Swarthmore College Bulletin 1999-2000 Volume XCVII Number 1 Catalog Issue August 1999 Directions for Correspondence SWARTHMORE COLLEGE, 500 COLLEGE AVENUE, SWARTHMORE, PA 190814397 Alfred H. Bloom GENERAL COLLEGE POLICY • President Jennie Keith ACADEMIC POLICY Provost Paul Aslanian FINANCIAL INFORMATION Vice President Maurice G. Eldridge COLLEGE AND COMMUNITY RELATIONS Vice President Dan C. West ALUMNI, DEVELOPMENT, AND PUBLIC RELATIONS Vice President Lawrence M . Schall FACILITIES AND SERVICES Vice President Robert J . Gross STUDENT SERVICES Dean of the College Robin G. Mamlet ADMISSIONS AND CATALOGS Dean of Admissions Martin 0. Warner RECORDS AND TRANSCRIPTS Registrar Laura Talbot FINANCIAL AID AND FINANCING OPTIONS INFORMATION Director of Financial Aid Thomas Francis CAREER PLANNING AND PLACEMENT Director Barbara Haddad Ryan GENERAL INFORMATION Associate Vice President Martha Dean GIFTS Director of Development Swarthmore College does not discriminate in education or employment on the basis of sex, race, color, age, religion, national origin, sexu­ al orientation, Vietman-era veteran status, pregnancy, or disability. This policy is consis­ tent with relevant governmental statutes and regulations, including those pursuant to Title IX of the Federal Education Amendments of 1972 and Section 504 of the Federal Rehabilitation A ct of 1973. This Bulletin contains policies and program descriptions as of July 31, 1999, the date of publication, and should be used solely as an informational guide. The College reserves the right to alter or amend at any time the policies or programs contained in the Bulletin. Students are responsible for informing themselves of current policies and meeting all relevant requirements. The Swarthmore College Bulletin (ISSN 0888-2126), of which this is Volume XCVII, number 1, is published in August, September, December, March and June 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. Table of Contents CALENDAR 4 INTRODUCTION 8 EDUCATIONAL RESOURCES 9 ADMISSIONS 21 EXPENSES 24 FINANCIAL AID 26 COLLEGE LIFE 40 IV V VI EDUCATIONAL PROGRAM 61 FACULTY REGULATIONS 70 DEGREE REQUIREMENTS 75 AWARDS AND PRIZES 76 FELLOWSHIPS 81 COURSES OF INSTRUCTION 84 A rt 85 Asian Studies 93 Biology 98 Black Studies 104 Chemistry 107 Classics 113 Comparative Literature 119 Computer Science 121 Economics 128 Education 135 Engineering 141 English Literature 151 Environmental Studies 178 Francophone Studies 180 German Studies 184 History 186 Interpretation Theory 201 Latin American Studies 204 Linguistics 206 Mathematics and Statistics 213 Medieval Studies 223 Modem Languages and Literatures 225 Music and Dance 252 Peace and Conflict Studies 267 Philosophy 270 Physical Education and Athletics 275 Physics and Astronomy 277 Political Science 285 Psychology 297 Public Policy 306 Religion 310 Sociology and Anthropology 318 Women’s Studies 332 THE CORPORATION and BOARD OF MANAGERS 336 ALUMNI ASSOCIATION OFFICERS and ALUMNI COUNCIL 340 THE FACULTY 342 ADMINISTRATION 361 VISITING EXAMINERS 374 DEGREES CONFERRED 377 AWARDS AND DISTINCTIONS 382 ENROLLMENT STATISTICS 385 INDEX 386 SWARTHMORE COLLEGE CAMPUS MAP 398 DIRECTIONS FOR REACHING SWARTHMORE COLLEGE 400 3 Sun Mon Tue Wed Thu 2 9 8 6 'X 5 16 15 13 12 14 22 23 21 19 20 27 28 29 30 26 Fri 3 10 17 24 Sat 4 11 18 25 3 10 1? 24 31 4 41-', IS 25 6 13 20 27 5 12 19 26 m m 14 21 28 Fri 1 8 15 22 29 Sai:': 2 9 16 23 30 NOVEMBER Sun Mon Tue Wed Thu 4 3 2 1' 11 10 7 $ 9 18 16 15 17 14 25 22 23 24 21 29 30 28 Fri 5 Sat ì MJ. 12 : 13 19 20 26 27 Sun Mon Tue Wed Thu Fri m b iiiir 3 10 8 ' 9 . 5 111 7 17 16 15 13 14 12 24 23 22 21 20 19 31 28 29 30 26 27 Sat 4 11 18 25 Sun don Tue Wed Thu Fri 6 13 20 27 7 14 21 28 5 12 19 26 4 11 18 25 Thu 3 10 17 24 Sat 1 8 15 22 29 Fri Sat 5 4 11 ' 12 19 18 26 25 MARCH Fri 3 10 17 24 31 Sat 4 11 18 25 Sun Mon Tue Wed Thu Fri 6 13 20 27 7 14 21 28 Sat 1 8 15 22 29 Sun Mon Tue Wed Thu 2 1 9 8 7 6 5 16 15 12 13 14 23 22 21 19 . 20 30 29 28 26 27 4 3 10 17 24 4 11 18 25 5 12 19 26 Fri 2 9 16 23 30 Sat 3 10 17 24 JANUARY Sun Mon Tue Wed THu 3 2 4 W m 10 11 9 8 7 18 16 15 17 14 25 24 23 21 22 28 29 30 31 Fri Sat 5 6 12 13 19 2 0 26 ¡ 1 FEBRUARY Sun Mon Tue Wed Thu 1 8 6 Ili 4 15 14 13 12 il 22 19 20 21 18 28 26 27 25 JULY Fri 2 9 16 23 Sat f '3 10 17 24 MARCH Sun Mon Tue Wed rhu Fri 5 12 19 26 6 13 20 27 7 14 21 28 Sat 1 8 15 22 29 Fri 4 11 18 25 Sat 5 12 19 26 Sun Mon Tue Wed Thu Fri Sat 6 IIP 5 4 3 1 1 8 9 10 11 i l ; . 13 14 20 21 19 18 15 16 17 26 27 28 22 23 24 25 29 30 Fri ti 8 15 22 29 Sat 2 9 16 23 30 Sun Mon Tue Wed Thu ¡1IIIV T ' 3 9 - 10 6 7 ’ 8 16 17 13 14 15 24 23 22 21 20 29 30 31 28 27 Sun Mon Tue Wed Thu Fri 6 5 2 3 4 1 12 13 11 9 10 8 • 20 19 18 15 16 17 26 27 25 22 23 24 31 29 30 Sat 7 14 21 28 2 9 16 23 30 3 10 17 24 31 4 11 18 25 Sun Mori Tue Wed Thu li® 4 :' l i 18 25 ■ m : tz- 19 26 6 13 20 27 3 10 17 24 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 6 13 20 27 Sat ,3 10 i l 7 24 31 7 14 21 28 R i Sat 4 (K 5 12 11 19 18 25 ' 26 S u n M o ri - 3' IO 17 4 11 18 25 Tue '5 12 19 26 Wed Thu ¡ f i l i :$ a t '' i , 6 13 20 27 7 14 21 28 ì' i 15 22 29 9 , 16 23 30 JULY Fri 3 10 17 24 Sat 4 11 18 25 Sun Mon Tue Wed Thu 5 4 i ■ 2 ;r ; 3 12 11 io 8 9 19 18 15 16 17 24 25 26 22 23 31 29 30 Fri ii 8 15 22 29 Sat 2 9 16 23 30 Sun Mon Tue :Wed Thu Fri Sat 3 : 4 2 1 10 il 9 5 ; 6 V T t 8 16 : 17 - 18 14 15 12 13 23 22 24 25 21 19 20 28 : 29: 30 31 26 27 DECEMBER 5 12 19 26 Ri ' 2 9 16 23 30 JUNE NOVEMBER Sun Mon Tue Wed Thu 1, 2 9 8 6 7 5 16 15 13 14 12 23 22 21 20 19 30 29 28 26 27 4 11 18 25 8 15 22 29 MAY UCTOBER 3 10 17 '24 31 7 14 21 28 APRIL Sun don Tue Wed Thu 3 2 1 10 9 8 6 7 16 17 15 13 14 22 23 24 21 20 30 31 29 28 27 Sun Mon Tue Wed Thu APRIL 2 9 16 23 30 Sat 6 13 20 27 SEPTEMBER FEBRUARY Sun Mon Tue Wed 2 1 9 8 6 7 16 15 13 14 22 23 21 20 29 28 27 Sun Mon Tue Wed Thu 1 8 6 7 5 4 15 13 14 12 11 22 21 19 20 18 29 28 26 27 25 Sun Mon Tue Wed Thu 2000 JANUARY 3 10 17 24 31 Fri 5 12 19 26 AUGUST OECEMBER 2 9 16 23 30 Sun Mon Tue Wed Thu 3 4 2 1 11 10 9 8 7 18 16 17 15 14 25 24 22 23 21 30 31 29 28 JUNE OCTOBER Sun Mon Tue Wed Thu 2001 MAY 1999 SEPTEMBER Fri Sat 7 6 14 13 20 21 27 : 28 AUGUST College Calendar 1999 Fall Semester August 28 September 1 September 2 September 24-25 September 25 October 8 October 18 October 22-24 November 15-23 November 24 November 24-30 November 29 December 3-4 December 9-10 December 10 December 11 December 13 December 17 December 21 New student orientation begins Registration Classes and seminars begin Meeting of the Board of Managers Homecoming October holiday begins at end of last class or seminar October holiday ends at 8:30 a.m. Meeting of Alumni Council Advising period Thanksgiving vacation begins at end of last class or seminar Pre-enrollment for spring semester Thanksgiving vacation ends at 8:30 a.m. Meeting of the Board of Managers Advising follow-up days Classes end Enrollment for spring semester Final examinations begin Seminars end Final examinations end 2000 Spring Semester January 17 February 25-26 March 3 March 13 March 17-19 April 3-13 April 7-9 April 14-18 April 27-28 April 28 May 1 May 4 May 4 May 5-6 May 13 May 15 May 15-16 May 18-20 May 28 May 29 June 2-4 Classes and seminars begin Meeting of the Board of Managers Spring vacation begins at end of last class or seminar Spring vacation ends at 8:30 a.m. Black Alumni Weekend Advising period Parents Weekend Pre-enrollment period for fall semester Advising follow-up days Classes and seminars end Enrollment meeting for fall semester W ritten Honors examinations begin Course examinations begin Meeting of the Board of Managers Course examinations end W ritten Honors examinations end Senior comprehensive examinations Oral Honors examinations Baccalaureate Commencement Alumni Weekend 5 2000 Tentative August 29 September 2 September 4 September 29-30 October 13 October 23 November 13-21 November 22 November 22-28 November 27 December 1-2 December 11-12 December 12 December 13 December 15 December 15 December 23 2001 Tentative January 22 February 23-24 March 9 March 19 March 23-25 April9-19 April 16-18 April 20-24 May 3-4 May 4 May 4-5 May 7 May 10 May 10 May 19 May 21 May 21-22 May 24-26 June 3 June 4 June 8-10 6 Fall Semester New student orientation begins Registration Classes and seminars begin Meeting of the Board of Managers October holiday begins at end of last class or seminar October holiday ends at 8:30 a.m. Advising period Thanksgiving vacation begins at end of last class or seminar Pre-enrollment for spring semester Thanksgiving vacation ends at 8:30 a.m. Meeting of the Board of Managers Advising follow-up days Classes end Enrollment for spring semester Final examinations begin Seminars end Final examinations end Spring Semester Classes and seminars begin Meeting of the Board of Managers Spring vacation begins at end of last class or seminar Spring vacation ends at 8:30 a.m. Black Alumni Weekend Advising period Parents Weekend Pre-enrollment for fall semester Advising follow-up days Classes and seminars end Meeting of the Board of Managers Enrollment for fall semester W ritten Honors examinations begin Final examinations begin Final examinations end Written Honors examinations end Senior comprehensive examinations Oral Honors examinations Baccalaureate Commencement Alumni Weekend Introduction to Swarthmore College Swarthmore College, founded in 1864 by members of the Religious Society of Friends as a co-educational institution, occupies a cam­ pus of more than 300 acres of rolling wooded land in and adjacent to the borough of Swarthmore in Delaware County, Pennsyl­ vania. It is a small college by deliberate policy. Its present enrollment is about 1,350 men and women students. The borough of Swarthmore is a residential suburb within half an hour’s commuting distance of Philadelphia. College students are able to enjoy both the advantages of nearby rural settings and the opportunities offered by Philadelphia. The College’s location also makes possible cooperation with three nearby institutions, Bryn Mawr and Haverford Colleges and the University of Pennsylvania. OBJECTIVES AND PURPOSES Swarthmore students are expected to prepare themselves for full, balanced lives as individu­ als and as responsible citizens through exacting intellectual study supplemented by a varied program of sports and other extracurricular activities. The purpose of Swarthmore College is to make its students more valuable human beings and more useful members of society. Although it shares this purpose with other educational institutions, each school, college, and universi­ ty seeks to realize that purpose in its own way. Swarthmore seeks to help its students realize their fullest intellectual and personal potential combined with a deep sense of ethical and social concern. VARIETIES OF EDUCATIONAL EXPERIENCE Education is largely an individual matter, for no two students are exactly alike. The Swarth­ more College curriculum is designed to give recognition to this fact, and seeks to evoke the maximum effort and development from each student. The Swarthmore College Honors Pro­ gram offers additional enriching and exciting intellectual experiences to students who choose to prepare for evaluation by examiners from other colleges and universities. Throughout the curriculum, options for inde­ 8 pendent study and interdisciplinary work offer opportunities for exploration and development over a wide range of individual goals. These opportunities typically include considerable flexibility of program choices from semester to semester, so that academic planning may be responsive to the emerging needs of students. THE RELIGIOUS TRADITION Swarthmore College was founded by members of the Religious Society of Friends (the Quakers). Although it has been nonsectarian in control since 1908, and although Friends now compose a minority of the student body, the faculty, and the administration, the College still values highly many of the princi­ ples of 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 of life, Quakerism emphasizes hard work, simple liv­ ing, and generous giving as well as personal integrity, social justice, and the peaceful settle­ ment of disputes. The College does not seek to impose on its students this Quaker view of life, or any other specific set of convictions about the nature of things and the duties of human beings. It does, however, encourage ethical and religious concern about such matters, and con­ tinuing examination of any view which may be held regarding them. TRADITION AND CHANGE A college draws strength from tradition and energy from the necessity of change. Its pur­ poses and policies must respond to new condi­ tions and new demands. By being open to change, Swarthmore tries to provide for its stu­ dents, by means appropriate to the times, the standard of excellence it has sought to main­ tain from its founding. Educational Resources The primary educational resources of any col­ lege are the quality of its faculty and the spirit of the institution. Financial as well as physical resources play an important supportive role. THE ENDOWMENT The 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 of art and litera­ ture, and permanently endowed professorships, scholarships, awards, book funds and lecture­ ships. Their gifts to Swarthmore have not only provided the physical plant but also have cre­ ated an endowment fund of approximately $900 million at market value on June 30,1999. Swarthmore ranks 12th in the country in endowment per student. Income from the endowment during the academic year 1997-98 contributed approximately $21,600 to meet the total expense of educating each student and provided more than 37 percent of the College’s operating revenues. The 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 maintain and strengthen its resources. The vice president in charge of development will be pleased to pro­ vide information about various forms of gifts: bequests, outright gifts of cash or securities, real estate or other property, and deferred gifts through charitable remainder trusts and life income contracts in which the donor reserves the right to the annual income during his or her lifetime. LIBRARIES The College Library is an active participant in the instructional and research program of the College. The primary mission of the Library is to instruct students in effective, efficient use of the library and to encourage them to develop habits of self-education so that they may use books, libraries, and recorded communication in all forms for a lifetime of intellectual devel­ opment. To this end the Library acquires and organizes books, journals, audiovisuals, and electronic information in a variety of digital and other formats for the use of students and faculty. Although 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 of source materials than is typically found in undergraduate libraries. Further needs are met through interlibrary loan, document delivery and other cooperative arrangements. The Swarthmore College - Libraries together with those of 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 Wide Web. The URL is: http://www.swarthmore.edu/Library/. Electronic bibliographic indexes and full-text databases have become increasingly important to undergraduate research. Swarthmore Col­ lege and the consortium provide a growing selection of electronic research databases, indexes, and full-text e-journals that are avail­ able in the Libraries and networked to dormi­ tory rooms and other campus settings. The Thomas B. and Jeanette L. McCabe Library is the center of the College Library system housing the major portion of the College Library collections, reading and seminar rooms, an electronic resources room, a video classroom, and administrative offices. Total Library holdings amount to 749,000 volumes with some 20,000 volumes added annually. About 2,050 periodical titles are received reg­ ularly. The College participates in the Federal Depository Library Program by selecting publi­ cations most appropriate to the needs of the curriculum and the public, and by making them easy to find through the Tripod system. The Cornell Library of Science and Engineering houses more than 54,200 volumes and serves the scientific, academic and research needs of students and faculty. The Daniel Underhill Music Library contains around 19,400 books and scores, 12,900 recordings and listening equip- 9 Educational Resources ment. A small collection of relevant material is located in the Black Cultural Center. Special Library Collections The College Library contains certain special collections: British Americana, accounts of British travellers in the United States; the works of English poets Wordsworth and Thomson bequeathed to the Library by Edwin H. Wells; the works of Seamus Heaney, winner of the Nobel Prize for Literature, 1995; the W. H . Auden Collection commemorating the English poet who taught at Swarthmore in the mid-forties; the Bathe Collection of the history of technology donated by Greville Bathe; the Private Press Collection representing the work of over 670 presses; and the Swarthmoreana Collection of over 6,200 publications by gradu­ ates of the College. The Audiovisual Collection with 2,800 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 of Shakespearean plays (both videocassettes and audiodiscs) and other dramatic literature; the literature of earlier periods read both in modem English and in the pronunciation of the time; recordings of liter­ ary programs held at Swarthmore; and video­ recordings of U.S. and foreign classic feature films, as well as educational, documentary, and experimental films. These materials support all areas of study and are housed in all three libraries with the appropriate subjects. W ithin the McCabe Library building are two special libraries which enrich the academic background of the College: The Friends Historical Library, founded in 1871 by Anson Lapham, is one of the outstanding collections in the United States of manu­ scripts, books, pamphlets, and pictures relating to the history of the Society of Friends. The library is a depository for records of Friends Meetings belonging to Baltimore, New York, Philadelphia, and other Yearly Meetings. More than 10,000 record books, dating from the 1670’s until the present, have been deposited. Additional records are available on microfilm. The William Wade Hinshaw Index to Quaker Meeting Records lists material of genealogical interest. Special collections include materials on various subjects of Quaker concern such as abolition, Indian rights, utopian reform, and 10 the history of women’s rights. Notable among the other holdings are the W hittier Collection (first editions and manuscripts of John Greenleaf Whittier, the Quaker poet), the Mott manuscripts (over 500 autograph letters of Lucretia Mott, antislavery and women’s rights leader), and the Hicks manuscripts (more than 400 letters of Elias Hicks, a promi­ nent Quaker minister). The library’s collection of books and pamphlets by and about Friends numbers more than 43,000 volumes. More than 200 Quaker periodicals are currently received. There is also an extensive collection of photographs of meetinghouses and pictures of representative Friends and Quaker activi­ ties, as well as a number of oil paintings, including “The Peaceable Kingdom” by Ed­ ward Hicks. It is hoped that Friends and others will consider the advantages of giving to this library any books and family papers which may throw light on the history of the Society of Friends. The Swarthmore College Peace Collection is of special interest to research students seeking the records of the peace movement. The records of the Women’s International League for Peace and Freedom and the personal papers of Jane Addams of Hull-House, Chicago, formed the original nucleus of the Collection (1930). Over the years other major collections have been added including the papers of Devere Allen, Emily Greene Balch, Julien Cornell, Homer Jack, Lucy Biddle Lewis, A. J. Muste, Lawrence Scott, John Nevin Sayre, William Sollmann, E. Raymond Wilson, and others, as well as the records of the American Peace Society, A Quaker Action Group, Business Executives Move, CCCO, Fellowship of Reconciliation, Friends Committee on National Legislation, The Great Peace March, Lake Mohonk Conferences on International Arbitration, National Interreligious Service Board for Conscientious Objectors, National Council for Prevention of War, National Council to Repeal the Draft, SANE, War Resisters League, Women Strike for Peace, World Conference of Religion for Peace, and many others. The Peace Collection serves as the official repository for the archives of many of these organizations, incorporated here in more than 10,000 document boxes. The Collection also houses over 12,000 books and pamphlets and about 3,000 periodical titles. Four hundred periodicals are currently received from 22 countries. The comprehensive Guide to the Swarthmore College Peace Collection, pub­ lished in 1981, and the Guide to Sources on Women in the Swarthmore College Peace Collection describe the archival holdings. Web site: http://www.swarthmore.edu/Library/peace. PHYSICAL FACILITIES When Swarthmore College opened in the fall of 1869, it consisted of one building—Parrish Hall—set on farmland serving 199 students. Today, it encompasses more than 40 buildings used by 1,350 students on 330 acres. The College provides an impressive range of modem facilities for students’ intellectual growth, cultural enrichment, arid physical and social development. A t the same time, it main­ tains an intimate campus exemplifying the concept of academic study in an idyllic setting. Intellectual Growth Parrish Hall, the original College building, still lies at the heart of the campus with classroom buildings clustered around it. The second old­ est building on campus, Trotter Hall, was com­ pletely renovated and reopened in 1997. Today, in a building that respects the past but embraces modem technology and design, Trotter provides the space for the History, Political Science, and Classics Departments; the Center for Social and Policy Studies; the Women’s and Black and Asian Studies Programs; and several classrooms and seminar rooms. A t the center of the building is the Tarble Atrium, an inspiring wooden staircase crafted from cherry and birch with expansive landings on each level that function as student lounges and are supplied with seating and com­ puter hookups. Views from this building over­ look the Rose Garden to the south and the Nason Garden and Outdoor Classroom to the north. Kohlherg Hall, an entirely new academic build­ ing completed in 1996, features spaces for use by the entire College community on the ground floor, including a lounge complete with a coffee bar and fireplace; the Scheuer Room, a popular place for lectures and gatherings with a window wall and modem audiovisual equip­ ment; and the Cosby Courtyard, a dramatic outdoor space with a lawn panel and stone sit­ ting walls that double as an outdoor classroom. O n the upper two floors are modem classrooms and intim ate seminar rooms, a language resource center, and faculty offices. Kohlberg Hall—home to the Modem Languages and Literatures, Economics, and Sociology/Anthropology Departments—demonstrates that a new building with award-winning architectur­ al design can be integrated into an established campus. Next door to Kohlberg lies the Lang Performing Arts Center, home to the English, Dance, and Theater Departments. Although most of the spaces in this building provide for cultural enrichment (more about that later), class­ rooms and offices are found on the second and third floors. Hicks, Beardsley, and Pearson Halls are clustered together on the north end of the academic campus, forming with Trotter Hall a quadran­ gle now known as the Nason Garden. Hicks is home to the Engineering Department and con­ tains laboratories, with several equipped for computer-assisted and -controlled experimen­ tation. Beardsley, renovated in 1990, houses the A rt Department; Pearson, renovated in 1998, is home to the Linguistics, Education, and Religion Departments. Completing the cluster of north campus academic buildings is Papazian Hall, which houses the Psychology and Philosophy Departments. Renovation studies were conducted in 1998 on Martin Hall and DuPont Science Building, two buildings devoted to the sciences. The College is embarking on a major project to create a uni­ fied science center with modem laboratories for the Physics and Astronomy, Chemistry, Mathematics and Statistics, Biology, and Computer Science Departments. In 1999, the Martin Greenhouse was renovated so it can support a broader research program. Sproul Observatory, with its 24-inch visual refracting telescope, is the center of fundamen­ tal research in multiple star systems, and a 24inch reflecting telescope on Papazian Hall is used for solar and stellar spectroscopy. In the management, design, and construction of all physical facilities, the College recognizes the importance of employing environmentally sound practices, acknowledging its commit­ ment to current and future societies. A n exam- 11 Educational Resources pie of Swarthmore’s commitment to sustain­ ability is the biostream bed, located between McCabe Library and Willets Hall and designed to filter runoff from upper-campus building roofs. The Computing Center, with offices located in Beardsley Hall, provides computing and telecommunication resources and support to all faculty, registered students, and College staff. Academic computing resources comprise several components: a number of UNIX servers managed by the Computing Center, a network of SUN Sparc workstations in the Computer Science Department, a network of HP work­ stations in the Engineering Department, a Power Macintosh lab in the Mathematics Department, and software servers in the Chemistry and the Physics and Astronomy Departments. A specialized multimedia facility in Beardsley gives faculty a place to try out new technology and create presentations and multi­ media projects for their courses. Servers run­ ning Oracle and SCT Banner are used for the College’s administrative data management needs. Fiber optic cabling ties these compo­ nents together into a campuswide network. The campus network is linked to the Internet, allowing communication and data access on a global scale. Power Macintosh computers are available in public areas in Beardsley, DuPont, Kohlberg, and McCabe and Cornell Libraries. Virtually every administrative and faculty office is equipped with computers. Students may con­ nect Macintosh or Windows computers to the campus network from their rooms. Any Macintosh connected to the network can be used to gain access to electronic mail, bulletin boards, the World Wide Web, Tripod (the library system shared with Bryn Mawr College and Haverford College), and a variety of soft­ ware programs. Windows computers connected to the campus network from residence hall rooms have access to the World Wide Web, electronic mail, and Tripod. Copies of several commonly used commercial software packages are available on a restricted basis on the public-area hard drives or on file servers connected to the network. Some of these file servers also contain an assortment of shareware and public domain software. A computer repair service is located in Beardsley. The College Bookstore sells a vari­ 12 ety of software at very reasonable prices. The repair service provides on-campus repair ser­ vices for student-owned computers. The Telecommunications Department of the Computing Center provides telephone and 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 of the College’s com­ puting resources is available on several levels. Students may seek help from student consul­ tants who are available most of the day and night, seven days a week. Faculty may seek assistance through a Help Desk or through Computing Center staff assigned to their respective division for curricular support. Cultural Enrichment The Lang Music Building, opened in 1973, con­ tains an auditorium seating nearly 400 while providing an expansive view into the Crum Woods. It also is home to the Daniel Underhill Music Library, classrooms, ; practice and rehearsal rooms, and an exhibition area. It is the central facility for the Music Department and for musical activities at the College. Greatly enhancing performance venues, the Eugene M. and Theresa Lang Performing Arts Center (LPAC) opened in 1991. The building contains Pearson-Hall Theater, with a seating capacity of 825. The theater can be divided with a 40-ton movable soundproof wall, which is raised and lowered hydraulically. W hen raised, the space may be used simultaneously as a cinema theater seating more than 300 and a theater space of about equal seating capacity. The stage of the theater may also be trans­ formed from its traditional configuration into a thrust stage. O n the lower level of the LPAC is another more intimate theater, the Frear Ensemble Theater, a “black box” that serves as an experi­ mental and instructional studio as well as the Patricia Witky Boyer Dance Studio and Dance Lab. This building also provides an elegant facility for changing art exhibits, student art exhibitions, and a display of holdings of Swarthmore College’s permanent art collec­ tion in its List Art Gallery. Physical Development The College maintains about 80 acres of playing fields around the academic heart of the campus to support a wide range of sports, including rugby, field hockey, lacrosse, base­ ball, and football. Track sports are supported by both an outdoor track around the Clothier Field and indoor track in the Lamb-Miller Field House, which also provides indoor basketball courts and exercise rooms. Next to the Field House lies the Squash Court building and Ware Pool, with a 50-meter pool that supports not only swimming training but scuba diving as well. The six outdoor Faulkner Tennis Courts will be supplemented with the addition of The Mulian Tennis Center, an indoor tennis and fit­ ness pavilion to open for use in the spring of 2000. Ample open lawn areas, an integral part of the Swarthmore College campus, accommo­ dates and inspires a range of informal and spontaneous physical activity from Frisbee throwing to water sliding. Social Development Several residence halls are close to the core of the campus. Rooms are assigned by a lottery system. All students have private telephone and computer hookup capabilities in their rooms. All halls have common lounges for socializing, and Swarthmore’s Sharpies Dining Hall provides an impressive single dining space ensuring students have the opportunity to interact regularly at mealtimes. Small dining rooms within the dining hall are frequently used for special-interest groups such as lan­ guage discussion groups. Other student activity and organization space on campus includes Parrish Parlors in the heart of campus; Parrish Commons a level up; Tarble in Clothier, with a snack bar, game room, the college bookstore, a large all-campus space used for dances and other events; and Paces, a student coffeehouse; the lntercultural Center, with both private organization space and a large meeting room for collective events; the Black Cultural Center; Bond Hall, home to the religious advisors and religious organizations; and Olde Club, the party place. Scott Arboretum About 325 acres are contained in the College property, including a large tract of woodland and the valley of Crum Creek. Much of this tract has been developed as a horticultural and botanical collection of trees, shrubs, and herbaceous plants through the provisions of the Scott Arboretum, established in 1929 by Mrs. A rthur Hoyt Scott and Owen and Margaret Moon as a memorial to Arthur Hoyt Scott of the Class of 1895. The plant collec­ tions are designed both to afford examples of the better kinds of trees and shrubs which are hardy in the climate of Eastern Pennsylvania and suitable for planting by the average gar­ dener, and to beautify the campus. All collec­ tions are labeled and recorded. There are exceptionally fine displays of hollies, Japanese cherries, flowering crabapples, magnolias, and tree peonies, and a great variety of lilacs, rhododendrons, azaleas, and daffodils. Choice specimens from the collections are displayed in several specialty gardens including The Terry Shane Teaching Garden, The Theresa Lang Garden of Fragrance, the Dean Bond Rose Garden, the Isabelle Bennett Cosby ’28 Courtyard, the Nason Garden and outdoor classroom, and the Metasequoia allée. Many interested donors have contributed generously to the collections, and the Arboretum is funded primarily by a restricted endowment and by outside grants. The Arboretum conducts applied research on ornamental plants and serves as a test site for three plant evaluation programs: the Gold Medal Award of Garden Merit through the Pennsylvania Horticultural Society, the perfor­ mance of hollies through the American Holly Society, and the National Crabapple Evalua­ tion Program. The Arboretum offers horticultural education­ al programs to the general public and Swarth­ more 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 of its efforts, are the “Associates of the Scott Arbo­ retum.” This 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 tours to other gardens. About 90 “Arboretum assistants” aid in campus maintenance on a regular basis by volunteering. Student mem­ berships are available. The Arboretum’s 13 Educational Resources newsletter, Hybrid, serves to publicize their activities and provides up-to-date information on seasonal gardening topics. Maps for selfguided tours and brochures of the Arboretum’s plant collections are available at the Scott Offices (610) 328-8025, located in the Cunningham House. The Scott Arboretum was accredited by the American Association of Museums in 1995, signifying its professional standards of opera­ tion as an arboretum. SPECIAL FUNDS AND LECTURESHIPS The William J. Cooper Foundation provides funding for a varied program of lectures, exhibits, and concerts, which enriches the aca­ demic work and cultural experience of the College and the community. Established by William J. Cooper, a devoted friend of the College whose wife Emma Mcllvain Cooper served as a member of the Board of Managers from 1882 to 1923, the Foundation provides annual funds that are used “in bringing to the College from time to time, eminent citizens of this and other countries who are leaders in statesmanship, education, the arts, sciences, learned professions and business, in order that the faculty, students and the college communi­ ty may be broadened by a closer acquaintance with matters of world [interest].” The Cooper Foundation Committee, com­ posed of students, faculty, and staff, works with members of all campus constituencies to arrange lectures, exhibitions, and performances of College-wide interest as well as to bring to the College speakers of note who will remain in residence long enough to enter into the life of the community. In the past, some speakers have been invited with the understanding that their lectures would be published under the auspices of the Foundation. This arrangement has produced eighteen volumes. Thè 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, artists, and performers in music, film, dance, and theater who show promise of distinguished achievement. The Alfred H. Bloom Jr. and Martha B. Bloom, 14 parents of Alfred H. Bloom, Memorial Visiting Scholar Fund is the gift of Frank Solomon Jr. ’50. It brings visiting scholars to campus at the discretion of 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. The Fund supports new or existing programs which encourage involve­ ment in addressing societal problems through projects initiated by the College or created by current students. In addition, it will provide opportunities for faculty and students to partic­ ipate in volunteer service projects linked to the academic program. Wendy Susan Cheek '38 Memorial Fund for Women’s Studies. Established in 1998 by Aimee Lee and William Francis Cheek, the fund sup­ ports student and/or programming needs of the Women’s Studies Program, including the cap­ stone seminar for Honors and Course students. The fund shall be spent at the direction of the Women’s Studies Coordinator. Bruce Cratsley ’66 Memorial Fund was created in 1998 and supports lectures about photogra­ phy and exhibitions. The Michael J. Durkan Memorial Fund was established by family and friends of Michael J. Durkan, Librarian Emeritus, to support library collections and to help bring Irish writers to campus. The James A. Field Jr. Memorial Fund was estab­ lished by family and friends of James A. Field Jr. Clothier Professor Emeritus of History, to support library collections. The Donald J. Gordon Art Fund was established in 1998 by a gift from his children and their spouses, on the occasion of his 70th birthday and the 50th anniversary of his graduation from Swarthmore College. The fund supports visiting artists. The Bruce Hannay Fund was established by a gift from the General Signal Corporation in honor of N. Bruce Hannay ’42. The fund will provide support for the academic program, with special consideration given to chemistry. Bruce Hannay was a research chemist with Bell Laboratories and received an honorary Doctor of Science degree from Swarthmore in 1979. The James C. Horrnel '55 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 of the differences in culture, sexual ori­ entation, or race. The William I. Hull Fund was established in 1958 by Mrs. Hannah Clothier Hull, Class of 1891, in memory of her late husband. Dr. Hull was Professor of History and International Law at Swarthmore College for 48 years. The 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 Con­ ference on Entrepreneurship and Economic Anthropology. Jonathan Lax, Class of 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 List Gallery Exhibit Fund, established through the generosity of Mrs. Albert List, sup­ ports exhibits in the List Gallery of the Eugene M. and Theresa Lang Performing Arts Center. The Joanna Rudge Long ’56 Conflict Resolution Endowment was created in 1996 in celebration of the donor’s 40th Reunion. The stipend is awarded to a student whose meritorious pro­ posal for a summer research project or intern­ ship relates to the acquisition of skills by ele­ mentary school or younger children for the peaceful resolution of conflict. The Sager Fund of 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. The fund also sponsors an annual three-day sympo­ sium. The fund is administered by a committee of women and men from the student body, alumni, staff, faculty, and administration. Created in 1996 in honor of Robert Savage, Professor Emeritus of Biology, the Savage Fund supports student research and other activities in cellular and molecular biology. The Scheuer-Pierscm Fund, established in 1978 by Walter and Marge Scheuer ’48, supports the Economics Department. The Barnard Fund was established in 1964 by two graduates of the College, Mr. and Mrs. Boyd T. Barnard of Rosemont, Pennsylvania. The fund has been augmented by the 50-year class gifts from the classes of 1917 and 1919, and other friends. The income from the fund may be used for any activity that contributes to the advancement of 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 Department of Music who show unusual promise as instrumentalists or vocalists. The Gene D. Overstreet Memorial Fund, given by friends in memory of Gene D. Overstreet (1924-1965), a member of the Political Science Department, 1957-1964, 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 of the class of 1905 and other friends of the College, is given annually on some phase of art. It is the outgrowth of the Benjamin West Society which built up a col­ lection of paintings, drawings, and prints, which are exhibited, as space permits, in the college buildings. The lecture owes its name to the American artist, who was bom in a house which stands on the campus and who became president of the Royal Academy. The Swarthmore Chapter of Sigma Xi lecture series brings eminent scientists to the campus under its auspices throughout the year. Local members present colloquia on their own research. The Lee Frank Memorial Art Fund, endowed by the family and friends of 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 Marjorie Heilman Visiting Artist Fund was established by M. Grant Heilman, Class of 1941, in memory of Marjorie Heilman to stim­ ulate interest in art, particularly the practice of 15 Educational Resources art, on campus. The Gil and Mary Roelofs Stott Concert Fund was established in 1997 on th e 25fh Anniversary of the Lang Music Building. The Fund was created as an expression of deep affection for the Stotts by Eugene M. Lang, Class of 1938, to recognize their special artistic talents and all that they have meant to the Swarthmore community. Each year, a new musical composition will be commissioned by the College to be performed at an annual Gil and Mary Roelofs Stott Concert at which the Gil and Mary Roelofs Stott Resident Student Artist will perform. The Thatcher Fund provides individualized assistance to students with disabilities. The purpose of the fund is to enable such students to take full advantage of the academic and extracurricular life of the College and to make Swarthmore a desirable choice for prospective students with disabilities. The fund was estab­ lished in 1997. Kenneth R. Wynn '74 Fund for Interdisciplinary Programs was created in 1998 to support inter­ disciplinary, language-based programs that embrace a more global view of language learn­ ing than traditional sources. 16 Endowed Chairs The Edmund Allen Professorship of Chemistry was established in 1938 by a trust set up by his daughter Laura Allen, friend of the college and niece of Manager Rachel Hillbom. The Franklin E. and Betty Barr Chair m 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 of 1896, in 1964, in honor of his wife, Edna Pownall Buffington, Class of 1898. The Dorwin P. Cartwright Professorship in Social Theory and Social Action was created in 1993 by Barbara Weiss Cartwright, Class of 1937, to honor her husband, Dorwin P. Cartwright, Class of 1937. The Professorship shall be awarded for a period of five years to a full pro­ fessor who has contributed to and has the promise of continuing major contributions to the understanding of how social theory can be brought to bear on creating a more humane and ethically responsible society. Centennial Chairs. Three professorships, unre­ stricted as to field, were created in 1964 in honor of Swarthmore’s Centennial from funds raised during the Centennial Fund Campaign. The Isaac H. Clothier Professorship of History and International Relations was created in 1888 by Isaac H. Clothier, member of the Board of Managers. Originally in the field of Civil and Mechanical Engineering, he later approved its being a chair in Latin, and in 1912 he approved its present designation. The Isaac H. Clothier Jr. Professorship of Biology was established by Isaac H. Clothier Jr. as a tribute of gratitude and esteem for Dr. Spencer Trotter,- Professor of Biology, 1888-1926. The Morris L. Clothier Professorship of 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 comer of the world, Cornell professors and their families have resided on the campus so that they might deep­ en the perspective of both students and faculty. The Alexander Griswold Cummins Professorship of English Literature was established in 1911 in honor of Alexander Griswold Cummins, Class of 1889, by Morris L. Clothier, Class of 1890. The Howard N . and Ada J. Eavenson Professor­ ship in Engineering was established in 1959 by a trust bequest of Mrs. Eavenson, whose husband graduated in 1895. The James H. Hammons Professorship was estab­ lished in 1997 by Jeffrey A. Wolfson, Class of 1975, to recognize the inspiring academic and personal guidance provided by James H. Hammons, Professor of Chemistry, who began his distinguished teaching career at Swarthmore in 1964. The Professorship may be awarded in any division, with preference given to the Department of Chemistry. The James 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 of social justice issues, including those pertaining to sexual orienta­ tion. The Howard M. and Charles F. Jenkins Profes­ sorship of Quaker History and Research was endowed in 1924 by Charles F. Jenkins, Hon. ’26 and member of the Board of Managers, on behalf of the family of Howard M. Jenkins, member of the Board of Managers, to increase the usefulness of the Friends Historical Library and to stimulate interest in American and Colonial history with special reference to Pennsylvania. The fund was added to over the years through the efforts of the Jenkins family, and by a 1976 bequest from C. Marshall Taylor ’04. The William R. Kenan Jr. Professorship was established in 1973 by a grant from the William R. Kenan Jr. Charitable Trust to “sup­ port and encourage a scholar-teacher whose enthusiasm for learning, commitment 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 of the Board of Managers, normally rotates every four years among members of the Swarthmore faculty and includes one year 17 Endowed Chairs devoted entirely to research, study, enrichment or writing. It carries an annual discretionary grant for research expenses, books and materi­ als. 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 of social change. The Sara Lawrence Lightfoot Professorship was created by the College in 1992 in recognition of an unrestricted gift by James A. Michener, Class of 1929. The professorship is named in honor of Sara Lawrence Lightfoot, Class of 1966, Doctor of Humane Letters, 1989, and former member of the Board of Managers. The Susan W. Lippincott Professorship of French was endowed in 1911 through a bequest from Susan W. Lippincott, member of the Board of Managers, a contribution from her niece Caroline Lippincott, Class of 1881, and gifts by other family members. The Edward Hicks Magi'll Professorship of Mathematics and Astronomy was created in 1888 largely by contributions of interested friends of Edward H. Magill, President of the College 1872-1889, and a bequest from John M. George. The Charles and Harriett Cox McDowell Profes­ sorship of Philosophy and Religion was established in 1952 by Harriett Cox McDowell, Class of 1887 and member of the Board of Managers, in her name and that of her husband, Dr. Charles McDowell, Class of 1877. The Mari S. Michener Professorship was created by the College in 1992 to honor Mrs. Michener, wife of James A. Michener, Class of 1929, and in recognition of his unrestricted gift. The Gil and Frank Mustin Professorship was established by Gilbert B. Mustin ’42 and Frank H. Mustin ’44 in 1990. It is unrestricted as to field. The Richter Professorship of Political Science was established in 1962 by a bequest from Max Richter at the suggestion of his friend and attorney, Charles Segal, father of Robert L. Segal ’46 and Andrew Segal ’50. 18 The Scheuer Family Chair of Humanities was cre­ ated in 1987 through the gifts of James H. Scheuer ’42, Walter and Marge Pearlman Scheuer ’44, and their children, Laura Lee ’73, Elizabeth Helen ’75, Jeffrey ’75, and Susan ’78 and joined by a challenge grant from The National Endowment for the Humanities. The Claude C. Smith T 4 Professorship was es­ tablished in 1996 by members of the Smith family and friends of Mr. Smith. A graduate of the class of 1914, Claude Smith was an es­ teemed lawyer with the firm of Duane, Morris and Heckscher, and was active at the College including serving as Chairman of the Board of Managers. This chair is awarded to a member of the Political Science Department or the Economics Department. The Henry C. and Charlotte Turner Professorship was established in 1998 by the Turner family. Henry C. Turner ’93 and J. Archer Turner ’05 served as members of the Board of Managers of Swarthmore College, as officers of the Corpor­ ation, and as members of various committees. Henry Turner was founder of the Turner Construction Company; his brother, J. Archer Turner, was the firm's president. Four genera­ tions of Turners have had ties with the College, and Sue Thomas Turner ’35, wife of Robert C. Turner ’36 (son of Henry C. Turner) is a cur­ rent Board member. Howard Turner ’33, son of J. Archer Turner, has also been very active as past chair and member of the Board of Managers over the years. The J. Archer and Helen C. Turner Professorship was established in 1998 by the Turner family. Henry C. Turner ’93 and J. Archer Turner ’05 served as members of the Board of Managers of Swarthmore College, as officers of the Corpor­ ation, and as members of various committees. Henry Turner was founder of the Turner Construction Company; his brother, J. Archer Turner, was the firm's president. Four genera­ tions of Turners have had ties with the College, and Sue Thomas Turner ’35, wife of Robert C. Turner ’36 (son of Henry C. Turner) is a cur­ rent Board member. Howard Turner ’33,.son of J. Archer Turner, has also been very active as past chair and member o f the Board of Managers over the years. The Henry C. and]. Archer Turner Professorship of Engineering was established with their con­ tributions and gifts from members of the Turner family in 1946 in recognition of the devoted service and wise counsel of Henry C. Turner, Class of 1893 and member of the Board of Managers, and his brother J. Archer Turner, Class of 1905 and member of the Board of Managers. The Daniel VnderhiU Professorship of Music was established in 1976 by a bequest from Bertha Underhill to honor her husband, Class of 1894 and member of the Board of Managers. The Marian Snyder Ware Professorship of Physical Education and Athletics was established by Marian Snyder Ware ’38 in 1990. It is to be held by the Chair of the Department of Physical Education and Athletics. The Joseph Wharton Professorship of Political Economy was endowed by a trust given to the College in 1888 by Joseph Wharton, President of the Board of Managers. The Isaiah V. Williamson Professorship of Civil and Mechanical Engineering was endowed in 1888 by a gift from Isaiah V. Williamson. 19 Admissions Inquiries concerning admission and applica­ tions should be addressed to the Dean of Ad­ missions, Swarthmore College, 500 College Avenue, Swarthmore, PA 19081-1397. GENERAL STATEMENT In the selection of students, the College seeks those qualities of character, social responsibili­ ty, and intellectual capacity that it is primarily concerned to develop. It seeks them, not in isolation but as essential elements in the whole personality of candidates for admission. Selection is important and difficult. No simple formula will be effective. The task is to choose those who give promise of distinction in the quality of their personal lives, in service to the community, or in leadership in their chosen fields. Swarthmore College must choose its stu­ dents on the basis of their individual future worth to society and of their collective realiza­ tion of the purpose of the College. It is the policy of the College to have the stu­ dent body represent not only different parts of the United States but many foreign countries, both public and private secondary schools, and various economic, social, religious, and racial groups. The College is also concerned to in­ clude in each class sons and daughters of alum­ ni and of members of the Society of Friends. Admission to the first-year class is normally based on the satisfactory completion of a fouryear secondary school program. Under some circumstances, students who have virtually completed the normal four-year program in three years will be considered for admission, provided they meet the competition of other candidates in general maturity as well as readi­ ness for a rigorous academic program. All 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 the ACT. 4. Scores in three SAT-11: Subject Tests, one of which must be the writing or composition test. Applicants considering a major in engineering must also take an SAT-II in mathematics. 5. A brief statement about why the student is applying to Swarthmore, a brief essay on a meaningful activity or interest, and a longer essay (subject specified). 6. Reading, research, work, and travel experi­ ence, both in school and out. Applicants must have satisfactory standing in school and SATs as well as strong intellectual interests. O ther factors of interest to the College include strength of character, promise of growth, initiative, seriousness of purpose, distinction in personal and extracurricular interests, and a sense of social responsibility. The College values the diversity that varied interests and backgrounds can bring to the community. PREPARATION Swarthmore does not require a set plan of sec­ ondary school courses as preparation for its program. The election of specific subjects is left to the student and school advisers. In general, however, preparation should include the following: 1. Accurate and effective use of the English language in reading, writing, and speaking. 2. Comprehension and application of the prin­ ciples of mathematics. 3. The strongest possible command of one or two foreign languages. The 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 of choice and emphasis are acceptable, although some work in each of the three groups is recom­ mended. Those planning to major in engineering should present work in chemistry, physics, and four years of mathematics, including algebra, geom­ etry, and trigonometry. APPLICATIONS AND EXAMINATIONS Application to the College may be submitted through either, the Regular Decision or one of 21 Admissions 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. 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 admissions process. Applications under this plan will be accepted at any time up to the January 1 deadline, but Form I should be submitted as early as possible to create a file for the candidate to which sup­ porting material will be added up to the dead­ line. 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 not file early decision applications at other col­ leges, but they may file regular applications at other colleges with the understanding that these applications will be withdrawn upon admission to Swarthmore; however, one bene­ fit of the Early Decision plans is the reduction of cost, effort, and anxiety inherent in multiple application procedures. Application under any plan must be accompa­ nied by a nonrefundable application fee of $60. Timetables for the plans are the following: Fall Early Decision Closing date for applications November 15 Notification of candidate on or before December 15 Winter Early Decision Closing date for applications January 1 Notification of candidate on or before February 1 Regular Decision Closing date for applications January 1 Notification of candidate on or before April 1 Candidates reply date May 1 Any Early Decision candidate not accepted will receive one of two determinations: a defer­ ral of decision, which secures reconsideration for the candidate among the Regular Decision candidates, or a denial 'of admission, which withdraws the application from further consid­ eration. All applicants for first-year admission must take die SAT-I or the ACT. They must also take three SAT-II: Subject Tests, one of which must be the writing or composition test. Applicants considering a major in Engineering must also take an SAT-II in mathematics. It is strongly recommended that students whose first language is not English take the TOEFL. Application to take these tests is usually done through the secondary school counseling office, but application may be made directly to the College Entrance Examination Board, Box 6200, Princeton, NJ 08540. A bulletin of infor­ mation may be obtained without charge from the Board. Students who wish to be examined in any of the following western states, provinces, and Pacific areas—Alaska, Arizona, California, Colorado, Hawaii, . Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, Wyoming, Alberta, 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, Western Regional Office, 2099 Gateway Place, Suite 480, San Jose CA 95110-1017. Application should be made to the Board at least a month before the date on which the test will be taken. For those students wishing to take the ACT, information may be obtained by writing to ACT, P.O. Box 414, Iowa City IA 52243. Information concerning financial aid will be found on pages 26-38. Under certain circumstances, admitted stu­ dents may apply in writing to defer their ad­ mission for one year. These requests must be approved in writing by the dean of Admissions. Students granted deferment may neither apply to nor enroll at another degree­ granting college/university program. THE INTERVIEW A n admissions interview with a representative of the College is a recommended part of the first-year application process. Transfer appli­ cants are not scheduled for interviews. Appli­ cants should take the initiative in arranging for this interview. Those who can reach Swarth­ more with no more than a half-day’s trip are urged to make an appointment to visit the College for this purpose.* Other applicants should request a meeting with an alumni representative in their own area. Interviews with alumni representatives take longer to arrange than interviews on campus. Applicants must make alumni interview arrangements well in advance of the final dates for receipt of sup­ porting materials. Arrangements for on-campus or alumni inter­ views can be made by writing to the Office of Admissions, by calling (610) 328-8300 or (800) 667-3110, or by contacting the office by e-mail: admissions@swarthmore.edu. ADVANCED PLACEMENT Entering first-year students with special cre­ dentials may be eligible during the first semes­ ter for advanced placement (placement into courses with prerequisites) and/or credit toward graduation from Swarthmore (32 cred­ its are required). All decisions are made on a subject by subject basis by individual Swarth­ more departments. Typically, special creden­ tials consist of Advanced Placement examina­ tions of the College Entrance Examination Board, higher level examinations of the International Baccalaureate, certain other for­ eign certifications (such as British A-Levels or the German Abitur), or courses taken at another college. Every effort is made to place students at the appropriate level, but no department is required to give credit for work done elsewhere. 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 of the first year; (3) intend to com­ plete the degree requirements in 3 years; and (4) signify this intention when she/he applies for a major by writing a sophomore paper dur­ ing the spring of 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 ment concerned. Such requests for credit must be made within the first year at Swarthmore. Departments may set additional requirements. For instance, students may be required to take a placement examination at Swarthmore to validate their previous work. APPLICATIONS FOR TRANSFER The College welcomes well-qualified transfer students but, in fact, is able to accept very few applicants. Applicants for transfer must have had an outstanding academic record in the institution attended and must present frill credentials for both college and preparatory work, including a statement of honorable dis­ missal. They must take the SAT-1 given by the College Entrance Examination Board or the A CT if one of these tests has not been taken previously. Four semesters of study at Swarthmore College constitute the minimum requirement for a degree, two of which must be those of the senior year. Applications for transfer must be filed by April 1 of the year in which entrance is desired. Swarthmore does not have a mid­ year transfer application process. Need-based financial assistance is available for transfer stu­ dents who are U.S. citizens or permanent resi­ dents. Transfer applications are not accepted from international students who require finan­ cial aid. Transfer applications are notified of decisions on or before May 30. *Directions for reaching the College can be found on p. 400 of this catalog. 23 Expenses STUDENT CHARGES Total charges for the 1999-2000 academic year (two semesters) are as follows: Tuition $23,964 Room 3,850 Board 3,650 Student Activities Fee 226 $31,690 These are the annual charges billed by the College. Students and their parents, however, should plan for expenditures associated with books, travel, and other personal items. In addition, the College will bill for unpaid library fines, Health Center fees, and other fees and fines not collected at the source. 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; however, if a student is away only for a part of a semester, the above charges may be made on a pro rata basis. Late fees of VA% per month will accrue on all past-due balances. Students with past-due bal­ ances will not be permitted to enroll for the following semester, participate in the room lot­ tery, graduate, nor obtain a transcript. The regular College tuition covers the normal program of 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 ($2,996) or half course ($1,498), although they may within the regular tuition vary their programs to average as many as five courses in the two semesters of any aca­ demic year. College policy does not permit pro­ grams of 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 16 and for the second semester by January 14. 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 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: Board Fees Will Be Reduced Tuition and Fees Will Be Reduced For Students Who Withdraw By 95 percent To $200 Week 2 of classes By 90 percent By 90 percent Week 3 of classes By 85 percent By 80 percent Week 4 of classes By 80 percent By 70 percent Week 5 of classes By 75 percent By 60 percent Week 6 of classes By 70 percent By 50 percent Week 7 of classes By 65 percent No further reductions Week 8 of classes By 60 percent Week 9 of classes By 55 percent Week 10 of classes No reductions thereafter (continued next page) 24 plan, which provides for payment in install­ ments without interest charges. Information on the plan is mailed to all parents in April. HOUSING FINES Any time you select a room in the lottery that you do not use, the minimum fine is $100. Other fines follow: For Fall Semester: If you select a room in the lottery and 1. Choose to live off-campus but are still enrolled, you will be assessed a. A $500 penalty unless everyone in the space notifies the Residential Life Office by June 1 that they will not be occupy­ ing the room. Then the fine will be $100 each. b. Notice between June 1 and the opening of school will cost $500 for each person moving off campus. c. N otice after school starts will cost 2. Take a leave of absence and notify the Dean’s Office a. By December 1, no penalty. b. Between December 1 and January 5, a $100 penalty. c. After January 5 and before classes start, $500. d. By midsemester, $1,000. e. Leave after midsemester, there will be no room refund. Inquiries: All correspondence regarding pay­ ment of student charges should be addressed to Denise Risoli, Bursar (610) 328-8394. $ 1, 000. d. Notice after midsemester will have no room refund. 2. Take a leave of absence and notify the Dean’s Office a. By August 1, a $100 penalty. b. Between August 1 and the opening of school, a penalty of $500. c. After the opening of school but before midsemester, a penalty of $1,000. d. After midsemester, there will be no room refund. For Spring Semester: If you select a room in the December lottery or already have a room from fall semester and 1. Choose to live off-campus but are still enrolled, you will be assessed a. A $250 penalty unless everyone in the unit leaves this space and notifies the Residential Life Office by December 1. b. N otice between December 1 and January 5 will cost $500 each. c. Notice after January 5 will cost $1,000 each. d. Notice after midsemester will receive no room refund. 25 Financial Aid The College strives to make it possible for all admitted students to attend Swarthmore, re­ gardless of their financial circumstances, and to enable them to complete their education if fi­ nancial reversals take place. About 50 percent of the total student body currently receives aid from the College. Most financial aid awarded by the College is based on demonstrated finan­ cial need and is usually a combination of schol­ arship, loan, and campus employment. The College is committed to meeting all demon­ strated financial need, and demonstrated need is assessed by a careful review of families’ fi­ nancial circumstances. A prospective student must apply for Swarth­ more and for outside assistance while applying for admission: admission and financial aid de­ cisions 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 a family does not have the capacity to meet College costs. The 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, etc. Family con­ tribution also includes a $1,360 to $1,780 sum­ mer earnings contribution as well as a portion of the student’s personal savings and assets. For 1999-2000 the College bill, which includes tuition, room and board, and a comprehensive fee, will be $31,690. This comprehensive fee covers not only the usual student services— health, library, laboratory fees, for example— but admission to all social, cultural, and athlet­ ic events on campus. The total budget figure against which aid is computed is $33,410. This allows $1,720 for books and personal expenses. A travel allowance is added to the budget for those who live, in the United States but more than 100 miles from the College. In keeping with the policy of basing financial aid upon need, the College reviews each stu­ dent’s award annually. Mid-year, each student who has aid must submit a new financial aid application for the next academic year. A 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 (eight semesters) and while a student makes satisfactory academic progress. These limitations are also applied in our con­ 26 sideration of a sibling’s educational expenses. Students who choose to live off campus will not receive College scholarship or College loan assistance in excess, of their College bill. The cost of living off campus will, however, be recognized in the calculation of a student’s fi­ nancial need and outside sources of aid may be used to help meet off-campus living expenses. U.S. students who have not previously re­ ceived financial aid may become eligible and may apply to receive aid if their financial situ­ ations have changed. A student who marries may continue to apply for aid, but a contribu­ tion from the parents is expected equal to the contribution made were the student single. The College has, by action of our Board, reaf­ firmed its need-blind admission policy and the related practice of meeting the demonstrated financial need of all admitted or enrolled stu­ dents. Eligibility for federal aid funds is now limited to those who are able to complete and submit to us the Statement of 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. Financial support for foreign citizens is limited and must be requested during the admission application process (no new aid applications can be considered after admission). A special brochure has been prepared to advise families of the various sources of aid, as well as a variety of financing options. Please request a copy from our Admissions Office. You may also find the answers to most of your financial aid questions at our Web site, www.swarthmore.edu (click on “campus links” to find financial aid). SCHOLARSHIPS For the academic year 1999-2000, we awarded more than $13 million in Swarthmore scholar­ ship funds. About one half of that sum was provided through the generosity of alumni and friends by special gifts and the endowed schol­ arships listed on pp. 27-38. The 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 of awarding aid makes it possible to meet need without regard to these restrictions. Financial need is a re­ quirement for all College scholarships unless otherwise indicated. The Joseph W. Canard Memorial Fund, estab­ lished by friends of the late Professor Conard, provides short-term loans without interest to meet student emergencies. Income earned by The Alphonse N . Bertrand Fund is also available for this purpose. STUDENT EMPLOYMENT LOAN FUNDS Long-term, low-interest loan funds with gener­ ous repayment terms combine with Swarthmore’s scholarship programs to enable the Col­ lege to meet the needs of each student. Although most offers of support from the Col­ lege include elements of self-help (campus work and borrowing opportunities), the College strives to keep a student’s debt at a manageable level. Aided students are expected to meet a portion of their demonstrated need (from $1,000 to about $5,500 each year) through the federal Stafford Loan Programs, Perkins Loan, or the Swarthmore College Loan (SCL); the College determines which source is appropriate for which student. Each of these programs allows the borrower to defer repayment until after leaving school, and each allows further defer­ ment of the debt if the borrower goes on to graduate school. Up to 10 years may be taken to repay Stafford, Perkins, or Swarthmore College Loans. No separate application is needed for the Perkins or SCL loans since the College administers these funds. Stafford Loan applications must be initiated by the student with a bank. Parents who wish to borrow might consider the Federal PLUS Loan. Up to $32,000 per year is available at a variable interest rate. Repayment may be made over a 10-year period. For more information about these loan pro­ grams read our Financial Aid Brochure (avail­ able from our admission office) or visit our Website at www.swarthmore.edu. The College also maintains special loan funds which are listed below: The Jay and Sandra Levine Loan Fund The Thatcher Family Loan Fund The Swarthmore College Student Loan Fund Student employment on the Swarthmore cam­ pus is coordinated 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, die studentrun coffee house, etc., and placements can be arranged when students arrive in the fall. Oncampus rates of pay run from $5.75 to $6.25 per hour. Students receiving financial aid are usu­ ally offered the opportunity to earn up to $1,360 during the year and are given hiring pri­ ority, but there are usually jobs available for others who wish to work on campus. The Student Employment Office publicizes local off-campus and temporary employment opportunities. Students are generally able to carry a moderate working schedule without detriment to their academic performance. We hope that students will not work more than about seven or eight hours weekly. For students who qualify under the federal College Work-Study Program (most aided stu­ dents), off-campus placements in public or pri­ vate, 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 All students who demonstrate financial need are offered our scholarship aid, some of which is drawn from the following endowments. Students need not worry if they do not fit spe­ cific restrictions listed below, however, for their scholarships will be drawn from other sources not listed here. (Financial need is a requirement for all scholar- 27 Financial Aid ships unless otherwise indicated. No separate ap­ plication is needed.) The Aetna Foundation Scholarship Grant pro­ vides assistance to minority students with fi­ nancial need. The Lisa P. Albert Scholarship is awarded to a young man or woman on the basis of scholar­ ship and need with preference given to those with a demonstrated interest in the humani­ ties. The George I. Alden Scholarship Fund estab­ lished as a memorial by the Alden Trust is awarded on the basis of merit and need with preference to a student from New England studying in the sciences or engineering. The Vivian B. Alien Foundation provides schol­ arship aid to enable foreign students to attend Swarthmore College, as part of the Founda­ tion’s interest in the international exchange of students. The Jonathan Leigh Altman Scholarship, given in memory of this member of the Class of 1974 by Shing-mei P. Altman ’76, is awarded, on the recommendation of the Department of Art, to a junior who has a strong interest in the studio arts. It is held during the senior year. The Alumni Scholarship is awarded to students on the basis of financial need. Established in 1991, this endowment is funded through alum­ ni gifts and bequests. The Evenor Armington Scholarship is given each year to a worthy student with financial need in recognition of the long-standing and affection­ ate connection between the Armington family and Swarthmore College. The Frank and Marie Aydelotte Scholarship is awarded to a new student who shows promise of distinguished intellectual attainment based upon sound character and effective personality. T he award is made in honor of Frank Aydelotte, President of the College from 19211940, and originator of the Honors program at Swarthmore, and of Marie Osgood Aydelotte, his wife. The Philip and Roslyn Barbash, M .D., Scholar­ ship was endowed in 1990 as a memorial by their daughter and son-in-law, Babette B. Weksler, M.D. ’58 and Marc E. Weksler, M.D. ’58. It is awarded on the basis of merit and need and is renewable through the senior year. Preference is given to women with interest in the sciences and, in particular, in the environ­ 28 ment. The Philip H. Barley Memorial Scholarship, es­ tablished in memory of Philip H. Barley, ’66, by his family and friends and the Class of 1966, which he served as president, provides finan­ cial assistance for a junior or senior who has demonstrated outstanding leadership qualities at Swarthmore. The Franklin E. Barr Jr. '48 Scholarship is awarded to a first-year student who has broad academic and extracurricular interests and who shows promise of developing these abilities for the betterment of society. This scholarship is based on need and is renewable for three years. The H. Albert Beekhuis Scholarship in engineer­ ing is awarded on the basis of merit and need to a first-year student and is renewable through the senior year as long as that student retains a major in engineering. This scholarship is en­ dowed through the generous bequest of Mr. Beekhuis, neighbor, friend, and successful engi­ neer. Patty Y. and A . J. Bekavac Scholarship. Estab­ lished in 1997 by their daughter, Nancy Y. Bekavac ’69, the scholarship is awarded on the basis of need, with preference given to students from western Pennsylvania. The Brand and Frances Blanshard Scholarship is given in their memory to a deserving student with high academic promise. The Curtis Bok Scholarship was established in the College’s Centennial Year 1964 in honor of the late Philadelphia attorney, author and ju­ rist, who was a Quaker and honorary alumnus of Swarthmore. The scholarship is assigned an­ nually to a junior or senior whose qualities of mind and character indicate a potential for hu­ manitarian service such as Curtis Bok himself rendered and would have wished to develop in young people. Students in any field of study, and from any part of this country or from abroad, are eligible. The scholarship is renew­ able until graduation. The Edward S. Bower Memorial Scholarship, established by Mr. and Mrs. Ward T. Bower in memory of their son, Class of ’42, is awarded annually to a man or woman student who ranks high in scholarship, character, and per­ sonality. The Daniel Walter Brenner Memorial Scholarship, established by family and friends in memory of Daniel W. Brenner, Class of 1974, is awarded to a senior majoring in biology who is distin­ guished for scholarship and an interest in plant ecology, or wildlife preservation, or animal be­ havior research. The recipient is chosen with the approval of biology and Classics faculty. The Malcolm Campbell Scholarship, established by Malcolm Campbell ’44 on the occasion of his 50th Reunion, is awarded to a student who is an active Unitarian Universalist with finan­ cial need and a strong academic record. The scholarship is renewable through the senior year. The William and Eleanor Stabler Clarke Scholar­ ships, established in their honor by Cornelia Clarke Schmidt ’46 and W. Marshall Schmidt ’47, are awarded to two worthy first-year stu­ dents with need. Preference is to be accorded to members of the Society of Friends. These scholarships are renewable through the senior year. The Class of 1930 Scholarship was endowed by the Class on the occasion of their 60th re­ union. It is awarded alternately to a woman or a man on the basis of sound character and aca­ demic achievement, with preference to those who exercise leadership in athletics and com­ munity service. The scholarship is renewable through the senior year. The Class of 1939 Scholarship was established at the 50th reunion of the class in fond memory of Frank Aydelotte, President of the College from 1921 to 1940, and his wife, Marie Aydelotte. It is awarded to a worthy student with need and is renewable through the senior year. The Class o f 1941 Scholarship was created in cel­ ebration of the fiftieth reunion of the Class. It is awarded on the basis of merit and need and is renewable through the senior year. The Class of 1943 Scholarship, established to honor the 50th reunion of that class, is award­ ed to a student in the sophomore class on the basis of sound character and academic achieve­ ment, with preference given to those partici­ pating in athletics and community service. The scholarship is renewable through the senior year. The Class of 1946 Scholarship, established on the occasion of the class’s 50th Reunion in recognition of the Swarthmore tradition which so influenced its members. The Class of 1963 Scholarship is awarded on the basis of merit and need and is renewable through the senior year. The scholarship was created in honor of the class’s 25th reunion. The Class of 1969 Scholarship was established at the 25th Reunion of the class in honor of the contributions made by Courtney Smith, presi­ dent of Swarthmore College from 1953 to 1969. The scholarship was given with bitter­ sweet memories of the campus turmoil of the 1960s and with confidence in the power of open discussion and reconciliation. The schol­ arship is awarded on the basis of merit and need and is renewable through the senior year. The Beatrice R. and Joseph A. Coleman Founda­ tion Scholarship was established by Elizabeth Coleman ’69 to be awarded to a student with need from a middle-income family. The N . Harvey Collisson Scholarship established by his family and the Olin Mathieson Chari­ table Trust in memory of N. Harvey Collisson of the Class of 1922 is awarded to a first-year man or woman. Selection will place emphasis on character, personality, and ability. The David S. Couiden Scholarship was estab­ lished by Professor David S. Cowden, Class of 1942, who taught English Literature at Swarthmore from 1949 until his death in May 1983, It is awarded on the basis of financial need. The Marion L. Dannenberg Scholarship is awarded to a first-year student with financial need who ranks high in personality, character, and scholarship. This endowment is in memo­ ry of Mrs. Dannenberg who was mother and grandmother of six students who attended Swarthmore. The Edith Thatcher ’50 and C. Russell ’47 de Burlo Scholarship is awarded alternately to stu­ dents intending to major either in engineering or in the humanities. It is awarded on the basis of need and merit and is renewable annually. It is the gift of Edith and Russell de Burlo. The District of Columbia Scholarship was estab­ lished by alumni residents in the area of Washington, D.C., to encourage educational opportunity for qualified minority and disad­ vantaged' students. Awards are made on the basis of merit and need. Edward L. Dobbins ’39 Memorial Scholarship. Established by Hope ]. Dobbins in memory of her hustand, the Dobbins scholarship n is awarded to a worthy student who demonstrates a commitment to the betterment of society 29 Financial Aid through involvement in community or envi­ ronmental activism. The scholarship is renew­ able through the senior year. (Preference is given to residents of Berkshire County, Massachusetts.) The Francis W. D’Olier Scholarship, in memory of Francis W. D’Olier of the Class of 1907, is awarded to a first-year student. Selection will place emphasis on character, personality, and ability. It is renewable through the senior year. The Robert K. Enders Scholarship, established by his friends and former students, to honor Dr. Robert K. Enders, a member of the College fac­ ulty from 1932 to 1970, is awarded annually to a worthy student with an interest in the study of biological problems in a natural environ­ ment. The Philip Evans Scholarship is established in fond memory of a member of the Class of 1948 by his friend Jerome Kohlberg ’46 and seeks to expand the diversity of the Swarthmore com­ munity by bringing to this campus outstanding students with need, whether from near or far. The scholarship is awarded to members of the first-year class and is renewable annually, and provides a summer opportunity grant which is awarded on the recommendation of the Dean. The Samuel and Gretchen Vogel Feldman Scholar­ ship is awarded to a student interested in pursu­ ing a teaching career. It is awarded on the basis of need and is renewable through the senior year. The Elizabeth Pollard Fetter String Quartet Scholarships, endowed by Frank W. Fetter ’20, Robert Fetter ’53, Thomas Fetter ’56, and Ellen Fetter Gille in memory of Elizabeth P. Fetter ’25, subsidize the private instrumental lessons of four top-notch student string players at the College. Interested applicants should write to the Chairman of the Department of Music and should plan to play an audition at the College when coming for an interview. Membership in the Quartet is competitive. A t the beginning of any semester, other students may challenge and compete for a place in the Quartet. The Polly and Gerard Fountain Scholarship has been established in their honor by Rosalind Chang Whitehead ’58 in appreciation of their kindness and support during her college years. It is awarded to a first-year student with need and merit, and is renewable through the senior year. 30 The David W. Fraser Scholarship. This endowed scholarship has been established by the Board of Managers and friends of David Fraser in honor of his service as President of Swarth­ more College from 1982 to 1991. This needbased scholarship will be awarded each semes­ ter to one student enrolled in an approved pro­ gram of academic study outside the boundaries of the United States. Preference will be given for students studying in Asian, Middle Eastern, and African countries. The Theodore and Elizabeth Friend Scholarship is established as an expression of respect and ap­ preciation by Board members and others who have been associated with them in the service of Swarthmore College. The scholarship will be awarded each year on the basis of need to a worthy student. The Ernesto Galarza Scholarship, funded in party by the Ahmanson Foundation and John C. Crowley ’41, is named in honor of the late Mexican-American labor activist, scholar, and nominee for the Nobel Prize in Literature. The Galarza Scholarship supports students from the Latino/a community, with preference for stu­ dents from the Western States. The Joyce Mertz Gilmore Scholarship is awarded to an entering first-year student, and may be renewed for each of the following three under­ graduate years. The recipient is chosen on the basis of mental vigor, concern for human wel­ fare, and the potential to contribute to the College and the Community outside. The award was established in 1976 by Harold Mertz ’26 in memory of Joyce Mertz Gilmore, who was a member of the class of 1951. The Barbara Entenberg Gimbel Scholarship Fund was endowed in memory of Barbara Entenberg Gimbel ’39 by her husband, Dr. Nicholas S. Gimbel. The scholarship is awarded on the basis of need to a worthy student, with prefer­ ence to a black candidate. The John D. Goldman V I Scholarship is awarded on the basis of need to a student with a strong academic record and leadership qualities. Preference is given to students from northern California. The Berda Goldsmith Scholarship, established 1991 in memory of Mrs. Goldsmith, is a needbased scholarship awarded annually to a music major beginning in his or her junior year. Mrs. Goldsmith was a music lover and patroness of the Settlement Music School. Accordingly, in the selection of The Berda Goldsmith Scholar, preference will be given to a student who at­ tended the Settlement Music School; prefer­ ence also will be given to a student who shows interest and proficiency in playing the piano. The Lucinda Buchanan Thomas '34 and Joseph H. Hafkenschiel '37 Scholarship Fund was estab­ lished as a memorial to Lucinda Thomas in 1989 by her husband and sons, Joseph III ’68, B.A. Thomas ’69, Mark C. '72, and John Proctor ’80. Lucinda’s father, B.A. Thomas, M.D., graduated with the Class of 1899. This scholarship is awarded to a junior and is re­ newable for the senior year, based on need. Preference is given to students who have demonstrated proficiency in water sports or who have shown talent in studio arts and who have been outstanding in service to the College. The Mason Haire Scholarship is given by his wife, Vivian, in honor of this member of the Class of 1937, a distinguished psychologist and sometime member of the Swarthmore College faculty. The scholarship is awarded to a firstyear student with financial need who is distin­ guished for intellectual promise and leadership. It is renewable through the senior year. The Margaret Johnson Hall Scholarship for the Performing Arts is the gift of Margaret Johnson Hall, Class of 1941. It provides financial assis­ tance based on merit and need, with preference to students intending to pursue a career in music or dance. The William Randolph Hearst Scholarship Fund for Minority Students, established by the Hearst Foundation, Inc., provides financial assistance to minority students with need. The E. Dyson and Carol Hogeland Herting ’38 Scholarship was created in 1999 by Eugene M. Lang ’38. The scholarship is awarded with pref­ erence to a junior or senior woman majoring in political science who plans to attend law school. The scholarship is renewable. The Stephen B. Hitchnerjr. ’67 Scholarship was established in 1990 by the Board of Managers in memory of Stephen B. Hitchner, Jr. with gratitude for his strong leadership of the Student Life Committee and his previous ser­ vice to the College. Recipients of this needbased scholarship will be selected from the ju­ nior class for their interest in a career in the public or non-profit sectors and is renewable in the senior year. The Betty Stem Hoffenherg Scholarship, estab­ lished in 1987 in honor of this member of the Class of 1943, is awarded to a junior or senior with merit and need who shows unusual promise, character, and intellectual strength. Strong preference is given to a student major­ ing in history. The Hollenberg-Sher Scholarship was created in 1998 and is awarded to a first-year student. The scholarship is renewable. The Carl R. Horten ’47 Scholarship was created by the Ingersoll-Rand Company. Preference in the awarding is given to students planning to major in engineering or prelaw. The Richard Humphreys Fund Scholarship pro­ vides assistance to a student (or students) of African descent. The Everett L. Hunt Scholarship, endowed by the Class of 1937 in the name of its beloved emeritus professor and dean, provides an unre­ stricted scholarship to be awarded annually by the College. The Betty P. Hunter Scholarship Fund. Betty P. Hunter, Class of 1948, one of the first black students to attend Swarthmore College, estab­ lished this fund through a bequest “to provide scholarship aid to needy students.” The William Y. lnouye ’44 Scholarship, estab­ lished in loving memory by his family, friends, and colleagues in recognition of his life of ser­ vice as a physician, is awarded to a worthy ju­ nior premedical student with need. The schol­ arship is renewable in the senior year. The George B. Jackson ’21 Scholarship has been endowed by Eugene M. Lang ’38 in honor of the man who guided him to Swarthmore. It is to be awarded on the basis of need and merit with preference given to a student from the New York metropolitan area. The Howard M. and Elsa P. Jenkins Scholarship in engineering provides financial assistance to a promising sophomore or junior with need who is interested in pursuing a career in engi­ neering. It is the gift of Elsa Palmer Jenkins ’22, Swarthmore’s first woman graduate in engi­ neering. The Howard Cooper Johnson Scholarship, estab­ lished by Howard Cooper Johnson ’96f,., is awarded on the basis of all-around achieve- 31 Financial Aid ment to a male undergraduate who is a member of the Society of Friends. The Edmund A. Jones Scholarship Fund was ereated in 1965, awarding a grant each year to a graduate of Swarthmore High School and, since 1983, to a graduate of Strath Haven High School. In 1997, this four-year, renewable scholarship was designated for graduates of Strath Haven High School with demonstrated financial need who attend Swarthmore College. Edmund A. Jones was the son of Adalyn Purdy Jones, Class of 1940 and Edmund Jones, Class of 1939, longtime resi­ dents of Swarthmore. The Kennedy Scholarship is given in honor of the parents and with thanks to the children of Christopher and Jane Kennedy. The scholar­ ship is awarded on the basis of need and merit and is renewable through four years. The Florence and Melville Kershaw Scholarship is endowed in their honor by their son Thomas A. Kershaw, Class of 1960. It is awarded to a first-year student on the basis of need and merit, with preference to those intending to major in engineering, and is renewable through the senior year. The William H. Kistler ’43 Scholarship is en­ dowed in his memory by his wife, Suzanne, and his friends and former classmates. It is awarded to a needy and deserving student majoring in engineering or economics. The Paul and Mary Jane Kopsch Scholarship Fund, established through a gift of Paul J. Kopsch of the Class of ’46, is awarded each year to a junior premedical student(s) with finan­ cial need. The scholarship is renewable in the senior year. The Walter W. Krider ’09 Memorial Scholarship. Established by his wife and daughter in 1965, the Krider scholarship is awarded to a student who ranks high in scholarship, character and personality, and has financial need. The Kyle Scholarship, established in 1993 by Elena Sogan Kyle ’54, Frederick W. Kyle ’54, and Robert B. Kyle Jr. ’52, is awarded in the ju­ nior or senior year to a student who has shown leadership capability, made significant contri­ butions to the life of the College, and demon­ strated the need for financial assistance. The Laurence Lafore ’38 Scholarship was estab­ lished in his memory in 1986 by family, friends, classmates, and former students. Professor 32 Lafore, author of numerous books and essays, taught history at Swarthmore from 1945 until 1969. This scholarship is awarded to a needy student showing unusual promise and is renew­ able through four years. The Barbara Lang Scholarship is awarded to a student in the junior class whose major is in the arts, preferably in music, who ranks high in scholarship and has financial need. It is renew­ able in the senior year. This scholarship was es­ tablished by Eugene M. Lang ’38 in honor of his sister. Eugene M . Lang Opportunity Grants are awarded each year to as many as six entering students who are selected by a special commit­ tee on the basis of distinguished academic and extracurricular achievement and demonstrable interest in social change. Stipends are based on financial need and take the form of full grants up to the amount of total college charges. Each Lang Scholar is also eligible for summer or aca­ demic year community service support, while an undergraduate, up to a maximum of $14,000. Projects, which must be approved in advance by a faculty committee, are expected to facilitate social change in a significant way. The program is made possible by the gift of Eugene M. Lang ’38. The Ida and Daniel Lang Scholarship established by their son, Eugene M. Lang of the Class of 1938, provides financial assistance for a man or woman who ranks high in scholarship, charac­ ter, and personality. The Eleanor B. and Edward M. Lapham Jr. ’30 Scholarship established in 1996, is awarded to a first-year student on the basis of merit and need. The scholarship is renewable for his or her years of study at Swarthmore. The Frances Reiner and Stephen Girard Lax Scholarship has been established with prefer­ ence for minority or foreign students who show both merit and need. This scholarship has been endowed by the family of Stephen Girard Lax ’41,' who was Chairman of the Board of Managers of Swarthmore College from 1971 to 1976. The Stephen Girard Lax Scholarship, established by family, friends and business associates of Stephen Lax ’41, is awarded on the basis of fi­ nancial need every two years to a student en­ tering the junior year and showing academic distinction, leadership qualities, and definite interest in a career in business. The Scott B. Lilly Scholarship, endowed by Jacob T. Schless of the Class of 1914 at Swarthmore College, was offered for the fust time in 1950. This scholarship is in honor of a former distin­ guished Professor of Engineering and, there­ fore, students who plan to major in engineering are given preference. A n award is made annually. The Uoyd-Jones Family Scholarship is the gift of Donald ’52 and Beverly Miller ’52 Lloyd-Jones and their children A nne ’79, Susan ’84, Donald ’86, and Susan’s husband Bob Dickin­ son ’83. It is awarded on the basis of merit and need and is renewable through the senior year. Amy Chase Loftin ’29 Scholarship. Established in 1998, the Loftin scholarship is awarded to a sophomore, with preference given to Native Americans and African Americans. The schol­ arship is renewable through the senior year. The Joan Longer ’78 Scholarship was created as a memorial in 1989 by her family, classmates, and friends, to honor the example of Joan’s per­ sonal courage, high ideals, good humor, and grace. It is awarded on the basis of merit and need and is renewable through the senior year. The David Laurent Low Memorial Scholarship, established by Martin L. Low, Class of 1940, his wife, Alice, Andy Low, Class of 1973, and Kathy Low in memory of their son and broth­ er, is awarded to a man or woman who gives the great promise that David himself did. The award assumes both need and academic excel­ lence, and places emphasis, in order, on quali­ ties of leadership and character, or outstanding and unusual promise. The scholarship is award­ ed to a first-year student and is renewable for the undergraduate years. The Lyman Scholarship, established by Frank L. Lyman Jr. ’43 and his wife, Julia, on the occa­ sion of his 50th Reunion in 1993, is awarded to a student who is a member of the Religious Society of Friends or whose parents are mem­ bers of the Religious Society of Friends, on the basis of need, and is renewable through the se­ nior year. The Leland S. MacPhail Jr. Scholarship, given by Major League Baseball in recognition of 48 years of dedicated service by Leland S. MacPhail Jr. ’39, will be awarded annually to a deserving student on the basis of need and merit. The Thomas B. McCabe Awards, established by Thomas B. McCabe T5, are awarded to enter­ ing students from the Delmarva Peninsula, and Delaware County, Pennsylvania. In making se­ lections, the Committee places emphasis on ability, character, personality, and service to school and community. These awards provide a minimum annual grant of tuition, or a maxi­ mum to cover tuition, fees, room and board, depending on need. Candidates for the McCabe Awards must apply for admission to the College by December 15. The Charbtte Goette ’20 and Wallace M . Mc­ Curdy Scholarship is awarded to a first-year stu­ dent on the basis of need and merit, and is re­ newable annually. It has been endowed by Charlotte McCurdy ’20. The Cornelia Dashiell and Dino Enea Petech McCurdy, M.D. ’35 Family Scholarship was en­ dowed by Cornelia and Dino E.P. McCurdy, M.D. ’35. It is awarded each year to a wellrounded student with need who demonstrates academic and extracurricular interests based upon sound character and healthy personality traits, with preference given to graduates of George Shook The Dorothy Shoemaker '29 and Hugh McDiarmid ’30 Scholarship is awarded to a first-year man or woman on the basis of merit and need and is renewable through the senior year. It is the gift of the McDiarmid family in commem­ oration of their close association with Swarthmore College. The Helen Osier McKendree ’23 Scholarship was created in 1998. The scholarship is awarded to a junior majoring in a foreign language or lan­ guages. The Norman Meinkoth Scholarship, established by his friends and former students, to honor Dr. Norman A. Meinkoth, a member of the Col­ lege faculty from 1947 to 1978, is awarded an­ nually to a worthy student with an interest in the study of biological problems in a natural environment. The Peter Mertz Scholarship is awarded to an en­ tering first-year student outstanding in mental and physical vigor, who shows promise of spending these talents for the good of the col­ lege community and of the larger community outside. The award was established in 1955 by Harold, LuEsther and Joyce Mertz in memory of Peter Mertz, who was a member of the class 33 Financial Aid Emeritus of Political Science. Income from this of 1957. It is renewable for the undergraduate endowment is to be used to award four scholar­ years. The Mari Michener Scholarship provides finan­ ships on the basis of merit and need, preferably cial support to four students on the basis of to one scholar in each class. The Winnifred Poland Pierce Scholarship Fund is merit and need. It is the gift of James Michener awarded on the basis of merit and financial 79. need and is renewable through the senior year. The Hajime Mitarai Scholarship, established in The Cornelia Chapman and Nicholas O. Pittenger 1995 by Eugene M. Lang ’38 in memory of his Scholarship, established by family and friends, is close friend and the father of Tsuyoshi Mitarai awarded to an incoming first-year man or ’98, is awarded to students with financial need. Preference is given to students with interna­ woman who ranks high in scholarship, charac­ ter, and personality and who has need for fi­ tional backgrounds. nancial assistance. The Margaret Moore Scholarship Fund provides scholarships to foreign students with a prefer­ Laurama Page Pixton ’43 Scholarship provides fi­ nancial assistance for foreign students studying ence given to students of South Asian origin. at Swarthmore, with preference for those from The Florence Eising Naumburg Scholarship, the former Soviet Union and Eastern Europe. named in 1975 in honor of the mother of an It is a gift of her brother Edward Page, Class of alumna of the Class of 1943, is awarded to a 1946. student whose past performance gives evidence The Anthony Beekman Pool Scholarship. This of intellectual attainment, leadership, and scholarship is awarded to an incoming firstcharacter, and who shows potential for future year man of promise and intellectual curiosity. intellectual growth, creativity, and scholarship, It is given in memory of Tony Pool of the Class and for being a contributor to the College and of 1959. ultimately to society. The Richard ’36 and Helen Shilcock Post ’36 The Thomas S. ’30 and Marian Hamming Nicely Scholarship, established in 1995 by Helen ’30 Scholarship is awarded to a first-year student Shilcock Post ’36, Bill ’61 and Suzanne Rekate with need who shows promise of academic Post ’65, Carl ’66 and Margery Post Abbott ’67, achievement, fine character, and athletic abil­ Barbara Post W alton, Betsy Post Falconi, ity. Preference will be given to a person who has been on the varsity tennis, squash, rac­ Richard W. ’90 and Jennifer Austrian Post ’90 and their families, is awarded to a well-rounded quets, golf, or swimming teams in high or first-year student who demonstrates merit, preparatory schools. need, and an interest in athletic endeavors. It The John H. Nixon Scholarship was established is renewable through four years. by John H. Nixon, Class of ’35, to assist Third The Henry L. Price Jr. M.D. ’44 Scholarship in World students, especially those who plan to Natural Sciences was established in 1994 by return to their country of origin. Hal and Meme Price and is awarded to a stu­ The Edward L. Noyes ’31 Scholarship has been dent who has declared the intention to choose endowed in his memory by his wife, Jean a major in the Division of Natural Sciences ex­ Walton Noyes ’32, his three sons and his many friends. The scholarship is available to an in­ cluding engineering. It is awarded on the basis of merit and need and is renewable through the coming first-year student, with preference senior year. This scholarship is in memory of given to those from the southwest, especially Dr. Price’s parents Sara Millechamps Anderson Texas. It is awarded on the basis of need and and Henry Locher Price. merit to students with broad interests and is re­ The Raruey-Chandra and Niyomsit Scholarships newable through four years. are given by Renoo Suvamsit ’47 in memory of The Tory Parsons ’63 Scholarship was established his parents. They are given in alternate years: in 1991 in his memory by a member of the the Raruey-Chandra Scholarship to a woman Class of 1964 to provide scholarship aid to stu­ for her senior year, and the Niyomsit dents with demonstrated need. Scholarship to a man for his senior year, who The J. Roland Pennock Scholarships were estab­ has high academic standing and real need for lished by A nn and Guerin Todd ’38 in honor of financial aid. Preference is given to a candidate J. Roland Pennock 7 7 , Richter Professor 34 who has divorced or deceased parents or a de­ ceased mother or father. The Byron T. Roberts Scholarship, endowed by his family in memory of Byron T. Roberts, ’12, is awarded annually to an incoming student and is renewable for his or her years of study at Swarthmore. The Louis N . Robinson Scholarship was estab­ lished during the College’s Centennial year by the family and friends of Louis N. Robinson. Mr. Robinson was for many years a member of the Swarthmore College faculty and founder of the Economics Discussion Group. A member of the junior or senior class who has demon­ strated interest and ability in the study of Economics is chosen for this award. The Edwin P. Rome Scholarship provides finan­ cial assistance to worthy students with need. It was established in memory of Edwin P. Rome ’37 by his wife, Mrs. Rita Rome, and the William Penn Foundation on whose board he served. The Alexis Rosenberg Scholarship Fund, estab­ lished by The Alexis Rosenberg Foundation, provides aid for a first-year student. It is award­ ed annually to a worthy student who could not attend the College without such assistance. The Girard Bliss Ruddick '27 Scholarship is awarded to a junior on the basis of merit and need, with preference to an economics major. It is renewable in the senior year. The Marcia Perry Ruddick Cook ’27 Scholarship is award­ ed to a junior on the basis of merit and need, with preference to an English Literature major, and is renewable for the senior year. Both scholarships are endowed by J. Perry Ruddick in memory of his parents. The David Barker Rushmore Scholarship, estab­ lished in honor of David Barker Rushmore, Class of 1894, by his niece Dorothea Rushmore Egan ’24, is awarded annually to a worthy stu­ dent who plans to major in Engineering or Economics. The Katharine Scherman Scholarship is awarded to a student with a primary interest in the arts and the humanities, having special talents in these fields. Students with other special inter­ ests, however, will not be excluded from con­ sideration. Awarded in honor of Katharine Scherman, of the Class of 1938, it is renewable for the full period of undergraduate study. The Walter Ludwig Schnaring Scholarship was es­ tablished in 1998 by a gift from the estate of Helen Hillbom Schnaring, in memory of her husband. The scholarship is unrestricted and renewable. The Howard A. Schneiderman ’48 Scholarship, established in 1991 by his family, is awarded to a first-year student and is renewable through the senior year. Preference is given to students with interest in the biological sciences. The Joe and Terry Shane Scholarship, created in honor of Joe Shane ’25, who was Vice Presi­ dent of Swarthmore College’s Alumni, Devel­ opment, and Public Relations from 1950-1972, and his wife, Terry, who assisted him in count­ less ways in serving the College, was estab­ lished by their son, Larry Shane ’56, and his wife, Marty Porter Shane ’57, in remembrance of Joe and Terry’s warm friendship with gener­ ations of Swarthmore alumni. This award is made to a first-year student on the basis of merit and need. It is renewable through four years. The Florence Creer Shepard ’26 Scholarship, es­ tablished by her husband, is awarded on the basis of high scholastic attainment, character, and personality. The William C. and Barbara Tipping Sieck Schol­ arship is awarded annually to a student showing distinction in academics, leadership qualities, and extracurricular activities, and who indi­ cates an interest in a career in business. The Nancy Baxter Skallerup Scholarship, estab­ lished by her husband and children, is awarded to an incoming first-year student with financial need. It is renewable through four years. The William W. Slocum ’43 Scholarship was es­ tablished in 1981 and is awarded to a deserving student on the basis of merit and need. The Courtney C. Smith Scholarship is for stu­ dents who best exemplify the characteristics of Swarthmore’s N inth President: intellect and intellectual courage, natural dignity, humane purpose, and capacity for leadership. Normally the award will be made to a member of the first-year class on the basis of merit and need. It is renewable during the undergraduate years. Holders of this scholarship gain access to a spe­ cial file in the Friends Historical Library left by the scholarship’s creator, the Class of 1957, inviting them to perpetuate the memory of this individual’s sixteen years of stewardship of the College’s affairs and his tragic death in its ser- 35 Financial Aid who demonstrate a particular interest in vice. American pre-Revolutionary War History. The W.W. Smith Charitable Trust provides This scholarship honors Clarence K. Streit, au­ scholarships to students who qualify on the thor of U nion Now: A Proposal For A n basis of need and merit. Atlantic Federal Union of the Free, whose The Harold E. and Ruth Calwell Snyder Preseminal ideas were made public in three medical Scholarship is the gift of Harold E. Cooper Foundation lectures at Swarthmore. Snyder, Class of 1929. It provides support up to The Katharine Bennett Tappen, Class of 1931, full tuition and fees for junior or senior premedical students and is awarded on the basis of Memorial Scholarship, established in 1980 is awarded to a first-year student. The scholarship merit and need. is renewable for four years at the discretion of The Cindy Solomon Memorial Scholarship is the College. Preference is given to a resident of awarded with preference to a young woman in the Delmarva Peninsula. need of financial assistance, and who has spe­ The Newton E. Tarble Award, established by cial talent in poetry or other creative and Newton E. Tarble of the Class of 1913, is imaginative fields. granted to a first-year man who gives promise The Helen Solomon Scholarship is given in her of leadership, ranks high in scholarship, char­ memory by her son, Frank Solomon Jr. of the acter, and personality, and resides west of the Class of 1950. It is awarded to a first-year stu­ Mississippi River or south of Springfield in the dent on the basis of merit and need and is re­ State of Illinois. newable through the senior year. The Audrey Friedman Troy Scholarship, estab­ The Babette S. Spiegel Scholarship Award, given lished by her husband, Melvin B. Troy ’48, is in memory of Babette S. Spiegel, Class of 1933, awarded to a first-year man or woman. The is awarded to a student showing very great scholarship is renewable through four years at promise as a creative writer (in any literary the discretion of the College. In awarding the form) who has need of financial assistance. scholarship, prime consideration is given to the The English Department determines those ability of die prospective scholar to profit from eligible. a Swarthmore education, and to be a contribu­ The Harry E. Sprogell Scholarship was estab­ tor to the College and ultimately to society. lished in 1981 in memory of Harry E. Sprogell The Robert C. and Sue Thomas Turner Scholar­ ’32, and in honor of his class’s 50th reunion. It ship is awarded to a deserving student on the is awarded to a junior or senior with financial basis of merit and financial need. need who has a special interest in law or music. The Vaughan-Berry Scholarship was established C.V. Starr Scholarship Fund, established by The by Harold S. Berry ’28 and Elizabeth Vaughan Starr Foundation as a memorial to its founder, Berry ’28 through life income gifts, to provide provides scholarship assistance on the basis of financial assistance to needy students. merit and need. The Stanley and Corinne Weithom Scholarship The David Parks Steelman Scholarship Fund, es­ Fund was established to provide financial assis­ tablished in his memory in 1990 by C. William tance on the basis of need and merit. ’63 and Linda G. Steelman, is awarded annual­ The Elmer L. Winkler Scholarship Fund, estab­ ly to a deserving male or female student on the lished in 1980 by a member of the Class of basis of merit and need, with a preference for 1952, is awarded annually to a deserving stu­ someone showing a strong interest in athletics. dent on the basis of merit and need. The Stella Steiner Scholarship, established in The Letitia M. Wolverton Scholarship Fund, 1990 by Lisa A. Steiner ’54, in honor of her given by Letitia M. Wolverton of the Class of mother, is awarded to a first-year student on 1913, provides scholarships for members of the the basis of merit and need. This scholarship is junior and senior classes who have proved to renewable through the senior year. be capable students and have need for financial The Clarence K. Streit Scholarship is awarded to assistance to complete their education at a student entering the junior or senior year and Swarthmore College. majoring in history. Preference is given to per­ The Frances ’28 and John Worth '30 Scholarship sons, outstanding in initiative and scholarship, was established by Frances Ramsey W orth in 36 1993 and is awarded to a first-year student with strong academic credentials and with financial need. The scholarship is renewable through the senior year. The Harrison M. Wright Scholarship was created by friends, colleagues, and former students of Harrison M. Wright, Isaac H. Clothier Pro­ fessor of History and International Relations, upon the occasion of his retirement from the College. The annual scholarship supports a stu­ dent for a semester of study in Africa. The Michael M. and Zelma K. Wynn Scholarship was established in 1983 by Kenneth R. Wynn 73 in honor of his mother and father. It is awarded annually to a student on the basis of need and merit. The income from each of the following funds is awarded at the discretion of the College. The Barcus Scholarship Fund The BelviUe Scholarship The Book and Key Scholarship Fund The Leon Willard Briggs Scholarship Fund The John S. Brod Scholarship The Robert C. Brooks Scholarship Fund The Chi Omega Scholarship The Class of 1913 Scholarship Fund The Class of 1914 Scholarship Fund The Class of 1915 Scholarship Fund The Class of 1917 Scholarship Fund The Class of 1925 Scholarship Fund The Class of 1956 Scholarship Fund The Susan P. Cobbs Scholarship The Cochran Memorial Scholarship Fund The Sarah Antrim Cole Scholarship Fund The Charles A . Collins Scholarship Fund The Stephanie Cooley '70 Scholarship The Ellsworth F. Curtin Memorial Scholarship The Delta Gamma Scholarship Fund The George Ellsler Scholarship Fund The J. Horace Ervien Scholarship Fund The Howard S. and Gertrude P. Evans Scholarship Fund The Eleanor Flexner Scholarship The Joseph E. Gillingham Fund The Mary Lippincott Griscom Scholarship The Stella and Charles Guttman Foundation Scholarhips The Hadassah M .L. Holcombe Scholarship The J. Philip Herrmann Scholarship The A . Price Heusner Scholarship The Rachel W. HiUbom Scholarship The Aaron B. Ivins Scholarship The William and Florence Ivins Scholarship The George K. and SaUie K. Johnson Scholarship Fund The Kappa Kappa Gamma Scholarship The Jessie Stevenson Kovalenko Scholarship Fund The Lafore Scholarship The E. Hibberd Lawrence Scholarship Fund The Thomas L. Leedom Scholarship Fund The Sarah E. Lippincott Scholarship Fund The Long Island Quarterly Meeting, N.Y., Scholarship The Mary T. Longstreth Scholarship Fund The Clara B. Marshall Scholarship Fund The Edward Martin Scholarship Fund The Franz H. Mautner Scholarship The James E. Miller Scholarship The Howard Osborn Scholarship Fund The Harriet W. Paiste Fund The Rogers Palmer Scholarships The Susanna Haines ’80 and Beulah Haines Parry Scholarship Fund The T.H. Dudley Perkins Scholarship Fund The Mary Coates Preston Scholarship Fund The David L. Price Scholarship The Robert Pyle Scholarship Fund The George G. and Helen Gaskill Rathje '18 Scholarship The Reader’s Digest Foundation Endowed Scholarship Fund The Fred C. and Jessie M. Reynolds Scholarship Fund The Lily Tily Richards Scholarship The Adele Mills Riley Memorial Scholarship The Edith A . Runge Scholarship Fund The Amelia Emhardt Sands Scholarship Fund The William G. and Mary N . Serrill Honors Scholarship The Clinton G. Shafer Scholarship The Caroline Shero Scholarship The Annie Shoermker Scholarship 37 Financial Aid The Sarah W. Shreiner Scholarship The Walter Frederick Sims Scholarship Fund The Frank Solomon Memorial Scholarship Fund The Mary Sproul Scholarship Fund The Helen G. Stafford Scholarship Fund The Francis Holmes Strozier Memorial Scholarship Fund The Joseph T. Sullivan Scholarship Fund The Phebe Anna Thome Fund The Titus Scholarships Fund The Daniel Underhill Scholarship Fund The William Hikes Ward Scholarships The Deborah F. Wharton Scholarship Fund The Thomas H. White Scholarship Fund The Samuel Willets Scholarship Fund The l.V. Williamson Scholarship The Edward Clarkson Wilson and Elizabeth T. Wilson Scholarship Fund The Mary Wood Scholarship Fund The Roselynd Atherholt Wood '23 Fund 38 College Life STATEMENT OF STUDENT RIGHTS, RESPONSIBILITIES, AND CODE OF CONDUCT Preamble Under Objectives and Purposes of this publica­ tion it is stated that: “The purpose of Swarthmore College is to make its students more valu­ able human beings and more useful members of society. . . . Swarthmore seeks to help its stu­ dents realize their fullest intellectual and per­ sonal potential combined with a deep sense of ethical and social concern.” Although the College places great value on freedom of ex­ pression, it also recognizes the responsibility to protect the structures and values of an academ­ ic community. It is important, therefore, that students assume responsibility for helping to sustain an educational and social community where the rights of all are respected. This in­ cludes conforming their behavior to standards of conduct that are designed to protect the health, safety, dignity, and rights of all. The College community also has a responsibility to protect the possessions, property, and integrity of the institution as well as of individuals. The aim of both this Statement and the Student Judicial Procedures is to balance all these rights, responsibilities, and community values fairly and efficiently. Swarthmore College policies and jurisdiction normally apply only to the conduct of matricu­ lated students occurring on Swarthmore Col­ lege property or at College-sanctioned events that take place off-campus. In situations in which both the complainant and accused are matriculated Swarthmore College students, however, College policies and jurisdiction may apply regardless of the location of the incident. Students should also realize that they have the responsibility to ensure that their guests do not violate College policies, rules, and regulations while visiting and that students may be subject to disciplinary action for misbehavior of their guests. A complaint against a student may be made to the deans by a student, a Public Safety officer, a member of the College’s faculty or staff, or a College department. If the alleged incident represents a violation of federal, state, or local law, the complainant also has the option of intiating proceedings in the criminal or civil 40 court system regardless of whether a complaint is filed within the College system. The following is a summary and explanation of the rights, responsibilities, and rules governing student conduct at Swarthmore College. This Statement serves as a general framework and is not intended to provide an exhaustive list of all possible infractions. Students violating any of the following are subject to disciplinary action. All sanctions imposed by the judicial sys­ tem must be obeyed or additional penalties will be levied. For a description of the College’s ju­ dicial process, please see the section below on Student Judicial System. 