SWARTHMORE COL L E GE BULLETIN 2008-2009 Swarthmore College Bulletin 2008-2009 Volume CVI Number 1 Catalog Issue August 2008 Directions for Correspondence Swarthmore College, 500 College Avenue, Swarthmore PA 19081-1390 A lfred H . Bloom College Leadership President Academic Policy C onstance Cain Hungerford Student Services Jam es Larimore Provost Dean of Students Jam es L. B ock III Admissions and Catalogs Dean o f Admissions and Financial Aid L aura Talbot Financial Aid and Options Director of Financial Aid M artin O. Warner Registrar Records and Transcripts Development and Gifts Stephen D. Bayer Vice President for Development and Alumni Relations Nancy Burkett Career Services Director of Career Services N ancy Nicely Communications Director o f Communications Lisa Lee Alumni Relations Director of Alumni Relations C. Stuart Hain Facilities Vice President for Facilities and Services Suzanne P. Welsh Finance Vice President for Finance and Treasurer College and Community Relations M aurice G . Eldridge Vice President for College and Community Relations M elanie Young Human Resources Vice President for Human Resources Swarthmore College does not discriminate in education or employment on the basis of sex, information can be found at www.swarthmore.edu/coursecatalog. marital status, sexual orientation, gender identity or expression, veteran status, medical condition, pregnancy, disability, or any other legally protected status. This policy is consistent 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 Act of 1973. The Swarthmore College Bulletin (ISSN 08882126), of which this is Volume CVI, number 1, is published in August, October, January, April, and July by Swarthmore College, 500 College Avenue, Swarthmore PA 19081-1390. This Bulletin contains policies and program descriptions as of July 15,2008, 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. Up-to-date 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 19081-1390. Main number: (610) 328-8000 Admissions: (610) 328-8300 www.swarthmore.edu © 2008 Swarthmore College Printed in U.S.A. Table of Contents COLLEGE CALENDAR 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 INTRODUCTION EDUCATIONAL RESOURCES ENDOWED CHAIRS ADMISSIONS EXPENSES FINANCIAL AID COLLEGE LIFE EDUCATIONAL PROGRAM FACULTY REGULATIONS DEGREE REQUIREMENTS AWARDS AND PRIZES FELLOWSHIPS, INTERNSHIPS, AND SUMMER RESEARCH OPPORTUNITIES THE CORPORATION BOARD OF MANAGERS ALUMNI ASSOCIATION OFFICERS AND ALUMNI COUNCIL FACULTY AND OTHER INSTRUCTIONAL STAFF ADMINISTRATION VISITING EXAMINERS 2008 DEGREES CONFERRED AWARDS AND DISTINCTIONS ENROLLMENT STATISTICS COURSES OF INSTRUCTION Art Interpretation Theory Asian Studies Islamic Studies Biology Latin American Studies Black Studies Linguistics Chemistry and Biochemistry Mathematics and Statistics Classics Medieval Studies Cognitive Science Modem Languages and Literatures Comparative Literature Music and Dance Computer Science Peace and Conflict Studies Economics Philosophy Educational Studies Physical Education and Athletics Engineering Physics and Astronomy English Literature Political Science Environmental Studies Psychology Film and Media Studies Public Policy Gender and Sexuality Studies Religion German Studies Sociology and Anthropology History Theater DIRECTIONS TO SWARTHMORE COLLEGE SWARTHMORE COLLEGE CAMPUS MAP INDEX 2008 Sun Mon Tue Wed Thu I 2 3 4 11 9 10 7 8 18 15 16 17 14 22 23 25 21 24 28 30 29 Sun Mon Tue Wed Thu 7 14 21 28 8 15 22 29 Sac L 9 16 23 30 Sac 4 11 18 25 Sun Mon Tue Wed Thu 1 2 3 4 8 9 10 11 7 16 18 15 17 14 21 22 25 23 24 28 29 30 Fri 5 12 19 26 Sac 6 13 20 27 Sac il 8 15 22 29 Sun Mon Tue Wed Thu 1 2 8 9 5 6 7 15 16 12 13 14 22 23 19 20 21 30 26 28 29 27 Fri 3 10 17 24 31 Sac 4 11 18 25 Fri Sac 7 14 21 28 8 15 22 29 Fri 4 11 18 25 Sac 5 12 19 26 Fri 5 12 19 26 Sac 6 13 20 27 Fri 3 10 17 24 Fri m 3 10 ft 24 4 11 18 25 5 12 19 26 6 13 20 27 4 11 18 25 5 12 19 26 6 13 20 27 Sun Mon Tue Wed Thu Fri i i 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 8 15 22 29 Sat - ,1 9 16 23 30 FEBRUARY Sun Mon Tue Wed Thu 1 I 2 3 4 8 9 10 11 7 15 16 17 18 14 25 21 22 23 24 28 Fri Sac 5 6 12 13 19 20 26 27 JULY NOVEMBER Sun Mon Tue Wed Thu 3 10 17 24 31 Fri JUNE OCTOBER Sun Mon Tue Wed Thu 2 1 5 6 8 9 7 12 13 15 16 14 22 23 19 20 21 29 30 26 28 27 2 9 16 23 30 2010 JANUARY MAY SEPTEMBER 7 14 21 28 MARCH Sun Mon Tue Wed Thu 1 2 3 4 11 7 8 9 10 18 15 16 17 14 21 22 23 24 25 28 30 31 29 ' Fri Sat 5 :6 12 13 19 : 20 26 27 AUGUST DECEMBER Sun Mon Tue Wed Thu 1 2 3 4 9 10 11 7 8 15 16 18 17 14 22 25 21 23 24 31 28 29 30 Sun Mon Tue Wed Thu Fri 5 12 19 26 Sac 6 13 20 27 Fri 2 9 16 23 30 Sac 3 10 17 24 31 FEBRUARY Sun Mon Tue Wed Thu 1 ,2 3 5 4 10 11 12 8 9 18 19 15 16 17 26 22 23 25 24 29 5 12 19 26 6 13 20 27 Sun Mon Tue Wed Thu 2 3 1 10 6 8 9 7 13 15 16 17 14 20 21 22 23 24 28 29 30 27 APRIL Sun Mon Tue Wed Thu Fri > 1 ■ 2 8 9 6 7 4 ' 5 15 16 12 13 14 11 21 22 23 18 19 20 25 26 27 28 29 30 Sat 3 10 17 24 MAY Sun Mon Tue Wed Thu Fri Sat 6 13 20 27 7 14 21 28 8 15 22 29 Sun Mon Tue Wed Thu 3 1 2 10 6 8 9 7 17 16 13 14 Ì 1 5 22 23 24 21 20 29 30 28 27 Fri 4 li 18 25 Sat 5 12 19 26 2 9 16 23 30 3 10 17 24 31 4 11 18 25 5 12 19 26 OCTOBER Sac 7 14 21 28 Fri 6 13 20 27 Sac 7 14 21 28 Sun Mon Tue Wed Thu 1 2 3 5 4 12 10 11 8 9 18 19 15 16 t 17 26 22 23 25 24 29 30 Fri 3 10 17 24 Sac 4 11 18 25 Sun Mon Tue Wed Thu 2 3 1 9 10 6 8 7 16 17 15 13 14 22 23 21 24 20 31 29 30 28 27 Fri 6 13 20 27 Fri Sat 2 3 10 9 16 17 23 . 24 30 31 JUNE NOVEMBER Fri 6 13 20 27 Sac 7 14 21 28 Fri 4 11 18 25 Sac 5 12 19 26 DECEMBER APRIL Sun Mon Tue Wed Thu 1 2 8 9 5 6 7 16 12 13 15 14 22 23 21 19 20 28 29 30 26 27 4 11 18 25 Sun Mon Tue Wed Thu 1 8 5 6 7 4 15 11 12 13 14 22 18 19 20 21 25 26 28 29 27 MARCH Sun Mon Tue Wed Thu 5 1 2 3 4 12 8 9 10 11 18 19 15 16 17 22 25 26 23 24 29 30 31 3 10 17 24 31 SEPTEMBER 2009 JANUARY Sun Mon Tue Wed Thu 1 8 5 6 7 4 15 11 12 13 14 22 18 21 19 20 25 26 27 28 29 2 9 16 23 30 JULY Sun Mon Tue Wed Thu Fri Sat 3 1 r 2 8 . 9 10 6 7 5 4 15 16 17 12 13 14 11 22 23 24 19 20 21 18 29 30 31 27 28 26 25 AUGUST Sun Mon Tue Wed Thu 5 2 3. 4 1 12 10 11 8 9 19 17 18 15 16 26 24 25 22 23 31 29 30 Fri Sat 7 6 13 14 ■21 2Ó 27 28 College Calendar 2008 Fall Semester Aug. 26 Aug. 26-31 Aug. 28 Residence halls open for new students. Orientation and placement days. Advising begins. All-adviser meeting in morning. Individual advising begins in afternoon. Residence halls open for returning students. Computer pre-registration for first-year and transfer students only. Registration follow-up meeting for students who need to make a change to their schedule. Meal plan starts at dinner for returning students. Classes and seminars begin. Labor Day—classes in session. Drop/add ends. Last day to delete a course from or add one to permanent registration. Board of Managers meeting. Final examination schedule available on-line. October holiday begins at end of last class or seminar. October holiday ends at 8:30 a.m. Schedule of courses and seminars for next semester available on-line. Last day to declare CR/NC grading option. Last day to withdraw from a course and receive the grade notation “W.” Schedule of courses and seminars for next semester available in print on campus. Alumni Council meeting. Advising period. Pre-enrollment for spring semester. Pre-enrollment ends at 4 p.m. Thanksgiving vacation begins at end of last class or seminar. Thanksgiving vacation ends at 8:30 a.m. Note: All accounts must show, a zero or positive balance to enroll or select a room for spring semester. Board of Managers meeting. Monday follows the “Friday” class schedule, replacing the Friday of Thanksgiving break. Tuesday follows the “Thursday” class schedule, replacing the Thursday of Thanksgiving break. Classes end. Lottery for spring housing. Final examinations begin. Note: Final examinations are not rescheduled to accommodate travel plans. If you must make travel arrangements before the examination schedule is published (by Oct. 1), do not expect to leave until after finals. Seminars end. Final examinations end at noon. Residence halls close at 6 p.m. Meal plan ends at lunch. Aug. 29 Aug. 30 Aug. 31 Sept. 1 Sept. 12 Sept. 26-27 Oct. 1 Oct. 10 Oct. 20 Nov. 3 Nov. 7 Nov. 7-9 Nov. 10-21 Nov. 24-26 Nov. 26 Dec. 1 Dec. 5-6 Dec. 8-9 Dec. 9 Dec. 12 Dec. 12-20 Dec. 18 Dec. 20 College Calendar 2009 Spring Semester Jan. 17 Jan. 18 Ja n .19 Residence halls open at noon. Meal plan starts at dinner. Classes and seminars begin. Martin Luther King Jr. Day—classes in session. Drop/add ends. Last day to delete a course from or add one to permanent registration. Board of Managers meeting. Spring vacation begins at end of last class or seminar. Spring vacation ends at 8:30 a.m. Last day to declare CR/NC grading option. Last day to withdraw from a course and receive the grade notation “W.” Schedule of courses and seminars for next semester available on-line. Note: All accounts must show a zero or positive balance for students to enroll and select a room for the fall semester. Schedule of courses and seminars for next semester available in print on campus. Alumni Council meeting. Advising period. Family and Friends Weekend. Pre-enrollment for fall semester. Pre-enrollment ends at 4 p.m. Classes and seminars end. Board of Managers annual meeting. Final course and written honors examinations begin. Course examinations end. Meal plan ends at dinner for all but seniors. Written honors examinations end. Residence halls close to all but seniors at 8 a.m. (Non-seniors are expected to leave the College within 24 hours after their last examination.) Senior comprehensive examinations. Oral honors examinations. Baccalaureate. Commencement. Residence halls close to seniors at 9 a.m. Alumni Weekend. Jan. 30 Feb. 20-21 March 6 March 16 March 27 March 30 April 1 April 3 April 3-5 April 6—17 April 17-19 April 20-22 April 22 May 1 May 1-2 May 7 May 16 May 17 May 18 May 19-20 May 21-23 May 30 May 31 June 1 June 5-7 College Calendar 2009 Fall Semester Aug. 25 Aug. 25-30 Aug. 27 Residence halls open for new students. Orientation and placement days. Advising begins. All-adviser meeting in morning. Individual advising begins in afternoon. Residence halls open for returning students. Computer pre-registration for first-year and transfer students only. Registration follow-up meeting for students who need to make a change to their schedule. Meal plan starts at dinner for returning students. Classes and seminars begin. Labor Day—classes in session. Drop/add ends. Last day to delete a course from or add one to permanent registration. Board of Managers meeting. Final examination schedule available on-line. October holiday begins at end of last class or seminar. October holiday ends at 8:30 a.m. Schedule of courses and seminars for next semester available on-line. Last day to declare CR/NC grading option. Last day to withdraw from a course and receive the grade notation “W.” Schedule of courses and seminars for next semester available in print on campus. Alumni Council meeting. Advising period. Pre-enrollment for spring semester. Pre-enrollment ends at 4 p.m. Thanksgiving vacation begins at end of last class or seminar. Thanksgiving vacation ends at 8:30 a.m. Note: All accounts must show a zero or positive balance to enroll or select a room for spring semester. Board of Managers meeting. Monday follows the “Friday” class schedule, replacing the Friday of Thanksgiving break. Tuesday follows the “Thursday” class schedule, replacing the Thursday of Thanksgiving break. Classes end. Lottery for spring housing. Final examinations begin. Note: Final examinations are not rescheduled to accommodate travel plans. If you must make travel arrangements before the examination schedule is published (by Oct. 1), do not expect to leave until after finals. Seminars end. Final examinations end at noon. Residence halls close at 6 p.m. Meal plan ends at lunch. Aug. 28 Aug. 29 Aug. 30 Aug. 31 Sept. 7 Sept. 11 Sept. 25-26 Oct. 1 Oct. 9 Oct 19 Nov. 2 Nov. 6 Nov. 6-8 Nov. 9-20 Nov. 23-25 Nov. 25 Nov. 30 Dec. 1 Dec. 4-5 Dec. 7-8 Dec. 8 Dec. 11 Dec. 11-19 Dec. 17 Dec. 19 College Calendar 2010 Spring Semester Jan. 16 Ja n .17 Ja n .18 Residence halls open at noon. Meal plan starts at dinner. Classes and seminars begin. Martin Luther King Jr. Day—classes in session. Drop/add ends. Last day to delete a course from or add one to permanent registration. Board o f Managers meeting. Spring vacation begins at end of last class or seminar. Spring vacation ends at 8:30 a.m. Last day to declare CR/NC grading option. Last day to withdraw from a course and receive the grade notation “W.” Schedule o f courses and seminars for next semester available on-line. Note: All accounts must show a zero or positive balance for students to enroll and select a room for the fall semester. Schedule of courses and seminars for next semester available in print on campus. Alumni Council meeting. Advising period. Family and Friends Weekend. Pre-enrollment for fall semester. Pre-enrollment ends at 4 p.m. Classes and seminars end. Board o f Managers annual meeting. Final course and written honors examinations begin. Course examinations end. Meal plan ends at dinner for all but seniors. Honors written examinations end. Residence halls close to all but seniors at 8 a.m. (Non-seniors are expected to leave the College within 24 hours after their last examination.) Senior comprehensive examinations. Oral honors examinations. Baccalaureate. Commencement. Residence halls close to seniors at 9 a.m. Alumni Weekend. Jan. 29 Feb. 19-20 * March 5 March IS March 26 March 29 April 1 April 2 April 5-7 April 5-16 April 9-11 April 19-21 April 21 April 30 May 7-8 * May 6 May 15 May 16 May 17 May 18-19 May 20-22 May 29 May 30 May 31 June 4-6 Tentative dates. 1 Introduction to Swarthmore College Swarthmore College, founded in 1864 by members of the Religious Society of Friends as a co-educational institution, occupies a campus of 357 acres of rolling wooded land in and adjacent to the Borough of Swarthmore in Delaware County, Pa. It is a small college by deliberate policy. Its present enrollment is approximately 1,500 men and women students. Tlie 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. 1.1 Objectives and Purposes Swarthmore students are expected to prepare themselves for full, balanced lives as individuals 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 university 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. 1.2 Varieties of Educational Experience Education is largely an individual matter, for no two students are exactly alike. The Swarthmore 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 Program offers additional enriching and exciting intellectual expériences to students who choose to prepare for evaluation by examiners from other colleges and universities. Throughout the curriculum, options for independent 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. 1.3 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 Friends now compose a small minority of the student body, the faculty, and the administration, the College still values highly many of the principles of that society. Foremost among these principles is the individual’s responsibility for seeking and applying truth and for testing whatever truth one believes one has found. As a way of life, Quakerism emphasizes hard work, simple living, and generous giving as well as personal integrity, social justice, and the peaceful settlement 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 continuing examination of any view that may be held regarding them. 1.4 Tradition and Change A college draws strength from tradition and energy from the necessity of change. Its purposes and policies must respond to new conditions and new demands. By being open to change, Swarthmore tries to provide for its students, by means appropriate to the times, the standard of excellence it has sought to maintain from its founding. 2 Educational Resources The primary educational resources of any college are the quality of its faculty and the spirit of the institution. Financial as well as physical resources play an important supportive role. 2.1 The Endowment The educational resources at Swarthmore College have been provided by gifts and bequests from many alumni, foundations, corporations, parents, and friends. In addition to unrestricted gifts for the operating budget, these donors have contributed funds for buildings, equipment, collections of art and literature, and permanently endowed professorships, scholarships, awards, book funds, and lectureships. Their gifts to Swarthmore have not only provided the physical plant but also have created an endowment fund of $1,441 billion at market value on June 30,2007. Swarthmore is ranked 14th in the country in endowment per student. Income from the endowment during the academic year 2006-2007 contributed approximately $33,297 to meet the total expense of educating each student and provided about 42 percent of the College’s operating revenues. The College’s ability to continue to offer a high quality of education depends on continuing voluntary support. Swarthmore seeks additional gifts and bequests for its current operations, its permanent endowment, and its capital development programs to maintain and strengthen its resources. The vice president in charge of development will be pleased to provide 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. 2.2 Libraries The library is an active participant in the instructional and research program of the College. The primary function of the library is to support the teaching mission of the College by acquiring and organizing collections in a variety of print, digital, and other formats and by instructing students in the effective use of the library and its collections. Although the library’s collections are geared primarily toward undergraduate instruction, the scope, nature, and depth of student and faculty research require a greater quantity of source materials than is typically found in undergraduate libraries. Additional needs are met through interlibrary loan, document delivery, and other cooperative arrangements. Swarthmore, Haverford, and Bryn Mawr colleges link their library collections through Tripod (their shared, on-line catalog). Tripod, as well as other network information sources, can be accessed on-line through the library’s home page at www.swarthmore.edu/library.xml. The TriCollege Library Consortium takes advantage of a long history o f cooperation and a unified, on­ line catalog to work toward building a researchquality collection from the combined holdings of these three strong liberal arts colleges. Reference service is often where research begins. Reference librarians guide patrons in formulating research strategies and in accessing the information and materials contained in the library’s vast electronic and print collections. The library provides a considerable digital collection of electronic journals in all disciplines and of citation and full-text research databases that support access to historical, statistical, visual, and bibliographic information. The ever-growing amount of on­ line resources has created a variety of new library services, including Live Help, an on-line “chat” reference service. The library also provides direct curricular support through extensive print and electronic reserve readings and honors collections. Swarthmore College library holdings amount to approximately 900,000 volumes with some 17,000 volumes added each year. The College participates in the Federal and Pennsylvania Depository Library Program and selects those government documents most appropriate to the needs of the curriculum and the public and catalogs them in Tripod. The library also houses an extensive interdisciplinary audiovisual collection, including 8,000 videotapes and DVDs, more than 14,000 classical and jazz music recordings, and 1,400 spoken-word recordings of dramatic and poetic literature. The video collection includes classic U.S. and foreign films as well as educational, documentary, and experimental films. The collections are housed in three libraries. The Thomas B. and Jeannette L. McCabe Library is the center of the College library system and is home to the major portion of the collections, extensive public computing resources, a wide variety of reading and study areas, and a video classroom. The Cornell Library o f Science and Engineering in the science center houses 60,000 volumes and serves the curricular and research needs of students and faculty in the sciences. The Underhill Music and Dance Library contains 20,000 books on music and dance as well as the sound recordings mentioned earlier. It provides a wide variety of listening and viewing facilities, which overlook the Crum Woods. Small collections of relevant materials are located in the Black Cultural Center and the Beit Midrash located in the Bond Lodges. 2 Educational Resources 2.2.1 Special Library Collections The College library contains certain special collections: the Private Press Collection, representing the work of more than 750 presses, an exemplary collection of “book arts” and artists’ books; British Americana, accounts of British travelers 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 mid1940s; and the Bathe Collection of the history of technology donated by Greville Bathe. Within the McCabe Library building are two special libraries that enrich the academic life of the College: The Friends Historical Library, founded in 1871 by Anson Lapham, is one of the outstanding collections in the United States of manuscripts, 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 1670s until the present, have been deposited. Additional records are available on microfilm. The collection includes materials on subjects of Quaker concern such as abolition, Indian rights, utopian reform, and the history of women’s rights. Notable among the other holdings are the Whittier Collection (first editions and manuscripts of John Greenleaf Whittier, the Quaker poet), the Mott manuscripts (more than 500 letters of Lucretia Mott, antislavery and women’s rights leader), and the Hicks manuscripts (more than 400 letters of Elias Hicks, a prominent Quaker minister). More than 43,000 volumes are in the library’s collection of books and pamphlets by and about Friends. More than 200 Quaker periodicals are currently received. The library also has an extensive collection of photographs of meetinghouses and pictures of representative Friends and Quaker activities as well as a number of oil paintings, including The Peaceable Kingdom by Edward Hicks. It is hoped that Friends and others will consider the advantages of giving to this library any books and family papers that may throw light on the history of the Society o f Friends. Visit the web site www.swarthmore.edu/fhl.xml. The Swarthmore College Peace Collection is of special interest to research students seeking 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, 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, Center on Conscience and War, Central Committee for Conscientious Objectors, Fellowship of Reconciliation, Friends Committee on National Legislation, The Great Peace March, Lake Mohonk Conferences on International Arbitration, National Council for Prevention of War, SANE Inc., United for Peace and Justice, 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 o f these organizations. The Peace Collection also houses more than 12,000 books and pamphlets more than 3,000 periodical titles, and more than 9,000 linear feet of manuscripts. Four hundred periodicals are currently received from 22 countries. The comprehensive Guide to the Swarthmore College Peace Collection, published in 1981, and the Guide to Sources on Women in the Swarthmore College Peace Collection describe the archival holdings. See the web site www.swarthmore.edu/library/peace. 2.3 Physical Facilities When Swarthmore College opened in fall 1869, it consisted of one building—Parrish Hall—set on farmland and serving 199 students. Today, the College encompasses more than 40 buildings used by approximately 1,500 students on 357 acres. The College provides an impressive range of modem facilities for students’ intellectual growth, cultural enrichment, and physical and social development. At the same time, it maintains an intimate, pedestrian campus exemplifying the concept of academic study in an idyllic setting. 2.3.1 Intellectual Growth Parrish Hall, the original College building, still lies at the heart of the campus with classroom buildings clustered around it. Parrish is the administrative and social center of the campus. Admissions, the Registrar’s Office, the President’s Office, and Dean’s Office share space with the Financial Aid Office, Career Services, numerous student groups, and two floors of student residences. The second oldest building on campus, Trotter Hall, was renovated in 1997. Today, Trotter Hall respects the past but embraces modem technology and design, providing the space for the history, political science, and classics departments; the 2 Educational Resources Center for Social and Policy Studies; programs in Latin American studies, peace and conflict studies, interpretation theory, gender and sexuality studies, black studies, and Asian studies; the Writing Center; and several classrooms and seminar rooms. At the center of the building is the Tarble Atrium, with student lounges on each floor. Views from this building overlook the Rose Garden to the south and the Nason Garden and Outdoor Classroom to the north. Kohlberg Hall, 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; and the Cosby Courtyard, a dramatic outdoor space with stone seating walls around a lawn that doubles as an outdoor classroom. On the upper two floors are modem classrooms and intimate seminar rooms, a language resource center, and faculty offices. Home to the Modem Languages and Literatures, Economics, and Sociology and Anthropology departments, Kohlberg Hall demonstrates that a new building with award­ winning architectural design can be integrated into an established campus. Next door to Kohlberg lies the Lang Performing Arts Center, home to the English Literature, and Theater departments and the programs in dance and film and media studies. In addition to two theaters and two dance studios, classrooms and offices are found on the second and third floors. Hicks, Beardsley, and Pearson halls are clustered together on the north end o f the academic campus, forming with Trotter Hall a quadrangle around the Nason Garden. Hicks is home to the Engineering Department and contains laboratories, with several equipped for computer-assisted and controlled experimentation. Beardsley, renovated in 1990, houses the Art Department and Information Technology Services. Pearson, renovated in 1998, is home to the Linguistics, Educational Studies, and Religion departments and the Office for Foreign Study. Completing the cluster of north campus academic buildings is Papazian Hall, which houses the Psychology and Philosophy departments. The science center, completed in 2004, physically links the departments of Biology, in Martin Hall, Chemistry and Biochemistry, Computer Science, Mathematics and Statistics, Physics and Astronomy, and the Cornell Science and Engineering Library to foster interaction and exchange among faculty and student scientists. The center offers the 80-seat Cunniff Lecture Hall, a 120-seat auditorium, and the Eldridge Commons area. The project was designed and constructed using criteria developed by the U.S. Green Building Council to produce a sustainable design providing opportunities for education about the environment and environmental responsibility. In 1999, the Martin Greenhouse was renovated to support a broader research program. Lang Music Building, another award-winning building on campus, is home to the Music and Dance Deparatment and the Underhill Library. McCabe Library, the intellectual heart of campus, is the College’s main library, and houses the national repository of the Society of Friends. The Lang Centerfo r Civic and Social Responsibility, at 3&5 Whittier Place, is an incubator for student-directed projects in civic engagement, public service, advocacy and social action Sproul Observatory, with its 24-inch visual refracting telescope, is the center of fundamental research in multiple star systems. A 24-inch reflecting telescope on Papazian Hall is used for solar and stellar spectroscopy. In 2008-2009 a new computerized telescope will be installed on the roof o f the science center, providing state-of-the-art observing capabilities. In the management, design, and construction of all physical facilities, the College recognizes the importance of employing environmentally sound practices and acknowledges its commitment to current and future societies. An example of Swarthmore’s commitment to sustainability is the biostream bed, located between McCabe Library and Willets Hall and designed to filter runoff from upper-campus building roofs. More information is available at www.swarthmore.edu/sustainability. Information Technology Services, with offices in Beardsley Hall, provides technology resources to support the instructional mission and the residential aspects of the College. The services of Information Technology Services are available to all faculty, registered students, and College staff members. The College provides a robust technology infrastructure. All classrooms are equipped with presentation systems. All campus buildings are connected by both wired and wireless networks. Telephone, voice-mail, and email services are provided to all students, faculty, and staff members. Shared computers and printers are available for student use in all residence halls, McCabe Library, Cornell Library, and various public 2 Educational Resources spaces around campus. A specialized multimedia facility in Beardsley gives faculty and students a place to try out new technology and create presentations and multimedia projects for their courses. Music composition stations are available in the music library and language study is enhanced by the facilities of the Language Resource Center in Kohlberg. Software for academic use, such as SPSS, ArcGIS, and Mathematica, as well as software for multimedia development, is available on public computers and the College Bookstore sells a variety of software at reasonable prices. A computer-repair service provides on-campus repair services for Macintosh and Dell computers. A nominal fee is charged for repair of personally-owned Macintosh and Dell computers. Faculty and staff members may seek computer assistance 24 hours a day through the Help Desk by calling (610) 328-8513 or emailing help@swarthmore.edu. Students may seek help by calling (610) 957-6222 or emailing restech@swarthmore.edu. Housed in Trotter Hall, the Centerfo r Social and Policy Studies is an interdisciplinary applied research and policy initiative at the College. Established in 1972, the center undertakes and supports research addressing the complex, dynamic, and compelling needs of inner-city communities, particularly the interplay between poverty and community development in the neighboring community of Chester. In addition, the center supports POLS 106: The Urban Underclass and Urban Policy. For students, the center attempts to tie academic learning to real-world problem solving and provides a rich hands-on experience in the broad field of social and public policy. Through their research, education, outreach, and advocacy activities, students have an opportunity to put into practice the convictions of “ethical intelligence” as they work with residents in the Chester community. The center’s faculty director is Associate Professor of Political Science Keith Reeves ’88. 2.3.2 Cultural Enrichment The Lang Music Building, opened in 1973, contains 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 Theatre, with a seating capacity of 825. The theater can be divided with a 40-ton movable soundproof wall, which is raised and lowered hydraulically. When the wall is raised, the space may be used simultaneously as a cinema seating more than 300 and a theater space of about equal seating capacity. The stage of the theater may also be transformed from its traditional configuration into a thrust stage. The Frear Ensemble Theatre on the lower level of the LPAC is another, more intimate theater, a “black box” that serves as an experimental and instructional studio as well as the Patricia Wityk 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 collection in its List Art Gallery. 2.3.3 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, soccer, softball and baseball. Track sports are supported by both an outdoor track around the Clothier Field and indoor track in the LambMiller Field House, which also provides indoor basketball courts. Next to the field house are the Squash Courts building and Ware Pool, with a 50-meter pool. Twelve outdoor tennis courts are supplemented with the Mullan Tennis Center, which houses indoor tennis courts and a fitness pavilion. Ample open lawn areas, an integral part of the Swarthmore College campus, accommodate and inspire a range of informal and spontaneous physical activity from Frisbee throwing to water sliding. 2.3.4 Social Development Residence hall rooms are assigned by a lottery. 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 that 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 language discussion groups. Other student activity and organization space on campus includes the Parlors, a student lounge, and student activities offices in Parrish Hall\ 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 Intercultural Center, with both private organization space and a large meeting room for collective events; the Black Cultural Center; Bond Hall, home to the religious advisers and religious organizations; the Kitao Gallery, a student-run art gallery; Olde Club, a 2 Educational Resources party/concert venue; the Women's Resource Center; and two fraternity houses. 2.3.5 Scott Arboretum The College’s property comprises 357 acres, 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. Arthur Hoyt Scott and Owen and Margaret Moon as a memorial to Arthur Hoyt Scott of the Class of 1895. The plant collections are designed both to afford examples of the better kinds of trees and shrubs that are hardy in the climate of eastern Pennsylvania and suitable for planting by the average gardener and to beautify the campus. All collections are labeled and recorded. Exceptionally fine displays include hollies, flowering cherries, crabapples, magnolias, tree peonies, lilacs, rhododendrons, azaleas, hydrangeas and witch hazels. 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, the Metasequoia Allée, the Harry Wood Courtyard Garden, and the West House Garden. Many interested donors have contributed generously to the collections, and the arboretum is funded primarily by outside grants and restricted endowment funds with a combined market value of $27.5 million as of June 30,2007. The arboretum conducts applied research on ornamental plants and serves as a test site for three plant evaluation programs: the Gold Medal Award of Garden Merit through the Pennsylvania Horticultural Society, the performance of hollies through the Holly Society of America, and the National Boxwood Trial Program. The arboretum offers educational horticulture programs to the general public and Swarthmore students. These workshops, lectures, and classes are designed to cover many facets of the science/art called gardening. Tours are conducted throughout the year for College people and interested public groups. In 2008 the arboretum will commence building its new Wister Education Center and Greenhouse. Aiding the arboretum’s staff, in all of its efforts, are the Associates of the Scott Arboretum. This membership organization provides not only financial support but also assistance in carrying out the myriad operations that make up the arboretum’s total program, such as plant propagation, public lectures, workshops, publications, and tours to other gardens. More than 100 arboretum assistants aid in campus maintenance on a regular basis by volunteering. Student memberships are available and the arboretum provides interesting and educational job opportunities for students. The arboretum’s newsletter, Hybrid, publicizes their activities and provides up-to-date information on seasonal gardening topics. Maps for self-guided 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 and re-accredited in 2006, signifying its professional standards of operation as a museum of living plants. 2.4 Special Funds and Lectureships The Catherine G. '72 and Ernest B. Abbott '72 Partners in Ministry endowment was created in recognition of the importance o f a distinctive ecumenical program of spiritual nurture serving the entire Swarthmore College community. Income from the Abbott endowment is distributed to Partners in Ministry to help provide for the compensation of the religious adviser and supporting staff of the Swarthmore Protestant community. The Mary Albertson Lectureship in Medieval Studies was established in 1987 with gifts from George Cuttino ’35 and former students, colleagues, and friends. Mary Albertson joined the Swarthmore faculty in 1927 and served as chair of the History Department from 1942 until her retirement in 1963. She was responsible for expanding the history curriculum to include studies on Russia, the Far and Near East, Africa, and Latin America. Mary specialized in English medieval history. She died in May 1986. The Paul and Catherine Armington Africa Support Endowment was established in 2003 to support travel and other expenses for student internships and/or study in Africa by Swarthmore College students interested in socio-economic development. The Provost’s Office and the Lang Center for Civic and Social Responsibility administer the fund. The Jesse and Maria Aweida Endowmentfo r the Support o f Arabic Language Instruction was established in 2006 by Jesse and Maria Aweida, members of the Class of 1956. The Barnard Fund was established in 1964 by two graduates of the College, Mr. and Mrs. Boyd T. Barnard of Rosemont, Pa. 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 concerts on the campus, for the purchase of vocal and orchestral scores and 2 Educational Resources other musical literature, and to provide scholarships for students in the Music Department who show unusual promise as instrumentalists or vocalists. The Peter B. Bart '54 Endowment was established in 2005 to support the Film and Media Studies Program at Swarthmore College. The Baudelaire Award is supported by the Jeannette Streit Rohatyn ’46 Fund. It was created by Jeannette Streit Rohatyn ’46 in 2000. It is named after one of her favorite poets and is conferred each semester upon a Swarthmore student participating in the Swarthmore College Program in Grenoble. Recipients are chosen by members of the French faculty, with preference for students who show strong academic promise. The Albert H. Beekhuis Music Fund was created in 1989 by a generous bequest of Mr. Beekhuis, neighbor, friend, and patron of Swarthmore music. The fund supports the acquisition and maintenance of musical instruments and brings musical performers to the College, especially for the Music and Dance Festival. The Bloom Discretionary Fund Endowment was established by Ira T. Wender ’45 in honor of President Alfred H. Bloom. This fund is discretionary under the direction of the president. The Al and Peggi Bloom Endowmentfo r Financial Aid fo r International Students and fo r Faculty Support was established in 2005. This endowment aims to help prepare students to identify and advance common purpose in a global world by providing financial support to international students at Swarthmore, and by supporting relevant faculty efforts in any discipline or across disciplines. The Alfred H. Bloom Jr. and Martha B. Bloom Memorial Visiting Scholar Fund is the gift of Frank Solomon Jr. ’50 in honor of the parents of Alfred H. Bloom. It brings visiting scholars to campus at the discretion of the president. Sadie Bock Memorial Fund was established in 2004 in memory of Sadie Bock, the daughter of Jim Bock ’90, dean of admissions and financial aid. The fund will support a small bulb garden near the science center, where Sadie will be remembered by all those who were touched by her life. The Patricia Boyer Music Fund was created in 1989. Income from the Boyer fund supports the Dance Program. The Richard B. Brandt Fund was established in 1986 by Phillip J. Stone ’62 in honor of Richard B. Brandt, a member of the Philosophy Department from 1937 to 1964. The fund supports visiting speakers chosen by the department. Brest Family General Endowment was established in 2004 by Iris Lang Brest ’61, Paul Brest ’62, Hilary Brest Meltzer ’86, and Jeremy Brest ’90 to further the objectives and purposes of Swarthmore College. The income of the Brest Endowment is for unrestricted use. The Phillip A. Bruno Fine Arts Endowment was created by Phillip A. Bruno in 1988. The fund supports the acquisition of artwork for the Swarthmore College collections. The Barbara Weiss Cartwright Fund fo r 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 that encourage involvement 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 participate in volunteer service projects linked to the academic program. Wendy Susan Cheek ’83 Memorial Fund fo r Gender and Sexuality Studies. Established in 1998 by Aimee Lee and William Francis Cheek, the fund supports student and/or programming needs of the Gender and Sexuality Studies Program, including the capstone seminar for honors and course students. The fund shall be spent at the direction of the gender and sexuality studies coordinator. The Cilento Family General Endowment Fund was established in 2002 by Alexander P. Cilento ’71 to support the general objectives of the College. The income is unrestricted. The Cilento Family Information Technology Fund was established in 2002 by Alexander P. Cilento ’71 as an expression of gratitude and appreciation for the Engineering Department at Swarthmore College. The fund supports teaching innovations in information science, with preference for computer science, engineering, and related disciplines. The Provost’s Office administers the fund. The Classics Endowment was established in 2005 and, in consultation with the Provost’s Office, shall be used to support classics instruction directly. The Richard W. Conner '49 Partners in Ministry Fund was created in spring 2000 by Richard W. Corner ’49 to establish a matching challenge grant program benefiting Partners in Ministry in recognition of the importance of an ecumenical program of spiritual nurture serving the diverse faith traditions of the entire Swarthmore College community. The George R. Cooley Curatorship was established in 1986. The Cooley endowment supports the curatorship of the Swarthmore College Peace Collection. The William J. Cooper Foundation provides funding for a varied program of lectures, exhibits, and concerts, which enriches the 2 Educational Resources academic work and cultural experience of the College and the community. The foundation was 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. It 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 community may be broadened by a closer acquaintance with matters of world [interest].” The Cooper Foundation Committee, composed of students, faculty members, and staff members, 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 18 volumes. Bruce Cratsley '66 Memorial Fund was created in 1998 and supports lectures about photography and exhibitions. The Cariey Cunniff '72 Paul H all Residence Fund was established to honor this member of the Board of Managers who died in January 2005. 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 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 outstanding student string players at the College. Interested applicants should write to the chair of the Music Department and should plan to audition at the College when arriving for an interview. Membership in the quartet is competitive. Other students may challenge and compete for a place in the quartet at the beginning of any semester. The James A. Field Jr. Lectureship was established by Thomas D. Jones Jr. ’53 and Vera Lundy Jones ’58 in memory of James Field, professor of history from 1947 to 1984, to support lectures by visiting scholars on the history of the United States. The James A. Field Jr. Memorial Fund was established by family and friends of James A. Field Jr. Clothier Professor Emeritus of history, to support library collections. The Tariq Q. Fischer Endowed Islamic Studies was created in 2005 by Paul and Asma Fischer, parents of Tariq. Q. Fischer ’08, in his memory, to support the development of an Islamic Studies Program. The Lee Frank Memorial Art Fund, endowed by the family and friends of Lee Frank ’21, sponsors each year a special event in the Art Department: a visiting lecturer or artist, a scholar or artist in residence, or a special exhibit. The Theodore and Elizabeth Pierson Friend Fund fo r Islamic Studies was created in 2005 and is used to support the Islamic Studies Program at Swarthmore College. The Garnet Athletics Endowment was created in 2002 by an anonymous donor to support the Athletics Program at Swarthmore College. The fund supports expenses associated with introducing prospective scholar-athletes to Swarthmore College, including travel costs and the production of publications promoting the Athletics Program at the College. The Gertrude S. Friedman Research Fund was established in 1992 to support travel and research of biology faculty members with preference to those studying in the area of physiology and related subspecialties. Grants are awarded at the discretion o f the chair of the Biology Department. The Theodore and Elizabeth Pierson Friend Fund fo r Islamic Studies was created in 2005 and is used to support the Islamic Studies Program at Swarthmore College. The Mary Josephine Good ’70 Endowment was created in her memory by her father, Richard A. Good. The fund was created in 2004 and supports the Partners in Ministry program at Swarthmore College. The David R. Goodrich '71 Endowmentfo r Islamic Studies was established in 2003 to support the Islamic Studies Program at Swarthmore College. The Provost’s Office administers the fund. 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 Harry D. Gotwals Fund was established in 1997 in memory of the distinguished service of Harry D. Gotwals as vice president for development, alumni, and public relations from 1990 to 1997. The fund supports the professional development of members of the division. The Edward F. Green '40 Scholarship was established in 1999 and is awarded on the basis of academic merit and financial need. 2 Educational Resources The M erritt W. Hallowell '61 Career Services Fund was established in 2002 by Merritt Hallowell to support the College’s career services program and initiatives, including but not limited to student career exploration, vocational counseling, identification of skills, interests, and values to develop an individual’s personalized career options; electronic and print resources; alumni networking and mentoring; and extern opportunities. The Career Services Office administers the fund. The Halpem Family Foundation Engineering Design Fund was established in 2007 by Michael Halpem ’68 and Christine Grant ’69. This fund will support work by students on interdisciplinary projects with socially relevant purposes, which include design engineering principles as well as aesthetics and client needs. The Bruce Hannay Fund was established by a gift from the General Signal Corp. in honor of N. Bruce Hannay ’42. The fund will provide support for the academic program, with special consideration given to chemistry. Brace Hannay was a research chemist with Bell Laboratories and received an honorary doctor of science degree from Swarthmore in 1979. The Hayward Family Fund was established by Priscilla Hayward Crago ’53 in honor of her parents, Sumner and Elizabeth Hayward, to receive designated life income gifts made by the donor since 1991 and to accommodate additional gifts anticipated over the donor’s lifetime and from her estate. The income from the fund provides support for the faculty at Swarthmore College. The Marjorie Heilman Visiting Artist Fund was established by M. Grant Heilman ’41 in memory of Marjorie Heilman to stimulate interest in art, particularly the practice of art, on campus. The James C. Hormel '55 Endowmentfo r Public Policy and Social Change was established by James Hormel ’55 to support faculty in the Political Science Department. The James C. Hormel ’55 Endowmentfo r Student-Services was established by James Hormel ’55 to support staffing and programs related to student services and activities, including student involvement in volunteering and programs to encourage greater understanding of, sensitivity to, and incorporation into the great society of differences in culture, sexual orientation, 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 a 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 Constance Hungerford Faculty Support Fund was established in 2007 by Eugene M. Lang ’38 to recognize Constance Cain Hungerford for her dedicated service as provost and faculty leader and for her outstanding contributions to Swarthmore’s educational program. Connie Hungerford, an art historian, joined the Art Department in 1974 and was named provost in 2001. This fund allows the provost to make grants to individual faculty members to support their professional responsibilities and scholarly and creative careers. The David Kemp Endowment was created in 2006 by Giles ’72 and Barbara Kemp and provides support for David Kemp Hall, which is named for Gil’s grandfather. The Kyle House Endowment was created by a gift from Elena ’54 and Fred ’54 Kyle and will be used for the upkeep and expenses of a house on Whittier Place currently used as a residence hall. The Jonathan R. Lax Fund, created by his bequest in 1996, supports an annual Lax Conference on Entrepreneurship and Economic Anthropology. Jonathan Lax ’71 was class agent and a reunion leader. His parents, Stephen ’41 and Frances Lax, and brothers Stephen (Gerry) Lax Jr. ’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, supports exhibits in the List Gallery of the Eugene M. and Theresa Lang Performing Arts Center. The Lorax Fund fo r Environmental Sustainability was established in 2007 by a grant from the Schwab Charitable Fund as recommended by Naomi Zikmund-Fisher ’91. The fund shall be used to support the activities that move Swarthmore College and its community toward a more environmentally sustainable future (e.g. the reduction or offsetting of carbon or other greenhouse gas emissions, innovative replacements of less than efficient technologies, systems, and devices, etc.). The fund will be administered by the Office of Facilities and Services. The Judy Lord Endowment was established in 2004 by anonymous donors who are friends of the College. The endowment memorializes Judy Lord’s enthusiasm and community spirit and is a reward for hard work and contributions to Swarthmore College life. The Judy Lord Endowment is awarded to academic departmental administrative assistants with tenure of 10 or more years at the College. Lovelace Family Endowment was established in 2004 to further the objectives and purposes of Swarthmore College. The income is unrestricted. 2 Educational Resources The Julia and Frank L. Lyman ’43 Partners in Ministry Endowment was created in February 2000 in recognition of the importance of a distinctive ecumenical program o f spiritual nurture serving the entire community of Swarthmore College. Income from this endowment will help provide for the compensation of the religious adviser and supporting staff of the Swarthmore Protestant Community. The Lucy Bunzl Malian '54 Faculty Leave Endowment was established in 2006 by Lucy Bunzl Malian to recognize the importance of her Swarthmore College experience and classmates. This endowment will be used by the Provost to support faculty leaves. The Penelope Mason Endowmentfo r Asian Studies was created via the estate of Penelope E. Mason ’57. The fund supports courses taught in the departments of art, modem languages, economics, history, music and dance, political science, religion, and sociology/anthropology. The Thomas B. McCabe Memorial Fund was established with gifts from alumni and the McCabe Family to support an annual lectureship that brings to campus each fall individuals with distinguished careers in fields such as public service, business, government, education, or medicine. The Norman Meinkoth Premedical Research Fund was established in 2004 by Marc E. Weksler ’58 and Babette B. Weksler ’58 to honor Norman A. Meinkoth’s long service as a premedical adviser to students at Swarthmore College, where he was professor of biology for 31 years and chairman of the department for 10 years. The funds are awarded on the basis of scientific merit to a rising junior or senior premedical student to allow the pursuit of laboratory research in the sciences on or off campus. The Provost’s Office administers the fund. The James H. Miller '58 Partners in Ministry Endowment was created in recognition of the importance of a distinctive ecumenical program of spiritual nurture serving the entire Swarthmore College community. Income from the Miller endowment is distributed to Partners in Ministry to help provide for the compensation of the religious adviser and supporting staff of the Swarthmore Protestant community. The Margaret W. and John M. Moore Endowment was created in September 1999 via a life-income gift contract. Income provides research stipends for selected scholars using the resources of the Friends Historical Library and/or the Peace Collection at Swarthmore College. The Paul Moses and Barbara Lubash Computer Science Fund was created to provide support for computer science students traveling to seminars and related events. The Helen F. North Fund in Classics, established in 1996 by Susan Willis Ruff ’60 and Charles F.C. Ruff ’60 to honor the distinguished career of Helen F. North and her enduring impact on generations of Swarthmore students, is awarded to support the program of the Classics Department. At the discretion of the department, it shall be used to fund annually the Helen F. North Distinguished Lectureship in Classics and, as income permits, for a conference or symposium with visiting scholars; summer study of Greek or Latin or research in classics-related areas by students majoring in the field; or study in Greece or Italy in classics by a graduate of the department. 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 modernizing nations and cultures. Project Pericles Fund o f the Board o f Managers was created in 2005 to support student projects of significant dimensions. The endowment would be contributed by the board of Managers for administration by the Lang Center. The Project Japan Fund income, but not the principal, shall be used to support students who have adequate mastery o f the Japanese language to conduct projects in Japan which explore significant issues challenging Japan and possible ways to address the issues and, where practical, undertake initiatives towards that address. Student travel, living, and project expenses may be covered. Students will apply for Project Japan by submitting a proposal to a faculty committee. The fund will be administered by the Provost’s Office. The Promise Fund, established anonymously by an alumnus on the occasion of his graduation, is administered by The Cooper Foundation Committee. Income from the Promise Fund brings guest speakers, artists, and performers in music, film, dance, and theater who show promise of distinguished achievement. The Edgar and Herta Rosenblatt Fund was created in 1967 and supports the work of the faculty at Swarthmore College. The Ruach Endowment was created in 2000 to support Hillel activities on campus. The Richard L. Rubin Scholar Mentoring Fund was established by Richard Rubin, a professor of political science and public policy at the College, in 2003. This ftmd supports the mentoring program, which the Dean’s Office administers. 2 Educational Resources 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 discrimination, the fund sponsors events that focus on concerns of the lesbian, bisexual, and gay communities and promotes curricular innovation in the field of lesbian and gay studies. The fund also sponsors an annual three-day symposium. The hind is administered by a committee of women and men from the student body, alumni, staff, faculty, and administration. In 2004, Richard Sager created an “internship” to provide funding for students in internships with nonprofit organizations whose primary missions address gay/lesbian/bisexual/transgender issues. The Lang Center for Civic and Social Responsibility administers the internship. The Scheuer-Pierson Fund, established in 1978 by Walter and Marge Scheuer ’48, supports the Economics Department. The Science Center Endowment Fund was established in 2003 with a gift from Peter Weinberger of the Class of 1964. Income from this endowment will be used to support the operations and maintenance of the science center. The Science Center Support Endowment was established by numerous donors to support the operation of file renovated science center and related academic programs. Harold E. and Ruth Caldwell Snyder Premedical Endowment Fund was established in 1988 by Harold Cincy Snyder ’29 in appreciation for the education he and his beloved wife, Ruth Caldwell Snyder ’31, received at Swarthmore College. The fund was fully endowed through a bequest in 1992 and supports a visiting lecturer in the medical profession with a preference for practitioners who treat each patient as a whole person. The Gil and Mary Roelofs Stott Concert Fund was established in 1997 on the 25th 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 Mary and Gilmore Stott Honors Philosophy Seminar Endowment was created in 1998 by William G. Stott ’75 and by Christopher Niemczewski ’74. The fund supports a seminar offered by the Philosophy Department. It was established in honor of the parents of William G. Stott ’75. The Swarthmore Chapter o f Sigma X i Lecture Series brings eminent scientists to the campus under its auspices throughout the year. Local members present colloquia on their own research. 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 established in 1997. The Phoebe Anna Thome Memorial Endowment was created by a Thome family mem berinl911.The endowment supports the faculty of Swarthmore College. The Pat Trinder Endowment was established by alumni and friends of Patricia E. Trinder, a member of the career planning and placement office staff, to honor her many years of dedication and support to students. The endowment supports programs to advance career planning and placement at Swarthmore College. It specifically supports alumni participation in the recruiting, placement, and mentoring efforts for students. The P. Linwood Urban Jr. Partners in Ministry Endowment was created in recognition of the importance of a distinctive ecumenical program of spiritual nurture serving the entire Swarthmore College community. Income from the Urban endowment is distributed to Partners in Ministry to help provide for the compensation of the religious adviser and supporting staff of the Swarthmore Protestant community. The Benjamin West Lecture, made possible by gifts from members o f 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 collection of paintings, drawings, and prints, which are exhibited, as space permits, in the buildings on campus. The lecture was named for the American artist who was bom in a house that stands on the campus and became president of the Royal Academy. The Dan and Sidney West House Endowment was established in 2006 by Giles and Barbara Kemp to honor Vice President Dan C. West and his wife, Sidney Childs West. The income from this endowment will be used to support the maintenance, upkeep, and program expenses of the campus residence and the gardens of the vice president for development, alumni, and public relations, which also serves as guest quarters and an entertainment venue for campus visitors. The Wister Memorial Endowment was established in 2000 by John C. and Gertrude Wister to support the Scott Arboretum. 2 Educational Resources Kenneth R. Wynn ’74 Fund fo r Interdisciplinary Programs was created in 1998 to support interdisciplinary, language-based programs that embrace a more global view of language learning than traditional sources. The Neil ’80 and Beth Yelsey Endowment was established in 2004 to further the objectives and purposes of Swarthmore College. The income is unrestricted. The Young Family Endowment was established in 2003 by James and Jacqueline Young, parents of Scott Young ’06. The fund supports the Swarthmore College radio station, WSRN. 3 Endowed Chairs The Edmund Allen Professorship o f 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 in Economics 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 Professorship was established in 1964 by a bequest from Albert Buffington, Class o f 1896 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 ’37, to honor her husband, Dorwin P. Cartwright ’37. The professorship shall be awarded for a period of 5 years to a full professor 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, unrestricted 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 Jr. Professorship o f Biology was established by Isaac H. Clothier Jr. as a tribute of gratitude and esteem to Dr. Spencer Trotter, a professor of biology from 1888-1926. The Isaac H. Clothier Professorship o f History and International Relations was created in 1888 by Isaac H. Clothier, a member of the Board of Managers. Originally the professorship was granted in the field of civil and mechanical engineering. Clothier later approved its being a chair in Latin; in 1912, he approved its present designation. The Morris L. Clothier Professorship o f Physics was established in 1905 by Morris L. Clothier, Class of 1890. The Julien and Virginia Cornell Visiting Professorship was endowed by Julien Cornell ’30 and Virginia Stratton Cornell ’30, former members of the Board of Managers, to bring professors and lecturers from other nations and cultures for a semester or a year. Since 1962, Cornell professors and their families from every comer of the world have resided on the campus so that they might deepen the perspective of both students and faculty. The Alexander Griswold Cummins Professorship o f 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 Professorship in Engineering was established in 1959 by a trust bequest of Mrs. Eavenson, whose husband graduated in 1895. The James H. Hammons Professorship was established in 1997 by Jeffrey A. Wolfson ’75, 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 Chemistry Department. The James C. Hormel Professorship in Social Justice, established in 1995 by a gift from James C. Hormel ’55, is awarded to a professor in any academic division whose teaching and scholarship stimulate increased concern for and understanding of social justice issues, including those pertaining to sexual orientation. The Howard M. and Charles F. Jenkins Professorship o f Quakerism and Peace Studies was endowed in 1924 by Charles F. Jenkins H’26 and a member of the Board of Managers, on behalf of the family of Howard M. Jenkins, a 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 Walter Kemp Professorship in the Natural Sciences was established in 2006 by Giles K. “Gil” ’72 and Barbara Guss Kemp. Gil and Barbara wanted to honor Gil’s father, a retired psychiatrist, who “has always been an inspiration” and “a great believer in both science and education.” The professorship is awarded with particular regard for combining professional engagement with excellence in teaching. The William R. Kenan Jr. Professorships were established in 1973 by a grant from the William R. Kenan Jr. Charitable Trust to “support and encourage a scholar-teacher whose enthusiasm for learning, commitment to teaching, and sincere personal interest in students will enhance the learning process and make an effective contribution to the undergraduate community.” The Eugene M. Lang Research Professorship, established in 1981 by Eugene M. Lang ’38, a member of the Board of Managers, normally rotates every four years among members of the Swarthmore faculty and includes one year devoted entirely to research, study, enrichment, or writing. It carries an annual discretionary grant for research expenses, books, and materials. The Eugene M. Lang Visiting Professorship, endowed in 1981 by Eugene M. Lang ’38, brings to Swarthmore College for a period of 3 Endowed Chairs one semester to 3 years an outstanding social scientist or other suitably qualified person who has achieved prominence and special recognition in the area of social change. The Jane Lang Professorship in Music was established by Eugene M. Lang ’38, to honor his daughter, Jane Lang ’67. l i e Jane Lang Professorship is awarded to a member o f the faculty whose teaching or professional activity promotes the centrality of music in the educational process by linking it to other disciplines. The Stephen Lang Professorship o f Performing Arts was established by Eugene M. Lang ’38, to honor his son, Stephen Lang ’73. The Stephen Lang Professorship of Performing Arts is awarded for 5 years to a member of the faculty whose teaching or professional activity promotes excellence in the performing arts at Swarthmore. The Sara Lawrence Lightfoot Professorship was created by the College in 1992 in recognition of an unrestricted gift by James A. Michener ’29. The professorship is named in honor of Sara Lawrence Lightfoot ’66, Doctor of Humane Letters, 1989, and a former member of the Board of Managers. The Susan W. Lippincott Professorship o f Modem and Classical Languages was endowed in 1911 through a bequest from Susan W. Lippincott, a 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 Magill Professorship o f Mathematics and Natural Sciences was created in 1888 largely by contributions o f interested friends of Edward H. Magill, president o f the College from 1872 to 1889, and a bequest from John M. George. The Charles and Harriett Cox McDowell Professorship o f Philosophy and Religion was established in 1952 by Harriett Cox McDowell, Class of 1887 and a 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 ’29, 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 o f Political Science was established in 1962 by a bequest from Max Richter at the suggestion of his friend and attorney, Charles Segal, father o f Robert L. Segal ’46 and Andrew Segal ’50. The Scheuer Family Chair o f Humanities was created in 1987 through the gifts o f James H. Scheuer ’42; Walter and Marge Peariman 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 Howard A. Schneiderman ’48 Professorship in Biology was established by his wife, Audrey M. Schneiderman, to be awarded to a professor in the Biology Department. The Claude C. Smith '14 Professorship was established in 1996 by members of the Smith family and friends o f Mr. Smith. A graduate of the Class of 1914, Claude Smith was an esteemed 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 o f the Political Science or Economics departments. The Swarthmore Professorship was established in 2002 by Eugene M. Lang ’38 in honor of President Alfred H. and Peggi Bloom. The Henry C. and Charlotte Turner Professorship was established in 1998 by the Turner family. Henry C. Turner ’93 and J. Archer Turner, Class of 1905, served as members of the Board of Managers of Swarthmore College, as officers of the corporation, and as members of various committees. Henry Turner was founder of the Turner Construction Co.; his brother, J. Archer Turner, was the firm’s president. Four generations 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 board member emerita. Howard Turner ’33, son o f J. Archer Turner, has also been very active as a member of the Board o f Managers over the years. The J. Archer and Helen C. Turner Professorship was established in 1998 by the Turner family. Henry C; Turner 1893 and J. Archer Turner, Class of 1905, served as members of the Board of Managers of Swarthmore College, as officers of the corporation, and as members of various committees. Henry Turner was founder of the Turner Construction Co.; his brother, J. Archer Turner, was the firm’s president. Four generations 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 board member emerita. Howard Turner ’33, son of J. Archer Turner, has also been very active as a member of the Board o f Managers over the years. The Henry C. and J. Archer Turner Professorship o f Engineering was established with their contributions 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 his brother, J. 3 Endowed Chairs Archer Turner, Class of 1905. Both were members of the Board of Managers. The Daniel Underhill Professorship o f Music was established in 1976 by a bequest from Bertha Underhill to honor her husband, Class of 1894 and a member of the Board of Managers. The Marian Snyder Ware Director o f Physical Education and Athletics was endowed in 1990 by Marian Snyder Ware ’38. The Joseph Wharton Professorship o f Political Economy was endowed by a trust given to the College in 1888 by Joseph Wharton, chair of the Board of Managers. The Isaiah V. Williamson Professorship o f Civil and Mechanical Engineering was endowed in 1888 by a gift from Isaiah V. Williamson. 4 Admissions Inquiries concerning admission and applications should be addressed to the Dean of Admissions and Financial Aid, Swarthmore College, 500 College Avenue, Swarthmore PA 19081-1390 or admissions@swarthmore.edu. Office telephone: (610) 328-8300 or (800) 667-3110. 4.1 General Statement In the selection of students, the College seeks those qualities of character, social responsibility, and intellectual capacity that it is primarily concerned to develop. It seeks them not in isolation but as essential elements o f 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 students on the basis of their academic achievement and commitment to intellectual inquiry as well as their individual future worth to society and of their collective contribution to the College. It is the College’s policy to have the student body represent not only different parts of the United States but also many foreign countries; public, independent, and religiously affiliated schools; and various economic, social, religious, ethnic, and racial backgrounds. The College is also concerned to include in each class the sons and daughters of alumni and members of the Society of Friends. Admission to the first-year class is normally based on the satisfactory completion of a 4-year secondary school program. Under some circumstances, students who have virtually completed the normal 4-year program in 3 years will be considered for admission, provided they meet the competition of other candidates in general maturity as well as readiness for a rigorous academic program. Home-schooled students should make every effort to complete the application with information that is appropriate to their experience. It is useful to note that Swarthmore is looking for the same information about a candidate as is required from a student with more traditional secondary schooling. Students who have already completed a college degree, or higher, are not eligible for admission to Swarthmore College. All applicants are selected on the following evidence: 1. Record in secondary school. 2. Recommendations from the school principal, headmaster, or guidance counselor, and from two academic teachers. 3. Standardized testing results including the SAT reasoning test with mandatory writing section and two SAT subject tests, or the ACT with writing component. 4. Applicants considering a major in engineering are strongly encouraged to take the SAT Math level 2 subject test. 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. Cocurricular and extracurricular activities. Applicants must have satisfactory standing in school and standardized tests as well as strong intellectual interests. The College is also interested in 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. 4.2 Preparation Swarthmore does not require a set plan of secondary school courses as preparation for its program. The election of specific subjects is left to the student and school advisers. In general, 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 principles of mathematics. 3. The strongest possible command of one or two foreign languages. The College encourages students to study at least one language for 4 years, if possible. 4. Substantial coursework in history and social studies; literature, art, and music; and mathematics and the sciences. Variations of choice and emphasis are acceptable, although some work in each o f the three groups is recommended. Those planning to major in engineering should present work in chemistry, physics, and 4 years of mathematics, including algebra, geometry, trigonometry, and calculus. 4.3 Applications and Examinations Application to the College may be submitted through either the Regular Decision or one of the Early Decision plans. Applicants follow the same procedures, submit the same supporting materials, and are evaluated by the same criteria under each plan. The Regular Decision plan is designed for those candidates who wish to keep open several different options for their undergraduate education throughout the admissions process. Applications under this plan will be accepted at any time up to the Jan. 2 postmark deadline, but 4 Admissions the application should be submitted as early as possible to create a file for the candidate to which supporting material will be added up to the deadline. The Early-Decision plans are designed for candidates who have thoroughly and thoughtfully investigated Swarthmore and other colleges and found Swarthmore to be an unequivocal first choice. On applying to Swarthmore College, Early-Decision candidates may not file an early-decision application at other colleges, but they may file early action/regular applications at other colleges with the understanding that these applications will be withdrawn upon admission to Swarthmore. Any Early-Decision candidate not admitted will receive one of two determinations: a deferral of decision, which secures reconsideration for the candidate among the Regular-Decision candidates, or a denial of admission, which withdraws the application from further consideration. If one of these determinations is made, the applicant is free to apply to other institutions. Application under any plan must be accompanied by a nonrefundable application fee of $60 or fee waiver (which must be approved by the secondary school counselor). Timetables for the plans are the following: Fall Early Decision Postmark application deadline Nov. 15 Notification of candidate by Dec. 15 Winter Early Decision Postmark application deadline Jan. 2 Notification of candidate by Feb. 15 Regular Decision Postmark application deadline Jan. 2 Notification of candidate by April 1 Candidate reply date May 1 Under certain circumstances, admitted students may apply in writing to defer their admission for 1 year. These requests must be received by May 1 and approved in writing by the dean of admissions, and students must confirm their plans for the year by June 1. The dean of admissions may choose to review other requests on a case-by-case basis. Students granted deferment may neither apply to nor enroll at another degree-granting college/university program. Swarthmore College places strong emphasis on academic achievement and personal character. An offer of admission to Swarthmore College is dependent on a student maintaining his or her standard of academic achievement before enrolling at the College. An offer of admission is also dependent on a student’s continued demonstration of character and high standards for personal conduct. Lapses in either category may be grounds for rescinding an offer of admission. For U.S. citizens and permanent residents applying as first-year or transfer students, admission to Swarthmore is determined without regard to financial need. See information concerning financial aid. 4.4 Interview An admissions interview with a representative o f the College is a recommended part of the first-year application process. (Applicants for transfer are not interviewed.) Prospective firstyear applicants should take the initiative in arranging for this interview. On-campus interviews are available to rising seniors from June through mid-December. Students are encouraged to complete the interview before submitting an application to the College. Those who can reach Swarthmore with no more than a half-day’s trip are urged to make an appointment to visit the College for this purpose. Other students may contact the Admissions Office in the fail of their senior year to request a meeting with an alumni representative in their own area. The deadline to request an alumni interview is Dec. 1. Arrangements for on-campus or alumni interviews can be made by writing to the Office of Admissions or by calling (610) 328-8300 or (800) 667-3110. See directions for reaching the College. 4.5 Advanced Placement Enrolled first-year students with special credentials may be eligible during the first semester for advanced placement (placement into courses with prerequisites) and/or credit toward graduation from Swarthmore (32 credits are required). All decisions are made on a subject-by-subject basis by the registrar in consultation with individual Swarthmore departments. Such credit is available only for examinations taken before matriculation at Swarthmore. Typically, special credentials consist of Advanced Placement (AP) examinations of the College Entrance Examination Board, higher-level examinations of the International Baccalaureate, certain other foreign certifications (such as British A-Levels or the German Abitur), or courses taken at another college. Every effort is made to place students at the appropriate level, but no department is required to give credit for work done elsewhere. Credit is denied or revoked if a student chooses to take a course at Swarthmore that the Swarthmore department says essentially repeats the work covered by the credit. Departmental AP-credit policies are posted on the registrar’s Web site under “Policies.” 4 Admissions In some cases, students may qualify for advanced standing and may become juniors in their second year. To qualify for advanced standing, a student must do satisfactory work in the first semester, obtain 14 credits by the end of the first year, intend to complete the degree requirements in 3 years, and signify this intention when she or he applies for a major during the spring of the first year. Those students who wish to have courses taken at another college considered for either advanced placement or credit must provide an official transcript from the institution attended as well as written work (papers, examinations); syllabi; and reading lists in order that the coursework may be evaluated by the department concerned. Such requests for credit must be made within the first year at Swarthmore. Departments may set additional requirements. For instance, students may be required to take a placement examination at Swarthmore to validate their previous work. 4.6 International Admissions The College is deeply committed to a strong international presence on campus. The application process is the same as for U.S. citizens and permanent residents of the United States with the following exceptions: 1. Admission is not need-blind. Students must submit additional financial documentation to the Financial Aid Office. Applying for financial aid places the student in the most selective subgroup of the total application pool regardless of the parental contribution. 2. Demonstrated proficiency in English is required of those for whom English is not their first language. This may be in the form of a standardized test for non-native speakers of English, such as TOEFL or IELTS, or superior academic achievement in a school where English is the language of instruction. Although not required, an interview on campus or with a College admissions representative overseas is considered to be very helpful. 3. Required standardized tests (SAT reasoning test, ACT, and SAT subject tests) are waived for those who live in countries where such testing is unavailable. In countries where testing is available, applicants are strongly advised to make test arrangements early and to have scores reported directly to Swarthmore College by the appropriate application deadline. 4. It is the applicant’s responsibility to guarantee the authenticity of all submitted credentials. This includes notarized translations of official documents and certified school transcripts signed by the appropriate school staff member. 5. The College does not accept transfer applications from foreign nationals who require financial aid. 4.7 Applications for Transfer The College welcomes well-qualified transfer applicants. Applicants for transfer must have had an outstanding academic record in the institution attended and must present transcripts for both college and secondary school work, including an official statement indicating that the student is leaving the institution attended in good standing. Students who have completed the equivalent o f two or more semesters of university-level work must apply for transfer admission. Admission status for students who have completed less than the equivalent of two semesters of university-level work will be decided on a case-by-case basis. Transfer applicants must take the SAT reasoning test or the ACT 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 o f 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 midyear transfer application process. Need-based financial assistance is available for transfer students who are U.S. citizens or permanent residents. Transfer applications are not accepted from international students who require financial aid. Transfer applicants are notified of decisions on or before May 15. 5 Expenses 5.1 Student Charges Total charges for the 2008-2009 academic year (two semesters) are as follows: $36,154 Tuition $5,800 Room $5,514 Board $336 Student activities fee $47,804 These are the annual charges hilled 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, Worth 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 academic credit is anticipated are expected to register in advance in the usual way and pay normal tuition. If the student is away from the College for a fidl semester, no charge for room and board will be made. However, if a student is away for only a part of a semester, the preceding charges may be made on a pro rata basis. Late fees of 1.5 percent per month will accrue on all past-due balances. Students with past-due balances will not be permitted to enroll for the following semester, participate in the room lottery, graduate, or obtain a transcript. The regular College tuition covers the normal program of four courses per term as well as variations of as many as five courses or as few as three courses. Students who elect to carry more than five courses incur a unit charge for the additional course ($4,519) or half-course ($2,260), although they may within the regular tuition vary their programs to average as many as five courses in the two semesters of any academic year. College policy does not permit programs of fewer than three courses for degree candidates in their first eight semesters of enrollment. 5.1.1 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 applicable to study abroad, with the approval of the Foreign Study Office. Students contemplating study abroad should contact Steven Piker, foreign study adviser, well in advance for academic and administrative planning. 5.2 Payment Policy Semester bills are mailed in July and December. Payment for the first semester is due by Aug. 11.2008, and for the second semester by Jan. 12.2009. A 1.5 percent late fee will be assessed monthly on payments received after the due date. Many parents have indicated a preference to pay College charges on a monthly basis rather than in two installments. For this reason, Swarthmore offers a monthly payment plan, which provides for payment in installments without interest charges. Information on the plan is mailed to all parents in April. Tuition payments may also be made by credit card through a third-party service provider, CheckFree, Inc., for which they will charge a convenience fee of 2.75 percent. Payments can be made by MasterCard, Discover, or American Express by calling the toll-free number (866) 800-3240 or through the Web site www.paybyintemet.com/swarthmore. This plan does not replace the monthly payment plan, although payment-plan payments may be made by credit card through this program. fo?taftfonfw/feeswifi be reduced for students who withdraw for reasons approved by the dean before or during a semester. Reductions in charges will be made in the following ways: Tuition and Fees Reduced Board Reduced Room Reduced For Students Who Withdraw To $0 To $0 To $500 Before start of classes To $100 To $500 During first 2 weeks of classes To $200 By 90 percent To $500 During week 3 By 90 percent By 80 percent By 80 percent To $500 During week 4 By 70 percent By 70 percent To $500 During week 5 By 60 percent By 60 percent To $500 During week 6 By 50 percent By 50 percent To $500 During week 7 By 40 percent By 40 percent To $500 During week 8 No further reduction on tuition, fees, board, or rooms During week 9 and beyond 5 Expenses 5.4 Housing Fines Any time a student selects a room in the lottery that they do not use, the minimum fine is $100. Other fines follow: 5.4.1 Fall Semester If a student selects a room in the lottery and 1. Chooses to live off campus and is still enrolled, they 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 occupying the room. If everyone does notify the office, the fine will be $100 each. b. A $500 penalty for each person moving off campus when notice is given between June 1 and the 8th week of classes. c. No room refund when notice is given after the 8th week. 2. Takes a leave of absence and notifies the Dean’s Office, they will be assessed: a. A $100 penalty if notice is given by Aug. 1. b. A $500 penalty if notice is given between Aug. 1 and the 8th week of classes. c. No room refund after the 8th week. 5.4.2 Spring Semester If a student selects a room in the December lottery or already has a room from fall semester and 1. Chooses to live off campus and is still enrolled, they will be assessed: a. A $250 penalty unless everyone in the unit leaves this space and notifies the Residential Life Office by Dec. 1. b. A $500 penalty each if notice is given between Dec. 1 and the 8th week of classes. c. No room refund if notice is received after the 8th week. 2. Takes a leave of absence and notifies the Dean’s Office, they will be assessed: a. No penalty if notice is given by Dec. 1. b. A $ 100 penalty if notice is given between Dec. 1 and Jan. 5. c. A $500 penalty if notice is given between Jan. 5 and the 8th week of classes. d. No room refund after the 8th week. 5.5 Inquiries All correspondence regarding payment of student charges should be addressed to Linda Weindel, student accounts manager, or phone (610)328-8396. 6 Financial Aid To make a Swarthmore education available to qualified students, the College has designated in excess of $23 million for scholarships for the coming year. About 50 percent of our student body receives scholarship assistance through Swarthmore on the basis of demonstrated financial need. To meet the needs of our students, the average aid award for 2007—2008 was $31,388. A total of 70 percent o f our students will share more than a total of $30 million in scholarships, loans, and work opportunities during the 2008-2009 academic year. Although admission and financial aid decisions are made separately, they are made at the same time. A prospective student should apply for Swarthmore aid and outside assistance when applying for admission to Swarthmore. Instructions for filing an aid application are included in the admissions application instruction booklet or can be found at www.swarthmore.edu/financialaid. Financial assistance will be offered if a family does not have the capacity to meet College costs without our help. 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, siblings’ undergraduate tuition expenses, and so forth. Family contributions also include a $1,450 to $1,890 summer earnings contribution from students, as well as a portion of the student’s personal savings and assets. For 2008-2009, the College charges, which include tuition, room, board, and a student activity fee, will be $47,804. This activity fee covers not only the usual student services— health, library, and laboratory fees, for example—but admission to all social, cultural, and athletic events on campus. The total budget figure against which aid is computed is $49,994. This allows for an estimated $1,110 for books and supplies and $1,080 for 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. It is this larger total that we use when determining a student’s need for our help. Beginning with the 2008-09 academic year, Swarthmore’s aid awards will be loan-free. Additional Swarthmore Scholarship funds will be awarded instead of loan in our need-based aid awards. In keeping with our policy of basing financial aid on demonstrated need, the College reviews each student’s family financial situation annually. Students who would like to be considered for our support for the next year must submit a new financial aid application each spring. A student’s aid is not withdrawn unless financial need is no longer demonstrated. Assistance is available only during a normallength undergraduate program (eight semesters) and only if a student enrolls full-time each semester and makes satisfactory academic progress (see section 8.6). (These factors also apply in our consideration of a sibling’s undergraduate educational expenses.) Students who choose to live off campus will not receive College scholarship, Supplemental Educational Opportunity Grants, or ACG or Smart Grants in excess of their College bills. However, the cost of living off campus will be recognized in the calculation of a student’s financial need, and outside sources of aid may be used to help meet off-campus living expenses once the College bill is satisfied. The College has, by action o f our Board of Managers, reaffirmed its need-blind admission policy and the related practice of meeting the demonstrated financial need of all admitted or enrolled students. Although, eligibility for federal aid funds is limited to those who are able to complete and submit to us the Statement o f Registration Compliance, additional funds have been made available for those who are unable to accept need-based federal aid because they have not registered with the U.S. Selective Service. U.S. citizens and permanent residents who have not previously received financial aid may become eligible and may apply to receive aid if their financial situations have changed. A student who marries may continue to apply for aid, but a contribution from the parents is expected equal to the contribution they would have made were the student single. Financial support for foreign citizens is limited and must be requested during the admission application process. New aid applications from foreign nationals cannot be considered after admission. A financial aid 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 www.swarthmore.edu/financialaid. 6.1 Scholarships For the academic year 2008-2009, the College awarded more than $23 million in Swarthmore Scholarship funds. About one-half of that sum was provided through the generosity of alumni and friends by special gifts and the endowed scholarships listed in section 6.4. Students do not apply for a specific College scholarship; the College decides who is to receive restricted endowed scholarships, and others are helped from general scholarship funds. Although the qualifying criteria for awarding most endowed scholarships remain general, some donors have 6 Financial Aid established explicit guidelines that closely mirror the interests of the individual for whom the scholarship is named. Financial need, however, is a requirement for all College scholarships except the regional McCabe Scholarship. Federal Pell Grants and federal Supplemental Educational Opportunity Grants are also available to eligible students. 6.2 Loan Funds Although our aid awards are now loan-free, students may choose to borrow instead of working or to help ease the family’s burden. First year students may borrow up to $3,500; sophomores may borrow $4,500, and juniors and seniors may borrow up to $5,500. The federal Stafford Loan is a long-term, lowinterest educational loan offered through banks. Eligibility for a Stafford Loan is determined by the College, using federal guidelines. Family income, family size, asset strength, and number of children in college, etc., form the basis for the determination of your federal eligibility. See our Web page about federal Stafford Loans at www.swarthmore.edu/financialaid-click on “Stafford Loans” in the front page menu on the left. Parents who wish to borrow might consider the federal PLUS Loan. Up to $47,804 per year is available at 8.5 interest, and repayment may be made over a 10-year period. For more information about these loan programs or other financial options read our financial aid brochure, or go to our Web site at www.swarthmore.edu/financialaid. 6.3 Student Employment Student employment on the Swarthmore campus is coordinated by the Student Employment Office, which is under student direction. Campus jobs are available in such areas as our libraries, Information Technology Services, the student-run coffeehouse, most academic and administrative offices, and many other places on campus. Our students manage, give tours, tutor, write, coordinate, and provide support throughout the campus. Students apply for campus positions when they arrive in the fall. On-campus hourly rates of pay run from $8.20 to $8.80. Students receiving financial aid are usually offered the opportunity to earn up to $1,760 during the academic year, and are given hiring priority, but there are many jobs available for non-aided students who wish to work on campus. Students are encouraged to keep a moderate work schedule—no more than about 7 or 8 hours weekly—so that academic performance is not compromised. About 1,200 of the 1,400 students on campus choose to work. The Student Employment Office also publicizes local off-campus and temporary employment opportunities. For those who wish to work off campus and who qualify for the federal Work-Study Program, off-campus positions in public or private nonprofit agencies may be arranged through the Financial Aid Office—if funding is sufficient. 6.4 Endowed Scholarships All students who demonstrate financial need are offered scholarship aid, some of which is drawn from the following endowments. However, students should not worry if they do not fit the specific restrictions subsequently listed because their scholarships will be drawn from other sources not listed here. By completing the aid application process, a student will be considered for the following funds. No separate application is needed. (Financial need is a requirementfo r all scholarships except the regional McCabe Scholarships. No separate application is needed.) The Catherine G. Abbott ’72 and Ernest B. Abbott ’72 Scholarship was established by Catherine ’72 and Ernest B. Abbott ’72 and is awarded to a man or woman who shows great promise. This renewable scholarship is awarded to a first-year student who demonstrates both need and academic excellence. The Aetna Foundation Scholarship Grant provides assistance to minority students with financial need. The Lisa P. Albert Scholarship is awarded to a young man or woman on the basis of scholarship and need with preference given to those with a demonstrated interest in the humanities. The George I. Alden Scholarship Fund was established as a memorial by the Alden Trust and is awarded on the basis of merit and need with preference given to a student from New England studying in the sciences or engineering. The Vivian B. Allen Foundation provides scholarship aid to enable foreign students to attend Swarthmore College as part of the foundation’s interest in the international exchange of students. Susan W. Almy ’68 established The Susan W. Altny ’68 Scholarship in 2003. The fund supports financial aid for needy students at Swarthmore College, with preference given to students interested in international careers, especially in developing nations. The Alumni Scholarship is awarded to students on the basis of financial need. Established in 1991, this endowment is funded through alumni gifts and bequests. 6 Financial Aid The Alumni Council Scholarship was established by the Alumni Council of Swarthmore College. It is awarded based on academic merit and financial need and is renewable. The John R. ’53 and Joyce B. '55 Ambruster Scholarship was created in 2001. It is awarded on the basis of academic merit and financial need. The Smitha Arekapudi ’99 Scholarship was established in 2006 by Drs. Bapu and Vijayalakshmi Arekapudi. This scholarship is awarded on the basis of academic merit and financial need and is renewable. Preference will be given to a premed student with a background in the humanities and social sciences, who plans to become a doctor and care for patients. Preference is also given to students who show, commitment to socially responsible citizenship, with demonstrated qualities of exceptional character, intellectual curiosity and leadership. The Evenor Armington Scholarship is given each year to a worthy student with financial need in recognition of the long-standing and affectionate 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. The award is made in honor of Frank Aydelotte, president of the College from 1921 to 1940 and originator of the Honors Program at Swarthmore, and of Marie Osgood Aydelotte, his wife. The David Baltimore '60 Scholarship was established by an anonymous donor in 2000. It is awarded with preference given to a junior or senior majoring in biology or chemistry. The scholarship is renewable. The Norman Barasch Scholarship was established in 2006 by Richard Barasch ’75 in honor of his father. The scholarship is awarded on the basis of academic merit and financial need and is renewable. The Philip and Roslyn Barbash, M.D., Scholarship 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. Preference is given to women with interest in the sciences and, in particular, in the environment. The Philip H. Barley Memorial Scholarship, established in memory of Philip H. Barley ’66, by his family and friends and the Class of 1966, which he served as president, provides financial assistance for a junior or senior who has demonstrated outstanding leadership qualities at Swarthmore. The Franklin E. Barr Jr. '48 Scholarship is awarded to a 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 Peter B. Bart ’54 Scholarship was established in 2005 and is awarded to deserving students. The H. Albert Beekhuis Scholarship in engineering 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 endowed through the generous bequest of Mr. Beekhuis, neighbor, friend, and successful engineer. Patty Y. andA J. Bekavac Scholarship. Established 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 Margaret Fraser Bell ’53 Scholarship was created in her memory by her husband, Monroe Bell. It is awarded each year to a junior on the basis of need and merit, with preference given to a student majoring in Russian. The Sherry F. Bellamy '74 Scholarship was established in 2003 by Sherry Bellamy and is awarded on the basis of academic merit and financial need and is renewable. The Brand and Frances Blanshard Scholarship is given in their memory to a deserving student with high academic promise. The A l and Peggi Bloom Endowmentfo r Financial A idfor International Students and fo r Faculty Support was established in 2005. This endowment aims to help prepare students to identify and advance common purpose in a global world by providing financial support to international students at Swarthmore, and by supporting relevant faculty efforts in any discipline or across disciplines. The Blough and Locksley Family Scholarship was established in 2003 by Stephen Blough ’79 and Sally Locksley ’79 and is awarded on the basis of academic merit and financial need. The scholarship is renewable. The Jeanne Cotten Blum '40 Scholarship was established in 2003 by Jeanne Cotten Blum and is awarded on the basis of academic merit and financial need. The scholarship is renewable. The Frank '36 and Benita Blumenthal Scholarship was established in 2006 by Frank Blumenthal. This scholarship is awarded on the basis of academic merit and financial need and is renewable. 6 Financial Aid The Curtis Bok Scholarship was established in the College’s Centennial Year, 1964, in honor of the late Philadelphia attorney, author, and jurist, who was a Quaker and honorary alumnus of Swarthmore. The scholarship is assigned annually to a junior or senior whose qualities of mind and character indicate a potential for humanitarian service such as Curtis Bok himself rendered and would have wished to develop in young people. Students in any field of study, and from any part of this country or from abroad, are eligible. The scholarship is renewable. The Winifred CammackBond '43 Scholarship was established by Winifred Cammack Bond ’43 and her husband, George Cline Bond ’42, to be awarded to a freshman with a high school record showing strong academic, athletic, and leadership abilities who is the first member of his or her family to attend a college. The Frank R. Borchert Jr. '58 and Thomas K. Glennan Jr. '57 Scholarship was established by T. Keith ’82 and Kathryn P. Glennan ’82 in honor and memory of their uncle and father, who, from their days as fraternity brothers at Swarthmore, became lifelong friends and brothers-in-law. They shared a common commitment to educational excellence, and each devoted his professional life to this cause. The scholarship is awarded on the basis of academic merit and financial need and is renewable. 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 personality. The George and Josephine Clarke Braden Scholarship, established in 1999 by their children in honor of George ’38 and in memory of Josephine ’41, is awarded to a student with demonstrated need for financial assistance, with preference for a child of immigrant parents or guardians, and is renewable. The William A. Bradford Jr. '66 Scholarship was established by William Bradford to provide financial assistance to a student who gives great promise based on academic merit and financial need. The scholarship is renewable. The Carol Paxson Brainerd '26 Scholarship is awarded on the basis of financial need and academic merit. The Daniel Walter Brenner Memorial Scholarship, established by family and friends in memory of Daniel W. Brenner ’74, is awarded to a senior majoring in biology who is distinguished for scholarship and an interest in plant ecology, wildlife preservation, or animal behavior research. The recipient is chosen with the approval of the biology and classics faculty. The John G. Brokaw Scholarship was established in 2005 by Lawrence Jean Richardson ’78 and Jacqueline Brokaw Richardson ’80 and is awarded on the basis of academic merit and financial need. The Bushnell Family Scholarship was established in 2005 by the Bushnell family: father Douglas; daughter Rebecca Bushnell ’74; and brothers Michael and David, in honor of wife and mother, Peggy Meeker, Class of 1945. The scholarship is awarded on the basis of merit and need and is renewable. The Malcolm Campbell Unitarian 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 financial need and a strong academic record. The scholarship is renewable. The Chang/Hawley '58 Scholarship was established in 2003. It is named for Rosalind Chang Whitehead ’58 and John K. Hawley ’58. Their son, Charles Loy Hawley ’85, is also an alumnus. The scholarship is awarded on the basis o f financial need and academic merit. The Elinor Jones Clapp '46 Scholarship was established in 2003 and is awarded on the basis o f academic merit and financial need with preference given to students who are U.S. citizens residing abroad. The scholarship is renewable. The William and Eleanor Stabler Clarke Scholarships, established in their honor by Cornelia Clarke Schmidt ’46 and W. Marshall Schmidt ’47, are awarded to two worthy firstyear students with need. Preference is to be accorded to members of the Society o f Friends. These scholarships are renewable. The Class o f1925 Scholarship was created on the occasion o f the class’s 50th reunion. It is awarded on the basis of academic merit and financial need. The Class o f1930 Scholarship was endowed by the class on the occasion o f its 60th reunion. It is awarded alternately to a woman or a man on the basis of sound character and academic achievement, with preference given to those who exercise leadership in athletics and community service. The scholarship is renewable. The Class o f1932 Scholarship, established on the occasion of the class’s 70th reunion, is awarded on the basis o f academic merit and financial need. The scholarship is renewable. The Class o f1938 Harriet and William Carroll Scholarship was established on the occasion of the class’s 65th reunion by their classmates and members of their family in honor o f the Carrolls’ long-standing service to the College. The scholarship is awarded on the basis of academic merit and financial need. The scholarship is renewable. 6 Financial Aid The Class o f1939 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. The Class o f 1941 Scholarship was created in celebration of the 50th reunion of the class. It is awarded on the basis of merit and need and is renewable. The Class o f1943 Scholarship, established to honor the 50th reunion of that class, is awarded to a student in the sophomore class on the basis of sound character and academic achievement, with preference given to those participating in athletics and community service. The scholarship is renewable through the senior year. The Class o f1946 Scholarship was established on the occasion of the class’s 50th reunion in recognition of the Swarthmore tradition that so influenced its members. The Class o f1949 Scholarship was established in 1999 in celebration of the class’s 50th reunion. It is awarded on the basis of merit and need and is renewable. The Class o f1950 Scholarship, established on the occasion of the class’s 50th reunion, is awarded to one or more deserving students. The scholarship is renewable. The Class o f1952 Evans H. Burn Memorial Scholarship, established on the occasion o f the class’s 50th reunion in memory of their longtime president, is awarded on the basis of academic merit and financial need. The scholarship is renewable. The Class o f1954 Scholarship, established on the occasion of the class’s 50th reunion, is awarded on the basis of academic merit and financial need. The scholarship is renewable. The Class o f1956 Scholarship was established on the occasion of the class’s 25th reunion. It is awarded on the basis of academic merit and financial need. The Class o f1957 Gilmore Stott Memorial Scholarship, established on the occasion of the class’s 50th reunion, is in memory of Dean Gilmore Stott, who died in 2005. A beloved College professor and dean for 55 years, who played the viola in the College orchestra, taught ethics, and counseled thousands of students; he was widely admired for his intelligence, judicial manner, modesty, gentleness, and consideration of others. This renewable scholarship is awarded, on the basis of academic merit and financial need, to a student who shares some of Dean Stott’s wonderful characteristics. The Class o f1963 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 o f1969 Scholarship was established at the 25th reunion of the class in honor o f the contributions made by Courtney Smith, president of Swarthmore College from 1953 to 1969. The scholarship was given with bittersweet memories of the campus turmoil of the 1960s and with confidence in the power of open discussion and reconciliation. The scholarship is awarded on the basis of merit and need and is renewable. The David L. ’77 and Rhonda R. '76 Cohen Scholarship was established in 2004 and is awarded on the basis of academic merit and financial need. The Beatrice R. and Joseph A. Coleman Foundation Scholarship was established by Elizabeth Coleman ’69 to be awarded to a student with need from a middle-income family. The Charles A. Collins Class o f 1912 Scholarship Fund is awarded every year to a deserving student who is in need of financial assistance, in accordance with the donor’s will. The N. Harvey Collisson Scholarship, established by his family and the Olin Mathieson Charitable Trust in memory of N. Harvey Collisson ’22, is awarded to a first-year man or woman. Selection will place emphasis on character, personality, and ability. The Marcia Perry Ruddick Cook '27 Scholarship is awarded to a junior on the basis of merit and need, with preference given to an English literature major, and is renewable. Both scholarships are endowed by J. Perry Ruddick in memory of his parents. The Edward Hanes Cooley ’43 Endowed Scholarship was established in 2005 and is awarded on the basis of academic merit and financial need with a preference for a student majoring in engineering. The Helen Ridgway Cooley, Class o f1907, Endowed Scholarship was established in 2005 and is awarded on the basis of academic merit and financial need with a preference for a female student majoring in music. The DavidS. Cowden Scholarship was established by Professor David S. Cowden ’42, who taught English literature at Swarthmore from 1949 until his death in May 1983. It is awarded on the basis of financial need. The Mark W. Crandall ’80 International Scholarship was established in 2004 and is awarded on the basis of academic merit and financial need with a preference to international students accepted for admission to Swarthmore College. The scholarship is renewable. The John ’41 and Barbara Crowley Endowed Scholarship was established in 2006 by the Crowleys as a symbol of their long-standing affection for and commitment to the College. The scholarship is awarded on the basis of 6 Financial Aid academic merit and financial need and is renewable. The Crum Meadow Scholarship was created by an anonymous donor in 2001. It is awarded on the basis of academic merit and financial need. The scholarship is renewable. 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 memory of Mrs. Dannenberg, who was the mother, grandmother, and great-grandmother o f seven students who attended Swarthmore. The Edith Thatcher ’50 and C. Russell ’47 de Burlo Scholarship is awarded alternately to students who intend to major either in engineering or 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 Kenneth William DeFontes Jr. Class o f 1972 Scholarship was established in 2006 to support a deserving student who expresses interest in pursuing a major in engineering or the physical sciences. This scholarship is awarded on the basis of academic merit and financial need and may be given to a freshman. It is renewable. The William Diebold 1906, William Diebold Jr. ’37, and John T. Diebold '49 Endowed Scholarship was established in 2004 by John T. Diebold in honor of the Diebold family. It is awarded on the basis of academic merit and financial need with a preference for students studying and performing research overseas in Europe. Edward L. Dobbins ’39 Memorial Scholarship. Established by Hope J. Dobbins in memory of her husband, the Dobbins scholarship is awarded to a worthy student who demonstrates a commitment to the betterment o f society through involvement in community or environmental activism. The scholarship is renewable. Preference is given to residents of Berkshire County, Mass. The Patrick A. Dolan Scholarship was established by Patrick D. Dolan ’83 in 2004. The fund is awarded on the basis of academic merit and financial need to a first-year student who shows great promise. The scholarship is renewable. 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. The Agnes B. Doty Memorial Scholarship, established in 2000 by her daughter, Christine M. Doty ’70, is awarded each year with a preference given to students majoring in Asian studies. The scholarship is renewable. The Marcel Dubien Endowed Scholarship was established in 2007 by Jacques Joussot-Dubien ’49 to honor his father. This scholarship is awarded on the basis of academic merit and financial need and is renewable. Preference will be given to students from Europe who are not U.S. citizens. The Faith and Ross Eckler Scholarship was established in 2002 by A. Ross ’50 and Faith Woodward Eckler ’51. The scholarship is awarded on the basis of academic merit and financial need, with preference given to a man or woman with a commitment to community service, and is renewable. The Marjorie VanDeusen ’38 and J. Earle Edwards ’36 Scholarship was established by an anonymous donor in 2000. It is awarded with preference given to a junior or senior who has demonstrated a commitment to socially responsible citizenship with a special interest in peace and conflict studies. The scholarship is renewable. The Maurice G. Eldridge '61 Scholarship is one of several created by an anonymous donor in recognition of outstanding administrators at Swarthmore College. The Eldridge Scholarship was established in 1999 to honor Maurice G. Eldridge ’61, vice president of college and community relations and executive assistant to the president. The Eldridge fund is awarded to a student with merit and need who has demonstrated a commitment to socially responsible citizenship, with a preference for a student from the Washington, D.C., public school system, especially from either the Banneker Academic High School, Duke Ellington School of the Arts, or the Bell Multicultural School. The scholarship is renewable. The Robert K. Enders Scholarship, established by his friends and former students, to honor Dr. Robert K. Enders, a member of the College faculty from 1932 to 1970, is awarded annually to a worthy student with an interest in the study of biological problems in a natural environment. 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 community by bringing to this campus students who are outstanding in leadership, intellectual curiosity, community service, and athletic participation. The scholarship is awarded to members of the first-year class and is renewable annually. It provides a summer-opportunity grant as well as internship, mentoring, networking, and alumni opportunities. The M ichaels. Fedak '82 Scholarship was established in 2003. It is awarded on the basis of academic merit and financial need with preference given to students from New Jersey 6 Financial Aid majoring in economics or mathematics. The scholarship is renewable. The Samuel and Gretchen Vogel Feldman Scholarship is awarded to a student interested in pursuing a teaching career. It is awarded on the basis of need and is renewable. The Samuel M. and Gretchen Vogel Feldman 1956 Scholarship II is awarded to a student interested in pursuing a teaching career after graduating from Swarthmore College. It is awarded on the basis of need and is renewable. The Martin Fleisher ‘80 and Mark Risk '78 Scholarship was established in 2005 and is awarded on the basis of academic merit and financial need. The Margaret McCain Ford ‘43 Scholarship was established in 2006 in memory of her by husband Thomas Ford and their children. This scholarship is awarded on the basis of academic merit and financial need and is renewable. The Norma Patz Fox '82 and Clifford Fox Scholarship was established in 2006 by Norma Patz Fox ’82 and Clifford Fox. This scholarship is awarded on the basis of academic merit and financial need and is renewable. 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 Swarthmore College from 1982 to 1991. This need-based scholarship will be awarded each semester to one student enrolled in an approved program of academic study outside the boundaries of the United States. Preference will be given to students studying in Asian, Middle Eastern, and African countries. The Marianne Durand Frey '57 Scholarship was established by Marianne Durand Frey in 2002 and reflects the donor’s gratitude for scholarship aid received during her attendance at Swarthmore. This renewable scholarship is awarded based on merit and financial need to a woman who has attended a public high school. The Theodore and Elizabeth Friend Scholarship was established as an expression of respect and appreciation by board members and others who have been associated with them in the service of Swarthmore College. The scholarship is awarded each year on the basis of need to a worthy student. The Theodore Friend and Elizabeth Pierson Friend Scholarship was established in 2005 and is awarded on the basis of academic merit and financial need with a preference for a student from an Islamic country or a student engaged in Islamic studies. The Toge and Mitsu Fujihira Scholarship was created in 2000 by their son, Donald Fujihira ’69. It is awarded to a man or woman who shows great promise and assumes both financial need and academic excellence. Preference is given to students of Asian descent. The scholarship is renewable. The Cynthia Norris Graae '62 Scholarship was created by an anonymous donor in 2007 in recognition of an alumna whose dedicated service to the College includes serving on Alumni Council and the Board of Managers. The scholarship is awarded on the basis of financial need and is renewable. The John and Gail Gaustad Scholarship was established by friends and students of the Gaustads to honor their many years of service to the College. It is awarded annually to a promising student who demonstrates need and academic excellence. It is renewable. The Martha Salzmann Gay '79 Scholarship was created in 2000 by Martha S. Gay ’79. The award assumes both academic excellence and financial need and is awarded to a first-year student who shows great promise. The scholarship is renewable. The David Gelber '63 and Kyoko Inouye Scholarship was established in 2004 and is awarded on the basis of academic merit and financial need with preference to students from New York or New Jersey majoring in history, with second preference to humanities majors. The Jeffrey L. Gertler '74 Memorial Scholarship was established in 2005 by an anonymous donor. It is awarded on the basis of academic merit and financial need. The scholarship is renewable. The Joyce Mertz Gilmore Scholarship is awarded to an entering first-year student and is renewable. The recipient is chosen on the basis of mental vigor, concern for human welfare, and the potential to contribute to the College and the community outside. The award was established in 1976 by Harold Mertz ’26 in memory of Joyce Mertz Gilmore ’51. The Barbara Entenberg Gimbel Scholarship Fund was endowed in memory o f 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 preference to a black candidate. The Chloe and Raoul Giant Scholarship was established in 2005 by their family to honor their zeal for lifelong learning and their passion for greater understanding of the issues facing today’s world. The scholarship is based on need and academic achievement with a preference for a foreign or American student who demonstrates intellectual and personal integrity and a strong commitment to the public good. The Barbara Nugent Glouchevitch Scholarship was established by Michel Glouchevitch ’l l in memory of his mother, a 1948 Bryn Mawr graduate. Barbara had close ties to Swarthmore and lived her abbreviated life enthusiastically pursuing career, family, intellectual, and sports 6 Financial Aid activities. This scholarship is awarded on the basis of merit and need to students showing distinction in academics, leadership, and extra­ curricular activities. The John D. Goldman ’71 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 in 1991 in memory of Mrs. Goldsmith, is a need-based 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. Preference will be given to a student who has attended the Settlement Music School and shows an interest and proficiency in playing the piano. The Kermit Gordon '38 Scholarship was created by an anonymous donor in 2000. This renewable scholarship is awarded on the basis of need, merit, and an interest in public policy. The N eil R. Grabois '57 Scholarship was created by an anonymous donor in 2001. It is awarded on the basis of academic merit and financial need, with preference for students from urban public high schools who wish to study engineering or science. The Sarah Maurer Graham '77 Scholarship was established by Sarah’s husband, Robert B. Graham, after her passing to honor her curiosity, her achievements, and her passion for Swarthmore. The scholarship is awarded on the basis of academic merit and financial need with preference given to students interested in classics studies. The scholarship is renewable. The Mary Lippincott Griscom Scholarship was established by Mary Griscom and her daughter, Mary Griscom Colegrove ’42, through outright gifts and the maturity of life income contracts, to provide financial aid on the basis of academic merit and financial need. The Robert G. Grossman '53 and Ellin Grossman Endowed Scholarship was created in 2005 and is awarded on the basis of academic merit and financial need with a preference for biology or history majors. The Pauline and Joseph Guss Endowed Scholarship was established in 2003 by Giles Kemp ’72 and Barbara Guss Kemp. It is awarded on the basis of financial need and academic merit with preference to students from Nebraska or, as a second consideration, students from the Midwest. The Lucinda Buchanan Thomas '34 and Joseph H. Hafkenschiel '37 Scholarship Fund was established 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 ’75. Lucinda’s father, B.A. Thomas, M.D., graduated with the Class of 1899. This scholarship is awarded to a junior and is renewable, based on need. Preference is given to students who have demonstrated proficiency in water sports or 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 former member of the Swarthmore College faculty. The scholarship is awarded to a firstyear student with financial need who is distinguished for intellectual promise and leadership. It is renewable. The Nicole Alfandre Halbreiner '82 Scholarship was established in 2005 and is awarded on the basis of academic merit and financial need. The Margaret Johnson H all Scholarship fo r the Performing Arts is the gift of Margaret Johnson Hall ’41. It provides financial assistance based on merit and need, with preference to students intending to pursue a career in music or dance. The M erritt W. Hallowell '61 Endowed Scholarships were established in 2005 by a bequest from Merritt Hallowell who was a loyal and generous alumnus with a sincere interest in helping students. These scholarships are awarded on the basis of academic merit and financial need and are renewable. The Helene and MarkHankin '71 Scholarship was established in 2002 by the Hankins in memory of Mark Hankin’s father, Perch P. Hankin. It is awarded on the basis of academic merit and financial need and is renewable. The John W. Harbeson '60 and Ann E. Harbeson Scholarship was established by the Harbesons in 2004 and is awarded on the basis of academic merit and financial need to a firstyear student, renewable through the senior year. Preference is given to a deserving international student reflecting the donors’ active involvement, careers, and interests. The Edith Ogden Harrison Memorial Scholarship was created by her daughter, Armason Harrison ’35. It is awarded to a firstyear student, with a preference for children of members of the Religious Society of Friends or to Native American students. The scholarship is renewable. The William Randolph Hearst Scholarship Fund fo r Minority Students, established by the Hearst Foundation Inc., provides financial assistance to minority students with need. The Bernard B. and Phyllis N. Helfand Scholarship was established by their daughter, Margaret Helfand ’69, in 2003 to honor their encouragement of nontraditional educational pathways. The scholarship is awarded on the basis of merit and need, with preference given 6 Financial Aid to students interested in both art and science and a commitment to improving thencommunities through their work. The scholarship is renewable. The E. Dyson and Carol Homeland Herting ’38 Scholarship was created in 1999 by Eugene M. Lang ’38. The scholarship is awarded with preference given 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 service to the College. Recipients of this needbased scholarship will be selected from the junior class for their interest in a career in the public or nonprofit sectors and is renewable. The Betty Stem Hoffenberg Scholarship, established 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 majoring 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 Co. Preference is given to students planning to major in engineering or prelaw. The Doris K. Hourihan Scholarship was established in 2006 by Jenny Hourihan Bailin ’80 in memory of her mother, Doris K. Hourihan. This scholarship is awarded on the basis of academic merit and financial need and is renewable. The Everett L. Hunt Scholarship, endowed by the Class of 1937 in the name of its beloved emeritus professor and dean, provides an unrestricted scholarship to be awarded annually by the College. The Betty P. Hunter Scholarship Fund. Betty P. Hunter ’48, one of the first black students to attend Swarthmore College, established this fund through a bequest to provide scholarship aid to needy students. The Richard M. Hurd ’48 Scholarship was created in 2000. It is awarded with preference given to a student majoring in engineering. The scholarship is renewable. The William Y. Inouye '44 Scholarship was established in loving memory by his family, friends, and colleagues in recognition of his life of service as a physician. It is awarded to a worthy junior premedical student with need. The scholarship is renewable. 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 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 engineering. It is the gift of Elsa Palmer Jenkins ’22, Swarthmore’s first woman graduate in engineering. The Edmund A. Jones Memorial Scholarship Fund was created 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 2004, this 4-year, renewable scholarship was designated with preference for graduates of Strath Haven High School, graduates from Delaware County high schools, or Pennsylvania high schools, respectively. Edmund A. Jones was the son of Adalyn Purdy Jones, Class of 1940, and Edmund Jones, Class of 1939, longtime residents of Swarthmore. The Benjamin Kalkstein ’72 Scholarship, established by his family in 2002, is awarded to a first-year student on the basis of merit and need, and is renewable. Preference is given to students with interest in environmental studies. The Jennie Keith Scholarship is one of several created by an anonymous donor in recognition of outstanding administrators at Swarthmore College. The Keith Scholarship was established in 2000 to honor Jennie Keith, professor of anthropology, who served as provost from 1992 to 2001. The scholarship is awarded to a student who shares the donor’s and Jennie Keith’s commitment to the use of intellectual excellence in the service of positive social change. The Michael Kelley and Elizabeth Lavin Kelley ’87 Scholarship will be awarded on the basis of academic merit and financial need and is renewable. The Alexander Kemp Endowed Scholarship was established in 2001 by Giles Kemp ’72 and Barbara Guss Kemp. This renewable scholarship is awarded on the basis of financial need and academic merit. The Kennedy Scholarship is given in honor of the parents and with thanks to the children of Christopher and Jane Kennedy. The scholarship is awarded on the basis of need and merit and is renewable. The Clark Kerr ’32 Scholarship was created by an anonymous donor in 2000. It is awarded with preference given to a student entering his or her senior year, who meets the model described by President Aydelotte of the all­ 6 Financial Aid around student with strong interests in academic achievement, athletics, and interests in debating and other aspects of student life and community service. The Florence and Melville Kershaw Scholarship is endowed in their honor by their son Thomas A. Kershaw ’60. It is awarded to a first-year student on the basis of need and merit, with preference given to those intending to major in engineering. It is renewable. The Naomi Kies ’62 Scholarship. Naomi Kies, Class of 1962, devoted herself to community service, pursuing practical idealism and seeking peaceful solutions to political and social problems. This scholarship, given in her memory by her family and friends, is awarded on the basis of academic merit and financial need and is renewable. Preference is given to international students. The Joseph W. Kimmel '44 & Elizabeth Blackburn Kimmel ’44 Scholarship was established in 2003 by their son, James B. Kimmel ’70. It is awarded on the basis of academic merit and financial need with preference given to students from the Delaware Valley area, including eastern Pennsylvania, southern New Jersey and Delaware. The scholarship is renewable. The William H. Kistler ’43 Scholarship is endowed in his memory by his wife, Suzanne, his friends and former classmates. It is awarded to a needy and deserving student majoring in engineering or economics. The Barbara L. Klock ’86 and Salem D. Shuchman '84 Scholarship is awarded to a junior or senior who intends to enter the teaching profession. The recipient is chosen by the Financial Aid Office in consultation with the faculty of the education program at Swarthmore College. 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 financial need. The scholarship is renewable. 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 junior or senior year to a student who has shown leadership capability, made significant contributions to the life of the College, and demonstrated the need for financial assistance. The Laurence Lafore '38 Scholarship was established in his memory in 1986 by family, friends, classmates, and former students. Professor Lafore, author of numerous books and essays, taught history at Swarthmore from 1945 until 1969. This scholarship is awarded to a needy student showing unusual promise and is renewable. The Robert E. 1903, Elizabeth 1903, and Walter Lamb 1939 Scholarship was established by Walter Lamb ’39. It is awarded on the basis of academic merit and financial need. 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 renewable. This scholarship was established by Eugene M. Lang ’38 in honor of his sister. Eugene M. Lang Opportunity Grants are awarded each year to as many as six sophomore students who are selected by a special committee on the basis o f 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 academic-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 ’38, provides financial assistance for a man or woman who ranks high in scholarship, character, 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 preference for minority or foreign students who show both merit and need. This scholarship has been endowed by the family o f 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 financial need every two years to a student entering the junior year and showing academic distinction, leadership qualities, and a definite interest in a career in business. The Dorrie and Henry Leader Family Scholarship was established in recognition of their many family members who attended Swarthmore college including their children, 6 Financial Aid Martha ’71 and Elizabeth ’73. It is awarded on the basis of academic merit and financial need. The Raphael Lemkin Endowed Scholarship was established in 2005 by John and Ann Montgomery ’77 to honor Raphael Lemkin, a Holocaust survivor who invented the word “genocide” and drafted the Genocide Convention of the United Nations, adopted in 1948. The scholarship shall be awarded with preference to “upstanders” or students who demonstrate interest in human rights, especially anti-genocide work. The Walter H. Leser ’49 Memorial Scholarship was established by Martha E. Leser in 2002. It is awarded on the basis of academic merit and financial need with preference to students majoring in mathematics. The scholarship is renewable. The Carl M. Levin '56 Scholarship was created by an anonymous donor in 2000. It is awarded to a student with merit and need who has overcome obstacles, with a preference for Michigan public high school graduates. The scholarship is renewable. The Beryl and Leonard Levine Scholarship was established by their daughter, Susan Brauna Levine ’78, in 2005 and is awarded on the basis of academic merit and financial need. The Scott B. Lilly Scholarship, endowed by Jacob T. Schless of the Class of 1914, was offered for the first time in 1950. This scholarship is awarded annually in honor of a former distinguished professor of engineering, and students who plan to major in engineering are given preference. The Lloyd Family Scholarship was established in 2000 by May Brown Lloyd ’27, G. Stephen Lloyd ’57, and Anne Lloyd ’87. It is awarded with preference given to a man or woman who gives great promise. The scholarship is renewable. The Lloyd-Jones Family Scholarship is the gift of Donald ’52 and Beverly Miller ’52 LloydJones and their children Anne ’79, Susan ’84, Donald ’86, and Susan’s husband Bob Dickinson ’83. It is awarded on the basis of merit and need and is renewable. 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 scholarship is renewable. 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 personal courage, high ideals, good humor, and grace. It is awarded on the basis of merit and need and is renewable. The David Laurent Low Memorial Scholarship was established by Martin L. Low ’40; his wife, Alice; Andy Low ’73; and Kathy Low in memory of their son and brother. It is awarded to a man or woman who shows the great promise that David himself did. The award assumes both need and academic excellence and places emphasis, in order, on qualities of leadership and character, or outstanding and unusual promise. The scholarship is awarded to a first-year student and is renewable. The Lyman Scholarship was established by Frank L. Lyman Jr. ’43 and his wife, Julia, on the occasion of his 50th reunion in 1993. It is awarded to a student who is a member of the Religious Society o f Friends or whose parents are members o f die Religious Society of Friends, on the basis of need, and is renewable. The LelandS. MacPhailJr. 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 David Mailloux Endowed Scholarship was established in 2005 by his loving parents to celebrate David’s life and memory. The scholarship is awarded on the basis of academic merit and financial need and is renewable. The Thomas B. McCabe Awards, established by Thomas B. McCabe, Class of 1915, are awarded to entering students. Regional McCabe Scholarships will be awarded to a few students from the Delmarva Peninsula and from southeastern Pennsylvania (Chester, Montgomery, and Delaware counties). These awards provide a minimum annual scholarship of full tuition, or a maximum to cover tuition, fees, room, and board, depending on need. Candidates for the regional McCabe Awards must apply for admission to the College by Dec. 15. The National McCabe Scholarship will be awarded to a few students and will be based on a student’s financial need. Students do not apply for National McCabe Award consideration but rather are selected from among all admission candidates. In making selections for the McCabe Scholarships, the committee places emphasis on ability, character, personality, and service to school and community. The Charlotte Goette ’20 and Wallace M. McCurdy Scholarship is awarded to a first-year student on the basis of need and merit and is renewable. It has been endowed by Charlotte McCurdy ’20. The Cornelia Dashiell and Dino Enea Petech McCurdy, M.D. '35 Family Scholarship was endowed 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 School. 6 Financial Aid 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. It is the gift of the McDiarmid family in commemoration o f 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 languages. The Sarah Meade McKitterick Scholarship was established in 2006 by Katherine Burt Anderson ’49 to honor the memory of her daughter. This scholarship is awarded on the basis of academic merit and financial need and is renewable. The Donald R. McMinn ’86, Robert ’57 and Tamzin MacDonald ’58 McMinn Scholarship was created in 2004 and is awarded on the basis of academic merit and financial need, with preference to students planning a career in business. The Margaret S. Meeker ’45 Scholarship was established by Douglas F. Bushnell, Rebecca W. Bushnell ’74, and John D. Toner ’73 in memoty of Peggy Meeker, wife and mother, who was full of love and life and who was so happy during her years at Swarthmore College. The scholarship is awarded on the basis of merit and need and is renewable. The Norman Meinkoth Scholarship, 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 annually to a worthy student with an interest in the study of biological problems in a natural environment. The Alison Joanna Meloy ’94 Memorial Scholarship was established in 2006 by her mother and stepfather, Alice and Robert Deal. The scholarship celebrates Alison’s love of Swarthmore College and recognizes that some of her happiest years were spent there. It is awarded on the basis of merit and need and is renewable with a preference for female students majoring in political science. The Peter Mertz Scholarship is awarded to an entering first-year student outstanding in mental and physical vigor, who shows promise of spending these talents for the good of the College community and of the larger community outside. The award was established in 1955 by Harold, LuEsther, and Joyce Mertz in memory of Peter Mertz ’57. It is renewable. The Mari Michener Scholarship provides financial support to four students on the basis of merit and need. It is the gift of James Michener ’29. The Bruce and Florence M iller Scholarship was established in 2006 by their son Grant Miller ’65 to honor his parents’ lifetime commitment to education and to underserved communities. The scholarship is awarded on the basis of academic merit and financial need and is renewable. Preference is given to students with sensitivity toward diverse underserved communities. The Hajime Mitarai Scholarship, established in 1995 by Eugene M. Lang ’38 in memory of his close friend and the father of Tsuyoshi Mitarai ’98, is awarded to students with financial need. Preference is given to students with international backgrounds. The Margaret Moore Scholarship Fund provides scholarships to foreign students with a preference given to students of South Asian origin. The Kathryn L. Morgan Scholarship was established by an anonymous donor in 2000. The scholarship was created in recognition of Professor Morgan’s distinguished teaching and scholarly contributions to the life of the College. Preference is given to students with an interest in black studies. The scholarship is renewable. The Robert '67 and Joan Murray Scholarship was created in 2004 and is awarded on the basis o f academic merit and financial need. The Thomas W. Nash '74 Scholarship was established in 2006. This scholarship is awarded on the basis of academic merit and financial need and is renewable. The Florence Eising Naumburg Scholarship was named in 1975 in honor of the mother of an alumna o f the Class of 1943. It is awarded to a student whose past performance gives evidence of intellectual attainment, leadership, and character and who shows potential for future intellectual growth, creativity, and scholarship and for being a contributor to the College and ultimately to society. Albert and Christine Nehamas Scholarship was established in 2004 by Alexander Nehamas ’67 and Susan Glimcher in loving memory of Alexander’s parents who strove to provide a sound education for their son. It is awarded on the basis of academic merit and financial need, with preference for students from Greece, or from other international countries. The Thomas S. '30 and Marian Hamming Nicely ’30 Scholarship is awarded to a firstyear student with need who shows promise of academic achievement, fine character, and athletic ability. Preference will be given to a person who has been on the varsity tennis, squash, racquets, golf, or swimming teams in high school or preparatory school. The Mary McCusker Niemczewski Scholarship was established in 2005 by Christopher M. Niemczewski ’74 to honor his mother and is awarded on the basis of academic merit and financial need. 6 Financial Aid a preference for classics students, particularly The John H. Nixon Scholarship was established those studying ancient history or philosophy. by John H. Nixon ’35, to assist Third World students, especially those who plan to return to The Page-Pixton Scholarship fo r Foreign Study is awarded on the basis of financial need each their country of origin. year to rising juniors or seniors who seek The Donald E. Noble Scholarship was through foreign study experience to prepare established in 2002 by the Donald E. and Alice M. Noble Charitable Foundation and is awarded themselves to become effective leaders of a more inclusive, generous, and peaceful world. on the basis of academic merit and financial need. The scholarship is renewable. The Tory Parsons ’63 Scholarship-was The Helen North Scholarship was established in established in 1991 in his memory by a member of the Class o f 1964 to provide scholarship aid 2002 by Maureen Cavanaugh ’75 and to students with demonstrated need. Christopher Plum ’75 in honor o f Helen F. North, who, at the time of her retirement from The Sibella Clark Pedder '64 Endowment •was, Swarthmore in 1991 was the Centennial established in 2005 to enable American students Professor of Classics and had been a member of through foreign study to develop deeper the College faculty for 43 years. Author, understanding of, and improved facility with, a traveler, lecturer, and beloved friend, Helen global world. The income from the fund is North has always been committed to teaching in awarded only to students who qualify for a culturally diverse educational community. financial aid on the basis of their need. The scholarship is awarded on the basis of The J. Roland Pennock Scholarships were academic merit and financial need with established by Ann and Guerin Todd ’38 in preference given to students interested in the honor of J. Roland Pennock ’27, Richter classics. The scholarship is renewable. Professor Emeritus of Political Science. Income The Edward L. Noyes ’31 Scholarship has been from this endowment is to be used to award endowed in his memory by his wife, Jean four scholarships on the basis of merit and Walton Noyes ’32, his three sons, and his many need, preferably to one scholar in each class. friends. The scholarship is available to an The Perry Family Scholarship. Four incoming first-year student, with preference generations of the Perry family have attended given to those from the Southwest, especially Swarthmore College. At Swarthmore, the Texas. It is awarded on the basis of need and Perrys pursued diverse academic paths and merit to students with broad interests and is participated in team sports. After graduation, renewable. they became educators, physicians, and The Nancy Triggs Ohland ’55 Scholarship was scientists. The Perry Family Scholarship will be established in her memory in 2006 by husband awarded with preference to a well-rounded Theodor C. Ohland and children Karen J. premedical student who demonstrates strong Ohland ’83, Matthew W. Ohland ’89, and Erik academic achievement along with an interest in D. Ohland. The Nancy Triggs Ohland ’55 student life and community service. It will be awarded to a student entering his or her junior Scholarship is awarded on the basis of academic merit and financial need with year and may be renewed. preference given to a student with a strong The Winnifred Poland Pierce Scholarship Fund record of community service. was established in 1988. The scholarship is The Mark L. Osterweil '94 Memorial awarded on the basis of merit and financial Scholarship was established by his family and need and is renewable. Preference is given to friends. Mark was an ardent student of students who are the first generation in their European and American history with a special families to attend college. interest in the economic, intellectual, political, The Cornelia Chapman and Nicholas O. and social relationships and connections Pittenger Scholarship, established by family between the United States and other countries, and friends, is awarded to an incoming firstpeoples, and cultures. Preference in awarding year man or woman who ranks high in the Mark L. Osterweil ’94 Memorial scholarship, character, and personality and Scholarship will be given to American or needs financial assistance. foreign students whose studies o f history are The Frances Hughes Pitts Scholarship was consistent with Mark’s wide-ranging interests. established in 2003 by George R. Pitts ’72 in The Martin Ostwald Scholarship was honor and memory of his mother. The established in 2005 by Christopher Plum ’75 in scholarship is awarded on the basis of academic memory of his beloved wife, Maureen merit and financial need with a preference Cavanaugh ’75. The scholarship is named in given to students with an interest in the honor of Martin Ostwald, the Swarthmore sciences. The scholarship is renewable. classics professor who had a tremendous The Anthony Beekman Pool Scholarship. This lifelong impact on Maureen’s development as a scholarship is awarded to an incoming first-year classics and legal scholar. It is awarded on the basis of academic merit and financial need with 6 Financial Aid man of promise and intellectual curiosity. It is given in memory of Tony Pool ’59. The Ramon L. Posel Scholarship Fund was established in 2005 and is awarded on the basis of academic merit and financial need. The Richard ’36 and Helen ShilcockPost ’36 Scholarship, established in 1995 by Helen Shilcock Post ’36, Bill ’61 and Suzanne Rekate Post ’65, Carl ’66 and Margery Post Abbott ’67, Barbara Post Walton, Betsy Post Falconi, Richard W. ’90 and Jennifer Austrian Post ’90 and their families, is awarded to a well-rounded first-year student who demonstrates merit, need, and an interest in athletic endeavors. It is renewable. The Elizabeth Carver Preston, Class o f1934, Memorial Scholarship was established in 2001 by the family of Elizabeth “Beth” Preston in recognition of her devotion to Swarthmore College. For Beth, who was a scholarship student, Swarthmore College opened a new world, stimulating her intellectually and introducing her to lifelong friends, including her husband. Her commitment to die College continued after graduation with years of participation in College events and service as an alumna, including several terms on the Board of Managers. Her heartfelt enthusiasm about Swarthmore encouraged numerous young people to consider the College for themselves. In this scholarship, Beth’s spirit lives on by enabling others to experience the college life she so cherished. The Preston Scholarship is renewable and awarded on the basis of demonstrated financial need. The Henry L. Price Jr., M.D., '44 Scholarship in Natural Sciences was established in 1994 by Hal and Meme Price and is awarded to a student who has declared the intention to choose a major in the Division of Natural Sciences excluding engineering. It is awarded on the basis of merit and need and is renewable. This scholarship is in memory of Dr. Price’s parents, Sara Millechamps Anderson and Henry Locher Price. The Martin S. and Katherine D. Quigley Scholarship was established by their son, Kevin F.F. Quigley ’74, in honor of his parents’ steady commitment to family, lifetime learning, and international understanding. The scholarship is awarded each year on the basis of academic merit and financial need and is renewable. Preference is given to outstanding international students attending Swarthmore. The Jed S. R akoff ’64 Scholarship was created by an anonymous donor in 2005, in recognition of the benefits of an independent judiciary. It is awarded on the basis of academic merit and financial need, with preference for students who have demonstrated an interest in public affairs. The scholarship is renewable. The Raruey-Chandra and Niyomsit Scholarships are given by Renoo Suvamsit ’47 in memory of his parents. They are given in alternate years: the Raruey-Chandra Scholarship to a woman for her senior year, and the Niyomsit Scholarship to a man for his senior year, who has high academic standing and real need for financial aid. Preference is given to a candidate who has divorced or deceased parents. 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. The Lewis M. Robbins ’40 Scholarship was established by Lewis M. Robbins ’40 in 2002. It is awarded on the basis of academic merit and financial need and is renewable. The Michael J. Robbins Living Memorial Endowed Scholarship was established anonymously in 2007 to celebrate the memory of Michael J. Robbins and to recognize the important role scholarships play in assisting talented students with substantial financial need to receive a Swarthmore College education. This scholarship is awarded on the basis of academic merit and financial need and is renewable. The Louis N. Robinson Scholarship was established 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 demonstrated interest and ability in the study of economics is chosen for this award. The Edwin P. Rome Scholarship provides financial 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 Matthew Rosen ’73 Scholarship was established in 2004 and is awarded on the basis o f academic merit and financial merit. The Alexis Rosenberg Scholarship Fund, established by The Alexis Rosenberg Foundation, provides aid for a first-year student. It is awarded 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 given to an economics major. It is renewable. The Charles F. C. R u ff ’60 D istrict o f Columbia Scholarship memorializes distinguished alumnus Charles F.C. Ruff ’60, who died in 2000. Preference is given to students with 6 Financial Aid financial need who live in the District of Columbia. The David Barker Rushmore Scholarship, established in honor of David Barker Rushmore, Class of 1894, by his niece Dorothea Rushmore Egan ’24, is awarded annually to a worthy student who plans to major in engineering or economics. The Carl E. Russo '79 Business Scholarship financially supports rising sophomores, juniors, and seniors with a strong and expanding interest in business and entrepreneurship. It is awarded on the basis of financial need and academic merit and is renewable. The Professor Bernard “Bemie ” Saffian Scholarship was created in 2005 by students, colleagues, and friends in honor and memory of Bemie Saffran, distinguished economist, gifted teacher, international mentor, raconteur, and treasured member of the Swarthmore College faculty from 1967 to 2004. It is awarded on the basis of merit and financial need, with preference given to economics majors with an interest in public policy. The scholarship is renewable. The William B. Sailer ’82 Scholarship was created in 2004 and is awarded on the basis of academic merit and financial need. The RichardB. Saltzman ’77 Scholarship was established in 2006 by Richard B. Saltzman ’ll . This scholarship is awarded on the basis of academic merit and financial need and is renewable. 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 interests, however, will not be excluded from consideration. Awarded in honor of Katharine Scherman ’38, it is renewable. The Peter ’57 and David ’58 Schickele Scholarship was established by an anonymous donor in 2001. Named for Peter ’57 and in memory of his brother David ’58, it is awarded on the basis of academic merit and financial need. Preference is given to students from the Native American community in the plains, desert, and mountain states west of the Mississippi River. The Schmidt/Lyman Scholarship was established in 2005 and is awarded on the basis of academic merit and financial need. The scholarship is renewable. The Walter Ludwig Schnaring Scholarship was established in 1998 by a gift from the estate of Helen Hillbom Schnaring, in memory of her husband. This renewable scholarship is unrestricted. The Schneck Fam ily Scholarship was established in 2001 by Jennifer Schneck. It is awarded on the basis of academic merit and financial need. The scholarship is renewable. The Howard A. Schneiderman ’48 Scholarship, established in 1991 by his family, is awarded to a first-year student and is renewable. Preference is given to students with interest in the biological sciences. The Schoenbaum Family Scholarship was established in 2003 and is awarded on the basis of academic merit and financial need and is renewable. Preference shall be given to firstgeneration college students. The Gustavo R. Schwed '84 and Lucy E. Harrington '85 Scholarship was established in 2006 by Gus Schwed and Lucy Harrington. The scholarship is awarded on the basis of academic merit and financial need and is renewable. Preference shall be given to economically disadvantaged students who represent the first generation in their families to attend college. The Joe and Terry Shane Scholarship was created in honor of Joe Shane ’25, who was vice president of Swarthmore College’s Alumni, Development, and Public Relations from 1950 to 1972, and his wife, Terry, who assisted him in countless ways in serving the College. It was established by their son, Larry Shane ’56, and his wife, Marty Porter Shane ’57, in remembrance of Joe and Terry’s warm friendship with generations of Swarthmore alumni. This award is made to a first-year student on the basis of merit and need. It is renewable. The Roy J. '70 and Linda G. Shanker Scholarship was established in 2006. This scholarship is awarded on the basis of academic merit and financial need and is renewable. The Leonard Shapiro Scholarship was established in 2004 by his son, Robin Marc Shapiro ’78. The award assumes both academic excellence and financial need and is awarded to a first-year student who shows great promise. Preference will be given to a student who is the first generation of his or her family to attend a college or university in the United States. The scholarship is renewable. The Felice K. Shea '43 Scholarship was established in 2004 by an anonymous donor and honors the Honorable Felice K. Shea, who has dedicated her life to issues of justice and public service throughout her 25 years on the bench and her work with the Legal Aid Society of New York. The scholarship is awarded on the basis of academic merit and financial need with preference given to a student looking toward a career in public service. The scholarship is renewable. The Philip Shen and Sylvia Lo Shen Scholarship was established in 2006 by an anonymous donor to honor the parents of the donor’s classmate Kairos Shen ’87. This 6 Financial Aid scholarship is awarded on the basis of academic merit and financial need and is renewable. Preference shall be given to Chinese students who are not U.S. citizens and students interested in religious studies. The Florence Creer Shepard '26 Scholarship, established by her husband, is awarded on the basis of high scholastic attainment, character, and personality. The William C. and Barbara Tipping Sieck Scholarship was established in 1980 by the Siecks and is awarded annually to a student showing distinction in academics, leadership qualities, and extracurricular activities and who indicates an interest in a career in business. The Gary J. Simon ’79. Scholarship was established in 2002. It is awarded on the basis of academic merit and financial need and is renewable. The Daniel M. Singer ’51 Endowed Scholarship was established in 2005 by Maxine Frank Singer ’52 in honor of her husband. This scholarship is awarded on the basis of academic merit and financial need and is renewable. The Nancy Baxter Skallerup Scholarship, established by her husband and children, is awarded to a first-year student with financial need. It is renewable. The Ann Brownell Sloane ’60 Scholarship was established by Ann Brownell Sloane ’60. Preference is given to a student majoring in history. The William W. Slocum '43 Scholarship was established in 1981 and is awarded to a deserving student on the basis of merit and need. The Courtney C. Smith Scholarship is for students who best exemplify the characteristics of Swarthmore’s ninth president: intellect and intellectual courage, natural dignity, humane purpose, and capacity for leadership. Normally, the award will be made to a member of the firstyear class on the basis of merit and need. It is renewable. Holders of this scholarship gain access to a special 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 16 years of stewardship of the College’s affairs and his tragic death in its service. The W. W. Smith Charitable Trust provides scholarships to qualifying students with preference given to students from the Delaware Valley. The Elizabeth Thom Snipes Scholarship was established in 2004 by Jim Snipes ’75 and is awarded on the basis of academic merit and financial need with preference given to students majoring in religion or philosophy. The scholarship is renewable. The Harold E. and Ruth Calwell Snyder Premedical Scholarship is the gift o f Harold E. Snyder ’29. It provides support up to full tuition and fees for junior or senior premedical students and is awarded on the basis of merit and need. The Cindy Solomon Memorial Scholarship is awarded with preference given to a young woman in need of financial assistance and who has special talent in poetry or other creative and imaginative fields. The Frank Solomon Memorial Scholarship was created in 1955. The scholarship is awarded on the basis o f academic merit and financial need and is renewable. The Frank Solomon Jr. ’50 Scholarship was established in 2004 and is awarded on the basis of academic merit and financial need. The Helen Solomon Scholarship is given in her memory by her son, Frank Solomon Jr. ’50. It is awarded to a first-year student on the basis of merit and need and is renewable. The Babette S. Spiegel Scholarship Award, given in memory o f Babette S. Spiegel ’33, is awarded to a student showing very great promise as a creative writer (in any literary form) who has need of financial assistance. The English Department determines those eligible. The William T. '51 and Patricia E. Spock Scholarship was established in 2000 by Thomas E. ’78 and Linda M. Spock. This renewable scholarship is awarded with preference given to a man or woman majoring in mathematics or the fine arts. The Harry E. Sprogell Scholarship was established in 1981 in memory of Harry E. Sprogell ’32 in honor of his class’s 50th reunion. It is awarded to a junior or senior with financial need who has a special interest in law or music. C. V. Starr Scholarship Fund, established by The Starr Foundation as a memorial to its founder, provides scholarship assistance on the basis of merit and need. The David Parks Steelman Scholarship Fund, established in his memory in 1990 by C. William ’63 and Linda G. Steelman, is awarded annually to a deserving male or female student on the basis of merit and need, with preference given to someone showing a strong interest in athletics. The Stella Steiner Scholarship, established in 1990 by Lisa A. Steiner ’54, in honor of her mother, is awarded to a first-year student on the basis o f merit and need. This scholarship is renewable. The Anne C. Stephens and Janaki Ramaswamy Scholarship was established in 2006 by Christianna Strohbeck ’80 and Ramaswamy Murari. The scholarship is awarded on the basis o f academic merit and financial need and is 6 Financial Aid renewable. Preference is given to students who demonstrate a commitment to teaching or to counseling to develop the human and intellectual potential of others. The Morris and Pearl Donn Stem light Scholarship was established by their son Peter D. Stemlight ’48 in 2005 and is awarded on the basis of academic merit and financial need. The Thomas D. and Kathleen B. Stoddard '87 Scholarship was established in 2004. This gift of restricted endowment funds is awarded on the basis of academic merit and financial need. The Clarence K. Streit Scholarship is awarded to a student entering the junior or senior year and majoring in history. Preference is given to persons, outstanding in initiative and scholarship, who demonstrate a particular interest in American pre-Revolutionary War history. This scholarship honors Clarence K. Streit, author of Union Now: A Proposalfo r an Atlantic Federal Union o f the Free, whose seminal ideas were made public in three Cooper Foundation lectures at Swarthmore. The Swarthmore College Asian Scholarship Fund was established in 2003 by Ahna Dewan ’96; Terence Graham ’94; Bruce Wook Han ’86; George Hui ’75; Min Lee ’00; Thomas Lee ’73; Benjamin Su ’96; Mark Tong ’99; Quoc T. Trang ’93; Stephanie Wang ’99; and Michael Yu ’88. The scholarship is awarded on the basis of financial need and academic excellence (or potential of academic excellence) to Swarthmore College students of Asian ancestry (excluding U.S. nationals). The Katharine Bennett Tappen, Class o f 1931, Memorial Scholarship was established in 1980 and is awarded to a first-year student. The scholarship is renewable for four years at the discretion of the College. Preference is given to a resident of the Delmarva Peninsula. The Newton E. Tarble Award, established by Newton E. Tarble, Class of 1913, is granted to a first-year man who gives promise of leadership, ranks high in scholarship, character, and personality, and resides west of the Mississippi River or south of Springfield, 111. The Julia Fishback Terrell '45 Scholarship was established in 2004 by Burnham Terrell ’45 in honor and memory of Julia Terrell ’45. The scholarship is awarded on the basis of academic merit and financial need with a preference given to students with potential for service to the College. The scholarship is renewable. The Phoebe Anna Thome Memorial Scholarship was established by a Thome family member in 1911. Preference is given to members of the New York Quarterly Meeting of the Religious Society of Friends. The scholarship is renewable. The D avid Todd '38 Scholarship was established in 2004 in his memory by his daughter Rebecca Todd Lehmann ’64 and her husband Scott K. Lehmann ’64. The scholarship is awarded on the basis of academic merit and financial need with preference to a student in the natural sciences. The Jean Goldman Todd & Alden Todd '39 Endowed Scholarship was established in 2002 by writer and editor Alden Todd. The late Jean Goldman Todd was a research biologist specializing in tissue culture. The scholarship is awarded on the basis of academic merit and financial need with preference given to students concentrating in the life sciences. The scholarship is renewable. The Patricia Trinder Scholarship is awarded on the basis of academic merit and financial need and is renewable. This scholarship was created in 2006 to honor the memory of Pat Trinder, Recruitment Manager and Assistant Director of Career Services (1988-2003), and secretary to the Chairman of Athletics (1979-1988). Pat’s long career at the College was dedicated to reaching out, serving, supporting, encouraging, and being a friend to students as they went about navigating life at Swarthmore. She is remembered for her compassion, her biggerthan-life personality and her warmth toward others. The donors to this scholarship hope it will be awarded to a student who exemplifies this spirit. The Audrey Friedman Troy Scholarship, established by her husband, Melvin B. Troy ’48, is awarded to a first-year man or woman. The scholarship is renewable. Prime consideration is given to the ability of the prospective scholar to profit from a Swarthmore education and to be a contributor to the College and ultimately to society. The Jane Hausman and Geoffrey M.B. Troy '75 Scholarship, established in 1999, is awarded annually to a deserving student on the basis of merit and need, with preference given to art history majors. The Robert C. and Sue Thomas Turner Scholarship is awarded to a deserving student on the basis of merit and financial need. The Vaughan-Berry Scholarship was established by Harold S. Berry ’28 and Elizabeth Vaughan Berry ’28 through life income gifts to provide financial assistance to needy students. The Ellen V. Weissman '72 Scholarship was created in 2000. It is awarded annually on the basis of academic merit and financial need. The scholarship is renewable. The Stanley and Corinne Weithom Scholarship was established in 1981. It is awarded with preference given to a student who has expressed a serious interest in the area of social justice and civil rights. The scholarship is renewable. 6 Financial Aid The Suzanne P. Welsh Scholarship was created by an anonymous donor in recognition of outstanding administrators at Swarthmore College in 2000. The Welsh fund was established in honor of Suzanne P. Welsh, who joined the College staff in 1983 and became its treasurer in 1989 and Vice President for Finance and Treasurer in 2002. The fund is awarded on the basis of academic merit and financial need and is renewable. The David ’51 and Anita Wesson ’51 Scholarship was established on the occasion of their 50th reunion in honor of their parents, Eleanor and Castro Dabrouhua and Marion and Philip Wesson. It is awarded to a first-year student on the basis of academic merit and financial need and is renewable. Preference is given to a student who is the first in his or her family to attend college. The Dan and Sidney West Scholarship was established in 2003 by an anonymous donor to reflect the appreciation, respect, and affection that the Swarthmore College community holds for the Wests and to honor their significant accomplishments at institutional, community, and personal levels. In 2007 Dan and Sidney added funds to this endowment. The scholarship is awarded on the basis of financial need and academic merit with a preference for students from Arkansas, Oklahoma, or Texas. The scholarship is renewable. The Thomas H. White and Paul M. White Scholarship provides financial aid for a deserving student. The Widdicombe Family Scholarship was established in 2006 by Stacey ‘Toby” Widdicombe III ’74, Gerard C. Widdicombe, and Elizabeth A. Widdicombe in honor of their parents. This scholarship is awarded on the basis of academic merit and financial need and is renewable. The Frederick J. WiestJr. ’37 and Elizabeth S. Wiest ’38 Scholarship was established in 2006 and is awarded on the basis of academic merit and financial need. The Rachel Leigh Wightman Scholarship was created by Anne Bauman Wightman ’82 and Colin W. Wightman ’82 in memory of their daughter. It is awarded to a gentle person whose quiet, unrelenting love of learning inspires similar passion in those around them. The scholarship is awarded on the basis of need to a worthy student and is renewable. The Erik Joseph Wilk ’90 Scholarship was established in 2005 and is awarded on the basis of academic merit and financial need with a preference for someone with sensitivity toward diversity and tolerance toward other cultures and sexual orientations. The E lm er L. W inkler Scholarship Fund, established in 1980 by a member o f the Class o f 1952, is awarded annually to a deserving student on the basis of merit and need. The Ned Winpenny ’74 Memorial Scholarship was established in 2000 by an anonymous donor. It is awarded on the basis of academic merit and financial need. The scholarship is renewable. The Robert W olf '39 Scholarship was endowed in his memory by his sisters, Ruth Wolf Page ’42 and Ethel Wolf Boyer ’41. It is awarded each year on the basis of need and merit to a junior or senior majoring in chemistry or biology. The scholarship is renewable. The Letitia M Wolverton Scholarship Fund, given by Letitia M. Wolverton o f the Class of 1913, provides scholarships for members of the junior and senior classes who have proved to be capable students and have need for financial assistance to complete their education at Swarthmore College. The Frances '28 and John Worth ’30 Scholarship was established by Frances Ramsey Worth in 1993 and is awarded to a first-year student with strong academic credentials and financial need. The scholarship is renewable. The David Wright ’65 Scholarship was established in 2005 and is awarded on the basis of academic merit and financial need. The Elizabeth Cox Wright Endowed Scholarship was established in 2006 by Pamela Taylor Wetzels ’52 to honor an outstanding, beloved teacher known for instilling a love of Shakespeare in her students and holding poetry seminars in her home. Elizabeth Cox Wright came to Swarthmore College as an Instructor of English in 1930 and retired as a Professor Emerita of English in 1964. She died in 1973. This scholarship is awarded on the basis of academic merit and financial need and is renewable. The Harrison M. Wright Scholarship was created by friends, colleagues, and former students of Harrison M. Wright, Isaac H. Clothier Professor of History and International Relations, upon the occasion of his retirement from the College. The annual scholarship supports a student 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 Richard A. Yanowitch '81 Scholarship was established in 2002 and reflects the donor’s encouragement of student interest in international relations and cross-cultural development. It is awarded on the basis of academic merit and financial need with preference given to African Americans and 6 Financial Aid other minority groups. It is hoped that during his or her time at the College, the Yanowitch scholar will study history, languages, and international cultures. The scholarship is renewable. The income from each of the following funds is awarded at the discretion of the College. The Barcus Scholarship Fund The Belville Scholarship The Alphonse N. Bertrand Fund 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 o f 1913 Scholarship Fund The Class o f 1914 Scholarship Fund The Class o f 1915 Scholarship Fund The Class o f 1917 Scholarship Fund The Susan P. Cobbs Scholarship The Cochran Memorial Scholarship Fund The Sarah Antrim Cole 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 Edna Flaig Evans Endowment The Eleanor Flexner Scholarship The Joseph E. Gillingham Fund The Stella and Charles Guttman Foundation Scholarships The Hadassah M L. Holcombe Scholarship The J. Philip Herrmann Scholarship The A. Price Heusner Scholarship The Rachel W. Hillbom Scholarship The Aaron B. Ivins Scholarship The William and Florence Ivins Scholarship The George K. and Sallie K. Johnson Scholarship Fund The Howard Cooper Johnson Scholarship The Kappa Kappa Gamma Scholarship The Floyd C. and Virginia Burger Knight '39 Fund The Jessie Stevenson Kovalenko Scholarship Fund The John Lafore Scholarship The E. Hibberd Lawrence Scholarship Fund The Thomas L. Leedom Scholarship Fund The Sarah E. Lippincott Scholarship Fund 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 5s 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 Shew Scholarship The Annie Shoemaker Scholarship The Sarah W Shreiner Scholarship The Walter Frederick Sims Scholarship Fund Virginia L. and Robert C. Sites Scholarship 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 Titus Scholarships Fund The Daniel Underhill Scholarship Fund The William Hilles Ward Scholarships The Deborah F. Wharton Scholarship Fund The Samuel Willets Scholarship Fund Thel.V. Williamson Scholarship The Edward Clarkson Wilson and Elizabeth T. Wilson Scholarship Fund The Mary Wood Scholarship Fund The RoselyndAtherholt Wood ’23 Fund 7 College Life 7.1 Statement of Student Rights, Responsibilities, and Code of Conduct 7.1.1 Preamble Under Objectives and Purposes of this publication (see section 1.1), it is stated that “The purpose of Swarthmore College is to make its students more valuable human beings and more useful members of society... .Swarthmore seeks to help its students realize their fullest intellectual and personal potential combined with a deep sense o f ethical and social concern.” Although the College places great value on freedom o f expression, it also recognizes the responsibility to protect the structures and values of an academic 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 includes 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 to only the conduct of matriculated students occurring on Swarthmore College property or at College-sanctioned events that occur off campus. In situations in which both the complainant and accused are matriculated Swarthmore students, however, College policies and jurisdiction may apply regardless of the location of the incident. In the event that a student organization violates a College regulation, the organization, as well as its individual members, can be held accountable for the violation and sanctioned by the College. Finally, students should realize they have the responsibility to ensure that their guests do not violate College policies, rules, and regulations while visiting and that students may be subject to disciplinary action for misbehavior o f their guests. A complaint against a student may be made to the deans by a student, a public safety officer, a member of the College’s faculty or staff, or a College department. If the alleged incident represents a violation of federal, state, or local law, the complainant also has the option of initiating proceedings in the criminal or civil 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 system must be obeyed or additional penalties will be levied. For a description of the College’s judicial process, please see the section 7.2: Student Judicial System. 7.1.2 Academic and Personal Integrity Academic Freedom and Responsibility The following is excerpted from the Handbook fo r Instructional S ta ff (Section II.A.2): Swarthmore College has long subscribed to the fundamental tenets of academic freedom articulated in the 1940 Statement o f Principles on Academic Freedom and Tenure by the American Association of University Professors. This doctrine 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 A.A.U.P. publications. Membership in the academic community imposes on students, faculty members, administrators, and trustees an obligation to respect the dignity of others, to acknowledge their right to express differing opinions and to foster and defend intellectual honesty, 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 that 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. Students are entitled to an atmosphere conducive to learning and to even-handed treatment in all aspects of the teacher-student relationship. Faculty members may not refuse to enroll or teach students on the grounds of their beliefs or the possible uses to which they may put the knowledge to be gained in a course. The student should not be forced by the authority inherent in the instructional role to make particular personal choices as to political action or his own part in society. Evaluation of students and the award of credit must be based on academic performance professionally judged and not on matters irrelevant to that performance, such as personality, race, religion, degree of political activism, or personal beliefs. If a student has a grievance against a faculty member that cannot be resolved directly with 7 College Life the faculty member involved, the student should take her or his concerns to the department chair. If the grievance remains unresolved, the student should contact the provost Academic Misconduct The following procedures were adopted by the faculty on Feb. 16,2001, and are excerpted from the Handbookfo r Instructional S taff (Section II.B.7): I. Considering Academic Misconduct Cases i. Academic misconduct is defined as a violation of the College’s standards of academic integrity whether these violations are intentional or unintentional. ii. The College Judiciary Committee (CJC) will adjudicate academic misconduct cases. iii. In academic misconduct cases, the dean of the College, who chairs the CJC, acts as a neutral procedural facilitator, not as an advocate or a judge. The dean of the College, as chair, and the associate dean for student affairs, as observer, are ex officio, nonvoting members of CJC. II. Procedures i. An instructor who has good evidence to suspect a student or students of academic misconduct (e.g., cheating on an examination; plagiarism on a paper, lab reports, problem sets, or honors work) will, at the instructor’s discretion, consult the department chair about the case. Mere suspicion on the part o f a faculty member that the student’s work does not sound right is normally not by itself sufficient grounds to bring a case forward in the absence of good evidence. Good evidence may include, but is not limited to, the following: a. Some of the student’s work coincides with or closely paraphrases a source that is not properly acknowledged. Sources that must be acknowledged include, but are not limited to, books, articles in books, journal articles, Web pages, graphs, charts, tables, data sets, etc. in any of the sources just mentioned. Proper acknowledgment must indicate both the source and how it served as a source for any specific portions of the student’s work that have been based on it. b. Glaring coincidences in the work of students on examinations, papers, problem sets, etc., where cooperation in producing the work was not permitted. ii. In any event, the instructor will meet with the student (or students) to present evidence to the student and may, at the instructor’s discretion, invite the department chair to be present. iii. After this meeting, if the instructor’s suspicions are not allayed, the instructor will submit a report to the College’s associate dean for student life. The report will include a narrative of the incident and evidence supporting the charge. iv. The associate dean will provide copies of the report to all faculty members of the CJC including alternates and will call a preliminary meeting of the faculty members of the CJC for the purpose of determining the merits of the case. If in the judgment of this group there are sufficient grounds to warrant a hearing, the associate dean will schedule the hearing at a time mutually convenient to the committee members of the CJC and the student charged with academic misconduct. The associate dean will inform the student of the charge and his or her right to have a support person present at the hearing. The support person may be a fellow student, a faculty member, or a member of the staff. Normally, all evidence to be considered must be submitted by the accuser and the defendant to the associate dean for student life before the hearing. III. Sanctions i. The CJC will consider the case, make a finding of guilty or not guilty on the basis of the preponderance of the evidence, and determine an appropriate sanction if a finding o f guilty is reached. ii. Before the sanction is determined, the associate dean will provide the committee with an updated summary of the previous years’ cases and their disposition. iii. In determining a sanction, the committee will consider all the circumstances of the case, including the intent of the student, the character and magnitude of the offense, the considered evidential judgment of the faculty member bringing the accusation, and mitigating circumstances. It is the opinion of the faculty that for an intentional first offense, failure in the course normally is appropriate. Suspension for a semester or deprivation of the degree in that year may also be appropriate when warranted by the seriousness of the offense. iv. For a second offense, the penalty normally should be expulsion. IV. Appeals A request for an appeal may be brought to the president and the provost within 10 days following a guilty decision by the CJC but only on the grounds of new evidence or procedural error. If the president and the provost decide that this new information warrants an appeal, they will appoint a new committee o f two faculty members and two students to review the case. The decision of the appeal committee is final. The committee may confirm the decision of the CJC, reduce or increase the sanctions, or dismiss the original charges. 7 College Life V. Informing Faculty and Students About Swarthmore 's Academic Misconduct Policy The integrity of a liberal arts education depends on the principle of academic integrity. Educating the community about die Academic Misconduct Policy is essential to the educational goals of the College. Both students and faculty will be regularly informed about the College’s Academic Misconduct Policy in a variety of ways including by their instructors or advisers, by the Dean’s Office, and by means of statements in such places as the College catalog, faculty and student handbooks, the College Web site, departmental or divisional handouts, and so forth. Discussion of the policy may also be part of such sessions as orientation for first-year students in the fall, orientation for new faculty, and in writing associate and student academic mentor training. Students must finally take the responsibility for understanding the rules with respect to proper citation of sources and the College’s academic misconduct policy. semester, the student need only obtain the permission of the professor teaching the current course involved. Library/Educational Materials Ethics Students may not hinder the educational opportunity of other students by behavior such as removing, hiding, or defacing educational materials. Inform ation Technology Acceptable Use Policy Use of the Swarthmore College computer systems and networks is governed by the general norms of responsible community conduct described in the student, faculty, and staff handbooks; by local, state and federal laws; and by College policies specific to use of the computer systems and networks, which are described in the following sections. Swarthmore College normally grants access to its computing network and systems to currently enrolled students, to current and emeriti faculty, and to currently employed staff. By users, this document refers to all who use the computers, networks, and peripherals owned or operated by Standard Citation Practices Writers may refer to a handbook on scholarly the College, or who gain access to third-party computers and networks through the College’s writing for information about correct citation procedures. The MLA Handbook is particularly system. useful because it also provides examples of Individuals with access to the Swarthmore plagiarism. Supplementary departmental College network have the following obligations regulations governing joint projects and so forth and responsibilities: may be found on file in departmental offices. 1. To respect other people and the College’s The informal nature of some writing may intellectual environment. Use of the network obviate the necessity of rigorously formal may not violate federal, state, or local law, citation but still requires honest attribution to including the laws of defamation, forgery, original authors of all borrowed materials. copyright/trademark infringement, and Students should consult with instructors harassment. The copying or serving of whenever there is doubt as to proper copyrighted material such as music, movies, documentation. and other multimedia is strictly forbidden. Fear of being charged with plagiarism need not 2. To protect each individual account from inhibit anyone from appropriately using unauthorized use by others. Every account is another’s ideas or data in a piece of writing. provided for the use of a specific individual and Even direct quotation frequently serves as an may not be shared with nor loaned to others. effective device in developing an argument. Additionally, office computers are generally Academic honesty requires only that writers assigned to specific individuals for Collegeproperly acknowledge their debts to other related work. Staff must obtain permission authors at least by means of quotation marks, before using a computer not assigned to them, footnotes, and references, if not also with inparticularly when the use is personal. text phraseology like “Einstein argued in 1900 3. To respect the integrity of other user’s that...” or “As Melville implies in Chapter 3 of accounts. Individuals must not use another Moby-Dick....” Such usage is fully within the person’s user ID without express permission or tradition of forthright academic work. attempt to decode passwords or to access information illegitimately. For example, Submission of the Same Work in More sending electronic mail under another persons Than One Course When submitting any work to an instructor for a name (forged e-mail) is a violation o f this course, it is assumed that the work was policy. produced specifically for that course. 4. To avoid engaging in any activity that may Submission of the same work in more than one reasonably be expected to be harmful to the course without prior approval is prohibited. If systems operated by the College including not the courses are being taken concurrently, attempting to disrupt, gain unauthorized access approval of the professors for both courses is to, or damage computing and network systems required. If a student wishes to submit a paper (hardware and software) belonging to that was written for a course taken in a previous S’ C( d: 01 is Ir 5, w 0' re el V al tc R te ß ti F a A ii C P i< f f L u d i< e 7 1 s S e n ii b a e P r ti s s a 1 P c f V r T i2 e r 3 7 College Life Swarthmore College, or to use the College’s computing resources to disrupt, infiltrate or damage systems belonging to others on campus or around the world. When system vulnerability is discovered, users are expected to report it to Information Technology Services (ITS). 5. To avoid excess use of shared resources, whether through monopolizing systems, overloading networks, misusing printer or other resources, or sending spam or unsolicited mass electronic mail. Violations of these guidelines that come to the attention of ITS will be referred as appropriate to the offices of the Dean, Provost, or Human Resources. Where appropriate, ITS may temporarily withhold services from students, faculty or staff while referring the case in a timely manner to the appropriate College office. 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 violence or other threatening behavior directed toward another person or group that reasonably leads the person or persons in the group to fear for their physical well-being constitutes intimidation and is prohibited. Anyone who attempts to use intimidation or retaliation against someone who reports an incident, brings a complaint, or participates in an investigation in an attempt to influence the judicial process will be subject to serious sanctions. Harassment The College seeks to sustain an environment in False Information, Misrepresentation, which harassment has no place. Those who and Identification harass others will be subject to serious A student may not knowingly provide false sanctions. information or make misrepresentation to any Definition, principles, and criteria. Harassment College office. Students are obligated to can take many forms, and it needs to be provide College personnel with accurate emphasized that harassment can be and often is identification on request. nonphysical, including words, pictures, gestures, and other forms of expression. To Forgery, Fraud, and Unauthorized count as harassment, such expression must be Possession reasonably regarded as (a) taunting,1vilifying,2 In addition to the forgery, alteration, or or degrading3 whether (b) directed at unauthorized possession or use of College individuals or groups (subject to the documents, records, or instruments of clarification and qualification below) and (c) identification, forged communications (paper or where reasonable people may suppose that such electronic mail) are prohibited. expression harms its target(s) by substantially 7.1.3 Violence, Assault, Intimidation, and interfering with their educational opportunities, Harassment (for sexual violations, see peaceful enjoyment of residence and section 7.1.4: Sexual Misconduct.) community, or terms of employment. Further, Swarthmore College seeks to maintain an to count as harassment subject to possible environment of mutual respect among all its formal grievance procedures, such expression members. All forms of violence, assault, must (d) be taken either with the intent to intimidation, and harassment, including that interfere with the protected interests mentioned based on sex, race, color, age, religion, national in (c), earlier, or with reckless disregard to the origin, sexual orientation, gender identity or nature of the conduct. Such intent or expression, disability or any other legally recklessness must be inferred from all the protected status, undermine the basis for such circumstances. Finally, (e) such expression respect and violate the sense of community vital must be repeated and persistent. To be to the College’s educational enterprise. This “repeated and persistent,” the offending conduct statement of policy should not be taken to must have been brought to the attention of the supersede the Colleges commitment to defendant (though not necessarily by the academic freedom, which it hereby reaffirms. complainant), be o f the same kind, and The reasoned expression of different views repeated. There are two reasons for adding (e): plays a particularly vital part in a college first, the College wishes to have the opportunity community. Freedom of expression, to educate those who may not realize that fundamental to an exchange of views, carries certain expression constitutes harassment; with it corollary responsibilities equally basic to second, by requiring that the expression be reasoned debate. Derisive, mocking, ridiculing, or jeering expression. Forceful defaming or degrading expression with intent to make the target of the offending expression vile or shameful or recklessly disregarding the effects o f one’s expression in these respects. Subjecting one to public shame that normally causes feelings of inferiority or loss of self-respect. 7 College Life repeated and persistent, the College helps establish 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 harassing expression. This strict criterion for possible formal grievance procedures must be imposed to ensure that the College does nothing that would tend to diminish free expression or compromise principles of academic freedom in the vigorous and often contentious examination and criticism of ideas, works of art, and political activity that marks Swarthmore College. Because groups have been included in (b), earlier, the following clarification and qualification is in order. If expression that would be regarded as harassing if directed at an individual is directed at a group—where no individuals are specifically named or referred to as targets—any member of that group will have an adjudicative complaint only i f it can be established that a reasonable person would regard that offending expression as harassing each and every member of the group as individuals. Stalking Stalking is a form of harassment, which, following the Pennsylvania Criminal Code, occurs when a person engages in a course of conduct or repeatedly commits acts toward another person, including following the person without proper authority, under circumstances that demonstrate either of the following: placing the person in reasonable fear o f bodily injury or reasonably causing substantial emotional distress to the person. 7.1.4 Sexual Misconduct Sexual misconduct represents a continuum of behaviors ranging from physical sexual assault and abuse to sexual harassment and intimidation and is a serious violation of the College’s code of conduct. Both women and men can be subject to and can be capable of sexual misconduct. It can occur between two people whether or not they are in a relationship in which one has power over the other or are of different sexes. Charges of sexual misconduct may be handled according to either informal or formal procedures. Regardless of whether or not options for resolution are pursued within the College system, complainants always have the option of filing charges in civil or criminal court. It is important to note that discussing concerns with or seeking clarification or support from the gender education adviser, a dean, or others does not obligate a person to file a formal complaint initiating judicial procedures. The gender education adviser will register each request for assistance in resolving a case involving charges of sexual misconduct, whether formal or informal. These records will be kept confidential to the extent permitted by law. Sexual Assault and Abuse Students are prohibited from engaging in sexual assault or abuse of any kind. Definition. Sexual assault is defined as any sexual contact that occurs without the consent of the other person. Specifically, it is intentional physical contact with an intimate part of the body or with clothes covering intimate body parts without the consent of the person touched. Sexual assault includes but is not limited to sexual penetration of an unwilling person’s genital, anal, or oral openings; touching an unwilling person’s intimate parts such as genitalia, groin, breasts, lips, buttocks, or the clothes covering them; or forcing an unwilling person to touch another person’s intimate parts or clothes covering them. When sexual assault occurs repeatedly between individuals, it is referred to as sexual abuse. Consent. Students have the responsibility to ensure that any sexual interaction occurs only with mutual consent; If a person indicates that she/he does not want sexual contact, then any further sexual contact is considered to be without the person’s consent. If the person has agreed to sexual interaction, she or he has the right to change her/his mind and indicate that she/he no longer wants to continue the interaction. A person has the right to indicate she/he does not want any further sexual contact no matter how much sexual interaction has already taken place. Valid consent cannot be obtained from someone who is asleep, unconscious, coerced, or is otherwise unable to give informed, free, and considered consent. It must be emphasized that the consumption of alcohol and other drugs may substantially impair judgment and the ability to give consent. Those who willingly permit themselves to become impaired by alcohol or other drugs may be putting themselves at greater risk, but this impaired state provides no defense for those who take advantage of people w h o s e judgment and control are impaired. Sexual Harassment The following definition is based on that formulated by the Federal Equal Opportunity Commission. Sexual harassment, a form of discrimination based on sex, gender, or sexual orientation, clearly endangers the environment of mutual respect and is prohibited. Because behavior 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 sexual 7 College Life harassment has the right to initiate legal proceedings in criminal or civil court in addition to or in lieu of a complaint pursuant to this policy. Definition. Sexual harassment is of two basic types: (1) any action, verbal expression, usually 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 environment for a student or College employee, by focusing on that person’s gender. A hostile environment is defmed as one that interferes with the ability to learn, exist in living conditions, work (if employed by the College), or have access and opportunity to participate in all and any aspect of campus life (harassment creating a hostile environment); (2) 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 employment, or submission to or rejection of such conduct is used as the basis for academic or employment decisions affecting that individual (quid pro quo harassment). Because at Swarthmore it is not unusual for students to supervise other students or for students to have actual or perceived power or influence over another student’s academic performance (e.g., student graders, student laboratory assistants, and student writing associates), there can exist a power imbalance between students that makes it possible for quid pro quo harassment to occur between them. Descriptions. Sexually harassing behaviors differ in type and severity and can range from subtle verbal harassment to unwelcome physical contact. Sexual harassment includes but is not limited to (1) unwelcome verbal or physical advances, persistent leers, lewd comments; (2) the persistent use of irrelevant references that insult or degrade a person’s gender or the use of sex stereotypes to insult or degrade; (3) 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 otherwise do. Coercion need not involve physical force. Scope and resolution. There is a wide range of behaviors that falls within the general definition of sexual harassment and many differing notions of what behaviors are and are not acceptable. 