Swarthmore College Bulletin 1996'1997 Volume XCIV Number 1 Catalogue Issue September 1996 1 Directions for Correspondence SW A R TH M O RE CO LLEG E, 500 C O LLEG E AVENUE, SW A RTH M O RE, PA 19081-1397 Alfred H. Bloom G EN ER A L C O LLEG E POLICY I President II Jennie Keith A C A D E M IC PO LICY Provost Ngina Lythcott ST U D E N T SER V IC ES Dean of the College I Robin G. Mamlet I . . A D M ISSIO N S A N D C A TA LO G U ES Dean o f Admissions I Martin 0. Warner R E C O R D S A N D T R A N S C R IP T S Registrar I Paul J . Aslanian FIN A N CIA L IN FO RM A TION V ice President I Laura Talbot I FIN A N C IA L A ID A N D FIN A N C IN G O P T IO N S IN FO RM A TIO N Director o f Financial Aid I Thomas Francis C A R EE R PLA N N IN G A N D PLA CEM EN TH . Director i Harry D. Gotwals j A LU M N I, DEVELOPM ENT, A N D P U BLIC RELA TIO N S ■Vice President 1 gen eral Barbara Haddad Ryan IN FO RM A TIO N j Associate V ice 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. T his policy is con­ sistent with relevant governmental statutes and regulations, including those pursuant to Title IX o f the Federal Education Amendments o f 1972 and S e ctio n 504 o f the Federal Rehabilitation A ct o f 1973. T his Bulletin contains policies and program descriptions as of July 31, 1996, the date of publication, and should be used solely as an informational guide. T h e College reserves the right to alter or amend at any time the policies or programs contained in the Bulletin. Students are responsible for informing themselves of current policies and m eeting all relevant requirements. T h e Swarthmore College B u lletin (ISSN | 0 888-2126), o f which this is Volume XCIV, number 1, is published in September, November, January, February, May, and August by Swarthmore College, 500 College Avenue, Swarthmore, PA 19081-1397. Periodical postage paid at Swarthmore, PA 19081 and additional mailing offices. Permit number 0530-620. Postmaster: Send address changes to Swarthmore College Bulletin, 500 College Avenue, Swarthmore, PA 19081-1397. Phone (610) 328-8000 Printed in U .S.A . y Table of Contents CA LEN D A R I h ni IV v VI 4 IN TR O D U C T IO N 8 ED U CA TIO N A L R E SO U R C E S A D M ISSIO N 18 EXPEN SES 21 FIN A N C IA L A ID C O LLEG E LIFE 9 23 36 ED U CA TIO N A L P R O G R A M 55 FA CU LTY R EG U LA TIO N S 65 DEG REE R EQ U IR EM EN TS 69 AW ARDS A N D PRIZES 71 FELLO W SH IPS 76 C O U R SE S O F IN ST R U C T IO N A rt 80 Asian Studies 87 Biology 91 Black Studies 96 Chemistry 99 Classics 105 Computer Science 110 Economics 116 Education 122 Engineering 127 English Literature 136 Environmental Studies 153 Francophone Studies 155 German Studies 158 History 160 Interpretation Theory 170 Latin Am erican Studies 172 79 Linguistics 174 Literature 181 Mathematics and Statistics 183 Medieval Studies 192 M odem Languages and Literatures 194 Music and Dance 217 Peace and C onflict Studies 230 Philosophy 234 Physical Education and A thletics 239 Physics and Astronomy 241 Political Science 248 Psychology 257 Public Policy 265 Religion 269 Sociology and Anthropology 276 W om en’s Studies 284 T H E C O R PO R A T IO N and B O A R D O F M A N A G E R S 289 A LU M N I A SSO C IA T IO N O FFIC ER S and A LU M N I C O U N C IL T H E FA CU LTY 295 A D M IN IST R A T IO N 313 V IS IT IN G EXA M IN ERS 324 D EG REES C O N FERRED 326 AW ARDS A N D D IST IN C T IO N S 331 EN RO LLM EN T ST A T IS T IC S 334 IN DEX 293 335 PLAN O F CO LLEG E G R O U N D S 350 D IR E C T IO N S FO R R EA C H IN G T H E C O LLEG E 352 3 1 8 15 22 29 2 9 16 23 30 3 10 17 24 W ed 4 11 1$ 25 12 19 26 F ri 6 13 20 27 Tue Su n M on Set W m 14 21 28 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 1 8 15 22 29 Thu 3 10 17 24 31 Sat 5 12 19 26 Sun 1 8 15 22 29 don 2 9 16 23 30 W ed 6 13 20 27 7 14 21 28 to 4 11 18 25 T u e W ed 3 4 11 10 18 17 25 24 3 4 10 17 24 il IS 25 5 it 19 26 6 13 20 27 7 14 21 28 F ri 1 8 15 22 29 Sat Sun don 6 13 20 27 7 14 21 28 ■■ 9 16 23 30 1 8 15 22 29 5 12 19 26 F ri 6 13 20 27 Sat a f f a 14 21 28 Su n M on 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 Tue W ed T h u 2 1 8 9 7 16 15 14 21 22 23 29. 30 28 2 9 16 23 3 10 17 24 F ri 3 10 17 24 31 Sat 4 11 18 25 7 14 21 1 8 15 22 Thu F ri 5 12 19 26 6 13 20 27 7 14 21 28 Sat 1 8 15 22 5 12 19 26 6 13 20 27 2 9 16 23 30 3 10 17 24 31 Tue W ed Thu F ri 5 12 19 6 13 20 27 7 14 21 4 11 18 25 Sat 1 8 15 22 29 6 13 20 27 4 7 14 21 28 Su n M on 2 1 8 9 15 16 23 22 Tue W ed 3 4 10 11 18 17 25 24 Sat 5 12 19 26 S u n M on 2 1 9 8 16 15 22 23 30 29 Tue W ed 3 4 IO 11 18 17 25 24 31 S u n M on T u e W ed 1 8 15 14 22 21 29 28 T u e W ed T h u 2 3 1 10 8 9 15 16 17 22 23 24 30 29 4 li 18 25 5 12 19 26 T u e W ed 1 2 8 9 15 16 22 23 30 29 Tu e W ed 5 12 19 26 6 13 20 27 2 9 16 23 6 13 20 27 5 7 14 21 28 Fri 2 9 16 23 30 Sat F ri 6 13 20 27 Sat 1È l 1' -10 17 24 31 Thu 5 12 19 26 3 10 17 24 1 7 14 21 28 1 Thu 3 10 17 24 31 F ri 4 11 18 25 ] | m 21 28 | i f e F ri 6 13 20 27 Sat ■ § il 21 28 Thu 2 9 16 23 30 F ri 3 .1 0 17 24 Sat 4 11 Thu 14 21 28 F ri 1 8 15 22 29 Thu 4 II 18 25 F ri 5 12 19 26 Thu 5 12 19 26 APRIL Thu 7 14 21 28 Fri 1 8 15 22 29 Sat 2 9 16 23 30 - 5 12 19 26 6 13 20 m sp % 25 Su n M on 2 9 16 23 W ed 3 10 17 24 4 11 18 25 Fri 5 12 19 26 6 13 20 27 T u e W ed 1 8 7 15 14 21 22 29 28 2 9 16 23 30 4 11 18 25 5 12 19 26 3 10 17 24 31 4 11 18 25 •• 5 12 19 26 6 13 20 27 W àà 1 i 9 16 23 30 JUNE F ri 3 10 17 24 31 4 11 18 25 S u n M ori 1 8 7 15 14 22 21 29 28 T u e W ed 3 2 10 9 16 17 23 24 30 Su n M on Tu e W ed T h u 2 1 9 8 7 1 5 1 6 14 22 23 21 3 0 29 28 Sat 6 13 20 a JULY F ri 6 13 20 27 Tu e W ed 7 14 21 28 1 8 15 22 29 12 19 26 6 13 20 27 Sat F ri 3 4 II 10 18 17 2 4 1 25 31 AUGUST Sat 12 19 26 6 13 20 27 MARCH S u ri M o n DECEMBER F ri 4 11 18 25 th u 1 8 15 22 29 T u e W ed FEBRUARY W ed APRIL Su n M on Sat 7 14 21 28 NOVEMBER MARCH Sun M on F ri OCTOBER Tue W ed 4 11 18 25 Thu 5 12 19 26 SEPTEMBER FFRRIIARY Su n M on Su n M on MAY 1997 JANUARY Sun M on Sat 3 10 17 24 31 AUGUST DECEMBER T u e W ed 4 ; .- 2': 3 H 9 10 17 18 16 23 25 24 30 31 F ri 2 9 16 23 30 JULY NOVEMBER T u e W ed Thu 1 8 15 22 29 JUNE OCTOBER W ed 2 9 16 23 30 1998 JANUARY 1997 MAY 1996 SEPTEMBER 8 15 22 29 2 9 16 23 30 W ed 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 2 9 16 23 30 3 10 17 24 31 T u e W ed Thu 5 12 19 26 6 13 20 27 4 11 18 25 > F ri Sat i 8 15 14 2 1 ' 22 29 28 agi ; College Calendar 1996 Fall Semester August 27'September 1 New student orientation August 31 Registration September 2 Classes and Seminars begin September 27-28 Meeting o f the Board o f Managers October 11 October holiday begins, end o f last class or seminar October 21 October holiday ends, 8:30 a.m. November 2 7 Thanksgiving vacation begins, end o f last class or seminar December 2 Thanksgiving vacation ends, 8:30 a.m. December 6-7 Meeting o f the Board o f Managers December 10 Classes end December 11 Enrollment for spring semester December ¡3 Final examinations begin December 13 Seminars end December 21 Final examinations end 1997 Spring Semester January 20 Classes and Seminars begin February 28'M arch 1 Meeting o f the Board o f Managers March 7 Spring vacation begins, end o f last class or seminar March 17 Spring vacation ends, 8:30 a.m. March 21-23 Black Alumni Weekend April 18-20 Parents Weekend May 2 Classes and Seminars end May 2-3 Meeting o f the Board o f Managers May 5 Enrollment for fall semester May 8 W ritten Honors examinations begin May 8 Final examinations begin May 17 Final examinations end May 19 W ritten Honors examinations end May 19-20 Senior comprehensive examinations May 22-24 Oral Honors examinations June 1 Baccalaureate June 2 Commencement June 6-8 Alumni Weekend 1997 Fall Semester (Tentative) August 26-31 New student orientation August 30 Registration September 1 Classes and Seminars begin September 26-27 Meeting o f the Board o f Managers O ctober 10 O ctober holiday begins, end o f last class or seminar O ctober 20 O ctober holiday ends, 8:30 a.m. N ovember 26 Thanksgiving vacation begins, end o f last class or seminar December 1 Thanksgiving vacation ends, 8:30 a.m. D ecember 5-6 M eeting o f the Board o f Managers D ecember 9 Classes end December 10 Enrollment for spring semester D ecem ber 12 Final examinations begin December 12 Seminars end D ecember 20 Final examinations end 1998 Spring Semester (Tentative) January 19 Classes and Seminars begin February 27-28 Meeting o f the Board o f Managers M arch 6 Spring vacation begins, end o f last class or seminar M arch 16 Spring vacation ends, 8:30 a.m. March 21-22 Black Alumni Weekend May 1 Classes and Seminars end May 1-2 M eeting o f the Board o f Managers May 4 Enrollment for fall semester May 7 W ritten Honors examinations begin May 7 Final examinations begin May 16 Final examinations end May 18 W ritten Honors examinations end May 18-19 Senior comprehensive examinations May 21-23 O ral Honors examinations May 31 Baccalaureate June 1 Comm encement - June 5-7 Alum ni Weekend 6 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 campus o f more than 300 acres of rolling wooded land in and adjacent to the borough of Swarthmore in Delaware County, Pennsylvania. It is a small college by deliberate policy. Its present enroll­ m ent is about 1,300 m en and women students. T h e borough o f Swarthmore is a residential suburb within half an hour’s commuting dis­ tance o f Philadelphia. College students are able to enjoy both the advantages o f nearby rural settings and the opportunities offered by Philadelphia. T h e C ollege’s location also makes possible cooperation with three nearby institutions, Bryn Mawr and Haverford Colleges and the University o f Pennsylvania. OBJECTIVES AND PURPOSES Swarthmore students are expected to prepare themselves for full, balanced lives as individu­ als and as responsible citizens through exacting intellectual study supplemented by a varied program o f sports and other extra-curricular activities. T h e purpose o f 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 institu­ tions, each school, college, and university 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 opportunity which is part o f the American heritage. Swarthmore seeks to help its students realize their fullest intellectual and personal potential combined with a deep sense o f ethical and social concern. riching and exciting intellectual experiences to students who choose to prepare for evaluation by examiners from other colleges and universi­ ties. Throughout the curriculum, options for independent study and interdisciplinary work offer opportunities for exploration and devel­ opment over a wide range o f individual goals. These opportunities typically include consider­ able flexibility o f program choices from semes­ ter to semester, so that academic planning may be responsive to the emerging needs o f stu­ dents. 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 although Friends now compose a minority o f the student body, the faculty, and the administration, the College seeks to illuminate the lives of its stu­ dents with the spiritual principles o f that Society. Foremost among these principles is the indi­ vidual’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 living, and generous giving; personal integrity, social justice, and the peaceful settlement of disputes. T h e 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 o f things and the duties o f human beings. It does, however, encourage ethical and religious concern about such matters, and continuing exam ination o f any view which may be held regarding them. I I I I I I I I I I I I I I I I TRADITION AND CHANGE VARIETIES OF EDUCATIONAL EXPERIENCE Education is largely an individual matter, for no two students are exactly alike. T h e Swarth­ more College curriculum is designed to give recognition to this fact, and seeks to evoke the maximum effort and development from each student. T h e Honors Program, in which Swarthmore pioneered, offers additional en­ 8 A college draws strength from tradition, and energy from the necessity of change. Its purposes and policies must respond to new conditions 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. ■ I I I I I I Educational Resources T he primary educational resources of any col­ lege are the quality o f its faculty and the spirit of the institution. Financial as well as physical resources play an important supportive role. THE ENDOWMENT T h e educational resources at Swarthmore College have been provided by gifts and bequests from many alumni, foundations, cor­ porations, parents and friends. In addition to unrestricted gifts for the operating budget, these donors have contributed funds for build­ ings, equipment, collections o f art and litera­ ture, and permanently endowed professorships, scholarships, awards, book funds and lecture­ ships. T heir gifts to Swarthmore have not only provided the physical plant, but also have cre­ ated an endowment fund o f approximately $610,000,000 at market value o n M arch 31, 1996. Swarthmore ranks among the top ten in the country in endowment per student. Income from the endowment during the academic year 1994-95 contributed approximately $16,100 to meet the total expense o f educating each stu­ dent and provide over 32% of the College’s operating revenues. T he College’s ability to continue to offer a high quality of education depends on continu­ ing voluntary support. Swarthmore seeks addi­ tional gifts and bequests for its current opera­ tions, its permanent endowment, and its capi­ tal development programs to m aintain and strengthen its resources. T h e Vice President in charge of development will be pleased to pro­ vide information about various forms o f gifts: bequests, outright gifts o f 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 tight to the annual income during his or her lifetime. LIBRARIES T he College Library is an active participant in the instructional and research program o f the College. T h e primary mission o f the Library is to instruct students in effective, efficient use of the library and to encourage them to develop habits o f self-education so that they may use books, libraries, and recorded communication in all forms for a lifetime o f intellectual devel­ opment. To this end the Library acquires and organizes books, journals, audiovisuals, and electronic information in a variety o f digital and other formats for the use o f students and faculty. W hile the Library’s collections are geared primarily towards undergraduate instruction, the scope, nature, and depth of student and faculty research require providing a greater quantity o f source materials than is typically found in undergraduate libraries. Further needs are met through interlibrary loan, document delivery and other cooperative arrangements. T h e Swarthmore College Libraries together with those o f Bryn Mawr and Haverford col­ leges are linked in a fully automated consortial library system, Tripod, with an online public access catalog and reciprocal borrowing. Tripod as well as other networked information sources can be accessed through the Library’s Home Page on the World W ide Web. T he U R L is: http://www.swarthmore.edu/Library/. Electronic bibliographic indexes and full-text databases have become increasingly important to undergraduate research. Swarthmore C ol­ lege and the consortium provide a growing selection o f electron ic research databases which are available in the Libraries and, in many cases, networked to dormitory rooms and other campus settings. T h e Thomas B. and Jeanette E .L . M cCabe Library is the center of the College Library sys­ tem housing the major portion of the College Library collection s, reading and seminar rooms, a video projection classroom, and administrative offices. Total College Library holdings amount to 880,000 volumes with some 20,000 volumes added annually. Approx­ imately 2,400 periodical titles are received reg­ ularly. Swarthmore College participates in the Federal Depository Library Program by select­ ing publications most appropriate to the needs of the curriculum and the public, and by mak­ ing them easy to find through the Tripod sys­ tem. The Cornell Library o f Science and Engineering houses more than 71,000 volumes and serves the scientific, academic and research needs o f students and faculty. The Daniel Underhill Music Library contains around 17,000 books and 9 Educational Resources scores, 11,000 recordings and listening equip­ ment. A small collection o f relevant material is located in the Black Cultural Center. Special Library Collections T h e College Library contains certain special collections: British A m ericana, accounts o f British travellers in the U nited States; the works o f English poets W ordsworth and Thomson bequeathed to the Library by Edwin H . Wells; the works o f Seamus H eaney, winner o f the Nobel Prize for Literature, 1995; the W. H . Auden Collection comm emorating the English poet who taught at Swarthmore in the mid-forties; the Bathe Collection o f the history o f technology donated by Greville Bathe; the Private Press Collection representing the work of over 6 0 0 presses; and the Swarthmoreana Collection o f over 7,000 publications by gradu­ ates o f the College. The Audiovisual Collection with 2,300 video­ tapes and discs and 1,400 spoken word record­ ings on disc and tape includes contemporary writers reading from and discussing their works; full-length versions o f Shakespearean plays (both videocassettes and audiodiscs) and other dramatic literature; the literature o f earlier periods read both in modem English and in the pronunciation o f the time; recordings o f liter­ ary programs held at Swarthmore; and video­ recordings of U .S. and foreign classics, educa­ tional, documentary, and avant-garde films. These materials support the study o f literature, art, dance, and history and are housed in the M cCabe Library. W ithin the M cCabe Library building are two special libraries which enrich the academic background o f the College: The Friends Historical Library, founded in 1871 by A nson Lapham, is one of the outstanding collections in the U nited States o f manu­ scripts, books, pamphlets, and pictures relating to the history o f the Society of Friends, T he library is a depository for records o f Friends M eetings belonging to Baltim ore, Phila­ delphia, 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. T h e W illiam Wade Hinshaw Index to Quaker M eeting Records lists material o f genealogical interest. Special collections include materials on various subjects o f Quaker concern such as 10 abolition, Indian rights, utopian reform, and the history of women’s rights. Notable among the other holdings are the W hittier Collection (first editions and manuscripts o f Jo h n Greenleaf W hittier, the Quaker poet), the M ott manuscripts (over 500 autographed let­ ters of Lucretia M ott, antislavery and women’s rights leader), and the H icks manuscripts (more than 300 letters o f Elias Hicks, a promi­ nent Quaker minister). T h e library’s collection of books and pamphlets by and about Friends numbers more than 42,000 volumes. About 200 Quaker periodicals are currently received. There is also an extensive collection o f pho­ tographs o f meetinghouses and pictures o f rep­ resentative Friends and Quaker activities, as well as a number o f oil paintings, including two versions o f “T h e Peaceable Kingdom” by Edward Hicks. It is hoped that Friends and oth­ ers will consider the advantages of giving to this library any books and family papers which may throw light on the history of the Society o f Friends. The Swarthmore College Peace Collection is of special interest to research students seeking the records o f the peace movement. T h e records of the W om en’s International League for Peace and Freedom and the personal papers o f Jane Addams o f Hull-House, Chicago, formed the original nucleus o f the C ollection (1930). Over the years other major collections have been added including the papers o f Devere A llen, Emily Greene Balch, Julien Cornell, Homer Jack, Lucy Biddle Lewis, A . J. Muste, Lawrence Scott, Joh n N evin Sayre, W illiam Sollm ann, E. Raymond W ilson, and others, as well as the records o f the Am erican Peace Society, A Quaker A ction Group, Business Executives M ove, C C C O , Fellowship o f R econ ciliatio n , Friends Com m ittee on National Legislation, T h e G reat Peace March, Lake M ohonk Conferences on International Arbitration, National Interreligious Service Board for Conscientious Objectors, National C ouncil for P revention o f War, N ational Council to Repeal the Draft, SA N E, W ar Resisters League, W om en Strike for Peace, World Conference of Religion for Peace, and many others. T h e Peace C ollection serves as the official repository for the archives o f many o f these organizations, incorporated here in more than 10,000 docum ent boxes. T h e C ollection also houses over 12,000 books and I I I I I i _ I pamphlets and about 2,(XX) periodical titles. Four hundred periodicals are currently received from 22 countries. T h e comprehensive Guide to the Swarthmore College Peace Collection, published in 1981, and the Guide to Sources on Women in th e Swarthmore C ollege Peace Collection describe the archival holdings. I ---------------------------PHYSICAL FACILITIES Laboratories, well-equipped for undergraduate instruction and in most cases for research, exist in astronomy, biology, chemistry, computer science, engineering, physics, and psychology. The Sproul Observatory, with its 24-inch visu­ al 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 M artin Biological Laboratory provides facilities for work in molecular, organismal, and population biology. A laboratory for Interdisciplinary Research, created w ith a grant from the Howard Hughes Medical Institute, is designated for the conduct o f inter­ disciplinary scientific research by teams o f faculty and students selected through an internal­ ly conducted, competitive process. T h e Pierre S. Du Pont Science Building provides accom­ modations for chemistry, mathematics, and physics. Hicks Hall contains the engineering laboratories, several o f which are equipped for computer-assisted and com puter-controlled laboratory experimentation and a solar labora­ tory. Papazian Hall provides facilities for work in psychology, and for the engineering shops. 1 i J n J I r ■ I The List Art Gallery for exhibitions is located in the Eugene M. and Theresa Lang Performing Arts Center. I ■ 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. The Eugene M . and Theresa Lang Performing I I Arts Center, opened in January, 1991, houses the Pearson-Hall Theatre, the largest perform­ ing stage on campus, and also the Frear Ensemble Theatre, an experimental and in­ structional studio, the Patricia W ityk Boyer Dance Studio and a Dance Lab, and the List A rt Gallery. T h e Lang Performing Arts Center also houses the offices o f the English Literature Department, Theatre Studies program, and Dance Department, as well as seminar rooms, the theatre design studio, and set construction shop. T h e Pearson-Hall Theatre has a seating capacity o f about 825 or o f over 1,000 if seats are placed on stage. T h e theatre can be divid­ ed in two, with a cinem a theatre on one side of a movable soundproof wall and a more inti­ mate performing space on the other. T h e build­ ing is linked to the second floor o f the Lang Music Building by a walk way and faces Crum Woods over the Ann Lubin Buttenwieser Terrace. The Trotter/North Campus Project is the C ol­ lege’s newest and most visual commitment to enhancing our educational environm ent. 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 completely renovated to provide technologically advanced classrooms, inviting seminar rooms, and mod­ em faculty offices. Construction on Trotter began in February, 1996, and is slated to be completed by the summer of 1997. A new academic building, Kohlberg Hall, fea­ tures spaces intended for use by the entire College community including a commons complete with an espresso bar, T h e Scheuer Room for lectures and gatherings, and a dra­ matic courtyard. T h e top two floors house the three departments o f economics, modem lan­ guages and literatures, and sociology/anthropology, 44 faculty offices, 13 classrooms and seminar rooms. T h e new campus plans include surrounding these academic buildings with enhanced land­ scaping, new pedestrian walkways, and the cre­ ation o f outdoor spaces conducive to convers­ ing, studying, and relaxing. The Computing Center, with offices located in Beardsley H all, provides computing and telecommunication resources and support to all faculty, registered students, and College 11 Educational Resources staff. Academic computing resources are com­ prised o f several components: a number of DEC Alpha servers running U N IX managed by the Computing Center, a network o f SU N Sparc workstations in the Computer Science Department, a network o f HP workstations in the Engineering Department, a Power M ac­ intosh lab in the Mathematics Department, and D EC A lpha systems in Chemistry, Astronomy and Physics departments. A spe­ cialized 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 5900 server and a D EC 2100 server running Oracle and S C T Banner is used for the College’s administrative data management needs. Fiber optic cabling ties these components together into a campus­ wide network. T h e campus network is linked to the Internet allowing communication and data access on a global scale. M acintosh computers (the personal computer supported by the Computing Center) are wide­ ly used for word processing as well as for data management and analysis. Power Macintosh computers are available in public areas in Beardsley, Du Pont, Kohlberg, and McCabe and Cornell libraries. Virtually every adminis­ trative and faculty office is equipped with a Macintosh. Students may connect Macintosh computers to the campus network from their dormitory rooms. Any M acintosh connected to the network can be used to gain access to electronic mail, bulletin boards, the World W ide W eb, Tripod (the tri-college electronic library card catalog), programming languages (C and Fortran 77 on a DEC server), and sta­ tistical packages (S P S S on a D EC server, and M acintosh programs Statview and JM P). 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. Som e of these file servers also contain an assortment of shareware and public domain software. T h e Computer Store and a repair service are both located in Beardsley. T h e Computer Store sells a variety of M acintosh equipment and software at very reasonable prices, and the repair service provides on-campus repair ser­ vices for student-owned M acintosh computers. T h e telecommunications department o f the Computing C enter provides telephone and 12 voice mail services to faculty, staff, and stu­ dents. Every student residing in a college dor­ mitory room is provided with a private tele­ phone and personal telephone number as well as a voice mail account. Long distance calling is available to students. Assistance with the use o f 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 o f 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. The Center for Social and Policy Studies, located temporarily in Parrish Hall (room 22), serves as a laboratory for the social sciences. T h e 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. T h e Center also supports the concentration in Public Policy through its physical facilities, data archives and program of events. SPECIAL FUNDS AND LECTURESHIPS The William ] . C ooper Foundation provides a varied program o f lectures and concerts which enriches the academic work o f the College. T h e Foundation was established by William J. Cooper, a devoted friend o f the College, whose wife, Emma M cllvain Cooper, served as a member of the Board o f Managers from 1882 to 1923. Mr. Cooper bequeathed to the College the sum o f $100,000 and provided that the income should be used “in bringing to the col­ lege from time to time eminent citizens of this and other countries who are leaders in states­ manship, education, the arts, sciences, learned professions and business, in order that the fac­ ulty, students and the college community may be broadened by a closer acquaintance with matters o f world interest.” Admission to all programs is without charge. T h e Cooper Foundation Comm ittee works with the departments and with student organi­ zations in arranging single lectures and con­ certs, and also in bringing to the College speakers o f note who remain in residence for a long enough period to enter into the life o f the community. Som e o f these speakers have been invited with the understanding that their lec­ tures should be published under the auspices of the Foundation. T his arrangement has so far produced eighteen volumes. The Promise Fund, established anonymously by an alumnus on the occasion of his graduation, is administered by the Cooper Foundation Committee. Income fom the Promise Fund brings guest speakers and performers in music, film, dance, and theatre who show promise of distinguished achievement. The Alfred H . Bloom Jr. and M artha B . Bloom, parents of Alfred H. Bloom, Memorial Visiting Scholar Fund is the gift o f Frank Solom on Jr. '50. It brings visiting scholars to campus at the discretion o f the president. The Barbara Weiss Cartwright Fund for Social Responsibility was created in 1993 by a gift from Barbara W. Cartwright ’37 and Dorwin P. Cartwright ’37. T h e 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 partic­ ipate in volunteer service projects linked to the academic program. The Jam es C . Hormel ’5 5 Endowment for Stu­ dent Services was established by James Hormel ’55 to support staffing and programs related to student services and activities, including stu­ dent involvement in volunteering and pro­ grams to encourage greater understanding of, sensitivity to, and incorporation into the great society o f the differences in culture, sexual ori­ entation, or race. The William 1. Hull Fund was established in 1958 by Mrs. Hannah C lothier Hull, Class of 1891, in memory of her late husband. Dr. Hull was Professor o f History and International Law at Swarthmore College for 4 8 years. T h e Fund enables the College to bring a noted lecturer on peace to the campus each year in memory of Dr. and Mrs. Hull who were peace activists. The Jonathan R. Lax Fund, created by his bequest in 1996, supports an annual Lax C on­ ference on Entrepreneurship and Economic Anthropology. Jonathan Lax, Class o f 1971, was class agent and a reunion leader. His par­ ents, Stephen ’41 and Frances Lax, and broth­ ers Stephen G . Lax, Jr. (Gerry) ’74, and Andrew Lax ’78 have been actively involved at the College. The Genevieve Chmg-tven Lee ’96 M emorial Fund, established in her memory by family and friends, recognizes the importance o f mutual understanding and respect among the growing number of ethnic groups in our society. T h e Fund supports an annual lecture by a promi­ nent scholar of Asian American Studies and/or an annual award to two students to assist in projects pertaining to Asian American Studies. The List G allery Exhibit Fund, established through the generosity of Mrs. A lbert List, sup­ ports exhibits in the List Gallery o f the Eugene M. and Theresa Lang Performing Arts Center. 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 discrimina­ tion, the fund sponsors events that focus on concerns of the lesbian, bisexual, and gay com­ munities and promotes curricular innovation in the field of Lesbian and Gay Studies. T he fund also sponsors an annual three-day sympo­ sium. T h e fund is administered by a committee o f women and men from the student body, alumni, staff, faculty, and administration. The Scott Arboretum. About three hundred twenty-five acres are contained in the College property, including a large tract of woodland and the valley of Crum Creek. Much o f this tract has been developed as a horticultural and botanical co llectio n o f trees, shrubs, and herbaceous plants through the provisions of the S co tt Arboretum, established in 1929 by Mrs. A rthur Hoyt S c o tt and Ow en and Margaret M oon as a memorial to Arthur Hoyt S co tt o f the Class o f 1895. T h e 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. A ll 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 T h e Terry Shane Teaching Garden, T h e Theresa Lang Garden o f Fragrance, the Dean Bond Rose 13 Educational Resources Garden, and the Isabelle Bennett Cosby ’28 Courtyard. Many interested donors have con­ tributed generously to the collections. T h e Arboretum conducts applied research on ornamental plants, and serves as a test site for three plant evaluation programs: the Gold Medal Award o f Garden M erit through the Pennsylvania Horticultural Society, the perfor­ m ance o f hollies through the Am erican Holly Society, and the National Crabapple Evalua­ tion Program. T h e Arboretum offers horticultural education­ al programs to the general public and Swarthmore students. These workshops, lectures, and classes are designed to cover many facets of the science/art called gardening. Tours are con­ ducted 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 S co tt Arbo­ retum.” T his membership organization pro­ vides not only financial support but also assis­ tance in carrying out the myriad operations which make up the Arboretum’s total program, such as plant propagation, public lectures, and bus tours to other gardens. Student member­ ships are available. T h e Arboretum’s newslet­ ter, Hybrid, serves to publicize their activities and provides up-to-date information on sea­ sonal gardening topics. Maps for self-guided tours and brochures o f the Arboretum’s plant collections are available at the S co tt Offices (6 1 0 ) 328-8025, located in the Cunningham House. T h e S co tt Arboretum was accredited by the Am erican Association o f Museums in 1995, signifying its professional standards o f opera­ tion as an arboretum. The Barnard Fund was established in 1964 by two graduates o f the College, Mr. and Mrs. Boyd T. Barnard o f Rosemont, Pennsylvania. T h e fund has been augmented by the 50-year class gifts from the classes o f 1917 and 1919, and other friends. T h e income from the fund may be used for any activity that contributes to the advancement o f music at the College. It has been used, for example, for concerts on the campus, for the purchase of vocal and orches­ tral scores and other musical literature, and to provide scholarships for students in the Departm ent o f Music who show unusual promise as instrumentalists or vocalists. 14 The G ene D. Overstreet M emorial Fund, given by friends in memory of G ene D. Overstreet (1 9 2 4 -1 9 6 5 ), a member o f the P olitical S cien ce Departm ent, 1 9 57-1964, provides income to bring a visiting expert to the campus to discuss problems of developing or moderniz­ ing nations and cultures. The Benjamin West Lecture, made possible by gifts from members o f the class of 1905 and other friends o f the College, is given annually on some phase o f art. It is the outgrowth o f the Benjam in W est Society which built up a col­ lection o f paintings, drawings, and prints, which are exhibited, as space permits, in the college buildings. T h e lecture owes its name to the American artist, who was bom in a house which stands on the campus and who became president of the Royal Academy. The Swarthmore Chapter o f Sigma Xi lecture series brings em inent scientists to the campus under its auspices throughout the year. Local members present colloquia o n their own research. The Lee Frank M emorial Art Fund, endowed by the family and friends o f Lee Frank, Class of 1921, sponsors each year a special event in the A rt Department: a visiting lecturer or artist, a scholar or artist in residence, or a special exhibit. The M arjorie Heilman Visiting Artist Fund was established by M. G rant Heilman, Class of 1941, in memory of Marjorie Heilman to stim­ ulate interest in art, particularly the practice of art, on campus. Endowed Chairs * y » The Edmund Allen Professorship o f Chemistry en the perspective of both students and faculty. was established in 1938 by a trust set up by his daughter Laura A llen, friend o f the college and niece o f Manager Rachel Hillbom. The Alexander Griswold Cummins Professorship o f English Literature was established in 1911 in The Franklin E. and Betty Barr Chair in Eco­ nomics was established in 1989 as a memorial to Franklin E. Barr, Jr. ’48 by his wife, Betty Barr. » » » * The Albert L. and Edna Pownall Buffington Pro­ fessorship was established by a bequest from Albert Buffington, Class o f 1896, in 1964, in honor o f his wife, Edna Pownall Buffington, Class o f 1898. The Dorurin P. Cartwright Professorship in Social Theory and Social Action was created in 1993 by Barbara Weiss Cartwright, Class o f 1937, to honor her husband, Dorwin P. Cartwright, Class o f 1937. T h e Professorship shall be awarded for a period o f five years to a full pro­ fessor who has contributed to and has the promise of 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. Centennial Chairs. Three professorships, unre­ v stricted as to field, were created in 1964 in honor o f Swarthmore’s Centennial from funds raised during the Centennial Fund Campaign. The Isaac H . Clothier Professorship o f History and International Relations was created in 1888 by Isaac H. Clothier, member o f the Board of Managers. Originally in the field o f C ivil and Mechanical Engineering, he later approved its being a ch air in L atin, and in 1912 he approved its present designation. h The Isaac H . C bthier, Jr ., Professorship of Biology was established by Isaac H. Clothier, Jr. as a tribute o f gratitude and esteem for Dr. Spencer Trotter, Professor o f Biology, 18881926. a » » The Morris L . C bthier Professorship o f Physics was established by Morris L. Clothier, Class of 1890, in 1905. The Julien and Virginia Cornell Visiting Profes­ sorship was endowed by Julien Cornell ’30, member, and Virginia Stratton Cornell ’30, former member of the Board of Managers, to bring professors and lecturers from other nations and cultures for a semester or a year. Since 1962, from every com er o f the world, Cornell professors and their families have resided on the campus so that they might deep­ honor o f Alexander Griswold Cummins, Class o f 1889, by Morris L. Clothier, Class of 1890. The Howard N . and A d a ]. Eavenson Professor­ ship in Engineering was established in 1959 by a trust bequest o f Mrs. Eavenson, whose husband graduated in 1895. The Jam es C . Hormel Professorship in Social Justice, established in 1995 by a gift from James C . Hormel, Class o f 1955, is awarded to a pro­ fessor in any academic division whose teaching and scholarship stimulate increased concern for and understanding o f social justice issues, including those pertaining to sexual orienta­ tion. T he William L . and M arjorie C . Huganir Chair was created in 1990 by William L. Huganir ’42. It is to be held by the College Librarian. The Howard M . and Charles F. Jenkins Profes­ sorship o f Q uaker History and Research was endowed in 1924 by Charles F. Jenkins, Hon. ’26 and member o f the Board o f Managers, on behalf o f the family o f Howard M . Jenkins, member of the Board o f Managers, to increase the usefulness o f the Friends Historical Library and to stimulate interest in American and C olonial history with special reference to Pennsylvania. T h e fund was added to over the years through the efforts o f the Jenkins family, and by a 1976 bequest from C . Marshall Taylor ’04. The William R. Kenan, Jr. Professorship was established in 1973 by a grant from the W illiam R. Kenan, Jr. Charitable Trust to “sup­ port and encourage a scholar-teacher whose enthusiasm for learning, com m itm ent to teaching and sincere personal interest in stu­ dents will enhance the learning process and make an effective contribution to the under­ graduate community.” The Eugene M . Lang Research Professorship, established in 1981 by Eugene M. Lang ’38, member o f the Board o f Managers, normally rotates every four years among members o f the Swarthmore faculty and includes one year devoted entirely to research, study, enrichment or writing. It carries an annual discretionary grant for research expenses, books and materi­ als. 15 Endowed Chairs The Eugene M . Lang Visiting 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 per­ son who has achieved prominence and special recognition in the area o f social change. The Sara Lawrence Ughtfoot Professorship was created by the College in 1992 in recognition o f an unrestricted gift by James A . Michener, Class o f 1929. T h e 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 o f the Board of Managers, a contribu tion from her niece Caroline Lippincott, Class of 1881, and gifts by other family members. T he Edward H icks Magi'll Professorship o f M athematics and Astronomy was created in 1888 largely by contributions o f interested friends o f Edward H. Magill, President o f the College 1872-1889, and a bequest from John M. George. The Charles and Harriet C ox M cDowell Profes­ sorship o f Philosophy and Religion was established in 1952 by Harriet C ox McDowell, Class of 1887 and member o f the Board o f Managers, in her name and that o f her husband, Dr. Charles McDowell, Class o f 1877. The Mari S. M ichener Associate 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 G il and Frank Mustin Professorship was established by G ilbert B. Mustin ’42 and Frank H. Mustin ’4 4 in 1990. It is unrestricted as to field. The Richter Professorship o f Political Science was established in 1962 by a bequest from Max R ichter at the suggestion o f his friend and attorney, Charles Segal, father o f Robert L. Segal ’4 6 and Andrew Segal ’50. The Scheuer Family Chair o f Humanities was cre­ ated in 1987 through the gifts o f James H. Scheuer ’4 2 , W alter and Marge Pearlman Scheuer ’4 8 , and their children, Laura Lee ’73, Elizabeth H elen ’75, Jeffrey ’75, and Susan ’78 and joined by a challenge grant from T h e National Endowment for the Humanities. The Henry C . and J . Archer Turner Professorship o f Engineering was established with their con­ tributions and gifts from members o f the Turner family in 1946 in recognition o f the devoted service and wise counsel o f Henry C . Turner, Class o f 1893 and member o f the Board of Managers, and his brother J. A rcher Turner, Class o f 1905 and member o f the Board of Managers. The Daniel Underhill 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 Managers. The M arian Snyder W are Professorship o f Physical Education and Athletics was established by Marian Snyder Ware ’38 in 1990. It is to be held by the C h air o f the Department o f Physical Education and Athletics. The Joseph W harton Professorship o f Political Economy was endowed by a trust given to the College in 1888 by Joseph W harton, President o f the Board o f Managers. The Isaiah V. Williamson Professorship o f Civil and Mechanical Engineering was endowed in 1888 by a gift from Isaiah V. Williamson. Admission Inquiries concerning admission tions should be addressed to the missions, Swarthmore College, Ave., Swarthmore, Pennsylvania and applica­ Dean o f A d­ 500 College 19081-1397. Applicants considering a major in engineer­ ing must also take an SA T-II (or A chieve­ m ent Test) in mathematics. 5. A brief essay on a meaningful activity or interest and a longer essay (subject speci­ fied). GENERAL STATEMENT 6. Reading, research, work and travel experi­ ence, both in school and out. In the selection o f students, the College seeks those qualities of character, social responsibili­ ty, and intellectual capacity which it is primar­ ily concerned to develop. It seeks them, no t in isolation, but as essential elements in the whole personality o f candidates for admission. Applicants must have satisfactory standing in school and S A P s, as well as strong intellectual interests. O ther factors o f interest to the College include strength o f character, promise o f growth, initiative, seriousness o f purpose, distinction in personal and extra-curricular interests, and a sense o f social responsibility. T h e College values the diversity which varied interests and backgrounds can bring to the community. Selection is important and difficult. N o simple formula will be effective. T h e task is to choose those who give promise o f distinction in the quality o f their personal lives, in service to the community, or in leadership in their chosen fields. Swarthmore College must choose its stu­ dents o n the basis o f their individual future worth to society and o f their collective realiza­ tion o f the purpose o f the College. It is the policy o f the College to have the stu­ dent body represent no t only different parts of the U nited States but many foreign countries, both public and private secondary schools, and various economic, social, religious, and racial groups. T h e College is also concerned to in­ clude in each class sons and daughters of alum­ n i and o f members o f the Society o f Friends. Admission to the first-year class is normally based upon the satisfactory completion o f 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 admission, provided they meet the competition o f other candidates in general maturity as well as readi­ ness for a rigorous academic program. A ll applicants are selected on the following evidence: 1. Record in secondary school. 2. Recommendations from the school princi­ pal, headmaster, or guidance counselor, and from two teachers. 3. Scores in the SAT-I (or earlier SA T ) or the A C T. 4. Scores in three SA T-II: Subject Tests (or earlier Achievem ent Tests) one o f which must be the writing or composition test. PREPARATION Swarthmore does not require a set plan o f sec­ ondary school courses as preparation for its program. T h e 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 prin­ ciples o f mathematics. 3. T h e strongest possible command o f one or two foreign languages. T h e College encour­ ages 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 o f the three groups is recommended. Those planning to major in engineering should present work in chemistry, physics, and four years o f mathematics including algebra, geom­ etry, and trigonometry. APPLICATIONS AND EXAMINATIONS Application to the College may be submitted through either the Regular Decision of one of the Early Decision plans. Applicants follow the > * same procedures, submit the same supporting materials, and are evaluated by the same crite­ ria under each plan. > » ft ft The Regular Decision plan is designed for those candidates who wish to keep open several dif­ ferent options for their undergraduate educa­ tion throughout the adm issions' process. Applications under this plan will be accepted at any time up to the January . 1 deadline, but the Preliminary Information Form (Part 1 of the application) should be submitted as early as possible to create a file for the candidate to which supporting material will be added up to the deadine. The Early Decision plans are designed for can­ didates 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 Swarthmore; however, one benefit o f the Early Decision plans is the reduction of cost, effort, and anxi­ ety inherent in multiple application proce­ dures. Application under any plan must be accompa­ nied by a non-refundable deposit o f $50. Timetables for the plans are: Fall Early Decision w Closing date for applications November 15 Notification o f candidate on or before December 15 Winter Early Decision ft Closing date for applications Notification o f candidate January 1 ■ Notification o f candidate Candidates reply date V Application to take these tests is usually done through th e secondary school counseling office, but application may be made directly to the College Entrance Examination Board, Box 592, Princeton, New Jersey 08540. A bulletin of information may be obtained without charge from the Board. Students who wish to be examined in any o f the following western states, provinces, and Pacific areas— Alaska, Arizona, California, Colorado, Hawaii, Idaho, M ontana, Nevada, New M exico, Oregon, U tah, Washington, Wyoming, Alberta, British Columbia, Manitoba, Saskatchewan, Mexico, Australia, and all Pacific Islands including Taiwan and Japan— should address their inquiries 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 A C T, information may be obtained by writing to A C T, P.O. Box 414, Iowa City, 1A 52243. No additional tests are required o f candidates for scholarships. A ll applicants who would like to be considered for any o f our scholarships should complete their applications at the earli­ est possible date. Inform ation concerning financial aid will be found on pages 23-34- on or before February 1 THE INTERVIEW Regular Decision Closing date for applications take the SAT-I (or earlier SA T ) or the A CT. They must also take three SAT-11: Subject Tests (or earlier A chievem ent Tests) one of which must be the writing or composition test. Applicants considering a major in Engineering must also take an SA T-II (or Achievem ent Test) in mathematics. January 1 on or before April 10 May 1 Any Early Decision candidate not accepted will receive one o f two determinations: denial of admission, which withdraws the application from further consideration, or a deferral of decision, which secures reconsideration for the candidate among the Regular Decision candi­ dates. All applicants for first-year admission must A n 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 pur­ pose.* O ther applicants should request a meet­ ing with an alumni representative in their own area. Interviews with alumni representatives take longer to arrange than interviews on cam­ pus. Applicants must make alumni interview Admission arrangements well in advance o f the final dates for receipt o f supporting materials. APPLICATIONS FOR TRANSFER Arrangements for on-campus or alumni inter­ views can be made by writing the Office of Admissions or calling 610-328-8300. T h e 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 o f honorable dismissal. They must take the SAT-I (or earlier SA T ) given by the College Entrance Examination Board or the A C T if one o f these tests has no t been taken previously. 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 grad­ uation from Swarthmore (32 credits are re­ quired). A ll decisions are made on a subject by subject basis by individual Swarthmore depart­ ments. Typically, special credentials consist of Advanced Placem ent exam inations o f the College Entrance Examination Board, higher level exam inations o f th e International Baccalaureate, certain other foreign certifica­ tions (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 advanced 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 ad­ vanced placement or credit must provide an official transcript from the institution attended as well as written work (papers, examinations), syllabi, and reading lists in order that the course work may be evaluated by the depart­ m ent 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 exam ination at Swarthmore to validate their previous work. 20 Four semesters o f study at Swarthmore College constitute the minimum requirement for a degree, two o f which must be those of 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 transfer stu­ dents as long as they are not foreign nationals.* *D irections for teaching the College can be found inside the back cover o f this catalogue. Expenses STUDENT CHARGES Total charges for the 1996-97 academic year (two semesters) are as follows: Tuition $20,846 Room 3,688 Board 3,488 Student A ctivities Fee 208 $28,230 These are the only charges billed by the College. Students and their parents, however, should plan for expenditures associated with books, travel, and other personal items. Students engaged in independent projects away from the College for which regular acad­ emic credit is anticipated are expected to regis­ ter in advance in the usual way and pay normal tuition. If the student is away from the College for a full semester, no charge for room and board will be made; but, if a student is away only for a part o f a semester the above charges may be made on a pro rata basis. Late fees of 1 K% per month will accrue on all past-due balances. Students with past-due bal­ ances will not be permitted to attend college the following semester. The regular College tuition covers the normal program o f four courses per term as well as vari­ ations of as many as five courses or as few as three courses. Students who elect to carry more than five courses incur a unit charge for the additional course ($ 2 ,6 0 6 ) or h alf course ($1,303), although they may within the regular tuition vary their programs to average as many as five courses in the two semesters o f any aca­ demic year. College policy does not permit pro­ grams o f fewer than three courses for degree candidates in their first eight semesters of enrollment. Study abroad: Students who wish to receive Swarthmore credit for study abroad must, for the semester or year abroad, pay the full Swarthmore charges (excluding the student activities fee). Financial aid is normally applic­ able to study abroad, with the approval of the office for foreign study. Students contemplat­ ing study abroad should contact Steven Piker, Foreign Study Advisor, well in advance for aca­ demic and administrative planning. 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 as­ sessed monthly on payments received after the due date. Many parents have indicated a pref­ erence 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 install­ ments 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: students who withdraw prior to week 2 o f classes week 3 o f classes week 4 o f classes week 5 o f classes week 6 o f classes week 7 o f classes week 8 o f classes week 9 o f classes week 10 o f classes no reductions thereafter tuition and fees will be reduced board fees will be reduced to $200 by 90% by 80% by 70% by 60% by 50% no further reductions by 95% by 90% by 85% by 80% by 75% by 70% by 65% by 60% by 55% : — (continued, next page) Expenses T h e following penalties will be imposed on stu­ dents who select a room in the lottery but do no t live in it. For Fall Semester: If 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 o f the spring semester that they will not be occupying that room. If you selected a room in the lottery and take a Leave of 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 o f one half the room charge for the semester, approximately $922; after mid-semester, there will be no room refund. For Spring Semester: If you selected a room in the lottery and choose to live off-campus but are still enrolled, you will be assessed a $250.00 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’sOffice by December 1, there will be no penalty; between December 1 and January 5, a $100.00 penalty; after January 5 and before mid-semes­ ter, one half the room charge for the semester, $922 penalty; after mid-semester, no room refund. A n insurance policy, offered by Dewar, Inc., can be purchased to cover the balance o f 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 A ll correspondence regarding payment o f student charges should be ad­ dressed to: M onique C onstan tin o, Bursar. 610/328-8394 22 Financial Aid The College strives to make it possible for all students who are admitted to attend Swarthmore, regardless o f their financial circum­ stances, and to enable them to complete their education when financial reversals take place. About fifty percent o f the total student body currently receives aid from the College. Most financial aid awarded by the College is based upon demonstrated financial need and is usual­ ly a combination o f scholarship, loan, and stu­ dent employment. T h e College is committed to meeting all demonstrated financial need, and need is assessed after a careful review of 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. Finan­ cial assistance will be offered if family resources are not sufficient to meet College costs. T h e amount a family is expected to contribute is determined by weighing the family’s income and assets against such demands as taxes, living expenses, medical expenses, and siblings’ un­ dergraduate tuition expenses. It also includes the expectation o f $ 1 ,3 0 0 -$ 1 ,7 0 0 from the stu­ dent’s summer earnings as well as a portion of his or her personal savings and assets. For 1996-97 the College bill, which includes tuition, room and board, a comprehensive fee and the health insurance fee, will be $28,230. This comprehensive fee covers not only the usual student services— health, library, labora­ tory fees, for example— but admission to all so­ cial, cultural, and athletic events on campus. The total budget figure against which aid is computed is $29,800. T his allows $1,570 for books and personal expenses. A travel al­ lowance 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 o f 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 stu­ dent’s aid is not withdrawn unless financial need is no longer demonstrated. Assistance is available only during a normal-length under­ graduate program (8 semesters) and while a student makes satisfactory academic progress. These limitations are applied in our considera­ tion o f a sibling’s educational expenses also. Students who choose to live off campus may not receive College scholarship or loan assis­ tance in excess of their College bill, although the cost o f living off campus will be recognized in the calculation of 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 fi­ nancial aid may apply if special circumstances have arisen. A student who marries may con­ tinue to apply for aid, but a contribution from the parents is expected equal to the contribu­ tion made were the student single. T h e College has reaffirmed its need-blind ad­ mission policy and the related practice of meeting the demonstrated financial need o f 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 Statem ent o f Registration Compliance, but additional funds have been made available for those who are unable to ac­ cept need-based federal aid because they have not registered with the Selective Service. Aid for foreign citizens is limited and can be re­ quested during the admission process only. A special brochure has been prepared to advise families o f the various sources of aid, as well as a variety of financing options. Please request a copy. SCHOLARSHIPS For the academic year 1996-97 we awarded more than $9 million in Swarthmore scholar­ ship funds. About one half o f that sum was provided through the generosity of alumni and friends by special gifts and the endowed schol­ arships listed on pp. 24-34. T h e Federal gov­ ernment also makes Pell Grants and Supple­ mental Educational Opportunity Grants avail­ able. It is not necessary to apply for a specific College scholarship; the College decides who is to receive endowed scholarships and others are helped from general scholarship funds. Although some endowed scholarships are re­ stricted by locality, sex, religion or physical vigor, the College’s system o f awarding aid makes it possible to meet need without regard 23 Financial Aid to these restrictions. Financial need is a re­ quirement for all scholarships unless otherwise indicated. provides short-term loans without interest to meet student emergencies. Income earned by The Alphonse N . Bertrand Fund is also available for this purpose. w LOAN FUNDS STUDENT EMPLOYMENT Long-term, low-interest loan funds with gener­ ous repayment terms combine with Swarthmore’s program o f scholarships to enable the College to meet the needs of each student. Although most offers o f support from the C ol­ lege include elements o f 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 por­ tion o f their demonstrated need (from $1,000 to about $ 5,500) through the Stafford Loan Programs, Perkins Loan, or the Swarthmore College Loan (SC L ) (the College will deter­ mine which source is appropriate for the stu­ dent). Each o f these programs allows the bor­ rower to delay repayment until after leaving school, and each allows deferment o f the debt if the borrower goes on to graduate school. Up to 10 years may be taken to repay Stafford Loans, Perkins, or SC L. No separate applica­ tion is needed for the Perkins or SC L 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 PLU S Loan. Up to $30,000 per year is available at a variable interest rate. Repayment may be made over a period of 10 years. Students who would like more information about these loan programs should read our Financial Aid Brochure. T h e College also maintains special loan funds which are listed below: The Class o f 1916 Loan Fund T he Class o f 1920 Loan Fund The Class o f 1936 Loan Fund The Class o f 1937 Loan Fund The Jay and Sandra Levine Loan Fund The John A . M iller Loan Fund The Paul M . Pearson Loan Fund The Thatcher Family Loan Fund The Ellis D. Williams Fund The Swarthmore College Student Loan Fund The Joseph W. Canard M emorial Fund, estab­ lished by friends o f the late Professor Conard, 24 <1 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, de­ partmental 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 $5.30 to $5.83 per hour. Students receiving financial aid are usually offered the opportunity to earn up to $1,260 during the year and are given hir­ ing priority, but there are usually jobs available for others who wish to work on campus. T h e 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. We hope that students will no t work more than seven hours weekly. For students who qualify under the federal College Work-Study Program (most aided stu­ dents), off-campus placements in public or private, non-profit agencies in the local or Phila­ delphia 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 agencies are hospitals, schools, museums, social service agencies and local, state or federal gov­ ernment agencies. Scholarships A ll 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 requirement for all scholar­ ships unless otherwise indicated. N o separate ap­ plication is needed.) <* i ’ The Dorothy Ditter Gondos Award, bequeathed by Victor Gondos, Jr., in honor o f his wife, Class of 1930, is given every other year to a stu­ dent o f Swarthmore College who, in the opin­ ion of a faculty comm ittee, submits the best paper on the subject dealing with a literature of a foreign language. T h e prize o f $100 or more is awarded in the spring semester. Preference will be given to essays based on works read in the original language. Awarding o f the prize will be under the direction o f the Literature Committee. The John Russell Hayes Poetry Prizes are offered for the best original poem or for a translation from any language. The Samuel L. Hayes 111 Award. Established in 1991 through the generosity o f members of Swarthmore Alumni in Finance, the Hayes Award honors th e contributions made by Samuel L. Hayes III ’57, former member o f the Board o f Managers and the Jaco b S c h iff Professor o f Business at the Harvard Business School. T h e award provides support for student summer research in economics and is adminis­ tered by the Economics Department. The Philip M . Hicks Prizes are endowed by 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 of Physical Education and A thletics to the senior man who best exempli­ fies the Society’s five principles: Service, Spirit, Scholarship, Society, and Sportsmanship. The Eugene M . Lang Summer Initiative Awards are made each spring to 15 students who are selected by the Provost in consultation with the appropriate Division heads to support fac­ ulty-student research (five awards), indepen­ dent student research (five awards), and stu­ dent social service activity specifically related to research objectives and tied to the curricu­ lum, under the supervision o f faculty members (five awards). The Leo M . Leva M emorial 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 Linguistics Prizes were established in 1989 friends o f Philip M. Hicks, former Professor of English and Chairman o f the Department of English Literature. They are awarded to the two students who in the opinion o f the Department submit the best critical essays on any topic in the field of literature. by contributions from alumni interested in lin­ guistics. Two awards of $100 each are present­ ed annually, one for linguistic theory and one for applied linguistics, to the two students who, in the opinion o f the Program in Linguistics, submit the best senior papers or theses in these area. The Jesse H . Holmes Prize in Religion o f $150, The Norman M einkoth Field Biology Award, donated by Eleanor S . Clarke o f the Class of 1918 and named in honor o f Jesse Holmes, Professor o f History o f Religion and Philosophy at Swarthmore from 1899 to 1934, is awarded to the student who, in the opinion of the Department o f Religion, submits the best essay on any topic in the field o f religion. 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 envi­ ronment. The M ichael H . Keene Award, endowed by the family and friends o f this member o f the Class of 1985, is awarded by the Dean to a worthy student to honor the memory o f M ichael’s per­ sonal courage and high ideals. It carries a cash stipend. The Naomi Kies Award is given in her memory by her classmates and friends to a student who has worked long and hard in community ser­ vice 'outside the academic setting, alleviating discrimination or suffering, promoting a demo­ cratic and egalitarian society, or resolving The Ella Frances Bunting Extemporary Speaking Fund and the Owen M oon Fund provide income for a poetry reading contest as well as funds for visiting poets and writers. The Kathryn L. Morgan Award. T h e Morgan Award was established in 1991 in honor o f Sara Lawrence Lightfoot Professor Emeriti), of History Kathryn L. Morgan. T h e award recog­ nizes the contributions o f members of the African-American community at the College to the intellectual and social well-being of African-American students. T h e Morgan fund also supports acquisitions for the Black Awards and Prizes Cultural Center Library. T h e fund is adminis­ tered by the Dean’s Office and the Black Cultural C enter in consultation with alumni. The Lois M orrell Poetry Award, given by her parents in memory o f Lois Morrell o f the Class of 1946, goes to that student who is judged to have submitted the best original poem in the annual competition for this $200 award. T h e Fund also supports campus readings by visiting poets. Music 48 Special Awards. Endowed by Boyd T. Barnard ’17 and Ruth Cross Barnard T 9 , grants are given by the Music faculty to students at the College who show unusual promise as instrumentalists or vocalists. A ll grants subsi­ dize two-thirds of the cost o f ten lessons, as part of the Music 4 8 program. For more informa­ tion, please refer to Credit for Performance— Individual Instruction (Music 48). The 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 undergraduate who, in the opinion of the Comm ittee of Award, shows the best and most intelligently chosen collection o f books upon any subject. Particular emphasis is laid not merely upon the size o f the collection but also upon the skill with which the books are selected and upon the owner’s knowledge o f their subject-matter. The May E . Parry M emorial Award, donated by the Class o f 1925 o f which she was a member, is presented by the faculty of the Department o f Physical Education and A thletics to the senior woman who by her loyalty, sportsman­ ship, and skill in athletics has made a valuable contribution to Swarthmore College. The Drew Pearson Prize o f $100 is awarded by the Dean on the recommendation o f the edi­ tors o f T h e Phoenix at the end o f each staff academic year to a member o f T h e Phoenix for excellence in journalism. T h e prize was estab­ lished by the directors of T h e Drew Pearson Foundation in memory o f Drew Pearson, Class o f 1919. The David A . Peele ’5 0 Sportsmanship Award is made to a tennis player after submission o f a written essay. It is endowed by Marla Hamilton Peele in memory o f her husband’s love and advocacy o f tennis and carries a cash stipend. The John W. Perdue M emorial Prize, established in 1969 in memory o f an engineering student 74 o f the Class o f 1969, is awarded by the Department of Engineering to the outstanding student entering the junior class with a major in engineering. The William Plumer Potter Public Speaking Fund, established in 1927, in addition to providing funds for the collection o f 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. The Dinny Roth Award. T h e R oth Award is given to a senior woman who demonstrates the highest degree o f achievement, commitment to intercollegiate athletics, high regard for fair play, and awareness of the positive values of competition. T h e R oth Award is administered by the A thletics Department. Judith Polgar Ruchkin Prize Essay is an award for a paper on politics or public policy written dur­ ing the junior or senior year. T h e papermay be in satisfaction of a course, a seminar, or an independent project, including a thesis. T he paper is nominated by a faculty member and judged by a committee o f the Department of Political Science to be of outstanding merit based upon originality, power of analysis and written exposition, and depth of understanding of goals as well as technique. The Rosita Sam off Prize for Playwriting is award­ ed for the best full-length or one-act play as judged by external reviewers in a competition conducted by the Departm ent o f English Literature. The Jam es H . Scheuer Summer Internship in Environmental and Population Studies Endow merit. Established in 1990 the Scheuer Summer Internship supports student research in envi­ ronmental and public policy issues. Interns are selected by the coordinators of the Environ­ mental Studies and Public Policy concentra­ tions in alternate years. The Frank Solomon, Jr. Student Art Prize Pur­ chase Fund permits the A rt Department to pur­ chase for the College one or two o f the most outstanding student works from the year’s stu­ dent art exhibitions. The Hally Jo Stein Award, endowed in her memory by her brother Ctaig 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 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 demonstrates a special compassion for others. The Peter Gram Swing Prize. A t graduation time, the Peter Gram Swing Prize o f $1,000 is awarded by the Music faculty to an outstanding student whose plans for graduate study in music indicate special promise and need. T h e endowment for the prize was established in the name of Ruth Cross Barnard T 9 . The Pat Tarble Summer Research Fund. Established in 1986 through the generosity of Mrs. Newton E. Tarble, the Tarble Summer Research Fund supports undergraduate re­ search. T h e fund is administered by the Office of the Provost. The Melvin B . Troy Prize. T h e M elvin B. Troy Prize o f $250 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 M elvin B. Troy ’48. The P. Linwood Urban, Jr. Prize, honoring Lin Urban, Professor o f 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 Albert Vollmecke Engineering Service Award. Established in 1990 in memory o f A lbert Vollmecke, father o f Therese Vollmecke ’77, the Vollmecke prize is awarded for service to the student engineering community. T h e fund is administered by the Engineering Depart­ ment. The Eugene W eber M emorial Fund. T h e Eugene Weber Fund was established in honor of the late Eugene Weber, professor o f German. T he Weber Fund supports foreign study by students of German language and literature. FACULTY AWARD The Flack 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 o f a full year o f leave devot­ ed to research and self-improvement. This award acknowledges the particularly strong link that exists at Swarthmore between teach­ ing and original scholarly work. T h e award itself is to be made by the President upon the recommendation of the Provost and the candi­ date’s academic department. T his award is made possible by an endowment established by James M. Flack and Hertha Eisenmenger Flack ’38. Fellowships Three fellowships (the Leedom , Lippincott, and Lockwood 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 of 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 pro­ gram o f study which has the approval o f the Faculty. Applications must be in the hands of the Comm ittee by March 23. T h e Committee considers applicants for all o f these fellowships for which they are eligible and makes recom­ mendations which overall do not discriminate on the basis o f sex. These fellowships are: The Hannah A . Leedom Fellowship founded by the bequest o f Flannah A . Leedom. The 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 of Lydia A . Lockwood, New York, in memory of 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. The Lucretia M ott Fellowship, 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. The M artha E. Tyson Fellowship, founded by the Somerville Literary Society in 1913 and sus­ tained 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. T h e recipient of the award is to pursue a course o f study in an institution approved by the Committee. O ther fellowships are awarded under the con­ ditions described below: Sttsan R Cobbs Prize Fellowship, established to honor the memory o f Dean Susan P. Cobbs, is awarded at the discretion o f the Classics Department to a student majoring in Classics for study in Greece or Italy. The G eneral Electric Foundation Graduate F el­ lowship, to be awarded to a graduating senior for the first year o f graduate work, is intended to encourage outstanding scholars to pursue an 76 academic career. T h e recipient, who must be a U nited States citizen or permanent resident, will receive the amount necessary to cover tuition, fees, and subsistence allowance for study directed toward a PhD in Engineering or Computer Science at another institution in the U nited States. T h e precise amount o f each fellowship will be based on the costs and poli­ cies o f the university and department chosen for graduate work. 1 i a Phi Beta Kappa Fellowship. T h e Swarthmore Chapter o f Phi B eta Kappa (Epsilon of Pennsylvania) 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 o f advanced study in some branch o f the liberal arts. The Eugene M . Lang Graduate Incentive Fellow ship. In awarding these fellowships, preference is given to Eugene M. Lang senior Scholars who have completed their Opportunity Project (see Financial Aid) and who have academic achievement at Swarthmore sufficient to earn Distinction or Honors. Applicants should sub­ m it to the Comm ittee on Fellowships and Prizes a plan of graduate study with high poten­ tial for service to society. T his fellowship is made possible by the gift o f Eugene M. Lang ’38. The Thomas B. M cCabe, Jr. and Yvonne Motley M cCabe M emorial Fellowship. T his Fellowship, awarded annually to a graduate of the College, provides a grant toward the first year o f study at the Harvard Business School. Yvonne and Thomas B. M cCabe, Jr., were for a time resi­ dents o f Cambridge, Massachusetts, and Mr. M cCabe received the M .B.A . from Harvard and was a Visiting Lecturer there. In selecting the recipient, the Comm ittee on Fellowships and Prizes follows the standards that determine the M cCabe Achievem ent Awards, giving spe­ cial consideration to applicants who have demonstrated superior qualities o f leadership. Young alumni and graduating seniors are eligi­ ble to apply. f ■ r T■ ■ T ■ 4 # III I M ellon Minority Undergraduate Fellowship Pro­ gram. 'T h e Andrew W. M ellon 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 acade­ mic career. T h e Foundation’s grant provides term and summer stipends for students to work || i with faculty mentors, as well as a loan-forgive­ ness com ponent to reduce undergraduate indebtedness for those Fellows who pursue graduate study. T h e Fellowships are limited to the Humanities, a very few o f the Social Sciences, and selected Physical Sciences. A faculty selection comm ittee invites nomina­ tions o f sophomore students in February and awards the Fellowships in consultation with the Dean and Provost. The John W. N ason Community Service Fellowship. T h e Joh n W. Nason Community Service Fellowship celebrates the contribu­ tions of Swarthmore’s eighth president by sup­ porting students pursuing off-campus commu­ nity service related to their academic program. The Nason Fellowship was initiated by mem­ bers o f the Class o f 1945 in anticipation of their 50th Reunion. T h e Nason Fellowship is administered by the Swarthmore Foundation. The J . Roland Pennocfc Undergraduate Fellowship in Public A ffairs. T h e Fellowship, endowed by friends of Professor J. Roland Pennock at his retirement in 1976 and in recognition o f his many years o f distinguished teaching o f Political Science at Swarthmore, provides a grant foras much as $2,5 0 0 to support a sub­ stantial research project (which could include inquiry through responsible participation) in public affairs. T h e Fellowship, for Swarthmore undergraduates, would normally be held offcampus during the summer. Preference is given to applicants from the Junior Class. Teachers for Tomorrow Fellowships are offered to ten outstanding graduating seniors from mem­ ber colleges o f th e Venture Consortium (Swarthmore College, Bates College, Brown University, Connecticut College, Hobart and William Sm ith Colleges, the College o f Holy Cross, Vassar College, and Wesleyan Univer­ sity). T h e 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 certi­ fied to teach. Fellows will work alongside exceptional teachers in alternative East Har­ lem public schools that are nationally recog­ nized as meeting the challenge o f 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 o f the humanities faculty. Mary Albertson joined the Swarthmore faculty in 1927 and served as chairman o f the history department from 1942 until her retirement in 1963. Sh e died in May, 1986. The George Becker Faculty Fellowship was en­ dowed by Ramon Posel ’50 under a challenge from the National Endowment for the Hu­ manities, in honor o f this former member of the English department and its chairman from 1953-70. T h e fellowship will provide a semes­ ter 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 litera­ ture, history, linguistics, modem languages, music, philosophy, or religion, but with prefer­ ence to members of the department o f English literature. The Brand Blanshard Faculty Fellowship is an endowed Faculty fellowship in the humanities established in the name o f philosopher and for­ mer faculty member Brand Blanshard. Blanshard taught philosophy at Swarthmore from 1925 to 1944. T h e Fellowship will pro­ vide 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 Comm ittee, there may be a small additional grant for travel and project expenses. Any humanities faculty member eligible for leave may apply. Fellows will prepare a paper about the work of their leave year and present it pub­ licly to the College and wider community. T h e 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 Humanities. The Eugene M . Lang Faculty Fellowship is designed 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 of such achievements to stimulate intellectual ex- Fellowships change among scholars. T h e Fellowship will provide financial support for faculty leaves through a grant of about one half the recipient’s salary during the grant year. Upon recom­ mendation o f the Selection Comm ittee, there may be a small additional grant for travel and project expenses and for library book purchas­ es. T h e Selection Comm ittee shall consist of the Provost, three Divisional Chairmen, and three others selected by the President, o f whom at least two must be Swarthmore 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 o f their leave year, presented publicly for the College and wider community. T h e Selection Committee may support wholly or in part the cost o f publishing any o f these papers. These fellowships are made possible by an endowment established by Eugene M. Lang ’38. 78 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. Year courses, the number of 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. Courses are numbered as follows: Course listings in this catalogue are intended to facilitate planning. They represent offerings projected for a two-year period, but are subject to change. Those courses actually offered each semester are listed in the schedule of classes available before enrollment for that semester. 1 to 10 — introductory courses 11 to 99 — other courses (Som e o f these courses are not open to fresh­ men and sophomores.) 100 to 199 — seminars for upperdass persons and graduate students. Art MICHAEL W. COTHREN, Professor o f A rt History RANDALL L . EXON, Professor o f Studio Arts and Chair CONSTANCE CAIN HUNGERFORD, Professor o f A rt History23 T. KAORI KITAO, Professor o f A rt History BRIAN A . MEUNIER, Professor o f Studio Arts MARIBETH GRAYBILL, Associate Professor o f A rt History SYD CARPENTER, Assistant Professor o f Studio Arts2 CELIA B. REISMAN, Assistant Professor o f Studio Arts JÜRGEN W.W. HEINRICHS, Visiting Instructor o f A rt History PAUL H . KING, Visiting Instructor o f Studio Arts4 2 A bsent on leave, spring 1997. 3 A bsent on leave, 1996-97. 4 Fall semester, 1996. T h e Department o f A rt offers historical, criti­ cal, and practical instruction in the visual arts. Courses in art history consider questions hav­ ing to do with the forms, traditions, meanings, and historical contexts o f works o f art and architectu re; studio arts courses explore processes and personal resources which arise in the creation o f objects in various media. Arts Center, the List Gallery’s 1,200 square foot facility was made possible in part through generous gifts by Vera List and by Eugene and Theresa Lang. T h e Phillip Bruno Fine A rt Fund supports work with the permanent collection. T h e A n n Trimble Warren Exhibition Fund supports List Gallery exhibitions. List G allery: T h e List Gallery was established to enhance the art curriculum. Each year the gallery mounts six or seven exhibitions o f both emerging and nationally-known artists; the m onths o f April and May feature a series o f Senior Thesis exhibitions by art majors and an Alum ni W eekend exhibition takes place in June. Together with the Gallery Ditector, the Exhibition Com m ittee selects exhibitions that complement and strengthen the studio arts and art history curriculum. Exhibiting artists come to campus as visiting critics and lecturers, giv­ ing students access to a broad range o f media and interpretation. A selection o f works from Swarthmore’s permanent collection can be viewed in the inner room o f the List Gallery. Occasionally, the gallery presents historical exhibitions that offer art history students op­ portunities for direct observation and analysis. B oth contemporary and historical exhibitions demonstrate excellence in the visual arts and engage the college community in an ongoing dialogue. Because artists raise important ques­ tions about history, society, and identity, major exhibitions offer opportunities for interdiscipli­ nary study and are often co-sponsored by other departments. Located in the Lang Performaing 80 Heilman Artist: Each year the Department of A rt invites a distinguished artist to the College as the Marjorie Heilman Visiting Lecturer. T he work o f the invited artist is exhibited in the List Gallery, and while on campus, she or he gives a public lecture, critiques work in the studios, and meets with both majors and nonmajors. Lee Frank Lecture: See p. 14. Benjamin W est Lecture: See p. 14. Jonathan Leigh Altman Scholarship: See p. 25. Jonathan Leigh Altman Summer Grant: m J jj 4 * 1 ■ I as A See p. 71. Frank Solomon, Jr. Student Art Pifte.-See p. 74. REQUIREMENTS AND RECOMMENDATIONS Prerequisites: AR.TH 1 is the prerequisite for m ost other art history courses in th e Department. 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 eval­ uation. Students are advised that graduate work in art history requires a reading knowl­ edge o f at least German and French. T h e ■ Department approves a credit for Advanced Placement, grade 5 (with a submission of a portfolio in Studio A rts), but it does not nor­ mally waive the prerequisite. Study Abroad: T h e A rt Department strongly encourages those with an interest in art to con­ sider incorporating foreign study— either dur­ ing a summer or a regular academic term— into their Swarthmore program. Important exam­ ples 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 o f 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 o f 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 trans­ fer credit in art history will be considered unless a student has already taken A R T H 1 (the normal prerequisite for work in art history at Swarthmore) before taking a course abroad. (2) Students who are interested in bettering their chances o f gaining a full Swarthmore 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 supplementary research paper as a part o f the course. Such papers will be evaluated by the Department as part o f the process o f determining transfer credit. (3 ) Students interested in Studio Arts, Design, and Architecture are particularly encouraged to consider the Pitzer College in Parma, Italy, which offers courses at the Istituto dell’A rte Paolo Toschi; a semester o f Italian preceding going broad is well advised. The Course M ajor in Art: T he combined pro­ gram of the Course Major in A rt consists of five courses in A rt History (A R T H 1, A R T H 2 or A R T H 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). T h e comprehensive consists o f a Senior Exhibition and Catalog, prepared dur­ ing Senior Workshop (S T U A 30) during the Fall of the senior year. Junior and Senior majors are required to attend all the colloqui­ um meetings of S T U A 20, whether or not they are enrolled in Advanced Studies. Studio Arts Facilities are closed during Summer and nor­ mally during October, Winter, and Spring Holidays. Majors and Minors in The External Examination Program: Beginning with the class of 1997, stu­ dents 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 . Critical Study in the Visual Arts. This introduction to the study of the visual arts will investigate formal analysis, iconography, and methods of historical interpretation, using examples of art and architecture drawn from a variety o f cultures and historical periods. T he course will emphasize learning to see vividly and systematically and to write accurately about what is seen. Topics for discussion will include technique and production, visual nar­ rative and didacticism, patronage and biogra­ phy, and approaches such as psychoanalysis, Marxism, and feminism. The Course M ajor in Art History: A rt History Primary distribution course. majors are required to take A R T H 1, A R T H 2, one credit in A sian A rt, six other credits in art history, and one course in studio arts. T h e six elective credits must include (1) one credit in Western A rt before 1700, (2 ) one credit in Western A rt after 1700, (3 ) one seminar (2 credits). T h e comprehensive— given in the Spring semester o f the senior year— consists of a written exam ination, in preparation for which students are required to study a group of carefully chosen works o f art and architecture. Each semester. Staff. 2. Western Art. A n historical introduction to the forms, mean­ ings, functions, and contexts of Western art and architecture from ancient Mediterranean civilizations to the 20th century. Spring semester. Kitao. 3. Asian Art. A selective introduction to the forms, func­ tions, and contexts o f the arts o f Asia, focusing 81 Art on three “clusters” o f material: archaeologically excavated materials (pots, bronzes, and sculptures); sacred and royal arthitecture; and visual narrative (in both sculptural relief and painting). T h e geographic range will include India, Southeast Asia, China, and Japan. Consideration o f relevant social, political, eco­ nom ic, and cultural factors and to the develop­ ing critical discourse. N ot offered 1996-97. Hungerford. 19. “ Primitivism” and Modern Art. N ot offered 1996-97. Kitao. A n investigation o f complex exchanges be­ tween European modernism and so called “primitive” cultures. T his course will trace per­ ception and appropriation o f non Western arti­ facts and cultural practices in major artistic movements: fauvism, cubism, expressionism, futurism, constructivism , dada, surrealism, d eStijl, Bauhaus, and Neue Sachlichk eit. C ritical analysis o f the reception o f “primi­ tivism” throughout the tw entieth century based on key texts o f postcolonial theory. T he course may count toward a concentration in Black Studies. T h e prerequisite o f A RTH 1 may be waived for Asian Studies majors, with the permission o f the instructor. Spring semester. Graybill. 9. Film: Form and Signification. 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. 14. Medieval Survey. Fall semester. Heinrichs. A n introduction to European art and architec­ ture from late antiquity to the thirteenth cen­ tury. Special attention will be given to the “Rom anization” o f C h ristian art under Constantine, the C eltic Christian heritage of the British Isles and its culmination in the Book of Kells, Justinianic Constantinople and R avenna, th e C arolingian Renaissance, Romanesque 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 G othic. 25. Arts of Africa. Fall semester. Cothren. Fall semester. Graybill and Li. 1 7 . Nineteenth-Century European Art. 32. Arts of the Buddhist Temple in Japan. A rt o f the revolutions o f 1 7 8 9 ,1 8 3 0 , and 1848 (David, D elacroix, C ourbet); addresses to modem life by the Pre-Raphaelites and by M anet, Degas, and such Impressionists as M onet and Morisot; challenges to realism by Rodin, Ceazanne, van Gogh, and Gauguin. T h e work o f individual artists considered with reference to social, political, econom ic, and cultural factors and with reference to current theoretical debates regarding interpretation. A study o f the arts associated w ith the Buddhist temple in Japan, from the 7th through 13th centuries. N ot offered 1996-97. Hungerford. N ot offered 1996-97. Graybill. 18. IWentieth-Century Western Art. 38. Ritual and Image in the Buddhist Ttadition. Painting and sculpture in Europe from artists such as Picasso, Matisse, Kandinsky, Mondrian, and the Russian avant-garde, through reac­ tions to the G reat War, as in Duchamp and the Surrealists; then in the U nited States from A bstract Expressionism to th e present. 82 N ot offered 1996-97. 3 1. Japanese Civilization and Culture. (Cross-listed as History 7 2 .) T h is course explores Japan’s visual, literary, and political cultures from the pre-historical period through the early nineteenth century. N o prerequisite. (Fulfills the distribution requirement for Humanities or Social Sciences as designated at time o f registration. Satisfies requirement in the Asian Studies Program.) N ot offered 1996-97. Graybill. 34. Japanese Art of the Early Modern Period: Painting and Prints, 1550-1850. A n exam ination o f major schools and genres of painting and prints of Japan’s early modem period. (Cross-listed as Religion 28.) A n interdiscipli­ nary, historical introduction to a variety of Buddhist traditions, in South, Southeast, Central, and East Asia, with an emphasis on imagery and religious practice. N ot offered 1996-97. Graybill and Hopkins. 39. Meiji Japan: Ideology and Representation. (Also listed as East Asian Studies H 290B at Haverford College.) It was during the Meiji Period (1868-1912) that Japan made the tran­ sition to a modem nation-state. T his transfor­ mation involved the construction o f an ideolo­ gy that would define and describe the social, political, economic, religious, and cultural life of the nation. T his course will be an interdisci­ plinary (and inter-campus, between Swarthmore and Haverford) study o f that ideology, through primary sources in both the textual and visual fields. A special feature o f the course will include first hand exam ination of a collec­ tion o f woodblock prints from the Fredric Sharf collection, which will be on exhibit at the Cantor Fitzgerald Gallery, Haverford College, in April 1997. Students in the External Exam­ ination Program desiring to do work in Asian art history in 1996-97 may take an additional credit o f advanced work in this course as an attachment. Spring semester. Graybill and Mizenko. 45. Gothic Art and Architecture. The formation o f “T h e G othic” around 1140 and its development and codification in the Ile-de-France to the middle o f the 13th centu­ ry: monasteries, cathedrals, and chapels; neo­ platonism and the new aesthetic; “court style” and political ideology; structural technology and stylistic change; patronage and produc­ tion; contextualizing liturgy and visualizing dogma. Not offered 1996-97. Cothren. 46. Monasticism and the Arts in the Christian Middle Ages. (Also listed as Religion 29.) T his course will investigate the significance o f Christian monastic 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 of art them­ selves and the way we have traditionally cho­ sen to study them. Not offered 19 96-97. Cothren and Ross. 4 7. Late Antique, Early Christianand Byzantine Art. A n examination of the emergence o f a Chris­ tian form o f artistic expression from the her­ itage 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 Ottom an Turks in 1453. N ot offered 1996-97. Cothren. 51. Renaissance Picture. Study of the picture as conceived and shaped in the Renaissance and further developed thereafter, examining topics of pictorial repre­ sentation both in theory and in practice. N ot offered 1996-97. Kitao. 53. Michelangelo and His Times. M ichelangelo, his art and thought, his Quattrocento sources, and his relationship with Leonardo, Raphael, the Mannerists, and his patrons in 16th Century Italy. N ot offered 1996-97.Kitao. 55. Rembrandt and His Times. See description for A R T H 155. N ot offered I996-97.K itao. 61. Everyday Things. 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 appar­ el items— how they are conceived, made, seen, used, and interpreted, examining topics of design theory and semiotics, including handi­ craft and manufacture; tools, technology, and standardization; marketing, packaging, and advertising; and social dynamics o f historical change. N o prerequisite. Spring semester. Kitao. 62. Streets and Passages. Historical and cross-cultural study o f architec­ tural and urban spaces in the light o f semiotics and design theory. How spaces and their com ­ ponents are conceived, constructed, experi­ enced, used, and interpreted. No prerequisite. N ot offered 1996-97.K itao. Art 64. Philadelphia and American Architecture. 96. Directed Reading. Am erican architecture, especially in Philadel­ phia, with European parallels: Palladianism, historic revivals and Victorian architecture, the Anglo-Am erican house, the skyscraper, A rt Nouveau, A rt Deco, the International Style, Kahn and Venturi, and Postmodernism. Lectures and four guided tours; papers. 99. Thesis. Staff. T h e thesis is normally for two credits, taken in the Fall o f the Senior Year; the topic must be submitted and approved by the instructor-incharge before the end o f the Junior Year. Staff. Prerequisite: A R T H 1 and/or A R T H 61 or 62. Fall semester. Kitao. 66. American Art. Painting and sculpture in the U nited States from the Colonial Period to the present, with special attention to the relationship between developments in Am erican art and those in W estern European art. Not offered 1996-97-Hungerford. 67. African American Art. Introduction to three centuries o f artistic pro­ duction by African Am erican women and men in North America. Complementing art histor­ ical analysis with archeology, architectural his­ tory, and popular culture, this course will sur­ vey a variety o f media ranging from architec­ ture and pottery, over painting, sculpture, and photography, to performance. Special interest in the impact o f transatlantic travel and dislo­ cation on continuity and transformation in African Am erican art. T h e course may count toward a concentration in Black Studies. No prerequisite. Fall semester. Heinrichs. 75 . Special Studies in Cinema. SEMINARS Unless otherwise noted the prerequisite for all seminars is two courses in A R T H including A R T H 1. 132. Arts of the Ruddhist Temple in Japan. See description for A R T H 32. N ot offered 1996-97. Graybill. 135. Eighteenth-Century Japanese Painting and Its Contexts. A n exploration o f intersections between the visual arts and the political, social, and intellectural history o f 18th-century Japan. Prerequisites: A R T H 1 and A R T H 3 or per­ mission o f the instructor. Not offered 1996-97. Graybill. 136. The Michener Collection of Japanese Prints. A closely-focused study o f Japanese woodblock prints o f the mid-Edo period. Prerequisites: A R T H 1 and A R T H 3 or per­ mission o f the instructor. Study o f selected films in wide-ranging genre but with a special focus, encompassing semi­ otics and other critical theories and problems. Not offered 1996-97. Graybill. Prerequisite: A R T H land/or A R T H 9. After a brief general introduction to Islamic art, the seminar will explore the history and evolution o f the pictorial narrative tradition within Islamic culture from A .D . 691 to A.D. 1548. O ffered occasionally. Kitao. 86. Architectural Theory. Special study on traditional and contemporary architectural thoughts: classicism, functional­ ism, systems design, semiotics, structure and decoration, and other topics. Prerequisite: A R T H 61 or 64 and instructor’s approval. O ffered occasionally. Kitao. 84 138. Islamic Painting. Not offered 1996-97. Cothren. 145. Gothic Art and Architecture. See description for A R T H 45. Spring semester. Cothren. 153. Michelangelo and His Times. See description for A R T H 53. Not offered 1996-97. Kitao. 155. Rembrandt and His Times. 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. Fall semester. Kitao. 160. Eighteenth-Century Western Art. Study of the transition from royal and aristo­ cratic visual culture to that of the rising middle class in W estern Europe, especially France and Great Britain and the emerging U nited States. Close reading o f the recent critical contribu­ tions of scholars such as Bryson, Crow, and Fried. Not offered 1996-97. Hungerford. 164. Modern Art. The critical debate addressing artists such as Courbet, M anet, Degas, Gauguin, Ceazanne, Picasso, and Pollock and the issue of “Modernism” in nineteenth- and twentiethcentury painting. Primary attention to chal­ lenges raised from Marxist and feminist per­ spectives. Not offered 1996-97. Hungerford. 195. Theory and Methodology. A n introduction to the historiography o f art history, both theory and practice, and an exploration 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 1996-97. Cothren. Studio Arts ground and volume/mass relationships. (This course is a prerequisite for all other courses in studio art.) Each semester. Staff. 3. Drawing. Work in various media directed toward a clear­ er perception of space, light and form. A course for all levels o f ability. Weekly outside drawing problems and a final project. N ot offered 1996-97. Reisman. 4 . Multimedia Sculpture. T his course will cover a wide range of contem ­ porary sculptural concepts and techniques. These techniques will include: clay modeling, multi-media assemblage, casting, and construc­ tion. Spring semester. Meunier. 5. Ceramics. A wide spectrum o f 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 o f class projects while acquiring a fundamental understanding of processes, contemporary developments and traditions. O pen to beginning, intermediate, and advanced students. N ot offered 1996-97.Carpenter. 6. Photography. Introduction to the technical processes and visual and theoretical concepts o f photography, both as a unique medium and as it relates to other forms of non-photographic composition. Prerequisite: S T U A 1, even for seniors. Spring semester. Meunier. 8. Painting. Investigation in oil paint of pictorial structure and of the complex nature o f color— how it can define surface, space, light, temperature and mood. Fall semester. Exon. 1 . Foundation. 9. Life Modeling. A n exploration, in practice and theory, o f 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 compositionline, value, color, perspective, proportion, figure/ This course will cover the principles and prac­ tice of life modeling through the study o f the human form. Working in clay, we will explore a range o f sculptural approaches, from the tra­ ditional study of anatomy, to the more con­ temporary use o f the body form as abstracton. Art Fall semester. Meunier. 10. Life Drawing. W ork in various media directed toward a clear­ er perception of the human form. T h e class is centered on drawing from the model, and with­ in this context. T h e elements o f gesture, line, structure, and light are isolated for the purpose o f study. Spring semester. Staff. 1 1 . Watercolor. A complete exploration of water soluble media with an emphasis on transparent, gum arabic based watercolor. O ther materials and tech­ niques will include: ink wash, gouache, silk colors, collage, hand-made papers, matting, and pen-making using reeds and quills. W hen in the studio the class will work from the figure and still life. T h e central motif, however, will be painting the landscape. W henever possible we shall work outdoors. There will be occa­ sional field trips, to locales other than the campus. Sping semester. Exon. independent, intensive study in one or more of the fields listed above. A discussion o f formal issues generated at previous levels will contin­ ue, with greater critical analysis brought to bear on stylistic and them atic direction. Each student will enroll under the guidance o f a pro­ fessor in the chosen medium, to whom a writ­ ten statement o f purpose must be submitted at the time of pre-registration. In addition to individual conferences, a colloquium meeting will be scheduled every two or three weeks. During these gatherings the entire studio facul­ ty, (and occasional visiting artists), all ad­ vanced study students, and art majors will cri­ tique and share issues o f artistic intent. Note: Although this course is for fall credit, a student may petition the studio faculty for a A credit semester. Prerequisite: Foundation and at least one pre­ vious course in the chosen medium. Each semester. Staff. 25. Advanced Studies II. Continuation o f S T U A 20 on a more ad­ vanced level. 15. The Potter’s Wheel. Prerequisite S T U A 20. Staff. T his class provides experience on the potter’s wheel through intensive practice, demonstra­ tions and slide lectures. Students gain profi­ ciency as well as insights into the traditional and contemporary application o f the art o f the potter. Weekly critiques o f homework assign­ ments encourage students to consider design and craftsmanship in their developing work. O pen to beginning and intermediate students. 30. Senior Workshop. Fall semester. Carpenter. 19. Works On Paper. Investigations into printmaking and other materials that use paper as a support. Emphasis will be placed on drawing concepts. In addition to class assignments, students will be encour­ aged to work o n independent projects. Sping semester. Reisman. 20. Advanced Studies. 20A . 20B. 20C . 20D . 20E. Ceramics Drawing Painting Photography Sculpture These courses are designed to usher the inter­ mediate and advanced student into a more A course designed to strengthen critical, theo­ retical, and practical skills on an advanced level. Critiques by the resident faculty and vis­ iting artists, as well as group critiques with all members o f the workshop, will guide and assess the development o f the students’ individual directed practice in a chosen field. Assigned readings and scheduled discussions will initiate the writing o f the thesis for the senior exhibi­ tion. (This course is required o f senior art majors.) Fall semester. Meunier. 40. Senior Thesis. Staff. Asian Studies Coordinator: LILLIAN M . LI Faculty: Aldll BcrkOWltZ (M odem Languages, C hinese)3 Maribeth Graybill (A rt) Steven Hopkins (Religion) Haiti Kong (M odem Languages, Chinese) Gerald Levinson (Music) Deepa Ollapally (Political Science) Stephen Piker (Sociology/Anthropology) Donald Swearer (Religion) Larry Westphal (Economics) lyrene White (Political Science) (History) 3 Absent on leave, 1996-97. PURPOSE The Asian Studies Program by nature imple­ ments interdisciplinary approaches in the study of the multiple and diverse cultural traditions of over half o f the world’s population. The purpose of the Asian Studies major is to provide the student w ith 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 o f the regions of Asia: China, Japan, South Asia, and Southeast Asia. (2 ) A n 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) T h e 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 o f an Asian language. Students may study an Asian language in one o f the follow­ ing ways: (a) taking Chinese language at Swarthmore or Japanese at Haverford, (b) tak­ ing another Asian language at the University of Pennsylvania or in summer school, for example at the Middlebury College Summer Language Institute, or (c) taking language courses in one o f the study-abroad programs with which Swarthmore is affiliated. A maxi­ mum of 4 credits of language study taken above the first-year level may be counted toward the major. O ther courses taken in a study-abroad program may also be applied toward the major, subject to the approval o f 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 sophomore plan o f study the intellectual coherence of his/her proposed program. To a large extent this will consist o f explaining how the pro­ posed program develops a specialized knowl­ edge o f one o f the regions o f Asia, as defined above, or o f a topic that spans the different regions. Examples o f th e latter m ight be Buddhism in Asia, Revolutionary Movements in A sia, the Political Econom y o f A sian Development, or Elite and Popular Cultures in Asia. A ny subsequent changes in the program, after its initial approval by the Asian Studies Comm ittee, must be aproved in advance by the Coordinator o f Asian Studies. 