodernist, psy­ choanalytic and other contemporary theoreti­ cal conceptions o f the "fragmented subject” with the urgency o f "identity politics” for people o f color, women, lesbians and gay men, and others? Considering prose, poetry, drama, and film, we will look at how identity and difference are conceived, communicated, and contested through practices o f representation and reading. Authors studied may include: Mary Shelley, Marx, Freud, Woolf, Baldwin, and Lorde. Primary distribution course. Fall semester. White. W e’ll cover many topics in this survey, in­ cluding father-daughter relationships, sexual­ ity, race, kingship, comedy and tragedy, per­ formance, the role of women, and the rewriting o f history, but we will always return to the question o f theater’s place in sixteenth and seventeenth century England as repre­ sented onstage and in the anti-theatrical writ­ ings of the period. Plays will include Taming o f the Shrew, Richard III, Henry IV Part 1, Hamlet, Twelfth Night, Measure for Measure, Othello, Lear, The Winter’s Tale, and The Tempest. Fall semester. Johnson. 16. S u r v e y I: Beowulf to M ilton .* An historical and critical survey o f poetry, prose, and drama from Beowulf to Milton. Fall semester. Williamson. 2 6 . L ite ra tu re o f th e E n g lish R e n a is s a n c e .* Not offered 1995-96. Johnson. 27. E n g lis h D ra m a B e fo r e 1642.* Not offered 1995-96. Johnson. 28. M ilton.* Not offered 1995-96. Blackburn. 17. S u r v e y o f E n g lis h L ite ra tu re , II. 2 9 . I n s c r ip tio n s o f th e F e m in in e in 16th- and 1 7 th -C en tu ry England.*/** Not offered 1995-96. Staff. Not offered 1995-96. Blum. 146 30. S h a k e s p e a r e a n d C r it ic a l T h e o ry : “ O ur S h a k e s p e a r e s ” .*/** Not offered 1995-96. Blum. 31. R e n a is s a n c e S exu a lities.* / * * The study o f sexuality allows us to pose some of the richest historical questions we can ask about subjectivity, the natural, the public and the private. This course will explore such questions in relation to Renaissance sexuality, examining several sexual categories—the homoerotic, chastity and friendship, marriage, adultery, incest—in texts by Donne, Shake­ speare, Katherine Phillips, Richard Bamfield, and John Ford. Emphasis will be placed upon students’ independent responses to a wide range o f secondary readings. Spring semester. Johnson. 34. W o m e n and W ritin g 1750-1865.* Not offered 1995-96. Bolton. Works may include: Austen’s Mansfield Park, C. Bronte’s Jan e Eyre, Gaskell’s Mary Barton, Dickens’s Our Mutual Friend, Eliot’s Middlemarch, Kipling’s Kim. Fall semester. Freedgood. 4 3 . S tu d ie s in E n g lish F ictio n . Not offered 1995-96. Weinstein. 4 4 . L e s b ia n N o v e ls S in c e W o rld W a r TVro. This course will examine a wide range of novels by and about lesbians since World War Two. O f particular concern will be the repre­ sentation o f recent lesbian history; how, for instance, do current developments in cultural studies influence our understanding o f the lesbian cultures o f the fifties, sixties, and seventies? W hat is at stake in the description o f the recent lesbian past? Fall semester. Johnson. 35. S la v e r y a n d E m p ire in B rita in . 4 5 . M o d e rn B r itis h P o e try . Not offered 1995-96. Langbauer. Not offered 1995-96. Anderson. 36. O rig in s o f th e N ovel.* 46. In tro d u ctio n to A n g lo -Irish L ite ra tu re . We will take up the question o f the origins of the novel, asking how these fictions define both their own origins and their own status as fictions. Writers studied will include John Locke, Daniel Defoe, Joseph Cleland, Samuel Richardson, Henry Fielding, Fanny Burney, and Jane Austen. Spring semester. Cohen. 38. T h e R o m a n tic S u b lim e.* This course will cover the background to the modem literature through such topics as epic literature, the monasteries, the Big House, the Irish storyteller, and will include readings from The Tain and the Finn Cycle, as well as from Somerville and Ross, Synge, O ’Casey, Kavanagh, Heaney, and others. Spring semester. Durkan. Not offered 1995-96. Bolton. 47. T h e L y r ic in E n g lish . 39. R o m a n tic is m a n d th e P e r fo rm a n c e o f G ender.* This course may be counted as either pre-1830 or post-1830, but not both. Not offered 1995-96. Schmidt. Not offered 1995-96. Bolton. 40. G o th ic P o s s ib ilitie s .* Not offered 1995-96. Bolton. 42. N in e te e n th -C e n tu ry B r itis h N o vel. Henry James described the novel form as a "baggy monster;” 19th-century British fiction includes some o f the baggiest monsters of all. We will examine the aesthetic and political implications of attempts to capture ever-larger swathes o f social reality—including domestic conflict, imperial adventure, urban filth, in­ dustrial poverty, financial scandal and camoflaged sexual intrigue—between the covers of a book. Theory and criticism o f the novel will provide ideas which we will argue with ener­ getically rather than apply schematically. 4 8 . T h e S h o r t S to ry . Not offered 1995-96. Bolton. 4 9 . “ W h ite n e s s ” a n d R a c ia l D ifferen ce.* * Not offered 1995-96. Schmidt. 51. F ic t io n s in A m e r ic a n R e a lis m . This course will look at major unifying themes and contradictions in the times between 1880 and 1920 by exploring the ways in which art and social conscience intersect in America. By combining standard literary selections with several nontraditional texts and by paying special attention to the format of contempo­ rary issues such as Social Darwinism, racism; women, and the urban underclass, we will 147 En g lis h L ite ra tu re examine some basic, and probably unanswer­ able, questions about the relationship between art and life. We will consider the texts’ social criticism as part of history but also, where appropriate, as living, ongoing analyses of problems with which we are still faced. Au­ thors may include Howells, James, Chopin, Dreiser, Stephen Crane, Wharton, Twain, DuBois. Fall semester. James. invite an exploration of these alternative (to European and European American) models for the ways they reshape or recreate the old structures and figures that have been inherited from Africa, America, and Europe. Selections will be chosen from such writers as Bambara, Baraka, Bradley, Butler, Dove, Dumas, Charles Johnson, Morrison, Naylor, Alice Walker. Fall semester. James. 5 2 . T h e H a rle m R e n a is s a n c e . Not offered 1995-96. Chin. Not offered 1995-96. James. 63. B u d d h is m in A m e r ic a n L ite ra tu re : F ro m T h o re a u To T h e B e a ts. 53. C o n te m p o ra ry W o m e n ’s P o e try . A consideration of the great variety of poetic styles and stances employed by women writing in English today: Adrienne Rich, Audre Lorde, Rachel Blau DuPlessis, Ai, Janice Mirikitani, Olga Broumas, Medbh McGuckian, Joy Harjo, Cherrie Moraga, Cathy Song, Jo Shapcott, and Cyn Zarco, for example. Spring semester. Anderson. 5 4 . S tu d ie s in A m e r ic a n P r o s e . This year we will study examples o f how recent American writers revise American lit­ erary tradition and in the process reconfigure the meaning of the history of this continent. We will read three famous nineteenth-century American texts, Melville’s Moby-Dick, Thoreau’s Walden, and Twain’s Huckleberry Finn, and three recent responses by Native Ameri­ can writers: Leslie Marmon Silko’s Almanac o f the Dead, W illiam Least Heat-Moon’s Prairy-Erth, and David Seals’ Sweet Medicine. Fall semester. Schmidt. 5 5 . A m e r ic a n P o e try . Not offered 1995-96. Schmidt. 5 7 . C o n te m p o ra ry A m e r ic a n P ro s e . Not offered 1995-96. Schmidt. 5 8 . A u to b io g ra p h ic a l A c ts . Not offered 1995-96. James. 59. T h e A f r o - A m e r ic a n W rite r. Not offered 1995-96. James. 60. T h e C o n te m p o ra ry A f r o - A m e r ic a n W rite r. This course focuses on the way contemporary black writers shape and modify their works by exploring intersections o f their own history, myths, and music and by using self-inspired techniques from their distinctive (AfroAmerican) oral and aural forms. The readings 148 62. A s ia n - A m e r ic a n L ite ra tu re . Not offered 1995-96. Chin. 6 4 . T o p ic s In A s ia n A m e r ic a n L ite ra tu re : P o e try . Not offered 1995-96. Chin. 65. P o e try W o rk sh o p . A class, limited to twelve, in which students write, read, translate, and talk about poetry. We will emphasize the discovery and develop­ ment o f each individual’s distinctive poetic voice, imagistic motifs, and thematic con­ cerns, within the context of contemporary poetics. Students should submit 3 -5 pages of poetry for admission, at a time announced during fall semester. The workshop will meet once a week for four hours. Admission and credit are granted at the discretion o f the instructor. (Studio course.) Spring semester. Anderson. 66. F ic tio n W r it e r s ’ W o rk sh o p . The course is devoted to the analysis of stories submitted by students. It meets once a week for three hours. In addition to receiving practical help from fellow writers, students have an opportunity to articulate and explore theoretical aspects o f fiction writing. Students should submit one story for admission, at a time announced during the fall semester. Ad­ mission and credit are granted at the discretion of the instructor. (Studio course.) Spring semester. Benedict. 6 7 . A d v a n c e d P o e try W o rk sh o p . Not offered 1995-96. Staff. 68. D ire c te d C r e a tiv e W ritin g P r o j e c t Students who plan a directed writing project in fiction or poetry must consult with the Department Chairman and with a member of the Department’s writing faculty who might supervise the project, and must submit a prospectus to the Department by way o f ap­ plication for such work before the beginning of the semester during which the project is actually done. Deadlines for the receipt of written applications are the second Monday in November and the first Monday in April. Normally limited to juniors and seniors who have taken the Poetry Workshop (English 65) or the Fiction Writers’ Workshop (English 66). Staff. 72. P ro u s t, J o y c e and Fa u lk n e r. Not offered 1995-96. Weinstein. 73. P r o u s t a n d J o y c e . Not offered 1995-96. Weinstein and Roza. 75. S o u th e a s t A s ia n L ite ra tu re . Not offered Z995-96. Chin. 76. T h e B la c k A f r ic a n W rite r. Not offered 1995-96. James. 77. B la c k A tla n tic N a rr a tiv e s . This course focuses on a "black Atlantic culture” whose themes and techniques com­ plicate and enrich our understanding o f West­ ern "modernism.” Taking a lead from Profes­ sor Paul Gilroy, we will consider—among other things—images o f the ship as a living micro-cultural system in motion and the "middle passage” as a site where ethnicity and nationality are transcended. Readings from 19th and 20th centuries may range from Martin Delaney and W .E.B. DuBois to Paule Marshall and Toni Morrison. Spring semester. James. 78. S c ie n c e F ictio n . Not offered 1995-96. Blackburn. 79. S tu d ie s in C o m p a ra tiv e F ictio n . Not offered 1995-96. Weinstein. 80. S a tire : S p ir it and A r t Not offered 1995-96. James. 81. F a u lk n e r, M o r r is o n , and the R e p re s e n ta tio n o f R a ce . This course has two aims: to explore in some depth the fiction o f two major American novelists, and to work towards aesthetic cri­ teria attentive to both racial dynamics and formal achievement. Fall semester. Weinstein. 8 2 . R e p re s e n ta tio n s o f W o m e n ’s Identity.** Not offered 1995-96. Blum and Marecek. 83. C h e r c h e z la fe m m e : T h e “ M y s t e r y ” o f W om en in th e M y s t e r y G en re. Not offered 1995-96. Anderson. 8 5 . A m e r ic a n N a rr a tiv e C in e m a . This course will introduce ways o f "reading” film—as narrative form, audiovisual medium, industrial product, and social institution. We will focus on the emergence and dominance of classical Hollywood narrative cinema and its role in shaping American cultural history and national identity, with particular attention to race, gender, and ethnicity. Genres such as the western, the melodrama, and film noir both serve dominant ideological and economic aims and give expression to social anxieties and utopian or resistant popular aspirations. The course will introduce feminist, marxist, and psychoanalytic film theory, as well as reception studies and textual analysis. We will also look at parallel traditions o f U .S. narra­ tive cinema, from early "race movies” to contemporary independent filmmaking. Weekly screenings. Fall semester. White. 86. W om en a n d P o p u la r C u ltu re: F ictio n , Film , a n d T e le v is io n . Not offered 1995-96. White. 8 7 . F ilm G e n re s . Not offered 1995-96. White. 88. L e s b ia n a n d G a y F ilm and V id eo. Not offered 1995-96. White. 8 9 . F e m in is t Film a n d M e d ia S tud ies.* * This course will look at current issues in feminist film and media studies, focusing primarily on films and videos made by women. A range of historical periods and national production contexts will be consid­ ered, including "mainstream” and indepen­ dently produced work, and narrative, docu­ mentary, video art, and experimental forms. The construction o f gender, sexual, and cul­ tural identity will be explored in works by women o f color and lesbians. Readings Will also address questions o f image and gaze, 149 En g lis h L ite ra tu re i I reception, and current media politics. Film and videomakers include: Arzner, Akerman, Dash, Potter, Trinh, Tajiri. Spring semester. White. 90. C o llo q u iu m : F ilm T h e o ry and Culture.** By looking at a range o f films in cultural context, this course will examine major para­ digms in classical and contemporary film theory. Drawing from narratology, semiotics, psychoanalysis, feminism, and cultural stud­ ies, we will approach questions o f cinematic realism, film language, image/sound relation­ ships, the cinematic apparatus, authorship, spectatorship, genre, and historiography. We will also look at theories o f television, video and other media and at relations o f production and consumption. Authors include: Bazin, Doane, Eisenstein, Kracauer, Metz, Mulvey, Snead. Spring semester. White. 9 0 A . C o llo q u iu m : T a kin g C h a n c e s : V ic to r ia n L it e ra r y and N o n -lite ra ry D is c o u r s e o f A d v e n tu re . We will read the memoirs of Victorian balloon aeronauts, Alpine mountaineers, explorers of Africa, and the fictional adventures o f the same period, including those o f Conrad, Kip­ ling, and Stevenson. Engaging risk is variously represented in these works as pleasurable and painful: what are the benefits o f a rich and even contradictory conception o f risk? How did locating risk in particular places and peoples relieve cultural anxiety? We will read J.S . Mill and Matthew Arnold on liberty and anarchy, as well as contemporary sociological, anthropological, psychonanalytic and geo­ graphical works on the causes and effects of cultural distributions o f safety and danger. Spring semester. Freedgood. 91. F e m in is t L it e r a r y C ritic is m .* * Not offered 1995-96. Langbauer. 9 2 . T h e o r y o f th e Novel.** What do novels do for us and to us? What do they do to and for dominant and subjugated groups within and across cultures? We will focus on the novel in relation to British imperialism: power, race, national identity, gender and sexuality will be examined as they are constructed and subverted by literary form and content. Works may include: Defoe’s 150 Robinson Crusoe; Austen’s Mansfield Park; Dickens’s Great Expectations; Kipling’s Kim; Conrad’s Heart o f Darkness; Forster’s A Pas­ sage to India; Joyce’s Portrait o f the Artist as a Young Man; Rushdie’s The Satanic Verses; O kri’s The Famished Road; Gordimer’s A Sport o f Nature. Spring semester. Freedgood. | 9 3 . L e s b ia n R ep resen tation .* * Not offered 1995-96. White. 9 4 . C r it ic a l and C u ltu ra l T heory.** An introduction to texts and contexts in con­ temporary critical theory and cultural studies. We will read narrative, psychoanalytic, poststructuralist, feminist, film and queer theory, raising questions o f subjectivity, difference, ideology, representation, methodology, and cultural politics. What are the transformative effects o f "theory”? Texts by: Althusser, Barthes, de Lauretis, Freud, Foucault, Gramsci, hooks, Hall, Lévi-Strauss, Sedg­ wick, Said, Williams, among others. Fall semester. White. •I » 9 5 . T h e C u ltu re o f C o nsum ption.** This course is an introduction to the rise of consumer culture and to representations of that phenomenon, in Europe and the United States. We will focus on the importance of visuality in consumer culture, the gendered construction o f the consumer, the commod­ ification of racial, ethnic, and class identities, and the relation between work and consump­ tion. Texts will include: Emile Zola, The Ladies Paradise; Michel Foucault, Discipline and Pun­ ish; Sigmund Freud, Studies on Hysteria; Vir­ ginia Woolf, Mrs. Dalloway, and essays by Walter Benjamin. Fall semester. Cohen. * 9 6 . D ire c te d R ead in g . Students who plan directed reading must consult with the appropriate instructor and submit a prospectus to the Department by way of application for such work before the beginning o f the semester during which the study is actually done. Deadlines for the receipt of written applications are the second Monday in November and the first Monday in April. Normally limited to juniors and seniors. « 97. Independ ent S tu d y. Students who plan an independent study must consult with the appropriate instructor and submit a prospectus to the Department by way of application for such work before the beginning of the semester during which the study is actually done. Deadlines for the receipt o f written applications are the second Monday in November and the first Monday in April. Normally limited to juniors and seniors. Staff. 9 8 , 9 8 A . S e n io r T h e s is . Course majors in the Department may pursue a thesis o f their own choosing under the supervision o f a member of the Department. The thesis may be for one (4 0 -5 0 pages) or two (8 0 -1 0 0 pages) credits. A brief prospectus for the project must be submitted for approval by the Department in April of the junior year. Before submitting this prospectus, Course majors should consult with the Department Chairman and with the Department member who might supervise the project. This work must be separate from that o f the senior culminating essay, required o f every course major for graduation. 99. S e n io r C u lm in a tin g E s s a y . During the fall and spring terms o f the senior year, each course major is required to write a senior essay. Proposals are due in the fall and completed essays are due in the spring. Details about the essay are available in the Depart­ ment Office. One-half credit will be awarded for the essay, normally in the spring term; the essay will receive a regular letter grade. Spring semester. Staff. SEMINARS: ENGLISH LITERATURE Group I (pre 1830) 101. S h a k e s p e a re . Study o f Shakespeare as dramatist and poet. The emphasis is on the major plays, with a more rapid reading of the remainder o f the canon. Students are advised to read through all the plays before entering the seminar. Each semester. Blackburn. 102. C h a u c e r a n d M e d ie v a l L ite ra tu re . Not offered 1995-96. Williamson. 104. M ilto n . Not offered 1995-96. Staff. 105. T u d o r-S tu a rt D ra m a . Not offered 1995-96. Blackburn. 106. R e n a is s a n c e E p ic. Not offered 1995-96. Staff. 107. R e n a is s a n c e L ite ra tu re . This seminar will cover a range of Renaissance writing, with an emphasis upon the relation between a text and its social realm. We’ll study the private exchange o f poetic texts in elite circles, the relation between fame and stigma for published authors, the profession of the playwright, the roles o f women who wrote, and the uses of writing in the Civil War. Our readings will include significant amounts of Shakespeare, non-Shakespearean drama, criticism and theory. Spring semester. Johnson. 108. R e n a is s a n c e P o e try . Not offered 1995-96. Staff. 110. R o m a n tic P o e try and P ro s e . Not offered 1995-96. Bolton. Group II (post 1830) 112. W om en & Literatu re.* * Women’s Poetry o f the Twentieth Century: "Tell it slant,” Emily Dickinson advises, and women poets—whether or not they have read her work—have typically taken her subversive advice to heart. How women "slant” their truth, and how their poetic methods differ— if at all—from those o f their male counterparts will form the center o f this inquiry into Modernist and post-Modemist feminist aes­ thetics. Fall semester. Anderson. 115. M o d e rn C o m p a ra tiv e L ite ra tu re . The fall semester syllabus will focus on fiction responsive to colonial and postcolonial con­ ditions. Writers will include Conrad, Forster, Faulkner, Garca-Mrquez, Morrison, Silko, and Erdich. The spring semester syllabus will 151 En g lis h L ite ra tu re focus on what may be called "the Dostoevsky tradition,” attending to works by Dostoevsky, Kafka, Faulkner, O ’Connor, Wright, and Elli­ son. Both syllabi will also feature pertinent theoretical materials. Each semester. Weinstein. emphasize the extent to which these ap­ proaches are in dialogue with one another, and we will attempt to expand our sense of what constitutes theoretical writing. Spring semester. Cohen. 116. A m e r ic a n L ite ra tu re . Not offered 1995-96. James. This semester we will study southern Ameri­ can prose by both blacks and whites and theories of southern literature as a coherent tradition, or at least a long-running argument, about culture, history, race, progress, free­ dom, tradition, humor, and other matters that southerners tend to understand differ­ ently from the rest o f the country. We will begin with representative nineteenth-century works, then move to twentieth-century clas­ sics, then conclude with a variety o f postWorld War II works. Fall semester. Schmidt. 121. M o d e rn B la c k F ictio n . 122. Q u e e r T e x ts and Contexts.* * Not offered 1995-96. Johnson and White. 180. T h e s is . A major in the Honors Program may elect to write a thesis as a substitute for one seminar. The student must select a topic and submit a plan for Department approval no later than the end o f the junior year. Normally, the student writes the thesis, under the direction o f a member o f the Department, during the fall o f the senior year. Staff. 117. A s ia n - A m e r ic a n In te rte x tu a litie s. 183. Ind e p end ent S tu d y . Not offered 1995-96. Chin. Students may prepare for an Honors Exami­ nation in a field or major figure comparable in literary significance to those offered in the regular seminars. Independent study projects must be approved by the Department and supervised by a Department member. Dead­ lines for the receipt o f written applications are the second Monday in November and the first Monday in April. Staff. 118. M o d e rn P o e try . A study of the poetry and critical prose of Yeats, Eliot, Stevens, and H.D., in an effort to define their differences within the practice of “Modernism,” and to assess their significance for contemporary poetic practice. Fall semester. Anderson. 119. F ilm T heory.** Not offered 1995-96. White. B ir e c te d C r e a tiv e W ritin g P ro je c t. 120. C r it ic a l T h e o rie s.* * Students who wish to pursue a directed cre­ ative writing project as part o f the Honors Program should see the rubric under English Close readings o f a range of 20th-century approaches to language, subjectivity, and rep­ resentation. Among other things, we will 68 . THEATRE STUDIES The Theatre Studies major uses the study of all aspects of dramatic art as the center of a liberal arts education. It is intended to be of broad benefit regardless of a student’s profes­ sional intentions. All courses in the program address the processes o f play production, especially as they involve collaborative mak­ ing; all production for performance in the program is part of course work. Theatre Studies emphasizes writing as an im­ 152 portant aspect of discursive thinking and communication. All courses have a significant writing component, the nature of which varies from course to course. Since in practice public performance engages theatre artists for less time and is less compli­ cated than rehearsal and other preparations, it receives proportionally less attention in this curriculum. Since all work in theatre eventu­ ally issues in a public occasion, classes are usually open to visitors. REQUIREMENTS AND RECOMMENDATIONS Planning a program in Theatre Studies can be complicated. First and second year students thinking about a Theatre Studies major should read these Requirements and Recommenda­ tions closely, and should consult with the Director of The Theatre early and often. Leave schedules, a wide variety o f intern and ap­ prentice programs, and the importance of course sequences make long-range planning essential. Courses numbered 1 through 10 are intro­ ductory and are prerequisite to intermediate courses. Courses numbered 11 through 4 9 are inter­ mediate and are prerequisite to advanced courses numbered 5 0 through 99. Seminars carry numbers 100 and above. Intermediate work in each o f the course se­ quences requires a beginning course in that area. Thus, the prerequisite for Theatre 12 (Acting II) is Theatre 2 (Acting I); for Theatre 14 (Design II), Theatre 4 (Design I) and so on throughout the program. Some advanced courses carry additional pre­ requisites which are listed in the course de­ scriptions. Major in the Course Program: Nine credits of work including Theatre 1 (Making Theatre), Theatre 2 (Acting I), Theatre 4 (Design I), Theatre 6A or 6B (Theatre History), Theatre 15 (Directing I), Theatre 21 (Production Dra­ maturgy), and Theatre 9 9 (Senior Company). In addition, each major will choose an area of specialization and take the intermediate and advanced courses in that area. The areas o f specialization are Acting, Direct­ ing, Scenography, Playwriting, Dramaturgy and Theatre History. Special arrangements will be made for students who seek secondary school certification. Prospective majors should consult with the program Director about their choice. In addition to these course requirements, the major includes a comprehensive examination in two parts: 1 )' an essay relating the student’s experience in Senior Company to the reading list and course work; and 2 ) an oral examina­ tion on the essay and related subjects by Theatre faculty and visitors. Major in Honors: Honors students majoring in Theatre Studies will make three preparations, as follows. 1. Theatre History Seminar; written exam and an oral set by an outside examiner. 2. Thesis attachment to a course; reading by an outside examiner and an oral. 3. A production project in one o f the follow­ ing fields. Directing from a playscript. The student will, under faculty supervision, read in the playwright’s work, make a direc­ tor’s preparation for the entire play, and re­ hearse for public presentation a locally castable portion of the chosen play. The instructor will supervise these activities appropriately, on the model of a special project in Theatre. The external examiner will visit this project several times (depending on schedule and available funds). These visits (to rehearsal or planning session) will not include feedback from the examiner. The examiner attends rehearsal in order to know as much as possible about the student’s methods o f making the work. The examiner also attends one or more o f the public performances. The exam proper will consist of an extended interview directly following the performance and a briefer oral during honors weekend. The subject o f the first interview will be the student’s processes as they relate to the production. The second oral will concern the student’s assessment of the entire process as a part o f his or her undergraduate education and future plans. The student will support both interviews with an extensive production journal. Design from a playscript. The student will prepare all research, sketches, and preliminary writing for a production in a designated venue. He or she will make render­ ings, working drawings, and a model, and will prepare detailed budgets, schedules, etc. In addition to the model, the student will super­ vise the construction o f a buildable portion of the design. The local instructor will supervise these activities appropriately, on the model of a special project in Theatre. The external examiner will receive copies o f all materials as 153 En g lis h L ite ra tu re the student generates them, and will pay spe­ cial attention to the way in which the project develops under continual revision. During the honors weekend, the examiner will see the full sized portion and the model. The exam proper will be an extensive presentation by the student, o f the entire project, with special attention to processes of development and revision. During this presentation, the exa­ miner (probably a professional designer, not necessarily an academic) will question the student, on thé model o f advanced classes in architecture. Dramaturgy for production from a play script. I f possible, this project will be associated either with an honors exam in directing, the Playwright’s Lab, or Acting III. The student will create the usual writing for a professional play production, including notes on produc­ tion history and given circumstances, play form, program and press kit notes, study guide, and a grant proposal for production funding. The student will continue to work on the project in rehearsal if that is possible. The external examiner will receive these materials as they are generated, in order to pay close attention to the dramaturg’s process of con­ tinual reconception o f the work. I f the work is rehearsed, the external examiner will attend one or more rehearsals, strictly as an observer. I f the work is performed, the examiner will attend a performance. The exam proper, given during the honors weekend, will consist of an extended oral presentation o f the play as finally conceived, similar to a design presen­ tation. The examiner will question the stu­ dent, especially as to the relationship between early conceits, the rehearsal process, and the performance. Acting. This student will play a role in an Acting III class. The external examiner will attend as many rehearsals as possible, in order to ob­ serve the work o f rehearsal, as distinct from the work o f performance. The student will keep an extensive production journal which will support his or her discussion of the project with the examiner in an extended interview immediately following the perfor­ mance. During the honors weekend the exa­ miner will conduct a briefer oral, concentrat­ ing on the actor’s reconsideration of the work 154 after some time has passed. Playwriting. This project will be attached to Theatre 56, the Playwright’s Lab. It will include writing a piece o f some length for rehearsal and perfor­ mance by the New Voices Ensemble o f Peo­ ple’s Light. The external examiner will read successive drafts as they are available and will attend some rehearsal o f the piece as well as its public performance. The examiner will con­ duct an extensive interview immediately fol­ lowing the performance, focusing on the script development process and the influence of rehearsal on the writing. On the honors weekend, the examiner will give a briefer oral based on a final revision of the script following performance. These three exams will be the normal honors major in Theatre Studies. Honors students will take Senior Company in the fall o f senior year, while they are planning their production project. The usual schedule will be: Spring of junior year, Theatre History Seminar; fall of senior year, Theatre 99 and project planning; spring o f senior year, thesis and production project. Double majors taking three exams in Theatre will also follow that schedule. For double majors taking one exam and comps in Theatre, the exam may be a production project, depending on available resources. Minor in Honors. Theatre faculty will consider applications for a minor in Theatre Studies on a case by case basis. Normally a minor exam will not be a production project. Senior Honors study. This will be a scheduled course, meeting during spring semester o f the students’ senior year, for one course credit. The group will create together a model o f a professional production, using the current honors projects. They will create on paper the activities that support a modem regional thea­ tre production. These will include Develop­ ment (discovery of potential funders, grant writing), Marketing (discovery of potential audiences), Public Relations (special events, media releases, press kits), Dramaturgy (if there’s no dramaturgy exam), Outreach (pos­ sible tour, venues, sponsorships, new audi­ ences). The resulting model will be the Port­ folio. Co- and extra-curricular work in Theatre, while not specifically required, is strongly recommended for majors. Opportunities in­ clude paid and volunteer staff positions with The Theatre, in-house projects for various classes; production work in The Eugene M. and Theresa Lang Performing Arts Center, and Drama Board production. For those majors who intend a career in professional theatre, whether academic, notfor-profit, or commercial, internships in local theatres are strongly recommended. Positions are usually available in production, develop­ ment, public relations, marketing, box office, and house management. Positions are usually not available in acting, directing, design, or stage management. Because of scheduling difficulties, students should plan and apply for internships, time spent off campus, and community projects as far in advance as possible. W ith respect to the twenty course rule, courses in dramatic literature taught in the Departments o f English Literature, Classics, or Modern Languages and Literatures may be designated as part o f the major. Courses in non-dramatic literatures taught in those de­ partments will not be considered part o f the major. INTRODUCTORY COURSES 1. M a k in g T h e a tre . How theatre is made in the United States: commercial, not-for-profit, academic. Theatre professionals (schedules permitting) meet with the class for discussion and workshops. How to make theatre locally, using collabora­ tive ensemble techniques and available space and material. Weekly lab sessions leading to in-house performance o f original work. Short papers based on reading, local rehearsals and performances, and class projects. This course is required of all Theatre Studies majors; it may serve as a prerequisite for dramatic liter­ ature courses (not seminars) in English Liter­ ature. Primary distribution course. Fall semester. Devin. 6 A . P r e - M o d e r n a n d A s ia n P e r fo rm a n c e T ra d itio n s . A survey of European and Asian traditions of dramaturgy, acting, scenography, and theatre architecture. Reading consists o f one or two plays per week; readings from Oscar Brockett’s History o f the Theatre, A.C. Scott’s The Theatre in Asia, and Lee Simonson’s The Stage is Set. Units designed to include work by contemporary artists employing elements of the traditions covered. Midterm, final exam and a series of short papers. This course alternates with Theatre 6B. Both may be taken for credit. Primary distribution course. Spring semester. Kuharski. Not offered in 1995-96. 2. A c tin g I. 6B. M o d e rn P e r fo rm a n c e T ra d itio n s . Work on the self through fundamental exer­ cises in acting: vocal and physical warm-up; focus and release; sense and affective memory; journals. Work toward collaborative models and the use o f improvisation as a tool for invention and discovery. Short papers on local rehearsals and performances. This class meets six hours a w eek." Spring semester. Devin, Belver. A selective survey o f major movements in world theatres since the beginning o f the nineteenth century. Reading consists o f one or two plays per week and appropriate histori­ cal and critical materials. Written work con­ sists of a series of short and medium length papers and a long final research paper. This course alternates with Theatre 6A. Both may be taken for credit. Primary distribution course. Spring semester. Kuharski. Not offered in 1995-96. 4. D e sig n I. An historical study of set and lighting design. Introduction to CAD and rendering. Required lab covering all areas of stagecraft, load in, run, and strike. Each semester. Marshall. 155 En g lis h L ite ra tu r e INTERMEDIATE COURSES 12. A c tin g II. Work on playscripts through scene study and rehearsal process: given circumstances, char­ acter biography; objectives; tasks and behav­ ior; activities and actions; vocal and physical warmup; focus, release, and body awareness. Short papers on local rehearsals and perfor­ mances. This course meets six hours a week. Prerequisite: Theatre 2. Fall semester. Belver. 14. D e s ig n II. The practice of set and lighting design in response to a play’s symbolic expression.^ This class will focus on the developmental and artistic processes o f communicating a theatri­ cal design and their execution in CAD pro­ grams. Development o f a design philosophy and method grounded in collaboration. Prerequisite: Theatre 4. Each semester. Marshall. 15. D ire c tin g I. This course covers a series o f major texts on performance theory and practice, with em­ phasis on directing and acting. Assigned read­ ings will focus on theoretical writings by or about the performance work o f artists such as Zeami, Stanislavsky, Artaud, Brecht, Grotowski, Mnouchkine, Chaikin, Suzuki, and Robert Wilson, as well as selected theoretical and critical texts by non-practicioners. The course includes units on performance tradi­ tions and genres outside o f Europe and North America. Weekly video screenings required. Prerequisite: Theatre 1 or the instructor’s consent. Spring semester. Kuharski. 16. P la y w r ig h t’s Lab. Exercises in writing, improvisational re­ hearsal, plotting and dramaturgy which result in a performance. This class includes weekly lab sessions with New Voices, an acting en­ semble composed of high school students from the City o f Chester and Chester County, and artists from the People’s Light and Theatre Company. Traditional playscript construc­ tion, as well as organizing and recording im­ provisations. Prerequisite: Theatre 1 or the instructor’s consent. Fall semester. Adams. 21. P ro d u c tio n D ra m a tu rg y . Dramaturgy as a part o f play production. Exercises in playscript conception, analysis, and preparation; discovery of given circum­ stances and support materials; conception and analysis of rehearsal process. Weekly lab sessions. Prerequisite: Theatre 1. Fall semester. Devin. 35. D ire c tin g II. This course focuses on the theatre director’s role in a collaborative ensemble and on the ensemble’s relation to the audience. Units cover the director’s relationship with actors, designers, composers, technicians, choreog­ raphers, as well as playwrights and their playscripts. The student’s directorial self-defini­ tion through this collaborative process is the laboratory’s ultimate concern. Final project consists o f an extended scene to be performed as part of a program presented by the class. Prerequisites: Theatre 2, 4, and 15. Fall semester. Kuharski. ADVANCED COURSES 5 2 . A c tin g III. 54. Techniques o f acting when an audience is part o f given circumstances. Improvisation and collaboration as part o f rehearsal for a full length work presented to the public. Prerequisite: Theatre 12. Spring semester. Staff. The Design Firm. A collective gathered to study the effects o f collaboration on design. Advanced students in technical direction, set, lighting, costume, sound, and properties de­ sign join the Resident Designer to create the environment for the Acting III production. 156 D e s ig n III. Problem solving in collaboration is the major theme o f the class. Prerequisite: Theatre 14. Spring semester. Marshall. 55. D ire c tin g III. Director’s Lab requires students to apply the exercises from Directing II (Theatre 35) to a variety o f scene assignments. These will address a variety o f theatrical genres (farce, epic theatre, verse drama, etc.) and various approaches to dramatic text (improvisation, cutting and/or augmentation of playscripts, adaptation of non-dramatic texts for perfor­ mance, etc.). Projects will usually be pre­ sented for public performance. Prerequisite: Theatre 35. Spring semester. Kuharski. 56. P la y w r ig h t’s La b II. forming the prototype o f a theatre company. Work with an audience in performance of a single project, or a series of projects. This course is required of all Theatre Studies majors in their senior year and will not nor­ mally be taken for external examination. Class members will consult with the instructor during spring semester of their junior year, prior to registration, to organize and make preparations. Non-majors and honors minors may petition to enroll, provided they have met the prerequisite. Prerequisite: Completion o f one three course sequence in Theatre Studies. Fall semester. Kuharski. SEMINARS 101. S e n io r H o n o r s S tu d y . Continuation of work with New Voices and an emphasis on longer forms. Rehearsal and production of class material for a Spring tour. Prerequisite: Theatre 16. Spring semester. Adams. A collaborative project designed by the par­ ticipants in support o f their other honors work. Spring semester. Devin. 92. O ff-c a m p u s P r o je c t s in T h e a tre . A critical and comparative survey of selected theatrical companies from the early Renais­ sance through the 20th century. Emphasis on collaborative relations within a given theatri­ cal company, placement of theatrical perfor­ mances within specific cultural contexts, and their relevance to contemporary theatrical practice. Readings will include, but not be limited to, dramatic tests as one form of artifact o f the theatrical event. The Spring 1996 seminar will focus on the work of Ariane Mnouchkine and the Théâtre du Soleil in France. Prerequisite: Theatre 6, A or B. Spring semester. Kuharski. Residence at local arts organizations and thea­ tres. Fields include management, financial and audience development, community outreach, stage and house management. Prerequisite: Appropriate preparation in the major. Each semester. Staff. 93. D ire c te d R ead in g . 94. S p e c ia l P r o je c t s in T h e a tre . 99. S e n io r C o m p a n y . A workshop course emphasizing issues of collaborative play making across lines of spe­ cialization, ensemble development o f perfor­ mance projects, and the collective dynamics of 106. T h e a tr e H is to r y S e m in a r. 157 Environmental Studies Coordinator: J A C O B WEINER (Biology) Committee: C arr E v erbach (Engineering) W en d y H o r w itz (Psychology) A r th u r M c G a r ity (Engineering) H a n s O b e rd ie k (Philosophy) F r e d e r ic k O rth lie b (Engineering)3 W e s le y S h u m a r (Education) M ic h a e l S p e ir s (Sociology and Anthropology) Don S w e a r e r (Religion) R ic h a rd V a le lly (Political Science) M a r k W a lla c e (Religion) Profound, potentially catastrophic, anthropo­ genic changes are occurring in the land, water, and air around us, and education needs to respond to these changes. Swarthmore’s heri­ tage of social concern compels us to educate students so that they are well informed about vital, current issues, and capable o f full politi­ cal participation. The College has a responsi­ bility to provide means for the study o f en­ vironmental problems and to encourage students to develop their own perspectives on these problems. The Environmental Studies Concentration is one way that the College meets these responsibilities. Environmental Studies is truly interdisciplin­ ary and offers numerous opportunities for rigorous interdisciplinary work because en­ vironmental issues have scientific, engineer­ ing, social, political, economic, and philo­ sophical dimensions, all of which must be addressed. The Concentration helps guide students to the many academic fields that afford a perspective on environmental prob­ lems and enables them to explore questions most compelling to them from the vantage point o f various disciplines in the natural and social sciences, engineering, and the humani­ ties. A Concentration in Environmental Studies consists o f an integrated program of five courses plus a capstone seminar that a student takes in addition to a regular major. Concentrators must take five courses from the list below, including at least one course in Environmental Science/Technology, at least one course in Environmental Social Science/ Humanities, and a third from either o f these two groups. Up to two courses may be chosen from the list o f Adjunct Courses. Students may petition the Faculty Committee on En­ vironmental Studies to have courses taken at other institutions fulfill some of these re­ quirements. A t least three o f the five courses must be outside the major. One of the courses may be independent work or a field study (in the U .S. or abroad) supervised by a member of the Committee (Environmental Studies 90 ). In addition to the five courses, each concentrator will participate in the Capstone Seminar in Environmental Studies (Environ­ mental Studies 91) during the spring semester o f the senior year. The capstone seminar will involve advanced interdisciplinary work on one or more issues or problems in environ­ mental studies. Leadership o f the Capstone Seminar will rotate among the members of the Faculty Committee on Environmental Studies. Courses in Environmental Science/Technology The Environmental Science/Technology category includes courses which emphasize techniques and methodologies o f the sciences and 3 Absent on leave, 1995-96. 158 engineering and whose subject is central to Environmental Studies. Therefore all concentrators will be familiar with a body o f scientific knowledge and scientific approaches to envir­ onmental problems. E n g in e e rin g 32: in tro d u c tio n to E n v iro n m e n ta l P ro te c tio n C h e m is tr y 1: C h e m is tr y in th e H u m an E n v iro n m e n t E n g in e e rin g 63: W a te r Q u a lity and P o llu tio n C o n tro l B io lo g y 39: E c o lo g y E n g in e e rin g 66: E n v iro n m e n ta l S y ste m s B io lo g y 50: M a r in e B io lo g y B io lo g y 104: P la n t E c o lo g y G e o lo g y 103 (Bryn Mawr College): E n v iro n m e n ta l G e o lo g y Courses in Environmental Social Science/Humanities The Environmental Social Science/Humanities category includes courses which are cen­ tral to Environmental Studies and which focus on values, their social contexts, and their implementation in policies. Thus, all concen­ trators will have studied the social context in which environmental problems are created and can be solved. E c o n o m ic s 76: E c o n o m ic s o f th e E n v iro n m e n t and N a tu ra l R e s o u r c e s E n g in e e rin g 6 8 / P o litic a l S c ie n c e 43: E n v iro n m e n ta l P o lic y P o litic a l S c ie n c e 2 2 2 (Bryn Mawr College): In tro d u ctio n to E n v iro n m e n ta l I s s u e s R e lig io n 22: R e lig io n a n d E c o lo g y S o c io lo g y and A n th ro p o lo g y 34: S e e d s o f C h a ng e: T h e E n v iro n m e n ta l C o n s e q u e n c e s o f th e A g r ic u ltu r a l R e v o lu tio n in P r e h is to r y . S o c io lo g y and A n th ro p o lo g y 62: H u m an E c o lo g y and D e v e lo p m e n t P ro ce sse s. Adjunct courses There are other courses which are relevant to Environmental Studies and which can be in­ cluded in the five courses required for the concentration, but are not central enough to justify their inclusion in the groups above. E n v iro n m e n ta l S tu d ie s 90: D ire c te d R ea d in g in E n v iro n m e n ta l S tu d ie s A s tr o n o m y 9: M e te o r o lo g y M a th e m a tic s 61: M o d e lin g R io lo g y 38: M ic r o b io lo g y P h y s ic s 20: P r in c ip le s o f E a rth S c ie n c e E n g in e e r 3: P r o b le m s in E n e rg y T e c h n o lo g y E n g in e e rin g 35: S o la r E n e rg y S y s t e m s (Advanced permission of instructor is required.) H is to r y 68: Food a n d Fa m in e P o litic a l S c ie n c e 47: P o lit ic s o f Fa m in e and Food P o lic y E n g in e e rin g 64: S w a r th m o r e and th e B io s p h e re 159 German Studies Coordinator: S U N K A SIM ON (German) Committee: R ic h a rd E ld rid g e (Philosophy) M a r io n F a b e r (German) P ie te r J u d s o n (History) J a m e s K u rth (Political Science) T a m s in L o rr a in e (Philosophy) 1 M ic h a e l M a r is s e n (Music) BraUÜO M uhO Z (Sociology/Anthropology) C h r is to p h e r P a v s e k (German) M a r k W a lla c e (Religion) H a n s ja k o b W e rle n (German) 1 The concentration in German Studies grows out o f the connection between German thought and art o f the nineteenth and twen­ tieth centuries. Figures such as Goethe, Wagner, Nietzsche, Marx, and Freud, for ex­ ample, go beyond the boundaries o f particular disciplines. In addition, the study of German history and politics enriches and is enriched by the study o f German literature and art. A combination of approaches to German culture introduces the student to a field of knowledge crucial to contemporary society and prepares the student for graduate work in a good number o f academic disciplines, as well as for various international careers. The Concentra­ tion may be undertaken in the Course Pro­ gram or in the Honors Program. Concentra­ tors should consult the program coordinator during the sophomore year to plan their work towards the Concentration. General Requirements: Students are required to take five credits from designated courses in German Studies, three o f which must be outside the student’s major department. To ensure a common groundwork for all concen­ trators, students must take the core course, German 14, Introduction to German Studies. To ensure work in depth, at least one credit must be a thesis on an interdisciplinary topic, normally to be proposed at the end o f the junior year and written in the fall semester of the senior year. An interdisciplinary thesis for the student’s major department may fulfill this requirement. 1 Absent on leave, fall semester, 1995. 160 It is required that students do substantial work in the German language (German 4 or the equivalent). It is also strongly recom­ mended that students study in Germany (for a summer or, preferably, for a semester) if at all possible. Students who do not take an advanced literature course must either use original German sources in the thesis or add an attachment in German to one course in the concentration. Note: A student can accomplish a Special M ajor in German Studies by taking three additional credits from the courses listed below. German Studies Minor in the Honors Program: Requirements: The German Studies Concen­ tration offers only a Minor in the Honors Program. Students in the German Studies Honors Program are expected to be suffi­ ciently proficient in spoken and written Ger­ man to complete all their work in German and are strongly advised to spend at least one semester of study in a German-speaking coun­ try. Candidates are expected to have a B average in course work both in the Depart­ ment and at the College. Prerequisites: German 14 and an advanced course in German Studies. Preparations: a seminar in German Studies (or, in lieu of the seminar, two advanced courses in German Studies). * B I Senior Honors Study and Examination: Seminars (two-credits) I For Senior Honors Study, students are required to present a 250-word outline (together with a bibliography) by February 15, indicating how they intend to deepen their preparation for the seminar. The approved preparation in the form o f 1,500-2,000-w ord paper will be added to the honors portfolio which will also include the seminar syllabus and student bibliography. H is to r y 122. R e v o lu tio n a ry Eu rope.+ I I I I ■ I I I I The Honors Examination will take the form ■ of a three hour written exam based on a I German Studies seminar and the one half I credit SHS preparation and a thirty minute I oral exam based on all previous work in the I field. * I The following courses and seminars may be I offered for a German Studies Concentration: I Courses (one credit) H is to r y 124. E u ro p e a n and O th e rs S in c e 1750.+ H is to r y 125. F a s c is t Eu ro p e. M u s ic 101. B a ch . P h ilo s o p h y 114. N in e te e n th -C e n tu ry P h ilo s o p h y . P h ilo s o p h y 137. G e rm a n R o m a n tic is m and Id e a lism . P h ilo s o p h y 139. P h e n o m e n o lo g y , E x is te n tia lis m , and P o s t - S tr u c tu ra lis m . R e lig io n 106. C o n te m p o ra ry R e lig io u s Thought. S o c io lo g y -A n th ro p o lo g y 101. C r it ic a l M o d e rn S o c ia l T h e o ry . H is to ry 34. E u ro p e 1900: E r o s and A n x ie ty . S o c io lo g y -A n th ro p o lo g y 105. M o d e rn S o c ia l T h e o ry . I H is to ry 3 5 . E u ro p e a n J e w r y ’s E n c o u n te r w ith M o d e rn ity . S o c io lo g y -A n th ro p o lo g y 115. Freu d and M o d e rn S o c ia l T h e o ry . I H is to ry 36. M o d e rn G e rm a n y . G e rm a n 104. G oeth e und s e in e Zeit. I H isto ry 37. T h e H o lo c a u s t a n d G e rm a n C u ltu re / L it 37G. G e rm a n 105. D ie d e u ts c h e R om an tik. 1 M u s ic 2 2 . 19th C e n tu ry M u s ic . ¡1 M u s ic 33. L ie d e r. G e rm a n 108. G e rm a n S tu d ie s S e m in a r: W ien und B e rlin . I M u s ic 3 4 . B a c h . m I M u s ic 3 5 . La te R o m a n tic is m . P h ilo so p h y 3 9 . E x is te n tia lis m .* S o c io lo g y -A n th ro p o lo g y 77. A r t and S o c ie ty .* 1 U G e rm a n 107. M a n n und K a fk a . *Cognate course: No more than two may be counted towards the German Studies Con­ centration. -t-Cognate seminar: No more than one may be counted towards the German Studies Con­ centration. G erm an c o u r s e s n u m b e re d 4 and a b o ve. C o u rs e s on G e rm a n lit e ra tu r e o r film , ta u g h t in E n g lish : LIT 20G, LIT 50G, etc. 161 History ROBERT C. BAN N ISTER, Professor2 ROBERT S . D UPLESSIS, Professor LILLIAN M . LI, Professor JER O M E H. WOOD, J R ., Professor STEPH EN P. BEN SCH , Associate Professor M AR JO R IE M URPHY, Associate Professor and Chair ROBERT E. WEINBERG, Associate Professor3 TIM O TH Y J . BURKE, Assistant Professor BR UCE A . DORSEY, Assistant Professor PIETER M . JU D SO N , Assistant Professor STEVEN SOW ARDS, Lecturer JA S O N M CGILL, Visiting Instructor COURSE OFFERINGS AND PREREQUISITES The Department of History offers a range of courses o f value to all students, from surveys to more specialized courses focusing on a specific period, theme, or subfield. All courses attempt to give students a sense of the past, an acquaintance with the social, cultural, and institutional developments that have pro­ duced the world of today, and an understand­ ing o f the nature of history as a discipline. The courses emphasize less the accumulation of data than the investigation, from various points o f view, o f those ideas and institu­ tions—political, religious, social, and eco­ nomic—by which people have endeavored to order their world. Surveys are designed to serve the needs of students who seek a general education in the field, as well as to provide preparation for a range of upper-level courses. Freshman semi­ nars explore particular issues or periods in depth. Although these entry-level courses vary somewhat in approach, they normally consider major issues o f interpretation, the analysis of primary sources, and historical methodology. Upper level courses (one credit) and advanced seminars (two credits) focus on more specific topics. Prerequisites and Recommendations: Courses 110, and 72 are open to all students without prerequisites; freshman seminars (courses 10A-10G) are open only to freshmen on the same basis. Upper-level courses are generally open to all students who have taken any course numbered 1-10 or who have Advanced Placement scores o f 3 in the same area, or 4-5 in any area, or by permission o f the instructor or have taken Classics courses 2 1 ,3 1 ,3 2 ,4 2 , and 44. Exceptions are courses designated "n o t open to freshmen” or where specific prerequisites are stated. Students taking se­ minars will have taken at least two courses in the Swarthmore History Department or have demonstrated how preparation in other disci­ plines integrates with the material in the seminar. REQUIREMENTS AND RECOMMENDATIONS FOR THE MAJOR Prerequisites: The prerequisite for admission to the Department as a major is normally at least two History courses taken at Swarth- more and a satisfactory standard of work in all courses. A t a minimum, one of these history courses should be taken within the History 2 Absent on leave, spring semester, 1996. 