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 to be deemed harassment. If it is unclear that the behavior 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 adviser, a dean, the equal opportunity officer, 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 contact with the harasser in ways he or she is unwilling to do. Instead, the grievant can consider 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 harassment, 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 adviser, a dean, the equal opportunity officer, or another person trained in this area. It is important to remember that any member of the community can be guilty of sexually harassing any other member regardless of position of authority or status. Although students have often found it difficult to come forward when the perceived harasser is in a position of authority or is threatening, procedures are in place to respond and to provide support throughout the resolution process. Support Support is available through the gender education adviser, a group of trained faculty and staff members comprising the Sexual Misconduct Advisers and Resource Team (SMART), and the deans for students who think that they have been subjected to any form of sexual misconduct. Consultation with any of these individuals in no way limits a student’s options for resolution nor commits the student to a particular course of action. The College also provides support when requested through the Dean’s Office to those students charged with sexual misconduct. There are specific rights for complainants o f sexual misconduct and for those students accused of sexual misconduct; these rights are listed in detail in the Student Handbook. In addition, students are encouraged to discuss their concerns with a dean when deciding whether to file a formal complaint. 7 College Life Related Policies The College also has sexual misconduct policies as they relate to staff-student behavior and faculty-student behavior. The College policy governing staff and the related grievance procedure can be found in the S ta ffHandbook. The College policy governing faculty and the related grievance procedure can he found in the Handbookfo r Instructional Staff. 7.1.5 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 o f moderation and decorum with respect to drink is a student obligation. In addition to accountability for specific behavior and guidelines described in the College policy on alcohol and other drugs, it is important to note that being under the influence of alcohol or other drugs is not an excuse for violation of the Statement o f Student Rights, Responsibilities, and Code o f Conduct and does not reduce a student’s accountability. For a complete description of the College’s Alcoholic Beverage Policy guidelines, please see the section in the Student Handbook. The use, possession, or distribution of injurious drugs or narcotics without the specific recommendation of a physician and knowledge of the deans subjects a student to possible suspension or expulsion. Smoking Smoking is prohibited in all public spaces throughout the College meeting rooms, lounges, offices, and halls. A $25 fine will be charged for violating this policy, 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), provided that the door remains closed. Climbing on College Buildings or Structures Climbing on any College building or being present on building roofs is not allowed. In unusual circumstances, arrangements to climb designated locations may be coordinated through the Public Safety Department. Fires, Fire Safety Equipment, and Alarms Tampering or interference with, as well as destniction or misuse of, fire safety and fire prevention equipment is prohibited and is a violation of state law. An automatic fine of $125 for each piece of equipment plus the cost of replacement of equipment is charged to any student violating this regulation, and further disciplinary action may be taken. Any student who causes an alarm to be set off for improper purposes is liable for the expenses incurred by the fire department(s) in responding to the alarm. If no individuals accept responsibility when a violation o f this policy occurs in a residence hall, all residents of that residence hall are subject to fines and charges for costs incurred by the College and/or fire department(s). Open flames are not permitted in residence halls. Any student with an open flame (e.g., candle or incense) will be subject to a $500 fine. Students are financially responsible for any damages resulting from reckless conduct or violation o f college rules regulating residence hall safety. 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 ammunition or hand-loading equipment and supplies for the same are not allowed in any student residence or in any College building. Requests for exceptions must be made to the dean. No student may possess or use fireworks on Swarthmore College property or its environs. Reckless Conduct Conduct that places oneself or another in imminent danger o f 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. 7.1.6 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 student 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 responsibility, payment for damages will be divided 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) accepts) responsibility, the sponsoring students 7 College Life and/or organization will be held accountable for the money for replacement or repair of the damaged 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 studentadministration group. 7.1.7 Guests Friends of Swarthmore students are welcome on campus. If a guest of a student will be staying in a residence hall overnight, the resident assistant must he 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 accountable for any violation of the code of conduct or other rules of the College committed by a guest. 7.1.8 Disorderly Conduct Students at Swarthmore College have the right to express their views, feelings, and beliefs inside and outside the classroom and to support causes publicly, including by 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 orderly and essential operations of the College. Disorderly conduct is not permitted. Violation of the orderly operation of the College includes but is not limited to (1) excessive noise, noise, once identified, which interferes with classes, College offices, dorm neighbors, or other campus and community activities; (2) unauthorized entry into or occupation of a private 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 passageway. 7.1.9 Violation of Local, State, or Federal Law Violation of the laws of any jurisdiction, whether local, state, federal, or (when on foreign 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. 7.2 Student Judicial System The formal judicial system at Swarthmore College has two main components: (1) adjudication by individual deans of minor infractions of College regulations, where a finding of guilt would result in a sanction less severe than suspension; and (2) adjudication by the CJC of serious infractions of College regulations, including all formal charges of academic dishonesty, assault, harassment, or sexual misconduct. The CJC 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 CJC, the deans will keep records of the violation(s) and of the sanctions) imposed on a student. Sanctions are cumulative, increasing in severity for repeat offenders. Notational sanctions are recorded permanently on the back of the student’s record card but do not appear on the face of the academic record. Therefore, an official transcript of an academic record, which is a copy of the face of the record card, does not reflect notational sanctions. Nonnotational sanctions are not so recorded but are entered into the student’s personal file as a separate letter that is destroyed at the time of the student’s 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 interpersonal 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 Dean’s Office or in the Student Handbook. 7.3 Housing Swarthmore is primarily a residential college, conducted on the assumption that the close association of students and instructors is an important element in education. Most students live in College residence halls. New students are required to live in the residence halls. 7.3.1 Residence Halls Sixteen residence halls, ranging in capacity from 8 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 Alice Paul; Dana; Hallowell; David Kemp (the gift of Giles Kemp ’72 and Barbara Guss Kemp, in honor of Giles’ grandfather); Kyle House (named in honor of Fred and Elena Kyle ’55); Lodges; Mary Lyon; Mertz Hall (the gift of Harold and Esther Mertz); Palmer; Pittenger; Roberts; the upper floors in the wings of Parrish Hall; Wharton Hall (named in honor of its donor, Joseph Wharton, a 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 7 College Life aunts); Woolman House; Worth Hall (the gift of William P. and J. Sharpies Worth, as a memorial to their parents). A mixture of classes lives in each residence hall. About 90 percent of residence hall areas are designated as coeducational housing either by floor, section, or entire building. The remaining areas are single-sex housing. Although single-sex options are offered, they are not guaranteed. Students should not expect to live in single-sex housing for all four years. In these single-sex sections, students may determine their own visitation hours up to and including 24-hour visitation. First-year students are assigned to rooms by the deans. Efforts are made to follow the preferences indicated and to accommodate special needs, such as documented disabilities. Other students choose their rooms in an order determined by lot or by invoking special options—among these are block housing, allowing friends to apply as a group for a section of a particular hall. There is also the opportunity to reside 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, whereas juniors and seniors have a wider selection of room types. All students are expected to occupy the rooms to which they are assigned or which they have selected through the regular room choosing process unless authorized by the deans to move. New students are required to live in College housing for their first two semesters. After their first year at the College, students are permitted to live in non-College, off-campus housing. Resident assistants, selected from the junior and senior classes, are assigned to each of the residence hall sections. These leaders help create activities for students, serve as support advisers to their hallmates, and help enforce College rules for the comfort and safety o f the residents. Residence halls remain open during October, Thanksgiving, and spring breaks but are closed to student occupancy during winter vacation. No meals are served during October and spring breaks. At 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 expected to leave immediately after their last examination in the spring so that their rooms may be prepared for use by commencement visitors. Storage areas are provided in each residence hall, plus a limited-access storage room for valuables. The insurance program for the College is designed to provide protection for College property and does not include the property of students or others. Students and their parents are strongly urged to review their insurance program in order to be sure that coverage is extended to include personal effects while at college. More detailed housing rules and regulations are found in the Student Handbook, updated and distributed each year, and on the housing Web site www.swarthmore.edu/housing.xml. 7.3.2 Swarthmore Dining Services Swarthmore’s Dining Services oversees the main dining facility in Sharpies Dining Hall, the Mary Lyon’s Breakfast Room, Essie Mae’s Snack Bar, the Kohlberg coffee bar, and the science center coffee bar. All students living in campus housing must participate in the college’s meal plan. Three meal plans are available. The 20-meal plan allows a student access to the dining hall for one meal per meal period, totaling 20 per week. The 14-meal plan and the 17-meal plan allow students to eat 14 meals with $125 in declining balance points or 17 meals with $65 in points. The 14 and 17-meal plans allow two meals to be used for any given meal to enable students to bring a guest. Points are used like cash in any Dining Services facility. Unused meals do not carry over to the next week, and unused points do not carry over to the next semester. Students living off campus may subscribe to the meal plans, or they may purchase a debit card or a five-meal plan from the Dining Services office in Sharpies. The debit card may be purchased in any amount and renewed at any time. The five-meal plan allows access to Sharpies for five lunches per week at a rate discounted from the cash entry fee. The fivemeal plan costs $315 per semester. Off-campus students should report to the Dining Services office in Sharpies for payment and details. Sharpies Dining Hall is open Monday through Friday, 7:30 a.m. to 7:15 p.m.; Saturday, 7:30 a.m. to 6:30 p.m.; and Sunday, 11 a.m. to 6:30 p.m. Guest prices are the following: breakfast, $3.75; lunch, $5.50; and dinner, $7. Unlimited servings are permitted, but take-out is not. Although a sincere effort is made to meet the dietary needs of all students, not all special requirements can be accommodated. Kosher meals are not available in the dining hall. Essie Mae’s Snack Bar is located on the first floor of Tarble in Clothier and is open Monday through Friday, 8 a.m. to 10 p.m.; and Saturday and Sunday, 7 to 10 p.m. Customers pay cash, or students may use a meal equivalency at the following rates: breakfast, Monday through Friday, 8 to 10 a.m., $2.25; lunch, Monday through Friday, 1 to 4 p.m., $3.25; dinner, every day, 7 to 9:30 p.m., $4. Kohlberg coffee bar and the science center coffee bar are located in the commons of their 7 College Life respective buildings. They are open Monday through Thursday, 8 a.m. to 10 p.m., and Friday, 8 a.m. to 4 p.m. Friday evening and weekend hours are announced via campus email. Gourmet coffee, sandwiches, sushi, and fresh pastries may be purchased with cash or declining balance points. Mary Lyon’s Breakfast Room is located in the Mary Lyon Building. Breakfast is served Monday through Saturday by and for its residents. Swarthmore students can obtain passes to eat at the Bryn Mawr and Haverford college dining halls. Students can also arrange to have raw ingredients packed for cook-outs and special meals as a substitute for meals. Please see the dining hall staff for details. Students eating in Sharpies Dining Hall must present their college picture identification card for every meal. Absolutely no meal credit is given at Essie Mae’s, and no points may be used at any dining services facility without a college picture ID. These policies are in effect to protect each student’s personal meal plan account. 7.4 Student Centers 7.4.1 Tarble Social Center Through the original generosity of Newton E. Tarble of the Class of 1913 and his widow, Louise A. Tarble, the Tarble Social Center in Clothier Memorial Hall opened in April 1986. The facility includes a snack bar, the College Bookstore, Paces, an all-campus space, meeting rooms, a game room, the Swarthmore College Computer Society media lounge and the offices ofthe Student Budget Committee, the Social Affairs Committee (SAC), Debate Society, and Rattech. 7.4.2 Other Centers The Women’s Resource Center (WRC) is 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 multiple interests and concerns. The resources of the center include a library, kitchen, various meeting spaces, computer, and phone. The WRC also sponsors events throughout the year that are open to any member of the College community. The Black Cultural Center (BCC), located in the Caroline Hadley Robinson House, provides a library, classroom, computer room, TV lounge, kitchen, all-purpose room, a living room/galleiy, two study rooms, and administrative offices. The BCC offers programming, activities, and resources designed to stimulate and sustain the cultural, intellectual and social growth of Swarthmore’s black students, their organizations and community. Further, the BCC functions as a catalyst for change and support to the College’s effort to achieve pluralism. The BCC’s programs are open to all members of the College community. The BCC is guided by the director, Tim Sams, with the assistance of a committee of black students, faculty, and administrators. See the BCC’s Web site at www.swarthmore.edu/bcc.xml, or contact us at (610) 328-8456. The Intercultural Center (IC) is a multipurpose center devoted to developing greater awareness o f Asian American, Latino/Hispanic, gay/lesbian/bisexual, and Native American contributions to Swarthmore College as well as the broader society. The IC provides a supportive environment where students are welcome to discuss and understand the educational, political, and social concerns that affect them. 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 campus groups and departments, the IC increases diversity and respect for differences at all levels of campus life. The Resource Center will include Asian American, Hispanic/Latino/a, Native American and queer books, journals, films, videos, scholarships, academic resources, and alumni outreach information such as the alumni database, alumni mentor program, and alumni speaker series. The IC center and its programs are coordinated by Director Rafael Zapata. See the IC Web site at www.swarthmore.edu/ic.xml, or telephone (610) 328-7360. The director, interns, and the administrative assistant are responsible for the center’s programming and operation. The IC is located in the far southern comer 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. Fraternities. There are two fraternities at Swarthmore: Delta Upsilon, affiliated with a national organization, and Phi Omicron Psi, a local association. Although they receive no College or student activity funds, the fraternities supplement social life. They rent lodges on campus but have no residential or eating facilities. In recent years, about 6 percent of male students have decided to affiliate with one of the fraternities. 7.5 Religious Advisers Religious advisers are located in the Interfaith Center in Bond Hall and currently consist of Jewish, Catholic, and Protestant professionals. The advisers and the Interfaith Center provide members of the Swarthmore community 7 College Life opportunities and resources, in an atmosphere 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 interfaith 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, participating 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 Swarthmore students. 7.6 Health 7.6.1 Worth Health Center (WHC) The WHC services are available 24 hours a day, 7 days a week when the College is in session. The center, a gift of the Worth family in memory of William Penn Worth and Caroline Hallowell, houses the Health Service’s outpatient treatment facilities, offices of the Counseling and Psychological Services (CAPS) staff, and rooms for students who require non­ hospital level infirmary care. CAPS is administered separately from the Health Services and is housed in the building’s North Wing. Both the WHC and CAPS offer their services free of charge. 7.6.2 Student Health Services The WHC team includes nurses, nurse practitioners, a nutritionist who also performs acupressure, support staff, an HIV test counselor, internists, an adolescent physician, orthopedist, and gynecologists who are contracted through Crozer-Chester Medical Center (CCMC). We also contract with a masseuse who charges on a fee-for-service basis. Should a student require in-hospital treatment, a College physician will usually oversee the care if admitted to CCMC. Physicians and nurse practitioners hold hours every weekday at the College, and students may consult them without charge. Students should report any illness to the WHC staff but are free to seek treatment at another facility if they prefer to do so. Also, the WHC staff members are willing to coordinate care with personal health care providers, when given permission by the student. Students may make appointments with health care providers at scheduled times during the week. When school is in session a registered nurse will interview and evaluate the health needs of the sick student. Through this easy access to care students are given important health information, scheduled to see a health care provider or treated and released based on the level of illness or injury. And should students need medical care on a more urgent basis, a nurse is in the building 24 hours a day, seven days a week. The WHC staff members work closely with the Physical Education and Athletics Department. Students who must defer from a portion of the physical education requirement (such as the swim requirement) and those who need accommodations or alterations in academic programming must provide medical documentation to the WHC director and the dean who works with disabled students. Both will evaluate the request and make a recommendation for an alternative plan. We respect a student’s right to confidentiality, do not share personal information about a student but encourage a student to speak with parents when his/her care becomes more complicated. In supporting the College’s mission, our department is highly committed to providing comprehensive and clinically exceptional care to students. We invite student and parent feedback as part of our review and assessment processes. For more detailed information and forms, especially those for new students, visit the Web site at www.swarthmore.edu/health.xml. 7.6.3 Insurance Students may consult the medical facilities of the College when ill or injured in athletic activities or otherwise, free of charge. The College cannot assume financial responsibility for medical, surgical, or psychological expenses incurred when seeking or referred for care elsewhere. For this reason, students are responsible for these expenses and need to be insured through family or other plans. Insurance plans should provide some coverage for prescription medications. For those who have no health insurance or whose insurance does not meet our specifications, a functional yearly plan beginning Aug. 17,2008, to Aug. 17, 2009, is offered. Students receiving financial aid may have a portion of the premium cost defrayed. Students and family are responsible for medical expenses incurred while students are enrolled at the College. Students who have no insurance or inadequate insurance coverage must enroll in the College health plan offered to all students. The College provides health insurance for students who are actively participating in intercollegiate and club sports. For further information, please consult the Administrative Assistant/Student Insurance Consultant (health@swarthmore.edu). All athletes with questions related to sports injuries should contact Marie Mancini (mmancin 1@swarthmore.edu). 7 College Life 7.6.4 Counseling and Psychological Services Services for students include counseling and psychotherapy, after-hours emergency-on-call availability, consultation regarding the use of psychiatric drugs in conjunction with ongoing psychotherapy, psychological testing, and educational talks and workshops. Counseling and Psychological Services (CAPS) participates in training resident assistants and provides consultation to staff, faculty, and parents. CAPS comprises a diverse group of psychological, social work, and psychiatric professionals. The director and staff collectively provide regular appointment times Monday through Friday. Students may be referred to outside mental health practitioners at their request or when long-term or highly specialized services are needed. Treatment at CAPS is conducted within a policy of strict confidentiality. Where there may be a significant question of imminent threat to someone’s life or safety, CAPS reserves the right to break confidentiality in order to ensure 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 withdrawal for health-related reasons may be found in section 9.5: Student Leaves of Absence, Withdrawal, and Réadmissions. For more detailed information about CAPS, visit the Web site at www.swarthmore.edu/caps.xml. 7.7 Student Advising 7.7.1 Academic Advising Each first-year student is assigned to a faculty member or administrator who acts as the student’s academic adviser. When students are accepted by a major, normally at the end of the sophomore year, the advising responsibility shifts to the chair, or chair’s designate, of the student’s major department. Requests for a change of adviser in the first two years will be finely granted (for example, when a student’s substantive interests change) subject only to equity in the number of advisees assigned to individual advisers. The deans hold overall responsibility for the advising system. They are available to all students for advice on any academic or personal matter and for assistance with special needs, such as those arising from physical disabilities. Students who wish to link their interest in social service and social action to their academic programs are encouraged to take advantage of the advising offered by staff of the Lang Center for Civic and Social Responsibility. 7.7.2 Academic Support Various forms of academic support are available to help all students succeed in their coursework. These include a peer Student Academic Mentoring (SAM) program, tutors, special review sessions and climes attached to introductory courses in the natural sciences and economics, a mathematics lab, study skills workshops, and training sessions on topics such as time management, note taking, reading, and test taking. No fees are required for any of these services. Particular support is available to help students develop their writing skills. Writing associates (WAs) are students who have been specially trained to assist their peers with all stages of the writing process. WAs are assigned on a regular basis to selected courses, and they are located in the Writing Center in Trotter Hall. All students have access to the Writing Center as needed and can receive help on a drop-in basis. 7.7.3 Career Services Career Services is an important part o f student life at Swarthmore. The primary role of Career Services is to counsel students and alumni as they explore career directions and equip them with the information they need to make good decisions. Emphasizing the importance of career development as preparation for life, our mission as educators is to help students gain self-understanding and connect what they know about their interests, values and skills with knowledge about careers and life beyond Swarthmore. In support of that mission, we provide career counseling for students and alumni; drop-in career advising sessions for students, supported by our Career Peer Advisors (CPAs); group workshops on career topics including job and internship searching, networking, resume writing and graduate school admission; online job and internship postings; and a wide range of career-related events and programming including on-campus recruiting, alumni-student networking events, employer site visits, internships and externships, interview days and career fairs in New York, Philadelphia and Washington, D.C. We offer individualized attention to students who are seeking career direction, considering majors, exploring internships, job searching or applying for graduate school. Our staff of Career Counselors and Career Peer Advisors help students develop knowledge of themselves and their life options, advance their career planning and decision-making abilities, and develop skills related to their intemship/job search and graduate/professional school admission. Individual counseling and group sessions encourage students to expand their 7 College Life career options through exploration of their values, skills, interests, abilities, and experiences. Developmental programs including a noncredit Career Development course are available for all students, regardless of their academic discipline or year. Exploration of career options is encouraged through summer internships and summer jobs, externships during winter break, and opportunities that take place during a semester or year away from campus. Students may receive assistance in researching, locating, and applying for internships, employment, and graduate school admission and receive advice in how to gain the most they can from these experiences. Students are particularly encouraged to test options by participating in the alumni-sponsored Externship Program. This program provides on-site experience in a variety of career fields by pairing students with an alumnus/a to work on a mutually planned project during one week of winter break. Career programming includes alumni career panels, presentations, workshops and employer information sessions; the Alumni Dinner Series, Life After Swarthmore, and the annual Student Alumni Networking Dinner and Etiquette Dinner; attendance at career fairs and recruiting consortia interview days. The office cooperates with Alumni Relations and the Alumni Council to put students in touch with a wide network of potential mentors and the offices co-sponsor the annual Lax Conference on Entrepreneurship. The Career Services library in Parrish Hall 135 includes many career development publications as well as internship directories. The office hosts on-campus recruiting by representatives from for-profit, government and nonprofit organizations, as well as graduate and professional schools. Our eRecruiting and UCAN sites provide comprehensive on-line databases of internship and job listings and eRecruiting includes a career events calendar and resume deadlines for employers recruiting on campus. Career Services also maintains a comprehensive Web site accessible at www.swarthmore.edu/careerservices.xml to make information about activities and programs available to students and alumni. Recommendation files are compiled for interested students and alumni to be sent to prospective employers and graduate admissions committees. 7.8 Statement of Security Policies and Procedures Swarthmore College’s Statement of Security Policies and Procedures is written to comply with the (Pa.) College and University Security Information Act: 24 P.S., Sec. 2502-3©, and the federal Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act. This annual report includes statistics for the previous 3 years concerning reported crimes that occurred on campus, in certain off-campus buildings owned or controlled by Swarthmore College, and on public property within or immediately adjacent to and accessible from the campus. The report also includes institutional policies concerning campus security, such as policies concerning alcohol and drug use, crime prevention, the reporting o f crimes, sexual assault, and other matters. To obtain a full copy o f this document, or to discuss any questions or concerns, contact Owen Redgrave, director of public safety. 7.9 Cocurricular Activities 7.9.1 Student Council The Student Council is the chief body of student government and exists to serve and represent the students of Swarthmore College. Its 11 members are elected semiannually. Tbe powers and responsibilities of the Student Council are (1) the administration of the Student Activities Account; (2) the appointment o f 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 administration of student organizations; (5) the operation of just elections; (6) the execution of referendums; (7) the representation of the student body to the faculty, staff, and administration, and to outside groups, as deemed appropriate; and (8) the formulation of rules needed to exercise these powers and to fulfill these responsibilities. The Student Council provides a forum for student opinion and is willing to hear and, when judged appropriate, act upon the ideas, grievances, or proposals of any Swarthmore student. Major committees of the Student Council include the Appointments Committee, Student Budget Committee, Student Groups Committee, and Social Affairs Committee. The fivemember Appointments Committee selects qualified student applicants for positions on student, faculty, and administration committees. The Student Budget Committee, made up of 10 appointed members, a treasurer, and two assistant treasurers, allocates and administers the Student Activity Fund. The six-member Student Groups Committee oversees, administers, and guides the chartering process for student organizations. The Social Affairs Committee allocates funds to all campus events, maintains a balanced social calendar, and is responsible for organizing formais and various other activities that are designed to appeal to a variety of interests and are open to all students free of charge. The Social Affairs Committee consists of 10 appointed members and two hired student co-directors. 7 College Life 7.9.2 Music The Music and Dance Department offers several musical ensembles led by college faculty. These are the College Chorus, the College Orchestra, the Jazz Ensemble, the Wind Ensemble, and Gamelan Semara Santi (a traditional Indonesian percussion orchestra). Each group rehearses 3 hours a week and normally performs once per semester. Student members of these groups may elect to receive 0.5 academic credit every semester that they participate. Information regarding audition requirements and the rehearsal and concert schedules may be obtained from the Music Department’s Web site or the department’s administrative coordinator. The department also administers the Elizabeth Pollard Fetter chamber music coaching program. Instrumentalists and singers involved in this program form chamber music groups, receive coaching by experienced professional musicians, and perform at several concerts each year in Lang Concert Hall. These concerts also provide opportunities for student composers to have their works performed. For more information, consult the Music Program’s Web site. The department also welcomes applications from highly qualified student musicians to give solo recitals in Lang Concert Hall. The College offers academic credits in conjunction with subsidies to support private instrumental and vocal lessons for qualified students; refer to chapter 11: Awards and Prizes, chapter 12: Fellowships, and Music and Dance: MUSI 048. Practice and performance facilities in the Lang Music Building include 16 practice rooms (all of which have at least one piano), a concert hall and a rehearsal hall (each with its own concert grand), two organs, and one harpsichord. The Underhill Music and Dance Library has an excellent collection of books, scores, and video and audio recordings. The William J. Cooper Foundation presents a distinguished group of concerts each year on campus. The Music and Dance Department administers a separate series of public concerts. Orchestra 2001, an acclaimed professional ensemble devoted to the performance of contemporary music, is in residence at the College. Under the direction of Professor of Music Emeritus James Freeman, the group gives an annual series of four or five concerts in the Lang Concert Hall, exploring music of the present time and often including recent works by composers at the College. World-renowned soloists are featured, and student musicians are often invited to perform with the ensemble. 7.9.3 Dance The Swarthmore College Dance Program in the Music and Dance Department, directed by Stephen Lang Professor of Performing Arts Sharon E. Friedler, strives to foster a cooperative atmosphere in classes and performance situations. The Swarthmore College dancers and the Dance and Drum Ensemble and the Swarthmore College Taiko Ensemble regularly perform public concerts with works choreographed by students, the dance faculty, and other professional choreographers. Each year, there is a series of formal concerts at the end of each semester as well as informal performances throughout the year. In conjunction with the William J. Cooper Foundation, the Dance Program brings outstanding professional dance companies to campus for short-term residencies. These residencies typically last from 3 days to 2 weeks and include master classes, lectures, and performances. In addition, the program regularly hosts guest choreographers who work with student ensembles in technique and repertory classes. Scholarships for summer study are available to dance students through funds provided by the Friends of Music and Dance. The Halley Jo Stein Award for Dance and the Melvin B. Troy Award for Composition are also awarded annually by the program. The student organizations Rhythm ’N Motion and Terpshichore also create choreography and perform. The Physical Education and Athletics Department sponsors a class in folk dance. 7.9.4 Theater Professor Allen Kuharski is chair of the Theater Department. Interested students should consult the departmental statement for theater. The Theater Department provides a variety of cocurricular opportunities for interested students. Students interested in acting are encouraged to participate in student-directed projects in the program’s directing workshops (THEA 035 and 055), senior honors thesis productions, 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 functions. The Lang Performing Arts Center Office is another potential source of theater-related student employment. For information, contact James Murphy. Professional internships are strongly recommended to theater majors and minors and are available at theaters throughout the Philadelphia area and around the country. Students should consult the theater faculty for advice about applying. 7 College Life In conjunction with the William J. Cooper Foundation, the Theater Department typically sponsors various public events, such as performances, workshops and symposia. The department regularly invites outstanding professional companies to campus for short­ term residencies of 1 to 2 weeks in which public performances are combined with intensive workshops with the visiting artists. The Drama Board, a student organization, also sponsors classes, workshops, and performances. In the summer, the department makes its facilities available to a variety of professionally active alumni for rehearsals and workshops while in residence on the campus. Current students may become involved in a variety of ways with this work. Interested students should contact the department chair. 7.9.5 Athletics Swarthmore’s athletic policy is based on the premise that any sports program must be justified by the contributions that 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 student the opportunity to participate in a wide range o f sports. Within the limits of finance, personnel, and facilities, College staff members think that it is desirable to have as many students as possible competing on its intercollegiate, club, or intramural teams. Many faculty members serve as advisers for several of the varsity athletic teams. They work closely with the teams, attending practices and many of the scheduled contests. For more information on athletics, see the section on Physical Education and Athletics. 7.9.6 Extracurricular Activities Students are encouraged to get involved in extracurricular activities at Swarthmore. More than 100 clubs and organizations span a broad range of interests such as community service; athletics; political action; and religious, cultural, and social activities. If there isn’t a club or organization that meets a student’s interest, he or she may form one with the guidance of Student Council. The College is committed to student learning in and out of the classroom and thus supports the personal and leadership development of students through extracurricular activities. 7.9.7 Publications and Media The Phoenix, the weekly student newspaper; the Halcyon, the College yearbook; The Daily Gazette, a Web based news service; and WSRN, the campus radio station, are completely student-run organizations. Several other student publications include literary magazines and newsletters. For more information, contact the student publications coordinator. The current list of publications can also be found in the Guide to Student Life. 7.10 Programs for Service, Activism, and Outreach 7.10.1 Eugene M. Lang Center for Civic and Social Responsibility The Lang Center is a hub for activities that support Swarthmore’s mission to “help students realize their fullest intellectual and personal potential combined with a deep sense of ethical and social concern.” Its five-person staff offers special advising as well as administrative, financial, and logistic support for a wide range of opportunities to make connections between campus and community partners seeking positive social change. Center staff members work with individual students as well as with organized student groups and also have important working relationships with the Foreign Study and Career Services offices. The center offers workshops and special programs to prepare students for work in communities as well as to provide opportunities for reflection on those experiences, especially in relation to their academic programs and to their plans for civic engagement after graduation. The center’s staff also works with members of the faculty who wish to include community-based learning in their courses and seminars. The Lang Center includes a resource room with extensive information about opportunities for service and advocacy, staffed by Lang Center Student Associates. The following programs are supported and coordinated by the Lang Center: Lang Opportunity Scholarships. These are awarded to up to six students during first semester of their sophomore year. Scholars are selected after a competition that involves a written application, an interview, and review of the students’ previous experiences in service and social action. The scholarship includes a guaranteed summer internship and the opportunity to apply for a substantial grant that supports implementation o f a major project. Lang Center staff work closely with Lang Opportunity scholars as they develop and carry out their projects. The Eugene M. Lang Visiting Professorship for Issues o f Social Change. This professorship was endowed in 1981 by Eugene M. Lang ’38. It brings to the College an outstanding social scientist, political leader, or other suitably qualified person who has achieved professional or occupational prominence. The visiting professor is typically someone who has received special recognition for sustained engagement with substantial issues, causes, and programs directly concerned with social justice, civil liberties, human rights, or democracy. The professorship varies in length from 1 to 3 years. 7 College Life Community-based learning. The Lang Center offers grants to faculty members who wish to add community-based learning to their courses. The grants may be used for summer stipends or tocover the cost of a course replacement to permit a course reduction for the faculty member. Student-led service and activist groups. These student-led groups use Lang Center facilities and also receive guidance from Lang Center staff. Student groups offer service and advocacy inChester and the Greater Philadelphia metropolitan area. These groups are active in the areas of housing, education, and educational reform; employment; health care; homelessness; environmental justice; peace and conflict resolution; racial justice; and economic development. 7.10.2 The Swarthmore Foundation The Swarthmore Foundation is a small philanthropic body formed by Swarthmore College in 1987 with endowments from alumni, foundations, and others. The mission of the Swarthmore Foundation is to promote a sense of social responsibility within the College community by aiding students, graduating seniors, staff, and faculty to become involved in community service and social action. Initiatives supported by the Swarthmore Foundation address a variety of social problems, with emphasis on service that addresses the causes and/or consequences of poverty in surrounding communities; and then further a field to the nation and the world. Applications for grants are accepted three times during the academic year. The Summer Social Action Awards (S2A2). These enable students to participate in summer community service and social action experiences on a full-time basis for up to 10 weeks by providing living expenses and summer earnings. Lang Center staff provides guidance to support students to find S2A2 sites that are congruent with their interests. 7.11 Alumni Relations Alumni Relations is the primary communication link between the College and its alumni, enabling them to maintain an ongoing relationship with each other. Some of the office’s programs and activities include Alumni Weekend, an Alumni College, alumni gatherings all over the country, and alumni travel. The Alumni Relations Office hires students as interns and to help at alumni events on campus. The Alumni Office works closely with the Career Services Office to facilitate networking between students and alumni and among alumni, to take advantage of the invaluable experience represented among the alumni. The Alumni Office also helps officers 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 governing body of the Alumni Association. The Alumni Office also gives staff support to regional alumni and parent groups, called Connections, in Ann Arbor, Mich.; Austin/San Antonio; Boston; Chicago; Denver; Durham, N.C.; Houston; London; Metro DC/Baltimore; Metro NYC; Miami; Paris; Philadelphia; Pittsburgh; San Francisco; Seattle; and Tucson. There are 18,929 alumni: 9,613 men, 9,316 women, and 1,284 married to each other, giving substance to the College’s traditional appellation, “Quaker matchbox.” The College defines an alumnus/a as anyone who has completed one semester. 7.12 Communications The Communications Office, comprising the News and Information and Publications offices, coordinates strategic communications efforts at the College, particularly those relating to admissions, advancement, Swarthmore’s Web presence, and media relations. In collaboration with other College offices, the Communications Office leads the development and implementation of an overall Web strategy for Swarthmore. The office also lends advice and logistical support for film projects at Swarthmore. 7.12.1 News and Information The News and Information Office works with members of the College community to place stories about Swarthmore and its faculty and students in print and electronic media, responds to information requests, and works with reporters to find Swarthmore sources for expert commentary. The office helps students and faculty members plan and publicize special events and provides general information to the public. In addition, News and Information is responsible for producing and maintaining content for key areas of the Swarthmore Web site, including the homepage and news site, as well as maintaining the Campus Calendar and Weekly Classifieds and producing Swarthmore in the News. 7.12.2 Publications The Publications Office creates a variety of printed communications for the campus community. The quarterly Swarthmore College Bulletin is an award-winning alumni magazine sent to all alumni, parents, friends of the College, and members o f the senior class. The office also produces an annual engagement calendar, donor reports, and The Gathering, a faculty-staff newsletter. Members of the Publications Office staff provide editorial, 7 College Life photographic, graphic design, and printproduction services to administrative offices and academic departments across campus. 8 Educational Program 8.1 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 study are normally required for a bachelor’s degree (see section 10.1), but variation in this term, particularly as a result of Advanced Placement (AP) credit, is possible (see section 4.5). The selection of a program will depend on the student’s interests and vocational plans. The primary purpose of a liberal arts education, however, is not merely to provide the best foundation for one’s future vocation. The purpose of a liberal arts education is to help students fulfill their responsibilities 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 analytical abilities. Furthermore, just as a liberal education is concerned with the cultural inheritance 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, openmindedness, perspective, logical coherence, and insight. 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 or their equivalent each semester, chosen by the student in consultation with his or her faculty adviser. All students must fulfill the requirements for the major. Before the end of the senior year, students are required to pass a comprehensive examination or its equivalent, given by the major department. The program for engineering students follows a similar basic plan, with certain variations explained in the section on engineering. Courses outside the technical fields are distributed over all 4 years. For honors candidates, courses and seminars taken as preparation for external evaluation occupy approximately one-half of the student’s work during the last 2 years. In addition to work taken as a part of the Honors Program, the students take other courses that provide opportunities for further exploration. During the senior year, many departments offer a specially designed senior honors study for honors majors and minors to encourage enhancement and integration of the honors preparations. At the close of the senior year, candidates for honors will be evaluated by visiting examiners. The course advisers of first-year and sophomore students normally are members of the faculty appointed by the dean. For juniors and seniors, the advisers are the chairs of their major departments or their representatives. 8.2 Program for the First and SeconcTYears The major goals of the first 2 years of a Swarthmore education are to introduce students to a broad range o f intellectual pursuits, to equip them with the analytic and expressive skills required to engage in those pursuits, and to foster a critical stance toward learning and knowing. All students must fulfill the requirements normally intended for the first 2 years of study, although in some science and engineering majors, students may spread some requirements over 4 years. Students entering Swarthmore as transfer students normally fulfill these requirements by a combination o f work done before matriculation at Swarthmore and work done here, according to the rules detailed below. To meet the distribution requirements, a student must: 1. Complete at least 20 credits outside of one major department before graduation. 2. Complete at least three courses in each of the three divisions of the College (listed later). In each division, the three courses must be at least 1 credit each and may include up to 1 AP credit or credit awarded for work done elsewhere. 3. Complete at least two courses in each division at Swarthmore; these courses must be at least 1 credit each. 4. Complete at least two courses in each division in different departmental subjects; these courses must be at least 1 credit each and may include AP credit or credit awarded for work done elsewhere. 5. Complete at least three Writing courses or Writing seminars, and those three must include work in at least two divisions; students are advised to complete two Writing courses in the first 2 years. 6. Complete a natural sciences and engineering practicum. Students are advised to complete at least two courses in each division within the first 2 years. For purposes of the distribution requirements, the three divisions of the College follow: Humanities: art, classics (literature), English literature, modem languages and literatures, music and dance, philosophy, religion, and theater. Natural sciences and engineering', biology, chemistry and biochemistry, computer science, engineering, mathematics and statistics, physics and astronomy, and psychology courses that 8 Educational Program qualify for the natural sciences and engineering practicum. Social sciences: classics (ancient history), economics, education, history, linguistics, political science, psychology (other than natural sciences and engineering practicum courses), and sociology and anthropology. A few courses do not satisfy the divisional distribution requirement. These are identified as such in the catalog or the official schedule of courses. Writing courses: In addition to addressing fieldspecific substance, writing courses will focus on the development of the students’ expository prose to ensure they can discover, reflect upon, organize, and communicate their knowledge effectively in written form. Natural sciences and engineering practicums have at least 18 hours per semester of scheduled meeting time for laboratory, separate from the scheduled lecture hours. How the laboratory hours are scheduled varies with the nature of the course and the types of laboratories involved. Such meetings may entail weekly or biweekly 3-hour sessions in a laboratory, several all-day field trips, or several observation trips. Courses that are cross-listed between two departments in different divisions may, with the permission of the instructors, departments, and divisions involved, fulfill the distribution requirement in one of the following ways: (1) in only one of the divisions so identified but not in the other; (2) in either division (but not both), depending on the departmental listing of the course on the academic record; (3) in neither of the divisions. In certain cases, the course may fulfill the distribution requirement according to the nature of the work done in the course by the individual student (e.g., a long paper in one of the departmental disciplines). The distributional status of such courses is normally indicated in the catalog description for each course. First-year seminars: All students are encouraged to take a first-year seminar during the fall or spring of their first year. First-year seminars are offered across the curriculum and are designed to introduce students to a field of study and to engage them in learning skills that will support them throughout their college experience. Each first-year seminar is limited to 12 first-year students. Many (but not all) firstyear seminars count as the prerequisite to further work in the department in which they are offered. Foreign language: It is most desirable that students include in their programs some work in a foreign language, beyond the basic language requirement (see section 10.1). Mathematics: A student who intends to major in one of the natural sciences, mathematics, or engineering should take an appropriate mathematics course in the first year. Students intending to major in one of the social sciences should be aware of the increasing importance of mathematical background for these subjects. Physical education: Students are encouraged to enjoy the instructional and recreational opportunities offered by the department throughout their college careers. As a requirement for graduation, all students not excused for medical reasons are required to complete 4 units of physical education by the end of their sophomore year. In addition, all students must pass a survival swimming test or complete a unit of swimming instruction. Most physical education courses are offered for a half a semester and earn 1 unit toward the 4 units required for graduation. A complete list of physical education opportunities including how many units each earns is available from the Physical Education and Athletics Office. More information can be found in the Physical Education and Athletics section. To ensure that all students complete the PE requirement and swim test by the end of the second year, students who fail to do so will not be eligible to participate in the spring housing lottery and will not be eligible to pre-register for courses. Students who enter Swarthmore as transfer students must fulfill Swarthmore’s requirements for the first 2 years, including the natural sciences and engineering practicum. Transfer courses can be applied toward these requirements if specifically approved by the registrar. Transfer students who enter Swarthmore with 8 credits of college work are exempted from one of the three required writing courses and have the credits-at-Swarthmore requirement reduced from 2 in each division to 1 in each division. Transfer students who enter Swarthmore with, at most, four semesters remaining to complete their degree are exempted from two o f the three required writing courses and are exempted from the requirement that in each division 2 credits be taken at Swarthmore. Early in the sophomore year, each student should identify one or two subjects as possible majors, paying particular attention to departmental requirements and recommendations. In the spring of the sophomore year, each student will, with the guidance of his or her adviser, prepare a reasoned plan of study for the last 2 years. Sophomores who wish to link their interest in social service/social action to their plan of study are also encouraged to take advantage of the advising offered by the staff at the Lang Center for Civic and Social Responsibility. The sophomore plan of study will be submitted to the chair of the student’s proposed major department as a part of the application for a major. Acceptance will be based on the 8 Educational Program 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 advisers assist students in preparing their academic programs, students are individually responsible for planning and adhering to programs and for the completion of graduation requirements. Faculty advisers, department chairs, other faculty members, the deans, and the registrar are available for information and advice. 8.3 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 creating 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. With the choice of a major and, perhaps, candidacy for honors, the focus shifts from scope to depth. Students become involved for the second two years with a discrete field of inquiry and demonstrate their command of that field through the completion of courses within the major and courses taken outside the major that expand and deepen the student’s perspective on the major. 8.4 Majors and Minors All students are required to include sufficient work in a single department or program designated as a major. To complete a departmental major, a student must be accepted as a major; must complete eight courses (or more, depending on the department); must pass the department’s comprehensive requirement; and must fulfill other specific departmental requirements. Detailed requirements for acceptance to departmental majors and for completion of them are specified in this catalog under the respective departmental listings and are designed to ensure a comprehensive acquaintance with the field. A student must accumulate 20 course credits outside one major, but there is no other limit on the number of courses that a student may take in his or her major. Completing a second major or one or two minors is optional, as is choosing to do an Honors Program. Students are limited in the number of majors and/or minors they may earn. If they have only one major, they may have as many as two minors. Students who choose an honors major plus honors minor may have an additional course minor outside the Honors Program. If students have two majors, they may not have a minor, except in one circumstance: A student who elects honors, designating an honors major and minor, may have a second major outside of honors if that second major is the same subject as the honors minor. The completion of two majors must be approved by both departments. Triple majoring is not allowed. Most departments and programs offer course minors. Those departments or programs that do not offer a course minor are Comparative Literature, Economics, Political Science, Sociology and Anthropology, and Studio Art. (These departments or programs do offer honors minors.) Minors will include at least 5 credits. Double counting in majors and minors: If a student has two majors and one is interdisciplinary, no more than 2 credits may be double counted with the student’s other major. However, the double-counting limit is not applicable to courses that students are required by their departmental major to take in other departments. Of the 5 credits required for a minor, 4 may not be double counted with the student’s major or other minor. The double­ counting prohibition applies to any comparison o f two given programs of study (not three taken together, even if the student has three programs). This means that a student who has a major in medieval studies, for example, and minors in both English literature and gender and sexuality studies would need four courses in English literature that are not part of the medieval studies major and four courses in gender and sexuality studies that are not part of die medieval studies major. In addition, each minor must have four courses that are not part of the other minor. Special minors are not permitted. Exceptions to the double-counting prohibition: 1. The double-counting prohibition is not applicable to courses that students are required by their majors or minors to take in other departments. For example, mathematics courses required for an engineering major are not automatically excluded from counting toward a minor defined by the Mathematics and Statistics Department. 2. For an honors major who is also a double major, the double-counting prohibition does not apply to the relationship between the honors minor and the second major because these will always be in the same field. Special majors: With permission of the departments concerned, 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, film and media studies, and psychobiology, in which special majors are done frequently, the departments and programs involved provide recommended programs. 8 Educational Program 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 expected to be integrated in the sense that it specifies a field of learning (not necessarily conventional) or topic or problems for sustained inquiry that crosses departmental boundaries, or it may be treated as a subfield within the normal departmental major. Special majors consist o f 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 primary department or program, omitting some of the breadth requirements of the major field. However, course requirements central to systematic understanding o f the major field may not be waived. Students with special majors must complete the major comprehensive requirement, which may consist of a thesis or other written research projects designed to integrate the work across departmental boundaries, or a comprehensive examination. By extension, special majors may be formulated as joint majors between two departments, normally with at least 5 credits in each department and 11 in both departments. The departments involved collaborate in advising and in the comprehensive examination. Students are not allowed to pursue more than one individualized 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. 8.5 Honors Program The Honors Program, initiated in 1922 by President Frank Aydelotte and modified most recently in 1994, is a distinctive part of Swarthmore’s educational life. The Honors Program has as its main ingredients student independence and responsibility in shaping the educational experience; collegial relationships between students and faculty; peer learning; opportunity for reflection on, and integration of, specific preparations; and evaluation 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 evaluation by external examiners from other academic institutions and the professional world. Although Swarthmore faculty members grade most of the specific preparations, the awarding of honorifics on a student’s diploma is based solely on the evaluation of the external examiners. Preparations for honors are defined by each department or program and include seminars, theses, independent 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 appropriate, 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 preparations in a special or interdisciplinary major. By doing honors, students offering three preparations in a major or four preparations in a special or interdisciplinary major normally fulfill the comprehensive graduation requirement for majors in those fields. A student who chooses an honors major plus minor may have a second major outside of honors if that second major is the same as the honors minor. Honors Program 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 department or program. Honors special majors who design their own programs, not those in College-sponsored programs such as biochemistry, will be required to include four related preparations in the major from at least two departments or academic programs. Honors special major programs do not include a separate minor. Honors special majors must either (1) write a thesis drawing on their cross-disciplinary work—the thesis will be examined by examiners in different fields or (2) have a panel oral examination that presents the opportunity for cross-disciplinary discussion. Honors special majors will follow the Senior Honors Study (SHS) activity and portfolio procedures of the various departments whose offerings they use as preparations in their programs. Individualized honors special major programs require the approval of all departments involved in the program and of the honors coordinator. 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 examinations and/or other written assignments completed in the spring of the senior year. In addition, during honors week at the end of the senior year, every honors candidate will meet on campus with external evaluators for an oral examination of each preparation. Specific formats for preparations and for SHS are available in each department office. 8 Educational Program Students will normally include their intention to prepare for honors in their “Plan of Study for the Last 2 Years,” written in the spring o f their sophomore year. They must also submit a formal application for a specific program of honors preparation to the Registrar’s Office. The registrar provides a form for this purpose. Departments, programs, and concentrations 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 proposed changes to the Honors Program must be submitted for approval on a form for this purpose available from the registrar. 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 on the student’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. Normally, honors programs may not be changed after Dec. 1 o f a student’s senior year, depending on departmental policies. Students may not withdraw from honors after Dec. 1 of the senior year except under extraordinary circumstances and with the permission of the major and minor departments and the Curriculum Committee. Further information about honors policies may be found in the Honors Handbook, which is available in the Registrar’s Office. At the end of the senior year, the decision of whether to award the honors degree to the candidates is entirely in the hands of the visiting examiners. Upon their recommendation, successful candidates are awarded the bachelor’s degree with honors, with high honors, or with highest honors. 8.6 Exceptions to the 4-Year Program Although the normal period of uninterrupted work toward the bachelor of arts and bachelor of science degrees is 4 years, graduation in 3 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, 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 complete the degree requirements in 3 years; and (4) signify this intention when she or 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 5 years by carrying fewer courses than the norm of four, although College policy does not permit programs of fewer than 3 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 o f the usual preparation for college, who have disabilities, or who wish to free time for activities relating to their curricular work that are not done for academic credit. Such 5-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. However, such programs are possible only on application to, and selection by, the department concerned, which will look for exceptional accomplishment or promise. In all cases where it is proposed to reduce academic credit and lengthen the period before graduation, the College looks particularly to personal circumstances and to careful advising and necessarily charges the regular annual tuition (see the provisions for overloads section 5.1). 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 and internship opportunities for those taking a leave is available through the Career Services Office. 8.7 Normal Course Load The academic year at Swarthmore is 32 weeks long, during which time students are expected to complete 6 to 8 semester course credits of work. Normal progress toward the degree of bachelor of arts or bachelor o f science is made by eight semesters’ work of four courses or the equivalent each semester, although 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 three or five courses, with special permission. College policy does not permit programs of fewer than 3 course credits within the normal eight-semester enrollment. Programs of more than 5 credits or fewer than 4 credits require special permission (see section 5.1 on tuition and section 9.3 on registration). The definitions of upper-class levels are as follows: 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 campus, such 8 Educational Program as the Housing Office, may have additional requirements in their definitions of the student classes. 8.8 Formats of Instruction Although classes and seminars are the normal curricular formats at Swarthmore, faculty regulations encourage other modes as well. These include various forms of individual study, student-run courses, and a limited amount of “practical” or off-campus work. The principal forms of individual work are attachments to courses, directed reading, and tutorials. The faculty regulation on attachments provides that a student may attach to an existing course, with the permission of the instructor, a project of additional reading, research, and writing. If this attachment is taken concurrently with the course, it is normally done for 0.5 credit. If it is taken in a later semester (preferably the semester immediately following), it may be done for either half or full credit. This kind of work can be done on either a small-group or individual basis. It is not possible in all courses, but it is in most, including some introductory courses. For firstyear students and sophomores, it is a way of developing capacities for independent work. For honors candidates, it is an alternative to seminars as a preparation for papers. Students who decide before the middle of the semester to do a 0.5-credit attachment may, with permission, withdraw from a regular course and carry 3.5 credits in that term to be balanced by 4.5 credits in another term. Students may do as many as two attachments each year. 8.8.1 Directed Reading and Independent Study Directed reading and independent study are similar, but the faculty role in the former is more bibliographical than pedagogical, and, because they require somewhat less faculty time, opportunities for directed reading are more frequent in most departments than are opportunities for independent study. 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 focused 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. 8.8.2 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 faculty. In organizing such a course, students obtain provisional approval and agreement to serve as course supervisor from a faculty member by Dec. 1 (for the spring semester) or May 1 (for the fall semester) on the basis of an initial memorandum emphasizing the principal subject matter to be studied, the questions to be asked about it, the methods of investigation, and provision of 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 organization 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 students 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 the term begins, following which a revised reading list and class list are given to the librarian, and the course title and class list are filed with the registrar. At 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 provisionally proposed for 0.5 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, continued for the balance of the term for full credit. Alternatively, student-run courses may be started after the beginning of the semester (up to midsemester) for 0.5 credit and then be continued, on the same basis, into the following term. Or they may be taken for 0.5 credit over a full term. The role of the course supervisor may go beyond planning and evaluation and extend to occasional or regular participation. The only essentials, and the purpose of the procedures, are sufficient 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 4 of the 32 credits required for graduation may be taken in student-run courses. Many student-run courses are offered only on the credit/no-credit basis. Finally, as to applied or practical work, the College may, under faculty regulations, grant 8 Educational Program up to 1 course credit for practical work, which may be done off campus when it can be shown to lend itself to intellectual analysis and is likely to contribute to a student’s progress in regular coursework. The work is 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 interdisciplinary project, any other department concerned, whose representatives together with the provost will decide whether to grant permission for the applied or practical work before that work is undertaken; (3) a basis for the project in some prior coursework; and (4) normally, 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 the offcampus world or responsible applications of academic learning or imaginative aspects of the practice of an art are the primary elements. Because such work is likely to bear a loose relation to organized instruction and the regular curriculum, the College limits academic credit for it while recognizing its special importance for some students’ programs. 8.9 Interdisciplinary Work The requirements of the major typically leave room for significant flexibility in students’ programs, both within and outside the major. This may be used to pursue a variety of interests and to emphasize intellectual diversity. It may also be used for the practical integration of individual programs around interests or principles supplementing the major. The College offers interdepartmental majors in Asian studies, medieval studies, and comparative literature, and formal interdisciplinary minors in black studies, cognitive science, environmental studies, film and media studies, gender and sexuality studies, German studies, interpretation theory, Islamic studies, Latin American studies, peace and conflict studies, and public policy. The specific requirements for these programs are outlined in the relevant sections of the catalog. It should be recognized that some departments are themselves interdisciplinary in nature and that a considerable number of courses are crosslisted between departments. Also, some courses each year are taught jointly by members of two or more departments, and departments commonly 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 religion and sociology and anthropology, in engineering and social sciences, and in chemical physics). Students are encouraged to seek the advice of faculty members on such possibilities with respect to their particular interests. 8.9.1 Guidelines on Scheduling Conflicts Between Academics and Athletics The following guidelines (adopted by the faculty in May 2002) are affirmed to recognize both 1he primacy of the academic mission at Swarthmore and the importance of the intercollegiate Athletics Program for our students. The guidelines are meant to offer direction with an appropriate degree of flexibility. Where conflicts occur, students, the faculty, and coaches are encouraged to work out mutually acceptable solutions. Faculty members and coaches are also encouraged to communicate with one another about such conflicts. Note that the guidelines make a firm distinction between athletics practices and competitive contests. 1. Regular class attendance is expected of all students. Students who are participating in intercollegiate athletics should not miss a class, seminar, or lab for a practice. 2. Students who have a conflict between an athletics contest and a required academic activity, such as a class meeting or a lecture, should discuss it and try to reach an understanding with their coach and their professor as soon as possible, preferably during the first week o f the semester and certainly in advance of the conflict. When a mutually agreeable understanding is not reached, students should be mindful of the primacy of academics at Swarthmore. Students should understand that acceptable arrangements may not be feasible for all classes, particularly seminars and laboratories. 3. Students should take their schedule of athletics contests into account as they plan their class schedules and may want to discuss this with their academic advisers. Students should also provide coaches with a copy of their academic schedules and promptly inform them of any changes. 4. Coaches should make every effort to schedule practices and contests to avoid conflict with classes and should collect their students’ academic schedules in an effort to coordinate team activities and minimize conflict. Coaches should instruct students not to miss class for practice and should encourage students to work out possible conflicts between classes and contests as early as possible. 5. Faculty members should provide as complete a description of scheduling requirements as possible to their classes early each semester, preferably before registration or during the first week of classes. Both faculty members and coaches should work with students to resolve contest-related conflicts. 8 Educational Program 6. Both coaches and faculty should avoid lastminute scheduling changes, and faculty should normally avoid scheduling extraordinary class meetings. Where such meetings seem desirable, students should be consulted and, as the Handbookfo r Instructional S ta ff (see section 7.1.2) stipulates, the arrangement cleared with the department chair and registrar. Where possible, extraordinary sessions should be voluntary or offered with a choice of sections to attend. When a schedule is changed after students have arranged their commitments, it is important for the faculty member or coach to be flexible. 7. Classes will normally end each day by 4 p.m. and at 5 p.m. on Fridays. Seminars will often extend beyond 4 p.m. Afternoon laboratories are usually scheduled until 4:15 p.m. or 4:30 p.m., and students who encounter difficulties completing a lab may need to stay later than the scheduled time. In all cases, students are expected to keep to their academic commitments and then attend practices as soon as possible. 8. Faculty members should recognize that students usually set aside the time from 4:15 to 7 p.m. for extracurricular activities and dinner. Late afternoon has also traditionally been used for certain courses in the performing arts. Some use of this time for other academic purposes (such as department colloquia, lectures, etc.) is appropriate, but departments are encouraged to exercise restraint in such use, particularly with respect to activities they judge important for the full academic participation of students. 8.10 Health Sciences Advisory Program The function of the Health Sciences Advisory Program is twofold: to advise students interested in a career in the health professions and to prepare letters of recommendation for professional schools to which students apply. The letters are based on faculty evaluations requested 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 following courses fulfill the basic requirements of most medical schools: BIOL 001,002; CHEM 010, or CHEM 003 and 004,022,032, 038; PHYS 003,004; MATH 015 and one additional math course; and English, two semester courses. Dental and veterinary schools have more variable requirements, in addition to the biology, chemistry, and physics listed earlier. Students interested in these fields should meet with the health sciences adviser 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, Official Guide to Dental Schools, and Veterinary Medical School Admission Requirements. The work of the junior and senior years may be completed 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 first year. The health sciences adviser meets periodically with students interested in health careers and is available to assist students in planning their programs in cooperation with students’ own academic advisers. The Health Sciences Office publishes Guide to Premedical Studies 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 fo r Applying to Medical Schoolfo r Swarthmore Undergraduates and Alumni/ae contains detailed information about the application process. Further information on opportunities, requirements, and procedures can be obtained from the health sciences adviser and from the Health Sciences Office’s pages on the Swarthmore College Web site at www.swarthmore.edu/premed.xml. 8.11 Creative Arts Work in the creative arts is available both in the curricula of certain departments and on an extracurricular basis. Interested students should consult the departmental statements in Art, English Literature (creative writing), Music and Dance, and Theater. 8.12 Cooperation with Neighboring Institutions With the approval of their faculty advisers 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 expected to know and abide by the academic regulations o f the host institution. (This arrangement does not apply to the summer sessions o f 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 required for graduation. 8 Educational Program if places are available. The number of participants is limited to 25. Students are integrated into the academic life at To provide variety and a broadened outlook for the University of Grenoble through regular interested students, the College has student courses, when their language competence exchange arrangements with Harvey Mudd allows, or through special courses for foreign College, Middlebury College, Mills College, students. Individual programs are arranged to Pomona College, Rice University, and Tufts suit the needs and competencies of students. University. With each institution, there are a Preparation of external examination papers is limited and matched number of exchanges. possible in certain fields. The program is Students settle financially with the home designed primarily for juniors and secondinstitution, thus retaining during the exchange semester sophomores, but seniors can be any financial aid for which they are eligible. accommodated in special cases. Application for domestic exchange should be A member of the Modem Languages and made to the registrar. The application deadline Literatures Department acts as resident director. is Oct. 15 for exchange in the following spring The director teaches a course or a seminar, semester; the deadline is March 15 for supervises the academic program and the living exchange in the following fall semester. arrangements of the students, and advises on all Selection is made from among applicants who educational or personal problems. A will be sophomores or juniors at the time of the coordinator of the program at Swarthmore exchange. Exchange arrangements do not handles such matters as admissions to the permit transfer of participants to the institution program (in consultation with the deans), with which the exchange occurs. financial aid, and transfer of academic credit to Credit for domestic exchange is not automatic. departments within the College and to Students must follow the procedures for institutions whose students participate in the receiving credit for work done elsewhere, program. Applications for the fall semester including obtaining preliminary approval of must be submitted by March 15 and for the courses and after-the-fact validation of credit by spring semester by Oct. 15. the relevant Swarthmore department chairs. Academic Year in Madrid, Spain. This program is administered by the Romance Language 8.14 Study Abroad Department of Hamilton College, in cooperation with faculty members of Williams The College emphasizes the importance of and Swarthmore colleges. Students may enroll study abroad and encourages all students to for the lull academic year or for either the fall explore possibilities for doing so as integral or spring semester. (Credit at Swarthmore must parts of their degree programs. The Foreign Study Office and the foreign study adviser will be obtained through the departments concerned.) The program attempts to take full help all interested students at every stage— advantage of the best facilities and teaching planning, study abroad, and return—of the staff o f the Spanish community, while adhering process. to the code of intellectual performance To be accepted for credit toward the characteristic of the most demanding American Swarthmore degree, foreign study must meet institutions. Swarthmore academic standards. With proper planning, this condition normally is readily met. A distinguishing aspect of the program is the Proper planning begins with seeing the foreign individual guidance provided students in nonacademic areas, especially in (1) the efforts study adviser as early as possible in one’s college career. Credit for study abroad is that are made to find homes well suited for awarded according to College regulations for student lodging, and (2) the activities that are planned to ensure ample contact with Spanish accrediting work at other institutions, and the process must be completed within the semester students. following return to the College. The program is based in Madrid, where the cultural, educational, and geographic benefits The Swarthmore Program in Grenoble, France, are optimal. Classrooms and office space are inaugurated in fall 1972. Students entering this located at the Centro Universitario de Estudios program spend one or two semesters at the Hispánicos of Hamilton College. This center University of Grenoble, where their course of study is the equivalent of one or two semesters houses a library eminently suited for study and research, and it sponsors a series of lectures, at Swarthmore. This program, under the auspices of the Modem Languages and concerts, and social activities. Literatures Department, is open to students The program is under the general guidance of a from any department but especially those in the committee comprising members of the humanities and social sciences. Applications Hamilton College Department of Romance from students at other institutions are accepted Languages, who, in rotation with professors 8.13 Student Exchange Programs 8 Educational Program from Williams and Swarthmore colleges, serve also as directors-in-residence in Madrid. Applications and further information are available from the Modem Languages and Literatures Department. The following study-abroad programs are operated by Swarthmore College, please consult the Office of Foreign Study Web site at www.swarthmore.edu/Admin/ofs/ for more information. The Swarthmore Dance and Performing Arts Program at the University of Ghana (Legon, Ghana). The Swarthmore Program in Environmental Studies and Environmental Science in Krakow, Poland. The Swarthmore Program in Theater and the Program in Dance in Bytom, Poland. Macalester, Pomona, and Swarthmore Environmental Studies Program at the University of Cape Town, South Africa. The Swarthmore in Buenos Aires, Argentina Program. The Northern Ireland Semester based in Derry/Londonderry. In addition to these programs, Swarthmore students attend a number of excellent foreign study programs throughout the world provided solely by other institutions. The Office for Foreign Study, along with the academic departments and programs o f the College, will advise students on these. The Office for Foreign Study is the on-campus clearinghouse for information on study abroad, and normally is the starting place for exploration and planning. To receive Swarthmore credit for study abroad, students must participate in the College’s Semester/Year Abroad Program and comply with its payment plan. The Office for Foreign Study has complete information on this. Normally, financial aid is automatically applied to study abroad. 8.15 Student Right to Know Swarthmore College’s graduation rate is 93 percent (this is the percentage graduating within 6 years, based on the most recent cohorts, calculated according to “Student Right to Know” guidelines). 9 Faculty Regulations 9.1 Attendance at Classes Regular attendance is expected. Faculty members 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 responsibility on all students to make sure that their work is not suffering as a result of absences. First-year students should exercise particular care in this respect When illness necessitates absence from classes, the student should report at once to the Health Center. A student may obtain credit for a course without attending class meetings by reading the material prescribed by a syllabus and taking a final examination, under die following conditions: 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 instructor’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 registrar will record the final grade exactly as if the student had attended classes normally. 9.2 Grades During the year, instructors periodically report on the students’ coursework to the Dean’s and Registrar’s offices. Informal reports during the semester take the form of comments on unsatisfactory work. At 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, satisfactory work; D, passing but below the average required for graduation; and NC (no credit), uncompleted or unsatisfactory work. Letter grades may be qualified by pluses and minuses. W signifies that the student has been permitted to withdraw from the course. X designates a condition that means a student has done unsatisfactory work in the first half of a yearlong course but by creditable work during the second half may earn a passing grade for the full course and thereby remove the condition. R is used to designate an auditor or to indicate cases in which the work of a foreign student cannot be evaluated because of deficiencies in English. 9.2.1 In Progress IP (in progress) is the grade used when normally everyone in a class continues working on a project into the next semester. IP is given at the end of the first semester. Final grades are normally due at the end of the succeeding semester. 9.2.2 Incompletes Inc. means that a student’s work is incomplete with respect to specific assignments or examinations. 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 o f the final examination or the end of the examination period. However, if circumstances beyond the student’s control (e.g., illness, family emergency) preclude the completion of the work by this date, a grade of Inc. may be assigned with the permission o f the faculty instructor and the registrar. Note that “having too much work to do” is not, in fairness to other students, considered a circumstance beyond the student’s control. A form for the purpose o f requesting an incomplete is available from the Registrar’s Office and must be filled out by the student and signed by the faculty instructor and the registrar and returned to the registrar no later than the last day of final examinations. In such cases, incomplete work must normally be made up and graded, and the final grade recorded within 5 weeks after the start of the following term. Except by special permission of the registrar and the faculty instructor, all grades of Inc. still outstanding after that date will be replaced on the student’s permanent record by NC (no credit). Waiver of this provision by special permission shall in no case extend beyond 1 year from the time the Inc. grade was incurred. 9.2.3 Credit/No Credit The only grades recorded on students’ official grade records for courses taken during the first semester o f the first year are CR and NC. 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 9 weeks of the term in which the course is taken, using the form provided for this purpose. Repeated courses normally may not be taken credit/no credit (see section 9.2.4: Repeated Courses). Courses only offered as credit/no credit do not count in the four options. For first-year students 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 Advanced Placement (AP) credits—the minimum equivalent letter grade for CR will be straight C. 9 Faculty Regulations Instructors are asked to provide the student and the faculty adviser with an evaluation of the student’s CR/NC work. The evaluation for firstsemester first-year students includes a lettergrade 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 official grade record. If available, letter-grade equivalents for firstsemester first-year students may be provided to other institutions only if requested by the student and absolutely required by the other institution. Students should save their copies of these evaluations for their records. 9.2.4 Repeated Courses Some courses can be repeated for credit; these are indicated in departmental course descriptions. For other courses, the following rules apply: (1) Permission to repeat a course must be obtained from the Swarthmore instructor teaching the repeated class. (2) These repeated courses may not be taken CR/NC. (3) To take a course at another school that will repeat a course previously taken at Swarthmore, the student must obtain permission from the chair of the Swarthmore department in which the original course was taken, both as a part of the pre-approval process to repeat it elsewhere and, in writing, as part of the credit validation after the course is taken elsewhere. For repeated courses in which the student withdraws with the grade notation W, the grade and credit for the previous attempt will stand. For other repeated courses, the registration and grade for the previous attempt will be preserved on the permanent record but marked as excluded, and any credit for the previous attempt will be permanently lost. The final grade and any credit earned in the repeated course are the grade and credit that will be applied to the student’s Swarthmore degree. 9.2.5 Grade Reports Grades are available to students on a secure Web site. Paper grade reports are sent to students each June. Grade reports are not routinely sent to parents or guardians, but such information may be released when students request it. The only exception to this is that parents or guardians of students are normally informed of grades when students have critical changes in status, such as probation or requirement to withdraw. 9.2.6 Grade Average An average of C (2.0) is required in the courses counted for graduation. An average of C is interpreted for this purpose as being a numerical average of at least 2.0 (A+, A = 4.0, A- = 3.67, B+ = 3.33, B = 3.0, B- = 2.67, C+ = 2.33, C = 2.0, C- = 1.67, D+ = 1.33, D = 1.0, and D- = 0.67). Grades of CR/NC and grades on the record for courses not taken at Swarthmore College are not included in computing this average. 9.3 Registration All students are required to register and enroll at the times specified in official announcements and to file programs approved by their faculty advisers. Fines are imposed for late or incomplete registration or enrollment. A regular student is expected to take the prescribed number of courses in each semester to progress toward the degree in the normal eight-semester enrollment. If more than 5 or fewer than 4 credits seem desirable, the faculty adviser should be consulted and a petition filed with the registrar (programs of fewer than 3 credits are not allowed in the normal eightsemester enrollment). Students are expected to select classes that do not pose scheduling conflicts. Applications to add or drop a course from registration must be delivered to the Registrar’s Office within the first 2 weeks of the semester. Applications to withdraw from a course and receive the permanent grade notation W must be received no later than the end of the 9th week of classes or the 5th week of the course if it meets for only half the semester. After that time, late withdrawals are recorded on the student’s record with the notation NC unless the student withdraws from the College. Students are not required to register for audits. Successfully completed audits are recorded (with the notation R) at the end of the semester (except in cases where a registered student has withdrawn after the first 2 weeks of the semester, in which cases the appropriate withdrawal notation stands). A deposit of $100 is required of all returning students before their enrollment in both the spring and fall semesters. This deposit is applied to charges for the semester and is not refundable. 9.4 Examinations Any student who is absent from an examination that is announced in advance shall be given an examination at another hour only by special arrangement with the instructor in charge of the course. 9.4.1 Final Examinations The final examination schedule specified in official announcements directs the place and time of all finals unless the instructor has made other special arrangements. However, College policy holds that students with three final examinations within 24 hours are allowed to reschedule one of these examinations in consultation with the instructor, as long as the consultation occurs in a timely manner. 9 Faculty Regulations By College policy, a student who is not in the Honors Program but who is taking an honors written examination as a course final and has an examination conflict should take the course final examination and postpone the honors written examination until the student’s next free examination period. Conversely, a student in the Honors Program who has a conflict with a course final examination should take the honors examination and postpone the course examination in consultation with the professor. In no case may a student take an honors examination before the honors written examination period for that examination. 9.5 Student Leaves of Absence, Withdrawal, and Readmission 9.5.1 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 complete the necessary form before the deadline published each semester (usually Dec. 1 and April 1). The form asks students to specify 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 completed form. 9.5.2 Withdrawal Withdrawal from the College may occur for academic, disciplinary, health, or personal reasons and may be voluntary or required by the College. For health-related withdrawals, 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 psychological nature result in behavior that substantially interferes with a student’s academic performance or the educational endeavors of other students or poses a significant threat to the student’s safety or safety of others, the College may require the student to withdraw. The Evaluation Committee—comprising two deans—makes the decision to require withdrawal for healthrelated reasons. The Evaluation Committee will review the problematic behavior and may consult with the director of Worth 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 students. Students withdrawing from the College before the end of the semester normally receive the grade notation “W” (withdrawal) on their permanent record for all in-progress courses. 9.5.3 Readmission A student who has withdrawn from the College for any reason, voluntarily or involuntarily, may apply for readmission by writing to Dean of Students James Larimore. 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 readmission after withdrawal is required to provide appropriate documentation of increased ability to fonction academically and in a residential environment and/or of a decreased hazard to health and safety of self and/or others. In the case of withdrawal for medical reasons, this documentation must include an evaluation from the student’s personal health care provider. In addition, the student will generally be required to show evidence of successful social, occupational, and/or academic functioning during the time away from the College. This evidence must include the completion of any outstanding incomplètes on record. After such evidence has been provided, the materials will be forwarded to the Evaluation Committee. In the case of health-related withdrawals, the materials will be reviewed by the director of Worth Health Center and/or the director of Psychological Services, and the student will be required to be evaluated in person by the appropriate health care professional at the College. At the discretion of the Evaluation Committee, such evaluations may be required for other types of withdrawals as appropriate. These evaluations will provide adjunctive information to the committee’s decision-making process. The Evaluation Committee will normally meet with the student and will make a determination regarding the student’s readiness to resume study at Swarthmore. 9.5.4 Short-Term Health-Related Absences Students who are hospitalized during 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 remaining academic work in the semester. In all cases, a student returning to campus from the hospital must report to the Worth Health Center and get clearance from the appropriate health care professional before returning to the dormitory to ensure the student’s readiness to resume college life and so that follow-up care can be discussed. 9 Faculty Regulations 9.6 Summer School Work and Other Work Done Elsewhere Students who wish to receive Swarthmore College credit for work at another school must obtain preliminary approval and after-the-fact validation by the chair of the Swarthmore department or program concerned. Preliminary approval depends on adequate information about the content and instruction of the work to be undertaken and ensures the likelihood of the work’s applicability toward the Swarthmore degree as well as clarifies the amount of Swarthmore credit likely. Preliminary approval is tentative. Final validation of the work for credit depends on evaluation of the materials of the course, including syllabus, transcript, written work, examinations, indication of class hours, and so forth. Work in other programs, especially summer school programs, may sometimes be given less credit than work at Swarthmore, but this will depend on the nature of the program and the work involved. Validation may include an examination, written or oral, administered at Swarthmore. All decisions are made on a case-by-case basis. Credit for AP and similar work is discussed in section 4.5. An official transcript from the other school must be received by the Registrar’s Office before validated work can be recorded for credit. 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 better than C grade does not in itself qualify for Swarthmore credit. Students who wish to receive natural sciences and engineering practicum (NSEP) credit for courses taken elsewhere must obtain preliminary approval for the course from the department involved as well as final validation as with other credit. The department can approve NSEP credit if the course is comparable with a Swarthmore NSEP course. Generally, courses taken elsewhere that are not comparable with a Swarthmore NSEP will not receive NSEP credit; however, in exceptional cases, if NSEP criteria are satisfied elsewhere, the department chair may recommend NSEP credit award to the Division o f Natural Sciences and Engineering for its final decision. Requests for credit must be made within the semester 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. 9.7 Physical Education In the first and second years, all nonveteran students not excused for medical reasons are required to complete 4 units of physical education by the end of their sophomore year. All students must pass a survival swimming test or take up to one unit o f swimming instruction. For complete requirements, see Physical Education and Athletics. 9.8 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 o f its officers shall be under any liability whatsoever for such exclusion. 10 Degree Requirements 10.1 Bachelor of Arts and Bachelor of Science 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 equivalent. 2. An average grade of at least C in the Swarthmore courses counted for graduation (see section 9.2.6: Faculty Regulations). A student with more than 32 credits may use the Swarthmore credits within the highest 32 for the purposes of achieving the C average. 3. Complied with the distribution requirements and have completed at least 20 credits outside one major department (see chapter 8: Educational Program). 4. Fulfilled the foreign language requirement, having either: (a) successfully studied 3 years or the “block” equivalent of a single foreign language during grades 9 through 12 (work done before grade 9 cannot be counted, regardless of the course level); (b) achieved a score of 600 or better on a standard achievement test of a foreign language; (c) passed either the final term of a college-level, yearlong, introductory foreign language course or a semester-long intermediate foreign language course; or (d) learned English as a foreign language while remaining demonstrably proficient in another. 5. Met the requirements in the major and supporting fields during the last 2 years. (For requirements pertaining to majors and minors, see section 8.4: Majors and Minors.) 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 constitute 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 chaiifs) of their major department(s), may participate in the Swarthmore Semester/Year Abroad Program. 8. Completed the physical education requirement set forth in the Physical Education and Athletics Department statements. 9. Paid all outstanding bills and returned all equipment and library books. 10.2 Master of Arts and Master of Science The degree of master of arts or master of science may be conferred subject to the following requirements: Only students who have completed the work for the bachelor’s degree with some distinction, either at Swarthmore or at another institution of satisfactory standing, shall be admitted 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 concerned, 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 conferences with members of the faculty, or research. The work may be done in one department or in two related departments. A candidate for the master’s degree shall be required to pass an examination conducted by the department or departments in which the work was done. The candidate shall be examined 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 examiners, together with the reports of the student’s resident instructors, shall make recommendations to the faculty for the award of the degree. At the option of the department or departments 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 candidacy a competence in those languages deemed by his or her department or departments most essential for the field of research. Detailed language requirements will be indicated in the announcements of departments that admit candidates for the degree. The tuition fee for graduate students who are candidates for the master’s degree is the same as for undergraduates (see section 5.1: Expenses). 11 Awards and Prizes The Ivy Award is made by the faculty each year to the man of the graduating class who is outstanding in leadership, scholarship, and contributions to the College community. The Oak L eafAward 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 Lang Award was established by Eugene M. Lang ’38. It is given by the faculty to a graduating senior in recognition of outstanding academic accomplishment. The McCabe Engineering Award, founded by Thomas B. McCabe ’15, is presented each year to the outstanding engineering student in the senior class. A committee of the Engineering Department faculty chooses the recipient. The Adams Prize is awarded each year by the Economics Department for the best paper submitted in quantitative economics. The Stanley Adamson Prize in Chemistry was established in memory of Stanley D. Adamson ’65. It is awarded each spring to a well-rounded junior majoring in chemistry or biochemistry, who, in the opinion of the department, gives the most promise of excellence and dedication in the field. The American Chemical Society Scholastic Achievement Award is given to the student whom the Department of Chemistry and Biochemistry judges to have the best performance in chemistry and overall academic achievement. The American Chemical Society Undergraduate Award in Analytical Chemistry is awarded annually to the student whom the Chemistry and Biochemistry Department judges to have the best academic performance in analytical chemistry and instrumental methods. The American Chemical Society Undergraduate Award in Organic Chemistry is awarded annually to the student whom the Chemistry and Biochemistry Department judges to have the best academic performance in organic chemistry. The American Institute o f Chemists Student Honor Award is given to the student whom the Chemistry and Biochemistry Department judges to have the second-best record in chemistry and overall academic performance. The Solomon Asch Award recognizes the most outstanding independent work in psychology, usually a senior course or honors thesis. The Boyd Barnard Prize. Established by Boyd T. Barnard ’17 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 is awarded each May for the best thesis or extended paper on a historical subject by a history major during the previous academic year. The Tim Berman Memorial Award is presented annually to the senior man who best combines qualities of scholarship, athletic skill, artistic sensitivity, respect from and influence on peers, courage, and sustained commitment to excellence. The Black Alumni Prize is awarded annually to honor the sophomore or junior minority student who has shown exemplary academic performance and community service. The Brand Blanshard Prize honors Brand Blanshard, professor of philosophy at Swarthmore from 1925 to 1945, and was established by David H. Scull ’36. The Philosophy Department presents the award each year to the student who 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 examinations 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 and Anthropology Department, and it carries a cash stipend. The Heinrich W. Brinkmann Mathematics Prize honors Heinrich Brinkmann, professor of mathematics from 1933 to 1969, and was established by his students in 1978 in honor of his 80th birthday. Awards are presented annually by the Mathematics and Statistics Department to the student or students who submit the best paper on a mathematical subject. The Chemistry and Biochemistry Department Service Awards are given each year to the students (usually one junior and one senior) who have provided the department with the greatest service during the preceding academic year. The Susan P. Cobbs Scholarship is awarded to the most outstanding student of classics in the senior class. It was made possible by a bequest of Susan P. Cobbs, who was dean and professor of classics until 1969, and by additional funds given in her memory. The Sarah Kaighn Cooper Scholarship, founded by Sallie K. Johnson in memory of her grandmothers, Sarah Kaighn and Sarah Cooper, is awarded to the member of the junior class who is judged by the faculty to have had the 11 Awards and Prizes best record for scholarship, character, and influence since entering the College. It carries a cash stipend. The Anna May Courtney Award is named in honor of the late singer who performed often in Lang Concert Hall. It 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 CRC Press Freshman Chemistry Achievement Award is awarded annually by the Department of Chemistry and Biochemistry to the first-year student who achieves the highest performance in the first-year chemistry curriculum. The Alice L. Crossley Prize in Asian studies is awarded annually by the Asian Studies Committee to the student or students who submit the best essays on any topic in Asian studies. The Deans ’ Awards are given to the graduating seniors who have made significant and sustained contributions to the Swarthmore community. The Dunn Trophy was established in 1962 by a group of alumni to honor the late Robert H. Dunn, a Swarthmore coach for more than 40 years. It is presented annually to the sophomore male who has contributed the most to the intercollegiate athletics program. The William C. Elmore Prize is given in recognition of distinguished academic work. It is awarded annually to a graduating senior majoring in physics, astrophysics, or astronomy. The Lew Elverson Award is given in honor of Lew Elverson, who was a professor of physical education for men from 1937 to 1978. The award is presented annually to the junior or senior man who has demonstrated commitment and dedication to excellence and achieved the highest degree of excellence in his sport. The Elizabeth Pollard Fetter Chamber Music Program, endowed by Frank W. Fetter ’20, Robert Fetter ’53, Thomas Fetter ’56, and Ellen Fetter Gille in memory of Elizabeth Pollard Fetter ’25, subsidizes the coaching and master classes of chamber music ensembles. Interested musicians should contact the program coordinator to schedule an audition. At least one member of each ensemble must be registered for MUSI 047: Chamber Music, and each ensemble must perform in an Elizabeth Pollard Fetter Chamber Music Program concert. The Flack Achievement Award, established by Jim and Hertha Flack in 1985, is given to a deserving student who, during his or her first 2 years at the College, has demonstrated leadership potential and a good record of achievement in both academic and extracurricular activities. Friends o f Music and Dance Summer Awards. Each spring, the Music and Dance Department 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 Department (MUSI 048: Individual Instruction) program. The award subsidizes the entire cost of voice lessons for that semester. Edwin B. Garrigues Music Awards. The Edwin B. Garrigues Foundation named Swarthmore as having one of the top four music programs in the Philadelphia area and established awards to subsidize the entire cost of private instrumental or vocal lessons for a limited number of gifted students. These awards, which are given each semester by the music faculty to approximately 10 to 15 students, are determined by competition on campus. Recipients participate as leaders in performance on campus, normally as members of one of the Music and Dance Department’s performing organizations or, in the case of pianists and organists, as accompanists. The Dorothy D itter Gondos Award was bequeathed by Victor Gondos Jr. in honor of his wife, Class of 1930. It is given every other year by a faculty committee to a student of Swarthmore College who submits the best paper on the subject dealing with a literature of a foreign language. The prize is awarded in the spring semester. Preference is given to essays based on works read in the original language. The prize is awarded under the direction of the Literature Committee. The Gonzalez-Vilaplana-Scott Award was originally established by Francisco GonzalezVilchez and Rosaria Vilaplana, professors at the Università de Sevilla, as an expression of their gratitude to the Swarthmore College community, and continues to be supported by an endowment from the Scott Paper Company. The award is given each year by the Chemistiy Department to two members of the senior class who show great promise in chemistry and related fields. The John Russell Hayes Poetry Prizes are offered for the best original poem or for a translation from any language. The Eleanor Kay Hess Award is given in honor of “Pete” Hess, whose 33 years of service to Swarthmore College and Swarthmore students were exemplified by her love of athletics, leadership, hard work, fairness, and objectivity. This award is given to the sophomore woman who best demonstrates those qualities and has 12 Fellowships The Leedom, Lippincott, and Lockwood fellowships are awarded annually by the faculty, and the Mott and Tyson fellowships 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 program of study that has the approval of the faculty. Applications must be submitted by April 20. The committee considers applicants for all of these fellowships for which they are eligible and makes recommendations that overall do not discriminate on the basis of sex. These fellowships follow: The Hannah A. Leedom Fellowship was founded by the bequest of Hannah A. Leedom. The Joshua Lippincott Fellowship was founded by Howard W. Lippincott, of the Class of 1875, in memory of his father. The John Lockwood Memorial Fellowship was 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 Lockwood Fellowship is renewable for a second year. The Lucreiia Mott Fellowship was founded by the Somerville Literary Society and is sustained by the contributions of Swarthmore alumnae. It is awarded each year to a senior woman or alumna who is to pursue advanced study in an institution approved by the committee. The Martha E. Tyson Fellowship was founded by the Somerville Literary Society in 1913 and is sustained by the contributions of Swarthmore alumnae. It is awarded each year to a senior woman or alumna who plans to enter elementary 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, internships, and summer research opportunities are awarded under the conditions described subsequently: The Stanley Adamson Summer Internship fo r Research in Chemistry is endowed in memory of Stanley D. Adamson ’65 by his parents, June and George Adamson. It provides funding for the summer research of a well-rounded rising senior majoring in chemistry or biochemistry, who, in the opinion of the department, gives great promise of excellence and dedication in the field. The Altman Summer Grant was created by Shingmei Poon Altman ’76 in memory of her husband, Jonathan Leigh Altman ’74. It is awarded by the Art Department to a junior who has strong interest and potential in studio arts. It provides support for purposeful work in the studio arts during the summer between junior and senior year. John W. Anderson '50 Memorial Internship was created by his wife, Janet Ball Anderson ’51. The Anderson internship supports students teaching science to disadvantaged children, with preference for students interested in working with children in grades K-12. In 2005, Bernard Bailyn established The Lotte Lazarsfeld Bailyn '51 Research Endowment in honor of his wife, the T. Wilson Professor of Management, emerita, at MIT. The fund supports a student summer research fellowship for a rising junior or senior woman majoring in mathematics, science, or engineering who intends to go into graduate studies in one or more o f these fields. The David Baltimore/Broad Foundation Endowment was established in 2007 by a grant from the Broad Foundation at the request of David Baltimore ’60. This fellowship is awarded to a student doing summer research in the natural sciences or engineering with a preference given to a student engaging in mentored off-campus laboratory research and with letters of support from an on-campus faculty mentor. The Monroe C. Beardsley Research Fellowship and Internship Fund was established in 2004 to support students in the humanities by providing grants to encourage and facilitate research, original scholarship, and professional development in the areas of art, classics (literature), English literature, modem languages and literature, music and dance, philosophy, religion, and theater. Named after renowned contemporary philosopher Monroe C. Beardsley, a professor o f philosophy at Swarthmore for more than 20 years, the fund is administered by the Division of the Humanities and the Provost’s Office. The Cilento Family Community Service Internship was established in 2002 by Alexander Cilento ’71 to support Swarthmore College students who carry out community service projects that benefit low-income families in the area. The Swarthmore Foundation administers the fund. The Susan P. Cobbs Prize Fellowship is awarded to one or more students to assist them in the study of Latin or Greek or with travel for educational purposes in Italy or Greece. It was made possible by gifts from alumni, managers, faculty members, and friends made in memory o f Susan P. Cobbs, who was dean and professor of classics until 1969. The Hilde Cohn Student Fellowship Endowment was established in 2007 by Walter H. Clark, Jr. ’54 to honor a former faculty member who conveyed to her students her love of the 12 Fellowships German language and literature. The fund shall be used to support students participating in academic study, internships, and research fellowships in German-speaking countries or in immersive German language programs. It will be administered by the German Section of the Modem Languages and Literatures Department. The Deborah A. DeMott '70 Student Research and Internship Fund was established by Deborah A. DeMott ’70 in 2004. The fund is awarded to students following their second or third years on the recommendation of the Provost’s Office in conjunction with an advisory panel of faculty. The recommendation is based on the caliber and potential o f the student project proposals. The Robert Enders Field Biology Award was established by his friends and former students to honor Dr. Robert K. Enders, a member of the College faculty from 1932 to 1970. It is awarded to support the essential costs of both naturalistic and experimental biological studies in a natural environment. The Biology Department gives the field research award annually to Swarthmore students showing great promise in biological field research. The Anne and Alexander Faber International Travel Fund was established by family and friends in honor of Anne Faber and in memory of Alexander L. Faber, parents of three Swarthmore graduates. It provides grants for travel outside the United States and Canada for students majoring in the humanities. The David E. Fisher '79-Arthur S. Gabinet '79 Summer Internship fo r Biological Sciences and Public Service was established by Andrew H. Schwartz ’79 and his wife, Dagmar Schwartz, to honor Andy’s friends and classmates, David E. Fisher ’79 and Arthur S. Gabinet ’79, and supports students working in life sciences or public service who exemplify Fisher’s and Gabinet’s values, pursuing studies out o f love of learning and devotion to the improvement of the human condition. The General Electric Foundation Graduate Fellowship is awarded to a graduating senior for the first year of graduate work and is intended to encourage outstanding scholars to pursue an academic career. The recipient, who must be a U.S. citizen or permanent resident, will receive the amount necessary to cover tuition, fees, and subsistence allowance for study directed toward a doctorate 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 policies of the university and department chosen for graduate work. The Hannay Chemistry Fund was established by a gift from the General Signal Corp. in honor of N. Bruce Hannay ’42. The fund will provide support for a student summer research in chemistry. Bruce Hannay was a research chemist with Bell Laboratories and received an honorary doctor of science degree from Swarthmore in 1979. The Hay-Urban Prize in Religion is named in honor o f Stephen N. Hay ’51 and P. Linwood Urban, professor emeritus of religion. Thanks to a generous gift from Stephen Hay ’51, and funds given in honor o f Professor Urban’s distinguished service as a Religion Department faculty member, the Hay-Urban Prize assists in supporting one student internship, summer study, or research in the area of religion studies. 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 o f Managers and the Jacob Schiff Professor o f Business at the Harvard Business School. The Economics Department administers the award, which provides support for student summer research in economics. The Hopkins International Public Policy Internship Endowment was established in 2005 to support student travel to Africa, Asia or Europe for an internship dealing with policy issues of global significance, working within a public or non-profit organization. The internship, for any appropriate interval, such as a summer or semester, shall be administered by the Provost’s Office and the Public Policy Program. The William L. Huganir Summer Research Endowment is awarded each spring by the chairs o f the Social Science Division based on the academic interests of a student or students who wish to pursue summer research on global population issues. The Richard M. Hurd '48 Engineering Research Endowment was created in 2000 in memory of distinguished alumnus and former member of the Board of Managers Richard M. Hurd ’48. The fund supports students interested in pursuing engineering research during the summer. The Giles K. '72 and Barbara Guss Kemp Student Fellowship Endowment was established by Giles and Barbara Kemp in 2005 to support student internships and research projects with a preference for students whose fellowship experience will be abroad. 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 o f the provost and the chair of the Biology Department. The Landis Community Service Fund was established in 1991 by James Hormel and other friends of Kendall Landis in support o f his 18 12 Fellowships years of service to the College. The fund provides grants for students (including graduating seniors) to conduct service and social change projects in the city o f 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 facultystudent research (five awards), independent student research (five awards), and student social service activity specifically related to research objectives and tied to the curriculum, under the supervision of faculty members (five awards). The Genevieve Ching-wen Lee '96 Memorial Fund was established in her memory by family and friends and recognizes the importance of mutual understanding and respect among the growing number of ethnic groups in our society. The fond supports an annual lecture by a prominent scholar of Asian American studies and/or an annual award to two students to assist in projects pertaining to Asian American studies. 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 proposal for a summer research project or internship relates to the acquisition of skills by elementary school or younger children for the peaceful resolution of conflict. The Julia and Frank L. Lyman '43 Student Summer Research Stipend was created in February 2000. It is awarded each spring by the provost upon receiving recommendations from members of the faculty involved with peace and conflict studies. The Thomas B. McCabe Jr. and Yvonne Motley McCabe Memorial Fellowship. This fellowship, awarded annually to graduates of the College, provides a grant toward an initial year of study at the Harvard Business School, or at other business schools as follows: the University of Chicago, Massachusetts Institute of Technology, Northwestern University, the University of Pennsylvania, or Stanford University. The McCabe Fellowship is renewable for a second year on the same program. Yvonne and Thomas B. McCabe Jr. lived in Cambridge, Mass., for a time, and he received an 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 special consideration to applicants who have demonstrated superior qualities of leadership. Young alumni and graduating seniors are eligible to apply. The Norman Meinkoth Field Biology Award was established by his friends and former students to honor Dr. Norman A. Meinkoth, a member of the College faculty from 1947 to 1978. It is awarded to support the essential costs of the study of both naturalistic and experimental biological studies in a natural environment. The intent of this fond is to facilitate the joint participation of Swarthmore students and faculty in field biology projects, with priority given to marine biology. The Biology Department gives the award annually. Mellon Mays Undergraduate Fellowship Program. The Andrew W. Mellon Foundation has provided a grant to establish an undergraduate fellowship program intended to increase the number of minority students, and others, who choose to enroll in doctoral programs and pursue academic careers. The foundation’s grant provides term and summer stipends for students to work with faculty mentors as well as a loan-forgiveness component to reduce undergraduate indebtedness for those fellows who pursue graduate study. The fellowships are limited to the humanities, a few of the social sciences, and selected physical sciences. A faculty selection committee invites nominations of sophomores 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 Service Fellowship celebrates the contributions of Swarthmore’s eighth president by supporting students pursuing off-campus community service related to their academic program. The Nason Fellowship was initiated by members of the Class of 1945 in anticipation of their 50th reunion. The Nason Fellowship is administered by the Swarthmore Foundation. The Helen F. North Fund in Classics, established in 1996 by Susan Willis Ruff ’60 and Charles F.C. Ruff ’60 to honor the distinguished career of Helen F. North and her enduring impact on generations of Swarthmore students, is awarded to support the program of the Classics Department. At the discretion of the department, it shall be used to fund annually the Helen F. North Distinguished Lectureship in Classics and, as income permits, for a conference or symposium with visiting scholars; summer study of Greek or Latin or research in classics-related areas by students majoring in the field; or study in Greece or Italy in classics by a graduate of the department. The Arthur S. Obermayer '52 Summer Internship was established in 2005 and is intended to broaden and enrich the experience of a Swarthmore student. The grant shall be awarded with preference to a domestic student who is studying in a major that may not inherently offer an international opportunity. 12 Fellowships The Pasahow Family Student Research Grant in Political Science was established in 2004 by the Pasahow family. The grant supports students engaged in full-time summer research in the area of political science. The Political Science Department and the Provost’s Office administer the fund. The Robert F. Pasternack Research Fellowship was established in 2005 by a gift from the estate of Thomas Koch, deceased husband of Jo W. Koch and father of Michael B. Koch ’89. The fellowship honors a beloved member of Swarthmore’s Chemistry Department and supports student summer research in chemistry. The fellowship shall be administered by the Provost’s Office. TheJ. Roland Pennock Undergraduate Fellowship in Public Affairs. The fellowship, endowed by friends of Professor J. Roland Pennock at his retirement in 1976 and in recognition of his many years of distinguished teaching of political science at Swarthmore, provides a grant to support a substantial research project (which could include inquiry through responsible participation) in public affairs. The fellowship, for Swarthmore undergraduates, would normally be held off campus during the summer. Preference is given to applicants from the junior class. The Penrose International Service Fund provides a stipend to support participation in a project to improve the quality of life of a community outside North America. The project should involve direct interaction with the affected community and be of immediate benefit to them rather than action in support of social change at a regional or national level. The stipend will be available to a Swarthmore student from any class for a project in any country other than that of his or her own citizenship. The Lang Center for Civic and Social Responsibility administers the Penrose International Service Fund. 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 program of advanced study in some branch of the liberal arts. The Public Policy Program Internship Funding. The Public Policy Program will provide travel (not travel to home area) and living expense support for students who minor in public policy working at an internship that fulfills the program’s requirements. The Anwural Quadir Summer Research Fellowship was established in 2005 by Iqbal A. Quadir ’81 to honor the memory of his father. This fellowship will enable a Swarthmore student to travel, conduct research, and/or explore and problem solve on issues related to Bangledesh and the student’s major. Swarthmore’s first fund to support research related to Bangladesh, this award will be determined by the provost, the chair of the interdisciplinary council, and the division chairs from the humanities, social sciences, and natural sciences and engineering. 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 discrimination, the fund sponsors events that focus on concerns of the lesbian, bisexual, and gay communities and promotes curricular innovation in the field o f lesbian and gay studies. The fund also sponsors an annual three-day symposium. The fond is administered by a committee o f women and men from the student body, alumni, staff, faculty, and administration. In 2004, Richard Sager created an “internship” to provide funding for students in internships with nonprofit organizations whose primary missions address gay/lesbian/bisexual/transgender issues. The Lang Center for Civic and Social Responsibility administers the internship. The Savage Fund, created in 1996 in honor of Professor Emeritus of Biology Robert Savage, supports student research and other activities in cellular and molecular biology. Grants are awarded at the discretion of the chair of the Biology Department. The James H. Scheuer Summer Internship in Environmental and Population Studies Endowment was established in 1990. The Scheuer Summer Internship supports student research in environmental and public policy issues. The coordinators of the environmental studies and public policy concentrations select interns in alternate years. The Somayyah Siddiqi ’02 Economics Research Fellowship, for economics research, is funded by T. Paul Schultz ’61 in memory of Somayyah Siddiqi ’02. The David G. Smith Internship in Health and Social Policy, endowed by alumni, faculty, friends, and former students of David G. Smith, is to support an internship in the social services, with priority for the field of health care, for a Swarthmore undergraduate during the summer or a semester on leave. Solodar Family Science and Engineering Summer Research Fund was established in 2006. The fund supports a summer research fellowship for a Swarthmore student o f science or engineering, with a preference toward the chemical sciences. The Starfield Student Research Endowment was established by Barbara Starfield ’54 and Phoebe Starfield Leboy ’57 in 2004. The fund supports student summer research fellowships in social justice with a preference for students pursuing research in the areas of health services 12 Fellowships deliveiy/health policy and social, demographic, and geographic equity. Starfield and Leboy established the fellowships to honor their parents, Martin and Eva Starfield, educators who instilled a love of learning and social justice in their daughters. The Pat Tarble Summer Research Fund was established in 1986 through the generosity of Mrs. Newton E. Tarble. The Tarble Summer Fund supports undergraduate research. The Provost’s Office administers the fund. Teachers fo r Tomorrow Fellowships are offered to 10 outstanding graduating seniors from member 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 University). 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 certified to teach. Fellows will work alongside exceptional teachers in alternative East Harlem public schools that are nationally recognized as meeting the challenge of educating children in the inner city. The Hans Wallach Research Fellowship, endowed in 1991 by colleagues and friends, honors the eminent psychologist Hans Wallach (1904-1998), who was a distinguished member of the Swarthmore faculty for more than 60 years. The fellowship supports one outstanding summer research project in psychology for a rising Swarthmore College senior or junior, with preference given to a project leading to a senior thesis. 12.1 Faculty Fellowships and Support 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. The Janice Robb Anderson '42 Junior Faculty Research Endowment was established by Janice Robb Anderson ’42 in 2001. The Anderson endowment supports faculty research, with preference for junior faculty members in the humanities whose research requires study abroad. The George Becker Faculty Fellowship was endowed by Ramon Posel ’50 under a challenge from the National Endowment for the Humanities, in honor of this former member of the English Department and its chairman from 1953 to 1970. The fellowship will provide a semester o f leave at full pay for a member of the humanities faculty to do research and write, in the fields of art history, classics, English literature, history, linguistics, modem languages, music, philosophy, or religion but with preference given to members of the Department o f English Literature. The Brand Blanshard Faculty Fellowship is an endowed faculty fellowship in the humanities established in the name of philosopher and former faculty member Brand Blanshard, who taught philosophy at Swarthmore from 1925 to 1944. The fellowship will provide a semester leave at full pay for a member of the humanities faculty to do research and to write. On recommendation of the Selection Committee, a small additional grant may be available 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 publicly to the College and wider community. The Blanshard Fellowship is made possible by an anonymous donor who was Blanshard’s student at Swarthmore, and a challenge grant from the National Endowment for the Humanities. The Eugene M. Lang Faculty Fellowship is designed to enhance the educational program of Swarthmore College by contributing to faculty development, by promoting original or innovative scholarly achievement o f faculty members, and by encouraging the use of such achievements to stimulate intellectual exchange among scholars. The fellowship will provide financial support for faculty leaves through a grant of about one-half the recipient’s salary during the grant year. On recommendation of the Selection Committee, a small additional grant may be available for travel and project expenses and for library book purchases. The Selection Committee shall consist of the provost, three divisional chairs, and three others selected by the president, of whom at least two must be Swarthmore alumni. Any faculty member eligible for leave may apply. 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 wholly or partially support the cost of publishing any of these papers. These fellowships are made possible by an endowment established by Eugene M. Lang ’38. The Constance Hungerford Faculty Support Fund was established in 2007 by Eugene M. Lang ’38 to recognize Constance Cain Hungerford for her dedicated service as provost and faculty leader and for her outstanding contributions to Swarthmore’s educational program. Connie Hungerford, an art historian, 12 Fellowships joined the Art Department in 1974 and was named provost in 2001. This fund allows the provost to make grants to individual faculty members to support their professional responsibilities and scholarly and creative careers. 13 The Corporation May 3, 2008, to May 2, 2009 Barbara W. Mather ’65, Chair Pepper Hamilton LLP 3000 Two Logan Square 18th and Arch Streets Philadelphia PA 19103 Neil R. Grabois ’57, Vice Chair 315 Riverside Drive Apartment 6D New York NY 10025 Pamela Taylor Wetzels ’52, Secretary 4807 Placid Place Austin TX 78731 14 Board of Managers Term expires May 2009 Richard Barasch ’75 160 W. 86th Street Apartment 14A New York NY 10024 Dulany Ogden Bennett ’66 7 Magnolia Circle White River Junction VT 05001 MarkW. Crandall’81 Postscriptum (UK) Ltd. 17A Curzon Street London WIJ 5HS ENGLAND MarkF. Dingfield ’01 4 rue Chapon 75003 Paris FRANCE John D. Goldman ’71 42 Serrano Drive Atherton CA 94027 Frederick W. Kyle ’54 1900 Rittenhouse Square Apartment 15A Philadelphia PA 19103 Susan Levine ’78 Watershed Asset Management One Maritime Plaza, Suite 1525 San Francisco CA 94111 Wilma A. Lewis ’78 391 l.Highwood Court NW Washington DC 20007 Anne R. Lloyd-Jones ’79 HVS 372 Willis Avenue Mineola NY 11501 Lawrence J. Richardson ’78 Wachovia Securities 77 W. Wacker, Suite 2900 Chicago IL 60601 John A. Riggs ’64 5230 Watson Street NW Washington DC 20016 Carl R. Russo ’79 Consigliare Management Co. 1960 The Alameda, Suite 150 San Jose CA 95126 Maurice G. Eldridge ’61, Assistant Secretary Swarthmore College Swarthmore PA 19081 Suzanne P. Welsh, Treasurer Swarthmore College Swarthmore PA 19081 Lori Ann Johnson, Assistant Treasurer Swarthmore College Swarthmore PA 19081 Salem D. Shuchman ’84 Entrepreneur Partners, LP One Commerce Square 2005 Market Street, Suite 1030 Philadelphia PA 19103 David W. Singleton ’68 8 South Hampshire Court Wilmington DE 19807 Thomas E. Spock ’78 43 Stoneyside Drive LarchmontNY 10538 Sujatha A. Srinivasan ’01 Goldman Sachs 85 Broad Street, 26th Floor New York NY 10004 Pamela Taylor Wetzels ’52 4807 Placid Place Austin TX 78731 Term expires June 2009 Kevin F.F. Quigley ’74 1600 North Oak Street Apartment 910 Arlington VA 22209 Term expires May 2010 Smitha Arekapudi ’99 2624 N. Lakewood Ave Chicago IL 60614 Janet S. Dickerson H’92 Princeton University 220 Nassau Hall Princeton NJ 08544 Eugenie Gentry ’77 1167 Marion Road Cheshire CT 06410 Bruce Jay Gould ’54 Museum Towers Apartment 1020 1801 Buttonwood Street Philadelphia PA 19130 Sibella Clark Pedder ’64 9 Derby Road Haslemere Surrey GU27 IBS England 14 Board of Managers Term Expires May 2011 Eric Adler ’86 The SEED Foundation 1776 Massachusetts Ave NW, Suite 600 Washington DC 20036 Jacob Krich ’00 1 Orchard Street Apartment 1 Cambridge MA 02140 Jane Lang ’67 Sprenger Lang Foundation 1614 20th Street NW Washington DC 20009 Bennett Lorber ’64 7741 Mill Road Elkins Park PA 19027 Christopher Niemczewski ’74 143 Hesketh Street Chevy Chase MD 20815 Catherine Rivlin ’79 1280 Hamilton Avenue Palo Alto CA 94301 Term Expires May 2012 J. David Gelber ’63 215 W. 90th Street Apartment 8A New York NY 10024 Neil R. Grabois ’57 315 Riverside Drive Apartment 6D New York NY 10025 Samuel L. Hayes III ’57 345 Nahatan Street Westwood MA 02090 Harold Kalkstein ’78 1860 Belbum Drive Belmont CA 94002-1816 Giles K. Kemp ’72 38 Lockwood Road Scarsdale NY 10583 Elizabeth H. Scheuer ’75 4730 Fieldston Road Bronx NY 10471 Marge Pearlman Scheuer ’48 101 Central Park West New York NY 10023 Martha Spanninger ’76 49 Grove Street Apt. 3E New York NY 10014 Emeriti Julie Lang Hall ’55 1161 Pine Street Winnetka IL 60093 Jerome Kohlberg Jr. ’46 Kohlberg & Co. I l l Radio Circle M tK isco NY 10549 Elizabeth J. McCormack Rockefeller Family & Associates Room 5600 30 Rockefeller Plaza New York NY 10112 J. Lawrence Shane ’56 21 College Avenue Swarthmore PA 19081 Sue Thomas Turner ’35 Thomas Hall 17340 Quaker Lane Sandy Spring MD 20860 Richard B. Willis ’33 107 Foulkeways Gwynedd PA 19436 Ex officio Alfred H. Bloom Chairman o f the Board Emeritus Eugene M. Lang ’38 912 Fifth Avenue New York NY 10021 14.1 Committees of the Board The chair of the Board is an ex officio member of every committee. Executive Barbara W. Mather, Chair Neil R. Grabois, Vice Chair Dulany Ogden Bennett David Gelber Samuel L. Hayes III Giles K. Kemp Frederick W. Kyle Eugene M. Lang * Bennett Lorber Marge Pearlman Scheuer David W. Singleton Thomas E. Spock Pamela Wetzels Academic Affairs Bennett Lorber, Chair Sujatha A. Srinivasan, Vice Chair Dulany Ogden Bennett J. David Gelber Bruce Jay Gould Neil R. Grabois Jacob Krich Wilma A. Lewis Anne Lloyd-Jones Sibella Clark Pedder Elizabeth H. Scheuer Marge Pearlman Scheuer Pamela Wetzels Development and Communications Giles K. Kemp, Chair Eugenie Gentry, Vice Chair Eric Adler 14 Board of Managers Smitha Arekapudi Janet Dickerson Mark F. Dingfield J. David Gelber John D. Goldman Eugene M. Lang * Susan Levine Kevin F.F. Quigley, ex officio John A. Riggs Marge Pearlman Scheuer Salem D. Shuchman Finance Thomas E. Spock, Chair Richard Barasch, Vice Chair Dulany Ogden Bennett Eugenie Gently Frederick W. Kyle Lawrence J. Richardson John A. Riggs Elizabeth H. Scheuer David Singleton Sujatha A. Srinivasan A udit Subcommittee Richard Barasch, Chair Lawrence J. Richardson David Singleton Thomas E. Spock, ex officio Investment Samuel L. Hayes III, Chair Salem D. Shuchman, Vice Chair Mark Crandall Mark M. Harmeling ** Eugene M. Lang * Susan Levine Corey Mulloy ** Christopher M. Niemczweski Mark R. Pattis ** Thomas E. Spock Nominating and Governance Frederick W. Kyle, Chair Susan Levine, Vice Chair Dulany Ogden Bennett Giles K. Kemp Marge Pearlman Scheuer Property David Singleton, Chair John A. Riggs, Vice Chair Eric Adler Richard Barasch Eugenie Gentry John D. Goldman Samuel L. Hayes III Giles K. Kemp Susan Levine Anne R. Lloyd-Jones Sibella Clark Pedder Marge Pearlman Scheuer Thomas E. Spock Pamela Wetzels Social Responsibility J. David Gelber, Chair Pamela Wetzels, Vice Chair Dulany Ogden Bennett Eugene M. Lang * Wilma A. Lewis Anne Lloyd-Jones Salem D. Shuchman David W. Singleton Student Affairs Dulany Ogden Bennett, Chair Janet Dickerson, Vice Chair Smitha Arekapudi Neil R. Grabois Eugene M. Lang * Wilma A. Lewis John A. Riggs Elizabeth H. Scheuer *Emeriti manager **Non-board member 15 Alumni Association Officers and Alumni Council Officers Kevin Quigley ’74, President Sabrina Martinez ’92, President Designate Susan Yelsey Aldrich ’71, Vice President Josh Green ’92, Vice President Minna Newman Nathanson ’57, Secretary Zone A Delaware, Pennsylvania Mara Lee Baird ’792 Wyndmoor, PA Kevin Browngoehl ’782 Bryn Mawr, PA Michael Davidson ’911 Philadelphia, PA Deborah Willets Frazer ’691 Philadelphia, PA Jove Graham ’963 Lewisburg, PA Loring Pfeiffer ’023 Pittsburgh, PA Zone B New Jersey, New York Lauren Belfer ’754 New York, NY Patricia Aileen Funk ’062 Brooklyn, NY Max E. Gottesman ’562 New York, NY David Newman ’761 Brockport, NY Joyce Klein Perry ’652 Rochester, NY Catherine Salussolia ’041 South Setauket, NY Daniel Werther ’833 New York, NY Ruth Shoemaker Wood ’013 Hoboken, NJ David Zee ’073 Brooklyn, NY Zone C Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont Gwendolyn A. Cadge ’972 Somerville, MA Lulu Chen ’0 5 1 Boston, MA Mark Friedberg ’981 Cambridge, MA Judd Liebman ’863 Lexington, MA Thomas Riddell ’66 4 Northampton, MA Russell D. Robbins ’842 Wilton, CT Barbara Sicherman ’553 West Hartford, CT Zone D D istrict o f Columbia, Maryland, and Virginia William Bradford ’663 Washington, DC Debra Felix ’831 Kensington, MD Albert Kim ’932 Washington, DC Thomas Kramer ’651 Bethesda, MD Dominick Lowell ’081 Washington, DC Christopher N. Plum ’752 Silver Spring, MD Barbara Yoder Porter ’622 Kensington, MD Ann Cochran Sloan ’643 Annapolis, MD Zone E Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota, Texas, West Virginia, and Wisconsin Sandra J. Alexander ’732 Tulsa, OK Alex DeGolia ’073 Chicago, IL David Harrison ’8 9 1 Grinnell, IA Jan Mostov ’793 Youngstown, OH Susan Morrison ’813 Austin, TX Susan Poser ’85* Lincoln, NE David J. Samuels ’892 Minneapolis, MN Zone F Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, territories, dependencies, and foreign countries Julie A. Brill ’852 Toronto, Ontario Anita Cava ’751 Coral Gables, FL Antoinette Graefin zu Eltz ’013 Munich, Germany Neil Heskel ’743 Vero Beach, FL Peter C. Seixas ’692 Vancouver, BC Roger Shott ’601 Anchorage, KY 15 Alumni Association Officers and Alumni Council Zone G Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming Sohail Bengali ’791 San Mateo, CA Susan Danzig Bernhardt ’833 Denver, CO Helen Heusner Lojek ’661 Boise, ID David Steinmuller ’563 Gallatin Gateway, MT Members at Large Gerardo Aquino ’96 Houston, TX Sam Awuah ’94 Chicago, IL Seth Brenzel ’94 San Francisco, CA Delvin Dinkins ’93 West Chester, PA National Extern Program Coordinator Bill Belanger ’66 Media, PA National Connection Chair James J. Moskowitz ’88 Cheltenham, PA Connection Representatives Austin/San Antonio Emily Albrink Hartigan ’68 Boeme, TX Boston David Wright ’69 Wellesley, MA Chicago Marilee Roberg ’73 Wilmette, IL Denver Erin Trapp ’92 Denver, CO Philip Weiser ’90 Denver, CO Durham Julia Knerr ’81 Durham, NC Houston Susan Tapscott ’72 Houston, TX Term ends 2011. Term ends 2009. London Abby Honeywell ’85 London, England Metro DC/Baltimore Wuryati Morris ’04 Washington, DC Arthur Zito J r ’81 Millersville, MD Metro NYC Jerry Melichar ’00 Brooklyn, NY Anna Orgera ’83 New York, NY Reshma Pattni ’06 Brooklyn, NY Win Ling Chia ’06 Brooklyn, NY Miami Ana Corrales ’97 Miami, FL Jaime Raich ’97 Miami, FL Michigan Käthe Johnson ’65 Ann Arbor, MI Tanyapom Wansom ’02 Ann Arbor, MI Derrick Wansom ’05 Ann Arbor, MI Paris Anais Loizillon ’95 Paris, France Philadelphia James J. Moskowitz ’88 Cheltenham, PA Paula Goulden Naitove ’79 Wyncote, PA Pittsburgh Barbara Sieck Taylor ’75 Pittsburgh, PA San Francisco Autumn Quinn-Elmore ’04 Mountain View, CA Seattle James Schembs ’01 Seattle, WA Lorrin Nelson ’00 Seattle, WA Deborah Schaaf ’95 Seattle, WA Tucson Laura Markowitz ’85 Tucson, AZ Term ends 2010. Nominating Committee. 16 Faculty and Other Instructional Staff 16.1 Emeriti M ark A. H eald, B.A., Oberlin College; M.S., Elisa A sensio, M.A., Middlebury College, Ph.D., Yale University, Morris L. Clothier Professor Emeritus of Physics. Eleanor K . H ess, B.S., M.S., University of Pennsylvania, Professor Emerita o f Physical Education. Raym ond F. H opkins, B.A., Ohio Wesleyan University; M.A., Ohio State University; M.A., Ph.D., Yale University, Richter Professor Emeritus of Political Science. G udm und R. Iversen, M.A., University of Michigan; Ph.D., Harvard University, Professor Emeritus of Statistics. Charles L. Jam es, B.S., State University of New York at New Paltz; M.S., State University of New York at Albany, Sara Lawrence Lightfoot Professor Emeritus of English Literature. Jennie K eith, B.A., Pomona College; M.A., Ph.D., Northwestern University, Centennial Professor Emerita of Anthropology and Provost Emerita. T. K aori Kitao, B.A., M.A., University of California, Berkeley; Ph.D., Harvard University, William R. Kenan Jr., Professor Emerita o f Art History. Jam es R. K urth, B.A., Stanford University; M.A., Ph.D., Harvard University, Claude C. Smith Professor Emeritus of Political Science. G eorge K rugovoy, B.A., M.A., Ph.D., Philosophical Institute, Salzburg, Austria, Professor Emeritus of Russian. H ugh M . Lacey, B.A., M.A., University of Melbourne; Ph.D., Indiana University, Scheuer Family Professor Emeritus of Philosophy. Asm arom Legesse, B.A., University College of Addis Ababa; Ed.M., Ph.D., Harvard University, Professor Emeritus of Anthropology. Paul C. M angelsdorf Jr., B.A., Swarthmore College; Ph.D., Harvard University, Morris L. Clothier Professor Emeritus o f Physics. John D. M cCrum m , B.A., M.S., University of Colorado, Howard N. and Ada J. Eavenson Professor Emeritus of Engineering. A nn K osakow ski M cNam ee, B.A., Wellesley College; M.Phil., Ph.D., Yale University, Professor Emerita of Music. Philip M etzidakis, B.A., Dartmouth College; Ph.D., Yale University, Professor Emeritus of Spanish. K athryn L. M organ, B.A., Virginia State College; M .A., Howard University; M .A., Ph.D., University of Pennsylvania, Sara Lawrence Lightfoot Professor Emerita of History. Jane M ullins, B.A., Swarthmore College, Registrar Emerita. Professor Emerita of Spanish. Lydia B aer, B.A., Oberlin College; M.A., Ph.D., University of Pennsylvania, Professor Emerita of German. Robert C. Bannister, B.A., Ph.D., Yale University; B.A., M.A., University o f Oxford, Scheuer Professor Emeritus of History. Robert A. B arr Jr., B.A., Swarthmore College; M.A., University of Pennsylvania, Dean Emeritus of Admissions. Oleksa-Myron Bilaniuk, Cand. Ingénieur, Université de Louvain; B.S.E., B.S., M.S., M.A., Ph.D., University of Michigan, Centennial Professor Emeritus of Physics. Thomas H . Blackburn, B.A., Amherst College; B.A., M.A., University of Oxford; Ph.D., Stanford University, Centennial Professor Emeritus of English Literature. Thompson B radley, B.A., Yale University; M.A., Columbia University, Professor Emeritus of Russian. Gomer H . Davies, B.S., East Stroudsburg State College; Ed.M., Temple University, Professor Emeritus of Physical Education. Lee Devin, B.A., San Jose State College; M.A., Ph.D., Indiana University, Professor Emeritus of Theater. H. Searl D unn, B.S.E., M.S.E., Princeton University; Ph.D., Brown University, Henry C. and J. Archer Turner Professor Emeritus of Engineering. James D. Freem an, B.A., M.A., Ph.D., Harvard University, Daniel Underhill Professor Emeritus of Music. J. W illiam Frost, B.A., DePauw University; M.A., Ph.D., University of Wisconsin, Howard M. and Charles F. Jenkins Professor Emeritus of Quaker History and Research. John E. G austad, A.B., Harvard University; Ph.D., Princeton University, Edward Hicks Magill Professor Emeritus of Astronomy. Kenneth J. G ergen, B.A., Yale University; Ph.D., Duke University, Gil and Frank Mustin Professor Emeritus of Psychology. Charles E. Gilbert, B.A., Haverford College; Ph.D., Northwestern University, Professor Emeritus of Political Science and Provost Emeritus. James H . H am m ons, B.A., Amherst College; M.A., Ph.D., Johns Hopkins University, Professor Emeritus of Chemistry. John J. Hassett, B.A., St. Francis College; M.A., University of Iowa; Ph.D., University of Wisconsin, Susan W. Lippincott Professor Emeritus of Modem and Classical Languages. 16 Faculty and Other Instructional Staff H elen F. N orth, B.A., M.A., Ph.D., Cornell University, Centennial Professor Emerita of Classics. M artin O stwald, B.A., University of Toronto; M.A., University of Chicago; Ph.D., Columbia University, William R. Kenan Jr. Professor Emeritus of Classics. H arold E. Pagliaro, A.B., M.A., Ph.D., Columbia University, Alexander Griswold Cummins Professor Emeritus of English Literature and Provost Emeritus. D ean Peabody, B.A., Swarthmore College; Ph.D., Harvard University, Professor Emeritus of Psychology. Jean A shm ead Perkins, B.A., Swarthmore College; M .A., Ph.D., Columbia University, Susan W. Lippincott Professor Emerita of French. E rnest J. Prudente, B.S., M.S., University of Pennsylvania, Professor Emeritus of Physical Education. F rederic L. Pryor, B.A., Oberlin College; M.A., Ph.D., Yale University, Professor Emeritus of Economics. G ilbert P. Rose, B.A., Ph.D., University of California, Berkeley, Susan Lippincott Professor Emeritus of Modem and Classical Languages. A lburt M . R osenberg, B.A., Harvard University; M.S., University of Florida; Ph.D., University of Pennsylvania, Associate Professor Emeritus of Natural Science. R obert Roza, B.A., University o f Toronto; M.A., Ph.D., Princeton University, Susan W. Lippincott Professor Emeritus of French. R obert E. Savage, B.A ., Oberlin College; M.S., Ph.D., University of Wisconsin, Isaac H. Clothier Jr. Professor Emeritus of Biology. Richard Schuldenfrei, B.A., M.A., University of Pennsylvania; Ph.D., University of Pittsburgh, Professor Emeritus of Philosophy. Bernard S. Sm ith, B.A., M.A., University of Oxford; Ph.D., Harvard University, Professor Emeritus of History. D avid G. Sm ith, B.A., M.A., University of Oklahoma; Ph.D., Johns Hopkins University, Richter Professor Emeritus of Political Science. B arbara Y ost Stewart, B.A., Swarthmore College; M.A., Ph.D., Bryn Mawr College, Professor Emerita of Biology. D onald K. Sw earer, B.A., M.A., Ph.D., Princeton University; B.D., S.T.M., Yale Divinity School, Charles and Harriett Cox McDowell Professor Emeritus of Religion. Francis P. Tafoya, B.S., M.A., University of Colorado; Ph.D., Yale University, Professor Emeritus of French and Spanish. P eter T. Thom pson, B.A., Johns Hopkins University; Ph.D., University o f Pittsburgh, Professor Emeritus of Chemistry. Eva F. T ravers, B.A., Connecticut College, M.A., Ed.D., Harvard University, Professor Emerita of Educational Studies, D erek Traversi, B.A., M.A., University of Oxford, Alexander Griswold Cummins Professor Emeritus of English. P. L inw ood U rban Jr., B.A., Princeton University; S.T.B., S.T.M., Th.D., General Theological Seminary, Charles and Harriett Cox McDowell Professor Emeritus of Religion. Judith G. V oet, B.S., Antioch College; Ph.D., Brandeis University, James H. Hammons Professor Emerita of Chemistry. R obert E. W illiam s, B.S., Delaware State College; M.S., Rutgers University, Marian Snyder Ware Professor Emeritus of Physical Education and Athletics. T im othy C. W illiam s, B.A., Swarthmore College; A.M., Harvard University; Ph.D., Rockefeller University, Professor Emeritus of Biology. H arrison M . W right, B.A., M.A., Ph.D., Harvard University, Isaac H. Clothier Professor Emeritus of History and International Relations and Provost Emeritus. Sarah Lee L ippincott Zim m erm an, B.A., University of Pennsylvania; M.A., Swarthmore College; D.Sc., Villanova University, Professor Emerita of Astronomy and Director Emerita of the Sproul Observatory. 16.2 Faculty and Other Instructional Staff Saw san A bbadi, B.A., University of Jordan, Amman; M.Ed., University of Massachusetts, Lecturer of Arabic. Swarthmore College. T ariq al-Jam il, B.A., Oberlin College; M.T.S., Harvard University; M.A., Ph.D., Princeton University, Assistant Professor o f Religion. Swarthmore College. E laine A llard, B.A. Swarthmore College. Visiting Instructor, Educational Studies. Swarthmore College. John A lston, B.M., Yankton College; M.M., University of Northern Iowa; Ph.D., Indiana University, Associate Professor of Music. Swarthmore College. Todd A nckaitis, B.A., Lafayette College; M.S., Smith College, Head Coach/Instructor, Physical Education. Swarthmore College. D iane D ow ner Anderson, B.A., Montclair State College; M.S., Drexel University, Ph.D., University o f Pennsylvania, Associate Professor of Educational Studies. Swarthmore College. 16 Faculty and Other Instructional Staff Nathalie A nderson, B.A., Agnes Scott College; M.A., Georgia State University; Ph.D., Emory University, Professor of English Literature. Swarthmore College. Diego Arm us, B.A., University o f Buenos Aires; M.A., Ph.D., University of California, Berkeley, Associate Professor of History. Swarthmore College. Kim D. A rrow , B.S., Temple University; M.F.A., New York University, Associate Professor of Dance (part time). Swarthmore College. Aman M ahm oud Attieh, B.A., M .A., American University of Beirut; Ph.D., The University of Texas at Austin, Assistant Professor of Arabic. Swarthmore College. Jodie A. Baird, A.B., Stanford University; M.S., Ph.D., University of Oregon, Assistant Professor of Psychology (part time). Swarthmore College. Alan R. Baker, B.A., University of Cambridge; M.A., Ph.D., Princeton University. Associate Professor of Philosophy. Swarthmore College. M arcantonio Barone, B.Mus., Curtis Institute of Music; Artist Diploma, Peabody Conservatory, Associate in Performance (Music). Swarthmore College. Peter Baum ann, M.A., Ph.D., University of Gottingen, Professor of Philosophy. Swarthmore College. Gabriel Q uinn Bauriedel, B.A., Swarthmore College; Certificate, École Internationale de Théâtre Jacques Lecoq, Visiting Assistant Professor of Theater (part time). Swarthmore College. Amanda Bayer, B.A., Williams College; M.A., M.Phil., Ph.D., Yale University, Associate Professor of Economics. Swarthmore College. Adrienne Bayton, B.A., Swarthmore College; M.F.A., University of Iowa. Visiting Assistant Professor of Studio Art (part time). Swarthmore College. Deborah Beck, B.A., Yale University; M.A., Ph.D., Harvard University, Assistant Professor of Classics. Swarthmore College. Stephen P. Bensch, M.A., University of Toronto; Ph.D., University of California, Berkeley, Professor of History. Swarthmore College. Benjamin Berger, A.B., Princeton University; M.A., Ph.D., Harvard University, Assistant Professor of Political Science. Swarthmore College. Deborah J. Bergstrand, B.S., Allegheny College; M.S., Ph.D., University o f Illinois, Professor of Mathematics and Statistics (part time). Swarthmore College. A lan Berkowitz, B.A., University of Vermont; M.A., Ph.D., University of Washington, Susan W. Lippincott Professor of Modem and Classical Languages, Professor of Chinese. Swarthmore College. Tatiana B ibikova, B.A., The Moscow Pedagogical University; Ph.D., Penn State University, Visiting Assistant Professor of Biology. Swarthmore College. Jean-V incent Blanchard, B.A., M.A., Université de Montréal; Ph.D., Yale University, Associate Professor of French. Swarthmore College. A lfred H. Bloom , B.A., Princeton University; Ph.D., Harvard University, President of the College and Professor of Psychology and Linguistics. Swarthmore College. A bbe Blum , B.A., University of California Berkeley; M.A., Cambridge University, England; M.A., Yale University; Ph.D., Yale University, Visiting Associate Professor of English Literature. Swarthmore College John R. Boecio, B.S., Polytechnic Institute of Brooklyn; Ph.D., Cornell University, Professor of Physics. Swarthmore College. E lizabeth B olton, B.A., Middlebury College; M.Phil., Ph.D., Yale University, Professor of English Literature. Swarthmore College. K aren Borbee, B.S., University of Delaware; M.Ed., Widener University, Professor of Physical Education, Senior Woman Administrator. Swarthmore College. Erin Todd Bronchetti, B.A., Miami University; M.A., Ph.D., Northwestern University, Assistant Professor of Economics. Swarthmore College. M ichael R. Brow n, B.A., Pomona College; Ph.D., Dartmouth College, Professor of Physics. Swarthmore College. A m y L.R. Bug, B.A., Williams College; Ph.D., Massachusetts Institute of Technology, Professor o f Physics. Swarthmore College. Tim othy J. Burke, B.A., Wesleyan University; M.A., Ph.D., Johns Hopkins University, Professor of History. Swarthmore College. Caroline A. Burkhard, B.S., M.S., University of Delaware, Laboratory Instructor of Chemistry. Swarthmore College. R achel Sagner Buurm a, B.A., Swarthmore College; Ph.D., University of Peimsylvania, Assistant Professor of English Literature. Swarthmore College. A urora C am acho de Schm idt, B.A., Universidad Iberoamericana; M .A., Ph.D., Temple University, Associate Professor of Spanish. Swarthmore College. G arikai C am pbell, B.A., Swarthmore College; Ph.D., Rutgers University, Associate Professor o f Mathematics. Swarthmore College. 16 Faculty and Other Instructional Staff Sydney L. Carpenter, B.F.A., M.F.A., Tyler School of Art, Professor of Studio Art. Swarthmore College. P eter Carroll, B.S., M.A., Villanova University, Head Coach/Instructor, Physical Education and Athletics. Swarthmore College. John P. Caskey, B.A., Harvard University; Ph.D., Stanford University, Professor of Economics. Swarthmore College. P allabi Chakravorty, B.A., Jadavpur University; Ph.D., Temple University, Assistant Professor of Dance. Swarthmore College. J oy Charlton, B.A., University of Virginia; M.A., Ph.D., Northwestern University, Professor of Sociology and Director of the Eugene M. Lang Center for Civic and Social Responsibility. Swarthmore College. E rik Cheever, B.S., Swarthmore College; M.S.E., Ph.D., University of Pennsylvania, Professor of Engineering. Swarthmore College. L inda Chen, A.B. Harvard College; Ph.D., University of Chicago, Assistant Professor of Mathematics and Statistics. Swarthmore College H oracio C hiong R ivero, B.A., Yale University; M.A., Ph.D., Harvard University, Assistant Professor of Spanish. Swarthmore College. Y vonne P. C hireau, B.A., Mount Holyoke College; M.T.S., Harvard University; Ph.D., Princeton University, Professor of Religion. Swarthmore College. R enee Clarke, B.S., Rutgers UniversityDouglass College, Head Coach/Instructor, Physical Education And Athletics. Swarthmore College. D avid H . Cohen, B.A., Harvard University; Ph.D., University of Wisconsin, Associate Professor of Astronomy. Swarthmore College. Peter J. Collings, B.A., Amherst College; M.Ph., Ph.D., Yale University, Morris L. Clothier Professor of Physics. Swarthmore College. M ichael W . C othren, B.A., Vanderbilt University; M.A., Ph.D., Columbia University, Professor of Art History. Swarthmore College. Christine Cox, Associate in Performance (Dance). Swarthmore College. T heodore M . C rone, B.A., St. Mary’s College; Dr. Theol., Eberhard-Karls University; Ph.D., University of California, Berkeley, Visiting Professor of Economics (part time). Swarthmore College. Catherine H . Crouch, A.B., Williams College; A.M., Ph.D., Harvard University, Assistant Professor of Physics. Swarthmore College. A ndrew Danner, B.S., Gettysburg College; M.S., Duke University, Assistant Professor of Computer Science. Swarthmore College. LaD eva D avis, B.M.Ed., Temple University, Associate in Performance (Dance). Swarthmore College. Susan P. D avis, B.S., Springfield College; M.S., Smith College, Professor of Physical Education. Swarthmore College. Thom as S. D ee, B.A., Swarthmore College; M.A., Ph.D., University of Maryland, Associate Professor of Economics. Swarthmore College. R enee L . DeV arney, B.A., University of Vermont; Teaching Certificate, George Washington University, Head Coach/Instructor, Physical Education And Athletics. Swarthmore College. N i Luh K adek K usum a Dew i, Associate in Performance (Dance). Swarthmore College. M iguel Diaz-Barriga, B.A., University of Chicago; M.A., Ph.D., Stanford University, Professor of Anthropology. Swarthmore College. A llison Dorsey, B.A., University of San Francisco; M.A., Ph.D., University of California, Irvine, Associate Professor of History. Swarthmore College. B ruce A. D orsey, B.A., Biola University; A.M., Ph.D., Brown University, Associate Professor of History. Swarthmore College. R obert S. D u Plessis, B.A., Williams College; M.A., Ph.D., Columbia University, Isaac H. Clothier Professor of History and International Relations. Swarthmore College. F ran k H . D urgin, B.A., St. John’s College; M.A., University o f Pennsylvania; Ph.D., University of Virginia, Professor of Psychology. Swarthmore College. Richard Eldridge, A.B., Middlebury College; M.A., Ph.D., University of Chicago, Charles and Harriett Cox McDowell Professor of Philosophy. Swarthmore College. Jacqueline A . Em ery, B.A., Rutgers University; M.A., University o f Pennsylvania, Visiting Instructor o f English Literature. Swarthmore College. Erich Carr Everbach, A.B., Harvard College; M.S. in M.E., Ph.D., Yale University, Professor o f Engineering. Swarthmore College. Philip J. E verson, B.A., Pomona College; M.A., Ph.D., Harvard University, Associate Professor o f Statistics. Swarthmore College. Stan E xeter, B.A., Lafayette College, Head Coach/Instructor, Physical Education and Athletics. Swarthmore College. R andall L. E xon, B.F.A., Washburn University; M.A., M.F.A., University o f Iowa, Professor o f Studio Art. Swarthmore College. M arion J. Faber, B.A., M.A., University of California, Berkeley; Ph.D., Harvard University, Scheuer Family Professor of Humanities and Professor of German. Swarthmore College. 16 Faculty and Other Instructional Staff Theodore B. Fernald, B.A., M.A., Ohio State University; Ph.D., University of California, Santa Cruz, Associate Professor of Linguistics. Swarthmore College. Melinda Finberg, B.A., Yale University; M.A., Ph.D., Princeton University, Visiting Assistant Professor of English Literature (part-time). Swarthmore College. Sibelan Forrester, B.A., Bryn Mawr College; M.A., Ph.D., Indiana University, Professor of Russian. Swarthmore College. Anthony F oy, B.A., University of California, Los Angeles; M.A., Ph.D., Yale University, Assistant Professor of English. Swarthmore College. Sharon E. Friedler, B.A., Colby College; M.F.A., Southern Methodist University, Stephen Lang Professor of Performing Arts. Swarthmore College. Joan Friedm an, B.A., Hunter College; M.A., University of Wisconsin, Lecturer in Spanish. Swarthmore College. Gregory Frost, B.A., University o f Iowa, Visiting Instructor of English Literature (part time). Swarthmore College. Lauren Fuchs, B.S., University of Connecticut, Head Coach/Instructor, Physical Education and Athletics. Swarthmore College. William O. G ardner, B.A., Columbia University; M .A., Ph.D., Stanford University, Associate Professor of Japanese. Swarthmore College. Farha G hannam , B.A., M.A., Yarmouk University; Ph.D., University of Texas at Austin, Associate Professor of Anthropology. Swarthmore College. Scott F. Gilbert, B.A., Wesleyan University; M.A., Ph.D., Johns Hopkins University, Howard A. Schneiderman Professor of Biology. Swarthmore College. Jane E. G illham , B.A., Princeton University; Ph.D., University of Pennsylvania, Assistant Professor of Psychology (part time). Swarthmore College. Marsha G insberg, B.F.A., Cooper Union School of Art; M.F.A., New York University, Assistant Professor of Theater (part time). Swarthmore College. Jill Gladstein, B.S., University of Wisconsin, Madison; M.S.E.D., University of Pennsylvania; Ph.D., University of Pennsylvania, Assistant Professor of English Literature and Director of Writing Associates Program. Swarthmore College. Dolores Luis G m itter, B.A., St. Francis College; M.Ed., Temple University, Associate in Performance (Dance). Swarthmore College. Stephen S. G olub, B.A., Williams College; M.A., Ph.D., Yale University, Franklin and Betty Barr Professor of Economics. Swarthmore College. Ralph R. G om ez, B.A, M.A.University of California Santa Cruz; Ph.D. University of New Mexico, Visiting Assistant Professor of Mathematics and Statistics. Swarthmore College W . M ark G oodwin, B.A., The Johns Hopkins University; M.A., Ph.D., University of California, Visiting Assistant Professor of Philosophy. Swarthmore College. N ikki A . G reene, B.A., Wesleyan University; M.A., University of Delaware. Visiting Instructor of Art History. Swarthmore College. W illiam G resh Jr., B.S., Allegheny College; M.A., University of Pennsylvania, Laboratory Instructor of Biology. Swarthmore College. P at G ress, B.S., Towson University, M.S., West Chester University, Head Coach/Instructor, Physical Education And Athletics. Swarthmore College. Charles M . G rinstead, B.A., Pomona College; M.A., Ph.D., University of California, Los Angeles, Professor of Mathematics. Swarthmore College. D aniel J. G rodner, S.B., Ph.D., Massachusetts Institute of Technology, Assistant Professor of Psychology. Swarthmore College. Cheryl P. G rood, B.A., University of Michigan; M.A., Ph.D., University of Wisconsin, Associate Professor of Mathematics. Swarthmore College. Carl H . G rossm an, B.S., Ph.D., University of Pennsylvania, Associate Professor o f Physics. Swarthmore College. Frank D. G rossm an, B.A., California State University, Northridge; Ph.D., Teachers College, Columbia University, Assistant Professor of Educational Studies. Swarthmore College. M aria Luisa G uardiola, Licenciada, Universität autonoma de Barcelona; Ph.D., University of Pennsylvania, Associate Professor of Spanish. Swarthmore College. Alexandra G ueydan, Licence, Maîtrise de Lettres Modernes, Université Jean Moulin, Lyon III, M.A., M.Phil, Ph.D., Yale University, Assistant Professor of French. Swarthmore College. Julie H agelin, B.A. Pomona College; Ph.D., University of New Mexico, Assistant Professor of Biology. Swarthmore College. Elana H agler, B.A., Brandeis University, M.F.A., Pennsylvania Academy of the Fine Arts, Visiting Assistant Professor of Studio Art (part time). Swarthmore College. 16 Faculty and Other Instructional Staff D onna T. H alley, B.S., University of Delaware, Laboratory Instructor o f Chemistry. Swarthmore College. Cynthia P erw in H alpern, B.A., Tulane University; M.A., London School of Economics; Ph.D., Princeton University, Associate Professor of Political Science. Swarthmore College. W alid H am arneh, B.A., University of Damascus, Syria; M.A., Ph.D., University of Toronto, Assistant Professor of Arabic. Swarthmore College. Janice H am er, B.A., Harvard University; M.M., Westminster Choir College; Ph.D., City University of New York, Visiting Associate Professor of Music (part time). Swarthmore College. Isaburoh H anayagi, B.A. Tamagawa University, Julien and Virginia Cornell Visiting Professor (Japanese) Joseph H argadon, B.S., M.S., Ph.D., Widener University, Visiting Professor of Economics (part time). Swarthmore College. Jessica Todd H arper, B.A., Bryn Mawr College; M.F.A., Rochester Institute of Technology, Visiting Assistant Professor of Studio Art (part time). Swarthmore College. K. D avid H arrison, B.A., American University; Magister, Jagiellonian University, Poland; M.A., Ph.D., Yale University; Associate Professor of Linguistics. Swarthmore College. A ndrew D. H auze, A.A., Simon’s Rock College of Bard; B.A., Swarthmore College; Diploma, Curtis Institute of Music; Associate in Performance (Music). Swarthmore College. A ren H einze, B.S., California Institute of Technology; Ph.D., University of Arizona. Visiting Assistant Professor of Astronomy. Swarthmore College. Jim H eller, Head Coach, Physical Education and Athletics (part time). Swarthmore College. D ouglas H erren, B.F.A., Wichita State University; M.F.A., Louisiana State University, Visiting Assistant Professor of Studio Art. Swarthmore College. G eoffrey H errera, B.A., Swarthmore College; Ph.D., Princeton University, Visiting Assistant Professor of Political Science (part time). Swarthmore College. A dam H ertz, B.A., University of Redlands; M.Ed., Temple University, Marian Ware Director of Physical Education and Athletics. Swarthmore College. Sally H ess, B.A., Barnard College; M.Phil., Yale University, Associate Professor of Dance (part time). Swarthmore College. Daniel A. H eym an, B.A., Dartmouth College; M.F.A., University of Pennsylvania, Visiting Assistant Professor of Studio Art (part time). Swarthmore College. Sara H iebert B urch, B.S., University of St. Andrews; Ph.D., University of Washington, Associate Professor of Biology. Swarthmore College. Eleanor H oldridge, B.A., Sarah Lawrence College, M.F.A., Yale University, Visiting Assistant Professor of Theater (part time). Swarthmore College. Alison E. H olliday, B.Sc., Ph.D., Queens University, Assistant Professor of Chemistry and Biochemistry. Swarthmore College. R obinson G. H ollister Jr., B.A., Amherst College; Ph.D., Stanford University, Joseph Wharton Professor of Economics. Swarthmore College. Steven P. H opkins, B.A., M.A., University of California, Santa Barbara; A.M., Ph.D., Harvard University, Associate Professor of Religion. Swarthmore College. Etsuko H oshino B row ne, B.A., Ph.D., University of Waterloo, Assistant Professor of Psychology. Swarthmore College. K athleen P. H ow ard, B.A., Princeton University; Ph.D., Yale University, Associate Professor of Chemistry and Biochemistry. Swarthmore College. H ongyu H uang, B.A., Fudan University, Shanghai, China; M.A., University of Wisconsin at Madison; Ph.D., Yale University, Assistant Professor of Chinese. Swarthmore College. D avid H uffm an, B.A., Oberlin College; M.A., Ph.D., University of California, Berkeley; Assistant Professor of Economics. Swarthmore College. Ivar N iklas Hultin, B.A., University of the South; Ph.D., University o f Pennsylvania, Visiting Assistant Professor of Anthropology. Swarthmore College. C onstance Cain H ungerford, B.A., Wellesley College; M.A., Ph.D., University of California, Berkeley; Provost and Mari S. Michener Professor of Art History. Swarthmore College. Thom as J. H unter, B.S., University of Chicago; Ph.D., Massachusetts Institute of Technology, Associate Professor of Mathematics. Swarthmore College. J. M atthew H utchison, B.A., Grinnell College; Ph.D., University o f Wisconsin-Madison, Visiting Assistant Professor of Chemistry and Biochemistry. Swarthmore College. V irginia M . Indivero, B.S., Elizabethtown College; M.S., Villanova University, Lecturer in Chemistry and Biochemistry. Swarthmore College. 16 Faculty and Other instructional Staff Philip N. Jefferson, B.A., Vassar College; M.A., Ph.D., University of Virginia, Professor of Economics. Swarthmore College. John B. Jenkins, B.S., M.S., Utah State University; Ph.D., University of California, Los Angeles, Isaac H. Clothier Jr. Professor of Biology. Swarthmore College. Eric L.N. Jensen, B.A., Carleton College; M.S., Ph.D., University of Wisconsin, Associate Professor of Astronomy. Swarthmore College. Yoshiko Jo, B.A., Seiwa College, Nishinomiya, Japan; B.A., North Central College, Illinois; M.A., University of Illinois at Urbana-Champaign, Lecturer in Japanese. Swarthmore College. Michael Johns, B.A., New England Conservatory; M.M. and Doctor of Musical Arts, Temple University, Associate in Performance (Music). Swarthmore College. Aimee S.A. Johnson, B.A., University of California, Berkeley; Ph.D., University of Maryland, College Park, Associate Professor of Mathematics. Swarthmore College. Kendall Johnson, B.A., University of Michigan; M.A., University of Pennsylvania; Ph.D., University of Pennsylvania, Associate Professor of English Literature. Swarthmore College. Michael Johnson, B.S. and B.M., University of the Pacific, M.A. Pennsylvania State University, Ph.D. Northwestern University, Visiting Assistant Professor of Mathematics and Statistics. Swarthmore College Nora Johnson, B.A., University of California, Los Angeles; M.A., Ph.D., University of California, Berkeley, Associate Professor of English Literature. Swarthmore College. Cheryl Jones-Walker, B.A., Wesleyan University; Ph.D., University of Pennsylvania, Visiting Assistant Professor of Black Studies and Educational Studies. Swarthmore College. Pieter M. Judson, B.A., Swarthmore College; M.A., Ph.D., Columbia University, Professor of History. Swarthmore College. Jason Kandybowicz, B.A., Rutgers University; M.A., Ph.D., University of Califomia-Los Angeles, Assistant Professor of Linguistics. Swarthmore College. Wol A Kang, B.A., Fu-Jen Catholic University, Taipei, Taiwan; M.A., Peking University, Beijing, China, Lecturer in Chinese. Swarthmore College. Nicholas Kaplinsky, B.A., Reed College; Ph.D., University of California at Berkeley, Assistant Professor of Biology. Swarthmore College. Ayse Kaya, B.A. Wellesley College, MSc, Ph.D. London School of Economics, Assistant Professor o f Political Science. Swarthmore College Charles F. Kelemen, B.A., Valparaiso University; Ph.D., Pennsylvania State University, Edward Hicks Magill Professor of Computer Science. Swarthmore College. Deborah G. Kemler Nelson, B.A., M.A., Ph.D., Brown University, Centennial Professor o f Psychology. Swarthmore College. Bruce King, B.A., MA, Ph.D. University of Chicago, Visiting Assistant Professor of Classics. Swarthmore College. M ary Ann Klassen, B.A., Agnes Scott College; M.S., University of Wyoming, Lecturer in Physics and Astronomy. Swarthmore College. Eugene A. Klotz, B.S., Antioch College; Ph.D., Yale University, Albert and Edna Pownall Buffington Professor of Mathematics. Swarthmore College. Jonathan Kochavi, B.A., University of Chicago; Ph.D., State University o f New York, Buffalo; Visiting Assistant Professor of Music (part time). Swarthmore College. Haili Kong, M.A., People’s University, Beijing; Ph.D., University of Colorado at Boulder, Professor of Chinese. Swarthmore College. Lisa Kraus, B.A., Bennington College, Associate in Performance (Dance). Swarthmore College. William C. Kronholm, B.S., M.S., University of Oregon, Visiting Instructor of Mathematics and Statistics. Swarthmore College Philip Kudish, B.A., M.S., University of Delaware, Academic Coordinator, Science Associate Coordinator, Laboratory Instructor of Biology. Swarthmore College. Allen Kuharski, B.A., University of Wisconsin-Madison; M.A., Ph.D., University of California, Berkeley, Professor of Theater. Swarthmore College. M ark Kuperberg, B.A., Amherst College; M.A., Ph.D., Massachusetts Institute of Technology, Professor of Economics. Swarthmore College. George Lakey, B.S. Cheyney University; M.A., University of Pennsylvania, Eugene M. Lang Visiting Professor for Issues of Social Change and Peace and Conflict Studies. Swarthmore College. Harleigh Leach, B.A., Trinity College; M.S., Smith College, Head Coach/Instructor, Physical Education and Athletics. Swarthmore College. Grace M. Ledbetter, B.A., Bryn Mawr College; M.A., University of Virginia; Ph.D., Cornell University, Associate Professor of Classics and Philosophy. Swarthmore College. 16 Faculty and Other Instructional Staff Sonia Lee, B.A., University of California, Berkeley; Ph.D., Harvard University, Visiting Assistant Professor of History and Mellon PostDoctoral Fellow. Swarthmore College. V era Lee-Schoenfeld, B.A., B.S., Boston University; Ed.M., Boston University; Ph.D., University of Califomia-Santa Cruz; Visiting Assistant Professor of Linguistics. Swarthmore College. G erald Levinson, B.A., University of Pennsylvania; M.A., Ph.D., University of Chicago, Jane Lang Professor of Music. Swarthmore College. Lillian M . Li, A .B., Radcliffe College; A.M ., Ph.D., Harvard University, Sara Lawrence Lightfoot Professor of History. Swarthmore College. M argaret Inm an Linn, B.S., M.Ed., University of Pittsburgh; Ph.D., University of Pennsylvania. Visiting Assistant Professor of Educational Studies (part time). Swarthmore College. Jerem y Loom is, B.A., University of Maryland; M.S., Miami University, M.B.A., University of Maryland, Head Coach/Instructor, Physical Education And Athletics. Swarthmore College. Tam sin L orraine, B.A., Middlebury College; Ph.D., University of Massachusetts, Associate Professor of Philosophy. Swarthmore College. Elisabeth Louveau, B.A., Université de Grenoble III, M.A., San Diego State University, Maîtrise, DEA de Sciences du langage, Université de Grenoble III. Visiting Lecturer of French. Swarthmore College. Jose-L uis M achado, B.S., Universidad de Los Andes, Bogota; M.S., University of Vermont; Ph.D., University of Minnesota, Associate Professor of Biology. Swarthmore College. N elson A. M acken, B.S., Case Institute of Technology; Ph.D., University of Delaware. Howard N . and Ada J. Eavenson Professorship in Engineering. Swarthmore College. Ellen B. M agenheim , B.A., University of Rochester; M.A., Ph.D., University of Maryland, Professor of Economics. Swarthmore College. Jam es M agruder, B.A., Cornell University; M.A., M.F.A., D.F.A., Yale University, Visiting Assistant Professor of Theater (part time). Swarthmore College. Jonathan H art M akw aia, Certificate, Roy Hart Centre, Visiting Instructor of Theater (part time). Swarthmore College. Bakirathi M ani, B.S.F.S., Georgetown University; M.A., Jawaharlal Nehru University; Ph.D., Stanford University. Associate Professor of English Literature. Swarthmore College. Jeanne M arecek, B.S., Loyola University; Ph.D., Yale University, William R. Kenan Jr. Professor of Psychology. Swarthmore College. M ichael M arissen, B.A., Calvin College; Ph.D., Brandéis University, Daniel Underhill Professor of Music. Swarthmore College. L uciano M artínez, Licenciado en Letras, Universidad Nacional de Mar del Plata, Argentina; M.A., Ph.D., University of Pittsburgh, Assistant Professor o f Spanish. Swarthmore College. Jocelyne M attei-Noveral, B.S., Orsay University, Laboratory Instructor of Biology. Swarthmore College. Stephen B. M aurer, B.A., Swarthmore College; M.A., Ph.D., Princeton University, Professor o f Mathematics. Swarthmore College. A leia M cC ord, B.A., Grinnell College, Laboratory Instructor of Biology. Swarthmore College. A rthur E. M cG arity, B.S., Trinity University; M.S.E., Ph.D., Johns Hopkins University, Henry C. and J. Archer Turner Professor of Engineering. Swarthmore College. Erin B. M ee, B.A., Harvard University; M.A., Ph.D., New York University, Assistant Professor of Theater. Swarthmore College. Lisa M eeden, B.A., Grinnell College; M.S., Ph.D., Indiana University, Professor of Computer Science. Swarthmore College. Y am ine M erm er, B.S., University of Sciences and Technology of Algiers; Ph.D., University of Durham, United Kingdom; Ph.D., Indiana University, Lecturer in Arabic. Swarthmore College. R achel A . M erz, B.A., Western New Mexico University; M.S., University of Florida; Ph.D., University o f Chicago, Professor of Biology, Walter Kemp Professor in the Natural Sciences. Swarthmore College. B rian A. M eunier, B.F.A., University of Massachusetts-Amherst; M.F.A., Tyler School o f Art, Temple University, Professor of Studio Art. Swarthmore College. D ale M ezzacappa, A.B., Vassar College, Visiting Instructor of English Literature (part time). Swarthmore College. Janine M ileaf, B.A., Wesleyan University; M.A., Ph.D., University of Pennsylvania, Assistant Professor of Art History. Swarthmore College. B arbara M ilew ski, B.A., Bowdoin College; M.A., State University of New York at Stony Brook; M.F.A., Ph.D., Princeton University, Assistant Professor of Music. Swarthmore College. Stephen T. M iller, A.B., Princeton University; Ph.D., Harvard University, Assistant Professor of Chemistry and Biochemistry. Swarthmore College. 16 Faculty and Other Instructional Staff Lynne A. M olter, B.S., B.A., Swarthmore College; S.M., Sc.D., Massachusetts Institute of Technology, Professor of Engineering. Swarthmore College. Tali M oreshet, B.S., Technion, Israel Institute of Technology; M.Sc., Ph.D., Brown University, Assistant Professor of Engineering. Swarthmore College. Jennifer M . M orton, A.B., Princeton University, Visiting Instructor, Philosophy. Swarthmore College. Frank A . M oscatelli, B.S., C.W. Post College; M.S., Ph.D., New York University, Professor of Physics. Swarthmore College. George M oskos, B.A., Davidson College; M.A., Ph.D., University of WisconsinMadison, Professor of French, James C. Hormel Professor in Social Justice. Swarthmore College. Michael L. M ullan, B.A., University of California, Berkeley; M.Ed., Temple University; Ph.D., University of Delaware, Professor o f Physical Education and Sociology. Swarthmore College. Braulio MuAoz, B.A., University of Rhode Island; M.A., Ph.D., University of Pennsylvania, Centennial Professor of Sociology. Swarthmore College. Rosaria V . M unson, Laurea in Lettere Classiche, Università degli Studi, Milano; Ph.D., University of Pennsylvania, Professor of Classics. Swarthmore College. James M urphy, B.F.A., State University of New York at Albany, Visiting Instructor of Theater (part time). Swarthmore College. Marjorie M urphy, B.A., Jersey City State College; M.A., San Jose State University; Ph.D., University of California, Davis, Professor of History. Swarthmore College. Matthew M urphy, B.A., Princeton University; M.A., Georgetown University; Instructor of Political Science. Swarthmore College. Carol Nackenoff, A.B., Smith College; M.A., Ph.D., University of Chicago, Professor of Political Science. Swarthmore College. C. K em al N ance, B.A., Swarthmore College; M.Ed., Temple University, Associate in Performance (Dance). Swarthmore College. Donna Jo Napoli, B.A., M.A., Ph.D., Harvard University, Professor of Linguistics. Swarthmore College. Adam N eat, B.S., M.S., Northern Arizona University. Lecturer in Physics and Astronomy. Swarthmore College. Carole N etter, Maitrisse and DEA, University of Paris, Lecturer in French. Swarthmore College. Jill Neuendorf, B.A., University of Wisconsin Green Bay, M.A. Monterey Institute of International Studies, Lecturer in Russian. Swarthmore College Tia N ew hall, B.S.-SED, M.S., Ph.D., University of Wisconsin-Madison, Associate Professor of Computer Science. Swarthmore College. M aria New port, B.A., College of the Holy Cross; Ph.D., University of Florida, Lecturer in Chemistry and Biochemistry. Swarthmore College. H ans F. O berdiek, B.S., Ph.D., University of Wisconsin, Henry C. and Charlotte Turner Professor o f Philosophy. Swarthmore College. Stephen A. O ’C onnell, A.B., Oberlin College; Ph.D., Massachusetts Institute of Technology, Professor o f Economics. Swarthmore College. L izzie O lesker, B.A., Antioch College; M.F.A., New York University, Visiting Assistant Professor of Theater (part time). Swarthmore College. K athryn E. O ’R ourke, B.A., Wellesley College; M.A., University of Pennsylvania, Visiting Instructor of Art History. Swarthmore College. F rederick L. O rthlieb, B.S. M.S., Massachusetts Institute of Technology; Ph.D., Carnegie Mellon University, The Isaiah V. Williamson Chair of Civil and Mechanical Engineering, Professor of Engineering. Swarthmore College. R obert S. Paley, B.S., McGill University; M.S., Ph.D., University o f Michigan, Professor o f Chemistry and Biochemistry. Swarthmore College. Bhavin Parikh, Head Coach, Physical Education and Athletics (part time). R achel Pastan, B.A., Harvard College; M.F.A., University of Iowa, Visiting Instructor of English Literature (part-time). Swarthmore College. R obert F. Pasternack, B.A., Ph.D., Cornell University, Edmund Allen Professor of Chemistry and Biochemistry. Swarthmore College. M ichael A. Pesenson, B.A., University of Pennsylvania; Ph.D., Yale University, Assistant Professor of Russian. Swarthmore College. M ary Phelan, B.S., College of Saint Rose; M.A., University of Wisconsin, Visiting Assistant Professor of Studio Art (part time). Swarthmore College. Steven I. Piker, B.A., Reed College; Ph.D., University of Washington, Professor of Anthropology. Swarthmore College. Elke Plaxton, B.A., Brigham Young University; M.A., University of Colorado, Lecturer in German. Swarthmore College. 16 Faculty and Other Instructional Staff H elen Plotkin, B.A., Swarthmore College; M arina Rojavin, B.A., Ukrainian Publishing M.A., University of Michigan, Visiting Instructor of Religion (part time). Swarthmore College. Jum atatu P oe, B.A., Swarthmore College, Associate in Performance (Dance). Swarthmore College. Colin Purrington, B.A., Reed College; Ph.D., Brown University, Associate Professor of Biology. Swarthmore College. Paul R. R ablen, B.A., Haverford College; M.A., Columbia University; Ph.D., Yale University, Associate Professor of Chemistry and Biochemistry. Swarthmore College. Charles R aff, B.A., University o f Rochester; M.A., Ph.D., Brown University, Professor of Philosophy. Swarthmore College. E lliot A. Ratzm an, B.A., M.A., Ohio University; M.T.S., Harvard Divinity School; M.A., Princeton University. Visiting Assistant Professor of Religion. Swarthmore College. M ichael J. R eay, B.A., Churchill College; M. A. .University of Chicago; Ph.D., University of Chicago, Assistant Professor o f Sociology. Swarthmore College. K eith Reeves, B.A., Swarthmore College; Ph.D., University of Michigan, Associate Professor of Political Science. Swarthmore College. Bob Rehak, B.A., Eastern Michigan University; M.A., University of North Carolina; Ph.D., Indiana University, Assistant Professor of Film and Media Studies. Swarthmore College. Patricia L. R eilly, B.A., University of California; M.A., Bryn Mawr College; Ph.D., University of California, Associate Professor of Art History. Swarthmore College. M ichele Reim er, B.A., Yale University; M.S.W., Smith College School for Social Work; Ph.D., Temple University, Assistant Professor of Psychology (part time). Swarthmore College. K . A nn R enninger, B.A., University of Pennsylvania; M.A., Ph.D., Bryn Mawr College, Professor of Educational Studies. Swarthmore College. M icheline Rice-M axim in, Licence and Maitrise Universite de la Sorbonne, Paris-IV; M.A., University of North Texas; Ph.D., University of Texas at Austin, Associate Professor of French. Swarthmore College. B arbara R iebling, B.A., University of Pennsylvania; M.A., University of Pennsylvania; Ph.D., University of Pennsylvania, Visiting Associate Professor of English Literature (part time). Swarthmore College. Institute, Kiev, Ukraine; Ph.D., A. Potebnia Institute for Linguistics, National Academy of Sciences of Ukraine, Visiting Assistant Professor of Russian. Swarthmore College. E llen M . Ross, B.A., Princeton University; M.A., Ph.D., University of Chicago, Associate Professor of Religion. Swarthmore College. T om oko Sakom ura, B.A., Keio University; M.A., Columbia University, Assistant Professor of Art History. Swarthmore College. Elizabeth Sayre, B.S., Massachusetts Institute of Technology; M.A., Duke University, Visiting Instructor of Music (part time). E rin Schlag, B.A., Colgate University; M.S., University of Maryland; Laboratory Instructor in Biology. Swarthmore College. P eter J. Schm idt, B.A., Oberlin College; M.A., Ph.D., University of Virginia, Professor of English Literature. Swarthmore College. Allen M . Schneider, B.S., Trinity College; Ph.D., Indiana University, Centennial Professor of Psychology. Swarthmore College. Barry Schw artz, B.A., New York University; M.A., Ph.D., University of Pennsylvania, Dorwin P. Cartwright Professor of Social Theory and Social Action, Professor of Psychology. Swarthmore College. Peggy Ann Seiden, B.A., Colby College; M.A., University of Toronto; M.L.I.S., Rutgers University, College Librarian. Swarthmore College. Teya Sepinuck, B.A., Bennington College; M.S., Villanova University, Associate in Performance (part time). Swarthmore College. A ndrew J. Shanefield, B.M., New York University; M.S., Queens College CUNY; M.M., West Chester University. Visiting Associate in Performance (Music, part time). Swarthmore College. H elene Shapiro, B.A., Kenyon College; Ph.D., California Institute of Technology, Professor of Mathematics. Swarthmore College. A driano Shaplin, B.A., Sarah Lawrence College, M.A., Universisty of California, Berkeley. Visiting Instructor of Theater (part time). Swarthmore College. K enneth E. Sharpe, B.A., Dartmouth College; M.S., London School of Economics and Political Science; Ph.D., Yale University, William R. Kenan Jr. Professor of Political Science. Swarthmore College. M im i Shelter, A.B., Harvard University; M.A., Ph.D., New School for Social Research, Visiting Associate Professor o f Sociology. Swarthmore College. Jon Sherm an, B.A., Temple University, Associate in Performance (Dance). Swarthmore College. 16 Faculty and Other instructional Staff Don H. Shim am oto, B.S., Stanford University; D ouglas Turnbull, B.S.E. Princeton M.A., Ph.D., Brandeis University, Professor of Mathematics. Swarthmore College. Faruq M .A. Siddiqui, B.S., Bangladesh University of Engineering and Technology; M.S., Ph.D., University of Pittsburgh, Professor of Engineering. Swarthmore College. Sunka Sim on, M.A., Universitadt Hamburg; Ph.D., Johns Hopkins University, Associate Professor of German. Swarthmore College. Kathleen K . Siwicki, B.S., Brown University; M.Phil., Cambridge University; Ph.D., Harvard University, Professor of Biology. Swarthmore College. Lee A, Smithey, B.A., Emory University; M.A., Ph.D., University of Texas at Austin, Assistant Professor of Sociology. Swarthmore College. Lisa Sm ulyan, B.A., Swarthmore College; M.A.T., Brown University; Ed.D., Harvard Graduate School of Education, Professor of Educational Studies. Swarthmore College. Lori Sonntag, B.A., Mount Holyoke College, Laboratory Instructor of Chemistry and Biochemistry. Swarthmore College. Kirsten E. Speidel, B.A., Oberlin College; M.A., Johns Hopkins University, Lecturer in Chinese. Swarthmore College. Leah Stein, B.A., Wesleyan University, Associate in Performance (Dance). Swarthmore College. Thomas A. Stephenson, B.S., Furman University; Ph.D., University of Chicago, James H. Hammons Professor of Chemistry and Biochemistry. Swarthmore College. K. Elizabeth Stevens, B.A., Reed College; M.F.A., Yale School of Drama, Assistant Professor of Theater (part time). Swarthmore College. Walter R. Strom quist, B.A., University of Kansas; M.A., Ph.D., Harvard University, Visiting Associate Professor of Mathematics. Swarthmore College. I Nyoman Suadin, Associate in Performance (Music and Dance). Swarthmore College. Atsuko Suda, B.A., Obirin University, Tokyo, Japan; M.A., University of Arizona, Lecturer in Japanese. Swarthmore College. Suzanne E. Takahashi, B.A., Barnard College; M.A., New York University, Visiting Instructor of Theater (part time). Swarthmore College. Janet C. Talvacchia, A.B., M.A., Bryn Mawr College; Ph.D., University of Pennsylvania, Professor of Mathematics. Swarthmore College. Dominic Tierney, B.A., M.Phil., Ph.D., Oxford University, Assistant Professor of Political Science. Swarthmore College. University, Visiting Instructor of Computer Science. Swarthmore College. W illiam N. Turpin, M.A., University o f St. Andrews; M.A., University o f Toronto; Ph.D., Cambridge University, Professor of Classics. Swarthmore College. Richard V alelly, B.A., Swarthmore College; Ph.D., Harvard University, Professor of Political Science. Swarthmore College. E lizabeth A . Vallen, B.A., Case Western Reserve University; Ph.D., Princeton University, Associate Professor o f Biology. Swarthmore College. Patricia Vargas, M.A., Inca Garcilaso de la Vega University, Lima, Peru, Lecturer in Spanish. Swarthmore College. A m y C heng Vollm er, B.A., William Marsh Rice University; Ph.D., University o f Illinois, Professor of Biology. Swarthmore College. Eric R. W agner, B.A., Connecticut College; M.Ed., Temple University, Head Coach/Instructor, Physical Education and Athletics. Swarthmore College. Robin E . W agner-Pacifici, B.A., Brown University; M.A., Ph.D., University of Pennsylvania, Gil and Frank Mustin Professor of Sociology. Swarthmore College. M ark I. W allace, B.A., University of California at Santa Barbara; M.Div., Princeton Theological Seminary; Ph.D., University of Chicago, Professor of Religion. Swarthmore College. Chu-chen W ang, B.A., National Cheng-chi University; M.A., National Taiwan Normal University, Lecturer in Chinese. Swarthmore College. Steve C. W ang, B.S., Cornell University; M.S., Ph.D., University of Chicago, Associate Professor o f Statistics. Swarthmore College. A ndrew H . W ard, A.B., Harvard University; Ph.D., Stanford University, Associate Professor of Psychology. Swarthmore College. M artin O . W arner, B.A., University of North Carolina at Chapel Hill; M.A., Duke University, Registrar. Swarthmore College. E lizabeth W ebster, B.A., Swarthmore College; M.F.A. The Academy for Classical Acting at the Shakespeare Theatre, Visiting Instructor of Theater (part time). Swarthmore College. R obert E. W einberg, B.S., Cornell University; M.A., Indiana University; Ph.D., University of California, Berkeley, Professor of History. Swarthmore College. Philip M . W einstein, B.A., Princeton University; M.A., Ph.D., Harvard University, Alexander Griswold Cummins Professor of English Literature. Swarthmore College. 