87 Asian Studies REQUIREMENTS T h e major in Asian Studies consists o f a minimim o f 9 credits, with requirements and distribution as follows: (1 ) Coursework must be completed concern­ ing more than one o f the regions o f Asia. (2 ) Classes must be taken in at least three different departments. (3 ) 2 credits must be taken from the following: A rt History 3 (A sian A rt), C hinese 16/LIT 16Ch (Substance, Shadow, and Spirit in Chinese Literature and Culture), C hinese 18/LIT 18C h (T h e Classical Tradition in Chinese Literature), History 9 (C hinese C ivilization), A rt History 31/History 72 (Japanese Civilization and Culture), Religion 8 (Patterns o f Asian R eligions), R eligion 9 (T h e Buddhist Tradition), Religion 12 or 13 (History, Religion, and Culture o f India, I and II). (3) Students have the option o f presenting a thesis as one o f 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 o f work in senior honors study. Students enrolled for honors study will prepare one substantial paper whioh critically examines selected works in A sian Studies that facilitate the inte­ gration o f their individual programs of study. T his paper Will be presented to the external examiners, along with a list o f the works covered in their senior study. These works will be chosen by a panel o f Asian Studies faculty, w ith th e purpose o f enhancing the breadth and depth o f the students’ academic program. HONORS MAJORS (1 ) To receive an Honors major in Asian Studies, students will first fulfill the requirements for a major in Asian Studies. T h e preparation for honors will consist of four double-credit seminars or prepara­ tions in the Asian Studies program, plus senior honors study. (O ne o f the prepara­ tions may count also towards a minor in another department or program.) Students are encouraged to incorporate study abroad and language training in their preparations. (2 ) Honors preparations must represent at least two different departments. 88 I ■ A I ■ Organization o f Senior Honors Study. T he Asian Studies program coordinator will serve as faculty moderator and will meet with students during the course o f their preparation. A s appropriate,, other members o f the A sian Studies faculty may also meet collectively with students in seminar sessions to discuss individual works that have been assigned. Students participating in senior honors study will be responsible for leading the discussion in one session and preparing discussion papers for each of the assigned works. (4 ) A minimum o f 6 credits o f work must be com pleted at th e interm ediate or advanced level in a t least two different departments. T his may include the study of an Asian language above the first year, to a maximum o f four credits. (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. T h e thesis is not required for Honors majors, but majors may write a thesis for one o f their exams. 1 (5) Honors evaluation will be comprised of: 1) W ritten exams covering each prepara­ tion, w ith the following exceptions. W here the student preparation consists of a two-credit thesis, the thesis will be submitted to the examiner to read and evaluate. W here a preparation consists of a onecredit course plus a one-credit thesis, stu­ dents will be evaluated by submitting the thesis to the external examiner and by completing an appropriate written exam. 2) A n oral exam covering the four prepa­ rations plus the senior honors study, administered by a panel of the candidate’s external examiners. HONORS MINORS (1 ) To be eligible to minor with honors in Asian Studies, students must complete the J ( I «4 j' | j] j course requirements equivalent to a con­ centration in Asian Studies. This entails the completion o f five course credits in the program, three o f which are upper-division 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 o f the Asian Studies committee, course work taken in Asia may be incor­ porated into the preparation. (3 ) Candidates will com plete their senior honors study in Asian Studies in the same manner as described above for honors majors (see section four). Minors will par­ ticipate 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. T his paper will be forwarded to the external examiner. Candidates have the option of receiving If 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 1 3 5 .18th Century Japanese Painting and Its Contexts 136. T h e M ichener Collection of Japanese Prints Department of Economics 81. Econom ic Development 83. Asian Economies 181. Economic Development Department of History 9. Chinese Civilization 10G . Women, Family, and State in C hina 72. Japanese Civilization and Culture 74. M odem China: Emperors to Entrepreneurs 75. M odem Japan 77. Orientalism East and W est 144. M odem China Department of Modern Languages and Literatures, Chinese 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. T h e Legacy of Chinese Narrative Literature: T h e Story in Dynastic China 18. T h e Classical Tradition in Chinese Literature 20. Readings in M odem Chinese Asian Studies courses have in common the treatment of Asian cultures and traditions, pro­ viding various perspectives on diverse aspects of a number o f Asian countries and cultural traditions. (See catalogue sections for individ­ ual departments to determine specific offerings in 1996-1996; additional departmental courses may be considered, pending approval.) 21. Topics in M odem Chinese Department of Art 66. Chinese Poetry. 3. Asian A rt 31. Japanese Civilization and Culture 23. M odem Chinese Literature 25. Contemporary Chinese Fiction 55. Contemporary Chinese Cinema 33. Introduction to Classical Chinese 63. Comparative Perspectives: C hina in the A ncient World 81. Transcending the Mundane: Taoism in Chinese Literature and Culture 32. Arts o f the Buddhist Temple in Japan 91. Special Topics in Chinese Literature and Culture in Translation 34. Japanese A rt of the Early Modem Period: Painting and Prints, 1550-1850 93. Directed Reading 38. Ritual and Image in Buddhist Tradition Asian Studies Department of Music and Dance 8. T h e Music o f Asia 21. History o f Dance: Asia and Africa Department of Political Science 3. Comparative Politics 55. China and the World 56. Politics o f South and Southeast Asia 64. American-East Asian Relations 108. Comparative Politics: Greater China Department of Religion 8. Patterns o f Asian Religions 9. T h e Buddhist Traditions o f Asia 12. History, Religion, and Culture of India, I 13. History, Religion, and Culture of India, II 28. Ritual and Image in the Buddhist Tradition 32. Buddhist Social Ethics 104. Buddhism in Southeast Asia 113. From Buddha’s Relics to the Body of God: Hindu and Buddhist Devotion Department of Sociology-Anthropology 93. Southeast Asia: Culture and History Independent Study. Linguistics Ling 33. Introduction to Classical Chinese Asian Studies Asia 96. Thesis (one credit) Asia 180. Thesis (two credits) Biology H j I SCOTT F. GILBERT, Professor MARK JACOBS, Professor1 JOHN B. JENKINS, Professor and Associate Chair TIMOTHY C. WILLIAMS, Professor1 RACHEL A . M ERZ, Associate Professor and Chair KATHLEEN SIWICKI, Associate Professor1 AMY C. VOLLMER, Associate Professor SARA HIEBERT, Assistant Professor ROGER E . LATHAM, Assistant Professor ROBERT N. JINKS, Assistant Professor ERIC McCLOUD, Assistant Professor RYNE PALOMBIT, Assistant Professor ELIZABETH A . VALLEN, Assistant Professor OARLENE BRAMUCCI, Laboratory Instructor JOHN NIEDZWIECKI, Laboratory Instructor MEGAN STREAMS, Laboratory Instructor THOMAS VALENTE, Laboratory Instructor 3 A bsent on leave, 1996-97. Students are introduced to biology by enrolling in Biology 1 and Biology 2 which serve as pre­ requisites for all intermediate and advanced biology courses. Intermediate courses are num­ bered 10-50; courses numbered beyond 50 are advanced and may be used to prepare for the Honors Program. I n REQUIREMENTS AND RECOMMENDATIONS |1 > Students electing to major in Biology must have a grade point average of C in Swarthmore College courses in the natural sciences and include the following supporting subjects in addition to the minimum o f eight credits com­ posing the major: Introductory chemistry, at least one semester o f organic chemistry, and two semesters o f college mathematics (not Stat 1 or M ath 3) or the completion o f Calculus II (M ath 6A and 6B , or 6 C ). O ne semester of sta­ tistics (Stat 2 or 23) is strongly recommended. Students majoring in Biology must take at least one course or seminar in each of the following three groups; I. C ell and Molecular Biology; II. Organismal Biology; and III. Populational Biology. Course majors must take at least one advanced course or seminar in Biology and sat­ isfy the general college requirement o f a com­ prehensive experience and exam ination in biology by participation in Bio 97, Senior Evolution Seminar. Special majors in biochemistry, psychobiology, and bioanthropology are also offered. Students wishing to obtain secondary teacher certifica­ tion in biology must complete successfully a major in biology which should include at least one course in plant science, in evolution, and physics. HONORS PROGRAM Admission to the Honors Program is based on academic record (average o f B or better in Swarthmore College courses in the natural sciences) and completion o f prerequisites for the courses or seminars used in preparation for Honors exams. Qualified students will prepare for two external exams from the following areas: Anim al Orientation, Anim al Physiol­ ogy, Behavioral Ecology, Biomechanics, Cell Biology, Developm ental G en etics, Human G enetics, Microbiology, Neurobiology, Plant Physiology, and Plant Ecology. Students in Honors also will undertake a substantial 91 Biology research project (Bio 180) and participate in Senior Honors Study (Bio 100). These efforts will be evaluated by external examiners who will determine the level of honorific and grades for Bio 180 and 100. COURSES 1 . Cellular and Molecular Biology. A n introductory study o f living cells illustrated by examples drawn from cell biology, biochem­ istry, genetics, microbiology, neurobiology, and developmental biology. O ne laboratory period per week. Primary distribution course. Fall semester. Staff. 2. Organismal and Population Biology. Introduction to the study o f organisms empha­ sizing the adaptive aspects o f morphology, physiology, behavior, ecology, and evolution of whole organisms and populations. the study o f plant diversity, approached through the classification and identification of the major families of vascular plants. O ne laboratory period per week. Prerequisites: Biology 2 or consent o f instruc­ tor. Alternate years, spring semester. 20. Genetics. A n introduction to genetic analysis using the tools o f classical and molecular genetics. T he course explores basic principles of genetics, the chromosome theory o f inheritance, classical 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 illustrated using human and non-human examples. O ne laboratory period per week or a special project. Prerequisite: Biology 1. Fall semester. Jenkins. O n e laboratory period per week. 2 1. Cell Biology. Primary distribution course. A study of the ultrastructure, molecular inter­ actions and function o f cell components. Spring semester. Staff. 14 . Field Ornitholngy. T h e biology o f birds in their natural habitats. T h e course will emphasize the diversity of birds, their ecology, evolution, adaptive physi­ ology and behavior. O n e lab or field trip per week: three weekend field trips. Prerequisites: Biology 2, or A P Biology, or con­ sent o f instructor. Alternate years, fall semester. Williams. N ot offered 1996-97. 15. Animal Physiology. A n exam ination o f the principles and m echa­ nisms o f animal physiology ranging from the subcellular to the integrated whole animal. O ne laboratory per week. O ne laboratory period per week. Prerequisites: Biology 1, Chemistry 22. Spring semester. Vallen. 25. Animal Behavior. A n introduction to the biological study of ani­ mal behavior in field and laboratory. O ne laboratory or field period per week. Prerequisites: Biology 2; Stat 2 recommended. Fall semester. Palombit. 29. Neurobiology. A study of the basic principles of neuroscience, with emphasis on the electrical and chemical signalling properties o f neurons and their underlying cellular and molecular mechanisms, as well as the functional organization o f select­ ed neural systems. Prerequisites: B io 1, 2. C hem 10 recom ­ mended. One laboratory period per week. Primary distribution course. Spring semester. Jinks. Fall semester. Hiebert. 33. Embryology. 1 7 . Systematic Botany. This analysis o f animal development will com ­ bine descriptive, experimental, and evolution­ Principles and methods of plant systematics, 92 Prerequisite: Biology 1, Chemistry 10. ary approaches. Laboratories will involve dis­ section and manipulation o f invertebrate and vertebrate embryos. population dynamics, species interactions, community ecology, and nutrient cycles. O ne laboratory period per week. Prerequisites: Biology 1 and 2. O ne laboratory period or field trip per week. Prerequisites: Biology 1 and 2. Fall semester. Latham. Spring semester. Gilbert. 43. History and Critique of Biology. 34. Pathogenesis and the Immune Response. T h e topics o f this course focus on genetics, development, and evolution; science and the­ ology; and contemporary social critiques o f bio­ logical sciences. A study o f infectious agents and o f the humoral and cellular mechanisms by which vertebrates respond to such agents. Prerequisites: Biology 1 and 2. One laboratory period per week. Alternate years, spring semester. Gilbert. Prerequisites: Biology 1 and 2. N ot offered 1996-97. Alternate years, spring semester. Vollmer. 45. Primate Behavior. N ot offered 1996-97. T h e adaptive aspects o f primate behavior, stud­ ied under natural conditions, its evolutionary implications and physiological determinants. C ontent overlaps with Biology 25. 36. invertebrate Zoology. Evolution, morphology, ecology, and physiolo­ gy o f invertebrate animals. One laboratory period per week. Field trips. Prerequisites: Biology 1 and 2. Alternate years, fall semester. Merz. 37. Plant Physiology. A study o f the principal physiological process­ es o f higher plants, including photosynthesis, gas exchange, water and nutrients transport, mineral metabolism, plant hormone action, and environmental responses. O ne laboratory period per week. Prerequisites: Biology 1, 2. Chemistry 22 rec­ ommended. Fall semester. McCloud. 38. Microbiology. Biology o f 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, iso­ lating, cultivating, quantifying, and identifying bacteria. O ne laboratory period per week. O ne 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. N ot offered 1996-97. 50. Marine Biology. Ecology o f oceans and estuaries, including dis­ cussions o f physiological and structural adapta­ tions o f marine organisms. O ne laboratory per week; several all-day field trips. Prerequisites: Biology 1 and 2. Alternate years, fall semester. Merz. N ot offered 1996-97- 5 1. Regulation of Call Oivision. A study o f events o f the cell cycle necessary for cell division and the mechanisms o f regulation which function to control these processes. O ne laboratory per week. Prerequisites: Biology 1, Chemistry 22. Prerequisites: Biology 21 or consent o f instruc­ tor. Alternate years, spring semester. Vollmer. Fall semester. Valen. 39. Ecology. 55. Microbial Adaptation and Biotechnology. T he scientific study o f the relationships that determine the distribution and abundance of organisms. Topics covered include interactions between organisms and their environments, A study o f microbial mechanisms of adaptation to natural and experimental stressors and their 93 Biology applications. Laboratory will focus on molec­ ular techniques to investigate gene expres­ sion in bacteria. Prerequisites: Biology 3 4 or Biology 38 or Chem . 38. O ne credit. O ne laboratory per week. Fall semester. Vollmer. 56. Human Genetics. A seminar exploring the genetic analysis of the human genome. Prerequisite: Biology 29 or permission of instructor. Alternate years, spring semester. Siwicki. N ot offered 1996-97. 79. Physiological Ecology. Physiological basis for interactions between animals and the environm ent, including therm oregulation, seasonality, foraging, reproduction, and energetics. Laboratory exercises and independent projects. Prerequisites: Biology 1,-2,-and Bio 15 or per­ mission of instructor. Prerequisite: Biology 2 0 or consent o f instructor. Alternate years, spring semester. Hiebert. Spring semester. Jenkins. 93. Independent Study. 62. Biomechanics. A program o f directed reading or laboratory or field work in a designated area o f biology. Basic principles o f solid and fluid mechanics will be explored as they apply to the mor­ phology, ecology, and evolution o f plants and animals. Prerequisites: Biology 1, 2, and one other Biology course. O ne-half or one credit. Fall or spring semester. Staff. 94. Research Project. Alternate years, spring semester. Merz. W ith the permission o f the Department, qualified students may pursue a research pro­ gram for course credit. N ot offered 1996-97. Fall or spring semester. S ta ff 64. Developmental Neurobiology. 95. Senior Project. Seminars discussing cellular and molecular mechanisms o f nervous system development and plasticity. Prerequisite: Biology 29 or 152. W ith the permission o f the department a stu­ dent may write a senior paper in Biology for satisfaction o f the requirement o f a compre­ hensive exam ination for graduation. Independent laboratory projects. 97. Senior Evolution Seminar. Alternate years, spring semester. Siwicki. N ot offered 1996-97. A consideration o f evolution from the per­ spectives o f several biological subdisciplines. Participation in the evolution seminar is required o f all Biology majors in course. 76. Biological Rhythms. A n exam ination o f the properties o f biologi­ cal clocks, including the molecular basis of the clock, neural control, and the signifi­ cance o f the rhythms they generate. O ne seminar meeting each week and on­ going independent projects. 106. Senior Honors Study. A n interactive, integrative program- to allow Honors students to finalize their research thesis. Spring semester. Staff. Prerequisites: Biology 1 ,2 and one of the fol­ lowing courses: Bio 15, 21, 29, 34 or 38. Alternate years, spring semester. Hiebert. 78. Learning and Memnry. Seminars focusing on the anatomy, physiol­ ogy and molecular biology o f neural systems underlying learning and memory. Independent laboratory projects. 94 SEMINARS 64. Sensory Neurobiology. A seminar examining the major sensory modalities— from transduction to percep­ tion— with an emphasis on current research. Students will design and pursue original research using anatomical and electrophysiological techniques. Prerequisite: Biology 29 or Psychology 30. Fall semester. Jinks. 160. Behavioral Ecology. T h e study o f the evolution o f behavior as an adaption to an environment. Topics include biomechanics, gender roles, mating systems, cooperation and comunication. Prerequisites: Biology 25 or 39 or 45 or 14. Students with preparation outside biology should seek permission o f the instructor. Two credits. Alternate years. Williams. 173. Animal Orientation and Migration. Physiology, behavior, ecology, and evolution provide a multidisciplinary understanding of the way animals from whales to bacteria find their way around their world. O ne credit. May be combined with Bio 180 for 2 credits. Original research project and field trips. Prerequisites: Bio 25 or 14 or 15 or permis­ sion o f the instructor. Physics (high school or above) and statistics recommended. Alternate years, fall semester. 180. Thesis. A research project for students who partici­ pate in the External Examination program in Biology. O ne or two credits. Both semesters. Black Studies Coordinator: Comm ittee: PETER SCHMIDT (English Literature) Timothy Burke (History) Syd Carpenter (A rt)2 Yvonne Chireau (Religion)3 Charles James (English Literature)3 Colin Leach (Psychology) Ngina Lythcott (Dean’s Office) Jason McGill (History) Micheline Rice-Maximin (M odem Languages)9 Peter Schmidt (English Literature) 2 A bsent on leave, spring semester, 1997. 3 Absent on leave, 1996-97. 9 Campus coordinator, Swarthmore Program in Grenoble, spring semester, 1997. T h e purpose o f the Black Studies Program is (1 ) to introduce students to the history, cul­ ture, society, and political and economic con­ ditions o f B lack people in A frica, the Americas, 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. taken ¡course offerings w ithin the B lack Studies Program, or it may be a two-credit the­ sis written under program supervision. Minors must m eet 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 59 and Black Studies 91, Special Topicl. Students in any department may add a C on­ centration in Black Studies to their depart­ mental major by fulfilling the requirements stated below. Applicatioepartmental major, from at least two departments other than the major. 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 s in Black Studies. One unit of the twocredit preparation by minors will satisfy the Black Studies 91 requirement; minors other­ wise will be exempted from the single-credit senior thesis administered by the Black Studies Committee. Black Studies 91, Special Topics in Black Studies, will take the form o f a one-credit tuto­ rial (if there are three or fewer students in any one year) or a one-credit seminar (if there are four or more students), w ith all senior Concentrators parly in the last semester o f the senior year. Members o f the 1998 and 1999 classes may substitute Linguistics 19 for the History 7 requirement. Concentrators must take a minimum o f five courses in Black Studies. These must include at least three courses (which may include Black Studies 91) outside the dticipating. T h e topics selected for reading, class discussions, and the writing of seminar papers will be drawn from representa­ tive works in Black Studies from a variety of disciplines and perspectives and will depend on the interests and backgrounds o f the partici­ pants. T h e tutorial or seminar will normally be Black Studies Minor in the Honors Program: A ll T h e 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 com binations may include, for examples: History 8B. Modem Africa,. 1880 to Present and Linguistics 37. Languages o f Africa; M odem Languages 77. Prose Francophone: Litearature et Socieatae and English Literature 76. T h e Black African W riter; or Econom ics 82. T h e P olitical Economy of Africa and Political Science 58. African Politics. Current or updated combina- fa’ T — — I I I I I I I ■ I I I _ ^ _ _ _ _ _ _ _ _ tions 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. T h e two-credit thesis option must include work done for the Concentration and should entail some unifying or integrative principle o f coherence. Normally thesis proposals must be submitted to the Program and approved prior to the start of the senior year. I *4 After consultation with their major department, minors may draw on these preparations I to enhance or, where appropriate, to integrate | their completed or ongoing Senior Honors I Study for the major. W ork in Black Studies I may be represented in the Honors portfolio I sent to the external examiner by the inclusion I of such things as an essay designed to enhance I and/or integrate work done in two or more I courses, a revised and enhanced seminar paper I or a term paper from a Black Studies course, a | video or audio tape o f a creative performance I activity in dance or music, or other approved I creative work. [ Courses o f the Black Studies Concentration are listed below. Courses o f independent study, special attachments on subjects relevant to I Black Studies, and courses offered by visiting I faculty (those courses not regularly listed in the ■ College Bulletin) may, at the discretion o f the | Black Studies Comm ittee, be included in the ■ Program. Students who wish to pursue these I possibilities should consult with the appropriI ate department and with the Black Studies ,«j Committee. ■ ■ COURSES* d I I J || 1 *Find descriptions o f courses listed in the bulletin with the appropriate departments. Dance 9. Music and Dance of Africa. Dance 2 1. History of Asian and African Dance. Economics 7 1 . Labor Economics. Economics 72 . Social Economics. Economics 73. Women & Minorities in the Economy. Economics 82. The Political Economy of Africa. Economics 181. Economic Development. English Literature 58. Autobiographical Acts. English Literature 59. The Afro-American Writer. English Literature 60. The Contemporary Afro-American Writer. English Literature 76. The Black African Writer. English Literature 7 7 . Fiction from the Black Atlantic. English Literature 12 1. Modern Black Fiction. History 7A . History of the African American People. History 8A. Africa in the Era of the Slave Trade, 1500-1850. History 8B. Modern Africa, 1880 to Present. History 60. Cultural Constructions of Africa: Images, Inventions, ideologies. History 63. History of Southern Africa. History 67. The Black Experience in Latin America. History 140. The Colonial Encounter in Africa. Linguistics 19. The Evolution of African American English. Linguistics 37. Languages of Africa. Linguistics 52. Historical and Comparative Linguistics. Literature 70F. Caribbean and French Civilizations and Cultures. Modern Languages 12L. Introduction L’analyse Littéraire. Modern Languages 33. Le Monde francophone: résistances et expressions littéraires. Modern Languages 75F. Haiti, the French Antilles and Guyane in translation. Modern Languages 76. Femme écrivains. 97 Black Studies Modern Languages 7 7 . Prose Francophone: Literature et Société. Modern Languages 78. Théâtre d’écritures françaises. Modern Languages 93: French Caribbean Literature in Translation. Modern Languages 110 . Ecritures françaises: hors de France: Fiction et réel. Music 3. Jazz History. Music 5. Music as Social History. Music 9/Dance 9. Music and Dance of Africa. Music 24. Armstrong, Parker and Coltrane. Music 61. Jazz Improvisation. Political Science 33. Race, Ethnicity and Public Policy. Political Science 58. African Politics. Political Science 110 . Comparative Politics: Africa. Religion 10. African-American Religions. Religion 33. Black Women and Religion in the United States. Religion 35. From Vodun to Voodoo: African Religions in the Old and New Worlds. Black Studies 91. Special Topics in Black Studies (Thesis). 98 I Chemistry I .,**■_______ JAMES H. HAMMONS, Professor i ROBERT F. PASTERNACK, Professor 1 JUDITH G. VOET, Professor I THOMAS A . STEPHENSON, Associate Professor and Chair2 AHAMINDRA JA IN , Visiting Assistant Professor ROBERTS. PALEY, Assistant Professor PAUL R. RABLEN, Assistant Professor JONATHAN M . SMITH, Visiting Assistant Professor VIRGINIA M . INDIVERO, Lecturer MARY E . ROTH, Lecturer DONNA T. PERRONE, Laboratory Instructor I SHERYL A . WHITLOCK, Laboratory Instructor BRENDA L . WIDO, Laboratory Instructor 2 Absent on leave, spring semester, 1997. ; The aim o f the Department o f Chemistry is to I ' provide sound training in the fundamental I principles and basic techniques o f the science and to provide interested students with the opportunity for advanced work in the main 1 i subdisciplines o f modem chemistry. REQUIREMENTS AND RECOMMENDATIONS | T he 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 I j advised to begin with Chemistry 10H. Such students will normally be asked to take a place­ ment exam ination. Students seeking Advanced Placem ent credit may also be I required to take this examination. Consult I with the Department Chair. I , J I I I j The minimum requirement for a major in Chemistry is nine credits in the Department. These must include Chemistry 10, 22, 32, 34, 38, 45A/B, 46, 5 0 and one single-credit semi­ nar. Students should note the Mathematics and Physics prerequisites for Inorganic and Physical Chemistry. Those considering a m ajor m Chemistry 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, all students must complete Chemistry 10, 22 and 34 before enrolling in a Chemistry Department seminar. Students should complete these requirements by the fall semester o f the junior year. 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. A ccreditation by the A m erican C hem ical Society (A C S ) is useful for those who intend to pursue a career in chemical industry and requires a year o f independent research through Chemistry 9 4 ,9 6 , or 180. Further, pro­ ficiency in reading scientific German, Russian, or French is an asset to the practicing chemist. Students desiring teacher certification in chemistry must complete Biology 1, 2 in addi­ tion to the Chemistry major program. A ll can­ didates for teacher certification are required to assist in the instruction o f the laboratory of an introductory chemistry course on one after­ noon per week for two semesters. 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 in Chem ical Physics (see discussion o f Special Major, page 5 7 ), which offers students the opportunity to gain strong background in the study o f chemical processes from a micro­ scopic, molecular point o f view. Interested stu- 99 Chemistry dents should consult the Chairs o f both depart­ ments. BIOCHEMISTRY SPECIAL MAJOR In collaboration w ith the Departm ent of Biology, the Department o f Chemistry also offers a Special Major in Biochemistry, which provides the student with the opportunity to gain a strong background in chemistry with special emphasis on the application o f chem ­ istry to biochem ical and molecular biological problems. T h e requirements include Chem ­ istry 22, 3 2 , 34, 3 8 , 45A/B, 46, 50, and 108 or 109; Biology 20 or 21 or 34 or 38; and one advanced Biology course to be selected by con­ sultation with the Chairs o f both departments. Students should n o te th e M athem atics, Physics, Chemistry, and Biology prerequisites for these courses. Those considering a major in Biochemistry are strongly urged to complete M ath 5, 6A , 6B , 18 and Physics 3, 4 (or 7, 8) by the end o f the Sophomore year. In addition, all students must complete Chemistry 10, 22 and 3 4 before enrolling in a Chemistry Department seminar. Students should com­ plete these requirements by the fall semester of the junior year. Research opportunities are available in both the Biology and Chemistry Departments. Interested students should con­ sult the Chairs o f the two departments. HONORS PROGRAM Fields Available fo r Examination: T h e fields offered by the Department o f Chemistry for examination as part o f the Honors program are (not all fields will be offered each year): O rganic R eactio n M echanism s; Quantum Chem istry; Biological Chem istry; O rganic Synthesis; Inorganic Chemistry; Biophysical Chemistry; Research Thesis. Preparation for a Research Thesis within an Honors program consists o f enrollment in two credits o f Chemistry 180 during the senior year. Preparations for the other six fields consist of completion o f the relevant single-credit semi­ nar and associated prerequisites. For each of the preparations, these prerequisites include Chemistry 10, 22, and 34; M ath 5 , 6A , and 6B; > a • Physics 3 and 4. Individual preparations carry additional requirements and prerequisites, as noted below: I I I 1 j I Organic R eaction Mechanisms: Chemistry 32, 102 (seminar). Organic Synthesis: Chemistry 3 2 , 103 (sem inar). Quantum Chem istry: Chemistry 45A/B, 105 (seminar); M ath 18. Inorganic Chemistry: Chemistry 4 6 ,1 0 6 (seminar). Biological Chemistry: Chemistry 32, 38, 108 (seminar); Biology 1. Biophysical Chemistry: Chemistry 32, 38, 45A/B, 109 (seminar); M ath 18. _ M I I I M ■ I I I 1 I i t c c f t 1 Beginning in 1997-98, the fields offered for external exam ination will be (not all fields will be offered each year): Topics in M odem Organic Chemistry; Contemporary Aspects of Inorganic Chemistry; C hem ical Dynamics; Theory and A pplications o f Spectroscopy; Proteins, Nucleic Acids and their Interactions; Research Thesis. Interested students should consult with the Department Chair concerning the specific requirements for these fields. M ' ■ * Senior Honors Study: Senior honors study in Chemistry will consist o f a one-credit integra­ tive seminar that meets during the second half o f the Fall semester and the first h alf o f the Spring semester o f the senior year. A ll honors students w ith m ajors in Chem istry and Biochemistry will be required to participate. This seminar will focus on a list o f topics suit­ able for integrative study selected in the course of meetings between faculty and Chemistry/ Biochemistry majors in the Honors program. Off-campus speakers who work in these areas will be invited to campus as part o f the semi­ nar. 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 Chemistry will be required to complete three preparations in Chemistry, one o f which must be the Research Thesis. Chemistry majors will not be allowed to include both Organic Synthesis and Organic Reaction Mechanisms in their Honors programs; the com bination o f Biological Chemistry and Biophysical Chemistry will also be prohibited. Regardless o f the fields selected for external examination, all Honors majors iti Chemistry are required to complete Chemistry j 1 ■ I ■ . ■ ■ j ■ I , ■ I I I - I 1 ■ ■ I ■ , ( ( ( ■ ■ ( i ■> i I 10, 22, 32, 34, 38, 45A/B, 4 6 , and 50. I I I I I I Biochemistry Majors: T h e Honors program in M I I I I i:* I I I I ■ I I I I I I I I ■ I I I I ■ I I I I I Biochemistry consists o f four preparations in at least two departments, as follows: (1) Biological Chemistry or Biophysical Chemistry; (2 ) O ne biochemically oriented preparetion from the Biology Department; (3 ) A twocredit biochem ically oriented Research Thesis carried out under the supervision o f faculty from the Chemistry and/or Biology Departments; (4 ) O ne additional preparation chosen from the Chemistry Department or the biochem ically related preparation offered by Biology 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, Biochemistry majors are required to complete Chemistry 45 A/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 Department. Chemistry Minors: A ll the fields listed above are available for students wishing to minor in Chemistry, with the exception of the Research Thesis. A ll minors must meet the same prerequisite requirements for seminars established by the Department for Chemistry majors. Senior honors study (one-half credit) for students with a minor in Chemistry will be devised on an individual basis after consultation with the student and the faculty o f the major department. as the chemistry will be encouraged. Assigned reading material will be non-mathematical and emphasize organic and bio-chemistry as well as general chemical principles. One laboratory period every second week. Primary distribution course. Spring semester. Paley. 10. General Chemistry. A study o f the general concepts and basic prin­ ciples o f chemistry; atom ic and molecular structure, bonding theory, molecular interac­ tions and the role of energy in chemical reac­ tions. Applications will be drawn from current issues in fields such as environmental, transi­ tion metal, and biological chemistry. One laboratory period weekly. Primary distribution course. Fall semester. Pasternack, Sm ith, and Staff. 10H. General Chemistry: Honors Course. 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 o f molecular struc­ ture and reactivity, with examples drawn from biological, transition metal, and environmen­ tal chemistry. Som e familiarity with elemen­ tary calculus concepts will be assumed. Open to first-year students only. O ne 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 Advanced Chemistry exam or equivalent per­ form ance on the departmental placem ent exam or permission o f the instructor. Primary distribution course. Fall semester. Jain. I 1 . Chemistry in the Human Environment. 22. Organic Chemistry I. I A n introduction to the chemistry o f some of the more important classes of organic com­ pounds; nomenclature, structure, physical and spectroscopic properties, methods o f prepara­ tion and reactions o f aliphatic and aromatic hydrocarbons, halides and m onofunctional oxygen compounds, with an emphasis on ionic reaction mechanisms. This course will include the study o f the cenI tral concepts o f chemistry in the context of ■ current problems that impact on the human I environment. T his list includes the greenhouse I effect, ozone depletion, acid rain, energy utiI lization, waste disposal, air and water quality, I nutrition, food production, toxic substances, I drugs, A ID S, brain chemistry and medicine. I Class discussion into the philosophical and I public policy aspects o f these problems as well O ne laboratory period weekly. Prerequisite: Chemistry 10. 101 Chemistry a ■ Spring semester. Rablen, Jain and Staff. Prerequisites: Chemistry 34, M ath 18. 32. Organic Chemistry II. Spring semester, second half. Sm ith. A continuation of Chemistry 22 with emphasis on more advanced aspects o f the chemistry of monofunctional and polyfunctional organic compounds, multi-step methods o f synthesis, and an introduction to bioorganic chemistry. 46. Inorganic Chemistry. O n e laboratory period weekly. Prerequisite: Chemistry 22. Fall semester. Paley. 34. Principles of Physical Chemistry. A survey o f some basic concepts o f physical chemistry including states o f matter, the laws o f thermodynamics, chem ical equilibria, elec­ trochemistry, chem ical kinetics and introduc­ tions to quantum theory, atom ic and molecular structure, and spectroscopy. O n e laboratory period weekly. Prerequisites: Chemistry 10, M ath 5, 6A , 6B , Physics 3, 4 (or 7, 8 ). Fall semester. Stephenson. 38. Biological Chemistry. A n introduction to the chemistry of living sys­ tems: protein conformation, principles o f bio­ ch em ical preparation techniques, enzyme mechanisms and kinetics, bioenergetics, inter­ mediary metabolism, and molecular genetics. O n e laboratory period weekly. Prerequisite: Chemistry 32 (Biology. 1 recom­ mended). 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. T h e laboratory com ponent emphasizes the synthesis, spectroscopy, and magnetic properties o f transition metal com­ plexes including otganom etallic substances and ones o f biochemical interest. I I I 1 l I I O ne laboratory period weekly. Prerequisite: Chemistry 34. Spring semester. Pasternack. 50. Modern Instrumental Methods in Chemistry and Biochemistry. T his laboratory-intensive course centers on modem instrumental methods, including fluorescence, infiared, ultraviolet, and mass spectrometry. Special emphasis is given to Fouriertransform nuclear magnetic resonance. Approximately five hours o f laboratory weekly. B 1 1 Prerequisites: Chemistry 32 and either 38 or 9 46. Concurrent or prior courses in Physical I Chemistry are recommended. Beginning in I 1996, prior or concurrent registration in I Chemistry 34 is required. Fall semester. Hammons, Rablen and Voet. Spring semester. Voet. 45A. Intermediate Physical Chemistry I. Continued discussion o f the principles intro­ duced in Chemistry 34, focusing on thermody­ namics, the properties o f condensed matter, and non-ideal systems. O n e laboratory period weekly. Prerequisites: Chemistry 34, M ath 18. Spring semester, first half. Sm ith. 45B. Intermediate Physical Chemistry II. Continued discussion o f the principles intro­ duced in Chemistry 34, focusing on chemical bonding, spectroscopic methods, statistical thermodynam ics, and chem ical reaction dynamics. O ne laboratory period weekly. 102 SEMINABS T h e following single credit seminars may be taken for credit towards a degree in Course or for Papers in the External Exam ination Program. 9 | j 102. Organic Reaction Mechanisms Seminar. T h is course deals with the structures and mechanisms o f reaction o f organic compounds, Polar, free-radical, pericyclic, and photochemical reactions are studied. M echanistic discus­ sions emphasize methods o f investigation and the interpretation o f experimental results from the primary literature. Prerequisites: Chemistry 32, 34, and their prerequisites. a l j ■ 9 , J Fall semester. Rablen. 103. Organic Synthesis Seminar. Modem synthetic organic methodology will be examined, with emphasis on selective carboncarbon bond formation, control o f relative and absolute stereochemistry, and organometallic chemistry directed towards organic synthesis. Application o f these methods to the total syn­ thesis o f pharmacologically important natural products will be studied, using examples from the recent primary literature, fl Spring semester. Paley. 94. Research Project. 105. Quantum Chemistry Seminar. This course provides the opportunity for quali­ fied students to participate in research with individual staff members. Students who pro­ pose 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. JL Prerequisites: Chemistry 22 and 45A/B and their prerequisites. 106. Inorganic Chemistry Seminar. Topics in inorganic chemistry including the bonding, reaction mechanisms, and spec­ troscopy o f W erner complexes; organometallic chemistry; boron hydrides and metal clusters; bioinorganic chemistry. Prerequisites: Chemistry 22 and 46 and their prerequisites. Spring semester. Pasternack. 108. Biological Chemistry Seminar. Selected topics in a few important areas o f cur­ rent biochemistry, such , as enzyme structure and function, spectroscopic methods, receptor biochemistry, and genetic and protein engi­ neering principles. ■ ■ ■ STUBENT RESEARCH Prerequisites: Chemistry 32, 34, and their pre­ requisites. Advanced consideration of topics in quantum chemistry with a focus on the electronic struc­ ture o f atoms and molecules, and molecular spectroscopy. '■* Prerequisites: Chemistry 38 and 45A/B and their prerequisites. A ll students who enroll in one or more research courses during the, academic year are required to attend weekly colloquium meetings and to present the results of their work during the spring semester. ■ A radiation and solvent and with other macro­ molecules. Prerequisites: Chemistry 3 4 and 38 and their prerequisites. Biology 1. Prior or concurrent enrollment in Biology 20 or 21 or 3 4 or 38 is recommended. Fall semester. Voet. 109. Biophysical Chemistry Seminar. The course focuses on the physical and chem i­ cal properties o f biological macromolecules concentrating on proteins and nucleic acids. W ithin this cpntext we will introduce the physical techniques for studying macromole­ cules. W e will discuss macromolecular interac­ tions with self (structures and forces), with Each semester. Staff. 96. Research Thesis. Chemistry and biochemistry majors will be provided with an option o f writing a senior research thesis in lieu o f taking comprehensive examinations. Students are strongly urged to participate in on-campus research during the summer between their junior and senior years. T h e student will form an advisory committee to consist o f (but no t 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 of 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 of 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 research activity to be submitted prior to the last week o f classes o f the final semester. Guidelines for the preparation o f the thesis will be provided to the student. Each semester. Staff. 180. Research Thesis. A n opportunity for students in the External Exam ination program to participate in 103 Chemistry research with individual staff members. T he thesis topic must be chosen in consultation with some member o f the staff and approved early in the semester preceding the one in which the work is to be done. Each semester. Staff. 104 I Classics ■« GILBERT P. ROSE, Professor and Department Head WILUAM N. TURPIN, Professor ROSARIA V. MUNSON, Associate Professor GRACE M . LEDBETTER, Assistant Professor1 4 7Joint appointment with Philosophy. ’ ■ ' ■ ■ a I j 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 cul­ ture. T h e 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 stud­ ied it before entering college. Those who begin a language at Swarthmore start to read litera­ ture by the end o f one year. A fter two years stu­ dents are usually prepared for seminars, in which they read and discuss in depth the works of such authors as Homer, Sappho, Aeschylus, Sophocles, Euripides, Plato, Thucydides, Herodotus, Cicero, Tacitus, Catullus, Horace, and Virgil. The ancient languages are studied in courses numbered from 1 to 19 and in seminars. Courses (not seminars) numbered 20 and over have no prerequisites and assume no knowl­ edge o f G reek or Latin; instead, English trans­ lations are used to introduce students to the history, literature, philosophy, mythology, reli­ gion, 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 ju n io r year, at the Intercollegiate C enter 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 Rom e and the Am erican School of Classical Studies in A thens, 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. 34 and 76). T h e Classics Department participates in the Medieval Studies Program, th e W om en’s Studies Program, the Literature major, and a Special M ajor in Linguistics. REQUIREMENTS FOR A MAJOR Greek, Latin, or A ncien t History may be a stu­ dent’s major subject in either the Course or the Honors Program, and a minor in the latter pro­ gram. Those who intend to major or minor in Greek or Latin should complete courses num­ bered 11 and 12 (or their equivalent) as early as possible. A major in G reek or Latin consists o f at least eight credits beyond G reek 1-2 or Latin 1-2, and includes three or four seminars. A major in A ncient History consists o f Classics 3 1 ,3 2 ,4 2 , 44, a one-credit attachm ent to any o f the above (see p. 60, Formats o f Instruction), and a second one-credit attachm ent or else another course in Classical Civilization. O n e o f the fol­ lowing seminars is also required: Latin 102, Latin 105, Greek 113. In their last semester, majors who are not in the Honors Program take a comprehensive examination. THE HONORS PROGRAM IN CLASSICS T his Honors Program is available to the classes o f 1997 and after. For a major in Greek or Latin, preparation for Honors exams will normally consist o f three Classics 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 A ncient 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 course-plusattachm ent (this differs from the requirements for the major itself). Students minoring in A ncien t History will take three courses in A ncient History and add an attachm ent to one o f them. T h a t course-plus-attachment 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 of 1,500-2,500 words each. Majors will do three such papers, one for each seminar (or seminarequivalent) 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. T h e portfolio sent to examiners will contain the S H S revised seminar papers, together with syllabi and related materials, if any, from the instructors. A com bination o f (three-hour) written and oral exams will be the mode of external assessment in Honors. Greek 1 1 . intermediate Greek. T h e ch ief reading is usually a work o f Plato. T h e course emphasizes both language skills and the discussion o f literature and philosophy. O ther readings may include selections from the Greek historians, orators, or tragedians (e.g., Euripides’ M edea). Primary distribution course, Humanities. Fall semester. Turpin. 12. Homer. 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. 93. Directed Reading. Independent work for advanced students under the supervision of an instructor. Latin 1-2. Intensive First-year 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 Romans. T h e course meets four times a week and carries 1 'Acredits each semester. Primary distribution course, Humanities. Year course. Munson. 9 ,1 0 . Latin Prose Composition. Extensive translation o f English into Latin. Meets one hour per week. H alf course. N ot offered 1996-97. 1*2 . Intensive First-year Greek. 1 1 . Introduction to Roman Poetry. 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. T h e course meets four times a week and carries 1M credits each semester. T here is no assumption that students have studied Latin. A fter a review o f grammar, students read and discuss major lyric and epic poets o f the G olden A ge o f Rom an literature (e.g., Catullus, Virgil). T h e course emphasizes both language skills and literary criticism, eliciting the special characteristics and concerns of Rom an poetry. Normally taken after Latin 2 or high school Latin. Primary distribution course, Humanities. Year course. Rose. 9 ,1 0 . Greek Prose Composition. Extensive translation o f English into Greek. Meets one hour per week. H alf course. N ot offered 1996-97. 106 Primary distribution course, Humanities. Fall semester. Staff. 12 . The Latin Novel and Satire. This course will consider the Roman novel and its relation to prose and verse satire. Texts will be studied both as products o f Roman imperial society and as part of a broader literary tradi­ tion that extends from the ancient Greek novel down to Cervantes, Fielding, and Fellini. Readings in Latin may include the Satyricon of Petronius, the Apocolocyntosis of Seneca, the Metamorphoses o f Apuleius, and the satires of Persius and Juvenal. Spring semester. Turpin. 13. Literature of the Augustan Age. A portrait of the Age of Augustus from the point o f view of one or more contemporary poets, such as O vid, Virgil, H orace, and Propertius, who contributed to the greatness of the period while often questioning its assump­ tions. Prerequisite: Latin 11 or equivalent. Primary distribution course, Humanities. Fall semester. Turpin. 14. Medieval Latin. Readings are chosen from the principal types of medieval Latin literature, including religious and secular poetry, history and chronicles, saints’ lives, satire, philosophy, and romances. Prerequisite: Latin 11 or equivalent. Primary distribution course, Humanities. Spring semester. Not offered 1996-97. Prerequisite: Latin 11 or equivalent. Primary distribution course, Humanities. Fall semester. N ot offered 1996-97. 93. Directed Reading. Independent work for advanced students under the supervision of an instructor. Ancient History and Civilization A ll of the courses in ancient history— namely, Classics 31, 32, 42, and 44— are required for a major in A ncient History. They also count as prerequisites for advanced courses in the Dept, o f History and as part of a major in History. 20. Plato. Cross-listed as Philosophy 20. Spring semester. Ledbetter. 31. History of Greece. A study of the political and social history o f the Greek cities from the Mycenaean or Bronze Age to the end o f the classical period. Topics include the growth o f the city-states, the devel­ opment of democracy, the period of A thenian political and cultural leadership, and A thens’ rivalry with Sparta. 15. Latin Poetry and the English Renaissance. Primary distribution course, Social Sciences. Latin authors such as Catullus, Horace, Propertius, and Ovid are considered both on their own terms and in light o f English poets for whom they were important (e.g., Donne, Marvell, Herrick, and M ilton). Special atten­ tion will he given to the role o f rhetoric in Roman and Renaissance education and to its influence on the crafting of language and the organization o f thought. 32. The Romao Republic. Fall semester. Munson. Prerequisite: Latin 11 or equivalent. A study of Rome from its origins to the civil wars and the establishment of the principate of Augustus (753-27 B .C .). Topics include the legends o f Rome’s foundation and o f its repub­ lican 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 of the Republic. Fall semester. N ot offered 1996-97. Primary distribution course, Social Sciences. 1 7 . Latin Poetry and the Modernists. Spring semester. N ot offered 1996-97. This course explores Latin poems influential in the creation o f the Modernist verse of, in par­ ticular, Ezra Pound and T .S. Eliot. T h e 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 Modernists, in an attempt to assess the uses and importance of their common literary tradition. 33. Homer and Greek Tragedy. T h e two most popular types o f literature among the ancient Greeks were epic and tragedy. T his course studies the major works of both genres in detail through English transla­ tions. W e place them into their cultural and performance contexts, and discuss their explo- 107 Classics ration of such fundamental human issues as the relations between humans and divinity, indi­ vidual and state, and men and women, as well as their differing conceptions o f the hero. Readings include the Iliad and Odyssey and plays by Aeschylus, Sophocles, and Euripides, no prior knowledge o f which is assumed. Primary distribution course, Humanities. Fall semester. Rose. 34. Women in Classical Literature. H elen, Penelope, Clytem nestra, Electra, Antigone, Deianira, Medea, Phaedra, Ariadne, Dido— these G reek and Rom an women, admirable 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 G reece and Rome, but it also explores the rela­ tion between such portrayals and the lives of actual women in those societies. Fall semester. N ot offered 1996-97. 36. Classical Mythology. T h e myths of the Greeks and Romans are cen­ tral to the study o f the ancient world and have had an enormous influence upon subsequent literature and other arts. This course examines selected myths in such major works o f Greek and L atin literature as the Iliad and the Odyssey, the tragedies o f Aeschylus, Sophocles, and Euripides, and Ovid’s M etam orphoses. Myths are treated both as traditional tales about gods and heroes and as evolving narra­ tives, subject to the influences of political, social, and sexual ideologies. Spring semester. Munson. 37. Greek and Roman Religion. A study o f 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 interac­ tion o f philosophy and religion, and the social context o f early Christianity. Cross-listed as Religion 37. N ot offered 1996-97. 42. Democratic Athens. Using diverse primary sources (Thucydides’ Histories, tragedy, comedy, and others), this course explores several aspects o f classical A thenian culture: democratic institutions and ideology, social structure, religion, intellectual 108 trends, and the major historical events that affected all o f these and shaped the Greek world in the 5th and early 4th centuries B.C . Primary distribution course, Social Sciences. Fall semester. N ot offered 1996-97. 44. The Early Roman Empire. A detailed study, using primary sources, o f the political, economic, social, and cultural history o f the Rom an world from the fall o f the Republic through the A ntonine Age (50 B.C .A .D . 192). Primary distribution course, Social Sciences. Spring semester. Turpin. 45. The Formation of the Western Legal Tradition. T his course examines the Rom an Law and the Common Law traditions that provided the foundations o f most modem legal systems. The objectives are twofold: to compare the legal system of Rome with the one that developed in England after the Norman invasion, and to explore the connections of both systems with the societies and governments from which they emerged. No prerequisite. Counts for distribu­ tion credit (n o t PD C credit) in Social Sciences. Fall semester. N ot offered J 996-97. 51. Introduction to Archaeology. Among the topics covered will be field tech­ niques, methods of dating, analysis o f archaeo­ logical 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. N ot offered 1996-97. 52. Introduction to Greek Archaeology. This course traces the development of 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, M ycenae, Delphi, Olympia, and Athens. Primary distribution course, Humanities. Spring semester. N ot offered 1996-97. 4 4 — — — — — — 53. Introduction to Roman Archaeology. 10 7. Hnrace. Primary distribution course, Humanities. T h e seminar emphasizes the Odes and Epodes and their place in the tradition of Greek and Rom an lyric poetry. A ttention is also given to the Satires and Epistles, especially the Ars Poetica, and to their importance for the histo­ ry of satire and literary criticism. A n effort is made to grasp the totality of Horace’s achieve­ m ent in the context o f the Augustan Age. I Spring semester. N ot offered 1996-97. 60. Dante and the Classical Tradition. 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. T h e entire Divine Comedy and pos­ sibly selections from Petrarch and Boccaccio are read in English. Spring semester. N ot offered 1996-97. ■ 93. Directed Reading. Independent work for advanced students under the supervision of an instructor. Spring semester. N ot offered 1996-97. 1 1 1 . Greek Philosophers. T his seminar is devoted mainly to the study of Plato, which is supplemented by study o f the pre-Socratic philosophers and o f Aristotle and the Hellenistic schools. T h e orientation o f the seminar is primarily philosophical, although the literary merits o f the Greek philosophers receive consideration. SEMINARS Fall semester. Ledbetter. 102. The Roman Emperors. This seminar studies either the entirety of Homer’s Odyssey in Greek or most of the Iliad. 112 . Greek Epic. a i ! ■ This seminar explores Latin authors o f the first and second centuries A .D ., with particular attention to their responses to the social and political structures of the period. Expressed attitudes toward the emperors range from adu­ lation to spite, but the seminar concentrates on authors who fall somewhere in between, writ­ ing skeptically or subversively. Both prose writers (e.g., Tacitus, Suetonius, Pliny) and poets (e.g., Lucan, Seneca, Juvenal) are included. Fall semester. N ot offered 1996-97. 103. Latin Epic. 1 This seminar usually focuses on Virgil’s Aeneid, although it may include other major Latin epics. Spring semester. Rose. I 105. The Fall of the Roman Republic. Spring semester. Munson. 113 . Greek Historians. T h is seminar is devoted to a study o f Herodotus and Thucydides, both as examples o f G reek historiography and as sources for Greek history. Fall semester. N ot offered 1996-97. 114 . Greek Drama. T his seminar usually focuses on one play by each o f the m ajor tragedians— Aeschylus, Sophocles, and Euripides. O ther plays are read in translation. T h e works are placed in their cultural setting and are discussed as both drama and poetry. Spring semester. N ot offered 1996-97. This seminar examines Latin texts from the traumatic period o f the Late Republic (70-40 B.C.). It focuses on the social and political cri­ sis o f the period, as well as its connections with the artistic and philosophical achievements of the first great period o f L atin literature. Authors include Lucretius, Catullus, Cicero, and Sallust. I Fall semester. Turpin. 109 Computer Science CHARLES F. KELEM EN, Professor and Program Director6 LISA MEEDEN, Assistant Professor JUDITH WILSON, Visiting Assistant Professor (part-time) Comm ittee: Silvio Eberhardt (Engineering) Ann McNamee (Music & Dance) Steve Maurer (Mathematics) Andrew Brown ’97 6 Joint appointment with mathematics. Computer Science is the study of algorithms and the issues involved in implementing them. This includes the study of computer systems, methods to specify algorithms (for people and computer systems), and the formulation o f the­ ories and models to aid in the understanding and analysis of the properties of algorithms, computing systems, and their interrelationship. T h e Computer Science Program is designed to provide students with a flexible set of offerings in computing that can be tailored to satisfy in­ terests in various areas and at several levels of depth. A ll the courses emphasize the underly­ ing, fundamental concepts o f computer sci­ ence, treating today’s languages and systems as current examples o f the underlying concepts. T h e Computer Science Laboratory provides up-to-date software and hardware facilities. There are 3 entry points to the C S curriculum at Swarthmore. ‘C S 1 0 : G reat Ideas in Computer Science’ is de­ signed for Freshmen with little or no experi­ ence in computer science. It is an introduction that emphasizes breadth o f coverage over depth or skill building. Most appropriate for first or second year students with no computer experience or those with some experience that are worried about their abilities in Computer Science. ‘C S 2 0 : Structure and Interpretation of Com ­ puter Programs’ is designed for students who plan to take several courses in computer sci­ ence. T his course is a fast-paced introduction to the kind of abstraction used in all areas of computer science. T h e language used (a dialect o f LISP) is essential for work in Artificial Intelligence. For students who intend to be Computer Science majors, minors, or concen­ 110 trators and already know a language like C and feel comfortable about their abilities, this is the best first course. ‘C S 21: T h e Imperative Paradigm: U N IX and C ’ falls between C S 1 0 and C S 2 0 in pace. No previous experience with computers is neces­ sary. C S21 will introduce fundamental ideas in computer science while building skill in soft­ ware development. This course is appropriate for students in Engineering, the Sciences and Social Sciences who want to be able to write programs. It is for students who are comfortable with computers. Students with A P credit or ex­ tensive programming experience may be able to place out o f this course. Students or advisors who want mote advice on placement in C S courses should feel free to contact any C S faculty member by phone or in person. T h e Computer Science Program offers concen­ trations, 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 of the computer science pro­ gram as early in their Swarthmore years as pos­ sible. T h e 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. 4 *1 SPECIAL MAJOR IN COMPUTER SCIENCE [ The requirements for a Special M ajor in computer Science consist of: p$ I 2 mathematics courses numbered above 8 (Math9 and M a th l6 recommended); Each o f C S 2 0 , C S 2 1 , C S 2 3 , C S 3 5 , C S 46, C S97; Three o f C S 4 0 , C S 6 3 , C S 7 5 , C S 8 1 , M ath72, Engin21, Engin24, Ling50, or L in gl08. 1 Because this is a special major and because we have recently revised the C S curriculum, the Computer Science Comm ittee may allow some flexibility in these requirements. ■ I i CONCENTRATION IN COMPUTER SCIENCE I The Concentration in Computer Science can be combined with any major in the College. It I provides students with a well-rounded back­ ground in computer science sufficient to devel­ op significant, creative applications and to keep up with the rapid changes in the filed. Combined with an appropriate major, it pro9 vides preparation for graduate study or a career in computer science. Students interested in a Concentration in Computer Science should submit a concentration proposal for approval by the Computer Science Comm ittee, prefer8 ably by the end of their Sophomore year. If this I proposal is not part o f the Sophomore paper, it should include a copy of the Sophomore paper with it. Both the student’s major advisor and the Director of the Computer Science Program should be consulted when writing such a pro­ posal. W hile some flexibility is possible, the requirements for the C oncen tration in Computer Science will consist of six courses I including a comprehensive experience. T h e six courses should be selected as follows: 4 Each of M ath9, C S 2 0 .C S 2 1 , C S 3 5 , C S 97; | One o f C S 2 3 or C S 46. Because we have recently revised the C S cur­ riculum, the Computer Science committee may allow some flexibility in these require­ ments. The comprehensive experience will ordinarily be satisfied by com pleting C S 9 7 : Senior Conference. In some cases a thesis or project may be used to satisfy some other department’s ( I comprehensive experience and also the Computer Science requirement. In such cases specific approval of the Computer Science Program and the other department must be ob­ tained before embarking on the project. JOINT SPECIAL MAJORS Students desiring to integrate computer sci­ ence with another discipline in a more formal manner are encouraged to develop a Special Major combining computer science and anoth­ er area. Such special majors require the ap­ proval of the Computer Science Committee and the other department involved. Special majors should be designed in consultations with the Director of the Computer Science Program as early in the student’s program as possible. Approval o f a special major is not guaranteed. It will depend upon the availabili­ ty of resources (both faculty and equipment) and the student’s demonstrated ability to work independently. HUNURS PRU6RAM Honors majors and minors in computer science are available. HONORS MAJOR A n honors major in C S will consist of: two 2credit papers, one 2-credit research report or thesis, a minor paper, and a senior honors work portfolio. T h e following will be submitted to external ex­ aminers 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 of these 2-credit papers will be examined by a 3 hour written exam and an oral exam; B ) O ne 2-credit research report or thesis to be read by an external examiner and examined orally; C ) Senior Honors Work portfolio. W e expect that all C S examiners will meet to­ gether to discuss honors recommendations for 1 11 U Computer Science 1 ----------------------------------------------------------------------------------------------------------------------------------------------* DETAILS A ) Currently approved papers for part A . Course Combination Paper Algorithms C S41 Algorithms or new (after 96) C S35 M ath 72 Combinatorial Optimization Algorithms & Theory C S41 Algorithms or new (after 96) C S35 C S 4 6 Theory o f Computation Artificial Intelligence & Robotics C S81 Building Intelligent Robots C S 63 A rtificial Intelligence Compiler Design & Theory C S 4 6 Theory o f Computation C S 75 Compiler Design & Construction Computer Architecture Engin21 Digital Logic Design C S 23 Computer Architecture Programming Languages C S 2 0 Structure and Interp of Comp. Programs C S 75 Compiler Design & Construction C S majors and minors. Selections to satisfy part A must include 4 dis­ tin ct courses. In certain circumstances, the C S Program may be willing to consider other groupings o f courses or seminars or courses with attachments. In all cases the Computer Science Comm ittee 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 primary literature o f computer science and the writing o f a scholarly scientific paper. W e hope that the paper will report a research experience in­ volving the student and faculty-(here or else­ where). It is expected that most of the research or scholarly ground work will be completed be­ fore 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 of thesis work in the Fall o f 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 o f full par­ ticipation in C S 9 7 ; Senior Conference with course students in the Spring semester o f 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 o f various topics in 1 12 computer science. Honors students will answer a subset o f these questions (in less than 2500 words) which will be included with written work from C S 97 as Seniors Honors Work. This material will be sent to all C S external examiners. ■ To be eligible for an honors major in computer science students must 1) have a B+ average in all C S courses completed by the end o f Junior year. These must in­ clude: C S 20, C S 21, C S 3 5 , and at least one of C S 2 3 or C S 46. I 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 M ath 9 and M ath 16 with a grade o f B+ or better or I b ) passed M ath l6H with a grade o f B or better or c ) completed M ath47 or M ath49 with a grade o f B - or better. 3 ) complete by the end o f the senior year both o f C S 23 and C S 4 6 , and in addition C S 93, and C S 97. Because we have recently revised the C S cur­ riculum, the Computer Science Committee may allow some flexibility in these require­ ments. I HONORS MINOR IN CS One 2-credit paper to be selected from combi­ nations o f courses listed in A above. A n exam­ iner will set both a 3 hour written exam and an oral exam for the paper. Senior honors study for a C S minor will be de­ signed on an individual basis in consultation with the student and a faculty representative of the major department. It will often consist o f a half credit paper on uses of computers in the major discipline. T h e expectation is that this paper would be at a depth greater than a nonC S minor could write. To be eligible for an honors minor in computer science student must 1) have a B+ average in all C S courses com­ pleted by the end of Junior year. These must in­ clude: C S 2 0 , C S 2 1 , C S 3 5 , and at least one of the C S23 or C S 46. 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 M ath 9 or M ath 16 with a grade of B or better or b) passed M ath l6H or M ath47 or M ath49 with a grade o f B - or better. Because we have recently revised the C S cur­ riculum, the Computer Scien ce Committee may allow some flexibility in these require­ ments. STUDY ARROAD Students planning to concentrate or major in Computer Science may opt to study abroad for one semester or a whole year. Because ad­ vanced courses in Computer Science are of­ fered only in alternate years, some selections will be unavailable to some students. A course of study abroad should be agreed upon with the Program before it is taken. T h e Computer Science Program will give credit for appropri­ ate courses taken aboard. T h e Program deter­ mines credit earned by students on their return to Swarthmore on the basis o f evidence pre­ sented by the student. Depending upon the re­ sources available to the Program, independent study and/or reading courses may be offered to accommodate students who are unable to take desired offerings because o f study abroad. GRADUATE STUDY Students interested in graduate study in Com ­ puter Science will be well prepared by a Spe­ cial Major in Computer Science or by majoring in M athematics or Engineering and com ­ pleting selected Computer Science courses. T h e choice o f the appropriate major and com­ puting courses will depend on the student’s in­ terests and should be made in consultation with the director o f the Computer Science Program. O ther majors are also reasonable for students with special interests. For example, a major in Linguistics or Psychology 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 of taking the mathematics and computing courses necessary to be prepared for graduate work in Computer Science. COMPUTER SCIENCE COURSES (Courses numbered above 40 will be offered in alternate years.) 10 Great Ideas in Computer Science. T his course will introduce a number of funda­ mental ideas in computer science. Topics to be covered include: history, applications, the basic design o f a digital computer, the programming process, theory o f computability, artificial in­ telligence, and the social implications o f com­ puting. Students will contribute to and modify the emphasis of the course by writing and pre­ senting 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. N one­ theless, much o f the material will be encoun­ tered in laboratory sessions in addition to the lecture-discussion sessions. Lab work required. T his course is a Science Primary Distribution Course. It is designed for Freshmen and Sophomores and they will be given enrollment preference. Computer Science Each semester. Judith W ilson, Fall. Charles Kelemen. Kelemen and staff, Spring. 23 Computer Architecture. 20 Structure and Interpretation of Computer Programs. A tour o f today’s and tomorrow’s computer sys­ tems, including R IS C and C IS C microproces­ sor instruction sets and addressing modes, in­ terrupts and DM A, peripherals, memory sys­ tem hierarchy, virtual memory and machine, and networks. Connections between hardware and higher-level languages and operating sys­ tems. T h e laboratory will include studies of specific machines from microcontrollers to dig­ ital signal processors t o workstations. Crosslisted as Engineering 22. T his course is a serious introduction to the study o f computer programs; and, through pro­ grams, some central ideas in computer science. By studying programs that make repeated and deep use of abstraction, students will learn how to generate precise specifications from vaguely formulated and perhaps partially understood descriptions. T h is is a skill that is essential in writing computer programs and will be useful in all intellectual endeavors. Topics to be cov­ ered include: programming idioms and para­ digms (functional and object-oriented), recur­ sion, abstract data structures (lists, queues, trees and sets), information retrieval, binding and scope, and interpreters. Lab work required. T his course is a Science Primary Distribution Course. Prerequisite: Comfort with your computing abilities. Fall semester: Lisa Meeden. CS21 The Imperative Paradigm: Unix and C. T his course introduces students to fundamen­ tal aspects o f the field o f computing, focusing on problem-solving, software design concepts, and their realization as imperative programs run on the U nix operating system. A n intro­ duction to the U nix operating system and the C programming language for the purpose of gaining mastery of these principles, will be pro­ vided in lecture and in closely-coordinated laboratory experiences. Topics to be covered include: Von Neumann architecture, operating system overview, U nix, Emacs editor, elemen­ tary U n ix tools (such as grep, sort, tr), shell scripts, C programming, control structures, ar­ rays, procedural abstraction, pointers, itera­ tion, recursion, sorting, data types and their representation, elementary data structures, Lists, Stacks, Queues, informal analysis o f algo­ rithms, informal verification using loop invari­ ants, brief exposure to parallel processing, and Graphical User Interfaces via TCL/TK. Lab work required. T his course is a Science Primary Distribution Course. Prerequisites: none. Fall Sem ester. Lisa M eeden and Charles 1 14 Prerequisites: none. Spring semester: Silvio Eberhardt. CS35 Algorithms and Object Oriented Computing. T his course completes the broad introduction to computer science begun in C S 2 0 and C S 21. It provides a general background for further study in the field. Topics to be covered include: object-oriented programming in C + + , ad­ vanced data structures (trees, tries, graphs, etc.) and algorithms, software design and veri­ fication, and parallel and distributed algo­ rithms. Students will be expected to complete a number o f programming projects illustrating the concepts presented. Lab work required. Prerequisites: C S21 or per­ mission of instructor. M ath9 recommended. Spring semester. Lisa Meeden. 40 Cumputer Graphics. Techniques used to model and display two- and three-dimensional scenes. Principles o f the W IM P (W indow s-Icon-M enu-Pointing de­ vice) graphical user interface. Topics include 2D and 3D transformations, clipping, hidden surface removal, rendering, representing curves/surfaces/solids, image filtering, lighting, and ray tracing. A laboratory will involve pro­ gramming user-interface systems and images using the X I 1 package and PH IG S. Prerequisite: Familiarity with C . Next offered Fall 97. 41 Algorithms. T h e study o f 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 include: abstract data types, trees (including balanced trees), graphs, searching, sorting, and the im­ pact o f several models o f parallel computation on the design o f algorithms and data structures. Prerequisite: C S 35. Fall semester. Charles Kelemen. 46 Theory of Computation. The study o f various models o f 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 re­ spect to how difficult they are to solve. Topics to be covered include: formal languages and fi­ nite state devices, Turing machines and other models o f computation, computability, and complexity. Prerequisite: C S 35. Spring semester. Charles Kelemen 63 Artificial intelligence. The unifying them e o f this course is the concept o f an intelligent agent. Based on this perspective, the problem o f A I is seen as de­ scribing and building agent's that receive per­ ceptions from an environment and perform ap­ propriate actions based on them. This course will examine many different methods for im­ plementing this mapping from perceptions to actions including: production systems, reactive planners, logical planners, and neural net­ works. W e will use Schem e and Lisp to pro­ gram various agent and environment models. Lab work required. Prerequisite: C S 20. Next offered Fall 98. 75 Principles of Compiler Design and Construction. This course presents an introduction to the de­ sign and construction of language translators for imperative, procedure oriented program­ ming languages. Topics covered include: formal grammars, lexical analysis and finite automata, syntax analysis and pushdown automata, LL and LR parsing, semantic analysis and table handling, error detection and recovery, code generation and optimization, compiler writing tools. Prerequisite: C S 35. Fall semester. Charles Kelemen. 81 Building intelligent Robots. This course addresses the problem o f control­ ling robots that will operate in dynamic, un­ predictable environments. In laboratory ses­ sions, students will work in groups to build small, lego-based mobile robots and to program them to perform a variety o f simple tasks such as obstacle avoidance and light following. In lecture/discussion sessions, students will exam­ ine the major paradigms o f robot control through readings with an emphasis on adaptive approaches. Next offered Fall 99. 91 Special Topics in Computer Science. In general, subject matter for C S91 is depen­ dent on a group need or individual interest. Normally restricted to senior students and only offered when staff interests and availability make it practicable to do so. 93 Directed Reading and/or Research project. W ith the permission o f a staff member who is willing to supervise it, a qualified student may undertake a program o f extra reading and/or a project in an area o f computer science. 97 Senior Conference. This course provides senior concentrators and special majors an opportunity to delve more deeply into a particular topic in computer sci­ ence synthesizing material from previous cours­ es. Most recently the topic has been parallel processing. It is the usual method used to satis­ fy the comprehensive requirement for a com­ puter science major or concentrator. Spring semester: Lisa Meeden. Economies N STEPHEN S. GOLUB, Professor, Chairman ROBINSON G. HOLLISTER, J R ., Professor3 MARK KUPERBERG, Professor FREDERIC L . PRYOR, Professor (part-time) BERNARD SAFFRAN, Professor1 LARRY E . WESTPHAL, Professor3 JOHN P. CASKEY, Associate Professor1 ELLEN B. MAGENHEIM, Associate Professor STEPHEN A . O’CONNELL, Associate Professor AMANDA BAYER, Assistant Professor1 PEGGY dePROPHETIS, Visiting Lecturer CHARLES F. STONE III, Visiting Lecturer 1 Absent on leave, fall semester 1996. 2 Absent o n leave, spring semester 1997. ■ 1 3 Absent on leave, 1996-97. ■ ■ T h e 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. 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 math­ ematics courses, such as M ath 30 (Differential Equations) and M ath 47 (Introduction to Real Analysis). E con l or its equivalent is a prerequisite for all other work in the department. In addition, all Students contemplating careers in business or law may wish to take accounting. In turn, stu­ dents contemplating careers in international economics or business are strongly urged to have a mastery of at least one modem foreign language. majors in economics must satisfy a theory requirement by taking Econ 11 (Intermediate Microeconomics) and Econ 21 (Intermediate Macroeconomics). T hey must also satisfy a sta­ tistics requirem ent by taking E con 31 (Statistics for Economists) or its equivalent such as Statistics 23 or M athematical Statistics 53 (Statistics 1 or Statistics 2 do not meet the requirem ent). T h e statistics course in the Economics Department focuses more on the application o f statistical tools to economic problems; th e statistics courses in the Mathematics and Statistics Department focus more on the derivation of the mathematical 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. T h e department very strong­ ly recommends that students take M ath 5 and either M ath 6A & 6 C (basic calculus) or the series of M ath 6A & 6B and M ath 18. M ath 16 (Linear A lgebra) and M ath 18 (Several 116 To graduate as a major, a student must: have at least eight credits in economics; meet the the­ ory 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 o f the Spring semester (honors stu­ dents). To be prepared for the comprehensive exam, course students are strongly advised to complete Econ 11, Econ 21, and Econ 31 (or its equivalent) before the second semester of their senior year. Students who are contemplating a major in econom ics should consult “Econom ics at Swarthmore: Department Handbook” (available in the department office) for additional information regarding the details o f the pro­ gram. B ■ B ■ ■ 1 1 *4 COURSES 1 . Introduction to Economics. ■ 4 Covers the fundamentals o f micro and macro economics: supply and demand; market struc­ tures; income distribution; fiscal and monetary policy in relation to unemployment and inflation; economic growth; and international eco­ nomic relations. Focuses on the functioning of markets as well as on the rationale for and the design of public policy. Prerequisite for all fur­ ther work in economics. Primary Distribution Course. Fall and spring semesters. Staff. 3. The World According to Economics. I This course explores from an economic perspective the econom ic 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. Not offered 1996-97. I 6. The U.S. Economy & Economic Thought: Roosevelt Through Clinton. ■ 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. I Not offered 1996-97. 10. Current Issues in Economic Policy. “ Examines current micro and macro economic policy issues. Topics vary year to year depending on developments in the economy. R ecent topics have included flagging economy-wide performance, health care, tax reform, and per­ sonal finance. T h e format is seminar-like. Reading material includes the economic and financial pages o f current periodicals, reports of think tanks and other current literature. 1 ■ Not O ffered 1996-97. I 1 1 . Intermediate Microeconomics. ■ Provides a thorough grounding in intermedi­ ate-level microeconomics. T h e standard topics ate covered: behavior o f 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 o f theory and see practical applications. Fail semester. Westphal. 2 1. Intermediate Macroeconomics. Intermediate-level macroeconomics. Models are developed o f the determination o f output, interest rates, prices, and other aggregate vari­ ables in closed and open economies. Students analyze conflicting views of business cycles, stabilization policy, inflation/unemployment tradeoffs, and fiscal and trade deficits. Extensive problem-solving stresses the applica­ tion o f theoretical tools to policy issues. Spring semester. O ’Connell. 22. The Ecnnnmics of Ranking and Financial Markets. This course examines the economics of finan­ cial institutions and markets. Among the top­ ics considered are: (1) the payments system; (2) economic explanations for the existence and operations o f banks; (3) the regulation of financial institutions and markets; and (4) the­ ories o f stock, bond, futures and option prices. Spring semester. Caskey. 31. Statistics for Economists. 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 Statistics 23 or M athematical Statistics 53, or Econ 35. Fall semester. Kuperberg. 32. Operations Research. (Cross-listed with Engineering 57.) T h e prin­ ciples of operations research as applied in defining optimal solutions to engineering and economic problems to assist decision making: T h e working principles of engineering eco­ nomics are introduced in conjunction with operations research topics. Normally for junior and senior students. Primary Distribution Course, Natural Sciences only; and only if enrolled for Engineering 57. 117 Economics Prerequisites: elementary linear algebra and high school algebra 43. Public Policy and the American Family. Fail semester. McGarity. T his course surveys financial and managerial accounting. Covered are concepts and m eth­ ods of financial accounting following generally accepted accounting principles, and the effects o f alternative principles on the measurement o f periodic income and financial status. R ecent 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.) T h e 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 o f births to single mothers have risen, and relationships 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 concentrations in Public Policy and W om en’s Studies. Spring semester. deProphetis. Fall semester. Magenheim. 35. Econometrics. 51. The International Economy. A survey o f fundamental econometric methods emphasizing application. Som e empirical work is required. This course surveys the theory of trade (micro­ economics) and o f the balance o f payments and exchange rates (macroeconomics). T he theories are used to analyze topics such as trade patterns; trade barriers; flows of labor and cap­ ital; exchange-rate fluctuations; the interna­ tional monetary system; and macroeconomic interdependence. This course may be counted toward a concentration in Public Policy, 33. Accounting. Prerequisite: Econ 31 or equivalent; or instruc­ tor’s permission. Spring semester. Kuperberg. 4 1. Public Finance. T his course focuses on government expendi­ ture, tax, and debt policy. A major part of the course is devoted to an analysis o f current pol­ icy issues in their institutional and theoretical contexts. T h e course will be o f most interest to students having a concern for economic policy and its interaction with politics. T his course may be counted toward a concentration in Public Policy. Recommended: Econ 11. Spring semester. Safffan. 42. Law and Economics. T h e purpose o f this course is to explore the premises behind the use of utilitarian con­ structs in the analysis o f public policy issues. In particular, the appropriateness of the growing utilization of economic methodology will be examined through an intensive study o f issues in property, tort, contract, and criminal law. T his course may be counted toward a concen­ tration in Public Policy. Recommended: Econ 11. N ot offered 1996-97. 118 Prerequisite: Econ 11 or Econ 21; Recom ­ mended: both. Fall semester. Golub. 53. International Political Economy. (Cross-listed with Political Science 68 ) This course uses political and economic perspectives to analyze the interrelations between the inter­ national economy and economic development, national security, and social welfare. This course may be counted toward a concentration in Public Policy. Prerequisite: Pol S c i 4. N ot offered 1996-97. 61. Industrial Organization. This course examines why firms and markets are organized as they are and how their organi­ zation affects the way they operate. Topics include the relationship between market struc­ ture and firm behavior; particular aspects of firm behavior— pricing, advertising, and collu­ sion; and the effects of regulation. T his course may be counted toward a concentration in Public Policy. Recommended: Econ 11 Spring semester. Magenheim. be counted toward a concentration in Public Policy. 7 1 . Labor Economics. Fall semester. Magenheim. Labor market operations are the focus. Topics covered include: determinants o f wage and benefit levels; growth in inequality o f earn­ ings; em ployment, unemployment; the changing role o f unions; discrimination on the basis o f race and gender; the effects of immigration; returns to education. T his course may be counted toward concentra­ tions in Black Studies and W omen’s Studies. 76. Economics of the Environment and Natural Resources. Recommended: Econ 11 Not offered 1996-97. 72. Social Economics. T he extent, consequences, and causes of poverty and econom ic inequality; an appraisal o f reforms in income support pro­ grams, medical care, education, housing; the “underclass”; the economics o f discrimina­ tion. T his course may be counted toward concentrations in Public Policy and Black Studies. Recommended: Econ 11. Not offered 1996-97. 73. Women and Minorities in the Economy. This course focuses on the role of gender and race in economic systems. Topics include: the economic status o f women and minorities; sources of race and gender inequality, includ­ ing wage and job discrimination; public poli­ cy 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, W om en’s Studies and Black Studies. Spring semester. Bayer. 75. Health Policy. Topics addressed in this course include the economics o f health care demand and supply; the changing organization o f health care delivery; demographic change and demands on the health care system; problems o f access to health care services; economic analysis of standard and new medical treatments; supply and demand for doctors and nurses; govern­ ment financing and regulation; health insur­ ance; comparative analysis o f health care sys­ tems in different countries. This course may Micro and macro economic approaches, long run implications of resource use for econom­ ic growth, alternative uses o f natural envi­ ronments and approaches to pollution con­ trol. G overnm ent response to situations involving externalities, public goods, and common property resources. Case studies. T his course may be counted toward a con­ centration in Public Policy. Recommended: Econ 11. Spring semester. Staff. 8 1. Economic Development. A survey covering the principal theories of economic development and the dominant issues o f public policy. W ithin a perspective that emphasizes choice and transfer of tech­ nology as well as technological development, emphasis is given to agricultural and indus­ trial development, to interactions among sectors, and to international trade and capi­ tal flows (including foreign aid). This course may be counted toward a concentration in Public Policy, as well as a program in Black Studies and Asian Studies. N ot offered 1996-97. 82. Political Economy of Africa. 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 C F A zone, and the role of the state in eco­ nom ic development in Africa. This course may be counted toward concentrations in Black Studies and Public Policy. Fall semester. O ’Connell. 83. Asian Economies. Examines economic development and cur­ rent economic structure, along with major policy issues (domestic plus vis-a-vis the U S ), in some o f the principal economies of Asia, focusing on those in East Asia but 119 Economies including at least one South Asian country as well. T h e format is seminar-like; a paper is required. T his course may be counted toward a concentration in Public Policy as well as a program in Asian Studies. Not offered 1996-97. 85. The Economics of Transition; The Path to a Market Economy. Reviews the economic systems of the former planned economies o f Eastern Europe and Asia; explores the basic strategies to move from a centrally planned to a market econo­ my followed in various countries; examines the policy sequence to achieve privatization, liberalization, and stabilization associated with each strategy; and analyzes the problems encountered. Fall semester. Pryor. 9 7 ., 98. Public Pnlicy Thesis. (Cross-listed with Political Science 97 and 98. ) Thesis preparation on a public topic. T h e thesis will be supported by rele­ vant faculty and presented to a student/faculty seminar. For a two credit thesis, enroll­ ment in both 97 and 9 8 is required. See the Bulletin’s listing on the Concentration in Public Policy for further information. 1018. Economic Theory: Advanced Macroeconomics. (1 credit) P Subjects covered include: micro foundations o f macroeconomics, monetary and fiscal pol­ icy with multiple assets, dynamic aggregate supply and demand, growth theory, rational expectations, New C lassical and New Keynesian m acroeconom ics. Techniques used include: comparative statics with linear algebra and econom ic dynamics with differ­ ential equations. «■» Prerequisites: Econ 21 and at least one o f the following: M ath 16, M ath 18 or M ath 30. Spring semester. Kuperberg. 122. Financial Economics. T h e seminar exam ines m odem develop­ ments in the theory o f asset prices and the economics o f financial institutions. Topics include: (1) the payments system; ( 2 ) eco­ nomic explanations for the existence and policy operations o f banks; (3) the regulation of financial institutions and markets; and (4) theories o f stock, bond, futures, and option prices. Prerequisites: E con 11, M ath 6 A a n d 6 C , and Econ 31. Fall or spring semester. Staff. Spring semester. Caskey. 99. Directed Reading. 135. Econometrics. W ith consent o f a supervising instructor, individual or group study in fields o f interest not covered by regular course offerings. T h e full spectrum o f econometric methods are reviewed. Papers applying methods to important economic problems are critiqued by students. A n empirical research paper is required. Fall or spring semester. Staff. SEMINARS 101 A . Economic Theory: Advanced Microeconomics. (1 credit) Subjects covered include: consumer and pro­ ducer theory, optimization and duality, gen­ eral equilibrium, risk and uncertainty, asym­ m etric information and game theory. Prerequisites: Econ 11 and at least one o f the following: M ath 16, M ath 18 or M ath 30. Spring semester. Bayer. 120 4 A * 4 Prerequisite: Econ 31, equivalent, or permis­ sion o f the instructor. Spring semester. Kuperberg. 14 1. Public Finance. T his 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. * 4 Prerequisite: Econ 11; Recommended: Econ 21. T his course may be counted toward a concentration in Public Policy. Spring semester. Saffian. T» 151. International Economics. 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 o f labor and capital; exchange-rate fluctuations; the international monetary system; macroeconomic interdepen­ dence; case studies o f selected industrialized, developing, and Eastern bloc countries. This course may be counted toward a concentration in Public Policy. Prerequisite: Econ 11 and Econ 21. Fall semester. Golub. 161. Industrial Organization and Public Policy. T h e seminar examines the organization of firms and markets and the relationship between organization and outcomes with respect to pricing, advertising, product differ­ entiation, and other aspects o f behavior. Other topics include the effects of antitrust policy; economic regulation and deregulation. This course may be counted toward a concentration in Public Policy. Public Policy. Prerequisite: Econ 11 or Econ 21. Fall semester. O ’Connell. 185. The Economics of Transition: The Path to a Market Economy. Analyzes the structure and performance of for­ merly centrally planned economies moving toward a market economy; reviews their previ­ ous econom ic systems; explores the basic strategies to move from one system to another; examines the policy sequence to achieve priva­ tization, liberalization, and stabilization associ­ ated 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 o f the reform strategies. Foil semester. Pryor. 198. Thesis. W ith consent of a supervising instructor, hon­ ors majors may undertake a senior thesis for double credit. Prerequisite: Econ 11. Fall and spring semesters. Staff. Spring semester. Magenheim. 199. Senior Honors Study. 1 7 1 . Labor and Social Economics. Senior Honors Study consists o f a seminar taken in the second semester o f senior year. Majors rewrite and present one seminar paper from each of their three preparations. Minors rewrite and present a seminar paper from their one preparation. These rew ritten seminar papers will be sent to the examiner who is examining that preparation. Majors receive 1 credit and minors 'Acredit. Students discuss such topics as: the organiza­ tion of work within firms; labor market opera­ tions, unions and labor relations, unemploy­ ment and macro-conditions; economic analysis education, health care, housing, discrimina­ tion; determinants of income inequality; gov­ ernment policies with respect to health, educa­ tion, and welfare. This course may be counted toward a concentration in Public Policy (one credit) and Black Studies. Recommended: Econ 11. Not offered 1996-97. 181. Econumic Develupment. A survey of theories o f growth, stabilization, income distribution, trade policy, and house­ hold behavior in developing countries. Issues of current interest include the Asian “miracle,” technological change, and the political econo­ my o f government policy. Students write sever­ al short papers examining the literature and a longer paper analyzing a particular country’s experience. T his seminar may be counted toward concentrations in Black Studies and Education K . ANN RENNINGER, Associate Professor USASM ULYAN, Associate Professor EVA F. TRAVERS, Associate Professor and Program Director WESLEY SHUMAR, Visiting Assistant Professor DIANE ANDERSON, Lecturer RORERT GROSS, Associate Dean o f Students T h e Program in Education has three purposes: to expose students to issues in education from a variety of disciplinary perspectives, to pro­ vide a range o f field experiences for students who wish to explore their aptitude and interest in teaching, counseling or research in an edu­ cational setting, and to prepare students to be certified for entry into public school teaching. Courses in the Program in Education are intended to be integral to the College’s acade­ mic offerings. T h e Program’s most important goal is to help students learn to think critically and creatively about the process o f education and the place o f education in society. To this end, both its introductory and upper level courses necessarily draw on the distinctive approaches of Psychology, Sociology, A nthro­ pology, Political S cien ce, Philosophy, and History. Because students major in one of the traditional disciplines, courses in Education offer both an opportunity to apply the particu­ lar skills of one’s chosen field to a new domain and interaction with other students whose dis­ ciplinary approaches may differ significantly from their own. There is a lim it o f four fieldbased Education credits (currently Education 16, 17, and in some cases, 91 ) that can be counted toward graduation. SPECIAL MAJORS There is no major in Education, but Special M ajors with Linguistics, Political Scien ce, 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 credits in the pri­ mary department and four in Education or at least five in each o f the two disciplines. A the­ sis or a comprehensive examination integrat­ ing work in the two fields is required. Both departments collaborate in advising students pursuing Special M ajors,, HONORS PROGRAM Students may pursue the Honors Program in Education either as a part of a Special Major or as a Minor. Special M ajor Honors Programs will take one o f the following forms: 1) two prepa­ rations in Education and two in the other dis­ cipline that is part of their special major; 2) three preparations in Education and one in the other discipline; or 3 ) two and a half prepara­ tions in Education and one and a half in the other discipline (or vice versa) when an inte­ grative, two-credit thesis receives one credit from both departments. A ll Education Special Majors in the Honors Program will complete a two credit thesis and will participate in a one credit senior Honors seminar in which they will expand on work done in other prepara­ tions. Education Minors in the Honors Program will take either a two credit seminar or a course and attachm ent to prepare for the external examination and will write a short integrative essay in which they link their work in their Education M inor to work in their Major. FOREIGN STUDY Students may apply for Education credit for work done abroad (either in a formal course or in a field placement in an educational setting), provided that they have taken Introduction to Education at Swarthmore. T h e Swatthmore course may be taken prior to study abroad or subsequent to it. TEACHER CERTIFICATION Swarthmore offers a competency-based teacher preparation program for students who seek sec­ ondary certification from the Commonwealth o f Pennsylvania. Competency is judged by an interdisciplinary com m ittee o f the faculty whose members have established criteria for certification in Biology, Chemistry, English, French, G erm an, M athem atics, Russian, Spanish, and Social Studies. Certification in Physics is available through an arrangement with Bryn Mawr College. Individual programs are developed in conjunction with departmen­ tal representatives and members o f the Education staff. A ll students seeking certifica­ tion must meet Swarthmore College’s general requirements for course distribution and a major. Specific departmental requirements for certification are found in departmental listings in the Bulletin. 9th semester option: Students who have com­ pleted all the requirements for certification in their discipline and in Education, except for Student Teaching (Education 16) and Curric­ ulum and Methods Seminar (Education 17) may apply to return following graduation to complete the teacher certification program during a ninth semester. During this semester they take Education 16 and 17; they pay for a total o f one course o f tuition; and are not eligi­ ble for campus housing. Further information on the 9th semester option is available in the Education Office. Elementary certification: Swarthmore College does not offer certification in elementary edu­ cation. However, if students complete the Swarthmore courses listed below and enroll for two courses at Eastern College (Communi­ cation Arts For Children and Teaching of Reading), they can receive elementary certifi­ cation through Eastern College. T h e required Swarthmore courses for elementary certifica­ tion are: Introduction to Education, Educa­ tional Psychology, Developmental Psychology, Teaching the Young Learner, Practice Teaching, Curriculum and Methods Seminar, and a series o f workshops in M ath, Social Studies and Science Methods. REQUIREMENTS FOR SECONDARY 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 in their senior year or during a ninth semester. In addition, they must com plete the following sequence of courses: • Educational Psychology, Educ. 21 • Developmental Psychology, Psychology 39; Child Development and Social Policy, Educ. 66; or Adolescence, Educ. 23 • A n 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 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 of Education, Educ. 67 l. Urban Education, Educ. 68 m. Special Topics, Educ. 91 A or B Students will be admitted to the certification program after submitting their Sophomore Paper and taking Introduction to Eductaion. Students must attain at least a grade point average of C in courses in their major field of certification and at least a grade o f C + in Introduction to Education in order to student teach. In addition, students must be recom­ mended by their major department, by their Cooperating T eacher in Introduction to Education, and by members of the faculty in Education who have taught the student. Placement of students for practice teaching is contingent on successful interviews with the 123 Education Director o f the Education Program and with appropriate secondary school personnel. Anthropology 18.) Fall. Baugh. 21. Educational Psychology. COURSES 1C . The Writing Process. (See English 1C .) Fall semester. Blackburn. 14. Introduction to Education. A survey of issues in education within an inter­ disciplinary framework. In addition to consid­ ering the theories of individuals such as Dewey, Skinner, and Bruner, the course explores some major economic, historical, and sociological questions in Am erican education and discusses alternative policies and programs. T h e course gives students an opportunity to determine their own interest in preparing to teach, and furnishes them with first-hand experience in current elementary and secondary school prac­ tice. Field work is required. Primary distribution course. Each semester. Staff. 16. Practice Teaching. Supervised teaching in either secondary or ele­ mentary schools. Double credit. Students seek­ ing secondary certification must take Education 17 concurrently. (Single credit prac­ tice teaching may be arranged for individuals not seeking secondary certification.) Each semester. Staff. 1 7 . Curriculum and Methods Seminar. T h is course will consider theoretical and applied issues related to effective classroom instruction. It must be taken concurrently with Educ. 16. Each semester. Staff. 18. Linguistic Strife in Schools. W e explore the evolution o f American linguis­ tic diversity and its educational consequences. W e examine research from sociolinguistics, historical linguistics, and other complementary articles. A substantial dimension o f the course will be an in-class presentation and term paper examining the relationship between language and (potential) sources o f linguistic conflict among culturally diverse U .S. citizens. (Cross-listed as Linguistics 18 and Sociology/ 124 (Also listed as Psychology 21.) T his course focuses on issues in learning and development which have particular relevance to under­ standing student thinking. Research and theo­ retical work on student learning and develop­ ment provide the core readings for the course. In addition, students tutor in local schools and participate in a laboratory section which pro­ vides an introduction to the process o f research. Limited enrollment. Spring semester. Renninger. 23. Adolescence. (A lso listed as Psychology 23.) T his course uses a developm ental perspective to exam ine salient characteristics o f adolescence. T h e goal is to obtain a theoretical understanding of ado­ lescence and an overview of major research. During the first part of the term, students explore various aspects o f individual develop­ ment (e.g., cognitive, affective, physiological, etc.). T h e second part o f the semester focuses on the adolescent’s adaptation in major social contexts (e.g., family, peer group, school, etc.). Spring semester. Smulyan. 25. Counseling: Principles and Practice. A n introductory course exploring counseling theories and techniques within the context of school and community based counseling agencies. N ot offered 1996-97. 26. Special Education: Issues and Practice. This course explores current definitions and approaches to the field o f special education, focusing mainly on the learning disableds and socio-emotionally troubled student popula­ tions. Classwork includes readings from both Education and Psychology. Field placement required. Spring semester. 42. Educating the Young Learner. T his 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 o f 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. Required for elementary teaching certifica­ tion. Fall semester. 48. Ethnographic Perspectives in Education. This course examines the issues o f culture, identity, and learning in a number o f current ethnographies o f education. Questions o f the status o f knowledge, teacher-student rela­ tions, teacher-administrator relations, and the role o f schools will be explored. nities and schools have responded. Students will survey current programs, curricula and research and consider the role o f formal edu­ cation in generating environmental aware­ ness in light o f global ecological crises. Fieldwork is required. Fall semester. Shumar. 