1. Academic and Personal Integrity Academic Freedom and Responsibility Swarthmore College has long subscribed to the fundamental tenets of academic freedom artic­ ulated in the 1940 Statement of Principles on Academic Freedom and Tenure by the American Association of University Professors. This doc­ trine has been reiterated and amplified in the Association’s 1970 Statement on Freedom and Responsibility. Swarthmore College adheres to the 1970 Statement, relevant portions of which are reproduced below. The complete texts of the Association’s 1940 and 1970 statements may be found in AAUP publications: “Membership in the academic community im­ poses on students, faculty members, administrators, and trustees an obligation to respect the dignity of others, to acknowledge their right to express differing opinions, and to foster and defend intellectual honesty, freedom of inquiry and instruction, and free expression on and off the campus. The expression of dissent and the attempt to produce change, therefore, may not be carried out in ways which injure individuals or damage institutional facilities or disrupt the classes of one’s teachers or colleagues. Speakers on campus must not only be protected from violence, but also be given an opportunity to be heard. Those who seek to call attention to grievances must not do so in ways that significantly impede the functions of the institution.” The College policy governing faculty obliga­ tion in the area of academic freedom and re­ sponsibility is found on page II-A-1 of the Faculty Handbook. If a student has a grievance against a faculty member that cannot be re­ solved directly through the faculty member in- B B B B H fl H |f l |B H ^N ^N H IB IB fI B ? fl volved, the student should take her or his con­ cerns to the department chair. If the grievance remains unresolved, the student should con­ tact the Provost. Academic Honesty (Adopted by the Faculty May 19, 1984) The Faculty Handbook states, “Academic hon­ esty is a foundation of academic life.” One of its tenets is that all scholars present as their work only that which is truly their own. For students this standard embraces all work sub­ mitted for academic purposes, not only exami­ nations, laboratory reports, term papers, essays, etc., handed in for academic credit, but also pa­ pers written for seminar or for class discussion, whether graded or not. Transgressions of this principle are known as plagiarism, the use of an­ other’s ideas, language or thoughts and repre­ sentation of them as one’s own. When an instructor suspects plagiarism in a piece of written work, the instructor should present the evidence to the student who sub­ mitted it. If the student is unable to remove the instructor’s suspicion of guilt, the instructor is required to submit the case to the Dean for consideration by the College Judicial Commit­ tee. In its deliberations, the Committee con­ siders the following to be evidence of plagia­ rism in a piece of writing: (1) the failure to put quotation marks around (or, when appropriate, to indent and to single-space) words, symbols, phrases, or sentences quoted verbatim from any source, whether published or not; (2) the fail­ ure to acknowledge one’s use of reworded or re­ stated material— even when loosely para­ phrased; (3) the inclusion of another’s data, ideas or arguments when not acknowledged by footnote and reference. Writers may refer to a handbook on scholarly writing for information about correct citation procedures. The MLA Handbook is particularly useful since it also provides examples of plagia­ rism. Supplementary departmental regulations governing joint projects, etc., may be found on file in departmental offices. The informal na­ ture of some writing may obviate the necessity of rigorously formal citation, but still requires honest attribution to original authors of all borrowed materials. Students should feel free to consult with instructors whenever there is doubt as to proper documentation. Fear of being charged with plagiarism need not inhibit anyone from appropriately using another’s ideas or data in a piece of writing. Even direct quotation frequently serves as an effective device in developing an argument. Academic honesty requires only that writers properly acknowledge their debts to other au­ thors at least by means of quotation marks, footnotes, and references, if not also with intext phraseology like “Einstein argued in 1900 th a t...” or “As Melville implies in Chapter 3 of Moby Dick— ” Such usage is fully within the tradition of forthright academic work. Because plagiarism is considered so serious a transgression, it is the opinion of the faculty that for the first offense failure in the course and, as appropriate, suspension for a semester or deprivation of the degree in that year is not suitable; for a second offense the penalty should normally be expulsion. Cases of alleged academic dishonesty are brought before the College Judicial Committee.” Submission of the Same Work in More Than One Course When submitting any work to an instructor for a course, it is assumed that the work was pro­ duced specifically for that course. Submission of the same work in more than one course without prior approval is prohibited. If the courses are being taken concurrently, approval of the professors for both courses is required. If a student wishes to submit a paper which was written for a course taken in a previous semes­ ter, the student need only obtain the permis­ sion of the professor teaching the current course involved. Library/Educational Materials Ethics Students may not hinder the educational op­ portunity of other students by behavior such as removing, hiding, or defacing educational ma­ terials. Statement on Computing Use of the Swarthmore College computer sys­ tem and networks is governed by the general norms of responsible community conduct de­ scribed in the student, faculty and staff hand­ books, by local, state and federal laws, and by College policies specific to use of the comput­ er systems and networks, which are described in the following sections. Swarthmore College normally grants access to its computing network and systems to current­ ly enrolled students, to current and emeritus 41 College Life faculty, and to currently employed staff. By party or to information stored upon them. W hen a system vulnerability is discovered, users, this document refers to all who use the users are expected to report it to a system ad­ computers, networks, and peripherals owned or ministrator. operated by the College, or who gain access to Violations of these rules which come to the at­ third party computers and networks through tention of The Computing Center will be re­ the College’s system, whether these individuals have regular accounts or are system adminis­ ferred as appropriate to the offices of the dean, provost or personnel. These offices will consid­ trators. er violations using information provided by the 1. Users of services operated by Swarthmore College have the following obligations and Computing Center. In cases of violation of “f ’ above, the Computing Center may temporari­ responsibilities: ly withhold services from students, faculty or a. To respect software copyright. The copy­ staff. The case will then be referred in a timely ing or use of copyrighted software in violation manner to the appropriate College authorities. of vendor license requirements is strictly for­ 2. Swarthmore College for its part assures users bidden. N ot only does such violation (“soft­ ware piracy”) wrongly appropriate the intellec­ that College personnel are obliged: a. To grant personal files on College com­ tual property of others, but it places the indi­ vidual user and the College at risk of legal puters (for example, files in a user’s account) the same degree of privacy as personal files in action. b. To protect their accounts from unautho­ College-assigned space in an office, lab or dor­ mitory (for example, files in a student’s desk); rized use by others. Users are responsible for all to grant private communications via computer activities under their userid, and must take rea­ the same degree of protection as private com­ sonable steps to insure that they alone, or some munications in other media; and to treat an ar­ authorized person under their direct control, ticle on a USENET newsgroup or other bul­ have access to the account. letin board analogously to a poster or a College c. To respect the integrity of other user’s publication. accounts. Individuals must not use another b. To take reasonable steps to protect users person’s userid without express permission or from unauthorized entry into their accounts or attempt to decode passwords or to access infor­ mation illegitimately. A system administrator files, whether by other users or by system ad­ ministrators, except in instances where a sys­ is allowed to decode passwords as part of regu­ tem-related problem requires such entry. lar operations. c. To take reasonable steps to prevent the d. N ot to send forged e-mail (mail sent dissemination of information concerning indi­ under another user’s name) , or to read Email vidual user activities, for example, records of addressed to another user, for example, by users entering a bulletin board network. accessing their electronic mailbox, or mail re­ Acknowledgments: Some of the above rules and siding in system files. Potentially offensive guidelines have been adapted from earlier electronic communication shall be considered statements in the Swarthmore College Student as it would be if conveyed by other media. Handbook, and from materials made available e. To avoid excess use of shared resources, from the Electronic Frontier Foundation, in­ whether through monopolizing systems, over­ cluding the policy statements of the American loading networks, misusing printer or other .re­ Association of University Professors, Columbia sources, or sending “junk mail. The University, the University of Delaware, the Computing Center will from time to time issue University of Southern California at Los guidelines to the use of shared resources. Since Angeles, and Virginia Tech University. Swarthmore College provides and maintains False Information, Misrepresentation, and these systems to further its academic mission, Identification using computers for nonacademic purposes has A student may not knowingly provide false in­ low priority. formation or make misrepresentation to any f. To avoid engaging in any activity that College office. Students are obligated to pro­ may reasonably be expected to be harmful to vide College personnel with accurate identifi­ the systems operated by the College or a third 42 cation upon request. Forgery, Fraud, and Unauthorized Possession In addition to the forgery, alteration, or unau­ thorized possession or use of College docu­ ments, records, or instruments of identifica­ tion, forged communications (paper or elec­ tronic mail) are prohibited. 2. Violence, Assault, Intimidation, and Harassment (For sexual violations see Sexual Misconduct) Swarthmore College seeks to maintain an en­ vironment of mutual respect among all its members. All forms of violence, assault, intim­ idation, and harassment, including that based on sex, race, color, age, religion, national ori­ gin, sexual preference, or handicap, undermine the basis for such respect and violate the sense of community vital to the Colleges education­ al enterprise. This statement of policy should not be taken to supersede the Colleges com­ mitment to academic freedom, which it hereby reaffirms. The reasoned expression of different views plays a particularly vital part in a college community. Freedom of expression, fundamen­ tal to an exchange of views, carries with it corollary responsibilities equally basic to rea­ soned debate. Violence and Assault Students may not engage in physical violence against others. Those who do will be subject to serious sanctions. Intimidation Verbal, written, or electronic threats of vio­ lence or other threatening behavior directed toward another person or group that reason­ ably leads the person or persons in the group to fear for their physical well-being constitutes in­ timidation and is prohibited. Anyone who at­ tempts to use intim idation or retaliation against someone who reports an incident, brings a complaint, or participates in an inves­ tigation in an attempt to influence the judicial process will be subject to serious sanctions. Harassment The College seeks to sustain an environment in which harassment has no place. Those who harass others will be subject to serious sanc­ tions. Definition, Principles, and Criteria: Harassment can take many forms, and it needs to be em­ phasized that harassment can be and often is nonphysical, including words, pictures, ges­ tures, and other forms of expression. To count as harassment, such expression must be reason­ ably regarded as (a) taunting,1vilifying,12 or de­ grading3 whether (b) directed at individuals or groups (subject to the clarification and qualifi­ cation below) and (c) where reasonable people may suppose that such expression harms its tar­ g e ts) by substantially interfering with their educational opportunities, peaceful enjoyment of residence and community, or terms of em­ ployment. Further, to count as harassment sub­ ject to possible formal grievance procedures, such expression must (d) be taken either with the intent to interfere with the protected in­ terests mentioned in (c), above, or with reck­ less disregard to the nature of the conduct. Such intent or recklessness must be inferred from all the circumstances. Finally, (e) such ex­ pression must be repeated and persistent. To be “repeated and persistent,” the offending con­ duct must have been brought to the attention of the defendant (though not necessarily by the complainant), be of the same kind, and re­ peated. There are two reasons for adding (e): first, the College wishes to have the opportuni­ ty to educate those who may not realize that certain expression constitutes harassment; sec­ ond, by requiring that the expression be re­ peated and persistent, the College helps estab­ lish intent or recklessness. However: (f) before any expression can be considered for possible formal grievance procedures, it must be clear that no substantial free expression interests are threatened by bringing a formal charge of ha­ rassing expression. This strict criterion for pos­ sible formal grievance procedures must be im- 1 Derisive, mocking, ridiculing, or jeering ex­ pression. 2 Forceful defaming or degrading expression with intent to make the target of the offend­ ing expression vile or shameful, or recklessly disregarding the effects of one’s expression in these respects. 3 Subjecting one to public shame that normal­ ly cause feelings of inferiority or loss of selfrespect. 43 College Life volving charges of sexual misconduct, whether posed to insure that the College does nothing that would tend to diminish free expression or formal or informal. These records will be kept confidential to the extent permitted by law. compromise principles of academic freedom in the vigorous and often contentious examina­ Sexual Assault and Abuse tion and criticism of ideas, works of art, and po­ Students are prohibited from engaging in sex­ litical activity that marks Swarthmore College. ual assault or abuse of any kind. Because groups have been included in (b), Definition: Sexual assault is defined as any sex­ above, the following clarification and qualifi­ ual contact that occurs without the consent of cation is in order. If expression that would be the other person. Specifically, it is intentional regarded as harassing if directed at an individ­ physical contact with an intimate part of the ual is directed at a group—where no individu­ body or with clothes covering intimate body als are specifically named or referred to as tar­ parts without the consent of the person gets—any member of that group will have an touched. Sexual assault includes but is not lim­ adjudicable complaint only if it can be estab­ ited to sexual penetration of an unwilling per­ lished that a reasonable person would regard sons genital, anal, or oral openings; touching that offending expression as harassing each and an unwilling persons intimate parts such as every member of the group as individuals. genitalia, groin, breasts, lips, buttocks or the clothes covering them; or forcing an unwilling Stalking Stalking is a form of harassment, which, fol­ person to touch another persons intimate parts lowing the Pennsylvania Criminal Code, oc­ or clothes covering them. W hen sexual asault curs when a person engages in a course of con­ occurs repeatedly between individuals, it is re­ duct or repeatedly commits acts toward anoth­ ferred to as sexual abuse. er person, including following the person with­ Consent: Students have the responsibility to out proper authority, under circumstances that ensure that any sexual interaction occurs only demonstrate either of the following: placing with mutual consent. If a person indicates that the person in reasonable fear of bodily injury; she/he does not want sexual contact then any or reasonably causing substantial emotional further sexual contact is considered to be with­ distress to the person. out the persons consent. If the person has agreed to sexual interaction, she or he has the 3, Sexual Misconduct Sexual misconduct represents a continuum of right to change her/his mind and indicate that she/he no longer wants to continue the inter­ behaviors ranging from physical sexual assault and abuse to sexual harassment and intimida­ action. A person has the right to indicate she/he does not want any further sexual con­ tion and is a serious violation of the Colleges tact no matter how much sexual interaction code of conduct. Both women and men can be subject to and can be capable of sexual mis­ has already taken place. Valid consent cannot be obtained from someone who is asleep, un­ conduct. It can occur between two people conscious, coerced, or is otherwise unable to whether or not they are in a relationship in which one has power over the other, or are of give informed, free, and considered consent. It must be emphasized that the consumption of different sexes. alcohol and other drugs may substantially im­ Charges of sexual misconduct may be handled pair judgment and the ability to give consent. according to either informal or formal proce­ Those who willingly permit themselves to be­ dures. Regardless of whether or not options for come impaired by alcohol or other drugs may resolution are pursued within the College sys­ be putting themselves at greater risk, but this tem, complainants always have the option of impaired state provides no defense for those filing charges in civil or criminal court. It is im­ who take advantage of people whose judgment portant to note that discussing concerns with and control are impaired. or seeking clarification or support from the Sexual Harassment Gender Education Advisor, a dean, or others does not obligate a person to file a formal com­ The following definition is based on that for­ mulated by the Federal Equal. Opportunity plaint initiating judicial procedures. The Commission. Sexual harassment, a form of dis­ Gender Education Advisor will register each request for assistance in resolving a case in­ crimination based on sex, gender, or sexual ori­ 44 entation, clearly endangers the environment of mutual respect and is prohibited. Because be­ havior that constitutes sexual harassment is a violation of federal law (Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972), any individual who feels that she or he has been subjected to sexu­ al harassment has the right to initiate legal proceedings in criminal or civil court in addi­ tion to or in lieu of a complaint pursuant to this policy. Definition: Sexual harassment is of two basic types: (a) any action, verbal expression, usual­ ly repeated or persistent, or series of actions or expressions that have either the intent, or are reasonably perceived as having the effect, of creating an intimidating, hostile, or demeaning educational, employment, or living environ­ ment for a student or College employee, by fo­ cussing on that person’s gender. A hostile envi­ ronment is defined as one that interferes with the ability to learn, exist in living conditions, work (if employed by the College), or have ac­ cess and opportunity to participate in all and any aspect of campus life. (Harassment creat­ ing a hostile environment); (b) any action in which submission to conduct of a sexual nature is made either explicitly or implicitly a term or condition of an individual’s education or em­ ployment, or submission to or rejection of such conduct is used as the basis for academic or em­ ployment decisions affecting that individual. (Quid Pro Quo Harassment). Because at Swarthmore it is not unusual for students to supervise other students, or for stu­ dents to have actual or perceived power or in­ fluence over another students academic perfor­ mance (e.g., student graders, student laborato­ ry assistants, and student writing associates), there can exist a power imbalance between stu­ dents that makes it possible for quid pro quo harassment to occur between them. Descriptions: Sexually harassing behaviors dif­ fer in type and severity and can range from sub­ tle verbal harassment to unwelcome physical contact. Sexual harassment includes but is not limited to (a) unwelcome verbal or physical advances, persistent leers, lewd comments; (b) the persistent use of irrelevant references that insult or degrade a person’s gender, or the use of sex stereotypes to insult or degrade; (c) the use by a person in authority of his or her position to coerce another person to do something of a sexual nature that she or he would not other­ wise do. Coercion need not involve physical force. Scope and Resolution: There is a wide range of behaviors that falls within the general defini­ tion of sexual harassment and many differing notions of what behaviors are and are not ac­ ceptable. Key factors that determine instances of sexual harassment are that the behavior is unwelcome, is gender based, and is reasonably perceived as offensive and objectionable. Such behavior need not produce or threaten some tangible loss to the receiver in order to be deemed harassment. If it is unclear that the be­ havior constitutes harassment, a person who thinks she or he has been harassed should not spend considerable time struggling alone with this issue. Students are strongly encouraged to bring their issues to the Gender Education Advisor, a dean, or others trained in this area for support, clarification, and to discuss options for informal resolution or formal adjudication. In cases in which the harassment is subtle, it cannot be assumed that the offending person is aware of the way in which his or her behavior has been interpreted. There are several ways to make a person aware that his or her behavior constitutes sexual harassment. The grievant is never under any obligation to take any steps that would cause him or her to come into con­ tact with the harasser in ways he or she is un­ willing to do. Instead, the grievant can consid­ er all the informal and formal means open to him of her for resolution and choose what seems most useful and workable in his or her particular case. The grievant must also weigh, however, the fact that without in some way being made aware of his or her actions, the harasser may continue the offensive behavior. In the most serious instances of sexual harass­ ment, it is unreasonable to expect grievants to confront their perceived harassers; in these cases the grievant should enlist the help of a trained third party such as the Gender Education Advisor, a dean, or another person trained in this area. It is important to remember that any member of the community can be guilty of sexually ha­ rassing any other member regardless of position of authority or status. Although students have often found it difficult to come forward when the perceived harasser is in a position of au­ thority or is threatening, procedures are in 45 College Life place to respond and to provide support throughout the resolution process. Support Support is available through the Gender Education Advisor, a group of trained faculty and staff members comprising the response team, and the deans for students who feel that they have been subjected to any form of sexual misconduct. Consultation with any of these in­ dividuals in no way limits a students options for resolution nor commits the student to a particular course of action. The College also provides support when requested through the Deans Office to those students charged with sexual misconduct. There are specific rights for complainants of sexual misconduct and for those students accused of sexual misconduct; these rights are listed in detail in the Student Handbook. In addition, students are encour­ aged to discuss their concerns with a dean when deciding whether to file a formal com­ plaint. Related Policies The College also has sexual misconduct poli­ cies as they relate to staff-student behavior and faculty-student behavior. The College policy governing staff and the related grievance pro­ cedure can be found in the Staff Handbook. The College policy governing faculty and the related grievance procedure can be found in the Faculty Handbook. 4. Actions Potentially Injurious to Oneself or Others Alcohol and Other Drugs The possession and use of alcoholic beverages on the campus are regulated by federal, state, and local law and are limited to those areas of the campus specified by Student Council and the dean. The observance of moderation and decorum with respect to drink is a student obligation. In addition to accountability for specific behavior and guidelines described in the College policy on alcohol and other drugs, it is important to note that being under the in­ fluence of alcohol or other drugs is not an ex­ cuse for violation of the Statement of Student Rights, Responsibilities, and Code of Conduct and does not reduce a students accountability. For a complete description of the Colleges alcoholic beverage policy guidelines, please see the sec­ tion in the Student Handbook. The use, possession, or distribution of injurious 46 drugs or narcotics without the specific recom­ mendation of a physician and knowledge of the deans subjects a student to possible suspension or expulsion. Smoking Smoking is prohibited in all public spaces throughout the College: meeting rooms, lounges, offices, and halls. A $25 fine will be charged for violating this policy, and students can be removed from nonsmoking College housing if they smoke in rooms on nonsmoking halls. Smoking is allowed outdoors and in the student’s room (in certain residence halls), pro­ vided that the door remains closed. Climbing on College Buildings or Structures Climbing on any College building, or being present on building roofs is not allowed. In un­ usual circumstances, arrangements to climb predesignated locations, may be coordinated through the Public Safety Department. Fire Safety Equipment and Alarms Tampering or interference with, as well as de­ struction or misuse of, fire safety and fire pre­ vention equipment is prohibited and is a viola­ tion of state law. A n automatic fine of $125 for each piece of equipment plus the cost of re­ placement of equipment is charged to any stu­ dent violating this regulation, and further dis­ ciplinary action may be taken. Any student who causes an alarm to be set off for improper purposes is liable for the expenses incurred by the fire department(s) in responding to the alarm. If no individuals accept responsibility when a violation of this policy occurs in a res­ idence hall, all residents of that residence hall are subject to fines and charges for costs in­ curred by the College and/or fire department(s). Firearms; Fireworks No student may possess or use a firearm on Swarthmore College property or its environs. Firearms, including rifles, shotguns, handguns, air guns, and gas-powered guns and all ammu­ nition or hand-loading equipment and supplies for the same, are not allowed in any student residence or in any College building. Requests for exceptions must be made to the Dean. No student may possess or use fireworks on Swarthmore College property or its environs. Reckless Conduct Conduct which places oneself or another in imminent danger of bodily harm is prohibited. The standard as to what constitutes imminent danger is solely at the discretion of the Dean and/or the judicial body hearing the case. 5. College and Personal Property Illegal Entry Unauthorized entry into or presence within enclosed and/or posted College buildings or areas, including student rooms or offices, even when unlocked, is prohibited and may subject a student to fines and other sanctions. Locks and Keys Tampering with locks to College buildings, unauthorized possession or use of College keys, and alteration or duplication of College keys is against college policy. Theft or Damage Theft and negligent or intentional damage to personal or College property will subject a stu­ dent to paying for the repair or replacement of the damaged property as well as to disciplinary action. In the event that damage occurs in a residence hall for which no one assumes re­ sponsibility, payment for damages will be di­ vided equally among all residents of that hall. For damage that occurs during a student event in a space other than a residence hall and for which no individual student(s) accept(s) re­ sponsibility, the sponsoring students and/or or­ ganization will be held accountable for the money for replacement or repair of the dam­ aged property and may be subject to further disciplinary action. Parking No student may park an automobile on College property without permission from the Car Authorization Committee, a student-ad­ ministration group. 6. Guests Friends of Swarthmore students are welcome on campus. If a guest of a student will be stay­ ing in a residence hall over night, the resident assistant and the housekeeper must be notified. A guest is not permitted to stay in a residence hall more than four consecutive nights. Requests for exceptions must be made to the director of residential life. Student hosts are responsible for the conduct of their guests on campus and will be held ac­ countable for any violation of the code of con­ duct or other rules of the College committed by a guest. 7. Disorderly Conduct Students at Swarthmore College have the right to express their views, feelings, and beliefs in­ side and outside the classroom and to support causes publicly, including by demonstrations and other means. These freedoms of expression extend so far as conduct does not impinge on the rights of other members of the community or the order­ ly and essential operations of the college. Dis­ orderly conduct is not permitted. Violation of the orderly operation of the col­ lege includes but is not limited to (1) excessive noise, noise, once identified, which interferes with classes, College offices, dorm neighbors, or other campus and community activities; (2) unauthorized entry into or occupation of a pri­ vate work area; (3) conduct that restricts or prevents faculty or staff from performing their duties; (4) failure to maintain clear passage into or out of any college building or passage­ way. 8. Violation of Local, State, or Federal Law Violation of the laws of any jurisdiction, whether local, state, federal or (when on for­ eign study) foreign, may at the discretion of the dean subject a student to College disciplinary action. A pending appeal of a conviction shall not affect the application of this rule. STUDENT JUDICIAL SYSTEM The formal judicial system at Swarthmore College has two main components: ( 1) adjudi­ cation by individual deans of minor infractions of College regulations, where a finding of guilt would result in a sanction less severe than sus­ pension; and (2) adjudication by the College Judicial Committee of serious infractions of College regulations, including all formal charges of academic dishonesty, assault, harass­ ment, or sexual misconduct. The College Judicial Committee is composed of faculty, staff, and administrators who have undergone training for their role. In all cases of formal adjudication, whether by a dean or by the College Judicial Committee, the deans will keep records of the violation(s) 47 College Life and of the sanction(s) imposed on a student. Sanctions are cumulative, increasing in severi­ ty for repeat offenders. Notational sanctions are recorded permanently on the back of the students record card but do not appear on the face of the academic record. Therefore, an offi­ cial transcript of an academic record, which is a copy of the face of the record card, does not reflect notational sanctions. Non-notational sanctions are not so recorded, but are entered into the students personal file as a separate let­ ter which is destroyed at the time of the stu­ dents graduation. These formal procedures are separate from the various informal methods of conflict resolution available such as facilitated discussion by a dean or other trained facilitators, or mediation, a nonadversarial method of resolving interper­ sonal disputes. It is important to remember that all possible avenues of conflict resolution be considered thoroughly when deciding on a course of action. A more complete description of the judicial system is available from the Office of the Dean or in the Student Handbook. HOUSING Swarthmore is primarily a residential college, conducted on the assumption that the close as­ sociation of students and instructors is an im­ portant element in education. Most students live in College residence halls. New students are required to live in the residence halls. Residence Halls Twelve residence halls, ranging in capactiy from 21 to 214 students, offer a diversity of housing styles. Several of the residence halls are a 5- to 15-minute walk to the center of campus. Swarthmore’s residence halls are Dana and Hallowell Halls; one building on the Mary Lyon School property; Mertz Hall, the gift of Harold and Esther Mertz; Palmer, Pittinger, and Roberts Halls on South Chester Road; the upper floors in the wings of Parrish Hall; W harton Hall, named in honor of its donor, Joseph W harton, at one time president of the Board of Managers; Willets Hall, made possible largely by a bequest from Phebe Seaman and named in honor of her mother and aunts; Woolman House; and W orth Hall, the gift of William P. and J. Sharpies Worth, as a memor­ 48 ial to their parents. About 85 percent of residence hall areas are designated as coeducational housing either by floor, section, or entire building; the remaining areas are reserved for single-sex housing. In these single-sex sections, students may deter­ mine their own visitation hours up to and in­ cluding 24-hour visitation. First-year students are assigned to rooms by the deans. Efforts are made to follow the prefer­ ences indicated, and to accommodate special needs, such as documented disabilities. Other students choose their rooms in an order deter­ mined by lot or by invoking special options— among these are block housing, allowing friends to apply as a group for a section of a par­ ticular hall. There is also the opportunity to re­ side at neighboring Bryn Mawr and Haverford Colleges in a cross-campus housing exchange that proceeds on a matched one-for-one basis. First- and second-year students typically reside in one-room doubles while juniors and seniors have a wider selection of room types. All stu­ dents are expected to occupy the rooms to which they are assigned or which they have se­ lected through the regular room choosing process unless authorized by the Deans to move. Permission must also be obtained from the deans to reside outside College housing. Resident assistants, selected from the junior and senior classes, are assigned to each of the residence hall sections. These leaders help cre­ ate activities for students, serve as support ad­ visers to their hallmates, and help enforce College rules for the comfort and safety of the residents. Residence halls remain open during October, Thanksgiving, and spring breaks but are closed to student occupancy during winter vacation. No meals are served during October and spring breaks. A t the end of the fall semester students are expected to vacate their rooms within 24 hours after their last scheduled examinations. Freshmen, sophomores, and juniors are expect­ ed to leave immediately after their last exami­ nation in the spring so that their rooms may be prepared for use by Commencement visitors. Storage areas are provided in each residence hall plus a limited-access storage room for valu­ ables. The insurance program for the College is designed to provide protection for College property and does not include the property of students or others. Students and their parents are strongly urged to review their insurance program in order to be sure that coverage is extended to include personal effects while at college. More detailed housing rules and regulations are found in the Student Handbook, updated and distributed each year, and in the Guide to the Housing Lottery published before the spring housing lottery. Sharpies Dining Hail All students living on campus are required to subscribe to the College board plan for meals in the Philip T. Sharpies Dining Hall. Students living off campus may purchase the board plan if they wish or a $400 debit card available from the dining services. W ithin the contracted 20meal program, each student has access to three admissions to Sharpies Dining Hall Monday through Saturday and two admissions on Sunday, based on our weekly meal program­ ming. Dining Services offers a 14-meal plan with a $100 declining balance per semester for sophomores, juniors and seniors. There are 14 meals offered per week which can be used at Sharpies for a meal or Essie Mae’s in Tarble in exchange for meal credit. The $100 per semes­ ter declining balance can be used as cash at Sharpies, Essie Mae’s or the Cappucino Bar at Kohlberg. If you do not use the $100 in a se­ mester, there is no refund or credit. Although an effort is made to meet the dietary needs of all students, not all special require­ ments can be accommodated; permission to re­ side off campus after their first year at Swarthmore will be extended to students not able to participate in the board plan. The dining hall is closed during the fall, winter, and spring breaks. SOCIAL CENTERS Tarble Social Center Through the original generosity of Newton E. Tarble of the Class of 1913 and his widow, Louise A. Tarble, the reconstructed Tarble Social Center in Clothier Memorial opened in April 1986. The facility includes recreational areas, a snack bar, lounge, student activities of­ fices, a multipurpose performance space as well as the bookstore. Under the leadership of a Student Activities Coordinator, student co-di­ rectors, and the Social Affairs Committee, many major social activities (parties, concerts, plays, etc.) are held in Tarble. Other Centers The Women’s Resource Center (WRC) is a space open to all women on campus. It is organized and run by a student board of directors to bring together women of the community with multi­ ple interests and concerns. The resources of the center include a library, kitchen, various meet­ ing spaces, computer, and phone. The WRC also sponsors events throughout the year which are open to any member of the College com­ munity. The Black Cultural Center, located in the Caroline Hadley Robinson House, provides a library, class room, computer room, tv lounge, kitchen, all-purpose room, a living room/ gallery, two study rooms and administrative offices. The Center offers programming and ac­ tivities designed to stimulate and sustain the cultural, intellectual and social growth of Swarthmore’s Black students and community. Further, the Center functions as a catalyst for change and support to the College’s effort to achieve pluralism. The Center’s programs are open to all members of the College commu­ nity. The Center and its programs are guided by the director, Tim Sams, with the assistance of a committee of Black students, faculty, and administrators. The Intercultural Center (IC) is a multipurpose center devoted to developing greater awareness of Asian/Asian American, Latino/Hispanic, Gay/ Lesbian/Bisexual contributions to Swarthmore College as well as the broader so­ ciety. The IC provides a supportive environ­ ment where students are welcomed to discuss and understand the educational, political, and social concerns that affect their groups. The IC fosters the education of its members and the wider community about cultural, ethnic, class, gender and sexual orientation differences. Through co-sponsoring programs and building alliances with the administration, other cam­ pus groups and departments, the IC increases diversity and respect for differences at all levels of campus life. The IC provides academic re­ sources, support services and programming that address the needs of students based in the IC and the entire college community. 49 College Life The director, interns, and associate interns are responsible for the center’s programming and operational functions. The IC is located in the far southern com er of Tarble in Clothier. The center is open Monday through Sunday, 8:30 a.m. to midnight. To reach the IC director or any of the three organizations, please call (610) 328-7350. Adjunct Centers: There are two fraternities at Swarthmore: Delta Upsilon, affiliated with a national organization, and Phi Omicron Psi, a local association. The fraternities are student organizations considered adjuncts to the College social program; they receive no College or Student Activities funds. The fra­ ternities, Delta Upsilon and Phi Omicron Psi, maintain separate lodges on campus that they rent from the College. The lodges do not con­ tain dormitory accommodations or eating fa­ cilities. New members usually join fraternities after at least one semester at the College. In recent years about seven percent of male stu­ dents have decided to affiliate with one of the fraternities. RELIGIOUS ADVISORS Religious advisors are located in the Interfaith Center in Bond Hall and currently consist of Jewish, Catholic, and Protestant profession­ als. The advisors and the Interfaith Center provide members of the Swarthmore commu­ nity opportunities and resources, in an atmos­ phere free from the dynamics of persuasion, in which they can explore a variety of spiritual, ethical and moral meanings, pursue religious and cultural identities and engage in inter­ faith education and dialogue. The center comprises offices, a large common worship room, and a private meditation room. Student groups of many faiths also exist for the purpose of studying religious texts, partic­ ipating in community service projects, and exploring common concerns of religious faith, spirituality, and culture. Various services are available on campus, and area religious communities welcome Swarth­ more students. 50 HEALTH Worth Health Center The W orth Health Center, a gift of the Worth family in memory of William Penn W orth and Caroline Hallowell, houses offices of the nurses, consulting physicians, nutritionist, HIV test counselor, outpatient treatment fa­ cilities, offices of Psychological Services staff, and rooms for students who require inpatient care. Psychological Services is administered separately from the Health Service and is housed in the North Wing of Worth Health Center. Health and Psychological Services open with the arrival of the first year class in the fall and close for the winter break and for the summer following commencement in the spring. Students must make their own arrangements for health and psychological care when the Health Center is closed. The College contracts with the Crozer Keystone Health System for physician services. Should in-hospital treatment be indicated, one of these consultant physicians will oversee the care if the student is admitted to Crozer Chester Medical Center, a medical schoolaffiliated teaching hospital. The medical facilities of the College are avail­ able to students who are ill or who are injured in athletic activities or otherwise, but the College cannot assume additional financial responsibility for medical, surgical, or psycho­ logical expenses which are not covered by an individual’s health insurance. We expect most students to be insured through family or other plans'. For those who have no health insur­ ance, we offer a new and more comprehensive plan at a cost of $357. Students on financial aid may have the cost of the premium de­ frayed. Please remember that students and family are responsible for medical expenses incurred while students are enrolled at col­ lege. Students who have no insurance, or stu­ dents with insurers who have no local office or arrangements with local HMOs, do not provide for emergency and urgent care locally, do not cover hospital admissions locally, or, do not provide coverage while studying abroad, should enroll in the College Plan. The College provides health insurance for students who are actively participating in in­ tercollegiate and club sports. For further in­ formation, please consult the insurance leaflet mailed to all students at the beginning of each academic year or the Health Center administrative assistant. Health Services Physicians and nurse practitioners hold hours every weekday at the College, where students may consult them without charge. Students should report any illness to the Health Center staff but are free to seek treatment at another facility if they prefer to do so. Also, the Health Service staff are willing to coordinate care with personal health care providers. As a part of the matriculation process each stu­ dent must submit a brief medical history and health certificate prepared by the family physi­ cian on a form supplied by the College. Pertinent information about such matters as medical problems, handicaps, allergies, med­ ications, or psychiatric disturbances will be es­ pecially valuable to the College Health Service in assisting each student. All this information will be kept confidential. Each student is allowed ten days in-patient care in the Health Center per term without charge. Students suffering from communicable disease such as chicken pox may not remain in their residence hall room and therefore must stay in the Health Center or go home for the period of their illness. Ordinary medications are furnished without cost up to a total of $300 per semester. A charge is made for special med­ icines and immunizations, certain laboratory tests, and transportation when necessary to local hospitals. The Health Center staff cooperates closely with the Physical Education and Athletics De­ partment. Recommendations for limited activ­ ity may be made for those students with physi­ cal handicaps. Rarely are students excused en­ tirely from the requirements of the Physical Education Department because adaptive pro­ grams are offered. Psychological Services Services for students include counseling and psychotherapy, after-hours emergency-on-call availability, consultation regarding the use of psychiatric drugs or other concerns, and educa­ tional talks and workshops. Psychological Services participates in training resident assis­ tants and provides consultation to staff, facul­ ty, and parents. The staff of Psychological Services represents a diverse group of psychological, social work, and psychiatric professionals. The director and staff are all part-time but collectively provide regu­ lar appointment times Monday through Friday. Students may be referred to outside mental health practitioners at their request or when long-term or highly specialized services are needed. We maintain a strict policy of confidentiality except where there may be an imminent threat to life or safety. Requests for service may be made in person or by phone (x8059) between 8:30 a.m. and 4:30 p.m., Monday through Friday. In the event of an after-hours emergency, contact the Health Center (x8058) or Public Safety (x8333). Information regarding readmission after with­ drawal for health related reasons may be found in the section on Student Leaves of Absence, Withdrawal, and Readmission, pp. 72-73. For more detailed information about our services, please check our pages on the World Wide Web @http://www.swarthmore.edu/ Admin/health/. STUDENT ADVISING Each first-year student is assigned to a faculty member or administrator who acts as course adviser until this responsibility falls to the chair, or the chair’s designate, of the student’s major department at the end of the sophomore year. Requests for a change of adviser should be addressed to the associate dean and will be freely granted, subject only to equity in the number of advisees assigned to individual fac­ ulty members. The deans hold overall responsibility for the advising system. They are themselves available to all students for advice on any academic or personal matter, and for assistance with special needs, such as those arising from physical dis­ abilities. Career Planning and Placement The Career Planning and Placement Office works with students to help them develop knowledge of themselves and of careers, to ad­ vance their career planning and decision-mak­ ing abilities, and to help them develop job­ finding and application skills. Individual coun- 51 College Life seling sessions and group workshops are de­ signed to help students expand their career optiôns through exploration of their values, skills, interests, abilities, and experiences. Programs are open to students in all classes and are de­ velopmental in nature. Career exploration and experiential education are encouraged during summer internships and jobs, during a semester or year off, and during the school year. Students taking a leave of ab­ sence from Swarthmore can participate in the College Venture Program, which assists under­ graduates taking time off from school in find­ ing worthwhile employment during their time away. Assistance is provided in helping stu­ dents locate and secure appropriate jobs, in­ ternships, and volunteer opportunities, and ef­ forts are made to help students learn the most they can from these experiences. Sophomore and junior students in particular are encour­ aged to test options by participating in the Extern Program. This program provides on-site experience in a variety of career fields by pair­ ing students with an alumnus/a to work on a mutually planned task during one or more weeks of vacation. Additional help is provided through career in­ formation panels, on-site field trips, workshops on topics such as resume writing and cover let­ ter writing, interviewing skills, and job search techniques. The office cooperates with the Alumni Office, the Alumni Association, and the Parents Council to help put students in touch with a wide network of people who can be of assistance to them. The Career Resources Library includes many publications concerning all stages of the job search process. The office hosts on-campus recruiting by representatives from business, industry, government, nonprofit organizations, and graduate and professional schools. Notices of job vacancies are collected, posted, and included in the office’s newsletter. Credential files are compiled for interested stu­ dents and alumni to be sent to prospective em­ ployers and graduate admissions committees. Atademic Support A program of academic support is available to help all students with difficulties they might encounter in their courses. Recent innovations include a Student Academic Mentoring pro­ gram open especially to first-year students as well as upperdass students, and a January Academic Skills Workshop. Additional pro­ 52 grams include time management workshops; test-taking workshops; special review sections and clinics attached to introductory courses in the natural sciences, philosophy, and econom­ ics; a mathematics lab; an expository writing course; a reading and study skills workshop; and tutors. These programs are overseen by the Deans in cooperation with the academic de­ partments. There are no fees required for any of these supportive services. To meet the needs of writers who would like to get assistance or feedback, a Writing Center has been established. The center is staffed by writing associates, students trained to assist their peers with all stages of the writing process. The center is located in Trotter Hall and operates on a drop-in basis. Writing associ­ ates are assigned on a regular basis to selected courses. STATEMENT OF SECURITY POLICIES AND PROCEDURES Swarthmore College is a coeducational institu­ tion founded in 1864 by members of the Religious Society of Friends. It occupies ap­ proximately 300 acres of privately owned land adjacent to the borough of Swarthmore in Delaware County, Pennsylvania. There were 1,396 undergraduate students enrolled for the 1998-99 academic year with approximately 1,281 occupying college housing. Approxi­ mately 649 nonstudent personnel are em­ ployed on campus either in a part-time or full­ time capacity. The Department of Public Safety is primarily responsible for the overall security of the cam­ pus. Its mission is to “protect persons and prop­ erty, to preserve the peace, to deter crime, to apprehend criminal offenders, to recover lost and stolen property, to perform services as re­ quired, to enforce appropriate college regula­ tions, and to maintain a sense of community security and confidence in the department.” It endeavors to accomplish this task through a department comprising a director, assistant di­ rector, lieutenant, three sergeants, one corpo­ ral, five full-time and four part-time patrol offi­ cers. All full-time patrol officers undergo a thorough background check, psychological screening and physical examination before hir­ ing. They are subsequently sworn in as special officers after completing a recognized Penn­ sylvania State Police Training Academy course for Municipal Police Officers. These officers may exercise full police powers on Swarthmore College property. Local jurisdiction is shared with Swarthmore Borough Police Department with whom a close working relationship is maintained. Campus officers also enforce col­ lege rules and regulations. Swarthmore College is considered private property, and trespassers are escorted off campus or arrested. Additionally, current certification in cardio­ pulmonary resuscitation, obstructed airway, and standard first aid is minimally required. Many officers have advanced medical certifica­ tions. Ongoing training after the Police Academy is provided for all full-time officers. The Department of Public Safety maintains a 24-hour Communications Division. Trained staff members perform a variety of tasks includ­ ing operating the college’s telephone console and dispatching calls over the mobile radio sys­ tem. Criminal incidents and other emergencies can be reported directly by dialing x8333 from any college telephone. Nonemergency matters should be reported on extension x8281. These numbers are conspicuously placed on or near all college phones. They are also prominently listed in the college telephone directory and included on the department’s printed publica­ tions and correspondence. The information re­ ceived by the Communications staff is broad­ cast to on-duty patrol officers who respond to the problem. Swarthmore Borough Police ve­ hicles are equipped with transceivers and may also respond. Other appropriate assistance is summoned by the College Communications Officers. The Department of Public Safety notifies one of the College’s student deans in the event of any serious incident involving a student. The dean may mobilize any number of support op­ tions for victims of a crime. The W orth Health Center (x8058) is professionally staffed 24 hours a day, seven days a week, while classes are in session. Psychological Services (x8059), the Equal Opportunity Office (x8061), and Resident Assistants round out available on campus options. Women Against Rape (WAR) maintain active chapters near Swarthmore and a 24-hour hot line (566-4342). A n up-to-date listing of local therapists including clinical psy­ chologists, social workers, and psychiatrists in private practice is available in the Health Center on request. College employees may use a free, confidential Employee Assistance Program (ACORN) that provides professional counseling to cope with a variety of issues. They can be contacted 24 hours a day by call­ ing (800) 223-7050 or (610) 664-8350. Public telephones are located on the campus. These are connected to a countywide 911 net­ work for toll-free connection to Delaware County Communications Center which would dispatch Swarthmore Borough fire or police departments to a campus incident. Significant criminal incidents, arrests by cam­ pus police, and suspicious activity are reported to Swarthmore Borough Police on a regular basis. Similarly, criminal events occurring in Swarthmore Borough that could impact the College community are transmitted to the Department of Public Safety. The College does not have any off-campus organizations. The College community is kept apprised of se­ curity matters in a number of ways. Serious in­ cidents are detailed in flyer form and are im­ mediately posted in residence halls, libraries, dining areas and other key locations through­ out the campus. Information is also sent via electronic mail to all faculty, staff, and stu­ dents. A Resident Assistant phone tree system assists in the rapid dissemination of critical in­ formation as does the College’s radio station (WSRN 91.5 FM). The Office of News and Information works closely with the local news media when any significant College event transpires. Less serious criminal activity is pub­ lished weekly in the Phoenix (the student news­ paper). Signs are posted on all College buildings so as to restrict all others but students, employees, and invited guests. These facilities are locked on a flexible schedule dictated by the College calendar. The possession and use of alcoholic beverages on the campus is regulated by state law and limited to those areas of the campus that are specified by the Student Council and the dean. The observance of moderation and decorum with respect to drink is a student obligation. Disorderly conduct is regarded as a serious of­ fense. The College’s alcoholic beverage policy can be found in its entirety within the annual 53 College Life publication of the Student Handbook. The College’s drug-free campus policy is avail­ able in the Student Handbook and in the Human Resources office for employees. It is also included in the staff Employee Handbook, as Appendix E and is distributed annually to all students, faculty, and staff. The use or possession of firearms or other dan­ gerous weapons is not permitted by students, staff, or College Public Safety officers. Known criminal records of students and employees are taken into consideration before admission and/or hiring. Swarthmore is primarily a residential college in recognition that the close association of stu­ dents and instructors is an important element in education. Most students live in College res­ idence halls. Single, double, and group rooms are available. There are no graduate or married housing accommodations. Many members of the faculty and staff live on or near the campus and are readily accessible to students. New students are assigned to rooms by the Office of Residential Life. Efforts are made to follow the preferences indicated by the stu­ dents and to accommodate special needs. O ther students choose their rooms in an order determined by lot or by invoking special op­ tions. Requests for room changes can be made by notifying the Director of Residential Life of room preferences under guidelines distributed by the Residential Life Office throughout the year. Students are permitted guests in College hous­ ing so long as their resident assistants and housekeepers are duly notified. Guests of the College are housed separately in facilities apart from the main campus. Residence Halls (ex­ cept Parrish Hall) are normally locked 24 hours a day. Automatic locks on outside resi­ dence hall doors are supplemented by posted warnings that these facilities are private prop­ erty, and access is restricted. Students’ resi­ dence hall room doors are individually keyed. Cores are changed in response to any signifi­ cant security breach such as a stolen room key. Residence hall room doors are augmented with safety chain locks. Residence hall windows are equipped with screens and locking devices to deter unauthorized entry. Regular interior and exterior patrols are made by College Public Safety officers. Resident assistants are selected 54 to serve in all residence halls and have on-site responsibility for security, fire protection, and general safety. A review of security concerns, procedures, and services are published yearly in the Swarthmore College Student Handbook. The Department of Public Safety operates under the philosophy that it is preferable to prevent crime from occurring than to react to it after the fact. The principal instrument for accomplishing this goal is the College’s Crime Prevention program. It is based upon the dual concepts of eliminating or minimizing criminal opportunities whenever possible and encourag­ ing community members to be responsible for their own security and the security of others. T he following is a listing of the Crime Prevention programs and projects employed by Swarthmore College. Swarthmore College Shuttle Bus: A student op­ erated, radio equipped van transports students free of charge in and around the main campus during the evening and early morning hours. Tricollege Shuttle Bus: Free transportation is provided to students traveling between Haverford, Bryn Mawr and Swarthmore col­ leges. This service is available from approxi­ mately 7 a.m. to 2 a.m. Escort Service (Garnet Patrol): The Student Garnet Patrol program provides a deterrent to assault on campus and increases security con­ sciousness in the College community. Members escort people after dark, notice and report to Public Safety suspicious strangers or incidents, increase the Public Safety Department’s aware­ ness of students’ concerns, and increase the level of traffic along key walkways on campus. Crime Prevention Publicity: Articles and mater­ ial are routinely published and distributed. Fire and Crime Prevention films are shown to R.A.’s and student groups on request. Electronic Alarm Systems: A proprietary elec­ tronic alarm system monitors a network of in­ trusion detection and duress alarm systems. Security Surveys: Comprehensive security sur­ veys are made for a number of campus offices and facilities each year. Operation Identification: This community ven­ ture into property identification works to deter thefts and assist in the recovery of stolen items. Bicycle Registration: The Department of Public Safety encourages bicycle owners to register their bikes. Decals and engraving are part of this free program. High-security bike locks are carried by the college Bookstore. Rape Awareness, Education, and Prevention: Presentations and publications are made each year to members of the college community. Crime statistics and rates for the most recent three-year period are available on request from the Department of Public Safety. Swarthmore College’s Statement of Security Policies and Procedures is written to comply with the (PA) College and University Security Information A ct - 24 P.S., Sec. 2502-3 (c), and the Federal “Crime Awareness and Campus Security Act.” For a full copy of this document, or to discuss any questions or concerns, contact Owen Redgrave, director of Public Safety. COCURRICULAR ACTIVITIES Student Council The 13-member, semiannually elected Student Council is the chief body of student govern­ ment and exists to serve and represent the stu­ dents of Swarthmore College. The powers and responsibilities of the Student Council are: (1) the administration of the Student Activities Fund; (2) the appointment of students to those committees within the college community upon which student representatives are to serve; (3) the oversight of those students of those committees; (4) the operation of just elections; (5) the execution of referendums; (6) the representation of the student body to the faculty, staff, and administration, and to outside groups, as deemed appropriate; (7) the formulation of rules needed to exercise these powers and to fulfill thses responsibilities. Student Council provides a forum for student opinion and is willing to hear and, when judged appropriate, act upon the ideas, griev­ ances, or proposals of any Swarthmore student. Major committees of the Student Council in­ clude the Appointments Committee, Budget Committee, and Social Affairs Committee. The five member Appointments Committee selects qualified student applicants for posi­ tions on student, faculty, and administration committees. The Budget Committee, made up of ten appointed members, a Treasurer, and two Assistant Treasurers, allocates and administers the Student Activity Fund. The Social Affairs Committee (SAC) allocates funds to all cam­ pus events, maintains a balanced social calen­ dar and is responsible for organizing formats and various other activities that are designed to appeal to a variety of interests and are open to all students free of charge. SAC consists of 10 appointed members and two co-directors who are hired by the Concessions Committee. Music The Music Department administers and staffs several performing organizations. The College Chorus, directed by John Alston, rehearses three hours per week. The College Chamber Choir, a select small chorus drawn from the membership of the Chorus, rehearses an addi­ tional two hours twice a week. The College Orchestra, directed by Sarah loannides, re­ hearses once a week. The Chamber Orchestra gives one concert each semester; its rehearsals closely precede the concert, and its members are drawn from The College Orchestra. The Orchestra (Chamber Orchestra), Chorus (Chamber Choir), and Jazz Ensemble require auditions for membership. The Wind Ensemble, which rehearses one night weekly and gives two major concerts each year, is under the di­ rection of Michael Johns. The Early Music Ensemble, directed this year by guest Richard Stone, meets each week and gives two concerts during the year. Gamelan Semara Sana performs traditional and modem compositions for Balinese Gamelan (Indonesian percussion or­ chestra) under the direction of Thomas Whitman. This group rehearses three hours per week and gives one concert each semester. The Jazz Ensemble, the department’s large jazz group directed by John Alston, rehearses weekly and gives two concerts each year. More information about joining these performing groups can be found on the bulletin boards on the upper level of Lang. Instrumentalists and singers can also partici­ pate in the chamber music coaching program coordinated by Dorothy Freeman. Several stu­ dent chamber music concerts (in which all in­ terested students have an opportunity to per­ form) are given each semester. These concerts also provide an opportunity for student com­ posers to have their works performed. The Swarthmore College String Quartet, com­ posed of four outstanding student string players who also serve as principal players in the College Orchestra and Chamber Orchestra, 55 College Life performs frequently at the College and else­ where. We offer academic credits in conjunction with subsidies to support private instrumental and vocal lessons for qualified students; please refer to pp. 76-83 (Awards and Prizes and Fellow­ ships) and p. 253 (Music Department, 048). The Orchestra each year sponsors a Concerto Competition, open to all Swarthmore College students. Auditions for the competition are normally held right after winter vacation. The winner performs the entire concerto with the Orchestra at its spring concert. Practice and performance facilities in the Lang Music Building include sixteen practice rooms (most with at least one piano), a concert and a rehearsal hall (each with its own concert grand), two organs, and one harpsichord. The Daniel Underhill Music Library has excellent collections of scores, books, and records. The William J. Cooper Foundation presents a dis­ tinguished group of concerts each year on the campus. The Department of Music and Dance administers a separate series of public concerts. Orchestra 2001, an acclaimed professional en­ semble devoted to the performance of contem­ porary music, is in residence at the College. Under the direction of Professor of Music James Freeman, the group gives an annual se­ ries of four or five concerts in Lang Concert Hall, exploring music of the present time and often including recent works by composers at the College. World renowned soloists are fea­ tured, and student musicians are often invited to perform with the ensemble. Dance The Swarthmore College Dance Program, di­ rected by Professor Sharon Friedler, strives to foster a cooperative atmosphere in classes and performance situations. The Swarthmore College Dancers regularly perform public concerts with works choreo­ graphed by students, the dance faculty, and other professional choreographers. Each year there are a series of formal concerts at the end of each semester, as well as informal performances throughout the year, including a series of exchange concerts with other area col­ leges. Lecture demonstrations for public schools and for organizations within the sur­ rounding communities are also a regular part of the yearly dance performance schedule. 56 In conjunction with the William J. Cooper Foundation, the Dance Program brings out­ standing professional dance companies to cam­ pus for short term residencies. These residencies typically last from three days to two weeks, and include master classes, lec­ tures, performances, and sometimes, the cre­ ation of a new work by a guest artist for student performers. Scholarships for summer study are available to dance students through funds provided by the Friends of Music and Dance. The Halley Jo Stein Award for Dance and the Melvin B. Troy Award for Composition are also awarded annu­ ally by the Program. The Department of Physical Education and Athletics sponsors a coeducational perfor­ mance group in Folk Dance. Theatre Associate Professor Allen Kuharski is Director of the Theatre Studies Program. Interested stu­ dents should consult the departmental state­ ment for Theatre Studies. The Theatre Studies Program provides a vari­ ety of cocurricular opportunities for interested students. Students interested in acting are en­ couraged to participate in student-directed projects in the Program’s directing workshops taught by Allen Kuharski (THEA 035 and 055) and the Senior Company class (THEA 099). The Program also hires qualified students every semester for a variety of jobs related to curricular production projects and other func­ tions. The LPAC staff office is another poten­ tial source of theatre-related student employ­ ment. For information, contact Susan Smythe. Professional internships are strongly recom­ mended to Theatre Studies majors and minors and are available at theatres throughout the Philadelphia area and around the country. See Professor Kuharski for details. Athletics Swarthmore’s athletic policy is based on the premise that any sports program must be justi­ fied by the contributions which it can make to the educational development of the individual student who chooses to participate. In keeping with this fundamental policy, Swarthmore’s athletic program is varied, offering every stu­ dent a chance to take part in a wide range of sports. W ithin the limits of finance, personnel, and facilities, the College feels that it is desir­ able to have as many students as possible com­ peting on its intercollegiate or club teams, or in intramural sports. Many faculty members serve as advisers for several of the varsity athletic teams. They work closely with the teams, at­ tending practices and many of the scheduled contests. Extracurricular Activities There is a great variety of extracurricular life more fully detailed in the Guide to Student Life. The more than 100 student organizations range in scope from Student Council to Amnesty International to WSRN (the student radio station). Social, athletic, political, cul­ tural, and community groups also provide stu­ dents with a wealth of opportunity and choice. The College encourages students to participate in whatever activities best fit their personal talents and inclinations. Publications and Media The Phoenix, the weekly College newspaper, the Halcyon, the college yearbook, and WSRN, the campus radio station are completely stu­ dent-run organizations. In addition, there are more than 14 other student publications, in­ cluding literary magazines and newsletters. The current list of publications can be found in the Guide to Student Life. OUTREACH PROGRAMS The Swarthmore College TRIO/Upward Bound Program TRIO/Upward Bound develops young leaders. TRIO/Upward Bound offers academic and cul­ tural enrichment activities to high school stu­ dents in the surrounding community and pri­ marily the city of Chester. The primary goal of this national program is to prepare urban high school students for postsecondary education. The TRIO/Upward Bound Program at Swarthmore College began in 1964, and continues with federal support from the U.S. Department of Education. More than 1,200 TRIO Programs exist on college campuses throughout the United States. TRIO/Upward Bound is one of the oldest and most active community out­ reach programs at Swarthmore College. TRIO/Upward Bound offers both a six-week residential summer school in which Swarth­ more students may serve as tutor/counselors, and a series of activities during the academic year in which Swarthmore students serve as Tutors. For more than 30 years, Swarthmore College students have volunteered time to suc­ cessfully tutor and mentor hundreds of TRIO/ Upward Bound participants. The program is administered by a full-time project director, Michael Robinson. THE OFFICE OF COMMUNITY SERVICE LEARNING PROGRAMS One of the College’s most tangible examples of its commitment to foster a deep sense of ethi­ cal and social concern is its support of student involvement in community service learning, advocacy, and social change. The office of Community Service Learning Programs, lo­ cated in Parrish 294, connects community-ar­ ticulated needs with students, faculty, and staff interested in making a difference; and pro­ motes student leadership in development and implementation of community-based initia­ tives. The office coordinates community-based service and learning initiatives of students, fac­ ulty and staff and is a liaison between the College and community partners. The office is staffed by Director Patricia James and Assistant Deborah Higgins. Community-based learning. The office supports the College’s commitment to employ commu­ nity-based learning in the curriculum. The of­ fice maintains a clearinghouse of nearly 500 in­ ternship and volunteer opportunities and sup­ ports students and faculty to identify intern­ ship and service learning opportunities congru­ ent with students’ interests, skills, and person­ al and academic goals. The Office also supports faculty to develop and implement curricula that employ community-based learning. Community Service Advisory Board (CSAB). CSAB comprises students, faculty, staff, and community partners; fosters dialogue between the College and the larger community; guides development of new and current programs; and supports the office to provide information, ad­ vice, mentoring, training, evaluation, and op­ portunities for reflection and appreciation for individual students, groups, and faculty in- 57 College Life volved in service learning. Swarthmore Foundation. The foundation, ad­ ministered by the office, provides grants of up to $3,000 for students, faculty, and staff to con­ duct community service and social change projects. Grants support program and living ex­ penses and are offered three times per year. The office supports the work of Lang Scholars, and coordinates the Lang Opportunity Open Competition, which provides one or two grants of up to $10,000 to conduct more substantive service and social change projects. Special projects. The office works with the col­ lege community to develop and implement ser­ vice and social change projects, including the Martin Luther King Day of Service, class proj­ ects, and initiatives by student organizations. CIVIC (Cooperative Involvement of Volunteers in Communities). The office works closely with CIVIC, a coalition of student-led organizations engaged in a wide array of service efforts in Chester and the Greater Philadelphia metro­ politan area. CIVIC is coordinated by the CIVIC Council* composed of leaders from each organization, and several at-large mem­ bers. CIVIC Groups 1. Adolescents Promoting Excellence (APEX) works with young people at the Chester YWCA. 2. ALEAP (Asian Literacy Education Advocacy Project) tutors adult immigrants in Philadelphia. 3. Campus Coalition Concerning Chester (C4) addresses environmental racism in Chester. 4- Chester Tutorial works one to one with mid­ dle school students in weekly tutoring and home work enrichment sessions. 5. Chinatown Tutorial provides academic en­ richment program for children in Philadel­ phia’s Chinatown, most of whom are recent immigrants. This is a cooperative program with Bryn Mawr, Haverford, and the University of Pennsylvania. 6. CHOP Kids facilitates student volunteerism at the Children’s Hospital of Philadelphia. 7. Learning for Life pairs trained students with college staff to work on literacy, math, comput­ er, history, and creative writing skills. 8. Positive Alternatives in Chester works with girls at the YWCA in Chester. 9. Science for Kids introduces science to fourth 58 graders at Stetser Elementary School in Chester. 10. SHIP (Serving the Homeless in Philadelphia) volunteers provide food, clothing, referrals, and conversation to homeless people in Philadelphia. 11. Students Promoting Environmental Equity in Chester (SPEEC) helps kids in Chester discov­ er the connections among themselves, their community, and their natural environment. 12. Swarthmore-Rutledge School Program (SRS) pairs students with children once a week to work on schoolwork or play games. 13. Swarthmore Adult Literacy Tutoring (SALT) provides one-to-one and small-group adult lit­ eracy tutoring to adults. The Swarthmore Foundation The Swarthmore Foundation provides grants three times a year to support faculty, staff, and students (including graduating seniors) to un­ dertake community service projects. Recip­ ients may use awards to create new projects, to purchase materials for projects in which they participate, and to cover basic living expenses while working with service or activist organiza­ tions. The foundation also administers the Landis Community Service Fellowship, and The John W. Nason Community Service Fellowship. The John W. Nason Community Service Fellowship The John W. Nason Community Service Fellowship celebrates the contribution of Swarthmore’s eighth president by supporting students to conduct off-campus community service projects related to their academic pro­ grams. The Nason Fellowship was initiated by members of the Class of 1945 in anticipation of their 50th reunion. ALUMNI RELATIONS Alumni Relations is the primary communica­ tion link between the College and its alumni, enabling them to maintain an ongoing rela­ tionship with each other. Some of the office’s programs and activities include Alumni Weekend, an Alumni College, the Alumni Council, alumni gatherings all over the coun­ try, and alumni travel. The Alumni Office hires students as interns, and to help at alumni events on campus. The Alumni Office works closely with the Office of Career Planning and Placement to fa­ cilitate networking between students and alumni and among alumni, to take advantage of the invaluable experience represented among the alumni. The Alumni Office also helps officers of the senior class and alumni groups plan special events. The Alumni Office gives staff support to the Alumni Association, which was founded in 1882, and to the Alumni Council, the govern­ ing body of the Alumni Association. The Alumni Office gives staff support also to re­ gional alumni and parent groups, called Connections, in Philadelphia; Pittsburgh; New York City; Boston; Washington, D.C., and Baltimore; N orth Carolina; Chicago; San Francisco; and Seattle. There are 17,316 alumni: 8,917 men, 8,399 women, and 1,278 married to each other, giv­ ing substance to the traditional appellation for the College of “the Quaker Matchbox.” The College defines an alumnus/a as anyone who has completed one semester. position faculty members as expert news sources. The office also responds to infomration requests from the media, initiates coverage of Swarthmore in the media, and leads the de­ velopment and maintenance of the College Web site. The News and Information Office prepares two publications. On Campus, a monthly schedule of campus activities that are open to the public, is distributed on request to more than 2,000 households in the Phila­ delphia area. The Weekly News, a newsletter of events and announcements, is distributed to faculty, staff, and students. The office lends support for special events and projects, and provides public relations counsel for the College. The Office hires students to write routine press releases and perform clerical duties. COLLEGE PUBLICATIONS The Publications Office creates a variety of printed communications for the College com­ munity. The quarterly Swarthmore College Bulletin is sent free of charge to all alumni, par­ ents, friends, and members of the senior class. Other publications produced by the office in­ clude ari annual engagement calendar, a report of donations to the College, a parents newslet­ ter, and this catalog. Members of the Publications staff and a student intern provide editorial, photographic, graphic design, and print production services to other offices on campus. NEWS AND INFORMATION The Office of News and Information works with the faculty, students, and staff to commu­ nicate information about Swarthmore to the public, primarily through media relations and the Internet. The office publicizes campus events, programs, and research and works to 59 IV Educational Program Faculty Regulations Degree Requirements 60 Awards and Prizes Fellowships Educational Program GENERAL STATEMENT Swarthmore College offers the degree of Bachelor of Arts and the degree of Bachelor of Science. The latter is given only to students who major in Engineering. Four years of resi­ dent study are normally required for a bache­ lor’s degree (see p. 75), but variation in this term, particularly as a result of Advanced Placement credit, is possible (see p. 23). The selection of a program will depend upon the student’s interests and vocational plans. The purpose of a liberal arts education, how­ ever, is not primarily to provide vocational instruction, even though it provides the best foundation for one’s future vocation. Its pur­ pose is to help students fulfill their responsibil­ ities as citizens and grow into cultivated and versatile individuals. A liberal education is concerned with the development of moral, spiritual, and aesthetic values as well as analyt­ ical abilities. Furthermore, just as a liberal education is concerned with the cultural inher­ itance of the past, so too it is intended to develop citizens who will guide societies on a sustainable course where future culture will not be compromised in the development of the present. Intellectually, it aims to enhance resourcefulness, serious curiosity, open-mind­ edness, perspective, logical coherence, insight, and discrimination. During the first half of their college program all students are expected to satisfy most if not all of the distribution requirements, to choose their major and minor subjects, and to prepare for advanced work in these subjects by taking certain prerequisites. The normal program consists of four courses each semester chosen by the student in consultation with his or her faculty advisor. All students must fulfill the requirements for the major, and before the end of the senior year, students are required to pass a compre­ hensive examination or its equivalent, given by the major department. For Honors candidates, courses and seminars taken as preparation for external evaluation occupy approximately one-half of the student’s work during the last two years. In addition to work taken as a part of the Honors Program, the students take other courses which provide opportunities for further exploration. During the senior year many departments offer a spe­ cially designed Senior Honors Study for Honors majors and minors to encourage enhancement and integration of the Honors preparations. A t the close of the senior year, candidates for Honors will be evaluated by visiting examiners. The program for Engineering students follows a similar basic plan, with certain variations which are explained on p. 143. Courses outside the technical fields are distributed over all four years. The course advisors of freshmen and sopho­ mores are members of the faculty appointed by the dean. For juniors and seniors the advisors are the chairs of their major departments or their representatives. PROGRAM FOR FRESHMEN AND SOPHOMORES The major goals of the first two years of a Swarthmore education are to introduce stu­ dents to a broad range of intellectual pursuits, to equip them with the analytic and expressive skills required to engage in those pursuits, and to foster a critical stance towards learning and knowing. The College distribution require­ ments are designed to aid students in achieving these goals. To meet the distribution requirements, a student must: 1. Complete at least 20 credits outside the major before graduation. 2. Take at least three credits in each of the three divisions of the College (listed below), the third credit of which can be AP credit or credit awarded for work done elsewhere. 