16 Faculty and Other Instructional Staff Stephen W elsh, B.A., Swarthmore College; M.F.A., Temple University, Associate in Performance (Dance). Swarthmore College. H ansjakob W erlen, M.A., University of Notre Dame; Ph.D., Stanford University, Professor of German. Swarthmore College. L arry E. W estphal, B.A., Occidental College; Ph.D., Harvard University, J. Archer and Helen C. Turner Professor of Economics. Swarthmore College. Patricia W hite, B.A., Yale University; Ph.D., University of California, Santa Cruz, Associate Professor of Film and Media Studies. Swarthmore College. Tyrene W hite, B.A., Middle Tennessee State University; M.A., Ph.D., Ohio State University, Professor of Political Science. Swarthmore College. Thom as W hitm an, B.A., Swarthmore College; Ph.D., University of Pennsylvania, Associate Professor of Music. Swarthmore College. Richard W icentow ski, B.S., Rutgers College, Rutgers University; M.S., University of Pittsburgh; Ph.D., Johns Hopkins University, Assistant Professor of Computer Science. Swarthmore College. Craig W illiam son, B.A., Stanford University; M.A., Harvard University; Ph.D., University of Pennsylvania, Swarthmore Chair Professor of English Literature. Swarthmore College. Sarah W illie-LeBreton, B.A., Haverford College; M.A., Ph.D., Northwestern University, Associate Professor of Sociology. Swarthmore College. Lee W im berly, B.A., Stanford University; J.D., University of California at Berkeley, Professor of Physical Education. Swarthmore College. Liliya A. Yatsunyk, S.D., Chemivtsi State University, Ukraine; Ph.D., University of Arizona, Assistant Professor of Chemistry and Biochemistry. Swarthmore College. Carina Y ervasi, B.A., Hofstra University; Ph.D., City University of New York, Associate Professor of French. Swarthmore College. M . Jade Zee, B.S., University of California, San Diego; Ph.D., University of Oregon, Eugene, Visiting Assistant Professor of Biology. Swarthmore College. 16 Faculty and Other Instructional Staff 16.3 Divisions and Departments 16.3.1 Division of the Humanities William Turpin, Chair Art Randall L. Exon, Acting Chair Asian Studies Haiti Kong, Chair Classics Rosaria V. Munson, Chair English Literature Peter J. Schmidt, Chair History Robert E. Weinberg, Acting Chair Mathematics and Statistics Stephen B. Maurer, Chair Modern Languages and Literatures Sibelan Forrester, Chair Physics and Astronomy Carl Grossman, Chair Psychology Frank Durgin, Chair 16.3.3 Division of the Social Sciences Stephen O’Connell, Chair Economics John P. Caskey, Chair Educational Studies K. Ann Renninger, Chair Engineering Lynne Molter, Chair History Robert E. Weinberg, Acting Chair Linguistics Theodore B. Femald, Chair Mathematics and Statistics Stephen B. Maurer, Chair Music and Dance Gerald Levinson, Chair Pallabi Chakravorty, Acting Director of Dance Philosophy Peter Baumann, Chair Philosophy Peter Baumann, Chair Political Science Cynthia Halpem, Chair Psychology Frank Durgin, Chair Psychology Frank Durgin, Chair Religion Steven P. Hopkins, Chair Sociology and Anthropology Robin Wagner-Pacifici, Acting Chair Theater Erin Mee, Acting Chair Interdisciplinary Programs Carol Nackenoff, Chair 16.3.2 Division of the Natural Sciences and Engineering Cheryl Grood, Chair R ose M aio, Administrative Coordinator for the Biology Elizabeth Vallen, Chair Chemistry and Biochemistry Paul R. Rablen, Chair Computer Science TiaNewhall, Chair Engineering Lynne Molter, Chair Linguistics Theodore B. Femald, Chair Mathematics and Statistics Stephen B. Maurer, Chair Philosophy Peter Baumann, Chair Divisions of Humanities, Social Sciences, and Natural Sciences and Engineering 16 Faculty and Other Instructional Staff 16.4 Standing Committees of the Facility Academic Requirements Assessment Planning Committee Faculty Advisory Council to Dean of Admissions Council on Educational Policy Committee on Faculty Procedures Cooper Foundation Committee Curriculum Committee Fellowships and Prizes Foreign Study Health Sciences Advisory Lang Center Advisory Board Library Physical Education and Athletics Advisory Committee Promotion and Tenure Research Ethics 16.5 Other Committees With Faculty Representation Advisory Council to the Dean Ad Hoc Committee on ADA Planning (as needed) Ad Hoc Committee on Documented Disabilities Institutional Animal Care and Use Committee College Budget Committee College Judiciary Committee Crum Woods Stewardship Committee Cultural Diversity Equal Opportunity Advisory Committee Faculty and Staff Benefits Honorary Degrees Howard Hughes Medical Institute Sager . Swarthmore Foundation 16.6 Interdisciplinary Programs Asian Studies Black Studies Cognitive Sciences Comparative Literature Environmental Studies Film Studies Gender and Sexuality Studies German Studies Interpretation Theory Islamic Studies Latin American Studies Medieval Studies Peace and Conflict Studies Public Policy Teacher Education i 17 Administration i I 17.1 Administrative Divisions President’s Office » i 1 1 il 1 iil President Vice President for College and Community Relations and Executive Assistant to the President Communications Office News and Information Office Publications Office Equal Opportunity Office Eugene M. Lang Center for Civic and Social Responsibility Provost’s Office Associate Provost Executive Assistant to the Provost Center for Social and Policy Studies Foreign Study Office Information Technology Services Libraries Cornell Science and Engineering Library Friends Historical Library McCabe Library Swarthmore College Peace Collection Underhill Music and Dance Library Physical Education and Athletics Vice Presidentfo r Finance and Treasurer’s Office Controller Business Office Office Services Student Accounts Institutional Research Investment Office Risk Management Dean o f Adm issions and Financial A id ’s Office Admissions Financial Aid Dean o f Students ’ Office Associate Dean for Academic Affairs Associate Dean for Multicultural Affairs Associate Dean for Student Life Academic Support Black Cultural Center Career Services Counseling and Psychological Services Disability Services Fellowships and Prizes Gender Education Health Sciences Office Health Services Intercultural Center Registrar’s Office Residential Life Student Activities Vice P residentfo r D evelopm ent and Alum ni R elations’ Office Advancement Services Advancement Operations Alumni and Gift Records Events Planning Research Stewardship Alumni Development Annual Giving Alumni Relations Corporate, Foundation, and Government Relations Development Capital Giving Parents Programs Planned Giving Development Communications Vice P residentfo r F acilities and Services’ Office Bookstore Dining Services Facilities Management Environmental Services Grounds Maintenance Planning and Construction Lang Performing Arts Center Occupational and Environmental Safety Post Office Public Safety Scott Arboretum Summer Programs Vice P residentfo r Human Resources ’ Office Human Resources Payroll 17 Administration 17.2 Administration Stephen D . Bayer, B.A., Tufts University; J.D., Emory University School of Law, Vice President for Development and Alumni Relations A lfred H . Bloom , B.A., Princeton University; Ph.D., Harvard University, President and Professor of Psychology and Linguistics. Jam es L . B ock III, B.A., Swarthmore College; M.Ed., University of Virginia, Dean of Admissions and Financial Aid. Maurice G. Eldridge, B.A., Swarthmore College; M.Ed., University of Massachusetts, Vice President for College and Community Relations and Executive Assistant to the President. Jam es A. Larim ore, B.S., East Texas State University, A.M., Stanford University, Dean of Students. C. Stuart H ain, B.A., Roanoke College, Vice President of Facilities and Services. C onstance C ain H ungerford, B.A., Wellesley College; M.A., Ph.D., University of CalifomiaBerkeley, Provost and Mari S. Michener Professor of Art History. Suzanne P. W elsh, B.A., B.S., University of Delaware; M.B.A., University o f Pennsylvania, Vice President for Finance and Treasurer. M elanie Young, B.A., Michigan State University; M.C., Arizona State University, Vice President for Human Resources. 17.3 President’s Office A lfred H . Bloom , B.A., Princeton University; Ph.D., Harvard University, President and Professor of Psychology and Linguistics. M aurice G . E ldridge, B.A., Swarthmore College; M.Ed., University of Massachusetts, Vice President for College and Community Relations and Executive Assistant to the President. Laura K . W arren, Executive Coordinator. L aura M oreno, Social Coordinator. Jenny G ifford, Administrative Assistant. Thom as J. E lverson, B.A., Swarthmore College; M.A., Villanova University, Special Assistant for Alumni Relations. 17.4 Provost’s Office C onstance Cain H ungerford, B.A., Wellesley College; M.A., Ph.D., University o f CalifomiaBerkeley, Provost and Mari S. Michener Professor of Art History. L isa Sm ulyan, B.A. Swarthmore College; M.A.T., Brown University; Ed.D., Harvard Graduate School of Education, Associate Provost and Professor of Educational Studies M arcia C. B row n, B.A., Villanova University; M.Ed., University of Pennsylvania, Executive Assistant to the Provost. C athy Pescatore, Administrative Coordinator. Joanne K im pel, Administrative Coordinator. 17.5 Dean’s Office Jam es A. Larim ore, B.S., East Texas State University, A.M., Stanford University, Dean of Students. G arikai C am pbell, B.A., Swarthmore College; Ph.D., Rutgers University, Associate Dean for Academic Affairs. D arryl M . Sm aw , B.S., Delaware State College; M.Div., Crozer Theological Seminary; M.Th., Colgate Rochester/Bexley Hall/Crozer; Ed.M., Harvard University; Ed.D., Harvard University, Associate Dean for Multicultural Affairs. R afael Zapata, B.A., Iona College, M.A., Arizona State University, Assistant Dean of the College and Director of the Intercultural Center. T im othy E . Sam s, B.A., Union College; M.A., State University of New York at Albany, Assistant Dean of the College and Director of the Black Cultural Center. G loria C arey Evans, B.A., Western Washington College of Education; M.S., University of Washington; Ph.D., Stanford University, Advisor for International Students and Scholars. M yrt W estphal, A.B., Occidental College; Ed.M., Boston University, Associate Dean for Student Life. K aren M . H enry, B.A., Swarthmore College; M.S.S., Bryn Mawr College Graduate School of Social Work; Ph.D., Temple University, Assistant Dean of the College and Gender Education Adviser. R achel H ead, B.S.W., Florida State University; M.E.D., University of South Florida, Assistant Dean for Residential Life. A ngela “G igi” Sim eone, A.B., Wellesley College; Ed.M., Boston University; Ph.D., University of Pennsylvania, Health Sciences Adviser and Pre-law Adviser. K elly W ilcox, B.A., Swarthmore College; Ph.D., University of Pennsylvania, Assistant Director of Student Life and Academic Counselor. Paury Flow ers, B.A., Sarah Lawrence College, Assistant Coordinator of Student Activities. M elissa M andos, B.A., Wesleyan University; Master of City and Regional Planning, Rutgers University, Fellowships and Prizes Adviser. T racey Rush, B.S., University of Scranton, M.S., St. Joseph’s University, Coordinator of Learning Resources and Student Disability Services. 17 Administration Thomas J. Elverson, B.A., Swarthmore College; M.A., Villanova University, Counseling Associate. Patricia A. C oyne, Administrative Coordinator. Terri Borgese, B.S., Millersville University; Ruthanne K rauss; Jennifer Lenw ay, M.S.W. Portland State University; D evonia “Bonnie” Lytle; Joanna K . Nealon, A.B., Immaculata College; Diane E. W atson, Administrative Assistants. 17.6 Admissions and Financial Aid 17.6.1 Admissions Office James L. B ock III, B.A., Swarthmore College; M.Ed., University of Virginia, Dean of Admissions and Financial Aid. Yvetta M oat, Administrative Coordinator. Suzi Nam, B.A., The College of New Jersey; M.A., University of Chicago, Director of Admissions. Martha E. Allen, A.B., Smith College, Associate Dean of Admissions. Beth Anne G luck, B.A., Muskingum College; M.Ed., State University of New York, Associate Dean of Admissions. Ryan Nicole K eaton, B.A., SUNY Geneseo; M.S.Ed., University of Pennsylvania, Associate Dean of Admissions. Justin Holmes, B.A., Vanderbilt University, Assistant Dean of Admissions. R. Nick Peterson, B.A., Franklin and Marshall, Associate Dean of Admissions. Tanya Aydelott, B.A., Swarthmore College, Admissions Counselor. Wallace Ann Ayres, B.A ., Swarthmore College; Ed.M., Harvard University, Admissions Officer. Margaret T. Kingham, B.A., Mary Washington College, Admissions Officer. Samira Adam, B.S., Minnesota State University, Technology and Research Coordinator. Carolyn M oir, Operations Coordinator. Stephanie Berm an; Caitlin Elverson; Demetria Ham ilton; Stacy Jordan; M ary Morley; Diane Stasiunas; Susan W igo, Administrative Assistants. Bev Atz; Sharon H artley, A.A., Neumann College, Receptionists. 17.6.2 Financial Aid Office Laura Talbot, B.A., Wheaton College, Director of Financial Aid. Judith A. Strauser, B.S., B.A., Gannon University, Associate Director o f Financial Aid. Sydney Pasternack, B.A., State University of New York at Cortland, Associate Director. K ristin M oore, B.S., St. Francis University; M.A., Indiana University of Pennsylvania, Assistant Director. Joanne B arracliff, Loan Coordinator. Catherine Custer, B.S., Lock Haven University; G ina Fitts, Administrative Assistants. 17.7 Development and Alumni Relations Stephen D. Bayer, B.A., Tufts University; J.D., Emory University School of Law, Vice President for Development and Alumni Relations Connie Baxter, Administrative Coordinator. 17.7.1 Advancement Services D rusie Sheldon, B.A., University of Texas at Austin, Director. Sally Pow er, B.A., Cabrini College, Administrative Assistant. Alumni and Gift Records R uth K rakower, B.F.A., University of Hartford, Hartford School of Art, Director. Jane Pedrick, B.A., Franklin & Marshall College, Records Information Specialist. Trish Tancredi, Gift Specialist. M arianne K ennedy, Gift Recorder. Stephanie Specht, Alumni Recorder. Catherine Powell, B.S., Rosemont College, Alumni Recorder. Theresa Rodriguez, Administrative Assistant. Events Planning M illie DappoUone, A.A.S., Community College of Philadelphia, Administrative Assistant. Advancement Operations M im i W eiler, Manager, Advancement Information Systems. Barbara M ann, B.S., West Chester University, Manager, Advancement Data and Technology. Research Florence A nn R oberts, B.A., Gettysburg College; M.S., University of Pennsylvania, Director. L inda M cCloskey, B.A., Widener University, Research Associate/Writer. B arbara Flem ing, B.A., Tufts University, Research Associate/Writer. K ay W atson, A.A.S., Pennsylvania State University, Research Specialist. Stewardship K ay Draper, B.S.Ed., Northwestern University; J.D., University of Illinois, Director. 17 Administration K atherine W atts, B.A., Goucher College, Administrative Coordinator. 17.7.2 Alumni Development Patricia A. Law s, B.A., Lehigh University, Director. Janet Donovan, B.A., Pennsylvania State University, Assistant Director. 17.7.3 Annual Giving M ary Beth M ills, B.A., Pennsylvania State University; M.S., Drexel University, Director. C raig W altm an, B.A., Elizabethtown College, Marketing Manager. D ennis A rchey, A.A., University o f Maryland; B.A., Penn State, Assistant Director. D eborah J. M ulligan, Class Agent Administrator. M arie K iriin, Administrative Assistant. 17.7.4 Alumni Relations L isa L ee, B.A., Swarthmore College; M.Ed., Boston University, Director. A strid Devaney, Associate Director. G eo ff Sem enuk, B.A., University of Delaware, Associate Director. K aren Bernier, B.S., Duke University, Assistant Director. M atthew A rm stead, B.A., Swarthmore College, Alumni Relations Fellow. Julie DiPietro, Administrative Assistant. 17.7.5 Corporate, Foundation, and Government Relations K enneth Dinitz, B.A., Swarthmore College; M.A., New School for Social Research, Director. N adine K olow rat, B.F.A., New York University Tisch School of the Arts, Associate Director. T ania Johnson, B.A., M.A., University of Pennsylvania, Assistant Director. Deborah L. Thom pson, B.S., Kutztown University, Administrative Assistant. 17.7.6 Development M ary Carr, A.B.A., Keystone School of Business, Administrative Assistant. Capital Giving K ay Fairs, B.A., University of Lancaster, England, Director. A nne Bonner, B.A., University of Wyoming; M.A., University of Washington, Senior Associate Director, Capital Giving. Susan Lathrop, B.A., Wellesley College; M.Ed., Smith College; B.S., University of Delaware, Associate Director. Sandy Byers, Administrative Assistant. Parents Programs Danielle F. Shepherd, B.S., Georgetown University, Director. Carol Stuart, Administrative Assistant. Planned Giving M ichael V aloris, B.A., Pennsylvania State University; J.D., Widener University School of Law, Director. P atti B ender, B.S., University of Minnesota, M.A., St. Mary’s University, Associate Director. A m anda M . H rincevich, B.A., Marist College; J.D., Widener University School of Law, Planned Giving Administrator. 17.7.7 Development Communications Susan Clarey, B.A., Syracuse University, Director. 17.8 Bookstore K athleen K . G race, B.S., Elizabethtown College; M.B.A., Philadelphia University, Director. Steve L evin, B.A., Temple University, Book Manager. L inda B ordley, Office Coordinator. M ichael H arper and M artha Townsend, Bookstore Assistants. 17.9 Career Services N ancy Burkett, B.A., M.A., University of Tennessee; Ed.S., College of William and Mary, Director. Erin M assey, B.A., Kutztown University; M.Ed., Widener University, Associate Director. Jennifer Barrington, B.A., Gettysburg College; M.Ed., University of Delaware, Assistant Director, (job share). L aura Sibson, B.S., Drexel University; M.S. Ed., University of Pennsylvania, Assistant Director, (job share). M arissa Deitch, B.S., St. Joseph’s University; M.S., Villanova University, Assistant Director, Public Service and Internships. Lisa M aginnis, Administrative Assistant. 17.10 Center for Social and Policy Studies K eith W . Reeves, B.A., Swarthmore College; Ph.D., University of Michigan, Director. C athy W areham , A.S., Wesley College, Administrative Assistant. G udm und R. Iversen, M.A., University of Michigan; Ph.D., Harvard University, Professor Emeritus of Statistics, Former Director and Resident Statistician. Stephanie A ppiah ’10, K evin Bentley ’10, Ellen D onnelly ’10, K ylah Field ’09, Student Research Assistants. 17 Administration 17.11 Communications Office Office Services Nancy Nicely, B.A ., College of William and C heryl Robinson, A.A.S., Delaware County Mary; M.S., University of Pennsylvania; Director. Stacey K utish, A.B., Hamilton College; Communications Associate. Nathan Stazewski, B.A., Gettysburg College, Web Multimedia Specialist. Anita Pace, Communications Administrator. News and Information Alisa Giardinelli, B.A ., Pennsylvania State University; M.A., Temple University, Associate Director. Steven Lin, B.A., University of Maryland, Web Designer. Publications Jeffrey B. Lott, B.A., Middlebury College; M.A.T., Rhode Island School of Design, Senior Publications Editor; Editor of the Swarthmore College Bulletin. Carol Brdvart-Demm, B.A., University College, London, Associate Director for Editorial; Associate Editor of the Swarthmore College Bulletin. Phillip Stern, B.A., Swarthmore College; M.F.A., University of Pennsylvania, Associate Director of Publications for Design. Susan Cousins B reen, B.A ., Kean University; M.A., Rosemont College, Assistant Director; Class Notes Editor of the Swarthmore College Bulletin. Audree Penner, B.A., University of MissouriColumbia, Desktop Design Specialist. Eleftherios K ostans, A.S., Art Institute of Philadelphia, Photographer. Janice M errill-R ossi, Administrative Assistant. 17.12 Controller’s Office Business Office Eileen E. Petuia, B.S., Indiana University of Pennsylvania, C.P.A., Controller. Joseph Cataldi, B.S., LaSalle University; M.B.A., LaSalle University, Associate Controller. Beth Baksi, B.S., Shippensburg State College; M.B.A., St. Joseph’s University, Assistant Controller. Robert Lopresti, B.S., Rutgers, C.P.A., Manager o f Financial Information Systems. Denise A. Risoli, B.S., LaSalle University, Restricted Funds Accountant. Nancy E. Sheppard, Manager, Business Office Operations. Patricia Hearty, Clerk. Catherine Cinquina, Purchasing Coordinator. Deborah M cG innis, Accounts Payable Clerk. Community College, Manager. Joann M . M assary, Administrative Assistant. Tarsia Duff, A.A.S., Delaware County Community College, Administrative Assistant. Student Accounts Linda W eindel, Student Accounts Manager. M aria M cBride, Student Accounts Assistant. 17.13 Counseling and Psychological Services D avid Ram irez, B.A., M.A., Ph.D., University of Texas, Director. Paula S. R osen, B.A., University of Rochester; M.S.S., Bryn Mawr College; Ph.D., Bryn Mawr College Graduate School of Social Work and Social Research, Senior Clinical Social Worker. K im D. G rant, B.S., Purdue University; Ph.D., University of South Carolina, Clinical Psychologist. Joseph C. H ew itt, B.A., University of Pennsylvania; D.O., University of Medicine and Dentistry, New Jersey School of Osteopathic Medicine; Fellow, Child and Adolescent Psychiatry, Jefferson Medical College, Consulting Psychiatrist. Joanna Frederick, B.A., Wesleyan University, M.S.S., L.S.W., Bryn Mawr College Graduate School of Social Work and Social Research, Clinical Social Work Fellow. N icole M . G ardner Brow n, B.A., University of Michigan; M.A., Widener University Institute for Graduate Clinical Psychology; Doctoral Candidate, Widener University Institute for Graduate Clinical Psychology, Psychology Intern. R uth Frank, B.A., University of Rochester; M.A.T., State University of New York-Albany; M.D., Albert Einstein College of Medicine, Psychiatric Resident. Amy L. M itchell, B.A., Loyola College; M.A., Widener University Institute for Graduate Clinical Psychology; Doctoral Candidate, Widener University Institute for Graduate Clinical Psychology, Psychology Intern. D iane Christie Shaffer, B.A., Trinity College; M.A., Trinity College; Doctoral Candidate, Immaculata University, Psychology Intern. Theresa D . M cG rath, Administrative Assistant. 17.14 Dining Services Linda M cD ougall, B.A., Temple University, Director of Dining Services. Janet A. K assab, Director of Purchasing and Menu Planning. A ugustine R ubri, Cash Operations Manager. 17 Administration T herese H opson, Front-of-House Manager. Jam ar Jones, Utility Manager. Barbara B osw ell, Catering Manager. Lisa Scolaro, Culinary Institute of America, Catering Chef. L ynn G rady, Administrative Assistant. 17.15 Equal Opportunity Office Sharm aine B. LaM ar, B.S., St. Joseph’s University; J.D., University of Richmond, Equal Opportunity Officer. 17.16 Facilities and Services C. Stuart H am , B.A., Roanoke College, Vice President for Facilities and Services. Paula Dale, B.A., Wake Forest University; M.A., University of North Carolina at Chapel Hill, Executive Assistant, Facilities and Services. M ary K. H asbrouck, B.A., Oberlin College, Technology Coordinator. C hristi A. Pappert, Administrative Coordinator. Jinny Schiffer, A.B. Smith College, M.S. Temple University, Environmental Health & Safety Officer Susan Sm ythe, B.A., Wesleyan University, A.D.A. Program Manager B ill Costello, A.S., Temple University and A.S., Pennsylvania State University, I.P.M. Coordinator/Gardener II. Sue Stark, B.A., Lafayette College; M.L.A., University of Pennsylvania, Volunteer Coordinator/Gardener n. Maintenance Ralph P. Thayer, Director of Maintenance. B ill M aguire, Manager, Maintenance/Trades. C arolyn V ance, Workbox Coordinator. Planning and Construction Janet M . Sender, B.S., Pennsylvania State University; M.S., Drexel University, Director of Planning and Construction. M ichael B oyd, Senior Project Manager. Tom C ochrane, Senior Project Manager for Engineering Systems. W oodford Frazier, A.S., Montgomery County Community College, Facilities Information Manager. 17.18 Finance and Treasurer’s Office Suzanne P. W elsh, B.A., B.S., University of Delaware; M.B.A., University of Pennsylvania, Vice President for Finance and Treasurer. L ois L. Falzone, Administrative Coordinator. 17.19 Foreign Study Office 17.17 Facilities Management C laire Ennis, Facilities Management Coordinator. A lice B albierer, Assistant Director of Facilities Management, Director of Special Projects. Patricia M aloney, B.A., Pennsylvania State University, Facilities Coordinator and Director of Summer Programs. Steve Borger, Crew Leader, Support Services Crew. Environmental Services Patti Shields, Director. Don Bankston, Supervisor. Jud y M ajors, Supervisor. A lvin M iser, Supervisor. Grounds J eff Jabco, B.S., Pennsylvania State University; M.S., North Carolina State University, Director of Grounds/Coordinator of Horticulture. Steve Donnelly, Athletic Fields Supervisor. P aul Eriksen, B.S., University of Delaware, Garden Supervisor. C huck H inkle, B.S., Temple University, Garden Supervisor. Steven I. P iker, B.A., Reed College; Ph.D., University of Washington, Professor of Anthropology, Foreign Study Adviser. R osa M . Bernard, B.S., Pace University, Foreign Study Coordinator. D iana R. M alick, B.S., Neumann College, Foreign Study Assistant. 17.20 Health Sciences/Pre-Law Advisory Program G igi Sim eone, A.B., Wellesley College; Ed.M., Boston University; Ph.D., University of Pennsylvania, Health Sciences Adviser. Jennifer Lenw ay, M.S.W., Portland State University, Administrative Assistant. 17.21 Health Services Beth K otarski, M.S.N., C.R.N.P.; University of Pennsylvania, Director. Suzie H . L ong, M.S.N., C.R.N.P.; University of Pennsylvania, Nurse Practitioner. G eraldine Cole, R.N., C.R.N.P.; M.S.N., and F.N.P. Certificate, Widener University, Nurse and Nurse Practitioner. C onstance C. Jones, R.N.C.; Diploma, Hospital of the University o f Pennsylvania, Nurse. 17 Administration Ethel K am inski, R.N.; A.S., M t Aloysius Junior College; B.S.N., Gwynedd Mercy College; M.S.N., University of Pennsylvania, Nurse. Barbara K rohm er, R.N.; A.S., Delaware County Community College, Nurse. Eileen Stasiunas, R.N., B.S.N., Villanova University, Nurse. Mari Clements, R.D.; B.S., Immaculata College; M.H.Ed., St. Joseph’s University, Nutrition Clinical Specialist. Andrea Sconier LaB oo, B.A., Swarthmore College; M.A., Pennsylvania State University, HIV Test Counselor. Rima H im elstein, M.D.; B.S., University of Pennsylvania; Consultant, Adolescent Medicine. Charles D. H um m er III, M.D.; B.A., M.A., Amherst College; M.D., Jefferson Medical College; Fellowship, The Christ Hospital, University of Cincinnati; Consultant, Orthopedic Medicine. Nancy H orvitz-R ist, M.D., B.S.N., University of Delaware; M.D., Temple University School of Medicine. Consultant, Internal Medicine Pei Ann K ong, M.D., M.D. B.S., Temple University, College of Science and Technology, Temple University School of Medicine. Residency Wayne State University. Consultant, Internal Medicine Barry Rinker, M.D.; B.S., Muhlenberg College, M.S., University of Michigan, M.D., Jefferson Medical College, Consultant, Internal Medicine. Paul S. Zamostien, M.D.; B.S., Ursinus College; M.D., Jefferson Medical College, Consultant, Obstetrics and Gynecology. Alan Zweben, M.D.; B.S., State University of New York at Stony Brook; M.D., New York Medical College, Consultant, Internal Medicine. Mary Jane Palma, Medical Assistant. 17.22 Human Resources Melanie Young, B.A., Michigan State University; M.C., Arizona State University, Vice President, Human Resources. Lee Robinson, B.A., Rhode Island College; M.S., Villanova University, Employee Relations Manager. Carolyn Hatt, B.A., University of Delaware; M.S., Widener University, Employment Manager. Martin Cormlcan, B.A., Widener University; M.S.T., Widener University; J.D., Widener University, Associate Director. Theresa Handley, Benefits Administrator. Janis Leone, Administrative Coordinator. Payroll K aren Phillips, Payroll Director. K athryn Tim m ons, Payroll Coordinator. Bonnie G asperetti, Student Payroll Assistant. Catherine W ilson, Payroll/Human Resources Assistant. 17.23 Information Technology Services G ayle R. Barton, A.B, Bryn Mawr College, M.Ed. St. Lawrence University, Chief Information Technology Officer. Academic Computing E ric Behrens, B.A., Swarthmore College, Associate Chief Information Technology Officer, Academic Computing. Elizabeth E vans, B.A., Bennington College; Ph.D., Cornell University, Academic Computing Coordinator. D ou g W illen, B.A., Princeton University; Ph.D., University of California, Academic Computing Coordinator. Administrative Database Applications Support K atie B ourne, B.A., Lock Haven University; M.S., Drexel University, Banner Application Support Analyst. F ran k M ilew ski, B.S., St. John’s University, Associate Director, Application Support. Edw ard Siegle, B.A., West Chester University, Banner Application Support Analyst. Business Services L isa Brunner-Bireley, A.A.S., Delaware County Community College, Business Manager. M ark Davis, Microcomputer Software Specialist. M ichael W . R app, Hardware Support Technician. Client Services K enneth Collins, B.A., Temple University, Client Services Coordinator. H eather Dum igan, Client Services Coordinator. Seth Frisbie-Fulton, B.A., Antioch College, Client Services Coordinator. Robin Jacobsen, B.B.S., Temple University, Associate Director, Client Services. Barbara A . M cK innon, B.A., Eastern University, HelpDesk Manager Enterprise Services Angela A ndrew s, B.S., Chestnut Hill College, System Administrator. N icholas H annon, B.S., Worcester Polytechnic Institute, M.S., Syracuse University, Information Security Analyst. David Robinson, B.B.M., Widener University, Computer Operator. 17 Administration Jason Rotunno, B.S., Drexel University, Junior Debra K ardon-Brow n, B.S., Pennsylvania Systems Administrator R honi Ryan, B.S., Villanova University, Business Systems Analyst. R. G lenn Stauffer, B.B.A., Temple University, Associate Director, Enterprise Systems. D onald Tedesco, B.A., Rutgers University, Data Center Supervisor. P atrick A. T reptau, B.S. College of Heidenheim/Germany, Senior Systems Administrator. Media Services M ichael Patterson, B.A., Temple University, Media Services Manager. M ichael Bednarz, B.A., Pennsylvania State University, Media Services Technician. D avid T. N eal Jr., B.A., Temple University, Media Services Technician. Networking and Telecommunications M ark J. Dum ic, B.A., M.B.A., University of Rochester, Associate Director, Networking and Systems. R obert Velez, B.S., Liberty University, Network Administrator. Web projects M ichael K appeler, B.A., Richard Stockton College of New Jersey, Web Content Coordinator. M arc L ew is, Web Developer. K elly A. M ueller, B.A., Bryn Mawr College; M.L.I.S., University College, London, Manager, Web Information Projects. State University, Assistant Director for Student Programs. Delores Robinson, Administrative Assistant. 17.24 Institutional Research Office Robin H . Shores, B.A., M.A., Ph.D., University of Delaware, Director of Institutional Research. 17.25 Investment Office M ark C. A m stutz, B.A., College o f William and Mary; M.A., University of Virginia, C.F.A., Managing Director Investments. L ori Ann Johnson, B.A., Rutgers University; M.B.A., Villanova University, Director of Investment Operations and Assistant Treasurer. Carm en Duffy, Investment Associate. 17.26 Lang Center for Civic and Social Responsibility Joy Charlton, B.A., University of Virginia; M.A., Ph.D., Northwestern University, Executive Director. Cynthia Jetter, B.A., Swarthmore College, Director for Community Partnerships and Planning. 17.27 Lang Performing Arts Center Jam es P. M urphy, B.F.A., State University of New York at Albany, Managing Director. N ick K ourtides, United Scenic Artists, Acting Manager of Operations. B rady G onsalves, Stage Manager, Actors’ Equity Association Member, Production Supervisor. A ndrew J. M erkel, B.A., Lycoming College; M.A., Villanova University, Production Assistant. Jean R. Tierno, B.A., Widener University; J.D., Widener University School of Law, Administrative Assistant. 17.28 Libraries 17.28.1 College Library Peggy Ann Seiden, B.A., Colby College; M.A., University of Toronto; M.L.I.S., Rutgers University, College Librarian. A nnette New m an, B.A., Evergreen State College, Assistant to the College Librarian. Digital Initiatives K ate Carter, B.F.A., New York University; M.L.S., University of Pittsburgh, Digital Initiatives Coordinator. Spencer Lam m , B.A., University of Washington; M.L.I.S., University of Washington, Digital Initiatives Programmer/Analyst Reference and Bibliographic Instruction A nne G arrison, B.A., Drew University; M.A., University of Washington; M.L.S., University of Washington, Head of Reference Services and Humanities Librarian. Pam H arris, B.A., Mary Washington College; M.L.S., Drexel University, Outreach, Instruction, and Reference Services Librarian. M elanie M aksin, B.A., Swarthmore College; M.L.S. University o f Pittsburgh, Social Sciences Librarian Edw ard H . Fuller, B.A., Widener College; M.L.S., Drexel University, Reference/Video Resources Librarian. Technical Services B arbara J. W eir, B.S., Pennsylvania State University; M.L.S., Drexel University, Assistant Director for Acquisitions, Systems, and Data Management. A m y M cC oll, B.A., University of Delaware; M.L.S., Drexel University, Assistant Head of 17 Administration Technical Services for Monographs, Special Collections, and Preservation. Susan Dreher, B.A., Wesleyan University; M.L.I.S., Drexel University, Digital Resources Digitization Coordinator. So-Young Jones, B.A., Euha Women’s University, Korea; M.L.S., Simmons College, Technical Services Specialist Melinda Kleppinger, B.S., Lebanon Valley College, Government Documents Specialist. Jacqueline Magagnosc, B.A., University of California, Berkeley; M.S., Drexel University, Serials Specialist. Mary Marissen, B.A., Calvin College; M.M., Catholic University of America, Technical Services Specialist. Danie Martin, B.A., B.S., Ohio State University; M.L.S., Kent State University, Technical Services Specialist. Louise Petrilla, A.A., Delaware County Community College, Technical Services Specialist. Sandra M. Vermeychuk, B.A., Swarthmore College; M.S. in Ed., University of Pennsylvania, Interlibrary Loan Specialist. Anna Headley, B.A., Swarthmore College, Technical Services Specialist. Access and Lending Services Alison J. Masterpasqua, B.S., Millersville State College, Access and Lending Services Supervisor. Linda Hunt, B.A., West Chester University, Access and Lending Services Specialist. Chris Gebert, B .A ., University of Delaware, Access and Lending Services Specialist. Mary Ann Wood, B.S., Pennsylvania State University; M.Ed., Temple University, Evening Access and Lending Services Supervisor. Tricollege Library Consortium Ken Watts, Book Van Driver. 17.28.2 Cornell Science and Engineering Library Meg E. Spencer, B.A., University of Richmond; M.S., Drexel University, Head of Cornell Library of Science and Engineering and Science Librarian. Teresa E. Heinrichs, B.A., Waynesburg College, Cornell Access and Lending Services Supervisor. Margaret J. Brink, B.A., University of Iowa, Serials and Access Specialist. 17.28.3 Underhill Music and Dance Library Donna Fournier, B.A., Connecticut College; ! M.L.S., Southern Connecticut State University; M.A., West Chester University, Performing Arts Librarian. 17.28.4 Friends Historical Library Christopher Densm ore, B.A., Oberlin College; M.A., University of Wisconsin, Curator. Patricia Chapin O ’D onnell, B.A., M.A., University of Pennsylvania; M.A., University of Delaware, Archivist Barbara E. A ddison, B.S., University of Wisconsin-Milwaukee; M.S.L., University of Wisconsin-Madison, Technical Services Coordinator. Susanna K . M orikaw a, B.A., Dickinson College; M.F.A., Ph.D., Syracuse University, Archival Specialist. C harlotte A. Blandford, Administrative Assistant. Honorary Curators o f the Friends Historical Library M argaret H ope B acon, Esther Leeds Cooperm an, M ary R. D unlap (emerita), Philip L. G ilbert, V alerie G ladfeiter, Jam es E . H azard, H ow ard T. H allowell IH (emeritus), A dalyn Purdy Jones, E lizabeth H. M oger (emerita), Jane Rittenhouse Sm iley (emerita), R obert C. T urner, N ancy V. W ebster, Signe W ilkinson, and H arrison M. W right. 17.28.5 Swarthmore College Peace Collection W endy E. Chm ielew ski, B.A., Goucher College; M.A., Ph.D., State University of New York at Binghamton, George Cooley Curator. B arbara E. A ddison, B.S., University of Wisconsin-Milwaukee; M.S.L., University of Wisconsin-Madison, Technical Services Coordinator. M ary Beth Sigado, B.M ., Temple University, M.S.W., Widener University, Technical Services Specialist. A nne Y oder, B.A., Eastern Mennonite College; M.L.S., Kent State University, Archivist. Advisory Council o f the Swarthmore College Peace Collection H arriet H ym an A lonso, Irw in Abram s (emeritus), K evin Clem ents, H ilary C onroy (emeritus), John Dear, D onald B. Lippincott, H annah and Felix W asserm an. 17.29 List Gallery A ndrea Packard, B.A., Swarthmore College; Certificate, Pennsylvania Academy of the Fine Arts; M.F.A., American University, Director. 17.30 Post Office V incent J. Vagnozzi, B.S., West Chester University, Supervisor. Charles Stasiunas, Assistant Supervisor. 17 Administration John Steel, E arl Leight, R uss Q uann, and Don N oble, Clerks. 17.31 Public Safety O wen Redgrave, B.S., West Chester University; A.A.S., Delaware County Community College, Director o f Public Safety. H erbert Barron, Lieutenant, B.A., Cheyney State College. Brian H arris, D om inick M artino, Patrol Sergeants. Jim Ellis; Bob Stephano; Edw in H arvey; K athy Agostinelli, A.A.S., Delaware County Community College; T ony Green; and Tom G allo, Public Safety Officers. John D ukes, Joe F orgacic, Patrol Corporals. G eorge D arbes, E llie Jam ison, Terry M cG onigle, Communications Center. T erri N arkin, Sally C oultes, Administrative Assistants. 17.32 Registrar’s Office M artin O . W arner, B.A., University of North Carolina at Chapel Hill; M.A., Duke University, Registrar. D iane M . Codings, B.A., Smith College, Associate Registrar. Stacey H ogge, B.S., West Chester University; A.S., Delaware County Community College, Assistant Registrar. Janet M cSw iggan, Assistant Registrar. 17.33 The Scott Arboretum C laire Saw yers, B.S., M.S., Purdue University; M.S., University of Delaware, Director. Julie Jenney, B.A., University of Oregon, Educational Programs Coordinator. A ndrew Bunting, A.A.S., Joliet Junior College; B.S., Southern Illinois University, Curator. Jod y Dow ner, A.A.S., Drexel University, Administrative Assistant. J eff Jabco, B.S., Pennsylvania State University; M.S., North Carolina State University, Horticultural Coordinator. R hoda M aurer, B.A., University of Washington, Collections Documentation and Project Manager. Rebecca Robert, B.S., M.S., Pennsylvania State University, Member and Visitor Programs Coordinator. Jacqui West, Administrative Coordinator. 17.34 Academic Administrative Assistants and Technicians A rt: June V. Cianfrana, A.A.S., Delaware County Community College, Administrative Assistant; Stacy Bomento, B.A., LaSalle University, Slide Curator; Douglas Herren, B.F.A., Wichita State University; M.F.A., Louisiana State University, Studio Technician. Asian Studies: Anna Everetts, Administrative Assistant. Biology: Matt Powell, B.S., Central Michigan University, Administrative and Technology Manager; Diane Fritz, Administrative Coordinator; John Kelly, A.A.S., Community College of Philadelphia; B.S., Wharton School, University of Pennsylvania, Senior Technical Specialist; Gwen Rivnak, B.S., Denison University; M.E., Widener University, Laboratory Coordinator; Bill Pinder, B.A., Swarthmore College, Biology Greenhouse Manager; Tami Gura, B.A., Western Maryland College, Animal Facilities Manager. B lack Studies: Anna Everetts, Administrative Assistant. C hem istry and Biochem istry: Kathryn R. McGinty, B.A., M.A., California State University at Long Beach, Administrative Assistant; David S. Trimble, B.S., Denison University; Ph.D., University of Tennessee, Instrument Coordinator. Classics: Deborah Sloman, Administrative Assistant. Com puter Science: Bridget M. Rothera, Administrative Assistant; Jeffrey M. Knerr, B.S., College of William and Mary; M.S., Ph.D., University o f North Carolina, Lab/System Administrator. Econom ics: Nancy Carroll, B.A., Barat College, Administrative Assistant. E ducational Studies: Kae Kalwaic, B.S., Shippensburg University; M.Ed., Temple University, Administrative Assistant. E ngineering: Holly Castleman, Administrative Assistant; Grant Smith, Mechanician; Edmond Jaoudi, Electronics, Instrumentation, and Computer Specialist, B.S., Fairleigh Dickinson University; M.Arch., Virginia Polytechnic Institute and State University. E nglish Literature: Carolyn Anderson, Administrative Coordinator; Joanne Howard, B.A., Rutgers University. E nvironm ental Studies: Carolyn Warfel, A.S., Widener University, Administrative Assistant. F ilm and M edia Studies: Carolyn Anderson, Administrative Coordinator; Joanne Howard, B.A., Rutgers University. G ender and Sexuality Studies: Anna Everetts, Administrative Assistant. G erm an Studies: Eleonore Baginski, B.S., St. Joseph’s University, Administrative Coordinator; Cassy Burnett, Administrative Assistant. 17 Administration History: Jennifer Moore, B.A., University of Pennsylvania; M.S.Ed., University of Pennsylvania, Administrative Assistant Interpretation Theory: Anna Everetts, Administrative Assistant. Latin Am erican Studies: Anna Everetts, Administrative Assistant. Linguistics: Aaron J. Dinkin, A.B. Harvard University, Phonetics Lab Coordinator; Dorothy Kunzig, Administrative Assistant. Mathematics and Statistics: Stephanie J. Specht, Administrative Assistant; Steve Amgott, B.A., University of Pennsylvania; Ph.D., Rutgers University, Computer Laboratory Coordinator. Modern Languages and Literatures: Eleonore Baginski, B.S., St. Joseph’s University, Administrative Coordinator; Cassy Burnett, Administrative Assistant; Michael Jones, B.A., State University of New York at Buffalo, Language Resource Center Director. Music and Dance: Bernadette Dunning, Administrative Coordinator; Susan Grossi, Administrative Assistant (Dance); Geoffrey Peterson, Concert Manager, B.M., Cleveland Institute of Music; Hans Boman, B.M., Philadelphia College of Performing Arts, Dance Program Accompanist. Peace and Conflict Studies: Anna Everetts, Administrative Assistant. Philosophy: Donna Mucha, Administrative Assistant. Physical Education and Athletics: Christyn P. Chambers, B.A., Washington University; M.A., University of North Carolina at Chapel Hill, Associate Director of Athletics; Marian Fahy, Sharon J. Green, Administrative Assistants; Ray Scott, Larry Yannelli, Equipment/Facilities Managers; Marie Mancini, A.T.C., B.S., West Chester University; Jessica Quinn, M.S., A.T.C., West Chester University; Allison Hudak, A.T.C., West Chester University. Physics and Astronom y: Carolyn Warfel, A. S., Widener University, Administrative Assistant; James Haldeman, Instrumentation/Computer Technician; Steven Palmer, Machine Shop Supervisor; Timothy Gray, B.A., Swarthmore College; Ph.D., Princeton University, Postdoctoral Research Scientist. Political Science: Gina Ingiosi; Deborah Sloman, Administrative Assistants. Psychology: Joanne M. Bramley, Administrative Coordinator; Julia L. Welbon, B. A., William Smith College, Academic Coordinator; Donald Reynolds, Instrumentation Technician. Public Policy: Catherine Wareham, A.S., Wesley College, Administrative Assistant. Religion: Eileen McElrone, Administrative Assistant. Sociology and Anthropology: Rose Maio, Administrative Coordinator. Theater: Liza Clark, B.A., Swarthmore College, Arts Administration Intern; Laila Swanson, B.A., Trondheim School o f Business, Trondheim, Norway, M.F.A., Temple University, Costume Shop Supervisor; Stephen P. Hungerford, B.A., Shippensburg University, M.A., University o f Pennsylvania, Production Manager and Technical Director; Jean Tiemo, B.A., Widener University, J.D., Widener University School of Law, Administrative Assistant. 18 Visiting Examiners 2008 Art Barbara Diduk, Dickinson College Mark Van Buskirk, Earlham College Walter Nicholson, Amherst College, Emeritus Sam Schulhofer-Wohl, Princeton University Cameron Shelton, Wesleyan University Art History Julie Davis, University o f Pennsylvania Gordon Hughes, Rice University Charles Palermo, The College o f William <6 Mary Linda Pellecchia, University o f Delaware Mary Shepard, Friends University Educational Studies Gerald Campano, Indiana University, School o f Education Suzanne Hidi, University o f Toronto Donna Kay Johnston, Colgate University David Karen, Bryn Mawr College Lawrence Sipe, University o f Pennsylvania Biology Jon Allen, Bowdoin College Daniel Ardia, Franklin and Marshall College Nancy Bemer, University o f the South Gregory Davis, Princeton University Betsey Dyer, Wheaton College David Glanzman, University o f California, Los Angeles Mark Gromko, Bowling Green State University Carl Heuther, University o f Cincinnati Bart Krekelberg, Rutgers University, Newark Patricia Labosky, Vanderbilt University Joseph Lorenz, Coriell Institute o f Medical Research Sharon Lynn, The College o f Wooster Paula McSteen, Pennsylvania State University Paul Sniegowski, University o f Pennsylvania Joseph Thompson, Franklin and Marshall College Elaina Tuttle, Indiana State University Dirk Vanderklein, Montclair State University Christine White-Ziegler, Smith College Alan Wolfe, Loyola University, Chicago Engineering Gerard Jones, Villanova University Paul Oh, Drexel University Sridhar Santhanum, Villanova University Chemistry and Biochemistry David Cafiso, University o f Virginia James Coe, The Ohio State University George Helz, University o f Maryland, Emeritus Matthew Neiditch, University o f Medicine and Dentistry o f New Jersey Susan White, Bryn Mawr College Classics—Greek T. Corey Brennan, Rutgers University, New Brunswick Andrew Ford, Princeton University Ravi Sharma, Haverford College Classics—Latin Cynthia Damon, University o f Pennsylvania Stephen Wheeler, Pennsylvania State University Computer Science Karen Karavanic, Portland State University Gideon Mann, Google, Inc. James Marshall, Sarah Lawrence College Economics Richard Ball, Haverford College Michael Ehrhardt, University o f Tennessee Jaime Marquez, Federal Reserve Board Robert Murphy, Boston College English Literature Kristina Baumli, University o f Pennsylvania Judith Berman, University o f Pennsylvania Woon-Ping Chin, Dartmouth College Anthony Cuda, University o f North Carolina, Greensboro Hannibal Hamlin, The Ohio State University David Jenemann, University o f Vermont Homay King, Bryn Mawr College Sanjay Krishnan, University o f California, Irvine Evan Radcliffe, Villanova University Bethany Schneider, Bryn Mawr College Environmental Studies Mark Sagoff, University o f Maryland Film and Media Studies Wendy Weinberg, University o f the Arts History Holly Case, Cornell University Marybeth Hamilton, Birkbeck College, University o f London Teresa Meade, Union College Gregory Mixon, University o f North Carolina, Charlotte Ann Moyer, University o f Pennsylvania Kevin Murphy, University o f Minnesota Geoffrey Plank, University o f Cincinnati Janice Reiff, University o f California, Los Angeles Joshua Sanborn, Lafayette College Carol Summers, University o f Richmond Janet Theiss, University o f Utah Michael Zuckerman, University o f Pennsylvania Latin American Studies Aurelia Gomez Unamuno, Haverford College Linguistics William Idsardi, University o f Maryland Edward Keenan, University o f California, Los Angeles John Rickford, Stanford University Don Ringe, University o f Pennsylvania Rafael Salaberry, University o f Texas, Austin Harold Schiffman, University o f Pennsylvania 18 Visiting Examiners 2008 Mathematics and Statistics Benjamin Kennedy, Gettysburg College John McCleary, Vassar College Jerome Reiter, Duke University Thomas Roby, University o f Connecticut Modern Language—Arabic Studies Roger Allen, University o f Pennsylvania Modern Language—Chinese Yingjin Zhang, University o f California, San Diego Modern Language—French Panivong Norindr, University o f Southern California Modern Language—German Erik Butler, Emory University Modern Language—Russian Galya Diment, University o f Washington George Pahomov, Bryn Mawr College Lenka Pankova, University o f Pittsburgh Modern Language—Spanish Samuel Amell, The Ohio State University Music and Dance Ingrid Arauco, Havetford College Robin Leaver, Westminster Choir College, Rider University Geoffrey Michaels, Independent Musician Philosophy Daniel Dahlstrom, Boston University Frank Farrell, Purchase College, State University o f New York John Greco, Saint Louis University Bennett Helm, Franklin and Marshall College Judith Lichtenberg, Georgetown University David Luban, Georgetown University Ravi Sharma, Havetford College Roger White, Massachusetts Institute o f Technology Physics and Astronomy Thomas Donnelly, Harvey Mudd College Duane Liedahl, Lawrence Livermore National Laboratory Charles Sackett, University o f Virginia William Stuckey, Elizabethtown College Mark Taylor, Hiram College William Wootters, Williams College Political Science Sheri Berman, Barnard College Janice Bially Mattem, Lehigh University W. James Booth, Vanderbilt University Martha Finnemore, George Washington University Timothy Harrison, U.S. Department o f Health and Human Services Ronald Kahn, Oberlin College Richard Mansbach, Iowa State University Nicole Mellow, Williams College Shelley Rigger, Davidson College Arthur Schmidt, Temple University Dana Villa, University o f Notre Dame Psychology Russell Epstein, University o f Pennsylvania John Monterosso, University o f California, Los Angeles Marc Schulz, Bryn Mawr College Julie Sedivy, Brown University Thomas Shipley, Temple University Gretchen Van de Walle, Rutgers University, Newark Psychology and Educational Studies Gregg Solomon, National Science Foundation Public Policy John Gardner, Milwaukee Area Technical College Michael Horowitz, University o f Pennsylvania Kirk Larsen, George Washington University Jonathan Morduch, New York University Wagner Graduate School Sam Schulhofer-Wohl, Princeton University Religion Eoghan Ballard, Delaware County Community College Todd Cioffi, Whitworth University David Haberman, Indiana University Joel Kaminsky, Smith College Geoffrey Plank, University o f Cincinnati Michael Pregill, Elon University Sociology and Anthropology Kathryn Linn Geurts, Hamline University Mark Goodale, George Mason University Dana Heller, Old Dominion University Jeffrey Himpele, Princeton University Linden Lewis, Bucknell University Ann Mische, Rutgers University, Piscataway Karen Nakamura, Yale University Theater Studies Deborah Margolin, Yale University Judith Miller, New York University James Peck, Muhlenberg College Women’s Studies Lisa Arellano, Colby College 19 Degrees Conferred June 1,2008 19.1 Bachelor of Arts Awo Akosua Kesewa Aboagye, Biology Jennesa Natalia Calvo-Friedman, Political Carolyn Beth Abott, Economics Science MaiyAnne Anyeley Adjei, Asian Studies Katherine Margaret Camillus, Economics Paul Kwame Ofori Agyiri, Jr., Economics Allison Lyn Cappuccio, Political Science Mikio Shaun Mikuriya Akagi, Philosophy Edson Enrique Carias, Biology Nathaniel David Feder Allen, Political Science Kevin Michael Carr, English Literature Travis Watson Allen, English Literature James Aloysius Casey III, Philosophy Ekaterina Sergeivna Altynova, Biology Laura Ann Cass, History Sahil Anand, Sociology & Anthropology and Ernestine Chaco, Chemistry Economics Stephanie Elyse Charpentier, History and Elisha Eumi Ann, Special Major in Educational Economics Studies and Psychology Ayan Chatteijee, Economics Matthew LeRoi Armstead, Theater Justin Kevin Chen, Psychology Samuel James Baillet Asamow, Philosophy Andrew Yu Cheng, Philosophy and Ranga Keshani Atapattu, Special Major in Mathematics Psychobiology Min Suk Choi, Psychology Rachel Irene Aucott, Religion Sung Uk Choi, Sociology & Anthropology Yeon Kyung Bae, Art History Elena Shanti Chopyak, Sociology & Christina Young Baik, English Literature Anthropology Madalyn Ann Baldanzi, History and English Eric Martin Christiansen, Mathematics Literature Patrick Nelson Christmas, Biology Joseph Richmond Walthall Baldwin, Biology Arthur Racian Chu, History Nanelle Rose Barash, Biology Woosung Chung, Asian Studies Allison June Barlow, Computer Science Twan LeGrett Claiborne, Linguistics Katherine Elyse Bates, Psychology and Micaya Vance Clymer, Special Major in Linguistics Linguistics and Languages Adele Marilyn Batonga-Ngassa, Comparative Chelsea Elizabeth Codings, Sociology & Literature Anthropology Nicole Belanger, Economics and Mathematics Matthew Ian Conan, History Alexander Raffety Benn, Computer Science Kathleen Amanda Condon, Biology Lisa Ann Benson, Psychology Christina Marie Constant, Sociology & Karen Ann Berk, Psychology and Sociology & Anthropology Anthropology Linda Nicole Corchado, Political Science Julia Elizabeth Bertaut, Religion Mehmet Omer Gorluhan, Economics Hitesh Kumar Bhattarai, Special Major in Tatiana Maria Cozzarelli, Special Major in Biochemistry and Economics Educational Studies and Sociology & Elizabeth Ann Bierut, Political Science Anthropology Rebecca Ann Black, Mathematics and Benjamin David Cronin, Mathematics Linguistics Jessica Arisa Cunningham, Economics Susannah Evelyn Blair, A rt History George Edward Dahl, Computer Science Benjamin Wong Blonder, Physics Mufaddal Quresh Dahodwala, Sociology & Andrew Edward Bonessa, Economics Anthropology Michael James Bonesteel, Special Major in Scott Stephen Dalane, Computer Science Educational Studies and Mathematics Andrew William Dale, Economics Lake Dawson Bookman, Physics and Adam Vincent Dalva, English Literature Mathematics Arpita Das, Mathematics Joseph Edmund Borkowski, Theater and Marissa Sue-Ann Davis, History German Alicia de los Reyes, Mathematics Natalie Joyce Bowlus, Mathematics Lea Franchi Deutsch, Special Major in Benjamin Hofinan Bradlow, History Educational Studies, Political Science and Kinei Imani Braithwaite, Spanish English Literature Shane Michael Breitenstein, Sociology & Ethan Robert Deyle, Physics Anthropology Amy Marie DiBiase, History and Art Naima Taaj Ajmal Brown, Sociology & Bradley Horatio Dickerson, Biology Anthropology James Davis Louis Digges La Touche, Jacob Oliver Brunkard, Biology and History Linguistics and Computer Science Sarah Michelle Burford, A rt History Mark Dlugash, Special Major in Educational Annis Faye Burke, Russian Studies and Psychology Rebecca Gila Burrow, History Seth Thomas Donoughe, Biology 19 Degrees Conferred Meghan Wotton Downie, Art Rahul D’Silva, English Literature Wenxin Du, Economics and Mathematics Eric Nicholas Duchon, Physics and Mathematics Sebastian Maxwell Duncan-Portuondo, Art Stephanie Rebecca Duncan, Theater Christine Marie Duranza, French Wren San Chiu Elhai, Political Science Thomas Benjamin Emmons, Physics Giannina Esquivel, Economics and Theater Jonathan Michael Estey, History James Phillip Faunes, History Kathryn Elizabeth Feniello, Philosophy Andrew Jack Fieldhouse, Economics and Political Science Abigail Healy Fischer, English Literature Matthew Joseph Fisher, Biology Noam Edward Fliegelman, Psychology Nicholas Matthew Forrest, English Literature Scott Bradley Fortmann-Roe, Economics Andrew Michael Frampton, Computer Science and Philosophy Juliana Rebecca Franklin, Linguistics Jeremy Matthew Freeman, Special Major in Neuroscience Christophe Laurent Gagné, Psychology Peter Gage Gardner, Political Science David Kent German, Computer Science Anna Eunjoo Ghublikian, Art History Ethan James Jarett Giller, Economics and Psychology Alexander Marlowe Ginsberg, Philosophy Katherine Nicole Gold, Art History Anna Lucia Gonzalez, Political Science Rodalyn Gonzalez, Psychology Lauren Elizabeth Goodfriend, Mathematics Michael Alexander Gorbach, Physics and Computer Science Abigail Alice Graber, History and Political Science ‘ Shaterra Nicole Green, French Sasha Loomis Grenier, Sociology & Anthropology and Religion Kira Maeve Grennan, Art Joseph James O’Boyle Grimm, Mathematics and Physics Susannah Louise Nitz Gund, Special Major in Linguistics and Languages Alexander Matthew Hahn, Sociology & Anthropology and Biology Sara Katherine Haley, Art Neal Patrick Halloran, English Literature Haesun Han, Biology and Art Leah Birge Handel, History Christopher Mark Harman, Computer Science Audrey Etta Harmon-Smith, Biology Julian Maxime Harper, Political Science and Economics Camila Gabriela Harrigan-Labarca, Sociology <ê Anthropology Jenelle Latrice Harris, English Literature Jonathan Marshall Harris, Sociology & Anthropology John Patrick Heagy, Economics Melina Angelos Healey, English Literature Elizabeth Yung-Fong Hemphill, Sociology & Anthropology Maria Cristina Herrera, Political Science Andrew Charles Herrmann, Latin Eva Margaret Holman, English Literature Jason Patrick Home, Mathematics Sophie Pilloo Horowitz, Philosophy and Art Maisha Wright Howard, Special Major in Educational Studies and Psychology Stephan Owen Steele Hoyer, Physics Stephanie Lin Hsu, Special Major in Educational Studies and Sociology & Anthropology Meagan Chen-Mei Hu, History and Chinese Yusha Hu, Biology Linda Liyin Huang, Art Ashanti Lynnae Hubbs, Psychology Jason Ung Huh, Economics Lauren Delia Irizarry, Biology Daniel Jamison, Latin Gregory Derek Jehle, Comparative Literature Michael Robert Johns, Computer Science Alyosha Gavyn Johnson, Political Science Darren Christopher Johnson, Economics Rachel Victoria Jordan, Psychology Rita Nayna Kamani Renedo, Special Major in Educational Studies and Political Science Matthew Itzhak Kaminski, Philosophy Brandon James Karlow, Political Science and Chemistry Nicole Rebecca Kast, Sociology & Anthropology Anna Brennan Ross Kastner, Political Science Micah Gabriel Katz, Biology Jeffrey Thomforde Kaufman, Linguistics and Computer Science Patricia Keyunna Kelly, Biology Shyan Fatimeh Khaleeli, Economics Mark William Kharas, Religion Ishita Sunil Kharode, Biology and Sociology & Anthropology Kyle Matthew Khellaf, Latin Jooyoung Kim, Economics Lauren Emily Kluz-Wisniewski, Political Science and English Literature Katherine Mary Koch, Linguistics Elizabeth Catherine Koerber, Comparative Literature Anne Katherine Kolker, Political Science and Theater Adam Clinton Koontz, Comparative Literature Benjamin Cumming Krasity, Special Major in Biochemistry Matthew Ross Kurman, Political Science Hyoung Tae Kwon, Special Major in Biochemistry Evelyn Ja Lai, English Literature and Chinese Eve Rachel Lampenfeld, Art Jessica Austin Langston, Mathematics 19 Degrees Conferred Nathan Todd La Porte, Chemistry Serena Trac Anh Le, English Literature and Music Andrew George LeClair, Special Major in Psychobiology Philip Minjun Lee, Political Science Tiya Anna Lee, Economics Meredith Eugenie Leich, A rt History Jennifer Brooke Lewis, Mathematics Yafeng Li, Special Major in Biochemistry Jason Bradley Lissy, Political Science Ross Lee Littauer, Psychology Adam Joseph Lizzi, Mathematics Jonathan Sing-Chi Lo, Biology Finlay Winter Logan, History and Religion Haley Elizabeth Loram, Political Science Mark Phillip Loria, Music Melissa Ann Lovett, Religion and History Dominic Steven Lowell, Sociology & Anthropology Erica Kristen Lukoski, Economics Kevin Lee Lull, Psychology Peter Kunwoo Ma, Mathematics Andrew Scot Macurdy, Economics David G. Steinberg Marquardt, Special Major in Biochemistry Steven McCaughan Marshall, English Literature Catalina Martinez, Special Major in Educational Studies and Sociology & Anthropology Justin Talmage Massey, Special Major in Biochemistry Francis John Mazzucco, History and Political Science James Randall McAuley, Special Major in Biochemistry Ian Albrecht McCormick, Economics Ruth Lupine McDonough, Religion Lucy Alexandra McNamara, Biology Lesley Gillian McNiesh, Political Science Claire Emily Melin, Psychology Anna Jacinta Mello, Biology Maria Paula Mello, Psychology Benjamin A Mendelson, Sociology & Anthropology James Mendez Hodes, Religion Jamie Elizabeth Midyette, Special Major in Educational Studies and Spanish Literature Karen Minyety, Sociology & Anthropology Janelle Nicole Mirabeau, Biology Alexander William Mitchell, English Literature Ei Yin Mon, Economics Nathaniel Burton Monson, Mathematics Julian James Moore, History Marshall Gabriel Morales, Special Major in Environmental Science Richard Hoawing Mui, Economics Eric Daniel Mulligan, Biology Christopher Charles Nana-Sinkam, Sociology & Anthropology Whitney Sayuri Nekoba, Biology Nicole Asong Nfonoyim, Sociology & Anthropology Lily Ng, Sociology & Anthropology and Economics Michael Nguyen, Sociology & Anthropology Phuong Anh Nguyen, Special Major in Biochemistry and Economics Eleanor Hope Nussbaum, English Literature Stephanie Simbi Nyombayire, Political Science I Leslie Mairin Odle, History JeeYoung Ma Oh, Political Science Andrew John Owens, English Literature Jiou Park, Religion and Economics Veronica Sofia Paz Soldan, Economics and Psychology Renata Peralta, Special Major in Educational Studies and Political Science Dahlia Erin Perez, Biology David Patrick Perez, Political Science Alexis Victoria Pemas, A rt History and Sociology & Anthropology Margaret Leigh Perry, Biology Daniel James Peterson, Physics and Philosophy Rasa Alanovna Petrauskaite, Economics Molly Piels, History Andrea Lin Pien, Political Science and Asian Studies Lenore Goto Pipes, Biology and Sociology & Anthropology Genevra Mayer Pittman, Biology Daniel Jason Plansky, Economics and Biology Deborah Barbara K.E. Plummer, Economics Michael Charles Pollack, Political Science Laura Joanne Popovics, Psychology Jordi Pujol, Economics Daniel Martin Putnam, Philosophy Andrew Paul Quinton, Mathematics Trude Enola Raizen, Political Science Omar Fikry Ramadan, Sociology & Anthropology and Religion Kathryn Victoria Ramey, Political Science Christina Marie Ramirez, Biology Sherief Medhat Raouf, Psychology Genna Carey Robbins, Biology Jesse McClure Robbins, Sociology & Anthropology and History Molly Margaret Robbins, Political Science Sarah Jan Roberts, Philosophy David Isaac Rosen, Computer Science Michael Jonathan Rosenberg, Physics Robert Calverley Russell, Psychology Armand Vincent Russo, Biology and Religion John Peter Russo, English Literature and Biology Ronni Sadovsky, Philosophy and Linguistics Alana Louise Salguero, Art History Megan Theresa Sanborn, Psychology Lucas Alan Sanders, Religion and Computer Science Alison Elizabeth Santiago, Religion Katherine Toshiko Santohigashi, Religion Daniel John Sartori, Biology and Economics 19 Degrees Conferred Sandra Perry Schulberg, Sociology & Anthropology Allison Mary Schultz, English Literature Benjamin Breed Schultz, Philosophy Megan Rae Schuster, Computer Science Anne Ashby Searcy, History and Music Renee Louise Sevier, Special Major in Film Studies Justin Blake Shaffer, Sociology & Anthropology Roger William Shaw, Biology Alfred Young-Kee Shon, Special Major in Psychobiology Jibril Dixon Skaden, Psychology Nura Hassan Skaden, History Dwight Bennett Smith, English Literature Lauren Rile Smith, English Literature and Philosophy Gwendolyn Alyce Snyder, Sociology & Anthropology and Religion Colin Douglas Sowder, Mathematics and Philosophy Kathryn Louise Speer, Biology and Dance David William Frierson Stifler, Latin and Linguistics Scott Wesley Storm, Special Major in Educational Studies and English Literature Rachel Tamor Sugar, Theater Ryan Robert Sutcliffe, Psychology Eric Andrew Sweigard, History Samantha Dolina Swisher, Biology Rory Alison Sykes, A rt History Tigest Tamrat, History Hilary Casswell Yuko Tanabe, English Literature Scott Isaac Tanner, Political Science and Philosophy Nora Eloise Taplin, Sociology & Anthropology and Political Science Syeda Mazida Tasnim, Sociology & Anthropology and Religion Lydia Thé, Biology Jennifer Kelly Thompson, French Patrick John Tiedemann Jr., History and Political Science Danielle Joanne Tocchet, History Nicholas Alexander Topoluk, Chinese Kristen Marie Traband, Political Science Evan Joshua Trager, Biology Katie Rose Trevino-Zimmerman, Linguistics Laura Lindley Tupper, Mathematics and Linguistics Rachel Jean Turner, Special Major in Theory in Art and its Application to Therapy Ethan Paul Ucker, Philosophy Lucy VanEssen-Fishman, Greek Alyssa Wynne Van Thoen, French and Music Ivano Michael Ventresca, Economics and Biology Carlos Saul Villafuerte, Philosophy Revée Michaela Walters, Psychology Emily Jean Walz, Biology Emmanuelle Maryse Wambach, Art Ben Warren, Mathematics Brandon Lee Washington, Special Major in Film Studies Ross Edward Weller, English Literature Vanessa Marie Wells, Economics William James Welsh, Sociology & Anthropology Ashley Elizabeth Werner, Economics and Religion Alexander Gates Reifman Wheeler, English Literature Glenavin Lindley White, History and Philosophy Kyle Valliant White, Economics and Political Science Bryce Taylor Wiedenbeck, Computer Science Elizabeth Grace Wilbanks, Chemistry and Biology Adam Walter Winegar, Economics Amanda Marie Winters, Religion Stephen Michael Wolf, Economics Brandon Lee Wolff, Political Science and Sociology & Anthropology Corlett Wolfe Wood, English Literature Mary Katherine Wootters, Mathematics and Computer Science Alyssa Roxanne Work, Political Science Joanna Mausner Wright, Special Major in Dance and Theater Sunny Chen Yang, Sociology & Anthropology Sheen Shepherd Yen, Economics Dan Young Jee Yoon, Biology Nardine Ramez Zakhary, Biology Barry Michael Zee, Biology Franny Yanggu Zhang, Special Major in Psychobiology 19.2 Bachelor of Science Paul Kwame Ofori Agyiri, Jr., Engineering Allison June Barlow, Engineering Alexander Raffety Benn, Engineering Rebecca Gila Burrow, Engineering Christopher Paul Caruso, Engineering Mehmet Omer Qorluhan, Engineering Marie Catherine Cosgrove-Davies, Engineering Scott Bradley Fortmann-Roe, Engineering Samuel Garcia, Engineering David Kent German, Engineering Lauren Elizabeth Goodfriend, Engineering Seth Aogu Hara, Engineering Jonathan Marshall Harris, Engineering Tristan Fabian Samuel Lawson, Engineering Patrick Brent Lindsey, Engineering Molly Piels, Engineering Jonathan Bassett Shoop III, Engineering Anima Singh, Engineering 20 Awards and Distinctions 20.1 Honors Awarded by the Visiting Examiners Highest Honors Nanelle Rose Barash, Shane Michael Breitenstein, George Edward Dahl, Mark Dlugash, Wenxin Du, Abigail Alice Graber, Serena Trac Anh Le, Michael Charles Pollack, Daniel Martin Putnam, Ronni Sadovsky, Mary Katherine Wootters High Honors Carolyn Beth Abott, Mikio Shaun Mikuriya Akagi, Samuel James Baillet Asamow, Katherine Elyse Bates, Lisa Ann Benson, Rebecca Ann Black, Susannah Evelyn Blair, Benjamin Hofman Bradlow, Jacob Oliver Brunkard, Sarah Michelle Burford, Katherine Margaret Camillus, Kevin Michael Carr, Stephanie Elyse Charpentier, Micaya Vance Clymer, Kathleen Amanda Condon, Adam Vincent Dalva, Ethan Robert Deyle, Amy Marie DiBiase, Bradley Horatio Dickerson, Wren San Chiu Elhai, Jonathan Michael Estey, Kathryn Elizabeth Feniello, Andrew Jack Fieldhouse, Jeremy Matthew Freeman, Alexander Marlowe Ginsberg, Joseph James O’Boyle Grimm, Susannah Louise Nitz Gund, Leah Birge Handel, Maria Cristina Herrera, Sophie Pilloo Horowitz, Stephan Owen Steele Hoyer, Stephanie Lin Hsu, Yusha Hu, Daniel Jamison, Brandon James Karlow, Jeffrey Thomforde Kaufman, Mark William Kharas, Adam Clinton Koontz, Benjamin Cumming Krasity, Nathan Todd La Porte, Meredith Eugenie Leich, Jason Bradley Lissy, James Randall McAuley, Lucy Alexandra McNamara, Nathaniel Burton Monson, Richard Hoawing Mui, Nicole Asong Nfonoyim, Phuong Anh Nguyen, Leslie Mairin Odle, Andrew John Owens, Daniel James Peterson, Molly Margaret Robbins, Michael Jonathan Rosenberg, Benjamin Breed Schultz, Anne Ashby Searcy, Jonathan Bassett Shoop III, Dwight Bennett Smith, Gwendolyn Alyce Snyder, David William Frierson Stifler, Scott Wesley Storm, Rachel Tamor Sugar, Scott Isaac Tanner, Laura Lindley Tupper, Lucy VanEssen-Fishman, Corlett Wolfe Wood, Alyssa Roxanne Work Honors Nathaniel David Feder Allen, Christina Young Baik, Madalyn Ann Baldanzi, Nicole Belanger, Elizabeth Ann Bierut, Annis Faye Burke, Jennesa Natalia Calvo-Friedman, Andrew Yu Cheng, Eric Martin Christiansen, Marissa SueAnn Davis, Eric Nicholas Duchon, Nicholas Matthew Forrest, Peter Gage Gardner, Michael Alexander Gorbach, Julian Maxime Harper, Melina Angelos Healey, Matthew Itzhak Kaminski, Kyle Matthew Khellaf, Philip Minjun Lee, Yafeng Li, Andrew Scot Macurdy, Lesley Gillian McNiesh, Eleanor Hope Nussbaum, JeeYoung Ma Oh, Lenore Goto Pipes, Kathryn Victoria Ramey, Sarah Jan Roberts, Amanda Marie Winters, Barry Michael Zee 20.2 Elections to Honorary Societies Phi Beta Kappa Mikio Shaun Mikuriya Akagi, Samuel James Baillet Asamow, Alexander Raffety Benn, Lisa Ann Benson, Julia Elizabeth Bertaut, Rebecca Ann Black, Benjamin Wong Blonder, Shane Michael Breitenstein, Sarah Michelle Burford, Katherine Margaret Camillus, Stephanie Elyse Charpentier, Min Suk Choi, Benjamin David Cronin, George Edward Dahl, Ethan Robert Deyle, Mark Dlugash, Wenxin Du, Wren San Chiu Elhai, Jonathan Michael Estey, Scott Bradley Fortmann-Roe, Jeremy Matthew Freeman, Lauren Elizabeth Goodfriend, Abigail Alice Graber, Sasha Loomis Grenier, Kira Maeve Grennan, Julian Maxime Harper, , Stephan Owen Steele Hoyer, Stephanie Lin Hsu, Darren Christopher Johnson, Adam Clinton Koontz, Hyoung Tae Kwon, Serena Trac Anh Le, Jason Bradley Lissy, Andrew Scot Macurdy, Francis John Mazzucco, Ruth Lupine McDonough, Lucy Alexandra McNamara, Phuong Anh Nguyen, Michael Charles Pollack, Daniel Martin Putnam, Ronni Sadovsky, Benjamin Breed Schultz, Megan Rae Schuster, Anne Ashby Searcy, Anima Singh, Rachel Tamor Sugar, Lucy VanEssen-Fishman, Ivano Michael Ventresca, Glenavin Lindley White, Corlett Wolfe Wood, Mary Katherine Wootters, Alyssa Roxanne Work, Sunny Chen Yang, Dan Young Jee Yoon Sigma Xi Awo Akosua Kesewa Aboagye, Paul Kwame Ofori Agyiri, Jr., Mikio Shaun Mikuriya Akagi, Ranga Keshani Atapattu, Joseph Richmond Walthall Baldwin, Nanelle Rose Barash, Katherine Elyse Bates, Alexander Raffety Benn, Lisa Ann Benson, Karen Ann Berk, Hitesh Kumar Bhattarai, Rebecca Ann Black, Benjamin Wong Blonder, Natalie Joyce Bowlus, Jacob Oliver Brunkard, Edson Enrique Carias, Christopher Paul Caruso, Min Suk Choi, Eric Martin Christiansen, Micaya Vance Clymer, Kathleen Amanda Condon, Mehmet Omer £orluhan, George Edward Dahl, Arpita Das, Ethan Robert Deyle, Bradley Horatio Dickerson, Mark Dlugash, Seth Thomas Donoughe, Thomas Benjamin Emmons, Noam Edward Fliegelman, Scott Bradley FortmannRoe, Jeremy Matthew Freeman, Lauren Elizabeth Goodfriend, Michael Alexander Gorbach, Haesun Han, Audrey Etta HarmonSmith, Stephan Owen Steele Hoyer, Yusha Hu, Lauren Delia Irizarry, Brandon James Karlow, Micah Gabriel Katz, Patricia Keyunna Kelly, Ishita Sunil Kharode, Benjamin Cumming Krasity, Hyoung Tae Kwon, Jessica Austin 20 Awards and Distinctions Langston, Nathan Todd La Porte, Andrew George LeClair, Yafeng Li, Ross Lee Littauer, Justin Talmage Massey, James Randall McAuley, Lucy Alexandra McNamara, Whitney Sayuri Nekoba, Phuong Anh Nguyen, Dahlia Erin Perez, Margaret Leigh Perry, Daniel James Peterson, Lenore Goto Pipes, Laura Joanne Popovics, Michael Jonathan Rosenberg, Robert Calverley Russell, Armand Vincent Russo, Daniel John Sartori, Roger William Shaw, Alfred Young-Kee Shon, Anima Singh, Lydia The, Evan Joshua Träger, Katie Rose Trevino-Zimmerman, Laura Lindley Tupper, Alexander Gates Reifman Wheeler, Biyce Taylor Wiedenbeck, Elizabeth Grace Wilbanks, Corlett Wolfe Wood, Mary Katherine Wootters, Dan Young Jee Yoon, Nardine Ramez Zakhary, Barry Michael Zee Tau Beta Pi Scott Bradley Fortmann-Roe, Lauren Elizabeth Goodfriend, Anima Singh 20.3 Pennsylvania Teacher Certification Elisha Eumi Ann, Patrick Nelson Christmas, Whitney Sayuri Nekoba, Renata Peralta, Scott Wesley Storm, Ross Edward Weller 20.4 Fellowships The Susan P. Cobbs Fellowship to William Beck’ll. The Sarah Kaighn Cooper Scholarship to Aaron Schwartz ’09 The Hamah A. Leedom Fellowship to Mikio Akagi ’08, Joseph Baldwin ’08, and Wee Chua ’06. The Joshua Lippincott Fellowship to Matthew Davis ’01, Jason Lissy ’08, Sarah Nusser ’02, and Michael Pollack ’08 The John Lockwood Memorial Fellowship to Bernadette Baird-Zars ’06 The Thomas B. McCabe Jr. and Yvonne Motley McCabe Memorial Fellowship to Theodore Chan ’02, Randy Goldstein ’05, Emmanuelle Gounot ’04, Feng He ’03, Annaliesse Hyser ’02, Justin Kane ’02, David Pearce ’03, Wonjae Rhee ’04, Shiva Thiagarajan ’05, and Sheen Yen ’08 The Mellon Mays Undergraduate Fellowship to Lorenzo Ramirez ’10, Isabel Rivera ’10, Kaitlin Smith ’10, Aaron Sweeney ’10, Joel Tolliver ’10, and Abigail Weathers ’10 The Lucretia Mott Fellowship to Annis Burke ’08, Bella Liu ’07, Amy Retsinas ’01, Katherine Sydenham ’07, and Talia Weiner ’01 The J. Roland Pennock Undergraduate Fellowship in Public Affairs to Madeline Case ’09 and Li Chiao Yin ’09 The David G. Smith Internship in Health and Social Policy to Alison Flamm ’09 and Ben Young ’09. The Martha E. Tyson Fellowship to Katharine Davenport ’05, Youngmee Hahn ’05, and Sarah Jay ’01 The Hans Wallach Research Fellowship to Rachel Adler ’10 20.5 Awards and Prizes The Adams Prize in Econometrics to Jason U. H uh’08 The Stanley Adamson Prize in Chemistry to Jesse Handler ’09 The Jonathan Leigh Altman Summer Grant to Elizabeth Brown ’09, Adrian Davalos ’09, and Sebastian Moya ’09. The American Chemical Society Scholastic Achievement Award to Phuong Anh Nguyen ’08 The American Chemical Society Undergraduate Award in Analytical Chemistry to Sunjay Barton ’09 The American Chemical Society Undergraduate Award in Organic Chemistry to Madeleine Laupheimer ’10 The American Institute o f Chemists Student Honor Award to Benjamin Krasity ’08 and Yafeng Li ’08 The Solomon Asch Award in Psychology to Lisa Ann Benson ’08 and Mark Dlugash ’08 The Boyd Barnard Prize to Harrison Russin ’09 The James H. Batton '72 Award to Randall Keith Benjamin ’09 and Charmaine Giles ’10 The Paul H. Beik Prize in History to Benjamin Bradlow ’08 The Tim Berman Memorial Award to Brendan Grady ’08 The Black Alumni Prize to Romane Paul ’10 and Kylah Field ’09 The Black Cultural Center Leadership Award to Nicole Nfonoyim ’08 and Adele Marilyn Batonga-Ngassa ’08 The Brand Blanshard Prize in Philosophy to Vivaan Nehru ’09 The Sophie and William Bramson Prize to Shane Breitenstein ’08 The Daniel Walter Brenner Memorial Scholarship to Barry Zee ’08 The Heinrich W. Brinkmann Mathematics Prize to Adam Lizzi ’08 The Chemistry and Biochemistry Department Service Awards to Barry Zee ’08 and Douglas Gilchrist-Scott ’09 The Susan P. Cobbs Scholarship to Sarah Lannom ’09 The CRC Press Freshman Chemistry Achievement Award to Camilia Kamoun ’ 11 and Emilia Thurber ’11 The Alice L. Crossley Prize in Asian Studies to Elizabeth Bogal-Allbritten ’09 and Stephanie Lin Hsu ’08, honorable mention to Fletcher Coleman ’09 and Anson Stewart ’10 20 Awards and Distinctions The D eans' Awards to ’08 graduates Elisha Ann, Matthew Armstead, Marilyn BatongaNgassa, Katie Camillus, Sung Choi, Marissa Davis, Mark Dlugash, Alex Ginsberg, Seth Hara, Haley Loram, Dominic Lowell, Nicole Nfonoyim, Stephanie Nyombayire, Rory Sykes, Brandon Wolff The Robert Dunn Award to Matt Allen ’10 The Eastern Analytical Symposium Award (not awarded this year) The William C. Elmore Prize in Physics to Ethan Deyle ’08 and Benjamin Blonder ’08 The Lew Elverson Trophy to Ian McCormick ’08 The Robert Enders Field Research Award to Helen Chmura ’09, Andrew Hoot ’10, and Jacob Socolar ’11 The Robert Enders Memorial Scholarship to Margaret Leigh Perry ’08 The Flack Achievement Award to Aaron Schwartz ’09 and Lauren Stokes ’09 The Friedman Field Research Award (not awarded this year) The Dorothy D itter Gondos Award to Gregory Jehle ’08 (first prize), Rahul D’Silva ’08 and Alice Xiang ’10 (second prize) The Gonzalez- Vilaplana-Scott Prize fo r Outstanding Achievement in Chemistry to Phuong Anh Nguyen ’08, Benjamin Krasity ’08, and Yafeng Li ’08 The Hay-Urban Award in Religious Studies to Virginia Tice ’09 The John Russell Hayes Poetry Prizes to Michael Duffy ’11 and Nina Pelaez ’11 The Samuel Hayes III Research Grant to Ishan Irani’l l . The Eleanor Kay Hess Award to Anne Miller ’10 and Kathryn Riley ’10 The Philip M. Hicks Prize fo r Literary Criticism Essay to Christina Baik ’08, Rahul D’Silva ’08, and Sarah lift ’09 The History 091 Award to Eric Sweigard ’08 and Glenavin White ’08 The Jesse H. Holmes Prize in Religion to Josh Cohen ’09 and Paul Capobianco ’11 The Gladys Irish Award to Karen Berk ’08 The Ivy Award to Mark Dlugash ’08 The Chuck James Literary Prize (not awarded this year) The Naomi Kies Award to Marissa Davis ’08 and Stephanie Nyombayire ’08 The Kwink Trophy to Patrick Christmas ’08 The Olga Lamkert Memorial Fund Scholarship Award to Candice Nguyen ’l l The Lande Field Research Award to Daniel Vail ’l l and Daisy Yuhas ’09 The Lang Award to Wenxin Du ’08 The Leo M Leva Memorial Prize in Biology to Barry Zee ’08, Lucy McNamara ’08, Seth Donoughe ’08, Dahlia Perez ’08, Patricia Kelly ’08, and Margaret Leigh Perry ’08 The Linguistics Prize in Applications o f Theory to Susannah Gund ’08 and Katie TrevinoZimmerman ’08 The Linguistics Prize in Linguistic Theory to Rebecca Black ’08) The McCabe Engineering Award to Lauren Goodfriend ’08 The Norman Meinkoth Field Biology Award to Mollie Barnard ’10 and Keith Torrey ’09 The Norman Meinkoth Memorial Scholarship to Margaret Leigh Perry ’08 The Morris Monsky Prize in Mathematics to Rachael Mansbach ’ 11 and Paul Wiggins ’11 The Lois Morrell Poetry Award to Nicholas Forrest ’08 The Morrell-Potter Summer Stipend in Creative Writing to Krystyn Mcllraith ’09 and Robin Myers ’09 The A. Edward Newton Student Library Prizes to Jake Brunkard ’08 (first prize), Mark Kharas ’08 (second prize), and Trude Raizen ’08 (third prize) The Helen F. North Award (not awarded this year) The Oak L eafAward to Stephanie Nyombayire ’08 The May E. Parry Award to Katherine Gold ’08 The Drew Pearson Prize to Benjamin Bradlow ’08, Wren Elhai ’08, and Miles Skorpen ’09 The John W. Perdue Memorial Prize (not awarded this year) The William Plumer Potter Prizes in Fiction to Lauren Rile Smith ’08 (firstprize), Sarah Peterson ’09 (second prize), and Olatokunbo Adegboro ’09 (third prize) The Ernie Prudente Sportsmanship Award to Kristen Traband ’08 and Frank Mazzucco ’08 The Dinny Rath Award to Jennie Lewis ’08 The Rockefeller Brothers Fund Fellowships for Minority Students Entering the Teaching Profession to Kylah Field ’09. The Judith Polgar Ruchkin Prize to Rita Kamani ’08 The James H. Scheuer Environmental Fellowship to Rajesh Sean Thackurdeen ’00 The Somayyah Siddiqi '02 Economics Research Fellowship (not awarded this year) The Frank Solomon Jr. Student Art Prize to Amy DiBiase ’08, Eve Lampenfeld ’08, and Sophie Horowitz ’08. The Hally Jo Stein Memorial Award fo r Dance to Kathryn Speer ’08 and Hilary Tanabe ’08 The Karen Dvonch Steinmetz ’76 Memorial Prize to Elizabeth Richey ’07 and Aaron Schwartz ’09 The Jeanette Streit Rohatyn '46 “Baudelaire Award” (not awarded this year) The Peter Gram Swing Prize to Anne Searcy ’08 20 Awards and Distinctions The Melvin B. Troy Award to Hilary Tanabe ’08; Carmella Ollero ’09 (dance) and Bradley Gersh ’09 (music) The Vollmecke Service Award to Seth Hara ’08 and Anima Singh ’08 The Eugene Weber Memorial Fund Scholarship to Jeff Sloan ’09 The Jerome Wood Memorial Excellence and Leadership Award to Marissa Davis ’08 and Matthew Armstead ’08 21 Enrollment Statistics 21.1 Enrollment of Students by Classes (Fall 2007) Seniors Juniors Sophomores Freshmen Graduate students Special student TOTAL Men 179 185 174 175 713 0 3 716 Women 189 194 194 190 767 0 8 775 Total 368 379 368 365 1,480 0 11 1,491 Note: These counts include 80 students studying abroad. 21.2 Geographic Distribution of Students (Fall 2007) Alabama.................................7 Arizona...................................8 Arkansas.................................5 California............................ 137 Colorado.................................9 Connecticut..........................38 Delaware.............................. 19 District of Columbia............. 11 Florida..................................36 Georgia................................. 19 Guam...................................... 1 Hawaii.................................. 10 Idaho.......................................4 Illinois...................................33 Indiana....................................9 Iowa........................................5 Kansas........ ...........................4 Kentucky................................5 Louisiana................................7 Maine.................................... 13 Maryland..............................76 Massachusetts.......................82 Michigan.............................. 14 Minnesota............................. 16 Mississippi.............................. 1 Missouri................................10 Montana..................................4 Nebraska.................................2 Nevada....................................2 New Hampshire......................5 New Jersey......................... 149 New Mexico........................... 5 New York...........................218 North Carolina..................... 28 Ohio......................................34 Oklahoma............................... 5 Oregon................................. 19 Pennsylvania...................... 188 Puerto R ico............................ 1 Rhode Island.......................... 7 South Carolina....................... 6 Tennessee............................... 5 Texas.................................... 39 Utah........................................3 Vermont............................... 10 Virginia................................ 39 Washington..........................23 West Virginia......................... 2 Wisconsin............................. 10 Total United States........ 1,383 Bolivia.................................... 1 Brazil......................................2 Canada....... ........................... 3 Costa Rica..............................2 Denmark................................. 1 France..................................... 1 Germany................... 2 Ghana..................................... 5 Greece.................................... 1 Hong Kong............................6 Hungary................................. 1 India.......................................6 Jamaica.................................. 1 Japan......................................3 Latvia..................................... 1 Malaysia................................3 Mexico...................................3 Morocco................................. 1 Myanmar................................ 1 5 Nepal........... „........... Nigeria................................... 1 Norway.................................. 1 Pakistan.................................. 1 Palestine..... .................... 1 People's Republic of China ..13 Peru........................................3 Rwanda.................................. 1 South Africa.......................... 1 South Korea.........................24 Switzerland............................2 Trinidad and Tobago............. 1 Turkey....................................6 United Kingdom.................... 1 Venezuela..............................2 Vietnam................................. 1 Total from abroad........... 108 GRAND TOTAL............1.491 22 Courses of Instruction and Course Numbering System The semester course credit is the unit o f credit. One semester course credit is normally equivalent to 4 semester hours elsewhere. Seminars and colloquia are usually given for 2 semester course 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 first-year students or sophomores.) 100 to 199 Seminars for upper-class students and graduate students. The numbers for yearlong courses are joined by a hyphen (e.g., 001-002) and must be continued for the entire year. For introductory language yearlong courses, 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, but are subject to change. A better guide to course offerings in any particular semester is the schedule of courses available at the Registrar's website www.swarthmore.edu/Admin/registrar/. Footnote Key 1 Absent on leave, fall 2008. 2 Absent on leave, spring 2009. 3 Absent on leave, 2008-2009. 4 Absent on administrative leave, 2008-2009. 5 Fall 2008. 6 Spring 2009. 7 Affiliated faculty. 8 Ex-officio. 9 Campus coordinator, Swarthmore Program in Grenoble, fall 2008. 10 Campus coordinator, Swarthmore Program in Grenoble, spring 2009. 11 Program director, Swarthmore Program in Grenoble, fall 2008. 12 Program director, Swarthmore Program in Grenoble, spring 2009. Art SYDNEY L. CARPENTER, Professor of Studio Art and Chair* 3 MICHAEL W. COTHREN, Professor of Art History and Art History Coordinator RANDALL L. EXON, Professor of Studio Art, Acting Chair and Studio Art Coordinator CONSTANCE CAIN HUNGERFORD, Professor of Art History4 BRIAN A. MEUNIER, Professor of Studio Art PATRICIA L. REILLY, Associate Professor of Art History1 JANINE MILEAF, Assistant Professor of Art History TOMOKO SAKOMURA, Assistant Professor of Art History3 DOUG HERREN, Visiting Assistant Professor of Studio Art ADRIENNE BAYTON, Visiting Assistant Professor of Studio Art (part time) ELANA HAGLER, Visiting Assistant Professor of Studio Art (part time) JESSICA TODD HARPER, Visiting Assistant Professor o f Studio Art (part time) DANIEL A. HEYMAN, Visiting Assistant Professor o f Studio Art (part time)5 MARY PHELAN, Visiting Assistant Professor of Studio Art (part time)6 NIKKI A. GREENE, Visiting Instructor of Art History5 KATHRYN E. O’ROURKE, Visiting Instructor of Art History JUNE V. CIANFRANA, Administrative Assistant 1Absent on leave, fall 2008. 3 Absent on leave, 2008-2009. 4 Absent on administrative leave, 2008-2009. s Fall 2008. ‘ Spring 2008. • Why is having a keen visual intelligence so crucial to a rewarding life? • Why are museums one of the first places we go to understand the culture and history of a people? • What goes on between the eye, mind, and hand during the process of creating a work of art? Art is a place where history, religion, psychology, politics, and culture converge. The Art Department at Swarthmore offers two avenues of study: studio art and art history. In both, students are introduced to basic skills of visual analysis and expression and to the conceptual frameworks necessary for applying them across disciplines and professions. The artists and art historians at Swarthmore College consider visual intelligence to be fundamental to a liberal arts education. The department members believe that the ability to understand works of art—either through analysis or practice—is the key to a richer understanding of the human experience. The study of art is the most direct way of developing a better understanding and appreciation of the cultures and societies of our contemporary world, the visual phenomena found in it—both in nature and in society—and the historical record of human development. Artists have and continue to interpret their experiences, and art historians have and continue to interpret the objects made. Students learn and create in a department that is made up of a close-knit group of practitioners and art historians. This special environment allows the kind of one-on-one relationship to faculty and colleagues that enables students to gain the skills they need to succeed in their chosen paths. The proximity to Philadelphia, New York, and Washington; some of the most important collections of art in the United States; and a lively art scene puts Swarthmore in a unique position compared with other liberal arts colleges across the country. List Gallery. The List Gallery was established to enhance the art curriculum. Each year, the gallery mounts five or six exhibitions of both emerging and nationally known artists. 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, giving students access to a broad range of media and interpretation. Occasionally, the gallery presents historical exhibitions that offer art history students opportunities for direct observation and analysis. Located in the Eugene M. and Theresa Lang Performing Arts Center, the List Gallery’s 1,200-square-foot facility was made possible, in part, through generous gifts by Vera G. List and Eugene ’38 and Theresa Lang. The Phillip Bruno Fine Art Fund supports work with the permanent collection. The Aim Trimble Warren Exhibition Fund and the List Gallery Fund support List Gallery exhibitions. Donald Jay Gordon Visiting Artist; Heilman Artist. Each year, the Art Department invites distinguished artists to the College as the Maijorie Heilman Visiting Lecturer or the Art 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 nonmajors. Lee Frank Lecture: See section 2.4. Benjamin West Lecture: See section 2.4. Jonathan Leigh Altman Summer Grant: See section 2.4. Frank Solomon Jr. Student A rt Prize: See chapter 11. Requirements and Recommendations Prerequisites Most art history courses are offered without prerequisites. STUA 001 is the prerequisite for all studio arts courses, even for seniors. Students are advised that graduate work in art history requires a reading knowledge of at least German and French. The Art Department approves a credit for Advanced Placement, grade 5 in art history (on completion of an art history course in the department) and studio arts (with submission of a portfolio). Study Abroad The Art Department strongly encourages those with an interest in art and its history to consider incorporating foreign study—either during a summer or a regular academic term—into their Swarthmore program. Important examples 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 experience has shown, however, that art courses in most foreign study programs fall considerably below the academic standards of comparable courses at Swarthmore. Students who are interested in bettering their chances of gaining a full Swarthmore credit for a course taken in a foreign program are advised to meet with either the studio art coordinator and/or the art history coordinator, before leaving the campus. Note: Study abroad for junior studio art majors should occur before the spring semester o f the junior year. Study abroad for junior art history majors should take place in the fall of the junior year because the required Junior Workshop course is in the spring of the junior year. Course Major in Art History Art history majors are required to take ARTH 002 (Western Art), ARTH 003 (East Asian Art), ARTH 020 (Junior Workshop), one course in studio arts, and 6 elective credits in art history including at least one 2-credit seminar and courses or seminars in each of the four subject areas: (1) Ancient and Medieval, (2) Renaissance and Baroque, (3) European/American after 1800, and (4) Asian or non-Westem. The comprehensive requirement will consist of an examination given in the spring of the senior year. Course Minor in Art History The course minor in art history will consist of 5 credits in art history, 4 of which must be taken at Swarthmore. Course Major in Art The course major in art consists o f four courses in art history (including ARTH 002) and seven courses in studio arts (including courses in drawing, a three-dimensional medium, an advanced credit). The comprehensive consists of a senior exhibition and written artist statement prepared during the fall and spring of the senior year. Course Minor in Art Not offered. Majors and Minors in the Honors Program Students may formulate honors programs as either majors or minors, in either art history or art. For details, consult guidelines available in the department office. Art History ARTH 001C. First-Year Seminar: Making Art History Are works of art direct extensions, pure reflections, or unique expressions of an individual artist’s genius, fragile by implication and susceptible to destruction from overanalysis? Or are works of art (as well as the definition just offered) cultural artifacts produced under specific material and social conditions, and fully meaningful only under extended analysis? Must we choose? And are these questions themselves, and the talk they generate or suppress, yet another manifestation of the Western European and American commodification of art, its production, and its consumption? Such questions will underlie this introduction to the goals, methods, and history of art history. Focusing on works drawn from a variety of cultures and epochs, as well as on the art historical and critical attention those works have attracted, students will learn to describe, analyze, and interpret both images and their interpretations and to convey their own assessments in lucid writing and speaking. Writing course. 1 credit. Fall 2008. Cothren. ARTH 001D. First-Year Seminar: Architecture of Philadelphia Since its days hosting the Constitutional Convention in a mansion on the edge of town, Art to its current refashioning as a hip urban center of glassy condo towers, Philadelphia and its architecture have changed many times. This course examines the architectural and urban history of the city from the 17th century to the present. It considers the buildings and growth of Philadelphia in the context of the architecture of the United States as well as the forms, figures, and typologies unique to the city. We will explore the architectural implications of Philadelphia’s changing fortunes and status, considering the social, cultural, and historical forces that have shaped its development. Students will visit Philadelphia several times during the semester to complete looking and writing assignments. Writing course. 1 credit. Fall 2008. O’Rourke. ARTH 001E. First-Year Seminar: Michelangelo and Renaissance Culture In this discussion-based first-year seminar, we will study the sculptures, paintings, architecture, poetry, drawings, and biographies of the Renaissance artist Michelangelo. We will investigate these in light of Michelangelo’s patrons, audiences, and the larger cultural, political, and religious contexts in which these works were produced. We will also consider the ways in which these works have been analyzed over the centuries and how the biographies and myths of Michelangelo have been created and understood. In doing so, we will develop a critical understanding of the methods and terminology of the discipline of art history itself. Course projects include convening as a mock group of museum trustees to discuss whether the museum should purchase a sculpture that has recently been attributed to Michelangelo. Writing course. 1 credit. Spring 2009. Reilly. ARTH 001F. First-Year Seminar: Interpreting Picasso How should we understand the art of one o f the most significant artists of the 20th century? Although long embraced by the history of art, Picasso’s art still remains a challenge to its interpreters. This course looks at the sets of questions developed within the discipline of art history to understand this protean artist. Strategies addressed include formal analysis, biography, iconography, semiotics, social history, feminist critique, ethnography, and the history of exhibition and display. Emphasis will be placed on developing critical skills in oral and written formats. Writing course. 1 credit. Not offered 2008-2009. Mileaf. ARTH 001G. First-Year Seminar: The Art of Exhibition This first-year seminar examines the art exhibition as a vehicle for communication of aesthetic, political, social, and theoretical convictions. Recent critical debates surrounding such controversial exhibitions as Sensation (The Brooklyn Museum, 1997); Freestyle (Studio Museum in Harlem, 2001); and Mirroring Evil (The Jewish Museum, 2002) will be discussed as well as such historical case studies as the Impressionist exhibitions of the 1870s and 1880s, the Armory show of 1913, and First International Dada Fair held in Berlin in 1921. Along with an introduction to the vocabulary and methods of art analysis, students will explore art writing from the viewpoint of the critic and the curator. They will visit current exhibitions, meet with curators, write exhibition reviews, and design a virtual exhibition, complete with introduction, wall text, and object labels. Writing course. 1 credit. Not offered 2008-2009. Mileaf. ARTH 002. Western Art This course provides an introduction to Mediterranean and European art from prehistoric cave painting through the 19th century. We will consider a variety of media— from painting, sculpture, and architecture to ceramics, mosaic, metalwork, prints, and earthworks. The goal of this course is to provide a chronology of the major works in the Western tradition and to provide the vocabulary and methodologies necessary to analyze these works of art closely in light of the material, historical, religious, social, and cultural circumstances in which they were produced and received. We will give attention to the use and status of materials; the representation of social relations, gender, religion, and politics; the context in which works of art were used and displayed; and the critical response these works elicited. 1 credit. Each semester. Cothren or Reilly. ARTH 003. East Asian Art This course surveys the major artistic traditions of East Asia—China, Korea, and Japan—from prehistoric times to the 20th century. We will examine the uses and functions of select works of painting, sculpture, architecture, calligraphy, woodblock prints, and ceramics in their specific sociocultural and political contexts as well as the artistic vocabulary, formats, and tools unique to each medium. Particular focus will be Art given to the rich cultural exchange among the three countries, issues of gender and class, and the impact of religion, philosophy, and literature on the visual arts. Although generally presented in a chronological order, the course will take a thematic approach to better understand the similarities and differences of the East Asian artistic tradition. 1 credit Not offered 2008-2009. Sakomura. ARTH 005. Modern Art This course surveys European and American art from the late 18th century to the present. It introduces significant artists and art movements in their social, political, and theoretical contexts. Attention will also be given to interpretive strategies that have been used to write the history of this art. Issues to be considered include definitions of modernism and modernity, constructions of gender, the rise of urbanism and leisure, the independent art market, and questions of originality and representation. 1 credit. Fall 2008. Mileaf. ARTH 012. The Architecture of Frank Lloyd Wright Frank Lloyd Wright’s career straddled two centuries and changed the course of architecture. We will examine his buildings and writings, from the time of his association with Louis Sullivan to the design of the Guggenheim museum and consider Wright’s work in relation to the diverse currents of international modernism. Special attention will also be given to his houses and his influence on modem American domestic life. 1 credit. Spring 2009. O’Rourke. ARTH 013. Ancient Greek and Roman Art This chronological survey will begin with a glance at the art of the Aegean and conclude with a study of the art and architecture of late Imperial Rome. We will consider issues such as mythology in daily ritual; the religious, social, and political functions of sculpture; the use of architecture as propaganda; and the invention of the ideal warrior, athlete, and maiden. Writing course. 1 credit. Not offered 2008-2009. Reilly. ARTH 014. Early Medieval Art and Architecture In this introduction to European art and architecture 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 propaganda, and the efflorescence of monastic art under the Cluniacs and Cistercians. 1 credit. Spring 2009. Cothren. ARTH 019. Contemporary Art This course takes a focused look at European and American art from 1945 to the present, a period during which most conventional meanings and methods of art were challenged or rejected. Beginning with the brushstrokes of abstract expressionism and continuing through to the bitmaps of today’s digital art, we consider the changing status of artists, artworks, and institutions. Emphasis will be placed on critical understanding o f the theoretical and historical foundations for these shifts. 1 credit. Spring 2008. Mileaf. ARTH 020. Junior Workshop This foundation colloquium for art history majors will explore various approaches to the historical interpretation of the visual arts. Attention will be given to art historiography— both theory and practice—through the critical reading and analysis of some important foundation texts of the discipline as well as more recent writings that propose or challenge a variety of old and new analytic strategies. Central to the course will be the research and writing o f a paper interpreting a work of art or architecture available in the Philadelphia area, an exercise that will help majors develop a clearer sense of the sorts of questions that are central to their own interest in the historical study of visual culture. 1 credit. Spring 2009. Reilly. ARTH 021. African-American Art and Identity This course analyzes constructions of AfricanAmerican identity as related to visual works of art by and of African Americans, from early colonial America to the present. The course incorporates a variety of social and historical issues, media and disciplines, and students are encouraged to consider art and artists through an interdisciplinary lens. Music, film, and literary sources will be presented in lecture. There is a special focus on art and artists from the Philadelphia area. 1 credit. Fall 2008. Greene. Art ARTH 022. History of Latin American Architecture Beginning with the first Spanish settlements in the early 16th century, this course surveys the architecture of one of the most rich and diverse regions in the world. We will examine the ways that renaissance, baroque, neoclassical, and modernist architectural forms were transmitted to Latin America and transformed there by new societies. We will consider the roles of native artists and architects, and the place of religion and politics in shaping new forms and building types. The course will explore the distinctive characteristics of Latin American architecture and the considerable variety within the region. The formal, social, and environmental implications of the transformations of the region’s great cities, from Tenochtitlan to the colonial centers to the megacities of the 21st century, will also be considered. 1 credit Fall 2008. O’Rourke. ARTH 024. Architecture of Mexico City From the imperial capital of two cultures, to the pounding megalopolis of the 21st century, Mexico City has been one of the world’s great urban centers for nearly 700 years. Its many faces and extraordinary history are the subjects of this course. Our primary focus will be the urban and architectural development of the city from the Aztecs to today, but we will also consider how the capital has been viewed and represented by travelers, artists, and critics. The course will proceed in a generally chronological manner, but much like the way the ancient past and ultra-modem present touch in today’s Mexico City, we will also examine moments from different centuries next to one another to explore the continuities and chaos of urban experience and daily life. 1 credit. Spring 2009. O’Rourke. ARTH 025. Native American Art An overview of the arts of native peoples across the North American continent from the archaeological records of prehistory to the contemporary creations of painters and sculptors working within an international “art world.” Attention will be given to the theoretical, political, and methodological challenges inherent in the study of these indigenous arts and their interactions with other cultures and cultural viewpoints, past and present. Discussions will focus on issues of identity and ritual, artists and their audiences, archaeology and recovery, colonization and tourism. 1 credit. Not offered 2008-2009. Cothren. ARTH 032. Crafting Nature: The Art of Japanese Tea Culture This course explores the rich cultural practice of chanoyu, the “Japanese tea ceremony,” which emerged around the preparation of powdered green tea. We will examine the ritual, aesthetic, and institutional history of this practice from the 12th century to the present and consider the various cultural forms— painting, calligraphy, ceramics, architecture, garden design, religious ritual, performance, food preparation, and flower arrangement—that were integrated into and developed through chanoyu. Discussions will include the place of Zen Buddhism in the history of chanoyu, the role of chanoyu in Japanese aesthetic discourse and art collecting practices, and the impact of chanoyu on contemporary productions of architecture, lacquerware, metalware, and ceramics. We will also learn the craft of tea preparation and visit Shofuso, the Japanese House and Garden in Fairmount Park, Philadelphia. Writing course. 1 credit. Not offered 2008-2009. Sakomura. ARTH 033. Famous Places and Sacred Sites: The Art of Landscape in East Asia This course surveys the major traditions of landscape art in premodem East Asia. We will explore the ways in which places and spaces are transformed into famous places and sacred sites and consider the critical role played by visual representation in this process. Major topics include the relationship between landscape and power, cultural memory, literature, mythology, seasonality, travel, and literati culture. We will examine the functions of landscape art in various cultural, geographical, and temporal contexts of East Asia and consider the complex processes of cultural dissemination and adaptation by looking at the reception of Chinese landscape painting tradition in Korea and Japan. 1 credit. Not offered 2008-2009. Sakomura. ARTH 034. East Asian Calligraphy This course surveys the major calligraphic traditions of China, Korea, and Japan from 1200 B.C.E. to the present. In addition to analyzing the development and dissemination of calligraphic styles and the works of individual calligraphers, we will explore how calligraphy conveys meaning, how the history of calligraphy has been written, and how calligraphy has been used as a powerful tool for cultural and political commentary. 1 credit. Not offered 2008-2009. Sakomura. Art ARTH 039. Contemporary Japanese Visual Culture This course aims to familiarize students with the visual culture of contemporary Japan and its complex relationship to the traditional arts of Japan as well as to Western culture. Topics examined will include representations of gender, nature, tradition, history, nation, city and suburbia, tourism, food, commodity, and fashion. We will closely analyze and critique works in the print medium such as advertisements, graphic design, photography, magazines, and manga. We will also discuss examples and trends in Japanese product design and character design that have achieved global recognition, such as MUJI and Hello Kitty. 1 credit. Not offered 2008-2009. Sakomura. ARTH 042. Colloquium on Islamic Narrative Painting After a brief general introduction to the forms, foundations, and practices of Islamic art, we will explore the history and evolution of pictorial narrative traditions across the Islamic world, with special attention to 13th-century Baghdad and 16th-century Persia. 1 credit. Not offered 2008-2009. Cothren. ARTH 045. Gothic This course will examine the formation of “The Gothic” around 1140 and its development and codification in the Ile-de-France to the middle of the 13th century; monasteries, cathedrals, and chapels; neo-platonism and the new aesthetic; “court-style” and political ideology; structural technology and stylistic change; patronage and production; contextualizing liturgy and visualizing dogma. 1 credit. Not offered 2008-2009. Cothren. ARTH 051. Renaissance Art in Florence and Environs An introduction to painting, sculpture, drawings, prints, and architecture produced in Florence and its environs from the late 14th to the 16th century. We will consider a full range of issues related to the production and reception of these works, including the representation of individuals, the state, and religion. We will also examine the context in which these works were used and displayed, art and anatomy, art and gender, the critical responses these works elicited, and the theories of art developed by artists and nonartists alike. 1 credit. Not offered 2008-2009. Reilly. ARTH 056. Print Culture in Early Modern Europe This course examines the role o f printed images in the visual culture of early modem Europe. We will consider the ways in which prints actively shaped and reflected the larger social, religious, and political cultures of which they were part. Topics will include the technologies of printmaking, the relationship between printed images and texts, the reproductive versus original print, the markets for prints, and prints and the transmission of culture. 1 credit. Not offered 2008-2009. Reilly. ARTH 065. Modern Architecture A survey of modem architecture from the late 19th century to the present, this course will consider topics such as: the skyscraper, Expressionism, the International Style, Art Deco, and Post-Modernism. Our principle focus will be the buildings of Europe and the Americas, though we will also consider modernism in Asia and 20th century urban planning. Themes that will be explored throughout the course include the role of technology in shaping modem buildings, architecture’s relationship to social change, and architects’ understandings of nature and the environment. We will study the built and written work o f key figures including Sullivan, Wright, Gropius, Le Corbusier, Kahn, Venturi, and Scott Brown. 1 credit. Spring 2009. O’Rourke. ARTH 074. Studies in the History of Photography This course will consider the theoretical implications of the invention of photography by taking a focused look at select moments in the history of this medium. What is meant by “the photographic?” And how have practitioners of photography asserted and/or challenged such a concept? Essays by Walter Benjamin, Roland Barthes, Susan Sontag, Rosalind Krauss, Martha Rosier, and others will form a foundation for discussions about specific artists, movements, and techniques. The class is organized around group discussions and is driven by student contributions. 1 credit. Not offered 2008-2009. Mileaf. ARTH 076. The Body in Contemporary Art This course examines the use of the body as a subject and medium in art of the past few decades. While poking, prodding, fragmenting, and displaying the bodies of themselves and others, recent artists have called into question everything from conventional uses of the nude to the viewer’s own physical experience of art. Art Themes to be considered include the abject, health and sickness, performance, fetishism, masquerade, identity politics, and technology. This course will require careful reading of assigned texts, active participation in regular discussions, and frequent writing assignments. Prerequisite: ARTH 005 or permission of the instructor. 1 credit. Not offered 2008-2009. Mileaf. ARTH 077. Exhibiting the Modern This course surveys major exhibitions of modem art in Europe and America, along with questions about modernist exhibition strategy and practice. We will consider such watershed exhibitions as the Salon des refusés (Paris), the Armory Show (New York), the First International Dada Fair (Berlin), and the 0.10 Exhibition (Moscow) as well as such venues as the Museum of Modem Art, An American Place, Julian Levy Gallery, Art of This Century, and Leo Castelli Gallery. Prerequisite: ARTH 001,002, or 005. 1 credit. Spring 2009. Mileaf. ARTH 096. Directed Reading 1 credit. Staff. ARTH 180. Thesis A 2-credit thesis normally carried out in the fall of the senior year. The topic must be submitted and approved by the instructor in charge before the end of the junior year. 2 credits. Staff. Seminars Unless otherwise noted, the prerequisite for all seminars is two courses in art history. ARTH 136. Word and Image in Japanese Art This seminar explores the interrelationship between text and image in Japanese art from the Heian (794-1185) to the Edo (1615-1868) periods, with an emphasis on major traditions in the yamato-e (“Yamato” or Japanese painting) style. We will examine the ways in which select works of narrative tales and poetry are visualized and explore the complex and nuanced interactions of text, image, and calligraphy. The relation between artistic formats and conventions of pictorializing and inscribing text will be considered through a wide range of media, including handscrolls, album books, folding screens, poem sheets, woodblock prints, lacquerware boxes, textiles, and fans. Topics will include visual reception of literary classics and significance of court culture through the ages. We will strive to deepen our understanding of the function and meaning of objects in their respective sociocultural contexts. 2 credits. Not offered 2008-2009. Sakomura. ARTH 147. Visual Narrative in Medieval Art This seminar examines how and why tendentious stories are told in pictures during the European Middle Ages and the various ways art historians have sought to interpret their design and function. After introductory discussions on narratology, the class focuses on an intensive study of a few important and complex works of art that differ in date of production, geographic location, viewing context, artistic tradition, and medium. In past years, these have included the Bayeux Embroidery of ca. 1070, the stained-glass windows of the Parisian Sainte-Chapelle of ca. 1245, and Giotto’s frescos in the Arena Chapel in Padua of 1303-1305. 2 credits. Spring 2009. Cothren. ARTH 151. The Visual Culture of Renaissance Rome From the 14th to the 17th century, Rome was transformed from a “dilapidated and deserted” medieval town to a center of spiritual and worldly power. This seminar will consider the defining role that images played in that transformation. In addition to studying the painting, sculpture and architecture of artists such as Fra Angelico, Bramante, Raphael, and Michelangelo, we will study the creation and use of objects such as banners, furniture, and temporary festival decorations. Topics will include papal reconstruction of the urban landscape; the rebirth of classical culture, art and the liturgy, private devotion and public ritual, and the construction of the artist as genius. 2 credits. Not offered 2008-2009. Reilly. ARTH 164. Modern Art Current discussions from multiple theoretical perspectives of artists such as Courbet, Manet, Degas, Gauguin, Cezanne, Picasso, and Pollock and the issue o f “modernism” in 19th- and 20thcentury painting. 2 credits. Not offered 2008-2009. Hungerford. ARTH 166. Avant-Garde: History, Theory, Practice This seminar examines European and American avant-garde art from roughly 1850-1950. After theoretically and historically situating avantgardism as a concept, we will focus on such Art early 20th-century movements as cubism, futurism, constructivism, dada, and surrealism. We will also consider historical debates surrounding the significance and legitimacy of avant-garde practice and contemporary discussions regarding the relevance—or even possibility—of avant-gardism today. Of particular interest throughout the term will be artists’ engagements with politics, mass culture, and technology. 2 credits. Fall 2008. Mileaf. ARTH 168. Dada and Surrealism Signing a name, going into a trance, collecting dust, shopping in a flea market, dreaming, scribbling, and playing a game—all of these activities were investigated as methods of art production by artists associated with Dada and surrealism in the early decades of the 20th century. This seminar examines not only these new modes of making art but also the artists’ political, cultural, and theoretical reasons for developing them. By carefully reading primary and secondary texts, we consider the questions, aims, and desires of these revolutionary art movements as well as the methods of art history that have been conceived to address them. 2 credits. Not offered 2008-2009. Mileaf. Studio Arts STUA 001. Foundation Drawing This course is designed as an introduction to drawing as the basis for visual thinking and perception. The class will focus on concepts and practices surrounding the use of drawing as a visual language rather than as a preliminary or planning process. Whether students are interested in photography, painting, pottery, sculpture, installation or performance, the ability to design and compose visually is fundamental to their development. The course follows a sequence of studies that introduces students to basic drawing media and compositional elements while they also learn to see inventively. This course is a prerequisite for all other courses in studio art. 1 credit. Each semester. Bayton. STUA 001B. First-Year Seminar: Making Art This studio art experience is designed for firstyear artists in all media who have demonstrated through a portfolio presentation their knowledge of the elements of visual thinking, design, and composition. This course is similar in content to the foundation drawing class STUA 001. However, it will be more in depth, with more emphasis on individually designed studio and research projects. Portfolios of actual or photographed work must be submitted for evaluation dining the freshman advising week prior to the start of the fall semester. Contact the department for details. 1 credit. Fall 2008. Exon. STUA 005. Color Photography This class is an introduction to the art and craft of color photography using the tools that are most widely practiced by artists today. Students work toward a final project using either a film or digital camera, processing images in Photoshop and outputting them on a professional-grade ink-jet printer. Weekly critiques, photographer research projects, and at least one field trip to look at art make up the class. It is preferred, but not required, that students take STUA 006: Black and White Photography first. Prerequisite: STUA 001 or consent of instructor. 1 credit. Spring 2009. Harper. STUA 006. Black and White Photography This class introduces students to the traditional craft of silver wet dark-room photography. Though black-and-white images can be created digitally, enough visual and technical complexity remains in silver gelatin printing that many artists continue to work in this timehonored medium long after the “digital revolution.” Students use film cameras, film, and light-sensitive paper to create a final body of work. Weekly critiques, photographer research projects, and at least one field trip to look at art make up the class. Prerequisite: STUA 001 or consent of instructor. 1 credit. Fall 2008. Harper. STUA 007. Book Arts Introduction to the art of the book. Included will be an investigation into typesetting and printing, binding, wood engraving, and alternative forms of book construction and design. 1 credit. Spring 2009. Phelan. STUA 008. Painting Students will investigate the pictorial structure o f oil painting and the complex nature of color. A thorough study of texture, spacial Art conventions, light, and atmosphere will be included. 1 credit. Spring 2009. Staff. STUA 009. Life Sculpture Working from the perceptual observation and study of life forms, we will explore the principles and practice of life modeling in clay, the process of plaster casting, and the techniques of woodcarving. Students will explore this subject in a broad range of historical styles—from the study of human anatomy to the more contemporary use of various life forms as source material towards abstraction. The earlier projects are centered on the study of the human figure through portraiture. The later projects will encourage the explorations of other life forms, such as plants and animals. Two trips to local museums are scheduled as an integral part of the projects. 1 credit. Each semester. Meunier. STUA 010. Life Drawing Work in various media directed toward a clearer perception of the human form. The class is centered on drawing from the model and within this context. The elements of gesture, line, structure, and light are isolated for the purpose of study. 1 credit. Each semester. Hagler. STUA 011. Watercolor This course is a complete exploration of watersoluble media with an emphasis on transparent, gum arabic-based watercolor. Other materials and techniques will include ink wash, gouache, silk colors, collage, handmade 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. Occasional field trips to locales other than the campus will be offered. 1 credit. Offered occasionally. STUA 012. Figure Composition In this advanced course in painting and drawing the human form, emphasis will be given to the methods, thematic concepts, conventions, and techniques associated with multiple figure design and composition. Prerequisite: STUA 008 and/or STUA 010. Offered occasionally. STUA 014. Landscape Painting This course explores the vast array of interpretive approaches, and practical methods available to the artist interested in landscape painting. Each student will be introduced to methods and techniques that will be used in the field while painting directly from nature. Topics include atmospheric perspective, linear perspective, viewpoint, compositional structuring through shape and rhythm, and a thorough study o f light through changing effects of color and tonality. Excursions into the urban, suburban, and rural landscape of southeastern Pennsylvania will be scheduled weekly. Oil paints will be the central medium of the class. 1 credit. Fall 2008. Exon. STUA 015. The Potter’s Wheel This class focuses on a series of projects for the wheel that assist in development of ideas and technique. Most projects will involve the functional container, but the option to explore the wheel for nonfunctional form will also be available. Five assigned projects will be followed by the advanced series in which the student will propose and concentrate on a series of related objects for the remainder o f the semester. Critiques and in-class discussion are an important component of this experience. Students will be exposed to traditional and nontraditional solutions to the wheel-thrown container through slide lectures, videos, and a guest artist. For beginners and advanced students. 1 credit. Fall 2008. Herren. STUA 017. The Container as Architecture This clay class focuses on architecturally imagined forms and ornamentation using basic hand building processes of slab and coil construction. Surface treatments include slip and single fire solutions. Projects will explore free-standing compositions and tile relief. Large and moderately scaled, the projects will be complimented with videos, demonstrations and a guest artist TBA. Pre-requisite: STUA 001: Foundation Drawing preferred. 1 credit. Each semester. Herren. STUA 018. Printmaking This class is an introduction to various printing processes, which can include monoprints, linoprints, wood engraving, etchings, and typesetting. Students will learn technical approaches and investigate visual solutions using a format of serial imagery. Weekly class assignments will integrate drawing and design Art concepts and explore the range of materials available, using paper as a support. 1 credit. Fall 2008. Heyman. STUA 020. Advanced Studies 020A. Ceramics 020B. Drawing 020C. Painting 020D. Photography 020E. Sculpture 020F. Printmaking These courses are designed to usher the intermediate and advanced student into a more independent, intensive study in one or more of the fields listed earlier. A discussion of formal issues generated at previous levels will continue, with greater critical analysis brought to bear on stylistic and thematic direction. All students are expected to attend, throughout the semester, a given class in their chosen medium and must make sure at the time of registration that the two class sessions will fit into their schedules. In addition to class time, students will meet with the professor for individual conferences and critiques. This series of courses also serves as the Junior Workshop, a colloquium for junior studio art majors in the spring semester. Students will produce work within the classes offered as Advanced Studies. Regularly scheduled group and individual critiques with other junior majors and a faculty coordinator will occur throughout the semester, culminating in a group exhibition. Note: Although this course is for full credit, a student may petition the studio faculty for a 0.5credit semester. Prerequisites: STUA 001 and at least one previous course in the chosen medium. 1 credit. Each semester. Staff. STUA 025. Advanced Studies II Continuation of STUA 020 on a more advanced level. This series of courses also serves as the Junior Workshop, a colloquium for junior studio art majors in the spring semester. Students will produce work within the classes offered as Advanced Studies. Regularly scheduled group and individual critiques with other junior majors and a faculty coordinator will occur throughout the semester, culminating in a group exhibition. 025A. Ceramics 025B. Drawing 025C. Painting 025D. Photography 025E. Sculpture 025F. Printmaking Prerequisite: STUA 020. 1 credit. Each semester. Staff. STUA 030. Senior Workshop I This course is designed to strengthen critical, theoretical, and practical skills on an advanced level. Critiques by the resident faculty members and visiting artists as well as group critiques with all members o f 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 o f the thesis for the senior exhibition. This course is required of senior art majors. 1 credit. Fall 2008. Meunier. STUA 040. Senior Workshop II This course is designed to further strengthen critical, theoretical, and practical skills on a more advanced level. During the spring semester o f the senior art major, students will write their senior artist statement and mount an exhibition in the List Gallery of the Eugene M. and Theresa Lang 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. Gallery exhibitions are reserved for studio art majors who have passed the senior workshop and fulfilled all requirements, including the writing of the senior art major statement. 1 credit. Spring 2009. Meunier. Asian Studies Coordinator: HAILI KONG (Modem Languages and Literatures, Chinese) Anna Everetts (Administrative Assistant) Faculty: Alan Berkowitz (Modem Languages and Literatures, Chinese) Pallabi Chakravorty (Music and Dance) William O. Gardner (Modem Languages and Literatures, Japanese) K. David Harrison (Linguistics) Steven P. Hopkins (Religion) Hongyu Huang (Modem Languages and Literatures, Chinese) Gerald Levinson (Music) Lillian M. Li (History) Bakirathi Mani (English Literature) Jeanne Marecek (Psychology)1 Steven I. Piker (Sociology and Anthropology)**7 Tomoko Sakomura (Arty Tyrene White (Political Science) Thomas Whitman (Music) 1Absent on leave, fall 2008. 3 Absent on leave, 2008-2009. 7 Affiliated faculty (do not teach courses on Asia but are available for independent study projects). Asian Studies is an interdisiplinary program that introduces students to the history, cultures, and societies of Asia—including principally China, Japan, and India. Courses are offered in the departments of art, economics, English literature, history, linguistics, modem languages and literatures (Chinese and Japanese), music and dance, political science, religion, sociology and anthropology, and theater. Students may choose to major or minor in Asian Studies in either the Course Program or the Honors Program. Studying Asia and gaining experience in the Asian world are important to understanding the global intersections of peoples, cultures, technology, and business in today’s world. Today—as the Asian American community expands and diversifies, and as Asian cultural and technological influences have become part of American life—learning about Asia is not so exclusively about the “other,” but often about “self.” To study Asia, then, is to trace the diverse strands of Asian cultures that have originated in different regional, national, and local traditions, but which have now become increasingly intertwined with global life in the twenty-first century. L a n g u a g e S tu d y an d S tu d y A broad Students with majors in Asian studies are strongly encouraged to consider studying an Asian language and undertaking a period of study in Asia. Swarthmore currently offers Chinese and Japanese; other Asian languages may be studied at the University of Pennsylvania during the regular academic year, in summer-language programs, or abroad. For languages offered at Swarthmore, courses above the first-year 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 Studies Committee. The Asian studies faculty can recommend academically rigorous programs in several Asian countries. Study abroad is the ideal arena for intensive language study. Courses taken abroad may be applied toward the major, subject to the approval of the Asian studies coordinator. However, at least h a lfo f the credits in a student’s Asian studies major or minor should be earned at Swarthmore. Fellowship and Grant Opportunities The Alice L. Crossley Prize in Asian Studies is awarded annually to the student or students who submit the best essay(s) on any topic in Asian or Asian American studies. The Genevieve Ching-wen Lee '96 Memorial Fund supports an annual lecture in Asian American studies. This fund also supports an annual competition for summer research support for projects related to Asian Studies or Asian American Studies. The Penelope Mason '57 Memorial Fund fo r Asian Studies is available to support Asian Studies related projects annually. Requirements and Recommendations Course Major An Asian studies major is more demanding than a departmental major because the student must make connections among courses that differ Asian Studies widely in content and method. When considering applicants to the major, the Asian Studies Committee looks for evidence of intellectual flexibility and independence. To be accepted into the major, students must have completed at least two Asia-related courses in different departments and received grades of B or better. The major in Asian studies consists of a minimum of 10 credits, with requirements and distribution as follows: 1. Geographic breadth. Coursework concerning more than one of the regions of Asia (East, South, Southeast, Southwest, and Central). This requirement can be accomplished by taking at least two courses that are pan-Asian or comparative in scope or by taking at least one course on a country that is not the principal focus of a student’s program. 2. Disciplinary breadth. Courses must be taken in at least three different departments. 3. Core courses. At least 1 course must be taken from the following list: ARTH 003. East Asian Art CHIN 016. Substance, Shadow, and Spirit in Chinese Literature and Culture [LITR 016CH] CHIN 023. Modem Chinese Literature: A Novelistic Discourse [LITR 023CH] HIST 009A. Chinese Civilization HIST 009B. Modem China HIST 075. Modem Japan JPNS 017. Introduction to Japanese Culture: The Cosmology of Japanese Drama (LITR 017J) MUSI 008. Music of Asia POLS 055. China and the World RELG 008. Patterns of Asian Religions RELG 009. The Buddhist Tradition RELG 012 and 013. History, Religion, and Culture of India I and II 4. Intermediate and advanced work. A minimum of 5 credits must be completed at the intermediate or advanced level in at least two departments. 5. Asian-language study. Asian-language study is not required but is strongly recommended. Up to 4 credits of language study may be applied toward the major. For languages offered at Swarthmore (Chinese and Japanese), courses above the first-year level may count toward the major. For Asian languages not offered at Swarthmore, courses at the entry level may count toward the major if at least the equivalent of 1.5 credits is earned in an approved program. 6. Culminating exercise. Students in the Asian studies course major have a choice of culminating exercises. a. Thesis option. A 1- or 2-credit thesis, followed by an oral examination. The thesis must be supervised by a member of the Asian studies faculty. Students normally enroll for the thesis (ASIA 096) in the fall semester of the senior year. For more information about the thesis, see www.swarthmore.edu/Humanities/ asian/ or the sophomore paper guidelines. b. Qualifying papers option. Students revise and expand two papers they have written for Asian studies courses in consultation with Asian studies faculty members. c. Honors seminar option. Students take a 2credit honors seminar in an Asian studies topic in either their junior or senior year. {Note: A two-course combination or a course plus attachment will not satisfy this requirement.) 7. Grade-point average requirement. A student must have at least a C average in the course major. Course Minor Students will be admitted to the minor after having completed at least two Asian studies courses in different departments with grades of B or better. The Asian studies minor in course consists of five courses, distributed as follows: 1. Geographic breadth. Coursework must cover more than one region of Asia. This can be accomplished by taking at least two courses that are pan-Asian or comparative in scope or by taking at least one full course on a country that is not the principal focus of a student’s program. 2. Disciplinary breadth. Asia-related courses must be taken in at least two departments outside of the disciplinary major. Only one course may overlap the Asian studies minor and the disciplinary major. 3. Core course. Students are required to include at least one course from the list of core courses (see earlier). 4. Intermediate or advanced work At least 2 credits of work must be completed at the intermediate or advanced level. 5. Asian-language study. Asian-language study is not required, but courses in Asian languages may count toward the course minor. Up to 2 credits of language study may be applied toward the minor. For languages offered at Swarthmore (Chinese and Japanese), courses above the first-year level may count toward the minor. For Asian languages not offered at Swarthmore, courses at the entry level may count toward the minor if at least the equivalent o f 1.5 credits is earned in an approved program. 6. Grade-point average requirement. A student must have at least a C average in the minor. Honors Major To be admitted to the honors major, students should have completed at least two Asian Asian Studies studies courses in different departments with grades of B+ or better. The honors major in Asian studies consists o f a minimum of 10 credits (including four honors preparations). The four preparations in an Honors Program must be drawn from at least two different disciplines. 1. Geographic and disciplinary breadth requirements. These are the same as those for the course major (see earlier). 2. Core courses. Students are required to include at least one course from the list of core courses (see earlier). 3. Asian studies as an interdisciplinary major. All four fields presented for external examination must be Asian studies subjects. The four preparations in an Honors Program must be drawn from at least two different disciplines. 4. Honors minor. An Asian studies honors major need not declare a minor in another field. However, a student may designate one of his or her preparations as an honors minor. In that case, the student must fulfill all the requirements set by the relevant department or program for the honors minor. 5. Senior honors study (SHS) fo r majors. Asian studies does not have a Senior Honors Study (SHS) requirement. Nonetheless, honors majors must fulfill the requirements for the minor (which may include an SHS) established by each department in which an honors preparation is done. 6. Grade-point average requirement. A student must earn at least a B+ in all offerings applied to the honors major. Careful advance planning is essential to make certain that the prerequisites and requirements established by separate departments and programs have been met. With the advance approval of the Asian studies coordinator, coursework or research done in study abroad may be incorporated into the student’s program. Honors Minor To be admitted to the honors minor, students should have completed at least two Asian studies courses in different departments with a grade of B+ or above. An honors minor in Asian studies consists of a minimum of 5 credits, distributed as follows: 1. Geographic breadth. There are two tracks within the minor. a. Comparative Asian cultures. The selection of courses and the honors preparation should offer a comparative perspective on the traditional or modem cultures of Asia. Individual programs should be worked out in close consultation with the Asian studies coordinator. (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. One or 2 credits of language study may be included. 2. Disciplinary breadth. Asia-related courses must be taken in at least two departments outside of the disciplinary honors major. Only one course may overlap die honors minor and the disciplinary honors major. 3. Core course. Normally at least one o f the five courses should be a core course (see earlier). 4. Asian-language study. Asian-language study is not required, but courses in Asian languages may count toward the honors minor. For languages offered at Swarthmore (Chinese and Japanese), courses above the second-year level, but no more than 2 credits, count toward the minor. For Asian languages not offered at Swarthmore, courses at the entry level may be counted if the equivalent of 1.5 credits is earned in an approved program. 5. Honors preparation. One preparation, normally a 2-credit seminar, will be submitted for external examination. 6. SHS fo r minors. The student will fulfill the requirements set for honors minors by the department offering the honors preparation. 7. Grade-point average requirement. A student must have at least a B+ in all courses applied to the honors minor. Courses (See descriptions in individual departments to determine offeringsfo r each semester.) Art (Art History) ARTH 001H. The Art o f Japanese Tea Ceremony ARTH 003. East Asian Art ARTH 031. Traditional Japan ARTH 032. The Art of Japanese Tea Ceremony ARTH 033. The Art of Landscape in East Asia ARTH 034. East Asian Calligraphy ARTH 036. Word and Image in Japanese Art ARTH 039. Contemporary Japanese Visual Culture ARTH 136. Word and Image in Japanese Art Asian Studies ASIA 093. Directed Reading 1 credit. Staff. ASIA 096. Thesis 1 credit. Staff. Asian Studies ASIA 180. Thesis 2 credits. 'Staff. Chinese CHIN 003B. Second-Year Mandarin Chinese (fell) CHIN 004B. Second-Year Mandarin Chinese (spring) CHIN 011. Third-Year Mandarin Chinese (fall) CHIN Oil A. Third-Year Mandarin Chinese Conversation CHIN 012. Advanced Mandarin Chinese (spring) CHIN 012A. Advanced Mandarin Chinese Conversation CHIN 015. Gentry Women, Courtesans, and Nuns: Writing Women in Later Imperial China (1500-1900) CHIN 016. Substance, Shadow, and Spirit in Chinese Literature and Culture (Cross-listed as LITR016CH) CHIN 017. Legacy of Chinese Narrative Literature: The Story in Dynastic China (Cross-listed as LITR 017CH) CHIN 018. The Classical Tradition in Chinese Literature (Cross-listed as LITR 018CH) CHIN 019: FIRST-YEAR SEMINAR: Singular Lives and Cultural Paradigms in Early and Imperial China CHIN 020. Readings in Modem Chinese CHIN 021. Topics in Modem Chinese CHIN 023. Modem Chinese Literature (Crosslisted as LITR 023CH) CHIN 025. Contemporary Chinese Fiction: Mirror of Social Change (Cross-listed as LITR 025CH) CHIN 027. Women Writers in 20th-Century China (Cross-listed as LITR 027CH) CHIN 033. Introduction to Classical Chinese (Cross-listed as LING 033) CHIN 035. Readings in Classical Chinese (Cross-listed as LING 035) CHIN 055. Contemporary Chinese Cinema (Cross-listed as LITR 055CH) CHIN 056. History of Chinese Cinema (19051995) (Cross-listed as LITR 055CH) CHIN 063. Comparative Perspectives: China in the Ancient World (Cross-listed as LITR 063CH) CHIN 066. Chinese Poetry (Cross-listed as LITR 066CH) CHIN 071. Invaded Ideology and Translated Modernity (Cross-listed as LITR 07ICH) CHIN 081. Transcending the Mundane: Taoism in Chinese Literature and Culture (Crosslisted as LITR 08 ICH) CHIN 091. Special Topics in Chinese Literature and Culture in Translation (Cross-listed as LITR 091CH) CHIN 092. Special Topics in Chinese Literature and Culture in Chinese CHIN 093. Directed Reading CHIN 103. Lu Xun and 20th-Century Chinese Literature CHIN 105. Topics in Traditional Chinese Literature CHIN 108. The Remaking of Cinematic China: Zhang Yimou, Wong Kar-wai, and Ang Lee CHIN 109. Daoism Economics ECON 081. Economic Development * ECON 181. Economic Development + English Literature ENGL 065. Introduction to Asian American Literature ENGL 075. South Asians in America: Literature, Culture, Politics ENGL 077. South Asians of Asian America History HIST 009A. Chinese Civilization HIST 009B. Modem China HIST 074. Women, Family, and the State in China HIST 075. Modem Japan HIST 077. Orientalism East and West HIST 078. Beijing and Shanghai: Tale of Two Cities HIST 144. State and Society in China, 17502000 Japanese JPNS 003B. Second-Year Japanese (fall) JPNS 004B. Second-Year Japanese (spring) JPNS 005A. Japanese Conversation JPNS 012. Third-Year Japanese (fall) JPNS 013. Third-Year Japanese (spring) JPNS 017. Introduction to Japanese Culture: The Cosmology of Japanese Drama (Crosslisted as LITR 017J) JPNS 018. Topics in Japanese Literary and Visual Culture (Cross-listed as LITR 018J) JPNS 021. Modem Japanese Literature (Crosslisted as LITR 021J) JPNS 024. Japanese Film and Animation (Cross-listed as LITR 024J) JPNS 041. Fantastic Spaces in Modem Japanese Literature (Cross-listed as LITR 041J) JPNS 045. Buddhism, Women, and Representation in Japan Asian Studies JPNS 074. Japanese Popular Culture and Contemporary Media (Cross-listed as LITR 074J) JPNS 083. War and Postwar in Japanese Culture (Cross-listed as LITR 083J) Music and Dance DANC 005. Patterns of Asian Dance and Music (Cross-listed as MUSI 005) DANC 021. History of Dance: Africa and Asia DANC 028. Classical Indian Dance DANC 046. Dance Technique: Kathak DANC 049. Performance Kathak MUSI 008. The Music of Asia MUSI 049A. Performance: Balinese Gamelan Political Science POLS 055. China and the World POLS 056. Patterns of Asian Development POLS 064. American-East Asian Relations * POLS 073. Comparative Politics: Advanced Topics in Chinese Politics POLS 108. Comparative Politics: East Asia Religion RELG 008. Patterns of Asian Religions RELG 009. The Buddhist Traditions of Asia RELG 012.The History, Religion and Culture of India I RELG 013. The History, Religion, and Culture of India II RELG 030B. The Power o f Images: Icons and Iconoclasts * RELG 03 IB. Religion and Literature: From the Song of Songs to the Hindu Saints * RELG 108. Poets, Saints, and Storytellers: Religious Literatures of South Asia Sociology and Anthropology SOAN 040E. Gross National Cool: Japan and America and Cultural Powers in a Global Age SOAN 040F. Japan and Globalization SOAN 093. Independent Study (History and Cultures of Southeast Asia) SOAN 125. Nationalism and Citizenship (in an Age of Transnationalism and Multiculturalism) Theater THEA 015. Performance Theory and Practice* * Cognate course. Counts toward Asian studies if all papers and projects are focused on Asian topics. No more than two may be applied to the course or honors major. No more than 1 credit may be applied to the honors minor. + Cognate seminar. No more than 1 credit may be applied toward the honors major. It does not count toward an honors minor. Biology SCOTT F. GILBERT, Professor IJOHN B. JENKINS, Professor RACHEL A. MERZ, Professor ¡KATHLEEN K. SIWICKI, Professor1 AMY CHENG VOLLMER, Professor SARA HIEBERT BURCH, Associate Professor and Chair JOSE LUIS MACHADO, Associate Professor1 COLIN PURRINGTON, Associate Professor ELIZABETH A. VALLEN, Associate Professor JULIE HAGELIN, Assistant Professor NICHOLAS KAPLINSKY, Assistant Professor1 TATIANA BIBIKOVA, Visiting Assistant Professor M. JADE ZEE, Visiting Assistant Professor WILLIAM GRESH JR., Laboratory Instructor PHILIP KUDISH, Academic Coordinator/Laboratory Instructor/Science Associate Coordinator JOCELYNE MATTEI-NOVERAL, Laboratory Instructor ALEIA McCORD, Laboratory Instructor ERIN SCHLAG, Laboratory Instructor DIANE FRITZ, Administrative Coordinator 1Absent on leave, 2008-2009. Students are introduced to biology by enrolling in BIOL 001 and 002, which serve as prerequisites for all intermediate and advanced biology courses. Intermediate courses are numbered 010 to 040. Courses numbered beyond 100 are advanced and may be used to prepare for the Honors Program. Advanced Placement (AP) 5 is accepted for placement in some intermediate courses. See individual instructors for permission. 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 biology courses) and a C average in all Swarthmore College courses in the natural sciences. The biology major must include the following supporting subjects in addition to the minimum of 8 biology credits composing either the honors or the course major: Introductory Chemistry, at least one semester of Organic Chemistry, and two semesters of college mathematics (not STAT 001 or MATH 003) or the completion of Calculus II (MATH 023 or 025). One semester of statistics (STAT 011) is strongly recommended. Students majoring in biology must take BIOL 001 and 002 (or AP equivalent) and at least one course or seminar in each of the following three groups: Group I: Cellular and Molecular Biology, Group II: Organismal Biology, and Group III: Population Biology. Only one course numbered 003 to 009 is allowed to count toward the 8-credit minimum. Course majors must take at least one advanced course or seminar in biology (numbered 110-139) and satisfy the general college requirement of a comprehensive experience and examination in biology by participation in BIOL 097: Themes in Biology. Students who wish to minor in biology must take 6 credits, at least 4 o f which are to be taken at Swarthmore. The grade requirement to enter the minor is the same as for the biology course major. BIOL 001 and 002 are required. There are no requirements for chemistry, math, or physics and no distribution requirement within the department. Only one course numbered BIOL 003 to 009 is allowed and only one course in either BIOL 093 or 094. CHEM 038: Biological Chemistry may be counted as 1 of the 6 biology credits. Special majors in biochemistry, psychobiology, and environmental science are also offered. Additional information about these special majors can be found on the Biology Department Web site at www.swarthmore.edu/NatSci/Biology. We offer teacher certification in biology through a program approved by the state of Pennsylvania. For further information about the relevant set of requirements, contact the Educational Studies Department chair, the Biology Department chair, or the Educational Studies Department Web site at www.swarthmore.edu/educationalstudies.xml. Honors Program 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 completion of prerequisites for the courses or seminars used in preparation for honors examinations. Qualified students will prepare for two external examinations from the following areas: animal physiology, behavioral ecology, biomechanics, Biology cell biology, developmental genetics, human genetics, microbiology, neurobiology, plant physiology, plant defense, 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. Biology course numbers reflect study at different levels of organization—General Studies (001-009), intermediate courses in Cellular and Molecular Biology (010-019), Organismal Biology (020-029), Population Biology (030-039), Seminars in Cellular and Molecular Biology (110-119), Seminars in Organismal Biology (120-129), and Seminars in Population Biology (130-139). Courses General Studies BIOL 001. Cellular and Molecular Biology An introduction to the study o f living systems illustrated by examples drawn from cell biology, biochemistry, genetics, microbiology, neurobiology, and developmental biology. One laboratory period per week. Natural sciences and engineering practicum. Writing course. 1 credit. Fall 2008. Staff. BIOL 002. Organismal and Population Biology Introduction to the study o f organisms emphasizing morphology, physiology, behavior, ecology, and evolution of whole organisms and populations. One laboratory per week. Natural sciences and engineering practicum. Writing course. 1 credit. Spring 2009. Staff. BIOL 003B. First-Year Seminar: Animal Communication - from Insects to Human Language How do forms of communication used by animals differ from human language? We will investigate vocal, visual, chemical and electrical forms of communication in various animals with the goal of identifying possible precursors of human speech. We will draw from the literature of neurobiology, behavior, and evolutionary biology to outline some essential characteristics of communication systems, look at their behavioral functions, and examine how human language is similar to and different from signals animals use. 1 credit. Fall 2008. Zee. BIOL 003C. First-Year Seminar: The Human Genome Project What can the DNA sequence of the human genome tell us about ourselves? Most behavioral traits and disease susceptibilities seem to be the result of interactions amongst multiple genes and the environment. While this complexity is frequently glossed over by the popular press, understanding it is critical for an understanding of how our DNA affects our lives. We will discuss scientific and popular articles to address how genetic information is collected, analyzed, assessed and disseminated. 1 credit. Not offered 2008-2009. Vallen. BIOL 006. History and Critique of Biology 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 2008-2009. Gilbert. Group I: Cellular and Molecular Biology (010-019) BIOL 010. Genetics This introduction to genetic analysis and molecular genetics explores basic principles 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 o f gene activity. Major concepts will be illustrated using human and nonhuman examples. One laboratory period per week. Prerequisite: BIOL 001 or permission of the instructor. Natural sciences and engineering practicum. 1 credit. Fall 2008. Jenkins. BIOL 014. Cell Biology A study of the ultrastructure, molecular interactions, and function of cell components, focusing primarily on eukaryotic cells. Topics include protein and membrane structure, organelle function and maintenance, and the role of the cytoskeleton. One laboratory period per week. Biology Prerequisites: BIOL 001 and previous or concurrent enrollment in CHEM 022 or permission of the instructor. Natural sciences and engineering practicum. 1credit Spring 2009. Bibikova. BIOL 016. Microbiology This study of the biology of microorganisms will emphasize aspects unique to prokaryotes. Topics include microbial cell structure, metabolism, physiology, genetics, and ecology. Laboratory exercises include techniques for detecting, isolating, cultivating, quantifying, and identifying bacteria. Students may not take both BIOL 016 and 017 for credit. One laboratory period per week. Prerequisites: CHEM 022; Biology 001 and 002 or by permission of the instructor. Natural sciences and engineering practicum. 1credit. Spring 2009. Vollmer. BIOL 017. Microbial Pathogenesis and the Immune Response A study of bacterial and viral infectious agents and of the humoral and cellular mechanisms by which vertebrates respond to them. Laboratory exercises include techniques for detecting, isolating, cultivating, quantifying, and identifying bacteria. Students may not take both BIOL 016 and 017 for credit. One laboratory period per week. Prerequisites: CHEM 022; BIOL 001 and 002 or by permission of the instructor. Natural sciences and engineering practicum. 1credit. Next offered spring 2012. Vollmer. Group II; Organismal Biology (020-029) BIOL 020. Animal Physiology An examination of the principles and mechanisms of animal physiology, ranging fromthe subcellular to the integrated whole animal in its environment. Possible topics include metabolism, thermoregulation, endocrine regulation, nutrient processing, and muscle physiology. Prerequisites: BIOL 001 and 002. CHEM 010 is recommended. Natural sciences and engineering practicum. 1credit. Fall 2008. Hiebert Burch. BIOL 022. Neurobiology Acomprehensive study of the basic principles ofneuroscience, ranging from the electrical and chemical signaling properties of neurons and Hieirunderlying cellular and molecular mechanisms to the functional organization of selected neural systems. One laboratory period per week. Prerequisites: BIOL 001 and CHEM 010. Natural sciences and engineering practicum. 1 credit. Spring 2009. Zee. BIOL 024. Developmental Biology This analysis of animal development will combine descriptive, experimental, and evolutionary approaches. Laboratories will involve dissection and manipulation of invertebrate and vertebrate embryos. One laboratory period per week. Prerequisites: BIOL 001 and 002. Natural sciences and engineering practicum. 1 credit. Spring 2009. Gilbert. BIOL 025. Plant Biology This course is an exploration of the diverse field o f plant biology. Topics will include growth and development, reproduction, genetics and genome biology, evolution and diversity, physiology, responses to pathogens and environmental stimuli, domestication, agriculture, and applications of plant genetic modification. Laboratories will introduce organismal, cellular, molecular, and genetic approaches to understanding plant biology. One laboratory period per week. Prerequisites: BIOL 001 and 002. Natural sciences and engineering practicum. 1 credit. Not offered 2008-2009. BIOL 026. Invertebrate Biology The evolution, morphology, ecology, and physiology of invertebrate animals. One laboratory period per week; some all-day field trips. Prerequisites: BIOL 001 and 002. Natural sciences and engineering practicum. 1 credit. Not offered 2008-2009. BIOL 027. The Lives of Plants What are the fundamental features of plants? What are the physiological processes that allow plants to survive in the ever-changing environment? How has evolution shaped plant form and function? The answers to these and similar questions from the basis of our understanding of plant life. This course will explore these topics through an integrated presentation o f systematics, physiology, and molecular biology of plants. One laboratory period per week. Biology Prerequisites: BIOL 001 and 002. Natural sciences and engineering practicum. 1 credit. Fall 2008. Bibikova. Group III: Population Biology (030-039) BIOL 030. Animal Behavior An exploration of principles and mechanisms of animal behavior using an evolutionary approach, ranging from neurons and development of individuals to groups interacting in their natural environment. Possible topics include: how genes and environment affect behavior, antipredator behavior, migration, mating systems, parental care, human behavior. One laboratory per week emphasizes observation of live animals in field and at zoo; one all-day field trip possible. Three to 6 hours of fieldwork per week. Prerequisite: BIOL 002. Natural sciences and engineering practicum. 1 credit. Fall 2008. Hagelin. BIOL 034. Evolution This course focuses on how and why populations change over time. Other topics, such as evolutionary rates, speciation, phylogeography, and extinction provide a broader view of evolutionary processes. One laboratory period or field trip per week. Prerequisites: BIOL 001 and 002. Natural sciences and engineering practicum. Fall 2008. Purrington. BIOL 036. Ecology The goal of ecology is to explain the distribution and abundance of organisms in nature through an understanding of how they interact with their abiotic and biotic environments. Students will gain ecological literacy and practice by studying processes that operate within and between hierarchical levels or organization such as individuals, populations, communities, and ecosystems. All this knowledge will be applied to understand the current global changes occurring in nature as a result of human activities. Three to 6 hours of laboratory and/or fieldwork in the Crum Woods per week, in addition to at least one field trip per semester. Prerequisites: BIOL 002 or permission of the instructor. Natural sciences and engineering practicum. 1 credit. Next offered Fall 2009. Machado. BIOL 038. Paleobiology Introduction to the fossil record and the techniques and theories used by paleontologists. Current issues in paleontology will also be examined. One laboratory period or field trip per week Prerequisites: BIOL 001 and 002. Natural sciences and engineering practicum. 1 credit. Not offered 2008—2009. Merz. BIOL 039. Marine Biology Ecology of oceans and estuaries, including discussions of physiological, structural, and behavioral adaptations of marine organisms. One laboratory per week; several all-day field trips. Prerequisites: BIOL 001 and 002. Natural sciences and engineering practicum. 1 credit. Fall 2008. Merz. Independent Studies BIOL 093. Directed Reading A program of literature study in a designated area o f biology not usually covered by regular courses or seminars and overseen by a biology faculty member. 0.5 or 1 credit. Fall or spring semester. Staff. BIOL 094. Research Project Qualified students may pursue a research program for course credit with the permission of the department. The student will present a written report to the biology faculty member supervising the work. 0.5 or 1 credit. Fall or spring semester. Staff. BIOL 094A. Research Project: Departmental Evaluation Students carrying out a BIOL 094 research project will present a written and oral report on the project to the Biology Department. 0.5 credit. Fall or spring semester. Staff. BIOL 180. Honors Research Independent research in preparation for an honors research thesis. Fall or spring semester. Staff. Senior Comprehensive Examination BIOL 095 and 097 are not part of the 8-credit minimum in biology. Biology BIOL 095. Senior Project With the permission of the department, a student may write a senior paper in biology to satisfy the requirement of a comprehensive examination for graduation. BIOL 097. Themes in Biology Invited scientists present lectures and lead discussions on a selected topic that can be engaged from different subdisciplines within biology. Serves as the senior comprehensive and examination; it is required of all biology majors in course. Fall 2008. Staff. Honors Study BIOL 199 is not part of the 8-credit minimum in biology. BIOL 199. Senior Honors Study An interactive, integrative program that allows honors students to finalize their research thesis spring semester. Spring 2009. Staff. Seminars BIOL 110. Human Genetics In this exploration of the human genome, the topics to be discussed will include patterns of human inheritance; classical and molecular strategies for mapping and isolating genes; the metabolic basis of inherited disease; the genetic basis of cancer; developmental genetics; complex-trait analysis; the genetic basis of human behavior; and ethical, legal, and social issues in human genetics. Attendance at medical genetics rounds and seminars at the University of Pennsylvania School of Medicine is required. Prerequisite: BIOL 010 or permission of the instructor. Natural sciences and engineering practicum. 2 credits. Spring 2009. Jenkins. BIOL 111. Developmental Genetics This year’s topic will focus on ecological developmental biology: how development is constrained and managed by environmental influences. Topics include phenotypic plasticity, polyphenisms, developmental symbioses, endocrine disruption, and the possible ways that such plasticity can generate evolutionarily novel structures. The laboratory will use molecular techniques to look at gene expression in the developing turtle shell. One laboratory per week. Prerequisites: BIOL 024 or permission of the instructor. Natural sciences and engineering practicum. 2 credits. Fall 2008. Gilbert. BIOL 114. Cell Regulation This seminar will focus on the molecular basis of plant-microbe, animal-microbe, and possibly microbe-microbe symbioses. In addition to studying specific systems, common themes and pathways will be analyzed and discussed (nutrient exchange, suppression of the immune response, specificity of host-symbiont recognition, etc.). Readings will be primarily from the research literature. Laboratory projects will use molecular techniques and likely focus on the sea anemone Aiptasia and its symbiotic, photosynthetic dinoflagellate, Symbiodinium. One laboratory per week. Prerequisites: CHEM 010, CHEM 022, and any Group I or Group II biology course. Natural sciences and engineering practicum. 2 credits. Fall 2008. Vallen. BIOL 115. Plant Molecular Genetics This seminar will focus on plant biotechnology. The course will investigate the technological approaches that plant scientists are using to address environmental, agricultural, and health issues. Topics will include biofuels, nutritional engineering, engineering disease and stress resistance, bioremediation, and the production of pharmaceuticals in plants. This course consists of one discussion and one laboratory per week. Laboratory projects will include independent and ongoing research. One laboratory per week. Prerequisites: BIOL 001,002, and 025 or permission of instructor. Natural sciences and engineering practicum. 2 credits. Not offered 2008-2009. BIOL 116. Microbial Processes and Biotechnology A study of microbial mechanisms regulating metabolism and gene expression in response to natural and experimental stressors. Technical and ethical applications of these concepts in biotechnology will be addressed. Independent laboratory projects. Prerequisite: BIOL 016 or 017 or permission of the instructor. Natural sciences and engineering practicum. Writing course. 2 credits. Fall 2008. Vollmer. Biology BIOL 123. Learning and Memory Neural systems and cellular processes involved in different types of learning and memory are studied through reading and discussion of research literature. Independent laboratory projects. Prerequisite: BIOL 022 or permission of the instructor. Natural sciences and engineering practicum. 2 credits. Not offered 2008-2009. BIOL 124. Hormones and Behavior This course will focus on endocrine regulation of animal behaviors, including reproduction, aggression, stress, sickness, parental care, and seasonality, with an emphasis on critical reading of primary literature. Independent laboratory projects. Prerequisites: BIOL 001 and 002 or the equivalent and one of the following: BIOL 020, 022, or permission of the instructor. Natural sciences and engineering practicum. 2 credits. Spring 2009. Hiebert Burch. BIOL 126. Biomechanics Basic principles of solid and fluid mechanics will be explored as they apply to the morphology, ecology, and evolution of plants and animals. Prerequisites: BIOL 001 and 002 or the equivalent and one other Group II or Group III biology course. Natural sciences and engineering practicum. 2 credits. Spring 2009. Merz. BIOL 130. Behavioral Ecology The study of behavior as an evolutionary adaptation to an organism's environment through reading and discussion of primary literature. Possible topics may include: animal culture, bioeconomics, behavior and conservation, sexual conflict and same-sex preferences. Independent laboratory projects. Prerequisite: BIOL 001 and 002 or equivalent and one of the following: BIOL 022,030, or 036 or permission of the instructor. Natural sciences and engineering practicum. 2 credits. Spring 2009. Hagelin. BIOL 132. Evolutionary Genetics The genetic basis of evolutionary change. Among the topics to be discussed will be the history and development o f modem evolutionary theory; the development of population genetics; the forces that disrupt genetic equilibrium, including selection and drift; the process of speciation; evolution above the species level; and molecular evolution. One laboratory per week. Prerequisite: BIOL 010 or 034 or permission of the instructor. Natural sciences and engineering practicum. 2 credits. Not offered 2008-2009. BIOL 134. Analysis of Adaptation This course focuses on adaptations, those traits of organisms that tend to increase reproductive success and/or survival. The seminar will emphasize the strategies used by evolutionary biologists to ascertain whether morphological, physiological, and behavioral traits in a given species are truly adaptive and how they might have evolved. The focus of the seminar this year will be the evolution o f aging. One laboratory each week with continuing, independent laboratory projects. Prerequisites: BIOL 002 and BIOL 034 or permission of the instructor. Natural sciences and engineering practicum. 2 credits. Spring 2009. Purrington. BIOL 137. Biodiversity and Ecosystem Functioning Can the current decline in global biodiversity alter the functioning and stability of ecosystems? The answer to this question can be reached by evaluating the ecological consequences of changing patterns in biodiversity, through either extinction or addition of species. We will review the relative or specific role of extrinsic factors (climate, disturbance, soils, etc.), genetic, taxonomic, and functional diversity in ecosystem functioning using both experimental and natural evidence. Prerequisite: Any biology course numbered BIOL 026 or higher. Students with preparation outside biology should seek permission of the instructor. Natural sciences and engineering practicum. 2 credits. Next offered spring 2010. Machado. Black Studies Coordinator: ALLISON DORSEY (History) Anna Everetts (Administrative Assistant) Committee: Timothy Burke (History)3 Garikai Campbell (Mathematics and Statistics, Associate Dean) Syd Carpenter (Art)3 Anthony Foy (English Literature)3 Cheryl Jones-Walker (Educational Studies and Black Studies) Stephen O’Connell (Economics) Micheline Rice-Maximin (Modem Languages and Literatures, French) Peter Schmidt (English Literature) Sarah Willie-LeBreton (Sociology and Anthropology)31 1Absent on leave, 2008-2009. The purpose of the Black Studies Program is the following: 1. To introduce students to the history, culture, society, and political and economic conditions ofblack people in Africa, the Americas, and elsewhere in the world. 2. To explore new approaches—in perspectives, analyses, and interdisciplinary techniques— appropriate to the study of the black experience. Black studies has often stood in critical relation to the traditional disciplines. Its scholars have used traditional and nontraditional methodological tools to pursue knowledge that assumes the peoples and cultures of Africa and the African diaspora are central to understanding the world accurately. The courses in the Black Studies Program at Swarthmore enhance the liberal arts tradition of the College, acknowledging positivist, comparative, progressive, modernist and postmodernist, postcolonial, and Afrocentric approaches. Students in any department may add an interdisciplinary minor in the Black Studies Program to their departmental major by fulfilling the requirements stated subsequently. Applications for admission to the interdisciplinary minor should be made in the spring semester of the sophomore year to the coordinator of the program. All programs must be approved by the Committee on Black Studies. Requirements and Recommendations All interdisciplinary minors in the Black Studies Program are required to take BLST 015, ordinarily during their first two years, and four additional courses eligible for credit in Black Studies (each .5 credit course counts as half a course toward program requirements). O f these four additional courses, at least one of them must be outside of the student’s departmental major, and no more than one of them pan be taken outside of Swarthmore. We strongly advise students to take a course in African or African diasporic history as one of their additional courses. Students preferring more intensive work in Black Studies are also welcome to design a special major by consulting with the program’s coordinator, usually during their sophomore year. Beginning in 2010, students must earn a gradepoint average of 3.0 or above in Black Studies coursework in order to be accepted into the program. Honors Minor All students participating in the Honors Program are invited to define a minor in the Black Studies Program. Honors minors in Black Studies must complete a single, 2-credit thesis written under program supervision (this thesis counts as one course toward program requirements). Honors minors must meet all other requirements of the interdisciplinary minor in course. The 2-credit honors thesis must include work done for the interdisciplinary minor and should entail some unifying or integrative principle of coherence. In addition, an honors thesis must also include substantial work (normally 50 percent or more) drawing on a discipline that is outside of the student’s major. The Black Studies Committee must approve the proposal for the 2-credit honors thesis, normally during the fall of the student’s senior year. After consultation with the major department, minors may draw on these preparations to enhance or, where appropriate, to integrate their completed or ongoing senior honors study for the major. Work in the Black Studies Program may be represented in the honors portfolio sent to file external examiner by the inclusion of an essay designed to enhance and/or integrate work done in two or more courses, a revised and enriched seminar paper or a term paper from a Black Studies Program course, a video or audio tape of a creative performance activity Black Studies in dance or music, or other approved creative work. Courses Courses in the Black Studies Program are listed below. Courses of independent study, special attachments on subjects relevant to Black Studies, and courses offered by visiting faculty that are not regularly listed in the catalog may also qualify for credit in the program, subject to the approval of the Black Studies Committee. Students who wish to pursue these possibilities should consult with the program coordinator. The following courses may be counted for credit in the Black Studies Program. Descriptions of the courses can be found in each department’s course listings in this catalog. Black Studies BLST 015. Introduction to Black Studies This course introduces students to the breadth and depth of the discipline in the Black Studies Program, using primary sources. It begins with an examination of current debates that define theory, method, and goals in Black Studies. It also examines the movement from the more object-centered Africana studies to subject- and agentic-oriented black studies that occurred as a result of the U.S. civil rights and anticolonialist movements in 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 o f Black Studies’ most current and exciting scholarship, with a focus on the United States. 1 credit. Fall 2008. Jones-Walker. BLST 093. Directed Reading 1 credit. Each semester. Staff. BLST 180. Honors Thesis 2 credits. Each semester. Staff. Art History ARTH 021. African-American Art And Identity ARTH 025. Arts of Africa ART 027. African American Art Dance DANC 009. Music and Dance of Africa DANC 021. History of Dance: Africa and Asia DANC 043. African Dance I DANC 049. Performance Dance: Repertory Section 2: African. DANC 053. African Dance II DANC 071. Afro-Caribbean Drumming Circle DANC 078. Dance/Drum Ensemble Economics ECON 073. Race, Ethnicity, and Gender in Economics ECON 081. Economic Development ECON 082. The Political Economy of Africa ECON 171. Labor and Social Economics ECON 181. Economic Development Education EDUC 067. Identities and Education EDUC 068. Urban Education English Literature ENGL 009S. Black Liberty, Black Literature (First-Year Seminar) ENGL 061. Fictions of Black America ENGL 062. Black Autobiography ENGL 063. Black Philadelphia ENGL 068. Black Culture in a “Post-Soul” Era ENGL 119. Black .Cultural Studies Seminar French FREN 025. Introduction au monde francophone FREN 028. Francophone Cinema: Configurations of Space in Postcolonial Cinema FREN 033. Fictions d’enfance FREN 036. Poésies d’écritures françaises FREN 038. Littératures francophones et cultures de l’Immigration en France FREN 075F. Haïti, the French Antilles and Guyane in Translation FREN 076. Ecritures au féminin FREN 077. Prose Francophone: littérature et société FREN 091. Poétique de la mémoire caraïbe FREN 110. Histories d’Isles FREN 112. Ecritures francophones: fiction et histoire dans le monde francophone FREN 114. Théâtre d’écritures françaises FREN 115. Paroles de femmes History HIST 007A. History of the African American People, 1619-1865 HIST 007B. History of the African American People, 1865-Present HIST 008A. West Africa in the Era of the Slave Trade, 1500-1850 HIST 008B. Mfecane, Mines, and Mandela: South Africa From 1650 to the Present Black Studies HIST 051. Race and Poverty in the United States HIST 053. Black Women in the Civil Rights Movements HIST 059. The Black Freedom Struggle: Civil Rights to Hip Hop HIST 087. Development and Modem Africa: Historical Perspectives HIST 137. Slavery: 1550-1865 HIST 138. Black Communities in the United States HIST 140. The Colonial Encounter in Africa Linguistics LING 052. Historical and Comparative Linguistics Literatures LITR 028F. Francophone Cinema LITR 075F. Haïti, the French Antilles, and Guyane in Translation Music MUSI 003. Jazz History MUSI 061. Jazz Improvisation Political Science POLS 033. Race, Ethnicity, and Public Policy POLS 034. Race, Ethnicity, Representation, and Redistricting in America POLS 110. Comparative Politics: Africa Religion RELG 010. African American Religions RELG 024B. 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 007B. Introduction to Race and Ethnicity in the United States SOAN 007C. Sociology Through African American Women’s Writing SOAN 020B. Urban Education SOAN 033C. Political Cultures of Africa SOAN 043D. Africa, Human Rights, and Social Conflict Chemistry and Biochemistry ROBERT S. PALEY, Professor ROBERT F. PASTERNACK, Professor2 THOMAS A. STEPHENSON, Professor1 KATHLEEN P. HOWARD, Associate Professor PAUL R. RABLEN, Associate Professor and Chair ALISON E. HOLLIDAY, Assistant Professor STEPHEN T. MILLER, Assistant Professor LILIYA A. YATSUNYK, Assistant Professor J. MATTHEW HUTCHISON, Visiting Assistant Professor VIRGINIA M. INDIVERO, Lecturer MARIA E. NEWPORT, Lecturer1 CAROLINE A. BURKHARD, Laboratory Instructor DONNA T. HALLEY, Laboratory Instructor LORI SONNTAG, Laboratory Instructor DAVID TRIMBLE, Instrument Coordinator KATHRYN R. McGINTY, Administrative Assistant 1 Absent on leave, fall 2008. Absent on leave, spring 2009. The objective of the Chemistry and Biochemistry Department is to offer effective 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 advancedlevel program is to take CHEM 010 followed by 022,032, and 038. Students with an especially strong precollege background in chemistry are advised to begin with CHEM 01 OH. The two-semester sequence CHEM 003 and CHEM 004 offers another alternative to CHEM 010, for students who believe they would benefit from a somewhat enriched but more leisurely approach to general chemistry. However, the CHEM 003-004 sequence is not recommended for students who might wish to major in chemistry or biochemistry because CHEM 003-004 delays entry into the organic chemistry sequence by a year. Students not otherwise invited to enroll in CHEM 01 OH but seeking credit and/or advanced placement will be required to take a placement examination; consult the department chair for details. The minimum requirement for a major in chemistry is 9 credits in the department. These must include CHEM 010/010H, 022,032,038, 043,044,045,046, and one single-credit seminar. A minimum of 5 of these credits must be earned at Swarthmore. Students should note the mathematics and physics prerequisites for Physical Chemistry, which are PHYS 003 and 004 (or 003 and 004L or 007 and 008); MATH 015; one of MATH 025, 025S, or 026; and one of MATH 033,034, or 035. Those considering a major in chemistry are strongly urged to complete these prerequisites by the end o f the sophomore year. In addition, all students must complete CHEM 010/010H, 022, and 044 before enrolling in a Chemistry and Biochemistry Department advanced seminar. Students are urged to complete these requirements by the fall semester of the junior year. Those students planning professional work in chemistry or biochemistry should include at least 2 additional credits in chemistry in their programs. Certification by the American Chemical Society can be useful for those who intend to pursue a career in academics or the chemical industry and requires a year of independent research through CHEM 094,096, or 180. In addition, proficiency in reading scientific German, Russian, or French is an asset to the practicing chemist, as is a fourth semester of mathematics. The College offers teacher certification in chemistry through a program approved by the state of Pennsylvania. For further information about the requirements, please contact the Educational Studies Department chair, or visit the Educational Studies Department Web site www.swarthmore.edu/educationalstudies.xml. Research opportunities with individual staff members are available through CHEM 094, 096, and 180. Majors are encouraged to consult the staff about research programs under way. Biochemistry Special Major The Chemistry and Biochemistry Department and the Biology Department collaborate to offer a special major in biochemistry (see discussion of special major in section 8.4), which allows the student to gain a strong background in chemistry with special emphasis on the application o f chemistry to biochemical and molecular biological problems. The Chemistry and Biochemistry requirements include CHEM 022,032,038, 043,044,045,046, and 108 or 110. Biochemistry majors must also complete either (1) a biochemically related, sophomore-level biology course with a lab and a biochemically related, advanced biology seminar with a lab; or (2) two biochemically related, sophomore-level biology courses (with labs). The term biochemically related includes all Biology Group I courses and other courses that are deemed appropriate by consultation among members of the Chemistry and Biochemistry and Biology departments. Students should note the mathematics, physics, chemistry, and biology prerequisites for these courses, which include PHYS 003 and 004 (or 003 and 004L or 007 and 008); MATH 015, MATH 025 (or 025S or 026); and MATH 033 (or 034 or 035). Those considering a major in biochemistry are strongly urged to complete these prerequisites by the end of the sophomore year. In addition, all students must complete CHEM 010/01 OH, 022, and 044 before enrolling in a Chemistry and Biochemistry Department seminar. Students should complete these requirements by the fall semester of the junior year. Research opportunities are available in both the Biology and Chemistry and Biochemistry departments. Interested students should consult the chairs of the two departments. Chemical Physics Special Major The Chemistry and Biochemistry Department collaborates with the Physics and Astronomy Department to offer a special major in chemical physics (see discussion of special major in section 8.4), which allows the student to gain a strong background in the study of chemical processes from a microscopic and molecular viewpoint. The special major combines coursework in chemistry and physics at the introductory and intermediate levels, along with advanced work in physical chemistry and physics, for a total of 10 to 12 credits. Laboratory work at the advanced level in either chemistry or physics is required. Mathematics courses in linear algebra and multivariable calculus are prerequisites to this work. In preparation for a major in chemical physics, students must complete: (1) CHEM 010/010H and 022; (2) PHYS 006 to 008 (PHYS 003,004 can substitute, but the 006 to 008 sequence is strongly recommended); (3) further work appropriate to the major in either chemistry (CHEM 044,045, and/or 043 or 046) or physics (PHYS 014 and 050); and (4) MATH 027 (or 028) and 034 (or 035) by the end of their sophomore year. An example of a major in chemical physics is CHEM 022,043,044,045, 046, and 105; and PHYS 007,008, 014,050, 111, and 113. CHEM 096 can be used for laboratory work at the advanced level, but if a student should choose to opt out of the thesis requirement associated with CHEM 096, this credit must be replaced by either CHEM 043, CHEM 046, or PHYS 082. Chemistry Minor in Course A chemistry minor in the Course Program is also available. It is a 5-credit minor plus any prerequisites. The chemistry credits must include 010/01 OH, 022, and 044 plus 2 other credits, one of which must be numbered 040 or higher. CHEM 001 and research credits (CHEM 094,096, and 180) may not be used to fulfill this requirement. At least 4 of the 5 credits must he obtained at Swarthmore. Honors Program Fields Available for Examination The fields offered by the Chemistry and Biochemistry Department for examination as part o f the Honors Program are Topics in Modem Organic Chemistry, Topics in Environmental Chemistry, Topics in Bioinorganic Chemistry, Quantum Chemistry and Spectroscopy, Topics in Biochemistry, and Topics in Modem Biophysical Chemistry. The department will offer a minimum of 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 are 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 2 credits of CHEM 180 during the senior year. Preparations for each of the other five fields consist of completion of the relevant single­ credit seminar and associated prerequisites. For each of the preparations, these prerequisites include CHEM 010/010H, 022, and 044; MATH 015 and 025 (or 025S of 026); and PHYS 003 and 004 (or their equivalent). Individual preparations carry additional requirements and prerequisites, as noted subsequently: Topics in Modem Organic Chemistry: CHEM 032,102 (seminar); Topics in Environmental Chemistry: CHEM 043,103 (seminar); Quantum Chemistry and Spectroscopy: MATH 033 (or 034 or 035), (MATH 027 or 028, linear algebra, recommended), CHEM 105 (seminar); Topics in Bioinorganic Chemistry: CHEM 046, 106 (seminar); Topics in Biochemistry: BIOL 001, CHEM 038 (045 recommended), 108 (seminar); Topics in Modem Biophysical Chemistry: CHEM 038 (045 recommended), 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 Chemistry and Biochemistry examination, all chemistry honors majors are required to complete CHEM 010/01 OH, 022, 032.038.043.044.045, and 046. molecular structure, bonding theory, molecular interactions, and the role of energy in chemical reactions. CHEM 003 and 004 represent a somewhat enriched but more leisurely approach to the general concepts and basic principles of chemistry than does CHEM 010. CHEM 003 is a spring-semester offering intended for students not prepared for the CHEM 010 experience. The course is offered in lecture format plus one afternoon workshop per week. It does not fulfill the natural sciences and engineering practicum distribution requirement. 1 credit. Spring 2009. Howard. 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 Topics in Modem Biophysical Chemistry (CHEM 110); (2) one biochemically oriented preparation from the Biology Department; (3) a 2-credit biochemically oriented research thesis carried out under the supervision of faculty from the Chemistry and Biochemistry and/or Biology departments; and (4) one additional preparation CHEM 004. General Chemistry (two chosen from the Chemistry and Biochemistry semesters), Part II Department or the biochemically related A continuation of CHEM 003. CHEM 004 preparations offered by Biology and satisfies the prerequisite requirement for CHEM Psychology departments. In addition to the 022, although the usual pathway to CHEM 022 academic credits that the Honors Program is via CHEM 010 or CHEM 010H. The CHEM comprises, biochemistry majors are required to 003/CHEM 004 combination can stand in place complete CHEM 010/010H, 022,032,038,043, of CHEM 010 for meeting the requirements of 044.045, and 046. Students should note the the major. CHEM 004 is offered in lecture chemistry, biology, physics, and mathematics format plus one laboratory period per week. prerequisites to these courses and the seminars One laboratory period weekly. that are included in the Honors Program. Prerequisite: CHEM 003. Chemistry Minors Natural sciences and engineering practicum. All of the fields available to chemistry and 1 credit. biochemistry majors are available for students Fall 2008. Holliday. who wish to minor in the Chemistry Honors Program, with the exception of the research CHEM 010. General Chemistry thesis. All honors minors must meet the same A study of the general concepts and basic prerequisite requirements for seminars established by the department for chemistry and principles of chemistry, including atomic and molecular structure, bonding theory, molecular biochemistry majors. interactions, and the role o f energy in chemical reactions. Applications will be drawn from Courses current issues in fields such as organic, polymer, transition metal, and biological CHEM 001. Chemistry in Context: chemistry. CHEM 010 is the normal point of Applying Chemistry to Society entry for the chemistry and biochemistry This course covers a series of real-world issues curriculum. with significant chemical content The four Fall. One section will be offered in lecture main topic areas are environment, energy format and is open to all students. One section sources, materials, and human health. Many of will be offered in seminar format and is open to the topics (e.g., global warming, acid rain, first-year students only. alternative fuels, and drug design) have public policy implications. The course seeks to Spring. One lecture section will be offered in develop in students the ability to make the spring semester with enrollment limited to informed decisions about issues that intersect 16. with technology. Students may not receive One laboratory period weekly. credit for CHEM 001 if they have previously Natural sciences and engineering practicum. received credit for CHEM 010 or CHEM 010H. 1 credit. One laboratory period every second week. Fall 2008. Pasternack (lecture); Hutchison Natural sciences and engineering practicum. (seminar). 1 credit. Spring 2009. Hutchison. Spring 2009. Holliday. CHEM 01 OH. General Chemistry Honors CHEM 003. General Chemistry (two Course semesters), Part I Topics will be drawn from the traditional A study of the general concepts and basic general chemistry curriculum but discussed in principles of chemistry, including atomic and greater detail and with a higher degree of Chemistry and Biochemistry mathematical rigor. Special emphasis will be placed on the correlation of molecular structure and reactivity, with examples drawn from such fields as biological, transition metal, organic, polymer, and environmental chemistry. Some familiarity with elementary calculus concepts will be assumed. Open to first-year students only. One laboratory period weekly. Prerequisite: A score of 5 on the Advanced Placement Chemistry Examination, a score of at least 6 on the International Baccalaureate advanced (higher level) chemistry examination, equivalent performance on the departmental placement examination, or permission of the instructor. Natural sciences and engineering practicum. 1 credit. Fall 2008. Yatsunyk. CHEM 022. Organic Chemistry I An introduction to the chemistry of some of the more important classes of organic compounds; nomenclature, structure, physical and spectroscopic properties; methods of preparation; and reactions of aliphatic and aromatic hydrocarbons, halides, and monofunctional oxygen compounds, with an emphasis on ionic reaction mechanisms. One section will be offered in lecture format and is open to all students; one section will be offered in seminar format and is open to firstyear students only. One laboratory period weekly. Prerequisite: CHEM 010,010H, CHEM 004, or the equivalent. Natural sciences and engineering practicum. 1 credit. Spring 2009. Rablen (lecture); Rablen (seminar). 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 bio-organic chemistry. One laboratory period weekly. Prerequisite: CHEM 022. Natural sciences and engineering practicum. 1 credit. Fall 2008. Paley. CHEM 038. Biological Chemistry An introduction to the chemistry of living systems: protein conformation, principles of biochemical preparation techniques, enzyme mechanisms and kinetics, bioenergetics, intermediary metabolism, and molecular genetics. One laboratory period weekly. Prerequisite: CHEM 032. Natural sciences and engineering practicum. 1 credit. Spring 2009. Miller. CHEM 043. Analytical Methods and Instrumentation An introduction to the techniques and instrumentation used for the separation, identification, and quantification of chemical species. Special emphasis will be placed on the means to select a technique and how to interpret and evaluate the resulting data. Topics will include sampling, statistical analysis, spectroscopy, mass spectrometry, and separation methods. One laboratory period weekly. Prerequisites: CHEM 022 plus two more semesters of college-level laboratory work in chemistry; at the discretion of the instructor, a semester of laboratory work in another discipline may substitute for one of the required semesters of chemistry laboratory. Natural sciences and engineering practicum. 1 credit. Fall 2008. Holliday. CHEM 044. Physical Chemistry: Atoms, Molecules and Spectroscopy A quantitative approach to the description of structure in chemical and biochemical systems. Topics will include introductory quantum mechanics, atomic/molecular structure, a range of spectroscopic methods and statistical mechanics. Systems of interest will range from gas-phase single molecules to condensed-phase macromolecular assemblies. One laboratory period weekly. Prerequisites: CHEM 010/010H; MATH 015, 025 (or 025S or 026); and PHYS 003,004 (or 003,004L, or 007,008). Prior enrollment in MATH 033 or 034 or 035 is recommended. Natural sciences and engineering practicum. 1 credit. Fall 2008. Howard. CHEM 045. Physical Chemistry: Energy and Change A quantitative approach to the role that energy and entropy play in chemical and biochemical systems. Topics include states of matter, the laws of thermodynamics, chemical equilibria, electrochemistry, the thermodynamics of solutions and phases and chemical kinetics/dynamics. Examples will be drawn from both real and ideal systems in chemistry and biochemistry. One laboratory period weekly. Chemistry and Biochemistry Prerequisites: CHEM 010/010H; MATH 015, 025 (or 025S or 026), 033 (or 034 or 035); and PHYS 003,004 (or 003,004L, or 007,008). Natural sciences and engineering practicum. 1 credit. Spring 2009. Stephenson. CHEM 046. Inorganic Chemistry A study of the structure, bonding, and reactivity of inorganic compounds with emphasis on the transition metals. Included in the syllabus are discussions of crystal and ligand field theories, organometallic chemistry, and bioinorganic chemistry. The laboratory component emphasizes the synthesis, spectroscopy, and magnetic properties of transition metal complexes including organometallic substances and ones of biochemical interest. One laboratory period weekly. Prerequisite: CHEM 044; CHEM 038 highly recommended. Natural sciences and engineering practicum. 1 credit. Spring 2009. Yatsunyk. Seminars The following single-credit seminars may be taken for credit toward a degree in course or for papers in the External Examination Program. A ll students should note that CHEM 010,022, and 044 constitute a minimum set o f prerequisites fo r enrollment in any Chemistry and Biochemistry 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 here. CHEM 102. Topics in Modern Organic Chemistry This course will address selected advanced topics of current interest in the field o f synthetic organic chemistry. Material will largely be drawn from the current research literature and will likely include such topics as the applications of stoichiometric and catalytic organometallic chemistry, the control of relative and absolute stereochemistry, the use of “organocatalysts,” and carbohydrates. The total synthesis of architecturally challenging natural products will serve to highlight the application of these technologies. Additional prerequisite: CHEM 032. 1 credit. Spring 2009. Paley. CHEM 103. Topics in Environmental Chemistry This course will focus on the use of fundamental chemical principles to understand the source, distribution, impact, and possible remediation of anthropogenic pollutants in the environment. Discussions will center on environmental issues raised in both popular media and current scientific literature. Topics may include air pollution, greenhouse gases, ozone depletion, acid rain, and water and soil pollutants, such as heavy metals and pesticides. Additional prerequisite: CHEM 043. 1 credit. Not offered 2008-2009. CHEM 105. Quantum Chemistry and Spectroscopy Advanced consideration of topics in quantum mechanics including the harmonic oscillator, angular momentum, perturbation theory, and electron spin. These concepts, along with molecular symmetry and group theory, will be applied to the study o f atomic and molecular spectroscopy. Additional prerequisite: MATH 033 (or 034 or 035). Some familiarity with linear algebra will be useful. 1 credit. Not offered 2008-2009. CHEM 106. Topics in Bioinorganic Chemistry This seminar will start with a brief review of the basic principles of inorganic and biological chemistry as well as an overview of relevant biophysical techniques. Materials will be drawn largely from the primary literature. Students will be challenged to read and evaluate scientific papers critically. The main topics of this course will have to do with the function and coordination of metals in biological systems: important cofactors and metal clusters that carry out catalysis and electron transfer reactions, metal homeostasis, metals in medicine, and the importance of inorganic model compounds to understand the function of biological systems. Additional prerequisite: CHEM 038, CHEM 046, and BIOL 001. 1 credit. Not offered 2008-2009. 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 stabilizing intramolecular and intermolecular interactions and their application to proteins will be included. Recent developments in the rational design of ligands for biological receptors, based on results from the physical methods described previously, will be used to highlight the importance of diverse approaches to the study of biomolecular recognition. Chemistry and Biochemistry Additional prerequisites: CHEM 038 and BIOL 001. (Prior or concurrent enrollment in BIOL 010 or 014 or 016 or 017 and/or CHEM 045 is recommended). 1 credit. Fall 2008. Miller. CHEM 110. Topics in Modern Biophysical Chemistry An introduction to the interdisciplinary field of biophysical chemistry in which biological systems are explored using the quantitative perspective of the physical scientist. Additional prerequisite: CHEM 038. Prior or concurrent enrollment in CHEM 045 is recommended. 1 credit. Spring 2009. Howard. 1 credit. Each semester. Staff. CHEM 180. Research Thesis An 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 o f the staff and approved early in the semester preceding the one in which the work is to be done. 1 credit. Each semester. Staff. Student Research All students who enroll in one or more research courses during the academic year are required to participate in the department’s colloquium series and present the results of their work at a poster session during the spring semester. CHEM 094. Research Project This course provides the opportunity for qualified students to participate in research with individual staff members. Students who propose to take this course should consult with the staff during the preceding semester concerning problem areas under study. This course may be elected more than once. 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 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 members of the Chemistry and Biochemistry Department, one of whom will act as the student’s research mentor. Although the details of the Research Thesis Program will be determined by the committee and the student, certain minimum requirements must be met by all students selecting this option: 1. A minimum of 2 credits of CHEM 096 to be taken during the last three semesters of the student’s residence at Swarthmore. 