66. Child Development and Social Policy. T his course provides students with an under­ standing o f the implications o f developmen­ tal psychology for social policy. Literature in child development and educational psychol­ ogy is used to study particular educational problems and policies. Field research is required. N ot offered 1996-97. Prerequisites: Child Development, Introduc­ tion to Education, or Educational Psychology. 54. Oral and Written Language. N ot offered 1996-97. Renninger. (See Linguistics 54.) 67. Political Economy of Education. Spring semester. Napoli. (Also listed as Political Science 3 5 .) Public education in the U nited 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 o n schools. Contemporary educational issues such as lit­ eracy, multicultural education, curriculum, and educational outcomes and their relation­ ship to the political economy will also be explored. 61. Women and Education. This course uses historical, psychological, and social frameworks to examine the role of gender in the educational process. N ot offered 1996-97■ Smulyan. 63. School and Society. T his course examines the paradoxical nature of schools as possible agents o f social change and as institutions which perpetuate existing social structures. It focuses on the relation­ ships between individuals and schools and the relationships among individuals, institu­ tions, and the larger society within which they operate. N ot offered 1996-97. Smulyan. 64. Political Socialization and Schools. T his course examines the influences o f fami­ ly, school, peers, media, and critical social and political events on the development o f political concepts, attitudes and behavior. N ot offered 1996-97. Travers. 65. Environmental Education. T his course explores the possibility of making environmental education a central part of the curriculum. W e will investigate political and economic issues of environmental racism and the ways in which programs in commu­ Prerequisites: Education 14 or P olitical Science 1-4. N ot offered 1996-97. 68. Urban Education. (Also listed as Sociology-Anthropology 68.) T his course will focus on issues facing urban educators and policy makers, including desegregation, compensatory education, cur­ ricular innovation, community involvement, bilingual education, standardized testing, school restructuring, and multiculturalism. Field work is required. N ot offered 1996-97. Travers. 125 Education 70. The Arts as Community Service/Social Change. (See Dance 70.) Spring semester. Sepinuck. 91A. Special Topics. W ith the permission o f the instructor, quali­ fied students may choose to pursue a topic of special interest in education through a pro­ je ct involving classroom or school practice. nar will focus on approaches to restructuring and reforming American education from the preschool to the secondary level in light of current political, econom ic and cultural debates. Specific policy foci will be deter­ mined, in part, by the interests o f seminar participants each term. Field work in a policy-related educational organization will be required. Spring semester. Travers. Available as a credit/no credit course only. 180 Honurs Thesis. Each semester. Staff. A two-credit thesis is required for students completing Special Honors Majors including Education. T h e thesis may be counted for two credits in Education or for one credit in Education and one credit in the other disci­ pline in the student’s Honors program. 91B. Special Topics. W ith the permission o f the instructor, stu­ dents may choose to pursue a topic o f special interest by designing an independent reading or project which usually requires a compre­ hensive literature review, laboratory work, and/or field-based research. T his may serve as a thesis for students doing a Special Major in Education and another department. Each semester. Staff. SEMINARS 12 1. Child Psychology and Practice. Selected topics in child psychology will be read and their im plications for theory, method and practice will be considered. Prerequisites: Education 14 and 21. N ot offered 19 96-97. Renninger. 131. Social and Cultural Perspectives on Education. In this seminar, students examine schools as institutions that both reflect and challenge existing social and cultural patterns of thought, behavior, and knowledge produc­ tion. In fall 1996, key topics for considera­ tion will be the definition and role o f literacy in schools, the school-community-home re­ lationship, culturally relevent education and multiculturalism, and the social construction o f gender in schools. Fall semester. Smulyan. 14 1. Educational Policy. T his seminar will analyze and evaluate edu­ cational policy issues and implementation at the federal, state and local levels. T h e semi- 126 Engineering H. SEAM. DUNN, Professor2 NELSON A . MACKEN, Professor ARTHUR E . McGARITY, Professor FREDERICK L . ORTHLIED, Professor and Chair ERIK CHEEVER, Associate Professor ERICH CARR EVERRACH, Associate Professor3 LYNNE A . MOLTER, Associate Professor FARUQ M .A . SIDDIQUI, Associate Professor SILVIO P. EBERHARDT, Assistant Professor LYNNE A . MOLTER, Associate Professor 2 Absent on leave, spring semester, 1997. 3 Absent on leave, 1996-97. T h e professional practice o f engineering requires creativity and confidence in applying scientific knowledge and mathematical m eth­ ods to the solution of technical problems of ever-growing complexity. T h e pervasiveness of advanced technology within our economic and social infrastructures demands that engineers more fully recognize and take into account potential economic and social consequences that may follow from resolving significant and analytically well-defined technical issues. A responsibly educated engineer must therefore not only be in confident command of current analytic and design techniques, but also have a thorough understanding of social and econom­ ic influences and an abiding appreciation for cultural and humanistic traditions. Our pro­ gram supports these needs by offering each engineering student the opportunity to acquire a broad yet individualized technical and liberal education. T h e structure o f the Department’s curriculum permits engineering m ajors to devote as much as three eighths of their course work to the humanities and social sciences. About half our majors pursue either a concen­ tration or a double major leading to two degrees, the Bachelor o f Scien ce in Engineering and a Bachelor o f Arts in a second academic discipline w ithin their four-year course o f study. acoustics, non-linear dynamics, and environ­ mental protection, including advanced analyt­ ical equipment for water and air pollution mea­ surement. W ithin these laboratories is a wide variety o f modem measurement equipment configured for computer-assisted data acquisi­ tion and process control; data files are directly accessible from anywhere on the college com­ puter network. A computer workstation labo­ ratory 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. T h e Department’s physical facilities include laboratories for general instruction and indi­ vidual student projects in electronics, electro­ magnetism, optics, systems dynamics and con­ trol, communications, engineering materials, solid and structural mechanics, fluid mechan­ ics, fossil and solar thermal energy conversion, Our departmental major program leading to the degree o f B achelor o f Scien ce in Engineering is accredited by the Engineering A ccreditation Com m ission of the A ccreditation Board for Engineering and Technology. Courses Readily Available to Non-M ajors High Performance Composites (1 ), Exploring Acoustics (2 ), Problems in Energy Technology (3 ), and A rt and Science o f Structures (7) are designed chiefly for students contemplating only an introduction to engineering. Mechanics (6 ) is primarily for prospective majors, but other interested students, particu­ larly those preparing for a careers in architec­ ture or biomechanics, are encouraged to enroll. Introduction to Environm ental P rotection (3 2 ), Operations Research (5 7 ), Solar Energy Systems (3 5 ), W ater Quality and Pollution Control (6 3 ), Swarthmore and the Biosphere 12 7 Engineering (6 4 ), Environm ental Systems (6 6 ), and Environmental Policy (68) appeal to many stu­ dents majoring in other departments, particu­ larly those pursuing the Environmental Studies concentration. Students interested in comput­ ers, including those in the Computer Science concentration, may wish to consider Digital Logic Design (2 1 ), Microprocessors and Computer Architecture (2 2 ) and Computer Graphics (2 6 ). Students majoring in the phys­ ical sciences or mathematics may enroll rou­ tinely in advanced engineering courses. Students may major or minor in the External Exam ination Program in the Engineering Department by taking appropriately related advanced engineering courses in preparation for external examinations. Department faculty also support concentrations in Computer Science and Environmental Studies and a spe­ cial major with the Program in Linguistics. Program for Engineering M ajors 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 M ath 5 and 6 (to be taken in the first year), M ath 18, and M ath 3 0 (normally taken in the sophomore year). N o courses intended to satisfy these departmental requirements, except those taken Fall semester in the first year, should be taken Credit/No Credit. T h e unspecified science 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 admissi­ ble toward an Engineering major. W ithin cate­ gory (i), the following core courses are required o f all students: Mechanics, Physical Systems Analysis I and II, Experim entation for Engineering Design, Thermofluid Mechanics, and Engineering Design. O f these, the first four are normally taken as follows: M echanics 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 o f sophomore year. Therm ofluid M echanics is normally taken in the fall of junior year, and Engineering Design, the cul­ minating experience for engineering majors, 128 must be taken in the spring o f senior year. Elective Program for Course M ajors: In consulta­ tion with his or her advisor, each student de­ vises a program o f advanced work in the De­ partment. These programs, normally including six courses, are submitted for Departmental approval as part of the formal application for a major in engineering during the spring semes­ ter o f sophomore year. A student’s elective program may or may not conform to some traditional or conventional area o f 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. Typical elective program plans include: (1 ) Electrical engineering group: Electronic Circuit Applications, Physical Electronics, Sem i-conductor Devices and Circuits, Electrodynamics, and Control Theory and Design. Students having an interest in dig­ ital systems might replace one or more of these courses with Digital Logic Design, Microprocessors and Computer A rchitec­ ture, V L SI Design, or Computer Graphics. (2) Computer engineering group: Digital Logic Design, Microprocessors and Computer Architecture, V L SI Design, and Computer Graphics. Students with an interest in computer hardware may include Electronic C ircu it A pplications, Sem iconductor Devices and Circuits, Physical Electronics or Control Theory and Design. (3) M echanical engineering group: Mechanics o f Solids, Engineering Materials, Fluid M echanics, Heat Transfer, Thermal Energy Conversion, Solar Energy Systems, and Control Theory and Design. (4) C ivil and environm ental engineering group: basic preparation includes M e­ chanics of Solids, Structural Theory and Design I, Soil and R ock Mechanics, and W ater Quality and Pollution C ontrol. i A dditional courses include Operations Research and Environmental Systems for those interested in the environment or urban planning, or Structural Theory and Design II for those interested in architec­ ture or construction. O ther recommended courses include Solar Energy Systems, Fluid 4 M echanics, and Engineering Materials. I I I I I I , I I I I I I I I I [ I I I I I I I I I Note th at High Performance Composites, Exploring A coustics, Problems in Energy Technology, A rt & Scien ce o f Structures, Introduction to Environm ental Protection, Swarthmore & 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 all o f the regular math, science, and core engineering requirements 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 o f the usual six engineering electives. O ne o f the three engineering examinations required for every honors degree in engineering must include E90. Examination is normally offered for two-credit preparations in areas listed following the course descriptions; others are possible by special arrangement. I I I More specific information about honors and course programs is distributed by the department to prospective engineering majors in December of each year. 1 Available to classes 1997 onward. COURSES I 1 . High Performance Composites. I I I I I I I I I I I I Introduction to the structure, properties and performance of modem composites in sports equipment, automotive and aerospace applications. Simple models of 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 of polymer and ceramic matrix composites, plus a research project of the student’s choice. Primarily for students no t majoring in engineering. High School Physics recommended. I Primary distribution course. I Spring semester; not offered 1997. 2. Exploring Acoustics. (Also listed as Linguistics 2) A course to pro­ vide students with exposure to basic scientific and engineering principles through an explo­ ration of the acoustics o f musical instruments, the human voice, structures, and the environ­ ment. Emphasis on hands-on analysis with a minimum use o f mathematics. For students not majoring in engineering. Includes laboratory. Spring semester; not offered 1997. 3. Problems in Technology. For students not majoring in science or engineering.This year, the course will concentrate on the automobile and its impact on society. Technical, political and socioeconomic aspects will be discussed. Class members will also work on teams with engineering students in design­ ing, building and testing a hybrid electric car. Enrollment limited. Primary distribution course. Spring semester 1997. 5. Engineering Methodology. 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. Designed for students who are potential majors as well as those inter­ ested only in an introduction to engineering. W hile E5 is not a required course for prospec­ tive engineering majors, it is strongly recom­ mended. Fall semester. 6. Mechanics. Fundamental areas o f statics and dynamics. Elementary concepts o f deformable bodies including stress-strain relations, beam, torsion, and stress transformations. Laboratory work is related to experiments on deformable bodies, and includes a M A TLA B workshop. Prerequisite: Physics 3 or equivalent. Primary distribution course. Spring semester. 7 . Art and Science of Structures. A n 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 129 !I Engineering li 4 tectural history, or with an interest in struc­ tures. Includes laboratory. For students not majoring in engineering. Fall semester; not offered 1996-97. 9. How Things Change. A study o f dynamic systems requiring no for­ mal mathematics. T h e course will be based upon a M acintosh sim ulation program (STELLA II) that is entirely icon driven and which relies upon a metaphoric description to envision and model even the most com­ plicated situations. Examples will be taken from many fields o f study; representative top­ ics include the dynamics o f competing popu­ lations, the spread of epidemics, the evolu­ tion of business cycles, the operation of auto­ mobile cruise control systems, and examples o f 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; not offered 1997■ 1 1 ,1 2 . Physical Systems Analysis I and II. T h e study of engineering phenomena which may be represented by a linear, lumped-para­ meter model. Ell (fall semester) is oriented mainly toward electrical devices and the development of mathematical techniques for the analysis o f their linear behavior. E12 (spring semester) is more concerned with m echanical, therm al, and fluid systems. Includes laboratory. Credit may be given for either semester, or both. Prerequisites: Math 6 and Physics 4 (or equivalent) or permission o f instructor. Spring semester. 2 1. Digital Logic Design. Techniques for designing com binatorial (tim e-invariant) and sequential (clocked) digital circuits, with an emphasis on pro­ grammable-logic chips and C A D programs for logic simulation and minimization. Use of standard T T L logic gates and higher-level integrated circuits such as memories and analog/digital converters. A new focus on inven­ tion and innovation will involve issues such as product development, market research and patents. A group product-development effort will be pursued in the lab; the Fall ‘96 project will be to design and prototype circuits for a Smart House system. W hile there are no pre­ requisites, please note that the course is quite technical. O ffered Fall 1996, Spring 1998, and spring semesters thereafter. 22. Microprocessors and Computer Architecture. A n in-depth tour o f current computer tech­ nology, including selected R IS C and C IS C microprocessor instruction sets and address­ ing modes, superscalar architectures, inter­ rupts and DM A , peripherals, memory system hierarchy, virtual memory, and computer networks. Fundamental operating system concepts Parallel and distributed computer systems. T h e laboratory will include studies o f specific machines from microcontrollers to workstations. Prerequisites: C S 2 1 , some experience with U N IX and ‘C\ or permission o f instructor. e22). 14. Experimentation for Engineering Design. 24. VLSI Design. Co-Prerequisites: E l l and 12. 1 Cross-listed with C S 23. (http://engin.swarthmore.edu/-web/courses/ E l l : Fall semester. E l 2: Spring semester. Introduction to probability, statistical analy­ sis, measurement errors and their use in experimental design, planning, execution, data reduction and analysis. Techniques of hypothesis testing, single and multivariable linear and nonlinear regression, process sim­ ulation and methods of engineering econom ­ ics. Includes laboratory. « Spring semester. Design of digital C M O S integrated circuits. Operation o f C M O S transistors, static and dynamic C M O S gate design methodologies, design rules for circuit layout, speed-powerarea tradeoffs, chip fabrication steps, regular logic arrays, scalability, use o f simulation and layout took, sample designs, and testing of fabricated circuits. In the laboratory we will design an integrated circuit as a group proj­ ect, using the M A G IC C A D tool. T h e chip > will be fabricated. 4 1. Thermofluid Mechanics. Prerequisites: E l l and E21. 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 of conserva­ tion theorems, hydrostatics, dynamics of one­ dimensional fluid motion with and without friction. Includes laboratory. O ffered Spring 1997 for the last time this cen­ tury. 26. Computer Graphics. Techniques used to model and display threedimensional scenes. Topics include 2D and 3D transformations, clipping, scan conver­ sion, projections, coordinte systems, render­ ing, ray tracing, representing curves/surfaces/ solids, color, lighting, and software and hard­ ware for graphics systems. A laboratory will involve programming user-interface systems and images using the X I 1 package, an inter­ active X toolkit, and PEX. Prerequisites: C S 2 1 , extensive familiarity with ‘C\ or permission o f instructor. Linear algebra and some calculus is helpful. Cross-listed with C S 40. (http://engin.swarthmore.edu/-web/courses/ e26). Fall semester, alternate years, next offered 1997. 32. Introduction to Environmental Protection. Primarily for those no t majoring in engineer­ ing, this course focuses on solutions to envi­ ronmental problems in the areas of water supply, 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 computer-based systems analysis are introduced for developing economically effective environmental protection policies. Prerequisites: E12 and E14 (or equivalent background). Fall semester. 57. Operations Research. (Also listed as Economics 32). Introduces students to computer based modeling and optimization for the solution of complex, multivariable problems such as those relating to efficient manufacturing, environmental pollution control, urban planning, water and 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, offered 1996; not offered 1997. 58. Control Theory and Design. Introduction to the control of engineering systems. Analysis and design o f linear control systems using root locus and frequency response techniques. Over-driven operation o f 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. Spring semester. Prerequisite: E l 2 or equivalent. 35. Solar Energy Systems. Spring semester. Fundamental physical concepts and system design techniques o f solar energy systems. Topics include solar geometry, components of solar radiation, analysis o f thermal and pho­ tovoltaic solar collectors, energy storage, computer simulation o f system performance, computer aided design optimization, and econom ic feasibility assessment. Includes laboratory. 59. Mechanics of Solids. Prerequisites: E12 or equivalent or consent of instructor. Fall semester, alternate years; offered 1996. Internal stresses and changes of form that occur when forces act on solid bodies or when internal temperature varies. State of stress and strain, strength theories, stability, deflections, and photoelasticity. Elastic and Plastic theories. Includes laboratory. Prerequisite: E6 or equivalent. Fall semester. Engineering 4 1 60. Structural Ttieury and Design 1 . Fundamental principles o f structural mechan­ ics. Statically determinate analysis o f frames and trusses. Approximate analysis o f indeter­ m inate structures. Virtual work principles. Elements o f design o f steel and concrete struc­ tural members. Includes laboratory. attempts to implement solutions. Faculty from various departments provide background lec­ tures, lead discussions o f approaches outlined in th e literature, and coordinate project groups. Classes meet once weekly for lectures, student progress reports, and project planning. Cross-listed in the instructors’ departments. Prerequisite: E59, or permission o f instructor. Not offered 1996-97. Spring semester. 66. Environmental Systems. 61. Geotechnical Engineering: Theory and Design. Mathematical modeling and systems analysis of problems in the fields o f water resources, water quality, air pollution, urban planning and publie health. Techniques o f optimization includ­ ing linear and integer programming are used as frameworks for m odeling such problems. Dynamic systems simulation methods includ­ ed. Laboratory included. So il and rock mechanics, including soil and rock formation, soil mineralogy, soil types, com paction, soil hydraulics, consolidation, stresses in soil masses, slope stability and bear­ ing capacity. Application to engineering design problems. Includes laboratory. Spring semester, alternate years, offered 1997. Fall semester, alternate years; offered 1996. 68. Environmental Policy. 62. Structural Theory and Design II. (A lso listed as Political Science 4 3 ). Topics in environm ental analysis, policy formulation and pollution regulation. Prerequisite: E60. Fall semester; not offered 1997-98. 63. Water Quality and Pollution Control. Elements of water quality management and treatm ent o f wastewaters. Measurement of water quality indicators. Analysis o f wastewater treatment processes. Sewage treatment plant design. Computer modeling o f the effects o f waste discharge on rivers and estuaries. Environmental impact assessment. Laboratory and field studies included. Prerequisite: E12 or equivalent or consent of instructor. Fall semester, alternate years; offered ¡996. 64. Swarthmore and the Diosphere. A n interdisciplinary seminar-style investiga­ tion o f the role o f Swarthmore College and its community within the biosphere, including an intensive field-based analysis o f one major aspect o f Swarthmore’s interaction with its environment, such as food procurement, waste disposal, or energy use. T h e selected topic is explored from various perspectives by student project groups, and the class proposes and 132 ■ Prerequisite: E57, or equivalent. Prerequisite: E6 or permission of instructor. May be taken concurrently with E59. Advanced structural analysis. Classical and matrix methods o f analysis. Digital computer applications. Design o f steel and concrete structures. Includes laboratory. , j I O ffered when demand and staffing permit. 7 1 . Discrete Time Systems. Review o f mathematical methods and system models for linear continuous time systems. Introduction to difference equations and dis­ crete-tim e transform theory; the Z-transform and Fourier representation o f sequences; fast Fourier transform algorithms. Discrete-time transfer functions and filter design techniques. Laboratory included. I Prerequisite: E12. F all semester; offered 1996. 7 2 ,72(a). Electronic Circuit Applications. O f interest to a broad range o f students in the sciences; E 72(a) is a half credit course compris­ ing only the laboratory section of E72. T h e stu­ dent will learn the fundamentals o f electronic circuit design starting with a brief survey of semiconductor devices including diodes, and bipolar and field effect transistors. T h e course continues with op-amp applications, including instrumentation and filter design. T h e use of digital logic is also explored. T h e second half of the course introduces more advanced topics and more sophisticated design techniques. Throughout the course practical considera­ tions o f circuit design and construction are I I I Il I covered, including grounding and shielding and several construction techniques (point-topoint, wire-wrap, printed circuits). Includes laboratory. A Prerequisite : E l l or Physics 8. Fall semester. 73. Physical Electronics. * Physical properties o f semiconductor materials, semiconductor devices, and simple circuits. T he physics o f electron/hole dynamics; band and transport theory; and electrical, mechanical and optical properties of semiconductor crystals. Devices examined include diodes, transistors, F E T ’s, LED’s, lasers and pin photo­ detectors. Modeling and fabrication processes. Includes laboratory. I ■Á Prerequisites: E l 1 or Physics 8. Spring semester; not offered 1997. 74. Semiconductor Devices and Circuits. Operation and application of semiconductor devices, including diodes, transistors (bipolar and field effect) and other devices such as C C D ’s, S C R ’s, and T R IA O s. T h e terminal | characteristics of the semiconductor devices I and circuits, including small signal models of single transistor audio amplifiers, multi-transis­ tor amplifier stages and a transistor-level understanding o f operational amplifiers. A comparative analysis o f the different logic famI ilies, at the transistor level, is given along with power circuits and problems of stability and oscillations in electronic circuits. Includes lab­ oratory. I Prerequisites: E l 1 or Physics 8. Spring semester, alternate years; not offered 1996' I I I I I I I I I optics, modulation and detection, and current technologies such as holography. Laboratories for both courses will be oriented toward optical applications using lasers, fiber and integrated optical devices, modulators, nonlinear materi­ als, and solid state detectors. Prerequisite: E12 or equivalent. E75 or Physics equivalent is a prerequisite for E76. E 75: Fall semester, alternate years; offered 1996. E76: Spring semester, when demand and staffing permit. 78. Communication Systems. Theory and design principles o f analog and digital communication systems. Topics include frequency domain analysis o f signals; signal transmission and filtering; random signals and noise; A M , PM, and FM signals; sampling and pulse modulation; digital signal transmission; P C M ; coding; and inform ation theory. Applications to practical systems such as tele­ vision and data communications. Includes lab­ oratory. Prerequisite: E l 2 or equivalent. O ffered when student interest and staffing permit. O ffered Spring 1997■ 81. Thermal Energy Conversion. Development and application of the principles o f thermal energy analysis to energy conver­ sion systems, including cycles and solar energy systems. T h e concepts o f availability, ideal and real mixtures, chemical and nuclear reactions. Includes laboratory. Prerequisite: E41. Spring semester, alternate years; not offered 1997. 98. 82. Engineering Materials. 7 5 ,7 6 . Electromagnetic Theory I and II. Introduction to material structure, properties and processing. Analysis o f microstructures, physical properties, thermal and mechanical transformation o f metals, polymers, concrete, wood and a variety o f composites. Material selection in design, laboratory testing for qual­ ity assurance and performance evaluation in service are included through labs and a semes­ ter project. Static and dynamic treatment o f engineering applications of M axwell’s equations. Macroscopic field treatment o f interactions with d ielectric, conducting, and magnetic materials. Analysis o f 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 interference. Engineering 76 will include advanced topics in optics and microwaves, such as laser operation, resonators, Gaussian beams, interferometry, anisotropy, nonlinear Co-Prerequisite: E59 or permission o f instruc­ tor. Fall semester, alternate years; not offered 1996. 133 Engineering 83. Fluid Mechanics. Fluid mechanics is treated as a special case of continuum m echanics in the analysis of 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. -----------------------------------PREPARATION FOR EXTERNAL EXAMINATIONS Prerequisite: E41. T h e Department will arrange External Examinations in the following areas to be prepared for by the combinations of courses indicated. O ther preparations are possible by mutual agreement. Spring semester, alternate years; offered 199 7. Communications 84. Heat Transfer. Communication Systems Introduction to th e physical phenom ena involved in heat transfer. A nalytical tech­ niques are presented together with empirical results to develop tools for solving problems in heat transfer by conduction, forced and free convection and radiation. Numerical tech­ niques are discussed for the solution o f conduc­ tion problems. Includes laboratory. Electromagnetic Theory Co-Prerequisite: E41. I I I I ■ I Computer Design Microprocessors and Computer Architecture Computer Graphics Continuum Mechanics M echanics o f Solids Fluid Mechanics Fall semester, alternate years; offered 1996. Control Theory and Digital Laboratory Applications 90. Engineering Design. Computer Graphics Students work on a design project which is the culminating exercise for all senior Engineering majors. Under the guidance o f a faculty mem­ ber, students investigate a problem o f their choice in an area of interest to them. A written report and an oral presentation is required. Control Theory and Design Spring semester. Electronics 91. Special Topics. Electronic Circuit Applications 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. Semiconductor Devices and Circuits Digital Systems Digital Logic Design I Microprocessors and Computer Architecture, or V L SI Design I Electromagnetic Theory Electromagnetic Theory I and II 93. Directed Reading or Project. Environmental Systems W ith 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 cov­ eted by regular courses. Operations Research Environmental Systems Materials Engineering 1 M echanics of Solids 96. Honors Thesis. Engineering Materials W ith approval o f the Department and a facul­ ty advisor, an honors major may undertake in addition to E90 an Honors Thesis in the Fall semester o f senior year. A prospectus of the thesis problem must be submitted and approved not later than the end o f junior year. Structural Analysis and Design Structural Theory and Design I and II Structures and Soils Structural Theory and Design I and Mechanics Thermal Energy Conversion Therm al Energy Conversion Heat Transfer 134 1 I *. ' I , Thermal Solar Systems Solar Energy Systems Thermal Energy Conversion or Heat Transfer Water Quality and Supply Systems Water Quality and Pollution Control and En­ vironmental Systems English Literature _________________________________________________________________ EN G LISH L ITER A TU R E JOHN BAUGH, Lang Visiting Professor o f Social Change THOMAS H. BLACKBURN, Professor2 CHARLES L . JAM ES, Professor3 PETER J . SCHMIDT, Professor PHILIP M . WEINSTEIN, Professor CRAIG WILLIAMSON, Professor and Chair NATHALIE ANDERSON, Associate Professor ABBE BLUM, Associate Professor ELIZABETH BOLTON, Assistant Professor NORA JOHNSON, Assistant Professor PATRICIA WHITE, Assistant Professor EMILIE PASSOW, Assistant Professor (part-time) LISA COHEN, Visiting Assistant Professor (part-time)5 CAROLYN LESJAK, Visiting Assistant Professor (part-time) PETER PAROLIN, Visiting Assistant Professor (part-time) JACQUELINE GOLDSBY, Visiting Instructor LESLIE DELAUTER, Visiting Instructor (part-time) TH E A TR E ST U D IE S LEE DEVIN, Professor and Director o f T h e Theatre ALLEN KUHARSKI, Assistant Professor and Resident Director3 WILLIAM MARSHALL, Assistant Professor and Resident Designer ABIGAIL ADAMS, Visiting Lecturer (part-time) CARLA BELVER, Visiting Lecturer (part-time) ROGER BABB, Visiting Lecturer (part-time)5 BEVYA ROSTEN, Visiting Lecturer (part-time)5 2 A bsent on leave, spring semester, 1997. 3 A bsent on leave, 1996-97. 5 Spring semester, 1997 (appointment for that semester only). T his Department offers courses in English lit­ erature, A m erican literature, A frican and Caribbean literatures, A sian and A sianAm erican literatures, Gay and Lesbian litera­ tures, theatre, film, some foreign literatures in translation, and critical theory. T h e depart­ mental curriculum includes the intensive study o f works of major writers, major periods of lit­ erary history, and the development o f literary types; it also provides experience in several critical approaches to literature and dramatic art and explores certain theoretical considera­ tions implicit in literary study, such as the problem atics o f canon form ation 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 performance studies. 138 ENGLISH LITERATURE REQUIREMENTS AND RECOMMENDATIONS A ny 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 o f interests— w ith respect to subject matter, theoretical 4 I 1 ■ ■ ■ ® I 1 I I I I I I approach, literary genre, historical period, race and gender— characteristic o f the departmen­ tal offerings as a whole. Introductory courses are characterized by syllabi with less reading than in advanced courses, by frequent short papers with some emphasis upon rewriting, by self-conscious exam ination o f methodology, and by considerable attention to class discus­ sion; 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 freshmen and sophomores. Students will not normally take a second introductory course. O nly one such course may be counted towards the major. T h e 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 advanced literature course. (Students with A P scores of 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. A P 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 departments complementary to their work in English; work in foreign languages is especially recom ­ mended. Students who plan to do graduate work, to fol­ low a course o f 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 W om en’s Studies, Black Studies or Interpretation Theory. Students planning to qualify for teacher certification in English are reminded that work in Am erican literature, in linguistics or the history of the English lan­ guage, and in theatre or film is required in addition to other requirements o f the major. Non-majors who wish to be certified in English must meet all the course requirements noted above (e.g., requirements for the major except for the Senior Essay, plus the additional cours­ es required for certification) as well as main­ taining a grade point average o f 2.5 or better in courses taken in the English Department. Students wishing to study abroad should con­ sult with the Foreign Study Advisor in the Department 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 m eet Departm ent criteria for requirements or to receive credit toward a major or minor, the Department will rely both on its experience in evaluating the work of stu­ dents returning from these programs and on careful exam ination of course descriptions, syl­ labi and schedules. Students may undertake preparations for papers in the Honors Program while studying abroad, but should consult care­ fully in advance w ith the appropriate Department faculty. For further details con­ cerning Department policies for study abroad, consult the Department statement filed with the Office o f Foreign Studies. M ajor in the Course Program: T h e work o f a major in Course consists of a minimum of eight units o f credit in the Department including 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 * * ) . Courses marked with a * * * may be count­ ed as pre-1830 or post-1830 but not both. Students must also write a senior essay. Details about the essay are available in the Department Office. M ajor in the Honors Program: Majors in English who seek a degree with Honors will in the spring o f their sophomore year propose for external examination a program consisting of four fields, three in English and one in a minor. T h e three preparations in the major (consti­ tuting six units of credit) will be constituted as follows: 1. For the Class o f 1997: two of the preparations must be done through seminars; the third may be a seminar or a preparation based on two related courses chosen from a list o f possibilities identified by the department (a thesis or creative writing project will also satis­ fy this requirement); students choosing the three-seminar option must include in the pro­ gram at least one Group 1 and one Group II seminar. 2. For the Class o f 1998 and subse- 137 English Literature quent classes: all three preparations will nor­ mally be done through seminars (if approved by the department, one preparation may be a thesis or creative writing project); the program must include at least one Group I and one Group II seminar. Honors majors must also m eet the general major requirement o f three units o f credit in literature written before 1830 and three units o f credit in literature written after 1830, as well as a course or seminar that features critical theory. T h e departmental requirements for Honors, including instruc­ tions about Senior Honors Study, are spelled out in detail in a departmental handout. Students who wish to write a thesis or pursue a creative writing project under faculty supervi­ sion as part o f their Honors program must sub­ m it proposals to the department; the number of these ventures the department can sponsor each year is limited. Students who propose cre­ ative writing projects will normally be expect­ ed to have completed at least one writing workshop as part of, or as a prelude to, the pro­ ject. Minor in the Honors Program: Minors must do a single, two-credit preparation in the depart­ m ent by means o f a seminar (or under special circumstances, a creative writing project). Minors are required to do a total o f at least five units o f work in English (including their Honors preparation). Students interested in pursuing Honors within a faculty approved interdisciplinary major, pro­ gram, or concentration that draws on advanced English courses or seminars should see the Chair for early help in planning their pro­ grams. 1A . Writing and Thinking Analytically (Workshop). W h at 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, W riting A na­ lytically, helps students acquire a conceptual grasp o f the writing process, applicable across the curriculum. Short assignments in response to a range o f readings, peer reviews, frequent conferences with the instructor allow students to improve specific elements o f their own styles. Does no t meet distribution requirements or count toward the major. 138 Each semester. Passow. IB . English for Foreign Students. 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. IC . The Writing Process. This course combines study o f theories o f com ­ position and the teaching o f writing with supervised experience applying th e skills derived from that study in paper comments and conferences. Enrollment limited to students selected as W riting Associates. Does no t meet distribution requirements or count toward the major. Cross-listed as Education 1C. Fall semester. Blackburn. INTRODUCTORY COURSES (2 through 15) 2. Technology and the Text. Primary distribution course. N ot offered 1996-97. Blackburn. 3. Cultural Practices and Social Texts. W hat constitutes ‘culture’? W ho is entitled to it? How do you get it? W hat are the effects of not having it? This course will look at how dif­ ferent literary modes and social practices repro­ duce and, in turn, are produced by different notions o f culture. W e will be concerned with how different conceptualizations o f culture— in theory and in practice— have at stake ques­ tions o f identity (individual and collective), political practice and agency, structures of power, and possibilities for social transforma­ tion. Authors will include Shakespeare, Arnold, Kipling, Raymond Williams, Gertrude Stein, Brecht, Zora Neale Hurston, and Angela Carter. Primary distribution course. Each semester. Lesjak. 4. The Literature of Exile and Homecoming: Writing About the Self and Society. T his course will introduce you to the study of literature by focusing on issues o f exile and homecoming. W e will consider these issues from a variety o f perspectives in order to ask how incorporation in or exclusion from a given 'a >4 •> * I > ...... community works to shape individual identity. Some o f the questions we will ask include the following: W hat does it mean to be exiled from a nation or one’s home? W hat does it mean to forge a new identity in an unfamiliar place? W hat does it mean to resume a position in a society one had previously left? T he couse will use the challenge o f exile and homecoming to question different models of individual identity: to what extent is identity an internal phenomenon that transcends and survives challenges in material circumstances, and to what extent is it external, fashioned out of our changing relations to people and places? Texts we study may include Shakespear’s King Lear, Zora Neale Hurston’s Their Eyes Were Watching G od, Jamaica Kincaid’s Lucy, Tony Morrison’s Sula, Tennessee Williams’s Streetcar Named Desire, poetry by Emily Dickinson and Adrienne R ich , as well as some secondary read­ ing on questions o f exile and homecoming. I Primary distribution course. Fall semester. Parolin. 5. The Subject in Question. Primary distribution course. I Not offered 19 96-97. Weinstein. 6. Rites of Passage. Primary distribution course. ■ 1 I N ot offered 1996-97. Williamson. 7 . Portraits of the Artist. W e will study works portraying artists and their art in different cultures and contexts and media. Writers include Dante, Salm an Rushdie, Italo Calvino, and Elizabeth Bishop, plus the playwright August Wilson. T h e syllabus also contains videos by or about African griots, G lenn Gould, Julie Dash, Maya Deren, and Ed Wood, Jr. Primary distribution course. N ot offered 1996-97. Schmidt. I I comic, uncanny and generative elements o f the grotesque through works by Garcia-Mdrquez, Shakespeare, Baudelaire, Browning, Kafka, Richard W right and Flannery O ’Connor, focusing on the ways the grotesque is used to redefine the human and dramatize the limits of human understanding. Primary distribution course. Fall semester. Bolton. 10. Ways of Seeing. T his course considers cultural codes by which “we” see and assign value and meaning by read­ ing, writing about, and contemplating written, filmed and printed works. How do we define, acknowledge, ignore and variously judge the properties o f critical, “classic,” and “popular” texts? Discussion o f pedagogy is a regular part of class. Primary works include Shakespeare, A Midsummer Night’s Dream; Dick, Do Androids Dream o f Electric Sheep; Erdrich, Love M edicine; Butler, Kindred; poetry by Soto and Endrezze; shorter works by Russ, Berger, Haraway, Jen and T. Tulku. Class will also see Bladerunner, and selected Seinfeld, and Simpsons, among others. Primary distribution course. Fall semester. Blum. 1 1 . Illicit Desires in Literature. W e will examine some differences that race and gender have made in the literary expres­ sion o f a range o f sexual desires, noting, for instance, that works by canonical writers can depict and even celebrate forms o f sexuality that are much more problematic for those who speak from positions of less privilege. W e will also consider deployments of forbidden sexual­ ities by authors who think o f themselves as upholding traditional moral codes. Authors may include Aphra Behn, Samuel Richardson, Harriet Jacobs, Tennyson, Christina Rossetti, David Henry Hwang, Dorothy A llison, Essex Hemphill, Adrienne R ich, and Audre Lorde. 8. The ironic Spirit. Primary distribution couise. Primary distribution course. Each semester. Johnson. N ot offered 1996-97. James. 12. Spirits, Spiritualism, and Spirituality. 9. Literature and the Grotesque. W e will explore changing conceptions o f the natural and supernatural, rationalism and superstition, in writings about apparitions, clairvoyance, faith, possession, delusion, and mourning. In particular we will examine litera- T h e grotesque marks a point o f intersection between opposing terms: human and inhuman; birth and death; sacred and demonic; the play­ ful and the terrifying. This course tracks the 139 English Literature ture as representing and even demonstrating the ways in which beliefs about the “otherworld” have political and social implications for this world. Authors may include Emily Bronte, Emily Dickinson, Frederick Douglass, Sigmund Freud, Zora Neale Hurston, Karl Marx, Flannery O ’Connor, Edgar A llen Poe, W illiam Shakespeare, and Leslie Marmon Silko. Primary distribution course. Each semester. Delauter. 13. Secrets and Secrecy. Secrets in literature can be terrifying, hilarious, or crucially important to the way we under­ stand the world. In this course, we will explore a variety of literature founded on secrets. W e will consider the function o f secrets and secre­ cy both inside a given text and between a text and its readers. W ho keeps secrets, who reveals them, and why? How does the revelation of secrets challenge a character’s self-definition, or force us as readers to rethink our relation­ ship to the text at hand and to our assumptions about our world? These questions should help us begin to connect secrets and secrecy to issues like personal relationships, social hierar­ chies, and our understanding o f identity. Texts we read may include Sophocles’s Oedipus, Shakespeare’s H am let, M orrison’s Beloved, James’s Turn o f the Screw, W ilde’s Importance o f Being Earnest, Lillian Hillman’s The Children’s Hour, Emily Dickinson’s poetry, and assorted short stories by authors like Nathaniel Haw­ thorne, Arthur Conan Doyle, and Flannery O ’Connor. 15. Fictions of Identity. This course will examine how our sense of self is constructed and “undone” through culture, language, and literature. W hat are the assump­ tions behind and limits to the modem Western understanding o f the individual? How do we reconcile postmodernist, psychoanalytic and other contemporary theoretical conceptions of the “fragmented subject” with the urgency of “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 prac­ tices of representation and reading. Authors studied may include: Mary Shelley, Marx, Freud, Woolf, Baldwin, and Lorde. Primary distribution course. Fall semester. W hite. ADVANCED COURSES (16 and above) 16. Survey I: Beowulf to Milton.* A n historical and critical survey o f poetry, prose, and drama from Beowulf to M ilton. Fall semester. Williamson. 1 7 . Survey of English Literature, II. N ot offered 1996-97. Staff. 18. Introduction to American Culture. N ot offered 1996-97. Schmidt. 19. The Evolution of African American English. Cross-listed as Linguistics 19. Spring semester. Baugh. Spring semester. Parolin. 21. Chaucer.* 14. Subverting Verses. Reading in Middle English o f most of Chaucer’s major poetry with emphasis on The Canterbury Tales and Troilus and Criseyde. T he course attempts to place the poetry in a variety o f critical and cultural contexts— both medie­ val and modem— which help to illuminate Chaucer’s art. O nce history, biography, fiction, philosophy, even science could be written in verse without seeming peculiar or affected, but today the line between poetry and prose is sharply drawn. O r is it? T his course will examine unconventional forms and uses o f poetry— likely examples might take us from Chaucer’s Tales to C o c­ teau’s Orpheus, from B arrett Browning’s Aurora Leigh to Shane’s For Colored Girls, from Darwin’s Loves o f the Plants to Seth ’s Golden G ate— to explore our assumptions about the nature o f genre. Primary distribution course. Foil semester. Anderson. Spring semester. Williamson. 23. Old English/History of the Language.* N ot offered ¡9 9 6 -9 7 . Williamson. 24. Tragedy. N ot offered 1996-97. Johnson. 25. Shakespeare.* but not both. W e’ll cover many topics in this survey, includ­ ing father-daughter relationships, sexuality, race, kingship, comedy and tragedy, perfor­ mance, the role o f women, and the rewriting of history, but we will always return to the ques­ tion of theater’s place in sixteenth and seven­ teenth century England as represented onstage and in the anti-theatrical writings o f the period. Spring semester. Blum. Fall semester. Johnson. 26. Literature of the English Renaissance.* This course will survey a range o f texts, begin­ ning with More’s Utopia and ending with selec­ tions from M ilton’s Paradise Lost. W e will pay particular attention to literature’s political contexts, representations o f women, the deployment o f the erotic, and the relation of women’s writing to the male canon. Among the other writers included will be Wyatt, Surrey, Philip Sidney, Mary Herbert, Mary W roth, Spenser, Elizabeth Cary, Jonson, Bacon, Donne, Herrick, George Herbert, and Marvell. Spring semester. Johnson. 27. English Drama Before 1642.* N ot offered 1996-97. Johnson. 28. Milton.* N ot offered 1996-97. Blackburn. 29. Inscriptions of the Feminine in 16thand 17th-Century England.*/** Not offered 1996-97. Blum. 30. Shakespeare and Critical Theory: “ Our Shakespeares” .* / * * A n intensive study o f Henry V, Twelfth Night, M acbeth, O thello, and one play to be announced, in the context o f current theories and critical approaches to the plays. Including: Performance Studies; Fem inist and Queer Theory; R ace, Class, Hom osocial issues; Deconstruction; New Historicism. T h e class will keep asking: W ho invests in various “Shakespeares”? W hat does “real” lived experi­ ence have to do with the creation— and muta­ tion— of values associated with those plays and their performance? T h e Colloquium will attend at least one performance of a Shakes­ peare play. This course may satisfy the major requirements for either pre-1830 or criticism, 3 1. Renaissance Sexualities.*/** N ot offered 1996-97. Johnson. 32. Tudor-Stuart Drama.* A survey o f plays and masques written by Christopher Marlowe, Ben Jonson, Thomas Middleton, Thomas Dekker, Joh n Webster, Elizabeth Cary, A non, and others. T h e course will consider historical, socio-political and lit­ erary contexts; just as important, we will look at how they have been and continue to be per­ formed. Spring semester. Blum. 34. Women and Writing 1750-1865.* N ot offered 1996-97. Bolton. 35. Modern Dodies in the Making. T h e course will treat a wide range of Victorian novels, with the purpose of complicating tradi­ tional associations o f 19th-century British lit­ erature with prudish Victorian love plots, inheritance schemes, and “women’s problems.” W e will be concerned with how these narra­ tives understand and represent class and gen­ der formation; national and racial definition; productive and reproductive labors and sexual­ ities; and issues o f representation as they are redefined through these narratives. Authors will include Austen, the Brontes, Dickens, Eliot, Hardy, W ilkie Collins, W illiam Morris and Wilde. Fall semester. Lesjak. 36. Origins of the Novel.* N ot offered 1996-97. Staff. 38. The Romantic Sublime.* “T h e essential claim o f the sublime is that man [sic] can, in speech and feeling, transcend the human.” (Weiskel) W hat does this transcen­ dence look like? How is it achieved? W hat resources does it offer us, and at what cost? We will read both theorists and literary practition­ ers o f the multi-faceted Rom antic sublime, focusing on the poetic, political and practical uses to which the concept is put. Authors: Longinus, Burke, Kant, Blake, the Words­ worths, Coleridge, Byron, the Shelleys, Keats. Spring semester. Bolton. 141 English Literature 39. Romanticism and the Performance of Gender.* Fall semester. Schmidt. N ot offered 1996-97. Bolton. Borges claimed that the short story, unlike the novel, might somehow be “essential;” James wrote o f its “jewel-like compression;” Benjam in felt its “chaste compactness” was the last refuge for unalienated human experience. As we read widely in the nineteenth- and twentieth-century short story, we will focus on technical developments as well as certain recurring preoccupations o f the genre: fragmentation and reconstruction; the staging o f an encounter between the ordinary and the extra­ ordinary; the “refutation o f time” or mortality from a perspective at once artistic and quintessentially human. Authors include: Hawthorne, Poe, Melville, Gogol, Chekov, Maupassant, Jam es, W harton, Kafka, Borges, Cortazar, Rulfo, Guimaraes Rosa, Lispector, Faulkner, Hemingway, Welty, O ’Connor, Carver, Paley. 40. Gothic Possibilities.*** Horace Walpole wanted to write a novel com­ bining extraordinary events and ordinary char­ acters: “High G othic” flourished in England in the 1790’s; “Southern G othic” adapts those same conventions to the demands o f the Am erican South and modernist fiction. How are we to define a form notorious both for its them atic obsessions (incest, decay, the super­ natural, etc.) and its openness to change? Among the G othic possibilities we will consid­ er: sensationalism (Lew is), dom estication (Radcliffe), parody (A usten), autobiography (Robinson, Porter), fragmentation (Faulkner) and cultural critique (Tommer). Fall semester. Bolton. 4 1. The Victorian Poets: Eminence and Decadence. A study o f the poetry of Tennyson, Robert and Elizabeth Barrett Browning, Arnold, Meredith, the Rossettis, W ilde, and others, with particu­ lar attention to each artist’s response to the stresses of the era. Not offered 1996-97. Anderson. 43. Studies in English Fiction. N ot offered 1996-97. Weinstein. 44. Lesbian Novels Since World War Two. N ot offered 1996-97. Johnson. 45. Modern British Poetry. A consideration o f British poets— and some Am erican ex-patriates— from Thomas Hardy to Dylan Thomas, with particular attention given to each poet’s individual response to the circumstances o f modem life. Fall semester. Anderson. 4 7. The Lyric in English.*** A history o f the lyric poem in English from its origins in Old and Middle English to contem ­ porary poetry, with special emphasis on com­ paring particular lyric genres like the elegy, the love poem, the pastoral lyric, etc. as they evolve over time. T his year’s featured poet: Elizabeth Bishop. T his course may be counted as either pre-1830 or post-1830, but no t both. 48. The Short Story. ,1 I I I W 1 I 1 1 9 Fall semester. Bolton. 49. “ Whiteness” and Racial Difference.** A look at the conflicted ways in which “racial” identities and differences have been construct­ ed in past and contemporary cultures, especially in the U .S. Topics given emphasis in the syl­ labus include why saying “race doesn’t.matter” is not enough; how a new focus on the history o f race has changed American studies and fem­ inist studies; how European immigrants to the U .S. became “white”; how popular culture can both resist and perpetuate racist culture; a look at issues o f “passing” and multi-racial identity; and an introduction to recent “Black A thena” controversies about Egypt, G reece, and the ori­ gins of “Western” civilization. 1 I Spring semester. Schmidt. 50. Tradition & Invention: Forms of the Nineteenth-Century African-American Novel. T h is course surveys the first 60 years of African-Am erican novel production (18531912), with these as our founding propositions: what prompts African-American authors to "embrace the novel as a chosen mode o f expres­ sion in these years? How do they incorporate the major traditions of American novel writing (e.g. romanticism, sentimentalism, realism, naturalism, and modernism) into their aesthet­ ic vocabularies? And how do the social fictions ! I I of race not only require but inspire these writ­ ers to invent narrative strategies that challenge the conventions o f the novel as such? Authors include: Douglass, Brown, W ilson, W ebb, Chesnutt, Hopkins, Dunbar, and Johnson. Spring semester. Goldsby. 51. Fictions in American Realism. Not offered 1996-97. James. 52. The Harlem Renaissance. N ot offered 1996-97. James. 53. Contemporary Women’s Poetry. Not offered 1996-97. Anderson. 54. Studies in American Prose. This year we will study examples o f how recent American writers revise American literary tra­ dition and in the process reconfigure the meaning o f the history o f this continent. We will read three famous nineteenth-century Am erican texts, M elville’s M oby-Dick, Thoreau’s Walden, and Twain’s Huckleberry Finn, and three recent responses by Native Am erican writers: Leslie Marmon S ilk o ’s Almanac o f the Dead, W illiam Least-Heat Moon’s Prairy-Erth, and David Seals’ Sweet Medicine. Carson, M cG uckian, Muldoon, and ni Dhomnaill (among others) within the socio­ political contexts o f contemporary Ireland. Spring semester. Anderson. 65. Poetry Workshop. A class, limited to twelve, in which students write, read, translate, and talk about poetry. W e will emphasize the discovery and develop­ m ent o f each individual’s distinctive poetic voice, imagistic motifs, and them atic concerns, within the context of contemporary poetics. Students should submit 3-5 pages o f poetry for admission, at a time announced during fall ^semester. T h e 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. Schmidt. 66. Fiction Writers’ Workshop. A study o f the poetry and prose of selected U .S. writers, including W alt W hitm an, Emily Dickinson, W illiam Carlos Williams, Langston Hughes, H.Di, and W allace Stevens. This course is devoted to the analysis o f stories and other writings submitted by students. It meets once a week for three hours. In addition to receiving practical help with their fiction from fellow writers, students will engage in var­ ious sorts o f formal experiments and exercises which are designed to help them think about the activity and practice of writing, and to con­ sider its practical and theoretical relationships to the task o f constructing a narrative. Stu­ dents must submit one writing sample for admission to the course. Admission and credit are granted at the discretion o f the instructor. (Studio course.) Not offered 1996-97. Schmidt. Spring semester. Cohen. 57. Contemporary American Prose. 67. Advanced Poetry Workshop. Not offered 1996-97. Schmidt. Intensive volumes o f poetry often represent their authors’ conscious statements, made through selection, organization, and graphic presentation. T his course is intended as an advanced workshop for students who have taken the Poetry Workshop or have completed a substantial body of work on their own. Limited to 12. Admission and credit are grant­ ed at the discretion of the instructor. (Studio course.) Fall semester. Anderson. Not offered 1996-97. Schmidt. 55. American Poetry. 58. Autobiographical Acts. Not offered 1996-97. James. 59. The Afro-American Writer. Not offered 1996-97. James. 60. The Contemporary Afro-American Writer. Not offered 1996-97. James. 61. Contemporary Irish Poetry. Ireland’s complicated historical divisions have provided fertile ground for extraordinary poet­ ry, both in the Republic and in the North. This course will consider poetry by Heaney, Boland, 68. Directed Creative Writing Project. Students who plan a directed writing project in fiction or poetry must consult w ith the Department Chair and with a member o f the English Literature Department’s writing faculty who might super­ vise the project, and must submit a prospectus to the Department by way o f application for such work before the beginning o f the semester during which the project is actually done. Deadlines for the receipt o f written applica­ tions 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 6 5 ) or the Fiction W rites’ Workshop (English 66). tion and discovery have often centered on Woman, vulnerable, culpable, and duplicitous. T h e concept o f woman as potential victim and perpetrator powered many detective novels popular in the 19th and 20th centuries and has paradoxically enabled startling re-visions of the genre by contemporary women writers. Our investigation o f this “mystery” will involve male authorities— C onan Doyle, Chandler, Ham m ett— and female private “I”s— Sara Paretsky, Sue Grafton, Barbara Wilson. Staff. Spring semester. Anderson 7 1 . Studies in Modern Drama. 84. American Attractions: Leisure, Technology & National Identity.** N ot offered 1996-97. Williamson. 72 . Proust, Joyce and Faulkner. Selection s from Proust’s Rem em brance of Things Past, Joyce’s Dubliners and Ulysses entire, and selected Faulkner novels. Emphasis on the ideological and formal tenets of mod­ ernism. Spring semester. Weinstein. 76. The Black African Writer. N ot offered 1996-97. James. 7 7 . Fiction from the Black Atlantic. N ot offered 1996-97. James. 78. Science Fiction. N ot offered 1996-97. Blackburn. 79. Studies in Comparative Fiction. T h is course will explore the relationships between desire and law, as well as the social construction o f identity, in a range o f 19thand 20th-century novels. Writers will include Flaubert, Dostoevsky, Tolstoy, Kafka, Faulkner, and Morrison. W ith the rise o f the Hollywood studio system, going to the cinem a became a distinctive cul­ tural ritual; earlier, visual spectacles such as Bamum’s museum, minstrelsy, vaudeville, and Wild W est shows served to present Am erica to itself. New leisure forms and technologies emerged in Hollywood’s wake, attempting to shape national “identity” from an American reality of ethnic, racial, religious, geographical and gender differences and hierarchy. Interdisciplinary in design, this class will con­ struct a cultural history o f the forms and social roles o f visual spectacles and their audiences in America from the end o f the Civil W ar to the present and introduce a range o f theoretical approaches to cultural analysis. Weekly film screenings. Open to the entire tri-college stu­ dent body, the course will be team-taught on the Bryn Mawr campus by Patricia W hite (Swarthmore) and Sharon Ullman (Bryn Mawr). [This course is listed as History/English 227 at Bryn Mawr.] Spring semester. W hite. Fall semester. Weinstein. 85. American Narrative Cinema.** 8D. Satire: Spirit and Art. 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 econom ic aims and give expression to social anxieties and utopian or resistant popular aspirations. T h e course will introduce feminist, marxist, and psychoanalytic film theory, as well as reception N ot offered 1996-97. James. 81. Faulkner, Morrison, and the Representation of Race. N ot offered 1996-97. W einstein. 82. Representations of Women’s identity. * * N ot offered 1996-97. Blum and Marecek. 83. Cherchez la femme: The “ Mystery” of Women in the Mystery Genre. From Eden on, our cultural narratives of decep­ 144 > studies and textual analysis. W e will also look at parallel traditions o f U . S . narrative cinema, from early “race movies” to contemporary independent filmmaking. Weekly screenings. 1 Fall semester. W hite. 86. Women and Popular Culture: Fiction, Film, and Television. Not offered 1996-97. W hite. * 88. Queer M edia.** I I I ■ * I I I How are sexual identities “mediated” by popular culture? How do lesbian and gay film and video makers “queer” sexual norms and standard media forms? Drawing on gay and lesbian cultural theorists Roland Barthes, Judith Butler, Teresa de Lauretis, R ichard Dyer, Michel Foucault, Isaac Julien, and Pier Paolo Pasolini, we will challenge classic Hollywood’s heterosexual presumption and the recent mass media exploitation o f lesbian and gay culture and theorize lesbian and gay aesthetic strategies and modes o f address in a number o f con­ texts: the A m erican avant-garde (K enneth Anger, Andy W arhol, Su Friedrich); interna­ tional auteurs (R.W . Fassbinder, Chantal Akerman); gay liberation and A ID S activism (W ord is Out, Zero Patience)', women’s cinem a (Lizzie Borden, M ichelle Parkerson, Lordes Portillo), multicultural and diasporan film and video (Shu Lea Cheang, Richard Fung, Isaac Julien) and the new queer cinem a (Tom Kalin, Rose Troche). Fall semester. W hite. 89. Feminist Film and Media Studies.** N ot offered 1996-97. W hite. I 90. Colloquium: Transatlantic Conversations: 18th-Century England & America.* I N ot offered 1996-97. Bolton. 91. Film Theory and Culture.** I N ot offered 1996-97. W hite. I 92. Theory of the Novel.** I N ot offered 1996-97. Staff. I 93. Lesbian Representation.** I I N ot offered 1996-97. W hite. 94. Critical and Cultural Theory.** I N ot offered 1996-97. W hite. I 95. Fictions of Consumption.** T his course examines fictional representations o f consumer culture alongside 1) various theo­ ries o f the commodity and o f consumption, and 2) selected writings about the relationships between the novel and consumer culture. W e will be reading late-nineteenth to mid-twenti­ eth century novels to think about what these fictional considerations of the marketplace have to say about the task of representation. In order to do so, we will analyze how these texts represent: the exchanges that occur between the consumer and the commodity; the gen­ dered construction o f the consumer; the rela­ tionships between labor and leisure; and the production of public and private spaces. W e will also consider the forms of display both depicted in and used by these texts. Writers studied will include Marx, Freud, Wilde, James, W harton, Woolf, and Stein. Spring semester. Cohen. 96. Directed Reading. Students who plan directed reading must con­ sult 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 actu­ ally 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. Independent Study. Students who plan an independent study must consult with the appropriate instructor and submit a prospectus to the Department by way o f application for such work before the begin­ ning o f the semester during which the study is actually done. Deadlines for the receipt o f writ­ ten applications are the second Monday in November and the first Monday in April. Normally limited to juniors and seniors. Staff. 98.98A. Seniur Thesis. Course majors in the Department may pursue a thesis o f their own choosing under the supervi­ sion o f a member o f the Department. T h e the­ sis may be for one (40-50 pages) or two (80-100 pages) credits. A brief prospectus for the pro­ je c t must be submitted for approval by the Department in April o f the junior year. Before submitting this prospectus, Course majors should consult with the Department Chair and w ith the Department member who might 145 English Literature 107. Renaissance Literature. supervise the project. This work must be sepa­ rate from that of the senior culminating essay, required of every course major for graduation. N ot offered 1996-97. Johnson. 99. Senior Culminating Essay. N ot offered 1996-97. Staff. 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 th e essay are available in the Department Office. O ne-half credit will be awarded for the essay, normally in the spring term; the essay will receive a regular letter grade. 108. Renaissance Poetry. 110 . Romantic Poetry and Prose. Group I (pre 1830) T h e great Rom antic attempt to salvage nature and the autonomy o f the imagination from a world too much with us will be read in the con­ text of other contemporary developments: the spread of literacy; the impact o f the French Revolution on English letters; G othic and ori­ entalism as literary projections of domestic dis­ comforts; literary collaboration and the model o f the family business; women writers and their revisions o f Romanticism. Writers include: Burke, Blake, W ollstonecraft, th e Words­ worths, Coleridge, Austen, Edgeworth, Scott, Robinson, Byron, the Shelleys, Keats, Sm ith, Hemans. 10 1. Shakespeare. Spring semester. Bolton. Study o f Shakespeare as dramatist and poet. T h e emphasis is on the major plays, with a more rapid reading of much of the remainder of th e canon. Students are advised to read through all the plays before entering the semi­ nar. Group II (post 1830) Spring semester. Staff. SEMINARS: ENGLISH LITERATURE Fall semester. Blackburn. Spring semester. Blum. 102. Chaucer and Medieval Literature. A survey o f English literature, primarily poetry, from the 8th through the 15th century with an emphasis upon Chaucer. Texts will include Beowulf, Sir Gawain and the G reen Knight, The Canterbury Tales, Troilus and Criseyde, Piers Plowman, Pearl, selected mystery plays, and Malory’s LeM orte d’Arthur. Chaucer will be read in Middle English; other works will be read in translation. M odem analogues such as Gardner’s Grendel, Bergman’s Seventh Seal, and Pasolini’s Canterbury Tales will also be in­ cluded. 112 . Women & Literature.** Contemporary W om en’s Writing: Prose Fic­ tion & Autobiography: Problems o f agency and subjectivity as set out in current feminist theo­ ry, fiction, autobiography, and film by Western and Third World women. Som e o f the topics we will consider are: narrative agency, body images, Woman and Other, strategic essentialism, notions o f both gender and sexual prefer­ ence, utopian and feminist science fiction and spirituality. Works by Erdrich, Lee, Morrison, Tiptree, Hayslip, Piercy, Suleri, Winterson, Cisneros, Moraga, among others. Foil semester. Blum. 115 . Modern Comparative Literature. 104. Milton. T h e fall semester will focus on fiction respon­ sive to colonial and postcolonial conditions. Writers will include Conrad, Forster, Faulkner, Morrison, G arcía Marquez, Rushdie, and oth­ ers. T h e spring semester will focus on the major works o f Proust, Joyce, and Woolf. B oth syllabi will feature pertinent theoretical materials. N ot offered 19 96-97. Staff. 'Each semester. Weinstein. N ot offered 1996-97. Williamson. 105. Tudor-Stuart Drama. 116 . American Literature. N ot offered 1996-97. Blackburn. T his semester we will study southern American prose by both blacks and whites and theories of southern literature as a coherent tradition, or at least a long-running argument, about cul- 106. Renaissance Epic. N ot offered 1996-97. Staff. 146 ■» » ■ ture, history, race, progress, freedom, tradition, humor, and other matters that southerners tend to understand differently from the rest of the country. W e will begin with representative nineteenth-century works, then move to twen­ tieth-century classics, then conclude with a variety o f post-World W ar II works. Fall semester. Schmidt. 118. Modern Poetry. Not offered 1996-97. Anderson. 119. Film Theory.** 5 Not offered 19 96-97. W hite. 120. Critical and Cultural Theory.** » I I ■ * “Culture is one o f the two or three most com­ plicated words in the English language” concedes Raymond Williams in Keywords. In this seminar we will follow linguistic and textual paths (Freud, Saussure, Bakhtin, Lévi-Strauss, Barthes, Irigaray, Said) into the subject o f culture (and the subject in culture). W e will interrogate theoretical formulations and social for­ mations o f “high” and “popular” culture through literary and cinem atic texts, as well as readings in philosophy, semiotics, and social theory (Benjam in, Adorno, Foucault, Gramsci, and contemporary fem inist and cultural critics). Spring semester. W hite. 5 121. Modern Black Fiction. N ot offered 1996-97. James. I I 199. Senior Honors Study. For English majors or minois in the Honors Program. Honors majors will write one or two essays totaling 5,000 words (2 0 pp.), using texts, methodologies, or critical problems drawn from at least two o f their Honors preparations. W hen appropriate, this essay, intended to extend or enhance work done in the prepara­ tions, may draw on the minor as well as the major fields. One credit. Honors minors have four options: they may include work in the English minor as part of the S H S project in the major field, write an essay o f 2,000 words (8 pp.) on a topic perti­ nent to the minor preparation (either a revised seminar paper or a paper newly written), pre­ pare additional readings with the advice o f the seminar instructor, or explore a special topic related to the work o f the seminar. O ne-half credit. Students should consult with the Department Chair in the fall o f the senior year about this work. A dditional handouts about Senior Honors Study are available in the Department office. Directed Creative Writing Project. Not offered 1996-97. Johnson and W hite. 180. Thesis. 68. 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 of a mem­ ber of the Department, during the fall o f the senior year. Staff. 183. Independent Study. I Staff. Students who wish to pursue a directed cre­ ative writing project as part o f the Honors Porgram should see the rubric under English 122. Queer Texts and Contexts.** 1 supervised by a Department member. Dead­ lines for the receipt of written applications are the second Monday in November and the first Monday in April. Students may prepare for an Honors Examination in a field or major figure compatable in literary significance to those offered in the regular seminars. Independent study pro­ jects must be approved by the Department and THEATRE STUDIES T h e Theatre Studies major uses the study o f all aspects o f dramatic art as the center o f a liber­ al arts education. It is intended to be o f broad benefit regardless o f a student’s professional intentions. A ll courses in the program address the processes o f play production, especially as they involve collaborative making; all produc­ tion for performance in the program is part of course work. T heatre Studies emphasizes writing as an important aspect o f discursive thinking and communication. A ll courses have a significant 14 7 English Literature writing component, the nature o f which varies from course to course. Sin ce 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. Sin ce all work in theatre even­ tually issues in a public occasion, classes are usually open to visitors. 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 H onors: Honors students majoring in Theatre •Studies will make three preparations, as follows. REQUIREMENTS AND RECOMMENDATIONS 1. Theatre History Seminar; written exam and an oral set by an outside examiner. 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 o f T h e Theatre early and often. Leave schedules, a wide variety o f intern and appren­ tice programs, and the importance o f course sequences make long-range planning essential. 2. Thesis attachm ent to Production Dramaturgy; reading by an outside examiner and an oral. Courses numbered 1 through 10 are intro­ ductory and are prerequisite to intermediate courses. Courses numbered 11 through 49 are interme­ diate and are prerequisite to advanced courses numbered 5 0 through 99. Seminars carry numbers 100 and above. Interm ediate work in each o f the course sequences requires a beginning course in that area. Thus, the prerequisite for Theatre 12 (A cting II) is Theatre 2 (A cting I); for Theatre 14 (Design II), Theatre 4 (Design I) and so on throughout the program. Som e advanced courses carry additional pre­ requisites w hich are listed in the course descriptions. M ajor in the Course Program: Ten credits of work including Theatre 1 (Making T heatre), Theatre 2 (A cting I), Theatre 4 (Design I), Theatre 15 (Directing I), Theatre 21 (Produc­ tion Dramaturgy), and Theatre 106 (Theatre History Sem inar), and Theatre 99 (Senior Company). T h e areas o f specialization are A ctin g, Directing, Scenography, Playwriting, Drama­ turgy and Theatre History. Special arrange­ ments will be made for students who seek sec­ ondary school certification. Prospective majors should consult with the program Director 148 3. A production project in one o f the following fields. Directing from a play script. T h e student will, under faculty supervision, read in the play­ wright’s work, make a director’s preparation for the entire play, and rehearse for public presen­ tation a locally castable portion o f the chosen play. T h e instructor will supervise these activi­ ties appropriately, on the model of a special project in Theatre. T h e 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. T h e examiner attends rehearsal in order to know as much as possible about the student’s methods o f making the work. T h e examiner also attends one or more of the public performances. T h e exam proper will consist o f an extended interview directly following the performance and a briefer oral during honors weekend. T h e sub­ je c t o f the first interview will be the student’s processes as they relate to the production. T h e second oral will concern the student’s assess­ m ent o f the entire process as a part of his or her undergraduate education and future plans. T he student will support both interviews with an extensive production journal. Design from a play script. T h e student will pre­ pare all research, sketches, and preliminary writing for a production in a designated venue. He or she will make renderings, working draw­ ings, and a model, and will prepare detailed budgets, schedules, etc. In addition to the model, the student will supervise the construc­ tion o f a buildable portion o f the design. The ; local instructor will supervise these activities appropriately, on the model o f a special project in Theatre. T h e external examiner will receive copies of all materials as the student generates them, and will pay special 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. T h e exam proper will he an extensive presentation by the student, o f the entire pro­ ject, with special attention to processes of development and revision. During this presen­ tation, the examiner (probably a professional designer, not necessarily an academic) will question the student, o n the m odel of advanced classes in architecture. Dramaturgy for production from a play script. If possible, this project will be associated either with an honors exam in directing, the Playwright’s Lab, or A cting III. T h e 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 pro­ ject in rehearsal if that is possible. T h e exter­ nal examiner will receive these materials as they are generated, in order to pay close atten­ tion to the dramaturg’s process o f continual reconception of the work. If the work is re­ hearsed, the external examiner will attend one or more rehearsals, strictly as an observer. If the work is performed, the examiner will attend a performance. T h e exam proper, given during the honors weekend, will consist o f an extend­ ed oral presentation of the play as finally con­ ceived, similar to a design presentation. T he examiner will question the student, 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. T h e external examiner will attend as many rehearsals as possible, in order to observe the work o f rehearsal, as distinct from the work o f performance. T h e 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 exam­ iner will conduct a briefer oral, concentrating on the actor’s reconsideration o f the work after some time has passed. Playwriting. T his project will be attached to T h eatre 56, the Playwright’s Lab. It will include writing a piece of some length for rehearsal and performance by the New Voices Ensemble o f People’s Light. T h e external examiner will read successive drafts as they are available and will attend some rehearsal of the piece as well as its public performance. T he examiner will conduct an extensive interview immediately following the performance, focus­ ing on the script development process and the influence of rehearsal on the writing. O n the honors weekend, the examiner will give a briefer oral based on a final revision o f 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 of senior year, while they are planning their production proj­ ect. T h e usual schedule will be: Spring of junior year, Theatre History Seminar; fall of senior year, Theatre 99 and project planning; spring of 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 pro­ ject, 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. T his will be a scheduled course, meeting during spring semester o f the students’ senior year, for one course credit. T he group will create together a model of a profes­ sional production, using the current honors projects. They will create on paper the activi­ ties that support a modem regional theatre production. These will include Development (discovery of potential funders, grant writing), Marketing (discovery o f potential audiences), Public Relations (special events, media releas­ es, press kits), Dramaturgy (if there’s no dra­ maturgy exam ), O utreach (possible tour, venues, sponsorships, new audiences). T he resulting model will be the Portfolio. C o- and extra-curricular work in Theatre, while not specifically required, is strongly rec­ ommended for majors. Opportunities include 149 English Literature ft rT paid and volunteer staff positions with T h e Theatre, in-house projects for various classes; production work in T h e Eugene M . and Theresa Lang Performing Arts Center, and Drama Board production. For those majors who intend a career in profes­ sional theatre, whether academic, not-for-prof­ it, or commercial, internships in local theatres are strongly recommended. Positions are usual­ ly available in production, development, pub­ lic relations, marketing, box office, and house management. Positions are usually not avail­ able in acting, directing, design, or stage man­ agement. Because o f 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 M odem Languages and Literatures may be des­ ignated as part o f the major. Courses in nondramatic literatures taught in those depart­ ments will not be considered part o f the major. and discovery. Short papers on local rehearsals and performances. This class meets six hours a week. Spring semester. Devin, Belver. i .■» 4 . Design I. A n historical study o f set and lighting design. Introduction to C A D and rendering. Required lab covering all areas o f stagecraft, load in, run, and strike. Each semester. Marshall. » INTERMEDIATE COURSES 12 . Acting II. Work on playscripts through scene study and rehearsal process: given circumstances, character biography; objectives; tasks and behavior; activities and actions; vocal and physical warmup; focus, release, and body awareness. Short papers on local rehearsals and performances. This course meets six hours a week. I ■ I Prerequisite: Theatre 2. Fall semester. Belver. 14. Design II. INTRODUCTORY COURSES 1 . Making Theatre. How theatre is made in the U nited States: commercial, not-for-profit, academic. Theatre professionals (schedules permitting) meet with the class for discussion and workshops. How to make theatre locally, using collaborative ensemble techniques and available space and material. Weekly lab sessions leading to inhouse performance o f original work. Short papers based on reading, local rehearsals and performances, and class projects. T his course is required o f all Theatre Studies majors; it may serve as a prerequisite for dramatic literature courses (not seminats) in English Literature. Primary distribution course. Fall semester. Devin. 2. Acting I. W ork on the self through fundamental exercis­ es in acting: vocal and physical watm-up; focus and release; sense and affective memory; jour­ nals. W ork toward collaborative models and the use o f improvisation as a tool for invention T h e practice o f set and lighting design in response to a play’s symbolic expression. This class will focus on the developmental and artis­ tic processes o f communicating a theatrical design and their execution in C A D programs. Developm ent o f a design philosophy and method grounded in collaboration. ^ I Prerequisite: Theatre 4. Each semester. Marshall. * 15. Directing I. This course covers a series o f major texts on performance theory and practice, with empha­ sis on directing and acting. Assigned readings will focus on theoretical writings by or about the performance work o f artists such as Zeami, Stanislavsky, Artaud, B rech t, Grotowski, Mnouchkine, Chaikin, Suzuki, and Robert W ilson, as well as selected theoretical and crit­ ical texts by non-practicioners. T h e course includes units on performance traditions and genres outside o f Europe and North America. Weekly video screenings required. Prerequisite: Theatre 1 or the instructor’s consent. Spring semester. Babb. ■it 16. Playwright’s Lab. 54. Design III. Exercises in writing, improvisational rehearsal, plotting and dramaturgy which result in a performance. T his class includes weekly lab ses­ sions with New Voices, an acting ensemble composed o f high school students from the City o f Chester and Chester County, and artists from the People’s Light and Theatre Company. Traditional playscript construction, as well as organizing and recording improvisa­ tions. T h e 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 design join the Resident Designer to create the envi­ ronm ent for the A ctin g III production. Problem solving in collaboration is the major theme o f the class. Prerequisite: T heatre 1 or the instructor’s consent. Fall semester. Adams. 21. Production Dramaturgy. 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. Directing II. This course focuses on the theatre director’s role in a collaborative ensemble and on the ensemble’s relation to the audience. U nits cover the director’s relationship with actors, designers, composers, technicians, choreogra­ phers, as well as playwrights and their playscripts. T h e student’s directorial self-defi­ nition 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. Devin. Prerequisite: Theatre 14. Spring semester. Marshall. 55. Directing III. Director’s Lab requires students to apply the exercises from Directing II (Theatre 35) to a variety o f scene assignments. T hese 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 o f non-dramatic texts for perfor­ mance, etc.). Projects will usually be presented for public performance. Prerequisite: Theatre 35. N ot offered 1996-97. Kuharski. 56. Playwright’s Lab II. Continuation o f work with New Voices and an emphasis on longer forms. Rehearsal and pro­ duction of class material for a Spring tour. Prerequisite: Theatre 16. Spring semester. Adams. 92. Off-campus Projects in Theatre. Residence at local arts organizations and the­ atres. Fields include management, financial and audience development, community out­ reach, stage and house management. Prerequisite: Appropriate preparation in the major. ADVANCED COURSES Each semester. Staff. 52. Acting III. 93. Directed Reading. 94. Special Projects in Theatre. 99. Senior Company. Techniques o f acting when an audience is part of given circumstances. Improvisation and collaboration as part of rehearsal for a full length work presented to the public. Prerequisite: Theatre 12. Spring semester. Staff. A workshop course emphasizing issues o f col­ laborative play making across lines o f special­ ization, ensemble development o f performance projects, and the collective dynamics of form­ ing the prototype o f a theatre company. Work with an audience in performance o f a single project, or a series o f projects. 151 English Literature m T his course is required o f 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 dur­ ing spring semester of their junior year, prior to registration, to organize and make prepara­ tions. Non-majors and honors minors may petition to enroll, provided they have m et the prerequisite. A » Prerequisite: Completion o f one three course sequence in Theatre Studies. Fall semester. Staff. SEMINARS 10 1. Senior Honors Study. A collaborative project designed by the partic­ ipants in support o f their other honors work. Spring semester. Devin. 106. Theatre History Seminar. A critical and comparative survey o f selected theatrical companies from the early Renais­ sance through the 20th century. Emphasis on collaborative relations within a given theatri­ cal company, placement o f theatrical perfor­ mances within specific cultural contexts, and their relevance to contemporary theatrical practice. Readings will include, but not be lim­ ited to, dramatic texts as one form o f artifact of the theatrical event. Spring semester. Rosten. Topic for Spring 1997, seminar will be Peter Brook’s work with the Royal Shakespeare Company and after. Topic for Spring 1998, seminar will be Arianne Mnouchkine and the Théâtre du Soleil (to be taught by Kuharski). » Environmental Studies Coordinator: Committee: ARTHUR McGARITY (Engineering) CSIT Everbach (Engineering)1 Wendy Horwitz (Psychology) Carol Nackenoff (Political Science) Hans Oberdiek (Philosophy) Frederick Orthlieb (Engineering) Wesley Shumar (Education) Michael Speirs (Sociology and Anthropology) Don Swearer (Religion) Richard Valelly (Political Scien ce)3 Mark Wallace (Religion)32 2 Absent on leave, spring semester 1997. 3 Absent on leave, 1996-97. Profound, anthropogenic changes are occur­ ring in the land, water, and air around us, and education needs to respond to these changes. Swarthmore’s heritage o f social concern com ­ pels us to educate students so that they are well informed about vital, current issues, and capa­ ble of full political participation. T h e College has a responsibility to provide means for the study o f environm ental problems and to encourage students to develop their own per­ spectives on these problems. T h e Environ­ mental Studies Concentration is one way that the College meets these responsibilities. Humanities, and at least one more from either of these two groups for a minimum of three courses in these two categories. Up to two courses may be chosen from the list o f Adjunct Courses. Students may petition the Faculty Comm ittee on Environmental Studies to have courses taken at other institutions fulfill some of these requirements. A t least three of the five courses must be outside the major. O ne o f 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 (Environmental Studies 91) during the spring semester o f the senior year. T h e capstone sem­ inar will involve advanced interdisciplinary work on one or more issues or problems in environm ental studies. Leadership o f the Capstone Seminar will rotate among the mem­ bers o f the Faculty Committee on Environ­ mental Studies. Environmental Studies is truly interdisciplin­ ary and offers numerous opportunities for rigor­ ous interdisciplinary work because environ­ m ental issues have scientific, engineering, social, political, economic, and philosophical dimensions, all o f which must be addressed. T he Concentration helps guide students to the many academic fields that afford a perspective on environmental problems 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 humanities. A Concentration in Environmental Studies consists of an integrated program of five cours­ es 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/ COURSES IN ENVIRONMENTAL SCIENCE/TECHNDLOGY T h e Environmental Science/Technology cate­ gory includes courses which emphasize tech­ niques and methodologies o f the sciences and engineering and whose subject is central to Environmental Studies. Therefore all concen­ trators will be familiar with a body o f scientific Environmental Studies knowledge and scientific approaches to envir­ onmental problems. Chemistry 1 : Chemistry in the Human Environment Biology 39: Ecology Biology 50: Marine Biology Engineering 32: Introduction to Environmental Protection Engineering 63: Water Quality and Pollution Control Engineering 66: Environmental Systems Geology 103 (Bryn Mawr College): Environmental Geology COURSES IN ENVIRONMENTAL SOCIAL SCIENCES/HUMANITIES T h e Environmental Social Science/Humanities category includes courses which are central to Environmental Studies and which focus on values, their social contexts, and their imple­ m entation in policies. Thus, all concentrators will have studied the social context in which environmental problems are created and can be solved. Economics 76: Economics of the Environment and Natural Resources Education 65: Environmental Education Engineering 68/Political Science 43: Environmental Policy Political Science 222 (Bryn Mawr College): Introduction to Environmental Issues Psychology 57: Psychology and Nature Religion 22: Religion and Ecology Sociology and Anthropology 64: Seeds of Change: The Environmental Consequences of the Agricultural Revolution in Prehistory. ADJUNCT COURSES There are other courses which are relevant to Environmental Studies and which can be in- 154 eluded in the five courses required for the con­ centration, but are not central enough to justi­ fy their inclusion in the groups above. Astronomy 9: Meteorology Biology 38: Microbiology Engineer 3: Problems in Technology Engineering 35: Solar Energy Systems Engineering 64: Swarthmore and the Biosphere Environmental Studies 90: Directed Reading in Environmental Studies (Advanced permission of instructor is required.) History 68: Food and Famine Mathematics 61: Modeling Physics 20: Principles of Earth Science Political Science 47: Politics of Famine and Food Policy Francophone Studies Coordinator: Committee: BRIGITTE LANE* (French)23 GEORGE MOSKOS* (French) A cting coordinator, Robert dllPleSSiS* (History)3* James Freeman (Music) Sharon Friedler (D ance)3 Bruce Grant (Sociology/Anthropology)2 Cynthia Halpern (Political Science) Constance Hungerford* (A rt History) Tamsin Lorraine (Philosophy) Micheline Rice-Maximin* (French)9 Robert Roza (French)8 Mark Wallace (Religion)2 Philip Weinstein (English) 1996-97 *M embers o f the Steering Committee 2 Absent on leave, spring semester, 1997. 3 Absent on leave, 1996-97. 8 Program Director, Swarthmore Program in Grenoble, Fall, 1996. 9 Program Director, Swarthmore Program in Grenoble, Spring 1997. N ote: T h e Francophone Studies Concentra­ tion will be fully implemented during the aca­ demic year 1 9 9 7 -9 8 . Credit retroactivity will be granted for w ork completed in the aca­ demic years 1 9 9 5 -9 6 and 1 9 9 6 -9 7 . Besides the study of francophone language, lit­ erature, and culture courses offered in the De­ partment o f M odem Languages, students will have the opportunity o f using French-language materials in many o f the courses and seminars offered by other departments. T he concentration in Francophone Studies explores areas and peoples significantly influ­ enced by and participant in Francophone cul­ tures throughout the world: Africa, the Amer­ icas, Europe, and South-East Asia. It takes a broad view o f cultural achievements and thus will examine cultural diversity and identity 'at all community levels. Through the use o f ana­ lytical methods drawn from both the humani­ ties and the social sciences, the concentration encourages interdisciplinarity in courses, semi­ nars, and student programs o f study. W ithin a cultural studies approach, various perspectives will be used in order to establish new critical and theoretical paradigms to understand better the complex relations and reciprocal influ­ ences between “centers” and “peripheries.” Through the study o f an important transna­ tional culture, the Concentration will prepare students for graduate education and careers in international relations, business, law, and aca­ demic disciplines, and enable them to partici­ pate better in our increasingly globalized world. General Requirem ents: A concen tration in Francophone Studies consists o f five credits from courses designated below. Students should note that most courses have prerequisites. which must be satisfied before courses may be taken. No more than two credits may be from the student’s major department, and at least two credits must come from courses covering francophone material outside o f France (see courses m arked*). O nly one credit taken abroad may count toward the concentration. A t least three credits must come from core courses and seminars while only two credits may come from cognate courses or seminars. To ensure a solid groundwork for all concen­ trators, we strongly recommend, as one o f the three core credits, either French 25 or History 22; however, any o f the core courses or semi­ nars may function as an introductory course. In addition to the five credits, each concentrator will complete a 15-20 page independent, inter­ disciplinary Senior Paper. T h e initial proposal Francophone Studies and bibliography, which are due immediately after the Thanksgiving break, must be ap­ proved by two professors in two different departments. T h e completed paper is due at the end o f spring break. Students are required to be proficient in the French language: to complete French 4 or the equivalent. They are strongly encouraged to study abroad in a French-speaking country. In addition, they must either take an advanced literature or culture course in French, or use French-language sources in the Senior Paper. In any case, students are encouraged to read French-language materials in the original lan­ guage whenever possible. Courses and seminars that may be offered for a Francophone Studies C o ncen tratio n are: (in d ica te s courses that cover Francophone material outside o f France). CORF. C O U R SE S A ND SEM IN A R S (75% 100% Francophone content): at least three credits required: Courses in disciplines other than French: Art History 1 7 : Nineteenth-century European Art ‘ History 22: Early Modern France & the Francophone New World History 27: To the Barricades: The European Revolutionary Dradition History 30: France since 1789: Revolutions, Republics, Empires Seminars in disciplines other than French: Art History 145: Gothic Art and Architecture Art History 160: Eighteenth-Century Western Art Art History 164: Modern Art Seminar Philosophy 145: Feminist Theory Seminar ‘ French 23: Topics in French Civilization: “ Barbarian” France French 24: Mémoire culturelle et histoire ‘ French 25: Centers and Peripheries in the Francophone World French 30: Topics in 17th and 18th Century Literature ‘ French 33: Le Monde francophone: résistances et expressions littéraires French 35: Topics in 19th & 20th Century Literature ‘ French 36: Poésie d’écritures françaises French 60: Le Roman du 19ème siècle French 61: Odd Couplings: Writing and Reading Across Gender Lines French 62: Le Romantisme French 65: Baudelaire and symbolism French 70: Théâtre moderne ‘ French 70F: Caribbean and French Civilizations and Cultures French 72: Le Roman du 20ème siècle French 73F: Franco-European Theatre French 74 F: Theorizing Otherwise: French Women Philosophers & their literary texts *French 75F: Haïti and the French Antilles and Guyane in translation *French 76: Femmes écrivains ‘ French 7 7 : Prose francophone: Littérature et société ‘ French 78: Théâtre d’écritures françaises: connaissance et société ‘ French 91: Special Topics (Counting as * depending on the topic of the year) French courses numbered 12 and above: French seminars: French 12C: France “ Year 2000” : Introduction socio-culturelle à la France actuelle French 12L: Introduction à l’analyse littéraire French 22: Le Cinéma français French 102: Le Théâtre classique French 104: Stendhal et Flaubert French 105: Proust French 106: Poésie symboliste French 107: Le Roman du 18ème siècle: Thèmes et techniques 156 French 108: Le Roman du 20ème siècle French 109: Le Romantisme ‘ French 110: Ecritures françaises hors de France: Fiction et réel ‘ French 1 1 1 : Aspects of French Culture and Civilization: “ La Ville” C O G N A TE C O U R SE S A N D SEM IN A R S (30% Francophone content minimum): no more than two credits may count toward the concentration. Art History 18: TWentieth-Century Western Art Art History 64: Philadephia and American Architecture Dance 22: History of Dance: Europe’s Renaissance THrough 1900 Dance 36: Dance and Gender ‘ Dance 37: The Politics of Dance Performance ‘ Economics 82: Political Economy of Africa English 72: Proust, Joyce and Faulkner ‘ History 8b: Modern Africa, 1880 to Present History 20: Official and Popular Culture in Early Modem Europe Lit 14: Modern European Literature Lit 22F: French/ltalian/Spanish Cinema Music 4: Opera Music 22: Nineteenth-Century Music Music 23: IWentieth-Century Music Philosophy 39: Existentialism Political Science 3: Introduction to European Politics Political Science 12: Modern Political Thought Sociology/Anthropology 36: History of the Cultural Concept C o m ate Seminars (30% Francophone content minimum): History 1 1 7 : State and Society in Early Modern Europe History 122: Revolutionary Europe 1750-1870 History 124: Europeans and Others since 1750 ‘ History 140: The Colonial Encounter in Africa Philosophy 139: Existentialism, Phenomenology, and Poststructuralism Political Science 101: Political Theory: Modem Religion 112: Postmodern Religious Thought Sociology/Anthropology 102: History and Myth Sociology/Anthropology 103: Gift and Fetish Theatre Studies 106: Theatre History Seminar (depending on the topic o f the year) Note: Among all the courses listed above. those satisfying the requirement of at least two credits covering Francophone material outside of France are marked *. These can be courses in French or in other disciplines. French 91 (Special Topics) may count among this cate­ gory, depending on the topic o f the year. THE MINOR IN FRANCOPHONE STUDIES To be eligible to m inor in Francophone Studies for the Honors Program, students must com­ plete all the requirements for the Francophone Studies concentration. T his entails the com ­ pletion o f five credits, and the writing o f the Senior paper. Candidates for an honors minor will offer a single two-credit preparation out­ side the major. T h e student will follow the requirements for Senior Honors Study for the minor in the department in which the seminar is offered, and take that exam. 157 German Studies Coordinator: Committee: SUNKA SIMON (German) Richard Eldridge (Philosophy) Marion Faber (Germ an)3 Pieter Judson (History)3 Janies Kurth (Political Scien ce)' Tamsin Lorraine (Philosophy) Michael Marissen (Music)3 BrauliO Munoz (Sociology/Anthropology) Christopher Pavsek (German) Mark Wallace (Religion)12 Hansjakob Werlin (German) 1 A bsent on leave, fall semester, 1996. 2 A bsent on leave, spring semester, 1997. T h e concentration in German Studies grows out o f the co n n ectio n betw een G erm an thought and art o f the nineteenth and twenti­ eth centuries. Figures such as G oethe, Wagner, Nietzsche, Marx, and Freud, for example, go beyond the boundaries o f particular disciplines. In addition, the study of Germ an history and politics enriches and is enriched by the study of German literature and art. A combination of approaches to German culture introduces the student to a field o f knowledge crucial to con­ temporary society and prepares the student for graduate work in a good number of academic disciplines, as well as for various international careers. T h e Concentration may be undertak­ en in the Course Program or in the Honors Program. Concentrators 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 of which must be outside the student’s major department. To ensure a common groundwork for all concentrators, students must take the core course, G erm an 14, Introduction to Germ an Studies. To ensure work in depth, at least one credit must be a thesis on an interdis­ ciplinary topic, normally to be proposed at the end o f the junior year and written in the fall semester o f the senior year. A n interdiscipli­ nary thesis for the student’s major department 158 3 A bsent on leave, 1996-97. may fulfill this requirement. It is required that students do substantial work in the German language (Germ an 4 or the equivalent). It is also strongly recommended that students study in Germany (for a summer or, preferably, for a semester) if at all possible. Students who do no t take an advanced litera­ ture course must either use original Germ an sources in the thesis or add an attachm ent in German to one course in the concentration. Note: A student can accomplish a Special Major in Germ an Studies by taking three addi­ tional credits from the courses listed below. German Studies Minor in the Honors Program: Requirements: T h e G erm an Studies C o n­ centration offers only a M inor in the Honors Program. Students in the Germ an Studies Honors Program are expected to be sufficiently proficient in spoken and written Germ an to complete all their work in German and are strongly advised to spend at least one semester o f study in a Germ an-speaking country. Candidates are expected to have a B average in course work both in the Department and at the College. Prerequisites: Germ an 14 and an advanced course in Germ an Studies. Preparations: a seminar in German Studies (or, in lieu o f the seminar, two advanced courses in German Studies). Senior Honors Study and Examination: 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. T h e approved preparation in the form of 1500-2000-word paper will be added to the honors portfolio which will also include the seminar syllabus and student bibliography. The Honors Examination will take the form of a three hour written exam based on a German Studies seminar and the one half credit SH S preparation and a thirty minute oral exam based on all previous work in the field. T he following courses and seminars may be offered for a German Studies Concentration: Courses (one credit) Histoiy 34. Europe 1900. Eros and Anxiety. History 35. The Jew as Other. History 36. Modern Germany. History 37. The Holocaust and German Culture./LIT 37G. Music 2 2 .19th Century Music. Music 33. Lieder. Music 34. Bach. Music 35. Late Romanticism. Philosophy 39. Existentialism.* Sociology-Anthropology 03. Senior Colloquium on Art and Society.