3. O f the 3 credits in each division, take at least 2 credits which are in different depart­ mental subjects and are also designated pri­ mary distribution courses. This will make a total of six primary distribution courses, each in different departments, and spanning the three divisions equally. For purposes of the distribution requirements the three divisions of the College are consti­ tuted as follows: Humanities: Art, Classics (literature), English Literature, Modem Languages and Literatures, Music and Dance, Philosophy, Religion. ' Natural Sciences and Engineering: Biology, 61 Educational Program Chemistry, Computer Science, Engineering, Mathematics and Statistics, Physics and Astronomy. Social Sciences: Classics (ancient history), Economics, Education, History, Linguistics, Political Science, Psychology, Sociology and Anthropology. Nondivisional: Courses listed by only interdisci­ plinary concentrations do not satisfy the divi­ sional distribution requirement. Primary distribution courses place particular emphasis on the mode of inquiry in a particu­ lar discipline. In teaching students to be self conscious about how knowledge is generated, these courses seek to develop an appreciation of both the power and the limits of each disci­ pline within a broader system of knowledge. In recognition of the importance of writing as an integral part of the learning process in disci­ plines across the curriculum, primary distri­ bution courses also provide considerable prac­ tice in expressing analytic and synthetic thought in writing. Primary distribution cours­ es are intended to be appropriate both for those students who continue in a field and for those who do not. To promote discussion they are restricted to 25 students or have accompanying small laboratories or discussion sections. Courses which count for primary distribution are designated in the departmental listings. The requirement of six primary distribution courses must be satisfied by courses taken at Swarthmore and, with the exception of litera­ ture courses taught in a language other than English, will normally be completed before the student enters the junior year. Any course in a division (with the exception of English Literature courses numbered 001A, 001B, 001C, Music courses numbered 040-049, and Dance courses numbered 001-012 and 040) may be chosen as the third distribution course in that division, including AP credit or credit awarded for work done elsewhere. Some courses may be designated as qualifying for dis­ tribution (including primary distribution) within more than one division. One-credit courses so designated can be counted in only one of those divisions; multicredit courses so designated may be counted for distribution in two or more divisions. A course cross-listed between departments, within or across divisions, will fulfill the distri­ 62 bution requirement only for the department and division of the professor who offers the course. Unless designated otherwise, courses taught jointly or alternately by faculty mem­ bers of departments in different divisions may not be used to satisfy distribution requirements. Students who have been granted credit and advanced placement in two departments in the same division for work done prior to matricula­ tion at Swarthmore will be exempted from one primary distribution requirement in that divi­ sion on the condition that they take an addi­ tional course in one of those departments. They will be exempted from both primary dis­ tribution requirements in that division on the condition that they take an additional course in each of those departments. Students who enter Swarthmore as transfer students with eight credits of college work will be exempted from one primary distribution requirement in each division. Students who enter Swarthmore with at most four semesters remaining to com­ plete their degree will be exempted from the primary distribution component of the distrib­ ution requirement. It is most desirable that students include in their programs some work in a foreign lan­ guage, beyond the basic language requirement (see p. 75). A student who intends to major in one of the natural sciences, mathematics, or engineering should take an appropriate mathe­ matics course in the freshman year. Students intending to major in one of the social sciences should be aware of the increasing importance of mathematical background for these subjects. In the freshman and sophomore years all stu­ dents not excused for medical reasons are required to complete a four quarter (two semes­ ter) program in physical education. The requirements are stated in full on p. 73. Early in the sophomore year, the student should identify two or three subjects as possible majors, paying particular attention to depart­ mental requirements and recommendations. In the spring of the sophomore year, each student will, with the guidance of his or her advisor, prepare a reasoned plan of study for the last two years. This plan will be submitted to the chair of the student’s proposed major as a part of the application for a major. Acceptance will be based on the student’s record and an estimate of his or her capacities in the designated major. Students who fail to secure approval of a major may be required to withdraw from the College. Although faculty advisors assist students in preparing their academic programs, students themselves are individually responsible for planning and adhering to programs and for the completion of graduation requirements. Faculty advisors, department chairs, other fac­ ulty members, the deans, and the registrar are available for information and advice. PROGRAMS FOR JUNIORS AND SENIORS The major goals of the last two years of a Swarthmore education are to engage students with a chosen field of inquiry and to assist them in assuming an independent role in cre­ ating and synthesizing knowledge within it. The breadth of exposure, acquisition of skills, and development of a critical stance during the first two years prepare students to pursue these goals. W ith the choice of a major, the focus shifts from scope to depth. Students become involved for two years with a discrete field of inquiry and demonstrate their mastery of that field through the completion of courses within the major and courses taken outside the major which serve to expand and deepen the stu­ dent’s perspective on the major. All students are required to include sufficient work in a single department or program (desig­ nated as a “major”) to make an equivalent of at least eight courses before graduation. To complete a departmental major, a student must be accepted as a major, and in addition to the standard eight courses and comprehensive requirement in the major department, must fulfill other specific departmental require­ ments. The requirements for acceptance to departmental majors and for completion of them are specified in this catalogue under the respective departmental listings, and are designed to ensure a comprehensive acquain­ tance with the field. The completion of two majors is allowed depending upon the permis­ sion of both departments of the proposed dou­ ble major for the student. Triple majoring is not allowed. A student must accumulate 20 course credits outside his or her major, but there is no other limit on the number of cours­ es that a student may take in his or her major. With departmental permission(s) it is possible for a student to plan an individualized Special Major that includes closely related work in one or more departments. In some areas, such as Biochemistry, Computer Science, Dance, Linguistics, and Psychobiology, in which spe­ cial majors are done frequently, the depart­ ments involved provide recommended pro­ grams. These regularized special majors are described in the relevant department sections of the catalog or in material available from department chairs. A Special Major is expect­ ed to be integral in the sense that it specifies a field of learning (not necessarily conventional) or topic or problems for sustained inquiry that crosses departmental boundaries and can be treated as a subfield within the normal depart­ mental major. Special Majors consist of at least 10 credits and normally of no more than 12 credits. Students with Special Majors normally complete a minimum of six courses in the pri­ mary department, omitting some of the breadth requirements of the major field; but course requirements central to systematic understanding of the major field will not be waived. Students with Special Majors must complete the major comprehensive require­ ment, which may consist of a thesis or other written research project(s) designed to inte­ grate the work across departmental boundaries. By extension, Special Majors may be formu­ lated as joint majors between two departments, normally with at least 5 credits in each depart­ ment and 11 in both departments, which, in such programs, collaborate in advising and in the comprehensive examination. Students are not allowed to pursue more than one individu­ alized Special Major. During the junior and senior years, students are advised by the chair of the major department (or a member of the department designated by the chair) whose approval must be secured for the choice of courses each semester. HONORS PROGRAM The Honors Program, initiated in 1922 by President Frank Aydelotte and modified m ost recently in 1994, is a distinctive part of Swarthmore’s educational life. The Honors Program has as its main ingredi­ ents student independence and responsibility in shaping the educational experience; colle­ gial relationships between students and faculty; 63 Educational Program peer learning; opportunity for reflection on and integration of specific preparations; and evalu­ ation by external examiners. Honors work may be carried out in the full range of curricular options, including studio and performing arts, study abroad, and community-based learning. Students and their professors work in collegial fashion as Honors candidates prepare for eval­ uation by external examiners from other acad­ emic institutions. While Swarthmore faculty grade most of the specific preparations, the awarding of honorifics on a student’s diploma is solely based on the evaluation of the external examiners. Preparations for Honors are defined by each Department, and include seminars, indepen­ dent projects in research as well as in studio and performing arts, and specially designated pairs of courses. In addition, many departments offer their own format for Senior Honors Study, designed to enhance, and where appro­ priate integrate, the preparations in both major and minor. Each Honors candidate’s program will include three preparations for external examination in a major and one in a minor, or four prepara­ tions in a special or interdisciplinary major. Students offering three preparations in a major or four preparations in a special or interdisci­ plinary major will be exempted from compre­ hensive exams in those majors. (Double majors may participate in the Honors Program through three preparations in one major and one preparation in the other). Preparations for both majors and minors will be defined by each department, program, and interdisciplinary major that sponsors a major. In addition, minors may be defined by any program or con­ centration. All preparations will be graded by Swarthmore instructors with the exception of theses and other original work. Grades for theses and other similar projects will be given by external examiners. Except in the case of theses or other original work, modes of assessment by the external examiners will include written exams and/or other written assignments completed in the spring of the senior year. In addition, dur­ ing Honors week at the end of the Senior year, every Honors candidate will meet on campus with external evaluators for an oral examina­ tion of each preparation. Specific formats for preparations and for Senior Honors Study are 64 available in each department office. Students will normally include their intention to prepare for Honors in their Plan of Study for the Last Two Years, written in the spring of their Sophomore year. They must also submit to the Office of the Registrar a formal applica­ tion for a specific program of Honors prepara­ tion. The registrar provides a form for this pur­ pose. Departments, programs and concentra­ tions will make decisions about acceptance of Honors programs at the end of the sophomore year. Students will be accepted into Honors with the proviso that their work continue! to be of Honors quality. Students may also apply to enter Honors during their junior year. Any pro­ posed changes to the Honors Program must be submitted for approval on a form provided for this purpose by the registrar. Normally, Honors Programs may not be changed after December 1 of a student’s senior year, depending on departmental policies. The decision of the departments or interdisciplinary programs will depend on the proposed program of study and the quality of the student’s previous work as indicated by grades received and upon the stu­ dent’s apparent capacity for assuming the responsibility of Honors candidacy. The major department or interdisciplinary program is responsible for the original plan of work and for keeping in touch with the candidate’s progress from semester to semester. A t the end of the senior year the decision of the degree of Honors to be awarded the candi­ dates is entirely in the hands of the visiting examiners. Upon their recommendation, suc­ cessful candidates are awarded the bachelor’s degree with Honors, with High Honors, or with Highest Honors. EXCEPTIONS TO THE FOUR-YEAR PROGRAM Although the normal period of uninterrupted work toward the bachelor of arts and bachelor of science degrees is four years, graduation in three years is freely permitted when a student can take advantage of Advanced Placement credits, perhaps combining them with extra work by special permission. In such cases stu­ dents 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 of the first year; (3) intend to complete the degree requirements in three years; and (4) signify this intention when she/he applies for a major by writing a sophomore paper during the spring of the first year. When circumstances warrant, a student may lengthen the continuous route to graduation to five years by carrying fewer courses than the norm of four although College policy does not permit programs of fewer than three credits for degree candidates in their first eight semesters of enrollment. A course load lower than the norm may be appropriate for students who enter Swarthmore lacking some elements of the usual preparation for college, who are phys­ ically handicapped, or who wish to free time for activities relating to their curricular work although not done for academic credit. Such five-year programs are possible in Music and Studio Arts for students who are taking instruction off campus or who wish to pursue studio or instrumental work without full credit but with instruction and critical supervision; but such programs are possible only on applica­ tion to and selection by the department con­ cerned, which will look for exceptional accom­ plishment or promise. In all cases where it is proposed to reduce academic credit and lengthen the period before graduation the College looks particularly to personal circum­ stances and to careful advising and necessarily charges the regular annual tuition (see the pro­ visions for overloads, p. 24). Full-time leaves of absence for a semester or a year or more are freely permitted and in some cases encouraged, subject also to careful planning and academic advising. Information about work opportuni­ ties for leave takers available through the College Venture Program is in the Career Planning and Placement Office. NORMAL COURSE LOAD The academic year at Swarthmore is 32 weeks long, during which time students are expected to complete six to eight semester course credits of work. Normal progress toward the degree of Bachelor of Arts or Bachelor of Science is made by eight semesters’ work of four courses or the equivalent each semester, though the object of progress toward the degree is not the mere accumulation of 32 credits. Students may and frequently do vary this by programs of five courses, or three courses, with special permis­ sion. College policy does not permit programs of fewer than three courses within the normal eight semester enrollment. Programs of more than five courses or fewer than four courses require special permission (see p. 24 on tuition and pp. 71-72 on registration). The definitions of upper-class levels are as fol­ lows: Students become sophomores when they have earned 6 to 8 semester course credits toward their degree. Students become juniors when they have earned 14 to 16 credits. Students become seniors when they have earned 22 to 24 credits. Some offices on cam­ pus, such as the Housing Office, may have additional requirements in their definitions of the student classes. FORMATS OF INSTRUCTION Although classes and seminars are the normal curricular formats at Swarthmore, faculty regu­ lations encourage other modes as well. These include various forms of individual study, stu­ dent-run courses, and a limited amount of “practical” or off-campus work. The principal forms of individual work are attachments to courses, directed reading, and tutorials. The faculty regulation on attach­ ments provides that a student may attach to an existing course, with permission of the instruc­ tor, a project of additional reading, research, and writing. If this attachment is taken con­ currently with the course it is normally done for 0.5 credit. If it is taken in a later semester (preferably the semester immediately follow­ ing), it may be done for either half or full cred­ it. This kind of work can be done on either a small-group or individual basis. It is not possi­ ble in all courses, but it is in most, including some introductory courses. For first-year stu­ dents and sophomores, it is a way of developing capacities for independent work, and for Honors candidates it is an alternative to semi­ nars as a preparation for papers. Students who decide before the middle of the semester to do a half-credit attachment may, with permission, withdraw from a regular course and carry 3.5 credits in that term to be balanced by 4.5 cred- 65 Educational Program its in another term. Students may do as many as two attachments each year. Directed Reading and Tutorials Directed reading and tutorials are similar; but the faculty role in the former is more biblio­ graphical than pedagogical, and, because they require somewhat less faculty time, opportuni­ ties for directed reading are more frequent in most departments than are opportunities for tutorials. In both cases substantial written work and/or written examinations are considered appropriate, and it is generally desirable that the work be more specialized or more sharply focussed than is usually the case in courses or seminars; the work may range from a course of reading to a specific research project. Such work is available primarily to juniors and seniors in accordance with their curricular interests and as faculty time permits. Student-Run Courses The faculty regulation on student-run courses permits a group of students to propose a topic to an instructor for 0.5 or 1 credit and to run their own course with a reading list approved by the instructor and a final examination or equivalent administered by him or her, but normally with no further involvement of facul­ ty. In organizing such a course students obtain provisional approval and agreement to serve as course supervisor from a faculty member by December 1 (for the spring term) or May 1 (for the fall term) on the basis of an initial memo­ randum emphasizing the principal subject mat­ ter to be studied, the questions to be asked about it, the methods of investigation, and pro­ viding a preliminary bibliography. The course is then registered by its organizers with the provost, who has administrative supervision of such work and who may waive the foregoing deadlines to recognize problems in the organi­ zation of such courses. The course supervisor consults his or her department, and in the case of an interdepartmental course, any other department concerned, whose representatives together with the provost will decide whether to approve the course. The supervisor also reviews the course outline and bibliography and qualifications and general eligibility of stu­ dents proposing to participate in the course. After a student-run course has been found acceptable by the appropriate department (or departments) and the provost, the course supervisor’s final approval is due 10 days before 66 the term begins, following which a revised reading list and class list are given to the librar­ ian and the course title and class list are filed with the registrar. A t the end of the course the supervisor evaluates and grades the students’ work in the usual way or arranges for an outside examiner to do so. Student-run courses may vary in format and content. In particular, they may be provision­ ally proposed for half credit to run in the first half of the semester, and at midterm, may be either concluded or, if the participants and course supervisor find the work profitable, con­ tinued for the balance of the term for full cred­ it. Alternatively, student-run courses may be started after the beginning of the semester (up to midsemester) for half credit and then be continued, on the same basis, into the follow­ ing term. O r they may be taken for half credit over a full term. The role of the course super­ visor may exceed that in planning and evalua­ tion outlined above and extend to occasional or regular participation. The only essentials, and the purpose of the procedures, are suffi­ cient planning and organization of the course to facilitate focus and penetration. The course planning and organization, both analytical and bibliographical, are also regarded as important ends in themselves, to be emphasized in the review of proposals before approval. Up to four of the 32 credits required for graduation may be taken in student-run courses. Finally, as to applied or practical work, the College may under faculty regulations grant up to one course credit for practical work, which may be done off campus, when it can be shown to lend itself to intellectual analysis and is like­ ly to contribute to a student’s progress in regu­ lar course work, and subject to four conditions: (1) agreement of an instructor to supervise the project; (2) sponsorship by the instructor’s department, and in the case of an interdiscipli­ nary project, any other department concerned, whose representatives together with the Provost will decide whether to grant permis­ sion for the applied or practical work before . that work is undertaken; (3) a basis for the pro­ ject in some prior course work; and (4) nor­ mally, the examination of pertinent literature and production of a written report as parts of the project. This option is intended to apply to work in which direct experience of th e offcampus world or responsible applications of academic learning or imaginative aspects of the practice of an art are the primary elements. Because such work is likely to bear a loose re lation to organized instruction and the regular curriculum, the College limits academic credit for it while recognizing its special importance for some students* programs. INTERDISCIPLINARY WORK The requirements of the major typically leave room for significant flexibility in students’ pro­ grams, both within and outside the major. This may be used to pursue a variety of interests and to emphasize intellectual diversity; it may also be used for the practical integration of individ­ ual programs around interests or principles sup­ plementing the major. The College offers interdepartmental majors in Asian Studies, Medieval Studies, and Comparative Literature, and formal interdisciplinary programs called Concentrations in Black Studies, Computer Science, Environmental Studies, Francophone Studies, German Studies, Interpretation Theory, Latin American Studies, Peace and Conflict Studies, Public Policy, and Women’s Studies. Study in a Concentration can either be in combination with a student’s regular major or prepared as a minor in the Honors Program. The specific requirements for these programs are outlined in die relevant sections of the catalog. It should be recognized that some departments are themselves interdisciplinary in nature; that a considerable number of courses are cross-list­ ed between departments; that each year some courses are taught jointly by members of two or more departments; and that departments com­ monly recommend or require supporting work for their majors in other departments. Many other opportunities exist informally (e.g., in African studies, in American studies, in reli­ gion and sociology-anthropology, in engineer­ ing and social sciences, or in chemical physics). Students are encouraged to seek the advice of faculty members on such possibilities with respect to their particular interests. HEALTH SCIENCES ADVISORY PROGRAM The function of the health sciences advisory program is twofold: to advise students inter­ ested in a career in the health professions, and to prepare letters of recommendation for pro­ fessional schools to which students apply. The letters are based on faculty evaluations re­ quested by the student, the student’s academic record, and nonacademic activities. Students intending to enter a career in the health professions, especially those applying to medical, dental or veterinary schools, should plan their academic programs carefully to meet the professional schools’ requirements, as well as the general College requirements. The fol­ lowing courses fulfill the basic requirements of most medical schools: BIOL 001, 002; CHEM 010, 022, 032, 038; PHYS 003,004; MATH 005 and one additional math course; and English, two semester courses. Dental and vet­ erinary schools have more variable require­ ments, in addition to the biology, chemistry, and physics listed earlier. Students interested in these fields should meet with the Health Sciences Advisor to plan their programs. Specific requirements for each medical, dental, and veterinary school, along with much other useful information, are given in the following publications, which are available in the Health Sciences Office: Medical School Admission Requirements, Admission Requirements of U.S. and Canadian Dental Schools, and Veterinary Medical School Admission Requirements. The work of the junior and senior years may be completed in either the Course or the Honors Program and in any major department of the student’s choice. All required courses should be taken on a graded basis after the first semester of the freshman year. The Health Sciences Advisor meets periodi­ cally with students interested in health careers and is available to assist students in planning their programs in cooperation with students’ own academic advisors. The Health Sciences Office publishes Guide to Premedical (Predental and Preveterinary) Studies for First- and Secondyear Students at Swarthmore College and Frequently Asked Preveterinary Questions to help new students plan their academic program and understand what schools look for in applicants. The Guide for Applying to Medical School fm Swarthmore Undergraduates and Alumni/ae con- 67 Educational Program tains detailed information about the applica­ tion process. Further information on opportunities, require­ ments, and procedures can be obtained from the Health Sciences Advisor and from the Health Sciences Office’s pages on the Swarthmore College Web site. CREATIVE ARTS Work in the creative arts is available both in the curriculum of certain departments and on an extracurricular basis. Interested students should consult the departmental statements in Art, English Literature, and Music and Dance. COOPERATION WITH NEIGHRORING INSTITUTIONS W ith the approval of their faculty advisor and the Registrar, students may take a course offered by Bryn Mawr or Haverford College or the University of Pennsylvania without the payment of extra tuition. Students are ex­ pected to know and abide by the academic reg­ ulations of the host institution. (This arrange­ ment does not apply to the summer sessions of the University of Pennsylvania and Bryn Mawr College.) Final grades from such courses are recorded on the Swarthmore transcript, but these grades are not included in calculating the Swarthmore grade average. STUDENT EXCHANGE PROGRAMS To provide variety and a broadened outlook for interested students, the College has student exchange arrangements with Harvey Mudd College, Middlebury College, Mills College, Pomona College, Rice University, and Tufts University. Selection is made by a committee of the home institution from among applicants who will be sophomores or juniors at the time of the exchange. W ith each institution there is a limited and matched number of exchanges. Students settle financially with the home institution, thus retaining during the exchange any financial aid for which they are eligible. Exchange arrangements do not permit transfer of partici­ 68 pants to the institution with which the exchange takes place. STUDY ARROAD The College emphasizes the importance of study abroad and encourages all students to explore possibilities for doing so as integral parts of their degree programs. The Office for Foreign Study, and the Foreign Study advisor, will help all interested students at every stage—planning, study abroad, and return—of the process. To be accepted for credit toward the Swarthmore degree, foreign study must meet Swarth­ more academic standards. W ith proper plan­ ning, this condition normally is readily met. Proper planning begins with seeing the Foreign Study advisor as early as possible in one’s col­ lege career. Credit for study abroad is awarded according to College regulations for accredit­ ing work at other institutions; and the process must be completed within the academic year following return to the College. All students who study abroad must complete the accredita­ tion process immediately upon return. The Swarthmore Program in Grenoble, France, inaugurated in the fall of 1972. Students enter­ ing this program spend either one or two semesters at the University of Grenoble, where their course of study is the equivalent of one or two semesters at Swarthmore. This program, under the auspices of the Modem Languages and Literatures Department, is open to stu­ dents from any department but especially those in the humanities and social sciences. Should there be places available, applications from stu­ dents at other institutions are accepted. The number of participants is limited to 25. Students are integrated into the academic life at the University of Grenoble through regular courses, when their language competence allows, or through special courses for foreign students. Individual programs are arranged to suit the needs and competencies of students. Preparation of External Examination papers is possible in certain fields. The program is designed primarily for juniors and second semester sophomores, but seniors can be accommodated in special cases. A member of the Modem Languages and Literatures Department acts as resident direc­ tor. The director teaches a course or a seminar, supervises the academic program and the living arrangements of the students, and advises on all educational or personal problems. A coordi­ nator o f the program at Swarthmore handles such matters as admissions to the program (in consultation with the Deans), financial aid, transfer of academic credit to departments within the College and to institutions whose students participate in the program. Applications for the fall semester must be sub­ mitted by March 15 and for the spring semes­ ter by October 15. Academic Year in Madrid, Spain. This program is administered by the Romance Language Department of Hamilton College, in coopera­ tion with faculty members of Williams and Swarthmore Colleges. Students may enroll for the full academic year or for either the fall or spring semester. (Credit at Swarthmore must be obtained through the departments con­ cerned.) The program attempts to take full advantage of the best facilities and teaching staff of the Spanish community, while adhering to the code of intellectual performance charac­ teristic of the most demanding American insti­ tutions. A distinguishing aspect of the program is the individual guidance provided students in nonacademic areas, especially in (1) the efforts that are made to find homes well suited for stu­ dent lodging, and (2) the activities which are planned to ensure ample contact with Spanish students. The program is based in Madrid, where the cul­ tural, educational and geographic benefits are optimal. Classrooms and office space are locat­ ed at the International Institute (Miguel Angel 8, Madrid). The Institute houses a library emi­ nently suited for study and research, and it sponsors a series of lectures, concerts, and social activities. The program is under the general guidance of a committee comprised of members of the Hamilton College Department of Romance Languages, who, in rotation with professors from Williams and Swarthmore Colleges, serve also as directors-in-residence in Madrid. Applications and further information are avail­ able from the M odem Languages and Literatures Department. In addition to the programs in Grenoble and Madrid, there are a number of excellent foreign study programs throughout the world. The Foreign Study Office, along with the academic departments and programs of the College, will advise students on this. Information on foreign study programs is available in the Foreign Study Office. Financial aid may be applied to study abroad, with the approval of the Foreign Study Office. For students who are in good academic stand­ ing and who plan to attend academically and credit worthy programs, approval is normally routine. Study abroad students who wish to receive credit toward the Swarthmore degree for their completed work will pay, for the semester or year abroad, full Swarthmore tuition, room, and board to Swarthmore, and Swarthmore will pay the foreign study programs on their behalf. Complete information on payment pro­ cedures for study abroad is available in the Foreign Study Office. The Olga Lamkert Memorial Fund. Income from a fund established in 1979 by students of Olga Lamkert, Professor of Russian at Swarthmore College from 1949 to 1956, is available to stu­ dents with demonstrated financial need who wish to attend a Russian summer school pro­ gram in this country or either the Leningrad or Moscow semester programs. Awards based on merit and financial need will be made on the recommendation of the Russian section of the Modem Languages and Literatures Depart­ ment. The Eugene M. Weber Memorial Fund. Income from a fund established in 1986 to honor the memory of Eugene M. Weber, Professor of German at Swarthmore College from 1973 to 1986, is available to students with demonstrat­ ed financial need who wish to attend an acad­ emic program in a German-speaking country. Awards based on merit and financial need will be made on the recommendation of the German section of the Modem Languages and Literatures Department. STUDENT RIGHT TO KNOW Swarthmore College’s six-year graduation rate, based on the 1992 new first-year student co­ hort, is 92 percent. 69 Faculty Regulations ATTENDANCE AT CLASSES Regular attendance is expected. Faculty mem­ bers will report to the dean the name of any student whose repeated absence is in their opinion impairing the student’s work. The number of absences allowed in a given course is not specified, a fact that places a heavy respon­ sibility on all students to make sure that their work is not suffering as a result of absences. Because first-year students must exercise par­ ticular care in this respect and because the fac­ ulty recognizes its greater responsibility toward them in the matter of class attendance, it is expected that first-year students, especially, will attend all classes. W hen illness necessitates absence from classes, the student should report at once to the Health Center. A student may obtain credit for a course with­ out attending class meetings by reading the material prescribed by a syllabus and taking a final examination, under the following condi­ tions: 1. The student must signify intent to do so at the time of registration, having obtained the instructor’s approval in advance. 2. If after such registration the student wishes to resume normal class attendance, the instruc­ tor’s approval must be obtained. 3. The student may be required to perform such work, in addition to the final examination, as the instructor deems necessary for adequate evaluation of his or her performance. 4. The final grade will be recorded by the Registrar exactly as if the student had attended classes normally. GRADES Instructors report to the Dean’s and Registrar’s Offices at intervals during the year upon the work of students in courses. Informal reports during the semester take the form of comments on unsatisfactory work. A t the end of each semester formal grades are given in each course either under the Credit/No Credit (CR/NC) system, or under the letter system, by which A means excellent work; B, good work; C, satis­ factory work; D, passing but below the average 70 required for graduation; and N C (no credit), uncompleted or unsatisfactory work. Letter grades may be qualified by pluses and minuses. W signifies that the student has been permit­ ted to withdraw from the course. X designates a condition; X means that a student has done unsatisfactory work in the first half of a year course, but by creditable work during the sec­ ond half may earn a passing grade for the full course and thereby remove the condition. R is used to designate an auditor or to indicate cases in which the work of a foreign student cannot be evaluated because of deficiencies in English. In Progress IP (In Progress) is the grade used when nor­ mally everyone in a class continues working on a project into the next semester; IP is given at the end of the first semester to indicate “In Progress.” Final grades are normally due at the end of the succeeding semester. Incompletes Inc. means that a student’s work is incomplete with respect to specific assignments or exami­ nations. The faculty has voted that a student’s final grade in a course should incorporate a zero for any part of the course not completed by the date of the final examination, or the end of the examination period. However, if circum­ stances beyond the student’s control preclude the completion of the work by this date, a grade of Incomplete (Inc.) may be assigned with the permission of the registrar. In such cases incomplete work must normally be made up and graded and the final grade recorded within five weeks after the start of the follow­ ing term. Except by special permission of the registrar (on consultation with the Committee on Academic Requirements) all grades of Inc. still outstanding after that date will be replaced on the student’s permanent record by N C (no credit). Waiver of this provision by special per­ mission shall in no case extend beyond one year from the time the Inc. grade was incurred. Credit/No Credit The only grades recorded on students’ records for courses taken during their first semester of the freshman year are CR (credit) and N C (no credit). In the balance of their work at Swarthmore, students may exercise the option to take up to four more courses for Credit/No Credit by informing the Registrar’s Office within the first two weeks of the term in which the course is taken. Until the middle of the semester, students may reconsider and opt to receive a formal grade in the course. This course will count as one of the four optional Credit/No Credit courses. Repeated courses may not be taken Credit/No Credit. Courses only offered as Credit/No Credit do not count in the four optional elections. For first year stu­ dents and sophomores CR will be recorded for work that would earn a grade of straight D or higher; for juniors and seniors (that is, students with at least 16 credits, not counting AP cred­ its) the minimum equivalent letter grade for CR will be straight C. Instructors are asked to provide the student and the faculty adviser with evaluation of the student’s Credit/No Credit work. The evaluation for first-semester freshmen includes a letter-grade equivalent; for other students the evaluation may be either a letter-grade equivalent, or a comment. Such evaluations are not a part of the student’s grade record. Letter grade equivalents only, for first semester freshmen courses only, may be provid­ ed to other institutions if requested by the stu­ dent and absolutely required by the other insti­ tution. Repeated Courses Some courses can be repeated for credit; these are indicated in departmental course descrip­ tions. For other courses, the following rules apply: Permission to repeat a course must be obtained from the Swarthmore instructor teaching the repetition. To take a course at another school to serve as a repeat of a course previously taken at Swarthmore, permission must be obtained from the chair of the Swarthmore department in which the original course was taken. For possible credit for such work done elsewhere, the chair’s permission needs to be obtained as a part of the credit approval and validation processes. For repeated courses in which the student withdraws before the midpoint of the semester, the grade and credit for the previous attempt will stand. For other repeated courses, the reg­ istration and grade for the previous attempt will be preserved on the permanent record but marked as excluded, and any credit for the pre­ vious attempt will be permanently lost; the final grade and any credit earned in the repeti­ tion are the grade and credit applicable to the Swarthmore degree. Repeated courses may not be taken Credit/No Credit. Reports of grades are sent to students at the end of each semester. They are not routinely sent to parents or guardians, but such informa­ tion may be released when students request it. A C (2.0) average is required in the courses counted for graduation. A n average of C is interpreted for this purpose as being a numeri­ cal average of at least 2.0 (A+, A = 4.0, A - = 3.67, B+ = 3.33, B = 3.0, B- = 2.67, C+ = 2.33, C ~ 2.0, G—= 1.67, D+ ¡=1.33, D = 1.0, D—= 0.67). Grades of Credit/No Credit and grades on the record for work not taken at Swarth­ more College are not included in computing this average. REGISTRATION All students are required to register and enroll at the time specified in official announcements and to file programs approved by their faculty advisors. Fines are imposed for late or incom­ plete registration or enrollment. A regular student is expected to take the pre­ scribed number of courses in each semester. If more than five or fewer than four courses seem desirable, the faculty advisor should be con­ sulted and a petition filed with the registrar. Applications for late entrance into a course or for withdrawal (with deleted course registra­ tion) must be delivered to the Registrar’s Office within the first two weeks of the semes­ ter. Applications involving withdrawal from a course (with the permanent grade notation W) must be received not later than the middle of the semester, or the midpoint of the course if it meets for only one-half a semester. After the midpoint of the semester, òr of the course if it meets for part of a semester, late withdrawals are recorded on the student’s record with the notation N C (No Credit), unless the student withdraws from the College (see p. 72). Students do not register for audits. Successfully completed audits are recorded (with the nota­ tion R) at the end of the semester (except in cases where the student has withdrawn after the first two weeks of the semester, in which cases the appropriate withdrawal notation stands). A deposit of $100 is required of all returning students prior to their enrollment in both the 71 Faculty Regulations spring and fall semesters. This deposit is applied to charges for the semester and is not refundable. EXAMINATIONS Any student who is absent from an examina­ tion, announcement of which was made in advance, shall be given an examination at another hour only by special arrangement with the instructor in charge of the course. No examination in absentia shall be per­ mitted—instructors shall give examinations only at the College and under direct depart­ mental supervision. ACADEMIC HONESTY Members of an academic community have an unequivocal responsibility to present as the result of their own work only that which is truly theirs. Cheating, whether in examina­ tions or by plagiarizing the work of others, is a most serious offense, and one that strikes at the foundations of academic life. The responsibility of the faculty in this area is threefold: to explain the nature of the problem to those they teach (the faculty’s statement concerning plagiarism may be found in The Student Handbook), to minimize temptation, and to report any case of cheating to the Dean for action by the College Judiciary Committee. The College Judiciary Committee will consider the case, make a finding of guilty or not guilty, and determine an appropriate sanction if a finding of guilt is reached. The order of magni­ tude of the penalty should reflect the serious­ ness of the transgression. It is the opinion of the faculty that for the first offense failure in the course and, as appropriate, suspension for a semester or deprivation of the degree in that year is not unsuitable; for a second offense the penalty should normally be expulsion. A full description of College judicial procedure may be obtained from the Office of the Dean. 72 STUDENT LEAVES OF ABSENCE, WITHDRAWAL, AND READMISSION Leaves of Absence Student leaves of absence are freely permitted provided the request for leave is received by the date of enrollment and the student is in good standing. Students planning a leave of absence should consult with a dean and com­ plete the necessary form prior to the deadline published each semester (usually December 1 and April 1). The form indicates the date of expected return; students need only notify the dean of their return if their return date changes from that originally indicated on the com­ pleted form. Withdrawal Withdrawal from the College may occur for academic, disciplinary, health, or personal rea­ sons, and may be voluntary or required by the College. For health-related withdrawal, in no case will a student’s mental or physical condition itself be a basis for a required withdrawal. However, when health problems of a physical or psycho­ logical nature result in behavior that substan­ tially interferes with a student’s academic per­ formance or the educational endeavors of other students, or poses a significant threat to the student’s safety or safety of others, the stu­ dent may be required to withdraw by the College. After a considered review of the prob­ lematic behavior, this determination is made by the Evaluation Committee, chaired by the associate dean for Academic Affairs and com­ prising the associate dean for Student Life, and the assistant dean/director of Residential Life. The Evaluation Committee may consult with the director of W orth Health Center, the director of Psychological Services, or any other appropriate College official when making its decision. Decisions of the Evaluation Committee may be appealed to the dean of the College. Students withdrawing from the College before the end of the semester normally receive the grade notation W (withdrawal) on their per­ manent record for all in-progress courses. Readmission A student who has withdrawn from the College for any reason, voluntarily or involun­ tarily, may apply for readmission by writing to the dean of the College. In the case of mental health withdrawal, normally the College will not accept applications for readmission until a full semester, in addition to the semester in which the student has withdrawn, has passed. A student applying to the College for «admis­ sion after withdrawal will be required to pro­ vide appropriate documentation of increased ability to function academically and in a resi­ dential environment, and/or of decreased haz­ ard to health and safety of self and/or others. In addition, the student will generally be required to show evidence of successful social, occupa­ tional, and/or academic functioning during the time away from the College. This may include the completion of any outstanding “Incom­ plètes” on record. After such evidence has been provided, the materials will be forwarded to the Evaluation Committee. In the case of health-related with­ drawals, the student will be required to be eval­ uated in person by the director of Worth Health Center and/or the director of Psycho­ logical Services, or designates as appropriate. A t the discretion of the Evaluation Com­ mittee, such evaluations may be required for other types of withdrawals as appropriate. These evaluations will provide adjunctive information to the Committee’s decision-mak­ ing process. Short-Term Health Related Absences Students who are hospitalized for a period dur­ ing the semester are subject to the readmission procedures described above before they may return to campus to resume their studies. In these situations the Evaluation Committee may also counsel and advise the student about options for how best to approach the remain­ ing academic work in the semester. The College Venture Program The College Venture Program, supported by Swarthmore College, Bates College, Brown University, Connecticut College, Hobart and William Smith Colleges, the College of Holy Cross, Vassar College, and Wesleyan Univer­ sity, provides work experiences for students taking time away from college. Venture jobs are usually full-time, paid positions in a variety of fields including the environment, education, business, social change, government, and the arts. Students do not receive academic credit for these work experiences. The College Venture Coordinator is in the Career Planning and Placement Office. SUMMER SCHOOL WORK AND OTHER WORK DONE ELSEWHERE Students desiring to receive Swarthmore Col­ lege credit for work at another school are required to obtain preliminary approval and after the fact validation by the chair of the Swarthmore department or program con­ cerned. Preliminary approval depends upon adequate information about the content and instruction of the work to be undertaken. Preliminary approval is tentative. Final valida­ tion of the work for credit depends upon eval­ uation of the materials of the course including syllabus, reading lists, written papers, and examinations by the Swarthmore department or program concerned after the work has been done. Validation may include an examination, written or oral, administered at Swarthmore. All decisions are made on a case by case basis. A n official transcript from the other school must be received by the Office of the Registrar before validated work can be recorded for cred­ it. By College policy, in order for work done elsewhere to be granted Swarthmore College credit, the grade for that work must be the equivalent of a straight C or better, but a bet­ ter than C grade does not in itself constitute Swarthmore accreditability. Requests for credit must be made within the academic year following the term in which the work was done. Credit is lost if a student takes a course at Swarthmore that essentially repeats the work covered by the credit. PHYSICAL EDUCATION In the freshman and sophomore years all non­ veteran students not excused for medical rea­ sons are required to complete a four quarter (two semester) program in physical education. All students must pass a survival swimming test or take up to one quarter of swimming instruc­ tion. (See the departmental statement of the Department of Physical Education and A th­ letics.) 73 Faculty Regulations EXCLUSION FROM COLLEGE The College reserves the right to exclude at any time students whose academic standing it regards as unsatisfactory and without assigning any further reason therefore; and neither the College nor any of its officers shall be under any liability whatsoever for such exclusion. 74 Degree Requirements BACHELOR OF ARTS ARD BACHELOR OF SCIEHCE The degree of bachelor of arts or bachelor of science is conferred upon students who have met the following requirements for graduation. The candidate must have: 1. Completed 32 course credits or their equiv­ alent. 2. A t least an average grade of C in the Swarthmore courses counted for graduation. (Seep. 71.) 3. Complied with the distribution require­ ments and have completed at least 20 credits outside the major. (See pp. 61-63.) 4. Fulfilled the foreign language requirement, having either: (a) passed three years or their equivalent (as determined by the provost) of one foreign language while in grades 9 through 12, (b) achieved a score o f600 or its equivalent in a foreign language on a standard achieve­ ment test, or (c) passed one year of a foreign language while at Swarthmore. 5. Met the requirements in the major and sup­ porting fields during the last two years. 6. Passed satisfactorily the comprehensive examinations in his or her major field, or met the standards set by visiting examiners for a degree with Honors. 7. Completed four semesters of study at Swarthmore College. Two of these must con­ stitute the senior year (i.e., the last two, full­ time semesters of degree work), with the exception that seniors during the first semester of their senior year, with the approval of the chair(s) of their major department(s), may par­ ticipate in the Swarthmore Semester/Year Abroad Program. 8. Completed the physical education require­ ment set forth on p. 73 and in statements of the Department of Physical Education and Athletics. 9. Paid all outstanding bills and returned all equipment and library books. MASTER OF ARTS ARD MASTER OF SCIENCE requirements: Only students who have completed the work for the Bachelor’s degree with some distinc­ tion, either at Swarthmore or at another insti­ tution of satisfactory standing, shall be ad­ mitted as candidates for the master’s degree at Swarthmore. The candidate’s record and a detailed program setting forth the aim of the work to be pursued shall be submitted, with a recommendation from the department or departments con­ cerned, to the Curriculum Committee. If accepted by the Committee, the candidate’s name shall be reported to the faculty at or before the first faculty meeting of the year in which the candidate is to begin work. The requirements for the master’s degree shall include the equivalent of a full year’s work of graduate character. This work may be done in courses, seminars, reading courses, regular con­ ferences with members of the faculty, or research. The work may be done in one depart­ ment or in two related departments. A candidate for the master’s degree shall be required to pass an examination conducted by the department or departments in which the work was done. The candidate shall be exam­ ined by outside examiners, provided that where this procedure is not practicable, exceptions may be made by the Curriculum Committee. The department or departments concerned, on the basis of the reports of the outside examin­ ers, together with the reports of the student’s resident instructors, shall make recommenda­ tions to the faculty for the award of the degree. A t the option of the department or depart­ ments concerned, a thesis may be required as part of the work for the degree. A candidate for the master’s degree will be expected to show before admission to candida­ cy a competence in those languages deemed by his or her department or departments most essential for the field of research. Detailed lan­ guage requirements will be indicated in the announcements of departments which admit candidates for the degree. The tuition fee for graduate students who are candidates for the master’s degree is $23,964. The degree of master of arts or master of sci­ ence may be conferred subject to the following 75 Awards and Prizes The Ivy Award is made by the Faculty each year to the man of the graduating class who is out­ standing in leadership, scholarship, and contri­ butions to the College community. The Oak Leaf Award is made by the Faculty each year to the woman of the graduating class who is outstanding in leadership, scholarship, and contributions to the College community. The McCabe Engineering Award, founded by Thomas B. McCabe, 1915, is presented each year to the outstanding engineering student in the Senior Class. The recipient is chosen by a committee of the faculty of the department of Engineering. Flack Achievement Award, established by Jim and Hertha Flack in 1985, is given to a deserv­ ing student who, during his or her first two years at the College, has demonstrated a good record of achievement in both academic and extracurricular activities and has leadership potential. The Academy of American Poets awards $100 each year for the prize poem (or group of poems) submitted in a competition under the direction of the Department of English Literature. The Adams Prize of $200 is awarded each year by the Department of Economics for the best paper submitted in quantitative economics. The Stanley Adamson Prize in Chemistry is endowed in memory of Stanley D. Adamson ’65 by his parents, June and George Adamson. It is awarded each spring to a well-rounded Junior majoring in Chemistry or Biochemistry who, in the opinion of the Department, gives most promise of excellence and dedication in the field. The Jonathan Leigh Altman Summer Grant, given in memory of this member of the Class of 1974 by Shing-mei P. Altman ’76, is awarded by the Department of Art to a junior who has strong interest and potential in the studio arts. It provides up to $2,000 to support purposeful work in the studio arts during the summer between the junior and senior years. American Chemical Society Award is given to the student who is judged by the Department of Chemistry to have the best performance in chemistry and overall academic achievement. American Institute of Chemists Award is given to the student who is judged by the Department of Chemistry to have the second best record in 76 chemistry and overall academic performance. Boyd Barnard Music Awards. Established in 1990, these awards subsidize the entire cost of private instrumental or vocal lessons for a lim­ ited number of advanced students. These awards, which are given by the Music faculty each semester to approximately six to eight students, are determined through competition. Recipients participate as leaders in perfor­ mance on campus, normally as members of one of the Music and Dance Department’s perform­ ing organizations, or, in the case of pianists and organists, as accompanists. The Boyd Barnard Prize. Established by Boyd T. Barnard T7, the Barnard Prize of $1,000 is awarded by the Music faculty each year to a student in the junior class in recognition of musical excellence and achievement. The James H. Batton ’72 Award, endowed in his memory by G. Isaac Stanley ’73 and Ava Harris Stanley, M.D. ’72, is awarded for the personal growth or career development of a minority student with financial need. The Paul H. Beik Prize in History of $100 is awarded each May for the best thesis or extended paper on an historical subject by a History major during the previous academic year. The Black Alumni Prize is awarded annually to honor the sophomore or junior minority stu­ dent who has shown exemplary academic per­ formance and community service. The Brand Blanshard Prize, honoring Brand Blanshard, Professor of Philosophy at Swarthmore from 1925 to 1945, has been established by David H. Scull, of the Class of 1936. The award of $100 is presented annually to the stu­ dent who, in the opinion of the Department, submits the best essay on any philosophical topic. The Sophie and William Bramson Prize is awarded annually to an outstanding student majoring in sociology and anthropology. The prize recognizes the excellence of the senior thesis, in either the course or external exami­ nations program, as well as the excellence of the student’s entire career in the department. The Bramson prize is given in memory of the parents of Leon Bramson, founding chairman of Swarthmore’s Sociology-Anthropology De­ partment, and it carries a cash stipend. The Heinrich W. Brinkmann Mathematics Prize, honoring Heinrich Brinkmann, Professor of Mathematics, 1933-1969, was established by his students in 1978 in honor of his 80th birth­ day. Awards of $100 are presented annually to the student or students who, in the opinion of the Department of Mathematics and Statistics, submit the best paper on a mathematical subject. The Sarah Kaighn Cooper Scholarship, founded by Sallie K. Johnson in memory of her grand­ mothers, Sarah Kaighn and Sarah Cooper, is awarded to the member of the Junior Class who is judged by the faculty to have had, since entering College, the best record for scholar­ ship, character, and influence. The Anna May Courtney Award. The Anna May Courtney Award, named in honor of the late singer who performed often in Lang Concert Hall, is given each semester by the Music faculty to an outstanding voice student. The award subsidizes the entire cost of private lessons for the semester. The Alice L. Crossley Prize in Asian Studies is awarded annually to the student or students who, in the opinion of the Asian Studies Committee, submit the best essay on any topic in Asian Studies. The George P. Cutri.no Scholarship, established in 1992, is awarded by the Department of History to a junior for travel and research in Europe during the summer before the senior year. The Deans’ Awards are given to the graduating seniors who, in the judgment of die deans, have made significant and sustained contri­ butions to the building of community at Swarthmore. The Rod Dowdle ’82 Achievement Award in ten­ nis is given annually to the male varsity tennis player who best exhibits qualities of persever­ ance and strong personal effort to achieve a meaningful personal or team goal. The William C. Elmore Prize is given in recog­ nition of distinguished academic work. It is awarded annually to a graduating senior major­ ing in physics, astrophysics, or astronomy. The Robert Enders Field Biology Award, estab­ lished by his friends and former students, to honor Dr. Robert K. Enders, a member of the College faculty from 1932 to 1970, is awarded to support the essential costs of the study of biological problems in a natural environment. The Anne and Alexander Faber International Travel Fund, established by family and friends in honor of Anne Faber and in memory of Alexander L. Faber, parents of three Swarth­ more graduates, provides grants for travel out­ side the United States and Canada for students majoring in the Humanities. The Arthur Fennimore Award. The Arthur Fennimore Award, named in memory of the distinguished pianist who lived in Swarthmore, is given each semester by the Music faculty to an outstanding pianist. The award subsidizes the entire cost of private lessons for the semes­ ter. Fetter String Quartet Awards. The Elizabeth Pollard Fetter String Quartet Awards, endowed by Frank W. Fetter ’20, Robert Fetter ’53, Thomas Fetter ’56, and Ellen Fetter Gille in memory of Elizabeth P. Fetter ’25, subsidize the private instrumental lessons of four top-notch student string players at the College. Interested applicants should write to the Chair of the Music and Dance Department and should plan to play an audition at the College when com­ ing for an interview. Membership in the Quartet is competitive. A t the beginning of any semester, other students may challenge and compete for a place in the Quartet. Friends of Music and Dance Summer Awards. Each Spring, the Music and Dance Depart­ ment selects recipients of Friends of Music and Dance Summer Awards on the basis of written proposals. These awards provide stipends for attendance at summer workshops in music and in dance and for other further study in these fields. The Renee Gaddie Award. In memory of Renee Gaddie ’93, this award is given by the Music faculty to a member of the Swarthmore College Gospel Choir who is studying voice through the Music 048 (Individual Instruc­ tion) program. The award subsidizes the entire cost of voice lessons for that semester. Edwin B. Garrigues Music Awards. Naming Swarthmore as having one of the top four music programs in the Philadelphia area, the Edwin B. Garrigues Foundation established awards to subsidize the entire cost of private instrumental or vocal lessons for a limited number of gifted students, often incoming firstyear students. These awards, which are given 77 Awards and Prizes each semester by the Music faculty to approxi­ mately 10-15 students, ate determined by com­ petition on campus and by audition (either in person or by tape) for incoming first-year stu­ dents. Recipients participate as leaders in per­ formance on campus, normally as members of one of the Music and Dance Department’s per­ forming organizations, or, in the case of pianists and organists, as accompanists. The Dorothy Ditter Gondos Award, bequeathed by Victor Gondos Jr. in honor of his wife, Class of 1930, is given every other year to a student of Swarthmore College who, in the opinion of a faculty committee, submits the best paper on the subject dealing with a literature of a foreign language. The prize of $100 or more is awarded in the spring semester. Preference will be given to essays based on works read in the original language. Awarding of the prize will be under the direction of the Literature Committee. The John Russell Hayes Poetry Prizes are offered for die best original poem or for a translation from any language. The Samuel L. Hayes III Award. Established in 1991 through the generosity of members of Swarthmore Alumni in Finance, the Hayes Award honors the contributions made by Samuel L. Hayes III ’57, former member of the Board of Managers and the Jacob Schiff Professor of Business at the Harvard Business School. The 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 friends of Philip M. Hicks, former Professor of English and Chairman of the Department of English Literature. They are awarded to the two students who in the opinion of the Department submit the best critical essays on any topic in the field of literature. The Jesse H. Holmes Prize in Religion of $150, donated by Eleanor S. Clarke of the Class of 1918 and named in honor of Jesse Holmes, Professor of History of Religion and Philosophy at Swarthmore from 1899 to 1934, is awarded to the student who, in the opinion of the Department of Religion, submits the best essay on any topic in the field of religion. The Michael H. Keene Award, endowed by the family and friends of this member of the Class of 1985, is awarded by the Dean to a worthy student to honor the memory of Michael’s per­ 78 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 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 of Kwink, is presented by the faculty of the Department of Physical Education and Athletics to the senior man who best exempli­ fies the Society’s five principles: Service, Spirit, Scholarship, Society, and Sportsmanship. The Lande Research Fund was established in 1992 through a gift by S. Theodore Lande to provide support for student research in field biology both on and off-campus. Grants are awarded at the direction of the Provost and the Chair of the Department of Biology. The Landis Community Service Fund was estab­ lished in 1991 by James Hormel and other friends of Kendall Landis in support of his 18 years of service to the College.. The fund pro­ vides grants for students (including graduating seniors) to conduct service and social change projects, in the City of Chester. 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 th e curricu­ lum, under the supervision of faculty members (five awards). The Genevieve Ching^wen Lee ’96 Memorial Fund, established in her memory by family and friends, recognizes the importance of mutual understanding and respect among the growing number of ethnic groups in our society. The 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 Leo M. Leva Memorial 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 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 of the Program in Linguistics, submit the best senior papers or theses in these area. The Norman Meinkoth Field Biology Award, established by his friends and former students, to honor Dr. Norman A. Meinkoth, a member of the College faculty from 1947 to 1978, is awarded to support the essential costs of the study of biological problems in a natural envi­ ronment. The Monsky Prize was established by a gift from his children in memory of Morris Monsky who fell in love with mathematics at Boys’ High and at Columbia University, and maintained the passion all his life. It is awarded to a firstyear student who has demonstrated outstand­ ing promise and enthusiasm. The Ella Frances Bunting Extemporary Speaking Fund and the Owen Moon Fund provide income for a poetry reading contest as well as funds for visiting poets and writers. The Kathryn L. Morgan Award. The Morgan Award was established in 1991 in honor of Sara Lawrence Lightfoot Professor Emerita of History Kathryn L. Morgan. The award recog­ nizes the contributions of members of the African-American community at the College to the intellectual and social well-being of African-American students. The Morgan fund also supports acquisitions for the Black Cultural Center Library. The fund is adminis­ tered by the Dean’s Office and the Black Cultural Center in consultation with alumni. The Lois Morrell Poetry Award, given by her parents in memory of Lois Morrell of 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. The Fund also supports campus readings by visiting poets. Music 048 Special Awards. Endowed by Boyd T. Barnard T7 and Ruth Cross Barnard T9, grants are given by the Music faculty to students at the College who show unusual promise as instrumentalists or vocalists. All grants subsi­ dize two-thirds of the cost of ten lessons, as part of the Music 048 program. For more informa­ tion, please refer to Credit for Performance— Individual Instruction (Music 048). 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 Committee of Award, shows the best and most intelligently chosen collection of books upon any subject. Particular emphasis is laid not merely upon the size of the collection but also upon the skill with which the books are selected and upon the owner’s knowledge of their subject-matter. The Mark L. Osterweil ’94 Memorial Fund was established by his family and friends to assist students conducting historical research. Pref­ erence shall be given to independent or joint faculty-student research projects dealing with European history or U.S.-European relations. The May E. Parry Memorial Award, donated by the Class of 1925 of which she was a member, is presented by the faculty of the Department of Physical Education and Athletics to the senior woman who by her loyalty, sportsman­ ship, and skill in athletics has made a valuable contribution to Swarthmore College. The Drew Pearson Prize of $100 is awarded by the Dean on the recommendation of the edi­ tors of The Phoenix at the end of each staff academic year to a member of The Phoenix for excellence in journalism. The prize was estab­ lished by the directors of The Drew Pearson Foundation in memory of Drew Pearson, Class of 1919. The David A . Peele '50 Sportsmanship Award is made to a tennis player after submission of a written essay. It is endowed by Marla Hamilton Peele in memory of her husband’s love and advocacy of tennis and carries a cash stipend. The John W. Perdue Memorial Prize, established in 1969 in memory of an engineering student of the Class of 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 of recorded literature described on page 11, sponsors awards for the best student short stories, and is a major source 79 Awards and Prizes of funds for campus appearances by poets and writers. The Dinny Rath Award. The Rath Award is given to a senior woman who demonstrates the highest degree of achievement, commitment to intercollegiate athletics, high regard for fair play, and awareness of the positive values of competition. The Rath Award is administered by the Athletics 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. The papermay be in satisfaction of a course, a seminar, or an independent project, including a thesis. The paper is nominated by a faculty member and judged by a committee of the Department 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 James H. Scheuer Summer Internship in Environmental and Population Studies Endowment. 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 of 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 Craig Edward Stein ’78, is given to an outstanding student who in the view of 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 demon­ strates a special compassion for others. The' Peter Gram Swing Prize. A t graduation time, the Peter Gram Swing Prize of $1,000 is awarded by the Music faculty to an outstanding student whose plans for graduate study in music indicate special promise and need. The endowment for the prize was established in the name of Ruth Cross Barnard ’19. 80 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. The fund is administered by the Office of the Provost. The Melvin B. Troy Prize. The Melvin B. Troy Prize of $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 of Melvin B. Troy ’48. The P. Unwood Urban Jr. Prize, honoring Lin Urban, Professor of Religion at Swarthmore from 1957 to 1989, is awarded annually to a graduating senior planning to continue reli­ gious studies either in seminary or graduate school. The Albert Vollmecke Engineering Service Award. Established in 1990 in memory of Albert Vollmecke, father of Therese Vollmecke ’77, the Vollmecke prize is awarded for service to the student engineering community. The fund is administered by the Engineering Depart­ ment. The Eugene Weber Memorial Fund. The Eugene Weber Fund was established in honor of the late Eugene Weber, professor of German. The 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 of the Swarthmore faculty, to help meet the expenses of a full year of 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. The award itself is to be made by the President upon the recommendation of the Provost and the candi­ date’s academic department. This award is made possible by an endowment established by James M. Flack and Hertha Eisenmenger Flack ’38. Fellowships Three fellowships (the Leedom, Lippincotc, and Lockwood Fellowships—see helow) 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 of advanced work. These awards are made on recommendation of the Committee on Fellowships and Prizes for a proposed pro­ gram of study which has the approval of the Faculty. Applications must be in the hands of the Committee by March 23. The Committee considers applicants for all of these fellowships for which they are eligible and makes recom­ mendations which overall do not discriminate on the basis of sex. These fellowships are: The Hannah A. Leedom Fellowship founded by the bequest of Hannah A. Leedom. The Joshua Lippincott Fellowship founded by Howard W. Lippincott, of the Class of 1875, in memory of his father. The John Lockwood Memorial Fellowship, founded by the bequest of Lydia A. Lockwood, New York, in memory of her brother, John Lockwood. It was the wish of the donor that the fellowship be awarded to a member of the Society of Friends. The Lucretia Mott Fellowship, founded by the Somerville Literary Society and sustained by the contributions of 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 Martha E. Tyson Fellowship, founded by the Somerville Literary Society in 1913 and sus­ tained by the contributions of Swarthmore alumnae. It is awarded each year to a woman senior or graduate who plans to enter elemen­ tary or secondary school work. The recipient of the award is to pursue a course of study in an institution approved by the Committee. Other fellowships are awarded under the con­ ditions described below: Susan P. Cobbs Prize Fellowship, established to honor the memory of Dean Susan P. Cobbs, is awarded at the discretion of the Classics Department to a student majoring in Classics for study in Greece or Italy. The General Electric Foundation Graduate Fel­ lowship, to be awarded to a graduating senior for the first year of graduate work, is intended to encourage outstanding scholars to pursue an academic career. The recipient, who must be a United States citizen or permanent resident, will receive the amount necessary to cover tuition, fees, and subsistence allowance for study directed toward a Ph.D. in Engineering or Computer Science at another institution in the United States. The precise amount of each fellowship will be based on the costs and poli­ cies of the university and department chosen for graduate work. Phi Beta Kappa Fellowship. The Swarthmore Chapter of Phi Beta 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 of advanced study in some branch of the liberal arts. The Thomas B. McCabe Jr. and Yvonne Motley McCabe Memorial Fellowship. This Fellowship, awarded annually to a graduate of the College, provides a grant toward the first year of study at the Harvard Business School. Yvonne and Thomas B. McCabe Jr. were for a time resi­ dents of Cambridge, Massachusetts, and Mr. McCabe received the M.B.A. from Harvard and was a Visiting Lecturer there. In selecting the recipient, the Committee on Fellowships and Prizes follows the standards that determine the McCabe Achievement Awards, giving spe­ cial consideration to applicants who have demonstrated superior qualities of leadership. Young alumni and graduating seniors are eligi­ ble to apply. Mellon Minority Undergraduate Fellowship Pro­ gram. The Andrew W. Mellon Foundation has provided a grant to establish an undergraduate fellowship program intended to increase the number of minority students who choose to enroll in Ph.D. programs and pursue an acade­ mic career. The Foundation’s grant provides term and summer stipends for students to work with faculty mentors, as well as a loan-forgive­ ness component to reduce undergraduate indebtedness for those Fellows who pursue graduate study. The Fellowships are limited to the Humanities, a very few of the Social Sciences, and selected Physical Sciences. A faculty selection committee invites nomina­ tions of sophomore students in February and awards the Fellowships in consultation with the Dean and Provost. The John W. Nason Community Service Fellowship. The John W. Nason Community 81 Fellowships 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 of the Class of 1945 in anticipation of their 50th Reunion. The Nason Fellowship is administered by the Swarthmore Foundation. The]. Roland Pennock Undergraduate Fellowship in Public Affairs. The Fellowship, endowed by friends of Professor ]. Roland Pennock at his retirement in 1976 and in recognition of his many years of distinguished teaching of Political Science at Swarthmore, provides a grant foras much as $2,500 to support a sub­ stantial research project (which could include inquiry through responsible participation) in public affairs. The 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 of the Venture Consortium (Swarthmore College, Bates College, Brown University, Connecticut College, Hobart and William Smith Colleges, the College of Holy Cross, Vassar College, and Wesleyan Univer­ sity). The program is designed to provide recent graduates, from all academic majors, with a unique opportunity to work in public education without requiring that they be 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 of educating children in the inner city. FACULTY FELLOWSHIPS The Mary Albertson Faculty Fellowship was endowed by an anonymous gift from two of her former students, under a challenge grant issued by the National Endowment for the Humanities. It will provide an annual award of a semester’s leave at full pay, to support research and writing by members of the humanities faculty. Mary Albertson joined the Swarthmore faculty in 1927 and served as chairman of the history department from 1942 until her retirement in 1963. She died in May, 1986. 82 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 of this former member of the English department and its chairman from 1953-70. The fellowship will provide a semes­ ter of leave at full pay for a member of the humanities faculty to do research and write, in the fields of art history, Classics, English litera­ ture, history, linguistics, modem languages, music, philosophy, or religion, but with prefer­ ence to members of the department of English literature. The Brand Blanshard Faculty Fellowship is an endowed Faculty fellowship in the humanities established in the name of philosopher and for­ mer faculty member Brand Blanshard. Blanshard taught philosophy at Swarthmore from 1925 to 1944. The Fellowship will pro­ vide a semester leave at full pay for a member of the humanities faculty to do research and to write. Upon recommendation of the Selection Committee, 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. The Blanshard Fellowship is made possible by an anonymous donor who was Blanshard’s student at Swarthmore, and a challenge grant from the National Endowment for the 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 of faculty members, and by encouraging the use of such achievements to stimulate intellectual ex­ change among scholars. The Fellowship will provide financial support for faculty leaves through a grant of about one half the recipi­ ent’s salary during the grant year. Upon recom­ mendation of the Selection Committee, there may be a small additional grant for travel and project expenses and for library book purchas­ es. The Selection Committee shall consist of the Provost, three Divisional Chairmen, and three others selected by the President, of 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 of their leave year, presented publicly for the College and wider community. The Selection Committee may support wholly or in part the cost of publishing any of these papers. These fellowships are made possible by an endowment established by Eugene M. Lang ’38. 83 V Courses of Instruction The semester course credit is the unit of credit. Seminars and colloquia are usually given for 2 credits. A few courses are given for 0.5 credit. Courses are numbered as follows: 001 to 010 Introductory courses 011 to 099 Other courses (Some of these courses are not open to freshmen and sophomores.) 100 to 199 Seminars for upperclass persons and graduate students. Yearlong courses, the numbers for which are joined by a hyphen (e.g., 001-002) 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. In cases where credit is not earned for the second half of a yearlong course, the first semester is excluded from counting toward degree credit, although the registration and grade for the first semester remain on the permanent record. Course listings in this catalog are intended to facilitate planning. They represent offerings projected for a two-year period but are subject to change. A better guide to course offerings in any particular semester is the schedule of classes available before enrollment for that semester. FOOTNOTE KEY TAbsent on leave, fall 1999. 2 Absent on leave, spring 2000. 3 Absent on leave, 1999-2000. 4 Absent on administrative leave, 1999-2000. 5 Fall 1999 (appointment that semester only). 6 Spring 2000 (appointment that semester only). 7 Joint appointment with Philosophy. 84 8 Campus coordinator, Swarthmore Program in Grenoble, fall 1999. 9 Campus coordinator, Swarthmore Program in Grenoble, spring 2000. 10 Program director, Swarthmore Program in Grenoble, fall 1999. 11 Program director, Swarthmore Program in Grenoble, spring 2000. Art MICHAEL W. COTHREN, Professor of A rt History RANDALL L . EXON, Professor of Studio A rt and Chair CONSTANCE CAIN HUNGERFORD, Professor of A rt History T. KAORI KITAO, Professor of A rt History2 BRIAN A. MEUNIER, Professor of Studio Art MARIBETH GRAYBILL, Associate Professor of A rt History2 SYDNEY L. CARPENTER, Associate Professor of Studio Art CEUA B. REISMAN, Assistant Professor of Studio Art3 PAUL H. KING, Visiting Lecturer in Studio A rt (part-time) CAMARA DIA HOLLOWAY, Visiting Instructor of A rt History and Minority Scholar in Residence JUNE V. CIANFRANA, Administrative Assistant 2 Absent on leave, spring 2000. 3 Absent on leave, 1999-2000. The Department of 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 of works of art and architecture; studio arts courses explore practi­ cal, theoretical processes which arise in the creation of objects in various media. List Gallery: The List Gallery was established to enhance the art curriculum. Each year the gallery mounts six or seven exhibitions of both emerging and nationally-known artists; the months of April and May feature a series of Senior Thesis exhibitions by art majors and an Alumni Weekend exhibition takes place in June. Together with the Gallery Director, the Exhibition Committee 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 of media and interpretation. A selection of works from Swarthmore’s permanent collection can be viewed in the inner room of the List Gallery. Occasionally, the gallery presents historical exhibitions that offer art history students op­ portunities for direct observation and analysis. Both 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 Performing 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. The Phillip Bruno Fine Art Fund supports work with the permanent col­ lection. The A nn Trimble Warren Exhibition Fund supports List Gallery exhibitions. Donald Jay Gordon Visiting Artist; Heilman Artist : Each year the Department of A rt invites distinguished artists to the College as the Marjorie Heilman Visiting Lecturer or the Donald Jay Gordon Visiting Artist. The work of 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 non-majors. Lee Frank Lecture: See p. 15. Benjamin West Lecture: See p. 15. Jonathan Leigh Altman Scholarship: See p. 28. Jonathan Leigh Altman Summer Grant: See p. 76. Frank Solomon Jr. Student Art Prize: See p. 80. REQUIREMENTS AND RECOMMENDATIONS Prerequisites: ARTH 001 is the prerequisite for most other art history courses in the Department. STUA 001 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 85 Art work in art history requires a reading knowl­ edge of at least German and French. The Department approves a credit for Advanced Placement, grade 5 in A rt History and Studio Arts (with submission of a portfolio), but it does not normally waive the prerequisite. Study Abroad: The 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 of art and architecture are scattered throughout the world, and the encounter with works still imbedded in their original context is vital to an understanding of their historical and contemporary significance. Past experi­ ence has shown, however, that art courses in most foreign study programs fall considerably below the academic standards of comparable courses at Swarthmore. To aid students in their attempt to gain Swarthmore credit for study abroad, the Department has established the following guidelines. (1) No request for trans­ fer credit in art history will be considered unless a student has already taken an art his­ tory course at Swarthmore before taking a course abroad. (2) Students who are interested in bettering their chances of gaming a full Swarthmore credit for a course taken in a for­ eign 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 of the course. Such papers- will be evaluated by the Department as part of the process of 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’Arte Paolo Toschi; a semester of Italian preceding going abroad is well advised. The Course Major in Art History: A rt History majors are required to take ARTH 001, ARTH 002,1 credit in Asian Art, ARTH 098,5 other credits in art history, and one course in studio arts. The 5 elective credits must include (1) 1 credit in Western A rt before 1700, (2) 1 cred­ it in Western A rt after 1700, and (3) one sem­ inar (2 credits). The comprehensive consists of a special essay, completed in conjunction with ARTH 098 in spring of the senior year. The Course Major in Art: The combined pro­ gram of the Course Major in A rt consists of 06 four courses in A rt History (ARTH 001, ARTH 002 or ARTH 003 or another course on art before 1700, and three elective credits) and seven courses in Studio Arts (including cours­ es in drawing, another 2-D medium, and a 3-D medium). The comprehensive consists of a Senior Exhibition and written artist statement prepared during the Fall and Spring of the senior year. Studio Arts Facilities are closed during Summer and normally during October, Winter, and Spring Holidays. Majors and Minors in The External Examination Program: Students may formulate Honors Programs as either majors or minors, in either art history or art. For details consult guideline available in the department office. A rt History ARTH 001. 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 of cultures and historical periods. The 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. Primary distribution course. Each semester. Staff. ARTH 002. 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. No prerequisite. Fall 1999 and 2000. Kitao. ARTH 003. Asian Art A selective introduction to the forms, func­ tions, and contexts of Asian art, from prehis­ toric to early modem times. The course intro­ duces a wide geographic range of Asian region­ al cultures (India, Southeast Asia, China, and Japan) as well as basic art historical strategies for analyzing architecture, sculpture, painting, and the decorative arts. No prerequisite; open to freshmen. 1 credit. Spring 2000. Staff. ARTH 004. Critical Study: Picasso Sections of this course pursue the goals of Critical Study in the Visual Arts (ARTH 001) through case studies that principally focus on the art of Picasso. No prerequisite. Primary distribution course. 1 credit. Spring 2000. Hungerford. ARTH 014. Medieval Art and Architecture An introduction to European art and architec­ ture from late antiquity to the 12th century. Special attention will be given to the “Romanization” of Christian art under Constantine, the Celtic Christian heritage of the British Isles and its culmination in the Book of Kells, justinianic Constantinople and Ravenna, the Carolingian Renaissance, Romanesque sculpture as ecclesiastical propa­ ganda, the efflorescence of monastic art under the Cluniacs and Cistercians, and the neopla­ tonic aesthetic that gave birth to the Gothic. Prerequisite: ARTH 001. 1 credit. Not offered 1999 and 2000. Cothren. ARTH 0 17. Hineteenth-Century European Art Art of the revolutions of 1789,1830, and 1848 (David, Delacroix, Courbet); addresses to modem life by the Pre-Raphaelites and by Manet, Degas, and such Impressionists as Monet and Morisot; challenges to realism by Rodin, Cezanne, van Gogh, and Gauguin. The work of individual artists considered with ref­ erence to social, political, economic, and cul­ tural factors and with reference to current the­ oretical debates regarding interpretation. Prerequisite: ARTH 001 or ARTH 002. 1 credit. Fall 1999 and 2000. Hungerford. ARTH 018. Twentieth-Century Western Art Painting and sculpture in Europe from artists such as Picasso, Matisse, Kandinsky, Mondrian, and the Russian avant-garde, through reac­ tions to the Great War, as in Duchamp and the Surrealists; then in the United States from Abstract Expressionism to the present. Consideration of relevant social, political, eco­ nomic, and cultural factors and to the develop­ ing critical discourse. Prerequisite: ARTH 001 or ARTH 002. 1 credit. Spring 2000. Hungerford. ARTH 025. Arts of Africa 1 credit. Not offered 1999-2000. ARTH 027. African-American Art This course traces the history of art and visual culture produced by people of African descent in the United States from the nation’s incep­ tion in the late 18th century up until the con­ temporary moment. Issues fundamental to the discussion of this material will include the def­ inition and representation of race, the history of American race relations, the role of art and visual representation in American culture; and the identities that blacks invented for them­ selves. No prerequisite. 1 credit. Fall 1999. Holloway. ARTH 029. Film: Form and Signification Study of film as visual and iconic discourse as opposed to narrative text, dealing with the principles of framing, editing, and mise-enscene understood as critical tools and as a his­ torical evolution from the silent days to Godard and Bergman. Topics include: rise of photography; magic shows and the comic strip; silent comedy and the musical; cinema and painting, Renoir and Italian Neorealism, and Dreyer and semiotics of cinema. Two lectures and a screening session. No prerequisite. Sophomore and above. Limited to 20. 1 credit. Not offered 1999-2000. Kitao. ARTH 031. Traditional Japan (Cross-listed as HIST 010) A n interdisciplinary introduction to Japan, from prehistoric times to the early 19th cen­ tury, exploring relationships between visual and material culture and social and political institutions. Topics include archaeology and 87 Art myth, the imperial system, samurai values, Buddhist and castle architecture, the popular culture of the urban merchant class, and Japan’s changing relations to China and the West. 1 credit. Spring 2001. Graybill and Li. ARTH 032. Arts of the Buddhist Temple in Japan A study of the architecture, sculpture, painting and decorative arts associated with the Buddhist Temple in Japan, from the 7th to 13th centuries. 1 credit. Offered occasionally. Graybill. ARTH 034. Japanese Painting and Prints, 1550-1850 The period covered in the course follows Japanese art from the heyday of military war­ lords to the rise of an urbane merchant class. A ttention to aesthetics, techniques, and social contexts of castle murals, Zen ink landscapes, “Western-style” painting, and prints of actors, courtesans, and erotica for the mass market. Prerequisite: ARTH 001 or ARTH 003 or per­ mission of the instructor. 1 credit. Fall 1999. Graybill. ARTH 037. Approaches to Tibet (Cross-listed as ASIA 041 and RELG 044) A n approach to Tibet from multiple disci­ plines, viewpoints, and historical time frames, in a reading/research seminar. Main themes include Tibet’s historical and modem relations with India and China, and Tibetan Buddhism and its visual culture. The course will coincide with an exhibition on campus of Tibetan Buddhist art. Prerequisite: ARTH 001 or 003 or 038. 1 credit. Fall 1999. Graybill. ARTH 038. Ritual and image in the Buddhist Traditions (Cross-listed as RELG 038) A n interdisciplinary exploration of the unity and variety of Buddhist traditions of Asia, within their historical development. Focus on Buddhist visual arts (narrative and iconic 88 sculpture and painting; shrine and monastic architecture) and material culture (shrines and their relics, pilgrimage places, and mummies and portraits) in relation to ritual practice. Prerequisite: ARTH 001 or 003, or RELG 001, 008, 009 or 012. Counts toward a program in Asian Studies. Honors candidates may com­ bine this course with ARTH 038A, a seminar attachment. 1 credit. Spring 2001 . Graybill. ARTH 038A. Seminar Attachment to ARTH 038 for Honors Preparation Prerequisite: Permission of the instructor. 1 credit. Spring 2001. Graybill. ARTH 038B. Buddhist Art: Icon, Han-ative, and Sacred Space A survey of the rich variety of Buddhist archi­ tecture, sculpture, and painting in South, Southeast, Central and East Asia. 1 credit. Offered occasionally. Graybill. ARTH 039. Meiji Japan: Ideology and Representation (Cross-listed as EAST H290B at Haverford College) A n interdisciplinary study of the ideology of the constmction of Japan as a modem nation. 1 credit. Offered occasionally. Graybill and Mizenko. ARTH 046. Monasticism and the Arts in the Christian Middle Ages (Also listed as Religion 29.) This course will investigate the significance of Christian monastic communities as major artistic centers during the middle ages with an emphasis on the way the social context of production and consumption effected the works of art them­ selves and the way we have traditionally cho­ sen to study them. Prerequisite: ARTH 001. 1 credit. Not offered 1999-2000. Cothren and Ross. ARTH 047. Special Topics in Medieval Art In a colloquium setting students will study in depth and from a variety of critical perspec­ tives a small set of medieval works of art. In Fall 1999 the focus will be on visual narrative. Prerequisite: ARTH 001. 1 credit. Fall 1999. Cothren. ARTH 051. 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. Prerequisite: ARTH 001 or 002. 1 credit. Not offered 1999-2000. Kitao. ARTH 053. Michelangelo and His Times Michelangelo, his art and thought, his Quattrocento sources, and his relationship with Leonardo, Raphael, the Mannerists, and his patrons in 16th Century Italy. Prerequisite: ARTH 001 or 002. Not offered 1999-2000. Kitao. ARTH 055. Rembrandt and His Times (See description for ARTH 155.) 1 credit. Not offered 1999-2000. Kitao. ARTH 061. Everyday Things Historical and cross-cultural study of 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; design theory and semi­ otics, handicraft and manufacture; standardiza­ tion; marketing, packaging, and advertising. Sophomore and above. No prerequisite. 1 credit. Not offered 1999-2000. Kitao. ARTH 062. Streets and Passages Historical and cross-cultural study of architec­ tural and urban spaces in the light of semiotics and design theory. How spaces and their com­ ponents are conceived, constructed, experi­ enced, used, and interpreted. No prerequisite. Sophomore and above. 1 credit. Not offered 1999-2000. Kitao. ARTH 064. Philadelphia and American Architecture American architecture, especially in Philadel­ phia, with European parallels: Palladianism, historic revivals and Victorian architecture, the Anglo-American house, the skyscraper, A rt Nouveau, A rt Deco, the International Style, Kahn and Venturi, and Postmodernism. Lectures and four guided tours; papers. Prerequisite: ARTH 001 and/or ARTH 061 or 062. 1 credit. Fall 1999. Kitao. ARTH 074. History of Photography A look back at photography’s existence from the medium’s emergence in the early 19th cen­ tury up to the present moment. We will exam­ ine the variety of photographic technologies, photography’s key practitioners, and signifi­ cant texts discussing the nature of the medium and its potential applications. Although the role that photography has assumed in society will be a fundamental concern, the emphasis of the course will center on photography’s contri­ bution to the arts and visual culture. No prerequisite. 1 credit. Spring 2000. Holloway. ARTH 075. Special Studies in Cinema Study of selected films in wide-ranging genre but with a special focus, encompassing semi­ otics and other critical theories and problems. Prerequisite: ARTH 001 and/or ARTH 009. 1 credit. Offered occasionally. Kitao. ARTH 086. Architectural Theory Special study on traditional and contemporary architectural thoughts: classicism, functional­ ism, systems design, semiotics, structure and decoration, and other topics. Prerequisite: ARTH 061 or 064 and instructor’s approval. 1 credit. Offered occasionally. Kitao. ARTH 096. Directed Reading 1 credit. Staff. 89 Art ARTH 098. Senior Workshop: Art History This capstone colloquium for art history majors will explore various approaches to historical interpretation of the visual arts. A ttention will be given to art historiography—both theory and. practice—through the critical reading of some important recent texts which propose and/or challenge novel interpretive strategies from a variety of perspectives. As a part of the course, students will write the senior essay which constitutes the comprehensive require­ ment for the art history major. (Students who are not art history majors but have taken ARTH 001 and three other credits in art history will be admitted to this course with the permission of the instructor.) 1 credit. Spring 2000 and 2001. Cothren. ARTH 180. Thesis A 2-credit thesis normally carried out in the Fall of the Senior Year. The topic must be sub­ mitted and approved by the instructor-incharge before the end of the junior year. 1 credit. Staff. SEMINARS Unless otherwise noted the prerequisite for all seminars is two courses in ARTH including ARTH 001. ARTH 132. Arts of the Buddhist Temple in Japan See description for ARTH 032. 2 credits. Offered occasionally. Graybill. ARTH 135. Eighteenth-Century Japanese Painting and Its Contexts A n exploration of intersections between the visual arts and the political, social, and intel­ lectual history of 18th-century Japan. 2 credits. Offered occasionally. Graybill. ARTH 136. Japanese Popular Culture of the Edo Period: Sex, Lies, and Mass Marketing A study of the performance and commodifica­ 90 tion of gender and class in the literature, illus­ trated books and prints, kabuki theatre, and prostitution quarters of 17th- and 18th-century Japan. 2 credits. Offered occasionally. Graybill. ARTH 138. Islamic Painting After a brief general introduction to Islamic art, the seminar will explore the history and evolution of the pictorial narrative tradition within Islamic culture from A .D . 691 to A .D. 1548. 2 credits. Offered occasionally. Cothren. ARTH 145. Gothic Art and Architecture The formation of “The Gothic” around 1140 and its development and codification in the Ile-de-France to the middle of 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. 2 credits. Spring 2000. Cothren. ARTH 153. Michelangelo and His Times See description for ARTH 053. 2 credits. Not offered 1999-2000. Kitao. ARTH 155. Rembrandt and His Times Rembrandt, Dutch Painting, and the nature of picture making: Protestantism and mercantile milieu, portraiture and self-portraiture, the genre, optics and painting, the print as medi­ um; and theatricality, narrative and realism. 2 credits. Fall 1999. Kitao. ARTH 164. Modem Art The critical debate addressing artists such as Courbet, Manet, Degas, Gauguin, Cezanne, Picasso, and Pollock and the issue of “Modernism” in 19th- and 20th-century paint­ ing. 2 credits. Fall 1999 and 2000. Hungerford. Studio Arts STUA 001. Foundation A theoretical and practical exploration of the elements of visual thinking. Through weekly assignments, primarily in drawing, attention will be given to the following elements of pic­ torial and spacial design: value, color, perspec­ tive, proportion, figure/ ground and volume/ mass. (This course is a prerequisite for all other courses in studio art.) 1 credit. Each semester. Staff. STUA 003. Drawing Work in various media directed toward a clear­ er perception of space, light and form. A course for all levels of ability. Weekly outside drawing problems and a final project. I credit. Not offered 1999-2000. Reisman. STUA 004. Multimedium Sculpture This course will cover a large range of tradi­ tional and contemporary sculptural concepts and techniques. Emphasis will be placed on the creation of singular sculptures integrating sev­ eral different mediums. These techniques will include d ay modeling, woodworking, and stone carving. 1 credit. Spring 2000. Meunier. STUA 005. Ceramics A wide spectrum of approaches to clay for functional as well as sculptural expression. Students are encouraged to work towards developing their own vocabulary of design and form within a series of class projects while acquiring a fundamental understanding of processes, contemporary developments and traditions. Open to beginning, intermediate, and advanced students. 1 credit. Spring 2000. Carpenter. STUA 006. Photography Introduction to the technical processes and visual and theoretical concepts of photography, both as a unique medium and as it relates to other forms of non-photographic composition. Prerequisite: STUA 001, even for seniors. 1 credit. Fall 1999. Meunier. STUA 008. Oil Painting Investigation in oil paint of pictorial structure and of the complex nature of color—how it can define surface, space, light, temperature and mood. 1 credit. Fall 1999. Exon. STUA 009. Lite Modeling This course will cover the principles and prac­ tice of life modeling through the study of the human form. Working in clay, we will explore a range of sculptural approaches, from the tra­ ditional study of anatomy, to the more con­ temporary use of the body form as abstraction. 1 credit. Fall 1999. Meunier. STUA 010. Life Drawing Work in various media directed toward a clear­ er perception of the human form. The class is centered on drawing from the model, and with­ in this context. The elements of gesture, line, structure, and light are isolated for the purpose of study. 1 credit. Spring 2000. Exon. STUA 0 11. Watercolor A complete exploration of water soluble media with an emphasis on transparent, gum arabic based watercolor. Other materials and tech­ niques will include: ink wash, gouache, silk colors, collage, hand-made papers, matting, and pen-making using reeds and quills. When in the studio the class will work from the figure and still life. The central motif, however, will be painting the landscape. Whenever possible we shall work outdoors. There will be occa­ sional field trips to locales other than the campus. 1 credit. Not offered 1999-2000. Exon. STUA 015. The Potter’s Wheel This 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 of the art of the 91 Art potter. Weekly critiques of homework assign­ ments encourage students to consider design and craftsmanship in their developing work. Open to beginning and intermediate students. Spring semester. Carpenter. STUA 019. Works on Paper Investigations into printmaking and other materials that use paper as a support. Emphasis will be placed on chawing concepts. In addition to class assignments, students will be encour­ aged to work on independent projects. 1 credit. Fall semester. Reisman. STUA 020. Advanced Studies 020A. Ceramics 020B. Drawing 020C. Painting 020D. Photography 020E. Sculpture 020F. Printmaking These courses are designed to usher the inter­ mediate and advanced student into a more independent, intensive study in one or more of the fields listed above. A discussion of formal issues generated at previous levels will contin­ ue,, with greater critical analysis brought to beár on stylistic and thematic direction. Each student will enroll under the guidance of a pro­ fessor in the chosen medium, to whom a writ­ ten statement of purpose must be submitted at the time of pre-registration. In addition to individual conferences, a colloquium meeting may 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 of artistic intent. Note: Although this course is for full credit, a student may petition the studio faculty for a 0.5 credit semester. Prerequisite: Foundation and at least one pre­ vious course in the chosen medium. 1 credit. Each semester. Staff. STUA 021. African Pot Traditional forms in a wide range of African pottery making will serve as models for this stu­ dio course in beginning ceramics. Students will learn coil building and surface treatments reflective of African stylistic and formal influ­ 92 ences. Through exploration of technical, iconographie and aesthetic considerations, stu­ dents will gain insight into the range of visual languages represented in this art form. Guest artists will present lectures and demonstra­ tions. 1 credit. Fall 1999. Carpenter. STUA 025. Advanced Studies II Continuation of STUA 020 on a more ad­ vanced level. Prerequisite: STUA 020. 1 credit. Each semester. Staff. STUA 030. Senior Workshop 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 of the workshop, will guide and assess the development of the students’ individual directed practice in a chosen field. Assigned readings and scheduled discussions will initiate the writing of the thesis for the senior exhibi­ tion. (This course is required of senior art majors.) 1 credit. Fall 1999. Carpenter. STUA 040. Senior Advanced Study During the spring semester of the senior art major, students will write their senior artist statement and mount an exhibition in the Vera List Gallery of the Performing Arts Center. The artist statement is a discussion of the development of the work to be exhibited. The exhibition represents the comprehensive examination for the studio art major. Students may choose advanced study credit for work completed for the comprehensive. Gallery exhibitions are reserved for studio art majors who have passed the senior workshop and ful­ filled all requirements including the writing of the senior art major statement. 1 credit. Spring 2000 and 2001. Staff. Asian Studies Coordinator: ALAN BERKOWITZ (Modern Languages and Literatures, Chinese) Faculty: Praveen Chaudhry (Political Science)5,6 Maris Gillette (Sociology/Anthropology)s Bruce Grant (Sociology/Anthropology) * Maribeth Graybill (Art History)2 Steven Hopkins (Religion) Haili Kong (Modem Languages and Literatures, Chinese) Gerald Levinson (Music) Lillian Li (History) Jeanne Marecek (Psychology)2* Steven Piker (Sociology/Anthropology)* Donald Swearer (Religion) Larry Westphal (Economics) Tyrene White (Political Science) Thomas Whitman (Music) Jen Gifford (Administrative Assistant) 2 Absent on leave, spring 2000. * Affiliated faculty (do not teach courses on 5 Fall 1999 (appointment that semester only). Asia but available for independent 6 Spring 2000 (appointment that semester only), study projects). Asian Studies is an interdisciplinary program that aims to introduce students to the immea­ surably vast range of human experience, both historical and contemporary, on the Asian continent, from South Asia, to peninsular and insular Southeast Asia, to East Asia. Courses on Asia are offered by the Asian Studies Program and in the Departments of Art, Economics, History, Modem Languages and Literatures (Chinese), Music and Dance, Political Science, Religion, Sociology/Anthro­ pology, and Theatre Studies. Asian Studies majors construct individualized programs of study, with a focus on a comparative theme or on a particular country or region. (Examples of comparative themes include classical traditions in Asian literature and art, Buddhist studies, Asian nationalisms and the emergence of nation-states, or the political economy of Asian development—to name only a few of the possibilities.) In all cases, however, the core of the major lies in exposure to multiple regions, for cross-cultural comparisons, and multiple disciplines. Students interested in Asian Studies are urged to meet with the coordinator well in advance of preparing a sophomore paper, to discuss how to plan an individualized program with intel­ lectual coherence and rigor. Advance planning is especially critical for students contemplating the Honors Program and to integrate study abroad into the major. Language Study and Study Abroad Although not required, majors are strongly encouraged to consider the study of an Asian language and a period of study abroad in Asia. A t Swarthmore, we presently offer only Chinese, but it is possible to study Japanese at Haverford, and many other Asian languages can be studied at UPenn during the regular academic year, in summer language programs, or abroad. (Experience has shown, however, that off-campus language courses can create insurmountable scheduling difficulties; for that reason, most students elect the summer or study abroad option.) For languages offered at Swarthmore (Chinese), courses above the firstyear level count toward the major. For Asian languages not offered at Swarthmore, courses at the entry level may be approved if at least the equivalent of 1.5 credits is successfully completed in a program approved by the Asian 93 Asian Studies Studies faculty. The Asian Studies faculty can recommend aca­ demically rigorous programs in several Asian countries, often tailored to a student’s particu­ lar interest. Study abroad is the ideal arena for intensive language study; and nonlanguage courses taken abroad may also be applied toward the major, if credit has been granted by the College, subject to the approval of the Asian Studies Committee. However, normally at least half of the credits toward a student's Asian Studies major should be taken at Swarthmore. The Alice L. Crossley Prize in Asian Studies: See p. 77. REQUIREMENTS The Asian Studies major inherently makes greater demands than a departmental major, for the final responsibility falls on each student to make connections between courses that dif­ fer widely in content and method. W hen con­ sidering applicants to the major, therefore, the Asian Studies Committee looks for evidence of intellectual flexibility and independence as well as the demonstrated ability to do work at the B - level or above in at least two Asia-relat­ ed courses, in different departments. The Asian Studies Course Major The major in Asian Studies consists of a mini­ mum of 9 credits, with requirements and distri­ bution as follows: 1. Geographic Breadth: Coursework must be completed concerning more than one of the regions of Asia (South, Southeast, and East Asia). This can be accomplished by taking at least two courses that are panAsian or comparative in scope; or by taking at least one full course on a country other than that of the principal focus in an indi­ vidual student’s program. 2. Disciplinary Breadth: Classes must be taken in at least three different departments. 3. Foundations: For a broad background in Asian Studies, 2 credits must be taken from the following range of introductory courses: Comparative Studies ARTH 003 (Asian Art) MUSI 008 (Music of Asia) RELG 008 (Patterns of Asian Religions) 94 RELG 009 (The Buddhist Tradition) SO AN 041 (Comparative Studies of China and Japan) Focused on a Single Country or Region CHIN 016/LITR 016CH (Substance, Shadow, and Spirit in Chinese Literature & Culture) CHIN 018/LITR 018CH (Classical Tradition in Chinese Literature) HIST 009A (Chinese Civilization) ARTH 031/HIST 010 (Traditional Japan) RELG 012 and 013 (History, Religion, and Culture of India, I and II) 4. Intermediate and Advanced Work: A mini­ mum of 6 credits of work must be complet­ ed at the intermediate or advanced level in at least two departments. This may include the study of an Asian language, to a maxi­ mum of four credits. 5. A 1- or 2- credit senior thesis in the stu­ dent’s area of specialization, followed by an oral exam. The thesis is not required for Honors majors, but they may write a 2credit thesis for one of their exams. Students must enroll for the thesis no later than fall semester of the senior year. The Asian Studies Honors Major The Honors major in Asian Studies consists of a minimum of 10 credits (two foundation courses plus four preparations). To be admitted to the honors major, students should have completed at least two Asia-related courses, in different departments, at the level of B+ or above.' 1. Geographic and disciplinary breadth requirements are the same as those for the course major. 2. Because Asian Studies is an interdiscipli­ nary major, all four fields presented for exter­ nal examination must be Asian Studies subjects. The student has the option of omit­ ting a minor field designation. A lter­ natively, one of the four fields can be desig­ nated as a minor, in which case the student must fulfill all the requirements of that department or program for an Honors minor. 3. Honors preparations must represent at least two different disciplines. Careful advance planning is essential to make certain that the prerequisites and requirements estab­ lished by separate departments and pro­ grams have been met. 4. Honors preparations in Asian Studies may consist of 2-credit seminars, designated pairs of courses, 1-credit attachments to designated one-credit courses, a 1-credit thesis in conjunction with a 1-credit course, or a 2-credit thesis. We especially encourage students to consider a course and a 1-credit thesis combination, when the combination would allow for an interdisci­ plinary perspective on a particular issue or theme. W ith the advance approval of the Asian Studies committee, course work or research done in study abroad may be incorporated into the preparation. 5. Senior Honors Study (SHS) for majors, normally done in the spring semester of the senior year, will follow the norms estab­ lished by the department in which the honors preparation is done. No course credit will be given for SHS for majors. SHS materials may be examined in regular written exams; they must be examined in oral exams. The Asian Studies Honors Minor An Honors minor in Asian Studies consists of a minimum of 5 credits, in at least two depart­ ments. To, be admitted to the Honors minor, students should have completed at least two Asia-related courses, in different departments, at the level of B+ or above. 1. Normally at least one of the five courses should come from the list of “foundation courses” (see above). Work from study abroad may be counted, if credit has been granted by the College, with the approval of the Asian Studies faculty. 2. There are two “tracks” within the Minor: a. Comparative Asian Cultures: The selec­ tion of courses and honors preparation should allow a comparative perspective on the traditional or modem cultures of Asia. Individual programs should be worked out in close consultation with the Asian Studies chair. (Language study does not count toward this track.) b. Focus on a Single Country or Region: All courses in the program should focus on the same region or country. Up to two credits of language study may be counted. (Language courses taken on study abroad programs are particularly suited for this track.) 3. A n Honors minor in Asian Studies will submit one preparation, normally a 2-cred­ it seminar, for examination. A n encouraged alternative is a course and a 1-credit thesis, especially when the combination would allow for an interdisciplinary perspective on a particular issue or theme. 4. SHS for minors, normally done in the spring semester of the senior year, will fol­ low the norms established by the depart­ ment in which the Honors preparation is done. No course credit will be given for SHS for minors. SHS materials may be examined in regular written exams; they must be examined in oral exams. COURSES (See descriptions under individual departments to determine offerings for each semester.) Art (Art History) ARTH 003. ARTH 031. ARTH 032. Asian Art Traditional Japan Arts of the Buddhist Temple in Japan ARTH 034- Japanese Painting and Prints, 1550-1850 ARTH 037. Approaches to Tibet ARTH 038. Ritual and Image in Buddhist Traditions ARTH 038A. Seminar Attachment to ARTH 038 for Honors Preparation ARTH 038B. Buddhist Art: Icon, Narrative, and Sacred Space ARTH 039. Meiji Japan (1868-1912): Ideology and Representation ARTH 132. Arts of the Buddhist Temple in Japan ARTH 135. Eighteenth-Century Japanese Painting and Its Contexts ARTH 136. Japanese Popular Culture of.., the Edo Period: Sex, Lies, and Mass Marketing 95 Asian Studies ASIAN STUDIES CHIN 025. ASIA 041. Approaches to Tibet CHIN 027. (Cross-listed as ARTH 037 and RELG 044) A n approach to Tibet from multiple disci­ plines, viewpoints, and historical time frames in a reading/research seminar. Main themes include Tibet’s historical and modem rela­ tions with India and China, and Tibetan Buddhism and its visual culture. The course will coincide with an exhibition on campus of Tibetan Buddhist art. Prerequisite: Sophomore standing or above. 