3 Absent on leave, 1995-96. 162 Department; one may be chosen from among the courses in Greek and Roman history offered by the Classics Department. Prospec­ tive majors, however, are encouraged to take several courses in History during the first two years. Beginning with the class of 1997, all applicants for the major must have taken History 1 as one o f their prerequisites. Stu­ dents who intend to continue their studies after graduation should bear in mind that a reading knowledge o f one or two foreign languages is now generally assumed for ad­ mission to graduate school. Major in the Course Program: The work o f the major in course consists of at least nine credits in the Department, chosen so as to fulfill the following requirements: (a) Course majors must take at least one course from each o f these areas: (1 ) All Courses Before 1750; (2 ) All Courses in Areas Outside Europe and the United States: Africa, Asia, Latin America, and the Near East. The Department has a list o f these distribution courses on file in the Department Office. Beyond that, majors are encouraged to concentrate informally in topics or areas of special interest to them. (b) All history majors, except those in the Honors Program, must take the Senior His­ tory Research Seminar (History 91), a course offered each fall semester. It will examine different theoretical, disciplinary, and inter­ disciplinary approaches to the study of his­ tory, as well as types o f sources and methods used in historical research. As part o f the course, students will complete a research paper which will satisfy the comprehensive requirement. Students may decide to develop this research paper as a thesis. In this case they are encouraged to apply for funding in the spring of their junior year. Major and minor in the Honors Program: Semi­ nars are the normal mode of preparation for students in the Honors program majoring in history. A minimum grade o f B in history will be required o f all students entering seminars. Majors in the Honors Program will complete three double credit preparations and revise one paper per preparation for the external examiner. These revised papers will be limited to approximately 2 ,0 0 0 -2 ,5 0 0 words. Re­ vised papers will not be graded but sent to examiners to provide a context for the evalu­ ation o f written examinations taken in the Spring. For the completion o f senior honors study students will chose one article or book which connects two or more seminars and write a 1-2 page paper explaining how this reading relates to the two seminars and how their course of study in the major is related. Written examinations will be solely based on the seminar syllabus or course study materials as provided by the department. Students pre­ paring for honors study are encouraged to form study groups in preparation for exami­ nations. Students may substitute an honors thesis for one o f their seminars but must take History 91 and have the department approval as part of the double credit for the thesis. All thesis proposals must be submitted to the Depart­ ment by November 15th. All thesis work is due in final form by May 1st. We strongly advise minors to take more than one seminar and more than two courses in preparation for taking the seminar they decide to use as preparation for honors. Minors in history will complete one double credit prep­ aration and submit one revised paper to their portfolio. FOREIGN STUDY The History Department encourages students to pursue the study o f history abroad and intends to grant credit for such study as appropriate. In order to receive Swarthmore credit for history courses taken on programs abroad, or at other colleges and universities in the United States, a student must have taken at least one history course at Swarthmore, normally before going abroad. History 1 and 91 may, however, only be taken at Swarth­ more. The Department is unable to offer additional credit work for students who have taken courses abroad in areas in which no Department member has expertise. 163 <| H is to r y a ADVANCED PLACEMENT AND ATTACHMENT OPTIONS The Department will automatically grant one credit for incoming students who have achieved a score of 4 or 5 in Advanced Placement history examinations as long as they take any introductory course (1 through 10G -freshman seminars). This credit may be counted toward the number o f courses re- quired for graduation. Advanced Placement credit may be used in partial fulfillment of the college distribution requirements. Incoming students with scores of 3 or better will be given preference in admission to Freshman Seminars in the same area. LANGUAGE ATTACHMENT Certain designated courses offer the option of a foreign language attachment, normally for one-half credit. Permission to take this option will be granted to any student whose reading * » * facility promises the profitable use o f histori­ cal sources in the foreign language. Arrange­ ments for this option should be made with the instructor at the time of registration. TEACHER CERTIFICATION For students who wish to seek secondary teaching certification in the social sciences there are two normal routes. One o f these is through a major in one o f the social sciences, plus four to six semesters o f courses in other social sciences. Students majoring in history, political science, and sociology-anthropology are required to take at least four courses outside their major. All students seeking so­ cial studies certification are required to take two courses in history, at least one of which must be in American History. Students with Advanced Placement credit are encouraged to take European and American History survey courses. Students are required to take one social science course focusing on non-western or non-Anglo subject matter, a course in comparative systems, and a course which addresses cross cultural issues. II ■ I I COURSES 1. T h e H is t o r ic a l C o n s tru c tio n o f Identity. A cross-cultural approach that explores how societies shape and reshape identities in a variety of historical settings. Through primary sources and secondary studies, as well as film, we will examine perspectives on self and community in several categories o f social experience, including ethnicity, race, nation, gender, and sexuality. Required of all majors. Primary distribution course. Fall semester. Burke and DuPlessis. 2 a . M e d ie v a l Eu ro p e. A survey of medieval culture and institutions from the third to the fifteenth century. Topics will include the lingering sunset o f the ancient 164 world, the rise of the barbarian North, and the mergence o f a distinctively European civiliza­ tion in the central and late Middle Ages. Primary sources will be stressed. Primary distribution course. Fall semester. Bensch. 2b. E a rly M o d e rn Eu ro p e. Introduction to the discipline o f history, modes o f historical inquiry, and the history of Europe from the end o f the Middle Ages to the Enlightenment. Primary distribution course. Not offered. 1995- 1996. DuPlessis. 3. M o d e rn Eu ro p e. A topical survey which covers the period 1750 to 1945 with an emphasis on the politi­ I cal, social and cultural forces that have shaped modem Europe. Topics include enlighten­ ment and popular culture, revolutionary move­ ments, industrialization and its social conse­ quences, nationalism and state-building, imperialism and world wars. Recommended for Teacher Certification. Primary distribution course. Spring semester. Judson. 4. Latin A m e r ic a . The development o f Latin America from preColumbian times to the present. Emphasis is on the political, economic, and social devel­ opment o f Brazil, Mexico, and Argentina, and on recent attempts at radical transformation. Primary distribution course. Optional Language Attachment: Spanish or Portuguese. Spring semester. Wood. 5a. T h e U n ite d S ta te s in th e 19th C e n tu ry . Politics, society, and culture from the Revo­ lution through the Gilded Age. Topics include: slavery, causes and consequences o f the Civil War, labor, working-class culture, gender roles, and the reform impulse in America. The course will concentrate on a central theme, and examine a variety o f primary source docu­ ments. Recommended for Teacher Certification. Primary distribution course. Fall semester. Dorsey. 5b. T h e U n ite d S ta te s in th e 20th C e n tu ry . Politics, society, and culture from 1900 to the present, against a background o f America’s changing role in world affairs. Recommended for Teacher Certification. Primary distribution course. Not offered 1995-96. Bannister. 6. T h e F o rm a tio n o f th e I s la m ic N ear E a s t An introduction to the history o f the Near East from the seventh to the early fifteenth century. Emphasis will be placed on the life of Muhammad, the Arab conquests, the rise of the caliphate, and the articulation o f Islamic values during an age o f political disintegration and nomadic invasion. Fall semester. Bensch. 7. H is to r y o f th e A fr ic a n - A m e r ic a n P eo p le. An exploration o f the chronology of people of African descent in the United States from the seventeenth century to the present. Beyond this basic history, a number of interrelated, questions arise; when do Africans become African-Americans? How do relations be­ tween Blacks and other ethnic/racial groups in the country change over time? How do African-American communities evolve; what kinds o f internal divisions arise within them and do they get resolved? Why have scholars and other historians told the history of Afri­ can-Americans in the way they have? How might we elaborate upon or change the story? Spring semester. McGill 8 a . A f r ic a in th e Era o f th e S la v e T ra d e , 1400-1850. The three centuries which marked the rise and fall o f the slave trade transformed African societies and radically altered their place in the world. This survey course focuses on the development o f the slave trade and its impact on Africa. The course may count toward a concentration in Black Studies. Not offered 1995-96. Burke. 8b. M o d e rn A fr ic a , 1880 to P r e s e n t A survey of modern African history, examin­ ing context and significance o f the establish­ ment o f formal colonial rule and impact of imperialism on Africa’s postcolonial history. Emphasis given to social and cultural history and the economic impact o f colonial develop­ ment. The course may count toward a concen­ tration in Black Studies. Fall semester. Burke. 9. C h in e s e C iv iliz a tio n . An historical introduction to various aspects of traditional Chinese civilization and cul­ ture—language, literature, philosophy, art, im­ perial and bureaucratic institutions. The im­ pact of Chinese civilization on other parts of Asia will be examined briefly. Satisfies requirement in the Asian Studies Program. Primary distribution course. Spring Semester. Li. 165 H is to r y 10A. F re s h m a n S e m in a r: T h e B a r b a r ia n N orth . C l a s s ic s 32. T h e R om an R e p u b lic and A u g u s tu s . Exploration of the rise of Germanic and Celtic societies from c.100 A.D. to c.1050 A.D. in the British Isles, Northern France, Germany, and Scandinavia through an examination of the institutions, material culture, religion, and literature o f various barbarian peoples. Fall semester. Bensch. (See listing under Department of Classics.) IOC. F re s h m a n S e m in a r: S e x and G e n d e r in W e s te rn T ra d itio n s . 14. F r ia r s , H e r e tic s , and F e m a le M y s t ic s : R e lig io u s T u rm o il in th e M id d le A g e s . This seminar traces changing constructions of gender in the creation o f social norms from the fifth century BCE to the present. This course may be counted toward a concentra­ tion in Women’s Studies. Not offered 1995-96. Judson. 100. F re s h m a n S e m in a r: T h e C o ld W a r Era. A focused examination of the origins and persistence of the cold war from the globali­ zation of containment to the pressure of do­ mestic conflict. Not offered 1995-96. Murphy. IOF. F re s h m a n S e m in a r: E n g e n d e rin g W om en in E a rly M o d e rn Europe: Id e o lo g ie s and P r a c t ic e s . A study of the ways in which women were (re)constructed through work, family, reli­ gion, sexuality, persecution, collective action, and feminism between the Renaissance and the French Revolution. This course may be counted toward a concentration in Women’s Studies. Not offered 1995-96. DuPlessis. IOG. F re s h m a n S e m in a r: W om en, F a m ily a n d th e S ta te in C h in a . This seminar will consider the roles of Chi­ nese women and family both in traditional times and in the twentieth century, including elite and peasant society. Drawing from di­ verse sources (literary, philosophical, anthro­ pological, etc.), the seminar will examine the ways in which culture and the state have defined these roles. Fall semester. Li. C l a s s ic s 21. A n c ie n t G re e c e . (See listing under Department o f Classics.) C l a s s ic s 31. H is to r y o f G re e c e . (See listing under Department o f Classics.) C l a s s ic s 42. G r e e c e in th e Fifth C e n tu ry B.C. (See listing under Department o f Classics.) C l a s s ic s 4 4 . T h e E a rly R om an E m p ire. (See listing under Department o f Classics.) From the 12th to the 15th century, the medi­ eval Church confronted radically new versions o f Christianity and religious movements in­ spired by evangelical poverty, preaching, and a need to find a place for women in ecclesias­ tical institutions. The course will explore the aspirations, doctrines, and forms o f expres­ sion o f these religious groups and the Churchs response to them. Spring semester. Bensch. 1 4 4 * I 15. M e d ie v a l T o w n s. Were medieval towns the "seedbeds o f mo­ dernity”? The course will explore the histori­ cal and ideological debates surrounding the question. Spring semester. Bensch. I 16. S e x , S in , a n d K in in E a rly Eu ro p e. Western kinship and sexual mores will be examined as they crystallized from Roman, Christian, Germanic, and Celtic traditions. Not offered 1995-96. Bensch. 17. T h e M e d ite r ra n e a n W o rld in th e M id d le A g e s . The Crusades to the Fall of Constantinople (eleventh to fifteenth centuries). Not offered 1995-96. Bensch. 19. T h e Italian R e n a is s a n c e . The emergence o f a new culture in the citystates o f Italy (fourteenth-early sixteenth cen­ turies). Not offered 1995-96. DuPlessis. 20. O ffic ia l a n d P o p u la r C u ltu r e s in E a rly M o d e rn Eu ro p e. Explorations o f thought and practice in west­ ern Europe between the later fifteenth and eighteenth centuries. Not offered 1995-96. DuPlessis. * » » > Practices, representations, and understandings of labor from the later Middle Ages through factory industrialization. Not offered 1995-96. DuPlessis. two World Wars; developments during the Cold War and the period of Soviet Commu­ nist influence; historical background of cur­ rent problems. Limited to 15. Not open to freshmen. Fall semester. Sowards. 22. E a rly M o d e rn F ra n c e and the F ra n c o p h o n e N e w W orld . 29. S e x u a lity a n d S o c ie t y in M o d e rn Eu ro p e. France and its North American and Caribbean colonies from the late fifteenth to the late eighteenth century. Topics include the emer­ gence of the absolutist state, mercantilist economy, and Ancien Régime society in the Old World; indigenous civilizations in the New World before contact with the French; exploration, conquest, and settlement of French colonies, and the development o f new societies; the end o f the Ancien Régime in France and the colonies through war and revolution. Optional Language Attachment: French. Fall semester. DuPlessis. The historical construction o f sexual identi­ ties in Western societies since 1700. Topics include a survey of Ancient Greek and Medi­ eval European traditions, sexuality in colonial societies, urbanization and the creation of sexual minorities, the medicalization o f sex, the 19th-Century invention o f deviant sexuali­ ties, contemporary Queer Theory and its re­ lation to social history. This course may be counted toward a concentration in Women’s Studies. Fall semester. Judson. 24. F ie ld to F a c to ry : T h e T ra n s fo rm a tio n of Eu ro p ea n E c o n o m ie s and S o c ie tie s . The political, social, cultural and economic history o f France and its empire from the Great Revolution through the crises of decolo­ nization and the problems o f contemporary post-colonial French society. Optional language attachment: French. Spring semester. Judson. 21. M a k in g W ork: L a b o r in S o c ie ty and C u ltu re . The industrialization of Europe from the agri­ cultural revolution and proto-industry to the contemporary period, focusing on contrasting patterns among regions and nations. Topics include womens work and gender divisions of labor; working-class formation, collective ac­ tion, and work experience; the emergence of capitalist entrepreneurs; the role o f state pol­ icy and private capital; technological change; industrialization and war; industry and the environment. Spring semester. DuPlessis. 27. To th e B a r r ic a d e s : T h e E u ro p e a n R e v o lu tio n a ry T ra d itio n . An examination o f Europe’s revolutionary tradition starting with the French Revolution and ending with the Russian Revolution. Not offered 1995-96. Judson and Weinberg. 28. T h e B a lk a n s in th e A g e o f N a tio n a lism . Introduction to the history o f the Balkans, emphasizing the period since 1790. Geogra­ phy and origins o f the peoples o f the region; domination by the Ottoman and Habsburg multinational empires; the emergence of inde­ pendent Greek, Bulgarian, Romanian, and Yugoslav states; the Balkans in the era o f the 3 0 . F ra n c e S in c e 1789: R e vo lu tio n and E m p ire. 31. R e v o lu tio n a ry C u ltu re and T ra n s fo rm a tio n in th e U SSR . Exploration of the ways in which Russia’s revolutionary transformation manifested it­ self in literature, art, film, and music. Not offered 1995-96. Weinberg. 3 2 . F rom R e v o lu tio n to C a p ita lism : C r it ic a l I s s u e s in C o n te m p o ra ry R u s s ia . (Cross-listed with Literature 32 R .) This course focuses on those developments in the Soviet Union after the death of Stalin in 1953 that paved the way for perestroika and glasnost in the 1980s and have taken root during the current period o f social, political, eco­ nomic and cultural transformation. Not offered 1995-96. Weinberg. 3 3 . W om en in R u s s ia and th e S o v ie t U nion: A c c o m m o d a tio n , R e s is ta n c e , a n d T ra n s fo rm a tio n . This course explores how Russian women were affected by the gradual westernization, industrialization and secularization of society. 167 I# H is to r y «a This course may be counted toward concen­ trations in Public Policy and Gender policy. Not offered 1995-96. Weinberg. o f the New World. Not offered 1995-96. Wood. 3 4 . E u ro p e 1900: E r o s a n d A n x ie ty . The foundations o f American civilization, 1607-1763. Topics treated include: the devel­ opment o f representative government; denominationalism and religious toleration; the emer­ gence o f a new social structure; racism and ethnic relations; and England’s imperial pol­ icy. Not offered 1995-96. Wood. Politics and Culture in Berlin, Paris, and Vienna at the turn o f the century. Optional language attachment. Not offered 1995-96. Judson. 3 5 . Fro m E m a n c ip a tio n to E x te rm in a tio n : E u ro p e a n J e w r y ’s E n c o u n te r w ith M o d e rn ity . This course focuses on the fate o f European Jewry from the beginning o f emancipation in the late eighteenth century to the Holocaust. This course may be counted toward a concen­ tration in German Studies. Not offered 1995-96. Weinberg. 3 6 . M o d e rn G e rm a n y . German politics, society and culture in the 19th and 20th centuries, from the revolutions o f 1848 to recent attempts at reunification. This course may be counted toward concen­ trations in German Studies and International Relations. Optional Language Attachment: German. Not offered 1995-96. Judson. 37. H is to r y a n d M e m o ry : T h e H o lo c a u s t a n d G e rm a n C u ltu re . (Cross-listed as Modern Languages and Liter­ atures 37G .) An examination of the Holocaust through the lens o f German culture and history. This course may count toward a concentration in German Studies. Not offered 1995-96. Weinberg. 3 8 . R u s s ia in th e T w e n tie th C e n tu ry . The first half o f the course focuses on the revolutionary era defined broadly as the pe­ riod from the late nineteenth century to the consolidation o f the Stalinist system in the 1930s. The second half of the course deals with the legacy o f Stalinism after Stalins death. This course may be counted toward a concentration in International Relations. Not offered 1995-96. Weinberg. 39. R e c o n q u is ta y C o n q u is ta : Ib eria n E x p a n s io n , Old W o rld and N ew . A comparative analysis of dynamics, institu­ tions, and processes involved in the Iberian medieval expansion and the Spanish conquest 168 41. T h e A m e r ic a n C o lo n ie s . 42. T h e A m e r ic a n R evolu tio n . The conflict between intensive self-govern­ ment in the colonies and English ideas and projects for empire; the revolt against colonial status and the elaboration o f a "republican” ethos and "republican” institutions, 17631789. Not offered 1995-96. Wood. 4 3 . J e f fe r s o n ia n is m and th e A m e r ic a n E x p e rie n c e . 1I » 4 1 An interdisciplinary course which focuses intensively on contrasts between the Jeffer­ sonian view o f man and America and other perspectives in American politics, constitu­ tional law, social theory, religion, literature, and architecture. Prerequisite: History 5 or equivalent,or the permission o f the instructor. Fall semester. Wood. 4 4 . A m e r ic a in th e P r o g r e s s iv e Era, 1896-1920. Modernization, social control, and the rise of the corporate state. Topics include national politics and the control o f industry; muckraking and the "new politics” ; immigration and nativism; labor and socialism; the cult of masculinity and the rise of modem sports; feminism and the women’s movement; Jim Crow and the African-American response; and the impact o f World War I. Fall semester. Bannister. „ j I I H ■ 4 5 . T h e U n ite d S ta te s S in c e 1945. > The Cold War and McCarthyism; domestic politics from Truman to Reagan; suburbanization, technological change and mass society; the New Left and the counterculture; Civil Rights and Black Power; womens liberation; Watergate and the Imperial Presidency; Vietnam; revival on the Right. Spring semester. Murphy. I 1 I I ■ I 46. T h e C o m in g o f th e C iv il W ar. Social change on the eve o f the Civil War; the conflict over free and slave labor; slavery and the building o f an African-American culture; the West, Indian removal, and manifest des­ tiny; families and gender in both the North and South. Spring semester. Dorsey. 47. A m e r ic a n C u ltu re S in c e 1880. A comprehensive survey o f the intellectual and cultural history o f the United States during the past century, this course will give roughly equal attention to the periods 1880s1910s, 1920s-1950s, 1960s-present. Not offered 1995-96. Bannister. 48. M u rd e r in a M ill Tow n: A W in d o w on S o c ia l C h a n g e D u ring th e E a rly R e p u b lic . Explores topics in the social and cultural history of America between the American Revolution and the Civil War by examining primary source documents concerning the trial of a Methodist minister for murdering a female factory worker in Fall River, Massa­ chusetts in 1833. Topics include gender, sex­ uality, industrialization, religious revivalism, mental illness, popular politics, and others. Fall semester. Dorsey. 49. R a c e and F o re ig n A ff a ir s . A history of U .S. foreign affairs with attention paid to the origins o f racialism and the impact of expansionism on various ethnic and racial groups. This course may be counted toward concentrations in International Relations and Public Policy. Not offered 1995-96. Murphy. 50. T h e M a k in g o f th e A m e r ic a n W orking C la s s . A colloquium on the history o f the industrial revolution in America. The principal focus is a cooperative research project on which indi­ vidual papers are written. This course may be counted toward a concentration in Public Policy. Not offered 1995-96. Murphy. 51. N a tio n a lis m and N a tio n a l Identity. Historical analysis of the development of na­ tional identity in U .S. foreign policy from the Model Treaty in 1776 to the collapse of the Soviet Union. This course may be counted toward concentrations in International Rela­ tions and Public Policy. Not offered 1995-96. Murphy. 5 2 . H is to r y o f M a n h o o d in A m e r ic a , 1750-1920. Examines the meanings of manhood and the various constructions o f masculine identity in America between the 18th and 20th centu­ ries. The negative images (opposites) against which manhood was constructed, such as womanhood, boyhood, dependency, slavery, and racial and class difference, will be exam­ ined. Topics include politics, work, family, sexuality, race, war and violence, drinking, sports, and the myth o f the self-made man. Not open to freshmen. Spring semester. Dorsey. 54. W om en , S o c ie ty , a n d P o litic s . Women in American society from the colonial period to the present, with emphasis on the changing nature of work and the separation of spheres, the rise of feminism, and the resis­ tance to women’s rights. This course may be counted toward a concentration in Women’s History. Fall semester. Murphy. 6 0 . C u ltu ra l C o n s tru c tio n s o f A fr ic a : im a g e s , In v e n tio n s, I d e o lo g ie s. This course will examine the history of the concept o f Africa, how African societies and African peoples have been variously objects o f admiration, imitation, hatred, misunder­ standing or exploitation. No prerequisites. The course may count to­ ward a concentration in Black Studies. Not offered 1995-96. Burke. 61. T ra d e , M e r c h a n t s and M a r k e ts in A f r ic a n H is to ry . This course deals with the central role of trade and merchant activity in the history of African societies from the trans-Saharan trade in an­ cient Africa to the role of market women in present-day Ghana. Not offered 1995-96. Burke. 62. H ealth , M e d ic in e and th e R od y in M o d e rn A fr ic a . This course examines the history of African practices and ideas of healing in the nineteenth and twentieth centuries and their encounter with European medical institutions in the colonial and postcolonial eras. Topics dis­ cussed include the social history of epidemics; 169 H is to r y struggles over the meaning o f disease; compe­ tition and cooperation between African and European medical experts and medicines rela­ tionship to colonial rule. Spring semester. Burke. 63. H is to r y o f S o u th e rn A fr ic a . Course focus includes, but is not limited to, the history of South Africa and emphasizes the history o f the nineteenth and twentieth centuries. The course may count toward a concentration in Black Studies. Not offered 1995-96. Burke. 65. In tro d u ctio n to A fr ic a n S tu d ie s . (Cross-listed with Political Science 7 .) This course offers a broad introduction to the people and events o f Africa, with special attention to current concerns of Africans. It covers African issues from the perspective of many disciplines—literature, art, anthropol­ ogy, history, economics and political science. The course includes a survey of pre-colonial and colonial institutions, the physical and human geography o f the continent, selected post-colonial literature, and social, economic and political problems facing contemporary African societies. It is sponsored by the four college Consortium for African Studies as a foundation course for further work on Africa in the curriculum of the four institutions. The course will meet once a week on Monday afternoons at the campuses o f Consortium members—twice a month at the University of Pennsylvania, once a month at Bryn Mawr/ Haverford and once a month at Swarthmore. Fall semester. Burke. 6 6 . T o p ic s in La tin A m e r ic a n H is to ry . Thematic as well as regional and national approaches varying from year to year. Topic; Latin American Women. Analysis o f the lives and roles o f women— Native American, Black, and Hispanic—not only in such traditional spheres as sexuality, marriage, and the family, but also in terms of female intimacy, the women’s movement, and the new role of women in political life. Prerequisite: History 4, or the permission of the instructor. Optional Language Attachment: Spanish or Portuguese. Fall semester. Wood. 170 I 6 7 . T h e B la c k E x p e rie n c e in La tin A m e r ic a . The history of black people in French, Portu­ guese, and Spanish America: slavery, emanci­ pation, the contemporary scene; comparisons with U .S. experiences. This course may count toward a concentration in Black Studies. Optional Language Attachment: Spanish or Portuguese. Spring semester. Wood. 6 8 . Food and Fa m in e: P a s t and P re s e n t. This course considers how different societies have fed their populations, how the current world food problem differs from historical subsistence crises, and how food affects eco­ nomic development and international rela­ tions. Prerequisite: Prior work in history, or permis­ sion of the instructor. This course may be counted toward a concentration in Public Policy. Not open to freshmen. Not offered 1995-96. Li. 72. J a p a n e s e C iv iliz a tio n a n d C u ltu re . (Cross-listed as Art History 31.) Traditional Japanese culture and society, from prehistoric times to the early modem period. No prerequisite. (Fulfills the distribution re­ quirement for Humanities or Social Scien­ ces). Satisfies requirement in the Asian Studies Program. Not offered 1995-96. Graybill and Li. 74. M o d e rn C h in a: F ro m E m p e r o r s to E n tre p re n e u rs . This course examines the tumultuous changes in China from the early nineteenth century until the present. Topics include the Opium War, the treaty ports and imperialism, the Taiping and Boxer rebellions, the reform move­ ment, the Communist revolution, and the post-Maoist era. Emperors, scholar-officials, rebels, peasants, Maoists, and entrepreneurs are the figures in this tale. Satisfies requirement in the Asian Studies Program. Fall semester. Li. 7 5 . M o d e rn J a p a n . The transformation o f Japan from a feudal society to a modern nation-state. Topics in­ clude Tokugawa feudalism, the Meiji restora- I ?» t f I f 1 L II « tion, the Japanese empire, economic development, Taisho democracy, Japanese militarism, the Pacific War, Japan’s postwar growth, and its contemporary society. Satisfies requirement in the Asian Studies Program. Spring semester. Li. Asian, African, Caribbean, Latin American and Native American societies since 1500, this course will examine the ways that colonial rulers and colonial societies envisioned and experienced gender. Not offered 1995-96. Burke. 88. T h e S o c ia l H is to r y o f C o n s u m p tio n . Designed for majors focused on completing a research paper. Fall semester. Judson and Murphy. This course examines the role of consumption and commodities in the making o f the modern world, focusing largely but not exclusively on the history o f European and North American societies. In general, the course covers the role of consumption in the Industrial Revolution and the evolution o f capitalism to the present day, as well as the history o f commodities and advertising in a number o f different settings. Specific topics to be discussed include the cultural history of shopping; competing mod­ els of consumer psychology and behavior; gifts, sacred objects and alternative systems of exchange and value; mass consumption in post-World War II America. Spring semester. Burke. 89. G en d er, S e x u a lit y and C o lo n ia lis m . 91. S e n io r H is to r y S e m in a r. 92. T h e s is . A single credit thesis, available to all majors in their senior year, on a topic approved by the Department. Available to honors. Students may not register for History 92 Credit/No Credit. 93. D ire c te d R eading. Individual or group study in fields o f special interest to the student not dealt with in the regular course offerings. The consent o f the chairman and o f the instructor is required. History 93 may be taken for one-half credit as History 93A. Members of the Department. Drawing upon the comparative history of SEMINARS The following seminars are offered by the Department to juniors and seniors. Seniors in the External Examination Program usually take seminars in preparation for their exami­ nations. Some preliminary reading or other preparation may be required for seminars on subjects in which no work has previously been done. 111. C o m m u n ity a n d A u th o rity in M e d ie v a l E urope. An historiographical exploration o f selected topics in the material foundations and ideo­ logical expressions o f medieval Europe from the barbarian invasions through the thirteenth century. Fall semester. Bensch. 112. K n ig h ts, L a d ie s , and P e a s a n ts in C h iv a lr ic S o c ie ty . The forces that laid the foundations of Eu­ rope’s ancien rgime at the dawn of the second millennium. Not offered 1995-96. Bensch. 116. T h e Italian R e n a is s a n c e . Topics in the development o f the Renaissance state, society, and culture in Italian communes between the fourteenth and sixteenth cen­ turies. Issues addressed include forms of po­ litical organization, varieties o f humanism, political theory, changing historical conscious­ ness, art and society. Much attention is de­ voted to historiography. Fall semester. DuPlessis. 117. S ta te and S o c ie t y in E a rly M o d e rn E urope. Comparative analysis of state formation, eco­ nomic development, and social change in con­ tinental Europe and England. Considerable attention is given to comparisons among states, transitions to capitalism, the crises of the seventeenth century, the origins and oper- 171 H is to r y ation of absolutism. Spring semester. DuPlessis. social, economic and cultural context. Not offered 1995-96. Bannister. 122. R e v o lu tio n a ry E u ro p e 1750 to 1871. 134. A m e r ic a n D ip lo m a tic H is to ry . Selected topics in the social, economic, and political history o f France, England, and Ger­ many from the ancien régime to the Paris Commune. Special emphasis on the origins and nature o f the French Revolution, the Industrial Revolution, class structure and conflict, and the emergence of nationalism and liberalism. This course may be counted toward concentrations in German Studies and Francophone Studies. Not offered 1995-96. Weinberg. The emergence o f the United States as a world power, with emphasis on expansionism, na­ tional interest, and global mission. Spring semester. Murphy. 124. E u ro p e a n s and O th e rs S in c e 1750. The rise o f European nationalism, imperial­ ism and racism examined comparatively in France, Germany, Great Britain, the Habsburg Monarchy and their colonial empires in the period 1750-1914. Not offered 1995-96. Judson. 125. F a s c is t Eu ro p e. This seminar studies European fascism in the context of a world torn by world war and economic depression. The primary focus will be on fascist movements and regimes in Italy and Germany, with a secondary comparative focus on Hungarian, Rumanian, and French varieties o f fascism. This course may be counted toward concentrations in German Studies and International Relations. Fall semester. Judson. 128. R u s s ia n E m p ire in th e 19th and 2 0 th C e n tu rie s . Focus on the social, economic, political, and intellectual forces leading to the collapse of the autocracy and the rise of Stalin. Particular attention is devoted to the dilemmas o f change and reform, and the problematic relationship between state and society. This course may be counted toward a concentration in Interna­ tional Relations. Not offered 1995-96. Weinberg. 130. E a rly A m e r ic a n H is to ry . Political, economic, social, and cultural as­ pects o f the period from the explorations to the early National era. Not offered 1995-96.Wood. 132. A m e r ic a n P o litic a l H is to ry . Parties, public policy, and constitutional issuës from 1787 through the 1960s in their 172 135. A m e r ic a n S o c ia l H is to ry . Everyday life in America from the colonial era to the present. Topics include conflicts be­ tween Native American and European Ameri­ can cultures; slavery and its aftermath; con­ structions of race; industrialization and changing patterns of work; religious revival­ ism and reform; working-class culture; gender, family and sexuality; immigration; urbanization and suburbanization, and popu­ lar culture. Spring semester. Dorsey. 136. A m e r ic a n In te lle ctu a l H isto ry : T h e N in eteen th C e n tu ry . Political, social, and literary culture in the United States from the 1780s to the 1910s. Fall semester. Bannister. 137. A m e r ic a n In te lle ctu a l H is to ry : T h e T w e n tie th C e n tu ry . Political, social, literary, and religious dis­ course in the United States from the 1920s to the present. Attention will be given to the social and institutional context in which ideas are generated and disseminated, as well as to the personal and intellectual development of individuals through autobiography. Not offered 1995-96. Bannister. 140. T h e C o lo n ia l E n c o u n te r in A fr ic a . Focus on the social, economic, and cultural dimensions o f the colonial era in modem Africa. Topics discussed include nationalism and other forms of African resistance to co­ lonial rule; migrancy and the development of new urban cultures; missionaries, conversion and struggles over religious practices; indus­ trialization and workers’ movements; gender and sexuality during the colonial era; impact o f colonial patterns of development on con­ temporary Africa. Spring semester. Burke. 144. M o d e rn Ch in a. China from the late eighteenth century to the present. Topics include; social and intellectual currents in the late imperial era; Western imperialism; rebellion, reform, and revolu­ tion; political and social transformation in the People’s Republic o f China. Satisfies requirement in the Asian Studies Program. and Africans; the rise o f the great estate; ideological conflict in the post-independence era; and autonomy versus dependence in eco­ nomic development. Fall semester. Wood. Spring semester. Li. A schedule o f seminar offerings for 1996-97 and 1997-98, will be available from the De­ partment office late in the fall semester of 1995. 148. La tin A m e r ic a . Selected topics in Latin American history, including the encounter of Europeans, Indians 173 International Relations Coordinator: J A M E S R. KURTH (Political Science) Students who plan to enter upon a career in some field o f international affairs may wish to graduate with a concentration in international relations. Such students should include in their programs, during the first two years, introductory courses in economics, history, and political science and should complete the intermediate course in one or more modern languages. Advanced courses selected from the groups listed below may be incorporated in the pro- grams o f students who do their major work in economics, history, political science, or mod­ em language. Concentrators are required to have satisfac­ torily completed eight or more courses or seminars from among those listed below, including all those listed in Group I, one or more in Group II, and one or more in Group III. Where appropriate, work taken abroad is encouraged and may be counted toward the concentration requirements. Group I P o litic a l S c ie n c e 4. International Politics P o litic a l S c ie n c e 61. E c o n o m ic s 51 or E c o m o n ic s 151. The International Economy American Foreign Policy Group II H is to r y 4. H is to r y 66. Latin America Topics in Latin American History H is to r y 8b. H is to r y 74. Modern Africa M odem China H is to r y 9. H is to r y 75. Chinese Civilization M odem Japan H is to r y 28. H is to r y 125. The Balkans in the Age o f Nationalism Fascist Europe H is to r y 36. H is to r y 128. Modern Germany Russian Empire H is to r y 49. H is to r y 140. Race and Foreign Affairs The Colonial Encounter in Africa H is to r y 51. H is to r y 144. Nationalism and National Identity M odem China H is to r y 63. H is to r y 148. History o f Southern Africa Latin America Group III E c o n o m ic s 5 3 / P o litic a l S c ie n c e 68. E c o n o m ic s 82. International Political Economy Political Economy of Africa E c o n o m ic s 81. E c o n o m ic s 83. Economic Development Asian Economies E c o n o m ic s 85. P o litic a l S c ie n c e 5 8 . The Economics o f Transition African Politics E c o n o m ic s 181. P o litic a l S c ie n c e 62. Economic Development Development and Discontent E c o n o m ic s 185. P o litic a l S c ie n c e 64. The Economics of Transition American-East Asian Relations P o litic a l S c ie n c e 3. P o litic a l S c ie n c e 73. Comparative Politics Comparative Politics: Special Topics P o litic a l S c ie n c e 7. P o litic a l S c ie n c e 74. African Studies International Politics: Special Topics P o litic a l S c ie n c e 45. P o litic a l S c ie n c e 108. Defense Policy Comparative Politics: China P o litic a l S c ie n c e 47. P o litic a l S c ie n c e 109. Food Policy Comparative Politics: Latin America P o litic a l S c ie n c e 55. P o litic a l S c ie n c e 110. China and the World Comparative Politics: Africa P o litic a l S c ie n c e 5 6 . P o litic a l S c ie n c e 111. Politics o f South and Southeast Asia International Politics P o litic a l S c ie n c e 57. Latin American Politics 175 Interpretation Theory Coordinator: KENN ETH GERGEN (Psychology) Committee: M ic h a e l C o th re n (A rt) R ic h a rd E ld rid g e (Philosophy) R ru c e G ra n t (Sociology/Anthropology) C y n th ia H a lp e rn (Political Science) M ic h a e l M a r is s e n (Music and Dance) A n n e M e n k e (M odem Languages and Literatures) R obin W a g n e r- P a c ific i (Sociology/Anthropology) M a r k W a lla c e (Religion) P h ilip W e in s te in (English Literature) P a tr ic ia W h ite (English Literature) Propositions about persons, texts, works of art, or nature inevitably require acts o f inter­ pretation. All fields o f knowledge, then, are wedded to interpretive processes. A program in Interpretation Theory provides students with the opportunity to explore processes of interpretation, inquiring into their nature across the disciplines, forces impinging upon interpretive acts, and the results o f varying forms o f interpretation both within knowl­ edge generating communities and the culture more generally. Focal attention is directed to the function o f language, and to the ways in which various textual and rhetorical devices, values, and social processes guide interpreta­ tion. Questions o f objectivity, cultural utility, and moral accountability in interpretation are featured. Students in any major may add either a con­ centration or a focus for External Examination in Interpretation Theory to their program by fulfilling the requirements stated below. Stu­ dents should submit their proposed program to the coordinator of the concentration. All program proposals must be approved by the Interpretation Theory Committee. CONCENTRATION REQUIREMENTS Each concentration must include a minimum o f six credits from the courses and seminars listed below. In order to provide necessary historical perspective, and in order to guaran­ tee exposure to a sufficient variety of interpre­ tive theories and practices, concentrations will normally include at least one course from each o f the two groups o f courses that serve to introduce the concentration. One such group (identified by single asterisk) is com­ prised o f courses that attend significantly to the historical development o f interpretive prac­ tices. The other group (identified by double asterisks) is comprised of courses that attend signficantly to the range o f interpretive strate­ gies currently operative within several disci­ plines. Concentrators will choose these two recommended courses from different depart­ ments, and they will normally complete them by the end o f the junior year. Three o f the 176 remaining four courses in the concentration are elective, but they must draw on at least one further department. As part o f the six course requirement, all concentrators will take a cap­ stone seminar, IT 91, team taught by members o f different departments, in their senior year. Currently offered courses relevant to the con­ centration include: Int T h e o r y 91. C a p s to n e S e m in a r. The relationships among spirituality, literary practice, and critical theory will be explored in an interdisciplinary format. Spring semester. Wallace and Weinstein. A r t H is t 9. F o rm and S ig n ific a tio n . A r t H is t 61. E v e r y d a y T h in g s. A r t H is t 195.* T h e o r y a n d M e th o d o lo g y . R io lo g y 43. H is to r y a n d C ritiq u e o f B io lo g y . C la s s ic s 3 6 . C la s s ic a l M y th o lo g y . P h il 8 9 . P h ilo s o p h y o f S o c ia l S c ie n c e s . Ed u ca tion 48. E th n o g ra p h ic P e r s p e c t iv e s in E d u ca tio n . P h il 106.* A e s th e tic s . E n g lish 15. F ic t io n s o f Identity. P h il 139.* P h e n o m e n o lo g y , E x is te n tia lis m , and P o s t- S tr u c tu ra lis m . E n g lish 29.** I n s c rip tio n s o f th e Fem in in e. P h il 116. La n g u a g e and M e a n in g . E n g lish 3 9 . R o m a n tic is m a n d th e P e r fo rm a n c e o f G e n d e r. P h il 145. F e m in is t T h e o r y S e m in a r. E n g lish 49. “ W h ite n e s s ” and R a c ia l D iffe re n c e s . P o ll S c i 13.* F e m in is t P o litic a l T h e o ry . E n g lish 82.** R e p re s e n ta tio n s of W om en ’s Identity. E n g lish 8 5 . A m e r ic a n N a rra tiv e C in e m a . E n g lish 8 6 . W om en a n d P o p u la r C u ltu re . E n g lish 91.** F e m in is t L it e ra r y C r it ic is m . E n g lish 92.** T h e o r y o f th e N o vel. E n g lish 93.** L e s b ia n R e p re s e n ta tio n . E n g lish 120.** C r it ic a l T h e o r ie s . H is to ry 29. S e x u a lity a n d S o c ie ty in M o d e rn Eu ro p e. H is to ry 60.* C u ltu ra l C o n s tru c tio n s o f A fr ic a . Int T h e o ry 9 0 . D ire c te d R ead in g . Int T h e o r y 92. T h e s is . M od Lang 61. W ritin g and R eadin g A c r o s s G e n d e r L in e s . M od Lang 62F. Le R o m a n tis m e . M od La n g 68F. P r is o n s , M a d n e s s and S e x u a lity : M ic h e l F o u c a u lt M od Lang 7 1 F. C o n s tru c tio n s o f M a le H o m o s e x u a lity . M od Lang 76. F e m m e s é c r iv a in s . M od Lang 79F. E x o tic is m and A lie n a tio n . M od Lang 9 2 . R o m a n tic S u b je c tiv ity in P h ilo s o p h y and L ite ra tu re . Phil 17.* A e s th e tic s . Phil 2 6 . La n g u a g e and M e a n in g . Phil 45.* P h ilo s o p h ic a l A p p r o a c h e s to th e Q u e stio n o f W om an. P o li S c i 12. M o d e rn P o litic a l T h e o ry . P s y c h 37.** C o n c e p ts o f th e P e rso n . P s y c h 44. P s y c h o lo g y and W om en. P s y c h 52.** R e p re s e n ta tio n s o f W o m en ’s Identity. P s y c h 68.** R ea d in g C u ltu re . P s y c h 87. P s y c h o lo g y , D io lo g y and E c o n o m ic R a tio n a lity . P s y c h 106.* P e r s o n a lity T h e o r y and In te rp reta tio n . R e lig io n 5. P r o b le m s o f R e lig io u s Thought R e lig io n 14.* P h ilo s o p h y o f R e lig io n . R e lig io n 112.** P o stm o d e rn R e lig io u s Thought S o c - A n th ro 2. N a tio n s and N a tio n a lism . S o c - A n th ro 24.** D is c o u r s e A n a ly s is . S o c - A n th ro 55.* P o w e r, A u th o rity , and C o n f lic t S o c - A n th ro 58.** C u ltu ra l R e p re s e n ta tio n s . S o c - A n th ro 77. C o llo q u iu m : A r t and S o c ie ty . S o c - A n th ro 101. C r it ic a l M o d e rn S o c ia l T h e o ry . S o c - A n th ro 102. H is to r y a n d M y th . S o c - A n th ro 105. M o d e rn S o c ia l T h e o ry . S o c - A n th ro 114. P o litic a l S o c io lo g y . S o c - A n th ro 115. Fre u d a n d M o d e rn S o c ia l T h e o r y Other courses may be considered upon peti­ tion to the Interpretation Studies Committee. These may include relevant courses offered at Bryn Mawr, Haverford, and the University of Pennsylvania. Phil 78.** P o s t M o d e rn is m / P o s t S tr u c tu ra lis m . 177 Linguistics DONNA J O NAPOLI, Professor and Program Director THEODORE FERNALD, Assistant Professor PAUL PLATERO, Eugene M. Lang Visiting Professor for Issues o f Social Change5 H A D A S S SHEFFER, Lecturer Committee: M ichael RrOWH (Physics) R ic h a rd E ld rid g e (Philosophy) C a r r E v e rb a c h (Engineering) S ib e la n F o r r e s t e r (M odem Languages and Literatures) S te v e n P ik e r (Sociology and Anthropology) The discipline: Linguistics is the study o f lan­ guage. O n the most general level it deals with the internal structure o f language, the history o f the development o f language, the informa­ tion language can give us about the human mind, and the roles language plays in influenc­ ing the entire spectrum of human activity. The relevance o f linguistics to the disciplines o f psychology, philosophy, sociology, anthro­ pology, and language study has been recog­ nized for a long time. But recently a knowledge of linguistics has become important to a much wider range of activities in today’s world. It is a basic tool in artificial intelligence. It is increasingly a valuable tool in literary analysis. It is fundamental to an understanding of com­ munication skills. And, since the very nature o f modem linguistic inquiry is to build argu­ ments for particular analyses, the study of linguistics gives the student finely honed ar­ gumentation skills, which stand in good stead in careers in law, business, and any other profession where such skills are crucial. Linguistics is at once a discipline in itself and the proper forum for interdisciplinary work o f any number o f types. This is because lan­ guage is both the principal medium that human beings use to communicate with each other and the bond that links people together and binds them to their culture. The study of language is the study of the very fabric o f our humanity. There are two Special Majors in the course program administered through the Linguistics Program in collaboration with the depart­ ments mentioned below. These are the Special Majors: Linguistics (LING); Linguistics and Languages (LL). There is one honors major administered through the Linguistics Program: Linguistics. All LING and LL majors (honors or course) must take one course or seminar from each of the following three lists: (a) sounds: Ling. 45, 52, 105, 106 (b) forms: Ling. 50 (c) meanings: Ling. 26, 40, 109, 116 All LING and LL majors (honors or course) will be expected to take Ling 60. If the student speaks a non-Indo-European language, this requirement is waived. Students are encouraged to study abroad, and all departmentally approved courses taken in linguistics abroad can be used to fulfill re­ quirements for the major or minor. SPECIAL MAJOR: LINGUISTICS This special major consists o f 8 credits in Linguistics, where the student may choose to count Linguistics 1 as part o f the major or not. 5 Spring semester, 1996. 178 Special majors must also pass either the Lan­ guage Requirement or the Cognate Require­ ment. I f the student is a double major, this requirement is waived. Language Requirement: Advanced competence in at least one foreign language. This can be demonstrated by successfully completing Latin 13, Greek 12, or above, or a seminar in the Dept, o f Classics, or a course numbered 11 or above in the Dept, o f Modem Languages and Literatures, or through an exam. I f the language used to fulfill this requirement is not presently taught by either our Department of Modem Languages and Literatures or our Department o f Classics, this exam will be administered by the Lin­ guistics Program. Any natural language, an­ cient or modem, may be used to fulfill this requirement. Cognate Requirement: A t least three credits in a cognate area to linguistics. (Note: All courses in the chosen cognate that appear on the list below will count as part of the credits in the major in the determination o f whether or not a student has adhered to the " 20course-rule.") The cognate areas are defined below. The credits must be gained by taking classes from a single area list below, except in option 9 (where courses can be chosen from three different departments and must be chosen from at least two different departments). The numbers of the approved courses from the named department are listed after the depart­ ment name. Courses not listed here will not be accepted for the cognate requirement unless they are cross-listed with Linguistics. (1 ) Computer Science: 43, 46, 63, 75 (2 ) Education: 21, 54, 64, 66, 68 (3 ) Engineering: 2, 71,78 (4 ) English Literature: A student must take 23, a course in critical theory (marked with * * in the catalogue), and any adr vanced course appropriate to the stu­ dent’s linguistics interests (chosen under consultation with linguistics advisor and instructor o f course) (5 ) Mathematics/Statistics: 9 ,2 3 or 53 (but not both), 4 1 ,4 6 ,6 1 ,6 5 or 72 (but not both) (6) Philosophy: 12, 26, 3 8 ,4 0 , 79, 86, 116 (7 ) Psychology: 3 2 , 3 3 ,3 4 , 3 9 ,4 2 , 4 3 ,5 5 , 56, 86, 92, 107 (8) Sociology/Anthropology: 10, 24, 25, 35, 57, 104 (9 ) Formal systems: A student may choose to do a cognate in Formal Systems, taking courses from the approved lists for Computer Science, Engineering, and Mathematics/Statistics. Special majors in linguistics must pass a comprehensive requirement. Due to the highly interdisciplinary nature o f Linguistics (with cognates in all three divisions in the College), this requirement must be met in a way appro­ priate to the individual student’s program of study. It will typically be met with (a) a senior paper, or (b ) a comprehensive exam in the senior year (based on the courses taken by the individual student to satisfy the requirements in sounds, forms, and meanings listed above, as well as the language or cognate area), or (c) a paper plus an exam and/or an oral pre­ sentation. All senior papers must be written in the research seminar (Ling 100) in the fall o f the senior year. SPECIAL MAJOR: LINGUISTICS AND LANGUAGES The student may combine the study o f lin­ guistics with the serious study o f two foreign languages. The languages can be modern or ancient. For this major, precisely 6 credits in linguistics and 3 credits in each o f the two languages, for a total o f 12 credits, are re­ quired. For a modern language taught by the Dept, of M odem Languages and Literatures, there must be one Composition and Diction course (numbered 5 or above) and two other courses (numbered 11 or above) or a seminar. Linguistics 5 0 is required. For a classical language taught by the Dept, of Classics, there must be one intermediate-level course (numbered 11-14) and one seminar. All students will be expected to take Ling 60. If the student speaks a non-Indo-European language, this requirement is waived. Some work in each foreign language included in the major must be done in the student’s junior or senior year. 179 Lin g u is tic s If one or both of the foreign languages is modem, the student must study abroad for at least one semester in an area appropriate for one of the foreign languages. Course majors will be encouraged to write a senior paper. Those who do not will be required to take a comprehensive exam in the senior year based on the courses taken by the individual student to satisfy the requirements in sounds, forms, and meanings (listed above), as well as both languages. All senior papers must be written in the research seminar (Ling 100) in fall of the senior year. EXTERNAL EXAMINATION MAJOR: LINGUISTICS (traditional program) Students must pass the Language Requirement (above under M ajor in Linguistics). Students are encouraged to write a senior thesis. Students are required to prepare themselves for at least three external examinations in Linguistics. EXTERNAL EXAMINATION MINOR: LINGUISTICS (traditional program) Students must take at least one of the courses or seminars designated above in the areas of sounds, forms, or meanings. Students must prepare themselves for an extemal examination over at least two credits of work in Linguistics. HONORS MAJOR: LINGUISTICS (new program, for class of 1997 and thereafter) Students must pass the Language Require­ ment; must pass the requirement in sounds, forms, and meanings, and in structure o f a non-Indo-European language; must write a senior thesis. Students are required to take the Research Seminar for two credits in the fall term of their senior year. (The Research Seminar fulfills the college-wide Senior Hon­ ors Study requirement for Honors.) The thesis and two research papers will con­ stitute the portfolio for honors. The thesis may be on any topic in linguistics. It need not be related to course work. It will be written in the Research Seminar. Work may be collaborative with at most one other student at the discretion o f the faculty. The "examination” will consist o f a thirty-minute discussion with the external reader. 