* German courses numbered 3B and above. Courses on German literature or film, taught in English: LIT 20G, LIT 50G, etc. Seminars (two-credits) History 122. Revolutionary Europe.* History 124. Europeans and Others Since 1750.+ History 125. Fascist Europe. Music 10 1. Bach. Philosophy 114 . Nineteenth-Century Philusophy. Philosophy 13 7. German Romanticism and Idealism. Philosophy 139. Phenomenology, Existentialism, and Post-Structuralism. Religion 106. Contemporary Religious Thought. Sociology-Anthropology 101. Critical Modern Social Theory. Sociology-Anthropology 105. Modern Social Theory. Sociology-Anthropology 115 . Freud and Modern Social Theory. German 104. Goethe und seine Zeit. German 105. Die deutsche Romantik. German 108. German Studies Seminar: Wien und Berlin. German 109. Rise of the Modern German Novel. * Cognate course: No more than two may be counted towards the G erm an Studies Concentration. + Cognate seminar: No more than one may be counted towards the G erm an Studies Concentration. History ROBERT C. BANNISTER, Professor ROBERT S.DUPLESSIS, Professor3 LILLIAN M . LI, Professor STEPHEN P. BENSCH, Associate Professor2 PIETER M . JUDSON, Associate Professor3 MARJORIE MURPHY, Associate Professor and Chair ROBERT E . WEINBERG, Associate Professor TIMOTHY J . BURKE, Assistant Professor BRUCE A . DORSEY, Assistant Professor3 JASON MCGILL, Visiting Instructor 2 Absent on leave, spring semester, 1997 3 Absent on leave, 1996-97 COURSE OFFERINGS AND PREREQUISITES course they wish to take or 4-5 in any area or who have permission o f the instructor or who have taken Classics courses 31, 32, 42 and 44Exceptions are courses designated “not open to first-year students” or where specific prerequi­ sites are stated. Students taking seminars will have taken at least two courses in the Swarthmore History Department or have demonstrat­ ed how preparation in other disciplines inte­ grates with the material in the seminar. T h e Department o f History offers a range of courses of value to all students, from surveys to more specialized courses focusing on a specific period, theme, or subfield. A ll courses attempt to give students a sense o f the past, an acquain­ tance with the social, cultural, and institution­ al developments that have produced the world o f today, and an understanding of the nature of history as a discipline. T h e courses emphasize less the accumulation o f data than the investi­ gation, from various points o f view, o f those ideas and institutions— political, religious, social, and economic— by which people have endeavored to order their world. Surveys are designed to serve the needs o f stu­ dents who seek a general education in the field, as well as to provide preparation for a range of upper-level courses. First-year seminars 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 o f primary sources, and historical methodology. Upper level courses (one credit) and advanced semi­ nars (two credits) focus on more specific topics. Prerequisites and Recommendations: Courses 110 and 72 are open to all students without pre­ requisites; first-year seminars (courses 10A10H ) are open only to first-year students on the same basis. Upper-level courses are gener­ ally 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 as the 160 REQUIREMENTS AND RECOMMENDATIONS FOR THE MAJOR Prerequisites: Admission to the Department as a major requires at least two history courses taken at Swarthmore and a satisfactory stan­ dard o f work in all courses. O ne of the two courses must be History 1. T h e other course may be taken in the History Department or chosen from among the courses in Greek and Rom an history offered by the Classics Depart­ ment. Students who intend to continue their studies after graduation should bear in mind that a reading knowledge of one or two foreign languages is now generally assumed for admis­ sion to graduate school. M ajor in the Course Program: T h e work o f the major in course consists o f 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) A ll Courses Before 1750; (2) A ll Courses in Areas Outside Europe and the United States: Africa, Asia, Latin America, and the Near East. T h e Department has a list of these distribution courses on file in the Department Office. Beyond that, majors are encouraged to concentrate informally in topics or areas o f special interest to them. (b) A ll history majors, except those in the Honors Program, must have completed one upper division course (indicated by starred courses) which requires a research paper o f at least 20-25 pages based on pri­ mary and secondary research. These papers are to be completed within the require­ ments o f the course. Majors are explected to finish a non-credit project related to public history which culminates in an oral presentation before members o f the department early in the spring semester. M ajor and minor in the H onors Program: Seminars are the normal mode of preparation for students in the Honors program majoring in history. A minimum grade of 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 examin­ er. Revised papers will not be graded but sent to examiners to provide a context for the eval­ uation o f written examinations taken in the Spring. Students may substitute an honors the­ sis for one o f their seminars. A ll 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 his­ tory will complete one double credit prepara­ tion 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 appro­ priate. 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, nor­ mally before going abroad. History 1 may, how­ ever, only be taken at Swarthmore. T h e Department is unable to offer additional credit work for students who have taken courses abroad in areas in which no Department mem­ ber has expertise. ADVANCED PLACEMENT AND ATTACHMENT OPTIONS T h e Department will automatically grant one credit for incom ing students who have achieved a score of 4 or 5 in Advanced Place­ m ent history examinations as long as they take any introductory course (1 through 10H). This credit may be counted toward the number of courses required for graduation. Students with A P credit may elect to take History 3 and 5a or 5b (but not both). Grades of 3 may serve as prerequisite for advanced courses in history in the same area (European or American) as the Advanced Placement course. Advanced Place­ ment credit may be used in partial fulfillment o f the college distribution requirements. Incoming students with scores o f 3 or better will be given preference in admission to FirstYear Seminars in the same area. LANGUAGE ATTACHMENT Certain designated courses offer the option o f a foreign language attachm ent, 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 historical sources in the foreign language. Arrangements for this option should be made with the instructor at the time o f registration. TEACHER CERTIFICATION For students who wish to seek secondary teach­ ing 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 161 History take at least four courses outside their major. A ll students seeking social studies certification are required to take two courses in history, at least one of which must be in Am erican 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. nationalism and state-building, imperialism and world wars. Recommended for Teacher Certification. Primary distribution course. Spring semester. Staff. 4. Latin America. T h e development o f Latin A merica from preColumbian times to the present. Emphasis is on the political, economic, and social develop­ m ent of Brazil, M exico, and Argentina, and on recent attempts at radical transformation. Primary distribution course. COURSES Optional Language A ttachm ent: Spanish or Portuguese. 1 . The Challenge of the Past. Spring semester. A comparative approach to the study o f the nature, sources, and shaping o f historical knowledge. Special emphasis will be given to the implications of these debates for historical thinking about identity, power, and institu­ tions. 5a. The United States in the 19th Century. Fall semester. Staff. Politics, society and culture in the U .S. from the framing o f the Constitution through the Gilded Age. Topics include: the legacy o f the Revolution; the paradoxes o f Jacksonian “democracy”; the cult o f domesticity; religion, work, and social reform; slavery, the Civil War, and Reconstruction; capitalism and culture. 2a. Medieval Europe. Recommended for Teacher Certification. Required o f all majors. Primary distribution course. A survey of medieval culture and institutions from the third to the fifteenth century. Topics will include the lingering sunset o f the ancient world, the rise o f the barbarian North, and the emergence 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. Early Modem Europe. Introduction to the discipline o f history, modes o f historical inquiry, and the history o f Europe from the end o f the Middle Ages to the Enlightenment. Primary distribution course. N ot offered 1996-97. DuPlessis. 3. Modern Europe. A topical survey which covers the period 1750 to 1945 with an emphasis on the political, social and cultural forces that have shaped M odem Europe. Topics include Enlightenment and popular culture, revolutionary movements, industrialization and its social consequences, Primary distribution course. Fall semester. Bannister. 5b. The United States in the 20th Century. Politics, society, culture and foreign relations in the evolution from a modem/industrial to a postmodem/postindustrial nation. Primary and secondary readings will explore general themes as well as key events from the Sacco-Vanzetti trial to Watergate and beyond. Films and doc­ umentaries will supplement readings. Recommended for Teacher Certification: Primary distribution course. Spring semester. Bannister. 6. The Fnrmation of the Islamic Near East. A n introduction to the history of the Near East from the seventh to the early fifteenth century. Emphasis will be placed on th e life o f Muhammad, the Arab conquests, the rise of the caliphate, and the articulation o f Islamic values during an age of political disintegration and nomadic invasion. Primary distribution course. Fall semester. Bensch. 7a. History of the African American People. T his course exam ines th e chronology of A frican A m ericans from 1619, their first recorded arrival in British N orth America, to 1865, the close o f the C ivil War. N ot offered 1996-97. M cG ill. ~ 7b. History of the African American People, 1860-present. A survey o f the varied and multidimensional histories of A frican Americans from the Civil War to the present. History 7a recommended but not required. Not offered 1996-97. M cGill. 8a. Africa in the Era of the Slave Trade, 1500-1850. The three centuries which marked the rise and fall of the slave trade transformed African soci­ eties and radically altered their place in the world. T his survey course focuses on the devel­ opment o f the slave trade and its impact on Africa. Topics covered include the rise o f pow­ erful states and the “commercial revolution” in West Africa; the development o f Swahili cul­ ture in East Africa; migration and violence in Southern Africa; the role o f European settle­ ments and forts. T h e course may count toward a concentration in Black Studies. Spring semester. Burke. 8b. Modern Africa, 1880 to Present. A survey o f modem African history, examining context and significance o f the establishment of formal colonial rule and impact o f imperial­ ism on Africa’s post colonial history. Not offered 1996-97. Burke. 9. Chinese Civilization. A n historical introduction to various aspects of traditional Chinese civilization and culture— language, literature, philosophy, art, imperial and bureaucratic institutions. T h e impact of Chinese civilization on other parts o f Asia will be examined briefly. Satisfies requirement in the Asian Studies Program. Primary distribution course. Spring semester. Li. 10A. First-Year Seminar: The Barbarian Horth. Exploration o f the rise o f Germanic and C eltic societies from c.100 A .D . to c.1050 A .D . N ot offered 1996-97. Bensch. IOC. First-Year Seminar: Sex and Gender in Western Traditions. This seminar traces changing constructions of gender in the creation of social norms from the fifth century B C E to the present. T his course may be counted toward a concentration in Women’s Studies. N ot offered 1996-97. Judson. IOD. First-Year Seminar: The Cold War Era. A focused examination o f the origins and per­ sistence of the cold war from the globalization o f containm ent to the pressure o f domestic conflict. N ot offered 1996-97. Murphy. IOE. First-Year Seminar: The Invasion of America. A study of pre-Columbian America and a com ­ parative analysis o f interactions between Indians and Europeans in colonial Spanish and British America. IOG. First-Year Seminar: Women, Family and the State in China. This seminar will consider the roles of Chinese women and family both in traditional times and in the twentieth century, including elite and peasant society. Drawing from diverse sources (literary, philosophical, anthropologi­ cal, etc.), the seminar will examine the ways in which culture and the state have defined these roles. This course may be toward a concentra­ tion in W om en’s Studies. Fall semester. Li. IOH. First-Year Seminar: The History of Race in Horth America. W hat is “race”? How does it effect people’s lives throughout history? W ho has “race”? How do they acquire it? T h e seminar explores these questions by looking at the experiences of six­ teenth-century aboriginal Americans, lesbian and gay African Americans of this century, working-class whites in the late 1700s, south­ western Latina/os, and Japanese-, Chinese-, and Southeast Asian-Americans. 163 History Spring semester. M cGill. 18. Women in Pre-Industrial Europe. Classics 31. History of Greece. Studies women in the period o f transition from traditional to m odem society, 1400-1700. Topics include: the medieval prelude, prescrip­ tions about women, economic and social con­ ditions, careers, family and marriage, and pop­ ular culture. (See listing under Department o f Classics.) Classics 32. The Roman Republic and Augustus. (See listing under Department o f Classics.) Classics 42. Democratic Athens Spring semester. Stuard. (See listing under Department of Classics.) *19 . The Italian Renaissance. Classics 44. The Early Roman Empire. T h e emergence o f a new culture in the citystates o f Italy (fourteenth-early sixteenth cen­ turies). (See listing under Department o f Classics.) *1 2 . Chivalric Society: Knights, Ladies and Peasants. Around the year 1000 a new nobility emerged to dominate Europe until the Industrial revolu­ tion. T h e course will explore the nature of what some now call “T h e Feudal Revolution” and its consequences through topics such as the Peace o f G od, the Crusades, chivalry, pred­ atory kinship, seigneurialism, and the inven­ tion o f romantic love. F all semester. Bensch. 14. Friars, Heretics and Female Mystics: Religious Turmoil in the Middle Ages. A n exploration o f radical m ovem ents o f C hristian perfection, poverty, heresy, and female mystics that emerged in Europe from the eleventh to the fifteenth century. N ot offered 1996-97. Bensch. 15. Medieval Towns. W ere medieval towns the “seedbeds o f moder­ nity”? T h e course will explore the historical and ideological debates surrounding the ques­ tion. N ot offered 1996-97. Bensch. *16. Sex, Sin, and Kin in Early Europe. W estern kinship and sexual mores will be examined as they crystallized from Roman, Christian, Germanic, and C eltic traditions. N ot offered 1996-97. Bensch. * 1 7 . The Mediterranean World In the Middle Ages. T h e course will examine the interface among Latin, Byzantine, and Islamic civilizations in the medieval M editerranean, w ith special emphasis on the period of W estern ascendancy. Not offered 1996-97. Bensch. 164 N ot offered 1996-97. DuPlessis. *20. Official and Popular Cultures in Early Modern Europe. Explorations o f thought and practice in west­ ern Europe between the later fifteenth and eighteenth centuries. N ot offered 1996-97. DuPlessis. *22. Early Modern France and the Francophone New World. France and its North American and Caribbean colonies from the late fifteenth to the late eighteenth century. Optional Language A ttachm ent: French. N ot offered 1996-97. DuPlessis. 24. Field to Factory: The Transformation of European Economies and Societies. T h e industrialization o f Europe from the agri­ cultural revolution and proto-industry to the contemporary period. N ot offered 1996-97. DuPlessis. 2 7. To the Oarricades: The European Revolutionary Tradition. A n examination o f Europe’s revolutionary tra­ dition starting with the French Revolution and ending with the Russian Revolution. N ot offered 1996-97. Weinberg. 28. Nations and Nationalism in Eastern Europe, 1848-1989. T h e construction o f national political identi­ ties, movements, and states out o f m ulti-ethnic Empires, from the revolutions o f 1848 to the collapse o f the Iron Curtain. N ot offered. 1996-97. Judson. 29. Sexuality and Society in Modern Europe. The historical construction o f sexual identities in W estern societies since 1700. Not offered 1996-97. Judson. 30. France Since 1789: Revolution and Empire. Optional Language Attachm ent: German. N ot offered 1996-97. Judson. *3 7 . History and Memory: The Holocaust and German Culture. (Cross-listed as Literature’s 37G ) M odem Languages and T he political, social, cultural and economic history of France and its empire since the great revolution. A n examination o f the Holocaust through the lens o f German culture and history. This course may count toward a concentration in German Studies. Optional language attachm ent: French. N ot offered 1996-97. Weinberg. Not offered 1996-9 7. Judson. *38. Russia in the Twentieth Century. *3 1. Revolutionary Culture and Transformation in the USSR. This course focuses on the Bolshevik seizure of power, consolidation of communist rule, rise of Stalin, de-Stalinization, and the collapse of the Soviet Union. Exploration o f the ways in which Russia’s rev­ olutionary transformation manifested itself in literature, art, film, and music. Not offered 1996-97. Weinberg. T his course may be counted toward a concen­ tration in International Relations. *33. Women in Russia and the Soviet Union: Accommodation, Resistance and Transformation. N ot offered 1996-97. Weinberg. This course explores how Russian women were affected by the gradual westernization, indus­ trialization and secularization o f society. This course may be counted toward concentrations in Public Policy and Gender policy. A comparative analysis of dynamics, institu­ tions, and processes involved in the Iberian medieval expansion and the Spanish conquest o f the New World. Spring semester. Weinberg. 34. Europe 1900: Eros and Anxiety. Politics and Culture in Berlin, Paris, and Vienna at the turn o f the century. Optional language attachments: French, German. N ot offered 1996-97. Judson. *35. From Emancipation to Extermination: European Jewry’s Encounter with Modernity. This course focuses on the fate o f European Jewry from the beginning of emancipation in the late eighteenth century to the Holocaust. This course may be counted toward a concen­ tration in German Studies. Spring semester. Weinberg. 39. Reconquista y Conquista: Iberian Expansion, Old World and New. N ot offered 1996-97. *4 1 . The American Colonies. T h e foundations o f A m erican civilization, 1607-1763. Topics treated include: the devel­ opment o f representative government; denominationalism and religious toleration; the emergence o f a new social structure; racism and ethnic relations; and England’s imperial policy. Fall semester. *42. The American Revolution. T h e 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. 36. Modern Germany. Spring semester. German politics, society and culture in the 19th and 20th centuries, from the revolutions of 1848 to recent attempts at reunification. This course may be counted toward concentra­ tions in Germ an Studies and International Relations. 43. Jeffeisonianism and the American Experience. A n interdisciplinary course w hich focuses intensively on contrasts betw een the Jeffersonian view o f man and America and other perspectives in American politics, con- History Prerequisite: History 5 or equivalent, or the permission of the instructor. in M exico, A merica in World W ar Vietnam in N ot offered 1996-97. Fall semester. Murphy. *44. America in the Progressive Era, 1896-1920. *50. The Making of the American Working Class. Politics, society, and culture in the making of “modem” America. A colloquium on the history o f the industrial revolution in America. T h e principal focus is a cooperative research project on which individ­ ual papers are written. T his course may be counted toward a concentration in Public Policy. stitutional law, social theory, religion, litera­ ture, and architecture. N ot offered 1996-97. Bannister. 45. The United States Since 1945. Foreign policy, domestic politics from Truman to Reagan. N ot offered 1996-97. Murphy. *46. The Coming of the Civil War. Social change on the eve o f the C ivil War; the conflict over free and slave labor; slavery and an African-American culture; causes o f the C ivil War. 1916; the significance of Central commerce; racialism and Japan in II and interventions in Korea and the post-war era. Fall semester. Murphy. 52. History of Manhood in America, 1750-1920. Meanings o f manhood and various construc­ tions o f masculine identity in A m erica between the 18th and 20th centuries. N ot offered 1996-97. Dorsey. N ot offered 1996-97. Dorsey. 54. Women, Society, and Politics. *4 7 . American Culture Since 1880. W om en in Am erican society from the colonial period to the present. Intellectual and cultural history in its institu­ tional and social setting. Them es include pro­ fessionalization and the culture o f “science”; Modernism, from rebellion to orthodoxy; “popular” culture and the rise of Post mod­ ernism. Roughly equal attention will be given to the periods o f Realism (1880s-1910s), Modernism ( 1920s-19 5 0 s), and Post mod­ ernism (1960s-present), with examples from political and social theory, religion, literature and the arts. Spring semester. Bannister. 48. Murder in a Mill Town: A Window on Social Change During the Early Republic. Topics in the social and cultural history of Am erica between the Am erican Revolution and the Civil War, utilizing primary sources from an 1833 murder trial. N ot offered 1996-97. Dorsey. *49. Race and Foreign Affairs. A history o f U .S . foreign affairs with attention paid to the origins of racialism and the impact o f expansionism on various ethnic and racial groups. Topics include the myths o f Indian atrocities in the W ar of 1812: Manifest Destiny and expansion, 1840; the war with M exico, 1846; the war with Spain, 1898; intervention 166 ■ | N ot offered 1996-97. Murphy. *60. Cultural Constructions of Africa: Images, inventions, Ideologies. T his course will examine the history o f the concept o f Africa, how African societies and African peoples have been variously objects of admiration, imitation, hatred, misunderstand­ ing or exploitation. I j 9 N o prerequisites. T h e course may count toward a concentration in Black Studies. N ot offered 1996-97. Burke. *6 1 . Trade, Merchants and Markets in African History. T his course deals with the central role o f trade and m erchant activity in the history of African societies from the trans-Saharan trade in ancient Africa to the role o f market women in present-day Ghana. I I j I Spring semester. Burke. *62. Health, Medicine and the Body in Modern Africa. This course examines the history of African practices and ideas o f healing in the nineteen th and tw entieth centuries and their encounter with European medical institutions I ] in the colonial and post colonial eras. Not offered 1996-97. Burke. *63. History of Southern Africa. Course focus includes, but is not limited to, the history of South Africa and emphasizes the his­ tory o f the nineteenth and twentieth centuries. The course may count toward a concentration in Black Studies. Not offered 1996-97. Burke. *66. Topics in Latin American History. Them atic as well as regional and national approaches varying from year to year. Topic: Latin American Women. Analysis o f the lives and roles of women— Native American, Black, and Hispanic— not only in such traditional spheres as sexuality, marriage, and the family, hut also in terms of female intimacy, the women’s movement, and the new role o f women in political life. Prerequisite: History 4, or the permission o f the instructor. Optional Language A ttachm ent: Spanish or Portuguese. Fall semester. 67. The Black Experience in Latin America. The history o f 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 A ttachm ent: Spanish or Portuguese. Not offered 1996-97. 68. Food and Famine: Past and Present. This course considers how different societies have fed their populations, how the current world food problem differs from historical sub­ sistence crises, and how food affects economic development and international relations. Prerequisite: Prior work in history, or permis­ sion o f the instructor. T his course may be counted toward a concentration in Public Policy. Not open to first-year students. Li. 72. Japanese Civilization and Culture. (Cross-listed as A rt History 3 1 ). This course explores Japan’s visual, literary, and political cultures from the pre-historical period through the early nineteenth century. N o prerequisite. (Fulfills the distribution requirement for either Humanities or Social Sciences as designated at time o f registration). Satisfies requirement in the Asian Studies Program. Fall semester. Graybill and Li. *7 4 . Modern China: From Emperors to Entrepreneurs. T h e history o f China from the early nine­ teenth century until the present. Topics include the Opium War, foreign imperialism, rebellions, reform, revolution,'" and the postMao era. Satisfies requirement in the A sian Studies Program. N ot offered 1996-97. Li. *75 . Modern Japan. T h e transformation o f Japan from a feudal soci­ ety to a modem nation-state. Topics include the M eiji restoration, the Japanese empire, militarism and war, postwar society. Satisfies requirement in the Asian Studies Program. Not offered 1996-97. Li. 7 7 . Orientalism East and West From Marco Polo to Madame Butterfly, from Pearl Buck to Fu Manchu, Westerners have created images o f the “O rient” that have ranged from fantastic to dem onic. Using images mainly from C hina and Japan, and occasionally from India and the Middle East, this course will consider their contexts, their authors, and the political, ideological and other purposes that they served. Materials will include literature, memoirs, wartime and cold war propaganda, and mass media. This course will also consider Asian views o f the West since the nineteenth century. Prerequisite: A n introductory history course or permission o f the instructor. Spring semester. Li. 88. The Social History of Consumption. This course examines the role o f consumption and commodities in the making o f the modem world, focusing largely but not exclusively on the history of European and N orth American societies. 167 History ♦ « Not offered 1996-97. Burke. 122. Revolutionary Europe 1750 to 18 71. 89. Gender, Sexuality and Colonialism. Selected topics in the social, economic, and political history o f France, England, and Germany 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 con­ flict, and the emergence o f nationalism and liberalism. This course may be counted toward concentrations in German Studies and Franco­ phone Studies. Drawing upon the comparative history of Asian, African, Caribbean, Latin American and Native Am erican societies since 1500, this course will examine the ways that colonial rulers and colonial societies envisioned and experienced gender. Fall semester. Burke. 92. Thesis. 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. Directed Reading. Individual or group study in fields o f special interest to the student no t dealt with in the regular course offerings. T h e 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. SEMINARS T h e following seminars are offered by the Department to juniors and seniors. Seniors in the External Exam ination Program usually take seminars in preparation for their examina­ tions. Som e preliminary reading or other preparation may be required for seminars on subjects in which no work has previously been done. 116 . The Italian Renaissance. Topics in the development o f state, society, and culture in Italian communes between the four­ teenth and sixteenth centuries. Not offered 1996-97■ DuPlessis. 1 1 7 . State and Society in Early Modern Europe. 1 M Spring semester. Weinberg. 124. Europeans and Others Since 1750. T h e rise o f European nationalism, imperialism and racism examined comparatively in France, Germany, G reat B ritain, the Habsburg Monarchy and their colonial empires in the period 1750-1914. Not offered 1996-97■ Judson. 125. Fascist Europe. This seminar studies European fascism in the context of a world tom by world war, econom­ ic depression and class conflict. T his course may be counted toward concentrations in German Studies and International Relations. W ■ M Not offered 1996-97. Judson. 128. Russian Empire in the I9th and 20th Centuries. Focus on the social, economic, political, and intellectual forces leading to the collapse o f the autocracy and the rise o f 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 Inter­ national Relations. Fall semester. Weinberg. 130. Early American History. Political, economic, social, and cultural aspects o f the period from the explorations to the early National era. Not offered 1996-97. Comparative analysis o f state formation, eco­ nom ic development, and social change in con­ tinental Europe and England during the six­ teenth and seventeenth centuries. 132. American Political History. N ot offered 1996-97■ DuPlessis. Fall semester. Bannister. Parties, public policy, social, and constitution­ al issues from 1787 through the 1960s in their econom ic and cultural context. *» I | 134. American Diplomatic History. T he emergence o f the U nited States as a world power, w ith emphasis on expansionism, national interest, and global mission. Not offered 1996-97. Murphy. 135. American Social History. Everyday life in America from the colonial era to the present. Topics include conflicts between N ative A m erican and European American cultures; slavery and its aftermath; constructions o f race; industrialization and changing patterns o f work; religious revivalism and reform; working-class culture; gender, fam­ ily and sexuality; immigration; urbanization and suburbanization, and popular culture. Spring semester. Li. 148. Latin America. Selected topics in Latin Am erican history, including the encounter o f Europeans, Indians and Africans; the rise of the great estate; ideo­ logical conflict in the post-independence era; and autonomy versus dependence in economic development. N ot offered 1996-97. Spring semester. Murphy. 136. American Intellectual History: The nineteenth Century. Political, social, and literary culture in the United States from the 1780s to the 1910s. Not offered 1996-97. Bannister. 137. American Intellectual History: The Twentieth Century. Political, social, religious literary culture in the United States from “modernism” to “post mod­ ernism”. Not offered 1996-97. Bannister. 140. The Colonial Encounter in Africa. Focus on the social, economic, and cultural dimensions o f the colonial era in modem Africa. Topics discussed include nationalism and other forms o f A frican resistance to colo­ nial rule; migrancy and the development of new urban cultures; missionaries, conversion and struggles over religious practices; industri­ alization and workers’ movements; gender and sexuality during the colonial era; impact of colonial patterns o f development on contem ­ porary Africa. Spring semester. Burke. *144. Modern China. 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 revolution; political and social transform ation in the People’s Republic o f China. Satisfies requirement in the Asian Studies Program. 169 Interpretation Theory Coordinator: Comm ittee: KENNETH GERGEN (Psychology) Timothy Burke (History) Michael Cothren (A rt) Richard Eldridge (Philosophy) BrUCe Grant (Sociology/Anthropology)2 Cynthia Halpern (Political Science) Christopher Pavsek (M odem Languages and Literatures) Robin Wagner-Pacifici (Sociology/Anthropology) Mark Wallace (Religion)2 Philip Weinstein (English Literature) Patricia White (English Literature) 2 A bsent on leave, spring semester, 1997. Propositions about persons, texts, works o f art, or nature inevitably require acts o f interpreta­ tion. A ll fields o f knowledge, then, are wedded to interpretive processes. A program in Inter­ pretation Theory provides students with the opportunity to explore processes o f interpreta­ tion, inquiring into their nature across the dis­ ciplines, forces impinging upon interpretive acts, and the results o f varying forms of inter­ pretation both within knowledge generating communities and the culture more generally. Focal attention is directed to the function of language, and to the ways in which various tex­ tual and rhetorical devices, values, and social processes guide interpretation. Questions of objectivity, cultural utility, and moral account­ ability 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 requirem ents stated below. Students should submit their proposed program to the coordinator o f the concentration. A ll program proposals must be approved by the Interpretation Theory Committee. theories and practices, concentrations will nor­ mally include at least one course from each of the two groups of courses that serve to intro­ duce the concentration. O n e such group (iden­ tified by single asterisk) is comprised o f courses th at attend significantly to the historical development o f interpretive practices. T he other group (identified by double asterisks) is comprised of courses that attend signficantly to the range of interpretive strategies currently operative within several disciplines. C oncen­ trators will choose these two recommended courses from different departments, and they will normally complete them by the end o f the junior year. Three of the remaining four cours­ es in the concentration are elective, but they must draw on at least one further department. As part o f the six course requirement, all con­ centrators will take a capstone seminar, IT 91, team taught by members o f different depart­ ments, in their senior year. Currently offered courses relevant to the con­ centration include: Int Theory 91. Capstone Seminar. T h e relationships among spirituality, literary practice, and critical theory will be explored in an interdisciplinary format. CONCENTRATION REQUIREMENTS Spring semester. W allace and Weinstein. Each concentration must include a minimum o f six credits from the courses and seminars listed below. In order to provide necessary his­ torical perspective, and in order to guarantee exposure to a sufficient variety o f interpretive Art Hist 9. Form and Signification. Art Hist 61. Everyday Things. Art Hist 195 .* Theory and Methodology. Biology 43. History and Critique of Biology. A 1 1 e I 4 Classics 36. Classical Mythology. English 15. Fictions of Identity. English 2 9 .** Inscriptions of the Feminine. English 39. Romanticism and the Performance of Gender. English 49. “ Whiteness” and Racial Differences. English 8 2 .** Representations of Women’s Identity. English 85. American Narrative Cinema. English 86. Women and Popular Culture. English 89. Feminist Film and Media Studies. English 91 . * * Film Thenry and Culture. English 9 2 .** Theory of the Novel. English 9 3 .** Lesbian Representation. English 94. Critical and Cultural Theory. English 1 2 0 .** Critical Theories. History 1 . The Challenge of the Past. History 29. Sexuality and Society in Modern Europe. History 60.* Cultural Constructions of Africa. Int Theory 90. Directed Reading. Int Theory 92. Thesis. Mod Lang 54G. Post-War German Cinema. Mod Lang 61. Writing and Reading Across Gender Lines. Mod Lang 62F. Le Rnmantisme. Mod Lang 7 1 F. Constructions of Male Homosexuality. Mod Lang 76. Femmes écrivains. Mod Lang 108. Le Roman du 20e siècle: Fictions, Myths, Ideologies from the Twenties to the Present. Phil 1 7 .* Aesthetics. Phil 26. Language and Meaning. Phil 45 .* Philosophical Approaches to the Question of Woman. Phil 7 8 .* * Post Modernism/Post Structuralism. Phil 89. Philosophy of Social Sciences. Phil 106.* Aesthetics. Phil 116 . Language and Meaning. Phil 139 .* Phenomenology, Existentialism, and PostStructuralism. Phil 145. Feminist Theory Seminar. Poli Sci 12. Mndern Political Theory. Poli Sci 1 3 .* Feminist Political Theory. Psych 3 7 .* * Concepts of the Person. Psych 44. Psychology and Women. Psych 48. Technology, Self and Snciety. Psych 5 2 .** Representations of Women’s Identity. Psych 6 8 .** Reading Culture. Psych 87. Psychology, Riology and Economic Rationality. Psych 106 .* Personality Theory and Interpretation. Religion 5. Problems of Religious Thought. Religion 1 4 .* Philosophy of Religion. Religion 1 1 2 .* * Postmodern Religious Thought. Soc-Anthro 2. Nations and Nationalism. Soc-Anthro 2 4 .** Discourse Analysis. Soc-Anthro 55.* Power, Authority, and Conflict. Soc-Anthro 5 8 .** Cultural Representations. Soc-Anthro 7 7 . Colloquium: Art and Society. Soc-Anthro 10 1. Critical Modern Social Theory. Soc-Anthro 102. History and Myth. Soc-Anthro 105. Modern Social Theory. Soc-Anthro 114 . Political Sociology. Soc-Anthro 115 . Freud and Modern Social Theory O ther courses may be considered upon petition to the Interpretation Studies C om m ittee. These may include relevant courses offered at Bryn Mawr, Haverford, and the University of Pennsylvania. 171 Latin American Studies Coordinator: Committee: JOHN J . HASSETT (M odem Languages & Literatures) Aurora Camacho de Schmidt (M odem Languages and Literatures) Miguel Díaz-Barriga (Sociology/Anthropology) J o a n Freidm an (Modem Languages & Literatures) Hugh Lacey (Philosophy) Braulio Muñoz (Sociology/Anthropology) Steven Piker (Sociology/Anthropology) Kenneth Sharpe (Political Science) People in the United States are more aware than ever o f their own Latino/a population and the geographical situation of their country in a hemisphere shared with more than 450 million Latin Americans. Inter-Am erican relations are full o f challenges, potential for conflict, and possibilities for growth and social transforma­ tion. T h e Latin American Studies C oncen­ tration (L A S C ) prepares students in the cul­ tures, languages, literatures, historical and sociopolitical contexts of the countries o f Latin Am erica and o f Latinos/as in the U nited States. T h e concentration is open to all majors in all departments. In addition, L A S C serves as a fomm for Latin American faculty working on Latino/a and Latin American issues, allowing them to interact with colleagues at the tri-college, national, and international levels through various means, including faculty exchanges with Latin American universities. L A S C takes as one o f its key roles the facilitation o f visits by faculty from Latin America to the college campus for both short term as well as long term periods. A t this point visits by scholars from the Universidad de Centroamérica (U C A ) in El Salvador, the Universidad de la Frontera (C hile) and the Universidad de Lima (Perú) have occurred or are ongoing. CONCENTRATION REQUIREMENTS Students interested in the concentration must submit a proposal as part o f their Sophomore Paper in the spring semester of their second year. T his proposal should be developed in close consultation with the L A S C Coordinator and members o f the Latin American Studies C o n cen tratio n C om m ittee. T h e proposal should establish how the concentration relates to the overall program of undergraduate study in general, and to the departmental major in particular. T h e requirements for the concen­ tration include: 1) Language. L A S C requires the successful completion o f Spanish 4B or its equivalent. This requirement is waived for students who demonstrate com petence in Spanish or Portuguese. In their junior year students will be expected to read texts in Spanish or Portu­ guese, and attend classes taught in either lan­ guage. It is desirable, therefore, that students study language as early as possible, in their undergraduate career. 2) Study abroad. A ll students are required to spend a minimum of one semester abroad in a program approved both by L A S C and the Office of Foreign Study. Only in exceptional cases with the support o f a faculty member and the approval o f L A S C Com m ittee will a semester internship or community service in Latin America fulfill the concentration re­ quirement. Study abroad must be pursued in either Spanish or Portuguese. 3) M ini'Course. During their senior year con­ centrators are required to participate in a mini­ course with our visiting Latin American schol­ ar. T h e topic o f each mini-course will depend upon the field o f expertise and research of the visiting scholar. T h e mini-course will involve four sessions (lecture followed by discussion) and the language of instruction will be Spanish (or Portuguese with Spanish translation). 4 ) Courses. A ll students must take a minimum o f five credits which may be selected from the courses and/or seminars listed below, or from those taken abroad in an approved program. T h e concentration also requires that at least one credit be taken, either at Swarthmore or abroad, in each of the areas listed below. Furthermore, at least one credit must be taken at Swarthmore in each of two different areas: A. Latin American Politics and History C. Hist. 4: Latin America. Hist. 39: Reconquista y Conquista: Iberian Expansion, Old World and New. Hist. 66: Topics in Latin American History. Hist. 148: Latin America. Poli.Sci. 57: Latin American Politics. Puli-Sci. 63: La Frontera: The U.S. and Mexico in Politics and Literature. Poli.Sci. 109: Comparative Politics: Latin America. S & A 66: Ecology, Peace and Development in El Salvador. S & A 12: Introduction to Latinos in the U.S. S & A 31: Latin American Society and Cultures. S & A 32: Latin American Urbanization. S & A 33: Indigenous Resistance and Revolt in Latin America. S & A 37: Spanish American Society Through Its Novel. Latin American Societies and Culture (also cross listed as L IT 60SA ) Rel. 107: Liberation Theology. Phil. 58: Violence and Non-Violence in Latin America. B. Latin Am erican Literature Span. 13: Introducción a la literatura hispanoamericana. LIT 65SA: Indigenous Peoples in Latin American Literature. Span. 76: La poesía hispanoamericana del siglo XX. Span. 7 7 : La novela hispanoamericana del siglo X X . Span. 79: El cuento hispanoamericano. Span. 80: Narrativa chilena desde el golpe militar. Span. 81: Invención y redescubrimiento de América. Span. 82: La mujer mirando al hombre. Span. 83: El tirano latinoamericano en la literatura. Span. 85: Narrativa hispánica contemporánea de Estados Unidos. Span. 101: La novela hispanoamericana dei siglo X X . Span. 104: La narrativa de Mario Vargas Llosa. Span. 105: La literatura contemporánea de Cuba y Puerto Rico. Span. 106: Visiones narrativas de Carlos Fuentes. HONORS MINOR To complete an honors minor in Latin Ameri­ can Studies students must have completed all requirements for the concentration. From within the concentration’s offerings they may select for outside exam ination a seminar included in the L atin A m erican Studies Concentration listing so long as this offering is not an offering within their major department. T h e one-half credit senior honors requirement consists of a set o f additional readings assigned by the seminar professor on which students will also be examined. 173 Linguistics fi JOHN BAUGH, Eugene M. Lang Visiting Professor for Issues o f Social Change DONNA JO NAPOLI, Professor and Program Director THEODORE FERNALD, Assistant Professor THOMAS KLEIN, Lecturer and Laboratory Assistant Committee: Michael Brown (Physics) Richard Eldridge (Philosophy) Sibelan Forrester (M odem Languages and Literatures) Charles Kelemen (Computer Science) Steven Piker (Sociology and Anthropology) I I 4 T h e 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. T h e relevance of linguistics to the disciplines o f psychology, philosophy, sociology, anthro­ pology, and language study has been recognized for a long time. But recently a knowledge of linguistics has become important to a much wider range o f activities in today’s world. It is a basic tool in artificial intelligence. It is increas­ ingly a valuable tool in literary analysis. It is fundamental to an understanding o f communi­ cation skills. And, since the very nature of modem linguistic inquiry is to build arguments for particular analyses, the study of linguistics gives the student finely honed argumentation 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 of any number o f types. T his is because language 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. T h e study o f lan­ guage 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 departments m entioned below. T hese are the Special Majors: Linguistics (LIN G ); Linguistics and Languages (LL). T h ere is one honors m ajor administered through the Linguistics Program: Linguistics. 174 A ll LIN G and LL majors (honors or course) must take one course or seminar from each of the following three lists: 1 > (a) sounds: Ling. 45, 52, 105, 106 (b) forms: Ling. 50 (c) meanings: Ling. 26, 40, 109, 116 A ll LIN G 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. I 9 1* Students are encouraged to study abroad, and all departmentally approved courses taken in linguistics abroad can be used to fulfill requirements for the major or minor. I 1 11 SPECIAL MAJOR: LINGUISTICS * T his 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. I Special majors must also pass eith er the Language Requirem ent or the Cognate Requirement. If the student is a double major, this requirem ent is waived. I i Language Requirement: Advanced competence 9 in at least one foreign language. This can be demonstrated by successfully-com­ pleting Latin 13, G reek 12, or above, or a sem­ inar in the Dept, o f Classics, or a course numbered 11 or above in the Dept, o f M odem Languages and Literatures, or through an exam. If 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 Linguistics Program. Any natural language, ancient or modem, may be j I j used to fulfill this requirement. Cognate Requirement: A t least three credits in a cognate area to linguistics. (Note: A ll courses in the chosen cognate that appear on the list below will count as part o f the credits in the major in the determination of whether or not a student has adhered to the “20-course-rule.”) The cognate areas are defined below. T h e cred­ its must be gained by taking classes from a sin­ gle 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). T h e numbers of the approved courses from the named depart­ ment are listed after the department name. Courses no t listed here will not be accepted for the cognate requirement unless they are crosslisted with Linguistics. (1) Computer Science: 46, 63, 75 (2) Education: 18, 2 1 ,4 2 , 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 ad­ 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, 23 or 53 (but not both), 41, 46, 61, 65 or 72 (but not both) (6) Philosophy: 12, 26, 40, 86, 116 (7) Psychology: 3 2 ,3 3 ,3 4 ,3 9 ,4 2 ,4 3 ,4 9 ,8 6 , 9 2 ,1 3 4 (8) Sociology/Anthropology: 10, 18, 19, 24, 104 (9) Formal systems: A student may choose to do a cognate in Formal Systems, taking courses from the approved lists for Computer S cien ce, Engineering, and Mathematics/Statistics. Special majors in linguistics must pass a com­ prehensive requirement. Due to the highly interdisciplinary nature of 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 presenta­ tion. A ll senior papers must be written in the research seminar (Ling 100) in the fall o f the senior year. SPECIAL MAJOR: LINGUISTICS AND LANGUAGES T h e student may combine the study of linguis­ tics with the serious study of two foreign lan­ guages. T h e languages can be m odem or ancient. For this major, precisely 6 credits in linguistics and 3 credits in each o f the two lan­ guages, for a total o f 12 credits, are required. Linguistics 50 is required. A ll students will be expected to take Ling 60. If the student speaks a non-Indo-European lan­ guage, this requirement is waived. For a modem language taught by the Dept, of M odem Languages and Literatures, there must be one Composition and D iction course (num­ bered 5 or above) and two other courses (num­ bered 11 or above) or a seminar. For a classical language taught by the Dept, of Classics, there must be one intermediate-level course (numbered 11-14) and one seminar. Som e work in each foreign language included in the major must be done in the student’s junior or senior year. If one or both of the foreign languages is mod­ em , 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. T hose who do no t 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. A ll senior papers must be written in the research seminar (Ling 100) in fall of the senior year. HONORS MAJOR: LINGUISTICS Students must pass the requirement in sounds, forms, and meanings, and in structure o f a non- 175 Linguistics Indo-European language; must write a senior thesis. Students are required to take the Research Seminar for two credits in the fall term o f their senior year. (T h e Research Sem inar fulfills the college-wide Senior Honors Study requirement for Honors.) T h e thesis and two research papers will consti­ tute the portfolio for honors. T h e 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. T h e “examina­ tion” will consist of a thirty-minute discussion with the external reader. T h e 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. T h e areas will be selected from any combina­ tion or blend o f the following: phonetics, phonology, morphology, syntax, semantics, his­ torical, and comparative. T h e student will prepare for these research papers by taking at least four credits o f course work (two credits in each of the research paper areas). T h e students will work independently on these papers, without collaboration and without faculty guidance. T h e “exam ination” will consist o f a one-hour discussion with the reader for each paper. T h e Linguistics Program puts no restrictions on the minors that can be combined with this major. HONORS MINOR 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 willhave the same topics and guidelines for prepa­ ration and exam ination as the research papers described immediately above for the majors. A ll minors must take the Research Seminar in the fall of their senior year for one or two cred­ its. T h e Linguistics Program puts no restrictions on the majors that can be combined with this minor. COURSES 1 . Introduction to Language and Linguistics. Introduction to the study and analysis of human language, including sound systems, lex­ ical systems, the formation o f phrases and sen­ tences, and meaning, both in modem and ancient languages and with respect to how lan­ guages change over time. O ther topics that may be covered include first language acquisi­ tion, sign languages, poetic metrics, the rela­ tion between language and the brain, and soci­ ological effects on language. Primary distribution course. Fall. Femald. 2. Exploring Acoustics DOUBLE MAJORS (See Engineering 2.) Everbach. Double majors do three preparations in one m ajor and one preparation in the other. 5. American Sign Language. If a double major does three preparations in Linguistics, the student’s portfolio will be as described above under the Honors Major. This is an intensive language course in the manual/visual language o f the Deaf communi­ ty in the U nited States. If a double major does only one preparation in Linguistics, the portfolio for honors will consist solely o f the thesis. A ll other statements about the Honors M ajor above, except those pertain­ ing to the research papers, hold o f this double major. No prerequisites. C heck with the department office as to when it will be offered. 6. Structure of American Sign Language. 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. 176 Spring. (N ext offered in 1998). Napoli. 16. History of the Russian Language. (See Russian 16.) Forrester. 18. Linguistic Strife in Schools. We explore the evolution o f Am erican lin­ guistic diversity and its educational conse­ quences. W e examine research from socio­ linguistics, historical linguistics, and other complementary articles. A substantial dimension o f the course will be an in-class presentation and term paper examining the relationship between language and (poten­ tial) sources of linguistic conflict among cul­ turally diverse U .S. citizens. (Cross-listed as Education 18 and Sociology/ Anthropology 18.) Fall. Baugh. 19. The Evolution of African American English. In this course, students will be introduced to the structure o f African A m erican English. The language will be examined from linguis­ tic, educational, ethnographic, and cultural perspectives. Basic linguistic concepts will be introduced. Term papers should demonstrate a link between an educational problem and its linguistic relevance and will be developed in the class. (Cross-listed as English 19 and Sociology/ Anthropology 19.) (Counts for Black Studies 19.) language and education. Particular attention will be given to English-based creoles, in­ cluding Gullah and Jamaican Creole. (Cross-listed as Sociology/Anthropology 79.) Prerequisite: A t least one linguistics course. Spring. Klein. 26. Language and Meaning. (See Philosophy 26.) Eldridge. 28. Introduction to Cognitive Science. (See Psychology 28.) Dufour. 30. Languages of the World. T his course will provide a careful look at var­ ious cross-linguistic generalizations in each of the major subfields o f linguistic research. We will focus on the phonemic and morphologi­ cal organization of five or six specific lan­ guages, along with particular phonological and syntactic processes found in them . Students will individually investigate a lan­ guage o f their choosing, working from descriptive grammars. T hey will write a research paper discussing the way their lan­ guage performs certain basic functions and deals with issues raised in class. This course will benefit budding linguists by providing in-depth practice with research from gram­ mars, setting the stage for possible field work, and by subjecting various cross-linguistic generalizations to empirical scrutiny. Spring. Baugh. Prerequisite: Linguistics 1 or the permission o f the instructor. 20. History of the French Language. Primary distribution course. Occasionally. Occasionally. Femald. 23. Old English/History of the English Language. 33. Introduction to Classical Chinese. (See English 23.) Berkowitz. Williamson. 34. Psychology of Language. (See Chinese 33.) 24. Discourse Analysis. (See Psychology 34.) (See Sociology/Anthropology 24.) Dufour. Wagner-Pacifici. 37. Languages of Africa. 25. Language, Culture, and Society. A look at phonetics, phonology, morphology, syntax, and semantics across several language families. Bantu languages are a point o f com ­ parison. Topics include clicks, tones, causatives, serial verbs, issues o f language An investigation o f the influence o f cultural context and social variables on verbal com ­ munication. Topics covered include dialectal varieties, creoles, language and gender, and Linguistics policy in Africa. fields. (Cross-listed as Sociology/Anthropology 37. Counts for Black Studies.) Primary distribution course. T his course also falls in the third category o f courses approved as counting toward a computer science con­ centration. Occasionally. 40. Semantics. In this course we look at a variety o f ways in which linguists, philosophers, and psycholo­ gists have approached meaning in language. W e address truth-functional semantics, lexi­ cal semantics, speech act theory, pragmatics, and discourse structure. W hat this adds up to is an exam ination o f the meaning o f words, phrases, and sentences in isolation and in context. (Cross-listed as Philosophy 40.) Primary distribution course. Spring. Femald. 43. Morphology and the Lexicon. 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: O ne o f Ling. 1, 40, 45, or 50. Spring. Napoli. 45. Phonetics and Phonology. Phonology is the study o f the sounds o f lan­ guage and the rules that govern the interac­ tion o f sounds when they are put together in words and phrases. Primary distribution course. Fall. Napoli. 46. Language Learning and Bilingualism. (See Psychology 43.) Dufour. 49. Brain, Language and Cognition. (See Psychology 49.) Fall. Napoli. 51. Romance Syntax. A comparative study of the syntax o f modem Rom ance languages, including Spanish, French, Italian, Portuguese, and Romanian. Prerequisites: Linguistics 50 and a working knowledge o f a Romance language or of Latin. Occasionally. Napoli. 52. Historical and Comparative Linguistics. W e study the reconstruction o f prehistoric linguistic stages, the establishment o f lan­ guage families and their interrelationships, and the examination of processes o f linguistic change. For spring 1994, the second half of the semester will be devoted to reconstruct­ ing proto-Bantu. T his course in this semester counts toward the concentration in Black Studies. Prerequisite: Ling. 1 or Ling. 45 or permission o f the instructor. Spring. Staff. 54. Oral and Written Language. 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. T his course is for linguists and writers o f children’s fiction and anyone else who is strongly interested in child development or reading skills. (Crpsslisted as Education 54.) (Studio course.) Dufour. Prerequisite: O ne of Ling. 1, 40, 45, or 50. 50. Syntax. Spring. Napoli. W e study the principles that govern how words go together to make phrases and sen­ tences in natural language. M uch time is spent on learning argumentation skills. T he linguistic skills gained in this course are applicable to the study o f any natural lan­ guage, modem or ancient. T h e argumenta­ tion skills gained in this course are applicable to law and business, as well as academic 60. Structure of a Non-Indo-European Language. 178 A n exam ination o f the major phonological, morphological, syntactic, and semantic struc­ tures in a given non-Indo-European lan­ guage. W e will also consider the history of the language and its cultural context. T he language for 1997 is Chinese. Prerequisite: A t least two out o f Ling 1, 40, 4 3 ,4 5 , and 50. Spring. Huang. 70F. Caribbean and French Civilizations and Cultures. (See French 70F.) Rice-Maximin. 80. Intermediate Syntax and Semantics. This course is designed to provide theoretical and cross-linguistic breadth in topics involving the interaction of syntax and semantics. You will refine your skills o f analysis and argumen­ tation. Topics and languages considered will vary. This course is open to all students who have taken syntax or semantics. Fall. Femald. 92. Research Practicum in Psycholinguistics. your experiences and to write a term paper (the essence o f which would be determined by you and the linguistics faculty member who men­ tors you in this.) Fall or spring. Napoli. 100. Research Seminar. A ll majors in Linguistes (course or honors) must write their thesis in this seminar. Minors in Linguistics are also required to take this seminar. N o one else may take the seminar. Only seniors are admitted. This seminar must be for two credits for honors majors. It may be for one or two credits for minors and course majors. Fall. Femald. SEMINARS (See Psychology 92.) Dufour. 104. Culture and Creativity. 94. Research Project. (See Sociology/Anthropology 104.) W ith the permission o f the Program students may elect to pursue a research program. Piker. Fall or spring. Staff. 95. Community Service Credit: Language and the Deaf. This course offers credit for community service work. You may work with children at the Oral Program for the Hearing Impaired at the Kids’ Place in Swarthmore. Prerequisites are Lin­ guistics 45, the permission of the chairs o f both Linguistics and Education, and the agreement of a faculty member in Linguistics to mentor you through the project. You would be required to keep a daily or weekly journal o f your expe­ riences and to write a term paper (the essence of which' would be determined by you and the linguistics faculty member who mentors you in this). Fall or spring. Napoli. 96. Community Service Credit: Literary. This course offers credit for community service work. You may work with children in Chester public schools on literacy. T h e prerequisites are Linguistics/Education 54, the permission of both Linguistics and Education, and the agree­ ment o f a faculty member in Linguistics to mentor you through the project. You will be required to keep a daily or weekly journal of 105/106. Seminar in Phonology/ Morphology. T his seminar will consider recent develop­ ments in the theory o f phonology and/or mor­ phology. W hen it is in metrical phonology, a poetry workshop will be incorporated into the seminar. One or two credits. Prerequisite: Ling. 45. Occasionally. 108/109. Seminar in Semantics/Syntax. This will be an advanced course in model-the­ oretic, event semantics. W e will work through a recent version o f Montague’s system o f pro­ viding an explicit mapping from syntactic rep­ resentations o f sentences to logical representa­ tions and their interpretations. T his course falls in the third category o f courses approved as counting for a computer science concentra­ tion. O ne or two credits. Prerequisite: Ling. 40. Occassionally. 116 . Language and Meaning. (See Philosophy 116.) Eldridge. Linguistics * -------------------------------------------------------------------------------------------------- « 134. Psycholinguistics Seminar. (See Psychology 134.) Dufour. <4 * û % * %* 1 * * 180 I Literature The Literature major is administered by a Literature Comm ittee made up o f the Coor­ dinator and faculty representing the Depart­ ments of Classics, English Literature, and Modem Languages and Literatures. T h e basic requirement for the major is work in two or more literatures in the original language. Students 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. T h e student will also submit a 6-10 page writing sample from a previously completed course. T h e Comm ittee will review the propos­ al and the essay and advise the student. « In lieu of a regular course, the Literature Committee will consider proposals for one or more research papers written as Course attach­ ments or for the substitution of an extended research paper for course credit. Requirements for a M ajor in Course: i J ■ I (1) A minimum of ten one-credit courses, or where appropriate, a combination o f one-cred­ it courses and two-credit seminars to make a minimum o f ten credits, in two or more litera­ tures, including a substantial concentration of work— normally not fewer than five courses— in one o f the literatures. Only courses num­ bered 11 or above in Classics and Modem Languages and Literatures are counted as con­ stituents o f 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 o f the junior year, each o f no less than fifteen pages. The student will submit to the Committee an outline for each of the papers and propose fac­ ulty advisors from appropriate departments for each paper before the end o f the junior year. The senior papers count for one credit and should represent serious, polished expressions of the student’s program of study. In some cases the Comm ittee may ask that the papers be written in whole or in part in the language of a literature studied other than English. T h e three senior papers are to be submitted to the student’s advisors during the spring semester of the senior year as follows: first paper, no later than February 28; second paper, no later than M arch 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 Comm ittee in lieu o f three papers. (3) A n oral comprehensive examina­ tion, one to one and a half hours in length, at the end o f the senior year, based on the cours­ es and seminars comprising the major and on the senior papers. Requirements for a M ajor or Minor in the Honors Program: M ajor: Four two-credit preparations in at least two literatures in the original language, one of which is a thesis. O ne o f the preparations may also count as an independent minor if depart­ mental requirements have been met. Minor: A two-credit thesis integrating prepara­ tions that have been done in at least two liter­ atures in the original language. Senior Honors Study: A t the beginning of their final semester seniors 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 of additional readings related to the content o f the thesis. It will be the responsibility o f the student to complete these additional readings prior to the external examination. Copies o f the bibliography of additional readings will be made available to the external examiner. Prerequisite for admission into the Honors Program is the successful completion o f an advanced course in literature in each o f the lit­ eratures of the student’s program of study. A minimum grade o f a B is required. Sin ce each individual student’s program of study is structured differently, both the nature of the SH S and the outline o f the portfolio contents are to be determined as they appear. T h e mode o f examination is a three hour long written examination per preparation prepared by the external examiner as well as a thirty Literature ■ 4 minute oral based on the contents of the writ­ ten exam. Procedures for all M ajors: A ll majors will meet with members o f the Literature Committee before the end o f the junior year to review and assess the student’s program. A s 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. T h e courses and seminars that compose the Literature major’s formal field of study will nat­ urally differ with each major. A tten tion is called, however, to the following offerings presently listed in the Catalogue. Classics 33. Homer and Greek Tragedy. Classics 34. Women in Classical Literature. Classics 36. Classical Mythology. Classics 60. Dante and the Classical Tradition. Classics 82. The Ancient Theater. English 72 . Proust, Joyce, Faulkner. English 73./French 75. Proust/Joyce. English 76. The Black African Writer. English 79. Studies in Comparative Fiction. English 115 . Modern Comparative Literature. LIT 13R. The Russian Novel. LIT 14 . Modern European Literature. LIT 15R. Russian and East European Prose. LIT 16CH. Substance, Shadow, and Spirit in Chinese Literature and Culture. LIT 17CH. The Legacy of Chinese Narrative Literature: The Story in Dynastic China. LIT 22F. French/ltalian/Spanish Cinema. LIT 23CH. Modern Chinese Literature: A New Novelistic Discourse (1918-1948). 182 IJT 25CH. Contemporary Chinese Fiction: Mirror of Social Change. U T 50R. Russian Literature and Revolutionary Thought. U T 58SA. Contemporary SpanishAmerican Literature. U T 51G. Gender and Race in German Cinema. U T 54G. Post-War German Cinema. U T 55CH. Contemporary Chinese Cinema. LIT 6GSA. Spanish American Society Through Its Novel. LIT 61SA. Women’s Testimonial Literature of Latin America. LIT 64SA. Journeys and Encounters in Latin America. U T 65G. Marxism. LIT 65SA. Indigenous Peoples in Latin American Literature. LIT 7GF. Caribbean and French Civilizations and Cultures. LIT 7 1 F. “ Epistemology of the Closet” : Literary and Theoretical Constructions of Male Homosexuality. LIT 73F. Franco-European Theatre. LIT 74F. Theorizing Gtherwise: French Women Philosophers and Their Literary Texts. LIT 75F. Haiti, the French Antilles and Guyane in Translation. LIT 78R. Russian Models of Reality; Film, Poetry, Prose, Theory. LIT 79R. Russian Women Writers. LIT 88R. Literature of Dissent. LIT 81CH. Transcending the Mundane: Taoism in Chinese Literature and Culture. U T 91 CH. Special Topics in Chinese Literature and Culture in Translation. LIT 96. Thesis. LIT 97. Thesis. U T 188. Thesis. I Mathematics and Statistics ^ , CHARLES M . GRINSTEAD, Professor2 GUDMUND R . IVERSEN, Professor o f Statistics CHARLES F. KELEM EN, Professor o f Computer Science and Mathematics EUGENE A . KLOTZ, Professor STEPHEN B. MAURER, Professor HELENE SHAPIRO, Professor3 DON H. SHIMAMOTO, Associate Professor3 JANET C. TALVACCHIA, Associate Professor TODD A . DRUMM, Assistant Professor PHILIP J . EVERSON, Assistant Professor o f Statistics THOMAS HUNTER, Assistant Professor AIMEE S .A . JOHNSON, Assistant Professor MICHAEL L . CATALANO-JOHNSON, Visiting Assistant Professor CHRISTOPHER M . HERALD, Visiting Assistant Professor CHRISTOPHER TOWSE, Visiting Assistant Professor i 7 1 I ■ : I I 2 Absent on leave, spring semester, 1997. 3 Absent on leave, 1996-97. 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. T h e Department of Mathematics and Statistics aims to meet varying needs— to offer a program that will enable stu­ dents both to develop a firm foundation in pure mathematics and to see mathematical and statistical methods used to solve in a precise way problems arising in physical science, com­ puter science, social science, and operations research. M athem atics and statistics have grown enormously in recent years, developing an increasing number of specialties and appli­ cations. A ll mathematical endeavor, however, is based upon logical argument, abstraction, and an analytical approach to problem solving. Ideally, the study o f mathematical sciences develops the ability to reason logically from hypothesis to conclusion, to analyze and solve quantitative problems, 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 o f its methods, abstract approach, and rigorous structure. (Calculus I), M ath 5s (Calculus I Seminar), and M ath 9 (Discrete M athematics). In the second semester, Stat 1, M ath 3 (Basic M ath­ ematics), M ath 4 (Calculus Concepts), and M ath 9 may be available, again requiring nor­ mal high school preparation. S tat 1, M ath 4, M ath 5s, and M ath 9 are primary distribution courses. Students who would like to begin cal­ culus (M ath 4, 5, or 5s) but are not sure they are prepared should take the departmental cal­ culus readiness placement exam when they arrive on campus. 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 well on the departmental calculus placement exam, or by taking certain standardized exams (see below). First Year Courses: Mathematics and statistics courses appropriate for incoming first-year stu­ dents in Fall 1996 with normal high school preparation include Stat 1 (Statistical Think­ ing), Stat 2 (Statistical Methods), Math 5 Advanced Placement and Credit Policy: In evalu­ ating work that first-year students have com ­ pleted in mathematics before entering Swarth­ more, 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 grad­ uation. 183 Mathematics and Statistics T h e Department administers two placement exams prior to the beginning o f classes in the fall, one for students who have studied calculus and one for students who have not. Entering 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. O n the other hand, advanced credit for prior work in mathematics is awarded as follows. O ne credit (for M ath 5) will be given for a score o f 4 on the A B or B C College Board Advanced Placement Test or for a score o f 5 on the Higher Level Mathematics Test o f the IB (International Baccalaureate). O ne and a half credits (for M ath 5 and 6A ) will be given for a score o f 5 on the A B or B C A dvanced 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 M ath 5, 6A , or 6B may receive credit for the courses placed out o f by passing the final exams in these courses with a grade of straight C or better. These exams must normal­ ly 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 place­ m ent 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 anoth­ er college must normally validate their work by taking the appropriate Swarthmore examina­ tion, as described above. For work beyond cal­ culus completed before entering Swarthmore, students should consult the Department Chair to determine the Swarthmore course into which they should be placed. T h e Department will not award advanced placement credit normally for work above the M ath 5, 6 level, however. Introductory Statistics.' Students who do not know calculus can take S tat 1 or 2. Stat 1 is intended to show how statistics is used to help obtain an understanding of the world around us. S ta t 2 is a more practical course for students who expect to use statistics in their own work. Students who know a semester o f calculus should take S tat 23 instead o f Stat 2. B oth Stat 2 and 23 lead to S tat 27 on multivariate statistical analysis. Students with a strong background in mathematics can begin with the more theoretical Sta t 53 and continue with the one-credit seminar Sta t 111. I I I Requirements fo r a m ajor in M athem atics: I j I I Students 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 o f .the sophomore year, he or she will have received credit for, or placement out of, at least four o f the following five cours­ es: Calculus I (M ath 5 or 5s), Calculus II (M ath 6A -6B or 6s), Discrete Mathematics (M ath 9 ), Linear Algebra (M ath 16 or 16H) and Several Variable Calculus (M ath 18 or 18H). In any event, all majors must complete M ath 16 and 18 by the end o f the first semes­ ter of 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 + . T his should include at least one grade at the B level. In some cases, applicants may be deferred pending successful work in courses to be designated by the Department. l \ By graduation, a mathematics major must have f t at least ten credits in mathematics and statis- J ‘ tics courses. A t most five of the credits count­ ed in the ten may be for courses numbered under 25. (Certain courses in this category are not to count toward the major. These are so indicated under the course listings in this cata­ logue.) Furthermore, every major is required to j obtain credit for, or place out of, each o f the following courses: M ath 5 or 5s; M ath 6A -6B or 6s; M ath 16 or 16H; M ath 18 or 18H; Math 47; and M ath 49. T h e two upper-level core courses, M ath 47 (Introduction to Real Analysis) and M ath 4 9 (Introduction to M odem Algebra), will be offered every fell semester. A t least one o f these two should be i taken no later than the fall semester o f the junior year. Finally, majors not in the Honors program must satisfy the departmental compre­ hensive requirement by passing M ath 97, the Senior Conference. Progress o f majors will be reviewed at the end o f each semester. Students no t making satisfactory progress may be dropped from the major. Mathematics majors are urged to study in some depth a discipline that makes use of mathe­ matics and to acquire some facility with the computer. Students bound for graduate work should obtain a reading knowledge o f French, German, or Russian. Special em phases: T h e 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 (M ath 4 7 ); b) Probability (M ath 4 1 ); c ) M athematical 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 (M ath 49) if they choose this emphasis. Students interested in mathematics and compute er science should consider a Mathematics major with a Concentration in Computer Science or a Special Major in Mathematics and Computer Science. Details on these options are in the catalogue under Computer Science. Sample program for majors thinking o f gradu­ ate work in social or management science, or an M BA . Basic courses: M ath 5 (or 5s), 6A -6B (or 6s), 9, 16, and 18; Computer Science 20. Advanced courses: a) Modeling (M ath 61 ); b) at least one o f Probability (M ath 4 1 ), Mathematical Statistics I (Stat 5 3 ), and possi­ bly M athematical Statistics II (Stat 111); c) at least one o f Combinatorics (M ath 6 5 ) or Operations Research (Econ 3 2 ); d) the two required core courses (M ath 47 and M ath 49); e) Differential Equations (M ath 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 appli­ cations), one o f the core course requirements may be waived w ith 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 (M ath 47 and M ath 4 9 ); b) Com binatorial Optimization (M ath 72) and Combinatorics (M ath 65); c) Probability (M ath 4 1 ); d) at least one of Number Theory (M ath 3 7 ), Mathematical Statistics (Stat 53), or Modeling (M ath 61). Secondary Teaching Certification: W hether or not one majors in Mathematics, the courses required as part o f the accreditation process for teaching mathematics at the secondary level are: a) three semesters o f calculus (M ath 5 or 5s, 6A -6B or 6s, 18 or 18H ); b) one semester of linear algebra (M ath 16 or 16H); c ) at least one semester o f discrete mathematics (M ath 9, 65, or 72) or computer science (C S 10 or 20); d) geometry (M ath 4 5 ); e) one semester of modem pure or applied algebra (M ath 37, 48, or 4 9 ); f) one semester of statistics or probabil­ ity (Stat 1, 2, 23, 53, or M ath 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 o f C or better in all Math/Stat courses. For further information about certification requirements, please con­ sult 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 average 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 appropriate courses. Beginning with the Class of 1997, the program for an Honors major in Mathematics shall con­ sist o f preparations for external examination in three fields of 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 of cours­ es and seminars designated by the Department. For the Honors major, two o f the preparations shall be in Algebra and Analysis, and every program must include at least one o f M ath 101 (Real Analysis Seminar) or Math 102 (Algebra Sem inar). These two seminars will be offered every spring semester. Each student may select the third preparation from a list of fields that includes Discrete M athem atics, Geometry, Mathematics and Statistics Statistics, and Topology. In addition, each Honors major must complete one credit of Senior Honors Study for the purpose of enhancing and/or integrating the material from one or more o f the preparations in the student’s program. T his will be accomplished normally by taking an advanced seminar in the senior year having a substantial prerequi­ site within a preparation. A list o f the courses and seminars th at comprise the various preparations and the corresponding Senior Honors Study is available in a handout from the Department office. A ny 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, M ath 5 or 5s, M ath 6A -6B or 6s, M ath 16 or 16H, and M ath 18 or 18H. For the Honors portion o f their program, minors must complete one two-credit prepa­ ration chosen from among any of the fields described above. Minors shall satisfy the Senior Honors Study requirement normally by enrolling in M ath 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 departmental approval. COURSES averages and measures o f variation. Relation­ ships between two variables are studied using methods such as chi-square, rank correla­ tions, analysis o f variance, and regression analysis. T h e course is intended for students who want a practical introduction to statisti­ cal methods and who intend to do statistical analysis themselves, mainly in the biological and social sciences. It is no t a prerequisite for any other department course except Stat 27, nor can it be counted toward a major in the Department. Recom mended for students who have no t studied calculus (those who know a semester o f calculus are advised to take S ta t 23 instead). Cross-listed as Soc/Anth 27. F all semester. Everson. Math 3. Basic Mathematics. For students with fewer than four years of high school mathematics or whose previous experience with mathematics has not been entirely prosperous. T h e course focuses on (1) review and remedial work and (2) prepa­ ration for calculus or discrete mathematics. A ll enrollees must take the departmental cal­ culus readiness test given during Orientation W eek. (T h e results will be used to determine if M ath 3 will be offered and to help deter­ mine classroom topics and individualized work.) This course cannot be counted toward a major in Mathematics. Spring semester if offered. Stat 1 . Statistical Thinking. Statistics provides methods for how to collect and analyze data and generalize from the results of the analysis. Statistics is used in a wide variety of fields, and the course provides an understanding o f the role of 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 pro­ vides an intuitive understanding of statistical concepts and makes use o f modem statistical software for the M acintosh computer. This course cannot be counted toward a major in mathematics. Primary distribution course. Each semester. Iversen. Stat 2. Statistical Methods. Data on one variable are examined through graphical methods and the computations of 186 Math 4. Calculus Concepts. Introduction to the concepts, methods, and applications of calculus. Intended primarily for students whose preparation is limited or weak, M ath 4 proceeds more gently and less far than M ath 5. Students who have had cal­ culus in high school may not take M ath 4 without permission o f the instructor. Stu­ dents who complete M ath 4 are encouraged to continue on to M ath 5 or M ath 6A (or 6s); with permission o f the Department, they may receive credit for M ath 5 by taking it after M ath 4 (this rule went into effect begin'n in g with M ath 5 taken in Fall 1993). Otherwise, credit is not granted for both M ath 4 and M ath 5. Prerequisite: four years of high school mathe­ matics not including calculus, or permission o f the instructor based on the calculus readi­ ness exam given during Orientation W eek in the fall. Prerequisite: M ath 5 or 5s. Primary distribution course. Each semester (first half). Spring semester if offered. Fall semester. Drumm. Math 5. Calculus I. Math 6B. Calculus IIB. This first semester calculus course will intro­ duce topics in the differentiation and inte­ gration o f functions o f one variable. These topics include: limits and the definition of the derivative, interpretations and applica­ tions o f the derivative, techniques o f differ­ entiation, graphing and extreme value prob­ lems, the logarithm and exponential func­ tions, the integral, and the Fundamental Theorem of Calculus. T his course is an introduction to infinite series and approximation. Topics include Taylor polynomials and Taylor series, conver­ gence tests, and the use o f power series. O ther topics, such as applications to differen­ tial equations and Fourier series, may be introduced, time permitting. M ath 6B should be taken by anyone planning to take mathe­ matics courses beyond the freshman-sopho­ more level. It is required o f all students m ajoring in M athem atics, Chemistry, Physics, or Engineering. M ath 6B is a onehalf credit course. Fall semester. Grinstead, Hunter, Towse. Math 5s. Calculus I Seminar. Math 5s covers the same matérial as the lec­ ture-based M ath 5 but uses a seminar format (10-14 students) with additional meetings and lots of hands-on activities, e.g., writing, oral presentations, group work, computer work. Intended for students who feel that they could benefit from the collaborative seminar format and who wish to be chal­ lenged to excel in calculus so that they gain more confidence to continue with mathe­ matics and science. Primary distribution course. Fall semester. Maurer. Note on Math 6. The material following M ath 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 M ath 5 will take 6A and either 6B or 6C . Students enroll at the beginning of each semester for all versions of M ath 6 they plan to take at any time during the semester. Math 6s is a full-semester seminar version of Math 6A and 6B. Prerequisite: M ath 6A . Fall semester (each half) and spring semester (second half). Fall sem ester. Catalano-]ohnson, Drumm, Grinstead, Herald. Math 6C. Calculus IIC. T his course emphasizes the differential as­ pects of several variable calculus covered in the first half of Math 18. In addition, multivariable integration may be touched on, as well as such topics as differential equations and probability. M ath 6C is intended primar­ ily for students interested in applications (especially in economics) who look upon M ath 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 M ath 6C and M ath 18. This course can not be counted toward a m ajor in Mathematics. M ath 6C is a one-half credit course. Prerequisite: M ath 6A. Each semester (second half). Fall semester. Herald. Math 6A. Calculus IIA. Math 6D. Postcalculus. This course is a continuation of the material begun in M ath 5 and is the prerequisite for Math 16 (Linear Algebra) and M ath 18 (Several Variable Calculus) as well as for 6B and 6C . Topics will include applications of the integral, inverse trigonometric functions, methods o f integration, and improper inte­ grals. M ath 6 A is a one-half credit course. A special course, in the second half of the fall semester, primarily for first-year students who place into M ath 6B in August. M ath 6D is for students who like mathematics and are curi­ ous 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 mathe­ matics that cannot be introduced in standard 187 Mathematics and Statistics freshman-sophomore courses. In 1996, the main topic may be the interplay o f geometry and linearity, e.g., convex sets. Guest lectures may introduce briefly many additional topics. M ath 6D is a one-half credit course. equally as valuable in applied situations, but applications will be less dwelt upon). It is intended for students with exceptionally strong m athem atical skills, especially if they are thinking o f a mathematics major. Prerequisites; M ath 6 B (in exceptional cases, M ath 6A ) and either departmental recommen­ dation or permission o f the instructor. Prerequisite: A grade o f B or better in Math 6A or M ath 9, or placement by departmental exam. Fall semester (second h alf). Maurer. Fall semester. Towse. Math 6s. Calculus II Seminar. Math 18. Several Variable Calculus. A continuation of M ath 5s, in the same style. Covers the material o f M ath 6A and 6B. This course considers differentiation and inte­ gration of functions* o f several variables with special emphasis on two and three dimensions. Topics include partial differentiation, extreme value problems, Lagrange multipliers, multiple integrals, line and surface integrals, G reen’s, Stokes’, and Gauss’ Theorems. O ften there is one section for students who have had linear algebra (M ath 16 or 16H) and another for stu­ dents who have not. Prerequisite: M ath 5s, or M ath 5 and permis­ sion o f the instructor. Primary distribution course. Fall semester. Catalano-Johnson. Math 9. Discrete Mathematics. A n introduction to noncontinuous mathemat­ ics. T h e key theme is how induction, iteration, and recursion can help one discover, compute, and prove solutions to various problems— often problems o f interest in computer science, social science, or management. Topics include algorithms, graph theory, counting, difference equations, and fin ite probability. Special emphasis on how to write mathematics. Prerequisite: 4 years o f high school mathemat­ ics. T h e level of sophistication is similar to that in M ath 16 or 18, but no calculus is used or assumed. Familiarity with some computer lan­ guage is helpful but not necessary. Primary distribution course. Each semester. Fall semester. Hunter. Math 16. Linear Algebra. T his course covers vector spaces, matrices, and linear transformations with applications to solutions o f systems o f linear equations, deter­ minants, and eigenvalues. Prerequisite: A grade o f C or better in M ath 6 A or M ath 9, or placement by departmental exam. Each semester, pall semester. Klotz. Prerequisite: M ath 6A or equivalent. Recommended: M ath 16. Each semester. Fall semester. Herald, Talvacchia. Math 18H. Several Variable Calculus Hcnors Course. T his honors version o f M ath 18 will be more theoretical, abstract, and rigorous than its stan­ dard 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 M ath 16H successfully. Prerequisite: A grade o f C or better in Math 16H, or permission o f the instructor. Spring semester. Stat 23. Statistics. T his calculus-based introduction to statistics covers most o f the same methods examined in Stat 2, but the course is taught on a higher mathematical level. T h e course is intended for anyone who wants an introduction to the application of statistical methods. Cross-listed as Soc/Anth 28. Math 16H. Linear Algebra Honors Course. Prerequisite: M ath 4 or 5. T his honors version o f M ath 16 will be more theoretical, abstract, and rigorous than its stan­ dard counterpart (the subject matter will be Spring semester. 188 Stat 2 7. Multivariate Statistical Methods. Given as a continuation of Stat 2 or Stat 23, the course deals mainly with the study o f rela­ tionships between three or more variables. Prerequisite: A ny one o f Sta t 2 ,2 3 ,5 3 , or Econ 31. Alternate years. Spring semester. Not offered 1996-97. Math 30. Differential Equations. An introduction to differential equations that includes such topics as first order equations, linear differential equations, series solutions, first order systems o f equations, Laplace trans­ forms, approximation methods, some partial differential equations. Prerequisites: M ath 6 B and either 18 or 6C , or permission o f the instructor. M ath 16 recom­ mended strongly. Spring semester. Math 37. Number Theory. The theory of primes, divisibility concepts, and the theory o f multiplicative number theory will be developed. Students are also expected to learn how to construct a mathematical proof. Prerequisites: M ath 16 and 18, or permission of the instructor. Primary distribution course. Alternate years. Fall semester. Catalano-Johnson. Math 4 1. Probability. This course considers both discrete and con­ tinuous probability theory. T h e classical distri­ butions— Binomial, Poisson, and Normal— are studied, as are topics including the Central Limit Theorem , the laws o f large numbers, and generating functions. Prerequisites: M ath 6 B and at least one o f 9 or 18, or permission o f the instructor. Alternate years. Fall semester. Not offered 1996-97. Math 45. Topics in Geometry. Course content varies from year to year, but recently the focus has been on the careful development o f plane geometry, including basic axioms and the geometries that result: Euclidean, projective, and hyperbolic. Prerequisites: N one, but the course will be taught at a level suitable for students who have completed Math 16 and 18. See the instructor if in doubt. Primary distribution course. Alternate years. Fall semester. N ot offered 1996-97. Math 46. Theory of Computation. (Cross-listed as Computer Science 46. Please see Computer Science for description.) Math 4 7. introduction to Real Analysis. T his course concentrates on the careful study of the principles underlying the calculus o f real valued functions o f real variables. Topics will include continuity, compactness, connected­ ness, uniform convergence, differentiation, and integration. Prerequisites: M ath 6B , 16, and 18, or permis­ sion o f the instructor. Primary distribution course. Fall semester. Johnson. Math 48. Topics in Algebra. Course co n ten t varies from year to year depending on student and faculty interest. R ecen t offerings have included Coding Theory, Groups and Representations, Finite Reflection Groups. Prerequisite: M ath 16 and possibly M ath 49. Alternate years. Spring semester. N ot offered 1996-97. Math 49. Introduction to Modern Algebra. T his course is an introduction to abstract alge­ bra and will survey basic algebraic systems— groups, rings, fields. W hile these concepts will be illustrated by co n crete 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. Grinstead. Stat 53. Mathematical Statistics I. Based on probability theory, this course exam­ ines the statistical theory for the estimation of parameters and tests o f hypotheses. Both small and large sample properties o f the estimators are studied. T h e course concludes with the study o f models dealing with relationships between variables including chi-square and regression analysis. 189 Mathematics and Statistics Prerequisites: M ath 16 and 18, or permission of the instructor. Recommended: C S 20. Alternate years. Fall semester. Everson. Not offered 1996-97. Math 61. Modeling. T h e first part of the course consists o f an intro­ duction to linear partial differential equations o f elliptic, parabolic, and hyperbolic type via the Laplace equation, the heat equation, and the wave equation. T h e second part of the course is an introduction to the calculus of variations. Additional topics depend on the interests of the students and instructor. A n introduction to the methods and attitudes o f mathematical modeling. Since modeling in physical science and engineering is already taught in courses in those disciplines, applica­ tions in this course will be primarily to social and biological sciences. Various standard methods used in modeling will be introduced: differential equations, Markov chains, game theory, graph theory, computer simulation. T h e emphasis, however, will be on how to apply these subjects to specific modeling prob­ lems, no t on their systematic theory. T h e for­ mat o f the course will include projects as well as lectures and problem sets. Prerequisites: M ath 16 and 18, or permission of the instructor. . Alternate years. Fall semester. Maurer. Math 65. Combinatorics. T his course continues the study of noncontinuous mathematics begun in M ath 9. T h e topics covered include three broad areas: Counting Theory, Graph Theory, and Design Theory. T h e first area includes a study of generating functions and Polya counting. T h e second area is concerned with relations between certain graphical invariants. Topics such as Extremal Graph Theory and Ramsey Theory may be introduced. T h e third area introduces combi­ natorial structures such as matroids, codes, and Latin squares. Prerequisites: M ath 9 and at least one other course in mathematics. Alternate years. Spring semester. Math 72 . Topics in Combinatorial Optimization. Topics vary from year to year and will be cho­ sen from such things as linear programming, game theory, graph theory algorithms, algo­ rithms for prime factorization, and complexity theory. Prerequisites: M ath 9 and at least one higher numbered mathematics course. Alternate years. Fall semester. Math 81. Partial Differential Equations. Prerequisites: M ath 18, and either M ath 30 or Physics 50 or permission of the instructor. Alternate years. Spring semester. N ot offered 1996-97. Math 85. Topics in Analysis. Course co n ten t varies from year to year. R ecently it has been an introduction to dynamical systems, continuous and discrete. Such systems underlie models for population fluctuation, celestial mechanics, and chemical kinetics and provide a framework for a mathe­ matical understanding o f stability, chaos, and fractals. Prerequisites: M ath 16 and M ath 18. Alternate years. Spring semester. Math 93/Stat 93. Directed Reading. Math 96/Stat 96. Thesis. Math 97. Senior Conference. Required o f all senior mathematics majors in the course program, this half-credit course pro­ vides them an opportunity to delve more deeply and on their own into a particular topic agreed upon by the student and the instructor. T his is accomplished through a written paper and an oral presentation. In addition, Honors minors will satisfy the Senior Honors Study component o f the minor typically by enrolling in Senior Conference for the purpose o f writ­ ing a paper that extends the work within the minor. T h e work is spread throughout the year with the talks and/or papers normally present­ ed in the Spring. Students register for this course for the spring semester but must also sign in with the instructor for the fall semester. O ne-half credit. AU year. Johnson. Two credits. SEMINARS Alternate years. Spring semester. N ot offered 1996-97. Prerequisites: M ath 47 and 49. Math 10 1. Real Analysis II. This seminar is a continuation o f Introduction to R eal Analysis (M ath 4 7 ). Topics may include the inverse and implicit function theo­ rems, differential forms, calculus on manifolds, and Lebesgue integration. O ne credit. Prerequisite: M ath 47. Spring semester. Math 106. Advanced Topics in Geometry. Course content varies from year to year to be chosen from among differential geometry, dif­ ferential topology, and algebraic geometry. Recently, the topic has been D ifferential Geometry: curves, surfaces, and their general­ ization to Riemannian manifolds. One credit. Prerequisites depend upon the topic chosen. Alternate years. Math 102. Modem Algebra II. Fall semester. Talvacchia. This seminar is a continuation o f Introduction to M odem Algebra (M ath 4 9 ). Topics covered usually include field theory, Galois theory (including the insolvability of the quintic), the structure theorem for modules over principal ideal domains, and a theoretical development of linear algebra. O ther topics may be studied depending on the interests o f students and instructor. Stat 1 1 1 . Mathematical Statistics II. O ne credit. Prerequisite: M ath 49. Spring semester. Math 103. Complex Analysis. A brief study o f the geometry o f complex num­ bers is followed by a detailed treatment o f the Cauchy theory o f analytic functions of a com­ plex variable: integration and Cauchy’s Theorem, power series, residue calculus, con­ formal mapping, and harm onic functions. Various applications are given and other top­ ics, such as elliptic functions, analytic continu­ ation and the theory of Weierstrass, may be dis­ cussed. O ne credit. Prerequisite: M ath 47. Alternate years. Spring semester. Hunter. Math 104. Topology. A n introduction to point-set, combinatorial, and algebraic topology: topological spaces, classification o f surfaces, the fundamental group, covering spaces, simplicial complexes and homology (including related algebra). This one-credit seminar is offered as a contin­ uation o f Stat 53. It deals mainly with statisti­ cal models for the relationships between vari­ ables. T h e 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. O ne credit. Prerequisite: Stat 53. Alternate years. Spring semester. Medieval Studies Coordinator: Committee: STEPHEN P. BENSCH (History)2 Michael W. Cothren (A rt History) Nathaniel Deutsch (Religion) Michael Marissen (Music)3 Rosaria V. Munson (Classics) Ellen ROSS (Religion)3 William N. Turpin (Classics) Craig Williamson (English) 2 A bsent on leave, spring semester, 1997. T his interdisciplinary program offers an oppor­ tunity for a comprehensive study o f European and Mediterranean civilization from the fourth century to the fifteenth. T h e period, which has a critical importance for the understanding of W estern culture, ca n be approached best through a combination o f several disciplines. H ence eight Departments (A rt, Classics, English Literature, History, M odern Languages, Music, Religion, and Philosophy) 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. A ll students who major in the Course Program or major or minor in the Honors Program must satisfy the following distribution requirements. 1 course in A rt History (A rt History 14 or A rt 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 25) or Philosophy (medieval) (Please note possible prerequisites for the above courses.) For a m ajor in the Course Program the requiremerits are as follow s: 1. Distribution requirements as listed above. 2. Sen ior Com prehensive Exam inations. Each major in course is required to complete the senior comprehensive written and oral examinations (normally taken at the end of the second semester o f senior year). These examinations are planned as a culminating 3 Absent on leave, 1996-97. exercise to facilitate the review and integra­ tion of the various subjects and methods involved in the interdisciplinary field of Medieval Studies. 3. Students must complete eight credits (at least) in Medieval Studies in order to gradu­ ate with a Medieval Studies Major. (In addi­ tion to courses these credits may include directed readings in medieval subjects and/or a thesis w ritten during the first semester of the senior year.) For a m ajor in the Honors Program the require­ ments are as follow s: 1. Distribution requirements as listed above. 2. T h e four preparations for the Honors Program should reflect the interdisciplinary nature of this major and must include work in three of the following five areas: A rt History, History, Literature, Music, or Religion/Philosophy. T h e preparations may be constituted by some combination of the following: seminars, pre-approved twocourse combinations, courses with attach­ ments, or a thesis. Students may design an integrated minor in another field by count­ ing one o f the Medieval Studies preparations in its hom e department. Students who minor in another department will have to fulfill the minor prerequisites and require­ m ents (including Senior Honors Study M in o r requirem ents) stipulated by that department. 3. T h e Senior Honors Study component of the Honors Program may be satisfied by (a) a 5 ,0 00-7,500 word interdisciplinary paper integrating work from two areas or (b) by an interdisciplinary reading list relevant to I Medieval Studies. T h e 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 follow s: 1. Distribution requirements as listed above. 2. T he 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 w ith an attachm ent. T h e minor preparation must be in a department distinct from the student’s major. | 3. T he Senior Honors Study component o f the minor will be an interdisciplinary reading list, individually designed to facilitate the student’s integrative learning experience. For a m ajor in the current Honors Program the requirements are as follow s: 1. T he 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 following fields: A rt History, History, Literature (Classics, English, M odern Languages), Music, Philosophy, Religion. 3. By attachments to the courses listed above, and by writing a thesis, the student may expand the possibilty o f work in the Honors Program beyond these five seminars. Courses currently offered in Medieval Studies: (See catalogue sections for individual depart­ ments to determine specific offerings in 199697.) Art History 14 . Medieval Survey. Art History 4 7. Late Antique, Early Christian, and Byzantine Art. Art History 46/Religion 29. Monasticism and the Arts in the Christian Middle Ages. [ Classics 60. Dante and the Classical ftadition. English 16. Survey of English Literature, I. English 2 1. Chaucer. English 23. Old English/History of the Language. History 2a. Medieval Europe. History 6. The Formation of the Islamic Hear East. History 10A. The Barbarian Horth. History 12. Chivalric Society. History 14 . Friars, Heretics, and Female Mystics: Religious Thrmoil in the Middle Ages. History 15. Medieval Towns. History 1 7 . The Mediterranean World in the Middle Ages. Latin 14. Medieval Latin. Music 20. Medieval and Renaissance Music. Music 45. Performance (early music ensemble). Religion 1 7 . Western Religious Thought from 325 to 1500. Religion 43. Prophets and Visionaries: Christian Mysticism Through the Ages. Religion 25. Medieval Judaism. Spanish 30. Literature Medieval. Spanish 4 1. Obras maestras de la Edad Media y del Renacimiento. Medieval Studies 96. Thesis. Seminars currently offered in Medieval Studies: Art History 145: Gothic Art and Architecture. English 102: Chaucer and Medieval Literature. Religion 116 . The Body in Late Antiquity. I 193 Modera Languages and Literatures THOMPSON BRADLEY (Russian), Professor1 MARION J . FABER (Germ an), Professor and Chair, 1995-1998123 JOHN J . HASSETT (Spanish), Professor GEORGE MOSKOS (French), Professor and A cting Chair, 1996-97 ROBERT ROZA (French), Professor10,9 ALAN BERKOWITZ (Chinese) , Associate Professor3 BRIGITTE LANE (French) , Associate Professor3 HANSJAKOB WERLEN (Germ an), Associate Professor SIBELAN FORRESTER (Russian) , Assistant Professor MARIA LUISA GUARDIOLA (Spanish) , Assistant Professor HAILI KONG (Chinese) , Assistant Professor LI-CHING CHANG MAIR (Chinese), Assistant Professor (part-time)3 ANNE MENKE (French) , Assistant Professor1 KARIN MYHRE (Chinese), Visiting Assistant Professor CHRISTOPHER PAYSEK (Germ an), Visiting Assistant Professor MICHELINE RICE-MAXIMIN (French) , Assistant Professor8,11 AURORA CAMACHO de SCHMIDT (Spanish) , Assistant Professor SUNKA SIMON (Germ an) , Assistant Professor BEATRIZ URRACA (Spanish), Visiting Assistant Professor (part-time) ANNICK APPLEWHITE (French), Instructor (part-time) HAN CHEN (Chinese), Instructor (part-time) CHRISTINE DEGRADO (Spanish) , Instructor (part-time) JOAN FRIEDMAN (Spanish), Instructor (part-time) FRANCIS L . HIGGINSON (French), Instructor (part-time) EVGENIYA L . KATSENELINBOIGEN (Russian), Instructor (part-time) MARY K. KENNEY (Spanish), Instructor (part-time) CAROLE NETTER (French), Instructor (part-time) JEANETTE OWEN (Russian), Visiting Lecturer45 ELKE PLAXTON (German) , Instructor (part-time) SUJANE WU (Chinese), Instructor (part-time) MIREILLE TRONEL PEYROZ (French), Visiting Language Instructor 1 Absent on leave, fall semester, 1996. 2 A bsent on leave, spring semester, 1997. 3 A bsent on leave, 1996-97. 4 Fall semester, 1996. 5 Spring semester, 1997. 8 Campus Coordinator, Swarthmore Program in Grenoble, fall semester, 1996. 9 Campus Coordinator, Swarthmore Program in Grenoble, spring semester, 1997. 10 Program Director, Swarthmore Program in Grenoble, fall semester, 1996. 