1 credit. Fall 1999. Graybill. ASIA 096. Thesis CHIN 033. CHIN 055. CHIN 056. CHIN 063. CHIN 066. CHIN 081. 1 credit. Fall 1999 and 2000. Staff. CHIN 091. ASIA 098. Directed Reading CHIN 093. CHIN 104. 0.5-1 credit Each semester. Staff. ASIA 180. Thesis 2 credits. Fall 1999 and 2000. Staff. Chinese Language and Literature CHIN 003B. Second-year Mandarin Chinese (first semester) CHIN 004B. Second-year Mandarin Chinese (second semester) Third-year Chinese CHIN 011. CHIN 011 A. Third-year Chinese Conversation Advanced Chinese CHIN 012. CHIN 012A. Advanced Chinese Conversation Substance, Shadow, and CHIN 016. Spirit in Chinese Literature and Culture Legacy of Chinese Narrative CHIN 017. Literature: The Story in Dynastic China The Classical Tradition in CHIN 018. Chinese Literature Readings in Modem Chinese CHIN 020. Topics in Modem Chinese CHIN 021. Modern Chinese Literature CHIN 023. 96 CHIN 105. Contemporary Chinese Fiction Women Writers in 20thCentury China Introduction to Classical Chinese Contemporary Chinese Cinema History of Chinese Cinema (1905-1995) Comparative Perspectives: China in the Ancient World Chinese Poetry Transcending the Mundane: Taoism in Chinese Literature and Culture Special Topics in Chinese Literature and Culture in Translation Directed Reading Lu Xun and Modem Chinese Literature Topics in Traditional Chinese Literature Ecunomics ECON 081. ECON 083. ECON 181. Economic Development* Asian Economies Economic Development* History HIST 001G. Women, Family, and the State in China HIST 009A. Chinese Civilization HIST 009B. Modem China Traditional Japan HIST 010. Modem Japan HIST 075. Orientalism East and West HIST 077. Beijing and Shanghai: Tale of HIST 078. Two Cities Modem China HIST 144. Linguistics LING 033. Introduction to Classical Chinese Literature LITR 016CH. Substance, Shadow, and Spirit in Chinese Literature and Culture LITR 017CH. Legacy of Chinese Narrative Literature: The Story in Dynastic China LITR 018CH. The Classical Tradition in Chinese Literature LITR 023CH. Modem Chinese Literature LITR 025CH. Contemporary Chinese Fiction LITR 027CH. Women Writers in 20th Century China LITR 055CH. Contemporary Chinese Cinema LITR 066CH. Chinese Poetry LITR 08ICH. Transcending the Mundane: Taoism in Chinese Literature and Culture Music and Dance DANC 021. MUSI 008. MUSI 049. History of Asian and African Dance* The Music of Asia Balinese Gamelan RELG 031B. Religion and Literature: From the Song of Songs to the Hindu Saints* RELG 044. Approaches to Tibet RELG 104. Buddhism and Society in Southeast Asia RELG 108. Poets, Saints, and Storytellers: Religious Literatures of India RELG 110. Religious Belief and Moral A ction' RELG 113. From Buddha’s Relics to the Body of God: Hindu and Buddhist Devotion Sociology and Anthropology SOAN 002. SOAN 041. SOAN 093. SOAN 102. Nations and Nationalisms* Comparative Study of China and Japan Southeast Asia: Culture and History, Independent Study History and Myth^ Political Science Theatre Studies POLS 009. THEA 015. POLS 055. POLS 062. POLS 064. POLS 067. POLS 108. State & Society in South & Southeast Asia China and the World Political Economy of the North-South Conflict* American-East Asian Relations* International Relations of South Asia Comparative Politics: Greater China Religion Directing ¡/Performance Theory* * Cognate course: Counts toward Asian Studies if all papets/projects are focused on Asian topics. No more than 2 may be applied to the course or honors major; no more than 1 cred­ it may be applied to the honors minor. ^ Cognate seminar: No more than 1 credit may be applied toward the Honors major; does not count toward Honors minor. RELG 008. RELG 009. Patterns of Asian Religions The Buddhist Traditions of Asia RELG 012. History, Religion, and Culture of India, I RELG 013. History, Religion, and Culture of India, II RELG 026B. Buddhist Social Ethics RELG 027B. Asian Religions in America* RELG 028. Ritual and Image in Buddhist Traditions RELG 030B. The Power of Images: Icons and Iconoclasts* 97 Biology scon F.GILBERT, Professor5 MARK JACOBS, Professor and Chair JOHN B. JENKINS, Professor5 RACHEL A . M ERZ, Professor TIMOTHY C. WILLIAMS, Professor KATHLEEN SIWICKI, Associate Professor AMY C. VOLLMER, Associate Professor SARA HIEBERT, Assistant Professor ROGER LATHAM, Assistant Professor5 COUN PURRINGTON, Assistant Professor ELIZABETH A . VALLEN, Assistant Professor1 ERIC WIENER, Visiting Assistant Professor DARLENE BRAMUCCI, Laboratory Instructor/Academic Coordinator SHANE MURRAY, Laboratory Instructor JOGELYNE MATTEI-NOVERAL, Laboratory Instructor ANNE SEITZ TOKAZEWSKI, Laboratory Instructor THOMAS VALENTE, Laboratory Instructor MARIA MUSIKA, Administrative Assistant12 1 Absent on leave, fall 1999. 2 Absent on leave, spring 2000. 3 Absent on leave, 1999-2000. Students are introduced to biology by enrolling in BIOL 001 and BIOL 002 which serve as pre­ requisites for all intermediate and advanced biology courses. Intermediate courses are num­ bered 010-050; courses numbered beyond 100 are advanced and may be used to prepare for the Honors Program. Advanced Placement 5 is accepted for placement in some intermediate courses. See individual instructors for permis­ sion. ematics (not STAT 001 or MATH 003) or the completion of Calculus II (MATH 06A and 06B, or 06C). One semester of statistics (STAT 002 or 002C) is strongly recommended. Students majoring in Biology must take at least one course or seminar in each of the following three groups: I. Cell and Molecular Biology; II. Organismal Biology; and III. Population Biology. Course majors must take at least one advanced course or seminar in Biology and sat­ isfy the general college requirement of a com­ prehensive experience and examination in biology by participation in BIOL 097, Senior Comprehensive Exam. Special majors in biochemistry, psychobiology, bioanthropology, biostatistics, and environ­ mental science are also offered. Students wish­ ing to obtain secondary teacher certification in biology must successfully complete a major in biology which should include at least one course in plant science, in evolution, and in physics. REQUIREMENTS AND RECOMMENDATIONS Students electing to major in Biology must have a grade point average of C in BIOL 001 and-002 (or in the first two Swarthmore biolo­ gy courses), and a C average in all Swarthmore College courses in the natural sciences. The biology major must include the following sup­ porting subjects in addition to the minimum of eight biology credits composing either the Honors or the course major: Introductory Chemistry, at least one semester of Organic Chemistry, and two semesters of college math­ HONORS PROGRAM gy, and evolution of whole organisms and pop­ ulations. One laboratory per week. Primary distribution course. 1 credit. Spring 2000. Staff. Admission to the Honors Program either as a major or a minor is based on academic record (average of B or better in Swarthmore College courses in the natural sciences) and comple­ tion of prerequisites for the courses or seminars used in preparation for Honors exams. Qualified students will prepare for two external exams from the following areas: Animal Orientation, Animal Physiology, Behavioral Ecology, Biomechanics, Cell Biology, Devel­ opmental Genetics, Human Genetics, Micro­ biology, Neurobiology, Plant Physiology, and Plant Ecology. Students in Honors also will undertake a substantial research project (BIOL 180) and participate in Senior Honors Study (BIOL 199). These efforts will be evaluated by external examiners who will determine the level of honorific and grades for BIOL 180 and 199. The topics of this course focus on the history and sociology of genetics, development, and evolution; science and theology; and feminist critiques of biological sciences. Prerequisites: BIOL 001 and 002. 1 credit. Not offered 1999-2000. Gilbert. Biology course numbers reflect study at differ­ ent levels of organization—General Studies (001-009), Intermediate courses in Cellular and Molecular Biology (010-019), Organismal Biology (020-029), Population Biology (030039), Seminars in Cellular and Molecular Biology (110-119), Seminars in Organismal Biology (120-129) and Seminars in Population Biology (130-139). A n introduction to genetic analysis and mole­ cular genetics. The course explores basic prin­ ciples of genetics, the chromosome theory of inheritance, classical and molecular strategies for gene mapping, strategies for identifying and isolating genes, the genetics of bacteria and viruses, replication, gene expression, and the regulation of gene activity. Major concepts will be illustrated using human and non-human examples. One laboratory period per week. Prerequisite: BIOL 001. 1 credit. Spring 2000. Staff. COURSES GENERAL STUDIES BIOL 001. Cellular and Molecular Biology An introduction to the study of living systems illustrated by examples drawn from cell biolo­ gy, biochemistry, genetics, microbiology, neu­ robiology, and developmental biology. One laboratory period per week. Primary distribution course. 1 credit. Fall 1999. Staff. BIOL 002. Organismal and Population Biology Introduction to the study of organisms empha­ sizing morphology, physiology, behavior, ecolo­ BIOL 006. History and Critique of Biology GROUP I CELLULAR AND MOLECULAR BIOLOGY (010-019) BIOL 010. Genetics BIOL 014. Cell Biology A study of the ultrastructure, molecular inter­ actions and function of cell components. One laboratory period per week. Prerequisites: BIOL 001 and CHEM 022. 1 credit. Spring 2000. Vallen. BIOL 016. Microbiology Biology of microorganisms with an emphasis on aspects unique to prokaryotes. Topics include microbial cell structure, metabolism, physiology, genetics, and ecology. Laboratory exercises include techniques for detecting, iso­ lating, cultivating, quantifying, and identifying bacteria. Students may not take both BIOL 016 and 017 for credit. 99 Biology One laboratory period per week. Prerequisites: BIOL 001 and CHEM 022. 1 cred it. Spring 2000. Vollmer. BIOL 0 17. Microbial Pathogenesis and the Immune Response A study of infectious agents and of the humoral and cellular mechanisms by which vertebrates respond to agents. Students may not take both BIOL 016 and 017 for credit. O ne laboratory period per week. Prerequisites: BIOL 001 and 002; CHEM 022 recommended. 1 credit. Not offered 1999-2000. Vollmer. GROUP II 0RGANISMAL BIOLOGY (020-029) BIOL 020. Animal Physiology A n examination of the principles and mecha­ nisms of animal physiology ranging from the subcellular to the integrated whole animal. Possible topics include metabolism, thermoreg­ ulation, endocrine regulation, digestion, car­ diovascular physiology, respiration, osmoregu­ lation, and muscle. Prerequisites: BIOL 001, BIOL 002, CHEM 010 recommended. Primary distribution course. 1 credit. Fall 1999. Hiebert. BIOL 022. Neurobiolngy A study of the basic principles of neuroscience, with emphasis on the electrical and chemical signalling properties of neurons and their un­ derlying cellular and molecular mechanisms, as well as the functional organization of selected neural systems. One laboratory period per week. Prerequisite: BIOL 001, CHEM 010. 1 crédit. Fall 1999. Siwicki. BIOL 024. Embryology This analysis of animal development will com­ bine descriptive, experimental, and evolution­ ary approaches. Laboratories will involve dis­ section and manipulation of invertebrate and 100 vertebrate embryos. One laboratory period per week. Prerequisites: BIOL 001 and 002. 1 credit. Not offered 1999-2000. Gilbert. BIOL 026. Invertebrate Zoology Evolution, morphology, ecology, and physiol­ ogy of invertebrate animals. O ne laboratory period per week; some all-day field trips. Prerequisites: BIOL 001 and 002. 1 credit. Fall 1999. Men. BIOL 028. Plant Physiology A study of the principle physiological processes of higher plants, including photosynthesis, gas exchange, water and nutrients transport, inter­ nal metabolism, plant hormone action, and environmental responses. One laboratory period per week. Prerequisites: BIOL 001,002, CHEM 022 recommended. 1 credit. Spring 2000. Jacobs. GROUP III POPULATION BIOLOGY (030-039) BIOL 030. Animal Behavior A n introduction to the biological study of ani­ mal behavior. Topics include Primate social systems, behavioral ecology, orientation and migration. Laboratory emphasizes field tech­ niques. One laboratory or field period per week. Prerequisites: BIOL 002; STAT 002 or equivalent recommended. 1 credit. Not offered 1999-2000. Williams. BIOL 032. Field Ornithology The biology of birds in their natural habitats. The course will emphasize the diversity of birds, their ecology, evolution, adaptive physi­ ology and behavior. A t lease three Saturday or Sunday field trips are required. Prerequisites: BIOL 002 or consent of instructor. 1 credit. Fall 1999. Williams. BIOL 032-A. Spring Ornithology A field course in bird songs, identification, and behavior. Prerequisite: BIOL 032. 0.5 credit. Spring 2000. Williams. BIOL 034. Evolution This course focuses on how the genetic struc­ ture of a population changes in response to mutation, natural selection, and genetic drift. Other topics, such as evolutionary rates, speciation, and extinction provide a broader view of evolutionary processes. One laboratory period or field trip per week, with emphasis on evolutionary biology of plants. Prerequisites: BIOL 001 and 002; BIOL 010 recommended. Fall 1999. Purrington. BIOL 036. Ecology Prerequisites: BIOL 001 and 002 and one other Group III course. 1 credit. Spring 2000. Merz. BIOL 039. Marine Biology Ecology of oceans and estuaries, including discussions of physiological, and structural and behavioral adaptations of marine organ­ isms. One laboratory per week; several all-day field trips. Prerequisites: BIOL 001 and 002. Fall 2000. Merz. INDEPENDENT STUDIES BIOL 093. Independent Study A program of directed reading or laboratory or field work in a designated area of biology. 0.5 or 1 credit. Fall or spring semester. Staff. The scientific study of the relationships that determine the distribution and abundance of organisms, with a focus on plants. Topics include population dynamics, species inter­ actions, community ecology, and nutrient cycles. One laboratory period or field trip per week. Prerequisites: BIOL 001 and 002. 1 credit. Fall 1999. Wiener. Independent research in preparation for an Honors Research thesis. Fall or spring semester. Staff. BIOL 037. Systematic Botany SENIOR COMPREHENSIVE EXAMINATION Principles and methods of plant systematics, the study of plant diversity, approached through the classification and identification of the major families of vascular plants. One laboratory period per week. Prerequisites: BIOL 002 or consent of instructor. 1 credit. Not offered 1999-2000. BIOL 038. Paleobiology Introduction to the fossil record and the techniques and theories used by paleontolo­ gists. Current issues in paleontology will also be examined. One laboratory period or field trip per week. BIOL 094. Research Project W ith the permission of the Department, qualified students may pursue a research pro­ gram for course credit. Fall or spring semester. Staff. BIOL 180. Honors Research 095, 097, and 199 are not part of the 8credit minimum in Biology. BIOL 095. Senior Project W ith the permission of the department a stu­ dent may write a senior paper in Biology for satisfaction of the requirement of a compre­ hensive examination for graduation. BIOL 097. Senior Seminar A consideration of a topic from the perspec­ tives of several biological subdisciplines. Serves as the senior comprehensive and exam, required of all Biology majors in course. Fall 1999. Staff. 101 Biology HONORS STUDY BIOL 199. Senior Honors Study A interactive, integrative program to allow Honors students to finalize their research thesis spring semester. Staff. tion to natural and experimental stressors and their applications. Independent laboratory projects. Prerequisites: BIOL 016 or 017. 2 credits. Fall 1999. Vollmer. BIOL 120. Biological Rhythms SEMINARS BIOL 110 . Human Genetics A seminar exploring the genetic analysis of the human genome. Nonhum an model systems will be examined along with human systems. Laboratory Project. Prerequisites: BIOL 010 or consent of instructor. 2 credits. Not offered 1999-2000. Jenkins. BIOL 1 1 1 . Developmental Genetics Seminar students will be reading current lit­ erature on the molecular bases of differential gene expression. Emphasis is on the forma­ tion of the embryonic axes of Drosophila and vertebrates. The laboratory will attempt to characterize the expression of newly isolated genes. Prerequisites: BIOL 010, 014, 024, or consent of instructor. One laboratory per week. 2 credits. Not offered 1999-2000. Gilbert. BIOL 1 14 . Regulation of Cell Division A study of events of the cell cycle necessary for cell division and the mechanisms of regu­ lation which function to control these processes. The critical evaluation of original research literature and the examination of current issues in the field will be emphasized. One laboratory per week. Prerequisites: BIOL 014,015, or consent of instructor. 2 credits. Not offered 1999-2000. Vallen. BIOL 116 . Microbial Processes and Biotechnology A study of microbial mechanisms of adapta­ 102 A n examination of the properties of biologi­ cal clocks, including the molecular basis of the clock, neural control, and the signifi­ cance of the rhythms they generate. One seminar meeting each week and ongo­ ing independent projects. Prerequisites: BIOL 001, 002, and one of the following courses: BIOL 014,016,017, 020, or 022. Not offered 1999-2000. Hiebert. BIOL 12 1. Physiological Ecology Physiological basis for interactions between animals and the environment, including thermoregulation, seasonality, foraging, reproduction, and energetics. Laboratory exercises and independent projects. Prerequisites: BIOL 001, 002, and 020 or permission of instructor. 2 credits. Spring 2000. Hiebert. BIOL 122. Developmental Neurobiology Seminars focussing on cellular and molecular mechanisms of nervous system development and plasticity. Independent laboratory projects. Prerequisites: BIOL022 or 111. 2 credits. Not offered 1999-2000. Siwicki. BIOL 123. Learning and Memory Seminars focusing on the anatomy, physiolo­ gy and molecular biology of neural systems underlying learning and memory. Independent laboratory projects. Prerequisites: BIOL 022 or permission of instructor. 2 credits. Spring 2000. Siwicki. BIOL 126. Biomechanics Basic principles of solid and fluid mechanics will be explored as they apply to the mor­ phology, ecology, and evolution of plants and animals. Prerequisites: BIOL 001, 002, and one other Group II or Group III Biology course. 2 credits. Spring 2000. Merz. BIOL 128. Control of Plant Development A n examination of cellular, intercellular, and environmental control mechanisms operat­ ing in plant growth and development. Particular examples will be studied in depth, with an emphasis upon critical evaluation of original research literature. One seminar meeting each week and contin­ uing laboratory projects. Prerequisites: BIOL 001, 002, and one other Biology course. 2 credits. Fall 1999. Jacobs. BIOL 130. Behavioral Ecology Prerequisites: BIOL 002, 036, or equivalent. 2 credits. Fall 1999. Wiener. BIOL 13 7. Biodiversity The ecology of patterns in species diversity and their causes at global, regional and local scales. Readings and presentations also encompass problems in paleobiology, systematics, biogeography, geology, macroevolution, extinction, and ethical, cultural and eco­ nomic issues pertaining to biodiversity and its conservation. Attendance is required on several all-day field trips (returning as late as 7 p.m.). Students form small research groups; each group designs and implements an inde­ pendent field research project or a compo­ nent of a larger project conducted by more than one group. Prerequisites: BIOL 002 and BIOL 036 or equivalent. 2 credits. Not offered 1999-2000. Latham. The study of the evolution of behavior as an adaption to an environment. Topics include bioeconomics, gender roles, mating systems, cooperation and communication. Prerequisites: BIOL 030 or 032 or 034 or 036. Students with preparation outside biology should seek permission of the instructor. 2 credits. Spring 2000. Williams. BIOL 134. Plant Defense Seminars focusing on the selective pressures, and consequent genetic changes, associated with interactions of individuals from two or more species. One seminar meeting each week and contin­ uing, independent laboratory projects. Prerequisites: BIOL 001 and 002, and BIOL 034; STAT 002 and BIOL 010 recommended. 2 credits. Spring 2000. Purrington. BIOL 135. Forest Ecology Plant ecology within temperate and tropical forests with a focus on trees. Implications for the conservation, restoration, and manage­ ment of forest resources are examined. 103 Black Studies Coordinator: SARAH WILLIE (Sociology/Anthropology) Jen Gifford (Administrative Assistant) Committee: Timothy Burke (History) Syd Carpenter (Art) Yvonne Chireau (Religion) Allison Dorsey (History)3 Charles James (English Literature) Colin Leach (Psychology)3 Micheline Rice-Maximin (Modem Languages) Peter Schmidt (English Literature)' 1 Absent on leave, fall 1999. 3 The aims of the Black Studies Program are twofold: to make available to students an inter­ disciplinary structure of study of Black people in Africa, the Americas and elsewhere in the diaspora; and to provide sites where the various fields of study intersect and where students may explore variable approaches to an emer­ gent discipline. All majors may add the concentration to their program of study or include Black Studies as the focus of their minor in the External Examination Program by fulfilling the require­ ments stated below. Applications for admission to the concentration are normally made in the spring term of the sophomore year. All pro­ grams must be approved by the Committee on Black Studies. ticipating. The tutorial or seminar will normal­ ly be conducted in the spring term of the senior year, and will culminate in a thesis adminis­ tered by the Black Studies Committee. It is often possible to combine the Black Studies thesis with the senior project for the major. Students who apply their thesis credit to both the major and the concentration must receive advanced approval from the Black Studies Committee and the major department in the fall of the senior year. The Honors Minor All students participating in the Honors Program are invited to add the minor in Black Studies by defining a 2-credit preparation in the concentration. Normally this preparation will be based on two units of credit chosen from the courses approved by the Black Studies Program or it may take the form of a 2-credit thesis written under Program supervision. All minors must otherwise meet the requirements of the concentration as noted earlier. The Honors minor may pair Black Studies courses together. Such course combinations could include, say, HIST 008B and LING 037 or FREN 077 and ENGL 078 or ECON 082 and POLS 058. W ith respect to course combi­ nations, it should be noted that all Honors work is normally done during the junior and senior years. In the spring of the senior year, the student will be examined with a written and oral exam by an outside examiner. The 2-credit Honors thesis option must clearly fall within the topic of Black Studies and include substantial work (at least 50 percent) REQUIREMENTS All candidates for the concentration in Black Studies are expected to take BLST 015 and BLST 091 plus three additional courses for a total of five courses. Two of the three courses must be outside the major and each be in sep­ arate departments. (Members of the class of 2000 and 2001 may substitute HIST 007, RELG 010, or ENGL 057 for BLST 015.) BLST 091, Special Topics in Black Studies, may take the form of a tutorial (if there are three or fewer students in any given class) or a seminar (if there are four or more students), with all senior concentrators and minors par­ 104 Absent on leave, 1999-2000. outside of the student’s major discipline. The proposal for either the 2-credit Honors thesis or the Honors course combination must be approved by the Black Studies Committee in the fall of the senior year. In the case of the thesis, a Black Studies Committee faculty advi­ sor will be appointed to work with the student. In the spring of the senior year, the student’s Honors thesis will be examined with a written and oral exam by an outside examiner. (An Honors thesis may include a video or audio tape of a creative performance activity in dance or music, or other approved creative work.) Courses in the Black Studies concentration are listed below. Courses of independent study, special attachments on subjects relevant to Black Studies, and courses offered by visiting faculty (those courses not regularly listed in the CoUege Bulletin) may, at the discretion of the Black Studies Committee, be included in the Program. Students who wish to pursue these possibilities should consult with the coordina­ tor of the Black Studies Committee. COURSES* *Find descriptions of courses listed in the bul­ letin with the appropriate departments. Art ARTH 67. African-American Art STUA 021. African Pot Black Studies BLST 015. Introduction to Black Studies This course introduces students to the breadth and depth of the discipline of Black Studies using primary sources. It begins with an exam­ ination of current debates that define theory, method, and goals in Black Studies; it exam­ ines the movement from the more object-cen­ tered Africana Studies to subject- and agenticoriented Black Studies that occurred in the United States as a result of the civil rights and anticolonialist movements in the United States, Africa, the Caribbean, and Europe. The course examines the challenges that were levied against traditional academic disciplines with the rise of antiracist scholarship. It briefly examines the conversation between American, Caribbean and African postcolonialists, and it allows students to delve into some of Black Studies most current and exciting scholarship with a focus on the United States. 1 credit. Spring 2000. Willie. BLST 091. Special Topics in Black Studies (Thesis) Dance BANC 009. DANC 021. Dance DANC 043. DANC 053. Music and Dance of Africa History of Asian and African African Dance I African Dance II Economics EC0N 0 71. Labor Economics EC0N 073. Women & Minorities in the Economy EC0N 082. The Political Economy of Africa EC 0 N1 7 1 . Labor and Social Economics EC 0 N 18 1. Economic Development Education EDUC 068. Urban Education English Literature ENGL 057. The African American Writer ENGL 059. The Harlem Renaissance ENGL 060. The Contemporary African American Writer ENGL 079. Fiction from the Black Atlantic ENGL 12 1. The Harlem Renaissance and the Jazz Age French FREN 012L. Introduction é l’analyse littéraire FREN 033. Le Monde francophone: résistances et expressions littéraires FREN 075F. Haïti, the French Antilles and Guyane in Translation FREN 076. Femmes écrivains 105 Black Studies FREN 0 77. Prose francophone: littérature et société FREN 078. Théâtre d’écritures françaises FREN 93. French Caribbean Literature in Translation FREN 110 . Ecritures françaises hors de France: Fiction et réel MUSI 061. Jazz Improvisation History Psychology HIST 0011. First Year Seminar: African American Women HIST 007A. History of the African American People, 1619-1865 HIST 0070. History of the African American People, 1865-Present HIST 008A. Africa in the Era of the Slave Trade, 1500-1850 HIST 0088. Modern Africa, 1880 to Present HIST 053. Topics in African American Women’s History HIST 060. Cultural Constructions of Africa: Images, Inventions, and Ideologies HIST 063. History of Southern Africa HIST 067. Race in Latin America HIST 069. Debates in African Studies HIST 13 7. African American History HIST 140. The Colonial Encounter in Africa PSYC 045. Psychology of Oppression and Resistance Linguistics LING 037. Languages of Africa LING 052. Historical and Comparative Linguistics Literature LITR 070F. Caribbean and French Civilization and Cultures LITR 075F. Haiti, the French Antilles and Guyane in Translation Music MUSI 003. Jazz History MUSI 005. Music as Social History 106 Political Science POLS 033. Race, Ethnicity and Public Policy POLS 058. African Politics POLS 110 . Comparative Politics: Africa Religion RELG 010. African American Religion RELG 0246. From Vodun to Voodoo: African Religions in the Old and New World RELG 025B. Black Women and Religion RELG 109. Afro-Atlantic Religions Sociology and Anthropology SOAN 015. Introduction to Race and Ethnicity SOAN 016. Sociology through African American Women’s Writings SOAN 030. Spirits in Exile: Afro-Latin Religions in the Americas SOAN 030A. Cuba and Puerto Rico: “ The two wings of a single bird?” SOAN 0 43 .20th Century Black Political Thought SOAN 050. Constitution of Knowledge Chemistry ROBERT F. PASTERNACK, Professor JUDITH G. VOET, Professor and Acting Chair ROBERT S. PALEY, Associate Professor and Chair5 THOMAS A . STEPHENSON, Professor KATHLEEN P. HOWARD , Assistant Professor AHAMINDRA JAIN, Visiting Assistant Professor PAUL R. RABLEN, Assistant Professor SHERYL A . HEMKIN, Visiting Assistant Professor MICHAEL R. WEDLOCK, Visiting Assistant Professor VIRGINIA M . INDIVERO, Lecturer MARY E . ROTH, Lecturer and Director of Introductory Laboratories DONNA T. PERRON E , Laboratory Instructor CHARLOTTE VELOSKI, Laboratory Instructor BRENDA L a WIDO, Laboratory Instructor KAY McGINTY, Administrative Assistant 3 Absent on leave, 1999-2000. The aim of the Chemistry Department is to provide sound training in the fundamental principles and basic techniques of the science and to provide interested students with the opportunity for advanced work in the main subdisciplines of modem chemistry. REQUIREMENTS AND RECOMMENDATIONS The normal route for entrance to the advanced level program is to take CHEM 010 followed by 022, 032, and 038. Students with an espe­ cially strong precollege background in chem­ istry are advised to begin with CHEM 010H. Such students will normally be asked to take a placement examination. Students seeking Advanced Placement credit may also be required to take this examination. Consult with the Department Chair. The minimum requirement for a major in Chemistry is nine credits in the department. These must include CHEM 010,022,032,034, 038, 045A/B, 046, 050 and one single-credit seminar. Students should note the Mathe­ matics and Physics prerequisites for Inorganic and Physical Chemistry. Those considering a major in Chemistry are strongly urged to complete MATH 005, 006A, 006B, 018 and PHYS 003, 004 (or 007, 008) by the end of the sophomore year. In addition, all students must complete CHEM 010, 022 and 034 before enrolling in a Chemistry Department seminar. Students should complete these requirements by the fall semester of the junior year. Those students planning professional work in Chemistry should include in their programs a fourth semester of mathematics and at least two additional credits in chemistry. Accred­ itation by the American Chemical Society (ACS) is useful for those who intend to pursue a career in chemical industry and requires a year of independent research through CHEM 094, 096, or 180. Further, proficiency in read­ ing scientific German, Russian, or French is an asset to the practicing chemist. Students desiring teacher certification in chemistry must complete BIOL 001, 002 in addition to the Chemistry major program. All candidates for teacher certification are required to assist in the instruction of the lab­ oratory of an introductory chemistry course on one afternoon per week for two semesters. Research opportunities with individual staff members are available through CHEM 094, 096, and 180. Majors are encouraged to consult the staff about current research problems under investigation. 107 Chemistry BIOCHEMISTRY SPECIAL MAJOR In collaboration with the Department of Biology, the Department of Chemistry also offers a Special Major in Biochemistry (see dis­ cussion of Special Major, p. 63), which pro­ vides the student with the opportunity to gain a strong background in chemistry with special emphasis on the application of chemistry to biochemical and molecular biological prob­ lems. The requirements include CHEM 022, 032, 034, 038, 045A/C, 046, 050 and 108. Biochemistry majors must also complete either (1) a biochemically related, sophomore-level Biology course (with lab) and a biochemically related advanced Biology seminar (with lab), or (2) two biochemically related, sophomorelevel Biology courses (with labs). The term “biochemically related” is defined here to include all Biology Group I courses and other courses that are deemed appropriate by consul­ tation among members of the Chemistry and Biology Departments. Students should note the Mathematics, Physics, Chemistry, and Biology prerequisites for these courses. Those considering a major in Biochemistry are strongly urged to complete MATH 005, 006A, 006B, 018 and PHYS 003,004 (or 007,008) by the end of the Sophomore year. In addition, all students must complete CHEM 010, 022 and 034 before enrolling in a Chemistry Depart­ ment seminar. Students should complete these requirements by the fall semester of the junior year. Research opportunities are available in both the Biology and Chemistry Departments. Interested students should consult the chairs of the two departments. CHEMICAL PHYSICS SPECIAL MAJOR In collaboration with the Physics and Astron­ omy Department, the Chemistry Department also offers a special major in chemical physics (see discussion of Special Major, p. 63), which provides the student with the opportunity to gain a strong background in the study of chem­ ical processes from a microscopic and molecu­ lar point of view. The special major combines course work in chemistry and physics at the introductory and intermediate levels, along with advanced work in physical chemistry and physics, for a total of between 10 and 12 cred­ 108 its. Laboratory work at the advanced level in either chemistry or physics is required; mathe­ matics courses in linear algebra and multivari­ able calculus are prerequisites to this work. In preparation for a major in chemical physics, students must complete by the end of the sophomore year: (1) CHEM 010/010H and 022; (2) PHYS 006, 007, 008 (PHYS 003, 004 can substitute, but the 006, 007, 008 sequence is strongly recommended); (3) further work appropriate to the major in either chemistry (CHEM 034, 045A/B and/or 046) or physics (PHYS 014 and 050); (4) MATH 016 and 018: A n example of a Major in Chemical Physics follows: CHEM 022, 034, 045A/B, 046, 050, 104; PHYS 007, 008, 014, 050, 111, 113. HONORS PROGRAM Fields Available for Examination: The fields offered by the Chemistry Department for examination as part of the Honors program are Topics in Modem Organic Chemistry; Topics in Bioinorganic and Organometallic Chem­ istry; Chemical Dynamics; Theory and Applications of Spectroscopy; Topics in Biochemistry; and Biophysics. The department will offer three of these preparations during each academic year. In addition, a 2-credit Research Thesis will be offered during each academic year. All Honors majors in chemistry will be required to include a research thesis as one of their three fields of study. Preparation for a research thesis within an Honors program consists of enrollment in two credits of CHEM 180 during the senior year. Preparations for the other five fields consist of completion of the relevant single-credit semi­ nar and associated prerequisites. For each of the preparations, these prerequisites include CHEM 010,022, and 034; MATH 005, 006A, and 006B; PHYS 003 and 004. Individual preparations carry additional requirements and prerequisites, as noted below: Topics in Modem Organic Chemistry: CHEM 032, 102 (seminar). Chemical Dynamics: CHEM 045B, 104 (seminar); MATH 018. Theory and Applications of Spectroscopy: CHEM 045B, 105 (seminar); MATH 018. Topics in Bioinorganic and Organometallic Chemistry: CHEM 032, 046, 106 (seminar). Topics in Biochemistry: CHEM 032, 038, 045 A/B or A/C, 0108 (seminar); BIOL 001. Biophysics: CHEM 034, 038, 110 (seminar). Chemistry Majors: Honors majors in chemistry will be required to complete three preparations in chemistry, one of which must be the research thesis. Regardless of the fields selected for external examination, all Honors majors in Chemistry are required to complete CHEM 010,022,032,034,038,045A/B, 046, and 050. Biochemistry Majors: The Honors Program in biochemistry will consist of four preparations in at least two departments, as follows: (1) Topics in Biochemistry (CHEM 108) or Bio­ physics (CHEM 110); (2) one biochemically oriented preparation from the Biology Department; (3) a 2-credit biochemically ori­ ented research thesis carried out under the supervision of faculty from the Chemistry and/or Biology Departments; and (4) one addi­ tional preparation chosen from the Chemistry Department or the biochemically related preparations offered by Biology and Psychology Departments. In addition to the academic credits that comprise the Honors Program, Biochemistry majors are required to complete CHEM 045A/C, 046, and 050. Students should note the Chemistry, Biology, Physics; and Mathematics prerequisites to these courses and the seminars that are included in the Honors program. Chemistry Minors: All of the fields available to Chemistry and Biochemistry majors are avail­ able for students wishing to minor in Chemistry, with the exception of the Research Thesis. All minors must meet the same prereq­ uisite requirements for seminars established by the Department for Chemistry and Biochem­ istry majors. COURSES CHEM 001. Chemistry in the Human Environment This course will include the study of the cen­ tral concepts of chemistry in the context of current problems that impact on the human environment. This list includes the greenhouse effect, ozone depletion, acid rain, energy uti­ lization, waste disposal, air and water quality, nutrition, food production, toxic substances, drugs, AIDS, brain chemistry and medicine. Class discussion into the philosophical and public policy aspects of these problems as well as the chemistry will be encouraged. Assigned reading material will be non-mathematical and emphasize organic and biochemistry as well as general chemical principles. One laboratory period every second week. Primary distribution course. 1 credit. Spring 2000. Wedlock. CHEM 010. General Chemistry A study of the general concepts and basic prin­ ciples of chemistry; atomic 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. 1 credit. Fall 1999. Pasternack, Hemkin. CHEM 01 OH. General Chemistry: Honors Course Topics will be drawn from the traditional gen­ eral chemistry curriculum, but discussed in greater detail and with a higher degree of mathematical rigor. Special emphasis will be placed on the correlation of molecular struc­ ture and reactivity, with examples drawn from biological, transition metal, and environmen­ tal chemistry. Some familiarity with elemen­ tary calculus concepts will be assumed. Open to first-year students only. One laboratory period weekly. Prerequisites: A score of at least 4 on the Advanced Placement Chemistry exam or at least 6 on the International Baccalaureate Advanced Chemistry exam or equivalent per­ formance on the departmental placement exam or permission of the instructor. Primary distribution course. 1 credit. Fall 1999. Jain. CHEM 022. Organic Chemistry I A n introduction to the chemistry of some of the more important classes of organic com­ pounds; nomenclature, structure, physical and spectroscopic properties, methods of prepara­ tion and reactions of aliphatic and aromatic hydrocarbons, halides and monofunctional 109 Chemistry oxygen compounds, with an emphasis on ionic reaction mechanisms. One laboratory period weekly. Prerequisite: CHEM 010. 1 credit. Spring 2000. Jain. CHEM 032. Organic Chemistry II A continuation of CHEM 022 with emphasis on more advanced aspects of the chemistry of monofunctional and polyfunctional organic compounds, multistep methods of synthesis, and an introduction to bioorganic chemistry. One laboratory period weekly. Prerequisite: CHEM 022. 1 credit. Fall 1999. Rablen. CHEM 034. Principles of Physical Chemistry A survey of some basic concepts of physical chemistry including states of matter, the laws of thermodynamics, chemical equilibria, elec­ trochemistry, chemical kinetics and introduc­ tions to quantum theory, atomic and molecular structure, and spectroscopy. O ne laboratory period weekly. Prerequisites: CHEM 010, MATH 005, 006A, 006B, PHYS 003, 004 (or 007, 008). 1 credit. Foil 1999. Wedlock. CHEM 038. Biological Chemistry A n introduction to the chemistry of living sys­ tems: protein conformation, principles of bio­ chemical preparation techniques, enzyme mechanisms and kinetics, bioenergetics, inter­ mediary metabolism, and molecular genetics. One laboratory period weekly. Prerequisite: CHEM 032 (BIOL 001 recom­ mended). 1 credit. Spring 2000. Jain. CHEM 045A. Intermediate Physical Chemistry I Continued discussion of the principles intro­ duced in CHEM 034, focusing on thermody­ namics, the properties of condensed matter, and nonideal systems. O ne laboratory period weekly. 110 Prerequisites: CHEM 034, MATH 018. 0.5 credit. Spring 2000, first half. Stephenson. CHEM 045B. Intermediate Physical Chemistry II Continued discussion of the principles intro­ duced in CHEM 034, focusing on chemical bonding, spectroscopic methods, statistical thermodynamics, and chemical reaction dynamics. One laboratory period weekly. Prerequisites: CHEM 034, MATH 018. 0.5 credit. Spring 2000, second half. Hemkin. CHEM 045C. Biophysical Chemistry Continued discussion of the principles intro­ duced in CHEM 034, focusing on the applica­ tion of physical chemistry to the study of bio­ logical problems such as the determination of macromolecular structure and the measure­ ment of both intramolecular and intermolecular interactions important in stabilizing bio­ logical structures. One laboratory period weekly. Prerequisites: CHEM 034,038. 0.5 credit. Spring 2000, second half. Howard. CHEM 046. Inorganic Chemistry A study of the structure, bonding, and reactiv­ ity of inorganic compounds with emphasis on the transition metals. Included in the syllabus are discussions of crystal and ligand field theories, organometallic chemistry and bio­ inorganic chemistry. The laboratory compo­ nent emphasizes the synthesis, spectroscopy, and magnetic properties of transition metal complexes including organometallic sub­ stances and ones of biochemical interest. One laboratory period weekly. Prerequisite: CHEM 034. 1 credit. Spring 2000. Pasternack. CHEM 050. Modern Instrumental Methods in Chemistry and Biochemistry This laboratory-intensive course centers on modem instrumental methods, including fluo­ rescence, infrared, ultraviolet, and mass spec­ trometry. Special emphasis is given to Fourier- transform nuclear magnetic resonance. Approximately five hours of laboratory weekly. Prerequisites: CHEM 032 and either 038 or 046. Prior or concurrent registration in CHEM 034 is required. 1 credit. Fall 1999. Howard, Voet. SEMINARS The following single credit seminars may be taken for credit towards a degree in Course or for Papers in the External Examination Pro­ gram. All students should note that CHEM 010,022, and 034 constitute a minimum set of prerequisites for enrollment in any Chemistry Department seminar. These requirements should be completed by the end of the fall semester of the junior year. Individual seminars carry additional prerequisites, as listed below. CHEM 102. Topics in Modern Organic Chemistry This course will address selected advanced top­ ics of current interest in the fields of synthetic and physical organic chemistry. Materials will be drawn both from textbooks and from the current research literature, and will cover such topics as methods for forming carbon-carbon bonds, control of relative and absolute stereo­ chemistry, applications of stoichiometric and catalytic organometallic chemistry in synthe­ sis, self-assembly, mechanisms of complex or unusual reactions, experimental methods for determining reaction mechanisms, and molec­ ular orbital theory. Prerequisite: CHEM 032. 1 credit. Alternate years, Fall 1999. Jain, Rablen. CHEM 104. Chemical Kinetics and Reaction Dynamics An examination of the theories and experi­ mental techniques that explore chemical reac­ tivity, focusing on microscopic and macroscop­ ic time-resolved phenomena. Examples will be drawn from solution and gas-phase systems, ranging from atmospheric chemistry and mole­ cular beam scattering to electron transfer and chemical substitution reactions in solution. Prerequisites: CHEM 045B, MATH 018; CHEM 038 or 046 recommended. 1 credit. Fall 1999. Pasternack, Stephenson. CHEM 105. Theory and Applications of Spectroscopy A n examination of topics in molecular spec­ troscopy, beginning with quantum mechanical principles and extending to chemical applica­ tions of NMR, electronic and ro-vibrational spectroscopies. Prerequisites: CHEM 045B, MATH 018. 1 credit. Alternate years, Spring 2000. Not offered 19992000. Howard, Wedlock. CHEM 106. Topics in Bioinorganic and Organometallic Chemistry Topics at the interface of inorganic, bio- and organic chemistry, including bonding theory for transition metal complexes, physical meth­ ods for their study, mechanistic and synthetic aspects of Werner and organometallic com­ plexes, self-assembly processes, and bioinor­ ganic chemistry. Prerequisites: CHEM 032, 046. 1 credit. Alternate years, Fall 1999. Not offered 1999-2000. Paley, Pasternack. CHEM 108. Topics in Biochemistry Physical methods used to study high resolution biomacromolecular structure will be discussed, using examples from the primary literature. Techniques used to measure the forces stabiliz­ ing intramolecular and intermolecular interac­ tions, and their application to proteins, nucle­ ic acids, carbohydrates and lipid membranes will be included. Recent developments in the rational design of ligands for biological receptors, based on results from the physical methods described previous­ ly, will be used to highlight the importance of diverse approaches to the study of biomolecular recognition. Prerequisites: CHEM 038, BIOL 001. Prior or concurrent enrollment in BIOL 010 or 014 or 016 or 017 and/or CHEM 045 A/B or A/C is recommended. 1 credit. Spring 2000. Voet, Howard. Ill Chemistry C H EM 110 . The Physical Basis of Biomolecular Structure and Function (Cross-listed as PHYS 139) Introduction to the interdisciplinary field of biophysics in which biological systems are explored using the quantitative perspective of the physical scientist. Rather than provide a comprehensive overview of an extremely large field, the seminar presents a consistent per­ spective by focusing on two important exam­ ples of biophysical problems that have domi­ nated the literature: (1) How is the three dimensional conformation of a protein formed and stabilized? (2) W hat are the physical forces responsible for the unique properties of lipid bilayer membranes? Topics will include elec­ trostatics of solvated biomolecules, statistical thermodynamics of polymers, physical meth­ ods for studying macromolecules and biological energy transduction. The seminar will be large­ ly textbook-based, with regularly-assigned problem sets. Prerequisites: CHEM 034 and GHEM 038, or CHEM 010 and PHYS 014, or permission of the instructors. 1 credit. Spring 2000. Stout and Howard. STUBENT RESEARCH 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. CHEM 094. Research Project 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. 0.5 or 1 credit. Each semester. Staff. CHEM 096. Research Thesis Chemistry and biochemistry majors will be provided with an option of writing a senior research thesis in lieu of taking comprehensive 1 12 examinations. Students are strongly urged to participate in on-campus research during the summer between their junior and senior years. The student will form an advisory committee to consist of (but not be limited to) two mem­ bers of 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 of two credits of CHEM 096 to be taken during the last three semesters of the student’s residence at Swarthmore. ii. A thesis based upon the student’s research activity to be submitted prior to the last week of classes of the final semester. Guidelines for the preparation of the thesis will be provided to the student. 1 credit. Each semester. Staff. CHEM 180. Research Thesis A n opportunity for students in the External Examination program to participate in research with individual staff members. The thesis topic must be chosen in consultation with some member of the staff and approved early in the semester preceding the one in which the work is to be done. 1 credit. Each semester. Staff. Classics GILBERT P. ROSE, Professor1 WILLIAM N. TURPIN, Professor and Chair ROSARIA V. MUNSON, Associate Professor GRACE M . LEDBETTER, Assistant Professor7 ROBERT J . SKLENAR, Visiting Assistant Professor (part-time) FRANCESCA GIEGENGACK, Administrative Assistant 1 Absent on leave, fall 1999. Classics is the study of the ancient Greeks and Romans, who produced some of the world’s greatest literature and influenced the entire subsequent course of Western history and cul­ ture. The Department of 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 of one year. After 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 001 to 019 and in seminars. Courses (not seminars) numbered 020 and over have no prerequisites and assume no knowledge of Greek or Latin; instead, English translations are used to introduce students to the history, literature, philosophy, mythology, religion, and archaeology of the ancient world. The courses specifically in ancient history count as prerequisites toward advanced courses | in the Department of History and as part of a major in History. The Department of Classics encourages both majors and nonmajors to spend a semester, usu­ ally during their junior year, at the Intercollegiate Center for Classical Studies in Rome. Here students from many American colleges may study Latin, Greek, Italian, art 1 history, and the ancient city; they also take i field trips in Rome and Italy. Swarthmore College also helps to support the American 7 Joint appointment with Philosophy. Academy in Rome and the American School of Classical Studies in Athens, and its students have privileges at those institutions. Classics students are eligible for the Susan P. Cobbs Scholarship and the Susan P. Cobbs Prize Fellowship for study abroad or for intensive beginning language study in the summer (see pp. 37 and 81). The Classics Department participates in the Medieval Studies Program, the Women’s Studies Program, the Comparative Literature major, and a Special Major in Linguistics. REQUIREMENTS FUR A MAJOR Greek, Latin, or Ancient 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 011 and 012 (or their equivalent) as early as possible. A major in Greek or Latin consists of at least eight credits beyond GREK 001-002 or LATN 001-002, and includes three or four seminars. A major in Ancient History consists of CLAS 031, 032, 042, 044, a 1-credit attachment to any of the above (see pp. 65-67, Formats of Instruction), and a second one-credit attach­ ment or else another course in Classical Civilization. One of the following seminars is also required for Ancient History: LATN 102, LATN 105, GREK 113. In their last semester, majors who are not in the Honors Program take a comprehensive examination. 113 Classics THE HONORS PROGRAM IN CLASSICS For a major in Greek or Latin, preparation for Honors exams will normally consist of three seminars (students may take a fourth seminar in the major, but not for external examina­ tion). A student minoring in Greek or Latin will take one external examination based on one seminar. Minors are, however, strongly encouraged to take more than one seminar, in order to be adequately prepared for the exami­ nation. For a major in Ancient History, one of 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-plusattachment (this differs from the requirements for the major itself). Students minoring in Ancient History will take three courses in Ancient History and add an attachment to one of them. T hat course-plus-attachment will be the preparation for the external exam. No ancient language is required for this minor. Senior majors and minors will select one paper from each seminar to be sent to the external examiner for that seminar. The student is free to submit the paper with minor or major revi­ sions or no revisions at all. The department suggests a word limit of 1,500 to 2,500 words as an appropriate guideline, although there are no absolute limits (except the college SHS limit of 4,000 words). Majors will, therefore, submit three such papers, and minors will submit one. SHS is not required for students whose Honors preparation is a course with an attachment. The portfolio sent to examiners will contain the seminar papers, together with syllabi and related materials, if any, from the instructors. A combination of (three-hour) written and oral exams will be the mode of external assessment for seminars. For course-plus-attachment, the exam will be just an oral. Latin. Primary distribution course, Humanities. 1.5 credits. Year course 1999-2000. Ledbetter. GREK 009,010. Greek Prose Composition Extensive translation of English into Greek. Meets 1 hour per week. 0.5 credit. Not offered 1999-2000. GREK 0 11. Intermediate Greek The chief reading is usually a work of Plato. The course emphasizes both language skills and the discussion of literature and philosophy. Other readings may include selections from the Greek historians, orators, or tragedians (e.g., Euripides’ Medea). Primary distribution course, Humanities. 1 credit. Fall 1999. Sklenar. GREK 012. Homer Selections from either the Iliad or the Odyssey ate read in Greek; the remainder of the poem is read in translation. Primary distribution course, Humanities. 1 credit. Spring 2000. Ledbetter. GREK 013. Plato and Socrates The course will focus on one or more dialogues of Plato and will examine Plato’s use of the dia­ logue form both as a literary and a philosophi­ cal device. In addition, we will explore the question of the historic Socrates and his rela­ tionship to the culture of fifth-century Athens and the Sophistic movement in particular. Prerequisite: GREK O il or equivalent. 1 credit. Fall 1999. Turpin. GREK 093. Directed Reading Independent work for advanced students under the supervision of an instructor. 1 credit. Greek GREK 001-002. Intensive First-year Greek Students learn all the basics of the language, begin reading major classical writers, and are introduced to the culture and thought of the Greeks. The course meets four times a week and carries 1.5 credits each semester. There is no assumption that students have studied 114 Latin LATN 001-002. Intensive First-year Latin Students learn all the basics of the language, begin reading major classical writers, and are introduced to the culture and thought of the Romans. The course meets four times a week I and carries 1.5 credits each semester. Primary distribution course, Humanities. 1.5 credits. Year course 1999-2000. Turpin. LATN 009,010. Latin Prose Composition Extensive translation of English into Latin. Meets one hour per week. 0.5 credit. Not offered 1999-2000. LATN 0 11. Introduction to Roman Poetry After a review of grammar, students read and discuss major lyric and epic poets of the Golden Age of Roman literature (e.g., Catullus and Virgil). The course emphasizes both lan­ guage skills and literary criticism, eliciting the special characteristics and concerns of Roman poetry. Normally taken after LATN 002 or three to four years of high school Latin. Primary distribution course, Humanities. 1 credit. Fall 1999. Munson. LATN 012. The Latin Novel This course will consider the Roman novel and its relation to prose and verse satire. Texts will be studied both as products of 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 will be drawn primarily from the Satyriccm of Petronius and Apuleius’ Metamorphoses. Prerequisite: LATN 011 or equivalent. 1 credit. I Not offered 1999-2000. LATN 013. Literature of the Augustan Age I A portrait of the Age of Augustus from the viewpoint of one or more contemporary poets, such as Ovid, Virgil, Horace, and Propertius, who contributed to the greatness of the period I while often questioning its assumptions. I Prerequisite: LATN 011 or equivalent. I Primary distribution course, Humanities. 1 credit. I Not offered 1999-2000. LATN 014. Medieval Latin I I I I 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: LATN O il or equivalent. Primary distribution course, Humanities. 1 credit. Spring 2000. Munson. LATN 015. Latin Elegy Selected readings in the Latin poetry of love and death. Authors may include Propertius, Tibullus, Sulpicia, and Ovid as well as some of the later elegists. Prerequisite: LATN O il or equivalent. Primary distribution course, Humanities. 1 credit. Fall 1999. Sklenar. LATN 016. Republican Prose: Cicero Cicero stood at the political and cultural cen­ ter of the late Roman Republic. Readings are chosen from his speeches. We examine his prose style, especially his use of rhetoric and invective as a means of persuasion. We also study his role in transmitting Greek culture to the Romans, and by extension to ourselves. Prerequisite: LATN O il or equivalent. 1 credit. Not offered 1999-2000. LATN 0 17. Latin Poetry and the Modernists This course explores Latin poems influential in the creation of the Modernist verse of, in par­ ticular, Ezra Pound, and T.S. Eliot. The Latin texts are read in the original, for their own sake and in their own context, but we also explore the readings given them by the Modernists, in an attempt to assess the uses and and impor­ tance of their common literary tradition. Prerequisite: LATN 011 or equivalent. Primary distribution course, Humanities. 1 credit. Not offered 1999-2000. LATN 093. Directed Reading Independent work for advanced students under the supervision of an instructor. 1 credit. A ncient History All of the courses in ancient history are prima­ ry distribution courses in Social Sciences. They also count as prerequisites for advanced cours­ es in the Department of History and as part of a major in History. ' 115 Classics CLAS 031. History of Greece A study of the political and social history of the Greek cities from the Mycenaean or Bronze Age to the end of the classical period. Topics include the growth of the city-states, the devel■■6|)ment of democracy, the period of Athenian political and cultural leadership, and Athens’ rivalry with Sparta. Primary distribution course, Social Sciences. 1 credit. Not offered 1999-2000. CLAS 032. The Roman Republic 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 leg­ ends of Rome’s foundation and of its republi­ can constitution; the conquest of 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. Primary distribution course, Social Sciences. 1 credit. Not offered 1999-2000. CLAS 042. Democratic Athens Using diverse primary sources (Thucydides’ Histories, tragedy, comedy, and others), this course explores several aspects of classical Athenian culture: democratic institutions and ideology, social structure, religion, intellectual trends, and the major historical events that affected all of these and shaped the Greek world in the fifth and early fourth centuries B.C. Primary distribution course, Social Sciences. I credit. Fall 1999. Munson. CLAS 044. The Early Roman Empire A detailed study, using primary sources, of the political, economic, social, and cultural history of the Roman world from the fall of the Republic through the Antonine Age (50 B.C.A:D. 192). Primary distribution course, Social Sciences. I credit. Not offered 1999-2000. CLAS 056. Pagans and Christians in the Roman Empire This course considers the rise of Christianity 116 and its encounter with the religions and the political institutions of the Roman Empire. It Concentrates on Christianity in the second and third centuries of the Common Era and its relationship with Judaism, Hellenistic philoso­ phies, state cults and mystery religions, and the various pagan responses to Christianity, from conversion to persecution. Ancient texts may include Apuleius, Lucian, Marcus Aurelius, Porphyry, Justin, Origen, Lactantius, Eusebius, and the Ace of the Christian Martyrs. There is no prerequisite, though CLAS 044 (Early Roman Empire) and RELG 004 (New Testament and Early Christianity) provide use­ ful background. Primary distribution course, Social Sciences. 1 credit. Spring 2000. Turpin. CLAS 093. Directed Reading Independent work for advanced students under the supervision of an instructor. 1 credit. Literature in Translation and Classical Archaeology CLAS 020. Plato (Cross-listed as PHIL 020) 1 credit. Spring 2000. Ledbetter. CLAS 033. Homer and Greek Tragedy The two most popular types of literature among the ancient Greeks were epic and tragedy. This course studies the major works of both genres in detail through English transla­ tions. We place them into their cultural and performance contexts and discuss their explo­ 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 of the hero. Readings include the Iliad and Odyssey and plays by Aeschylus, Sophocles, and Euripides, no prior knowledge of which is assumed. Primary distribution course, Humanities. 1 credit. Not offered 1999-2000. CLAS 034. Women in Classical Literature Helen, Penelope, Clytemnestra, Electra, Antigone, Deianira, Medea, Phaedra, Ariadne, and Dido—these Greek and Roman women, admirable or dangerous, are among the most complex literary creations of any period. This course concentrates on the representations of women in the epic poems and dramas of Greece and Rome, but it also explores the rela­ tion between such portrayals and the lives of actual women in those societies. 1 credit. Not offered 1999-2000. CLAS 036. Classical Mythology The myths of the Greeks and Romans are cen­ tral to the study of the ancient world and have had an enormous influence upon subsequent literature and other arts. This course examines selected myths in such major works of Greek and Latin literature as the Iliad and the Odyssey, the tragedies of Aeschylus, Sophocles, and Euripides, and Ovid’s Metamorphoses. 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. 1 credit. Fall 1999. Sklenar. CLAS 052. 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, Mycenae, Delphi, Olympia, and Athens. Primary distribution course, Humanities. 1 credit. Not offered 1999-2000. CLAS 060. 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 of immense influence for later times. The entire Divine Comedy and pos­ sibly selections from Petrarch and Boccaccio are read in English. 1 credit. Spring 2000. Munson. CLAS 093. Directed Reading Independent work for advanced students under the supervision of an instructor. 1 credit. SEMINARS LATN 102. The Roman Emperors This seminar explores Latin authors of 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 writ­ ers (e.g., Tacitus, Suetonius, and Pliny) and poets (e.g., Lucan, Seneca, and Juvenal) are included. 2 credits. Frill 1999. Turpin. LATN 103. Latin Epic This seminar usually focuses on Virgil’s Aeneid, although it may include other major Latin epics. 2 credits. Not offered 1999-2000. LATN 105. The Fall of the Roman Republic This seminar examines Latin texts from the traumatic period of the Late Republic (70-40 B .C .). It focuses on the social and political cri­ sis of the period as well as its connections with the artistic and philosophical achievements of the first great period of Latin literature. Authors include Lucretius, Catullus, Cicero, and Sallust. 2 credits. Not offered 1999-2000. LATN 107. Horace The seminar emphasizes the Odes and Epodes and their place in the tradition of Greek and Roman lyric poetry. A ttention is also given to the Satires and Epistles, especially the Ars Poetica, and to their importance for the history of satire and literary criticism. A n effort is made to grasp the totality of Horace’s achieve­ ment in the context of the Augustan Age. 117 Classics 2 credits. Spring 2000. Sklenar. GREK 1 1 1 . Greek Philosophers This seminar is devoted mainly to the study of Plato, which is supplemented by study of the pre-Socratic philosophers and of Aristotle and the Hellenistic schools. The orientation of the seminar is primarily philosophical, although the literary merits of the Greek philosophers receive consideration. 2 credits. Not offered 1999-2000. GREK 112 . Greek Epic This seminar studies either the entirety of Homer’s Odyssey in Greek or most of the Iliad. 2 credits. Not offered 1999-2000. GREK 113 . Greek Historians This seminar is devoted to a study of Herodotus and Thucydides, both as examples of Greek historiography and as sources for Greek history. 2 credits. Fall 1999. Munson. GREK 114 . Greek Drama This seminar usually focuses on one play by each of the major tragedians—Aeschylus, Sophocles, and Euripides. Other plays are read in translation. The works are placed in their cultural setting and are discussed as both drama and poetry. 2 credits. Spring 2000. Rose. 118 Comparative Literature I Coordinator: CAROLYN ICSJAK (English Literature) I Committee: Alan BerkOWitZ (Modem Languages and Literatures) Elizabeth Bolton (English Literature)*1 Thompson Bradley (Modem Languages and Literatures) Marion Faber (Modem Languages and Literatures) John HaSSett (Modem Languages and Literatures) George Moskos (Modem Languages and Literatures)3 Gil Rose (Classics) Philip Weinstein (English Literature)2 Hansjakob Werlen (Modem Languages and Literature) 1 Absent on leave, fell 1999. I 2 Absent on leave, spring 2000. _ I I I i ”| J ■ I ■ I The Comparative Literature major is adminis­ tered by a Comparative Literature Committee made up of the coordinator and faculty repre­ senting the Classics, English Literature and Modem Languages and Literatures Depart­ ments. The basic requirement for the major is work in two literatures in the original language. In planning a Comparative Literature major, students should look at course listings in the Classics, English and M odem Languages departments. O f courses in Classics and Modem Languages and Literatures, only courses in the original language numbered O il or above are counted as constituents of the Comparative Literature major. O f English courses numbered 005A-X, only one may be counted for the major. Students applying for the major will submit to the Comparative Literature coordinator a pro­ posal of integrated study which sets forth the courses and/or seminars to be taken and the principle of coherence on that the program of study is based. The student will also submit a 6to 10-page writing sample from a previously completed course. The committee will review the proposal and the essay and advise the stu­ dent. Note: In lieu of a regular course, the Comparative Literature Committee will consider proposals for one or more research papers written as course attachments as well as proposals to substitute an extended research paper for course credit. 3 Absent on leave, 1999-2000. REQUIREMENTS FOR A MAJOR IN COURSE 1. Ten credits in two or more literatures in the orig­ inal languages, including a substantial con­ centration of work—normally four or five courses—in each of the literatures. The the­ sis (described later) does not count toward these 10 credits. Students working entirely in languages other than English may propose one course in translation as a part of their program, as long as it is deeply relevant to their plan of study. Students working in English and any lan­ guage other than Chinese must do all of their work in the original languages. Because of the special demands of Chinese language and literature, students working in Chinese may propose a program based on attach­ ments (in Chinese) to literature courses taught in translation. 2. A 1- or 2-credit thesis, covering work in at least two languages, planned in the spring of the junior year, and submitted in the spring of the senior year, no later than April 30. Before the end of the junior year, the student will submit to the committee an outline for the thesis and propose faculty advisors from appropriate departments. In some cases, the committee may ask that the thesis be written in whole or in part in the language of a liter­ ature studied other than English. 3. An oral comprehensive examination, 1 to 1.5 hours in length, at the end of the senior year, based on the thesis and on the courses and seminars comprising the major. Comparative Literature REQUIREMENTS FOR A MAJOR OR MINOR IN THE HONORS PROGRAM Major: Four 2-credit preparations in at least two literatures in the original language, one of which is a thesis. O ne of the preparations may be used as an independent minor (in Russian or German Studies, for instance) if the minor’s departmental requirements have been met. Minors requiring unrelated preparations such as Biology or Psychology are not allowed: all four Honors preparations are necessary compo­ nents of the comparative literature Honors major. Minor: A 2-credit thesis integrating prepara­ tions that have been done in two literatures in the original language. Prerequisite for admission into the Honors Program: Successful completion of an ad­ vanced course in literature in each of the liter­ atures of the student’s program of study. A min­ imum grade of a B is required. Mode of examination: For each preparation, a 3hour written examination prepared by the external examiner and a 30-minute oral based on the contents of the written examination. Procedures for all majors: All majors will meet with members of the Comparative Literature Committee before the end of the junior year to review and assess the student’s program. A t this time, both Course and Honors majors will submit thesis proposals and propose faculty advisors. The courses and seminars that compose the Comparative Literature major’s formal field of study will naturally differ with each major. To give some sense of the range of possibilities available, a series of sample programs are offered below. SAMPLE: COMPARATIVE LITERATURE COURSE MAJOR Focus: The Black Atlantic ENGL 005R: Fictions of Identity FREN 012L: Introduction a I’analyse litteraire ENGL-054: Faulkner, Morrison and the Representation of Race FREN 025: Centers and Peripheries in the Francophone World 120 ENGL 059: The Harlem Renaissance FREN 077: Prose francophone ENGL 079: Fiction from the Black Atlantic FREN 110: Écritures françaises hors de France (Caribbean) ENGL 086: Postcolonial Theory and Lit. 1-credit thesis. SAMPLE: COMPARATIVE LITERATURE HONORS MAJORS Focus: Modernism Courses GERM 013: Introduction to German Literature GERM 052: The Body Machine: Deconstructing the Body Politic in Postwar German Drama ENGL 045: Modem British Poetry ENGL 053: American Poetry Seminars ENGL 115: Modem Comparative Literature ENGL 121: The Harlem Renaissance and the Jazz Age GERM 109: Rise of the Modem German Novel 2-credit thesis. SAMPLE: COMPARATIVE LITERATURE HONORS MINOR Background Courses GERM 013: Introduction to German Literature GERM 091: Rethinking Representation (plus attachment in German) SPAN 013: Introduction to Spanish American Literature SPAN 070: Rebeldía y renovación artística: la generación de 98 2-credit diesis: Kant’s influence on Hölderlin and Pio Baroja. \ Computer Science CHARLES F. KELEM EN, Professor1 JAMES MARSHALL, Visiting Assistant Professor USA MEEDEN, Assistant Professor and Program Director TIA NEWHALL, Instructor JOAN M. McCAUL, Administrative Assistant Committee: ChariAS Grinstead (Mathematics) Bruce Maxwell (Engineering) Sharon Friedler (Music & Dance) a student to be selected 3 Absent on leave, 1999-2000. 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 of the­ ories and models to aid in the understanding and analysis of the properties of algorithms, computing systems, and their interrelationship. The 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. AH the courses emphasize the funda­ mental concepts of computer science, treating today’s languages and systems as current exam­ ples of the underlying concepts. The Computer Science Laboratory provides up-to-date soft­ ware and hardware facilities. There are three entry points to the Computer Science curricu­ lum at Swarthmore. CPSC 010: Great Ideas in Computer Science is designed for Freshmen with little or no experi­ ence in computer science. It is an introduction that emphasizes breadth of coverage over depth or skill building. Most appropriate for first or second year students who lack confi­ dence in their abilities in Computer Science. CPSC 021: The Imperative Paradigm: UNIX and C falls between CPSC 010 and CPSC 022 in pace. No previous experience with comput­ ers is necessary. CPSC 021 will introduce fun­ damental ideas in computer science while building skill in software development. This course is appropriate for all students who want to be able to write programs. It is for students who are comfortable with computers. This is the usual first course for Computer Science Majors and Concentrators. Students with Advanced Placement credit or extensive pro­ gramming experience may be able to place out of this course. CPSC 022: Structure and Interpretation of Computer Programs is designed for students who plan to take several courses in Computer Science. This course is a fast-paced introduc­ tion to the kind of abstraction used in all areas of Computer Science. The language used is a dialect of LISP. For students who intend to be Computer Science majors, minors, or concen­ trators and are fluent in a language like C and feel comfortable about their abilities, this is the best first course. Students or advisors who want more advice on placement in Computer Science courses should feel free to contact any Computer Science faculty member by phone or in person. The Computer Science Program offers special majors, majors and minors in the Honors Program, and concentrations. Students inter­ ested in any of these options are encouraged to meet with the director of the computer science program as early in their Swarthmore years as possible. The concentration in computer sci­ ence is designed for students who desire a co­ herent introduction to the core topics in the field but cannot afford the number of courses required of a major. Students completing the concentration will possess a number of intel­ lectual skills useful in many disciplines. 121 Computer Science SPECIAL MAJOR IN COMPUTER SCIENCE JOINT SPECIAL MAJORS The requirements for a Special Major in Com­ puter Science consist of: Two mathematics courses numbered above 008 (MATH 009 and MATH 016 recommended) Each of CPSC 021, CPSC 022, CPSC 023, CPSC 035, CPSC 046, CPSC 097 Three of CPSC 040, CPSC 041, CPSC 043, CPSC 063, CPSC 075, CPSC 081, MATH 072, ENGR 021, ENGR 024, LING 050, or LING 108 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 consultation with the director of the Computer Science Program as early in the student’s program as possible. Approval of a special major is not guaranteed. It will depend upon the availability of re­ sources (both faculty and equipment) and the student’s demonstrated ability to work inde­ pendently. CONCENTRATION IN COMPUTER SCIENCE The Concentration in Computer Science can be combined with any major in the College. It 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 field. Students interested in a Concentration in Computer Science should submit a concentra­ tion proposal for approval by the Computer Science Committee, preferably by the end of their sophomore year. If this proposal is not part of 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 con­ sulted when writing such a proposal. Although some flexibility is possible, the requirements for the Concentration in Computer Science will consist of six courses including a compre­ hensive experience. The six courses should be selected as follows: Each of CPSC 021, CPSC 022, MATH 009, CPSC 035, CPSC 097 One of CPSC 023, CPSC 041, or CPSC 046 The comprehensive experience will ordinarily be satisfied by completing CPSC 097: Senior Conference. In some cases, a thesis or project may be used to satisfy some other department’s 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. 122 HONORS PROGRAM Honors majors and minors in computer science are available. HONORS MAJOR A n honors major in Computer Science will consist of: two 2-credit preparations, one 2credit research report or thesis, and a minor preparation. The following will be submitted to external ex­ aminers to be evaluated as described in more detail below: A. Two 2-credit preparations to be selected from the combinations of courses listed below. Each of these 2-credit preparations will be ex­ amined by a 3 hour written exam and an oral exam. B. One 2-credit research report or thesis to be read by an external examiner and examined orally. We expect that all Computer Science examin­ ers will meet together to discuss honors recom­ mendations for Computer Science majors and minors. C. Senior Honors Study portfolio. \ DETAILS A. Currently approved papers for part A. Preparation Course Combination Algorithms Two of CPSC 041 Algorithms, CPSC 035, or MATH 072 Combinatorial Optimization Algorithms & Theory CPSC 041 Algorithms CPSC 046 Theory of Computation Artificial Intelligence & Robotics CPSC 081 Building Intelligent Robots CPSC 063 Artificial Intelligence Compiler Design & Theory CPSC 046 Theory of Computation CPSC 075 Compiler Design & Construction Computer Architecture ENGR 021 Digital Logic Design CPSC 023 Computer Architecture Programming Languages CPSC 043 Programming Languages CPSC 075 Compiler Design &. Construction Selections to satisfy part A must include 4 dis­ tinct courses. In certain circumstances, the Computer Science Program may be willing to consider other groupings of courses, seminars, or courses with attachments. In all cases the Computer Science Program must approve the student’s plan of study. B. A t a minimum, this will involve a review of one or more scholarly papers from the primary literature of computer science and the writing of a scholarly scientific paper. We hope that the paper will report on a research experience involving 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 of 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 of the senior year to complete the work and write the paper. It is expected that the paper will be completed by the end of the fall semester. C. Senior Honors Study will consist of full par­ ticipation in CPSC 097 Senior Conference with course students in the spring semester of the senior year. To be eligible for an honors major in computer science students must 1. Have a B+ average in all Computer Science courses completed by the end of Junior year. These must include: CPSC 021, CPSC 022, CPSC 035, and at least one of CPSC 023 or CPSC 046. 2. Have demonstrated proficiency in mathe­ matical argument and reasoning by the end of the Junior year. Ordinarily this proficiency will be assumed if the student has: a. Passed MATH 009 and MATH 016 with a grade of B+ or better or b. Passed MATH 016H with a grade of B or better or c. Completed MATH 047 or MATH 049 with a grade of B- or better. 3. Complete by the end of the senior year both of CPSC 023 and CPSC 046, and in addition CPSC 093, and CPSC 097. HONORS MINOR IN COMPUTER SCIENCE One 2-credit preparation to be selected from combinations of courses listed in A above. An examiner will set both a 3 hour written exam and an oral exam for the preparation. 123 Computer Science To be eligible for an honors minor in comput­ er science a student must 1. Have a B+ average in all Computer Science courses completed by the end of Junior year. These must include: CPSC 021, CPSC 022, CPSC 035, and at least one of the CPSC 023 or CPSC 046. 2. Have demonstrated some proficiency in mathematical argument and reasoning by the end of the Junior year. Ordinarily this profi­ ciency will be assumed if the student has: a. Passed MATH 009 or MATH 016 with a grade of B or better or b. Passed MATH 016H or MATH 047 or MATH 049 with a grade of B- or better. STUDY ABROAD Other 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 Intelli­ gence or Cognitive Science. In such Gases, stu­ dents 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 040 will be offered in alternate years.) CPSC 010. Great Ideas in Computer Science 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. The Computer Science Program will give credit for appropri­ ate courses taken aboard. The program deter­ mines credit earned by students on their return to Swarthmore on the basis of evidence pre­ sented by the student. Depending on the re­ sources available to the program, independent study and/or reading courses may occasionally be offered to accommodate students who are unable to take desired offerings because of study abroad. This course will introduce a number of funda­ mental ideas in computer science. Topics to be covered include: history, applications, the basic design of a digital computer, the programming process, theory of computability, artificial in­ telligence, and the social implications of 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. Nonetheless, much of the material will be en­ countered in laboratory sessions in addition to the lecture-discussion sessions. Lab work required. It is designed for freshmen, and they will be given enrollment preference. Prerequisite: None. Primary distribution course. 1 credit. Each semester. Staff. GRADUATE STUDY CPSC 021. The Imperative Paradigm: Unix and C Students interested in graduate study in Computer Science will be well prepared by a Special Major in Computer Science. Some graduate programs will also accept students who have majored in Mathematics or Engi­ neering and completed a sufficient number and selection of Computer Science courses. The choice of the appropriate major and computing courses will depend on the student’s interests and should be made in consultation with the director of the Computer Science Program. 124 This course introduces students to fundamen­ tal aspects of the field of computing, focusing on problem solving, software design concepts, and their realization as imperative programs run on the Unix operating system. A n intro­ duction to the Unix operating system and the C programming language for the purpose of gaining mastery of these principles will be pro­ vided. Topics to be covered include: Von Neumann architecture, operating system overview, Unix, Emacs editor, C programming, control structures, arrays, procedural abstrac­ tion, pointers, iteration, recursion, sorting, data types and their representation, elementary data structures, Lists, Stacks, Queues, informal analysis of algorithms, informal verification using loop invariants, elementary Unix tools (such as grep, sort, tr), introduction to shell scripts. Lab work required. Prerequisites: None. Primary distribution course. I credit. Each semester. Knerr, Newhall. CPSC 022. Structure and Interpretation of Computer Programs This course is a serious introduction to the study of 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. This 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. Prerequisite: Comfort with your computing abilities. Primary distribution course. 1 credit. Each semester. Marshall, Meeden. CPSC 023. Computer Architecture (Cross-listed as ENGR 022) An in-depth tour of current computer technol­ ogy, including selected RISC and CISC micro­ processor instruction sets and addressing modes, superscalar architectures, interrupts and DMA, peripherals, memory system hierar­ chy, virtual memory, and computer networks. Fundamental operating system concepts. Parallel and distributed computer systems. The laboratory will include studies of specific ma­ chines from microcontrollers to workstations. Lab work required. Prerequisites: CPSC 021, some experience with UNIX and C, or permis­ sion of instructor. 1 credit. Spring semester. Maxwell. CPSC 035. Algorithms and Object Oriented Computing This course completes the broad introduction to computer science begun in CPSC 021 or CPSC 022. It provides a general background for further study in the field. Topics to be cov­ ered include: object-oriented programming in Java or C++, advanced data structures (trees, tries, graphs, etc.) and algorithms, software de­ sign and verification, and parallel and distrib­ uted algorithms. Students will be expected to complete a number of programming projects il­ lustrating the concepts presented. Lab work required. Prerequisites: CPSC 021 or permission of instructor. MATH 009 recom­ mended. 1 credit. Spring 2000. Newhall. CPSC 040. Computer Graphics (Cross-listed as ENGR 026) Techniques used to model and display three-di­ mensional scenes. Topics include 2D and 3D transformations, clipping, scan conversion, projections, coordinate systems, rendering, ray tracing, representing curves/surfaces/solids, color, lighting, and software and hardware for graphics systems. A laboratory will involve programming user-interface systems and im­ ages using the X I1 package, an interactive X toolkit, and PEX. Lab work required. Prerequisites: CPSC 021, extensive familiarity with C, or permission of instructor. Linear algebra and some calculus is helpful. I credit. Fall 2000. Maxwell. CPSC 041. Algorithms The study of algorithms found to be useful in many diverse areas. Considerable attention is paid to correctness and time and space re­ sources required. Topics to be covered include: abstract data types, trees (including balanced trees), graphs, searching, sorting, and the im­ pact of several models of parallel computation on the design of algorithms and data structures. Lab work required. Prerequisite: CPSC 035. 1 credit. Spring 2000. Newhall. 125 Computer Science CPSC 043. Foundations of Programming Language Design A study of the organization and structure of modem programming languages with an em­ phasis on semantic issues. Topics include spec­ ifying syntax and semantics, conventional and abstract data types, control structures, proce­ dural languages, functional languages, objectoriented languages, other classes of languages, program correctness, concurrency and syn­ chronization, language design and evaluation, and implementation issues. Lab work required. Prerequisite: CPSC 035. 1 credit. Fall 1999. Marshall. CPSC 045. Operating Systems Concepts This course is an introduction to the theory, design, and implementation of operating sys­ tems. A n operating system is the software layer between user programs and the computer hard­ ware. It provides abstractions of the underlying hardware that are easier to program, and it manages the machine’s resources. The follow­ ing topics will be covered: processes (including synchronization, communication, and schedul­ ing), memory (main memory allocation strate­ gies, virtual memory, and page replacement policies), file systems (including naming and implementation issues), I/O (including de­ vices, drivers, disks, and disk scheduling), and security. Lab work required. Prerequisite: CPSC 035. 1 credit. Fall 1999. Newhall. CPSC 046. Theory of Computation The study of various models of computation leading to a characterization of the kinds of problems that can and cannot be solved by a computer and, for those problems that can be solved, a means of 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 of computation, computability, and complexity. Prerequisite: CPSC 035. 1 credit. Next offered spring 2001. 126 CPSC 063. Artificial Intelligence The unifying theme of this course is the con­ cept of an intelligent agent. Based on this per­ spective, the problem of AI is seen as describ­ ing and building agents that receive percep­ tions from an environment and perform appro­ priate actions based on them. This course will examine many different methods for imple­ menting this mapping from perceptions to ac­ tions including: production systems, reactive planners, logical planners, and neural net­ works. We will use robots to explore these methods. Lab work required. Prerequisite: CPSC 035. 1 credit. Next offered fall 2000. CPSC 075. 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 took. Lab work required. Prerequisite: CPSC 035. 1 credit. Fall 1999. Meeden. CPSC 081. Building Intelligent Robots This course addresses the problem of 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 of simple tasks such as obstacle avoidance and light following. In lecture/discussion sessions, students will ex­ amine the major paradigms of robot control through readings with an emphasis on adaptive approaches. Lab work required. Prerequisite: CPSC 063 or permission of instructors. 1 credit. Spring 2000. Maxwell and Meeden. CPSC 091. Special Topics in Computer Science In general, subject matter for CPSC 091 is de­ pendent 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. CPSC 093. Directed Reading and/or Research Project With the permission of a staff member who is willing to supervise it, a qualified student may undertake a program of extra reading and/or a project in an area of computer science. CPSC 097. Senior Conference This course provides senior concentrators and special majors an opportunity to delve more deeply into a particular topic in computer science synthesizing material from previous courses. Recent topics have been evolutionary computation (1998, 1999), complexity, en­ cryption, and compression (1996), and parallel processing (1995). CPSC 097 is the usual method used to satisfy the comprehensive re­ quirement for a computer science major or concentrator. Spring 2000. Newhall. SEMINARS CPSC 199. Senior Honors Study 12 7 Economics JOHN P. CASKEY, Professor2 STEPHEN S. GOLUB, Professor ROBINSON G. HOLLISTER J R ., Professor MARK KUPERBERG, Professor1 STEPHEN A . O’CONNELL, Professor BERNARD SAFFRAN, Professor LARRY E . WESTPHAL, Professor AMANDA BAYER, Associate Professor' PHILIP N. JEFFERSON, Associate Professor5 ELLEN B. MAGENHEIM, Associate Professor and Chair THOMAS D EE, Assistant Professor PEGGY dePROPHETlS, Visiting Lecturer MARY ANNE STEWART, Administrative Assistant12 1 Absent on leave, fall 1999. 2 Absent on leave, spring 2000. 3 Absent on leave, 1999-2000. The courses in economics have three main goals: (1) to provide insight into the processes and accompanying institutions through which productive activity is organized; (2) to develop a set of tools for analyzing economic processes and institutions; and (3) to build a foundation for reaching informed judgments on issues of public policy. ECON 001 or its equivalent is a prerequisite for all other work in the department. In addition, all majors in economics must satisfy a theory requirement by taking ECON 011 (Inter­ mediate Microeconomics) and ECON 021 (Intermediate Macroeconomics). They must also satisfy a statistics requirement by taking ECON 031 (Statistics for Economists) or its equivalent or STAT 053 (STAT 001 or STAT 002 do not meet the requirement). The statis­ tics course in the Economics Department focuses more on the application of statistical tools to economic problems; the statistics courses in the Mathematics and Statistics Department focus more on the derivation of the mathematical and statistical properties of various estimators. To read the literature in economics critically, a knowledge of elementary calculus is extremely useful. The department very strongly recom­ mends that students take MATH 005 and either MATH 006A and 006C (basic calculus) or the series of MATH 006A and 006B and MATH 018. MATH 016 (Linear Algebra) and MATH 018 (Several Variable Calculus) are valuable for those intending to focus on the more technical aspects of economics. Students planning to attend graduate school in econom­ ics should give serious thought to taking addi­ tional mathematics courses such as MATH 030 (Differential Equations) and MATH 047 (Introduction to Real Analysis). 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. To graduate as a major, a student must: have at least 8 credits in economics; meet the theory and statistics requirements; and, in the senior year, pass the comprehensive examination given early in the spring semester (course stu­ dents) or the Honors examinations given at the end of the spring semester (honors stu­ dents). To be prepared for the comprehensive exam, course students are strongly advised to complete ECON O il, ECON 021, and ECON 031 (or its equivalent) before the second semester of their senior year. Students who are contemplating a major in economics should consult “Economics at Swarthmore: Department Handbook” (avail- 128 able in the department office) for additional information regarding the details of the pro­ gram. COURSES ECON 001. Introduction to Economics Covers the fundamentals of microeconomics and macroeconomics: supply and demand, market structures, income distribution, fiscal and monetary policy in relation to unemploy­ ment and inflation, economic growth, and international economic relations. Focuses on the functioning of markets as well as on the rationale for and the design of public policy. Prerequisite for all further work in economics. Primary distribution course. I credit. Fall 1999 and spring 2000. Staff. ECON 003. The World According to Economics This course explores, from an economic per­ spective, the economic content of subjects addressed by other disciplines throughout the College. Topics include pollution, the use of nonrenewable resources and economic growth, international trade and underdeveloped coun­ tries, and markets and social and moral devel­ opment. I credit. Not offered 1999-2000. ECON 005. Savage inaccuracies: The Facts and Economics of Education in America (Cross-listed as EDUC 069) This course investigates the relationship between issues of resource allocation and edu­ cational attainment. It examines the facts about student achievement and educational expenditure in the U.S. and the relationship between them. It studies what is known about such questions as: Does reducing class size improve student achievement? Does paying teachers more improve teacher quality and stu­ dent outcomes? The course also investigates the relationship between educational attain­ ment and wages in the labor market. Finally, it analyzes the effects of various market-oriented education reforms such as vouchers and charter schools. This course may be counted toward a concentration in Public Policy. Prerequisites: ECON 001 and any statistics course (or the consent of the instructor), EDUC 014 is strongly recommended. 1 credit. Not offered 1999-2000. ECON 006. Ths U.S. Economy and Economic Thought: Roosevelt Through Clinton The course will examine the development of the U.S. economy since the 1920s. There will be two major themes: How did economic analysis respond to changing economic prob­ lems, and what effect did the new analysis have on the economic policies that the government pursued? 1 credit. Not offered 1999-2000. ECON 010. Current Issues in Economic Policy Examines current microeconomic and macroeconomic policy issues. Topics vary year to year, depending on developments in the econ­ omy. Recent topics have included flagging economy-wide performance, health care, tax reform, and personal finance. The format is seminar-like. Reading material includes the economic and financial pages of current peri­ odicals, reports of think tanks, and other cur­ rent literature. 1 credit. Fall 1999. Safiffan. ECON 0 11. Intermediate Microeconomics Provides a thorough grounding in intermedi­ ate-level microeconomics. The standard topics are covered: behavior of consumers and firms, structure and performance of markets, income distribution, general equilibrium, and welfare analysis. Students do extensive problem solv­ ing to facilitate the learning of theory and see practical applications. 1 credit. Fall 1999. Westphal. ECON 012. Games and Strategies How should you bargain for a used car or medi­ ate a contentious dispute? This course is an introduction to the study of strategic behavior and the field of game theory. We analyze situa­ tions of interactive decision making in which 129 Economics the participants attempt to predict and to influence the actions of others. We use exam­ ples from economics, business, biology, politics, sports and everyday life. This course may be counted toward a concentration in Peace and Conflict Studies. 1 credit. Not offered 1999-2000. ECON 021. Intermediate Macroeconomics Intermediate-level macroeconomics. Models are developed of the determination of 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 of theoretical tools to policy issues. 1 credit. Spring 2000. Kuperberg. ECON 022. Banking and Financial Markets. This course examines the economics of finan­ cial institutions and markets. Among the top­ ics considered are (1) economic explanations for the existence and operations of banks; (2) the regulation of financial institutions and markets; and (3) theories of stock, bond, futures, and option prices. 1 credit. Fall 1999. Caskey. ECON 031. 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 STAT 053, or ECON 035. 1 credit., Fall 1999 and spring 2000. Hollister. ECON 032. Operations Research (Cross-listed as ENGR 057) The principles of operations research as applied in defining optimal solutions to engi­ neering and economic problems to assist deci­ 130 sion making. The working principles of engi­ neering economics are introduced in conjunc­ tion with operations research topics. Normally for junior and senior students. Prerequisites: Elementary linear algebra and high school algebra. Primary distribution course, Natural Sciences only and only if enrolled for ENGR 057. I credit. Fall 1999. McGarity. ECON 033. Accounting This course surveys financial and managerial accounting. Covered are concepts and meth­ ods of financial accounting following generally accepted accounting principles and the effects of alternative principles on the measurement of periodic income and financial status. Recent changes in accounting methods such as those stimulated by manufacturing advances are examined, as are concerns about ethical stan­ dards. (This course can not be used to satisfy the College’s distribution requirements.) 1 credit. Spring 2000. deProphetis. ECON 035. Econometrics Quantitative methods used in estimating eco­ nomic models and testing economic theories are studied. Students learn to use statistical packages to apply these methods to problems in business, economics, and public policies. Prerequisite: ECON 031 or equivalent; or instructor’s permission. 1 credit. Fall 1999. Hollister. ECON 041. Public Finance This course focuses on government expendi­ ture, tax, and debt policy. A major part of the course is devoted to an analysis of current pol­ icy issues in their institutional and theoretical contexts. The course will be of most interest to students having a concern for economic policy and its interaction with politics. This course may be counted toward a concentration in Public Policy. Recommended: ECON O il. 1 credit. Spring 2000. Dee. i ; 1 ? i 1 (i n ic si la tl m cc ECON 042. Law and Economics The purpose of this course is to explore the premises behind the use of utilitarian con­ structs in the analysis of public policy issues. In particular, the appropriateness of the growing use of economic methodology will be examined through an intensive study of issues in property, tort, contract, and criminal law. This course may be counted toward a concentration in Public Policy. Recommended: ECON O il. 1 credit. Not offered 1999-2000. ECON 043. Public Policy and the American Family The American family has undergone tremen­ dous change over the last century: family size has. decreased, mothers of young children have entered the labor market in large num­ bers, the divorce rate and the rate of births to single mothers have risen, and relationships between generations within a family have grown more distant. This course will exam­ ine these and related changes and attempt to understand what their causes and effects are and the role that public policy plays in caus­ ing the changes or responding to them. This course may be counted toward concentra­ tions in Public Policy and Women’s Studies! 1 credit. Not offered 1999-2000. ECON 044. Urban Economics The topics covered in this course include the economic decline of central cities, trans­ portation policies, local taxation, theories of urban growth patterns, local economic devel­ opment initiatives, and the economics of land use and housing. I credit . Not offered 1999-2000. ECON 051. The International Economy This course surveys the theory of trade (microeconomics) and of the balance of pay­ ments and exchange rates (macroeconom­ ics). The theories are used to analyze topics such as trade patterns, trade barriers, flows of labor and capital, exchange-rate fluctuations, the international monetary system, and macroeconomic interdependence. This course may be counted toward a concentra­ tion in Public Policy. Prerequisite: ECON O il or ECON 021; Recommended: both. 1 credit. Spring 2000. Golub. ECON 053. International Political Economy (Cross-listed as POLS 068) This course uses political and economic per­ spectives to analyze the international econo­ my. Topics include the rise and decline of hegemonic powers, the controversy over “free” versus “fair” trade under the GATT/WTO, foreign debt and default, the role of the state in economic development, international financial markets, the history of the international monetary system. Prerequisite: POLS 004 and ECON 001. 1 credit. Not offered 1999-2000. ECON 061. Industrial Organization This course examines why firms and markets are organized as they are and how their orga­ nization affects the way they operate. Topics include the relationship between market structure and firm behavior; particular aspects of firm behavior—pricing, advertis­ ing, and collusion; and the effects of regula­ tion. This course may be counted toward a concentration in Public Policy. Recommended: ECON O il. 1 credit. Fall 1999. Magenheim. ECON 0 71. Labor Economics Labor market operations are the focus. Topics covered include determinants of wage and benefit levels, growth in inequality of earn­ ings, employment, unemployment, the changing role of unions, discrimination on the basis of race and gender, the effects of immigration, and returns to education. This course may be counted toward concentra­ tions in Black Studies and Women’s Studies. Recommended: ECON O il. 1 credit. Not offered 1999-2000. 131 Economics ECON 073. Women and Minorities in the Economy This course focuses on the roles of gender, race, and diversity in economic systems. Topics include the economic status of women and minorities; sources of race and gender inequality, including wage and job discrimi­ nation; public policy issues (e.g., comparable worth, affirmative action, child care, and welfare reform); and bias in economic theory and policy. This course may be counted toward concentrations in Public Policy, Women’s Studies, and Black Studies. 1 credit. Not offered 1999-2000. ECON 081. Economic Development A survey covering the principal theories of economic development and the dominant issues of public policy. W ithin a perspective that emphasizes choice and transfer 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 programs in Black Studies and Asian Studies. 1 credit. Fall 1999. O ’Connell. ECON 075. Health Economics ECON 082. Political Economy of Africa Topics addressed in this course include the economics of health care demand and supply, the changing organization of health care delivery, demographic change and demands on the health care system, problems of 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, and comparative analysis of health care systems in different countries. This course may be counted toward a concentration in Public Policy. 1 credit. Not offered 1999-2000. A survey of economic development experi­ ence in Sub-Saharan Africa, focusing on the postindependence period. We study policy choices in their political and institutional context using case study evidence and the analytical tools of positive political economy. Topics of current interest include the eco­ nomic role of the state, risk management by firms and households, devaluation in the CFA zone, and international financial flows. This course may be counted toward concen­ trations in Black Studies and Public Policy. 1 credit. Not offered 1999-2000. ECON 076. Environmental Economics Examines economic development and cur­ rent economic structure, along with major policy issues (domestic plus vis-à-vis the United States), in some o f the principal economies of Asia, focusing on those in East Asia but including at least one South Asian country as well. A major paper o n an Asian economy is required. This course may be counted toward a concentration in Public Policy as well as a program in Asian Studies. 1 credit. Spring 2000. Westphal. Introduction to basic concepts and methods used in evaluating environmental benefits and costs and in assessing mechanisms for allocating environmental resources among present and future uses, with due attention to seemingly noneconomic concerns. Specific topics include pollution and environmental degradation; use of exhaustible and renew­ able resources; management of air, water, and energy resources; sustainable economic growth; and international resource manage­ ment. This course may be counted toward concentrations in Environmental Studies and Public Policy. Recommended: ECON O il. 1 credit. Spring 2000. Westphal. 132 ECON 083. Asian Economies ECON 099. Directed Reading W ith consent of a supervising instructor, individual, or group study in fields of interèst not covered by regular course offerings. Fall or spring semester. Staff. SEMINARS ECON101 A . Economic Theory: Advanced Microeconomics Subjects covered include consumer and pro­ ducer theory, optimization and duality, general equilibrium, risk and uncertainty, asymmetric information and game theory. Prerequisites: ECON O il and at least one of the following: MATH 016, MATH 018, or MATH 030. 1 credit. Spring 2000. Bayer. ECON 101B. Economic Theory: Advanced Macroeconomics Subjects covered include microfoundations of macroeconomics, monetary and fiscal policy with multiple assets, dynamic aggregate supply and demand, growth theory, rational expecta­ tions, and New Classical and New Keynesian macroeconomics. Techniques used include comparative statics with linear algebra and economic dynamics with differential equations Prerequisites: ECON 021 and at least one of the following: MATH 016, MATH 018, or MATH 030. 1 credit. Spring 2000. O ’Connell. ECON 122. Financial Economics The seminar examines modem developments in the theory of asset prices and the economics of financial institutions. Topics include (1) economic explanations for the existence and operations of banks; (2) the regulation of financial institutions and markets; and (3) the­ ories of stock, bond, futures, and option prices. Prerequisites: ECON 011, MATH 06A and 06C, and ECON 031. 2 credits. Fall 1999. Caskey. ECON 135. Econometrics Quantitative methods used in estimating eco­ nomic models and testing economic theories are studied. Students leam to use statistical packages to apply these methods to problems in business, -economics, and public policies. Studies applying econometric methods to major economic issues are critiqued by stu­ dents. A substantial individual empirical research project is required. Prerequisite: ECON 031, equivalent, or per­ mission of the instructor. 2 credits. Fall 1999. Hollister. ECON 14 1. Public Finance This seminar focuses on the analysis of govern­ ment expenditure, tax, and debt policy. This course may be counted toward a concentration in Public Policy. Prerequisite: ECON O il. Recommended: ECON 021. 