2. A thesis based on the student’s research activity must be submitted before the last week of classes of the final semester. Guidelines for the preparation of the thesis will be provided to the student. :v Classics ROSARIA V. MUNSON, Professor and Chair WILLIAM N. TURPIN, Professor GRACE M. LEDBETTER, Associate Professor DEBORAH BECK, Assistant Professor3 BRUCE KING, Visiting Assistant Professor DEBORAH SLOMAN, Administrative Assistant 3Absent on leave 2008-2009. Classics is the study of the ancient Greeks and Romans: their languages, literatures, philosophies, cultures, and histories. The Classics Department offers majors and minors in Greek, Latin, and ancient history; only the minor in ancient history requires no work in either of the ancient languages. Any student who wishes to major or minor in Greek or Latin can do so without having studied it before entering college. Those who begin a language at Swarthmore start to read ancient authors such as Plato and Catullus by the end of their first year. After two or three more semesters, students are usually prepared for 2-credit seminars, which cover significant quantities of text (e.g., all of the Odyssey or the Aeneid), and discuss them in some depth. Greek and Latin are studied in courses numbered from 001 to 019 and in seminars numbered 102 to 114; they count for distribution credit in humanities. Courses listed as Classics (designated CLAS and numbered 020 and higher) are taught entirely in English and require no knowledge o f Greek or Latin. Classics courses (CLAS) listed as Literature in Translation courses count for distribution credit in humanities. Classics courses listed as ancient history courses count for distribution credit in social sciences; they can also fulfill a requirement in the History Department, and they can be counted as part of a major in that department. The Classics Department encourages students to spend a semester, usually during their junior year, at the Intercollegiate Center for Classical Studies in Rome, where students can study Latin, Greek, Italian, art history, and the ancient city; they also take field trips in Rome, Pompeii, and Sicily. Classics students are eligible for the Susan P. Cobbs Scholarship, the Susan P. Cobbs Prize Fellowship, and the Helen F. North Award to pay for study abroad or for intensive language study in the summer. The Classics Department participates in the Medieval Studies Program, the comparative literature major, and interpretation theory. Requirements and Recommendations Major and Minor Greek, Latin, or ancient history may be a student’s major or minor subject in either the course or the Honors Program. A major in Greek normally consists of at least 8 credits in Greek beyond GREK 001—002 including at least three seminars. A major in Latin normally consists o f at least 8 credits in Latin beyond LATN 001-002 including at least three seminars. A major in ancient history consists of four ancient history courses (CLAS 031,032,038,042,044, or 056); a 1-credit attachment to any of those history courses; another attachment to a second course or else any other course in ancient history or classical civilization; and a Latin or Greek seminar, preferably LATN 102, LATN 105, or GREK 113. Admittance to seminars is based on the student’s ability to read Greek or Latin with the needed speed and comprehension. Those who intend to major or minor in Greek or Latin, or to major in ancient history, should complete the appropriate language courses numbered 011 and 012 (or their equivalent) as soon as possible. In their last semester, majors who are not in the Honors Program take a comprehensive examination, including written final examinations in three fields (usually corresponding to seminars taken) and an oral examination. Course majors in ancient history will take written examinations on Greek and Roman history; the oral examination will be based on these seminars and on attachment papers. A course minor in Greek or Latin will consist of 5 credits of work in either language above the first-year level and must include at least one 2credit seminar. Minors are strongly encouraged to take more than one seminar. A course minor in ancient history will consist of four courses in ancient history and an attachment to one of them. That attachment will be presented to members of the department for evaluation and oral examination. Classics Advanced Placement One credit in Latin (and thus humanities) is awarded for one or more Advanced Placement examinations with a grade of 5 or for comparable results on an International Baccalaureate examination or the equivalent. This credit may also be counted toward a major or minor in Latin. Honors Program For a major in Greek or Latin, preparation for honors examinations will normally consist of three seminars (students may take more seminars in the major but not for external examination). 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, to be adequately prepared for the examination. For a major in ancient history, one of the three preparations for honors must be a Greek or Latin seminar; the other two will both normally be course plus attachment (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. That course plus attachment will be the preparation for the external examination. No ancient language is required for this minor. Students using seminars for honors preparation 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 revisions 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 senior honors studies [SHS] limit of 4,000 words). SHS is not required when an 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 (5-hour) written and oral examinations will be the mode óf external assessment for seminars. Students preparing a course with an attachment will take only an oral examination. Greek GREK 001-002. Intensive First-Year Greek Students learn the basics of the language and are introduced to the culture and thought of the Greeks. The course typically ends with a short dialogue of Plato. The course meets four times a week and carries 1.5 credits each semester. There is no assumption that students have studied Latin. Students who start in the GREK 001-002 sequence must pass GREK 002 to receive credit for GREK 001. Humanities. 1.5 credits. Year course. Fall 2008. Turpin, Munson. Spring 2009. King, Ledbetter. GREK 010. Greek Prose Composition Extensive translation of English into Greek. Meets 1 hour per week. Humanities. 0.5 credit. Not offered 2008—2009. GREK 011. Plato and Socratic irony This course will focus on the Socratic dialogues of Plato. Emphasis will be placed on the development of skill in reading and composing Greek but also on analysis of the characteristics and techniques of the Platonic dialogue form and Plato’s philosophy. We will split our time between critical reading of sections of the dialogues; grammar, syntax, and vocabulary review; and discussion of topics touched on in the texts. GREK 011 is normally taken after GREK 002. Humanities. 1 credit. Fall 2008. Turpin. GREK 012. Homer’s Ilia d This course examines the literary, historical, and linguistic significance of Homer’s Iliad Selections from the poem are read in Greek and the entire poem is read in translation. Humanities. 1 credit. Spring 2009. Munson. GREK 013. Plato and Socrates The course will focus on one or more dialogues of Plato and will examine Plato’s use of the dialogue form both as a literary and a philosophical device. In addition, we will explore the question of the historical Socrates and his relationship to the culture o f fifthcentury Athens and the Sophistic movement in particular. Prerequisite: GREK 011 or the equivalent. Humanities. 1 credit. Not offered 2008-2009. GREK 015. Greek Poetry In this course, we will examine the literary, performative, and political dimensions of Greek lyric and tragic poetry, focusing first on a selection of lyric poetry (including Sappho and Pindar) and then on a single Greek tragedy. The history of the reception of these genres and individual authors will also be considered. Humanities. 1 credit. Not offered 2008—2009. Classics GREK 093. Directed Reading Independent work for advanced students under the supervision of an instructor. 1 credit. Latin LATN 001-002. Intensive First-Year Latin Students learn the basics of the language, begin reading major classical writers, and are introduced to the culture and thought o f the Romans. The course meets four times a week and carries l.S credits each semester. Students who start in the LATN 001-002 sequence must pass LATN 002 to receive credit for LATN 001. Humanities. l.S credits each semester. Year course. Fall 2008. Munson, Turpin. Spring 2009. King, Ledbetter. LATN 009. Latin Prose Composition Extensive translation of English into Latin. Meets 1 hour per week. Humanities. 0.5 credit. Not offered 2008-2009. LATN 010. Introduction to Roman Prose This course integrates a review o f basic Latin grammar with close readings of some of the major prose authors of the Roman Republic or Imperial period. Attention is given to vocabulary building and increasing fluency in reading Latin prose. Authors may include Cicero, Sallust, Livy, Tacitus, or Pliny the Younger, but selections will vary to suit the interests of students and instructor. The course is intended for students who have completed LATN 011 or the equivalent. Students with 3 or 4 years of high school Latin are encouraged to consider taking this course but should consult with the department first. Humanities. 1 credit. Not offered 2008-2009. LATN 011. Love and Hatred in Catullus After a review of grammar, students read and discuss some of the major poets of the Golden Age of Roman literature, primarily Catullus. The course emphasizes both language skills and literary criticism, focusing on the special characteristics and concerns of Roman poetry. Prerequisite: Normally taken after LATN 002 or 3 to 4 years of high school Latin. Humanities. 1 credit. Fall 2008. King. LATN 013. Tradition and Transformation in the Roman Empire Selected readings by the poet Ovid. Topics will include the range of poetic genres in which Ovid wrote, the characteristics of his writing that remain stable across these different genres, and Ovid’s relationship to the history and culture of the time in which he lived. Prerequisite: LATN 011 or its equivalent. Humanities. 1 credit Not offered 2008-2009. LATN 014. Medieval Latin Readings are chosen from the principal types of medieval Latin literature, including religious and secular poetry, history and chronicles, saints’ lives, satire, philosophy, and romances. Prerequisite: LATN Oil or its equivalent. Humanities. 1 credit. Not offered 2008-2009. LATN 015. Pleasure, Power, and Virtue in Rome 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 Oil or its equivalent. Humanities. 1 credit. Fall 2008. Turpin. LATN 017. Latin Poetry and the Modernists This course explores Latin poems influential in the creation of the modernist verse of, in particular, Ezra Pound and T.S. Eliot. The Latin texts are read in the original, for their own sake and in their own context. But we also explore the readings given them by the modernists, in an attempt to assess the uses and importance of their common literary tradition. Prerequisite: LATN 011 or its equivalent. Humanities. 1 credit. Not offered 2008-2009. LATN 019. Roman Imperial Literature This course will consider selected poetry or prose from the Roman imperial period. Authors may include Vergil, Ovid, Seneca, Juvenal, Tacitus, or others. The course is appropriate for students who have done at least one college Latin course at the intermediate level and for some students who have done college-level Latin in high school. Students with no previous Latin courses at the college level should consult the department chair before enrolling. Humanities. 1 credit. Spring 2009. Munson. LATN 021. Republican and Augustan Latin Prose We will read selections from Latin prose authors, particularly those associated with the civil war and the rise of the Augustan principate. Typical authors include Cicero, Caesar, Sallust, Livy, and Augustus himself. Classics The course will view its texts in the context of both political and literary history. Humanities. 1 credit. Not offered 2008-2009. LATN 093. Directed Reading Independent work for advanced students under the supervision of an instructor. 1 credit. Ancient History All of the courses in ancient history are distributions in social sciences. They also count as prerequisites for advanced courses in the History Department and as part of a major in history. CLAS 031. Greece and the Barbarians This course studies the political and social history of Greece from the Trojan War to the Persian Wars. We will examine the connections between Greeks and non-Greeks and the Greek perceptions of their differences and similarities. Readings include Homer, Hesiod, the lyric poets (including Sappho), and Herodotus. Social sciences. 1 credit. Fall 2008. Munson. CLAS 032. The Roman Republic This course studies Rome from its origins to the civil wars and the establishment o f the principate of Augustus (753-27 B.C.E.). Topics include the legends of Rome’s foundation and of its republican constitution; the conquest of the Mediterranean world, with special attention to the causes and pretexts for imperialism; the political system of the Late Republic, and its collapse into civil war. Writing course. Social sciences. 1 credit. Spring 2009. Turpin. 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.E. Social sciences. 1 credit. Not offered 2008-2009. CLAS 044. The Early Roman Empire A detailed study 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.E.-C.E. 192). Ancient authors read include Petronius; Apuleius; Suetonius; and, above all, Tacitus. Writing course. Social sciences. 1 credit. Not offered 2008-2009. CLAS 056. Pagans and Christians in the Roman Empire This course considers the rise of Christianity and its encounters with the religious and political institutions of the Roman Empire. It examines Christianity in the second and third centuries of the Common Era and its relationship with Judaism, Hellenistic philosophies, state cults, and mystery religions and concentrates on the various pagan responses to Christianity from conversion to persecution. Ancient texts may include Apuleius, Lucian, Marcus Aurelius, Porphyry, Justin, Origen, Lactantius, Tertullian, and the Acts o f the Christian Martyrs. No prerequisite exists, though CLAS 044 (Early Roman Empire) and RELG 004 (New Testament and Early Christianity) provide useful background. Writing course. Social sciences. 1 credit. Not offered 2008-2009. CLAS 066. Rome and Late Antiquity This course will consider the history of the Roman Empire from its near collapse in the third centuiy C.E. through the “conversion” of Constantine and the foundation of Constantinople to the sack of Rome by Alaric the Visigoth in 410 C.E. Topics will include the social, political, and military aspects of this struggle for survival as well as the religious and cultural conflicts between pagans and the Christian church and within the Church itself. Principal authors will include Eusebius, Athanasius, Julian the Apostate, Ammianus Marcellinus, Ambrose, and Augustine. Writing course. Social sciences. 1 credit. Not offered 2008—2009. CLAS 093. Directed Reading Independent work for advanced students under the supervision of an instructor. 1 credit. Literature in Translation CLAS 011. First-Year Seminar: Persuasion and Power in Ancient Greece This course studies the craft of public speaking in ancient Greece and its role in the formation of a civic identity, democratic deliberation, and judicial proceedings. Readings will include the authoritative utterances of Homeric heroes (Achilles in the Iliad), rhetorical displays of sophists and politicians (Gorgias, Antiphon, Classics Pericles in Thucydides, Demosthenes), and court speeches (Lysias). We will also examine the first theoretical formulations by Plato, Aristotle, and others of the goals and instruments of rhetoric. We will also explore ancient exemplars in the light of modem political discourse. Writing course. Humanities. 1 credit. Not offered 2008-2009. CLAS 013. First-Year Seminar: Mythology This course examines selected myths in such major works of Greek and Latin literature as Homer’s Iliad and Odyssey, the tragedies of Aeschylus, Sophocles, and Euripides, Virgil’s Aeneid, and Ovid’s Metamorphoses. Specific texts and images are treated both as individual stories and in relation to other texts and images that tell the same mythological tale. Primary texts are supplemented by modem theoretical readings in gender, psychology, and literary theory. Writing course. Humanities. 1 credit. Not offered 2008-2009. CLAS 014. First-Year Seminar: Mystery Religions and the Greek Philosophers What do ancient mystery religions teach us about spiritual transformation and contact with the divine? What were the secret rites of these religions? How do their mythological themes have universal value? Why are the language and themes of mystery traditions so central to the philosophical thought o f Parmenides, Empedocles, and Plato? This seminar will study texts associated with Orphism, Pythagoreanism, the Eleusinian and Dionysian mystery cults, Isis and Osiris, and Presocratic and Platonic philosophy. Readings may include The Homeric Hymn to Demeter, Euripides’ Bacchae', fragments of Parmenides and Empedocles; the Derveni Papyrus; Plato’s Phaedo, Symposium, and Phaedrus; and Apuleius’ Golden Ass. Topics discussed will include cosmology, mystical knowledge/ascent; philosophical method; allegorical interpretation; immortality of the soul; archetypal figures of mother/daughter and rebirth. Writing course. Humanities. 1 credit. Not offered 2008-2009. CLAS 015. First-Year Seminar: Dante With Virgil, Beatrice, and Dante-poet as guides, we shall follow the Pilgrim on a journey of despair, hope, and redemption. We shall read the Divine Comedy in its entirety, teasing out the poem’s different levels of meaning and reconstructing Dante’s world view in the context of Medieval culture: his thought on life, death, love, art, politics, history and God. Writing course. Humanities. 1 credit. Not offered 2008-2009. CLAS 017. First-Year Seminar: Kinship and Community Ancient Texts and Modem Theories. What is the relation of the family to larger structures of community and of state? Do kinship bonds provide a model for those of community or must they be superseded in the interest of a more enlightened state? To what degree do contemporary aspirations for gender equality entail a radical renovation of our understanding o f the family? We will consider these questions through a close reading of ancient texts, from the Greek and Judeo-Christian traditions, which we will read in conjunction with some contemporary thinkers on kinship and the state. Primary readings will include: Aeschylus Oresteia, Sophocles Oedipus Tyrannus and Antigone, Euripides Ion, Plato Republic 5, Aristophanes Ecclesiazusae, Longus Daphnis and Chloe, Genesis and Exodus, Paul Letter to the Galatians, Martyrdom o f Perpétua, Shakespeare Measure fo r Measure, John Henry Noyes Bible Communism', theoretical texts include: Freud Totem and Taboo, and selections from Engels, Lévi-Strauss, G. Rubin, P. Clastres, and J. Butler. Writing course. Humanities. 1 credit Fall 2008. King. CLAS 020. Plato and His Modern Readers (Cross-listed as PHIL 020) Modem thinkers have ascribed to Plato some of the fundamental good and ills of modem thought. It has been claimed, for example, that Socrates and Plato distorted the entire course of Western philosophy, that Plato was the greatest political idealist, that Plato was the first totalitarian, that Plato was a feminist, and that Plato betrayed his teacher, Socrates. In this course, we will view Plato through the lens of various modem and postmodern interpretations (e.g., Nietzsche, Heidegger, Foucault, Irigaray, Rorty, Murdoch, Nussbaum, Vlastos) alongside a close analysis of ethical, metaphysical, and epistemological issues as they arise in the dialogues themselves. Writing course. 1 credit. Not offered 2008-2009. CLAS 025. Greek Myth and Opera Greek myths have provided the subject matter for some of the most important and pivotal works in the history of opera and ballet. Just as Classics Greek myth informs these arts, so too, opera and ballet transform these myths and the way they are viewed by modem audiences. New and daring productions of classical operas continue to transform both Greek mythology and its operatic incarnations. George Balanchine’s Neoclassicism modernized ballet radically in the 20th century by drawing largely on Greek myth and classical aesthetic structures. In this course, we will study the relevant primary classical sources for operas and ballets such as Handel’s Xerxes, Gluck’s Orfeo edEuridice, Berlioz’s Les Troyens, Strauss’s Electro, Stravinsky’s Oedipus Rex, Balanchine’s Apollo, Agon, and Orpheus. At the same time, we will study the operas and ballets themselves in their cultural context, and in the course of their performance history, paying special attention to recent productions. Humanities. 1 credit. Spring 2009. 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 translations. We place them into their cultural and performance contexts and discuss their exploration of such fundamental issues as the relations between humans and divinity, individual 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 is assumed. Humanities. 1 credit. Not offered 2008-2009. 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 o f Greece and Rome, but it also explores the relation between such portrayals and the lives of actual women in those societies. Humanities. 1 credit Not offered 2008-2009. CLAS 036. Classical Mythology The myths of the Greeks and Romans are central to the study of the ancient world and have had an enormous influence on subsequent literature and other arts. This course examines selected myths in the works of major authors of Greek and Latin literature, including Homer, Vergil, Ovid, Aeschylus, Sophocles, and Euripides as well as representations of mythological stories and characters in the visual arts. The course will also cover several modem theoretical approaches to the study of myth. Writing course. Humanities. 1 credit. Not offered 2008-2009. CLAS 060. Dante and the Classical Tradition This course explores the ways in which Dante and other 14th-century Italian authors reinterpreted the classical tradition to create revolutionary works of immense influence for later times. The entire Divine Comedy and possibly selections from Petrarch and Boccaccio are read in English. Humanities. 1 credit. Not offered 2008-2009. 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, with particular attention to their responses to the social and political structures of the period. Expressed attitudes toward the emperors range from adulation to spite, but the seminar concentrates on authors who fall somewhere in between, writing skeptically or subversively. Both prose writers (e.g., Tacitus, Suetonius, and Pliny) and poets (e.g., Lucan, Seneca, and Juvenal) may be included. 2 credits. Not offered 2008-2009. LATN 103. Latin Epic This seminar usually focuses on Vergil’s Aeneid, although it may include other major Latin epics. 2 credits. Fall 2008. King. LATN 104. Ovid’s Metamorphoses This seminar is devoted to the Metamorphoses, which is read against the background of Ovid’s Roman and Greek literary predecessors. 2 credits. Not offered 2008-2009. 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.E.). It focuses on the social and political crisis of the period as well as its connections with the artistic and philosophical achievements Classics of the first great period of Latin literature. Authors may include Lucretius, Catullus, Caesar, Cicero, and Sallust. 2 credits. Not offered 2008-2009. LATN 107. Horace The seminar emphasizes the Odes and Epodes and their place in the tradition of Greek and Roman lyric poetry. Attention is also given to the Satires and Epistles, including the Ars Poetica, and to their importance for the history of satire and literary criticism. An effort is made to grasp the totality of Horace’s achievement in the context of the Augustan Age. 2 credits. Spring 2009. Turpin. LATN 109. The Roman Novel This course focuses on Petronius Satyricon and/or Apuleius Golden Ass, the most prominent novel writers in Latin during the classical period. Besides reading extensively from the works themselves, we will consider what the genre “novel” means in Latin, what these works have to tell us about contemporary society and language, and various other topics arising from the novels and from contemporary scholarship about them. 2 credits. Not offered 2008-2009. GREK 111. Greek Philosophy and Religion It has been said that, with the rise of Greek philosophy, change and revolution were finally seen to irrupt into the static structures o f Greek religion. What exactly is the relationship between Greek philosophy and religion? Do the philosophers attempt to destroy traditional religion, or should we view them instead as transforming it? This seminar will study how thought about the divine develops in the Presocratics, Socrates, Plato, and Aristotle and how the philosophers’ views more generally might be considered “religious.” Topics will include theology, cosmology, eschatology, morality, and the good life; the tradition of the holy man; and philosophical schools as religious communities. 2 credits. Not offered 2008-2009. GREK 112. Greek Epic This seminar studies either the entirety of Homer’s Odyssey in Greek or most o f the Iliad. 2 credits. Spring 2009. King. 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. Not offered 2008-2009. GREK 114. Greek Drama This seminar usually focuses on one play by each o f 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. Not offered 2008-2009. GREK 115. Greek Lyric Poetry This seminar will focus on the development of archaic Greek elegy (Archilochus, Tyrtaeus, Solon, Xenophanes, Semonides, Theognis) monodic lyric (Sappho, Alcaeus, Anacreaon, and Simonides) and choral lyric (Pindar and Bacchylides), paying particular attention to lyric’s dialogue with the epic tradition, the socalled rise of the individual, political and performative contexts, and modem interpretive approaches. 2 credits. Fall 2008. Ledbetter. Cognitive Science Coordinator: Committee: K. DAVID HARRISON (Linguistics) Richard Eldridge (Philosophy) Daniel Grodner (Psychology) Richard Wicentowski (Computer Science) The minor in cognitive science has been developed to guide the programs of those who are interested in the interdisciplinary study of the mind, brain, and language, with emphases on formal structure, biological information processing, and computation. The Cognitive Science Program is designed to emphasize guided breadth across various disciplines that contribute to cognitive science as well as depth within a chosen discipline. A student may have many reasons for deciding to minor in cognitive science. Perhaps the simplest is to indicate and explore a particular interest in cognitive science. Whatever your major, a minor in cognitive science indicates a kind of specialized interest and developing expertise. It is our hope that this interest will be integrated with your major area of study, and we hope to help you formulate a plan of studies that sensibly achieves the requirements of the minor. We conceive of cognitive science as a loose federation of six specific disciplines. The disciplines included are neuroscience, computer science (including computer engineering), linguistics, mathematics and statistics, philosophy, and cognitive psychology. To demonstrate breadth, students minoring in cognitive science are required to complete at least 5 credits across three of these six disciplines (see details and the list of courses). Students who wish to use 2 credits in mathematics and statistics as one of their disciplines for a cognitive science minor must choose 2 credits from a single subarea of mathematics and indicate its relevance to at least one of the two other disciplines chosen for the minor. Minors must also show a particular strength or depth in one of the six disciplines. Requirements and Recommendations Minor Six or 7 credits are required for the minor. One of these is a required introductory course, and the remaining 5 or 6 are to be distributed across three different disciplines as described subsequently. In addition to fulfilling these breadth requirements, students must indicate one cognitive science field in which they have substantial depth of preparation. Such depth can be documented by completion of at least four courses from within a cognitive science discipline (even if some of those courses are not directly related to cognitive science). Alternative curricular and extracurricular ways o f fulfilling the depth requirement may be discussed with the coordinator. Honors Minor To complete an honors minor in cognitive science, students must complete all requirements listed above. The honors preparation for the minor will normally be a 2credit unit approved by the relevant department from courses listed for the minor. The minor preparation must be within a discipline that is not the student’s honors major. Students are encouraged to develop an appropriate preparation in consultation with the coordinator. Special Major A special major is possible. Please consult with the program coordinator to develop a special major plan. All minors and special majors must normally take COGS 001: Introduction to Cognitive Science. COGS 001. Introduction to Cognitive Science An introduction to the science of the mind from the perspective of cognitive psychology, linguistics, neuroscience, philosophy, and artificial intelligence. The course introduces students to the scientific investigation of such questions as the following: What does it mean to think or to have consciousness? Can a computer have a mind? What does it mean to have a concept? What is language? What kinds of explanations are necessary to explain cognition? 1 credit. Spring 2009. Grodner. Minors who wish to get a formal research experience may choose to complete a 1-credit thesis in cognitive science during their senior year. Nonhonors theses in cognitive science will normally be examined by Cognitive Science Committee members from within at least two different departments. COGS 090. Senior Thesis The 1-credit thesis project can be supervised by any of a number of faculty members associated with the departments in the program but should be approved in advance by the program coordinator. A thesis may be used to establish depth in an area and is normally a required Cognitive Science component of a special major in cognitive science. 1 credit. Each semester. Staff. The remaining 5 required credits are to be distributed evenly among three different disciplines of cognitive science. That is, 2 credits of listed courses from each of three of the six disciplines must be completed, with the exception that in one—and only one—of the three disciplines, a single “focus” course* may be used to meet the breadth requirement. The list of courses currently approved as cognitive science courses is rather selective because it is intended to focus students on the most essential cores of cognitive science within each discipline. For disciplines where there are courses designated as focus courses, at least one focus course must be taken to include that discipline in the minor. Many more courses, taught on campus, are closely relevant to cognitive science; this list is subject to periodic re-evaluation. Computer Science/Computer Engineering CPSC 063. Artificial Intelligence (focus course) CPSC 065. Natural Language Processing CPSC 081. Adaptive Robotics (focus course) Linguistics LING 040/108. Semantics (focus course) LING 043/106. Morphology and the Lexicon LING 045/105. Phonology (focus course) LING 050/109. Syntax (focus course) LING 06X. Structure of a non-Indo-European Language Mathematics and Statistics The subareas of mathematics and their eligible seminars and courses are the following: Algebra: MATH 057/077,058,067, and 102. Analysis: MATH 034,044,053/073,054,063, 101, and 103. Discrete Mathematics: MATH 029,046, 059/079, and 069. Geometry: MATH 055/75 and 106. Statistics: STAT 011,031, and 061; MATH 105 andSTAT 111. Topology: MATH 104. Neuroscience BIOL 022. Neurobiology BIOL 123. Learning and Memory PSYC 030. Physiological Psychology PSYC 091. Advanced Topics in Behavioral Neuroscience PSYC 130. Physiological Seminar Philosophy PHIL 012/031. Logic/Advanced Logic (focus course) PHIL 024/113. Theory of Knowledge PHIL 026/116. Language and Meaning PHIL 086/118. Philosophy of Mind (focus course) Psychology PSYC 032/132. Perception (focus course) PSYC 033/133. Cognitive Psychology (focus course) PSYC 034/134. Psychology of Language/Psycholinguistics (focus course) PSYC 039. Developmental Psychology PSYC 042. Human Intelligence PSYC 043. Evolutionary Psychology * Focus courses are concerned with issues most central to cognitive science and are normally taught with this objective in mind. Comparative Literature Coordinator: MICHAEL A. PESENSON (Modem Languages and Literatures, Russian) Committee: Alan Berkowitz (Modem Languages and Literatures, Chinese) Jean-Vincent Blanchard (Modem Languages and Literatures, French)1,12 Elizabeth Bolton (English Literature) H ■ Horacio Chiong Rivero (Modem Languages and Literatures, Spanish) Marion J. Faber (Modem Languages and Literatures, German)1 Sibelan Forrester (Modem Languages and Literatures, Russian) William O. Gardner (Modem Languages and Literatures, Japanese) Maria Luisa Guardiola (Modem Languages and Literatures, Spanish) Walid Hamameh (Modem Languages and Literatures, Arabic) Kendall Johnson (English Literature)3 Haili Kong (Modem Languages and Literatures, Chinese) Allen Kuharski (Theater)3 George Moskos (Modem Languages and Literatures, French)11 Rosaria V. Munson (Classics) Philip M. Weinstein (English Literature) Hansjakob Werlen (Modem Languages and Literatures, German) I Absent on leave, fall 2008. 3Absent on leave, 2008-2009. II Program director, Swarthmore Program in Grenoble, fall 2008. 12Program director, Swarthmore Program in Grenoble, spring 2009. The comparative literature major is administered by a Comparative Literature Committee made up of the coordinator and faculty representing the Classics, English Literature, Modem Languages and Literatures, and Theater departments. The basic requirement for the major is work in two literatures in the original language. The major in comparative literature is designed for those students who have a love for literature and a strong desire to write and are interested in literary critical research. Not for everyone, this major assumes a fair degree of discipline, independence, and self-motivation on the part of the student, especially in the development and writing of the thesis. In planning a comparative literature major, students should look at course listings in the Classics, English, and Modem Languages and Literatures departments. O f courses in the Classics and Modem Languages and Literatures departments, only courses in the original language numbered 011 or above are counted as constituents of the comparative literature major. Of English courses numbered ENGL 008A-Z and 009A-Z, only one may be counted for the major. Students applying for the major will submit to the comparative literature coordinator a proposal of integrated study that sets forth the courses and/or seminars to be taken and the principle of coherence on which 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 student. 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. Requirements and Recommendations Major in Course 1. Ten credits in two or more literatures in the original languages, including a substantial concentration o f work—normally four or five courses—in each of the literatures. The thesis (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 language 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 attachments (in Chinese) to literature courses taught in translation. 2. A 1- or 2-credit thesis of 50 to 60 pages, 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 advisers from appropriate departments. In some cases, the Comparative Literature committee may ask that the thesis be written in whole or in part in the language of a literature studied other than English. 3. An oral comprehensive examination, 1 to 1.5 hours in length, at the end o f the senior year, based on the thesis and courses and seminars that the major comprises. Major or Minor in the Honors Program M ajor Four 2-credit preparations in at least two literatures in die original language, one of which is a thesis. One 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 components of the comparative literature honors major. M inor A 2-credit thesis of 50 to 60 pages, integrating preparations that have been done in two literatures in the original language. P rerequisite fo r Adm ission Into the H onors Program Successful completion of an advanced course in literature in each of the literatures of the student’s program of study. A minimum grade of a B is required. M ode o f Exam ination For each preparation, a 3-hour written examination prepared by the external examiner and a 30-minute oral based on the contents of the written examination. Procedures fo r A ll M ajors 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. At this time, both course and honors majors will submit thesis proposals and propose faculty advisers. 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 o f possibilities available, a series of sample programs is offered. Sample: Comparative Literature Course Major Focus: The Black Atlantic Courses ENGL 009S. First-Year Seminar: Black Liberty, Black Literature ENGL 054. Core Course: Faulkner, Morrison, and the Representation of Race ENGL 061. Core Course: Fictions of Black America ENGL 062. Black Autobiography FREN 012L. Introduction à l’analyse littéraire FREN 025. Centers and Peripheries in the Francophone World FREN 071. French Cultural and Critical Theory FREN 077. Prose Francophone: littérature et société FREN 110. Écritures françaises hors de France (Caribbean) 1- credit thesis. Sample: Comparative Literature Honors Major Focus: Modernism Courses ENGL 045. Core Course: Modem British Poetry ENGL 053. Core Course: Modem American Poetry GERM 013. Introduction to German Literature GERM 052. The Body Machine: Deconstructing the Body Politic in Postwar German Drama Sem inars ENGL 115. Modem Comparative Literature ENGL 116. American Literature 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 thesis: Kant’s influence on Hölderlin and Pio Baroja. Computer Science CHARLES F. KELEMEN, Professor LISA MEEDEN, Professor3 TIA NEWHALL, Associate Professor and Chair ANDREW DANNER, Assistant Professor RICHARD WICENTOWSKI, Assistant Professor DOUGLAS TURNBULL, Visiting Instructor JEFFREY KNERR, System Administrator BRIDGET M. ROTHERA, Administrative Assistant 3 Absent on leave, 2008-2009. Computer science is the study of algorithms and their implementation. This includes the study of computer systems; methods to specify algorithms (for people and computer systems); and the formulation of theories 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 computing choices that can be tailored to satisfy various interests and depths of study. All courses emphasize the fundamental concepts of computer science, treating today’s languages and systems as current examples of the underlying concepts. The computer science laboratory provides up-to-date software and hardware facilities. Four entry points to the computer science curriculum are available at Swarthmore: CPSC 015, CPSC 021, CPSC 033 and CPSC 035. First Year Seminar CPSC 015: Privacy and Trust in Cyberspace is a first-year seminar that satisfies the writing course requirement. No previous experience with computers is necessary. Although some programming will be introduced, students whose main goal is to learn to program should take CPSC 021. CPSC 015 has broader goals including a greater emphasis on writing prose. who already have extensive computing experience. CPSC 035: Data Structures and Algorithms assumes that the student has completed CPSC 021 or its equivalent. It is an appropriate entry point for students with extensive computing experience who want to improve their programming skills. Students who think they may qualify for CPSC 033 or CPSC 035 and have not taken CPSC 021 should see the instructor or department chair. Students or advisers 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 Department offers course majors and minors and honors majors and minors. Students interested in any of these options are encouraged to meet with the chair of the Computer Science Department as early as possible in their college career. Students who are interested in a computer science major or minor are encouraged to take CPSC 021, CPSC 033 and CPSC 035 sometime in their first three semesters at Swarthmore. The minor in computer science is designed for students who desire a coherent introduction to the core topics in the field but cannot afford the number of courses required of a major. Students completing the minor will possess intellectual skills that are useful in many disciplines. m in o rs Recommendations Requirements CPSC 021: Introduction to Computer Science will present fundamental ideas in computer science while building skill in software development. No previous experience with computers is necessary. This course is appropriate for all students who want to write programs. It is the usual first course for computer science majors and minors. Students with Advanced Placement credit or extensive programming experience may be able to place out of this course. CPSC 033: Computer Organization assumes that the student has completed CPSC 021 or its equivalent. It is the best entry point for students intending to be computer science majors or Major The following are the requirements for a major in computer science: 1. Two mathematics courses at the level of Linear Algebra or above (Discrete Math and Linear Algebra are recommended). 2. Each of CPSC 021, CPSC 035, CPSC 037, CPSC 046, and CPSC 097. 3. One o f CPSC 025 or CPSC 033. 4. Three of CPSC 027, CPSC 040, CPSC 041, CPSC 044, CPSC 045, CPSC 063, CPSC 065, CPSC 067, CPSC 075, CPSC 081, CPSC 082, CPSC 085, CPSC 091, CPSC 093. Successful completion of at least two computer science courses including CPSC 035 is Computer Science ordinarily required to be admitted as a computer science major. (If exempted from CPSC 021, one of the following courses: CPSC 041, CPSC 045, or CPSC 075 must be taken in place of CPSC 021 to satisfy requirement 2.) Minor The minor in computer science provides students with a well-rounded background in computer science sufficient to develop significant, creative applications and to keep up with the rapid changes in the field. The following are the requirements for a minor in computer science: 1. One mathematics course at the level of Linear Algebra or above (Discrete Math recommended). 2. Each of CPSC 021, CPSC 035, and CPSC 037. 3. One of CPSC 025 or CPSC 033. 4. One of CPSC 041 or CPSC 046. 5. One of the following (must be different from the choice in part 4): CPSC 027, CPSC 040, CPSC 041, CPSC 044, CPSC 045, CPSC 046, CPSC 063, CPSC 065, CPSC 067, CPSC 075, CPSC 081, CPSC 082, CPSC 085, CPSC 91, CPSC 93. Successful completion of at least two computer science courses including CPSC 035 is ordinarily required to be admitted as a computer science minor. (If exempted from CPSC 021, one of the following courses: CPSC 041, CPSC 045 or CPSC 075 must be taken in place of CPSC 021 to satisfy requirement 2.) Honors Program Honors majors and minors in computer science are available. Honors Major An 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 examiners for evaluation: 1. Two 2-credit preparations to be selected from the combinations of courses listed under Approved Preparations. Each of these 2-credit preparations will be examined by a 3-hour written examination and an oral examination. The two 2-credit preparations must include four distinct courses. In certain circumstances, the Computer Science Department may be willing to consider other groupings of courses, seminars, or courses with attachments. If the required courses and preparations would not satisfy a course major, additional computer science courses must be taken to meet course major requirements. In all cases, the Computer Science Department must approve the student’s plan o f study. 2. One research report or thesis to be read by an external examiner and examined in an oral examination. At a minimum, this will involve a review of scholarly papers from the primary literature of computer science and the writing of a scholarly, scientific paper. The paper will report on a research experience involving the student and faculty (here or elsewhere). It is expected that most of the research or scholarly groundwork will be completed before the fall semester of the senior year, either by 1 credit of work in the spring semester of the junior year or full-time summer work. Students will register for at least 1 credit of thesis work to complete the work and write the paper in the fall of the senior year. It is recommended that the paper be completed by the end of the fall semester. To be eligible for an honors major in computer science, students must complete the following: 1. Have a B+ average in all computer science courses completed by the end of junior year. These must include CPSC 021, CPSC 035, CPSC 037, and at least one o f CPSC 025, CPSC 033, or CPSC 046. 2. Have demonstrated proficiency in mathematical argument and reasoning by the end of the junior year. Ordinarily, this proficiency will be assumed if the student has done one of the following: a. Passed Discrete Mathematics and Linear Algebra with a grade of B+ or better b. Passed Linear Algebra Honors with a grade of B or better c. Completed Introduction to Real Analysis or Introduction to Modem Algebra with a grade ofB- or better 3. Complete by the end of the senior year a set of courses that would quality for an ordinary computer science major as well as CPSC 180 (Thesis) and CPSC 097 with course students. Honors Minor To be eligible for an honors minor in computer science, a student must satisfy course requirements for a regular minor in computer science and in addition: 1. Have a B+ average in all computer science courses completed by the end of the junior year. 2. Take one 2-credit preparation to be selected from the combinations of courses listed under Approved Preparations. An examiner will set both a 3-hour written examination and an oral examination for the preparation. Computer Science Approved Preparations The following are the approved preparations for part A. These may not all be available to all students because of the faculty’s schedules. Preparation C ourse Com binations Algorithms and Theory CPSC 041. Algorithms CPSC 046. Theory o f Computation CPSC 081. Adaptive Robotics CPSC 063. Artificial Intelligence CPSC 046. Theory of Computation CPSC 075. Compiler Design and Construction CPSC 045. Operating Systems CPSC 085. Distributed Systems CPSC 025. Computer Architecture CPSC 045. Operating Systems CPSC 063. Artificial Intelligence CPSC 065. Natural Language Processing CPSC 081. Adaptive Robotics CPSC 082. Mobile Robotics CPSC 065. Natural Language Processing CPSC 067. Information Retrieval CPSC 037. Structure and Interpretation of Computer Programs CPSC 075. Compiler Design and Construction Intelligent Systems Compiler Design and Theory Distributed Systems Systems Natural Language Models Robotics Language Processing Programming Languages Study Abroad Students planning to major or minor in computer science may opt to study abroad for one semester or a whole year. Because some advanced courses in computer science are offered in only alternate years, some selections will be unavailable to some students. The chair of the Computer Science Department should approve all courses of study abroad. The department will credit appropriate courses based on sufficient evidence presented by the student upon returning to Swarthmore. Graduate Study Students interested in graduate study in computer science will be well prepared with a computer science major. Some graduate programs will also accept students who have majored in mathematics or engineering 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 chair of the Computer Science Department. 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 intelligence or cognitive science. In such cases, students should consult with the chair of the department as early as possible to ensure that they take the necessary mathematics and computing courses for graduate work in computer science. Courses CPSC 015. First-Year Seminar: Privacy and Trust in Cyberspace Building upon the 1st, 3rd, 4th, 5th, and 9th amendments to the U.S. Constitution, the Supreme Court has created and protected a concept of privacy in the physical world. Yet in cyberspace (the world of interconnected computers), information about you and your loved ones is gathered, used, bought, and sold without your knowledge or permission. How is this possible? Why is undetected cybersnooping relatively easy? What can you do to improve your information privacy? Who and what are you trusting whenever you communicate or transact business over the Internet? Some seminar time will be devoted to exploring the concept and desirability of information privacy. A larger portion of the seminar will be devoted to the computer science topics needed to understand the nature of and risks to information in cyberspace: the design of digital computers, machine and assembly language programming, operating systems and high-level languages, computer networks, encryption, decryption, and software system vulnerabilities. We will work through these topics in the context of the biography Alan Turing: The Computer Science Enigma by Andrew Hodges and the novel Cryptonomicon by Neal Stephenson. Prerequisite: Four years of high school mathematics. Writing course. 1 credit. Fall 2008. Kelemen. CPSC 021. Introduction to Computer Science This course will present fundamental ideas in computer science while building skill in software development. Algorithms will be implemented as programs in a high-level programming language. Object-oriented programming and data structures will be introduced to construct correct, understandable, and efficient algorithms. A deeper coverage of these topics will be presented in CPSC 033 and CPSC 035. CPSC 021 is appropriate for all students who want to be able to write programs. It is the usual first course for computer science majors and minors. Students with Advanced Placement credit or extensive programming experience may be able to place out o f this course. Students who think that they may fall into this latter category should consult with any computer science faculty member. Lab work required, programming intensive. No prerequisites. Natural sciences and engineering practicum. 1 credit. Each semester. Staff. CPSC 024. Fundamentals of Digital Systems (Cross-listed as ENGR 015) Digital and continuous systems are fundamentally different. This course will introduce students to digital system theory and design techniques, including Boolean logic, digital representations of data, and techniques for the design of combinational and sequential digital circuits. Because moving information between systems is critical to real-world applications, the course will include interfaces between digital systems and between digital and continuous systems. In addition, the course will cover selected topics in numerical analysis and applied mathematics that are relevant to modem engineering and computer science. Lab work required. Offered in the fall semester every year. Prerequisite: CPSC 021 or ENGR 011 (co­ requisite). Natural sciences and engineering practicum. 1 credit. Fall 2008. Moreshet. CPSC 025. Principles of Computer Architecture (Cross-listed as ENGR 025) This course covers the physical and logical design o f a computer. Topics include current microprocessors, CPU design, RISC and CISC concepts, pipelining, superscalar processing, cache, paging, segmentation, virtual memory, parallel architectures, bus protocols, and I/O devices. Labs cover analysis of current systems and microprocessor design using CAD tools, including VHDL. Lab work required. Prerequisites: CPSC 021, or CPSC 024/ENGR 024, and CPSC 035 or permission of the instructor. Natural sciences and engineering practicum. 1 credit. Spring 2009. Moreshet. CPSC 027. Computer Vision (Cross-listed as ENGR 027) This course studies how computers can analyze and perceive the world using input from imaging devices. Topics include line and region extraction, stereovision, motion analysis, color and reflection models, and object representation and recognition. The course will focus on object recognition and detection, introducing the tools o f 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 classification systems. Lab work required. Prerequisites: ENGR 012, CPSC 021, or permission of the instructor. Mathematics background at the level of Linear Algebra or Calculus is strongly recommended. Natural sciences and engineering practicum. 1 credit. Next offered when staffing permits. CPSC 033. Computer Organization This course takes a bottom-up approach to answering the question of how a computer works. Topics include theoretical models of computation, bits, bytes and data representations, operations on data, digital logic structures, computer memory, assembly and machine code, hardware components, the stack, the operating system, compilers, and the C programming language. We examine the hardware and software components required to go from a program expressed in a high-level programming language like Java or C to the computer actually running the program. Lab work required. Prerequisites: CPSC 021 or equivalent. Computer Science Natural sciences and engineering practicum. 1 credit. Fall 2008. Wicentowski. CPSC 035. Data Structures and Algorithms This course completes the broad introduction to computer science begun in CPSC 021. It provides a general background for further study in the field. Topics to be covered include object-oriented programming in Java, advanced data structures (priority queues, trees, hash tables, graphs, etc.) and algorithms, and software design and verification. Students will be expected to complete several programming projects illustrating the concepts presented. Lab work required. Prerequisite: CPSC 021 or permission of the instructor. Discrete Mathematics is strongly recommended. Natural sciences and engineering practicum. 1 credit. Each semester. Staff. CPSC 037. Structure and Interpretation of Computer Programs This course is a serious introduction to the study of computer programs and, through programs, 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. Topics to be covered include programming idioms and paradigms, recursion, information retrieval, binding and scope, interpreters, and compilers. Lab work required. Prerequisite: CPSC 035. 1 credit. Next offered spring 2010. Wicentowski. CPSC 040. Computer Graphics (Cross-listed as ENGR 026) Computer graphics deals with the manipulation and creation of digital imagery. We will cover drawing algorithms for two-dimensional (2-D) graphics primitives, 2-D and three-dimensional (3-D) matrix transformations, projective geometry, 2-D and 3-D 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 implementation of a 3-D hierarchical modeling system that incorporates realistic lighting models and fast hidden surface removal. Lab work required. Prerequisites: ENGR 012, CPSC 021, or the permission of the instructor. Mathematics background at the level o f Calculus and Linear Algebra Honors is strongly recommended. Natural sciences and engineering practicum. 1 credit. Spring 2009. Danner. CPSC 041. Algorithms The study of algorithms is useful in many diverse areas. As algorithms are studied, considerable attention is devoted to analyzing formally their time and space requirements and proving their correctness. Topics to be covered include abstract data types, trees (including balanced trees), graphs, searching, sorting, NP complete optimization problems, and the impact of several models of parallel computation on the design of algorithms and data structures. Prerequisites: CPSC 035. Discrete Mathematics is strongly recommended. 1 credit. Fall 2008. Danner. CPSC 044. Database Systems This course provides an introduction to relational database management systems. Topics covered include data models (ER and relational model); data storage and access methods (files, indices); query languages (SQL, relational algebra, relational calculus, QBE); query evaluation; query optimization; transaction management; concurrency control; crash recovery; and some advanced topics (distributed databases, object-relational databases). A project that involves implementing and testing components o f a relational database management system is a large component of the course. Lab work required. Prerequisite: CPSC 035, experience in C or C++ (usually satisfied by completing CPSC 025 or 033). CPSC 025 or CPSC 033 recommended. 1 credit. Next offered fall 2009. Newhall. CPSC 045. Operating Systems (Cross-listed as ENGR 022) This course is an introduction to the theory, design, and implementation of operating systems. An operating system is the software layer between user programs and the computer hardware. It provides abstractions of the underlying hardware that are easier to program, and it manages the machine’s resources. The following topics will be covered: processes (including synchronization, communication, and scheduling); memory (main memory allocation strategies, virtual memory, and page replacement policies); file systems (including naming and implementation issues); I/O (including devices, drivers, disks, and disk scheduling); and security. Computer Science Lab work required. Prerequisite: CPSC 035, experience in C or C++ (usually satisfied by completing CPSC 025 or 033). CPSC 025 or CPSC 033 recommended. Natural sciences and engineering practicum. 1 credit. Fall 2008. Newhall. CPSC 046. Theory of Computation (Cross-listed as MATH 046) This study of various models of computation leads to a characterization o f the kinds of problems that can and cannot be solved by a computer. Solvable problems will be classified with respect to their degree of difficulty. Topics to be covered include formal languages and finite state devices; Turing machines; and other models of computation, computability, and complexity. Prerequisite: CPSC 035. Discrete Mathematics is strongly recommended. 1 credit. Next offered spring 2009. Kelemen. CPSC 063. Artificial Intelligence Artificial intelligence (AI) can be defined as the branch of computer science that is concerned with the automation of intelligent behavior. Intelligent behavior encompasses a wide range of abilities; as a result, AI has become a very broad field that includes game playing, automated reasoning, expert systems, natural language processing, modeling human performance (cognitive science), planning, and robotics. This course will focus on a subset of these topics and specifically on machine learning, which is concerned with the problem of how to create programs that automatically improve with experience. Machine learning approaches studied will include neural networks, decision trees, genetic algorithms, and reinforcement techniques. Lab work required. Prerequisites: CPSC 035. Natural sciences and engineering practicum. 1 credit. Next offered fall 2009. Meeden. CPSC 065. Natural Language Processing (Cross-listed as LING 020) This course is an introduction to the fundamental concepts in natural language processing, the study of human language from a computational perspective. The focus will be on creating statistical algorithms used in the analysis and production of language. Topics to be covered include parsing, morphological analysis, text classification, speech recognition, and machine translation. No prior linguistics experience is necessary. Lab work required. Prerequisite: CPSC 035. 1 credit. Fall 2008. Wicentowski. CPSC 067. Information Retrieval This course will explore methods for searching and retrieving information from digital text sources. We will design and evaluate algorithms for automating document retrieval, document clustering, mail filtering, relevance feedback, data mining on the Web, Web robots, search engines, information extraction, question answering, and document summarization. Prerequisite: CPSC 035. 1 credit. Spring 2009. Wicentowski. CPSC 075. Principles of Compiler Design and Construction (Cross-listed as ENGR 023) This course introduces the design and construction of language translators for imperative, procedure-oriented programming 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, and compiler writing tools. Lab work required. Prerequisite: CPSC 035, experience in C or C++ (usually satisfied by completing CPSC 025 or 033). CPSC 025 or CPSC 033 recommended. Natural sciences and engineering practicum. 1 credit. Spring 2009. Newhall. CPSC 081. Adaptive Robotics This course addresses the problem of controlling robots that will operate in dynamic, unpredictable environments. Students will work in groups to program robots to perform a variety of tasks such as navigation to a goal, obstacle avoidance, and vision-based tracking in a laboratory session. In lecture/discussion sessions, students will examine the major paradigms of robot control through readings with an emphasis on adaptive approaches. Lab work required. Prerequisite: CPSC 035 or permission of the instructor. Natural sciences and engineering practicum. 1 credit. Spring 2009. Meeden. Computer Science CPSC 082. Mobile Robotics (Cross-listed as ENGR 027) This course addresses the problems of controlling and motivating robots to act intelligently in dynamic, unpredictable environments. Major topics will include robot perception using vision and sonar, kinematics and inverse kinematics, navigation and control, 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 programming robots to execute tasks and to explore and interact with their environment Prerequisites: ENGR 015 or CPSC 035. Linear Algebra is strongly recommended. Natural sciences and engineering practicum. 1 credit. Next offered when staffing permits. CPSC 085. Distributed Systems This course covers a broad range of topics related to distributed and cluster computing. Distributed systems consist of a collection of computers connected by a network. The computers in a distributed system run special software that allows them to transparently share computing resources and data. We will read and discuss recent and classic research papers on the theory and implementation of distributed and cluster computing systems. In addition, students will have the opportunity to examine one or two topics in depth through a class presentation of a specific topic and through a semester-long project related to distributed computing. Possible topics include networking, parallel programming paradigms, distributed state, distributed coordination and agreement, fault tolerance, authentication and security, scheduling, load balancing, distributed file systems, Web computing, the Grid, peer-to-peer systems, cluster systems, distributed operating systems, and distributed database systems. Prerequisites: CPSC 035. CPSC 045 is recommended. 1 credit. Next offered spring 2010. Newhall. CPSC 091. Special Topics in Computer Science Subject matter for CPSC 091 is generally dependent on group need or individual interest. The course is normally restricted to upper-level students and offered only when staff interests and availability make it practicable to do so. Lab work required. 1 credit. Staff. CPSC 093. Directed Reading and/or Research Project A qualified student may undertake a program of extra reading and/or a project in an area of computer science with the permission o f a staff member who is willing to supervise. CPSC 097. Senior Conference This course provides honors and course majors an opportunity to delve more deeply into a particular topic in computer science, synthesizing material from previous courses. Topics have included computational geometry and geographic information systems (2006, 2007), computer security (2005), natural language processing (2004); advanced algorithms (2003); networking (2001 and 2002); distributed computing (2000); evolutionary computation (1998 and 1999); complexity, encryption, and compression (1996); and parallel processing (1995). CPSC 097 is the usual method used to satisfy the comprehensive requirement for a computer science major and the senior honors study requirement for a computer science honors major. Writing course. 1 credit. Fall 2008. Turnbull. CPSC 180. Thesis CPSC 199. Senior Honors Study Economics JOHN P. CASKEY, Professor and Chair STEPHEN S. GOLUB, Professor ROBINSON G. HOLLISTER JR., Professor*3 PHILIP N. JEFFERSON, Professor MARK KUPERBERG, Professor ELLEN B. MAGENHEIM, Professor STEPHEN A. O’CONNELL, Professor LARRY E. WESTPHAL, Professor AMANDA BAYER, Associate Professor THOMAS S. DEE, Associate Professor ERIN TODD BRONCHETTI, Assistant Professor1 DAVID HUFFMAN, Assistant Professor THEODORE M. CRONE, Visiting Professor (part time)s JOSEPH HARGADON, Visiting Professor (part time) NANCY CARROLL, Administrative Assistant 1 Absent on leave, fall 2008. 3 Absent on leave, 2008-2009. »Fall 2008. Economics is the study of how scarce resources are allocated and the implications of such allocations. Because scarcity is a fundamental fact of social life, an understanding of economics is relevant for private and public decision making. Most courses in the department address the dual questions of how resources are allocated in real economies and how they should be allocated. “Should” is a complex word and encompasses considerations of economic efficiency and distributional equity. Economics does not provide definitive answers to these questions, but it does give the student the tools needed to formulate and evaluate such answers. ECON 001 or Us equivalent is a prerequisite fo r all other work in the department. In addition, all majors in economics must satisfy a theory requirement by taking ECON 011 (Intermediate Microeconomics) and ECON 021 (Intermediate Macroeconomics). They must also satisfy a statistics requirement. This is typically done by taking ECON 031 (Statistics for Economists), but the statistics requirement can alternatively be satisfied by taking ECON 035 (Econometrics) or STAT 111 (Mathematical Statistics II) or by combining STAT 061 with either STAT Oil or STAT 031. A knowledge of elementary calculus is extremely useful for reading the economics literature critically. The department strongly recommends that students take MATH 015 and either MATH 023 (appropriate as a terminal course in calculus) or MATH 025 (preferred if the student is considering further work in mathematics). Students intending to focus on the more technical aspects of economics will find linear algebra (MATH 027,028, or 028S), multivariable calculus (MATH 033,034, or 035), and differential equations (MATH 043 or 044) particularly valuable. Students who plan to attend graduate school in economics should seriously consider taking additional mathematics courses, including real analysis (MATH 063). To graduate as majors, students must have at least 8 credits in economics; have taken the three core courses, ECON 011, ECON 021, and ECON 031 (or its equivalent); and have passed the comprehensive examination given to seniors early in the spring semester (course students) or the honors examinations given at the end of the spring semester (honors students). To be prepared for the comprehensive examination, course students are very strongly advised to complete the core courses before the second semester of their senior year. Students who are contemplating a major in economics should consult Economics at Swarthmore: Department Handbook (available in the department office and on the department’s web site) for additional information regarding the details of the program. Economics majors can complete the requirements for teacher certification through a program approved by the state of Pennsylvania. For further information about the relevant set of requirements, contact the Educational Studies Department chair, the Economics Department chair, or the Educational Studies Department Web site at www.swarthmore.edu/ educationalstudies.xml. The Economics Department does not offer a minor in economics except in the Honors Program. Courses ECON 001. Introduction to Economics Covers the fundamentals of microeconomics and macroeconomics: supply and demand, Economics market structures, income distribution, fiscal and monetary policy in relation to unemployment 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 Anther work in economics. 1 credit Each semester. Staff. ECON 002. First-Year Seminar: Greed In 1776, Adam Smith wrote in The Wealth o f Nations, “It is not from the benevolence of the butcher, the brewer, or the baker, that we expect our dinner, but from their regard to their own interest.... The individual intends only his own gain, and he is in this, as in many other cases, led by an invisible hand to promote an end which was no part of his intention. Nor is it always worse for society that it was no part of it. By pursuing his own interest he frequently promotes that of the society more effectually than when he really intends to promote it.” This seminar investigates the degree to which selfinterest should be the organizing principle of economic and social organization. This course counts as 1 of the 8 economics credits needed to fulfill an economics major, but it does not take the place of ECON 001. It, therefore, cannot be used to fulfill the ECON 001 prerequisite for further work in the Economics Department. Writing course. 1 credit. Not offered 2008-2009. 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 educational attainment. It examines the facts about student achievement, educational expenditure in the United States, and the relationship between them. It studies such questions as: Does reducing class size improve student achievement? Does paying teachers more improve teacher quality and student outcomes? The course also investigates the relationship between educational attainment 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: Any statistics course (or the consent of the instructor). EDUC 014 is strongly recommended. 1 credit. Fall 2008. Kuperberg. ECON 011. Intermediate Microeconomics Provides a thorough grounding in intermediatelevel 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 solving to facilitate the learning o f theory and see practical applications. 1 credit. Fall 2008. Magenheim. ECON 012. Games and Strategies How should you bargain for a used car or mediate a contentious dispute? This course is an introduction to the study of strategic behavior and the field of game theory. We analyze situations of interactive decision making in which the participants attempt to predict and to influence the actions of others. We use examples from economics, business, biology, politics, sports, and everyday life. This course may be counted toward a concentration in peace and conflict studies. 1 credit. Fall 2008. Bayer. ECON 021. Intermediate Macroeconomics The goal of this course is to give the student a thorough understanding of the actual behavior o f the macroeconomy and the likely effects of government stabilization policy. Models are developed of the determination of output, interest rates, prices, inflation, and other aggregate variables such as fiscal and trade surpluses and deficits. Students analyze conflicting views of business cycles, stabilization policy, and inflation/unemployment trade-offs. Prerequisite: Freshmen need the consent of the professor. 1 credit. Spring 2009. Kuperberg. ECON 022. Financial Economics This course analyzes the ways that firms finance their operations. It discusses the organization and regulation o f financial markets and institutions. It examines theories explaining asset prices and returns, and it discusses the function and pricing of options and futures contracts. 1 credit. Fall 2008. Caskey. ECON 031. Statistics for Economists The focus of this course is on understanding how simple and multiple regression can be used to estimate economic relationships (e.g., price Economics or interest elasticities, returns to assets, or education) and test their statistical significance. Problems and estimation with real data sets will be stressed. 1 credit. Each semester. Dee. ECON 032. Operations Research (See ENGR 057) 1 credit. Fall 2008. McGarity. ECON 033. Financial Accounting This course is designed to provide students with an intermediate level study of corporate accounting theory and practice as it falls within the framework o f United States generally accepted accounting principles (GAAP). A major focus of the course is how accounting provides information to various user groups so that they can make more informed decisions. In particular, students will learn the steps in the accounting cycle leading up to the preparation and analysis of corporate financial statements. Students are also exposed to some of the fundamental differences between federal tax rules and external financial reporting requirements and are made aware o f the organizations that influence and contribute to the body of knowledge in financial accounting. Finally, ethical issues that may be confronted by the accountant are also discussed throughout the course. (This course cannot be used to satisfy the College’s distribution requirements.) 1 credit. Spring 2009. Hargadon. ECON 035. Econometrics Quantitative methods used in estimating economic models and testing economic theories are studied. Students learn to use statistical packages to apply these methods to problems in business, economics, and public policy. Prerequisite: ECON 031 or STAT 061. 1 credit. Fall 2008. Jefferson. ECON 037. Computational Economics This course is an introduction to quantitative economic dynamics. Students will learn how dynamic stochastic general equilibrium (DSGE) models are formulated, solved, computerized, evaluated, and used as tools to provide guidance to the development of economic theory and policy. The computational engine MATLAB is introduced and used as the medium between economic theory and the quantitative expression of the DSGE models. No prior knowledge of MATLAB is assumed. Prerequisite: ECON 021. 1 credit. Not offered 2008-2009. ECON 041. Public Economics This course focuses on government expenditure, tax, and debt policy. A major part of the course is devoted to an analysis of current policy 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 Oil. 1 credit. Spring 2009. Bronchetti. ECON 042. Law and Economics The purpose of this course is to explore the premises behind the use of utilitarian constructs 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 o f issues in property, tort, contract, and criminal law. This course may be counted toward a concentration in public policy. Recommended: ECON 011. 1 credit. Fall 2008. Kuperberg. ECON 044. Urban Economics The topics covered in this course include the economic decline of central cities, transportation policies, local taxation, theories of urban growth patterns, local economic development initiatives, and the economics of land use and housing. 1 credit. Spring 2009. Caskey. ECON 051. The International Economy This course surveys the theory of trade (microeconomics) and of the balance of payments and exchange rates (macroeconomics). The theories are used to analyze topics such as trade patterns, trade barriers, flows of labor and capital, exchangerate fluctuations, the international monetary system, and macroeconomic interdependence. This course may be counted toward a concentration in public policy. Prerequisites: ECON Oil and ECON 021. 1 credit. Spring 2009. Golub. Economics ECON 053. International Political Economy (Cross-listed as POLS 068) This course uses political and economic perspectives to analyze the international economy. Topics include the rise and decline of hegemonic powers, the controversy over “free” versus “fair” trade under the World Trade Organization, foreign'debt and default, the role of the state in economic development, international financial markets, and the history of the international monetary system. Prerequisites: POLS 004 and ECON 001. 1 credit. Not offered 2008-2009. ECON 061. Industrial Organization This course examines why firms and markets are organized as they are and how thenorganization affects the way they operate. Topics include the relationship between market structure and firm behavior; particular aspects of firm behavior-pricing, advertising, and collusion; and the effects of regulation. This course may be counted toward a concentration in public policy. Prerequisite: ECON OIL 1 credit. Not offered 2008-2009. ECON 063. Public Policies in Practice: Establishing What Works and for Whom Participants in this course will examine research on specific policy interventions designed to change outcomes for individuals, corporations, and communities. Particular focus will be on attempts to establish whether such policy interventions can cause changes in outcomes for individuals, corporations, or communities. In recent decades, random assignment/experimental designs have increasingly been applied to estimate the impact of changes in policies on employment, welfare, housing, education, policing, public health, and community development. Social policy experiments and alternative methods to examine cause and effect will be covered, with emphasis on actual examples from the previously mentioned fields. Specific issues in design, implementation of such studies, the analysis of results, and translation to the policy context will be reviewed. Students will meet with selected analysts who carry out these types of studies. Students will do some analysis of data generated from quantitative studies of what works and for whom. Prerequisites: ECON031, STATOil or STAT 031, or consent of the instructor. 1 credit. Not offered 2008-2009. ECON 067. Experimental Economics This course will cover some of the main research topics in economics that have been studied with laboratory and field experiments, such as behavior in competitive markets, provision of public goods, biases in individual decision-making, neural underpinnings of economic choice, and preferences regarding risk, time, and fairness. Students will be introduced to techniques for conducting economic experiments, and will design their own experiment as part o f course assignments. Prerequisites: ECON Oil and ECON 031. 1 credit. Spring 2009. Huffman. ECON 073. Race, Ethnicity, and Gender in Economics This course focuses on the role of difference in economic systems. In this course, we learn how to apply the theoretical and empirical tools of economics to analyze the economic status of women and of various racial and ethnic groups in the United States, and we explore the various sources of, and solutions to, persistent economic inequality. We also examine the roles of race, ethnicity, and gender in the development of economic theory and policy. This course may be counted toward interdisciplinary minors in public policy, gender and sexuality studies, and black studies. 1 credit. Fall 2008. Bayer. ECON 075. Health Economics This course applies the tools of microeconomic analysis to the health care industry. We will analyze the determinants of demand for and supply of health care, including the relationship between demographic variables, health status, and health care consumption. The structure and behavior of the major components o f the supply side will be studied, including physicians, hospitals, and insurance companies. The variety o f ways in which the government intervenes in the health care sector—regulation, antitrust, social insurance, and direct provision—will be considered. Finally, we will study some more specialized topics, including the intersection of bioethics and economics, mental health economics, and international health system comparisons. Students will write a series of short papers, examining medical, economic, and policy considerations related to a health problem or issue. Writing course. 1 credit. Spring 2009. Magenheim. Economics ECON 076. Environmental Economics 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 renewable resources; management of air, water, and energy resources; sustainable economic growth; and international resource management. This course may be counted toward concentrations in environmental studies and public policy. 1 credit. Not offered 2008-2009. ECON 081. Economic Development A survey covering the principal theories of economic development and the dominant issues of public policy. Topics include the determinants of economic growth and income distribution, the role of the agricultural sector, the acquisition of technological capability, the design of poverty-targeting programs, the choice of exchange rate regime, and the impacts of international trade and capital flows (including foreign aid). This course may be counted toward a concentration in public policy or peace and conflict studies as well as programs in black studies and Asian studies. 1 credit. Fall 2008. O’Connell. ECON 082. Political Economy of Africa A survey of the post-independence development experience of Sub-Saharan Africa. We study policy choices in their political and institutional context, using case-study evidence and the analytical tools of positive political economy. Topics include development from a natural resource base, conflict and nation building, risk management by firms and households, poverty-reduction policies, globalization and trade, and the effectiveness of foreign aid. This course may be counted toward concentrations in peace and conflict studies, black studies, or public policy. 1 credit. Fall 2008. O’Connell. ECON 099. Directed Reading With consent of a supervising instructor, individual, or group study in fields of interest not covered by regular course offerings. Fall or spring semester. Staff. Seminars ECON 101. Advanced Microeconomics Subjects covered include consumer and producer theory, optimization and duality, general equilibrium, risk and uncertainty, asymmetric information, and game theory. Prerequisites: ECON 011 and multivariable calculus (MATH 033,034, or 035). 2 credits. Spring 2009. Bayer. ECON 102. Advanced Macroeconomics Subjects covered include microfoundations of macroeconomics, growth theory, rational expectations, and New Classical and New Keynesian macroeconomics. Extensive problem solving, with an emphasis on the qualitative analysis of dynamic systems. Prerequisites: ECON 011, ECON 021, and multivariable calculus (MATH 033,034 or 035, or MATH 023 with permission o f the instructor); MATH 043 or 044 is recommended. Recommended: MATH 043. 2 credits. Not offered 2008-2009. ECON 122. Financial Economics This seminar analyzes the ways that firms finance their operations. It discusses the organization and regulation of financial markets and institutions. It examines theories explaining asset prices and returns, and it discusses the function and pricing of options and futures contracts. Prerequisites: ECON 011, ECON 031 or ECON 035, and MATH 023 or higher calculus. 2 credits. Fall 2008. Caskey. ECON 135. Advanced Econometrics Quantitative methods used in estimating economic models and testing economic theories are studied. Students learn to use statistical packages to apply these methods to problems in business, economics, and public policy. Students will also evaluate studies applying econometric methods to major economic issues. An individual empirical research project is required. Prerequisites: ECON 035 and linear algebra (MATH 027,028 or 028S). 1 credit. Spring 2009. Jefferson. ECON 141. Public Economics This seminar focuses on the analysis of government expenditure, tax, and debt policy. A major part of the seminar is devoted to an analysis of current policy issues in their institutional and theoretical contexts. The seminar will be of most interest to students having a concern for economic policy and its interaction with politics. This seminar may be counted toward a concentration in public policy. Economics Prerequisite: ECON Oil. Recommended: ECON 021 and ECON 031 (or its equivalent). 2 credits. Spring 2009. Bronchetti. ECON 145. The Labor Economics of Inequality in America This seminar applies the tools of labor economics to study the determinants and consequences of economic inequality in the United States. Topics to be discussed include causes of and trends in U.S. earnings inequality, the economics of the family and household labor supply decisions, executive pay, lowwage labor markets, immigration, and discrimination. The course will also consider the role of progressive taxation and anti-poverty policies including welfare reform, public safety nets, and labor market training programs. Prerequisites: ECON 011 and ECON 031. 2 credits. Not offered 2008-2009. ECON 151. International Economics Goth 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 capital, exchange-rate fluctuations, the international monetary system, financial crises, macroeconomic interdependence, the roles of organizations such as the World Trade Organization and International Monetary Fund, and case studies of selected industrialized, developing, and transition countries. This seminar may be counted toward a concentration in public policy. Prerequisites: ECON 011 and ECON 021. 2 credits. Spring 2009. Golub. ECON 161. 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 differentiation, and other aspects of behavior. Other topics include the effects of antitrust policy, and economic regulation and deregulation. This seminar may be counted toward a concentration in public policy. Prerequisite: ECON 011. 2 credits. Not offered 2008-2009. ECON 165. Behavioral Economics Economic theory is based on assumptions regarding the form of individuals’ preferences, ability to optimize, weighting of probabilities in risky choice, and belief formation. This course is an introduction to behavioral economics, a field focused on making these behavioral assumptions more realistic. Strategies for improving realism include drawing on the relevant literature in psychology, conducting new experiments, or using existing field data. The course will cover, at an advanced level, topics in economics where research in behavioral economics has led to revision or questioning of aspects of standard economic theory, and to a better description of actual economic behavior. For example, we will discuss the role of self-control problems in savings behavior, and the relevance of preferences for fairness for explaining the functioning of labor markets. Prerequisites: ECON Oil, ECON 031 and multivariable calculus (MATH 033,034, or 035). 2 credits. Fall 2008. Huffman ECON 171. 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 education, health care, housing, and discrimination, determinants of income inequality, and government policies with respect to health, education, and welfare. This seminar may be counted toward a concentration in public policy (1 credit) and black studies. Recommended: ECON Oil. 2 credits. Not offered 2008-2009. ECON 181. Economic Development The economics of long-run development in Africa, Asia, and Latin America. We cover the leading theories of growth, structural change, income distribution, and poverty, with particular attention to development strategies and experience since World War II. Topics include land tenure and agricultural development, rural-urban migration, industrialization, human resource development, poverty targeting, trade and technology policy, aid and capital flows, macroeconomic management, and the role of the state. Students write several 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. Prerequisites: ECON 011 and ECON 021; ECON 031 or equivalent recommended. 2 credits. Fall 2008. O’Connell. Economics ECON 198. Thesis With consent of a supervising instructor, honors majors may undertake a senior thesis for double credit. Each semester. Staff. Educational Studies K. ANN RENNINGER, Professor and Chair LISA SMULYAN, Professor DIANE DOWNER ANDERSON, Associate Professor FRANK D. GROSSMAN, Assistant Professor1 CHERYL JONES-WALKER, Visiting Assistant Professor MARGARET INMAN LINN, Visiting Assistant Professor (part time) ELAINE ALLARD, Visiting Instructor KAE KALWAIC, Administrative Assistant ’Absent on leave, 2008-2009. The Educational Studies Department has three purposes: to expose students to issues in education from a variety of disciplinary perspectives; to provide a range of field experiences for students who wish to explore their aptitude and interest in teaching, counseling, or research in an educational setting; and to prepare students for public school teacher certification, in accordance with the requirements of Pennsylvania Chapters 354 and 49—certification that is reciprocal with 48 states. The department’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 draw on psychology, sociology, anthropology, political science, economics, and history. With the exception of EDUC 016: Practice Teaching and EDUC 017: Curriculum and Methods Seminar, all education courses include many students who will pursue fields such as public policy, clinical psychology, educational research, medicine, law, social work, and so forth as well as those intending to become teachers. Because students major in a variety of disciplines, courses in education offer both an opportunity to apply the particular skills of one’s chosen field to a new domain and interaction with other students whose disciplinary approaches may differ significantly from one’s own. There is a limit of 4 field-based education credits (currently EDUC 016 and 091 A), which can be counted toward graduation. EDUC 014: Introduction to Education is generally considered a prerequisite for further work in the department. Special Majors There is no major in educational studies, but special majors with history, linguistics, mathematics, political science, psychology, sociology and anthropology, and English literature are regularly approved, and special majors with other fields such as art, computer science, modem languages, music, and biology have also been designed. Special majors involving education usually include 10 to 12 credits, at least 5 of which must be in education. A thesis or a comprehensive examination integrating 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 Educational Studies either as a part of a special major or as a minor. Special major honors programs consist of 2.5 preparations in education and 1.5 preparations in the other discipline (or vice versa), including an integrative, 2-credit thesis that receives 1 credit from both departments. Education minors in the Honors Program take a 2-credit seminar, a course and an attachment, or write a 2-credit thesis to prepare for the external examination. All honors special majors and minors write an intellectual autobiography that is submitted to the honors examiner as part of their senior honors study. Course Minors Educational studies supports two kinds of minors: (1) a teaching and field-based minor and (2) an educational studies minor. Teaching and field-based minor. Students complete at least 5 education credits that focus on educational practice and the integration of theory and practice in school placements. This minor will normally be done in conjunction with teacher certification. The credits included in this minor are EDUC 021: Educational Psychology, EDUC 017: Curriculum and Methods Seminar, EDUC 016: Practice Teaching (2 credits), and one of the following: EDUC 042: Educating the Young Learner, EDUC 023: Adolescence, or EDUC 121: Child Psychology and Practice. Educational studies minor. Students take at least 5 credits in discipline-based education courses. For this minor, students identify a focus and describe how two or more of the courses or seminars they propose for the minor are related to this focus. Possible foci include, but are not limited to, educational policy, educational psychology, school and society, urban education, environmental education, literacy, gender and education, and special Educational Studies education. EDUC 016 and 017 will not count toward an educational studies minor. 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 EDUC 014: Introduction to Education at Swarthmore. The Swarthmore course may be taken before study abroad or subsequent to it. Credit will be granted once Introduction to Education has been completed. In addition to granting credit for education courses and fieldwork in a range of foreign study programs, the Educational Studies Department provides students with the opportunity to complete a one-semester internship at the Cloud Forest School in Monteverde, Costa Rica, through the College’s Foreign Study Program. More information about this program is available on the department Web site www.swarthmore.edu/educationalstudies.xml. Teacher Certification Swarthmore offers a competency-based teacher preparation program for students who seek secondary certification from the Commonwealth of Pennsylvania. Competency is judged by an interdisciplinary committee of the faculty whose members include education faculty and faculty from the majors in which we certify students. The Teacher Education Committee has established criteria for certification in biology, chemistry, citizenship education, English, French, German, mathematics, physics, Spanish, social science, and social studies that meet the state’s “General Standards” and “Specific Program Guidelines for State Approval of Professional Education Programs.” Individual student programs are designed in conjunction with departmental representatives and members of the education faculty. All students seeking certification must meet Swarthmore College’s distribution requirements in the humanities, natural sciences, and social sciences and the requirements for a major or special major. Students are formally admitted to the Teacher Certification Program in the spring semester of their sophomore year. All students seeking teacher certification must meet grade-point averages for entry and exit from the program as specified in PA 354 and must complete 6 credit hours of college-level math and English or meet the requirements for waivers before being admitted to the program. They must also pass the specific PRAXIS examinations required by Pennsylvania for their certification area, either before or after they complete the teacher education course requirements at the College. A full description of the Swarthmore teacher education requirements (in education and in specific content fields/majors) is available on the Educational Studies Department Web site www.swarthmore.edu/educationalstudies.xml. Ninth-semester option. Students who have completed all the requirements for certification in their discipline and in education, except for Practice Teaching (EDUC 016) and Curriculum and Methods Seminar (EDUC 017), may apply to return following graduation to complete the Teacher Certification Program during a ninth semester. During this semester, they take EDUC 016 (2 credits) and EDUC 017 (1 credit), and they pay for a total of one course of tuition and student fees. They are not eligible for campus housing. Further information on the ninth-semester option is available in the Educational Studies Office. Requirements for Secondary Teacher Certification Students who plan to seek secondary certification should take EDUC 014: Introduction to Education by the end of their sophomore year and enroll for EDUC 016: Practice Teaching (a double-credit course) and EDUC 017: Curriculum and Methods Seminar in their senior year or during a ninth semester. In addition, they must complete the following courses: EDUC 021. Educational Psychology EDUC 023. Adolescence And an additional elective course from the following: 1. EDUC 025. Counseling: Principles and Practices 2. EDUC 026. Special Education Issues and Practice 3. EDUC 041. Educational Policy 4. EDUC 042. Teaching Diverse Young Learners 5. EDUC 045. Literacies and Social Identities 6. EDUC 053. Language Minority Education 7. EDUC 061. Gender and Education 8. EDUC 062. Sociology of Education 9. EDUC 064. Comparative Education 10. EDUC 065. Environmental Education IT. EDUC 068. Urban Education An honors seminar in education may be substituted for the elective course. Students will be admitted to the certification program after submitting their sophomore paper and taking EDUC 014: Introduction to Education. To student teach, students must be recommended by their major department, by their cooperating teacher in Introduction to Education, and by members o f the education faculty who have taught the student. Placement of students for practice teaching is contingent Educational Studies on successful interviews with the chair of the Educational Studies Department and with appropriate secondary school personnel. Elementary Certification Option Swarthmore College does not offer certification in elementary education. However, if students complete the Swarthmore courses listed subsequently and enroll for two summer courses at Eastern University (Communication Arts for Children and Teaching of Reading), they can receive elementary certification through Eastern University. The required Swarthmore courses for elementary certification are EDUC 014: Introduction to Education; EDUC 021: Educational Psychology; PSYC 039: Developmental Psychology; EDUC 042: Teaching Diverse Young Learners; EDUC 016: Practice Teaching; EDUC 017: Curriculum and Methods Seminar; and a series of workshops in math, social studies, and science methods. Title II Teacher Education Report As required by Title II of the Higher Education Act, Swarthmore College has submitted data to the Pennsylvania Department of Education regarding the cohorts of students who have completed the Teacher Certification Program since 1999. Swarthmore College’s secondary certification program completers have had a 100 percent pass rate on all of the required Reading, Writing, and Math PRAXIS tests in every year since reporting has begun. There has also been a 100 percent pass rate on all subject specialty tests, but these could not be officially reported because fewer than 10 people take the tests in any of the subject areas. All of the Swarthmore College elementary certification candidates who participated in the joint program with Eastern College also passed all of the required PRAXIS tests. All of the Swarthmore College graduates who have been certified and desired employment as a teacher held teaching positions in the academic year following certification. Most chose to teach in the Philadelphia metropolitan area, although in a typical year, many Swarthmore teacher education graduates teach throughout the country. Courses EDUC 001C. The Writing Process: Pedagogy and Practice (See ENGL 001C) Fall 2008. Gladstein. EDUC 014. Introduction to Education This course provides a survey of issues in education within an interdisciplinary framework. In addition to considering 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 furnishes them with firsthand experience in current elementary and secondary school practice. Fieldwork is required. This course is normally a prerequisite for further course work in education. Writing course. 1 credit. Each semester. Staff. EDUC 014F. First-Year Seminar: Introduction to Education This seminar will draw on materials from the disciplines of psychology, sociology, philosophy, history, and political science to address questions about American education. Topics are examined through readings, software, writing, discussion, and hands-on activity. Fieldwork is required. This course fulfills the prerequisite for further coursework in education and provides an opportunity for students to explore their interests in teaching, student learning, and educational policy. Writing course. 1 credit. Fall 2008. Staff. EDUC 016. Practice Teaching This course involves supervised full-time teaching in either secondary or elementary schools. Students pursuing certification must take EDUC 017 concurrently. (Single-credit practice teaching may be arranged for individuals not seeking certification.) 2 credits. Spring 2009. Staff. EDUC 017. Curriculum and Methods Seminar This seminar is taken concurrently with EDUC 016. Readings and discussion focus on the applications of educational research and theory to classroom practice. Course content covers: lesson planning; classroom management; inquiry-oriented teaching strategies; questioning and discussion methods; literacy; the integration of technology and media; classroom-based and standardized assessments; instruction of special-needs populations; topics in multicultural, nonracist, and nonsexist education; and legislation regarding the rights of students and teachers. As part of the seminar, Educational Studies students take a series of special methods workshops in their content area. 1 credit. Spring 2009. Staff. EDUC 021. Educational Psychology (Cross-listed as PSYC 021) This course focuses on issues in learning and development that 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 participate in a laboratory section that involves consideration of learning and motivation in an alternative public school classroom and provides an introduction to research methods. Prerequisite: EDUC 014 or permission of the instructor. Writing course. 1 credit. Fall 2008. Renninger. EDUC 023. Adolescence (Cross-listed as PSYC 023) In this course, students examine adolescent development from psychological, sociological, and life-span perspectives, reading both traditional theory and challenges to that theory that consider issues of race, class, gender, ethnicity, and sexual orientation. During the first part of the term, students explore various aspects of individual development (e.g., cognitive, affective, physiological, etc.). The second part of the semester focuses on the adolescent’s experience in a range o f social contexts (e.g., family, peer group, school, etc.). Prerequisite: EDUC 014 or permission of the instructor. 1 credit. Spring 2009. Smulyan. EDUC 025. Counseling: Principles and Practice In this course, students critically examine counseling theories and techniques used within the context of school and community-based counseling agencies. Students will develop and practice counseling skills through case studies, role plays, and other modeling exercises. 1 credit. Not offered 2008-2009. EDUC 026. Special Education: Issues and Practice This course is designed to provide students with a critical overview of special education, including its history, the classification and description of exceptionalities, and its legal regulation. Major issues related to identification, assessment, educational and therapeutic interventions, psychosocial aspects, and inclusion are examined. Field placement is required. 1 credit. Spring 2009. Staff. EDUC 041. Educational Policy This course explores issues in the design, implementation, and evaluation of educational policy at the federal, state, and local levels in light o f the ongoing historical and cultural debates over educational policy. It will examine a range o f current policy topics, including school finance, issues o f adequacy and equity, the standards movement, systemic reform, testing and accountability, varieties of school choice, early childhood education, immigrant and bilingual education, and special education from the perspectives of several social science disciplines and political perspectives. Fieldwork in a policy-related educational organization is required. Prerequisites: EDUC 014. Not offered 2008-2009. EDUC 042. Teaching Diverse Young Learners This course explores the ways children learn in classrooms and construct meaning in their personal, community, and academic lives. The course is framed by theories of learning as transmissionist, constructivist, and participatory. Students will draw on ethnographies, research, their own learning histories, classroom observations, and positioning as novice learners to create optimal learning environments for diverse learners including but not limited to English-language learners, socioeconomically disadvantaged populations, culturally non-mainstream students, students with learning differences and disabilities, and students with socioemotional classifications. Fieldwork is required. Required for elementary certification. Writing course. 1 credit. Fall 2008. Anderson. EDUC 045. Literacies and Social Identities This course explores the intersections of literacies; social identities and subjectivities (including but not limited to gender, race, class, religion, ethnicity, sexual orientation); and communities of practice. The course will be framed by theories of literacy as functional, academic, sacred, personal, instrumental, sociocultural, and political. Drawing on readings (educational, anthropological, historical, sociological, linguistic, fictional, and popular) and “scenes of literacy” from everyday practice, students will engage with theories/tools from diverse fields of reader Educational Studies response theory, critical discourse analysis, and literacy pedagogy. Typical fieldwork will include a Learning for Life staff partnership, tutoring, or community service in a literacy program. Writing course. 1credit. Not offered 2008-2009. EDUC 053. Language Minority Education (Cross-listed as LING 053) This course examines the multifaceted issues facing English learners in US schools. Course topics include theories of second language acquisition and bilingualism, the history of bilingual education in the United States, educational language policies and the impact of the English-only movement, and practical approaches to teaching linguistic minority students. Course readings draw from relevant literature in sociolinguistics, language policy, language acquisition, educational anthropology, and language pedagogy. Through fieldwork and small group projects, students have the opportunity to explore issues particular to a language minority population of their choice. 1credit. Fall 2008. Allard. EDUC 054. Oral and Written Language (See LING 054) Prerequisite: LING 001,040,045, or 050. 1credit. Spring 2009. Napoli. EDUC 061. Gender and Education This course uses historical, psychological, and social frameworks to explore the role of gender in the education process. It examines how gender influences the experiences of teaching and learning and how schools both contribute to and challenge social constructions of gender. Prerequisite: EDUC 014 or permission of the instructor. Writing course. 1credit. Not offered 2008-2009. EDUC 062. Sociology of Education (Cross-listed as SOAN 062B) This course explores the countless connections between schooling and society. The course will look at educational policy and practice, applying prominent sociological perspectives to a broad array of educational and social problems. The course will examine schools as socializing institutions, the ways in which schooling influences social stratification, social mobility, and adult socioeconomic success. Topics will include unequal access to education, what makes schools effective, dropping out and persisting in school at various levels, ability grouping and tracking, and school restructuring. Fieldwork is required. Prerequisite: EDUC 014 or permission o f the instructor. 1 credit. Not offered 2008-2009. EDUC 064. Comparative Education This course examines key issues and themes in education as they play out in schools and nations around the world. We will explore the roles of local, national, and international actors and organizations in the construction of educational goals and practice, using case studies and country studies to look for the interplay between local context and globalized movements in education. Topics will include immigration and schooling, equity, literacy, curriculum goals and constructs, teachers and teaching, and education in areas of conflict. Prerequisite: EDUC 014. 1 credit. Not offered 2008-2009. EDUC 065. Environmental Education This course will explore the developments in environmental education, earth education, and watershed programs from practical, curricular, and philosophical perspectives. We will assess the possibility o f making environmental education a central part of the curriculum. Students will survey current programs, 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 2008-2009. EDUC 068. Urban Education (Cross-listed as SOAN 020B) This course examines issues of practice and policy, including financing, integration, compensatory education, curricular innovation, parent involvement, bilingual education, highstakes testing, comprehensive school reform, governance, and multiculturalism. The special challenges faced by urban schools in meeting the needs of individuals and groups in a pluralistic society will be examined using the approaches of education, psychology, sociology, anthropology, political science, and economics. Current issues will also be viewed in historical perspective. 1 credit. Spring 2009. Jones-Walker. Educational Studies EDUC 069. Savage Inaccuracies: The Facts and Economics of Education in America (See ECON 005) EDUC 014 is required to receive Educational Studies Department credit for this course. 1 credit. Fall 2008. Kuperberg. EDUC 071. Special Projects (Issues in Music and Dance Education) (See DANC 091 and MUSI 091) 0.5 credit (CR/NCR). Not offered 2008-2009. EDUC 091A. Special Topics With permission of the instructor, qualified students may choose to pursue a topic of special interest in education through a field project involving classroom or school practice. Available as a credit/no credit course only. 0.5 or 1 credit. Each semester. Staff. EDUC 091B. Special Topics With permission of the instructor, students may choose to pursue a topic of special interest by designing an independent reading or project that usually requires a comprehensive literature review, laboratory work, and/or field-based research. 0.5 or 1 credit. Each semester. Staff. EDUC 091C. Special Topics (Music Education) (See MUSI 091C) Available as a credit/no credit course only. 0.5 credit. Each semester. Whitman. EDUC 096-097. Thesis 1 or 2 credits, normally in conjunction with a special major. Each semester. Staff. Seminars EDUC 121. Psychology and Practice This seminar focuses on (1) general developmental principles revealed in and applicable to contexts of practice as well as (2) practical applications of research and theory in developmental psychology. Seminar foci include: (1) use of the literatures in developmental, educational, and social psychology and learning and cognitive science to identify key indicators for assessing changed understanding and motivation; (2) preparation of literature reviews on a topic of each student’s choice; and (3) collaborative work on an evaluation research project addressing a “live” issue or problem identified by a local teacher, school, or community organization. Prerequisites: EDUC 014 and 021. Writing course. 2 credits (or 1 credit with permission of the instructor). Not offered 2008-2009. EDUC 131. Social and Cultural Perspectives on Education In this seminar, students examine schools as institutions that both reflect and challenge existing social and cultural patterns of thought, behavior, and knowledge production. Seminar participants study and use qualitative methods o f research and examine topics including the aims of schooling, parent/school/community interaction, schooling and identity development, and classroom and school restructuring. Prerequisites: EDUC 014 and an additional course in the 060s. Writing course. 2 credits. Fall 2008. Smulyan. EDUC 141. Educational Policy This seminar will explore issues in the design, implementation, and evaluation of educational policy at the federal, state, and local levels in light of the ongoing historical and cultural debates over educational policy. The seminar will examine a range of current policy topics, including school finance, issues of adequacy and equity, the standards movement, testing and accountability, varieties of school choice, immigrant and bilingual education, and special education from the perspectives of several social science disciplines and political perspectives. Fieldwork in a policy-related educational organization is required. Prerequisites: EDUC 014 and an additional course in the 060s; EDUC 068 is strongly recommended. Writing course. 2 credits. Not offered 2008-2009. EDUC 151. Literacy/Numeracy Policy and Practice This seminar will explore issues in the design, implementation, evaluation of literacy and/or numeracy programs in schools. Policies emanating from local, state, and federal levels will be examined in terms o f outcomes and impact on local populations. Fieldwork possibilities include program evaluation, investigation of a local problem or issue, development of an approach to address a problem, or a collaborative research project. Members of the seminar may work together or individually through directed readings and Educational Studies literature reviews and relevant fieldwork and/or research. Prerequisites: EDUC 014 and an additional course in the 040-060s. Either EDUC 042 or 045 is highly recommended. Writing course. 2 credits. Spring 2009. Anderson. EDUC 180. Honors Thesis A 2-credit thesis is required for students completing special honors majors including education. The thesis may be counted for 2 credits in education or for 1 credit in education and 1 credit in the other discipline in the student’s Honors Program. 2 credits. Each semester. Staff. Engineering ERIK CHEEVER, Professor ERICH CARR EVERBACH, Professor23 NELSON A. MACKEN, Professor ARTHUR E. McGARITY, Professor LYNNE ANN MOLTER, Professor and Chair FREDERICK L. ORTHLIEB, Professor FARUQ M.A. SIDDIQUI, Professor2 TALI MORESHET, Assistant Professor HOLLY CASTLEMAN, Administrative Assistant EDMOND JAOUDI, Electronics, Instrumentation, and Computer Specialist GRANT SMITH, Mechanician 2 Absent on leave, spring 2009. 3 Absent on leave, 2008-2009. The professional practice of engineering requires creativity and confidence in applying scientific knowledge and mathematical methods to solve technical problems of ever-growing complexity. The pervasiveness o f advanced technology within our economic and social infrastructures demands that engineers more fully recognize and take into account the potential economic and social consequences that may occur when significant and analytically well-defined technical issues are resolved. A responsibly educated engineer must not only be in confident command of current analytic and design techniques but also have a thorough understanding of social and economic influences and an abiding appreciation for cultural and humanistic traditions. Our program supports these needs by offering each engineering student the opportunity to acquire a broad yet individualized technical and liberal education. Requirements and Recommendations Mission As stated in the introduction of 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 Department seeks to graduate students with a broad, rigorous education, emphasizing strong analysis and synthesis skills. Our graduates will be well rounded and understand the broader impacts of engineering. They will have the skills to adapt to new technical challenges, communicate effectively, and collaborate well with others. The Engineering Department and its students provide to the College community a unique perspective that integrates technical and nontechnical factors in the design of solutions to multifaceted problems. Objectives Graduates with the bachelor o f science degree in engineering are prepared to: • Be flexible and resourceful, learn and apply new knowledge, and adapt successfully to novel circumstances and challenges. • Communicate and work effectively with people with a broad variety o f backgrounds at both a technical and nontechnical level. • Apply engineering principles and methodology to the design and analysis of systems and to the solution of a wide variety of problems. • Consider scientific, technologic, ethical, societal, economic, political and/or environmental issues in a local or global context. Our departmental major program is accredited by the Engineering Accreditation Commission o f ABET, 111 Marketplace, Suite 1050, Baltimore, MD 21202-4012, telephone: (410) 347-7700. 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. Within their 4year course of study, about half of our majors pursue either a minor or a double major, often leading to two degrees: the bachelor of science in engineering and a bachelor of arts in a second academic discipline. The department’s physical facilities include laboratories for general instruction and individual student projects in electronics, electromagnetism, optics, systems dynamics and control, communications, engineering materials, solid and structural mechanics, fluid mechanics, thermal energy conversion, acoustics, nonlinear dynamics, and environmental water and air pollution control. The laboratories contain a wide variety of modem measurement equipment configured for computer-assisted data acquisition and process control. The department’s facilities also include a workstation laboratory with high-performance Engineering color graphics and industry-standard engineering design, analysis, and graphics software. Electronics, metal, and woodworking shops that support our courses and laboratories are also available for student use. Statistics Department either placement or credit for: Elementary Single Variable Calculus (MATH 015); Further Topics in Single Variable Calculus or Advanced Topics in Single Variable Calculus (MATH 025 [025S] or MATH 026); Several-Variable Calculus Courses Readily Available to Students (MATH 033,034, or 035); and Differential Not Majoring or Minoring in Engineering Equations (MATH 043 or 044). We recommend High-Performance Composites (001), Exploring that all students take Linear Algebra (MATH Acoustics (002), Problems in Technology 027 or 028), particularly those with placement, (003), and Art and Science of Structures (007), but not credit, for one or more math courses. and How Do Computers Work? (008) are Students are normally required to complete 4 designed for students contemplating only an credits in mathematics. The exception to this introduction to engineering. Mechanics (006) is requirement is a student with fewer than 4 primarily for prospective majors, but other credits who has received credit for Linear interested students, particularly those preparing Algebra (MATH 027 or 028), Several-Variable for careers in architecture or biomechanics, are Calculus (MATH 033,034, or 035) and encouraged to enroll. Introduction to Differential Equations (MATH 043 or 044). Environmental Protection (004A), Operations Such a student may take a fifth science course Research (057), Solar Energy Systems (035), in lieu of the fourth math credit. Water Quality and Pollution Control (063), Science requirement. To fulfill the science Swarthmore and the Biosphere (004B), requirement for the engineering major, students Environmental Systems (066), and must receive credit for four science courses, and Environmental Policy and Politics (004C) each one must be a natural sciences and appeal to many students majoring in other engineering practician. These courses should departments, particularly those pursuing an complement the student’s overall program of environmental studies minor. Students study and must include (a) 1 credit in interested in computers, including computer biochemistry, biology, or chemistry; and (b) science majors or minors, may wish to consider placement or credit for 1 year of physics (PHYS Fundamentals of Digital Systems (015), 0037PHYS 004, PHYS 007/PHYS 008, or the Principles of Computer Architecture (025), equivalent). To count toward the engineering Computer Graphics (026), Computer Vision major, the unspecified science credit(s) can (027), and Mobile Robotics (028). Students come from astronomy, biology, (bio) chemistry, majoring in the physical sciences or computer science, or physics, and must be mathematics may enroll routinely in advanced acceptable for credit toward a minimal major in engineering courses. Department faculty the offering department. A student may include members also support minors in computer PHYS 005, ASTR 005 or CPSC 021 as part of science and environmental studies and a special the science requirement only if that course is major with the Linguistics Program. taken in the first year. Note that Engineering Methodology, HighEngineering requirement. Students majoring in Performance Composites, Exploring Acoustics, engineering are required to take seven Problems in Technology, Art and Science of engineering core courses; Mechanics (ENGR Structures, Introduction to Environmental 006), Electric Circuit Analysis (ENGR Oil), Protection, Swarthmore and the Biosphere, and Linear Physical Systems Analysis (ENGR 012), Environmental Policy and Politics are not Experimentation for Engineering Design admissible as technical electives within an (ENGR 014), Fundamentals of Digital Systems engineering major or minor but may be taken as (ENGR 015), Thermofluid Mechanics (ENGR free electives subject to the 20-course rule. 041) and Engineering Design (ENGR 090). Course Major Mechanics is usually taken in the spring of the first year. Electric Circuit Analysis is usually Engineering majors must complete taken in the fall of the sophomore year. Linear requirements from two categories: (1) 12 engineering credits and (2) 8 credits in math Physical Systems Analysis and Experimentation for Engineering Design are usually taken in the and science, normally 4 in math and 4 in spring of the sophomore year. Fundamentals of science. No courses taken at Swarthmore and Digital Systems can be taken in the fall of the intended to satisfy these departmental sophomore, junior or senior year. Thermofluid requirements, except those taken fall semester Mechanics can be taken in the fall of the junior mthe first year, may be taken credit/no credit. or senior year. Engineering Design (ENGR The requirements are detailed below, with math 090) is the culminating experience for and science discussed separately. engineering majors and must be taken by all % j| requirement. To fulfill the math majors in spring o f senior year. Submission and requirement for the engineering major, students oral presentation of the final project report in must receive from the Mathematics and Engineering Design constitutes the Engineering comprehensive examination for engineering majors. Elective Program fo r course majors. Each student devises a program o f advanced work in the department in consultation with his or her adviser. These programs normally include five electives. The choice of electives is submitted for departmental approval as part of the formal application for a major in engineering during the spring semester of the sophomore year. A student’s elective program may or may not conform to some traditional or conventional area of engineering specialization (e.g., computer, electrical, mechanical, or civil). Therefore, the department requires each plan of advanced work to have a coherent, welljustified program that meets the student’s stated educational objectives. Students who take both ENGR 022 and ENGR 023 may only count one toward their required electives. The courses available for traditional elective programs include the following: 1. Electrical engineering group. Electronic Circuit Applications, Physical Electronics, Electromagnetism, Communication Systems, Digital Signal Processing, VLSI Design, and Control Theory and Design. Students having an interest in digital systems might replace one or more of these courses with Principles of Computer Architecture or Computer Graphics. 2. Computer engineering group. Principles of Computer Architecture, VLSI Design, Computer Graphics, Computer Vision, Mobile Robotics, Operating Systems, and Principles of Compiler Design and Construction. Students with an interest in computer hardware may include Electronic Circuit Applications, Physical Electronics, Digital Signal Processing, or Control Theory and Design. 3. Mechanical engineering group. Mechanics of Solids, Engineering Materials, Fluid Mechanics, Heat 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. Additional courses include Operations Research and Environmental Systems for those interested in the environment or urban planning, or Structural Theory and Design II for those interested in architecture or construction. Other recommended courses include Solar Energy Systems, Fluid Mechanics, and Engineering Materials. Course Minor Academic advising. Students interested in pursuing a minor must find a faculty member within the Engineering Department to advise them. If possible, this faculty member should have interests that overlap the area of the minor. Students who encounter difficulties in identifying an adviser should seek the assistance o f the chair of the Engineering Department. Students who plan to minor in engineering should regularly consult their engineering advisers. The sophomore papers of engineering minors should indicate the plan to minor and the courses chosen to fulfill the minor. Requirements. A minimum of 5 credits in engineering is required, o f which at least 2 but not more than 3 must be core courses (ENGR 006,011,012,014,015, or 041 but not ENGR 090). The remainder will be selected from elective course offerings within the department. Only those electives that count toward an engineering major can be counted toward a minor. • Supporting work in mathematics, physics, chemistry, and computer science is necessary only when designated as a prerequisite to an individual engineering course. • No directed readings may be used as one of the 5 credits for the minor. • A maximum of 1 transfer credit that is pre­ approved by the Engineering Department will be accepted as partial fulfillment of the minor requirements. Transfer credits will not count for one of the two courses used to fulfill the core course requirement o f the minor. Students should be aware that most lecture courses at other institutions carry only 0.75 Swarthmore credits, unless they include a full lab sequence. Students who want to use foreign study or domestic exchange work in partial fulfillment of the requirements for the minor should consult their academic advisers and the chair of the Engineering Department as early as possible to ensure that all requirements are met. • No culminating experience will be required. Only students pursuing the major in engineering may enroll in ENGR 090. Areas o f study. Although packaged selections of courses will be suggested as options for those interested in an engineering minor, students may tailor their programs to meet individual needs and interests in consultation with their advisers. Honors Major or Minor Students with a B+ average among courses in the Division of Natural Sciences and Engineering may apply for an honors major in engineering. This B+ average must be maintained through the end of the junior year to remain in the Honors Program. A listing of preparations supported by existing engineering courses is appended. Credits from approved attachments or special topics courses may Engineering substitute for not more than 1 credit within any preparation. Honors Major Honore majors must complete the same requirements as course majors in engineering. In addition: • The honors major in engineering is a fourexamination program that includes three preparations in engineering (the major) and one minor preparation. Each area comprises 2 credits of work. The preparations may include ENGR 090 and/or one other core course. • The minor preparation must comprise at least 2 credits of work approved by any department or program outside engineering. • Each major candidate must accumulate 12 credits in engineering, including ENGR 090, and the same number of science and math credits as required of course majors. • If one of the major preparations includes ENGR 090, it must be paired with an appropriately related upper-level engineering elective or a 1-credit honors thesis to be completed in the fall semester of senior year. Honors thesis credit may not substitute for any of the 12 engineering credits required for the bachelor of science. Candidates who choose an honors thesis will complete at least 13 credits in engineering and 33 from across the College. The two additional major preparations must each comprise two related, upper-level engineering electives. A précis of not more than 12 pages (including tables and figures) of each candidate’s ENGR 090 project must be submitted by the end of the 10th week of the spring semester for mailing to the relevant honors examiner. The final ENGR 090 report will not be mailed to any examiner but may be brought to the oral examinations. • Senior honors study by engineering majors is not required. Honors Minor • Senior honors study is required for all engineering honors minors, except those who are also engineering course majors. For those not majoring in engineering, the senior honors study is the culminating experience. Course majors will not take senior honors study because ENGR 090 serves as the culminating experience. • Every engineering honors minor preparation must include two related upper-level engineering electives for which all prerequisites must be satisfied. If the student is not also an engineering course major, then senior honors study is also required. Credits from official attachments or special topics courses in engineering may substitute for not more than one of the two upper-level courses within an engineering minor preparation. • Prerequisites to upper-level engineering electives may be waived by the department, depending on the student’s documentation of equivalent work in another department at the time of application. • Formats of examination will follow those appropriate for the engineering major. Prospective engineering majors and minors receive more specific information about course and honors programs from the department each December. Additional information is also available on the Engineering Department Web site. Poland Foreign Study Program A program o f study is available at the Technical University of Krakow, Poland, for students who desire an engineering foreign study experience in a non-English-speaking country. Normally in the spring of the junior year, students take courses taught in English consisting of two engineering electives and the survey course Environmental Science and Policy in Central and Eastern Europe plus an intensive orientation course on Polish language and culture provided by the Jagiellonian University. Coordinator: McGarity. C ou rses ENGR 001. High-Performance Composites Students are introduced to the structure, properties, and performance of composite materials in sports, automotive, energy, and aeronautic applications. Simple models of material behavior are developed and used to examine products like ski poles, tennis racquets, radial tires, human-powered aircraft and superconductor wire. Weekly labs include making, examining and/or testing polymer and ceramic and metal matrix composites, with a project o f the student’s choice. Primarily for students not contemplating an engineering major. Prerequisite: high school physics. Natural sciences and engineering practicum. 1 credit. Not offered 2008-2009. ENGR 002. Exploring Acoustics (Cross-listed as LING 002) This course exposes students to basic scientific and engineering principles through an exploration of the acoustics of musical instruments, the human voice, structures, and the environment. Hands-on analysis is emphasized, with a minimum use of mathematics. This course is for students not Engineering majoring in engineering and includes a laboratory. Writing course. 1 credit. Not offered 2008-2009. ENGR 003. Problems in Technology For students not majoring in science or engineering, this course will concentrate on the automobile and its impact on society. Class time will cover the principles of operation of vehicles and student lead discussions on related technical, political, social, and economic issues. Possible laboratory topics include evaluating alternative power systems (e.g., solar, hydrogen, and electric); investigating alternative fuels; and understanding existing automotive components. Enrollment is limited. Writing course. Natural sciences and engineering practicum. 1 credit. Not offered 2008-2009. 004: Environmental Courses for Nonmajors Courses numbered ENGR 004A—004Z serve all students interested in environmental science, technology, andpolicy. Indicated courses may be used to satisfy the writing course and natural sciences and engineering practicum requirements. Some may also meet requirementsfo r minors in environmental studies or public policy and special majors in environmental science or environmental policy and technology. Similar courses are available through the College's foreign study programs in Poland and Ghana, West Africa. These courses may not be used to satisfy requirements fo r the major or minor in engineering. ENGR 004A. Introduction to Environmental Protection This course covers fundamentals of analysis for environmental problems in the areas of water pollution, air pollution, solid and hazardous wastes, water and energy supply, and resource depletion, with an emphasis on technological solutions. Topics include scientific concepts necessary to understand local and global pollution problems, pollution control and renewable energy technologies, public policy developments related to regulation of pollutants, and methods of computer-based systems analysis for developing economically effective environmental protection policies. This course counts toward distribution credit in the Division of Natural Sciences and Engineering and satisfies the environmental science/technology component of the environmental studies minor. Normally offered in the spring semester. 1 credit. Not offered 2008-2009. ENGR 004B. Swarthmore and the Biosphere An interdisciplinary seminar-style investigation o f the role o f 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. Student project groups explore the selected topic from various perspectives, and the class proposes and attempts to implement solutions. Faculty from various departments provide background lectures, lead discussions of approaches outlined in the literature, and coordinate project groups. This course is cross-listed in the instructors’ departments and does not count toward distribution requirements. 1 credit. Not offered 2008-2009. ENGR 004E. Introduction to Sustainable Systems Analysis This course covers definitions of sustainability and sustainable development. Topics include quantitative indicators for evaluating sustainable policy, projects, technology, products, and education; interactions between ecology, society, and economy; alternatives to economic valuation, including energy and energy analysis; dematerialization and recycling; life-cycle analysis; sustainable industrial production; waste minimization; clean technologies; sustainable habitation and communities; and sustainable international, national, and local policies. Includes a laboratory, computer-based simulation exercises, field trips, and international Internet discussion groups. This course counts toward distribution credit in the Division of Natural Sciences and Engineering and satisfies the environmental science/technology component of the environmental studies minor. Natural sciences and engineering practicum. 1 credit. Offered when demand and staffing permit. ENGR 005. Engineering Methodology A 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. Although ENGR 005 is not required of prospective engineering majors, it is strongly recommended. This course is not to be used to fulfill the requirements for the Engineering engineering major or minor. Offered in the fall semester. 0.5 credit. Fall 2008. Cheever. ENGR 006. Mechanics This course covers fundamental areas of statics and dynamics. Elementary concepts of deformable bodies are explored, including stress-strain relations, flexure, torsion, and internal pressure. Laboratory work includes a MATLAB workshop, experiments on deformable bodies, and a truss-bridge team design competition. Offered in the spring semester. Prerequisite: PHYS 003 or the equivalent. 1 credit. Spring 2009. Orthlieb. ENGR 007. Art and Science of Structures This introduction to the basic principles of structural analysis and design includes an emphasis on the historical development of modem structural engineering. It is suitable for students planning to study architecture or architectural history, or who have an interest in structures. This course includes a laboratory and is designed for students not majoring in engineering. 1 credit Offered in the fall semester when demand and staffing permit. ENGR 008. How Do Computers Work? This course combines technical basics of digital systems and computer organization with a less technical overview of a range of topics related to computers. Class time will include a combination of lectures, student presentations and discussions, and hands-on design. Some of the topics covered include clusters and networks such as the Internet, file sharing programs such as iTunes and YouTube, and the history and future of computers. For students not majoring in engineering, no prerequisites. 1 credit. Not offered 2008-2009. ENGR 011. Electrical Circuit Analysis The analysis of electrical circuits is introduced, including resistors, capacitors, inductors, opamps, and diodes. The student will learn to develop equations describing electrical networks. Techniques are taught to solve differential equations resulting from linear circuits. Solutions will be formulated both in the time domain and in the frequency domain. There is a brief introduction to digital circuits and a laboratory. Offered in the fall semester. Prerequisites: MATH 025/026 and PHYS 004 or their equivalents or permission o f the instructor. Natural sciences and engineering practicum. 1 credit. Fall 2008. Molter, Cheever. ENGR 012. Linear Physical Systems Analysis Engineering phenomena that may be represented by linear, lumped-parameter models are studied. This course builds on the mathematical techniques learned in ENGR 011 and applies them to a broad range of linear systems, including those in the mechanical, thermal, fluid, and electromechanical domains. Techniques used include Laplace Transforms, Fourier analysis, and Eigenvalue/Eigenvector methods. Both transfer function and state-space representations of systems are studied. The course includes a brief introduction to discrete time systems and includes a laboratory. Offered in the spring semester. Prerequisite: ENGR 011 or the equivalent or permission of the instructor. Natural sciences and engineering practicum. 1 credit. Spring 2009. Cheever, Molter. ENGR 014. Experimentation for Engineering Design Students are introduced to measurement systems, instruments, probability, statistical analysis, measurement errors, and their use in experimental design, planning, execution, data reduction, and analysis. Techniques of hypothesis testing, confidence intervals, and single and multivariable linear and nonlinear regression are covered. This course includes a laboratory and is offered in the spring semester. Prerequisite: ENGR Oil. Natural sciences and engineering practicum. Writing course. 1 credit. Spring 2009. McGarity, Macken. ENGR 015. Fundamentals of Digital Systems (Cross-listed as CPSC 024) The course will introduce students to digital system theory and design techniques, including Boolean algebra, binary arithmetic, digital representation of data, gates, and truth tables. Digital systems include both combinational and sequential logic—consisting of flip-flops, finite state machines, memory, and timing issues. Students will gain experience with several levels of digital systems, from simple logic circuits to a hardware description language and interface programming in C. This course includes a laboratory. Engineering Prerequisites: At least 1 credit in engineering or computer science or permission o f the instructor. Natural sciences and engineering practicum. 1 credit. Fall 2008. Moreshet. ENGR 022. Operating Systems (See CPSC 045) Lab work required. Prerequisite: ENGR 015, CPSC 035, experience in C or C++ (usually satisfied by completing CPSC 025 or 033). CPSC 025 or CPSC 033 recommended. 1 credit. Fall 2008. Newhall. ENGR 023. Principles of Compiler Design and Construction (See CPSC 075) Lab work required. Prerequisite: ENGR 015, CPSC 035, experience in C or C++ (usually satisfied by completing CPSC 025 or 033). CPSC 025 or CPSC 033 recommended. 1 credit. Spring 2009. Newhall. ENGR 024. VLSI Design This course is an introduction to the design, analysis, and modeling o f digital integrated circuits, with an emphasis on hands-on chip design using CAD tools. The course will focus on CMOS technology and will cover both fall custom and synthesis VLSI design. A laboratory is included. Prerequisite: ENGR 015 or permission of the instructor. Natural sciences and engineering practicum. 1 credit. Spring 2009. Moreshet. ENGR 025. Principles of Computer Architecture (Cross-listed as CPSC 025) This course covers the physical and logical design of a computer. Topics include current microprocessors, CPU design, RISC and CISC, pipelining, superscalar processing, caching, virtual memory, assembly and machine language, and multiprocessors. Labs cover performance analysis via simulation and microprocessor design using CAD tools. Prerequisites: One of ENGR 015, CPSC 035, CPSC 033. Natural sciences and engineering practicum. 1 credit. Spring 2009. Moreshet. ENGR 026. Computer Graphics (Cross-listed as CPSC 040) Computer graphics deals with the manipulation and creation of digital imagery. We cover drawing algorithms for two-dimensional (2-D) graphics primitives, 2-D and three-dimensional (3-D) matrix transformations, projective geometry, 2-D and 3-D 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 implementation of a 3-D hierarchical modeling system that incorporates realistic lighting models and fast hidden surface removal. Offered in the fall semester of alternate years. Prerequisite: ENGR 015 or CPSC 035. MATH 016 is strongly recommended. Natural sciences and engineering practicum. 1 credit. Spring 2009. Staff. 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 classification systems. Offered in the fall semester, twice every 4 years. Prerequisites: ENGR 015 or CPSC 035. MATH 016 is strongly recommended. 1 credit. Not offered 2008-2009. ENGR 028. Mobile Robotics (Cross-listed as CPSC 082) This course addresses the problems of controlling and motivating robots to act intelligently in dynamic, unpredictable environments. Major topics will include mechanical design, robot perception, kinematics and inverse kinematics, navigation and control, optimization and learning, and robot simulation techniques. To demonstrate these concepts, we will be looking at mobile robots, robot arms and positioning devices, and virtual agents. Labs will focus on programming robots to execute tasks and to explore and interact with their environment. Prerequisites: ENGR 015 or CPSC 035. MATH 016 is strongly recommended. Engineering Natural sciences and engineering practicum. 1credit. Not offered 2008-2009. ENGR 035. Solar Energy Systems Fundamental physical concepts and system design techniques of solar energy systems are covered. Topics include solar geometry, components of solar radiation, analysis of thermal and photovoltaic solar collectors, energy storage, computer simulation of system performance, computer-aided design optimization, and economic feasibility assessment. This course includes a laboratory. Offered in the fall semester of alternate years. Prerequisites: PHYS 004, MATH 015, or the equivalent or the permission of the instructor. Natural sciences and engineering practicum. 1credit. Not offered 2008-2009. ENGR 041. Thermofluid Mechanics This course introduces macroscopic thermodynamics: first and second laws, properties of pure substances, and applications using system and control volume formulation. Also introduced is fluid mechanics: development of conservation theorems, hydrostatics, and the dynamics of one­ dimensional fluid motion with and without friction. A laboratory is included. Offered in the fell semester. Prerequisites: ENGR 006 and ENGR 011 or the equivalent. Natural sciences and engineering practicum. 1credit. Fall 2008. Macken, Orthlieb. ENGR 057. Operations Research (Cross-listed as ECON 032) This course introduces students to mathematical modeling and optimization to solve complex, multivariable problems such as those relating to efficient business and government operations, environmental pollution control, urban planning, and water, energy, and food resources. Introduction to the AMPL computer modeling language is included. A case study project is required for students taking the course as a Natural sciences and engineering practicum (ENGR 057). The project is optional for students taking the course as ECON 032. Prerequisite: familiarity with matrix methods, especially solution of simultaneous linear equations, i.e., elementary linear algebra; but a frill course in linear algebra is not required. Natural sciences and engineering practicum. 1 credit. Fall 2008. McGarity. ENGR 058. Control Theory and Design This introduction to the control of engineering systems includes analysis and design of linear control systems using root locus, frequency response, and state space techniques. It also provides an introduction to digital control techniques, including analysis of A/D and D/A converters, digital controllers, and numerical control algorithms. A laboratory is included. Offered in the spring semester. Prerequisite: ENGR 012 or permission of the instructor. Natural sciences and engineering practicum. 1 credit. Spring 2009. 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 are covered as well as state of stress and strain, strength theories, stability, deflections, photoelasticity, and elastic and plastic theories. A laboratory is included. Offered in the fall semester. Prerequisite: ENGR 006 or the equivalent. Natural sciences and engineering practicum. 1 credit. Fall 2008. Siddiqui. ENGR 060. Structural Theory and Design I This course covers fundamental principles of structural mechanics, statically determinate analysis of frames and trusses, approximate analysis of indeterminate structures, virtual work principles, and elements of design of steel and concrete structural members. A laboratory is included. Offered in the fall semester of alternate years. Grade of B or better in ENGR 006, ENGR 059 as a corequisite, or permission of the instructor. Natural sciences and engineering practicum. 1 credit. Not offered 2008-2009. ENGR 061. Geotechnical Engineering: Theory and Design Soil and rock mechanics are explored, including soil and rock formation, soil mineralogy, soil types, compaction, soil hydraulics, consolidation, stresses in soil masses, slope stability, and bearing capacity as well as their application to engineering design problems. A laboratory is included. Offered in the fall semester of alternate years. Grade of B or better in ENGR 006, ENGR 059 as a corequisite, or permission of the instructor. Natural sciences and engineering practicum. 1 credit. Not offered 2008-2009. Engineering ENGR 062. Structural Theory and Design II This advanced structural analysis course covers classical and matrix methods of analysis, digital computer applications, and the design of steel and concrete structures. A laboratory is included. Normally offered in the spring semester in alternate years. Prerequisite: ENGR 060. Natural sciences and engineering practicum. 1 credit. Fall 2008. Siddiqui. ENGR 063. Water Quality and Pollution Control Students will study elements of water quality management and treatment of wastewaters through laboratory and field measurements of water quality indicators, analysis of wastewater treatment processes, sewage treatment plant design, computer modeling of the effects of waste discharge, stormwater, and nonpoint pollution on natural waters, and environmental impact assessment. Offered in the fall semester of alternate years. Prerequisites: CHEM 010, MATH 025/026, or the equivalent or consent of the instructor. Natural sciences and engineering practicum. 1 credit. Fall 2008. McGarity. ENGR 066. Environmental Systems Students will explore mathematical modeling and systems analysis of problems in the fields of water resources, water quality, air pollution, urban planning, and public health. Techniques of optimization including linear and integer programming are used as frameworks for modeling such problems. Dynamic systems simulation methods and a laboratory are included. Offered in the spring semester of alternate years. Recommended: ENGR 057 or the equivalent, or the consent of instructor. Natural sciences and engineering practicum. 1 credit. Spring 2009. McGarity. ENGR 071. Digital Signal Processing Students will be introduced to difference equations and discrete-time transform theory, the Z-transform and Fourier representation of sequences, and fast Fourier transform algorithms. Discrete-time transfer functions and filter design techniques are also introduced. This course introduces the architecture and programming of digital signal processors. A laboratory is included. Prerequisite: ENGR 012 or permission o f the instructor. Natural sciences and engineering practicum. 1 credit. Not offered 2008-2009. ENGR 072. Electronic Circuit Applications This course is o f interest to a broad range of students in the sciences. The student will leam the fundamentals of electronic circuit design starting with a brief survey of semiconductor devices including diodes and bipolar and field effect transistors. The course continues with opamp 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. This course includes a laboratory. Offered in the fall semester. Prerequisite: ENGR 012 or permission of the instructor. Natural sciences and engineering practicum. 1 credit. Fall 2008. Cheever. ENGR 073. Physical Electronics Topics include the physical properties of semiconductor materials and semiconductor devices; the physics of electron/hole dynamics; band and transport theory; and electrical, mechanical, and optical properties of semiconductor crystals. Devices examined include diodes, transistors, FETs, LEDs, lasers, and pin photo-detectors. Modeling and fabrication processes are covered. A laboratory is included. Offered in the spring semester of alternate years. Prerequisite: ENGR 011 or PHYS 008 or permission of the instructor. Natural sciences and engineering practicum. 1 credit. Not offered 2008-2009. ENGR 075, 076. Electromagnetic Theory I and II The static and dynamic treatment of engineering applications of Maxwell’s equations will be explored. Topics include macroscopic 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; plaie waves and modal propagation; and polarization, reflection, refraction, diffraction, and interference. ENGR 076 will include advanced topics in optics and microwaves, such as laser operation, resonators, Gaussian beams, interferometry, anisotropy, nonlinear optics, modulation and detection. Laboratories for both courses will be oriented toward optical applications using lasers, fiber and integrated optical devices, Engineering modulators, nonlinear materials, and solid-state detectors. ENGR 075 is offered in the fall semester of alternate years. Prerequisite: ENGR 012 or permission of the instructor. ENGR 075 or a physics equivalent is a prerequisite for ENGR 076. Natural sciences and engineering practicum. 1credit. !ENGR 075: Fall 2008. Molter. ENGR 076: Offered when demand and staffing permit. ENGR 078. Communication Systems Theory and design principles of analog and digital communication systems are explored. 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 television and data communications are covered. A laboratory is included. Offered in the spring semester of alternate years. Prerequisite: ENGR 012 or permission o f the instructor. Natural sciences and engineering practicum. 1credit. Spring 2009. Molter. ENGR 081. Thermal Energy Conversion This course covers the development and application of the principles of thermal energy analysis to energy conversion systems, including cycles and solar energy systems. The concepts of availability, ideal and real mixtures, and chemical and nuclear reactions are explored. A laboratory is included. Offered in the spring semester of alternate years. Prerequisite: ENGR 041. Natural sciences and engineering practicum. 1credit Not offered 2008-2009. ENGR 082. Engineering Materials Material structure, properties, and processing are introduced with 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 quality assurance, and performance evaluation in service are included through labs and a semester project. Offered in the fall semester of alternate years. Prerequisite: ENGR 059 or permission o f the instructor. Natural sciences and engineering practicum. 1 credit. Not offered 2008-2009. 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, momentum, and energy are covered along with applications to the study of inviscid and viscous, incompressible, and compressible fluids. A laboratory is included. Offered in the spring semester of alternate years. Prerequisite: ENGR 041. Natural sciences and engineering practicum. 1 credit. Spring 2009. Macken. ENGR 084. Heat Transfer Students are introduced to the physical phenomena involved in heat transfer. Analytical techniques are presented together with empirical results to develop tools for solving problems in heat transfer by conduction, forced and free convection, and radiation. Numerical techniques are discussed for the solution of conduction problems. A laboratory is included. Offered in the fall semester of alternate years. Prerequisite: ENGR 041. Natural sciences and engineering practicum. 1 credit. Fall 2008. Macken. ENGR 090. Engineering Design Students work on a design project that is the culminating exercise for all senior engineering majors. Students investigate a problem of their choice in an area of interest to them under the guidance of a faculty member. A comprehensive written report and an oral presentation are required. Offered in the spring semester. This class is available only to engineering majors. Writing course. 1 credit. Spring 2008. Staff. ENGR 091. Special Topics Subject matter dependent on a group need or individual interest. Normally restricted to seniors. 1 credit. Offered when demand and staffing permit. ENGR 093. Directed Reading or Project Qualified students may do special work with theoretical, experimental, or design emphasis in an area not covered by regular courses with the permission of the department and a willing faculty supervisor. Engineering 1 credit. Offered with only department approval and faculty supervision. Integrated Electronics Electronic Circuit Applications VLSI Design ENGR 096. Honors Thesis In addition to ENGR 090, an honors major may undertake an honors thesis in the fall semester of the senior year with approval o f the department and a faculty adviser. A prospectus of the thesis problem must be submitted and approved not later than the end o f junior year. 1 credit. Offered with only department approval and faculty supervision. Materials Engineering Mechanics of Solids Engineering Materials ENGR 199. Senior Honors Study Senior honors study is available only for engineering minors and must include at least 0.5 credit as an attachment to one of the courses in the engineering preparation. This course may be taken only in the spring o f the senior year. 0.5 or 1 credit. Offered when demand and staffing permit. Preparation for Honors Examinations The department will arrange honors examinations in the following areas to be prepared for by the combinations of courses indicated. Other preparations are possible by mutual agreement. Communications and Electromagnetic Fields Communication Systems Electromagnetic Theory Communications and Signal Processing Communication Systems Digital Signal Processing Computer Architecture Fundamentals of Digital Systems Principles of Computer Architecture Electromagnetic Theory Electromagnetic Theory I Electromagnetic Theory II Electronics Electronic Circuit Applications Physical Electronics Environmental Systems Operations Research Environmental Systems Heat Transfer and Fluid Mechanics Heat Transfer Fluid Mechanics Mobile Robotics and Machine Vision Computer Vision Mobile Robotics Signals and Systems Control Theory and Design Digital Signal Processing 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 Soil Structural Theory and Design I Geotechnical Engineering: Theory and Design Thermal Energy Conversion and Heat Transfer Thermal Energy Conversion Heat Transfer Visual Information Systems Computer Graphics Computer Vision Water Quality and Fluid Mechanics Water Quality and Pollution Control Fluid Mechanics Water Quality and Supply Systems Water Quality and Pollution Control Environmental Systems English Literature NATHALIE ANDERSON, Professor ELIZABETH BOLTON, Professor PETER J. SCHMIDT, Professor and Chair PHILIP M. WEINSTEIN, Professor CRAIG WILLIAMSON, Professor KENDALL JOHNSON, Associate Professor3 NORA JOHNSON, Associate Professor BAKIRATHIMANI, Associate Professor PATRICIA WHITE, Associate Professor of Film and Media Studies RACHEL BUURMA, Assistant Professor ANTHONY FOY, Assistant Professor3 JILL GLADSTEIN, Assistant Professor and Director of Writing Associates Program123 BOB REHAK, Assistant Professor of Film and Media Studies ABBE BLUM, Visiting Associate Professor5 BARBARA RIEBLING, Visiting Associate Professor (part time)6 MELINDA FINBERG, Visiting Assistant Professor (part time) JACQUELINE EMERY, Visiting Instructor GREGORY FROST, Visiting Instructor (part time) DALE MEZZACAPPA, Visiting Instructor (part tim e)5 RACHEL PASTAN, Visiting Instructor (part time)6 CAROLYN ANDERSON, Administrative Coordinator JOANNE HOWARD, Administrative Assistant (part time) 1Absent on leave, fall 2008. 2. Absent on leave, spring 2009. 3Absent on leave, 2008-2009. sFall 2008. ‘ Spring 2009. This department offers courses in English literature, American literature, Native American literature, African and Caribbean literatures, Asian and Asian American literatures, gay and lesbian literatures, drama, film, some foreign literatures in translation, creative writing, critical theory, and journalism. The departmental curriculum includes the intensive study of works of major writers, major periods 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. Requirements and Recommendations First-Year Seminars and Core Courses The Department of English Literature offers two kinds of first-year seminars. There are firstyear seminars in composition and first-year seminars in literature. ENGL 001F is a firstyear seminar in composition (academic writing.) These count as Humanities W courses but do not count towards a major or minor in English literature. All first-year seminars (both in composition and in literature) are limited to 12 students. First-year seminars in English literature are numbered ENGL 008A-Z and ENGL 009A-Z. These literature seminars are designed to emphasize in-depth study of literary texts from a variety of perspectives, with careful attention to writing and maximum opportunity for class discussion. All first-year seminars in English count as humanities W courses. Students may take only one first-year seminar in literature from the English Department, but they are welcome to take a first-year seminar in composition and a firstyear seminar in English literature. We also offer core courses (CC), which are especially recommended for first- and secondyear students, though they are open to all. CCs pay special attention to one or more of the following: close reading, historical context, secondary (i.e., theoretical or critical) readings, or genre. They are distinguished by their pedagogical emphasis rather than by course topic per se. They are also distinguished from our other upper-division offerings by the fact that there are no prerequisites for these courses other than a W course from any department on campus. Students are welcome to take more than one CC. Requirements for Admission to the English Major A first-year seminar in literature from English, followed by any other upper-level course except 070A-070K, or a W course in any department, followed by two other English courses except 070A t070K. English Literature Prerequisites for Admission to an Upper-Division Course (Nonmajors or Prospective Majors) Students with Advanced Placement (AP) scores of 4 to 5 in English literature and/or English language receive credit toward graduation. Only the credit for English literature may count toward the major or minor 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 a first-year seminar in literature and one or two additional English courses during the sophomore year. Students need at least two literature courses from English to apply for the major. A Core Course or another mid-level English literature course is especially recommended. English 070A-070K courses will not suffice as the second course when applying for a major. Majors and prospective majors should consult a member of the English Department for information about courses in other departments complementary to their work in English; work in foreign languages is especially recommended. Students who plan to do graduate work, to follow a course of professional training, or to seek teacher certification in English should see a member 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. We offer English certification through a program approved by the state of Pennsylvania. For further information about the relevant set o f requirements, contact the Educational Studies Department or English Department chairs or visit die Educational Studies Department Web site at www.swarthmore.edu/educationalstudies.xml. Students who wish to study abroad should consult with the department chair far enough in advance of such study to effect proper planning 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 descriptions, syllabi, and schedules. Students may sometimes undertake preparations for examination 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 the department statement filed with the Foreign Studies Office. Course Major The major in course consists of a minimum of 9 units of credit in the department, including English 099 and at least 3 units in literature written before 1830 (such courses are marked with a *) and 3 in literature written after 1830. First-year seminars and creative writing and journalism classes do not count as pre- or post1830 classes. Majors are encouraged but not required to take one or more core courses. Courses marked with a *** may be counted as pre-1830 or post-1830 but not both. First-year seminars may not be counted as part of the preor post—1830 requirement Course Minor The minor in course consists of a minimum of 5 units of literature credit in the department, including at least 1 unit in literature written before 1830 (such courses are marked with a *) and one in literature written after 1830. Minors are encouraged but not required to take core courses. First-year seminars and creative writing and journalism classes do not count as pre- or post-1830 classes. Honors Major 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 (constituting 6 units o f 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. Students may also take courses in Romanticism as a two-course honors preparation. Honors majors, as part of their overall work in the department, must meet the general major requirement of 3 units of credit in literature written before 1830 and 3 units of credit in literature written after 1830. First-year seminars and creative writing and journalism classes do not count as pre- or post-1830 classes. 9 units of credit are required for the English major. Honors majors are encouraged but not required to take core courses. The Honors Program requirements are described in detail in the departmental handout. Students who wish either to write a thesis or pursue a creative writing project under faculty supervision as part of the Honors Program must submit proposals to the department; the number o f these ventures the department can sponsor each year is limited. Students who propose creative writing projects will normally be expected to have completed at least one writing workshop as part of, or as a prelude to, the project; the field presented for examination will thus normally consist of a 1-credit workshop English Literature plus a 1-credit Directed Creative Writing Project. For further information, including deadlines for Directed Creative Writing proposals, see rubric under ENGL 070K. Honors Minor Minors must do a single, 2-credit preparation in the department, normally by means o f a seminar (or under special circumstances, a creative writing project). Minors are required to do a total of at least 5 units of work in English (including their honors preparation), with at least one pre- and one post-1830 credit. Firstyear seminars and creative writing and journalism classes do not count as pre- or post1830 classes. Honors minors are encouraged but not required to take core courses. Students interested in pursuing honors within a faculty-approved interdisciplinary major, program, or concentration that draws on advanced English courses or seminars should see the chair for early help in planning their programs. Double Major Students may, with the department’s permission, pursue a double major either as part of the Course or Honors Program. Double majors must fulfill all the major requirements in both departments. For a double major in honors, one of the majors is used as the honors major, and the other is often used as the honors minor. See the chair for further details. Special Major Designed by the student. If English is the central department, you must fulfill most of the regular requirements and have a minimum of 5 English Department credits as part of the special major. At least one of the 5 credits must be a pre-1830 course and one a post-1830 course. Students must consult with the various departments or programs involved in the special major and have all approve the plan o f study. Only one integrative comprehensive exercise is required. Students may now also do a special honors major with four related preparations in different departments. Creative Writing Emphasis Students who want to major in English with an emphasis in creative writing—whether course or honors majors—must complete 3 units of creative writing in addition to the usual departmental requirements of pre- and post1830 units. The creative-writing credits will normally consist of either three workshops (ENGL 070A-E or G) or two workshops and ENGL 070K: Directed Creative-Writing Projects. Students may count toward the program no more than one workshop offered by departments other than English Literature. Admission into the program will depend on the quality of the student’s written work and the availability of faculty 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. Creative writing and journalism classes do not count as pre- or post-1830 classes. The Emphasis is not available to non-majors. Curriculum The English Department courses are grouped together by historical period, genre, or course level as follows: 001A, B, C, etc.: Academic writing courses and seminars that do not count toward the major 008 and 009 A, B, C, etc.: FYS (counted as W courses) Advanced courses including core 010-096: courses Survey Courses in British 010,011: Literature Medieval 014-019: Renaissance and 17th Century 020-029: Restoration, 18th Century, and 030-039: Romantic Victorian to Modem 040-049: American (including African 050-069: American, Asian American, and Native American) 070A, B, C, etc.: Creative Writing and Journalism Workshops 071 A, B, C, etc.: Genre Studies Comparative Literature/Literature 072-079: in Translation Critical Theory, Film, and Media 080-096: Studies Independent Study and 097-099: Culminating Exercises Honors Seminars, Theses, etc. Over 100: (open to juniors and seniors with approval of the department chanonly) 001: Academic Writing Courses These courses are writing-intensive courses that count toward graduation credit but not toward the English major. They may not be substituted fo r a prerequisite course in English. ENGL 001A. Insights Into Academic Writing This course is open to all students and offers them an opportunity to develop their skills as college writers. Through frequent practice, class discussion, and in-class activities, students will become familiar with all aspects o f the writing process and will develop their ability to write for an academic audience. A variety o f writing English Literature assignments, given throughout the course, will offer students an opportunity to work with different purposes and for different audiences. Readings have been selected to serve as an impetus for critical reading, writing, and thinking. Students will also participate in conferences with the instructor to discuss writing related to the course as well as other academic assignments. After completing ENGL 001 A, students who wish to continue to work on their academic writing skills may take ENGL 001AA. This is a 0.5 credit (NC/CR) course in which each individual student meets weekly with the instructor of 001A to discuss independent writing projects. Meets the distribution requirements but does not count toward the major. Writing course. 1 credit. Each semester. Emery. ENGL 001B. English for Foreign Students Individual and group work on an advanced level for students with non-English backgrounds. Does not meet distribution requirements or count toward the major. 1 credit. Each semester. Evans. ENGL 001C. The Writing Process: Pedagogy and Practice (Cross-listed as EDUC 001C) This course combines composition theory, research, and practice together with class discussions and assignments in order to educate students in all aspects of the writing process. Students learn how to work with different writers and different forms of writing.The course covers the structure of an academic paper, starting with the overall argument and working through to sentence construction and word choice. Students also learn the fundamentals of serving as a writing associate (WA) by covering such topics as conference dynamics and working with writers with diverse learning styles. This course is required and open only to those selected as WAs. It is a credit/no credit course. Meets distribution requirements but does not count toward the major. Writing course. 1 credit. Fall 2008. Gladstein. ENGL 001F. First-Year Seminar: Introduction to Academic Writing This class, limited to 12, introduces students to the different genres of writing required at the College. Through assignments and class readings students learn what they might need to transition from writing in high school to writing at Swarthmore. The content for this course overlaps with ENGL 001A; therefore, students may take either ENGL 001A or ENGL 001F. Meets distribution requirements but does not count toward the major. Students may take ENGL 00IF and an English Literature first-year seminar (ENGL 008 A-Z and 009A-Z). Writing course. 1 credit Fall 2008. Emery. 008 and 009: First-Year Seminars In English Literature These courses are limited to 12 first-year students only. No student may take more than one. A ll count as Writing courses. ENGL 009A. First-Year Seminar: Legal Fictions in America In 1776, Thomas Jefferson declared independence by asserting the “self-evident” truth that “all men are created equal.” This course considers writers who found their personhood denied by imperial or federal law. We will examine how authors responded, using words to challenge the truth and to fight for legal, social, and economic recognition. Authors include Franklin, Jefferson, Poe, Apess, Douglass, Jacobs, Zitkala Sa, Sone, Petty, Alexie, Tapahonso, Williams, Hughes, and Wilson. Writing course. 1 credit. Not offered 2008-2009. K. Johnson. ENGL 009D. First-Year Seminar: Nation and Migration Drawing on novels, short stories, film, and poetry produced by immigrant writers from South Asia, Africa, and the Caribbean, this course explores the ways in which identity and community is shaped in the modem world. How does the migrant/diasporic writer rewrite the English language to reflect questions of race and power, nationhood and citizenship, and histories of the past and present? Authors include Salman Rushdie, Nadine Gordimer, Hanif Kureishi, and Michael Ondaatje. Writing course. 1 credit. Spring 2009. Mani. ENGL 009G. First-Year Seminar: Comedy This course covers a range o f comic dramas and comic performances. It will introduce key theories about comedy as a genre and comic English Literature performance as a cultural practice. We will also work intensively on expository writing and revision. Likely texts include films, plays by Plautus, Shakespeare, Behn, Wilde, and Churchill; and materials on minstrelsy, genre theory, gender, and performance studies. Writing course. 1 credit. Spring 2009. N. Johnson. ENGL 009H. First-Year Seminar: Portraits of the Artist We will study a variety of works portraying artists in different cultures and contexts and media. Writing course. 1 credit. Not offered 2008-2009. Schmidt. ENGL 009J. First-Year Seminar: Battling Against Voldemort This seminar will examine how J. K. Rowling’s Harry Potter series compares to the tellings of the mythic hero’s quest by such authors as Homer, J. R. R. Tolkien, and Phillip Pullman. We wiU examine writers on myth and the psyche, such as Carl Jung, and Joseph Campbell, and other critical texts to try to understand why we are driven to invent stories about battling inhuman powers to learn what it means to be human. Writing course. 1 credit. Fall 2008. Finberg. ENGL 009K. First-Year Seminar: The Philadelphia Story This seminar considers representations of Philadelphia in literature and film. The reading will span three centuries, from William Penn’s First Proprietors, to the bicentennial celebration in the aftermath of the Vietnam War. As we discuss novels, poems, movies, and legal documents, we will reach to understand the broader national history of revolution and reconstitution that mark the city in our day. Authors may include Benjamin Franklin, Edgar Allan Poe, Fanny Kemble, William Still, Harriet Jacobs, Theodore Dreiser, David Goodis, Daniel Hoffinan, and John Edgar Wideman. Writing course. 1 credit. Not offered 2008-2009. K. Johnson. ENGL 009M. First-Year Seminar: Jane Austen, Cultural Critic Mingling stylistic precision with an uncanny eye for social foibles, Austen’s novels offer a useful entry point into the study of literature and the ways literature reflects and refracts social conditions. We’ll read Austen’s five major novels along with the 18th-century fiction, politics, and philosophy to which she was responding; we’ll also consider recent critical views on Austen and the ways films of the 1990s through the present engaged Austen’s style and social critique. At the same time, students will engage the genre of the academic essay by writing and revising several kinds of literary essays; several close readings; analysis of a novel’s use of source material or a film’s use of an Austen novel; and a research paper addressing one or more of the novels in a broader historical or stylistic context. Writing course. 1 credit. Fall 2008. Bolton. ENGL 009P. First-Year Seminar: Women and Popular Culture: Fiction, Film, and Television This course looks at Hollywood “chick flicks” and “women’s films” and television soap operas, their sources in 19th- and 20th-century popular fiction and melodrama, and the cultural practices surrounding 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 o f popular cultural pleasures? Texts may include Uncle Tom’s Cabin, Gone With the Wind, Rebecca, The Joy Luck Club, Bridget Jones’s Diary. Weekly screenings. Writing course. 1 credit. Not offered 2008-2009. White. ENGL 009Q. First-Year Seminar: Subverting Verses Once history, biography, fiction, philosophy, and even science could be written in verse without seeming peculiar or affected, but today the line between poetry and prose is sharply drawn. Or is it? This course will examine unconventional forms and uses of poetry—from Seneca’s Oedipus to Rita Dove’s Darker Face o f the Earth, from Geoffrey Chaucer’s Tales to Vikram Seth’s Golden Gate, from Bob Perelman’s verse essays to Carolyn Forche’s prose poems—to explore our assumptions about the nature of genre. Writing course. 1 credit. Fall 2008. Anderson. ENGL 009R. First-Year Seminar: Old Texts/New Tellings A study of four traditional literary texts, of critical perspectives or “slants” on the texts, and of modem reshapings of these old stories into new forms. Pairings of old and new will include Beowulfand Gardner’s Grendel, Shakespeare’s English Literature Hamlet and Stoppard’s Rosencrantz and Guildenstem Are Dead, Conrad’s Heart o f Darkness and Achebe’s Things Fall Apart along with Coppola’s film Apocalypse Now, and various versions of the Cinderella story. There will be both critical and creative writing assignments in the class. Writing course. 1 credit. Fall 2008. Williamson. ENGL 009S. First-Year Seminar: Black Liberty, Black Literature Arising from the tomb of slavery, African American literature has, from its origins, concerned itself with the unfinished project of freedom. Drawing upon prose, poetry and personal narrative, this course will examine freedom as a problem of form, content and context that has structured the emergence of a black literary tradition from the 19th century to the present. Writing course. 1 credit. Not offered 2008-2009. Foy. ENGL 009T. First-Year Seminar: The Poetics of Power This course explores ideas about the problems power raises in texts ranging from ancient Greece to the modem era and from the context of those who are traditionally empowered and those who learn power “from the bottom up.” Through voices of those who feel power’s effects and inequities most acutely, we will consider such questions as: What is power? Where does it originate? How does it differ from “authority,” “right,” and “sovereignty”? What are its effects on race, gender, and class? On love and sex? As we tackle such questions, we will be seeking both perennial and carefully historicized answers to the problems power raises, looking for “universals” while differentiating between our contemporary experiences and lives far removed from our own in circumstance, distance, and time. Among others, writers include Sophocles, Shakespeare, Frederick Douglass, and Virginia Woolf. Writing course. 1 credit. Spring 2009. Riebling. ENGL 009W. First-Year Seminar: Colonial/Postcolonial Encounters This course will explore what occurs—on the ground, in the mind, in the heart—during encounters between Western colonizers and those they colonize. Drawing on texts that represent colonial experience and its later, postcolonial fallout, the course will attend equally to European empire and American domination. Our authors give voice to a wide range o f perspectives: white European (Conrad, Forster), black African (Achebe, Emecheta), white American (Faulkner), black American (Morrison), and Native American (Erdrich). We will also read theoretical texts that shed light on the dynamics and reverberations o f these encounters. Writing course. 1 credit. Fall 2008. Weinstein. ENGL 009X. First-Year Seminar: Ways of Seeing, Ways of Telling This course examines the nature of stories we consider worth telling and revising, or that we ignore or partially absorb, to our peril. We’ll look at cultural codes and public mythoi that influence how we ‘see’ and locate ourselves in the world, from love at first sight to cyborg vision. We will consider as well what gets embedded in that ‘we.’ A major goal of this course is to have students become active participants in the narratives that flood and orchestrate experience - active without relinquishing pleasure. Savvy critics, consumers and storytellers might decode a Hollywood tagline, recast narratives, or write lucid analyses of classic and popular texts. They persist in asking what has real meaning and lasting value without prematurely shutting down the discussion. Writings by Tolstoy, Erdrich, Shakespeare, Dick, Orleans, Butler and others. Includes one screenplay. Writing course. 1 credit. Fall 2008. Blum. ENGL 009Y. First-Year Seminar: Interrogating Gender: Centuries of Dramatic Cross-Dressing Do clothes make the man? Or the woman? Do men make better women? Or women better men? Is gender a costume we put on and take off? Are we really all always in drag? Does gender-bending lead to transcendence or chaos? These questions and their ramifications for liminalities of race, nationality and sexuality will be our focus. Texts will range from Euripides to Caryl Churchill, from As You Like It to The Crying Game. Writing course. 1 credit. Spring 2009. Finberg. ENGL 009Z. First-Year Seminar: Close Reading and Its Discontents We “close read” texts almost every day in the English literature classroom; close reading seems so natural that its protocols and practices are sometimes said to structure the way we read the world. But what does it really mean to get English Literature close to a text? What might we learn — about literature and about ourselves — from looking at the history of reading, close and otherwise? We will try out the close reading methods of critics like I.A. Richards, Erich Auerbach, Jacques Derrida, and Eve Sedgwick, and come up with some new reading methods of our own, as we turn our attention to texts like Shakespeare’s sonnets, Jane Austen’s Northanger Abbey, Vladimir Nabokov’s Pale Fire, and Salman Rushdie’s Midnight’s Children. Writing course. 1credit Each semester. Buurma. 010-096: Advanced Courses These courses are open to freshmen and sophomores who have successfully completed the necessary prerequisites and to juniors and seniors without prerequisite. Core Courses Prerequisitefo r core courses: A Writing course from any department on campus. Forfuller descriptions, see the following: ENGL 010. Core Course: Survey I: Beowulf to Milton* ENGL 019. Core Course: Chaucer and Shakespeare ENGL 022. Core Course: Literature of the English Renaissance* ENGL 026. Core Course: English Drama Before 1642* ENGL 031. Core Course: Topics in the “New” 18th Century* ENGL 035. Core Course: The Rise of the Novel ENGL 045. Core Course: Modem British Poetry ENGL 052A. Core Course: U.S. Fiction, 19001950 ENGL 052B. Core Course: U.S. Fiction, 1945 to the Present ENGL 053. Core Course: Modem American Poetry ENGL 054. Core Course: Faulkner, Morrison, and the Representation of Race ENGL 061. Core Course: Fictions of Black America ENGL 066. Core Course: American Literature Survey I* ENGL 07 IB. Core Course: The Lyric Poem in English*** ENGL 07 ID. Core Course: The Short Story in the United States ENGL 076. Core Course: The World, the Text, and the Critic ENGL 080. Core Course: Critical and Cultural Theory 010-011. Survey Courses in British Literature ENGL 010. Core Course: Survey I: Beowulf to Milton* A historical and critical survey of poetry, prose, and drama from Beowulfto Milton. This will include British literature from the following periods: Anglo-Saxon, Middle English, Renaissance, and 17th century. 1 credit. Fall 2008. Williamson. 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 history 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 Beowulfto 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. Counts as humanities distribution credit under this listing. 1 credit. Spring 2009. 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 cultural contexts—both medieval and modem— 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. Not offered 2008-2009. Williamson. ENGL 019. Core Course: Chaucer and Shakespeare A comparative study that focuses on treatments of plot and character, genre, and critical and cultural context. How are issues of class treated in the Knight-Miller and the Theseus-Bottom dialectics? How do the authors portray ethnicity in The Merchant o f Venice and The Prioress’s Tale? How do heroines like Kate, Alice, and Viola struggle against or reinvent ideas of gender? What is the sense of (self)consciousness rising in The Merchant's Tale and H amlefl How do Chaucer’s and English Literature Shakespeare’s Cressidas “converse” across time? 1 credit. Not offered 2008-2009. Williamson. 020-029: Renaissance and 17th Century ENGL 020. Shakespeare* A survey of Shakespeare plays including Romeo and Juliet, A Midsummer N ight’s Dream, Henry 4, Part 1, Twelfth Night, Measure fo r Measure, Hamlet, King Lear, and The Winter’s Tale. We will look at genre; the performing of early modem genders, sexualities, and subjects; the staging of spectacular monarchy. More largely the course considers specific properties of dramatic literature and its complex and collaborative embedding within 16th and 17th century English social, cultural and historical contexts. Along the way we will explore the familial dynamics enacted by patriarchal father/kings, (often absent) mothers, and un-dutiful daughters and wayward sons. We will encounter licensed and royal fools, ghosts, villains, would-be nuns, cross-dressers, upwardly mobile servants, groundlings, bears, and bastards (among others). The class will be visited by actors who will perform soliloquies and selected scenes and who will demonstrate techniques o f stage combat. We will attend one local performance of a Shakespeare play during the semester. 1 credit. Fall 2008. Blum. ENGL 020B. Shakespeare and Critical Theory: ‘Our’ Shakespeares* An intensive study of Macbeth, Twelfth Night, Othello, Henry V, and King Lear in the context of some current critical, cultural and performative approaches. 1 credit. Not offered 2008-2009. Blum. ENGL 022. Core Course: 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, Mary Wroth, Spenser, Elizabeth Cary, Jonson, Bacon, Donne, Herrick, George Herbert, and Marvell. 1 credit. Not offered 2008-2009. N. 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 questions in relation to Renaissance sexuality, examining several sexual categories—the homoerotic, chastity and friendship, marriage, adultery, and incest—in a range o f literary and secondary texts. 1 credit. Fall 2008. N. Johnson. ENGL 026. Core Course: 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 commercial success in the Renaissance and its ultimate dissolution in the Civil War. 1 credit. Not offered 2008-2009. Staff. ENGL 026B. English Comedy from the Restoration to the Present This course will explore English comedy between the reopening of the British theaters in 1660 and today. We will examine whether notions of comedy have changed over the past three centuries and look at how alterations in the architecture of the theaters, changes in the social and political climate, and the emergence of female theatrical professionals have affected how plays are written and produced. 1 credit. Fall 2008. Finberg. ENGL 027. Tudor-Stuart Drama* A survey o f 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, sociopolitical, and literary contexts; just as important, we will look at how the plays have been and continue to be performed. 1 credit. Not offered 2008-2009. Staff. ENGL 028. Milton* Study of Milton’s poetry and prose with particular emphasis on Paradise Lost. 1 credit. Spring 2009. N. Johnson. 030-039: Restoration, 18th Century, and Romantic ENGL 031. Core Course: 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 o f imperialism and expanding political participation; a time of progress and melancholy, technical advances and spiritual necrophilia. We’ll examine the 18th century’s English Literature schizophrenic “spirit of the age” and its implications for our own time. 1credit. Not offered 2008—2009. Bolton. ENGL 033. The Romantic Sublime* “The essential claim of the sublime is that man [sic] can, in speech and feeling, transcend the human” (Weiskel). What does this transcendence look like? How is it achieved? What resources does it offer us, and at what cost? Authors include Burke, Blake, the Wordsworths, Coleridge, Byron, the Shelleys, and Keats. 1credit. Not offered 2008—2009. Bolton. ENGL 035. Core Course: The Rise of the Novel In this course we will examine the development of the novel, from its origins in a multiplicity of diverse literary genres to its Victorian incarnation as a “realist” and middle-class form through the appropriation of the novel as high art by Modernist writers and its subsequent return to multi-genre roots later in the 20th century. We will trace changes in the novel’s formal features as they relate to its treatment of themes such as publicity and privacy, the role of gender and sexuality in social life, the significance of monetary exchange, and the proper relation between the author and his or her text. First surveying the main critical narratives of the novel’s “rise” or development, we will move on to see how the material form of the novel might offer us a counter-narrative to more conventional interpretations of the genre’s origins. 1 credit. Fall 2008. Buurma. ENGL 036. The Age of Austen* First, we’U read Austen’s novels and other relevant texts in order to sketch the general contours of “The Age of Austen.” Then, we’U tom 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 20thcentury audiences. 1 credit. Not offered 2008-2009. Bolton. ENGL 037. Revolution and Literature, 1789-1812* The French Revolution and its radical reconception of political and social relations presented not only a political and philosophical but also a literary challenge to tum-of-thecentury Britons. We’ll read Edmund Burke’s highly influential Reflections on the Revolution in France along with fictional and nonfictional rebuttals by radicals like Mary Wollstonecraft, William Godwin, Tom Paine, and/or Charlotte Smith. Reflection sometimes led to prophecy: We’ll consider William Blake’s radical obscurity in The Marriage o f Heaven and Hell in light of Charlotte Smith’s more directly political Emigrants. The rest of the course will focus on poetry’s own broader “revolution in manners” and in forms. We’U explore the poetic theories of Charlotte Smith, Mary Robinson, Joanna Baillie, William Wordsworth, Samuel Taylor Coleridge, and William Blake, and some of the forms to which these gave rise: sonnets, lyrical tales and ballads, poetic meditations, conversation poems, and revisionary epics. Romanticism’s revolutionary vision of the lyric poet still influences much of the poetry produced today: We’ll examine both the strengths and weaknesses of that vision. 1 credit. Fall 2008. Bolton. ENGL 038. Regency Skepticism, 18121832* Skepticism and critique, rather than prophecy and transformation, are the common threads linking the “second-generation Romantics”: writers like Jane Austen, Byron, the Shelleys, Keats, John Clare, Felicia Hemans, and Letitia Elizabeth Landon (L.E.L.). Indeed, Regency writers, pursuing formal and psychological integrity within a period o f complex social changes, transform a certain wry cynicism into both an art form and a tool of inquiry. We’U start by considering the varieties of theatricality (and its counterpart, sincerity) operating in works like Austen’s Mansfield Park, Byron’s Manfred, Hazlitt’s reviews, L.E.L.’s album poems, popular plays like Lover's Vows and Cataract o f the Ganges, and contemporary disputes over slavery and imperialism. Next, we’ll explore the different visions of power at work in such diverse texts as Austen’s Emma, Percy Shelley’s “Mont Blanc” and Prometheus Unbound, Mary Shelley’s Frankenstein, and Hemans’ Records o f Women. Finally, we’ll track Byron’s shifting, skeptical narrator through Don Juan's burlesque adventures and end—still questioning but more affirmatively— with Shelley’s “Ode to the West Wind” and Keats’s great odes. 1 credit. Spring 2009. Bolton. 040-049: Victorian to Modern ENGL 040. Victorian Literture and the Culture of the Review This course offers an introduction to Victorian literature and culture through a focus on the review, a genre the Victorians both raised to an art form and used as a weapon in fighting the pettiest o f personal battles. Often vilified as vampires who sucked their living out of other English Literature writers' works, reviewers nonetheless occupied a central and defining role in Victorian literary culture. First locating ourselves by taking a quick look at our current 21st-century ideas about book, music, and film reviewing, we will move on to examine some o f the most important - and most reviewed - works of Victorian literature, by authors such as Bronte, Eliot, Tennyson, Darwin, Mill, Barrett Browning, Pater, and Wilde. 1 credit. Spring 2009. Buurma. 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 commentary 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 2008-2009. Anderson. ENGL 045. Core Course: Modern British Poetry Steven Spender called them “recognizers,” creating a complex, fractured art out of circumstances 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 2009. Anderson. ENGL 046. Tolkien and Pullman and Their Literary Roots*** A study of the fantastic trilogies—Tolkien’s Lord o f the Rings and Pullman’s His Dark Materials—in the context of their early English sources. For Tolkien, this will include Beowulf, Old English riddles and elegies, and Middle • English Pearl, Sir Orfeo, and Sir Gawain and the Green Knight (all in Tolkien’s translations). For Pullman, this will include biblical stories of the Creation and Fall, Milton’s Paradise Lost, and selected Blake poems. Some film versions will be included. 1 credit. Not offered 2008—2009. Williamson. ENGL 048. Contemporary Women’s Poetry “Merely the private lives of one-half of humanity.” Thus Carolyn Kizer defines the 20th-century revolution through which women poets give voice to the previously unspeakable and explore the political implications of the supposedly personal. This course considers a variety o f 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 experimentation. 1 credit. Not offered 2008-2009. Anderson. ENGL 049. Contemporary Irish Poetry Ireland’s complicated historical divisions have provided fertile ground for extraordinary poetry, 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 sociopolitical contexts o f contemporary Ireland. 1 credit. Spring 2009. Anderson. 050-069: American (Including African American, Asian American, and Native American) ENGL 050. Literatures of Native American and Euro-American Cultural Encounter (Formerly Borders Within)* Through historical analysis of literary form (autobiography, novels, poetry, storytelling, images, film, as well as die law), we will examine the competing definitions of writing, selfhood, and nation with which “Indians” and “pioneers” tried to shape their world. We will read both white writers who depicted “Indians” and Native authors who resisted and/or reinforced claims of Manifest Destiny. Authors may include John Smith, William Bradford, James Fenimore Cooper, Black Hawk, Simon Ortiz, Luci Tapahonso, Leslie Marmon Silko, and Sherman Alexie. 1 credit. Not offered 2008—2009. K. Johnson. ENGL 052A. Core Course: U.S. Fiction, 1900-1950 This course will focus on well-known and newly recognized novelists important for this period, probably including Wharton, Hemingway, Fitzgerald, Cather, Hurston, Loos, and West. There will be attention to innovations in the novel as a literary form and to the ways in which writers engage with their historical context. The reading load will be heavy, averaging a novel a week. 1 credit. Not offered 2008-2009. Schmidt. ENGL 052B. Core Course: U.S. Fiction, 1945 to the Present Major authors and emerging figures, with an emphasis on the novel, key works from each decade of the postwar era, and relations between the U.S. and global events as English Literature represented in fiction. The reading load will be heavy, averaging a novel a week. 1 credit. Spring 2009. Schmidt. ENGL 053. Core Course: Modern American Poetry A study of selected U.S. poets beginning with Whitman and Dickinson but with the primary focus on major and minor poets of the 20th century. 1 credit. Not offered 2008-2009. Schmidt. ENGL 054. Core Course: Faulkner, Morrison, and the Representation of Race This course has two abiding aims. One is to explore in depth—and back to back—the fiction of (arguably) the two major 20th-century novelists concerned with race in America. The other is to work toward evaluative criteria that might be genuinely attentive to both the intricacies of race and the achievements of form. A particular challenge will be the following: how to focus on race (and secondarily gender) yet keep the two writers’distinctive voices from disappearing into “white/male” and “black/female.” Faulkner readings will include some short stories as well as Light in August; Absalom, Absalom!; and Go Down, Moses. Morrison readings will include Playing in the Dark as well as Sula, Song o f Solomon, Beloved, and Paradise. 1 credit. Fall 2008. Weinstein. ENGL 055. Captive Audiences* The origin and history of national identity in the United States has been deeply impressed by captivity narratives in which an individual is removed from his or her home and struggles to return. We will define and trace the ideas of home, captivity, and restoration in literature from the 17th century to the years after the American Civil War. We will consider how authors in various historical contexts reworked these ideas to promote or confound the rightsbased romance of a citizenship. Authors may include Mary Rowlandson, Aphra Behn, Samuel Richardson, Charles Brockden Brown’s Wieland, Lydia Maria Child, Frederick Douglass, Spielberg’s Amistad, Harriet Jacobs, Melville’s Typee, James’ Portrait o f a Lady, Mukheijee, and Coppola’s Lost in Translation. 1 credit. Not offered 2008-2009. K. Johnson. ENGL 056. Power of Sympathy in America* Characters in 18th- and 19th-century literature often find themselves at the edge of emotional precipices, weeping in misery, blushing with guilt, and wracked with fear of impending doom. What is all the fuss? This course explores the role of sentiment in formulating national American identity from the colonial period to the mid-19th century. With an emphasis on the social contexts of the American Revolution, Civil War, and Manifest Destiny, we will consider the dynamic logic of sympathy in various political and literary texts. Authors include Winthrop, Bradstreet, Crevecoeur, Franklin, Paine, C.B. Brown, Rowson, Emerson, Douglass, Stowe, Whitman, and James. 1 credit. Not offered 2008—2009. K. Johnson. ENGL 058. The American Sublime* How does one stand to behold the sublime? This course explores the intersection o f visual art and literature in the late 18th- and early 19th-century United States. We will consider authors who appeal to sight; landscapes; and aesthetic ideals of the beautiful, sublime, and picturesque. We will examine how writers blended science and art to illustrate the world and its democratic potential. Authors/texts may include Anne Bradstreet, I. Kant, Thomas Jefferson, Washington Irving, George Catlin, Emerson, E.A. Poe, Melville’s Moby-Dick, Hawthorne, Louis Agassiz, Whitman, Jacob Riis, and Kubrick’s 2001: Space Odyssey. 