180 The research papers will be on topics selected from a list prepared by the external readers and will be on core areas o f linguistics and directly related to course work the student has taken. The areas will be selected from any combination or blend o f the following: pho­ netics, phonology, morphology, syntax, se­ mantics, historical, and comparative. The student will prepare for these research papers by taking at least four credits of course work (two credits in each of the research paper areas). The students will work inde­ pendently on these papers, without collabora­ tion and without faculty guidance. The "examination” will consist o f a one-hour discussion with the reader for each paper. The Linguistics Program puts no restrictions on the minors that can be combined with this major. DOUBLE MAJORS: (new program, for class of 1997 and thereafter) Double majors do three preparations in one major and one preparation in the other. If a double major does three preparations in Linguistics, the student’s portfolio will be as described above under the Honors Major. If a double major does only one preparation in Linguistics, the portfolio for honors will consist solely o f the thesis. All other state­ ments about the Honors Major above, except those pertaining to the research papers, hold o f this double major. HONORS MINOR: (new program, for class of 1997 and thereafter) Students must pass the requirement in sounds, forms, or meanings and must take a minimum o f 3 credits in Linguistics. A single research paper will constitute the portfolio for honors. This research paper will have the same topics and guidelines for prepa­ ration and examination as the research papers described immediately above for the majors. All minors must take the Research Seminar in the fall of their senior year for one or two credits. The Linguistics Program puts no restrictions on the majors that can be combined with this minor. COURSES 1. Intro d uction to La n g u a g e and L in g u is tic s . Introduction to the study and analysis of human language, including sound systems, lexical systems, the formation o f phrases and sentences, and meaning, both in modem and ancient languages and with respect to how languages change over time. Other topics that may be covered include first language acqui­ sition, sign languages, poetic metrics, the re­ lation between language and the brain, and sociological effects on language. Primary distribution course. Fall. Napoli. 2. E x p lo rin g A c o u s t ic s (See Engineering 2.) Spring. Everbach. 5. A m e r ic a n S ig n La n g ua g e. This is an intensive language course in the manual/visual language o f the Deaf commu­ nity in the United States. No prerequisites. Check with the department office as to when it will be offered. 6. S tr u c tu re o f A m e r ic a n S ig n La n g ua g e. In this course we look at the linguistic struc­ tures o f American Sign Langauge. Prerequisites: at least two out of Ling 1, 40, 43, 45, and 50. Spring. Napoli and Fernald. 16. H is to r y o f th e R u s s ia n La n g ua g e. (See Russian 16.) Spring. Forrester. 20. H is to r y o f th e F re n c h La n g ua g e. Occasionally. 23. Old E n g lis h / H is to ry o f the E n g lis h Lan guage. (See English 23.) Fall. Williamson. 24. D is c o u r s e A n a ly s is . (See Sociology/Anthropology 24.) Next offered in 1996-97. Wagner-Paciflci. 25. La n g ua g e, C u ltu re , a n d S o c ie ty . An investigation o f the influence o f cultural context and social variables on verbal com­ munication. Prerequisite: Linguistics 1 or 45 or permission of the instructor. Occasionally. 181 Lin g u is tic s 26. La n g u a g e and M e a n in g . 37. (See Philosophy 26.) Every other year. A look at phonetics, phonology, morphology, syntax, and semantics across several language families. Bantu languages are a point of com­ parison. Topics include clicks, tones, causa­ tives, serial verbs, issues of language policy in Africa. Occasionally. 27. C o m p a ra tiv e S t r u c t u r e s o f G e rm a n ic and R o m a n ce . A comparative overview of the linguistic structures of the major Germanic and Ro­ mance languages. Prerequisite: A knowledge o f at least one Romance or Germanic language other than English, or a knowledge of Latin. Occasionally. 30. L a n g u a g e s o f th e W orld . This course will provide a careful look at various cross-linguistic generalizations in each o f the major subfields of linguistic research. We will focus on the phonemic and morpho­ logical organization o f five or six specific languages, along with particular phonological and syntactic processes found in them. Stu­ dents will individually investigate a language o f their choosing, working from descriptive grammars. They will write a research paper discussing the way their language performs certain basic functions and deals with issues raised in class. This course will benefit bud­ ding linguists by providing in-depth practice with research from grammars, setting the stage for possible field work, and by subjecting various cross-linguistic generalizations to em­ pirical scrutiny. Prerequisite: Linguistics 1 or the permission o f the instructor. Fall. Fernald. 33. Intro d uction to C la s s ic a l C h in e s e . (See Chinese 33.) Spring. Berkowitz. 34. P s y c h o lo g y o f La n g ua g e. (See Psychology 34.) Fall. Dufour. 35. La n g u a g e and C u ltu re . This course will begin with a study of language and gender issues in American society and move into a cross-cultural study, expanding into other interpersonal language issues ac­ cording to the societies covered. The students will form groups to explore particular cul­ tures, thus the direction o f the course will depend largely on the groups formed. No prerequisites. Occasionally. 182 40. L a n g u a g e s o f A fr ic a . S e m a n tic s . In this course we look at a variety o f ways in which linguists, philosophers, and psycholo­ gists have approached meaning in language. We address truth-functional semantics, lexical semantics, speech act theory, pragmatics, and discourse structure. W hat this adds up to is an examination of the meaning of words, phrases, and sentences in isolation and in context. (Cross-listed as Philosophy 40.) Primary distribution course. Spring. Fernald. 43. M o rp h o lo g y and th e L e x ic o n . This course looks at word formation and the meaningful ways in which different words in the lexicon are related to one another in the world’s languages. Prerequisite: One o f Ling. 1, 40, 45, or 50. Every other year. 45. P h o n e tic s and P h o n o lo g y. Phonology is the study of the sounds of language and the rules that govern the interac­ tion of sounds when they are put together in words and phrases. Primary distribution course. Fall. Sheffer. 46. La n g u a g e L e a rn in g and B ilin g u a lis m . (See Psychology 43.) Fall. Dufour. 56. S y n ta x . We study the principles that govern how words go together to make phrases and sent­ ences in natural language. Much time is spent on learning argumentation skills. The linguis­ tic skills gained in this course are applicable to the study o f any natural language, modem or ancient. The argumentation skills gained in this course are applicable to law and business, as well as academic fields. Primary distribution course. This course also falls in the third category o f courses approved as counting toward a computer science con­ centration. Fall. Femald. 51. R o m a n c e S y n ta x . A comparative study o f the syntax of modern Romance languages, including Spanish, French, Italian, Portuguese, and Romanian. Prerequisites: Linguistics 5 0 and a working knowledge o f a Romance language or of Latin. Occasionally. Napoli. 52. H is t o r ic a l and C o m p a ra tiv e L in g u is tic s . We study the reconstruction o f prehistoric linguistic stages, the establishment o f language families and their interrelationships, and the examination o f processes o f linguistic change. For spring 1994, the second half o f the semes­ ter will be devoted to reconstructing protoBantu. This course in this semester counts toward the concentration in Black Studies. Prerequisite: Ling. 1 or Ling. 45 or permission of the instructor. Spring. Staff. 54. O ra l and W ritte n La n g ua g e. This course examines children’s dialogue and its rendering in children’s literature. Each student will pick an age group to study. There will be regular fiction writing assignments as well as research assignments. This course is for linguists and writers of children’s fiction and anyone else who is strongly interested in child development or reading skills. (Crosslisted as Education 54 .) (Studio course.) Prerequisite: One o f Ling. 1, 40, 45, or 50. Offered next in 1996-97. 55. La n g u a g e and G en d er. Reading literature from linguistics and femi­ nist theory, we study the part that (social) gender plays in language use, structure, and interpretation. A core question is whether and how to resolve the tension between the scien­ tism o f sociolinguistics and the context sensi­ tivity emphasized in cultural/feminist theory. Prerequisite: Ling. 1 or Ling. 4 0 or Ling/ Psych. 34. Occasionally. 60. S tr u c tu re o f a N on -In d o-E urop ean Language. An examination of the major phonological, morphological, syntactic, and semantic struc­ tures in a given non-Indo-European language. We will also consider the history of the lan­ guage and its cultural context. The language for 1996 is Navajo. Prerequisite: At least two out o f Ling 1, 40, 43, 45, and 50. Spring. Femald and Platero. 70F. C a rib b e a n and F re n c h C iv iliz a t io n s and C u ltu re s . (See French 70F.) Occasionally. Rice-Maximin. 79. C o llo q u iu m : La n g u a g e a n d M e a n in g . (See Philosophy 26.) Occasionally. Eldridge. 92. R e s e a rc h P r a c t ic u m in P s y c h o lin g u is tic s . (See Psychology 92.) Spring. Dufour. 94. R e s e a rc h P r o j e c t W ith the permission o f the Program students may elect to pursue a research program. Fall or spring. Staff. 9 5 . C o m m u n ity S e r v ic e C re d it. Linguistics offers two ways to get a credit for community service work. First, you may work with children in Chester public schools on literacy. The prerequisites here are Linguistics/Education 54, the permission o f the chairs o f both Linguistics and Education, and the agreement o f a faculty member in Linguis­ tics to mentor you through the project. Sec­ ond, you may work with children at the Oral Program for the Hearing Impaired at the Kids’ Place in Swarthmore. The prerequisites here are Linguistics 45, the permission o f the chairs o f both Linguistics and Education, and the agreement of a faculty member in Linguis­ tics to mentor you through the project. In either case, you would be required to keep a daily or at least weekly journal o f your expe­ riences and to write a term paper (the essence o f which would be determined by you and the linguistics faculty member who mentors you in this). 100. R e s e a r c h S e m in a r. A ll majors in Linguistcs (course or honors) must write their thesis in this seminar. Minors in Linguistics are also required to take this seminar. No one else may take the seminar. Only seniors are admitted. This seminar must be for two credits for honors majors. It may Lin g u is tic s be for one or two credits for minors and course majors. Fall. Femald. S E M IN A R S 104. C u ltu re a n d C re a tiv ity . (See Sociology/Anthropology 104.) Fall. Piker. 105/106. S e m in a r in P h o n o lo g y / M o rp h o lo g y . This seminar will consider recent develop­ ments in the theory o f phonology and/or morphology. W hen it is in metrical phonol­ ogy, a poetry workshop will be incorporated into the seminar. One or two credits. Prerequisite: Ling. 45. Every other year. theoretic, event semantics. We will work through a recent version o f Montague’s system o f providing an explicit mapping from syntac­ tic representations of sentences to logical representations and their interpretations. This course falls in the third category o f courses approved as counting for a computer science concentration. One or two credits. Prerequisite: Ling. 40. Every other year. 114. A d v a n c e d T o p ic s in L in g u is tic s . Occasionally. Staff. 107. S e m in a r in P s y c h o lin g u is tic s . 116. La n g u a g e a n d M e a n in g . Every other year. (See Philosophy 116.) Fall. Eldridge. 108/109. S e m in a r in S e m a n tic s / S y n ta x . This will be an advanced course in model- 184 Literature 4 Coordinator: PHILIP M ETZIDAKIS (Modem Languages and Literatures) » » » ■ a » The Literature major is administered by a Literature Committee made up o f the Coordi­ nator and faculty representing the Depart­ ments o f Classics, English Literature, and Modem Languages and Literatures. The basic requirement for the major is work in two or more literatures in the original language. Stu­ dents applying for the major will submit to the Literature Coordinator a proposal o f inte­ grated study which sets forth the courses and/ or seminars to be taken and the principle of coherence on which the program o f study is based. The student will also submit a 6-10 page writing sample from a previously com­ pleted course. The Committee will review the proposal and the essay and advise the student. Committee may ask that the papers be written in whole or in part in the language of a literature studied other than English. The three senior papers are to be submitted to the student’s advisors during the spring semester o f the senior year as follows: first paper, no later than February 28; second paper, no later than March 31; third paper, no later than April 30. Under special circumstances a single senior paper o f considerable scope and depth may be permitted by the Committee in lieu of three papers. (3 ) An oral comprehensive ex­ amination, one to one and a half hours in length, at the end of the senior year, based on the courses and seminars comprising the major and on the senior papers. In lieu o f a regular course, the Literature Committee will consider proposals for one or more research papers written as course at­ tachments or for the substitution o f an ex­ tended research paper for course credit. Requirements for a Major or Minor in the Honors Program: Requirements for a Major in Course: (1 ) A minimum of ten one-credit courses, or where appropriate, a combination of onecredit courses and two-credit seminars to make a minimum o f ten credits, in two or more literatures, including a substantial con­ centration o f work—normally not fewer than five courses—in one o f the literatures. Only courses numbered 11 or above in Classics and Modern Languages and Literatures are counted as constituents of the Literature major. O f English courses numbered 2 through 15, only one may be counted for the major. Courses in literature in translation may be counted toward the major, but literary works which comprise the student’s senior papers or Honors thesis are to be read in the original languages. (2 ) Three senior papers planned in the spring of the junior year, each of no less than fifteen pages. Thè student will submit to the Committee an outline for each of the papers and propose faculty advisors from appropriate departments for each paper before the end o f the junior year. The senior papers count for one credit and should repre­ sent serious, polished expressions o f the stu­ dent’s program o f study. In some cases the Major: Four two-credit preparations in at least two literatures in the original language, one of which is a thesis. One of the preparations may also count as an independent minor if depart­ mental requirements have been met. Minor: A two-credit thesis integrating prepa­ rations that have been done in at least two literatures in the original language. Senior Honors Study: At the beginning of their final semester se­ niors will meet with the director o f the thesis. In consultation with the director the student will prepare, during the first four weeks o f the semester, a bibliography o f additional readings related to the content of the thesis. It will be the responsibility o f the student to complete these additional readings prior to the external examination. Copies of the bibliography of additional readings will be made available to the external examiner. Prerequisite for admission into the Honors Program is the successful completion of an advanced course in literature in each of the literatures o f the student’s program of study. A minimum grade o f a B is required. Since each individual student’s program of study is structured differently, both the nature o f the SHS and the outline o f the portfolio 185 L ite ra tu re contents are to be determined as they appear. E n g lis h 7 3 ./ F re n c h 75. P r o u s t/ J o y c e . The mode of examination is a three hour long written examination per preparation prepared by the external examiner as well as a thirty minute oral based on the contents of the written exam. E n g lis h 76. T h e B la c k A fr ic a n W rite r. Procedures for all Majors: All majors will meet with members of the Literature Committee before the end o f the junior year to review and assess the student’s program. As stated above, the student will at this time submit outlines for the senior essays and propose faculty advisors. Note: Prospective majors in Literature are urged to plan their course work so as to have acquired the linguistic competence needed for their program by the junior year. The courses and seminars that compose the Literature major’s formal field of study will naturally differ with each major. Attention is called, however, to the following offerings presently listed in the Catalogue. C l a s s ic s 33. G re e k L ite ra tu re in T ra n s la tio n . C l a s s ic s 34. W om en in C la s s ic a l L ite ra tu re . C l a s s ic s 36. C la s s ic a l M y th o lo g y . E n g lis h 79. S tu d ie s in C o m p a ra tiv e F ictio n . E n g lish 115. M o d e rn C o m p a ra tiv e L ite ra tu re . LIT 13R. T h e R u s s ia n N ovel. LIT 14. M o d e rn E u ro p e a n L ite ra tu re . LIT 16CH. S u b s ta n c e , S h a d o w , and S p ir it in C h in e s e L ite ra tu re and C u ltu re . LIT 17CH. T h e L e g a c y o f C h in e s e N a rra tiv e L ite ra tu re : T h e S to r y in D y n a s tic C h in a . LIT 22F. F r e n c h / lta lia n / S p a n is h C in e m a . LIT 54G. P o s t-W a r G e rm a n C in e m a . LIT 6 4 S A . J o u r n e y s and E n c o u n te rs in La tin A m e r ic a . LIT 65G. M a r x is m . LIT 79R. R u s s ia n W om en W rite rs . LIT 80R . L ite ra tu re o f D isse n t. LIT 9 1 CH. S p e c ia l T o p ic s in C h in e s e L ite ra tu re a n d C u ltu re . C l a s s ic s 60. D ante a n d th e C la s s ic a l T ra d itio n . LIT 9 6 . T h e s is . C l a s s ic s 8 2 . T h e A n c ie n t T h e a te r. LIT 180. T h e s is . E n g lis h 7 2 . P ro u s t, J o y c e , F a u lk n e r. 186 LIT 97. T h e s is . Mathematics and Statistics C H A R LE S M . GRINSTEAD, Professor GUD M UN D R. IVERSEN, Professor of Statistics C H A R LE S F. KE LEM EN , Professor of Computer Science and Mathematics EUGENE A . KLOTZ, Professor STEPH EN B. M A UR ER , Professor3 HELENE SHAPIRO, Professor DON H. SH IM AM O TO , Associate Professor and Chair J A N E T C. TALVACCHIA, Associate Professor M IC H A EL L. CA TA LA N O -JO H N SO N , Assistant Professor T H O M A S HUNTER, Assistant Professor A I M E E S .A . JO H N SO N , Assistant Professor People study mathematics and statistics for several reasons—some like it, some need it as a tool, and some study it simply because they think they should. The Department of Mathe­ matics and Statistics aims to meet varying needs—to offer a program that will enable students both to develop a firm foundation in pure mathematics and to see mathematical and statistical methods used to define and solve in a precise way problems arising in physical science, computer science, social sci­ ence, and operations research. Mathematics and statistics have grown enormously in recent years, developing an increasing number of specialties and applications. All mathematical endeavor, however, is based upon logical argument, abstraction, and an analytical ap­ proach to problem solving. Ideally, the study of mathematical sciences develops the ability to reason logically from hypothesis to conclu­ sion, to analyze and solve quantitative prob­ lems, and to express one’s thoughts clearly and precisely. In addition, the Department hopes that studying mathematics will foster an appreciation for the beauty and power of its methods, abstract approach, and rigorous structure. First Year Courses: Mathematics and statistics courses appropriate for incoming first-year students in Fall 1995 with normal high school preparation include Stat 1 (Statistical Think­ ing), Stat 2 (Statistical Methods), Math 5 (Calculus I), Math 5s (Calculus I Seminar), and Math 9 (Discrete Mathematics). In the second semester, Stat 1, Math 3 (Basic Mathe­ matics), Math 4 (Calculus Concepts), and Math 9 may be available, again with only normal high school preparation. Stat 1, Math 4, Math 5s, and Math 9 are primary distribu­ tion courses. Entering students may place into certain higher level courses (the half-semester courses 6A, 6B, 6C, or the semester courses 6s, 16, 16H, 18 ) by scoring sufficiently weH on the departmental calculus placement exam, or by taking certain standardized exams (see below). Students who would like to begin calculus (Math 5 or 5s) but are not sure they are prepared should take the departmental calculus readiness exam. Advanced Placement and Credit Policy: In evalu­ ating work that first-year students have com­ pleted in mathematics before entering Swarthmore, the Department draws a distinction between advanced "placement” and "credit.” Placement allows students to skip material they have learned well already by starting at Swarthmore in more advanced courses. Credit confers placement as well but also is recorded on the student’s Swarthmore transcript and counts towards the 32 credits needed for graduation. The Department administers two placement exams prior to the beginning o f classes in the faU, one for students who have studied calcu­ lus and one for students who have not. Enter­ ing first-year students receive information over the summer that explains who should take the exams, which exam should be taken, and when. These departmental exams are used for placement purposes only, not credit. 3 Absent on leave, 1995-96. 187 M a th e m a tic s and S ta tis tic s O n the other hand, advanced credit for prior work in mathematics is awarded as follows. One credit (for Math 5 ) will be given for a score o f 4 on the AB or BC College Board Advanced Placement Test or for a score of 5 on the Higher Level Mathematics Test o f the IB (International Baccalaureate). One and a half credits (for Math 5 and 6A ) will be given for a score o f 5 on the AB or BC Advanced Placement Test or for a score o f 6 or 7 on the Higher Level IB. Or, any entering student who places out o f Math 5, 6A, or 6B may receive credit for the courses placed out of by passing the final exams in these courses with a grade of straight C or better. These exams must normally be taken during the student’s first semester at Swarthmore, at the time when the final exam is given for the course. Students who wish to take these exams must arrange to do so with the Department Chair. Advanced placement credit will be given to entering students only during their first semester at Swarthmore. Students who are eligible for advanced placement credit for a course but who take the course anyway will not receive the advanced placement credit. First-year students seeking advanced place­ ment and/or credit for calculus taken at an­ other college must normally validate their work by taking the appropriate Swarthmore examination, as described above. For work beyond calculus completed before entering Swarthmore, students should consult the De­ partment Chair to determine the Swarthmore course into which they should be placed. The Department will not award advanced place­ ment credit normally for work above the Math 5, 6 level, however. Introductory Statistics: Students who do not know calculus can take Stat 1 or 2. Stat 1 is intended to show how statistics is used to help obtain an understanding o f the world around us. Stat 2 is a more practical course for students who expect to use statistics in their own work. Students who know a semester of calculus should take Stat 23 instead of Stat 2. Both Stat 2 and 23 lead to Stat 27 on multi­ variate statistical analysis. Students with a strong background in mathematics can begin with the more theoretical Stat 53 and continue with the one-credit seminar Stat 111. 188 Requirements for a major in Mathematics: Stu­ dents apply for a major in the middle o f the second semester o f the sophomore year. A prospective applicant should expect typically that, by the end of the sophomore year, he or she will have received credit for, or placement out of, at least four of the following five courses: Calculus I (Math 5 or 5s), Calculus II (Math 6A -6B or 6s), Discrete Mathematics (Math 9), Linear Algebra (Math 16 or 16H) and Several Variable Calculus (Math 18 or 18H). In any event, all majors must complete Math 16 and 18 by the end o f the first semester o f the junior year. In addition, a candidate should have a grade point average in mathematics and statistics courses to date o f at least C + . This should include at least one grade at the B level. In some cases, applicants may be deferred pend­ ing successful work in courses to be desig­ nated by the Department. By graduation, a mathematics major must have at least ten credits in mathematics and statistics courses. A t most five o f the credits counted in the ten may be for courses num­ bered under 25. (Certain courses in this category are not to count toward the major. These are so indicated under the course list­ ings in this catalogue.) Furthermore, every major is required to obtain credit for, or place out of, each o f the following courses: Math 5 or 5s; Math 6A -6B or 6s; Math 16 or 16H; Math 18 or 18H; Math 47; and Math 49. The two upper-level core courses, Math 47 (Intro­ duction to Real Analysis) and Math 49 (Intro­ duction to Modern Algebra), will be offered every fall semester. A t least one o f these two should be taken no later than the fall semester o f the junior year. Finally, course (i.e., nonHonors) majors must also pass Math 97, the Senior Conference. Progress o f majors will be reviewed at the end o f each semester. Students not making satisfactory progress may be dropped from the major. Mathematics majors are urged to study in some depth a discipline that makes use of mathematics and to acquire some facility with the computer. Students bound for graduate work should obtain a reading knowledge of French, German, or Russian. Special emphases: The above requirements allow room to choose an optional special emphasis within the Mathematics major. For instance: A student may major in Mathematics with an emphasis on statistics by taking the following courses at the advanced level: a) the core analysis course (Math 47); b ) Probability (Math 41); c) Mathematical Statistics I (Stat 53) and possibly Mathematical Statistics II (Stat 111) for one or two credits; d) Multi­ variate Statistics (Stat 27 ) or, perhaps, Econo­ metrics (Econ 135); e) another mathematics course numbered 25 or above. Students are encouraged but not required to select the core algebra course (Math 4 9 ) if they choose this emphasis. Students interested in mathematics and com­ puter science should consider a Mathematics major with a Concentration in Computer Science or a Special M ajor in Mathematics and Computer Science. Details on these op­ tions are in the catalogue under Computer Science. Sample program for majors thinking o f grad­ uate work in social or management science, or an MBA. Basic courses: Math 5 (or 5s), 6A6B (or 6s), 9, 16, and 18; Computer Science 20. Advanced courses: a) Modeling (Math 61); b) at least one of Probability (Math 41), Mathematical Statistics I (Stat 53), and pos­ sibly Mathematical Statistics II (Stat 111); c) at least one of Combinatorics (Math 6 5 ) or Operations Research (Econ 32 ); d) the two required core courses (Math 47 and Math 49); e) Differential Equations (Math 30). Since this is a heavy program (one who hopes to use mathematics in another field must have a good grasp both of the mathematics and of the applications), one o f the core course requirements may be waived with permission o f the Department. Sample program for students thinking of grad­ uate work in operations research. Basic courses: same as previous paragraph. Advanced courses: a) the two required core courses (Math 47 and Math 49 ); b ) Combinatorial Optimization (Math 72) and Combinatorics (Math 65 ); c) Probability (Math 41); d) at least one of Number Theory (Math 37), Mathematical Statistics (Stat 53), or Model­ ing (Math 61). Secondary Teaching Certification: Whether or not one majors in Mathematics, the courses required as part of the accreditation process for teaching mathematics at the secondary level are: a) three semesters o f calculus (Math 5 or 5s, 6A -6B or 6s, 18 or 18H); b) one semester o f linear algebra (Math 16 or 16H); c) at least one semester o f discrete mathemat­ ics (Math 9, 65, or 72) or computer science (CS 10 or 20 ); d) geometry (Math 4 5 ); e) one semester o f modem pure or applied algebra (Math 37, 48, or 49 ); f) one semester of statistics or probability (Stat 1, 2, 23, 53, or Math 41). In addition, students are advised strongly to take further mathematics courses emphasizing modeling and applications, and/ or to take at least one course in the Natural or Social Sciences in which mathematics is used in a significant way. To be recommended for certification, a student must have an average grade of C or better in all Math/Stat courses. For further information about certification requirements, please consult the catalogue course listings under Education. The Honors Program: Requirements for accep­ tance as a mathematics major in the Honors Program are more stringent than those for the course major and include a grade point aver­ age in mathematics and statistics courses of B + or better. Potential Honors majors may want to consider including in the sophomore year a course that emphasizes theory and provides an opportunity for writing proofs. Department faculty can give advice on appro­ priate courses. Beginning with the Class of 1997, the program for an Honors major in Mathematics shall consist o f preparations in three fields o f two credits each, for a total o f six distinct credits. Each preparation consists o f a required core course together with a second credit in that field selected from a list o f courses and semin­ ars designated by the Department. For the Honors major, two o f the preparations shall be in Algebra and Analysis, and every pro­ gram must include at least one o f Math 101 (Real Analysis Seminar) or Math 102 (Alge­ bra Seminar). These two seminars will be offered every spring semester. Each student may select the third preparation from a list of fields that includes Discrete Mathematics, Geometry, Statistics, and Topology. In addi- 189 M a th e m a tic s a n d S ta tis tic s tion, each Honors major must complete one credit o f Senior Honors Study for the purpose o f enhancing and/or integrating the material from one or more o f the preparations in the student’s program. This will be accomplished normally by taking an advanced seminar hav­ ing a substantial prerequisite within a prepa­ ration. A list o f the courses and seminars that comprise the various preparations and the corresponding Senior Honors Study is avail­ able in a handout from the Department office. Any alternatives to these must be approved by the Department. Students wishing to complete an Honors minor in Mathematics must have credit for, or place out of, Math 5 or 5s, Math 6A -6B or 6s, Math 16 or 16H, and Math 18 or 18H. For the Honors portion o f their program, minors must complete one two-credit preparation chosen from among any of the fields described above. Minors shall satisfy the Senior Honors Study requirement normally by enrolling in Math 97 (Senior Conference) for one-half credit for the purpose o f writing a paper that extends the preparation within the minor. Again, any alternatives must have departmen­ tal approval. CO U RSES S ta t 1. S t a t is t ic a l T h in k in g . M a th 3. B a s ic M a th e m a tic s . Statistics provides methods for how to collect and analyze data and generalize from the results o f the analysis. Statistics is used in a wide variety o f fields, and the course provides an understanding o f the role o f statistics. It is intended for students who want an apprecia­ tion o f statistics without having the need to learn how to apply statistical methods. It provides an intuitive understanding o f statis­ tical concepts and makes use o f modem sta­ tistical software for the Macintosh computer. Primary distribution course. Each semester in 1995-96. Iversen. S ta t 2. S t a t is t ic a l M e th o d s . For students with fewer than four years of high school mathematics or whose previous experience with mathematics has not been entirely prosperous. The course focuses on ( 1 ) review and remedial work and ( 2) prepa­ ration for calculus or discrete mathematics. All enrollees must take the departmental cal­ culus readiness test given during Orientation Week. (The results will be used to determine if Math 3 will be offered and to help determine classroom topics and individualized work.) This course cannot be counted toward a major in Mathematics. Spring semester i f offered. Data on one variable are examined through graphical methods and the computations of averages and measures o f variation. Relation­ ships between two variables are studied using methods such as chi-square, rank correlations, analysis o f variance, and regression analysis. The course is intended for students who want a practical introduction to statistical methods and who intend to do statistical analysis them­ selves, mainly in the biological and social sciences. It is not a prerequisite for any other department course except Stat 27, nor can it be counted toward a major or minor in the Department. Recommended for students who have not studied calculus (those who know a semester of calculus are advised to take Stat 23 instead). Cross-listed as Soc/Anth 27. Fall semester. Iversen. Introduction to the concepts, methods, and applications o f calculus. Intended primarily for students whose preparation is limited or weak, Math 4 proceeds more gently and less far than Math 5. Students who have had calculus in high school may not take Math 4 without permission o f the instructor. Stu­ dents who complete Math 4 are encouraged to continue into the mainstream with Math 5 or Math 6A (or 6s). W ith permission o f the Department, they may receive credit for Math 5 after Math 4 (this rule went into effect beginning with Math 5 taken in Fall 1993). Otherwise, credit is not granted for both Math 4 and Math 5. Prerequisite: four years o f high school mathe­ matics not including calculus, or permission 190 M a th 4. C a lc u lu s C o n c e p ts . of the instructor based on the calculus readi­ ness exam given during Orientation Week in the fall. Primary distribution course. Spring semester i f offered. M a th 5. C a lc u lu s I. This first semester calculus course will intro­ duce topics in the differentiation and integra­ tion of functions o f one variable. These topics include: limits and the definition of the deriva­ tive, interpretations and applications of the derivative, techniques o f differentiation, graphing and extreme value problems, the logarithm and exponential functions, the in­ tegral, and the Fundamental Theorem of Cal­ culus. Fall semester. Grinstead, Hunter. M a th 5 s . C a lc u lu s I S e m in a r. Math 5s covers the same material as the lecture-based Math 5 but uses a seminar format (10-14 students) with additional meet­ ings and lots o f hands-on activities, e.g., writ­ ing, oral presentations, group work, computer work. Intended for students who feel they could benefit from the collaborative seminar format and who wish to be challenged to excel in calculus so that they gain more confidence to continue with mathematics and science. Primary distribution course. Fall semester. Johnson, Talvacchia. N ote on M a th 6. The material following Math 5 is divided into four half-credit courses, 6A, 6B, 6C and 6D. Each course will run full time for one half semester. Students may take any number of these courses. Normally, however, students coming from Math 5 will take 6A and either 6B or 6C. Students enroll at the beginning of each semester for all versions o f Math 6 they plan to take at any time during the semester. Math 6s is a full-semester seminar version of Math 6A and 6B. M a th 6 A . C a lc u lu s IIA. This course is a continuation o f the material begun in Math 5 and is the prerequisite for Math 16 (Linear Algebra) and Math 18 (Sev­ eral Variable Calculus) as well as for 6B and 6C. Topics will include applications of the integral, inverse trigonometric functions, methods of integration, and improper inte­ grals. Math 6A is a one-half credit course. Prerequisite: Math 5 or 5s. Each semester (first half). Fall semester: Catalano-Johnson, Shapiro. M a th 6B. C a lc u lu s IIB. This course is an introduction to infinite series and approximation. Topics include Tay­ lor polynomials and Taylor series, convergence tests, and the use of power series. Other topics, such as applications to differential equations and Fourier series, may be intro­ duced, time permitting. Math 6B should be taken by anyone planning to take mathematics courses beyond the freshman-sophomore level. It is required of all students majoring in Mathematics, Chemistry, Physics, or Engi­ neering. Math 6B is a one-half credit course. Prerequisite: Math 6A. Fall semester (each half) and spring semester (second half). Fall semester: Catalano-Johnson, Klotz, Sha­ piro, Shimamoto. M a th 6 C . C a lc u lu s IIC. This course emphasizes the differential as­ pects o f several variable calculus covered in the first half o f Math 18. In addition, multivariable integration may be touched on, as well as such topics as differential equations and probability. Math 6C is intended primar­ ily for students interested in applications (especially in economics) who look upon Math 6 as one o f their last mathematics courses and who do not plan to take Math 18. Students may (but normally will not) take both Math 6C and Math 18. This course cannot be counted toward a major in Mathe­ matics. Math 6C is a one-half credit course. Prerequisite: Math 6A. Each semester (second half). Fall semester: Klotz. M a th 6D. P o s t c a lc u lu s . A special course, in the second half of the fall semester, primarily for first-year students who place into Math 6B in August. Math 6D is for students who like mathematics and are curious to know what it might be like to major in it. Each year the contents o f 6D will be selected from the wealth of modem mathematics that cannot be introduced in standard freshmansophomore courses. In 1995, the main topic may be an introduction to linear, non-linear, and chaotic dynamical systems. Guest lectures may introduce briefly many additional topics. 191 M a th e m a tic s and S ta tis tic s Math 6D is a one-half credit course. Prerequisite: Math 6B (in exceptional cases, Math 6A ) and either departmental recom­ mendation or permission of the instructor. Fall semester (second half). Shimamoto. M a th 6 s . C a lc u lu s II S e m in a r. A continuation o f Math 5s, in the same style. Covers the material o f Math 6A and 6B. Prerequisite: Math 5s, or Math 5 and permis­ sion o f the instructor. Primary distribution course. Each semester. Fall semester: Klotz. M a th 9. D is c r e te M a th e m a tic s . An introduction to noncontinuous mathe­ matics. The key theme is how induction, iteration, and recursion can help one discover, compute, and prove solutions to various prob­ lems— often problems o f interest in computer science, social science, or management. Topics include algorithms, graph theory, counting, difference equations, and finite probability. Special emphasis on how to write mathemat­ ics. Prerequisite: 4 years of high school mathemat­ ics. The level o f sophistication is similar to that in Math 16 or 18, but no calculus is used or assumed. Familiarity with some computer language is helpful but not necessary. Primary distribution course. Each semester. Fall semester: Grinstead. M a th 16. L in e a r A lg e b ra . The subject matter of this course consists of vector spaces, matrices, and linear transfor­ mations with applications to solutions of systems o f linear equations, determinants, and eigenvalues. Prerequisite: A grade o f C or better in Math 6A or Math 9, or placement by departmental exam. Each semester. Fall semester: Johnson. M a th 16H. L in e a r A lg e b ra H o n o rs C o u rs e . This honors version o f Math 16 will be more theoretical, abstract, and rigorous than its standard counterpart (the subject matter will be equally as valuable in applied situations, but applications will be less dwelt upon). It is intended for students with exceptionally 192 strong mathematical skills, especially if they are thinking o f a mathematics major. Prerequisite: A grade o f B or better in Math 6A or Math 9, or placement by departmental exam. Fall semester. Shapiro. M a th 18. S e v e r a l V a ria b le C a lc u lu s . This course considers differentiation and in­ tegration o f functions o f several variables with special emphasis on two and three di­ mensions. Topics include partial differentia­ tion, extreme value problems, Lagrange mul­ tipliers, multiple integrals, line and surface integrals, Green’s, Stokes’, and Gauss’ Theo­ rems. Often there is one section for students who have had linear algebra (Math 16 or 16H) and another for students who have not. Prerequisite: Math 6A or equivalent. Recommended: Math 16. Each semester. Fall semester: Catalano-Johnson, Shapiro. M a th 18H. S e v e r a l V a ria b le C a lc u lu s H o n o rs C o u rs e . This honors version o f Math 18 will be more theoretical, abstract, and rigorous than its standard counterpart (the subject matter will be equally as valuable in applied situations, but applications will be less dwelt upon). It is intended for students with exceptionally strong mathematical skills and primarily for those who have completed Math 16H success­ fully. Prerequisite: A grade of C or better in Math 16H, or permission o f the instructor. Spring semester. S ta t 2 3 . S t a t is t ic s . This calculus-based introduction to statistics covers most of the same methods examined in Stat 2, but the course is taught on a higher mathematical level. The course is intended for anyone who wants an introduction to the application o f statistical methods. Crosslisted as Soc/Anth 28. Prerequisite: Math 4 or 5. Spring semester. S ta t 27. M u ltiv a r ia te S ta tis tic a l M e th o d s . Given as a continuation o f Stat 2 or Stat 23, the Course deals mainly with the study of relationships between three or more variables. Included are such topics as multiple regression m analysis with partial and multiple correlations, several variable analysis o f variance, and the analysis o f multidimensional contingency ta­ bles. The course ends with an introduction to Bayesian statistical inference. Prerequisite: Any one o f Stat 2, 23, 53, or Econ 31. Alternate years. Spring semester. Iversen. M ath 30. D iffe re n tia l E q u a tio n s. An introduction to differential equations that includes such topics as first order equations, linear differential equations, series solutions, first order systems o f equations, approxima­ tion methods, some partial differential equa­ tions. Prerequisites: Math 6B and either 18 or 6C, or permission of the instructor. Math 16 recom­ mended strongly. Spring semester. M ath 3 7 . N u m b e r T h e o ry . The theory o f primes, divisibility concepts, and the theory o f multiplicative number the­ ory will be developed. Prerequisites: Math 16 and 18, or permission of the instructor. Primary distribution course. Alternate years. Fall semester. Not offered 1995-96. M ath 41. P ro b a b ility . This course considers both discrete and continuous probability theory. The classical distributions—Binomial, Poisson, and Nor­ mal—are studied. Other topics to be dis­ cussed are the Central Limit Theorem, the laws of large numbers, and generating func­ tions. Prerequisite: Math 6B and at least one o f 9 or 18, or permission o f the instructor. Alternate years. Fall semester. Johnson. M ath 45. T o p ic s in G e o m e try . Course content varies from year to year, but recently the focus has been on the careful development of plane geometry, including basic axioms and the geometries that result: Euclidean, projective, and hyperbolic. Other topics may include geometry in three (or more) dimensions and transformation geom­ etry. Prerequisites: None, but some college mathe­ matics is advised. See the instructor if in doubt. Primary distribution course. Alternate years. Fall semester. Shimamoto. M a th 46. T h e o r y o f C o m p u ta tio n . (Cross-listed as Computer Science 46. Please see Computer Science for description.) M a th 47. In tro d u ctio n to R ea l A n a ly s is . This course concentrates on the careful study o f the principles underlying the calculus of real valued functions o f real variables. Topics will include point set topology, compactness, connectedness, uniform convergence, differ­ entiation, and integration. Prerequisites: Math 6B, 16, and 18, or permis­ sion of the instructor. Primary distribution course. Fall semester. Talvacchia. M a th 4 8 . T o p ic s in A lg e b ra . Course content varies from year to year de­ pending on student and faculty interest. Re­ cent offerings have included Algebraic Coding Theory, Groups and Representations, Finite Reflection Groups. Prerequisite: Math 16 and possibly Math 49. Alternate years. Spring semester. Shapiro. M a th 49. In tro d u ctio n to M o d e rn A lg e b ra . This course is an introduction to abstract algebra and will survey basic algebraic sys­ tems—groups, rings, fields. W hile these con­ cepts will be illustrated by concrete examples, the emphasis will be on abstract theorems, proofs, and rigorous mathematical reasoning. Prerequisite: Math 16 or permission o f the instructor. Primary distribution course. Fall semester. Hunter. S ta t 5 3 . M a th e m a tic a l S t a t is t ic s I. Based on probability theory, this course ex­ amines the statistical theory for the estimation of parameters and tests o f hypotheses. The course concludes with the study o f models dealing with relationships between variables including chi-square and regression analysis. Prerequisites: Math 16 and 18, or permission o f the instructor. 193 M a th e m a tic s and S ta tis tic s Alternate years. Fall semester. Not offered 1995-96. M a th 61. M o d e lin g . An introduction to the methods and attitudes o f mathematical modeling. Various standard methods used in modeling will be introduced: differential equations, Markov chains, game theory, graph theory, computer simulation. The emphasis will be on how to apply these subjects to specific modeling problems. Prerequisites: Math 16 and 18, or permission o f the instructor. Alternate years. Fall semester. Not offered 1995-96. M a th 6 5 . C o m b in a to ric s . This course continues the study o f noncontinuous mathematics begun in Math 9. The topics covered may include generating func­ tions, Polya counting, graph theory, and com­ binatorial structures such as matroids, codes, and Latin squares. Prerequisites: Math 9 and at least one other course in mathematics. Alternate years. Sirring semester. Not offered 1995-96. M a th 72. T o p ic s in C o m b in a to ria l O p tim iza tio n . Topics vary from year to year and will be chosen from such things as linear program­ ming, game theory, graph theory algorithms, algorithms for prime factorization, and com­ plexity theory. Overlap with Combinatorics (Math 6 5 ) and Data Structures and Algo­ rithms (C S 41) will be minimized. The topic for 1995-96 will be mathematical algorithms. Examples from combinatorics, operations re­ search, and number theory will be considered. The course will examine the algorithms them­ selves as well as the methods used in estimat­ ing their running times. In addition, the algo­ rithm classes P and NP will be studied. Prerequisites: Math 9 and at least one higher numbered mathematics course. Recommended: CS 20. Alternate years. Fall semester. Grinstead. 194 M a th 81. P a r tia l D iffe re n tia l E q u a tio n s. The first part of the course consists o f an introduction to linear partial differential equations of elliptic, parabolic, and hyperbolic type via the Laplace equation, the heat equa­ tion, and the wave equation. Topics, include boundary value problems, Fourier series, or­ thogonal functions, Fourier transform, Duhamel’s principle, Green’s functions. The sec­ ond part o f the course is an introduction to the calculus of variations. Additional topics depend on the interests of the students and instructor. Prerequisites: Math 18 and either Math 3 0 or Physics 5 0 or instructor’s permission. Alternate years. Spring semester. M a th 85. T o p ic s in A n a ly s is . Course content varies from year to year. Recently it has been an introduction to dy­ namical systems, continuous and discrete. Such systems underlie numerous models and provide a framework for a mathematical un­ derstanding o f stability, chaos, and fractals. Prerequisites: Math 16 and 18. Alternate years. Spring semester. Not offered 1995-96. 1 M a th 9 3 / S ta t 9 3 . D ire c te d R eading. M a th 9 6 / S ta t 9 6 . T h e s is . M a th 97. S e n io r C o n fe re n c e . Required of all senior mathematics majors in the course program, this half-credit course provides them an opportunity to delve more deeply and on their own into a particular topic agreed upon by the student and the instructor. This is accomplished through a written paper and an oral presentation. The work is spread throughout the year with the talks and papers normally presented in the Spring. Students register for this course for the spring semester but must also sign in with the instructor for the fall semester. One-half credit. A ll year. Grinstead. 1 , i SEMINARS M ath 101. R e a l A n a ly s is II. This seminar is a continuation o f Introduction to Real Analysis (Math 47). Topics may in­ clude the inverse and implicit function theo­ rems, differential forms, calculus on mani­ folds, and Lebesgue integration. One credit. Prerequisite: Math 47. Spring semester. M ath 102. M o d e rn A lg e b ra II. This seminar is a continuation of Introduction to Modem Algebra (Math 49). Topics covered usually include field theory, Galois theory (including the insolvability o f the quintic), the structure theorem for modules over prin­ cipal ideal domains, and a theoretical devel­ opment o f linear algebra. Other topics may be studied depending on the interests o f students and instructor. One credit. Prerequisite: Math 49. Spring semester. continuity, classification o f surfaces, elemen­ tary homotopy theory, the fundamental group, simplicial complexes and homology (including related algebra). The seminar builds upon the students’ background in anal­ ysis and algebra. Two credits. Prerequisites: Math 47 and 49. Alternate years. Spring semester. M a th 106. A d v a n c e d T o p ic s in G e o m e try . Course content varies from year to year to be chosen from among differential geometry, differential topology, and algebraic geometry. Recently, the topic has been Differential Ge­ ometry: curves, surfaces, and their generaliza­ tion to Riemannian manifolds. One credit. Prerequisites depend upon the topic chosen. Alternate years. Fall semester. Not offered 1995-96. M ath 103. C o m p le x A n a ly s is . S ta t 111. M a th e m a tic a l S t a t is t ic s II. Topics include: analytic functions, integration and Cauchy’s Theorem, power series, residue calculus, conformal mapping, and harmonic functions. Various applications are given and other topics, such as elliptic functions, ana­ lytic continuation, and the theory o f Weierstrass, may be discussed. One credit. Prerequisite: Math 47. Alternate years. Spring semester. Not offered 1995-96. This one-credit seminar is offered as a contin­ uation o f Stat 53. It deals mainly with statis­ tical models for the relationships between variables. The general linear model, which includes regression, variance, and covariance analysis, is examined in detail. Topics also include nonparametric statistics, sampling the­ ory, and Bayesian statistical inference. One credit. Prerequisite: Stat 53. Alternate years. Spring semester. Not offered 1995-96. M ath 104. T op o lo g y . An introduction to point-set, combinatorial, and algebraic topology: topological spaces, 195 Medieval Studies Coordinator: STE PH EN P. BEN SCH (History) Committee: M ic h a e l W. C o th re n (A rt History) M ic h a e l M a r is s e n (Music) R o s a r ia V. M u n s o n (Classics) Ellen R o s s (Religion) W illia m N. T u rp in (Classics) C ra ig W illia m s o n (English) This interdisciplinary program offers an op­ portunity for a comprehensive study o f Euro­ pean and Mediterranean civilization from the fourth century to the fifteenth. The period, which has a critical importance for the under­ standing o f Western culture, can be ap­ proached best through a combination o f sev­ eral disciplines. Hence eight Departments (Art, Classics, English Literature, History, Modern Languages, Music, Religion, and Phi­ losophy) cooperate to provide a course of study which may be offered as a major in the Course Program or as a major or minor in the Honors Program. All students who major in the Course Program or major or minor in the Honors Program must satisfy the following distribution re­ quirements. 1 course in A rt History (A rt History 14 or Art History 145) 1 course in History (History 6, 10A, 14-17, 111 or 112) 1 course in Literature (English 16, 21, 23, 102, or Classics 14 or 60). 1 course in Religion (Religion 17 or Religion 2 5 ) or Philosophy (medieval) (Please note possible prerequisites for the above courses.) For a major in the Course Program the require­ ments are as follows: 1. Distribution requirements as listed above. 