11 Program Director, Swarthmore Program in Grenoble, spring semester, 1997. T h e purpose o f the major is to acquaint stu­ dents with important periods and principal fig­ ures o f the literatures taught in the Depart­ ment, to develop an appreciation o f literary and cultural values, to provide training in crit­ 194 ical analysis, and to foster an understanding of the relationship between literary phenomena and the historical and cultural forces underly­ ing the various literary traditions. In addition to demonstrated competence in the language, a » | I I foreign literature major will normally complete a minimum o f eight credits in advanced lan­ guage, literature and civilization courses or seminars (including Special Topics), and com ­ plete a culminating exercise, such as a compre­ hensive examination. O n e o f the required courses for the foreign literature major may be taken in English from among those courses list­ ed under Literatures in Translation provided that it is a course pertinent to the student’s spe­ cific major. Students whose interests lie pri­ marily in language are advised to consider the possibility o f a major in Linguistics and Foreign Languages. Students interested in studying lit­ erature in more than one language are encour­ aged to consider a Literature major. I I I ® Courses numbered IB through 4 B are primari­ ly designed to help students acquire the lin­ guistic competence necessary to pursue literary and cultural studies in a foreign language through work with the language and selected texts o f literary or cultural interest. For a detailed description o f the orientation in these courses see the Explanatory N ote on these language courses below. Courses num­ bered 11 or above emphasize the study o f literature and culture as a humanistic discipline as well as competence in the spoken and written language. I I Students who enter with no previous knowledge 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 numbered 3B and above count toward the 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 on the College Entrance Exam­ ination or placement tests administered by the Department in the fall. Prerequisites for majors are noted under the listing o f each o f the literatures taught. Exceptions 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, lin­ guistics, or art history. T h e Department also recommends participation for a minimum o f a summer and a semester in an academic pro­ gram abroad. Linguistically qualified students may apply to the Swarthmore Program in Grenoble at the University o f Grenoble, for one or two semesters in the sophomore or junior year. T his program is particularly suited for majors in the humanities and the social sci­ ences. Students competent in Spanish should consider the Hamilton College Program in Madrid, Spain, which is cooperatively spon­ sored by Swarthmore. O ther recommended programs include R ice University-Chile; the U niversity o f Kansas-Costa R ica; the University o f Pennsylvania-Mexico; Scripps College-Ecuador; and C E U C A in Columbia. (T h e Spanish section requires that its majors spend a minimum o f one semester o f study abroad in a program approved by the Section). Students o f German have the opportunity to jo in the W esleyan University Program in Regensburg during the spring semester o f each year. Participants o f the program can simulta­ neously enroll at the University o f Regensburg. O ther programs students should consider are the Wayne State Junior Year in Germany (at the University of M unich or the University of 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 among others in Russia. Study abroad is particularly encouraged for students o f Chinese; academic credit (full or partial) is generally approved for participa­ tion in the several programs o f varying dura­ tion in the People’s Republic o f C hina and in Taiwan, recommended by the Chinese section, including the Associated China Program in T ianjin o f which Swarthmore is a consortial member. Students on scholarship may apply scholarship monies to designated programs of study abroad. Students wishing to receive a Teaching Certificate in French, German, Russian or Spanish should plan on taking the regular pro­ gram o f language and literature courses required for the major or show proof of the equivalent. In addition, they should take Linguistics 1. Appropriate supporting courses which broaden knowledge and understanding o f the foreign culture being studied are also recommended. Prospective teachers of a for­ eign language must include a minimum o f a semester abroad in their academic program. 195 Modem Languages and Literatures Students planning to do graduate work are reminded that, in addition to the language of specialization, a reading knowledge o f other languages is often required for admission to advanced studies. Literatures in Translation Students acquainted with a particular foreign language are urged to elect an appropriate literature course taught in the original language. L IT courses provide students with the opportu­ nity to study a literature which they cannot read in the original. These courses may be used to satisfy the distribution requirements, but cannot be substituted for the 11 or 12 level courses to satisfy the departmental prerequi­ sites for a major or minor in the original lan­ guages. A student, however, may take one of these courses to satisfy the eight-credit require­ m ent o f a foreign literature major provided that the course is pertinent to the specific lit­ erature o f the major. Normally, at least one L IT course is offered each semester; these courses are announced before fall and spring registration. Other, crosslisted courses in foreign literature in transla­ tion are listed after L IT 50. 13R. The Russian Novel. T h e rise o f the Russian novel in the 19th cen­ tury during the struggle against serfdom and the transition to an urban industrial society and revolution in the 20th century. (See Russian 13) No prerequisite. Primary distribution course. N ot offered 19 96-97. Bradley. 13. Medieval Comparative Literature. 14. Modem European Literature. Studying key m odernist works o f fiction between 1900 and 1930 in seminar format. Authors include Conrad, Joyce, Kafka, Vir­ ginia Woolf. Intended especially for freshmen contem plating a Literature major. Limited enrollment. 20th-century writers o f this multifaceted and turbulent region. Analysis of individual works and writers with the purpose o f approaching the religious, linguistic and historical diversity o f Eastern Europe in an era o f war, revolution, political dissent and outstanding cultural and intellectual achievement. Readings, lectures and discussion in English; qualified students may do some readings in the original language(s). (See Russian 15.) Primary distribution course. Fall semester 1996. Forrester. 16CH. Substance, Shadow, and Spirit in Chinese Literature and Culture. 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. No prerequisites; (Cross-listed as Chinese 16) Primary distribution course. N ot offered 1996-97. Berkowitz. 17CH. The Legacy of Chinese Narrative Literature: The Story in Dynastic China. Tales o f the strange, biographies and hagiogra­ phies, moral tales, detective stories, literary jo t­ tings, drama, novellas and novels, masterworks o f the Chinese literary tradition throughout the centuries o f imperial China. No prerequisites and no knowledge o f Chinese or o f C hina required. (Cross-listed as Chinese 17) N ot offered 1996-97. Berkowitz. 18CH. The Classical Tradition in Chinese Literature. (See Chinese 18). N ot offered 1996-97. Berkowitz. 20G. The Contemporary German Novel. Primary distribution course. Representative works o f prose fiction from Germany, Austria, and Switzerland since the end o f World W ar II against the background of literary, intellectual and politico-sociological currents in German-speaking Europe. Authors include Bachm ann, B oll, Frisch, Handke, Grass, and Wolf. N ot offered 1996-97. Faber. N ot offered 1996-97. 15R. Russian and East European Prose. 22F. French/ltalian/Spanish Cinema. Novels and stories by the most prominent From Naturalism to Experimentation, from 196 I 1 Representation to Virtuality: travels from outer to inner space in the three Latin cinemas. ) I Not offered 1996-97. Roza. 32R. From Revolution to Capitalism: Critical Issues in Contemporary Russia. 23CH. Modern Chinese Literature: A New Novelistic Discourse (1918-1948). T his course focuses on those developments in the Soviet U nion after the death o f 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, polit­ ical, economic, and cultural transformation. We will read modem Chinese literary texts created between 1918 and 1948, and exam­ ine a series o f political, social, cultural, and _ ideological dilemmas underlying twentieth century Chinese history. T h e class will dis­ cuss fundamental issues o f modernity, and new literary developments under the impact of the May Fourth Movement. A ll 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 23) Spring semester 1997. Kong. I I I I I 25CH. Contemporary Chinese 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. T h e selected stories and novellas, the most representative and provocative, articu­ late the historical specificity o f ideological dilemmas and cultural dynamics, in the imaginary process o f dealing with love, poli­ tics, sex, morality, economic reform, and feminist issues. A ll readings are in English translation, and no previous preparation in Chinese is required. O pen to the entire TriCollege student body. (Cross-listed as Chinese 25) Not offered 1996-97. Kong. I tics. N ot offered 1996-97. Bradley and Weinberg. 31R. Popular Politics in Russia, 1861 to the Present: Life and Struggle at the Bottom. The role o f the lower classes in social and political movements since the m id-nine­ teenth century. T h e course will focus on: 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 building o f Soviet power; women and poli­ tics; society and contemporary Soviet poli- N ot offered 1996-97. Bradley and Weinberg. 33R. The Struggle for Liberation and Social Change in Literature and History. T h e search for community, the idea of justice and democracy, and the universal struggle for social and political change at the bottom o f society in literature and history. N ot offered 1996-97. Bradley, Ford, Cronin. 37G. History and Memory: The Holocaust and German Culture. A n examination o f the Holocaust through the lens o f G erm an culture and East European history. (Cross-listed as History 37.) Fall semester 1997. Faber, Weinberg. 50R. Russian Literature and Revolutionary Thought. A study o f continuity and change in the rela­ tionship between the major political and social movements and the writers before and after 1917. Spring semester 1997■ Bradley. 50SA. Contemporary Spanish-American Literature. T h e fiction o f Spanish America has estab­ lished itself as one o f the most innovative and provocative o f contemporary world liter­ ature. This- course will begin by examining the roots of such innovation followed by a study o f representative texts of the Latin American “boom” and “post-boom” periods. Special attention will be paid not only to the formal aspects o f these novels but also to the socio-political contexts in which they were w ritten. Selected authors: M aria Luisa Bom bal (C h ile); Juan Rulfo (M exico ); Carlos Fuentes (M exico); Gabriel Garcia Márquez (Columbia); Mario Vargas Llosa (Peru); Manuel Puig (Argentina); Claribel 197 Modern Languages and Literatures A legría (E l Salvador); Isabel A llende (C h ile ); Luisa Valenzuela (A rgentina); Rosario Ferré (Puerto R ico). N ot offered as primary distribution course. Spring semester 1998. Staff. 51G. Gender and Race in German Cinema. T h is course will exam ine the historical, structural, them atic, and imaginary links between race and gender in the visual land­ scape o f a postwar Germany struggling to come to terms with the Third R eich, the Holocaust, and the Second World War. T h e course also addresses the question how con­ temporary German films visualize, analyze, resist, and (re)produce the tensions o f the newly unified country’s change towards a multicultural society. In conjunction with pertinent film criticism and theory, we will screen films by Margarethe von Trotta, Doris D o m e, W im W enders, W erner Herzog, Alexander Kluge, Percy Adlon, Elfi Mikesch, Helke Sander, Monika Treut, Valie Export, Marianne Rosenbaum and others. Fall semester 1996. Simon. 54G. Post-War German Cinema. A study o f (primarily west) Germ an Cinema from the “rubble films” o f the immediate post-war period, through the advent o f the New Germ an Cinem a in the sixties, to the present state o f Germ an film in the “postwall” era. (Cross-listed as Germ an 54.) N ot offered 1996-97. Pavsek. 55CH. Contemporary Chinese Cinema. Cinem a has become a special form o f cultur­ al mirror representing social dynamics and drastic changes in contemporary China. T he course will develop a better understanding of changing Chinese culture through analyzing cinem atic texts. A ll the films have English subtitles and all readings are in English. No previous preparation in Chinese is required or expected. O pen to the entire tri-college student body, and taught on the Swarthmore campus. (Cross-listed as Chinese 55) Fall semester 1996. Kong. 55G. Film and Literature in Weimar Germany. N ot offered 1996-97. Faber. 55SA. The Fiction of Contemporary Spanish-American Women Writers. N ot offered 1996-97. 60SA. Spanish American Society Through Its Novel. T his course will explore the relationship between society and the novel in Spanish America. Selected works by Carlos Fuentes, Mario Vargas Llosa, Isabel Allende, Gabriel G arcía Marquez, Luisa Valenzuela, Elena Poncatowska, and others will be discussed in conjunction with sociological patterns in contemporary Spanish America. T his course is not a primary distribution course. (See Sociology/Anthropology 37.) Spring semester 1997. Hassett and Munoz. 61SA. Women’s Testimonial Literature of Latin America. T his course explores women’s autobiographi­ cal testimony and inquires into authorship and mediation, genre, intended reader and politics. Foil semester 1997. Cam acho de Schmidt. 62SA. The United States in the Latin American Imagination. This course analyzes how Latin American intellectuals have represented their northern neighbor in the nineteenth and twentieth centuries. Stressing links between history, cross-cultural contacts, and literary produc­ tions, the goal is to understand the political achievements o f the U .S ., its racial conflicts, cultural myths, and imperialistic interven­ tions through the perspective o f the. Latin American imagination. N ot offered 1996-97. 63CH. Comparative Perspectives: China in the Ancient World. 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. N o prerequisites; no knowledge o f Chinese required. (Cross-listed as Chinese 63.) j Not offered 1996-97. Berkowitz. N ot offered 1996-97. Werlen. 63SA. La Frontera: The U.S. and Mexico in Politics and literature. 70F. Caribbean and French Civilizations and Cultures. A n interdisciplinary exploration of the rela­ tionship betw een the U nited States and Mexico as experienced by communities on both sides o f the U .S.-M exico border. A study of the political, social and literary his­ tory o f the French speaking Caribbean with a focus on Guadeloupe, Haiti and Martinique. Collateral reading in historical and fictional texts. (Cross-listed as Political Science 63.) Not offered 19 96-97. Mendel-Reyes, Camacho (Crosslisted with Black Studies.) de Schmidt. (Crosslisted as French 70F.) 64SA. Journeys and Encounters in Latin America. N ot offered 1996-97. Rice-Maximin. Not offered 1996-97. 65G. Marxism. An extensive introduction to the work o f Karl 1 Marx. Not offered 1996-97. Pavsek. 65SA. Indigenous Peoples in Latin American Literature. j Defined as idolatrous and cannibalistic, infantilized or bestialized, and mistakenly named for the dwellers of India, the original inhabitants of the Americas appear as the quintessential Other in chronicles o f the Conquest and early colonization. T heir bodies and labor will build new nations, but millions wil survive as indige­ nous peoples, marginal, impoverished, and thirsty for self-expression. This course looks critically at the representation o f native peo­ ples in Latin Am erican literature, from the def­ inition of “the Indian problem” to the idealiza­ tion o f ancient utopian kingdoms to which we must return. Through essays, poems, novels, stories, and film we will glimpse at the wealth of imagination that springs from indigenous cultures and the tragedy o f conquest and the subjugation th at ensued. Authors include Cortés, Las Casas, Netzahualcóyotl, Cabeza de Vaca, Asturias, Arguedas, Vasconcelos, Mariátegui, Castellanos, Cardenal, Neruda, Fuentes, Menchú, and Chúngara. 7 1 F. “ Epistemology of the Closet” : Literary and Theoretical Constructions of Male Homosexuality. Readings in European and Am erican fiction and contemporary gay theory will focus on the problematics o f dichotomous (homo/hetero) sexual representations. T h e course aims to pro­ vide frameworks for a specifically anti-homophobic analysis o f literature. (Crosslisted as French 7 IF.) N ot offered 1996-97. Moskos. 73F. Franco-European Theatre. N ot offered 1996-97. Roza. 74F. Theorizing Otherwise: French Women Philosophers and Their Literary Texts. Situated between the philosophical and the poetic, the writings o f H élène Cixôus, Marguerite Duras, Luce Irigaray and Monique W ittig bring into question traditional (mascu­ line) paradigms o f W estern thought. T his course will challenge the boundaries between philosophy and literature in the context of French feminisms. Cixous and W ittig will each be on campus for three days to meet with stu­ dents. A foreign language attachm ent (onehalf credit) will be available for those wishing to read in the original and to attend a supple­ mental discussion section in French. (Cross-listed as Philosophy 75) Faß semester 1996. Cam acho de Schmidt. Spring semester 1997. Moskos and Lorraine. 66CH. Chinese Poetry. 75F. Haiti, the French Antilles and Guyane in Translation. This course explores C hinese poetry and Chinese poetic culture, from early times to the present. (Cross-listed as Chinese 66) Study of literary texts and their rewri[gh]ting of the local colonial history. Not offered 1996-97. Berkowitz. (Cross-listed with Black Studies) 66G. Goethe’s Faust Spring semester 1998. Rice-M axim in. 199 Modem Languages and Literatures 77G . Literature of Decadence. Symbolist, fin-de-siècle, and modernist under­ standings o f the evolution o f civilization; the themes o f intellectual and spiritual crisis, the “decline o f the W est,” “art for art’s sake” in European poetry, drama and fiction during the decades 1880-1920. 91 CH. Special Topics in Chinese Literature and Culture. Topic for Spring ’97 is “Ghosts and Demons in Chinese Literature.” Explores aspects o f the supernatural through readings in traditional Chinese fiction and drama in translation. Not offered 19 96-97. Werlen. A ll readings are in English translation, and no previous preparation in Chinese is required. Open to the entire Tri-college student body. 78R. Russian Models of Reality: Film, Poetry, Prose, Theory. Spring semester 1997. Myhre. T h e course will analyze both famous and neglected works, ranging from medieval chron­ icle and hagiography, through the great litera­ ture and criticism o f the 19th and 20th cen­ turies, to a contemporary drag queen’s depic­ tion o f Marilyn Monroe. EXPLANATORY NOTE OF FIRST- AND SECOND-YEAR LANGUAGE COURSES: (Cross-listed as Germ an 77.) Not offered 1996-97. Forrester. 79R. Russian Women Writers. T his course balances the picture o f Russian lit­ erature by concentrating on the female authors whose activities and texts were for a long time left out o f the canon. Although the course is in translation, students with Russian may do part or all o f the readings in the original. N ot offered 1996-97. Forrester. 80R. Literature of Dissent This course will address the central place of dissent in Russian literature, its flowering in reaction to Tsarist and Soviet censorship. T he theme leads to some o f the most important works o f nineteenth and twentieth century Russian poetry and prose. Although all texts and discussion will be in translation, students who know Russian may read some or all works in the original. Not offered 1996-97. Forrester. 81CH. Transcending the Mundane: Taoism in Chinese Literature and 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 o f Taoism in Chinese literature and culture, and the enduring implications o f the Taoist ethos. A ll readings will be in English. (Cross-listed as Chinese 81.) N ot offered 1996-97. Berkowitz. 200 » d I (Cross-listed as Chinese 91) Courses numbered 1B-2B, 3B , 4 B carry one and one-half credits per semester. Three semes­ ters in this sequence are equivalent to two years o f work at the college level. Designed to impart an active command o f the language and combine the study or review o f grammar essentials and readings of varied texts with intensive practice to develop the ability to speak the lan­ guage. Recommended for students with no pre­ vious knowledge of the language and who are interested in preparing for intermediate or ad­ vanced courses in literature and culture taught in the original language. These courses (a) meet as one section for grammar presentation and in small groups for oral practice, and (b) require work in the language resource center. 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 for that course. 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 of 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 m ajor), or a Special Major in combination with other departments. It is possible to prepare for a * N I N 8 I I I I I » I I » 1 minor in Chinese in the Honors Program in Chinese Language or Chinese Literature in Translation. Interested students should consult 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 plan to take these courses as early as possible so that studying in C hina, which is strongly encouraged, can be incorporated into their cur­ riculum. Swarthmore participates in the Associated C h in a Program at Nankai University in Tianjin for the Fall semester; stu­ dents also may attend a number o f other pro­ grams in C hina and Taiwan for a summer, a semester or a full year. First through fourth-year Chinese language courses are offered each year. A n introduction to Classical Chinese is offered every year. Literature courses in translation are offered regularly each year and are open to the entire student community. Students of Chinese are particularly urged to take these classes as a means o f gaining perspective on Chinese liter­ ature and culture. Honors M ajors and Minors in Chinese: I Honors M ajor in Chinese: A t this time it is possible for students of 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 nec­ essarily be in Chinese language. For a Special Major in Chinese the other two exams will be based on adanced work in literature and anoth­ er subject matter, to be determined by the indi­ vidual’s formulation o f the Special Major; work done abroad may be incorporated where appro­ priate. 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 o f this work. Honors exams normally will consist of a 3-hour written exam and a 3 0 m inute-oral. Asian Studies majors should refer to the Bulletin entry for Asian Studies for further information. Honors Minor in Chinese: It is possible to pre­ pare for a minor in Chinese in the Honors pro­ gram, in eith er C h in ese language, or in Chinese literature in translation; work done abroad may be incorporated where appropriate. Interested students should consult with the Se ctio n Head in C hinese. Senior Honors Study is mandatory for a minor in Chinese, and is to be arranged on an individual basis; candi­ dates will have the option o f receiving one-half credit for completion o f this work. T h e Honors exam for a minor in Chinese will consist o f a 3hour written exam and a 30 minute oral. COURSES 1B-2B. Introduction to Mandarin Chinese. A n 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 400 characters and develops the ability to read and write in simple modem Chinese. Wu and Staff. 3B, 4B. Second-year Mandarin Chinese. Designed for students who have mastered basic grammar and 3 5 0 to 400 characters. Combines intensive oral practice with writing and read­ ing in the modem language. Emphasis is on rapid expansion o f vocabulary, idiom atic expressions, and thorough understanding of grammatical patterns. Prepares students for advanced study at the College and in China. Myhre and Staff. 1 1 . Third-year Chinese. Concentrates on strengthening and further developing skills in reading, speaking, and writing modem Chinese, through a diversity of materials and media. Classes conducted in Chinese, with precise oral translation also a component. To be taken in conjunction with Chinese I I A . Prerequisite: Chinese 4B or equivalent lan­ guage skills. Primary distribution course. Fall semester 1996. Myhre. 11 A . Third-year Chinese Conversation. A half-credit course concentrating on the fur­ ther developm ent o f oral/aural skills in Chinese. Conducted entirely in Chinese. To be taken in conjunction with Chinese 11. N ot offered 1996-97. Staff. 12. Advanced Chinese. Sequel to Chinese 11. Concentrates on greatly expanding skills in reading, writing, and speak­ ing modem Chinese, through a diversity of 201 Modern Languages and Literatures materials and media. Class conducted in Chinese, with precise oral translation also a component. To be taken in conjunction with Chinese 12A . Prerequisite: Chinese 11 or equivalent lan­ guage skills. tion, through directed readings and discussions o f English translations o f original sources from early through medieval times. N o prerequisites, and no knowledge of Chinese or o f China required. (Cross-listed as L IT 18CH .) Primary distribution course. Primary distribution course. Spring semester 1997. Myhre. N ot offered 1996-97. Berkowitz. 12A. Advanced Chinese Conversation. 20. Readings in Modern Chinese. A half-credit course concentrating on the fur­ ther developm ent o f oral/aural skills in Chinese. Conducted entirely in Chinese. T h is course aims to perfect the student’s Mandarin Chinese skills, and at the same time to introduce a few 'm ajor topics concerning Chinese literature and other types o f writing since the May Fourth Movement. Spring semester 1997. Wu. 16. Substance, Shadow, and Spirit in Chinese Literature and Culture. 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, Confucianism, and the contouring of Chinese culture; immor­ tality, wine, and allaying the mundane; the religious dimension, disengagement, and the appreciation of the natural world, etc. T he course also will address cultural and literary formulations o f conduct and persona, and the expression of individualism in an authoritarian society. No prerequisites; (Cross-listed as L IT 16CH .) Primary distribution course. Not offered 19 96-97. Berkowitz. 1 7 . The Legacy of Chinese Narrative Literature: The Story in Dynastic China. T h is course explores the developm ent of diverse genres o f Chinese narrative literature, through readings o f original writings in transla­ tion. Readings include tales o f the strange, biographies and hagiographies, moral tales, detective stories, literary jottings, drama, novellas and novels, masterworks o f the Chinese literary tradition throughout the cen­ turies o f imperial China. (Cross-listed as L IT 17CH .) N ot offered 1996-97. Berkowitz. 18. The Classical Tradition in Chinese Literature. Exploration o f major themes, ideas, writings, and literary forms that have contributed to the development o f traditional Chinese civiliza­ 202 Prerequisite: Three years o f Chinese or its equivalent. Fall semester 1996. Kong. 21. Topics in Modern Chinese. Reading and exam ination o f individual authors, selected themes, genres, time periods, for students with strong Chinese language pro­ ficiency. A ll readings, writing, and discussion in Chinese. Spring semester 1997. Kong. 23. Modern Chinese Literature: A New Novelistic Discourse (1918-1948). W e will read modem Chinese literary texts created between 1918 and 1948, and examine a series of political, social, cultural, and ideo­ logical dilemmas underlying twentieth century Chinese history. T h e class will discuss funda­ mental issues o f modernity, and new literary developments under the impact o f the May Fourth Movement. A ll readings are in English translation, and no previous preparation in Chinese is required. Open to the entire Tri-col­ lege student body, and taught on the Bryn Mawr campus. (Cross-listed as L IT 23CH ) Spring semester 1997. Kong. 25. Contemporary Chinese Fiction: Mirror of Social Change. T h e purpose of this course is to introduce to stfldents some fundamental questions underly­ ing contemporary Chinese history through exam ining literary narratives o f post-M ao China. T h e selected stories and novellas, the most representative and provocative, articulate the historical specificity o f ideological dilem­ mas and cultural dynamics, in the imaginary process of dealing with love, politics, sex, morality, economic reform, and feminist issues. A ll readings are in English translation, and no previous preparation in Chinese is required. Open to the entire Tri-College student body. (Cross-listed as L IT 25CH ) 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 component o f the class will be learning how to read a Chinese poem and learning a number o f poems in the original. Not offered 1996-97. Kong. (Cross-listed as L IT 66C H .) 33. Introduction to Classical Chinese. N ot offered 1996-97. Berkowitz. Classical Chinese includes both the language of China’s classical literature, as well as the lit­ erary language used for writing in C hina for well over two millennia until earlier this cen­ tury. This course imparts the principal struc­ tures o f the classical language through an ana­ lytical presentation o f the rudiments o f the language and close reading of original texts. The course is conducted in English; it is no t a lecture course, and requires active, regular par­ ticipation on the part o f the student, with pre­ cise translation into English an integral com­ ponent. 81. Transcending the Mundane: Taoism in Chinese Literature and Culture. (Cross-listed as Linguistics 33.) Spring semester 1997 . Myhre. 55. Contemporary Chinese Cinema. Chinese civilization has been imbued with Taoism and Taoist topoi for some two and onehalf millennia, from popular belief and custom to intellectual and literary culture. In addition to consideration o f the texts and contexts of both philosophical and religious Taoism, the class will examine the articulation and role of Taoism in Chinese literature and culture, and the enduring implications o f the Taoist ethos. A ll readings will be in English. (Cross-listed as L IT 81C H .) N ot offered 1996-97. Berkowitz. 91. Special Topics in Chinese Literature and Culture. Cinema has become a special form o f cultural mirror representing social dynamics and drastic changes in contemporary China. T h e course will develop a better understanding of chang­ ing Chinese culture through analyzing cine­ matic texts. A ll the films have English subtitles and all readings are in English. No previous preparation in Chinese is required or expected. Open to the entire Tri-college student body, and taught on the Swarthmore campus. Topic for Spring ’97 is “Ghosts and Demons in Chinese Literature.” Explores aspects o f the supernatural through readings in traditional Chinese fiction and drama in translation. (Cross-listed as L IT 55C H ) 93. Directed Reading. A ll readings are in English translation, and no previous preparation in Chinese is required. Open to the entire Tri-college student body. (Cross-listed as L IT 91C H ) Spring semester 1997. Myhre. Fall semester 1996. Kong. 63. Comparative Perspectives: China in the Ancient World. French N ot offered 1996-97. Berkowitz. T h e purpose o f the major is to acquaint stu­ dents: (1) with important periods and principal figures o f literatures written in French, (2) with the diversity o f French-speaking cultures. It is intended to develop an appreciation o f literary and cultural values, to provide training in crit­ ical analysis, and to foster an understanding of the socio-historical forces underlying these various literatures and cultures. 66. Chinese Poetry. Current Course and Honors Program: T his course explores C hinese poetry and French may be offered as a major in the Course Topics to be explored include obligation to self and society; individualism and the role o f with­ drawal; the heroic ethos; the individual and the cosmos; the individual and gender roles. No prerequisites; no knowledge of Chinese required. (Cross-listed as L IT 63C H .) 203 Modem Languages and Literatures Program or as a major or minor in the Honors Program: a minor in French consists o f 2 exter­ nal 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 of special competence. Recommended supporting subjects: see the introductory departmental statement. A ll majors including students preparing a Secondary School certificate are required to spend at least one semester abroad in the Grenoble Program. Programs of 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 spoken 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 exami­ nations, including comprehensive and Honors examinations. Course majors are required to (a) take eight advanced courses numbered 3B or above; (b) study abroad; (c) take at least one advanced course in literature before 1800; (d) take one advanced Francophone course au lieu with a fancophone com ponent; (e) take one ad­ vanced course in civilization or culture; ( 0 take Special Topics in the Fall o f senior year; (g) write a Senior research paper, 20 pages long, on an area of 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.) T his paper will form the basis o f an oral exam ination given in the Spring. T h e Senior Paper deadlines are as follows. Initial proposal and bibliography are due immediately after the Thanksgiving break. 1st draft: end o f Spring break; Completed paper: mid-April. 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 +. T h e 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. T h e French section is also offering a new Concentration in Francophone 204 Studies in cooperation with other departments and programs abroad. See “Francophone Studies” for description o f program and requirements. New Honors Program in French: Requirements: M ajors and M inors in the Honors 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. A ll 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 of study in a French-speaking country. It is strongly recom­ mended that they spend at least one semester 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 cul­ ture in the original language. Prerequisites: In order to demonstrate the lin­ guistic and analytical abilities necessary for seminar work, students must take the following before taking a seminar: 1) M A JO R : at least one advanced course in lit­ erature or culture (above French 20). 2) M IN O R: at least two advanced courses in literature or culture (above French 20). Preparations: Majors in the Honors program must do three preparations (consisting of 6 units of credit). Two o f the preparations must be done through seminars. T h e 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) SEM IN A R 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 pre­ pare a 2500 word paper in French in response to that question. T h e preparation o f this essay will not be supervised by members o f the facul­ ty .' Conversation among students preparing these essays is encouraged, but each student must produce an independent, original essay of his or her own. T h e essays must be submitted to the department the first day o f the written exam period, to be forwarded to the examiner. The paper will form part of the student’s port­ folio. 2) PAIRED C O U R SE 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 o f each of the courses by the end o f the fall semester. Once the prospectus has been approved, the essay will not be supervised by members o f the faculty. Conversation among students prepar­ ing these essays is encouraged, but each student must produce an independent, original essay of his or her own. T h e essays must be submitted to the department the first day o f the written exam period, to be forwarded to the examiner. The paper will form part o f the student’s port­ folio. 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: h the syllabus o f the seminar or paired courses 2. the Senior Honors Study paper COURSES N OTE: N ot all advanced courses are offered every year. Students wishing to major or minor in French should plan their program in consul­ tation with the Department. * = pre-1800 * = Francophone + = culture/civilization 1B-2B, 3B Intensive French. For students who begin French in college. Designed to impart an active command o f the language. Combines the study o f grammar with intensive oral practice, writing, and readings in literary and expository prose. the press. Particular attention will be paid to perfecting analytical skills in written and spo­ ken French. Each semester. Netter. 4A. French Conversation. A half-credit conversation course concentrat­ ing on the development o f the students’ ability to speak French. May be repeated once for credit. Prerequisite: For students presently or previ­ ously in French 3 B or the equivalent Placement Test score. Each semester. Tronel Peyroz. 12C. France, Year “ 2000” : Introduction Socio-Culturelle a la France Actuelle. + A close look at some fundamental issues reflecting the rapidly changing dimensions of French culture and society today: the question­ ing o f the concept o f national identity; the new forms o f social division and types o f ‘family’ relations; the crucial problems faced by the young and the elderly; the complex position of an increasingly multiculltural Hexagon within U nited Europe and a world o f globalization; the nature o f emergent forms o f cultural pro­ duction and the issue o f modernité. Discussion o f press articles, works o f fiction, essays from the social sciences as well as films. Prerequisite: French 4, a score o f 675 on the College Entrance Examination, or 5 on the A P Exam, or the equivalent with special permis­ sion. Primary distribution course. Fall semester 1997. Lane. 12L. Introduction à l’analyse littéraire. Close reading o f 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. IB Fall semester: Tronel Peyroz and Staff. 2B Spring semester: Roza, Tronel Peyroz, Netter. 3B Fall semester: N etter and Staff. Prerequisite: French 4, a score o f 675 on the College Entrance Examination, or 5 on the A P Exam, or equivalent, with permission o f the instructor. 4. Advanced French: Nouvelles Voix Françaises (New French Voices). Note: 12L or 12C is required to take any other French literature or culture courses. Transformations in French culture, literature and society will be explored through literary texts as well as films, television programs and Fall semester. Rice-Maximim. Spring semester. Menke. Primary Distribution course. 205 Modem Languages and Literatures 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 returning from study abroad. 35. Topics in 19th and 20th Century Literature: Le “ Roman-Miroir” . Not offered 1996-97. Departing from Stendhal’s definition of the novel as a ‘mirror’, a study o f 20th century major novels in terms of genre, écriture, and representation o f personal and socio-cultural reality. 22. Le Cinéma français. N ot offered 1996-97. Lane. A n examination o f the evolution o f style and theme in French Cinema from 1930’s Realism to the Nouvelle Vague. 36. Poésie d’écritures françaises. # N ot offered 1996-97. Roza. 23. Topics in French Civilization: ‘Barbarian’ France. #, + A study o f today’s multicultural French society and its new cultural forms o f production (with special emphasis on literature and film). N ot offered 1996-97. Lane. 24. Mémoire Culturelle et Histoire. + This course focuses on major historical events which have left an indelible mark on the mem­ ory of the French as a people: the Revolution o f 1789, the Commune, the German Occupa­ tion during World War II, the Franco-Algerian war, etc. N ot offered 1996-97. Lane. 25. Centers and Peripheries in the Fancophone World. #, + A n interdisciplinary introduction to the French-speaking world and the complex his­ torical relations between the countries that form it, with a comparative study of their spe­ cific cultural achievements. [A core course for the new Francophone Studies concentration.]. N ot offered 1996-97. Lane. 30. Topics in 17th and 18th Century Literature. * 33. Le Monde francophone: résistances et expressions littéraires. #, * Through the exam ination o f a variety of Francophone texts from Africa, the Caribbean and Quebec, we will trace the cultural and his­ torical experiences o f formerly colonized peo­ ples as reflected in their respective literature. (Cross-listed with Black Studies) N ot offered 1996-97. Rice-Maximin. A them atic study of poetry from various coun­ tries with an emphasis on both pre-18th Century H exagonal and contemporary Caribbean texts. W e will carefully study and compare the different styles and motifs as they reflect the various concerns o f their respective periods. N ot offered 1996-97. Rice-M axim in. • 40. Literary Theory and Early Modern French Fiction. * A n introduction to literary theory on the novel through a pairing o f major works o f fic­ tion of the 16th, 17 th, and 18th centuries and theoretical texts based on them. N ot offered 1996-97. Menke. 60. Le Roman du 19e Siècle. A study o f 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. Foil semester 1997. Moskos. 61. Odd Couplings: Writing and Reading Across Gender Lines. A comparative study o f texts by men and women interrogates the role played by genderidentity construction in writing and reading. Not offered 1996-97. Moskos. 62. Le Romantisme. T h e 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 per­ sonal dislocations. Fall semester 1996. Moskos. 65. Baudelaire and Symbolism. 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. Spring semester 199 7 . Roza. 70. Théâtre Moderne: Psycho-Strip-Tease and Meta-Theater in French and European Drama. Spring semester 1998. Roza. 70F. Caribbean and French Civilizations and Cultures. #, * (See L IT 70F.) (Cross-listed with Black Studies) Study of literary texts and their rewri[gh]ting of the local colonial history. (Cross-listed with Black Studies) Spring semester 1998. Rice-Maximin. 76. Femmes écrivains. # A study o f the works written in French by women from France, the Caribbean, Africa, and Quebec. Material will be drawn from diverse historical periods and genres. (Cross-listed with Black Studies) Spring semester 1998. Rice-M axim in. 7 7 . Prose Francophone: Littérature et Société. (Cross-listed with Black Studies) Not offered 1996-97. Rice-Maximin. N ot offered 1996-97. Rice-M axim in. 71F. “ Epistemology of the Closet” : Literary and Theoretical Constructions of Male Homosexuality. 78. Théâtre d’écritures françaises: conscience et société. # (See L IT 71F.) Not offered 1996-97. Moskos. 72. Le Roman du 20e Siècle. From humanistic tradition to formal innova­ tion in the French Novel from Gide and Proust to the New Novel and beyond. Not offered 1996-97. Roza. 73F. Franco-European Theatre. (See L IT 73F.) Not offered 1996-97. Roza. 74F. Theorizing Otherwise: French Women Philosophers and Their Literary Texts. A n exam ination o f plays and dramas in French, from and beyond the Hexagon. Topics discussed will include representation of collec­ tive consciousness, myths, politics, therapy. (Cross-listed with Black Studies.) N ot offered 1996-97. Rice-M axim in. 91. Special Topics. N ot offered 1996-97. Topic for Fall semester 1997: T h e Idea o f Na­ ture in France before 1800. Readings in works by Rabelais, Montaigne, Pascal, Molière, Rousseau and Voltaire. Roza. 92. Colloquium. 93. Directed Reading. Situated between the philosophical and the poetic, the writing o f Hélène Cixous, Mar­ guerite Duras, Luce Irigaray and Monique Wittig bring into question traditional (mascu­ line) paradigms o f W estern thought. T his course will challenge the boundaries between philosophy and literature in the context of French feminisms. Cixous and W ittig will each be on campus for three days to meet with stu­ dents. A foreign language attachm ent (onehalf credit) will be available for those wishing to read in the original and to attend a supple­ mental discussion section in French. T h e 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 “the crisis o f the seventeenth century.” (Cross-listed as Philosophy 75) Spring semester 1997. Menke. Spring semester 1997. Moskos and Lorraine. 75F. Haiti, the French Antilles and Guyane in translation. SEMIHARS 102. Le Théâtre Classique. * 104. Stendhal et Flaubert. N ot offered 1996-97. Moskos. 207 Modem Languages and Literatures 105. Proust. Style, vision, and interpretation in A La R e­ cherche du Temps perdu. Spring semester 1998. Roza. 106. Poésie Symboliste. T h e theory and practice o f Symbolism in its major poets including Baudelaire, Mallarmé, Rimbaud, and Apollinaire. N ot offered 1996-97. Roza. 10 7. Le Roman du 18e siècle: thèmes et techniques. * N ot offered 1996-97. 108. Le Roman du 20e siècle: Fictions, Myths, Ideologies from the twenties to the Present. N ot offered 1996-97. Roza. 109. Le Romantisme. N ot offered 1996-97. Moskos. 110 . Ecritures françaises hors de France: Fiction et réel. # W e will explore the relationships between fic­ tion, history, and the real in a selection of texts from the Caribbean. Fall semester 1996. Rice-M axim in. 1 1 1 . Aspects of French Culture and Civilization: La Ville réelle et imaginaire. A n historical and socio-cultural study o f the developm ent o f the m odem French and Francophone 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. Fall semester 1997. Lane. 180. Thesis. ficiently proficient in German to do written and oral work in German. To this end we strongly advise students to spend an academic semester in a German-speaking country before their senior year. Requirements for the M ajor in Course: 1. completion o f a minimum o f eight credits in courses numbered 3B and above. 2. one o f the eight credits may be taken in English from among the courses on German literature listed in the College Bulletin under Literature i n Translation (e.g., L IT 3 7 G ). 3. Seniors in Course are required to (a) do Germ an 91: Special Topics; (b) write a Comprehensive Examination based on the student’s course work; (c ) submit an extended, integrative paper (approximately 15 double-spaced pages in length) on a gen­ eral literary topic agreed to by the Section. T his 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 Germ an: Requirements: M ajors and M inors in the Honors Program are expected to be sufficiently proficient in spoken and written German to complete all their work in German. AH Majors and Minors in Honors are strongly advised to spend at least one semester o f study in a Germ an-speaking country. Candidates are expected to have a B average in course work both in the Department and at the College. * = pre-1800 Prerequisites: # = Francophone Majors: German 11 or 12. + = culture/civilization Minors: German 11 or 12 and one course num­ bered 50 or above. German Preparations: See the introductory departmental statement for recommended supporting subjects and see also Germ an Studies program description. Majors will prepare for exams by taking three setpinars. W ith the approval o f the depart­ ment, it is possible to combine advanced onecredit courses or attachments, taken either at Swarthmore or elsewhere, to form a prepara­ tion. Courses and seminars in literature are conduct­ ed in German. Students are expected to be suf­ Minors will prepare for exams by taking one seminar. Germ an may be offered as a M ajor in Course or as a M ajor or M inor in the Honors Program. 208 *» Senior Honors Study and M ode o f Examination: 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 (and when possible to integrate) their preparation for each seminar. The approved preparation in the form of a M 1500-2000-word paper for each seminar, or, in | the case of majors, an integrated paper of 3750I 5000 words based on two or more seminars, I will be added to the honors portfolio which I will also include the seminar syllabi and stu3» dent bibliographies. I I I The Honors Examination will take the form of a three hour written exam based on the seminar(s) and the one credit (one h alf credit for minors) SH S preparation, and a one hour oral panel exam based on the three written exams for majors; a one half-hour oral examination for minors. I I COURSES I I I I I I NOTE: N ot 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 50 and above are open to students after either German 11 or 12. (See % note on enrolling in Seminars.) I 1B-2B, 3B. Intensive German. I „ I I I I For students who begin Germ an in college. Designed to impart an active command o f the language. Combines the study o f grammar with intensive oral practice, writing, and readings in expository and literary prose. See the explanatory note on language courses above. Normally followed by 4, 11, 12, or 14. I IB. Fail semester. W erlen and Plaxton; I I 2B. Spring semester. Pavsek and Plaxton; I 3B. Fail semester. Sim on and Plaxton. I 4. Writing and Speaking German. I I I I > I I I Emphasis is on the development o f communicative skills in speaking and writing and the consolidation o f gram matical principles. Selected readings o f general interest, newspaper and magazine articles, radio and T V programs, films as well as some literary texts. Recommended for students who plan to study in a German speaking country. May be counted towards the Major in German and the Concentration in German Studies. Spring semester. Simon. 5A. German Conversation. A half-credit conversation course concentrat­ ing on the development o f the students’ speak­ ing skills. Prerequisite: German 4 in current or a previous semester or the equivalent Placement Test score. Spring semester. Plaxton. 1 1 . Introduction to German Literature (The Age of Goethe). A n introduction to German literature through close reading o f 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 of the era (Enlightenment, Sturm und Drang, etc.) Authors include Lessing, G oeth e, Schiller, the Rom antics, and G . Buchner. Primary distribution course. Fall semester. Werlen. 12. Introduction to German Literature (Early 20th Century). A n introductory course which emphasizes crit­ ical and analytical reading o f literature. Representative poetry, drama, and prose fiction from the late 19th century through the twen­ ties, including works by Schnitzler, Rilke, T h. Mann, Kafka, and Brecht. Prerequisite: Germ an 3B , 4, or equivalent work. Primary distribution course. Spring semester. Pavsek. 13. Translation: Theory and Practice. T his course aims at exploring the act o f trans­ lation, 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 1996-97. Faber. 14. Introduction to German Studies. This course is designed to discuss and integrate selected areas o f cultural production (e.g. music, the arts, film, politics, history, litera­ ture) in the German-speaking world over the 209 Modern Languages and Literatures past two centuries. Its approach is interdiscipli­ nary and its goals are to develop analytical skills in reading Germ an texts and to familiar­ ize students with a plurality o f academic m eth­ ods o f inquiry. For this purpose, a small number o f key “texts” will be discussed from different angles. A ll primary texts will be read in German; some secondary material in English. In German. Partially team-taught; Primary dis­ tribution course. Fall semester. Pavsek. 50. Die deutsche Lyrik. Readings in the major German poets. N ot offered 1996-97. 52. The Body Machine: Deconstructing the Body Politic in Postwar German Drama. Contemporary Germ an plays and stage produc­ tions have returned to the body as a contested site for the manifold constructions o f the dra­ matic. T his course will ask how the decon­ struction o f the body and o f language in con­ temporary German drama relates to the public sphere today and to the traditional role of Germ an theater as a political organ o f enlight­ enment. Authors to be read include Heiner Müller, B otho Strauss, R o lf H ochhuth, Gerlind Reinshagen, Friederike Roth, Elfriede Jelinek, Gisela von Wysocki, and Franz Xaver Kroetz. Fall semester. Simon. 54. Post-War German Cinema. 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 Germ an Cinem a in the sixties, to the present state o f Germ an fdm in the “post-wall” era. (Cross-listed as L IT 54G .) N ot offered 1996-97. Pavsek. 68. The 68 Generation in Germany. T h e course traces the historical, political, cul­ tural, and literary itinerary o f the first genera­ tion bom in Germany after W W II and coming to maturity in the late 60s and 70s. N ot offered 1996-97. 7 7 . Literature of Decadence. (See L IT 77G .) N ot offered 1996-97. W erlen. 88. Frauen und Film. T his course emphasizes both the representa­ tion o f women in German literature and film, and more particularly the work o f female film directors and writers, examining the question o f women’s subjectivity against the background o f changing political and historical realities in Germany from 1919 to the present. N ot offered 1996-97. Faber. 91. Special Tnpics. Grenzgange(r): Multiculturalism in German Speaking Countries. This course will investigate the concept of multiculturalism as a recent and ongoing socio­ cultural process in the German speaking coun­ tries. W e will mainly focus on literary repre­ sentations o f this process and address the fol­ lowing topics: (1 ) the critically transformative stage of “writing outside the nation”; (2) the translation o f one cultural idiom into another; (3) the fate o f cultural memory “in transit.” Readings and discussion in German. Classes are alternatively taught at Bryn Mawr College and Swarthmore College. Spring semester. Seyhan and Werlen. SEMINABS Four German seminars are normally scheduled on a regular two-year cycle. Preparation o f top­ ics for Honors may be done by particular cours­ es plus attachments only when seminars are no t available. N O TE: Students enrolling in a seminar are expected to have done the equivalent o f at least one course beyond the Germ an 11-12 level. 104. Goethe und seine Zeit. A study o f G oethe’s major works in the context o f his life and times. Spring semester 1998. Werlen. 105. Die Deutsche Romantik. Romanticism as the dominant movement in German literature, thought, and the arts from the 1790’s through the first third of the 19th century. Focus on Rom antic aesthetics and poetics, including the influence o f German Idealism. Spring semester. Werlen. 210 I I _______________ I I ■ ■ I I I ■ I 108. Wien und Berlin. This course will examine the multiple tensions that characterized “fin-de-siecle” 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 disintegration o f political liberalism. Fall semester 199 7 . Simon. I 109. Rise of the Modern German Novel. I This seminar will discuss the development of K the m odem G erm an novel from Gustav I Freytag through late Thomas Mann. Novelists I to be read include Freytag, Fontane, T. Mann, I H. Mann, Marlitt, Döblin, Keun, Kafka, Musil, I and Jünger. Topics addressed are: realism and * modernism, the Brecht/Lukacs debate, the I “Krise des Romans”, advent o f the proletarian I novel, left/right-wing modernism, and influI ence o f mass-culture and film. , Fall semester. Pavsek. I Russian I I I I I 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. » I Recommended supporting subjects: see the introductory department statement. I I I I I I I I I I Russian is the language o f instruction in all courses and seminars numbered 3 B and above (except Russian 13). Course majors are required to take Special Topics (Russian 91) and are expected to take at least two seminars. One inter-disciplinary or cross-departmental course might he offered toward the Course major requirements. T h e Comprehensive Examination is based on work completed in courses and seminars numbered 11 and above. I I Honors Program in Russian Language and literature: I Majors: I Prerequisites: I 1. A t least one (1 ) semester o f study in Russia I 2. Russian 4B I 3. Russian 11 (or a comparable course in Russian) I 4. Russian 13 and Russian 78 or Russian 79, or Russian 80 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. Minors: 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 or Russian 78 or Russian 79 or Russian 80 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: A t the beginning o f their final semester seniors will meet with the Russian section head. (1) In consultation with the section head majors will prepare during the first four weeks of the last semester a bibliography o f additional readings related to the content of their three (2 credit) honors preparations. Majors will be expected to write three (3) 2,500-3,000 word papers, one for each Honors preparation, as expanded upon and extended by the spring senior Honors study work, or a 7,500-8,000 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 w hich will be presented to the External Examiners along with the syllabi of the three (2 credit) Honors preparations and any other relevant material. (2) In consulta­ tion with the section head minors 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 one (2 credit) honors preparation. Minors will be expected to write one ( 1 ) 2,500-3,000 word paper which expands 211 Modern Languages and Literatures upon and extends the single honors prepara­ tion and integrates it with the major honors program, wherever possible. T his paper will become part o f the portfolio which will be pre­ sented to the examiner along with the syllabus o f the one (2 credit) honors preparation and any other relevant material. (3 ) Mode of Examination: Majors will be expected to take three (3 ) three hour written examinations pre­ pared by the External Examiners as well as an A hour oral for each based on the contents of each written exam ination and the materials submitted in the portfolio. Minors will be expected to take a three hour written exami­ nation prepared by the External Examiner as well as an 'A hour oral exam ination based on the contents o f the written exam ination and the materials submitted in the portfolio. COURSES N O T E : N ot 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. Russian Reading and Translation. For students who wish to acquire the funda­ mentals o f Russian grammar and a reading knowledge o f the language. T his 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, 30. Intensive Russian. For students who begin Russian in college. Designed to impart an active command o f the language. Combines the study of grammar with intensive oral practice, writing, and readings in literary or expository prose. See the explana­ tory note on language courses above. Normally followed by 4B , and 11. IB . Owen and Katsenelinboigen; 2B. Forrester and Katsenelinboigen; 3B. Forrester and Katsenelinboigen. 40. Advanced Intensive Russian. For majors and those primarily interested in perfecting their command o f language. 212 Advanced conversation, composition, transla­ tion, and stylistics. Considerable attention paid to writing skills and speaking. Readings include short stories and newspapers. Conducted in Russian. «30 4 I j t c I 1 ■ r Spring semester. Bradley and Katsenelinboigen. I g 6A. Russian Conversation. I * ( I I I A 'A credit conversation course which meets once a week for IK hours. Students will read journals and newspapers and see films as part of their preparation for conversation. Prerequisite: 4B in current or a previous semes­ ter or permission o f instructor. Spring semester 1997. Katsenelinboigen. 1 1 . Introduction to Russian Culture. A n interdisciplinary introduction tp Russian culture and the field o f Slavic Studies, with vis­ iting lectures from Tri-College faculty in rele­ vant disciplines: Anthropology, Architecture, Econom ics, Folklore, History, Literature, Music, Sociology. Readings, lectures and dis­ cussions in English. A n optional fourth hour attachm ent (for additional one-half credit) supplements the course for Russian majors or minors, w ith readings and discussion in Russian. | 1 I * I l c t I 1 I f ■ » I 1 I I Primary distribution course. Fall semester. Forrester and Katsenelinboigen. 13. The Russian Novel. T h e rise of the Russian novel in the 19th cen­ tury during the struggle against serfdom and the transition to an urban industrial society and revolution in the 20th century. T h e quest for freedom and social justice in a moral soci­ ety with particular emphasis on the works of G ogol, Turgenev, Dostoevsky, Tolstoy, Bulgakov, and Solzhenitsyn. Lectures and read­ ings in English. (Russian m ajors will be required to read a part o f the material in Russian.) (see L IT 13R.) No prerequisite. Primary distribution course. N ot offered 1996-97. Bradley. 15. Russian and East European Prose. Novels and stories by the most prominent 20th-century writers o f this multifaceted and turbulent region. Analysis o f individual works and writers with the purpose o f approaching • > ■ ! * I ■ I I * I I the religious, linguistic and historical diversity of Eastern Europe in an era of war, revolution, political dissent and outstanding cultural and intellectual achievement. Readings, lectures and discussion in English; qualified students may do some readings in the original language(s). I (See L IT 15R .) s* Primary distribution course. I Fall semester 1996. Forrester. I 16. History of the Russian Language. ■ * I I I I An introductory course. A study o f the origin of the Russian language and its place among the other modem Indo-European and Slavic languages. T h e uses o f philology and linguistics for the ideological and stylistic analysis o f literary texts. I I Satisfies the linguistics requirement for teacher certification. I (Cross-listed as Linguistics 16) Not offered 19 96-97. Forrester. I I 91. Special Topics. I I (For senior m ajors.) Study o f individual authors, selected themes, or critical problems. m Spring semester 1997 . Bradley. I 93. Directed Reading. » SEMINARS I I * I 101. Tolstoy. 102. Russian Short Story. 103. Pushkin and Lermontov. 104. Dostoevsky. I Fall semester 1996. Owen. ■ I I I 105. Literature of the Soviet Period. 106. Russian Drama. 107. Russian Lyrical Poetry. 108. Russian Modernism I Spring semester 1997. Forrester. I I * I 109. Chekhov 110. Dulgakov. 111. The Hysterical Poets: Tsvetaeva and Mayakovsky. 112 . The Acmeists. 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 pro­ gram approved by the Spanish Section; (2) the completion o f a minimum o f 8 credits of advanced work in courses numbered 3B and above; (3) one o f these courses must he 11 or 13; (4) one o f the eight credits o f advanced work may be taken in English from among those courses listed in the College Bulletin under Literatures in Translation, provided that it is a course pertinent to the student’s major; (5) all majors are strongly encouraged to take at least one seminar offered by the Section. The Honors Program in Spanish: T h e 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 accepted 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 com ­ pletion o f one semester o f study in a Spanish speaking country in a program approved by the Section. T h e Spanish Section will offer one 2 credit seminar per year. In consultation with the instructor o f their seminar, minors will pre­ pare during the first four weeks o f their last semester a bibliography of additional readings related to the content of their one (2 credit) honors preparation. A ll minors will be expect­ ed to write one twenty-five hundred word paper in Spanish which expands upon and extends their single honors preparation. T his paper will become part o f the material submit­ ted for evaluation to the external examiner. Minors will also take a three hour written examination prepared by the external examin­ er, as well as an oral based on the contents of the written exam, the paper submitted and the minor’s overall preparation in the chosen field of study. Fields for Honors Study: 1. La literatura de Cuba y Puerto R ico (1994J 95). 2. Cervantes (1995-96). 213 Modern Languages and Literatures 3. La narrativa de Carlos Fuentes (1996-97). 4- La narrativa de Mario Vargas Llosa (future years). 5. La novela hispanoamericana del siglo X X (future years). 6. El escritor español y la Guerra Civil (future years). COURSES N O T E : N ot all advanced courses are offered every year. Students wishing to major in Spanish should plan their program in consulta­ tion with the Department. 1B-2B, 3B. Intensive Spanish. For students who begin Spanish in college. Designed to impart an active command o f the language. Combines the study of grammar with intensive oral practice, writing, and readings in literary or expository prose. See the explanato­ ry note on language courses above. Normally followed by 4 B , 11, or 13. 4B. Intensive Spanish. For majors and others who wish an advanced language course. M uch attention paid to pro­ nunciation, writing skills, speaking, and the most difficult concepts o f Spanish grammar. A n ideal course prior to study abroad. Each semester. Hassett, Friedman. 6A. Spanish Conveisation. A A credit conversation course which meets once a week for 1A hours. T h e 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 gen­ erate conversation among the group. Prerequisite: 4 B or its equivalent, or permission o f instructor. Each semester. Friedman. 1 1 . Introduction to Spanish Literature. A study o f representative fiction, poetry, and drama o f the 19th and 2 0 th centuries. Discussions, papers. Prerequisite: Spanish 4B , the equivalent, or permission o f instructor. 214 Primary distribution course. Fall semester 1996. Guardiola. 13. Introduction to Spanish American Literature. T his course presents a selection o f texts from th e m id-nineteenth century until today. Students develop skills in literary analysis, increase their power to speak and write Spanish, and acquire a foundation for the future exploration of Latin America’s literary production. Readings include narrative, essays and poetry representing the romantic, natural­ ist, realist, modernist, vanguardist, and other . contemporary trends, studied in their historical context. Prerequisite: Spanish 4B or its equivalent, or permission o f instructor. Primary distribution course. Spring semester. Cam acho de Schmidt. N O TE: Spanish 11 or 13, the equivalent, or consent o f instructor is prerequisite for the courses in literature that follow: 66. La escritora española en los siglos XIX y XX. A study o f representative novels and short sto­ ries w ritten by Spanish women authors 1 through the analysis o f major themes, ideas and literary forms that shaped the development of Spanish culture. Emphasis will be given to con­ temporary authors, but some works by XIX century writers such as Gertrudis Gómez de Avellaneda, C ecilia Bohl de Faber and Emilia Pardo Bazán will be studied to facilitate an understanding of the evolution o f feminine narrative form from the past century up to the j 1990’s. T h e X X th century will introduce us to works by Carmen Laforet, M ece Rodoreda, A n a Marfa M oix, C arm en M artin G aite, Esther Tusquets, Carm e R iera and. Rosa Montero. Fall semester 1996. Guardiola. 67. La guerra civil española. T h e Spanish C ivil W ar 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. - Spring semester 1997. Guardiola. i f i i : I 79. El Cuento Hispanoamericano. I I I I The short story from m id-19th century to the present with particular emphasis on technical innovations o f the past thirty years. Authors include Echeverría, Lillo, Quiroga, Borges, Cortázar, G arcía Márquez, Rulfo, Allende, Valenzuela, Ferré, Giardinelli. I Fall semester 1997. Hassett. A I y I 83. El tirano latinoamericano en la literatura. I I 'I I I I I I I j R I R Self-infatuated and grotesque, almighty and naive, manly and insecu re...th e Latin American dictator may have borrowed from fiction before fiction looked at history for inspiration. T his course deals with 20th century works which explore the incontestable power of a Jefe Maximo as the young republics look for democracy, prosperity and sovereignty. Complexity, humor, irony and narrative brilliance are the marks of novels by Martin Luis Guzman, Miguel A ngel Asturias, A lejo Carpentier, Demetrio Aguilera Malta, Augusto Roa Bastos, M arta Traba, G abriel G arcía Márquez and Elizabeth Subercaseaux. R Spring semester 1998. Cam acho de Schmidt. 9 V 85. Narrativa Hispánica Contemporánea I de los Estados Unidos. I I ■ ■ I ■ I ■ V I ’ I 1 I I I I j I j I . I | I »[ I A study o f the fiction o f leading Hispanic American writers with particular emphasis upon the contributions o f M exicanAmericans, Cuban-A m ericans and Puerto Rican-Americans to this literature. Writers include Anaya, Villaseñor, Rivera, Cisneros, Castillo, Hijuelos, G arcía and others. Fall semester 1996. Hassett. Courses to be offered in subsequent years: 7. Fonética española y composición. 30. La Literatura Medieval. 40. El Teatro del Renacimiento y del Siglo de Oro. 41. Obras maestras de la Edad Media y del Renacimiento. 42. La Poesía del Renacimiento y del Siglo de Oro. 45. La tradición picaresca. 60. La novela española del siglo XIX. 68. Federico García Lorca. 70. La Generatión del 98. 7 1 . Literatura Español a Contemporánea. 72. La Novela Española de Posguerra. 73. Unamuno: El hambre de Dios. 74. Literatura Española de Posquerra. 75. Teatro hispanoamericano contemporáneo. 76. La Poesía hispanoamericana del siglo XX. 7 7 . La novela hispanoamericana del siglo XX . 78. La Novela Mexicana Social del Siglo X X . 79. El Cuento Hispanoamericano. 80. La Narrativa Chilena Desde el Golpe Militar. 81. Invención y redescubrimiento de América. 82. La mujer mirando al hombre: Escritoras hispanoamericanas del siglo XX. 84. La literatura contemporánea de Cuba y Puerto Rico. 86. El cuento fantástico ríoplatense. SEMINARS Students wishing to take seminars must have completed at least one course in Spanish num­ bered 3 0 or above or obtained permission from the instructor. 10 1. La Novela Hispanoamericana del siglo XX. 102. Cervantes. 103. La Guerra Civil Española. 104. La Narrativa de Mario Vargas Llosa. 105. La literatura contemporánea de Cuba y Puerto Rico. 106. Visiones narrativas de Carlos Fuentes. T h e seminar explores the vast and textured work o f a M exican craftsman of language, a master story-teller who writes for the world, 215 Modern Languages and Literatures and a sharp observer o f history. Spring semester 1997. Cam acho de Schmidt. 10 7. Seminar on Spanish Literature to be announced. Spring semester 1998. 216 Music and Dance JAMES FREEM AN, Professor o f Music GERALD LEVINSON, Professor o f Music and Chair ODETTA, Visiting Professor o f Music SHARON E . FRIEDLER, Associate Professor of Dance, Director of the MICHAEL MARISSEN, Associate Professor o f Music3 ANN K. McNAMEE, Associate Professor o f Music JOHN ALSTON, Assistant Professor o f Music THOMAS WHITMAN, Assistant Professor of Music (part-time) KIM 0. ARROW, Assistant Professor o f Dance (part-tim e)1', Dance Program*3 A cting Director of Dance (spring semester) Assistant Professor o f Dance (part-time) A cting Director o f Dance (fall semester) ANANYA CHATTERJEA, Associate in Performance (Dance) LA DEVA DAVIS, Associate in Performance (Dance) DOROTHY K. FREEM AN, Associate in Performance (Music) DOLORES LUIS GMITTER, Associate in Performance (Dance) MICHAEL JOHNS, Associate in Performance (Music) MELANIE KLOETZEL, Associate in Performance (Dance)3 BRIAN KLOPPENBERG, Associate in Performance (Dance)3 C. KEMAL NANCE, Associate in Performance (Dance) ARNE RUNNING, Associate in Performance (Music) PAULA SEPINUCK, A djunct Associate in Performance (Dance) JON SHERMAN, Associate in Performance (Dance) LEAH STEIN, Associate in Performance (Dance) SALLY HESS, 1 Absent on leave, fall semester, 1996. 3 A bsent on leave, 1996-97. MUSIC T h e study o f music as a liberal art requires an integrated approach to theory, history, and per­ formance, 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 o f organization in composition, and to evolve methods of musical analysis. History courses introduce stu­ dents to methods o f studying the development o f musical styles and genres, and the relation­ ship o f music to other arts and areas of thought. T h e Department encourages students to devel­ op performing skills through private study and through participation in the Chorus, Early Music Ensemble, Jazz Ensemble, Orchestra, W ind Ensemble, and chamber music coaching program which it staffs and administers. Each 4 Fall semester. 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. T h e Department also assists instrumentalists or singers to finance the cost o f private instruc­ tion. Up to 16 half-credits may be granted toward graduation. M ajor 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 15, 16, or 17), four semester courses in history (including Music 20 and either 21 or 22), meet the basic piano requirement, pass five repertory exams, and pass the comprehensive exam. Majors par­ ticipate in at least one o f the Department’s per­ forming organizations. 2 17 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 requirement, and will normally submit three preparations (including at least one preparation in theory and one in history), subject to departmental approval. Senior Honors Study in Music may take the form o f a thesis, a composition portfo­ lio, a senior recital, or a combination o f the above. A ny Theory/Composition course num­ bered 15 or higher, or any history course, can be used as the basis o f a paper when augment­ ed by a concurrent or subsequent attached unit o f additional research, 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 consult 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 grad­ uate work in musicology. Proficiency on an instrument: A ll majors in music will be expected to play a keyboard instrument 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 18 th or early 19th century sonata. In addition, they must demonstrate skill in score reading and in real­ izing figured basses. T h e Department recom­ mends that majors take two semesters o f Music 42 to develop these skills. T he basic piano program : T h is program is designed to develop keyboard proficiency to a point where a student can effectively use the piano as a tool for study and also to help stu­ dents meet the keyboard requirements outlined above. It is open to any student enrolled in a course numbered 11 or higher. N o academic credit is given for basic piano. Special scholarships and awards in music include: The Garrigues Music Awards: See p. 72. 218 The Fetter String Quartet Scholarships: See p. 27. The Renee G addie Award: See p. 72. Music 48 Special Awards: See p. 74. Friends o f Music and Dance Summer Awards: S eep . 72. The Boyd Barnard Prize: See p. 71. The Peter Gram Swing Prize: See p. 75. The Melvin B. Troy Prize: See p. 75. CREDIT FOR PERFORMANCE g M ajor in the Honors Program: A student intend- w Music and Dance N O TE: A ll 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 of Bachelor of Arts and Bachelor of Science. No retroactive credit is given for per­ formance courses. Individual Instruction (M usic 48) Music M ajors 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 48 by taking part in the Department’s Program for Accompanists. For further details consult the Music 48 guidelines available from the Department office. Students who wish to take Music 48 (Individ­ ual Instruction) must register for the course 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 of a College music performance group, it is not necessary to be registered for credit in that per­ forming group. A student applying for Individual Instruction should be at least at an intermediate level o f performance. T h e 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 student will perform for a jury at the end of the semes­ ter and submit to the faculty a short paper on the piece to be performed at the jury. T h e Department will then decide whether the student should receive credit, and whether the student may re-enroll for the next semester. For students enrolled in Music 48 approxi­ mately one-third o f the cost o f ten lessons will be paid by the Department to the teacher. Section leaders in the Chorus and Orchestra and Majors receive subsidies o f two-thirds the cost of ten lessons. Gaddie, Fetter, Garrigues and other scholarships may subsidize up to the entire cost o f private lessons for the more musi­ cally advanced students at the College. All students enrolled in Music 48 are strongly encouraged to perform in student chamber music concerts and to audition for concertos with the Orchestra and solos with the Chorus. Orchestra, Chorus, Wind Ensemble, Early Music Ensemble, Cham ber M usic, Jazz Ensemble, and Keyboard Workshop 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 responsibility for the group, making sure that the full group is present for regular rehearsals and coaching ses­ sions. Students taking the Keyboard Workshop (Music 50) will develop and refine skills in accompanying and sight-reading through work with the chamber, song, and four-hand reper­ toire. COURSES AND SEMINARS 1 . Introduction to Music. This course is designed to teach intelligent lis­ Students may take Performance Chorus (Music tening to music by a conceptual rather than 4 4 ) , Perform ance O rchestra (M usic 4 3 ), historical approach. Although it draws on Performance Jazz Ensem ble (M usic 4 1 ), examples from folk music and various nonPerformance W ind Ensem ble (M usic 4 6 ), W estem repertories, the course focusses pri­ Performance Early Music Ensemble (Music marily on the art musics o f Europe and the 45 ) , Chamber Music (Music 4 7 ), or Keyboard United States. Prior musical training is not Workshop (Music 50) for credit with the per­ required. mission o f the Department member who has Open to all students without prerequisite. the responsibility for that performance group. N ot offered 1996-97. The amount o f credit received will be a half­ course in any one semester. Students applying 2. How to Read Music. for credit will fulfill requirements established Clefs, pitch and rhythmic notation, scales, for each activity, i.e., regular attendance at keys, and chords. May be taken for one-half rehearsals and performances and participation credit or without credit. Strongly recommend­ in any supplementary rehearsals held in con­ ed as preparation for (or concurrent with) all nection with the activity. Students will be upper-level music courses. graded on a credit/no credit basis. Spring semester. W hitm an. Students taking Music 47 (Cham ber Music) 3. Jazz History. for credit should submit to the Department at the beginning o f the semester a repertory of T his course traces the development of jazz from works to be rehearsed, coached, and performed its roots in W est Africa to the free styles of the during the semester. It should include the 1960s. Included are the delineation of the var­ names of all students who have agreed to work ious styles and detailed analysis o f seminal fig­ on the repertoire, the names o f all coaches who ures. Emphasis is on developing the student’s have agreed to work with them, and the pro­ ability to identify both style and significant posed dates for performance in a student cham­ musicians. ber music concert. Open to all students without prerequisite. 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. A ll members o f the group should be capable o f working well both independently and under the guidance o f a coach, also capable o f giving a performance of Primary distribution course. N ot offered 1996-97. 4 . Opera. A survey o f the history of opera, with special emphasis on and study o f scenes from selected works. For those with vocal abilities, the course Music and Dance will include preparation o f specific scenes, but it is Open to students with no particular performance skills and no prior musical expe­ rience. Primary distribution course. N ot offered 1996-97. 5. Music as Social History. T his course will explore folk music, including A frican-American music from the slavery period and after, as the expression o f the life experience, collective history, and aspira­ tions o f the people from whom it springs. Through listening and discussion the course will also address the ways in which this music makes connections among diverse peoples and differing societies today. Odetta, the renowned folk singer, has been for forty years a seminal figure in the rediscovery o f folk music and its involvem ent w ith social activism. N ot offered 1996-97. 9. Music and Dance of Africa. A n introduction to selected musical and dance traditions o f Africa. This course will involve all students in the practice o f danc­ ing and drumming as well as in the study of those forms through lectures, reading, listen­ ing, and viewing. N o prior musical or dance training required. N ot offered 1996-97. 10. Women in Music: Composers. This course traces'some o f the contributions made by women composers to the art of music from the Middle Ages to the present. Presented chronologically for the most part, the study will be conducted within a histori­ cal framework; we will examine the achieve­ ments o f women composers in the context of societal attitudes and expectations. Spring semester. Odetta. As the written (notated) tradition will be central to this course, a reading knowledge of music is required. 6. Beethoven and the Romantic Spirit. PDC in the Humanities. O pen to all students without prerequisite. A n introduction to Beethoven’s composi­ tions in various genres. W e will consider the artistic, political, and social context in which he lived, and examine his legacy among com ­ posers later in th e n in eteen th century (Berlioz, C hopin, Schum ann, Brahms, Wagner, Mahler). O pen to all students without prerequisite. Primary distribution course. Spring semester. W hitman. 7 . W .A. Mozart. Study of Mozart’s compositions in various genres and o f the peculiar interpretive prob­ lems in Mozart biography. O pen to all students without prerequisite. Primary distribution course. N ot offered 1996-97. 8. The Music of Asia. THEORY AND COMPOSITION Students who anticipate taking further cours­ es 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 1 1 ,1 2 ,1 3 ,1 4 , and one o f 1 5 ,1 6 , or 17 in successive years. 1 1 . Harmony and Counterpoint 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. A n introduction to selected musical tradi­ tions from the vast diversity o f non-western cultures. T h e music will be studied in terms o f both its purely sonic qualities and its cultural/philosophical backgrounds. O ne section o f Music 40A per week, without additional credit, is required. In addition, students with minimal keyboard skills are required to take basic piano. O pen to all students without prerequisite. Fall semester. McNamee. Primary distribution course. 220 12. Harmony and Counterpoint 2. 18. Conducting and Orchestration. Written musical exercises include composi­ tion of original materials as well as commen­ tary on excerpts from the tonal literature. A study of orchestration and instrumentation in selected works of various composers and through written exercises, in combination with practical experience in conducting, score reading, and preparing a score for rehearsal and performance. Prerequisite: Music 11 (or the equivalent). One section o f Music 4 0 B per week, without additional credit, is required. Basic piano is also required for some students. Spring semester. Freeman. Spring semester. W hitman. 19. Composition. 13. Harmony and Counterpoint 3. Fall semester. Levinson. Continued w ork-with tonal harmony and counterpoint a t an interm ediate level. Detailed study o f selected works with assign­ ments derived from these works, as well as original compositions. HISTORY OF MUSIC Prerequisite: Music 12 (or the equivalent). One section of Music 4 0 C per week, without additional credit, is required. Basic piano is also required for some students. Fall semester. Levinson. 14. Harmony and Counterpoint 4. 20. Medieval and Renaissance Music. A survey o f European art music from the late Middle Ages to the sixteen th century. Relevant extra-musical contexts will be con­ sidered. Prerequisite: a knowledge o f traditional notation. Advanced work with chromatic harmony and tonal counterpoint. Not offered 1996-97. Prerequisite: Music 13. A survey o f European art music from the six­ teenth-century Italian madrigal to B eeth oven’s Eroica symphony. R elevant extra-musical contexts will be considered. One section of Music 40D per week, without additional credit, is required. Basic piano is also required for some students. Spring semester. McNamee. 15. Harmony and Counterpoint 5. Detailed study o f a limited number o f works both tonal and non-tonal, with independent work encouraged. Prerequisite: Music 14. Spring semester. McNamee. 16. Schenker. A n introduction to Schenkerian analysis. A n extension o f traditional analytical tech ­ niques, incorporating Schenker’s principles of voice leading, counterpoint, and harmony. Prerequisite: Music 14. Not offered 1996-97. 1 7. History of Music Theory. A survey of primary sources (in translation) from Boethius, T inctoris, and Zarlino through Rameau, Riemann, and Schoenberg. 2 1. Baroque and Classical Music. Prerequisite: a knowledge o f traditional notation. F all semester. Freeman. 22. Hineteenth-Century Music. T h e development o f the “Rom antic Style” from late Beethoven and Schu bert to Wagner and Verdi. Prerequisite: a knowledge o f traditional nota­ tion. Not offered 1996-97. 23. IWentieth-Century Music. A study of the various stylistic directions in music o f the 20th Century. Representative works by composers from Debussy, Stravinsky, and Schoenberg, through Copland, Messiaen, and post-war composers such as Boulez and Crumb, to the younger generation, will be examined in detail. Prerequisite: Music 14. Prerequisite: a knowledge o f traditional notation. Not offered 1996-97. Not offered 1996-97. 221 Not offered 1996-97. formative contribution to cultural history. (One-credit seminar equivalent to a two-cred­ it seminar.) PERFORMANCE (O ne-credit courses) 60. Projects in Performance. Performance practice and problems in music of various styles will be examined in terms of analysis, research, and rehearsal. Ability to per­ form instrumentally or vocally is required. N ot offered 1996-97. 61. Jazz Improvisation. 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, var­ ious scales and their applications, as well as one transcription and many idiomatic formulae. Daily practice is expected. Maximum enrollment: 2 sections, 20 students each. Prerequisite: proficiency on a musical instru­ ment. Not offered 1996-97. 92. Independent Study. 93. Directed Reading. 95. Tutorial. Special work in composition, theory, or history. O ne or two credits. 96. Senior Thesis. O ne or two credits. Prerequisites: Music 11 and German IB (high­ er levels in both strongly recommended; Religion 18 also recommended), or permission o f instructor. Not offered 1996-97. 102. Colnr and Spirit: Music of Debussy, Stravinsky, and Messiaen (See Music 38 ). *__ (One-credit seminar equivalent to a two-credit seminar) Prerequisite: Music 13 (concurrent enrollment possible by permission o f the instructor). PERFORMANCE (Half-credit courses) N O TE: T h e following performance courses are for half-course credit per semester. See p. 218 for general provisions governing work in per­ formance for credit toward graduation. 4QA. Elements of Musicianship i. Sight-singing, rhythmic and melodic dictation. Required for all Music 11 students without credit. A lso open to other students for halfcredit. Fall semester. Staff. 400. Elements of Musicianship II. Prerequisite: Music 40A . Required for all Music 12 students. Spring semester. Staff. 40C. Elements of Musicianship III. SEMINARS Prerequisite: Music 40B . Required for all Music 13 students. 100. Harmony and Counterpoint 5. Fall semester. Staff. See Music 15. 400. Elements of Musicianship IV. (O ne-credit seminar equivalent to a two-cred­ it seminar.) Required for all Music 14 students. Prerequisite: Music 14. Spring semester. Staff. Not offered Spring 1997. 10 1. J .S . Bach. Study o f Bach’s compositions in various genres, examining music both as a reflection o f and 222 Prerequisite: Music 40C . 40E. Elements of Musicianship V. Prerequisite: Music 40D. Required for all Music 15 students. N ot offered 1996-97. Music and Dance 24. Armstrong, Parker, and Coltrane. 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 historical impact o f the music in shaping their respective eras, are considered. Prerequisite: notation. a knowledge o f traditional Not offered 1996-97■ 32. History of the String Quartet. A history of the string quartet from its origins to its development into one o f the genres of Western classical music. T h e course will focus on the quartets o f Haydn, Mozart, and Beethoven. Prerequisite: notation. a knowledge o f traditional Not offered 1996-97. 33. The Art Song. A study o f various solutions by various com­ posers to the problems o f relating poetry and music. T h e emergence o f the German Lied in the 19th century (Schubert, Schum ann), its later development (Brahms, Strauss, Wolf, Mahler, Schoenberg, Berg), and its adaptation by 20th-century French (Debussy, Ravel, Messiaen) and A m erican (Ives, Barber, Bernstein) composers. Prerequisite: a knowledge of traditional nota­ tion. For students who are either singers or pianists, informal performances will replace a paper. Spring semester. J. Freeman. symphony), J. Strauss (Fledermaus), R . Strauss (Tdl Eulenspiegel, Salom e), and Schoenberg (Verklaerte N acht, Pierrot Lunaire). Prerequisite: notation. a knowledge o f traditional N ot offered 1996-97. 36. Music Since 1945. A study o f contemporary co n cert music, including 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. N ot offered 1996-97. 37. Contempnrary American Composers. A study o f the works and thought o f six impor­ tant American composers. T h e course will stress intensive listening and will include dis­ cussion meetings with each o f the composers. Prerequisite: notation. a knowledge o f traditional N ot offered 1996-97. 38. Color and Spirit: Music of Debussy, Stravinsky, and Messiaen. A study o f twentieth-century music focusing on the great renewal o f musical expressions, diverging from the Austro-German classic-’ romantic tradition, found in the works o f these three very individual composers, as well as the connections among them, and the resonances of their music in the work o f their contempo­ raries and successors. Prerequisite: a knowledge o f traditional musi­ cal notation. 34. J.S . Bach. Study o f Bach’s compositions in various genres. For the instrumental music this involves close consideration of style and signification. For the vocal music it also involves study of ways Bach’s music interprets, not merely expresses, his texts. Spring semester. Levinson. 39. Music and Dance: Criticism and Reviewing. 35. Late Romanticism in Germany and Austria. T his 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. A study o f selected large works by Wagner (Walkudre, Tristan) Brahms (Haydn Variations, Violin C oncerto), Mahler (4th Prerequisite: O ne previous course in music or dance, concurrent enrollment in a music or dance course, or permission of the instructor. Prerequisite: notation. a knowledge o f traditional Not offered 1996-97. Music and Dance 4 1. Performance (Jazz Ensemble). Both semesters. Alston. cooperative learning; one which affirms group process and fosters comradery. 42. Keyboard Musicianship. Special M ajor: Dance and a second discipline Fall semester. Freeman. Students may combine the study o f dance with substantive study in another discipline. T h e two disciplines in this major may be philo­ sophically linked or may represent separate areas o f the student’s interest. Som e examples are; English, history, linguistics, music, philos­ ophy, 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 o f the dance pro­ gram and the other department involved. Planning for these majors should take place as early in the student’s program as possible; stu­ dents are encouraged to develop their plans in consultation with the Director of Dance and with a faculty advisor in the other discipline. 43. Performance (Chorus). Both semesters. Alston. 44. Performance (Orchestra). Both semesters. J. Freeman, Running. 45. Performance (Early Music Ensemble). Both semesters. W hitman. 46. Performance (Wind Ensemble). Both semesters. Johns. 4 7. Performance (Chamber Music). (See guidelines for this course on page 219.) Both semesters. D. Freeman. 48. Performance (Individual Instruction). Both semesters. 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 concentration such as various ethnic studies and women’s studies. 49. Performance (Balinese Workshop). Required Courses Kecak and other traditional Balinese genres. T h e core program o f 6 credits includes the fol­ lowing courses: (See the guidelines for this course on page 218.) Specific and updated guidelines are dis­ tributed at the beginning o f each semester. Cross-listed as Dance 49. N ot offered 1996-97. 50. Keyboard Workshop. Developing and refining skills in accompany­ ing and sight-reading through work with the chamber, song, and four-hand repertoire. Spring semester. Freeman. 7 1 . Rhythmic Analysis and Drumming. Cross-listed as Dance 71. Spring semester 1997. Arrow. 2 in composition/improvisation (Dance 12 or Dance 14 [1 cr.] and Dance 10 [ ‘A cr.]), 2 in history/theory (one from Dance 21-24 [1 cr.] and one from 36-39 [1 cr.]), 3 in performance technique (Dance 50 ['A cr.], one other technique at the 50 level ['ACr.], and one additional technique other than Dance 60 [her.]) 1 senior project and/or thesis (Dance 9 4 ,9 5 , or 96 [1 cr.]). M ajor or Minor in the Honors Program DANCE Dance, a program within the Department of Music and Dance, shares the Department phi­ losophy 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 pro­ gram which stands firmly within the tradition o f Swarthmore’s liberal arts orientation. T h e instructors strive to create an atmosphere of 224 A major or minor in dance through the Honors Program is also available for students in the class of 1997 and onward. Please consult dance faculty for further information and guidelines. Performance D ance: Technique In a typical semester over twenty-five hours of dance technique classes are offered on graded levels presenting a variety of movement styles. Technique courses, numbered 4 0 through 48, 50 through 58, and 60 or 61, may be taken’ for academic credit or may be taken to fulfill phys­ ical education requirements. Advanced m I ' I I I '* ■ I | ■ I I dancers are encouraged to audition for level 111 technique classes and for Dance: Repertory (Dance 49). A total o f not more than eight foil credits (16 half-credit courses) in performance: technique classes and in music performance classes may be counted toward the degrees of Bachelor of Arts and Bachelor of Science. No retroactive credit is given for performance classes. Dance Program Performance Opportunities I All interested dancers are encouraged to audiI tion 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 I toward the end of each semester; informal stu■ dio concerts are scheduled throughout the year. 8# Each year the Swarthmore Music and Dance Festival brings together guest artists, faculty members, and students in a series o f perfor­ mances and symposia focused on specific themes. Scholarships and Awards ■ ■ , ■ Scholarships for summer study in dance are available through fonds provided by T h e Friends of Music and Dance. T h e Halley Jo Stein Award for Dance and T h e M elvin B. Troy Award for Composition are also awarded annually by the Department. ■ II I [ H 1 M I I H 3» ■ I ■ Additional information about the dance program is available via the World W ide W eb at http://w w w .sw arthm ore.edu/hum anities/ dance/. COURSES 1 . Introduction to Dance. A survey course that approaches dance viewing and analysis of dance performance through an introduction to elements o f dance composition and history. T h e roles o f 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 cred- I Primary distribution course. ■ Fall semester 1996. Chatterjea. 2. World Dance Forms. A survey course which introduces students to theoretical and practical experiences in dance forms from various cultures and time periods through a combination of lectures, readings, video and film viewings, and workshops with a wide variety o f guest artists from the field. T h e particular forms will vary each semester but may include such styles as: various African, Asian, and Native Am erican forms, Capoeira, Flamenco, and European court dancing. Open to all students; no prior dance training required. O ne credit. Primary distribution course. Not offered 1996-97. 9. Music and Dance of Africa. A n introduction to selected musical and dance traditions o f Africa. T his course wil involve all students in the practice o f dancing and drum­ ming as well as in the study o f those forms through lectures, reading, listening, and view­ ing. N o prior musical or dance training required. Not offered 1996-97. 10. Dance Improvisation. Designed as a movement laboratory in which to explore the dance elements: space, time, force, and form. Members o f 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. O ne half credit. Not offered 1996-97. 1 1 . Dance Composition I. A study o f the basic principles of dance com ­ position through exploration o f the elements o f dance movement, invention, and movement themes, to the end o f developing an under­ standing o f various choreographic structures. Considerable reading, video and live concert viewing, movement studies, journals, and a final piece for public performance in the dance lab are required. Also required is a production lab which includes an introduction to costum­ ing, lighting, set construction, sound and video in relation to dance. A course in dance tech­ nique must be taken concurrently. 225 L Music and Dance I Prerequisite: Dance 10, Dance 71 or permis­ sion o f the instructor. During 1996-97 Dance 4 8 Section 1 will also be accepted as a prerequisite. O ne credit. Spring semester 199 7 . Arrow. 12. Dance Composition II. A n elaboration and extension of the material studied in D ance 11. Stylistically varying approaches to making work are explored in compositions for soloists and groups. Reading, 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. O ne credit. Not offered 1996-97. 13. Dance Composition: Tutorial. Designed as a tutorial for students who have previously taken Dance 11 or the equivalent. Choreography o f a final piece for public perfor­ mance is required. Weekly meetings with the instructor and directed readings, video and concert viewings. A journal may also be required. A course in dance technique must be taken concurrently. O ne half credit. O ffered every semester. Fall semester 1996. Staff. Spring semester 1997■ Hess. 14. Special Topics in Dance Composition. spectives o f stylistic characteristics, underlying aesthetics, resonances in general cultural traits, and developmental history. T h e 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. ¡j | n H | Prerequisite: Dance 1 or 2. Two lectures and one hour video viewing per week. O n e credit. H Spring semester 1997. Chatterjea. 22. History of Dance: Europe’s Renaissance Through 1900. -•» A study o f social and theatrical dance forms in the context o f various European societies from the Renaissance through the nineteenth cen­ tury. Influential choreographers, dancers, and theorists representative o f the periods will be discussed. Prerequisite: Dance 1 or 2; Dance 24 strongly recommended. Two lectures and one hour video viewing per week. O ne credit. Not offered 1996-97. Friedler. 23. twentieth Century Dance. A study o f Twentieth Century social and the­ atrical dance forms in the context o f Western societies w ith an emphasis on A m erica. Influential choreographers, dancers, and theo­ rists will be discussed. Prerequisite: Dance 1 or 2; Dance 21 and 22 strongly recommended. Two lectures and one hour video viewing per week. O ne credit. T hree hours per week. One credit. Not offered 1996-97. Friedler and Murphy. 21. History of Dance: Africa and Asia. T his course will move through an exploration of dance forms from Africa, from Africanist cultures and from Asian cultures, from the per­ I 24. Dance as Social History. Prerequisite: Dance 11. Not offered 1996-97. I N ot offered 1996-97. A course which focuses on intensive study of specific compositional techniques and/or sub­ je cts. Topics may include: autobiography, dance and text, partnering, interdisciplinary collaboration, reconstruction, and technology. Choreography o f a final piece for performance is required. Weekly meetings with the instruc­ tor, directed readings, video and concert view­ ing, and a journal will be required. A course in dance technique must be taken concurrently. Three hours per week. O ne credit. V T his course focuses on dance as a locus for dis­ cussing power relations through gender, race, and class in the period from 1880 to 1928 in Europe, North America, the Carribean, and South America. Analysis o f a variety o f dance forms in their historical/cultural context. M Prerequisite: Dance 1, 2, or permission o f the instructors. 36. Dance and Gender. T his course explores ways that gender has informed dance, particularly performance dance, since 1960. T h e impact o f various cul­ tural and social contexts will be considered. Lectures, readings, and video/concert viewings - « will all be included. previous dance experience necessary. Prerequisite: Dance 1, 2, or permission o f the instructor. Fall 1996. Kloetzel, Kloppenberg. Spring 1997. Staff. One credit. 4 1. Performance Dance: Ballet I. Fall semester 1996. Kloppenberg. 37. The Politics of Dance Performance. A n investigation o f the aesthetic principles of perception, symbolism, abstraction, and cre­ ativity in relation to the viewing and interpre­ tation of dance performance. Emphasis will be placed on political interpolation and ramifica­ tions of the act o f public performance. Topics of discussion will include the “politically cor­ rect” paradox, government funding, art as cul­ tural intervention, and various historical per­ spectives. O pen to all students without prereq­ uisite. O ne credit. Spring semester 1997. Arrow. 39. Music and Dance: Criticism and Reviewing. (Cross-listed as Music 3 9 .) T his course, team taught by music and dance faculty with supple­ mental visits by guest lecturers who are promi­ nent in the field o f reviewing, will cover vari­ ous aspects of writing about the performance of music and dance: previewing, reviewing, the critic’s role and responsibilities, and the special problems of relating performance to the writ­ ten word. Prerequisite: O ne previous course in music or dance, concurrent enrollment in a music or dance course, or permission o f the instructor. Not offered 1996-97. N O T E : A ll dance technique courses meet for two l'A hour meetings per week. Technique courses, numbered 4 0 through 48, 50 through 58, and 60 and 61, may be taken to fulfill phys­ ical education requirements or may be taken for academic credit. W hen dance technique courses are taken for academic credit, students will fulfill established requirements beyond class attendance for each activity, i.e., atten­ dance at performances, written reports, jour­ nals, etc. Students will be graded on a credit/no credit basis. Technique courses may be repeat­ ed for academic credit. 40. Performance Dance: Modern I. A n introduction to basic principles of dance movement: body alignm ent, coordination, strength and flexibility, basic locomotion. No A n introduction to fundamentals o f classical ballet vocabulary: correct body placement, positions of the feet, head and arms, basic loco­ motion in the form. N o previous experience necessary. Fall and spring semesters. Sherman. 43. African Dance I. Introduction to A frican Dance aims to give students a rudimentary vocabulary in Africanoriented movement. Using the Umfundalai technique, A frican Dance I heightens stu­ dents’ understanding o f the aesthetic and eurhythmic principles prevalent in African Dance. Students who take A frican I for acade­ mic credit should be prepared to keep a weekly journal and write two short papers. Fall and spring semesters. Nance. 44. Performance Dance: Tap. T his course is available to all tappers, from beginning to advanced. Such forms as softshoe, waltz-clog, stage tap, and “hoofin” will be explored. Fall and spring semesters. Davis. 45. Performance Dance: Hatha Yoga. Open to all students, the course will focus on experience/understanding of a variety o f asanas (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 read­ ing and two papers. Fall and spring semesters. Hess. 48. Performance Dance: Special Topics in Technique. 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, C ontact Improvisation, Jazz, Pilates, and/or Musical Theatre Dance. Section 1. Fall and spring semesters. C ontact Improvisation, Stein. Section 2. Fall and spring semesters. Flamenco, Gmitter. Music and Dance 49. Performance Dance: Repertory. Permission o f the instructor required. T h e study o f repertory and performance. Stu­ dents are required to perform in at least one scheduled dance concert during the semester. Placement by audition or permission of the instructor. O ne half credit. Three hours per week. A course in dance technique must be taken concurrently. N ot offered 1996-97. 60. Performance Dance: Modern III. Continued practice in technical movement skills in th e m odem idiom; including approaches to various styles. Placement by audition or permission o f the instructor. O ffered every semester. Fall 1996. H ess. Spring 1997. Staff. Fall 1996: Section I: M odem staff. Section II: 61. Performance Dance: Dallet III. TBA . Continued practice in technical movement skills in the ballet idiom; with an emphasis on advanced vocabulary and musicality. Place­ ment by audition or permission of the instruc­ tor. Spring 1997: Section I: African, Nance. Sec­ tion II: Modem, Staff. 50. Performance Dance: Modern II. A n elaboration and extension o f the principles addressed in Dance 4 0 A and B. For students who have taken Dance 40A and B or the equivalent. Fall 1996: Hess, Staff. Spring 1997: Staff. 51. Performance Dance: Dallet II. A n elaboration and extension o f the principles addressed in Ballet I. For students who have taken Ballet I or its equivalent. Fall and spring semesters. Sherman. 53. African Dance II. A frican Dance for Experienced Learners gives students an opportunity to strengthen their technique in African Dance. T h e course will use the Umfundalai technique allied with some traditional W est A frican D ance forms to enhance students’ learning. Students who take African Dance II for academic credit should be prepared to explore and access their own choreographic voice through a choreographic project. Fall and spring semesters. Sherman. 70. The Arts as Community Service/Social Change. (Cross-listed as Education 70.) A n experiential course exploring how the arts can impact and reflect on issues of community, service, educa­ tion, and social/political change. T h e course includes several aspects: readings and discus­ sions on the meaning o f community, service, art, and educational policy and methodology; 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 commu­ nity 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 instructor. Limited enroll­ ment. O ne credit. Spring 1997. Sepinuck. Fall and spring semesters. Nance. 