1 credit. Not offered 2008—2009. K. Johnson. ENGL 061. Core Course: Fictions of Black America This course considers the development of African American fiction over the course of the 20th century, paying particular attention to its attempts to resolve (or simply represent) an interconnected series of problems: realism, racism, sexism, color and class, place, community, and history. Though the assigned texts will vary considerably from semester to semester, they may include work by Chesnutt, J.W. Johnson, Larsen, Hurston, Wright, Marshall, Morrison, or Wideman. 1 credit. Not offered 2008-2009. Foy. ENGL 062. Black Autobiography The autobiographical self has played a fundamental role in black culture, and this course will examine several of the trajectories that African American autobiography has followed during the past 200 years. While paying close attention to the textual strategies that black autobiographers have employed in constructing public selves, we will also focus on the social relations (structured by race, class, English Literature gender, and nation) producing, and produced in, black autobiography. 1 credit. Not offered 2008-2009. Foy. ENGL 063. Black Philadelphia: A Literary History From colonial times to the present, Philadelphia has been crucial to black America, as both a site of its cultural production and a place in its symbolic geography. Reading prose, poetry, fiction, and autobiography, this course will introduce you to the literature of, and about, black Philadelphia. 1 credit. Not offered 2008-2009. Foy. ENGL 065. Asian American Literature How does Asian American literature function as the site of debates about ethnic and national identity? This course examines literature, film, and critical essays by Asian American writers, filmmakers, and scholars (including Maxine Hong Kingston, Jhumpa Lahiri, Chang-Rae Lee, and Lisa Lowe) to explore topics such as Asian American racial formation, gendered narratives of immigration, and the changing face (and space) of Asian America. 1 credit. Not offered 2008-2009. Mani. ENGL 066. Core Course: American Literature Survey I* This is a survey of American literature from 1492 to before the Civil War. Through our reading of literary texts (journals, sermons, poems, novels, eulogies, and federal documents), we will consider the social conflicts that underlie the establishment o f the United States as a political and cultural identity. We will identify the authors’ various promises of American exceptionalism, and calibrate those promises in relation to the legacies of slavery and Manifest Destiny. Syllabus will include writing by Columbus, Harriot, Bradford, Bradstreet, Wigglesworth, Rowlandson, Edwards, DeCrevecouer, Jefferson, Franklin, Freneau, Foster, Cooper, Emerson, Child, Thoreau, Stowe, Douglass, Hawthorne, Melville, and Whitman. 1 credit. Not offered 2008-2009. K. Johnson. ENGL 067. Literatures of the American Civil War Through fiction, poetry, nonfiction, and film, we will consider the causes and legacy of the American Civil War (1861-1865). How did the war affect the ways in which people understood the nation, life and death, and the literary form through which they portrayed their sorrows and the promise of reconciliation? Authors/texts may include founding documents, David Walker, Emerson, Thoreau, Frederick Douglass, Harriet Jacobs, Fanny Kemble, Frank Webb, Harriet Beecher Stowe, Thomas Wentworth Higginson, Walt Whitman, Emily Dickinson, Henry James, Stephen Crane, James Weldon Johnson, Birth o f a Nation, Gone With the Wind, and Toni Morrison. 1 credit. Not offered 2008-2009. K. Johnson. ENGL 068. Black Culture in a “PostSoul” Era With such terms as “new black aesthetic,” “post-soul,” and even “post-black,” commentators in recent years have sought to characterize contemporary African American culture. This course takes up the challenge of this current moment by exploring the work of black writers who have emerged since the 1960s, examining complementary developments in popular music and visual culture and considering some of the social and political circumstances of the period. 1 credit. Not offered 2008-2009. Foy. ENGL 069. Blues, Jazz, and American Culture Can words help us understand musicians and the power o f music? Is Wynton Marsalis right—-jazz is the musical form that best teaches democratic values? This course will study how blues and jazz have shaped key modes and ideas in American culture, including American literature. The syllabus may include Ralph Ellison, James Baldwin, George Lipsitz, and Tricia Rose; an anthology of poetry and prose celebrating jazz; excerpts from Ken Bums’ documentary Jazz; novels about musicians by Albert Murray, Paule Marshall, and Rafi Zabor; and cultural histories such as Angela Davis’ Blues Legacies and Black Feminism, Daniel Belgrade’s The Culture o f Spontaneity, Jon Panish’s The Color o f Jazz: Race and Representation in Postwar American Culture, and Nathaniel Mackey’s Discrepant Engagement: Dissonance, Cross-Culturalism, and Experimental Writing. 1 credit. Not offered 2008-2009. Schmidt. 070: Creative Writing and Journalism Workshops Regular creative writing workshops are limited to 12 and require the submission o f writing samples in orderfor students to apply fo r them. Workshops marked with a # combine a balance o f substantial literary analysis o f models along with creative writing exercises geared to the models; these workshops are limited to 15, do not require the submission o f manuscripts, and have as their prerequisite (forfreshmen and sophomores but notfo r juniors or seniors) an English Literature introductory English course. Students may normally take only one workshop at a time. ENGL 070A and 070C may be taken only once. ENGL 070B may be taken twice. Creative writing and journalism classes do not count as pre- or post—1830 classes. ENGL 070A. Poetry Workshop Aclass, 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, within the context of contemporary poetics. Students should submit three to five pages of poetry for admission, due during the week after fall break. The workshop will meet once a week for 4 hours. Readings by well-known writers (outside of regular class hours) will provide additional perspectives. Admission and credit are granted at the discretion of the instructor. No prerequisite. 1 credit. Spring semester each year. Spring 2009. Bolton. ENGL 070D. Grendel’s Workshop (New Texts From Old)# John Gardner rewrote the ancient epic Beowulf in modem idiom from the monster’s viewpoint. Tom Stoppard showed us what Rosencrantz and Guildenstem were up to offstage in Shakespeare’s Hamlet. 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. Not offered 2008-2009. Williamson. ENGL 070E. Lyric Encounters# Matthew Arnold called it “a criticism of life” and Dylan Thomas “a naked vision.” Emily Dickinson defined it as a blow: “If I feel physically 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. Not offered 2008-2009. Anderson. ENGL 070B. Fiction Writers’ Workshop We’ll approach the challenge of constructing compelling narratives through a series of formal exercises and experiments. Students will read and comment on each other’s writing as they work to hone their own style and clarify their central thematic concerns. Readings by wellknown writers (outside of regular class hours) will provide additional perspectives. Twelve students are admitted to the class on the basis of a writing sample, due during the week after fall break. No prerequisite. 1 credit. Spring semester each year. Spring 2009. Pastan. ENGL 070F. Journalism Workshop This course is an introduction to the basics of news gathering, news writing, and news values. Students will come away from it with a clear sense of how news is covered: how to collect facts, find sources, conduct interviews, cover beats, make choices about daily coverage and conceive and execute longer projects. Guest speakers, including top area journalists, will discuss their careers and advise students on stories. Readings will include the best examples of contemporary journalism. It counts as a general humanities credit but not as a Writing course, nor as a credit toward a major or minor in English literature. 1 credit. Fall 2008. Mezzacappa. ENGL 070C. Advanced Poetry Workshop Intensive volumes of poetry often represent their authors’ conscious statements, made through selection, organization, and graphic presentation. This course—in which students design and complete volumes of their own work—is normally intended as an advanced workshop for students who have taken the Poetry Workshop (ENGL 070A), or—with the instructor’s permission—students who have taken ENGL 070D, 070E, or 070G. Limited to 12. Readings by well-known writers (outside of regular class hours) will provide additional perspectives. Admission and credit are granted at the discretion of the instructor. 1 credit. Fall 2008. Anderson ENGL 070G. Writing Nature# Writing about nature forces us to attend to both. We’ll work in four different modes of writing: journals, nonfiction prose, poetry, and experimental fiction. Most weeks, we’ll spend the first class analyzing famous models of nature writing and the second discussing student writing. Three times during the semester, we’ll go on field walks to help ground our writing in specific observation. 1 credit. Fall 2008. Bolton. ENGL 070K. Directed Creative-Writing Projects Students—whether course 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 English Literature faculty who might supervise the project and must submit a prospectus to the department by way of application for such work before the beginning of the semester during which the project is actually done. The number of these ventures the department can sponsor each year is limited. Deadlines for the written applications for the Directed Creative Writing Projects are the Mondays immediately following the fall and spring breaks. Normally limited to juniors and seniors who have taken an earlier workshop in the department. For creative writing projects in the Honors Program, the 2-credit field will normally be defined as a 1-credit workshop (ENGL 070A, 070B, or 070C) paired with a 1-credit Directed Creative-Writing Project (ENGL 070K). 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 examination for the creative writing project; the student’s portfolio will be sent directly to the examiner, who will then give the student an oral examination during honors week. For purposes of the transcript, the creative writing project will be assigned a grade corresponding to the degree of honors awarded 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. 1 credit. Staff. ENGL 070M. Advanced Fiction Workshop In the first part of the semester, students will apprentice themselves to a particular published writer: After analyzing the structure, style and characteristic techniques of their chosen author, students will experiment with using some of those features in their own story. As students present both their model and their own story, we’ll blend the workshop format with a studentled survey of contemporary fiction. In the second half of the semester, students will continue producing and honing their own work while researching and reporting on a variety of literary journals, small presses, or contemporary writers. Readings by well-known writers (outside of regular class hours) will provide additional perspectives. Prerequisites: ENGL 070B, D, G or by permission of the instructor. 1 credit. Not offered 2008-2009. Staff. ENGL 071; Genre Studies ENGL 071B. Core Course: The Lyric Poem in English*** A survey of the history of the lyric poem in English from its origins in Old and Middle English to contemporary poetry, using an anthology. There will also be special emphasis on the essentials of prosody, the study o f meter and rhythm. Each version of the course will also feature the in-depth study of one poet. Note: By arrangement with the professor, this course may be counted as either pre-1830 or post-1830 but not both. 1 credit. Not offered 2008-2009. Schmidt. ENGL 071C. The Short Story As we read widely in the 19th- and 20thcentury short story, we’ll focus on technical developments as well as certain recurring preoccupations of the genre: fragmentation and reconstruction, the staging of an encounter between the ordinary and the extraordinary, and the refutation of time and mortality. 1 credit. Not offered 2008-2009. Bolton. ENGL 071D. Core Course: The Short Story in the United States Has the United States produced such brilliant work in the short-story form because it’s a highly mobile and fragmented society or because it’s highly stratified but pretends it is not? This course will introduce students to classic and contemporary short stories published in the United States in the 19th and 20th centuries, with a focus on close reading techniques and the rich variety of moods and styles short stories may explore. We will read one to two stories each for most of the writers studied. 1 credit. Not offered 2008-2009. Schmidt. ENGL 071F. Gothic Possibilities “High Gothic” flourished in England in the 1790s; “Southern Gothic” adapted the conventions of the form to the demands of modernist fiction and the culture of the American South. Among the Gothic possibilities we will consider: sensationalism (Lewis), domestication (Radcliffe), parody (Austen), autobiography (Porter), fragmentation (Faulkner), and cultural critique (Toomer). 1 credit. Not offered 2008-2009. Bolton. ENGL 071J. Cherchez la femme: The “Mystery” of Woman in the Mystery Genre From Eden on, our cultural narratives of deception and discovery have often centered on English Literature 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 revisions of the genre by contemporary women writers. Our investigation of this “mystery” will involve male authorities—Conan Doyle, Chandler, Hammett—and female private “F’s—Sara Paretsky, Sue Grafton, and Barbara Wilson. 1 credit. Not offered 2008-2009. Anderson. ENGL 071K. Lesbian Novels Since World War II This course will examine a wide range of novels by and about lesbians since World War II. Of particular concern will be the representation of recent lesbian history. How, for instance, do current developments in cultural studies influence our understanding of the lesbian cultures of the ’50s, ’60s, and ’70s? What is at stake in the description of the recent lesbian past? 1 credit. Not offered 2008—2009. N. Johnson. 072-079: Comparative Literature/Literature in Translation ENGL 072. Proust, Joyce, and Faulkner Selections from Proust’s Remembrance o f Things Past, Joyce’s Ulysses entire, and Faulkner’s The Sound and the Fury and Absalom, Absalom! Emphasis on the ideological and formal tenets of modernism. 1 credit. Not offered 2008—2009. Weinstein. ENGL 073. Modernism: Theory and Fiction Drawing on a range of theorists and novelists, this course will explore some of the most compelling energies and problems that drive Western modernism (from the 1840s through the 1940s). Focus will be on modernism’s concern with shock rather than resolution, with the uncanny rather than the familiar. More broadly, the course will attend to modernism as a body of thought and expression committed less to knowledge than to “unknowing.” Theoretical readings begin with Kierkegaard’s Fear and Trembling, to be followed by Nietzsche’s Genealogy o f Morals and some of Freud’s major essays. Fiction readings begin with Dostoevsky’s Notes From Underground as a prelude to more sustained inquiry into Kafka (stories, The Trial), Proust (selections from Remembrance o f Things Past), and Woolf (Mrs. Dalloway, To the Lighthouse). The course will conclude by attending to several pertinent essays in Benjamin’s Illuminations. 1 credit Not offered 2008-2009. Weinstein. ENGL 073A. Mapping the Modern (Cross-listed 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, concluding 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, Adomo, 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 subject and the modem city, as expressed in literature, analyzed in sociology and critical theory, and represented in a range of cultural practices. 1 credit. Not offered 2008-2009. Weinstein. ENGL 074. Modern Epic: Tolstoy, Joyce, and Garcia-Marquez This course will examine three “encyclopedic” texts (War and Peace, Ulysses, One Hundred Years o f Solitude) that rehearse and interrogate inherited paradigms of cultural identity, purpose, and destiny. Through sustained attention to formal and ideological tenets of these specific texts, we will also seek to interrogate some of the salient procedures of realist, modernist, and postcolonial narrative. 1 credit. Spring 2009. Weinstein. ENGL 076. Core Course: The World, the Text, and the Critic In his collection of essays, The World, The Text, and the Critic (1983), Edward Said argues, “The point is that texts have ways of existing that even in their most rarefied form are always enmeshed in circumstance, time, place, and society—in short, they are in the world, and hence worldly.” This core course explores the “worldliness” of the literary text: that is, the ways in which literature is always anchored in narratives of history and geography as well as the means through which we, as readers and writers, bring our own worldviews to bear on literature. Specifically, what is our relationship to literature from the Third World? The class will survey a range of late 20th-century texts in English from South Asia, South Africa, the Middle East, the Caribbean, Europe, and North America to introduce students to a variety of critical approaches in contemporary global English Literature literatures. Authors include Zadie Smith, White Teeth; Arundhati Roy, The God o f Small Things', and V.S. Naipaul, The Enigma o f Arrival. 1 credit. Spring 2009. Mani. ENGL 077. South Asians in Asian America From the 19th-century migration of Punjabis to the West Coast, to hate crimes committed against immigrants after 9/11, South Asian Americans have embodied various racial, political, and cultural identities. In this class we will read a variety of different texts - popular literature and film, visual and performance art, dance and music - created by first- and secondgeneration immigrants. Bringing together Asian American Studies and Diaspora Studies, we will explore how South Asians produce new narratives of belonging and multicultural citizenship in contemporary America. 1 credit. Fall 2008. Mani. 080-096: Critical Theory, Film, and Media Studies Please see the film and media studies section for additional course listings. 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. Not offered 2008-2009. Schmidt. ENGL 087. American Narrative Cinema Considers film as narrative form, audiovisual medium, industrial product, and social practice, emphasizing the emergence and dominance 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. Not offered 2008-2009. White. ENGL 080. Core Course: Critical and Cultural Theory An introduction to texts and contexts in contemporary critical theory and cultural studies. We will read narrative, psychoanalytic, Marxist, poststructuralist, feminist, queer, and postcolonial theory, raising questions of subjectivity, difference, ideology, representation, methodology, and cultural politics. 1 credit. Fall 2008. White. ENGL 088. American Attractions: Leisure, Technology, and National Identity Visual spectacles such as Bamum’s museum, minstrelsy, and Wild West shows and vaudeville shaped American “identity” from ethnic, racial, religious, geographical, and gender differences and hierarchies, anticipating the national audiences of the Hollywood studio system and television networks. This teamtaught tricollege interdisciplinary class focuses on the history and analysis of U.S. popular culture from the Civil War to the present. Weekly film screenings. 1 credit. Not offered 2008-2009. White (Swarthmore), Ullman (Bryn Mawr). ENGL 082. Transnational Feminist Theory This class introduces perspectives in feminist theory from domestic United States and global contexts in order to ask: How do the contributions of women o f color in the United States and of feminist movements in the Third World radically reshape the form and content of feminist politics? Through critical inquiry into major texts in transnational feminist studies, the course dynamically reconceptualizes the relationship between women and nation; between gender and globalization; and between feminist theory and practice. 1 credit. ENGL 091. Feminist Film and Media Studies (Cross-listed as GSST 020) This course focuses on critical approaches to films and videos made by women in a range of historical periods, national production contexts, and styles: mainstream and independent, narrative, documentary, video art, and experimental. Readings will address questions o f authorship and aesthetics, spectatorship and reception, image and gaze, race, sexual, and national identity, and current media politics. 1 credit. Fall 2008. White. Not offered 2008-2009. Mani. ENGL 094. Film and Literature An examination of the variety of interactions between film and literature. Topics may include films from novels, narrative stances, mode of English Literature character development, and the role of the film script 1 credit. Not offered 2008-2009. Williamson. 097-099: Independent Study and Culminating Exercises ENGL 097. Independent Study and Directed Reading Students who plan an independent study or a directed reading must consult with the appropriate instructor and submit a prospectus to the department by way of application for such work before the beginning of the semester during which the study is actually done. Deadlines for the receipt of written applications are the second Monday in November and the first Monday in April. Normally limited to juniors and seniors and available only if a professor is free to supervise the project. 0.5 or 1 credit. Staff. ENGL 098, 098A. Senior Thesis Course majors in the department may pursue a thesis of their own choosing under the supervision of a member of the department. The thesis may be for 1 (40-50 pages) or 2 (80-100 pages) credits. A brief prospectus for the project must be submitted for approval by the department in April of the junior year. Before submitting this prospectus, course majors should consult with the department chair and with the department member who might supervise the project. This work must be separate from that of the senior culminating essay, required of every course major for graduation. Available only if a professor is free to supervise the project. 1 or 2 credits. Staff. ENGL 099. Senior Course Majors Colloquium*** This colloquium, open only to senior English literature course majors and required for them to take, offers a structured and supportive environment for students writing their senior essays. The course will feature a mix of literature, criticism, theory, and methodology, plus guest visits by other members of the English Literature Department and possibly others, with the opportunity for students to discuss central issues in the field of literary and cultural history in preparation for their research and writing. Several short papers and other assignments may be featured in the early part of the course. Nearing the end of the semester, students will research and write a longer essay (10-20 pages) on a topic of their own choice approved by the department, with the chance to present drafts of their work in progress to the colloquium for revision advice. Students are expected to complete their senior essays by the end o f the term in which English 099 is offered. Note: This colloquium may count as either a pre- or a post-1830 credit, depending on the final essay topic. ENGL 099 will be offered for seniors every fall. 1 credit. Fall 2008. Schmidt. Seminars Honors seminars are open to juniors and seniors only and require approval of the department chair. Priority is given to honors majors and minors. ENGL 101. Shakespeare* Study of Shakespeare as dramatist and poet. The emphasis is on the major plays, with a more rapid reading o f much of the remainder of the canon. Students are advised to read through all the plays before entering the seminar (pre1830). 2 credits. Each semester. N. Johnson. ENGL 102. Chaucer and Medieval Literature* A survey of English literature, primarily poetry, from the 8th through the 15th centuries 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 (pre-1830). Some modem retellings such as John Gardner’s Grendel will be included. 2 credits. Spring 2009. Williamson. ENGL 110. Romanticism* 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, Wordsworth, Coleridge, Byron, Shelley, and Keats) in order to explore issues of concern to both: formal innovation, colonial expansion, (counter) revolutionary politics (pre-1830). In 2008-2009, this honors preparation will be offered through a combination of two courses: ENGL 037, Revolution and Literature, 17891812 and ENGL 038, Regency Skepticism, 1812-1832. Honors students interested in this preparation should contact Professor Bolton. 2 credits. N ot offfered 2008-2009. Bolton. English Literature ENGL 112. Women and Literature 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 postmodernist feminist aesthetics (post-1830). 2 credits. Fall 2008. Anderson. ENGL 113. “American Studies”* This seminar considers methods of analyzing and interpreting “American literature” that reach to engage the social and historical contexts in which the nation was formed. We will read authors (Mary Rowlandson, Benjamin Franklin, James Fenimore Cooper, Ralph Waldo Emerson, Frederick Douglass, Harriet Beecher Stowe, and Nathaniel Hawthorne) who have been central to the development of national American identity. We will also consider the different ways contemporary literary critics have interpreted these texts to define and understand the American experience (pre-1830). 2 credits. Not offered 2008-2009. K. Johnson. ENGL 115. Modern Comparative Literature The semester will focus on Modernism: theory and fiction. Drawing on a range of authors writing between the 1840s and the 1940s, this seminar will attend to the conceptual 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: Kierkegaard, Marx, Dostoevsky, Weber, Nietzsche, Freud, Rilke, Kafka, Proust, Joyce, Woolf, and Benjamin. Secondary readings will include essays by Adorno, Lukács, Bakhtin, Canetti, De Certeau, and others. Students should have read. Joyce’s Portrait o f the Artist as a Young Man prior to taking this seminar (post-1830). 2 credits. Spring 2009. Weinstein. ENGL 116. American Literature Advanced work in U.S. literary history, with special focus on contemporary fiction. Prior work in U.S. literature and/or history is recommended (post-1830). 2 credits. Fall 2008. Schmidt. ENGL 117. Theories and Literatures of Globalization This seminar examines the literary and cultural dimensions of “globalization.” Pairing novels and short stories by major national and diasporic writers (including Rushdie, Coetzee, Ghosh, and Devi) with contemporary literary and social theory (Appiah, Bhabha, Chatterjee, Spivak), we will examine the relationship between colonialism and postcolonialism; modernity and globalization; racial formations and the nation-state. By developing a critical engagement with theories of identity and difference, we will explore the ways in which global literatures engender, often in complex and difficult ways, new politics of nationalism, race, and sexuality (post-1830). 2 credits. Fall 2008. Mani. 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 (post-1830). 2 credits. Not offered 2008—2009. Anderson. ENGL 120. Critical and Cultural Theory “Culture is one o f the two or three most complicated words in the English language,” concedes Raymond Williams in Keywords. The influence of linguistics on philosophy and anthropology will lead us to the subject of culture—and the subject in culture. Marx, Freud, Saussure, Benjamin, Lévi-Strauss, Fanon, Irigaray, Foucault, Sedgwick, and de Lauretis (post-1830). 2 credits. Not offered 2008-2009. White. ENGL 122. Film Studies (Cross-listed as FMST 100) What will be the nature and role of film, a medium bom with the 20th century, in the 21st? The academic discipline of film studies, established in the wake of theoretical and political challenges to culture and knowledge in the 1960s, has since evolved to address historical and philosophical questions, feminism and postmodernism, electronic and digital media, and the globalization of film culture. Placing weekly screenings in cultural and historical context, this seminar engages key thinkers and texts of classical and contemporary film studies. Students should have taken at least one film, critical theory, or cultural studies course (post-1830). 2 credits. Not offered 2008-2009. White. 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 English Literature 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 to 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 examination in a field or major figure comparable in literary significance to those offered in the regular seminars. Independent study projects must be approved by the department and supervised by a department member. Deadlines for the receipt of written applications are the second Monday in November and the first Monday in April. 2 credits. Staff. Environmental Studies Coordinator: CAROL NACKENOFF (Political Science) Carolyn Warfel (Administrative Assistant) Committee: Elizabeth Bolton (English Literature) Timothy Burke (History)2 Peter Collings (Physics and Astronomy) Erich Carr Everbach (Engineering)3 Alison Holliday (Chemistry) Jose-Luis Machado (Biology)3 Arthur McGarity (Engineering) Rachel Merz (Biology) Hans Oberdiek (Philosophy)3 Frederick Orthlieb (Engineering) Colin Purrington (Biology) Richard Valelly (Political Science) Mark Wallace (Religion) Larry Westphal (Economics) 2 Absent on leave, spring 2009. s Absent on leave, 2008-2009. Profound anthropogenic changes are occurring in the land, water, and air around us, and education needs to respond to these changes. Swarthmore’s heritage of social concern compels us to educate students so that they are well informed about vital, current issues and capable 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 perspectives on these problems. The Interdisciplinary Program in Environmental Studies is one way the College meets these responsibilities. Environmental studies is truly interdisciplinary and offers numerous opportunities for rigorous interdisciplinary work because environmental issues have scientific, engineering, social, political, economic, literary, and philosophical dimensions that must be addressed. Therefore, our program is structured as an interdisciplinary minor. This program helps guide students to the many academic fields that afford a perspective on environmental problems and enables them to explore questions most compelling to them from the vantage point of various disciplines in the natural and social sciences, engineering, and the humanities. Requirements and Recommendations An interdisciplinary course minor in environmental studies is available to all students, consisting of an integrated program of five courses plus a capstone seminar, taken in addition to a regular major. Students may also apply for the honors minor, which has similar requirements plus an external examination on an approved topic that links together two of the courses and a senior honors study paper that explores the connections between the two courses. Students minoring in environmental studies must take five courses selected from the lists that follow, including at least one course in 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 from the list designated Environmental Courses in Specific Disciplines. Up to two of the five required courses may be chosen from the list designated Adjunct and Interdisciplinary Courses. At least three of the five selected courses must be outside the major and, if it exists, a second minor, so that when the capstone seminar is added, the College policy requiring at least four courses outside the major or any other minor will be satisfied. Students should regularly check the program’s Web site www.swarthmore.edu/ NatSci/es) for additions and changes to course lists. Students must submit their plan of study to the coordinator, usually when they apply for a major, and should inform the coordinator about any changes in their programs. Students may petition the Faculty Committee on Environmental Studies to havé courses taken at other institutions fulfill some o f these requirements. One of the courses may be independent work or a field study (in the United States or abroad) supervised by a member of the committee (ENVS 090). In addition to the five courses, each concentrator will participate in the capstone seminar in environmental studies (ENVS 091) during the spring semester of the senior year. The capstone seminar will involve advanced interdisciplinary work on one or more Environmental Studies issues or problems in environmental studies. Leadership of the capstone seminar rotates among the members of the Faculty Committee on Environmental Studies. Any student may request credit in environmental studies for interdisciplinary environmental courses taken at other institutions (domestic and foreign). Application forms for credit evaluations are available on the program’s Web site. Swarthmore College sponsors environmental foreign study programs in Cape Town, South Africa (see www. swarflnnore.edu/NatSci/es/UCT/index.html) and Eastern Europe (see www. swarthmore.edu/NatSci/es/poland/index.html). Environmental Courses in Specific Disciplines Environmental studies minors must take at least three o f the designated environmental courses in specific disciplines. Courses in Environmental Science/Technology Students must take at least one o f these courses. The environmental science/technology category includes courses that emphasize techniques and methodologies of the sciences and engineering and whose subject is central to environmental studies. Therefore, all concentrators will be familiar with a body of scientific knowledge and scientific approaches to environmental problems. BIOL 036. Ecology BIOL 039. Marine Biology BIOL 116. Microbial Processes and Biotechnology BIOL 130. Behavioral Ecology BIOL 137. Biodiversity and Ecosystem Function CHEM 001. Chemistry in the Human Environment ENGR 004A. Introduction to Environmental Protection ENGR 004E. Introduction to Sustainable Systems Analysis ENGR 063. Water Quality and Pollution Control ENGR 066. Environmental Systems GEOL 103. Environmental Geology (Bryn Mawr College) Courses in Environmental Social Sciences/H uman ¡ties Students must take at least one o f these courses. The environmental social sciences/humanities category includes courses that are central to environmental studies and focus on values, their social contexts, and their implementation in policies. Thus, all concentrators will have studied the social context in which environmental problems are created and can be solved. ECON 076. Environmental Economics EDUC 065. Environmental Education ENGL 005L. Reading Nature ENGL 070G. Writing Nature HIST 089. Environmental History of Africa POLS 043. Environmental Policy and Politics POLS 047. International Policy: Hunger and the Environment RELG 022. Religion and Ecology Adjunct and Interdisciplinary Courses Students may take at most two o f these courses. The following are courses that are relevant to environmental studies that can be included in the five courses required for the concentration but are not central enough to justify their inclusion in the preceding groups: BIOL 016. Microbiology BIOL 017. Microbial Pathogenesis and Immune Response BIOL 026. Invertebrate Zoology BIOL 034. Evolution ENGR 003. Problems in Technology ENGR 004B. Swarthmore and the Biosphere ENGR 035. Solar Energy Systems ENGR 057. Operations Research ENVS 002. Human Nature, Technology, and the Environment (described later) ENVS 090. Directed Reading in Environmental Studies (Permission o f the instructor is required.) ENVS 092. Research Project MATH 056. Modeling PHYS 020. Principles of he Earth Sciences POLS 048. The Politics of Population ENVS 002. Human Nature, Technology, and the Environment This course examines the relationships among the environment, human cultures, and the technologies they produce. The continually accelerating pace of technological change has had effects on both the local and global environment. Although technology may be responsible for environmental degradation, it may also serve as an important societal mechanism that can help us evolve toward a sustainable society. This course investigates how humans evolved, what tools they employed, and what the consequences of new technologies were for human kind and the surrounding environment. Special attention is Environmental Studies given to how the problems of the 21st century relate to circumstances of the past. 1 credit. Spring 2009. Everbach. ENVS 091. Capstone Seminar Topic to be announced. 1 credit. Spring 2009. Collings. Foreign Study Programs Poland Environmental Studies Foreign Study Program A program of study is available at universities in Krakow, Poland, for students who desire a foreign study experience in environmental studies. Students usually take three courses taught in English consisting of the survey course Environmental Science and Policy in Central and Eastern Europe, which includes study in the Czech Republic and Hungary, plus two other courses that depend on student interests. In addition, students are required to take an intensive orientation course on Polish language and culture. For more information, see the program’s Web site www. swarthmore.edu/NatSci/es/Poland.html. Capetown South Africa Consortium: Globalization and the Natural Environment Junior year environmental study-abroad program developed by the MacalesterSwarthmore-Pomona consortium in collaboration with the University of Cape Town, South Africa. Students from the three consortium schools, as well as those schools under consortium agreements with the three schools, may apply for the January-June 2008, semester. More information is available on the program generally via www. swarthmore.edu/NatSci/es/UCT/index.html. Film and Media Studies Coordinator: PATRICIA WHITE, Associate Professor BOB REHAK, Assistant Professor SUNKA SIMON, Associate Professor Carolyn Anderson, Administrative Coordinator loanne Howard, Administrative Assistant (part time) Committee: Timothy Burke (History)2 William Gardner (Modem Languages and Literatures, lapanese) Haili Kong (Modem Languages and Literatures, Chinese) Tomoko Sakomura (Art History)3 Carina Yervasi (Modem Languages and Literatures, French) 2Absent on leave, spring 2009 3Absent on leave, 2008-2009. Moving-image media have been one o f the most distinctive innovations and experiences of the past century. In today’s media-dependent culture, developing a critical understanding and a historical knowledge of media forms is vital. Film and media studies provides an interdisciplinary understanding of the history, theory, language, and social and cultural aspects of film, television, and new media; introduces research and analytical methods; and encourages cross-cultural comparison of media forms, histories, institutional contexts, and audiences. The Film and Media Studies Program incorporates course offerings in departments including English literature, modem languages and literatures, and sociology and anthropology and offers its own core courses, providing some opportunity for training in production to enhance critical studies. Students may add a minor in film and media studies to any major, and students in the Honors Program may designate a minor field in film and media studies. Students interested in declaring a special major in film and media studies should review the following guidelines and consult with the coordinator. All students who wish to incorporate film and media studies into their programs must submit a proposal as part of their sophomore paper or apply by submitting a modified plan of study in the junior year or early in die senior year. This proposal should be developed in consultation with advisers from the Film and Media Studies Committee and is subject to approval. Requirements and Recommendations Minor All students must take a minimum o f 5 credits, which may be selected from the courses and seminars listed or from those taken abroad or at Bryn Mawr or Haverford colleges or the University of Pennsylvania when the work is approved by the committee. All students are required to take FMST 001: Introduction to Film and Media Studies, preferably at the beginning of their work in the program, and FMST 092: Film Theory and Culture or a designated equivalent. Additional courses in history, national/regional cinemas, media studies, video production, and other topics in film and media studies should be selected with a broad program in mind. To be admitted to the minor, students must have satisfactorily completed one film and media studies course. Honors Minor Students in the Honors Program who wish to designate a minor in film and media studies must maintain a B average, meet the requirements for the minor described earlier, and prepare for and take one external examination. Students will normally be examined on their work for FMST 100: Film Studies seminar but may be examined in a 2credit thesis or creative project or a course combination or another seminar with the approval of the film and media studies coordinator. At least 2 credits'of the work in the honors minor must be in a department or field outside the student’s honors major. Senior honors study (SHS) consists of a revised essay submitted for a seminar or course in the preparation. There is no SHS for a preparation including a thesis or creative project. Special Major Special course or honors majors in film and media studies must be approved by the Film and Media Studies Committee and by any department from which the applicant intends to draw 2 or more credits for the program. Students must take a minimum of 9 credits. FMST 001; either FMST 080, FMST 081, or an approved course in world cinema or a national/regional cinema; and FMST 092 or equivalent incorporating a culminating exercise are required. Students are encouraged to take FMST 002 or another film/video/media production course (such courses offered at other institutions may be considered). Remaining courses and seminars offered by the program or other departments should be selected from the Film and Media Studies following lists or preapproved by the film and media studies coordinator. Senior majors may apply to write a thesis or to make a thesis video. Courses FMST 001. Introduction to Film and Media Studies Provides groundwork for further study in the discipline and is recommended before taking additional FMST courses. Introduces students to concepts, theories, and histories of film, and other moving-image media, treating cinema as a dominant representational system that shapes other media forms. Topics include the formal analysis of image and sound, aesthetics, historiography, genres, authorship, issues of gender, race, ethnicity, and nation, economics, technology, and reception and audience studies. Emphasis is on developing writing, analytical, and research skills. Required weekly evening screenings of works from diverse periods, countries, and traditions. 1 credit. Each semester. Rehak. FMST 002. Video Production Workshop Provides instruction in basic technical aspects of digital video production and background in formal properties of video- and filmmaking, including preproduction, field shooting, editing in Final Cut Pro, and postproduction. Individual and group exercises are designed to ensure a sound technical foundation as well as to familiarize students with the aesthetic principles underlying different film styles and traditions. Required weekly film viewings. Students are responsible for some production expenses. Limited to 12 students. Prerequisite: FMST 001. 1 credit. Spring 2009. Rehak. FMST 080. What on Earth Is World Cinema? Is there such a thing as world cinema? What is the relationship between “world cinema” and national cinemas? What is “national” about national cinemas? This course introduces students to theoretical debates about the categorization and global circulation of films, film style, authorship, and audiences through case studies drawn from Iranian, Indian, East Asian, Latin American, European, and U.S. independent cinemas presented at required weekly evening screenings. 1 credit. Not offered 2008-2009. White. FMST 081. National/Regional Cinemas Topic for fall 2008: German Cinema (Cross-listed as GERM 054/LITR 054G) This course is an introduction to German cinema from its inception in the 1890s until the present. It will include an examination o f early exhibition forms, expressionist and avant-garde films from the classic German cinema o f the Weimar era, fascist cinema, postwar rubble films, DEFA films from East Germany, New German Cinema from the 1970s, and post-1989 heritage films. This course will analyze a cross­ match of popular and avant-garde films while discussing mass culture, education, propaganda, and entertainment as identity- and nation­ building practices. Taught in English with required weekly evening screenings of subtitled films. 1 credit Fall 2008. Simon. FMST 083. Animation and Cinema This course examines the forms, technologies, and history of animation in American narrative cinema and television. Screenings include short- and feature-length animated films, narrative and experimental animation from the U.S. and other countries, and animation in television and digital media. Emphasis is on framing animation in relation to an array of cultural and economic forces and theoretical perspectives, including performance, gender, the body, media evolution, taste, symbolism and realism, and the avant-garde. Required weekly evening screenings. 1 credit. Not offered 2008-2009. Rehak. FMST 084. From Broadcasting to Podcasting: Television and New Media Introduces students to the major trends in critical thought regarding electronic media, including the rise of broadcast television, recent developments in narrowcast or niche programming and distribution, and the relationship among media industries, advertisers, and audiences. Special attention will be given to probing and historicizing the concept of “new” media, examining our ongoing cultural adaptation to emerging screen technologies and their attendant narrative and audiovisual forms. Coursework includes blogging, podcasting, and Web-based research. Required weekly evening screenings. 1 credit. Spring 2009. Rehak. FMST 085. Fan Culture Since the birth of mass media, audiences have become increasingly invested in media texts and personalities, moving from simple allegiance to active participation in the creation, marketing, and public discourses around media. This course explores the history, philosophy, and impact of fandom in film, television, and new media. Drawing on methodologies Film and Media Studies including reception ethnography, feminism, performance, cultural studies, and convergence theory, we will consider topics such as cults of celebrity; the creation of fan fiction and videos; gendered and queer identities in fan culture; adaptive responses of media texts and industries; and on-line networking. Screenings include serial television, camp and “trash” cinema, and fan-created content. 1 credit. Not offered 2008-2009. Rehak. FMST 086. Theory and History of Videogames. Explores video and computer games through historical, cultural, and formal perspectives, mapping the medium’s emergence and evolution from its roots in hacker culture of the 1960s and 1970s to the commercial boom and bust of the arcades, the rise of home console and personal computer systems, and the role of the internet in creating multiplayer environments. Other topics include game genres, avatars, player subcultures, and transmedia entertainment. Readings and lectures emphasize multiple methodologies including anthropology, psychology, ludology, narratology, ideology, gender, and performance. Although not a programming course, some opportunities for design and play may be involved. 1 credit. Fall 2008. Rehak. FMST 092. Film Theory and Culture This course covers major paradigms and debates in classical and contemporary film theory, historiography, and research methodology: realism, montage, auteur theory, genre, medium specificity, semiotics and psychoanalysis, apparatus and spectatorship theory, Marxism, feminist and queer theory, cultural studies, theories of the avant-garde, third and accented cinemas. Recommended for students with a background in film studies. Authors include Bazin, Benjamin, de Lauretis, Deleuze, Eisenstein, Hansen, Kracauer, and Wollen. Films by Akerman, Eisenstein, Fassbinder, Griffith, Haynes, Powell, Vertov, and Wong and others presented at required weekly evening screenings. 1 credit. Spring 2009. White. FMST 097. Independent Study Students must apply for pre-registration approval in writing. 0.5 to 1 credit. FMST 098. Thesis For students completing a special major in course. 1 credit. FMST 100/ENGL 122. Film Studies This seminar addresses current topics and theoretical and methodological debates in film studies. We consider historiography and research methodology; classical and contemporary film theory; the status of national cinemas, auteurs, and genres under globalization; the “end of cinema” in the age of new media. The relationship between film studies and media studies, philosophy, and literary and cultural studies will be a primary concern. Instructor’s permission required. 2 credits. Not offered 2008-2009. White. FMST 180. Thesis For students completing a special major in honors. 2 credits. Other Courses and Seminars Approved for Credit For descriptions of the following courses offered in other departments, please consult the appropriate section of the course catalog: Courses Offered 2008-2009 CHIN 055/LITR 055C. Contemporary Chinese Cinema (Kong) ENGL 091/GSST 020. Feminist Film and Media Studies (White) FREN 074/LITR 074F. French and Francophone Film: Youth and Resistance (Yervasi) Eligible Courses Not Offered 2008-2009 CHIN 056/LITR 056CH. History o f Chinese Cinema (Kong) DANC 079. Dancing Desire in Bollywood Film (Chakravorty) ENGL 009P. Women and Popular Culture: Fiction, Film, and Television (White) ENGL 087/FMST 087. American Narrative Cinema (White) ENGL 088. American Attractions (White/Ullman) FREN 022. Cinema francais et francophone: Cinema de la ville (Yervasi) FREN 078/LITR 078F. Francophone Cinema: Configurations of Space in Postcolonial Cinema (Yervasi) FREN 073F/LITR 073F. Postwar France: Revolutionizing Everyday Life (Yervasi) GERM 091. Special Topics: Popularliteratur (Simon) JPNS 024/LITR 024J. Japanese Film and Animation (Gardner) JPNS 074/LITR 074J. Japanese Popular Culture and Contemporary Media (Gardner) Film and Media Studies LITR 051G. Race and Gender in European Cinema (Simón) LITR 058. Cyberculture (Simón) SOAN 121. Visual Ethnography (Díaz-Barriga) SPAN 068. Seducciones literarias-traiciones fílmicas (Martínez) Gender and Sexuality Studies Coordinator: BAKIRATHIMANI (English Literature) Anna Everetts (Administrative Assistant) Committee: Diane Downer Anderson (Educational Studies) Jean-Vincent Blanchard (Modem Languages and Literatures, French)3 Amy L.R. Bug (Physics)3 Sibelan Forrester (Modem Languages and Literatures, Russian) Farha N. Ghannam (Sociology and Anthropology) Cynthia Perwin Halpem (Political Science) Tamsin Lorraine (Philosophy) Luciano Martinez (Modem Languages and Literatures, Spanish) Sunka Simon (Modem Languages and Literatures, German) Patricia White (English Literature, Film and Media Studies) 3Absent on leave, 2008-2009. The Gender and Sexuality Studies Program foregrounds the study of social relations of power in a variety of cultural, historical and national contexts. The objective of the Gender and Sexuality Studies Program is to bring feminist and queer theory in conversation with new research methodologies in the humanities, social sciences, and natural sciences. The program emphasizes the interrelationship not only between gender and sexuality but also between race and class as well as local and global politics. Students in any major, whether pursuing the Course Program, or the Honors Program, may elect a minor in gender and sexuality studies by fulfilling the requirements below. Students may also design a special major in gender and sexuality studies in consultation with the coordinator. Students who intend to pursue gender and sexuality studies should submit their proposed programs to the coordinator when they submit their sophomore papers. All proposals to minor and major in gender and sexuality studies must be approved by the Committee. The Jean Brosius Walton ’35 Fund and the Wendy S. Cheek Memorial Fund generously contribute towards activities sponsored by the Gender and Sexuality Studies Committee. University of Pennsylvania as well as those offered by foreign study programs. If the institution in which the course was offered has a Women’s Studies or Gender and Sexuality Studies Program, the proposed course must be part of that program to be accepted as a gender and sexuality studies course at Swarthmore. Course minors are strongly recommended to take GSST 001: Introduction to Gender and Sexuality Studies and GSST 020: Theory and Methodology during their first or second years at Swarthmore. Students are required to take GSST 091: Seminar in Gender and Sexuality Studies, in the spring of their senior year. Course Minor The program offers the following courses and seminars: To achieve a course minor in gender and sexuality studies, students must take a minimum of 5 credits in the program. The courses (or seminars) must be selected from at least two different divisions. Only one course counted for gender and sexuality studies may overlap with the student’s major. With the approval of the coordinator, students may elect to write a 1-credit thesis or pursue an independent study as a substitute for regular coursework. Students may also, with the approval of the coordinator, include in their program relevant courses offered by Bryn Mawr and Haverford colleges and the Honors Minor Students in the Honors Program may minor in gender and sexuality studies by completing 6 gender and sexuality studies credits and completing the written and oral external examinations at the end of their senior year. The examination preparation for the honors minor consists o f GSST 091: Seminar in Gender and Sexuality Studies. Beginning with the Class of 2011, GSST 020: Theory and Methodology will also be required for honors minors and special majors. Courses GSST 001. Introduction to Gender and Sexuality Studies This interdisciplinary core course is an introduction to key concepts, questions, and analytical tools developed by scholars of feminist and queer studies in diverse fields. In 2009, we will analyze the social constructions of gender, racial, and sexual identities, issues of work, reproduction, body image and representation by focusing on a cross-cultural history of marriage and weddings since the 19th century. Students will work in thematically organized reading groups responsible for Gender and Sexuality Studies developing and maintaining a Blackboard information/discussion forum and one in-class presentation. 1 credit. Spring 2009. Simon. GSST 020. Theory and Methodology: Feminist Film and Media Studies (See ENGL 091) 1 credit. Fall 2008. White. GSST 030. Women and Technology The course will explore the relationships between women and technology in Western industrial society. Three aspects to be considered are the effect of technology on women; the role of female technologists in shaping that technology; and the effect on technology of average women acting as consumers, voters, and citizens. Students will research an area of personal interest and make a presentation to the class. Possible topics include reproductive technologies, the Internet, and feminist utopias in science fiction. Expected workload includes two long papers and several short ones, with no midterm, final, or labs. WMST 030 does not fulfill a College-wide distribution requirement. However, it can be used to satisfy the distribution requirement for the minor. 1 credit. Not offered 2008-2009. Students may contact Professor Everbach in the Engineering Department for a directed reading. GSST 091. Seminar in Gender and Sexuality Studies This capstone seminar examines how epistemologies of gender and sexuality are created across disciplines. By exploring a variety of social and cultural texts, we will examine the shifting terrain of feminist and queer movements. The seminar also incorporates a community-learning component that puts theories of gender and sexuality in conversation with feminist praxis. The seminar emphasizes independent research in order to foreground how gender and sexuality studies in the 21st century is redefined through its engagement with local and global relations of power. GSST 091 is required of, and normally limited to, students with minors or special majors in Gender and Sexuality Studies. It must be taken in the senior year and cannot be used to fulfill distribution requirements. 2 credits. Spring 2009. Mani. GSST 092. Thesis 1 credit. Each semester. Staff. GSST 093. Directed Readings 1 credit. Each semester. Staff. GSST 192A and GSST 192B. Thesis For students completing a special major in honors (1 credit must be taken in each semester o f the senior year). 2 credits. Staff. The following departmental courses have been approved for credit towards the Gender and Sexuality Studies Program: Arabic ARAB 027. Writing Women in Modem Arabic Fiction Art History ARTH 076. The Body in Contemporary Art Biology BIOL 006. History and Critique of Biology BIOL 093. Directed Reading in Feminist Critiques of Biology Chinese CHIN 015. Gentry Women, Courtesans, and Nuns: Writing Women in Late Imperial China (1500-1900) Dance DANC 025. Mapping Culture Through Dance DANC 028. Politics and Aesthetics of Classical Indian Dance DANC 035. Women Choreographers and Composers DANC 036. Dancing Identities Economics ECON 073. Race, Ethnicity, and Gender in Economics Education EDUC 061. Gender and Education English Literature ENGL 009M. Jane Austen ENGL 009N. Illicit Desires in Literature ENGL 009P. Women and Popular Culture: Fiction, Film, and Television ENGL 023. Renaissance Sexualities ENGL 024. Witchcraft and Magic ENGL 034. Restaging Romanticism ENGL 036. The Age of Austen ENGL 048. Contemporary Women’s Poetiy ENGL 071J. Cherchez la femme: The “Mystery” of Woman in the Mystery Genre Gender and Sexuality Studies ENGL 07 IK. Lesbian Novels Since World W arll ENGL 082. Transnational Feminist Theory ENGL 083. Feminist Theory ENGL 090. Queer Media ENGL 091. Feminist Film and Media Studies (Cross-listed as GSST 020) ENGL 112. Women and Literature Political Science POLS 013. Feminist Political Theory POLS 031. Difference, Dominance, and the Struggle for Equality POLS 032. Gender, Politics, and Policy in America French FREN 037. Littératures Francophones (taught in French) FREN 061. Odd Couplings: Writings and Readings Across Gender Lines FREN 076. Ecritures au feminine (taught in French) FREN 115. Paroles de Femmes (taught in French) Religion RELG 007B. Women and Religion RELG 025B. Black Women and Religion in the United States RELG 053. Gender, Sexuality, and the Body in Islam RELG 103. Women in Dark Times: Philosophical and Theological Radicals German GERM 056. Populërliteratur (taught in German) GERM 108. Wien und Berlin History HIST 001C. Sex and Gender in Western Traditions HIST 001G. Women, Family, and the State in China HIST 00IK. Engendering Culture HIST 001V. Witches, Witchcraft, and Witch Hunts HIST 016. Sex, Sin, and Kin in Early Europe HIST 029. Sexuality and Society in Modem Europe HIST 052. The History of Manhood in America, 1750-1920 HIST 053. Black Women in the Civil Rights Movement HIST 054. Women, Society, and Politics HIST 055. Social Movements in the 20th Century HIST 131. Gender and Sexuality in America Literatures LITR 015R. East European Prose in Translation LITR 051G. Gender and Race in European Cinema LITR 054G. German Cinema LITR 061SA. Women’s Testimonial Literature of Latin America LITR 046S. Latin American Sexualities Philosophy PHIL 045. Futures of Feminism PHIL 145. Feminist Theory Seminar Physics PHYS 029. Seminar on Gender and (Physical) Science Psychology PSYC 044. Psychology and Gender Russian RUSS 015. East European Prose in Translation RUSS 079. Russian Women Writers RUSS 111. Tsvetaeva and Mayakovsky RUSS 112. The Acmeists Sociology and Anthropology SOAN 007C. Sociology Through African American Women’s Writing SOAN 049B. Comparative Perspectives on the Body Spanish SPAN 066. Escritora española una voz propia SPAN 072. La décima musa SPAN 086. Genero y Sexualidad German Studies Coordinator: SUNKA SIMON (Modem Languages and Literatures, German) Eleonore Baginski (Administrative Coordinator) Cassy Burnett (Administrative Assistant) Committee: Richard Eldridge (Philosophy) Marion Faber (Modem Languages and Literatures, German)1 Pieter Judson (History) Tamsin Lorraine (Philosophy) Michael Marissen (Music)1 Braulio Mufioz (Sociology and Anthropology) Hansjakob Werlen (Modem Languages and Literatures, German) Thomas Whitman (Music) 1Absent on leave, fall 2008. German studies is an interdisciplinary concentration that grows out of the historic connection between German thought, music, and art of the 19th and 20th centuries. The study of figures such as Goethe, Wagner, Nietzsche, Marx, or Freud, for example, requires an approach that encompasses multiple disciplines. Similarly, the study of German history and politics enriches—and is enriched by—the study of German literature and art. Increasingly, German studies also addresses contemporary cultural issues, both national and transnational. This combination o f approaches to German culture(s) introduces the student to a field of knowledge crucial to contemporary society and prepares the student for graduate work in several academic disciplines as well as for a variety of international careers. The concentration may be undertaken in the Course Program or in the Honors Program. Students should consult the program coordinator during the sophomore year to plan their special major, course minor, or honors minor in German Studies. Requirements and Recommendations Honors Minor Requirements 1. Five credits from designated courses in German studies, 3 of which must be outside the student’s major department. To ensure a common groundwork for all minors, students must take the core course, GERM 014: Introduction to German Studies. If possible, honors minors should take GERM 108: Wien und Berlin in their senior year. 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. An interdisciplinary thesis for the student’s major department may fulfill this requirement. 2. Students in the Honors Program are expected to be sufficiently proficient in spoken and written German to complete all their work in German. Students are strongly advised to spend at least one semester of study in a Germanspeaking country. Candidates are expected to have a B average or better in coursework, both in the department and at the College. After studying abroad, minors must take at least one additional class in German studies. Prerequisites GERM 014 and an advanced course in German studies. Preparations A seminar in German studies (or, in lieu of the seminar, two advanced courses in German studies). Senior Honors Study Honors preparation will include a revised version 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 o f German studies on a case-by-case basis to ensure adequate preparation for the honors examination. No credit will be given for the revised paper. Honors Examination A 3-hour written examination based on a German studies seminar or, in lieu of the seminar, two advanced courses in German studies and a 30- to 45-minute oral examination based on all previous work in the field. Course Minor Requirements Substantial work in the German language (GERM 004 or the equivalent) is required. The requirements for the German studies course minor are identical to the honors requirements (5 credits include the core course, GERM 014) with the exception that students need not write an interdisciplinary thesis or take honors preparations. Course students who do not take an advanced literature course must either use original German sources in the thesis or add an attachment in German to one course in the concentration. German Studies Special Major A special major in German studies must successfully complete the previously mentioned requirements and take an additional five courses from the following list of eligible German studies courses. In addition, to ensure that a student has done original work in the German language and is able to reflect critically on a growing field and connect the interdisciplinary segments within German studies successfully, a special major must defend the interdisciplinary thesis of 40 to 50 pages in a 30-minute comprehensive oral exam with members o f the program in early May (date to be arranged in consultation with the coordinator). Courses Eligible for German Studies Courses (1 credit) German courses numbered 004 and above. ARTH 019. Contemporary Art DANC 022. History of Dance: Europe’s Renaissance Through 1900 HIST 028. Nations and Nationalism in Eastern Europe HIST 029. Sexuality and Society in Modem Europe HIST 035. From Emancipation to Extermination: Modem Jewry’s Encounter With Modernity HIST 036. Modem Germany HIST 037/LITR 037G. History and Memory: Perspectives on the Holocaust LITR 015G. First Year Seminar: Between Appetite and Aesthetics: A Cultural History ofFood LITR 019. Cultural Identity in the European Union LITR 051G. Gender and Race in European Cinema LITR 054G/FMST 081. German Cinema LITR 066G. History of German Drama MUSI 007. W.A. Mozart MUSI 007B. Beethoven and the Romantic Spirit MUSI 022. Nineteenth-Century Europe MUSI 033. Lieder MUSI 034. J. S. Bach MUSI 035. Late Romanticism PHIL 029. Philosophy of Modem Music PHIL 039. Existentialism PHIL 049. Marx, Nietzsche, and Freud POLS 053. Politics of Eastern Europe SOAN 044D. Colloquium: Critical Social Theory SOAN 044E. Colloquium: Modem Social Theory Seminars (2 credits) ARTH 166. Avant-Garde: History, Theory, Practice GERM 104. Goethe und seine Zeit GERM 105. Die deutsche Romantik GERM 108. German Studies Seminar: Wien und Berlin GERM 110. German Literature After World W arll GERM 111. Genres HIST 122. Revolutionary Europe, 1750 to 1871 HIST 125. Fascist Europe MUSI 101. Bach PHIL 114. Nineteenth-Century Philosophy PHIL 137. German Romanticism and Idealism PHIL 139. Phenomenology, Existentialism, and Poststructuralism POLS 107. Comparative Politics: Greater Europe RELG 106. Contemporary Religious Thought SOAN 101. Critical Modem Social Theory SOAN 105. Modem Social Theory SOAN 115. Freud and Modem Social Theory History STEPHEN P. BENSCH, Professor TIMOTHY J. BURKE, Professor1 2 ROBERT S. DuPLESSIS, Professor3 PIETER M. JUDSON, Professor LILLIAN M. LI, Professor MARJORIE MURPHY, Professor ROBERT E. WEINBERG, Professor and Acting Chair, fall 2008 DIEGO ARMUS, Associate Professor ALLISON DORSEY, Associate Professor BRUCE DORSEY, Associate Professor and Chair1 SONIA LEE, Visiting Assistant Professor JEN MOORE, Administrative Assistant 1 Absent on leave, fòli 2008. 2 Absent on leave, spring 2009. 3 Absent on leave, 2008-2009. Course Offerings and Prerequisites The courses and seminars offered by the History Department 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 discipline. 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 viewpoints, of those ideas and institutions— political, religious, social, economic, and cultural—by which people have endeavored to order their world. The History Department’s curriculum introduces students to historical methodology and the fundamentals of historical research and writing. The study of history prepares 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 private to the public sector. In particular, many o f our former majors find that studying history was excellent preparation for law school and enabled them to succeed as attorneys. Courses and seminars offered by the History Department are integral to most interdisciplinary programs, such as black studies, gender and sexuality studies, German studies, Islamic studies, Latin American studies, and peace and conflict 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 students who wish to obtain teaching certification to major in history. (See the section on teacher certification for more information.) The History Department offers a focus on cities and history, which includes a colloquium open to students and faculty. We invite students to think about focusing their courses on the theme of the history of cities. Each semester, at least two courses will be offered on the history of a city or on urban history. During the academic year 2008-2009, the following courses are part of this focus: HIST 015: Medieval Towns; HIST 078: Beijing and Shanghai: Tale o f Two Cities; and HIST 135: Labor and Urban History. Survey Courses Survey courses provide broad chronological coverage of a particular field of history. Survey courses (002-010; 1 credit) are open to all students without prerequisites and are designed to offer a general education in the field as well as provide preparation for a range o f upperlevel courses. Although these entry-level courses vary somewhat in approach, they normally focus on major issues of interpretation, the analysis of primary sources, and historical methodology. First-Year Seminars First-year seminars (HIST 001A—001Z; 1 credit) explore specific historical issues or periods in depth in a seminar setting; they are open to first-year students only and are limited to 12 students. Students who are not admitted to first-year seminars in the fall will receive priority for seminars in the spring. Upper-Division Courses 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) successfully completed one of History the courses numbered 001—010; (2) received an Advanced Placement score of 4 or 5 (or a 6 or 7 IB score) in any area of history; (3) successfully completed one of the following Classics courses: 031,032,042,044,056, or 066; or (4) received the permission of the instructor. Exceptions are courses designated “not open to first-year students” or where specific prerequisites are stated. Double-Credit Seminars Admission to these seminars is selective and based on an evaluation of the student’s potential to do independent work and to contribute to seminar discussions. A minimum grade of B+ in at least two history courses and a record of active and informed participation in class discussions are required of all students entering seminars. In addition, recommendations from department faculty members who have taught the student are solicited. Sophomores hoping to take history seminars in their junior and senior years should give special thought to the seminars that they list in their sophomore papers. Seminar enrollments are normally limited to 10. If you are placed in a seminar at the end of your sophomore year, you will be one of 10 students guaranteed a space and you are, in effect, taking the space of another student who might also like 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. Requirements Major and Minor Admission to the department as a major or minor normally requires a B average in at least two history courses taken at Swarthmore and a satisfactory standard of work in all courses. In addition, admission to double-credit seminars and the Honors Program as either major or minor requires a B+ average in at least two Swarthmore history courses, a record of active and informed participation in class discussions, and recommendations from History Department faculty members. 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 generally assumed for admission to graduate school. All majors in history must take at least 9 credits in history that fulfill the following requirements: 1. They complete at least 6 o f their 9 credits at Swarthmore. 2. They take at least one course or seminar at Swarthmore from each o f the following categories: (a) before 1750 (including CLAS 031,032,042,044,056, and 066) and (b) outside Europe and the United States, specifically Africa, Asia, Latin America, and the Near East. This distribution requirement encourages students to explore various fields of history and engage in comparative historical analysis. Students must use different courses or seminars to fulfill this requirement. A list o f these distribution courses is on file in the department office. Course Major Complete the Senior Research Seminar (HIST 091) in which students write a research paper based on primary sources. This course satisfies the College’s requirement that all majors and concentrations have a culminating exercise for their majors and is only offered during the fall semester. The department encourages students to suggest possible research topics in their sophomore papers and to select topics by the end o f theirjunior year. Course Minor Complete five (5) history credits at Swarthmore College (AP, transfer credit, and foreign study courses do not count). Two (2) of the five (5) credits must be from courses above the introductory level, and one (1) credit may be in a history course offered by the Classics Department. Thesis A student who wishes to write a thesis should state her or his intention by submitting a proposal no later than 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 upon completion of the thesis. Students wishing to write an honors thesis (HIST 180) should submit a proposal to the department for approval by May 1 of their junior year. 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 seminars and revise one paper per seminar for their portfolio 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 of the senior year. Students may substitute Honors Thesis (HIST 180) for one of their seminars. The thesis and revised seminar papers are due by May 1. Minors in the Honors Program will complete one double-credit seminar in addition to three (3) credits taken at Swarthmore (AP, transfer History credit, and foreign study courses do not count; one (1) approved history course in the Classics Department may count) and include one revised paper from that seminar in their portfolio. This revised seminar paper is due by May 1. Seminars are a collective, collaborative, and cooperative venture among students and faculty members designed to promote self-directed learning. Active participation in seminars is, therefore, required of all students. Evaluation of performance in the seminar will be based on the 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, submission of seminar papers according to the deadline set by the instructor, reading o f seminar papers before coming to the seminar, completion of all reading assignments before the seminar, respect of the needs of other students who share the reserve readings, and eagerness to engage in a scholarly discussion of the issues raised by the readings and seminar papers. Students in seminars take a 3-hour written examination at the end of each seminar and 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 semester to discuss their progress. The department reminds students that the responsibility 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 theydo for single-credit courses. The revised seminar papers are written in two stages. During the fust stage, students confer with their seminar instructor about what paper to prepare for honors and what revisions to plan for these papers. Seminar instructors will offer advice on how to improve the papers with additional readings, structural changes, and further development of arguments. The second stage occurs when the student revises the papers independently. Faculty members are not expected to read the revised papers at any stage of the revision 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 May 1. Students who fail to subm it their revised papers by the deadline will not com plete the H onors Program . The department encourages 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, in keeping with the department’s belief that honors is a collaborative, self-learning exercise that relies on the commitment of students. Special Major in History and Educational Studies Students designing a special major in history and educational studies must take six courses in history, including one course in a field other than the United States or Europe. One of those history courses must be HIST 091 (fulfilling the senior comprehensive requirement), or, with permission of both departments, students can complete a two-semester, two-credit thesis. Students will work with both an educational studies faculty member and the HIST 091 instructor to complete their one-credit senior research paper. 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, a student must have departmental preapproval and have taken at least one history course at Swarthmore (normally before going abroad). Students who want to receive credit for a second course taken abroad must take a second history course at Swarthmore. Students must receive a grade of C or higher to receive history credit at Swarthmore. The History Department does not grant credit for any history courses taken at other U.S. colleges and universities except courses at Bryn Mawr, Haverford, and the University of Pennsylvania while a registered Swarthmore student. Advanced Placement/ International Baccalaureate The History Department will automatically grant one (1) credit to students who have achieved a score of four (4) or five (5) in the U.S., European, or World History Advanced Placement examinations (or a score of six (6) or seven (7) in the International Baccalaureate examinations) once they have completed any history course number HIST 001 to HIST 010 and earned a grade o f C or higher. Students who History want credit for a second Advanced Placement/Intemational Baccalaureate examination (in a different area of history) must take a second history course at Swarthmore (any course number, including CLAS 031,032, 042,044,056, or 066) and earn a grade of C or higher. The History Department will grant up to two (2) credits for Advanced Placement/Intemational Baccalaureate work. A score of four (4) or five (5) for Advanced Placement (or a score of six (6) or seven (7) for International Baccalaureate) allows students to take some upper-division courses in the History Department Advanced Placement/Intemational Baccalaureate credit may be counted toward the number of courses required for graduation and may be used to help fulfill the College’s distribution requirements. Language Attachment Certain designated courses offer the option of a foreign language attachment normally for 0.5 credit. Arrangements for this option should be made with the instructor at the time of registration. Teacher Certification History majors can complete the requirements for teacher certification through a program approved by the state of Pennsylvania. For fûrther information about the relevant set of requirements, contact the Educational Studies Department or see the Educational Studies Department Web site at www.swarthmore.edu/educationalstudies.xml. Courses HIST 001A. First-Year Seminar: The Barbarian North The seminar will explore how Germanic and Celtic societies emerged and solidified thenidentities as they came into contact with Roman institutions and Latin Christendom. This course may count toward a major or minor in medieval studies. Writing course. 1 credit. Not offered in 2008-2009. HIST 001B. First-Year Seminar: Radicals and Reformers in America Visions of social change from the American Revolution to the 20th century. 1 credit. Not offered 2008-2009. HIST 001C. First-Year Seminar: Sex and Gender in Western Traditions How have perceived natural differences between the sexes contributed historically to social and legal inequalities among men and women? This course may count toward a minor in gender and sexuality studies. 1 credit. Not offered 2008-2009. HIST 001D. First-Year Seminar: Religion and Social Change in the U.S. This course seeks to explore the relationship and tension between religious and social change in the United States. Religious beliefs worked in conjunction with notions of capitalism and racial hierarchy to support structures of power created to dominate and colonize groups of people. Yet, these religious beliefs also provided the vision for the marginalized and enslaved to resist and oppose those very structures. This course will analyze how religion served to both support and challenge notions of racial, class, and gender hierarchy in the U.S. from the colonial era to the present. Topics will include the American Jeremiad, English missionaries and Native Americans, Mormonismi and the making of a white “native” identity, the American Revolution and slave revolts, abolitionism, fundamentalism, the Catholic Worker Movement, World War II and pacifism, the Civil Rights Movement, and the Moral Majority. Writing course. 1 credit. Fall 2008. Lee. HIST 001E. First-Year Seminar: The SelfImage of Latin America: Past, Present, and Future Latin America as it was discussed and perceived by Latin American intellectuals and political actors vis-à-vis agendas for social, national and regional change. Emphasis on the period 1850-2000. This course may count toward a minor in Latin American studies. 1 credit. Spring 2009. Armus. HIST 001J. First-Year Seminar: The 1950s: A New History of the Cold War Era The opening of the former Soviet Union archives created a firestorm of historical debate concerning the politics of the Cold War. This seminar focuses on that debate and the scholarship introduced into the hotly contested issues of McCarthyism, isolationism and containment, the Korean War, Truman’s History issuance of the Loyalty Oath, Eisenhower’s leadership, and the Central Intelligence Agency’s role in Guatemala, Iran, Cuba, and Nicaragua. 1 credit. Spring 2009. Murphy. HIST 001K. First-Year Seminar: Engendering Culture A seminar focused on the way in which American culture is infused with gender; how culture is constructed and reconstructed to replicate gender roles; the iconography of the industrial worker, gender in WPA art in public spaces, New York night life, John Wayne movies and the masculine West; and suffrage in consumer culture, militarism and pacificism, jobs, and gender. Writing course. 1 credit. Not offered in 2008-2009. HIST 001L. First-Year Seminar: History of Leisure and Play This course focuses on the historical evolution of leisure practices in human societies. We will examine the evolutionary roots of play in human societies but focus primarily on the increasing elaboration of leisure in modem societies since 1750. Topics studied include sport, drinking and eating, tourism, media consumption, and video games. 1 credit. Fall 2008. Burke. HIST 001M. First-Year Seminar: History of Food in North America This seminar introduces first year students to the history of slavery, agricultural production, trade, marketing, animal husbandry and food preparation, which produced the diet of the United States. 1 credit. Not offered in 2008-2009. 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 assessing the impact of Lenin and Stalin on developments in the Soviet Union and the interplay among socioeconomic, cultural, and ideological currents. Course materials include documents, novels and short stories, monographs, and films. Writing course. 1 credit. Fall 2008. Weinberg. HIST 001R. First-Year Seminar: Remembering History Explores the relationship between the creation of personal and collective memory and the production of history. The seminar will examine the tensions between memory and history in U.S. history. Writing course. 1 credit. Not offered in 2008-2009. HIST 001T. First-Year Seminar: Cross and Crescent: Muslim-Christian Relations in Historical Perspective The course will selectively explore the interaction of Muslim and Christian communities from the emergence of Islam to contemporary Bosnia. Themes revolving around tolerance, persecution, conversion, trade, and travel will be emphasized. This course may count toward a major or minor in medieval studies, or a minor in Islamic studies. Writing course. 1 credit. Fall 2008. Bensch. HIST 001U. First-Year Seminar: The Making of an Atlantic World This course studies the creation of a multiethnic and polyglot new world in the Atlantic basin between the 15th and 19th centuries. 1 credit. Not offered in 2008-2009. HIST 001V. First-Year Seminar: Witches, Witchcraft, and Witch-Hunts Using original documents, visual and literary representations, films, and historical scholarship, this course examines beliefs, doctrines, and practices. Writing course. 1 credit. Not offered in 2008-2009. HIST 001W. First-Year Seminar: Popular Culture in the United States This seminar explores the history of various forms o f popular entertainment and cultural expression in the United States from the 19th century to the present. Topics may include the theatre, the circus, minstrelsy, dime novels (or other forms of pulp fiction), vaudeville, jazz and blues, radio, television, movies, rock-androll, hip hop, and video games. A focus will be on inteipreting primary sources and conducting historical research. 1 credit. Spring 2009. B. Dorsey History HIST 001X. First-Year Seminar: Crime and Punishment in America From bucket shops to the Sopranos, this course will focus on America’s fascination with crime. This course will delve into the economic social and cultural history of the criminal underworld. 1 credit. Not offered in 2008-2009. HIST 001Y. First-Year Seminar: The History of the Future The future has arrived, but it is not what it used to be. In this seminar, we will trace the history of the idea of “the future,” concentrating on 19th- and 20th-century experience. Topics covered include millennialism and apocalyptic fears, utopian thought, modernist aesthetics, and post-1945 technological optimism. 1credit. Not offered in 2008-2009. HIST 002A. Medieval Europe The course will explore the emergence of Europe from the slow decline of the Roman world and the intrusion of new Germanic and Celtic peoples (third to the 15th centuries). Topics will include the rise of Christianity, the invention of Western government, the rise of vernacular culture, and the creation of romance. This course may count toward a major or minor in medieval studies. 1credit. Fall 2008. Bensch. HIST 002B. Early Modern Europe Using primary sources, recent scholarship, and film, this course explores the origin of the modem world in Europe and its colonies between the 15th and 18th centuries. 1 credit. Not offered in 2008-2009. HIST 003A. Modern Europe, 1789 to 1918: The Age of Revolution and Counterrevolution A survey that covers the impact of the revolution on European politics, society and culture during the 19th and early 20th centuries. Topics include the revolutionary tradition; industrialization and its social consequences; the emergence of liberalism, feminism, socialism, and conservatism as social and political movements; nationalism and state building; imperialism, the rise of mass society and consumerism; and world war. 1credit. Spring 2009. Weinberg. HIST 003B. Modem Europe, 1890 to the Present: The Age of Democracy and Dictatorship This course surveys major developments in Europe since the late 19th century. 1 credit. Not offered in 2008-2009. HIST 004. Latin American History This course surveys Latin American history from pre-Columbian times to the present. Special attention to economic, political, social and cultural changes and continuities. This course may count toward a minor in Latin American studies. 1 credit. Fall 2008. Armus. HIST 005A. The United States to 1877 A thematic survey of American culture and society from the colonial era through the American Civil War and Reconstruction. Recommended for teacher certification. 1 credit. Not offered 2008-2009. HIST 005B. The United States from 1877 to the Present This course surveys American society, culture, and politics from Reconstruction to the recent past. Key developments include urbanization, imperialism, two World Wars, the Great Depression and the New Deal, consumerism and the rise of mass culture, the Cold War, civil rights, the “Sixties,” Vietnam, the rise of the Right, and the Iraq wars. Recommended for teacher certification. 1 credit. Spring 2009. Lee. HIST 006A. The Formation of the Islamic Near East This introduction to the history of the Near East from the seventh to the 15th centuries will examine the life of Muhammad; the political dimensions of Islam; and the diversification of Islamic culture through the law, mysticism, philosophy, and the religious sciences. This course may count toward a major or minor in medieval studies, or a minor in Islamic studies. 1 credit Spring 2009. Bensch. HIST 007A. African American History, 1619 to 1865 This survey o f the social, political, and economic history of African Americans from the 1600s to the Civil War focuses on slavery and resistance, the development of racism, the slave family (with special emphasis on women), History and the cultural contributions of people of African descent. This course may count toward a minor in black studies. 1 credit. Fall 2008. A. Dorsey. Readings include literature, philosophy, anthropology, and other historical materials. This course may count toward a major or minor in Asian studies. 1 credit Fall 2008. Li. HIST 007B. African American History, 1865 to Present Students study the history of African Americans from Reconstruction through the present. Emancipation, industrialization, cultural identity, and political activism are studied through monographs, autobiography, and literature. This course may count toward a minor in black studies. 1 credit. Not offered 2008-2009. 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 uprisings, the reform movement, the communist revolution, and the post-Mao era. Emperors, scholar-officials, rebels, peasants, Maoists, and intellectuals are the figures in this tale. This course may count toward a major or minor in Asian studies. 1 credit. Spring 2009. Li. HIST 008A. West Africa in the Era of the Slave Trade, 1500 to 1850 This survey course focuses on the origins and impact of frie slave trade on West African societies and on processes of state formation and social change within the region during this era. This course may count toward a minor in black studies. 1 credit. Not offered 2008-2009. HIST 008B. Mfecane, Mines, and Mandela: Southern Africa from 1650 to the Present This course surveys southern African history from the establishment of Dutch rule at the Cape of Good Hope to the present day, focusing on the 19th and 20th centuries. This course may count toward a minor in black studies. 1 credit. Not offered 2008-2009. HIST 008C. From Leopold to Kabila: Central Africa’s Bad 20th Century A survey of central African history from the coming of Belgian colonial rule to recent conflicts in the Congo and Rwanda. 1 credit. Not offered in 2008-2009. HIST 009A. Chinese Civilization The history of Chinese civilization and culture from prehistoric times until the early 19th century, emphasizing religious and philosophical traditions, the development of the Chinese state and empire, dynastic rule, Confucian literati and bureaucracy, social and economic change, rebellion, and disorder. 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. Not offered in 2008-2009. HIST 014. Friars, Heretics, and Female Mystics: Religious Turmoil in the Middle Ages An 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. Not offered 2008-2009. HIST 015. Medieval Towns The course will explore the emergence of Western towns from the “post-nuclear” world of the early Middle Ages to the 15th century. Were medieval towns the seedbeds of capitalism? To answer this question we will explore the material foundations, family structures, communal expression, and architectural projection of Western urbanism. This course may count toward a major or minor in medieval studies. 1 credit. Fall 2008. Bensch. History 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 or a minor in gender and sexuality studies. 1credit. Not offered 2008-2009. HIST 019. The Italian Renaissance This course examines the emergence of a new culture in the city-states of Italy between the 14th and 16th centuries, studied in relation to political, economic, and social contexts. 1credit. Not offered in 2008-2009. HIST 024. Transitions to Capitalism This course analyzes the complex, protracted, uneven, and contested emergence of a new economic and social order in early modem Europe. 1 credit. Not offered in 2008-2009. HIST 028. Nations and Nationalism in Eastern Europe, 1848 to 1998 Is nationhood compatible with democratic practice? This course traces the historical and often violent construction of nationalist identities, social movements, and selfproclaimed nation-states out of multi-ethnic communities in Eastern Europe since the late 19th century. Optional language attachment: German. 1credit. Not offered in 2008-2009. HIST 029. Sexuality and Society in Modern Europe This course examines the historical constructions of sex and sexual identities in Western societies since 1700. Topics include a survey of ancient Greek and medieval traditions; urbanization and the creation of sexual communities; the medicalization of sex; race and sexuality in colonized societies; the 19th-century invention of normal and deviant sexualities; transsexuality; eugenics and the state. This course may count toward a minor in gender and sexuality studies. Writing course. 1credit Fall 2008. Judson. HIST 030. France Since 1789: Revolution and Empire The political, social, cultural, and economic history of France and its global empire since the great revolution of 1789. Optional language attachment: French. 1 credit. Spring 2009. Judson. HIST 031. Revolutionary Iconoclasm: Tearing Down the Old, Building the New Students undertake a comparative study of efforts by revolutionaries since 1789 to transform their societies and cultures. 1 credit. Not offered in 2008-2009. HIST 032. A History of Jewish Nationalisms: History, Religion, and Politics This course focuses on the political expression of Jewish identity since the emergence of Zionism in the late 19th century. We will explore the central texts of Zionist thought in an effort to understand the nature of Jewish identity in the 20th century. 1 credit. Not offered in 2008-2009. HIST 033. Post-Stalinist Russia This course focuses on critical issues confronting the Soviet Union after the death of Stalin in 1953: de-Stalinization, the dissident movement, environmental degradation, women’s concerns, social problems, intellectual and cultural trends, obstacles to reform, and life after the collapse of communism in 1991. 1 credit Not offered 2008-2009. HIST 034. Antisemitism Through the Ages This course explores the religious, social, economic, political, and intellectual roots of history o f antisemitism from late antiquity to the present. 1 credit. Spring 2009. Weinberg. 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. This course may count toward a minor in German studies. 1 credit. Not offered 2008-2009. History HIST 036. Modern Germany German politics, society, and culture in the 19th and 20th centuries. Topics include the industrial society and the Imperial state, German political culture and its critics, colonialism, World War I and revolution, politics, culture and society under the Weimar and Nazi regimes, postwar reconstruction in East and West Germany, German reunification, and the legacies of the Holocaust. This course may count toward a minor in German studies. Optional language attachment: German. 1 credit. Fall 2008. Judson. HIST 037. History and Memory: Perspectives on the Holocaust (Cross-listed as LITR 037G) 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. This course may count toward a minor in German studies or peace studies and toward the social science or humanities distribution requirements. 1 credit. Not offered 2008-2009. HIST 038. Russia in the 20th Century This course focuses on the Bolshevik seizure of power, the consolidation of communist rule, the rise of Stalin, de-Stalinization, and the collapse of the Soviet Union. 1 credit. Not offered in 2008-2009. HIST 039. The Russian City as a Site of Tradition and Modernity This course focuses on the impact of modernity on the lives of Jews and Russians in the cities of the Russian Empire and Soviet Union. We will pay special attention to the impact of westernization on Russian and Jewish society and explore the tensions between religious and secular culture in the urban environment. We will also examine the role played by ideology in shaping the urban experience. Readings include fiction by A. Pushkin, N. Gogol, I. Babel, and I.B.Singer and several historical monographs. 1 credit. Not offered 2008-2009. HIST 041. The American Colonies A history of European colonies in North America from 1600 to 1760. 1 credit. Not offered 2008-2009. HIST 042. The American Revolution This course explores revolutionary developments in British North America between 1760 and 1800. 1 credit. Not offered 2008-2009. HIST 045. The United States Since 1945 Not just the Viet Nam War, but also includes topics such as the Cold War and McCarthyism; domestic politics from Truman to Clinton; suburbanization, technological change and mass society; the New Left and the counterculture; Civil Rights and Black Power; women’s liberation; Watergate and the Imperial Presidency; the revival of the Right. 1 credit. Fall 2008. Murphy. HIST 046. The American Civil War The social, cultural, and political history of the American Civil War. 1 credit. Not offered 2008-2009. HIST 047. The Politics of Education: Class and Race in Urban America, 19541996 This is a research workshop aimed at exploring the history of educational reform in urban America. Elements of the course include: Teachers Unions, African-American perspectives on educational reform, the economics and politics of urban life, Black mayors and school reform, Race riots and neighborhood dynamics, class relations in school reform and the debates over public and private education. This course is largely based on original research, historical documents and archival material. 1 credit. Spring 2009. Murphy HIST 048. Murder in a Mill Town: A Window on Social Change During the Early Republic Explores topics in the social and cultural history of the United States between the American Revolution and the Civil War. Writing course. 1 credit. Not offered in 2008-2009. HIST 049. Race and Foreign Affairs In this history of U.S. foreign affairs, attention is paid to the origins of racialism and the impact of expansionism on various ethnic and racial groups. History This course may count toward a minor in public policy or peace studies. 1credit. Fall 2008. Murphy. This course may count toward a minor in gender and sexuality studies. 1 credit. Not offered 2008-2009. HIST 050. The Making of the American Working Class Work, community, race, and gender are examined in the context of class relations in the United States from early America to the present. This course may count toward a minor in public policy. 1credit Not offered in 2008-2009. HIST 055. Social Movements in the 20th Century Students will examine large-scale grassroots movements for social change in the United States since the 1890s. 1 credit. Not offered 2008-2009. HIST 051. Race and Poverty in the United States: The 1960s to the Present This course analyzes how political, psychological, and religious theories about the urban poor have shaped American public policy from the 1960s to the present. Key developments include the War on Poverty, civil rights, immigration, de-industrialization and globalization, desegregation and bilingual education, suburbanization and gentrification, the making of black and Latino identities, and the New Christian Right and Left. 1credit Spring 2009. Lee. HIST 052. History of Manhood in America Meanings of manhood and various constructions of masculine identity in America between the 18th and 20th centuries. This course may count toward a minor in gender and sexuality studies. 1credit. Not offered 2008-2009. HIST 053. Black Women in the Civil Rights Movement This study of black women in the modem civil rights movement (1945—1975) explores black women’s experiences in the struggle for equal rights in mid-20th-century America and examines gendered notions of political activism, leadership styles, and the rise of black feminism. This course may count toward a minor in black studies and gender and sexuality studies. 1credit. Not offered 2008-2009. HIST 054. Women, Society, and Politics This course will examine the historic roots of contemporary gender relations on Capitol Hill nom the Anita Hill testimony in the Clarence Htomas hearings to the sad tale of Monica Lewinsky and Linda Tripp. HIST 056. The American West 1850 to the Present This course is designed to challenge the myths and legends associated with this romantic understanding of the role of the West in the history o f the United States. Prerequisite: An introductory history course. 1 credit. Not offered 2008-2009. HIST 059. The Black Freedom Struggle: From Civil Rights to Hip-Hop This course is devoted to the study o f the black efforts to achieve political, social and economic equality within the United States through protest. Students will investigate the links between protest efforts in the era of World War II, the nonviolent and radical phases of the modem civil rights movement and the development of a new culture o f protest in the last quarter of the 20th century. In addition to studying historical texts, students will analyze various forms o f protest media such as Black Radio Days, cartoons, paintings and plays of 1960s Black Arts Movement and the poems, lyrics, and graphic art of early hip-hop. 1 credit. Spring 2009. A. Dorsey. HIST 061. The Production of History In this course, we will examine public and general uses of the past, the ways in which history is represented in everyday life, civic institutions and popular culture, and the construction of collective memory. 1 credit. Not offered 2008-2009. HIST 062. History of Reading This course examines the historical evolution of reading, literary and books from their origins to the present day, but focuses on the postGutenberg era, after 1450. 1 credit. Not offered 2008-2009. History HIST 064. Migrants and Migrations: Europeans and Asians in Latin America and Latinos in the United States The course will explore the interaction between global forces and local and individual circumstances in the migration experience. We will focus on two movements of people: those who emigrated from Europe and Asia to some areas in Latin America, and Latin Americans who moved to the United States and are becoming Latinos. This course may count toward a minor in Latin American studies. 1 credit. Spring 2009. Armus. HIST 065. Past and Present in the Andean World This course examines changes and continuities in the Andean world from pre-Columbian times to the present. This course may count toward a minor in Latin American studies. 1 credit. Not offered 2008-2009. HIST 066. Disease, Culture, and Society in the Modern World: Comparative Perspectives Emphasizing Latin America but also discussing European, African, Asian, and North American cases, this course will deal with the diverse ways in which historians and scholars from other disciplines have been making sense of the sociocultural dimensions of certain diseases and issues of public health in specific places during the 19th and 20th centuries. This course may count toward a minor in Latin American studies. 1 credit. Spring 2009. Armus. HIST 067. Peripheral Modernities: Latin American Cities in the 20th CenturyThis course explores the social, cultural, economic, and political processes that have shaped the modem experience in Buenos Aires (Argentina) and Lima (Pern), two Latin American and peripheral cities with as many similarities as differences. This course may count toward a minor in Latin American studies. 1 credit. Not offered 2008-2009. HIST 075. Modern Japan The amazing transformation of Japan from a feudal society to a modem nation-state from the early 19th to the late 20th centuries, including 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, Japan’s postwar growth, and its contemporary society. This course may count toward a major or a minor in Asian studies. 1 credit. Not offered in 2008-2009. HIST 077. Orientalism East and West From Arabian Nights to Lawrence of Arabia, from Marco Polo to Madame Butterfly, from Silk Road explorers to Pearl Buck, Westerners have constructed views of the “Orient” that have ranged from fantastic to demonic. Using texts and images mainly concerning China and Japan, and occasionally India and the Islamic world, 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 the “Oriental’s Orientalism”—Asian self-images that have been influenced by the West. Orientalism played an important cultural, as well as political, role in Europe and the United States in recent centuries. Students with backgrounds in Western history, art, literature, and music are most welcome. Prerequisite: Any history course taken at Swarthmore or permission of the instructor. Not open to first-year students. This course may count toward a major or minor in Asian studies. 1 credit. Fall 2008. Li. HIST 078. Beijing and Shanghai: Tale of Two Cities Students will study China’s two major cities since the early 19th century: Beijing—the imperial capital, twice marauded by foreign troops, contested by warlords, and later the capital of the People’s Republic of China—and Shanghai—a treaty port governed by Western powers, and a center of business and labor, radical politics, crime and corruption, and modem culture. The second half of the course is devoted to the development of research skills and the writing of a research paper using English-language primary and secondary sources. This course is open to all students above the first year who have met the history prerequisite or have permission of the instructor. History majors anticipating HIST 091 or 092 and Asian studies majors developing thesis topics may find this to be a useful preparation, but the course is suitable for all students in history, urban history, and Asian Studies. 1 ( 1 ] ' | I ] t s j j j a j y ( £ s f i y ^ / 0 History This course may count toward a major or minor in Asian studies. 1credit Spring 2009. Li. This course may count toward a minor in black studies. 1 credit. Not offered 2008-2009. HIST 079. Women, Family, and the State in China This course considers the history of women and families in Chinese society from the late imperial period to the present. Drawing from diverse literary, philosophical, anthropological, and political sources, the course will examine the ways in which culture and the state have defined women’s roles. Topics include the Confiician family system, marriage and social status, foot binding, peasant and elite differences, women’s work, women’s writing, women’s rights and marriage law, birth control and the one-child policy, and the women’s movement. This course may count toward a major or minor in Asian studies. It may also count toward a minor in gender and sexuality studies. 1 credit. Not offered in 2008-2009. HIST 087. Development and Modern Africa: Historical Perspectives This course examines the idea and practice of “development” in the last century o f African life through its intellectual, institutional, and economic history. Prerequisite: A prior course in the social sciences. This course may count toward a minor in black studies. 1 credit. Not offered 2008-2009. HIST 080. The Whole Enchilada: Debates In World History We will discuss various debates in the field of world history, ranging from the timing and location of the Industrial Revolution to the nature of contemporary globalization. 1 credit Not offered 2008-2009. HIST 081. The History of Food in the Modern Era This mid-level course explores the transformation of the American diet from the end of the Civil War to the present day. Students will study industrial developments including advances in technology relating to food preservation, the growth of corporations, increased governmental involvement in agricultural production and booming unmigration that contributed to the abundance American food choices. Students will be invited to research topics including the life and training of chefs, the evolution of cooking methods and styles, and the tensions between science and pleasure in the effort to satisfy the American palate. 1 credit. Not offered in 2008-2009. HIST 086. The Image of Africa This course focuses on the representation of Africa in mass media, official documents and other materials from 1500 to the present day. HIST 088. The Social History of Consumption 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. Not offered in 2008-2009. HIST 089. The Environmental History of Africa This course examines African history from an ecological and environmental perspective. This course may count toward a concentration in Environmental Studies. 1 credit. Not offered in 2008-2009. HIST 091. Senior Research Seminar Students write a 25-page paper based on primary sources. Required of all course majors. Writing course. 1 credit. Fall 2008. Li and A. Dorsey. 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. Fall 2008 and spring 2009. Staff. HIST 093. Directed Reading Individual or group study in fields of special interest to the student not dealt with in the regular course offerings requires the consent of the department chair and of the instructor. HIST 093 may be taken for 0.5 credit as HIST 093A.. History Seminars HIST 111. Christians, Muslims, and Jews in the Medieval Mediterranean The course will examine the interchange and friction among Byzantium, Islam, and Latin Christendom cultures as the sea passed from Islamic to Christian control from the 7th to the 14th centuries. This course may count toward a major or minor in medieval studies. 2 credits. Spring 2009. Bensch. HIST 116. The Italian Renaissance This course explores topics in the development of the Renaissance state, society, and culture in Italian communes between the 14th and 16th centuries. 2 credits. Not offered 2008-2009. HIST 117. State and Society in Early Modern Europe This comparative analysis of state formation, economic development, and social change covers continental Europe and England from the 16th to the 18th centuries. 2 credits. Not offered 2008-2009. 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 will be considered. This course may count toward a minor in German studies. 2 credits. Not offered 2008-2009. HIST 125. Fascist Europe This seminar studies European fascism in the context of societies tom by world war, class conflict, and economic depression. The primary focus will he on fascist movements, regimes, and cultural politics in Italy and Germany, with a secondary comparative focus on France and Eastern Europe. This course may count toward a minor in German studies. 2 credits. Spring 2009. Judson. HIST 128. Russia in the 19th and 20th Centuries This course focuses 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. Writing course. 2 credits. Fall 2008. Weinberg. HIST 130. Early America in the Atlantic World The “new world” of European and Indian encounter in the Americas, along with the African slave trade. Primary attention to the British North American colonies and the American Revolution. 2 credits. Not offered in 2008-2009. HIST 131. Gender and Sexuality in America A social and cultural history o f gender and sexuality in the United States from the early republic to the present. This course may count toward a minor in gender and sexuality studies. 2 credits. Not offered 2008-2009. HIST 134. U.S. Political and Diplomatic History II: The Rise of Globalism Nation building, national identity, and political ideologies and movements; covers the period from the American Revolution through the rise of globalism. This course may count toward a minor in peace studies. 2 credits. Not offered 2008-2009. HIST 135. Labor and Urban History A seminar that focuses on history from the bottom up, on working-class people as they build America and struggle to obtain political, social, and economic justice. Topics include urbanization and suburbanization, republicanism and democracy, racism and the wages of Whiteness, gender and work, class and community, popular culture, the politics of consumption, industrialism and the managerial revolution, and jobs and gender. 2 credits. Spring 2009. Murphy. HIST 137. Slavery, 1550 to 1865 This seminar focuses on slavery in the United States between 1550 and the end of the Civil War, emphasizing the link between black enslavement and the development of democracy, law, and economics. Topics addressed include the Atlantic slave trade, the development of the Southern colonies, black cultural traditions, and slave community. History This course may count toward a minor in black studies. 2 credits. Fall 2008. A. Dorsey. HIST 138. Black Urban Communities, 1800 to 2000 This seminar is focused on the study o f the black community in the United States from the end of the American Revolution to the end of the 20th century. This course investigates the link between racial identification and community formation, the strengths and weaknesses of the concept of community solidarity, and the role class and gender play in challenging group cohesiveness. This course may count toward a minor in black studies. 2 credits. Not offered 2008-2009. HIST 140. The Colonial Encounter in Africa Students focus on the social, economic, and cultural dimensions of the colonial era in modem Africa. This course may count toward a minor in black studies. 2 credits. Not offered in 2008-2009. HIST 144. State and Society in China, 1750 to 2000 From the height of imperial grandeur, through the turmoil of rebellion, war, and foreign domination, to the upheavals of the Maoist era, the relationship between state and society in China has undergone many changes while retaining familiar characteristics. Some have seen in China “a state stronger than society,” whereas others have found signs of an emerging “civil society.” Using the latest historical scholarship, this seminar will explore the last emperors, the bureaucracy and examination system, law and family, local elites, cities and merchants, popular religion and rebellions, political reform and revolution, and other topics spanning three periods: the mid-Qing (17501850), late Qing and Republic (1850-1950), and the People’s Republic of China (19502000). This course may count toward a major or minor in Asian studies. 2 credits. Spring 2009. Li. HIST 148. Issues and Debates in Modern Latin America Explores major problems and challenges Latin American nations have been confronting since the last third of the 19th century onwards. Topics include the neocolonial condition of the region; nation- and state-building processes; urbanization; industrialization; peripheral modernization; popular and elite cultures; and race, class and gender conflicts. This course may count toward a minor in Latin American studies. 2 credits. Fall 2008. Annus. HIST 180. Honors Thesis 2 credits. Fall 2008 and spring 2009. Staff. Interpretation Theory Coordinator: RICHARD ELDRIDGE (Philosophy) Anna Everetts (Administrative Assistant) Committee: Jean-Vincent Blanchard (Modem Languages and Literatures, French)3 Timothy Burke (History)3 Michael Cothren (Art) Sibelan Forrester (Modem Languages and Literatures, Russian) Cynthia Halpem (Political Science) Ivar Niklas Hultin (Sociology and Anthropology) Tamsin Lorraine (Philosophy) Luciano Martinez (Modem Languages and Literatures, Spanish) Braulio Mufioz (Sociology and Anthropology) Patricia Reilly (Art)3 Robin Wagner-Pacifici (Sociology and Anthropology)3 Mark Wallace (Religion) Patricia White (English Literature) Philip Weinstein (English Literature) 3 Absent on leave, 2008-2009. The interdisciplinary minor in interpretation theory provides students and faculty with a forum for exploring the nature and politics of representation. Work done in the program reaches widely across the disciplines and reflects a long-standing drive to understand the world through the constructs of its interpretive propositions. Students use their programs to develop a flexible, deeply historical grasp of what is thought of today as critical and cultural theory. They also sharpen their skills in critical reading and intellectual analysis. Students in any major may add either a minor in course or an honors minor for external examination in interpretation theory to their program by fulfilling the requirements stated subsequently. Students begin by proposing thenprogram to the coordinator. Students who minor take a total of six courses that build on a combination of classic and current hermeneutic methods. Each year, graduating seniors enroll in the Capstone Seminar that provides a structured investigation into an inherently interdisciplinary problem. Faculty team-teach the course as a way of drawing out multi-disciplinary concerns in both theory and practice. “two-asterisk” group (breadth of current interpretive perspectives across the disciplines). “Asterisked” courses must be chosen from different departments. These depth/breadth requirements are normally completed by the end of the junior year. 3. The three remaining courses are elective but draw on at least one further department. All told, at least 4 of the 6 interpretation theory credits must be outside the major. 4. A minimum B average is required for all minors by their junior and senior years. Honors Minor All students participating in the Honors Program are invited to define a minor in interpretation theory. Students must complete one preparation for external examination. This 2-credit preparation can be the seminar and a reading attachment or a thesis, a combination of two courses in different departments, a 2-credit thesis, or a combination of a thesis and a course. Any thesis must be multidisciplinary. The proposed preparation must be approved by the Interpretation Theory Committee. Honors minors must meet all other requirements of the interdisciplinary minor in course. Minor Requirements Courses Students complete 6 credits toward the minor. Four rules guide the selection: 1. Students take a 1-credit capstone seminar, team taught by two faculty members from different departments. Students complete this capstone in the spring of the senior year only. 2. With a view to both historical depth and methodological breadth, students select at least one course from the “one-asterisk” group (historical development of interpretive practices) and at least one course from the Currently offered courses relevant to the program include the following: INTP 090. Directed Reading 1 credit. Each semester. Staff. INTP 091. Capstone Seminar: Reworking the Cultural Imaginary If it is true, as many contemporary theories of the subject suggest, that who we are is deeply informed by our time and place and the social Interpretation Theory practices through which we live our lives, then how can we bring about positive social change? If not only our beliefs, but our emotions, perceptions, and embodied orientation in the world are shaped by social factors of which we are often unaware, how can we foster collective forms of life we can affirm? In this course, we will consider psychoanalytic, phenomenological, and poststructuralist theories of the subject that offer varying ways of understanding who we are, why we do what we do, and the kind of changes in collective practices that might constitute a reworking of what some theorists we consider call the “cultural imaginary” that informs us. And we will turn to film for examples and inspiration in considering what form such reworking might take and the kind of effects it could have. 1credit. Spring 2009. Lorraine,White. INTP 092. Thesis 2 credits.. Each semester. Staff. Art History ARTH 166. Avant-Gardes in Early 20thCentury Art (Mileaf) Biology BIOL 006. History and Critique of Biology (Gilbert)* Classics CLAS 036. Classical Mythology (Beck, Munson)** English ENGL 073. Modernism: Theory and Practice (Weinstein)** ENGL 080. Critical and Cultural Theory (White) ENGL 082.Transnational Feminist Theory (Mani)* ENGL 085. “Whiteness” and Racial Differences (Schmidt)** ENGL 087. American Narrative Cinema (White)** ENGL 088. American Attractions: Leisure, Technology, and National Identity (White)** ENGL 091. Feminist Film and Media Studies (White)** ENGL 115. Modernism (Weinstein)** (counts toward interpretation theory in the spring ENGL 120. Critical and Cultural Theory (White)** Film and Media Studies FMST 091. Feminist Film and Media Studies (White)** FMST 092. Film Theory and Culture (White)** French FREN 040. Tyrants and Revolutionaries (Blanchard) FREN 061. Odd Couplings: Writing and Reading Across Gender Lines (Moskos)* FREN 07 IF. Introduction to French Critical Theory (Blanchard)** FREN 076. Ecritures au féminin (RiceMaximin)** FREN 079. Scandal in the Ink: Queer Traditions in French Literature (Moskos)*/** FREN 116. La critique littéraire (Blanchard)*/** History HIST 0001N. The Production of History (Burke)** HIST 010. Engendering Culture: TwentiethCentury Views (Murphy)** HIST 029. Sexuality and Society in Modem Europe (Judson)* HIST 060. Cultural Constructions of Africa (Burke)** HIST 066. Disease, Culture, and Society in the Modem World (Armus)** HIST 068. Primary Text Workshop (Burke)** HIST 088. Social History of Consumption (Burke)* HIST 131. Gender and Sexuality in America (B. Dorsey) Literatures LITR 046S. Latin American Sexualities (Martinez)** Philosophy PHIL 002. Modemity/Post-Modemity* PHIL 017. Aesthetics (Eldridge)* PHIL 019. Philosophy of Literature (Eldridge)* PHIL 026. Language and Meaning (Eldridge)** PHIL 039. Existentialism (Lorraine)** PHIL 048. German Romanticism (Eldridge)* PHIL 079. Poststructuralism (Lorraine)** PHIL 106. Aesthetics and Theory o f Culture (Eldridge)* PHIL 114. Nineteenth-Century Philosophy (Eldridge)* PHIL 116. Language and Meaning (Eldridge)** PHIL 139. Phenomenology, Existentialism, and Poststructuralism (Lorraine)* PHIL 145. Feminist Theory Seminar (Lorraine)** Physics PHYS 029. Gender and Physical Science (Bug)*/** Interpretation Theory Political Science POLS Oil. Ancient Political Theory (Halpem)** POLS 012. Modem Political Theory (Berger)** POLS 013. Feminist Political and Legal Theory (Halpem and Nackenoff)** POLS 039. Mane, Nietzsche, Freud* (Lorraine) POLS 100. Political Theory: Plato to Hobbes (Halpem)** POLS 101. Modem Political Theory (Halpem)** Psychology PSYC 044. Psychology and Gender (Marecek)** PSYC 089. Psychology, Economic Rationality, and Decision Making (Schwartz)** Religion RELG 005. Problems of Religious Thought (Wallace)** RELG 012. Postmodern Religious Thought (Ratzman)** RELG 015B. Philosophy of Religion (Wallace)* Russian RUSS 047. Russian Fairy Tales (Forrester)* RUSS 070. Translation Workshop (Forrester)** RUSS 079. Russian Women Writers (Forrester)* Sociology and Anthropology SOAN 006B. Symbols and Society (WagnerPacifici)** SOAN 022B. Cultural Representations (DiazBarriga)** SOAN 026B. Discourse Analysis (WagnerPacifici)** SOAN 026C. Power, Authority, and Conflict (Wagner-Pacifici)** SOAN 033C. Political Cultures of Africa (Huitín)* SOAN 044B. Colloquium: Art and Society (Muñoz)** SOAN 044D. Colloquium: Critical Social Theory (Muñoz)** SOAN 044E. Modem Social Theory (Munoz)** SOAN 046B. Social Inequality (WagnerPacifici)** SOAN 049B. Comparative Perspectives on the Body (Ghannam)* SOAN 056B. Standoffs, Breakdowns, and Surrenders (Wagner-Pacifici)* SOAN 101. Critical Modem Social Theory (Muñoz)* SOAN 111. Human Rights and Social Theory (Huitín)** SOAN 114. Political Sociology (WagnerPacifici)* Spanish SPAN 051. Textos híbridos: crónicas periodísticas y novellas de no-ficción* SPAN 068. Seducciones literarias/traiciones fílmicas* * Historical development of interpretive practices. ** Breadth of current interpretive perspectives across the disciplines. Note: This list is revised annually; any courses attached to the program at the time taken will be counted. For the most up-to-date, semesterby-semester list of courses, please consult the program Web site at www.swarthmore.edu/intp.xml. Other courses may be considered on petition to the Interpretation Theory Committee. These may include relevant courses offered at Bryn Mawr and Haverford colleges and the University of Pennsylvania. Islamic Studies Coordinator: TARIQ AL-JAMIL (Religion) Committee: Stephen Bensch (History) Farha Ghannam (Sociology and Anthropology) Walid Hamameh (Modem Languages and Literatures, Arabic) Steven Hopkins (Religion) Islamic Studies is an interdisciplinary program that focuses on the diverse range of lived experiences and textual traditions of Muslims as they are articulated in various countries and regions throughout the world. It draws on a variety of fields, including Religion, Anthropology, History, and Arabic language and literature to shed light on the multiple expressions of Islam as a religious tradition, the role of Islamic civilization as a force in global history, and the importance of Islamic discourses in the contemporary world. The interdisciplinary program in Islamic Studies serves a crucial function in the liberal arts curriculum by providing a framework for students to develop a meaningful understanding of the multiple ways in which Islam has shaped human experience both past and present. Requirements and Recommendations Course Minor Students interested in Islamic Studies are invited to consult with members of the Islamic Studies Committee before developing a proposal for a minor. The proposal should outline and establish how a minor in Islamic Studies relates to the student’s overall program of undergraduate study, and should provide a list of the courses to be taken. The minor is open to students of all divisions. Students will be admitted to the minor after having completed at least two Islamic Studies courses in different departments with grades of B or better. All students must complete the following requirements: Students must take a minimum of 5 credits in Islamic Studies in at least 3 different academic departments. Only 1 of the total 5 credits required by the Islamic Studies minor may overlap with the student’s major. To supplement classes offered at Swarthmore, students are encouraged to explore and take classes at other nearby colleges, especially Bryn Mawr, Haverford, and the University of Pennsylvania. Islamic Studies requires the successful completion of Arabic 004B (and its prerequisites) or the equivalent. This requirement is waived for native speakers of at>d for students who demonstrate sufficient competence by passing an equivalency exam. Alternate fulfillment of the language requirement may also be approved by the Islamic Studies Committee if a student demonstrates competence in another language that is relevant to the study of a Muslim society and is directly related to the student’s academic program. Only Arabic courses beginning at the level of Arabic 004B or its equivalent will count toward the total 5 credits in Islamic Studies required for the minor. All minors are required to complete a 1-credit thesis that will count toward the minimum of 5 credits required for the interdisciplinary minor. The thesis must be supervised by a member of the Islamic studies faculty. Students normally enroll for the thesis (ISLM 096) in the fall semester of the senior year. Honors Minor To complete an Honors minor in Islamic Studies, a student must have completed all requirements for the interdisciplinary minor. Students take a 2-credit honors seminar in an Islamic studies topic in either their junior or senior year The Honors examination will address either a 2-credit thesis written under program supervision or a 2-credit seminar. Courses ISLM 096. Thesis 1 credit. Staff. ISLM 180. Honors Thesis 2 credits. Staff. Courses currently offered in Islamic studies (see catalog sections for individual departments to determine specific offerings in 2008-2009): History HIST 001T. Cross and Crescent: MuslimChnstian Relations in Historical Perspective (FYS) HIST 006A. Formation of the Islamic Near East Modern Languages and Literatures, Arabic ARAB 004B. Intermediate Modem Standard Arabic II ARAB Oil. Intermediate Modem Standard Arabic II ARAB 012. Advanced Arabic II Islamic Studies ARAB 027. Writing Women in Modem Arabic Fiction Religion RELG 008B. The Qur’an and Its Interpreters RELG 01 IB. The Religion of Islam: The Islamic Humanities RELG 013. The History, Religion, and Culture of India II: Muslim, Hindu, Sikh, and Dalit in North Africa RELG 053. Gender, Sexuality, and the Body in Islamic Discourses RELG 054. Power and Authority in Modem Islam RELG 100. Holy War, Martyrdom, and Suicide in Christianity, Judaism, and Islam RELG 119. Islamic Law and Society Sociology and Anthropology SOAN 009C. Cultures of the Middle East SOAN 123. Culture, Power, Islam Latin American Studies Coordinator: DIEGO ARMUS (History) Anna Everetts (Administrative Assistant) Committee: Aurora Camacho de Schmidt (Modern Languages and Literatures, Spanish) Miguel Diaz-Barriga (Sociology and Anthropology)3 Joan Friedman (Modem Languages and Literatures, Spanish, Assistant to Coordinator) Jose-Luis Machado (Biology)3 Luciano Martinez (Modem Languages and Literatures, Spanish) Braulio Muñoz (Sociology and Anthropology) Steven Piker (Sociology and Anthropology) Kenneth Sharpe (Political Science) JAbsent on leave, 2008-2009. Requirements and Recommendations Interdisciplinary Minor Students interested in Latin American studies (LAS) are invited to consult with the chair and members of the LAS Committee before developing a proposal. The proposal should establish how Latin American studies relates to the overall program of undergraduate study and to the departmental major. The minor is open to students of all divisions. Objectives of the LAS Program Members of the LAS Committee believe that, even in a small college like Swarthmore, it is possible to build a strong interdisciplinary program in LAS by connecting perspectives on the region acquired through the lens of different disciplines. The program aims to let students gain a sense of the importance of the Spanishand Portuguese-speaking countries that share this hemisphere with the United States (as well as the importance of the growing presence of Latinos in the United States), the wealth o f their cultures, the depth and interconnectedness of their histories, their differences, and the great challenges for their future. The committee hopes that students will engage with each other and with their professors as Latin Americanists from the beginning and help establish a strong Latin American presence on campus through a variety of events and activities, some of their own initiative. All students m ust com plete the follow ing requirements: Language. LAS requires the successful completion of SPAN 004B or its equivalent. The requirement is waived for native speakers of Spanish or Portuguese and for students who demonstrate sufficient competence in either one of these languages. Stucty abroad. All students are required to spend a minimum of one semester abroad in a program approved by both LAS and the Foreign Study Office. Only in exceptional cases, with the support of a faculty member and the approval of the LAS Committee, will a semester’s internship or a community service project in Latin America fulfill this requirement. Study abroad must be pursued in Spanish or Portuguese. Courses. Students must take a minimum of 5 credits in LAS, which may include seminars (counting as 1 credit for LAS) and courses. To give students a basic introduction to Latin America, all students are expected to take HIST 004: Introduction to Latin American History as one o f those courses. Every fourth year, when HIST 004 is not offered, students may comply with this requisite by taking SPAN 01 OSA: En busca de Latinoamérica. Only 1 of the total 5 credits required by the LAS minor may overlap with a student’s major or other minor. Honors Minor To complete an honors minor in Latin American studies, students must have completed all requirements for the interdisciplinary minor. From within these offerings, they may select for outside examination a seminar taken to fulfill the interdisciplinary minor’s requirements. However, the chosen seminar may not be an offering within their major department. Courses The following courses may be counted toward a minor in Latin American studies: Art History ARTH 022. History o f Latin American Architecture ARTH 024. Architecture of Mexico City History HIST 001E. First-Year Seminar: The SelfImage o f Latin America: Past, Present, and Future HIST 004. Latin American History HIST 051. Race and Poverty in the United States Latin American Studies HIST 064. Migrants and Migrations: Europeans in Latin America and Latinos in the United States HIST 065. Past and Present in the Andean World HIST 066. Disease, Culture, and Society in the Modem World: Comparative Perspectives HIST 067. The Urban Experience in Modem Latin America HIST 148. Issues and Debates in Modem Latin America Literatures LITR 042S. Growing up in Words: Latin American Literature and Childhood LITR 046S. Latin American Sexualities LITR 053SA. A Century of Song: Contemporary Poets of Latin America LITR 060SA. Spanish American Society Through its Novel (cross-listed as SOAN 024C) LITR 061SA. Women’s Testimonial Literature of Latin America LITR 063SA. La Frontera: The Many Voices of the U.S.-Mexico Border Political Science POLS 057. Latin American Politics POLS 109. Comparative Politics: Latin America Religion RELG 109. Afro-Atlantic Religions Sociology and Anthropology SOAN 002C. Introduction to Latinos in the United States SOAN 010L. The Latino/a Experience SOAN 022D. Latin American Urbanization SOAN 022G. Social Movements in Latin America SOAN 024B. Latin American Society and Culture SOAN 024C. Spanish American Society Through Its Novel (cross-listed as LITR 060SA) SOAN 124. The Americas: Cultural Politics and Social Movements Spanish SPAN 01 OSA. En busca de Latinoamérica SPAN 013. Introducción a la literatura latinoamericana SPAN 046. Latín American Sexualities SPAN 050. La palabra viva: taller de poesía SPAN 051. Textos híbridos: crónicas periodísticas y novelas de no-ficción SPAN 062. Entre historia y ficción: textos historiográficos de la Edad Media a la época colonial SPAN 064. Laberintos borgeanos SPAN 065. Los indígenas en la literatura latinoamericana SPAN 068. Seducciones literarios—traiciones Símicas SPAN 072. La décima musa SPAN 073. El cuento latinoamericano SPAN 074. Encuentros culturales—literatura multicultural de España y las Américas SPAN 076. Grandes voces de América: la poesía Latinoamericana del siglo XX SPAN 078. Movimientos sociales y literatura en México SPAN 083. El tirano Latinoamericano en la literaturea SPAN 086. Género y sexualidad en la literatura latinoamericana contemporánea SPAN 087. Nuevos mundos SPAN 089. Encuentros culturales la literatura SPAN 106. Visiones narrativas de Carlos Fuentes SPAN 109. Elena Poniatowska la hija de México SPAN 110. Política y poética: los mundos de Pablo Neruda, Octavio Paz y Ernesto Cardenal Linguistics DONNA JO NAPOLI, Professor THEODORE B. FERNALD, Associate Professor and Chair K. DAVID HARRISON, Associate Professor JASON KANDYBOWICZ, Assistant Professor (Tricollege) VERA LEE-SCHOENFELD, Visiting Assistant Professor AARON J. DINKIN, Phonetics Lab Coordinator DOROTHY KUNZIG, Administrative Assistant The discipline of linguistics is the study of language. On the most general level, it deals with the internal structure of language, the history of the development of language, the information language can give us about the human mind, and the roles language plays in influencing the entire spectrum of human activity. The relevance of linguistics to the fields of anthropology, cognitive science, language study, philosophy, psychology, and sociology has been recognized for a long time. It is an increasingly valuable tool in literary analysis and is fundamental to an understanding of communication skills. 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 many types. 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 language is the study of the very fabric of our humanity. Two majors are offered in the Course Program administered through the Linguistics Department. These are linguistics (LING) and the special major in linguistics and languages (LL). Two honors majors are administered through the Linguistics Department: LING and the special honors major LL. All LING and LL majors (honors or course) must take one course or seminar from each of the following three lists: 1. Sounds: LING 045 2. Forms: LING 050 3. Meanings: LING 026,040, and 116 All LING and LL majors (honors or course) will be expected to take the structure of a nonIndo-European language (such as LING 061, 062, or 064). If the student speaks a non-IndoEuropean language, this requirement is waived. All LING and LL majors (honors or course) must write a thesis in the fall of the senior year. For course students, this course is LING 100. For honors students, this course is LING 195. Students are encouraged to study abroad, and all departmentally approved courses taken in linguistics abroad can be used to fulfill requirements for the major or minor. We also call your attention to additional offerings in the tricollege system, such as Computational Linguistics (BMC), Psycholinguistics (HC), and Structure of Chinese (HC). Such courses are often approved for requirements for the major or minor. Requirements Linguistics (Honors and Course) This major consists of 8 credits in linguistics, where the student may or may not choose to count LING 001 as part o f the major. Linguistics and Languages (Honors and Course) The student may combine the study of linguistics with the serious study of two foreign languages. The languages can be modem or ancient. For this major, precisely 6 credits in linguistics and 3 credits in each of the two languages, for a total of 12 credits, are required. For a modem language taught by the Department of Modem Languages and Literatures, there must be one composition and diction course (typically numbered 004 or above) and two other courses (typically numbered 011 or above) or a seminar. For a classical language taught by the Classics Department, there must be one intermediatelevel 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. Work on the thesis can satisfy this requirement. If one or both of the foreign languages is modem, the student must study abroad for at least one semester in an area appropriate for one of the foreign languages. Students at Bryn Mawr College or Haverford College Any student from the tricollege community is welcome to major in linguistics. Haverford and Bryn Mawr students need only talk with their home campus dean and the chair of linguistics at Swarthmore College to arrange a major plan. Students from Haverford and Bryn Mawr can also do honors in linguistics. The honors Linguistics portfolio and its preparation are identical to those for Swarthmore honors students, except that the examiners will be internal rather than external. Linguistics Honors Major Portfolio The thesis and two research papers will constitute the portfolio for honors. The thesis may be on any topic in linguistics and need not be related to coursework. 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 discussion 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 coursework the student has taken. The areas will be selected from any combination or blend of the following: phonetics, phonology, morphology, syntax, semantics, and historical linguistics. The student will prepare for these research papers by taking at least 4 credits of coursework (2 credits in each of the research paper areas). The students will work independentiy on these papers, without collaboration and faculty guidance in the spring of the senior year in LING 199 (SHS) for 1 credit. The examination will consist of a 30-minute discussion with the reader for each paper. The Linguistics Program puts no restrictions on the minors that can be combined with this major. Linguistics and Languages Special Honors Major Portfolio The portfolio for this special major will consist of a 2-credit thesis and three research papers that follow the same guidelines as those noted under the honors major in linguistics, with the proviso that one of the relevant language departments will administer one o f those research papers. The examination will consist of a single 90- to 120-minute panel discussion with all four external readers. Minors (Honors or Course) Four minors are administered through the Linguistics Department, each of which can be done in the course or the Honors programs. The requirements are normally satisfied with the following: 1. Theory: LING 040,045, and 050 plus any 2 other credits in linguistics. 2. Phonology/Morphology: LING 043,045, and 025 or 044 or 052 plus any 2 other credits in linguistics. 3. Syntax/Semantics: LING 040,043, and 050 plus any 2 other credits in linguistics. 4. Individualized: The student may choose five courses in linguistics and provide justification as to why they form a coherent minor. Honors Minor Portfolio Students doing a double major 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 2-credit thesis written in fall of the senior year in LING 195. For all other students, 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 die research papers described earlier for the majors. In addition, honors minors doing a research project must take LING 199 (SHS) in the spring of the senior year for 0.5 credit, which is beyond the 5 credits required for all minors. The Linguistics Program puts no restrictions 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, lexical systems, the formation o f phrases and sentences, and meaning, both in modem and ancient languages and with respect to how languages change over time. Other topics that may be covered include first-language acquisition, sign languages, poetic metrics, the relation between language and the brain, and sociological effects on language. Writing course. 1 credit. Fall 2008. Kandybowicz. Spring 2009. LeeSchoenfeld. LING 002. Exploring Acoustics (See ENGR 002) This course counts for distribution in the natural sciences only, regardless of rubric. Writing course. 1 credit. Not offered 2008-2009. LING 004. First-Year Seminar: American Indian Languages At least 300 languages were spoken in North America before the first contact occurred with Europeans. Most of the surviving languages are on the verge of extinction. Students will learn about language patterns and characteristics of Linguistics language families, including grammatical classification systems, animacy effects on sentence structure, verbs that incorporate other words, and evidentials. Topics include how languages in contact affect each other, issues of sociolinguistic identity, language endangerment and revitalization efforts, and matters of secrecy and cultural theft. 1 credit Not offered 2008-2009. LING 005. First-Year Seminar: Linguistic Underpinnings of Racism and Bias This freshman.seminar addresses our ongoing struggle, as a society of thoughtful individuals, to identify the origins of attitudes and stereotypes that give rise to bias based on race, ethnicity, sex or other factors. Language lies at the foundation of both societal attitudes and power structures, and can serve as an agent of oppression and liberation. Linguistics as a social and cognitive science takes an objective, scientific approach that can help us to expose, identify and understand usage that may— whether consciously or not—serve to perpetuate bias. Beyond a mere metric of political correctness or taboo speech, linguistics allows us to reframe the debate in terms of social praxis and individual identity, and to build a better society 1 credit. Spring 2009. Harrison. LING 006. First-Year Seminar: Language and Deafness This course will look at many issues connected to language and people with hearing loss in the United States, with some comparisons to other countries. We will consider linguistic matters in the structure of American Sign Language (ASL) as well as societal matters affecting users of ASL, including literacy and civil rights. A onehour language drill outside of class is required. All students are welcome to do a community service credit in LING 095. 1 credit. Not offered 2008-2009. LING 007. Hebrew for Text Study I (See RELG 057) This course counts for distribution in humanities under the religion rubric and in social sciences under the linguistics rubric. 1 credit. Fall 2008. Plotkin. LING 008A. Russian Phonetics (See RUSS 008A) 0.5 credit. Spring 2009. Staff. LING 010. Hebrew for Text Study II (See RELG 059) 1 credit. Spring 2009. Plotkin. LING 014. Old English/Hlstory of the Language (See ENGL 014) This course counts for distribution in humanities under the English rubric and in social sciences under the linguistics rubric. 1 credit. Spring 2009. Williamson. LING 016. History of the Russian Language (See RUSS 016) This course counts for distribution in humanities under the Russian rubric and in social sciences under the linguistics rubric. 1 credit. Not offered 2008-2009. LING 018. Language Policy In the United States This course will survey the present policies and laws relevant to language use in the United States and the relevance of these policies to public access, social services, education, and the judicial system. The three major topics will be national language policy in the United States, language policy in education, and language policy in the judicial system. 1 credit. Not offered 2008-2009. LING 020. Computational Linguistics: Natural Language Processing (See CPSC 065: Natural Language Processing) This course will survey various areas of computer processing of natural language. Topics will include speech synthesis and recognition, text parsing and generation, and machine translation. Prerequisites: CPSC 035 (or the equivalent). 1 credit. Fall 2008. Wicentowski. LING 024. Discourse Analysis (See SOAN 026B) 1 credit. Not offered 2008-2009. LING 025. Language, Culture, and Society (Cross-listed as SOAN 040B) This course investigates the influence of cultural context and social variables that form the basis of variation in language. Classic “Labovian” sociolinguistics forms the first part of the course, which allows ideas to be Linguistics generated about what social variables are important and how cultural context influences language form. The second part of the course investigates what the nature of the relationship is between variation in language and variation in culture and/or thought. The ramifications for educational issues, social justice and “linguistic prejudice” based on the relationship between language and culture are also explored. Prerequisite: At least one linguistics course. 1 credit. Not offered 2008-2009. LING 026. Language and Meaning (See PHIL 026) This course counts for distribution in humanities under the philosophy rubric and in social sciences under the linguistics rubric. 1 credit. Not offered 2008-2009. LING 028. Language Revitalization This course covers a study of language endangerment and language revitalization efforts, focusing on Native languages of North America. Topics include language classification, what it means for a language to be endangered, the factors that contribute to language sustainability and to language shift, efforts at reversing language shift, literacy, bilingual education, and dictionaries. Coursework includes readings, papers, and presentations. 1 credit. Not offered 2008-2009. LING 030. Languages of the World This course covers the richness and variety of human languages. We consider languages from all over the world, focusing on cross-linguistic generalizations and variations to develop an appreciation of the intricate conceptual, logical, and physiological resources on which each language draws. Students will have the opportunity to work directly with speakers of other languages, applying techniques to elicit, organize, and describe the structures found in human speech. 1 credit. Not offered 2008-2009. LING 033. Introduction to Classical Chinese (See CHIN 033) This course counts for distribution in humanities or social sciences under either rubric. 1 credit. Fall 2008. Berkowitz. LING 034. Psychology of Language (See PSYC 034) 1 credit. Fall 2008. Grodner. LING 040. Semantics (Cross-listed as PHIL 040) In this course, we look at a variety of ways in which linguists, philosophers, and psychologists have approached meaning in language. We address truth-functional semantics, lexical semantics, speech act theory, pragmatics, and discourse structure. What this adds up to is an examination of the meaning of words, phrases, and sentences in isolation and in context. This course counts for distribution in humanities under the philosophy rubric and in social sciences under the linguistics rubric. Writing course. 1 credit. Fall 2008. Femald. Spring 2009. LeeSchoenfeld. LING 043. Morphology and the Lexicon This course looks at word formation and the meaningful ways in which different words in the lexicon are related to one another in the world’s languages. Prerequisite: LING 001,030, or 045. 1 credit. Spring 2009. Lee-Schoenfeld. LING 044. Phonetics Phonetics is the study of the production and perception of speech sounds. We will cover, in detail, the anatomy o f the vocal tract and the activity of the articulators during speech production. We will discuss the acoustic properties of speech within the general mathematical framework used to describe acoustics and will give some attention to applications such as speech synthesis. We will also discuss psychological aspects of the production and perception of speech, including ongoing controversies regarding the relationship between phonetics and phonology. 1 credit. Not offered 2008-2009. LING 045. Phonetics and Phonology Phonetics explores the full range of sounds produced by humans for use in language and the gestural, acoustic, and auditory properties that characterize those sounds. Phonology investigates the abstract cognitive system humans use for representing, organizing, and combining the sounds of language as well as processes by which sounds can change into other sounds. This course covers a wide spectrum of data from languages around the world and focuses on developing analyses to account for the data. Argumentation skills are Linguistics also developed to help determine the underlying cognitive mechanisms that are needed to support proposed analyses. 1 credit. Fall 2008. Lee-Schoenfeld. LING 050. Syntax We study the principles that govern how words make phrases and sentences 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 modem or ancient natural language. The argumentation skills gained in this course are applicable to law and business as well as academic fields. Writing course. 1 credit Fall 2008. Napoli. Spring 2009. Kandybowicz. LING 052. Historical and Comparative Linguistics This course is an introduction to the study of linguistic history in the following sense: (i) The languages we are speaking are constantly changing. Over longer periods of time, these small changes build up to significant changes, (ii) As groups of speakers whose ancestors once spoke the same language become separated, their languages diverge. This leads to a split into separate daughter languages, which often end up being mutually incomprehensible. The question is, how is it possible to figure out and reconstruct the changes and splits that occurred in the distant past in languages that are no longer spoken and were perhaps never recorded? The method applied by historical linguists to solve this problem, the main focus of this course, is called the 'comparative method.' We will draw on material from a wide range of languages, focusing mainly on sound change and morphological analogy. Prerequisite: LING 001,030, or 045 or permission of the instructor. 1 credit. Fall 2008. Lee-Schoenfeld. LING 053. Language Minority Education in the US: Issues and Approaches (See EDUC 053) 1 credit Fall 2008. Allard. 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 primary 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. It is a course in which we learn through doing. This year the course will focus strictly on preschool and elementary school children with a focus on the child whose home language is not English as that child learns to read English. All students are welcome to do a communityservice credit in LING 096. Prerequisite: LING 001,043, or 045 and LING 040 or 050. Can be met concurrently. Writing course. 1 credit. Spring 2009. Napoli. LING 055. Writing Systems, Decipherment, and Cryptography We will discuss the typology and history of the writing systems of the world. The modem decipherment o f ancient writing systems such as Linear B and Egyptian hieroglyphic writing will be covered, as will some of the approaches and challenges in the modem electronic encoding of diverse writing systems. The course also includes an overview and history of cryptography and its role in warfare and on the modem Internet. Prerequisite: LING 001 or permission of the instructor. 1 credit. Not offered 2008-2009. LING 057. Movement and Cognition (Cross-listed as DANC 076 and MATH 007) (Studio course) English, Scottish, Balkan, and Italian folk dance are analyzed, using group theory, graph theory, morphological theory, and syntactic theory, in an effort to understand the temporal and spatial symmetries of the dances. One focus will be a comparison of the insights offered by the mathematical and linguistic approaches. Prerequisite: One course in linguistics. No • prerequisites are required for dance and math. All necessary concepts and movements will be taught in the class. You must be willing to approach formal systems and to move your body. This course counts for distribution and as a writing course in humanities or social sciences under any rubric. It counts for natural sciences distribution but does not count as a writing course for natural sciences. Writing course. 1 credit. Not offered 2008-2009. LING 061. Structure of Navajo Navajo is an Athabaskan language spoken more commonly than any other Native American language in the United States. This course is an Linguistics examination of the major phonological, morphological, syntactic, and semantic structures of Navajo. The morphology o f this language is legendary. This course also considers the history of the language and its cultural context. Prerequisites: LINO 050 and 045 or 052 or permission of the instructor. 1 credit. Spring 2009. Femald. LING 062. Structure of American Sign Language In this course, we look at the linguistic structures of ASL: phonetics, phonology, morphology, syntax, semantics, and history. We also discuss issues of culture, literacy, and politics pertinent to people with hearing loss. All students are required to participate in a rudimentary introduction to ASL for an additional 0.5 credit. Sign up for LING 062A. Prerequisites: LING 050 and 045 or 052 or permission of the instructor. All students are welcome to do a communityservice project in LING 095. Writing course. 1 credit (plus 0.5 credit under LING 0062A). Not offered 2008-2009. LING 064. Structure of Tuvan Tuvan belongs to the Turkic branch of the Altaic language family and is spoken in Siberia and Mongolia by nomadic herders. It has classically agglutinating morphology and curious phenomena such as vowel harmony, converbs, and switch reference. It has rich sound symbolism, a tradition o f oral (unwritten) epic tales, riddles, and world-famous song genres (“throat singing”). We will investigate the sounds, structures, oral traditions, and ethnography of Tuvan, using both printed and digital media. Prerequisites: LING 050 and 045 or 052 or permission of the instructor. 1 credit. Not offered 2008-2009. gain practical experience using state-of-the-art digital video, annotation, and archiving for scientific purposes. A different (typically nonIndo-European) language will be investigated each time the course is taught Prerequisite: LING 001. 1 credit. Fall 2008. Napoli. LING 080. Intermediate Syntax This course is designed to provide theoretical and cross-linguistic breadth in topics involving the interaction of syntax and semantics. You will refine your skills of analysis and argumentation. Topics and languages considered will vary. This course is open to all students who have taken syntax or semantics. Prerequisite: LING 040 or 050. 1 credit. Not offered 2008-2009. LING 081. Intermediate Semantics This course begins with the formal foundations o f semantics and then switches to a seminar style of instruction for an examination of classical and recent articles in the field. Prerequisite: LING 040 or PHIL 026; LING 050 recommended. 1 credit. Not offered 2008-2009. LING 094. Research Project With permission, students may elect to pursue a research program. 1 credit. Fall or spring. Staff. LING 070R. Translation Workshop (See LITR 070R/RUSS 070) This course counts for distribution in humanities under the literature rubric and in social sciences under the linguistics rubric. 1 credit. Fall 2008. Forrester. LING 095. Community-Service Credit: Literacy and People With Hearing Loss This course offers credit for community service work. You may work with children on literacy skills at the Oral Program for the Hearing Impaired at the Kids’ Place in Swarthmore. Prerequisites are LING 045, LING 006 or 062, permission of the directors of both the Linguistics and Education programs, and the agreement o f a faculty member in linguistics to mentor you through the project. You would 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 mentors you in this). 1 credit. Fall or spring. Napoli. LING 075. Field Methods This course affords a close encounter with a language, direct from the mouths of native speakers. Students develop inference techniques for eliciting, understanding, analyzing, and presenting complex linguistic data. They also 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 skills. The prerequisites are LING/EDUC 054, the Linguistics permission of the directors of both the Linguistics and Education programs, and the agreement 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 youand the linguistics faculty mentor). 1 credit. Fall or spring. Napoli. LING 097. Field Research This course offers credit for field research on a language. Prerequisites are the permission of the chair of linguistics and the agreement of a faculty member in linguistics to mentor you through the project. 1 credit. Fall or spring. Staff. LING 100. Research Seminar All course majors in LING and LL must write their senior paper in this seminar. Only seniors are admitted. 1 or 2 credits. Fall 2008. Femald, Napoli, Harrison. 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 2008. Femald, Napoli, Harrison. LING 199. Senior Honors Study Honors majors may write their two research papers for 1 credit in this course. Honors minors may take this course for 0.5 credit. Fall 2008 or spring 2009. Femald. Seminars LING 105. Seminar in Phonology: Contact and Change This seminar studies language contact and its results; the relation between internal and external linguistic change; dialects and koine formation; and pidgins and creoles. Prerequisite: LING 001, 045, or 050, or permission of the instructor. 1 or 2 credits. Not offered 2008-2009. LING 106. Seminar in Morphology This seminar will consider recent developments in the theory of morphology. Topics vary. Prerequisite: LING 043. 1 or 2 credits. Not offered 2008-2009. LING 107. Seminar in Syntax This seminar will consider recent developments in the theory of syntax. Topics vary. Prerequisite: LING 040 or 050. 1 or 2 credits. Not offered 2008-2009. LING 108. Seminar in Semantics This seminar will consider recent developments in the theory of semantics. Topics vary. Prerequisite: LING 040. 1 or 2 credits. Not offered 2008-2009. LING 116. Language and Meaning (See PHIL 116) This seminar counts for distribution in HU under the philosophy rubric and in SS under the LING rubric. 2 credits. Not offered 2008-2009. LING 119. Evolution, Culture, and Creativity (See SOAN 119) 2 credits. Not offered 2008-2009. LING 120. Anthropological Linguistics: Endangered Languages (Cross-listed as SOAN 080B) In this seminar, we address some traditional issues of concern to both linguistics and anthropology, framed in the context of the ongoing, precipitous decline in human linguistic diversity. With the disappearance of languages, cultural knowledge (including entire technologies such as ethnopharmacology) is often lost, leading to a decrease in humans’ ability to manage the natural environment. Language endangerment thus proves relevant to questions of the language/ecology interface, ethnoecology, and cultural survival. The seminar also addresses the ethics of fieldwork and dissemination of traditional knowledge in the Internet age. Prerequisite: One course in linguistics or anthropology or permission o f the instructor. 1 credit. Spring 2009. Harrison. LING 134. Psycholinguistics Seminar (See PSYC 134) 1 credit. Spring 2009. Grodner. Mathematics and Statistics DEBORAH J. BERGSTRAND, Professor (part time) CHARLES M. GRINSTEAD, Professor2 EUGENE A. KLOTZ, Professor STEPHEN B. MAURER, Professor and Chair HELENE SHAPIRO, Professors DON H. SHIMAMOTO, Professors JANET C. TALVACCHIA, Professor GARIKAI CAMPBELL, Associate Professor« PHILIP J. EVERSON, Associate Professor CHERYL P. GROOD, Associate Professor THOMAS J. HUNTER, Associate Professor AIMEE S.A. JOHNSON, Associate Professor STEVE C. WANG, Associate Professor WALTER R. STROMQUIST, Visiting Associate Professor LINDA CHEN, Assistant Professor RALPH R. GOMEZ, Visiting Assistant Professor MICHAEL JOHNSON, Visiting Assistant Professor WILLIAM C. KRONHOLM, Visiting Instructor STEPHANIE J. SPECHT, Administrative Assistant1 1 Absent on leave, fall 2008. 2 Absent on leave, spring 2009. 3 Absent on leave, 2008-2009. 4 Absent on administrative leave, 2008-2009. Mathematics and Statistics are among the great achievements of human intellect and at the same time powerful tools. As Galileo said, the book of the universe “is written in the language of mathematics.” The goal of the department is to enable students to appreciate these achievements and use their power. To that end, students in the department receive a firm foundation in pure mathematics and the opportunity to apply it—to statistics, physical science, biological science, computer science, social science, operations research, education, and finance—the list grows. All courses in the department also have as a general goal the continuing development o f various mathematical skills, among them: • Reasoning skills: logical argument and abstraction • Formulation skills: developing mathematical models • Communication skills: expressing mathematical ideas and information clearly and precisely on paper, orally, and electronically • Computation skills: mental, hand, and machine computations, as appropriate Graduates of the department follow many career paths, leading them after graduation to graduate school, in mathematics, statistics, or other fields, or to professional schools or the workplace. 9.1 Requirements and Recommendations First-Year Courses Most first-year students entering Swarthmore have had calculus while in high school and place out of at least one semester of Swarthmore’s calculus courses, whether they continue with calculus or decide, as is often best, to try other sorts of mathematics. See the discussion of placement in the following section. However, some entering students have not had the opportunity to take calculus or need to begin again. Therefore, Swarthmore offers a beginning calculus course (MATH 015) and several courses that do not require calculus or other sophisticated mathematics experiences. These courses are STAT 001 (Statistical Thinking, both semesters), MATH 003 (Introduction to Mathematical Thinking, spring semester), and STAT Oil (Statistical Methods, both semesters). MATH 003 is a writing course. Students who would like to begin calculus (MATH 015) but are not sure they are prepared must take the departmental Calculus Readiness Exam when they arrive on campus. MATH 029 (Discrete Mathematics, both semesters) also does not require any calculus but is a more sophisticated course; thus, some calculus is a useful background for it in an indirect way. Once one has had or placed out of two semesters of calculus, many other courses are available, especially in linear algebra and several-variable calculus. Mathematics and Statistics Placement Procedure To gain entrance to any mathematics course (but unnecessary to gain entrance to statistics courses), students must take at least one o f the following exams: the Advanced Placement (AP) or International Baccalaureate (IB) exams, Swarthmore’s Calculus Placement Exam, or Swarthmore’s Calculus Readiness Exam. Students who do take AP or IB exams may be required to take the departmental exams as well. Versions of the Calculus Placement Exam and the Calculus Readiness Exam are sent to entering first-year students over the summer, along with detailed information about the rules for placement and credit. Advanced Placement and Credit Policy Placement and credit mean different 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 O il) for a score of 4 or 5 on the Statistics AP Test of the College Board. • 1 credit (for MATH 015) for a score of 4 on the AB or BC Calculus AP Test o f the College Board (or for an AB subscore of 4 on the BC Test) or for a score of 5 on the Higher Level Mathematics Test of the IB. • 1.5 credits (for MATH 015 and the first half of MATH 025) for a score of 5 on the AB Calculus AP Test (or for an AB subscore of 5 on the BC Test) or a score of 6 or 7 on the higher-level IB. Students who receive this credit and want to continue calculus take MATH 026. • 2 credits (for MATH 015 and 025) for a main score of 5 on the BC Calculus AP Test. Alternatively, any entering student who places out of MATH 015 or 025 may receive credit for those courses by passing the final exams in these courses with a grade of straight C or better. These exams must normally be taken during the student’s first semester at Swarthmore, at the time when the final exam is given for the course. Students who wish to take these exams must arrange to do so with the departmental placement coordinator and should do so during their first semester at Swarthmore. Students who are eligible on entrance for credit for a course, but who take the course anyway, will lose the entrance credit. First-year students seeking advanced placement and/or credit for calculus taken at another college or university must normally validate their work by taking the appropriate external or Swarthmore placement examination, as described earlier. The department does not grant credit directly for college courses taken while a student is in high school. 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 credit for work above the firstyear calculus level completed before entering Swarthmore. Introductory Statistics Students who do not know calculus can take STAT 001 or 011. STAT 001 shows how statistics is used to gain an understanding of the world around us and to prepare students to critically interpret and evaluate statistical claims. STAT 011 is a practical course for students who expect to analyze data in their own work. Any students who think they might ever need to do statistical analyses (not just critically interpret statistical claims in the media) should take STAT Oil, not STAT 001. STAT 011 leads to STAT 031 on data analysis and visualization. Students with a strong background in mathematics can begin with the theoretical course STAT 061 and continue with the 1-credit seminar STAT 111. Requirements for a Major in Mathematics Students apply for a major in the middle o f the second semester of the sophomore year. By the end of the sophomore year, an applicant should have received credit for, or placement out of, at least four of the following five course groups: Elementary Single-Variable Calculus (MATH 015); Further Single-Variable Calculus (MATH 025,025S, or 026); Linear Algebra (MATH 027,028, or 028S); Discrete Mathematics (MATH 029); and Several-Variable Calculus. (MATH 033,034, or 035). All majors must complete Linear Algebra and Several-Variable Calculus 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 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. At least 5 of the credits counted in the 10 must be for courses numbered over 40. (Courses numbered under 10 do not count toward the major in any event.) Furthermore, every major is required to obtain credit for, or Mathematics and Statistics place out of, each of the following course groups: MATH 015; MATH 025,025S, or 026; MATH 027,028, or 028S; MATH 033,034, or 035; MATH 063; and MATH 067. The two upper-level core courses, MATH 063 (Introduction to Real Analysis) and MATH 067 (Introduction to Modem Algebra), will be offered at least every fall semester. At least one of these two should be taken no later than the fall semester of the junior year. Majors are expected to complete both Math 63 and 67 before the spring semester of the senior year; permission to delay taking either course until the senior spring must be requested in writing as early as possible but in any event no later than the beginning of the fall semester of the senior year. Finally, course majors must satisfy the departmental comprehensive requirement by passing MATH 097, Senior Conference. Normally, at least 3 of the 5 credits for courses numbered over 40 must be taken at Swarthmore, including MATH 097 and at least one of the core courses MATH 063 and 067. Mathematics majors are urged to study in some depth a discipline that makes use of mathematics and to acquire some facility with computers and software. Students bound for graduate work in mathematics should obtain a reading knowledge of French, German, or Russian. Special Emphases The preceding 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 063); (2) Mathematical Statistics I (STAT 061); (3) Probability (MATH 105) or Mathematical Statistics II (STAT 111); (4) Data Analysis and Visualization (STAT 031); and (5) another mathematics course numbered over 40. Students are encouraged but not required to select the core algebra course (MATH 067) if they choose this emphasis. When a student does an emphasis in statistics, STAT 031 counts as if it were numbered over 40. Students interested in mathematics and computer science should consider a mathematics major with a minor in computer science or an honors program with a mathematics major and a computer science minor. Details on these options are in the catalog under computer science. Students thinking of graduate work in social or management science, or a master’s in business administration, should consider the following options. Basic courses: single-variable calculus (two semesters), one or more practical statistics courses (STAT 061 and 031), linear algebra, discrete math, several-variable calculus, and introductory computer science; advanced courses: (1) Modeling (MATH 056); (2) at least one o f Probability (MATH 105), Mathematical Statistics I (STAT 061), and possibly Mathematical Statistics II (STAT 111); (3) at least one o f Combinatorics (MATH 069) or Operations Research (ECON 032); (4) the two required core courses (MATH 063 and MATH 067); and (5) Differential Equations (MATH 043 or 044). Because this program is heavy (one who hopes to use mathematics in another field must have a good grasp both of the relevant mathematics and of the intended applications), one o f the core course requirements may be waived with permission of the department. Students thinking of graduate work in operations research should consider the following options. Basic courses: same as previous paragraph. Advanced courses: (1) the two required core courses (MATH 063 and MATH 067); (2) Combinatorics (MATH 069) and Topics in Combinatorics (MATH 072); (3) Mathematical Statistics (STAT 061); and (4) at least one o f Number Theory (MATH 058), Modeling (MATH 056), or Probability (MATH 105). Teacher Certification Swarthmore offers teacher certification in mathematics through a program approved by the state of Pennsylvania and administered by the College’s Educational Studies Department. In addition to meeting the general certification requirements, students seeking certification in mathematics have two choices. Either they complete a mathematics major and must include among their electives: • One semester of computer science (CPSC 021) • One semester of discrete mathematics (MATH 029,059, 069, or 079) • One semester of geometry (MATH 055 or 075) • One semester of statistics or probability (STAT 011,031,061, 111 or MATH 105) or they do a special major in mathematics and education. Such a major must include the general certification requirements, 7 credits in mathematics, including MATH 063 or 067, one other course numbered over 044, and a mathematical education thesis. See the Educational Studies Department for more details. Either way, students seeking certification are strongly advised to take further mathematics or statistics courses emphasizing modeling and applications and/or to take at least one course in the natural or social sciences in which mathematics or statistics is significantly used. They are also highly encouraged to work as a tutor in the math clinic or to do individual tutoring for a semester. To Mathematics and Statistics receive certification, a student must receive a grade of C or better in all mathematics courses. The special major in mathematics and education is available even if one does not seek teacher certification. Mathematics Course Minor By graduation, a mathematics course minor must have 6 credits in mathematics or statistics. Furthermore, every mathematics course minor is required to obtain credit for, or place out of, each of the following subjects: single-variable calculus (two semesters), linear algebra, and several-variable calculus. In addition, every mathematics course minor must obtain at least 2 credits in mathematics or statistics courses whose numbers are greater than 044. At least 1 of these 2 credits must be for MATH 063 or 067. Also, at least 1 of these 2 credits must be taken at Swarthmore. A student may not minor in both mathematics and statistics. Statistics Course Minor By graduation, a statistics course minor must have 6 credits in mathematics or statistics. Furthermore, every statistics course minor is required to obtain credit for, or place out of, each of the following subjects: single-variable calculus (two semesters), linear algebra, and several-variable calculus. In addition, every statistics course minor must obtain credit for, or place out of, STAT 031 and STAT 061. At least one of STAT 031 and STAT 061 must be taken at Swarthmore. A student may not minor in both mathematics and statistics. 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 statistics courses of B+ or better. Potential honors majors may want to consider including in the sophomore year a course that emphasizes theory and provides an opportunity for writing proofs. Department faculty members can give advice on appropriate courses. The program for an honors major in mathematics consists of preparations for external examination in three fields o f 2 credits each. For each field chosen, the courses or seminars are specified by the department. For the honors major, one preparation shall be in algebra (MATH 067 and 102) and one in analysis (MATH 063 and either 101 or 103). Each student may select the third preparation from discrete mathematics, geometry, probability, statistics, and topology. Students who wish to complete an honors minor in mathematics must have credit for, or place out of, single-variable calculus (two semesters), linear algebra, and several-variable calculus. For the honors portion of their program, minors must complete one preparation chosen from among any o f the fields described earlier. Courses Note: In the department’s current numbering scheme for courses numbered under 100, the ones digit indicates the subject matter, and the other digits indicate the level. In most cases, a ones digit of 1 means statistics, 2 to 6 means continuous mathematics, and 7 to 9 means noncontinuous mathematics (algebra, number theory, and discrete math). Courses below 10 do not count for the major, from 10 to 39 are first- and second-year courses, from 40 to 59 are intermediate, in the 60s are core upper-level courses; from 70 to 89 are courses that have one or more core courses as prerequisites, and in the 90s are independent reading courses. STAT 001. Statistical Thinking Statistics provides methods for collecting and analyzing data and generalizing from their results. Statistics is used in a wide variety of fields, and this course provides an understanding of the role of statistics in these fields and in everyday life. It is intended for students who want an appreciation of statistics, including the ability to interpret and evaluate statistical claims critically but who do not imagine they will ever need to carry out statistical analyses themselves. (Those who may need to carry out statistical analyses should take STAT Oil.) This course cannot be counted toward a major in mathematics, is not a prerequisite for any other course, and cannot be taken for credit after or simultaneously with any other statistics course, including AP Statistics and ECON 031. Prerequisite: Four years of traditional high school mathematics (precalculus). 1 credit. Each semester. Fall 2008. Wang. Spring 2009. Wang. MATH 003. Introduction to Mathematical Thinking Students will explore the world of mathematical ideas by sampling logic, number theory, geometry, infinity, topology, probability, and fractals, while we emphasize the thinking and problem-solving skills these ideas stimulate. Class meetings will involve presentation of new material; group work on problems and puzzles; and lively, maybe even passionate discussions about mathematics. This course is intended for students with little background in mathematics or those who may have struggled with math in the past. It is not open to students who already have received credit on their Swarthmore transcripts for mathematics, Advanced Placement credit included, or who concurrently are taking another mathematics course. Students Mathematics and Statistics planning to go on to calculus should consult with the instructor. This course does not count toward a major in mathematics. Writing course. 1 credit. Spring 2009. Klotz. MATH 007. Elementary Topics in Mathematics in Applied Contexts This course is offered occasionally and is interdisciplinary in nature. It provides an introduction to some area of mathematics in the context of its use in another discipline. A recent version of this course was taught in the Linguistics Program. This course does not count toward a major in mathematics. 1 credit. Not offered 2008-2009. STAT 011. Statistical Methods (Cross-listed as SOAN 010E) STAT 011 prepares students to carry out basic statistical analyses with the aid of computer software. Topics include basic summary statistics and graphics, design of surveys and experiments, one and two-sample t-tests and tests of proportions, chi-square tests, and an introduction to linear regression and analysis of variance. The course is intended for students who want a practical introduction to statistical methods and who intend to do, or think they may eventually do, statistical analysis, especially in the biological and social sciences. Students who receive credit on entrance for the Statistics AP Exam should not take this course; they have placed out of it and will lose their AP credit if they take it. Students who have earned credit for the former STAT 002 or STAT 002C will not receive credit for STAT O il. Note that STAT Oil overlaps considerably with ECON 031; both courses cover similar topics, although ECON 031 focuses more on economic applications while STAT 011 draws examples from a variety of disciplines. Prerequisite: Four years of traditional high school mathematics (precalculus). 1 credit. Each semester. Fall 2008. A. Johnson, Wang. Spring 2009. Everson. MATH 015. Elementary Single-Variable Calculus A first-semester calculus course with emphasis on an intuitive understanding of the concepts, methods, and applications. Graphical and symbolic methods will be used. The course will mostly cover differential calculus, with an introduction to integral calculus at the end. Applications to biological science and social science will receive special attention. Prerequisite: Four years of traditional high school mathematics (precalculus) and placement into this course through Swarthmore’s Calculus Readiness Examination or Calculus Placement Examination (see “Placement Procedure” section). 1 credit. Fall 2008. Gomez, Grood. MATH 023. Brief Survey of Calculus Through Second Year Survey of key topics in single- and severalvariable calculus for students who do not plan to take any more calculus. In single-variable calculus, topics may include antiderivatives, the fundamental theorem, probability, geometric series, and modeling with differential equations. Topics in several variables may include contour plots, partial derivatives, and Lagrange multipliers. Emphasis on applications in biological and social sciences. Cannot be substituted for either MATH 025 or 033 as courses required for the major. Prerequisites: MATH 015 or placement by examination (see “Advanced Placement and Credit Policy” section). 1 credit. Usually offered fall semester. Not offered 2008-2009. MATH 025. Further Topics in SingleVariable Calculus The continuation of MATH 015 for students who wish to major in mathematics, physics, chemistry, or engineering or who want the option of continuing to several-variable calculus. The course covers the fundamental theorem, integration, geometric series, Taylor polynomials and series, and an introduction to differential equations. Prerequisites: MATH 015 or placement by examination (see “Advanced Placement and Credit Policy” section). 1 credit. Each semester. Fall 2008. Chen. Spring 2009, Gomez, Grood. MATH 025S. Single-Variable Calculus Seminar MATH 025S covers the same material as the lecture-based MATH 025 but uses a seminar format (maximum 12 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 they could benefit from the collaborative seminar format and who wish to be challenged to excel in calculus so that they gain more confidence to continue with mathematics and science. Mathematics and Statistics Prerequisite: Placement by examination (see “Advanced Placement and Credit Policy” section). First-year seminar. 1 credit. Not offered 2008-2009. MATH 026. Advanced Topics in SingleVariable Calculus For students who place out of the first half of MATH 025. This course goes into more depth on sequences, series, and differential equations than does MATH 025 and includes power series and convergence tests. This course, or MATH 025, is required of all students majoring in mathematics, physics, chemistry, or engineering. Students may not take MATH 026 for credit after MATH 025 without special permission. Prerequisite: Placement by examination (see “Advanced Placement and Credit Policy” section). 1 credit. Fall 2008. Chen, Grinstead. MATH 027. Linear Algebra This course covers systems of linear equations, matrices, vector spaces, linear transformations, determinants, and eigenvalues. Applications to other disciplines are presented. Students may take only one of MATH 027, MATH 028, and MATH 028S for credit. Prerequisite: A grade of C or better in some math course numbered 023 or higher or placement by examination (see “Advanced Placement and Credit Policy” section). 1 credit. Each semester. Fall 2008. Kronholm. Spring 2009. M. Johnson. MATH 028. Linear Algebra Honors Course More theoretical, abstract, and rigorous than MATH 027. The subject matter will be equally as valuable in applied situations, but applications will be emphasized less. MATH 028 is intended for students with exceptionally strong mathematical skills, especially if they are thinking of a mathematics major. Students may take only one of MATH 027, MATH 028, and MATH 028S for credit. Prerequisite: A grade of B or better in some math course numbered 025 or higher or placement by examination (see “Advanced Placement and Credit Policy” section). 1 credit. Usually offered fall only. Fall 2008. Hunter. Spring 2009. Bergstrand. MATH 028S. Linear Algebra Honors Seminar MATH 028S covers the same material as the lecture-based MATH 028 but uses a seminar format (maximum 12 students) with additional meetings. Hands-on student participation takes the place of most lectures. Students may take only one of MATH 027, MATH 028, and MATH 028S for credit Prerequisite: Placement by examination (see “Advanced Placement and Credit Policy” section). First-year seminar. 1 credit. Fall 2008. Maurer. MATH 029. Discrete Mathematics An introduction to noncontinuous mathematics. 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 will include algorithms, graph theory, counting, difference equations, and finite probability with special emphasis on how to write mathematics. Prerequisite: Placement by examination (see “Placement Procedure” section). Familiarity with some computer language is helpful but not necessary. Writing course. 1 credit. Each semester. Fall 2008. Maurer. Spring 2009. Kronholm. STAT 031. Data Analysis and Visualization This course will study methods for exploring and modeling relationships in data. We introduce modem techniques for visualizing trends and formulating hypotheses. We will also discuss methods for modeling structure and patterns in data, particularly using multiple ■ regression and related methods. The format of the course emphasizes writing assignments and interactive problem solving using real datasets. Prerequisites: Credit for AP Statistics, STAT 011, STAT 061, or ECON 031; or STAT 001 and permission o f the instructor. Writing course. 1 credit. Spring 2009. Wang. MATH 033. Basic Several-Variable Calculus This course considers differentiation and integration 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 Mathematics and Statistics and surface integrals, Green’s, Stokes’, and Gauss’ theorems. The department strongly recommends that students take MATH 034 instead, which provides a richer understanding of this material by requiring linear algebra (MATH 027 or 028) as a prerequisite. Students may take only one of MATH 033, MATH 034, and MATH 035 for credit. Prerequisite: MATH 025,025S, or 026 or placement by examination (see “Advanced Placement and Credit Policy” section). 1 credit. Each semester. Fall 2008. Klotz. Spring 2009. Bergstrand. cover the basic theory o f the field with an eye toward practical applications. Standard topics include first-order equations, linear differential equations, series solutions, first-order systems of equations, Laplace transforms, approximation methods, and some partial differential equations. Compare with MATH 044. Students may not take both MATH 043 and 044 for credit. The department prefers majors to take MATH 044. Prerequisites: Several-variable calculus or permission of the instructor. 1 credit. Spring 2009. Hunter. MATH 034. Several-Variable Calculus Same topics as MATH 033 except in more depth using the concepts of linear algebra. The department strongly recommends that students take linear algebra first so that they are eligible for this course. Students may take only one of MATH 033, MATH 034, and MATH 035 for credit. Prerequisite: MATH 025,025S, or 026; and MATH 027,028, or 028S. 1 credit. Each semester. Fall 2008. M. Johnson. Spring 2009. Talvacchia. MATH 044. Differential Equations An introduction to differential equations that has a more theoretical flavor than MATH 043 and is intended for students who enjoy delving into the mathematics behind the techniques. Problems are considered from analytical, qualitative, and numerical viewpoints, with an emphasis on the formulation o f differential equations and the interpretations o f their solutions. This course does not place as strong an emphasis on solution techniques as MATH 043 and thus may not be as usefiil to the more applied student. Students may not take both MATH 043 and 044 for credit. The department prefers majors to take MATH 044. Prerequisites: Linear algebra and severalvariable calculus or permission of the instructor. 1 credit. Spring 2009. Gomez. MATH 035. Several-Variable Calculus Honors Course This version of MATH 034 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 emphasized less. It is intended for students with exceptionally strong mathematical skills and primarily for those who have completed MATH 028 or 028S successfully. Students may take only one of MATH 033, MATH 034, and MATH 035 for credit. Prerequisite: A grade of C or better in MATH 028 or 028S or permission of the instructor. 1 credit. Spring 2009. Kronholm. STAT 041. Topics in Statistics The choice of topics will depend somewhat on the interest and mathematical background of the students but may include a study of issues in multivariate analysis and statistical inference (Bayesian statistics in particular). Prerequisite: One course in statistics. 1 credit. Not offered 2008-2009. MATH 043. Basic Differential Equations This course emphasizes the standard techniques used to solve differential equations. It will MATH 046. Theory of Computation (See CPSC 046) 1 credit. Next offered spring 2009. Kelemen. MATH 053. Topics in Analysis Course content varies from year to year depending on student and faculty interest. Recent topics have included financial mathematics, dynamical systems, and Fourier analysis. The topic in 2009 is expected to be dynamical systems. Prerequisites: Linear algebra and severalvariable calculus. 1 credit. Alternate years. Spring 2009. A. Johnson. MATH 054. Partial Differential Equations The first part o f the course consists of an introduction 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 Mathematics and Statistics calculus of variations. Additional topics depend on the interests of the students and instructor. Prerequisites: Linear algebra, several-variable calculus, and either MATH 043, MATH 044, PHYS 050, or permission of the instructor. 1credit. Alternate years. Not offered 2008-2009. MATH 055. Topics in Geometry Course content varies from year to year. In 2008, the emphasis will be on introductory differential geometry. See also MATH 075. Prerequisites: Linear algebra and severalvariable calculus or permission of the instructor. 1 credit. Alternate years. Fall 2008. Talvacchia. MATH 056. Modeling An introduction to the methods and attitudes of mathematical modeling. Because modeling in physical science and engineering is already taught in courses in those disciplines, applications 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, and computer simulation. The emphasis, however, will be on how to apply these subjects to specific modeling problems, not on their systematic theory. The format of the course will include projects as well as lectures and problem sets. Prerequisites: Linear algebra and severalvariable calculus or permission of the instructor. 1 credit. Alternate years. Not offered 2008-2009. MATH 057. Topics in Algebra Course content varies each year, depending on student and faculty interest. Recent offerings have included coding theory, groups and representations, finite reflection groups, and matrix theory. See also MATH 077. Prerequisites: Linear algebra. 1 credit. Alternate years. Not offered 2008-2009. MATH 058. Number Theory The theory of primes, divisibility concepts, and multiplicative number theory will be developed. Prerequisites: Linear algebra and severalvariable calculus or permission o f the instructor. 1 credit. Alternate years. Fall 2008. Grinstead. MATH 059. Topics in Discrete Mathematics Topics vary each year. Past topics have included combinatorial matrix theory, graph theory, combinatorial algorithms, number theoretic algorithms, and representation theory using combinatorial structures and techniques. See also MATH 079. Prerequisites: MATH 029 and at least one higher-numbered mathematics course. 1 credit. Alternate years. Not offered 2008-2009. STAT 061. Probability and Mathematical Statistics I This course introduces the mathematical theory of probability, including density functions and distribution functions, joint and marginal distributions, conditional probability, and expected value and variance. It then develops the theory of statistics, including parameter estimation and hypothesis testing. The emphasis is on proving results in mathematical statistics rather than on applying statistical methods. Students needing to learn applied statistics and data analysis should consider STAT Oil or 031 in addition to or instead of this course. Prerequisites: One of MATH 023,033, or 034 or permission of the instructor. 1 credit. Fall 2008. Everson. MATH 063. Introduction to Real Analysis This course concentrates on the careful study of the principles underlying the calculus of real valued functions of real variables. Topics include continuity, compactness, connectedness, uniform convergence, differentiation, and integration. Prerequisites: Linear algebra and severalvariable calculus or permission of the instructor. Writing course. 1 credit. Usually offered fall only. Fall 2008. A. Johnson, Talvacchia. Spring 2009. Grood. MATH 067. Introduction to Modern Algebra This course is an introduction to abstract algebra and will survey basic algebraic systems—groups, rings, and fields. Although these concepts will be illustrated by concrete examples, the emphasis will be on abstract theorems, proofs, and rigorous mathematical reasoning. Mathematics and Statistics Prerequisite: Linear algebra or permission of the instructor. Writing course. 1 credit. Fall 2008. Hunter. MATH 069. Combinatorics This course continues the study of noncontinuous mathematics begun in MATH 029. The topics covered include three broad areas: counting theory, graph theory, and design theory. The first area includes a study of generating functions and Polya counting. The second 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 029 and at least one other course in mathematics. 1 credit. Alternate years. Fall 2008. Bergstrand. MATH 073. Advanced Topics in Analysis An advanced version of MATH 053, sometimes offered instead, and requiring the core course in analysis. Prerequisites: Linear algebra and MATH 063. 1 credit. Not offered 2008-2009. MATH 075. Advanced Topics in Geometry An advanced version of MATH 055, sometimes given instead, and typically requiring MATH 063,067, or both. Prerequisites: See the instructor. 1 credit. Not offered 2008-2009. MATH 077. Advanced Topics in Algebra An advanced version of MATH 057, sometimes given instead, and requiring the core course in algebra. Prerequisites: Linear algebra and MATH 067. 1 credit. Not offered 2008-2009. MATH 079. Advanced Topics in Discrete Mathematics An advanced version of MATH 059, sometimes offered instead of MATH 059. Prerequisites: MATH 029 and 069. 1 credit. Not offered 2008-2009. MATH 093/STAT 093. Directed Reading MATH 096/STAT 096. Thesis MATH 097. Senior Conference This course is required o f all senior mathematics majors in the Course Program and must be taken at Swarthmore. It provides an opportunity to delve more deeply into a particular topic agreed on by the student and the instructor. This focus is accomplished through a written paper and oral presentation. 0.5 credit. Fall 2008. Hunter. Seminars MATH 101. Real Analysis II This seminar is a continuation o f Introduction to Real Analysis (MATH 063). Topics may include the inverse and implicit function theorems, differential forms, calculus on manifolds, and Lebesgue integration. Prerequisite: MATH 063. 1 credit. Spring 2009. Maurer. MATH 102. Modern Algebra II This seminar is a continuation of Introduction to Modem Algebra (MATH 067). Topics covered usually include field theory, Galois theory (including the insolvability of the quintic), the structure theorem for modules over principal ideal domains, and a theoretical development of linear algebra. Other topics may be studied depending on the interests of students and instructor. Prerequisite: MATH 067. 1 credit. Usually offered spring only. Fall 2008. Bergstrand. Spring 2009. Chen. MATH 103. Complex Analysis A brief study of the geometry of complex numbers is followed by a detailed treatment of the Cauchy theory of analytic functions of a complex variable: integration and Cauchy’s theorem, power series, residue calculus, conformal mapping, and harmonic functions. Various applications are given, and other topics—such as elliptic functions, analytic continuation, and the theory o f Weierstrass— may be discussed. Prerequisite: MATH 063. 1 credit. Alternate years. Not offered 2008-2009. MATH 104. Topology An 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 063 and 067. Mathematics and Statistics 2 credits. Alternate years. Not offered 2008—2009. MATH 105. Probability Advanced topics in probability theory. Topics may include branching processes, card shuffling, the Central Limit Theorem, generating functions, the Laws of Large Numbers, Markov chains, optimal stopping theory, percolation, the Poisson process, renewal theory, and random walks. Prerequisite: STAT 061. 1 credit. Alternate years. Spring 2009. A. Johnson. MATH 106. Advanced Topics in Geometry The course content varies from year to year among differential geometry, differential topology, and algebraic geometry. In 2009, the topic is likely to be advanced differential geometry. Prerequisites: MATH 045 and 063 or permission of the instructor. 1 credit. Alternate years. Spring 2009. Talvacchia. STAT 111. Mathematical Statistics II This seminar is a continuation of STAT 061. It deals mainly with statistical models for the relationships between variables. The general linear model, which includes regression, variance, and covariance analysis, is examined in detail. Topics may also include nonparametric statistics, sampling theory, and Bayesian statistical inference. Prerequisite: Linear algebra and a grade of C+ or better in STAT 061. 