2 credits. Spring 2000. Safffan. ECON 15 1. International Economics Both microeconomics and macroeconomics are applied to an in-depth analysis of the world economy. Topics include: trade patterns; trade barriers; international flows of labor and capi­ tal; exchange-rate fluctuations; the interna­ tional monetary system; macroeconomic inter­ dependence; and case studies of selected indus­ trialized, developing, and Eastern bloc coun­ tries. This seminar may be counted toward a concentration in Public Policy. Prerequisite: ECON O il and ECON 021. 2 credits. Spring 2000. Golub. ECON 16 1. Industrial Organization and Public Policy The 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 of behavior. Other topics include the effects of antitrust policy; and economic regulation and deregulation. This course may be counted toward a concen­ tration in Public Policy. Prerequisite: ECON 011. 2 credits. Fall 1999. Magenheim. ECON 1 7 1 . Labor and Social Economics Students discuss such topics as the organization of work within firms; labor market operations, unions and labor relations, unemployment and macroconditions; economic analysis educa­ tion, health care, housing, and discrimination; 133 Economics determinants of income inequality; govern­ ment policies with respect to health, educa­ tion, and welfare. This course may be counted toward a concentration in Public Policy (1 credit) and Black Studies. Recommended: ECON O il. 2 credits. Spring 2000. Hollister. ECON 18 1. Economic Development A survey of theories of 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 of government policy. Students write sever­ al short papers examining the literature and a longer paper analyzing a particular country s experience. This seminar may be counted toward a concentration in Public Policy or Black Studies or in the Asian Studies Program. Prerequisite: ECON O il or ECON 021. 2 credits. Fall 1999. O ’Connell. ECON 198. Thesis W ith consent of a supervising instructor, hon­ ors majors may undertake a senior thesis for double credit. Fall 1999 and spring 2000. Staff- ECON 199. Senior Honors Study Senior Honors Study consists of a seminar taken in the second semester of 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 rewritten seminar papers will be sent to the examiner who is examining that preparation. Majors receive 1 credit and minors 0.5 credit. 134 Education K. ANN RENNINGER, Professor3 EVA F. TRAVERS, Professor and Program Director USA SMULYAN, Associate Professor DIANE ANDERSON, Assistant Professor ROBERT GROSS, Dean of Students KEVIN KUMASHIRO, Visiting Instructor and Minority Scholar in Residence MARIA ONG WENBOURNE, Visiting Instructor*5 ELAINE BRENNEMAN, Visiting Assistant Professor* KAE KALWAIC, Administrative Assistant 3 Absent on leave, 1999-2000. 6 Spring 2000 (appointment that semester only). 5 Fall 1999 (appointment that semester only). The Program in Education has three purposes: to expose students to issues in education from a variety of disciplinary perspectives, to pro­ vide a range of 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. The Program’s most important goal is to help students learn to think critically and creatively about the process of education and the place of education in society. To this end, both its introductory and upper level courses necessarily draw on the distinctive approaches of Psychology, Sociology, Anthro­ pology, Political Science, 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 limit of four fieldbased Education credits (currently EDUC 016, 017, and 091A) that can be counted toward graduation. EDUC 014, Introduction to Edu­ cation, is generally considered a prerequisite for further work in the Program. SPECIAL MAJORS There is no major in Education, but Special Majors with Linguistics, Political Science, Psychology, and Sociology/Anthropology are regularly approved, and Special Majors with other fields can be developed. Special Majors involving Education usually include ten to twelve credits, generally six credits in the pri­ mary department and four in Education or at least five in each of 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 Majors. HONORS PROGRAM Students may pursue the Honors Program in Education either as a part of a Special Major or as a Minor. Special Major Honors Programs will take one of the following forms: (1) two 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, 2-credit thesis receives 1 credit from both departments. All Education Special Majors in the Honors Program will complete a two credit thesis and will write an intellectual essay which will be included in a portfolio submitted to the honors examiner. Education Minors in the Honors Program will take either a 2-credit seminar or a course and attachment or write a 2-credit thesis to prepare for the external examination. 135 Education 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. The Swarthmore course may be taken prior to study abroad or subsequent to it. 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 of workshops in Math, Social Studies and Science Methods. REQUIREMENTS FOR SECONDARY TEACHER CERTIFICATION TEAGHER CERTIFICATION Swarthmore offers a competency-based teacher preparation program for students who seek sec­ ondary certification from the Commonwealth of Pennsylvania. Competency is judged by an interdisciplinary committee of the faculty whose members have established criteria for certification in Biology, Chemistry, English, French, German, Mathematics, Physics, Spanish, and Social Studies. Individual pro­ grams are developed in conjunction with departmental representatives and members of the Education staff. All students seeking certi­ fication must meet Swarthmore College’s gen­ eral requirements for course distribution and a major. A list of specific requirements for certi­ fication in each subject area are available in the Education Office as well as the relevant departmental office. 9th semester option: Students who have com­ pleted all the requirements for certification in their discipline and in Education, except for Student Teaching (EDUC 016) and Curric­ ulum and Methods Seminar (EDUC 017) may apply to return following graduation to com­ plete the teacher certification program during a ninth semester. During this semester they take EDUC 016 and 017; they pay for a total of one course of tuition and student fees; and are not eligible for campus housing. Further infor­ mation 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. The required 136 Students planning to seek secondary certifica­ tion should take Introduction to Education, EDUC 014, by the end of their Sophomore year and enroll for Practice Teaching, EDUC 016 (a double credit course) and Curriculum and Methods Seminar, EDUC 017 in their senior year or during a ninth semester. In addi­ tion, they must complete the following sequence of courses: • Educational Psychology, EDUC 021 • Adolescence, EDUC 023 • A n additional elective course from the following: a. Counseling: Principles and Practices, EDUC 025 b. Special Education Issues and Practice, EDUC 026 c. Educating the Young Learner, EDUC 042 d. Literacies and Social Identities, EDUC 045 e. Gender and Education, EDUC 061 f. School and Society, EDUC 063 g. Environmental Education, EDUC 065 h. Child Development and Social Policy, EDUC 066 i. Urban Education, EDUC 068 A n Honors Seminar in education may be sub­ stituted for the elective course. Students will be admitted to the certification program after submitting their Sophomore Paper and taking Introduction to Education. Students must attain at least a grade point average of C in courses in their major field of certification and at least a grade of C+ in Introduction to Education in order to student teach. In addition, students must be recom­ mended by their major department, by their Cooperating Teacher 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 Director of the Education Program and with appropriate secondary school personnel. EDUC 021. Educational Psychology (See ENGL 001C) Fall semester. Blackburn. (Cross-listed as PSYC 021) This course focuses on issues in learning and development which have particular relevance to understanding student thinking. Research and theoretical work on student learning and development provide the core readings for the course. In addition, students tutor in local schools and participate in a laboratory section which provides an introduction to the process of research. 1 credit. Fall 1999. Wenboume. EDUC 014. introduction to Education EDUC 023. Adolescence 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 American education and discusses alternative policies and programs. The course gives students an opportunity to determine their own interest in preparing to teach, and famishes them with first-hand experience in current elementary and secondary school prac­ tice. Field work is required. This course is nor­ mally a prerequisite for farther course work in Education. Primary distribution course. 1 credit. Each semester. Staff. (Cross-listed as PSYC 023) This course uses a developmental perspective to examine salient characteristics of adoles­ cence. The goal is to obtain a theoretical understanding of adolescence and an overview of major research. During the first part of the term, students explore various aspects of indi­ vidual development (e.g., cognitive, affective, physiological, etc.). The second part of the semester focuses on the adolescent’s adaptation in major social contexts (e.g., family, peer group, school, etc.). 1 credit. Spring 2000. Smulyan. COURSES EDUC 001C. The Writing Process EDUC 016. Practice Teaching EDUC 025. Counseling: Principles and Practice Supervised teaching in either secondary or ele­ mentary schools. Students seeking secondary certification must take EDUC 017 concurrent­ ly. (Single credit practice teaching may be arranged for individuals not seeking secondary certification.) 2 credits. Each semester. Staff. A n introductory course which critically exam­ ines counseling theories and techniques used within the context of school and communitybased counseling agencies. Students will devel­ op and practice counseling skills through case studies, role plays, and other modelling exer­ cises. 1 credit. Spring 2000. Brenneman. EDUC 0 17. Curriculum and Methods Seminar EDUC 026. Special Education: Issues and Practice This course will consider theoretical and applied issues related to effective classroom instruction. It must be taken concurrently with EDUC 016. 1 credit. Each semester. Staff. This course explores current definitions and approaches to the field of Special Education, focusing mainly on the learning disabled and socio-emotionally troubled student popula­ tions. Classwork includes readings from both Education and Psychology. Field placement required. 1 credit. Not offered 1999-2000. 13 7 Education EDUC 042. Educating the Young Learner This course explores the ways in which chil­ dren construct meaning within their person­ al, community, and school lives. Areas to be explored include conditions of learning, con­ structivist theory, problem solving, reading, schema theory, the intersection of school, home, and community contexts, ways in which we can learn from the learner, and the similarities and differences in learning in var­ ious disciplines. Field placement is required. Required for elementary teaching certifica­ tion. 1 credit. Not offered 1999-2000. Anderson. EDUC 045. Literacies and Sncial Identities This course explores the intersections and meanings of literacies and sociocultural worlds and identities. Topics will include orality and literacy; race, gender, class, reli­ gious, sexual orientation, and political iden­ tities; literacy programs and policies; academ­ ic literacy; situated, participatory, and daily literacy practices; and practice and sacred views of literacies. This course will draw readings from anthropology, sociology, soci­ olinguistics, literary and reader response the­ ory, and education. Field work is required. I credit. Fall 1999. Anderson. EDUC 054. Oral and Written Language (See LING 054) 1 credit. Fall 1999. Napoli. EDUC 061. Gender and Education This course uses historical, psychological, and social frameworks to explore the role of gender in the educational process. It exam­ ines how gender influences experiences of teaching and learning and how schools both contribute to and challenge social construc­ tions of gender. 1 credit. Not offered 1999-2000. Smulyan. EDUC 063. School and Society (Cross-listed as SOAN 069) This course examines various aspects and perspectives of K-12 education in the United 138 States. We look at the multiple and contra­ dictory purposes and functions of schools, focusing on the ways in which schools claim to be meritocratic while reproducing the class, racial, gender, and sexual orders of the U.S. society. In the second half of the course, we turn to experiences of teachers and stu­ dents and ask what role schools can play in challenging different forms of social oppres­ sion. I credit. Fall 1999. Kumashiro. EDUC 065. Environmental Education This course will explore the developments in environmental education, earth education and Watershed programs from practical, cur­ ricular and philosophical perspectives. We will assess the possibility of making environ­ mental education a central part of the cur­ riculum. Students will survey current pro­ grams, curricula and research and consider the role of formal education in generating environmental awareness in light of global ecological crises. Fieldwork is required. 1 credit. Not offered 1999-2000. j EDUC 066. Child Development and Social Policy This course provides students with an under­ standing of the implications of 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 I required. 1 credit. Not offered 1999-2000. Renninger. EDUC 068. Urban Education (Cross-listed as SOAN 068) This course will focus on issues facing urban educators and policy makers, including desegregation, compensatory education, curricular innovation, community involvement, bilingual education, standardized testing, school restructuring and multiculturalism. The special problems and challenges faced by urban schools in meeting the needs of individuals and groups in a pluralistic society will be examined using the approaches o f psychology, sociology, anthropology, and politi- I I i I I I I I I I I EDUC 096-097. Thesis cal science. Current issues will also be viewed in historical perspective. Field work is required. 1 credit. Spring 2000. Travels. One or two credits, normally in conjunction with a Special Major. 1 or 2 credits. EDUC 069. Savage Inaccuracies: The Facts and Economics of Education in America SEMINARS (Cross-listed as ECON 005) This course investigates the relationship between issues of resource allocation and educational attainment. It examines the facts about student achievement and educational expenditures in the U.S. and the relationship between them. The course also investigates the relationship between educational attain­ ment and wages in the labor market. Finally, it analyzes the effects of various market ori­ ented education reforms such as vouchers and charter schools. Prerequisites: ECON 001 and any statistics course (or the consent of the instructor). EDUC 014 is strongly recommended. 1 credit. Not offered 1999-2000. Kuperberg. Selected topics in child psychology will be read and their implications for theory, method and practice will be considered. Students will be involved in (a) developing an understanding of the relation between change and development through study of the constraints and conditions necessary for learning; (b) designing a tutorial setting which responds to the needs of students, par­ ents and the school; and (c) articulating links between issues in cognitive science and top­ ics in education. Prerequisites: EDUC 014 and 021. 2 credits. Not offered 1999-2000. EDUC 070. The Arts as Community Service/ Social Change EDUC 13 1. Social and Cultural Perspectives on Education (See DANC 070) 1 credit. Spring semester. Sepinuck. 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. 2 credits. Not offered 1999-2000. Smulyan. EDUC 091A. Special Topics With the permission of the instructor, quali­ fied students may choose to pursue a topic of special interest in education through a field project involving classroom or school prac­ tice. Available as a credit/no credit course only. 0.5 or 1 credit. Each semester. Staff. EDUC 091D. Special Topics With the permission of the instructor, stu­ dents may choose to pursue a topic of special interest by designing an independent reading or project which usually requires a compre­ hensive literature review, laboratory work, and/or field-based research. 0.5 or 1 credit. Each semester. Staff. EDUC 12 1. Child Psychology and Practice EDUC 14 1 . Educational Policy This seminar will explore issues in the design, implementation, and evaluation of educa­ tional policy at the federal, state, and local levels. In light of the ongoing historical and cultural debates over educational policy, the course will examine topics, including finance and equity, school governance, the standards movement, school choice, systemic reform, curricular reform, early childhood education, immigrant and bilingual education, special education, and school-to-work reforms from the perspectives of several social science dis­ ciplines and political perspectives. Field work in a policy-related educational organization is required. 139 Education 2 credits. Fall 1999. Travers. EDU C 180. Honors Thesis A two-credit thesis is required for students completing Special Honors Majors including Education. The 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. 2 credits. Each semester. Staff. 140 Engineering NELSON A . MACKEN, Professor ARTHUR E . McGARITY, Professor FREDERICK L . ORTHLIEB, Professor FARUQ M .A . SIDDIQUI, Professor and Chair ERIK CHEEVER, Associate Professor ERICH CARR EVERBACH, Associate Professor LYNNE A. MOLTER, Associate Professor2 BRUCE A . MAXW ELL, Assistant Professor HOLLY A . CASTLEMAN, Administrative Assistant 2 Absent on leave, spring 2000. The professional practice of engineering requires creativity and confidence in applying scientific knowledge and mathematical meth­ ods to the solution òf technical problems of ever-growing complexity. The 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. Mission of the Engineering Program: As stated in the introduction to this catalog, Swarthmore seeks to help its students realize their fullest intellectual and personal potential, combined with a deep sense of ethical and social concern. Within this context, the Engineering Depart­ ment seeks to graduate students with a broad, rigorous education emphasizing strong analysis and synthesis skills. Our graduates will be well rounded and responsible and able to adapt to new technical challenges, communicate effec­ tively, and collaborate well with others. Objectives of the Engineering Program: Graduates with the bachelor of science degree in Engi­ neering will have the following: 1. Proficiency in the analysis of engineering systems 2. Proficiency in engineering design 3. Broad background in the liberal arts 4. Effective oral and written communica­ tions skills 5. Ability to adapt to changing situations and new technical challenges Our departmental major program leading to the degree of bachelor of science in Engi­ neering is accredited by the Engineering Accreditation Commission of the Accredi­ tation Board for Engineering and Technology. The structure of the department’s curriculum permits engineering majors to devote as much as three-eighths of their course work to the humanities and social sciences. About half of our majors pursue either a concentration or a double major leading to two degrees, the bach­ elor of science in Engineering and a bachelor of arts in a second academic discipline within their four-year course of study. Departmental approval of a double major requires a B average among courses in Mathematics, Science, and Engineering. The 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 energy conversion, acoustics, nonlinear dynamics, and environ­ mental water and air pollution control. W ithin these laboratories is a wide variety of modem 141 Engineering measurement equipment configured for com­ puter-assisted data acquisition and process con­ trol; data files are directly accessible from the college computer network. A workstation lab­ oratory with high performance color graphics and industry-standard engineering design, analysis, and graphics software is also part of our departmental facilities. Electronics, metal, and woodworking shops th at support our courses and laboratories are also available for student use. Courses Readily Available to Nonmajors High Performance Composites (001), Explor­ ing Acoustics (002), Problems in Technology (003), and A rt and Science of Structures (007) are designed chiefly for students contemplating only an introduction to engineering. Mechan­ ics (006) is primarily for prospective majors, but other interested students, particularly those preparing for a careers in architecture or biomechanics, are encouraged to enroll. Introduction to Environmental Protection (032), Operations Research (057), Solar Energy Systems (035), Water Quality and Pollution Control (063), Swarthmore and the Biosphere (064), Environmental Systems (066), and Environmental Policy (068) appeal to many students majoring in other depart­ ments, particularly those pursuing the Envi­ ronmental Studies concentration. Students interested in computers, including those in the Computer Science concentration, may wish to consider Digital System Design (021), Principles of Computer Architecture (022), Computer Graphics (026), Computer Vision (027) and Robotics (028). Students majoring in the physical sciences or mathematics may enroll- routinely in advanced engineering courses. Students may major or minor in the Honors Program in the Engineering Depart­ ment 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 special major ■with the Linguistics Program. Program for Engineering Majors General departmental requirements fall into three categories: successful completion of at least (1) 12 engineering courses, (2) 4 courses in the sciences, which must include PHYS 003 and 004 or 007 and 008 (taken or begun in the freshman year) and CHEM 010 (or a more 142 advanced chemistry course), and (3) 4 courses in mathematics, including MATH 005 and 006 (to be taken in the first year), MATH 018, and MATH 030 (normally taken in the sophomore year). No courses intended to satisfy these departmental requirements, except those taken frill semester in the first year, may be taken Credit/No Credit. The unspecified science course in category (2) should be chosen to complement the student’s overall program of study; only courses acceptable for credit toward a minimal major in the offering department are admissible toward an Engineering major. Computer Science courses are not eligible for inclusion in category (2). W ithin category (1), the following core courses are required of all students: Mechanics, Physical Systems Analysis I and II, Experi­ mentation for Engineering Design, Thermofluid Mechanics, and Engineering Design. Of these, the first four are normally taken as fol­ lows: Mechanics in the spring semester of first year, Physical Systems Analysis I in the fall semester of sophomore year, and the next two in the spring semester of sophomore year. Thermofluid Mechanics is normally taken in the fall of junior year, and Engineering Design, the culminating experience for engineering majors, must be taken in the spring of senior year. Submission and oral presentation of the Final Project Report in Engineering Design constitutes the comprehensive examination for majors in Engineering. Elective Program for Course Majors: In consulta­ tion with his or her advisor, each student devis­ es a program of advanced work in the depart­ ment. 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 of sophomore year. A student’s elective program may or may not conform to some traditional or conventional area of engineering specialization (e.g., electri­ cal, mechanical, and 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 the following 1. Electrical engineering group: Electronic Cir­ cuit Applications, Physical Electronics, Electrodynamics, Communication Sys­ tems, and Control Theory and Design. Students having an interest in digital sys­ tems might replace one or more of these courses with Digital System Design, Principles of Computer Architecture, or Computer Graphics. 2. Computer engineering group: Digital System Design, Principles of Computer Archi­ tecture, Computer Graphics, Computer Vision, and Robotics. Students with an interest in computer hardware may include Electronic Circuit Applications, Physical Electronics, or Control Theory and Design. 3. Mechanical engineering group: Mechanics of Solids, Engineering Materials, Fluid Mechanics, H eat Transfer, Thermal Energy Conversion, Solar Energy Systems, or Control Theory and Design. 4. Civil and environmental engineering group: Basic preparation includes Mechanics of Solids, Structural Theory and Design I, Soil and Rock Mechanics, and Water Quality and Pollution Control. Addi­ tional courses include Operations Re­ search 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. Other recommended coufses include Solar Energy Systems, Fluid Mechanics, and Engineering Materials. Note that High Performance Composites, Exploring Acoustics, Problems in Technology, Art and Science of Structures, Introduction to Environmental Protection, Swarthmore and 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 20-Course Rule. Honors Program in Engineering: Students with a B+ average among courses in engineering, sci­ ence, and mathematics may apply to stand for Honors in engineering. Honors majors must complete all of the regular math, science, and core engineering requirements and accumulate at least 12 foil course credits in engineering; an Honors thesis taken in the fall of senior year may substitute for one of the usual six engi­ neering electives. O ne of the three engineering preparations required for every honors degree in engineering must include ENGR 090. Examination is normally offered for 2-credit preparations in areas listed following the course descriptions; others are possible by spe­ cial arrangement. More specific information about Honors and Course programs is distributed by the depart­ ment to prospective engineering majors in December of each year. COURSES ENGR 001. High-Performance Composites Introduction to the structure, properties, and performance of modem composites in sports equipment, automotive, and aerospace applica­ tions. 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 poly­ mer and ceramic matrix composites, plus a research project of the student’s choice. Primarily for students not majoring in engi­ neering. Recommended: High school physics. Primary distribution course. 1 credit. Spring 2000. Orthlieb. ENGR 002. Exploring Acoustics (Cross-listed as LING 002) A course to provide students with exposure to basic scientific and engineering principles through an exploration of the acoustics of musical instruments, the human voice, struc­ tures, and the environment. Emphasis on hands-on analysis with a minimum use of mathematics. For students not majoring in engineering. Includes laboratory. I credit. Spring 2000. Everbach. ENGR 003. Problems in Technology For students not majoring in science or engi­ neering. This year, the course will concentrate on the automobile and its impact on society. Technical, political, and socioeconomic as­ pects will be discussed. Class members will also work on teams with engineering students in 143 Engineering designing, building, and testing a hybrid electrie car. Enrollment limited. Primary distribution course. 1 credit. Fall 1999. Macken. ENGR 005. Engineering Methodology A fall 0.5-credit course for those interested in engineering, presenting techniques, and tools that engineers use to define, analyze, solve, and report on technical problems and an introduction to department facilities. Designed for students who are potential majors as well as those interested only in an introduction to engineering. A lthough ENGR 005 is not required of prospective engineering majors, it is strongly recommended. Offered in the fall semester. 0.5 credit. Fall 1999. Everbach. ENGR 006. Mechanics Fundamental areas of statics and dynamics. Elementary concepts of deformable bodies including stress-strain relations, flexure, tor­ sion, and internal pressure. Laboratory work includes a MATLAB workshop, experiments on deformable bodies, and a truss bridge team design competition. Prerequisite: PHYS 003 or equivalent. Primary distribution course. 1 credit. Spring 2000. Siddiqui/Orthlieb. ENGR 007. 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, architectural history, or with an interest in structures. Includes laboratory. For students not majoring in engineering. 1 credit. Offered when demand and staffing permit. ENGR 0 11, 012. Physical Systems Analysis I and II The study of engineering phenomena that may be represented by a linear, lumped-parameter model. ENGR 011 is oriented mainly toward electrical devices and the develop­ ment of mathematical techniques for the analysis of their linear behavior. ENGR 012 144 is more concerned with mechanical, thermal, and fluid systems. Includes laboratory. Credit may be given for either semester or both. Prerequisites: MATH 006 and PHYS 004 (or equivalent) or permission of the instructor. ENGR 011 offered in the fall semester. ENGR 012 offered in the spring semester. 1 credit. ENGR 011: Fall 1999. Molter. ENGR 012: Spring 2000. Cheever/Maxwell. ENGR 014. Experimentation for Engineering Design Introduction to measurement systems, instru­ ments, probability, statistical analysis, mea­ surement errors, and their use in experimen­ tal design, planning, execution, data reduc­ tion and analysis. Techniques of hypothesis testing, confidence intervals, single and mul­ tivariable linear and nonlinear regression. Includes laboratory. Prerequisites: ENGR O il and ENGR 012. Offered in the spring semester. 1 credit. Spring 2000. McGarity/Macken. ENGR 021. Digital System Design This course covers digital system design. Topics include Boolean logic, digital repre­ sentations, and techniques for design of com­ binational, sequential, and asynchronous cir­ cuits. We also study I/O interfaces, commu­ nication protocols, and microcontroller architecture. Labs focus on CAD techniques, VHDL (very high speed integrated circuit hardware description language),; and pro­ grammable logic devices. Prerequisites: CPSC 021, ENGR 011, or per­ mission of the instructor. Offered in the fall semester every year. 1 credit. Fall 1999. Maxwell. ENGR 022. Principles of Computer Architecture (Cross-listed as CPSC 023) This course covers the physical and logical design of a computer. Topics include current microprocessors, CPU design, RISC and CISC concepts, pipelining, superscalar pro­ cessing, cache, paging, segmentation, virtual memory, parallel architectures, bus protocols, and I/O devices. Labs cover analysis of cur­ rent systems and microprocessor design using CAD tools, including VHDL. Prerequisites: CPSC 021, ENGR 021, or per­ mission of the instructor. Offered in the spring semester every year. 1 credit. Spring 2000. Maxwell. ENGR 026. Computer Graphics (Cross-listed as CPSC 040) Computer graphics deals with the manipula­ tion and creation of digital imagery. We cover drawing algorithms for two-dimension­ al graphics primitives, 2D and three-dimen­ sional matrix transformations, projective geometry, 2D and 3D model representations, clipping, hidden surface removal, rendering, hierarchical modeling, shading and lighting models, shadow generation, special effects, fractals and chaotic systems, and animation techniques. Labs will focus on the implemen­ tation of a 3D hierarchical modeling system that incorporates realistic lighting models and fast hidden surface removal. Prerequisites: ENGR 012, CPSC 021, or per­ mission of the instructor. Recommended: Linear algebra and some calculus. Offered fall semester, alternate years. 1 c r e d i t. Fall 2000. Maxwell. ENGR 027. Computer Vision (Cross-listed as CPSC 027) Computer vision studies how computers can analyze and perceive the world using input from imaging devices. Topics include line and region extraction, stereo vision, motion analysis, color and reflection models, and object representation and recognition. The course will focus on object recognition and detection, introducing the tools of computer vision in support of building an automatic object recognition and classification system. Labs will involve implementing both off-line and real-time object recognition and classifi­ cation systems. Prerequisites: ENGR 012, CPSC 021, or per­ mission of the instructor. Recommended: Math background at the level of MATH 016 or MATH 018. Offered fall semester, alter­ nate years. 1 credit. Fall 1999. Maxwell. ENGR 020. Robotics (Cross-listed as CPSC 081) This course addresses the problems of con­ trolling and motivating robots to act intelli­ gently in dynamic, unpredictable environ­ ments. Major topics will include robot per­ ception using vision and sonar, kinematics and inverse kinematics, navigation and con­ trol, optimization and learning, and robot simulation environments. To demonstrate these concepts, we will be looking at mobile robots, robot arms and positioning devices, and virtual agents. Labs will focus on pro­ gramming robots to execute tasks, explore, and interact with their environment. Prerequisites: ENGR 027/CPSC 027, CPSC 063, CPSC 128, or permission of the instruc­ tor. Offered on demand. 1 credit. Spring 2000. Maxwell. ENGR 032. Introduction to Environmental Protection Primarily for those not 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 of computer-based systems analysis are introduced for developing economically effective environmental protection policies. 1 credit. Spring 2000. Everbach. ENGR 035. Solar Energy Systems Fundamental physical concepts and system design techniques of solar energy systems. Topics include solar geometry, components of solar radiation, analysis of thermal and pho­ tovoltaic solar collectors, energy storage, computer simulation of system performance, computer-aided design optimization, and economic feasibility assessment. Includes laboratory. Prerequisites: ENGR 012 or equivalent or consent of the instructor. 1 credit. 145 Engineering Fall 1999. McGarity. ENGR 041. Thermofluid Mechanics Introduction to macroscopic thermodynamics; first and second laws, properties of pure sub­ stances, applications using system and control volume formulation. Introduction to fluid mechanics; development of conservation theo­ rems, hydrostatics, dynamics of one-dimen­ sional fluid motion with and without friction. Includes laboratory. Prerequisites: ENGR 012 and ENGR 014 (or equivalent background). Offered in the fall semester. 1 credit. Fall 1999. Macken/Everbach. ENGR 057. Operations Research ries. Includes laboratory. Prerequisite: ENGR 06 or equivalent. Offered in the fall semester. 1 credit. Fall 1999. Orthlieb. ENGR 060. Structural Theory and Design I Fundamental principles of structural mechan­ ics. Statically determinate analysis of frames and trusses. Approximate analysis of indeter­ minate structures. Virtual work principles. Elements of design of steel and concrete struc­ tural members. Includes laboratory. Prerequisite: ENGR 059 or permission of the instructor. Offered in the spring semester. 1 credit. Spring 2000. Siddiqui. (Cross-listed as ECON 032) Introduces students to computer based model­ ing and optimization for the solution of com­ plex, multivariable problems such as those relating to efficient manufacturing, environ­ mental pollution control, urban planning, water and food resources, and arms control. Includes case study project. Prerequisites: ele­ mentary linear algebra. Offered in the fall semester. Primary distribution course (natural sciences only ; and only if enrolled for ENGR 057) ■ 1 credit. Fall 1999. McGarity. ENGR 061. Geotechnical Engineering: Theory and Design ENGR 058. Control Theory and Design ENGR 062. Structural Theory and Design II Introduction to the control of engineering sys­ tems. Analysis and design of linear control sys­ tems using root locus, frequency response, and state space techniques. Also provides an intro­ duction to digital control techniques, includ­ ing analysis of A/D and D/A converters, digital controllers, and numerical control algorithms. Includes laboratory. Prerequisite: ENGR 012 or equivalent. Offered in the spring semester. 1 credit. S[mng 2000. Cheever. ENGR 059. Mechanics of Solids 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 theo­ 146 Soil and rock mechanics, including soil and rock formation, soil mineralogy, soil types, compaction, soil hydraulics, consolidation, stresses in soil masses, slope stability and bear­ ing capacity. Application to engineering design problems. Includes laboratory. Prerequisite: ENGR 006 or permission of the instructor. May be taken concurrently with ENGR 059. Offered in the fall semester, alter­ nate years. 1 credit. Not offered 1999-2000. Advanced structural analysis. Classical and matrix methods of analysis-. Digital computer applications. Design of steel and concrete structures. Includes laboratory. Prerequisite: ENGR 060. Offered in the fall semester. 1 credit. Fall 1999. Siddiqui. ENGR 063. Water Quality and Pollution Control Elements of water quality management and treatment of wastewaters. Measurement of water quality indicators. Analysis of wastewater treatment processes. Sewage treatment plant design. Computer modeling of the effects of waste discharge on rivers and estuaries. Environmental impact assessment. Laboratory and field studies included. Prerequisite: ENGR 012 or equivalent or con­ sent of instructor. Offered in the fall semester, alternate years. 1 credit. Not offered 1999-2000. ENGR 064. Swarthmore and the Biosphere An interdisciplinary seminar-style investiga­ tion of the role of Swarthmore College and its community within the biosphere, including an intensive field-based analysis of one major aspect of Swarthmore’s interaction with its environment such as food procurement, waste disposal, or energy use. The selected topic is explored from various perspectives by student project groups, and the class proposes and attempts to implement solutions. Faculty from various departments provide background lec­ tures, lead discussions of approaches outlined in the literature, and coordinate project groups. Classes meet once weekly for lectures, student progress reports, and project planning. Cross-listed in the instructors’ departments 1 credit. Offered when demand and staffing permit. ENGR 066. Environmental Systems Mathematical modeling and systems analysis of problems in the fields of water resources, water quality, air pollution, urban planning, and pub­ lic health. Techniques of optimization includ­ ing linear and integer programming are used as frameworks for modeling such problems. Dynamic systems simulation methods includ­ ed. Laboratory included. Prerequisite: ENGR 057, or equivalent. Offered in the spring semester, alternate years. 1 credit. Not offered 1999-2000. ENGR 068. Environmental Policy (Cross listed as POLS 043) Topics in environmental analysis, policy for­ mulation and pollution regulation. 1 credit. Offered when demand and staffing permit. and Fourier representation of sequences; fast Fourier transform algorithms. Discrete-time transfer functions and filter design techniques. Provides an introduction to architecture and programming of Digital Signal Processors. Laboratory included. Prerequisite: ENGR 012. 1 credit. Spring 2000. Staff. ENGR 072. Electronic Circuit Applications This course is of interest to a broad range of students in the sciences. The student will learn the fundamentals of electronic circuit design starting with a brief survey of semiconductor devices including diodes and bipolar and field effect transistors. The coursé continues with op-amp applications, including instrumenta­ tion and filter design. The use of digital logic is also explored. Throughout the course, practical considerations of circuit design and construc­ tion are covered. Includes laboratory. Prerequisite: ENGR 011 or PHYS 008. Offered in the fall semester. 1 credit. Fall 1999. Cheever. ENGR 072a. Electronic Circuit Applications ENGR 072a is a 0.5-credit course comprising only the laboratory section of ENGR 072. It is intended for physics or other non-engineering majors only. This course is taken in place of ENGR 072, not in addition to it. The student will learn the fundamentals of electronic cir­ cuit design starting with a brief survey of semi­ conductor devices including diodes, and bipo­ lar and field effect transistors. The course con­ tinues with op-amp applications, including instrumentation and filter design. The use of digital logic is also explored. Throughout the course practical considerations of circuit design and construction are covered. Includes labora­ tory. Prerequisite: ENGR 011 or PHYS 008. Offered in the fall semester. 0.5 credit. Fall 1999. Cheever. ENGR 0 71. Discrete Time Systems ENGR 073. Physical Electronics Introduction to difference equations and dis­ crete-time transform theory; the Z-transform Physical properties of semiconductor materials, semiconductor devices, and simple circuits. The physics of electron/hole dynamics; band 14 7 Engineering and transport theory; and electrical, mechani­ cal and optical properties of semiconductor crystals. Devices examined include diodes, transistors, FETs, LEDs, lasers and pin photo­ detectors. Modeling and fabrication processes. Infcludes laboratory. Prerequisites: ENGR O il or PHYS 008. Offered in the spring semester. I credit. Not offered 1999-2000. ENGR 075, 076. Electromagnetic Theory I and II Static and dynamic treatment of engineering applications of Maxwell’s equations. Macro­ scopic field treatment of interactions with dielectric, conducting, and magnetic materials. Analysis of forces and energy storage as the basis of circuit theory. Electromagnetic waves in free space and guidance within media; plane waves and modal propagation. Polarization, reflection, refraction, diffraction, and interfer­ ence. ENGR 076 will include advanced topics in optics and microwaves, such as laser opera­ tion, resonators, Gaussian beams, interferome­ try, anisotropy, nonlinear optics, modulation and detection, and other current technologies. Laboratories for both courses will be oriented toward optical applications using lasers, fiber and integrated optical devices, modulators, nonlinear materials, and solid state detectors. Prerequisite: ENGR 012 or equivalent. ENGR 075 or Physics equivalent is a prerequisite for ENGR 076. ENGR 075 is offered in the fall semester of alternate years. ENGR 076 is offered in the spring semester when student interest and staffing permit. 1 credit. Not offered 1999-2000 (ENGR 075 and 076). ENGR 0 77. VLSI Design This course is an introduction to the design, analysis, and modeling of integrated circuits, both analog and digital. The course will focus on CMOS technology. The course will intro­ duce sophisticated models of MOS transistors and discuss how they can be used to develop analog and digital circuitry. There will be a heavy emphasis on computer modeling of devices and circuits. Includes Laboratory. Prerequisite: ENGR 011 or PHYS 008. 1 credit. 148 Fall 1999. Cheever. ENGR 078. Communication Systems Theory and design principles of analog and digital communication systems. Topics include frequency domain analysis of signals; signal transmission and filtering; random signals and noise; AM, PM, and FM signals; sampling and pulse modulation; digital signal transmission; PCM; coding; and information theory. Applications to practical systems such as tele­ vision and data communications. Includes lab­ oratory. Prerequisite: ENGR 012 or equivalent. Offered in the spring semester. 1 credit. Not offered 1999-2000. ENGR 081. Thermal Energy Conversion Development and application of the principles of thermal energy analysis to energy conver­ sion systems, including cycles and solar energy systems. The concepts of availability, ideal and real mixtures, and chemical and nuclear reac­ tions. Includes laboratory. Prerequisite: ENGR 041. Offered in the spring semester, alternate years. 1 credit. Spring 2000. Macken. ENGR 082. Engineering Materials Introduction to material structure, properties, and processing. Analysis of microstructures, physical properties, thermal and mechanical transformation of metals, polymers, concrete, wood, and a variety of 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. < Prerequisite: ENGR 059 or permission of the instructor. Offered in the fall semester, alter­ nate years. 1 credit. Foil 1999. Orthlieb. ENGR 083. Fluid Mechanics Fluid mechanics is treated as a special case of continuum mechanics in the analysis of fluid flow systems. Conservation of mass, momen­ tum, and energy. Applications to the study of inviscid and viscous, incompressible, and com­ pressible fluids. Includes laboratory. Prerequisite: ENGR 041. Offered in the spring semester, alternate years. 1 credit Not offered 1999-2000. ENGR 084. Heat Transfer Introduction to the physical phenomena involved in heat transfer. Analytical 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 of conduc­ tion problems. Includes laboratory. Prerequisite: ENGR 041. Offered in the fall semester, alternate years. 1 credit. Not offered 1999-2000. ENGR 090. Engineering Design Students work on a design project that is the culminating exercise for all senior Engineering majors. Under the guidance of a faculty mem­ ber, students investigate a problem of their choice in an area of interest to them. A comprehensive written report and an oral pre­ sentation are required. Offered in the spring semester. 1 credit. Spring 2000. Staff. ENGR 091. Spnciai Topics Subject matter dependent on a group need or individual interest. Normally restricted to seniors. 1 credit. Offered only when staff, interest, and availability make it practicable. ENGR 093. Directed Reading or Project With the permission of 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 ered by regular courses. 1 credit. Offered only with department approval and faculty supervision. ENGR 096. Honors Thesis With approval of the department and a faculty advisor, an Honors major may undertake, in addition to ENGR 090, an Honors thesis in the fall semester of the senior year. A prospectus of the thesis problem must be submitted and approved not later than the end of junior year. 1 credit. Offered only with department approval and faculty supervision. PREPARATION FOR HONORS EXAMINATIONS The department will arrange Honors examina­ tions in the following areas to be prepared for by the combinations of courses indicated. O ther preparations are possible by mutual agreement. Communications Communication Systems Electromagnetic Theory Computer Design Principles of Computer Architecture Computer Graphics Continuum Mechanics Mechanics of Solids Fluid Mechanics Control Theory and Digital Laboratory Applications Computer Graphics Control Theory and Design Digital Systems Digital System Design Principles of Computer Architecture Electronics Electronic Circuit Applications Semiconductor Devices and Circuits Electromagnetic Theory Electromagnetic Theory I and II Environmental Systems Operations Research Environmental Systems Materials Engineering Mechanics of Solids Engineering Materials 149 Engineering Perception Computer Vision Robotics Solar Thermal Systems Solar Energy Systems Thermal Energy Conversion or Heat Transfer Structural Analysis and Design Structural Theory and Design I and II Structures and Soils Structural Theory and Design I Geotechnical Engineering: Theory and Design Thermal Energy Conversion Thermal Energy Conversion Heat Transfer Visual Information Systems Computer Graphics Computer Vision Water Quality and Supply Systems Water Quality and Pollution Control Environmental Systems 150 English Literature NATHALIE ANDERSON, Professor THOMAS H. BLACKBURN, Professor CHARLES L . JAM ES, Professor and Chair PETER J . SCHMIDT, Professor1 PHILIP M . WEINSTEIN, Professor CRAIG WILLIAMSON, Professor ABBE BLUM, Associate Professor3 ELIZABETH BOLTON, Associate Professor BEN YAGODA, Visiting Associate Professor (part-time)5 LISA COHEN, Visiting Assistant Professor and Mellon Postdoctoral Fellow RAIMA EVAN, Visiting Assistant Professor (part-time) NORA JOHNSON, Assistant Professor CAROLYN LESJAtK, Assistant Professor EMILIE PASSOW, Assistant Professor (part-time)12 PATRICIA WHITE, Assistant Professor MICHELLE HERMANN, Visiting Instructor and Minority Scholar in Residence FRANK K. SARAGOSA, Instructor CAROLYN ANDERSON, Administrative Assistant NANCY BECH, Administrative Assistant (part-time) THEATRE STUDIES LEE DEVIN, Professor ALLEN KUHARSKI, Associate Professor, Resident Director, and Director of Theatre Studies WILLIAM MARSHALL, Associate Professor and Resident Designer2 URSULA NEUERBERG DENZER, Instructor ABIGAIL ADAMS, Visiting Lecturer (part-time) CARLA BELVER, Visiting Lecturer (part-time) 1 Absent on leave, fall 1999. 2 Absent on leave, spring 2000. 3 Absent on leave, 1999-2000. 5 Fall 1999 (appointment that semester only). This department offers courses in English liter­ ature, American literature, African and Caribbean literatures, and Asian-American lit­ eratures, Gay and Lesbian literatures, theatre, film, some foreign literatures in translation, creative writing, and critical theory. The departmental curriculum includes the inten­ sive study of works of major writers, major peri­ ods of literary history, and the development of literary types; it also provides experience in several critical approaches to literature and dramatic art and explores certain theoretical considerations implicit in literary study, such as the problematics of canon formation and the impact of gender on the creation and reception of literary works. In addition, the Theatre Program offers both practical and theoretical courses in performance studies. ENGLISH LITERATURE REQUIREMENTS AND RECOMMENDATIONS Any introductory course—ENGL 005A through 005Y—is the prerequisite for all other courses in literature. (Exempted from this pre­ requisite are seniors, juniors, and students who wish to take only studio courses.) Introductory courses attempt in a variety of ways to reflect the diversity of interests—with respect to sub­ ject matter, theoretical approach, literary 151 English Literature genre, historical period, and race and gender— characteristic of the departmental 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 examination of methodology, and by consider­ able attention to class discussion; they are viewed by the Department as particularly appropriate for freshmen; they are primary dis­ tribution 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. Only one such course may be counted towards the major. The minimum requirement for admission as a major or as a minor in English is two semester-courses in the Department—nor­ mally an introductory course and an advanced literature course. (Students with AP scores of 4-5 in English Literature and/or English Composition receive credit toward graduation. Only the credit for English Literature may count toward the major requirements. AP credit does not satisfy the prerequisite for upper-level courses. Scores of 6 or 7 on the International Baccalaureate are treated in the same way.) 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 of the English Departm ent for information about courses in other depart­ ments 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 of professional training, or to seek teacher certification in English, should see a member of the Department for early help in planning their programs, as should students who plan to include work in English literature in a special or cross-disciplinary major or in a program with a concentration. Students plan­ ning to qualify for teacher certification in English are reminded that work in American literature, in linguistics or the history of the English language, and in theatre or film is required in addition to other requirements of the major. Non-majors who wish to be certified in English must meet all the course require­ ments noted above (e.g., requirements for the 152 major except for the Senior Essay, plus the additional courses required for certification) as well as maintaining a grade point average of 2.5 or better in courses taken in the English Department. Students wishing to study abroad should con­ sult with the Departmental Chair far enough in advance of such study to effect proper plan­ ning of a major or minor. In determining which courses of study abroad will meet Department 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 students returning from these programs and on careful examination of course descrip­ tions, syllabi, and schedules. Students may undertake preparations for papers in the Honors Program while studying abroad, but should consult carefully in advance with the appropriate Department faculty. For further details concerning Department policies for study abroad, consult die Department state­ ment filed with the Office of Foreign Studies. Major in the Course Program: The work of a major in Course consists of a minimum of eight units of 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, and one unit featuring critical theory (such courses, are marked with a **). Courses marked with a *** may be counted as pre-1830 or post-1830 but not both. Courses marked with a */** may be counted as pre-1830 or critical theory but not both. Introductory courses may not be counted as part of the pre-1830 or post-1830 require­ ment. Students must also write a senior essay. Details about the essay are available in the Department Office. Major in the Honors Program: Majors in English who seek a degree with Honors will in the spring of their sophomore year propose for external examination a program consisting of four fields: three in English and one in a minor. The three preparations in the major (consti­ tuting six units of credit) will be constituted as follows: All three preparations will normally 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, as part of their overall work in the Department, must meet the gener­ al major requirement of three units of credit in literature written before 1830 and three units of credit in literature written after 1830 as well as a course or seminar that features critical theory. The departmental requirements for Honors, including instructions 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 of their Honors Program must sub­ mit 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; the field presented for examination will thus normally consist of a one-credit workshop plus a one-credit Directed Creative Writing Project. For further information, including deadlines for Directed Creative Writing pro­ posals, see rubric under ENGL 070K. Minor in the Honors Program: Minors must do a single, two-credit preparation in the Depart­ ment by means of a seminar (or, under special circumstances, a creative writing project). Minors are required to do a total of at least five units of 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 programs. Creative Writing Emphasis: Students who want to major in English with an emphasis in cre­ ative writing—whether regular or honors majors—must complete three units of creative writing in addition to the usual departmental requirements of pre-1830 and post-1830 units and the critical theory requirement. The cre­ ative writing credits will normally consist of two workshops and ENGL 070K, the Directed Creative Writing project. Students may count towards the program no more than one work­ shop offered by departments other than English Literature. Admission into the pro­ gram will depend upon the quality of the stu­ dent’s written work and the availability of fac­ ulty to supervise the work. Students who are interested in the program are urged to talk both with the Department Chair and with one of the Department faculty who regularly teach the workshops. T he English Department Curriculum The English Department courses are grouped together by historical period, genre, or course level as follows: 001A, B, C: Special Courses which do not count toward the major 005A, B, C, etc.: Introductory Courses: all primary distribution courses (PDCs) 010-099: Advanced Courses 010,011: Survey Courses in British Literature 014-019: Medieval 020-029: Renaissance and 17th Century 030-039: Restoration, 18th Century, Romantic 040-049: Victorian to Modem 050-069: American (including African American and Asian American) 070A, B, C, etc.: Creative Writing Workshops 071 A, B, C, etc.: Genre Studies 072-079: Comparative Literature/Literature in Translation 080-096: Critical Theory, Film, and Media Studies 097-099: Independent Study and Culminating Exercises Over 100: Honors Seminars, Theses, etc. (open to juniors and seniors only with approval of the Department Chair) 001: SPECIAL COURSES These courses are special writing intensive courses which count toward graduation credit but not toward the English major. They may not be substi­ tuted for the English introductory course require­ ment, and they are not PDCs. ENGL 001A. Thinking and Writing Analytically (Workshop) W hat writing strategies can generate powerful ideas, solid support, coherent organization, arid 153 English Literature clear syntax? ENGL 001A, Thinking and Writing Analytically, helps students acquire a conceptual grasp of the writing process applic­ able across the curriculum. Short assignments in response to a range of readings and frequent conferences with the instructor allow students to improve specific elements of their own styles. Does not meet distribution requirements or count toward the major. I credit. May be repeated for 0.5 credit. Pall 1999. Passow. ENGL 001B. English for Foreign Students Individual and group work on an advanced level for students with non-English back­ grounds. Does not meet distribution requirements or count toward the major. 1 credit. Each semester. Evans. ENGL 001C. The Writing Process (Cross-listed as EDUC 001C) This course combines study of theories of com­ position and the teaching of writing with supervised experience applying the skills derived from that study in paper comments and conferences. Enrollment limited to students selected as Writing Associates. Does not meet distribution requirements or count toward the major. 1 credit. Fall 1999. Blackburn. 005: INTRODUCTORY COURSES These courses are all introductory courses and PDCs. Freshmen and sophomores must take one of these courses before taking an advanced course. Normally, a student is allowed to take only one introductory course. ENGL 005A. Technology and the Text In this course, we will explore the changing nature of literary texts and our conceptions of them from what we might call the “zero tech­ nology” of the oral tradition, through the age of manuscript transmission, into the age of print and the development of printing tech­ nologies and the publishing industry, and 154 beyond into our own new world of electronic texts and hypertexts. Our reading will range from Beowulf to Shakespeare, to Dickens and out into the contemporary world of fictions and hyperfictions. Primary distribution course. 1 credit. Spring 2000. Blackburn. ENGL 005B. Science and the Literary Imagination A n introduction to the critical reading of liter­ ature, using texts (in prose and verse from the 16th century to the present) that are con­ cerned with or reflect the impact of science and scientific thinking on individual and society. Primary distribution course. 1 credit. Fall 1999. Blackburn. ENGL 005C. Cultural Practices and Social Texts W hat constitutes ‘culture’? W ho is entitled to it? W hat are the effects of not having it? This course will look at how different conceptual­ izations of culture— in theory and in prac­ tice—have at stake questions of identity (indi­ vidual and collective), political practice and agency, structures of power, and possibilities for social transformation. Authors will include Shakespeare, Arnold, Kipling, Raymond Williams, Brecht, and Zora Neale Hurston. Primary distribution course. 1 credit. Fall 1999. Lesjak. ENGL 005E. The Subject in Question How do we become who we are? W hat social discourses and practices enable the shaping of identity? How does reading affect this process? This course will explore the ways in which sub­ jectivity and ideology interpenetrate within a range of texts and our commentary upon them. Writers will include Shakespeare, Flaubert, Kafka, Faulkner, Rich, Kingston, and Morri­ son. Theoretical essays may also be assigned. Primary distribution course. 1 credit. Not offered 1999-2000. Weinstein. ENGL 005G. Rites of Passage The course will focus on various rites of pas­ sage, symbolic actions th at chart crucial changes in the human psyche, as they are con­ sciously depicted or unconsciously reflected in different literary modes and will examine the shared literary experience itself as ritual process. Authors will include Shakespeare, Blake, Conrad, Lawrence, and Walker. Primary distribution course. I credit. Not offered 1999-2000. Williamson. ENGL 005H. Portraits of the Artist We will study a wide variety of works portray­ ing artists in different cultures and contexts and media. Writers will tentatively include Dante, William Blake, Salman Rushdie, and Judith Ortiz Cofer. The syllabus also contains movies. Primary distribution course, i credit. Spring 2000 and Fall 2000. Schmidt. ENGL 005J. The Ironic Spirit This course is interested in the risky business of irony as discursive practice or strategy—why and how ironies are used and understood and the consequences of attributing interpreta­ tions. ‘Ironists’ include Shakespeare (Othello) Toni Morrison (Sula), Emily Dickinson (poe­ try), Mark Twain (Pudd’nhead Wilson), Ralph Ellison (Invisible Man), Stephen Crane (stories) and Audre Lorde (poetry). Required viewing: Apocalypse Now. Primary distribution course. 1 credit. Fall 2000. James. ENGL 005K. Literature and the Grotesque Exploring ways the grotesque may be used to redefine the human or dramatize the limits of human understanding, this course tracks the comic, uncanny, and generative elements of the grotesque through works by GarcfaMirquez, Shakespeare, Baudelaire, Browning, Kafka, Wright, and O ’Connor. Primary distribution course. 1 credit. Not offered 1999-2000. Bolton. ENGL 005L. Writing Nature This course explores the broad and often para­ doxical field of nature writing, ranging from Shakespeare’s “green world” through English and American Romanticism (Wordsworth, Thoreau, etc.) to the environmental legisla­ tion these writers helped produce and includ­ ing the work of contemporary writers such as Terry Tempest Williams. We’ll explore the aims and strategies informing attempts to translate the natural world into marks on a page, and students will be asked to produce some nature writing of their own over the course of the semester. Primary distribution course. 1 credit. Fall 2000. Bolton. ENGL 005M. Ways of Seeing A study of the cultural codes by which we “see” and locate ourselves in the world—from love at first sight to cyborg vision; siting home to revisioning gender/sexuality; from “classic” to “popular” texts. Works include A Midsummer Night's Dream, Do Androids Dream of Electric Sheep, Bladerunner, Love Medicine, Kindred, The Simpsons, classic Seinfelds-, shorter works: Jen, Berger, Haraway, Russ; poetry by Soto and Olds. Primary distribution course. I credit. Fall 2000. Blum. ENGL 005N. Illicit Desires in Literature This course will examine literary expressions of a range of sexual desires from the 17th century to the present day. Among other questions, we will ask what differences race and gender have made, noting, for instance, that works by canonical writers can depict and even cele­ brate forms of sexuality that are much more problematic for those who speak from positions of less privilege. Primary distribution course. 1 credit. Fall 1999 and Fall 2000. Johnson. ENGL 005P. Writing Red: Native American Literature This survey course is designed to acquaint stu­ dents with a range of Native American (pri­ marily U.S.) literatures. We will question and think critically about mass-mediated images of Native Americans as well as examine the ways in which “Indianness” is performed, construct­ ed, contested, and embodied in a variety of lit­ erary texts and contexts: poetry, film, autobiog­ raphy, fiction, and photography. Authors will include Drew Hayden Taylor, Gerald Vizenor, Maria Campbell, Tiffany Midge, Sherman Alexie, Ray A. Young Bear, and D’Arcy McNickle. Primary distribution course. 1 credit. Spring 2000. Hermann. ENGL 005Q. Subverting Verses Once history, biography, fiction, philosophy, and even science could be written in verse 155 English Literature without seeming peculiar or affected, but today the line between poetry and prose is sharply drawn. O r is it? This course will examine unconventional forms and uses of poetry— from Chaucer’s Tales to Cocteau’s Orpheus, from Barrett Browning’s Aurora Leigh to Dove’s Darker Face of the Earth, from Darwin’s Loves of the Plants to Seth’s Golden Gate—to explore our assumptions about the nature of genre. Primary distribution course. I credit. Fall 1999. Anderson. ENGL 005R. Fictions of Identity W hat are the assumptions behind and limits to the modem Western understanding of the individual? How can we reconcile psychoana­ lytic and postmodern conceptions of the frag­ mented subject with the urgency of identity politics for people of color, women, lesbians, and gay men? We will examine how identity and difference are constructed, communicated, and contested through language and literature and through structures of seeing and being seen in film and video. Texts by Shakespeare, Mary Shelly, Freud, Woolf, Baldwin, Hitchcock, and others. Primary distribution course. 1 credit. Fall 2000. White. ENGL 005T. The Mask of Love This course will examine the relationship between love and performance. How does the search for a loved one involve the creation of a mask or persona? W hat is the mask’s relation to the self? Can this character be repeatedly per­ formed and sustained? How is the mask a response to the desired Other? Selected authors: Shakespeare, Hwang, Pinter, W harton, and Walker. Films by N unn and Wenders. Versions of Cinderella and Beauty and the Beast. Primary distribution course. I credit. Fall 1999 and 2000 and Spring 2001. Evan. ENGL 005W. American Dreams The various visions and ideas of “America”—as a haven of freedom, as a land of opportuni­ ty, even as promised land—will be the focus of this course. We will examine a range of literarytexts from the 17th to the 20th century, repre­ sentative of various literary forms, in order to think about the dreams, aspirations, contes­ tations, and negotiations which have informed our sense of America and American national identity. Primary distribution course. 1 credit. Fall 1999, Fall 2000, and Spring 2001. Saragosa. ENGL 005Y. Reading and Writing the Body In this class, we will analyze a range of texts (fiction, poetry, and essays), paying particular attention to the ways they represent various bodily events (including eating, illness, sex, and dress) in order to ask how they define both the body and the act of reading. We will ask what it means to represent bodies as subject to and the subjects of history, and we will investi­ gate the body as both a physical and a textual entity. Authors studied include Jamaica Kincaid, Nella Larsen, Franz Kafka, Susan Sontag, William Shakespeare, and Gertrude Stein. Primary distribution course. 1 credit. Fall 1999. Cohen. 010-099: ADVANCED COURSES These courses are open to freshmen and sopho­ mores who have successfully completed an intro­ ductory course and to juniors and seniors without the introductory prerequisite. 010-011. SURVEY COURSES IN BRITISH LITERATURE ENGL 005V. Literature and Poverty How do literary genres influence our percep­ tions of poverty? This course explores the pas­ toral, romanticism, realism, and magic realism while we talk about how representations of poverty are related to the historical phenomenon. Primary distribution course. 1 credit. Not offered 1999-2000. Johnson. 156 ENGL 010. Survey I: Beowulf to Milton* A historical and critical survey of poetry, prose, and drama from Beowulf to Milton. This will include British literature from the following periods: Anglo-Saxon, Middle English, Renaissance, and 17th century. 1 credit. Fall 2000. Williamson. ENGL 0 11. Survey II: Neo-Classical to Post-Colonial A historical and critical survey of poetry, prose, and drama from Pope to Rushdie, focusing on progress, modernity, and the subject as central concepts which British literature of this period confronts whether in form or content. 1 credit. Spring 2000. Lesjak. 014-019: MEDIEVAL ENGL 014. Old English/History of the Language* (Cross-listed as LING 014) A study of the origins and development of English—sound, syntax, and meaning—with an initial emphasis on learning Old English. Topics may include writing and speech, a his­ tory of morphology, the changing phonology from Old to Middle English, Shakespeare’s puns and wordplay, a history of sounds and spellings, modem coinages, and creoles. We range from Beowulf to Cummings, from Chaucer to Chomsky. This course may be taken without the usual prerequisite course in English; however, it may not serve in the place of a prerequisite for other advanced courses. 1 credit. Spring 2001. Williamson. ENGL 016. Chaucer* Readings in Middle English of most of Chaucer’s poetry with emphasis on The Canterbury Tales and Troilus and Criseyde. We place the poems in a variety of critical and cul­ tural contexts—both medieval and modem— and which help to illuminate Chaucer’s art. In the manner of Chaucer’s Oxford Clerk, we hope to gladly leme and gladly teche. 1 credit. Spring 2000. Williamson. 020-029: RENAISSANCE AND 17TH CENTURY ENGL 020. Shakespeare* We’ll cover many topics in this survey of Shakespeare’s plays, including kingship, come­ dy and tragedy, father-daughter relationships, sexuality, race, performance, the roles of women, language, and the rewriting of history. We will frequently return to the question of theaters place in 16th and 17th century England as represented on stage and in other writings of the period. We will also examine Shakespeare’s place in the cultures we inhabit. 1 credit. Fall 1999 and 2000. Johnson. ENGL 021. Shakespeare and Critical Theory: “ Our Shakespeares” * / ** W ho or what is “Shakespeare” as the plays are approached today? A n intensive study of Macbeth, Twelfth Night, Henry V, Hamlet, and one play performed in the Philadelphia area in the context of current critical approaches including deconstruction, performance studies, gender, feminist and queer studies, New Historicism and cultural materialism, treat­ ments of nationalism, race, and class. 1 credit. Not offered 1999-2000. Blum. ENGL 022. Literature of the English Renaissance* This course will begin with More’s Utopia and end with selections from Paradise Lost, paying particular attention to literature’s political contexts, gender, genre, and the relation of women’s writing to the male canon. Among the other writers included will be Wyatt, Surrey, Philip Sidney, Mary Herbert, Maty W roth, Spenser, Elizabeth Cary, Jonson, Bacon, Donne, Herrick, George Herbert, and Marvell. 1 credit. Spring 2000. Johnson. ENGL 023. Renaissance Sexualities*/** The study of sexuality allows us to pose some of the richest historical questions we can ‘ask about subjectivity, the natural, the public, and the private. This course will explore such ques­ tions in relation to Renaissance sexuality, examining several sexual categories—„the 157 English Literature homoerotic, chastity and friendship, marriage, adultery, and incest—in a range of literary and secondary texts. 1 credit. Spring 2001. Johnson. ENGL 024. Inscriptions of the Feminine in 16th and 17th Century England*/** Writings about and by English women when very few women published or had rooms of their own. Works from sonnets to closet dra­ mas, spiritual narratives to fiction by (among others) Queen Elizabeth, Elizabeth Cary, Aphra Behn, Aemilia Lanier, Shakespeare, John Milton, Thomas Middleton, and Virginia Woolf. Close reading of texts; class, gender, nationalism, and sexuality in historical and cultural contexts. 1 credit. Not offered 1999-2000. Blum. ENGL 026. English Drama Before 1642* English drama began as a communal religious event, but the theaters were shut down in 1642 because of their reputation for impiety and social disorder. This course will trace the drama from its medieval forms up through its com­ mercial success in the Renaissance and its ulti­ mate dissolution in the Civil War. 1 credit. Not offered 1999-2000. Johnson. ENGL 027. Tudor-Stuart Drama* A survey of plays and masques written by Christopher Marlowe, Ben Jonson, Thomas Middleton, Thomas Dekker, John Webster, Elizabeth Cary, John Ford, and others. The course will consider historical, socio-political, and literary contexts; just as important, we will look at how the plays have been and continue to be performed. 1 credit. Fall 2000. Blum. ENGL 028. Milton* Study of M ilton’s poetry with particular emphasis on Paradise Lost. 1 credit. Spring 2000. Blackburn. 158 030-039: RESTORATION, 18TH CENTURY, ROMANTIC ENGL 030. Restoration Drama* The restoration of the monarchy reopened London theatres and brought actresses to the English stage for the first time. We’ll explore the new forms produced in this historical con­ text—heroic drama, comedy of manners, farce, the drama of sentiment—along with the audi­ ences, theatres, players, and critics that helped shape those forms. 1 credit. Spring 2001. Johnson. ENGL 031. Topics in the “ New” 18th Century*/** The 18th century has been seen as the age of reason and the age of exaggerated emotion; an era of imperialism and expanding political par­ ticipation; a time of progress and melancholy, technical advances and spiritual necrophilia. We’ll examine the 18th century’s schizo­ phrenic ‘spirit of the age’ and its implications for our own time. Specific topics: The Haunting of the Public Sphere (1999) and Transatlantic Conversations (2001). 1 credit. Not offered 1999-2000. Bolton. ENGL 033. The Rnmantic Sublime* “The essential claim of 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? Authors: Burke, Blake, the Wordsworths, Coleridge, Byron, the Shelleys, and Keats. 1 credit. , Spring 2001. Bolton. ENGL 034. Restaging Romanticism* During the Romantic period, the number of women writing in all genres increased dramat­ ically: many of these women writers were con­ nected with the stage as actresses, dramatists, or critical spectators. This course explores some of the connections between theatre and politics, between genre and gender in the work of both male and female writers of the period. 1 credit. Not offered 1999-2000. Bolton. ENGL 035. Rise of the Novel*/** This course will look at classic 18th-century novels considered to constitute the origins of the novel in relation to less canonical texts— mainly by women—in order to examine the debate over the cultural legitimacy of the novel and questions regarding high/low art (and concomitant distinctions of gender) raised by it. Novelists include Behn, Burney, Defoe, Richardson, Fielding, Haywood, and Austen. I credit. Not offered 1999-2000. Lesjak. ENGL 036. The Age of Austen* First we’ll read Austen’s novels and other rele­ vant texts in order to sketch the general con­ tours of “The Age of Austen.” Then we’ll turn to recent film and television remakes of Austen novels to explore what’s gained and lost in the translation to film—and the reasons behind Austen’s resurgent appeal to late 20th century audiences. 1 credit. Spring 2001. Bolton. 040-049: VICTORIAN TO MODERN ENGL 040. Victorian Studies A n interdisciplinary study of British cultural formation during the Victorian period. This semester will focus on how and why certain cultural boundaries were drawn between civi­ lized and savage, man and machine, normal and deviant, paying particular attention to some of the more unsuspecting forms (gothic horror, ‘sensational’ mysteries, the detective story, children’s literature)— in and through which ideas of gender, sexuality, domination, and violence are approached. 1 credit. Not offered 1999-2000. Lesjak. ENGL 041. The Victorian Poets: Eminence and Decadence From Tennyson’s mythic moralizing to Robert Browning’s vivid ventriloquism, from Elizabeth Barrett Browning’s sharp-eyed social commen­ tary to Oscar Wilde’s tragic outrageousness, this course examines the responses of the Victorian poets to the stresses peculiar to their era. 1 credit. Not offered 1999-2000. Anderson. ENGL 044. Modern Rodies in the Making: The 19th-Century Novel Covering a wide range of Victorian novels; this course will examine how these narratives understand and represent class and gender for­ mation, national and racial definition, produc­ tive and reproductive labors and sexualities, and issues of representation as they are rede­ fined through these narratives. Authors will include Austen, the Brontes, Dickens, Eliot, Hardy, Wilkie Collins, William Morris, and Wilde. 1 credit. Not offered 1999-2000. Lesjak. ENGL 045. Modern British Poetry Steven Spender called them “recognizers,” cre­ ating a complex, fractured art out of circum­ stances they experienced as extraordinary, unprecedented. This course examines the responses of British male and female poets— and some American expatriates—to the wars, shifting beliefs, complicated gender roles, and other dislocations of early 20th-century life. 1 credit. Spring 2001. Anderson. ENGL 046. Stein and Woolf This course is an intensive consideration of two icons of modernism and of some of the cur­ rent critical writing on their work. As we investigate these writers’ formal experimenta­ tion and their attempts to delineate modem subjectivity, we will analyze the representation of gender, sexuality, and national identity in their work, and we will pay explicit attention to the history of their status as “icons of mod­ ernism”—to their places in the canon. Texts include Stein’s QED, Three Lives, and Tender Buttons, and various “portraits,” and Woolf’s Jacob’s Room, Mrs. Dalloway, To the Lighthouse, and Orlando. 1 credit. Spring 2000. Cohen. ENGL 046. Contemporary Women’s Poetry “Merely the private lives of one-half of human­ ity”: thus Carolyn Kizer defines the 20th-cen­ tury revolution through which women poets give voice to the previously unspeakable and 159 English Literature explore the political implications of the supposedly personal. This course considers a vari­ ety of poetic styles and stances employed by women writing in English today—feminist or womanist, intellectual or experiential, lesbian or straight, and mindful of ethnic heritage or embracing the new through artistic experimen­ tation. 1 credit. Spring 2000. Anderson. ENGL 049. 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, Carson, McGuckian, Muldoon, and ni Dhomnaill (among others) within the socio­ political contexts of contemporary Ireland. 1 credit. Spring 2001. Anderson. 050-069: AMERICAN (INCLUDING AFRICAN AMERICAN AND ASIAN AMERICAN) ENGL 051. Fictions in American Realism This course considers some basic and probably unanswerable questions about late 19th centu­ ry relationships between art and conscience, when rapid national expansion and social dis­ locations rendered American romance obso­ lete. The chosen narratives portray individuals confronted by hardships or moral dilemmas peculiar to early modernism. Writers include W. D. Howells, Henry James, Kate Chopin, Theodore Drieser, Stephen Crane, Edith W harton, and Charles Chesnutt. I credit. Spring 2000. James. ENGL 052A. Studies in American Prose A study of 19th and 20th century American narratives exploring the consequences of for­ bidden border crossings—cultural, racial, sexu­ al. Nineteenth century texts: a feminist look at the Puritans and Indians (Hobomok); Douglass’ The Heroic Slave; Hawthorne’s Scarlet Letter; and James’ Portrait of a Lady. More modem works: C ather’s The Professor’s House; Hemingway’s The Garden o f Eden; Charles Johnson’s tribute to Douglass and Melville 160 (Middle Passage); and Bharati Mukherjee’s Holder of the World. 1 credit. Not offered ¡999-2000. Schmidt. ENGL 0520. American Fiction: Melville and Pynchon A study of two writers with many shared ambi­ tions, interests, and compulsions, with empha­ sis on their work in shorter forms as well as the epic-length novel. Melville readings will include “Bartleby the Scrivener” and “Benito Cereno” and the short novel Israel Potter as well as Moby-Dick. Pynchon readings will be “Entropy,” “The Secret Integration,” The Crying of Lot 49, and Mason & Dixon. 1 credit. Not offered 1999-2000. Schmidt. ENGL 052C. American Women’s Fiction A look at romance and realism and race in women’s fiction over two centuries. Tentative syllabus: Lydia Maria Child’s A Romance of the Republic (1867); the “local color” short stories of Mary Wilkins Freeman; Maria Amparo Ruiz de Burton, Who Would Have Thought It? (1872); Edith W harton, The Age of Innocence (1920); Zora Neale Hurston, Their Eyes Were Watching God (1937); plus selected contempo­ rary work by Toni Morison, Dorothy Allison, Rebecca Wells, and others. 1 credit. Not offered 1999-2000. Schmidt. ENGL 053. American Poetry A study of the poetry and prose of selected U.S. writers, including W hitm an, Dickinson, Williams, Stevens, Hughes, and H.D. 1 credit. , Spring 2000. Schmidt. ENGL 054. Faulkner, Morrison, and the Representation of Race This course has two aims: to explore in some depth the fiction of two major American nov­ elists and to work towards aesthetic criteria attentive to both racial dynamics and formal achievement. 1 credit. Fall 1999. Weinstein. ENGL 057. The African American Writer This century-long overview considers the way African American writers frame their doublefaced culture, foreground their history and her­ itage, and portray their community’s way of knowing itself. Writers range from Chesnutt to Morrison and may include J.W. Johnson, W.E.B. DuBois, Jean Toomer, Richard Wright, Langston Hughes, or Alice Walker. 1 credit. Not offered 1999-2000. James. ENGL 059. The Harlem Renaissance Through the lens of the Harlem Renaissance era, this course considers African American modernism and cultural nationality in the decade following World War I. We will focus largely on writings, but lectures on art and music are included, and views concerning the meaning of Harlem as locale are pertinent. A day trip to Harlem will be arranged. 1 credit. Spring 2001. James. ENGL 060. Sites of Memory: Contemporary African American Writing Imaginative texts that remap the terrain of African American cultural and social history since the 1970s are central to this study of con­ temporary writing that focuses on “memories” of slavery as a way of understanding the pre­ sent. Writers may include, among others, Ernest Gaines, Paule Marshall, Charles Johnson, Toni Morrison, Alice Walker, David Bradley, Ishmael Reed, or Octavia Butler. 1 credit. Fall 2000. James. ENGL 061. Earlier Native American Literature*/** In 1969, Kiowa writer N. Scott Momaday was awarded the Pulitzer Prize for House Made of Dawn, a novel set on the Jemez Pueblo in New Mexico. This event sparked what Kenneth Lincoln has termed a literary “Native American Renaissance,” and in its wake, there has been a surge in both the production of and interest in Native American literature. Overlooked in the focus on contemporary lit­ erature, however, has been earlier Native American literature. This course will examine literature produced by Native Americans in English from the 18th to the mid-19th cen­ turies primarily. Genres will include spiritual narratives, letters, autobiographies, and fiction. 1 credit. Fall 1999. Herm ann. ENGL 062. Native American Autobiography This course is designed to acquaint students with the varieties of self-life-narration in native North America. We will examine issues, such as the construction of Native American images, ‘Indianness’, literary nationalism, vio­ lence, contemporary storytelling, and notions of the ‘self’. We will be reading critical and cul­ tural theory alongside primary texts to under­ stand the ways in which Native American per­ sonal narratives are read and discussed in the academy and in tribal communities. 1 credit. Not offered 1999-2000. Hermann. ENGL 063. Asian American Literature This course is designed to introduce you to the common texts and critical issues in the study of Asian American literature in the context of the various and changing circumstances of Asian immigration to the United States. We will think about such issues as “authentic” identity, assimilation, remembering or imagin­ ing a homeland, and how these issues may be influenced by differences in generation, gen­ der, and sexuality. 1 credit. Not offered 1999-2000. Saragosa. ENGL 064. The Asian American Misceg-Nation The historical circumstances of Asian immi­ gration to America, and American and European involvement in Asia, will be occa­ sions to think about how the representation of interracial romance is deployed to mediate broader cultural fears. We will examine the sexual stereotypes of Asian men and women; we will think about how the people concerned maneuver within a very loaded cultural mine­ field; and we will look at political racial mix­ ing, thinking about the possibilities for crossracial coalition building. 1 credit. Not offered 1999-2000. Saragosa. ENGL 065. Seif-Formation and Minority Literature This course will be organized around the 161 English Literature notion of “self-formation,” and we will think about autobiography and the novel as forms through which model, or normative, subjectiv­ ities are produced. In this context, we will think about the notion of “minor” literature (as opposed to “major” or canonical literature), how this relates to the construction of “minor­ ity” literature, and how works by women and people of color revise and contest notions of self-formation and normative subjectivity. 1 credit. Spring 2001. Saragosa. Tomas Rivera, Richard Rodriguez, Guillermo Gomez-Pena, Sandra Cisnceros, and Cherrie Moraga. Issues examined will include borderlands/border theory; ethnic and national iden­ tity; gender and sexuality en la movimiento; and the place of the ethnic intellectual. 1 credit. Spring 2000. Saragosa. ENGL 066. Oriental Visions and Asian Eyes: Asians on Stage and Screen** Regular creative writing workshops are limited to 12 and require the submission of writing samples for students to apply for them. Workshops marked with a # combine a balance of substantial literary analysis of models along with creative writing exer­ cises geared to the models; these workshops are lim­ ited to 15, do not require the submission of manu­ scripts, and have as their prerequisite (for freshmen and sophomores but not for juniors or seniors) an English introductory course. Students may nor­ mally take only one workshop at a time. The history of representations of Asians will provide the basis for our interrogation of race in the popular American imagination. We will, however, spend more time on the recent histo­ ry of Asian American theater, film, and perfor­ mance. Topics will include racial performance and performance theory; representational strategies of containment and resistance; ques­ tions of production, distribution, and recep­ tion; and the viability of theater and film as locations from which to imagine an alternative political reality. 1 credit. Spring 2001. Saragosa. ENGL 067. (Asian) Ethnicity and (Heterosexual Nnrmativity** In this class, we will examine a variety of liter­ ary texts and performance pieces to think about how ideas of sexual normativity are deployed to police not only gender identity, but a whole range of political identifications. While we will be looking at these issues in the specific context of Asian American ethnicity, the theoretical issues we raise will have impli­ cations in our broader understanding of race and ethnicity. 1 credit. Not offered 1999-2000. Saragosa. ENGL 068. Chicano/a Literature We will examine Mexican American literary production in the context of the Chicano rights movement. This will entail an examina­ tion of cultural production and movimiento and post-movimiento politics. Our texts will be literarature, film, performance, and visual art, and the artists will include (among others) 162 070: CREATIVE WRITING WORKSHOPS ENGL 070A. Poetry Workshop (Studio course) A class, limited to 12, in which students write, read, translate, and talk about poetry. We will emphasize the discovery and development of each individual’s distinctive poetic voice, imagistic motifs, and thematic concerns, with­ in the context of contemporary poetics. Students should submit three to five pages of poetry for admission, at a time announced dur­ ing fall semester. The workshop will meet once a week for four hours. Admission and credit are granted at the discretion of the instructor. 1 credit. Spring semester each year. 1 Spring 2000: Anderson. Spring 2001: Schmidt. ENGL 070R. Fiction Writers’ Workshop We’ll approach the challenge of constructing compelling narratives through a series of for­ mal exercises and experiments. Students will read and comment on each others’ writing as they work to hone their own style and clarify their central thematic concerns. Twelve stu­ dents are admitted to the class on the basis of a writing sample submitted during fall semester. 1 credit. Spring semester each year. Spring 2000 and 2001. Bolton. ENGL 070C. Advanced Poetry Workshop (Studio course) Intensive volumes of poetry often represent their authors’ conscious statements, made through selection, organization, and graphic presentation. This 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 granted at the discretion of the instructor. 1 credit. Fall 2000. Anderson. ENGL 0700. Grendel’s Workshop (New Texts From Old)# John Gardner rewrote the ancient epic Beowulf in modem idiom from the monster’s point of view. Shapers like Cesaire and Auden have brought Shakespeare’s Tempest into the 20th century. Angela Carter’s Beauty liked the Beast better than the Prince. Students will study old texts and their modem revisions and then, using these models as starting points, reshape their own beautiful or beastly visions. 1 credit. Fall 2000. Williamson. ENGL 070E. Lyric Encounters# Matthew Arnold called it “a criticism of life”; Dylan Thomas “a naked vision.” Emily Dickinson defined it as a blow: “If I feel physi­ cally as if the top of my head were taken off, I know that it is poetry.” Students will examine varieties of the lyric and then shape their own criticisms, visions, cerebral explosions in response. 1 credit. Fall 1999. Anderson. I credit. Fall 1999. Yagoda. ENGL 070K. Directed Creative Writing Projects Students—whether regular or honors majors— who plan a directed writing project in fiction or poetry must consult with the Department Chair and with a member of the Department’s writing faculty who might supervise the proj­ ect, and must submit a prospectus to the Department by way of application for such work before the beginning of the semester dur­ ing which the project is actually done. The number of these ventures the Department can sponsor each year is limited. Deadlines for the receipt of written applications are the second Monday in November and the first Monday in April. Normally limited to juniors and seniors who have taken an earlier workshop in the Department. For creative writing projects in the Honors Program, the approximate range of pages to be sent forward to the examiners will be 20 to 30 pages of poetry, or 30 to 50 pages of fiction. There will be no written exam for the creative writing project; the student’s portfolio will be sent directly to the examiner, who will then give the student an oral exam during Honors week. For purposes of the transcript, the cre­ ative writing project will be assigned a grade corresponding to the degree of Honors award­ ed it by the external examiner. Students are advised that such independent writing projects must normally be substantially completed by the end of the fall semester of the senior year as the spring semester is usually the time when the Senior Honors Study essay must be written. Staff. ENGL 070F. Journalism Workshop This course will consider a variety of journalis­ tic genres—the hard-news article, the inves­ tigative story, the profile, the feature, the work of literary journalism—historically, theoreti­ cally, and practically as well as examining how they are variously adapted for newspapers, magazines, and books. Students will produce a substantial work of journalism, or a series of shorter pieces that address different aspects of the same subject. Periodically, professional journalists with a range of interest and exper­ tise will visit the class. 071: GENRE STUDIES See also ENGL 081. Theory of the Novel. ENGL 071 A . Tragedy*** A study of tragedies from the Greeks to the postcolonial world. We’ll examine the history of the genre, theories of the tragic, and the ongoing effort to rewrite tragedy in changing historical circumstances. Note: By arrangement with the professor, this 163 English Literature course may be countered as either pre-1830 or post-1830, but not both. 1 credit. Not offered 1999-2000. Johnson. ENGL 071B. The Lyric in English*** A history of the lyric poem in English from its origins in Old and Middle English to contem­ porary poetry, with emphasis on comparing particular lyric genres like the elegy, the love poem, and the pastoral lyric. Note: By arrangement with the professor, this course may be countered as either pre-1830 or post-1830, but not both. 1 credit. Fall 2000. Schmidt. ENGL 071C. The Short Story As we read widely in the 19th- and 20th-cen­ tury short story, we’ll focus on technical devel­ opments as well as certain recurring preoccu­ pations of the genre: fragmentation and recon­ struction; the staging of an encounter between the ordinary and the extraordinary; the refuta­ tion of time and mortality. 1 credit. Fall 2000. Bolton. ENGL 071E . Autobiographical Acts W hat compels the act of writing the self? W hat do the acts have in common across race, cul­ ture, or gender? This course examines impulses to testify and considers a range of ethnic and cultural instances in its questioning, but exam­ ples will vary from time to time. 1 credit. Not offered 1999-2000. James. ENGL 0 71F. Gothic Possibilities “High Gothic” flourished in England in the 1790s; “Southern Gothic” adapted the con­ ventions of the form to the demands of mod­ ernist fiction and the culture of the American South. Among the Gothic possibilities we will consider: sensationalism (Lewis), domestica­ tion (Raddiffe), parody (Austen), autobiogra­ phy (Porter), fragmentation (Faulkner), and cultural critique (Toomer). 1 credit. Not offered 1999-2000. Bolton. ENGL 071G. Satire: Spirit and Art This course speculates about the nature and 164 aims of satire and its problematical standing. How valid are claims to moral purpose? To power or influence? We will question whether satires ranging from toasts in verse to narra­ tives in fiction and film are ‘open’ or ‘closed’ forms. Authors will include Atwood, Huxley, Charles Johnson, Pope, Ishmael Reed, Swift, John Kennedy Toole, and Nathanael West. 1 credit. Not offered 1999-2000. James. ENGL 071H. Science Fiction A n exploration of origins, genres, themes, and contexts in a dozen or so works of sciencebased speculative fiction from several ages. We will be concerned not only with the workings of the literary imagination in these novels (and a few plays), but also with shifting ideas about what science is, of the relation of science to human affairs (religious, political, economic, and even psycho-sexual); and of the percepti­ ble shape of the universe itself. Authors may include Bacon, Swiff, Mary Shelley, Verne, Wells, Stapledon, Asimov, Clarke, Brunner, Gibson, LeGuin, Piercy, etc. 1 credit. Not offered 1999-2000. Blackburn. ENGL 0 71J. Cherchez la femme: The “ Mystery” of Women in the Mystery Genre From Eden on, our cultural narratives o f decep­ tion and discovery have often centered on Woman, vulnerable, culpable, and duplicitous. The concept of 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 of this “mystery” will involve male authorities—Conan Doyle, Chandler, Hammett— and female private “I”s—Sara Paretsky, Sue Grafton, Barbara Wilson. 1 credit. Not offered 1999-2000. Anderson. ENGL 071K. Lesbian Novels Since World War II This course will examine a wide range of nov­ els by and about lesbians since World War II. O f particular concern will be the representa­ tion of recent lesbian history; how, for instance, do current developments in cultural studies influence our understanding of the les­ bian cultures of the 50s, 60s, and 70s? W hat is at stake in the description of the recent lesbian past? 1 credit. Spring 2000. Johnson. ENGL 071M . James Merrill and the Epic Poem An introduction to what may be the most important epic poem published in our lifetime, James Merrill’s The Changing Light at Sandover (1984). It is a moving mixture of tragedy and comedy featuring conversations with the dead via an Ouija board and the heroic exploits of God Biology recycling souls and cloning genius. We will begin the course with a brief look at Dante’s Inferno, one earlier epic poem important to Sandover. Enrollment limited to 15. I credit. Not offered 1999-2000. Schmidt. ENGL 7 1 N. Narratives of Spiritual Quest*** A study of how writers from the 16th century to the present explore spirituality and unlock the conscience within through particular forms—from allegory to lyric, fiction to autobi­ ography. Works by Spenser, Milton, Herbert, Dickinson, Merton, Kerouac, Tolstoy, Gold­ berg, Morrison, Butler, Hillesum, Hooks, and others. Popular film and TV may include The Rapture, Buffy Vampire Killer, Touched by an Angel, and the X-Files. Note: By arrangement with the professor, this course may be counted as either pre-1830 or post-1830, but not both. 1 credit. Spring 2001. Blum. ENGL 071R. Feminist Theatre Feminist playwrights have used the stage to cri­ tique a patriarchal discourse founded upon woman as spectacle. A t the same time, they have created a new theatrical language devot­ ed to staging women as subjects. We will start our readings with a backward glance at the modem drama canon, then focus upon 20th century playwrights and performance artists, such as Glaspell, Johnson, Churchill, Terry, Fomes, Shange, Kennedy, Duras, Yamauchi, Wong, Smith, Hughes, and Split Britches. 1 credit. Spring 2000. Evan. 072-079: COMPARATIVE LITERATURE/ LITERATURE IN TRANSLATION ENGL 072. Proust, Joyce and Faulkner Selections from Proust’s Remembrance of Things Past, Joyce’s Dubliners and Ulysses entire, and Faulkner’s The Sound and the Fury and Absalom, Absalom! Emphasis on the ideological and for­ mal tenets of modernism. 1 credit. Spring 2000. Weinstein. ENGL 073. Modernism: Theory and Practice** Drawing on a range of theorists and practition­ ers, this course will explore some salient ener­ gies and problems of modernism. Theorists will include Nietzsche, Freud, Weber, Simmel, Adomo, Benjamin, Bakhtin, and de Certeau, among others. Practitioners will be chosen from among the following writers: Joyce, Kafka, Proust, Rilke, Mann, Woolf, and Faulkner. 1 credit. Spring 2001. Weinstein. ENGL 073A. Mapping the Modern (Crosslisted as SOAN 052) The course seeks to explore some of the salient issues, achievements, and problems that serve to map Western modernity. Beginning with “prophetic voices” from the mid-19th century, we then concentrate upon “urban fables” of early 20th-century high modernism, conclud­ ing briefly with late-20th century “postmodern lenses.” Texts will be chosen from among the following writers: Marx, Baudelaire. Nietzsche, and Dostoevsky; Rilke, Kafka, Freud, Joyce, and Woolf; Weber, Simmel, Adorno, Benjamin, and Lukács; Bakhtin, Arendt, Canetti, and de Certeau; Calvino and Borges; Berman and Harvey. The central topics under study are the phenomena of the modem sub­ ject and the modem city, as expressed in liter­ ature, analyzed in sociology and critical theory, and represented in a range of cultural practices. 1 credit. Not offered 1999-2000. Weinstein and WagnerPacifici. 165 English Literature ENGL 074. Modern Epic: Tolstoy, Joyce, and Garcia-Marquez This course will examine three “encyclopedic” texts (War and Peace, Ulysses, One Hundred Years of Solitude) that rehearse and transform inherited paradigms of cultural identity, pur­ pose, and destiny. Through sustained attention to formal and ideological tenets of these specif­ ic texts, we will also seek to interrogate some of the salient procedures of realism, modernism, and postmodernism, i credit. Fall 2000. Weinstein. ENGL 075. Studies in Comparative Fiction This course will explore the relationships between desire and law, as well as the social construction of identity, in a range of 19thand 20th-century novels. Writers will include Flaubert, Dostoevsky, Tolstoy, Kafka, Faulkner, and Morrison. 1 credit. Not offered 1999-2000. Weinstein. ENGL 076. Studies in Modern Drama The course will focus on selected modem play­ wrights who have been instrumental in recon­ ceiving dramatic form and in shaping the mod­ ernist (or post-modernist) tradition. Major topics may include: text and subtext, realism and expressionism, theatre as self-reflexive form, acting and acting out, language and silence, and ideas of the spectacular. Major authors will include Ibsen, Pirandello, Brecht, Beckett, Pinter, and Churchill. 1 credit. Not offered 1999-2000. Williamson. ENGL 0 77. Literature of the Asian Diaspora The political and economic circumstances of immigration and exile have produced a rich body of literature in English by Asians in England, Canada, and the United States. As .we read these texts, we will think about how they address common concerns of national and transnational identity, themes of exile and return, and visions of home and homeland. Authors we will read will include Salmon Rushdie, Anchee Min, and Teresa Hak Kyung Cha. 1 credit. Fall 1999. Saragosa. 166 ENGL 070. The Black African Writer The texts in this course challenge outworn per­ ceptions of m onolithic African cultures and— through imaginative narratives and poetry by selected writers—reflects the shared need of women and men to come to terms with a past usurped by colonial regimes and tradi­ tions tested by modernist visions. These writers meditate on the national present as well as on the shape of things to come even as they search the past. Authors include Chinua Achebe, Buchi Emecheta, Ama A ta Aidoo, Amos Tutuola, Sembene Ousmane, Ngugi wa Thiong’o, and others. 1 credit. Fall 1999. James. ENGL 079. Fictions From the Black Atlantic This course focuses on a ‘black Atlantic cul­ ture’ whose themes and techniques complicate and enrich our understanding of Western ‘modernism’. Works range from Equiano and Delaney to Morrison and Baldwin. 1 credit. Not offered 1999-2000. James. 080-096: CRITICAL THEORY, FILM AND MEDIA STUDIES Courses in critical theory are also listed elsewhere and are noted by **. ENGL 080. Critical and Cultural Theory** An introduction to texts and contexts in con­ temporary critical theory and cultural studies. We will read narrative, psychoanalytic, marxist, poststructuralist, feminist, queer and post­ colonial theory, raising questions of subjectiv­ ity, difference, ideology, representation, meth­ odology, and cultural politics. 1 credit. Not offered 1999-2000. White. ENGL 081. Theory of the Novel** A study of novels representative of the novel’s development as a form in conjunction with dif­ ferent theories of the novel. We will consider the origins of the novel, the relationship between the history of the novel and the his­ tory of sexuality, and debates regarding the novel and the politics of realism, modernism, and contemporary postmodernism. Authors include: Watt, Lukács, Brecht, Armstrong, Jameson, Richardson, Eliot, and Woolf. 1 credit. Spring 2000. Lesjak. ENGL 082. Representations of Women’s Identity * * (Cross-listed as PSYC 052) A study of the ways that psychology, literature, film, and literary theory illuminate women’s identity and self-expression. By examining psy­ chological case studies, prose narratives by male and female authors, psychological and lit­ erary theory, we will identify ways women have been represented in our culture, the conse­ quences of this representation, and possibilities for self-awareness and expanding creativity. Prerequisite: an introductory course in English. 1 credit. Not offered 1999-2000. Blum and Maracek. ENGL 083. Feminist Theory** Close readings of a range of feminist theory, from early feminist texts which attempt to establish the fact of sex-based oppression to later works addressing psychoanalysis and the problem of “master discourse”; the issue of what is “woman”; and questions of how class, sex, gender, imperialism, and race intersect. 1 credit. Spring 2000. Lesjak. ENGL 084. Lesbian Representation** Using the framework of feminist theory, we will explore models of lesbian representation in literature and film and the construction of sub­ jectivity and desire in texts authored by les­ bians. Works by Radclyffe Hall, Audre Lorde, Chantal Akerman, and others will be read and viewed in the context of psychoanalysis, mod­ ernist and postmodern aesthetics, feminist pol­ itics, gay history, and popular culture. 1 credit. Not offered 1999-2000. White. ENGL 085. “ Whiteness” and Racial Difference** A look at the history of how “racial” identities and differences have been constructed in past and contemporary cultures, especially in the United States. Includes writings on the subject by cultural critics of all races. 1 credit. Spring 2001. Schmidt. ENGL 086. Postcnlonial Literature and Theory** A comparative study of postcolonial literature and theory within a global framework, empha­ sizing the political, historical, and cultural dimensions of these texts. O f central concern will be how the “empire writes back”: its repre­ sentations of political and literary histories, nationalism, race, and gender. Readings by Said, Aijaz Ahmad, Amin, Rushdie, Emecheta, Ousmane, Dangarembga, Achebe, Nwapa, and Mariamma Ba. 1 credit. Not offered 1999-2000. Lesjak. ENGL 087. American Narrative Cinema** Introduction to film as narrative form, audiovi­ sual medium, industrial product, and social practice, emphasizing the emergence and dom­ inance of classical Hollywood as a national cinema, with some attention to independent narrative traditions such as “race movies.” Genres, such as the western, the melodrama, and film noir, express aspirations and anxieties about race, gender, class, and ethnicity in the United States. Auteurist, formalist, marxist, feminist, and psychoanalytic methods will be explored. 1 credit. Fall 1999 and 2000. White. ENGL 088. American Attractions: Leisure, Technology, and National Identity** Visual spectacles such as Bamum’s museum, minstrel and Wild West shows and vaudeville shaped American “identity” from ethnic, racial, religious, geographical and gender dif­ ferences and hierarchies, anticipating the national audiences of the Hollywood studio system and television networks. This teamtaught interdisciplinary class focuses on the history and analysis of U.S. popular culture from the Civil War to the present. 