2. Senior Comprehensive Examinations. Each major in course is required to com­ plete the senior comprehen 4ve written and oral examinations (normally taken at the end o f the second semester of senior year). These examinations are planned as a cul­ minating exercise to facilitate the review and integration o f the various subjects and methods involved in the interdisciplinary field o f Medieval Studies. 196 3. Students must complete eight credits (at least) in Medieval Studies in order to graduate with a Medieval Studies Major. (In addition to courses these credits may include directed readings in medieval sub­ jects and/or a thesis written during the first semester o f the senior year.) For a major in the Honors Program the require­ ments are as follows: H Distribution requirements as listed above. 2. The four preparations for the Honors Pro­ gram should reflect the interdisciplinary nature o f this major and must include work in three o f the following five areas: Art History, History, Literature, Music, or Religion/Philosophy. The preparations may be constituted by some combination of the following: seminars, pre-approved two-course combinations, courses with attachments, or a thesis. Students may design an integrated minor in another field by counting one o f the Medieval Studies preparations in its home department. Stu­ dents who minor in another department will have to fulfill the minor prerequisites and requirements (including Senior Hon­ ors Study Minor requirements) stipulated by that department. 3. The Senior Honors Study component of the Honors Program may be satisfied by (a) a 5 ,0 0 0 -7 ,5 0 0 word interdisciplinary paper integrating work from two areas or (b ) by an interdisciplinary reading list relevant to Medieval Studies. The paper or the reading list will become part o f the Honors Program Portfolio and may be part o f the material examined. For a minor in the Honors Program the require­ ments are as follows: 1. Distribution requirements as listed above. 2. The one preparation for the Honors Pro­ gram should reflect the interdisciplinary nature o f this minor and may be satisfied by one o f the following: one seminar; a pre­ approved two-course combination; or one course with an attachment. The minor preparation must be in a department dis­ tinct from the student’s major. 3. The Senior Honors Study component of the minor will be an interdisciplinary read­ ing list, individually designed to facilitate the student’s integrative learning experi­ ence. For a major in the current Honors Program the requirements are as follows: 1. The student must satisfy the distribution requirements o f the program, as listed above, by appropriate courses or seminars. Some work in one or more o f the fields included in the program must be done before admission to the Program. 2. Seminars may be chosen from the follow­ ing fields: A rt History, History, Literature (Classics, English, Modern Languages), Music, Philosophy, Religion. 3. By attachments to the courses listed above, and by writing a thesis, the student may expand the possibilty of work in the Hon­ ors Program beyond these five seminars. Courses currently offered in Medieval Studies: (See catalogue sections for individual depart­ ments to determine specific offerings in 199596.) A r t H is to r y 14. M e d ie v a l S u r v e y . A r t H is to r y 47. La te A n tiq u e, E a rly C h r is tia n , a n d B y z a n tin e A r t A r t H is to r y 4 6 / R e lig io n 29. M o n a s t ic is m a n d th e A r t s in th e C h r is tia n M id d le A g e s . C l a s s ic s 60. D ante a n d th e C la s s ic a l T ra d itio n . E n g lish 16. S u r v e y o f E n g lish L ite ra tu re , I. E n g lish 23. Old E n g lis h / H is to ry o f th e La n g ua g e. H is to r y 2a. M e d ie v a l Europe. H is to r y 6. T h e F o rm a tio n o f th e I s la m ic N e a r E ast. H is to r y 10A. T h e B a rb a ria n N orth. H is to r y 14. F r ia r s , H e r e tic s , and F e m a le M y s t ic s : R e lig io u s T u rm o il in th e M id d le A g e s . H is to r y 15. M e d ie v a l T o w n s. H is to r y 17. T h e M e d ite r ra n e a n W o rld in th e M id d le A g e s . La tin 14. M e d ie v a l Latin. M u s ic 20. M e d ie v a l and R e n a is s a n c e M u s ic . M u s ic 4 5 . P e r fo rm a n c e ( e a rly m u s ic e n s e m b le ). R e lig io n 17. W e ste rn R e lig io u s T ho ug h t fro m 3 2 5 to 1500. R e lig io n 21. P ro p h e ts a n d V is io n a r ie s : C o m p a ra tiv e R e lig io u s M y s t ic is m . R e lig io n 25. M e d ie v a l J u d a is m . S p a n is h 3 0 . L ite ra tu re M e d ie v a l. S p a n is h 41. O b ra s m a e s t r a s d e la Edad M e d ia y d e l R e n a c im ie n to . M e d ie v a l S tu d ie s 9 6 . T h e s is . Seminars currently offered in Medieval Studies: A r t H is to r y 145: G o th ic A r t and A r c h ite c t u r e . E n g lish 102: C h a u c e r a n d M e d ie v a l L ite ra tu re . H is to r y 111: A u th o rity and C o m m u n ity in M e d ie v a l Eu ro p e. H is to r y 112. K n ig h ts, L a d ie s , and P e a s a n ts in C h iv a lr ic S o c ie ty . R e lig io n 116. V ie w s o f th e B o d y in Late A n tiq u ity . E n g lish 21. C h a u c e r. 197 Modern Languages and Literatures TH O M P SO N BRADLEY (Russian), Professor MARION J . FABER (German), Professor and Chair, 1995-1998 JO H N J . H A S S E T T (Spanish), Professor PHILIP M ETZID AKIS (Spanish), Professor GEORGE M O S K O S (French), Professor2 ROBERT R OZA (French), Professor89 A L A N BERKOWITZ (Chinese), Associate Professor BRIGITTE LA N E (French), Associate Professor SIBELAN FORRESTER (Russian), Assistant Professor HAILI KONG (Chinese), Assistant Professor LI-CHING C H A N G M AIR (Chinese), Assistant Professor (part-time) A N N E M E N K E (French), Assistant Professor1011 CHRISTOPHER PA VSEK (German), Visiting Assistant Professor MICHELINE RICE-M AXIM IN (French), Assistant Professor AURORA C A M A C H O d e S C H M ID T (Spanish), Assistant Professor3 S U N K A SIM ON (German), Assistant Professor BEATRIZ U R R A C A (Spanish), Visiting Assistant Professor H A N S JA K O B W ERLEN (German), Assistant Professor1 CAROLE NETTER (French), Instructor (part-time) ELK E P LA X TO N (German), Instructor (part-time) «K M A R Y J O BRISSON (Spanish), Lecturer CHRISTINE DEGRADO (Spanish), Lecturer JO A N FRIEDM AN (Spanish), Lecturer EVGENIYA L KATSENELINBOIGEN (Russian), Lecturer M A R Y K. KENN EY (Spanish), Lecturer S U J A N E W U (Chinese), Lecturer MIREILLE TRONEL PEYROZ (French), Assistant Ia The purpose o f the major is to acquaint students with important periods and principal figures o f the literatures taught in the Depart­ ment, to develop an appreciation o f literary and cultural values, to provide training in critical analysis, and to foster an understand­ ing o f the relationship between literary phe­ nomena and the historical and cultural forces underlying the various literary traditions. In addition to demonstrated competence in the language, a foreign literature major will nor­ mally complete a minimum o f eight credits in 1 2 3 4 5 8 advanced language, literature and civilization courses or seminars (including Special Top­ ics), and complete a culminating exercise, such as a comprehensive examination. One of the required courses for the foreign literature major may be taken in English from among those courses listed under Literatures in Trans­ lation provided that it is a course pertinent to the student’s specific major. Students whose interests lie primarily in language are advised to consider the possibility o f a major in Linguistics and Foreign Languages. Students 9 Campus coordinator, Swarthmore Program Absent on leave, fall semester, 1995. in Grenoble, spring semester, 1996. Absent on leave, spring semester, 1996. 10 Program Director, Swarthmore Program Absent on leave, 1995-96. in Grenoble, fall semester, 1995. Fall semester, 1995. 11 Program Director, Swarthmore Program Spring semester, 1996. in Grenoble, spring semester, 1996. Campus coordinator, Swarthmore Program in Grenoble, fall semester, 1995. 190 •p interested in studying literature in more than one language are encouraged to consider a Literature major. Courses numbered IB through 4B are primar­ ily designed to help students acquire the lin­ guistic competence necessary to pursue liter­ ary and cultural studies in a foreign language through work with the language and selected texts of literary or cultural interest. For a detailed description of the orientation in these courses see the Explanatory Note on these language courses below. Courses num­ bered 11 or above emphasize the study of literature and culture as a humanistic disci­ pline as well as competence in the spoken and written language. Students who enter with no previous knowl­ edge o f a language and who are interested in majoring in a foreign literature should register for the intensive language courses (1B -2B ) in the freshman year. Language courses num­ bered IB through 3B and conversation courses do not count toward the minimum of eight credits required for the major. Students who wish to continue a language begun elsewhere will be placed at the course level where they will profit best according to their score in the College Entrance Examina­ tion or placement tests administered by the Department in the fall. Prerequisites for majors are noted under the listing of each of the literatures taught. Excep­ tions to course requirements are made for those who show competence in the language of specialization. Students who speak Chinese, French, German, Russian or Spanish fluently should consult with the Department before electing courses. Majors are urged to select supporting courses in other literatures, in history, philosophy, linguistics, or art history. The Department also recommends participation for a minimum of a summer and a semester in an academic program abroad. Linguistically qualified stu­ dents may apply to the Swarthmore Program in Grenoble at the University of Grenoble, for one or two semesters in the sophomore or junior year. This program is particularly suit­ ed for majors in the humanities and the social sciences. Students competent in Spanish should consider the Hamilton College Pro­ gram in Madrid, Spain, which is cooperatively sponsored by Swarthmore. Other recom­ mended programs include Rice UniversityChile; the University of Kansas-Costa Rica; and CEUCA in Columbia. (The Spanish sec­ tion requires that its majors spend a minimum of one semester of study abroad in a program approved by the Section). Students o f German have the opportunity to join the Wesleyan University Program in Regensburg during the spring semester of each year. Participants of the program can simultaneously enroll at the University o f Regensburg. Other programs students should consider are the Wayne State Junior Year in Germany (at the University of Munich or the University o f Freiburg) or the Duke Program in Berlin. Students in Russian are strongly encouraged to spend at least one semester in the A.C.T.R. or C.I.E.E. language programs amongst others in Russia. Study abroad is particularly encouraged for students of Chinese; academic credit (full or partial) is generally approved for participation in the several programs of varying duration in the People’s Republic of China and in Taiwan, recommended by the Chinese section, includ­ ing the Associated China Program in Tianjin o f which Swarthmore is a consortial member. Students on scholarship may apply scholar­ ship monies to designated programs of study abroad. Students wishing to receive a Teaching Certifi­ cate in French, German, Russian, or Spanish should plan on taking the regular program of language and literature courses required for the major or show proof of the equivalent. In addition, they should take Linguistics 1. Ap­ propriate supporting courses which broaden knowledge and understanding o f the foreign culture being studied are also recommended. Prospective teachers o f a foreign language must include a minimum o f a semester abroad in their academic program. Students planning to do graduate work are reminded that, in addition to the language of specialization, a reading knowledge of other languages is often required for admission to advanced studies. 199 M o d e rn La n g u a g e s and L ite r a tu r e s 4 w Literatures in Translation Students acquainted with a particular foreign language are urged to elect an appropriate literature course taught in the original lan­ guage. LIT courses provide students with the opportunity to study a literature which they cannot read in the original. These courses may be used to satisfy the distribution re­ quirements, but cannot be substituted for the 11 or 12 level courses to satisfy the depart­ mental prerequisites for a major or minor in the original languages. A student, however, may take one o f these courses to satisfy the eight-credit requirement o f a foreign literature major provided that the course is pertinent to the specific literature of the major. Normally, at least one LIT course is offered each semester; these courses are announced before fall and spring registration. Other, cross-listed courses in foreign literature in translation are listed after L IT 50. 13R. T h e R u s s ia n N o v e l. The rise o f the Russian novel in the 19th century during the struggle against serfdom and the transition to an urban industrial society and revolution in the 20th century. The quest for freedom and social justice in a moral society with particular emphasis on the works of Gogol, Turgenev, Dostoevsky, Tol­ stoy, Bulgakov, and Solzhenitsyn. Lectures and readings in English. (Russian majors will be required to read a part o f the material in Russian.) (See Russian 13) No prerequisite. Primary distribution course. Fall semester 1995. Bradley. 13. M e d ie v a l C o m p a ra tiv e L ite ra tu re . 14. M o d e rn E u ro p e a n L ite ra tu re . Studying key modernist works o f fiction be­ tween 1900 and 1930, we will work in seminar format (presentation and critical discussion o f student papers). Authors will include Nietzsche, Dostoevsky, Conrad, Thomas Mann, Joyce, Kafka, Virginia Woolf, and Proust. Intended especially for freshmen con­ templating a Literature major. Limited enroll­ ment. Primary distribution course. Spring semester. Faber. 200 16CH. S u b s ta n c e , S h a d o w , a n d S p ir it in C h in e s e L ite ra tu re and C u ltu re . This course will explore the literary and intel­ lectual world of traditional Chinese culture, through original writings in English transla­ tion, including both poetry and prose. Topics to be discussed include: Taoism, Confucian­ ism, and the contouring o f Chinese culture; immortality, wine, and allaying the mundane; the religious dimension, disengagement, and the appreciation o f the natural world, etc. The course also will address cultural and literary formulations o f conduct and persona, and the expression o f individualism in an authori­ tarian society. No prerequisites; (Cross-listed as Chinese 16) Primary distribution course. Fall semester 1995. Berkowitz. 1 .1 17CH. T h e L e g a c y o f C h in e s e N a rr a tiv e L ite ra tu re : T h e S to r y in D y n a s tic China. This course explores the development o f di­ verse genres o f Chinese narrative literature, through readings of original writings in trans­ lation. Readings include tales of the strange, biographies and hagiographies, moral tales, detective stories, literary jottings, drama, no­ vellas and novels, masterworks o f the Chinese literary tradition throughout the centuries of imperial China. No prerequisites and no knowledge of Chinese or o f China required. (Cross-listed as Chinese 17) Spring semester 1996. Berkowitz. 18CH. T h e C la s s ic a l T ra d itio n in C h in e s e L ite ra tu re . (See Chinese 18). Not offered 1995-96. Berkowitz. 20G. T h e C o n te m p o ra ry G e rm a n N ovel. Representative works of prose fiction from Germany, Austria, and Switzerland since the end of World War II against the background of literary, intellectual and politico-sociolog­ ical currents in German-speaking Europe. Authors include Bachmann, Boll, Frisch, Handke, Grass, and Wolf. Not offered 1995-96. Th tf 22F. F re n c h / lta lia n / S p a n is h C in e m a . From Naturalism to Experimentation, from Representation to Virtuality: travels from outer to inner space in the three Latin cine­ mas. Spring semester 1996. Roza. 30R. T h e P e te rs b u rg !! T h e m e in R u s s ia n L ite ra tu re . Literary and historical perspectives o f the urbanistic theme in Russia. Petersburg as a social reality, demonic delusion, and myth. Alienation in the modern city, individual search for self-identification, and personal reintegration in a meaningful cosmos. Read­ ings and discussions based on works by Push­ kin, Gogol, Chemyshevsky, Dostoevsky, Tol­ stoy, and Bely. This course is not a regular offering and may not be repeated in the foreseeable future. Not offered 1995-96. 31R. P o p u la r P o lit ic s in R u s s ia , 1861 to th e P r e s e n t L ife and S tru g g le a t th e Bottom . The role o f the lower classes in social and political movements since the mid-nineteenth century. The course will focus on the follow­ ing issues and problems as reflected in a variety of historical and literary texts: the origins and nature o f peasant and workingclass radicalism in late Imperial Russia; the relationship between the lower classes and the intelligentsia; peasants, workers, and the build­ ing of Soviet power; women and politics; society and contemporary Soviet politics. Not offered 1995-96. Bradley and Weinberg. 32R. Fro m R e v o lu tio n to C a p ita lis m : C r it ic a l I s s u e s in C o n te m p o ra ry R u s s ia . This course focuses on those developments in the Soviet Union after the death of Stalin in 1953 which paved the way for perestroika and glasnost in the 1980s and have taken root during the current period o f social, political, economic, and cultural transformation. Topics include: the dissident movements in politics, economic reform, Russian nationalism, inno­ vation in literature and the arts, women’s issues, democratization, environmentalism, youth culture. (See History 32) Not offered 1995-96. Bradley and Weinberg. 33R. T h e S tru g g le f o r L ib e ra tio n and S o c ia l C h a n g e in L ite ra tu re and H is to ry . The search for community, the idea o f justice and democracy, and the universal struggle for social and political change at the bottom of society in literature and history. Not offered 1995-96. Bradley, Ford, Cronin. 37G. H is to r y a n d M e m o ry : T h e H o lo c a u s t and G e rm a n C u ltu re . An examination of the Holocaust through the lens o f German culture and history. (Cross-listed as History 37 .) Not offered 1995-96. Faber, Weinberg. 50G . T w e n tie th C e n tu ry G e rm a n W om en in F ilm and L ite ra tu re . Not offered 1995-96. Faber. 50R. R u s s ia n L ite ra tu re and R e v o lu tio n a ry T h o u g h t A study o f continuity and change in the relationship between the major political and social movements and the writers before and after 1917. Not offered 1995-96. Bradley. 5 0 S . S p a n is h T h o u g h t a n d L ite ra tu re o f th e T w e n tie th C e n tu ry . Not offered 1995-96. 5 0 S A . C o n te m p o ra ry S p a n is h A m e r ic a n L ite ra tu re . Not offered 1995-96. Hassett. 54G . P o s t-W a r G e rm a n C in e m a . A study o f (primarily west) German Cinema from the "rubble films” o f the immediate post-war period, through the advent o f the New German Cinema in the sixties, to the present state of German film in the "post­ wall” era. The course will be interdisciplinary in that it will combine close analysis o f the films with readings of cultural theory, litera­ ture, political and aesthetic manifestoes, and history. Central themes of the course will be the representation of German history and the question o f "coming to terms with the past,” the advent of feminist cinema, the concept of German national and ethnic identity, repre­ sentations of foreigners and "non-Germans,” and the political motivations o f the New German Cinema. Films by Kautner, Kluge, Fassbinder, Sander, Misselwitz, Wenders and others. Readings by Adorno, Struck, Oz- 201 M o d e rn La n g u a g e s and L ite r a tu re s damar, Meinhof, Enzensberger and others. (Cross-listed as German 5 4 .) Fall semester. Pavsek. 55G . Film a n d L ite ra tu re in W e im a r G e rm a n y . Not offered. 1995-96. Faber. 5 5 S A . T h e F ic tio n o f C o n te m p o ra ry S p a n is h - A m e r ic a n W om en W rite rs . Not offered 1995-96. 6 0 S A . S p a n is h A m e r ic a n S o c ie ty T h ro u g h Its N o vel. This course will explore the relationship be­ tween society and the novel in Spanish Ameri­ ca. Selected works by Carlos Fuentes, Mario Vargas Llosa, Isabel Allende, Gabriel García Marquez, Luisa Valenzuela, Elena Poncatowska, and others will be discussed in con­ junction with sociological patterns in con­ temporary Spanish America. This course is not a primary distribution course. (See Soci­ ology/Anthropology 37.) Spring semester 1997. Hassett and Munoz. 61S A . W o m en ’s T e s tim o n ia l L ite ra tu re o f La tin A m e r ic a . This course explores women’s autobiograph­ ical testimony and inquires into authorship and mediation, genre, intended reader and politics. Not offered 1995-96. Camacho de Schmidt. (Cross-listed as Chinese 63.) Not offered 1995-96. Berkowitz. 6 3 S A . La F ro n te ra : T h e U.S. and M e x ic o in P o lit ic s a n d L ite ra tu re . An interdisciplinary exploration o f the rela­ tionship between the United States and Mexi­ co as experienced by communities on both sides of the U.S.-M exico border. (Cross-listed as Political Science 63.) Not offered 1995-96. Mendel-Reyes, Camacho de Schmidt. 6 4 S A . J o u r n e y s and E n c o u n te rs in Latin A m e r ic a . From 1492, the New World has been de­ scribed through fascinating accounts of travels and explorations. This course includes read­ ings and films about these fantastic journeys, from the colonial expeditions of Cabeza de Vaca and Lope de Aguirre, to the contempo­ rary encounters narrated by Carpentier and Arguedas. We will focus on the travel writing genre, the fantastic and magic realist elements introduced by these narratives, and on the instances o f cross-cultural interaction they portray. Spring semester 1996. Urraca. 65G . M a r x is m . This course analyzes how Latin American intellectuals have represented their northern neighbor in the nineteenth and twentieth cen­ turies. Stressing links between history, crosscultural contacts, and literary productions, the goal is to understand the political achieve­ ments o f the U .S ., its racial conflicts, cultural myths, and imperialistic interventions through the perspective of the Latin American imagination. Not offered 1995-96. An extensive introduction to the work of Karl Marx. We will read selections from the breadth o f Marx’s writings, from the early "Economic and Philosophical Manuscript” to Capital (selections). Our approach will be "fundamentalist” (but not dogmatic): that is, we will approach Marx’s work as a method of critique o f capitalist society, and attempt to come to an understanding of its central con­ cepts: labor-power, capitalism, proletariat, bourgeoisie, revolution, ideology, value, his­ tory, etc. We will also consider the validity and relevance o f Marx’s critique in the con­ temporary world after the collapse o f Soviet and Eastern European socialism. Spring semester 1996. Pavsek. 6 3 C H . C o m p a ra tiv e P e r s p e c tiv e s : C h in a in th e A n c ie n t W o rld . 6 5 S A . In d ig en o u s P e o p le s in La tin A m e r ic a n L ite ra tu re . Topics to be explored include obligation to self and society; individualism and the role of withdrawal; the heroic ethos; the individual and the cosmos; the individual and gender roles. No prerequisites; no knowledge of Chinese required. An interrogation of pre-Columbian poetry, chronicles o f the conquest, texts that roman­ ticized "the Indian,” novels that fuse modern history and ancient myth, and testimonial accounts by indigenous authors. Fall semester 1996. Camacho de Schmidt. 6 2 S A . T h e U n ite d S ta te s in th e La tin A m e r ic a n Im agination. 202 66CH. C h in e s e P o e try . This course explores Chinese poetry and Chinese poetic culture, from early times to the present. (Cross-listed as Chinese 66.) Not offered 1995-96. Berkowitz. 66G. G o eth e’s F a u st Not offered 1995-96. Werlen. 68F. P r is o n s , M a d n e s s , and S e x u a lity : M ic h e l F o u c a u lt and E u ro p e a n Lite ra tu re . Readings o f Discipline and Punish, Madness and Civilization, and History o f Sexuality juxta­ posed with literary and philosophical texts that illustrate and/or challenge Foucault’s analyses. (Cross-listed as French 68F.) Not offered 1995-96, Menke. 70F. C a rib b e a n a n d F re n c h C iv iliz a tio n s and C u ltu re s . A study of the political, social and literary history of the French speaking Caribbean with a focus on Guadeloupe, Hati and Mar­ tinique. Collateral reading in historical and fictional texts. (Cross-listed as French 70F.) Not offered 1995-96. Rice-Maximin. 71F. “ E p is te m o lo g y o f th e C lo s e t” : L ite ra ry and T h e o r e tic a l C o n s tru c tio n s of M a le H o m o s e x u a lity . Readings in European and American fiction and contemporary gay theory will focus on the problematics o f dichotomous (homo/ hetero) sexual representations. The course aims to provide frameworks for a specifically anti-homophobic analysis of literature. (Cross-listed as French 71F.) Spring semester 1997. Moskos. 73F. F ra n c o -E u ro p e a n T h e a tre . The gradual subversion o f representational drama, of traditional values involving plot, character, dialogue, in the French and Euro­ pean drama from the Classic realists to the present-day, with particular focus on Beckett, Ionesco and Genet, Brecht and Pirandello, etc. (Cross-listed as French 73F.) Not offered 1995-96. Roza. 77G. L ite ra tu re o f D e c a d e n c e . Symbolist, fin-de-siecle, and modernist un­ derstandings o f the evolution o f civilization; the themes of intellectual and spiritual crisis, the "decline o f the W est,” 'a rt for art’s sake” in European poetry, drama and fiction during the decades 1880-1920. Students majoring in a foreign literature or Literature will read appropriate texts in the original. (Cross-listed as German 77.) Not offered 1995-96. Werlen. 78R. R u s s ia n M o d e ls o f R eality: Film , P o e try , P r o s e , T h e o ry . The course will analyze both famous and neglected works, ranging from medieval chron­ icle and hagiography, through the great liter­ ature and criticism o f the 19th and 20th centuries, to a contemporary drag queen’s depiction of Marilyn Monroe. Not offered 1995-96. Forrester. 79F. E x o tic is m a n d A lie n a tio n : A f r ic a and F ra n c e T h ro u g h E a c h O th er’s E y e s. Analyzes the representation of colonialism from the perspective of both the colonizer and the colonized. Studies Oyono, Gide, Fanon, Duras, Rimbaud, Camus, Denis, Djebar, Kane, Touatti, Sembene. (Cross-listed with Black Studies.) (Cross-listed as French 79F.) Not offered 1995-96. Menke. 79R. R u s s ia n W om en W rite rs . This course balances the picture of Russian literature by concentrating on the female au­ thors whose activities and texts were for a long time left out of the canon. Beginning at the origins o f modern Russian literature in the late 18th century, we will read memoirs, poetry, prose, literary criticism and drama, noting the place of each work and author in the literary context o f her time. Special atten­ tion to the great modernists (Akhmatova, Tsvetaeva), camp and prison writings (Chu­ kovskaya, Ginzburg), and the explosive talent of contemporary authors (Akhmadulina, Petrushevskaya, Shvarts, Tolstaya). Although the course is in translation, students with Russian may do part or all o f the readings in the original. Fall semester 1995. Forrester. 80R . L ite ra tu re o f D isse n t. This course will address the central place of dissent in Russian literature, its flowering in reaction to Tsarist and Soviet censorship. The theme leads to some of the most important works of nineteenth and twentieth century 203 M o d e m La n g u a g e s and L ite r a tu r e s Russian poetry and prose, noting their cul­ tural and historical background and the per­ sonal or political stakes o f their composition. Pushkin, Herzen, Dostoevsky, Akhmatova, Bulgakov, Mandel’shtam, Pasternak, Chukovskaia, Sinyavsky/Tertz, Solzhenitsyn, Brodsky, Ratushinskaia, and others. Although all texts and discussion will be in translation, students who know Russian may read some or all works in the original. Spring semester 1996. Forrester. 8 1 CH. T ra n s c e n d in g th e M u nd an e: T a o is m in C h in e s e L ite ra tu re a n d C u ltu re . In addition to consideration of the texts and contexts o f both philosophical and religious Taoism, the class will examine the articulation and role of Taoism in Chinese literature and culture, and the enduring implications of the Taoist ethos. All readings will be in English. (Cross-listed as Chinese 81.) Not offered 1995-96. Berkowitz. 91 CH. S p e c ia l T o p ic s in C h in e s e L ite ra tu re and C u ltu re . Topic for Spring ’9 6 is "Contemporary Chi­ nese Fiction: Mirror o f Social Change.” The purpose of this course is to introduce to students some fundamental questions under­ lying contemporary Chinese history through examining literary narratives o f post-Mao China, the selected stories and novellas, the most representative and provocative, articu­ late the historical specificity o f ideological dilemma and cultural dynamics, in the imag-. inary process of dealing with love, politics, sex, morality, economic reform, and feminist issues. All readings are in English translation, and no previous preparation in Chinese is required. Open to the entire Tri-college student body, and taught on the Bryn Mawr campus. (Cross-listed as Chinese 91 and as [Bryn Mawr] EAST 205.) Spring semester 1996. Kong. EXPLANATORY NOTE OF FIRST- AND SECOND-YEAR LANGUAGE COURSES: Courses numbered 1B-2B, 3B, 4B carry one and one-half credits per semester. Three se­ mesters in this sequence are equivalent to two years o f work at the college level. Designed to impart an active command of the language and combine the study or review o f grammar essentials and readings o f varied texts with intensive practice to develop the ability to speak the language. Recommended for stu­ dents who want to progress rapidly and espe­ cially for those with no previous knowledge of the language and who are interested in prepar­ ing for intermediate or advanced courses in literature taught in the original language. These courses (a) meet as one section for grammar presentation and in small groups for oral practice, and (b) may require periodic work in the language laboratory. Students who start in the 1B-2B sequence must complete 2B in order to receive credit for IB . However, students placing directly in 2B can receive one and one-half semester credits. Courses numbered 3B and 4B may be taken singly for one and one-half semester credits. Chinese Although no specific major exists currently in Chinese in either the Course Program or the Honors Program, qualified students are urged to consider the possibility o f a major in Asian Studies (Chinese language courses above the first-year level as well as all Chinese literature courses may be counted toward the major), or a Special M ajor in combination with other 204 departments. It is possible to prepare for a minor in Chinese in the Honors Program in Chinese Language or Chinese Literature in Translation. Interested students should con­ sult with the Section Head in Chinese. Introductory and intermediate Chinese lan­ guage courses are intensive and carry one and one-half credits per semester. Students should * I I 3» I 1I I I ,I I I I I I i I plan to take these courses as early as possible so that studying in China, which is strongly encouraged, can be incorporated into their curriculum. Swarthmore participates in the Associated China Program at Nankai Univer­ sity in Tianjin for the Fall semester; students also may attend a number o f other programs in China and Taiwan for a summer, a semester or a full year. First through fourth-year Chinese language courses are offered each year. An introduction to Classical Chinese is of­ fered every year. Literature courses in trans­ lation are offered regularly each year and are open to the entire student community. Students o f Chinese are particularly urged to take these classes as a means o f gaining perspective on Chinese literature and culture. Honors Majors and Minors in Chinese: Honors Major in Chinese: A t this time it is possible for students o f Chinese-to major in the Honors Program only through a Special Major in Chinese, or a major in Asian Studies. In either case one o f the Honors exams will necessarily be in Chinese language. For a Special Major in Chinese the other two exams will be based on adanced work in literature and another subject matter, to be determined by the individual’s formulation o f the Special Major; work done abroad may be incorpo­ rated where appropriate. Interested students should consult with the Section Head in Chinese. Senior Honors Study is mandatory, and is to be arranged on an individual basis; candidates will receive up to one credit for completion of this work. Honors exams normally will consist o f a 3 -hour written exam and a 3 0 minute oral. Asian Studies majors should refer to the Bulletin entry for Asian Studies for further information. Honors Minor in Chinese: It is possible to prepare for a minor in Chinese in the Honors program, in either Chinese language, or in Chinese literature in translation; work done abroad may be incorporated where appropri­ ate. Interested students should consult with the Section Head in Chinese. Senior Honors Study is mandatory for a minor in Chinese, and is to be arranged on an individual basis; candidates will have the option o f receiving one-half credit for completion o f this work. The Honors exam for a minor in Chinese will consist o f a 3 -hour written exam and a 3 0 minute oral. COURSES 1B -2 B . Intro d uction to M a n d a rin C h in e s e . An intensive introduction to spoken and writ­ ten Mandarin Chinese, with emphasis on oral practice. Designed to impart an active com­ mand o f basic grammar. Introduces 3 5 0 to 4 0 0 characters and develops the ability to read and write in simple modern Chinese. Kong. 3B, 4B. S e c o n d - y e a r M a n d a rin C h in e se . Designed for students who have mastered basic grammar and 350 to 4 0 0 characters. Combines intensive oral practice with writing and reading in the modem language. Emphasis is on rapid expansion of vocabulary, idiomatic expressions, and thorough understanding of grammatical patterns. Prepares students for advanced study at the College and in China. Mair. 11. T h ird - y e a r C h in e se . Concentrates on strengthening and further developing skills in reading, speaking, and writing modem Chinese, through a diversity o f materials and media. Classes conducted in Chinese, with precise oral translation also a component. To be taken in conjunction with Chinese 11 A. Prerequisite: Chinese 4B or equivalent lan­ guage skills. Primary distribution course. Fall semester 1995. Berkowitz. 11 A . T h ir d - y e a r C h in e s e C o n v e rs a tio n . A half-credit course concentrating on the further development o f oral/aural skills in Chinese. Conducted entirely in Chinese. To be taken in conjunction with Chinese 11. Fall semester 1995. Staff. 12. A d v a n c e d C h in e se . Sequel to Chinese 11. Concentrates on greatly expanding skills in reading, writing, and speak­ ing modern Chinese, through a diversity of materials and media. Class conducted in Chi­ nese, with precise oral translation also a com­ ponent. To be taken in conjunction with 205 M o d e rn La n g u a g e s a n d L ite r a tu r e s Chinese 12A. Prerequisite: Chinese 11 or equivalent lan­ guage skills. Primary distribution course. Spring semester 1996. Berkowitz. 12A. A d v a n c e d C h in e s e C o n v e rs a tio n . A half-credit course concentrating on the further development of oral/aural skills in Chinese. Conducted entirely in Chinese. To be taken in conjunction with Chinese 12. Spring semester 1996. Staff. 16. S u b s ta n c e , S h a d o w , and S p ir it in C h in e s e L ite ra tu re and C u ltu re . This course will explore the literary and intel­ lectual world o f traditional Chinese culture, through original writings in English transla­ tion, including both poetry and prose. Topics to be discussed include: Taoism, Confucian­ ism, and the contouring o f Chinese culture; immortality, wine, and allaying the mundane; the religious dimension, disengagement, and the appreciation o f the natural world, etc. The course also will address cultural and literary formulations o f conduct and persona, and the expression o f individualism in an authoritar­ ian society. No prerequisites; (Cross-listed as LIT 16CH.) Primary distribution course. Fall semester 1995. Berkowitz. 17. T h e L e g a c y o f C h in e s e N a rra tiv e L ite ra tu re : T h e S t o r y in D y n a s tic C h in a . This course explores the development o f di­ verse genres o f Chinese narrative literature, through readings o f original writings in trans­ lation. Readings include tales o f the strange, biographies and hagiographies, moral tales, detective stories, literary jottings, drama, no­ vellas and novels, masterworks o f the Chinese literary tradition throughout the centuries of imperial China. (Cross-listed as LIT 17CH.) Spring semester 1996. Berkowitz. 18. T h e C la s s ic a l T ra d itio n in C h in e s e L ite ra tu re . Exploration of major themes, ideas, writings, and literary forms that have contributed to the development o f traditional Chinese civili­ zation, through directed readings and dis­ cussions o f English translations o f original sources from early through medieval times. No prerequisites, and no knowledge of Chi­ 206 nese or of China required. (Cross-listed as LIT 18CH.) Primary distribution course. Not offered 1995-96. Berkowitz. 2 0 . R e a d in g s in M o d e rn C h in e s e . This course aims to perfect the student’s Mandarin Chinese skills, and at the same time to introduce a few major topics concerning Chinese literature and other types o f writing since the May Fourth Movement. Prerequisite: Three years o f Chinese or its equivalent. Spring semester 1996. Kong. 2 0 A . M o d e rn C h in e s e C o n v e rs a tio n . A half-credit course open to students o f Chi­ nese who have completed at least through the third-year, or have equivalent proficiency (not open to native speakers o f Chinese). The course will concentrate on the development of the students’ speaking ability in Chinese, broadening active vocabulary and idiomatic usages, but will also require appropriate read­ ing ability. Fall semester 1995. Mair. 33. In tro d u ctio n to C la s s ic a l C h in e se . Classical Chinese includes both the language o f China’s classical literature, as well as the literary language used for writing in China for well over two millennia until earlier this cen­ tury. This course imparts the principal struc­ tures o f the classical language through an analytical presentation o f the rudiments o f the language and close reading of original texts. The course is conducted in English; it is not a lecture course, and requires active, regular participation on the part o f the student, with precise translation into English an integral component. (Cross-listed as Linguistics 33 .) Spring semester 1996. Berkowitz. 6 3 . C o m p a ra tiv e P e r s p e c tiv e s : C h in a in th e A n c ie n t W orld. Topics to be explored include obligation to self and society; individualism and the role of withdrawal; the heroic ethos; the individual and the cosmos; the individual and gender roles. No prerequisites; no knowledge of Chinese required. (Cross-listed as LIT 63CH .) Not offered 1995-96. Berkowitz. 66. C h in e s e P o e try . This course explores Chinese poetry and Chinese poetic culture, from early times to the present. W hile readings and discussion will be in English, and no knowledge of Chinese will be expected, an integral compo­ nent of the class will be learning how to read a Chinese poem and learning a number of poems in the original. (Cross-listed as LIT 66CH.) Not offered 1995-96. Berkowitz. 81. T ra n s c e n d in g th e M u n d a n e: T a o is m in C h in e s e L ite ra tu re a n d C u ltu re . Chinese civilization has been imbued with Taoism and Taoist topoi for some two and one-half millennia, from popular belief and custom to intellectual and literary culture. In addition to consideration o f the texts and contexts o f both philosophical and religious Taoism, the class will examine the articulation and role of Taoism in Chinese literature and culture, and the enduring implications of the Taoist ethos. All readings will be in English. (Cross-listed as L IT 81CH .) Not offered 1995-96. Berkowitz. 91. S p e c ia l T o p ic s in C h in e s e L ite ra tu re and C u ltu re . Topic for Spring ’9 6 is "Contemporary Chi­ nese Fiction: Mirror of Social Change.” The purpose o f this course is to introduce to students some fundamental questions under­ lying contemporary Chinese history through examining literary narratives of post-Mao China. The selected stories and novellas, the most representative and provocative, articu­ late the historical specificity o f ideological dilemma and cultural dynamics, in the imagi­ nary process o f dealing with love, politics, sex, morality, economic reform, and feminist issues. All readings are in English translation, and no previous preparation in Chinese is required. Open to the entire Tri-college student body, and taught on the Bryn Mawr campus. (Cross-listed as LIT 91CH and as [Bryn Mawr] EAST 205.) Spring semester 1996. Kong. 93. D ire c te d R ead in g . French The purpose o f the major is to acquaint students: ( 1 ) with important periods and prin­ cipal figures of literatures written in French, (2) with the diversity of French-speaking cul­ tures. It is intended to develop an appreciation of literary and cultural values, to provide training in critical analysis, and to foster an understanding o f the socio-historical forces underlying these various literatures and cul­ tures. Current Course and Honors Program: French may be offered as a major in the Course Program or as a major or minor in the Honors Program: a minor in French consists of 2 external examinations. (See below for new Honors Program.) Prerequisites for both Course and Honors students are as follows: 4, any course in the 12 sequence, the equivalent, or evidence o f special competence. Recommended supporting subjects: see the introductory departmental statement. All majors including students preparing a Secondary School certificate are required to spend at least one semester abroad in the Grenoble Program. Programs o f study in France or other French-speaking countries may be substituted upon request and with the approval of the French section. Majors in the Course and Honors Programs, as well as minors in the Honors Program, are expected to be sufficiently proficient in spo­ ken and written French to do all o f their work in French, i.e., discussions and papers in courses and seminars, and all oral and written examinations, including comprehensive and Honors examinations. Course majors are required to (a) take eight advanced courses numbered 4 or above; (b) study abroad; (c) take at least one advanced course in literature before 1800; (d) take one advanced course with a Francophone compo­ nent; (e) take one advanced course in civiliza­ tion or culture; (f) take Special Topics in 207 M o d e rn La n g u a g e s a n d L ite r a tu r e s senior year; (g) write a Senior research paper, 20 pages long, on an area o f concentration chosen in conjunction with the section (this area can be defined broadly in terms o f a genre or theme, as well as narrowly in terms o f one author or text.) This paper will form the basis o f an oral examination given in the Spring. The Senior Paper deadlines are as follows. Initial proposal and bibliography are due im­ mediately after the Thanksgiving break. The completed paper is due at the end o f the Spring break. Courses and seminars in literature before 1800 are marked with a *, those with a Francophone component are marked with a #, and those in culture/civilization are marked with a + . The Department also offers courses in French literature in translation, but no more than one such course may count to satisfy the require­ ments in the major. The French section is also working to establish a Concentration in French and Francophone Studies in coopera­ tion with other departments and programs abroad. French 25 will be offered this spring as its foundation course. New Honors Program in French: Requirements: Majors and Minors in the Hon­ ors Program are expected to be sufficiently proficient in spoken and written French to complete all their work in French; i.e., discus­ sions and papers, and all oral and written assignments. All Majors in Honors must com­ plete at least one semester o f study abroad in a French-speaking country. Minors must com­ plete at least a six-week program o f study in a French-speaking country. It is strongly re­ commended that they spend at least one se­ mester abroad. Candidates are expected to have a B average in course work both in the Department and at the College, and to have demonstrated interest in and aptitude for the study o f literature or culture in the original language. Prerequisites: In order to demonstrate the lin­ guistic and analytical abilities necessary for seminar work, students must take the follow­ ing before taking a seminar: 1) M AJOR: at least one advanced course in literature or culture (above French 20). 208 2 ) M INOR: at least two advanced courses in literature or culture (above French 20). Preparations: Majors in the Honors program must do three preparations (consisting o f 6 units o f credit). Two o f the preparations must be done through seminars. The third prepara­ tion may be a seminar, a two-credit thesis, or two paired courses chosen from a list available from the Department. Minors must do a single, two-credit seminar. Senior Honors Study (French 190) 1) SEMINAR PREPARATION. A t the end of the fall term, students will be given a list of questions related to the seminar. They will chose one question for each seminar and prepare a 2,5 0 0 word paper in French in response to that question. The preparation of this essay will not be supervised by members of the faculty. Conversation among students preparing these essays is encouraged, but each student must produce an independent, original essay o f his or her own. The essays must be submitted to the department the first day o f the written exam period, to be for­ warded to the examiner. The paper will form part of the student’s portfolio. 2 ) PAIRED C O U RSE PREPARATION. A one-page prospectus on a topic that addresses and integrates the two courses in a meaningful way must be approved by the instructor of each of the courses by the end o f the fall semester. Once the prospectus has been ap­ proved, the essay will not be supervised by members of the faculty. Conversation among students preparing these essays is encouraged, but each student must produce an indepen­ dent, original essay o f his or her own. The essays must be submitted to the department the first day of the written exam period, to be forwarded to the examiner. The paper will form part o f the student’s portfolio. Mode o f examination: A three hour written examination, and a onehalf hour oral examination, both in French, will be required for each preparation. Portfolio: 1. the syllabus o f the seminar or paired courses 2. the Senior Honors Study paper COURSES NOTE: Not all advanced courses are offered every year. Students wishing to major or minor in French should plan their program in consultation with the Department. * = pre-1800 # = Francophone + = culture/civilization 1B-2B, 3 B In te n s iv e F re n c h . For students who begin French in college. Designed to impart an active command of the language. Combines the study of grammar with intensive oral practice, writing, and read­ ings in literary and expository prose. iB Fall semester: Moskos, Rice-Maximin 2B Spring semester: Rice-Maximin 3B Fall semester: Lane 4. A d v a n c e d F re n c h : N o u v e lle s Voix F r a n ç a is e s (N e w F re n c h V o ic e s ). Transformations in French culture, literature and society will be explored through literary texts as well as films, television programs and the press. Particular attention will be paid to perfecting analytical skills in written and spo­ ken French. Each semester. Netter. 4A. F re n c h C o n v e rs a tio n . A half-credit conversation course concentrat­ ing on the development of the students’ ability to speak French. May be repeated once for credit. Prerequisite: For students presently or pre­ viously in French 3B or the equivalent Place­ ment Test score. Each semester. Tronel Peyroz. 12C. F ra n c e , Y e a r “ 2 0 0 0 ” : Intro d uction S o c io -C u ltu r e ile a la F r a n c e A c tu e lle . + A close look at some fundamental issues reflecting the rapidly changing dimensions of French culture and society today: the ques­ tioning of the concept of national identity; the new forms o f social division and types of ’family’ relations; the crucial problems faced by the young and the elderly; the complex position of an increasingly multiculltural Hexagon within United Europe and a world of globalization; the nature o f emergent forms of cultural production and the issue of moder­ nité. Discussion o f press articles, works o f fiction, essays from the social sciences as well as films. Prerequisite: French 4, a score of 675 on the College Entrance Examination, or 5 on the AP Exam, or the equivalent with special per­ mission. Primary distribution course. Spring semester 1996. Lane. 12L. In tro d u ctio n à l’a n a ly s e lit té r a ire . Close reading of various texts (prose fiction, plays, poetry) from and beyond the Hexagon as an introduction to the central concepts and modes o f literature and literary analysis in French. Prerequisite: French 4, a score o f 675 on the College Entrance Examination, or 5 on the AP Exam, or equivalent, with permission of the instructor. Note: 12L or 12C is required to take any other French literature or culture courses. Primary Distribution course. Topics for Fall, 1995: Section 1. SEXE-TETES. Retracing the tortu­ ous network and labyrinthine pathways con­ necting desire and reason, emotion and form, lust and sublimation, impression and expres­ sion, for instance in: a) Symbolist poetry (i.e., Baudelaire & Apollinaire); Classical Theater (i.e., Molière S t Racine); Romantic narrative (i.e., Chateaubriand & Duras); Fil­ mic narrative (i.e., Jules et Jim, etc.). Fall semester 1995. Roza. Section 2. THE OTHER O F LITERATURE. We will examine literary scriptings of class, gender, and racial identities. How does writing both negotiate and generate their intersec­ tions? Authors to be discussed include Balzac, Beaumarchais, Duras, Genet, Madame de La­ fayette, and Oyono. Fall semester 1995. Moskos. 20. Echanges. Models for advanced forms o f self-expression and communication taken from a variety of written and oral sources: literature, the press, film and television. Ideal for students return­ ing from study abroad. Spring semester 1996. Roza. 209 M o d e m La n g u a g e s and L ite r a tu r e s 22. Le C in é m a f r a n ç a is . An examination o f the evolution o f style and theme in French Cinema from 1930’s Realism to the Nouvelle Vague. Not offered 1995-96. Roza. 23. T o p ic s in F re n c h C iv iliz a tio n : ‘B a r b a r ia n ’ F ra n c e . ft, + France has become a multi-ethnic society. An immigrant presence (notably Islamic) is cur­ rently bringing new dimensions to the tradi­ tional notion of national identity. A new racist discourse finds a scapegoat for socio-eco­ nomic problems in a "Barbarian invasion.” This course will retrace the historical roots of this "m yth,” examine the status of various immigrant groups, address the question of French "multiculturalism” today and study creative works that are both the result and the expression o f recent cultural "crossings.” Discussion o f press articles, works o f fiction, essays from the social sciences as well as documentaries and full-length films. Fall semester 1995. Lane. 24. M é m o ir e C u ltu re lle e t H is to ir e . + This course focuses on major historical events which have left an indelible mark on the memory of the French as a people: the Revo­ lution o f 1789, the Commune, the German Occupation during World War II, the FrancoAlgerian war, etc. Not offered 1995-96. Lane. 25. M é tr o p o le s a n d P e r ip h e r ie s in th e F ra n c o p h o n e W o rld . ft, + An interdisciplinary introduction to the com­ plex relations and reciprocal influences be­ tween France and other parts o f the Frenchspeaking world, with a focus on their different forms o f cultural achievements and the way they view each other. Special attention will be paid to the concepts of cultural diversity and identity at all community levels. This course, in which faculty from several departments will participate, is a foundation course in the proposed French/Francophone Studies con­ centration. Spring semester 1996. Lane. 3 0 . T o p ic s in 17th a n d 18th C e n tu ry L ite ra tu re . * An analysis of a theme, literary movement, or genre based on a representative selection of texts from the early modem period. Not offered 1995-96. Menke. 210 33. Le M o n d e fra n c o p h o n e : r é s is t a n c e s e t e x p r e s s io n s lit t é r a ir e s , ft, + Through the examination o f a variety o f Fran­ cophone texts from Africa, the Caribbean and Quebec, we will trace the cultural and histor­ ical experiences o f formerly colonized peoples as reflected in their respective literature. Top­ ics to be discussed include the impact o f the conquest, of language politics, acculturation, assimilation or exile on the individual in her/ his liberating quest for an empowering iden­ tity. Spring semester 1996. Rice-Maximin. 35. T o p ic s in 19th a n d 20 th C e n tu ry L ite ra tu re : Le “ R o m a n -M iro ir.” Departing from Stendhal’s definition of the novel as a ’mirror’, a study of 20th century major novels in terms o f genre, écriture, and re-presentation o f personal and socio-cultural reality. Not offered 1995-96. Lane. 36. P o é s ie d ’é c r it u r e s f r a n ç a is e s , ft A thematic study of poetry from various countries with an emphasis on both pre-18th Century Hexagonal and contemporary Carib­ bean texts. We will carefully study and com­ pare the different styles and motifs as they reflect the various concerns o f their respective periods. Not offered 1995-96. Rice-Maximin. 4 0 . L it e r a r y T h e o r y a n d E a rly M o d e rn F re n c h F ictio n . * An introduction to literary theory on the novel through a pairing o f major works of fiction o f the 16th, 17th, and 18th centuries and theoretical texts based on them. Spring semester 1997. Menke. 4 5 . F re n c h W o m en W r ite r s and A u th o rs h ip B e fo re 1800. * Reads women writers to analyze the emergence o f the "author” in the institutions o f the Absolutist monarchy and subsequent estab­ lishment o f literature as a (relatively) autono­ mous field. Not offered 1995-96. Menke. 60. Le R om an du 19e S iè c le . A study of the main themes and technical innovations in narrative fiction as it reflects an age o f great socio-political change. Based pri­ marily on novels o f Stendhal, Balzac, Flaubert and Zola. Fall semester 1996. Moskos. 61. Odd C o u p lin g s : W ritin g and R eadin g A c r o s s G e n d e r L in e s . A comparative study o f texts by men and women interrogates the role played by genderidentity construction in writing and reading. Not offered 1995-96. Moskos. 62. Le R o m a n tis m e . The trauma o f the Revolution of 1789 gave birth to the individual even as it put the very concept o f individual agency into question. We will interrogate the theater, poetry and prose of this period as imaginary, sometimes almost magical, solutions to cultural, political and personal dislocations. Not offered 1995-96. Moskos. 