1 credit. Alternate years. Not offered 2008-2009. Medieval Studies Coordinator: STEPHEN P. BENSCH (History) Committee: Tariq al-Jamil (Religion) Horacio Chiong Rivero (Modem Languages and Literatures, Spanish) Michael W. Cothren (Art History) Michael Marissen (Music)1 Rosaria V. Munson (Classics) Ellen M. Ross (Religion) William Turpin (Classics) Craig Williamson (English Literature) 1Absent on leave, fall 2008. This interdisciplinary program offers an opportunity for an integrated study of European and Mediterranean civilization from the 4th to the 15th centuries. The period, which has a critical importance for the understanding of Western culture, can best be approached through a combination of several disciplines. Hence, six departments (Art, Classics, English Literature, History, Music, and Religion) cooperate to provide a course of study that may be offered as a major or minor in the Course Program or as a major or minor in the Honors Program. Requirements and Recommendations 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 art history (ARTH 014,047, or 145) One course in history (HIST 002A, 006,012017, or 111) One course in literature (ENGL 010,014,016, 102, or CLAS 014 or 060) One course in religion (RELG 01 IB, 014B, 020B, 114,116, or 119) or philosophy (medieval) (Please note possible prerequisites for the preceding courses.) Course Major 1. Distribution requirements as listed previously. 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 integration of the various subjects and methods involved in the interdisciplinary field of medieval studies. 3. Students must complete at least 8 credits in medieval studies 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.) Course Minor A minor in medieval studies will consist o f 5 credits in medieval studies (see course and seminar options listed subsequently). These 5 credits must include work in at least three separate departments. Students are reminded that only 1 of the 5 credits can be in the department of their major. Honors Major 1. Distribution requirements as listed earlier. 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 as also part of the separate minor 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 department. 3. Senior honors study for majors in medieval studies will follow the policies of the individual departmental preparations used in the program. Majors will have a 90- to 120-minute oral panel with all four examiners present. Minors will have the regular individual oral for the single preparation. Honors Minor 1. Distribution requirements as listed earlier. 2. The one preparation for the Honors Program should reflect the interdisciplinary nature of this minor and may be satisfied by one of the following: one seminar, a preapproved twocourse combination, or one course with an attachment. The minor preparation must be in a department distinct from the student’s major. Medieval Studies 3. Senior honors study for minors in medieval studies will follow the policies of the individual departmental preparations used in the program. Minors will have the regular individual oral for the single preparation. Courses Courses currently offered in medieval studies (see catalog sections for individual departments to determine specific offerings in 2008-2009): 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. Dante 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 Turmoil in the Middle Ages HIST 015. Medieval Towns HIST 016. Sex, Sin, and Kin in Early Modem Europe LATN 014. Medieval Latin MUSI 020. Medieval and Renaissance Music MUSI 045. Performance (early music ensemble) RELG 01 IB. The Religion of Islam: The Islamic Humanities 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 RELG 046. Justice and Conscience in Islam MDST 096. Thesis Seminars Seminars currently offered in medieval studies: ARTH 145. Gothic Art and Architecture ENGL 102. Chaucer and Medieval Literature HIST H it The Medieval Mediterranean RELG 114. Love and Religion RELG 116. The Body in Late Antiquity RELG 119. Islamic Law and Society RELG 125. Islamic Society in North Africa and Andalusia Modern Languages and Literatures ALAN BERKOWITZ (Chinese), Professor MARION J. FABER (German), Professor1I SIBELAN FORRESTER (Russian), Professor and Chair HAILI KONG (Chinese), Professor GEORGE MOSKOS (French), Professor" HANSJAKOB WERLEN (German), Professor ISABUROH HANAYAGI, Julien and Virginia Cornell Visiting Professor (Japanese) JEAN-VINCENT BLANCHARD (French), Associate Professor1' 12 AURORA CAMACHO DE SCHMIDT (Spanish), Associate Professor WILLIAM O. GARDNER (Japanese), Associate Professor MARIA LUISA GUARDIOLA (Spanish), Associate Professor MICHELINE RICE-MAXIMIN (French), Associate Professor9 SUNKA SIMON (German), Associate Professor CARINA YERVASI (French), Associate Professor10 AMAN ATTIEH (Arabic), Assistant Professor HORACIO CHIONG RIVERO (Spanish), Assistant Professor ALEXANDRA GUEYDAN (French), Assistant Professor10 WALID HAMARNEH (Arabic), Assistant Professor HONGYU HUANG (Chinese), Assistant Professor LUCIANO MARTÍNEZ (Spanish), Assistant Professor MICHAEL A. PESENSON (Russian), Assistant Professor MARINA ROJAVIN (Russian), Visiting Assistant Professor SAWSAN ABBADI (Arabic), Lecturer JOAN FRIEDMAN (Spanish), Lecturer YOSHIKO JO (Japanese), Lecturer WOL A KANG (Chinese), Lecturer ELISABETH LOUVEAU (French), Visiting Lecturer YAMINE MERMER (Arabic), Lecturer CAROLE NETTER (French), Lecturer JILL NEUENDORF (Russian), Lecturer ELKE PLAXTON (German), Lecturer KIRSTEN E. SPEIDEL (Chinese), Lecturer ATSUKO SUDA (Japanese), Lecturer PATRICIA VARGAS (Spanish), Lecturer CHU-CHEN WANG (Chinese), Lecturer MICHAEL JONES, Language Resource Center Director ELEONORE BAGINSKI, Administrative Coordinator CASSY BURNETT, Administrative Assistant IAbsent on leave, fall 2008. 9 Campus coordinator, Swarthmoie Program in Grenoble, fall 2008. 10Campus coordinator, Swarthmore Program in Grenoble, spring 2009. II Program director, Swarthmore Program in Grenoble, fall 2008. 12 Program director, Swarthmore Program in Grenoble, spring 2009. The Modem Languages and Literatures Department—consisting of Arabic, Chinese, French/Francophone studies, German, Japanese, Russian, and Spanish sections—provides Swarthmore students with an understanding of foreign cultures through their original languages and prepares them to engage effectively with an increasingly internationalized world. In addition to language courses, the department also offers a large variety of seminars and courses (some in English) that explore 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 conjunction with demonstrated competence in the language, a foreign literature major will normally complete a minimum of 8 credits in advanced language, literature, or culture courses, and a culminating exercise, such as a comprehensive or Honors examination. One or more 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 o f the programs in Asian studies, German studies, and Latin American 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. Modem Languages and Literatures Requirements and Recommendations Courses numbered 00IB 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 Oil 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 knowledge of a language and who are interested in majoring in a foreign literature should register for intensive language courses (001B-002B) in the freshman year. In regard to language courses counted toward the major, please consult individual program policies. 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. Prerequisites for majors are noted under the listing of each section. Exceptions to course requirements are made for those who show competence in the language of specialization. Students who speak Arabic, Chinese, French, German, Japanese, Russian, or Spanish fluently should consult with the department before selecting courses. Majors are urged to select supporting courses in other literatures, history, philosophy, linguistics, or art history. The department also recommends spending at least a summer or a semester in an academic program abroad. Students on scholarship may apply scholarship monies to designated programs of study abroad. Study abroad is particularly encouraged for students of Arabic; academic credit (frill or partial) is generally approved for participation in programs of varying duration in different Arab countries that are recommended by the Arabic section. These include hut are not limited to universities and programs in Egypt, Jordan, Lebanon, Morocco, Oman, Syria, Tunisia, and Yemen. Study abroad is particularly encouraged for students of Chinese; academic credit (full or partial) is generally approved for participation in several programs of varying duration in the People’s Republic of China and in Taiwan, recommended by the Chinese section. In the People’s Republic these include, but are not limited to, the Inter-University Board (IUB) Program at Tsing-hua University, the Associated Colleges in China (ACC) Program, and the CET Program in Harbin. In Taiwan, these include the International Chinese Language Program (ICLP) and the Mandarin Training Center in Taipei and the University of Massachusetts Program in Tunghai. All French/Francophone Studies majors and minors are required to complete a study abroad program in a French-speaking country. Linguistically qualified students in French are encouraged to apply to the Swarthmore Program in Grenoble at the University of Grenoble, for one or two semesters in the sophomore or junior year. This program is particularly suited for majors in the humanities and the social sciences. Students of G erm an are strongly encouraged to spend at least a semester in a German-speaking country. There are several excellent opportunities to participate in an approved program, such as the Columbia Consortium Program in Berlin, the Macalester College German Study Program in Berlin/Vienna, or the Dickinson college program in Bremen. Students should consider going abroad in the spring semester. This will enable them to participate fully in the semester schedule of German and Austrian Universities. Students of Japanese are strongly encouraged to participate in Study Abroad programs. Swarthmore College participates in a regular exchange program with Tokyo University (the AIKOM program), and the Japanese Section has prepared a carefully selected list of other recommended programs in Kyoto, Nagoya, and elsewhere. Students interested in Study Abroad should consult with the head of the Japanese Section for more information. Students in R ussian are strongly encouraged to spend at least one semester in the A.C.T.R., C.I.E.E., or Middlebury programs or at the Smolny Institute through Bard College among others in Russia. Students competent in Spanish should consider any of the recommended programs in the study abroad list in Spanish speaking countries. Swarthmore has a cooperative sponsorship with the Hamilton College Program in Madrid, Spain, and we encourage students to participate in this well-established program. The new Swarthmore study abroad option in Buenos Aires, Argentina, is recommended for students who want to study in Latin America. For a complete listing of approved programs, students should consult with members of the Spanish section. (The Spanish section requires that its majors spend a minimum of one semester of study abroad in a program approved by the section.) We offer teacher certification in modem languages (French, German, and Spanish) through a program approved by the state of Pennsylvania. For further information about the Modern Languages and Literatures relevant set of requirements, please contact the Educational Studies Department director, the Modem Languages Department chair, or the Educational Studies Department Web site: www.swarthmore.edu/educationalstudies.xml. Students who plan to do graduate work are reminded that, in addition to the language of specialization, a reading knowledge o f other languages is often required for admission to advanced studies. The department also certifies credit for study abroad in languages that are not taught at Swarthmore, such as Czech, Hungarian, Italian, Polish, and so forth. The Olga Lamkert Memorial Fund Income from a fund established in 1979 by students of Olga Lamkert, professor o f Russian at Swarthmore College from 1949 to 1956, is available to students with demonstrated financial need who wish to attend a Russian summer school program in this country or summer or semester programs in Russia. Awards based on merit and financial need will be made on the recommendation of the Russian section of the Modem Languages and Literatures Department. The Jeanette Streit Rohatyn ’46 Fund The income is used to grant the “Baudelaire Award” to a Swarthmore student participating in the College Program in Grenoble. The student must be considering a major or a minor in French/Francophone Studies, and use the award, which is granted on the recommendation of the program director, to travel in metropolitan France. 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 demonstrated financial need who wish to attend an academic 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. Advanced Placement The department will grant 1 credit for incoming students who have achieved a score of 4 or 5 in Advanced Placement Chinese, French, German, or Spanish examinations when they have successfully completed a 1-credit course in that original language at the College. International Baccalaureate The department will grant 1 credit for incoming students who have achieved a score of 6 or 7 in a foreign language on the International Baccalaureate after they have successfully completed a 1-credit course in that original language at the College. Literatures in Translation Students acquainted with a particular foreign language are urged to select an appropriate literature course taught in the original language. LITR courses provide students with the opportunity 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 many of these courses can satisfy the 8-credit requirement of a foreign literature major as each section specifies. LITR 009CH. First Year Seminar: Heaven, Earth, and Man: Ways of Thought in Traditional Chinese Culture (Cross-listed as CHIN 009) This introductory course explores the most influential currents of thought and culture in traditional China, through directed readings and discussions of original sources in translation. No prerequisites and no knowledge o f Chinese or of China are required. 1 credit. Fall 2010. Berkowitz. LITR 013R. The Russian Novel (Cross-listed as RUSS 013) The Russian novel represents Russia’s most fundamental contribution to world culture. This course surveys classic authors and experimental works from the 19th and 20th centuries. Students in the course will deepen their understanding of the context for writers, including Dostoevsky and Tolstoy. They will gain familiarity with literary movements and genres including romanticism, realism, the psychological novel, the picaresque novel, modernism, and the postmodern as they developed in Russia. We will highlight issues including the relationship of Russia to the West, national identity, and the complex relationship of literature and politics. No prerequisite. Writing course. 1 credit. Fall 2008. Pesenson. LITR 014F. First-Year Seminar: Love and Friendship in French Literature (Cross-listed as FREN 014F) Is it true that French is the language of “l’amour, toujours l’amours” [love, always love]? From the earliest troubadours’ songs of passion expressed in courtly love and the lais of Marie de France to the 16th-century love poetry of Louise Labe to the scandalous Liaisons Modem Languages and Literatures Dangereuses and the 19th-century’s revival of romance to complicated friendships in contemporary society, love abounds. We may not be able to answer definitively why French culture is often associated with this language of love, but we will spend the semester trying to understand how love is represented throughout the history of French literature. We will study love, friendship, and the poetics, and even some politics, of desire in selected works from the French Middle Ages to the 21st century. Other authors and filmmakers in this course will include Madame de Lafayette, Gustave Flaubert, Honoré de Balzac, Colette, André Téchiné, Catherine Breillat, and Yasmina Reza. 1 credit. Fall 2008. Yervasi. L1TR 015CH. First-Year Seminar: Writing Women in Late Imperial China (15001900) (Cross-listed as CHIN 015) With a focus on gentry women, courtesans, and nuns, major groups of writing women, this firstyear seminar invites students to study the multiple dimensions of late imperial Chinese women’s literary practice, a rich, vibrant part of Chinese culture. We not only discuss the personal lives and experiences of these different groups of women authors constructed in their social and historical contexts but also examine their writings in relation to Chinese literary tradition and women’s history. By putting women writers at the center of analysis, this course aims to show how gender does matter in understanding China’s literary past. This firstyear seminar is limited to 12 students. No prerequisites and no knowledge of Chinese or of China are required. 1 credit. Not offered 2008-2009. LITR015G. First-Year Seminar: Between Appetite and Aesthetics: A Cultural History of Food This course examines literary and other texts, works of visual art, and films that focus on food and taste in their gustatory and metaphoricalsymbolic representations. Topics discussed are food and knowledge, the physiology/metaphor of taste, food and memory, eroticism and food (“eye candy,” oral pleasures), food/religion, anthropophagy/communion, production/consumption, and hospitality/sacrifice. The reading list includes, among others, Walter Benjamin, Georg Simmel, Marcel Proust, Franz Kafka, Vladimir Nobokov, Sigmund Freud, Claude Lévi-Strauss, Stanley Ellin, F.T. Marinetti, Roland Barthes, Elias Canetti, Emile Zola, and Tanja Blixen. No prerequisites. 1 credit. Not offered 2008-2009. LITR 015R. First-Year Seminar: East European Prose in Translation (Cross-listed as RUSS 015) Novels and stories by the most prominent 20thcentury writers of this multifaceted and turbulent region. Analysis of individual works and writers with the purpose of appreciating 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, writing and discussion in English; qualified students may do some readings in the original language(s). Writing-intensive course limited to 15 students. Writing course. 1 credit. Fall 2009. Forrester. LITR 015SA. First-Year Seminar: Childhood in Latin American Literature (Cross-listed as SPAN 014) How does the world look from the perspective o f a Latin American child? Children, who are always trying to make sense of the world and learn at astonishing speed, are relatively unencumbered by adidt concerns and biases. Does that freedom make the child narrator a privileged storyteller? How does literature represent transforming events, such as the separation of loved ones, emigration, death, and love through the eyes of a child? What is the role o f memory when adults reconstruct a textual childhood? The course includes the works of fiction and autobiography written by Latin American and Latino masters as well as less recognized authors. The course also includes poetry, films, and essays. English is the language of all readings, discussions, and written assignments. This course may count toward an academic program in Latin American studies. 1 credit. Fall 2008. Camacho de Schmidt. LITR 016CH. Substance, Shadow, and Spirit in Chinese Literature and Culture (Cross-listed as CHIN 016) This course will explore the literary and intellectual world of traditional Chinese culture, through original writings in English translation, including both poetry and prose. Topics to be discussed include Taoism, Confucianism, and the contouring of Chinese culture; immortality, wine, and allaying the mundane; and the religious dimension, disengagement, and the appreciation of the natural world. The course also will address cultural and literary Modem Languages and Literatures formulations of conduct and persona and the expression of individualism in an authoritarian society. No prerequisites. 1 credit. Spring 2009. Berkowitz. construction of these most “natural” impulses— and how they imagine the relationship of human attraction to politics and philosophy. Writing course. 1 credit. Not offered 2008-2009. LITR 017CH. The Legacy of Chinese Narrative Literature: The Story in Dynastic China (Cross-listed as CHIN 017) This course explores the development of diverse genres of Chinese narrative literature through readings of original writings in translation. Readings include tales of the strange, biographies and hagiographies, moral tales, detective stories, literary jottings, drama, novellas and novels, and masterworks of the Chinese literary tradition throughout the centuries of imperial China. No prerequisites and no knowledge of Chinese or of China are required. 1 credit. Not offered 2008-2009. LITR 018CH. The Classical Tradition in Chinese Literature (Cross-listed as CHIN 018) Exploration of major themes, ideas, writings, and literary forms that have contributed to the development o f traditional Chinese civilization 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 are required. 1 credit. Not offered 2008-2009. LITR 017J. The World of Japanese Drama and Performance (Cross-listed as JPNS 017). This team-taught course will explore Japan’s unique dramatic and performing arts traditions, combining the study of dramatic texts and their historical and cultural background led by Professor Gardner with practical exercises and discussions on movement and performance led by Cornell Visiting Professor Isaburoh Hanayagi, a master of Japanese classical dance and an expert on kabuki, folk dance, and taiko drumming. Japanese performing arts are deeply influenced by Buddhist, Shinto, and shamanistic religious ideas and incorporate rich elements of the Japanese literary tradition. The course will aim to give insight onto these diverse cultural and philosophical elements of Japanese music, dance, and drama and will also explore the training traditions and social world of performers such as geisha, noh actors, and ' kabuki actors. No previous knowledge of performance or Japanese language, history, or culture is required. 1 credit. Fall 2008. Gardner, Hanayagi. LITR 017R. First-Year Seminar: The Erotic Imagination: Love and Sex in Russian Literature (Cross-listed as RUSS 017) Best known for political priorities and philosophical depth, Russian literature has also devoted many works to the eternal concern, love, and sex. We will read significant and provocative works from traditional folk tales through the 20th century to discuss their LITR 019. Cultural Identity in the European Union Since the Treaty of Maastricht, much interest has been paid to the increasing economic and political interrogation within the European Union. But to what degree is it also becoming possible to speak of an integrated European culture? Do contemporary authors and filmmakers think of themselves, either consciously or unconsciously, as multinational or transnational artists? Has the European Union inspired a popular culture that transcends national boundaries and challenges the influence of America? How powerful are national, regional, and ethnic identities in the cultural expressions of an increasingly united Europe? We will explore these questions by studying recent literary and cinematic works from New Europe. In addition to the concept o f Europe as a whole, we will address how Germany and Italy, in particular, have experienced postFascism, post-Communism, and issues of immigration and cultural assimilation. Readings will include W.G. Sebald’s Austerlitz, Andrea Camilleri’s The Snack Thief, José Saramago’s The Stone Raft, Giinter Grass’ Crabwalk, and Emine Oezdamar’s Mother Tongue. Films will include Amelio’s Lamerica, Fatih Akin’s HeadOn, Frears’ Dirty Pretty Things, and Klapisch’s L 'auberge espagnole. No prerequisites. Screenings will be held, as necessary, after class with the opportunity to view films subsequently in the Language Resource Center. 1 credit. Spring 2009. Faber. Modem Languages and Literatures LITR 019CH. First-Year Seminar: Singular Lives and Cultural Paradigms in Early and Imperial China (Cross-listed as CHIN 019) In this course we will read accounts of a number of the foremost persons in Chinese history whose lives delineated the contour of Chinese civilization through the ages. Through a contextualized biographical approach, we will see how the acts, conduct, and writings of particular individuals contributed to the formulation of traditional Chinese culture. No prerequisites and no knowledge of Chinese or of China are required. 1credit. Fall 2009. Berkowitz. LITR 020. Expressions of Infinite Longing: German Romanticism and its Discontents In this course, we will first read works by the young Goethe that demonstrate a radical reshaping of subjectivity in the later part of the 18th century. This modem subjectivity is at the center of writings by early German romantics, texts that mark die beginning of a revolutionary period in German literature whose critical recastings of aesthetic, philosophical, and social questions are still echoed in modem literary criticism. After the failed enlightenment view of history as human progress, the search for novel poetic representations created a new mythology intended to fuse “poetry and prose, originality and criticism, the poetry of art and the poetry of nature” (F. Schlegel). The second part of the course will focus on writers straggling with the failures of that promise and the disenchantment of the romantic world. Authors read include Friedrich Schlegel, Johann Ludwig Tieck, Novalis, Friedrich Hölderlin, Heinrich von Kleist, E.T.A. Hoffmann, and Wilhelm Muller. In English. 1 credit. Spring 2009. Werten. LITR 021J. Modern Japanese Literature (Cross-listed as JPNS 021) An introduction to Japanese fiction from the Meiji Restoration (1868) to the present day, focusing on how literature has been used to express the personal voice and to shape and critique the concept of the modem individual. We will discuss the development of the mode of personal narrative known as the “I novel” as well as those authors and works that challenge this literary mode. In addition, we will explore how the personal voice in literature is interwoven with the great intellectual and historical movements of modem times, including Japan’s encounter with the West and rapid modernization, the rise of Japanese imperialism and militarism, World War II and its aftermath, the emergence of an affluent consumer society in the postwar period, and the impact of global popular culture and the horizon of new transnational identities in the 21st century. All readings and discussions will be in English. 1 credit Not offered 2008-2009. LITR 021R. Dostoevsky (in Translation) (Cross-listed as RUSS 021) Writer, gambler, publicist and visionary Fedor Dostoevsky is one o f the great writers of the modem age. His work inspired Nietzsche, Freud, W oolf and others and continues to exert a profound influence on thought in our own society to the present. Dostoevsky confronts the “accursed questions” of troth, justice, and free will set against the darkest examples of human suffering: murder, suicide, poverty, addiction, and obsession. Students will consider artistic, philosophical, and social questions through texts from throughout Dostoevsky’s career. Students with knowledge of Russian may read some or all of the works in the original. 1 credit. Spring 2010. Pesenson. 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 developments under the impact of the May Fourth Movement. 1 credit. Not offered 2008-2009. LITR 024J. Japanese Film and Animation (Cross-listed as JPNS 024) This course offers a historical and thematic introduction to Japanese cinema, one of the world’s great film traditions. Our discussions will center on the historical context of Japanese film, including how films address issues of modernity, gender, and national identity. Through our readings, discussion, and writing, we will explore various approaches to film analysis, with the goal of developing a deeper understanding of formal and thematic issues. A separate unit will consider the postwar development o f Japanese animation (anime) and its special characteristics. Screenings will include films by Ozu, Mizoguchi, Kurosawa, Imatnura, Kitano, and Miyazaki. 1 credit. Spring 2009. Staff. Modern Languages and Literatures LITR 024R. Russian and East European Cinema (Cross-listed as RUSS 024) This course will introduce students to cinema from the “other Europe.” We will begin with influential Soviet avant-garde cinema and survey the traditions that developed subsequently with selections from Russian, Polish, Caucasian, Czech, Hungarian, Ukrainian, and Yugoslav cinema. Screenings will include films by Eisenstein and Tarkovsky, Wajda, Kusturica, and Paradzhanov, among others. Students will hone critical skills in filmic analysis while considering the particular cultural, national, and political forces shaping the work of filmmakers in this “other Europe” from the early 20th to the early 21st century. No prerequisite. 1 credit. Not offered 2008-2009. LITR 025CH. Contemporary Chinese Fiction: Mirror of Social Change (19492005) (Cross-listed as CHIN 025) Contemporary Chinese literary texts created after 1949 up to the present mirror a series of political, social, cultural, and ideological dilemmas of China. The class will discuss fundamental issues of ideology, politics, morality, and new literary developments resulting from the drastic social transformation during this period. All texts as well as lectures and discussions are in English, and no previous preparation in Chinese is required. 1 credit. Not offered 2008-2009. LITR 027A. Writing Women in Modern Arabic Fiction (Cross-listed as ARAB 027) The main aim of the course is to trace the shifts and changes in the constructions of women as literary characters in the modem fiction of the Arab World within the context of changing social, political, and cultural conditions. As the emphasis is on the literary institution itself, we will start with readings by two seminal male writers. Al-Hakim exemplifies the by now wellknown and contradictory image of the woman/mother/nation or homeland, whereas Mahfuz shifted to a more nuanced construction of women characters that is in tandem with his conceptions of the novel as a realistic genre. With the second half of the 20th century and the quick shifts within the institutions of the Arabic novel, women writings became central to the institution itself and contributed greatly to its transformation. The rise of new social movements and the increasing role of women in society and culture resulted in quick and somewhat radical transformations of the constructions of women in fiction mostly as a result of writings by women themselves. Most o f the readings for the course, will try to trace and discuss the different paths charted by women writers during the last three decades of the 20th century. We will try to cover as many parts of the Arab world as possible; however, because of the centrality o f the Levant within Arab culture and literature as well as the availability of translations, the emphasis will be on Egypt and Lebanon. We will look at novels that address many issues facing women in the Arab world but also at women within the larger context of social and political challenges. We will then move to works that look at the civil war in Lebanon, which lasted for more than a decade, and examine works revolving around women during the war by women writers; the course will end by examining two works related to the civil war in Lebanon, one by a woman writer who assumes the voice of a gay man during the war and one by a gay male writer who writes a first person novel o f a woman. To get a better picture o f the culture and society, we will also be watching movies that discuss some o f the issues facing women in Arab societies. Students will be asked to make class presentations and to write a final essay of an analytical and comparative nature. 1 credit. Not offered 2008-2009. LITR 027CH. Women Writers in 20thCentury China (Cross-listed as CHIN 027) This course will be a close study of the literature 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. No previous preparation in Chinese is required. 1 credit. Not offered 2008-2009. LITR 033R. Terror in Russia: Method, Madness, and Murder (Cross-listed as RUSS 033) In the 19th century, the Russian Empire saw a rise of political terrorism sponsored by leftist and anarchist political factions plus a new legal system with juries likely to acquit. After a central role in the 1917 Revolution, political terror underwent further transformation in the 20th century, turned against Soviet citizens under Stalin and erupting on both sides of the Modern Languages and Literatures ongoing conflict in Chechnya. Poetry, prose, film, and journalism. 1 credit. Next offered in 2009-2010. Pesenson. LITR 041J. Fantastic Spaces in Modern Japanese Literature (Cross-listed as JPNS 041) As Japanese society has transferred rapidly in the 20th century and beyond, a number of authors have turned to the fantastic to explore the pathways of cultural memory, the vicissitudes of interpersonal relationships, the limits of mind and body, and the nature of storytelling itself. In this course, we will consider the use of anti-realistic writing genres in Japanese literature from 1900 to the present, combining readings of novels and short stories with related critical and theoretical texts. Fictional works examined will include novels, supernatural tales, science fiction, and cyber­ fiction by authors such as Tanizaki Junichiro, Abe K6b6, Kurahasi Yumiko, and Murakami Haruki. Readings will be in English; no previous experience in Japanese studies is required. 1 credit. Not offered 2008-2009. LITR 041R. War and Peace in Russian Literature and Culture (Cross-listed as RUSS 041) This course explores Russian literary and cinematic responses to the ravages of war and revolution, heroic and bloody conflicts that repeatedly devastated the country throughout its long and tumultuous history. We will read a variety of texts dealing with wars in the Middle Ages, the Napoleonic invasion, the Revolution of 1917, the Civil War, World War II, and the present-day conflict in Chechnya and explore how individual writers portrayed the calamity of war and its devastating effect on people’s lives, while expressing hope for ever-elusive peace and prosperity. Works to be read include Tolstoy’s War and Peace, Bulgakov’s While Guard, Grossman’s Life and Fate, Babel’s Red Cavalry, and Akhmatova’s Poem Without a Hero. Films to be screened include Alexander Nevsky, Battleship Potemkin, Ballad o f a Soldier, My Name Is Ivan, and Prisoner o f the Mountains. All readings and discussion will be in English. All films will be screened with English subtitles. 1 credit. Spring 2009. Pesenson. LITR 045R. Poetry in Translation/Translating Poetry (Cross-listed as RUSS 045) This new course will study the history, practice, and politics of poetic translation from antiquity to the present, including work from Arabic, Chinese, French, German, Greek, Hebrew, Irish, Japanese, Latin, Polish, Russian, Sanskrit, and Spanish. TTie course has a strong practical component: All students will work on translations of their own throughout the semester (from languages they know or with native speakers or literal versions), and the final project may include a portfolio of translations. Especially suitable for students interested in comparative literature. 1 credit. Not offered 2008-2009. LITR 046S. Latin American Sexualities (Cross-listed as SPAN 046) Even though the idea of sexuality in Latin America calls to mind stereotypes of rugged masculinity and passive femininity, sexual minorities have recently achieved major political victories in various Latin American countries, opening a new legal horizon. This course seeks to analyze the complex socio­ political and cultural process that enabled these changes, and to challenge preconceived notions about gender and sexuality in Latin America. We will map new forms of representation and interpretation at play in a set of queer issues crossing disciplines and national boundaries, and subverting aesthetics and languages. The class will dialogue with selected literature and recent films enunciating multiple perspectives on the cultural politics of gender and sexuality in Latin America. Emphasis will be on gay, lesbian, and transgender subjectivities. The aim is not merely assembling a corpus of readings around the notion of minority sexualities but to analyze how sexuality is culturally constructed in specific spatial and temporal geographies as well as study ways in which literary genres are disturbed and redeployed by queer interventions and how cinema becomes a privileged medium for empowerment and visibility. What interests does the silencing of sexuality serve? Why is homosexuality constructed as antithetical to national identity? How are transgender bodies implicated or erased in urban spaces? How can sexuality link to the political? How can sexuality become part of a broader liberationist agenda? How does art intervene in political and cultural struggles? Does the literary illuminate queer and gender theories in unique ways? These questions will motivate our reading, discussion, and writing for the semester. All coursework and class discussion will be in English. No previous preparation or experience in Spanish are required. This course may count toward an academic program in gender and sexuality studies, Modern Languages and Literatures interpretation theory, and Latin American studies. 1 credit. Spring 2009. Martinez. between race, gender, visual representation, and 20th-century European history. 1 credit. Not offered 2008-2009. LITR 047R. Russian Fairy Tales (Cross-listed as RUSS 047) Folk beliefs are a colorful and enduring part of Russian culture. This course introduces a wide selection of Russian fairy tales in their esthetic, historical, social, and psychological context. We will trace the continuing influence o f fairy tales and folk beliefs in literature, music, visual arts, and film. The course also provides a general introduction to study and interpretation of folklore and fairy tales, approaching Russian tales against the background of the Western fairy-tale tradition (the Grimms, Perrault, Disney, etc.). No fluency in Russian is required, although students with adequate language preparation may do some reading, or a course attachment, in the original. 1 credit. Spring 2010. LITR 054G. German Cinema (Cross-listed as GERM 054 and FMST 081) This course is an introduction to German cinema from its inception in the 1890s until the present It includes an examination of early exhibition forms, expressionist and avant-garde films from the classic German cinema o f the Weimar era, fascist cinema, postwar rubble films, DEFA films from East Germany, New German Cinema from the 1970s, and post 1989 heritage films. We will analyze a cross-match of popular and avantgarde films while discussing mass culture, education, propaganda, and entertainment as identity- and nationbuilding practices. Taught in English. Fulfills national cinema requirement for FMST majors/minors. 1 credit. Fall 2008. Simon. LITR 049S. Quixotic Fictions: Cervantes’ Don Quixote (Cross-listed as SPAN 049) Come explore the marvelously quixotic adventures and the fabulously fantastic follies of the most famous knight errant of all time, Don Quixote de la Mancha. We will delve into the fertile imagination of Miguel de Cervantes’ indelible creation, Don Quixote, as he journeys through an almost surreal world o f grotesque giants, enchanted castles, damsels in distress, wicked wizards, and chaotically over crowded inns—and that’s just the first 20 chapters. We will examine the literary, theoretical, social, and political issues of Cervantes’ times that contributed to his creation of the first modem novel. Readings, assignments, and class discussions will be in English. No prior knowledge of Spanish is necessary. 1 credit. Fall 2008. Chiong-Rivero. LITR 051G. Gender and Race in European Cinema What are the historical, structural, thematic, and imaginary links between race and gender in the visual landscape of a postwar Europe straggling to come to terms with the Third Reich, the Holocaust, and World War II? How do contemporary films visualize, analyze, resist, and (re-) produce the tensions in the united Europe’s multicultural and multiethnic societies? In consultation with pertinent film criticism, literary theory, and journalistic inquiries, we will seek to come to an understanding of the complex interrelations LITR 055CH. Contemporary Chinese Cinema: The New Waves (1984-2005) (Cross-listed as CHIN 055) Cinema has become a special form of cultural mirror representing social dynamics and drastic changes in mainland China, Hong Kong, and Taiwan since the mid-1980s. The course will develop a better understanding of changing Chinese culture by analyzing cinematic texts and the new wave in the era of globalization. 1 credit. Fall 2008. Kong. LITR 056CH. History of Chinese Cinema (1905-1995) (Cross-listed as CHIN 056) This course investigates Chinese cinema in its 90-year development throughout different political regimes and cultural milieus. Cinematic texts, from silent film to the postfifth-generation 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 2008-2009. LITR 057SA. The Persistent Power of Central American Literature. After some Central American nations became independent from Spain, Mexico, and each other, they suffered from nearly two centuries o f weak political organization, export agro economies in which labor was close to servitude, military dictatorships, U.S. interventions, brutal social inequality, and extreme violence in most of the region. The Modern Languages and Literatures Central American countries, once derisively called “Banana Republics,” are despite all odds immensely rich in human and cultural capital, producing literature of remarkable quality since the 19th century. In novels, short stories, poetry, and essays, men and women sing the beauty of the land, recover their history, reimagine the world, and create a space of hope and freedom. Readings are chosen among contemporary works by Asturias, Arias, Cabezas, Belli, Alegría, Goldman, Cardenal, Tula, Argueta, Dalton, Monteforte Toledo, Suárez, Lobo, and Ramirez. This course may count toward an academic program in Latin American studies 1 credit. Fall 2009. Camacho de Schmidt. LITR 058. Cyberculture (Cross-listed as FMST 058) In only a decade, it has become “impossible to think about life without the Web” (David Gauntlett, 2000). To facilitate the transition from user to critical user, this course will investigate the media-specific social, cultural, and political interactions that take place via the Internet. With the help of critical theories and group-based Web studies, the class will learn to analyze representations of the World Wide Web in popular culture (film, television, literature, and magazines, both on-line and off-line) and to assess the decision and design processes, which form the aesthetic and economic interface between networks and users. O f particular concern will be how the so-called virtual community deals with issues of race and gender and how it (de)constructs subjectivities, bodies, languages, and geographies. Students will develop their research projects by creating their own Web sites linked to the course site. 1 credit. Not offered 2008-2009. LITR 063CH. Comparative Perspectives: China in the Ancient World (Cross-listed as CHIN 063) Topics to be explored include obligation to self and society, individualism and the role of withdrawal, the heroic ethos, the individual and the cosmos, and the individual and gender roles. No prerequisites; no knowledge of Chinese is required. 1 credit. Not offered 2008-2009. 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. Not offered 2008-2009. LITR 066G. History of German Drama This course will focus on the history of German drama from Lessing to contemporary playwrights like Elfriede Jelinek). We will read representative plays of important genres and examine the texts from historical, literarycritical, and theoretical perspectives. Plays read will include Nathan the Wise (Lessing), Faust (Goethe), Maria Stuart (Schiller), Danton ’s Death (Büchner), Maria Magdalene (Hebbel), The Rats (Hauptmann), Spring Awakening (Franz Wedekind), Mother Courage (Brecht), Tales From the Vienna Woods (Ödön von Horváth), The Firebugs (Frisch), Marat/Sade (Weiss), Kaspar Hauser (Handke), The Task (Müller), A Sport Play (Jelinek), and Amphitryon (Hacks). No prerequisites. Taught in English. 1 credit. Not offered 2008-2009. LITR 066R. Antichrist and Apocalypse in Russian Literature and Culture (Cross-listed as RUSS 066) The Russians have been famously termed “wanderers in search of God’s truth.” In much o f their literature, there is a discernible thirst for another life, another world; a clear displeasure at what is. There is an eschatological directedness, an expectation that there will be an end to all that is finite, that a final truth will be revealed, that in the future an extraordinary event will occur. This new course will explore and analyze apocalyptic consciousness in Russian literature and culture from the Middle Ages to the present. Emphasis will be on such themes as the expectation of the end of the world, identity of the Antichrist, and visions of an afterlife. Authors to be read include Dostoevsky, Tolstoy, Merezhkovsky, Bely, Solovyov, Bulgakov, Remizov, and Blok. All discussions and readings will be in English. 1 credit. Not offered 2008-2009. Pesenson. LITR 069CH. Taste and Aesthetics in Chinese Cultural Traditions (Cross-listed as CHIN 069) This course will explore various dimensions of taste and aesthetics in traditional Chinese culture, from the earliest times into the recent past. Broader aspects of the course will include concept, form, and substance in classical literary, and philosophical formulations; ritual practice and ceremonial performance; and continuities and disjunctures in private vs. public and individual vs. societal taste. More Modem Languages and Literatures focused readings and discussions will concern food, alcohol, tea, and the culinary arts; appreciation, aesthetics, and poetics in music, painting, calligraphy, literature, sculpture, and theater; the harmony of the human body and the evaluation of beauty and suitability in men and women; landscape appreciation and visions of the natural world; leisure and the passa tempo pursuits of Go, flower and tree arrangement and elegant gatherings. No prerequisites, no knowledge of Chinese required; all readings in English. Spring 2009. Berkowitz. LITR 070R. Translation Workshop (Cross-listed as LING 070 and RUSS 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 o f work. Students taking the course will write a final paper supported by a smaller portfolio of translations. No prerequisites, but excellent knowledge o f 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 2008. Forrester. LITR 071CH. Invaded Ideology and Translated Modernity: A Comparative Study of Modern Chinese and Japanese Literatures at Their Formative Stages (1900-1937) (Cross-listed as CHIN 071) This course will study selected Chinese and Japanese literary texts from the late 19th century up to 1937 that illustrate the political, social, ideological, and cultural dilemmas underlying the modernization o f the two neighboring natidns. The focus o f the course is on shared concerns, such as the clash between ' tradition and modernity at both the national and personal levels; and on the transformative cultural interchanges between China and Japan during this era of modernization. All readings will be in English. 1 credit. Not offered 2008-2009. LITR 071F. French Cultural and Critical Theory (Cross-listed as FREN 07 IF) We will read key texts in French critical and cultural theory (from M. Foucault, J. Derrida, J. Baudrillard, G. Deleuze, among many others) to formulate specific questions about the mediation of violence and its terror effects. There are no pre-requisites for the course, as it aims first and foremost to be an introduction to the subject. This course is taught in English. 1 credit Fall 2009. Blanchard. LITR 073F. Postwar France: Revolutionizing Everyday Life (French and Francophone Literature in Translation) (Cross-listed as FREN 073F) We will focus on French novels and films as they reflect reinforce, and critique French society from the early 1950s through the end of the 1960s. We will study these texts in relation to modernization, decolonization, and the growing discontent of youth culture in the 1960s. Close readings will allow us to draw conclusions about the relationship of new cultural and social movements—postwar consumer culture, radical political movements, and the women’s movement—to France and French society. (Writers and directors include Lefebvre, Godard, Truffaut, Melville, Etcherelli, Rochefort, Varda, Akerman). This course is taught in English. 1 credit. Not offered 2008-2009.. LITR 074F. Youth and Resistance (French and Francophone Film)# (Cross-listed as FREN 074F) This course explores youth’s dynamic relationship to changes in modem and contemporary French and Francophone societies. We will focus our discussions on représentions of youth and how youth culture is depicted in mainstream and independent films from throughout the French-speaking world: Belgium, Burkina Faso, Cameroon, Congo, France, Senegal, Switzerland. Directors will include Dardenne brothers, Akerman, Kouyaté, Bekolo, Ngangura, Toure, Cantet, Tanner. This course is taught in English. 1 credit. Spring 2009. Yervasi. LITR 074J. Japanese Popular Culture and Contemporary Media (Cross-listed as JPNS 074) Japanese popular culture products such as manga (comics), anime (animation), television, film, and popular music are an increasingly vital element of 21st-century global culture, attracting ardent fans around the world. In this course, we will critically examine the postwar development of Japanese popular culture, together with the proliferation of new media that have accelerated the global diffusion of popular cultural forms. Engaging with theoretical ideas and debates regarding popular culture and media, we will discuss the Modem Languages and Literatures significance o f fan cultures, including the “otaku” phenomenon in Japan and the United States and consider how national identity and ethnicity impact the production and consumption of popular cultural products. We will also explore representations of technology in creative works and consider the global and the local aspects of technological innovations, including the Internet, mobile phones, and other portable technology. Readings and discussion will be in English. The course will be conducted in a seminar format with student research and presentations comprising an important element of the class. Previous coursework in Japanese studies or media studies is recommended but not required. 1 credit. Not offered 2008-2009. LITR 075F. Haiti, the French Antilles, and Guyane in Translation (Cross-listed as FREN 075F) Study of literary texts from Guadeloupe, Guyane, Haiti, and Martinique and their rewri[gh]ting of the local colonial history. Writers will include A. and I. Cesaire, Conde, Glissant, Maximin, Ollivier, Roumain, Schwarz-Bart, Warner-Vieyra, Zobel, and others. 1 credit. Spring 2009. Rice-Maximin. LITR 075FA. French Language Attachment to Haiti, the French Antilles, and Guyane in Translation 1 credit. Spring 2009. Rice-Maximin. LITR 078F. Francophone Cinema (Cross-listed as FREN 078F) This course is an introduction to Francophone African film. We will concentrate on films from West Africa: Senegal, Cameroon, The Democratic Republic of Congo, and Burkina Faso. We begin with familiarizing ourselves with the colonial and postcolonial history of this region, before taking on in-depth film analyses of each film. The course will focus on a study of the representations of West African culture and will help students develop then ability to read films. This course may count toward an academic program in black studies. 1 credit. Not offered 2008-2009. LITR 079F. Scandal in the Ink: Queer Traditions in French Literature (Cross-listed as FREN 079F) In this course, we will use contemporary lesbian/gay/queer theory to reconsider French literary traditions. 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, and others. 1 credit. Not offered 2008-2009. LITR 079R. Russian Women Writers (Cross-listed as RUSS 079) This course balances the picture of Russian literature by concentrating on the female authors whose activities and texts were for a long time excluded from the canon. From the memoirs of the first female president of the Russian Academy of Sciences and a female cavalry officer in the Napoleonic Wars, through the rise of the great prose novel and Modernist poets such as Anna Akhmatova and Marina Tsvetaeva, to the stunning frankness of postSoviet authors such as Arbatova, Petrushevskaia, and Vasilenko. Students with good Russian skills may do part or all of the readings in the original. 1 credit. Not offered 2008-2009. LITR 080R. Literature of Dissent (Cross-listed as RUSS 080) 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 19th- and 20th-century Russian poetry and prose. 1 credit. Not offered 2008-2009. 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: One introductory course on Chinese culture or religion or permission of the instructor. 1 credit. Not offered 2008-2009. Modem Languages and Literatures LITR 083J. War and Postwar in Japanese Culture (Cross-listed as JPNS 083) What was the Japanese experience of the World War II and the Allied Occupation? We will examine literary works, films, and graphic materials (photographs, prints, advertisements, etc.), together with oral histories and historical studies, to seek a better understanding of the prevailing ideologies and intellectual struggles of wartime and postwar Japan as well as the experiences of individuals living through the cataclysmic events of midcentury. Issues to be investigated include Japanese nationalism and imperialism, women’s experiences of the war and home front; changing representations and ideologies of the body, war writing and censorship, the atomic bombings of Hiroshima and Nagasaki, Japanese responses to the occupation, and the war in postwar memory. The course readings and discussions will be in English. Prerequisite: HIST 075 or permission of the instructor. 1 credit. Spring 2009. Staff. LITR 091CH. Special Topics in Chinese Literature and Culture in Translation: (Cross-listed as CHIN 091CH) 1 credit Not offered 2008-2009. EXPLANATORY NOTE OF SERVICE­ LEARNING PEDAGOGY LANGUAGE COURSES The Service-Leaming/Pedagogy program is a service-teaching program designed to bring early foreign language learning to school age children and to give Swarthmore students practice teaching in their target language. Swarthmore students teach their foreign languages to local elementary school students in an after-school program that meets two times per week. Swarthmore students prepare goaloriented lesson plans and study foreign language acquisition in a pedagogy session that meets concurrently with the service (teaching) component of the program. The goal of the program is help young children expand their comprehension of the world around them and bring them to a closer understanding and acceptance of cultures other than their own. At the end of the 6-week session the children should have developed an awareness of targeted cultural perspectives and practices, and be able to engage in interpersonal communication by exchanging simple spoken information in the target language and utilizing cultural references where appropriate. Courses are listed under the teaching target language. See Arabic 13A, Chinese 13A, French 12A, German 13A, Japanese 14A, Russian 12A, and Spanish 12A, which are cross-listed with Education 72. Each course carries .5 credits per semester. EXPLANATORY NOTE OF FIRST- AND SECOND- YEAR LANGUAGE COURSES Courses numbered 001B-002B, 003B, and 004B carry 1.5 credits per semester. Three semesters in this sequence are equivalent to 2 years of work at the college level. They are 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 students with no previous knowledge of the language and those who are interested in preparing for intermediate or advanced courses in literature and culture taught in the original language. 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 to receive credit for 001B. 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 language in the second year at Swarthmore. Arabic First- to third-year Arabic language courses are offered each year. First-year Arabic has no prerequisites and is open to the entire student community with the exception of native speakers. These can be given placement tests and will be able to register in their respective level. Literature in translation, culture, film, and courses will also be offered each year and are open to all students. Students of Arabic are particularly urged to take these classes as well as other classes related to the Arab world in other departments and programs (Sociology and Anthropology, Religion, History, and Political Science) as a means of gaining perspective on classical and modem Arabic literature and culture. Introductory and intermediate Arabic language courses are intensive and carry 1.5 credits per semester. Students should plan to take these courses as early as possible so that studying in the Arab world can be incorporated into their curriculum. Study abroad is particularly encouraged for students of Arabic; academic credit (full or partial) is generally approved for participation in the several programs of varying duration in different Arab countries and recommended by the Arabic section. These include but are not limited to universities and Modern Languages and Literatures programs in Egypt, Jordan, Lebanon, Morocco, Oman, Syria, Tunisia, and Yemen. Special Major in Arabic Students may do a special major in Arabic studies in both the course and honors programs. The Arabic studies special major contains components of language, literature, and culture. Study abroad is strongly encouraged and supported and contributes directly to a special major in Arabic studies. Students of Arabic also may choose a major in Asian studies (see under Asian studies), where Arabic language courses above the first-year level as well as Arabic literature and culture courses and credit for study abroad normally may be counted toward the major. Students interested in a special major in Arabic should consult with the section head of Arabic as soon as possible. Special Major in Interdisciplinary Arabic Studies 1. A minimum of 10 credits in courses numbered 003B and above. 2. Mandatory completion of courses to be determined by the section based on present and anticipated offerings; at least one course or seminar on modem Arab culture/film/literature in translation and at least one course or seminar on classical Arab culture/literature in translation. 3. At least 1 and up to 3 credits should be taken from other departments and programs (sociology and anthropology, religion, history, political science, comparative literature, and gender and sexuality studies) on subjects related to Arabic and the Arab world with the approval of the Arabic section. 4. Study abroad in a program approved by the section is strongly recommended; transferred credits normally may be counted toward the major. 5. Minimum of 6 credits of work must be completed at Swarthmore. 6. A culminating exercise or thesis. Minor in Arabic Studies 1. A minimum of 5 credits of work in courses numbered 004B and above. 2. At least two courses in classical or modem literature/culture/film. 3. A minimum of 3 credits of work must be completed at Swarthmore. 4. Study abroad in a program approved by the section is strongly recommended; transferred credits normally may be counted toward the minor. Honors Special Major in Arabic Studies Requirements for the honors special major in Arabic essentially are the same as those for the special major, excepting the culminating exercise. An honors special major in Arabic will consist of examinations in Arabic language, literature, and culture. Work done abroad may be incorporated where appropriate. Honors preparations in Arabic consist of 2credit seminars, designated pairs of courses (or 1-credit attachments to designated 1-credit courses), or a 2-credit thesis. Senior honors study is mandatory and normally is done in the spring semester of the senior year. Work is arranged on an individual basis, and candidates may receive up to 1 credit for completion of the work. Honors examinations normally will consist of three 3-hour written examinations and a 30-minute oral for each examination. Honors students of Arabic may also consider an honors major in Asian studies (see under Asian studies) or comparative literature. Honors Minor in Arabic Studies It is possible to prepare for an honors minor in Arabic studies. Requirements for the honors minor in Arabic studies are essentially the same as those for the course minor. The honors preparation will consist of a 2-credit seminar or a designated pair of courses (or a 1-credit attachment to a designated 1-credit course). Senior honors study is mandatory and normally is done in the spring semester of the senior year; work is arranged on an individual basis, and candidates will have the option of receiving 0.5 credit for completion of the work. The honors examination normally will consist of one 3-horn written examination and a 30minute oral examination. Students of Arabic may also consider an honors minor in Islamic or Asian studies. Courses ARAB 001B-002B. Intensive Elementary Modern Standard Arabic Students who start in the 001B—002B sequence must complete 002B to receive creditfo r 001B. The purpose of this course is to develop students’ proficiency and communication in modem standard Arabic in the four basic language skills: listening, speaking, reading (both oral and comprehension), and writing. Cultural aspects are built into the course. This course as well as subsequent Arabic-language courses helps students to rapidly advance in this language and prepares them for more advanced work on literary Arabic, as well as to work, travel, or study abroad. By the end of this course, the majority of students should be expected to reach a level of intermediate low, according to ACTFL proficiency rating. Modern Languages and Literatures ARAB 001B. 1.5 credits. Each fall. Attieh, Abbadi, Mermer. ARAB 002B. 1.5 credits. Each spring. Attieh, Abbadi, Mermer. ARAB 003B. Intermediate Modern Standard Arabic I This course is designed to build on skills in comprehension, listening, reading and writing developed in earlier courses. Students will gain increased vocabulary and a greater understanding of more complex grammatical structures. They will be able to approach prose, fiction, and non-fiction written in the language. Students will also increase their proficiency in Arabic script and sound system, widen their working vocabulary, learn key grammatical concepts, and practice conversation and dictation. This course is the continuation of ARAB 002B: Intensive Elementary Modem Standard Arabic. Because the material covered in this course hinges heavily on the previous course, students are expected to review and be familiar with the previous lessons they took in ARAB 00IB and 002B. After each new lesson, students are advised to thoroughly go over drills taken; not reviewing the lesson may hinder students’ progress and understanding of subsequent lessons. Students are also encouraged to read in advance the lesson that is to be taken in the next class. 1.5 credits. Each fall. Hamameh, Mermer. ARAB 004B. Intermediate Modern Standard Arabic II This course is designed to build on skills in comprehension, listening, reading and writing developed in earlier courses. Students will gain increased vocabulary and a greater understanding of more complex grammatical structures. They will be able to approach prose, fiction, and non-fiction written in the language. Students will also increase their proficiency in Arabic script and sound system, widen their working vocabulary, learn key grammatical concepts, and practice conversation and dictation. This course is the continuation of ARAB 003B. Because the material covered in this course hinges heavily on the previous course, students are expected to review and be familiar with the previous lessons they took in ARAB 00IB, 002B and 003B. After each new lesson, students are advised to thoroughly go over drills taken; not reviewing the lesson may hinder students’ progress and understanding of subsequent lessons. Students are also encouraged to read in advance the lesson that is to be taken in the next class. There will be classroom activities, individual and in groups, as well as listening and recording assignments. All activities should be performed at the specified times as they fit into die general flow of the learning process. Extracurricular activities like the Arabic Table and the movie screenings as well as other Arabic group activities will help reinforce what is studied in the classroom. Students are urged to participate in all such activities. Blackboard will be used to disseminate printed, oral and visual materials and will be used for communication between the students as a group and the instructors. Students are advised to check blackboard daily. 1.5 credit. Prerequisites: Arabic 003B or equivalent or permission o f the department. Each spring. Hamameh, Mermer. ARAB 011. Advanced Arabic I This is a course designed to: (1) conduct a quick review of the basic structures, grammar, and the first 1000 most frequent words of Modem Standard Arabic (MSA) learned in earlier courses, (2) introduce the next 750 high frequency words in a variety of contexts with strong cultural content, (3) drill students in the more advanced grammatical structures of MSA, and (4) train students in developing reading skills that will assist them in comprehending a variety of MSA authentic reading passages of various genres and performing reading tasks ranging from Intermediate to Intermediate High on the ACTFL scale. The students are expected to discuss orally and in writing the texts in the textbook and the materials read, as well as prepare outlines and summaries for them, to converse on a variety of subjects, including everyday experiences, and to engage in these activities using strings that range from several sentences (including complex ones) to a cohesive paragraph-length discourse at the Intermediate High level. Prerequisites: Successful completion of Arabic 004B. Control of the 1000 most frequently used vocabulary and of the basic grammatical structures of MSA, reading and speaking competence at the level of Intermediate Mid, and consent of the instructor. 1 credit. Each fall. Hamameh. ARAB 012. Advanced Arabic II This is a course designed to: (1) conduct a quick review of the basic structures, grammar, and the first 1750 most frequent words of Modem Standard Arabic (MSA) learned in earlier courses, (2) introduce the next 750 high frequency words in a variety of contexts with strong cultural content, (3) drill students in the Modern Languages and Literatures more advanced grammatical structures of MSA, and (4) train students in developing reading skills that will assist them in comprehending a variety of MSA authentic reading passages of various genres and performing reading tasks ranging from Intermediate to Intermediate High on the ACTFL scale. Students are expected to discuss and write about the lessons in the textbook and the materials read, as well as prepare outlines and summaries for them, to converse on a variety of subjects, including everyday experiences, and to engage in these activities using strings that range from several sentences (including complex ones) to a cohesive paragraph-length discourse at the Intermediate High level. Prerequisites: Successful completion of Arabic Oil. Control of the 1750 most frequently used vocabulary and of the basic grammatical structures of MSA, reading and speaking competence at the level of Intermediate Mid, and consent of the instructor. 1 credit. Each spring. Hamameh. ARAB 013A. Service Learning Pedagogy (Cross-listed as EDUC 072) This course has two components: service and pedagogy. You can serve the Swarthmore community by teaching your foreign language to local elementary school students in an afterschool program that meets two times/week. You may opt to teach for two sessions one day/week with a partner or for one session two days/week. During the pedagogy sessions held on campus, we discuss writing weekly lesson plans and foreign language acquisition, methodologies, and approaches. We use a common goal-oriented curriculum among all the languages. Both service and teaching components are required. You must register for the language or education studies course that you’ll be teaching and for a service time M/W or T/Th. .5 credit. Each semester. ARAB 027. Writing Women in Modern Arabic Fiction (Cross-listed as LITR 027) The main aim of the course is to trace the shifts and changes in the constructions of women as literary characters in the modem fiction of the Arab world within the context of changing social, political, and cultural conditions. As the emphasis is on the literary institution itself we will start with readings by two seminal male writers. Al-Hakim exemplifies the by now wellknown and contradictory image of the woman/mother/nation or homeland, while Mahfiiz shifted to a more nuanced construction of women characters that is in tandem with his conceptions of the novel as a realistic genre. With the second half of the 20th century and the quick shifts within the institutions of the Arabic novel, women writings became central to the institution itself and contributed greatly to its transformation. The rise of new social movements and the increasing role o f women in society and culture resulted in quick and somewhat radical transformations of the constructions of women in fiction mostly as a result of writings by women themselves. Most of the readings for the course will try to trace and discuss the different paths charted by women writers during the last three decades of the 20th century. We will try to cover as many parts of the Arab world as possible; however, because of the centrality of the Levant within Arab culture and literature as well as the availability of translations, the emphasis will be on Egypt and Lebanon. We will look at novels that address many issues facing women in the Arab World but also at women within the larger context o f social and political challenges. We will then move to works that look at the civil war in Lebanon, which lasted for more than a decade, and examine works revolving around women during the war by women writers and end the course by examining two works related to the civil war in Lebanon, one by a woman writer who assumes the voice of a gay man during the war and one by a gay male writer who writes a first-person novel of a woman. To get a better picture of the culture and society, we will also be watching movies that discuss some of the issues facing women in Arab societies. Students will be asked to make class presentations and to write a final essay o f an analytical and comparative nature. 1 credit. Not offered 2008-2009. Hamameh. ARAB 054. Cinema in the Arab World. 1 credit. Not offered 2008-2009. Hamameh. ARAB 093. Directed Reading Hamameh. Chinese First- to fourth-year Chinese language courses are offered each year, as is an introductory course on reading classical Chinese. First-year Chinese and the Introduction to Classical Chinese have no prerequisites and are open to the entire student community. Literature, culture, and film courses in translation also are offered each year and are open to all students. Students of Chinese are particularly urged to take these classes as a means of gaining perspective on traditional and modem Chinese literature and culture over more than 2 millennia, from early times into the contemporary world. Modern Languages and Literatures Introductory and intermediate Chinese language courses are intensive and carry 1.5 credits per semester. Students should plan to take these courses as early as possible so that studying in China can be incorporated into their curriculum. Study abroad is particularly encouraged for students of Chinese; academic credit (full or partial) is generally approved for participation in the several programs of varying duration in the People’s Republic of China and in Taiwan, recommended by the Chinese section. In the People’s Republic, these include, but are not limited to, the IUB Program at Tsing-hua University, the ACC Associated Colleges in China Program, and the CET Program in Harbin. In Taiwan, these include the ICLP International Chinese Language Program and the Mandarin Training Center in Taipei. Majoring and Minoring in Chinese Students may major or minor in Chinese in both the course and honors programs. The Chinese major contains components of language, literature, and culture. Study abroad is strongly encouraged and supported and contributes directly to a major or minor in Chinese. Students of Chinese also may choose a special major in interdisciplinary Chinese studies (see later) or a major in Asian studies (see under 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. Students interested in majoring or minoring in Chinese should consult with the section head of Chinese as soon as possible. Course Major in Chinese 1. A minimum of 9 credits in courses numbered 003B and above. 2. Mandatory completion of the following courses: 020,021,033, or equivalents; at least one course or seminar on modem Chinese literature/film in translation and at least one course or seminar on premodem literature/culture in translation. 3. Study abroad in a program approved by the section is strongly recommended; transferred credits normally may be counted toward the major. 4. Minimum of 6 credits of work must be completed at Swarthmore. 5. A culminating exercise, honors seminar or thesis. Course Minor in Chinese 1. A minimum of 5 credits of work in courses numbered 004B and above. 2. At least two courses in classical or modem literature, culture, or film. 3. A m inim um of 3 credits of work must be completed at Swarthmore. 4. Study abroad in a program approved by the section is strongly recommended; transferred credits normally may be counted toward the minor. Honors Major in Chinese Requirements for the honors major in Chinese essentially are the same as those for the course major, excepting the culminating exercise. An honors major in Chinese will consist of examinations in Chinese language, literature, and culture. Work done abroad may be incorporated where appropriate. Honors preparations in Chinese consist of a 2-credit seminar, designated pairs of courses (or a 1credit attachment), or a 2-credit thesis. Senior honors study is mandatory and normally is done in the spring semester of the senior year. Work is arranged on an individual basis, and candidates may receive up to 1 credit for completion of the work. Honors examinations normally will consist of three 3-hour written examinations and a 30-minute oral for each examination. Honors students of Chinese may also consider a special major in interdisciplinary Chinese studies that is coordinated by the section head of Chinese or an honors major in Asian studies (see under Asian studies). Honors Minor in Chinese It is possible to prepare for an honors minor in Chinese in either Chinese language or in Chinese literature in translation. Requirements for the honors minor in Chinese are essentially the same as those for the course minor. The honors preparation will consist of a 2-credit seminar or a designated pair of courses (or a 1credit attachment to a designated 1-credit course). Senior honors study is mandatory and normally is done in the spring semester of the senior year; work is arranged on an individual basis, and candidates will have the option of receiving 0.5 credit for completion of the work. The honors examination normally will consist of one 3-hour written examination and a 30minute oral examination. Students of Chinese may also consider an honors minor in Asian studies (see under Asian studies). Special Major in Interdisciplinary Chinese Studies 1. A minimum of 10 credits in courses numbered 003B and higher. 2. Must complete the following courses: 012 or higher; at least three additional courses on language/literature/culture/film, at least one concerning the modem period, and at least one the pre-modem period. 3. Study abroad in a program approved by the section is strongly recommended; transferred Modern Languages and Literatures credits normally may be counted toward the major. 4. A minimum of 6 credits of work must be completed at Swarthmore. 5. At least 1 and up to 3 credits must be earned from other departments on China-related subjects with the approval of the Chinese section. 6. Culminating exercise, honors seminar, or thesis. Courses CHIN 009. First Year Seminar: Heaven, Earth, and Man: Ways of Thought in Traditional Chinese Culture (Cross-listed as LITR 009CH) This introductory course explores the most influential currents of thought and culture in traditional China, through directed readings and discussions of original sources in translation. No prerequisites and no knowledge of Chinese or of China are required. 1 credit. Fall 2010. Berkowitz. CHIN 001B-002B. Introduction to Mandarin Chinese Students who start in the 001B-002B sequence must complete 002B to receive credit for 001B. An intensive introduction to spoken and written Mandarin Chinese, with emphasis on oral practice. Designed to impart an active command of basic grammar. Introduces 350 to 400 characters and develops the ability to read and write in simple modem Chinese. 1.5 credits. CHIN 011. Third-Year Chinese Concentrates on strengthening and further developing skills in reading, speaking, and writing modem Chinese, through a diversity of materials and media. Classes are conducted in Chinese, with precise translation also a component. Prerequisite: CHIN 004B or equivalent language skills. 1 credit. Fall 2008. Huang. CHIN 001B. Fall 2008. Speidel, Kang. CHIN 011 A. Third-Year Chinese Conversation This 0.5-credit course meets once a week for 75 minutes and concentrates on the further development of skills in speaking and listening through multimedia materials (including selected movies and clips). Students are required to read chosen texts (including Internet materials and short stories) and prepare assignments all for the purpose of generating discussion in class. Moreover, students will write out skits or reports for oral presentation in Chinese before they present them in class. The class is conducted entirely in Chinese. Prerequisite: CHIN 004B or equivalent language skills. 0.5 credit. Fall 2008. Kang. CHIN 002B. Spring 2009. Speidel, Kang. 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 reading in the modem language. Emphasis is on rapid expansion of vocabulary, idiomatic expressions, and thorough understanding of grammatical patterns. Prepares students for advanced study at the College and in China. 1.5 credits. CHIN 003B. Fall 2008. Huang, Wang. CHIN 004B. Spring 2009. Huang, Wang. CHIN 005. Chinese for Advanced Beginners Designed for students of Chinese heritage who are able to communicate in Chinese on simple daily life topics and perhaps read Chinese with a limited vocabulary (about 100 characters). An intensive introduction to spoken and written Mandarin Chinese, with emphasis on the development of reading and writing ability. Prepares students for advanced studies at the College and in China. Prerequisite: Permission of the instructor. 1 credit. Not offered 2008-2009. CHIN 012. Advanced Chinese A multimedia course concentrating on greatly expanding skills in understanding and using modem Chinese in a broad variety o f cultural and literary contexts, through a diversity of authentic materials in various media, including the Internet. Prerequisite: CHIN 011 or equivalent language skills. 1 credit. Spring 2009. Huang. CHIN 012A. Advanced Chinese Conversation This 0.5-credit course meets once a week for 75 minutes and concentrates on the further development of skills in speaking and listening Modern Languages and Literatures through multimedia materials (including movies and clips). Students are required to read chosen texts (including Internet materials and short stories) and prepare assignments all for the purpose of generating discussion in class. Moreover, students will write out skits or reports for oral presentation in Chinese before they present them in class. The class is conducted entirely in Chinese. Prerequisite: CHIN 011 and/or 011A or equivalent language skills. 0.5 credit. Spring 2009. Kang. CHIN 013A. Service Learning Pedagogy (Cross-listed as EDUC 072) This course has two components: service and pedagogy. You can serve the Swarthmore community by teaching your foreign language to local elementary school students in an afterschool program that meets two times/week. You may opt to teach for two sessions one day/week with a partner or for one session two days/week. During the pedagogy sessions held on campus, we discuss writing weekly lesson plans and foreign language acquisition, methodologies, and approaches. We use a common goal-oriented curriculum among all the languages. Both service and teaching components are required. You must register for the language or education studies course that you’ll be teaching and for a service time M/W or T/Th. .5 credit. Each semester. CHIN 015. First-Year Seminar: Writing Women in Late Imperial China (15001900) (Cross-listed as LITR 015CH) With a focus on gentry women, courtesans, and nuns, major groups of writing women, this firstyear seminar invites students to study the multiple dimensions of late imperial Chinese women’s literary practice, a rich, vibrant part of Chinese culture. We not only discuss the personal lives and experiences of these different groups of women authors constructed in their social and historical contexts but also examine their writings in relation to Chinese literary tradition and women’s history. By putting women writers at the center of analysis, this course aims to show how gender does matter in understanding China’s literary past. This firstyear seminar is limited to 12 students. No prerequisites and no knowledge of Chinese or of China are required. 1 credit. Not offered 2008-2009. CHIN 016. Substance, Shadow, and Spirit in Chinese Literature and Culture (Cross-listed as LITR 016CH) This course will explore the literary and intellectual world of traditional Chinese culture through original writings in English translation, including both poetry and prose. Topics to be discussed include Taoism, Confucianism, and the contouring of Chinese culture; immortality, wine, and allaying the mundane; and the religious dimension, disengagement, and the appreciation of the natural world. The course also will address cultural and literary formulations of conduct and persona, and the expression of individualism in an authoritarian society. No prerequisites. 1 credit. Spring 2009. Berkowitz. CHIN 017. 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 translation. Readings include tales of the strange, biographies and hagiographies, moral tales, detective stories, literary jottings, drama, novellas and novels, and masterworks of the Chinese literary tradition throughout the centuries of imperial China. 1 credit. Not offered 2008-2009. CHIN 018. The Classical Tradition in Chinese Literature (Cross-listed as LITR 018CH) Exploration of major themes, ideas, writings, and literary forms that have contributed to the development o f traditional Chinese civilization 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 are required. 1 credit. Not offered 2008-2009. CHIN 019. First Year Seminar: Singular Lives and Cultural Paradigms in Early and Imperial China (Cross-listed as LITR 019CH) In this course we will read accounts of a number of the foremost persons in Chinese history whose lives delineated the contour of Chinese civilization through the ages. Through a contextualized biographical approach, we will see how the acts, conduct, and writings of particular individuals contributed to the Modern Languages and Literatures formulation of traditional Chinese culture. No prerequisites and no knowledge of Chinese or of China are required. 1 credit. Fall 2009. 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. All readings, writing, and discussion are in Chinese. Prerequisite: Three years of Chinese or the equivalent 1 credit. Fall 2008. Kong. CHIN 021. Topics in Modern Chinese Reading and examination of individual authors, selected themes, genres, and periods, for students with strong Chinese-language proficiency. All readings, writing, and discussion are in Chinese. Prerequisite: CHIN 020 or its equivalent 1 credit. Spring 2009. 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 modernity and new literary developments under the impact of the May Fourth Movement. No previous preparation in Chinese is required. 1 credit. Not offered 2008-2009. CHIN 025. Contemporary Chinese Fiction: Mirror of Social Change (19492005) (Cross-listed as LITR 025CH) Contemporary Chinese literary texts created after 1949 up to the present mirror a series of political, social, cultural, and ideological dilemmas of China. The class will discuss fundamental issues of ideology, politics, morality, and new literary developments resulting from the drastic social transformation during this period. All texts as well as lectures and discussions are in English, and no previous preparation in Chinese is required. 1 credit. Not offered 2008-2009. CHIN 027. Women Writers in 20thCentury China (Cross-listed as LITR 027CH) This course will be a close study of the literature 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, and Hong Kong, and overseas expatriate Chinese writers as well as those from different social and political groups. All the readings are in English translation. 1 credit. Not offered 2008-2009. CHIN 033. Introduction to Classical Chinese (Cross-listed as LING 033) This is an introductory course on reading one of the world’s great classical languages. Classical Chinese includes both the language of China’s classical literature as well as the literary language used for writing in China for well over 2 millennia until earlier this century. Complemented with readings in English about Chinese characters and classical Chinese, 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. It is not a lecture course and requires active, regular participation on the part of the student, with precise translation into English an integral component. The course is conducted in English. The course is open to all interested students and has no prerequisites; no previous preparation in Chinese is required. 1 credit. Fall 2008. Berkowitz. CHIN 035. Readings in Classical Chinese In this class, we will read some fantastic, enduring writings from Classical China, all in the original. Readings will cover many genres, including stories, biographies, history, philosophy, and poetry, and will range over the centuries of ancient and imperial China. Prerequisite: one semester of Classical Chinese or permission of the instructor. 1 credit. Spring 2009. Berkowitz. Modern Languages and Literatures 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 examinations, including oral defense of the senior paper and honors examinations). French/Francophone Major in Course Course majors are required to: 1. Complete eight advanced courses numbered 004 or above for a minimum of 8 credits. Note that Advanced Placement credits won’t count toward the major. 2. Study at least one semester with the Grenoble Program. In most cases only one credit from study abroad other than Grenoble may count toward the major. 3. Take one advanced course with a Francophone component. 4. Take “Senior Colloquium” (FREN 091) in the fall semester of senior year, which includes the writing of an original, independent research paper of 20 to 30 pages on a topic chosen in a discussion with the senior colloquium professor and adviser or one other professor in the section. The defense of the paper with the entire French faculty occurs at the end of the fall semester. The department also offers courses in French literature in translation, but no more than one such course may count to satisfy the requirements in the major. Courses with a Francophone component are marked with a #. French/Francophone Minor in Course Course minors are required to: 1. Complete 5 credits in courses or seminars numbered 004 or above. Four of these credits must be completed on the Swarthmore campus. Note that Advanced Placement credits won’t count toward the minor. 2. Complete at least a 6-week program of study in a French-speaking country. It is strongly recommended that minors spend at least one semester abroad in the Grenoble program. In any case, only 1 credit from this study abroad may count toward the minor. (Under certain circumstances, students may petition to have more than 1 credit from abroad count toward the minor.) 3. Take “Senior Colloquium” (FREN 091) in the fall semester of senior year, which includes the writing of an original, independent research paper of 15 to 20 pages on a topic chosen in a discussion with the senior colloquium professor and adviser or one other professor in the section. French/Francophone Honors Program Requirem ents 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., discussions and papers and all oral and written assignments). All majors in honors must complete at least one semester of study abroad in a French-speaking country. Minors in honors must complete at least a 6-week program o f study in a French-speaking country. It is strongly recommended that they spend at least one semester abroad in Grenoble. Majors and minors must take FREN 091: Senior Colloquium in the fall semester of senior year, which includes the writing of an original, independent research paper o f 20 to 30 pages on a topic chosen in a discussion with the senior colloquium professor and adviser or one other professor in the section. The defense of the paper with the entire French faculty occurs at the end of the fall semester. Candidates are expected to have a B average in coursework both in the department and at the College and to have demonstrated interest in and aptitude for the study of literature or culture in the original language. P rerequisites To demonstrate the linguistic and analytical abilities necessary for seminar work, students must take the following before taking a seminar: 1. Major. At least one advanced course in literature or culture above FREN 012. 2. Minor. At least two advanced courses in literature or culture above FREN 012. Preparations 1. Majors in the Honors Program must do three preparations (consisting of 6 units of credit). Two of the preparations must be done through seminars. The third preparation may be a seminar, a 2-credit thesis, or two paired courses chosen from a list available from the department. 2. Minors must do a single 2-credit seminar. Under certain circumstances, minors may use two paired courses chosen from a list available from the department. Senior Honors Study (SHS) (FREN 199: SHS is optional.) 1. Seminar preparation. At the end of the fall term, students will be given a list of questions related to the seminar. They will choose one question for each seminar and prepare a 2,500to 4,000-word paper in French in response to that question. The preparation of this essay will not be supervised by members of the faculty. Conversation among students preparing these essays is encouraged, but each student must produce an independent, original essay of his or Modem Languages and Literatures her own. The essays must be submitted to the department the first day of the written examination period, to be forwarded to the examiner. The paper will form part of the student’s portfolio. 2. Paired course preparation. A one-page prospectus on a topic that addresses and integrates the two courses in a meaningful way must be approved by the instructor of each of the courses by the end of the fall semester. Once the prospectus has been approved, the essay will not be supervised by members of the faculty. Conversation among students preparing these essays is encouraged, but each student must produce an independent, original essay of his or her own. The essays must be submitted to the department the first day of the written examination period, to be forwarded to the examiner. The paper will form part of the student’s portfolio. Portfolio 1. The syllabus of the seminar or paired courses. 2. The SHS paper if the student chooses to complete SHS. Mode o f Exam ination A 3-hour written examination and a 0.5-hour oral examination, both in French, will be required for each preparation. Courses Not all advanced courses are offered every year. Students wishing to major or minor in French/Francophone studies should plan their program in consultation with the department. # = Francophone FREN 001B-002B, 003B. Intensive French Students who start in the 001B—002B sequence must complete 002B to receive creditfo r 001B. For students who begin French in college. Designed to impart an active command of the language. Combines the study of grammar with intensive oral practice, writing, and readings in literary and expository prose. 1.5 credits. FREN 001B. Intensive First Year of French Fall 2008. Netter, Louveau. FREN 002B. Intensive First Year of French Spring 2009. Rice-Maximin, Louveau. FREN 003B. Intensive Intermediate French Fall 2008. Gueydan, Louveau. FREN 004. Advanced French: La France Contemporaine: Culture et Société Transformations in French culture, literature, and society will be explored through literary texts as well as films, television programs, and the press. Particular attention will be paid to perfecting analytical skills in written and spoken French. Writing course. 1 credit. Fall 2008. Yervasi. Spring 2009. Yervasi. FREN 004A. Advanced French Workshop: The Art and Style of Writing and Speaking French This course offers supplemental communicative and grammar sessions for students in courses FREN 004 and above. Communication focuses on developing conversational speaking and listening skills and includes audio exercises for phonetics. Grammar and writing section will consist of formal grammatical explanations, pinpointed exercises for learning grammatical structures, and writing assignments, which include composition and creative writing. Prerequisite: Concurrent enrollment in FREN 004 or above. 0.5 credit. Fall 2008. Netter. Spring 2009. Netter. FREN 007A. French Conversation A 0.5-credit conversation course concentrating on the development of the students’ ability to speak French. May be repeated once for credit. Prerequisite: For students previously in FREN 004 of the equivalent Placement Test score. 0.5 credit. Each semester. Louveau. FREN 012. Introduction aux études littéraires et culturelles françaises et francophones # This course offers students the opportunity to develop skills in textual and cultural analysis through the study of literary works (including prose, poetry, and theatre), films, and other documents (articles, essays, and images) from France and the Francophone World. Prerequisite: FREN 004, a score of 675 on the College Entrance Examination or 5 on the AP examination, or the equivalent with permission. Writing course. 1 credit. Fall 2008. Yervasi. Spring 2009. Staff. Note: FREN 012 is required to take any other French literature or culture courses. FREN 012A. Service Learning Pedagogy (Cross-listed as EDUC 072) This course has two components: service and pedagogy. You can serve the Swarthmore Modem Languages and Literatures community by teaching your foreign language to local elementary school students in an after­ school program that meets two times/week. You may opt to teach for two sessions one day/week with a partner or for one session two days/week. During the pedagogy sessions held on campus, we discuss writing weekly lesson plans and foreign language acquisition, methodologies, and approaches. We use a common goal-oriented curriculum among all the languages. Both service and teaching components are required. You must register for the language or education studies course that you’ll be teaching and for a service time M/W or T/Th. .5 credit. Each semester. FREN 014F. First-Year Seminar: Love and Friendship in French Literature (Cross-listed as LITR 014F) Is it true that French is the language of “l’amour, toujours l’amours” [love, always love]? From the earliest troubadours’ songs of passion expressed in courtly love and the lais of Marie de France to the 16th-century love poetry of Louise Labé to the scandalous Liaisons Dangereuses and the 19th-century’s revival of romance to complicated friendships in contemporary society, love abounds. We may not be able to answer definitively why French culture is often associated with this language of love, but we will spend the semester trying to understand how love is represented throughout the history of French literature. We will study love, friendship, and the poetics, and even some politics, of desire in selected works from the French Middle Ages to the 21st century. Other authors and filmmakers in this course will include Madame de Lafayette, Gustave Flaubert, Honoré de Balzac, Colette, André Téchiné, Catherine Breillat, and Yasmina Reza. This course is taught in English 1 credit. Fall 2008. Yervasi. FREN 022. Cinéma français et francophone: Cinéma de la ville # The history of French-language cinema is closely enmeshed with the development of the city. Films use the city to create setting, mood, tone, and style but also to represent and re­ imagine the changing urban spaces in which actions occur. We will examine a history of French and Francophone films that center on the modem/modemizing city. This course emphasizes both the history of city films and the analysis of film. 1 credit. Not offered 2008-2009. FREN 025. Le monde francophone# This course introduces students to cultural issues of the colonial and post-colonial eras as expressed in major Francophone works. Readings include a selection of novels, short stories, poems and films from the Caribbean, Sub-Saharan Africa, the Maghreb and Metropolitan France. These works will serve to illustrate key cultural and literary concepts in postcolonial studies such as la négritude, la créolité and l’oraliture, the intertextuality between African and the Caribbean literatures, the influence of Islam and its interplay with gender in North African literature, immigration and transnationalism. This course may count toward an academic program in black studies. 1 credit. Spring 2009 and 2010. Gueydan. FREN 033. Fictions d’enfance# Study of the experiences o f writers of French expression, as reflected in various coming-ofage texts from Africa, France, the Caribbean, and Vietnam. We will examine the role played by these specific experiences in the construction o f the literary identity and subjectivity of the writer/narrator. Texts by J-P. Sartre, N. Sarraute, J. Zobel, M.Ferraoun, M. Condé, D. Maximin, E. Dongala, N. Bouraoui among others. This course may count toward an academic program in black studies. 1 credit. Not offered 2008-2009. FREN 036. Poésies d’écritures françaises# A thematic study o f poetry with an emphasis on both pre-18th-century hexagonal and contemporary African, Caribbean, Guyanese, and Haitian authors. This course may count toward an academic program in black studies. 1 credit. Fall 2009. Rice-Maximin. FREN 037. Littératures Francophones# 1 credit. Not offered 2008-2009. FREN 038. Littératures francophones et cultures de l’immigration en France# This course may count toward an academic program in black studies. 1 credit. Not offered 2008-2009. FREN 040. Tyrants and Revolutionaries How can one write when facing political adversity? Must historical accounts be read as literary texts? Do books cause revolutions? In Modem Languages and Literatures this course, we will answer these questions by studying the work of Molière and Voltaire, among others, and the writings of historical figures such as Robespierre. We will also examine the symbolic significance of the French Revolution in contemporary French culture, notably through a comparative analysis of films. This course may count toward an academic program in interpretation theory. 1 credit. Spring 2010. Blanchard. FREN 060. Le Roman du XIXe siècle A study of the main themes and technical innovations in narrative fiction as it reflects an age of great sociopolitical change. Based primarily on novels of Stendhal, Balzac, Flaubert, and Zola. 1 credit. Not offered 2008—2009. FREN 061. Odd Couplings: Writing and Reading Across Gender Lines This comparative study of texts by 19th-century male authors and 20th-century female authors interrogates the role played by gender-identity construction in writing and reading. This course may count toward an academic program in gender and sexuality studies. 1 credit. Spring 2009. 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 2008-2009. FREN 068. The Representation of Alterity in French Literature and Cinema# This course examines differing constructions of alterity in relationship to French national identity as it took shape from the time o f the Crusades up through the 21st century. Focusing our attention on the concepts of race, gender, Orientalism, religious difference and narrative authority, we will analyze how French writers have used alterity as a mirror for self-reflection, as an example for social change, and as the locus of a threat to cultural homogeneity. Selected literary texts, paintings and films include works by Montaigne, Montesquieu, Voltaire, Balzac, Delacroix, Matisse, Baudelaire, Gide, Camus, Claire Denis, Didier van Cauwelaert and Matthieu Kassovitz. 1 credit. Fall 2008. Gueydan. FREN 071F. French Cultural and Critical Theory# (Cross-listed as LITR 07 IF) We will read key texts in French critical and cultural theory (from M. Foucault, J. Derrida, J. Baudrillard, G. Deleuze, among many others) to formulate specific questions about the mediation of violence and its terror effects. There are no pre-requisites for the course, as it aims first and foremost to be an introduction to the subject. This course is taught in English. 1 credit. Fall 2009. Blanchard. FREN 072. Le Roman du XXe siècle 1 credit. Not offered 2008—2009. FREN 073F. Postwar France: Revolutionizing Everyday Life (French and Francophone Literature in Translation) (Cross-listed as LITR 073F) We will focus on French novels and films as they reflect, reinforce, and critique French society from the early 1950s through the end of the 1960s. We will study these texts in relation to modernization, decolonization, and the growing discontent of youth culture in the 1960s. Close readings will allow us to draw conclusions about the relationship of new cultural and social movements—postwar consumer culture, radical political movements, and the women’s movement—to France and French society. (Writers and directors include Lefebvre, Godard, Truffaut, Melville, Etcherelli, Rochefort, Varda, and Akerman). This course is taught in English. 1 credit. Not offered 2008-2009. FREN 074. Youth and Resistance (French and Francophone Film)# This course explores youth’s dynamic relationship to changes in modem and contemporary French and Francophone societies. We will focus our discussions on représentions of youth and how youth culture is depicted in mainstream and independent films from throughout the French-speaking world: Belgium, Burkina Faso, Cameroon, Congo, France, Senegal, and Switzerland. Directors will include Dardenne brothers, Akerman, Kouyaté, Bekolo, Ngangura, Touré, Cantet, and Tanner. 1 credit. Spring 2009. Yervasi. Modem Languages and Literatures FREN 075F. Haïti, the French Antilles, and Guyane in Translation# (Cross-listed as LITR 075F) Study of literary texts from Guadeloupe, Guyane, Haïti, and Martinique and their rewri[gh]ting of the local colonial history. Writers will include A. and I. Césaire, Condé, Glissant, Maximin, Ollivier, Roumain, Schwaiz-Bart, Wamer-Vieyra, Zobel, and others. This course is taught in English. This course may count toward an academic program in black studies. 1 credit. Spring 2009. Rice-Maximin. FREN 079F. Scandal in the Ink: Queer Traditions in French Literature (Cross-listed as LITR 079F) In this course, we will use contemporary lesbian/gay/queer theory to reconsider French literary traditions. 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, and others. This course is taught in English. 1 credit. Not offered 2008-2009. FREN 075FA. French Language Attachment to Haiti, the French Antilles, and Guyane in Translation# 0.5 credit. Spring 2009. Rice-Maximin. FREN 091. Senior Colloquium: Poétique de la mémoire caraïbe Through the reading of various works of fiction and essays, we will examine the evolution of Francophone Caribbean societies through some discourses (Western, African, Caribbean) that created the cycles of alienation, resistance and revolts that lead to independence or “départementalisation”. Texts will include A. and I. Césaire, M. Condé, L-G Damas, F. Fanon, Frankétienne, E. Glissant, M. Jeanne, D. Maximin, V. Placoly, E.trouillot, M. Vieux, among others. Although this course is required of French/Francophone majors and minors, it is open to other advanced students. 1 credit. Fall 2008. Rice-Maximin. Fall 2009. Moskos. FREN 076. Ecritures au féminin# A study of the work of women from Africa, the Caribbean, France, and Vietnam. Material will be drawn from diverse historical periods and genres. This course may count toward the academic programs in black studies and gender and sexuality studies. 1 credit. Not offered 2008-2009. FREN 077. Prose Francophone: Littérature et société# Close reading and discussion of works from the first and the new generations of writers from the Francophone world. Study of the impact to the oral tradition, aesthetics, politics, identity formation and the role of the writer among other topics. 1 credit Fall 2008. Rice-Maximin. FREN 078F. Francophone Cinema# (Cross-listed as LITR 078F) This course is an introduction to Francophone African film. We will concentrate on films from West Africa: Senegal, Cameroon, The Democratic Republic o f Congo, and Burkina Faso. We begin with familiarizing ourselves with the colonial and postcolonial history of this region, before taking on in-depth film analyses of each film. The course will focus on a study of the representations of West African culture and will help students develop their ability to read films. This course is taught in English. This course may count toward an academic program in black studies. 1 credit. N ot offered 2008-2009. FREN 093. Directed Reading FREN 096. Thesis Seminars FREN 102. Le Monde Comique de Molière The seminar is designed to acquaint students with the major works of Molière and 17thcentury French culture. We will investigate his political relationship with Louis XIV at Versailles, the discourse on early modem feminism of the précieuses and femmes savantes; the critique of religious hypocrisy, and the influence of early modem notions of anthropology (most notably medicine) on Molière’s representation of identity. These aspects will be brought forward through close attention to the poetics of comedy and court spectacles. 2 credits. Not offered 2008-2009. FREN 104. Le Roman du XIXe siècle A study of the main themes and technical innovations in narrative fiction as it reflects an age of great sociopolitical change. This course Modem Languages and Literatures is based primarily on the novels of Stendhal, Balzac, Flaubert, and Zola. 2 credits. Not offered 2008-2009. consciousness; and the dialogue with Africa, France, and the Americas. 2 credits. Not offered 2008-2009. FREN 106. L’Expérience poétique: romance et mélancolie In this course, we will examine poetry of modernity and the city. We will examine how the city’s complexities—its development, cultures, revolutions, and inhabitants— contribute to a poetic vision that is reflected in the texts of 19th- and 20th-century major and minor writers of the French-speaking world. Poets include Baudelaire, Rimbaud, Apollinaire, and the Surrealists, among others. 2 credits. Not offered 2008-2009. FREN 111. Espaces francophones 2 credits. Not offered 2008-2009. FREN 108. Le Roman du XXe siècle: romans modernes et contemporains From realism to the nouveau roman to experimental writing, from Proust to Pennac, this course looks at the interconnections between novels and history, visual culture, and theoretical questions of representation. Discussions will center on thematic developments of these intersections, and readings will be taken from a wide selection of writers from throughout the 20th and 21st centuries. 2 credits. Not offered 2008-2009. 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 consciousness, myths and politics in post/neocolonial situations, theater and therapy, rituals and subversion, the different theatrical texts, and staging. Fictional readings by J. Anouilh, S. Beckett, A. Césaire, I. Césaire, M. N’Diaye, Dembele and Guimba, G. Dambury, J. Genet, E. Glissant, O. de Gouges, M. Kacimi, B.M. Koltès, K. Kwahulé, K. Lambo, Marivaux, J. Métellus, V. Placoly, S. SchwarzBart, and collateral readings by Shakespeare and Sophocles, and theoretical texts by Fanon, Césaire, Ashcroft, Glissant, Ha, Ubersfeld, and others. This course may count toward an academic program in black studies. 2 credits. Not offered 2008-2009. FREN 109. 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. Particular attention will be paid to questions of gender and power. 2 credits. Spring 2009. Moskos. FREN 110. Histoires d’îles# Through the study of poetry; prose, theater; nonfictional texts; and films from and about the French Antilles, Guyane, and Haïti, we will examine the re-writing of the French colonial narratives. Topics will include slavery, the triangular trade, and the slave revolts; the historical, political, social, and literary movements and their impact, then and now, on the populations and the former colonial power; the poetics of memory and the identity quest; the styles and techniques used by writers to translate the complexity of the new Caribbean FREN 112. Ecritures francophones: fiction et histoire dans le monde francophone# Historical and literary examination of texts from Africa, the Caribbean, and Vietnam. This course may count toward an academic program in black studies. 2 credits. Not offered 2008-2009. FREN 115. Paroles de femmes# Close study of texts of women writers from Africa, France, the French Antilles, and Vietnam. Love relationships being one common theme, we will particularly focus on their cultural, geographical, historical, feminist/womanist, aesthetic, and literary aspects. The question of identity formation in a post-/neo-colonial setting will also be studied. Texts covered are by Mme. de la Fayette, G. Sand, M. Duras, M. Ba, S. Schwarz-Bart, K. Lefèvre, L- Lé, V Tadjo, among others. This course may count toward academic programs in black studies and gender and sexuality studies. 2 credits. Spring 2010. Rice-Maximin. Modem Languages and Literatures FREN 116. La Critique littéraire: Racine, Rousseau, Baudelaire, Proust This seminar’s first and principal goal is to foster a direct and in-depth discussion o f the works of four major figures of French literature. Readings include Racine’s Phèdre, the autobiography of Rousseau titled Les Confessions, Baudelaire’s poetic masterpiece Les Fleurs du mal, and the first tome of A la Recherche du temps perdu. We will also define the principal strands of thought in French literary criticism by supplementing the core readings with a selection of crucial studies on these four authors. 2 credits. Not offered 2008-2009. FREN 180. Honors Thesis FREN 199. Senior Honors Study # —Francophone German German may be offered as a major or minor 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 conducted in German. Students are expected to be sufficiently proficient in German to do written and oral work in German. To this end, we strongly advise students to spend an academic semester in a German-speaking country before their senior year. Major in Course Requirem ents 1. Completion of a minimum o f 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) submit a bibliography of 20 works to form the basis o f a discussion and an extended, integrative 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. Minor in Course Requirem ents Students must complete 5 credits in courses and seminars numbered 004 or above. Of these courses, GERM 091: Special Topics is required. Students are strongly encouraged to spend a semester in Germany or at least participate in a summer program in a German-speaking country. O f the classes taken abroad, a maximum of 2 credits will count toward the minor. Honors Program in German Requirem ents 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 o f study in a German-speaking country. Candidates are expected to have a B average in coursework both in the department and at the College. P rerequisites Majors: GERM 013. Minors: GERM 013 and one course numbered 050 or above. Preparations Majors will prepare for examinations by taking three seminars. With the approval of the department, it is possible to combine advanced 1-credit courses or attachments, taken either at Swarthmore or elsewhere, to form a preparation. Minors will prepare for examinations by taking one seminar. Senior H onors Study (SHS) and M ode o f Exam ination For SHS, students are required to present an annotated bibliography of criticism—articles or books—concerning at least five of the texts in each seminar offered for external examination. Students are required to meet with the respective instructors) of the seminars being examined by Feb. 15 to discuss theirplanned bibliography and to meet with the instructors 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 examination will take the form o f a 3-hour written examination based on each seminar and its SHS preparation as well as a 1-hour oral panel examination based on the three written examinations for majors or a 30to 45-minute oral examination for minors. Courses Not all advanced courses or seminars are offered every year. Students wishing to major Modern Languages and Literatures 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 Students who start in the 001B-002B sequence must complete 002B to receive credit for 001B. 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 explanatory note on language courses earlier. Normally followed by 004,013, or 014. 1.5 credits. GERM 001B. Fall 2008. Werten, Plaxton. GERM 002B. Spring 2009. Simon, Plaxton. GERM 003B. Fall 2008. Simon, Plaxton. GERM 004. Advanced Conversation and Composition Emphasis is on the development of communicative skills in speaking and writing. Selected readings of general interest include newspaper and magazine articles, radio and TV programs, 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 and minor in German and the concentration in German studies. 1 credit. Not offered 2008-2009. GERM 005A. German Conversation A 0.5-credit conversation course, concentrating on the development of the students’ speaking skills. Prerequisite: GERM 004 in a current or a previous semester or the equivalent Placement Test score. 0.5 credit. Each semester. Plaxton. GERM 013. Introduction to German Literature Survey of German literature from the 18th century to the present, focusing on themes of mystery, deception, and searching, especially in relation to crime. Poetic works and one or two films will be discussed, but our attention will fall mainly on narrative prose and drama. Authors include Kleist, Hoffmann, Büchner, Droste-Hülshoff, Kafka, Brecht, Dürrenmatt, and Wolf. Students will develop speaking and writing skills through short assignments intended to familiarize them with the vocabulary of literary analysis in German. 1 credit. Fall 2008. Werlen. GERM 013A. Service Learning Pedagogy (Cross-listed as EDUC 072) This course has two components: service and pedagogy. You can serve the Swarthmore community by teaching your foreign language to local elementary school students in an after­ school program that meets two times/week. You may opt to teach for two sessions one day/week with a partner or for one session two days/week. During the pedagogy sessions held on campus, we discuss writing weekly lesson plans and foreign language acquisition, methodologies, and approaches. We use a common goal-oriented curriculum among all the languages. Both service and teaching components are required. You must register for the language or education studies course that you’ll be teaching and for a service time M/W or T/Th. .5 credit. Each semester. GERM 014. Introduction to German Studies An introduction to the interdisciplinary field of German studies will focus on the major social, political, historical, and philosophical events and debates in the postwar era. From the “Teilung” the “Wiederbewaffnung” in the Adenauer era, the student protest of 1968, women’s emancipation and German terrorism in the 1970s, the impact o f the Holocaust miniseries, the “Historikerstreit,” the “Gastarbeiter-Problem,” German-U.S. relations throughout the decades, to unification in 1989 and German-German differences today, we will read, look at, and discuss the visual, artistic, and literary texts that help us understand and analyze how German “culture” is defined and what it has become since 1945. 1 credit. Spring 2009. Simon. GERM 054. German Cinema (Cross-listed as LITR 054G and FMST 081) This course is an introduction to German cinema from its inception in the 1890s until the present. It includes an examination of early exhibition forms, expressionist and avantgarde films from the classic German cinema of the Weimar era, fascist cinema, postwar rubble films, DEFA films from East Germany, New German Cinema from the 1970s, and post 1989 heritage films. We will analyze a cross-match of popular and avantgarde films while Modern Languages and Literatures discussing mass culture, education, propaganda, and entertainment as identity- and nationbuilding practices. Taught in English. Fulfills national cinema requirement for FMST majors/minors. 1 credit. Fall 2008. Simon. GERM 091. Special Topics Advanced literature and culture course in German required for all German majors and minors. For honor students, this class together with an attachment counts as an honors preparation. Topics change each year and include (partial list): • Frauen und Film • Populärliteratur • Nietzsche and/in Literature • The Romantic Tradition • Die deutsche Postmodeme • Hören, Lesen, Sehen: die deutsche Medienlandschaft • Literatur und Kultur der DDR • Gegenwartsliteratur Topicfo r spring 2009: GERM 091. Special Topics: Mördergrube - Der neue deutsche Krimi “The Germans,” wrote George Bernard Shaw, “lack talent for two things: revolution and crime novels.” In this class, we will dispel Shaw’s second assertion by focusing on the innovative ways traditional crime stories are reinterpreted today by German-speaking writers. The detectives and gumshoes found in the novels are as diverse as their creators and cast a critical eye on the social, economic, and psychological conditions at the core of crime and criminals in the affluent cities of Austria, Germany, and Switzerland. Authors read include Horst Eckert, Wolf Haas, Ingrid Noll, Andreas Izquierdo, Doris Gercke, Petra Hammesfahr, Patricia Vohwinkel, Anne Chaplet and Jörg Fauser. We will also take a look at current crime shows on TV and successful film adaptations of crime stories. In German. 1 credit. Spring 2009. Werten. GERM 093. Directed Reading Seminars Five German seminars are normally scheduled on a rotating basis. Preparation o f topics for honors may be done by particular courses plus attachments only when seminars are not available. Note. Students enrolling in a seminar are expected to have done the equivalent of at least one course beyond the GERM 013 level. GERM 104. Goethe und seine Zeit This seminar familiarizes students with arguably the greatest German writer whose literary works revolutionized German poetry, drama, and the novel. Often regarded as the founder of German classicism, Goethe’s literary writings, spanning over six decades, defy easy categorization. Texts read in the seminar include the early drama Götz von Berlichingen and the influential epistolary novel The Sorrows o f Young Weriher, the classical drama Iphigenie a u f Tauris, the novels Wilhelm Meisters Lehrjahre and Die Wahlverwandtschaften, early essays on Shakespeare and Gothic architecture, poetry from all periods of his life, and, of course, Faust. We will also look at Goethe’s scientific ideas (morphology of plants and theory o f optics) in his philosophical and economic world view. 2 credits. Fall 2008. Werten. 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 2008—2009. GERM 108. Wien und Berlin (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-sidcle” Vienna and Berlin, such as the connection between gender and the urban landscape, the pursuit o f pleasure and the attempt to scientifically explore human sexuality, and the conflict between avant-garde experimentation and the disintegration of political liberalism. 2 credits. Fall 2009. Simon. GERM 110. German Literature After World War II The aim of the seminar is to acquaint students with literary developments in the German­ speaking countries after the end of World War II. The survey of texts will address questions of Modern Languages and Literatures “Vergangenheitsbewältigung” and social critique in the 1950s, the politicization of literature in the 1960s, the “Neue Innerlichkeit” ofthe 1970s, and literary postmodemity of the 1980s. We will also study the literature of the German Democratic Republic and texts dealing with post-wall, unified Germany. Authors included are Böll, Eich, Grass, Frisch, Bachmann, Handke, Bernhard, Jelinek, Strauss, Wolf, Delius, Plenzdorf, Süskind, and Menasse. 2 credits. Not offered 2008-2009. GERM 111. Genres This seminar will explore in depth a particular genre of literary and media production. Scheduled topics include the following: • Deutsche Lyrik • Populärliteratur • Der deutsche Film • Das deutsche Drama • Der deutsche Roman GERM 199. Senior Honors Study Japanese Courses in Japanese language, literature, and culture may be combined with courses taken at Haverford and with study abroad toward a special major or a minor in Japanese or may be counted toward a major or minor in Asian studies (see Asian studies). Interested students should consult with the section head of Japanese or with the chair of Asian studies. Students may construct a special major in Japanese, featuring intensive study in Japanese language, literature, and culture. Japanese special majors will complete their coursework through a combination of study at Swarthmore, courses at Haverford or Bryn Mawr, and study abroad. Students interested in a Japanese special major or minor should consult with the section head of Japanese as soon as possible. Students seeking a broader exposure to East Asian society and culture may consider a Japanese concentration within the Asian studies major. Students who wish to concentrate on linguistics rather than Japanese literature and culture may construct a special major in Japanese language and linguistics, with a combination of advanced language study at Haverford and Bryn Mawr, study abroad, and courses and seminars in the Linguistics Department at Swarthmore College. Students wishing to pursue this possibility should consult with the Japanese section head. Minor in Japanese Language, Literature, and Culture A minimum of 5 credits numbered 004B and above is required for the course minor. At least one credit must be taken in Japanese literature, film or culture in translation, either in coursework offered by the Japanese section or its equivalent in coursework outside of Swarthmore, with the approval of the Section. A minimum of 3 credits should be taken at Swarthmore. The section strongly encourages study abroad in a section-approved program; transferred credits normally may be counted toward the minor. One credit may be earned from another department on a Japan-related subject with the approval of the section. Special Major in Japanese Language, Literature, and Culture At least 10 total credits starting with 00IB, including at least one credit outside the department, are required for a special major in Japanese. Special majors should complete at least six semesters of Japanese language training or its equivalent. Japanese special majors are strongly encouraged to study abroad in a program approved by the section; transfer credits normally may be counted toward the special major. Special majors should complete at least two courses on Japanese culture of level 015 and higher and at least two additional courses of level 30 and higher or their equivalent in coursework outside the department. Students are encouraged to combine their study of Japanese literature and culture with coursework in Japanese history, anthropology and sociology, religion, art, music, economics, political science, education, comparative literature, and other related fields within the tricollege consortium. At least two courses on Japanese literature and culture should normally be taken within the department. All special majors will complete a culminating project. Honors Special Major and Honors Minor in Japanese Language, Literature, and Culture Honors study for qualified students may be substituted for the culminating project in the special major. Students are encouraged to consult with the Japanese section head to discuss honors special majors and honors minors. Courses JPNS 001B-002B. Introduction to Japanese Students who start in the 001B-002B sequence must complete 002B to receive creditfo r 001B. This intensive introduction to Japanese attempts to develop the four language skills of speaking, writing, listening, and reading. Spoken component will cover both formal and casual Modern Languages and Literatures forms of speech; the written component will introduce the hiragana and katakana syllabaries; and about 200 kanji characters. 1.5 credits. JPNS 001B. Fall 2008. Jo, Suda. JPNS 002B. Spring 2009. Jo, Suda. JPNS 003B, 004B. Second-Year Japanese Combines intensive oral practice with writing and reading in the modem language. The course attempts to increase students’ expressive ability through the introduction o f more advanced grammatical patterns and idiomatic expressions. Introduces students to authentic written texts and examples of Japanese expression through several media. The course will introduce approximately 300 new kanji characters in addition to the 200 covered in JPNS 001B002B. 1.5 credits. JPNS 003B. Fall 2008. Gardner, Jo. JPNS 004B. Spring 2009. Gardner, Jo. JPNS 012, 013. Third-Year Japanese These course aims to lead Japanese students into the intermediate-advanced level, deepening students’ exposure to Japanese culture through the study of authentic materials and the application of language skills in diverse linguistic contexts. They will combine oral practice with reading, viewing, and discussion of authentic materials including newspaper articles, video clips, and literary selections. Students will continue to develop their expressive ability through use of more advanced grammatical patterns and idiomatic expressions, and will gain practice in composition and letter writing. These courses will introduce approximately 300 new kanji' characters in addition to approximately 500 covered in first- and second-year Japanese. Prerequisite: Completion of JPNS 004B or demonstration of equivalent language skills. These courses are intended to be taken together with JPNS 012A in the fall semester and JPNS 010A in the spring semester, which will provide additional opportunities for application and extension of newly acquired skills. 1.0 credits and (1.5 credits when taken with JPNS 012A and JPNS 013A Fall 2008. Suda. Spring 2009. Suda. JPNS 012A. Japanese Conversation This course attempts to improve students’ command of spoken Japanese at the intermediate level. It meets for 90 minutes each week. Can be repeated for credit. 0.5 credit (when taken with JPNS 012) Fall 2008. Suda. JPNS 013A. Readings in Japanese This course aims to improve students’ intermediate-advanced reading skills, while introducing them to the world of Japanese literature in the original. We will examine texts in various genres, such as personal essays, short stories, folk tales, manga, haiku, and fiee-verse poetry, and discuss the distinctive features of each genre as well as the cultural context for each work. Readings and discussion will be in Japanese. The course may be repeated in 2 consecutive years. Prerequisite: completion or concurrent enrollment in JPNS 013, or instructor’s permission. 0.5 credits. Spring 2009. Gardner. JPNS 014A. Service Learning Pedagogy (Cross-listed as EDUC 072) This course has two components: service and pedagogy. You can serve the Swarthmore community by teaching your foreign language to local elementary school students in an after­ school program that meets two times/week. You may opt to teach for two sessions one day/week with a partner or for one session two days/week. During the pedagogy sessions held on campus, we discuss writing weekly lesson plans and foreign language acquisition, methodologies, and approaches. We use a common goal-oriented curriculum among all the languages. Both service and teaching components are required. You must register for the language or education studies course that you’ll be teaching and for a service time MAY or T/Th. .5 credit. Each semester. JPNS 017. The World of Japanese Drama and Performance (Cross-listed as LITR 017J) This team-taught course will explore Japan’s unique dramatic and performing arts traditions, combining the study of dramatic texts and their historical and cultural background led by Professor Gardner with practical exercises and discussions on movement and performance led by Cornell Visiting Professor Isaburoh Hanayagi, a master o f Japanese classical dance, and an expert on kabuki, folk dance, and taiko drumming. Japanese performing arts are deeply influenced by Buddhist, Shinto, and Modern Languages and Literatures shamanistic religious ideas and incorporate rich elements of the Japanese literary tradition. The course will aim to give insight onto these diverse cultural and philosophical elements of Japanese music, dance, and drama and will also explore the training traditions and social world of performers such as geisha, noh actors, and kabuki actors. No previous knowledge of performance or Japanese language, history, or culture is required. 1credit. Fall 2008. Gardner, Hanayagi. JPNS 021. Modern Japanese Literature (Cross-listed as LITR 021J) An introduction to Japanese fiction from the Meiji Restoration (1868) to the present day, focusing on how literature has been used to express the personal voice and to shape and critique the concept of the modem individual. We will discuss the development of the mode of personal narrative known as the “I novel” as well as those authors and works that challenge this literary mode. In addition, we will explore how the personal voice in literature is interwoven with the great intellectual and historical movements of modem times, including Japan’s encounter with the West and rapid modernization, the rise of Japanese imperialism and militarism, World War II and its aftermath, the emergence of an affluent consumer society in the postwar period, and the impact of global popular culture and the horizon of new transnational identities in the 21st century. All readings and discussions will be in English. 1 credit Not offered 2008-2009. JPNS 024. Japanese Film and Animation (Cross-listed as LITR 024J) This course offers a historical and thematic introduction to Japanese cinema, one of the world’s great film traditions. Our discussions will center on the historical context o f Japanese film, including how films address issues of modernity, gender, and national identity. Through our readings, discussion, and writing, we will explore various approaches to film analysis, with the goal of developing a deeper understanding of formal and thematic issues. A separate unit will consider the postwar development of Japanese animation (anime) and its special characteristics. Screenings will include films by Ozu, Mizoguchi, Kurosawa, Imamura, Kitano, and Miyazaki. 1 credit. Spring 2010. Staff. JPNS 041. Fantastic Spaces in Modern Japanese Literature (Cross-listed as LITR 041 J) As Japanese society has transformed rapidly in the 20th century and beyond, a number of authors have turned to the fantastic to explore the pathways of cultural memory, the vicissitudes of interpersonal relationships, the limits of mind and body, and the nature of storytelling itself. In this course, we will consider the use of anti-realistic writing genres in Japanese literature from 1900 to the present, combining readings of novels and short stories with related critical and theoretical texts. Fictional works examined will include novels, supernatural tales, science fiction, and cyber­ fiction by authors such as Tanizaki Junichiro, Abe Kobo, Kurahashi Yumiko, and Murakami Haruki. Readings will be in English; no previous experience in Japanese studies is required. 1 credit. Fall 2009. Staff. JPNS 074. Japanese Popular Culture and Contemporary Media (Cross-listed as LITR 074J) Japanese popular culture products such as manga (comics), anime (animation), television, film, and popular music are an increasingly vital element of 21st-century global culture, attracting ardent fans around the world. In this course, we will critically examine the postwar development of Japanese popular culture, together with the proliferation of new media that have accelerated the global diffusion of popular cultural forms. Engaging with theoretical ideas and debates regarding popular culture and media, we will discuss the significance of fan cultures, including the “otaku” phenomenon in Japan and the United States, and consider how national identity and ethnicity impact the production and consumption of popular cultural products. We will also explore representations of technology in creative works, and consider the global and the local aspects of technological innovations, including the internet, mobile phones, and other portable technology. Readings and discussion will be in English. The course will be conducted in a seminar format with student research and presentations comprising an important element of the class. Previous coursework in Japanese studies or media studies is recommended but not required. 1 credit. Not offered 2008-2009. Modern Languages and Literatures JPNS 083. War and Postwar in Japanese Culture (Cross-listed as LITR 083J) What was the Japanese experience of World War II and the Allied Occupation? We will examine literary works, films, and graphic materials (photographs, prints, advertisements, etc.), together with oral histories and historical studies, to seek a better understanding of the prevailing ideologies and intellectual struggles of wartime and postwar Japan as well the experiences of individuals living through the cataclysmic events of midcentury. Issues to be investigated include Japanese nationalism and imperialism; women’s experiences o f the war and home front; changing representations and ideologies of the body; war writing and censorship; the atomic bombings of Hiroshima and Nagasaki; Japanese responses to the Occupation; and the war in postwar memory. The course readings and discussions will be in English. Prerequisite: HIST 075 or permission of the instructor. 1 credit. Spring 2009. Staff. JPNS 094. Independent Study Russian Russian may be offered as a major or minor in the Course Program or as a major or minor in the Honors Program. Russian is the primary or sole language of instruction in all courses except courses crosslisted with the literature program. The major itself emphasizes literature and culture, supported by proficiency in reading, writing, listening and speaking. Both the major and the minor can be supported by work in allied disciplines (history, anthropology, other literatures), and Russian can be a supporting subject to numerous other majors or a component of comparative literature. Students interested in a combined Russian language and linguistics major may develop a program with advanced courses and seminars in the language offered at Bryn Mawr College and the Linguistics Program at Swarthmore College. Prerequisites for both course students and honors candidates are RUSS 004B, O il, and 013 or equivalent work. Study abroad in Russia is strongly recommended. Major in Course Requirem ents A minimum of 8 credits in courses and seminars, which may include RUSS 004B but must include RUSS 011,013, and 091 (Special Topics) plus one other course in translation. Students are expected to take a minimum of two seminars in Russian literature and/or culture. (Students who study abroad at an appropriate program may offer a seminar taken there in lieu of one Swarthmore seminar.) The Comprehensive Examination is based on work completed in courses and seminars numbered 011 and above. Minor in Course Requirem ents Five or 5.5 credits, which must include: 1. RUSS 004B (or placement above 004B) 2. Either RUSS 011 or RUSS 013 or an equivalent course taken in Russia 3. One o f the following: RUSS 013 (if not used to fulfill item 2); another course in Russian literature in translation, LITR 015R, LITR 068R, or a comparable literature course in Russia or at Bryn Mawr College or the University o f Pennsylvania 4. One seminar in Russian Honors Program in Russian Language and Literature The minimum grade for acceptance into the Honors Program in Russian: B-level work in courses taken at Swarthmore in language, literature, and culture. Requirem ents fo r M ajors 1. RUSS 004B or equivalent study 2. RUSS 011 and RUSS 013 or equivalent courses taken elsewhere 3. One more course in Russian literature in translation or one advanced literature course in another language (e.g., ENGL 071K, CHIN 066, CLAS 104, FREN 040, GERM 066, SPAN 060) 4. At least three seminars Requirem ents fo r M inors 1. RUSS 004B or equivalent study 2. RUSS 011 and RUSS 013 or equivalent courses taken elsewhere 3. One more course taken in Russian literature in translation or one advanced literature course in another language (see examples above) 4. One seminar Senior H onors Study At the beginning of the final semester, seniors will consult with the Russian section head about the following: (1) Majors will prepare a bibliography of additional readings related to the content of their three honors preparations. Majors will write three 3,000- to 3,500-word papers in Russian, one for each honors preparation, or one 6,000-word paper integrating the three preparations. This material will be presented to die external examiners along with the syllabi of the three seminars and any other relevant material. (2) Minors will prepare a bibliography o f additional readings related to their 2-credit honors preparation. Modern Languages and Literatures Minors will write one 3,0000-word paper that expands n their honors preparation and, wherever possible, integrates it with their honors major. The paper will be sent to the external examiner along with the syllabus of the honors seminar and any other relevant material. (3) Examination: Majors will take three 3-hours written examinations prepared by the external examiners as well as a half-hour oral examination for each, based on the materials submitted to the examiner. Minors will take one 3-hour written examination prepared by the external examiner as well as a half-hour oral examination. Courses Not all advanced courses or seminars are offered every year. Students wishing to major or minor in Russian should plan their program in consultation with the department. Course majors are required to take Special Topics (RUSS 091). RUSS 001B-002B, 003B. Intensive Russian Students who start in the 001B—002B sequence must complete and pass 002B in order to receive creditfo r 001B. For students who wish to begin Russian in college or did not move beyond an introduction in high school. Designed to impart an active command of the language. Combines the study of grammar with intensive oral practice, work on phonetics, writing, Web materials, and readings in literary and expository prose. Conducted primarily in Russian; normally followed by 004B and 011. See the explanatory note on language courses in the first section of modem languages and literatures. 1.5 credits. RUSS 001B. Fall 2008. Pesenson, Neuendorf. RUSS 002B. Spring 2009. Pesenson, Neuendorf. RUSS 003B. Fall 2008. Rojavin, Neuendorf. RUSS 004B. Advanced Intensive Russian For majors and those interested in reaching advanced levels of proficiency in the language. Advanced conversation, composition, translation, and stylistics. Considerable attention to writing skills, phonetics, and spontaneous speaking. Readings include short stories, poetry, newspapers, and the Russian Web. Conducted in Russian. 1.5 credits. Spring 2009. Rojavin, Neuendorf. RUSS 006A. Russian Conversation This course meets once a week for 1.5 hours. Students will read newspapers, explore the Internet, and watch videos to prepare for conversation and discussion. Each student will design and complete an individual project based on his or her own interests and goals. Prerequisite: 004B in current or a previous semester or permission of the instructor. 0.5 credit. Spring 2009. Neuendorf. RUSS 008A. Russian Phonetics (Cross-listed as LING 008A) This course will enable Russian speakers and non-speakers alike to learn to pronounce Russian fluently. Focused work on individual phonemes and the Russian “articulation foundation” will accompany the study of phonetic rules and intonational constructions. We will devote practical attention to issues in both Russian language acquisition and linguistics; individual assignments will reflect each student’s experience, interests, and goals. 0.5 credit. Spring 2009. Staff. RUSS 011. Russian Culture An interdisciplinary introduction to contemporary Russian culture within a framework of continuing enrichment of vocabulary and developing fluency in speaking and writing Russian. Topics will emphasize high culture and history, with occasional guest presentations by faculty in associated disciplines from Swarthmore and Bryn Mawr colleges. Readings, lectures, papers, and discussions are in Russian. Prerequisite: Russian 004B or the equivalent. 1 credit. Fall 2008. Neuendorf. RUSS 012A. Service Learning Pedagogy (Cross-listed as EDUC 072) This course has two components: service and pedagogy. You can serve the Swarthmore community by teaching your foreign language to local elementary school students in an afterschool program that meets two times/week. You may opt to teach for two sessions one day/week with a partner or for one session two days/week. During the pedagogy sessions held on campus, we discuss writing weekly lesson plans and foreign language acquisition, methodologies, and approaches. We use a common goal-oriented curriculum among all the languages. Both service and teaching components are required. Modern Languages and Literatures You must register for the language or education studies course that you’ll be teaching and for a service time M/W or T/Th. .5 credit. Each semester. RUSS 013. The Russian Novel (Cross-listed as LITR 013R) The Russian novel represents one of Russia’s most widely recognized contributions to world culture. The course surveys classic authors and experimental works from the 19th and 20th centuries. Students in the course will deepen their understanding of the context for writers including Dostoevsky and Tolstoy. They will gain familiarity with literary movements and genres including romanticism, realism, the psychological novel, the picaresque novel, modernism and the postmodern as they developed in Russia. We will highlight issues including the relationship of Russia to the West, national identity and the complex relationship of literature and politics. No prerequisite. Writing course. 1 credit. Fall 2008. Pesenson. RUSS 015. First-Year Seminar: East European Prose in Translation (Cross-listed as LITR 015R) Novels and stories by the most prominent 20thcentury writers of this multifaceted and turbulent region. Analysis of individual works and writers with the purpose of appreciating 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, writing, and discussion in English; students who are able may do some readings in the original languages. This writing-intensive course is limited to 12 students. Writing course. 1 credit. Fall 2009. Forrester. RUSS 016. History of the Russian Language An introductory course, studying 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 literary texts. Satisfies the linguistics requirement for teacher certification. 1 credit. Not offered 2008-2009. RUSS 017. First-Year Seminar: The Erotic Imagination: Love and Sex in Russian Literature (Cross-listed as LITR 017R) Best known for political priorities and philosophical depth, Russian literature has also devoted many works to the eternal concern of love and sex. We will read significant and provocative works from traditional folk tales through the 20th century to discuss their construction of these most “natural” impulses— and how they imagine the relationship of human attraction to politics and philosophy. 1 credit. Not offered 2008-2009. RUSS 021. Dostoevsky (in Translation) (Cross-listed as LITR 021R) Writer, gambler, publicist, and visionary Fedor Dostoevsky is one of the great writers of the modem age. His work influenced Nietzsche, Freud, Woolf, and others and continues to exert a profound influence on thought in our own society to the present. Dostoevsky confronts the “accursed questions” of truth, justice, and free will set against the darkest examples of human suffering: murder, suicide, poverty, addiction, and obsession. Students will consider artistic, philosophical, and social questions through texts from throughout Dostoevsky’s career. Students with Russian may read some or all of the works in the original. 1 credit. Spring 2010. Pesenson. RUSS 024. Russian and East European Cinema (Cross-listed as LITR 024R) This course will introduce students to cinema from the “other Europe.” We will begin with influential Soviet avant-garde cinema and survey the traditions that developed subsequently with selections from Russian, Polish, Caucasian, Czech, Hungarian, Ukrainian and Yugoslav cinema. Screenings will include films by Eisenstein and Tarkovsky, Wajda, Kusturica, and Paradzhanov, among others. Students will hone critical skills in filmic analysis while considering the particular cultural, national and political forces shaping the work o f filmmakers in this “other Europe” from the early 20th to the early 21st century. No prerequisite. 1 credit. Not offered 2008-2009. RUSS 033. Terror in Russia: Method, Madness, and Murder (Cross-listed as LITR 033R) In the 19th century, the Russian Empire saw a rise of political terrorism sponsored by leftist and anarchist political factions plus a new legal Modern Languages and Literatures system with juries likely to acquit. After a central role in the 1917 Revolution, political terror underwent further transformation in the 20th century, turned against Soviet citizens under Stalin, and erupted on both sides of the ongoing conflict in Chechnya. Poetry, prose, film, and journalism. 1 credit. Next offered 2009-2010. Pesenson. RUSS 041. War and Peace in Russian Literature and Culture (Cross-listed as LITR 041R) This course explores Russian literary and cinematic responses to the ravages of war and revolution, heroic and bloody conflicts that repeatedly devastated the country throughout its long and tumultuous history. We will read a variety of texts dealing with wars in the Middle Ages, the Napoleonic invasion, the Revolution of 1917, the Civil War, World War II, and the present-day conflict in Chechnya and explore how individual writers portrayed the calamity of war and its devastating effect on people’s lives, while expressing hope for ever-elusive peace and prosperity. Works to be read include Tolstoy’s War and Peace, Bulgakov’s White Guard, Grossman’s Life and Fate, Babel’s Red Cavalry, and Akhmatova’s Poem Without a Hero. Films to be screened include Alexander Nevsky, Battleship Potemkin, Ballad o f a Soldier, My Name Is Ivan, and Prisoner o f the Mountains. All readings and discussion will be in English. All films will be screened with English subtitles. 1 credit. Spring 2009. Pesenson. RUSS 045. Poetry in Translation/Translating Poetry (Cross-listed as LITR 045R) This new course will study the history, practice, and politics of poetic translation from antiquity to the present, including work from Arabic, Chinese, French, German, Greek, Hebrew, Irish, Japanese, Latin, Polish, Russian, Sanskrit, and Spanish. The course has a strong practical component: All students will work on translations of their own throughout the semester (from languages they know or with native speakers or literal versions), and the final project may include a portfolio of translations. Especially suitable for students interested in comparative literature. 1 credit. Not offered 2008-2009. RUSS 047. Russian Fairy Tales (Cross-listed as LITR 047R) Folk beliefs are a colorful and enduring part of Russian culture. This course introduces a wide selection of Russian fairy tales in their aesthetic, historical, social, and psychological context. We will trace the continuing influence of fairy tales and folk beliefs in literature, music, visual arts, and film. The course also provides a general introduction to study and interpretation of folklore and fairy tales, approaching Russian tales against the background of the Western fairy-tale tradition (the Grimms, Perrault, Disney, etc.). No fluency in Russian is required, though students with adequate language preparation may do some reading, or a course attachment, in the original. 1 credit Spring 2010. Forrester. RUSS 066. Antichrist and Apocalypse in Russian Literature and Culture (Cross-listed as LITR 066R) The Russians have been famously termed “wanderers in search of God’s truth.” In much of their literature, there is a discemable thirst for another life, another world; a clear displeasure at what is. There is an eschatological directedness; an expectation that there will be an end to all that is finite; that a final truth will be revealed; that, in the future, an extraordinary event will occur. This new course will explore and analyze apocalyptic consciousness in Russian literature and culture from the Middle Ages to the present. Emphasis will be on such themes as the expectation of the end of the world, identity of the Antichrist, and visions of an afterlife. Authors include Dostoevsky, Tolstoy, Merezhkovsky, Bely, Solovyov, Bulgakov, Remizov, and Blok. All discussions and readings will be in English. 1 credit. Not offered 2008-2009. RUSS 070. Translation Workshop (Cross-listed as LING 070 and LITR 070R) This workshop in literary translation will concentrate on both 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. Students taking the course for linguistics credit will write a final paper supported by a smaller portfolio of translations. No prerequisites exist, 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 2008. Forrester. RUSS 079. Russian Women Writers (Cross-listed as LITR 079R) This course balances the picture of Russian literature by concentrating on the female Modem Languages and Literatures authors whose activities and texts were long excluded from the canon. From the memoirs of the first female president o f the Russian Academy of Sciences and a female cavalry officer in the Napoleonic Wars, through the rise of the great prose novel and modernist poets such as Anna Akhmatova and Marina Tsvetaeva, to the stunning frankness of postSoviet authors and dramatists such as Arbatova, Petrushevskaia, and Vasilenko. Students with good Russian skills may do part or all of the readings in the original. 1 credit. Not offered 2008-2009. likes of Pushkin, Chekhov, Zoshchenko, Bulgakov, Nabokov, and others. 2 credits. Not offered 2008-2009. RUSS 080. Literature of Dissent (Cross-listed as LITR 080R) 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 19th- and 20th-century Russian poetry and prose. 1 credit. Not offered 2008-2009. RUSS 104. Dostoevsky Students will read the works of this compelling visionary in the original Russian. The course will survey key works from Dostoevsky’s oeuvre, examining Dostoevsky’s use of language and his literary style. Dostoevsky’s art and ideas will be discussed in the context of major critical works by Mikhail Bakhtin and others. 2 credits. Spring 2009. Pesenson. RUSS 091. Special Topics For senior course majors. Study of individual authors, selected themes, or critical problems. 1 credit. Spring 2009. Staff. RUSS 093. Directed Reading Seminars RUSS 101. Tolstoy Novelist, Christian philosopher, pacifist, and educator, the monumental Leo Tolstoy’s thought inspired communities of “Tolstoyans” and influenced Gandhi, Martin Luther King Jr., and Nelson Mandela. Tolstoy’s treatment of moral and historical issues in literature continues to inspire and provoke readers today. This course will examine Tolstoy’s idea and art in the harmonious Russian o f the original and will explore his context in the culture, literature, and history of the time. 2 credits. Not offered 2008-2009. RUSS 102. Russian Short Story Counterpoint to the sprawling Russian novel, the short story in Russia possesses a long and distinguished pedigree. Russian writers have used the genre to create polished and brilliant gems demonstrating the possibilities of character development, voice, plot, and the right exposition of ideas in prose. This seminar will explore a selection of examples from the RUSS 103. Pushkin and Lermontov This course will acquaint students with two of the seminal figures of 19th-century Russian literature, Aleksandr Pushkin and Mikhail Lermontov, looking at their criticism, dramatic works, poetry and prose, as well as their cultural and literary context. 2 credits. Not offered 2008-2009. RUSS 105. Literature of the Soviet Period This course treats the literature associated with one of the most remarkable social experiments in human history. Students will examine the relation o f literature to ideology and social reality based on a selection of works reflecting the avant-garde experimentation of the 1920s, the official doctrine of Socialist Realism, underground and émigré literature, and/or literature addressing the historical situation and the legacy o f Stalinism. 2 credits. Fall 2008. Rojavin. RUSS 106. Russian Drama 2 credits. Not offered 2008-2009. RUSS 107. Russian Lyric Poetry 2 credits. Not offered 2008-2009. RUSS 108. Russian Modernism The period spanning roughly 1890 to 1925 is often referred to as the Silver Age of Russian literature. This course will survey the rich achievements o f Russian culture in the fin-desiècle, with opportunities to study particular topics more deeply according to students’ interests and preferences. 2 credits. Not offered 2008-2009. Modem Languages and Literatures RUSS 109. Chekhov Readings from Chekhov’s dramatic works and stories, with attention to the rich body of scholarship on the author in Russian and in English. 2 credits. Not offered 2008-2009. RUSS 110. Bulgakov Doctor, dramatist, and dissident, Mikhail Bulgakov is one of the most significant prose authors of the Soviet period. His writings embody scrupulous honesty; recognition of moral complexity; deeply thoughtful awareness of political, religious, and philosophical traditions; and the life-affirming force of humor. We will read from his short stories, feuilletons, and dramatic works, ending the semester with his masterpiece, Master i Margarita, arguably the most fun novel of the 20th century. 2 credits. Not offered 2008—2009. RUSS 111. Tsvetaeva and Mayakovsky Poetic, dramatic, and prose works of the “hysterical poets,” Marina Tsvetaeva and Vladimir Mayakovsky, two of the greatest Russian writers of the 20th century. Focus on their volcanic poetic development, interactions, and creative responses to gender, decadence, revolution, civil war, emigration, and Soviet repression. 2 credits. Not offered 2008-2009. RUSS 112. The Acmeists Several great Russian 20th-century poets led the group called “Acmeists” for their emphasis on verbal clarity, specificity of imagery, and attitude of “nostalgia for world culture.” Nikolai Gumilev was shot in 1921 for supposed participation in a monarchist plot. Osip Mandel’shtam spent years in “internal exile” for overly honest writing and died in a camp in 1938. Anna Akhmatova, perhaps the most translated Russian poet into English, witnessed all the horrors of Stalinism but survived to mentor a new generation of poets in the 1960s. The course will concentrate on these three poets, with attention to their literary and cultural context. 2 credits. Not offered 2008-2009. RUSS 113. Russian Cinema Examples from Soviet avant-garde, High Stalinist, Thaw Era, perestroika, and postSoviet Cinema, considering the role of film as both ideology and entertainment. 2 credits. Not offered 2008-2009. RUSS 114. Folklore in Russian Literature Folklore is both an enormous field of human culture, and a rich source o f literary plots, genres, ideas and materials for writers, scholars, and theorists of all directions. In this course, we will read works of Russian literature in which folklore plays a significant role as well as explore several of the areas of Russian folklore that have most influenced literature. 2 credits. Not offered 2008-2009. RUSS 116. The St. Petersburg Myth in Russian Culture This course will examine the importance of St. Petersburg in Russian history, society, and culture. It will investigate ways in which themes and developments that are crucial for an understanding of Russia as a whole have been played out over the course of the city’s vibrant, and often turbulent, 300-year existence. Themes to be covered include discourse of East versus West in defining Russian national identity (Petersburg as Russia’s “Window Onto Europe,” Petersburg’s rivalry with Moscow); reform and modernization in Russian history (Petersburg as “the most abstract and intentional city on earth” [Dostoevsky]); death and suffering in Russian history (Petersburg as an “apocalyptic city” doomed to pay for its murderous origins); and the relationship between center and periphery in the Russian and Soviet context (Petersburg as a “cosmopolitan province,” Petersburg as contemporary Russia’s “cultural capital”). 2 credits. Not offered 2008-2009. Spanish The Spanish section of the Modem Languages and Literatures Department works with students who want to learn the language and familiarize themselves with the cultures and literatures of Spain and Latin America, regardless of their intended majors. As Spanish becomes the second language of the United States, the program recognizes the importance of teaching students whose engagement with literature is not the main goal of language study. In addition, the program prepares a group of specialists in Spanish and Latin American literature as majors and minors, in course or honors. Non-specialists who have completed the four-semester sequence or its equivalent are welcome in literature courses. The program also teaches literary courses in English (listed as LITR in the first part of the description of the Modem Languages and Literatures Department), recognizing the importance of the Spanish and Latin American literary traditions for those who wish to become acquainted with Modern Languages and Literatures leading world fiction and poetry. In all cases, the program teaches language and literature within their diverse cultural and historical contexts. Major Requirements (1) The completion of at least one semester of study in a Spanish-speaking country in a program approved by the Spanish section; (2) the completion of a minimum of 8 credits of work in courses numbered 004B and above; (3) one of these courses must be Oil or 013; (4) a student may present one of the following courses as part of the 8-credit requirement: 004B, 009, or 010. SPAN 006A will not count toward fulfillment of the major; (5) 1 of the 8 credits of advanced work may be taken in English from among those courses listed in the catalog under Literatures in Translation, provided that it is a course pertinent to die student’s major; (6) all majors are strongly encouraged to take at least one seminar offered by the section; (7) only one of the seminars in the major will count as two courses; (8) a minimum of four of the eight courses must be taken at Swarthmore College; (9) in their senior year, majors will rewrite two of the best essays that they have submitted as term papers for courses given by the section. Each research paper should consist of 15 to 20 pages and should be based on ample critical documentation. The first paper will be due in February and the second in April. These two essays—and the student’s overall course preparation—will provide the basis for the oral examination in May. All majors are strongly encouraged to maintain a balance in their overall program by taking advanced work in different periods from Spain and Latin America. Minor Requirements (1) The completion of at least one semester of study in a Spanish-speaking country in a program approved by the Spanish section. Only two of the courses taken abroad that pertain to the curriculum of the section may count toward fulfillment of the minor; (2) all minors must take a total of five course and/or seminar offerings numbered 004B and above. Four of these offerings may not overlap with the student’s major or other minor. A student may present one of the following courses as part of the five-course requirement: 004B,009, or 010. SPAN 006A and courses in English translation will not count toward fulfillment of the minor; (3) all minors must take either SPAN 011 or 013 unless in special cases the section waives this requirement; (4) all minors are strongly encouraged to take seminars offered by the section. Admission to seminars, however, must be approved by instructors; and (5) seminars in the minor count as one of five courses. Honors Program in Spanish Candidates for the major or minor in Spanish must meet the following requirements before being accepted for the program in honors: (1) a B average in Spanish coursework at the College; (2) the completion at Swarthmore of either SPAN 011 or 013 and one course numbered 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 following: (a) 2-credit seminars offered by the section or (b) 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 a total o f 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 examinations prepared by the external examiners as well as three 0.5-hour oral examinations based on the contents of each field of preparation. Minors will take one 3hour written examination prepared by the external examiner as well as one 0.5-hour oral examination based on the contents of the written examination. All examinations will be conducted exclusively in Spanish. Courses Students wishing to major in Spanish should plan their program in consultation with the department. Spanish is the only language used in class discussions, readings, and assignments in all courses. Students must have taken SPAN Oil or 013 before they can take an advanced literature or film course in Spanish unless they receive special permission from the instructor. SPAN 001B-002B. Intensive First Year of Spanish Students who start in the 001B-002B sequence must complete 002B to receive credit for 001B. Note: Spanish 00IB is offered in the fall semester only. Students must take 00IB before proceeding to 002B. For students who begin Spanish in college: The first year of Spanish is designed to encourage the development of communicative proficiency through an integrated approach to the teaching o f all four-language skills—listening and understanding, reading, writing, and speaking. It also fosters awareness of the Spanish­ speaking world through authentic cultural materials (films, music, news) and information, Modern Languages and Literatures thus deepening the student’s living understanding of the multi-faceted Spanish­ speaking world. 1.5 credits. SPAN-001B: each fall. Camacho de Schmidt, Vargas. 1.5 credits. SPAN-002B: each spring. Staff, Vargas. SPAN 002B-002. Intensive Spanish for Advanced Beginners SPAN 002B-002 is intended for those students who have had at least a year of Spanish but have not yet attained the level of 003B. This intensive, accelerated course covers the materials of SPAN 001B and 002B in one semester, allowing for the review of basic concepts learned in the past, but almost forgotten. It encourages the development of communicative proficiency through an interactive task-based approach, and provides students with an active and rewarding learning experience as they strengthen their language skills and develop their cultural competency. Engaging, award-winning short-subject films from various Spanish-speaking countries are integrated into the lessons, serving as springboards for the vocabulary, grammar, and cultural topics presented. After completing this course, students will be prepared to take SPAN 003B and further advanced courses. 1.5 credits. Each semester. Martinez, Vargas. SPAN 003B. Intensive Intermediate Spanish SPAN 003B is an intensive third semester Spanish course for students who seek to develop fluency and accuracy in order to express, interpret, and negotiate meaning in context. Special emphasis will be placed on the basic skills—listening, speaking, reading, and writing—as building blocks toward proficiency and communication. 1.5 credits. Each semester. Guardiola, Vargas. SPAN 004B. Intensive Advanced Spanish SPAN 004B is a course designed for students who have already learned the basic aspects of Spanish grammar. Through the careful attention given to literary texts, films, and cultural media, the students develop further their writing and oral skills in Spanish. The goal of the course is to fine tune and perfect the finer points of Spanish grammar, therefore allowing for the expression of advanced concepts and ideas in speech and writing that will enable students to take upper level courses in literature and culture. This course is ideal to take before studying in a Spanish-speaking country. 1.5 credits. Fall 2008. Chiong Rivero, Friedman. Spring 2009. Chiong Rivero, Friedman. SPAN 006A. Spanish Conversation An exciting course that effectively stimulates lively conversational Spanish. This course meets once a week for 1.5 hours, and the class will be divided into small groups to facilitate discussion. The aim of the course is for the student to acquire well-rounded communication skills and socio-cultural competence. The selected materials (newspapers, movies, music, literature, etc.) seek to stimulate students’ curiosity and engagement with the ultimate goal o f awakening a strong desire to express themselves in the language. This course is not appropriate for native speakers. Prerequisite: SPAN 004B or its equivalent or permission of the instructor. 0.5 credit. Each fall. Friedman. SPAN 009. Spanish Composition Recommended for students who have finished 004B, have received a 5 in the AP/IB exam or want to improve their Spanish written expression at any point during the course of their studies. This is a practical course for writing and rewriting in a variety of contexts. It includes a review of grammar and spelling, methods for vocabulary expansion, and attention to common errors o f students of Spanish living in an English-speaking society. The course intends to develop a delight in writing clearly and succinctly; using the vast resources of what Mexican author Carlos Fuentes calls “my homeland, the Spanish language.” 1 credit. Each fall. Camacho de Schmidt. SPAN 01 OS. Culturas de España Embark on a cultural journey through Spain! Focusing primarily on transcultural and interdisciplinary perspectives, we will explore various topics pertaining to all periods of Spanish history, society, culture, literature, politics, art, music, and film. We will devote special attention to contemporary Spanish film and current events. We will study these aspects in relation to different regions (Cataluña, Andalucía, Galicia, Pais Vasco, and Castilla) and particular cities (Madrid, Barcelona, and Sevilla). We will examine how the medieval concept of Spain (“las Espafias”) may still apply today with respect to the linguistic, cultural, ethnic, social, and political diversity within the Iberian Peninsula. Other topics for exploration include migration and the emergence of hybrid identities, including those pertaining to culture, gender, and sexuality. The Modern Languages and Literatures student will develop advanced skills in speaking, writing, and reading in Spanish. Writing course. 1 credit. Fall 2008. Chiong Rivero. SPAN 010SA. En busca de Latinoamérica This course seeks to provide students with a critical understanding of Latin America and to introduce its cultural history. Through a multidisciplinary perspective, we will study the interaction of social, political, ethnic, and gender dynamics and its resulting transformations in Latin America. After a study of pre-European contact and Amerindian civilizations, we will examine critically the moment of contact between the Old and the New World and the ensuing conflicts that characterized the three centuries of colonial rule in Latin America. Later, we will focus on the nation building process and the cultural campaigns of tum-of-the-centuiy elites, the causes and consequences of U.S. interventions, the dilemmas of economic development, the rise of state terror, and the lives of transnational migrants today. Lectures and textbook readings provide a panoramic analysis of complex cultural processes (colonialism, transculturation, modernization, globalization, etc.); class discussions and writing assignments require students to hone their ability to read and think critically. Documentaries, films, and nonfiction writing provide other points of entry as we think through the processes that have shaped Latin America. This writing course is limited to 15 students. Prerequisite: SPAN 004B or its equivalent or permission of the instructor. This course may count toward an academic program in Latin American studies. Writing course. 1 credit. Each spring. Martinez. SPAN 011. Introducción a la literatura española This course covers representative Spanish works from medieval times to the present. Works in all literary genres will be read to observe times of political and civic upheaval, of soaring ideologies and crushing defeats that depict the changing social, economic, and political conditions in Spain throughout the centuries. Each reading represents a particular literary period: middle ages, renaissance, baroque, neo-classicism, romanticism, realism, naturalism, surrealism, postmodernism, etc. Emphasis on literary analysis to introduce students to further work in Spanish literature. Writing course. 1 credit. Each fall. Guardiola. SPAN 012A. Service Learning Pedagogy (Cross-listed as EDUC 072) This course has two components: service and pedagogy. You can serve the Swarthmore community by teaching your foreign language to local elementary school students in an after­ school program that meets two times/week. You may opt to teach for two sessions one day/week with a partner or for one session two days/week. During the pedagogy sessions held on campus, we discuss writing weekly lesson plans and foreign language acquisition, methodologies, and approaches. We use a common goal-oriented curriculum among all the languages. Both service and teaching components are required. You must register for the language or education studies course that you’ll be teaching and for a service time M/W or T/Th. .5 credit. Each semester. SPAN 013. Introducción a la literatura latinoamericana At a time when critics question the concept of national literatures, is it possible to speak of the literary production of an almost full continental region as a unit? This course is built on the presupposition that Latin American countries, despite their differences, share a common experience in their birth through conquest and colonization; the chaos of their post­ independence periods; the stratification of thensocieties along lines of race, class, and gender; their struggle for democracy, modernization, and equality; and their complex relationship with the United States, especially during the Cold War. Literature, more than reflecting this history, has been part of its making. In this course, we read a selection of poetry, narratives, and essays among the many texts that give meaning to the Latin American experience. Throughout the semester, we remain engaged in mastering the Spanish language, especially in writing. This course counts toward the Latin American studies minor. Prerequisite: SPAN 004B or 010 or the equivalent or permission of the instructor. This course may count toward an academic program in Latin American studies. Writing course. I credit. Each spring. Camacho de Schmidt. Modern Languages and Literatures SPAN 014. First-Year Seminar: Childhood in Latin American Literature (Cross-listed as LITR 015SA) How does the world look from the perspective of a Latin American child? Children, who are always trying to make sense of the world and learn at astonishing speed, are relatively unencumbered by adult concerns and biases. Does that freedom make the child narrator a privileged storyteller? How does literature represent transforming events, such as the separation of loved ones, emigration, death, and love through the eyes of a child? What is the role of memory when adults reconstruct a textual childhood? The course includes the works of fiction and autobiography written by Latin American and Latino masters as well as less recognized authors. The course also includes poetry, films, and essays. English is the language of all readings, discussions, and written assignments. This course may count toward an academic program in Latin American studies. 1 credit. Fall 2008. Camacho de Schmidt. SPAN 046. Latin American Sexualities (CrosS-listed as LITR 046S) Even though the idea of sexuality in Latin America calls to mind stereotypes of rugged masculinity and passive femininity, sexual minorities have recently achieved major political victories in various Latin American countries, opening a new legal horizon. This course seeks to analyze the complex socio­ political and cultural process that enabled these changes, and to challenge preconceived notions about gender and sexuality in Latin America. We will map new forms of representation and interpretation at play in a set of queer issues crossing disciplines and national boundaries and subverting aesthetics and languages. The class will dialogue with selected literature and recent films enunciating multiple perspectives on the cultural politics of gender and sexuality in Latin America. Emphasis will be on gay, lesbian, and transgender subjectivities. The aim is not merely assembling a corpus of readings around the notion of minority sexualities but to analyze how sexuality is culturally constructed in specific spatial and temporal geographies—as well as study ways in which literary genres are disturbed and redeployed by queer interventions—and how cinema becomes a privileged medium for empowerment and visibility. What interests does the silencing of sexuality serve? Why is homosexuality constructed as antithetical to national identity? How are transgender bodies implicated or erased in urban spaces? How can sexuality link to the political? How can sexuality become part of a broader liberationist agenda? How does art intervene in political and cultural struggles? Does the literary illuminate queer and gender theories in unique ways? These questions will motivate our reading, discussion and writing for the semester. All coursework and class discussion will be in English. No previous preparation or experience in Spanish are required. This course may count toward academic programs in gender and sexuality studies, interpretation theory, and Latin American studies. 1 credit. Spring 2009. Martinez. SPAN 049S Quixotic Fictions: Cervantes’ D o n Q u ix o te (Cross-listed as LITR 049S) Come explore the quixotic adventures and the fabulously fantastic follies of the most famous knight errant o f all time, Don Quixote de la Mancha. We will delve into the fertile imagination of Miguel de Cervantes’ indelible creation, Don Quixote, as he journeys through an almost surreal world of grotesque giants, enchanted castles, damsels in distress, wicked wizards, and chaotically over crowded inns— and that’s just the first twenty chapters. The goal is learning from and taking pleasure in reading and discussing the texts. Guided readings, short assignments, and open-dialogue class are in English. No prior knowledge of Spanish necessary. 1 credit. Fall 2008. Chiong Rivero. SPAN 061. Amor, honor y burlas en la comedia española The course examines the recurring themes of honor, folly, humor, satire, and the different concepts of love in the works of 17th-century Golden Age Spanish playwrights. What are the social, political, and historical factors behind the themes of honor, love, and folly in the comedia? How do gender roles play a part in the theatrical dynamics of archetypal characters such as the galán and the dama, the villano, the gracioso, and the figure of the patriarch? We will also examine instances of gender representation and performance, including cross-dressing. Among the works that we will study are Lope de Vega’s Fuenteovejuna, La dama boba, and E l Caballero de Olmedo', Alarcón’s La verdad sospechosa-, Tirso de Molina’s E l burlador de Sevilla and El vergonzoso en palacio', and Calderón de la Barca’s E l médico de su honra and La vida es sueño. The goal is learning from and taking pleasure in reading and discussing the texts. Modern Languages and Literatures Guided readings, short assignments, and opendialogue class are in English. 1 credit. Spring 2009. Chiong Rivero. SPAN 065. Los indígenas en la literatura latinoamericana Misnamed by Columbus’ geographical miscalculations, the natives of the American continent are known as “Indians.” If in the early years of European colonization they were regarded as less than human, after independence, some of the new nations attempted to assimilate them into a mestizo race. Today, 40 million Indigenous people— speaking more than 500 languages—are among the poorest Latin Americans. How has literature represented their lives, resistance, and struggles? How has it dealt with the tenacious will of indigenous cultures to survive against all odds? How is all of Latin American literature affected by Indigenous Latin America? We study the special geme known as narrativa indigenista. We read powerful novels, poetry, essays, and short stories by Arguedas, Asturias, Cardenal, Castellanos, Icaza, Monteforte Toledo, Scorza, Subcomandante Marcos, Vasconcelos, Zepeda, and the Indigenous cooperatives of Chiapas, Mexico. This course may count toward an academic program in Latin American studies. 1 credit. Spring 2009. Camacho de Schmidt. SPAN 066. Escritoras españolas. Una voz propia From the literary production of 19th-century writers such as Emilia Pardo Bazán, Gertrudis Gómez de Avellaneda and other women writers who used the pen as a means of self expression and freedom in times of female author’s silencing and ridiculing, to the literary production of Carmen Martín Gaite, Carme Riera, Esther Tusquets and other contemporary writers who depict the world of female identity in a matrilineal context. Emphasis will be placed in exploring the formation of cultural, national, sexual and self-female identity in the last three centuries. Class discussions, guided readings and other assignments will help understand the texts and their meta-literary meaning. The course will be conducted entirely in Spanish. This course may count toward an academic program in gender and sexuality studies. 1 credit. Fall 2008. Guardiola. SPAN 071. Memoria e identidad This course will focus on memory making as an identity-building agent. We will study literary texts, films and other cultural artifacts to commemorate the silenced voices of the past, a postmodern task, according to British director Ken Loach. Emphasis will be placed on works by several Spanish authors, film directors and intellectuals of the last decades of the 20th century who try to recover the silenced voices of the past in an effort to contest the “rhetoric of amnesia”, so persistent in the early transition to democracy in Spain. The role o f memory in literary, film and cultural narratives to build national identity will be the focus of the course. 1 credit. Fall 2009. Guardiola. SPAN 073. El cuento latinoamericano We will study modem and contemporary short stories that have transformed Latin American literature and moved its fiction into the forefront o f world literature. By focusing on close reading and analysis as emphasized through class discussions, we will outline the distinctive characteristics of the Latin American short story and trace its development. We will also consider the thematic issues and narrative features that characterize works belonging to Fantastic Literature, Magical Realism, the Boom and Post-Boom, and place them within their particular historical and cultural contexts. Authors will include Horacio Quiroga, Jorge Luis Borges, Silvina Ocampo, Juan Rulfo, Gabriel García Márquez, Julio Cortázar, Julio Ramón Ribeyro, Augusto Monterroso, Luisa Valenzuela, Ana Lydia Vega, among others. Also, we will examine theory and criticism regarding this genre. This course offers students a deeper appreciation of regional differences and cultural richness in Latin America as revealed in the short-story genre. This course may count toward an academic program in Latin American studies. 1 credit. Fall 2008. Martinez. SPAN 074. Encuentros culturales: la literature multicultural de España y las Américas It has been said that Jews, Moors, and Christians co-existed in a seemingly symbiotic and tolerant relationship in medieval Spanish society, a socio-political and perhaps utopian model known as convivencia. We shall first explore this concept in representations of the three religions and cultures in a range of literary works from the medieval period: selections of Hispano-Arabic amorous poetry, orjarchas; key passages from the first epic poem of chivalric glory in Spanish literature, E l Cid; the fantastic fables and stories of Don Juan Manuel’s Conde Lucanor and Juan Ruiz’ Libro de buen amor, and the representation of Moors and Christians in some Spanish ballads, the romancero. In a post-1492 world, we shall also examine the representations of diverse Modem Languages and Literatures multicultural identities in some literary and historical works from the early modem and the colonial Latin American periods; brief selections from the works by Las Casas and Garcilaso de la Vega el Inca, champion defenders and exponents of the human rights of indigenous peoples in the Americas; and selected passages from Cervantes’ Don Quixote and Exemplary Novels. Among the topics to be explored are die multifaceted formation of cultural, religious, social, national, and racial identities in varied works produced on both sides of the Atlantic, both in Spain and the Americas. A challenge will be to reconsider and reassess the complex definitions pertaining to religion, race, culture, and sexuality. The goal of the course is learning from and taking pleasure in reading and discussing the texts. Guided readings, open-dialogue class discussions, and short assignments are in Spanish. 1 credit. Spring 2009. Chiong Rivero. SPAN 083. El tirano latinoamericano en la literatura Self-infatuated and grotesque, almighty and naïve, hypermasculine and insecure, the Latin American fictional dictator rests on abundant historical inspiration. This course focuses on 20th-century works that explore the incontestable power of E l Jefe Máximo in a postcolonial region struggling to build new nations, hoping for democracy, prosperity and peace under reigns of terror. Complexity, humor, irony and narrative brilliance are the marks of novels selected among the works of Carpentier, Martín Luis Guzmán, Asturias, Julia Alvarez, Avilés Favila, Ramírez, Skármeta, Subercaseaux, Tomás Eloy Martínez, and Vargas Llosa, in addition to poetry by Neruda and Cardenal. This course may count toward an academic program in Latin American studies. 1 credit Spring 2010. Camacho de Schmidt. Seminars Students wishing to take seminars must have completed at least one course in Spanish numbered 030 or above. Students are admitted to seminars on a case-by-case basis by the instructor according to their overall preparation. SPAN 105. Frederico García Lorca We will examine the masterful literary production of this internationally known Spanish writer who speaks to the “outcasts.” Lorca’s work synthesizes traditional Spanish themes and values with contemporary European trends. The readings will cover different periods and genres of Lorca’s literary production in works of 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. Spring 2010. Guardiola. SPAN 107. Héroes y villanos: el siglo XIX español y la democratización literaria From the liberal vindication of individualism and from the popular spirit, to the depiction of the virtues and evils of the middle class. 19thcentury Spanish literature offers a wide array of works: romantic plays such as El trovador and Don Juan Tenorio-, the poetry of Rosalía de Castro, Carolina Coronado and Gustavo Adolfo Bécquer; the critical and nonconformist journalism o f Larra; realist novels by Valera and Galdós, and the later works of Leopoldo Alas “Clarín” and Emilia Pardo Bazán. 2 credits. Spring 2009. Guardiola. SPANISH COURSES NOT CURRENTLY OFFERED LITR 053SA. A century o f song: Contemporary Poets of Latin America LITR 061SA. Women’s Testimonial Literature of Latin America LITR 063SA. La Frontera: The Many Voices of the U.S.-Mexico Border SPAN 050. La palabra viva: taller de poesía SPAN 051. Textos híbridos: crónicas periodísticas y novelas de no-ficción SPAN 062. Entre historia y ficción: textos historiográficos y literarios de la Edad Media a la época colonial SPAN 064. Arrabales y laberintos borgeanos SPAN 067. La guerra civil española en la literatura y el cine SPAN 068. Seducciones literarias-traiciones fitaúcas SPAN 069. Ciudad y literatura SPAN 072. La décima musa; escritoras del Siglo de Oro y Barroco SPAN 086. Género y sexualidad en Latinoamérica SPAN 102. Cervantes: ingenio, inventor y artífice SPAN 106. Visiones narrativas de Carlos Fuentes SPAN 109. Elena Poniatowska, la hija de México SPAN 110. Política y poética: los mundos de Pablo Neruda, Octavio Paz y Ernesto Cardenal SPAN 111. Teatro español de los siglos XIX y XX SPAN 112. Carmen Martín Gaite Music and Dance M usic GERALD LEVINSON, Professor of Music and Chair MICHAEL MARISSEN, Professor of Music1 JOHN ALSTON, Associate Professor o f Music JANICE HAMER, Visiting Associate Professor o f Music (part time) THOMAS WHITMAN, Associate Professor o f Music JONATHAN KOCHAVI, Visiting Assistant Professor of Music (part time) BARBARA MILEWSKI, Assistant Professor of Music ELIZABETH SAYRE, Visiting Instructor of Music (part time) MARCANTONIO BARONE, Associate in Performance (Music) ANDREW HAUZE, Associate in Performance (Music, part time) MICHAEL JOHNS, Associate in Performance (Music) ANDREW SHANEFIELD, Associate in Performance (Music, part time) INYOMAN SUADIN, Associate in Performance (Music and Dance) BERNADETTE DUNNING, Administrative Coordinator GEOFFREY PETERSON, Concert Manager Dance SHARON E. FRIEDLER, Professor o f Dance, Director of the Dance Program*3 KIM D. ARROW, Associate Professor o f Dance (part time) SALLY HESS, Associate Professor of Dance (part time) PALLABICHAKRAVORTY, Assistant Professor of Dance and Acting Director LADEVA DAVIS, Associate in Performance (Dance) NI LUH KADEK KUSUMA DEWI, Associate in Performance (Dance) DOLORES LUIS GMITTER, Associate in Performance (Dance) LISA KRAUS, Associate in Performance (Dance) C. KEMAL NANCE, Associate in Performance (Dance) JUMATATU POE, Associate in Performance (Dance) JON SHERMAN, Associate in Performance (Dance) LEAH STEIN, Associate in Performance (Dance) STEPHEN WELSH, Associate in Performance (Dance) TEYA SEPINUCK, Adjunct Instructor HANS BOMAN, Dance Accompanist BERNADETTE DUNNING, Administrative Coordinator SUSAN GROSSI, Administrative Assistant 1Absent on leave, fall 2008. 3 Absent on leave, 2008-2009. Music The study of music as a liberal art requires an integrated approach to theory, history, and performance, experience in all three fields being essential to the understanding of music as an artistic and intellectual achievement. Theory courses train students to understand and hear how compositions are organized. History courses introduce students to methods of studying the development of musical styles and genres and the relationship of music to other arts and areas of thought. The department encourages students to develop performing skills through private study and through participation in the chorus, gamelan, jazz ensemble, orchestra, wind ensemble, and the Fetter Chamber Music Program, which it staffs and administers. The department assists instrumentalists and singers to finance the cost of private instruction. (See “Individual Instruction” under the heading “Credit for Performance.”) We do not have a minimum grade-point average (GPA) for admission as a major or minor. In its place is a consensus of music faculty that the student can do good work in the discipline. The situation is perhaps more complex in music than in other fields because we think that a major (or minor) should have basic musical as well as purely intellectual abilities, not all of which can be measured by a GPA. We do consider the likelihood of a student’s passing the Comprehensive Examination. Students applying for admission as majors in the Honors Program should have done exceptionally high-quality work in the department and should have shown strong selfmotivation. Courses marked with an asterisk (*) are prerequisites for acceptance into the program. They are strongly recommended for first-year students and must be completed before the junior year. If a student has not completed all of these prerequisites at the time of an application for a major/minor, but has done good work in Music and Dance one or more courses in the department, he or she may be accepted on a provisional basis. Music Major in the Course Program Required. Five courses in harmony and counterpoint plus musicianship sections (MUSI 040). MUSI 040 may be taken for 0.5 credit at the student’s option. • *MUSIOil and040A • MUSI 012 and 040B • MUSI 013 and 040C • MUSI 014 and 040D . MUSI 015 Required. Four-and-a-half courses in music history and literature: • *MUSI 010/DANC 010 (0.5-credit course) • MUSI 020 (Medieval and Renaissance) plus at least three of the following: • MUSI 021 (Baroque and Classical) • MUSI 022 (Nineteenth-Century Europe) • MUSI 023 (Twentieth Century) • Another history course numbered above 023 Majors are strongly advised to take more than four-and-a-half history courses if possible. Courses marked with an asterisk (*) are prerequisites for acceptance into the program. They are strongly recommended for first-year students and must be completed before the junior year. If a student has not completed all of these prerequisites at the time of an application for a major/minor, but has done good work in one or more courses in the department, he or she may be accepted on a provisional basis. Additional Requirements • Keyboard skills • Score reading • Department ensemble for at least four semesters • Senior comprehensive examination (MUSI 094,0.5-credit course) The following is a description of these additional requirements: Keyboard skills. This program is designed to develop keyboard proficiency to a point where a student can use the piano effectively as a tool for studying music. Students learn to perform repertoire and, in addition, play standard harmonic progressions in all keys. The department offers a fiee weekly private lesson to any student enrolled in a Harmony and Counterpoint numbered 011 or higher who needs work in this area and requires it of all students in MUSI 012. Music majors and minors who have completed the theory sequence but who need further instruction are still eligible. No academic credit is given for these lessons. All music majors are expected to be able to perform a two-part Invention of J.S. Bach (or another work o f similar difficulty) by their senior year. Score reading. By the end of their senior year, all majors are expected to be able to read an orchestral score that includes c-clefs and some transposing instruments. The department provides at least a semester of private instruction in score reading to assist majors in meeting this requirement. No academic credit is given for this. Department ensemble. The department requires majors and minors to participate in any of the departmental ensembles (Orchestra, Chorus, Wind Ensemble, Jazz Ensemble, and Gamelan). We also recommend that students participate in other activities, such as playing in Chamber Music ensembles or seeking out servicelearning experiences that incorporate music. Comprehensive examination. During their senior year, majors in the Course Program will take the departmental comprehensive examination, which normally consists of the study of a single musical work (selected in advance by the student, subject to the approval of the department) from the triple viewpoint of analysis, historical research, and performance. Majors in course will enroll in MUSI 094 in the spring semester o f their senior year. Music Minor in the Course Program Required. At least two courses in harmony and counterpoint plus musicianship sections (MUSI 040): • *MUSI 011 and 040A • MUSI 012 and 040B Required. At least two-and-a-half courses in music history and literature: • *MUSI 010/DANC 010 (0.5-credit course) plus at least two o f the following: • MUSI 020 (Medieval and Renaissance) • MUSI 021 (Baroque and Classical) • MUSI 022 (Nineteenth-Century Europe) • MUSI 023 (Twentieth Century) • Other history course numbered above 023 Required. At least one of the following: • Harmony and counterpoint (MUSI 013 or higher) • Upper-level history course • MUSI 019 (Composition) Courses marked with an asterisk (*) are prerequisites for acceptance into the program. They are strongly recommended for first-year students and must be completed before the junior year. If a student has not completed all of these prerequisites at the time of an application for a major/minor, but has done good work in one or more courses in the department, he or she may be accepted on a provisional basis. Music and Dance Additional Requirements • Department ensemble for at least two semesters plus at least one of the following, subject to departmental approval: • Keyboard skills • Service-learning project in music • Senior recital • Special project in music Music Major in the Honors Program Summary. The music major in honors is identical to the music major in course in its prerequisites, required coursework, and requirements for keyboard skills, score reading, and Department Ensemble membership. The honors major differs in that there is no senior comprehensive exam. Instead, honors majors do three honors preparations in music. Three Honors Preparations 1. Music theory. A 2-credit honors preparation in music theory is normally based on MUSI 015 in combination with one lower-level harmony and counterpoint course. 2. Music history. A 2-credit honors preparation in music history may be based on any music seminar numbered 100 or higher or on any other music history course when augmented by concurrent or subsequent additional research, directed reading, or tutorial, with faculty approval. 