1 credit. Not offered 1999-2000. Sharon Ullman (His­ tory, Bryn Mawr) and Patricia White. 167 English Literature ENGL 089. Women and Popular Culture: Fiction, Film, and Television This course looks at Hollywood “women’s films” and television soap operas, their sources in 19th and 20th century popular fiction and melodrama, and the cultural practices sur­ rounding their promotion and reception. How do race, class, and sexual orientation intersect with gendered genre conventions, discourses of authorship and critical evaluation, and the paradoxes of popular cultural pleasures? Uncle Tom’s Cabin, Gone With the Wind, Rebecca, The Joy Luck Club. 1 credit. Spring 2000. White. ENGL 090.Queer Media** How are sexual identities mediated by popular culture? How do lesbian and gay film and video makers “queer” sexual norms and standard media forms? Challenging classic Hollywood’s heterosexual presumption and mass media appropriations of lesbian and gay culture, we will examine lesbian and gay aesthetic strate­ gies and modes of address in contexts such as the American and European avant-gardes, AIDS activism, and diasporan film and video movements. 1 credit. Fall 2000. White. ENGL 091. Feminist Film and Media Studies** This course focuses on critical approaches to films and videos made by women in a range of historical periods, national production con­ texts, and styles: mainstream and independent, narrative, documentary, video art, and experi­ mental. Readings will address questions of authorship and aesthetics, spectatorship and reception, image and gaze, race, sexual, and national identity, and current media politics. 1 credit. Spring 2001. White. ENGL 092. Film Theory and Culture** A survey of major paradigms in classical and contemporary film theory and historiography: realism, montage, authorship, genre, narratology, semiotics of image and sound, the cine­ matic apparatus, spectatorship, feminism, and cultural studies. Directors include Eisenstein, Vertov, Welles, Ophuls, Godard, Akerman, 168 Lanzman, Jarman, Trinh. Background in film studies required. 1 credit. Fall 1999 and Spring 2001. White. ENGL 093. Studies in Film and Literature A study of the complex ways in which film and literature interact. Heart of Darkness as the source and inspiration for Apocalypse Now. The collaboration of Handke and Wenders on Wings of Desire. The self-reflexive meta-forms of Pirandello and Resnais. Dramatic and cine­ matic treatments of Kaspar Hauser and the Elephant Man. The art of Pinter on stage and screen. 1 credit. Not offered 1999-2000. Williamson. 097-099: INDEPENDENT STUDY AND CULMINATING EXERCISES ENGL 097. Independent Study Students who plan an independent study must consult with the appropriate instructor and submit a prospectus to the Department by way of application for such work before the begin­ ning of the semester during which the study is actually done. Deadlines for the receipt of writ­ ten applications are the second Monday in November and the first Monday in April. Normally limited to juniors and seniors. 0.5-1 credit. Staff. ENGL 0 9 8 ,098A. Senior Thesis Course majors in the Department may pursue a thesis of their own choosing under the supervi­ sion of a member of the Department. The the­ sis may be for one (40-50 pages) or two (80-100 pages) credits. A brief prospectus for the pro­ ject must be submitted for approval by the Department in April of the junior year. Before submitting this prospectus, Course majors should consult with the Department Chair and with the Department member who might supervise the project. This work must be sepa­ rate from that of the senior culminating essay, required of every course major for graduation. 1 or 2 credits. Staff. ENGL 099. Senior Culminating Essay During the fall and spring terms of the senior year, each course major is required to write a senior essay. Proposals are due in the fall and completed essays are due in the spring. Details about the essay are available in the Depart­ ment Office. One-half credit will be awarded for the essay, normally in the spring term; the essay will receive a regular letter grade. 0.5 credit. Spring semester. Staff. SEMINARS tion and containment. Special emphasis on Paradise Lost, and some attention to works by Milton’s male and female contemporaries. 2 credits. Not offered 1999-2000. Blackburn or Blum. ENGL 106. Renaissance Epic* The two major English epics of the period, Spenser’s Farie Queene and Milton’s Paradise Lost, considered in contexts of social and liter­ ary history, including two epic antecedents, Virgil’s Aeneid and Tasso’s Jerusalem Delivered. 2 credits. Not offered 1999-2000. Blackburn. ENGL 107. Renaissance Literature* Honors seminars are open to juniors and seniors only and require approval of the Department Chair. Priority is given to Honors majors and minors. Group I: (Pro-1830) ENGL 10 1. Shakespeare* Study of Shakespeare as dramatist and poet. The emphasis is on the major plays, with a more rapid reading of much of the remainder of the canon. Students are advised to read through all the plays before entering the sem­ inar. 2 credits. Fall 1999: Blackburn. Fall 2000: Blum. Spring 2000'and 2001: Johnson. ENGL 102. Chaucer and Medieval Literature* A survey of English literature, primarily poetry, from the 8th to the 15th century with an emphasis on Chaucer. Texts will include Beowulf, Sir Gawain and the Green Knight, The Canterbury Tales, Troilus and Criseyde, Pearl, Piers Plowman, selected medieval plays, Arthurian materials, and Margery Kempe’s autobiography. Chaucer will be read in Middle English; other works will be read in translation or modernized versions. 2 credits. Fall 1999. Williamson. ENGL 104. Milton* Study of Milton’s works in relation to questions of authorial identity, canon formation, gender and genre politics, spiritual and social revolu­ Covers a range of Renaissance writing, empha­ sizing relations between texts and their social realms. We’ll study the private exchange of elite poetic texts, the relation between fame and stigma for published authors, the profes­ sion of the playwright, the roles of women who wrote, and the uses of writing in the Civil War. Our readings will include significant amounts of Shakespeare, non-Shakespearean drama, criticism, and theory. 2 credits. Not offered 1999-2000. Johnson. ENGL 110 . Romantic Poetry* We’ll read the women poets of the period (Smith, Robinson, Baillie, Wordsworth, Hemans, and L.E.L.) alongside their more famous male contemporaries (Blake, Words­ worth, Coleridge, Byron, Shelley and Keats) in order to explore issues of concern to both. Topics may include revolution, theatricality, hauntings, class conflict, orientalism, and empire. 2 credits. Spring 2000. Bolton. Group II (Post-1830) ENGL 1 1 1 . Victorian Literature and Culture** This seminar will treat novels, non-fictional works, and visual art from the Victorian period in the context of Britain’s age of empire. We will consider the major issues of the day—the “Condition of England” question, the “woman question,” theories of evolution and revolu- 169 English Literature tion, the role of aesthetics—and how they are engaged and represented by different media and disciplines. Works by Carlyle, Mill, Marx, Darwin, Gaskell, Eliot, Gissing, Schreiner, Wilde, among others. 2 credits. Fall 1999. Lesjak. ENGL 112 . Women and Literature** A. Issues of agency and subjectivity as set out by contemporary women writers in current fic­ tion, autobiography, feminist, and womanist theory. Topics include body image, narratives of race, nation and strategic essentialism, gen­ der and sexuality, feminist science fiction, and spirituality. Works by Erdrich, Morrison, Tiptree, Allison, Suleri, Sapphire, Winterson, Moraga, Shikeguni, Butler, among others. 2 credits. Not offered 1999-2000. Blum. B. Women’s Poetry of the 20th Century: “Tell it slant,” Emily Dickinson advises, and women poets—whether or not they have read her work—have typically taken her subversive advice to heart. How women “slant” their truth, and how their poetic methods differ—if at all—from those of their male counterparts will form the center of this inquiry into Modernist and post-Modemist feminist aes­ thetics. 2 credits. Fall 2000. Anderson. ENGL 115 . Modern Comparative Literature The fall semester will focus on fiction respon­ sive to colonial and postcolonial conditions. Writers will include Conrad, Forster, Achebe, Emecheta, Faulkner, Garcia-Mirquez, Morrison, Silko, Erdrich, and Rushdie. The spring semester will focus on Modernism: theory and practice. Drawing on a range of authors writing between the 1850s and the 1930s, this seminar will attend to the concep­ tual underpinnings of European modernism .and will seek to come to terms with several of its most salient texts. Primary readings will be drawn from among the following writers: Marx, Baudelaire, Dostoevsky, Nietzsche, Rilke, Kafka, Freud, Joyce, Eliot, Proust, Woolf, Faulkner, and Hurston. Secondary readings will include essays by Simmel, Lukács, Benjamin, Adorno, Bakhtin, and De Certeau. 170 2 credits. Fall 1999 and 2000; Spring 2000 and 2001. Weinstein. ENGL 116 . American Literature Advanced work in U.S. literary history. Students who enroll in this course should nom­ inate one to two works of literature to be con­ sidered for the syllabus. These will be supple­ mented by other primary and secondary works of American literature and history chosen by the instructor. Prior work in U.S. literature and/or history is recommended. 2 credits. Fall 2000. Schmidt. ENGL 1 1 7 . Ethnic Studies in Literature If feminist politics has taught us that the “per­ sonal” is the “political,” in what ways is it also the “critical”? This course will be an intensive exploration into how “identity”—racial, eth­ nic, gender, and sexual—has come to be used as an organizing principle in the construction of literary traditions and as a point of entry into various critical practices. In particular, we will interrogate how literary and cultural criticism take up such forms of identity, how critical practices based on gender and sexuality are often in a troubling relationship to those based on race, and how contemporary challenges to identity politics force us to reconsider the util­ ity of such identitarian models. 2 credits. Fall 2000. Saragosa. ENGL 118 . Modern Poetry A study of the poetry and critical prose of Yeats, Eliot, Stevens, and H.D., in an,effort to define their differences within the practice of “Modernism,” and to assess their significance for contemporary poetic practice. 2 credits. Fall 1999 and Fall 2000. Anderson. ENGL 120. Critical and Cultural Theory** “Culture is one of the two or three most com­ plicated words in the English language” con­ cedes Raymond Williams in Keywords. The influence of linguistics on philosophy and anthropology will lead us to the subject of cul­ ture—and the subject in culture. Marx, Freud, Saussure, Benjamin, Lévi-Strauss, Fanon, Irigaray, Foucault, Sedgwick, and de Lauretis. 2 credits. Spring 2000. White. ENGL 12 1. The Harlem Renaissance in The Jazz Age This study extends and challenges received conceptions of the Harlem Renaissance by reading the era in relation to The Jazz Age— African American modernism side by side with American cultural nationalism. It weighs the effects of focusing on intersections between American/Affican American (and African) cultural positions and their impact on each fol­ lowing World War I. Texts may range from Hughes and Hurston to Stein and O ’Neill. 2 credits. Not offered 1999-2000. James. the processes of play production, especially as they involve collaborative making; all produc­ tion for performance in the program is part of course work. Theatre Studies emphasizes writing as an important aspect of discursive thinking and communication. All courses have a significant writing component, the nature of which varies from course to course. Since in practice, public performance engages theatre artists for less time and is less compli­ cated than rehearsal and other preparations, it receives proportionally less attention in this curriculum. Since all work in theatre even­ tually issues in a public occasion, classes are usually open to visitors. ENGL 180. Thesis A major in the Honors Program may, with Department permission, 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 of the junior year. Normally, the student writes the thesis of 80-100 pages, under the direction of a member of the Department, during the fall of the senior year. 2 credits. Staff. ENGL 183. Independent Study Students may prepare for an Honors examina­ tion in a field or major figure comparable in lit­ erary significance to those offered in the regu­ lar seminars. Independent study projects must be approved by the Department and supervised by a Department member. Deadlines for the receipt of written applications are the second Monday in November and the first Monday in April. 2 credits. Staff. THEATRE STUDIES The Theatre Studies major uses the study of all aspects of dramatic art as the center of a liber­ al arts education. It is intended to be of broad benefit regardless of a student’s professional intentions. All courses in the program address REQUIREMENTS AND RECOMMENDATIONS Planning a program in Theatre Studies can be complicated. First and second year students thinking about a Theatre Studies major should read these Requirements and Recommenda­ tions closely, and should consult with the Director of Theatre Studies early and often. Leave schedules, study abroad, a wide variety of intern and apprentice programs, and the importance of course sequences make longrange planning essential. Courses numbered 001 through 010 are intro­ ductory and are prerequisite to intermediate courses. Courses numbered O il through 049 are inter­ mediate and are prerequisite to advanced courses numbered 050 through 099. Seminars carry numbers 100 and above. Intermediate work in each of the course sequences requires a beginning course in that area. Thus, the prerequisite for THEA 012 (Acting II) is THEA 002 (Acting I); for THEA 035 (Directing II), THEA 015 (Directing I), and so on throughout the pro­ gram. Some advanced courses carry additional prerequisites that are listed in the course descriptions. For those majors who intend a career in profes­ sional theatre, whether academic, not-for-prof­ it, or commercial, internships in professional theatres are strongly recommended. Because of 171 Theatre Studies scheduling difficulties, students should plan and apply for internships, time spent off cam­ pus, and community projects as far in advance as possible. The Pig Iron Theatre Company is in residence on campus during the summer. Positions are usually available in production, development, public relations, marketing, box office, and house or stage management. Positions are usu­ ally not available in acting, directing, or design. Major in the Course Program: Ten credits of work including THEA 002 (Acting I), THEA 004A (Design IA: Set Design), THEA 004B (Design IB: Lighting Design), THEA 015 (Directing I), THEA 016 (Playwright’s Lab), THEA 106 (Theatre History Seminar), and THEA 099 (Senior Company). In addition, each major will choose an area of specialization and take the intermediate and advanced courses in that area. The areas of specialization are Acting, Directing, Scenography, Playwriting/Dramaturgy, 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 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; (2) an oral examination on the essay and related subjects by Theatre Studies faculty. Major in Honors: Honors students majoring in Theatre Studies will make three preparations as follows. 1. Theatre History Seminar, written examina­ tion, and an oral set by an outside examiner. 2. THEA 121 or a thesis attachment to a course to be read by an outside examiner along with an oral. 3. A production project in one of the following fields. Directing from a script. The student will, under faculty supervision, read in the playwright’s work, make a director’s preparation for the entire play, and rehearse for public presenta­ tion a locally castable portion of the chosen play. The instructor will supervise these activi­ ties appropriately, on the model of a special 172 project in Theatre Studies. The external exam­ iner will visit this project several times (depending on schedule and available funds). These visits (to rehearsals or planning sessions) will not include feedback from the examiner. The examiner attends rehearsal to know as much as possible about the student’s methods of making the work. The examiner also attends one or more of the public performances. The examination proper will consist of an extended interview directly following the performance and a briefer oral during Honors weekend. The subject of the first interview will be the stu­ dent’s processes as they relate to the produc­ tion. The second oral will concern the stu­ dent’s assessment of the entire process as a part of his or her undergraduate education and future plans. The student will support both interviews with an extensive production jour­ nal. Design from a script. The student will prepare all research, sketches, and preliminary writing for a production in a designated venue, He or she will make renderings, working drawings, and a model, and will prepare detailed budgets, schedules, etc. In addition to the model, the student will supervise the construction of a buildable portion of the design. The local instructor will supervise these activities appro­ priately, on the model of a special project in Theatre Studies. The 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 week­ end, the examiner will see the full-sized por­ tion and the model. The examination proper will be an extensive presentatioh by the stu­ dent, of the entire project, with special atten­ tion to processes of development and revision. During this presentation, the examiner (proba­ bly a professional designer, not necessarily an academic) will question the student, on the model of advanced classes in architecture. Dramaturgy. This project will be associated with Dramaturgy Seminar, Directing, or Play­ wright’s Lab. The student will create a body of writing appropriate to the specific project. This will include (but is not limited to) notes on production history, given circumstances, script analysis, program and press kit notes, study guide, and a grant proposal. For a community, education, or other project, the student, in consultation with an instructor, will create and fulfill a protocol suited to the work. O n a pro­ duction project, the student will continue work in rehearsal. The external examiner will receive all materials as they are generated. If the work is rehearsed, the examiner will attend as many rehearsals as possible. If the work is performed, or the project presented in some other way, the examiner will attend. The examination proper, given during the Honors weekend, will consist of an extended oral pre­ sentation similar to a design presentation. Acting. This student, with the advice of an advisor, will select and prepare a role from an appropriate script. The Program will hire a pro­ fessional actor for 50 hours of rehearsal, which the student will supplement with practice and other acting “homework.” The advisor will assist in this work on a regular basis. The exter­ nal examiner will attend as many rehearsal ses­ sions as possible, in order to observe the stu­ dent’s process. The student will keep a journal (an expanded version of the private “book” actors keep) to support discussion with the examiner in an extended interview immediate­ ly following an in-house presentation of the work. During the Honors weekend, the exam­ iner will conduct a second oral examination, focusing on the student’s reconsideration of the work after some time has passed. One of these combinations will constitute 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 project. The usual schedule will be spring of junior year, Theatre History Seminar; fall of senior year, THEA 099 and project planning; spring of senior year, thesis and production project. Double majors taking three examinations in Theatre will also follow that schedule. For double majors taking one examination and comps in Theatre Studies, the examination may be a production project, depending on available resources. Minor in Honors. Theatre Studies minors are required to take either THEA 015 (Perfor­ mance Theory and Practice) and THEA 106 (Theatre History Seminar) or THEA 016 (Playwright’s Lab) and THEA 121 (Production Dramaturgy Seminar). Minors may petition at the end of the junior year to enroll in THEA 099 (Senior Company) if they have otherwise completed the prerequisites for the course. SEMESTER ABROAD IN POLAND. The Programs in Theatre Studies and Dance are jointly developing a new semester-abroad pro­ gram for interested Swarthmore students based at the Silesian Dance Theatre (Slgski Teatr Taftca) in Bytom in conjunction with the Jagiellonian University of Cracow and other institutions in the vacinity. The Program is intended to provide participating students with a combination of foreign study with the expe­ rience of working in various capacities (dance performance, arts administration, scenography, etc.) within the environment of a professional dance theatre company for credit. Partici­ pating students would be housed in Bytom along with attending weekly tutorials in Cracow. Intensive study of Polish while in the country will be required of all participating stu­ dents. Although details of the program are still being finalized as the College catalog goes to press, it is expected that students will be able to participate in the program beginning in Spring 2000. Students participating will be able to enroll for the equivalent of a full semester’s credit (4 to 5 credits). Participation in the Annual International Dance Conference and Performance Festival hosted by Silesian Dance Theatre in June and July is highly rec­ ommended for certain types of credit. Beyond credits in Theatre Studies, Dance, and inten­ sive Polish, a menu of possible tutorials is being developed in Polish literature and history, Environmental Studies, Film, Religion, Jewish and Holocaust Studies, and other fields. Interested students should contact Professor Allen Kuharski, Director of Theatre Studies, as early as possible for advising purposes and updated information on the status of the pro­ gram. See course listings in both the Theatre Studies Program and the Music and Dance Department for types of academic credit being offered. A separate but parallel semester abroad option in Cracow, Poland, is being offered through the Engineering Department and the Environ­ mental Studies Concentration. Interested stu­ dents should contact Professor A rthur McGarity in the Engineering Department for details. Co-curricular and extra-curricular work in Theatre, although not specifically required, is 173 Theatre Studies strongly recommended for majors. Oppor­ tunities include paid and volunteer staff posi­ tions with the Theatre Studies Program, inhouse projects for various classes, production work in The Eugene M. and Theresa Lang Performing Arts Center, and Drama Board pro­ duction. W ith respect to the 20-course rule, courses in dramatic literature taught in the English Literature, Classics, or Modem Languages and Literatures Departments may be designated as part of the major. Courses in nondramatic lit­ eratures taught in those departments will not be considered part of the major. INTRODUCTORY COURSES THEA 001. Making Theatre How theatre is made in the United States: commercial, not-for-profit, and academic. Theatre professionals (schedules permitting) meet with the class for discussion and work­ shops. How to make theatre locally, using col­ laborative ensemble techniques and available space and material. Weekly lab sessions leading to in-house performance of original work. Short papers based on reading, local rehearsals and performances, and class projects. Primary distribution course. 1 credit. Fall 1999. Denzer, Devin. KeyCAD Complete by Softkey. 1 credit. Fall 1999. Marshall. THEA 004B. Design 10: Lighting Design This is an exploratory class in the complexities of lighting design. The course objective is to introduce lighting concepts and how to express them. It is intended to demystify an enormous­ ly powerful medium. This course will culmi­ nate in a full-scale lighting design for a public performance of a Directing III project. Text: Designing with Light by J. Michael Gillette; Software: Power CADD and MacLux Pro-C. 1 credit. Spring 2000. TBA. THEA 006. Wnrld Performance Traditions A comparative and cross-cultural survey of classical, modem, and contemporary ap­ proaches to theatrical performance. The course will combine the classroom study of theatre history, performance theory, and production dramaturgy with practical exercises in acting, playwriting, directing, and so forth. Assigned materials will include a variety of plays and videotapes as well as historical and theoretical texts relating to performance. A variety of writing required, ranging from playwriting exercises to critical and research papers. Primary distribution course. 1 credit. . Spring 2000. Denzer. THEA 002. Acting I Work on the self through fundamental exer­ cises in acting: vocal and physical warm-up; focus and release; sense and affective memory; journals. Work toward collaborative models and the use of improvisation as a tool for invention and discovery. Short papers on local rehearsals and performances. This class meets 6 hours a week. 1 credit. Fall 1999: Denzer, Devin. Spring 2000: Devin. THEA 004A . Design !A: Set Design This course is intended to introduce students to the artistic world of theatre design. It includes projects in rendering, model making, and computer-aided design. Students will sur­ vey selected set designers from the Renaissance to the 20th century. Text: Designing and Paint­ ing for the Theatre by Lynn Pecktal; Software: 174 INTERMEDIATE COURSES THEA 012. Acting II Work on playscripts through scene study and rehearsal process: given circumstances, charac­ ter biography; objectives; tasks and behavior; activities and actions; vocal and physical warm-up; focus, release, and body awareness. Short papers on local rehearsals and perfor­ mances. This course meets 6 hours a week. Prerequisite: THEA 002. 1 credit. Fall 1999: Belver. Spring 2000: Denzer. THEA 014. Design II: Scenographic Design The development of a scenic design in response to a play’s symbolic expression. This course will focus on the creative and artistic processes of the scenic designer. It is centered around a project for a major production design. Work will be conducted in areas of research, perspective drawing, model mak­ ing, and mechanical drawing with computeraided design programs. Text: Designing and Painting for the Theatre by Lynn Pecktal; Software: PowetCADD. Required readings include Sceno-Graphic Techniques by Owen Parker, and Theory and Craft of the Scéno­ graphie Model by Darwin Payne. Prerequisite: THEA 004A or 004B. 1 credit. Fall 1999. Marshall. THEA 015. Directing I: Performance Theory and Practice (Cross-listed with Asian Studies) This course covers a series of major texts on performance theory and practice, with emphasis on directing and acting. Assigned readings will focus on theoretical writings by or about the performance work of artists such as Zeami, Stanislavsky, Artaud, Brecht, Grotowski, Mnouchkine, Chaikin, Suzuki, and Robert Wilson, as well as selected theo­ retical and critical texts by nonpractitioneis. The course includes units on performance traditions and genres outside of Europe and North America. Weekly video screenings required. Prerequisite: THEA 001 or THEA 006 high­ ly recommended but not required. 1 credit. Fall 1999. Kuharski. THEA 016. Playwright’s Lab Exercises in writing, improvisational rehear­ sal, plotting and dramaturgy, which result in a performance. Traditional playscript con­ struction, as well as organizing and recording improvisations. Prerequisite: THEA 001 or THEA 006 high­ ly recommended but not required. 1 credit, Fall 1999 and Spring 2000. Adams. THEA 021. Production Dramaturgy Dramaturgy as a part of 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: THEA 001 or THEA 006 high­ ly recommended but not required. 1 credit. Fall 1999. Devin. THEA 035. Directing II This course focuses on the theatre director’s role in a collaborative ensemble and on the ensemble’s relation to the audience. Units cover the director’s relationship with actors, designers, composers, technicians, and choreographers, as well as playwrights and their playscripts. The student’s directorial self-definition through this collaborative process is the laboratory’s ultimate concern. Final project consists of an extended scene to be performed as part of a program presented by the class. Prerequisites: THEA 002, 004B, and 015. 1 credit. Fall 1999. Kuharski. ADVANCED COURSES THEA 052. Acting III A n advanced scene study studio; given cir­ cumstances and dramaturgy; vocal and phys­ ical character making. Prerequisite: THEA 002 and 012. 1 credit. Spring 2000. Belver. THEA 054. Design III: Designing for Performance/The Design Firm As a foundation for The Firm, this course calk on the teachings of Jo Mielziner and Frank Lloyd Wright. The objective of the course is to create what Jo Mielziner called a “harmony of style.” This is accomplished by bringing together theatre design students in a studio-workshop much like those of the Renaissance. Students will devleop and design the scenography for the Senior Com­ pany class (THEA 099). Text: Designing and Painting for the Theatre by Lynn Pecktal; Software: PowerCadd. Prerequisites: THEA 004A, 004B, and 014. I credit. Fall 1999. Marshall. 175 Theatre Studies THEA 055. Directing III THEA 092. Off-Campus Projects in Theatre Requires students to apply the exercises from Directing II (THEA 035) to a variety of scene assignments. These will address a variety of theatrical genres (force, epic theatre, verse drama, etc.) and various approaches to dramat­ ic text (improvisation, cutting, and/or augmen­ tation of playscripts, adaptation of nondramatic texts for performance, etc.). Projects will usually be presented for public performance. Prerequisites: THEA 002, 004B, 015, and 035. 1 credit. Spring 2000. Kuharski. Residence at local arts organizations and the­ atres. Fields include management, financial and audience development, community out­ reach, as well as stage and house management. Prerequisite: Appropriate preparation in the major. 1 credit. Fall 1999 and Spring 2000. Staff. THEA 073. Arts Administration for Performance THEA 099. Senior Company THEA 093. Directed Reading 1 credit. THEA 094. Special Projects in Theatre 1 credit. (Cross-listed as DANC 073) Available to students enrolled in the College’s semester abroad in Poland. Students enrolled are encouraged to extend their stay in Poland through early July 2000 to participate in the Annual International Contemporary Dance Conference and Performance Festival hosted by Silesian Dance Theatre in Bytom. By arrangement with Allen Kuharski. Spring 2000. THEA 074. Scenography for Dance Theatre Performance (Cross-listed as DANC 074) Available to students participating in the semester abroad in Poland. Students enrolled are encouraged to extend their stay in Poland through early July 2000 to participate in the Annual International Contemporary Dance Conference and Performance Festival hosted by Silesian Dance Theatre in Bytom. By arrangement with Bill Marshall. Prerequisites: Theatre 004B and 014. Spring 2000. THEA 076. Polish Theatre and Drama Available to students participating in the semester abroad in Poland. No reading knowl­ edge of Polish required. By arrangement with Allen Kuharski. Prerequisite: THEA 015 or consent of Program Director. Spring 2000. 176 A workshop course emphasizing issues of col­ laborative play making across lines of special­ ization, ensemble development of performance projects, and the collective dynamics of form­ ing the prototype of a theatre company. Work with an audience in performance of a single project, or a series of projects. This course is required of all Theatre Studies majors in their senior year and will not nor­ mally be taken for external examination. Class members will consult with the instructor dur­ ing spring semester of their junior year, before registration, to organize and make prepara­ tions. Non-majors and Honors minors may petition to enroll, provided they have met the prerequisite. Prerequisite: Completion of one three-course sequence in Theatre Studies. 1 credit. Fall 1999. Devin. SEMINARS T H E A 106. Theatre History Seminar (Cross-listed with Francophone Studies and Women’s Studies) A critical and comparative survey of selected theatrical companies from the early Renais­ sance to the 20th century. Emphasis on collab­ orative relations within a given theatrical company, placement of 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 of artifact of the theatrical event. The Spring 2000 seminar will focus on the work of Ariane Mnouchkine and the Théâtre du Soleil in France. Prerequisite: THEA 015. 2 credits. Spring 2000. Kuharski. THEA 12 1. Production Dramaturgy Somfnar Fundamentals of dramaturgy, including script preparation and analysis, given circumstances and ongoing life, education and outreach, as well as occasional writing. As way opens, the class will work with local professionals on plan­ ning and production. Prerequisite: THEA 016 or the instructor’s consent. 2 credits. Not offered 1999-2000. Devin. THEA 180. Honors Thesis Credit either for Honors attachments to courses or for Honors thesis projects in direct­ ing, scenography, acting, and so on. By ar­ rangement with the student’s faculty advisor in Theatre Studies. Fall and spring semester each year. Staff. THEA 18 1. Honors Thesis Credit for Honors thesis projects in directing, scenography, acting, and so on. By arrange­ ment with the student’s faculty advisor in Theatre Studies. Fall and spring semester each year. Staff. 177 Environmental Studies Coordinator: CARR EVERBACH (Engineering) Holly Castleman (Administrative Assistant) Committee: Wendy Horwitz (Psychology) Roger Latham (Biology)3 Arthur McGarity (Engineering) Rachel M en (Biology) Carol Nackenoff (Political Science) Hans Oberdiek (Philosophy) Frederick Orthlieb (Engineering) Michael Speirs (Sociology and Anthropology) Don Swearer (Religion) Richard Valelly (Political Science) Mark Wallace (Religion)3 3 Absent on leave, 1999-2000. 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 of 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. The College has a responsibility to provide means for the study of environmental problems and to encourage students to develop their own per­ spectives on these problems. The Environ­ mental Studies Concentration is one way that the College meets these responsibilities. Environmental Studies is truly interdisciplin­ ary and offers numerous opportunities for rigor­ ous interdisciplinary work because environ­ mental issues have scientific, engineering, social, political, economic, literary, and philo­ sophical dimensions, all of which must be addressed. The Concentration helps guide stu­ dents to the many academic fields that afford a perspective on environmental problems and enables them to explore questions-most com­ pelling to them from the vantage point of var­ ious disciplines in the natural and social sci­ ences, 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 178 Environmental Science/Technology, at least one course in Environmental Social Science/ 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 of Adjunct Courses. Students may petition the Faculty Committee 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. One of the courses may be independent work or a field study (in the U.S. or abroad) supervised by a member of the Committee (Environmental Studies 90). In addition to the five courses, each concentrator will participate in the Capstone Seminar in Environmental Studies (Environmental Studies 91) during the spring semester of the senior year. The capstone sem­ inar will involve advanced interdisciplinary work on one or more issues or problems in environmental studies. Leadership of the Capstone Seminar rotates among the members of the Faculty Committee on Environmental Studies. COURSES IN ENVIRONMENTAL SCIENCE/TECHNOLOGY The Environmental Science/Technology cate­ gory includes courses which emphasize tech­ niques and methodologies of the sciences and engineering and whose subject is central to Environmental Studies. Therefore, all concen­ trators will be familiar with a body of scientific knowledge and scientific approaches to envir­ onmental problems. CHEM 001. Chemistry in the Human Environment 0I0L 036. Ecology 0I0L 037. Systematic Ootany 6I0L 039. Marine Biology BIOL 12 1. Physiological Ecology BIOL 130. Behavioral Ecology BIOL 137. Biodiversity ENGR 032. Introduction to Environmental Protection ENGR 063. Water Quality and Pollution Control ENGR 066. Environmental Systems GE0L 103 (Bryn Mawr College). Environmental Geology COURSES IN ENVIRONMENTAL SOCIAL SCIENCES/HUMANITIES The Environmental Social Science/Humanities category includes courses which are central to Environmental Studies and which focus on values, their social contexts, and their imple­ mentation in policies. Thus, all concentrators will have studied the social context in which environmental problems are created and can be solved. S0AN 064. Seeds of Change: The Environmental Consequences of the Agricultural Revolution in Prehistory ADJUNCT COURSES There are other courses that are relevant to Environmental Studies and which can be in­ cluded in the five courses required for the con­ centration but are not central enough to justi­ fy their inclusion in the preceding groups. ASTR 009. Meteorology BIOL 016. Microbiology BIOL 026. Invertebrate Zoology BIOL 027. Crop Plants BI0L/EC0N 226E (Haverford College). Agricultural Biotechnology in Developing Economies ENGR 003. Problems in Technology ENGR 035. Solar Energy Systems ENGR 064. Swarthmore and the Biosphere ENVS 090. Directed Reading in Environmental Studies (Advanced permission of instructor is required.) ENVS 092. Research Project MATH 061. Modeling PHYS 020. Principles of the Earth Sciences POLS 047. Politics of Famine and Food Policy POLS 065. Politics of Population EC0N 076. Economics of the Environment and Natural Resources EDUC 065. Environmental Education ENGR 068/P0LS 043. Environmental Policy POLS 222 (Bryn Mawr College). Introduction to Environmental Issues PSYC 057. Psychology and Nature RELG 022. Religion and Ecology 179 Francophone Studies Coordinator: JEAN-VINCENT BLANCHARD* (French) (Fall 1999) BRIGITTE LA NE* (French) (Spring 2000)“ Eleonora Bayinski (Administrative Coordinator) Committee: Robert DuPIOSSiS* (History) James Freeman (Music) BrUCe Grant (Sociology/Anthropology) Cynthia Halpern (Political Science) Sally Hess (Dance) Constance Hungerford* (Art History) Tamsin Lorraine (Philosophy)*1 George MOSkOS* (French)3 Micheline Rice-Maximin* (French)" Mark Wallace (Religion)3 Philip Weinstein (English) Colette Windish (French) *Members of the Steering Committee. 1 Absent on leave, fall 1999. 3 Absent on leave, 1999-2000. 10 Program director, Swarthmore Program in Grenoble, fall 1999. 11 Program director, Swarthmore Program in Grenoble, spring 2000. The concentration in Francophone Studies explores areas and peoples significantly influ­ enced by and participant in Francophone cul­ tures throughout the world: Africa, the Americas, Europe, and Southeast Asia. It takes a broad view of cultural achievements and thus will examine cultural diversity and identity at all community levels. Through the use of ana­ lytical methods drawn from both the humani­ ties and the social sciences, the concentration encourages interdisciplinarity in courses, semi­ nars, and student programs of study. W ithin a cultural studies approach, various perspectives will be used to establish new critical and theo­ retical paradigms better to understand the complex relations and reciprocal influences between “centers” and “peripheries.” .Through the study of 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. Besides the study of francophone language, lit­ erature, and culture courses offered in the Modem Languages and Literatures Depart­ ment, students will have the opportunity of using French-language materials in many of the courses and seminars offered by other departments. General Requirements: A concentration in Francophone Studies consists of 5 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 2 credits may be from the student’s major department, and at least 2 credits must come from courses marked +. Only 1 credit, taken abroad may count toward the concentration. A t least 3 credits must come from core courses and seminars, whereas only 2 credits may come from cognate courses or seminars. Students are expected to work in at least two departments. To ensure a strong groundwork for all concen­ trators, one of the credits must be a core course; we particularly recommend FREN 025 and HIST 022, but any of the core courses or sem­ inars can function as an introductory course. In addition to the 5 credits, each concentrator will complete a 15- to 20-page independent, interdisciplinary Senior Paper. The initial pro­ 180 posal and bibliography, which are due immedi­ ately after the Thanksgiving break, must be approved by two professors in two different departments. The completed paper is due at the end of spring break. Students are required to be proficient in the French language: to complete FREN 004 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 wherever possible. Courses and seminars that may be offered for a Francophone Studies Concentration (+ indi­ cates courses that cover Francophone material outside of France and/or multicultural materi­ al) are the following: CORE COURSES AND SEMINARS (75 percent to 100 percent Francophone ' content): A t least 3 credits required. Courses m Disciplines Other Than French ARTH 017: Nineteenth-Century European Art HIST 022: Early Modern France and the Francophone New World+ HIST 027: To the Barricades: The European Revolutionary Tradition HIST 030: France Since 1789: Revolutions, Republics, and Empires Seminars in Disciplines Other Than French ARTH 145: Gothic Art and Architecture ARTH 160: Eighteenth-Century Western Art ARTH 164: Modern Art Seminar PHIL 145: Feminist Theory Seminar TH EA106: Theatre History Seminar French Courses Numbered 12 and Above FREN 012C: Literature and Culture of Quebec4, FREN 012C: France “ Year 2000” : Introduction socioculturelle a la France actuelle4. FREN 012L: Introduction à l’analyse littéraire FREN 022: Le Cinéma français FREN 023: Topics in French Civilization: Multicultural France* FREN 024: Société et littérature: Cultures de l’exil* FREN 025: Centers and Peripheries in the Francophone World'1' FREN 028: Franco/Ciné: Francophone Film+ FREN 030: Topics in 17th- and 18thCentury Literature: L’invention de la modernité féminine en France (16e-18e) FREN 033: Le Monde francophone: Résistances et expressions littéraires+ FREN 036: Poésie d’écritures françaises+ FREN 037: Ville et exclusion+ FREN 040: French Theatre and Cultural Studies FREN 060: Le Roman du 19ème siècle FREN 061: Odd Couplings: Writing and Reading Across Gender Lines FREN 062: Le Romantisme FREN 065: La Poésie de Baudelaire à Apollinaire FREN 067: Nineteenth- and 20th-Century French Theater FREN 070: Théâtre Moderne: Beyond Realism: Meta-Theater in French and European Drama FREN 070F: Caribbean and French Civilizations and Cultures’1, FREN 071 F : French Critical Discourse: From Barthes to Baudrillard FREN 072: Le Roman du 20ème siècle FREN 073: Roman et cinéma FREN 075F: Haïti and the French Antilles and Guyane in translation4, FREN 076: Femmes écrivains4, FREN 077: Prose francophone: Littérature et société4. 181 Francophone Studies FREN 078: Théâtre d’écritures françaises: connaissance et société4 FREN 079F. Scandal in the Ink: Queer Traditions in French Literature FREN 091: Special Topics (Counting as + depending on the topic of the year) French Seminars FREN 102: Baroque Culture and Literature FREN 104: Stendhal et Flaubert FREN 105: Proust FREN 106: Poésie symboliste FREN 108: Le Roman du 20ème siècle: Crises et Transformations FREN 109: Le Romantisme FREN 110: Ecritures françaises hors de France: Fiction et réel4 FREN 1 1 1 : Espaces Francophones: La Ville réelle et imaginaire+ FREN 112: Ecritures Francophones: Fiction and History in the FrenchSpeaking World+ FREN 113: Voyage et littérature: Exploration, nomadisme, et migration4 FREN 114 : Théâtre d’écritures françaises4 FREN 115: Paroles de Femmes+ COGNATE COURSES A N D SEMINARS (30 percent Francophone content minimum): No more than 2 credits may count toward the concentration. Cognate Courses ARTH 018: IWentieth-Century Western Art ARTH 029: Film: Form and Signification ARTH 064: Philadelphia and American Architecture DANC 022: History of Dance: Europe’s Renaissance Through 1900 DANC 036: Dance and Gender DANC 037: The Politics of Dance Performance4 EC0N 082: Political Economy of Africa4 ENGL 72: Proust, Joyce and Faulkner 182 HIST 008b: Modern Africa, 1880 to Present4, HIST 020: Official and Popular Cultures in Early Modern Europe UTR 014: Modern European Literature MUSI 004: Opera MUSI 022: Nineteenth-Century Music MUSI 023: TWentieth-Century Music MUSi 038: Color and Spirit PHIL 039: Existentialism POLS 003: Introduction to European Politics POLS 012: Modern Political Thought POLS 052: The European Welfare State SOAN 002: Nations and Nationalisms SOAN 036: History of the Cultural Concept Cognate Seminars (30 percent Francophone content minimum) HIST 1 1 7 : State and Society in Early Modern Europe HIST 122: Revolutionary Europe 1750-1870 HIST 124: Europeans and Others Since 1750 HIST 140: The Colonial Encounter in Africa4 PHIL 139: Phenomenology, Existentialism, and Poststructuralism POLS 101: Political Theory: Modern R ELG 112: Postmodern Religious Thought SOAN 102: History and Myth SOAN 103: Gift and Fetish Note: Among all the courses listed previously, those satisfying the requirement of at least 2 credits covering Francophone material outside of France and/or multicultural materials are marked +. These can be courses in French or in other dis­ ciplines. FREN 091 (Special Topics) may count among this category, depending on the topic of the year. MINOR IN FRANCOPHONE STUDIES To be eligible to minor in Francophone Studies for the Honors Program, students must com­ plete all the requirements for the Francophone Studies concentration. This entails the com­ pletion of 5 credits and the writing of the Senior Paper. Candidates for an Honors minor will offer a single 2-credit preparation outside the designated honors major. The 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. 183 German Studies Coordinators: MARION FABER (German) Eleonore Baginski (Administrative Coordinator) Committee: Richard Eldridge (Philosophy) Jarnos Freeman (Music) Pieter JudSOn (History)2 James Kurth (Political Science) Tamsin Lorraine (Philosophy)' Michael Marissen (Music) Braulio Muhoz (Sociology/Anthropology) Christopher Pavsek (German)1 Sunka Simon (German) Hansjakob Werien (German) 1 Absent on leave, fell 1999. 2 Absent on leave, spring 2000. The concentration in German Studies grows out of the connection between German thought and art of the 19th and 20th centuries. Figures such as Goethe, Wagner, Nietzsche, Marx, and Freud, for example, go beyond the boundaries of particular disciplines. In addi­ tion, the study of German 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 of 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. The Concentration may be under­ taken in the Course Program or in the Honors Program. Concentrators should consult the program coordinator during the sophomore year to plan their work toward the Concen­ tration. General Requirements: Students are required to take 5 credits from designated courses in German Studies, three of which must be out­ side the student’s major department. To ensure a common groundwork for all concentrators, students must take the core course, GERM 014, Introduction to German Studies. To ensure work in depth, at least 1 credit must be a thesis on an interdisciplinary topic, normally to be proposed at the end of the junior year and written in the fall semester of the senior year. A n interdisciplinary thesis for the student’s major department may fulfill this requirement. It is required that students do substantial work in the German language (GERM 004 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. After studying abroad, concentrators must take at least one additional class in German Studies. Students who do not take an advanced litera­ ture course must either use original German sources in the thesis or add an attachment in German to one course in the concentration. Note: A student can accomplish a Special Major in German Studies by taking 5 addition­ al credits from the courses listed below. German Studies Minor in the Honors Program Requirements: The German Studies Concentra­ tion offers only a Minor in the Honors Pro­ gram. Students in the German Studies Honors Program are expected to be sufficiently profi­ cient in spoken and written German tp com­ plete all their work in German and are strong­ ly advised to spend at least one semester of study in a German-speaking country. Candi­ dates are expected to have a B average in I course work both in the department and at the I College. Prerequisites: GERM 014 and an advanced I course in German Studies. Preparations: A seminar in German Studies (or, I in lieu of the seminar, two advanced courses in I 184 German Studies). Senior Honors Study (SHS) and Examination Honors preparation will include a revised ver­ sion of a seminar paper (approximately 3,000 words) from the seminar for which the student is being examined. Otherwise, preparation for the examination will be discussed with the director of German Studies on a case-by-case basis to ensure adequate preparation for the Honors examination. There will be no credit given for the revised paper. The Honors examination will take the form of a 3-hour written examination based on a German Studies seminar or, in lieu of the sem­ inar, two advanced courses in German Studies, the 0.5-credit SHS preparation, and a 30- to 45-minute oral examination based on all pre­ vious work in the field. The following courses and seminars may be offered for a German Studies concentration: Courses (1 credit) HIST 034. Europe 1900. Eros and Anxiety HIST 035. The Jew as Other HIST 036. Modern Germany HIST 037. The Holocaust and German Culture/UTR 037G MUSI 022.19th-Century Music MUSI 033. Lieder MUSI 034. Bach MUSI 035. Late Romanticism PHIL 039. Existentialism* S0AN 083. Senior Colloquium on Art and Society* PHIL 114 . Nineteenth-Century Philosophy PHIL 13 7. German Romanticism and Idealism PHIL 139. Phenomenology, Existentialism, and Poststructuralism R E LG 106. Contemporary Religious Thought S 0AN101. Critical Modern Social Theory S0AN105. Modern Social Theory S0AN115 . Freud and Modern Social Theory GERM 104. Goethe und seine Zeit GERM 105. Die Deutsche Romantik GERM 108. German Studies Seminar: Wien und Berlin GERM 109. Rise of the Modern German Novel GERM 110 . German Literature after World War II * Cognate course: No more than two may be counted toward the German Studies concen­ tration. + Cognate seminar: No more than one may be counted toward the German Studies concen­ tration. G erm an courses num bered 0 0 3 B an d above. LITR courses taught in English Sem inars (2 credits) HIST 122. Revolutionary Europo+ HIST 124. Europeans and Others Since 1750+ HIST 125. Fascist Europe MUS110 1. Bach 185 History ROBERT S. DUPLESSIS, Professor LILLIAN M . LI, Professor MARJORIE MURPHY, Professor STEPHEN P. BENSCH, Associate Professor PIETER M . JUDSON, Associate Professor2 ROBERT E . WEINBERG, Associate Professor and Chair TIMOTHY J . BURKE, Assistant Professor ALLISON DORSEY, Assistant Professor3 BRUCE A . DORSEY, Assistant Professor LAURA GOTKOWITZ, Assistant Professor3 THERESA BROWN, Administrative Assistant 2 Absent on leave, spring 2000. 3 Absent on leave, 1999-2000 COURSE OFFERINGS AND PREREQUISITES Courses and seminars offered by the History Department are integral to most interdiscipli­ nary programs, such as Black Studies, Francophone Studies, German Studies, Latin American Studies, Peace Studies, and Women’s Studies as well as to the majors in Asian Studies and Medieval Studies. Students interested in these programs should consult the appropriate statements of requirements and course offerings. In addition, we encourage stu­ dents who wish to obtain teaching certification to major in history (see section on Teaching Certification for more information). Survey Courses: Survey courses (HIST 002010) are open to all students without prerequi­ sites and are designed to serve the needs of stu­ dents who seek a general education in the field as well as to provide preparation for a range of upper-level courses. Survey courses provide broad chronological coverage of a particular field of history. Although these entry-level courses vary somewhat in approach, they nor­ mally focus on major issues of interpretation, the analysis of primary sources, and historical methodology. First-year seminars (HIST 001) explore specific historical issues or periods in depth in a seminar setting; they are open to first-year students and are limited to 12 stu­ dents. Students who are not admitted to firstyear seminars in the fall will receive priority for seminars in the spring. Students with scores of 4 or 5 in Advanced Placement examinations (or scores of 6 or 7 in International Baccalaur­ eate [IB] examinations) may receive preference The courses and seminars offered by the History Department attempt to give students a sense of the past, an acquaintance with the social, cultural, and institutional developments that have produced the world of today, and an understanding of the nature of history as a dis­ cipline. The discipline of history is a method of analysis that focuses on the contexts in which people have lived and worked. Our courses and seminars emphasize less the accumulation of data than the investigation, from various points of view, of those ideas and institutions— political, religious, social, economic, and cul­ tural—by which people have endeavored to order their world. The History Department’s curriculum introduces students to historical methodology and the fundamentals of histori­ cal research and writing. The study of history prepare? students for a wide range of occupations and professions because it develops their analytical, writing, and research skills. Former Swarthmore History majors can be found in all sectors of the economy, ranging from Wall Street to the world of medicine, from elementary and high schools to trade unions and public interest foundations and institutes, from journalism and publishing to consulting, and from the pri­ vate to the public sector. In particular, many of our former majors claim that studying history was excellent preparation for law school and enabled them to succeed as attorneys. 186 in admission to certain first-year seminars. Upper-division courses (HIST 011-099; 1 credit) are specifically thematic and topical in nature and do not attempt to provide the broad coverage that surveys do. They are generally open to students who have fulfilled one of the following: (1) taken one of the courses num­ bered 001-010; (2) received an Advanced Placement score of 3 in the same area as the course they wish to take; (3) received an Advanced Placement score of 4 or 5 in any area; (4) received the permission of the instructor; or (5) taken Classics courses 031, 032, 042, 044, or 056. Exceptions are courses designated “not open to first-year students" or where specific prerequisites are stated. Seminars: Admission to double-credit History seminars is selective and based on an evalua­ tion of the student’s potential to do indepen­ dent work and to contribute to seminar discus­ sions. A minimum grade of B in at least two History courses is required of all students enter­ ing seminars. In addition, the opinions of department members who have taught the stu­ dent are solicited. Sophomores hoping to take History seminars in their junior and senior years should give spe­ cial thought to the seminars they list in their sophomore papers. The department will weigh the merit of each request on the basis of the importance of the seminar to the student’s pro­ posed program as well as the student’s qualifi­ cations. Seminar enrollments are normally limited to nine. If you are placed in a seminar at the end of your sophomore year, you will be one of nine students guaranteed a space, and you are, in effect, taking the space of another student who might also like very much to be in the seminar. Consequently, you should not list any seminar in your sophomore paper without being quite certain that you intend to take it if you are admitted. To help you make an informed choice about seminars, a binder enti­ tled “History Department Seminars” contain­ ing syllabi of all seminars currently offered by the department is available in the department office. You may wish to consult it before writ­ ing your sophomore paper. REQUIREMENTS FOR HISTORY MAJORS mally requires at least two history courses taken at Swarthmore and a satisfactory staridard of work in all courses. Beginning with the Class of 2002, one of these two courses will normally be a first-year seminar. However, stu­ dents who do not take a first-year seminar can still major in history. Courses in Greek and Roman history offered by the Classics Department count toward this prerequisite. Students who intend to continue the study of history 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. All majors (course and Honors Programs) in History must take at least nine credits in the department, chosen so as to fulfill the follow­ ing requirements: 1. A t least six of the nine credits are normally done at Swarthmore. 2. A t least one course or seminar at Swarthmore from each of the following cat­ egories: (a) all courses and seminars before 1750 (including CLAS 031,032,042,044, and 056) and (b) all courses and seminars in areas outside Europe and the United States, specifically Africa, Asia, Latin America, and the Near East. This distribu­ tion requirement is designed to have stu­ dents explore various fields of history and engage in comparative historical analysis. A list of these distribution courses is on file in the department office. The department expects students to concentrate in topics or areas of special interest to them and to specify them in their sophomore papers. Course Major Complete the Senior Research Seminar (HIST 091) in which students write a research paper based on primary and secondary sources. The department strongly believes that majors should develop their expertise in a chosen field of history by producing a piece of historical writing and analysis. This course satisfies the College’s requirement that all majors and con­ centrations have a culminating exercise for their majors. The research paper should build upon a cluster of courses that the student has defined. The department encourages students to suggest possible research topics in their sophomore papers and requires them to select topics by the end of their junior year. Possible research themes Admission to the department as a major nor­ 18 7 History include but are not limited to colonialism and imperialism, nations and nationalism, popular culture, urbanization, politics and diplomacy, revolution and rebellion, and eco­ nomic history. Thesis A student who wishes to write a thesis should state her or his intention by submitting a pro­ posal at the beginning of the senior year. The department must approve the topic before the student can enroll in HIST 092 (Thesis). The thesis should be a work of about 10,000 to 15,000 words (50-75 pages), and a brief oral examination will be conducted on completion of the thesis. Major and Minor in the Honors Program (External Examination Program) Seminars are the normal mode of preparation for students majoring in history in the Honors Program. Majors in the Honors Program will complete three double-credit preparations and revise one paper per preparation for their port­ folio submitted to external examiners. Revised papers will not be graded but will be included in the portfolio to provide examiners a context for the evaluation of the written examination taken in the spring. Students may substitute an Honors Thesis (HIST 180) for one of their seminars. The thesis and revised seminar papers are due by April 28. Minors in the Honors Program will complete one double-credit preparation and include one revised paper from that preparation in their portfolio. We strongty advise minors to take additional work in the History Department as part of their preparation for Honors. Students in seminars must take a three-hour written examination at the end of each semi­ nar and will receive a grade from the seminar instructor for their overall performance in the seminar, including the written examination. Seminar instructors will not normally assign grades during the course of the seminar, but they will meet periodically with students on an individual basis during the course of the semes­ ter and discuss their progress. Seminars are a collective, collaborative, and cooperative venture among students and fac­ ulty members designed to promote self-directed learning. Active participation in seminar is, therefore, required of all students. Evaluation of performance in seminar will be based on the 188 quality of seminar papers and comments during seminar discussions, in addition to the written examination. Because the seminar depends on the active participation of all its members, the department expects students to live up to the standards of Honors. These standards include attendance at every seminar session, submis­ sion of seminar papers according to the dead­ line set by the instructor, reading of seminar papers before coming to seminar, completion of all reading assignments before seminar, respect of the needs of other students who share the reserve binders and readings, and eagerness to engage in a scholarly discussion of the issues raised by the readings and seminar papers. The department reminds students that the responsi­ bility for earning Honors rests squarely on the students’ shoulders and will review on a regular basis their performance in the program. Failure to live up to the standards outlined previously may disqualify students from continuing in the Honors Program. Students earn double-credit for seminars and should be prepared to work at least twice as hard as they do for single-credit courses. The revised seminar papers are written in two stages. During the first stage, students must confer with their seminar instructor as to what papers they are preparing for Honors and what revisions they plan for these papers. Seminar instructors will offer advice on how to improve the papers with additional readings, structural changes, and further development of argu­ ments. The second stage occurs when the stu­ dent revises the papers independently; Faculty members are not expected to read tire revised papers at any stage of the revjsion process. Each revised paper must be from 2,500 to 4,000 words and include a brief bibliography. Students will submit them to the department office by April 28. The department will assume that students failing to submit their revised papers by the deadline have decided not to complete the Honors Program. In addition, the department expects students to form their own study groups to prepare for the external examinations. Although faculty members may at their convenience attend an occasional study session, students are generally expected to form and lead the study groups. Once again, this is in keeping with the depart­ ment’s belief that Honors is a collaborative, self-learning exercise that relies on the corn- mitment of students. Students enrolled as minors in History will submit one revised paper as part of their port­ folio. It is due by April 28. The instructions for the preparation of portfolio papers are the same for minors as they are for majors. The depart­ ment also encourages minors in Honors to form self-directed study groups. The depart­ ment will assume that students failing to sub­ mit their revised papers by the deadline have decided not to complete the Honors Program. FOREIGN STUDY The History Department encourages students to pursue the study of history abroad and grants credit for such study as appropriate. We believe that History majors should master a foreign language as well as immerse themselves in a foreign culture and society. To receive Swarthmore credit for history courses taken during study abroad, or at other colleges and universi­ ties in the United States, a student must have departmental preapproval and have taken at least one history course at Swarthmore (nor­ mally before going abroad). The department is unable to offer credit for courses taken abroad or elsewhere in the United States in which no department member has expertise. Beginning with the Class of 2002, students who want to receive credit for a second course taken abroad or elsewhere in the United States must take a second history course at Swarthmore. Students must receive a grade of C or higher to receive History credit at Swarthmore. ADVANCED PLACEMENT/ INTERNATIONAL BACCALAUREATE The History Department will automatically grant 1 credit for incoming students who have achieved a score of 4 or 5 in either the U.S. or European History Advanced Placement exam­ inations if they take any course numbered 001 through 010. Beginning with the Class of 2002, students who want credit for two Advanced Placement history examinations for which they scored a 4 or 5 must take a second history course at Swarthmore. This course need not be a survey course. Moreover, a grade of C or higher must be earned in the Swarthmore course(s) for the credit(s) to be granted. Advanced Placement credit may be counted toward the number of courses required for grad­ uation and may be used to help fulfill the College’s distribution requirements. Students with Advanced Placement credit may elect to take HIST 003 or 005a, 005b or 005c (but not more than one of these U.S. history survey courses). A grade of 3 allows students to take an upper-division course in the same area as the Advanced Placement credit; a grade of 4 or 5 allows students to take any upper-division course in the History Department. The History Department will also grant 1 credit for incoming students who have achieved a score of 6 or 7 in the IB examina­ tions if they take any course numbered 001 to 010. Moreover, a grade of C or higher must be earned in the Swarthmore course for the cred­ it to be granted. IB credit may be counted toward the number of courses required for grad­ uation and may be used to help fulfill the College’s distribution requirements. Students with IB credit may elect to take HIST 003 or 005a, 005b or 005c (but not more than one of these U.S. history survey courses). LANGUAGE ATTACHMENT Certain designated courses offer the option of a foreign language attachment, normally for 0.5 credit. Permission to take this option will be granted to any student whose reading ability promises the profitable use of historical sources in a foreign language. Arrangements for this option should be made with the instructor at the time of registration. TEACHER CERTIFICATION Students who want to obtain secondary school teaching certification in the Social Sciences are required to take two courses in the History Department. One of these courses must be in U.S. history. Students with Advanced Placement credit are encouraged to take European and U.S. history survey courses. Naturally, students who wish to obtain teach­ ing certification may major in History and are 189 History especially urged to take Modem European his­ tory (HIST 003); U.S. history (preferably 005a and 005b); and a survey course in Asian, African, or Latin American history. Seminar preparation will also strengthen one’s back­ ground in history. Please consult the Program in Education for information on other require­ ments. COURSES HIST 001 A . First-Year Seminar: The Barbarian North Exploration of the rise of Germanic and Celtic societies from ca. A.D. 100 to ca. A.D. 1050. This course may count toward a major or minor in Medieval Studies. 1 credit. Fall 1999. Bensch. HIST 001B. First-Year Seminar: Radicals and Reformers in America Visions of social change from the American Revolution to the 20th century. A look at indi­ viduals and movements that attempted to transform American institutions, cultural pat­ terns, or social behavior. Previous topics have included revolution, slave resistance, aboli­ tionists, feminists, sex reformers, labor radicals, socialists, anarchists, activists for racial equali­ ty, and rap music. 1 credit. Spring 2000. Bmce Dorsey. HIST 001C. First-Year Seminar: Sex and Gender in Western Traditions How have perceived natural differences between the sexes contributed historically to real social and legal inequalities among men and women? This seminar examines writings about sex by political philosophers, social thinkers, historians, and novelists from the time of the Ancient Greeks to present-day America. This course may count toward a concentration in Women’s Studies. 1 crédit. Foil 1999. Judson. 190 HIST 0010. First-Year Seminar: The Cold War Era A focused examination of the origins and per­ sistence of the Cold War from the globalization of containment to the pressure of domestic conflict. I credit. Spring 2001. Murphy. HIST 001E . First-Year Seminar: Indigenous Cultures of Latin America: Identities, Ideologies, and Experience Explores key changes in the history of indige­ nous societies from the 16th-century Conquest to the present. This course may count toward a concentration in Latin American Studies. 1 credit. Not offered 1999-2001. Gotkowitz. HIST 001G. 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 20th century, including elite and peasant society. Drawing from diverse sources (literary, philosophical, anthropological, etc.), the seminar will examine the ways in which culture and the state have defined these roles. This course may count toward a major or minor in Asian Studies and a concentration in Women’s Studies. Primary distribution course. 1 credit. Fall 1999. Li. HIST 0011. First-Year Seminar: African American Women’s History A n examination of the uniqueness of the Black female experience in American society,from slavery to the contemporary period. This course may count toward concentrations in Black Studies and Women’s Studies. 1 credit. N ot offered 1999-2000. Allison Dorsey. HIST 001N. First-Year Seminar: The Production of History A group of war veterans protests a museum exhibit about the decision to drop the atomic bomb on Japan. The publication of national history standards ignites a major political con­ troversy. Crowds in Haiti tear down a statue of Columbus and drag it to the harbor. Hobbyists re-enact Civil War battles. A n Atlantic City casino adopts a “Wild West” theme. A popular subgenre of science-fiction novels explores “alternate histories” in which Hitler was never bom or the Nazis won World War II. The film Gone With the Wind offers a powerful vision of a South that never was. In this course, we will examine these and similar public productions of history and historical knowledge and the complex dialogue between these visions of his­ tory and the professional work of academic his­ torians. 1 credit. Spring 2000. Burke. HIST 001P. First-Year Seminar: History of the Left From Walden Pond to various antiwar groups in the 20th century. America has been a land of dissent. In the shadow of the most powerful capitalist nation of the world, anarchists, socialists, and communists have played an important role in shaping the nature of the Left in America. Many have argued that these anticapitalist ideals were imported with the great influx of immigrants, but more recent scholarship has shown the degree to which the Left in America emerged from the social disor­ ganization caused by the industrial revolution. This seminar focuses on the people and events that shaped the history of the Left in the United.States. 1 credit. Fall 1999. Murphy. HIST 001Q. First-Year Seminar: Angels of Death: Russia under Lenin and Stalin This seminar focuses on the history of Russia from the Revolution of 1917 through the death of Stalin. Particular attention is paid to assess­ ing the impact of Lenin and Stalin on devel­ opments in the Soviet Union and the interplay among socioeconomic, cultural, and ideologi­ cal currents. Course materials include docu­ ments, novels and short stories, monographs, and films. 1 credit. Spring 2000. Weinberg. HIST 001R. First-Year Seminar: Imperial Encounters: U.S. Intervention in Latin America Explores the impact of diverse forms of U.S. intervention in modem Latin America, rang­ ing from outright military occupation to enclave economies and cultural imperialism. In addition to historical studies, discussions will draw on literary works, primary source doc­ uments, and film. A central component of the course will be a collaborative research project. This course may count toward a concentration in Latin American Studies. 1 credit. Spring 2001. Gotkowitz. HIST 001S. The American West, 1030-1950 A n introduction to the history of the American West, beginning with the forced removal of the Cherokee and tracing the development of an “American” culture in the region between the Mississippi and the Pacific Ocean. Focuses on the diversity of traditions in the West, including the experiences and con­ tributions of first nation peoples, African Americans, Latinos, and Asian Americans. 1 credit. Not offered 1999-2001. Allison Dorsey. HIST 002A. Medieval Europe A survey of medieval culture and institutions from the 3rd to the 15th centuries. This course may count toward a major or minor in Medieval Studies. Primary distribution course. 1 credit. Fall 1999 and fall 2000. Bensch. HIST 002B. Early Modern Europe The modem world began to be bom in Europe between the 15th and 18th centuries—replete with all the contradictions that have marked modernity ever since. Using primary sources, recent scholarship/ and film, this course explores the manifestations of that paradoxical civilization: Renaissance and Reformation, secular state building and religious war, Scien­ tific Revolution and witch hunts, emergence of capitalism and renewed serfdom, Enlighten­ ment and enslavement, and revolution and restoration. Primary distribution course. 1 credit. 191 History Spring 2000. DuPlessis. HIST 003. Modern Europe A survey that covers the 19th and 20th cen­ turies, with an emphasis on the political, social, and cultural forces that have shaped modem Europe. Topics may include industrial­ ization and its social consequences, national­ ism and state building, imperialism, mass con­ sumerism, revolutions, socialism and fascism, World War I and II, the Holocaust, and the collapse of communism. Recommended for teacher certification. Primary distribution course. 1 credit. Spring 2000. Weinberg. Spring 2001. Judson. HIST 004A. Colonial Latin America Thematic survey from the 16th-century Con­ quest through the independence wars of the early 19th century. Topics include aspects of pre-Columbian civilizations and impact of conquest and colonialism on native societies, slavery, race relations and mestizaje, resistance and rebellion, crisis and collapse of colonial­ ism, and the aftermath of independence. This course may count toward a concentration in Latin American Studies. Primary distribution course. 1 credit. Fall 2000. Gotkowitz. HIST 004B. Modern Latin America Thematic survey from the immediate postinde­ pendence period to the present. Topics include social and political consequences of the wars for independence, the formation of nation­ states and export economies in the 19th centu­ ry, and the divergent paths Latin Americans have taken in 20th century struggles for democracy, social justice, economic develop­ ment, and national autonomy in a region deeply marked by U.S. influence. This course may count toward a concentration in Latin American Studies. Primary distribution course. 1 credit. Spring 2001. Gotkowitz. HIST 005A. The United States to 1877 A thematic survey of American society, cul­ ture, and politics from the American Revolution through the American Civil War and Reconstruction. Topics may include the political culture of party politics and popular 192 democracy, Indian removal, “manifest destiny” and constructions of race and region, slavery, the causes and consequences of the Civil War, and the politics of black freedom and emanci­ pation. Recommended for teacher certification. Primary distribution course. 1 credit. Fall 1999. Bruce Dorsey. HIST 005B. The United States from 1877 to 1945 A survey of American society, culture, and pol­ itics from the Compromise of 1877 to the Japanese internment. Primary sources, litera­ ture, song, and historical monographs will help students explore and deepen their understand­ ing of the history of the decades following the “second American Revolution.” Recommended for teacher certification. Primary distribution course. 1 credit. Spring 2000. Murphy. HIST 005C. The United States Since 1945 World War II, recovery, the Cold War, McCarthyism, domestic politics from Truman to Reagan, suburbanization, the New Left and the counter-culture, Civil Rights, Black Power, Women’s liberation, Watergate and the imper­ ial presidency, Vietnam, and the rise of the Right. Recommended for teacher certification. Primary distribution course. 1 credit. Spring 2001. Murphy. HIST 906. The Formation of tho Islamic Near East A n introduction to the history of the Near East from the 7th to the early 15th centuries. This course may count toward a major in Medieval Studies. Primary distribution course. 1 credit. Fall 1999 and fall 2000. Bensch. HIST 007A. History of the African American People, 1619-1865 A survey of the social, political, and economic history of African Americans from the 1600s to the Civil War. Focuses on slavery and resis­ tance, the development of racism, the slave family (with special emphasis on women), and the cultural contributions of people of African descent. This course may count toward a concentration in Black Studies. 1 credit. Fall 2000. Allison Dorsey. HIST 007B. History of the African American People, 1865-Present A study of the history of African Americans from Reconstruction to the present. Eman­ cipation, industrialization, cultural identity, and political activism are studied through monographs, autobiography, and literature. This course may count toward a concentration in Black Studies. 1 credit, Not offered 1999-2000. Allison Dorsey. HIST 008A. Africa in the Era of the Slave Tirade, 1500-1850 This survey course focuses on the development of the slave trade and its impact on Africa. This course may count toward a concentration in Black Studies. 1 credit. Not offered 1999-2001. Burke. HIST 008B. Modern Africa, 1880 to Present A survey of modem African history from the establishment of colonial rule to the contem­ porary African scene. This course may count toward a concentration in Black Studies. 1 credit. Not offered 1999*2001. Burke. HIST 009A. Chinese Civilization The history of Chinese civilization and culture from prehistoric times until the early 19th cen­ tury, emphasizing religious and philosophical traditions, the development of the Chinese state and empire, dynastic rule, Confucian literati and bureaucracy, social and economic change, and rebellion and disorder. Readings include literature, philosophy, anthropology, and other historical materials. This course may count toward a major or minor in Asian Studies. Primary distribution course. 1 credit. Fall 2000. Li. HIST 009B. Modern China The course examines the tumultuous changes in China from the early 19th century until the present. Topics include the Opium War, the treaty ports and imperialism, the Taiping and Boxer rebellions, the reform movement, the Communist revolution, and the post-Maoist era. Emperors, scholar-officials, rebels, peas­ ants, Maoist, and entrepreneurs are the figures in this tale. This course may count toward a major or minor in Asian Studies. Primary distribution course. 1 credit. Spring 2000. Li. HIST 010. Traditional Japan (Cross-listed as ARTH 031) A n interdisciplinary introduction to Japan, from prehistoric times to the early 19th centu­ ry, exploring relationships between visual and material culture and social and political insti­ tutions. Topics include archaeology and myth, the imperial system, samurai values, Buddhist and castle architecture, the popular culture of the urban merchant class, and Japan’s changing relations to China and the West. This course may count toward a major or minor in Asian Studies. 1 credit. Spring 2001. Graybill and Li. HIST 012. Chivalric Society: Knights, Ladies, and Peasants The emergence of a new knightly culture in the 11th and 12th centuries will be explored through the Peace of God, crusades, courtly love, lordship, and seigneurialism. This course may count toward a major or minor in Medieval Studies. 1 credit. Spring 2000. Bensch. HIST 014. Friars, Heretics, and Female Mystics: Religious Tinmoil in the Middle Ages A n exploration of radical movements of Christian perfection, poverty, heresy, and female mystics that emerged in Europe from the 11th to the 15th centuries. This course may count toward a major or minor in Medieval Studies. 1 credit. 193 History Spring 2001. Bensch. HIST 015. Medieval Towns Were medieval towns the “seedbeds of moder­ nity?” The course will explore thé historical and ideological debates surrounding the ques­ tion. This course may count toward a major or minor in Medieval Studies. 1 credit. Spring 2001. Bensch. HIST 016. Sex, Sin, and Kin in Early Europe Western kinship and sexual mores will be examined as they crystallized from Roman, Christian, Germanic, and Celtic traditions. This course may count toward a major or minor in Medieval Studies. 1 credit. Not offered 1999-2001. Bensch. HIST 0 17. The Mediterranean World in the Middle Ages This course will examine the interface among Latin, Byzantine, and Islamic civilizations in the medieval Mediterranean, with special emphasis on the period of Western ascendancy. This course may count toward a major or minor in Medieval Studies. 1 credit. Not offered 1999-2001. Bensch. HIST 019. The Italian Renaissance The emergence of a new culture in the citystates of Italy between the 14th and 16th cen­ turies, studied in relation to political, econom­ ic and social contexts. Emphasis on intellectu­ al and artistic developments, historiographical debates over the modernity and secularism of Renaissance civilization, and readings in pri­ mary sources. 1 credit. Fall 1999. DuPlessis. HIST 020. Official and Popular Cultures in Early Modern Europe Explorations of thought and practice in Western Europe between the later 15th and 18th centuries. 1 credit. Not offered 1999-2001. DuPlessis. 194 HIST 022. Early Modern France and the Francophone New World France and its North American and Caribbean colonies from the late 15th to the 18th cen­ turies. This course may count toward a concentration in Francophone Studies. Optional language attachment: French. 1 credit. Not offered 1999-2001. DuPlessis. HIST 023. The Sacred and the Social In Early Modern Europe Examination of changes in European religious beliefs and practices between the 15th and 18th centuries. 1 credit. Not offered 1999-2001. DuPlessis. HIST 024. Transitions to Capitalism Capitalism, now the globally dominant form of economic organization, was bom in early mod­ em Europe. This course analyzes the complex, protracted, uneven, and contested emergence of the new economic and social order. 1 credit. Not offered 1999-2001. DuPlessis. HIST 027. To the Barricades: The European Revolutionary Tradition An examination of Europe’s revolutionary tra­ dition, starting with the French Revolution and ending with the Russian Revolution. Topics include class formation, revolutionary ideologies, socialism, nationalism, feminism, and the cultures and mythologies of revolution produced by these movements: 1 credit. Spring 2001. Weinberg. ' HIST 028. Nations and Nationalism in Eastern Europe, 1848-1998 This class traces the historical construction of nationalist identities, social movements and self-proclaimed nation-states out of multieth­ nic communities and multicultural Empires in Eastern Europe, from the revolutions of 1848 to the fall of Yugoslavia. First-year students with permission Of professor. Optional language attachment: German. 1 credit. Not offered 1999-2001. Judson. HIST 029. Sexuality and Society in Modern Europe This class examines historical constructions of sex and sexual identities in Western societies since 1700. Topics include a survey of Ancient Greek and Medieval European traditions, race and sexuality in colonized societies, urbaniza­ tion and the creation of sexual communities, the medicalization of sex, the 19th-century invention of normal and deviant sexualities, eugenics and the 20th-century state, and queer theory and its relation to social history. This course may count toward a concentration in Women’s Studies. 1 credit. Fall 2000. Judson. HIST 030. France Since 1709: Revolution and Empire The political, social, cultural, and economic history of France and its global empire since the great revolution. This course may count toward a concentration in Francophone Studies. Optional language attachment: French. 1 credit. Not offered 1999-2001. Judson. HIST 031. Revolutionary Culture and Transformation in the USSR (Cross-listed as LITR 031R) Exploration of the ways in which after 1917 the new Soviet Republic attempted a revolu­ tionary transformation of the entire culture as reflected in literature, film, music, and social organization. Optional language attachment: Russian. 1 credit. Not offered 1999-2001. Weinberg and Bradley. HIST 035. From Emancipation to Extermination: European Jewry’s Encounter with Modernity This course focuses on the fate of European Jewry from the beginning of emancipation in the late 18th century to the Holocaust. Major themes include the process of emancipation, Jewish and non-Jewish responses to emancipa­ tion, religious reform, the transformation of Jewish identity, and Jewish reactions to mod­ em anti-Semitism. Readings include primary documents, memoirs, and literature. This course may count toward a concentration in German Studies. 1 credit. Not offered 1999-2001. Weinberg. HIST 030. Modern Germany German politics, society, and culture in the 19th and 20th centuries. Topics include the revolutions of 1848, industrial society and the Imperial state, German political culture and its critics, World War I and revolution, politics, culture and society under the Weimar and Nazi regimes, the social costs of postwar reconstruc­ tion in East and West Germanys, recent reuni­ fication, and the legacy of the Holocaust. This course may count toward a concentration in German Studies. Optional language attachment: German. 1 credit. Spring 2001. Judson. HIST 037. History and Memory: Perspectives on the Holocaust (Cross-listed as LITR 037G) Despite an enormous amount of research and testimony, the Holocaust of European Jewry continues to generate compelling historical and interpretive questions. How, in fact, did it come about? Can we establish its connection to 19th-century German culture? How have feminist and revisionist interpretations changed our understanding? W hat has been the impact of the Holocaust on contemporary American and German identity and politics? This course explores the roots of Nazism, the implementation of the Final Solution, and the legacy of the Holocaust through an interdisci­ plinary approach relying on primary sources, historical scholarship, memoirs, music, paint­ ing, and film. Authors include Primo Levi, Art Spiegelman, and Nietzsche. Films include Triumph of the Will, Shoah, The Wannsee Con­ ference, and Jud Suss. This course may count toward a concentration in German Studies. 1 credit. Fall 1999. Faber and Weinberg. HIST 030. Russia in the 20th Century This course focuses on the Bolshevik seizure of power, consolidation of communist rule, rise of Stalin, de-Stalinization, and the collapse of the 195 History Soviet Union. 1 credit. Fall 2000. Weinberg. HIST 041. The American Colonies The history of the mainland British American colonies within an Atlantic colonial world from 1600 to 1760. 1 credit. Not offered 1999-2001. Bruce Dorsey. HIST 042. The American Revolution Revolutionary developments in British North America between 1760 and 1800. 1 credit. Not offered 1999-2001. Bruce Dorsey. HIST 045. Themes is U.S. History: The 1950s Postwar America, suburbanization, rock ’n ’ roll, baby boom, the revival of Hollywood, television, the Red Scare, Cold War politics, and domestic bliss. 1 credit. Not offered 1999-2001. Murphy. HIST 046. The Coming of the Civil War Social change on the eve of the Civil War, the conflict over free and slave labor, slavery and an African-American culture, and causes of the Civil War. 1 credit. Not offered 1999-2001. Bruce Dorsey. HIST 040. Murder in a Mill Town: A Window on Social Change During the Early Republic Explores topics in the social and cultural his­ tory of America between the American Revolution and the Civil War by examining primary source documents concerning the trial of a Methodist minister for murdering a female factory worker in Fall River, Massachusetts, in 1833. Topics include gender, sexuality, indus­ trialization, religious revivalism, mental illness, and popular politics. 1 credit. Spring 2000. Bruce Dorsey. groups. This course may count toward a concentration in Public Policy. 1 credit. Fall 1999. Murphy. HIST 050. The Making of the American Working Class A colloquium on the history of the industrial revolution in America. This course may count toward a concentration in Public Policy. 1 credit. Fall 2000. Murphy. HIST 052. History of Manhood in America, 1750-1920 Examines the meanings of manhood and the various constructions of masculine identity in America between the 18th and 20th centuries. This course may count toward a concentration in Women’s Studies. 1 credit. Not offered 1999-2001. Bruce Dorsey. HIST 053. Topics in African American Women’s History Designed to facilitate an intensive study of black women’s lives from 1700 to the present. Alternating topics include labor, civil rights struggles, feminism, literature, and sexuality. This course may count toward concentrations in Black Studies and Women’s Studies. 1 credit. Spring 2001. Allison Dorsey. HIST 054. Women, Society, and Politics Women in American society from the colonial period to the present, with emphasis, on the changing nature of work and the separation of spheres, the rise of feminism, and the resis­ tance to women’s rights. This course may count toward a concentration in Women’s Studies. I credit. Not offered 1999-2001. Murphy. HIST 049. Race and Foreign Affairs HIST 059. The Mexican Revolution: Origins, Course, and Legacies A history of U.$. foreign affairs with attention paid to the origins of racialism and the impact of expansionism on various ethnic and racial Examines the origins, course, and conse­ quences of one of Latin America’s most impor­ tant historical events. 196 This course may count toward a concentration in Latin American Studies. 1 credit. Not offered 1999-2001. Gotkowitz. 1 credit. Not offered 1999-2001. Gotkowitz. HIST 060. Cultural Constructions of Africa: Images, Inventions, and Ideologies Colloquium on specific topics in Latin Amer­ ican history with a strong research component. This course may count toward a concentration in Latin American Studies. Optional language attachment: Spanish. 1 credit. Not offered 1999-2001. Gotkowitz. This course will examine the history of the concept of Africa, particularly how African societies and African peoples have been vari­ ously objects of admiration, imitation, hatred, misunderstanding, or exploitation. No prerequisites. The course may count toward a concentration in Black Studies. 1 credit Fall 1999. Burke. HIST 062. Health, Medicine, and the Body in Modern Africa This course examines the history of African practices and ideas of healing in the 19th and 20th centuries and their encounter with European medical institutions in the colonial and post-colonial eras. 1 credit. Not offered 1999-2001. Burke. HIST 063. History of Southern Africa A detailed and in-depth examination of the history of one of Africa’s most important regions, this course focuses particularly, though not exclusively, on the nation of South Africa. Using primary documents, films, novels, and historical scholarship, participants will exam­ ine topics like the settlement of Cape Town, the growth of the Zulu Empire under Shaka, the making of colonial societies in the region, the rise and fall of apartheid, and the life and times of Nelson Mandela. The course may count toward a concentration in Black Studies. 1 credit. Not offered 1999-2001. Burke. HIST 064. Indian Ccmmunities and Nation-States in Modern Latin America Indian-state relations from the Tupac Amaru rebellion to the Zapatista uprising. This course may count toward a concentration in Latin American Studies. HIST 066. Topics in Latin American History HIST 067. Race in Latin America Explores how scholars and historical actors have conceptualized race in Latin America from the late 18th to the 20th centuries. This course may count toward a concentration in Latin American Studies. 1 credit. Not offered 1999-2001. Gotkowitz. HIST 069. Debates in African Studies A n advanced course that examines current debates about African societies and debates about the study of Africa from a variety of dis­ ciplinary perspectives, particularly history, art history, anthropology, literary studies, and political science. 1 credit. Not offered 1999-2001. Burke. HIST 075. Modern Japan The amazing transformation of Japan from a feudal society to a modem nation-state from the early 19th century to the late 20th, includ­ ing both its successful and its tragic elements. Topics include Tokugawa feudalism, the Meiji restoration, the Japanese empire, economic and social development, Japanese militarism and the Pacific War, and Japan’s postwar growth and its contemporary society. This course may count toward a major or minor in Asian Studies. 1 credit. Fall 1999. Li. HIST 0 77. Orientalism East and West From Marco Polo to Madame Butterfly, from Pearl Buck to Fu Manchu, Westerners have constructed images of the “Orient” that have ranged from fantastic to demonic. Using 197 History images mainly from China to japan, and occa­ sionally 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, art, opera, and film. This course will also consider Asian views of the West since the 19th century. Prerequisite: A n introductory History course or permission of the instructor. This course may count toward a major or minor in Asian Studies. 1 credit. Fall 2000. Li. prominent studies and criticisms of develop­ ment work in Africa. Specific cases examined will include famine relief in Ethiopia and Somalia, HIV research arid prevention in Uganda, and conservationist developmerit pro­ jects in southern Africa. The course favors a critical and historical perspective on develop­ ment work, but it also covers past and present efforts to defend and reform development. Prerequisite: A prior course in the Social Sciences. HIST 078. Beijing and Shanghai: Tale of Two Cities This course examines the role of consumption and commodities in the making of the modem world, focusing largely but not exclusively on the history of European and North American societies. 1 credit. Fall 1999. Burke. Study of China’s two major cities since 'the early 19th century: Beijing—the imperial cap­ ital, twice marauded by foreign troops, contest­ ed by warlords, and later the capital of the People’s Republic of China—and Shanghai— treaty port governed by Western powers, center of business and labor, radical politics, crime and corruption, and modem culture. In the second half of the course, students will develop research projects using English-language sources. History majors anticipating HIST 091 or HIST 092 and Asian Studies majors developing the­ sis topics may find this useful preparation, but this course is also open to other students. This course may count toward a major or minor in Asian Studies. 1 credit. Spring 2000 and 2001. Li. HIST 087. Development and Modern Africa: Historical Perspectives This course examines the idea and practice of “development” in the last century of African life through its intellectual, institutional, and economic history. The course begins with an examination of ideas of progress, evolution, and history in the 19th century. From there, it moves to practices of “development” under colonial rule in the first half of the 20th cen­ tury. In its second half, the course examines the international and local context of develop­ ment policies and projects in Africa from the Cold War up to the present day and reviews 198 I credit Spring 2000. Burke. HIST 088. The Social History of Consumption HIST 089. Gender, Sexuality and Colonialism Drawing on the comparative history of Asian, African, Caribbean, Latin American, and Native American societies since 1500, this course will examine the ways that colonial rulers and colonial societies envisioned and experienced gender. This course may count toward a concentration in Women’s Studies. I credit. Not offered 1999-2001. Burke. HIST 091. Senior Research Seminar Students are expected to write a research paper based on primary and secondary sources. Required of all course majors. 1 credit. Fall 1999. Bruce Dorsey and DuPlessis. Fall 2000. Gotkowitz and Judson. HIST 092. Thesis A single-credit thesis, available to all majors in their senior year, on a topic approved by the Department. Students may not register for HIST 092 Credit/No Credit. 1 credit. HIST 093. Directed Reading Individual or group study in fields of special interest to the student not dealt with in the regular course offerings. The consent of the department chair and of the instructor is required. H1ST 093 may be taken for 0.5 credit as HIST 093A. SEMINARS HIST 112 . The Barbarian North The seminar is devoted to the transformation of the early Germanic and Celtic peoples dur­ ing the first millennium of the Christian era. This course may count toward a major or minor in Medieval Studies. 2 credits. Not offered 1999-2001. Bensch. HIST 116 . The Italian Renaissance Topics in the development of the Renaissance state, society, and culture in Italian communes between the 14th and 16th centuries. Issues addressed include forms of political organiza­ tion, varieties of humanism, political theory, changing historical consciousness, art, and society. Much attention is devoted to histori­ ography. 2 credits. Not offered 1999-2001. DuPlessis. HIST 1 1 7 . State and Society in Early Modern Europe Comparative analysis of state formation, eco­ nomic development, and social change in con­ tinental Europe and England during the 16th and 17th centuries. 2 credits. Spring 2000. DuPlessis. HIST 122. Revolutionary Europe, 1750 to 1871 Selected topics in the social, economic, and political history of Europe from the French Revolution to the Paris Commune. This semi­ nar may count toward concentrations in German Studies and Francophone Studies. 2 credits. Fall 1999. Weinberg. HIST 124. Europeans and Others Since 1750 The rise of European nationalism, imperialism and racism examined comparatively in France, Germany, Great Britain, and the Habsburg Monarchy and their colonial empires in the period 1750-1914. This course may count toward concentrations in German Studies and Francophone Studies. 2 credits. Not offered 1999-2001. Judson. HIST 125. Fascist Europe This seminar studies European fascism in the context of societies tom by world war and eco­ nomic depression. The primary focus will be on fascist movements, regimes, and cultural policy in Italy and Germany, with a secondary com­ parative focus on Hungarian, Romanian, and French varieties of fascism. This seminar may count toward a concentra­ tion in German Studies. 2 credits. Fall 2000. Judson. HIST 128. Russian Empire in the I9th and 20th Centuries Focus on the social, economic, political, and intellectual forces leading to the collapse of the autocracy and the rise of Stalin. Particular attention is devoted to the dilemmas of change and reform, and the problematic relationship between state and society. 2 credits. Spring 2001. Weinberg. HIST 133. U.S. Political and Diplomatic History I: The Age of Nationalism The history of nation building, national iden­ tity, political ideologies and movements, party politics, expansionism, empire, and imperial­ ism from the American Revolution through the U.S.-Philippines War (1899-1902). 2 credits. Fall 1999. Bruce Dorsey. HIST 134. U.S. Political and Diplomatic History II: The Rise of Globalism The emergence of the United States as a world power, with emphasis on expansionism, national interest and global mission. 2 credits. 199 History Fall 2000. Murphy. HIST 135. American Social History Everyday life in America from the colonial era to the present. Topics include conflicts between N ative American and European American cultures, slavery and its aftermath, constructions of race, and industrialization and changing patterns of work. O ther themes include religious revivalism and reform, work­ ing-class culture, gender, family and sexuality, immigration, urbanization and suburbaniza­ tion, and popular culture. 2 credits. Spring 2000 and spring 2001. Murphy. HIST 13 7. Topics in African American History Alternating between the study of slavery and the study of black community, this seminar is an in depth social history of people of African descent in the United States. Special attention is paid to the black struggle for self-sufficiency and autonomy. Topics addressed include the nature of the family, gender relations, cultural traditions, and political activism. This seminar may count toward a concentra­ tion in Black Studies. 2 credits. Fall 2000. Allison Dorsey. HIST 140. The Colonial Encounter in Africa Focus on the social, economic, and cultural dimensions of the colonial era in modem Africa. Topics discussed include the complicat­ ed construction of the colonial state, migrancy and colonial labor systems, struggles over reli­ gious and cultural practices, the making of African modernities, gender and sexuality, and the contemporary legacy of colonial rule. This course may count toward a concentration in Black Studies. 2 credits. Spring 2000. Burke. HIST 144. Modern China China from the late 18th century to the pre­ sent. Topics include social and intellectual cur­ rents in the late imperial era; Western imperi­ alism; rebellion, reform, and revolution; and political and social transformation in the People’s Republic of China. 200 This course may count toward a major or minor in Asian Studies. 2 credits. Spring 2000 and Spring 2001. Li. HIST 148. Race, Class, and Nationalism in Modern Latin America Explores the conflictive process of nation mak­ ing in multiracial societies from the early 19th century wars of independence through the rev­ olutionary upheavals of the 20th century. Takes a comparative approach focusing on the role of diverse actors in snuggles over citizen­ ship and nationhood in neocolonial contexts. This course may count toward a concentration in Latin American Studies. 2 credits. Fall 2000. Gotkowitz. HIST 180. Honors Thesis For students writing an Honors thesis. 2 credits. 1999-2001. Staff. Interpretation Theory Coordinator: BRUCE GRANT (Sociology/Anthropology) PHILIP WEINSTEIN (English Literature) Committee: Jean-Vincent Blanchard (Modem Languages and Literatures) Timothy Burke (History) Michael Cothren (Art) Nathaniel Deutsch (Religion) Richard Eldridge (Philosophy) Sibelan Forrester (Modem Languages and Literatures) Kenneth Gergen (Psychology) Bruce Grant (Sociology/Anthropology) Cynthia Halpern (Political Science) Carolyn Lesjak (English Literature) Tamsin Lorraine (Philosophy)3 Braulio Muñoz (Sociology/Anthropology) Christopher Pavsek (Modem Languages and Literatures)2 Frank K. Saragosa (English Literature) Robin Wagner-Pacifici (Sociology/Anthropology)3 Mark Wallace (Religion)3 Philip Weinstein (English Literature) Patricia White (English Literature) 2 Absent on leave, spring 2000. 3 Absent on leave, 1999-2000. Since 1992, the concentration in Interpreta­ tion Theory has been providing students and faculty alike with an interdisciplinary forum for exploring the nature and politics of representa­ tion. W hether it be through art, cinema, ethnography, literature, historiography, philos­ ophy, politics, psychology, religion, or sociolog­ ical analysis, work done in the concentration reflects a long-standing drive to understand the world through the constructs of its interpretive propositions. Propositions about persons, texts, works of art, or nature inevitably require acts of interpreta­ tion. A ll fields of knowledge, then, are wedded to interpretive processes. A program in Inter­ pretation Theory provides students with the opportunity to explore processes of interpreta­ tion, inquiring into their nature across the dis­ ciplines, forces impinging upon interpretive acts, and the results of varying forms of inter­ pretation both within knowledge generating communities and the culture more generally. Students in any major may add either a con­ centration or a focus for External Examination in Interpretation Theory to their program by fulfilling the requirements stated below. Students should submit their proposed program to the coordinator of the concentration. All program proposals must be approved by the Interpretation Theory Committee. CONCENTRATION REQUIREMENTS Each concentration must include a minimum of 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 of interpretive theories and practices, concentrators will nor­ mally include at least one course from each of the two groups of courses that serve to intro­ duce the concentration. One such group (iden­ tified by single asterisk*) is comprised of courses that attend significantly to the histori­ cal development of interpretive practices. The other group (identified by double asterisks**) 201 Interpretation Theory is comprised of courses that attend signficantly to the range of interpretive strategies currently operative within several disciplines. Concen­ trators will choose these two recommended courses from different departments, and they will normally complete them by the end of the junior year. Three of the remaining four courses in the concentration are elective, but they must draw on at least one further depart­ ment. As part of the six course requirement, all concentrators will take a capstone seminar, INTP 091, team taught by members of differ­ ent departments, in their senior year. Currently offered courses relevant to the con­ centration include: INTP 091. Capstone Seminar: Beyond Reason: Nietzsche, Levinas, and the Kabbalah This course is designed to present opposing and alternative responses to the breakdown of rea­ son and the crisis of metaphysics (and morali­ ty) in modem thought, ethics, and politics. We will explore premodem philosophy in relation to mysticism, namely, the Kabbalah, as one kind of grounding beyond the rational ontol­ ogy of the Enlightenment. Our study will cen­ ter on the problems raised by Nietzsche’s genealogical diagnosis of the formation and breakdown or crisis through poststructuralist theories, like those of Benjamin, Levinas, and Wyschogrod. How to think through the ungrounding of ontology, history, and politics; the politics of interpretation; and the difficul­ ties of constructing an ethical-political re­ sponse to this ungrounding will be a primary focus of the course. 