65. R a u d e la ire and S y m b o lis m . The main poets o f the most influential move­ ment o f poetic expression from 1850 to 1918. Selected texts from the works o f Baudelaire, Rimbaud, Mallarmé, and Apollinaire. Not offered 1995-96. Roza. 68F. P r is o n s , M a d n e s s , a n d S e x u a lity : M ic h e l F o u c a u lt a n d E u ro p e a n L ite ra tu re . Readings of Discipline and Punish, Madness and Civilization, and History o f Sexuality juxta­ posed with literary and philosophical texts that illustrate and/or challenge Foucault’s analyses. (See LIT 68F.) Not offered 1995-96. Menke. 70. T h é â tr e M o d e rn e : P s y c h o - S trip T e a se a n d M e ta -T h e a te r in F re n c h and E u ro p e a n D ra m a . The gradual and inexorable evolution of Franco-European drama towards an essence ultimately perceived as unmediated expres­ sion of absolute or primal emotion. From the questioning of the bourgeois categories of the “individual protagonist” in Ibsen, Chekhov, Sartre, Anouilh and Brecht, to the subversion and confusion of identity in Beckett, Ionesco, Genet, Vian and Pinter among others. Should there be sufficient interest and able bodies, an eventual play-performance for extra-credit might be possible. Fall semester 1995. Roza. 70F. C a rib b e a n and F re n c h C iv iliz a tio n s and C u ltu re s . #, + (See L IT 70F.) Not offered 1995-96. Rice-Maximin. 7 1 F. “ E p is te m o lo g y o f th e C lo s e t” : L ite ra ry and T h e o re tic a l C o n s tru c tio n s o f M a le H o m o s e x u a lity . (See LIT 71F.) Spring semester 1997. Moskos. 72. Le R om an du 2 0 e S iè c le . From humanistic tradition to formal innova­ tion in the French Novel from Gide and Proust to the New Novel and beyond. Spring semester 1997. Roza. 73F. F ra n c o -E u ro p e a n T h e a tre . (See LIT 73F.) Not offered 1995-96. Roza. 76. F e m m e s é c r iv a in s . # A study o f the literary, theoretical, and socio­ political implications of texts written in French by women from France, the Caribbean, Africa, and Qjiebec. Material will be drawn from diverse historical periods and genres. Not offered 1995-96. Lane. 77. P r o s e F ra n co p h o n e : L itté ra tu re et S o c ié té . # (Cross-listed with Black Studies.) Not offered 1995-96. Rice-Maximin. 78. T h é â tre d ’é c r it u r e s f r a n ç a is e s : c o n s c ie n c e e t s o c ié té . # An examination of plays and dramas in French, from and beyond the Hexagon. Topics discussed will include representation o f col­ lective consciousness, myths, politics, ther­ apy. (Cross-listed with Black Studies.) Fall semester 1996. Rice-Maximin. 79F. E x o tic is m and A lie n a tio n : A f r ic a a n d F ra n c e T h ro u g h E a ch O th er’s E y e s . # (See LIT 79F.) Not offered 1995-96. Menke. 91. S p e c ia l T o p ic s . Study of individual authors, selected themes, or critical problems. Topic for 1995: Poesie Antillaise: Une quadru­ ple rencontre. # Caribbean poetry in French, with a focus on its evolution from colonization (texts o f the "békés” and oral literature from Africa), to Négritude and the present texts in Creole. Study of how the historico-socio-political heritage o f these "métisse” societies have engendered specific aesthetical literary forms influenced by four continents. Poems from 211 M o d e m La n g u a g e s and L ite r a tu r e s it the Césaires, Chambertrand, Corbin, Damas, Glissant, Léonard, Monchoachi, Poirié de Saint Aurèle, Rupaire, Saint-John Perse, Tirolien plus critical and theoretical writings. Fall semester 1995. Rice-Maximin. 92. C o llo q u iu m . 9 3 . D ire c te d R eading. > SEMINARS 101. La R e n a is s a n c e . * Not offered 1995-96. 102. Le T h é â tre C la s s iq u e . * The plays o f Corneille, Molière, and Racine will provide the basis for an analysis o f the complex economic, epistemological, political, familial, and sexual changes that constituted "th e crisis o f the seventeenth century.” Spring semester 1997. Menke. 104. S te n d h a l e t F la u b e r t Fall semester 1995. Moskos. 105. P r o u s t Style, vision, and interpretation in A La Re­ cherche du Temps perdu. Not offered 1995-96. Roza. 106. P o é s ie S y m b o lis te . The theory and practice o f Symbolism in its major poets including Baudelaire, Mallarmé, Rimbaud, and Apollinaire. Not offered 1995-96. Roza. 107. Le R om an du 18e s iè c le : th è m e s e t te c h n iq u e s . * Not offered 1995-96. 108. Le R om an du 2 0 e s iè c le : F ic tio n s , M y th s , I d e o lo g ie s fro m th e T w e n tie s to th e P r e s e n t Fictions, myths, and ideologies are all attempts to grasp and if possible control the new, exciting and/or frightening prospects that history, having shed the illusions o f progress, projects in ever accelerating images before our eyes as we hurtle toward the 21st century. Landmarks in this evolution are: first, under the rubric o f Psycho-Relativism we meet such novelists as Proust and Gide; second, under the label o f Existentialism, selections from Sartre, Camus, Malraux and Cline, serve to illuminate the post W W II emphasis on indi­ vidual commitment; third, the approach of 212 «I Structuralism provides a key to understand the experiments o f the Nouveau Roman (from Butor to Sarraute Sc Robbe-Grillet); and fourth, we cast a look at the forbidding vocab­ ulary o f Deconstruction by way o f Women’s voices such as Marie Cardinal, Duras, Sar­ raute and their precursors such as Colette and S. de Beauvoir. Spring semester 1996. Roza. 4 109. Le R o m a n tism e . The trauma of the Revolution o f 1789 gave birth to the individual even as it put the very concept o f individual agency into question. We will interrogate the theater, poetry and prose o f this period as imaginary, sometimes almost magical, solutions to cultural and per­ sonal dislocations. Particular attention will be paid to questions o f gender and power. Not offered 1995-96. 4 » 110. E c r it u r e s f r a n ç a is e s h o r s d e F ra n c e : F ic tio n e t r é e l. tt We will explore the relationships between fiction, history, and the real in a selection of texts from Haiti, the French Antilles and Guyana. Fall semester 1996. Rice-Maximin. 111. A s p e c t s o f F re n c h C u ltu re and C iv iliz a tio n : La V ille r é e lle et im a g in a ire .+ An historical and socio-cultural study o f the development o f the modern French and Fran­ cophone city and o f its representations in literature and the visual arts. W ith a special focus on Paris, Marseilles and urban centers of the Third World. Not offered 1995-96. Lane. 180. T h e s is . * = pre-1800 ft — Francophone + = culture/civilization ?» * » German German may be offered as a M ajor in Course or as a M ajor or M inor in the Honors Pro­ gram. See the introductory departmental statement for recommended supporting subjects and see also German Studies program description. Courses and seminars in literature are con­ ducted in German. Students are expected to be sufficiently proficient in German to do written and oral work in German. To this end we strongly advise students to spend an aca­ demic semester in a German-speaking country before their senior year. Requirements for the Major in Course: 1. completion of a minimum o f eight credits in courses numbered 4 and above. 2. one o f the eight credits may be taken in English from among the courses on Ger­ man literature listed in the College Bulletin under Literature in Translation (e.g., LIT 37G ). 3. Seniors in Course are required to (a) do German 91: Special Topics; (b) write a Comprehensive Examination based on the student’s course work; (c) submit an ex­ tended, integrative paper (approximately 15 double-spaced pages in length) on a general literary topic agreed to by the Sec­ tion. This paper, due before the date for the Comprehensive Examination, is comple­ mented by a discussion o f the paper with members o f the Section, in German; 4. Majors in Course are encouraged to enroll for at least one seminar in the Junior or Senior year. (See the note on enrolling in seminars.) Honors Program in German: Requirements: Majors and Minors in the Hon­ ors Program are expected to be sufficiently proficient in spoken and written German to complete all their work in German. All Majors and Minors in Honors are strongly advised to spend at least one semester of study in a German-speaking country. Candidates are ex­ pected to have a B average in course work both in the Department and at the College. Prerequisites: Majors: German 11 or 12. Minors: German 11 or 12 and one course numbered 50 or above. Preparations: Majors will prepare for exams by taking three seminars. W ith the approval of the depart­ ment, it is possible to combine advanced onecredit courses or attachments, taken either at Swarthmore or elsewhere, to form a prepara­ tion. Minors will prepare for exams by taking one seminar. Senior Honors Study and M ode o f Examination: For Senior Honors Study, students are re­ quired to present a 250-word outline (to­ gether with a bibliography by February 15, indicating how they intend to deepen (and when possible to integrate) their preparation for each seminar. The approved preparation in the form o f a 1,500-2,000-w ord paper for each seminar, or, in the case of majors, an integrated paper o f 3 ,7 5 0 -5 ,0 0 0 words based on two or more seminars, will be added to the honors portfolio which will also include the seminar syllabi and student bibliographies. The Honors Examination will take the form o f a three hour written exam based on the seminar(s) and the one credit (one half credit for minors) SHS preparation, and a one hour oral panel exam based on the three written exams for majors; a one half-hour oral exami­ nation for minors. COURSES NOTE: Not all advanced courses or seminars are offered every year. Students wishing to major or minor in German should plan their program in consultation with the Department. All courses numbered 5 0 and above are open to students after either German 11 or 12. (See note on enrolling in Seminars.) 1 B-2B, 3B. In te n siv e G e rm an . For students who begin German in college. Designed to impart an active command o f the language. Combines the study o f grammar 213 M o d e rn La n g u a g e s and L ite ra tu re s with intensive oral practice, writing, and read­ ings in expository and literary prose. See the explanatory note on language courses above. Normally followed by 4, 11, 12, or 14. iB. Fall semester. Simon and Plaxton; 2B. Spring semester. Werlen and Plaxton; 3B. Fall semester. Pavsek and Plaxton. 13. T ra n s la tio n : T h e o r y and P r a c t ic e . This course aims at exploring the act of translation, theoretically, and through practice in translating texts from various fields within the humanities from German into English. Prerequisite: German 3B, or the equivalent. Not offered 1995-96. Faber. 4. W ritin g a n d S p e a k in g G erm an . 14. Intro d uction to G e rm a n S tu d ie s . Emphasis is on the development o f communi­ cative skills in speaking and writing and the consolidation o f grammatical principles. Se­ lected readings of general interest, newspaper and magazine articles, radio and T V programs, films as well as some literary texts. Recom­ mended for students who plan to study in a German speaking country. May be counted towards the M ajor in German and the Concentration in German Studies. Spring semester. Simon. This course is designed to discuss and inte­ grate selected areas o f cultural production (e.g. music, the arts, film, politics, history, literature) in the German-speaking world over the past two centuries. Its approach is inter­ disciplinary and its goals are to develop ana­ lytical skills in reading German texts and to familiarize students with a plurality o f aca­ demic methods o f inquiry. For this purpose, a small number o f key "texts” will be dis­ cussed from different angles. All primary texts will be read in German; some secondary material in English. In German. Partially team-taught; Primary distribution course. Fall semester. Pavsek. 5 A . G e rm a n C o n v e rs a tio n . A half-credit conversation course concentrat­ ing on the development of the students’ speak­ ing skills. Prerequisite: German 4 in current or a previ­ ous semester or the equivalent Placement Test score. Spring semester. Plaxton. 11. In tro d u ctio n to G e rm a n L ite ra tu re (The A g e o f G oethe). An introduction to German literature through close reading of selections from the second half o f the 18th and up to the middle of the 19th century. Literary texts will be discussed against the background o f the artistic and political movements o f the era (Enlighten­ ment, Sturm und Drang, etc.) Authors include Lessing, Goethe, Schiller, the Romantics, and G. Buchner. Primary distribution course. Fall semester. Faber. 12. In tro d u ctio n to G e rm a n L ite ra tu re (E a rly 2 0 th C e n tu ry). An introductory course which emphasizes critical and analytical reading o f literature. Representative poetry, drama, and prose fic­ tion from the late 19th century through the twenties, including works by Schnitzler, Rilke, Th. Mann, Kafka, and Brecht. Prerequisite: German 3B, 4, or equivalent work. Primary distribution course. Spring semester. Pavsek. 214 50. D ie d e u ts c h e L y rik . Readings in the major German poets. Not offered 1995-96. 5 2 . D a s d e u ts c h e D ra m a . The development o f German dramatic litera­ ture from the Enlightenment to the present (playwrights include Lessing, Schiller, Buch­ ner, Brecht, and Handke). Not offered 1995-96. 5 4 . P o st-W a r G e rm a n C in e m a . A study o f (primarily west) German Cinema from the "rubble films” o f the immediate post-war period, through the advent of the New German Cinema in the sixties, to the present state o f German film in the "post­ wall” era. The course will be interdisciplinary in that it will combine close analysis o f the films with readings o f cultural theory, litera­ ture, political and aesthetic manifestoes, and history. Central themes o f the course will be the representation of German history and the question of "coming to terms with the past,” the advent o f feminist cinema, the concept of German national and ethnic identity, repres­ entations of foreigners and "non-Germans,” and the political motivations o f the New German Cinema. Films by Kautner, Kluge, Fassbinder, Sander, Misseiwitz, Wenders and others. Readings by Adorno, Struck, Ozdamar, Meinhof, Enzensberger and others. (Cross-listed as LIT 54G .) Fall semester. Pavsek. 60. A u fk lä ru n g und S tu rm und D rang. The German Enlightenment and various reac­ tions to it. Authors read include Lessing, Klopstock, Wieland, Herder, the early Goethe, and the early Schiller. Not offered 1995-96. 68. T h e 6 8 G e n e ra tio n in G e rm a n y . The course traces the historical, political, cultural, and literary itinerary of the first generation bom in Germany after W W II and coming to maturity in the late 60s and 70s. Not offered 1995-96. 72. L ite ra tu r d e s n eu n ze h n te n Ja h rh u n d e rts . Not offered 1995-96. 77. L ite ra tu re o f D e c a d e n ce . (See LIT 77G .) Not offered 1995-96. Werlen. 82. L ite ra tu r d e s z w a n z ig s te n Ja h rh u n d e rts . Not offered 1995-96. 88. Fra u e n und Film . This course emphasizes both the representa­ tion o f women in German literature and film, and more particularly the work of female film directors and writers, examining the question o f women’s subjectivity against the back­ ground of changing political and historical realities in Germany from 1919 to the pre­ sent. Not offered 1995-96. Faber. 91. S p e c ia l T o p ic s . Study of individual authors, selected themes, or critical problems. Topic for 1995-96: Sprache, Weiblichkeit und Utopie in den Werken zeitgenössischer deutschsprachiger Autorinnen In this course, we will discuss the construc­ tion, concepts, and functions o f language, femininity, and utopia-dystopia in the works of contemporary German-speaking authors as diverse as Ingeborg Bachmann, Anna Seghers, Christa Wolf, and Verena Stefan and texts by minority writers such as Ayzel Ozakin and Dagmar Schulz. Readings will encompass most forms o f expression (theater, prose, poetry, and their variations), including screen­ ings o f films by contemporary women film­ makers. We will investigate the development and critique o f a "feminine aesthetic” in conjunction with intellectual and public de­ bates over political activism, history and memory, postmodernism, poststructuralism, and multiculturalism. Readings and discussion in German. Spring semester. Simon. SEMINARS Four German seminars are normally sched­ uled on a regular two-year cycle. Preparation of topics for Honors may be done by particular courses plus attachments only when seminars are not available. NOTE: Students enrolling in a seminar are expected to have done the equivalent of at least one course beyond the German 11-12 level. 104. G o eth e und s e in e Z e i t A study of Goethe’s major works in the context o f his life and times. Spring semester. Werlen. 105. D ie D e u tsc h e R om antik. Romanticism as the dominant movement in German literature, thought, and the arts from the 1790’s through the first third o f the 19th century. Focus on Romantic aesthetics and poetics, including the influence o f German Idealism. Spring semester 1997. 107. M a n n und K a fk a . An in-depth study o f the shorter and some longer prose works by Thomas Mann and Franz Kafka. Texts by critics such as Nietzsche, Nabokov and Lukács will supplement the primary reading. Fall semester 1996. 215 M o d e m La n g u a g e s and L ite r a tu r e s ‘W 108. W ie n und B e rlin . Between 1871 and 1933, Vienna and Berlin were two powerful cultural magnets. Which social, cultural, and political forces brought about the extraordinary "joyful apocalyptic” creativity o f these two capitals in a rapidly changing Europe? This course will examine the multiple tensions that characterized "fin de-siècle” Vienna and Berlin, such as the connection between the pursuit of pleasure and the attempt to scientifically explore human sexuality, and the conflict between avant-garde experimentation and the disinte­ gration o f political liberalism. We shall close with an outlook on Vienna and Berlin in the Third Reich, the postwar period and today. Fall semester. Simon. Russian Russian may be offered as a major in the Course Program or as a major or minor in the Honors Program. Prerequisites for both Course students and Honors candidates are: Russian 4B, 11, and 13, or equivalent work. Recommended supporting subjects: see the introductory department statement. Russian is the language of instruction in all courses and seminars numbered 3B and above (except Russian 13). Course majors are re­ quired to take Special Topics (Russian 91) and are expected to take at least two seminars. One inter-disciplinary or cross-departmental course might be offered toward the Course major requirements. The Comprehensive Ex­ amination is based on work completed in courses and seminars numbered 11 and above. Minors: Prerequisites: 1. A t least one (1 ) semester o f study in Russia. 2. Russian 4B 3. Russian 11 (or a comparable course in Russian 4. Russian 13 or Russian 78 or Russian 7 9 or Russian 8 0 or another advanced literature course in another language (e.g., Chinese 18, Chinese 66, French 40, French 60, German 77, Spanish 60, Spanish 77) 5. Minimum grade for acceptance into the Honors program: B- level work in courses taken at Swarthmore in language and in the introductory literature course Russian 11 or its equivalent. Senior Honors Study: Honors Program in Russian Language and Literature: Majors: Prerequisites: 1. A t least one (1 ) semester of study in Russia 2. Russian 4B 3. Russian 11 (or a comparable course in Russian) 4. Russian 13 and Russian 78 or Russian 79, or Russian 8 0 or another advanced litera­ ture course in another language (e.g. Chi­ nese 18, Chinese 66, French 40, French 60, German 77, Spanish 60, Spanish 77) 5. Minimum grade for acceptance into the Honors program: B- level work in courses taken at Swarthmore in language and in the introductory literature course Russian 11 or its equivalent. 216 A t the beginning o f their final semester se­ niors will meet with the Russian section head. 1. In consultation with the section head majors will prepare during the first four weeks o f the last semester a bibliography o f additional readings related to the content o f their three (2 credit) honors preparations. Majors will be expected to write three (3 ) 2 ,5 0 0 -3 ,0 0 0 word papers, one for each Honors preparation, as expanded upon and extended by the spring senior Honors study work, or a 7 ,5 0 0 -8 ,0 0 0 word paper which integrates the three honors preparations as they have been expanded upon and extended by the spring senior Honors work. These 3 papers (or 1 long paper) will become part o f the portfolio which will be presented to the External Examiners along with the syllabi o f the three (2 credit) Honors preparations and any other relevant material. 2. In consultation with the section head minors will prepare during the first four weeks of the last semester a bibliography o f additional readings related to the content of their one (2 credit) honors preparation. Minors will be expected to write one (1 ) 2 ,5 0 0 -3 ,0 0 0 word paper which expands upon and extends the single honors preparation and integrates it with the major honors program, wherever possible. This paper will become part of the portfolio which will be presented to the exa­ miner along with the syllabus of the one (2 credit) honors preparation and any other relevant material. 3. Mode o f Examination: Majors will be ex­ pected to take three (3 ) three hour written examinations prepared by the External Exa­ miners as well as an Vi hour oral for each based on the contents of each written exami­ nation and the materials submitted in the portfolio. Minors will be expected to take a three hour written examination prepared by the External Examiner as well as an Vi hour oral examination based on the contents of the written examination and the materials sub­ mitted in the portfolio. COURSES NOTE: Not all advanced courses or seminars are offered every year. Students wishing to major or minor in Russian should plan their program in consultation with the Department. Course majors are required to do Special Topics. 1-2. R u s s ia n R ea d in g a n d T ra n s la tio n . For students who wish to acquire the funda­ mentals of Russian grammar and a reading knowledge o f the language. This course is designed especially for those students in the Social and Natural Sciences who seek to read and translate scholarly, scientific materials in the original. 1R-2R, 3R. I n te n siv e R u s s ia n . For students who begin Russian in college. Designed to impart an active command o f the language. Combines the study o f grammar with intensive oral practice, writing, and read­ ings in literary or expository prose. See the explanatory note on language courses above. Normally followed by 4B, and 11. iB. Forrrester and Katsenelinboigen; 2B. Forrester and Katsenelinboigen; 3B. Bradley and Katsenelinboigen. 4R. A d v a n c e d I n te n siv e R u s s ia n . For majors and those primarily interested in perfecting their command o f language. Ad­ vanced conversation, composition, transla­ tion, and stylistics. Considerable attention paid to writing skills and speaking. Readings include short stories and newspapers. Con­ ducted in Russian. Spring semester. Bradley and Katsenelinboigen. 6 A . R u s s ia n C o n v e rs a tio n . A Vi credit conversation course which meets once a week for lid hours. Students will read journals and newspapers and see films as part of their preparation for conversation. Prerequisite: 4B in current or a previous se­ mester or permission of instructor. Spring semester 1996. Katsenelinboigen. 11. In tro d u ctio n to R u s s ia n L ite ra tu re a n d C u ltu re . An introductory course to Russian literature and culture from the 18th to the 20th century. Folklore, peasant culture, urban life, art and literature. The Golden Age o f Poetry and the flowering of Russian prose. Readings, lec­ tures, and discussion in Russian. Prerequisite: Russian 4B or equivalent work. Primary distribution course. Fall semester. Katsenelinboigen. 13. T h e R u s s ia n N o vel. The rise o f the Russian novel in the 19th century during the struggle against serfdom and the transition to an urban industrial society and revolution in the 20th century. The quest for freedom and social justice in a moral society with particular emphasis on the works of Gogol, Turgenev, Dostoevsky, Tol­ stoy, Bulgakov, and Solzhenitsyn. Lectures and readings in English. (Russian majors will be required to read a part of the material in Russian.) (see LIT 13R.) No prerequisite. Primary distribution course. Fall semester 1995. Bradley. 16. H is to r y o f th e R u s s ia n La n g ua g e. An introductory course. A study of the origin o f the Russian language and its place among M o d e rn La n g u a g e s and L ite r a tu r e s the other modern Indo-European and Slavic languages. The uses o f philology and linguis­ tics for the ideological and stylistic analysis of literary texts. Satisfies the linguistics requirement for teacher certification. Spring semester 1996. Forrester. 91. S p e c ia l T o p ic s . (For senior majors.) Study o f individual au­ thors, selected themes, or critical problems. Spring semester 1996. Bradley. 93. D ire c te d R ead in g . S E M IN A R S 101. T o ls to y . 108. M o d e rn R u s s ia n P o e try . 102. R u s s ia n S h o r t S to ry . 109. C h e k h o v 103. P u s h k in a n d L e rm o n to v . Spring semester 1996. Bradley. 104. D o s to e v s k y . 105. L ite ra tu re o f th e S o v ie t P e rio d . 106. R u s s ia n D ra m a . 107. R u s s ia n L y r ic a l P o e try . 110. B u lg a k o v . 111. T h e H y s t e r ic a l P o e ts: T s v e ta e v a and M a y a k o v sk y . 112. T h e A c m e is t s . Fall semester 1995. Forrester. Spanish Requirements for the major are the following: ( 1 ) the completion of at least one semester of study in a Spanish-speaking country in a program approved by the Spanish Section; (2) the completion o f a minimum o f 8 credits o f advanced work in courses numbered 4B and above; (3 ) one o f these courses must be 11 or 13; (4 ) one of the eight credits of advanced work may be taken in English from among those courses listed in the College Bulletin under Literatures in Translation, pro­ vided that it is a course pertinent to the student’s major; (5 ) all majors are strongly encouraged to take at least one seminar of­ fered by the Section. The Honors Program in Spanish: The Section does not offer a major in the Honors Program; however, it does offer a minor. Candidates for the minor must meet the following requirements prior to being ac­ cepted for seminar work: (1 ) a B average in Spanish course work at the College; (2 ) the completion at Swarthmore o f either Spanish 11 or 13 and one course numbered above 13; (3 ) the completion o f one semester of study in a Spanish speaking country in a program 218 approved by the Section. The Spanish Section will offer one 2 credit seminar per year. In consultation with the instructor o f their semi­ nar, minors will prepare during the first four weeks of their last semester a bibliography of additional readings related to the content of their one (2 credit) honors preparation. All minors will be expected to write one twentyfive hundred word paper in Spanish which expands upon and extends their single honors preparation. This paper will become part of the material submitted for evaluation to the external examiner. Minors will also take a three hour written examination prepared by the external examiner, as well as an oral based on the contents o f the written exam, the paper submitted and the minors overall preparation in the chosen field o f study. Fields for Honors Study: 1. La literatura de Cuba y Puerto Rico (1 9 9 4 -9 5 ). 2. Cervantes (19 9 5 -9 6 ). 3. La narrativa de Carlos Fuentes (19 9 6 -9 7 ). 4. La narrativa de Mario Vargas Llosa (future years). 5. La novela hispanoamericana del siglo XX (future years). 6. El escritor espanol y la Guerra Civil (future years). CO U R SES NOTE: Not all advanced courses are offered every year. Students wishing to major in Spanish should plan their program in consul­ tation with the Department. 1B-2B, 3B. I n te n siv e S p a n is h . For students who begin Spanish in college. Designed to impart an active command of the language. Combines the study o f grammar with intensive oral practice, writing, and read­ ings in literary or expository prose. See the explanatory note on language courses above. Normally followed by 4B, 11, or 13. 4B. I n te n siv e S p a n is h . For majors and others who wish an advanced language course. Much attention paid to pro­ nunciation, writing skills, speaking, and the most difficult concepts of Spanish grammar. An ideal course prior to study abroad. Each semester. Hassett, Metzidakis, Friedman. 6A. S p a n is h C o n v e rs a tio n . A Vi credit conversation course which meets once a week for lVi hours. The class will be divided into small groups to facilitate discus­ sion. Students are required to read newspapers and other contemporary journals, see movies, read plays which might be performed for and by the class, and prepare assignments which will generate conversation among the group. Prerequisite: 4B or its equivalent, or permis­ sion of instructor. Each semester. Friedman. 11. Intro d uction to S p a n is h L ite ra tu re . A study o f representative fiction, poetry, and drama of the 19th and 20th centuries. Discus­ sions, papers. Prerequisite: Spanish 4B, the equivalent, or permission o f instructor. Primary distribution course. Fall semester. Metzidakis. 13. Intro d uction to S p a n is h A m e r ic a n Lite ra tu re . This course presents a selection of texts from the mid-nineteenth century until today. Stu­ dents develop skills in literary analysis, in­ crease their power to speak and write Spanish, and acquire a foundation for the future explo­ ration o f Latin America’s literary production. Readings include narrative, essays and poetry representing the romantic, naturalist, realist, modernist, vanguardist, and other contempo­ rary trends, studied in their historical con­ text. Prerequisite: Spanish 4B or its equivalent, or permission of instructor. Primary distribution course. Spring semester. Urraca. NOTE: Spanish 11 or 13, the equivalent, or consent o f instructor is prerequisite for the courses in literature that follow: 70. La G e n e ra c ió n d e l 9 8 . A study of the most characteristic, stylistic and thematic concerns o f Spain’s most impor­ tant generation of writers since the Golden Age. Readings include works by Unamuno, Azorín, Baraja, Valle-Inclán, and Antonio Ma­ chado. Fall semester 1995. Metzidakis. 77. La n o v e la h is p a n o a m e r ic a n a d e l s ig lo X X. After a brief examination o f regionalist texts, the course’s major emphasis will be on the "boom ” and "post-boom ” periods, during which one of the most innovative and highly commented novels of contemporary world literature has emerged. Attention given not only to the formal aspects of these novels but also to the socio-political contexts in which they were written. Writers will include: Julio Cortázar, Juan Rulfo, Carlos Fuentes, Gabriel García Márquez, Isabel Allende, Luisa Velenzuela, Mario Vargas Llosa, Manlio Argueta, Manuel Puig, Cristina Peri Rossi. Spring semester 1996. Hassett. 8 2 . La m u je r m ira n d o al h om bre: E s c r it o r a s h is p a n o a m e r ic a n a s d e l s ig lo XX. The course will examine both novels and short stories written by Latin American women writers whose principal focus is upon men and the social, political and economic structures that they have fostered as well as the response o f women to such structures. Writers will include Maria Luisa Bombal, Isabel Allende, Luisa Valenzuela, Angeles Mastretta, Pía Barros, Paulina Matta, Rosario Ferré and others. Fall semester 1995. Hassett. 219 M o d e rn La n g u a g e s and L ite r a tu r e s i 4 8 5 . N a rr a tiv a H is p á n ic a C o n te m p o rá n e a d e lo s E s ta d o s U n id o s. 40. El T e a tro d e l R e n a c im ie n to y d e l S ig lo d e O ro. A study o f the fiction of leading Hispanic American writers with particular emphasis upon the contributions o f Mexican-Americans, Cuban-Americans and Puerto RicanAmericans to this literature. Writers include Anaya, Villasenor, Rivera, Cisneros, Castillo, Hijuelos, Garcia and others. Fall semester 1996. Hassett. 41. O b ra s m a e s t r a s d e la Edad M e d ia y d e l R e n a c im ie n to . 86. El c u e n to f a n t á s t ic o río p la te n s e . This course focuses on the fantastic short story, which flourished in Argentina and Uru­ guay in the late nineteenth century, and pro­ duced some world-renowned masterpieces in the twentieth. We will explore the theoretical foundations o f the genre, including subgenres such as fantasy, magic realism, and sciencefiction, through readings ranging from Holmberg, Quiroga, Gorriti, and Lugones to Borges, Bioy Casares, Cortázar, Ocampo, Gorodischer, and others. We will also draw some comparative parallels with examples of the genre in other writers such as Hawthorne, Poe, and Hoffmann. Fall semester 1995. Urraca. 8 7 . V is io n e s n a r r a t iv a s de C a r lo s F u e n te s. The seminar explores the vast and textured work of a Mexican craftsman o f language, a master story-teller who writes for the world, and a sharp observer o f history. Spring semester 1997. Camacho de Schmidt. Courses to be offered in subsequent years: 7. F o n é tic a e s p a ñ o la y c o m p o s ic ió n . 30. La L ite ra tu ra M e d ie v a l. T 42. La P o e s ía d e l R e n a c im ie n to y d e l S ig lo d e Oro. 45. La tr a d ic ió n p ic a r e s c a . * 6 0 . La n o v e la e s p a ñ o la d e i s ig lo XIX. 66. La E s c r it o r a E sp a ñ o la en lo s S ig lo s XIX y XX. 6 8 . F e d e ric o G a r c ía L o rc a . 4 71. L ite ra tu ra E sp a ñ o l a C o n te m p o rá n e a . 72. La N o v e la E s p a ñ o la d e P o s g u e rra . <4 7 3 . U nam uno: El h a m b re d e D io s. 74. L ite ra tu ra E sp a ñ o la d e P o s q u e rra . 75. T e a tro h is p a n o a m e r ic a n o c o n te m p o rá n e o . » 76. La P o e s ía h is p a n o a m e r ic a n a d e l s ig lo XX. 78. La N o v e la M e x ic a n a S o c ia l d e l S ig lo XX . ■ 79. El C u e n to H is p a n o a m e ric a n o . 80. La N a rr a tiv a C h ile n a D e sd e el G o lp e M ilita r. » 81. In v e n ció n y r e d e s c u b r im ie n t o d e A m é r ic a . 83. El tir a n o la tin o a m e r ic a n o en la lite ra tu ra . 8 4 . La lite ra tu r a c o n te m p o rá n e a d e C u b a y P u e rto R ico . S E M IN A R S Students wishing to take seminars must have completed at least one course in Spanish numbered 3 0 or above or obtained permis­ sion from the instructor. 101. La N o v e la H is p a n o a m e ric a n a d e l s ig lo XX. 102. C e rv a n te s . An in-depth study of Don Quijote. Also in­ cluded are selections from his shorter fiction and theater. Spring semester 1996. Metzidakis. 220 103. La G u e rra C iv il E sp a ñ o la . The Spanish Civil War and its Impact on the Spanish writer, both within Spain and in exile. Works to be studied include the poetry of Miguel Hernández and Rafael Alberti, prose fiction by Cela, Goytisolo and Delibes and the theater o f Buero Vallejo and Sastre. Several videos will be integrated in the course. Fall semester 1996. Metzidakis. 104. La N a rr a tiv a d e M a r io V a r g a s L lo s a . I Music and Dance J A M E S FR EEM A N , Professor o f Music GERALD LEVINSON, Professor o f Music and Chair SHARON E. FRIEDLER, Associate Professor o f Dance, Director o f the Dance Program M ICH AEL M A R IS S E N , Associate Professor o f Music ANN K. M c N A M E E , Associate Professor o f Music3 JOHN A LSTO N , Assistant Professor o f Music T H O M A S W H ITM A N , Assistant Professor of Music KIM 0. ARROW, Assistant Professor of Dance (part-time) SALLY H ESS, Assistant Professor o f Dance (part-time) M A R Y ATTAH , Associate in Performance (Dance) LA DEVA DAVIS, Associate in Performance (Dance) DOROTHY K. FR EEM A N , Associate in Performance (Music) M ICH AEL JO H N S , Associate in Performance (Music) C. K E M A L N A N CE, Associate in Performance (Dance) I. WAYAN RAI, Associate in Performance (Music and Dance) ARNE RUNNING, Associate in Performance (Music) PAULA S EPIN U CK , Adjunct Associate in Performance (Dance) JON S H E R M A N , Associate in Performance (Dance) LEAH STEIN, Associate in Performance (Dance) MUSIC The study of music as a liberal art requires an integrated approach to theory, history, and performance, experience in all three fields being essential to the understanding o f music as an artistic and intellectual achievement. Theory courses train the student to work with musical material, to understand modes of organization in composition, and to evolve methods of musical analysis. History courses introduce students to methods o f studying the development o f musical styles and genres, and the relationship o f music to other arts and areas o f thought. The Department encourages students to develop performing skills through private study and through participation in the Wind Ensemble, Chorus, Early Music En­ semble, Orchestra, Jazz Ensemble, and cham­ ber music coaching program which it staffs and administers. Each year the Swarthmore Music and Dance Festival brings together guest artists, faculty members, and students in a series o f performances and symposia focused on specific themes. The Department also assists instrumentalists or singers to fi­ nance the cost of private instruction. Up to 16 half-credits may be granted toward gradua­ tion. Major in the Course Program: Two semester courses in theory and one semester course in history are prerequisite for acceptance as a major. Majors will normally take five semester courses in theory (including Music 1 5 ,1 6 , or 17), four semester courses in history (includ­ ing Music 2 0 and either 21 or 22 ), meet the basic piano requirement, pass five repertory exams beginning with the class o f 1998, and pass the comprehensive exam. Majors are expected to participate in at least one o f the Department’s performing organizations. Major in the Honors Program: A student intend­ ing to major in the Honors Program will fulfill the same prerequisites as listed above, will pass five repertory exams beginning with the class o f 1998, will meet the basic piano re­ quirement, and will normally submit three preparations (including at least one prepara­ tion in theory and one in history), subject to departmental approval. Senior Honors Study in Music may take the form of a thesis, a composition portfolio, a senior recital, or a combination of the above. Any Theory/ Com­ position course numbered 15 or higher, or any history course, can be used as the basis o f a paper when augmented by a concurrent or 3 Absent on leave, 1995-96. 221 M u s ic and D a n c e subsequent attached unit o f additional re­ search, or by directed reading, or by a tutorial. Minor in the Honors Program: A student intend­ ing to minor in the Honors Program will fulfill the same prerequisites as those for a major in course, will met the basic piano requirement, and will normally submit one preparation in music. For further details con­ sult the guidelines for Honors Study available in the department office. Language Requirements for Graduate Schools: Students are advised that graduate work in music requires a reading knowledge o f French and German. A reading knowledge o f Latin is also desirable for students planning to do graduate work in musicology. Proficiency on an instrument: All majors in music will be expected to play a keyboard instru­ ment well enough by their senior year to perform a two-part invention o f J.S . Bach and a first movement o f an easy late 18th or early 19th century sonata. In addition, they must demonstrate skill in score reading and in realizing figured basses. The Department rec­ ommends that majors take two semesters of Music 42 to develop these skills. The basic piano program: This program is de­ signed to develop keyboard proficiency to a point where a student can effectively use the piano as a tool for study and also to help students meet the keyboard requirements out­ lined above. It is open to any student enrolled in a course numbered 11 or higher. No aca­ demic credit is given for basic piano. Special scholarships and awards in music include: The Garrigues Music Awards: See p. 78 . The Boyd Barnard Music Awarcls: See p. 77 . The Fetter String Quartet Scholarships: See p. 29. The Renee Gaddie Award: See p. 78. Music 48 Special Awarcls: See p. 80. Friends o f Music and Dance Summer Awards: See p. 78 . The Boyd Barnard Prize: See p. 77 . The Peter Gram Swing Prize: See p. 81 . The Melvin B. Troy Prize: See p. 81 . CREDIT FOR PERFORMANCE NOTE: All performance courses are for half­ course credit per semester. A total o f not more than eight full credits (16 half-credit courses) in Music and Dance may be counted toward the degrees o f Bachelor o f Arts and Bachelor o f Science. No retroactive credit is given for performance courses. and submit an application to the department at the beginning o f each semester. Forms are available in the Department office. Although it is necessary to be a member in good standing o f a College music performance group, it is not necessary to be registered for credit in that performing group. Individual Instruction (Music 4 8) Music Majors and members o f the Wind Ensemble, Chorus, Early Music Ensemble, Gospel Choir, Jazz Ensemble, and Orchestra may, if they wish, take lessons for credit. Instrumentalists for whom opportunities do not exist in the above ensembles may qualify for Music 4 8 by taking part in the Depart­ ment’s Program for Accompanists. For further details consult the Music 4 8 guidelines avail­ able from the Department office. A student applying for Individual Instruction should be at least at an intermediate level of performance. The student will arrange to work with a teacher o f her/his choice, subject to the approval o f the Department, which will then supervise the course o f study and grade it on a credit/no credit basis. Teacher and student will submit written evaluations, and the stu­ dent will perform for a jury at the end o f the semester. The Department will then decide if the student should receive credit, and if the student can re-enroll for the next semester. Students who wish to take Music 48 (Individ­ ual Instruction) must register for the course 222 For students enrolled in lessons for credit (Individual Instruction), a portion of the cost of ten lessons (approximately one-third) will be paid by the Department to the teacher. Section leaders in the Chorus and Orchestra and Majors receive subsidies that cover a portion o f the cost (approximately twothirds) the cost o f ten lessons through Music Department Grants. Additional scholarships such as the Barnard, Garrigues, Fetter, and Gaddie Scholarships may subsidize the entire cost of private lessons with the teacher of their choice for the most musically advanced stu­ dents at the College. tendance at rehearsals and performances and participation in any supplementary rehearsals held in connection with the activity. Students will be graded on a credit/no credit basis. All students enrolled in Music 48 are strongly encouraged to perform in student chamber music concerts and audition for concertos with the Orchestra and solos with the Chorus. A student taking Music 47 for credit will rehearse with her/his group(s) at least two hours every week and will meet with a coach at least every other week. All members of the group should be capable o f working well both independently and under the guidance of a coach, also capable of giving a performance of high quality. It is not necessary for every person in the group to be taking Music 47 for credit, but the Department assumes that those taking the course for credit will assume re­ sponsibility for the group, making sure that the full group is present for regular rehearsals and coaching sessions. Orchestra, Chorus, W ind Ensemble, Early Music Ensemble, Chamber Music, Jazz Ensemble, and Keyboard Workshop Students may take Performance Chorus (Music 44 ), Performance Orchestra (Music 43), Performance Jazz Ensemble (Music 41), Performance W ind Ensemble (Music 46), Performance Early Music Ensemble (Music 45), Chamber Music (Music 47), or Keyboard Workshop (Music 4 9 ) for credit with the permission o f the Department member who has the responsibility for that performance group. The amount o f credit received will be a half-course in any one semester. Students applying for credit will fulfill requirements established for each activity, i.e., regular at­ Students taking Music 47 (Chamber Music) for credit should submit to the Department at the beginning o f the semester a repertory of works to be rehearsed, coached, and per­ formed during the semester. It should include the names of all students who have agreed to work on the repertoire, the names of all coaches who have agreed to work with them, and the proposed dates for performance in a student chamber music concert. Students taking the Keyboard Workshop (Music 4 9 ) will develop and refine skills in accompanying and sight-reading through work with the chamber, song, and four-hand repertoire. COURSES AND SEMINARS 1. Intro d uction to M u s ic . This course is designed to teach intelligent listening to music by a conceptual rather than historical approach. Although it draws on examples from folk music and various nonWestern repertories, the course focusses pri­ marily on the art musics o f Europe and the United States. Prior musical training is not required. Open to all students without prerequisite. Fall semester. Marissen. 2. H o w to R ead M u s ic . Clefs, pitch and rhythmic notation, scales, keys, and chords. May be taken for one-half credit or without credit. Strongly recom­ mended as preparation for (or concurrent with) all upper-level music courses. Fall semester. Freeman. Spring semester. Whitman. 3. J a z z H is to ry . This course traces the development o f jazz from its roots in West Africa to the free styles 223 M u s ic and D a n c e o f the 1960s. Included are the delineation of the various styles and detailed analysis of seminal figures. Emphasis is on developing the student’s ability to identify both style and significant musicians. Open to all students without prerequisite. Primary distribution course. Fall semester. Alston. 4. O p era . A survey o f the history o f opera, with special emphasis on and study o f scenes from selected works. For those with vocal abilities, the course will include preparation o f specific scenes, but it is open to students with no particular performance skills and no prior musical experience. Primary distribution course. Fall semester. J. Freeman. 5. E n c o u n te rs w ith “ th e O th e r” : E x o tic is m in W e s te rn and E a s te rn M u s ic . What happens when one musical culture en­ counters another? Many musicians have looked beyond the traditional boundaries of their own culture, incorporating "exotic” techniques and elements in a attempt to forge a distinctive style. This course will explore the music o f selected European and Asian composers (Mozart, Bizet, Debussy, Harrison, Crumb, Takemitsu, R. Shankar, Ung, Sheng, Sadra) whose works offer a synthesis of East- a* em and Western approaches to music making. Open to all students without prerequisite. Primary distribution course. Not offered 1995-96. 7. W.A. M o z a r t Study o f Mozart’s compositions in various genres and of the peculiar interpretive prob­ lems in Mozart biography. Open to all students without prerequisite. Primary distribution course. Spring semester. Marissen. 8. T h e M u s ic o f A s ia . An introduction to selected musical traditions from the vast diversity of non-western cul­ tures. The music will be studied in terms of both its purely sonic qualities and its cultural/ philosophical backgrounds. Open to all students without prerequisite. Primary distribution course. Spring semester 1996. Whitman. 9. M u s ic a n d D a n c e o f A fr ic a . An introduction to selected musical and dance traditions o f Africa. This course wil involve all students in the practice o f dancing and drumming as well as in the study of those forms through lectures, reading, listening, and viewing. No prior musical or dance train­ ing required. Not offered 1995-96. ■ M T H E O R Y A N D C O M P O S IT IO N Students who anticipate taking further courses in the Department or majoring in Music are urged to take Music 11 and Music 12 as early as possible. Placement exams are given each year at the first meeting o f that course for students who feel they may be able to place out o f it. Majors will normally take Music 11, 12, 13, 14, and one o f 15, 16, or 17 in suc­ cessive years. 11. H a rm o n y and C o u n te rp o in t 1. Musical exercises include harmonic analysis and four-part choral style composition. Prerequisite: knowledge o f traditional nota­ tion, major/minor scales, ability to play or sing at sight simple lines in treble and bass clef. 224 One section o f Music 40A per week is re­ quired. In addition, students with minimal keyboard skills are required to take basic piano. Fall semester. Whitman. ifl 12. H a rm o n y a n d C o u n te rp o in t 2. Written musical exercises include composi­ tion o f original materials as well as commen­ tary on excerpts from the tonal literature. Prerequisite: Music 11 (or the equivalent). One section of Music 40B per week is re­ quired. Basic piano is also required for some students. Spring semester. Levinson. H a 13. H a rm o n y a n d C o u n te rp o in t 3. fl fl I ■ Continued work with tonal harmony and counterpoint at an intermediate level. Detailed study of selected works with assignments derived from these works, as well as original compositions. Prerequisite: Music 12 (or the equivalent), One section o f Music 40C per week is re­ quired. Basic piano is also required for some students. Fall semester. Levinson. 14. H a rm o n y and C o u n te rp o in t 4. Advanced work with chromatic harmony and tonal counterpoint. Prerequisite: Music 13. One section o f Music 40D per week is required. Basic piano is also required for some students. Spring semester. Whitman. 15. fl ■ fl H a rm o n y a n d C o u n te rp o in t 5. Detailed study o f a limited number of works both tonal and non-tonal, with independent work encouraged. Prerequisite: Music 14. One section o f Music 40E per week is required. Not offered 1995-96. fl A survey o f European art music from the late Middle Ages to the sixteenth century. Rele­ vant extra-musical contexts will be consid­ ered. Prerequisite: a knowledge o f traditional nota­ tion. Fall semester. Marissen. 21. B a ro q u e and C la s s ic a l M u s ic . fl ■ 17. H is to r y o f M u s ic T h e o ry . A survey o f primary sources (in translation) from Boethius, Tinctoris, and Zarlino through Rameau, Riemann, and Schoenberg. Prerequisite: Music 14. One section o f Music 40E per week is re­ quired. Not offered 1995-96. 18. C o n d u c tin g and O rc h e s tra tio n . A study o f orchestration and instrumentation in selected works o f various composers and through written exercises, in combination with practical experience in conducting, score reading, and preparing a score for rehearsal and performance. Not offered 1995-96. 19. C o m p o s itio n . Fall semester. Levinson. HISTORY OF MUSIC 20. M e d ie v a l a n d R e n a is s a n c e M u s ic . ■ 16. S c h e n k e r . An introduction to Schenkerian analysis. An extension o f traditional analytical techniques, incorporating Schenker’s principles of voice leading, counterpoint, and harmony. Prerequisite: Music 14. One section o f Music 40E per week is re­ quired. Not offered 1995-96. A survey of European art music from the sixteenth-century Italian madrigal to Beethoven’s Eroica symphony. Relevant extra-mu­ sical contexts will be considered. Prerequisite: a knowledge o f traditional nota­ tion. Not offered 1995-96. 22. H in e te e n th -C e n tu ry M u s ic . The development of the "Romantic Style” from late Beethoven and Schubert to Wagner and Verdi. Prerequisite: a knowledge o f traditional nota­ tion. Spring semester. J. Freeman. 23. T w e n tie th - C e n tu ry M u s ic . A study o f the various stylistic directions in music o f the 20th Century. Representative works by composers from Debussy, Stra­ vinsky, and Schoenberg, through Copland, Messiaen, and post-war composers such as Boulez and Crumb, to the younger generation, will be examined in detail. Prerequisite: a knowledge o f traditional nota­ tion. Not offered 1995-96. 2 4 . A r m s tr o n g , P a r k e r , a n d C o ltra n e . This course examines the lives and music of Louis Armstrong, Charlie Parker, and John Coltrane. M ajor biographies and detailed analysis o f solo transcriptions, as well as the 225 M u s ic and D a n ce historical impact o f the music in shaping their respective eras, are considered. Prerequisite: a knowledge o f traditional nota­ tion. Not offered 1995-96. 3 2 . H is to r y o f th e S trin g Q u a r t e t A history o f the string quartet from its origins to its development into one o f the genres of Western classical music. The course will focus on the quartets o f Haydn, Mozart, and Beeth­ oven. Prerequisite: a knowledge of traditional nota­ tion. Not offered 1995-96. 33. L ie d e r. A study o f various solutions by various com­ posers to the problems o f relating text and music, especially in the German Lied. Not offered 1995-96. 34. J .S . B a ch . Study o f Bach’s compositions in various genres. For the instrumental music this in­ volves close consideration o f style and signi­ fication. For the vocal music it also involves study of ways Bach’s music interprets, not merely expresses, his texts. Prerequisite: a knowledge o f traditional nota­ tion. Not offered 1995-96. 35. L a te R o m a n tic is m in G e rm a n y and A u s tria . A study of selected large works by Wagner (Walkiire, Tristan) Brahms (Haydn Variations, Violin Concerto), Mahler (4th symphony), J. Strauss (Fledermaus), R. Strauss (T ill Eulenspiegel, Salome), and Schoenberg (Verklaerte Nacht, Pierrot Lunaire). Prerequisite: a knowledge o f traditional nota­ tion. Not offered 1995-96. 36. M u s ic S in c e 1945. A study of contemporary concert music, in­ cluding such composers as Messiaen, Crumb, Boulez, Cage, Babbit, Carter, Lutoslawski, Ligeti. Electronic music, collage, chance and improvisation, and minimalism will also be examined, as well as the current trends toward Neo-Romanticism and stylistic pluralism. Not offered 1995-96. 226 37. C o n te m p o ra ry A m e r ic a n C o m p o se rs. A study o f the works and thought o f six im­ portant American composers. The course will stress intensive listening and will include dis­ cussion meetings with each of the composers. Prerequisite: a knowledge o f traditional nota­ tion. Spring semester. J. Freeman. 38. W om en C o m p o s e r s and C h o re o g ra p h e rs . A survey o f women composers and chore­ ographers. Choreographers range from Dun­ can through Bausch; composers from Hildegard through Zwilich. Topics include: form, phrasing, text, and social/political comment. Open to all students without prerequisite. One credit. Not offered 1995-96. 39. M u s ic and D a nce: C r it ic is m and R e v ie w in g . This course, team taught by music and dance faculty with supplemental visits by guest lec­ turers who are prominent in the field of reviewing, will cover various aspects o f writing about the performance o f music and dance: previewing, reviewing, the critic’s role and responsibilities, and the special problems of relating performance to the written word. Prerequisite: One previous course in music or dance, concurrent enrollment in a music or dance course, or permission o f the instructor. Fall, 1995. Arrow, J. Freeman. 60. P r o je c t s in P e rfo rm a n c e . Performance practice and problems in music of various styles will be examined in terms of analysis, research, and rehearsal. Ability to perform instrumentally or vocally is re­ quired. Not offered 1995-96. 