3. Elective (may be based on any of the following): • At least two semesters of MUSI 019 (Composition) • An additional preparation in another area of music history • A senior honors recital A 2-credit senior honors recital preparation is available to only students who have distinguished themselves as performers. It is, therefore, limited to those who have won Garrigues Scholarships. Students who wish to pursue this option must follow all of the steps listed in the departmental guidelines for senior recitals (see department Web site) and obtain approval of their program from the music faculty during the semester preceding the proposed recital. They should register for MUSI 099: Senior Honors Recital. This full credit, together with at least another frill credit of relevant coursework in music, will constitute the 2-credit honors preparation. One faculty member will act as head adviser on all aspects o f the honors recital. As part of the honors recital, the student will write incisive program notes on all of the works to be performed. This work will be based on substantive research— including analytical as well as historical work— and will be overseen by one or more members of the music faculty. Students are encouraged to propose honors preparations in any areas that are of particular interest, whether or not formal seminars are offered in those areas. The music faculty will assist in planning the most appropriate format for these interests. Written and Oral Examinations for Honors Preparations Oral examinations are given for all honors preparations in music. Written examinations, in addition to oral examinations, are given only for those preparations based on courses or seminars. Senior Honors Study in Music There is no senior honors study in music. Music Minor in the Honors Program Required. Four courses in harmony and counterpoint plus musicianship sections (MUSI 040): • *MUSI 011 and 040A • MUSI 012 and 040B • MUSI 013 and 040C • MUSI 014 and 040D Required. Two-and-a-half courses in music history and literature: • *MUSI 010/DANC 010 (0.5-credit course) plus at least two of the following: • MUSI 020 (Medieval and Renaissance) • MUSI 021 (Baroque and Classical) • MUSI 022 (Nineteenth-Century Europe) • MUSI 023 (Twentieth Century) • Other history course numbered above 023 One honors preparation • Music theory, music history, or elective Courses marked with an asterisk (*) are prerequisites for acceptance into the program. They are strongly recommended for first-year students and must be completed before the junior year. If a student has not completed all of these prerequisites at the time of an application for a major/minor, but has done good work in one or more courses in the department, he or she may be accepted on a provisional basis. The possibilities for preparations are the same as those listed above for major in the Honors Program. Additional Requirements (same as for course minors) • Departmental ensemble for at least two semesters plus at least one o f the following, subject to departmental approval: • Keyboard skills • Service-learning project in music • Senior recital • Special project in music Music and Dance Special Majors The department welcomes proposals for special majors involving music and other disciplines. Recent examples include the following: • Special major in music and education • Special major in enthnomusicology Other special majors are possible. For more information, contact the department chair. Language Requirements for Graduate Schools Students are advised that many graduate programs in music require a reading knowledge of French and German. Foreign Study Students are encouraged to seek out possibilities for foreign study, in accordance with their particular interests, in consultation with the music faculty and the foreign studies adviser. A unique resource of the department is its ensemble in residence, Orchestra 2001, directed by Professor Emeritus James Freeman. This nationally renowned ensemble offers an annual concert series at the College, focusing on contemporary music. The series features distinguished soloists and often includes advanced Swarthmore students in its concerts. Special scholarships and awards in music include the following (see chapter 11): The Edwin B. Garrigues Music Awards The Renee Gaddie Award Music 048 Special Awards Friends of Music and Dance Summer Awards The Boyd Barnard Prize The Peter Gram Swing Prize The Melvin B. Troy Prize in Music and Dance Credit for Performance Note: All performance courses are for halfcourse credit per semester. No retroactive credit is given fo r performance courses. Individual Instruction (MUSI 048) Academic credit and subsidies for private instruction in music are available to students at intermediate and advanced levels. Subsidies for students at the beginning level, without academic credit, are also available. For further details, consult the MUSI 048 guidelines on the Music Program Web site. Orchestra, Chorus, Wind Ensemble, Gamelan, Chamber Music, Jazz Ensemble Students may take Performance Chorus (MUSI 043), Performance Orchestra (MUSI 044), Performance Jazz Ensemble (MUSI 041), Performance Wind Ensemble (MUSI 046), Performance Chamber Music (MUSI 047), or Performance Gamelan (MUSI 049A) for credit with the permission of the department member who has the responsibility for that performance group. The amount o f credit received will be a half-course in any one semester. Students applying for credit will fulfill requirements established for each activity (i.e., regular attendance at rehearsals and performances and participation in any supplementary rehearsals held in connection with the activity). Students are graded on a credit/no credit basis. Students wishing to take MUSI 047 (Chamber Music) for credit must submit to the chamber music coordinator at the beginning of the semester a proposal detailing the repertory of works to be rehearsed, coached, and performed during the semester. It should include the names of all student performers and the proposed performance dates, if different from the Elizabeth Pollard Fetter Chamber Music Program performance dates. A student taking MUSI 047 for credit will rehearse with his or her group or groups at least 2 hours every week and will meet with a coach (provided by the department) at least every other week. All members of the group should be capable of working well both independently and under the guidance of a coach. It is not necessary for every person in the group to be taking MUSI 047 for credit, but the department expects that those taking the course for credit will adopt a leadership role in organizing rehearsals and performances. Note: MUSI 047 ensem bles do not fulfill the ensem ble requirem ent for lessons under MUSI 048. Courses and Seminars Introductory Courses without Prerequisite MUSI 001. Introduction to Music This course is designed to teach intelligent listening to music by a conceptual rather than historical approach. Although it draws on examples from popular music and various nonWestem repertories, the course focuses primarily on the art music of Europe and the United States. Prior musical training is not required. It is assumed that MUSI 001 students will not know how to read music. This course is taught with little or no use of musical notation. Open to all students without prerequisite. 1 credit. Not offered 2008-2009. MUSI 002B. How to Read Music An introduction to the elements of music notation, theory (clefs, pitch, and rhythmic notation, scales, keys, and chords), sight singing, and general musicianship. Recommended for students who need additional Music and Dance preparation for MUSI Oil or to join the College chorus. 1 credit. Fall 2008. Whitman. MUSI 003. Jazz History This course traces the development of jazz from its roots in West Africa to the free styles of the 1960s. The delineation of the various styles and detailed analysis of seminal figures are included. Emphasis is on developing the student’s ability to identify both style and significant musicians. Open to all students without prerequisite. 1 credit. Fall 2008. Shanefield. MUSI 004A. 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 selected works. Open to all students without prerequisite. 1 credit. Not offered 2008-2009. MUSI 004B. The Symphony This course will examine the history of the symphony from its beginnings in music of the late Baroque period to the end of the 20th century. We will examine a number of important symphonic works by such composers as Haydn, Mozart, Beethoven, Berlioz, Brahms, Chaikovsky, Mahler, Shostakovich, and Górecki in order to discuss issues o f genre, form, and performance forces in the context of shifting historical and social trends. Open to all students without prerequisite. 1 credit. Fall 2008. Milewski. MUSI 005. Patterns of Asian Dance and Music (See DANC 005) Writing course. 1 credit. Fall 2008. Chakravorty. MUSI 005A. Introduction to the Study of World Music This course will introduce students to the study of “world music” (which has most recently come to mean “any and all music” through the lens of ethnomusicology. The course will survey the history and methods of ethnomusicology, and will introduce students to important musical traditions from Africa, Asia, the Middle East, the Americas and elsewhere. Course work will include lectures; discussions; reading, listening, and writing assignments; inclass, hands-on lecture-demonstrations given by the instructor and various guest artists. Readings will draw from textbooks, ethnographies, and journals, touching on both older and more recent work in the field. Through consultation with the instructor, music majors may count this course toward their music history requirement. Open to all students without prerequisite. 1 credit. Spring 2009. Sayre. MUSI 006B. Music of the Holocaust and World War II Era This course will explore the various contexts and motivations for music making during the Holocaust and World War II era. In the universe of the Nazi ghettos and concentration camps, music was a vehicle for transmitting political rumors, controversies, stories, and everyday events as well as a form of spiritual resistance. In the broader context of war, it was used for political and nationalist agendas. This course will draw on a wide range of music, from folk songs and popular hit tunes to art music intended for the concert stage. Open to all students without prerequisite. 1 credit. Not offered 2008-2009. MUSI 007A. W.A. Mozart Study of Mozart’s compositions in various genres and of interpretive problems in Mozart biography. Prior musical training is not required. It is assumed that MUSI 007A students will not know how to read music. This course is taught with little or no use of musical notation. Students with a musical background may nonetheless find the class interesting. Open to all students without prerequisite. 1 credit. Not offered 2008-2009. MUSI 007B. Beethoven and the Romantic Spirit An introduction to Beethoven’s compositions in various genres. We will consider the artistic, political, and social context in which he lived and examine his legacy among composers later in the 19th century (Berlioz, Chopin, the Schumanns, Brahms, Wagner, and Mahler). Open to all students without prerequisite. Writing course. 1 credit. Spring 2009. Whitman. Music and Dance MUSI 008. The Music of Asia An introduction to selected musical traditions from the vast diversity of non-Westem cultures. The music will be studied in terms of both its purely sonic qualities and its cultural/philosophical backgrounds. Open to all students without prerequisite. This course may count toward an academic program in Asian studies. 1 credit. Not offered 2008-2009. MUSI 008B. Anatomy for Performers: Bones, Muscles, Movement (See DANC 008) 0.5 credit. Not offered 2008-2009. MUSI 009A. First-Year Seminar: Music and Mathematics This course will explore the basic elements of musical language from a scientific and mathematical perspective. We will work collaboratively to uncover relationships and features that are fundamental to the way that music is constructed. Although intended for science, mathematics, engineering, and other mathematically minded students, the course will introduce all necessary mathematics; no specific background is required. Some knowledge of musical notation is helpful but not required. Prerequisite for MUSI Oil. 1 credit. Not offered 2008-2009. MUSI 010/DANC 010. Dance and Music: A Social Dialogue An investigation of a small number of styles drawn from different historical periods and cultures in order to introduce students to historical musicology, ethnomusicology, and dance history and dance ethnography. Designed to foster collaboration between music and dance faculty and students. Required of all prospective majors and minors in both disciplines before the junior year. 0.5 credit. Fall 2008. Dance and Music Faculty. MUSI 077. Rhythm, Drumming, Cultures (See DANC 077) 1 credit Not offered 2008-2009. Theory and Composition Students who anticipate taking further courses in the department or majoring in music are urged to take MUSI 011 and 012 as early as possible. Advanced placement is assigned on a case-by-case basis, after consultation with the theory and musicianship faculty. Majors will normally take MUSI 011 to 015. MUSI 011.01. Harmony and Counterpoint 1 Musical exercises include harmonic analysis and four-part choral-style composition. Prerequisites: Knowledge of traditional notation and major and minor scales; ability to play or sing at sight simple lines in treble and bass clef. All MUSI 011 students must register for an appropriate level of MUSI 040A for 0 or 0.5 credit Keyboard skills lessons may also be required for some students. 1 credit. Fall 2008. Kochavi. MUSI 011.02. First Year Seminar: Harmony and Counterpoint 1 Musical exercises include harmonic analysis and four-part choral-style composition. Prerequisites: Knowledge of traditional notation and major and minor scales; ability to play or sing at sight simple lines in treble and bass clef. All MUSI 011 students must register for an appropriate level of MUSI 040A for 0 or 0.5 credit. Keyboard skills lessons may also be required for some students. 1 credit. Fall 2008. Whitman. MUSI 012. Harmony and Counterpoint 2 Written musical exercises include composition of original materials as well as commentary on excerpts from the tonal literature. All MUSI 012 students must register for an appropriate level of MUSI 040B for 0 or 0.5 credit. Keyboard skills lessons are required for all students in MUSI 012. 1 credit. Spring 2009. Kochavi. MUSI 013. Harmony and Counterpoint 3 Continued work with tonal harmony and counterpoint at an intermediate level. Detailed study of selected works with assignments derived from these works as well as original compositions. All MUSI 013 students must register for an appropriate level of MUSI 040C for 0 or 0.5 credit. Keyboard skills lessons may also be required for some students. 1 credit. Fall 2008. Levinson. Music and Dance MUSI 014. Harmony and Counterpoint 4 Advanced work with chromatic harmony and tonal counterpoint. All MUSI 014 students must register for an appropriate level of MUSI 040D for 0 or 0.5 credit. Keyboard skills lessons may also be required for some students. 1 credit. Spring 2009. Whitman. MUSI 015. Harmony and Counterpoint 5 Detailed study of a limited number of works, both tonal and nontonal, with independent work encouraged. Prerequisite: MUSI 014. Keyboard skills lessons may also be required for some students. 1 credit. Fall 2008. Kochavi. MUSI 017. Jazz Theory A course designed for the analysis of the harmonic structures of jazz repertoire. This is neither an improvisation nor a performance course. Prerequisites: MUSI 012 or instructor approval. Basic keyboard skills and fluency on an instrument are required. 1credit. Spring 2009. Shanefield MUSI 018. Conducting and Orchestration This course approaches the understanding of orchestral scores from a variety o f perspectives. We will study techniques of orchestration and instrumentation, both in analysis o f selected works, and in practice, through written exercises. The history, and philosophy of conducting will be examined, and we will work to develop practical conducting technique. Score reading, both at the piano and through other methods, will be practiced throughout the semester. Prerequisite: Music 12, or permission of the instructor. 1 credit. Spring 2009. Hauze. MUSI 019. Composition Repeatable Course. Prerequisite: permission of the instructor. 1 credit. Fall 2008 and spring 2009. 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. Prerequisite: Ability to read music and fluency on an instrument. 1 credit. Not offered 2008-2009. History of Music 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: MUSI 011 or the equivalent. 1 credit. Not offered 2008-2009. MUSI 021. Baroque and Classical Music This course will survey European art music from the 16th-century Italian madrigal to Haydn’s Creation. Relevant extramusical contexts will be considered. Prerequisite: MUSI 011 or the equivalent. 1 credit. Not offered 2008-2009. MUSI 022. Nineteenth-Century European Music This survey considers European art music against the background of 19th-century Romanticism and nationalism. Composers to be studied include Beethoven, Schubert, Chopin, Berlioz, Robert and Clara Schumann, Wagner, Verdi, Brahms, Dvorak, Musorgsky, and Chaikovsky. Prerequisite: MUSI 011 or the equivalent. 1 credit. Fall 2008. Milewski. MUSI 023. Twentieth-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: MUSI 011 or the equivalent. 1 credit. Spring 2009. Milewski. MUSI 032. History of the String Quartet A history of the string quartet from its origins to its development into one of the most prestigious genres of Western classical music. The course will focus on the quartets of Haydn, Mozart, and early Beethoven. Prerequisite: MUSI 011 or the equivalent. 1 credit. Not offered 2008-2009. Music and Dance 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. This is a lecture and discussion course; see also MUSI 101 (Bach), whose format and content are quite different. Prerequisite: MUSI Oil or the equivalent. 1credit. Not offered 2008-2009. MUSI 036. Music Since 1945 A study of contemporary concert music, including such composers as Messiaen, Crumb, Boulez, Cage, Babbit, Carter, Lutoslawski, and 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. Prerequisite: MUSI 011 or the equivalent. 1 credit. Not offered 2008-2009. MUSI 037. Contemporary American Composers A study of the works and thought of six important American composers. The course will stress intensive listening and will include discussion meetings with each of the composers. Open to all students without prerequisite. 1 credit. Not offered 2008-2009. MUSI 038. Color and Spirit: Music of Debussy, Stravinsky, and Messiaen A study of 20th-century music focusing on the great renewal of musical expressions, diverging from the Austro-German classic-Romantic tradition, found in the works of these three very individual composers, as well as the connections among them, and the resonance of their music in the work of their contemporaries and successors. Prerequisite: MUSI 011 or the equivalent. 1 credit. Not offered 2008-2009. MUSI 091. Special Projects (Issues in Music and Dance Education) (Cross-listed as EDUC 071 and DANC 091) This course is an introduction to the fields of music and dance education. It will involve frequent visits to schools, studios, and other educational institutions in the Philadelphia area. We will observe a variety of teaching methods and discuss the guiding principles of music and dance education. We will also address such questions as the place of music and dance in higher education in general and at Swarthmore in particular. Coursework will include practice teaching. Prerequisite: Open to any student who has taken at least one course in music, dance, or education or with permission of one of the instructors. 0.5 credit (CR/NCR). Spring 2009. Whitman. MUSI 091C. Special Topics (Music Education) (Cross-listed as EDUC 091C) With permission of the instructor, qualified students may choose to pursue a topic of special interest in music education through a field project involving classroom or school practice. Open to any student who has taken at least one course in music. Available as a credit/no credit course only. 0.5 credit. Each semester. Whitman. MUSI 092. Independent Study 1 credit. MUSI 093. Directed Reading 1 credit MUSI 094. Senior Research Topics in Music Required o f all senior majors as preparation for the senior comprehensive in music. 0.5 credit Each semester. Milewski. 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 preparations must register for MUSI 099, after consultation with the music faculty. See Honors Program guidelines. 1 credit. Seminars MUS1100. Harmony and Counterpoint 5 (See MUSI 015) Prerequisite: MUSI 014. 1 credit. Fall 2008. Kochavi. Music and Dance MUS1101. J.S. Bach (Compare with MUSI 034, which is a different offering with a different format, content, and prerequisites.) Study of Bach’s compositions in various genres, examining music both as a reflection of and formative contribution to cultural history. Prerequisites: MUSI 011 and 012. GERM 001B and RELG 004 or 005B are strongly recommended. 1 credit. Not offered 2008-2009. MUS1102. Color and Spirit: Music of Debussy, Stravinsky, and Messiaen (See MUSI 038) Prerequisite: MUSI 013 (concurrent enrollment possible by permission of the instructor). 1 credit. Not offered 2008-2009. MUS1103. Mahler and Britten This course is an intensive study of the music of two seminal 20th-century composers. We will consider song cycles by both composers and their connections to larger genres: Mahler’s symphonies and Britten’s operatic works as well as the War Requiem. Prerequisites: MUSI 011 to 014; a knowledge of German is recommended. 1 credit. Not offered 2008-2009. MUS1104. Chopin This course will provide an in-depth historical study of Chopin’s music. We will examine the full generic range of Chopin’s compositions, taking into account the various socio-cultural, biographical and historical-political issues that have attached to specific genres. Throughout the semester we will also consider such broader questions as: why did Chopin restrict himself almost entirely to piano composition? How might we locate Chopin’s work within the larger category of 19th-century musical romanticism? What does Chopin’s music mean to us today? Prerequisites: Music Oil. 1.0 credit. Spring 2009. Milewski. Music 105. Beethoven Study of Beethoven’s compositions in various genres. We will consider the artistic, political, and social context of his music. Prerequisites: Music 11-12-13, but may be concurrent with Music 14. Some knowledge of German is strongly recommended. 1 credit. Not offered 2008-2009. Performance Note: The following performance courses are for 0.5-course credit per semester. MUSI 040. Elements of Musicianship Sight singing and rhythmic and melodic dictation. Required for all MUSI 011 to 014 students, with or without 0.5 credit. Also open to other students. The instructor will place students at appropriate levels. 0.5 credit. Fall 2008 and spring 2009. Hamer. MUSI 041. Performance (Jazz Ensemble) 0.5 credit. Fall 2008 and spring 2009. Shanefield. MUSI 043. Performance (Chorus) 0.5 credit. Fall 2008 and spring 2009. Alston. MUSI 044. Performance (Orchestra) 0.5 credit. Fall 2008 and spring 2009. Hauze. MUSI 046. Performance (Wind Ensemble) 0.5 credit. Fall 2008 and spring 2009. Johns. MUSI 047. Performance (Chamber Music) (See guidelines for this course earlier.) 0.5 credit. Fall 2008 and spring 2009. Johns. MUSI 048. Performance (Individual Instruction) Please consult the MUSI 048 guidelines on the Music Program Web site. 0.5 credit. Each semester. MUSI 049A. Performance (Balinese Gamelan) Performance of traditional and modem compositions for Balinese Gamelan (Indonesian percussion orchestra). Students will learn to play without musical notation. No prior experience in Western or non-Westem music is required. The course is open to all students. 0.5 credit. Fall 2008 and spring 2009. Whitman. MUSI 049B. Performance (African Dance Repertory Music Ensemble) Performance of traditional and modem compositions as accompaniment for and Music and Dance collaboration with the development of a dance piece for concert performance. 0.5 credit. Not offered 2008-2009. MUSI 050. Performance (Chamber Choir) Students in MUSI 050 must also be in MUSI 043 Performance (Chorus). 0.5 credit. Not offered 2008-2009. MUSI 071. Afro-Caribbean Drum Circle/Dances (SeeDANC 071) 0.5 credit. Spring 2009. Arrow. MUSI 078. Dance/Drum Ensemble (See DANC 078) 0.5 credit. Fall 2008. Arrow and guest artists. D ance At Swarthmore, dance is a global discourse. The central intent of our program is crosscultural study focusing on Africa/African Diaspora, Asia (both South and East), Europe/North America, and Latin America. The dance and music programs share an integrated approach to composition, history, and theory and believe this is essential to the understanding of dance as an artistic and intellectual inquiry. The mission of the program is to offer students dance experiences that privilege a merging of embodied practice and history/theory in relation to more than one situated perspective (those listed above). Some courses are constructed to concentrate on one cultural context only (this is true generally in history, repertory, and technique). Others are built to put a variety of perspectives in conversation (first level composition, some history, some repertory, and all theory). The role of dance as a social change agent is also present in Swarthmore dance offerings. All dance studies courses engage students in an investigation of the relationship of dance to other arts and areas of thought. Given the program’s emphasis on developing an awareness of the global nature of dance, study abroad opportunities are seen as a very usefal aspect of a student’s undergraduate dance experience. Study abroad dance programs developed by members of the dance faculty are available in Ghana, India, Japan, Poland, and Northern Ireland. Dance components are also present in programs in Spain and Argentina. Social change engagement is available as an aspect of the following study abroad experiences: Ghana, India, Northern Ireland, and Poland. Additional information regarding study-abroad experiences is listed below. Information about the Dance Program in addition to that listed in this bulletin is available at the following Web address: www.swarthmore.edu/Humanities/dance/. Requirements for the Major in Course: Dance Prerequisites for the Major These prerequisites are strongly recommended for first-year students and must be completed before the junior year. If a student has not completed all of these prerequisites at the time of an application for a major, but has done good work in one or more courses in the program, the student may be accepted on a provisional basis. 1. Dance 001. Approaches to Dance Studies: Continuity and Change 2. Dance and Music 010. Dance and Music: A Social Dialogue 3. Dance 011. Dance Composition I 4. One dance technique class (in any style) for academic credit P rerequisite credits for majors: 3 The program offers three possible areas of focus for majors; composition, history/theory, or an individual focus. Course requirements for each focus are as follows: Composition Dance 008. Anatomy: Bones, Muscles, and Movement Dance 012. Dance Composition II Dance 013. or 014. Dance Composition Tutorial or Videography Dance 20-29 - one course Dance 30-39 or 7 0 ,7 5 ,7 6 ,7 7 ,77b. or 79 - one course Dance 049,71,78, (twice - once in a Western and once in a non-Westem course) Dance 50,51, 53,58,60, or 61 - once or twice Dance 94 or 95 - once* T otal credits in focus: 6.5-7.5 History/Theory Dance 008. Anatomy: Bones, Muscles, and Movement Dance 20-29 - two courses Dance 30-39 or 70,75,76, 7 7 ,77b. or 79 - two courses Dance technique and repertory courses -1 credit (two courses - one Western and one non-Westem course) Dance 94/95 - once* T otal credits in focus: 6 .5 -7 Music and Dance Individually created focus Dance 008. Anatomy: Bones, Muscles, and Movement Dance 20-29 - one course Dance 30-39 or 70,75,7 6 ,7 7 ,77b. or 79 - one course Dance 94/95 - once* Additional courses proposed by the student and approved on an individual basis by the faculty from a combination of composition, history, repertory, technique, and theory courses. - three to four credits T otal credits in focus: 6.5-7.5 Total prerequisites and credits required for m ajors: 9.5-10.5 The dance faculty encourages students to pursue a senior project/thesis that incorporates a comparison or integration of dance and some other creative or performing art (creative writing, music, theater, or visual art), with a community-based learning component, or with another academic discipline of the student’s interest. Additional Requirements for the Major Regular participation in technique classes throughout a student’s time at Swarthmore and participation in repertory courses for at least four semesters. Students may choose any style of repertory experience as long as they adhere to the distribution guidelines to participate in both Western and non-Westem styles. They are also encouraged to seek out service-learning/ community-based learning experiences that incorporate dance. • The senior project/thesis is required o f all majors. • A senior colloquium with monthly meetings will also be held during the student’s final year. These meetings will be led by the dance faculty and will address current issues and debates in dance theory and practice as well as individual student interests. Requirements for the Minor in Course: Dance The goal of the course minor in dance is to expose a student to the broad scope of the field. The distribution of required courses for the minor provides students with an introduction to composition, history, technique, and theory and allows them to direct their final credit(s) in the minor toward a specific area o f interest. It is also possible for students to align required courses within the minor to reflect that specific interest, if any. Minors will participate in the senior colloquium and will be encouraged, but not required, to develop an extended paper or a significant dance performance piece as part of their program. Whether they enroll for credit or audit, all dance majors and minors are strongly encouraged to participate in technique and repertory classes each term. Prerequisites for the Minor These prerequisites are strongly recommended for first-year students and must be completed before the junior year. If a student has not completed all of these prerequisites at the time o f an application for a minor, but has done good work in one or more courses in the program, the student may be accepted on a provisional basis. 1. Dance 001. Approaches to Dance Studies: Continuity and Change 2. Dance 010. Dance and Music: A Social Dialogue 3. One technique or repertory course for academic credit P rerequisite credits for minor: 2 Course requirements fo r minor: 1. Dance O il. Dance Composition I 2. Dance 20-29 - one course 3. Dance 30-39 or 7 0 ,7 5 ,7 6 ,7 7 ,77b. or 79 one course 4. Dance 008. Anatomy: Bones, Muscles, and Movement 5. Additional courses proposed by the student and approved on an individual basis by the faculty from a combination o f composition, history, repertory, technique, and theory courses. -1.5 credits T otal credits in m inor: 5 T otal prerequisites and credits required for minor: 7 Additional Requirements for the Minor Regular participation in technique classes throughout a student’s time at Swarthmore and participation in repertory courses for at least two semesters. Students may choose any style of repertory experience. They are also encouraged to seek out serviceleaming/community-based learning experiences that incorporate dance. A senior colloquium with monthly meetings will also be held during the student’s final year. These meetings will be led by the dance faculty and will address current issues and debates in dance theory and practice as well as individual student interests. Requirements for the Special Course Major in Dance and a Second Discipline The program for a special major in dance comprises 12 units of coursework: 6 in dance and 6 in another discipline. The two disciplines in this major may be philosophically linked or may represent separate areas of the student’s interest. Music and Dance Whether they enroll for credit or audit, all dance majors and minors are strongly encouraged to participate in technique and repertory classes each term. Requirements for the Major in Honors: Dance The minimum requirement for admission to the honors major is at least three courses (3 credits) in dance; normally DANC 010, an introductory Prerequisites for the Special Course history/theory course (001,002,003, or 005), Major in Dance and a Second Discipline Dance Composition I (DANC 011) and one 1. Dance 001. Approaches to Dance Studies: dance technique class (Dance 40—48, 50—58, or Continuity and Change 60-61, or Dance 008). Majors in the Honors 2. Dance and Music 010. Dance and Music: A Program must also have an overall B grade Social Dialogue average before admission. In addition to the guidelines noted later, each honors major will 3. Dance Oil. Dance Composition I be responsible for the material designated on 4. One dance technique class (in any style) for the reading and video lists for senior honors academic credit or Dance 008 study available from the department office. Prerequisite credits for special majors: 3 All dance majors in the Honors Program must Requirements for the Special Major in do three preparations in the department and one Dance and a Second Discipline outside (in a related or unrelated minor). Two of the departmental preparations will be based The core program (totaling 5.5 credits) includes on course combinations (one in history or the following courses: theory and one in composition beyond the 1. Two composition/repertory (DANC 012 [1 introductory-level course DANC 011). The credit] or 014 [0.5 credit] and/or DANC 013 third will take the form of either a senior project [0.5 credit] and DANC 049 [0.5 credit]) 2. Two history/theory (one from DANC 021—î f (DANC 094) or a senior thesis (DANC 095, 096). The portfolio submitted by each student 025 or 028 [1 credit] and one from DANC 035will include both written materials and a 039 or 077B [1 credit]) videotape that provides examples of the 3. Two or three in dance technique (DANC 050 student’s choreographic and/or performance [0.5 credit] and one other technique at the 050 work at Swarthmore (a maximum of 20 minutes level or above [0.5 credit]). One 0.5 credit in a in length). Western technique and one 0.5 credit in a nonEach student’s program will include the Westem technique. following: 4. One senior project or thesis (DANC 094, 1. History and theory. One area of emphasis 095, or 096 [1 credit]) linking a course from DANC 021 to 025 or 028 Total credits in special m ajor: 5.5 with a course from DANC 035 to 039, or 077B. Total prerequisites and credits in special Each student will demonstrate this integration major: 8.5 via a paper written as an attachment. This paper, along with appropriate papers from each The student’s chosen six courses from the core history and theory class submitted for program will be joined by 6 credits from preparation, will be sent to the examiner. The another discipline or disciplines. Courses for written and oral exam for this preparation will the program must be approved both by the consist of a response to three questions set by faculty of the other departments and by the the examiner. dance faculty. The senior project or thesis must also be approved and monitored by those 2. Composition. Each student may submit a departments involved. combination of Composition I (DANC 011) plus either Composition II (DANC 012), Additional Requirements for the Special Special Topics in Composition (DANC 014), Major and Composition Tutorial (DANC 013) or two Regular participation in technique classes of DANC 013 or 014. The syllabi (where throughout a student’s time at Swarthmore and appropriate), a DVD of the final work, and a participation in repertory courses for at least paper concerning the choreographic process two semesters. Students may choose any style from each class will be submitted to the of repertory experience. They are also examiner. encouraged to seek out service3. Seniorproject/thesis. These projects/theses leaming/community-based learning experiences will be individually determined. Each student that incorporate dance. will be assigned a faculty adviser who will A senior colloquium with monthly meetings assist the student in the creation of an initial will also be held during the student’s senior bibliography or videography or both as well as year. These meetings will be led by the dance an outline for the project or thesis. It will then faculty and will address current issues and be the student’s responsibility to proceed with debates in dance theory and practice as well as the work independently. individual student interests. Music and Dance Additional Requirements for the Major in Honors: Dance Regular participation in technique classes throughout a student’s time at Swarthmore and participation in repertory courses for at least two semesters. Students may choose any style of repertory experience. They are also encouraged to seek out serviceleaming/community-based learning experiences that incorporate dance. A senior colloquium with monthly meetings will also be held during the student’s senior year. These meetings will be led by the dance faculty and will address current issues and debates in dance theory and practice as well as individual student interests. Requirements for the Minor in Honors: Dance Students in the Honors Program who are presenting a major in another discipline and a minor in dance must do one preparation in dance. This preparation will take the form of either No. 1 or 2 described earlier in the text concerning honors majors in dance. The choice regarding focus for a student’s minor will be determined in consultation with an adviser from the dance faculty. Additional Requirements for the Minor in Honors: Dance Regular participation in technique classes throughout a student’s time at Swarthmore and participation in repertory courses for at least two semesters. Students may choose any style of repertory experience. They are also encouraged to seek out serviceleaming/community-based learning experiences that incorporate dance. A senior colloquium with monthly meetings will also be held during the student’s senior year. These meetings will be led by the dance faculty and will address current issues and debates in dance theory and practice as well as individual student interests. Additional Information Regarding the Dance Program Dance Technique Courses In a typical semester, more than 30 hours of dance technique classes are offered on graded levels presenting a variety of movement styles. Technique courses, numbered 040 through 048, 050 to 058, and 060 or 061, may be taken for academic credit or may be taken to fulfill physical education requirements. Advanced dancers are encouraged to consult with instructors regarding placement in level III technique classes. A total of not more than 8 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. No retroactive credit is given for performance classes. Dance Program Performance Opportunities All interested students are encouraged to enroll in repertory classes (DANC 049. 71 or 78) and/or to audition for student and faculty works. These auditions occur several times each semester; dates are announced in classes, in postings outside the dance studios, and in the Weekly News. Formal concerts take place toward the end of each semester; informal studio concerts are scheduled throughout the year. The Dance Program regularly sponsors guest artist teaching and performance residencies, which in 2008-2009 will include: Shen Wei Dance Company, Carolyn Dorfman Dance Company, and Johannes Wieland Dance. During 2008-2009, Lisa Kraus, Cynthia Lee, and Jumatatu Poe, artists from the Swarthmore Project, will also present workshops and informal performances. In addition, the program regularly hosts guest choreographers who work with student ensembles in technique and repertory classes. During 2008-2009, Isaburoh Hanayagi, Julien and Virginia Cornell Visiting Professor, will offer repertory courses in both Japanese Folk Dance and Taiko, Jumatatu Poe will offer a modem repertory class, and a guest choreographer will be offering a ballet repertory course in the spring. Scholarships and Awards Scholarships for summer study in dance are available through funds provided by The Friends of Music and Dance. The Hally Jo Stein Award for Dance and The Melvin B. Troy Award for Composition are also awarded annually by the department. Foreign Study Initiatives Ghana Program The Dance Program has an ongoing relationship with the International Centre for African Music and Dance and the School of Performing Arts at the University of Ghana in Legon, a suburb of the capital city, Accra. Students choosing to study in Ghana can anticipate opportunities that include a composite of classroom learning, tutorials, some organized travel, and independent study and travel. Beyond credits in dance, music, theater, African studies, and intensive Twi (an Akan language widely spoken in Ghana), a menu of tutorials is available. Students participating are able to enroll for the equivalent of a full semester’s credit (4 to 5 credits). Community-based learning internships are also an option. Interested students should contact the director of dance as early as possible for advising purposes and for updated information. Music and Dance Poland Program The programs in Dance and Theater offer a semester-abroad program based at the Silesian Dance Theatre (Slaski Teatr Tanca) in Bytom in conjunction with the Jagiellonian University of Krakow and other institutions in the vicinity. The program provides participating students with a combination of foreign study and the experience of working in various capacities (dance performance, arts administration, scenography, etc.) within the environment of a professional dance theater company for credit Participating students are housed in Bytom and attend weekly tutorials in Krakow. Intensive study of Polish while in the country will be required of all participating students. Students participating are able to enroll for the equivalent of a full semester’s credit (4 to 5 credits). Community-based learning internships are also an option. Participation in the Annual International Dance Conference and Performance Festival hosted by Silesian Dance Theatre in June and July is highly recommended for certain types of credit. Beyond credits in theater, dance, and intensive Polish, a menu of possible tutorials is available in Polish literature and history, environmental studies, film, religion, Jewish and Holocaust studies, and other fields. Interested students should contact the director of dance and/or the chair of theater, as early as possible for advising purposes and updated information on the status of the program. See course listings in both dance and theater for types of academic credit offered. Note: Additional dance study abroad initiatives of a more independent nature are under way in France, India, Japan and Northern Ireland. The program in Northern Ireland can incorporate a strong focus on the arts and social change. Students are encouraged to discuss these programs with the director of dance. Introductory Courses DANC 001. Approaches to Dance: Continuity and Change This course is framed as a global journey for analyzing culture, history, identity, and social change through dance and the dancing body. Students will be introduced to different movement systems through studio-based and theory/history classes in order to explore how cultural meanings are embodied, legitimized, contested, and reinvented through dance. All members of the regular dance faculty will participate by teaching various sessions. We will specifically focus on practices from Africa, Asia, Europe, Latin America and North America. This course will also introduce students to various methods in dance research. Students will formulate their own final research topic. This is a reading and writing intensive course open to all students and required of dance majors and minors. 1credit. Offered beginning 2009-2010. DANC 002. World Dance Forms This survey course introduces students to theoretical and practical experiences in dance forms from various cultures and periods through a combination of lectures, readings, and video and film viewings. Discussions and workshops with a wide variety o f guest artists from the field are also included. The particular forms will vary each semester but may include African, Asian, and Native American forms, flamenco, contemporary social dances, and various forms of concert dance. Open to all students without prerequisite; no prior dance training required. Writing course. 1 credit. Not offered 2008-2009. DANC 003. First-Year Seminar: Shall We Dance? Dance in the Movies A first-year seminar focused on dance in the movies. We will look at how dance has served as a catalyst and a vehicle for investigating class, gender, race, romance, and technology in films from the early 20th century through the present. Documentaries, feature-length and short films, produced in the United States and abroad by small independent and major motion picture industry companies, will be included. One video viewing session per week. Writing course. 1 credit. Not offered 2008-2009. DANC 003A. Hollywood, Bollywood, and Beyond: Dance and Global Cinema (Cross-listed with SOAN, may count toward an academic program in film and media studies and gender and sexuality studies) Dance serves as a catalyst and a vehicle for investigating art, entertainment, sexuality, nation-building, band commodity production in film, video and electronic media globally. This interdisciplinary writing intensive seminar course will introduce students to various approaches for examining representations of dance in local, national, and transnational contexts. Students will learn to analyze dance in various genres ranging from ethnographic, commercial and independent films and videos to internet sources. One required screening meeting per week will augment class sessions. Open to first year students. 1 credit. Not offered 2008-2009. Music and Dance DANC 005. Patterns of Asian Dance and Music (Cross-listed as MUSI 005) Music and dance, like the mind and body, are integrally connected in the rich and diverse performance traditions of Asia. This course will focus on this intersection to examine the converging and diverging patterns of music and dance in four different Asian traditions: specifically, the Tabla, Sarod and Kathak from north India, Gamelan and Balinese dance from Indonesia, Berava drumming and Kandyan dance from Sri Lanka, and Noh, Butoh and Taiko from Japan. We will examine the formal aesthetic structures of compositions and forms as well as their expression and meaning for ritual and religion, culture and identity, and tradition and innovation. The readings will situate the traditions in their historical, religious, and aesthetic contexts. This is a reading- and writing-intensive course but will also teach students viewing and listening skills through video and audio recordings. Open to all students without prerequisite. Writing course. 1 credit. Fall 2008. Chakravorty. DANC 008. Anatomy: Bones, Muscles, and Movement (Cross-listed as MUSI 008B) An introduction to the musculoskeletal system through the exploration of the body in stability (topography) and in motion (kinematics), within the range of dance, music, yoga poses, and daily life. Reading and video viewing, in-class presentations, and a final paper required. Open to all students without prerequisite. 0.5 credit. Not offered 2008-2009. DANC 009. Music and Dance of Africa An introduction to selected musical and dance traditions of Africa. This course will involve all students in the practice of dancing and drumming as well as in the study of those forms through lectures, reading, listening, and viewing. No prior musical or dance training required. Not offered 2008-2009. DANC 010/MUSI 010. Dance and Music: A Social Dialogue An investigation of a small number of styles drawn from different historical periods and cultures in order to introduce students to historical musicology, ethnomusicology, and dance history and dance ethnography. Designed to foster collaboration between music and dance faculty and students. Required o f all prospective majors and minors in both disciplines before the junior year. 0.5 credit. Fall 2008. Dance and Music faculty. Composition, History, and Theory Courses DANC 011. Dance Composition I A study of the basic principles of dance composition through exploration of the elements o f time, space, and energy, movement invention, and movement themes to understand various choreographic structures. Principles explored are applicable to dance making in a wide variety of styles and students are encouraged to create in their range of vocabularies. Reading, video and live concert viewing, movement studies, journals, exposure to a graphic animation tool for dance, and a final piece for public performance in the Troy dance lab are required. Prerequisite: Any dance course or permission of the instructor. A course in dance technique must be taken concurrently. I credit. Fall 2008. Arrow. DANC 012. Dance Composition II An elaboration and extension of the material studied in DANC Oil. Stylistically varying approaches to making work are explored in compositions for soloists and groups. Coursework emphasizes using various approaches and methods (e.g., theme and variation, motif and development, structured improvisation, and others). 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. Prerequisites: DANC 011 or its equivalent. A course in dance technique must be taken concurrently. 1 credit. Spring 2009. Arrow. DANC 013. Dance Composition: Tutorial The student enrolling for a tutorial will enter the semester having identified a choreographic project and will be prepared to present material weekly. Projects in any dance style are encouraged. All students proposing tutorials are advised to discuss their ideas with a member of the dance faculty before enrollment. Choreography of a final piece for public performance is required, as are weekly meetings with the instructor and directed readings and video and concert viewings. A journal may also be required. Music and Dance Prerequisites: DANC 011 or its equivalent. A course in dance technique must be taken concurrently. , 0.5 credit. Fall 2008 and spring 2009. Staff. DANC 014. Special Topics in Dance Composition: Videography A course that focuses on intensive study of specific compositional techniques and subjects. Topics may include autobiography, dance and text, partnering, interdisciplinary collaboration, reconstruction, and technology, including videography. Choreography of a final piece for performance is required. Weekly meetings with the instructor, directed readings, video and concert viewing, and a journal will be required. Prerequisite: DANC 011. A course in dance technique must be taken concurrently. 0.5 credit. Not offered 2008-2009. DANC 021. History of Dance: Africa and Asia This course will move through an exploration of dance forms from Africa, from African and Asian cultures, and from the perspectives of stylistic characteristics, underlying aesthetics, resonances in general cultural traits, and developmental history. Coursework 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 002. Two lectures and 1hour video viewing per week. 1 credit. Not offered 2008-2009. 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 theorists representative of the periods will be discussed. Reading, writing, in-class presentations, and video viewing in conjunction with learning several period dances will lead to a final research paper. Prerequisite: DANC 002 or 003. One meeting per week. 1 credit. Not offered 2008-2009. DANC 023. History of Dance: 20th and 21st Centuries This course is designed to present an overview of 20th- and 21st-century social and theatrical dance forms in the context of Western societies with an emphasis on North America. Focusing on major stylistic traditions, influential choreographers, dancers, and theorists will be discussed. Through readings, video and concert viewings, research projects, and class discussions, students will develop an understanding of these forms in relation to their own dance practice. Prerequisite: DANC 002; DANC 021 and 022 strongly recommended. Two lectures and 1hour video viewing per week. 1 credit. Fall 2008. Arrow. DANC 024. Dancing Across Borders: Dance as Social Change We will examine a variety of contemporary models for dance-focused social change. Specific programs in the United States, Ghana, Northern Ireland, Poland, and South Africa will be studied. Readings, video and concert viewings, participatory studio workshops, and class discussions are included. Three hours per week plus community-based internships. Prerequisite: Open to any student who has taken at least one course in dance, education, or sociology and anthropology. 1 credit. Not offered 2008-2009. DANC 025. Mapping Culture and Difference Through Dance (Cross-listed as SOAN 020H) The course uses anthropological approaches to examine the interrelationship of dance with social relations of culture and power. The course is shaped as a cross-cultural journey through South Asian, Brazilian, Haitian, West African, and North American dance styles for understanding cultural difference through dance and human movement. The first part of the course will focus on various theoretical models in anthropology for studying dance/performance. This will entail analyzing dance in terms of semiotic or symbolic approaches (i.e., tradition, spirituality, and ritual) and political-economic approaches (i.e., national/gender identity, and commodities and sites of resistance). The second part o f the course will focus on specific dance ethnographies (such as classical Indian dance, Vodou, capoeira, Yoruba, contact improvisation, and hip-hop) for exploring contemporary anthropological concerns about representation, globalization, history, and identity. Prerequisites: DANC 002, an introductory course in anthropology, or permission o f the instructor. Writing course. 1 credit. Not offered 2008-2009. Music and Dance DANCE 025A. Dance and Diaspora Dance is an unconventional but powerful device for studying migration and social mobility. This course will explore the interrelated themes of performance, gender, personhood, and migration in the context of diasporic experiences. By focusing on specific dance forms from Asia, Africa and Latin America, we will examine the competing claims o f placeness, globalization, and hybridization on cultural identity and difference. Students will engage with theories on nationalism, transnationalism, and globalization, as well as embodiment and experience. Broadly, the course will investigate the interlocking structures of aesthetics and politics, economics and culture, and history and power, all of which inform and continue to reshape these cultures and their dance forms. This is a reading and writing intensive course. Open to all students without prerequisite. 1 credit. Spring 2009. Chakravorty DANC 028. Special Topics in Dance History: Politics and Aesthetics of Classical Indian Dance (Cross-listed as SOAN 0201) The course looks at dance/performance as social practice in India. We will take the anthropological approach of immersion in a particular culture to examine classical Indian dance in political, historical, and aesthetic terms. This will include looking at the local histories of some of the regional dance styles that got incorporated within the classical label, such as Bharatanatyam, Kathak, Odissi, Kathakali, among others. The three main elements we will explore in the course are (1) how the body as a sensuous aesthetic realm enters the discourse of religious practice (of which dance and music are important components); (2) the ways in which classical Indian dances have come to be constructed through nationalism and gender identity constructs in postcolonial India; and (3) the notions of modernity, tradition, and globality in relation to classical dance in India and the diaspora. 1 credit. Not offered 2008—2009. DANC 035. Women Choreographers and Composers This course is a survey o f women choreographers and composers. Choreographers range from Salle and Duncan through Graham, Bausch, Tharp, and Zollar, composers from Hildegard through Zwilich. Topics include form, phrasing, text, and social and political comment. Open to all students without prerequisite. 1 credit. Not offered 2008-2009. DANC 036. Dancing Identities This course explores ways that age, class, gender, and race have informed dance, particularly performance dance, since 1960. The impact of various cultural and social contexts will be considered. Lectures, readings, and video and concert viewings will be included. Students will be expected to design and participate in dance and movement studies as well as submit written research papers. Prerequisite: DANC 001,002,003, or 005 or permission o f the instructor. 1 credit. Not offered 2008-2009. DANC 037. Current Trends in Dance Performance A look at contemporary dance performance as a social construct that embodies change and relationship in production to other art forms and global discourse. The course will seek answers to questions such as: How does federal art policy affect the way dance performance is presented to and perceived by the community? What constitutes censorship, and what are the ramifications? What are modernism, postmodernism, and globalism, and to what degree are they social, political, and/or aesthetic philosophies? What does this mean for dance performance? What is the relationship between performance and social activism? What is the relationship between American, European, and Asian dance practices today? Open to all students without prerequisite. 1 credit. Not offered 2008-2009. DANC 038. Dance and the Sacred Through readings, discussion, video viewing, and our own sacred dances, we will examine the role of movement in performance, ritual, and contemplative practices. We will explore several sacred dance and movement traditions from the ancient (India) to the contemporary (American modem/concert dance). Students will be expected to design and participate in dance studies, give an in-class presentation, and write a final paper. Prerequisite: Some dance experience in any technique. 1 credit. Spring 2009. Hess. DANC 039. Music and Dance: Criticism and Reviewing This course will be taught by the dance faculty with supplemental visits by guest lecturers who are prominent in the field of reviewing. It will Music and Dance 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 conveying performance through the written word. Prerequisite: One previous course in dance, concurrent enrollment in a dance course, or permission of the instructor. 1 credit. Not offered 2008-2009. Dance Technique and Repertory Courses Note: Technique courses (040-048,050-058, 060, and 061) may be taken for 0.5 academic credit or may be taken for physical education credit. All dance technique courses numbered 040 to 048 are open to all students without prerequisite. Courses numbered 050 to 058 and 060 to 061 have a prerequisite of either successful completion of the 040s course in that style or permission of the instructor. DANC 040. Dance Technique: Modern I An introduction to basic principles of dance movement: body alignment, coordination, strength and flexibility, movement vocabulary, dance sequences, and musicality. Improvisation exercises and short composition studies will be included. Especially recommended for theaterinterested students. If taken for academic credit, concert attendance and two short papers are required. 0.5 credit. Fall 2008 and spring 2009. Arrow. DANC 041. Dance Technique: Ballet I An introduction to the fundamentals of classical ballet vocabulary: correct body placement; positions of the feet, head, and arms; and basic locomotion in the form. If taken for academic credit, concert attendance and two short papers are required. 0.5 credit. Fall 2008 and spring 2009. Sherman. DANC 043. Dance Technique: African I African Dance I introduces students to Umfundalai. In a contemporary context, the Umfundalai dance tradition surveys dance styles of African people who reside on the continent of Africa and in the Diaspora. Upon completion of the course, students will gain a beginning understanding of how to approach African dance and the aesthetic principles implicit in African-oriented movement. Students enrolled in DANC 043 for academic credit are required to keep a weekly journal and write two short papers. 0.5 credit. Fall 2008 and spring 2009. Nance. DANC 044. Dance Technique: 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. If taken for academic credit, concert attendance and two short papers are required. 0.5 credit. Spring 2009. Davis. DANC 045. Dance Technique: Yoga The course will focus on experiencing and understanding a variety o f asanas (physical postures) from standing poses to deep relaxation. Following the approach developed by B.K.S. Iyengar, its aim is to provide the student with a basis for an ongoing personal practice. If taken for academic credit, reading, weekly journal writing, and two short papers are required. 0.5 credit. Not offered 2008-2009. DANC 046. Dance Technique: Kathak This course will introduce the basic principles o f performance technique in the North Indian classical form Kathak. The focus will be on studying abstract movements and miming and expressive gestures, and the rhythmic musical patterns that structure the dance vocabulary. Videos, photographs, paintings, and live performances will be used to provide context. Students who are enrolled for academic credit will be required to write papers and/or create performance texts or choreographies. 0.5 credit. Fall 2008. Chakravorty. DANC 047. Dance Technique: Flamenco This course will introduce the basic principles of performance technique in the Spanish dance form, flamenco. Focus will be on studying both footwork (zapateado) and armwork (braceo). A variety of rhythmic groupings and styles within flamenco will be explored. Students who are enrolled for academic credit will be required to write papers and/or create performance texts or choreographies. Some Saturday meetings are required. 0.5 credit. Fall 2008. Luis-Gmitter. DANC 048. Dance Technique: Special Topics in Technique Intensive study of special topics falling outside the regular dance technique offerings. Topics may include Alexander technique, contact improvisation, jazz, Pilates, and musical theater dance. If taken for academic credit, concert attendance and one or two short papers are required. Music and Dance Section 1: Contact Im provisation This improvisational dance practice is based on moving in contact with others through touching, leaning on, lifting, balancing, and supporting. The resulting duets and ensembles are propelled by the momentum of the dancers’ weight. Students who enroll for academic credit will be required to write papers and/or create performance texts or choreographies. 0.5 credit. Spring 2009. Stein. DANC 049. Performance Dance: Repertory The various sections o f this course offer opportunities for study of repertory and performance practice. Students are required to perform in at least one scheduled dance concert during the semester. Three hours per week. Prerequisite: Placement for all sections is by audition or permission of the instructor unless otherwise stated. A course in dance technique should be taken concurrently. F all Sections Section 1: Tap Open to students with some tap experience, this class draws on the tradition of rhythm tap known as “hoofin’.” A new dance is made each semester, working with the varying levels of skill present in the student ensemble. 0.5 credit. Fall 2008. Davis. Section 5: Japanese Folk Dance Visiting Cornell Professor Isaburah Hanayagi of Tamagawa University in Japan will teach this course. Open to all students. 0.5 credit. Fall 2008. Hanayagi. Spring Sections Section 1: Ballet 0.5 credit. Spring 2009. Section 2: African Auditions for admission to this course will be held at the first class meeting. Additional information regarding the course is available from the instructor. Resulting choreography will be performed in the spring student concert. Prerequisite: DANC 043,078, or permission of the instructor. 0.5 credit. Spring 2009. Nance. Section 3: Taiko The class will offer experience in traditional or traditionally based Japanese drumming repertory. The relationship between the drumming and its concomitant movement will be emphasized. Open to the general student with performances in April. 0.5 credit. Spring 2009. Hanayagi. Section 4: Kathak This course will explore two aspects of Kathak technique—nrtta (abstract movement) and nritya (expressive gestures). These will be used to create a dance that will include teen tala or metrical scales of 16 beats to learn complex rhythmical structures (bols). Students will also be exposed to poetry and North Indian musical genres. The class will culminate in performances as part of the spring student dance concert. 0.5 credit. Spring 2009. Chakravorty. DANC 050. Dance Technique: Modern II An elaboration and extension of the principles addressed in DANC 040. If taken for academic credit, concert attendance and two short papers are required. Prerequisite: DANC 040 or its equivalent. 0.5 credit. Fall 2008 and spring 2009. Welsh. DANC 051. Dance Technique: Ballet II An elaboration and extension of the principles addressed in DANC 041. If taken for academic credit, concert attendance and two short papers are required. Prerequisite: DANC 041 or its equivalent. 0.5 credit. Fall 2008 and spring 2009. Sherman. DANC 053. Dance Technique: African II African dance for experienced learners aims to strengthen students’ African dance technique. The course will use the TJmfundalai technique allied with neo-traditional West African Dance vocabularies to enhance students’ visceral and intellectual understanding of African dance. Students who take African Dance II for academic credit should be prepared to explore and access their own choreographic voice through movement studies. Prerequisite: DANC 043. 0.5 credit. Fall 2008 and spring 2009. Nance. DANC 055. Dance Technique: Yoga II A continuation and deepening o f the practice of the asanas explored in DANC 045. Students will work in several of the more advanced asanas, particularly in the backward-bending and inverted poses. If taken for academic credit, readings, weekly journal-writing, and two short papers are required. Prerequisite: DANC 045 or its equivalent with permission of the instructor. 0.5 credit. Not offered 2008—2009. Music and Dance DANC 057. Dance Technique: Flamenco II Continued practice in movement skills in the Flamenco idiom. Students who are enrolled for academic credit will be required to write papers and/or create performance texts or choreography. Some Saturday meetings are required. Potential for public performance component. 0.5 credit. Spring 2009. Luis-Gmitter. DANC 058. Dance Technique: Special Topics in Technique II An elaboration and extension of principles addressed in DANC 048. If taken for academic credit, concert attendance and one or two short papers are required. Permission of the instructor required. 0.5 credit. Not offered 2008-2009. DANC 060. Dance Technique: Modem III Continued practice in technical movement skills in the modem idiom, including approaches to various styles. If taken for academic credit, concert attendance and two short papers are required. 0.5 credit. Fall 2008 and spring 2009. Poe. DANC 061. Dance Technique: Ballet III Continued practice in technical movement skills in the ballet idiom with an emphasis on advanced vocabulary and musicality. If taken for academic credit, concert attendance and two short papers are required. 0.5 credit. Fall 2008 and spring 2009. Sherman. Upper-Level Cross-Listed Courses DANC 070. Theater of Witness (See THEA 005) 1 credit. Fall 2008. Sepinuck. DANC 071. Afro-Caribbean Drum Circle/Dances (Cross-listed as MUSI 071) A drum circle and a dance experience in which students will learn selected dances and dram rhythms from Cuba and Brazil focusing on salsa. The class will focus on analysis of rhythmic structure, applying techniques of Afro/Caribbean drumming and East Indian rhythmrc theory. For the general student, emphasis will be placed on understanding these rhythms within a cultural and contemporary context. Three hours per week. Open to all students without prerequisite. 0.5 credit. Spring 2009. Arrow. DANC 073. Arts Administration for Performance (Cross-listed as THEA 073) This course is available to students participating in the Poland Program and will require them to extend their stay in Poland through early July 2008. By arrangement with Allen Kuharski, director o f theater. 1 credit. Spring 2009. DANC 074. Scenography for Dance Theater Performance (Cross-listed as THEA 074) Available to students participating in the study abroad programs coordinated by Swarthmore in Ghana, India, Japan, or Poland. In Poland, enrollment in this course will require students to extend their stay through early July 2008. Prerequisites: THEA 004B and 014. 1 credit. Fall 2008 and spring 2009. DANC 075. Special Topics in Dance Theater Available to students participating in the study abroad programs coordinated through Swarthmore in Ghana, India, Japan, or Poland. By arrangement with the director of dance. Prerequisites: DANC 002, DANC 010, DANC 011, or consent of the Dance Program director. 1 credit. Fall 2008 and spring 2009. DANC 076. Movement and Cognition (Cross-listed as LING 057 and MATH 007) English, Scottish, and Italian folk dance are analyzed, using group theory, graph theory, morphological theory, and syntactic theory, in an effort to understand the temporal and spatial symmetries of the dances. One focus will be a comparison of the insights offered by the mathematical and linguistic approaches. Prerequisites: One course in linguistics and a willingness to move your body and learn some basic math. 1 credit. Not offered 2008-2009. DANC 077. Rhythm, Drumming, Cultures (Cross-listed as MUSI 077) Although it is not always emphasized in Western art music education, rhythm is an essential and complex element in many world musics. Using approaches based in the field of Music and Dance ethnomusicology, this course will introduce students to a variety of world drumming styles. Musics from West Africa, North India, Bali, Japan, Cuba, and others will be considered for their sounds and formal musical structures as well as their histories and cultural meanings. Students will also spend a portion of each class learning basic drum technique in Afro-Cuban percussion as a practical introduction to themes discussed in the course. Open to all students without prerequisite. 1 credit. Not offered 2008—2009. This course will explore the shifts in sexuality and gender constructions of Indian women from national to transnational symbols through the dance sequences in Bollywood. We will examine the place of erotic in reconstructing gender and sexuality from past notions of romantic love to desires for commodity. The primary focus will be centered on approaches to the body from anthropology and sociology to performance, dance, and film and media studies. 1 credit. Not offered 2008-2009. DANC 077B. The Visual Anthropology of Performance (Cross-listed as SOAN 077B) The relationships between the body, movement, identity, aesthetics, and the politics of representation are integral to the study of the visual anthropology of dance. This course will have two sections: The first section will introduce various approaches to the study of visual anthropology as it relates to movement, body, culture, and power. It will examine theoretical approaches ranging from semiotics of the body, dance and communication theory, and phenomenology to the more recent approaches drawing on performance, postcolonial, post-structural, and feminist theories. The second part will examine how anthropological issues in dance are closely tied to issues of modernity, regional and national identity, gender, and politics. Various ethnographies and literature from dance studies, media and film studies, and feminist studies will be included in the course material. It will also require students to view videos to engage in visual analysis. Open to all students without prerequisite. 1 credit. Not offered 2008-2009. DANC 091. Special Projects (Issues in Music and Dance Education) (Cross-listed as EDUC 071 and MUSI 091) This course is an introduction to the fields of music and dance education. It will involve frequent visits to schools, studios, and other educational institutions in the Philadelphia area. We will observe a variety of teaching methods and discuss the guiding principles of music and dance education. We will also address such questions as the place of music and dance in higher education in general and at Swarthmore in particular. In some cases, coursework may include practice teaching, depending on student experience and inclination. Prerequisite: Open to any student who has taken at least one course in music, dance, or education. 0.5 credit (CR/NCR). Not offered 2008-2009. DANC 078. Dance/Drum Ensemble (Cross-listed as MUSI 078) Students will be helped to acquire the practical knowledge of selected West African traditional dance and drum styles from Ghana, Mali, and Senegal as well as at least one Brazilian form. The class will study the relevant gestures, costumes, musical instruments, props, and song of each form. This material will be performed as part of the fall student dance concert. Open to all students without prerequisite. 0.5 credit. Fall 2008. Arrow and guest artists. DANC 079. Dancing Desire in Bollywood (This course may count toward an academic program in film and media studies) Advanced Independent Work DANC 092. Independent Study Available on an individual or group basis, this course offers students an opportunity to do special work with performance or compositional emphasis in areas not covered by the regular curriculum. Students will present performances and/or written reports to the faculty supervisor, as appropriate. Permission must be obtained from the program director and from the supervising faculty. 1 credit. Each semester. Staff. DANC 093. Directed Reading Available on an individual or group basis, this course offers students 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. Music and Dance DANC 094. Senior Project Intended for seniors pursuing the special major or the major in course or honors, this project is designed by the student in consultation with a dance faculty adviser. The major part o f the semester is spent conducting independent rehearsals in conjunction with weekly meetings under an adviser’s supervision. The project culminates in a public presentation and the student’s written documentation o f the process and the result. An oral response to the performance and to the documentation follows in which the student, the adviser, 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. Prerequisite: Previous or concurrent enrollment in an advanced-level technique course or demonstration of advanced-level technique. 1 credit. Each semester. Chakravorty or Arrow. DANC 095, 096. Senior Thesis Intended for seniors pursuing the special major or the major in course or honors, the thesis is designed by the student in consultation with a dance faculty adviser. The major part of the semester is spent conducting independent research in conjunction with weekly tutorial meetings under an adviser’s supervision. The final paper is read by a committee of faculty members or, in the case of honors majors, by external examiners who then meet with the student for evaluation of its contents. Proposals for a thesis must be submitted to the dance faculty for approval during the semester preceding enrollment. 1 or 2 credits. Each semester. Chakravorty, or Arrow. Peace and Conflict Studies Coordinator: LEE A. SMITHEY (Sociology and Anthropology) Anna Everetts (Administrative Assistant) Committee: Amanda Bayer (Economics) Wendy E. Chmielewski (Peace Collection) Niklas Hultin (Sociology and Anthropology) George Lakey (Lang Center for Civic and Social Responsibility)*6 Matthew Murphy (Political Science) Elliot Ratzman (Religion) Ellen Ross (Religion) Dominic Tierney (Political Science)3 Andrew Ward (Psychology)3 3 Absent on leave, 2008-2009. 6Spring 2009. The Peace and Conflict Studies Program at Swarthmore College provides students with the opportunity to examine conflict in various forms and at levels stretching from the interpersonal to the global. The multidisciplinary curriculum explores the causes, practice, and consequences of collective violence as well as peaceful or nonviolent methods of dealing with conflict. Students who minor in peace and conflict studies at Swarthmore will: 1. Understand factors shaping human conflict, including psychological, social, cultural, political, economic, biological, religious, and historical ones 2. Analyze specific cases of conflict, including interpersonal, intergroup, international, and interstate disputes 3. Examine theories and models of peace building and reconciliation and evaluate attempts to manage, resolve, or transform conflict nonviolently 4. Investigate forms of oppression and injustice and their relationship to conflict, locally and globally 5. Explore opportunities to study topics relevant to peace and conflict through fieldwork, , internships, or other experiences outside the classroom Students with any major, whether in course or in the Honors Program, may add a course minor in peace and conflict studies. Alternatively, students in the Honors Program may choose an honors minor in peace and conflict studies. Students who intend to minor in peace and conflict studies should submit a copy of their sophomore paper to the chair o f the program during the spring of the sophomore year, after consultation with program faculty members. All applications must be approved by the Peace and Conflict Studies Committee. See the Peace and Conflict Studies Program Web site at www.swarthmore.edu/SocSci/peace. Requirements and Recommendations Minor A minor in peace and conflict studies consists of 6 credits, of which only two may be taken in the student’s major. Introduction to Peace and Conflict Studies (PEAC 015) is the only required course and should be taken no later than the junior year. Student programs can include an internship or fieldwork component (e.g., in a peace or conflict management organization such as the United Nations or Suburban Dispute Settlement). An internship is highly recommended. Fieldwork and internships normally do not receive credit. However, students can earn up to 1 credit for special projects that are developed with an instructor and approved in advance by the Peace and Conflict Studies Committee. Honors Minor Students in the Honors Program who choose an honors minor in peace and conflict studies must complete one preparation for external examination. This 2-credit preparation can be a seminar, a combination of two courses in different departments, a 2-credit thesis, or a combination of a thesis and a course. Any thesis must be multidisciplinary. The proposed preparation must be approved by the Peace and Conflict Studies Committee. An honors form may be downloaded from the program’s Web site or obtained from the Programs Office. This Honors form should be submitted with the sophomore paper. Any student who minors in Peace and Conflict Studies must meet the requirement of six units of study, of which no more than 2 credits can come from the major department. Introduction to Peace and Conflict Studies (PEAC 015) is required and should be taken no later than the junior year. Again, fieldwork or an internship is highly recommended. Peace and Conflict Studies Students whose minor in peace and conflict studies can be incorporated into the final requirements for senior honors study in the major should do so. The Peace and Conflict Studies Committee will work out the guidelines for the integration exercise with the student and the major department. Courses The following courses constitute the foundation for work in peace and conflict studies. Each of the courses is open to all students unless otherwise specified. In the event of an oversubscribed course, preference in enrollment will be given to peace and conflict studies minors. Student programs may, subject to prior approval by the committee, also include independent study; special attachments to courses that are not listed here; and courses offered at Haverford College, Bryn Mawr College, the University of Pennsylvania, and abroad. PEAC 015. Introduction to Peace and Conflict Studies This course is intentionally interdisciplinary, drawing on the work of practitioners and theorists representative of diverse backgrounds including sociology, communications, social psychology, history, and political science. Students will explore foundations of the field of peace and conflict studies, conceptions of peace, typologies of violence, sources and contexts of conflict, and an array of conflict interventions—from conflict management to resolution and from peacekeeping to peace building. Students should leave this course with a better understanding of peace and conflict as well as improved skills of critical thinking and analysis. 1 credit. Fall 2008. Smithey. PEAC 042. Nonviolent Responses to Terrorism (cross-listed as SOAN 042) Nonviolently confronting those who seek to prevail through intimidation and terror may seem impossible until we analyze carefully the variety of interests underlying the choice of terrorist strategies and draw upon the rich history of nonviolent counter-terrorist tactics in many settings, including within the United States (such as the experience of African Americans). In this course, we will deconstruct ‘terrorism,” study the dynamics of cultural marginalization, and build on promising nonviolent cases to construct hypotheses and even venture into policy alternatives. I 1 credit. I Spring 2009. Lakey. PEAC 056. Human Rights, Refugees, and International Law This course will explore international human rights vis-à-vis the United Nations and related agencies (including the politics leading to their development, their mandate, and their limits). In addition, the course will analyze major human rights treatises and the politics of their enforcement in the international arena. Finally, the course will examine causes and effects of human rights violations, resulting in refugees and their search for asylum. 1 credit. Not offered 2008-2009. PEAC 070. Research Internship/Fieldwork Credit hours to be arranged with the coordinator. PEAC 077. Peace Studies and Action Peace Studies and Action is designed to provide students an opportunity to examine in greater depth a form of peace action that has captured their intellectual interest and imagination (perhaps mediation, nonviolent direct action, persuasion through the arts, diplomacy, etc.). This course aims to bridge the gaps between peace research, theory, and implementation by encouraging students to move between each. Assigned readings on topics such as power, organizational structures, mobilization strategies, and the intellectual origins of peace research will guide discussions. Peer input and feedback will be emphasized. Students will also engage with organizations promoting nonviolent ways of conducting conflict to understand better the real-world challenges of developing and sustaining peace work. 1 credit. Spring 2009. Smithey. PEAC 090. Thesis Credit hours to be arranged with the coordinator. PEAC 180. Senior Honors Thesis Credit hours to be arranged with the coordinator. Economics ECON 012. Games and Strategies ECON 051. The International Economy* ECON 053. International Political Economy* ECON 081. Economic Development* ECON 082. Political Economy of Africa ECON 151. International Economics: Seminar* History HIST 028. Nations and Nationalism in Eastern Europe: 1848-1998 HIST 037. History and Memory: Perspectives on the Holocaust Peace and Conflict Studies HIST 049. Race and Foreign Affairs HIST 134. U.S. Political and Diplomatic History Literatures LITR 037G. History and Memory: Perspectives on the Holocaust LITR 061SA. Women’s Testimonial Literature of Latin America LITR 083J. War and Postwar in Japanese Culture Political Science POLS 004. International Politics POLS 045. Defense Policy POLS 047. Global Policy and International Institutions: Hunger and Environmental Threats POLS 059. Contemporary European Politics POLS 062. The American Way o f War POLS 061. American Foreign Policy POLS 066. Transnational Justice POLS 068. International Political Economy* POLS 073. Comparative Politics: Special Topics* POLS 074. International Politics: Special Topics* POLS 075. The Causes of War POLS 111. International Politics: Seminar POLS 113. International Politics: War, Peace, and Security Psychology PSYC 026. Prejudice and Intergroup Relations PSYC 035. Social Psychology* Religion RELG 023. Living in the Light: Quakers Past/Present* RELG 028B. Religious Radicals: The Religious Socialism of Martin Luther King and the Civil Rights Movement RELG 110. Religious Belief and Moral Action Sociology and Anthropology SOAN 003D. International Human Rights/Local Culture SOAN 010J. War, Sport, and the Construction of Masculine Identity SOAN 022G. Social Movements in Latin America SOAN 024B. Latin American Society and Culture SOAN 025B. Transforming Intractable Conflict SOAN 026C. Power, Authority, and Conflict SOAN 033C. Political Cultures of Africa SOAN 035B. Nonviolent Social Movements SOAN 035C. Social Movements and Strategic Action SOAN 043D. Human Rights and Social Conflict in Africa SOAN 046B. Social Inequality SOAN 056B. Standoffs, Breakdowns, and Surrenders SOAN 111. Human Rights and Social Theory Please consult the program’s course listings at www.swarthmore.edu/SocSci/peace/ for updates, descriptions, and scheduling. * These courses are eligible for a peace and conflict studies minor on special arrangement with the instructor and the program chair. Students should arrange approval before taking the course, and course materials may be requested for confirmation after the course is completed. Please submit a course approval form, which may be downloaded from the program’s Web site. Philosophy PETER BAUMANN, Professor and Chair RICHARD ELDRIDGE, Professor HANS F. OBERDIEK, Professor3 CHARLES RAFF, Professor RICHARD SCHULDENFREI, Professor Emeritus ALAN R. BAKER, Associate Professor3 GRACE M. LEDBETTER, Associate Professor TAMSIN LORRAINE, Associate Professor W. MARK GOODWIN, Visiting Assistant Professor JENNIFER MORTON, Visiting Instructor DONNA MUCHA, Administrative Assistant 3 Absent on leave, 2008-2009. 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, reasoning, morality, the character of the world, God, freedom, human nature, justice, and history. Philosophy is thus significant for everyone who wishes to live and act in a reflective and critical manner. Requirements and Recommendations Prerequisites The Philosophy Department offers several kinds of courses designed to engage students in philosophical practices. Courses and seminars are offered to introduce students to the major systematic works of the history of Western philosophy and works by Plato and Aristotle (Ancient Philosophy); Descartes, Hume, and Kant (Modem Philosophy); Hegel and Marx (19th-Century Philosophy); Kierkegaard, Nietzsche, Sartre, Heidegger, and de Beauvoir (Existentialism); and Russell and Wittgenstein (Contemporary Philosophy). Some courses and seminars consider arguments and conclusions in specific areas of philosophy: Theory of Knowledge, Logic, Moral Philosophy, Metaphysics, Aesthetics, and Social and Political Philosophy. Other courses and seminars are concerned with the conceptual foundations of various other disciplines: 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, courses and seminars are offered on meaning, freedom, and value in various domains of contemporary life: Values and Ethics in Science and Technology, Feminist Theory, and Modemity/Postmodemity. Students majoring in philosophy must complete at least one course or seminar in Logic and either Ancient or Modem Philosophy and earn a total of 8 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 requirement 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. Students may complete a minor in philosophy by earning any 5 credits in philosophy courses. There is no distribution requirement for the minor. Satisfactory completion of either any section of an introductory-level course in philosophy (any philosophy course numbered 001-010) or PHIL 012: Logic is a prerequisite for taking any further course in philosophy. Students may not take more than one introductory-level course, with one exception: Students may take Logic either before or after taking any other introductory course. Courses 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 contemporary 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 o f texts. 1 credit. Each semester. Staff. Section 2: Philosophy, Criticism, and Culture This course will consider philosophy as a form of argumentative reflection on and criticism of some central cultural practices: political organization, natural science, and morality. In Philosophy addition, philosophy as itself a cultural practice will be compared and contrasted with art and literature, history, and natural and social science. We will study Plato, Descartes, Marx, and Marcuse as well as a few films and poems. Writing course. 1 credit. Fall 2008. Eldridge. Section 3: Truth and Desire This course is designed to develop your natural ability to think philosophically by heightening your sense of wonder and honing your critical skills. We will take a historical approach, starting with Plato and then reading Descartes and Nietzsche before turning to two more contemporary theorists, Frantz Fanon and Sandra Bartky. Throughout the course, we will pursue questions about truth (What is it? How does it relate to knowledge? When do we know that we know?) as well as questions about desire (What do we want? How does that relate to what we should want, our ideas of the good life, and the kind of life we should lead?) and the relationship between the two. Writing course. 1 credit. Fall 2008. Lorraine. PHIL 002. First-Year Seminar: Modern ity/Postmodern ity This course will examine conceptions of modernity as it emerges in key texts from philosophers such as Descartes, Kant, and Hegel. We will discuss the implications of these conceptions of modernity for us today on such topics as the nature and relationship of mind and body, and self and society, and evaluate how far we may (or may not) have entered a “postmodern” era by examining texts by such philosophers as Nietzsche and Heidegger as well as sampling some of the contemporary debate on this subject. Writing course. 1 credit. Not offered 2008-2009. PHIL 005. First-Year Seminar: About Morality Morality (or ethics) refers both to how we should live our lives and to rules and precepts of right conduct toward others, including non­ human animals and the environment. Some philosophers are moral skeptics who argue that we cannot know what is right or good. Others argue that what is true in morality can be explained in terms of sociological, biological, or rational choice theories. Still others argue that morality is impossible because it presupposes that we are free when, in fact, our thoughts and behavior are determined. These are questions about morality, not questions o f morality or in morality. This writing- and discussion-intensive first-year seminar will examine representatives of each of these approaches. Writing course. 1 credit. Not offered 2008-2009. PHIL 006. First-Year Seminar: Life, Mind, and Consciousness Classical problems o f the nature and extent of life, the modem problems of mind and body, and contemporary issues that center on consciousness and thought serve as a chronological introduction to central philosophical issues. Individual writing conferences supplement plenary discussion sessions. Writing course. 1 credit. Not offered 2008-2009. PHIL 007. Paradox and Rationality People claim to know lots of things—that the Earth is round, that 2 + 2 = 4, that God exists. But what distinguishes genuine knowledge from mere belief? This course will examine the ways in which the use of a systematic method can help in the generation of knowledge. Using the work of Descartes as our starting point, we shall focus, in particular, on the interaction between philosophical and scientific methods. 1 credit. Not offered 2008-2009. PHIL 008. History and Philosophy of Science This course will explore the nature of science by considering selected episodes in its history. We will begin by studying the (so-called) Scientific Revolution o f the 17th century, with the hope of coming to appreciate how the ways of investigating and understanding the world advocated by philosopher/scientists such as Galileo, Descartes, Spinoza, and Newton differed from other possible ways of coming to terms with the world. Next, we will study Thomas Kuhn’s The Structure o f Scientific Revolutions to explore the extent to which our scientific theories and practices develop in characteristic ways. Our reading of Kuhn will be supplemented with four (philosophically motivated) case studies from the history of science. Throughout our historical studies, the goal will be to identify and reflect upon the philosophically significant features of our scientific encounters with the world. Writing course. 1 credit. Spring 2009. Goodwin. Philosophy PHIL 009. First-Year Seminar: Contemporary, Moral, and Political Issues Our understanding of (or confusions about) freedom, justice, equality, rights, and the objects of moral concern deeply affect how we think about concrete issues that pervade contemporary public life. We will examine how various philosophical positions inform our understanding of these issues—and how they, in turn, lead us to accept, reject, or modify general philosophical positions. Among the issues we’ll discuss in the context of broader philosophical positions are the legal enforcement of morality, the limits of free expression, what justice and equality require, and issues in bioethics and the environment. Writing course. 1 credit. Not offered 2008-2009. PHIL 010. First-Year Seminar: Questions of Inquiry This course is an introduction to philosophy with two primary aims: first, to develop the specific resources necessary for continued access to classical and contemporary philosophical literature; second, to foster skills of lucid and economical expository writing that will benefit students’ written work in all areas. Three primary texts of classical and contemporary philosophy raise questions about inquiry within philosophy and about inquiring in other areas. 1 credit. Fall 2008. Raff. PHIL 011. Moral Philosophy Although some attention will be 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. Other values that may be discussed are tranquility, human relationships, autonomy, and the search for objective good. 1 credit. Not offered 2008-2009. 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 2008. Goodwin. PHIL 013. Modern Philosophy Seventeenth- and 18th-century theories of knowledge, morals, and metaphysics studied in works by Descartes, Spinoza, Leibniz, Locke, Berkeley, Hume, and Kant. 1 credit. Spring 2009. Raff. PHIL 015. Practical Reasoning Explore the connection between action, reasons, and deliberation. Consider questions such as: What is rationality? What counts as a reason? What is the role that norms or rules play in deciding what to do? What is the difference between practical and theoretical deliberation? 1 credit. Fall 2008. Morton. PHIL 016. Philosophy of Religion (See RELG 015B) 1 credit. Not offered 2008-2009. PHIL 017. Aesthetics On the nature of art and its roles in human life, considering problems o f interpretation and evaluation and some specific medium of art: Who should care about art? Why? How? 1 credit. Not offered 2008-2009. PHIL 018. Philosophy of Science (See PHIL 119) 1 credit. Spring 2009. Goodwin. PHIL 019. Philosophy of Literature 1 credit. Not offered 2008-2009. PHIL 020. Plato and His Modern Readers (Cross-listed as CLAS 020) Modem thinkers have ascribed to Plato some of the fundamental good and ills of modem thought. It has been claimed, for example, that Socrates and Plato distorted the entire course of Western philosophy, that Plato was the greatest political idealist, that Plato was the first totalitarian, that Plato was a feminist, and that Plato betrayed his teacher, Socrates. In this course, we will view Plato through the lens of various modem and postmodern interpretations (e.g., Nietzsche, Heidegger, Foucault, Irigaray, Rorty, Murdoch, Nussbaum, Vlastos) alongside a close analysis of ethical, metaphysical, and epistemological issues as they arise in the dialogues themselves. Writing course. 1 credit. Spring 2009. Ledbetter. Philosophy PHIL 021. Social and Political Philosophy (See PHIL 121) 1 credit. Not offered 2008-2009. PHIL 023. Metaphysics Categories (thing/property, concrete/abstract), Universals, Necessity, Divinity, Mentality, Change, and Freedom are headings for some of the traditional metaphysical topics of contemporary metaphysics. Resources include work by Aristotle, Descartes, Quine, Chisholm, Lewis ’61, Chalmers, Zimmerman, and others. 1 credit. Fall 2008. Raff. PHIL 024. Theory of Knowledge What can we know? Is the answer to this question among the things we can know? What are the basic sources of our knowledge? Could all knowledge rest just on sense perception? What can we learn from the classical and contemporary varieties of skepticism? Readings include classical and current sources. 1 credit. Not offered 2008-2009. PHIL 025. Philosophy of Mathematics Topics will include the nature of mathematical objects and mathematical knowledge, proof and truth, mathematics as discovery or creation, the character of applied mathematics, and 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 and 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, GQdel’s incompleteness theorems, and relative consistency proofs for non-Euclidean geometries). Prerequisites: Logic, acceptance as a major in mathematics, or approval of instructor. 1 credit. Not offered 2008-2009. PHIL 026. Language and Meaning (See PHIL 116) (Cross-listed as LING 026) 1 credit. Not offered 2008-2009. PHIL 027. Classical Empiricism to Transcendental Idealism This course will begin with selections from Locke’s essay Concerning Human Understanding and end with Kant’s Critique o f Pure Reason (through The Transcendental Deduction). In between, we will read the bulk of Berkeley’s Principles o f Human Knowledge as well as Hume’s An Enquiry Concerning Human Understanding. For each philosopher that we study, our objective will be to both understand their basic metaphysical and/or epistemological doctrines and to appreciate the role of these doctrines in the historical development o f philosophy. In addition, attempts will be made to highlight the relevance of these thinkers to contemporary philosophy. To this end, we will supplement our close reading of the primary texts with some secondary readings by recent philosophers that demonstrate how the thought o f these historical figures is o f ongoing importance for philosophers today. 1 credit. Not offered 2008-2009. PHIL 028. Freedom Though freedom is a nearly sacred concept in America, and it has been reasonably successful here, it has not been so successful or admired in all societies. In this course, we shall consider freedom, in part, from the perspective of the other, non-American position. We will consider the philosophical/rational arguments for freedom, and some classical rational critiques o f freedom (e.g., Plato, Hegel). We shall also compare free societies concretely with traditional and authoritarian ones and consider what can be said reasonably against freedom from the viewpoint of tradition. The underlying question will be whether freedom is an absolute, eternal, and universal value or a relative, temporary, and parochial value of the modem West, especially America. 1 credit. Spring 2009. Schuldenffei. PHIL 029. Philosophy of Modern Music This course will survey the rise and evolution of so-called absolute music as a significant form of cultural expression from 1750 to the present. The focus of attention will be various historicphilosophical accounts of the meanings and functions o f such musical works in culture. An ability to follow a score and some awareness (but not substantial music historical knowledge) of the relative dates of major composers of Western art music (e.g., Beethoven is just before Schubert) is required. Some attention will be paid both to 20th-century developments (serialism, modal composition, John Cage, New Romanticism, etc.) and to contemporary popular music. Major theorists of music who will be covered include Leonard Meyer, Carl Dahlhaus, Theodor Adorno, Susan McClary, Philosophy Rose Rosengard Subotnik, Lawrence Kramer, and Jacques Attali. 1credit Not offered 2008-2009. PHIL 031. Advanced Logic A survey of various technical and philosophical issues arising from the study of deductive logical systems. Topics are likely to include extensions of classical logic (e.g., the logic of necessity and possibility [modal logic], the logic of time [tense logic], etc.); alternatives to classical logic (e.g., intuitionistic logic, paraconsistent logic); metatheory (e.g., soundness, compactness, Gödel’s incompleteness theorem); philosophical questions (e.g., What distinguishes logic from non-logic? Could logical principles ever be revised in the light of empirical evidence?). Prerequisite: PHIL 012. 1credit. Not offered 2008-2009. PHIL 039. Existentialism In this course, we will examine existentialist thinkers such as Nietzsche, Kierkegaard, Heidegger, Sartre, Beauvoir, and Camus to explore themes of contemporary European philosophy, including the self, responsibility and authenticity, and the relationships between body and mind, fantasy and reality, and literature and philosophy. 1 credit. Spring 2009. Lorraine. PHIL 040. Semantics (See LING 040) PHIL 045. Futures in Feminism (Cross-listed as WMST 020) In this course, we will investigate the future directions feminist theory in the 21st century could or should take by looking at recent feminist theory and asking where we can go from here. Areas we will investigate include transnational theory, poststructuralist feminist theory, cultural theory, third-wave theory, critical race theory, and queer theory as well as theories that may not easily fit into any prevailing category of feminist thought. 1 credit Not offered 2008-2009. PHIL 048. German Romanticism This colloquium will focus on theories of subjectivity, aesthetic experience, and ethical life developed in the immediate post-Kantian context. The principal figures considered will be Schiller, Hölderlin, and Schlegel. 1 credit. Not offered 2008-2009. PHIL 049. Marx, Nietzsche, and Freud This course will examine the work o f three 19th-century “philosophers of suspicion” who challenged the self-presence of consciousness by considering consciousness as an effect of other forces. Their investigations into one’s understanding of truth as the effect of will-topower (Nietzsche), one’s understanding of reality as the effect of class position (Marx), and consciousness as the effect of unconscious forces (Freud) provide an important background to contemporary questions about the nature of reality, human identity, and social power. 1 credit. Fall 2008. Lorraine. PHIL 055. Philosophy of Law An inquiry into major theories of law, with emphasis on implications for the relation between law and morality, principles of criminal and tort law, civil disobedience, punishment and excuses, and freedom of expression. 1 credit. Not offered 2008-2009. 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 2008-2009. PHIL 086. Philosophy of Mind (See PHIL 118) 1 credit. Not offered 2008-2009. PHIL 088. Wittgenstein Wittgenstein’s analyses of thought and language are central to contemporary philosophical debates. We will read his two major works, Tractatus-Logico Philosophicus and Philosophical Investigations in connection with the development of 20th- and 21st-century analytical philosophy of mind, language, consciousness, and value. 1 credit. Not offered 2008-2009. PHIL 093. Directed Reading Each semester. Staff. PHIL 096. Thesis Each semester. Staff. PHIL 099. Senior Course Study Spring semester. Staff. Philosophy Seminars PHIL 101. Moral Philosophy An examination of the principal theories of value, virtue, and moral obligation—and their justification. The focus will be primarily on contemporary treatments of moral philosophy. A central question of seminar will be the possibility and desirability o f moral theory. 2 credits. Spring 2009. Morton. PHIL 102. Ancient Philosophy Ancient Greek philosophy transforms traditional Greek religion through rational critique; yet, in contrast to contemporary philosophy, it continues to share many of the most prominent features of religion. This seminar will study how theology develops through the Presocratics, Socrates, Plato, Aristotle, the Epicureans, and Stoics and how theology relates to the philosophers’ views on morality and the good life. 2 credits. Fall 2008. Ledbetter. PHIL 103. Selected Modern Philosophers One or more 17th- or 18th-century philosophers selected for systematic or comparative study. Suggested preparation: PHIL 013 or similar. Recent selections include pairs as well as single philosophers from the list Descartes, Spinoza, Locke, Leibniz, Berkeley, Hume, Reid, Kant. 2 credits. Spring 2009. Raff. PHIL 104. Topics in Metaphysics One or more central topics in contemporary metaphysics selected for sustained study: freedom, causation, universals, categories, necessity, identity of things and people, fiction, God, or others. 2 credits. Fall 2008. Raff. PHIL 106. Aesthetics and Theory of Criticism On the nature of art and its roles in human life, considering problems of interpretation and evaluation and some specific medium o f art. 2 credits. Not offered 2008-2009. PHIL 109. Semantics (See LING 109) PHIL 113. Topics in Epistemology How to account for the fact that we know that some truths are also necessarily true, that each of us is peculiarly knowledgeable about one knower? How best to account for our lack of knowledge in the famous Gettier examples and of our lack of knowledge in the Lottery Paradox? Current answers and their background are among the topics. 2 credits. Not offered 2008-2009. PHIL 114. Nineteenth-Century Philosophy The historical treatment o f such topics as knowledge, morality, God’s existence, and freedom in Kant, Fichte, Hegel, Feuerbach, Marx, and Nietzsche. 2 credits. Fall 2008. Eldridge. PHIL 116. Language and Meaning (Cross-listed as LING 116) Behaviorist theories o f meaning, cognitivist theories of meaning, and conceptions of language as a social practice will be surveyed and criticized. 2 credits. Spring 2009. Eldridge. PHIL 118. Philosophy of Mind The course is divided into three principal sections, focusing on philosophy of mind, artificial intelligence, and cognitive science. Section 1 covers four core positions in the philosophy of mind “dualism, behaviorism, materialism, and functionalism,” and it serves as an overview of traditional philosophy of mind. Section 2 explores how the philosophical ideas developed above connect to ongoing research in artificial intelligence. Section 3 concerns the philosophy of cognitive science, a field that investigates the biological and neurophysiological underpinnings of human mentality. Part of the aim is to clarify the goals and methods of cognitive science and to investigate ways in which advances in cognitive science may yield philosophical insights into the nature of mind. 2 credits. Not offered 2008-2009. PHIL 119. Philosophy of Science A study of philosophical problems arising out o f the presuppositions, methods, and results of the natural sciences, focusing particularly on the effectiveness of science as a means for obtaining knowledge. Topics include the difference between science and pseudoscience; the idea that we can “prove” or “confirm” scientific theories; explanation and prediction; the status of scientific methodology as rational, objective, and value free; and the notion that science aims to give us (and succeeds in giving us) knowledge of the underlying unobservable structure of the world. 2 credits. N ot offered 2008-2009. Philosophy PHIL 121. Social and Political Philosophy This seminar will trace the history of political philosophy in the West primarily via discussion of selected major figures such as Plato, Aristotle, Hobbes, Locke, Rousseau, and Mill, with an emphasis on the transition from classical to modem political theory. Contemporary theorists such as Rawls, Sandel, and Charles Taylor may also be considered. 2 credits. Fall 2008. Baumann. PHIL 125. Philosophy of Mathematics Mathematics is a discipline whose elegance, rigor, and stunning usefulness across a huge variety of applications has made it a central part of every school and college curriculum. But what exactly is mathematics about? At one level, the answer seems obvious: Mathematics is about numbers, functions, sets, geometrical figures, and so on. But what are these things? Do they exist? If so, where? And how do we come to know anything about them? If they do not exist, what makes mathematics true? This seminar will tackle these issues and look at what some of the great philosophers such as Plato, Descartes, Kant, and Wittgenstein have had to say about mathematics. 2 credits. Not offered 2008-2009. PHIL 139. Phenomenology, Existentialism, and Poststructuralism In this course, we will examine the themes of reality, truth, alienation, authenticity, death, desire, and human subjectivity as they emerge in contemporary European philosophy. We will consider thinkers such as Nietzsche, Husserl, Heidegger, Derrida, and Irigaray to place contemporary themes of poststructuralist thought in the context of the phenomenological, existential, and structuralist thought out of which they emerge. 2 credits. Spring 2009. Lorraine. PHIL 145. Feminist Theory If the power of a social critique rests on its ability to make general claims, then how do we account for the particularity of women’s various social situations without sacrificing the power of a unified theoretical perspective? In this course, we will explore possibilities opened by poststructuralist theory, postcolonial theory, French feminist theory, and other forms of feminist thought, to examine questions about desire, sexuality, and embodied identities, and various resolutions to this dilemma. 2 credits. Not offered 2008-2009. PHIL 180. Thesis A thesis may be submitted by majors in the department in place of one honors paper, on application by the student and at the discretion o f the department. PHIL 199. Senior Honors Study Spring semester. Physical Education ADAM HERTZ, Director o f Physical Education and Athletics CHRISTYN CHAMBERS, Associate Director o f Athletics KAREN BORBEE, Professor, Senior Woman Administrator1 SUSAN P. DAVIS, Professor MICHAEL L. MULLAN, Professor LEE WIMBERLY, Professor TODD ANCKAITIS, Head Coach/Instructor PETER CARROLL, Head Coach/Instructor RENEE CLARKE, Head Coach/Instructor RENEE L. DEVARNEY, Head Coach/Instructor STAN EXETER, Head Coach/Instructor LAUREN FUCHS, Head Coach/Instructor PAT GRESS, Head Coach/Instructor HARLEIGH LEACH, Head Coach/Instructor JEREMY LOOMIS, Head Coach/Instructor ERIC WAGNER, Head Coach/Instructor JIM HELLER, Head Coach (part time) BHAVIN PARIKH, Head Coach (part time) MARIAN FAHY, Administrative Assistant SHARON GREEN, Administrative Assistant 1Absent on leave, tall 2008. The aim of the department is to contribute to the total education of all students through the medium of physical activity. We believe this contribution can best be achieved through encouraging participation in a broad program of individual and team sports, aquatics, physical fitness, and wellness. The program provides an opportunity for instruction and experience in a variety of activities on all levels. It is our hope that participation in this program will foster an understanding of movement and the pleasure of exercise and will enhance, by practice, qualities of good sportsmanship, leadership, and cooperation in team play. Students are also encouraged to develop skill and interest in a variety of activities that can be enjoyed after graduation. The Intercollegiate Athletics Program is comprehensive, including varsity with teams in 22 different sports: 10 for men and 12 for women. Ample opportunities exist for large numbers of students to engage in intercollegiate competition, and those who qualify may be encouraged to participate in regional and national championship contests. Several club teams in various sports are also organized, and a program of intramural activities is sponsored. Requirements and Recommendations Students are encouraged to enjoy the instructional and recreational opportunities offered by the department throughout their college careers. As a requirement for graduation, all nonveteran students, not excused for medical reasons, are required to complete 4 units of physical education by the end o f their sophomore year. In addition, all students must pass a survival swim test or complete onequarter of aquatics instruction. Transfer students will receive credit toward the requirement from previous institutions after a review by the director of the department. Students with special-needs should consult the director of physical education. Courses offered by the department are listed subsequently. Credit toward completion of the physical education requirement will also be given for participation in intercollegiate athletics as well as PE Dance Courses (listed subsequently), which are semester-long courses. Independent study for physical education is not permitted. Courses Fall Aerobics Aikido Aquatics for Fitness Badminton Basketball Beginning Aquatics Bowling Fencing I Fitness Ball Fitness Training Floor Hockey Folk Dance Introduction to Orienteering Lifeguarding Pilâtes Physical Education ■ Power Yoga I Squash I Strength and Power I I Table Tennis I I Uechi Ryu Karate Spring I Aerobics I Aikido I Aquatics for Fitness Badminton I Basketball Beginning Aquatics Bowling Fencing I, II Fitness Ball Fitness Training Folk Dance I Golf Pilates Power Yoga Squash Tennis Ultimate Frisbee I Uechi Ryu Karate I Volleyball I I PE Dance Courses These courses are offered through the Dance Department. See the Music and Dance section of the course catalog and the Swarthmore College Schedule of Courses and Seminars for fall and spring PE dance course offerings. I I Intercollegiate Athletics Fall I Men’s Cross-Country Women’s Cross-Country Field Hockey Men’s Soccer Women’s Soccer J Women’s Volleyball Winter Badminton Men’s Basketball Women’s Basketball Men’s Swimming Women’s Swimming Men’s Indoor Track Women’s Indoor Track Spring Baseball Golf Men’s Lacrosse Women’s Lacrosse Softball Men’s Tennis Women’s Tennis Men’s Outdoor Track Women’s Outdoor Track Physics and Astronomy JOHN R. BOCCIO, Professor of Physics MICHAEL R. BROWN, Professor of Physics AMY L.R. BUG, Professor of Physics1 PETER J. COLLINGS, Professor of Physics' FRANK A. MOSCATELLI, Professor of Physics DAVID H. COHEN, Associate Professor o f Astronomy CARL H. GROSSMAN, Associate Professor of Physics and Chair ERIC L.N. JENSEN, Associate Professor of Astronomy1 CATHERINE H. CROUCH, Assistant Professor of Physics AREN HEINZE, Visiting Assistant Professor of Astronomy TIMOTHY GRAY, Post-Doctoral Research Scientist MARY ANN KLASSEN, Lecturer ADAM NEAT, Lecturer JAMES HALDEMAN, Instrumentation/Computer Technician STEVEN PALMER, Machine Shop Supervisor CAROLYN R. WARFEL, Administrative Assistant ‘Absent on leave, 2008-2009. The Physics and Astronomy Department teaches the concepts and methods that lead to an understanding of the fundamental laws governing the physical universe. Emphasis is placed on quantitative, analytical reasoning, as distinct from the mere acquisition of facts. Particular importance is also attached to laboratory work because physics and astronomy are primarily experimental and observational sciences. With the awareness that involvement in research is a major component in the education of scientists, the department offers a number of opportunities for students to participate in original research projects, conducted by members of the faculty, on campus. Several research laboratories are maintained by the department to support faculty interests in the areas of laser physics, high-resolution atomic spectroscopy, plasma physics, nano physics, computer simulation, liquid crystals, quantum mechanics foundations, and observational and theoretical astrophysics. The department maintains the historic Sproul telescope, a 61-cm refractor, equipped with a CCD camera, plus several small telescopes for instructional use. A monthly visitors’ night at the observatory is announced on the department website. During the 2008-2009 academic year a new 61-cm reflector telescope, equipped with a high-resolution spectrometer will be installed for faculty and student research. Two calculus-based introductory sequences are offered. PHYS 003 and 004 cover both classical and modem physics and is an appropriate introductory physics sequence for those students majoring in engineering, chemistry, and biology. PHYS 007 and 008, on the other hand, which is normally preceded by PHYS 005/ASTR 005 (these are cross-listed), are at a higher level. It is aimed toward students planning to do further work in physics or astronomy and is also appropriate for engineering and chemistry majors. The fourcourse sequence 005,007,008, and 014 is designed to provide a comprehensive introduction to all major areas of physics. Additional information is available at the department Web site at www.swarthmore.edu/NatSci/physics/. Requirements and Recommendations Major Degree Requirements The program in physics consists of PHYS 005/ASTR 005, and PHYS 007,008,014, and 050 in the first 2 years, followed by PHYS 111, 112,113, and 114 in the last 2 years. In addition, the shop course PHYS 063 and the advanced laboratory courses PHYS 081 and PHYS 082 and MATH* 015,025,027, and 033 must be taken. The program in astrophysics consists of PHYS 005/ASTR 005 and PHYS 007,008, 014,050, and ASTR 016, followed by PHYS 111,112, 113, and 114, plus two astronomy seminars. In addition, MATH* 015,025,027, and 033 must be taken. This is the recommended program for students wishing to pursue graduate work in astronomy/astrophysics. The program in astronomy consists of PHYS 005/ASTR 005, and PHYS 007,008,014, and ASTR 016. In addition, four astronomy seminars, and MATH* 015,025, and 033 must be taken. Students wishing an even stronger background for graduate work and a deeper look at one or more special fields may take an extended program by adding elective seminars in physics or astronomy and/or a research project/thesis. Seniors not enrolled in the Honors Program must complete a comprehensive exercise in the senior year, which is intended not only to Physics and Astronomy encourage review and synthesis but also requires students to demonstrate mastery of fundamentals studied during all 4 years. *Math note. The Mathematics and Statistics Department offers many sets of courses covering similar material at different levels of sophistication. In each case noted, the most elementary version from each set has been listed. Students should always take the most advanced version for which they qualify. Criteria for Acceptance as a Major Students applying to become a physics major should have completed or be completing PHYS 014, PHYS 050, and MATH 033. If applying for an astrophysics or astronomy major, they should also have completed ASTR 016. Applicants must normally have an average grade of B- or better in all physics and astronomy courses as well as in MATH 027 and 033. Because almost all advanced work in physics and astronomy at Swarthmore is taught in seminars, where the pedagogical responsibility is shared by the student participants, an additional consideration in accepting and retaining majors is the presumed or demonstrated ability of the students not only to benefit from this mode of instruction but also to contribute positively to the seminars. Advanced Laboratory Program The advanced laboratory courses, namely, PHYS 081, PHYS 082, and PHYS 083 (each 0.5 credit) require approximately one afternoon a week. PHYS 083 is an option for students with prior preparation in electronics who are taking or have already taken ENG 072 or the equivalent. Students enrolled in these must arrange their programs so that they can schedule a time for lab each week, free of conflicts with other classes, seminars, extracurricular activities, and sports. Independent Work Physics and astronomy majors are permitted to undertake independent research projects for credit (PHYS/ASTR 094). Many opportunities exist for students to work with faculty members on research projects during the summer or semester. In preparation for independent experimental work, prospective physics majors are urged to take the required course PHYS 063: Procedures in Experimental Physics during the fall semester of their sophomore year, which will qualify them to work in the departmental shops. Teacher Certification We offer teacher certification in physics through a program approved by die state of Pennsylvania. For further information about the relevant set of requirements, contact the Educational Studies Department chair, the Physics Department chair, or visit the Educational Studies Department Web site at www.swarthmore.edu/educationalstudies.xml. Minor Degree Requirements Our department offers two types of course minors: one in physics and one in astronomy. The physics minor consists of PHYS 005/ASTR 005, PHYS 007*, PHYS 008*, PHYS 014, PHYS 050, and PHYS 111 and PHYS 113+. Co-requisites are MATH 015,025, and 033. (*In some cases, PHYS 003 and/or PHYS 004 may be substituted for PHYS 007 and/or PHYS 008.) (+ Minors should have two advanced seminars, preferably one in “classical” and one in “quantum” physics. PHYS 111 is a prerequisite for the future seminars and fulfills the “classical” requirement. We recommend PHYS 113 as the second advanced seminar, though a different seminar may be substituted on consultation with the chair.) The astronomy minor consists of PHYS 005/ASTR 005, PHYS 007 or PHYS 003, PHYS 008 or PHYS 004, ASTR 016, one astronomy seminar numbered 100 or above, and one semester of ASTR 061 (0.5 credits). Corequisites are MATH 015 and 025. External Examination Program To be accepted into the External Examination Program in the department, the applicant must have an average grade o f B or better in all physics and astronomy courses. External examinations are based on three of the following preparations (plus their pre­ requisites): Physics: PHYS 112,113, and 114, plus a thesis; Astrophysics: three of the following (PHYS 112,113,114,180 (Honors Thesis) with at least one seminar each from the astronomy and physics side of the program; Astronomy: ASTR 121,123,126,128, and 180 (Honors Thesis). Minors in physics, astrophysics, and astronomy take an external examination based on one seminar from the previous lists. Physics Courses PHYS 003. General Physics I Topics include vectors, kinematics, Newton’s laws and dynamics, conservation laws, work and energy, oscillatory motion, systems of particles, and rigid body rotation. Possible additional topics are special relativity and thermodynamics. Includes one laboratory weekly. Natural sciences and engineering practicum. Prerequisite: MATH 015 (can be taken concurrently). 1 credit. Fall 2008. Moscatelli. Physics and Astronomy PHYS 004. General Physics II Topics include wave phenomena, geometrical and physical optics, electricity and magnetism, and direct and alternating current circuits. Possible additional topics may be added. Includes one laboratory weekly. Natural sciences and engineering practicum. Prerequisites: MATH 025 (can be taken concurrently). PHYS 003 or the permission of the instructor. 1 credit. Spring 2009. Crouch. PHYS 004L. General Physics II: Biomedical Applications of Electricity, Magnetism, and Optics PHYS 004L will cover the same topics as PHYS 004 but will emphasize biological, biochemical, and medical applications of those topics. The course will meet medical school requirements (in conjunction with PHYS 003) and will include a weekly laboratory. PHYS 004L can be taken either before or after PHYS 003 students who wish to take PHYS 004L before PHYS 003 should have some high school physics background and obtain permission from the instructor. Natural sciences and engineering practicum. Prerequisites: MATH 015 o ra more advanced calculus course as a prerequisite. 1 credit. Not offered 2008-2009. PHYS 005. Spacetime, Quanta, and Cosmology This introductoiy course emphasizes three major areas of modem physics and astrophysics: special relativity, cosmology, and quantum theory. Students will explore the counterintuitive consequences of special relativity for our notions of absolute time; the birth, expansion, and fate of the universe; and the nature of the subatomic quantum world, where our notions of absolutes such as position or speed of a particle are replaced by probabilities, so that a particle can exist in many states at once. The course focuses on how scientists ask and answer questions about such topics, including the development of the mathematical tools necessary to understand the physical world in depth. This course is suitable for non-majors and also serves as the entry point to majoring or minoring in astronomy, astrophysics, or physics. Includes six afternoon labs and some evening telescope observing. No prerequisites. Cross-listed as ASTR 005. Natural sciences and engineering practicum. 1 credit. Fall 2008. Brown, Cohen. PHYS 007. Introductory Mechanics An introduction to classical mechanics and continuation (from PHYS 005/ASTR 005) of the study of special relativity. Includes the study o f the kinematics and dynamics of point particles; conservation principles involving energy, momentum, and angular momentum; rotational motion of rigid bodies; oscillatory motion; and relativistic dynamics. Includes one laboratory weekly. Natural sciences and engineering practicum. Prerequisites: MATH 025 (can be taken concurrently), PHYS 005/ASTR 005 or permission of the instructor. 1 credit. Spring 2009. Bug. PHYS 008. Electricity, Magnetism, and Waves A sophisticated introductory treatment of wave and electric and magnetic phenomena, such as oscillatory motion, forced vibrations, coupled oscillators, Fourier analysis of progressive waves, boundary effects and interference, the electrostatic field and potential, electrical work and energy, D.C. and A.C. circuits, the relativistic basis of magnetism, Maxwell’s equations, and geometrical optics. Includes one laboratory weekly. Natural sciences and engineering practicum. Prerequisites: PHYS 007; MATH 025; MATH 027 or 033 (can be taken concurrently). 1 credit. Fall 2008. Boccio. PHYS 014. Introductory Quantum Physics An introduction to wave mechanics using one­ dimensional systems. Includes applications such as quantum statistics, cavity radiation, solids and simple two and three-dimensional examples. One laboratory session weekly. Natural sciences and engineering practicum. Prerequisites: PHYS 003 and 004 or PHYS 007 and 008. 1 credit. Spring 2009. Moscatelli. PHYS 020. Principles of the Earth Sciences An analysis of the forces shaping our physical environment, drawing on the fields of geology, geophysics, meteorology, and oceanography. Includes some laboratory and fieldwork. Natural sciences and engineering practicum. 1 credit. Not offered 2008-2009. Physics and Astronomy I I [ I PHYS 021. Light and Color The fundamentals of light from the classical and quantum physical viewpoint. Extensive use of examples from art, nature, and technology will be made. Two or three lectures per week plus a special project/laboratory. 1 credit. Not offered 2008-2009. ! PHYS 022. Physics of Musical Sounds An introduction to the science and technology of musical sounds and the instruments that make them. Particular attention is paid to electronic music and instruments. Topics include complex wave forms, scales and temperament, basic electronic sound devices, and digital sound technology. The course has a weekly laboratory requirement. 1 credit Spring 2009. Grossman. I T I I I PHYS 023. Relativity A nonmathematical introduction to the special and general theories of relativity as developed by Einstein and others during the 20th century. 1 credit. Not offered 2008-2009. PHYS 024. The Earth and Its Climate A study of the complex interplay of factors influencing conditions on the surface of the Earth. Basic concepts from geology, oceanography, and atmospheric science lead to an examination of how the Earth’s climate has varied in the past, what changes are occurring now, and what the future may hold. Includes one laboratory every other week. Natural sciences and engineering practicum. 1 credit. Not offered 2008-2009. PHYS 025. In Search of Reality By investigating the assumptions, theories, and experiments associated with the study of reality in quantum physics, we will attempt to decide whether the question of the existence of an intelligible external reality has any meaning. 1 credit. Not offered 2008-2009. PHYS 026. Chaos, Fractals, Complexity, Self-Organization, and Emergence A study of chaos, fractals, scaling and self­ similarity, percolation, cellular automata, iterated function systems, pattern formation, self-organized networks, complex adaptive systems, self-organized criticality, and emergence with applications in the natural sciences, social sciences, and humanities. 1 credit. Not offered 2008-2009. PHYS 029. Seminar on Gender and (Physical) Science This seminar will take a multifaceted approach to the question: “What are the connections between a person’s gender, race, or class and their practice of science?” The history of science, the education of women and feminist pedagogy, and philosophy o f science will be addressed. Physical science will be the principal focus. Includes some laboratory work. 1 credit. Not offered 2008-2009. PHYS 050. Mathematical Methods of Physics A survey of analytical and numerical techniques useful in physics, including multivariable calculus, optimization, ordinary differential equations, partial differential equations and Sturm-Liouville systems, orthogonal functions, Fourier series, Fourier and Laplace transforms, and numerical methods, ray-optics, Jones calculus, and Fourier optics. Prerequisites: MATH 027 and 033. 1 credit. Spring 2009. Boccio. PHYS 093. Directed Reading This course provides an opportunity for an individual student to do special study, with either theoretical or experimental emphasis, in fields not covered by the regular courses and seminars. The student will present oral and written reports to the instructor. 0.5,1, or 2 credits. Each semester. Staff. PHYS 094. Research Project Initiative for a research project may come from the student, or the work may involve collaboration with ongoing faculty research. The student will present a written and an oral report to the department. 0.5,1, or 2 credits. Each semester. Staff. Physics Seminars PHYS 111. Analytical Dynamics Intermediate classical mechanics. Motion of a particle in one, two, and three dimensions; Kepler’s laws and planetary motion; phase space; oscillatory motion; Lagrange equations and variational principles; systems of particles; collisions and cross sections; motion of a rigid body; Euler’s equations; rotating frames of reference; small oscillations; normal modes; and wave phenomena. Prerequisites: PHYS 014 and 050; MATH 033. 1 credit. Fall 2008. Grossman. Physics and Astronomy PHYS 112. Electrodynamics Electricity and magnetism using vector calculus, electric and magnetic fields, dielectric and magnetic materials, electromagnetic induction, Maxwell’s field equations in differential form, displacement current, Poynting theorem and electromagnetic waves, boundary-value problems, radiation and fourvector formulation of relativistic electrodynamics. Prerequisites: PHYS 014 and 050; MATH 033. 1 credit Fall 2008. Crouch. PHYS 113. Quantum Theory Postulates of quantum mechanics, operators, eigenfunctions, and eigenvalues, function spaces and hermitian operators; bra-ket notation, superposition and observables, fermions and bosons, time development, conservation theorems, and parity; angular momentum, three-dimensional systems, matrix mechanics and spin, coupled angular momenta, time-independent and time-dependent perturbation theory. Prerequisites: PHYS 111 and MATH 027. 1 credit. Spring 2009. Boccio. PHYS 114. Statistical Physics The statistical behavior of classical and quantum systems; temperature and entropy; equations of state; engines and refrigerators; statistical basis of thermodynamics; microcanonical, canonical, and grand canonical distributions; phase transitions; statistics of bosons and fermions; black body radiation; electronic and thermal properties of quantum liquids and solids. Prerequisites: PHYS 111 and MATH 033. 1 credit. Spring 2009. Brown. PHYS 130. General Relativity Newton’s gravitational theory, special relativity, linear field theory, gravitational waves, measurement of space-time, Riemannian geometry, geometrodynamics and Einstein’s equations, the Schwatzschild solution, black holes and gravitational collapse, and cosmology. Prerequisites: PHYS 111 and 112. 1 credit Fall 2008. Boccio. PHYS 131. Particle Physics A study of the ultimate constituents of matter and the nature of the interactions between them. Topics include relativistic wave equations, symmetries and group theory, Feynman calculus, quantum electrodynamics, quarks, gluons, and quantum chromodynamics, weak interactions, gauge theories, the Higgs particle, and some o f the ideas behind lattice gauge calculations. Prerequisites: PHYS 113. 1 credit. Not offered 2008-2009. PHYS 132. Nonlinear Dynamics and Chaos Nonlinear mappings, stability, bifurcations and catastrophe, conservative and dissipative systems, fractals, and self-similarity in chaos theory. Prerequisite: PHYS 111. 1 credit Not offered 2008—2009. PHYS 133. Atomic Physics and Spectroscopy Review of quantum theory, hydrogen atom, multielectron atoms, atoms in external fields, optical transitions and selection rules, hyperfme structure, lasers, atomic spectroscopic techniques: atomic beams methods, Dopplerfree spectroscopy, time-resolved spectroscopy, and level crossing spectroscopy. Prerequisites: PHYS 113 and 115. 1 credit. Not offered 2008-2009. PHYS 134. Quantum Mechanics: Mathematical and Physical Foundations What is measurement? Repeatable, maximal and consecutive tests, Bayesian probability, infinite dimensions, projection operators, Spectral Theory for self-adjoint operators, logical structure of classical physics, rules of Quantum Theory, mixed states and density matrices, time development, uncertainty relations, quantum correlations, Schmidt Decomposition, meaning of probability, reduction of State Vector, quantum entanglement, measurement problem, KochenSpecker Theorem, logic of Quantum propositions, nonlocality, EPR and Bell Inequalities, nonlocality versus Contextuality, Gleason’s Theorem, and logical aspects of inseparability are explored. Prerequisites: PHYS 113 and 115. 1 credit. Not offered 2008-2009. PHYS 135. Solid-State Physics Crystal structure and diffraction, the reciprocal lattice and Brillouin zones, lattice vibrations and normal modes, phonon dispersion, Einstein and Debye models for specific heat, free electrons and the Fermi surface, electrons in periodic structures, the Bloch Theorem, band structure, semiclassical electron dynamics, semiconductors, magnetic and optical properties of solids, and superconductivity. Physics and Astronomy Prerequisites: PHYS 113,114, and 115. 1 credit. Spring 2009. Grossman. PHYS 136. Quantum Optics and Lasers Atom-field interactions, stimulated emission, cavities, transverse and longitudinal mode structure, gain and gain saturation, nonlinear effects, coherent transients and squeezed states, pulsed lasers, and super-radiance. Prerequisites: PHYS 113 and 115. 1 credit Not offered 2008—2009. PHYS 137. Computational Physics Along with theory and experiment, computation is a third way to understand physics and do research. We will study concepts of scientific computing and apply these within techniques like Monte Carlo, Molecular Dynamics, FiniteDifference, and Fourier Transform methods. We will explore object-oriented strategies for scientific problem solving. Simulations relevant to classical mechanics, electromagnetism, quantum mechanics, and statistical physics will be written. Students will do an independent project of their choice. Prerequisites: PHYS 050 and 111 and, taken previously or concurrently, PHYS 113 and 114, or special permission of the instructor. 1 credit Not offered 2008-2009. PHYS 138. Plasma Physics An introduction to the principles of plasma physics. Treatment will include the kinetic approach (orbits of charged particles in electric and magnetic fields, statistical mechanics of charged particles) and the fluid approach (single fluid magnetohydrodynamics, two fluid theory). Topics may include transport processes in plasmas (conductivity and diffusion), waves and oscillations, controlled nuclear fusion, and plasma astrophysics. Prerequisite: PHYS 112. 1 credit. Not offered 2008-2009. PHYS 180. Honors Thesis Theoretical or experiment work culminating in a written honors thesis. Also includes an oral presentation to the department. This course must be completed by the end of, and is normally taken in, the fall semester of the student’s final year. 1 or 2 credits. Each semester. Staff. Physics Laboratory Program PHYS 063. Procedures in Experimental Physics Techniques, materials, and the design of experimental apparatus; shop practice; printed circuit design and construction. This is a 0.5credit course open only to majors in physics, astrophysics, or astronomy. 0.5 credit. Fall 2008. Technical staff. PHYS 081. Advanced Laboratory I This is the first o f a two-semester sequence designed to fulfill the physics major advanced laboratory requirement. Students will perform projects in digital electronics. They will also perform experiments chosen from among the areas of thermal and statistical physics, solid state, atomic, plasma, nuclear, biophysics, condensed matter physics, and advanced optics. Writing course. 0.5 credit. Each semester. Staff. PHYS 082. Advanced Laboratory il This is the second of a two-semester sequence designed to fulfill the physics major advanced laboratory requirement. Students will perform projects in digital electronics. They will also perform experiments chosen from among the areas of thermal and statistical physics, solid state, atomic, plasma, nuclear, biophysics, condensed matter physics, and advanced optics. When both PHYS 081 and 082 are taken, students will receive credit for having completed a writing (W) course. Writing course. 0.5 credit. Each semester. Staff. PHYS 083. Advanced Laboratory I and II This course is designed to fulfill the physics major advanced laboratory requirement for students who have already had sufficient experience with digital electronics (ENGR 072 or the equivalent). Students will perform experiments chosen from among the areas of thermal and statistical physics, solid state, atomic, plasma, nuclear, biophysics, condensed matter physics, and advanced optics. Writing course. 0.5 credit. Each semester. Staff. Astronomy Courses ASTR 001. Introductory Astronomy The scientific investigation of the universe by observation and theory, including the basic notions of physics as needed in astronomical applications. Topics may include the Physics and Astronomy appearance and motions of the sky; history of astronomy; astronomical instruments and radiation; the sun and planets; properties, structure, and evolution o f stars; the galaxy and extragalactic systems; the origin and evolution of the universe. Includes six evening labs. Natural sciences and engineering practicum. 1 credit. Fall 2008 and spring 2009. Heinze. ASTR 003. The Physical Universe This introductory course emphasizes three major areas of modem astronomy and physics: cosmology, Einstein’s theory of special relativity, and astrobiology. Topics include the birth, expansion, and fete of the universe; the theory of special relativity and its counterintuitive consequences for our notions of absolute time; the formation and detection of planets around other stars; and the prospects for life beyond Earth. Includes six evening labs. Natural sciences and engineering practicum. 1 credit. Not offered 2008-2009. ASTR 005. Spacetime, Quanta, and Cosmology This introductory course emphasizes three major areas o f modem physics and astrophysics: special relativity, cosmology, and quantum theory. Students will explore the counterintuitive consequences of special relativity for our notions o f absolute time; the birth, expansion, and fate of the universe; and the nature of the subatomic quantum world, where our notions of absolutes such as position or speed of a particle are replaced by probabilities, so that a particle can exist in many states at once. The course focuses on how scientists ask and answer questions about such topics, including the development o f the mathematical tools necessary to understand the physical world in depth. This course is suitable for non-majors, and also serves as the entry point to majoring or minoring in astronomy, astrophysics, or physics. Includes six afternoon labs and some evening telescope observing. No prerequisites. Cross-listed as PHYS 005. Natural sciences and engineering practicum. 1 credit. Fall 2008. Brown, Cohen. ASTR 016. Modern Astrophysics This is a one-semester calculus- and physicsbased introduction to astrophysics as applied to stars, the interstellar medium, galaxies, and the large-scale structure of the universe. The course includes four evening laboratories and observing sessions. Prerequisites: MATH 015 and 025, PHYS 005/ASTR 005, PHYS 003 and 004, or PHYS 005/ASTR 005, PHYS 007 and 008. ( PHYS 008 may be taken concurrently.) 1 credit. Fall 2008. Heinze. ASTR 061. Current Problems in Astronomy and Astrophysics Reading and discussion of selected research papers from the astronomical literature. Techniques of journal reading, use o f abstract services, and other aids for the efficient maintenance of awareness in a technical field. May be repeated for credit. Credit/no credit only. Prerequisite: ASTR 016. 0.5 credit. Spring 2009. Cohen. ASTR 093. Directed Reading (See PHYS 093) ASTR 094. Research Project (See PHYS 094) Astronomy Seminars ASTR 121. Research Techniques in Observational Astronomy This course covers many of the research tools used by astronomers. These include instruments I used to observe at wavelengths across the electromagnetic spectrum; techniques for photometry, spectroscopy, and interferometry; and various methods by which images are processed and data are analyzed. Students will perform observational and data analysis projects during the semester. Prerequisite: ASTR 016. 1 credit. Not offered 2008-2009. ASTR 123. Stellar Astrophysics An overview o f physics of the stars, both atmospheres and interiors. Topics may include hydrostatic and thermal equilibrium, radiative and convective transfer nuclear energy generation, degenerate matter, calculation of stellar models, interpretation of spectra, stellar evolution, white dwarfs and neutron stars, nucleosynthesis, supemovae, and star formation. Prerequisite: ASTR 016 (PHYS 014 recommended). 1 credit. Spring 2009. Cohen. ASTR 126. The Interstellar Medium Study o f the material between the stars and radiative processes in space, including both observational and theoretical perspectives on heating and cooling mechanisms, physics of interstellar dust, chemistry of interstellar Physics and Astronomy molecules, magnetic fields, emission nebulae, hydrodynamics and shock waves, supernova remnants, star-forming regions, the multiphase picture of the interstellar medium. Prerequisite: ASTR 016 (PHYS 014 recommended). 1 credit. Not offered 2008-2009. ASTR 128. Galaxies and Galactic Structure Study of our own galaxy and other galaxies, including galaxy morphology; observational properties of galaxies; kinematics: stellar motions, galaxy rotation, spiral density waves, and instabilities; galaxy and star formation; starburst galaxies; quasars and active galaxies; galaxy clusters and interactions; and large-scale structure of the universe. Prerequisite: ASTR 016. 1 credit. Not offered 2008-2009. ASTR 180. Honors Thesis (See PHYS 180) 1 or 2 credits. Each semester. Staff. Political Science JAMES R. KURTH, Professor Emeritus CAROL NACKENOFF, Professor KENNETH E. SHARPE, Professor RICHARD VALELLY, Professor3 TYRENE WHITE, Professor CYNTHIA HALPERN, Associate Professor and Chair KEITH REEVES, Associate Professor BENJAMIN BERGER, Assistant Professor AYSE KAYA, Assistant Professor DOMINIC TIERNEY, Assistant Professor3 GEOFFREY HERRERA, Visiting Assistant Professor (part time) MATTHEW MURPHY, Instructor GINA INGIOSI, Administrative Assistant DEBORAH SLOMAN, Administrative Assistant 3 Absent on leave, 2008-2009. Course Offerings and Prerequisites Courses and seminars offered by the Political Science Department deal with the place of politics in society and contribute to an understanding of the purposes, organization, and operation of political institutions, domestic and international. The department offers courses in all four of the major subfields of the discipline: American politics, comparative politics, international politics, and political theory. Questions about the causes and consequences of political action and normative concerns regarding freedom and authority, power and justice, human dignity, and social responsibility are addressed throughout the curriculum. Prerequisites Students planning to study political science are advised to start with two of the following introductory courses: Political Theory, American Politics, Comparative Politics, and International Politics (POLS 001-004). Normally, any two of these courses constitute the prerequisite for further work in the department. First Year Seminar (POLS 010) may also be taken to fulfill the introductory requirement. Requirements Major Prerequisites and general recommendations. Students who intend to major in political science should begin their work in their first year at college if possible. Completion of at least two courses at the introductory level (POLS 001-004) or POLS 010 is required for admission to the major. Supporting courses strongly recommended for all majors are Statistical Thinking or Statistical Methods (STAT 001 or 011) and Introduction to Economics (ECON 001). Course requirements fo r majors. To graduate with a major in political science, a student must complete the equivalent of at least eight courses in the department. The department expects that at least five of these eight courses be taken at Swarthmore. No more than one of the courses required for the major may be earned through Advanced Placement credits. Distribution requirements. All political science majors are required to take one course or seminar in three subfields: (1) American politics, (2) comparative or international politics, and (3) political theory. Completion of any o f the following will satisfy the political theory requirement: POLS 011,012,100, or 101. Majors may not use POLS 001 to satisfy the theory requirement The department recommends that majors plan course and seminar programs that afford some exposure above the introductory level to at least three of the four major subfields o f political science (listed in the introductory paragraph earlier). Comprehensive requirement. Majors in the Course Program can fulfill the College comprehensive requirement in one o f two ways. The preferred option is the oral thesis. Students are examined orally on a body of literature that best captures their interests and range of preparation within the discipline. Under the second option, the written thesis, students complete a written thesis based on in-depth research into a topic of their choice. To be eligible for this option, students must normally have at least an A- average in their political science courses, demonstrate the merit and rigor of their proposal, and secure the approval of a faculty adviser. Detailed information about these options is available at the beginning of the junior year. Honors Major To be accepted into the Honors Program, students should normally have at least an average of 3.5 or better inside and 3.0 (B) Political Science outside the department and should give evidence of their ability to work independently and constructively in a seminar setting. Seminars will normally be limited to eight students, and admission priority will go to honors majors. Political science honors majors must meet all current distributional requirements for majors, including the political theory requirement. They need 10 political science credits. Normally, 6 of these credits will be met with three 2-unit preparations, which will help prepare honors majors for outside written and oral examinations. These 2-unit preparations will normally be either a 2-credit honors seminar or honors thesis. O f these three 2-unit preparations, no more than 2 may be in a single field in the department. All prospective honors majors should have completed one of their four honors preparations before their senior year. Senior honors majors satisfy the College’s senior honors study (SHS) requirement by revising one seminar paper for submission to external examiners. No academic credit is awarded for this exercise. Honors Minor Honors minors in political science will be required to have at least 5 credits in political science. Among these 5 credits, minors must normally meet the subfield distribution requirement, that is, at least one course in American politics, in political theory, and in comparative politics/intemational relations. Minors may take POLS 001, POLS O il, POLS 012, POLS 100 or POLS 101 to fulfill the theory requirement. Minors will be required to take one of the 2-unit honors preparations offered by the department. There is no senior honors study requirement for honors minors. Honors Examinations The honors examinations will normally consist of a 3-hour written examination in each o f the student’s seminars and an oral examination conducted by the external examiner. Concentration in Public Policy Students have the option of pursuing interdisciplinary work as an adjunct to a major in political science in the public policy concentration. Comprehensive requirements (for course majors) or the external examination requirements (for candidates for honors) will be adjusted to allow students to demonstrate their accomplishments in the concentration. For further information, consult the separate catalog listing for public policy. The Democracy Project The purpose of this project is to deepen students’ understanding of and commitment to democratic citizenship in a multicultural society through participation in community politics. A central feature of the Democracy Project is community-based learning through public service and community organizing internships as part of the coursework. By integrating reflection and experience, the project will enable students to study the ways in which diverse communities define and seek to empower themselves in the United States and to discover the relationship between individual activism, social responsibility, and political change at the grassroots level. Advanced Placement The department grants 1 unit of college credit to students who have achieved a score o f 5 on the College Board Advanced Placement (AP) examination in Government and Politics (either United States or Comparative but not both). This credit may be counted toward the major and toward satisfaction of the College distribution requirement in the social sciences. Normally, students awarded AP credit will still be expected to complete two introductory courses at Swarthmore as a prerequisite for more advanced work in the department. Teacher Certification Political science majors can complete the requirements for teacher certification through a program approved by the state of Pennsylvania. For further information about the relevant set of requirements, please contact the Educational Studies Department director, the Political Science Department chair, or the Educational Studies Department Web site at www.swarthmore.edu/educationalstudies.xml. Courses POLS 001. Political Theory This course is an introduction to political theory by way of an introduction to some of its most important themes, problems, and texts. It seeks to elicit understanding of theory as a way of thinking about the world, as related to political practices and institutions, and as a form of politics. Different instructors and sections will emphasize different central issues of politics such as justice, freedom, power and knowledge, and religion and politics. Writing course. 1 credit. Fall 2008. Halpem. Spring 2009. Berger. POLS 002. American Politics How do American institutions and political processes work? To what extent do they produce democratic, egalitarian, or rational outcomes? The course examines the exercise and distribution of political power. Topics Political Science include presidential leadership and elections; legislative politics; the role of the Supreme Court; federalism; parties, interest groups, and movements; public policy; the politics of class, race, and gender; voting; mass media; and public discontent with government. 1 credit. Writing course. Fall 2008. NackenofF. POLS 003. Comparative Politics An introduction to the major themes and methods of comparative political analysis through a study of the history and character of contemporary politics in various states and regions. Contrasting comparative approaches include the role of institutions, socioeconomic transformation, and political culture in political change. Course sections focus on such questions as why are some countries democratic and some not, how do variations among democratic systems affect performance and stability, when and why does violent political or social conflict happen, why do some economies grow faster and work better than others, and what’s the best way to design political institutions? 1 credit. Writing course, Murphy section only. Fall 2008. White Spring 2009. Murphy POLS 004. International Politics This course aims to introduce the student to the main concepts, debates, and issues in international politics. The course will examine international politics not only in terms of relations between states but also between non­ state actors and states. It shall also introduce the student to the primary analytical tools and theories for understanding international relations, focusing not only on theoretical questions but also on crucial events in contemporary international politics. 1 credit. Fall 2008. Kaya. Spring 2009. Herrera. POLS 010. First-Year Seminar: Reason, Power, and Happiness This seminar will look at what classical theorists-particularly Plato, Aristotle, and Hobbes-can teach us about the relationship between reason, power, and happiness. Among the questions we will explore are the following: What, if anything, is the difference between happiness and pleasure? Do we need to be powerful in order to be happy, and, if so, what kind of power do we need? What do we mean by reason? It is a neutral capacity-silent about ends or values? Is it something that we can acquire that will simply be a tool to help us find the best means to our ends, to break down I complex problems into understandable parts? Or is reason always the servant o f powerful interests (our own or those o f others) and thus inevitably a tool of the powerful to manipulate the weak? In this sense, are policy analysts, skilled at using reason to do cost-benefit calculations, simply hired guns, serving the interest o f the powerful? Or is reason actually an integral part of the daily moral choices we make, as Aristotle argued when he wrote about practical wisdom (phronesis)? 1 credit. Fall 2008. Sharpe. POLS 010D. First-Year Seminar: More Money, More Problems This seminar investigates how money is related to power, freedom, and social order. What was the world like before money, and what economic, political, and psychological changes has the “money economy” brought about? To address these questions, we’ll examine the nature of money on three levels: First is a broad theoretical level. What does money represent, and what is its relation to value, exchange, and truth? Second is a micro, individual level. How must people understand themselves, social roles, and economic incentives for money to function? Third is a macro, social, or global level. How does money affect the relationship o f the state and the economy? What is its impact on the division of labor, the nature of property, power, and international finance? Course readings will span a broad range from classical to contemporary and from political philosophy to nuts-and-bolts economics to pop music. Writing course. 1 credit. Spring 2009. Murphy. POLS 01 OF. First Year Seminar: When Disaster Strikes When a natural or man-made disaster strikes, what are the political repercussions? Using a variety o f cases from a different historical periods, different regions of the world, different levels of politics (national, regional, and local), this course will examine both the causes and consequences of disaster. How does the trauma of disaster influence political processes, institutions, and leaders? Is the impact fleeting or enduring? A different case will be examined each week. In the final weeks of the semester, the class will choose several cases of interest to them that we will then investigate together. 1credit. Spring 2009. White. POLS 011. Ancient Political Theory: Pagans, Jews, and Christians This course covers the two great traditions that feed into the Modem Age. We begin with the I , I , I ' I 1 I, I I I ; I , I , I , I J I I I I j < : j I ^ I I I I I I I I I | ■ , j , . , , ; Political Science Greeks, with tragedy and philosophy. We read Nietzsche’s The Birth o f Tragedy, Sophocles, Plato, and Aristotle. We contrast Greek philosophy with the biblical traditions that gave us history and salvation. We read from the Hebrew Bible, Genesis, Exodus, and the great prophets of the exile, the New Testament, and the Gnostic Gospels and culminate in the grand transformation of both traditions into one foundation with Augustine’s City o f God. 1credit. Fall 2008. Halpem. POLS 012. Modem Political Theory In this course, we read and discuss texts written by some of the “modem” era’s most influential political theorists, including Machiavelli, Hobbes, Locke, Rousseau, Kant, American Federalist and anti-federalists, Marx, Nietzsche, Habermas, and Foucault. (“Modem” in this context is a term d ’art that covers roughly 600 years, from the late Renaissance to the early 20th century.) Some of the course themes include liberty; the development of modem liberalism and the emergence of its critics; the appropriate relationship between the state and the individual; the appropriate distinction between public and private realms; the appropriate role of history in the study of political philosophy; and the appropriate role of reason, the passions, religion, and virtue in political affairs. We will also explore the contemporary relevance of our highlighted thinkers and their ideas, continuously relating political theory to the study and practice of political science and practical politics. 1 credit Spring 2009. Berger. POLS 013. Feminist Political Theory Key contributions and debates in feminist political, philosophical, and legal theory. The course draws on feminist psychoanalytic, poststructural, and queer theory as well as on feminists from non-Westem societies. 1 credit. Not offered 2008-2009. POLS 016. Liberal Individualism This course will explore the conceptions of human nature that underlie liberalism in modem society, with attention to what current research and theory in psychology have to say about these assumptions. 1 credit. Not offered 2008-2009. POLS 017. American Political Thought American political thought and political culture are explored in topics including national identity; straggles of inclusion and exclusion; individualism and community; moral cmsades; democratic visions; race, class, ethnicity, and gender; and the role of the state. 1 credit. Not offered 2008-2009. POLS 019. Democratic Theory and Practice What is democracy, and what does it require? Widespread political participation? Social connectedness? Economic equality? Civic virtue? Excellent education? How well does the contemporary US meet those ideal standards? POLS 019 students read classic and recent texts in normative political theory and empirical political science - addressing what democracy should do and how well the US is doing itaugmented by a participatory component that requires several hours per week outside of class. Students engage with civic leaders and, activists in the strikingly different communities of Swarthmore and Chester, and participate in a nonpartisan voter registration project. The goal is to understand better the ways in which social, economic, educational and political resources can affect how citizens experience democracy. 1 credit. Fall 2008. Berger. POLS 015. Ethics and Public Policy This course will examine the nature and validity of ethical arguments about moral and political issues in public policy. Specific topics and cases will include ethics and politics, violence and war, public deception, privacy, discrimination and affirmative action, environmental risk, health care, education, abortion, surrogate motherhood, world hunger, and the responsibilities of public officials. This course may be counted toward a concentration in public policy. 1 credit. POLS 022. American Elections: Ritual, Myth, and Substance An examination of the role of policy issues, candidates images, campaign advertisements, media, polling, marketing, and political parties in the American electoral process. We will consider the role o f race, gender, class, and other variables in voting behavior and look for evidence concerning the increasing polarization of American politics. We will examine the impact of recent laws and practices that seek to encourage or depress voting in the aftermath of the 2000 election, and will explore the impact of felony disenfranchisement. What are some of the most important recent changes affecting American electoral politics? Historical trends will provide the basis for analyzing 2008. Do elections matter, and, if so, how? 1 credit. Not offered 2008-2009. Fall 2008. N ackenoff and Reeves. Political Science POLS 23. “SI SE PUEDEI” Latino Politics U.S.A. As second-generation immigrants adopt a Latino, pan-ethnic identity they are also acquiring partisan identities and thereby changing the calculations of elected officials as well as electing talented politicians to local, state, and national office. Latinos are also changing labor union politics and recasting the political costs and benefits of anti-immigrant backlash. Just how these unfolding dynamics are playing out in labor markets and in state and local jurisdictions around the U.S. and in presidential electoral politics come in for close scrutiny in this course. Contrasts with African American, Asian American, and Native American political incorporation are drawn. Attention is paid, too, to the unique politics of Puerto Rico. 1credit. Not offered 2008-2009. POLS 024. American Constitutional Law The Supreme Court in American political life, with emphasis on civil rights, civil liberties, and constitutional development. The class examines the court’s role in political agenda-setting in arenas including economic policy, property rights, separation of powers, federalism, presidential powers and war powers, and interpreting the equal protection and due process clauses as they bear on race and gender equality. Judicial review, judicial activism and restraint, and theories of constitutional interpretation will be explored. 1 credit. Spring 2009. Nackenoff. POLS 029. Polling, Public Opinion, and Public Policy Public opinion polling has become an essential tool in election campaigning, public policy decision making, and media reporting of poll results. As such, this course focuses on helping students interested in these areas learn the fundamental skills required to design, empirically analyze, use, and critically interpret surveys measuring public opinion. Because the course emphasizes the application of polling data about public policy issues and the political process, we will examine the following topics: abortion, affirmative action, September 11th, the 2008 presidential election and presidential leadership. This course may be counted toward a concentration in public policy. Prerequisite: POLS 002 or permission o f the instructor. 1 credit. Fall 2008. Reeves. POLS 30. The Struggle For Gay Rights In American Law And Politics The struggle for gay rights is a fundamental rights struggle that, if successful, will emancipate and expand American democracy though precisely what the terms of that deepening of democracy will be are still uncertain. Gay identity, and its political and civic implications at the level of the individual are explored. How and where the gay rights struggle began in the U.S., how far it has gotten, how far it might go in recasting public and constitutional law, social policy, the group system, electoral politics, and representative institutions all come in for analysis - as do the “defense of marriage” backlash, the role of Biblical literalism in shoring up that backlash, “don’t ask don’t tell” in the armed forces, and the electoral and partisan organization and strategic deployment of anti-gay affect in presidential and state politics. Implications of the case for understanding social movement development and success are also considered. 1credit. Not offered 2008-2009. POLS 031. Difference, Dominance, and the Struggle for Equality This course examines how unequal power relations are maintained and legitimated and explores different strategies and routes for achieving equality. Struggles involving gender, race, ethnicity, religion, class, and colonial and postcolonial relationships are compared. 1 credit. Not offered 2008-2009. POLS 032. Gender, Politics, and Policy in America Gender issues in contemporary American politics, policy, and law. Policy issues include the feminization of poverty, employment discrimination, pornography, surrogate parentage, privacy rights and sexual practices, workplace hazards, and fetal protection. 1 credit. Not offered 2008-2009. POLS 033. Race, Ethnicity, and Public Policy: African Americans This course investigates the relationship of race, American political institutions, and the making of public policy. Race, class, and ethnic analyses are made with particular focus on how racial policy was made through the electoral system, the courts, the Congress, and the presidency. The separation between black and white is analyzed over time and in contemporary politics and also in comparative perspective with other groups. This course may Political Science be counted toward a concentration in public policy. 1 credit. Not offered 2008-2009. POLS 034. Race, Representation, and Redistricting in America This course will explore the controversial political and public policy questions surrounding the reshaping and redrawing of congressional districts to increase minority black and Latino political representation in the United States. Why was stringent and comprehensive voting rights legislation needed in 1965? What has been the impact of the Voting Rights Act on minority disenfranchisement? How have minority voters and candidates fared in the American electoral process? Has the Voting Rights Act evolved into an “affirmative action tool in the electoral realm”? How will the U.S. Supreme Court’s developing jurisprudence of racial redistricting alter the political and racial landscape of this country? What are the public policy implications against the backdrop of the court’s rulings where the decennial census is concerned? This course may be counted toward concentrations in public policy and black studies. 1 credit. Not offered 2008-2009. POLS 038. Public Service, Community Organizing, and Social Change Through community-based learning, this seminar explores democratic citizenship in a multicultural society. Semester-long public service and community organizing internships, dialogue with local activists, and popular education pedagogy allow students to integrate reflection and experience. 1 credit. Not offered 2008-2009. POLS 039. Faith-Based Social Policy in the United States Should religious institutions and organizations be able to receive federal funding for the delivery of social services? Does such funding violate the Constitution? Did the Founding Fathers intend for the realms of government and religion to be distinct? What does the constitutional separation of church and state mean today, given the complex social concerns as varied as poverty, child abuse, aging, mental illness, and substance abuse? And is it desirable even for religious institutions and organizations to be social policy advocates? The course is an exploration of these questions—and importantly, how presidential executive orders, legislative (in)action, judicial rulings, government policy making, and citizen advocacy impact the role o f faith-based organizations in social and welfare policy. Particular attention will be paid to the origins, scope, and results of the White House Office of Faith-Based and Community Initiatives. This course may be counted toward a concentration in public policy. Prerequisite: POLS 002 or permission o f the instructor. 1 credit. Spring 2009. Reeves. POLS 042. Congress in the American Political System Institutional evolution, lawmaking, and the uses of roll-call voting information for understanding American politics are the primary topics. Other issues may include House-Senate differences, how congressional elections shape the institution, lobbying and campaign finance, public dissatisfaction with Congress, congressional control of the bureaucracy, congressional intent and statutory interpretation by federal judges, representation, and the causes and impact o f increased congressional office holding by women, African Americans, and Hispanic Americans. 1 credit. Not offered 2008-2009. POLS 043. Environmental Policy and Politics Topics in environmental politics, policy, and law. In the United States, we will focus on environmental movements and environmental justice; regulation and its alternatives; the role of science in democratic policy making; the courts and the impact of federalism, commerce clause, and rights on regulation. The course also considers the role of national and supranational organizations and institutions in managing environmental problems, with attention to developed/developing world environmental controversies. 1 credit. Spring 2009. Nackenoff. POLS 045. Defense Policy An analysis of American defense policy, with particular emphasis on military strategies, foreign interventions, weapons systems, and race and gender issues. The Iraq War will be extensively discussed. This course may be counted toward a concentration in public policy. Prerequisite: POLS 004 or the equivalent. 1 credit. Fall 2008. Kurth. Political Science POLS 047. Global Policy and International Institutions: Hunger and Environmental Threats Causes and proposed solutions to major global problems—hunger, poverty, and environmental loss—are explored. The role of government policy, shaped by international institutions, in food production, distribution and consumption, and the effects on the environment are analyzed. This course may be counted toward the concentrations in public policy and environmental studies. 1 credit. Not offered 2008-2009. POLS 048. The Politics of Population The role of population and demographic trends in local, national, and global politics will be examined. Topics include the relationship between population and development, causes of fertility decline, the impact and ethics of global and national family planning programs, and contemporary issues such as population aging and the AIDS pandemic. This course may be counted toward programs in public policy and environmental studies. 1 credit. Not offered 2008-2009. POLS 051. Socialism in Europe This course traces more than 150 years of socialist political efforts in Europe. Beginning with the revolutions of 1848, we will examine the political circumstances and theories that made revolution possible as well as the conditions that threatened these movements. Students will encounter the Marxist and Christian Socialist movements o f the late 19th and early 20th centuries and the many Soviet revolutionary movements after World War I— from Moscow to Munich and from Berlin to Budapest. We will examine the socialist resistance to fascism in Vienna and Spain and trace the development of Western European leftist movements, both communist and social democratic. The last half of the course will compare the socialist welfare systems in Western Europe and attempts to build socialism with a “human face” in Eastern Europe during the 1950s and 1960s. Finally, the course will examine the failures of leftist terrorist organizations and of “realized socialism.” 1 credit. Not offered 2008-2009. POLS 053. The Politics of Eastern Europe: Polities in Transition This course will examine the unique set of political, social, and economic challenges faced by the states of Central and Eastern Europe over the past half-century. First, we will examine the installation of communist regimes after World War II and the conflicts generated by the establishment of “real existing socialism.” This historical foundation is integrally related to the second section, on the causes, commonalities, and varieties of the “transition,” or sudden collapse of communism in the region after 1989. The course will investigate causes, process, and consequences of these transitions for states and citizens. The third section focuses on contemporary political challenges in the region, from xenophobia and nationalism, to tensions between neoliberal and alternative economic strategies, to the goals of democratization and entering Europe. 1 credit. Not offered 2008-2009. POLS 055. China and the World Examines the rise of China in the late 20th and early 21st centuries. Topics include China’s reform and development strategy, the social and political consequences of reform, the prospects for regime liberalization and democratization, and patterns of governance. The course will also examine patterns of political resistance and China’s changing role in regional and global affairs. This course may be counted toward a program in Asian studies or public policy. 1 credit. Fall 2008. White. POLS 056. Patterns of Asian Development Patterns of political, social, and economic development in Asia will be traced, with special focus on China, Japan, North and South Korea, Taiwan, Vietnam, and India. Topics include the role of authoritarianism and democracy in the development processes, the legacies of colonialism and revolution and their influences on contemporary politics, sources of state strength or weakness, nationalism and ethnic conflict, gender and politics, and patterns of political resistance. This course may be counted toward a program in Asian studies. 1 credit. Spring 2009. White. POLS 057. Latin American Politics A comparative study of the political economy of Mexico, Chile, Guatemala, Nicaragua, Colombia, and Cuba. Topics include the tensions between representative democracy, popular democracy, and market economies; the conditions for democracy and authoritarianism; the sources and impact of revolution; the political impact of neo-liberal economic policies and the economic impact of state intervention; and the role o f the United States in the region. 1 credit. Spring 2009. Sharpe. Political Science POLS 059. Contemporary European Politics This course is about significant political changes and conflicts in present-day Europe. It begins by introducing important political contexts, including variations among European democracies and political features common to European states, such as social democratic and Christian democratic parties, parliaments, coalition governments, welfare states, and of course the European Union. With that background, the course then focuses on some of the most pressing current political issues: integration, immigration & migration, radicalism & violence, prosperity & inequality, citizenship & identity, and external relations. 1 credit. Fall 2008. Murphy. POLS 061. American Foreign Policy This course analyzes the formation and conduct of foreign policy in the United States. The course combines three elements: a study of the history of American foreign relations since 1865; an analysis of the causes of American foreign policy such as the international system, public opinion, and the media; and a discussion of the major policy issues in contemporary U.S. foreign policy, including terrorism, civil wars, and economic policy. Prerequisite: POLS 004 or the equivalent. 1 credit. Not offered 2008-2009. POLS 062. The American Way of War An analysis of the distinctive ways in which the United States wages its wars and how these are connected to the distinctive nature of American society and politics. Topics of discussion will include the origins of the American way of war in the Civil War; its development in World War I and II; and the challenges posed by the Korean, Vietnam, and Iraq wars. Special attention will be given to conventional versus counterinsurgency wars and to industrial versus information wars. Prerequisite: POLS 004 or the equivalent. 1 credit. Not offered 2008-2009. POLS 064. American-East Asian Relations This course examines international relations across the Pacific and regional affairs within East Asia (including China, Japan, North and South Korea, Taiwan, Vietnam and the United States). Topics include the impact of Sept. 11 and its aftermath on regional and cross-Pacific relationships, the significance of growing Chinese power, tensions on the Korean peninsula and between China and Taiwan, and the impact of globalization on cross-Pacific interactions. This course may be counted toward a program in Asian studies. 1 credit. Not offered 2008-2009. POLS 066. Transitional Justice This course is about struggles over justice that occur in the context of a transition from one regime to another. The focus is on questions of what can be done about past injustice, what should be done, and what the impact of this decision involves. The course is organized topically around important cases between World War II and the present, including post­ war Germany, France, and Holland; post­ dictatorship Greece, Spain, and Argentina; post­ communist Eastern Europe; post-Apartheid South Africa; and occupied Iraq. It examines different kinds of justice, including legal, criminal, retributive, distributive, restorative, and political, and investigates several tools of transitional justice, including international and domestic criminal trials, re-education, purges, screening, truth commissions, historical investigation, rehabilitation, compensation, and apology. 1 credit. Fall 2008. Murphy. POLS 068. International Political Economy (Cross-listed as ECON 053) This course uses political and economic perspectives to analyze the international economy. Topics include the rise and decline of hegemonic powers, the controversy over “free” versus “fair” trade under the World Trade Organization, foreign debt and default, the role of the state in economic development, international financial markets, and the history o f the international monetary system. This course may be counted toward a concentration in public policy. Prerequisites: POLS 004 and ECON 001. 1 credit. Not offered 2008-2009. POLS 69. Globalization: An Introduction This course examines globalization along its diverse but inter-related dimensions, including economic, cultural, and political globalization. Topics include: historical overview of globalization; economic globalization and its governance with a focus on the major international organizations involved in the governance of international trade and financial flows, the World Trade Organization, the World Bank, and the International Monetary Fund; global inequality and poverty; cultural globalization; political globalization and the Political Science state; environmental globalization; military globalization; and global democracy. 1 credit. Fall 2008. Kaya. POLS 071. Special Topics: American Politics and Immigration Considers the current wave of immigration, and its impact, by comparing it to previous waves. We pay special attention to responses in all of the major eras by political parties and secondary associations such as unions and churches. We also consider who makes immigration policy and the logics of policy design and implementation. Finally, we treat impact on native-born African Americans and Hispanic Americans. 1 credit. Not offered 2008-2009. POLS 072. Constitutional Law: Special Topics Students will explore in depth several recent issues and controversies, most likely drawn from First-, Fourth-, Fifth-, Sixth-, and/or 14thAmendment jurisprudence. Attention will also be given to theories of interpretation. Designed for students who want to deepen their work in constitutional law. Prerequisites: POLS 024 and permission of the instructor. 1 credit. Not offered 2008-2009. POLS 073. Comparative Politics: Special Topics: Comparative Capitalism A large proportion of all political conflict concerns the relationship between states and economies through regulation, management, and provision of social services. This course explores comparative political economy, or the study of different ways these questions have been resolved across the world, with varying degrees of success and stability. It complements courses such as International Political Economy, regional Comparative Politics courses, American Politics, and Public Policy. It covers topics such as the development and crisis of welfare states, the organization of business-government relations, the impact of globalization on domestic politics and economic management, and the multiple successive models of capitalism within advanced industrial societies. 1 credit. Not offered 2008-2009. POLS 074. International Politics: Special Topics: Nationalism and International Politics Each year, this course will study a major topic in international politics and examine the development o f the topic from its historical origins to contemporary issues. Prerequisite: POLS 004 or the equivalent. 1 credit. Spring 2009. Herrera. POLS 075. International Politics: Special Topics: The Causes of War The causes of war is arguably one o f the most important issues in the field of international politics. In each week of the course, a candidate theory will be examined, and a specific war will be analyzed in depth to test the validity of the theory. Topics will include revolution and war, capitalism and war, misperception and war, and resource scarcity and war. The course will conclude with a discussion of the future o f war, particularly the likelihood of conflict among the great powers. Prerequisite: POLS 004 or equivalent. 1 credit. Not offered 2008-2009. POLS 076. Theory, Method, and Research Design in the Social Sciences 1 credit. Not offered 2008-2009. POLS 077. Practical Wisdom What is practical wisdom (what Aristotle called “phronesis”)? Is it necessary to enable people to flourish in their friendships, loving relations, education, work, community activities, and political life? What is the relevance of this Aristotelian concept for the choices people make in everyday life, and how does it contrast with contemporary Kantian, utilitarian, and emotivist theories of moral judgment and decision making? What does psychology tell us about the experience and character development necessary for practical wisdom and moral reasoning? And how do contemporary economic and political factors influence the development of practical wisdom? Prerequisites: Some background in philosophy or political theory. Enrollment is limited and by permission of the instructor. (Applications available from department office.) 1 credit. Spring 2009. Sharpe. POLS 090. Directed Readings in Political Science Available on an individual or group basis, subject to the approval of the instructor. 1 credit. Staff. POLS 092. Senior Comprehensives Open only to senior majors completing the comprehensive requirement. 0.5 credit. Staff. Political Science POLS 095. Thesis A 1-credit thesis, normally written in the fall of the senior year. Students need the permission of the department chair and a supervising instructor. 1 credit. Seminars The following seminars prepare for examination for a degree with honors: POLS 100. Ancient Political Theory: Pagans, Jews, and Christians This course is concerned with the two great traditions that constitute the origins of Western political theory and practice. We begin with the Greeks, with tragedy and democracy as the context out of which politics and philosophy arose. We will start with Nietzsche’s The Birth o f Tragedy to establish theoretical context. We will study texts by Sophocles, Plato, and Aristotle. We will contrast this tradition with that of the Hebrew bible, looking first at texts from the first five books of the bible and secondary sources, and then looking at the three great prophets of the period of the exile, Jeremiah, Ezekiel and Deutero-Isaiah. These traditions present different ways of understanding justice, authority, suffering and liberation, community, self, and politics from the Greeks. We will explore how these two traditions converged in the period of the New Testament, looking at the synoptic gospels and the Pauline letters and including the alternative transformational tradition of the Gnostic gospels. Finally, we will study the work of Augustine as the ultimate point of convergence for these two traditions over time, leading to the Middle Ages and ultimately to the Modem Age. 2 credits. Fall 2008. Sharpe. POLS 101. Modem Political Theory In this seminar, we will study the construction of the modem liberal state and capitalism through the works of Hobbes, Locke, and Rousseau, and then, in more detail, we will examine the greatest critics of the modem age—Marx, Nietzsche, Freud, and Foucault. The question of how to read and contextualize texts, and how competing perspectives and theories construct and reconstruct the nature of modem politics contribute to an inquiry into the politics of theory and practice in the modem era, and what doing the work of political theory means and accomplishes. 2 credits. Spring 2009. Halpem. POLS 104. American Political System An intensive survey of political science literature on national institutions, democratic processes, citizens’ attitudes and their attention to and knowledge of politics, the behavior of voters and politicians, federalism, income inequality’s political origins, and the questions that political scientists have asked and currently ask about these topics. Previous background in American politics and history is helpful. The seminar mixes the latest research with enduring contributions in order to capture the vitality and excitement of studying American politics and its constituent elements. Prerequisite: POLS 002 or an intermediate American politics course. 2 credits. Not offered 2008-2009. POLS 105. Constitutional Law in the American Polity This seminar examines the Supreme Court in American political life, with emphasis on civil rights, civil liberties, and constitutional development. The seminar explores the court’s role in political agenda setting in arenas including economic policy, property rights, separation of powers, federalism, presidential powers and war powers, and interpreting the equal protection and due-process clauses as they bear on race and gender equality. Judicial review, judicial activism and restraint, and theories of constitutional interpretation will be included. 2 credits. Spring 2009. Nackenoff. POLS 106. The Urban Underclass and Public Policy This seminar is a critical examination of some of the most pressing (and contentious) issues surrounding the nation’s inner cities today and the urban underclass: the nature, origins, and persistence of ghetto poverty; racial residential segregation and affordable public housing; social organization, civic life, and political participation; crime and incarceration rates; family structure; adolescent street culture and its impact on urban schooling and social mobility; and labor force participation and dislocation. We conclude by examining how these issues impact distressed urban communities, such as the neighboring city of Chester. 2 credits. Spring 2009. Reeves. POLS 107. Comparative Politics: Greater Europe This course traces European political development through three crucial processes: state formation, socioeconomic modernization, and recent attempts at integration into a “European” political and economic unit. We focus on Britain, France, Germany, and Poland in order to address some of the defining Political Science questions of the region. We will seek answers to these questions in the interplay o f economic structures, cultures, institutional experimentation, and ideological conflicts. Our tools will be macro-historical comparison and micro-level analysis, case studies, literature, and films. Our goal is a nuanced understanding of both historical and contemporary causes and consequences of some of the defining political conflicts in Europe, as well as deepened understanding of some fundamental debates and methods of comparative politics. 2 credits. Spring 2009. Murphy. POLS 108. Comparative Politics: East Asia This course examines the politics of China, Japan, the two Koreas, Vietnam and Taiwan. It compares pathways to development, the role of authoritarianism and democracy in the development process, the conditions that promote or impede transitions to democracy, and the impact of regional and global forces on domestic politics and regime legitimacy. It also explores the ideas and cultural patterns that influence society and politics, and the role of social change and protest in regime transformation. This course may be counted toward programs in public policy or Asian studies. 2 credits. Fall 2008. White. POLS 109. Comparative Politics: Latin America A comparative study of the political economy of Mexico, Chile, Guatemala, Nicaragua, Colombia, El Salvador, and Cuba. Topics include the tensions between representative democracy, popular democracy, and market economies; the conditions for democracy and authoritarianism; the sources and impact of revolution; the political impact of neo-liberal economic policies and the economic impact of state intervention; and the role of the United States in the region. 2 credits. Spring 2009. Sharpe. POLS 111. International Politics: Economic and Organizational Issues This seminar will explore selected problems in international politics related to institutions of state and supra-national governance. Topics include major theories of international politics, causes and consequences of conflict, management of global economic issues, political integration, provision of global public goods, and dilemmas of global governance. Prerequisite: POLS 004 or the equivalent. 2 credits. Not offered 2008-2009. POLS 112. Democratic Theory and Civic Engagement in America This course begins with the questions: What is democracy, and what does it require? Widespread political participation? Economic equality? Good education? Civic virtue? If any of these conditions or characteristics are necessary, how might they be promoted? In addition to theoretical questions, we will investigate one of the hottest debates in contemporary political science: whether political participation, social connectedness, and general cooperation have declined in the United States over the past half-century. If so, why? What might be done? We will consider the potential civic impact of economic and social marginalization in inner-city areas, the role of education in promoting civic engagement, the problem of civic and political disengagement among America’s youth, and the potential for the Internet and other communications technology to resuscitate democratic engagement among the citizenry. We will close by considering some lessons from successful community activists, politicians, and political mobilizers. 2 credits. Fall 2008. Berger. POLS 113. International Politics: War, Peace, and Security This seminar will investigate in depth the issues o f conflict, security, and the use of force in contemporary international politics. The course will begin by considering the changing meaning of “security” and by analyzing the major theoretical approaches including realism, liberalism, and constructivism. The course will then tackle some of the great puzzles of international security including the clash of civilizations hypothesis, the role of nuclear weapons, civil wars and intervention, terrorism, and human rights. 2 credits. Not offered 2008-2009. POLS 114. Transnationalism Recent dramatic increases in activity by NGOs, terrorist groups, criminal organizations and other non-state networks and actors suggests that the “transnational” increasingly represents a serious alternative to the state-centric international system. The seminar will study rival explanations for transnationalism, its different forms, and specific transnational actors and processes. 2 credits. Not offered 2008-2009. Political Science POLS 115. Theories of International Relations This seminar is intended as an introduction to the theory of international relations. Unlike the other empirical fields in political science (political theory intentionally excepted) international relations has a long and self­ consciously maintained tradition, or really traditions, of thought. The discipline is also, as Stanley Hoffmann put it, “an American social science,” and so strongly reflects American concerns and views of the world. The seminar is thus an exploration of IR theory conceived of as an American social-scientific project. The weeks are arranged more-or-less chronologically, with the contending schools in each era facing off against each other in successive weeks. Most of the thinkers we read are (or were) American or wrote in an American academic context. The core debate in this context has been, and most likely will remain, that between realism and idealism or liberalism, a debate that has taken several forms in the American academy over the course of the 20th century and into the 21st. But we will take ample time to sample alternative approaches. 2 credits. Fall 2008. Herrera. POLS 116. International Political Economy The course studies the main historical and contemporary approaches in international political economy, and focuses on the primary contemporary issues in political-economic relations among states as well as between states and non-state actors. Topics include: domesticinternational level interaction in the politics of international economic relations, economic globalization, the international financial and monetary systems, the international trading system, fair versus free trade, development and aid, and offshore outsourcing. The institutions studied include: the World Trade Organization, the International Monetary Fund, and the World Bank. 2 credits. Spring 2009. Kaya. POLS 180. Thesis With the permission of the department, honors candidates may write a thesis for double course credit. Psychology ALFRED H. BLOOM, Professor* FRANK H. DURGIN, Professor and Chair DEBORAH G. KEMLER NELSON, Professor JEANNE MARECEK, Professor*1 ALLEN M. SCHNEIDER, Professor BARRY SCHWARTZ, Professor1 ANDREW H. WARD, Associate Professor3 DANIEL J. GRODNER, Assistant Professor ETSUKO HOSHINO BROWNE, Assistant Professor JODIE A. BAIRD, Assistant Professor (part time) JANE E. GILLHAM, Assistant Professor (part time) MICHELE REIMER, Assistant Professor (part time) JULIA L. WELBON, Academic Coordinator JOANNE M. BRAMLEY, Administrative Coordinator * President of the College. 1Absent on leave, fall 2008. 