7 1 . Rhythmic Analysis and Drumming. 55. Performance Dance: Hatha Yoga II. (Cross-listed as Music 71.) A theoretical and practical analysis o f rhythmic structure apply­ ing techniques o f Afro-Cuban drumming. For the general student, emphasis will place the investigation o f 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 com­ position, improvisation and as accompaniment in the teaching o f dance technique. Open to all students. Three hours per week. O ne half credit. O pen to students who have completed Dance 45 or the equivalent. A continuation and deepening o f practice o f the asanas explored in D ance 4 5 . W ork in several o f the more advanced asanas, particularly in the backward­ bending and inverted poses. O ffered when feasible. 58. Performance Dance: Special Topics in Technique II. A n elaboration and extension o f principles addressed in Dance 48. Spring semester 1997. Arrow. 94| I 92. Independent Study. I I as ■ I I I I I Available on an individual basis, this course offers the student an opportunity to do special work with performance or com positional emphasis in areas no t covered by the regular curriculum. Students will present performances and/or written reports to the faculty supervisor, as appropriate. Permission must be obtained from the program director and from the supervising faculty. O ne credit. I Offered every semester. Staff. contents. Proposals for a thesis must be submit­ ted to the dance faculty for approval during the semester preceding enrollment. One or two credits. O ffered every semester. Staff. I 93. Directed Reading. I [ I I 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 no t covered by the regular curriculum. Students will present w ritten reports to the faculty supervisor. Permission must be obtained from the program director and from the supervising faculty. O ne credit. I Offered every semester. Staff. I I I ■ m 94. Senior Project. ¡1 I Intended for seniors pursuing the special major or the major in Honors, this project is designed I by the student in consultation with a dance faculty advisor. T h e major part o f the semester I is spent conducting independent rehearsals in I conjunction with weekly meetings under an I advisor’s supervision; the project culminates in ■ a public presentation and the student’s written ■ documentation o f the process and the result. I A n oral response to the performance and to the documentation follows in which the stuI dent, the advisor, and several other members of as, the faculty participate. In the case o f Honors ■ majors, this also involves external examiners. Proposals for such projects must be submitted I to the dance faculty for approval during the I semester preceding enrollment. O ne credit, f l Offered every semester. Staff. 95,96. Senior Thesis. H Intended for seniors pursuing the special major or the major in Honors, the thesis is designed I by the student in consultation with a dance faculty advisor. T h e major part o f the semester H is spent conducting independent research in ■ conjunction with weekly tutorial meetings H under an advisor’s supervision. T h e final paper I is read by a comm ittee o f faculty or, in the case | of Honors majors, by external examiners who then meet with the student for evaluation of its y 229 Peace and Conflict Studies Clerk: Comm ittee: J . W. FROST (Friends Historical Library)2 Wendy E . Chmielewski (Peace Collection) Miguel Diaz-Barriga (Sociology-Anthropology)* Raymond F. Hopkins (Political Science) Hugh M . Lacey (Philosophy) Marjorie Murphy (History) Deepa Ollapally (Political Science) ___________________________ m 2 A bsent on leave, spring semester, 1997. *C lerk, spring semester, 1997. * T h e Peace and C onflict Studies Concentration at Swarthmore College is designed to teach students to understand the causes, practices, and consequences o f collective violence (war), terrorism, and peaceful or nonviolent methods o f conflict management and resolution. T he multidisciplinary curriculum offers instruction in the following areas: (1 ) alternatives to fight­ ing as a way o f settling disputes: conflict reso­ lution, rituals, nonviolence, mediation, peace­ keeping forces, private peace-fostering organi­ zations (N G O s), arms control, economic sanc­ tions, international law, international organi­ zations; (2 ) the political economy o f war: the “military-industrial” complex, econom ic con­ version; (3 ) causes o f collective violence: aggression and human nature, the state system and international anarchy, systemic injustice, balance of power diplomacy, competition for scarce resources, diplomacy, ethnocentrism, ideological and religious differences, insecure boundaries, minorities within states, the rela­ tionship betw een internal weakness and aggression, arms races, game theory; (4) nature o f war: civilian and military objectives, strate­ gy and tactics, draft and conscientious objec­ tors, deterrence theory, low-intensity conflict, psychology o f battle, prisoners o f war, neutral rights, the experience o f war by soldiers and civilians, conventional, nuclear, and guerilla wars, how to end a war, and effects o f winning/losing a war on population; (5 ) the evalu­ ation o f war: morality of war, just war theory, pacifism, the war mentality, the utility o f war, war novels, responsibilities o f citizens in coun­ tries engaged (directly or indirectly) in warfare, how to build a lasting peace. T h e Peace Studies Concentration consists of six courses o f which only two may be taken in 230 the student’s major. Introduction to Peace Studies (P.S. 15), offered yearly, is the only required course. It is recommended that stu­ dents have a background in histoty, interna­ tional relations or ethics prior to taking Introduction to Peace Studies. A thesis or final exercise is required. For honors students, the external examination and the Senior Honors Study (S H S ) may serve as the final exercise. Student programs can include an internship or field work component, e.g., in a peace or con­ flict management organization such as the U nited N ations or Suburban Dispute Settlem ent. A n internship is highly recom­ mended. Normally field work or internship will not receive college credit, but for special pro­ jects— to be worked out with an instructor and approved by the Peace Studies Committee in advance— students can earn up to one credit. 1 4 Students intending a Peace and Conflict Studies concentration should submit a plan of study to the coordinator o f the program during the spring o f the sophomore year, after consul­ tation with faculty members who teach in the concentration. T h e plan will outline the stu­ dent’s program of study and the nature of the final project. A pplications will then be reviewed by the Committee. T h e Peace Studies minor in the honors pro­ gram can be done through a combination of two courses in different departments, or a twocredit thesis, or a combination o f a thesis and a course. Introduction to Peace Studies (P.S. 15) is required and should be taken no later than the junior year. A thesis or final exercise is required. A ny thesis must be multi-discipli­ nary. A com bination o f courses, course and thesis, or thesis must be approved by the Peace Studies Committee. il m w Any student minoring in Peace Studies must meet the requirement o f six units of study, of which no more than two credits can come from the major department. Students wishing to count a seminar in their major or minor for part of their Peace Studies concentration should fulfill the department’s prerequisites and take the appropriate examination. Students whose minor in Peace Studies can be incorporated into the final requirements for SH S in the major should do so. T h e Peace Studies Comm ittee will work out with the stu­ dent and the major department the guidelines or model for the integration exercise. In cases where the Comm ittee and the student con­ clude that integration is not feasible and/or desirable, the Comm ittee will provide a read­ ing list o f books. These courses, either currently listed in the College catalogue or planned, will constitute the foundation for a Peace and C o n flict Studies Concentration. Peace Studies Courses courses offered at Haverford and Bryn Mawr which do not duplicate Swarthmore College courses may count toward the concentration pending prior approval by the Peace Studies Committee. These courses are listed in the cat­ alogues o f Bryn Mawr and Haverford. PEACE STUDIES ments. Fall semester. Frost. Peace Studies 30. Nonviolence and Social Change. This course will examine the lives and writings of individuals who have been important in cre­ ating, leading and redefining nonviolent social change. Documentary films will provide expe­ rience of the larger historical contexts in which these individuals played a key role. Students will look for the common language, vision, and committment among these differ­ ent movements seeking cultural, psychological, and political transformation. Spring semester. Jackson. Peace Studies 40. Peace Muvement in the United States: Wumen and Peace. Exploration o f the role o f women and gender in the peace movement in the United States from the nineteenth century to the present. Topics to be discussed include connections between work for peace with: the changing perceptions o f the public role o f women through the nineteenth and twentieth cen­ turies; the rise of feminism; religious pacificism; maternal politics; and gendered views o f peace and justice. Som e comparison between work women have done for peace in the U .S. and internationally. This course cannot be counted for the major in either the History or Religion Departments. Peace Studies 15. Introduction to Peace Studies. Spring semester. Chmielewski. The course begins with an examination of per­ spectives on the causes of war using many dis­ ciplines (including psychobiology, psycho­ analysis, history, political science, anthropolo­ gy, 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, disar­ mament, and the work o f N G O s for peace. A history of U .S. foreign affairs with attention paid to the origins of racialism and the impact of expansionism on various ethnic and racial groups. Topics include the myths of Indian atrocities in the W ar of 1812; Manifest Destiny and expansion, 1840; the war with Mexico, 1846; the war with Spain, 1898; intervention in M exico, 1916; the significance of Central America in commerce; racialism and Japan in World W ar II and interventions in Korea and Vietnam in the post-war era. Prerequisite: courses in history or political sci­ ence 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 no t a primary distribution course. Normally it may not be used to fulfill any department’s major require­ History 49. Race and Foreign Affairs. Fall semester. Murphy. Pulitical Science 4. International Politics. A n introduction to the analysis o f the contem ­ porary international system and its evolution in the twentieth century. T h e course will 231 Peace and Conflict Studies I exam ine various approaches to explaining wars, military defense, and international eco­ nom ic problems. Sirring semester. Hopkins and Ollapally. Political Science 4 7. Politics of Famine and Food Policy. T h e causes and possible solutions to major food problems: hunger, rural poverty, and food inse­ curity are examined. T h e role o f government policy in production, proper distribution and consumption o f food is considered. Principal focus will be upon the American agricultural experience, food systems in less developed countries, international trade and aid, and in­ ternational measures to improve food security. Fall semester. Hopkins. Political Science 1 1 1 . International Politics. Seminar. A n inquiry into problems in international pol­ itics. Topics will include (1 ) competing theories o f international poli­ tics, (2 ) war and the uses of force, and (3) the management of various global economic issues. Prerequisite: Political Science 4 or equivalent. Sirring semester. Hopkins. Religion 10 7. Liberation Theology. Seminar. A study o f the principal themes of Liberation Theology as it has developed in Latin America during recent decades. Readings will be drawn from such Latin Am erican theologians as Boff, Gutierrez, and Segundo. A tten tion also will be given to the relationship o f Liberation T heol­ ogy to the Rom an C atholic tradition, to social and political movements which it has influ­ enced, and to its critics. Prerequisite for this course is one o f the following: Religion 4, Religion 6, or with the permission o f the instructor. Spring semester. Lacey. Religion 110 . Religious Relief and Moral Action. Seminar. T h e seminar will explore the relationship between religion and morality. Basic moral concepts in Buddhism, Christianity, and Hinduism will be studied in relationship to their cosmological/theological frameworks and their historical contexts. T h e course will ana­ lyze concepts o f virtue and moral reasoning, the religious view o f what it means to be a moral person, and the religious evaluation of a I just society. T h e course includes a considers- I tion o f Martin Luther King Jr., Dorothy Day, I Mahatma Gandhi, and TTiich N hat Hanh. =3» W ith permission o f the instructor. Fall semester. Swearer. Sociology/Anthropology 3. Social Conflict and Social Change. Social conflicts arise as a result o f competing visions and agendas among groups with differen t social and political identities. Social changes are the consequences o f processes to resolve such conflicts, whether through conciliatory or violent means. This course studies the constructions o f socio-political identities (e.g., race, class, gender), considers how identity differences inform struggles for equality, separatism and domination, and focuses on specific cases in which identity politics are at the heart o f conflicts within heterogeneous societies. i i 1 i jf l I Spring semester. Hajjar. Sociology/Anthropology 33. Indigenous Resistance and Revolt in Latin America. T his course explores ethnic conflict and revolution in L atin A m erica, focusing on G uatem ala, M exico, Peru, and Bolivia, Readings for the course include ethnographies on rural and urban culture as well as more gen­ eral works on anthropological theory. i Ij i Fall semester. Diaz-Barriga. Sociology/Anthropology 34. Ecology, Peace and Development in El Salvador. There is little disagreement that prolonged and pronounced social injustice was the fundamental factor that led to the war in El Salvador (1980-1992). Now, under U .N . auspieies, an agreement has been signed that no t only has put an end to the fighting and set the terms for disarmament, but also has laid out ah agenda for reconstruction, econom ic development, and the consolidation o f democracy. In this course, we will examine the various models, policies and practices o f development that are being proposed by political parties, interna.tional institutions (including N G O s), and other civic groups in El Salvador. T h e class will be taught in Spanish but papers may be written in English. Spring semester. Samour and Diaz-Barriga. ) n a I ■ i | | [ i j H j H Sociology/Anthropology 82. Law and Society: The Discourse of Rights in theU.S. This course explores the changing discourse of legal and political rights in the U .S. through­ out the twentieth century, focusing primarily on rights for minority groups, as the legal domain has become the primary forum for socio-political struggles. W e will analyze theo­ ries of law and social identity, the contours of political debates, the legal records on issues relating to minority rights, and the effects of changes on contemporary society. Fall semester. Hajjar. 70. Research Intemship/Field Work. 90. Thesis. Bryn Mawr College and Haverford College: For specific Peace Studies courses consult the institution’s catalogues or Professor Jay Rothman at Haverford College. Not offered 1996-97. History 134. American Diplomatic History. Peace Studies 56. Human Rights, Refugees, and International Law. Philosophy 58/Peace Studies 50. Homriolence and Violence in Latin America. Political Science 45. Defense Policy. Political Science 62. Development and Discontent: Crisis of Political Economy in the Third World. Religion 6. War and Peace. Sociology/Anthropology 55. Power, Authority, and Conflict. 233 Philosophy 4 < ....... «■ RICHARD ELDRIDGE, Professor and Chair HUGH M . LACEY, Professor1 HANS OBERDIEK, Professor12 CHARLES RAFF, Professor RICHARD SCHULDENFREI, Professor JOHN HAWTHORN, Visiting Assistant Professor4 GRACE LEDBETTER, Assistant Professor TAMSIN LORRAINE, Assistant Professor 1 Absent on leave, fall semester, 1996. 2 Absent on leave, spring semester, 1997. Philosophy addresses fundamental issues, views that tend to be presupposed in the activity of other disciplines and in daily life: the nature of knowledge, meaning, reasoning, morality, the character o f the world, God, freedom, human nature, and history. T h e study o f philosophy thus impinges on issues o f significance for everyone who wishes to live and act in a reflec­ tive and critical manner. COURSE OFFERINGS AND PREREQUISITES T h e Philosophy Department offers several kinds o f courses, all designed to engage stu­ dents in philosophical practice. First, there are courses and seminars to introduce students to the major classics o f the history o f Western philosophy: works by Plato and A ristotle (A ncient Philosophy); Descartes, Hume, and Kant (M odem Philosophy); Hegel and Marx (N ineteenth Century Philosophy); Russell and W ittgenstein (Contem porary Philosophy). Second, there are courses and seminars which systematically present arguments and conclu­ sions in specific areas o f philosophy: Theory of Knowledge, Logic, Ethics, Metaphysics, Social and Political Philosophy. Third, there are courses and seminars concerned with the foun­ dations o f various other disciplines: Aesthetics, Philosophy o f Science, Philosophy o f Lan­ guage, Philosophy o f Law, Philosophy o f the Social Sciences, Philosophy o f Psychology, Philosophy o f Mathematics, and Philosophy of Religion. Fourth, from time to time, courses are offered on philosophical aspects o f contempo­ rary public issues: Values and Ethics in Science 4 Fall semester, 1996. and Technology, Methodologies o f the Study of Poverty. Courses and seminars in the third and ■ fourth categories are frequently offered in col­ laboration with instructors from other relevant departments; several o f these courses are crosslisted in other departments. T h e Department o f Philosophy participates in a special major in linguistics. T h e interested student should consult the Linguistics Pro­ gram. Students majoring in philosophy must com­ plete at least one course or seminar ini (1) Logic and (2) A ncient or M odem Philosophy and earn a total o f eight credits in courses or sem­ inars (not counting Senior Course Study or Senior Honors Study). 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 pos­ sible. Course majors are encouraged to enroll in seminars. Mastery o f at least one foreign lan­ guage is recommended. A ll course majors will complete Senior Course Study in Philosophy. Satisfactory completion of either any section of Philosophy 1, Introduction to Philosophy, or Logic, Philosophy 12 is a prerequisite for taking any further course in philosophy. A ll sections o f Introduction to Philosophy are primary dis­ tribution courses in the Humanities. Students may no t take two different sections of Introduction to Philosophy, with one excep­ tion: the section o f Introduction to Philosophy that focuses on the philosophy of science may be taken after completing another section of Introduction to Philosophy. 4 I 4 * # A I . Introduction to Philosophy. 16. Philosophy of Religion. Philosophy addresses fundamental questions that arise in various practices and inquiries. Each section addresses a few o f these questions to introduce a range of sharply contrasting positions. Readings are typically drawn from the works of both traditional and contempo­ rary thinkers with distinctive, carefully argued, and influential views regarding knowledge, morality, mind, and meaning. Close attention is paid to formulating questions precisely and to the technique o f analyzing arguments, through careful consideration of texts. See Religion 14. 1 7 . Aesthetics. O n the nature of art and its roles in human life, considering problems of interpretation and evaluation and some specific medium o f art: W ho should care about art? Why? How? Spring semester. Eldridge. 19. Philosophy of Social Science: Methodologies of the Study of Poverty. Primary distribution course in the Humanities. T his course will study standard problems in the philosophy o f the social sciences as they are exemplified in recent studies o f urban poverty. Each semester. Staff. Not offered 1996-97. I I . Moral Philosophy. 20. Plato. Though there will be some attention paid to contemporary thinkers, the focus of this course will be traditional views o f substantive ethics. We will discuss and compare views o f how one should live, contrasting different views on the relative importance and relationship of, for example, knowledge, freedom, and pleasure. Among other values which may be discussed are tranquility, human relationships, autono­ my, and the search for objective good. A n introduction to the thought o f Plato through close readings of some of the major dialogues. Topics will vary from year to year. Spring semester. Schuldenfrei. 23. Contemporary Philosophy. 12. Logic. A n introduction to the principles of deductive logic with equal emphasis on the syntactic and semantic aspects o f logical systems. T h e place of logic in philosophy will also be examined. No prerequisite. Required o f all philosophy majors. Fall semester. Hawthorn. 13. Modern Philosophy. 17th- and 18th-century sources of Modernity in philosophical problems of knowledge, free­ dom, humanity, nature, God. Readings from Descartes, Spinoza, Leibniz, Locke, Berkeley, Hume, Kant. Cross-listed as Classics 20. Spring semester. Ledbetter. 21. Social and Political Philosophy. See Philosophy 121. Fall semester. Schuldenfrei. Classical texts by 20th-century authors illus­ trate the R evolt A gainst Idealism (Frege, Moore, Russell), Logical Positivism (Carnap, Quine), Ordinary Language Philosophy (Aus­ tin, Ryle), later W ittgenstein, Rorty. Spring semester. Raff. 24. Theory of Knowledge. Perplexities about the nature, limits, and vari­ eties o f rationality, knowledge, meaning, and understanding. Readings from current and tra­ ditional sources. Fall semester. Raff. 26. Language and Meaning. See Philosophy 116. Spring semester. Raff. Not offered 1996-97. 15. Philosophical Problems of Judaism and Modernity. 39. Existentialism. 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 1996-97. In this course we will examine existentialist thinkers such as N ietzsche, Kierkegaard, Heidegger, Sartre, Beauvoir, G en et, and Camus in order to explore themes of contem ­ porary European philosophy including the self, responsibility and authenticity, and the rela- Philosophy tionships between body and mind, fantasy and reality, and literature and philocophy. tical life (reasons and goals) constrain or limit scientific explanations. Fall semester. Lorraine. Cross-listed as Psychology 86. 40. Semantics. Not offered 1996-97. See Linguistics 40. 93. Directed Reading. Spring semester. Femald. Each semester. Staff. 45. Philosophical Approaches to the Question of Woman. 96. Thesis. W e will examine definitions o f woman in Western philosophy and explore how women are currently defining themselves in various forms o f feminist thought. N ot offered 1996-97. 55. Philosophy of Law. A n inquiry into major theories o f law, with emphasis on implications for the relation between law and morality, principles o f crimi­ nal and tort law, civil disobedience, punish­ m ent and excuses, and freedom of expression. Not offered 1996-97. 58. Non-Violence and Violence in Latin America T his course will study the theory, practice, philosphical foundations, and historical back­ ground o f recent developments in non-violent action and methods throughout L atin America. Not offered 1996-97. 75. Theorizing Otherwise: French Women Philosophers and Their Literary Texts Situated between the philosophical and the poetic, th e writings o f H elene Cixous, Marguerite Duras, Luce Irigaray and Monique W ittig bring into question traditional (mascu­ line) paradigms o f W estern thought. This coutse will challenge the boundaries between philosophy and literature in the context of French feminisms. Cixous and W ittig will each be on campus for three days to meet with stu­ dents. A foreign language attachm ent (onehalf credit) will be available for those wishing to read in the original and to attend a supple­ mental discussion section in French. Cross-listed as French 74F. Fall semester. Staff. 98. Senior Course Study. Spring semester. Staff. SEMINARS 101. Moral Philosophy. A n examination o f the principal theories of value, virtue, and moral obligation, and of their justification. T h e focus will be primarily on contemporary treatments o f moral philoso­ phy. A central question o f seminar w ill be the possibility and desirability of moral theory. Spring semester. Schuldenfrei. 102. Ancient Philosophy. A study o f the origins of Western philosophical thought in A n cien t G reece, from the Presocratics through the Hellenistic schools. W e will exam ine the doctrines o f the Milesians, Heraclitus, Parmenides, Plato, Aristotle, the Epicureans, the Stoics, and the Skeptics. Spring semester. Ledbetter. 103. Selected Modern Philosophers. Two or more philosophical systems of Descartes, Spinoza, Leibniz, Locke, Berkeley, Hume, or Kant and their relations. Fall semester. Raff. 104. Contemporary Philosophy. 20th-century classics by Frege, Moore, Russell, W ittgenstein selected for intensive treatment and as ground for one or more current philo­ sophical issues. Not offered 1996-97. Spring semester. Moskos and Lorraine. 106. Aesthetics and Theory of Criticism. 86. Topics in Philosophy and Psychology. O n the nature of art and its roles in human life, considering problems o f intrepretation and evaluation and some specific medium of art. This course explores the extent to which the categories o f explanation that come from prac­ Spring semester. Eldridge. 12 1. Social and Political Philosophy. 109. Semantics. Traditional and current theories o f knowl­ edge and their alternatives. Topics include self-deception, dreaming, perception, theo­ rizing, and the nature o f knowledge. Sources for this seminar will range from A ncient to Contemporary. Among the theo­ rists who may be considered are Plato, Hobbes, Locke, Rousseau, Rawls, MacIntyre, Taylor, Shklar, Rorty, and Habermas. In addi­ tion to classic issues, such as the nature and foundation of justice, considerable attention wil be paid to the question o f whether mod­ em thought can or should provide a philo­ sophical basis for political and social theoriz­ ing and, if not, what such theorizing might look like in the absence of a philosophical basis. Not offered 1996-97. Fall semester. Oberdiek. See Linguistics 109. Spring semester. Femald. 1 1 1 . Philosophy of Religion. See Religion Department Preparation by course and attachment. 113. Theory of Knowledge. 114. Nineteenth-Century Philosophy. 122. Philosophy of Law. The historicist treatment o f such topics as knowledge, morality, God’s existence, and freedom in Kant, Fichte, Hegel, Feverbauk, Marx, and Nietzsche. N ot offered 1996-97. Fall semester. Eldridge. 116. Language and Meaning. Behaviorist theories of meaning, cognitivist theories o f meaning, and conceptions o f lan­ guage as a social practice will be surveyed and criticized. Not offered 1996-97. 1 1 7 . Philosophy of tho Social Sciences. This course will consider different approach­ es to the study of human beings. T h e appro­ priateness of a scientific attitude towards the study of people will be considered, as will the possibility o f alternative approaches. T h e meaning o f “truth” in the study of human beings, and its legitimacy as a goal will also be discussed. Not offered 1996-97. 118. Philosophy of Psychology. A n honors exam in Philosophy o f Psychology may be prepared for by taking Philosophy 86 and attachment. 137. German Romanticism and Idealism. A critical survey o f the interactions between philosophical thinking about human freedom and literary imaginations of human possibili­ ties in German writing between 1791 and 1806. K ant, Schiller, A .W . Schlegel, F. Schlegel, Schelling, Hodlderlin, Hegel, and perhaps Fichte and Novalis will be consid­ ered. N ot offered 1996-97. 139. Phenomenology, Existentialism, and Post-Structuralism. In this course we will examine the themes of reality, truth, alienation, authenticity, death, desire, and hum an subjectivity as they emerge in contemporary European philoso­ phy. W e will consider thinkers such as Nietzsche, Husserl, Heidegger, Derrida, and Irigaray in order to place contemporary themes of poststructuralist thought in the context o f the phenomenological, existen­ tial, and structuralist thought out of which they emerge. Spring semester. Lorraine. Not offered 1996-97. 145. Feminist Theory Seminar. 119. Philosophy of Science. If the power o f a social critique rests on its ability to make general claims, then how do we account for the particularity of women’s various social situations without sacrificing the power of a unified theoretical perspec­ tive? In this course, we will explore possibili­ ties opened by poststructuralist theory, post- Selected issues, e.g., the nature o f scientific explanation and evidence, the relationship between theory and observation, the ratio­ nality of science, the alleged value-freedom of science. Spring semester. Lacey. 237 Philosophy colonial theory, French feminist theory, and other forms o f feminist thought, in order to examine questions about desire, sexuality, and embodied identities, and various resolu­ tions to this dilemma. Fall semester. Lorraine. 180. Thesis. 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. 198. Senior Honors Study. Spring semester. Physical Education and Athletics I SUSAN P. DAVIS, Professor I DOUGLAS M . WEISS, Professor J ROBERT E . WILLIAMS, Professor and Chair I KAREN BORBEE, Associate Professor I KARL MIRAN, Associate Professor I MICHAEL L . MULLAN, Associate Professor I LEE WIMBERLY, Associate Professor 1 CHERIGOETCHEUS, Assistant Professor I TED DIXON, Assistant I BRAD HOFFMAN, Assistant I JON McHUTCHISON, Assistant V WAYNE MCKINNEY, Assistant4I I LARRY PERRY, Assistant I DAN SEARS, Assistant I ADRIENNE SHIBLES, Assistant J RONALD A. TIRPAK, Assistant 4 Fall semester, 1996. I I I I I I I I I I I n | I I I ■ I I I ^ ■ ■ The aim of the Department is to contribute to the total education o f all students through the medium of physical activity. W e believe this contribution can best be achieved through encouraging participation in a broad program of individual and team sports, aquatics, and physical conditioning. T h e program provides an opportunity for instruction and experience in a variety of 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 prao tice, qualities o f 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 comprehensive, 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 competi­ tion, and those who qualify may be encouraged to participate in regional and national championship contests. Several club teams in various sports are also organized and a program of intramural activities is sponsored. Students are encouraged to enjoy the instruc­ tional and recreational opportunities offered by the Departm ent 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 semes­ ter) program in physical education. A ll stu­ dents must pass a survival swimming test or take up to one quarter of swimming instruc­ tion; classes for this purpose are offered in the fall quarter. Courses offered by the Department are listed below. C redit toward com pletion o f the Physical Education requirement will also be given for participation in intercollegiate ath­ letics, as well as the listed Dance courses, which are semester-long courses. To receive credit for any part of the program students must participate in their chosen activity a min­ imum o f three hours a week. Faculty regula­ tions stipulate that students who have not ful­ filled the Physical Education requirement will not be allowed to enter the junior year. Physical Education and Athletics Fall Activities Spring Activities Advanced Life Saving Aerobics Aerobics Archery Aquatics I, II, III Aquatics I, II, III Badminton »»»♦Cross Country Badminton * * * Baseball t Field Hockey Folk Dance * * * Football Folk Dance continued » G o lf * * * » LaCroSse Nautilus I Nautilus 1 Advanced Nautilus Advanced Nautilus Scuba Self-Defense **** Soccer Squash Swimming for Fitness » * * » ■j^nnjg louch Football ** Scuba » Softball Swimming for Fitness **** **** Tennis Track and Field Volleyball W eight Training Volleyball W eight Training t Intercollegiate competition for women Winter Activities Aerobics Aquatics I, II, III * * Badminton * * * * Basketball Fencing Folk & Square Dance * * * * Indoor Track Lifeguard Training Nautilus I Advanced Nautilus Scuba Self-Defense * Squash * * * * Swimming Swimming for Fitness Tennis Volleyball W eight Training * * » Wrestling 240 * Intercollegiate competition w i u p v u u u i t and a u u v course -u u io v instruction. * * Intercollegiate competition for women, course instruction for men and women. »»» Intercollegiate competition for men. * * * * Intercollegiate competition for men and women. Physics and Astronomy JOHN R. BOCCIO, Professor, A cting Chair PETER J . COLLINGS, Professor, Chair3 JOHN E . GAUSTAD, Professor o f Astronomy WULFF 0. HEINTZ, Professor o f Astronomy AMY L.R . BUG, Associate Professor FRANK A . MOSCATELLI, Associate Professor MICHAEL R . BROWN, Assistant Professor THOMAS 0. DONNELLY, Visiting Assistant Professor CARL H. GROSSMAN, Assistant Professor NATHANIEL P. LONGLEY, Visiting Assistant Professor TERRENCE L . REESE, Visiting Assistant Professor 3 Absent on leave, 1996-97. The program o f the Physics and Astronomy Department stresses the concepts and methods that have led to an understanding of the fun­ damental laws explaining the physical uni­ verse. Throughout the work o f the Department, emphasis is placed on quantitative, analytical reasoning, as distinct horn the mere acquisition of facts and skills. Particular importance is also attached to laboratory work, because physics and astronomy are primarily experimental and observational sciences. offered. Physics 3, 4 covers both classical and modem physics and is an appropriate introduc­ tory physics course for those students majoring in engineering, chemistry, and biology. 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 appro­ priate for engineering and chemistry majors. T h e four-course sequence 6 ,7 , 8 , 1 4 is designed to provide a comprehensive introduction to all major areas o f physics. W ith the awareness th at involvem ent in research is a major component in the educa­ tion of scientists, the department offers a num­ ber of opportunities for students to participate in original research projects, conducted by members o f the faculty, on (or off) campus. Additional information is available via the World Wide Web at http://laser.swarthmore.edu/. 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, computer simulation, computer graphics, liquid crystals, and infrared astronomy. Degree Requirements: T h e minimum program in Physics is intended for students not plan­ ning to pursue graduate work. It includes Physics 6, 7, 8 ,1 4 , and 50 in the first two years followed by Physics 111, 112, 113, and 114 in the last two years. In addition, the advanced laboratory courses Engineering 72A and Physics 82 and Mathematics 5 , 6A , 6B , 16, and 18 must be taken. T he Department maintains two major tele­ scopes, a 6 1 -cm reflector, equipped with a high-resolution spectrometer and C C D cam­ era, and a 6 1 -cm refractor, equipped for photo­ graphic and visual astrometry, plus a 15-cm refractor for instructional use. A monthly visi­ tors’ night at the Observatory is announced in the College calendar. Two calculus-based introductory courses are REQUIREMENTS AND RECOMMENDATIONS T h e standard programs listed below provide strong preparation for graduate study. T h e standard program in Physics is Physics 6, 7, 8, 14, and 50 in the first two years followed by Physics 111, 112, 1 1 3 ,1 1 4 ,1 1 5 , and 116 in the last two years. In addition, the advanced 241 Physics and Astronomy laboratory courses Engineering 72A , Physics 82, and 83, and Mathematics 5, 6A , 6B , 16, and 18 must be taken. Chemistry 10 is strong­ ly recommended. T h e standard program in Astronomy is Physics 6, 7 , 8 , 1 4 , and Astronomy 5, 6 in the first two years followed by Astronomy 5 9 ,1 1 7 ,1 1 8 , and three other Astronomy courses in the last two years. In addition, M athematics 5, 6A , 6B , 16, and 18 must be taken. A special major in Astrophysics normally con­ sists o f Physics 6, 7, 8, 14, 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 50, 82; and 83 are strongly recommended. Students wishing an even stronger background for graduate work may take an extended pro­ gram by adding senior seminars (numbered greater than 130) or a research project to the standard program. Seniors not taking the external examinations must take a comprehensive exam ination, which is no t only intended to encourage review and synthesis, but also requires students to demonstrate mastery o f fundamentals stud­ ied during all four years. Criteria for Acceptance as a M ajor: A student applying to become a Physics major should have completed or be completing Physics 14, Physics 50, and M ath 18. If applying for an Astrophysics or Astronomy major, they should also have completed Astronomy 5 and 6. T h e applicant must normally have an aver­ age grade in all Physics and/or Astronomy courses, as well as in M ath 16, 18, o f C or bet­ ter. Sin ce 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) ability o f the students not only to benefit from this mode of instruction but also to contribute pos­ itively to the seminars. lab, Vi credit), Physics 82, 83 (each one-half credit) requiring approximately one afternoon a week. Students enrolled in these seminars must arrange their programs so that they can schedule an afternoon for lab each week free of conflicts with other classes, extracurricular activities, and sports. Independent W ork: 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 sep­ arate credit (Physics/Astronomy 9 4 ). There are usually several opportunities for students to work with faculty members on research pro­ jects during the summer. In prepration for independent experimental work, prospective majors are strongly urged to take Physics 63, Procedures in Experimental Physics, during the fell semester o f their sophomore 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 o f B or better. External examinations are based on the topics covered in the following seminars:. Physics (111, 112, 113, 114, 115), Astrophysics (111, 112, 113, 114, 117), Astronomy (56, 59, 64, 117). In addition, topics from the Senior Honors Study seminar are included in the external examinations. A n oral defense o f a research or library thesis is also a part, o f the external examination program. Minors in physics, astrophysics, and astronomy take an external examination based on two seminars from the lists above. A n oral defense o f a research or library thesis is also a part of the external examination program for minors. PHYSICS Advanced Laboratory Program: T h e principal Physics seminars (111, 112, 113, 114, 115, 116) are each accompanied by a full laboratory program, namely Engineering 72A (electronics 242 3. General Physics I. Topics include vectors, kinematics, Newton’s laws and dynamics, conservation laws, work and energy, oscillatory motion, systems o f par­ ticles, rigid body rotation, special relativity, and thermodynamics. Includes one laboratory weekly. Prerequisite: Mathematics 5 (can be taken concurrently). Fall semester. Reese. 4. General Physics 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 6 A (can be taken concurrently). Physics 3 or permission. Spring semester. Brown. 6. The Character of Physical Law. A n introduction to the concepts of physics and the thought processes inherent to the disci­ pline. T he primary emphasis o f the course will be on the accepted principles o f physics and their application to specific areas. A ttention will be given to philosophical aspects of physics, discussions of what kind of problems physicists address and how they go about addressing them. T h e course includes a sub­ stantial writing component. Three lecture/discussion sections per week and a laboratory. 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 laboratory weekly. Prerequisites: Physics 7. Mathematics 6A , 6C ; 16 or 18 (can be taken concurrently). Fall semester. Brown. 14. Thermodynamics and Modern Physics. A n introduction to thermodynamics and tem­ perature, heat, work, entropy, modem physics, including relativistic dynamics, wave mechan­ ics, Schrodinger equation applied to one­ dimensional systems, and properties of atoms, molecules, solids, nuclei, and elementary parti­ cles. T h e quantum aspects o f the interaction of photons with matter. Includes one laboratory weekly. Prerequisites: Physics 3, 4 or Physics 7, 8. Spring semester. Longley. 20. Principles nf the Earth Sciences. A n analysis o f the forces shaping our physical environment, drawing on the fields o f geology, geophysics, meteorology, and oceanography. Primary distribution course. Not offered 1996-97. 21. Light and Color. A n introduction to classical mechanics and special relativity. Includes the study o f the kinematics and dynamics o f point particles; conservation principles involving energy, momentum, and angular momentum; rotation­ al motion o f rigid bodies; oscillatory motion; and relativistic kinem atics and dynamics. Includes one laboratory weekly. T h e fundamentals of light from the classical and quantum physical point o f view. Extensive use o f examples from art, nature and technol­ ogy will be made. These include natural phe­ nom ena involving light such as rainbows, halos, black holes, and light in the universe. T h e role that the physical nature of light plays in art such as color, pigm entation, dyes, images, as well as in vision will be investigated. O ther topics include: color film, color televi­ sion, holography, lasers, telescopes, and diffrac­ tion gratings. Two or three lectures per week plus a special project/lab. Prerequisite (can also be taken concurrently): Mathematics 6A . Physics 6 or permission. Prerequisite: High School level algebra and trigonometry. Primary distribution course. Fall semester. Boccio, Grossman, Moscatelli. 7 . Introductory Mechanics. Spring semester. Donnelly. Spring semester. Moscatelli. 8. Electricity, Magnetism, and Waves. 23. Relativity. A sophisticated introductory treatm ent of wave and electric and magnetic phenomena, such as oscillatory motion, forced vibrations, coupled oscillators, Fourier analysis of progres­ sive waves, boundary effects and interference, A non-mathematical introduction to the spe­ cial and general theories of relativity as devel­ oped by Einstein and others during the 20th century. Primary distribution course. 243 Physics and Astronomy N ot offered 1996-97. language. 25. In Search of Reality. Spring semester. Reese. 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 o f an intelligible external reality has any meaning. 63. Procedures in Experimental Physics. N ot offered 1996-97. Techniques, materials, and the design of experim ental apparatus. Shop practice. Printed circu it design and construction. Half-credit course. Open only to majors in Physics or Astronomy. 2 7. The Physics of Science Fiction. Fall semester. Technical staff. T his course is an exploration o f the physical principles o f space flight, planetary motion, gravity, nuclear reactions and radiation, and tim e travel as found in science fiction . Working in the context of scenarios created in science fiction stories, the course expands upon the underlying physics. T h e develop­ m ent 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. N ot offered 1996*97. 29. Seminar on Gender and (Physical) Science. T his seminar will take a multifaceted ap­ proach to the question “W hat are the con­ nections between a person’s gender, race, or class and their practice o f science?” W e will look at history o f science, education o f wom­ en, and the interplay between technology and society Our principal focus will be the physical sciences, and will strive to combine an understanding o f the science itself with the humanistic aspects that surround it. A few laboratory exercises will accompany the seminar, and there will be an opportunity for extended independent work on a topic of your choice. No prerequisites. Spring semester. Bug. 50. Mathematical Methods of Physics. A survey o f analytical and numerical tech­ niques useful in physics, including multivari­ able calculus, optimization, ordinary differen­ tial equations, partial differential equations and Sturm -Liouville systems, orthogonal functions, Fourier series, Fourier and Laplace transforms, and numerical methods. Prerequisites: Mathematics 16 and either 6C or 18; a knowledge o f some programming 244 93. Directed Reading. T his course provides an opportunity for an individual student to do special study, with either theoretical or experimental emphasis, in fields no t covered by the regular courses and seminars. T h e student will present oral and written reports to the instructor. One-half, one, or two credits. Each semester. Staff. 94. Research Project. Initiative for a research project may come from the student, or the work may involve collaboration with on-going faculty research. T h e student will present a written and an oral report to the Department. O ne-half, one, or two credits, Each semester. Staff. SEMINARS 1 1 1 . Analytical Dynamics. Intermediate classical mechanics. M otion of a particle in one, two, and three dimensions. Kepler’s laws and planetary motion. Phase space. Oscillatory motion. Lagrange equa­ tions and variational principles. Systems of particles; collisions and cross sections. M otion o f a rigid body. Euler’s equations. Rotating frames o f reference. Sm all oscilla­ tions and normal modes. Wave phenomena. Prerequisites: Physics 14, 50; M ath 18. O n e credit. Fall semester. Boccio. 112 . Electrodynamics. Electricity and magnetism using vector cal­ culus. Electric and magnetic fields. Dielectric and m agnetic materials. Electromagnetic Ktt induction. Maxwell’s field equations in dif­ ferential form. Displacem ent current. Poynting theorem and electrom agnetic waves. Boundary-value problems. Radiation. Four vector formulation o f relativistic elec­ trodynamics. Prerequisite: Physics 14, 50; M ath 18. One credit. Fall semester. Donnelly. 113. Quantum Theory. ■ ■ “ Postulates of 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-dimensional systems. Matrix mechanics and spin. Coupled angular momenta. Time-indepen­ dent and time-dependent perturbation theo­ ry. Transition rates. Prerequisites: Physics 111 and Mathematics 16. 116 . Modern Optics. Wave equations, superposition, interference, Frauenhofer and Fresnel diffraction, polariza­ tion. O ptical instruments: spectrometers^ interferometers, etalons. Propagation in fibers, Fourier optics, spatial and temporal coherence, lasers, elements o f nonlinear optics. Quantum theory o f light: blackbody radiation, modes, quantization o f the electro­ magnetic field, photons, intensity fluctua­ tions. Prerequisites: Physics 112, 113. O ne credit. Fall semester. Grossman. 130. General Relativity. Newton’s gravitational theory. Special rela­ tivity. Linear field theory. G ravitational waves. Measurement o f spacetime. Riemannian geometry. Geometrodynamics and Ein­ stein’s equations. T h e Schwarzschild solu­ tion. Black holes and gravitational collapse. Cosmology. One credit. Prerequisites: Physics 111 and 112. Spring semester. Bug. O ne credit. A 114. Statistical Physics. N ot offered 1996-97. ■ T h e statistical behavior o f classical and quantum systems. Temperature and entropy, equations of state, engines and refrigerators, statistical basis of thermodynamics, microcanonical, canonical and grand canonical distributions, phase transitions, statistics o f bosons and fermions, black body radiation, electronic and thermal properties o f quantum liquids and solids. Prerequisites: Physics 111 and Mathematics 6C or 18. ■ ■ 13 1. Particle Physics. A study of the ultimate constituents o f mat­ ter and the nature o f the interactions between them. Topics include relativistic wave equations, symmetries and group theo­ ry, Feynman calculus, quantum electrody­ namics, quarks, gluons, and quantum chromodynamics, weak interactions, gauge theo­ ries, the Higgs particle, and finally some of the ideas behind lattice gauge calculations. Prerequisites: Physics 113 and 115. One credit. O ne credit. Spring semester. Boecio. N ot offered 1997-97. 115. Quantum Applications. 132. Non-Linear Dynamics and Chaos. Applications o f theory developed in Physics 113 and 114. Topics selected from: A tom ic physics. Solid-state physics. Nuclear physics. Particle physics. Molecular physics. Nonlinear mappings, stability, bifurcations, catastrophe. Conservative and dissipative systems. Fractals and self-similarity in chaos theory. Prerequisites: Physics 111, 113. Prerequisites: Physics 111 and 112. One credit. O ne credit. Fall semester. Longley. N ot offered 1996-97. 245 Physics and Astronomy I 133. Atomic Physics and Spectroscopy. 199. Seniur Honors Study. Review o f quantum theory. Hydrogen atom. M ulti-electron atoms. Atoms in external fields. O ptical transitions and selection rules. Hyperfine structure. Lasers. A tom ic spectro­ scopic techniques: atom ic beams methods, Doppler-free spectroscopy, time-resolved spec­ troscopy, level crossing spectroscopy. A seminar directed at an advanced topic in physics to serve as a review o f the subject matter covered in Physics 111, 112, 113, 114, and 115. Possible advanced topics include solid state physics, plasma physics, partical physics, nonlinear dynamics, and atom ic physics. Open only to students in the External Examination Program. Prerequisites: Physics 113, 115, and 116. O ne credit. Not offered. 1996-97. 134. Advanced Quantum Mechanics. Photon polarization. Quantum interference effects. Measurement theory. Potential scatter­ ing. Time-independent and time-dependent perturbation theory. Interaction o f 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. T h e Klein-Gordon equation. T h e Dirac equation. Prerequisites: Physics 113 and 115. O ne credit. N ot offered 1996-97. 135. Solid State Physics. Crystal structure and diffraction. T h e recipro­ cal 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. Electrons in periodic structures. T h e Bloch theorem. Band structure. Semiclassical electron dynam­ ics. Semiconductors. M agnetic and optical properties o f solids. Superconductivity. ! I | Prerequisites: Physics 111, 112, 113, 114, and 115. One credit. Spring semester. Grossman. UPPERCLASS LABORATORY PROGRAM ■ 72a. Electronic Circuit Applications. (See Engineering for description.) 82. Advanced Laboratory. Experiments in m echanics, electricity and magnetism, waves, thermal and statistical physics, atomic and nuclear physics. O ne-half credit. Spring semester. Grossman. 83. Advanced Laboratory/ResearchExperiments in modem optics, lasers (continu­ ous and pulsed), atomic spectroscopy using tunable lasers and advanced nuclear physics. H (U pon consultation with a faculty member, a research project may be substituted,) O ne-half credit. Fall semester. Staff. Prerequisites: Physics 113, 114, and 115. O ne credit. N ot offered 1996-97. ASTRONOMY » 136. Quantum Optics and Laséis. 1 . Introductory Astronomy. 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. T h e scientific investigation o f the universe by observation and theory, including the basic notions o f physics as needed in astronomical applications. Topics include astronomical instruments and radiation; the sun and planets; properties, structure, and evolution of stars; the Galaxy and extragalactic systems; the origin and evolution o f the universe. Includes some evening labs. Prerequisites: Physics 113 and 116. O ne credit. N ot offered 1996-97. Primary distribution course. 246 » Fall semester. Heintz. 59. Stellar Systems and Motions. Spring semester. Gaustad. Astronomical coordinates. Positions, motions, and parallaxes o f stars. Analysis o f binary stars. Kinematics and contents of the Milky-Way Galaxy. 5. General Astronomy I. Celestial coordinates. Astronom ical instru­ ments. Laws o f physics relevant to astronomy. Observed properties o f the sun and stars. Stellar structure and evolution. Star clusters. Celestial mechanics. Binary stars. Prerequisite: Mathematics 5. Fall semester. Gaustad. Prerequisite: Astronomy 1 or Astronomy 5 or 6. Fall semester. Heintz. 61. Current Problems in Astronomy and Astrophysics. Prerequisite: Astronomy 5. Reading and discussion of selected research papers from th e astronom ical literature. Techniques o f journal reading, use o f abstract services and other aids for the efficient mainte­ nance of awareness in a technical field. May be repeated for credit. Credit/no credit only. Spring semester. Heintz. O ne-half credit. 9. Meteorology. Each semester. Staff. 6. General Astronomy II. Interstellar matter and star formation. T he Milky Way and other galaxies. Cosmological insights. Exploration of the Solar System. The elements of weather, its recording and pre­ diction. Structure and dynamics o f the atmos­ phere. Includes regular weather observations and comparison with maps. Prerequisites: Mathematics 5, 6A . Not offered 1996-97. 64. Galactic Structure. 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 distrib­ ution. 52. Concepts of the Cosmos. Prerequisites: Astronomy 6, Mathematics 6A . The progress o f astronomical and mathemati­ cal thought, w ith emphasis on hellenistic geometry and cosmology. Physical law and technical developments as reflected in theory and observation from Newton to Einstein and present astrophysics. N ot offered 1996-97. Spring semester. Heintz. 55. Planetary Science. Methods and results of the exploration o f the solar system. Prerequisite: Astronomy 6. 93. Directed Reading. 94. Research Project. 1 1 7 , 1 1 8 . Theoretical Astrophysics. T h e 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 of stellar spectra, stellar structure and evolution, and star formation. N ot offered 1996-97. Prerequisites: Astronomy 5, 6; Physics 14. 56. Cnsmology. Each semester. Gaustad. Studies o f galaxies; the cosmic distance and age scales. G eneral Relativity; theoretical and observational frames o f m odel Universes. Background radiation and theories o f the early Universe. Prerequisites: Astronomy 6, Mathematics 6 or equivalent. Spring semester. Heintz. Political Science ■ RAYMOND F. HOPKINS, Professor JAMES R. KURTH, Professor1 RICHARD L . RUDIN, Professor (part-time) KENNETH E . SHARPE, Professor and Chair DAVID G. SMITH, Professor Emeritus CAROL NACKENOFF, Associate Professor RICHARD VALELLY, Associate Professor3 TYRENE WHITE, Associate Professor CYNTHIA PERWIN HALPERN, Assistant Professor META MENDEL-REYES, Assistant Professor3 DEEPA M . OLLAPALLY, Assistant Professor1 1 ■ 1 Absent on leave, fall semester, 1996. 3 Absent on leave 1996-97. J COURSE OFFERINGS AND PREREQUISITES Courses and seminars offered by the Political Science Department deal with the place of pol­ itics in society and contribute to an under­ standing o f the purposes, organization, and operation o f political institutions, domestic and international. T h e Departm ent offers courses in all four of the major subfields o f the discipline-American politics, comparative pol­ itics, international politics, and political theo­ ry. Questions about the causes and conse­ quences o f political action and normative con­ cerns regarding freedom and authority, power and justice, and human dignity and social responsibility are addressed throughout the curriculum. Prerequisites: Students planning to study politi­ cal science are advised to start with two o f the following introductory courses: Political Theory, A m erican P olitics, Com parative Politics, and International Politics (Political Science 1, 2, 3, and 4 ). Normally any two of these courses constitute the prerequisite for further work in the Department. REQUIREMENTS FOR THE MAJOR Prerequisites and general recom m endations: Students 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 Scien ce 1, 2, 3, 4 is required for admission to the major). Supporting courses strongly recommended for all m ajors are Statistical Thinking or Statistical Methods (Mathematics 1 or 2) and Introduction to Economics (Economics 1). M Course requirements for m ajors: To graduate with a major in Political Science, a student must complete the equivalent o f at least eight courses in the Department. T h e Department expects that at least five of these eight courses be taken at Swarthmore. ^¡j Distribution Requirements: A ll Political Science M majors are required to take one course or semi­ nar in each o f the following three fields: 1) American politics; 2) comparative or interna­ tional politics; and 3 ) political theory. Completion o f any o f the following will satisfy the political theory requirement: Political Science 11, 12, 100, or 101. • T h e 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 subftelds o f politi­ cal science (listed in the introductory para­ graph above). ■ The comprehensive requirement: Majors in the Course program can fulfill the College compre­ hensive requirement in one o f two ways. The preferred option is the Oral Thesis. Students are examined orally on a body o f literature that best captures their interests and range o f prepa­ ration within the discipline. Under the second option, the W ritten Thesis, students are a ■ 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 A - average in their political science courses, demonstrate the merit and rigor o f their proposal, and secure the approval o f a faculty advisor. W ritten the­ ses should be completed in the fall semester of the senior year. Detailed information about all of these options is made available at the begin­ ning of the junior year. HONORS MAJORS but on occasion some faculty members may have the time to direct such individual w ork.' A ll prospective honors majors must have com ­ pleted one o f their four honors preparation before their senior year in order to have room in their schedule for the Senior Honors Colloquium. A ll 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 College’s 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. (Available to classes of 1997 onward) To be accepted into the Honors Program stu­ dents should normally have at least an average of B+ inside the department (the grade equiva­ lent of an “Honors”) and B outside the depart­ ment and should give evidence of their ability to work independently and constructively in a seminar setting. Seminars will normally be lim­ ited to eight students and first choice will go to honors majors. Political S cien ce Honors majors must meet all current distributional requirements for majors, including the history of political theory requirement. They must have a minimum ten credits inside the Political Science Department. Normally, six of these credits will be m et with three two-unit preparations which will help prepare honors majors for outside examinations, both written and oral. These two-unit preparations will nor­ mally be either a two-credit honors seminar or a “course-plus” option. O f these three (3) twounit preparations, no more than two may be in a single field in the Department. T h e “courseplus” option will normally consist o f two oneunit courses or seminars that have been desig­ nated to count as an honors preparation. Examples include Pols 3 8 (Com munity Politics: T h e Internship Seminar) plus either Pols 19 (Democratic Theory and Practice) or Pols 36 (Multicultural Politics in the U .S .); Pols 13 (Feminist Political Theory) plus either Pols 31 (Difference and Dominance) or Pols 32 (Gender, Politics and Policy in Am erica); or Pols 24 (Constitutional Law) plus Pols 72 (Special Topics/Thesis). T h e Department does not normally advise theses, course attach­ ments, or directed readings as a substitute for the honors seminars and “course plus” options 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 distribution requirement— in American politics, in politi­ cal theory, and in comparative politics/intemational relations. Minors will be required to take one o f the two-unit Honors preparations offered by the Department. Honors minors will normally m eet their senior honors study requirement by doing a set o f readings suggest­ ed by the teacher of their political science sem­ inar. This list will then be passed on to their outside examiner along with the seminar syl­ labus. HONORS EXAMS T h e honors exams will normally consist o f a three hour written exam in each o f the stu­ dent’s seminars, and an oral exam o f a half an hour. CONCENTRATION IN PURLIC POLICY Students have the option o f pursuing interdis­ ciplinary work as an adjunct to a major in P olitical Scien ce in the concen tration of Public Policy. Comprehensive requirements (for Course majors) or the external examina- 249 Political Science tion requirements (for candidates for Honors) will be adjusted to allow students to demon­ strate their accomplishments in the concentra­ tion. For further information, consult the sepa­ rate Catalog listing for Public Policy (page 265). Currently, Professor Raymond Hopkins is the coordinator o f the concentration in Public Policy. THE DEMOCRACY PROJECT T h e purpose o f this project is to deepen stu­ dents’ understanding o f and commitment to democratic participation in a multicultural nation. A central feature o f the Democracy Project is community-based learning, through public service internships as part of 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 activism and political change at the grassroots level. Students interested in the project are encour­ aged to take the three core courses: Democratic Theory and Practice (Pols 19), Multicultural Politics in the U .S . (Pols 3 6 ), and Community Politics: T h e Internship Sem inar (Pols 3 8 ). ADVANCED PLACEMENT teaching. For such students, there are two nor­ mal routes to Social Studies Certification. One o f these is through a major in the social sci­ ences, plus four to six semesters o f courses in other social sciences. Students majoring in History, P olitical S cien ce, and SociologyAnthropology are required to take at least four courses outside their major; students majoring in Economics or Psychology are required to take six. T h e other route to certification 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. A ll students seeking social studies certification are required to take two courses in history. A t 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. 1 . Political Theory. This course is an introduction to political the­ ory by way o f an introduction to some o f 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 polit­ ical practices and institutions, and as a form of politics. Different instructors and sections will emphasize different central issues o f politics, such as (1) justice, (2) freedom, (3) power and knowledge, and (4) religion and politics. Primary distribution course. F all semester. Halpem, Sharpe. T h e Department grants one unit o f college credit to students who have achieved a score of 5 on the College Board Advanced Placement exam ination in G overnm ent and Politics (either U nited States or Comparative, but not both). T his credit may be counted toward the major and toward satisfaction o f the College distribution requirem ent in the Social Sciences. Normally, students awarded A.P. credit will still be expected to complete at least two introductory courses at Swarthmore as a prerequisite for more advanced work in the Department. TEACHER CERTIFICATION Occasionally, majors in Political Science wish to pursue certification for secondary school 250 2. American Politics. To what extent do Am erican 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 w ith' current political issues as a backdrop. Topics include: national legislative-executive politics; the role o f the judiciary; parties, groups, and move­ ments; public policy and public law; the poli­ tics of class, race, and gender; citizen rationali­ ty; voting; political culture; participation at the -grassroots. T h e course engages different theo­ retical approaches and analyzes the political system’s performance using criteria drawn from democratic theory. Primary distribution course: Fall semester. Nackenoff. 3. Comparative Politics. A n introduction to the foundations and character o f contemporary politics in partic­ ular regions o f the world. Different instruc­ tors will emphasize different regions, such as Europe, East Asia, and South Asia. Topics will include the historical foundations of contemporary political culture, patterns of socioeconom ic developm ent, nationalism and ethnic conflict, authoritarianism and democracy, and gender structures in society. For Fall 1996, the focus will be East-West comparisons. For Spring 1997, the focus will be European politics. Primary distribution course. Each semester. Fall semester: W hite. Spring semester: Halpem. 4. International Politics. A n introduction to the analysis o f the con­ temporary international system and its evolu­ tion in the twentieth century. T h e course will examine various approaches to explain­ ing major international wars, ethnic con­ flicts, and economic disputes. Primary distribution course. Spring semester. Hopkins, Ollapally. 7 . Introduction To African Studies 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 o f 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 o f the four institutions. T he course will meet once a week on M on­ day afternoons at the campuses o f Consor­ tium members— twice a m onth at the U n i­ versity o f Pennsylvania, once a m onth at Bryn Mawr/Haverford and once a m onth at Swatthmore. Fall semester. Professors Cooper and G lickman. 1 1 . Ancient Political Theory: Greek and Biblical Origins and Traditions. T his course is concerned with the two great traditions that constitute the origins o f our political practices and theory. W e will begin with the Greeks, with tragedy and with the democracy o f the A thenian polis as the con­ text out o f which and against which Greek political theory arose. W e will study texts by Sophocles, Plato and Aristotle. W e will con­ trast this tradition with that o f the Hebrew Bible, looking especially at the prophets of Jeremiah, Ezekiel and Deutero-Isaiah, as a very different way of understanding justice, order, suffering, community and politics. We will then explore how these two traditions converged in the period o f the New Testa­ ment, 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 o f convergence for many of the most important political and theoreti­ cal themes from previous centuries, leading into the Middle Ages. Fall semester. Halpem. 12. Modern Political Theory: The Origins and Construction o! Modernity. T his course will be concerned with the ori­ gins and construction of modernity, the poli­ tics and theory of the modem age. W e will study the roots o f modernity in the Refor­ mation and the Renaissance, as exemplified in the works o f Luther, Calvin and Machiavelli; the foundations o f modernity in the construction o f liberty, property and equality, in the works o f Hobbes, Locke, and Rous­ seau; the culmination o f modernity in the Enlightenment projects o f Kant, M ill, and Marx; and the breakdown o f those same Enlightenment assumptions in the works of Freud, Nietzsche and Foucault. W e will ana­ lyze both historical context and theory, both dominant and revolutionary aspects, which contributed to the great democratizing impulse o f the modem age in the west. Spring semester. Halpem. 13. Feminist Political Theory. T his course explores key contributions and debates in feminist political and legal theory. W hile focusing chiefly upon western theory, the course engages feminists from non-westem cultures on the capacity o f western femi- 251 Political Science nists to speak to different experiences. Not offered 1996-97. Nackenoff. 15. Ethics and Public Policy. T his course will examine the nature and validity o f ethical arguments about moral and political issues in public policy. Specific top­ ics and cases will include: ethics and politics, violence and war, public deception, privacy, discrimination and affirmative action, envi­ ronmental risk, health care, education, abor­ tion, surrogate motherhood, world hunger, and the responsibilities o f public officials. T his course may be counted toward a con­ centration in Public Policy. N ot offered 1996-97. Halpem. 16. Liberal Individualism. T h is course will explore the conceptions of human nature that underlie liberalism in modem society, with attention to what cur­ rent research and theory in psychology have to say about these assumptions. Not offered 1996-97. Sharpe, Schwartz. 1 7 . American Political Thought. A n exploration o f A m erican political thought and political culture. Topics include national identity; struggles o f inclusion/ exclusion; individualism and community; moral crusades; democratic visions; race, class, ethnicity and gender; and the role of the state. process. Students will leam how to use and interpret survey data, and will have an oppor­ tunity to engage in campaign simulations. Do elections matter, and if so, how? Historical trends in electoral politics will provide the basis for analyzing 1996. Fall semester. Nackenoff. 24. American Constitutional Law. T h e Supreme Court in Am erican political life, with emphasis on case law and constitu­ tional development. T h e course examines the Court’s role in political agenda-setting in arenas including economic policy; property rights; separation o f powers; federalism; pres­ idential 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 o f constitutional interpretation. Spring semester. Nackenoff. 25. The Semisovereign People: National Politics in the 1990s. Advanced overview o f national political processes, institutions, and policy domains. Not offered 1996-97. Valelly. 3 1. Difference, Dominance and the Struggle for Equality. A n exploration o f 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. This course examines how unequal power relations are maintained and legitimated and explores different strategies and routes for achieving equality. Struggles involving gen­ der, race, ethnicity, class, colonial and post­ colonial relationships are exam ined and compared. How do these various struggles bear on prospects for equality in th e.U .S .? Alternates with Pols 32. Next offered Fall 1997. Mendel-Reyes. Offered every other year. 2 1. Parties, Groups and Movements. N ot offered 1996-97. Nackenoff. Considers the functions o f parties, groups, and m ovem ents in representation and national policy-making. 32. Gender, Politics and Policy in America. Not offered 1996-97. Nackenoff. 19. Democratic Theory and Practice. Not offered until 1997-98. Valelly. 22. American Elections: Ritual, Myth and Substance. A n exam ination o f the role o f policy issues, candidate image, media, marketing, and political parties in the Am erican electoral 252 Gender issues and women’s issues in contem ­ porary Am erican politics, the course explores 1) gender and political participation; 2) movement politics and empowerment; and 3 ) gender, policy, and law. Policy issues selected from: fem inization o f poverty; employment discrim ination; affirmative action; divorce, child custody, child care, sur­ rogate parentage; privacy rights and sexual practices; abortion; violence against women; sexual harassment; pornography; workplace hazards and fetal protection. Alternates with Pols 31. This course may be counted toward a concentration in Public Policy. Spring semester. Nackenoff. 33. Race, Ethnicity and Public Policy: African Americans. 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 presi­ dency. T h e cleavage between Black and W hite is analyzed over time and in contemporary pol­ itics and also in comparative perspective with other groups. T his course may be counted toward a concentration in Public Policy. Fall semester. Rubin. 35. Political Economy of Education: U.S. Education in the 20th Century. (Cross-listed as Education 67. See description under Education courses.) N ot offered 1996-97. Shumar. 36. Multicultural Politics in the U.S. This course explores the ways in which differ­ ences o f race, ethnicity, gender, class, sexual preference and immigrant status have shaped American history and contemporary politics. This course may be counted toward a concen­ tration in Public Policy. Not offered 19 96-97. Mendel-Reyes. 38. Community Politics: The Internship Seminar. Through volunteer internships with local com ­ munity organizations, this course explores indi­ vidual activism, and the practice o f democrat­ ic and multicultural politics at the grassroots. Prerequisite: Permission o f instructor. Pols 19 or Pols 3 6 are helpful. Next offered Spring 1998. Mendel-Reyes. 40. Theories of Public Policy. Considers areas of overlap and disagreement in how economists and political scientists analyze public policy development and implementa­ tion. Prerequisite: Pols 2. N ot offered until 1997-98. Valelly. 4 1. Political Economy and Social Policy: The U.S. in the 1990s. Governmental policies for taking care o f citi­ zen needs as well as labor market and industrial evolution. This course may be counted toward a concentration in Public Policy. N ot offered 1996-97. Valelly. 43. Environmental Policy. (Cross-listed as Engineering 68. See descrip­ tion under Engineering courses.) T his course may be counted toward a concentration in Public Policy. N ot offered 1996-97. 45. Defense Policy. Analysis o f Am erican defense policy since World W ar II, with particular emphasis on the choice o f weapons systems, foreign interven­ tions, and military strategies. This course may be counted toward a concentration in Public Policy. Prerequisite: Pols 4. N ot offered 1996-97. Kurth. 4 7. Politics of Famine and Food Policy. T h e causes and possible solutions to major food problems: hunger, rural poverty, and food inse­ curity are examined. T h e role o f government policy in production, proper distribution, and consumption o f food is considered. Principal focus will be upon the American agricultural experience, food systems in less developed countries, international trade and aid, and international measures to improve food securi­ ty. A n early final exam and a substantial paper are features o f the course. Students with little work in political science may be admitted with the consent of the instructor. T his course may be counted toward a concentration in Public Policy. Fall semester. Hopkins. 55. China and the World. Explores the rise of C hina in the late twentieth century and China’s place in the post-Cold W ar international environment. N ot offered 1996-97. W hite. 56. Politics of South and Southeast Asia. This course will examine the two “faces” of Asia— a struggling South Asia and a prosper- 253 Political Science ous Southeast Asia— in the contemporary international political and economic context. Topics will include the politics o f authoritari­ anism and democracy; economic development; issues o f women’s labor; and the evolution of Am erican imperialism and Japanese domi­ nance in the region. A special topic will be the Asian “diaspora” in the U nited States and emerging trends in Asian Am erican politics. Spring semester. Ollapally. 57. Latin American Politics. A comparative study o f the political economy o f the region focusing on M exico, C hile, Guatemala, Nicaragua, El Salvador, and Cuba. Topics include: the tensions between represen­ tative democracy, popular democracy, and mar­ ket economies; the conditions for democracy and authoritarianism; the sources and impact o f revolution; the political impact o f neo-liber­ al economic policies, and the economic impact o f state intervention; and the role o f the U .S. in the region. Spring semester. Sharpe. 58. African Politics. A comparative study of the politics o f subSaharan African societies undergoing change and pursuing economic development. Policies that shape statehood, “nation-building” and econom ic development will be considered. T his course may be counted toward a concen­ tration in Public Policy. Not offered 19 9 6 -9 7 . Hopkins. 61. American Foreign Policy. A n exam ination o f the making o f American foreign policy and o f the major problems faced by the U nited States in the modem world. T he course will focus on the influence o f political, bureaucratic, and economic forces and on the problems o f war, intervention, and economic conflict. Prerequisite: Pols 4 or equivalent. Spring semester. Ollapally. 62. Development and Discontent: The Crisis of Political Economy in the Third World. A n exam ination o f the constraints and choic­ es facing developing countries in their drive to “catch up” with the W est. Explores competing paradigms o f development and the different strategies, politics and values they embody. 254 Topics include the role o f class and culture in determ ining developm ent paths; tradeoffs betw een growth and equity; women and unequal burden sharing;-aid, trade, multina­ tional corporations and external dominance; and the new politics o f biodiversity and the environment. This course may be counted toward a concentration in Public Policy. N ot offered 1996-97. Ollapally. 63. La Frontera: The U.S. and Mexico in Politics and Literature. A n interdisciplinary exploration of the rela­ tionship betw een the U nited States and M exico as experienced by communities on both sides o f the U .S.-M exico border. N ot offered 1996-97. M endel-Reyes and Cam acho de Schmidt. 64. American-East Asian Relations. Examines international relations across the Pacific from early historical encounters to the present. T h e primary focus is U .S.-Japan and U .S.-C h in a relations, with secondary atten­ tion to the Korean peninsula, Taiwan, Vietnam and the Philippines. Topics will include the debate over post-Cold W ar Am erican security strategy in East Asia, the significance of grow­ ing Chinese power in the region, and the role o f culture in cross-Pacific political, economic and military disputes. Foil semester. W hite. 65. The Politics of Population. Examines global, regional, and national popu­ lation issues in historical perspective. Topics include: the relationship between population growth, economic development, and political stability; the causes o f fertility decline in differ­ ent regional and cultural settings; the political implications o f shifting demographic structures and aging populations; and the relationship between the current population debate and issues such as abortion, euthanasia, interna­ tional migration, and the A ID S epidemic. This course may be counted toward a concentration in Public Policy. Spring semester. W hite. 68. International Political Economy. (Cross-listed as Economics 53.) T his course uses political and economic per­ spectives to analyze the activities in interna­ tional economy and major topics in IPE. These include: the rise and decline o f hegemonic powers in creating economic order, the pattern and reality of “fair” trade under GATT/W TO, foreign debt and “default” threats; the methods for stimulating econom ic development through international finance, and the stabili­ ty and adjustment of international traded cur­ rencies. This course may be counted toward a concentration in Public Policy. Prerequisite: Pols 4 and Econ 1. N ot offered 1996-97. Professors Hopkins and Golub 72. Constitutional Law: Special Topics. presented to a student/faculty seminar. See public policy concentration pages for further information. For a two-credit thesis, enroll­ ment in both 97 and 98 is required. Fall semester. Hopkins, others. SEMINARS T h e following seminars prepare for examina­ tion for a degree with Honors: 100. Political Theory: Plato to Hobbes. Spring semester. Nackenoff. T he development o f political thought in the ancient and medieval periods, and the emer­ gence of a distinctively modem political out­ look. Special atten tio n to the differences betw een the way the A ncien ts and the M odem s thought about ethics, politics, democracy, law, knowledge, power, justice, the individual, and the community. Key philoso­ phers include Plato, Aristotle, Augustine, and Hobbes. 73. Comparative Politics: Special Topics. Fall semester. Sharpe. A n in-depth exploration o f several issues selected from 1st, 4th , 5th, 6th, and/or 14th Amendment jurisprudence, combined with a written thesis. This is designed for students who want to deepen their work in Constitu­ tional Law, and requires Pols 24 as a prerequi­ site. Permission of the instructor. N ot offered 1996-97. W hite. 10 1. Political Theory: Modern. 74. International Politics: Special Topics. This seminar will be concerned with the ori­ gins and construction o f modernity, the politics and theory of the modem age. W e will study the roots o f modernity in the Reformation and the Renaissance, as exemplified in the works of Luther, Calvin and Machiavelli; the founda­ tions o f modernity in the construction o f liber­ ty, property and equality, as seen in the works o f Hobbes, Locke, and Rousseau; the culmina­ tion of modernity in the Enlightenment pro­ jects o f Mill, Hegel, and Marx; and the break­ down o f those same Enlightenment assump­ tions in the works of Freud/Jung, Nietzsche and Foucault. W e will analyze both historical con­ text and theory, both dominant and revolu­ tionary aspects, which contributed to the great democratizing impulse o f the modem age in the west. Each year this course will study a major topic in international politics, with different topics being studied in different years. T h e course will examine development of the topic from histor­ ical origins to contemporary issues. Future top­ ics will include ethnic conflict in Europe and in the United States. Prerequisite: Pols 4. Not offered 1996-97. Kurth. 90. Directed Readings in Political Science. Available on an individual or group basis, sub­ ject to the approval o f the chairman and the instructor. 95. Thesis. W ith the permission o f the chairman and a supervising instructor, any major in Course may substitute a thesis for one course, normal­ ly during either semester o f the senior year. 97,9 8. Public Policy Thesis. (Cross-listed as Economics 97 and 98) A thesis preparation on a public policy topic. T h e the­ sis will be supported by relevant faculty and Spring semester. Halpem. 102. Senior Colloquium This colloquium engages problems in contem ­ porary politics and seeks to teach students how to think theoretically and synthetically, and to integrate approaches for the major fields in the discipline. Required o f all senior honors majors. 255 Political Science Fall semester. Kurth, Sharpe. 103. American Politics. T h e relationship between Am erican political thought and political practice. Exploration of classic authors and texts plus investigation of the impact of popular culture on forms of pub­ lic discourse and interpretations o f the charac­ ter of American politics. A n exam ination of models o f the self-determining individual, against which discussions o f citizenship have taken place; visions o f racial and gender jus­ tice ; religious and moral dimensions o f A m erican political thought; fate of Jeffersonian ideals in the industrial age; and tensions between the fear o f political authority and the desire to use state power to accomplish public purposes. A review o f 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 o f the state. Problems o f public policy will be given special attention. Readings will focus on selected countries in Southern Africa, East Africa and W est Africa. This course may be counted toward a concentration in Public Policy. Fall semester. Hopkins. 1 1 1 . International Politics. A n inquiry into problems in international pol­ itics. Topics will include 1) competing theories of international politics, 2) war and the uses o f force, and 3 ) the man­ agement o f various global economic issues. Spring semester. Nackenoff. Prerequisite: Pols 4 or equivalent. 104. American Political System. Spring semester. Hopkins. National political processes, institutions, and policy domains. Special attention to actual severity o f political pathologies and democrat­ ic weaknesses widely held to exist. Not offered 19 96-97. Valelly. 108. Comparative Politics: Oreater China. Examines patterns o f 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 A sia and their impact on Chinese development. T his course may be counted toward a concentration in Public Policy. Fall semester. W hite. 109. Comparative Politics: Latin America. A comparative study o f the political economy o f the region focusing on M exico, C hile, Guatemala, Nicaragua, El Salvador, and Cuba. Topics include: the tensions between represen­ tative democracy, popular democracy, and mar­ ket economies; the conditions for democracy and authoritarianism; the sources and impact o f revolution; the political impact o f neo-liber­ al economic policies, and the economic impact o f state intervention; and the role o f the U .S. in the region. Spring semester. Sharpe. 110 . Comparative Politics: Africa. 256 180. Thesis. W ith the permission o f the Department, Honors candidates may write a thesis for double course credit. Psychology ALFRED H. BLOOM, Professor* KENNETH J . GERGEN, Professor2 DEBORAH G. KEMLER NELSON, Professor and Department Head JEANNE MARECEK, Professor2 ALLEN M. SCHNEIDER, Professor BARRY SCHWARTZ, Professor ROBERT DUFOUR, Assistant Professor FRANK H. DURGIN, Assistant Professor WENDY HORW IH, Assistant Professor COLIN W. LEACH, Assistant Professor1 1Absent on leave, spring semester, 1997. * President o f the College The work of the Department of Psychology concerns the systematic study of human behav­ ior and experience; processes o f perception, learning, thinking, and motivation are consid­ ered in their relation to the development of the individual. T h e relations of the individual to other persons are also a topic of study. cepts of the Person, Abnormal Psychology, and Developmental Psychology. Students may not take both Psychology 36, Personality, and Psychology 37, Concepts o f the Person. The courses and seminars o f the department are designed to provide a sound understanding of the principles and methods o f inquiry of psy­ chology. Students learn the nature o f psycho­ logical inquiry and psychological approaches to various problems encountered in the humani­ ties, the social sciences, and the life sciences. A special major in Psychobiology is offered in cooperation with the Department o f 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 of at least eight cred­ its, excluding courses cross-listed in psychology 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 A ction, Perception, Cognitive Psychology, Psychology o f Lan­ guage, Social Psychology, Personality, C on­ Students are required to meet a comprehensive requirement in their majors. In psychology, this may be accomplished in one o f two ways: T h e first, open to all majors, is the compre­ hensive examination, prepared independently and completed early in the spring semester of the senior year. T h e second way is to complete a 2-credit senior thesis (one credit each semes­ ter o f the senior year). T h e senior thesis pro­ gram is open to students who have a B average both in psychology and overall. Students must have an acceptable proposal, an advisor and sufficient background to undertake the pro­ posed work. See Psychology 9 6 , 97, and the departmental brochure. Students should take at least one course that provides them with experience in conducting research. 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 T h e psychology department offers qualified students the option o f study in the Honors pro­ gram. Students majoring in psychology in Honors must prepare three fields for external exam ination. Two o f these preparations involve either two-credit seminars or two-unit sequences o f courses; the third is a thesis, com- 257 Psychology pleted 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. T h e psychology department also offers a minor in the Honors program. Students with Honors minors in psychology must prepare one field for external examination. T hey must also take one-half credit o f Senior Honors Study and at least one additional psychology course. A detailed description o f the program is avail­ able in the departmental brochure. TEACHER CERTIFICATION Occasionally, majors in psychology wish to pursue certification for secondary school teach­ ing. For such students, there are two normal routes to Social Studies Certification. O ne of these requires a major in the social sciences, plus four to six courses in social sciences out­ side the major field. Students majoring in History, Political S cien ce, and SociologyAnthropology are required to take at least four courses outside their major; students majoring in Economics or Psychology are required to take six. T h e 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. A ll students seeking social studies certification are required to take two courses in history. A s o f 1987, 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. Each semester. Staff. T h e questions o f how nature and nurture combine to produce human universals, as well as human differences, are among the most basic problems in psychology. These questions serve as the focus o f this entry-level course. Reading, writing, and discussion will draw on insights derived from studies o f the human infant, language and language acquisition, brain functioning, the perception and experience o f emotions, and hum an and ape intelligence. Consideration will be given to the variety of methodologies and approaches that can shed light on nature/nurture issues— including those o f evolutionary psychology and behavior genetics, as well as more traditional lines of psychological inquiry concerning the mind and the brain. Psychology 5 does N O T serve as prerequisite for further work in psychology. 1 . Introduction to Psychology. A n 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. I 1 H H H H H £ V I H H H 1 I H H H 1 Primary Distribution Course. Fall semester. Kemler Nelson. 8. Identity and Community. Explores the cultural tensions between needs for self exploration and expression on the one hand, and social responsibility and interdependence on the other. Parallel issues o f group identity vs. the melting pot mentality, and ethical pluralism vs. universalism are considered. Discussions will center on key texts, from existential works on social conflict and social psychological sources through contemporary multi-culturalism. I I I I 1 1 H ] No prerequisite. Primary distribution course. I N ot offered 1996-97. Gergen. 2 1. Educational Psychology. (See Education 21.) Spring semester. Renninger. COURSES c 5. Nature and Nurture. » ; 22. Counseling. (See Education 25.) O ffered Fall 1997■ Metherall. 23. Adolescence. » (See Education 23.) Spring semester. Smulyan. 25. Research Design and Analysis. How can one answer psychological questions? W hat counts as evidence for a theory? This I s t ( , j ( ( , ( , , ] ( , course will address questions about the formu­ lation and evaluation o f theories in psychology. The scientific model o f psychological hypothe­ sis testing will be emphasized, including a treatment of statistical inference and the rigor­ ous evaluation of empirical evidence. Emphasis will be placed both on issues surrounding the formation of an effective research program and on developing critical skills in the evaluation of theories. Pitfalls and alternative approaches will also be discussed. Som e attention will be devoted to the psychology o f reasoning and decision-making. 31. Learning and Action. T h is course explores elementary learning processes and how they combine with complex cognitive, motivational, and social factors to influence what organisms do. Fall semester. Schwartz. 32. Perception. Workshop format. How is knowledge obtained through our sens­ es? T h e study o f perception addresses this ques­ tion by seeking lawful relations between the physical world, experience, and physiology. Occasional laboratories during scheduled class hours. Fall semester. Durgin. Spring semester. Durgin. 26. Prejudice and Social Relations. 33. Cognitive Psychology. Group prejudice (based on ethnicity, religion, sex, sexuality...) continues to thwart peaceful and just social relations. T his course reviews psychological approaches to the issue, from Freud to social psychology. Students will be asked to consider if and how psychology may be integrated with sociological, historical, cul­ tural, political, and other perspectives. A n overview o f the psychology o f knowledge representation, beginning from the founda­ tions of perception, attention, memory, and language to examine concepts, imagery, think­ ing, decision-making, and problem solving. Spring semester. Leach. 28. Introduction to Cognitive Science. A n introduction to the science o f the mind from the perspective of cognitive psychology, linguistics, neuroscience, philosophy, and arti­ ficial intelligence. T h e focus is on the similari­ ties and differences in the approach taken by researchers in these different fields in their study of cognitive mechanisms. Issues to be addressed: W hat does it mean to be able to think? W hat kind o f computational architecture(s) is most appropriate to describe cogni­ tive mechanisms? Is the mind an emergent property of the brain? W hat kind of hardware is required for thinking to occur? C an a com­ puter have a mind? Prerequisite: Psychology 1 or 6 or permission of the instructor. Spring semester. Dufour. 30. Physiological Psychology. A survey of the neural and biochem ical bases of behavior with special emphasis on sensory processing, motivation, emotion, learning, and memory. Both experimental analyses and clin­ ical implications are considered. Spring semester. Schneider. Fall semester. Durgin. 34. The Psychology of Language. A n introduction to the central psychological processes at work in the use of language. T h e focus is on the structural features o f spoken languages, with some attention paid to sign languages. Particular topics include language acquisition, speech production and processing. Weekly laboratories during scheduled class hours. (Cross-listed as Linguistics 34.) Fall semester. Dufour. 35. Social Psychology. Social psychology argues that social context is central to human experience and behavior. This course provides an historical review with special attention to the socio-political and per­ sonal contexts of theory and research. T he dynamics o f conflict, cooperation, group identity/solidarity, conformity to norms, influence, and attribution are discussed. Fall semester. Leach. 36. Personality. A n integration o f personality theory and research includes hands-on experience with some relevant personality assessment tech ­ niques. Course examines psychoanalytic, trait, behavioral, humanistic, and social cognitive approaches. N ot open to students who have 259 Psychology taken Psychology 37. 37. Concepts of the Person. many children’s lives. T his course considers children’s responses to such occurrences from clinical, social, and developmental perspectives. Special emphasis is placed on the contributions o f family and die social environm ent to the child’s well-being or distress. 1 ’ B B ■ H ■ I n ti tl c F A n analysis o f central conceptions o f psycho­ logical functioning from both an historical and cultural prespective. Central attention is given to the developing concept o f the per­ son within the discipline o f psychology from the turn o f the century to the present. Theories o f Freud, Jung, and the neoFreudians 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-mod­ ern period. Students who plan to take the sem inar Personality Theory and Interpretation (Psychology 106) should not take Psychology 37. N ot open to students who have taken Psychology 36. 42. Human Intelligence. I f This course adopts a broad view o f its topic, Human Intelligence. O n e m ajor set of subtopics is drawn from the intelligence-testing (lQ ) tradition. O ther concerns include cognitive theories o f intelligence, developmental theories o f intelligence, everyday conceptions o f intelligence, the relation between infant and adult intelligence, and the relation between human and animal intelligence. B H B I a t t t E g a t 1 N ot offered 1996-97. Gergen. Spring semester. Kemler Nelson. 38. Abnormal Psychology. 43. Language Learning & Bilingualism. A consideration o f major forms o f psycholog­ ical disorder in adults and children. Biogenetic, socio-cultural, and psychological theories o f abnormality are examined, along with their corresponding modes o f treatment. Spring semester. Horwitz. 39. Developmental Psychology. A selective survey o f cognitive and social development from infancy to adolescence. M ajor theoretical perspectives on the nature o f developm ental change are exam ined, including those o f Piaget and his critics. Topics include the formation of social attach­ ments, the foundations and growth o f per­ ceptual, cognitive, and social skills, gender typing, moral development, and the impact o f parents and other social agents on the development o f the child. Fall semester. Kemler Nelson. 40. Visual Attention. 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 o f visual information. N ot offered 1996-97. Durgin. 4 1. Children at Risk. Chronic illness, divorce, war, homelessness, and chronic poverty form the backdrop of Foil semester. Horwitz. T his course examines how second languages are learned, processed, and represented. One goal is to evaluate how basic cognitive processes (e.g., memory) are affected or mod­ ified by the knowledge o f two languages. Som e 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. I V I I I B B B 1 , 1 B 1 I fl ■ % 1 1 1 1 (Cross-listed as Linguistics 4 6 .) . Spring semester. Dufour. ' I 44. Psychulugy and Women. J 1 T h is 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 diversity o f women’s experiences. In addition, we study the ways that gender is repre­ sented in research and clinical theories, as well as in popular psychology. B I H 1 Fall semester. Marecek. 48. Technology, Self and Society. T his course brings critical attention to the technological transformation o f cultural life. Discussions will treat issues o f personal and cultural identity; conceptions o f rationality and the body; and the production o f inti- I B B n 260 ( 1 I II I I H I macy. T he implications for freedom and control, the democratization o f pedagogy, and the potentials for community will also be. discussed. rhetorical, and ideological processes that influence current constructions of the mental world. Fail semester. Gergen. 63. Special Topics in Cognitive Psychology. I 49. Brain, Language and Cognition. I Basic concepts in neuropsychology (gross functional anatomy as well as neuronal I aspects) as they apply to language and cognition will be covered (eg., functional architecture, neuronal development, neuronal plasticity) from clinical, experimental, and comm putational perspectives. Students with background in psychology, linguistics, or biology I are welcomed. In discussion format with leeI ture. I I I I I Fall semester. Dufour. B I 52. Representations of Women’s I I Identity. I JH (See English 8 2 ). Satisfies distribution requirement in group 1, not group 3. | Not offered 1996-97. Marecek and Blum. I 57. Psychology and Nature. I I I I I I ■ I I Humans face severe environmental crises including pollution, resource depletion, and a precipitous decline in biodiversity. W hat are the psychological dimensions o f environmental problems and how can psychology contribute to potential solutions? In particular, how do people envision their relationship to nature? Emotional responses to nature and the development of a commitment to envi­ ronmental activism at individual and community levels are considered. Psychology 57 fulfills the Social Sciences/ Humanities requirement in Environmental Studies (and counts as a course in a Psychol­ ogy major). ■ ■ H ■ H The course is taught in a seminar and workshop format, including the formulation of research projects on psychology and nature. Admission by permission o f the instructor— no set prerequisite. ■ Fall semester. Horwitz. I 62. The Social Construction of the Mind. I I ■ ! How are beliefs about the mind generated and sustained; what are the effects of current beliefs on social life; can these beliefs be changed? T h e course explores various social, Gergen. Selected problems from the current literature on human information processing and cogni­ tive psychology are considered in detail. Emphasis is placed on the relationship be­ tween theories of cognition and current experimental findings. Also, the develop­ ment of cognitive skills receives attention. N ot offered 1996-97. 64. Research Issues in Clinical Child Psychology. This class addresses clinical topics (e.g., per­ vasive developm ental disorder, anxiety, depression, chronic illness, sexual abuse), while considering specific problems o f research (e.g., sampling strategies, reliability and validity, cross-sectional vs. longitudinal designs, qualitative analysis) as they pertain to clinical child psychology. Students learn to locate and evaluate current empirical stud­ ies as they discuss childhood problems. Prerequisite: Introduction to Psychology and one o f the following: Abnormal or Develop­ mental Psychology, Research in Naturalistic Settings, Research Design and Analysis or Children at Risk. Spring semester. Horwitz. 68. Reading Culture. A course in seminar format that focusses on the interpretation o f cultural artifacts and representations, including news reporting, film , television, advertising, music, and architecture. Special attention is given to the psychological, social, rhetorical and ideologi­ cal processes at play in their production. Not offered 1996-97. Gergen. 86. Topics in Philosophy and Psychology. 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 attempt to explain behavior by finding laws in accordance with which it occurs. T his course explores the extent to which the cat- 261 Psychology H I egories of explanation that come from practical life constrain or limit the scope o f scientific 92. Research PractiCIMI in Psycholinguistics. explanations. Prerequisite: Introductory courses in Psychology and Philosophy. T h is course and a one-credit attachm ent (8 6 A ) constitute an honors preparation in the philosophy o f psychology. T h e goal o f this course is to provide students w ith hands-on experience in performing research in psycholinguistics. Students will learn the various steps associated with research *n including experimental design, construction and selection o f the appropriate Cross-listed as Philosophy 86. xr a i n-, o , ,. N ot offered 19 96-97. Schwartz and Lacey. materi,a l to test hypotheses, methods used to I test subjects, and statistical analyses common- I ly used in ^ field. cla ss wiU be conducted „ I 87. Colloquium: Psychology, Biology and Economic Rationality. a workshop in research methods and topics in psycholinguistics. - T his course offers a critical exam ination o f the notion o f econom ic rationality, exploring the role it plays in economics, in evolutionary biology (sociobiology), and in psychology. T h e implications Of this notion for thinking about morality and about social organization are also considered. Prerequisite: Psychology 34 or 33 or permission 1 o f the instructor. N ot offered 1996-97. Dufour. . . . . . _ Prerequisite: T h e course is open, by applica­ tion, to advanced students in either biology, economics, philosophy, or psychology. Fall semester. Schwartz. 90. Practicum in Clinical Psychology. A n opportunity for advanced psychology stu­ dents to gain supervised experience working in off-campus clinical settings. Course require­ ments and evaluations are tailored to individ­ ual projects. Advance arrangements for place­ ments should be made in consultation with the instructor. Each semester. Horwitz. 91. Research Practicum in Physiological Psychology. A n exam ination o f current issues in physiolog­ ical psychology with emphasis on how lower animal research is used to understand the phys­ iological basis o f normal and abnormal human behavior. Topics include learning and memory, drug addiction and tolerance, obsessive-com­ pulsive disorder, Alzheimer’s disease, and cere­ bral lateralization. Students have the opportu­ nity to learn laboratory techniques used in behavioral neuropharmacology. Prerequisite: Psychology 30. By permission o f the instructor. N ot offered 1996-97. Schneider. I M . Independent Research. Students conduct independent research projects. T hey typically study problems with which they are already familiar from their course work. Students must submit a written report o f their work. R egistration for Independent Research requires the sponsorship o f a faculty member in the psychology depart­ m ent who agrees to supervise the work. H I I | I '1 Each semester. Staff. 95. Ihtorial. A ny student may, under the supervision of a ^ member o f the psychology department, work in a tutorial arrangement for a single semester. T h e student is thus allowed to select a topic of particular interest, and in consultation with a faculty member, prepare a reading list and work plan. Tutorial work may include field research outside Swarthmore. I Each semester. Staff. 9 6 ,9 7. Senior Thesis. W ith the permission o f the Department, stu­ dents may conduct a year-long 2-credit research project in the senior year as one way to meet the comprehensive requirement. Such I theses must be supervised by a member of the 1 psychology department. T h e final product is evaluated by the supervisor and an additional reader. Students should develop a general plan 1 by the end o f the junior year and apply for departmental approval. By application. One credit each semester. Both semesters. Staff. 262 I fl I I 1 I SEMINARS 106. Personality Theory and Interpretation. A n exploration of major theories o f human psychological functioning, with special empha­ sis on the process o f exploration itself. Thus, critical inquiry is made into the theories of Freud, Jung, the neo-Freudians', Existential theory, and trait methods. A t the same time a variety of readings in literary theory, rhetoric, hermeneutics, and related realms are used to elucidate the process by which views o f the human personality are developed and sus­ tained. Preliminary background in relevant areas of study recommended. By permission. Two credits. Fall semester. Gergen. 