61. J a z z Im p ro v isa tio n . A systematic approach that develops the abili­ ty to improvise coherently, emphasizing the Bebop and Hard Bop styles exemplified in the music o f Charlie Parker and Cifford Brown. Students will memorize jazz compositions, various scales and their applications, as well as one transcription and many idiomatic for­ mulae. Daily practice is expected. Maximum enrollment: 2 sections, 2 0 students each. Prerequisite: proficiency on a musical instru­ ment. Not offered 1995-96. 9 5 . T u to ria l. 92. Ind epend ent S tu d y . Special work in composition, theory, or his­ tory. One or two credits. 93. D ire c te d R eading. 9 6 . S e n io r T h e s is . One or two credits. S E M IN A R S 100. H a rm o n y and C o u n te rp o in t 5. See Music 15. (One-credit seminar equivalent to a two-credit seminar.) Prerequisite: Music 14. One section o f Music 40E per week is re­ quired. Not offered 1995-96. 101. J .S . O ach. Study o f Bach’s compositions in various genres, examining music both as a reflection o f and formative contribution to cultural history. (One-credit seminar equivalent to a two-credit seminar.) Prerequisites: Music 11 and German IB (higher levels in both strongly recommended; Religion 18 also recommended), or permis­ sion o f instructor. Not offered 1995-96. P E R F O R M A N C E (M U S IC ) NOTE: All performance courses are for half­ course credit per semester. See p. 2 2 2 for general provisions governing work in perfor­ mance for credit toward graduation. 40E. E le m e n ts o f M u s ic ia n s h ip V. Prerequisite: Music 40D . Required for all Music 15 students. Not offered 1995-96. 4 0A . E le m e n ts o f M u s ic ia n s h ip 1. 41. P e r fo rm a n c e ( J a z z E n se m b le ). Sight-singing, rhythmic and melodic dicta­ tion. Required for all Music 11 students without credit. Also open to other students for halfcredit. Fall semester. Whitman. Both semesters. Alston. 42. K e y b o a rd M u s ic ia n s h ip . Both semesters. Staff. 4 3 . P e r fo rm a n c e (C h oru s). Both semesters. Staff, Alston. 4 0 0 . E le m e n ts o f M u s ic ia n s h ip II. 44. P e r fo rm a n c e (O rc h e stra ). Prerequisite: Music 40A. Required for all Music 12 students. Spring semester. Whitman. Both semesters. J. Freeman, Running. 40C . E le m e n ts o f M u s ic ia n s h ip III. Both semesters. Marissen. Prerequisite: Music 40B. Required for all Music 13 students. Fall semester. Whitman. 400. E le m e n ts o f M u s ic ia n s h ip IV. Prerequisite: Music 40C. Required for all Music 14 students. Spring semester. Alston. 4 5 . P e r fo rm a n c e (E a rly M u s ic E n se m b le ). 4 6 . P e r fo rm a n c e (W ind E n se m b le ). Both semesters. Johns. 47. P e r fo rm a n c e (C h a m b e r M u s ic ). (See guidelines for this course on page 223.) Both semesters. D. Freeman. 227 M u s ic and D a n c e ■ 48. P e r fo rm a n c e (Individual Instru ction ). (See the guidelines for this course on page 222.) Specific and updated guidelines will be dis­ tributed at the beginning o f each semester. Both semesters. 49. P e r fo rm a n c e ( B a lin e s e W o rk sh o p ) Kecak and other traditional Balinese genres. Cross-listed as Dance 49. Spring semester. Rai. — —— 1 5 0 . K e y b o a rd W o rk sh o p . Developing and refining skills in accompany­ ing and sight-reading through work with the chamber, song, and four-hand repertoire. Not offered 1995-96. ■ 71. R h y th m ic A n a ly s is a n d D ru m m in g . Cross-listed as Dance 71. Spring semester 1996. ““ DANCE Dance, a program within the Department of Music and Dance, shares the Department philosophy that courses in theory and history should be integrated with performance. By offering a balance o f cognitive, creative, and kinesthetic classes in dance we present a program which stands firmly within the tra­ dition of Swarthmore’s liberal arts orientation. The instructors strive to create an atmosphere of cooperative learning; one which affirms group process and fosters comradery. Special Major. Dance and a second discipline Students may combine the study o f dance with substantive study in another discipline. The two disciplines in this major may be philosophically linked or may represent sep­ arate areas o f the student’s interest. Some examples are: English, history, linguistics, music, philosophy, religion, sociology/anthropology, and theatre. For this major, 6 dance credits from the core program listed below are joined by 6 credits in one other discipline. Such special majors require the approval of the dance program and the other department involved. Planning for these ma­ jors should take place as early in the student’s program as possible; students are encouraged to develop their plans in consultation with the Director o f Dance and with a faculty advisor in the other discipline. Special majors are urged to supplement their study with appropriate courses in anatomy, art, history, music, sociology/anthropology, theatre, religion, and other areas o f concen­ tration such as various ethnic studies and women’s studies. 228 Required Courses The core program o f 6 credits includes the following courses: 2 in composition/improvisation (Dance 12 or Dance 14 [1 cr.] and Dance 10 [Vt cr.]), 2 in history/theory (one from Dance 21-24 [1 cr.] and one from 3 6 -3 9 [1 cr.]), 3 in performance technique (Dance 50 [Vi cr.], one other technique at the 50 level [Vi cr.], and one additional technique other than Dance 6 0 [Vi cr.]) 1 senior project and/or thesis (Dance 9 4 ,9 5 , or 9 6 [1 cr.]). ■ Major in the Honors Program A major in dance through the Honors Pro­ gram is also available for students in the class o f 1997 and onward. Please consult dance faculty for further information. ■ Performance Dance: Technique In a typical semester over twenty hours o f dance technique classes are offered on graded levels presenting a variety o f movement styles. Technique courses, numbered 4 0 through 48, 5 0 through 58, and 6 0 through 62, may be taken for academic credit or may be taken to fulfill physical education requirements. Ad­ vanced dancers are encouraged to audition for level III technique classes and for Dance: Repertory (Dance 49 ). A total o f not more than eight full credits (16 half-credit courses) in performance: technique classes and in music performance classes may be counted toward the degrees o f Bachelor o f Arts and Bachelor o f Science. No retroactive credit is given for performance classes. Dance Program Performance Opportunities All interested dancers are encouraged to au- J ■ ■ ■ ■ ■ dition for student and faculty works. These auditions take place several times each semester; dates are announced in classes and in the Weekly News. Formal concerts take place toward the end o f each semester; informal studio concerts are scheduled throughout the year. Each year the Swarthmore Music and Dance Festival brings together guest artists, faculty members, and students in a series of perfor­ mances and symposia focused on specific themes. Scholarships and Awards Scholarships for summer study in dance are available through funds provided by The Friends o f Music and Dance. The Halley Jo Stein Award for Dance and The Melvin B. Troy Award for Composition are also awarded annually by the Department. 1. Intro d uction to D a nce. A survey course that approaches dance view­ ing and analysis o f dance performance through an introduction to elements o f dance compo­ sition and history. The roles of choreographer, performer, and audience in various cultures are compared. This is a lecture course in which no prior dance training is assumed; it is open to all students without prerequisite. Two lectures and one video viewing session per week. One credit. Primary distribution course. Not offered 1995-96. Friedler. 2. W o rld D a n c e F o rm s . A survey course which introduces students to theoretical and practical experiences in dance forms from various cultures and time periods through a combination o f lectures, readings, video and film viewings, and workshops with a wide variety o f guest artists from the field. The particular forms will vary each semester but may include such styles as: various Afri­ can, Asian, and Native American forms, Capoeira, Flamenco, and European court dancing. Open to all students; no prior dance training required. One credit. Fall semester 1995. Friedler. 9. M u s ic a n d D a n c e o f A fr ic a . An introduction to selected musical and dance traditions o f Africa. This course wil involve all students in the practice o f dancing and drumming as well as in the study of those forms through lectures, reading, listening, and viewing. No prior musical or dance train­ ing required. Not offered 1995-96. 10. D a n ce Im p ro v isa tio n . Designed as a movement laboratory in which to explore the dance elements: space, time, force, and form. Members of the class will investigate improvisation as a performance technique and as a tool for dance composition. Individuals work on a personal vocabulary and on developing a sense of ensemble. A journal is required, and a course in dance technique must be taken concurrently. Three hours per week. One half credit. Fall semester 1995. Hess. 11. D a n c e C o m p o s itio n I. A study o f the basic principles o f dance composition through exploration o f the ele­ ments of dance movement, invention, and movement themes, to the end of developing an understanding o f various choreographic struc­ tures. Considerable reading, video and live concert viewing, movement studies, journals, and a final piece for public performance which includes a production lab component are required. A course in dance technique must be taken concurrently. Prerequisite: Dance 10, Dance 71 or permis­ sion o f the instructor. One credit. Spring semester 1996. Hess. 12. D a n ce C o m p o s itio n II. An elaboration and extension of the material studied in Dance 11. Stylistically varying approaches to making work are explored in compositions for soloists and groups. Read­ ing, video and live concert viewing, movement studies, journals, and a final piece for public performance which may include a production lab component are required. A course in dance technique must be taken concurrently. Students must have previously taken Dance 11 or its equivalent. One credit. Fall semester 1995. Friedler. 13. D a n ce C o m p o sitio n : T u to ria l. Designed as a tutorial for students who have previously taken Dance 11 and 12, or the equivalent. Choreography o f a final piece for public performance is required. Weekly meet­ ings with the instructor and directed readings, 229 M u s ic and D a n ce video and concert viewings. A journal may also be required. A course in dance technique must be taken concurrently. One half credit. Offered every semester. Arrow, Friedler, Hess. 14. S p e c ia l T o p ic s in D a n ce C o m p o s itio n . A course which focuses on intensive study of specific compositional techniques and/or subjects. Topics may include: autobiography, dance and text, partnering, interdisciplinary collaboration, reconstruction, and technol­ ogy. Choreography of a final piece for perfor­ mance is required. Weekly meetings with the instructor, directed readings, video and con­ cert viewing, and a journal will be required. A course in dance technique must be taken con­ currently. Prerequisite: Dance 11. Three hours per week. One credit. Not offered 1995-96. 21. H is to r y o f D a nce: A f r ic a and A s ia . This course will move through an exploration o f dance forms from Africa, from Africanist cultures and from Asian cultures, from the perspectives o f stylistic characteristics, under­ lying aesthetics, resonances in general cultural traits, and developmental history. The course will occasionally focus on one dance style for close examination. Study will be facilitated by guest lecturers, specialists in particular dance forms from these cultures. Prerequisite: Dance 1 or 2. Two lectures and one hour video viewing per week. One credit. Not offered 1995-96. 22. H is to r y o f D a nce: E u ro p e ’s R e n a is s a n c e T h ro u g h 1900. A study o f social and theatrical dance forms in the context of various European societies from the Renaissance through the nineteenth century. Influential choreographers, dancers, and theorists representative of the periods will be discussed. Prerequisite: Dance 1 or 2; Dance 2 4 strongly recommended. Two lectures and one hour video viewing per week. One credit. Spring semester 1996. Friedler. 23. T w e n tie th C e n tu ry D a n ce. A study o f Twentieth Century social and theatrical dance forms in the context of West­ ern societies with an emphasis on America. Influential choreographers, dancers, and the­ orists will be discussed. 230 Prerequisite: Dance 1 or 2; Dance 21 and 22 strongly recommended. Two lectures and one hour video viewing per week. One credit. Not offered 1995-96. 24. D a n c e a s S o c ia l H is to r y . This course focuses on dance as a locus for discussing power relations through gender, race, and class in the period from 1880 to 1928 in Europe, North America, the Carribean, and South America. Analysis of a vari­ ety o f dance forms in their historical/cultural context. Prerequisite: Dance 1 ,2 , or permission of the instructors. Three hours per week. One credit. Not offered 1995-96. Friedler and Murphy. n 36. D a n c e a n d G en d er. This course explores ways that gender has informed dance, particularly performance dance, since 1960. The impact o f various cultural and social contexts will be consid­ ered. Lectures, readings, and video/concert viewings will all be included. Prerequisite: Dance 1, 2, or permission o f the instructor. One credit. Not offered 1995-96. Friedler. V 37. T h e P o lit ic s o f D a n ce P e rfo rm a n c e . An investigation of the aesthetic principles of perception, symbolism, abstraction, and crea­ tivity in relation to the viewing and interpre­ tation o f dance performance. Emphasis will be placed on political interpolation and rami­ fications o f the act o f public performance. Topics o f discussion will include the "politically correct” paradox, censorship in govern­ ment funding, and various historical perspec­ tives. Open to all students without pre­ requisite. One credit. Not offered 1995-96. Arrow. ,I £ 3 8 . W om en C o m p o s e r s and C h o re o g rap h e rs. (Cross-listed as Music 3 8 .) A survey o f wom­ en composers and choreographers. Choreographers range from Duncan through Bausch; composers from Hildegard through Zwilich. Topics include: form, phrasing, text, and social/political comment. Open to all students without prerequisite. One credit. Not offered 1995-96. W 39. M u s ic and D ance: C r it ic is m and R eview in g . (Cross-listed as Music 3 9 .) This course, team taught by music and dance faculty with sup­ plemental visits by guest lecturers who are prominent in the field of reviewing, will cover various aspects o f writing about the perfor­ mance o f music and dance: previewing, re­ viewing, the critic’s role and responsibilities, and the special problems of relating perfor­ mance to the written word. Prerequisite: One previous course in music or dance, concurrent enrollment in a music or dance course, or permission o f the instructor. Fall semester 1995. Arrow, J. Freeman. NOTE: All dance technique courses meet for two \Vi hour meetings per week. Technique courses, numbered 4 0 through 4 8 ,5 0 through 58, and 60 through 62, may be taken to fulfill physical education requirements o r may be taken for academic credit. W hen dance tech­ nique courses are taken for academic credit, students will fulfill established requirements beyond class attendance for each activity, i.e., attendance at performances, written reports, journals, etc. Students will be graded on a credit/no credit basis. Technique courses may be repeated for academic credit. 40A. P e r fo rm a n c e D ance: M o d e rn I. An introduction to basic principles of dance movement: body alignment, coordination, strength and flexibility, basic locomotion. No previous dance experience necessary. Fall 1995. Friedler. 40D. P e r fo rm a n c e D a nce: M o d e rn I. A continuation of the movement principles introduced in Dance 40A . Emphasis on in­ creasing complexity o f vocabulary. Prerequisite: Dance 40A or permission o f the instructor. Spring 1996. Staff. 41. P e r fo rm a n c e D ance: R a lle t I. An introduction to fundamentals o f classical ballet vocabulary: correct body placement, positions o f the feet, head and arms, basic locomotion in the form. No previous experi­ ence necessary. Fall and spring semesters. Sherman. 42. P e r fo rm a n c e D ance: J a z z I. An introduction to basic principles o f jazz dance: body isolations, polyrhythms, synco­ pation, basic locomotion. No previous dance experience necessary. Not offered 1995-96. 43. P e r fo rm a n c e D ance: A f r ic a n D a nce. An introduction to the classic dances of west­ ern and southern Africa. Analysis, study, and performance of Umfandalai technique in Af­ rican dance. Fall and spring semesters. Fall 1995. Attah. Spring 1996. Nance. 4 4 . P e r fo rm a n c e D ance: Tap. This course is available to all tappers, from beginning to advanced. Such forms as softshoe, waltz-dog, stage tap, and "hoofin” will be explored. Fall and spring semesters. Davis. 45. P e r fo rm a n c e D ance: H atha Yoga. Open to all students, the course will focus on experience/understanding of a variety o f asa­ nas (physical postures) from standing poses to deep relaxation. Its aim is to provide the student with a basis for an ongoing personal practice. If taken for academic credit some required reading and two papers. Fall and spring semesters. Hess. 48. P e r fo rm a n c e D ance: S p e c ia l T o p ic s in T e ch n iq u e . Intensive study of special topics falling outside the regular dance technique offerings. Topics may include such subjects as: Alexander tech­ nique, Classical East Indian Dance Forms, Contact Improvisation, Pilates, and/or Musi­ cal Theatre Dance. Not offered fa ll 1995. Spring 1996. Contact Improvisation, Stein. 4 9 . P e r fo rm a n c e D a nce: R e p e rto ry . The study of repertory, basics of production, and performance. Students are required to perform in at least one scheduled dance con­ cert during the semester. Placement by audi­ tion or permission o f the instructor. One half credit. Three hours per week. A course in dance technique must be taken concurrently. O ffered every semester. Fall 1995: Ghanaian Workshop, traditional dances from Ghana. Attah. Spring 1996: Section jm Cross-listed as Music 4 9 (Balinese Workshop). Kecak and other traditional Bali­ nese genres. Rai. Section 2: Ballet Workshop. Sherman. 231 M u s ic and D a n c e «} I 5 0 . P e r fo rm a n c e D ance: M o d e rn II. 62. An elaboration and extension of the principles addressed in Dance 40A and B. For students who have taken Dance 40A and B or the equivalent. Fall 1995. Hess, Arrow. Spring 1996. Staff. Continued practice in technical movement skills in the jazz idiom; including approaches to various styles. Placement by audition or permission o f the instructor. Not offered 1995-96. 51. P e r fo rm a n c e D ance: B a lle t II. 70. T h e A r t s a s C o m m u n ity S e r v ic e / S o c ia l C h a ng e. An elaboration and extension of the principles addressed in Ballet £ For students who have taken Ballet I or its equivalent. Fall and spring semesters. Sherman. 52. P e r fo rm a n c e D a nce: J a z z II. An elaboration and extension of the principles addressed in Jazz I. For students who have taken Jazz I or its equivalent. Not offered 1995-96. 5 3 . P e r fo rm a n c e D a nce: A f r ic a n II. An elaboration and extension o f the principles addressed in African I. Prerequisite: African I or its equivalent. Fall and spring semesters. Nance. 55. P e r fo rm a n c e D a nce: H a th a Yoga II. Open to students who have completed Dance 45 or the equivalent. A continuation and deepening of practice o f the asanas explored in Dance 45. Work in several o f the more advanced asanas, particularly in the backward-bending and inverted poses. O ffered when feasible. 5 8 . P e r fo rm a n c e D a nce: S p e c ia l T o p ic s in T e c h n iq u e II. An elaboration and extension o f principles addressed in Dance 48. Permission of the instructor required. Not offered 1995-96. 6 0 . P e r fo rm a n c e D a nce: M o d e rn III. Continued practice in technical movement skills in the modem idiom; including ap­ proaches to various styles. Placement by audi­ tion or permission of the instructor. Fall 1995. Arrow, Friedler. Spring 1996. Staff. 61. P e r fo rm a n c e D a nce: B a lle t III. Continued practice in technical movement skills in the ballet idiom; with an emphasis on advanced vocabulary and musicality. Place­ ment by audition or permission o f the instruc­ tor. Fall and spring semesters. Sherman. 232 P e r fo rm a n c e D ance: J a z z III. (Cross-listed as Education 7 0 .) An experien­ tial course exploring how the arts can impact and reflect on issues o f community, service, education, and social/political change. The course includes several aspects: readings and discussions on the meaning o f community, service, art, and educational policy and meth­ odology; personal reflections; classes led by guest activists and artists discussing their work with a variety o f communities and from a wide range of approaches. Three on site visits to community arts organizations in the area, a short internship with an approved organization, group practice sessions, and three papers are also required. Open to all students with prior permission o f the instruc­ tor. Limited enrollment. One credit. Fall 1995. Sepinuck. ft |]I 1 f* m 1 I1 i 71. R h y th m ic A n a ly s is and D ru m m in g . (Cross-listed as Music 71.) A theoretical and practical analysis of rhythmic structure apply­ ing techniques of Afro-Cuban drumming. For the general student, emphasis will place the investigation of rhythmic structure within a cultural and contemporary context. For stu­ dents o f dance, additional focus will be pro­ vided on the uses o f drumming in dance composition, improvisation and as accompa­ niment in the teaching of dance technique. Open to all students. Three hours per week. One half credit. Spring semester 1996. Arrow. 92. 4 4 I Independ ent S tu d y. Available on an individual basis, this course offers the student an opportunity to do special work with performance or compositional em­ phasis in areas not covered by the regular curriculum. Students will present perfor­ mances and/or written reports to the faculty supervisor, as appropriate. Permission must be obtained from the program director and from the supervising faculty. One credit. O ffered every semester. Staff. ■4 93. D ire c te d R ead in g . Available on an individual or group basis, this course offers the student an opportunity to do special work with theoretical or historical emphasis in areas not covered by the regular curriculum. Students will present written re­ ports to the faculty supervisor. Permission must be obtained from the program director and from the supervising faculty. One credit. Offered every semester. Staff. 94. S e n io r P r o j e c t Intended for seniors pursuing the special major or the major in Honors, this project is designed by the student in consultation with a dance faculty advisor. The major part o f the semester is spent conducting independent re­ hearsals in conjunction with weekly meetings under an advisor’s supervision; the project culminates in a public presentation and the student’s written documentation o f the pro­ cess and the result. An oral response to the performance and to the documentation fol­ lows in which the student, the advisor, and several other members of the faculty partici­ pate. In the case o f Honors majors, this also involves external examiners. Proposals for such projects must be submitted to the dance faculty for approval during the semester pre­ ceding enrollment. One credit. O ffered every semester. Staff. 9 5 ,9 6 . S e n io r T h e s is . Intended for seniors pursuing the special major or the major in Honors, the thesis is designed by the student in consultation with a dance faculty advisor. The major part o f the semester is spent conducting independent re­ search in conjunction with weekly tutorial meetings under an advisor’s supervision. The final paper is read by a committee o f faculty or, in the case o f Honors majors, by external examiners who then meet with the student for evaluation of its contents. Proposals for a thesis must be submitted to the dance faculty for approval during the semester preceding enrollment. One or two credits. O ffered every semester. Staff. 233 Peace and Conflict Studies Clerk: «I.W. FRO ST (Friends Historical Library) Committee: W en d y E. C h m ie le W S k i (Peace Collection) M ig u e l D ia z - B a r rig a (Sociology-Anthropology) R a y m o n d F. H o p k in s (Political Science) H ugh M . L a c e y (Philosophy) M a r jo r ie M u rp h y (History) D eep a O lla p a lly (Political Science) The program on Peace and Conflict Studies at Swarthmore College is designed to teach stu­ dents to understand the causes, practices, and consequences of collective violence (war), terrorism, and peaceful or nonviolent meth­ ods of conflict management and resolution. The curriculum offers instruction in the fol­ lowing areas: ( 1 ) alternatives to fighting as a way o f settling disputes: conflict resolution, rituals, nonviolence, mediation, peace-keep­ ing forces, private peace-fostering organiza­ tions (NGOs), arms control, economic sanc­ tions, international law, international organizations; ( 2) the political economy of war: the military-industrial complex, eco­ nomic conversion; (3 ) causes o f collective violence: aggression and human nature, the state system and international anarchy, sys­ temic injustice, balance o f power diplomacy, competition for scarce resources, diplomacy, ethnocentrism, ideological and religious dif­ ferences, insecure boundaries, minorities within states, the relationship between inter­ nal weakness and aggression, arms races, game theory; (4 ) nature of war: civilian and military objectives, strategy and tactics, draft and con­ scientious objectors, deterrence theory, lowintensity conflict, psychology o f battle, pris­ oners of war, neutral rights, the experience of war by soldiers and civilians, conventional, nuclear, and guerilla wars, how to end a war, and effects o f winning/losing a war on popu­ lation; (5 ) the evaluation o f war: morality of war, just war theory, pacifism, the war men­ tality, the utility o f war, war novels, respon­ sibilities o f citizens in countries engaged (di­ rectly or indirectly) in warfare, how to build a lasting peace. Student programs can include an internship or field work, e.g., in a peace or conflict management organization such as the United Nations or Suburban Dispute Settlement. An internship is highly recommended. Normally 234 field work or internship will not be for college credit, but for special projects—to be worked out with an instructor and approved by the Peace Studies Committee in advance—stu­ dents can earn up to one credit. Students intending a Peace and Conflict Studies con­ centration should submit a plan o f study to the coordinator of the program during the spring o f the sophomore year, after consulta­ tion with faculty members who teach in the program. The plan will outline the student’s program o f study and the nature o f the final project. Applications will then be reviewed by the Committee. The Peace Studies minor in the honors pro­ gram can be done through a combination of two courses in different departments, or a two-credit thesis, or a combination o f a thesis and a course. Any thesis must be multi­ disciplinary. A combination of courses, course and thesis, or thesis must be approved by the Peace Studies Committee. Any student, course or honors, concentrating in Peace Studies must meet the requirement of six units o f study, o f which no more than two credits can come from the major department. A student wishing to count a seminar in his major or minor for part o f his Peace Studies concentration should fulfill the department’s prerequisites and take the appropriate exami­ nation. Students whose minor in Peace Studies can be incorporated into the final requirements for SHS in the major should do so. The Peace Studies Committee will work out with the student and the major department the guide­ lines or model for the integration exercise. In cases where the Committee and the student conclude that integration is not feasible and/ or desirable, the Committee will provide a reading list o f books. 4 I These courses, either currently listed in the College catalogue or planned, will constitute the foundation for a Peace and Conflict Stud- ies Concentration. Certain courses offered at Haverford and Bryn Mawr as noted below can be included in the Concentration. 4 PEACE STUDIES 15. •» | 4 4 4 Intro d uction to P e a c e S tu d ie s . The course begins with an examination of perspectives on the causes o f war in many disciplines (including psychobiology, psycho­ analysis, history, political science, anthropol­ ogy, and economics), then considers various governmental and private organizations and methods supposed to alleviate the causes of war. Topics to be discussed include the United Nations, international law, arms control, dis­ armament, and the work of NGOs for peace. Prerequisite: courses in history or political science dealing with foreign policy and/or courses in religion, sociology, or philosophy discussing the ethics o f war and causes of conflict. This course can be counted for distribution as a Social Science unit, but it is not a primary distribution course. It may not be normally used to fulfill any department’s major require­ ments. Spring semester. Frost. H isto ry 134. A m e r ic a n D ip lo m a tic H isto ry . * The emergence of the United States as a world power, with emphasis on expansionism, na­ tional interest, and global mission. Spring semester. Murphy. ■ P e a ce S tu d ie s 56. H u m a n R ig h ts, R efu g ees, and In te rn a tio n a l La w . I I This course will explore international human rights vis-a-vis the United Nations and related agencies (including the politics leading to their development, their mandate and their limits). In addition, the course will analyze major human rights treatises and the politics of their enforcement in the international arena. Finally, the course will examine causes and effects of human rights violations, resulting in refugees and their search for asylum. Spring semester. Chang-Muy. P o litic a l S c ie n c e 4. Inte rn a tio na l P o litic s . An introduction to the analysis of the con­ temporary international system and its evolu­ tion in the twentieth century. The course will examine various approaches to explaining wars, military defense, and international eco­ nomic problems. Spring semester. Staff. P o litic a l S c ie n c e 45. D e fe n s e P o lic y . Analysis of American defense policy since World War II, with particular emphasis on the choice of weapons systems, foreign inter­ ventions, and military strategies. Prerequisite: Political Science 4. Fall semester. Kurth. P o litic a l S c ie n c e 6 2 . D e v e lo p m e n t and D isco n te n t: C r is i s o f P o litic a l E co n o m y in th e T h ird W orld. An examination of the constraints and choices facing developing countries in their drive to "catch up” with the West. Explores compet­ ing paradigms of development and the differ­ ent strategies, politics and values they em­ body. Topics include the role of class and culture in determining development paths; tradeoffs between growth and equity; women and unequal burden sharing; aid, trade, multi­ national corporations and external domi­ nance; and the new politics of biodiversity and the environment. Fall semester. Ollapally. P o litic a l S c ie n c e 111. Inte rn a tio na l P o litic s . S e m in a r. An inquiry into problems in international politics. Topics will include (1 ) competing theories o f international politics, (2) war and the uses of force, and (3 ) the management of various global economic issues. Prerequisite: Political Science 4 or equivalent. Fall semester. Hopkins. 235 P e a c e and C o n flic t S tu d ie s 9*0 R e lig io n 6. W a r a n d P e a c e . An analysis of the moral issues posed by war, with consideration o f the arguments for holy wars, just wars, real politik, and pacifism. The first part o f the course will trace the evolution of major ideas o f war from the Bible to the present. A study o f America’s wars since 1940 will show the application o f these ideas in this nation’s response to organized violence. Fall semester. Frost. S o c io lo g y / A n th r o p o lo g y 3. S o c ia l C o n flic t a n d S o c ia l C h a ng e. Social conflicts arise as a result o f competing visions and agendas among groups with dif­ ferent social and political identities. Social changes are the consequences o f processes to resolve such conflicts, whether through con­ ciliatory or violent means. This course studies the constructions o f socio-political identities (e.g., race, class, gender), considers how iden­ tity differences inform struggles for equality, separatism and domination, and focuses on specific cases in which identity politics are at the heart of conflicts within heterogeneous societies. Spring semester. Hajjar. S o c io lo g y / A n th r o p o lo g y 33. Ind ig en ou s R e s is ta n c e a n d R e v o lt in La tin A m e r ic a . This course explores ethnic conflict and revo­ lution in Latin America, focusing on Guate­ mala, Mexico, Peru, and Bolivia. Readings for the course include ethnographies on rural and urban culture as well as more general works on anthropological theory. Fall semester. Diaz-Barriga. S o c io lo g y / A n th r o p o lo g y 8 2 . L a w and S o c ie ty : T h e D is c o u r s e o f R ig h ts in th e U.S. This course explores the changing discourse of legal and political rights in the U .S. throughout the 20th century, focusing pri­ marily on rights for minority groups, as the legal domain has become the primary forum for socio-political struggles. We will analyze theories of law and social identity, the con­ tours o f political debates, the legal records on issues relating to minority rights and the effects o f changes on contemporary society. Fall semester. Hajjar. 70. R e s e a r c h I n te rn s h ip / F ie ld W ork. 90. T h e s is . H is to r y 4 9 . R a c e and F o re ig n A ff a ir s . P e a c e S tu d ie s 4 0 . P e a c e M o v e m e n t in th e U n ite d S ta te s . W om en a n d P e a c e . $3 P e a c e S tu d ie s 6 5 . N o n v io le n ce : T h e o r y and P r a c t ic e . P h ilo s o p h y 10. C o n te m p o ra ry M o ra l Issues. 3 P h ilo s o p h y 58. P e a c e S tu d ie s 50. N o n v io le n c e and V io le n c e in Latin A m e r ic a . S o c io lo g y / A n th r o p o lo g y 6 3 . P o w e r, A u th o rity and C o n f lic t m S o c io lo g y / A n th r o p o lo g y 66. E c o lo g y , D e v e lo p m e n t a n d P e a c e in El S a lv a d o r . Bryn Mawr College and Haverford College: Fall semester: G e n e ra l P r o g r a m s 111a. P e a c e and C o n flic t S tu d ie s . Rothman. P o litic a l S c ie n c e 241. Inte rn a tio na l L a w . Allen P o litic a l S c ie n c e 2 4 5 . Inte rn a tio na l P o litic a l S y s t e m s . Mortimer. P o litic a l S c ie n c e 391. R e s e a rc h S e m in a r in C o m p a r a tiv e P o litic s : C o m p a ra tiv e D e m o c ra tiz a tio n . Isaacs. P o litic a l S c ie n c e 3 9 8 . Inte rn a tio na l P o litic a l E c o n o m y . Allen. Spring semester: A n th ro p o lo g y 2 8 0 . W a r and C u ltu ra l D iffe re n c e . Des Chene. P o litic a l S c ie n c e 2 0 6 . C o n flic t and C o n flic t M a n a g e m e n t Ross. P o litic a l S c ie n c e 247. M a n a g in g C o n flic t in N a tio n s a n d O rg a n iz a tio n s . i Rothman. P o litic a l S c ie n c e 316. E th n ic G rou p P o litic s . Ross. P o litic a l S c ie n c e 347. A d v a n c e d T o p ic s in P e a c e and C o n flic t S tu d ie s . Rothman. S o c io lo g y / A n th r o p o lo g y 2 8 0 . Ethnic C o n flic t. Hart. !5> Philosophy HUGH NI. LACEY, Professor2 H AN S OBERDIEK, Professor CH AR LES RAFF, Professor RICHARR SCHULDENFREI, Professor RICHARR ELDRIDGE, Associate Professor and Chair JOHN HAW THORN, Visiting Assistant Professor4 TAMSIN LORRAINE, Assistant Professor3 GRACE LEDBETTER, Instructor Philosophy addresses fundamental issues, views that tend to be presupposed in the activity o f other disciplines and in daily life: the nature o f knowledge, meaning, reasoning, morality, the character of the world, God, freedom, human nature, and history. The study o f philosophy thus impinges on issues o f significance for everyone who wishes to live and act in a reflective and critical manner. COURSE OFFERINGS AND PREREQUISITES The Philosophy Department offers several kinds of courses, all designed to engage stu­ dents in philosophical practice. First, there are courses and seminars to introduce stu­ dents to the major classics o f the history of Western philosophy: works by Plato and Aris­ totle (Ancient Philosophy); Descartes, Hume, and Kant (Modern Philosophy); Hegel and Marx (Nineteenth Century Philosophy); Rus­ sell and Wittgenstein (Contemporary Philos­ ophy). Second, there are courses and seminars which systematically present arguments and conclusions in specific areas of philosophy: Theory of Knowledge, Logic, Ethics, Meta­ physics, Social and Political Philosophy. Third, there are courses and seminars con­ cerned with the foundations o f various other disciplines: Aesthetics, Philosophy of Science, Philosophy o f Language, Philosophy o f Law, Philosophy of the Social Sciences, Philosophy of Psychology, Philosophy o f Mathematics, and Philosophy o f Religion. Fourth, from time to time, courses are offered on philo­ sophical aspects o f contemporary public issues: Values and Ethics in Science and Tech­ nology, Catholic Social and Political Thought. Courses and seminars in the third and fourth categories are frequently offered in collabora­ 2 Absent on leave, spring semester, 1996. 3 Absent on leave, 1995-96. tion with instructors from other relevant de­ partments; several o f these courses are crosslisted in other departments. The Department of Philosophy participates in a special major in linguistics. The interested student should consult the Linguistics Pro­ gram. Students majoring in philosophy must com­ plete at least one course or seminar in ( 1 ) Logic and (2 ) Ancient or Modern Philosophy and earn a total o f eight credits. In addition, students majoring in philosophy are strongly urged to take courses and seminars in areas of: moral, social, and political philosophy; epistemology; and metaphysics. Prospective majors should complete the logic requirement as early as possible. Course majors are en­ couraged to enroll in seminars. Mastery of at least one foreign language is recommended. All course students will be required to take Philosophy 97 or meet another requirement set by the Department that is equivalent to a comprehensive examination. Beginning with the class of 1997, course majors will complete Senior Course Study in Philosophy, in place of Philosophy 97. 4 Fall semester, 1995. P h ilo s o p h y 4I ii « INTRODUCTORY COURSES The Department provides several avenues into philosophical study. All courses numbered 1-9 serve as prerequisites to further work in philosophy, with one exception: Students may do further work in philosophy after taking Logic alone. Additionally, 8 or 9 may be taken after 1-7; after taking either 8 or 9, however, one may not take any course numbered 1-7. Further, any student taking 1 may not take 7, and conversely. All and only courses num­ bered 1-9 fulfill primary distribution require­ ments in the Humanities. 1. In tro d u ctio n to P h ilo s o p h y . Philosophy addresses fundamental questions that arise in various practices and inquiries. Each section addresses a few of these ques­ tions to introduce a range of sharply contrast­ ing positions. Readings are typically drawn from the works o f both traditional and con­ temporary thinkers with distinctive, carefully argued, and influential views regarding knowl­ edge, morality, mind, and meaning. Close attention is paid to formulating questions precisely and to the technique of analyzing arguments, through careful consideration of texts. Primary distribution course in the Humani­ ties. Each semester. Staff. 7. P h ilo s o p h y , C r it ic is m , a n d C u ltu re . How visions o f culture are generated, how they are embodied in narratives, and how they are assessed: Wordsworth, Plato, Descartes, Hume, Kant, Marx, and Althusser. Fall semester. Eldridge. 8 . In d ivid u al a n d S o c ie ty . Throughout history philosophers have tried to map the proper relation between individu­ als and their society. We will not attempt a survey o f this history but concentrate on what a handful o f 19th and 20th century thinkers said about the relationship, with emphasis on the meaning of freedom and its limits. Read­ ings from Karl Marx, J.S . Mill, and John Dewey, among others. Fall semester. Oberdiek 9. In tro d u ctio n to P h ilo s o p h y o f S c ie n c e . An examination of the nature o f science through investigation of the early history of physics, as well as the study o f selected con­ temporary writers. W hat are scientific theo­ ries? Has their character changed in the course o f history? How are theories evaluated? What is the nature o f scientific evidence and infer­ ence? Is science value-free? Are there social influences not only upon the development of science, but also upon the assessment of theo­ ries? W hat is the feminist critique o f scientific practice? Primary distribution course in the Humani­ ties. Serves as a prerequisite for further work in Philosophy. (See "Course Offerings and Prerequisites.” ) Each semester. Lacey. if <1 11. M o r a l P h ilo s o p h y . Though there will be some attention paid to contemporary thinkers, the focus o f this course will be traditional views o f substantive ethics. We will discuss and compare views of how one should live, contrasting different views on the relative importance and relation­ ship of, for example, knowledge, freedom, and pleasure. Among other values which may be discussed are tranquility, human relation­ ships, autonomy, and the search for objective good. Spring semester. Schuldenfrei. 12. L o g ic. An introduction to the principles o f deductive logic with equal emphasis on the syntactic and semantic aspects o f logical systems. The place o f logic in philosophy will also be examined. No prerequisite. Required o f all philosophy majors. Fall semester. Hawthorn. 1 1 1* 'I 13. M o d e rn P h ilo s o p h y . 17th- and 18th-century sources o f Modernity in philosophical problems o f knowledge, free­ dom, humanity, nature, God. Readings from Descartes, Spinoza, Leibniz, Locke, Berkeley, Hume, Kant. Spring semester. Raff. 15. P h ilo s o p h ic a l P r o b le m s o f J u d a is m a n d M o d e rn ity . This course will attempt to deepen under­ standing o f both Judaism and Modernity, and to shed some light on the conflict between other traditional cultures and modernity. Not offered 1995-96. i 1 16. P h ilo s o p h y o f R elig ion . See Religion 14. 17. A e s th e tic s . On the nature o f art and its roles in human life, considering problems o f intrepretation and evaluation and some specific medium of art. Not offered 1995-96. 19. P h ilo s o p h y o f S o c ia l S c ie n c e : M e th o d o lo g ie s o f th e S tu d y o f P o v e rty . This course will study standard problems in the philosophy o f the social sciences as they are exemplified in recent studies o f urban poverty. Not offered 1995-96. 20. P la to and th e D ia lo g u e Fo rm . This course will focus on some o f the central issues in ethics, metaphysics, and epistemol­ ogy raised in the Platonic dialogues. In addi­ tion to a philosophical analysis o f the argu­ ments, the course will examine why Plato chose to write in the dialogue form, and what philosophical implications this form may have. Cross-listed as Classics 20. Spring semester. Ledbetter. 21. S o c ia l and P o litic a l P h ilo s o p h y . See Philosophy 121. Fall semester. Schuldenffei. 23. C o n te m p o ra ry P h ilo s o p h y . Classical texts by 20th-century authors illus­ trate the Revolt Against Idealism (Frege, Moore, Russell), Logical Positivism (Carnap, Quine), Ordinary Language Philosophy (Aus­ tin, Ryle), later Wittgenstein, Rorty. Not offered 1995-96. 24. T h e o r y o f K n o w le d g e . Perplexities about the nature, limits, and vari­ eties o f rationality, knowledge, meaning, and understanding. Readings from current and traditional sources. Fall semester. Raff. 26. L a n g u a g e and M e a n in g . See Philosophy 116. Not offered 1995-96. 39. E x is te n tia lis m . In this course we will examine existentialist thinkers such as Nietzshe, Heidegger, Sartre, and Camus as background for exploring themes o f contemporary European philoso­ phy including the self, responsibility and authenticity, and the relationship o f mind and body. Not offered 1995-96. 40. S e m a n tic s . See Linguistics 40. Spring semester. Fernald. 45. P h ilo s o p h ic a l A p p r o a c h e s to th e Q u e stio n o f W om an. We will examine definitions o f woman in Western philosophy and explore how women are currently defining themselves in various forms o f feminist thought. Not offered 1995-96. 5 5 . P h ilo s o p h y o f La w . An inquiry into major theories o f law, with emphasis on implications for the relation between law and morality, principles of crimi­ nal and tort law, civil disobedience, punish­ ment and excuses, and freedom of expression. Fall semester. Oberdiek. 5 8 . N o n -V io le n c e a n d V io le n c e in La tin A m e r ic a This course will study the theory, practice, philosphical foundations, and historical back­ ground o f recent developments in non-violent action and methods throughout Latin America. Not offered 1995-96. 78. P o s t - M o d e rn is m / P o s t - S tr u c tu ra lis m . This course will survey and evaluate 1) artistic modernism, Dada, and post-modernism and 2) scientific structuralism and post-structu­ ralism. Spring semester. Eldridge. 8 6 . T o p ic s in P h ilo s o p h y and P s y c h o lo g y . In practical life, we usually explain human actions by giving the person’s reasons—his or her goals and beliefs—for performing them. In contrast, in experimental science, we at­ tempt to explain behavior by finding laws in accordance with which it occurs. This course explores the extent to which the categories of explanation that come from practical life con­ strain or limit the scope o f scientific explana­ tions. The course is open to students who have had at least the introductory course in both philosophy and psychology. Cross-listed as Psychology 86. Fall semester. Lacey. 239 i P h ilo s o p h y *» i 89. C o llo q u iu m : P h ilo s o p h y o f S o c ia l S c ie n c e s . Not offered 1994-95. 9 3 . D ire c te d R ead in g . 9 6 . T h e s is . Fall semester. Staff. 97. S e n io r C o n fe re n c e . Fall semester. Raff. Each semester. Staff. *4 SEM INARS 101. M o r a l P h ilo s o p h y . 113. T h e o r y o f K n o w le d g e . An examination o f the principal theories of value, virtue, and moral obligation, and of their justification. The focus will be primarily on contemporary treatments o f moral phi­ losophy. A central question o f seminar will be the possibility and desirability of moral theory. Spring semester. Oberdiek. Traditional and current theories o f knowledge and their alternatives. Topics include selfdeception, dreaming, perception, theorizing, and the nature o f knowledge. Not offered 1995-96. 102. A n c ie n t P h ilo s o p h y . This seminar will examine those works of Plato and the Pre-Socratics that form the philosophical background to Aristotle’s proj­ ect in the Metaphysics. The Metaphysics itself will then be studied as a major contribution to the Western philosophical tradition. Fall semester. Ledbetter. 103. S e le c te d M o d e rn P h ilo s o p h e r s . Two or more philosophical systems o f Des­ cartes, Spinoza, Leibniz, Locke, Berkeley, Hume, or Kant and their relations. Spring semester. Raff. 104. C o n te m p o ra ry P h ilo s o p h y . 20th-century classics by Frege, Moore, Rus­ sell, Wittgenstein selected for intensive treat­ ment and as ground for one or more current philosophical issues. Not offered 1995-96. 106. A e s th e tic s . 114. N in e te e n th -C e n tu ry P h ilo s o p h y . 4 The historicist treatment o f such topics as knowledge, morality, God’s existence, and Fichte, Hegel, Kierkegaard, Marx, and Nietzsche. Not offered 1995-96. 4 116. L a n g u a g e a n d M e a n in g . Behaviorist theories o f meaning, coghitivist theories o f meaning, and conception o f lan­ guage as a social practice will be surveyed and criticized. Fall semester. Eldridge. 109. Selected issues, e.g., the nature o f scientific explanation and evidence, the relationship between theory and observation, the rational­ ity o f science, the alleged value-freedom of science. Not offered 1995-96. 111. P h ilo s o p h y o f R e lig io n . See Religion Department Preparation by course and attachment. H *4 118. P h ilo s o p h y o f P s y c h o lo g y . An honors exam in Philosophy o f Psychology may be prepared for by taking Philosophy 86 and attachment. Fall semester. See Linguistics 109. Spring semester. Femald. v 117. P h ilo s o p h y o f th e S o c ia l S c ie n c e s . This course will consider different approaches to the study o f human beings. The appropri­ ateness o f a scientific attitude towards the study o f people will be considered, as will the possibility o f alternative approaches. The meaning o f "tru th ” in the study o f human beings, and its legitimacy as a goal will also be discussed. Not offered 1995-96. On the nature o f art and its roles in human life, considering problems o f intrepretation and evaluation and some specific medium of art. Not offered 1995-96. S e m a n tic s . 44 119. P h ilo s o p h y o f S c ie n c e . 4 4 121. S o c ia l and P o litic a l P h ilo s o p h y . Sources for this seminar will range from Ancient to Contemporary. Among the theor­ ists who may be considered are Plato, Hobbes, Locke, Rousseau, Rawls, MacIntyre, Taylor, Shklar, Rorty, and Habermas. In addition to classic issues, such as the nature and founda­ tion of justice, considerable attention wil be paid to the question of whether modem thought can or should provide a philosophical basis for political and social theorizing and, if not, what such theorizing might look like in the absence o f a philosophical basis. Fall semester. Schuldenfrei. capacity for moral vision? In this course we will examine the themes o f alienation, authen­ ticity, death, and desire as they emerge in contemporary European philosophy. We will consider thinkers such as Heidegger, Fou­ cault, Derrida, Lacan, Kristeva, and Irigaray, and the background of phenomenological, existential, and structuralist thought out of which they emerge, in order to access their relevance to the problems confronting us today. Not offered 1995-96. 145. F e m in is t T h e o r y S e m in a r. If the power o f a social critique rests on its ability to make general claims, then how do 122. P h ilo s o p h y o f L a w . we account for the particularity o f women’s Not offered 1995-96. various social situations without sacrificing 137. G e rm a n R o m a n tic is m a n d Id e a lism . the power o f a unified theoretical perspective? A critical survey o f the interactions between In this course, we will explore possibilities philosophical thinking about human freedom opened by poststructuralist theory, postco­ and literary imaginations o f human possibili­ lonial theory, French feminist theory, and ties in German writing between 1791 and other forms o f feminist thought, in order to 1806. Kant, Schiller, A.W . Schlegel, F. examine questions about desire, sexuality, Schlegel, Schelling, Hölderlin, Hegel, and per­ and embodied identities, and various resolu­ haps Fichte and Novalis will be considered. tions to this dilemma. Spring semester. Eldridge. Not offered 1995-96. 139. P h e n o m e n o lo g y , E x is te n tia lis m , and P o s t - S tr u c tu ra lis m . Is contemporary society facing a cultural crisis in the form o f the death o f the self! Have human beings become so alienated from them­ selves and one another that they have lost the 180. T h e s is . A thesis may be submitted by majors in the department in place o f one Honors paper, upon application by the student and at the discretion o f the department. 241 Physical Education and Athletics ER N EST J . PRUDENTE, Professor D O UG LAS M . W EISS, Professor RORERT E. W ILLIAM S, Professor and Chair S U S A N P. DAVIS, Associate Professor K A R L MIRAN, Associate Professor M IC H A EL L. M U L L A N , Associate Professor LEE WIMRERLY, Associate Professor KAR EN BORBEE, Assistant Professor CHERI G OETCHEUS, Assistant Professor TED DIXON, Assistant RICHARD KE N TW ELL Assistant WAYNE MCKINNEY, Assistant* LARRY PERRY, Assistant DAN S E A R S , Assistant RONALD A . TIRPAK, Assistant DONNA DAVIS, Visiting Instructor, Part-time The aim o f the Department is to contribute to the total education o f all students through the medium o f physical activity. We believe this contribution can best be achieved through encouraging participation in a broad program o f individual and team sports, aquatics, and physical conditioning. The program provides an opportunity for instruction and experience in a variety o f these activities on all levels. It is our hope that participation in this program will foster an understanding o f movement and the pleasure of exercise, and will enhance, by practice, qualities of good sportsmanship, leadership, and cooperation in team play. Students are also encouraged to develop skill and interest in a variety o f activities which can be enjoyed after graduation. The intercollegiate athletic program is com­ prehensive, including varsity teams in twentytwo different sports, eleven for men and eleven for women. Ample opportunities exist for large numbers of students to engage in intercollegiate compe­ tition, and those who qualify may be encour­ aged to participate in regional and national championship contests. Several club teams in 4 242 Fall semester, 1995. various sports are also organized and a pro­ gram o f intramural activities is sponsored. Students are encouraged to enjoy the instruc­ tional and recreational opportunities offered by the Department throughout their college careers. In the freshman and sophomore years all students not excused for medical reasons are required to complete a four quarter (two semester) program in physical education. All students must pass a survival swimming test or take up to one quarter o f swimming in­ struction; classes for this purpose are offered in the fall quarter. Courses offered by the Department are listed below. Credit toward completion of the Phys­ ical Education requirement will also be given for participation in intercollegiate athletics, as well as the listed Dance courses, which are semester-long courses. To receive credit for any part of the program students must par­ ticipate in their chosen activity a minimum of three hours a week. Faculty regulations stipu­ late that students who have not fulfilled the Physical Education requirement will not be allowed to enter the junior year. Fall A c t iv it ie s Advanced Life Saving Aerobics Aquatics I, II, III Badminton Beginning African Dance * * * * Cross Country ij. Field Hockey Folk Dance * * * Football Nautilus I Advanced Nautilus Self-Defense ♦♦♦♦ Soccer Squash Swimming for Fitness * * * * Tennis Touch Football * * Volleyball Weight Training W in te r A c t iv it ie s Aerobics Aquatics I, II, III * * Badminton * * * * Basketball Beginning African Dance Fencing Folk fit Square Dance * * * * Indoor Track Lifeguard Training Nautilus I Advanced Nautilus Self-Defense * Squash * * * * Swimming Swimming for Fitness Tennis Volleyball Weight Training * * * Wrestling S p rin g A c t iv it ie s Aerobics Archery Aquatics I, II, III Badminton * * * Baseball Beginning African Dance continued Folk Dance continued ♦G o lf * * * * Lacrosse t Intercollegiate competition for women * Intercollegiate competition and course instruction. * * Intercollegiate competition for women, course instruction for men and women. Nautilus I Advanced Nautilus * Softball Swimming for Fitness * * * * Tennis ♦♦♦* Track and Field Volleyball Weight Training * * * Intercollegiate competition for men. * * * * intercollegiate competition for men and women. 