1 credit. Spring 2000. Deutsch and Halpem. ARTH 001. Critical Study in the Visual Arts ARTH 029. Film: Form and Signification ARTH 061. Everyday Things ARTH 098. Senior Workshop BIOL 006. History and Critique of Biology CLAS 036. Classical Mythology ENGL 0 2 4 .7 * * Inscriptions of the Feminine in 16th and 17th Century England 202 ENGL 0 73 A .** Mapping the Modern ENGL 0 80.** Critical and Cultural Theory ENGL 0 8 1 .** Theory of the Novel ENGL 083. Feminist Theory ENGL 0 8 4 .** Lesbian Representation ENGL 0 85.** “ Whiteness” and Racial Differences ENGL 086. Postcolonial Literature and Theory ENGL 0 8 7 .** American Narrative Cinema ENGL 0 88.** American Attractions: Leisure, Technology and National Identity ENGL 089. Women and Popular Culture ENGL 0 9 1 .** Feminist Film and Media Studies ENGL 0 9 2 .** Film Theory and Culture ENGL 1 2 0 .** Critical and Cultural Theory FREN 040. French Theater and Cultural Studies FREN 061. Writing and Reading Across Gender Lines FREN 062F. Le Romantisme FREN 076. Femmes écrivains FREN 102. Baroque Culture and Literature GERM 109. Rise of the Modern German Novel HIST 0001N. The Production of History HIST 029. Sexuality and Society in Modern Europe HIST 060.* Cultural Constructions of Africa INTP 090. Directed Reading INTP 091. Capstone Seminar INTP 092. Thesis LITR 065G. Marxism LITR 0 71F .* * French Critical Discourse: Grom Barthes to Baudrillard PHIL 0 1 7 .* Aesthetics PHIL 019. Philosophy of Social Sciences PHIL 026. Language and Meaning PHIL 045.* Philosophical Approaches to the Question of Woman PHIL 079. Poststructuralism PHIL 106 .* Aesthetics PHIL 116 . Language and Meaning PHIL 139 .* Phenomenology, Existentialism, and Poststructuralism PHIL 145. Feminist Theory Seminar PHYS 006. The Character of Physical Law PHYS 025. In Search of Reality PHYS 029. Gender and Physical Science POLS 0 12 .* Modern Political Theory POLS 0 13 .* Feminist Political Theory POLS 1 0 1 .* Political Theory: Modern PSYC 0 3 7 .** Concepts of the Person PSYC 044. Psychology and Women PSYC 040. Technology, Self and Society PSYC 0 68.** Reading Culture PSYC 087. Psychology, Riology and Economic Rationality PSYC 106 .* Personality Theory and Interpretation RELG 005. Problems of Religious Thought RELG 0158.* Philosophy of Religion RELG 018B. Modern Jewish Thought and Literature RELG 1 1 2 .* * Postmodern Religious Thought SOAN 002. Rations and Rationalism SOAR 0 0 4 .** Symbols and Society SOAR 0 2 4 .** Discourse Analysis SOAR 0 5 2 .** Mapping the Modern SOAR 0 57.* History of the Culture Concept SOAR 0 58.** Cultural Representations SOAR 0 77. Colloquium: Art and Society SOAR 101. Critical Modern Social Theory SOAR 102. History and Myth SOAR 114 . Political Sociology Other courses may be considered upon peti­ tion to the Interpretation Studies Committee. These may include relevant courses offered at Bryn Mawr, Haverford, and the University of Pennsylvania. 203 Latin American Studies Coordinator: MIGUEL DfAZ-BARRIGA (Sociology/Anthropology) Jen Gifford (Administrative Assistant) Committee: Joan Friedman (Modem Languages and Literatures) Laura Gotkowitz (History)3 John HaSSett (Modem Languages and Literatures) Hugh Lacey (Philosophy)12 BrauliO Munoz (Sociology/Anthropology) Steven Piker (Sociology/Anthropology) Aurora Camacho de Schmidt (Modem Languages and Literatures)1 Kenneth Sharpe (Political Science) 1 Absent on leave, fall 1999. 3 Absent on leave, 1999-2000. 2 Absent on leave, spring 2000. CONCENTRATION REQUIREMENTS Students interested in Latin American Studies Concentration (LASC) must consult with the coordinator and members of the LASC com­ mittee before developing a proposal. The pro­ posal should establish how the concentration relates to the overall program of undergraduate study in general, and to the departmental major in particular. The requirements for the concentration include the following: 1. Language. LASC requires the successful completion of Spanish 4B or its equivalent. This requirement is waived for students who demonstrate competence in Spanish or Portu­ guese. In their junior year students will be expected to read texts in Spanish. Because of this, it is important for students to study lan­ guage as early as possible in their undergradu­ ate career. 2. Study abroad. All students are required to spend a minimum of one semester abroad in a program approved by both LASC and the Office of Foreign Study. Only in exceptional cases with the support of a faculty member and the approval of LASC Committee will a semester internship or a community service project in Latin America fulfill the concentra­ tion requirement. Study abroad must be pur­ sued in Spanish or Portuguese. 3. Minicourse. Concentrators are required to participate in a minicourse during their senior year with a visiting Latin American scholar. The topic of each minicourse will depend on 204 the field of expertise and research of the visit­ ing scholar. The course involves four sessions of lecture followed by discussion, and the lan­ guage of instruction will be Spanish (or Portuguese with Spanish translation). 4. Courses. All students must take a minimum of five credits in Latin American Studies which may include seminars and courses taught at the college, or courses taken abroad in an approved program. A t least one credit should be taken, either at Swarthmore or abroad, in each of the concentration’s three areas:. Latin American Politics and History, Latin American Literature, and Latin American Societies and Cultures. A t least one credit must be taken at Swarthmore in each of two different areas. 5. (See catalog sections for individual depart­ ments to determine specific offerings.) A. Latin American Politics and History HIST 001E . First-Year Seminar: Indigenous Cultures of the Latin America: Identities, Ideologies, and Experience HIST 004A. Latin America: The Colonial Era HIST 004B. Latin America: The Modern Era HIST 059. The Mexican Revolution: Origins, Course and Legacies HIST 064. Indian Communities and Nation States in Modern Latin America HIST 066. Topics in Latin American History: Revolutionary Mexico HIST 067. Race in Latin America HIST 148. Race, Class, and Nationalism in Modern Latin America POLS 057. Latin American Politics POLS 109. Comparative Politics: Latin America B. Latin American Literature LITR 060SA. Spanish American Society Through Its Novel LITR 061SA. Women’s Testimonial Literature of Latin America LITR 063SA. La Frontera: The Many Voices of the U.S.-Mexico Border LITR 065SA. Indigenous Peoples in Latin America LITR 066SA. Latin American Poetry of Resistance SPAN 010. En busca de América Latina SPAN 013. Introducción a la literatura hispanoamericana SPAN 076. Grandes voces de Améerica: la poesía del siglo XX SPAN 078. La novela social de México SPAN 080. La narrativa chilena desde el golpe militar SPAN 082. La Mujer Mirando al Hombre SPAN 083. El tirano latinoamericano en la literaturea SPAN 085. Narrativa hispánica contemporánea de los Estados Unidos SPAN 101. La novela hispanoamericana del siglo XX SPAN 106. Visiones narratives de Carlos Fuentes SPAN 108. La narrativa de Isabel Allende: la escritura como Sobrevivencia SOAN 012. Introduction to Latinos in the United States SOAN 030. Spirits in Exile: Afro-Latin Religions in the Americas SOAN 030A. Cuba and Puerto Rico: “ The two wings of a single bird” ? SOAN 031. Latin American Society and Culture SOAN 032. Latin American Urbanization SOAN 033. Indigenous Resistance and Revolt in Latin American SOAN 034. Ecology, Peace, and Development in El Salvador SOAN 035. Latin American Social Movements SOAN 037. Spanish Society Through Its Novel SOAN 118 . Chicano/a Culture, Politics, Practice REQUIREMENTS OF THE 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 examination a seminar included in the Latin American Studies Concentration listing provided that this offer­ ing is not an offering within their major department. C. Latin American Societies and Culture PHIL 058. Non-violence and Violence in Latin America RELG107. Liberation Theology 205 Linguistics THEODORE FERNALD, Assistant Professor DONNA JO NAPOU, Professor and Program Director KARI SWINGLE, Instructor ERIC RAIMY, Laboratory Assistant and Administrative Assistant Committee: Richard Eldridge (Philosophy) Carr Evarbach (Engineering) Braulio Muñoz (Sociology and Anthropology) The discipline: Linguistics is the study of lan­ guage. O n the most general level it deals with the internal structure of language, the history of the development of language, the informa­ tion language can give us about the human mind, and the roles language plays in influenc­ ing the entire spectrum of human activity. The relevance of linguistics to the disciplines of 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 of 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 of communi­ cation skills. And, because 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 of types. This 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. The study of lan­ guage is the study of the very fabric of our humanity. There are two special majors in the course pro­ gram administered through the Linguistics Program in collaboration with the departments mentioned subsequently. These are the special majors: Linguistics (LING); Linguistics and Languages (LL). There is one Honors major administered through the Linguistics Program: Linguistics. All LING and LL majors (Honors or Course) 206 must take one course or seminar from each of the following three lists: 1. Sounds: LING 045, 052 2. Forms: LING 050 3. Meanings: LING 026, 040, 116 All LING and LL majors (Honors or Course) will be expected to take LING 006 or LING 060. If the student speaks a non-IndoEuropean language, this requirement is waived. Students are encouraged to study abroad, and all departmentally approved courses taken in linguistics abroad can be used to fulfill require­ ments for the major or minor. LINGUISTICS This special major consists of 8 credits in Linguistics, where the student may choose to count LING 001 as part of the major or not. Special majors must also pass either the Language Requirement or the' Cognate Requirement. If the student is a double major, this requirement is waived. Language Requirement: Advanced competence in at least one foreign language. This can be demonstrated by successfully com­ pleting LATN 103, GREK 012, or above, or a seminar in the Department of Classics, or a course numbered 011 or above in the Depart­ ment of Modem 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 of Classics, this exam will be administered by the Linguistics Program. Any natural language, ancient or modem, may be used to fulfill this requirement. Cognate Requirement: A t least three credits in a cognate area to linguistics. (Note: All courses in the chosen cognate that appear on the list below will count as part of the credits in the major in the determination of whether or not a student has adhered to the “20-course-rule.”) The cognate areas are defined below. The cred­ its must be gained by taking classes from a sin­ gle area listed below, except in options 10 and 11. The numbers of the approved courses from the named department are listed after the department name. Courses not listed here will not be accepted for the cognate requirement unless they are cross-listed with Linguistics. 1. CPSC 046,063,075 2. EDUC 018, 021, 042, 054, 064, 066, 068 3. ENGR 002, 071, 078 4. English Literature: A student must take 014, History of the English Language (this was formerly 023, Old English/ History of the Language), a course in crit­ ical theory (marked with ** in the cata­ log), and any advanced course appropri­ ate to the student’s linguistics interests (chosen under consultation with linguis­ tics advisor and instructor of course) 5. MATH 009, 023 or 053 (but not both), 041, 046, 061, 065, or 072 (but not both) 6. Music and Dance: MUSC 011, 012, 013, 014,015,016,019; D A N C 001,002,010, O il, 012, 013, 014, 024, 036, 037, 070, 071, and at most one technique class 7. PHIL 012,026, 040,086,116 8. PSYC 028, 032, 033, 034, 039, 042, 043, 049, 086, 092,133,134 9. SOAN 010, 018,019,024, 104 10. Formal systems: A student may choose to do a cognate in Formal Systems, taking courses from the approved lists for Computer Science, Engineering, and Mathematics/Statistics. 11. Premed: Students interested in language pathologies may, under consultation with the department, use the premedical sci­ ence requirements as the cognate. Majors will write a senior paper in LING 100 in the fall of the senior year. LINGUISTICS AND LANGUAGES The student may combine the study of linguis­ tics with the serious study of two foreign lan­ guages. The languages can be modem or ancient. For this major, precisely 6 credits in linguistics and 3 credits in each of the two lan­ guages, for a total of 12 credits, are required. LING 050 is required. All students will be expected to take LING 006, 060, 061, or 062. If the student speaks a non-Indo-European language, this requirement is waived. For a modem language taught by the Depart­ ment of Modem Languages and Literatures, there must be one Composition and Diction course (numbered 004 or above) and two other courses (numbered 011 or above) or a seminar. For a classical language taught by the Depart­ ment of Classics, there must be one inter­ mediate-level course (numbered 011-014) and one seminar. Some 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. Students will write a senior paper in LING 100 in the fall of the senior year. Students at Bryn Mawr College (BMC) or Haverford College (HC) Any student from the tricollege community is welcome to major in linguistics. HC and BMC students need only talk with their home cam­ pus dean and the chair of Linguistics at Swarthmore College to arrange a major plan. HDN0RS MAJOR: LINGUISTICS Majors must pass the requirement in sounds, forms, and meanings, and in structure of a nonIndo-European language; and must write a senior thesis. The thesis and two research papers will consti- 207 Linguistics tute the portfolio for Honors. The thesis may be on any topic in linguistics. It need not be related to course work. It will be written in fall of the senior year in LING 195. Work may be collaborative with at most one other student at the discretion of the faculty. The “examination” will consist of a 1-hour dis­ cussion with the external reader. The research papers will be on topics selected from a list prepared by the external readers and will be on core areas of linguistics and directly related to course work the student has taken. The areas will be selected from any combina­ tion or blend of the following: phonetics, phonology, morphology, syntax, semantics, his­ torical, and comparative. The student will prepare for these research papers by taking at least four credits of course work (two credits in each of the research paper areas). The students will work independently on these papers, without collaboration and without faculty guidance in the spring of the senior year in LING 199 for 1 credit. The “examination” will consist of a 30-minute dis­ cussion with the reader for each paper. The Linguistics Program puts no restrictions on the minors that can be combined with this major. HONORS MINOR Students who do a course major in Linguistics may count Linguistics for the minor in the Honors Program. In that case, the portfolio for honors will consist of a two credit thesis writ­ ten in fall of the senior year in LING 195. The student will also take LING 199 for 0.5 credit in spring of the senior year. Students who do not do a course major in Linguistics have different requirements for the minor. They must pass the requirement in sounds, forms, or meanings and must take a minimum of 3 credits in Linguistics. A single research paper will constitute the portfolio for Honors. This research paper will have the same topics and guidelines for preparation and examination as the research papers described immediately above for the majors. All minors must take LING 199 in the spring of the senior year for 0.5 credit. The Linguistics Program puts no restrictions 208 on the majors that can be combined with this minor. COURSES LING 001. Introduction to Language and Linguistics Introduction to the study and analysis of human language, including sound systems, lex­ ical systems, the formation of phrases and sen­ tences, and meaning, both in modem and ancient languages and with respect to how lan­ guages change over time. Other 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. 1 credit. Fall 1990. Napoli. LING 002. Exploring Acoustics (See ENGR 002.) 1 credit. Everbach. LING 006. Structure of American Sign Language In this course, we look at the linguistic struc­ tures of American Sign Language. Prerequisites: at least two out of LING 001, 040, 043, 045, and 050. 1 credit. Fall 1999. Napoli. LING 014. Old English/History of the Language (See ENGL 014.) 1 credit. Williamson. LING 016. History of the Russian Language (See RUSS 016.) 1 credit. Forrester. LING 020. History of the French Language 1 credit. Occasionally. LING 024. Discourse Analysis (See SOAN 024.) 1 credit. Wagner-Pacifici. LING 025. Language, Culture, and Society (Cross-listed as SOAN 079) An investigation of the influence of cultural context and social variables on verbal com­ munication. Topics covered include dialectal varieties, creoles, language and gender, and language and education. Prerequisite: A t least one linguistics course. Primary distribution course. 1 credit. Not offered 1999-2000. LING 026. Language and Meaning (See PHIL 026.) 1 credit. Eldridge. LING 030. Languages of the World This is a course in the richness and variety of human languages. We consider languages from all over the world, focusing on cross-lin­ guistic generalizations and variations to develop an appreciation of the intricate con­ ceptual, logical, and physiological resources that each language draws on. No prerequisites. Primary distribution course. 1 credit. Spring 2000. Swingle. LING 033. Introduction to Classical Chinese (See CHIN 033.) 1 credit. Berkowitz. LING 034. Psychology of Language (See PSYC 034.) 1 credit. Kako. LING 037. Languages of Africa (Cross'listed as SOAN 037; counts for Black Studies) A look at phonetics, phonology, morphology, syntax, and semantics across several language families. Bantu offers a point of comparison. Topics include clicks, tones, causatives, serial verbs, and issues of language policy in Africa. 1 credit. Occasionally. LING 040. Semantics (Cross-listed as PHIL 040) In this course, we look at a variety of ways in which linguists, philosophers, and psycholo­ gists have approached meaning in language. We address truth-functional semantics, lexi­ cal semantics, speech act theory, pragmatics, and discourse structure. W hat this adds up to is an examination of the meaning of words, phrases, and sentences in isolation and in context. Primary distribution course. 1 credit. Spring 2000. Femald. LING 043. Mcrphology 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: LING 001, 040, 045, or 050. 1 credit. Not offered 1999-2000. LING 045. Phonetics and Phonology Phonology is the study of the sounds of lan­ guage and the rules that govern the interac­ tion of sounds when they are put together in words and phrases. Primary distribution course. 1 credit. Fall 1999. Swingle. LING 046. Language Learning and Bilingualism (See PSYC 043.) LING 049. Brain, Language, and Cognition (See PSYC 049.) I credit. LING 050. Syntax We study the principles that govern how words go together to make phrases and sen­ tences in natural language. Much time is spent on learning argumentation skills. The linguistic skills gained in this course are applicable to the study of any natural lan­ guage, modem or ancient. The argumenta­ tion skills gained in this course are applicable 209 Linguistics to law and business, as well as academic fields. This course also fells in the third category of courses approved as counting toward a com­ puter science concentration. Primary distribution course. 1 credit. Fall 1999. Femald. LING 051. Romance Syntax A comparative study of the syntax of modem Romance languages, including Spanish, French, Italian, Portuguese, and Romanian. Prerequisites: LING 050 and a working knowledge of a Romance language or of Latin. 1 credit. Occasionally. Napoli. LING 052. Historical and Comparative Linguistics We study the reconstruction of prehistoric linguistic stages, the establishment of lan­ guage families and their interrelationships, and the examination of processes of linguistic change. Prerequisite: LING 001, LING 030, or LING 045 or permission of the instructor. I credit. Spring 2000. Swingle. LING 054. Oral and Written Language (Cross-listed as EDUC 054) (Studio course) This course examines children’s dialogue and its rendering in children’s literature. Each student will pick an age group to study. There will be regular fiction writing assignments as well as research assignments. This course is for linguists and writers of children’s fiction and anyone else who is strongly interested in child development or reading skills. Prerequisite: One of LING 001, 040, 045, or 050. 1 credit. . Fall 1999. Napoli. LING 055. Writing Systems, Decipherment, and Cryptography The course is an introduction to the repre­ sentation of natural language in a non-funda­ mental, more or less permanent form. We begin with a typology of the writing systems of the world. Then we will look at some of 210 the great archaeological decipherments of the past (e.g., Egyptian hieroglyphic, Linear B, and Mesoamerican), and we will decipher some Maya texts together. Next we consider cryptography, focussing on the Navajo Code and the Enigma Machine of World War II, and we will finish up with modem encryp­ tion techniques for electronic transmissions. Prerequisite: One of LING 001, 030, or 045. 1 credit. Spring 2000. Femald. LING 061. Structure of Navajo A n examination of the major phonological, morphological, syntactic, and semantic struc­ tures in a non-Indo-European language. We will also consider the history of the language and its cultural context. Prerequisite: A t least two out of LING 001, 030,040,043, 045, and 050. 1 credit. Not offered 1999-2000. Femald. LING 062. Structure of Japanese (See description of LING 061.) 1 credit. Occasionally. Napoli. LING 070F. Caribbean and French Civilizations and Cultures (See FREN 070F.) 1 credit. Rice-Maximin. LING 070R. Translation Workshop (See LITR 070R.) I credit. Forrester. LING 080. Intermediate Syntax and Semantics This course is designed to provide theoretical and cross-linguistic breadth in topics involv­ ing the interaction of syntax and semantics. You will refine your skills of analysis and argumentation. Topics and languages consid­ ered will vary. This course is open to all stu­ dents who have taken syntax or semantics. 1 credit. Occasionally. Staff. LING 092. Research Practicum in Psycholinguistics (See PSYC 092.) 1 credit. Kako. LING 195. Senior Honors Thesis All Honors majors in Linguistics and Honors minors who are also course majors must write their thesis for 2 credits in the seminar. Fall 1999. Femald. LING 094. Research Project LING 199. Senior Honors Study With the permission of the Program students may elect to pursue a research program. 1 credit. Fall 1999 or spring 2000. Staff. Honors majors may write their two research papers for 1 credit in this course. Honors minors may take this course for 0.5 credit. Spring 2000. Femald. LING 095. 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 LING 045, the permission of the chairs of 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 of 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). 1 credit. Fall 1999 or spring 2000. Napoli. LING 096. Community Service Credit: Literacy This course offers credit for community service work. You may work with children in Chester public schools on literacy. The prerequisites are Linguistics/Education 54, the permission of both Linguistics and Education, and the agree­ ment of a faculty member in Linguistics to mentor you through the project. You will be required to keep a daily or weekly journal of your experiences and to write a term paper (the essence of which would be determined by you and the linguistics faculty member who men­ tors you in this.) 1 credit. Fall 1999 or sparing 2000. Napoli. SEMINARS LING 102. Prosodic Phonology: Theory and Application This seminar will review recent literature in the theory of Prosodic Phonology and its appli­ cations. We will begin by looking at the theo­ ry of Prosodic Phonology and then investigate (1) claims that prosody and syntax interact in interesting ways and (2) claims that prosody plays a role in first language acquisition. 1 or 2 credits. Spring 2000. Swingle. LING 104. Culture and Creativity (See SOAN 104.) Piker. LING 105. Seminar in Phonology This seminar will consider recent develop­ ments in the theory of phonology. Topics vary. W hen it is metrical phonology, a poetry work­ shop will be incorporated into the seminar. 1 or 2 credits. Occasionally. Staff. LING 106. Seminar in Morphology This seminar will consider recent develop­ ments in the theory of morphology. Topics vary. 1 or 2 credits. Occasionally. Staff. LING 100. Research Seminar LING 108. Seminar in Semantics All course majors in Linguistics and Linguistics and Languages must write their senior paper in this seminar. Only seniors are admitted. 1 or 2 credits. Fall 1999. Femald. This seminar will consider recent develop­ ments in the theory of semantics. Topics vary. 1 or 2 credits. Occasionally. Staff. 211 Linguistics LING 109. Seminar in Syntax This seminar will consider recent develop­ ments in the theory of syntax. Topics vary. I or 2 credits. Occasionally. Staff. LING 110 . Seminar in Syntax and Semantics: Negation This seminar will investigate the syntax, semantics, and pragmatics of negation. The first half of the seminar will review recent pro­ posals concerning the syntactic analysis of negation in various languages. The second half of the seminar will review literature (ancient and modem) addressing the meaning and use of negation in natural language. Prerequisite: LING 050 or permission of the instructor. 1 or 2 credits. Fall 1999. Swingle. LING 116 . Language and Meaning (See PHIL 116.) Eldridge. LING 134. Psycholinguistics Seminar (See PSYC 134.) Dufour. 212 Mathematics and Statistics DEBORAH BERGSTRAND, Professor CHARLES M . GRINSTEAD, Professor GUDMUND R. IVERSEN, Professor EUGENE A . K L O n , Professor STEPHEN R. MAURER, Professor3 HELENE SHAPIRO, Professor THOMAS HUNTER, Associate Professor DON H. SHIMAMOTO, Associate Professor JANET C. TALVACCHIA, Associate Professor and Chair GARIKAI CAMPBELL, Assistant Professor TODD A . DRUMM, Assistant Professor PHILIP J . EVERSON, Assistant Professor3 CHERYL P. GROOD, Visiting Assistant Professor AIMEE S.A. JOHNSON, Assistant Professor PAUL J . LUPINACCI, Visiting Instructor JOYCE A . GLACKIN , Administrative Assistant 3 Absent on leave, 1999-2000. People study mathematics and statistics for several reasons—for the pleasure of it or for its usefulness as a tool. The Department of Mathematics and Statistics aims to meet vary­ ing needs—to offer a program that will enable students both to develop a firm foundation in pure mathematics and to see mathematical and statistical methods used to solve in a precise way problems arising in physical science, com­ puter science, social science, and operations research. Mathematics and statistics have grown enormously in recent years, developing an increasing number of specialties and appli­ cations. All mathematical endeavor, however, is hased upon logical argument, abstraction, and an analytical approach to problem solving. Ideally, the study of 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 of its methods, abstract approach, and rigorous structure. First Year Courses: Mathematics and statistics courses appropriate for incoming first-year stu­ dents with normal high school preparation include STAT 001 (Statistical Thinking), STAT 002 (Statistical Methods), MATH 003 (Introduction to Mathematical Thinking), MATH 005 (Calculus I), MATH 005S (Calculus I Seminar), and MATH Q09 (Discrete Mathematics). In the second semes­ ter, STAT 001, MATH 004 (Calculus Con­ cepts), and MATH 009 may be available, again requiring only normal high school preparation. STAT 001, MATH 003, MATH 004, MATH 005S, and MATH 009 are primary distribution courses. More advanced courses are available to first-year students as explained below. Students who would like to begin calculus (MATH 004, 005, or 005S) but are not sure they are prepared should take the departmental calculus readiness exam when they arrive on campus. Entering students may place into cer­ tain higher-level courses (the half-semester courses 006A, 006B, and 006C or the semester courses 006S, 016, 016H, and 018) by scoring sufficiently well on the departmental calculus placement exam or by taking certain standard­ ized exams (see later). Placement Procedure: To gain entrance to any mathematics course (but not to gain entrance to statistics courses), students must take at least one of the exams mentioned below. Students wishing to place beyond beginning calculus may take either the AP or IB (standardized) 213 Mathematics and Statistics exams, or Swarthmore’s calculus placement exam. Students wishing to take MATH 003, 004,005,005S, or 009 at any time during their Swarthmore years, and who do not take any of the exams just mentioned, must take Swarthmore’s calculus readiness exam. Even stu­ dents who do take one of the standardized exams may be required to take the departmen­ tal exams as well. The calculus placement exam is sent to-entering first-year students over the summer, along with detailed information about the rules for placement and credit. The calculus readiness exam is given during firstyear orientation only. Advanced Placement and Credit Policy: “Advanced placement” and “credit” mean dif­ ferent things. 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 toward the 32 credits needed for graduation. The Swarthmore calculus placement exam is used for placement only, not credit. Credit is awarded on the basis of the AP and the IB exams, as follows: • 1 credit (for STAT 002) for a score of 4 or 5 on the Statistics Advanced Placement (AP) Test of the College Board. • 1 credit (for MATH 005) for a score of 4 on the AB or BC Calculus Advanced Placement (AP) Test of the College Board, or for a score of 5 on the Higher Level Mathematics Test of the International Baccalaureate (IB). • 1.5 credits (for Math 5 and 6A) for a score of 5 on the AB or BC Tests or a score of 6 or 7 on the Higher Level IB. Or any entering student who places out of MATH 005,006A, or 006B may receive credit for the courses placed out of by passing the final exams in these courses with a grade of straight C or better. These exams must 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 Departmental Placement Coordinator. Advanced placement credit will be given to entering students only during their first semes­ ter at Swarthmore. Students who are eligible for advanced placement credit for a course but 214 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 another college or university must normally validate their work by taking the appropriate Swarthmore examination, as described earlier. For work beyond calculus completed before entering Swarthmore, students should consult the Departmental Placement Coordinator to determine the Swarthmore course into which they should be placed. The Department will not normally award advanced placement credit for work above the MATH 006 level, however. Introductory Statistics: Students who do not know calculus can take STAT 001 or 002. STAT 001 is intended to show how statistics is used to help obtain an understanding of the world around us. STAT 002 is a more practical course for students who expect to use statistics in their own work. Students who know a semester of calculus should take STAT 002C instead of STAT 002. Both STAT 002 and 002C lead to STAT 027 on multivariate statis­ tical analysis. Students with a strong back­ ground in mathematics can begin with the more theoretical STAT 053 and continue with the one-credit seminar STAT 111. Requirements for a major in Mathematics: Students apply for a major in the middle of the second semester of the sophomore year. A prospective applicant should expect typically that, by the end of the sophomore year, he or she will have received credit for, or placement out of, at least four of the following five courses: Calculus I (MATH 005 or 005S), Calculus II (MATH 006A-006B or 006S), Discrete Mathematics (MATH 009), Linear Algebra (MATH 016 or 016H) and Several Variable Calculus (MATH 018 or 018H). In any event, all majors must complete MATH 016 and 018 by the end of the first semester of the junior year. In addition, a candidate should have a gradepoint average in mathematics and statistics courses to date of at least C+. This 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. By graduation, a mathematics major must have at least 10 credits in mathematics and statistics courses. A t most 5 of the credits counted in the 10 may be for courses numbered under 025. (Certain courses in this category are not to count toward the major. These are so indicated under the course listings in this catalog.) Furthermore, every major is required to obtain credit for, or place out of, each of the following courses: MATH 005 or 005S; MATH 006A 006B or 006S; MATH 016 or 16H; MATH 018 or 018H; MATH 047; and MATH 049. The two upper-level core courses, MATH 047 (Introduction to Real Analysis) and MATH 049 (Introduction to Modem Algebra), will be offered every fall semester. A t least one of these two should be taken no later than the fall semester of the junior year. Finally, majors not in the Honors Program must satisfy the depart­ mental comprehensive requirement by passing MATH 097, the Senior Conference. Progress of majors will be reviewed at the end of each semester. Students not making satisfactory progress may be dropped from the major. Mathematics majors are urged to study in some depth a discipline that makes use of mathe­ matics and to acquire some facility with the computer. Students bound for graduate work should obtain a reading knowledge of French, German, or Russian. Special emphases: The above requirements allow room to choose an optional special emphasis within the Mathematics major. For instance: A student may major in Mathematics with an emphasis on statistics by taking the following courses at the advanced level: (1) the core analysis course (MATH 047); (2) M athe­ matical Statistics I (STAT 053) and possibly Mathematical Statistics II (STAT 111) for one or two credits;); (3) Probability (MATH 105); (4) Multivariate Statistics (STAT 027) or, per­ haps, Econometrics (ECON 135); and (5) another mathematics course numbered 025 or above. Students are encouraged but not required to select the core algebra course (MATH 049) if they choose this emphasis. Students interested in mathematics and computer science should consider a Mathematics major with a Concentration in Computer Science, or an Honors Program with a Mathe­ matics major and a Computer Science minor. Details on these options are in the catalog under Computer Science. Sample program for majors thinking of gradu­ ate work in social or management science, or an M.B.A. Basic courses: MATH 005 (or 005S), 006A-006B (or 006S), 009, 016, and 018; Computer Science 020. Advanced courses: (1) Modeling (MATH 061); (2) at least one of Probability (MATH 105), Mathematical Sta­ tistics I (STAT 053), and possibly Mathe­ matical Statistics II (STAT 111); (3) at least one of Combinatorics (MATH 065) or Operations Research (ECON 032); (4) the two required core courses (MATH 047 and MATH 049); and (5) Differential Equations (MATH 030). Because this is a heavy program (one who hopes to use mathematics in another field must have a good grasp both of the mathemat­ ics and of the applications), one of the core course requirements may be waived with per­ mission of the department. Sample program for students thinking of grad­ uate work in operations research. Basic courses: same as previous paragraph. Advanced courses: (1) the two required core courses (MATH 047 and MATH 049); (2) Combinatorial Optimi­ zation (MATH 072) and Combinatorics (MATH 065); (3) Mathematical Statistics (STAT 053); and (4) at least one of Number Theory (MATH 037), Modeling (MATH 061), or Probability (MATH 105). Secondary Teaching Certification: W hether or not one majors in Mathematics, the courses required as part of the accreditation process for teaching mathematics at the secondary level are: (1) three semesters of calculus (MATH 005 or 005S, 006A-006B or 006S, 018 or 018H); (2) one semester of linear algebra (MATH 016 or 016H); (3) at least one semes­ ter of discrete mathematics (MATH 009, 065, or 072) or computer science (CPSC 010 or 020); (4) geometry (MATH 045, 085, or 106); (5) one semester of modem pure or applied algebra (MATH 037,048, or 049); and (6) one semester of statistics or probability (STAT 001, 002, 002C, 053). In addition, students are advised strongly to take further mathematics courses emphasizing modeling and applica­ tions, and/or to take at least one course in the Natural or Social Sciences in which mathe­ matics is used in a significant way. To be rec­ ommended for certification, a student must have an average grade of C or better in all MATH/STAT courses. For further information about certification requirements, please con- 215 Mathematics and Statistics suit the catalogue course listings under Education. The Honors Program: Requirements for acceptance 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 sta­ tistics courses of B+ or better. Potential Honors majors may want to consider includ­ ing in the sophomore year a course that emphasizes theory and provides an opportu­ nity for writing proofs. Department faculty can give advice on appropriate courses. Beginning with the Class of 1999, the pro­ gram for an Honors major in Mathematics shall consist of preparations for external examination in three fields of 2 credits each, and an additional credit in one of the three chosen preparations, for a total of 7 distinct credits. Each preparation consists of a required core course together with a second credit in that field selected from a list of courses and seminars designated by the department. For the Honors major, two of the preparations shall be in Algebra and Analysis, and every program must include at least one of MATH 101 (Real Analysis Seminar) or MATH 102 (Algebra Seminar). These two seminars will be offered every spring semester. Each student may select the third preparation from a list of fields that includes Discrete Mathematics, Geometry, Statistics, and Topology. Any alternatives to these must be approved by the department. Students wishing to complete an Honors minor in Mathematics must have credit for, or place out of, MATH 005 or 005S, MATH 006A-006B or 006S, MATH 016 or 016H, and Math 18 or 18H. For the Honors portion of their program, minors must complete one 2-credit preparation chosen'ffom among any of the fields described earlier. Again, any alternatives must have departmental approval. COURSES STAT 001. 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 216 wide variety of fields, and the course provides an understanding of the role of statistics. It is intended for students who want an apprecia­ tion of statistics without having the need to learn how to apply statistical methods. It pro­ vides an intuitive understanding of statistical concepts and makes use of modem statistical software for the Macintosh computer. This course cannot be counted toward a major in Mathematics. Primary distribution course. 1 credit. Each semester. Iversen. STAT 002. Statistical Methods (Cross-listed as SOAN 027) Data on one variable are examined through graphical methods and the computations of averages and measures of variation. Relation­ ships between two variables are studied using methods such as chi-square, rank correla­ tions, analysis of variance, and regression analysis. The 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 not a prerequisite for any other department course except STAT 027, nor can it be counted toward a major in the department. Recommended for students who have not studied calculus (those who know a semester of calculus are advised to take STAT 023 instead). 1 credit. Fall 1999. Lupinacci. STAT 002C. Statistics (Cross-listed as SOAN 028) . This calculus-based introduction to statistics covers most of the same methods examined in STAT 002, but the course is taught on a higher mathematical level. The course is intended for anyone who wants an introduc­ tion to the application of statistical methods. Prerequisite: MATH 004 or 005. 1 credit. Spring 2000. Lupinacci. MATH 003. Introduction to Mathematical Thinking For students who need further preparation for courses requiring 4 years of solid high school preparation such as STAT 002 and MATH 004,005,005S and 009. MATH 003 will pre­ pare students for these other courses two ways: (1) by work on standard precalculus topics; and (2) by study of other topics, per­ haps new to the students, that highlight the interesting nature of mathematics. The course will probably meet in seminar format and will involve reading, discussion, board preséntations, and writing. This course can­ not be counted toward a mathematics major. Prerequisite: Placement into this course through Swarthmore’s calculus readiness exam (see “Placement Procedure” earlier). Primary distribution course. 1 credit. Fall 1999. Bergstrand. MATH 004. Calculus Concepts Introduction to the concepts, methods, and applications of calculus. Intended primarily for students whose preparation is limited or weak, MATH 004 proceeds more gently and less far than MATH 005. Students who have had calculus in high school may not take MATH 004 without permission of the instructor. Students who complete MATH 004 are encouraged to continue on to MATH 005 or MATH 006A (or 006S); with permis­ sion of the department, they may receive credit for MATH 005 by taking it after MATH 004. Otherwise, credit is not granted for both MATH 004 and MATH 005. Prerequisite: Permission to take this course through Swarthmore’s calculus readiness exam or calculus placement exam (see “Placement Procedure” above). Primary distribution course. 1 credit. Spring semester if offered. MATH 005. Calculus I This first semester calculus course will intro­ duce topics in the differentiation and inte­ gration of functions of one variable. These topics include limits and the definition of the derivative, interpretations and applications of the derivative, techniques of differentia­ tion, graphing and extreme value problems, the logarithm and exponential functions, the integral, and the Fundamental Theorem of Calculus. Prerequisite: Permission to take this course through Swarthmore’s calculus readiness exam or calculus placement exam (see “Placement Procedure” earlier). 1 credit. Fall 1999. Bergstrand, Campbell, Grood. MATH 005S. Calculus I Seminar MATH 005S covers the same material as the lecture-based MATH 005 but uses a seminar format (10—14 students) with additional meetings and lots of hands-on activities (e.g., writing, oral presentations, group work, and computer work). Intended for students who think that they could benefit from the col­ laborative seminar format and who wish to be challenged to excel in calculus so that they gain more confidence to continue with mathematics and science. Prerequisite: Permission to take this course through Swarthmore’s calculus readiness exam or calculus placement exam (see “Placement Procedure” above). Primary distribution course. 1 credit. Fall 1999. Shimamoto. Note on MATH 006 The material following MATH 005 is divided into four half-credit courses, 006A, 006B, 006C and 006D. Each course will run full time for one-half semester. Students may take any number of these courses. Normally, how­ ever, students coming from MATH 005 will take 006A and either 006B or 006C. Students enroll at the beginning of each semester for all versions of MATH 006 they plan to take at any time during the semester. MATH 006S is a full-semester seminar ver­ sion of MATH 006A and 006B. 0.5 credit. MATH 006A. Calculus IIA This course is a continuation of the material begun in MATH 005 and is the prerequisite for MATH 016 (Linear Algebra) and MATH 018 (Several Variable Calculus) as well as for 006B and 006C. Topics will include applica­ tions of the integral, inverse trigonometric functions, methods of integration, and improper integrals. MATH 006A is a 0.5credit course. Prerequisite: MATH 005 or 005S or place­ ment by examination (see “Advanced Placement and Credit Policy” earlier). 0.5 credit. Each semester (first half). Fall 1999. Campbell, Drumm, Shapiro. 2 17 Mathematics and Statistics MATH 006B. Calculus IIB This course is an introduction to infinite series and approximation. Topics include Taylor polynomials and Taylor series, convergence tests, and the use of power series. Other topics, such as applications to differential equations and Fourier series, may be introduced, time permitting. MATH 006B should be taken by anyone planning to take mathematics courses beyond the freshman-sophomore level. It is required of all students majoring in Mathematics, Chemistry, Physics, or Engi­ neering. MATH 006B is a 0.5-credit course. Prerequisite: MATH 006A or placement by examination (see “Advanced Placement and Credit Policy” earlier). 0.5 credit. Fall semester (each half) and spring semester (second half). Fall 1999. Klotz, Shapiro, Shimamoto. MATH 006C. Calculus IIC This course emphasizes the differential aspects of several variable calculus covered in the first half of MATH 018. In addition, multivariable integration may be touched on as well as such topics as differential equations and probability. MATH 006C is intended primarily for students interested in applications (especially in eco­ nomics) who look upon MATH 006 as one of their last mathematics courses and who do not plan to take MATH 018. Students may (but normally will not) take both MATH 006C and MATH 018. This course cannot be counted toward a major in Mathematics. MATH 006C is a 0.5-credit course. Prerequisite: MATH 006A or placement by examination (see “Advanced Placement and Credit Policy” earlier). 0.5 credit. Each semester (second half). Fall 1999. Campbell. MATH 006D. Postcalculus A special course, in the second half of the fall semester, primarily for first-year students who place into MATH 006B in August. MATH 006D is for students who like mathematics and are curious to know what it might be like to major in it. Each year, the contents of 006D will be selected from the wealth of modem mathematics that cannot be introduced in 218 standard freshman-sophomore courses. MATH 006D is a 0.5-credit course. Prerequisites: MATH 006B (in exceptional cases, MATH 006A) and either departmental recommendation or permission of the instruc­ tor. 0.5 credit. Fall semester (second half). Shapiro. MATH 006S. Calculus II Seminar A continuation of MATH 005S, in the same style. Covers the material of MATH 006A and 006BPrerequisite: MATH 005 or 005S or placement by examination (see “Advanced Placement and Credit Policy” earlier). Primary distribution course. 1 credit. Spring 2000. MATH 009. Discrete Mathematics A n introduction to noncontinuous mathemat­ ics. The key theme is how induction, iteration, and recursion can help one discover, compute, and prove solutions to various problems— often problems of interest in computer science, social science, or management. Topics include algorithms, graph theory, counting, difference equations, and finite probability. Special emphasis on how to write mathematics. Prerequisite: Permission to take this course through Swarthmore’s calculus readiness exam or calculus placement exam (see “Placement Procedure” earlier). Familiarity with some computer language is helpful but not necessary. Primary distribution course. 1 credit, . Each semester. Fall 1999. Shimamoto. MATH 016. Linear Algebra This course covers vector spaces, matrices, and linear transformations with applications to solutions of systems of linear equations, deter­ minants, and eigenvalues. Prerequisite: A grade of C or better in MATH 006A or MATH 009 or placement by exami­ nation (see “Advanced Placement and Credit Policy” earlier). 1 credit. Each semester. Fall 1999. Talvacchia. MATH 016H. Linear Algebra Honors Course STAT 827. Multivariate Statistical Methods This Honors version of MATH 016 will be more theoretical, abstract, and rigorous than its standard counterpart (the subject matter will be equally as valuable in applied situations, but applications will be less dwelt upon). It is intended for students with exceptionally strong mathematical skills, especially if they are thinking of a mathematics major. Prerequisite: A grade of B or better in MATH 006A or MATH 009 or placement by exami­ nation (see “Advanced Placement and Credit Policy” earlier). I credit. Fall 1999. Johnson. Given as a continuation of STAT 002 or STAT 023, the course deals mainly with the study of relationships between three or more variables. Prerequisite: Any one of STAT 002, 023, 053, or ECON 031. I credit. MATH 018. Several Variable Calculus This course considers differentiation and inte­ gration of functions of 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, Green’s, Stokes’, and Gauss’ Theorems. Often there is one section for students who have had linear algebra (MATH 016 or 016H) and another for students who have not. Prerequisite: MATH 006A or equivalent or placement by examination (see “Advanced Placement and Credit Policy” earlier). Recommended: MATH 016. 1 credit. ■ Each semester. Fall 1999. Grood, Hunter. MATH 018H. Several Variable Calculus Honors Course This Honors version of MATH 018 will be more theoretical, abstract, and rigorous than its standard counterpart (the subject matter will be equally as valuable in applied situations, but applications will be less dwelt upon). It is intended for students with exceptionally strong mathematical skills and primarily for those who have completed MATH 016H successfully. Prerequisite: A grade of C or better in MATH 016H or permission of the instructor. 1 credit. Spring 2000. A lte rn a te y e a rs . Spring 2000. Iversen. MATH 836. Bifferential Equations A n introduction to differential equations that includes such topics as first-order equations, linear differential equations, series solutions, first-order systems of equations, Laplace trans­ forms, approximation methods, some partial differential equations. Prerequisites: MATH 006B and either 018 or 6C or permission of the instructor. MATH 016 recommended strongly. 1 credit. Spring 2000. MATH 837. Humber Theory The theory of primes, divisibility concepts, and the theory of multiplicative number theory will be developed. Students are also expected to learn how to construct a mathematical proof. Prerequisites: MATH 016 and 018 or permis­ sion of the instructor. Primary distribution course. I credit. Alternate years. Not offered 1999-2000. MATH 841. Probability This course considers both discrete and con­ tinuous probability theory. The classical distri­ butions—binomial, Poisson, and Normal—are studied, as are topics including the Central Limit Theorem, the laws of large numbers, and generating functions. Prerequisites: MATH 006B and at least one of 009 or 018 or permission of the instructor. 1 credit. Offered occassionally in lieu of MATH 105. Fall 1999. Grinstead. MATH 845. Topics in Geometry Course content varies from year to year, but recently the focus has been on the careful 219 Mathematics and Statistics development of plane geometry, including basic axioms and the geometries that result: Euclidean, projective, and hyperbolic. Prerequisites: None, but the course will be taught at a level suitable for students who have completed MATH 016 and 018. See the instructor if in doubt. Primary distribution course. I credit. Alternate years. Fall 2000. Talvacchia. MATH 046. Theory of Computation (Cross-listed as CPSC 046) Please see Computer Science for description. STAT 053. Mathematical Statistics I Based on probability theory, this course exam­ ines the statistical theory for the estimation of parameters and tests of hypotheses. Both small and large sample properties of the estimators are studied. The course concludes with the study of models dealing with relationships between variables, including chi-square and regression analysis. Prerequisites: MATH 016 and 018 or permis­ sion of the instructor. 1 credit. Alternate years. Not offered 1999-2000. MATH 047. Introduction to Real Analysis MATH 061. Modeling This course concentrates on the careful study of the principles underlying the calculus of real valued functions of real variables. Topics will include continuity, compactness, connected­ ness, uniform convergence, differentiation, and integration. Prerequisites: MATH 006B, 016, and 018 or permission of the instructor. Primary distribution course. 1 credit. Fall 1999. Drumm. A n introduction to the methods and attitudes of mathematical modeling. Because 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. The emphasis, however, will be on how to apply these subjects to specific modeling prob­ lems, not on their systematic theory. The for­ mat of the course will include projects as well as lectures and problem sets. Prerequisites: MATH 016 and 018 or permis­ sion of the instructor. 1 credit. Alternate years. Not offered 1999-2000. MATH 048. Topics in Algebra Course content varies from year to year depending on student and faculty interest. Recent offerings have included Coding Theory, Groups and Representations, Finite Reflection Groups. Prerequisite: MATH 016 and possibly MATH 049. 1 credit. Alternate years. Spring 2000. MATH 049. Introduction to Modern Algebra This course is an introduction to abstract alge­ bra and will survey basic algebraic systems— groups, rings, and fields. Although these con­ cepts will be illustrated by concrete examples, the emphasis will be on abstract theorems, proofs, and rigorous mathematical reasoning. Prerequisite: MATH 016 or permission of the instructor. Primary distribution course. 1 credit. Fall 1999. Hunter. 220 MATH 065. Combinatorics This course continues the study of noncontinuous mathematics begun in MATH 009. The topics covered include three broad areas: Counting Theory, Graph Theory, and Design Theory. The first area includes a study of gen­ erating functions and Polya counting. The sec­ ond area is concerned with relations between certain graphical invariants. Topics such as Extremal Graph Theory and Ramsey Theory may be introduced. The third area introduces combinatorial structures such as matroids, codes, and Latin squares. Prerequisites: MATH 009 and at least one other course in mathematics. I credit. Alternate years. Not offered 1999-2000. MATH 072. 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, algor­ ithms for prime factorization, and complexity theory. Prerequisites: MATH 009 and at least one higher-numbered mathematics course. Recommended: CPSC 020. 1 credit. Alternate years. Fall 1999. Grinstead. the course program, this 0.5-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. This is accomplished through a written paper and an oral presentation. In addition, Honors minors will satisfy the Senior Honors Study component of the minor typically by enrolling in Senior Conference for the purpose of writ­ ing a paper that extends the work within the minor. The 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 frill semester. 0.5 credit. All year. Grinstead. MATH 81. Partial Differential Equations The first part of the course consists of an intro­ duction to linear partial differential equations of elliptic, parabolic, and hyperbolic type via the Laplace equation, the heat equation, and the wave equation. The second part of the course is an introduction to the calculus of variations. Additional topics depend on the interests of the students and instructor. Prerequisites: MATH 016, 018, and either MATH 030 or PHYS 050 or permission of the instructor. 1 credit. Alternate years. Spring 2000. MATH 085. Topics in Analysis Course content varies from year to year. Recent topics have included dynamical sys­ tems and the mathematics of financial deriva­ tives. In 1999, the topic was Fourier analysis: Fourier series and integrals, inversion, applica­ tions to probability, number theory, and partial differential equations. Prerequisites: MATH 016 and MATH 018. MATH 047 is also recommended. 1 credit. Alternate years. Not offered 1999-2000. MATH 093/STAT 093. Directed Reading MATH 096/STAT 096. Thesis MATH 097. Senior Conference Required of all senior mathematics majors in SEMINARS MATH 10 1. Real Analysis II This seminar is a continuation of Introduction to Real Analysis (MATH 047). Topics may include the inverse and implicit function theo­ rems, differential forms, calculus on manifolds, and Lebesgue integration. Prerequisite: MATH 047. 1 credit. Spring 2000. MATH 102. Modern Algebra II This seminar is a continuation of Introduction to Modem Algebra (MATH 049). Topics cov­ ered 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. Other topics may be studied depending on the interests of students and instructor. Prerequisite: MATH 049. 1 credit. Spring 2000. MATH 103. Complex Analysis A brief study of the geometry of complex num­ bers is followed by a detailed treatment of the Cauchy theory of analytic functions of a com­ plex variable: integration and Cauchy’s Theorem, power series, residue calculus, con- 221 Mathematics and Statistics formal mapping, and harmonic 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. Prerequisite: MATH 047. 1 credit. Alternate years. Not offered 1999-2000. MATH 104. Topology A n introduction to point-set, combinatorial, and algebraic topology: topological spaces, classification of surfaces, the fundamental group, covering spaces, simplicial complexes, and homology (including related algebra). Prerequisites: MATH 047 and 049. 2 credits. Alternate years. Spring semester. Shimamoto. MATH 105. Probability A n introduction to measure-theoretic proba­ bility theory. Topics may include branching processes, renewal theory, random walks, sto­ chastic processes, laws of large numbers, char­ acteristic functions, the C entral Limit Theorem, Markov chains, the Poisson process, and percolation. Prerequisites: STAT 053. 1 credit. Alternate years. Not offered 1999-2000. 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. In 1998, the topic will be algebraic geometry: curves, surfaces, and their generalization to algebraic varieties. Prerequisites: Depend upon the topic chosen. 1 credit. . Alternate years. Not offered 1999-2000. STAT 1 1 1 . Mathematical Statistics ii This 1-credit seminar is offered as a continua­ tion of STAT 053. It deals mainly with statisti­ cal models for the relationships between vari­ ables. The general linear model, which 222 includes regression, variance, and covariance analysis, is examined in detail. Topics also include nonparametric statistics, sampling theory, and Bayesian statistical inference. Prerequisite: STAT 053. 1 credit. Alternate years. Not offered 1999-2000. Medieval Studies Coordinator: STEPHEN P. BENSCH (History) Committee: Michael W. Cothran (Art History) Nathaniel Deutsch (Religion) Michael Marissen (Music) Nosaria V. Munson (Classics) Ellen ROSS (Religion)3 William N. Turpin (Classics) Craig Williamson (English Literature) 3 Absent on leave, 1999-2000. This interdisciplinary program offers an oppor­ tunity for an integrated study of European and Mediterranean civilization from the 4th cen­ tury to the 15th. The period, which has a crit­ ical importance for the understanding of Western culture, can be approached best through a combination of several disciplines. Hence, six departments (Art, Classics, English Literature, History, Music, and Religion) coop­ erate to provide a course of study which may be offered as a major in the Course Program or as a major or minor in the Honors Program. All students who major in the Course Program or major or minor in the Honors Program must satisfy the following distribution requirements: One course in A rt History (ARTH 014,047, or 145) ' One course in History (HIST 002A, 006, 012017, or 112) One course in Literature (ENGL 010, 014, 016,102, or CLAS 014 or 060). One course in Religion (RELG 014B, 020B, 114, or 116) or Philosophy (medieval) (Please note possible prerequisites for the above courses.) For a major in the Course Program the require­ ments are as follows: 1. Distribution requirements as listed above. 2. Senior Comprehensive Examinations. Each major in course is required to complete the senior comprehensive written and oral examinations (normally taken at the end of the second semester of senior year). These examinations are planned as a culminating 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 8 credits (at least) in Medieval Studies in order to graduate with a Medieval Studies Major. (In addition to courses these credits may include directed readings in medieval subjects and/or a thesis written during the first semester of the senior year.) For a major in the Honors Program the require­ ments are as follows: 1. Distribution requirements as listed above. 2. The 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: Art History, History, Literature, Music, or Religion/Philosophy. The preparations may be constituted by some combination of the following: seminars, preapproved two-course combinations, courses with attachments, or a thesis. Students may design an integrated minor in another field by counting one of the Medieval Studies preparations in its home department. Students who minor in another department will have to fulfill the minor prerequisites and requirements (including Senior Honors Study Minor requirements) stipulated by that depart­ ment. 3. Senior Honors Study for majors in medieval studies will follow the policies of the indi­ vidual departmental preparations used in the program. Majors will have a 90-minute panel oral with all four examiners present. 223 Medieval Studies Majors will have the regular individual oral for the single preparation. For a minor in the Honors Program the require­ ments are as follows: 1. Distribution requirements as listed above. 2. The one preparation for the Honors Pro­ gram should reflect the interdisciplinary nature of this minor and may be satisfied by one of the following: one seminar, a pre­ approved two-course combination, or one course with an attachment. The minor preparation must be in a department distinct from the student’s major. 3. Senior Honors Study for minors in medieval studies will follow the policies of the indi­ vidual departmental preparations used in the program. Minors will have a 90-minute panel oral with all four examiners present. Minors will have the regular individual oral for the single preparation. Courses currently offered in Medieval Studies: (See catalog sections for individual depart­ ments to determine specific offerings in 1999- 2000. ) ARTH 014. Medieval Survey ARTH 046/RELG 029. Monasticism and the Arts in the Christian Middle Ages ARTH 047. Special Topics in Medieval Art CLAS 060. Oante and the Classical Tradition ENGL 010. Survey I: Beowulf to Milton ENGL 014. Old English/History of the Language ENGL 016. Chaucer HIST 002a. Medieval Europe HIST 006. The Formation of the Islamic Near East HIST 012. Chivalric Society HIST 014. Friars, Heretics, and Female Mystics: Religious Dirmoil in the Middle Ages HIST 015. Medieval Towns HIST 0 17. The Mediterranean World in the Middle Ages LATN 014. Medieval Latin 224 MUSI 020. Medieval and Renaissance Music MUSI 045. Performance (early music ensemble) RELG 014B. Christian Life and Thought in the Middle Ages RELG 020B. Prophets and Visionaries: Christian Mysticism Through the Ages RELG 030B. The Power of Images: Icons and Iconoclasts RELG 031B. Religion and Literature MOST 096. Thesis Seminars currently offered in Medieval Studies: ARTH 145: Gothic Art and Architecture ENGL 102: Chaucer and Medieval Literature HIST 112 . The Barbarian North RELG 116 . The Body in Late Antiquity RELG 114 . Love and Religion Modera Languages and Literatures THOMPSON BRADLEY (Russian), Professor and Chair MARION J . FABER (German), Professor JOHN J . HASSETT (Spanish), Professor GEORGE MOSKOS (French) , Professor3 ALAN BERKOWITZ (Chinese) , Associate Professor SiBELAN FORRESTER (Russian) , Associate Professor BRIGITTE LANE (French) , Associate Professor10 XINRU LIU (Chinese) , Associate Professor (part-time) MICHEUNE RICE-MAXIMIN (French) , Associate Professor8,11 HANSJAKOB WERLEN (German) , Associate Professor ALIRA ASHVO-MUNOZ Y DIAZ (Spanish), Visiting Assistant Professor (part-time) JEAN-VINCENT BLANCHARD (French) , Assistant Professor9 AURORA CAMACHO de SCHMIDT (Spanish) , Assistant Professor3 MARIA LUISA GUARDIOLA (Spanish) , Assistant Professor HAILI KONG (Chinese) , Assistant Professor CHRISTOPHER PAVSEK (German), Visiting Assistant Professor11 SUNKA SIMON (German) , Assistant Professor CARLOS TRUJILLO (Spanish), Visiting Associate Professor (part-time)6 COLETTE J . WINDISH (French), Visiting Assistant Professor CHRISTINE DeGRADO (Spanish), Instructor (part-time) JOAN FRIEDMAN (Spanish), Instructor (part-time) EVGENIYA L . KATSENELINBOIGEN (Russian), Instructor (part-time) MARY K. KENNEY (Spanish) , Instructor (part-time) ANDREA NELSON (Russian), Lecturer (part-time) CAROLE NETTER (French), Instructor (part-time) JEANETTE OWEN (Russian), Visiting Instructor ELKE PLAXTON (German), Instructor (part-time) KIRSTEN E . SPEIDEL (Chinese), Instructor (part-time) SUJANE WU (Chinese), Instructor (part-time) MARIE-CHRISTINE GIRARD (French), Visiting Language Instructor MICHAEL JONES, Language Resource Center Director ELEONORE BAGINSKI, Administrative Coordinator 1 Absent on leave, fall 1999. 3 Absent on leave, 1999-2000. 6 Spring 2000 (appointment that semester only). 8 Campus coordinator, Swarthmore Program in Grenoble, fall 1999. 9 Campus coordinator, Swarthmore Program in Grenoble, spring 2000. 10 Program director, Swarthmore Program in Grenoble, fall 1999. 11 Program director, Swarthmore Program in Grenoble, spring 2000. The Department of Modem Languages and Literatures—consisting of Chinese, French, German, Russian, and Spanish sections—pro­ vides Swarthmore students with an under­ standing of foreign cultures through their orig­ inal languages, and prepares students to engage effectively in an increasingly internationalized world. In addition to language courses, the department also offers a large variety of semi­ nars and courses (some in English) that explore 225 Modern Languages and Literatures authors, genres, aesthetic theories, and periods of literary and cinematic production, and that investigate literature and culture as sites of contending social forces and values. In con­ junction with demonstrated competence in the language, a foreign literature major will nor­ mally complete a minimum of 8 credits in advanced language literature, or culture cours­ es, and a culminating exercise, such as a com­ prehensive examination. One of the required courses for the foreign literature major may be taken in English provided it is pertinent to the student’s specific major. The department encourages interdisciplinary approaches within the guidelines of the programs in Asian Studies, Francophone Studies, German Studies, Latin American Studies, and Slavic Studies. Students interested in the literature of more than one language are encouraged to consider a Comparative Literature major. Students should also take note of the related major in Linguistics and Languages. Courses numbered 001B to 004B are primarily designed to help students acquire the linguistic competence necessary to pursue literary and cultural studies in a foreign language through work with the language and selected texts of literary or cultural interest. For a detailed description of the orientation in these courses, see the explanatory note on these language courses later. Courses numbered O il or above emphasize the study of literature and culture as a humanistic discipline as well as competence in the spoken and written language. Students who enter with no previous knowl­ edge of a language and who are interested in majoring in a foreign literature should register for the intensive language courses (001B002B) in the freshman year. Language courses numbered 003B and above count toward the 8 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 Examination or placement tests administered by the department in the fall. Prerequisites for majors are noted under the listing of each of the literatures taught. Exceptions to course requirements are made for those who show competence in the language of specialization. Students who speak Chinese, 226 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. The department also recommends participation for a minimum of a summer and a semester in an academic pro­ gram abroad. Linguistically qualified students in French may apply to the Swarthmore Program in Grenoble at the University of Grenoble, for one or two semesters in the sophomore or junior year. This program is par­ ticularly suited for majors in the humanities and the social sciences. Students competent in Spanish should consider the Hamilton College Program in Madrid, Spain, which is coopera­ tively sponsored by Swarthmore. Other recom­ mended programs include Rice UniversityChile; the University of Kansas-Costa Rica; the University of Pennsylvania-Mexico; Scripps College-Ecuador; and CEUCA in Columbia. (The Spanish section requires that its majors spend a minimum of one semester of study abroad in a program approved by the sec­ tion.) Students of German have the opportuni­ ty to join the Dickinson College program in Bremen during the spring semester of each year. Other programs students should consider are the Wayne State Junior Year iri Germany (at the University of Munich or the University of Freiburg), the Wesleyan University Program in Regensburg, 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 of Chinese; academic credit (full or partial) is generally approved for participa­ tion in the several programs of varying dura­ tion in the People’s Republic of China and in Taiwan, recommended by the Chinese section. In the People’s Republic, these include the IUB Inter-University Board Program, the A CC Associated Colleges in China Program, and the CIEE program in Beijing; and the CET program in Harbin. In Taiwan these include the ICLP International Chinese Language Program and the Mandarin Training Center in Taipei; and the UMass program in Tunghai. Students on scholarship may apply scholar­ ship 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 of language and literature courses required for the major or show proof of the equivalent. In addition, they should take Linguistics 001. Appropriate supporting cours­ es that broaden knowledge and understanding of the foreign culture being studied are also recommended. Prospective teachers of a for­ eign language must include a minimum of a semester abroad in their academic program. Students planning to do graduate work are reminded that, in addition to the language of specialization, a reading knowledge of other languages is often required for admission to advanced studies. ADVANCED PLACEMENT The department will grant 1 credit for incom­ ing students who have achieved a score of 4 or 5 in Advanced Placement French, German, or Spanish, examinations when they have success­ fully completed a 1-credit course in that lan­ guage at the College. Literatures in Translation Students acquainted with a particular foreign language, are urged to elect an appropriate lit­ erature course taught in the original language. LITR courses provide students with the oppor­ tunity to study a literature that they cannot read in the original. These courses cannot be substituted for the 011- or 012-level courses to satisfy the departmental prerequisites for a major or minor in the original languages, but a student may take one of these courses to satis­ fy the 8-credit requirement of a foreign litera­ ture major provided that the course is perti­ nent to the specific literature of the major. LITR 013R. The Russian Novel (Cross-listed as RUSS 013) The 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. No prerequisite. Primary distribution course. 1 credit. Fall 1999. Bradley. LITR 013. Medieval Comparative Literature LITR 014. Modern European Literature Studying key modernist works of fiction between 1900 and 1930, we will work in semi­ nar format (presentation and critical discussion of student papers). Authors will include Nietzsche, Conrad, Joyce, Kafka, Proust, Thomas Mann, and Virginia Woolf. Intended especially for freshmen contemplating a Literature major. Limited enrollment. Primary distribution course. 1 credit. Not offered 1999-2000. Faber. LITR 015R. Russian and East European Prose (Cross-listed as RUSS 015) Novels and stories by the most prominent 20th-century writers of this multifaceted and turbulent region. Analysis of individual works and writers with the purpose of approaching 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). Primary distribution course. 1 credit. Not offered 1999-2000. Forrester. LITR 016CH. Substance, Shadow, and Spirit in Chinese Literature and Culture (Cross-listed as CHIN 016) This course will explore the literary and intel­ lectual world of traditional Chinese culture, through original writings in English transla­ tion, including both poetry and prose. Topics to be discussed include Taoism, 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. The course also will address cultural and literary formulations of conduct and persona, and the expression of individualism in an authoritarian society. No prerequisites. Primary distribution course. 1 credit. Fall 1999. Berkowitz. 227 Modem Languages and Literatures UTR 017CH. The Legacy of Chinese Narrative Literature: The Story in Dynastic China (Cross-listed as CHIN 017) Tales of the strange, biographies and hagiographies, moral tales, detective stories, literary jottings, drama, novellas and novels, and masterworks of the Chinese literary tra­ dition throughout the centuries of imperial China. No prerequisites and no knowledge of Chinese or of China required. I credit. Not offered 1999-2000. Berkowitz. UTR 018CH. The Classical Tradition in Chinese Literature (See CHIN 018) I credit. Not offered 1999-2000. Berkowitz. LITR 023CH. Modern Chinese Literature: A New Novelistic Discourse (1918-1948) (Cross-listed as CHIN 023) Modem Chinese literary texts created between 1918 and 1948, presenting a series of political, social, cultural, and ideological dilemmas underlying 20th-century Chinese history. The class will discuss fundamental issues of modernity and new literary develop­ ments under the impact of the May Fourth Movement. I credit. Not offered 1999-2000. Kong. LITR 025CH. Contemporary Chinese Fiction: Mirror of Social Change (Cross-listed as CHIN 025) Literary narratives of post-Mao China in translation. The selected stories and novellas articulate the historical specificity of ideolog­ ical dilemmas and cultural dynamics, in the imaginary process of dealing with love, poli­ tics, sex, morality, economic reform, and feminist issues. 1 credit. Not offered 1999-2000. Kong. LITR 027CH. Women Writers in 20thCentury China (Cross-listed as CHIN 027) This course will be a close study of the liter­ 228 ature written by Chinese women, particular­ ly focusing on social, moral, political, cultur­ al, psychological, and gender-related issues through their texts as well as on their writing styles and literary contributions to modem Chinese literature. The chosen women writ­ ers will include those from Mainland, Taiwan, Hong Kong, and overseas expatriate Chinese writers as well as from different social and political groups. All the readings are in English translation. No previous preparation in Chinese is required. Open to the entire tri-college student body and taught on the Bryn Mawr campus. 1 credit. Spring 2000. Kong. LITR 028F. Francocine: Francophone Film (Cross-listed as FREN 028) This course will consider great film classics from the French-speaking world, from PepeleMoko (1936) to today. It will focus on cine­ matic representations of the colonial experi­ ence as well as on post-colonial redefinitions by contemporary filmmakers from the African, Arab and Asian world. Recent works of French expression from Canada and Europe (Belgium, France, and Switzerland) will also be studied. Special attention will be given to the relationship between form and ideology. 1 credit. Spring 2000. Lane. UTR 030R. The Intelligentsia A critical examination of the Central politi­ cal, moral, and creative role of the Eastern European intelligentsia. The main, focus will be on the 20th century, with special atten­ tion to the evolution of the influence and character of the intelligentsia after 1917 in the USSR and following the Second World War in Eastern Europe. 1 credit. Spring 2000. Bradley. UTR 031R. Revolutionary Culture and Transformation in the USSR (.Cross-listed as HIST 031) Exploration of the ways in which after 1917 the new Soviet Republic attempted a revolu­ tionary transformation of the entire culture as reflected in literature, film, music, and social organization. 1 credit. Not offered 1999-2000. Bradley and Weinberg. LITR 032R. From Revolution to Capitalism: Critical Issues in Contemporary Russia (Cross-listed as HIST 032) This course focuses on those developments in the Soviet Union after the death of Stalin in 1953, which paved the way for perestroika and glasnost in the 1980s and have taken root during the current period of social, polit­ ical, economic, and cultural transformation. 1 credit. Not offered 1999-2000. Bradley and Weinberg. LITR 033R. The Struggle for Liberation and Social Change in Literature and History The search for community, the idea of justice and democracy, and the universal struggle for social and political change at the bottom of society in literature and history. 1 credit. Not offered 1999-2000. Bradley, Ford, Cronin. LITR 037G. History and Memory: Perspectives on the Holocaust (Cross-listed as HIST 037) Despite an enormous amount of research and testimony, the Holocaust of European Jewry continues to generate compelling historical and interpretive questions. How, in fact, did it come about? Can we establish its connec­ tion to 19th-century German culture? How have feminist and revisionist interpretations changed our understanding? W hat has been the impact of the Holocaust on contempo­ rary American and German identity and pol­ itics? This course explores the roots of Nazism, the implementation of the Final Solution, and the legacy of the Holocaust through an interdisciplinary approach relying on primary sources, historical scholarship, memoirs, music, painting, and film. Authors include Primo Levi, A rt Spiegelman, and Nietzsche. Films include Triumph of the Will, Shook, and The Nasty Girl. This course may count toward a concentration in German Studies. Fulfills distribution requirement for either Humanities or Social Sciences as des­ ignated at time of registration. 1 credit. Fall 1999. Faber, Weinberg. LITR 044G. Introduction to Film: Film Before World War II (Cross-listed as ENGL 087) This course will be an introduction to the study of the aesthetic, historical, and cultural/political dimensions of film between 1895 and 1936. 1 credit. Not offered 1999-2000. Pavsek. LITR 050R. Russian Literature and Revolutionary Thought A study of continuity and change in the rela­ tionship between the major political and social movements and the writers before and after 1917. 1 credit. Not offered 1999-2000. Bradley. LITR 050SA. 1898: War and Literature This course will examine the cultural and politicial implications of the Spanish-CubanAmerican War (1895-1898), especially in Cuba and Puerto Rico. 1 credit. Not offered 1999-2000. LITR 051G. Gender and Race in European Cinema W hat are the historical, structural, thematic, and imaginary links between race and gender in the visual landscape of a postwar Europe struggling to come to terms with the Third Reich, the Holocaust, and the Second World War? How do contemporary films visualize, analyze, resist and (re-)prodúce the tensions in the united Europe’s multicultural and mul­ tiethnic societies? In consultation with perti­ nent film criticism, literary theory, and jour­ nalistic inquiries, we will seek to come to an understanding of the complex interrelations between race, gender, visual representation, and 20th-century European history. Films by Dörre, Fassbinder, Schutte, Fellini, Holland, Gorris, Pasolini, Trueba, Bunuel, Kassovitz¡Malle, Godard, Axel, Wenders, Herzog, 229 Modern Languages and Literatures Adlon, Sander, von Praunheim, Treut, Export, Wertmuller, Zurlini, Almodevar, Varda, Balletbo-Coll, Bergman, Visconti, Kieslowski, et alii. 1 credit. Fall 1999. Simon. UTR 053G. Politics and Utopia in PostWorld War II International Cinema This course will look at ways in which various filmmakers throughout the world attempted to create a political cinema—or to represent pol­ itics—during the sixties and seventies. 1 credit. Not offered 1999-2000. Pavsek. UTR 054G. Post-War German Cinema (Cross-listed as GERM 054) A study of (primarily west) German Cinema from the “rubble films” of the immediate post­ war period, through the advent of the New German Cinema in the sixties, to the present state of German film in the “post-wall” era. 1 credit Not offered 1999-2000. Pavsek. UTR 055CH. Contemporary Chinese Cinema (Cross-listed as CHIN 055) Cinema has become a special form of cultural mirror representing social dynamics and drastic changes in contemporary China. The course will develop a better understanding of chang­ ing Chinese culture through analyzing cine­ matic texts. 1 credit. Not offered 1999-2000. Kong. political regimes and cultural milieus. Cine­ matic texts, from silent film to the post-fifthgeneration filmmaker’s films, will focus on the issues related to nationhood, gender, and modernity, along with the development of the cinematic discourse in China. 1 credit. Not offered 1999-2000. Kong. UTR 60SA. Spanish American Society Through Its Novel (See SOAN 037) This course will explore the relationship between society and the novel in Spanish America. Selected works by Carlos Fuentes, Mario Vargas Llosa, Isabel Allende, Gabriel García Márquez, Luisa Valenzuela, Elena Poniatowska, and others will be discussed in conjunction with sociological patterns in con­ temporary Spanish America. This course is not a primary distribution course. 1 credit. Not offered 1999-2000. Hassett and Muñoz. UTR 061SA. Women’s Testimonial Literature of Latin America Marginal women—peasants, indigenous lead­ ers, urban squatters, guerrillas, mothers of the disappeared, and victims of brutal repression— must “write” for all the world to listen. The fire of their texts, often mediated by an educated foreigner, subverts all power relations 1 credit. Not offered 1999-2000. Camacho de Schmidt. LITR 063CH. Comparative Perspectives: China in the Ancient World 1 credit. Not offered 1999-2000. (Cross-listed as CHIN 063) Topics to be explored include obligation to self and society, individualism and the role of with­ drawal, the heroic ethos, the individual and the cosmos, and the individual and gender roles. No prerequisites; no knowledge of Chinese required. 1 credit. Not offered 1999-2000. Berkowitz. UTR 056CH. History of Chinese Cinema (1905-1995) UTR 063SA. La frontera: The Many Voices of the U.S.-Mexico Border (Cross-listed as CHIN 056) This course investigates Chinese cinema in its ninety year development throughout different Sometimes defined as a wound, the U.S. south­ ern border was created by war and is today the UTR 055G. Film and Literature in Weimar Germany 1 credit. Not offered 1999-2000. Faber. UTR 055SA. The Fiction of Contemporary Spanish-American Women Writers 230 porous gate to capital, commodities, immigrant labor, refugees, drugs, and arms. A membrane where cultural integration is negotiated, the border is rich in tradition, resiliency, and absorbing capacity. It is also the scenario of new nationalistic forces that can erupt with violence. O n both sides of the border, a litera­ ture of uncommon vitality records the bina­ tional experience. 1 credit. Not offered 1999-2000. Camacho de Schmidt. LITR 065G. Marxism 1 c r e d i t. Not offered 1999-2000. Pavsek. LITR 065SA. Indigenous Peoples in Latin American Literature This course looks critically at the representa­ tion of native peoples in Latin America, from the definition of “the Indian problem” to the idealization of ancient utopian kingdoms to which we must return. 1 credit. Spring 2001. Camacho de Schmidt. LITR 066CH. Chinese Poetry (Cross-listed as CHIN 066) This course explores Chinese poetry and Chinese poetic culture, from early times to the present. While readings and discussion will be in English, and no knowledge of Chinese will be expected, an integral component of the class will be learning how to read a Chinese poem and learning a number of poems in the original. 1 credit. Spring 2000. Berkowitz. LITR 066G. Goethe’s Faust 1 c r e d it. Not offered 1999-00 . Werlen. LITR 066SA. Latin American Literature of Resistance In this turbulent continent, poetry has been the site of truth-telling, denunciation, con­ demnation, and hope. W hat García Márquez called “the immeasurable violence and pain of our history” is found, in poems written on kitchen tables, in trenches, in exile, and in prison—even in places of torture. Texts are the works of masters like Vallejo, Neruda, and Cardenal but also of younger women poets who have changed pain into song. 1 credit. Not offered 1999-2000. Camacho de Schmidt. LITR 067S. The Twentieth Century Spanish Novel TTiis course will examine in English major works of Spanish writers who chose to remain in Spain after the Civil War of 1936-39, even though they were opposed to the Franco regime. We will explore the variations of the social novel and testimonial literature as well as the ways in which authors sought to sup­ plant the lack of a free press without sacrificing the esthetic quality of their works. Texts will include works by Camilo José Cela, Ana Maria Matute, Carmen Laforet, Miguel Delibes, Carmen Martin Gaite, Luis Martin Santos, and others. I credit. Fall 1999. DeGrado. LITR 070F. Caribbean and French Civilizations and Cultures (Cross-listed with Black Studies and as FREN 070F) Study of the history of the French overseas departments with collateral readings of literary texts. 1 credit. Not offered 1999-2000. Rice-Maximin. LITR 070R. Translation Workshop (Cross-listed as LING 070) This workshop in Literary Translation will concentrate on both translation theory and practice, working in poetry, prose, and drama as well as editing. Students will participate in an associated series of bilingual readings and will produce a substantial portfolio of work. There are no prerequisites, but excellent knowledge of a language other than English (equivalent to a 004B course at Swarthmore or higher) is highly recommended or, failing that, access to at least one very patient speaker of a foreign language. 1 credit. Fall 1999. Forrester. 231 Modem Languages and Literatures LITR 071F. French Critical Discourse: From Barthes to Baudrillard LITR 078R. Russian Models of Reality: Film, Poetry, Prose, and Theory (Cross-listed with Interpretation Theory and as FREN 071) A n introduction to the major thinkers of postmodernity (Barthes, Lacan, Foucault, Derrida, Baudrillard.) We will read at the cross roads of literature, philosophy, history of science and art to examine how the question of visual per­ ception and representation has informed the critique of traditional conceptions of the tex­ tual sign. Taught in English. 1 credit. Fall 1999. Blanchard. The course will analyze both famous and neglected works, ranging from medieval chron­ icle and hagiography, through the great litera­ ture and criticism of the 19th and 20th cen­ turies, to a contemporary drag queen’s depic­ tion of Marilyn Monroe. 1 credit. Not offered 1999-2000. Forrester. LITR D75F. Haiti, the French Antilles and Guyana in Translation (Cross-listed with Black Studies and as FREN 075F) Study of literary texts and their rewri[gh]ting of the local colonial history. 1 credit. Not offered 1999-2000. Rice-Maximin. LITR 075F. French Language Attachment to Haiti, the French Antilles, and Guyane in Translation 1 credit. Not offered 1999-2000. Rice-Maximin. LITR 077G. Literature of Decadence (Cross-listed as GERM 077) This survey course explores symbolist, fin-desiecle, and modernist understandings of civi­ lization, the themes of intellectual and spiritu­ al crisis, the “decline of the West,” and art for art’s sake” in European poetry, drama, and fic­ tion during the decades 1880-1930. We will think about the impact of decadence on mod­ em art and thought (art nouveau, “Jugendstil,” and Wagnerism) and theories of degeneration and pathology, the countematural, and the occult. Authors include Rimbaud, Baudelaire, Nietzsche, Huysmans, Sacher-Masoch, Con■ rad, Wilde, Stoker, D’Annunzio, and Thomas Mann. The course will conclude with readings of late 20th-century texts of “decadence.” No prerequisites. I credit. Spring 2000. Werlen. 232 LITR D79F. Scandal in the Ink: Queer Traditions in French Literature (Cross-listed as FREN 079) In this course, we will use contemporary lesbian/gay/queer theory to reconsider French lit­ erary tradition(s). Writers will include Nicole Brossard, Colette, Michel Foucault, Jean Genet, André Gide, Hervé Guibert, Guy Hocquenghem, Violette Leduc, Marcel Proust, Monique Wittig. Christiane Rochefort, Renée Vivien, among others. 1 credit. Fall 2000. Moskos. LITR 079R. Russian Women Writers This course balances the picture of Russian lit­ erature by concentrating on the female authors whose activities and texts were for a long time left out of the canon. Although the course is in translation, students with Russian may do part or all of the readings in the original. 1 credit. To be offered 2000-2001. Forrester. LITR Q8DR. Literature of Dissent This course will address the central place of dissent in Russian literature, its flowering in reaction to Tsarist and Soviet censorship. The theme leads to some of the most important works of nineteenth and twentieth century Russian poetry and prose. 1 credit. Not offered 1999-2000. Forrester. LITR 081CH. Transcending the Mundane: Taoism in Chinese Literature and Culture (Cross-listed as CHIN 081 and RELG 081) 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 of 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 of the Taoist ethos. All readings will be in English. Prerequisite: O ne introductory course on Chinese culture or religion, or permission of the instructor. 1 credit. Not offered 1999-2000. Berkowitz. LITR 091CH. Special Topics in Chinese Literature and Culture (Cross-listed as CHIN 091) The course will concentrate on selected themes, genres, authors, time periods, or criti­ cal problems in Chinese literature; all readings in English translation. 1 credit. Not offered 1999-2000. UTR 092G. Introduction to Film/Video Production This course will cover the basic technical aspects of film and video production as well as the basic formal properties of filmmaking. Exercises will be designed to ensure a sound technical foundation as well as familiarize stu­ dents with the aesthetic and formal principles underlying a variety of film styles and tradi­ tions, including “classical” narrative and conti­ nuity, early or “primitive” cinema, and mon­ tage. Prerequisite: A prior film course and permis­ sion of instructor. Limited to eight students. 1 credit. Pavsek. EXPLANATORYNOTEOFFIRST-AND SECOND-YEARLANGUAGECOURSES Courses numbered 001B-002B, 003B, and 004B carry 1.5 credits per semester. Three semesters in this sequence are equivalent to two years of work at the college level. Designed to impart an active command of the language and combine the study or review of grammar essentials and readings of varied texts with intensive practice to develop the ability to speak the language. Recommended for stu­ dents with no previous knowledge of the lan­ guage and those who are interested in prepar­ ing for intermediate or advanced courses in lit­ erature and culture taught in the original lan­ guage. These courses (1) meet alternately as sections for grammar presentation and small groups for oral practice and (2) require work in the language resource center. Students who start in the 001B-002B sequence must complete 002B in order to receive credit for 00IB. However, students placing directly in 002B can receive 1.5 semester credits for that course. Courses numbered 003B and 004B may be taken singly for 1.5 semester credits. Students cannot take a first-year language course for credit, after having taken the lan­ guage in the second-year at Swarthmore. Chinese Introductory and intermediate Chinese lan­ guage courses are intensive and carry 1.5 cred­ its per semester. Students should plan to take these courses as early as possible so that study­ ing in China, which is strongly encouraged, can be incorporated into their curriculum. Swarthmore participates in the Associated C hina Program at Nankai University in Tianjin for the fall semester; students also may attend a number of other recommended pro­ grams in China and Taiwan for a summer, a semester, or a full year. First- through fourthyear Chinese language courses are offered each year. A n introduction to Classical Chinese is offered every year. Literature and culture cours­ es 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 of gaining per­ spective on Chinese literature and culture. Majoring and Minoring in Chinese Qualified students may construct a Special Major in Chinese, containing components of language, literature, and culture. Study abroad is strongly encouraged and supported and con­ tributes directly to a major or minor in Chinese. All Chinese majors (course or Honors) normally must complete the following courses: CHIN 020, 021, and 033; one course on modem literature or film; and one course on premodem literature and culture. Interested 233 Modern Languages and Literatures students should consult with the section head in Chinese. Students of Chinese also may major and minor in Asian Studies, where Chinese language courses above the first-year level as well as Chinese literature and culture courses and credit for study abroad normally may be counted toward the major and minor (see under Asian Studies). Majoring and Minoring in Chinese in the Honors Program Students of Chinese may major in the Honors Program through a Special Major in Chinese or through a major in Asian Studies. A Special Major in Chinese will consist of exams in Chinese language, literature, and culture. Work done abroad may be incorporated where appropriate. Interested students should consult with the section head in Chinese. Senior Honors Study is mandator, and is to be arranged on an individual basis; candidates will receive up to 1 credit for completion of this work. Honors exams normally will consist of a 3-hour written exam and a 30-minute oral. Asian Studies majors should refer to the catalog entry for Asian Studies for further information. Honors Minor in Chinese: It is possible to prepare for a minor in Chinese in the Honors program, in either Chinese language or in Chinese literature in translation; work done abroad may be incorporated where appropriate. Interested students should consult with the section head in Chinese. Senior Honors Study is mandatory for a minor in Chinese and is to be arranged on an individual basis; candidates will have the option of receiving 0.5 credit for completion of this work. The Honors exam for a minor in Chinese will consist of a 3-hour written exam and a 30-minute oral. CHIN 001B, fall 1999: Wu, Speidel. CHIN 002B, spring 2000: Wu, Speidel. CHIN 003B, 004B. Second-Year Mandarin Chinese Designed for students who have mastered basic grammar and 350 to 400 characters. Combines intensive oral practice with writing and read­ ing in the modem language. Emphasis is on rapid expansion of vocabulary, idiomatic expressions, and thorough understanding of grammatical patterns. Prepares students for advanced study at the College and in China. Primary distribution course (CHIN 004B). 1.5 credits. CHIN 003B, fall 1999. Kong, Speidel. CHIN 004B, spring 2000. Kong, Speidel. CHIN 0 11. Third-year Chinese Concentrates on strengthening and farther developing skills in reading, speaking, and writing modem Chinese, through a diversity of materials and media. Classes conducted in Chinese, with precise translation also a com­ ponent. To be taken in conjunction with CHIN 011 A. Prerequisite: CHIN 004B or equivalent language skills. Primary distribution course. 1 credit. Fall 1999. Liu. CHIN 011 A . Third-year Chinese Conversation A 0.5-credit course concentrating on the far­ ther development of oral/aural skills in Chinese. Conducted entirely in Chinese. To be taken in conjunction with CHIN O il. 0.5 credit. Fall 1999. Wu. CHIN 012. Advanced Chinese COURSES CHIN 001B-002B. Introduction to Mandarin Chinese A n intensive introduction to spoken and writ­ ten Mandarin Chinese, with emphasis on oral practice. Designed to impart ah active com­ mand of basic grammar. Introduces 350 to 400 characters and develops the ability to read and write in simple modem Chinese. 1.5 credits. 234 A multimedia course concentrating on greatly expanding skills in understanding and using modem Chinese in a broad variety of cultural and literary contexts, through a diversity of authentic materials in various media, including the Internet. Prerequisite: CHIN 011 or equivalent language skills. Primary distribution course. 1 credit. Spring 2000. Berkowitz. CHIN 012A. Advanced Chinese Conversation A 0.5-credit course concentrating on the fur­ ther development of oral/aural skills in Chinese. Conducted entirely in Chinese. 1 credit. Spring2000. Wu. CHIN 016. Substance, Shadow, and Spirit in Chinese Literature and Culture (Cross-listed as LITR 016CH) This course will explore the literary and intel­ lectual world of traditional Chinese culture, through original writings in English transla­ tion, including both poetry and prose. Topics to be discussed include Taoism, 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, and so forth. The course also will address cultural and liter­ ary formulations of conduct and persona, and the expression of individualism in an authori­ tarian society. No prerequisites. Primary distribution course. 1 credit. Fall 1999. Berkowitz. CHIN 0 17. The Legacy of Chinese Narrative Literature: The Story in Dynastic China (Cross-listed as LITR 017CH) This course explores the development of diverse genres of Chinese narrative literature, through readings of original writings in transla­ tion. Readings include tales of the strange, biographies and hagiographies, moral tales, detective stories, literary jottings, drama, novellas and novels, masterworks of the Chinese literary tradition throughout the cen­ turies of imperial China. 1 credit. Not offered 1999-2000. Berkowitz. CHIN 018. The Classical Tradition in Chinese Literature (Cross-listed as LIT 018CH) Exploration of major themes, ideas, writings, and literary forms that have contributed to the development of traditional Chinese civiliza­ tion, through directed readings and discussions of English translations of original sources from early through medieval times. No prerequisites and no knowledge of Chinese or of China required. Primary distribution course. 1 credit. Not offered 1999-2000. Berkowitz. CHIN 020. Readings in Modern Chinese This course aims to perfect the student’s Mandarin Chinese skills and at the same time to introduce a few major topics concerning Chinese literature and other types of writing since the May Fourth Movement. Prerequisite: Three years of Chinese or its equivalent. 1 credit. Fall 1999. Kong. CHIN 021. Topics in Modern Chinese Reading and examination of individual authors, selected themes, genres, and time periods for students with strong Chinese lan­ guage proficiency. All readings, writing, and discussion in Chinese. 1 credit. Sirring 2000. Kong. CHIN 023. Modern Chinese Literature: A New Novelistic Discourse (1918-1948) (Cross-listed as LITR 023CH) Modem Chinese literary texts created between 1918 and 1948, presenting a series of political, social, cultural, and ideological dilemmas underlying 20th-century Chinese history. The class will discuss fundamental issues of moder­ nity and new literary developments under the impact of the May Fourth Movement. 1 credit. Not offered 1999-2000. Kong. CHIN 025. Contemporary Chinese Fiction: Mirror of Social Change (Cross-listed as LITR 025CH) Literary narratives of post-Mao China in trans­ lation. The selected stories and novellas artic­ ulate the historical specificity of ideological dilemmas and cultural dynamics, in the imagi­ nary process of dealing with love, politics, sex, morality, economic reform, and feminist issues. 1 credit. Not offered 1999-2000. Kong. 235 Modern Languages and Literatures CHIN 027. Women Writers in 20th-Century China CHIN 056. History of Chinese Cinema (1905-1995) (Cross-listed as LITR 027CH) This course will be a close study of the litera­ ture written by Chinese women, particularly focusing on social, moral, political, cultural, psychological and gender-related issues through their texts as well as on their writing styles and literary contributions to modem Chinese literature. The chosen women writers will include those from Mainland, Taiwan, Hong Kong, and overseas expatriate Chinese writers, as well as from different social and political groups. All the readings are in English translation. N o previous preparation in Chinese is required. Open to the entire tricol­ lege student body and taught on the Bryn Mawr campus. 1 credit. Spring 2000. Kong. (Cross-listed as LITR 056CH) This course investigates Chinese cinema in its ninety-year development throughout different political regimes and cultural milieus. Cinema in China, as a 20th-century cultural hybrid of West and East, reflects social change and intel­ lectual reaction, both collectively and individ­ ually, in a changing era. 1 credit. Not offered 1999-2000. Kong. CHIN 033. Introduction to Classical Chinese (Cross-listed as LING 033) Classical Chinese includes both the language of China’s classical literature as well as the lit­ erary language used for writing in China for well over 2 millennia until earlier this century. This course imparts the principal structures of the classical language through an analytical presentation of the rudiments of the language and close reading of original texts. The course is conducted in English; it is not a lecture course and requires active, regular participa­ tion on the part of the student, with precise translation into English an integral compo­ nent. 1 credit. Fall 1999. Berkowitz. CHIN 055. Contemporary Chinese Cinema (Cross-listed as LITR 055CH) Cinema has become a special form of cultural mirror representing social dynamics and drastic changes in contemporary China. The course will develop a better understanding of chang­ ing Chinese culture through analyzing cine­ matic texts. 1 credit. Not offered 1999-2000. Kong. 236 CHIN 063. Comparative Perspectives: China in the Ancient World (Cross-listed as LITR 063CH) Topics to be explored include obligation to self and society, individualism and the role of with­ drawal, the heroic ethos, the individual and the cosmos, and the individual and gender roles. No prerequisites; no knowledge of Chinese required. 1 credit. Not offered 1999-2000. Berkowitz. CHIN 066. Chinese Poetry (Cross-listed as LITR 066CH) This course explores Chinese poetry and Chinese poetic culture, from early times to the present. W hile readings and discussion will be in English, and no knowledge of Chinese will be expected, an integral component of the class will be learning how to read a Chinese poem and learning a number of poems in the original. 1 credit. Spring 2000. Berkowitz. , CHIN 081. Transcending the Mundane: Taoism in Chinese Literature and Culture (Cross-listed as LITR 081CH) 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 of the texts and contexts of both philosophical and religious Taoism, the class will examine the articulation and role of Taoism in Chinese literature ahd culture and the enduring implications of the Taoist ethos. All readings will be in English. Prerequisite: O ne introductory course on Chinese culture or religion or permission of the instructor. 1 credit. Not offered 1999-2000. Berkowitz. CHIN 091. Special Topics in Chinese Literature and Culture (Cross-listed as LITR 091CH) This course will concentrate on selected themes, genres, time periods, or critical prob­ lems in Chinese literature; all readings in English translation. 1 credit. Not offered 1999-2000. CHIN 093. Directed Reading SEMINARS CHIN 104. Lu Xun and Modern Chinese Literature CHIN 105. Topics in Traditional Chinese Literature French The purpose of the major is to acquaint stu­ dents: (1) with important periods and principal figures of literatures written in French and (2) with the diversity of French-speaking cultures. It is intended to develop an appreciation of lit­ erary and cultural values, to provide training in critical analysis, and to foster an understanding of the socio-historical forces underlying these various literatures and cultures. Current Course and Honors Program French may be offered as a major in the Course Program or as a major or minor in the Honors Program: a minor in French consists of two external examinations. (See later for new Honors Program.) Prerequisites for both Course and Honors students are as follows: 4, any course in the 012 sequence, the equiva­ lent, or evidence of special competence. Recommended supporting subjects: See the introductory departmental statement. All majors including students preparing a Secondary School certificate are expected to spend at least one semester abroad in the Grenoble Program. Programs of study in other French-speaking countries may be substituted on 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 of their work in French (i.e., discussions and papers in courses and seminars and all oral and written examina­ tions, including comprehensive and Honors examinations). Course majors are required to (1) take eight advanced courses numbered 003B or above; (2) study abroad; (3) take at least one advanced course in literature before 1800; (4) take one advanced Francophone course with a fancophone component; (5) take one advanced course in civilization or culture; (6) take Special Topics in the fall of senior year; and (7) 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 of a genre or theme as well as narrowly in terms of one author or text). This paper will form the basis of an oral examination given in the spring. The senior paper deadlines are as follows: Initial proposal and bibliography are due immediately after the fall break. The first draft is due to director immediately after Thanksgiving break. Last draft is due to all French faculty end of spring break. Completed paper is due 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 #. The department also offers courses in French literature in translation, but no more than one such course may count to satisfy the require­ ments in the major. The French section is also offering a new concentration in Francophone Studies in cooperation with other departments and programs abroad. See “Francophone Studies” for description of program and requirements. New Honors Program in French Requirements: Majors and Minors 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 237 Modem Languages and Literatures assignments). All majors in Honors must com­ faculty. Conversation among students prepar­ ing these essays is encouraged, but each student plete at least one semester of study abroad in a French-speaking country. Minors must com­ must produce an independent, original essay of his or her own. The essays must be submitted plete at least a six-week program of study in a French-speaking country. It is strongly recom­ to the department the first day of the written exam period, to be forwarded to the examiner. mended that they spend at least one semester The paper will form part of the student’s port­ abroad. folio. Candidates are expected to have a B average in Mode of Examination course work both in the department and at the College and to have demonstrated interest in A 3-hour written examination, and a 0.5-hour and aptitude for the study of literature or cul­ oral examination, both in French, will be ture in the original language. required for each preparation. Prerequisites: To demonstrate the linguistic Portfolio and analytical abilities necessary for seminar 1. The syllabus of the seminar or paired courses work, students must take the following before 2. The SHS paper if student chooses to.com­ taking a seminar: plete SHS. 1. MAJOR: at least one advanced course in lit­ erature or culture (above FREN 020). 