130. Physiological Psychology. A n 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. Spring semester. Schneider. 131. Learning and Action. See description of Psychology 31. T h e seminar considers in depth special topics o f interest dis­ cussed in the Learning and A ction course. Prerequisite: Psychology 31. By permission. One credit. Not offered 1996-97. Schwartz. 132. Perception and Attention. 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 advanced theoretical and empirical work on psychological aspects o f human perception. Emphasis is on individual research projects exploring forefront issues of visual learning and representation in domains o f visual attention and eye-movements, space perception, object recognition, and the perception o f visual qual­ ities. Prerequisite: Psychology 32 or 40. By permis­ sion. 133. Cognitive Psychology. See description of Psychology 33. Examination o f foundational issues and theories in the empirical study of 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. O ne credit. Spring semester. Durgin. 134. Psycholinguistics. See description of Psychology 34. T h e seminar considers in depth special topics o f interest within the field. A research component is fre­ quently included. Prerequisite: Psychology 34. By permission. O ne credit. N ot offered 1996-97. Dufour. 135. Seminar in Social Psychology. See description o f Psychology 35. A critical exploration of substantive topics in social psy­ chology and an interrogation o f the field’s per­ spectives and methods. Designed to provide a knowledge in depth o f several major issues in the field. Prerequisite: Psychology 35. By permission. Spring semester. Leach. 138. Abnormal Psychology. A study in depth o f various theoretical per­ spectives on psychological disorders, including schizophrenia, depression, anxiety, and disor­ ders o f childhood. Underlying assumptions of each theory will be considered, as well as empirical evidence supporting the theory. Approaches to treatment are studied. Prerequisite: Psychology 38. By permission. O ne credit. Fall semester. Marecek. 139. Developmental Psychology. See description o f Psychology 39. T h e seminar considers in depth special topics o f interest within the field. A research component is fre­ quently included. One credit. Prerequisite: Psychology 39. By permission. O ne credit. Not offered 1996-97■ Durgin. Not offered 1996-97. Kemler Nelson. 263 Psychology 180. Thesis. A thesis must be supervised by a member o f the department. Must be taken as a 2-semester course for one credit each semester. Both semesters. Staff. A n additional field, Philosophy o f Psychology, can be prepared for external examination. See Psychology 86 and 86A . 264 » I Public Policy I Coordinator: ELLEN MAGENHEIM (Economics) Committee: John Caskey (Economics)' Joy Charlton (Sociology/Anthropology) Robinson Hollister (Economics)3 Gudmund Iversen (Mathem atics & Statistics) Mark Jacobs (Biology)3 Arthur McGarity (Engineering) Marjorie Murphy (History) Carol Nackenoff (Political Science) Frederic Pryor (Economics) Richard Rubin (Political Scien ce)2 Eva Travers (Education) Richard Valelly (Political Scien ce)3 Robert Weinberg (History) I ----------------------------------------------1 Absent on leave, fall semester, 1996. 2 Absent on leave, spring semester, 1997. • I -----------------------------------------------Public policy is an increasingly important influence in people’s lives. Public policy is the array o f government decisions and acts, bom of 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 pol­ icy— its origins, rationale and moral basis. requirements for the concentration. W ork in the concentration equally emphasizes histori­ cal, institutional, and normative analysis. Basic competence in formal or quantitative methods is required for students concentrating in Public Policy. The concentration in Public Policy enables students to combine work in several depart­ ments toward both critical and practical under­ standing o f public policy issues, including those in the realm o f social welfare, health, energy, environm ent, food and agriculture, and national and global security. These issues may be within domestic, foreign, or international governmental domains. Courses in the con­ centration encompass the development, for­ mulation, implementation, and evaluation of policy. T hose departments primarily concerned with the concentration are Political Science, Economics, 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 depart­ ments may, in certain cirumstances, meet T h e concentration in Public Policy is no t 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 m ajor), and an internship. T h e program o f each concentra­ tor 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. I I I I I 3 Absent on leave, 1996-97. REQUIREMENTS AND RECOMMENDATIONS Academic requirements for the concentration cover three basic areas: (1) the foundation work in economic analysis, (2) political analy­ sis, and (3) quantitative analysis. These may each, normally be m et by taking one course or seminar. T h e economic analysis requirement 265 Public Policy can be met by Economics 11 (Intermediate Econom ics), Econom ics 101 (Econom ics Theory), Economics 41 (Public Finance) or Economics 141 (Public Finance). T h e political analysis requirement can be met by Political Science 41 (Political Economy and Social Policy: T h e U .S . in the 1990s). T h e quantita­ tive analysis requirem ent can be m et by Statistics 1 (Statistical Thinking), Statistics 2 (Statistical Methods), Statistics 23 (Statistics), Statistics 53 (M athem atical Statistics), Econom ics 31 (Statistics for Econom ists), Engineering 57/Economics 32 (Operations Research), Economics 35 or Economics 135 (Econom etrics). Equivalent work at oth er institutions 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 o f which should be Public Policy Thesis. These courses deal with substantive sectors and institutional aspects o f public poli­ cy analysis. Many o f 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 concen­ tration requirements.) W ith approval o f the Coordinator and the seminar instructor, some seminars with substantial policy content may be approved for one-credit work in the con­ centration. 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 preparation be substituted for courses normally required in the concentration. Approval o f such requests, as for approval o f internships, will be deter­ mined by the director o f the Public Policy Program, who acts as the coordinator o f the concentration, and the interdisciplinary com­ m ittee on public policy studies. Econom ic and political assessments o f 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 conentration, 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 Som e direct experience or practical responsi­ bility in the field, through work in a public, pri­ vate, or voluntary agency, is required for grad­ uation with a concentration in public policy. T his requirement may be m et by completing an internship during either a semester or a summer or both. Normally, students will hold internships between their junior and senior years. T h e internship program is supervised by the director o f the Public Policy Program, who also serves as coordinator for the concentra­ tion. Planning for the internship experience should begin six to eight months before the time it might commence. T h e College has developed a network o f contacts in Washing­ ton and overseas and would like to have quali­ fied students each year to fill positions already identified. Funding for an internship is occa­ sionally provided by the agency in which a per­ son serves. Typically, however, students require support to cover their travel and maintenance costs during the ten to twelve weeks o f a sum­ mer internship. Even more funding would be required for a semester’s internship. In certain cases, students undertaking policy relevant research at appropriate locations can also meet the internship requirements without formal affiliation with an organization. For students who are concentrators in the pro­ gram, the College has sought to assure those unable to fund themselves o f sufficient funding to cover their basic expenses. G rants from the Sloan, Kellogg and Hewlett foundations have been helpful. O ther possible sources of support for the work and learning expected of an intern include the James H. Scheuer Summer Intern­ ships in Environmental and Population Studies and the J . Roland Pennock Fellowship in Public Affairs, a summer research opportunity awarded each spring under the coordination of the departments o f Econom ic and Political Science. In addition, general College summer research funding is occasionally available to students on a competitive basis. T h e 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 POUCY THESIS One of the requirements o f the concentration, providing one o f the three units of substantive policy work, is a senior thesis. To complete the concentration, a student will normally sign up for Economics 97 or Political Scien ce 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 program. 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 of some policy question to complete research and analysis under the supervision o f the director o f the public policy program and one or more other core faculty. Paper topics may focus on nation­ al 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 pre­ sented to a student/faculty seminar that will meet periodically. Topics may be varied but should reflect clear prior preparation and inter­ est. Students wishing to complete two-credit 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 approval by the rel­ evant department and will count no more than one credit toward the six credits required by the concentration. AREAS OF POUCY FOCUS Some students may wish to focus their substan­ tive work in policy heavily in a particular field, e.g. environmental studies, food studies, wel­ fare issues, health or education. T h e College generally does n o t 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 support the culminating policy thesis. For some, this may be an alternative to a special major. G iven 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 of 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 opportu­ nities are listed below. Development Policy Policy Courses Political Science 65. T h e Politics of Population Political Science 68/Economics 53. International Political Economy Political Science 110. Comparative Politics: Africa Economics 61. Industrial Organization Economics 81 or 181. Econom ic Development Economics 82. Political Economy o f Africa Economics 83. Asian Economies Economics 41 o rl4 1 . Public Finance Related and Supporting Courses Political Science 58. African Politics Political Science 62. Development and Discontent: T h e Crisis of Political Economy in the Third World Political Science 108. Comparative Politics: Politics and Development in Greater China Economics 51 or 151. International Economics Econom ics 161. Industrial Organization and Public Policy Sociology/Anthropology 34. Ecology, Peace, and Development in El Salvador Education Policy Policy Courses Education 66. Child Development and Social Policy Education 68. Urban Education Education 141. Educational Policy 267 Public Policy m Related and Supporting Courses Related and Supporting Courses Education 61. W omen and Education Political Science 36. Multicultural Politics Education 63. School and Society Education 61. Women and Education History 136 and 137. Am erican Intellectual History Security Policy Environmental Policy Policy Courses Political Science 43/Engineering 68. Environmental Policy Economics 76. Economics o f the Environment and Natural Resources Related and Supporting Courses Biology 39. Ecology Biology 50. MarineBiology Engineering 32. Introduction to Environmental Protection Engineering 66. Environmental Systems Food Policy Policy Courses Political Science 45. Defense Policy Related and Supporting Courses History 49. R ace and Foreign Affairs Peace and C onflict Studies 15. Introduction to Peace Studies Religion 6. War and Peace Welfare Policy Policy Course Political Science 41. Political Economy and Social Policy: T h e U .S. in the 1990sN ot offered 1996-97 Economics 72. Social Economics Economics 171. Labor and Social Economics Political Science 47. Food Policy N ot offered 1996-97 Related and Supporting Courses History 68. Food & Famine Education 68/Sociology/Anthropology 68. Urban Education Health Policy O ther Qualifying Policy Courses Policy Courses Political Science 15. Ethics and Public Policy Related and Supporting Courses ■ Economics 42. Law and Economics Sociology/Anthropology 64. Seeds o f Change Economics 75. H ealth Policy I N ot offered 1996-97 Policy Courses Related and Supporting Courses » I i Biology 43. History of Biology Sociology/Anthropology 86. Culture, Illness, and Health 8 Multicultural/Gender Policy Policy Courses History 29. Sexuality and Society in M odem Europe I History 54. Women, Society, and Politics Political Science 32. Gender, Politics and Policy in America Political Science 33. Race, Ethnicity and Public Policy: African-Americans » Economics 43. Public Policy and the Am erican Family Economics 73. W omen and Minorities in the Economy 268 * Religion J . WILLIAM FROST, Professor, Director o f the Friends Historical Library2 DONALD K. SWEARER, Professor and A cting Chair, Spring 1997 ELLEN M . ROSS, Associate Professor and Co-C hair’ MARK I. WALLACE, Associate Professor and Co-Chair2 VERA B. MOREEN, Visiting Associate Professor YVONNE P. CHIREAU, Assistant Professor1 NATHANIEL DEUT5CH, Assistant Professor STEVEN P. HOPKINS, Assistant Professor JENNIFER B. THOMPSON, Instructor 2 Absent on leave, spring semester, 1997. 3 Absent on leave, 1996-97. REQUIREMENTS AND RECOMMENDATIONS least) eight credits in Religion to meet depart­ mental graduation requirements. Any course numbered 1 through 36 may be taken as introductory to other courses in the Department. Successful completion o f R eli­ gion 1 or another o f the introductory courses is normally required for admission to courses numbered 101 and above. Completion o f 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 con­ sultation w ith faculty members in the Department. To ensure breadth in the program of study all majors are required to complete a primary distribution course and to take at least one course from three curricular groups which include the several religious traditions and the varied modes of 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 seminars. A component o f a major’s program o f study may include study abroad planned in collaboration w ith 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 of their senior year. A ll 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 HONORS PROGRAM T h e normal method o f preparation for the Honors Program will be through three semi­ nars, although with the consent o f the depart­ m ent work done in a combination o f 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 the­ sis will receive one credit for writing an articlelength research paper (5,OCX) to 6,250 words) or doing a special project involving research. T h e 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. T h e depart­ ment must approve the topic, and a faculty member will provide initial guidance for the bibliography and in helping the student define the scope of the project, but the work will be done independently and presented to an hon­ ors 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. T h e honors examiner will evaluate this material and will provide the grade. 269 Religion Students who have a minor in religion do a sin­ gle two-credit preparation which must be in a seminar. In addition minors must complete two courses in religion (including any prerequisites for the seminar) prior to being admitted to any seminar. Students whose minor in religion can be incor­ porated into the final requirements for Senior Honors Study in the major should do so. T he Department of Religion will work out with the student and the major department the guide­ lines 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 2,500 word paper. Alternatively, the department will pro­ vide a reading list of books. T h e reading list or paper will become part o f the Honors Program Portfolio and may be part o f the materials examined. COURSES 1 . Religion and Human Experience. T his course introduces the nature of religious worldviews, their cultural manifestations, and their influence on personal and social self­ understanding and action. T h e 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 vari­ ous manifestations; religious experience and its expression in systems o f thought; ritual behav­ ior and moral action. Members of the Depart­ m ent will lecture and lead weekly discussion sections. poems o f love, war, and religious devotion; Rajasthani women’s wedding songs, and love poems to the Prophet Muhammad. I I Fall semester. Hopkins. I 3. Hebrew Bible and the Ancient Near East. A n introduction to the Hebrew Bible and the religion of ancient Israel within the context of other ancient Near Eastern religious traditions. T h e 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 of 4. New Testament and Early Christianity. A n introduction to the New Testament and its development. T h e New Testament will be read closely in English translation, with special attention to problems of redaction and literary 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-of Jesus will be examined in light o f Jewish and other contemporary traditions. I 5. Problems of Religious Thought. Study o f contemporary religious and cultural problems. N ot offered 1996-97. Wallace. 6. War and Peace. A n analysis o f the moral issues posed by war and pacifism, tracing the evolution o f major ideas of war from the bible to the present. A study o f America’s wars since 1940 will apply these ideas in this nation’s response to orga­ nized violence. 270 I Spring semester. Deutsch. Primary distribution course. A cross-cultural, comparative study o f religious literatures in Jewish, Christian, Islamic, and Hindu traditions. How “secular” love poetry and poetics have both influenced and been influenced by devotional poetry in these tradi­ tions, past and present. Readings include the Hebrew Song o f Songs, D ante and the Troubadours; the Flemish female saint-poet Hadewijch and San Juan de la Cruz; the San­ skrit plays o f Kalidasa; South Indian Tamil 5» Gilgamesh, The Enuma Etish, and The Theology o f Memphis. Fall semester. Deutsch. F all semester. Staff. 2. Religion and Literature: From the Song o f Songs to the Hindu Saints. I N ot offered 1996-97■ Frost. I I 7 . Rabbinic Thought and Literature. T his 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. N ot offered 1996-97■ Deutsch. I $ m ■ } 8. Patterns of Asian Religions. world renunciation, and the social order. A thematic introduction to the study o f reli­ gion through an exam ination o f selected teachings and practices o f the religious tradi­ tions of South and East Asia structured as pat­ terns of religious life. Materials taken from the Hindu and Buddhist traditions of India, the Confacian 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. N ot offered 1996-97. Hopkins. Spring semester. Swearer. 9. The Buddhist Traditions of Asia. » I This course explores the unity and variety of the Buddhist tradition within the historical and cultural contexts o f South, Central, and East Asia. T h e course focuses, in particular, on four traditions: Theravada in Sri Lanka, C h ’an (Zen) in China, Vajrayana in Tibet, and Jodo Shin Shu in Japan. Foil semester. Swearer. 10. African American Religions. 1 I I What makes African-American religion “African” and “American”? Using text, films, and music, we will examine the sacred institutions of A m ericans o f A frican descent. M ajor themes will include: Africanisms in American religion; slavery and religion; gospel music; African Am erican women and religion; black and womanist theology; T h e C ivil Rights Movement; and Islam and urban religions. Field trips, including visits to Father Divine’s Peace Mission and th e first independent black church in the U nited States, M other Bethel A.M.E. Church. Spring semester. Thompson. I 11. A Path to Theocracy: The IWelver Shi’is of Iran. This course examines the origins and develop­ ment of S h i’ism in Iran focusing on modem religious and political developments. I Not offered 1996-97. M oreen. I 12. The History, Religion & Culture of India I: From the Indus Valley to the Hindu Saints. 13. History, Religion and Culture of India II: From Akbar to Gandhi and the Voices of Untouchable Liberation. A study o f the religious history o f India from the advent o f Islam to the present. T h e rise and fall o f the Moghuls, Sufi piety, and the consol­ idation o f Muslim orthodoxy. T h e birth o f the Sikh tradition and the songs of Hindu Saints. T h e colonial and post-colonial periods as seen through the lenses o f the Hindu reformers of the Bengali Renaissance, Sri Ramakrishna and Vivekananda, Gandhi, the Hindu nationalist movements, and Ambedkar’s legacy to the pre­ sent. Spring semester. Hopkins. 14. Philosophy of Religion. T his course considers Anglo-Am erican and Continental philosophical approaches to reli­ gious thought using different disciplinary per­ spectives. Topics include rationality and belief, proofs for existence of God, problem o f evil, interreligious dialogue, feminist revisionism, and postmodernism. Thinkers include Kant, Kierkegaard, Nietzsche, W ittgenstein, Buber, Kafka, Ricoeur, Levinas, Plaskow, Daly, Abe, and Wiesel. Fall semester. Wallace. 15. Introduction to Islam. T h e historical origins and development of Islam will be studied in light o f the sources that have shaped it. Them es to be explored include the central doctrines o f Islam as derived from the Qur’an and traditions (sunna), the devel­ opment o f Islamic law (shari’ah), the Sh i’i alternative, the growth o f Muslim theology, philosophy, and mysticism (Sufism), and con­ troversial issues among contemporary Muslims. Fall semester. Moreen. 16. Introduction to Jewish Mysticism. This course will survey the history and litera­ ture o f Jewish mysticism, beginning with Merkabah mysticism, continuing through the German Pietists and the Kabbalah, and ending with Sabbatianism and Hasidism. N ot offered 1996-97. Deutsch. The religious history o f India, with a focus on Hindus, Buddhists, and Jains. Them es include hierarchy, caste and class; image worship, 271 Religion ■» 1 7 . Western Religious Thought from 325-1500. women’s religious experiences in the United States. Survey o f w estern religious culture and thought from the early to the late Middle Ages. N ot offered 1996-97. Chireau. N ot offered 1996-97. Ross. 18. Western Religious Thought from 1500 to 1900. Survey o f W estern religious thought and cul­ ture from the Reformation to the modem period. N ot offered 1996-97. Wallace. 19. Quakerism. T h e history o f the distinctive religious and social ideas and practices o f Friends from the 1650s to the present. Special emphasis will be placed on changes in worship and theolo­ gy caused by the enlightenment, evangelical­ ism, and modernism. There will be compar­ isons among English, American, and Third World Friends. There will be assessment o f th e contributions o f Quakers to reform movements: Indian rights, anti-slavery, the treatment o f the insane, prison reform, tem­ perance, women’s movement, and peace. 25. Medieval Judaism: Philosophers, Poets, and Mystics. Medieval Judaism will focus on three tradi­ tions within medieval Jewish culture: philos­ ophy, poetry, and mysticism. O ther sources will explicitly focus on the issues o f what it means to be Jewish and what is Judaism in the Middle Ages. Both primary and sec­ ondary literature, .w ill be read. Primary sources will include selections from Maimonides’ philosophical opus The Guide to the Perplexed, Judah Ha-Levi’s impassioned definition and defense o f Judaism in The B ook o f the Kuzari, and Moshe De Leon’s mystical masterpiece, The Zohar. Spring semester. Moreen. F all semester. Thompson. 22. Religion and Ecology. 2 7. Modern Jewish Thought and Literature. T h e challenge o f the ecological crisis to con­ temporary religious thought and practice. Readings will be drawn from M. Heidegger, Book o f Job, Buddhist scriptures, J . Muir, B lack Elk, E. Abbey, S . G riffin, B. M cKibben, C . Hyun-Kyung, and R . Ruether. N ot offered 1996-97. W allace. 23. Catholic Traditions. Topics in the history, thought, and practice o f various C atholic traditions. N ot offered 1996-97. Ross. A close reading o f modem Jewish works including those o f Solom on Maimon, Moses M endelsohn, Sigmund Freud, W alter Benjam in, M artin Buber, Franz Rozenweig, Isaac Deutscher, Cynthia Ozick, and other luminaries. W e will examine topics such as Hasidism, Haskalah (Jewish Enlightenment), Zionism, the Holocaust, and twentieth cen­ tury Jewish philosophy. j I I > Spring semester. Deutsch. 24. Women and Religion. 28. Ritual and Image in Ruddhist Traditions. T h is course will exam ine the variety of A n interdisciplinary, historical introduction 272 J 26. Religion in America: A Multicultural Approach. This course will focus on Islamic Mysticism (Sufism), its theory and practice, as expressed in the prose and poetry o f some o f the great­ est mystics, such as ‘Attar, Ansari, Ibn al’Arabi, Rumi, Hafiz, and others. 2 1. “ The Friends of God” : The Great Mystics of Islam. 4 Fall semester. Deutsch. A n introductory survey that explores religion in the U nited States from an historical per­ spective. Starting with an exam ination of Native A m erican belief systems on the eve of culture contact, and moving onward to the impact o f present-day immigrant traditions, this course will emphasize Am erica’s heritage o f cultural diversity and religious pluralism. Them es to be covered include: revivalism; occultism and religious outsiders; Islam and Judaism in America; fundamentalism; and contemporary religious movements in the U nited States. Fall semester. Frost. « I ■ ■ 1 I I J to Buddhist traditions in South, Southeast, Central and East Asia, with an emphasis on imagery, monumental architecture, devotion, and religious practice. monies, music and movement of African reli­ gions? This course explores the dynamics of A frican religions throughout the Diaspora. (Cross-listed as A R T H 38.) 36. Comparative Religious Mysticism. Not offered 1996-97. Graybill and Hopkins. Mysticism is studied as a distinctive phenom­ enon within the religious traditions of Asia and the West. 29. Monasticism and the Arts in the Christian Middle Ages. I Survey o f Christian monastic contributions to the arts in the Middle Ages. I (Cross-listed as A rt History 46.) Not offered 1996-97. Ross and Cothren. j 30. Religion as a Cultural Institution. (See Sociology and Anthropology 70.) 31. Magic and Religion. I What is the relationship between the phe­ nomena o f religion and magic? T his course will explore various theoretical and historical approaches to this question: a Not offered 1996-97. Chireau. 32. Buddhist Social Ethics. 5 '* A study o f the doctrinal foundations of Buddhist social ethics; classical conceptions of individual and social well-being; and con­ temporary interpretations o f Buddhism as a program for social, economic, and political transformation in South and Southeast Asia. Sources include Pali texts, studies by modem scholars, and the work o f contemporary Buddhist activists. Spring semester. Swearer. 1 33. Black Wumen and Religion in the United States. I This course explores how social, cultural and political forces have intersected to inform black women’s personal and collective attempts at the definition o f a sacred self. N ot offered 1996-97. Chireau. N ot offered 1996-97. Swearer. 37. Greek and Roman Religion. (See Classics 37.) 38. Icons and Iconoclasts: Views of the Image in Ritual and Literature. A cross-cultural, comparative study o f the use and critique of sacred images in Biblical Juda­ ism, Eastern Christianity, Hindu, Buddhist, and Jain traditions o f India. Exploration of differing attitudes towards the physical embodiment o f divinity, including issues of divine “presence” and “absence”; icons, aniconism , and “idolatry”; and distinctions drawn in some traditions between different types of images and/or different devotional attitudes toward sacred images. From Yahweh’s back, bleeding icons, to Jain worship of “absent” saints. Spring semester. Hopkins. 43. Prophets and Visionaries: Christian Mysticism Through the Ages. Course considers topics in the history of Christian mysticism. N ot offered 1996-97. Ross. 44. Religious Transformations and Contemporary Literature. 1 35. From Vodun to Voodoo: African Religions in the Old and Hew Worlds. T h e postwar generation having “lost their religion” or being simply unchurched, is ex­ periencing a crisis of spirit as reflected in the burgeoning self-help industry and interest in “new age” religions. T heir yearning for guid­ ance and a new spirituality that provides a framework for understanding the origin, pur­ pose, and meaning of life is also reflected in their literature. This course will focus on expressions o f religious disaffection, revivals o f the spirit, and visions o f transformation in contemporary literature. Readings will include Ntozake Shange, Joh n Updike, A na Castillo, W alker Percy, and Kim Chem in. I Is there a kindred spirituality in the cere­ Spring semester. Thompson. Not offered 19 96-97. Chireau. 34. Asian Religions in America. j This course will explore various forms o f the appropriation, establishment, and transfor­ mation of Hinduism, Buddhism, and Islam in America. Not offered 1996-97 Swearer. Religion 93. Directed Reading. sion o f the instructor. Staff. Spring semester. Thompson. 94. Senior Honors Study. Duddhism and Society in Southeast Asia (Seminar: 104). (See description under “Honors Program” by the department.) 95. Senior Comprehensive Paper. Majors in Course are required to write the Senior Comprehensive Paper, normally in the fall semester o f the senior year. T h e paper will be in the nature o f extended take-home essays on topic areas stipulated by the Department. T h e topics will be designed around areas of study in the field o f religion. A student’s prepa­ ration for the Senior Comprehensive Paper will include course work as well as special syl­ labus reading for each essay. A m ultidisciplinary study o f Theravada Buddhism against the historical, political, social, and cultural backdrop o f Sri Lanka, Burma, and Thailand. N ot offered 1996-97. Swearer. Religion and Society (Seminar: 105). How have religious, ideas and institutions shaped and been influenced by Am erican cul­ ture? Topics include the varieties of Protes­ tantism, Roman Catholicism, and Judaism, and contemporary religious practices, church and state. 96. Thesis. N ot offered 1996-97. Frost. Staff. Contemporary Religious Thought (Seminar: 106). PREPARATION FOR HONORS EXAMINATIONS T h e Department will arrange Honors Exami­ nations in the following areas, to be prepared for in the ways indicated. Preparation by seminar: Jesus in History, Literature, and Theology (Seminar: 101). A study o f images o f Jesus through history, art, film, fiction, and popular culture. Prerequisite: Religion 2, 4, 16, 17, 18, 23, 24, 106, 115, or 116, or permission o f the instruc­ tor. Study of the major theological options in the W est since the Enlightenment.. N ot offered 1996-97. W allace. Liberation Theology (Seminar: 107) A study o f the principal themes o f liberation theology as it has developed in Latin America during recent decades. Readings will be. drawn from such Latin American theologians as Boff, Gutierrez, and Segundo. A tten tion will also be given to the relationship o f liberation theology to the Rom an C atholic tradition, to the social and political movements which it h,as influ­ enced, and to its critics. Prerequisite: Religion 4 ,6 , or the permission of the instructor. N ot offered 19 96-97. Ross. Spring semester. Lacey. Folk and Popular Religion in the United States (Seminar: 102). Poets, Saints and Storytellers: Religious Literatures of India (Seminar: 108). This seminar investigates the cultural com­ plexity o f the Am erican religious experience through the lens o f folk and popular traditions. T h e major forms of Indian religious culture through the lenses o f its varied regional and pan-regional literatures, focusing on gender, the passions, and religious devotion. N ot offered 1996-97. Chireau. Women and Spirituality (Seminar: 103). Using various methodological approaches and texts by Native American, African-American and Euro-American women writers, we will examine women’s spiritual experiences, tradi­ tions and religious healing cross-culturally. Prerequisites: Religion 24, 26, 33, or permis- 274 Not offered 1996-97. Hopkins. Religious Relief and Moral Action (Seminar: 110). T h e seminar will explore the relationship between religion and morality. Basic moral concepts in Buddhism, Christianity, and Hinduism will be studied in relationship to I I their cosmological/theological frameworks and their historical contexts. T h e course will ana­ lyze concepts o f virtue and moral reasoning, the religious view o f what it means to be a moral person, and the religious evaluation o f a just society. T h e course includes a considera­ tion of M artin Luther King Jr., Dorothy Day, Mahatma Gandhi, and T h ich N hat Hanh. f Fall semester. Swearer. I Medieval Theology and Contemporary Feminism (Seminar: 111). > I This course explores the integration o f recent women’s studies scholarship with themes in medieval spiritual theology. Not offered 1996-97. Ross. I • Postmodern Religious Thought (Seminar: 112). I ■ The problem o f ethics and belief beyond the philosophical foundations of traditional reli­ gious thought. Readings include Kierkegaard, Nietzsche, Heidegger, Barth, Derrida, Levinas, Bataille, and Kristeva. I Prerequisite: Religion 2, 5, 14, 17, 18, 22, or permission o f the instructor. Not offered 1996-97. W allace. I I ^ ■ This course examines the problem o f dualism and the history of dualistic religious traditions from the Gnostics and Mandaeans of Late Antiquity to the recent writings o f Harold Bloom. Not offered 1996-97. Deutsch. The Body in Late Antiquity (Seminar: 116). A n examination of different views o f the body (human, angelic, and divine) in Late Antiquity, with special emphasis on sexuality, gender, divinity, and mystical transformation. W e will read primary and secondary sources from the G reek philosophical tradition, Christianity, Judaism, and Gnosticism. Topics include: Jesus’ body (or lack o f it, i.e. “Docetism”), Pauline views, the Shiur Qomah, and G nostic anti-somaticism. Spring semester. Deutsch. Preparation by course and attachment: Buddhism The Buddhist Traditions of Asia From Buddha’s Relics to the Body of God: Hindu and Buddhist Devotion. (Seminar: 113). M edieval Religious Thought A comparative historical and them atic exploration of Hindu and Buddhist forms o f devo­ tion in South and Southeast Asia. Narrative, popular piety, image veneration, and pilgrim­ age. Philosophy o f Religion Not offered 1996-97. Hopkins. Love and Religion (Seminar: 114). ■ The Gnostic Imagination: Dualism from Antiquity to Harold Bloom (Seminar: 115). An exploration o f the concept of “love” in selected western, near eastern and Indian traditions. T h e uses o f love and sexuality, the body and the passions, in religious discourse to describe the relationship between the human and divine. Sources range from Plato and the Troubadours to A ngela o f Foligmo, and from Bengali devotional poetry to motions o f “love” in a Tamil family. Major theoretical ques­ tions— the cultural construction of emotions, the erotic life, the body, and religion— will be derived from Nusshaum, B iale, Bynum, Ramamujan, and Trawick. Fall semester. Hopkins. (Swearer) Western Religious Thought from 325 to 15D0 (Ross) Philosophy of Religion (W allace) M odem Religious Thought Problems of Religious Thought (W allace) Hebrew Scriptures Hebrew Scriptures and the Ancient Near East (Deutsch) Preparation by combinations o f courses: Indian Religions History, Religion and Culture of India i (Hopkins) History, Religion and Culture of India II (Hopkins) Preparation by Thesis: Students who declare a major in Religion in their Honors Program may, with permission of the Department, offer a thesis as one of their Honors preparations. Sociology and Anthropology HECTOR SAMOUR, Cornell Visiting Professor RRAUUO MUNOZ, Professor STEVEN I. PIKER, Professor JOY CHARLTON, Associate Professor and Chair ROSIN E . WAGNER-PACIFICI, Associate Professor MIGUEL DIAZ-RARRIGA, Associate Professor RRUCE GRANT, Assistant Professor2 LISA HAJJAR, Visiting Assistant Professor MICHAEL SPEIRS, Lecturer 2 A bsent on leave, spring semester, 1997. T h e program o f this department emphasizes that Sociology and Anthropology are engaged in a common intellectual task. Studies in the department are directed toward understanding the order, meaning, and coherence o f life in human societies and cultures, as well as the pressures and contradictions that produce pat­ terns o f conflict and change. Courses variously emphasize the comparative study o f societies and cultures; the conditions o f social organiza­ tion as well as disorganization; evolution and the bases o f human adaptation; change as well as continuity; gender and culture; the human life course; the symbolic aspects o f human social life. Emphasis is also placed on the relevance of Sociology and Anthropology to the study of contemporary and, particularly, A m erican society, and to contemporary social problems. T h e department strongly encourages students to carry out their own research and offers internship opportunities as well as courses in research methods. In addition to exploring the mutuality of Sociology and Anthropology, members o f the department and their courses have many links to neighboring disciplines such as Biology, Education, English, History, Literature, Philosophy, Psychology, and Religion. T he department also participates in a Special Major in Linguistics and BioAnthropology. REQUIREMENTS AND RECOMMENDATIONS points o f entry for students wishing to begin work in the department. Enrollment in these courses is unrestricted, and completion o f one o f them will normally serve as prerequisite to all other work in the department (Som e cours­ es may, however, w ith permission o f the instructor, be taken without prerequisite.) Applicants for major will normally be expected to have completed at least two courses, in the department. Course majors will complete a minimum o f eight units o f work in the Department, including a double-credit thesis tutorial normally to be taken during the fall and spring semesters o f the senior year. T he Research Design course, S A 21, is strongly rec­ ommended for majors, and spring semester of the junior year is the ideal time to take it, as it offers important preparation for the senior the­ sis project. Students contem plating student teaching would normally schedule their program so it does not conflict with their senior thesis. Such programs should be developed in close consul­ tation with advisors in the Sociology and Anthropology department and the Education Program. T h e department emphasizes the importance of familiarity with appropriate, elementary statis­ tics as well as computer literacy, both for work taken at the College and for subsequent career development. Toward underlining this, the Department crosslists Stat courses 2 and 23 (listed as, respectively, Sociology and Anthro­ pology 27 and 28). M ajor and m inor in the H onors Program: Courses numbered 1 through 19 may serve as Candidates for honors in Sociology & Anthro­ pology must complete three honors prepara­ tions, one o f which must be S & A 180, Thesis. T h e other two preparations may be a seminar, or, with permission, course plus attachm ent, paired upper level courses, or foreign study. Majors in the honors program must also com­ plete one unit o f senior honors study. Minors in the honors program must complete one prepa­ ration and prepare a specified paper as part of their senior honors study. See “Majoring in Sociology & Anthropology” for additional information. AREAS OF SPECIAL CONCENTRATION IN SOCIOLOGY AND ANTHROPOLOGY Teaching and research interests of members of the department cluster to create a number of subject matter areas. Students who are inter­ ested in one o f these are encouraged to meet with the indicated department members to plan a program of study. (1) Social Theory and Social Philosophy (Grant, Muñoz, Piker, W agner-Pacifici) CERTIFICATION FOR SECONDARY SCHOOL TEACHING There are two normal routes to Social Studies certification. O ne of 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 Sociology-Anthropology are required to take at least four courses outside their major; stu­ dents majoring in Economics and Psychology are required to take six. T h e other route to cer­ tification 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. A ll students seeking social studies certification are required to take two courses in history. A t least one course in American history and one social science course focusing on Third World or non-Anglo subject matter are required. COURSES (2) Human Adaptation, Cultural Ecology, and Human Evolution (Piker, Speirs) 1 . Modern America: Culture, Society, and State, (3) Post-Industrial Society (Charlton, DiazBarriga, G rant, W agner-Pacifici) This course will explore central themes and points o f conflict in American life, authority, community, sexuality, work, personal identity, politics, and heroism. T his exploration will proceed by way o f an analysis both o f the insti­ tutional representations o f these central issues and their cultural expressions. (4) Cultural and Ethnic Pluralism (Charlton, Diaz-Barriga, Grant, H ajjar) (5) Religion and Culture (Charlton, Grant, Hajjar, Piker) (6 ) Psychology Piker) and Culture (C harlton , (7) Sociology o f A rt and Intellectual Life (Grant, Muñoz, W agner-Pacifici) (8) Modernization and Development (DiazBarriga, Hajjar) (9) M odem A m erica (C harlton , Barriga, Hajjar, W agner-Pacifici) Diaz- (10) T h e Life Course (Piker) (11) Inequality (Charlton, Diaz-Barriga, H aj­ jar, W agner-Pacifici) (12) Political Behavior and Culture (DiazBarriga, G rant, Hajjar, Wagner-Pacifici) Primary distribution course. N ot offered 1996-97. Wagner-Pacifici. 2. Nations and Nationalisms. Nationalist movements around the world have risen to the fore in the late twentieth century by drawing on very malleable images o f culture, patriotism, and belonging. T his course exam­ ines different kinds o f nationalist discourse through recent anthropological and sociologi­ cal analyses o f ethnicity, class, and the use of symbolism in complex societies. Primary distribution course. Fall semester. Grant. 3. Social Conflict and Social Change. Social conflicts arise as a result o f competing visions and agendas among groups with differ- Sociology and Anthropology en t social and political identities. Social changes are the consequences of processes to resolve such conflicts, whether through concil­ iatory or violent means. This course studies the constructions o f socio-political identities (e.g., race, class, nation), considers how identity dif­ ferences inform struggles for equality, sepa­ ratism and domination, and focuses on specific cases in which identity politics are at the heart of conflicts within heterogeneous societies. 7 . Gender, Power, and Identity. Primary distribution course. Spring semester. W atner-Pacifici. Sometimes called culture and personality, this field explores the relationship between the individual and his or her culture. T h e course treats the following issues: a) the psychologi­ cal, or symbolic, capacities presupposed by cul­ ture; b) socialization, or the transmission of culture from generation to generation; c) the psychological functions o f culture. Case mate­ rials will be principally, but not exclusively, non-Western, and the cross-cultural study of child rearing will receive particular emphasis. 5. Freshman Seminar: Introduction to Contemporary Social Thought. N ot offered 1996-97. Piker. Spring semester. Hajjar. 4. Symbols and Society. T his course examines the ways in which we orient ourselves in a world o f constant and contradictory symbols. National symbols, ideo­ logical symbols, status symbols and others will be analyzed with the approaches o f sociologists, semioticians and anthropologists. A general introduction to major theoretical developments in the study of social life since the 19th century. Selected readings will be drawn from the work o f such modem social theorists as Marx, Weber, Durkheim, Freud, and Sim m el. Readings from contemporary authors such as Geertz, Gofftnan, Giddens, Lukes, and Rieff will also be included. These developments will be studied against the back­ ground o f the socio-philosophical clim ate of the 19th century. Limited enrollment. A n exploration o f the social and political implications o f gender, drawing on cross-cul­ tural and historical materials. Primary empha­ sis will be on developments in contemporary America. Primary distribution course. Fall semester. Charlton. 8. Psychological Anthropology. Primary distribution course. 10. Human Evolution. Fall semester. Mufioz. T his course surveys both the fossil record of human evolution and the archaeological, primatological and ethnographic evidence which has contributed to its interpretation. It evalu­ ates the interpretive frameworks in which the data have historically been placed and assesses how these schemes have been influenced by ideological and scientific biases. T h e course assumes no prior knowledge o f paleoanthropol­ ogy, but integrates information and perspec­ tives from anatomy, primatology, evolutionary biology and the geosciences. 6. Cultural Borderlands. Primary distribution course. This course focuses on the anthropology and sociology o f gender, ethnic, and class relations in the U nited States. T h e course emphasizes current discussions o f inequality and multi-culturalism as well as case studies, including C hicano feminism, working-class sexuality, gendered “backtalking,” survival strategies for the African-American family. T h e course is designed to introduce the student to the basic concepts o f both anthropology and cultural studies for understanding cultural “border­ lands” in the U nited States. Fall semester. Speirs. Primary distribution course. Primary distribution course. Fall semester. Diaz-Barriga. 278 12. Introduction to Latinos in the U.S. T h e course is an introduction to anthropologi­ cal, sociological, and literary writing on Chicano and Puerto R ican culture. T h e course focuses on ethnic identity, covering such topics as border ballads and folklore, inner-city life, and Chicana/Riquenja feminism. Authors studied in the course include Cisneros, Garza, Lim on, Moraga, Paredes, Rodriguez and Rosaldo. Spring semester. Diaz-Barriga. 18. The Linguistic Foundations of Racial Strife in American Education. (Cross-listed with Education 18 and Linguis­ tics 18.) Fall semester. Baugh. 28. Statistics. (Cross-listed as Stat 23. Please see M athe­ matics and Statistics entry for description.) 3 1. Latin American Society and Culture. (Cross-listed with English Literature 19 and Linguistics 19.) A n introduction to the relationship between culture and society in Latin America. R ecent and historical works in social research, litera­ ture, philosophy and theology will be exam­ ined. Spring semester. Baugh. N ot offered 1996-97. Munoz. 21. Research Design. 32. Latin American Urbanization. Introduction to the process o f research on human social life: creation o f research ques­ tions, strategies for obtaining evidence, tech­ niques o f evaluating hypotheses, and gener­ ating theory. T h e roles o f theory, ethical issues, and cultural and historical context in the research enterprise will be addressed. Students will design and undertake individ­ ual research projects, and members o f the department will visit the class to discuss their own research experience. This course is designed as an introduction to problems and issues related to Latin America urbanization. It provides an overview o f the processes behind the urbanization of Latin A m erica and explores housing policy options. Members o f the class will be intro­ duced to concepts such as dependency, underdevelopment, the informal sector, marginality, the culture o f poverty, self-construc­ tion, and self-help. T h e role o f the informal sector in urban development, housing, and the dependent economy is a particular focus. 19. The Evolution of African American English. Spring semester. Charlton. 22. Field Methuds. Techniques o f primary data collection and analysis used in field research, with particular attention to participant observation and interviewing. W e’ll read, in addition to the how-to’s, some o f the classic ethnographies, think about how theory connects with method, and get practical experience doing field research directly. Fall semester. Charlton. 24. Discuurse Analysis. We are what we speak— or largely so. T his is the premise of “Discourse Analysis.” This course will concentrate on language in a vari­ ety o f social contexts: conversations, media reports, legal settings, etc. W e will analyze these speech and writing interventions via the tools o f socio-linguistics, ethnomethodology, critical legal studies, and discourse analysis. T h e essential issue of the course can be boiled down to the question: who gets to say what to whom? (Cross-listed as Ling 24.) Fall semester. Wagner-Pacifici. 27. Statistical Methods. (Cross-listed as Stat 2. Please see M athe­ matics and Statistics entry for description.) Not offered 1996-97. Diaz-Barriga. 33. Indigenous Resistance and Revolt in Latin America. T h e course explores ethnic conflict and rev­ olution in L atin A m erica, focusing on G uatem ala, M exico, Peru, and Bolivia. Readings for the course include ethnogra­ phies on rural and urban culture as well as more general works on anthropological theory. Fall semester. Diaz-Barriga. 34. Ecology, Peace, and Development in El Salvador. (N ote: Class will be taught in Spanish but papers may be written in English.) There is little disagreement that prolonged and pronounced social injustice was the fun­ damental factor that led to the war in El Salvador (1980-1992). Now, under U .N . aus­ pices, an agreement has been signed that not only has put an end to the fighting and set the terms for disarmament, but also has laid out an agenda for reconstruction, economic developm ent, and the consolidation of democracy. In this course, we will examine the various models, policies, and practices of development that are being proposed by 279 Sociology and Anthropology political parties, international institutions (including N G O s), and other civic groups in El Salvador. Spring semester. Samour, Diaz-Barriga. 37. Spanish American Society Through Its Novel. T his course will explore the relationship between society and the novel in Spanish America. Selected works by Carlos Fuentes, Mario Vargas Llosa, Gabriel García Márquez, Isabel A llende, Luisa Valenzuela, Elena Paniatowska, and others. (Cross-listed as 6 0 S A in Modem Languages.) Spring semester. Hassett and Muñoz. 40. Gender Politics in the Third World. T his course examines the debates in feminist thought, including the growing attention to the relationship between gender and other forms o f oppression; the cultural construc­ tions o f gender differences and their political significance in various societies in Asia, the Middle East and Africa; the way gender has been used in national movements for inde­ pendence and as symbols o f “authenticity” and finally, the way gender is informing stud­ ies o f international relations, econom ic development and state violence. Fall semester. Hajjar. N ot offered 1996-97. Grant. 53. Topics in Social Theory. This course deals with Kant’s and Hegel’s social philosophy insofar as it influenced the development o f modem social theory. Works by Marx, Weber, Durkheim, Freud, and criti­ cal theorists, neo-conservatives, and post­ modernists will also be discussed. Fall semester. Munoz. 55. Power, Authority, and Conflict. T his course analyzes the way in which power emerges, circulates, is augmented and resisted in diverse political contexts. Historical and contemporary cases are interrogated with the theoretical frameworks o f M arx, Weber, Gramsci, A rendt, Parsons, and Foucault. Issues include the question o f state autono­ my, political legitimacy, and the interpene­ tration of the personal and the political. N ot offered 1996-97. Wagner-Pacifici. 58. Cultural Representations. T h e course looks at models used by anthropologist/sociologists to analyze culture. Readings for the course will focus on symbol­ ic analysis, practice and meaning, experi­ mental ethnography, structuralism, and post­ modernism. T h e majority o f readings center on current debate in theories about culture. 46. Soviet Cinema. Spring semester. Diaz-Barriga. T h e early years o f the Soviet state produced some of the world’s finest filmmakers, revolu­ tionizing cinem atic form through new visions o f the political in the aesthetic. This course organizes a critical look at the modernist patriotic statements forged by early Soviet directors, with an emphasis on the work of Sergei Eisenstein. A background in Soviet history or permission o f the instructor is required. 61. An Introduction to Archaeology. Not offered 19 96-97. Grant. 4 7. Soviet Culture. T h e building o f the Soviet state was a vast undertaking which drew on high modernist visions o f cultural identity. T his course exam­ ines Soviet nationality and cultural policies through the lens o f anthropology and litera­ ture, with a particular view to the debates regnant in the nineteenth century and now again in a post-Soviet setting over whether Russia’s soul belongs to Europe or Asia.. 280 (See Classics 51 for description.) 64. Seeds of Change: The Environmental Consequences of the Agricultural Revolution in Prehistory. T his course investigates the im pact-of the Agricultural Revolution in prehistory on physical and social environments. W e exam­ ine the coevolutionary processes which transformed m obile foraging groups into sedentary farmers and herders following the end of the last Ice Age and focus on the eco­ logical and paleodemographic impacts of . increased reliance upon domesticated plants and animals for subsistence. W e will examine myths about prehistoric edens and indige­ nous populations as “Ecologically Noble Savages” and will attempt to use the archae­ ological record as a guide for selecting appro­ priate options for future agricultural develop­ ment. Spring semester. Speirs. 65. Primate Behavior. (See Bio 45 for description.) Fail semester, alternate years. Williams. 66. The Hominid Heritage: Special Topics in Paleoanthropology. The evolution of four presumably adaptive hominid behavioral repertoires and their anatomical substrates will be the focus of this course. Emphasizing the development o f ana­ lytical competence in evaluating paleoanthropological data, as well as critical reading o f the primary literature, we will examine changes in dietary, locomotor, symbolic and reproductive behavior over the course of human evolution and consider the implications of these devel­ opments for understanding and coping with several contemporary health and biocultural issues. Prerequisite: SA 1 0 or equivalent or instructor’s permission. Spring semester. Speirs. 67. The Idea of Race: Bio-Cultural Perspectives on Human Variation. A n introduction to the concept o f “race” and its diverse applications in evolutionary biology, the social construction o f identity, and lived experience. In surveying both “western” and “non-western” ideas spanning 2,500 years, we explore the dynamic relationship between biology and culture and between genotype and phenotype— whether physiologically or social­ ly constituted. W e consider the historical and adaptive foundations of modem human biodi­ versity and examine the use and abuse o f racial perspectives in anthropology, medicine and related sciences. America. May be taken without prerequisites with permission of instructor. (Cross-listed as Religion 30.) Spring semester. Piker. 72 . Shamanism. From New Age sweat lodges to Soviet Siberia, shamanic spirit mediums have been construed as everything from healers to magistrates to visionaries to political subversives. T his course explores anthropological literature on shaman­ ism in the U nited States, Russia, and South America in order to ask ourselves how we con­ stitute and appropriate the exotic. N ot offered 1996-97. Grant. 73. Islam in the Modern World. W e will study the social roots and contempo­ rary history of political Islam in the Middle East, the treatment o f Islam in Western social scien tific scholarship, including differing analyses o f the intersection o f politics and reli­ gion in Muslim societies, and the problems of discrimination and strategies o f integration for Muslim communities living in the West. T he purpose of this course is to critically assess the politics o f Islam and Western representations o f those politics in academic and media dis­ courses. N ot offered 1996-97. Hajjar. 7 7 . Art and Society. T h e course examines the relationship between art and society from a sociological perspective. This semester we shall use hermeneutics as a sociological method for the interpretation of literature. Selected works by Borges, Maim, Dostoevski, Neitzsche, and Plato will be exam­ ined. Prerequisite: permission o f the instructor. Not offered 1996-97. Speirs. N ot offered 1996-97. Munoz. 68. Urban Educatiun. 79. Language, Culture and Society. (See Education 68.) (Cross-listed with Linguistics 25.) 70. Religion as a Cultural Institution. Spring. Klein. The focus is primarily cross-cultural, and reli­ gion case materials will be drawn from both pre-literate and civilized traditions, including the modem W est. T h e following topics will he emphasized: religious symbolism; religious evo­ lution; religion as a force for both social stabil­ ity and social change; psychological aspects of religious belief; and religious change in modem 82. Law and Society: The Discourse of Rights in the U.S. This course explores the changing discourse o f legal and political rights in the U S throughout the 20th century, focusing primarily on rights for minority groups, as the legal domain has become the primary forum for socio-political struggles. W e will analyze theories of law and 281 Sociology and Anthropology social identity, the contours o f political debates, the legal records on issues relating to minority rights and the effects o f legal devel­ opments on contemporary society. to discuss their thesis proposals with faculty during the spring semester o f their junior year, especially if they are interested in the possibil­ ity o f field work. Fall semester. Hajjar. Members o f the Department. 84. Social Inequality. The following courses, T his course analyzes conflicting theoretical perspectives on the origins and meaning of social inequality. Empirical studies of both a historical and cross-cultural nature will be examined for the ways in which they engage alternative readings o f such issues as the nature and representations o f work, property, body, and mind in revealing and reproducing social inequalities. T h e approach is pheomenological: How are inequalities made social and how are they disrupted? Not offered 19 96-97. Wagner-Pacifici. 86. Culture, Illness, and Health. T his coutse will treat, 1) evolved human adap­ tations, with reference to health and illness; 2) cultural constructions o f and responses to ill­ ness, and 3 ) the intersection o f non-Western and W estern medical systems. Cross-cultural as well as evolutionary materials will be featured. Spring semester. Piker. 90. Research Internship. Interns receive research experience through placements in professional research settings. Juniors and seniors with a B average willing to commit 6 to 12 hours o f work on their project per week are eligible. Credit is normally award­ ed on a CR/NC basis, for a half to one credit. Sin ce available projects change, interested stu­ dents should see the instructor before registra­ tion. Interested students are also strongly encouraged to take S A 21. Fall and spring semesters. Charlton. 93. Directed Reading. Individual or group study in fields o f special interest to the students not dealt with in the regular course offerings. Consent of the depart­ ment chair and o f the instructor is required. For half or one credit. Members of the Department. 96-97. Thesis. Theses will be required of all majors. Seniors will normally take two consecutive semesters of thesis tutorial. Students are urged 282 with attachment, can be taken in preparation for External Examinations: S & A 55, 70, 84, 86. SEMIHARS 10 1. Critical Modern Social Theory. T h e development o f critical theory from Marx to Habermas. Works by Lukács, Adorno, Marcuse, Lyotard will be examined. Prerequisites: advanced work in Sociology/ Anthropology, Philosophy, or Political S c i­ ence; or permission o f the instructor. Spring semester. Munoz. 102. History and Myth. W e approach myth with an eye to hidden meanings but tend to read history at face value. T his course situates the canons o f W estern his­ toriography in cross-cultural perspective by looking broadly at issues of popular history, authenticity, memory, and the role o f history as epistemology. Selected films, along with core readings from Claude Lévi-Strauss, Karl Marx, W alter Benjam in, and Clifford Geertz will open discussion o f anthropological studies which blur the boundaries between history and myth. Fall semester. Grant. 104. Culture and Creativity. Evolutionary perspective on the question: how do we creatively make use o f cultural resources to construct ourselves and our life ways? Vast diversity o f human lifeways argues that such creative construction is a— perhaps the— hall­ mark o f human adaptation. Specific topics: human evolution; foraging band as the basic human pattern; human intelligence; human emotion; gender; biography; history. Readings include ethnographies, novels, native narra­ tives. Fall semester. Piker. 105. Modern Social Theory. A n analysis o f selected works by the founders of modem social theory and contemporary social theorists. Works by M arx, W eber, Durkheim, and Freud will be discussed. Prerequisites: advance work in Sociology/ Anthropology, Philosophy, or Political Sci­ ence; or permission o f the instructor. Fall semester. Muñoz. N ot offered 1996-97. Munoz. 107. Religion as a Cultural Institution. 116 . Human Rights in Theury and Practice. The following specific topics will be treated: religious evolution; religion as a force for both social stability and social change; the psycho­ logical bases for religious belief. Major theories to be considered include those o f Max Weber, Emile Durkheim, and Sigmund Freud. A crosscultural perspective will be emphasized, and attention will be paid to religious change in modem America. Not offered 19 96-97. Piker. 108. Sncial Inequality. This seminar analyzes conflicting theoretical perspectives on the origins and meaning of social inequality. Empirical studies of both a historical and cross-cultural nature will be examined for the ways in which they engage alternative readings o f such issues as the nature and representations of work, property, body, and mind in revealing and reproducing social inequalities. T h e approach is partly phenome­ nological: how are inequalities made social and how are they disrupted? Fall semester. Wagner-Pacifici. 110. Work and the Workplace. This seminar examines the meaning of life as it relates to work, on both micro and macro lev­ els, using the classic theoretical statements as well as case studies. Not offered 19 96-97. Charlton. 114. Political Sociology. This seminar analyzes the ways in which power emerges, circulates, is augmented, and resisted in diverse political contexts. Readings include Marx, Weber, Gramsci, Arendt, Parsons, and Foucault. This course deals with the emergence and institutionalization o f international human rights in the 20th century. W e start with polit­ ical theory (rights o f man, sovereignty, interna­ tional law) and developments concerning political and civil rights, social and economic rights, and indigenous “people’s rights.” W e then deal with various problems, including debates over universalism v. cultural rela­ tivism, enforcem ent in the state-centered international order, and states’ cooptation of human rights discourse to serve political ends. Finally, we focus on several case studies from the Middle East involving sovereignty, gender and religion, minorities, and international humanitarian intervention. Spring semester. Hajjar. 1 1 7 . Liberation Theology and Social Movement in Latin America. T his course looks at the concepts, practices, and history o f liberation theology and new social movements in Latin America, focusing on the ways Christian Base Communities (C E B s) and social m ovements (including human rights, women’s, urban and ecological) have articulated demands and sought to empower local communities. T h e relations between popular religion in Latin America and liberation theology will also be explored. N ot offered 1996-97. Diaz-Barriga, Lacey. 120. Gender and Culture. A comparative exploration of the social con­ struction of gender utilizing diverse theoretical and empirical perspectives. N ot offered 1996-97. Charlton. N ot offered 1996-97. Wagner-Pacifici. 180. Thesis. 115. Freud and Modern Social Theory. Candidates for Honors will usually write theses during the senior year. Students are urged to have their thesis proposals approved as early as possible during the junior year. The seminar divides into two parts. T h e first part is devoted to a close reading o f selected items from the Freudian canon. T h e second part will examine Freud’s contribution to cur­ rent social and cultural analysis. Besides works by Freud, works by M itchell, Rieff, Habermas, and Foucault will be examined. Members o f the Department. 283 Women’s Studies Coordinators: Comm ittee: JEANNE MARECEK (Psychology) (fall) ABBE BLUM (English Literature) (spring) Amy Bug (Physics) (spring) Joy Charlton (Sociology and Anthropology) Sibelan Forrester (M odem Languages and Literatures) Tamsin Lorraine (Philosophy) Sunka Simon (M odem Languages and Literature) Patricia White (English Literature) T h e program in W om en’s Studies provides stu­ dents with the opportunity to learn the contri­ butions o f women to society, science, and the arts; to study gender and gender roles in a vari­ ety o f social and historical contexts; to relate issues o f gender to those of race, class, and sex­ ual preference; and to explore new methods and theories arising from interdisciplinary study. W om en’s Studies encourages students to exam ine critically the representations o f women in religion, in the arts and literature, in social and political theory, and in the sciences. Students in any major, whether in Course or in the Honors Program, may add a concentration in W om en’s Studies to their program by fulfill­ ing the requirements stated below. Students in the'H onors Program may minor in W om en’s Studies or design a Focus in consultation with the W omen’s Studies Coordinator, following the guidelines outlined below. A ll students intending to pursue W om en’s Studies should submit their proposed program to the coordi­ nator o f the concentration when they submit their sophomore papers. A ll program proposals must be approved by the W om en’s Studies Committee. credit thesis or pursue an independent study as a substitute for regular course work. Students may also, with the approval of the Coordi­ nator, include in their programs courses on women and gender offered at Bryn Mawr, Haverford, the University o f Pennsylvania, and abroad. These courses can be accepted toward the concentration after they have received credit through appropriate depart­ ments. If the institution in which the course was offered has a Women’s Studies Program, the course in question must be cross-listed in that Program to be accepted as a Women’s Studies course at Swarthmore. W e encourage those students interested in receiving credit for applied or practical work, such as service learn­ ing projects, to consult the regulations on p. 61 o f the 1996-97 College Bulletin. Students will normally take the senior seminar in the spring semester of the senior year and complete the equivalent o f a comprehensive examination devised by the seminar instructor. It is recommended that potential concentra­ tors take W om en’s Studies 1, Introduction to W om en’s Studies, in their first or second year. The Jean Brosius W alton '35 Fund contributes to the support o f activities sponsored by the W om en’s Studies Committee. CONCENTRATION Each concentration must include a minimum o f five credits in W om en’s Studies. O ne course must be the senior seminar. Because Women’s Studies is an interdisciplinary program, the courses (or seminars) in each concentration must be selected from at least two different Divisions. Students may elect, w ith the approval of the Coordinator, to write a one- 284 HONORS PROGRAM Students in the Honors program may minor in W om en’s Studies by completing all require­ ments for the C oncentration in W om en’s Studies, completing Mcredit o f Seniors Honors Study and preparing for and taking one exter­ nal exam. T h e Senior Honors Study will be completed either semester o f the senior year and will consist o f a 2,500 word literature review essay. T h e essay will identify and discuss the contribution o f the several (no more than six) works in W om en’s Studies that have made the greatest impact on the student’s work in the concentration. T h e study will normally be undertaken in consultation with the Coor­ dinator o f W om en’s Studies. T h e review essay will become part o f the student’s porfolio and be sent to the external examiners. Students in the Honors program may choose to do a Focus in W om en’s Studies. Each Focus for External Examination must include 4 honors preparations. T h e Focus must include 1) two Honors preparations w ithin the student’s departmental major, and 2) two Honors prepa­ rations outside o f the student’s departmental major, all four o f which have been approved by the W omen’s Studies Comm ittee as W om en’s Studies Honors preparations. In addition, stu­ dents doing a focus in W om en’s Studies must participate in the senior seminar and complete one credit of Senior Honors Study in Women’s Studies. Honors preparation in W om en’s Studies may include combinations of courses as well as sem­ inars and theses, subject to the approval of departments and the W om en’s Studies Com ­ mittee. Students should remember that courses and Honors units may have prerequisites for which they will be responsible. A student is urged to consult with the department which offers a course or seminar to be sure that she or he is eligible to use it as a preparation for Honors. Courses o n women and gender regularly offered for the concentration include: Biology 43. History and Critique of Biology. Biology 93. Directed Reading in Feminist Critiques of Biology. Classics 34. Women in Classical Literature. Economics 43. Public Policy and the American Family. Economics 73. Women and Minorities in the Economy. Education 61. Women and Education. English 10. Ways of Seeing. English 1 1 . Illicit Desires in Literature. English 15. Fictions of Identity. English 29. Inscriptions of the Feminine in 16th- and 17th-Century England. English 3 1. Renaissance Sexualities. English 34. Women and Writing 1750-1865. English 39. Romanticism and the Performance of Gender. English 44. Lesbian Novels Since WWIi. English 53. Contemporary Women’s Poetry. English 64. Topics in Asian American Literature: Poetry. English 82/Psychology 52. Representations of Women’s Identity. English 83. Cherchez la femme: The “ Mystery” of Women in the Mystery Genre. English 86. Women and Popular Cultures: Fiction, Film, and Television. English 88. Queer Media. English 89. Feminist Film and Media Studies. English 93. Lesbian Representation. English 112 . Women and Literature. History 10C. Freshman seminar: Sex and Gender in Western Traditions. History 10G. Women, Family and the Chinese State. History 18. Women in Preindustrial Europe. History 29. Sexuality and Society in Modern Europe. Histoiy 33. Women in Russia and the Soviet Union. History 52. The History of Manhood in America. History 54. Women, Society, and Politics. History 66. Topics in Latin American History: Latin American Women. History 89. Gender, Sexuality and Colonialism. Linguistics 25. Language, Culture, and Society. 285 Women’s Studies Literature 50G. Twentieth Century German Women in Film and Literature. Literature 51G. Gender and Race in German Cinema. Literature 61 SA. Women’s Testimonial Literature of Latin America. Modern Languages: French 12L. Introduction à l’analyse littéraire. Modern Languages: French 40. Literary Theory and Early Modern French Fiction. Modern Languages: French 61. Odd Couplings: Writings and Readings Across Gender Lines. Modern Languages: French 75/ Philosophy 75: Theorizing Otherwise: French Women. Modern Languages: French 76: Ecritures Françaises au Féminin. Modem Languages: French 102: Théâtre Classique. Modem Languages: German 77/Literature 77G . Literature of Decadence. Modern Languages: German 88. Frauen und Film. Modern Languages: Russian 79R. Russian Women Writers Music and Dance 10. Women in Music: Composers. Music and Dance 36. Dance and Gender. Peace Studies 40. Women and Peace. Philosophy 45. Philosophical Approaches to the Question of Woman. Philosophy 145. Feminist Theory Seminar. Political Science 13. Feminist Political Theory. Political Science 3 1. Difference, Dominance, and the Struggle for Equality. Political Science 32. Gender, Politics and Policy in America. Psychology 44. Psychology and Women. Religion 24. Women and Religion. 286 Religion 33. Rlack Women and Religion in the United States. Religion 103. Women and Spirituality. Sociology and Anthropology 7 . Gender, Power, and Identity. Sociology and Anthropology 40. Gender Politics in the Third World. Sociology and Anthropology 120. Gender and Culture. Women’s Studies 1 . Introduction to Women’s Studies. T his introductory course uses the analytic tools arising from the study o f gender, race, and class to examine the acquisition, organization, and dissemination o f knowledge. It is intended for students considering a concen tration in W om en’s Studies and pondering the role of gender construction in their major disciplines. Each year the course will be designed around one overarching topic crucial to women’s lives, the representation o f women’s experiences, and theory and research in the field. This year’s course will be an interdisciplinary study o f the body. W e will trace the appearances, develop­ ment, and signification of “body-talk” from the late eighteenth century to today— i.e., rhetoric, textuality, architecture, ethnography, and science of the female body, o f woman as figure, and o f individual historical women in W estern and Non-W estern societies. Spring 1997. Simon. Women’s Studies 91. Seminar in Women’s Studies. A n advanced seminar emphasizing theoretical and methodological questions' which arise when women are placed at the center o f study, and in which students engage in research pro­ jects based upon their prior work with gender in the various disciplines. T his class is required of, and normally limited to, W om en’s Studies concentrators and students completing a Focus for Honors. It must normally be taken in the senior year and cannot be used to fulfill distri­ bution requirements. Wnmen’s Studies 92. Thesis. A one-credit research project, culminating in the prepraration of a written document, for stu­ dents majoring in Course. Women’s Studies 192. Thesis. A two-credit research project, culminating in the preparation o f a written document, for student participating in a Focus for Honors. VI The Corporation Board of Managers Alumni Association Officers & Alumni Council The Faculty 288 Administration Visiting Examiners Degrees Conferred Awards and Distinctions Enrollment Statistics The Corporation January 1, 1996 to D ecember 31 , 1996 Neil R. Austrian, Chairman ! 22 Ballwood Road Old Greenwich, C T 06870 Harry D. Gotwals, Assistant Secretary Swarthmore College Swarthmore, PA 19081 J. Lawrence Shane, Vice Chairman 21 College Avenue Swarthmore, PA 19081 Suzanne P. Welsh, Treasurer Swarthmore College Swarthmore, PA 19081 Edward ]. Steiner, Secretary Clover Yams, Inc. Cedar Beach Road P.O. Box 354 Milford, DE 19963 Louisa C . Ridgway, Assistant Treasurer Swarthmore College Swarthmore, PA 19081 Board of Managers Neil R. Austrian, Chairman 22 Ballwood Road Old Greenwich, C T 0687Ö ]. Lawrence Shane, Vice Chairman 21 College Avenue Swarthmore, PA 19081 Edward ]. Steiner, Secretary Clover Yams, Inc. Cedar Beach Road P.O. Box 354 Milford, D E 19963 Ex officio Alfred H. Bloom Chairman o f the Board Emeritus Eugene M. Lang 912 Fifth Avenue New York, N Y 10021 Currenl Term Expires December, 1996 Neil R. Austrian 22 Ballwood Road Old Greenwich, C T 06870 William F. Lee, Jr. 10 Ogden Avenue Swarthmore, PA 19081 Dulany Ogden Bennett 2865 N W Thurman Street Portland, O R 97210 William G . Nelson, IV Harris Data 611 N . Barker Road Brookfield, W I 53045 *Joan B. Berkowitz 1940 35th Street, N.W. Washington, D.C . 20007 Julie Lange Hall 1161 Pine Street Winnetka, IL 60093 Lillian E. Kraemer Simpson, Thatcher & Bartlett 425 Lexington Avenue New York, N Y 10017-3909 *Nominated by the Alumni Association **Lourdes Rosado 45 S . Merion Avenue Bryn Mawr, PA 109010 *C . William Steelm an P.O. Box 1354 Nantucket, M A 02554 **Young Alumni Manager 289 Board of Managers » Current Term Expires December, 1997 Nancy Y. Bekavac Scripps College 1030 Columbia Avenue Claremont, C A 91711 ♦Marilyn J. Holifield 701 Brickell Avenue Suite 3000 Miami, FL 33131 ♦♦Miriam Jorgensen 351 Commonwealth Avenue, #9 Boston, M A 02115-1920 Lloyd W. Lewis 65 Twin Pine Way G len Mills, PA 19342 James W. Noyes 9 Back River Circle Savannah, G A 31411 Barbara Hall Partee 50 Hobart Lane Amherst, M A 01002 J. Lawrence Shane 21 College Avenue Swarthmore, PA 19081 Marc J. Sonnenfeld Morgan, Lewis & Bockius 2000 O ne Logan Square Philadelphia, PA 19103-6993 Edward J. Steiner " Clover Yams, Inc. Cedar Beach Road P.O. Box 354 Milford, DE 19663 ♦Jeffrey A . Wolfson PAX Options/BOTTA Trading 440 S . LaSalle St., Suite 3112 Chicago, IL 60605 Current Term Expires December, 1998 ♦♦Sam eer Ashar 45 Davenport Street Cambridge, M A 021 4 0 ♦Frederick W. Kyle 1900 Rittenhouse Square Apt. 15B Philadelphia, PA 19103 Jane Lang Sprenger & Lang 1614 20th Street, N W Washington, D C 20009 ♦Davia B. Temin 530 E 90th Street, 5K New York, N Y 10128 Current Term Expires December, 1999 Mary Schm idt Campbell 457 W. 144th Street New York, N Y 10031 ♦Barbara J. Dingfield 3 2 4 6 Cascadia Avenue, South Seattle, W A 98144 Office o f the President Colgate University 13 O ak Drive Hamilton, NY 13346 Graham O . Harrison 8017 Grand Teton Drive Potomac, M D 20854 Samuel L. Hayes III 545 Nahatan Street Westwood, M A 02090 290 James C . Hormel Equidex, Inc. 19 Sutter Street San Francisco, C A 94104-4901 . Barbara Weber Mather Pepper, Hamilton & Sheetz 3000 Two Logan Square 18th and A rch Streets Philadelphia, PA 19103-2799 ♦♦Preston C . Polk, Jr. 307 W est 74th Street, Apt. 4A New York, NY 10023 -Marge Pearlman Scheuer 101 Central Park W est New York, N Y 10023 ♦W illiam C . Sto tt Marshfield Associates Investment Counsel 51 Collins Road Northboro, M A 01532 Emeriti. John C . Crowley 615 Linda Vista Avenue Pasadena, C A 91105-1122 Richard M. Hurd 337 13th Avenue Bethlehem, PA 18018 Clark Kerr 8300 Buckingham Drive El Cerrito, C A 94530 Jerome Kohlberg, Jr. Kohlberg & Company 116 Radio Circle Mt. Kisco, NY 10549 Walter Lamb 147 Tannery Run Circle Berwyn, PA 19312 Elizabeth J. McCormack Rockefeller Family & Associates Room 5600 30 Rockefeller Plaza New York, N Y 10112 Charles C . Price III Quadrangle C-301 3300 Darby Road Haverford, PA 1904T 1061 Sue Thomas Turner 5595 Cook Road Alfred Station, NY 14803 Richard B. W illis 1314 Foulkeways Gwynedd, PA 19436 Committees Of The Board The Chairman o f the Board is an ex officio member o f every Committee. Executive Development Neil R. Austrian, Chairman J. Lawrence Shane, Vice Chairman Dulany Ogden Bennett Graham O . Harrison James C . Hormel Richard M. Hurd Eugene M. Lang William F. Lee, Jr. Barbara H. Partee Marge Pearlman Scheuer Edward J. Steiner William F. Lee, Jr., Chair Edward J. Steiner, V ice Chair Neil R . Austrian Joan B. Berkowitz Mary Schm idt Campbell James C . Hormel Frederick Kyle Eugene M. Lang James W. Noyes M ark J. Sonnenfeld C . W illiam Steelm an A lan Symonette Davia Temin Thomas Henderer, ex officio Joh n Goldman, ex officio Finance and Trusts Administration J. Lawrence Shane, Chair Barbara Weber Mather, Vice Chair Richard M. Hurd Lillian E. Kraemer Frederick Kyle Walter Lamb James W. Noyes Marc J. Sonnenfeld Edward J. Steiner Richard B. W illis Jeffrey Wolfson Instruction and Libraries Dulany Ogden Bennett, Chair N eil Grabois, Vice Chair Sameer Ashar Nancy Y. Bekavac Joan B. Berkowitz Mary Schm idt Campbell Julie Lange Hall Marilyn J. Holifield Miriam Jorgensen Jane Lang Clark Kerr Board of Managers Barbara W eber Mather W illiam G . Nelson Barbara H. Partee Charles C . Price III Marge Pearlman Scheuer Davia Temin Sue Thomas Turner Jeffrey Wolfeon Investment Graham O . Harrison, Chair Samuel L. Hayes, III, Vice Chair Terry G lenn Jerome Kohlberg, Jr. Eugene M. Lang J. Lawrence Shane A n n Brownell Sloane W illiam Steelm an Ira T. Wender Richard B . W illis Nominating James C . Hormel, Chair Nancy Bekavac Julie Lange Hall Jerome Kohlberg, Jr. Lloyd W. Lewis James W. Noyes Marc Sonnenfeld 292 Property Richard M. Hurd, Chair Lloyd W. Lewis, Vice Chair Joh n C . Crowley Marilyn J. Holifield Miriam Jorgensen Lillian E. Kraemer W alter Lamb Jane Lang William F. Lee, Jr. Lourdes Rosado Marge Pearlman Scheuer Two faculty members Two student members Student Life Barbara H. Partee, Chair Lourdes Rosado, Vice Chair Sameer Ashar Nancy Y. Bekavac Dulany Ogden Bennett Neil Grabois Julie Lange Hall James C . Hormel Eugene M. Lang Jane Lang W illiam G . Nelson Sue Thomas Turner Three faculty members Five student members J Alumni Association Officers & Alumni Council 4 --------------------------------I President Zone C I Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont Alan A. Symonette ’76 » President Designate I Elenor G . Reid ’67 I Vice Presidents I John A . Riggs ’64 I Glenda M. Rauscher ’69 I Secretary I Jacqueline Edmonds Clark ’74 H Terms Expire in June I Zone A I Delaware, Pennsylvania sa» I David Newcomer ’8 0 1 York, PA JH I Doris Morrell Leader ’4 4 ’ York, PA » I Joseph M. Ortiz ’7212 Merion Station, PA I I Anne Matthews Rawson ’50 ‘ Swarthmore, PA I Barbara Seymour ’633 Swarthmore, PA I I Anne Titterton ’862 Philadelphia, PA if Zone B Christine Frasch Caldwell ’742 Stratham, NH Roberta A . Chicos ’l l 3 Arlington, M A J. Andrew Daubenspeck ’663 Lebanon, NH Dean W. Freed ’432 A cton, M A Marilyn Modarelli Lee ’56* Greenfield, M A Lisa A . Steiner ’54* Cambridge, M A Zone D District o f Columbia, Maryland, Virginia Margery G . Dunn ’632 Washington, D.C. Cynthia Norris Graae ’623 Washington, D.C. A nne Newman Hirshfield ’703 Columbia, MD C olleen A . Kennedy ’72* Arlington, VA Betty-Jo Matzinger Lash ’872 Alexandria, VA Andrew D. Pike ’722 McLean, VA I New Jersey, New York I I Penelope Owens Adelmann ’663 Scarsdale, NY I Alice Higley G ilbert ’4 8' Garden City, NY I I James A . Perkins ’3 4 2 Princeton, NJ Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota, Texas, W est Virginia, Wisconsin I Robin Mery Potter ’723 Westfield, NJ Diana Scott Beattie ’562 Morgantown, W V I I Susan A . R ech '19' Plattsburgh, NY Charles L. Bennett 'll' Chicago, IL I Harlan Stabler Sexton ’792 Bronx, NY Dagmar Strandberg Hamilton ’533 Austin, T X 9 8 * ZoneE Jean L. Kristeller ’74* Terre Haute, IN 1 term ends 1997 2 term ends 1998 3 term ends 1999 293 Linda J. Lee ’693 New Berlin, W I Melissa Dietz Lojek ’722 Grand Rapids, Ml Dorothy W att Williams ’60' Lakewood, O H Zone F Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, lènnessee, territories, dependencies, and foreign countries Eileen N ixon Meredith ’653 A tlanta, G A Elizabeth Letts M etcalf ’42' Coral Gables, FL Connection Representatives Boston Roxbury, M A Los Angeles Walter UochraivBond ’70 Altadena, C A New York Jim DiFalco ’83 New York, N Y North Carolina Priscilla C o it Murphy ’67 Chapel H ill, N C Paris Christine L. Moe ’792 A tlanta, G A Elizabeth McCrary ’83 Paris, France Mark T. Shullenberger ’723 Paris, France Philadelphia Jean R . Stem light ’792 Tallahassee, FL Zone G Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New M exico, Oregon, U tah, Washington, Wyoming C . Geoffrey Davis ’733 Burlingame, C A Stratton C . Jaquette ’6 6 2 Los A ltos, C A Judith A itken Ramaley ’6 3 1 Portland, O R Martha Salzman Gay ’69 Fort Washington, PA San Francisco Sohali Bengali ’79 Redwood City, C A Seattle Deborah Read ’87 Seattle, WA South Florida Mark Shapiro ’88 Miami, FL Washington, DC Chevy Chase, MD Joanna Dalrymple Stuart ’552 Portland, O R Chair of Connections Richard R. Truitt ’6 6 3 Portland, O R Don Fujihira ’69 New York, NY Members at Large Cynthia A . Jen er ’74' Philadelphia, PA Debby Van Lenten ’90 Hamden, C T 1 term ends 1997 2 term ends 1998 294 3 term ends 1999 The Faculty Alfred H. Bloom, B .A ., Princeton University; Ph.D., Harvard University, President and Professor o f Psychology and Linguistics. 3 24 Cedar Lane. Jennie Keith, EMERITI Elisa AsensiO, M .A ., Middlebury College, Professor Emerita o f Spanish. A pt. 3207, 3300 Darby Road, Haverford, PA 19041- B .A ., Pomona College; M .A. and Ph.D., Northwestern University, Provost and Centennial Professor of Anthropology. 612 Ogden Avenue. George C. Avery, B.A ., M .A ., and Ph.D., University of Pennsylvania, Professor Emeritus o f German. 230 Haverford Avenue. Ngina Lythcott, A .B ., Simmons College; M.S.W., Sm ith College; M.P.H. and Dr.P.H., University of California at Los Angeles, Dean of the College. 925 Strath Haven Avenue. Lydia Baer, Paul J . Aslanian, B.A ., M .B.A ., University of Washington; C.P. A ., Vice President for Finance and Planning. Swarthmore College. Robert A . Barr, J r ., B .A ., Swarthmore College; M .A ., University of Pennsylvania, Dean Emeritus o f Admissions. Strath Haven Condominiums, Apt. 719, 801 Yale Avenue. Harry D. Gotwals, B.A . and M .A .S., Johns Hopkins University, Vice President-Alumni, Development, Public Relations. 550 Elm Avenue. Martin 0. Warner, B .A ., University of North Carolina at Chapel Hill; M .A ., Duke University, Registrar. Swarthmore College. Amy V. Morrison, B.A . and M .L.S., Rutgers University, A cting College Librarian. Swarthmore College. Wendy E . Chmielewski, B .A ., Goucher College; M .A . and Ph.D., State University of New York at Binghamton, Cooley Curator of the Swarthmore College Peace Collection. Swarthmore College. Emi K. Horikawa, B .S., University of Nevada; M .A ., University of U tah, Science Librarian. 3 09 Rutgers Avenue. Steven W. Sowards, B .A ., Stanford University; M .A ., M .L.S., Ph.D., Indiana University, Humanities Librarian. 3 Crum Ledge. Kathryn M . Cleland, B.A . and M .A ., SUNY, Albany; M .A ., University o f Chicago, Social Sciences Librarian. 1295 N orth Providence Road, E102, Media, PA 19063. David E . Ramirez, B.A ., M .A ., and Ph.D., University o f Texas, Director o f Psychological Services. Swarthmore College. B.A ., Oberlin College; M .A . and Ph.D., University o f Pennsylvania, Professor Emerita o f German. Manatee River Hotel, Bradenton, FL 33505. Paul H. Beik, B .A ., U nion College, M .A . and Ph.D., Columbia University, Centennial Professor Emeritus of History. 2461 Venetian Way, W inter Park, FL 32789. Oleksa-Myron Bilaniuk, Cand. Ingeanieur, Universitea de Louvain; B.S.E ., B .S., M .S., M .A ., and Ph.D., University o f Michigan, Centennial Professor Emeritus o f Physics. 100 Plush M ill Road, Wallingford, PA 19086. David L . Bowler, B .S. in E.E., Bucknell University; M .S. in E.E., Massachusetts Institute of Technology; M .A . and Ph.D., Princeton University, Howard N. and Ada J. Eavenson Professor Emeritus o f Electrical Engineering. 505 Yale Avenue. Alice Brodhead, B .S. and M .A ., University o f Pennsylvania, Professor Emerita of Education. Stonegates #2, 4031 K ennett Pike, Greenville, DE 19807. Hilde D. Cohn, Dr. Phil., University of Heidelberg, Professor Emerita of German, c/o Irene Stein, 90 Jamestown Road, Belle Head, NJ 08502. Tatiana M . Cosman, b .a . and M .A ., Middlebury College; M .A ., Columbia University; Ph.D., New York University, Assistant Professor (part-time) Emerita of Russian. Riddle Village, #215 Williamsburg, Media, PA 19063-6032. 295 Faculty Gomer H. Davies, B .S., East Stroudsburg State College; Ed.M., Temple University, Professor Emeritus o f Physical Education. 212 Plush M ill Road, Wallingford, PA 19086. Paul C. Mangelsdorf, Jr., B.A ., Swarthmore College; Ph.D., Harvard University, Morris L. C lothier Professor Emeritus of Physics. 110 Cornell Avenue. William C- Elmore, B.S., Lehigh University; Ph.D., Yale University, Morris L. Clothier Professor Emeritus o f Physics. Dunwoody Village C H 3, 3 5 0 0 W est Chester Pike, Newtown Square, PA 19073. John D. McCrumm, Lewis H. Elverson, Philip Metzidakis, B .A ., Dartmouth College; Ph.D., Yale University, Professor Emeritus o f Spanish. 113 Governors Drive, Wallingford, PA 19086. B .S., University of Pennsylvania, Professor Emeritus o f Physical Education for Men. 5 35 Cornell Avenue. Edward A . Felmel, B .S., M .S., and Ph.D., Lehigh University, Edmund A llen Professor Emeritus o f Chemistry. 120 Paxon Hollow Road, Rose Tree, Media, PA 19063. Launce J . Flemister, B .A ., M .A . and Ph.D., Duke University, Professor Emeritus of Zoology. 3 6 Deerfield Road, H ilton Head, S C 29926. Charles E . Gilbert, B .A ., Haverford College; Ph.D., Northwestern University, Professor Emeritus o f Political Science. 223 Kenyon Avenue. Barbara Lange Godfrey, Dean Emerita of Women. W hite Horse Village, B102 Gradyville Road, Newtown Square, PA 19073. Mark A . Heald, B .A ., Oberlin College; M .S. and Ph.D., Yale University, Morris L. Clothier Professor Emeritus o f Physics. 42 0 Rutgers Avenue. Eleanor K. Hess, B .S. and M .S., University o f Pennsylvania, Professor Emerita o f Physical Education. 5 Plush M ill Road, Wallingford, PA 19086. George Krugovoy, B .A ., M .A ., and Ph.D., Philosophical Institute, Salzburg, Austria, Professor Emeritus o f Russian. 562 Juniata Avenue. Sarah Lee Lippincott Zimmerman, B.A ., University o f Pennsylvania; M .A ., Swarthmore College; D .Sc., Villanova University, Professor Emerita o f Astronomy and Director Emerita o f the Sproul Observatory. 3 06 Bell Road, Cinnaminson, NJ 08077-2916. B.A . and M .S., University o f Colorado, Howard N. and Ada J. Eavenson Professor Emeritus of Engineering. Arlington # 417, Riddle Village, Media, PA 19063. Ifene Moll, B .S. in Ed., University o f Kansas; M .A ., Texas University for Women, Associate Professor Emerita o f Physical Education for Women. P.O. Box 427, Lawrence, KS 66044-0429. John M . Moore, B .A ., Park College; B.D., U nion Theological Seminary; M .A ., Harvard University; Ph.D., Columbia University, Professor Emeritus o f Philosophy and Religion. #C -3, 400 N. Walnut Street, West Chester, PA 19380. Kathryn L . Morgan, B .A ., Virginia State College; M .A ., Howard University; M .A . and Ph.D., University o f Pennsylvania, Sara Lawrence Lightfoot Professor Emerita o f History. A pt. 710, Strath Haven Condominiums. Bernard Morrill, B .S. in M .E., Massachusetts Institute o f Technology; M .M .E., University o f Delaware; Ph.D., University of Michigan, Henry C . and J. A rcher Turner Professor Emeritus o f Engineering. 1014 Strath Haven Condominiums. Helen F. North, B .A ., M .A ., and Ph.D., Cornell University, Centennial Professor Emerita of Classics. 604 Ogden Avenue. Martin Dstwald, B.A ., University of Toronto; M .A ., University o f Chicago; Ph.D., Columbia University, W illiam R . Kenan, Jr., Professor Emeritus o f Classics. 408 Walnut Lane. Susan Snyder, Harold E . Pagliaro, A .B., M .A ., Ph D., Columbia University, Alexander Griswold Cummins Professor Emeritus o f English Literature and Provost Emeritus. 5 36 Ogden Avenue. B.A ., Hunter College; M.A. and Ph.D., Columbia University, G il and Frank Mustin Professor Emerita o f English Literature. 2939 Van Ness Street, Washington, D C 20008-4607. Dean Peabody, B .A ., Swarthmore College; Ph.D., Harvard University, Professor Emeritus of Psychology. 405 Rogers Lane, Wallingford, PA 19086. Barbara Yost Stewart, B .A ., Swarthmore College; M .A . and Ph.D., Bryn Mawr College, Professor Emerita o f Biology, 238 Copper B eech Drive, Blue Bell, PA 19422. Jean Ashmead Perkins, B .A ., Swarthmore College; M .A . and Ph.D., Columbia University, Susan W. Lippincott Professor Emerita of French. 913 Strath Haven Avenue. Francis P. Tafoya, B .s. and M.A., University o f Colorado; Ph.D., Yale University, Professor Emeritus o f French and Spanish. 620 North Chester Road. Ernest J . Prudente, B .S. and M .S., University of Pennsylvania, Professor Emeritus of Physical Education. 9 14 Surrey Road, Media, PA 19063. Peter T. Thompson, B .A ., T h e Johns David Rosen, B.A ., New York University; M.A. and Ph.D., University o f Pennsylvania, Professor Emeritus of Mathematics. 394 Riverview Road. Derek Traversi, Alburt M. Rosenberg, B .A ., Harvard University; M .S.,University of Florida; Ph.D., University of Pennsylvania, Associate Professor Emeritus of Natural Science. P.O. Box 1593, Harwich, M A 02645. Robert E . Savage, B .A ., O berlin College; M.S. and Ph.D., University o f Wisconsin, Isaac H. Clothier, Jr., Professor Emeritus of Biology. 411 Vassar Avenue. Rernard S. Smith, B.A . and M .A ., University o f Oxford; Ph.D., Harvard University, Professor Emeritus o f History. David G. Smith, B .A ., and M .A ., University of Oklahoma; Ph.D., T h e Johns Hopkins University, Richter Professor Emeritus of Political Science. 448 S . Jackson Street, Media, PA 19063. Simone Voisin Smith, Licence et Lettres, University of Grenoble, Professor Emerita of French. 125 Forest Lane. Gilmore Stott, B.A . and M .A ., University of Cincinnati; B.A . and M .A ., University of Oxford; M .A . and Ph.D., Princeton University, Associate Provost Emeritus and Associate Dean o f the College Emeritus. 318 Dartmouth Avenue. Hopkins University; Ph.D., University of Pittsburgh, Professor Emeritus o f Chemistry. 203 College Avenue. B.A . and M .A ., University of Oxford, Alexander Griswold Cummins Professor Emeritus of English. 12 Richmond Mansions, Denton Road, Twickinham, Midd, T W 1, 2HH, England. P. Linwood Urban, Jr., B .A ., Princeton University; S.T.B ., S.T.M ., and Th.D ., General Theological Seminary, Charles and Harriet C ox McDowell Professor Emeritus of Religion. 20 South Princeton Avenue. Hans Wallach, Dr. Phil., University of Berlin, Centennial Professor Emeritus of Psychology. Harston Hall, 35 0 Haws Lane, Flourtown, PA 19031. Neal A . Weber, B .A ., M .S., and D .Sc., University of North Dakota; M .A . and Ph.D., Harvard University, Professor Emeritus of Zoology. 1805 Aaron Drive, Tallahassee, FL 32303. M . Joseph WilliS, B.C .E., University of Washington; M .S., Cornell University; Ph.D., T h e Johns Flopkins University, Professor Emeritus o f Engineering. Swarthmore College. Jerome H. Wood, J r ., B .A ., Howard University; Ph.D., Brown University, Professor Emeritus o f History. 103 E. Providence Rd., Aldan, PA 19018. Faculty Harrison M . Wright, B .A ., M .A ., and Ph.D., Harvard University, Isaac H. Clothier Professor Emeritus o f History and International Relations and Provost Emeritus. P.O. Box 209, Jamestown, R I 02855. PROFESSORS Robert C. Bannister, B .A . and Ph.D., Yale University; B.A . and M .A ., University of Oxford, Scheuer Professor of History. 737 Harvard Avenue. H. Searl Bunn,2B .S.E. and M .S.E., Princeton University; Ph.D., Brown University, Henry C . and J. A rcher Turner Professor of Engineering. 603 Elm Avenue. Robert S. Du Plessis,1 B .A ., Williams College; M .A . and Ph.D., Columbia University, Professor o f History. 211 Rutgers Avenue. Middlebury College; I M .A . and Ph.D., University of Chicago, Professor of Philosophy. 423 Harvard Avenue. 1 John Baugh, Thomas H. Blackburn,2B .A ., Marion J . Faber,3B.A . and M .A ., University o f California, Berkeley; Ph.D., Harvard University, Professor o f German. 234 Benjam in W est Avenue. John R. Boccio, B .S., Polytechnic Institute o f Brooklyn; Ph.D., Cornell University, Professor o f Physics. 3 1 8 N orth Chester Road. James D. Freeman, B .A ., M .A ., and Ph.D., Harvard University, Daniel Underhill Professor o f Music and Director o f the Orchestra. 206 Martroy Lane, Wallingford, PA 19086. Thompson Bradley,1 B .A ., J . William Frost,2B .A ., Amherst; B.A . and M .A ., University o f Oxford; Ph.D., Stanford University, Centennial Professor of English Literature. 801 Yale Avenue #1001. Yale University; M .A ., Columbia University, Professor of Russian. Price’s Lane, Moylan, PA 19065. Peter J . Ceilings, B .A ., Amherst College; M.Ph. and Ph.D., Yale University, Morris L. C lothier Professor of Physics. 123 Locust Lane, Media, PA 19063. Michael W. Cothren, B .A ., Vanderbilt University; M .A . and Ph.D., Columbia University, Professor of A rt History. 611 Strath Haven Avenue. Susan P. Bavis, B .S., Springfield College; M .S., Sm ith College, Professor o f Physical Education. 2411 W hitehouse Road, Berwyn, PA 19312. Lee Bevin, B .A ., San Jose State College; M .A . and Ph.D., Indiana University, Professor o f English Literature and Director o f T h e Theatre. 603 Hillbom Avenue. 1 A bsent on leave, fall semester, 1996. 2 A bsent on leave, spring semester, 1997. 298 I Richard Eldridge, A .B., Randall L . Exon, B.F.A., Washburn University; M .A . and M.F.A., University of Iowa, Professor of Studio Arts. 431 Rogers Lane, Wallingford, PA 19086. B .A ., Temple University; M .A. and Ph.D., University o f Pennsylvania, Lang Visiting Professor o f Social Change. Swarthmore College. I I DePauw University; | M .A . and Ph.D., University o f Wisconsin, Howard M. and Charles F. Jenkins Professor of Quaker History and Research, and Director of I the Friends Historical Library. Swarthmore College. John E . Gaustad, A .B ., Harvard University; Ph.D., Princeton University, Edward Hicks Magill Professor o f Astronomy. 4 3 0 S. Chester Road. Kenneth J . Gergen, j r B .A ., Yale University; | Ph.D., Duke University, G il and Frank Mustin Professor of Psychology. 331 Rogers Lane, Wallingford, PA 19086. Scott F. Gilbert, B.A ., Wesleyan University; M .A . and Ph.D., T h e Johns Hopkins University, Professor of Biology. 224 Cornell Avenue. 3 Absent on leave, 1996-97. Stephen S. Golub, B .A ., Williams College; M.A. and Ph.D., Yale University, Professor of Economics. 600 Elm Avenue. Charles M. Grinstead, B.A ., Pomona College; M.A. and Ph.D., University of California, Los Angeles, Professor of Mathematics. 8 W hittier Place James H. Hammons, B .A ., Amherst College; M .A . and Ph.D., T h e Johns Hopkins University, Professor o f Chemistry. 17 Furness Lane, Wallingford, PA 19086. John J . HaSSett, B .A ., St. Francis College; M.A., University of Iowa; Ph.D., University of Wisconsin, Professor of Spanish. 514 S. Providence Road, Wallingford, PA 19086. Wulff D. HelntZ, Dr. rer. nat. Mudnchen University, Professor o f Astronomy. 540 Riverview Avenue. Robinson G. Hollister,3Jr| B.A ., Amherst College; Ph.D., Stanford University, Joseph W harton Professor of Economics. 1 W hittier Place. Raymond F. Hopkins, B .A ., O hio Wesleyan University; M .A ., O hio State University; M.A. and Ph.D., Yale University, Richter Professor of Political Science. 308 Ogden Avenue. Constance Cain Hungerford,3B.A ., Wellesley College; M .A ., Ph.D., University of California, Berkeley, Professor of A rt History. 410 Dickinson Avenue. Gudmund R. Iversen, M .A ., University of Michigan; Ph.D., Harvard University, Professor of Statistics, and Director, Center for Social and Policy Studies. 212 Elm Avenue. John B. Jenkins, B .S. and M .S., U tah State University; Ph.D., University of California, Los Angeles, Professor of Biology. 330 Cornell Avenue. Charles F. Kelemen, B .A ., Valparaiso University; Ph.D., Pennsylvania State University, Professor of Computer Science and Mathematics. 2105 N. Providence Road, Media, PA 19063. Deborah G. Kemler Nelson, B.A ., M .A ., and Ph.D., Brown University, Professor of Psychology. 211 Benjam in W est Avenue. T. Kaori Kitao, B .A . and M .A ., University of California, Berkeley; Ph.D., Harvard University, W illiam R. Kenan Jr. Professor of A rt History. 540 Westminster Avenue. Eugene A . Klotz, B .S., A ntioch College; Ph.D., Yale University, A lbert and Edna Pownall Buffington Professor of Mathematics. 735 Yale Avenue. Mark Kuperberg, B.A ., Amherst College: M .A . and Ph.D., Massachusetts Institute o f Technology. Professor of Economics. 147 Park Avenue. James R. Kurth,3B .A ., Stanford University; M .A . and Ph.D., Harvard University, Professor of Political Science. 100 Rutgers Avenue. Hugh M . Lacey,1 B.A . and M .A ., University o f Melbourne; Ph.D., Indiana University, Eugene M. Lang Research Professor of Philosophy. 4 W hittier Place. Gerald Levinson, B .A ., University of Pennsylvania; M .A . and Ph.D., University of Chicago, Professor of Music. 307 Maple Avenue. Mark Jacobs,3B .A ., Lillian M . Li, Charles L . James,3B .S., Nelson A . Macken, B .S., Case Institute of Technology; M .S., Ph.D., University of Delaware, Professor o f Engineering. 250 Haverford Avenue. 1 Absent on leave, fell semester, 1996. 2 Absent on leave, spring semester, 1997. 3 Absent on leave, 1996-97. Harvard University; Ph.D., Stanford University, Centennial Professor of Biology. 6 06 N orth Chester Road. + State University of New York at New Paltz; M .S., State University of New York at Albany, Professor of English Literature. 402 Laurel Lane, Wallingford, PA 19086.12 A .B., Raddiffe College; A.M . and Ph.D., Harvard University, Professor of History. 308 Chestnut Avenue. 299 Faculty Jeanne Marecek, B .S., Loyola University; Ph.D., Yale University, Professor of Psychology. 325 S. Monroe Street, Media, PA 19063. Stephen B. Maurer, B .A ., Swarthmore College; M .A . and Ph.D., Princeton University, Professor of Mathematics. 206 Benjam in W est Avenue. Arthur E . McGarity, B .S., Trinity University; M .S.E., Ph.D., T h e Johns Hopkins University, Professor o f Engineering. 135 Rutgers Avenue. Brian A . Meunier, B.F.A., University of Massachusetts, Amherst; M.F.A., Tyler School of A rt, Temple University, Professor o f Studio Arts. 5 W hittier Place. Genrge Moskos, B.A ., Davidson College; M .A . and Ph.D., University o f Wisconsin, Madison, Professor o f French. 730 Yale Avenue. Braulio Munoz, B. A ., University o f Rhode Island; M .A . and Ph.D., University of Pennsylvania, Professor o f Sociology. 500 Harvard Avenue. Bonna Jo Hapoli, B .A ., M .A ., and Ph D., Harvard University, Professor o f Linguistics. 226 Park Avenue. Hans F. Oberdiek, B.S. and Ph D., University o f W isconsin, Professor of Philosophy. 4 1 0 Dickinson Avenue. Frederick L . Orthlieb, B .S. and M .S., Massachusetts Institute o f Technology; Ph.D., Cam egie-M ellon University, Professor of Engineering. 13 G reen Valley Road, Wallingford, PA 19086. Robert F. Pasternack, B.A . and Ph.D., Cornell University, Edmund A llen Professor of Chemistry. 8 00 Avondale Road, Wallingford, PA 19086. Steven i. Piker, B .A ., Reed College; Ph.D., University o f Washington, Professor of Anthropology. 125 Rutgers Avenue. 1 A bsent on leave, fall semester, 1996. 2 A bsent on leave, spring semester, 1997. 3 A bsent on leave, 1996-97. 300 Frederic L . Pryor, B.A ., Oberlin College; M .A . and Ph.D., Yale University, Professor of Economics (part-time). 740 Harvard Avenue. Charles Raff, B.A ., University o f Rochester; M .A . and Ph.D., Brown University, Professor o f Philosophy. 214 Rutgers Avenue. Gilbert P. Rose, B.A . and Ph.D., University of California, Berkeley, Professor of Classics. 551 Marietta Avenue. Robert Roza,910B .A ., University o f Toronto; M .A . and Ph.D., Princeton University, Susan W. Lippincott Professor o f French. 233 Cornell Avenue. Richard L . Rubin, A .B., Brown University; M .A . and Ph.D., Columbia University, Professor o f Political Science and Public Policy (part-time). Swarthmore College. Bernard Saffran,1 B .A ., City College of New York; Ph.D., University o f Minnesota, Franklin and Betty Barr Professor of Economics. 201 G arrett Avenue. Peter J . Schmidt, B .A ., Oberlin College; M .A . and Ph.D., University o f Virginia, Professor o f English Literature. 606 Elm Avenue. Allen M . Schneider, B .S., Trinity College; Ph.D., Indiana University, Professor of Psychology. 608 Elm Avenue. Richard Schuldenfrei, b .a . and M .A ., University o f Pennsylvania; Ph.D., University of Pittsburgh, Professor o f Philosophy. 2 Furness Lane, Wallingford, PA 19086. Barry Schwartz, B .A ., New York University; M .A . and Ph.D., University o f Pennsylvania, Dorwin P. Cartwright Professor o f Social Theory and Social A ction. 210 Garrett Avenue. Helene Shapiro,12 3B .A ., Kenyon College; M .A ., Princeton University; Ph.D., California Institute o f Technology, Professor of Mathematics. Swarthmore College. 9 Campus coordinator, Swarthmore Program in Grenoble, spring semester, 1997. 10 Program Director, Swarthmore Program in Grenoble, fall semester, 1997. Kenneth E . Sharpe, B .A ., Dartmouth College; M .S., London School o f Economics and Political Science; Ph.D., Yale University, Professor of Political Science. 521 Elm Avenue. Donald K. Swearer, B .A ., M .A ., and Ph.D., Princeton University; B.D. and S.T.M ., Yale Divinity School, Charles and Harriett Cox McDowell Professor o f Religion. 109 Columbia Avenue. ASSOCIATE PROFESSORS Mathalie F. Anderson, B .A ., Agnes Scott College; M .A ., Georgia State University; Ph.D., Emory University, Associate Professor o f English Literature. 302 N . Chester Road. Stephen P. Bensch, M .A ., University of Toronto; Ph.D., University o f California, Berkeley, Associate Professor of History. 614 Yale Avenue. M .A ., University o f St. Andrews; M .A ., University o f Toronto; Ph.D., Cambridge University, Professor o f Classics. 