243 Physics and Astronomy JO H N R. BOCCIO, Professor P ETER J . COLLINGS, Professor and Chair JO H N E. GAU STAD , Professor of Astronomy W U LFF D. HEINTZ, Professor o f Astronomy A M Y L.R. BUG, Associate Professor3 FR A N K A . MOSCATELLI, Associate Professor M IC H A E L R. BROWN, Assistant Professor T H O M A S 0 . DONNELLY, Assistant Professor C A R L H. G R O SS M A N , Assistant Professor3 NATHANIEL P. LONGLEY, Assistant Professor LYNN A . W ESTLING, Assistant Professor TERRENCE L. REESE, Visiting Assistant Professor The program o f the Physics and Astronomy Department stresses the concepts and meth­ ods that have led to an understanding o f the fundamental laws explaining the physical uni­ verse. Throughout the work o f the Department, em­ phasis is placed on quantitative, analytical reasoning, as distinct from the mere acquisi­ tion o f facts and skills. Particular importance is also attached to laboratory work, because physics and astronomy are primarily experi­ mental and observational sciences. W ith the awareness that involvement in re­ search is a major component in the education o f scientists, the department offers a number o f opportunities for students to participate in original research projects, conducted by mem­ bers o f the faculty, on (or off) campus. Several research laboratories are maintained by the Department to support faculty interests in the areas o f laser physics, high-resolution atomic spectroscopy, plasma physics, com­ puter simulation, computer graphics, liquid crystals, and infrared astronomy. The Department maintains two major tele­ scopes, a 61-cm reflector, equipped with a high-resolution spectrometer and CCD cam­ era, and a 61-cm refractor, equipped for pho­ tographic and visual astrometry, plus a 15-cm refractor for instructional use. A monthly visitors’ night at the Observatory is an­ nounced in the College calendar. Two calculus-based introductory courses are offered. Physics 3 , 4 covers both classical and modern physics and is an appropriate intro­ ductory physics course for those students majoring in engineering, chemistry, and biol­ ogy. Physics 7, 8, on the other hand, which is normally preceeded by Physics 6 , is at a higher level. It is aimed towards students planning to do further work in physics or astronomy and is also appropriate for engineering and chem­ istry majors. The four-course sequence 6 , 7, 8, 14 is designed to provide a comprehensive introduction to all major areas o f physics. Additional information is available via the World Wide Web at http:/Glaser.swarthmore.edu/ REQUIREMENTS AND RECOMMENDATIONS Degree Requirements: The minimum program in Physics is intended for students not plan­ ning to pursue graduate work. It includes Physics 6, 7, 8, 14, and 5 0 in the first two years followed by Physics 111, 112, 113, and 114 in the last two years. In addition, the 3 Absent on leave, 1995-96. 244 advanced laboratory courses Engineering 72A and Physics 8 2 and Mathematics 5, 6A, 6B, 16, and 18 must be taken. The standard programs listed below provide strong preparation for graduate study. The standard program in Physics is Physics 6, 7 ,8 ,1 4 , and 5 0 in the first two years followed by Physics 111, 112, 113, 114,115, and 116 in the last two years. In addition, the advanced laboratory courses Engineering 72A , Physics 82, and 83, and Mathematics 5, 6A, 6B, 16, and 18 must be taken. Chemistry 10 is strongly recommended. The standard program in Astronomy is Phys­ ics 6 , 7, 8 ,1 4 , and Astronomy 5, 6 in the first two years followed by Astronomy 59, 117, 118, and three other Astronomy courses in the last two years. In addition, Mathematics 5, 6A, 6B, 16, and 18 must be taken. A special major in Astrophysics normally consists of Physics 6 ,7 ,8 ,1 4 , and Astronomy 5, 6 in the first two years followed by Physics 111, 112, 113, 114, and Astronomy 117, 118 in the last two years. In addition, Mathematics 5, 6A, 6B, 16, 18 must be taken. Engineering 72A , Chemistry 10 and Physics 5 0 ,8 2 , and 83 are strongly recommended. Students wishing an even stronger background for graduate work may take an extended program by adding senior seminars (num­ bered greater than 130) or a research project to the standard program. Seniors not taking the external examinations must take a comprehensive examination, which is not only intended to encourage re­ view and synthesis, but also requires students to demonstrate mastery o f fundamentals stud­ ied during all four years. Criteria for Acceptance as a Major: A student applying to become a Physics major should have completed or be completing Physics 14, Physics 50, and Math 18. I f applying for an Astrophysics or Astronomy major, they should also have completed Astronomy 5 and 6. The applicant must normally have an aver­ age grade in all Physics and/or Astronomy courses, as well as in Math 16, 18, o f C + ;6r better. Since almost all advanced work in Physics and Astronomy at Swarthmore is taught in semi­ nars, where the pedagogical responsibility is shared by the student participants, an addi­ tional consideration in accepting (retaining) majors is the presumed (demonstrated) abil­ ity o f the students not only to benefit from this mode o f instruction but also to contribute positively to the seminars. Advanced Laboratory Program: The principal Physics seminars (111, 112, 113, 114, 115, 116) are each accompanied by a full laboratory program, namely Engineering 72A (electron­ ics lab, Yi credit), Physics 82, 83 (each onehalf credit) requiring approximately one after­ noon a week. Students enrolled in these se­ minars must arrange their programs so that they can schedule an afternoon for lab each week free o f conflicts with other classes, extracurricular activities, and sports. Independent Work: Physics and Astronomy majors are encouraged to undertake indepen­ dent research projects, especially in the senior year, either in conjunction with one o f the senior seminars, or as a special project for separate credit (Physics/Astronomy 94). There are usually several opportunities for students to work with faculty members on research projects during the summer. In prepration for independent experimental work, prospective majors are strongly urged to take Physics 63, Procedures in Experimental Phys­ ics, during the fall semester o f their sopho­ more year, which will qualify them to work in the departmental shops. EXTERNAL EXAMINATION PROGRAM To be accepted into the External Examination program in the Department, the applicant must normaly have an average grade in all Physics and/or Astronomy courses of B or better. External examinations are based on the topics covered in the following seminars: Physics ((111, 112, 113, 114, 115), Astrophysics (111, 1112, 113, 114, 117), Astronomy (5 6 , 59, 64, 1117). In addition, topics from the Senior IHonors Study seminar are included in the eexternal examinations. An oral defense o f a research or library thesis is also a part of the r external examination program. e 245 P h y s ic s and A s tr o n o m y Minors in physics, astrophysics, and astronomy take an external examination based on two seminars from the lists above. An oral defense o f a research or library thesis is also a part o f the external examination program for minors. PHYSICS 3. G e n e ra l P h y s ic s I. Topics include vectors, kinematics, Newton’s laws and dynamics, conservation laws, work and energy, oscillatory motion, systems of particles, rigid body rotation, special rela­ tivity, and thermodynamics. Includes one lab­ oratory weekly. Prerequisite: Mathematics 5 (can be taken concurrently). Fall semester. Collings and Reese. 4. G e n e ra l P h y s ic s II. Topics include wave phenomena, geometrical and physical optics, electicity and magnetism, direct and alternating-current circuits, and introductory quantum physics. Includes one laboratory weekly. Prerequisite: Mathematics 6A (can be taken concurrently). Physics 3 or permission. Spring semester. Donnelly. 6. T h e C h a r a c t e r o f P h y s ic a l L a w . An introduction to the concepts of physics and the thought processes inherent to the discipline. The primary emphasis o f the course will be on the accepted principles of physics and their application to specific areas. Attention will be given to philosophical as­ pects of physics, discussions o f what kind of problems physicists address and how they go about addressing them. The course includes a substantial writing component. Three lecture/ discussion sections per week and a labora­ tory. Primary distribution course. Fall semester. Brown, Longley, Moscatelli. 7. In tro d u c to ry M e c h a n ic s . An introduction to classical mechanics and special relativity. Includes the study of the kinematics and dynamics o f point particles; conservation principles involving energy, mo­ mentum, and angular momentum; rotational motion o f rigid bodies; oscillatory motion; and relativistic kinematics and dynamics. In­ cludes one laboratory weekly. 246 Prerequisite (can also be taken concurrently): Mathematics 6A. Physics 6 or permission. Spring semester. Moscatelli. 8. E le c t ric ity , M a g n e tis m , and W a v e s. A Sophisticated introductory treatment of wave and electric and magnetic phenomena, such as oscillatory motion, forced vibrations, coupled oscillators, Fourier analysis of pro­ gressive waves, boundary effects and interfer­ ence, the electrostatic field and potential, electrical work and energy, D.C. and A.C. circuits, the relativistic basis of magnetism, and Maxwell’s equations. Includes one labo­ ratory weekly. Prerequisites: Physics 7. Mathematics 6A, 6C; 16 or 18 (can be taken concurrently). • Fall semester. Boccio. 14. T h e r m o d y n a m ic s and M o d e rn P h y s ic s . An introduction to thermodynamics and tem­ perature, heat, work, entropy, modem phys­ ics, including relativistic dynamics, wave me­ chanics, Schrodinger equation applied to one­ dimensional systems, and properties of atoms, molecules, solids, nuclei, and elementary par­ ticles. The quantum aspects o f the interaction o f photons with matter. Includes one labora­ tory weekly. Prerequisites: Physics 3, 4 or Physics 7, 8. Spring semester. Longley. 20. P r in c ip le s o f th e E a rth S c ie n c e s . An analysis o f the forces shaping our physical environment, drawing on the fields of geology, geophysics, meteorology, and oceanography. Primary distribution course. Not offered 1995-96. 2 3 . R e la tiv ity . A non-mathematical introduction to the spe­ cial and general theories o f relativity as devel­ oped by Einstein and others during the 20th century. Primary distribution course. Not offered 1995-96. 25. In S e a r c h o f R e a lity . By investigating the assumptions, theories, and experiments associated with the study of reality in quantum physics, we will atempt to decide whether the question o f the existence of an intelligible external reality has any mean­ ing. Spring semester. Boccio. 27. T h e P h y s ic s o f S c ie n c e Fictio n . This course is an exploration o f the physical principles o f space flight, planetary motion, gravity, nuclear reactions and radiation, and time travel as found in science fiction. Work­ ing in the context o f scenarios created in science fiction stories, the course expands upon the underlying physics. The develop­ ment o f both problem solving and laboratory skills is an important aspect o f the course. There is a substantial reading component as well as weekly problem sets and laboratories. Spring semester. Westling. 50. M a th e m a tic a l M e th o d s o f P h y s ic s . A survey of analytical and numerical tech­ niques useful in physics, including multivari­ able calculus, optimization, ordinary differ­ ential equations, partial differential equations and Sturm-Liouville systems, orthogonal func­ tions, Fourier series, Fourier and Laplace transforms, and numerical methods. Prerequisites: Mathematics 16 and either 6C or 18; a knowledge of some programming language. Spring semester. Reese. 63. P r o c e d u r e s in E x p erim e n ta l P h y s ic s . Techniques, materials, and the design of ex­ perimental apparatus. Shop practice. Printed circuit design and construction. Half-credit course. Open only to majors in Physics or Astronomy. Fall semester. Technical staff. 9 3 . D ire c te d R eading. This course provides an opportunity for an individual student to do special study, with either theoretical or experimental emphasis, in fields not covered by the regular courses and seminars. The student will present oral and written reports to the instructor. One-half, one, or two credits. Each semester. Staff. 94. R e s e a r c h P r o j e c t Initiative for a research project may come from the student, or the work may involve collaboration with on-going faculty research. The student will present a written and an oral report to the Department. One-half, one, or two credits. Each semester. Staff. SEMINARS 111. A n a ly tic a l D y n a m ic s . Intermediate classical mechanics. Motion o f a particle in one, two, and three dimensions. Kepler’s laws and planetary motion. Phase space. Oscillatory motion. Lagrange equations and variational principles. Systems of parti­ cles; collisions and cross sections. Motion of a rigid body. Euler’s equations. Rotating frames o f reference. Small oscillations and normal modes. Wave phenomena. Prerequisites: Physics 14, 50; Math 18. One credit. Fall semester. Westling. 112. E le c t ro d y n a m ic s . Electricity and magnetism using vector calcu­ lus. Electric and magnetic fields. Dielectric and magnetic materials. Electromagnetic in­ duction. Maxwell’s field equations in differ­ ential form. Displacement current. Poynting theorem and electromagnetic waves. Bound­ ary-value problems. Radiation. Four vector formulation o f relativistic electrodynamics. Prerequisite: Physics 14, 50; Math 18. One credit. Fall semester. Donnelly. 113. Q uantum T h e o ry . Postulates o f quantum mechanics. Operators, eigenfunctions, and eigenvalues. Function spaces and hermitian operators; bra-ket nota­ tion. Superposition and observables. Time development, conservation theorems, and parity. Angular momentum. Three-dimen­ sional systems. Matrix mechanics and spin. Coupled angular momenta. Time-independent and time-dependent perturbation theory. Tran­ sition rates. 247 P h y s ic s and A s tr o n o m y Prerequisites: Physics 111 and Mathematics 16. One credit. Spring semester. Collings. 114. S t a t is t ic a l P h y s ic s . The statistical behavior o f classical and quan­ tum systems. Temperature and entropy, equations o f state, engines and refrigerators, statistical basis o f thermodynamics, microcanonical, canonical and grand canonical dis­ tributions, phase transitions, statistics of bosons and fermions, black body radiation, electronic and thermal properties o f quantum liquids and solids. Prerequisites: Physics 111 and Mathematics 6C or 18. One credit. Spring semester. Brown. 115. Q uantum A p p lic a tio n s . Applications of theory developed in Physics 113 and 114. Topics selected from: Atomic physics. Solid-state physics. Nuclear physics. Particle physics. Molecular physics. Prerequisites: Physics 111, 113. One credit. Fall semester. Boccio. 116. M o d e rn O p tic s . Wave equations, superposition, interference, Frauenhofer and Fresnel diffraction, polariza­ tion. Optical instruments: spectrometers, interferometers, etalons. Propagation in fi­ bers, Fourier optics, spatial and temporal coherence, lasers, elements o f nonlinear op­ tics. Quantum theory of light: blackbody radiation, modes, quantization of the electro­ magnetic field, photons, intensity fluctua­ tions. Prerequisites: Physics 112, 113. One credit. Fall semester. Moscatelli. 130. G e n e ra l R e la tiv ity . Newton’s gravitational theory. Special rela­ tivity. Linear field theory. Gravitational waves. Measurement o f spacetime. Riemannian geometry. Geometrodynamics and Ein­ stein’s equations. The Schwarzschild solution. Black holes and gravitational collapse. Cos­ mology. Prerequisites: Physics 111 and 112. One credit. Spring semester. Boccio. 248 131. P a r t ic le P h y s ic s . A study o f the ultimate constituents o f matter and the nature o f the interactions between them. Topics include relativistic wave equa­ tions, symmetries and group theory, Feynman calculus, quantum electrodynamics, quarks, gluons, and quantum chromodynamics, weak interactions, gauge theories, the Higgs particle, and finally some o f the ideas behind lattice gauge calculations. Prerequisites: Physics 113 and 115. One credit. Not offered 1995-96. 132. N o n -L in e a r D y n a m ic s and C h a o s. Nonlinear mappings, stability, bifurcations, catastrophe. Conservative and dissipative sys­ tems. Fractals and self-similarity in chaos theory. Prerequisites: Physics 111 and 112. One credit. Not offered 1995-96. 133. A to m ic P h y s ic s and S p e ctro sco p y . Review o f quantum theory. Hydrogen atom. Multi-electron atoms. Atoms in external fields. Optical transitions and selection rules. Hyperflne structure. Lasers. Atomic spec­ troscopic techniques: atomic beams methods, Doppler-free spectroscopy, time-resolved spectroscopy, level crossing spectroscopy. Prerequisites: Physics 113, 115, and 116. One credit. Not offered 1995-96. 134. A d v a n c e d Q uantum M e c h a n ic s . Photon polarization. Quantum interference effects. Measurement theory. Potential scat­ tering. Time-independent and time-dependent perturbation theory. Interaction of the quan­ tized radiation field with matter. Addition of angular momenta. Rotations and tensor opera­ tors. Identical particles. Second quantization. Atoms and molecules. Relativistic spin zero particles. The Klein-Gordon equation. The Dirac equation. Prerequisites: Physics 113 and 115. One credit. Not offered 1995-96. 135. S o lid S ta te P h y s ic s . Crystal structure and diffraction. The recip­ rocal lattice and Brillouin zones. Lattice vibra­ tions and normal modes. Phonon dispersion. Einstein and Debye models for specific heat. Free electrons and the Fermi surface. Elec­ trons in periodic structures. The Bloch theo­ rem. Band structure. Semiclassical electron dynamics. Semiconductors. Magnetic and op­ tical properties o f solids. Superconductivity. Prerequisites: Physics 113, 114, and 115. One credit. Not offered 1995-96. 136. Q uantum O p tic s and L a s e r s . Atom-field interactions, stimulated emission, cavities, transverse and longitudinal mode structure, gain and gain saturation, non-linear effects, coherent transients and squeezed states. Pulsed lasers and superradience. Prerequisites: Physics 113 and 116. One credit. Not offered 1995-96. UPPERCLASS LABORATORY PROGRAM 72a. E le c t ro n ic C ir c u it A p p lic a tio n s . 83. (See Engineering for description.) Experiments in modem optics, lasers (con­ tinuous and pulsed), atomic spectroscopy using tunable lasers and advanced nuclear physics. (Upon consultation with a faculty member, a research project may be substituted.) One-half credit. Fall semester. Brown. 82. A d v a n c e d L a b o ra to ry . Experiments in mechanics, electricity and magnetism, waves, thermal and statistical phys­ ics, atomic and nuclear physics. One-half credit. Spring semester. Moscatelli, Brown. A d v a n c e d L a b o ra to r y / R e s e a rc h . ASTRONOMY 1. In tro d u c to ry A s tr o n o m y . The scientific investigation of the universe by observation and theory, including the basic notions o f physics as needed in astronomical applications. Topics include astronomical in­ struments and radiation; the sun and planets; properties, structure, and evolution of stars; the Galaxy and extragalactic systems; the ori­ gin and evolution of the universe. Includes some evening labs. Primary distribution course. Fall semester. Heintz. Spring semester. Gaustad. 5. G e n e ra l A s tr o n o m y I. Celestial coordinates. Astronomical instru­ ments. Laws of physics relevant to astronomy. Observed properties of the sun and stars. Stellar structure and evolution. Star clusters. Celestial mechanics. Binary stars. Prerequisite: Mathematics 5. Fall semester. Gaustad. 6. G e n e ra l A s tr o n o m y II. Interstellar matter. The Milky Way Galaxy. Galaxies and quasars. Cosmology. The solar system. Prerequisite: Mathematics 5. Spring semester. Heintz. 9. M e te o ro lo g y . The elements of weather, its recording and prediction. Structure and dynamics o f the atmosphere. Includes regular weather obser­ vations and comparison with maps. Prerequisites: Mathematics 5, 6A. Spring semester. Heintz. 52. C o n c e p ts o f th e C o s m o s . The development of mathematical and astro­ nomical thought, with emphasis on hellenistic geometry and cosmology. The incorporation o f physical law in theory and observation from Newton and Halley to Einstein and the present astrophysics. Prerequisite: Astronomy 1 or 6, Math 4 or 5. Not offered 1995-96. 5 5 . P la n e ta ry S c ie n c e . Methods and results o f the exploration o f the solar system. Prerequisite: Astronomy 6. Fall semester. Heintz. 249 P h y s ic s and A s tr o n o m y i « 56. C o s m o lo g y . Optical and radio study of galaxies and the cosmic distance scale. General Relativity and the theoretical frame of model Universes. Quasars, the cosmic microwave background; theories of the early Universe. Prerequisites: Astronomy 5, 6; Mathematics 6A, 6B. Not offered 1995-96. 5 9 . P o s itio n a l A s tro n o m y . Coordinate systems and transformations; fun­ damental and apparent positions; proper mo­ tion and binary-star analysis. Prerequisite: Astronomy 6 . Not offered 1995-96. 61. C u rre n t P r o b le m s in A s tr o n o m y a n d A s t r o p h y s ic s . Reading and discussion o f selected research papers from the astronomical literature. Tech­ niques o f journal reading, use o f abstract services and other aids for the efficient main­ tenance o f awareness in a technical field. May be repeated for credit. Credit/no credit only. One-half credit. Each semester. Staff. 64. G a la c tic S tr u c tu re . Observational and theoretical results on the Milky Way Galaxy, including stellar popula­ tions, H-R diagram, luminosity function, stel­ lar dynamics, spiral structure, and mass dis­ tribution. Prerequisites: Astronomy 6, Mathematics 6A. Not offered 1995-96. <& •► 93. D ire c te d R ead in g . 94. R e s e a rc h P r o j e c t <► 117,118. T h e o r e tic a l A s t r o p h y s ic s . The physical interpretation o f astronomical phenomena. Topics include electromagnetic processes in space, fluid dynamics and shock waves, the interstellar medium, radiative trans­ fer, stellar atmospheres, interpretation o f stel­ lar spectra, stellar structure and evolution, and star formation. Prerequisites: Astronomy 5, 6; Physics 14. Not offered 1995-96. , > mm - > 250 Political Science RAYMOND F. HOPKINS, Professor2 J A M E S R. KURTH, Professor RICHARD L. RUBIN, Professor (part-time) 3 KENNETH E. S H A R P E , Professor and Chair DAVID G. S M ITH , Professor Emeritus CAROL NACKENOFF, Associate Professor3 RICHARD VALELLY, Associate Professor TYRENE W HITE, Associate Professor CYNTHIA PERWIN H A LPER N , Assistant Professor M ETA MENDEL-REYES, Assistant Professor DEEPA M . OLLAPALLY, Assistant Professor COURSE OFFERINGS AND PREREQUISITES Courses and seminars offered by the Political Science Department deal with the place of politics in society and contribute to an under­ standing o f the purposes, organization, and operation of political institutions, domestic and international. The Department offers courses in all four of the major subfields of the discipline-American politics, comparative politics, international politics, and political theory. Questions about the causes and con­ sequences o f political action and normative concerns regarding freedom and authority, power and justice, and human dignity and social responsibility are addressed throughout the curriculum. Prerequisites: Students planning to study po­ litical science are advised to start with two of the following introductory courses: Political Theory, American Politics, Comparative Poli­ tics, and International Politics (Political Sci­ ence 1 ,2 ,3 , and 4 ). Normally any two o f these courses constitute the prerequisite for further work in the Department. REQUIREMENTS FOR THE MAJOR Prerequisites and general recommendations: Stu­ dents who intend to major in Political Science should begin their work in their first year at college if possible. Completion o f at least two courses at the introductory level (Political Science 1, 2, 3, 4 is required for admission to the major). Supporting courses strongly re­ commended for all majors are Statistical Thinking or Statistical Methods (Mathemat­ ics 1 or 2 ) and Introduction to Economics (Economics 1). Course requirements for majors: To graduate with a major in Political Science, a student must complete the equivalent o f at least eight courses in the Department. The Department expects that at least five of these eight courses be taken at Swarthmore. 2 Absent on leave, spring semester, 1996. Distribution requirements: All Political Science majors are required to take one course or seminar in each of the following three fields: 1) American politics; 2 ) comparative or inter­ national politics; and 3 ) political theory. Completion of any of the following will satisfy the political theory requirement: Political Sci­ ence 11, 12, 100, or 101. The Department recommends that majors plan course and seminar programs that afford some exposure above the introductory level to at least three o f the four major subfields of political science (listed in the introductory paragraph above). The comprehensive requirement: Majors in the Course program can fulfill the College com­ prehensive requirement in one of two ways. 3 Absent on leave, 1995-96. 251 P o litic a l S c ie n c e The preferred option is the Oral Thesis. Stu­ dents are examined orally on a body of liter­ ature that best captures their interests and range o f preparation within the discipline. Under the second option, the Written Thesis, students are required to complete a written thesis based on in-depth research into a topic o f their choice. To be eligible for this option students must normally have at least an Aaverage in their political science courses, dem­ onstrate the merit and rigor o f their proposal, and secure the approval of a faculty advisor. Detailed information about all o f these options is made available at the beginning o f the junior year. | HONORS MAJORS (available to classes of 1997 onward) To be accepted into the Honors Program students should normally have at least an average o f B + inside the department (the grade equivalent of an "Honors” ) and B outside the department and should give evidence o f their ability to work independently and construc­ tively in a seminar setting. Seminars will normally be limited to eight students and first choice will go to honors majors. Political Science Honors majors must meet all current distributional requirements for majors, in­ cluding the history o f political theory re­ quirement. They must have a minimum ten credits inside the Political Science Depart­ ment. Normally, six o f these credits will be met with three two-unit preparations which will help prepare honors majors for outside examinations, both written and oral. These two-unit preparations will normally be either a two-credit honors seminar or a "courseplus” option. O f these three (3 ) two-unit preparations, no more than two may be in a single field in the Department. The "courseplus” option will normally consist o f two one-unit courses or seminars that have been designated to count as an honors preparation. Examples include Pols 3 8 (Community Poli­ tics: The Internship Seminar) plus either Pols 19 (Democratic Theory and Practice) or Pols 3 6 (Multicultural Politics in the U .S .); Pols 13 (Feminist Political Theory) plus either Pols 31 (Difference and Dominance) or Pols 3 2 (Gender, Politics and Policy in America); or Pols 2 4 (Constitutional Law) plus Pols 72 (Special Topics/Thesis). The Department does not normally advise theses, course attachments, or directed readings as a substitute for the honors seminars and "course plus” options but on occasion some faculty members may have the time to direct such individual work. All prospective honors majors must have completed one o f their four honors prepara­ tions before their senior year in order to have room in their schedule for the Senior Honors Colloquium. All senior honors majors must take the Senior Honors Colloquium, a two-credit colloquium normally offered in the fall term o f their senior year. This colloquium satisfies the senior honors study requirement. In addition to the written work and grade for the senior colloquia, there will be an oral (but not a written) exam given by an outside examiner. II A 4 1 HONORS MINORS Honors minors in political science will be required to have at least five credits in political science. Among these five credits, minors must normally meet the three-field distribu­ tion requirement—in American politics, in political theory, and in comparative politics/ international relations. Minors will be re­ quired to take one of the two-unit Honors 252 preparations offered by the Department. Hon­ ors minors will normally meet their senior honors study requirement by doing a set of readings suggested by the teacher o f their political science seminar. This list will then be passed on to their outside examiner along with the seminar syllabus. I HONORS EXAM S The honors exams will normally consist of a three hour written exam in each of the stu- dent’s seminars, and an oral exam of a half ah hour. CONCENTRATIONS IN INTERNATIONAL RELATIONS AND PUBLIC POLICY Students have the option o f pursuing interdis­ ciplinary work as an adjunct to a major in Political Science in the concentrations in In­ ternational Relations and Public Policy. In each case, comprehensive requirements (for Course majors) or the external examination requirements (for candidates for Honors) will be adjusted to allow students to demonstrate their accomplishments in the concentration. For further information, consult the separate Catalog listings for International Relations (page 174) and Public Policy (page 268). Currently, Professor James Kurth is the coor­ dinator o f the concentration in International Relations, and Professor Raymond Hopkins is the coordinator o f the concentration in Public Policy. THE DEMOCRACY PROJECT 1995-96 is the fourth year of the Depart­ ment’s five year pilot Democracy Project. The purpose o f this project is to deepen students’ understanding of and commitment to demo­ cratic participation in a multicultural nation. A central feature o f the Democracy Project is community-based learning, through public service internships as part o f the course work. By integrating reflection and experience, the project will enable students to study the ways in which communities define and seek to empower themselves in the United States, and the relationship between individual activ­ ism and political change at the grassroots level. Students interested in the project are encouraged to take the three core courses: Democratic Theory and Practice (Pols 19), Multicultural Politics in the U .S. (Pols 36), and Community Politics: The Internship Sem­ inar (Pols 38). ADVANCED PLACEMENT The Department grants one unit of college credit to students who have achieved a score of 5 on the College Board Advanced Place­ ment examination in Government and Politics (either United States or Comparative, but not both). This credit may be counted toward the major and toward satisfaction of the College distribution requirement in the Social Sci­ ences. Normally, students awarded A.P. credit will still be expected to complete at least two introductory courses at Swarthmore as a pre­ requisite for more advanced work in the Department. TEACHER CERTIFICATION Occasionally, majors in Political Science wish to pursue certification for secondary school teaching. For such students, there are two normal routes to Social Studies Certification. One o f these is through a major in the social sciences, plus four to six semesters o f courses in other social sciences. Students majoring in History, Political Science, and SociologyAnthropology are required to take at least four courses outside their major; students 253 P o litic a l S c ie n c e majoring in Economics or Psychology are required to take six. The other route to certi­ fication is by taking at least twelve semester courses in social sciences, o f which six must normally be in one discipline, and at least two more must be in a single other discipline. All students seeking social studies certification are required to take two courses in history. At least one course in American history and one social science course focusing on Third World or non-Anglo subject matter are required. For further information, see the listing for the Program in Education. COURSES 1. P o litic a l T h e o ry . This course is an introduction to political theory by way o f an introduction to some of its most important themes, problems, and texts. It seeks to elicit understanding of theory as a way o f thinking about the world, as related to political practices and institutions, and as a form o f politics. Different instructors and sections will emphasize different central issues o f politics, such as ( 1 ) justice, (2) free­ dom, (3 ) power and knowledge, and (4 ) reli­ gion and politics. Primary distribution course. Fall semester. Staff. 2. A m e r ic a n P o litic s . To what extent do American institutions and political processes produce democratic, egali­ tarian, rational, or otherwise desirable out­ comes? This course examines the exercise and distribution o f political power with current political issues as a backdrop. Topics include: national legislative-executive politics; the role o f the judiciary in American politics; parties, groups, and movements; public policy and public law; the politics o f class, race, and gender; citizen rationality; voting; political culture; participation at the grassroots. The course engages different theoretical ap­ proaches and analyzes the political systems performance using criteria drawn from demo­ cratic theory. Primary distribution course. Fall semester. Staff. 3. C o m p a r a tiv e P o litic s . An introduction to the foundations and char­ acter o f contemporary politics in particular regions o f the world. Different instructors will emphasize different regions, such as Eu­ rope, East Asia, and South Asia. Topics will include the historical foundations o f contem­ porary political culture, patterns o f socioeco­ 254 nomic development, nationalism and ethnic conflict, authoritarianism and democracy, and gender structures in society. For Fall 1995, the focus will be East-West comparisons. For Spring 1996, the focus will be European politics. Primary distribution course. Each semester. Staff. 4. in te rn a tio n a l P o litic s . An introduction to the analysis of the con­ temporary international system and its evolu­ tion in the twentieth century. The course will examine various approaches to explaining major international wars, ethnic conflicts, and economic disputes. Primary distribution course. Spring semester. Staff. 7. In tro d u ctio n To A f r ic a n S tu d ie s . (Cross-listed as History 6 5 .) This course offers a broad introduction to the people and events o f Africa, with special attention to current concerns o f Africans. It covers African issues from the perspective of many disci­ plines—literature, art, anthropology, history, economics and political science. The course includes a survey o f pre-colonial and colonial institutions, the physical and human geogra­ phy o f the continent, selected post-colonial literature, and social, economic, and political problems facing contemporary African socie­ ties. It is sponsored by the four college Con­ sortium for African Studies as a foundation course for further work on Africa in the curriculum o f the four institutions. The course will meet once a week on Monday afternoons at the campuses of Consortium members—twice a month at the University of Pennsylvania, once a month at Bryn Mawr/ Haverford and once a month at Swarthmore. Fall semester. Professors Cassanelli and Hop­ kins. 11. A n c ie n t P o litic a l T h e o ry : G re e k and B ib lic a l O rig in s a n d T ra d itio n s . This course is concerned with the two great traditions that constitute the origins of our political practices and theory. We will begin with the Greeks, with tragedy and with the democracy o f the Athenian polis as the con­ text out o f which and against which Greek political theory arose. We will study texts by Sophocles, Plato and Aristotle. We will con­ trast this tradition with that of the Hebrew Bible, looking especially at the prophets of Jeremiah, Ezekiel and Deutero-lsaiah, as a very different way o f understanding justice, order, suffering, community and politics. We will then explore how these two traditions converged in the period of the New Testament, looking at selections from the gospels, from Paul, and from some o f the gnostic gospels. Finally, we will study the works of Augustine, a point of convergence for many o f the most important political and theoretical themes from previous centuries, leading into the Mid­ dle Ages. Fall semester. Halpern. 12. M o d e rn P o litic a l T h e o ry : T h e O rig in s and C o n s tru c tio n o f M o d e rn ity . This course will be concerned with the origins and construction of modernity, the politics and theory o f the modern age. We will study the roots o f modernity in the Reformation and the Renaissance, as exemplified in the works o f Luther, Calvin and Machiavelli; the foundations o f modernity in the construction of liberty, property and equality, in the works of Hobbes, Locke, and Rousseau; the culmi­ nation o f modernity in the Enlightenment projects of Kant, Mill, and Marx; and the breakdown o f those same Enlightenment as­ sumptions in the works of Freud, Nietzsche and Foucault. We will analyze both historical context and theory, both dominant and revo­ lutionary aspects, which contributed to the great democratizing impulse o f the modern age in the west. Spring semester. Mendel-Reyes. 13. F e m in is t P o litic a l T h e o ry . Contemporary feminism transforms central questions of political theory. Some o f the most creative theorizing is taking place in feminist legal theory. This course explores key contributions and debates in feminist political and legal theory. While focusing chiefly upon western theory, the course en­ gages feminists from non-western cultures on the capacity o f western feminists to speak to different experiences. The course considers feminist examinations o f human nature; the body in political theory; personhood and citizenship; voice and the law; theorizing otherness; discourses privileged and silenced; limits of privacy; relationships between power, sexuality, race and identity. Not offered 1995-96. Nackenoff. 15. E th ic s a n d P u b lic P o lic y . This course will examine the nature and valid­ ity o f ethical arguments about moral and political issues in public policy. We will study several kinds o f ethical theories—Aristote­ lian, contractarian, consequentialist, femi­ nist—and see how and to what extent they help us make policy decisions in important contemporary political and legal controver­ sies. We will study ethical problems in deter­ mining the ends of policy, the means to policy, and the conduct o f public officials. Specific topics and cases will include: ethics and politics, violence and war, public decep­ tion, privacy, discrimination and affirmative action, environmental risk, health care, edu­ cation, abortion, surrogate motherhood, world hunger, and the responsibilities o f pub­ lic officials. Fall semester. Halpern 16. L ib e ra l I n d iv id u a lism . This course will explore the conceptions of human nature that underlie liberalism in mod­ ern society, with attention to what current research and theory in psychology have to say about these assumptions. Not offered 1995-96. Sharpe and Schwartz. 17. A m e r ic a n P o litic a l T h o u g h t An exploration of American political thought and political culture from the origins of Eu­ ropean settlement to the present. In addition to examining American liberal, republican, and progressive traditions, we will explore questions of national identity; struggles of inclusion/exclusion; individualism and com­ munity; moral crusades; equality and inequal­ ity; democratic visions; issues o f race, class, ethnicity and gender; the rise of capitalism and the role o f the state. Not offered 1995-96. Nackenoff. 255 P o litic a l S c ie n c e 19. D e m o c r a tic T h e o r y and P r a c t ic e . An exploration of democratic theory and practice, focusing on the gap between the nearly universal commitment to democracy, and the fact that very few people actually rule themselves today. Not offered 1995-96. Mendel-Reyes. 21. P a r tie s , G ro u p s , and M o v e m e n ts . Considers the functions o f parties, groups, and movements in representation and national policy-making. Not offered until 1997-98. Valelly. 22. A m e r ic a n E le c tio n s : Ritual, M y th and S u b s ta n c e . An examination o f the role of policy issues, candidate image, media, marketing, and polit­ ical parties in the American electoral process. Students will learn how to use and interpret survey data. Do elections matter, and if so, how? Historical trends in electoral politics will provide the basis for analyzing 1996. Next offered Fall, 1996. Nackenoff. 2 4 . A m e r ic a n C o n s titu tio n a l La w . The Supreme Court in American political life, with emphasis on case law and constitu­ tional development. The course examines the Court’s role in political agenda-setting in arenas including economic policy; property rights; separation of powers; federalism; presi­ dential powers and war powers; interpreting the equal protection and due process clauses as they bear on race and gender equality. Exploration o f individual rights and civil lib­ erties; judicial review, judicial activism and restraint, and doctrines of constitutional in­ terpretation. Not offered 1995-96. Nackenoff. 25. T h e S e m is o v e r e ig n P eo p le: N a tio n a l P o lit ic s in th e 1990s. A somewhat advanced overview of the Ameri­ can political system. Attention to institutions, policy-making processes, structure and evo­ lution o f public opinion, and party and group systems. Political economy and methodologi­ cal issues also covered, along with criteria for evaluating performance o f the American po­ litical system. Course is not appropriate for someone lacking a semester o f formal aca­ demic work in American politics. Prerequisite: Pols 2 or special permission of the instructor. 256 31. D iffe re n c e , D o m in a n c e and th e S tru g g le f o r E q u ality. This course examines how unequal power relations are maintained and legitimated and explores different strategies and routes for achieving equality. Struggles involving gender, race, ethnicity, class, colonial and post-colo­ nial relationships are examined and compared; how do these various struggles bear on mean­ ings of and prospects for equality in the United States? We consider the efficacy of individual and collective strategies; the utility of assimilation (androgyny), negative identity, separatism, revolt, along with the promise and limits o f liberal participatory politics for achieving greater power and equality. Alter­ nates with Pols 32. Offered every other year. Not offered 1995-96. Nackenoff. 32. G en d er, P o lit ic s and P o lic y in A m e r ic a . Gender issues and womens issues in contem­ porary American politics, the course explores 1 ) gender and political participation; 2 ) move­ ment politics and empowerment; and 3) gender, policy, and law. Policy issues selected from: feminization of poverty; employment discrimination; affirmative action; divorce, child custody, child care, surrogate parentage; privacy rights and sexual practices; abortion; violence against women; sexual harassment; pornography; workplace hazards and fetal protection. Alternates with Pols 31. Not offered 1995-96. Nackenoff. 3 3 . R a c e , E th n ic ity a n d P u b lic P o lic y : A f r ic a n A m e r ic a n s . This course investigates the relationship of race, American political institutions, and the making of public policy. Race, class, and ethnic analyses are made with particular focus on how racial policy was made through the electoral system, the courts, the congress, and the presidency. The cleavage between Black and W hite is analyzed over time and in con­ temporary politics and also in comparative perspective with other groups. Not offered 1995-96. Rubin. 35. P o litic a l E c o n o m y o f Ed u ca tion : U.S. E d u ca tio n in th e 20 th C e n tu ry . (Cross-listed as Education 67. See description under Education courses.) Spring semester. Shumar. 36. M u ltic u ltu ra l P o lit ic s in th e U.S. In the 1990s, Americans have become in­ creasingly divided along such lines as race, ethnicity, gender, class, religion, sexual pref­ erence, and immigrant status. Can people with multicultural identities come together as members of a political community? This course explores the ways in which difference has shaped American political history and culture; contemporary issues, including im­ migration, affirmative action, and environ­ mental racism; the efforts o f excluded groups to empower themselves; and multicultural politics in Chester and Philadelphia. Fall semester. Mendel-Reyes. 38. C o m m u n ity P o litic s : T h e In te rn sh ip S e m in a r. Through volunteer internships with local com­ munity organizations, this course explores individual activism, and the practice o f demo­ cratic and multicultural politics at the grass­ roots. How are communities empowering themselves to confront poverty, racism, inad­ equate education? What are the roles and responsibilities o f individual activists—as members o f struggling communities, as lead­ ers, as outside organizers? We will integrate reflection and experience through dialogue with local activists, class community projects, and weekly seminars. Prerequisite: Pols 19 or Pols 36, or permission of instructor. Spring semester. Mendel-Reyes. 39. T h e P o lit ic s a n d P o litic a l C u ltu re o f A m e r ic a n J e w s . An analysis o f the actual political behavior of American Jews, and the attitudinal substruc­ tures and cultural underpinnings that shape that behavior. Not offered 1995-96. Rubin. 40. T h e o r ie s o f P u b lic P o lic y . Considers areas of overlap and disagreement in how economists and political scientists analyze public policy development and imple­ mentation. Prerequisite: Pols 2. Not offered until 1997-98. Valelly. 41. P o litic a l E c o n o m y a n d S o c ia l P o lic y : The U.S. in th e 1990s. Governmental policies for taking care of citi­ zens needs (such as social security, tax expen­ ditures for private pension plans, and means tested programs like AFDC) are considered with special emphasis on how such policies also reshape political processes. Similarly, macroeconomic policies (e.g., fiscal and mon­ etary policy) are examined for their feedback effects on the political agenda and the party system. We conclude by exploring epochal changes o f the past decade in the labor market, corporate structures, and industrial practices. Approach is primarily historical and institu­ tional; this proves especially helpful for ex­ plaining major contemporary outcomes and their significance. Some knowledge of eco­ nomics is useful. Prerequisite: Both Pols 2 or Pols 25 are helpful. Fall semester. Valelly. 42. H ea lth P o lic y . (Cross-listed as Economics 75.) Central top­ ics are the organization of health care delivery; health markets and health insurance; the in­ terplay o f federal, state and local governments, providers and interest groups in health policy; programs dealing with the health professions, biomedical research; Medicare, Medicaid and cost containment; major alternatives for na­ tional health insurance. Fall semester. Smith, Hollister and Magenheim. 43. E n v iro n m e n ta l P o lic y . (Cross-listed as Engineering 68. See descrip­ tion under Engineering courses.) Not offered 1995-96. 45. D e fe n s e P o lic y . Analysis of American defense policy since World War II, with particular emphasis on the choice o f weapons systems, foreign inter­ ventions, and military strategies. Prerequisite: Pols 4. Fall semester. Kurth. 47. P o lit ic s o f Fa m in e a n d Food P o lic y . The causes and possible solutions to major food problems: hunger, rural poverty, and food insecurity are examined. The role of government policy in production, proper dis­ tribution, and consumption o f food is consid­ ered. Principal focus will be upon the Ameri­ can agricultural experience, food systems in less developed countries, international trade and aid as solutions, and international mea­ sures to improve food security. A field trip, 257 P o litic a l S c ie n c e f■ ii and early final exam, and a substantial paper are features of the course. Students with little work in political science may be admitted with the consent o f the instructor. Not offered 1995-96. Hopkins. Prerequisite: Pols 4 or equivalent. Spring semester. Ollapally. 5 5 . C h in a a n d th e W orld . An examination o f the constraints and choices facing developing countries in their drive to "catch up” with the West. Explores competing paradigms o f development and the differ­ ent strategies, politics and values they em­ body. Topics include the role of class and culture in determining development paths; tradeoffs between growth and equity; women and unequal burden sharing; aid, trade, mul­ tinational corporations and external domi­ nance; and the new politics o f biodiversity and the environment. Fall semester. Ollapally. Explores the rise of China in the late twentieth century and China’s place in the post-Cold War international environment. Not offered 1995-96. White. 56. P o lit ic s o f S o u th and S o u th e a s t A s ia . This course will examine the two faces of Asia—a struggling South Asia and a prosper­ ous Southeast Asia—in the contemporary international political and economic context. Topics will include the politics o f authoritar­ ianism and democracy; economic develop­ ment; issues o f women’s labor; and the evolu­ tion of American imperialism and Japanese dominance in the region. A special topic will be the Asian diaspora in the United States and emerging trends in Asian American politics. Not offered 1995-96. Ollapally. 5 7 . La tin A m e r ic a n P o litic s . A comparative study o f the political economy of the region focusing on Mexico, Chile, Guatemala, Nicaragua, El Salvador, and Cuba. Topics include: the tensions between repre­ sentative democracy, popular democracy, and market economies; the conditions for democ­ racy and authoritarianism; the sources and impact of revolution; the political impact of neo-liberal economic policies, and the eco­ nomic impact o f state intervention; and the role o f the U .S. in the region. Spring semester. Sharpe. 5 8 . A f r ic a n P o litic s . A comparative study o f the politics o f subSaharan African societies undergoing change and pursuing economic development. Policies that shape statehood, nation-building and eco­ nomic development will be considered. Not offered 1995-96. Hopkins. 61. A m e r ic a n F o re ig n P o lic y . An examination o f the making o f American foreign policy and of the major problems faced by the United States in the modern world. The course will focus on the influence o f political, bureaucratic, and economic forces and on the problems o f war, intervention, and economic conflict. 258 62. D e v e lo p m e n t and D is c o n t e n t T h e C r is i s o f P o litic a l E c o n o m y in th e T h ird W orld . A * I {r X 6 3 . La F ro n te ra : T h e U.S. and M e x ic o in P o lit ic s a n d L ite ra tu re . An interdisciplinary exploration o f the rela­ tionship between the United States and Mexico as experienced by communities on both sides of the U.S.-M exico border. Not offered 1995-96. Mendel-Reyes and Cama­ cho de Schmidt. m U 64. A m e r ic a n - E a s t A s ia n R e la tio n s. Examines international relations across the Pacific in the twentieth century. Several Asian countries will be selected each year for special focus on contemporary issues. Prerequisite: Pols 4. Spring semester. White. 68 . In te rn a tio n a l P o litic a l E c o n o m y . (Cross-listed as Economics 53 .) This course uses political and economic perspectives to analyze the activities in international economy and major topics in IPE. These include: the rise and decline of hegemonic powers in creat­ ing economic order, the pattern and reality of fair trade under GATT/WTO, foreign debt and default threats; the methods for stimulat­ ing economic development through interna­ tional finance, and the stability and adjustment of international traded currencies. Prerequisite: Pols 4. Fall semester. Professors Hopkins and Golub. 72. a I I C o n s titu tio n a l La w : S p e c ia l T o p ic s . An in-depth exploration o f several issues selected from 1st, 4th, 5th, 6th, and/or 14th Amendment jurisprudence. I t J I I I Prerequisite: Pols 24. By permission of the instructor. May fee available Spring semester under special circumstances only by permission o f the instructor. Nackenoff. 73. C o m p a ra tiv e P o litic s : S p e c ia l T o p ic s . In the Spring o f 1996, the special topic will be Population Issues in World Politics. The course will examine the historical and con­ temporary debate on population growth and population control, the evolution and imple­ mentation o f family planning programs, and current issues such as abortion, euthanasia, and in different nations, international migra­ tion and immigration. Readings will include feminist, environmental, and religious per­ spectives. Spring semester. White. 74. Inte rn a tio na l P o litic s : S p e c ia l T o p ic s . 1 « Each year this course will study a major topic in international politics, with different topics being studied in different years. The course will examine development o f the topic from historical origins to contemporary issues. During fall 1995, the topic will be multi­ cultural politics and ethnic conflicts in the United States and their relations with intema- I » 78. U rb a n R e s e a rc h . (Cross-listed as Economics 74. See descrip­ tion under Economics courses.) May be offered 1995-96. 9 0 . D ire c te d R e a d in g s in P o litic a l S c ie n c e . Available on an individual or group basis, subject to the approval of the chairman and the instructor. 95. T h e s is . W ith the permission o f the chairman and a supervising instructor, any major in Course ■may substitute a thesis for one course, nor­ mally during either semester o f the senior year. 9 7 ,9 8 . P u b lic P o lic y T h e s is . (Cross-listed as Economics 97 and 98 .) A thesis preparation on a public policy topic. The thesis will be supported by relevant fac­ ulty and presented to a student/faculty semi­ nar. See public policy concentration pages for further information. For a two-credit thesis, enrollment in both 97 and 9 8 is required. Fall semester. Hopkins, others. SEMINARS The following seminars prepare for examina­ tion for a degree with Honors: 4 tional politics. Prerequisite: Pols 4. Fall semester. Kurth. 100. P o litic a l T h e o ry : P la to to H o b b e s. The development of political thought in the ancient and medieval periods, and the emer­ gence o f a distinctively modem political out­ look. Special attention to the differences be­ tween the way the Ancients and the Moderns thought about ethics, politics, democracy, law, knowledge, power, justice, the individual, and the community. Key philosophers include Plato, Aristotle, Augustine, and Hobbes. Fall semester. Sharpe. 