2. MINOR: at least two advanced courses in COURSES literature or culture (above FREN 020). Preparations: Majors in the Honors Program Note: N ot all advanced courses are offered must do three preparations (consisting of 6 every year. Students wishing to major or minor units of credit). Two of the preparations must in French should plan their program in consul­ be done through seminars. The third prepara­ tation with the department. tion may be a seminar, a 2-credit thesis, or two * = Pre-1800 paired courses chosen from a list available from + = Francophone the department. Minors must do a single, 2credit seminar. # = Culture/civilization Senior H onors Study (SHS) (FREN 199): FREN 001R-002R, 003B Intensive French (Senior Honors Study is optional) For students who begin French in college. 1. Seminar preparation. A t the end of the fall Designed to impart an active command of the term, students will be given a list of questions language. Combines the study of grammar with related to the seminar. They will chose one intensive oral practice, writing, and readings in question for each seminar and prepare a 2,500literary and expository prose. to 4,000-word paper in French in response to 1.5 credits. that question. The preparation of this essay FREN 001B, fall 1999. Netter , Girard. will not be supervised by members of the facul­ FREN 002B, spring 2000. Netter, Windish, ty. Conversation among students preparing Girard. these essays is encouraged, but each student must produce an independent, original essay of FREN 003B, fall 1999. Windish, Girard. his or her own. The essays must be submitted FREN 004. Advanced French: Nouvelles to the department the first day of the written Voix Françaises (New French Voices) exam period, to be forwarded to the examiner. The paper will form part of the student’s port­ Transformations in French culture, literature and society will be explored through literary folio. texts as well as films, television programs and 2. Paired course preparation. A one-page the press. Particular attention will be paid to prospectus on a topic that addresses and inte­ perfecting analytical skills in written and spo­ grates the two courses in a meaningful way ken French. must be approved by the instructor of each of 1 credit. the courses by the end of the fall semester. Fall 1999 and spring 2000. Netter. Once the prospectus has been approved, the essay will not be supervised by members of the 238 FREN 004A. French Conversation A 0.5-credit conversation course concentrat­ ing on the development of the students’ ability to speak French. May be repeated once for credit. Prerequisite: For students presently or previ­ ously in FREN 004 or the equivalent Place­ ment Test score. 0.5 credit. Fall 1999 and spring 2000. Girard. FREN 012C. Literature and Culture of Québec1',# The course aims at perfecting oral and written expression skills through the exploration of the Francophone culture of Québec. The topics discussed (the 1960s revolution in Montréal; nationalism, language laws, and ethnic minori­ ties; the queer writings of Michel Tremblay and Nicole Brossard) will also allow us to define key concepts for the study of literary texts within a cultural context. Prerequisite: FREN 004, a score of 675 on the College Entrance Examination, or 5 on the AP Examination, or the equivalent with special permission. Primary distribution course. 1 credit. Fall 1999. Blanchard. FREN 012C. France, Year “ 2000” : Introductiun Socio-Culturelle à la France Actuelle*,# A close look at some fundamental issues reflecting the rapidly changing dimensions of French culture and society today: the question­ ing of the concept of national identity, the new forms of social division and types of ‘family’ relations, the crucial problems faced by the young and the elderly, the complex position of an increasingly multicultural “Hexagon” with­ in United Europe and a world of globalization, and the nature of emergent forms of cultural production and the issue of modernité. Prerequisite: FREN 004, a score of 675 on the College Entrance Examination, or 5 on the AP Examination, or the equivalent with special permission. Primary distribution course. 1 credit. Not offered 1999-2000. FREN 012L. Introductiun à l’analyse littéraire Close reading of various texts (prose fiction, plays, and poetry) from and beyond the Hexa­ gon as an introduction to the central concepts and modes of literature and literary analysis in French. Prerequisite: FREN 004, a score of 675 on the College Entrance Examination, or 5 on the AP Examination, or the equivalent with special permission. Note: FREN 012L or 012C is required to take any other French literature or culture courses. Primary distribution course. 1 credit. Fall 1999. Rice-Maximin. Spring 2000. Blanchard. FREN 022. Le Cinéma français 1 credit. Not offered 1999-2000. FREN 023. Topics in French Civilization: Multi-Cultural France*,# A study of today’s multicultural French society and of its new sociocultural forms of produc­ tion. 1 credit. Not offered 1999-2000. FREN 024. Société et littérature: Cultures de l’exil*,# A n introduction to the new and diverse profile of today’s multicultural French society, the making of exile cultures, the confrontation between national traditions and immigrant ways of life, the resulting social and political issues, and the new dimensions of “French” identity. W ith an in-depth study of the coin­ ciding new forms of artistic production and creativity in literature and the visual arts (film and comics) as well as a discussion of postcolonial aesthetics. Readings: works by new French writers, leading French social scientists, writers in exile, and writers representing vari­ ous minority groups in France. 1 credit. Not offered 1999-2000. Lane. FREN 025. Centers and Peripheries in the Francephone World*,# Team-taught interdisciplinary introduction to the French-speaking world and the historical relations between the countries that form it, with a comparative study of their specific cul­ tural achievements. Introductory course for the Francophone Studies concentration (in French 239 Modem Languages and Literatures with some lectures in English). 1 credit. Spring 2000. Lane with the participation of DuPlessis, Grant, Hungerford, Judson. FREN 028. Francocini: Francophone Film (Cross-listed as LITR 028F) This course will consider great film classics from the French-speaking world, from PépéleMoko (1936) to today. It will focus on cine­ matic representations of the colonial experi­ ence as well as on postcolonial redefinitions by contemporary filmmakers from the African, Arab, and Asian world. Recent works of French expression from Canada and Europe (Belgium, France, and Switzerland) will also be studied. Special attention will be given to the relationship between form and ideology. 1 credit. Spring 2000. Lane. FREN 030. Topics in 17th- and 18thCentury Literature: L’ invention de la modernité féminine en France (16e-18e)* Works by authors such as Molière and Diderot will help us in locating changes in the cultural history of women. We will also examine how women writers (Seudéry, La Fayette, Sévigné), notably in novels, conversations, letters, and memoirs, had a key role in defining and chal­ lenging the classical ideal of literature. 1 credit. Spring 2000. Blanchard. FREN 033. Le Monde francophone: résis­ tances et expressions littéraires^, # (Cross-listed with Black Studies) Study of the cultural and historical experiences of formerly colonized peoples as reflected in their respective literature. 1 credit. Not offered 1999-2000. Rice-Maximin. FREN 036. Poésie d’écritures françaises*,# A thematic study of poetry with an emphasis on both pre-18th-century hexagonal and con­ temporary African and Caribbean authors. 1 credit. Spring 2001. Rice-Maximin. FREN 037. Ville et exclusion*,# A n overview of the major social issues con­ 240 fronting today some of France’s major cities, which have become multicultural centers and some of their counterparts, outside of France. 1 credit. Not offered 1999-2000.. FREN 040. French Theatre and Cultural Studies* (Cross-listed with Interpretation Theory) T he course will explore: the works of Corneille, Racine, Molière, and others; ideolo­ gies of a spectacle society in the light of post­ modern theory. 1 credit. Not offered 1999-2000. FREN 060. Le Roman du 19e Siècle A study of the main themes and technical innovations in narrative fiction as it reflects an age of great socio-political change. Based pri­ marily on novels of Stendhal, Balzac, Flaubert, and Zola. 1 credit. Fall 2000. Moskos. FREN 061. Odd Couplings: Writing and Reading Across Gender Lines A comparative study of texts by men and women interrogates the role played by genderidentity construction in writing and reading. 1 credit. Not offered 1999-2000. Moskos. FREN 062. Le Romantisme The trauma of the Revolution of 1789 gave birth to the individual even as it put the very concept of individual agency into question. We will interrogate the theater, poetry, and prose of this period as imaginary, sometimes almost magical, solutions to cultural, political, and personal dislocations. 1 credit. Not offered 1999-2000. Moskos. FREN 065. La Poésie de Baudelaire à Apollinaire A study in depth of the poetry and poetics of the second half of the 19th century through the beginning of the 20th century, in conjunc­ tion with other artistic movements in France. We will discuss the changes in poetic expres­ sion, notably how the struggle between the poet and the modem world has influenced new forms of aesthetics. We will also explore the connections between poetry and art, from real­ ism to cubism. Readings will include texts by Baudelaire, Verlaine, Rimbaud, Mallarmé, Valéry, and Apollinaire. 1 credit. Fall 1999. Windish. FREN 067. Nineteenth and IWentiethCentury French Theater A study of plays and theories that inform them. In addition to literary approaches to the plays, we will consider the relationship between text and performance (including its nonverbal sign systems—such as space, sound, and visual effects—which contribute to the production of meaning). We will also study the contrasts between modernism and classicism, both in form and content as French theater evolved from the romantic drama to the theater of the absurd. We will study works by such play­ wrights as Musset, Hugo, Jarry, Claudel, Anouilh, Sartre, Ionesco, Genet, and Beckett as well as theoretical readings by Artaud and Barthes. I credit. Spring 2001. Windish. FREN 070. Théâtre Moderne: Beyond Realism: Meta-Theater in French and European Drama 1 credit. Not offered 1999-2000. FREN 070F. Caribbean and French Civilizations and Cultures-*-,# (Cross-listed with Black Studies and as LITR 070F) Study of the history of the French overseas departments with collateral readings of literary texts. 1 credit. Not offered 1999-2000. FREN 071F. French Critical Discourse: From Barthes to Baudrillard (Cross-listed with Interpretation Theory and as LITR 07IF) An introduction to the major thinkers of postmodernity (Barthes, Lacan, Foucault, Derrida, Baudrillard). We will read at the cross roads of literature, philosophy, history of science, and art to examine how the question of visual per­ ception and representation has informed the critique of traditional conceptions of the tex­ tual sign. Taught in English. 1 credit. Fall 1999. Blanchard. FREN 072. Le Roman du 20e Siècle 1 credit. Not offered 1999-2000. Windish. FREN 073. Roman et cinema A study of classic French novels from the 18th century through the 20th and of the films based on these novels. Through the study of works by Diderot, Laclos, Stendhal, Flaubert, Zola, Duras, and others, we will examine the relationship between narrative techniques in the two genres as well as the potential and lim­ itations of such adaptations. Discussion will also focus on the political and social issues raised by both, as we try to determine the unique contribution a visual adaptation can bring to our appreciation of literature. 1 credit. Fall 2000. Windish. FREN 075F. Haïti, the French Antilles, and Guyane in Translation (Cross-listed with Black Studies and as LITR 075F) Study of literary texts and their rewri(gh]ting of the local colonial history. 1 credit. Not offered 1999-2000. FREN 075F. French Language Attachment to Haïti, the French Antilles and Guyane in Translation 1 credit. N ot offered 1999-2000. FREN 076. Femmes écrivains* (Cross-listed with Black Studies) A study of the work of women from Africa, the Caribbean, France, and Québec. Material will be drawn from diverse historical periods and genres. 1 credit. Not offered 1999-2000. FREN 0 77. Prose Francophone: littérature et société*,# (Cross-listed with Black Studies) 241 Modem Languages and Literatures Close readings and discussions of works from the first and the new generations of writers from the Francophone world. Topics will include the impact of the oral tradition, aes­ thetics, politics, and the role of the writer. 1 credit. Not offered 1999-2000. Rice-Maximin. FREN 078. Théâtre d’écritures françaises: conscience et société* (Cross-listed with Black Studies) Close examination of plays and their staging from and beyond the Hexagon. 1 credit. Not offered 1999-2000. Rice-Maximin. FREN 079. Scandal in the Ink: Queer Traditions in French Literature (Cross-listed as L1TR 079F) In this course we will use contemporary lesbian/gay/queer theory to reconsider French lit­ erary tradition(s). Writers will include Nicole Brossard, Colette, Michel Foucault, Jean Genet, André Gide, Hervé Guibert, Guy Hocquenghem, Violette Leduc, Marcel Proust, Monique Wittig, Christiane Rochefort, and Renée Vivien, among others. (1 credit. Fall 2000. Moskos. FREN 091. Special Topics: Fashion and Literature# Based on texts by Baudelaire, Zola, Mallarmé, Proust (including novels, poems, fashion jour­ nalism, and history of clothes), our inquiry will define how fashion reveals the relation between economic realities and sexuality; how the fetishism of commodities, artifice, and modernity in 19th-century France lead writers to question the boundaries between genders. 1 c r e d i t. Fall 1999. Blanchard. FREN 093. Directed Reading SEMINARS FREN 192. Baroque Culture and Literature* (Cross-listed with Interpretation Theory) 2 credits. 242 Not offered 1999-2000. Blanchard. FREN 104. Stendhal et Flaubert 2 c r e d i ts . Not offered 1999-2000. Moskos. FREN 105. Proust 2 credits. Not offered 1999-2000. FREN 106. Poésie Symboliste Not offered 1999-2000. Windish. FREN 108. Le Roman du 20e siècle: Crises et Transformations The course will focus on the long series of novelistic experiments, both narrative and ideo­ logical, which begin around the time of the First World War and continue through surreal­ ism, existentialism and the “nouveau roman.” We will study how these texts question the narrative tradition of the 19th century and reappraise the resources and limits of character, plot, and description. Our readings will include critical theory as well as works by such major authors as Marcel Proust, André Gide, André Breton, Jean-Paul Sartre, Michel Butor, and Marguerite Duras. 2 credits. Spring 2000. Windish. FREN 109. Le Romantisme 2 credits. Not offered 1999-2000. Moskos. FREN 110 . Ecritures françaises hors de France: Fiction et réel* We will explore the relationships between fic­ tion, history, and the real in a selection of texts from the French overseas departments. 2 credits. Not offered 1999-2000. Rice-Maximin. FREN 1 1 1 . Espaces Francophones: La Ville réelle et imaginaire*,# From Paris to Algiers, to Dakar, to the utopian city: a study of the francophone city as sociohistorical space, center of artistic creativity, object of representation and metaphor, as viewed in literature, film, and the visual arts. Texts will range from realist and surrealist nov­ els to utopian narratives and new forms of fic­ tion such as “littérature de banlieue” and “lit­ térature de l’exil.” 2 credits. Not offered 1999-2000. Lane. FREN112. Ecritures francophones: Fiction and History in the Frenchspeaking World-*-,# Historical and literary examination of texts from Africa, the Caribbean and Vietnam. 2 credits. Not offered 1999-2000. Rice-Maximin. FREN 113. Voyage et littérature: Exploration, nomadisme, et migration-*-,# A survey of the various forms of travel and dis­ placements having shaped the history and daily life of various populations of the Francophone world: exploration, migration, nomadism, pilgrimages, and other forms of adventure, mystery, and quest. 2 credits. Not offered 1999-2000. Lane. FREN 114. Théâtre d’écritures françaises* A close examination of plays in French, from and beyond the Hexagon. Topics discussed will include representation of collective conscious­ ness, myths and politics in post/neocolonial sit­ uations, theatre and therapy, rituals and sub­ version, the different theatrical texts, staging, and so forth. 1 or 2 credits Fall 1999. Rice-Maximin. FREN 115 . Paroles de Femmes# A study of texts of French expression with top­ ics such as “Ecriture et différence, apparte­ nance, existence, transgression, universel, rup­ ture, métissage, fantastique” that will help us appreciate the many discourses and new direc­ tions as expressed by: I. Césaire, M. Condé, A. Djébar, K. Lefèvre, M. Ndiaye, N. Sarraute, S. Schwarz-Bart, V. Tadjo, and others. 2 credits. Spring 2001. Rice-Maximin. FREN 180. Thesis FREN 199. Senior Honors Study German German may be offered as a major in Course or as a major or minor in the Honors Program. See the introductory departmental statement for recommended supporting subjects, and see also German Studies program description. Courses and seminars in literature are conduct­ ed in German. Students are expected to be suf­ 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 Major in Course 1. Completion of a minimum of 8 credits in courses numbered 003B and above. 2. One of the 8 credits may be taken in English from among the courses on German literature listed in the catalog under Literature in Translation (e.g., LITR 037G). 3. Seniors in Course are required to (a) take GERM 091: Special Topics; (b) write a com­ prehensive examination based on the student’s course work; (c) submit an extended, integra­ tive paper (approximately 15 double-spaced pages in length) on a general literary topic agreed to by the section. This paper, due before the date for the comprehensive examination, is complemented by a discussion of the paper with members of 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.) 5. After studying abroad, majors must take two additional German classes. Honors Program in German Requirements: Majors and minors in the Honors Program are expected to be sufficiently proficient in spoken and written German to complete all their work in German. All majors and minors in Honors are strongly advised to spend at least one semester of study in a German-speaking country. Candidates are expected to have a B average in course work both in the department and at the College. Prerequisites Majors: GERM 013. Minors: GERM 013 and one course numbered 050 or above. Preparations Majors will prepare for exams by taking three seminars. W ith the approval of the depart- 243 Modern Languages and Literatures ment, it is possible to combine advanced 1» credit courses or attachments, taken either at Swarthmore or elsewhere, to form a prepara­ tion. Minors will prepare for exams by taking one seminar. Senior Honors Study and Mode of Examination For Senior Honors Study, students are required to present an annotated bibliography of criti­ cism—articles or books—concerning at least five of the texts in each seminar offered for external exam. Students are required to meet with the respective instructor(s) of the seminar(s) being examined by February 15 in order to discuss their planned bibliography and to meet with the instructor(s) for a second time when the approved bibliography is handed in by May 1. The annotated bibliography, which carries no credit, will be added to course syllabi in the Honors portfolio. The Honors examina­ tion will take the form of a three-hour written exam based on each seminar and its SHS preparation, as well as a one-hour oral panel exam based on the three written exams for majors or a 30- to 45-minute oral exam for minors. COURSES 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 section. All courses numbered 050 and above are open to students after GERM 013. (See note on enrolling in seminars.) GERM 001B-002B, 003B. Intensive German For students who begin German in college. Designed to impart an active command of the language. Combines the study of grammar with intensive oral practice, writing, and readings in expository and literary prose. See the explana­ tory note on language courses above. Normally followed by GERM 004, 013, or 014. 1.5 credits. GERM 001B, fall 1999. Werlen, Plaxton; GERM 002B, spring 2000. Simon, Plaxton; GERM 003B, fall 1999. Faber, Plaxton. 244 GERM 004. Writing and Speaking German Emphasis is on the development of commu­ nicative skills in speaking and writing. Selected readings of general interest, newspa­ per and magazine articles, radio and TV pro­ grams, films as well as some literary texts. Recommended for students who plan to study in a German-speaking country. May be counted toward the major in German and the concentration in German Studies. 1 credit. Spring 2000. Staff. GERM 005A. German Conversation A conversation course concentrating on the development of the students’ speaking skills. Prerequisite: GERM 004 in current or a previ­ ous semester or the equivalent Placement Test score. 0.5 credit. Spring 2000. Plaxton. GERM 013. Introduction to German Literature A survey of German literature through close readings of canonical texts (prose, drama, poet­ ry) from the late 18th century to the present. The selections will be read in the context of the artistic and socio-political developments of the era and include authors like Goethe, Tieck, Buchner, Keller, T. Mann, Kafka, Brecht, and Bachmann. Although the main goal of the course is the development of skills in literary analysis, considerable attention 'will be given to writing skills and speaking German. Primary distribution course. 1 credit. Fall 1999. Werlen. GERM 014. Introduction to German Studies: The Places of “ Culture” in Twentieth Century Germany A n introduction to the interdisciplinary field of German Studies, this course incorporates historical, political, and philosophical texts as well as music, art, film, and personal memoirs. The course will have a dual focus: after study­ ing cultural constructions of ethnicity, class, and gender in works of the Weimar and Nazi periods, we will then explore the impact of those years, and of World War II in particular, on a reunited Germany in the year 2000. Primary distribution course. 1 credit. Spring 2000. Faber. GERM 050. Deutsche Lyrik und Lieder In this course, we will read many of the major German poets, locating their work in its his­ torical and social context, weighing its formal elements, using translation as a mode of inter­ pretation, and exploring the interaction of words and music in the tradition of the German Lied. Included will be poetry by Goethe, the Romantics, Heine, Rilke, Brecht, Bachmann, Biermann, and Sarah Kirsch. 1 credit. Spring 2000. Faber. GERM 052. The Body Machine: Deconstructing the Body Politic in Postwar German Drama Contemporary German plays and stage produc­ tions have returned to the body as a contested site for the manifold constructions of the dra­ matic. This course will ask how the decon­ struction of the body and of language in con­ temporary German drama relates to the public sphere today and to the traditional role of German theater as a political organ of enlight­ enment. 1 credit. Not offered 1999-2000. Simon. GERM 054. Post-War German Cinema (Cross-listed as LITR 054G) A study of (primarily west) German Cinema from the “rubble films” of the immediate post­ war period, through the advent of the New German Cinema in the sixties, to the present state of German film in the “post-wall” era. 1 credit. Not offered 1999-2000. Pavsek. GERM 068. The 68 Generation in Germany The course traces the historical, political, cul­ tural, and literary itinerary of the first genera­ tion bom in Germany after World War II and coming to maturity in the late 60s and 70s. 1 credit. Not offered 1999-2000. GERM 077. Literature of Decadence (Cross-listed as LITR 077G) This survey course explores symbolist, fin-desiicle, and modernist understandings of civi­ lization, the themes of intellectual and spiritu­ al crisis, the “decline of the West,” and “art for art’s sake” in European poetry, drama, and fic­ tion during the decades 1880-1930. We will think about the impact of decadence on mod­ em art and thought (art nouveau, “Jugendstil,” Wagnerism) and theories of degeneration and pathology, the countematural, and the occult. Authors include Rimbaud, Baudelaire, Nietzsche, Huysmans, Sacher-MasoGh, Conrad, Wilde, Stoker, D’Annunzio, and Thomas Mann. The course will conclude with readings of late 20th-century texts of “deca­ dence.” No prerequisites. 1 credit. Spring 2000. Werlen. GERM 088. Frauen und Film This course emphasizes both the representa­ tion of women in German literature and film, and more particularly the work of female film directors and writers, examining the question of women’s subjectivity against the background of changing political and historical realities in 20th-century Germany. 1 credit. Not offered 1999-2000. Faber. GERM 091. Special Topics Study of individual authors, selected themes, genres, or critical problems. Specific student interests will influence the final syllabus. The topic for spring 2000 is Deutsche Lyrik und Lieder (see description above). 1 credit. Spring 2000. Faber. GERM 093. Directed Reading SEMINARS Five German seminars are normally scheduled on a rotating basis. Preparation of topics for Honors may be done by particular courses plus attachments only when seminars are not avail­ able. Note: Students enrolling in a seminar are expected to have done the equivalent of at least one course beyond the GERM 013 level. GERM 104. Goethe und seine Zeit. A study of Goethe’s major works in the context of his life and times. 245 Modem Languages and Literatures 2 credits. Spring 2000. Werlen. GERM 105. Die deutsche Romantik Romanticism as the dominant movement in German literature, thought, and the arts from the 1790s through the first third of the 19th century. Focus on Romantic aesthetics and poetics, including the influence of German idealism. 2 credits. Not offered 1999-2000. GERM 108. Wien und Rerlin (German Studies Seminar) Between 1871 and 1933, Vienna and Berlin were two cultural magnets drawing such diverse figures as Sigmund Freud, Ludwig Wittgenstein, Gustav Klimt, Gustav Mahler, Leon Trotsky, Gerhard Hauptman, Käthe Kollwitz, Rainer Maria Rilke, Bertolt Brecht, Kurt Tucholsky, Else Lasker-Schüler, Richard Strauss, Arnold Schönberg, and Adolf Hitler. This course will examine the multiple tensions that characterized “fin-de-sibcle” Vienna and Berlin, such as the connection between gender and the urban landscape, the pursuit of plea­ sure and the attempt to scientifically explore human sexuality, and the conflict between avant-garde experimentation and the disinte­ gration of political liberalism. 2 credits. Fall 1999. Simon. GERM 109. Rise of the Modern German Novel This seminar will discuss the development of the modem German novel from Gustav Freytag through late Thomas Mann. Novelists to be read include Freytag, Fontane, T. Mann, H. Mann, Marlitt, Döblih, Keun, Kafka, Musil, and Jünger. Topics addressed are realism and modernism, the Brecht/Lukacs debate, the “Krise des Romans,” advent of the proletarian novel, left-/right-wing modernism, and influ­ ence of mass-culture and film. 2 credits. Not offered 1999-2000. Pavsek. GERM 110 . German Literature after World Warll The aim of the seminar is to acquaint students with literary developments in the German 246 speaking countries after the end of World War II. The survey of texts will address questions of “Vergangenheitsbewaltigung” and social cri­ tique in the 1950s, the politicization of litera­ ture in the 1960s, the “Neue Innerlichkeit” of the 1970s, and literary postmodemity of the 1980s. We will also study the literature of the German Democratic Rebuplic and texts deal­ ing with postwall, unified Germany. Authors included are Boll, Eich, Grass, Frisch, Bachmann, Handke, Bernhard, Jelinek, Strauss, Wolf, Delius, Plenzdorf, Siiskind, and Menasse. 2 credits. Not offered 1999-2000. Werlen. GERM 199. Senior Honors Study Russian Russian may be offered as a major in the Course Program or as a major or minor in the Honors Program. Prerequisites for both Course students and Honors candidates are RUSS 004B, 011, and 013, or equivalent work.. Recommended supporting subjects: See the introductory department statement. Russian is the language of instruction in all courses and seminars numbered 003B and above (except courses in the .Literature Program). Course majors are required to take Special Topics (RUSS 091) and are expected to take at least two seminars. One interdisci­ plinary or cross-departmental Course might be offered toward the Course major requirements. The Comprehensive Examination is based on work completed in courses and seminars num­ bered 011 and above. Honors Program in Russian Language and Literature Majors Prerequisites 1. A t least one semester of study in Russia 2. RUSS 004B 3. RUSS 011 (or a comparable course in Russian) 4. RUSS 013 and RUSS 078, RUSS 079, or RUSS 080, or another advanced literature course in another language (e.g., CHIN 018, CHIN 066, FREN 040, FREN 060, GERM 077, SPAN 060, SPAN 077) 5. Minimum grade for acceptance into the Honors program: B- level work in courses taken at Swarthmore in language and in the introductory culture course RUSS 011 or its equivalent Minors Prerequisites 1. A t least one semester of study in Russia. 2. RUSS004B 3. RUSS 011 (or a comparable course in Russian 4. RUSS 013 or RUSS 078 or RUSS 079 or RUSS 080 or another advanced literature course in another language (e.g., CHIN 018, 066, FREN 040, FREN 060, GERM 077, SPAN 060, SPAN 077) 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 RUSS 011 or its equivalent Senior Honors Study At the beginning of 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 of 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 on and extended by the spring senior Honors study work, or a 7,500 word paper that integrates the three Honors preparations as they have been expanded on and extended by the spring senior Honors work. These three papers (or one long paper) will become part of the portfolio that 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 consultation with the section head, minors will prepare during the first four weeks of the last semester a bibliography of addition­ al readings related to the content of their one (2-credit) Honors preparation. Minors will be expected to write one 2,500-word paper that expands on and extends the single Honors preparation and integrates it with the major Honors program, wherever possible. This paper will become part of the portfolio that will be presented to the examiner along with the syl­ labus of the one (2-credit) Honors preparation and any other relevant material. (3) Mode of Examination: Majors will be expected to take three 3-hour written examinations prepared by the External Examiners as well as a 0.5-hour oral for each based on the contents of each written examination and the materials submit­ ted in the portfolio. Minors will be expected to take a 3-hour written examination prepared by the External Examiner as well as a 0.5-hour oral examination based on the contents of the written examination and the materials submit­ ted in the portfolio. COURSES Note: 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. RUSS 001B-002B, 003B. Intensive Russian For students who begin Russian in college. Designed to impart an active command of 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 earlier. Normally followed by RUSS 004B and O il. 1.5 credits. RUSS 001B,faü 1999. Nelson, Katsenelinboigen. RUSS 002B, spring 2000. Owen, Katsenelinboigen. RUSS 003B, fall 1999. Forrester, Katsenelinboigen. RUSS 004B. Advanced Intensive Russian For majors and those primarily interested in perfecting their command of language. Advanced conversation, composition, transla­ tion, and stylistics. Considerable attention paid to writing skills and speaking. Readings include short stories, poetry, and newspapers. Conducted in Russian. 1.5 credits. Spring 2000. Nelson, Katsenelinboigen. RUSS Ü06A. Russian Conversation A 0.5-credit conversation course that meets once a week for 1.5 hours. Students will read 247 Modern Languages and Literatures journals and newspapers and see films as part of their preparation for conversation. Prerequisite: RUSS 004B in current or a previ­ ous semester or permission of instructor. 0.5 credit. Spring 2000. Katsenelinboigen. RUSS 0 11. Introduction to Russian Culture A n interdisciplinary introduction to Russian culture and the field of Slavic Studies, with vis­ iting lectures from tricollege faculty in relevant disciplines: Anthropology, Architecture, Eco­ nomics, Folklore, History, Literature, Music, Sociology. Readings, lectures, and discussions in English. A n optional 4-hour attachment (for additional 0.5 credit) supplements the course for Russian majors or minors, with read­ ings and discussion in Russian. Primary distribution course. 1 credit. Fall 1999. Owen, Katsenelinboigen. RUSS 013. The Russian Novel (Cross-listed as LITR 013R) The 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. The quest for freedom and social justice in a moral soci­ ety with particular emphasis on the works of Gogol, Turgenev, Dostoevsky, Tolstoy, Bulgakov, and Solzhenitsyn. Lectures and read­ ings in English. (Russian majors will be required to read a part of the material in Russian.) No prerequisite. Primary distribution course. 1 credit. Fall 1999. Bradley. RUSS 015. Russian and East European Prose (Cross-listed as LITR 015R) Novels and stories by the most prominent 20th-century writers of this multifaceted and turbulent region. Analysis of individual works and writers with the purpose of approaching 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 lan­ 248 guage(s). Primary distribution course. 1 credit. Not offered 1999-2000. Forrester. RUSS 016. History of the Russian Language A n introductory course. A study of the origin of the Russian language and its place among the other modem Indo-European and Slavic languages. The uses of philology and linguistics for the ideological and stylistic analysis of liter­ ary texts. Satisfies the linguistics requirement for teacher certification. 1 credit. To be offered in 2000-2001. Forrester. RUSS 091. Special Topics For senior majors. Study of individual authors, selected themes, or critical problems. 1 credit. Spring 2000. Staff. RUSS 093. Directed Reading SEMINARS RUSS 10 1. Tolstoy 2 credits. RUSS 102. Russian Short Story 2 credits. RUSS 103. Pushkin and Lermontov 2 credits. RUSS 104. Dostoevsky 2 credits. Fall 1999. Owen. , RUSS 105. Literature of the Soviet Period 2 credits. RUSS 106. Russian Drama 2 credits. RUSS 107. Russian Lyrical Poetry 2 credits. RUSS 108. Russian Modernism 2 credits. Spring 2000. Staff. RUSS 109. Chekhov 2 credits. RUSS 110 . Bulgakov 2 credits. RUSS 1 1 1 . The Hysterical Poets: Tsvetaeva and Mayakovsky 2 credits. RUSS 112 . The Acmeists 2 credits. RUSS 113 . Tolstoy: Philosophy and Religion In Russian Literature a total of 6 units of credit, whereas all minors must complete one preparation consisting of 2 units of credit. Mode of Examination Majors will take three 3-hour written examina­ tions prepared by the external examiners as well as three 0.5-hour oral exams based on the contents of each field of preparation. Minors will take one 3-hour written examination pre­ pared by the external examiner as well as one 0.5-hour oral exam based on the contents of the written examination. All exams will be conducted exclusively in Spanish. 2 credits. RUSS 114 . Folklore in Russian Literature 2 credits. 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 of a minimum of 8 credits of work in courses numbered 003B and above; (3) one of these courses must be SPAN O il or 013; (4) one of the 8 credits of advanced work may be taken in English from among those courses listed in the catalog under Literatures in Trans­ lation, 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 Candidates for the major or minor in Spanish must meet the following requirements prior to being accepted for the program in Honors: (1) a B average in Spanish course work at the College; (2) the completion at Swarthmore of either SPAN O il or 013 and one course num­ bered above 013; (3) the completion of at least one semester of study in a Spanish-speaking country in a program approved by the Spanish section; and (4) demonstrated linguistic ability in the language. Students may present fields for external examination based on any of the fol­ lowing: (1) 2-credit seminars offered by the section or (2) the combination of two advanced courses numbered above 013 that form a logical pairing. All majors in the Honors program must do three preparations for CUURSES Note: 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. SPAN U01B-002B, 003B. Intensive Spanish For students who begin Spanish in college. Designed to impart an active command of 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 earlier. Normally followed by SPAN 004B, 010, 011, or 013. 1.5 credits. SPAN U02B-2. Intensive Spanish Offered in the fall semester to students who have had at least a year of Spanish. 1.5 credits. SPAN 0U4B. Intensive Spanish For majors and others who wish an advanced language course. Much attention paid to pro­ nunciation, writing skills, speaking, and the most difficult concepts of Spanish grammar. A n ideal course before study abroad. 1.5 credits. Each semester. SPAN 006A. Spanish Conversation A 0.5 credit conversation course that meets once a week for 1.5 hours. The class will be divided into small groups to facilitate discus­ sion. Students are required to read newspapers and other contemporary journals, see movies, 249 Modern Languages and Literatures read plays that might be performed for and by the class, and prepare assignments which will generate conversation among the group. Prerequisite: SPAN 004B or its equivalent, or permission of instructor. 0.5 credit. Each semester. Friedman. SPAN 010. En Busca da America Latina Although some literary texts will be used in this course, the primary focus will be linguistic and cultural rather than literary. Through selections of pertinent essays, films, poetry, and novels the class will explore how Spanish Americans view themselves and their culture. Course conducted in Spanish. Papers, presen­ tations. Spanish majors should note that this course does not count toward fulfillment of the requirements for the major. 1 credit. Spring 2000. Hassett. SPAN 0 11. Introduction to Spanish Literature A study of representative fiction, poetry, and drama of the 19th and 20th centuries. Discussions, papers. Prerequisite: SPAN 004B, the equivalent, or permission of instructor. Primary distribution course.I credit. Fall 1999. Guardiola. SPAN 013. Introduction to Spanish American Literature This course presents a selection of texts from the mid-19th 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 represent­ ing the romantic, naturalist, realist, modernist, vanguardist, and other contemporary trends, studied in their historical context. Prerequisite: SPAN 004B or its equivalent or permission of instructor. Primary distribution course. 1 credit. Not offered 1999-2000. Camacho de Schmidt. Note: SPAN 011 or 013, the equivalent, or consent of instructor is prerequisite for the courses in literature that follow: 250 SPAN 066. Escritoras españolas del siglo 19 y 20 The course will explore the literary production that results from the struggle of 19th-century women such as Gertrudis Gómez de Avellaneda, Carolina Coronado, Rosalía de Castro, Cecilia Bohl de Faber and Emilia Pardo Bazán to use the pen as a means of self-expres­ sion and freedom, to the works of postwar authors such as Carmen Laforet, Ana Maria Matute, and Mercé Rodoreda; and the con­ temporary ones: Carmen M artin Gaite, Montserrat Roig, Esther Tusquets, and others. 1 credit. Fall 1999. Guardiola. SPAN 076. Grandes voces de América: la poesía del siglo XX Latin America has produced some of the great poets of this century. Reflecting a specific New World history and geography, the work of these foundational poets also searches for what it means to be human. Texts by Vallejo, Huidobro, Neruda, Guillén, Paz, Borges, Parra, Mistral, Cardenal, and Alegría. 1 credit. Spring 2000. Trujillo. SPAN 0 77. La novela hispanoamericana del siglo XX After a brief examination of regionalist texts, the course’s major emphasis will be on the “boom” and “post-boom” periods, during which one of the most innovative and highly commented novels of contemporary world lit­ erature has emerged. A ttention given not only to the formal aspects of these novels but also to the sociopolitical contexts in which they were written. Writers will include Julio Cortázar, Juan Rulfo, Carlos Fuentes, Gabriel Garcia Márquez, Isabel Allende, Luisa Velenzuela, Mario Vargas Liosa, Manlio Argueta, Manuel Puig, and Cristina Peri Rossi. 1 credit. Spring 2001. Hassett. SPAN 082. La mujer mirando al hombre: Escritoras hispanoamericanas del siglo XX The course will examine both novels and short stories written by Latin American women writ­ ers whose principal focus is upon men and the social, political and economic structures that they have fostered as well as the response of women to such structures. Writers will include Marfa Luisa Bombal, Isabel Allende, Luisa Valenzuela, Angeles Mastretta, Pía Barros, Paulina Matta, Rosario Ferré, and others. 1 credit. Fall 1999. Hassett. SPAN 10 1. La novela hispanoamericana del siglo XX SPAN 085. Narrativa Hispánica Contemporánea de los Estados Unidos 2 credits. A study of the fiction of leading Hispanic American writers with particular emphasis on the contributions of Mexican Americans, Cuban-Americans, and Puerto-Rican Ameri­ cans. Writers include Anaya, Rivera, Cisneros, Castillo, Hijuelos, García, and others. 1 credit. Fall 2000. Hassett. Courses to be offered in subsequent years: SPAN 041. Obras maestras de la Edad Media y del Renacimiento SPAN 043. Multiculturalismo y subversión en Cervantes SPAN 067. La guerra civil española en la literatura y el cine SPAN 070. Rebeldía y renovación artística: el modernismo y la generación del 98 SPAN 0 71. Literatura española contemporánea SPAN 074. Literatura española de posguerra SPAN 078. La novela social de México SPAN 079. El cuento hispanoamericano SPAN 080. La narrativa chilena desde el golpe militar SPAN 083. El tirano latinoamericano en la literatura 2 credits. SPAN 102. Cervantes 2 credits. SPAN 103. La guerra civil espanñla SPAN 104. La narrativa de Mario Vargas Llosa 2 credits. SPAN 105. Federico García Lorca We will examine the masterful literary produc­ tion of this internationally known Spanish writer who speaks to the “outcasts.” Lorca’s work synthesizes traditionally Spanish themes and values with contemporary European trends. The readings will cover different peri­ ods and genre’s of Lorca’s literary production. Poetry such as Romancero Gitano, and Poeta en Nueva York and dramatic works, including Doña Rosita la soltera, Yerma, La casa de Bernarda Alba, Bodas de sangre, and others. 2 credits. Spring 2000. Guardiola. SPAN 106. Visiones narrativas de Carlos Fuentes The seminar explores the vast and textured work of a Mexican craftsman of language who writes for the world and is a profound observer of history. 2 credits. Fall 2000. Camacho de Schmidt. SPAN 10 7. Heroes y villanos: el siglo XIX español y la democratización literaria 2 credits. SPAN 108. La narrativa de Isabel Allende: la escritura como sobrevivencia 2 credits. SPAN 109. Unamuno o el hambre de Dios SEMINARS 2 credits. Students wishing to take seminars must have completed at least one course in Spanish num­ bered 030 or above or obtained permission from the instructor. 251 Music and Dance MUSIC JAMES FREEM AN, Professor of Music and Chair GERALD LEVINSON, Professor of Music ANN K. McNAMEE, Professor of Music23 JOHN ALSTON, Associate Professor of Music MICHAEL MARISSEN, Associate Professor of Music THOMAS WHITMAN, Assistant Professor of Music (part-time) DOROTHY K. FREEM AN, Associate in Performance (Music) SARAH IOANNIDES, Associate in Performance (Music) MICHAEL JOHNS, Associate in Performance (Music) JUDY LORD, Administrative Assistant DANCE SHARON E . FRIEDLER, Professor of Dance, Director of the Dance Program KIM 0. ARROW, Assistant Professor of Dance (part-time)3 SALLY HESS, Assistant Professor of Dance (part-time) LaDEVA DAVIS, Associate in Performance (Dance) DOLORES LUIS GMITTER, Associate in Performance (Dance) C. KEMAL NANCE, Associate in Performance (Dance) PAULA SEPINUCK, Adjunct Associate in Performance5 JON SHERMAN, Associate in Performance (Dance) LEAH STEIN, Associate in Performance (Dance) HANS ROMAN, Dance Accompanist JUDY LORD, Administrative Assistant ORCHESTRA 2001, ENSEMRLE IN RESIDENCE 2 Absent on leave, spring 2000. 3 Absent on leave, 1999-2000. 5 Spring 2000. MUSIC Music Ensemble, Gamelan, Jazz Ensemble, Orchestra, W ind Ensemble, and chamber music coaching program which it staffs and administers. T he Department also assists instrumentalists or singers to finance the cost of private instruction. Up to 16 half-credits may be granted toward graduation. Music majors receive 100% subsidy for the cost of ten private lessons each semester (see MUSI 048). Major in the Course Program: Two semester courses in theory and one semester course in history are prerequisite for acceptance as a major. Majors will normally take five semester courses in theory (including MUSI 015, 016, or 017), four semester courses in history (including MUSI 020 and either 021 or 022), meet the basic piano requirement, pass five The study of 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 of music as an artistic and intellectual achievement. Theory courses train the student to work with musical material, to understand modes of organization in composition, and to evolve methods of musical analysis. History courses introduce stu­ dents to methods of studying the development of musical styles and genres, and the relation­ ship of music to other arts and areas of thought. The Department encourages students to devel­ op performing skills through private study and through participation in the Chorus, Early 252 repertory exams, and pass the comprehensive exam. Majors normally participate in at least one of the Department’s performing organiza­ tions. Major in the Honors Program: A student intend­ ing to major in the Honors Program will fulfill the same prerequisites as listed above, will pass five repertory exams, will meet the basic piano requirement, and will normally submit three preparations (including at least one prepara­ tion in theory and one in history), subject to Departmental approval. Any Theory/Composition course numbered 015 or higher, or any history course, can be used as the basis of a paper when augmented by a concurrent or sub­ sequent attached unit of 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 meet 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 of French and German. A reading knowledge of Latin is also desirable for students planning to do grad­ uate work in musicology. Proficiency on an instrument: All majors in music will be expected to play a keyboard instrument well enough by their senior year to perform a two-part invention of J.S. Bach and a first movement of an easy late 18th- or early19th-century sonata. In addition, they must demonstrate skill in score reading and in real­ izing figured basses. The Department recom­ mends that majors take two semesters of MUSI 042 to develop these skills. The basic piano program: This 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 theory course numbered 011 or higher. No aca­ demic credit is given for basic piano. Special scholarships and awards in music include The Edwin B. Garrigues Music Awards: See p. 77. The Fetter String Quartet Awards: See p. 77. The Renee Gaddie Award: See p. 77. Music 048 Special Awards: See p. 79. Friends of Music and Dance Summer Awards: See p. 77. The Boyd Barnard Prize: See p. 76. The Peter Gram Swing Prize: See p. 80. The Melvin B. Troy Prize: See p. 80. CREDIT FOR PERFORMANCE Note: All performance courses are for half­ course credit per semester. A total of not more than eight full credits (16 0.5-credit courses) in Music and Dance may be counted toward the degrees of bachelor of arts and bachelor of sci­ ence. No retroactive credit is given for perfor­ mance courses. Individual Instruction (Music 048) Music majors and members of the Wind Ensemble, Chorus, Early Music Ensemble, Gamelan, Gospel Choir, Jazz Ensemble, and Orchestra may, if they wish, take lessons for credit. Instrumentalists for whom opportuni­ ties do not exist in the above ensembles may qualify for MUSI 048 by taking part in the Department’s Program for Accompanists. For further details consult the MUSI 048 guide­ lines available from the Department office. Students who wish to take MUSI 048 (Individ­ ual Instruction) must register for the course and submit an application to the Department at the beginning of each semester; forms are available in the Department office. Although it is necessary to be a member in good standing of a Department performance group or the Gospel Choir, it is not necessary to be regis­ tered for credit in that performing group. A student applying for Individual Instruction should be at least at an intermediate level of performance. The student will arrange to work with a teacher of her or his choice, subject to the approval of the Department, which will then supervise the course of study and grade; it on a credit/no credit basis. Teachers will submit written evaluations, and the student will per­ form for a jury at the end of the semester and submit to the faculty a short paper on the piece to be performed at the jury. The Department will then decide whether the student should 253 Music and Dance receive credit, and whether the student may re­ enroll for the next semester. For students enrolled in MUSI 048, approxi­ mately one-third of the cost of 10 lessons will be paid by the Department to the teacher. Section leaders in the Chorus and Orchestra receive subsidies of two-thirds the cost of 10 lessons. Music majors in their junior and senior years receive 100 percent subsidies of the cost of 10 lessons each semester. Gaddie, Fetter, Garrigues and other scholarships may subsidize up to the entire cost of private lessons for the more musically advanced students at the College. All students enrolled in MUSI 048 are strong­ ly 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, Gamelan, Chamber Music, Jazz Ensemble, and Keyboard Workshop Students may take Performance Chorus (MUSI 044), Performance Orchestra (MUSI 043), Performance Jazz Ensemble (MUSI 041), Performance Wind Ensemble (MUSI 046), Performance Early Music Ensemble (MUSI 045), Chamber Music (MUSI 047), Gamelan (MUSI 049), or Keyboard Workshop (MUSI 050) for credit with the permission of the Department member who has the responsibili­ ty for that performance group. The amount of credit received will be a half-course in any one semester. Students applying for credit will ful­ fill requirements established for each activity, i.e., regular attendance at rehearsals and per­ formances and participation in any supplemen­ tary rehearsals held in connection with the activity. Students are graded on a credit/no credit basis. Students taking MUSI 047 (Chamber Music) for credit should submit to the Department at the beginning of the semester a repertory of works to be rehearsed, coached, and performed during the semester. It should include the names of all students who have agreed to work on the repertoire, the names of all coaches who have agreed to work with them, and the pro­ posed dates for performance in a student cham­ ber music concert. A student taking MUSI 047 for credit will rehearse with her/his group(s) at least two hours every week and will meet with a coach at 254 least every other week. All members of the group should be capable of working well both independently and under the guidance of a coach, also capable of giving a performance of high quality. It is not necessary for every person in the group to be taking MUSI 047 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 (MUSI 050) will develop and refine skills in accompanying and sight-reading through work with the chamber, song, and four-hand reper­ toire. COURSES AND SEMINARS MUSI 001. Introduction to Music This course is designed to teach intelligent lis­ tening to music by a conceptual rather than historical approach. Although it draws on examples from folk music and various nonWestem repertories, the course focusses pri­ marily on the art musics of Europe and the United States. Prior musical training is not required. Open to all students without prerequisite. 1 credit. Spring 2000. Marissen. MUSI 002. Fundamentals of Music Notation, scales, keys, chords, and sight read­ ing. Strongly recommended as preparation for (or concurrent with) all upper-level music courses. > 1 credit. Spring 2000. Alston. MUSI 003. Jazz History This course traces the development of jazz from its roots in West Africa to the free styles of the 1960s. Included are the delineation of the var­ ious styles and detailed analysis of seminal fig­ ures. Emphasis is on developing the student’s ability to identify both style and significant musicians. Open to all students without prerequisite. Primary distribution course. 1 credit. Fall 1999. Alston. MUSI 004. Opera Combine great singing with the vivid colors of an orchestra, with acting and theater, with poetry, dance, painting, spectacle, magic, love, death, history, mythology, and social commentary, and you have opera: an art of endless fascination. This course will survey the history of opera (from Monteverdi through Mozart, Wagner, and Verdi, to Gershwin and Stravinsky), with special emphasis on and study of scenes from se­ lected works. A final project will involve informal stagings of some of these scenes, with students acting, singing, directing, and providing technical assistance. The course is open to all students. N o prior musical experi­ ence or performance skills are required. 1 credit. Spring 2000. J. Freeman. MUSI 005. Music as Social History This course will explore folk music, including African-American music from the slavery period and after, as the expression of the life experience, collective history, and aspira­ tions of the people from whom it springs. I c r e d i t. Not offered 1999-2000. MUSI 006. Beethoven and the Romantic Spirit An introduction to Beethoven’s composi­ tions in various genres. 1 credit. Not offered 1999-2000. Open to all students without prerequisite. ' Primary distribution course. 1 credit. This course counts toward a program in Asian studies. MUSI 009. Baroque and Classical Music Italian opera, extraordinarily popular and widespread during the 17th and 18th cen­ turies, now provides a remarkable window through which to view European culture of the time. Opera lent its most important styl­ istic traits to every other kind of music, including cantatas, sonatas, concertos, and symphonies, and thus also provides an ideal background for understanding all the great music of the period. This course will focus on three immensely important Italian operas: Monteverdi’s L’Incoronazione di Popped (1642), Handel’s Giulio Cesare (1724), and Mozart’s Idomeneo (1781). The course is open to all students regardless of prior musical training or lack thereof. Students interested in music, theater, dance, literature (especial­ ly poetry), and European cultural history will be particularly appropriate members of the class. This course is also listed as MUSI 021 and as such will also count torard the Department’s history requirement for majors. I credit. Fall 1999. ]. Freeman. MUSI 010. Women in Music: Composers This course traces some of the contributions made by women composers to the art of music from the Middle Ages to the present. 1 credit. Not offered 1999-2000. See MUSI 035. MUSI 007. W .A. Mozart Study of Mozart’s compositions in various genres and of the peculiar interpretive prob­ lems in Mozart biography. Open to all students without prerequisite. Primary distribution course in the Humanities. 1 credit. Fall ¡999. Marissen. MUSI 008. The Music of Asia An introduction to selected musical tradi­ tions from the vast diversity of non-western cultures. The music will be studied in terms of both its purely sonic qualities and its cultural/philosophical backgrounds. THEORY AND COMPOSITION Students who anticipate taking further cours­ es in the department or majoring in Music are urged to take MUSI O il and MUSI 012 as early as possible. Placement exams are given each year at the first meeting of that course for students who feel they may be able to place out of it. Majors will normally take MUSI 011, 012, 013, 014, and one of 015, 016, or 017 in successive years. 255 Music and Dance MUSI 0 11. Harmony and Counterpoint 1 Musical exercises include harmonic analysis and four-part choral style composition. Prerequisite: knowledge of traditional nota­ tion, major/minor scales, ability to play or sing at sight simple lines in treble and bass clef. One section of MUSI 040A per week, with­ out additional credit, is required. In addition, students with minimal keyboard skills are required to take basic piano. 1 credit. Fall 1999. Whitman. MUSI 012. Harmony and Counterpoint 2 W ritten musical exercises include composi­ tion of original materials as well as commen­ tary on excerpts from the tonal literature. Prerequisite: MUSI O il (or the equivalent). One section of MUSI 040B per week, with­ out additional credit, is required. Basic piano is also required for some students. 1 credit. Spring 2000. Whitman. MUSI 013. Harmony and Counterpoint 3 Continued work with tonal harmony and counterpoint at an intermediate level. Detailed study of selected works with assign­ ments derived from these works as well as original compositions. Prerequisite: MUSI 012 (or the equivalent). One section of MUSI 040C per week, with­ out additional credit, is required. Basic piano is also required for some students. 1 credit. Fall 1999. Levinson. MUSI 014. Harmony and Counterpoint 4 Advanced work with chromatic harmony and tonal counterpoint. Prerequisite: MUSI 013. One section of MUSI 040D per week, with­ out additional credit, is required. Basic piano is also required for some students. Spring 2000. Levinson. Prerequisite: MUSI 014. 1 credit. Spring 2000. Whitman. MUSI 016. Schenker A n introduction to Schenkerian analysis. An extension of traditional analytical tech­ niques, incorporating Schenker’s principles of voice leading, counterpoint, and harmony. Prerequisite: MUSI 014. 1 credit. Not offered 1999-2000. MUSI 0 17. History of Music Theory A survey of primary sources (in translation) from Boethius, Tinctoris, and Zarlino through Rameau, Riemann, and Schoenberg. Prerequisite: MUSI 014. 1 credit. Not offered 1999-2000. MUSI 018. Conducting and Orchestration 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. 1 credit. Not offered 1999-2000. MUSI 019. Composition 1 credit. Fall 1999 and spring 2000. Levinson. MUSI 061. Jazz Improvisation A systematic approach that develops the ability to improvise coherently, emphasizing the Bebop and Hard Bop styles exemplified in the music of Charlie Parker and Clifford Brown. 1 credit. Not offered 1999-2000. HISTORY OF MUSIC MUSI 015. Harmony and Counterpoint 5 Detailed study of a limited number of works both tonal and nontonal, with independent work encouraged. 256 MUSI 020. Medieval and Renaissance Music A survey of European art music from the late Middle Ages to the 16th century. Relevant extramusical contexts will be considered. Prerequisite: A knowledge of traditional notation. 1 credit. Fall semester. Marissen. MUSI 021. Baroque and Classical Music This course is also listed as MUSI 009. See description there. 1 credit. Fall 1999. Freeman. MUSI 022. Nineteenth-Century Music The development of the “Romantic Style” from late Beethoven and Schubert to Wagner and Verdi. Prerequisite: A knowledge of traditional nota­ tion. 1 credit. Not offered 1999-2000. MUSI 023. IWentieth-Century Music A study of the various stylistic directions in music , of the 20th Century. Representative works by composers from Debussy, Stravinsky, and Schoenberg through Copland, Messiaen, and postwar composers such as Boulez and Crumb, to the younger generation will be examined in detail. Prerequisite: A knowledge of traditional notation. 1 credit. Spring 2000. Levinson. MUSI 032. History of the String Quartet A history of the string quartet from its origins to its development into one of the genres of Western classical music. The course will focus on the quartets of Haydn, Mozart, and Beethoven. Prerequisite: A knowledge of traditional notation. 1 credit. Not offered 1999-2000. MUSI 033. The Art Song A study of various solutions by various com­ posers to the problems of relating poetry and music. • 1 credit. Not offered 1999-2000. MUSI 034. J.S . Bach Study of 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. Prerequisite: A knowledge of traditional notation. 1 credit. Spring 2000. Marissen. MUSI 035. Women Composers and Choreographers A survey of women choreographers and com­ posers. Choreographers range from Sallé and Duncan through Graham, Tharp and Zollar, composers from Hildegard through Zwilich. Topics include form, phrasing, text and social/political comment. Open to all students. 1 credit. Not offered 1999-2000. MUSI 036. Music Since 1945 A study of contemporary concert 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. 1 credit. Not offered 1999-2000. MUSI 037. Contemporary American Composers A study of the works and thought of six impor­ tant American composers. The course will stress intensive listening and will include dis­ cussion meetings with each of the composers. Prerequisite: A knowledge of traditional notation. 1 credit. Not offered 1999-2000. MUSI 038. Color and Spirit: Music of Debussy, Stravinsky, and Messiaen A study of twentieth-century music focusing on the great renewal of musical expressions, diverging from the Austro-German classicromantic tradition, found in the works of these three very individual composers, as well as the 257 Music and Dance connections among them, and the resonances of their music in the work of their contempo­ raries and successors. Prerequisite: A knowledge of traditional musi­ cal notation. 1 credit. Not offered 1999-2000. MUSI 039. Music and Dance: Criticism and Reviewing This course, team taught by music and dance faculty with supplemental visits by guest lec­ turers who are prominent in the field of reviewing, will cover various aspects 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 written word. Prerequisite: One previous course in music or dance, concurrent enrollment in a music or dance course, or permission of the instructor. 1 credit. Not offered 1999-2000. MUSI 092. Independent Study 1 credit. MUSI 093. Directed Reading 1 credit. MUSI 095. Tutorial Special work in composition, theory, or history. 1 or 2 credits. MUSI 096. Senior Thesis 1 or 2 credits. MUSI 099. Senior Honors Recital Honors music majors who wish to present a senior recital as one of their Honors prepara­ tions must register for. MUSI 099, after consul­ tation with the Music faculty. See Honors pro­ gram guidelines. SEMINARS MUS1100. Harmony and Counterpoint 5 (See MUSI 015.) Prerequisite: MUSI 014. 1-credit seminar. Spring 2000. Whitman. 250 MUS110 1. J.S . Bach (See MUSI 034.) Study of Bach’s compositions in various genres, examining music both as a reflection of and formative contribution to cultural history. Prerequisites: MUSI O il and GERM 001B (higher levels in both strongly recommended; RELG 018 also recommended), or permission of instructor. I-credit seminar. Spring 2000. Marissen. MUS1102. Color and Spirit: Music of Debussy, Stravinsky, and Messiaen (See MUSI 038.) Prerequisite: MUSI 013 (concurrent enroll­ ment possible by permission of the instructor). I -credit seminar equivalent to a 2-credit seminar. Not offered 1999-2000. MUS1103. Russian Music A survey of Russian music from the early 19th century (Glinka) through Mussorgsky, Tchaikovsky, Borodin, Rimsky,. and into the 20th century: Scriabin, Stravinsky, Prokofief, Shostakovich, Schnittke, Gubaidulina, and Ustvolskaya. Prerequisite: MUSI 011-012/ Not offered 1999-2000. PERFORMANCE Note: The following performance courses are for 0.5-course credit per semester. See p. 253 for general provisions governing work in per­ formance for credit toward graduation. MUSI 040A. Elements of Musicianship I Sight-singing, rhythmic and melodic dictation. Required for all MUSI O il students without credit. Also open to other students. 0.5 credit. Fall 1999. Whitman. MUSI 040B. Elements of Musicianship II Prerequisite: MUSI 040A. Sight-singing, rhythmic and melodic dictation. Required for all MUSI 012 students without credit. Also open to other students. 0.5 credit. Spring 2000. Whitman. MUSI 040C. Elements of Musicianship III Prerequisite: Music 40B. Sight-singing, rhythmic, and melodic dicta­ tion. Required for all MUSI 013 students with­ out credit. Also open to other students. 0.5 credit. Fall 1999. Ioaniddes. MUSI 0400. Elements of Musicianship IV Prerequisite: MUSI 040C. Sight-singing, rhythmic and melodic dictation. Required for all MUSI 014 students without credit. Also open to other students. 0.5 credit. Spring 2000. Ioannides. MUSI 041. Performance (Jazz Ensemble) Meets Monday nights. 0.5 credit. Fall 1999 and spring 2000. Alston. MUSI 042. Keyboard Musicianship 0.5 credit. Fall 1999 and spring 2000. MUSI 043. Performance (Chorus) 0.5 credit. Fall 1999 and spring 2000. Alston. MUSI 044. Performance (Orchestra) Meets Thursday nights. 0.5 credit. Fall 1999 and spring 2000. Ioannides. MUSI 045. Performance (Early Music Ensemble) 0.5 credit. Fall 1999 and spring 2000. Marissen. MUSI 046. Performance (Wind Ensemble) 0.5 credit. Fall 1999 and spring 2000. Johns. MUSI 047. Performance (Chamber Music) (See guidelines for this course on p. 254.) 0.5 credit. Fall 1999 and spring 2000. D. Freeman. MUSI 048. Performance (Individual Instruction) (See the guidelines for this course on p. 253.) Specific and updated guidelines are distributed at the beginning of each semester. 0.5 credit. Fall 1999 and spring 2000. MUSI 049. Performance (Balinese Gamelan) Performance of traditional and modem compo­ sitions for Balinese Gamelan (Indonesian per­ cussion orchestra). Students will learn to play without musical notation. No prior experience in Western or non-Western music is required; open to all students with the instructor’s approval. 0.5 credit. Fall 1999 and spring 2000. Whitman. MUSI 050. Keyboard Workshop Developing and refining skills in accompany­ ing and sight reading through work with the chamber, song, and four-hand repertoire. 0.5 credit. Not offered 1999-2000. MUSI 0 71. Rhythmic Analysis and Drumming (Cross-listed as DANC 071) 0.5 credit. Not offered 1999-2000. Arrow. MUSI 072. Asian Performance Theory: Indonesia, China, Japan: Looking at the East through Western Eyes (Cross-listed as DANC 072) 0.5 credit. Not offered 1999-2000. DANCE Dance, a program within the Music and Dance Department, shares the department philosophy that courses in theory and history should be integrated with performance. By offering a bal­ ance of cognitive, creative, and kinesthetic classes in dance, we present a program that stands firmly w ithin the tradition of Swarthmore’s liberal arts orientation. The instructors strive to create an atmosphere of cooperative learning; one which affirms group process and fosters comradery. 259 Music and Dance Special Major: Dance and a Second Discipline Students may combine the study of dance with substantive study in another discipline. The two disciplines in this major may be philo­ sophically linked or may represent separate areas of the student’s interest. Some 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 of 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. Special majors are urged to supplement their study with appropriate courses in anatomy, art, history, music, sociology/anthropology, theatre, religion, and other areas of concentration such as various ethnic studies and women’s studies. Required Courses The core program of 6 credits includes the fol­ lowing courses: Two in composition/improvisation (DANC 012 or DANC 014 [1 credit] and Dance 010 [0.5 credit] or DANC 071 [0.5 credit]), Two in history/theory (one from DANC 021024 [1 credit] and one from 036-039 [1 credit]), Three in performance technique (DANC 050 [0.5 credit], one other technique at the 050 level [0.5 credit], and one additional technique other than DANC 060 [0.5 credit]). It is strongly suggested that special majors continue to develop their performing skills by regular attendance in dance technique classes beyond this requirement. O ne senior project and/or thesis (DANC 094, 095, or 096 [1 credit]). Major or Minor in the Honors Program 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 Dance: Technique In a typical semester over 25 hours of dance technique classes are offered on graded levels presenting a variety of movement styles. 260 Technique courses, numbered 040 through 048, 050 through 058, and 060 or 061, may be taken for academic credit o r may be taken to fulfill physical education requirements. Advanced dancers are encouraged to audition for level III technique classes and for Dance Repertory (DANC 049). A total of not more than eight full credits (16 0.5-credit courses) in performance dance technique classes and in music performance classes may be counted toward the degrees of Bachelor of Arts and Bachelor of Science. N o retroactive credit is given for performance classes. Dance Program Performance Opportunities All interested students are encouraged to enroll in repertory classes (DANC 049) and/or to audition for student and faculty works. These auditions take place several times each semester; dates are announced in classes and in the Weekly News. Formal concerts take place toward the end of each semester; informal stu­ dio concerts are scheduled throughout the year. The Dance Program regularly sponsors guest artist residencies, which in 1999-2000 will include Doug Elkins Dance, Meredith Monk, a Chinese folk-dance company, and Deer Chaser Native American dancers and musicians. Scholarships and Awards Scholarships for summer study in dance are available through funds provided by. The Friends of Music and Dance. The Halley Jo Stein Award for Dance and The Melvin B. Troy Award for Composition are also awarded annually by the department. . Ghana Program The Dance Program has an ongoing relation­ ship with the International Centre for African Music and Dance and the School of Perform­ ing Arts at the University of Gharia in Legon, a suburb of the capital city, Accra. Students choosing to study in Ghana can anticipate opportunities that include a composite of class­ room learning, tutorials, some organized travel, and independent study and travel. Interested students should contact the director of the Dance Program as early as possible for advising purposes and for updated information. Poland Program The Programs in Theatre Studies and Dance are jointly developing a new semester-abroad program for interested Swarthmore students based at the Silesian Dance Theatre (Sl§ski Teatr Tança) in Bytom in conjunction with the Jagiellonian University of Cracow and other institutions in the vacinity. The Program is intended to provide participating students with a combination of foreign study with the expe­ rience of working in various capacities (dance performance, arts administration, scenography, etc.) within the environment of a professional dance theatre company for credit. Partici­ pating students would be housed in Bytom along with attending weekly tutorials in Cracow. Intensive study of Polish while in the country will be required of all participating stu­ dents. Although details of the program are still being finalized as the College catalog goes to press, it is expected that students will be able to participate in the program beginning in Spring 2000. Students participating will be able to enroll for the equivalent of a full semester’s credit (4 to 5 credits). Participation in the Annual International Dance Conference and Performance Festival hosted by Silesian Dance Theatre in June and July is highly rec­ ommended for certain types of credit. Beyond credits in Theatre Studies, Dance, and inten­ sive Polish, a menu of possible tutorials is being developed in Polish literature and history, Environmental Studies, Film, Religion, Jewish and Holocaust Studies, and other fields. Interested students should contact Professor Allen Kuharski, Director of Theatre Studies, as early as possible for advising purposes and updated information on the status of the pro­ gram. See course listings in both the Theatre Studies Program and the Music and Dance Department for types of academic credit being offered. Additional information about the dance pro­ gram is available via the World Wide Web at h ttp://w w w .sw arthm ore.edu/h u m an ities/ dance/. INTRODUCTORY COURSES and practical experiences. No prior dance training is assumed; open to all students with­ out prerequisite. Two lectures and one video viewing session per week. Primary distribution course. 1 credit. Not offered 1999-2000. DANC 002. World Dance Forms A survey course that 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 of guest artists from the field. The particular forms will vary each semester but may include such styles as various African, Asian, and Native American forms, Flamenco, contemporary social dances, and European court dancing. Open to all students; no prior dance training required. Primary distribution course. 1 credit. Fall 1999. Friedler. DANC 009. Music and Dance of Africa A n introduction to selected musical and dance traditions of Africa. This course will involve all students in the practice of dancing and drum­ ming as well as in the study of those forms through lectures, reading, listening, and view­ ing. N o prior musical or dance training required. DANC 010. Dance Improvisation Designed as a movement laboratory in which to explore the dance elements: space, time, force, and form. Members of the class will investigate improvisation as a performance technique and as a tool for dance composition. Individuals work on a personal vocabulary and on developing a sense of ensemble. A journal and paper are required, and a course in dance technique is strongly recommended. Three hours per week. 0.5 credit. Fall 1999. Hess. DANC 001. Introduction tn Dance A survey course that approaches dance viewing and analysis of dance performance through an introduction to elements of dance composition and history. The roles of choreographer, performer, and audience in various cultures are compared and investigated using theoretical C0MP0SITI0N/HIST0RY/THE0RY COURSES DANC 0 11. Dance Composition I A study of the basic principles of dance com­ position through exploration of the elements 261 Music and Dance of dance movement, invention, and movement themes, to the end of developing an under­ standing of various choreographic structures. Considerable reading, video and live concert viewing, movement studies, journals, and a final piece for public performance in the Troy dance lab are required. Also required is a pro­ duction lab that includes an introduction to costuming, lighting, set construction, sound and video in relation to dance. A course in dance technique must be taken concurrently. Prerequisite: DANC 010, DANC 071, or per­ mission of the instructor. 1 credit. Spring 2000. Hess. DANC 012. Dance Composition II A n elaboration and extension of the material studied in DANC O il. 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 that 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. 1 credit. Not offered 1999-2000. DANC 013. Dance Composition: Tutorial Designed as a tutorial for students who have previously taken DANC 011 or the equivalent. Choreography of 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. 0.5 credit. Fall 1999: Hess. Spring 2000: Friedler. DANC 014. Special Topics in Dance Composition A course which focuses on intensive study of specific compositional techniques and/or sub­ jects. Topics may include autobiography, dance and text, partnering, interdisciplinary collabo­ ration, reconstruction, and technology. Choreography of a final piece for performance is required. Weekly meetings with the instruc­ tor, directed readings, video and concert view­ 262 ing, and a journal will be required. A course in dance technique must be taken concurrently. Prerequisite: DANC O il. Three hours per week. 1 credit. Not offered 1999-2000. DANC 021. History of Dance: Africa and Asia This course will move through an exploration of dance forms from Africa, from Africanist cultures and from Asian cultures, from the per­ spectives of stylistic characteristics, underlying aesthetics, resonances in general cultural traits, and developmental history. The course will occasionally focus on one dance style for close examination. Study will be facilitated by guest lecturers, specialists in particular dance forms from these cultures. Prerequisite: DANC 001 or 002. Two lectures and one hour video viewing per week. 1 credit. Spring 2000. Friedler. DANC 022. History of Dance: Europe’s Renaissance Through 1900 A study of social and theatrical dance forms in the context of various European societies from the Renaissance through the 19th century. Influential choreographers, dancers, and theo­ rists representative of the periods will be dis­ cussed. Prerequisite: DANC 001 or 002; DANC 024 strongly recommended. Two lectures and one hour video viewing per week. 1 credit. Not offered 1999-2000. DANC 023. twentieth Century Dance A study of Twentieth Century social and the­ atrical dance forms in the context of Western societies with an emphasis on America. Influential choreographers, dancers, and theo­ rists will be discussed. Prerequisite: Dance 1 or 2; Dance 2l and 22 strongly recommended. Two lectures and one hour video viewing per week. 1 credit. N ot offered 1999-2000. DANC 024. Dance as Social History This course focuses on dance as a locus for dis­ cussing power relations through gender, race, and class in the period from 1880 to the 1950s in Europe, N orth America, the Caribbean, and South America. Analysis of a variety of dance forms in their historical/cultural context. Prerequisite: DANC 001,002, or permission of the instructors. Three hours per week. 1 credit. Not offered 1999-2000. DANC 035. Women Choreographers and Composers A survey of women choreographers and com­ posers. Choreographers range from Sallé and Duncan through Graham, Tharp and Zollar, composers from Hildegard through Zwilich. Topics include form, phrasing, text and social/political comment. Open to all students. 1 credit. Not offered 1999-2000. DANC 036. Dance and Gender This course explores ways that gender has informed dance, particularly performance dance, since 1960. The impact of various cul­ tural and social contexts will be considered. Lectures, readings, and video/concert viewings will all be included. Prerequisite: DANC 001,002, or permission of the instructor. 1 credit. Not offered 1999-2000. DANC 037. Current Trends in Dance Performance An investigation of 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 of public performance. Topics of discussion will include the “politically cor­ rect” paradox, government funding, art as cul­ tural intervention, the evolution of styles, and various historical perspectives. Open to all stu­ dents without prerequisite. 1 credit. Fall 1999. Arrow. DANC 039. Music and Dance: Criticism and Reviewing (Cross-listed as MUSI 039) This course, team taught by music and dance faculty with supplemental visits by guest lec­ turers who are prominent in the field of reviewing, will cover various aspects 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 written word. Prerequisite: One previous course in music or dance, concurrent enrollment in a music or dance course, or permission of the instructor. 1 credit. Not offered 1999-2000. DANCE TECHNIQUE COURSES Note: Technique courses (040-048, 050-058, 060, and 061) may be taken for A academic credit or may be taken for physical education credit. DANC 040. Performance Dance: Modern I A n introduction to basic principles of dance movement: body alignment, coordination, strength and flexibility, and basic locomotion. No previous dance experience necessary. 0.5 credit. Fall 1999. Arrow. Spring 2000. Staff. DANC 041. Performance Dance: Ballet I An introduction to fundamentals of classical ballet vocabulary: correct body placement, positions of the feet, head and arms, and basic locomotion in the form. No previous experi­ ence necessary. 0.5 credit. Fall and spring. Sherman. DANC 043. African Dance I Introduction to African Dance aims to give students a rudimentary vocabulary in Africanoriented movement. Using the Umfundalai technique, African Dance I heightens stu­ dents’ understanding of the aesthetic and eurhythmic principles prevalent in African Dance. Students who take African I for acade­ mic credit should be prepared to keep a weekly 263 Music and Dance journal and write two short papers. 0.5 credit. Fall and spring. Nance. DANC 044. Performance Dance: Tap This course is available to all tappers, from beginning to advanced. Such forms as softshoe, waltz-clog, stage tap, and “hoofin” will be explored. Spring 2000. Davis. DANC 045. Performance Dance: Hatha Yoga Open to all students, the course will focus on experience/understanding of a variety of asanas (physical postures) from standing poses to deep relaxation. Following the approach developed by B.K.S. Iyengar, its aim is to provide the stu­ dent with a basis for an ongoing personal prac­ tice. If taken for academic credit, required reading and one paper. 0.5 credit. Fall 1999 and spring 2000. Hess. DANC 048. 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, Contact Improvisation, Jazz, Pilates, and/or Musical Theatre Dance. 0.5 credit. Section 1. Fall 1999: Flamenco, Gmitter. Section 2. Spring 2000: Contact Improvisation, Stein. DANC 049. Performance Dance: Repertory The study of repertory and performance. Stu­ dents are required to perform in at least one scheduled dance concert during the semester. Placement by audition or permission 6f the instructor. Three hours per week. A course in dance technique must be taken concurrently. 0.5 credit. Each semester. Fall 1999: Section I: Dancing and Drumming Ensemble, Arrow/Friedler. Draws on a variety of dancing and drumming traditions from around the world as well as creating new hybrid forms. In 1999, beginning with a focus on Ghanaian forms. Open to all students. 264 Fall 1999: Section 2: Tap, Davis. Fall 1999: Section 3: Modem, Arrow. Spring 2000: Section 1: Modem, Staff. Spring 2000: Section 2: African, Nance. DANC 050. Performance Dance: Modern II A n elaboration and extension of the principles addressed in DANC 040. For students who have taken DANC 040 or the equivalent. 0.5 credit. Fall 1999 and spring 2000. Hess, Welsh. DANC 051. Performance Dance: Ballet II A n elaboration and extension of the principles addressed in Ballet I. For students who have taken Ballet I or its equivalent. 0.5 credit. Fall 1999 and spring 2000. Sherman. DANC 053. African Dance II African Dance for Experienced Learners gives students an opportunity to strengthen their technique in African Dance. The course will use the Umfundalai technique allied with some traditional West African Dance 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. 0.5 credit. Fall 1999 and spring 2000. Nance. DANC 055. Performance Dance: Hatha Yoga II Open to students who have completed DANC 045 or the equivalent. A continuation and deepening of practice of the asanas explored in DANC 045. Work in several of the more advanced asanas, particularly in fhe backwardbending and inverted poses. 0.5 credit. Not offered 1999-2000. DANC 058. Performance Dance: Special Topics in Technique II A n elaboration and extension of principles addressed in DANC 048. Permission of the instructor required. 0.5 credit. Spring 2000. Section 1: Flamenco, Gmitter. DANC 060. Performance Dance: Modern III Continued practice in technical movement skills in the modem idiom; including approaches to various styles. Placement by audition or permission of the instructor. 0.5 credit. Fall 1999. Hess, Welsh. Spring 2000. Staff. DANC 061. Performance Dance: Ballet III Continued practice in technical movement skills in the ballet idiom; with an emphasis on advanced vocabulary and musicality. Placement by audition or permission of the instructor. 0.5 credit. Fall 1999 and spring 2000. Sherman. CROSS-LISTED COURSES DANC 070. The Arts as Community Service/Social Change (Cross-listed as EDUC 070) An experiential course exploring how the arts can impact and reflect on issues of community, service, education, and social/political change. The course includes several aspects: readings and discussions on the meaning of community, service, art, and educational policy and methodology; personal reflections; classes led by guest activists and artists discussing their work with a variety of communities and from a wide range of approaches. Three on site visits to community arts organizations in the area, a short internship with an approved organiza­ tion, group practice sessions, and three papers are also required. Open to sophomores and above. Limited enrollment. 1 credit. For students of dance, additional focus will be provided on the uses of drumming in dance composition, improvisation and as accompani­ ment in the teaching of dance technique. Open to all students. Three hours per week. 0.5 credit. Not offered 1999-2000. Arrow. DANC 073. Arts Administration for Performance (Cross-listed as THEA 073) Available to students participating in the Poland Program. W ill require students to extend their stay in Poland through early July 2000. By arrangement with Allen Kuharski. 1 credit. Spring 2000. DANC 074. Scenography for Dance Theatre Performance (Cross-listed as THEA 074) Available to students participating in the Poland Program. W ill require students to extend their stay in Poland through early July 2000. By arrangement with Bill Marshall. Prerequisites: THEA 004B and 014. 1 credit. Spring 2000. DANC 075. Special Topics in Dance Theatre Available to students participating in the Ghana or Poland Programs. By arrangement with Sharon Friedler. Prerequisites: DANC 002 or 011 or consent of Dance Program director. 1 credit. Fall 199 and spring 2000. Spring 2000. Sepinuck. DANC 0 71. Rhythmic Analysis and Drumming ADVANCED INDEPENDENT WORK (Cross-listed as MUSI 071) A theoretical and practical analysis of rhyth­ mic structure applying techniques of AfroCuban drumming and East Indian rhythmic theory. For the general student, emphasis will place the investigation of rhythmic structure within a cultural and contemporary context. Available on an individual basis, this course offers the student an opportunity to do special work with performance or compositional emphasis in areas not covered by the regular curriculum. Students will present performances DANC 092. Independent Study 265 Music and Dance and/or written reports to the faculty supervisor, as appropriate. Permission must be obtained from the program director and from the super­ vising faculty. 1 credit. Each semester. Staff. then meet with the student for evaluation of its contents. Proposals for a thesis must be submit­ ted to the dance faculty for approval during the semester preceding enrollment. 1 or 2 credits. Each semester. Friedler. DANC 093. Directed Reading DANC 199. Senior Honors Study Available on an individual or group basis, this course offers the student an opportunity to do special work with theoretical or historical emphasis in areas not covered by the regular curriculum. Students will present written reports to the faculty supervisor. Permission must be obtained from the program director and from the supervising faculty. 1 credit. Each semester. Staff. A close study of a single dance work, from the multiple points of view of dance history, com­ positional analysis and/or performance. 1 credit. Each semester. Friedler. DANC 094. Senior Project Intended for seniors pursuing the special major or the major in Honors, this project is designed by the student in consultation with a dance faculty advisor. The major part of the semester is spent conducting independent rehearsals in conjunction with weekly meetings under an advisor’s supervision; the project culminates in a public presentation and the student’s written documentation of the process and the result. A n oral response to the performance and to the documentation follows in which the stu­ dent, the advisor, and several other members of the faculty participate. In the case of Honors majors, this also involves external examiners. Proposals for such projects must be submitted to the dance faculty for approval during the semester preceding enrollment. Previous or concurrent enrollment in an advanced level technique course or demonstration of advanced-level technique is required. 1 credit. Each semester. Friedler. DANC 095,096. Senior Thesis Intended for seniors pursuing the special major or the major in Honors, the thesis is designed by the student in consultation with a dance faculty advisor. The major part of the semester is spent conducting independent research in conjunction with weekly tutorial meetings under ah advisor’s supervision. The final paper is read by a committee of faculty or, in the case of Honors majors, by external examiners who 266 Peace and Conflict Studies Chair: J . WILLIAM FROST (Religion) Nancy C. Swearer (Administrative Assistant) Committee: Amanda Bayer (Economics)1 Wendy E . Chmielewski (Peace Collection) Raymond F. Hopkins (Political Science) Hugh Lacey (Philosophy)12 Colin Leach (Psychology)3 Andrew Ward (Psychology) 1 Absent on leave, fall 1999. 2 Absent on leave, spring 2000. 3 Absent on leave, 1999-2000. The Peace and Conflict Studies Concentration at Swarthmore College is designed to teach students to understand the causes, practices, and consequences of collective violence (war), terrorism, and peaceful or nonviolent methods of conflict management and resolution. The multidisciplinary curriculum offers instruction in the following areas: (1) alternatives to fight­ ing as a way of settling disputes: conflict reso­ lution, rituals, nonviolence, mediation, peace­ keeping forces, private peace-fostering organi­ zations (nongovernmental organizations [NGOs]), arms control, economic sanctions, international law, international organizations; (2) the political economy of war: the “militaryindustrial” complex, economic conversion; (3) causes of collective violence: aggression and human nature, the state system and interna­ tional anarchy, systemic injustice, the psychol­ ogy of prejudice, balance of power diplomacy, competition for scarce resources, diplomacy, ethnocentrism, ideological and religious differ­ ences, insecure boundaries, minorities within states, the relationship between internal weak­ ness and aggression, arms races, game theory; (4) nature of war: civilian and military objec­ tives; draff and conscientious objectors; deter­ rence theory; low-intensity conflict; prisoners of war; neutral rights; conventional, nuclear, and guerrilla wars; how to end a war; and effects of winning/losing a war on population; and (5) the evaluation of war: morality of war, just-war theory, pacifism, the war mentality, the utility of war, responsibilities of citizens in countries engaged (directly or indirectly) in warfare, and ways to build a lasting peace. The Peace Studies Concentration consists of six courses of which only two may be taken in the student’s major. Introduction to Peace Studies (PEAC 015), offered yearly, is the only required course. Although a thesis or final exercise is required, it can be noncredit. For Honors students, the external examination and the Senior Honors Study (SHS) 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 United Nations or Suburban Dispute Settle­ ment). A n internship is highly recommended. Normally, field work or internship will not receive college credit, but for special projects— to be worked out with an instructor and approved by the Peace Studies Committee in advance—students can earn up to 1 credit. Students intending a Peace and Conflict Studies concentration should submit a plan of study to the coordinator of the program during the spring of the sophomore year, after consul­ tation with faculty members who teach in the concentration. The plan will outline the stu­ dent’s program of study and the nature of the final project. Applications will then be consid­ ered by the Committee. The Peace Studies minor in the Honors Program can be done through a combination of two courses in different departments, or a 2credit thesis, or a combination of a thesis and a course. Introduction to Peace Studies (PEAC 015) is required and should be taken no later than the junior year.. A thesis or final exercise is required. Any thesis must be multidiscipli­ nary. A combination of courses, course and 267 Peace and Conflict Studies thesis, or thesis must be approved by the Peace Studies Committee. Any student minoring in Peace Studies must meet the requirement of six units of study, of which no more than 2 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 SHS in the major should do so. The Peace Studies Committee will work out with the stu­ dent and the major department the guidelines or model for the integration exercise. In cases where the Committee and the student con­ clude that integration is not feasible or desir­ able, the Committee will provide a reading list of books. These courses, either currently listed in the College catalog or planned, will constitute the foundation for a Peace and Conflict Studies Concentration. Peace Studies courses offered at Haverford and Bryn Mawr that do not dupli­ cate Swarthmore College courses may count toward the concentration pending prior approval by the Peace Studies Committee. These courses are listed in the catalogs of Bryn Mawr and Haverford. PEACE STUDIES PEAC 015. Introduction to Peace Studies The course begins with an examination of per­ spectives on the causes of war using many dis­ ciplines (including biology, psychoanalysis, history, political science, anthropology, and economics), then considers various govern­ mental and private organizations and methods supposed to alleviate the causes of war. Topics to be discussed include the United Nations, international law, arms control, disarmament, and the work of NGOs for peace. Prerequisite: A course in history or political science dealing with foreign policy or war; a course in religion, sociology, or psychology dis­ cussing the ethics of war and causes of conflict. This course can be counted for distribution as a Social Science unit, but it is not a primary 268 distribution course. Normally, it may not be used to fulfill any department’s major require­ ments. 1 credit. Spring 2000. Frost. PEAC 060. The United Nations in the Year 2000 The course will focus on three subjects: the effectiveness of U.N. sanctions, reform of the U.N. Security Council, and preventive diplo­ macy. It will draw on the experience of the instructor, who after working for the United Nations for 30 years, specializing in economic development in East Asia, then served as assis­ tant secretary general responsible for the super­ vision of U.N. personnel and, most recently, as head of humanitarian relief in Iraq. 1 credit. Fall 1999. Dennis Halliday, The Eugene M. Lang Visiting Professor. PEAC 070. Research Internship/ Field Work Credit hours to be arranged with the chair. PEAC 090. Thesis Credit hours to be arranged with the chair. HIST 037. History and Memory: The Holocaust and German Culture HIST 049. Race and Foreign Affairs POLS 004. International Politics POLS 045. Defense Policy POLS 047. Politics of Famine and Food Policy POLS 1 1 1 . International Politics. Seminar RELfi 006. War and Peace RELG 032. Ruddhist Social Ethics R ELG 110 . Religious Belief and Moral Action. Seminar For Peace Studies courses at Bryn Mawr and Haverford Colleges, please consult their catalogs. Not offered 1999-2000. PEAC 030. Nonviolence and Social Change PEAC 040. Peace Movement in the United States: Women and Peace PEAC 056. Human Rights, Refugees and International Law ECON 012. Games and Strategies HIST 134. American Diplomatic History PSYC 026. Prejudice and Social Relations PSYC 045. Psychology of Oppression and Resistance PSYC 047. Applications of Social Psychology RELG107. Liberation Theology 269 Philosophy RICHARD ELDRIDGE, Professor and Chair HUGH NI. LACEY, Professor2 HANS OBERDIEK, Professor CHARLES RAFF, Professor RICHARD SCHULDENFREI, Professor TAMSIN LORRAINE, Associate Professor1 GRACE LEDBETTER, Assistant Professor JACQUELINE ROBINSON, Administrative Assistant 1 Absent on leave, fall 1999. 2 Absent on leave, spring 2000. Philosophy analyzes and comments critically on concepts that are presupposed, embodied, and developed in other disciplines and in daily life: the natures of knowledge, meaning, rea­ soning, morality, the character of the world, God, freedom, human nature, justice, and his­ tory. Philosophy is thus significant for everyone who wishes to live and act in a reflective and critical manner. there are courses and seminars on meaning, freedom, and value in various domains of con­ temporary life: Values and Ethics in Science and Technology, Feminist Theory. The Department of Philosophy participates in a special major in linguistics. The interested student should consult the Linguistics Program. Students majoring in philosophy must com­ plete at least one course or seminar in (1) Logic and (2) either Ancient or Modem Philosophy and earn a total of eight credits, not counting Senior Course Study or Senior Honors Study. In addition, students majoring in philosophy are urged to take courses and seminars in diverse fields of philosophy. Prospective majors should complete the logic requirements as early as possible. Course majors are encouraged to enroll in seminars. Mastery of at least one foreign language is recommended. All course majors will complete Senior Course Study in Philosophy. Satisfactory completion of either any section of Philosophy 1, Introduction 'to Philosophy, Philosophy 9, Philosophy of Science, or Logic, Philosophy 12 are prerequisites for taking any further course in philosophy. All sections of Introduction to Philosophy are primary distribution courses in the Humanities. Students may not take two different sections of Introduction to Philosophy, with one exception: the section of Introduction to Philosophy that focuses on the philosophy of science may be taken after completing another section of Introduction to Philosophy. COURSE OFFERINGS AND PREREQUISITES The Philosophy Department offers several kinds of courses, all designed to engage stu­ dents in philosophical practices. There are courses and seminars to introduce students to the major systemic works of the history of W estern philosophy: works by Plato and Aristotle (Ancient Philosophy); Descartes, Hume, and Kant (Modem Philosophy); Hegel and Marx (Nineteenth-Century Philosophy); Kierkegaard, Nietzsche, Sartre, Heidegger, and de Beauvoir (Existentialism); Russell and W ittgenstein (Contemporary Philosophy). There are courses and seminars which consider arguments and conclusions in specific areas of philosophy: Theory of Knowledge, Logic, Moral Philosophy, Metaphysics, Aesthetics, and Social and Political Philosophy. There are courses and seminars concerned with the con­ ceptual foundations of various other disci­ plines: Aesthetics, Philosophy of Science, Philosophy of Language, Philosophy of Law, Philosophy of the Social Sciences, Philosophy of Psychology, Philosophy of Mathematics, and Philosophy of Religion. From time to time, 270 I I I I I I I I I I I I I I I I I I I PHIL 001. Introduction to Philosophy Philosophy addresses fundamental questions that arise in various practices and inquiries. Each section addresses a few of 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 of analyzing arguments, through careful consideration of texts. Primary distribution course. 1 credit. Each semester. Staff. PHIL 0 11. Moral Philosophy Though there will be some attention paid to contemporary thinkers, the focus of this course will be traditional views of substantive ethics. We will discuss and compare views of 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. 1 credit. Spring 2000. Schuldenfrei. PHIL 012. Logic An introduction to the principles of deductive logic with equal emphasis on the syntactic and semantic aspects of logical systems. The place of logic in philosophy will also be examined. No prerequisite. Required of all philosophy majors. 1 credit. Fall 1999. Lacey. PHIL 013. 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. 1 credit. Sjmng 2000. Raff. PHIL 015. Biotechnology and Society: The Case of Agriculture applications and to issues in the ethics and philosophy of science. Reading material will include background from Biotechnology: The Awesome Science by Edward Alcamo and The Lives to Come by Phil Kitcher as well as writ­ ings from Vandana Shiva. Topics to be pre­ sented and discussed include biotechnological methods, ethical problems raised by recent innovations in biotechnology in agricultural practices and associated legal matters, con­ sumer rights, biodiversity and environmental impact, long-term conduct of agricultural prac­ tices and the growth of agribusiness, patents/ intellectual properties and their effects on the conduct of science, and Third World perspec­ tives. Students will be evaluated on presenta­ tions, participation in discussions,and written work. 0.5 credit. Fall 1999. Lacey/Vollmer. PHIL 016. Philosophy of Religion See Religion 15B. PHIL 0 17. Aesthetics O n the nature of art and its roles in human life, considering problems of interpretation and evaluation and some specific medium of art: W ho should care about art? Why? How? 1 credit. Not offered 1999-2000. PHIL 019. Philosophy of Social Science: Methodologies of the Study of Poverty This course will study standard problems in the philosophy of the social sciences as they are exemplified in recent studies of urban poverty. 1 credit. Not offered 1999-2000. PHIL 020. Plato A n introduction to the thought of Plato through close readings of some of the major dialogues. Topics will vary from year to year. 1 credit. Spring 2000. Ledbetter. PHIL 021. Social and Political Philosophy See Philosophy 121. 1 credit. Fall 1999. Schuldenfrei. An introduction to biotechnology, as it per­ tains to agricultural (and not biomedical) 271 Philosophy PHIL 023. Contemporary Philosophy Classical texts by 20th-century authors illus­ trate the Revolt Against Idealism (Frege, Moore, Russell), Logical Positivism (Carnap, Quine), Ordinary Language Philosophy (Aus­ tin, Ryle), later Wittgenstein, Rorty. 1 credit. Not offered 1999-2000. PHIL 024. Theory of Knowledge Perplexities about the nature, limits, and vari­ eties of rationality, knowledge, meaning, and understanding. Readings from current and tra­ ditional sources. 1 credit. Fall 1999. Raff. PHIL 025. Philosophy of Mathematics Topics will include: the nature of mathemati­ cal objects and mathematical knowledge, proof and truth, mathematics as discovery or cre­ ation, the character of applied mathematics, the geometry of physical space. A considerable range of 20th Century views on these topics will be investigated including: logicism (Frege and Russell), formalism (Hilbet), intuitionism (Brouwer, Dummett), platonism (Godel), and empiricism (Kitcher). Important mathematical results pertaining to these topics, their proofs and their philosophical implications, will be studied in depth, e.g., the paradoxes of set theory, Godel’s incompleteness theorems, rela­ tive consistency proofs for non-Euclidean geometries. Prerequisites: Logic, or acceptance as a major in mathematics, or approval of instructor. 1 credit. Not offered 1999-2000. PHIL 026. Language and Meaning See Philosophy 116. 1 credit. Spring 2000. Eldridge. PHIL 039. Existentialism In this course we will examine existentialist thinkers such as Nietzsche, Kierkegaard, Heidegger, Sartre, Beauvoir, G enet, and Camus in order to explore themes of contem­ porary European philosophy including the self, responsibility and authenticity, and the rela­ tionships between body and mind, fantasy and reality, and literature and philosophy. 272 1 credit. Not offered 1999-2000. PHIL 040. Semantics See Linguistics 40. PHIL 045. Philosophical Approaches to the Question of Woman We will examine definitions of woman in Western philosophy and explore how women are currently defining themselves in various forms of feminist thought. 1 credit. Not offered 1999-2000. PHIL 055. Philosophy of Law A n inquiry into major theories of law, with emphasis on implications for the relation between law and morality, principles of crimi­ nal and tort law, civil disobedience, punish­ ment and excuses, and freedom of expression. 1 credit. Spring 2000. Oberdiek. PHIL 079. Poststructuralism This course will examine “poststructuralist” thinkers such as Foucault, Derrida, Kristeva, and Deleuze in light of contemporary questions about identity, embodiment, the relationship between self and other, and ethics. 1 credit. Not offered 1999-2000. PHIL 086. Philosophy of Mind and Psychology This course explores the extent to which the categories of explanation of thought and action that come from practical life (reasons and goals) constrain or limit scientific expla­ nations of the kinds put forward