410 North Swarthmore Avenue. Alan Berkowltz,3M .A . Judith G. Voet, B .S., A ntioch College; Ph.D., Brandeis University, Professor of Chemistry. 368 Trevor Lane, Bala Cynwyd, PA 19004. Berkeley; B.A . and M .A ., Cambridge University; Ph.D., Yale University, Associate Professor of English Literature. 400 Walnut Lane. Philip M . Weinstein, A .B., Princeton University; A .M . and Ph.D., Harvard University, Alexander Griswold Cummins Professor o f English Literature. 510 Ogden Avenue. Karen Borbee, William N. Turpin, Douglas M . Weiss, A .T.C ., Professor of Physical Education. 117 S . Chester Road. Larry E . Westphal, B .A ., O ccidental College; Ph.D., Harvard University, Professor of Economics. Swarthmore College. Robert E . Williams, B .S., Delaware State College; M .S., Rutgers University, Marian Snyder Ware Professor o f Physical Education and Athletics. 507 O ak Crest Lane, Wallingford, PA 19086. Timothy C. Williams,3B .A ., Swarthmore College; A .M ., Harvard University; Ph.D., Rockefeller University, Professor o f Biology. 314 Rutgers Avenue. Craig Williamson, B.A ., Stanford University; M .A ., Harvard University; Ph.D., University o f Pennsylvania, Professor of English Literature. 602 Elm Avenue.12 1 Absent on leave, fall semester, 1996. 2 Absent on leave, spring semester, 1997. and Ph.D., University of Washington, Associate Professor of Chinese. Swarthmore College. Abbe Blum, B .A ., University o f California, B.S., University of Delaware; M.Ed., Widener University, Associate Professor o f Physical Education. 933 M itchell Avenue, Morton, PA 19070. Amy L.R . Bug, B.A ., Williams College; Ph.D., Massachusetts Institute o f Technology, Associate Professor o f Physics. 302 Cornell Avenue. John P. Caskey,1 B.A ., Harvard University; Ph.D., Stanford University, Associate Professor o f Economics. 220 W est Rittenhouse Square, Apt. 23C , Philadelphia, PA 19103. Joy Charlton, B.A ., University of Virginia; M .A . and Ph.D., Northwestern University, Associate Professor of Sociology. 503 North Chester Road. Erik Cheever, B .S., Swarthmore College; M .S.E. and Ph.D., University o f Pennsylvania, Associate Professor of Engineering. 423 S. Olive Street, Media, PA 19063. Miguel Díaz-Barriga, B .A ., University o f Chicago; M .A . and Ph.D., Stanford University, Associate Professor o f Sociology. 8B W hittier Place. 3 Absent on leave, 1996-97. 301 Faculty Erich Carr Everbach, A .B., Harvard College; M .S. in M .E., and Ph.D., Yale University, Associate Professor of Engineering. Swarthmore College. B .A ., Princeton University; M .A . and Ph.D., Harvard University, Visiting Associate Professor o f Religion. 332 Llandrillo Road, Bala Cynwyd, PA 19004- Sharon Friedler,3 B .A ., Colby College; Frank A . Moscatelli, B.S., C. w. Post College; M.S. and Ph.D., New York University, Associate Professor o f Physics. 302 Avondale Road, Wallingford, PA 19086. M.F.A., Southern Methodist University, Associate Professor o f Dance and Director of the Dance Program. 2 20 Vassar Avenue. Maribeth Graybill, B .A ., College of Wooster; M .A . and Ph.D., University of Michigan, Associate Professor o f A rt History. 5 15 Elm Avenue. Piator M . Jlldson,’ B .A ., Swarthmore College; M .A . and Ph.D., Columbia University, Associate Professor o f History. 4 8 6 Prospect Road, Springfield, PA 19064. Brigitte Lane,3Licence ebs d’Enseignement, Universitea de Paris, Sorbonne; M .A ., University o f Kansas; Ph.D., Harvard University, Associate Professor o f French. 739 Harvard Avenue. Ellen B . Magenheim, B.A ., University o f Rochester; M .A ., Ph.D., University of Maryland, Associate Professor o f Economics4 1 0 N orth Swarthmore Avenue. Michael Marissen,3B .A ., Calvin College; Ph.D ., Brandeis University, Associate Professor o f Music. 9 15 Harvard Avenue #1301. Ann Kosakowski McNamee, B .À ., W ellesley College; M .Phil. and Ph.D., Yale University, Associate Professor o f Music. 6 W hittier Place. Rachel Merz, B .A ., Western New Mexico University; M .S., University o f Florida; Ph.D., University o f Chicago, Associate Professor of Biology. 515 Elm Avenue. Karl Miran, B .A ., Middlebury College; M .A ., Lehigh University, Associate Professor of Physical Education. Swarthmore College. Lynne A . Molter, B .S. and B .A ., Swarthmore College; S.M . and Sc.D ., Massachusetts Institute o f Technology, Associate Professor o f Engineering. Swarthmore College. 3 A bsent on leave, 1996-97. 302 Vera B. Moreen, Michael L . Mullan, B.A ., University of California, Berkeley; M.Ed., Temple University; Ph.D.; University o f Delaware, Associate Professor o f Physical Education. 401 Rogers Lane, Wallingford, PA 19086. Rosaria V. Munson, Laurea in Lettere Classiche, Universitab degli Studi, Milano; Ph.D., University of Pennsylvania, Associate Professor o f Classics. Swarthmore College. Marjorie Murphy, B .A ., Jersey City State College; M .A ., San Jose State University; Ph.D., University o f California, Davis, Associate Professor o f History. 723 Yale Avenue. Carol Nackenoff, A .B., Sm ith College; M .A . and Ph.D., University of Chicago, Associate Professor o f Political Science. 222 Vassar Avenue. Stephen A . O’Connell, A .B., Oberlin College; Ph.D., Massachusetts Institute of Technology, Associate Professor o f Economics. Swarthmore College. K . Ann Renninger, B.A ., University of Pennsylvania; M .A . and Ph.D., Bryn Mawr College, Associate Professor o f Education. 20 President Avenue, Rutledge, PA 19070. Ellen M. Ross,3B.A ., Princeton University; M .A. and Ph.D., University o f Chicago, Associate Professor o f Religion. 604 Elm Avenue. Don Shimamoto,3B .S., Stanford University; M .A . and Ph.D., Brandeis University, Associate Professor o f Mathematics. ^Swarthmore College. Faruq M. A. Siddiqui, B.S., Bangladesh Unversity of Engineering and Technology; M.S. and Ph.D., University of Pittsburgh, Associate Professor o f Engineering. 636 Yale Avenue. Kathleen K. Siwicki, B .S., Brown University; M. Phil., Cambridge University; Ph.D., Harvard University, Associate Professor o f Biology. 109 Barley M ill Road, Wallingford, PA 19086. Usa Smulyan, B .A ., Swarthmore College; M.A.T., Brown University; Ed.D., Harvard Graduate School of Education, Associate Professor o f Education. 115 College Avenue. Thomas Stephenson,12B .S., Furman University; Ph.D., T h e University o f Chicago, Associate Professor o f Chemistry. 221 Woodward Road, Moylan, PA 19065. Robert E . Weinberg, B .S., Cornell University; M .A ., Indiana University; Ph.D., University o f California, Berkeley, Associate Professor of History. 940 Harvard Avenue. Hansjakob Werlen, M .A ., University of Notre Dame; Ph.D., Stanford University, Associate Professor of German. 515 Elm Avenue. R . Tyrene White, B.A ., Middle Tennessee State University; M .A ., Ph.D., O hio State University, Mari S . M ichener Associate Professor of Political Science. 318 N . Chester Road. Lee Wimberly, B.A . Stanford University; J.D ., University o f California at Berkeley, Associate Professor o f Physical Education. Swarthmore College. Janet C. Talvacchia, M .A ., Bryn Mawr College; Ph.D., University of Pennsylvania, Associate Professor o f Mathematics. Swarthmore College. Eva F. Travers, B.A ., C onnecticut College; M.A. and Ed.D., Harvard University, Associate Professor of Education. 416 Park Avenue. Richard Valelly,1 B .A ., Swarthmore College; Ph.D., Harvard University, Associate Professor of Political Science. Swarthmore College. Amy Cheng Vnllmer, B .A ., W illiam Marsh Rice University; Ph.D., University o f Illinois, Associate Professor of Biology. Swarthmore College. Rabin E . Wagner-Pacifici, B.A ., Brown University; M .A . and Ph.D., University of Pennsylvania, Associate Professor of Sociology. 330 North Princeton Avenue. Mark I. Wallace,2B.A ., University of California at Santa Barbara; M. Div., Princeton Theological Seminary; Ph.D., I University o f Chicago, Associate Professor i of Religion. 604 Elm Avenue. 1 Absent on leave, fall semester, 1996. 2 Absent on leave, spring semester, 1997. ASSISTANT PROFESSORS John Alston, B.M ., Yankton College; M.M ., University of Northern Iowa; Ph.D., Indiana University, Assistant Professor o f Music. Swarthmore College. Kim 0. Arrow, B .S., Temple University; M.F.A., New York University, Assistant Professor o f Dance (part-time). Swarthmore College. Amanda Bayer,1 B .A ., Williams College; M .A ., M .Phil, and Ph.D., Yale University, Assistant Professor of Economics. 548 Westminster Avenue. Elizabeth Bolton, B .A ., Middlebury College; M. Phil, and Ph.D., Yale University, Assistant Professor of English Literature. 4 Crum Ledge Lane. Michael R. Brown, B.A ., Pomona College; Ph.D., Dartmouth College, Assistant Professor of Physics. 409 Turner Road, Wallingford, PA 19086. Timothy Burke, B.A ., Wesleyan University; M .A . and Ph.D., Johns Hopkins University, Assistant Professor of History. Swarthmore College. 3 Absent on leave, 1996-97. 303 Faculty Syd Carpenter,2B.F.A. and M.F.A., Tyler School o f A rt, Assistant Professor o f Studio Arts. Swarthmore College. Michael L . Catalano-Johnson, B .A ., New College; Ph.D., Brandeis Univeisity, Visiting Assistant Professor o f Mathematics. Swarthmore College. Yvonne P. Chireau, B .A ., Holyoke College; M .T.S., Harvard University; Ph.D., Princeton University, Assistant Professor o f Religion. 6 00 Elm Avenue. Lisa Cohen, B .A ., Brown University; M .Phil. and Ph.D., Yale University, Visiting Assistant Professor o f English Literature. Swarthmore College. Nathaniel Deutsch, B .A ., M .A ., and Ph.D., T h e University o f Chicago, Assistant Professor o f Religion. Swarthmore College. Thomas Donnelly, B .A ., Middlebury College; M .A . and Ph.D., University of California at Berkeley, Visiting Assistant Professor o f Physics. 7 South Providence Road, Wallingford, PA 19086. Bruce A . Dorsey,3B.A ., Biola University; A .M . and Ph.D., Brown University, Assistant Professor o f History. Swarthmore College. Philip J . Everson, B.A ., Pomona College; M .A . and Ph.D., Harvard University, Assistant Professor o f Statistics. Swarthmore College. Theodore Fernald, B .A ., O hio State University; Ph.D., University o f California at Santa Cruz, Assistant Professor o f Linguistics. Swarthmore College. Sibelan Forrester, B .A ., Bryn Mawr College; M .A . and Ph.D., Indiana University, Assistant Professor o f Russian. Swarthmore College. Cheri Goetcheus, B .S. and M .S., Ithaca College, Assistant Professor o f Physical Education. Swarthmore College. Bruce Grant,2B .A ., M cG ill University; M .A . and Ph.D., R ice University, Assistant Professor o f Anthropology. Swarthmore College. Carl H. Grossman, B .Sc. and Ph.D., University o f Pennsylvania, Assistant. Professor o f Physics. 405 Rogers Lane, Wallingford, PA 19086. Maria Luisa Guardiola, Licenciada, University o f Barcelona; Ph.D., University of Pennsylvania, Assistant Professor o f Spanish. Swarthmore College. Todd A . Drumm, B .S., Westminster College; Ph.D., University o f Maryland, College Park, Assistant Professor o f Mathematics. Swarthmore College. Lisa Hajjar, B .A ., Tufts University; M .A ., Georgetown University; Ph.D., T h e American University, Assistant Professor of Sociology. Swarthmore College. Robert Dufour, B.A ., M cG ill University; A .M ., Ph.D., University o f Illinois, Champaign-Urbana, Assistant Professor of Psychology. 708 Colwell Road. Cynthia Perwin Halpern, b .a ., Tulane University; M .A ., T h e London School of Economics; Ph.D., Princeton University, Assistant Professor o f Political Science. Swarthmore College. Frank H. Durgin, B .A ., St. Joh n’s College; M .A ., University o f Pennsylvania; Ph.D., University o f Virginia, Assistant Professor o f Psychology. 6 Crum Ledge. Silvio P. Eberhardt, B .S. and B.S.E.E., Lehigh University; M .S. and Ph.D., Johns Hopkins University, Assistant Professor of Engineering. Swarthmore College. 2 Absent on leave, spring semester, 1997. 3 Absent on leave, 1996-97. 304 Jnhn Hawthorn,3B .A ., Brasenose College, Oxford; M .A . and Ph.D., M cG ill University, Visiting Assistant Professor o f Philosophy. Swarthmore College. Christopher M . Herald, B .A . and Ph D., University o f California, Berkeley, Visiting Assistant Professor o f Mathematics. Swarthmore College. 4 Fall semester, 1996. Sally Hess, B.A ., Barnard College; M .Phil., Yale University, Assistant Professor of Dance (part-time). Swarthmore College. S3f3 Hiebert, B .S., University o f St. Andrews; Ph.D., University o f Washington, Assistant Professor of Biology. Swarthmore College. Steven P. Hopkins. B .A . and M .A ., University o f California, Santa Barbara; A.M . and Ph.D., Harvard University, Assistant Professor o f Religion. 8 Crum Ledge Lane. Wendy A . Horwitz, A .B ., Harvard University; M .A . and Ph.D., Temple University, Assistant Professor o f Psychology. 502 Westview S t., Philadelphia, PA 19119. Thomas J . Hunter, B .S ., University of Chicago; Ph.D., Massachusetts Institute of Technology, Assistant Professor of Mathematics. Swarthmore College. Ahamindra Jain, S.B ., Massachusetts Institute of Technology; Ph.D., Harvard University, Visiting Assistant Professor of Chemistry. Swarthmore College. Robert H. Jinks, B .S. and Ph.D., Syracuse University, Assistant Professor o f Biology. Swarthmore College. Aimee S.A . Johnson, B .A ., University of California, Berkeley; Ph.D., University of Maryland, College Park, Assistant Professor of Mathematics. Swarthmore College. Noia Johnson, B .A ., University o f California, Los Angeles; M .A . and Ph.D., University o f California, Berkeley, Assistant Professor of English Literature. Swarthmore College. Haili Kong, M .A ., People’s University, Beijing; Ph.D., University o f Colorado at Boulder, Assistant Professor o f Chinese. Swarthmore College. Allen KuhaiSki,’ B .A ., University of Wisconsin-Madison; M .A . and Ph.D., University o f California, Berkeley, Assistant Professor of English Literature. Swarthmore College. 2 Absent on leave, spring semester, 1997. Roger E . Latham, B.A ., Swarthmore College; Ph.D., University o f Pennsylvania, Assistant Professor o f Biology. Swarthmore College. Colin W. Leach, B.A . and M .A ., Boston University; Ph.D., University o f Michigan, Assistant Professor of Psychology. 20 Oberlin Avenue. Grace Ledbetter, A .B ., Bryn Mawr College; M .A ., University o f Virginia; Ph.D., Cornell University, Assistant Professor of Classics and Philosophy. Swarthmore College. Carolyn Lesiak, B.A ., Swarthmore College; M .A ., Duke University; Ph.D., Duke University, Visiting Assistant Professor of English Literature (part-time). Swarthmore College. Hathaniel Longley, B .A ., Carleton College; Ph.D., University o f Minnesota, Visiting Assistsant Professor o f Physics. 445 Rogers Lane, Wallingford, PA 19086. Tamsin Lorraine,2B .A ., Middlebury College; Ph.D., University o f Massachusetts, Assistant Professor of Philosophy. 318 N. Chester Road. Eric McCloud, B .S. and B .A ., University of Maryland; M .S., University of Delaware; Ph.D., University o f Illinois, Assistant Professor o f Biology. Swarthmore College. Li-ching Chang Mair,’ B.A . and M .A ., National Taiwan University; M .A ., University of Washington, Assistant Professor of Chinese (part-time). 23 Oberlin Avenue. William Marshall, B.F.A., University of Florida; M.F.A., Virginia Tech, Assistant Professor of English Literature and Resident Designer of T h e Theatre. Swarthmore College. Lisa Maadan, B .A ., G rinnell College; M .S. and Ph.D., Indiana University, Assistant Professor o f Computer Science. 41 6 North Chester Road. 3 Absent on leave, 1996-97. Faculty Meta Mendel-Reyes,3B .A ., University of California, Santa Cruz; M .A . and Ph.D., University o f California, Berkeley, Assistant Professor o f Political Science. Swarthmore College. Anne Menke, B.A ., San Francisco State University; M .A . and Ph.D., Harvard University, Assistant Professor o f French. Swarthmore College. Karin Myhre, B.A ., Williams College, Visiting Assistant Professor o f Chinese. Swarthmore College. Deepa M . Ollapally, B .A ., Horida State University; M .A . and Ph.D., Columbia University, Assistant Professor o f Political Science. Swarthmore College. Rnbert S. Paley, B .S., M cG ill University; M .S. and Ph.D., University o f Michigan, Assistant Professor o f Chemistry. Swarthmore College. Ryne Palombit, B .S. and B .A ., New M exico State University; Ph.D., University of California, Davis, Assistant Professor of Biology. Swarthmore College. Peter Parolin,; B .A ., University o f British Columbia; M .A . and Ph.D., University of Pennsylvania, Visiting Assistant Professor of English Literature (part-time). 333 Walnut Street, Box 232, Philadelphia, PA 19104. Emilie Passow, B .A ., City College o f New York; M .A . and Ph.D., Columbia University, Assistant Professor o f English Literature (part-time). 5 0 Belm ont Avenue, Bala Cynwyd, PA 19004. Christopher Pavsek, B .A ., Cornell University; Ph.D., Duke University, Visiting Assistant Professor o f German. Swarthmore College. Paul R- Rabien, B .A ., Haverford College; M .A ., Columbia University; Ph.D., Yale University, Assistant Professor o f Chemistry. Swarthmore College.*1 3 A bsent on leave, 1996-97. 5 Spring semester, 1997. 306 Terrence L . Reese, B .S. and Ph.D., Texas Christian University, Visiting Assistant Professor o f Physics. 800 Avondale Road, Apt. 4N , Wallingford, PA 19086. Cecelia B. Reisman, B •F.A., CamegieM ellon University; M.F.A., Yale University, Assistant Professor o f Studio Arts. 49 Merbrook Lane, Merion Station, PA 19066. Micheline Rice-M axim in,1 Licence and Maitrise Universite de la Sorbonne, Paris-IV; M .A ., University o f N orth Texas; Ph.D., University o f Texas-Austin, Assistant Professor o f French. 525 Elm Avenue. Aurora Camacho de Schmidt, M .A . and Ph.D., Temple University, Assistant Professor o f Spanish. Swarthmore College. Wesley Shumar, B .A ., University of Pennsylvania; M .A ., New York University; Ph.D., Temple University, Visiting Assistant Professor o f Education. 577 W est Orange Street, Media, PA 19063. Sunka Simon, M .A ., Universitadt Hamburg; Ph.D., T h e Johns Hopkins University, Assistant Professor o f German. Swarthmore College. Christopher Towse, B.S., Massachusetts Institute of Technology; M .S. and Ph.D., Brown University, Visiting Assistant'Professor o f Mathematics. Swarthmore College. Beatriz Urraca, Licenciada, Universidad Complutense Madrid, Spain; M .A . and Ph.D., University of Michigan, Visiting Assistant Professor of Spanish. Swarthmore College. Elizabeth A . Vallen, B .A ., Case Western Reserve University; Ph.D., Princeton University, Assistant Professor o f Biology. Swarthmore College. Patricia White, B .A ., Yale University; Ph.D., University o f California, Santa Cruz, Assistant Professor o f English Literature. Swarthmore College. 8 Campus coordinator, Swarthmore Program in Grenoble, fall semester, 1996. 11 Program Director, Swarthmore Program in Grenoble, spring semester, 1997. Thomas Whitman, B .A ., Swarthmore College; Ph.D., University o f Pennsylvania, Assistant Professor o f Music. Swarthmore College. Shelagh Johnston, Judith Wilson, B .A ., Stanford University; M.S., Western Michigan University; Ph.D., University of W isconsin'M adison, Visiting Assistant Professor of Computer Science (part-time). 2428 Brown Street, Philadelphia, PA. Evgeniya L . Katsenelinboigen, INSTRUCTORS Paul H. King, B.F.A., Philadelphia College of Arts; Certificate, Pennsylvania Academy of Fine Arts; M.F.A., Boston University, Visiting Instructor o f Studio Arts. Swarthmore College. Annick Applewhite, Université de Paris, Ecole Supérieure d’interprètes et de Traducteurs: Terminal Degree, Instructor in French (part-time). Philadelphia, PA. Darlene D. Bramucci, b .a . and M .S., University o f Maryland, Laboratory Instructor in Biology, 532 M ilmont Avenue, Milmont Park, PA 19033. Han Chen, Ph.D., University o f Texas, Instructor in Chinese (part-time). Swarthmore College. Leslie J . Delauter, B.A ., University of California, Berkeley; M .A ., University of California, Berkeley, Visiting Instructor in English Literature (part-time). Swarthmore College. Juan Friedman, M .A ., University of Wisconsin, Instructor in Spanish (part-time). 421 Cornell Avenue. Jacqueline Goldsby, A .B., University of California, Berkeley; M .A ., Yale University, Visiting Instructor in English Literature. Swarthmore College. Jürgen W.W. Heinrichs, B .A ., University of Hamburg; M .A ., Yale University; M-A., University of Hamburg; M .Phil. and Ph.D., Yale University, Visiting Instructor of A rt History. Swarthmore College. Francis L . Higginson, M .A ., University of California at Berkeley, Instructor in French (part-time). Philadelphia, PA B.A ., Wellesley College; M .S., Drexel University, Laboratory Instructor in Biology. 917 Winding Lane, Media, PA 19063. Moscow Polygraphic Institute, Instructor in Russian (part-time). 133 Deerpath Lane, Media, PA 19063. Mary K. Kenney, A .B ., Chestnut Hill College; M .A ., Villanova University, Instructor in Spanish (part-time). Swarthmore College. Grace Ledbetter, A .B ., Bryn Mawr College; M .A ., University o f Virginia, Instructor in Classics and Philosophy. Swarthmore College. Jason McGill, A .B. and B.S., Cornell University; A .M ., University o f Michigan, A nn Arbor, Visiting Instructor in History. Swarthmore College. Carole Netter, Maitrisse and DEA, University o f Paris, Instructor in French (part-time). Swarthmore College. John Niedzwiecki, B .S., University of Shippensburg, Biology Department Laboratory Instructor. Swarthmore College. Elke Plaxton, B.A ., Brigham Young University; M .A ., University o f Colorado, Instructor in Germ an (part-time). 2022 Brandywine Street, Philadelphia, PA 19103. Donna T. Perrone, B .S., University of Delaware, Laboratory Instructor in Chemistry. 1002 Beech Road, Wallingford, PA 19086. Megan Streams, B .s. and M .S., T he Pennsylvania State University, Laboratory Instructor in Biology. Swarthmore College. Jennifer Thompson, B .A ., Knox College; A .M ., Brown University; M. Div., Yale Divinity School, Visiting Instructor in Religion. Swarthmore College. Thomas Valente, B .S., Montana State University, Laboratory Instructor in Biology. Swarthmore College. 307 Faculty Sheryl A . Whitlock, B .S., University of Delaware; M .A ., Beaver College, Laboratory Instructor in Chemistry. Swarthmore College. Brands L . Wido, B .S., Elizabethtown College; M .C .C ., Hahnemann University, Laboratory Instructor in Chemistry. 705 Erlen Road, Norristown, PA 19401. Sujane Wu, B .A ., Soochow University, Taipei, Taiwan; M .A ., University of Wisconsin-Madison, Instructor in Chinese (part-time). Swarthmore College. Thomas Klein, B.A ., University o f Saarland; M .A ., University of Maryland; Ph.D., University o f Delaware, Lecturer and Laboratory Assistant in Linguistics. Swarthmore College. Jeanette Owen, M .A ., Bryn Mawr College, Visiting Lecturer in Russian. 629 Walnut Lane, Haverford, PA 19041. Bevya Rosten, M .A ., CU N Y, Visiting Lecturer in Theatre (part-time). Swarthmore College. Mary E . Roth, LECTURERS B .A ., Kenyon College; Ph.D., Massachusetts Institute o f Technology, Lecturer in Chemistry. 119 Chapel Hill Drive, Newark, DE 19711. Abigail Adams, Diploma, Royal Academy o f Dramatic A rt; Certificate, Wielopolska Training School, Visiting Lecturer in Theatre. 603 H illbom Ave. B.A . and M .A ., University of Pennsylvania, Lecturer in Sociology and Anthropology (part-time). 2201 Pennsylvania Avenue, Philadelphia, PA 19130. Diane Anderson, Charles F. Stone, III, B .A ., Swarthmore College; Ph.D., Yale University. Visiting Lecturer in Economics. 1214 Strath Haven Condominiums. B .A ., M ontclair State College; M .S., Drexel University, Lecturer in Education. 210 Yale Avenue. Roger Babb, B .A ., Empire State University, Visiting Lecturer in Theatre (part-time). Swarthmore College. Carla Belver, B .A ., Temple University; M .A ., Villanova University, Visiting Lecturer in Theatre. 121 Dundee Mews, Media, PA 19063. Wendy Chmielewski,! B .A ., Goucher College; M .A . and Ph.D., State University of New York at Binghamton, Cooley Curator of the Swarthmore College Peace Collection and Lecturer in History. Swarthmore College. Peggy deProphetis, A .B ., Vassar; M .B.A ., W harton School, University o f Pennsylvania; Ph.D., University o f Pennsylvania. Visiting Lecturer in Economics. Swarthmore College. Virginia M . indivero, B .S., Elizabethtown College; M .S., Villanova University, Lecturer in Chemistry. 2915 Wakefield Drive, Holmes, PA 19043. 5 308 Spring semester, 1997. Michael Speirs, ASSISTANTS AND ASSOCIATES Ananya Chatterjea, B .A ., Presidency College, Calcutta, India; M .A ., Jadaupur University, Calcutta, India; M .A ., Columbia University, Associate in Performance (D ance). Swarthmore College. LaDeva Davis, B.M.Ed., Temple University, Associate in Performance (D ance). ■ Swarthmore College. Ted Dixon, B.A ., Bates College; M .S., United States Sports Academy, Assistant in Physical Education. Swarthmore College. Dorothy K. Freeman, B.M ., M .M ., Boston University, Associate in Performance (Music). 206 Martroy Lane, Wallingford, PA 19086. Brad Hoffman, B .A ., Swarthmore College, Assistant in Physical Education. Swarthmore College. Michael Johns, Associate in Performance (Music). Swarthmore College. M Jon McHutchison, Assistant in Physical Education. Wayne McKinney,4Assistant in Physical Education. Swarthmore College. Brian Kloppenberg, B .A ., Swarthmore College; M.F.A., O hio State University, Associate in Performance (Dance). Swarthmore College. I C. Kemal Nance, B .A ., Swarthmore College; M.A., Temple University, Associate in Performance (D ance). Swarthmore College. LaiTy Perry, B .A ., ■ ■ Pennsylvania State University, Assistant in Physical Education. Swarthmore College. Mireille Tronel Peyroz, Maictrise d’Anglais, Universitea Stendhal, Grenoble III, Assistant in French. Swarthmore College. Arne Running, Associate in Performance (Music). Swarthmore College. Dan Sears, ■ I B .S., Pennsylvania State University, Assistant in Physical Education. Swarthmore College. Paula Sepinuk, B .A ., Bennington College; M.A., Villanova University, Adjunct Associate in Performance (Dance). Swarthmore College. Jon Sherman, ■ B .A ., Temple University, Associate in Performance (D ance). Swarthmore College. Adrienne Shibles, B .A ., Bates College; M.A., Sm ith College, Assistant in Physical Education. Swarthmore College. I Leah Stein, B .A ., ■ Ronald A . Tirpak, B.A ., Millersville University; M .A ., Temple University, Assistant in Physical Education. 440 Strath Haven Avenue. Wesleyan University, Associate in Performance (Dance). Swarthmore College. » 4 Fall semester, 1996. 309 Faculty * I Standing Committees of the Faculty 1996-97 Academic Requirements Physical Education and Athletics DEVIN , Davis, Meeden, Borbee, McNamee, R . Hopkins, Dunn, Ramirez, R . W illiam s*, 2 students L Y T H C O T T *, Gross, Schwartz*, W arner*, Ledbetter, M oscatelli, L. Westphal (fall), Halpem Promotion and Tenure Admissions W A G N ER-PA CIFICI, Aslanian, Maurer, McNamee, Siddiqui, Turpin, Gilbert, Lythcott*, Talbot*, M am let*, Simeone, 3 students Research Ethics Bookstore K ITA O , Cleland, Voet, Heintz, Weir, G race*, Sch a ll*, 2 students Council on Educational Policy K E IT H *, Anderson, Bloom *, Cothren, Kelemen, Kuperberg, Vollmer, Werlen, Harvey ’97, 2 students Committee on Faculty Procedures B LO O M *, K eith *, Eldridge, Merz, Saffian (spring), W einstein IVERSEN , A . Johnson, Femald Research Support G A U ST A D , M eunier. Women’s Concerns TRAVERS/W ELBON (co-chairs), Weinberg, Goetchus, Graybill, Nackenoff, Henry*, Robinson*, Mamlet, Carter, Untereker, 2 students Secretary to the Faculty Orthlieb M arshal Hungerford B L O O M *, K eith *, deSchmidt, Diaz-Barriga, Molter, O ’Connell, Swearer, Travers ------------------------------- ;— Computing Services Faculty Representatives to Other Committees KLO TZ, Meeden, Bannister, Forrester, McNamee, Morrison, J. Downing*, Francis, W arner*, 3 students C ooper G RAYBILL, M. ELD R ID G E,* (co-chairs), A lston, Blum, Marshall, Hassen, Voet, R. Hopkins, Meunier, Amy Morrison, Echols, Sm ythe*, 2 students Curriculum Committee K E IT H *, Smulyan, Pasternack, W einstein, W arner*, 2 students Fellowships and Prizes S T O T T * , Gross, Jenkins, Halpem, Paley, Deutsch, Hunter, Lacey, Exon, Voet Foreign Study PIKER, Femald, G rant, Paley, Moskos, McGarity, Rice-M axim in (fall), Roza (spring), Evans*, Gross, Warner Health Science and Advisory SIM E O N E *, Gross, W arner*, Rablen, Weiss, Schneider, Jenkins Library M O R R ISO N *, J . Downing*, Kitao, Raff, Macken, Bannister, Dumic 1 Academic Support Committee G R O S S *, R EN N IN G ER (Co-Chairs), C obo*, Hiebert, Hunter, Miran, Passow, Lacey, Sharpe, Goundie, Sim eone, Echols*, 1 Student Alcohol Policy G O U N D IE*, Echols*, Leigh*, M . Mullan, Schuldenffei, Ramirez*, Redgrave*, 2 students College Planning B LO O M *, A slanian*, M. Eldridge*, Gotwals*, Grossman, Kuperberg, Talvacchia, R . Williams, Pasternack, Smulyan, Weinstein, Schwartz*, K eith *, Lythcott*, Dean, M am let*, 2 students College Judiciary L Y T H C O T T *, Swearer (Regular- fall), Weinberg (Regular), Munson (Regular), Talbot (Regular), Goundie (Observer)*, Cheever (A lternate), N . Johnson (A lternatefall; Regular- spring), Schuldenffei (A lternate- spring), Schall (A lternate), Judy Downing (A lternate), 2 students i » -» *staff ex officio College Budget Committee n f A SL A N IA N *, Bloom *, Boecio, M. Eldridge*. Gotwals*, O ’Connell, Li, Schwartz*, K eith*, Lythcott*, Muñoz, Smythe, Nikelly, Schall*, Mamlet*, W elsh*, 2 students Equal Opportunity Committee MOLTER, SO W A R D S (co-chairs), M. Eldridge*, Henry*, Carpenter (fall), Turpin, Wimberly, Lorraine, Nackenoff, Robinson*, M. Westphal, Armstrong, Kalwaic, Los Exchange ■ HIEBERT, Schneider, Rawson, Brenda Perkins, DVM , Phyllis Lachs (Counsel, Bryn Mawr College) A d H oc Review o f Registration Procedures W ILLIA M SO N , R . Eldridge, Gross, Jenkins, W arner* Ad Hoc Committee on ADA Planning SC H A L L *, Bock, Brown, Evans*, Pryor, Robinson, M. W estphal*, Director o f Human Resources* W ARNER, Dunn (fall), Gergen Faculty and S taff Benefits D IREC TO R O F H U M A N R E S O U R C E S*, Gaustad, Bolton, Wagner-Pacifici, L. Westphal (both sems even though on leave), Gloner, Francis, Risoli, Femberger*, Aslanian*, Schwartz* Honorary Degrees 4 Animal Use and C are Committee College Planning Committee Task Force Speech in the Academic Community OBERD IEK (fall), Goundie, Lythcott, N. Johnson, L. Westphal (fall), 4 students Cultural Diversity Task Force BLO O M *, G O T W A L S * (co-chairs), Freeman, Klotz, Magenheim, Muñoz, 3 Board Members SCH M ID T, Nackenoff, Schwartz*, Siddiqui, Cobo, Director o f B C C *, students Lang Scholarship Librarian Search Committee LYT H C O T T *, Renninger (fall), Caskey (spring), G rant, Weinberg, Bradley (spring), Webb, M. Westphal SC H W A R TZ *, Bolton, Burke, Kitao, Klotz, Morrison*, Masterpasqua, Sowards, J. Downing Luce FRA N CIS, Brown, Kong, T. W hite Sager MOSKOS/LORRAINE (co-chairs), Ayers*, Dean’s Office, Huber*, N . Johnson, Sowards, P. W hite Faculty Representatives to Committees of the Board Board Observers Watson Golub, Ledbetter G R O SS, A lston, G ilbert, Napoli Property Suiarthmore Foundation M acken, Levinson G R O SS, Charlton, Eberhardt, Stillw ell*, Sto tt*, T. W hite Brown, Munson, Rablen Suiarthmore Asian-American, Latino, Native American and African Heritage Concerns Committee ANDERSON , Evans, Bradley (spring), Camacho de Schm idt, Siddiqui, Chijioke, Cobo, M. Westphal, Collins, Mullen (Marsha), 2 students Student Life Divisions and Departments I. D IV ISIO N O F T H E H U M A N ITIES Philip W einstein, Chair Alt Community Services Advisory Board Randall L. Exon, Chair G R O SS, Francis, P. W hite, Stillw ell*, W ebb*, Cheever, W ylie* Asian Studies (Program) Lillian Li, Program Coordinator *staff ex officio 311 Faculty Classics Physics and Astronomy G ilbert Rose, Department Head Peter Collings, Chair Joh n Boccio, A cting Chair English Literature Craig Williamson, Chair Psychology History Deborah Kemler Nelson, Department Head M arjorie Murphy, Chair Mathematics and Statistics C hair to be named Modern Languages and Literatures Marion ]. Faber, Chair George Moskos, A cting Chair Music and Dance Gerald Levinson, C hair Philosophy Richard Eldridge, Chair Psychology Deborah Kemler Nelson, Department Head Religion Ellen M . Ross, C o-C hair Mark I. W allace, C o-C hair Donald Swearer, A cting C hair (spring) III. D IV ISIO N O F T H E SO C IA L SC IEN C E S Lisa Smulyan, Chair Economics Stephen Golub, Chair Education (Program) Eva Travers, Program Director Engineering Frederick O rthlieb, Chair History Marjorie Murphy, Chair Linguistics (Program) Donna Jo Napoli, Program Director Mathematics and Statistics C hair to be named Philosophy II. D IV ISIO N O F T H E N A TU RA L SC IE N C E S A N D EN G IN EERIN G Robert F. Pasternack, Chair Biology R achel A . Merz, Chair Jo h n B. Jenkins, Associate Chair Chemistry Thom as A . Stephenson, Chair Richard Eldridge, Chair Political Science Kenneth E. Sharpe, Chair Psychology Deborah Kemler Nelson, Department Head Sociology and Anthropology Joy Charlton, Chair Computer Science (Program) Charles F. Kelemen, Program Director Engineering Frederick O rthlieb, Chair Linguistics (Program) Donna Jo Napoli, Program Director Mathematics and Statistics C h air to be named Philosophy Richard Eldridge, Chair *staff ex officio Rose Maio, Division Administrative Assistant. Administration PRESIDENT’S OFFICE Alfred H. Bloom, B.A ., Princeton University; Ph.D., Harvard University, President and Professor o f Psychology and Linguistics. Maurice G. Eldridge, B .A ., Swarthmore College; M.Ed., University o f Massachusetts, Associate Vice President and Executive Assistant to the President. Stephen Estelle, B .A ., Swarthmore College, Social Coordinator. Margaret M . Giovannini, Administrative Coordinator for the President. Marcia C. Brown, B .A ., Villanova University; M.Ed., University of Pennsylvania, Assistant to the Provost. Cathy Pescatore, Gina M . Pirocchi, Administrative Assistants. DEAN’S OFFICE Ngina Lythcott, A .B., Simmons College; M .S.W ., Sm ith College; M.P.H. and Dr.P.H., University of California at Los Angeles, Dean of the College. Robert J . Gross, B .A ., Swarthmore College; M .A.T., Ed.D., Harvard University, Associate Dean o f the College for Academic Affairs. Paul J- Aslanian, B .A ., M .B.A ., University of Washington; C.P.A., Vice President for Finance and Planning. Gilmore Stott, B.A . and M .A ., University of Cincinnati; B.A . and M .A ., University of Oxford; M .A . and Ph.D., Princeton University, Associate Provost Emeritus and Associate Dean of the College. Harry D. Gotwals, Tedd R. Goundie, VICE PRESIDENTS’ OFFICE B .A . and M .A .S., Johns Hopkins University, Vice President-Alumni, Development, Public Relations. Suzanne P. Welsh, B .A ., B .S., University of Delaware; M .B.A ., University of Pennsylvania, Treasurer. Louisa C. Ridgway, B .A ., Vassar College; M .B.A., University o f Pennsylvania, Assistant Treasurer. Shirley Averill, Administrative Assistant to the Vice President for Finance and Planning and the Treasurer. Cindy Rossley, B .S., Muhlenberg College; M .S., Bowling G reen State University, Associate Dean of the College for Student Life. Anna M . Coho, B .A ., St. John’s University; M .A ., New York University, Assistant Dean o f the College and Director o f the Intercultural Center. Linda Echols, R .N ., B .S.N ., and M .S.N ., University o f Pennsylvania; M .B.A ., W harton School; CRNP, Johns Hopkins Hospital, Interim Associate Dean of the College and Interim Director o f the Black Cultural Center. Administrative Coordinator for the Vice President— Alumni, Development, Public Relations. Gloria Carey Evans, PROVOST’S OFFICE Jennie Keith, Myrt Westphal, A .B ., Occidental College; Ed.M., Boston University, Director of Residential Life and Coordinator for Services for Students with Disabilities. Barry Schwartz, Karen M . Henry, B .A ., Swarthmore College; M .S.S., Bryn Mawr College Graduate School o f Social Work, Gender Education Advisor. B .A ., Pomona College; M .A . and Ph.D., Northwestern University, Provost and Centennial Professor of Anthropology. B .A ., New York University; M.A. and Ph.D., University o f Pennsylvania, Associate Provost and Dorwin P. Cartwright Professor of Social Theory and Social A ction. B.A ., Western Washington College of Education; M .S., University o f Washington; Ph.D., Stanford University, Consultant for Testing and Guidance and Adviser to Foreign Students. 313 Administration Jennifer Leigh, B .A ., Swarthmore College, Coordinator o f Student Activities. Alexandra Mariko Webb, B .A ., Swarthmore College, Co-Coordinator o f Volunteer Programs. Carolyn Stillwell, B .A ., Swarthmore College, Co-Coordinator o f Volunteer Programs. Patricia A . Coyne, Alma E . Stewart, Administrative Coordinators. Sheila Y. Gonzales, Joanna K. Nealon, A .B ., Immaculata College, Diane E . WatSOn, Frances M . Cuneo, B .S., W est Chester University; M .A ., Widener University, Assistant to the Dean and Supervisor o f Office Operations. Ellen Dolski, Bernadette Carroll, Maureen McKeon, Maureen Plummer, Dianna Mullen, B .S., Millersville State University; M .A ., West Chester State University, Matthew Hurford, B .A ., Swarthmore College, Administrative Assistants. Arlene K. Mooshian, B.S., W est Chester University, Receptionist. Administrative Assistants. ADMISSIONS OFFICE ALUMNI RELATIONS, PUBLIC RELATIONS, AND PUBLICATIONS Barbara Haddad Ryan, Susan K. Untereker, B .A ., Swarthmore College; M .S., Columbia University Graduate School o f Journalism, Associate Vice President for External Affairs. Wallace Ann Ayres, Pam KnitOWSki, B .A ., Kutztown University; M .A ., Seton Hall University, Assistant Director o f Alum ni Relations. Robin G. Mamlet, A .B ., O ccidental College, Dean o f Admissions. B .A ., Sm ith College; M .A ., Columbia Teachers College, Director of Admissions. B .A ., Swarthmore College; Ed.M., Harvard University, Associate Dean o f Admissions. James L . Dock, B .A ., Swarthmore College; M.Ed., University o f Virginia Curry School of Education, Associate Dean o f Admissions. Dracy R. Collins, B .A ., Swarthmore College; M .A ., Syracuse University, Associate Dean of Admissions. William P. Dickley, B .A ., Haverford College; M.Ed., University o f Delaware; Ed.D., Harvard University, Assistant Dean o f Admissions. Ida Leader Miller, B .A ., Princeton University, Assistant D ean o f Admissions. Wendy R . Evans, B .A ., Dickinson College, Admissions Officer. Margaret T. Kingham, B.A ., Mary W ashington College, Admissions Officer. Jesse Murphy, B .A ., Swarthmore College, Admissions Counselor. David A . Walter, B .S., Swarthmore College; M.Div., Princeton Theological Seminary, Admissions Computer Coordinator. 314 Astrid Devaney, Executive Assistant to the Associate Vice President. Matt Lawlor, B .A ., Swarthmore College, Alumni Relations Assistant. Tom Krattenmaker, B.A ., University of Minnesota, Director o f Public Relations. Marsha Mullan, B .A ., Washington State University, Associate Director o f Public Relations. Adam Preset, B .A ., Swarthmore Collegé, World Wide W eb Editor/Intemet Coordinator. Jeffrey B. Lott, B .A ., Middlebury Collège; M .A .T., Rhode Island School o f Design, Director o f Publications and Editor o f the Swarthmore College Bulletin. Catherine Downing, B .A ., K ent State University, Associate Director o f Publications. Miml Geiss, Associate Director of Publications. Nancy L.T . Lehman, B.A ., Swarthmore College, Assistant Director o f Publications. Carol Brévart, B.A ., University College, London, Class Notes and Copy Editor. CAREER PLANNING AND PLACEMENT Audree Penner, B.A ., University o f Missouri-Columbia, Desktop Publishing Assistant. H. Thomas Francis, B .A ., Kalamazoo College; M .A ., Western Michigan University, Director. Millie Dappollone, Jackie Fink, Jane Ziegler McGarity, Administrative Assistants. B.A ., Johns Hopkins University; M .S.S., Bryn Mawr College, Assistant Director. Patricia E . Trinder, A .B ., Oxford College o f Technology, Recruitment Coordinator/Office Manager. BOOKSTORE Kathleen K. Grace, B .S., Elizabethtown College; M .B .A ., Philadelphia College o f Textiles and Scien ce, Director. Leslie M . Brubaker, B .A ., Cedar Crest College, Administrative Assistant. Linda L . Levin, B .A ., Colorado State College, Trade Book Buyer. Linda Bordley, Accounts Payable Clerk. BUSINESS OFFICE CENTER FOR SOCIAL AND POLICY STUDIES Raymond F. Hopkins, B .A ., O hio Wesleyan University; M .A ., O hio State University; M .A . and Ph.D., Yale University, Director of Public Policy Program. Gudmund R . Iversen, Accounting Lori Ann Keeley, B.A ., Rutgers University, Restricted Funds A ccountant. Kebede Teferi, C.P.A ., M .Sc., University of Timishoara, Assistant Controller. M .A ., University of Michigan; Ph.D., Harvard University, Director. Cathy Wareham, A .S ., Wesley College, Administrative Assistant. Judith F. Valori, B .A ., University of Maryland, Systems Coordinator. Business O ffice Nancy E . Sheppard, Business Office Manager. Karen Phillips, Payroll Coordinator. Tom Biumenthal, Payroll Administrator. Jean English, Administrative Assistant. Kathryn Timmons, Accounts Payable Clerk. Catherine Cinquina, Purchasing Coordinator. Monique Constantino, Bursar. Linda Weindel, Assistant to the CHESTER/SWARTHMORE COLLEGE COMMUNITY COALITION Neilda E . Mott, B.A . and M.Ed., Long Island University, Director. COMPUTING AND COMMUNICATION SERVICES Judy R. Downing, Director o f Computing and Communication Services. John R. Boccio, Bursar. Word Processing Center Diane Stasiunas, Director. Joann M . Massary, Cheryl Robinson, B .S., Polytechnic Institute o f Brooklyn; Ph.D., Cornell University, Faculty Consultant and Professor o f Physics. Mark J . Dumic, B .A ., M .B .A ., University of Rochester, Manager o f Networking and Systems. A .A .S., Delaware County Community College, Secretaries. 315 Administration ■ a Rose Martin, Jane F. James, B .S., State University of New York at New Paltz, User Services and Training Coordinator. Stewardship Robin Jacobsen, Susan Winslow Hodge, B .B .S ., Temple University, Manager, User Services. R. Glenn Stauffer, B .B .A ., Temple University, Database Manager. Administrative Assistant. B .A ., W heaton College; M .A ., University o f Pennsylvania, Development Associate for Stewardship. M ajor Gifts i-i Mary K. Hasbrouck, Carol F. Rufus, Michael A . Gelman, Sandra D. Yates, Special Gifts Officer. Day Evans, B .A ., University of New B.A ., O berlin College, Natural Sciences Computing Coordinator and Manager, Academic Computing. B .S ., Cam egie M ellon University, Social Sciences Computing Coordinator. John P. Speno, B .A ., Rutgers University, U N IX System Manager. Frank Yue, B .A ., B .A ., Rosemont College, M ajor Gifts Officer. Hampshire, Senior Research Associate/Writer. Margaret 0 . Mahoney, B .A ., Mt. Vem on College, Research Associate. Mary Henderson, Administrative Assistant. University of Pennsylvania, Network/Unix Manager. Annual Funds Sherri Johnson, Thomas W. Dymek, B .A ., Cam egie M ellon University, User Services Coordinator. Frank Milewski, B .S., Sain t Joh n’s University, Banner Application Support Manager. Robert Velez, B .S ., Liberty University, Telecommunications Services Coordinator. Karen V. Roop, A .S ., Brandywine College, B .A ., W idener University, User Services Analyst. Heather Dumipan, Computer Store Sales Hardware Support Technician. Eric Behrens, B .A ., Swarthmore College, Humanities Computing Coordinator. Alice H. McGovern, B .S., Fordham University, A IM S Associate. Lisa Brunner-Bireley, A .A .S ., Delaware County Community College, Purchasing/Accounting. BEVELOPMENT Martha Meier Dean, B .A ., Swarthmore College; M .A ., University o f Michigan, Director o f Development. 316 ■ Carmen Duffy, Bonnie Lytle, Administrative Assistants. Foundation and Corporate Relations Ellen Wylie, B .A ., Colgate University; M.A., Temple University, Director. Sonya Pappas, B .A ., Franklin and Marshall College, Assistant Director. Lorna Wilson, Assistant. Michael W. Rapp, B .A ., Pennsylvania State University, Assistant Director of Annual Funds. . Administrative Assistant. Planned Giving Margaret W. Nikelly, B .A ., Upsala College, Director. Anne Bonner, B .A ., University o f Wyoming; M .A ., University of Washington, Associate Director. m Patti SantOVitO, Administrative Assistant. Alumni and G ift Information Systems Diane C. Crompton, Director. Irene Martin, B .A ., Lock Haven University, H Senior G ift Recorder. Jacqueline West, Assistant Alumni Recorder. Barbara Mann, B .S., W est Chester University, Assistant G ift Recorder.' s» m m ■» Ruthanne Krauss, Office Manager. Marcia L . Fawcett, Administrative Sarah Porter, Assistant. Services. EQUAL OPPORTUNITY OFFICE Patricia Fitzgerald, Supervisor. Judy Majors, Supervisor. Patti Shields, Supervisor. Roy Sawyer, Supervisor. Maurice G. Eldridge, B .A ., Swarthmore College; M.Ed., University o f Massachusetts, Associate Vice President, Executive Assistant to the President, and A cting Equal Opportunity Officer. FACILITIES AND SERVICES 5 Lawrence M . Schall, B .A ., Swarthmore College; J.D ., University of Pennsylvania, Associate V ice President. a Karen Mazza, Auxiliary Services Assistant. Oidi Beebe, B .A ., Gettysburg College, Administrative Coordinator. Environmental Services Director o f Environmental Grounds Jeff JabCO, B .S., Penn State; M .S., North Carolina State University, Director of Grounds. Richard Evans, Foreman. Paul ErikSOn, B .S., University o f Delaware, Crew Leader. Jim McKenna, Motor Pool Foreman. Planning and Construction Mark C. Evans, R .A ., B.A rch., Cornell University, Director of Planning and Construction. Michael Boyd, Assistant Director of Construction. FACILITIES MANAGEMENT Kelly Ewald, Facilities Resource Coordinator. C. Stuart Hain, B .A ., Roanoke College, Director of Facilities Management. Alice Balbierer, Assistant Director for FINANCIAL AID DFFICE Special Projects. Laura Talbot, Claire Ennis, Administrative Assistant. Paula Dale, Space U se Coordinator. Steve Borger, Crew Leader, Support Services Patricia Serianni, B.A ., W heaton College, Director o f Financial Aid. B.A ., M.Ed., Pennsylvania State University, Crew, Associate Director o f Financial Aid. Maintenance Joanne Barracliff, Helen Elmer, Linda Ivanovic, B .S., Virginia Polytechnic Ralph P. Thayer, Director o f Maintenance. Tom Cochrane, Foreman— Mechanical/ Institute; M .A ., Kean College, Administrative Assistants. Utilities. Gary Morrissey, Foreman— Painting and Faculty Housing. FOOD SERVICE John Rill, W ork Order Coordinator. Eleanor Breischaft, Accounting. Linda McDougall, B .A ., Temple University^ Director o f Dining Services. Laurie Dibeler, B .A ., Pennsylvania State University, Catering Manager. 317 Administration Janet A . Kassab, Director o f Purchasing. John Giannantonio, Culinary Institute, Service Manager. Barbara Boswell, Catering Chef. Susan Bell, B .S., W idener University, Dining Hall Manager. Honda Kirby, B .A ., University o f Delaware, O ffice Manager. Marie Dalton, Cash Operations Manager. Mari Clements, R .D ., B .S., Immaculata College: M. H.Ed., S t. Joseph’s University, Nutrician C linical Specialist. Andrea Sconier LaBoo, B .A ., Swarthmore College; M .A ., Pennsylvania State University, H IV Test Counselor. James E . Clark, B .A ., West Virginia University; M .D ., Jefferson Medical College, Medical Director, Crozer Chester Medical Center. Alan Zweben, FOREIGN STUDY OFFICE B .S., SUNY, Stoney Brook; M .D ., New York Medical College, Consultant, Internal Medicine. Steven I. Piker, Paul S. Zamostien, B .S., Ursinus College; M .D ., Jefferson Medical College, Consulting Gynecologist. Rosa M . Bernard, A .A .S., Frank P. Giammattei, B.A ., Williams College; M .D ., University o f Cincinnati, Orthopedic Consultant. B .A ., Reed College; Ph.D., University o f Washington, Professor of Anthropology, Foreign Study Adviser. Queensborough Community College; B .S., Pace University, Administrative Assistant. HEALTH SCIENCE ADVISORY PROGRAM Rlma Himelstein, B .S., University o f Pennsylvania; M .D ., University of Pennsylvania; Internship Residency Mount Sinai Hospital; M .D ., Adolescent Medicine; Consultant. Angela M . Simeone, Charles 0. Hummer, III, M .A ., B.A ., Amherst College; M .D ., Jefferson Medical College; Internship, Pennsylvania Hospital; Residency, Thomas Jefferson University; Fellowship, Univeristy o f Cincinnati/The Christ Hospital; Orthopedic Consultant. HEALTH SERVICES Kim Paterson, A .B., Wellesley College; Ed.M., Boston University; Ph.D., University o f Pennsylvania, H ealth Sciences Advisor. Linda Echols, R .N ., B .S.N ., and M .S.N ., University o f Pennsylvania; M .B .A ., W harton School; CRNP, Johns Hopkins Hospital, Director o f W orth H ealth Center. Donna Bartenbach, R .N., Delaware County Community College, C o n sta n ce C. JOIICS, R.N ., Hospital o f University of Pennsylvania, Barbara Krohmer, R .N., Delaware County Community College, Ethel Kaminski, A .S., M t. Aloysius Junior College; B .S.N ., University of Pennsylvania, GcraldinO ColC, A . A .S ., Delaware County Community College; B.S.N . and M .S.N ., Widener University, Nurses. Beth Kotarski, R.N ., M .S.N ., C.R.N .P.; B. S.N ., W est Chester University; M .S.N ., University o f Pennsylvania, Nurse Practioner. 318 B .S., Cornell University; M.D., Temple Medical School, Residency/ Internship, Pennsylvania Hospital, Consultant, Internal Medicine. Bonnie Ermel, Nursing Assistant. Carolyn 0. Evans, Health Services Administrative Assistant. HUMAN RESOURCES Lee Robinson, B.A ., Rhode Island College, Employee Relations Manager. Ellen W. Fernberger, B .S., B .A ., Wagner College, Benefits Manager. k » B .A ., Pennsylvania State University, Associate Director of Human Resources. So-Young Jones, Mildred L . Connell, Pamela Julian-Smyers, B .S., W est Chester University; M .S., Bloomsburg University, Monographs Specialist. Joan K. Krehnbrink, Human Resources Administrator. Theresa Handley, Administrative Coordinator. Carole Forsythe, Administrative Assistant. LANG PERFORMING ARTS CENTER B .A ., Euha Womens University, Korea; M .L.S., Simmons College, Monographs Specialist. Sandra M . Vermeychuk, B .A ., Swarthmore College; M .S. in Ed., University of Pennsylvania, Monographs Specialist. Margaret Rivello, Monographs Specialist. Gretchen Stroh, B .S., Philadelphia College Susan Dinsmore Smythe, o f Textiles and Science, Materials Processing Specialist. James P. Murphy, Elizabeth Woolson, A .B ., Chestnut Hill College, Serials Specialist. B .A ., Wesleyan University, Managing Director. B.F.A., State University of New York at Albany, Manager of Operations. Andrew Metherall, B.S., Lyndon State College, Manager of Media Services. Justin Paulson, B .A ., Swarthmore College, Production Intern. Louise Petrilla, A .A ., Delaware County Community College, Serials Specialist. Jacqueline Magagnosc, B.A ., University of California, Berkley; M .S., Drexel University, Governm ent Documents Specialist. Rose Marie Johnson, Technical Service Assistant. Circulation and Reserve LIBRARIES Elizabeth Amann, B .A ., Swarthmore College; M .S. in L.S., Rutgers University, Circulation Librarian. C ollege lib ra ry Amy V. Morrison, B .A . and M .L.S., Rutgers University, A cting College Librarian. Ann S. Blackburn, Administrative Assistant to the College Librarian. Denise A . Risoli, B .S., La Salle College, Accounts Manager. David A . LoyndS, B .S ., Swarthmore College, Assistant. Technical Services Barbara J . Weir, B .S ., Pennsylvania State University; M .L.S., Drexel University, A cting Technical Services Librarian. Amy W. Graham, B .A ., University of Pennsylvania; M .S., Drexel University, Monographs/Reference Librarian. Netta Shinbaum, B .A ., State University of New York Oswego, Monographs Specialist. Nancy C. Bech, Reserves Specialist. Alison J . Masterpasqua, B .S., MUlersville State College, Circulation Specialist. Julie T. M in n , B.A ., Bates College, Circulation Specialist. Pauline E . Hallman, Receptionist. Anna M . Agenbroad, Receptionist. Viola G. Holdsworth, B .S ., Westminster College; M.Ed., Temple University, Receptionist. Lisa F. Infante, B .A ., Pennsylvania State University; M .L.S., Widener University, Receptionist. Benedict A . Criscuolo, Receptionist. Special Collections and Audio-Visuals Edward H. Fuller, B .A ., Widener College; M .S. in L .S., Drexel University, Special Collections Librarian. 319 Administration Steven W. Sowards, Patricia Chapin O’Bonnell, B.A . and M .A ., University o f Pennsylvania; M .A ., University o f Delaware, Archivist. Kathryn M . Cleland, Susanna K. Morikawa, B.A ., Dickinson College; M.F.A. and Ph.D., Syracuse University, Archival Specialist. Minda Hart, Assistant. Bibliographic Instruction and Reference B .A ., Stanford University; M .A ., M .L.S., Ph.D., Indiana University, Humanities Librarian. B .A . and M .A ., SU N Y at Albany; M .A ., University o f Chicago, Social Sciences Librarian. B .A ., Pennsylvania State University; M .S., Drexel University, Interlibrary Loan Coordinator. Kerry McElrone, B .A ., St. Joseph’s University, Reference/ILL Assistant. Cornell L ibrary o f S cien ce an d E ngineering Emi K. Horikawa, B .S., University of Nevada; M .A ., University of U tah, Science Librarian. Meg E . Spencer, B .A ., University of Richmond; M .S., Drexel University, Science Libray Coordinator. Teresa E . Heinrichs, B.A ., Waynesburg College, Science Periodicals Specialist. Underhill Music Library George K. Huber, B .A ., University of Pennsylvania; M .S. in L.S., Drexel University, Music Librarian. Three College Library Automation Linda G. Bills, B.A ., University of California, Los Angeles; M .S.L.S., Case W estern Reserve University, Coordinator. FRIEN D S H IST O R IC A L LIBRA RY J . William FrOSt, B.A ., DePauw University; M .A . and Ph.D., University o f Wisconsin, Director. F rien ds H istorical L ibrary o f Sw arthm ore C ollege Mary Ellen Chijioke, B .A ., Swarthmore College; M .A ., University o f California, Los Angeles; Post-Graduate Diploma in Librarianship, University o f Ibadan; Advanced Certificate o f Librarianship, Columbia University, Curator. Claire B. Shetter, Cataloguing and Acquisitions Librarian. Charlotte A . Blandford, Administrative Honorary Curators o f the Friends Historical Library Margaret Hope Bacon, Esther Leeds Cooperman, Virginia Stratton Cornell, David C. Elkinton (emeritus), Philip L . Gilbert, Valerie Gladfelter, Adalyn Purdy Jones, John M . Moore (emeritus), Lyman W. Riley, Jane Rittenhouse Smiley, Alson D. VanWagner. Sw arthm ore C ollege P ea ce C ollection Wendy E . Chmielewski, B .A ., G ouchet College; M .A . and Ph.D., State University of New York at Binghamton, Cooley Curator. Barbara E . Addison, B .S., University of W isconsin (Milwaukee); M .S. in Librarianship, University o f W isconsin (Madison), Cataloger and A rch ivist.. Anne Yoder, B .A ., Eastern M ennonite College; M .L.S., K ent State University, Archivist. Tina S. Henry, B .A ., Eastern College, i Periodicals and Archival Specialist. Advisory Council o f the Swarthmore College Peace Collection Harriet Hyman Alonso, Irwin Abrams (emeritus), Asia Bennett, Katherine Camp, Helen M . Carroll (em erita), Kevin Clements, Hilary Conroy (emeritus), Virginia S. Cornell (honorary member), Kendall Landis, Donald B. Lippincott, Hannah and Felix Wasserman. LIST GALLERY Andrea Packard, B.A , Swarthmore College; Certificate, T h e Pennsylvania Academy of the Fine Arts; M.F.A., Am erican University, Director. POST OFFICE Vincent J . Vagnozzi, B.S., W est Chester University, Supervisor. Joseph Quinn, Assistant Supervisor. John Quinn, Window Clerk. Mary Hamilton, Clerk. John Flanagan, John Steel, Couriers. PSYCHOLOGICAL SERVICES David E . Ramirez, B .A ., M .A ., and Ph.D., University o f Texas, Director o f Psychological Services. Paula S. Rosen, Maltha D. Worlon, B .A ., Guilford College; Doctoral Candidate, Bryn Mawr College Graduate School of Social Work and Social Research, Psychology Intern. Birgitte Haselgrove, Administrative Assistant. PUBLIC SAFETY Owen Redgrave, B .S., W est Chester University; A .A .S ., Delaware County Community College, Director o f Public Safety. Lean Francis, Assistant Director o f Public Safety. B .A ., University of Rochester; M .S.S., Bryn Mawr College; Ph.D., Bryn Mawr College Graduate School of Social Work and Social Research, Senior Clinical Social Worker. Geerge Iredale, Patrol Lieutenant. Rrian Harris, Patrol Sergeant. John Kelley, B .S. and M .S., Widener Sabrina Ford, Fred Kohlbrenner, Patrol Corporal. B. Kelly DodSOn, A .A .S., New River Community College, Jim Ellis, John Ireland, A .A .S., Delaware County Community College, Jeff Johnson, Mark McGinnis, A .A .S., Delaware County Community College, Christopher Smith, B .S., Shippensburg University, Sam ZlViellO, B .S., University o f Michigan; M.A., University o f Iowa; Ph.D., University of Iowa, Clinical Psychologist. Jack L. Solomon, B .S., Villanova University; M.D., Hahnemann University, Consulting Psychiatrist. Paul B. Anderson, B .A ., Haverford College; M.A., Widener University; Doctoral Candidate, Widener University Institute for Graduate Clinical Psychology, Psychology Intern. Marjory Roberts Gray, B .A ., Syracuse University; Doctoral Candidate, Temple University Clinical Psychology Program, Psychology Intern. University, Patrol Sergeant. Public Safety Officers. Sheila A . Carter, A .A .S., Delaware County Community College, Ellie Jamison, Communications C enter Staff. TeiTi Narkin, Administrative Assistant. Lisa Hebner-Vila, B .Sc., Santa Clara University; M .A ., W idener University; Doctoral Candidate, W idener University Institute for Graduate C linical Psychology; Psychology Intern. REGISTRAR’S OFFICE Richard Leffel, B .A ., Temple University; M.A., Widener University; Doctoral Candidate, Widener University Institute for Graduate Clinical Psychology, Psychology Intern. Nancy Ochs, Senior Recorder. Evelyn G. Huk, Agnes Kennedy, Kimberly Terrell, Recorders. Martin 0. Warner, B.A ., University o f North Carolina at Chapel Hill; M .A ., Duke University, Registrar. Administration SAFETY Donald L . Abramowitz, B.A ., La Salle University; M .S., Harvard School o f Public Health, Occupational and Environmental Safety Officer. Did! Beebe, THE Administrative Coordinator. scon ARBORETUM Claire Sawyers, B .S. and M .S., Purdue University; M .S., University o f Delaware, Director. Jeff Jabco, B .S., Penn State University; M .S., North Carolina State University, Assistant Director— Horticulture. Kris Benarcik, A .S ., Joliet Junior College, Education Coordinator. Josephine 0. Hopkins, Helen DiFeliciantonio, Office Manager. Arboretum Secretary. Andrew Bunting, A .A .S., Joliet Junior College; B .S., Southern Illinois University, Curator. Timothy Tilghman, B .S., University of Missouri, Assistant Curator. Claire Andorka, B .A ., Hiram College, Education Intern. Art: June V. Cianfrana, A .A .S., Delaware County Community College, Administrative Assistant; W illiam H. Bishop, Jr., B.F.A., Colorado State University; M.F.A., University o f Cincinnati; M .L.S., University of Texas at Austin, Slide Curator. Biology: Maria E. Musika, Administrative Assistant; A nne M. Rawson, B .A ., Swarthmore College; M .S., Cornell University, Manager o f M artin Laboratories; Joh n Kelly, A .A .S., Community College of Philadelphia; B .A ., T h e W harton School, University o f Pennsylvania, Instrumentation Specialist. Chemistry: Kay McGinty, B .A ., M .A ., California State University at Long Beach, Administrative Assistant; James W. Bell, Instrument Coordinator. Classics: Sarah Seastone, B.A . and M.A., University of Wisconsin, Administrative Assistant. Computer Science-Astronomy Research: Joan M. M cCaul, Administrative Assistant. Economics: Rose Maio, Mary A nne Stewart, Administrative Assistants. Education: Kae Kalwaic, B .S ., Shippensburg University; M.Ed., Temple University, Administrative Assistant. Engineering: R uth Gilroy, Administrative Assistant; G rant Lee Sm ith, Mechanician; Charles A . W hite, Electronics Technician. UPWARD BOUND DeLoiS M . Collins, DEPARTMENT SECRETARIES, ASSISTANTS AND TECHNICIANS B .A ., Temple University, Associate Director. English Literature: Carolyn Anderson, Administrative Assistant. Sharon 0 . White, History: Theresa Brown, Administrative Assistant. C. Kemal Nance, Linguistics: Stephanie Strassel, B.A ., George Washington University, Administrative Assistant. B .A ., Eastern College, Academic Coordinator. B.A ., Swarthmore College; M .A ., Temple University, Administrative Assistant. Mathematics and Statistics: Joyce A. G lackin, Administrative Assistant. Modern Languages and Literatures: Eleonore Baginski, B .S ., St. Joseph’s University, Administrative Coordinator; M ichael Jones, B .A ., SU N Y, Buffalo, Language Resource Center Director. 322 MllSiC and Danes: Judy Lord, A .A ., Wesley College, Administrative Assistant. Philosophy: Jacqueline Robinson, [Administrative Assistant. Physical Education and Athletics: Sharon []. Green, Administrative Assistant; Ray Scott, [David Lester, Equipment/Facilities Managers; Marie Mancini, A .T., C ., B .S., W est Chester [University; Doug Weiss, Sports Medicine [Resident. Physics and Astronomy: Kathy Quinn, ,B.A., Temple University, Administrative [Assistant; Steven Palmer, M echanician; Mary Ann Hickman, B .A ., Agnes S co tt College; M.S., University o f Wyoming, Laboratory Coordinator; John J. Dougherty, Electronics Technician. Political Science: Kathleen Kerns, B .A ., University of Pennsylvania, Deborah Sloman, Administrative Assistants; Nancy Maclay, B.A., Grove City College, Food Policy Secretary; Catherine Wareham, A .S ., Wesley College, Administrative Assistant (Public Policy). Psychology: Donald Reynolds, Instrumentation Technician; Julia L. Welbon, B.A., William Sm ith College, Academic Coordinator; Joanne M. Bramley, Administrative Assistant. Religion: Eileen M cElrone, Administrative Assistant. Sociology and Anthropology: To be named. Special Projects: Pauline M. Carroll, Administrative Assistant. Visiting Examiners 1996 ART HISTORY Professor Valerie Traub, University o f Michigan Professor M ichael T. Davis, M t. H olyoke HISTORY College Professor A lison Kettering, Carleton College Professor A nne McCauley, University o f Massachusetts, Boston Professor Robert McVaugh, Colgate University RiOLOGY Professor Barbara Best, Colby College Professor Heidi B . Kaplan, University o f Texas, M edical School at Houston Professor Joh n Olson, Villanova University Professor Barry S . Selinsky, Villanova University Professor Shirley Tilghman, Princeton University CHEMISTRY Professor Susan W hite, Bryn M awr College CLASSICS Professor Joseph Farrell, University o f Pennsylvania Professor Charles Fomara, Brown University ECONOMICS Professor Janet Ceglowski, Bryn M awr College Professor Steve Fazzari, Washington University Professor Jeffrey Miller, University o f Delaware Professor Harriet Newburger, Bryn Mawr College Professor W alter Nicholson, Amherst College Professor David Ross, Bryn Mawr College Professor Christopher, Tilly University o f Massachusetts EDUCATION Professor A rlene Kaplan Daniels*, Northwestern University Professor David Abraham, University o f Miami Law School Professor Theopolis Fair, LaSalle University Professor Dana Frank, University o f California, Santa Cruz Professor Christopher R. Friedrichs, University o f British Columbia Professor Paul Landau, Yale University Professor Gary Marker, SUNY-Stony Brook Professor Howard Rabinowitz, University o f N ew Mexico Professor Daniel Segal, Fitter College LINGUISTICS Professor Cynthia Fischer, University o f Illinois Professor B ill Ladusaw, University o f California, Santa Cruz Professor Katya Zubritskaya, N ew York University MATHEMATICS Professor William Abikoff, University o f Connecticut Professor G arth Isaak, Lehigh University Professor Joh n Palmieri, M IT Professor Lisa Traynor, Bryn Mau>r College MODERN LANGUAGES GERMAN Professor Liliane Weissberg, University o f Pennsylvania MUSIC Professor Mark Alburger, Dominican College Professor Ruth van Baak, Griffioen College of William & Mary Professor David Karen, Bryn M awr College PHILOSOPHY ENGLISH LITERATURE Professor Joh n M. Carvalho, Villanova Professor R ita Barnard, University o f Pennsylvania Professor Herman Beavers, University o f Pennsylvania Professor Cheng-Lok Chua, California State University, Fresno Professor Maria DiBatista, Princeton University Professor Elaine Hansen, H averford College Professor Vicki L. Mahaffey, University o f Pennsylvania Professor Siobhan Somerville, Purdue University Professor Barbara Traister, Lehigh University University Professor Ted Cohen, University o f Chicago Professor Robert P. George, Princeton University Professor Philip Mitsis, N ew York University Professor Richard Velkley, Stonehill College Professor Cynthia W illett, University o f Kansas Professor Mark L. W ilson, O hio State University POLITICAL SCIENCE Professor David F. Ericson, W ichita State University Dr. David Gordon, Overseas Development Council ■ Professor Joh n Mark Hansen, University o f I Chicago ■ Professor Jeffrey Hart, Indiana University I Professor W illiam Leogrande, American University I Professor Donald Moon, W esleyan University ■ Professor A lan Ryan, Princeton University I PSYCHOLOGY ■ I Professor Kimberly W right, Cassidy Bryn Maivr College Professor David K nill, University o f I Professor Colin W. Leach, University o f I I Professor Steven J. Robbins, University o f Pennsylvania California, Berkeley Pennsylvania I RELIGION I I .I I Dr. Jorunn Jacobsen, Buckley Professor Eteivid Haberman, Indiana University Professor Joel Kaminsky, St. Ola/ College Professor W illiam J. Werpehowski, Villanova University I SOCIOLOGY & ANTHROPOLOGY ■ Professor Nadia Abu El-H aj, University o f Pennsylvania ■ Professor Arlene Kaplan Daniels*, Northwestern University Professor Jamer Hunt, Rice University M Professor Philip L. Kilbride, Bryn M a w College I Professor Claire Mathews, Loyola College in Maryland I Professor Gary McDonogh, Bryn M a w College I Professor Adam Weisberger, Colby College I ] THEATRE I 1 Professor John Lutterbie, SUNYStony Brook Professor Judith Miller, University o f Wisconsm-Madison *A n examiner for Education and Sociology & Anthropology Degrees Conferred June 3, 1996 BACHELOR OF ARTS Joh n M ill Ackerman, Philosophy Jason Gary Adler, Religion Eliselle Mae Anderson, Theatre Studies Carlin Shanley Andrus, Sociology & Anthropology1 Gerardo A ntonio Aquino, Political Science Elizabeth A nne Armstrong, Biology M anik Arora, Economics David Peter Augustine, Political Science1,8 Ethan Nagler Aumack, Biology Rajasekhara Rao Ayyagari Special M ajor: Psychobiology, Nurjana Bachman, Biology Meredith Harrison Baker, Philosophy Maria Teresa Barker, Sociology & Anthropology9 A aron Dale Bartley, Political Science C olleen Teresa Bartley, Special M ajor: Dance and English Literature'0 Travis Barrett Beck, English Literature Rebeccah Bennett, Political Science'* Daniel Harlan M ax Berenberg, History Gypsyamber Berg-Cross, Biology M ichael Gad Bernstein, Religion Diana Rae Bieber, Sociology & Anthropology and English Literature1 Stephanie A nne Bishop, Sociology & Anthropology6 Emily A nton Bobrow, Art Patrice Nannette Bone, English Literature and Sociology & Anthropology Cam eron Brooks Boyd, Sociology & Anthropology3 Sarah Lewis Boyer, Biology and English Literature Robert W illiam Brooks, Music? Emily Rachel Brown, Sociology & Anthropology Justin Ham ilton Brown, History and Political Science5 Benjam in Daniel Bryson, Sociology & Anthropology Solai Zatalina Buchanan, Biology1 234 Corinna Rachael Lyall Bums, English Literature 1 with the concentration in Black Studies 2 with the concentration in Computer Science 3 with the concentration in Environmental Studies 4 with the concentration in Germ an Studies 5 with the concentration in International Relations 326 R ebecca Karen Bush, Sociology & Anthropology R obin Elizabeth Canada, Special M ajor: Biological Anthropology Robert C onant Carmichael, English Literature M ichael Howard Casel, Economics Jean Marie Chen, Biology9 Herbert Garland Chissell, IV, Psychology Pauline C ho, History Richard Yong Choe, Economics and Political Science I K 1 Yujuan Choy, Special M ajor: Psychobiology Melissa A n n Clark, Political Science and Economics8 Andrew Douglass Clayton, Economics Geoffrey Lee C line, Economics and Political Science5* Margaret Elissa Cohen, Religion Neal Stefan Cohen, Economics8 R ebecca Caroline Cole, Psychology Kesia Frisca Constantine, Sociology & Anthropology and Psychology W illiam Winford Craig, Special M ajor: Psychology & Education'0 Leonard David Cuello, Political Science Guy Nicholas Danilowitz, Economics6 Sutopa Dasgupta, Philosophy Christian Stuart Davis, History Elizabeth Brewster Davis, Biology M ollie Morse Davis, Religion and Biology Cristy A n n DeLaCruz, Special M ajor: Psychobiology Mabet Suzanne de Lange, Special M ajor: Psychobiology Salvatore David DePasquale, Art History A hna Dewan, Economics and Biology Jenny Lizeth Diaz, Spanish Jason S co tt Dougal, Economics and Political Science Steven Gary DuBois, Chemistry and Special M ajor: Psychobiology A llen Tyrone Dupree, Political Science' Mary H elen DuPree, English Literature Deirdre Renee Edwards, Biology Eric Matthew Ellingson, Biology Esther Elizabeth Elliott, Biology Travis James Elliott, Biology Katharine A n n Ellsworth, English Literature9 6 with the concentration in Interpretation Theory 7 with the concentration in Peace Studies 8 with the concentration in Public Policy 9 with the concentration in Women’s Studies 10 Pennsylvania Teacher Certification I I I i m é Eric Capen Engstrom, Economics and Physics Diego ¿ c o b a r, Biology Marcela Xim ena Escobari, Economics5 Jonathan H ilton Evans, Psychology Sarah Laird Evascu, Sociology & Anthropology Lara Elizabeth Ewens, Religion Joshua A llen Thom son Fairfield, History Beck Pick Feibelman, Art History and French’ Andrew Ross Feldman, Economics8 Cavan N. Fleming, Chemistry Nathan Samuel Florence, Art Annie Elisabeth Fox, Biology Sara Debora Fox, Art Natasha Sonya Franceschi, History’ Rachel Arthur Frank, Psychology Kevin Gregory Frazer, Biology John David Freeman, English Literature Patrick W illiam Friel, Mathematics I Elizabeth Everett Frost, Biology I Skye Elizabeth Fulkerson, Biology Joshua Anthony G alban, Sociology & I I I I I I I I I I I I I I I I Anthropology I Alexis Anne Gander, Art History and Theatre Studies Nisha Garg, Religion Timothy Leslie Gasperoni, Psychology Ruth Gauchman, Psychology Hilary Beth G ehlbach, Special Major: Sociology & Education Elizabeth Erin Geiger, English Literature and Psychology Andrea Ruth Gibbons, Sociology & Anthropology Heather Elizabeth Goff, Special Major: Biochemistry Jonas Isaac Goldsmith, Chemistry, ■ Maria-Alejandra Gonzalez, Political Science5 Jessica Anne Gorman, Special Major: Chemical Physics Daniel Isaac G ottlieb, Religion Marcia Maria G ovem ale, Special Major: Psychobiology John Harvey Graham, Theatre Studies Laura Meredith Green, Literature and History Augustus Merrimon Gregory, 111, Economics | Erik Edmund Griffin, Biology Matthew Rogers Grossman, Special Major: Psychobiology Sarah Catherine Guroff, History and Spanish Elise Marie Hagen, History' Brian Earl Hall, Special M ajor: Psychobiology Elizabeth A nn Hallworth, Mathematics Lis Kristen Hammel, English Literature and Mathematics9 Ian G rant Hansen, Philosophy M ichael Clemens Hansmeyer, Economics Robert Lee Harris, Political Science and Sociology & Anthropology Sally Page Hart, Economics8 Ye He, Economics Carl Erik Heiberg, Economics and Special M ajor: Chinese Studies Daniel Arthur Heider, Philosophy8 W illiam Lowe Hennenlotter, Biology Christian Garver Henry, Biology Edward Benjam in Hull Heuston, Biology and English Literature Heather Lyn Anderson Heuston, Biology Elizabeth Newman Hirshfield, Political Science Thomas Joseph Hooper, Political Science9 Catherine Helen Horwitz, Chemistry Christopher Sim on Hourigan, Biology Brandon Augustus Howard, Physics and Music Charles Wesly Hudson II, History10 Alexander Christopher Huk, Psychology James Thomas Hunt Jr., Political Science Lucy Katherine Hunt, Special M ajor: Psychology & Education 10 Matthew Owen Hurford, Political Science Eric VanCampen Jansson, Political Science Kimberly N icole Jefferson, Political Science Joel Richard Johnson, Theatre Studies M aximilian Rupert Johnson, Economics8 Brenn Anthony Jones, Political Science1 Eunkyung Jennifer Joo, English Literature and Psychology Athanasia Nancy Kakoyannis, Special M ajor: Psychobiology Alexandra Spring Kalb, Sociology & Anthropology Amy Elizabeth Karafin, Art and English literature Vickie Vasiliki Karkazis, Biology10 1 with the concentration m Black Studies 2 with the concentration in Computer Science 3 with the concentration m Environmental Studies 4 with die concentration in German Studies 5 with the concentration in International Relations 6 with the concentration in Interpretation Theory 7 with the concentration in Peace Studies 8 with the concentration in Public Policy 9 with the concentration in Women’s Studies 10 Pennsylvania Teacher Certification 327 Degrees Conferred iii ^ Amy Evelyn Karpinski, English Literature Marla Suzanne Kaufman, Spanish Miriam Kazansky, Psychology9 Jessica A nne Keith, Sociology & Anthropology8 Andrew N athan Keller, Political Science Paul Hyontae Kim, Political Science George Sam ir Khalaf, Political Science Jerusha Leah Klemperer, Religion9 R ebecca Irene Kolasky, Biology C o lin Kong, Biology Paul Edward Krause, Biology Stuart Arthur Krause, History Alexandra Kudrjavcev-DeMilner, Biology Maria Kyriakopoulou, Economics and Political Science8 Catheryn A ngelica Laird, Sociology & Anthropology9 Christine E. Landau, English Literature Stephen Arthur Laubach, Biology Kathleen England Lawton, English Literature and Special M ajor: Linguistics Daniela Alexandra Learner, Psychology Deborah Sora Lee, Religion Jonathan Hilder Lee, English Literature and Special M ajor: Biochemistry Jung Jae Lee, Philosophy Donald Pierpont Lehr, Philosophy Edward Pei-Hong Lin, Biology Maria Cheng-W ei Lin, Political Science and English Literature Kristen Hope Lockwood, English Literature8 Brian S co tt Luetke, Biology Derek Lumpkins, English Literature leva Anutara Lundberg-Greenlee, Special M ajor: Sociology & Anthropology and Education Jennifer Victoria Lyders, History and M edieval Studies Margot Kristine Lystra, Biology James J. MacLeod IV , Religion1 234 Ethan Lane Magness, M athematics and Religion Christian Jose Marin, Economics and Political Science Elise Terrell Marzluff, Latin Robert S co tt Mascia, History Margaret M ichaelle Mass, Sociology & Anthropology9 1 with the concentration in Black Studies 2 with the concentration in Computer Science 3 with the concentration in Environmental Studies 4 with the concentration in German Studies 5 with the concentration in International Relations 328 “ “ “ “ “““ ^ ■ Catherine Olivia Maule, Special M ajor: Linguistics Gabrielle Jill Maybee, Religion Sean M ichael McBride, Biology David James McCulley, Chemistry Alison Louise McKenzie, Special M ajor: Psychology & Education10 U lrik Robert McKnight, Economics5 Matthew Joshua Miller, Biology Nicholas Christopher Milligan, Economics Matthew Joseph Minero, Political Science Sarny Sidney Mir,.Philosophy G ilbert Phillip Mireles Jr., Sociology & Anthropology Nazanin Moghbeli, Biology and Art Ntsekhe M ichael Moiloa, Economics8 Barry Brendan Mook, Biology Jacqueline A inee Morais, English Literature Vanessa Elizabeth Morrel, Theatre Studies Vanessa Leigh M otto, Economics and I Mathematics Sabrina Ruth Moyle, Art History Angela Mrema, Political Science and Economicss Richard Jesse Murphy,Psychology Neilufar Aghazadeh Naini, Physics Stacy Kim Naked, Philosophy Sreeja Nedungadi, Economics and English Literature Jennifer Esther Nichols, Special M ajor: Psychology & Education 10 Marcella Nunez Sm ith, Psychology and Special M ajor: Biological Anthropology David Danny O ’Brien, English Literature Alison Pilar O ’N eill, Special M ajor: Sociology & Education10 Elana Paige Olitsky, Sociology & Anthropology Krister N athaniel Olsson, Special M ajor: Computer Science Daniel Mark Oppenheim, Economics Leah M ili Oppenheim, Religion9 Carol Jean Ouellette, M athematics Anam Owili-Eger, Sociology & Anthropology Marc Harry Pachon, Psychology Justin Gram Paulson, English Literature A na Jim ena Pedraza, Special M ajor: Biochemistry I I 6 with the concentration in Interpretation Theory f l 7 with the concentration in Peace Studies 8 with the concentration in Public Policy 9 with the concentration in W omen’s Studies 10 Pennsylvania Teacher Certification Morgan Tate Phillips, Theatre Studies Rowan Ricardo Phillips, English Literature Laura M . Pitman, Psychology Kristin Jayne Pizzo, English Literature Andrew Elliott Place, Biology Mark Wayne Pletcher, Political Science and Chemistry Matthew Thomas Poe, Art Jasa Mary Porciello, Art History Adam Shane Preset, English Literature Marcie Renee Pullman, Biology Matthew Reed, Political Science Scott Bartron Reents, Economics Abbey Lynn Remaley, Biology Heather Marie Repenning, Literature Robert Cooper Richey, Economics Susan Yvette Rivera, Biology Matthew Leon Robison, Economics Craig M ichael Rodner, Psychology Nancy Archer Rosenbaum, Biology Gabriel M icah Barrett Ross, Biology Philip G arrett Ryan, Philosophy Dominic Thomas Sagolla, English Literature Frank Joseph Santora, Economics John Philippe Sarreal, Economics8 Jack Charles Schecter, Political Science5 Karsten Erik Scherer-Nadal, Political Science Theron Udaykee Schm idt, English Literature and Physics6 Rebecca Elizabeth Schultz, Special M ajor: Biochemistry and Special M ajor: Psychobiology Kirsten Berry Schwind, Economics8 Benjamin Jared Seigel, Political Science Jonathan Willard Seitz, Chemistry and History Heather A nn Settle, Sociology & Anthropology Jeffrey Frank Severs, English Literature Kelly Leilani Shannon, Economics and Chemistry Arbin Sherchan, Economics8 Kaori Shingledecker, Special M ajor: Biochemistry Allegra Lara Slyder, English Literature'0 Sonya Lisa Smallets, Economics and Political Science8 Laura Kathleen Smid, English Literature Lakeesha Shakiyla Renee Sm ith, English Literature Megan Elisabeth Sm ith, Political Science6-'0 Rebecca Corey Sm ith, literature6 Ronald David Sm ith, Economics Joshua M ax Sperry, Biology’ Ingrid Brigitte Spies, Biology Jeffrey David Spritzer, History Benjam in M ichael Stem , Political Science8 R ebecca Katherine Sarah Stem , Psychology Duncan Norman Stevens, English Literature and Psychology9 Joh n Jason Straub, Psychology'0 Benjam in Su, English Literature6 Elliott Bernard Sulcove, Economics Cari Marie Sundermeier, History Adisetyantari Suprapto, Biology Thomas Khiem M inh Ta, Economics Veeti Tandon, Biology and Special M ajor: Dance and Sociology & Anthropology Richard Dias Kin-tse Tchen, Mathematics’ Charles Warren Teplin, Physics Brian Keith Thompson, Economics and Political Science’ Valerie Leigh Threlfall, Economics6 Reginald Irving Tilley, IV, Political Science Vijay Kumar Toke, Biology Sofia A nna Tolstoshev, Philosophy and English literature Hong-An Nguyen Tran, Sociology & Anthropology and Special M ajor: Russian Studies Matthew Patrick Trebelhom , Philosophy6 Curtis Ryan Trimble, Economics6 Lesley Tsina, Theatre Studies M ichael A nthony Turner, Jr., Economics and Political Science Benjam in William Vigoda, Physics Alexandra Sarah Volin, English literature6 Samuel Jacob Voolich, Economics and M athematics John Byler Voss, Economics Emily Jane Walker, Psychology9 Elizabeth Tracey Webster, English Literature and Theatre Studies Hanne Hughes Weedon, Sociology & Anthropology9 1 with the concentration in Black Studies 2 with the concentration in Computer Science 3 with the concentration in Environmental Studies 4 with the concentration in German Studies 5 with the concentration in International Relations 6 with the concentration in Interpretation Theory 7 with the concentration in Peace Studies 8 with the concentration in Public Policy 9 with the concentration in Women’s Studies 10 Pennsylvania Teacher Certification 329 Degrees Conferred Samuel Reed Weiler, Physics and Special M ajor: Computer Science Joanne Weill-Greenberg, Political Science* Daniel Bartlett Wells, Biology12345 Sarah Jane W ebb W em eck, Psychology Diana Leslie Wessells, Latin Matthew Clayton Wiggins, Special M ajor: Psychobiology Tanya G ale Wiggins, Special Major: English & Education10 Gwendolyn A lice Wilber, Political Science’ Mara Willard, History9 Kenneth A lan Williams, M athematics A licia Kay W ilson, Sociology & Anthropology and Religion Rebecca Eleanor W inthrop, Political Science0 and Special Major: Dance and Politics Sarah Bliss W ise, Biology Thomas Edward Wiseman, Economics Kendrew G erhart W itt, Economics A llaire Ellen Wohlgemuth, Special M ajar: Elementary Education and Sociology & Anthropology10 Brian Alan-Mingway Wong, English Literature Peter Wong, Economics BACHELOR OF SCIEMCE Jonathan R . Birge, Engineering David Eric Bradley, Engineering M ichael Howard Casel, Engineering Catherine Helen C hoi, Engineering Thomas A lbert Fowler, Engineering Jo h n Harvey Graham, Engineering Omar Haneef, Engineering6 S co tt Allison Hassell, Engineering6 Ye He, Engineering Derek Mallough Johnson, Engineering Japhet Koteen, Engineering Mpho T hato Mofokeng, Engineering Bhekinkosi V incent Nkwanyana, Engineering Eun Suk O h, Engineering Carol Jean Ouellette, Engineering Han 11 Park, Engineering Samuel Robert Paschel, Engineering Chloe Suzanne Reece, Engineering1 , Robert Cooper Richey, Engineering Cindy W ai Chun W u, Engineering Kathryn A n n Zyla, Engineering Sean A nthony W right, Economics Dana Lee M ichiko Yamate, Political Science Katharine Sage Yanda, Sociology & <9 Anthropology Joshua M ichael Zeitz, History Jason Gray Zengerle, Political Science Sara Lillian Zimmerman, Biology1 4 1 with the concentration in Black Studies 2 with the concentration in Computer Science 3 with the concentration in Environmental Studies 4 with the concentration in Germ an Studies 5 with the concentration in International Relations 330 6 with the concentration in Interpretation Theory 7 with the concentration in Peace Studies 8 with the concentration in Public Policy 9 with the concentration in Women’s Studies 10 Pennsylvania Teacher Certification Awards and Distinctions HONORS AWARDED BY THE VISITING EXAMINERS HIGHEST HONORS: Diana Leslie Wessells, Joshua M ichael Zeitz HIGH HONORS: John Mill Ackerman, Aaron Dale Bartley, Emily Rachel Brown, Corinna Rachael Lyall Bums, Sutopa Dasgupta, Mary H elen DuPree, Patrick W illiam Friel, Daniel Arthur Heider, Alexander Christopher Huk, Jung Jae Lee, Gabriel M icah Barrett Ross, Jeffrey Frank Severs, Adisetyantari Suprapto, Alexandra Sarah Volin HONORS: Rebeccah Bennett, Daniel Harlan Max Berenberg, Benjam in Daniel Bryson, Pauline Cho, Margaret Elissa Cohen, Leonard David Cuello, Ruth Gauchman, Elise Marie Hagen, Sally Page Hart, Donald Pierpont Lehr, Gilbert Phillip Mireles Jr., Stacy Kim Nakell, Elliott Bernard Sulcove, Reginald Irving Tilley, IV, Joh n Byler Voss, K enneth A lan Williams, Kendrew Gerhart W itt, Jason Gray Zengerle DISTINCTION IN COURSE AWARDED BY THE FACULTY Rajasekhara Rao Ayyagari, Nurjana Bachman, Travis Barrett Beck, M ichael Gad Bernstein, Diana Rae Bieber, Cameron Brooks Boyd, Solai Zatalina Buchanan, Yujuan Choy, Melissa A nn Clark, Neal Stefan Cohen, Rebecca Caroline C ole, Guy Nicholas Danilowitz, Elizabeth Brewster Davis, Mollie Morse Davis, Salvatore David DePasquale, Jason Scott Dougal, Steven Gary DuBois, Deirdre Renee Edwards, Eric Matthew Ellingson, Esther Elizabeth Elliott, Joshua Allen Thomson Fairfield, Beck Pick Feibelman, Andrew Ross Feldman, Elizabeth Everett Frost, Timothy Leslie Gasperoni, Jonas Isaac Goldsmith, Daniel Isaac Gottlieb, Marcia Maria G ovem ale, Joh n Harvey Graham, Matthew Rogers Grossman, Robert Lee Harris, Scott A llison Hassell, Brandon Augustus Howard, Miriam Kazansky, Paul Edward Krause, Catheryn Angelica Laird, Maria Cheng-W ei Lin, Jennifer Victoria Lyders, Ethan Lane Magness, Elise Terrell Marzluff, Catherine Olivia Maule, Gabrielle Jill Maybee, David James McCulley, Matthew Joshua Miller, Nazanin Moghbeli, Vanessa Elizabeth Morrel, Sabrina Ruth Moyle, Elana Paige Olitsky, Leah M ili Oppenheim, Carol Jean Ouellette, Mark Wayne Pletcher, Chloe Suzanne Reece, S co tt Bartron Reents, Abbey Lynn Remaley, Heather Marie Repenning, Matthew Leon Robison, Nancy Archer Rosenbaum, Theron Udaykee Schmidt, Rebecca Elizabeth Schultz, Kelly Leilani Shannon, Sonya Lisa Smallets, Rebecca Corey Sm ith, Joshua Max Sperry, Benjamin Michael Stem , R ebecca Katherine Sarah Stem , Duncan Norman Stevens, Veeti Tandon, Charles Warren Teplin, Brian Keith Thompson, Valerie Leigh Threlfall, Sofia A nna Tolstoshev, Hong-An Nguyen Tran, Emily Jane Walker, Elizabeth Tracey Webster, Matthew Clayton Wiggins, Gwendolyn A lice Wilber, Mara Willard, A licia Kay Wilson, R ebecca Eleanor Winthrop, Sarah Bliss Wise, Thomas Edward Wiseman ELECTIONS TO HONORARY SOCIETIES PHI BETA KAPPA: John M ill Ackerman, Rajasekhara Rao Ayyagari, Travis Barrett Beck, Emily Rachel Brown, Solai Zatalina Buchanan, Yujuan Choy, Melissa A n n Clark, Steven Gary DuBois, Esther Elizabeth Elliott, Joshua Fairfield, Beck Pick Feibelman, Ruth Gauchman, Elizabeth Erin Geiger, Marcia Maria G ovem ale, Joh n Harvey Graham, Ian G rant Hansen, Alexander Christopher Huk, Catheryn Angelica Laird, Jennifer Victoria Lyders, Ethan Lane Magness, Sarny Sidney Mir, Elana Paige Olitsky, Carol Jean Ouellette, Chloe Suzanne Reece, Scott Bartron Reents, Abbey Lynn Remaley, Heather Marie Repenning, Craig Michael Rodner, T heron Udaykee Schm idt, Rebecca Elizabeth Schultz, Jeffrey Frank Severs, Sonya Lisa Smallets, R ebecca Corey Sm ith, Joshua Max Sperry, R ebecca Katherine Sarah Stem , Benjam in M ichael Stem , Elliott Bernard Sulcove, Valerie Leigh Threlfall, Sofia A nna Tolstoshev, Hong-An Nguyen Tran, Alexandra Sarah Volin, Elizabeth Tracey Webster, Diana Leslie Wessells, Matthew 331 Awards and Distinctions r M The John Lockwood M emorial Fellowship to Clayton Wiggins, Gwendolyn A lice Wilber, R ebecca Eleanor W inthrop, Sarah Bliss Wise, Thomas Edward Wiseman, Joshua M ichael Zeitz, Sara Lillian Zimmerman Elizabeth Armstrong ’96 and Joanna Vondrasek ’94 SIGMA XI: ’96, Sarah Evascu ’96, Gabriela GomezCarcamo ’94, and Jessica Gorman ’96 Rajasekara Rao Ayyagari, Gypsyamber BergCross, Jonathan R . Birge, Catherine Helen Choi, Yujuan Choy, R ebecca Caroline Cole, Elizabeth Brewster Davis, Steven Gary DuBois, Deirdre Renee Edwards, Eric Matthew Ellingson, Eric Capen Engstrom, Diego Escobar, Timothy Leslie Gasperoni, Ruth Gauchman, Heather Elizabeth Golf, Marcia Maria G ovem ale, Joh n Harvey Graham, Matthew Rogers Grossman, Scott A llison Hassell, Ye He, Alexander Christopher Huk, Derek Mallough Johnson, Athanasia Nancy Kakoyannis, Miriam Kazansky, Japhet Koteen, Stephen Arthur Laubach, Margot Kristine Lystra, Sean M ichael McBride, Neilufar Aghazaeh Naini, Eun Suk O h, Carol Jean O uellette, Han II Park, A na Jim ena Pedraza, C hloe Suzanne Reece, Abbey Lynn Remaley, Theron Udaykee Schm idt, Rebecca Elizabeth Schultz, Kaori Shingledecker, Marcella Nunez Sm ith, Adisetyantari Suprapto, Charles Warren Teplin, Matthew Clayton Wiggins, Sarah Bliss W ise, Cindy W ai Chun Wu, Kathryn A nn Zyla TAG BETA PI: Joh n Harvey Graham, Ye He, Carol Jean O uellette, Chloe Suzanne Reece T he Lucretia Mott Fellowship to Yujuan Choy The M artha E. Tyson Fellowship to Meredith Baker ’96, Brynnen Ford ’92, Lis Hammel ’96, Alison McKenzie ’96, Abbey Remaley ’96, and R ebecca Yahm ’94 AWARDS AND PRIZES The Stanley Adamson Prize in Chemistry to Lara Estroff ’97 The American Chem ical Society Undergraduate Award in Polymer Chemistry to Jean-M arc Gauguet ’98 The American Chem ical Society Undergraduate Award in Analytical Chemistry to Reetesh Pai ’97 The American Chem ical Society Scholastic Achievement Award to David McCulley ’96 The American Institute o f Chemists Student H onor Award to Jonas Goldsmith ’96 The Solomon Asch Award m Psychology to Timothy L. Gasperoni ’96 and Alexander C. Huk ’96 The Boyd Barnard Prize to Danielle A nctil ’97 The Jam es H . Button ’72 Award to Aisha Moss-Koonce ’97 The Paid H . Beik Prize in History to Joshua Zeitz ’96 FELLOWSHIPS The Tim Berman M emorial Award to Kendrew W i t t ’96 The Jonathan Leigh Altman Summer Grant to Deena Suh ’97 The Sarah Kaighn C ooper Scholarship to Jeremy W einstein ’97 The Eugene M . Lang Graduate Incentive Fellowship to Emily Bobrow ’96 and Andrew Perrin ’93 The Hannah A . Leedom Fellowship to Quin Bauriedel ’94, Sally C h in ’95, Steven DuBois ’96, Youngjae Lee ’95, and Diana Wessells ’96 The Joshua Lippincott Fellowship to Allison Clark ’94, Se th Fleisher ’93, Adam Haslett ’92, Mira Seo ’95, David Shim oni '94, and Joel Franks ’95 332 The Black Alumni Prize to Tanisha Little ’97 The Brand Blanshard Prize to Daniel Heider ’96 The CRC Press Freshman Chemistry Achievement Award to Robert Griffin ’99 The Robert Dunn Award to Andrew Robbins ’98 The Lew Elverson Trophy to M ichael Turner ’96 The Flack Achievement Award to Sam Schulhofer-W ohl ’98 I The Gm zalez-Vilaplana Prize for Outstanding Achievement in Chemistry to Jonas Goldsmith ’96 and David McCulley ’96 The John Russell Hayes Poetry Prizes to Rebecca Giguere ’97 (translation), Jessica Fisher ’98 (poetry); honorable m ention to Ian Chang ’97 The Samuel Hayes III Research Grant to Jonathan Kiang ’97 The Pete Hess Award to Danielle Duffy ’98 The Philip M . Hicks Prize for Literary Criticism Essay to Alexandra Volin ’96; honorable mention to Omar Haneef ’96 and Theron Schmidt '96 The Jesse H . Holmes Prize in Religion to Jennifer Lyders ’9 6 and Erik Henriksen ’97 The Gladys Irish Award to Skye Fulkerson ’96 The Ivy Award to Andrew Feldman ’97 The Michael Keene Award to Dzevad Sukilovic ’99 The Kwirik Trophy to Craig Rodner ’96 The Linguistics Prizes to Kathryn Kingsbury ’96 (theoretical linguistics) and Kathleen Lawton ’96 (applications o f linguistics) The M cCabe Engineering Award to Carol Jean Ouellette ’96 The Lois Morrell Poetry Award to Dana Yamate ’96 The A. Edward Newton Library Prizes to Omar Haneef ’96, first prize; Joh n Freeman ’96, second prize; Jerusha Klemperer ’96 and A na Carolina Corrales ’97, third prize The Oak L eaf Award to R ebeccah B ennett ’96 The May E. Parry Award to Nancy Rosenbaum ’96 The William Plumer Potter Prizes in Fiction to Jeffrey Severs ’96, first prize; Jessica Harbour ’99, second prize; Leah Oppenheim '96, third prize The Ernie Prudente Sportsmanship Award to Nicholas Milligan ’96 The Diniry Rath Award to Sarah W em eck ’96 The Judith Polgar Ruchkin Prize to Rebeccah Bennett ’96 and R ebecca W inthrop ’96 The Frank Solomon Jr. Student Art Prize to Alexandra Kudrjavcev-DeMilner ’96 and Sabrina R. Moyle ’96 The Hally Jo Stein M emorial Award for Dance to Veeti Tandon ’96 and R ebecca W inthrop ’96 The Karen Dvonch Steinmetz ’76 M emorial Award to Robin Elizabeth Canada ’96 The Peter Gram Swing Prize to Brandon Howard ’96 The Melvin B . Troy Award to Kenneth Williams ’96 (music) and Colleen Bartley ’96 (dance) The Vollmecke Service Award to Cindy W ai Chun W u ’96 and Chloe Suzanne Reece ’96 The Hans Wallach Research Fellowship to Wendy Williams ’97 Enrollment Statistics 1 ENROLLMENT OF STUDENTS BY CLASSES 1995-96 MEN W OM EN Seniors 176 159 335 Juniors 159 166 325 TO TAL Sophomores 138 188 326 Freshmen 164 190 354 637 703 1340 0 0 0 10 3 13 647 706 1353 Graduate Students Special Students TO TAL GEOGRAPHICAL DISTRIBUTION OF STUDENTS 1995-96 California...............................107 Massachusetts........................ 93 New Jersey.............................. 91 M aryland.................................84 C onnecticut............................50 Virginia....... ............................ 44 Florida...................................... 3 8 Illinois.................. 35 Oregon............................... .....32 O h io.......................................... 27 M aine........................................25 Delaware............. 23 T exas............................ 23 W ashington............................23 M innesota................................21 G eorgia.................................... 19 M ich igan ................................. 19 N orth Carolina...................... 16 W isconsin................................13 District o f C olum bia............12 Verm ont................................... 12 Indiana..................................... 11 K entucky...................... .........10 New Hampshire..................... 10 Tennessee................................. 10 Colorado.................................... 9 Missouri..... ;...............................7 New M e x ico ............................. 7 Idaho......................................... 6 Iow a.............................................6 West Virginia........................6 Alaska.................. .......... .5 Hawaii...................................5 Rhode Island..................... ...5 Alabama............................... 4 Arizona..................................4 Kansas......... ..........................4 South Carolina..................... 4 Utah.......................................4 Louisiana.............................. 3 Nebraska............................... 3 Puerto Rico........................... 3 Arkansas................................2 Oklahoma.................... 2 Virgin Islands........................ 2 Mississippi..............................1 Montana................ 1 Unknown...............................1 Total U.S.A.....................1273 Canada............................. 7 Japan......................................5 Turkey....................................5 France.... ...............................3 Jamaica ....................:.........3 Mexico...................................3 Singapore.............................. 3 Venezuela.......................... ....3 Germany................................2 Ghana...... ........ 2 Greece................................... 2 Hong Kong.................... .2 India.......................................2 N ep al.............................. ....... ..2 N igeria........................... Pakistan.................... 2 2 I I «1 Saudi Arabia................. 2 Sri L anka....... ........................ ..2 Taiw an........................7...,.........2 4§ Austria..........;............ ...... ....... 1 Bangladesh.................... 1 B o liv ia ................. 1 Brazil...............................¡..,......1 Honduras......................... 1 Hungary.............. ..............,..... 1 Indonesia.......................... il. 1 Italy....... ............................... 1 Lesotho............ ............ Malaysia......................... 1 1 % Netherlands..............................1 Paraguay....... ....... ..1 Peoples Republic o f China... 1 Scotland.............................. 1 Slovakia................. .'.¿.......1 South A frica................. ...... ...1 w Swaziland...... ........................1 Trinidad...................... ......1 Trinidad & Tobago.................1 Turks & Caicos Islands 1 . Pennsylvania.......................167 New York...............................164 I1 m U ganda...................................... 1 U kraine................................ .....1 Zimbabwe...................... 1 Total from Abroad........... ...,77 G R A N D T O T A L ............1350 m 1 Index Absence from examinations, 66 Academic honesty, 36, 66 Administration and staff, 313 ADMISSION PRO C ED U R E, 18 Application dates, 19 Scholastic Aptitude and Achievem ent Tests, 19 School subjects recommended, 18 Advanced Degrees, 69 Advanced Placement, 20 Advanced Standing, 20 Advising, 46 Alumni Association Officers, 293 Alumni Council, 293 Alumni Office, 53 Ancient History and Civilization, 107 Art/List Gallery, 80 Art History, 81 Arts, Studio, 50, 85 Asian Studies, 87 Astronomy, 246 Athletic fields, see map Athletics, 51, 239 Attachments to Courses, 60 Attendance at Classes, 65 Automobiles, regulations, 42 Awards and Distinctions, 331 Awards and Prizes, 71 Bachelor of Arts Degree, 69 Bachelor of Science Degree, 69 Bequests, 9 Biology, 91 Black Cultural Center, 45 Black Studies, 96 Board of Managers, 289 Committees of, 291 Botany, see Biology Calendar, College, 5 Career Planning and Placement, 47 Center for Social and Policy Studies, 12 Chemistry, 99 Chinese, 200 C IV IC , 52 Classics, 105 Code of Conduct, 36 College Entrance Examinations, 19 College, committes of, 310 College jobs, 24 Comprehensive Examinations, 55, 69 Computer Science, 110 Computing Center, 11 Cooper (W illiam J.) Foundation, 12 Cooperation with neighboring institutions, 62 Cornell Library o f Science and Engineering, 9 Corporation, officer of, 289 Courses o f Instruction, 79 Creative Arts, 62 Curriculum, 55 Dance, 51, 224 Degree Requirements, 69 Degrees offered, 69 Degrees conferred, 326 Dining Hall, 44 Directed Reading, 60 Directions for Correspondence, 2 Directions for reaching the College, 352 Distribution requirements, 55 Divisions and Departments, 312 Drama, 5 1 ,1 4 7 Du Pont (Pierre S .) Science Building, 11 Economics, 116 Education, 122 Education Abroad, 62 Emeritus Professors, 295 Endowed Chairs, 15 Endowment, 9 Engineering, 127 English Literature, 136 Enrollment statistics, 334 Environmental Studies, 153 Equal Opportunity Office, 317 Equal Opportunity Statem ent, 2 Examination regulations, 66 Exceptions to the four-year program, 59 Exclusion from College, 68 Expenses, 21 Extra-curricular activities, 50 Faculty advisers, 46, 56, 57 Faculty, committees of, 310 Faculty members, 295 Faculty Regulations, 65 Fees (tuition, residence, etc.), 21, 70 Fellowships, 76 Financial Aid, 23 Fine Arts, see A rt History Foreign students, 334 Formats o f Instruction, 60 Francophone Studies, 155 Fraternities, 45 French, 203 Friends Historical Library, 10 Friends Meeting, 45 335 Index Geographical distribution o f Students, 334 German, 208 Germ an Studies, 158 Gifts, 9 Grades, 65 Graduate study, 69 Graduation requirements, 69 (see also Distribution requirements) Greek, 106 G renoble Program, 63 Handicapped Student Services, 44, 59 H ealth care, 45 H ealth Sciences Advisory Program, 61 History, 160 Honors Program, 55, 58 Honors Examiners, 5 9 ,3 2 4 Housing, 43 Insurance, 4 4 ,4 6 Intercultural Center, 45 Interdisciplinary work, 61 Interpretation Theory, 170 Judicial Bodies, 43 Kohlberg Hall, 11 Lang Music Building, 11, 51 Lang Performing Arts Center, 11 Latin, 106 Latin Am erican Studies, 172 Leaves o f A bsence, 67 Libraries, 9 Linguistics, 174 List Gallery, 11, 80 Literature Program, 181 Loans to students, 24 Madrid Program, 63 Map o f College grounds, 350 M artin Biological Laboratory, 11 Master’s degrees, 69 M athematics and Statistics, 183 M cCabe Library, 9 Media, Student, 52 Medieval Studies, 192 M odem Languages and Literatures, 194 Music, 50, 217 Music, performance, 218, 223 Normal Course Load, 59 Observatory, 11, 241 336 Papazian Hall, 11 Peace and C onflict Studies, 230 Philosophy, 234 Physical Education and A thletics, 239 Physical Education requirements, 69, 239 Physics and Astronomy, 241 Political Science, 248 Practical work, 61 Pre-medical Program, 61 Prizes, 71 P R O G R A M O F ST U D Y , 55 Freshmen and Sophomores, 56 Juniors and Seniors, 57 Honors Program, 58 Psychological Services, 46 Psychology, 257 Public Policy, 265 Public Relations, 53 Publications, College, 53 Publications, Student, 52 Registration, 66 Religion, 269 Religious life, 8, 45 Requirements for Admission, 18 Requirements for Graduation, 69 (see also Distribution requirements) Residence Halls, 43 Residence, regulations, 43 Russian, 211 Scholarships, 23 Scholastic Aptitude Test, 19 S co tt Arboretum, 13 Security Policies and Procedures, 47 Sharpies Dining Hall, 44 Social Affairs Comm ittee, 50 Sociology and Anthropology, 2 7 6 . Spanish, 213 Special Major, 57 Sproul Obervatory, 11, 241 Statistics, 185 Student A rt Association, 50 Student conduct, 36 Student-run courses, 60 Student Council, 50 Student employment, 24 Student Exchange Programs, 62 Student Rights, 36 Study Abroad, 62 Summer school work, 67 Swarthmore College Peace Collection, 10 Swarthmore Foundation, 52 Tarble Social Center, 44 Theatre, Courses in, 147 Transfer, application for, 20 Tuition and other fees, 21, 70 Tutorials, 60 Upward Bound, 52 Visiting Examiners, 3 24 Vocational Advising, 47 Withdrawal and Readmission for Health Related Reasons, 67 Women’s Resource Center, 45 Women’s Studies, 284 Worth Health Center, 45 Explanation of Buildings O ffice, administration offices, business offices, classrooms, residence hall, and Center for Social an a Policy Studies 2 . K o h l b e r g H a ll —Economics, modem languages and literatures, sociology and anthropology, Language Resource Center, Scheuer R o o m , Credit Union 3 . S c o t t B u il d in g — R elief map o f campus 4 . T h e E u g e n e M . a n d T h e r e s a L a n g P e r f o r m i n g A r t s C e n t e r — T h e a t r e , dance, and English 5 . L a n g M u s i c B u il d in g — Underhill Music Library and music 6 . M a r t i n B i o l o g i c a l L a b o r a t o r y a n d A n i m a l L a b o r a t o r y —Biology and Kirby Lecture Hall 7. C o r n e l l S c i e n c e L i b r a r y 8 . D u P o n t S c i e n c e B u il d in g — C h e m is tr y , mathematics, physics, and astronomy 9 . B e a r d s le y H a ll— A r t history and studio art, and Computing C e n te r 10. H i c k s H a ll —Engineering 11. T r o t t e r H a ll —Undergoing renovation 12. P e a r s o n H a ll —Education, history, political science, religion, faculty offices, Human Resources, Foreign Study O ffice 13. P a p a z ia n H a ll —Linguistics, philosophy, psychology, and engineering laboratories 14. F r ie n d s M e e t i n g H o u s e 1 . P a r r i s h H a ll— A d m is sio n s 350 1 5 . W h ittie r H o u se 2 6 . C u n n in g h a m F ie ld s 1 6 . C u n n in g h a m H o u s e — 2 7 . C l o t h i e r F ie ld s Scott Arboretum Offices and The Shane Teaching Garden 1 7 . W is te r G re e n h o u se 3 0 . T a r b le P a v ilio n — 1 9 . O l d T a r b le 3 1 . W a r e S w im m in g P o o l 2 0 . W o r t h H e a lt h C e n t e r 3 2 . S q u a sh C o u rts 2 1 . B e n ia m in W e s t H o u s e — Birthplace o f Benjamin West (designated a national historical landmark)—Visitor information, security, and communications 2 2 . B o n d M e m o r ia l a n d L o d g e s —Residence hall and meeting room s 2 9 . L a m b - M i l l e r F ie ld H o u s e — Physical education Physical education 1 8 . M c C a b e L ib r a r y I 2 8 . B arn space Maintenance, grounds, and environmental services 3 3 . S e r v i c e B u il d in g — 3 4 . H e a t in g P l a n t 3 5 . F ra te rn ity a n d S o c i a l L o d g e s , S h a rp ie s I II m e e t in g r o o m 3 6 . S h a r p i e s D i n i n g H a ll 3 7 . T a r b le S o c i a l C e n t e r i n C l o t h i e r M e m o r ia l— 2 4 . A sh to n G u e s t H o u se Snack bar, student offices, bookstore, Intercultural Center 3 8 . S p r o u l O b s e r v a t o r y — Astronomy and computer science 2 5 . F a u lk n e r T e n n is C o u r t s 3 9 . S c o t t O u td o o r A u d ito r iu m 2 3 . R o b i n s o n H o u s e — B la c k Cultural Center R e s id e n c e s 1 . P a r r i s h H a ll A . D a n a R e s i d e n c e H a ll B . H a llo w e ll R e s i d e n c e H a ll C. W h a r t o n H a ll D . W i l l e t s R e s i d e n c e H a ll E . W o r t h R e s i d e n c e H a ll F . M e r t z H a ll G . P a lm e r H a ll H. P i t t e n g e r H a ll I . R o b e r t s H a ll J . M a r y L y o n B u il d in g i K . W o o lm a n H o u s e L P ro fe sso rs’ H o u se s M . E m p lo y e e s’ H o u se s N . C o u rtn e y S m ith H o u se — President's House 351 Directions for Reaching Swarthmore College DRIVING From Pennsylvania Turnpike, going East F ro m E x it 2 4 (V a lle y F o rg e ) ta k e 1 -7 6 E a st ( S c h u y lk ill E x p re s s w a y ) a b o u t 2 'A m ile s to 1 -4 7 6 S o u th . T a k e 1 -4 7 6 a p p ro x . 1 3 m ile s to E x it 2 , M e d ia /S w a rth m o re . A t b o tto m o f e x it ra m p , fo llo w s ig n fo r S w a rth m o re b y tu rn in g le ft o n to B a ltim o re P ik e . (S e e b e lo w fo r “ . . . th e re st o f th e w ay.” ) From Pennsylvania Turnpike, going West F ro m E x it 2 5 A (N o rris to w n ) fo llo w sig n s fo r 1 -4 7 6 S o u th . S ta y o n 1 -4 7 6 a p p ro x . 1 7 m ile s to E x it 2 , S w a rth m o re /M e d ia . A t b o tto m o f e x it ra m p , fo llo w s ig n fo r S w a rth m o re b y tu rn in g le ft o n to B a ltim o re P ik e . (S e e b e lo w fo r “ . . . th e re st o f th e w a y .” ) From the New Jersey Turnpike T a k e E x it 6 (P A T u rn p ik e ) a n d p ro c e e d as d ire c te d a b o v e “ F ro m P e n n s y lv a n ia T u rn p ik e , g o in g W e s t.” From the South T ra v e lin g n o rth o n 1 -9 5 , p ass th e C h e s te r e x its a n d c o n tin u e to E x it 7 , 1-4 76 N o rth /P ly m o u th M e e tin g . T a k e 1 -4 7 6 to E x it 2 , M e d ia /S w a rth m o re . A t b o tto m o f e x it ra m p , fo llo w s ig n fo r S w a rth m o re b y tu rn in g rig h t o n to B a ltim o re P ik e . (S e e b e lo w fo r “ . . . th e re st o f th e w ay.” ) . . the rest of the way” S ta y in rig h t la n e a n d in le ss th a n X m ile tu rn rig h t o n to R o u te 3 2 0 S o u th (w a tc h tu rn s o n R o u te 3 2 0 ). P ro c e e d th ro u g h se c o n d lig h t a t C o lle g e A v e n u e to th e firs t d riv e w a y o n y o u r rig h t to v is it o r p a rk in g a t th e B e n ja m in W e s t H o u se . T h e B e n ja m in W e s t H o u se is th e C o lle g e ’s v is it o r c e n te r a n d h a s so m e o n e th e re to h a n d o u t m a p s a n d d ire c tio n s 2 4 h o u rs. TRAIN T h e C o lle g e is re a d ily a c c e ss ib le fro m P h ila d e lp h ia b y t ra in . A m tra k tra in s fro m N e w Y o rk a n d W a s h in g to n a rriv e h o u rly a t P h ila d e lp h ia ’s 3 0 th S tre e t S ta tio n . F ro m 3 0 t h S tre e t S ta tio n , th e S E P T A M e d ia L o c a l ( R 3 ) ta k e s 2 1 m in u te s to re a c h th e ca m p u s. AIR A n e x p re ss tra in ru n s fro m th e a irp o rt to 3 0 t h S tre e t S ta tio n w h e re y o u c a n take th e S E P T A M e d ia L o c a l ( R 3 ) tra in d ire c t ly to th e S w a rth m o re ca m p u s. T h e c o m b in e d fa re is a b o u t $ 8 .0 0 , a n d th e t rip 're q u ire s a b o u t o n e h o u r. T a x i s e rv ic e is a ls o a v a ila b le . T h e fa re is a p p ro x im a te ly $ 2 0 .0 0 , a n d th e t rip re q u ire s a b o u t 20 m in u te s. B y c a r fro m th e a irp o rt, ta k e 1-9 5 S o u th to E x it 7 , 1 -4 7 6 N o rth / P ly m o u th M e e tin g . T a k e 1 -4 7 6 N o r t h to E x it 2 , M e d ia /S w a rth m o re . A t b o tto m o f e x it ra m p , fo llo w s ig n fo r S w a rth m o re b y tu rn in g rig h t o n to B a ltim o re P ik e . (S e e a b o v e fo r “ . . . re s t o f th e w a y .” 352 Periodical Postage Paid Sw arthm ore, P A 19081-139 and Additional Mailing Offici IS S N 0888-2126 J Swarthmore College 500 College Avenue Swarthmore, PA 19081-1397 610 - 3 2 8 -8 0 0 0