101. P o litic a l T h e o ry : M o d e rn . This seminar will be concerned with the origins and construction o f modernity, the politics and theory o f the modem age. We will study the roots o f modernity in the Reforma­ tion and the Renaissance, as exemplified in the works o f Luther and Machiavelli; the foundations o f modernity in the construction o f liberty, property and equality, as seen in the works o f Hobbes, Locke, and Rousseau; the culmination o f modernity in the Enlight­ enment projects of Kant, Mill, and Marx; and the breakdown of those same Enlightenment assumptions in the works o f Nietzsche and Foucault. We will analyze both historical con­ text and theory, both dominant and revolu­ tionary aspects, which contributed to the great democratizing impulse o f the modern age in the west. Spring semester. Halpem. 103. A m e r ic a n P o litic s . The relationship between American political thought and political practice. Exploration of 259 P o litic a l S c ie n c e classic authors and texts is accompanied by investigation o f political narratives and the impact o f popular culture on forms o f public discourse, as well as by interpretations of the character of American politics. An examina­ tion of models o f the self-determining indi­ vidual, against which discussions o f citizen­ ship have taken place; visions of racial and gender justice; the religious and moral dimen­ sions o f American political thought; the fate o f Jeffersonian ideals in the industrial age; and tensions between the fear o f political author­ ity and the desire to use state power to accomplish public purposes. Not offered 1995-96. Nackenoff. 104. A m e r ic a n P o litic a l S y s te m . Surveys the best literature on key aspects of the American political system with special attention to national institutions and pro­ cesses, and the actual severity of pathologies widely held to exist. Other topics may include political economy and theories o f public pol­ icy. Also considered are the promise o f con­ ceptual change in political science and the recent development of historical and rational choice sensibilities for understanding Ameri­ can politics. Prerequisite: Pols 2 and permission o f the instructor. Fail semester. Valelly. 108. C o m p a ra tiv e P o litic s : G re a te r C h in a . Examines patterns of political and economic development in China, Taiwan, Hong Kong and Singapore, focusing on the interplay of capitalism, communism, and Confucianism. W ill also explore contemporary regional dy­ namics in East Asia and their impact on Chinese development. Prerequisite: Pols 55 or permission of the instructor. Fall semester. White. 109. C o m p a ra tiv e P o litic s : La tin A m e r ic a . A comparative study of the political economy o f the region focusing on Mexico, Chile, Guatemala, Nicaragua, El Salvador, and Cuba. Topics include: the tensions between repre­ sentative democracy, popular democracy, and market economies; the conditions for democ­ racy and authoritarianism; the sources and impact o f revolution; the political impact of neo-liberal economic policies, and the eco­ nomic impact o f state intervention; and the role o f the U .S. in the region. Spring semester. Sharpe. 110. C o m p a ra tiv e P o litic s : A fr ic a . A review of the historical evolution and revo­ lutionary change in politics o f sub-Saharan Africa. Topics will include colonial legacies, nationalism, class, ethnicity, economic devel­ opment, and the character of the state. Prob­ lems o f public policy will be given special attention, as will new states and selected countries in South Africa, East Africa and West Africa Not offered 1995-96. Hopkins. 111. Inte rn a tio na l P o litic s . An inquiry into problems in international politics. Topics will include 1) competing theories o f international politics, 2 ) war and the uses o f force, and 3 ) the management of various global economic issues. Prerequisite: Pols 4 or equivalent. Fall semester. Hopkins. 180. T h e s is . W ith the permission of the Department, Honors candidates may write a thesis for double course credit. I 4► Psychology ALFRED H. BLOOM, Professor* KENNETH J . BERGEN, Professor DEBORAH G. K E M LER NELSON, Professor1 4s JEA N N E M A R E C E K , Professor12 ALLEN M . SCHNEIDER, Professor2 BARRY S C H W A R TZ, Professor and Chair ROBERT DUFOUR, Assistant Professor FRAN K H. DURGIN, Assistant Professor WENDY HORWITZ, Assistant Professor CHRISTINE M . M A S SE Y , Assistant Professor ETHEL 0. MOORE, Assistant Professor < ; , I 11 ■ I 11 I The work o f the Department of Psychology concerns the systematic study of human be­ havior and experience; processes o f perception, learning, thinking, and motivation are considered in their relation to the develop­ ment o f the individual. The relations o f the individual to other persons are also a topic of study. The courses and seminars o f the department are designed to provide a sound understanding o f the principles and methods o f inquiry of psychology. Students learn the nature o f psy­ chological inquiry and psychological ap­ proaches to various problems encountered in the humanities, the social sciences, and the life sciences. A special major in Psychobiology is offered in cooperation with the Department of Biology. Consult either department chair. REQUIREMENTS AND RECOMMENDATIONS Psychology 1, Introduction to Psychology, is normally a prerequisite for further work in the Department. Psychology 6, Critical Issues in Psychology, can also serve as prerequisite for further work. A Course major consists o f at least eight credits, excluding courses cross-listed in psy­ chology that are taught only by members of other departments. Four should be core courses (with course numbers in the 3 0 ’s): Physiological Psychology, Learning and Ac­ tion, Perception, Cognitive Psychology, Psychology o f Language, Social Psychology, Per­ sonality, Concepts o f the Person, Abnormal Psychology, and Developmental Psychology. Students may not take both Psychology 36, Personality, and Psychology 37, Concepts of the Person. 1 Absent on leave, fall semester, 1995. 2 Absent on leave, spring semester, 1996. Students are required to meet a comprehensive requirement in their majors. In psychology, this may be accomplished in one of two ways: The first, open to all majors, is the compre­ hensive examination, prepared independently and completed early in the spring semester of the senior year. The second way is to complete a 2 -credit senior thesis (one credit each se­ mester of the senior year). The senior thesis program is open to students who have a B average both in psychology and overall. Stu­ dents must have an acceptable proposal, an advisor and sufficient background to under­ take the proposed work. See Psychology 96, 97, and the departmental brochure. Students should take at least one course that provides them with experience in conducting research. * President o f the College 261 P s y c h o lo g y 11 || fl Students intending to pursue graduate work in psychology will find it useful to take either Statistics 2 or 23, offered by the Department of Mathematics and Statistics. The Honors Program in Psychology Beginning with the class o f 1997, the psychol­ ogy department offers qualified students the option of study in the Honors program. Stu­ dents majoring in psychology in Honors must prepare three fields for external examination. Two of these preparations involve either twocredit seminars or two-unit sequences of courses; the third is a thesis, completed over the course o f the senior year. In addition, Honors majors take part in Senior Honors Study in the spring o f their senior year. Students must also meet the requirement for study in four core areas, as described previously. The psychology department also offers a minor in the Honors program. Students with Honors minors in psychology must prepare one field for external examination. They must also take one-half credit o f Senior Honors Study and at least one additional psychology course. II I A I 1■ I A detailed description of the program is available in the departmental brochure. TEACHER CERTIFICATION Occasionally, majors in psychology wish to pursue certification for secondary school teaching. For such students, there are two normal routes to Social Studies Certification. One o f these requires a major in the social sciences, plus four to six courses in social sciences outside the major field. Students majoring in History, Political Science, and Sociology-Anthropology are required to take at least four courses outside their major; students majoring in Economics or Psychol­ ogy are required to take six. The other route to certification requires taking at least twelve semester courses in social sciences, o f which six must normally be in one discipline and at least two more must be in a single other discipline. All students seeking social studies certification are required to take two courses in history. As of 1987, at least one course in American history and one social science course focusing on Third World or nonAnglo subject matter are required. For further information, see the listing for the Program in Education. 1 » COURSES 1. In tro d u ctio n to P s y c h o lo g y . An introduction to the basic processes under­ lying human and animal behavior, studied in experimental, social, and clinical contexts. Analysis centers on the extent to which nor­ mal and abnormal behavior are determined by learning, motivation, neural, cognitive, and social processes. Each semester. Staff. 7. P e r c e p tio n s o f D iffe re n c e . The course is focused upon perceived differ­ ences based on gender, race/ethnicity, age, sexual orientation, mental and physical abili­ ties and the complex effects o f these percep­ tions. Explanations from social psychology and related social science theories are exam­ ined in an attempt to understand prejudice, 262 discrimination, functions o f stereotypes, and assumptions which guide these perceptions o f difference in day-to-day personal interac­ tions. No prerequisite. Primary distribution course. Fall semester. Moore. I - 8. Identity and C o m m u n ity . Explores the cultural tensions between needs for self exploration and expression on the one hand, and social responsibility and interde­ pendence on the other. Parallel issues of group identity vs. the melting pot mentality, and ethical pluralism vs. universalism are consid­ ered. Discussions will center on key texts, from existential works on social conflict and social psychological sources through contem- I porary multi-culturalism. No prerequisite. Primary distribution course. Fall semester. Gergen. influence what organisms do. [Formerly Learning and Motivation]. Fall semester. Schwartz. 21. E d u c a tio n a l P s y c h o lo g y . How is knowledge obtained through our senses? The study o f perception addresses this question by seeking lawful relations be­ tween the physical world, experience, and physiology. Weekly laboratories during sched­ uled class hours. Spring semester. Durgin. (See Education 21.) Spring semester. Renninger. 22. C o u n s e lin g . (See Education 25.) Fall semester. Metherall. 23. A d o le s c e n c e . (See Education 23.) Spring semester. Smulyan. 27. P s y c h o lo g y and B la c k A m e r ic a : S e le c te d T o p ic s . A survey o f important issues in the social and psychological life of Americans of African de­ scent. Topics include families, relationships, personality, health and mental health con­ cerns. Spring semester. Moore. 28. Intro d uction to C o g n itiv e S c ie n c e . An introduction to the science o f the mind from the perspective of cognitive psychology, linguistics, neuroscience, philosophy, and ar­ tificial intelligence. The focus is on the simi­ larities and differences in the approach taken by researchers in these different fields in their study o f cognitive mechanisms. Issues to be addressed: W hat does it mean to be able to think? W hat kind of computational architecture(s) is most appropriate to describe cogni­ tive mechanisms? Is the mind an emergent property of the brain? What kind of hardware is required for thinking to occur? Can a computer have a mind? Prerequisite: Psychology 1 or 6 or permission of the instructor. Spring semester. Dufour. 30. P h y s io lo g ic a l P s y c h o lo g y . A survey of the neural and biochemical bases of behavior with special emphasis on sensory processing, motivation, emotion, learning, and memory. Both experimental analyses and clinical implications are considered. Fall semester. Schneider. 31. L e a rn in g and A c tio n . This course explores elementary learning pro­ cesses and how they combine with complex cognitive, motivational, and social factors to 3 2 . P e rc e p tio n . 33. C o g n itiv e P s y c h o lo g y . An overview o f the psychology of knowledge representation, beginning from the founda­ tions o f perception, attention, memory, and language to examine concepts, imagery, think­ ing, decision-making, and problem solving. Fall semester. Durgin. 34. T h e P s y c h o lo g y o f La n g ua g e. An introduction to the central psychological processes at work in the use of language. The focus is on the structural features of spoken languages, with some attention paid to sign languages. Particular topics include language acquisition, speech production and process­ ing. Weekly laboratories during scheduled class hours. (Cross-listed as Linguistics 34.) Fall semester. Dufour. 35. S o c ia l P s y c h o lo g y . An examination of theory and research rele­ vant to social relationships between people. Topics include social influence, person per­ ception, cognitive consistency theories, ag­ gression and group conflict, performing with "rules,” the achieving society, attraction and love. Not offered 1995-96. 36. P e rs o n a lity . An integration o f personality theory and re­ search includes hands-on experience with some relevant personality assessment tech­ niques. Course examines psychoanalytic, trait, behavioral, humanistic, and social cog­ nitive approaches. Not open to students who have taken Psychology 37. Spring semester. Moore. 37. C o n c e p ts o f th e P e rs o n . An analysis o f central conceptions o f psycho­ logical functioning from both an historical 263 P s y c h o lo g y and cultural prespective. Central attention is given to the developing concept of the person within the discipline of psychology from the turn o f the century to the present. Theories of Freud, Jung, and the neo-Freudians receive attention, as well as more recent cognitive and trait formulations. Special attention is given to the conception of the person emerging within the post-modern period. Students who plan to take the seminar Personality Theory and Interpretation (Psychology 106) should not take Psychology 37. Not open to students who have taken Psychology 36. Fall semester. Gergen. 38. A b n o rm a l P s y c h o lo g y . A consideration of major forms o f psychologi­ cal disorder in adults and children. Biogenetic, socio-cultural, and psychological theories of abnormality are examined, along with their corresponding modes of treatment. Spring semester. Horwitz. 39. D e v e lo p m e n ta l P s y c h o lo g y . A selective survey o f cognitive and social development from infancy to adolescence. M ajor theoretical perspectives on the nature o f developmental change are examined, in­ cluding those o f Piaget and his critics. Topics include the formation o f social attachments, the foundations and growth o f perceptual, cognitive, and social skills, gender typing, moral development, and the impact of parents and other social agents on the development of the child. Fall semester. Massey. 40. V is u a l A tten tio n . W hat we see depends on where we look. This course will adopt a broad perspective on the concept o f visual attention with particular emphasis on the role o f eye-movements in the selection of visual information. Not offered 1995-96. Durgin. 41. C h ild re n a t R isk . Chronic illness, divorce, war, homelessness, and chronic poverty form the backdrop of many children’s lives. This course considers children’s responses to such occurrences from clinical, social, and developmental perspec­ tives. Special emphasis is placed on the con­ tributions o f family and the social environ­ ment to the child’s well-being or distress. Fall semester. Horwitz. 264 42. H u m a n In te llig e n ce. This course adopts a broad view of its topic, Human Intelligence. One major set of subtopics is drawn from the intelligence-testing (IQ ) tradition. Other concerns include cogni­ tive theories o f intelligence, developmental theories o f intelligence, everyday conceptions of intelligence, the relation between infant and adult intelligence, and the relation be­ tween human and animal intelligence. Spring semester. Kemler Nelson. 43. La n g u a g e L e a rn in g & B ilin g u a lis m . This course examines how second languages are learned, processed, and represented. One goal is to evaluate how basic cognitive pro­ cesses (e.g., memory) are affected or modified by the knowledge o f two languages. Some topics covered include critical period effects on language learning, lexical and conceptual representations in bilinguals, comprehension and speech production in a second language, and sign language as a second language. (Cross-listed as Linguistics 46.) Fall semester. Dufour. 4 4 . P s y c h o lo g y and W om en. This course concerns psychological ap­ proaches to studying women and gender. Issues such as sexuality, motherhood, eating problems, and violence against women are examined, with special attention to the diver-, sity o f women’s experiences. In addition, we study the ways that gender is represented in research and clinical theories, as well as in popular psychology. Fall semester. Marecek. 45. L ife T ra n s itio n s : P s y c h o lo g ic a l P e r s p e c t iv e s . An exploration of developmental theory and research relevant to adult lives and personali­ ty. Life histories o f women and men are examined, focusing on normative and nonnormative life transitions across the span of adulthood. The course emphasizes the particu­ lar ways in which individuals anticipate new roles and construe appropriate life tasks. Fall semester. Moore. 50. R e s e a r c h in N a tu r a lis tic S e ttin g s . Students in this course conduct original re­ search using a Philadelphia children’s museum as the field setting. Class is conducted as a research methods workshop. By permission of the instructor. Not offered 1995-96. Massey. 52. R e p re s e n ta tio n s o f W o m e n ’s Identity. (See English 82 ). Satisfies distribution re­ quirement in group 1, not group 3. Not offered 1995-96. Marecek and Blum. 54. C h ild re n ’s T h in k in g a n d Le a rn in g . The course examines theory and research on selected current topics in the development of children’s thinking and learning, including the development of representational abilities, and of concepts and categories; the acquisition of complex knowledge (theories); and metacognitive development. Students have oppor­ tunities to conduct small-scale studies of children’s thinking and learning as part of the course. By permission. Limited to 15 stu­ dents. Spring semester. Massey. 56. M e s s a g e S y s te m s : N o n v e rb a l C o m m u n ica tio n . The course is designed to explore the role of nonverbal communication and nonverbal be­ havior in social interaction and to examine some of the media through which messages are systematically transmitted and decoded. (Cross-listed as Ling 56.) Moore. 62. T h e S o c ia l C o n s tru c tio n o f th e M in d . How are beliefs about the mind generated and sustained; what are the effects o f current be­ liefs on social life; can these beliefs be changed? The course explores various social, rhetorical, and ideological processes that in­ fluence current constructions o f the mental world. Gergen. 63. S p e c ia l T o p ic s in C o g n itiv e P s y c h o lo g y . Selected problems from the current literature on human information processing and cogni­ tive psychology are considered in detail. Em­ phasis is placed on the relationship between theories o f cognition and current experimental findings. Also, the development o f cognitive skills receives attention. Not offered 1995-96. 64. R e s e a rc h I s s u e s in C lin ic a l C h ild P s y c h o lo g y . This class addresses clinical topics (e.g., per­ vasive developmental disorder, anxiety, de­ pression, chronic illness, sexual abuse), while considering specific problems of research (e.g., sampling strategies, reliability and va­ lidity, cross-sectional vs. longitudinal designs, qualitative analysis) as they pertain to clinical child psychology. Students learn to locate and evaluate current empirical studies as they discuss childhood problems. Prerequisite: Introduction to Psychology and one of the following: Abnormal or Develop­ mental Psychology, Research in Naturalistic Settings, or Children at Risk. Fall semester. Horwitz. 68 . R ea d in g C u ltu re . A course in seminar format that focusses on the interpretation o f cultural artifacts and rep­ resentations, including news reporting, film, television, advertising, music, and architec­ ture. Special attention is given to the psycho­ logical, social, rhetorical and ideological pro­ cesses at play in their production. Fall semester. Gergen. 86. T o p ic s in P h ilo s o p h y and P s y c h o lo g y . In practical life, we usually explain human actions by giving the person’s reasons—his or her goals and beliefs—for performing them. In contrast, in experimental science, we at­ tempt to explain behavior by finding laws in accordance with which it occurs. This course explores the extent to which the categories of explanation that come from practical life con­ strain or limit the scope o f scientific explana­ tions. Prerequisite: Introductory courses in Psychol­ ogy and Philosophy. This course and a one-credit attachment (86A) constitute an honors preparation in the philosophy o f psychology. Cross-listed as Philosophy 86. Fall semester. Schwartz and Lacey. 8 7 . C o llo q u iu m : P s y c h o lo g y , R io lo g y a n d E c o n o m ic R a tio n a lity . This course offers a critical examination of the notion o f economic rationality, exploring 265 P s y c h o lo g y the role it plays in economics, in evolutionary biology (sociobiology), and in psychology. The implications o f this notion for thinking about morality and about social organization are also considered. Prerequisite: The course is open, by applica­ tion, to advanced students in either biology, economics, philosophy, or psychology. Not offered 1995-96. Schwartz. propriate material to test hypotheses, meth­ ods used to test subjects, and statistical analy­ ses commonly used in the field. Class will be conducted as a workshop in research methods and topics in psycholinguistics. Prerequisite: Psychology 3 4 or 33 or permis­ sion o f the instructor. Not offered 1995-96. Dufour. 9 0 . P r a c t ic u m in C lin ic a l P s y c h o lo g y . Students conduct independent research proj­ ects. They typically study problems with which they are already familiar from their course work. Students must submit a written report of their work. Registration for Inde­ pendent Research requires the sponsorship of a faculty member in the psychology depart­ ment who agrees to supervise the work. Each semester. Staff. An opportunity for advanced psychology stu­ dents to gain supervised experience working in off-campus clinical settings. Course re­ quirements and evaluations are tailored to in­ dividual projects. Advance arrangements for placements should be made in consultation with the instructor. Each semester. Horwitz. 91. R e s e a r c h P r a c t ic u m in P h y s io lo g ic a l P s y c h o lo g y . An examination o f current issues in physio­ logical psychology with emphasis on how lower animal research is used to understand the physiological basis o f normal and abnor­ mal human behavior. Topics include learning and memory, drug addiction and tolerance, obsessive-compulsive disorder, Alzheimer’s disease, and cerebral lateralization. Students have the opportunity to learn laboratory tech­ niques used in behavioral neuropharmacology. Prerequisite: Psychology 30. By permission of the instructor. Not offered i995-96.Schneider. 92. R e s e a rc h P r a c t ic u m in P s y c h o lin g u is tic s . The goal o f this course is to provide students with hands-on experience in performing re­ search in psycholinguistics. Students will learn the various steps associated with re­ search in this field, including experimental design, construction and selection o f the ap­ 9 4 . Ind epend ent R e s e a rc h . 95. T u to ria l. Any student may, under the supervision of a member of the psychology department, work in a tutorial arrangement for a single semester. The student is thus allowed to select a topic o f particular interest, and in consultation with a faculty member, prepare a reading list and work plan. Tutorial work may include field re­ search outside Swarthmore. Each semester. Staff. 9 6 ,9 7 . S e n io r T h e s is . W ith the permission o f the Department, stu­ dents may conduct a year-long 2 -credit re­ search project in the senior year as one way to meet the comprehensive requirement. Such theses must be supervised by a member o f the psychology department. The final product is evaluated by the supervisor and an additional reader. Students should develop a general plan by the end o f the junior year and apply for departmental approval. By application. One credit each semester. Both semesters. Staff. SEMINARS 106. P e r s o n a lity T h e o r y and In te rp reta tion . An exploration o f major theories of human psychological functioning, with special em­ phasis on the process o f exploration itself. Thus, critical inquiry is made into the theories 266 o f Freud, Jung, the neo-Freudians, Existential theory, and trait methods. A t the same time a variety o f readings in literary theory, rhet­ oric, hermeneutics, and related realms are used to elucidate the process by which views o f the human personality are developed and sustained. Preliminary background in relevant areas of study recommended. By permission. Two credits. Not offered 1995-96. Gergen. 130. P h y s io lo g ic a l P s y c h o lo g y . An analysis o f the neural bases o f motivation, emotion, learning, memory, and language. Generalizations derived from neurobehavioral relations are brought to bear on clinical issues. Prerequisite: Psychology 30. By permission. One credit. Not offered 1995-96. Schneider. 131. L e a rn in g and A c tio n . See description o f Psychology 31. The seminar considers in depth special topics o f interest discussed in the Learning and Action course. Prerequisite: Psychology 31. By permission. One credit. Spring semester. Schwartz. 132. P e rc e p tio n and A tten tio n . See description of Psychology 32. W hat we see depends on where we look and on what we have seen before. In this course we do ad­ vanced theoretical and empirical work on psychological aspects o f human perception. Emphasis is on individual research projects exploring forefront issues o f visual learning and representation in domains o f visual atten­ tion and eye-movements, space perception, object recognition, and the perception of vi­ sual qualities. Prerequisite: Psychology 32 or 40. By permis­ sion. One credit. Fall semester. Durgin. 133. C o g n itiv e P s y c h o lo g y . See description o f Psychology 33. Examina­ tion of foundational issues and theories in the empirical study o f human cognition with an emphasis on insights from cognitive and bio­ logical sciences. Topics include thinking and deciding, memory, language, concepts, and perception. Prerequisite: Psychology 33 or Psychology 28. By permission. One credit. Spring semester. Durgin. 134. P s y c h o lin g u is tic s . See description of Psychology 34. The semi­ nar considers in depth special topics of inter­ est within the field. A research component is frequently included. Prerequisite: Psychology 34. By permission. One credit. Spring semester. Dufour. 136. P e rs o n a lity . See description o f Psychology 36. The semi­ nar considers in depth special topics o f inter­ est discussed in the Personality course. Prerequisite: Psychology 36. By permission. One credit. Not offered 1995-96. Moore. 138. A b n o rm a l P s y c h o lo g y . A study in depth o f various theoretical per­ spectives on psychological disorders, includ­ ing schizophrenia, depression, anxiety, and disorders of childhood. Underlying assump­ tions o f each theory will be considered, as well as empirical evidence supporting the theory. Approaches to treatment are studied. By permission. One credit. Fall semester. Marecek. 139. D e v e lo p m e n ta l P s y c h o lo g y . See description o f Psychology 39. The semi­ nar considers in depth special topics of inter­ est within the field. A research component is frequently included. Prerequisite: Psychology 39. By permission. One credit. Spring semester. Kemler Nelson. 180. T h e s is . A thesis must be supervised by a member of the department. Must be taken as a 2 -semester course for one credit each semester. Both semesters. Staff. An additional field, Philosophy of Psychology, can be prepared for external examination. See Psychology 86 and 86A. 267 Public Policy Coordinator: RAYMOND F. H OPKINS (Political Science) Committee: b e lo w lis t to b e c h a n g e d J o h n C a s k e y (Economics) J o y C h a rlto n (Sociology and Anthropology) R o b in so n H o llis te r (Economics) G udm und I v e rs e n (Mathematics & Statistics) E lle n M a g e n h e im (Economics) A r th u r M c G a r ity (Engineering) M a r jo r ie M u rp h y (History) E va T r a v e r s (Education) R ic h a rd V a le ily (Political Science) J a c o b W e in e r (Biology) Public policy is an increasingly important in­ fluence in people’s lives. Public policy is the array of government decisions and acts, born o f private and public sector interactions, that shape a nation’s political, economic and moral structures, and consequently, its citizens’ pri­ vate lives. Growing state intervention during the twentieth century means that today, all citizens have a stake in understanding public policy—its origins, rationale and moral basis. The concentration in Public Policy enables students to combine work in several depart­ ments toward both critical and practical un­ derstanding o f public policy issues, including those in the realm o f social welfare, health, energy, environment, multiculturalism, gen­ der, food and agriculture, and national and global security. These issues may be within domestic, foreign, or international govern­ mental domains. Courses in the concentration encompass the development, formulation, implementation, and evaluation of policy. Those departments primarily concerned with the concentration are Political Science, Eco­ nomics, and Engineering; but work in other departments may be pertinent to the concen­ tration. Faculty members from other depart­ ments are involved in the concentration, and course or seminar offerings from other de­ partments may, in certain circumstances, meet requirements for the concentration. Work in the concentration equally emphasizes histor­ ical, institutional, and normative analysis. Basic competence in formal or quantitative methods is required for students concentrat­ ing in Public Policy. REQUIREMENTS AND RECOMMENDATIONS The concentration in Public Policy is not a major. It may be taken together with a Course or External Examination (Honors) major in any field. A t a minimum, the concentration consists o f certain course requirements, total­ ling six credits (some o f which may also be counted toward one’s department major), and an internship. The program of each concen­ trator should be worked out in consultation with the Coordinator o f the Public Policy Program and approved by the Coordinator, preferably at the same time as majors in the Course and Honors Programs are planned. Academic requirements for the concentration cover three basic areas: ( 1 ) the foundation work in economic analysis, (2 ) political anal­ ysis, and (3 ) quantitative analysis. These may each, normally be met by taking one course or seminar. The economic analysis requirement can be met by Economics 11 (Intermediate Microeconomics), Economics 101 (Econom­ ics Theory), Economics 41 (Public Finance), or Economics 141 (Public Finance). The po­ litical analysis requirement can be met by Political Science 41 (Political Economy and Social Policy: The U .S. in the 1990s). The quantitative analysis requirement can be met by Statistics 1 (Statistical Thinking), Statistics 2 (Statistical Methods), Statistics 23 (Statis­ tics), Statistics 53 (Mathematical Statistics), Economics 31 (Statistics for Economists), Engineering 57/Economics 3 2 (Operations Research), Economics 35 or Economics 135 (Econometrics). Equivalent work at other in­ stitutions may be substituted for any o f the above. In addition to the three preparatory or prereq­ uisite courses, three credits must be taken from among the substantive policy courses listed below, one of which should be Public Policy Thesis. These courses deal with sub­ stantive sectors and institutional aspects of public policy analysis. Many of the courses will be offered for one credit. Seminars may be taken as units in the External Examination program (but count only one credit each toward the concentration requirements.) W ith approval o f the Coordinator and the seminar instructor, some seminars with substantial policy content may be approved for onecredit work in the concentration. In special circumstances, students with ade­ quate and appropriate alternative preparation (as might be the case for some natural science students or others with work done at other institutions) may request that such prepara­ tion be substituted for courses normally re­ quired in the concentration. Approval of such requests, as for approval o f internships, will be determined by the director of the Public Policy Program, who acts as the coordinator o f the concentration, and the interdisciplinary committee on public policy studies. Economic and political assessments of policy should be complemented by an understanding o f the broad ethical issues that inform or are raised by public policy. W hile no specific courses on ethics, values, or moral reasoning are required for the concentration, students are strongly urged to incorporate curricular work in literature, philosophy, psychology, political theory or religion into their studies in order to strengthen their ability to evaluate policy from a perspective o f humane values. INTERNSHIP Some direct experience or practical responsi­ bility in the field, through work in a public, private, or voluntary agency, is required for graduation with a concentration in public policy. This requirement may be met by com­ pleting an internship during either a semester or a summer or both. Normally, students will hold internships between their junior and senior years. The internship program is su­ pervised by the director o f the Public Policy Program, who also serves as coordinator for the concentration. Planning for the internship experience should begin six to eight months before the time it might commence. The Col­ lege has developed a network o f contacts in Washington and overseas and would like to have qualified students each year to fill posi­ tions already identified. Funding for an in­ ternship is occasionally provided by the agency in which a person serves. Typically, however, students require support to cover their travel and maintenance costs during the ten to twelve weeks o f a summer internship. Even more funding would be required for a semester’s internship. In certain cases, stu­ dents undertaking policy relevant research at appropriate locations can also meet the in­ ternship requirements without formal affilia­ tion with an organization. For students who are concentrators in the program, the College has sought to assure those unable to fund themselves o f sufficient funding to cover their basic expenses. Grants from the Sloan, Kellogg, and Hewlett founda­ tions have been helpful. Other possible sour­ ces o f support for the work and learning expected o f an intern include the James H. Scheuer Summer Internships in Environmen­ tal and Population Studies, the J. Roland Pennock Fellowship in Public Affairs, and the David G. Smith Summer Internship, summer research opportunities awarded each spring under the coordination of the departments o f Economic and Political Science. In addition, general College summer research funding is occasionally available to students on a com­ petitive basis. 269 P u b lic P o lic y The Program also seeks to facilitate internship opportunities for students not concentrating in Public Policy but, in general, cannot assist with funding or giving such students priority. PUBLIC POLICY THESIS One of the requirements o f the concentration, providing one o f the three units o f substantive policy work, is a senior thesis. To complete the concentration, a student will normally sign up for Economics 97 or Political Science 97 offered each fall semester. In special cases, a student may fulfill the thesis requirement with comparable analytic, focused work in a policy field as part o f other work in the pro­ gram. The thesis requirement is designed to provide a structured opportunity to write a substantial paper on a public policy issue. It is especially aimed to allow those who have cultivated (through internships or other preparation) a well-developed understanding o f some policy question to complete research and analysis under the supervision of the director of the public policy program and one or more other core faculty. Paper topics may focus on na­ tional or international policy issues and may range widely within areas o f competence. Each student will refine a topic early in the fall semester and will work on a draft to be presented to a student/faculty seminar that will meet periodically. Topics may be varied but should reflect clear prior preparation and interest. Students wishing to complete twocredit work, especially as a thesis under the external examination program, may do so by signing up for Economics or Political Science 97 and 98, and thereby getting double course credit. Such a thesis must receive prior appro­ val by the relevant department and will count no more than one credit toward the six credits required by the concentration. PUBLIC POLICY HONORS PROGRAM REQUIREMENTS Students sitting for honors may have a minor in Public Policy in one o f two ways. First, they may complete a double credit policy thesis and submit this as one o f part of their 8 units o f work to be examined. Second, and alterna­ tively, they may submit for external examina­ tion course or seminar work amounting to two credits in the policy concentration. In the latter case, they still must do their required "thesis” work in a single or double credit mode. The thesis would be graded outside the "honors” program unless it became a Senior Honors Study component. Two credit work in policy issues might combine work in two policy courses for which a reasonable exami­ nation can be constructed and a suitable visiting examiner recruited. Policy work ex­ amined as a minor should meet two criteria: first, that the policy work fit together in some fashion that is coherent and examinable, and second, each student should take responsibil­ ity for developing his/her own combination (which will be judged on its practicability by the Public Policy Concentration Committee). 270 Examples o f such policy study for a minor in honors are: ( 1 ) the combination of a course on welfare policy and health policy or (2 ) the combination o f work on economic develop­ ment and a history or political science class or seminar on some region (including the U .S.) in which development issues are a central theme. These are but two illustrative exam­ ples. Combinations of this sort would be arrived at through consultation with the Coor­ dinator o f the Concentration who could then recommend them to the Committee for ap­ proval. Examination of work in the minor will conform to the modality(s) prescribed by the department(s) offering the work, most often a three-hour written exam. Students are not encouraged to propose a "special major” in Public Policy as an honors program. Under exceptional circumstances a person admitted to such a major and electing the honors program would submit six credits o f policy work (including a 2-credit thesis) for examination. Senior Honors Study would then be worked out with the minor depart­ ment, normally for one or one and one-half units of credit. For honors minors in Public Policy, it is anticipated that the student’s major depart­ ment will consult with the Coordinator of Public Policy and incorporate material in the prescribed Seniors Honors Study relevant to the Public Policy minor. AREAS OF POLICY FOCUS Some students may wish to focus their sub­ stantive work in policy heavily in a particular field, e.g., environmental studies, food studies, welfare issues, health or education. The Col­ lege generally does not offer interdisciplinary majors; rather it urges students to undertake interdisciplinary work in concentrations in addition to their major field. It is possible, however, under the Public Policy program to do broad work in some interdisciplinary areas taking courses that fit the Public Policy pro­ gram as well as additional courses that sup­ port the culminating policy thesis. For some, this may be an alternative to a special major. Given the size and interests o f the faculty, not every area o f public policy is well represented in courses and faculty. Nevertheless, there are a number o f policy areas in which a student can take one, two or perhaps three policy courses and then several other courses which relate to the issue area. Several o f the current opportunities are listed below. D e v e lo p m e n t P o lic y Policy Courses Political Science 68/Economics 53. International Political Economy Political Science 110. Comparative Politics: Africa (one credit in the Concentration although it is a seminar) Economics 61. Industrial Organization Economics 81 or 181. Economic Development (one credit in the Concentration although 181 is a seminar) Economics 8 2. Political Economy o f Africa Economics 83. Asian Economies Economics 41 or 141. Public Finance (one credit in the Concentration although 141 is a seminar) Related and Supporting Courses Political Science 58. African Politics Political Science 6 2. Development and Discontent: The Crisis o f Political Economy in the Third World Political Science 108. Comparative Politics: Politics and Development in Greater China Economics 51 or 151. International Economics Economics 161. Industrial Organization and Public Policy Sociology/Anthropology 34. Ecology, Peace, and Development in El Salvador E d u ca tio n P o lic y Policy Courses Education 66. Child Development and Social Policy Education 68. Urban Education Related and Supporting Courses Education 61. Women and Education Education 63. School and Society History 46/136 and 137. American Intellectual History E n v iro n m e n ta l S tu d ie s Policy Courses Political Science 43/Engineering 68. Environmental Policy Economics 76. Economics of the Environment and Natural Resources Related and Supporting Courses Biology 39. Ecology Biology 50. Marine Biology Engineering 3 2. Introduction to Environmental Protection Eng’neering 66. Environmental Systems Food P o lic y Policy Courses Political Science 47. Food Policy Related and Supporting Courses History 68. Food and Famine Sociology/Anthropology 64. Seeds of Change H e a lth P o lic y Policy Courses Political Science 42/Economics 75. Health Policy 271 P u b lic P o lic y Related, and Supporting Courses Biology 43. History o f Biology Sociology/Anthropology 86. Culture, Illness, and Health Peace and Conflict Studies 15. Introduction to Peace Studies Religion 6. War and Peace M u ltic u ltu ra l/ G e n d e r P o lic y Policy Courses Political Science 41. Political Economy and Social Policy: The U .S. in the 1990s Economics 72. Social Economics Economics 171. Labor and Social Economics (one credit in the Concentration although it is a seminar) Economics 172. Research Seminar on the Urban Underclass (one credit in the Concentration although it is a seminar) Policy Courses History 29. Sexuality and Society in Modern Europe History 54. Women, Society and Politics Political Science 32. Gender, Politics and Policy in America Political Science 3 3. Race, Ethnicity and Public Policy: African Americans Economics 73. Women and Minorities in the Economy Related and Supporting Courses Political Science 36. Multicultural Politics Education 31. Women and Education S e c u r it y P o lic y Policy Courses Political Science 4 5. Defense Policy Related and Supporting Courses History 49. Race and Foreign Affairs 272 W e lfa re P o lic y Related and Supporting Courses Economics 42. Law and Economics Education 68/Sociology/Anthropology 68. Urban Education Other Qualifying Policy Courses Political Science 15. Ethics and Public Policy Economics 43. Public Policy and the American Family Religion J . W ILLIAM FROST, Professor, Director of the Friends Historical Library DONALD K. SW EARER, Professor ELLEN M . ROSS, Associate Professor and Co-Chair M A R K I. W A LLA CE, Associate Professor and Co-Chair VERA R. MOREEN, Visiting Associate Professor YVONNE P. CHIREAU, Assistant Professor NATHANIEL D EU TSCH , Assistant Professor STEVEN P. HOPKINS, Assistant Professor REQUIREMENTS AND RECOMMENDATIONS Any course numbered 1 through 3 6 may be taken as introductory to other courses in the Department. Successful completion of Reli­ gion 1 or another of the introductory courses is normally required for admission to courses numbered 101 and above. Completion of two courses is usually prerequisite for admission to a major in Course or a major or minor in Honors. The major in Religion is planned through consultation with faculty members in the Department. To ensure breadth in the pro­ gram of study all majors are required to complete a primary distribution course and to take at least one course from three curric­ ular groups which include the several religious traditions and the varied modes o f analysis represented in the Department (see "Majoring in Religion at Swarthmore” ). Students in both Course and the Honors Program are expected to have taken the background courses required for work in specific semi­ nars. A component o f a major’s program of study may include study abroad planned in collaboration with the Department. Only one course cross-listed from another department can be counted toward the major. Majors in Course will take Religion 95, the Senior Comprehensive Paper, normally in the first semester o f their senior year. All majors in Course will also take an oral comprehensive examination based on the Senior Compre­ hensive Paper and on courses taken within the major. Majors are required to complete (at least) eight credits in Religion to meet depart­ mental graduation requirements. HONORS PROGRAM The normal method of preparation for the Honors Program will be through three semi­ nars, although with the consent o f the depart­ ment work done in a combination of two courses or in study abroad can count for one preparation. Students have the option o f writ­ ing a two-credit thesis or combining a onecredit thesis and a course for one preparation. During the senior year as part o f their senior honors study those students not writing a thesis will receive one credit for writing an article-length research paper (5 ,0 0 0 to 6,250 words) or doing a special project involving research. The paper or project can expand upon a topic covered in one seminar, or integrate materials covered in two seminars, or be based upon research done during study abroad. The department must approve the topic, and a faculty member will provide initial guidance for the bibliography and in helping the student define the scope o f the project, but the work will be done indepen­ dently and presented to an honors examiner for evaluation. Senior honors students writing a one- or twocredit thesis will be given a reading list of books and articles relevant to studying religion in selected fields. The honors examiner will evaluate this material and will provide the grade. Students who have a minor in religion do a single two-credit preparation which must be in a seminar. In addition minors must com- 273 R e lig io n plete two courses in religion (including any prerequisites for the seminar) prior to being admitted to any seminar. Students whose minor in religion can be incorporated into the final requirements for Senior Honors Study in the major should do so. The Department o f Religion will work out with the student and the major department the guidelines or a model for this integrated exercise. In cases where the department and the student conclude that integration is not feasible or desirable, the student may do a 2,5 0 0 word paper. Alternatively, the depart­ ment will provide a reading list o f books. The reading list or paper will become part o f the Honors Program Portfolio and may be part of the materials examined. COURSES 1. R e lig io n a n d H u m an E x p e rie n c e . This course introduces the nature o f religious worldviews, their cultural manifestations, and their influence on personal and social self­ understanding and action. The course explores various themes and structures seminal to the nature o f religion and its study: sacred scrip­ ture; visions o f ultimate reality and their various manifestations; religious experience and its expression in systems o f thought; ritual behavior and moral action. Members of the Department will lecture and lead weekly discussion sections. Primary distribution course. Fall semester. Staff. 2. R e lig io n a n d L ite ra tu re . This course examines models for religious transformation in a variety o f literary genres. Not offered 1995-96. Ross. 3. H e b re w S c r ip t u r e s and th e A n c ie n t N e a r E a s t An introduction to the Hebrew Bible and the religion o f ancient Israel within the context of other ancient Near Eastern religious tradi­ tions. The Hebrew Bible will be read closely in English translation with special attention to mythological, exegetical, sociological, gender, and body issues. In addition to the Hebrew Bible, literature from Mesopotamia, Egypt, and Canaan will be read, including, The Epic o f Gilgamesh, The Enuma Elish, and The Theology o f Memphis. Fall semester. Deutsch. 4. In tro d u ctio n to C h r is tia n S c r ip t u r e s . An introduction to the New Testament and its development. The New Testament will be read closely in English translation, with special attention to problems o f redaction and literary 274 construction, as well as the formation o f early Christian orthodoxy and heresy. In addition to the New Testament, several "false” Gospels which were not included in the orthodox canon will be read. Finally, the figure o f Jesus will be examined in light o f Jewish and other contemporary traditions. Spring semester. Deutsch. 5. P r o b le m s o f R e lig io u s T h o u g h t Study o f contemporary religious and cultural problems. Topics include: the challenge of radical evil; the social construction o f reli­ gious knowledge; the question o f ethical integrity; the task o f interreligious dialogue; the promise o f critical theory for understand­ ing sacred texts; and the corrosive influences o f racism and sexism within religious commu­ nities. Authors include: S. Kierkegaard, M. Buber, F. Nietzsche, A. Cohen, M. Abe, S. McFague, R. Rorty, and C. West. Fall semester. Wallace. 6. W a r a n d P e a c e . An analysis o f the moral issues posed by war, with consideration o f the arguments for holy wars, just wars, real politik, and pacifism. The first part of the course will trace the evolution of major ideas o f war from the Bible to the present. A study o f America’s wars since 1940 will show the application of these ideas in this nation’s response to organized violence. Fall semester. Frost. 7. R a b b in ic T h o u g h t and L ite ra tu re . This course will examine the thought, litera­ ture, and social context o f rabbinic religion from the fall o f Jerusalem to the redaction of the Babylonian Talmud. Topics will include the historical development of rabbinic culture, the role and character o f rabbinic biblical exegesis (Midrash), the nature and implemen­ tation o f rabbinic law (Halakha), early Jewish mysticism and magic, and rabbinic attitudes towards women and sexuality. Primary sourc­ es will be read in English translation. Fall semester. Deutsch. 8. P a tte rn s o f A s ia n R e lig io n s . A thematic introduction to the study o f reli­ gion through an examination of selected teach­ ings and practices o f the religious traditions of South and East Asia structured as patterns of religious life. Materials taken from the Hindu and Buddhist traditions o f India, the Confucian and Taoist traditions o f China, and from Zen in Japan. Major themes include god and the gods, personhood and community, gender and the body, narrative and popular piety. Primary distribution course. Spring semester. Hopkins. 9. T h e B u d d h is t T ra d itio n s o f A s ia . This course explores the unity and variety of the Buddhist tradition within the historical and cultural contexts o f South, Central, and East Asia. The course focuses, in particular, on four traditions: Theravada in Sri Lanka, Ch’an (Zen) in China, Vajrayana in Tibet, and Jodo Shin Shu in Japan. Spring semester. Swearer. 10. A fr ic a n A m e r ic a n R e lig io n s . What makes African-American religion "A f­ rican” and "American” ? Using text, films, and music, we will examine the sacred insti­ tutions o f Americans o f African descent. Major themes will include: Africanisms in American religion; slavery and religion; gospel music; African American women and religion; black and womanist theology; The Civil Rights Movement; and Islam and urban reli­ gions. Field trips, including visits to Father Divine’s Peace Mission and the first indepen­ dent black church in the United States, Mother Bethel A.M .E. Church. Fall semester. Chireau. 11. A Path to T h e o c ra c y : T he T w e lv e r S h i’is o f Iran. This course examines the origins and devel­ opment o f Shi’ism in Iran focusing on modem religious and political developments. Fall or spring semester. Moreen. 12. T h e H is to r y , R e lig io n & C u ltu re o f India I: F ro m th e Indus V a lle y to th e H indu S a in ts . A study of the religious cultures o f India from the ancient Indo-Aryan Civilization of the north to 12th century love songs o f south Indian saints. Topics include the ritual system o f the Vedas, the speculative philosophy o f the Upanishads, the rise o f the Buddhist and Jain communities, and the development of classical Hindu society. Focal themes include hierar­ chy, caste and class; purity and pollution, gender, love, world-renunciation and the con­ struction of a religiously defined social order. Fall semester. Hopkins. 13. H is to r y , R e lig io n and C u ltu re o f India II: Fro m A k b a r to G andhi. The religious history of India from Mughal Islam and the Sikhs to the Dalit Untouchable Liberation movements. Focus also on Sufis and shrines, Gandhi, Hindu nationalism, and the impact o f colonialism. Not offered 1995-96. Hopkins. 14. P h ilo s o p h y o f R elig ion . This course considers Anglo-American and Continental philosophical approaches to reli­ gious thought using different disciplinary per­ spectives. (Cross-listed as Philosophy 16.) Not offered 1995-96. Wallace. 15. Intro d uction to Islam . The historical origins and development of Islam will be studied in light o f the sources that have shaped it. Themes to be explored include the central doctrines o f Islam as de­ rived from the Qur’an and traditions (sunna), the development of Islamic law (shari'ah), the Shi'i alternative, the growth o f Muslim theol­ ogy, philosophy, and mysticism (Sufism), and controversial issues among contemporary Muslims. Fall semester. Moreen. 16. Intro d uction to J e w is h M y s t ic is m . This course will survey the history and liter­ ature of Jewish mysticism, beginning with Merkabah mysticism, continuing through the German Pietists and the Kabbalah, and ending with the impact o f Jewish mysticism on twen­ tieth century Jewish thinkers. Selections will 275 R e lig io n