3 Absent on leave, 2008—2009. The work of the Psychology Department concerns the systematic study of human behavior and experience. Processes of perception, learning, thinking, and motivation are considered in their relation to the development of the individual. The relations of the individual to other persons are also a topic of study. The courses and seminars of the department are designed to provide a sound understanding of the principles and methods of inquiry of psychology. Students learn the nature of psychological inquiry and psychological approaches to various problems encountered in the humanities, the social sciences, and the life sciences. A special major in psychobiology is offered in cooperation with the Biology Department. Consult the chair of either department, the department information brochures and the psychology web site: www.swarthmore.edu/psychology.xml. A special major in psychology and education is offered in cooperation with the Educational Studies Department. Consult the chair of either department, the department information brochures and web sites: www.swarthmore.edu/psychology.xml (psychology) or www.swarthmore.edu/educationalstudies.xml (educational studies). Requirements and Recommendations PSYC 001: Introduction to Psychology or PSYC 005: Nature and Nurture serves as a prerequisite for further work in the department. A grade of 5 on the Advanced Placement Psychology test may be used to qualify a student for further work in psychology, but this practice is not encouraged. Students with an AP result of 5 are requested to consult the department for guidance in selecting an appropriate first course if they seek advanced placement. A course major consists of 8.5 credits for students who meet the comprehensive requirement by completing PSYC 98: Senior Research Project or one of the Research Practica: (092 Cognitive and Perception; 093 Psycholinguistics). For students who write a 2credit course or honors thesis, the minimum number of credits to complete the major is 8. The minimum requirement excludes courses cross-listed in psychology that are taught solely by members of other departments, such as EDUC 021/PSYC 021, EDUC 023/PSYC 023 and EDUC 025/PSYC 022. Four must be core courses (with course numbers in the 030s): Physiological Psychology; Perception; Cognitive Psychology; Psychology of Language; Social Psychology; Thinking, Judgment, and Decision Making; Clinical Psychology; and Developmental Psychology. Starting with the class of 2010, majors must also complete PSYC 025: Research Design and Analysis and are additionally required to take STAT 011: Statistical Methods (which does not count toward the major credits). These courses must be taken before the senior year. Minors are also encouraged to include these in their programs of study. Majors may wish to take additional courses that familiarize them with issues in the design and evaluation of research, such as PSYC 024: Qualitative Research Methods or PSYC 094: Independent Research. Students are required to meet a comprehensive requirement in their majors. In psychology, this may be accomplished in one of three ways. The first way, open to all majors, is to complete a senior research project, a substantial paper on a topic of the student’s choice in psychology, approved by the faculty. See PSYC 098 and the department brochure. Students who meet the Psychology comprehensive requirement in the department with the senior research project must meet the eight course requirement for the psychology major in addition to receiving 0.5 credit for the project. The second way, open to all majors, is to complete PSYC 092 Research Practicum in Perception and Cognition or PSYC 093 Research Practicum in Psycholinguistics during their senior year. Students who meet the comprehensive requirement with either of the practica must take it for one-half credit or 1 full credit in their senior year, and must meet the eight course credits for the major in addition to receiving credit for the practicum. The third way is to complete a 2-credit senior thesis (1 credit each semester of the senior year). The senior thesis program is open to students who have B+ averages both in psychology and overall. Students must have an acceptable proposal, an adviser, and sufficient background to undertake the proposed work, normally including advanced work in the thesis area. See PSYC 096,097, and the department brochure. Students completing a second major or another significant project during their senior year should consider their options carefully with their adviser before choosing to do a thesis. Because the junior spring represents an opportunity to begin to develop plans with faculty for fulfilling senior research requirements, majors who wish to study abroad are encouraged to do so before the second semester of the junior year. A course minor consists of at least 5 credits in psychology taken at Swarthmore. These five courses normally include PSYC 001: Introduction to Psychology and must include at least two core courses. Honors Program The Psychology Department encourages qualified students to participate in the Honors Program. Students majoring in psychology in honors will normally complete a 2-credit honors thesis, 1 credit each semester of the senior year as one of their preparations for external examination. The other two major honors preparations are constituted by two 1-credit seminars and their prerequisite core courses. All requirements for course majors apply to honor majors. The Psychology Department also offers a minor in the Honors Program. Students with honors minors in psychology must take at least 5 credits in psychology at Swarthmore, including two core courses. They prepare one field for external examination, involving a 1-credit seminar and its prerequisite core course. A detailed description of the program is available in the department brochure. Admission to the Honors Program in psychology requires a B+ average in psychology and overall. Study Abroad Psychology credit is not granted routinely for courses taken abroad in non-English-speaking countries. With pre-approval, up to 1 credit may be counted toward the major. Prior completion of PSYC 001 is normally required for consideration o f granting Swarthmore credit. Teacher Certification Students who wish to pursue certification at the secondary school level should consult faculty in the Educational Studies Department. Psychology majors can complete the requirements for teacher certification in social science. For further information about the relevant set of requirements, please contact the Educational Studies Department chair, the Psychology Department chair, or the Department of Educational Studies Web site at www.swarthmore.edu/educationalstudies.xml. Courses PSYC 001. Introduction to Psychology An introduction to the basic processes underlying human and animal behavior— studied in experimental, social, and clinical contexts. Analysis centers on the extent to which normal and abnormal behaviors are determined by learning, motivation, neural, cognitive, and social processes. In addition to the course lectures, students are required to participate in a small-group discussion for several weeks during the semester, each meeting for 1 hour and 15 minutes during the Monday or Wednesday (1:15-4 p.m.), or Friday (2:15-5 p.m.) class periods. Students will be assigned to a group after classes begin but should keep at least one period open. Students also act as participants in Psychology Department student and faculty research projects. PSYC 001 is a prerequisite to further work in the department. Social sciences. 1 credit. Each semester. Staff. COGS 001. Introduction to Cognitive Science (See COGS 001) COGS 001 is offered in the Cognitive Science Program. It can count toward the minimum Psychology required credits in a psychology major when a member of the Psychology Department teaches it 1 credit. Spring 2009. Grodner. PSYC 005. First-Year Seminar: Nature and Nurture An entry-level course that focuses on how nature and nurture combine to produce human universals as well as human differences. It draws on insights derived from studies of the human infant language and language acquisition, the perception and experience of emotions, and human intelligence. Consideration is given to the variety of methodologies and approaches that can shed light on nature/nurture issues—including those of evolutionary psychology and behavior genetics. PSYC 005: Nature and Nurture serves as an alternate prerequisite to further work in the department. No prerequisite. Social sciences. 1 credit. Not offered 2008-2009. Kemler Nelson. PSYC 021. Educational Psychology (See EDUC 021) Note; The Educational Studies Department offers this course. It does not count toward the minimum required credits fo r a psychology major or minor. Fall 2008. Renninger. PSYC 022. Counseling (See EDUC 025) Note: The Educational Studies Department offers this course. It does not count toward the minimum required creditsfo r a psychology major or minor. Not offered 2008-2009. PSYC 023. Adolescence (See EDUC 023) Note: The Educational Studies Department offers this course. It does not count towprd the minimum required credits fo r a psychology major or minor. Spring 2009. Smulyan. PSYC 024. Qualitative Research Methods Many classic and contemporary studies in psychology used qualitative rather than quantitative methods. We consider several examples of such studies and learn several approaches to gathering and analyzing qualitative data, including open-ended interviewing, participant-observation, discourse analyses, and narrative analysis. Prerequisites: PSYC 001 and one additional course in psychology, sociology, or anthropology. Social sciences. 1 credit. Not offered 2008-2009. Marecek. PSYC 025. Research Design and Analysis How can one answer psychological questions? What counts as evidence for a theory? This course addresses questions about the formulation and evaluation of theories in psychology. The scientific model of psychological hypothesis testing is emphasized, including the critical evaluation of various research designs and methodology, understanding basic data analysis and statistical issues, and the application of those critical thinking skills to social science findings reported in the media. Students also learn to design and conduct psychology studies, analyze data generated from those studies, and write up their findings in the format of a psychology journal article. This course is required for the major prior to the student’s senior year. Statistics 011 must be taken prior to or concurrently with the course. Prerequisite: PSYC 001. Social sciences. Writing course. 1 credit. Fall 2008. Hoshino Browne. Spring 2009. Baird. PSYC 026. Prejudice and Intergroup Relations This course focuses on prejudice and intergroup relations, mainly from social psychological perspectives. Where does prejudice or an intergroup conflict come from, and what are possible consequences? We examine the issues o f racism, sexism, ingroup bias, stereotyping, stereotype threat, as well as affirmative action and its fairness and justice issues. Not only explicit but also implicit attitudes are considered. We approach prejudice and intergroup relations from two perspectives: from the perspective o f those who hold prejudicial attitudes and discriminate against others and from the perspective of those who are the target of prejudice and discrimination. Prerequisite: PSYC 001. Social sciences. 1 credit. Spring 2009. Hoshino Browne. PSYC 030. Physiological Psychology A survey of the neural and biochemical bases of behavior with special emphasis on sensory processing, motivation, emotion, learning, and Psychology memory. Both experimental analyses and clinical implications are considered. Prerequisite: PSYC 001. Social sciences. 1 credit. Spring 2009. Schneider. PSYC 032. Perception Is seeing really as simple as opening your eyes? Why don’t trees have eyes? Why do unfamiliar languages seem to be spoken so rapidly? Perception is sometimes assumed as the foundation of our knowledge about the world, but how does perception work? This course covers the science of vision and other modes of perception to explain how we can avoid assuming that inside our head is a little homunculus watching the world. Required laboratory meets approximately every other week. Prerequisite: PSYC 001. Natural sciences and engineering practicum. 1 credit. Spring 2009. Durgin. PSYC 033. Cognitive Psychology An overview of the psychology of knowledge representation, beginning from the foundations of perception, attention, memory, and language to examine concepts, imagery, thinking, decision making, and problem solving. Prerequisite: PSYC 001. Social sciences. 1 credit. Fall 2008. Durgin. PSYC 034. Psychology of Language (Cross-listed as LING 034) The capacity for language sets the human mind apart from all other minds, both natural and artificial, and so contributes critically to making us who we are. In this course, we ask several fimdamental questions about the psychology of language: How do children acquire it so quickly and accurately? How do we understand and produce it, seemingly without effort? What are its biological underpinnings? What is the relationship between language and thought? How did language evolve? And to what extent is the capacity for language “built in” (genetically) versus “built up” (by experience)? Prerequisite: PSYC 001 or permission of the instructor. Social sciences. 1 credit. Fall 2008. Grodner. PSYC 035. Social Psychology Social psychology argues that social context is central to human experience and behavior. This course provides a review of the field with special attention to relevant theory and research. The dynamics of cooperation and conflict, group identity, conformity, social influence, prosocial behavior, aggression, prejudice, attribution, and attitudes are discussed. Prerequisite: PSYC 001. Social sciences. 1 credit. Spring 2009. Hoshino Browne. PSYC 036. Thinking, Judgment, and Decision Making People in the modem world are flooded with major and minor decisions on a daily basis. The available information is overwhelming, and there is little certainty about the outcomes of any of the decisions people face. This course explores how people should go about making decisions in a complex, uncertain world; how people do go about making decisions in a complex, uncertain world; and how the gap between the two can be closed. Prerequisite: PSYC 001. Social sciences. 1 credit. Spring 2009. Schwartz. PSYC 038. Clinical Psychology A consideration of major forms of psychological disorder in adults and children. Biogenetic, sociocultural, and psychological theories of abnormality are examined, along with their corresponding modes of treatment. Prerequisite: PSYC 001. Social sciences. 1 credit. Fall 2008. Reimer. Spring 2009. Gillham. PSYC 039. Developmental Psychology Do infants have concepts? How do children learn language? These questions and others are addressed in this survey course of cognitive, social, and emotional development from infancy to adolescence. The course examines theoretical perspectives on the nature of developmental change in addition to empirical and applied issues in the study of children. Topics include the formation of social attachments; the foundations and growth of perceptual, cognitive, and social skills; language acquisition; and the impact of family and culture on the development of the child. Prerequisite: PSYC 001. Social sciences. 1 credit. Fall 2008. Baird. Psychology PSYC 041. Children at Risk Violence, educational inequality, war, homelessness, and chronic poverty form the backdrop of many children’s lives. This course considers children’s responses to such occurrences from clinical, social, and developmental perspectives. Special emphasis is placed on the contributions of family and the social environment to the child’s well-being or distress. Prerequisites: PSYC 001 and either PSYC 038 (Clinical) or 039 (Developmental) or permission of the instructor. Social sciences. 1 credit. Not offered 2008-2009. Reimer. PSYC 042. Human Intelligence This course adopts a broad view of its topic, human intelligence. One major set of subtopics is drawn from the intelligence-testing (IQ) tradition. Other concerns include cognitive theories of intelligence, developmental theories of intelligence, everyday conceptions of intelligence, the relation between infant and adult intelligence, and the relation between human and animal intelligence. Prerequisite: PSYC 001. Social sciences. 1 credit. Fall 2008. Kemler Nelson. PSYC 044. Psychology and Gender This course concerns psychological approaches to studying gender and gender relations as well as feminist critiques of psychological theories and methods of inquiry. Specific topics include gendered experiences of the body, genderlinked violence, and constructions of sexuality. In addition, we study the ways that gender is represented in research and clinical theories and in popular psychology. Prerequisite: PSYC 001. Social sciences. 1 credit. Spring 2009. Marecek. PSYC 050. Developmental Psychopathology This course covers several psychological disorders that often first appear in childhood and adolescence, including autism and other developmental disorders, attention-deficit disorder, conduct disorder, eating disorders, and emotional disorders. Theories about the causes and treatment are discussed. A heavy emphasis is on current research questions and empirical findings related to each disorder. Prerequisites: PSYC 001 and either Clinical (PSYC 038) or Developmental (PSYC 039) Psychology or permission o f the instructor. Social sciences. 1 credit. Fall 2008. Gillham. PSYC 052. Perception and Embodiment Does our perceptual experience define who we are? Do our thoughts refer to a real world or a constructed one? How is cognition grounded? Recently, cognitive linguists, philosophers, and psychologists have begun to argue that being an embodied organism in the world is crucial to the formation and form of our minds. In this course we focus on understanding the role of perception and experience in defining the kinds of minds we have. Readings in visual neuroscience, philosophy of perception, evolutionary theory, and embodied psychology are discussed. Readings also focus on the perception and experience of space, the interaction of perception and action, and the nature of consciousness, viewed from a functionalist perspective. Prerequisite: PSYC 001. Social Sciences. 1 credit. Not offered 2008-2009. Durgin. PSYC 055. Family Systems Theory and Psychological Change This course explores family systems perspectives on mental illness and therapeutic change. Theoretical readings are supplemented by fictional and nonfictional narratives as we critically analyze dramatic family encounters from popular film, documentaries, and therapeutic case histories to understand systemic perspectives on psychological fimctioning. Throughout, we consider concepts of normality, gender, and power along with ethnicity and sociocultural influences. Prerequisites: PSYC 001 and permission of the instructor. Social sciences. 1 credit. Spring 2009. Reimer. PSYC 056. Modes of Psychotherapy We consider mainstream psychotherapies including cognitive-behavior therapy, psychodynamic therapies, and narrative therapy. We also study community-based interventions for persons with chronic mental illnesses and those in emergency situations such as war, natural disasters, and refugee camps. What works? How do we know? We also ask how current developments such as managed care, the burgeoning psychopharmacology industry, and the profusion o f Web-based selfhelp materials are reshaping psychotherapy. Prerequisite: PSYC 001. Psychology Social sciences. 1 credit. Not offered 2008-2009. Marecek. PSYC 059. Cultural Psychology Much of psychology has been concerned with discovering universals of human behavior. However, people in different cultural settings understand themselves and their social worlds in radically different ways. Their ways of being, emotional life, moral and ethical ideas, intimate relationships, and idioms of psychological distress differ radically. This course explores psychological dimensions of culture, focusing on South Asia (especially India and Sri Lanka) and East Asia (especially Japan and China). We take up issues such as the construction of emotion, love and sexuality, and gender. We also consider cultural-specific psychological disorders and modes of healing. Is culture an external force that determines individuals’ behavior, or do people produce culture through their everyday ways of living and habits of language? What research tools can help us study cultural life? What ethical issues emerge when researchers or practitioners enter a cultural setting different from our own? Prerequisites: PSYC 001 and one additional psychology course. Social sciences. 1 credit. Not offered 2008-2009. Marecek. PSYC 089. Practicum in School-Based Interventions This course provides an opportunity for advanced psychology students to gain experience implementing school-based interventions with children and adolescents. In recent years, schools have become a major site for psychological interventions. Most children and adolescents who receive psychological interventions receive them through their schools. Through course readings and class discussions, we explore a variety of programs that aim to promote psychological well-being and reduce or prevent mental health problems (e.g., depression, substance abuse) in children and adolescents. A major requirement for this course is a field placement in which students receive training in specific intervention techniques and help to run groups for children or adolescents. The instructor’s permission is required for enrollment. Students applying for this course must have at least a B average in psychology. Consult the department for details and an application form. It is essential to begin planning for a placement during the advising period prior to the semester of enrollment. Prerequisites: PSYC 001 and one of the following: PSYC 038 (Clinical), 041 (Children at Risk) or 050 (Developmental Psychopathology). Social sciences. 1 credit. Spring 2009. Gillham. PSYC 090. Practicum in Clinical Psychology An opportunity for advanced psychology students to gain supervised experience in offcampus clinical settings. Requirements include, but are not limited to, 8 hours per week in an off-campus placement, guided readings throughout die semester, and a major term paper. Students are expected to have “face-toface” contact with clients/patients and to have an on-site supervisor. Students meet regularly with the instructor for discussion of readings and work experience. Students are responsible for arranging a placement, in consultation with the instructor in advance of the semester. Students should select several possible sites, make contact with them, and review the sites with the instructor. The department has a file of previous practicum sites. This helps students identify general categories as well as specific options. Students applying for this course must have at least a B average in psychology. Consult the department for details and an application form. It is essential to begin planning for a placement during the advising period prior to the semester of enrollment. Prerequisites: PSYC 001 and one o f the following: PSYC 038 (Clinical), 041 (Children at Risk) or 050 (Developmental Psychopathology). Social sciences. 1 credit. Spring 2009. Reimer. PSYC 091. Advanced Topics in Behavioral Neuroscience Current issues in behavioral neuroscience are considered from both a clinical and an experimental perspective. Topics include learning and memory, with a focus on emotional memory and its relation to anxiety disorders; memory storage, with a focus on the impact of brain damage; neuropsychiatric and degenerative disorders, including schizophrenia, clinical depression, Alzheimer’s and Parkinson’s diseases; psychopharmacology, with a focus on drug addiction. Prerequisites: PSYC 001 and 030 or permission of the instructor. Social sciences. 1 credit. Fall 2008. Schneider. Psychology PSYC 092. Research Practicum in Perception and Cognition This course is designed to facilitate supervised and independent research in perception or cognition. Students may enroll in this course with Prof. Durgin’s permission at any time in their college career. First-semester seniors may enroll in this practicum as one way of meeting the college’s comprehensive requirement. May be taken for 1.0 credit or .5 credit. Prerequisites: PSYC 001 and permission of the instructor. Social sciences. 1.0 or .5 credit. Fall 2008. Durgin. PSYC 093. Research Practicum in Psycholinguistics This course is designed to facilitate supervised and independent research in the psychology of language. Students may enroll in this course with Prof. Grodner’s permission at any time in their college career. First-semester seniors may enroll in this practicum as one way of meeting the college’s comprehensive requirement. May be taken for 1.0 credit or .5 credit. Prerequisites: PSYC 001 and permission of the instructor. Social Sciences. 1.0 or .5 credit Fall 2008. Grodner PSYC 094. Independent Research Students conduct independent research projects. They typically study problems with which they are already familiar from their coursework. Students must submit a written report of their work. Registration for independent research requires the sponsorship of a faculty member in the Psychology Department who agrees to supervise the work. Each semester. Staff. PSYC 095. Tutorial Any student may, under the supervision of a member of the Psychology Department, work in a tutorial arrangement for a single semester. The student is thus allowed to select a topic of particular interest and, in consultation with a faculty member, prepare a reading list and work plan. Tutorial work may include field research outside Swarthmore. Each semester. Staff. PSYC 096 and 097. Senior Thesis With permission of the department, qualified students may conduct a yearlong, 2-credit research project in the senior year as one way to meet the comprehensive requirement. Admission requirements include a B+ average in psychology and overall, an approved topic, an adviser, and sufficient advanced work in psychology to undertake the thesis. Such theses must be supervised by a member of the Psychology Department. The supervisor and an additional reader (normally a member of the department) evaluate the final product. Students should develop a general plan in consultation with an adviser by the end o f the junior year and apply for departmental approval. Students are encouraged to begin thesis work during the summer preceding the senior year. By application. Social sciences. 1 credit each semester. Each semester. Staff. PSYC 098. Senior Research Project As one means of meeting the comprehensive requirement, each student selects a topic in psychology with the approval of the psychology faculty. During the fall semester of the senior year, die student writes a substantial paper on the topic based on library research or original empirical research. In addition to submitting their written reports, all students will make oral presentations on their topics at a senior research conference in the spring semester. One-half credit with a letter grade will be awarded for the written and oral work. See the department brochure for further details. Social sciences. 0.5 credit. Fall semester. Staff. Seminars PSYC 130. Seminar in Physiological Psychology. An analysis of the neural bases of motivation, emotion, learning, memory, and language. Generalizations derived from neurobehavioral relations are brought to bear on clinical issues. Prerequisites: PSYC 001 and 030. By permission of the instructor. Social sciences. 1 credit. Spring 2009. Schneider. PSYC 132. Seminar in Perception and Attention Following up on the material of PSYC 032 Perception, in this seminar we read advanced theoretical and empirical work on psychological aspects of human perception. Emphasis is on covering a few selected topics in depth and detail. Topics vary from year to year, but often included embodied perception, multisensory integration, space perception, and eyemovements and attention. Prerequisites: PSYC 001 and 032. By permission of the instructor. Psychology Social sciences. 1 credit. Not offered 2008-2009. Durgin. PSYC 133. Seminar in Cognitive Psychology Examination of foundational issues and theories in the empirical study of human cognition with an emphasis on insights from cognitive and biological sciences. Topics may include thinking and deciding, memory, language, concepts, and consciousness and perception. The course builds on PSYC 033 Cognitive Psychology. Prerequisites'. PSYC 001 and 033. By permission of the instructor. Social sciences. 1 credit. Spring 2009. Durgin. PSYC 134. Seminar in Psycholinguistics An advanced study of special topics in the psychology of language. A research component is sometimes included. Prerequisites: PSYC 001 and 034. By permission of the instructor. Social sciences. 1 credit. Spring 2009. Grodner. PSYC 135. Seminar in Social Psychology A critical exploration of substantive topics in social psychology and an interrogation of the field’s perspectives and methods. Prerequisites: PSYC 001 and 035. By permission of the instructor. Social sciences. 1 credit. Fall 2008. Hoshino Browne. PSYC 136. Seminar in Thinking, Judgment, and Decision Making The seminar considers in depth several of the topics introduced in PSYC 036. Prerequisites: PSYC 001 and 036. By permission of the instructor. Social sciences. 1 credit. Not offered 2008-2009. Schwartz. PSYC 138. Seminar in Clinical Psychology We take up a variety of topics in clinical psychology, including etiology and treatments for several major disorders, controversies regarding psychodiagnosis and the proliferation of new diagnostic categories, and emerging psychotherapies and community-based treatments. We also examine cultural and historical differences in expressions of psychic suffering, the social meanings attributed to such suffering, and local healing practices. Prerequisites: PSYC 001 and 038. By permission of the instructor. Social sciences. 1 credit. Fall 2008. Gillham. PSYC 139. Seminar in Developmental Psychology The seminar builds on concepts learned in PSYC 039 and considers special topics of interest in the field at an advanced level. An original group research component is included. Prerequisites: PSYC 001 and 039. By permission o f the instructor. Social sciences. 1 credit. Spring 2009. Kemler Nelson. PSYC 180. Honors Thesis An honors thesis must be supervised by a member of the department and must be taken as a two-semester sequence for 1 credit each semester. A thesis is normally required for an honors major in psychology. Students should develop a proposal for their senior thesis project in consultation with a faculty adviser prior to the fall of their senior year. When possible, thesis students are encouraged to begin work during the summer before their senior year. Social sciences. 1 credit each semester. Each semester. Staff. Public Policy Coordinator: THOMAS DEE (Economics) Cathy Wareham (Administrative Assistant) Committee: Erin Bronchetti (Economics) John Caskey (Economics) Frank Grossman (Educational Studies) Robinson Hollister (Economics) Ellen Magenheim (Economics) Arthur McGarity (Engineering) Carol Nackenoff (Political Science) Keith Reeves (Political Science) Richard Rubin (Political Science) Dominic Tierney (Political Science) Richard Valelly (Political Science/ Robert Weinberg (History) 3 Absent on leave, 2008-2009. The Public Policy Program enables students to combine work in several departments toward both critical and practical understanding of public policy issues, including those in the realm of social welfare, health, energy, environment, food and agriculture, and national and global security. These issues may be within domestic, foreign, or international governmental domains. Courses in the program encompass the development, formulation, implementation, and evaluation of policy. Requirements and Recommendations The Public Policy Program may be taken as a course minor with a major in any field or a minor in the Honors Program. At a minimum, the program consists of 6 credits and an internship. The program of each minor should be worked out in consultation with and approved by the coordinator of the Public Policy Program, preferably at the same time as majors in the course and honors programs are planned. The Public Policy Program consists o f 6 credits of work. Basic academic requirements for the program cover three areas: (1) economic analysis, (2) political analysis, and (3) quantitative analysis. These may each be met by taking one course or seminar in each of the three categories. Courses that fulfill these requirements are listed later. In addition to these three foundation courses, 3 credits must be taken from among the substantive policy courses listed later, one of which must be the public policy thesis. These courses deal with substantive sectors and institutional aspects o f public policy analysis. The substantive policy requirement may be fulfilled through courses and seminars. Only 1 credit of a 2-credit seminar can be counted toward the public policy requirements. Please note that seminars are limited in size and that most departments give priority to departmental majors and minors, so public policy minors might not be admitted. In addition, students should consider course prerequisites when planning their program. Internships Some direct experience or practical responsibility in the field, through work in a public, private, or voluntary agency, is required to graduate with a minor in public policy. Normally, students will hold internships between their junior and senior years. The internship program is supervised by the coordinator for the program. Students should plan for the internship experience 6 to 8 months before it begins. The College has developed a network of contacts in Washington, D.C., and overseas and would like to have qualified students each year to fill positions already identified. Funding for an internship is occasionally provided by the agency in which a person serves. Typically, however, students require support to cover their travel and maintenance costs during the 8 to 10 weeks of a summer internship. The College attempts to provide support for those students with public policy minors who are unable to fund themselves, but such support cannot be guaranteed. Other possible sources of support for an internship include the James H. Scheuer Summer Internship in Environmental and Population Studies Endowment, the J. Roland Pennock Fellowships in Public Affairs, the Joel Dean Awards, the Samuel L. Hayes III Award, the Lippincott Peace Fellowships, and the David G. Smith Internship in Health and Social Policy. Public Policy Program funding for internships will be limited to $3,750. Please note that airfare will not be covered for students traveling home for their internship. The total award from all College sources may not exceed $3,750. Information on these sources can be Public Policy obtained in the Public Policy Program Office, 105 Trotter Hall. Public Policy Thesis A senior thesis, which constitutes one of the three units of substantive policy work, is one of the requirements of the program. The thesis requirement is designed to provide a structured opportunity to write a substantial paper on a public policy issue. It is especially designed to allow those who have cultivated (through internships and academic work) a welldeveloped understanding of some policy question to complete research and analysis under the supervision of the coordinator of the Public Policy Program and one or more other core faculty members. Paper topics may focus on national or international policy issues and may range widely within areas of competence. Students writing a 1-credit thesis should register for PPOL 097 in the fall of the senior year. Students doing a 2-credit thesis should register for PPOL 097 in the fall and PPOL 098 in the fall or spring of the senior year. Only 1 credit of the 2-credit thesis will count toward the 6 credits required by the program. Honors Program Students sitting for honors may have an honors minor in public policy in one of three ways. First, they may complete a 2-credit policy thesis and submit it as their honors preparation. Second, they may submit for external examination course or seminar work amounting to 2 credits in the policy program. Third, they may combine a 1-credit thesis with a course or seminar. In the second case, they still must do their required public policy thesis. Two-credit work in policy issues might combine work in two policy courses for which a reasonable examination can be constructed and a suitable visiting examiner recruited. Policy work examined as an honors minor should meet three criteria: (1) that the policy work fit together in some fashion ¿rat is coherent and examinable; (2) that each student should take responsibility for developing the course and/or seminar combination (which will be judged on its practicability by the Public Policy Program Committee); and (3) the work must meet the College requirement that the work be outside the student’s major department. In those circumstances in which it is essential to include work from the student’s major department, a student can offer a three-unit package of courses, two of which must be from outside the student’s major department. Two examples of such policy study for a minor in honors are (1) the combination of a course on welfare policy and a course on health policy or (2) the combination of work on economic development and a history or political science class on some region in which development issues are a central theme. Combinations of this sort would be developed through consultation with the coordinator of the program, who could then recommend them to the committee for approval. The requirement that public policy honors work be done, at least in part, outside the student’s major department is also relevant to those students offering a 2-credit thesis for examination. In the case of a 2-credit thesis, the program coordinator will determine that at least half of the thesis represents work done outside the student’s major department. The form of external examination (e.g., a 3hour written examination or oral examination alone) will depend on the nature of the student’s preparation (e.g., thesis, course, or seminar combination). Areas of Policy Focus Some students may wish to focus their substantive work in policy heavily in a particular field (e.g., environmental studies, food studies, welfare issues, health, or education). Given the size and interests of the faculty, not every area of public policy is well represented in courses and faculty. Nevertheless, there are several policy areas in which a student can take multiple courses, often in a variety of departments. Courses that fulfill the public policy foundation requirements in political analysis, economic analysis, and quantitative analysis as well as other courses that count toward the program are listed subsequently. Foundation Requirements P olitical A nalysis Courses POLS 002. American Politics or equivalent policy analysis in political science Econom ic A nalysis Courses ECON 011. Intermediate Microeconomics ECON 041. Public Finance ECON 141. Public Finance* Q uantitative A nalysis Courses STAT 011. Statistical Methods STAT 053. Mathematical Statistics ECON 031. Statistics for Economists ECON 035. Econometrics ENGR 057/ECON 032. Operations Research P olicy Courses and Sem inars (Arranged by D epartm ent)* PPOL 097/098. Public Policy Thesis POLS 015. Ethics and Public Policy POLS 023. Presidency, Congress, and Court POLS 029. Public Opinion, Polling, and Public Policy Public Policy POLS 032. Gender, Politics, and Policy POLS 039. Faith Based: Social Policy in the United States POLS 041. Political Economy and Social Policy: The United States in the 1990s POLS 043. Environmental Politics and Policy POLS 045. Defense Policy POLS 048. The Politics of Population POLS 055. China and the World POLS 068. International Political Economy (Cross-listed as ECON 053) POLS 106. The Urban Underclass and Public Policy POLS 107. Comparative Politics: Greater Europe* POLS 108. Comparative Politics: East Asia* POLS 109. Comparative Politics: Latin America* POLS 111. International Politics* ECON 005. Savage Inaccuracies: The Facts and Economics of Education in America (Crosslisted as EDUC 069) ECON 041. Public Finance ECON 042. Law and Economics ECON 044. Urban Economics ECON 051. The International Economy ECON 053. The International Political Economy (Cross-listed as POLS 068) ECON 061. Industrial Organization ECON 073. Race, Ethnicity, and Gender in Economics ECON 075. Health Economics ECON 076. Economics of the Environment and Natural Resources ECON 081. Economic Development ECON 082. Political Economy of Africa ECON 083. Asian Economies ECON 101A. Economic Theory: Advanced Microeconomics* ECON 141. Public Finance* ECON 151. International Economics* ECON 161. Industrial Organization and Public Policy* ECON 171. Labor and Social Economics* ECON 181. Economic Development* EDUC 068. Urban Education (Cross-listed as SOAN 020B) EDUC 069. Savage Inaccuracies: The Facts and Economics of Education in America (Crosslisted as ECON 005) EDUC 141. Educational Policy HIST 049. Race and Foreign Affairs HIST 054. Women, Society, and Politics LING 018. Language Policy in the United States SOAN 008C. Bioethics SOAN 020B. Urban Education (Cross-listed as EDUC 068) SOAN 028C. The Art and Science of Survey Methods SOAN 058B. America by the Numbers BIOL 210. Biology and Public Policy (Bryn Mawr) ENGR 066. Environmental Systems Engineering Descriptions of the courses listed previously can be found in each department’s course listings in this catalog. * Note: Seminars are limited in size, and most departments give priority to departmental majors and minors, so public policy concentrators might not be admitted. For more information on the public policy concentration, internships, theses, and related topics, see www.swarthmore.edu/SocSci/ PublicPolicy. Religion YVONNE P. CHIREAU, Professor1 MARK I. WALLACE, Professor STEVEN P. HOPKINS, Associate Professor and Chair ELLEN M. ROSS, Associate Professor TARIQ AL-JAMIL, Assistant Professor ELLIOT A. RATZMAN, Visiting Assistant Professor HELEN PLOTKIN, Visiting Instructor (part time) EILEEN McELRONE, Administrative Assistant 1Absent on leave, spring 2009, The Religion Department plays a central role in the Swarthmore academic program. More than one-third of the student body annually takes a course in religion, and about 40 students in the junior and senior classes choose to major or minor in the discipline. I One attraction of the study of religion is the cross-cultural nature of its subject matter. The discipline addresses the complex interplay of culture, history, text, orality, performance, and personal experience. Religion is expressed in numerous ways: ritual and symbol, myth and legend, story and poetry, scripture and theology, festival and ceremony, art and music, moral codes and social values. The department seeks to develop ways of understanding these phenomena in terms of their historical and cultural particularity and in reference to their common patterns. Courses offered on a regular cycle in the department present the development of Judaism, Islam, Buddhism, Hinduism, AfroCaribbean religions, and Christianity as well as the development of religion and religions in the regional areas of the Indian Sub-Continent (Hindu, Jain, Buddhist, Muslim, Sikh), Sri Lanka and Southeast Asia (Buddhism, Hinduism, and Islam), China (Taoist, Confucian, spirit cults), Japan (Buddhist and Shinto), Africa (Fon, Yoruba, and Kongo), the Middle East (Christian, Islamic, Jewish, Gnostic, Mandean), Jewish, Christian, and Islamic Europe and the Americas (from New World African traditions, Vodou and Candomblé, to Neo Paganism and Civil Religion in North America). Breadth in subject matter is complemented by strong methodological diversity; questions raised include those of historical, theological, philosophical, literary, feminist, sociological, and anthropological interests. This multifaceted focus makes religious studies an ideal liberal arts major. Requirements and Recommendations Major and Minor in the Course Program Normally, the student who applies for a major or minor in religion will have completed (or be in the process of completing) two courses in the discipline with an honor grade. Majors successfully complete 8 credits in religion, including the required Senior Symposium (Religion Café) in the fall of the senior year, to meet departmental and College graduation requirements. Successful completion of the symposium will be the culminating requirement for the course major. For all religion majors, the symposium will be a 1credit seminar and will include a term essay assignment Writing a thesis is an option for course students. Those seniors who desire to complete a long paper (1 credit) or thesis (2 credits) as part of the major will need to obtain permission from a faculty adviser in consultation with the department. For majors, this exercise will not substitute for the Senior Symposium. Minors complete 5 credits in the Religion Department and are not required to take the Senior Symposium. Up to three courses cross-listed but not housed within the Religion Department will count toward the major. Only one such cross-listed course will count toward the minor. Up to two non-Swarthmore courses (i.e., courses taken abroad or domestically) may count toward the major; only one such course is permissible for the minor. The department will accept two courses in language (Arabic, Hebrew, or other proposed research languages) toward the major or minor with the approval of department faculty. For many students, courses numbered RELG 001-013 serve as points of entry for advanced work in the department and sometimes as prerequisites for higher-level courses, though this is not always the case. Students come to the study of religion through various courses at various levels, and the department encourages this flexibility and diversity of entry points by having no introductory course requirements, nor are there required distribution courses. The major in religion is planned in consultation with faculty members in the department, the individual student’s adviser, along with other relevant faculty, who encourage curricular breadth (close work in more than one religious tradition) and methodological diversity in the Religion proposed program. Such breadth and diversity in the program is encouraged at the beginning in the major’s sophomore paper statement. The curriculum in the Religion Department is strongly comparative, thematic, and interdisciplinary, so it is relatively easy for students to propose programs that are crosscultural and transdisciplinary in scope. Religion majors are encouraged to include study abroad in their program, planned in collaboration with the department. Often a student’s independent study projects done while studying abroad is expanded into a 1 or 2-credit honors or course thesis upon return to Swarthmore. Admission to the Major The Religion Department considers two areas when evaluating applications: overall gradepoint average and quality of prior work in religion courses. Applicants are sometimes deferred for a term, so the department can better evaluate an application for the major. A student’s demonstrated ability to do at least B/B- work in religion is required for admission to the major in course. Admission to the Honors Program Because of the nature of different instructional formats (e.g., seminars) and of the culminating exercise in the Honors Program, the department expects applicants to this program to have at least a B+/B average in religion courses as well as an overall average above the College graduation requirement for admission to the Honors Program. Major and Minor in the Honors Program (External Examination Program) All honors major and minors fulfill requirements for the Course Program. Beyond this step, the normal method of preparation for the honors major will be done through three seminars, although with the consent of the department, single 2-credit thesis, a 1-credit thesis/course combination, or a combination of two courses (including attachments and study abroad options) can count for one honors preparation. In general, only one such preparation can consist of nonseminar-based studies. In the religion major, the mode o f assessing a student’s three 2-credit preparations in religion (seminars or course combinations but not 2credit theses) will be a 3-hour written examination set by an external examiner. In addition, with the exception of a thesis preparation, a student will submit to each external examiner a Senior Honors Study (SHS) paper. SHS papers will be approximately 4,000 words and will normally be a revision of the final seminar paper or, in the event of a nonseminar mode of preparation, a revised course paper. A final oral examination by the examiner follows the written examination. Two-credit theses will be read and orally examined by an external examiner (with no extra SHS requirement). In the minor, the mode of assessing a student’s one 2-credit preparation in religion will also be a 3-hour written examination (and the oral) set by an external examiner, along with an SHS paper. Seminars and the written and oral external exam are the hallmarks of honors. Seminars are a collaborative and cooperative venture among students and faculty members designed to promote self-directed learning. The teaching faculty evaluates seminar performance based on the quality of seminar papers, comments during seminar discussions, and a final paper. 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, timely submission of seminar papers, reading of seminar papers before the seminar, completion of the assigned readings before the seminar, active engagement in seminar discussions, and respect for the opinions of the members of the seminar. Students earn double-credit for seminars and should expect twice the work normally done in a course. The external examination, both written and oral, is the capstone of the honors experience. Courses RELG 001. Religion and Human Experience This course introduces the nature of religious worldviews, their cultural manifestations, and their influence on personal and social selfunderstanding and action. The course explores various themes and structures seminal to the nature of religion and its study: sacred scripture, visions of ultimate reality and their various manifestations, religious experience and its expression in systems of thought, and ritual behavior and moral action. Members of the department will lecture and lead weekly discussion sections. Writing course. 1 credit. Fall 2008. Wallace. RELG 002. Evil in Modern Thought and Practice What is evil and what should we do about it? What does religious thought have to say about the evils of alienation, racism, war, disease, exploitation ... and the possibility of solidarity, resistance, love, and goodness? This course is an introduction to contemporary religious thought and practice through the lens of “the problem of evil.” We will read short Religion meditations on suffering, cruelty, tragedy, and responsibility, keeping in mind practical strategies for fighting evil(s). We will pay special attention to topics in the Jewish and Christian religious traditions. 1 credit. Not offered 2008-2009. RELG 002B. Religion in America This course is an introduction to religion in the United States, beginning with Native American religions and European-Indian contact in the colonial era, and moving forward in time to present-day movements and ideas. The course will explore a variety of themes in American religious history, such as slavery and religion, politics and religion, evangelicalism, Judaism and Islam in the United States, “cults” and alternative spiritualities, New Age religions, popular traditions, and religion and film, with an emphasis on the impact of gender, race, and national culture on American spiritual life. 1 credit. Spring 2009. Wallace. RELG 003. Hebrew Bible and Its Interpreters When was the last time you read the most important text in the West? This is an introduction to the Hebrew Bible as a literary, historical, political and religious document. We will explore the use and abuse of the Hebrew Bible by Jews and Christians, paying attention to its role in contemporary culture, politics, and ethics. Reading select books of the Bible, we will emphasize issues of gender and race, revolution and Zionism, genocide and slavery, good and evil. 1 credit. Fall 2008. Ratzman. RELG 004. New Testament and Early Christianity A discussion-rich introduction to the New Testament in light of recent biblical scholarship. The class engages the issues of authorship and redaction, purpose and structure, and historical context and cultural setting. Some of the particular themes that are studied include the dynamic of canon formation, the synoptic problem in relation to the Gospel of John, firstcentury Judaism, Greek and Roman influences, the messianic consciousness of Jesus, the use of epistolary literature in Paul, the problem of apocalyptic material, and the wealth of extracanonical writings (e.g., Gospel of Thomas) that are crucial for examining the rise of Christianity in the years from 30 CE to 150 CE. Novels and films inspired by the New Testament are read and viewed as well. 1 credit. Spring 2009. Wallace. RELG 005B. Introduction to Christianity This course is a selective introduction to Christian religious beliefs and practices. This course introduces students to the development and diverse forms of Christianity, drawing on categories from the study o f religion including ritual, narrative, art, and theology. 1 credit. Not offered 2008-2009. RELG 007B. Women and Religion This course will examine the variety of women’s religious experiences in the United States. Topics will include the construction of gender and religion, religious experiences of women of color, spiritual autobiographies and narratives by women, Wicca and witchcraft in the United States, and feminist and womanist theology. 1 credit. Not offered 2008-2009. RELG 008. Patterns of Asian Religions A thematic introduction to the study of religion through an examination of selected texts, teachings, and practices o f the religious traditions of South and East Asia structured as patterns of religious life. Materials are drawn from the Buddhist traditions of India, Tibet, China, and Japan; the Hindu and Jain traditions of India; the Confucian and Taoist traditions of China; and the Shinto tradition of Japan. Themes include deities, the body, ritual, cosmology, sacred space, religious specialists, and death and the afterlife. Writing course. 1 credit. Spring 2009. Hopkins. RELG 008B. The Qur’an and Its Interpreters This is course will include detailed reading of the Qur’an in English translation. The first part of the course will be devoted to the history of the Qur’an and its importance to Muslim devotional life. The first portion of the course will include: discussion of the history o f the compilation of the text, the methods used to preserve it, styles of Qur’anic recitation, and the principles of Qur’anic abrogation. Thereafter, attention will be devoted to a theme or issue arising from Qur’anic interpretation. Students will be exposed to the various sub-genres of Qur’anic exegesis including historical, legal, grammatical, theological and modernist approaches. 1 credit. Not offered 2008-2009. Religion RELG 009. The Buddhist Traditions of Asia This course explores the unity and variety of Buddhist traditions within their historical developments in South, Central, and East Asia, by way of the study of its texts The course will be organized chronologically and geographically, and to a lesser extent thematically, focusing on the formations of early Indian Buddhism (the Nikaya traditions in Pâli and Sanskrit), the Theravada in Sri Lanka and Thailand, Mahayana Ch’an/Zen traditions in China and Japan, and Vajrayana (tantra) traditions in Tibet. Themes include narratives of the Buddha and the consecration of Buddha images; gender, power, and religious authority, meditation, liberation, and devotional vision; love, memory, attachment and Buddhist devotion; the body, and the social construction of emotions and asceticism. Writing course. 1 credit. Fall 2008. Hopkins. RELG 011B. The Religion of Islam: The Islamic Humanities This course will focus on the examination of religious sources that have fundamentally contributed to Muslim self-definitions and are directly illustrative of recurrent themes in Islamic religious thought and history. Through the examination of primary texts (in translation) the course serves as an introduction to the social and historical processes whereby Islam developed as a distinct religious tradition. Course participants will be introduced to reading primary texts as a means to develop a framework for understanding the religious interpretations, texts, and symbols that underlie the diverse expressions of Islam in a wide range o f historical, social, and cultural contexts. Writing course. 1 credit. Fall 2008. al-Jamil. RELG 010. African American Religions What makes African American religion “African” and “American”? Using texts, films, and music, we will examine the sacred institutions of Americans of African descent. Major themes will include Africanisms in American religion, slavery and religion, gospel music, African American women and religion, black and womanist theology, the civil rights movement, and Islam and urban religions. Field trips include visits to Father Divine’s Peace Mission and the first independent black church in the United States, Mother Bethel A.M.E. Church. 1 credit. Fall 2008. Chireau. RELG 012. The History, Religion, and Culture of India I: From the Indus Valley to the Hindu Saints A study of the religious history of India from the ancient Indo-Aryan civilization of the north to the establishment of Islam under Moghul rule. Topics include the ritual system of the Vedas, the philosophy of the Upanishads, the rise of Buddhist and Jain communities, and the development of classical Hindu society. Focal themes are hierarchy, caste and class, purity and pollution, gender, untouchability, world renunciation, and the construction of a religiously defined social order. 1 credit. Not offered 2008-2009. RELG 011. First-Year Seminar: Religion and the Meaning of Life “Whoever wants to save their life will lose it, but whoever loses their life for my sake will save it.” One of the most intriguing contradictions in comparative religious studies is the claim that only when one forfeits the self can one discover genuine selfhood; the journey to the true self begins by first abandoning one’s assumptions about selfhood through practicing the disciplines of self-emptying and self-giving. In this seminar, we will analyze the collapse of the received notions of the stable self in classical thought and then move toward a postmodern recovery of the self-that-is-not-aself founded on the spiritual practice of solicitude for the other. Readings may include Plato, Augustine, Rumi, Kierkegaard, Weil, Nishitani, Bonhoeffer, Levinas, Thich Nhat Hanh, and Dillard. This discussion-rich seminar includes regular student presentations and a community service learning component. RELG 013. The History, Religion, and Culture of India II: Muslim, Hindu, Sikh, and Dalit in North India After a survey of premodem Hindu traditions, the course tracks the sources of Indo-Muslim culture in North India, including the development of Sufi mysticism; Sindhi, Urdu, and Tamil poetry in honor of the Prophet Muhammad; syncretism under Mughal emperor Akbar; and the consolidation of orthodoxy with Armad Sirhindi and his school in the 16th to 17th century. We then trace the rise of the Sikh tradition in the milieu of the Mughals, northern Hindu Sants and mendicant Sufis, popular goddess worship and village piety, focusing on several issues of religious experience. We then turn to the colonial and post-colonial period through the lenses of the Hindu saints, artists, and reformers (the “nationalist elite”) of the Bengali Renaissance, and the political and religious thought of Mohandas Gandhi and Dalit reformer Ambedkar. We will use 1 credit. Fall 2008. Wallace. Religion perspectives of various theorists and social historians, from Ashis Nandy, Partha Chatteijee, Peter van der Veer, to Veena Das and Gail Omvedt. 1credit. Not offered 2008-2009. RELG 014B. Christian Life and Thought in the Middle Ages Survey of Western religious culture and thought from the early to the late Middle Ages. Among other topics, the course will consider debates about the nature of the Divine, the person and work of Jesus Christ, heresy and dissent, bodily devotion, love, mysticism, scholasticism, and holy persons. Readings may include Augustine, Anselm, Avicenna, Abelard, Hildegard of Bingen, Francis of Assisi, Catherine o f Siena, Thomas Aquinas, Julian of Norwich, and John Wyclif. 1 credit. Not offered 2008-2009. RELG 015B. Philosophy of Religion (Cross-listed as PHIL 016) Searching for wisdom about the meaning of life? Curious as to whether there is a God? Questioning the nature of truth and falsehood? Right and wrong? You might think of philosophy of religion as your guide to the universe. This course considers AngloAmerican and Continental philosophical approaches to religious thought using different disciplinary perspectives; it is a selective overview of the history of philosophy with special attention to the religious dimensions of many contemporary thinkers’ intellectual projects. Topics include rationality and belief, proofs for existence of God, the problem of evil, moral philosophy, biblical hermeneutics, feminist revisionism, postmodernism, and interreligious dialogue. Thinkers include, among others, Anselm, Kierkegaard, Dostoevsky, Nietzsche, Kant, Wittgenstein, Derrida, Levinas, Weil, and Abe. Recent films Wittgenstein and Angels in America will be viewed in class and discussed. This year, the central theme of course is the problem of evil. 1 credit. Not offered 2008-2009. RELG 018B. Modern Jewish Thought Is reason compatible with revelation? Beginning with Spinoza, we’U examine the giants of Jewish thought—religious reformers, philosophers, theologians—wrestling with the challenge of modernity, politics, and multiculturalism. Topics will include the essence of Judaism, the nature of law, religion and state, God and evil, the status of women and non-Jews, and the legacy of the Holocaust. 1 credit. Not offered 2008-2009. RELG 019. First-Year Seminar: Religion and Food Why do some people eat the body of their god? What is soul food? Is the pig an abomination? Is there such a thing as “devils food” and “angel’s food”? Which is more spiritual, feasting or fasting? All of these questions are tied together by a common theme: They point to the relationship between food, eating, and the religious experiences of human beings. This seminar will introduce students to the study of religion, using food as an entry point. We will investigate the significance of food across a variety of traditions and explore such issues as diet, sacrifice, healing, the body, ethics, and religious doctrines concerning food. Topics will include religious fasting, vegetarianism, eating rituals, food controversies, purity and pollution, theophagy and cannibalism as sacred practice. 1 credit. Not offered 2008-2009. RELG 020B. Prophets and Visionaries: Christian Mysticism Through the Ages This course considers topics in the history of Christian mysticism. Themes include mysticism as a way of life, relationships between mystics and religious communities, physical manifestations and spiritual experiences, varieties of mystical union, and the diverse images for naming the relationship between humanity and the Divine. Readings that explore the meaning, sources, and practices of Christian mystical traditions may include Marguerite Porete, Francis of Assisi, Julian of Norwich, Simone Weil, Thomas Merton, and Dorothee Soelle. 1 credit. Not offered 2008-2009. RELG 022. Religion and Ecology This course focuses on how different religious traditions have shaped human beings’ fundamental outlook on the environment in ancient and modem times. In turn, it examines how various religious worldviews can aid the development of an earth-centered philosophy of life. The thesis of this course is that the environmental crisis, at its core, is a spiritual crisis because it is human beings’ deep ecocidal dispositions toward nature that are the cause of the earth’s continued degradation. Course topics include ecological thought in Western philosophy, theology, and biblical studies; the role of Asian religious thought in forging an ecological worldview; the value of American nature writings for environmental awareness, including both Euro-American and Amerindian literatures; the public policy debates concerning vegetarianism and the antitoxics movement; Religion and the contemporary relevance of ecofeminism, deep ecology, Neopaganism, and wilderness activism. In addition to writing assignments, there will be occasional contemplative practicums, journaling exercises, and a community-based learning component. 1 credit. Spring 2009. Wallace. RELG 022B. Jewish Messiahs: From Jesus to East Jerusalem Did a false Messiah usher in the Modem era? Starting with the Jesus movement and the Bar Kochba rebellion, we’ll examine the phenomenon of the messiah in Jewish history. We will selectively study texts of Jewish mysticism, the Hasidic movement, Jewish socialism, Zionism and consider the messianic figures that animate these historical movements. As well, we’ll consider the critics of messianism, the role of the messianic, and the reclamations of Jesus, in modem Jewish thought and politics. What will the Jewish messiah do? What age will he usher in? What utopian vision do they articulate? This course will serve as an off-beat introduction to Judaism and Jewish texts. 1 credit. Not offered 2008-2009. RELG 023. Living in the Light: Quakers Past and Present This course explores Quaker history and religious ideas in America from the 17th century to the present. Topics we will study in this course include Quakers and social reform; Quakers and nature; Quakers and education, with a focus on the history of Swarthmore College; and Quaker writings about God, self, and the world. Readings will include the work of George Fox, Margaret Fell, William Penn, John Woolman, John Bartram, Lucretia Mott, Elias Hicks, Elise Boulding, and Rufus Jones. 1 credit. Fall 2008. Ross. RELG 024B. From Vodun to Voodoo: African Religions in the Old and New Worlds Is there a kindred spirituality expressed within the ceremonies, beliefs, music and movement of African religions? This course explores the dynamics of African religions throughout the Diaspora and the Atlantic world. Using text, art, film, and music, we will look at the interaction of society and religion in the black world, beginning with traditional religions in West and Central Africa, examining the impact of slavery and migration, and the dispersal of African religions throughout the Western Hemisphere. The course will focus on the varieties of religious experiences in Africa and their transformations in the Caribbean, Brazil and North America in the religions of Candomblé, Santeria, Conjure, and other New World traditions. At the end of the term, in consultation with the professor, students will create a Web-hased project in lieu of a final paper. Foreign study credit may be available. 1 credit. Not offered 2008-2009. RELG 025B. Black Women and Religion in the United States This course is an exploration of the spirituality of African American women. We will attempt to understand how social, cultural, and political forces have intersected to inform black women’s personal and collective attempts at the definition and realization of a sacred self. We will use a variety of disciplinàry perspectives and sources, including history, anthropology, theology, sociology, and literature. Major themes that we will consider are the politics of faith; womanist discourse, gender and religious empowerment, folk tradition, the religious imagination, and representations by/of black women in music and film. Course readings will include Delores Williams’S/iiens in the Wilderness; Gloria Naylor’s Mama Day; bell hooks’ breaking bread; and work by filmmakers Michelle Parkerson (Sweet Honey in the Rock), Julie Dash (Praise House), and others. No prerequisites. 1 credit. Not offered 2008-2009. RELG 028B. Religious Radicals: The Religious Socialism of Martin Luther King and the Civil Rights Movement What was Martin Luther King (MLK) thinking? We’ll read along with MLK, treading the theological paths of the civil rights movement in Christian theology (Niebuhr, Barth, and Tillich); Jewish thought (Buber and Heschel); and Gandhi. We’ll read MLK, hearing from some of his critics (Baldwin, Malcolm X, and Fanon) and explore more recent attempts by black thinkers (Cornel West, Michael Dyson, and James Cone) to recapture the radical core of King’s vision. Along with theory, we’ll consider practice, considering the role of religious communities, organizers and clergy, and “everyday” people in the success and failures of the various movements of the 1960s through today. 1 credit. Not offered 2008-2009. Religion RELG 029B. Atheism in Theory and Practice: The History, Philosophy, and Politics of Unbelief Rejecting the supernatural has a history and a tradition. Modernity and the Enlightenment have enabled skeptics to write and speak against organized religion and question the existence of a personal God. The varieties of anti-religious experiences are surprising, exciting, and provocative. In this course, we’ll explore the skeptics and radicals of early modem France, the deist democrats of America, the flowering of unbelief in 19th-century England, the rich culture of secular Judaism in Eastern Europe and Israel, and the secular political religions of the 20th century. We will read classics in this tradition: Lucien, Cicero, Hume, Spinoza, Nietzsche, Marx, Tom Paine, Freud, Emma Goldman, John Dewey, Santayana, Bertrand Russell as well as the aggressive “New Atheists” Daniel Dennett, Dawkins, Hitchens, and Sam Harris. Can God and Faith survive the critics? 1 credit. Not offered 2008-2009. RELG 030B. The Power of Images: Icons and Iconoclasts This course is a cross-cultural, comparative study of the use and critique of sacred images in biblical Judaism; Eastern Christianity; and the Hindu, Buddhist, and Jain traditions of India. Students will explore differing attitudes toward the physical embodiment of divinity, including issues of divine “presence” and “absence”; icons, aniconism, and “idolatry”; and distinctions drawn in some traditions between different types of images and different devotional attitudes toward sacred images, from Yahweh’s back and bleeding icons to Jain worship of “absent” saints. 1 credit. Not offered 2008-2009. Readings will focus on scientific and natural history treatises in dialogue with theological texts. We will explore the writings of Christian naturalists to study the linking of science and religion, and we will investigate a multiplicity of views about Christian understandings of the relationship between the human and non-human world. This class includes a community-based learning component: Students will participate in designing and teaching a mini-course on “Nature and Chester” to students in the nearby community of Chester. Readings include Aristotle (critical for understanding science in the later Middle Ages), Hildegard of Bingen, Roger Bacon, Galileo Galilei, Charles Darwin, Herman Melville, Ralph Waldo Emerson, John Muir, Graceanna Lewis, Thomas Berry, Nalini Nadkami, and Terry Tempest Williams. 1 credit. Not offered 2008-2009. RELG 048. The Summoned Self: Levinas and Ricoeur This course will ask how Paul Ricoeur and Emmanuel Levinas use philosophical and biblical texts to construe the project of selfhood in terms of being called to take responsibility for one’s neighbor. Other topics include Christian-Jewish dialogue, rabbinic exegesis, moral philosophy, political theory, and biblical hermeneutics. 1 credit. Not offered 2008-2009. RELG 031B. Religion and Literature: From the Song of Songs to the Hindu Saints A cross-cultural, comparative study of religious literatures in Jewish, Christian, Islamic, and Hindu traditions. How “secular” love poetry and poetics have both influenced and been influenced by devotional poetry in these traditions, past and present. 1 credit. Not offered 2008-2009. RELG 053. Gender, Sexuality, and the Body in Islam An exploration of sexuality, gender roles, and notions of the body within the Islamic tradition from the formative period of Islam to the present. This course will examine the historical development of gendered and patriarchal readings of Islamic legal, historical, and scriptural texts. Particular attention will be given to both the premodem and modem strategies employed by women to subvert these exclusionary forms of interpretation and to ensure more egalitarian outcomes for themselves in the public sphere. Topics discussed include female piety, marriage and divorce, motherhood, polygamy, sex and desire, honor and shame, same-sex sexuality, and the role of women in the transmission of knowledge. 1 credit. Fall 2008. al-Jamil. RELG 036. Christian Visions of Self and Nature This course is a thematic introduction to Christianity. Beginning with early Christian writings and moving historically up through the contemporary period, we will explore a wide variety of ideas about God, self, and nature. RELG 054. Power and Authority in Modern Islam This course examines some of the salient issues of concern for Muslims thinkers dining the modem period (defined for the purposes of this course as the colonial and post-colonial periods). Beginning with discussion of the Religion impact of colonialism on Islamic discourses, the course moves on to address a number of recurrent themes that have characterized Muslim engagement with modernity. Readings and/or films will include religious, political, and literary works by Muslims in variety o f cultural and linguistic settings. Topics to be discussed will include: nationalism and the rise of the modem nation-state, questions of religion and gender, the Israeli-Palestinian conflict, developments in Islam in the United States and Canada, and case studies of reformist and revivalist movements in the modem nation­ states of Iran, Iraq, Afghanistan, Pakistan, and Saudi Arabia. Special attention will be paid to contemporary Muslim responses to feminist critiques, democracy, pluralism, religious violence, extremism, and authoritarianism. 1 credit. Spring 2009. al-Jamil. RELG 055. Religious Ethics in the Modern World Abortion. Hunger. War. Poverty. Nationalism. Racism. Sexuality. How do Christians and Jews wrestle with these moral issues? What is the role of religious ethics in a modem democracy? This course covers the debates raging within contemporary Christian and Jewish communities, from the pulpits to the streets. We’ll examine the rich traditions of Christian and Jewish moral reasoning and consider how “moral values” are used and abused in our current “culture wars.” 1 credit. Not offered 2008-2009. RELG 057. Hebrew for Text Study I (Cross-listed as LING 007) In this course, you will learn the grammar and vocabulary required to experience the Hebrew Bible and ancient Hebrew commentaries in the original language. You will learn to use dictionaries, concordances, and translations to investigate word roots and to authenticate interpretations of the texts. In addition to teaching basic language skills, this course offers students the opportunity for direct encounter with primary biblical, rabbinic, and Jewish liturgical sources. No experience necessary. If you already have some Hebrew competence, contact the instructor for advice. Hebrew for Text Study II will be offered in spring 2008. It is recommended, but not required, that you plan to take both courses. 1 credit. Fall 2008. Plotkin. RELG 059. Hebrew for Text Study II (Cross-listed as LING 010) This course is a continuation of Hebrew for Text Study I. Students who have not completed that course will require the permission of the instructor to enroll in this course. This set of courses teaches the grammar and vocabulary required to experience the Hebrew Bible and ancient Hebrew commentaries in the original language. You will learn to use dictionaries, concordances, and translations to investigate word roots and to authenticate interpretations of the texts. In addition to teaching basic language skills, this course offers students the opportunity for direct encounter with primary biblical, rabbinic, and Jewish liturgical sources. 1 credit. Spring 2009. Plotkin. RELG 061. Liberation Theology: The Praxis of Radical Christianity The critical sermons of Jeremiah Wright are part of a tradition of radical theological reflection that emerged in Latin America called liberation theology. Emerging out of the concrete struggles of the poor, and using Marxism as a lens, liberation theology initiated new trends in Christian thought: feminist, queer, Palestinian, Asian, South African and so forth. In this course we’ll review the history of this radicalized Christianity, reading the Bible with “Third World eyes” while exploring the impact of religion and theology on radical politics. We will read classics by Gustavo Gutierrez, James Cone, Rosemary Ruether, Paul Farmer and others. 1 credit. Fall 2008. Ratzman. RELG 064. Prophetic Judaism: Challenges to Power from Amos to postZionism What does Judaism have to do with politics? In this course, we will do an intensive reading of the prophets in their historical setting, emphasizing their moral critique of the state, society and empire. The prophetic tradition continues in the establishment and interpretation of Christianity, in 19th-century Biblical criticism, and in recent Jewish politics. This course will survey the relationship of Jewish communities to medieval Christendom, to Jewish-Christian dialogue, to Zionism and to African-American religious traditions. Readings will include Abraham Joshua Heschel, Michael Walzer and others. 1 credit. Spring 2009. Ratzman. Religion RELG 069, Religious Existentialism: Alienation in the Jewish and Christian Traditions “I have become a question to myself.” With this the African St. Augustine begins the adventure of the self alienated from a hostile world. In this course, we’U answer Augustine’s question by reading unforgettable Jewish and Christian works on the drama of selfhood, the meaning of existence, the nature of being human, radical responsibility and what God has to do with it all. This course will attend to the Russian, feminist, and African-American currents in existentialism. Readings include Augustine, Pascal, Kierkegaard, Dostoevsky, Heidegger, Tillich, Levinas, Buber, Weil, Iris Murdoch, Cornel West and others. 2 credits. Spring 2009. Ratzman. RELG 093. Directed Reading 1 credit. Staff. RELG 095. Religion Café: Senior Symposium A weekly symposium for all senior majors on seminal themes, theories, and methods in the comparative, cross-cultural study of religion. This course will argue for the inherently multidisciplinary nature of religious studies by examining various approaches to the phenomenon of religion, from psychoanalysis and poststructuralist theory to anthropology, literature, philosophy, and social history. Themes include religion, violence, and the sacred; ritual, symbol, and pilgrimage; purity and pollution; religious experience, gender, and embodiment; civil religion, orientalism, colonialism, and power. Interpreters may include Mircea Eliade, Victor Turner, René Girard, Mary Douglas, Mikhail Bakhtin, Martin Buber, Jacques Derrida, and Michel Foucault. 1 credit. Fall 2008. al-Jamil. RELG 096. Thesis 1 credit. Writing course. Staff. Seminars RELG 100. Holy War, Martyrdom, and Suicide in Christianity, Judaism, and Islam An examination of the concepts of martyrdom, holy war, and suicide in Islam, Christianity, and Judaism. How are “just” war, suicide, martyrdom presented in the sacred texts of these three traditions? How are the different perspectives related to conceptions o f death and the afterlife within each tradition? Historically, how have these three traditions idealized and/or valorized the martyr and/or the “just” warrior? In what ways have modem post-colonial political groups and nationalist movements appropriated martyrdom and holy war in our time? 2 credits. Spring 2009. al-Jamil. RELG 101. Jesus in History, Literature, and Theology This seminar explores depictions of Jesus in narrative, history, theology, and popular culture. We consider Jesus as historical figure, trickster, mother, healer, suffering savior, visionary, embodiment o f the Divine, lover, victorious warrior, political liberator, and prophet. 2 credits. Spring 2009. Ross. RELG 102. Folk and Popular Religion This seminar investigates the cultural complexity of the American religious experience through the lens of folk and popular traditions. We will utilize historical, anthropological, and literary approaches to explore folk Catholicism in the United States, local religious celebrations, 19th- and 20thcentury popular movements, and folk art and other material representations of religion. Topics include serpent handling in Appalachia; American consumerism as religion; heterodox spiritualities in America; Marian shrines and spirit apparitions; and black Gods and racial folk religions. 2 credits. Not offered 2008-2009. RELG 103. Women in Dark Times: Philosophical Radicals and Religious Visionaries of the 20th Century The disasters of the 20th century have produced the richest theological, ethical, and philosophical literature of the West. With the entrance of women into the traditionally male spheres of philosophy and theology, the confluence of religious thought and philosophical reflection takes on an exciting dimension as these pioneers crossed boundaries between religions (as converts), nations (as refugees), and disciplines (as academics). Beginning with interwar Europe, we’ll study in depth the towering figures and some neglected geniuses wrestling with the phenomena of total war and inner peace, God and godlessness, the tragic and the good, virtue theory and legal theory, evil and altruism, love and justice. We will focus on the work of Simone Weil, Religion Elizabeth Anscombe, Iris Murdoch, Hannah Arendt, St. Edith Stein, and Gillian Rose. 2 credits. Not offered 2008-2009. means to be a moral person, and the religious evaluation of a just society. 2 credits. Not offered 2008-2009. RELG 108. Poets, Saints, and Storytellers: The Poetry and Poetics of Devotion in South Asian Religions A study of the major forms of Hindu religious culture through the lenses of its varied regional and pan-regional literatures, with a focus on the literature of devotion (bhakti), including comparative readings from Buddhist and Islamic traditions of India. The course will focus on both primary texts in translation (religious poetry and prose narratives in epic and medieval Sanskrit, Tamil, Kannada, Bengali, Hindi, Pali, Sinhala, Sindhi, and Urdu) as well as pertinent secondary literature on the poetry and poetics of religious devotion. We will also pay close attention to specific literary forms, genres, and regional styles, as well as the performance (music and dance) and hagiographical traditions that frame the poems of Hindu saint-poets, Buddhist monks, and Muslim mystics. Along with a chronological and geographical focus, the seminar will be organized around major themes such as popular/vemacular and “elite” traditions; the performance and ritual contexts of religious poetry; the place of the body in religious emotion; love, karma, caste, and family identity; asceticism and eroticism; gender and power; renunciation and family obligations. 2 credits. Not offered 2008-2009. RELG 112. Postmodern Religious Thought This seminar asks whether religious belief is possible in the absence of a “transcendental signified.” Topics include metaphysics and theology, the death of God, female divinity, apophatic mysticism and deconstruction, ethics without foundations, the question of God beyond Being, and analogues to notions of truth in ancient Buddhist thought. Readings include Eckhart, Kierkegaard, Nietzsche, Wittgenstein, Derrida, Nagatjuna, Nishitani, Ricoeur, Marion, Rorty. Loy, Taylor, Panikkar and Vattimo. 2 credits. Fall 2008. Wallace. RELG 109. Afro-Atlantic Religions This seminar explores the historical experiences of the millions of persons who worship African divinities in the West. We will consider the following questions: How were these religions and their communities created? How have they survived? How are African-based traditions perpetuated through ritual, song, dance, drumming, and healing practices? Special attention will be given to Yoruba religion and its New World offspring, Santeria, Voodoo and Candomble. 2 credits. Fall 2008. Chireau. RELG 110. Religious Belief and Moral Action The seminar will explore the relationship between religion and morality. Basic moral concepts in Buddhism, Christianity, Judaism, Taoism, Islam and Hinduism will be studied in relationship to their cosmological/theological frameworks and their historical contexts. The course will analyze concepts of virtue and moral reasoning, the religious view o f what it RELG 114. Love and Religion An exploration of the concept of “love” in selected Western, Near-Eastern, and Indian traditions. The uses of love and sexuality, the body and the passions, in religious discourse to describe the relationship between the human and divine. Sources range from Plato and the Troubadours to Angela of Foligno and from Bengali devotional poetry to notions of “love” in a Tamil family. Major theoretical questions—the culture construction of emotions, the erotic life, the body, and religion—will be derived from Nussbaum, Biale, Bynum, Ramanujan, and Trawick. 2 credits. Fall 2008. Hopkins. RELG 119. Islamic Law and Society A survey of the history of Islamic law and its developments, with particular attention to the ways in Islamic legal principles were formed, organized, operated in practice, and changed over time. It will focus on issues in Islamic legal theory, methodology, constitutional law, personal law, and family law that have had the greatest relevance to our contemporary world. This course functions as both a basic introduction to the Islamic legal system in its pre-modem and contemporary forms. The course will also provide comparative discussion of the contrasts between Islamic legal theory and positive law and European and American legal and constitutional thought. 2 credits. Not offered 2008-2009. RELG 124. Spirit in Ashes: The Holocaust in Religious and Ethical Perspectives This seminar is an intensive survey of historical, religious, and ethical subjects relating to the Holocaust. We will examine Religion Jewish and Christian culture, theology, and institutions before and after the Holocaust. We will explore contested issues of rescue, problems of evil and altruism, martyrdom and responsibility. We will encounter Nazi religion, Zionist resistance, Christian theology, and Jewish renewal. We will read indispensable works by Hannah Arendt, Primo Levi, George Mosse, Paul Celan, Dietrich Bonhoeffer and others. 2 credits. Prerequisites: Relevant coursework in History or permission of instructor. Spring 2009. Ratzman. RELG 126A. The Poetry and Prophesies of William Blake This course focuses on the lyric poems, extended epic cycles, and illuminated books of one of the most unique poets in English literature, William Blake (1757-1827). We will do a close reading of the poetry and images of the major works of Blake, with the help of textcritical, theoretical and historical perspectives, views of the body, innocence, experience, sexuality, the “margins” of literature; selfhood, self-giving, and “the gift of death” in the late prophetic books. Along with published books of the designs and extended commentaries on the illuminated books by David Erdman, images, bibliographies, and other resources from the on­ line “Blake Archive” of Eaves and Viscomi will be used for “close reading” of Blake’s illuminated hooks and visionary designs. 2 credits. Not offered 2008-2009. RELG 199. Senior Honors Study 0.5 credit. Staff. Sociology and Anthropology JOY CHARLTON, Professor* 4 MIGUEL DÍAZ-BARRIGA, Professor« MICHAEL L. MULLAN, Professor BRAULIO MUÑOZ, Professor STEVEN I PIKER, Professor ROBIN E. WAGNER-PACIFICI, Professor, Acting Chair FARHA N. GHANNAM, Associate Professor SARAH WILLIE-LeBRETON, Associate Professor« MICHAEL REAY, Assistant Professor LEE A. SMITHEY, Assistant Professor MIMI SHELLER, Visiting Associate Professor6 IVAR NIKLAS HULTIN, Visiting Assistant Professor ROSE MAIO, Administrative Coordinator 3Absent on leave, 2008-2009. 4Absent on administrative leave, 2008-2009. 4 Spring 2009. The Sociology and Anthropology Department provides students with intellectual tools for understanding contemporary social issues, such as globalization, nationalism, race relations, human rights, and the complex layering of social inequalities in everyday life. The department attracts students who seek knowledge about societies of the world and the opportunity to conduct independent projects based on primary research and fieldwork. Courses cover social theory, the microtechnologies of social change, the symbolic aspects of culture, and the historical development of the disciplines. Methodology courses both generate a firm understanding of research design and explore the social dynamics behind the production of texts and visual representations. These intellectual foundations are brought to bear, in turn, in the study of social institutions such as religion and the workplace and geographical areas such as the Middle East, Latin America, Europe, Asia, Africa, and the United States. Because of its strong cross-cultural and transnational orientations, the department encourages students to study abroad. For many, foreign study provides a basis for their senior thesis project (see the department’s Web site at www.swarthmore.edu/socanth for a listing of students’ projects). The senior thesis project allows students to develop their research interests through working directly with a faculty member. This combination of breadth of knowledge, global understanding, and independent research make sociology and anthropology an ideal liberal arts major. Sociology and Anthropology, and a 2-credit Senior Thesis. Exemplary Studies in Sociology and Anthropology This class introduces students to important studies in sociology and anthropology that are methodologically and theoretically self­ reflexive and illuminate contemporary social issues. The optimal time to take this class is the fall of the sophomore year. Senior Thesis The 2-credit senior thesis requirement, normally completed in the fall and spring semesters of the senior year, includes the Thesis Writers Masters Class and a thesis tutorial in which the student works closely with a faculty adviser. Highly Recommended Coursework The department strongly recommends that students complete one mid-level theory and one mid-level methodology course as part of their major. Mid-level Theory and Methods Recommendations Requirements After being introduced to key methods and theories in Exemplary Studies in Sociology and Anthropology, it is strongly recommended that students take at least one class in each of the following categories: • Theory courses include but are not limited to Modem Social Theory; Critical Social Theory; Human Rights and Social Theory; Political Sociology; and Social Inequality. • Method courses include but are not limited to the following: Methods of Social Exploration, Discourse Analysis, Visual Ethnography, and several courses to be announced. Majors are required to take eight units of work in the department; of the eight, three are required. Required courses include the introductory course, Exemplary Studies in Applying for the Major Applicants for the major normally have completed at least two courses in the department, ideally one of the courses being Sociology and Anthropology Exemplary Studies. Courses numbered SOAN 001 to 020 serve as points of entry for students wishing to begin work in the department and normally serve as prerequisites to higher-level work in the department (SOAN 021-099). (Some higher courses may, however, with permission of the instructor, be taken without prerequisite.) Seminars are numbered SOAN 100 to 199. For current seminar listings, consult the Web site at www.swarthmore.edu/socanth, or contact the department administrative coordinator. Honors Major and Minor Candidates for an honors major in sociology and anthropology must complete three honors preparations, one of which must be SOAN 180: Thesis. The other two preparations may be a seminar or, with permission, course plus attachment, paired upper-level courses, or foreign study. Minors in the Honors Program must complete only one preparation, although they must take additional elective work to ensure a proper content for this preparation. Minors must take at least two courses in the department outside of their honors preparation. One of these courses must be Exemplary Studies in Sociology and Anthropology. Certification for Secondary School Teaching Sociology and anthropology majors can complete the requirements for teacher certification through a program approved by the state of Pennsylvania. Sociology and anthropology majors are eligible for social science certification. Students contemplating teacher certification would normally schedule their program in a semester that does not conflict with their senior thesis. Such programs should be developed in close consultation with advisers in the Educational Studies Department. For further information about the relevant set of requirements, contact the educational studies chair, the Sociology and Anthropology Department chair, or the Educational Studies Department Web site at www.swarthmore.edu/ educationalstudies.xml. Courses SOAN 002B. Cultural Borderlands This course focuses on the anthropology and sociology of gender, ethnic, and class relations in the United States. The course emphasizes current discussions of inequality and multiculturalism as well as case studies, including Chicana feminism, working-class sexuality, and gendered “back talking.” The course is designed to introduce the student to the basic concepts of both anthropology and cultural studies for understanding cultural “borderlands” in the United States. 1 credit. Not offered 2008-2009. SOAN 002C. Introduction to Latinos in the United States The course is an introduction to anthropological, sociological, and literary writing on Mexican American culture. The course focuses on ethnic identity, covering such topics as border ballads and folklore, inner-city life, and Chicana feminism. Authors studied in the course include Cisneros, Garza, Limon, Moraga, Paredes, Rodriguez, and Rosaldo. This course may be counted toward a minor in Latin American studies. 1 credit. Not offered 2008—2009. SOAN 003D. First-Year Seminar: International Human Right/Local Culture The global spread of human rights has raised a complex set of issues concerning how human rights interact with local cultures, including What are rights, and are they culture specific? What happens when cultural and religious norms contradict notions of universal human rights? Are some rights more important than other rights—can, for example, political rights be ignored if it would help socioeconomic development? This course is an introduction to international human rights from the vantage point of anthropology and sociology. We will examine these and other questions through specific human rights issues (civil right’s, torture, women’s rights, the right to development, and others) in different parts of the world. Readings are primarily drawn from sociology and anthropology, but the course will also introduce students to die relevant legal literature, conventions, and jurisprudence to see how human rights lawyers themselves grapple with cultural differences. 1 credit. Fall 2008. Hultin. SOAN 003E. First-Year Seminar: Anthropology of Africa Using ethnographic texts, film, and fiction, this seminar is an introduction to the sociocultural complexity and diversity of Africa today. Our focus will be on informal and formal political processes, gender roles, aesthetics of power, religious beliefs, popular culture, and the impact of globalization. Case studies will be drawn from Kenya, Cameroon, South Africa, and other countries. We will examine how “traditional” African beliefs, practices, and forms of social organization help shape how African societies cope with global issues, including environmental degradation, Sociology and Anthropology urbanization, science and technology, human rights, and HIV/AIDS. 1 credit. Not offered 2008-2009. SOAN 004B. First-Year Seminar: Introduction to Contemporary Social Thought A general introduction to major theoretical developments in the study of social life since the 19th century. Selected readings will be drawn from the work of such modem social theorists as Marx, Weber, Durkheim, Freud, and Simmel. Readings from contemporary authors such as Geertz, Goffman, Adorno, and Arendt will also be included. These developments will be studied against the background of the sociophilosophical climate of the 19th century. 1 credit. Fall 2008. Mufioz. SOAN 005B. First-Year Seminar: Religion in Lives and Culture Religion is universal to human cultures; and, everywhere, religiousness suffuses lives and communities and history. This seminar looks at religion as it is experienced by looking at case materials drawn from several cultures (nonWestem, Western, modem America; nonliterate as well as modem) as well as interpretations of religious case materials. The biographical, social, and psychological contexts of religion are emphasized, as are both cultural psychological perspectives on religion. The dynamics of religious change are explored, particularly with reference to contemporary Theravada Buddhist Southeast Asia and the modem United States. This seminar will have a fieldwork component. Writing course. 1 credit. Not offered 2008-2009. SOAN 005C. First-Year Seminar: Learning Cultures This course enables students to use fieldwork to learn about how cultures work at the most local, human level (i.e., in the context of routine, everyday social encounters and activities) and what these mean to natives. The topical focus of the course will be gender definitions because everywhere these are of fundamental importance to local life. The work o f the course will prominently feature the direct study of gender, mainly through observations, in local life situations, toward the production of field reports, which will be reviewed and discussed by the class as a whole. Films will be used as cultural documents. 1 credit. Not offered 2008-2009. SOAN 005D. Psychological Anthropology The relationship between the individual and his or her culture is psychologically mediated. This course explores this relationship through treatment of the following topics or issues: (1) socialization, or the transmission of culture from generation to generation; (2) the psychology of meaningfulness, with special reference to gender definitions and within this, to misogyny; and (3) evolutionary perspectives on human nature and cultural elaboration of the same. Writing course. 1 credit. Not offered 2008-2009. SOAN 005E. First-Year Seminar: Evolutionary Perspectives on Human Nature and Culture This seminar supposes that the human species is an evolved species, as such coordinate with all other species. From this, it follows that everything about us—including culturally elaborated human behavior—is in some sense a function, or an expression, o f our evolved biological natures. How does our shared, evolved, biologically grounded species nature find expression in the great diversity of human life ways from time to time and place to place? Since Darwin, students of humankind (including Darwin) have been interested in this question. Just in the past two or three decades, some significant progress has, finally, been made with it. This seminar looks at the fruits of this progress by consulting work done in a number of fields, e.g., anthropology, biology (and especially evolution science), primatology, psychology, and linguistics. What emerges is a scientifically informed-if partial-conception of human nature which integrates our evolved biology with cultural diversity and the symbolic processes which enable open ended human creativity. Writing course. 1 credit. Fall 2008. Piker. SOAN 006B. Symbols and Society This course examines the ways in which we orient ourselves in a world of constant and contradictory symbols. National symbols, ideological symbols, status symbols, and others will be analyzed with the approaches of sociologists, semioticians, and anthropologists. 1 credit. Not offered 2008-2009. SOAN 006C. First-Year Seminar: Forest of Symbols This course takes its title from the anthropological work of Victor Turner, The Sociology and Anthropology Forest o f Symbols. Turner and other interpreters of social life have stressed the importance of symbols in constructing our understanding of both the social and the natural world and in assisting their transformations. As such, the focus will be on readings that highlight the relation between culture and nature, including symbolic contestations over forests, water, islands, gardens, political territories, natural places, and ecological values. This course may be counted toward a minor in environmental studies. 1 credit. Spring 2009. Shelter. SOAN 007B. Introduction to Race and Ethnicity in the United States This course uses classic ethnographies, current race theory, and journalistic accounts to examine the experiences of selected ethnic groups in the United States and to investigate theories of racism, the meaning of race and ethnicity in the 20th century, and contemporary racialized public debates over affirmative action, welfare, and English-only policies. This course may be counted toward a minor in black studies. 1 credit. Not offered 2008-2009. SOAN 007C. Sociology Through African American Women’s Writing Interrogating the explicit and implicit claims that black women writers make in relation to work by social scientists, we will read texts closely for literary appreciation, sociological significance, and personal relevance, examining especially issues that revolve around race, gender, and class. Of special interest will be where authors position their characters vis-à-vis white supremacy, patriarchy, capitalism, and the United States. This course may be counted toward a minor in black studies and a minor in gender and sexuality studies. 1 credit. Not offered 2008-2009. SOAN 008F. Technology and Humanity It sometimes seems as if science and technology tend to replace communal understanding and human relationships. Historical and social scientific investigations suggest this is an illusion however; technology has always been shaped by and embedded in personal connections, group struggles, and cultural understandings. The real danger in fact lies in letting false impressions of technological dominance create unnecessary inequality and oppression. The class will explore this topic using examples such as the development of modem industry, the construction of railroads, the risks of nuclear catastrophe, the digital divide, and the development of online identities. 1 credit. Fall 2008. Reay. SOAN 009C. Cultures of the Middle East Looking at ethnographic texts, films, and literature from different parts of the region, this class examines the complexity and richness of culture and life in the Middle East. The topics we will cover include orientalism, colonization, gender, ethnicity, tribalism, nationalism, migration, nomadism, and religious beliefs. We will also analyze the local, national, and global forces that are reshaping daily practices and cultural identities in various Middle Eastern countries. Writing course. 1 credit. Fall 2008. Ghannam. SOAN 010C. The Social Development of Sport The course is designed as an introduction to the subfield of sport sociology. The primary focus of the course will rest on the developmental history of the institution o f Western sport and the principal analytical frameworks constructed to explain its origins. Although the historical and theoretical material is centered on European developments, contemporary issues and debates on the relationship of gender, race, and ethnicity to sport will concentrate on American society. Readings will be drawn from the work of sociologists and historians working directly in sport studies. 1 credit. Not offered 2008-2009. SOAN 010E. Statistical Methods (See STAT O il) 1 credit. Each semester. Fall 2008. A. Johnson, Wang. Spring 2009. Everson. SOAN 01 OH. The Tribal Identity of Sport: Nationalism, Ethnicity, and the Rise of Sport in the Modern Era This course focuses on the development of modem sport of multiple levels of analysis. First, it is a primer on the descriptive facts of sport development in the late 19th and early 20th centuries and the social theory employed to study it. Second, it is more detailed at the connections between nationalism and sport, the nexus of national, communal association with sporting achievement as a social mechanism in the construction of group identity. 1 credit. Not offered 2008-2009. Sociology and Anthropology SOAN 010J. War, Sport, and the Construction of Masculine Identity The course will concentrate on the themes of sport and war and the historical construction of male identity. Our culturally endorsed ideals of manhood are related to tests of skill and physical exertion. The influence of the sport/warrior ethic on modem sensibilities will take us to 19th-century England and the United States as these nations grappled with the meaning of sport and war as markers of the adult male. Contemporary works that challenge stock impressions of masculinity will be read. 1 credit. Spring 2009. SOAN 010M. Food, Bodies, and Power Food and eating are fundamental to cultural processes of sociability, identity-formation, distinction, and estrangement. This course will examine regional and global cultures of food production and consumption (including growing, processing, distributing, cooking, restaurants, dieting, health issues and new biotechnologies) to consider how foods get incorporated into bodies and cultures. The course has four sections: (1) sociological and anthropological perspectives on food, including classic texts by Douglas and Bourdieu, feminist theorists of food and diet, and theorists of consumption; (2) histories of global food and plantation systems, including how foods have moved around the world and how global systems have contributed to drought and famine; (3) cultural encounters in global food cultures, focusing on multicultural cuisine and “eating the other”; and (4) social movements and food futures, including forms of ethical eating, health movements, and fair trade. The course employs a multidisciplinary approach that spans anthropology, history, geography, sociology, feminist theory, and cultural studies. 1 credit. Not offered 2008-2009. SOAN 010P. Race and Ethnicity In the United States This course uses classic ethnographies, historical studies of racial formation, current race theory, and journalistic accounts to examine the social construction of racial and ethnic categories in the United States and their ongoing salience today. We will investigate theories of racism, the meaning of race and ethnicity from the 19th to the 21st century, and contemporary racialized public debates over affirmative action, immigration, and citizenship. This course may be counted toward a minor in black studies. 1 credit. Spring 2009. Sheller. SOAN 012M. Exemplary Studies How do sociologists approach social structures, organizational systems, and dynamics between groups? How do anthropologists study cultural meanings, daily practices, and social identities? What are the methods and theories that sociologists and anthropologists utilize to understand our contemporary society and other cultures? These are some of the questions that our class will explore through looking at studies in anthropology and sociology that are methodologically and theoretically distinguished and self-reflexive. Our purpose will be to capture the productive aspects of the methods and theoretical framings used in these studies. We will also seek to appreciate how sociological and anthropological concepts, research methods, and writing styles have changed and shifted over time. 1 credit. Fall 2008. Ghannam, Wagner-Pacifici. SOAN 020B. Urban Education (See EDUC 068) 1 credit. Spring 2009. Jones-Walker. SOAN 020H. Dance and Diaspora (See DANC 025) Writing course. 1 credit. Spring 2009. Chakravorty. SOAN 022B. Cultural Representations The course looks at models used by anthropologist/sociologists to analyze culture. Readings for the course will focus on symbolic analysis, practice and meaning, experimental ethnography, structuralism, and postmodernism. Most readings center on current debate in theories about culture. This course may be counted toward a minor in interpretation theory. 1 credit. Not offered 2008-2009. SOAN 022C. Visual Anthropology Visual anthropology looks at visual communication both as a tool for academic work and the object of anthropological study. In this course, we look at the processes and politics of representation, focusing on the use of film and photography both “within” cultures and by anthropologists/sociologists to convey the complexities of cultural practices. Among the issues covered in the class are the relationship of documentary realism to ethnographic film, the emergence of indigenous media, and debate over “postmodern” forms of Sociology and Anthropology representation. (Note: Unlike SOAN 121, this class does not have a production component.) 11 credit. Not offered 2008-2009. SOAN 022D. Latin American Urbanization This course is designed as an introduction to problems and issues related to Latin America urbanization. It provides an overview of the processes behind the urbanization of Latin America and explores housing policy options. Members of the class will be introduced to concepts such as dependency, underdevelopment, the informal sector, marginality, the culture of poverty, self­ construction, and self-help. The role of the informal sector in urban development, housing, and the dependent economy is a particular focus. This course may be counted toward a minor in Latin American studies. 1 credit. Not offered 2008-2009. SOAN 022G. Social Movements in Latin America During the last 50 years, a number o f social movements have emerged in Latin America, including urban, women’s, indigenous, and ecological. These movements have arisen, in some cases, as a result of the emergence of new social and political perspectives, such as liberation theology. In other cases, they have formed as reactions to inequality and crises in development, such as massive urbanization and the impact of neoliberal economic policies. This class explores the range of social movements by focusing on their attempts to articulate new visions of society and culture. The aim of the class is to understand the heterogeneity of social movements in Latin America and understand how Latin Americans have conceptualized their meaning and impact. This course may be counted toward a minor in Latin American studies and a minor in peace and conflict studies. 1 credit. Not offered 2008-2009. SOAN 023B. Political and Legal Anthropology This course examines the interactions between legal and political processes, social and cultural norms, and the plurality of authorities in contemporary societies. One such political formation, the State, is nearly omnipresent in today’s world, but it is a formation with its own history and culture. Taking the idea of “the State” as a fulcrum around which questions on the intersection of politics, law, and culture revolve, we will examine a series of issues concerning the formal and informal political and legal processes in contemporary societies and what States actually do when they govern. Recurring themes include the organization of authority (or authorities), the role o f law in solving conflict, ways of resistance and avoiding authority, and the structure o f domains of political activity beyond the nation-state— ranging from the public sphere to ethnic diasporas and “supra-states” such as the European Union. 1 credit. Not offered 2008-2009. SOAN 024B. Latin American Society and Culture An introduction to the relationship between culture and society in Latin America. Recent and historical works in social research, literature, philosophy, and theology will be examined. This course may be counted toward a minor in Latin American studies. 1 credit. Not offered 2008-2009. SOAN 024C. Latin American Society Through Its Novel From an interdisciplinary framework, we will explore the relationship between society and its representation in the Latin America novel. The course will also help us understand the links between fiction and reality, and the role of literature as a form of cognition. Selected works by Carlos Fuentes, Mario Vargas Llosa, Gabriel García Márquez, Isabel Allende, Luisa Valenzuela, Jose Maria Arguedas and others. Readings, assignments, and open-dialogue class are in English. No prior knowledge of Spanish necessary. This course may be counted toward a minor in Latin American studies. 1 credit. Spring 2009. SOAN 024D. Topics in Social Theory This course deals with Kant’s and Hegel’s social philosophy insofar as it influenced the development of modem social theory. Works by Marx, Weber, Durkheim, Freud, and critical theorists, neo-conservatives, and postmodernists will also be discussed. 1 credit. Not offered 2008-2009. SOAN 025B. Transforming Intractable Conflict This course will address the sociology of allegedly intractable identity conflicts in deeply divided societies and their potential transformation toward peace. Northern Ireland will serve as the primary case study, and the course outline will include the history of the conflict, the peace process, and grassroots conflict transformation initiatives. Special attention will be given to the cultural underpinnings of division, such as sectarianism Sociology and Anthropology and collective identity, and their expression through symbols, language, and collective actions, such as parades and commemorations. This course may be counted toward a minor in peace and conflict studies. 1 credit. Spring 2009. Smithey. SOAN 026B. Discourse Analysis (Cross-listed as LING 024) We are what we speak—or largely so. This is the premise of “discourse analysis.” This course will concentrate on language in a variety of social contexts: conversations, media reports, and legal settings. We will analyze these speech and writing interventions via the tools of sociolinguistics, ethnomethodology, critical legal studies, and discourse analysis. The essential issue of the course can be boiled down to the question: Who gets to say what to whom? This course may be counted toward a minor in interpretation theory. 1 credit. Not offered 2008-2009. SOAN 026C. Power, Authority, and Conflict This course analyzes the way in which power emerges, circulates, and is augmented and resisted in diverse political contexts. Historical and contemporary cases are interrogated with the theoretical frameworks o f Marx, Weber, Patterson, Arendt, Parsons, and Foucault. Issues include the question of state autonomy, political legitimacy, and the role of violence in politics. This course may be counted toward minors in interpretation theory and peace and conflict studies. 1 credit. Not offered 2008-2009. SOAN 026D. Mapping the Modern (See ENGL 073A) 1 credit. Not offered 2008-2009. SOAN 027B. The Constitution of Knowledge in Modern Society ' This course takes classic sociology of knowledge texts as a starting place for an interrogation and discussion of how knowledge is constructed in this culture. Additional texts will be drawn from gender and sexuality studies, black studies, and media studies as we examine the powerful ways that knowledge can be and is differently constructed within our own culture as well as the ways that some kinds of knowledge seem to be categorically intractable across time and space. Prerequisite: A course in theory, sociology/anthropology, literature, or philosophy. 1 credit. Not offered 2008-2009. SOAN 027C. Classical Theory Through the works of Marx, Weber, Durkheim, Simmel, DuBois, and Freud, the recurrent and foundational themes of late 19th- and early 20th-century social theory will be examined: capitalism, class conflict and solidarity, alienation and loneliness, social disorganization and community, and secularization and new forms of religiosity. I credit. Not offered 2008-2009. SOAN 028D. Deviance The first part of this course introduces some basic theories of why norms arise and why some people may go against them, or be labeled as doing so. It emphasizes the fact that standards of normality and deviance always involve issues of group membership, political power, and unequal opportunity. The second part looks at the special case of crime in the U.S., covering explanations focused on biology, family history, group association, physical environment, community disorganization, and life course patterns, illustrating once again the central role of power, and in this case racial inequality. The third part of the course applies the same theories to non-criminal subgroups and cultural resistance, with examples from sex/sexuality/gender, youth and music, non­ orthodox religion, and extremist politics. 1 credit. Fall 2008. Reay. SOAN 028E. Methods of Social Exploration Social phenomena aren’t made up of a bunch of transparent facts open to all; they have to be explored using particular methods and technologies. None of these methods are wholly objective, reliable, or comprehensive, and none o f them are as easy as you might think. This is mainly because evidence of social activity can only be obtained by way of further social activity, such as talking and reading, becoming involved in people’s lives, going to archives, and interacting with other powerful organizations. This course discusses these issues and covers a wide range of different methods of social exploration, including; archival and oral history; interviews; participant observation; analysis of interactions, conversations, texts, and media images; use of audio and video recording; sample surveys and questionnaires; government and academic databases; Geographic Information Systems, and network mapping. With all of these options at their fingertips researchers can hopefully use Sociology and Anthropology the combinations most suited to getting at what interests them, as well as better understand, critique, and make use of relevant past research. 1 credit. Spring 2009. Reay. SOAN 029B. Ethnography: Theory and Practice This class maps anthropological theories and methods through reading and critically analyzing the discipline’s flagship genre, ethnography. We work historically by reading classical texts that exemplify different approaches (such as functionalism, structuralism, symbolic anthropology, and reflexive anthropology) used to analyze culture and social structure. We address questions such as: How did Malinowski understand ethnography? How does this understanding compare to more recent views of anthropologists such as Geertz? How did the meaning of fieldwork change over time? We pay special attention to the politics of representation and the anthropologists’ continuous struggle to find new ways to write about culture. Writing course. 1 credit. Not offered 2008-2009. SOAN 033C. Political Cultures of Africa This course examines the diversity of political and para-political expressions and institutions in contemporary sub-Saharan Africa, paying particular attention to how these are rooted in the everyday life and cultures of the region. Using case studies drawn from across the continent, including such diverse locales as Nigeria, South Africa, the Democratic Republic of Congo, and Somalia, we will examine the role of religious institutions and beliefs ranging from Islam to “witchcraft” in African political cultures; the continued vibrancy of “traditional” forms of authority; how Africans cope with state-directed political violence or the near­ absence of the state; the effects and meanings of crime, illegality, and corruption; the importance of international development agencies in structuring African political cultures; and other topics. Readings will be drawn primarily from anthropology and related social sciences (political science and sociology), and we will also make use of films and fiction. 1 credit. Not offered 2008-2009. SOAN 033E. Histories and Theories of Culture Its current prominence notwithstanding, the concept of culture has a fairly short history as it evolved in tandem with the rise of anthropology as an academic discipline in the late 19th century. Through an examination of this development, this course introduces a range of approaches to the meaning and development of “culture” in human society. The first part of the course examines the theoretical positions of early (roughly pre-1950s) anthropology (e.g. cultural relativism, evolution, and structuralfunctionalism) and their precedents in 19thcentury history and social theory. The second part o f the course considers the challenges to these approaches from a variety of perspectives (e.g. world systems theory, postmodernism, sociobiology). The third and final part of the semester focuses on recent anthropological approaches that understand “culture” as fundamentally contested and negotiated and anthropology itself as a reflexive practice. The goal is thus not simply to review the disciplinary history of anthropology and related fields, but to assess the presuppositions and consequences of different ways of considering the meaning of culture both as a subject of academic inquiry and as a real-world phenomenon that has been used to justify genocide, segregationist policies, and other social ills. Pending writing course approval. 1 credit. Spring 2009. Hultin. SOAN 035B. Nonviolent Social Movements This course will address the sociological literature on social movements and will cover their emergence and maintenance and other critical questions such as why people participate. We will also take a strategic perspective and investigate movements that employ nonviolent tactics and methods. We will explore the power in social relations upon which collective nonviolent action capitalizes and the effects of strategic choices within movements. Case studies may include but are not limited to the U.S. civil rights movement, the Soviet bloc revolutions, People Power in the Philippines, the Peace People in Northern Ireland, and the Indian Freedom movement. This course may be counted toward a minor in peace and conflict studies. 1 credit. Not offered 2008-2009. SOAN 035C. Social Movements and Strategic Action Social Movements and Strategic Action will address the sociological literature on social movements, including their emergence and maintenance. Why do people participate? We will also take a strategic perspective and investigate movements that employ various tactics and methods. We will emphasize the power in social relations upon which collective nonviolent action capitalizes and the effects of strategic choices within movements. Case Sociology and Anthropology studies might include the U.S. civil rights movement, the Soviet bloc revolutions, People Power in the Philippines, and the Zapatistas, among others. 1 credit. Fall 2008. Smithey. SOAN 035D. Medical Aspects of Human Adaptation Alas, this imperfect world that we inhabit persists in visiting diseases upon us. This course examines this enduring and distressing parameter of human existence from a number of perspectives. 1) Disease, ecology, and human evolution. 2) Epidemiology: biological and cultural aspects of the origin and dispersal of disease. 3) Ethnomédical systems: specific cultural phrasings of the understanding and experience of, and the response to, the nexus of issues, health/illness/healing. (3) will involve looking at the ethnomédical systems of foraging bands, American biomedicine, and The Four Noble Truths. Writing course. 1 credit. Spring 2008. Piker. SOAN 039B. Globalization and Culture What is globalization? Is globalization “cultural imperialism,” Westernization, Americanization, or McDonaldization? Our class will examine such questions and critically analyze how global flows (of goods, capital, labor, information, and people) are shaping cultural practices and identities. We will study recent theories of globalization and transnationalism and read various ethnographic studies of how global processes are articulated and resisted in various cultural settings. Writing course. 1 credit. Not offered 2008—2009. SOAN 040B. Language, Culture, and Society (See LING 025 for description) An investigation of the influence of cultural context and social variables on verbal communication. Topics covered include dialectal varieties, creoles, languages and gender, and language and education. Prerequisite: At least one linguistics course. 1 credit. Not offered 2008-2009. SOAN 041B. Humanitarian Intervention: Nonviolent Options (Cross-listed as PEAC 041) Citizens of conscience as well as democratic states face dilemmas when widespread human rights abuses, ethnic cleansing, and even genocide occur in other parts of the world. Nor is it easy to know what to do when violence happens closer to home— even in one’s neighborhood or down the hall in a dorm. Participants will learn about and assess nonviolent methods which have so far been generated for interventionary use, and the class will take a bold look at the “impossible cases,” where it seems that nonviolent methods are yet to be devised, and see if creative leaps put us closer to developing plausible scenarios. In addition to reading analyses and cases, students will be invited to develop beginners’ skills in these four methods for possible application in conflicts in their communities. This course may be counted toward a minor in peace and conflict studies. 1 credit. Not offered 2008-2009. SOAN 042B. Nonviolent Responses to Terrorism (Cross-listed as PEAC 042) Nonviolently confronting those who seek to prevail through intimidation and terror may seem impossible, until we analyze carefully the variety of interests underlying the choice of terrorist strategies and draw upon the rich history of nonviolent counter-terrorist tactics in many settings, including within the United States (such as the experience of African Americans). In this course, we will deconstruct “terrorism,” study the dynamics of cultural marginalization, and build on promising nonviolent cases to construct hypotheses and even venture into policy alternatives. This course may count toward a minor in peace and conflict studies. 1 credit. Spring 2009. Lakey. SOAN 044B. Colloquium: Art and Society An examination of the relationship between art and society from a sociohermeneutical perspective. Literary and sociotheoretical works will be the main focus of analysis this semester. Selected works by Plato, Nietzsche, Hegel, Mann, Dostoevski, Kafka, Benjamin, Lukács, Freud, Borges, Foucault, and Sontag will be examined. This course may be counted toward a minor in interpretation theory. 1 credit. Not offered 2008-2009. SOAN 043D. Africa, Human Rights, and Social Conflict Africa is often dismissed as a “failed” or “hopeless” continent home to an incessant stream of conflict and violence. At the same time, countries such as South Africa and Mozambique show that these conflicts are not intractable and can be solved. This course Sociology and Anthropology suggests that to understand social conflict and human rights abuses in Africa, we must pay careful attention to the history, culture, and society of African countries. Through in-depth studies of specific countries and conflicts, such as Sudan (including the conflict in Darfur), Sierra Leone (child soldiers), Rwanda (genocide and international intervention), and Nigeria (conflicts over Islamic law and the right to development), we will address the role of human rights has played in African social conflicts, how human rights change in particular situations, how different actors use the language of human rights for political purposes, if human rights is a solution to African social conflict, and whether or not there is a distinctively African approach to human rights. 1 credit. Fall 2008. Hultin. SOAN 044C. Colloquium: Contemporary Social Theory A discussion of contemporary social theory and its antecedents. The first part of the course will be devoted to a discussion of works by Nietzsche, Marx, and Freud. The second part will deal with works by contemporary theorist such as Charles Taylor, Jurgen Habermas, Michael Foucault, Anthony Giddens, Pierre Bourdieu, Jana Sawicki, Luce Irigaray, and Jean Baudrillar. Prerequisite: SOAN 044E. Limited enrollment. 1 credit. Not offered 2008-2009. SOAN 044D. Colloquium: Critical Social Theory An overview of major developments of critical social theory since the 19th century. Readings from Marx, Freud, Nietszche, Adorno, Horkheimer, Benjamin, Habermas, Foucault, and Freire. This course may be counted toward a minor in interpretation theory. 1 credit. Spring 2009. Mufloz. SOAN 044E. Colloquium: Modern Social Theory This course is an analysis of the rise and development of modem social theory. The introduction to the colloquium deals with works by such social philosophers as Rousseau, Kant, and Hegel. The core of the colloquium focuses on selected works by Marx, Weber, Durkheim, and Freud. The colloquium is recommended as general background for advanced work in the social sciences. The colloquium serves particularly well for students interested in the areas of sociology and anthropology and interpretation theory. This course may be counted toward a minor in interpretation theory. 1 credit. Fall 2008. Munoz. SOAN 045B. Culture, Illness, and Health Everything humans do is culturally constructed. Our experiences of health, illness, and healing are no exception. This course examines the cultural construction of health, illness, and healing by looking at (mainly) anthropological treatments of these issues. Case materials will be drawn from a number o f cultures, nonWestem as well as Western, and will treat the intersection of non-Westem and Western healing systems. We’ll wind up with an anthropologically informed, social-historical look at the biomedical model that dominates the modem American experience o f health, illness, and healing. 1 credit. Not offered 2008-2009. SOAN 045C. Religion as a Cultural Institution (Cross-listed as RELG 030) The focus is primarily cross-cultural, and religion case materials will be drawn from both preliterate and civilized traditions, including the modem West. The following topics will be emphasized: religious symbolism, religious evolution, religion as a force for both social stability and social change, psychological aspects of religious belief, and religious change in modem America. May be taken without prerequisites with permission of the instructor. 1 credit. Not offered 2008-2009. SOAN 045D. Our Therapeutic Culture During the past half century, a psychotherapeutic ethos has risen to vast importance in America. Those who embrace this ethos - e.g., psychotherapists, their patients and clients, the pharmaceutical industry propound that this development is warranted because, a) there has been an escalating epidemic of mental illness, or, b) advances in medical science have revolutionized understandings of mental illness, making them eminently medically treatable diseases, or, both (a) and (b). This course takes a different approach, and looks at the triumph in our times of the psychotherapeutic ethos from ethnomedical and social historical perspectives: How does the content of this ethos respond to issues of personal well being (and its opposite) that in all cultures are phrased by ethnomedical systems? How does the rise to importance of this ethos relate to other recent developments in Sociology and Anthropology our culture? Therapeutic fads and the claims of the therapy industry will be critically evaluated. 1 credit. Fall 2008. Piker. SOAN 046B. Social Inequality This course analyzes conflicting theoretical perspectives on the origins and meaning of social inequality. Empirical studies of both a historical and cross-cultural nature will be examined for the ways in which they engage alternative readings of such issues as the nature and representations of work, property, body, and mind in revealing and reproducing social inequalities. The approach is phenomenological: How are inequalities made social, and how are they disrupted? This course may be counted toward a minor in peace and conflict studies. 1 credit. Spring 2009. Wagner-Pacifici. SOAN 048C. Sociology of Science This class explores the wide range of work on science as a social phenomenon. After a brief discussion of key themes in the philosophy of science, it looks at the various ‘internal’ aspects of science as an institution, including its organizational structures, work practices, status systems, and forms of discourse. It then turns to the ‘external’ issues of how science relates to the rest of society, including its connection to gender, racial, and international inequality, its portrayal in the media, its relationship to technology, its conflicts with religion, and its authority as ‘objective’ truth in law and government. Authors covered will include Robert Merton, Karin Knorr, Bruno Latour, Ian Hacking, Sharon Traweek, Emily Martin, Dorothy Nelkin, and Sheila Jasanoff. The class will also involve a field trip to analyze The Franklin Institute Science Museum. 1 credit. Spring 2009. Reay. SOAN 049B. Comparative Perspectives on the Body This class explores how different societies regulate, discipline, and shape the human body. In the first part, we examine theories of the body and how they have evolved over time. In the second part, we focus on in-depth ethnographic cases and compare diverse cultural practices that range from the seemingly traditional practices, such as circumcision, foot binding, and veiling to the currently fashionable, such as piercing, tattooing, dieting, and plastic surgery. By comparing body modification through space and time, we ask questions such as: Is contemporary anorexia similar to wearing the corset during the 19th century? Is female circumcision different from breast implants? Furthermore, we investigate how embodiment shapes personal and collective identities (especially gender identities) and vice versa. This course may be counted toward a minor in women studies and a minor in interpretation theory. 1 credit. Spring 2009. Ghannam. SOAN 049D. Transnational Islam This class focuses on how globalization (flows of capital, labor, discourses, images, and commodities between different parts of the world) shapes the articulation of Islam in various cultural settings. We first take a quick look at the history of Islam and its basic concepts (such as shari’a, umma, jihad, and sufism). Then, we explore how Muslims negotiate their religious beliefs and cultural identities in different societies. We look at historically Muslim countries (such as Egypt, Saudi Arabia, and Indonesia) and trace the recent movement (through migration and conversion) of Islam and Muslims to Western countries (United States and Europe). We use films, printed texts, and Internet material to explore questions such as: How do Muslims work to maintain their religious identities in New York, Berlin, and Paris? How compatible is Islam with modem notions such as nationalism, democracy, feminism, and human rights? How is Islam used to establish and reinforce transnational (including but not limited to political) connections? 1 credit Not offered 2008-2009. SOAN 055B. The Only Good Indian The arrival of Europeans in the New World a half a millennium (or longer) ago initiated, for Native Americans, a litany of cultural catastrophe that continues to this day. It also initiated a complex process of cross-cultural communication and mutual adaptation that repeatedly confounded the intentions and expectations of parties in both cultural camps. From an anthropological perspective, this course treats this process, as it occurred north of the Rio Grande River, attending especially to the issues, tradition, mutual accommodation, resistance, revitalization, and modernity. Case materials will be drawn from among the following cultures: Navaho, Iroquois, Cherokee, Creek, Nez Perce, Crow, Ojibwa, Comanche, Pueblo, and Cheyenne. 1 credit. Not offered 2008-2009. SOAN 056B. Standoffs, Breakdowns, and Surrenders A central aim of sociology is to track the sometimes mysterious, often disjunctive relationship between order and disorder. Sociology and Anthropology Organizations and institutions as small as the family and as large as the state experience manifold moments of breakdown, where the internal and external boundaries of the designated group vibrate. This seminar explores the phases and modes of such breakdowns via an analysis of accidents, mistakes, negligence, miscommunications, enmity, perfidy, and colloquy. This course may be counted toward a minor in interpretation theory and a minor in peace and conflict studies. 1 credit. Not offered 2008—2009. SOAN 062B. Sociology of Education (See EDUC 062) 1 credit. Not offered 2008-2009. SOAN 063B. Science, Technology, and Human Rights Adopting an approach rooted both in sociolegal studies and the anthropology and sociology of science and technology, this course examines the intersections of the modem human rights regime, scientific practice, and technological development. Specific issues to be covered include research ethics and crosscultural variability in “informed consent,” the search for a “gay gene” and issues of discrimination, pollution and the right to a clean environment, the experience of the “digital divide,” human rights in virtual worlds, control and surveillance in an information society, and the impact of popular understandings of science and technology on the legal process (the socalled “CSI effect”). Our focus will be on the socio-cultural dimensions of these processes, but we will also pay some attention to the pertinent human rights standards. 1 credit. Not offered 2008-2009. SOAN 077B. The Visual Anthropology of Performance (See DANC 077B) 1 credit. Not offered 2008-2009. SOAN 080B. Anthropological Linguistics: Endangered Languages (See LING 120) 1 credit. Spring 2009. Harrison. SOAN 091B. Practicum in Visual Methodologies This practicum explores the ethnography of visual communication, including photography and feature file, while giving students the chance to complete a video project. Students will work together in a production crew while sharpening their digital editing skills. Limited to eight students. 1 credit. Not offered 2008-2009. SOAN 092. Practical Work Faculty regulations permit up to 1 credit for practical work done off campus, when it can be shown to lend itself to intellectual analysis and is likely to contribute to a student’s progress in regular course work. In the Sociology and Anthropology Department, this option is intended to apply to work in which direct experience of the off-campus world or responsible applications of academic learning are the primary elements. Students who wish to register for this credit need the advance consent of an instructor to supervise the project and approval by the department. They must demonstrate to the instructor and department a basis for the work in previous academic study. Students will normally be required to examine pertinent literature and produce a written report to receive credit. Credit is awarded CR/NC. 1 credit. Fall 2008 and spring 2009. Staff. SOAN 093. Directed Reading Individual or group study in fields of special interest to the students not dealt with in the regular course offerings. Consent of the department chair and of the instructor is required. 0.5 or 1 credit. Fall 2008 and spring 2009. Staff. SOAN 096-097. Thesis Theses will be required of all majors. Seniors will normally take two consecutive semesters of thesis tutorial. Students are urged to discuss their thesis proposals with faculty during the spring semester of their junior year, especially if they are interested in the possibility of fieldwork. Writing course (for SOAN 097 only). 1 credit each semester. Fall 2008 and spring 2009. Staff. SOAN 098. Thesis Writers Master Class This class meets biweekly to support sociology and anthropology students in developing the skills necessary for writing their theses, including conducting literature searches, interpreting data, formulating research questions, and writing in a way that contributes to the disciplines. The class complements and supports the work that students are doing with their thesis advisers. Students who have signed up for a senior thesis credit are automatically Sociology and Anthropology enrolled in the class. The class is open to only senior thesis writers. Fall 2008. Staff. Seminars SOAN 100. Modern Social Theory An analysis of selected works by the main founders of modem social theory. Works by Marx, Weber, Durkheim, and Freud will be discussed. This seminar is strongly recommended for those students planning to take SOAN 101: Critical Social Theory. This course may be counted toward a minor in interpretation theory. 2 credits. Not offered 2008-2009. SOAN 101. Critical Social Theory The development of critical theory from Kant to Habermas. Works by Hegel, Marx, Nietsche, Lukács, Adorno, Benjamin, Horkeimer, and Foucault will be examined. Prerequisites: Advanced work in sociology and anthropology, philosophy, or political science, or the permission of the instructor. Students are advised to take SOAN 100: Modem Social Theory as preparation for this seminar. This seminar may be counted toward a minor in interpretation theory. 2 credits. Not offered 2008-2009. SOAN 104. Culture and Creativity Evolutionary perspective on the question: How do we creatively make use of cultural resources to construct ourselves and our life ways? Vast diversity of human life ways argues that such creative construction is a—perhaps the— hallmark of human adaptation. Specific topics include human evolution, foraging band as the basic human pattern, speech, human intelligence, human emotion, gender, biography, and history. Readings include ethnographies, novels, and native narratives. 2 credits. Not offered 2008-2009. SOAN 105. Global Sociology, Postcolonial Worlds Sociology has always had global ambitions and world-making implications. We begin this course by reviewing how classical sociology explained the development of modem societies through perspectives that explicitly contrasted Western modernity against its Others: primitive tribes, traditional societies, and the Orient. Then, we turn to the ways in which macro­ sociology has explained the developing world, the Third World, and the Global South through studies of world systems, globalization, and global culture. Finally, we examine contemporary sociology’s recent attempts to move beyond the grand narratives of Western modernity by taking into account nonEurocentric, postcolonial, poststructuralist, and even post-humanist perspectives. Can sociology escape its colonial and Orientalist origins? What kind of sociology is appropriate for a postcolonial world? How do recent theoretical approaches to networks, flows, fluidity, mobilities, and complexity contribute to a new global sociology? 2 credits. Not offered 2008-2009. SOAN 106. Mobilities. This Seminar will introduce students to “the new mobilities paradigm” in the social sciences, encompassing both the large-scale movements o f people, objects, capital, and information across the world, as well as the more local processes o f daily transportation and the travel of material things within everyday life. New social, cultural, and technological practices of mobility are eliciting new research initiatives, theoretical approaches, and public policy concerns. Mobilities and their regulation are centrally involved in reorganizing institutions, generating climate change, moving risks and illnesses across the globe, altering travel and tourism patterns, and producing more ‘networked’ patterns of economic and social life. This course will consider issues such as the relation between mobility and immobility, mobility justice and mobility rights, and how a mobile life is sustainable into the long-term. Readings will include sociologists, cultural geographers, anthropologists and social theorists o f space, urbanism, transnationalism, and reflexive mobility. 2 credits. Spring 2009. Shelter. SOAN 107. Religion as a Cultural Institution The following specific topics will be treated: religious evolution, religion as a force for both social stability and social change, and the psychological bases for religious belief. Major theories to be considered include those of Max Weber, Emile Durkheim, and Sigmund Freud. A cross-cultural perspective will be emphasized, and attention will be paid to religious change in modem America. 2 credits. Not offered 2008-2009. SOAN 109. Standoffs, Breakdowns, and Surrenders A central aim of sociology is to track the sometimes mysterious, often disjunctive relationship between order and disorder. Organizations and institutions as small as the family and as large as the state experience Sociology and Anthropology manifold moments o f breakdown, where the internal and external boundaries of the designated group vibrate. This seminar explores the phases and modes of such breakdowns via an analysis of accidents, mistakes, negligence, miscommunications, enmity, perfidy, and colloquy. 2 credits. Not offered 2008-2009. SOAN 111. Human Rights and Social Theory If nothing else, the current international climate has thrown the social contingency of human rights into sharp relief. This seminar, accordingly, examines how different social theorists and intellectuals of the 20th (and 21st) century have sought to understand human rights and their abuses as social facts, unequivocal goods, as rooted in particular historical events such as European colonialism or the Holocaust, or as symptoms of—or responses to—an ostensibly post-foundational age. Our weekly readings are on selected theorists (including Bauman, Agamben, Baudrillard, Gilroy, Fanon, and others), to be read with an eye toward elucidating the extent to which their ideas help us understand how human rights work in the world. Among the questions asked are: Are human rights culture-specific? How can one witness the “unwitnessable”? Should we extent human rights to non-human forms of life? What are the limits of law in addressing political emergencies? And how ought people of diverse backgrounds live together? 2 credits. Spring 2009. Hultin. SOAN 112. Cities, Spaces, and Power This seminar explores recent interdisciplinary insights to the analysis of spatial practices, power relationships, and urban forms. In addition, we read ethnographies and novels and watch films to explore questions such as: How is space socially constructed? What is the relationship between space and power? How is this relationship embedded in urban forms under projects of modernity and postmodemity? How do the ordinary practitioners of the city resist and transform these forms? Our discussion will pay special attention to issues related to racism and segregation, ethnic enclaves, urban danger, gendered spaces, colonial urbanism, and the “global” city. 2 credits. Spring 2009. Ghannam. SOAN 114. Political Sociology This seminar analyzes the ways in which power emerges, circulates, and is augmented and resisted in diverse political contexts. Readings include Marx, Weber, Patterson Arendt, Parsons, and Foucault. Issues include the question of state autonomy, political legitimacy, and the role of violence in politics. This course may be counted toward a minor in interpretation theory. 2 credits. Fall 2008. Wagner-Pacifici. SOAN 115. Freud and Modern Social Theory The seminar divides into two parts. The first part is devoted to a close reading of selected items from the Freudian canon. The second part will examine Freud’s contribution to current social and cultural analysis. Besides works by Freud, works by Mitchell, Rieff, Habermas, and Foucault will be examined. Prerequisites: Advanced work in sociology and anthropology, philosophy, or political science; or permission of the instructor. 2 credits. Not offered 2008-2009. SOAN 119. Evolution, Culture, and Creativity (Cross-listed as LING 119) Recent major syntheses harvest the fruits of decades of productive scholarship in, for example, the fields of anthropology, linguistics, primatology, evolution, psychology—pertaining to evolutionary perspectives on human nature and cultural elaboration of same. To tap into resources, this seminar consults the work of de Waal, Diamond, Gould, Gardiner, Jolly, Pinker, Sulloway, Wrangham, and evolutionary psychologists with reference to speech and communication, gender, biography, sociality, emotion, and history. Human capacity for creativity, and expression of the same in lives and cultures, will be emphasized. The adaptive importance of humans of this capacity will be considered in light of ethnographic, historical, and biographical materials. The main cultural case will be the foraging band. 2 credits. Not offered 2008-2009. SOAN 121. Visual Ethnography and Documentary Film: Theory and Production This seminar examines the use of film and video by sociologist and anthropologist to convey and communicate aspects of culture that are visible—from rituals, performance, and dance to disputes and violence. The course will look at the history of visual ethnography and explore the major issues within the field, including the relationship between ethnographers and filmmakers, and the appropriateness of the conventions of documentary film, paying special attention to the influences of politics, economics, and technical advances. The course will include Sociology and Anthropology readings on visual ethnography and documentary film techniques. The main goals of the seminar are for students to understand the links between anthropological and sociological theory and the production of ethnographic and documentary film and to have the production skills necessary for directing their own work. 2 credits. Not offered 2008-2009. SOAN 122. Urban Ethnographies Through Time and Space As key players in the global economy, cities are becoming the focus of a growing number of studies that show how urban life is shaped by the complex interplay of global, national, and local processes. In this class, we look at urban ethnographies (texts and films) through space and examine how the representation of the city has changed over time. These ethnographies are conducted in Western cities such as New York, London, and Paris as well as cities in other parts of the world such as Cairo, Casablanca, Bombay, Sao Paolo, and Shanghai. We read these ethnographies to (1) discuss different techniques and approaches used to study urban cultures and identities, (2) examine how the collection of data relates to anthropological theories and methods, and (3) explore how research in cities shapes the field of cultural anthropology. In our discussions, we also explore important urban problems such as poverty, gangs, violence, and homelessness. 2 credits. Not offered 2008-2009. SOAN 123. Culture, Power, Islam This seminar will be an interdisciplinary investigation into the shifting manners by which Islam is multiply understood as a creatively mystical force, a canonically organized religion, a political platform, a particular approach to economic investment, and a secular but powerful identity put forth in interethnic conflicts, to name only a handful of incarnations. Though wide ranging in our theoretical perspective, a deeply ethnographic approach to the lived experience of Islam in a number of cultural settings guides this study. 2 credits. Not offered 2008-2009. SOAN 127. Race Theories Contemporary theories of race and racism by sociologists such as Winant, Gilroy, Williams, Gallagher, Ansell, Omi, and others will be explored. Concepts and controversies explored will include racial identity and social status, the question of social engineering, the social construction of justice, social stasis, and change. The United States is the focus, but other countries will be examined. Without exception, an introductory course on race and/or racism is a prerequisite. This seminar counts toward a minor in black studies. 2 credits. Not offered 2008-2009. SOAN 130. Social Inequality This seminar analyzes conflicting theoretical perspectives on the origins and meaning of social inequality. Empirical studies o f both a historical and cross-cultural nature will be examined for the ways in which they engage alternative readings of such issues as the nature and representations of work, property, body, and mind in revealing and reproducing social inequalities. The approach is partly phenomenological: How are inequalities made social, and how are they disrupted? 2 credits. Not offered 2008-2009. SOAN 180. Thesis Candidates for honors will usually write theses during the senior year. Students are urged to have their thesis proposals approved as early as possible during the junior year. Writing course. 2 credits. Fall 2008 and spring 2009. Staff. Theater ALLEN KUHARSKI, Professor and Chair3 MARSHA GINSBERG, Assistant Professor (part time) ERIN B. MEE, Assistant Professor and Acting Chair K. ELIZABETH STEVENS, Assistant Professor (part time) GABRIEL QUINN BAURIEDEL, Visiting Assistant Professor (part time) ELEANOR HOLDRIDGE, Visiting Assistant Professor (part time)6 JAMES MAGRUDER, Visiting Assistant Professor (part time)6 LIZZIE OLESKER, Visiting Assistant Professor (part time)*5 ELIZABETH WEBSTER, Visiting Assistant Professor (part time)5 JONATHAN HART MAKWAIA, Visiting Instructor (part time)5 JAMES MURPHY, Visiting Instructor (part time)5 ADRIANO SHAPLIN, Visiting Instructor (part time)6 SUZANNE E. TAKAHASHI, Visiting Instructor (part time) TEYA SEPINUCK, Associate in Performance (part time)5 LIZA CLARK, Arts Administration Intern (part time) STEPHEN HUNGEKFORD, Production Manager/Technical Director (part time) LAILA SWANSON, Costume Shop Supervisor, Visiting Assistant Professor (part time) JEAN TIERNO, Administrative Assistant (part time) 3Absent on leave, 2008-2009. 5Fall 2008. 6 Spring 2009. The theater major uses the study of all aspects of performance as the center of a liberal arts education. It is intended to be of broad benefit regardless of a student’s professional intentions. All courses in the department address the processes of play production, especially as they involve collaboration; all production for performance in the department is part of coursework. The Theater Department emphasizes writing as an important aspect of discursive thinking and. communication. Most courses have a significant writing component, the nature of which varies from course to course. Because all work in theater eventually issues in a public occasion, classes are usually open to visitors. Requirements and Recommendations Planning a major or minor in theater can be complicated. First- and second-year students thinking about a theater major should read these requirements and recommendations closely and should consult with their faculty adviser or the chair of the Theater Department early and often. Leave schedules, a wide variety of intern and apprentice programs, and the importance of course sequences make long-range planning essential. THEA 001: Theater and Performance is a prerequisite for most intermediate and advanced classes and seminars. Courses numbered 001 to 010 are introductory and are prerequisite to intermediate courses. Courses numbered 011 to 049 are intermediate 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. Some advanced courses carry additional prerequisites that are listed in the course descriptions. For those majors who intend a career in professional theater, whether academic, not-forprofit, or commercial, internships in professional theaters are strongly recommended. Because of scheduling difficulties, students should plan and apply for internships, time spent off campus, and community projects as far in advance as possible. Alumni guest artists such as The Pig Iron Theatre Company are typically in residence on campus during the summer as part of the Swarthmore Project in Theater. Positions are usually available in production, development, public relations, marketing, box office, and house or stage management. Positions are usually not available in acting, directing, or design. Course Major For graduating classes through 2010: Ten credits of work including THEA 001 : Theater and Performance; THEA 002A: Acting I; 1 credit in scenography (THEA 004A, 004B, 004C, 004D or 004E); THEA 015: Performance Theory and Practice, or THEA 021: Production Dramaturgy; either THEA 006: Playwriting Workshop, or THEA 025: Solo Performance, or Theater THEA 035: Directing I; THEA 022: Production Ensemble I or THEA 054: Advanced Design; THEA 099: Senior Company; and THEA 106: Theater History Seminar. In addition, each major will choose an area of specialization and take one additional course in that area. Starting with the graduating class of 2011, the Course Majors will require a minimum of 9.5 credits as a result o f the reduction in the credit given for Acting I (THEA 002A) that will begin in fall 2009. Starting with the class of 2011, all course majors and minors will be required to fulfill a set number of hours doing technical/crew work before the end of the junior year. Students can obtain details on how to fulfill the technical/crew requirement from their major advisers, the Department Office, or from advising forms available outside the Chair’s office. Technical/crew hours can be arranged directly with the Department’s Production Manager/Technical Director or Costume Shop Supervisor. The areas of specialization are acting, directing, scenography, playwriting/dramaturgy, performance studies, and theater history. Special arrangements will be made for students who seek secondary school certification. Prospective majors should consult with the chair of the department 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; and (2) an oral examination on the essay and related subjects by theater faculty. Course Minor For graduating classes through 2010: seven credits of work including: THEA 001: Theater and Performance; THEA 002A: Acting I; 1 credit in scenography (THEA 004A, 004B, 004C, 004D, or 004E); THEA 015: Performance Theory and Practice, or THEA 021: Production Dramaturgy; either THEA 006: Playwriting Workshop, or THEA 025: Solo Performance, or THEA 035: Directing I; and THEA 022: Production Ensemble I or THEA 054: Advanced Design. In addition, each minor will choose an area of specialization and take one additional course in that area. Course minors who complete these requirements by the end of the junior year may petition to enroll in THEA 099: Senior Company in the fall semester of their senior year. Starting with the graduating class of 2011, course minors will be required to take a minimum of 6.5 credits as a result of the reduction in the credit given for Acting I (THEA 002A) that will begin in fall 2009. All course minors starting with the class of 2011 will need to fulfill the same technical/crew requirement described for course majors above. Honors Major General requirements include THEA 001: Theater and Performance; THEA 002A: Acting I; 1 credit in scenography (THEA 004A, 004B, 004C, 004D, or 004E); THEA 015: Performance Theory and Practice, or THEA 021: Production Dramaturgy; either THEA 006: Playwriting Workshop, or THEA 025: Solo Performance, or THEA 035: Directing I; THEA 022: Production Ensemble I or THEA 054: Advanced Design; THEA 099: Senior Company; and THEA 106: Theater History Seminar. Starting with the graduating class of 2011, the required credits for an honors major will be reduced as a result of the change in the credit given for Acting I (THEA 002A) that will begin in fall 2009. All potential honors majors starting with the class of 2011 will need to fulfill the same technical/crew requirement described for course majors above. In addition, each major will choose an area of specialization and take one additional course in that area. Honors students majoring in theater will typically make a total of three preparations as follows: 1. Theater History Seminar (listed earlier), written examination, and an oral set by an outside examiner. 2. THEA 021 and a production thesis attachment to the course to be evaluated by an outside examiner along with an oral. 3. A production project in one of the following fields: Directing The student will, under faculty supervision, read around a given playwright’s work, make a director’s preparation for the entire play, and rehearse for public presentation a locally castable portion of the chosen play. Original developmental projects may be proposed, subject to the approval o f the faculty adviser for the thesis. The department will hire a professional collaborator (usually an actor) for a set number of rehearsal hours in connection with the project. The instructor will supervise these activities appropriately, on the model of a special project in theater. The external examiner will visit this project several times (depending on schedule and available funds). These visits (to rehearsal or planning session) will not include feedback from the examiner. The examiner attends rehearsal 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 Theater Acting The student, together with their adviser, will select and prepare a role from an appropriate script. The program will hire a professional director for a set number of rehearsal hours, which the student will supplement with practice and other acting “homework.” The adviser will assist in this work on a regular basis. The Scenography external examiner will attend as many rehearsal The student will function as the designer for a sessions as possible to observe the student’s production presented by the Theater process. The student will keep a journal (an Department in one area of scenography. Also, expanded version of the private “book” actors the student will prepare all research, sketches, keep) to support discussion with the examiner mechanical drawings, models, and preliminary in an extended interview immediately following writing for this project. Because this is a an in-house presentation of the work. During collaborative project, a production time line the honors weekend, the examiner will conduct will need to be prepared and production a second oral examination focusing on the meetings scheduled. In addition to the student’s reconsideration of the work after some development of the design, the student will time has passed. collaborate with all relevant staff and craftsmen One of these combinations will constitute the during the fabrication stage, ensuring the fullnormal honors major in theater. Honors scale scenography is executed as designed. The students will take Senior Company in the fall of local instructor will supervise these activities senior year, while they are planning their appropriately, on the model of a special project production project. The usual schedule will be in theater. The external examiner will receive spring of junior year, Theater History Seminar; copies of all materials as the student creates fall of senior year, THEA 099 and pre-rehearsal them and will pay close attention to the way in thesis project preparation; and spring of senior which the project develops under continual year, rehearsal and performance of the thesis revision. The examiner will attend one of the project. public performances and be presented with the student’s completed project portfolio. The Double majors taking three examinations in examiner will question the student on the model theater will also follow that schedule. of advanced classes in architecture. For double majors taking one honors Dramaturgy examination and comps in theater, the examination may be a production project, This project will generally be in the form of an depending on available resources. attachment to the Production Dramaturgy class (THEA 021) and consist of work with a faculty Playwriting or student director on a production project. This The student will write a complete draft of a play will typically be in connection with Junior over the course of a semester in collaboration Company or an honors thesis in directing. The with a faculty member or other professional student will create a body of writing appropriate production dramaturg. In a second semester, the to the specific project. This will include (but is department will hire a professional director for not limited to) notes on production history, a set number of rehearsal hours, which whom given circumstances, script analysis, program the student will work through a rehearsal and and press-kit notes, study guide, and a grant revision process based on the earlier work with proposal. For a community, education, or other the production dramaturg. The faculty adviser project, the student, in consultation with an and/or the production dramaturgy faculty will instructor, will create and fulfill a protocol continue to assist during the rehearsal/revision suited to the work. On a production project, the process. The external examiner will read the student will continue work in rehearsal. The completed first draft and attend as many external examiner will receive all materials as rehearsal sessions as possible and at least one they are generated. If the work is rehearsed, the performance to observe the student’s writing examiner will attend as many rehearsals as and collaborative process. The examination possible. If the work is performed, or the proper will consist of an extended interview project presented in some other way, the directly following the performance, the reading examiner will attend. The examination proper, of the student’s revised draft based on the given during the honors weekend, will consist rehearsal process and performances, and a of an extended oral presentation similar to a briefer oral examination during honors design presentation. weekend. There is also the option of a purely Students fluent in a second language can apply written playwriting thesis preparation, without to do a translation of a play into or out of the production component. English as an honors thesis attachment to Approval of the sophomore paper for any Production Dramaturgy. honors major is conditional upon the student and a briefer oral during honors weekend. The subject of the first interview will be the student’s processes as he or she relates to the production. The second oral will concern the student’s assessment of the entire process as a part of his or her undergraduate education and future plans. Theater maintaining good academic standing through the end of the junior year. Theater honors majors approved for production thesis projects in the senior year are required to notify the department chair of their intention to drop or change their honors program by the end o f the junior year. An honors major in Theater must receive the approval of their major adviser before committing to any extracurricular or offcampus projects during the senior year in order to avoid potential conflicts with their honors thesis work. Students who prove unable to fulfill the expectations of the faculty for their honors programs in Theater may be dropped from honors at the Department’s discretion. Unless for reasons of health or other personal circumstance beyond the student’s control, leaving the Department’s Honors Program after the end of the junior year is considered a significant compromise of a student’s academic performance. Honors Minor Seven credits of work including THEA 001: Theater and Performance; THEA 002A: Acting I; 1 credit in scenography (THEA 004A, 004B, 004C, 004D, or 004E); THEA 015: Performance Theory and Practice, or THEA 021: Production Dramaturgy; either THEA 006: Playwriting Workshop, or THEA 025: Solo Performance, or THEA 035: Directing I; and THEA 106: Theater History Seminar or THEA 022: Special Project in Dramaturgy. Honors minors who complete these requirements and complete a sequence in acting, design, directing, or playwriting/dramaturgy by the end of the junior year may petition to enroll in THEA 099: Senior Company in the fall semester of their senior year. There is an option for students to pursue a course major in conjunction with an honors minor, in which case the student may be eligible for an individual thesis project along the lines of those described for honors majors above. Interested students should discuss the details of this with their major advisors before preparing their sophomore papers. Starting with the graduating class of 2011, the honors minor will require a minimum of 6.5 credits as a result of the reduction in the credit given for Acting I (THEA 002A) that will begin in fall 2009. All potential honors minors starting with the class of 2011 will need to fulfill the same technical/crew requirement described for course majors above. Co-curricular and extracurricular work in the Theater Department, although not specifically required, is strongly recommended for majors. Opportunities include paid and volunteer staff positions with the department, in-house projects for various classes, production work in The Eugene M. and Theresa Lang Performing Arts Center, and Drama Board productions. With 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 literatures taught in those departments will not be considered part o f the major. Semester Abroad in Poland The Theater Department and the Dance Program have jointly developed a semesterabroad program for interested Swarthmore students in Poland in conjunction with the Jagiellonian University of Krakow and other institutions in the vicinity. Intensive study of Polish while in the country will be required of all participating students. Students participating will be able to enroll for the equivalent of a full semester’s credit (4 to 5 credits). Theater majors and minors can enroll in a semester of theater and dance related study conducted in English either through distancelearning tutorials with Swarthmore theater faculty and/or tutorials and classes at the Jagiellonian University in Krakow. Directing internships for credit at the Krakow State Drama School or professional theaters are typically available for qualified theater students. Students in comparative literature and modem languages and literatures are also welcome to contact Professor Kuharski about possible related programs of study at the Jagiellonian University. Beyond credits in theater, dance, and intensive Polish, a menu of possible tutorials is available in Polish literature and history, environmental studies, film, religion, Jewish and Holocaust studies, art history, and other fields. Participation in the Annual International Dance Conference and Performance Festival hosted by Silesian Dance Theatre in June and July is highly recommended and can be funded completely or in part by the College in many cases. Interested students should contact Professor Kuharski, co-director of the Semester Abroad Program, as early as possible for advising purposes and updated information on the status of the program. See course listings in both Theater and the Music and Dance departments for types of academic credit being offered. Funding support (including travel) is available for intensive language study in Poland during the summer before the student’s planned semester abroad. Interested students should contact Professor Kuharski for details. Separate but parallel semester abroad options in Krakow and Bytom are being offered through the Engineering Department, Environmental Studies, and the Dance Program. Interested Theater students should contact Professor Arthur McGarity in the Engineering Department or Professor Sharon Friedler in the Dance Program for details. students and may be taken without prerequisite. Three hours per week. 0.5 credit. Fall 2008. Makwaia. Semester Abroad in India The Theater Department and the Dance Program are researching the possibility of a semester-abroad program in India in ways that would roughly parallel our existing programs in Poland and Ghana. Although the initiative remains in the planning stages, interested students are invited to discuss prospects for foreign study related to theater and dance in India with either Professor Mee in Theater or Professor Chakravorty in the Dance Program. THEA 002C. Special Project in Acting By individual arrangement with the directing or acting faculty for performance work in connection with department directing workshops, honors thesis projects, or Senior Company. Prerequisite: Concurrent or past enrollment in THEA 002A. 0.5 or 1 credit. CR/NC grade. Fall and spring semesters. Staff. Introductory Courses THEA 004A. Set Design The purpose of this course is to introduce students to the rich history and creative world o f scenography. Students taking this course will explore design principals and the artistry used in taping their dramatic imagination. This course will examine theatrical rendering, research, model making, and computer-aided design. Reading and class discussion provide a theoretical basis for such creativity while the assignments and projects provide the practice for this artistic endeavor. 1 credit. Fall 2008. Ginsberg. THEA 001. Theater and Performance Combining a survey of classical and crosscultural approaches to theatrical performance with the hands-on study of how theater is made. Study will include history, performance theory, and production dramaturgy in relationship to play scripts and videotaped or live performances. Sessions will include exercises in acting, design, directing, and text adaptation/playwriting. Writing requirements will include journal keeping, responses to readings and performances, the student’s own projects, and research papers. Writing course. 1 credit. Fall 2008. Mee. Spring 2009. Stevens. THEA 002A. Acting I This course is designed as a practical introduction to some of the principles, techniques, and tools of acting. We will use theater games and improvisation exercises (from Stanislavsky, Viola Spolin, Viewpoints, and other sources) to unleash the actor’s imagination, expand the boundaries of accepted logic, encourage risk taking, and prepare the actor for the creative process. We will focus on preparing the body and voice for rehearsal and performance and will pay special attention to vocal and physical imagination. We will focus on increasing “presence” on stage, developing a character, learning how to rehearse, and evoking a response from the audience in the context of scene study. Six hours per week. 1 credit. Fall 2008. Bauriedel. Spring 2009. Takahashi. Beginning in fall 2009, Acting I (THEA 002A) will change to .5 credits and will meet three hours per week. THEA 002B. Voice Workshop Foundations of vocal technique for actors, including work with breath, projection, resonators, diction, and so forth are covered. The class is strongly recommended to all acting THEA 004B. Lighting Design This class explores the fundamentals of lighting design. The course objective is to introduce lighting concepts and how to express them for both theater and dance. It is intended to demystify an enormously powerful medium. Reading and class discussion provide a theoretical basis for such creativity while the assignments and projects provide the practice for this artistic endeavor. 1 credit. Fall 2008. Murphy. THEA 004C. Costume Design The purpose of this course is to introduce students to the form and procedures used in creating costume design for both theater and dance. Students in this class will explore costume history and develop a relationship with their creative imagination. Reading and class discussion provide a theoretical basis for such creativity while the assignments and projects provide the practice for this artistic endeavor. 1 credit. Fall 2008. Ginsberg. THEA 004D. Media and Technology Design for Performance The purpose of this course is to introduce students to the application of various visual and audio technologies in live theater and dance Theater performance. Discussion of the historical and theoretical context of contemporary mixedmedia performance will be combined with an orientation to the available technologies found at Swarthmore and beyond. The class will include the conceptualization and preparation of a series of individual studio projects. 1 credit. Next offered: To be announced. THEA 004E. Sound Design A laboratory introduction to the technical and artistic practice of sound design for live performance. Laboratory assignments will include sound design for current theater and dance performances on campus. 0.5 credit. Next Offered: To be announced. THEA 005. Theater of Witness (Cross-listed as DANC 070) Based on Teya Sepinuck’s model of the Theater of Witness developed dining the past 15 years, the class will focus on creating original theater with people and communities who have not had a voice in mainstream society. The class will be highly experiential, with students exploring techniques to build safe community, elicit stories, and create theater that gives voice to social issues. The class, open to sophomores, juniors, and seniors, does not require prior theater experience. Students will participate in an intemship/apprenticeship, matched with artists who are working in various communities creating and/or directing Theater of Witness projects. 1 credit. Fall 2008. Sepinuck. THEA 006. Piaywriting Workshop This creative workshop course introduces students to essential elements of dramatic writing. In-class writing exercises and weekly assignments lead to the development of character monologues, scenes, and two original one-act plays. A variety o f stylistic approaches and thematic concerns are identified through the reading and discussion of plays by contemporary playwrights. Emphasis is on finding the student’s individual, theatrical voice; one’s own vision and experience into other characters and onto the page. 1 credit. Fall 2008. Olesker. Spring 2009. Shaplin. THEA 008. Movement Theater Workshop (Cross-listed as DANC 049) This class will offer an orientation to movement-based acting through various approaches: traditional performance traditions in Bali and elsewhere, commedia d ell’arte, the teachings of Jacques Lecoq, and so forth. Taught by Gabriel Quinn Bauriedel of the Pig Iron Theatre Company in Philadelphia. The class will require rehearsal with other students outside of class time and will end with a public showing o f work generated by the students. Six hours per week. Note: Movement Theater Workshop cannot be taken in lieu of THEA 012 either as a prerequisite for Acting III or by students seeking a major or a minor with an emphasis in acting. Prerequisites: THEA 001 or 002A, any dance course numbered 040-044, or consent of the instructor. 1 credit. Graded course. Spring 2009. Bauriedel. Intermediate Courses THEA 012. Acting II In this course, we will use scene work as a tool to sharpen the actor’s skill. The course will include physical exercises designed to remind the actor that acting is about give and take. We then begin work on scenes by a variety of playwrights as a way o f investigating what is required o f the actor at all times vs. what is required o f the actor in different situations and genres. While working on these scenes, actors will learn how to develop a character; how to rehearse; how to interact with other actors; how to increase their vocal, physical, and emotional flexibility; and how to evoke a response from the audience. Actors will also learn how to increase their presence onstage, how to harness their imagination, sharpen their observations, and how to become, in Artaud’s words, an “athlete of the emotions.” Six hours per week. Prerequisites: THEA 002A. Interested students may simultaneously enroll in THEA 001 if they have not previously taken the class. 1 credit. Fall 2008. Webster. THEA 012A. Intermediate Special Project in Acting By individual arrangement with the acting or directing faculty for performance work in connection with department directing projects, honors thesis projects, or Senior Company. May be taken concurrently with THEA 008 or 012. Prerequisite: THEA 002A, THEA 002C, AND THEA 008 or 012 or 022. 0.5 or 1.0 credit. CR/NC Fall 2008 and spring 2009. Staff. THEA 014. Special Project in Scenography, Sound, and Technology By individual arrangement for a production project in connection with department directing workshops, Junior Company, honors thesis projects, Acting III, or Senior Company. Theater Prerequisite: Current or past enrollment in THEA 004A, THEA 004B, THEA 004C, or THEA004D. 0.5 or 1 credit. Fall and spring semesters. Staff. THEA 014C. Costume Design II Prerequisite THEA 004C 1.0 credit. Graded course. Spring 2009. Ginsberg. THEA 015. Performance Theory and Practice 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 theoretical and critical texts by nonpractitioners. The course includes units on performance traditions and genres outside of Europe and North America. Weekly video screenings required. Prerequisite: THEA 001. This course may count toward a minor in Asian studies. Writing course. 1 credit. Fall 2008. Mee. THEA 016. Special Project In Playwriting An independent study in playwriting taken either as a tutorial or in connection with a production project in the department. By individual arrangement between the student and department faculty. Prerequisites: THEA 001 and THEA 006. 1 credit. Fall and spring semesters. Staff. THEA 021. Production Dramaturgy This course will investigate a tripartite nature of dramaturgy as it is currently regarded and practiced in American theater. Structural dramaturgy: tragedy, comedy, melodrama, farce, the well-made play, and modem departures thereof. Production dramaturgy: collaborative process, methods and strategies for historical research, note taking, script editing, and adaptation. Institutional dramaturgy: script evaluation, season planning, mission statements, grant proposals, marketing and audience outreach. Through readings, discussions, writing assignments, and engagement with campus productions (and perhaps area productions), students will sidestep the deathless—and deadly—question, “What is a dramaturg?” to focus on how dramaturgs think and what they do with what they know. Prerequisites: THEA 001. 1 credit. Spring 2008. Magruder. THEA 022. Production Ensemble I Rehearsal of a full-length work for public performance with a faculty director: ensemble techniques, improvisation, using the audience as part of the given circumstances. Required for all course and honors majors in acting, directing, and dramaturgy; also required for course minors in acting, directing, and dramaturgy. Prerequisites for acting students: THEA 002A and audition in fall semester. Prerequisites for directing students: THEA 001, THEA 002A, and THEA 035. Prerequisites for dramaturgy students: THEA 001; THEA 021 or THEA 035. 1 credit. Spring 2009. Holdridge. THEA 024. Special Project In Stage Management By individual arrangement for a production project in connection with department directing workshops, honors thesis projects, Acting III, or Senior Company. Prerequisite: THEA 004B or THEA 035. 0.5 or 1 credit. Fall and spring semesters. Staff. THEA 025. Solo Performance In Solo Performance students will investigate the history and theory of solo performance and performance art, while creating their own solo work. Students will be inspired to find their unique artistic voice, and facilitate their own creativity and creative process. Presentations will be given through out the semester and a final performance of a self-generated project will be presented at the end of the semester. The first third of the course will be spent studying the history of performance art and solo performance, and will culminate with each student creating a happening. The second third will examine the boundaries of performance and installation art and result in a conceptual installation or performance event. The final third of the course will focus on building a solo project based on personal experience, in which students will examine issues of representation in popular cultural. Students will present sections of their piece every week in class for feedback. Prerequisite: THEA 001, THEA 002A, or by permission. 1 credit. Fall 2008. Takahashi. Theater THEA 035. Directing I: Directors’ Lab This course focuses on the theater 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 001 and 002A. 1 credit. Fall 2008. Stevens. THEA 042. Production Ensemble II Available by audition or consent of instructor to students who have successfully completed THEA 022. Prerequisites for acting students: THEA 002A, 022, and audition in fall semester. Prerequisites for directing students: THEA 001, 002A, 022, and THEA 035. Prerequisites for dramaturgy students: THEA 001.021 or THEA 035,022. 1 credit. Spring 2009. Advanced Courses THEA 051. Special Project in Production Dramaturgy Production dramaturgy in connection with a production completed on or off campus. To be taken concurrently with or following THEA 021: Production Dramaturgy. By individual arrangement between the student and the department faculty. Prerequisites: THEA 001 and 021. 1 credit. Fall and spring semesters. Staff. THEA 052. Production Ensemble lit Available by audition or consent of instructor to students who have successfully completed THEA 022 and 042. Prerequisites for acting students: THEA 002A, 022,042, and audition in fall semester. Prerequisites for directing students: THEA 001, 002A, 022, THEA 035, and 042. Prerequisites for dramaturgy students: THEA 001.021 or THEA 035,022, and 042. 1 credit. Spring 2009. THEA 054. Special Project: Advanced Design For the student, this course is an advanced study in set or costume design. This special project will examine complex forms and techniques of scenography applied in actual production. Students will develop the design of the sets and costumes for Production Ensemble as assistants under the mentorship of the faculty resident designer. Prerequisites: THEA 004A or THEA 004C. 1 credit. Spring 2009. Swanson. THEA 054B. Special Project: Advanced Lighting Design For the student, this course is an advanced study in lighting design. This project will examine complex forms and techniques of lighting design applied in actual production. Students will develop the design of the lights for Junior Company as assistants under the mentorship of a faculty lighting designer. By individual arrangement between the student and the department faculty. Prerequisites: THEA 004B. 1 credit. Fall and spring semesters. Murphy. THEA 055. Directing II: Advanced Directing Workshop Directing II requires students to apply the exercises from THEA 035: Directing I to a variety of scene assignments. These will address a variety o f theatrical genres (farce, epic theater, verse drama, etc.) and various approaches to dramatic text (improvisation, cutting, and/or augmentation of play scripts, adaptation of nondramatic texts for performance, etc.). Projects will usually be presented for public performance. Prerequisites: THEA 001,002A, 015, THEA 035, and any class in design. 1 credit. Spring 2009. Stevens. THEA 062. Production Ensemble IV Available by audition or consent of instructor to students who have successfully completed THEA 022,042, and 052. Prerequisites for acting students: THEA 002A, 022,042,052, and audition in fall semester. Prerequisites for directing students: THEA 001, 002A, 022,035,042, and 052. Prerequisites for dramaturgy students: THEA 001,021 or 035,022,042, and 052. 1 credit. Spring 2009. THEA 064. Advanced Special Project in Scenography, Sound, and Technology A portfolio design or other design project in connection with a production completed on or off campus. To be taken concurrently or following THEA 054 or THEA 054A. By Theater individual arrangement between the student and the department faculty. Prerequisites: Any course in the THEA 004 group, THEA 014, THEA 054 or 054A. 0.5 or 1 credit. Fall and spring semesters. Staff. THEA 072. Advanced Special Project in Acting By individual arrangement with the acting or directing faculty for performance work in connection with department directing projects, honors thesis projects, or Senior Company. With faculty approval, acting in a production off campus may qualify for this credit. Prerequisites: THEA 002A, THEA 002C, THEA 008 or 012 or 022, THEA 012A. 0.5 or 1 credit. CR/NC. Fall 2008 and spring 2009. Staff. THEA 075. Advanced Special Project in Directing By individual arrangement with the directing faculty. With faculty approval, directing or assistant directing off campus may qualify for this credit. Prerequisites: THEA 001, THEA 015 or THEA 021, THEA 022, THEA 035, THEA 106: Theater History Seminar. THEA 076. Polish Theater and Drama Available to students participating in the Semester Abroad Program in Poland. No reading knowledge of Polish required. By arrangement with Allen Kuharski. Prerequisite: THEA 001. 1 credit. THEA 092. Off-Campus Projects in Theater Residence at local arts organizations and theaters. Fields include management, financial and audience development, community outreach, and stage and house management. Prerequisites: THEA 001 and appropriate preparation in the major. 1 credit. Fall and spring semesters. Staff. THEA 093. Directed Reading 1 credit. Fall and spring semesters. Staff. THEA 094. Special Projects in Theater 1 credit. Fall and spring semesters. Staff. THEA 099. Senior Company A workshop course emphasizing issues of collaborative play making across lines of specialization, ensemble development of performance projects, and the collective dynamics of forming the prototype of a theater company. Work with an audience in performance of a single project or a series of projects. This course is required of all theater majors in their senior year and will not normally be taken for external examination. Class members will consult with the instructor during spring semester of their junior year, before registration, to organize and make preparations. Course and honors minors may petition to enroll, provided they have met the prerequisites. Prerequisites: THEA 001; 002A; any design class; 015; 016,021, or 035; 022 and the completion of one three-course sequence in theater. 1 credit. Fall 2008. Stevens. Seminars THEA 106. Theater History Seminar, The Act of Spectatorship This course examines die way in which staged action (broadly conceived) engages specific visual practices in order to train spectators in particular world views and behaviors. We will examine how theater, ritual, and film positions viewers (how it pacifies, animates, and/or manipulates them, and to what end) by examining theories of identification, voyeurism, witnessing, percepticide, and darshan alongside particular case studies. Readings will be taken from Aristotle, Plato, Berger, Lacan, Mulvey, Irigaray, Fuss, Debord, Sontag, Taylor, Boal, Brecht, Eck, Jenkins, Phelan, and others. Case studies will include Calderon’s auto sacrimentales, Kamad’s Hayavadana, the noh play Kanton, Renaissance masques, The Couple in the Cage by Coco Fusco and Guillermo Gomez-Pena, Fires in the Mirror by Anna Deavere Smith, the ritual theyyattam, images from Abu Ghraib, television fan culture, presidential campaign appearances, and governmental surveillance. Prerequisites: THEA 001 and 015. Writing course. 2 credits. Spring 2009. Mee. Spring 2010. Kuharski. Spring 2011. Kuharski. THEA 180. Honors Thesis Preparation Credit either for honors attachments to courses or for honors thesis projects in directing, scenography, acting, and so on. By arrangement with the student’s faculty adviser in theater. Fall and spring semesters. Staff. Theater THEA 181. Honors Thesis Project Credit for honors thesis projects in directing, scenography, acting, and so on. By arrangement with the student’s faculty adviser in theater. Fall and spring semesters. Staff. Directions to Swarthmore College Swarfhmore College is located 11 miles southwest from the city of Philadelphia in the borough of Swarthmore, Pennsylvania. The college is just a 30 minute drive from Philadelphia. New York and Washington, D.C. are about two hours away. DRIVING From the NORTH (New Jersey Turnpike or 1-95) Take the New Jersey Turnpike to Exit 6 (1-276 West/Pennsylvania Turnpike). Follow 1-276 West to Exit 20 (1-476 South, toward Philadelphia/Chester). Take 1-476 South to Exit 3, Media/Swarthmore. At bottom o f exit ramp turn left onto Baltimore Pike. (Directions continue below) From the SOUTH (1-95) Follow 1-95 North to Exit 7 (in Pennsylvania), 1-476 North/Plymouth Meeting. Take 1-476 to Exit 3, Media/Swarthmore. At the bottom of the exit ramp turn right onto Baltimore Pike. (Directions continue below) From the EAST (via the Pennsylvania Turnpike) From Exit 333, Norristown, follow signs for 1-476 South. Stay on 1-476 approximately 17 miles to Exit 3, Media/Swarthmore. At the bottom of the exit ramp turn left onto Baltimore Pike. (Directions continue below) From the WEST (via the Pennsylvania Turnpike) From Exit 326, Valley Forge, Take 1-76 East, Schuylkill Expressway, about 4 miles to 1-476 South. Take 1-476 approximately 12 miles to Exit 3, Media/Swarthmore. At the bottom of the exit ramp turn left onto Baltimore Pike. (Directions continue below) From the AIRPORT Take 1-95 South. Continue to exit 7,1-476 North/Plymouth Meeting. Take 1-476 North to Exit 3, Media/Swarthmore. At bottom of exit ramp turn right onto Baltimore Pike. (Directions continue below) Continue to the Visitor’s Center Stay in the right lane and in less than 1/4 mile turn right onto Route 320 South. At the first light turn right to stay on 320. Proceed through second light at College Avenue to the first driveway on your right to visitor parking at the Benjamin West House. The Benjamin West House is the College’s visitor center and has someone there to hand out maps and directions 24 hours a day. Continue to the Admissions Office Stay in the right lane and in less than 1/4 mile turn right onto Route 320 South. At the first light turn right to stay on 320. At the next light turn right onto College Avenue. On College Avenue take your first right onto Cedar Lane. At the next stop sign turn left onto Elm Avenue. Turn left onto Whittier Place, marked by stone pillars. Proceed to the end of Whittier Place and turn right into the Dupont parking lot, beside the Science Center. After parking in the DuPont parking lot, it’s a short walk to the Admissions Office in Parrish Hall. Follow the path to the left of the Science Center, continue past Kohlberg Hall, and you will see the back entrance of Parrish straight ahead. The Admissions Office is on the second floor. TRAIN The College is readily accessible from Philadelphia by train. Amtrak trains from New York and Washington arrive hourly at Philadelphia’s 30th Street Station. From 30th Street Station, the SEPTA Media/Elwyn Local (R3) takes approximately 23 minutes to reach the Swarthmore station, which is adjacent to campus. AIR An express train runs from the Philadelphia International Airport to 30th Street Station, where you can take the SEPTA Media/Elwyn Local (R3) train directly to the Swarthmore campus. Taxi service is also available. Swarthmore College M a p o f th e c a m p u s College entrances Visitor Parking Faculty/staff Parking 1 Parrish Hall 2 Kohlberg Hall and Cosby Courtyard 3 Eugene M. and Theresa Lang Performing Arts Center 4 Martin Hall 5 Lang Music Building 6 Cornell Science and Engi­ neering Library 7 Science Center »ALE AVENUE HARVARD ÀVENOE" •i Mary Lyon Residence Hall detail 50 South Entrance 8 Science Center Parking (Visitors) 9 Beardsley Hall 10 Hicks Hall 11 Papazian Hall 12 Lang Center for Civic and Social Responsibility 13 North Entrance 14 Swarthmore Friends Meet­ inghouse 15 Pearson Hall 16 Trotter Hall 17 Dean Bond Rose Garden 18 Cunningham House (Scott Arboretum Offices) 19 McCabe Library 20 Sharpies Dining Hall 21 Clothier Memorial Hall 22 Scott Building (staff lounge) 23 Sproul Alumni House 24 Sproul Observatory 25 Phi Omicron Psi House 26 Delta Upsilon House (Sharpies IV) 27 Kitao Student Art Gallery (Sharpies III) 28 Women’s Resource Center and OldeClub 29 Faulkner Tennis Courts 30 Wharton Residence Hall 31 Scott Amphitheater 32 Crum Woods 33 Hallowed Residence Hall 34 Dana Residence Hall 35 Crum Ledge 36 Squash Court Building 37 Ware Pool 38 Mullan Tennis Center 39 Clothier Fields 40 Lamb-Miller Field House 41 Heating Plant 42 Tarble Pavilion 43 Mary Lyon Residence Hall 44 Roberts Residence Hall 45 Pittenger Residence Hall 46 Palmer Residence Hall 47 Bam 48 Field House Parking (Visitors) 51 Swarthmore SEPTA Train Sta­ tion (R3 Media/Elwyn) 52 Alice Paul '05 Residence Hall 53 David Kemp Residence Hall 54 Mertz Residence Hall 55 Old Tarble 56 Worth Health Center 57 Benjamin West House 58 Benjamin West Parking (Visitors) 59 Cunningham Field 60 Cunningham Parking 61 M ain Entrance 62 Worth Residence Hall 63 Bond Memorial Hall and Lodges 64 W illets Residence Hall 65 Robinson House (Black Cultural Center) 66 Courtney Smith House 67 Ashton House 68 Hallowed House 69 Woolman Residence Hall 70 Dan and Sydney West House 71 Kyle House (student resi­ dence) 72 Hicks Parking (Faculty-Staff) 73 Water Tower Parking (Faculty-Staff) Index Absence from examinations, 9.4 Academic misconduct, 7.1.2 Academic support, 7.7.2 Administration and staff, 17 Administrative divisions, 17.1 Admissions, 4 Admissions procedure, 4.1 Application dates, 4.3 Scholastic Aptitude and Achievement Tests, 4.1 School subjects recommended, 4.2 Advanced Placement, 4.5 Advanced standing, 4.5 Advancement Information Systems, 17.1, 17.7.1 Advancement Services, 17.1,17.7.1 Advising, 7.7 Alumni and Gift Records, 17.1,17.7.1 Alumni Association officers, 15 Alumni Council, 15 Alumni Relations, 7.11,17.1,17.7.4 Alumni, total, 7.11 Annual Giving, 17.1,17.7.3 Associate dean for academic affairs, 17.1,17.5 Associate dean for multicultural affairs, 17.1, 17.5 Associate dean for student life, 17.1,17.5 Associate provost, 17.1,17.4 Athletics, 7.9.5 Attendance at classes, 9.1 Auditing courses, 9.3 Automobiles, regulations, 7.1.6 Awards and distinctions, awarded, 20 Awards and prizes, described, 11 Bachelor of arts degree, 10.1 Bachelor of science degree, 10.1 Bequests, 2.1 Black Cultural Center, 7.4.2,17.1,17.5 Board of Managers, 14 committees of, 14.1 Bookstore, 2.3.1,2.3.4,7.4.1,17.1,17.8 Business Office, 17.1,17.12 Calendars, see preface Capital Giving, 17.1,17.7.6 Career Services, 7.7.3,17.1,17.9 Center for Social and Policy Studies, 2.3.1, 17.1,17.10 Chester, Pa., outreach, 2.3.1,7.10.1 Cocurricular activities, 7.9 Code of Conduct, 7.1 College entrance examinations, 4,1 Communications Office, 7.12,17.1,17.11 Community-based learning, 7.10.1 Comprehensive examinations, 8.1, 8.4,10.1 Computing services, see Information Technology Services, 2.3.1,7.1.2,17.1, 17.23 Controller’s Office, 17.1,17.12 Cooper (William J.) Foundation, 2.4,7.9.2, 7.9.3,7.9.4 Cooperation with neighboring institutions, 8.12 Cornell Science and Engineering Library, 2.2, 17.1,17.28.2 Corporate, Foundation, and Government Relations, 17.1,17.7.5 Corporation, officers of, 13 Course-numbering system, 22 Courses of instruction, 22 Creative arts, 8.11 Credit/no credit, 9.2.3 Cross-listed course rules, 8.2 Curriculum, 8.1 Dean of Admissions and Financial Aid’s Office, 17.1,17.2,17.6.1 Dean o f the College’s Office, 17.5 Degree requirements, 10 Degrees conferred, 19 Degrees offered, 10 Development, 17.1,17.7.6 Dining hall, 7.3.2 Dining Services, 7.3.2,17.1,17.14 Directed reading, 8.8.1 Directions for correspondence, see preface Directions for reaching the College, see endnote Disability services, 17.1,17.5 Distribution requirements, 8.2 Divisions and departments, 16.3 Divisions for distribution requirements, 8.2 Domestic exchange, 8.13 Drama, 7.9.4 Drop/add, see registration, 9.3 Education abroad, 5.1.1,8.14 Emeriti faculty, 16.1 Endowed chairs, 3 Endowment, 2.1 Enrollment in courses, see registration, 9.3 Enrollment statistics, 21 Environmental Services, 17.1,17.17 Equal Opportunity Office, 17.1,17.15 Equal Opportunity statement, see preface Examination regulations, 9.4 Exceptions to the four-year program, 8.6 Exchange programs, 8.13 Exclusion from the College, 9.8 Expenses, 5 Extracurricular activities, 7.9.6 Facilities management, 17.1,17.17 Faculty advisers, 7.7 Faculty members, 16.2 Faculty regulations, 9 Fees (tuition, residence, etc.), 5 Fellowships, 12 Fellowships and prizes, 17.1,17.5 Final examinations, 9.4.1 Financial aid, 6 Footnote key, 22 Foreign language requirement, 10.1 Foreign students, 4.6,21 Foreign study (see study abroad), 5.1.1, 8.14, 17.1,17.19 Foreign Study Office, 17.1,17.19 Index Formats of instruction, 8.8 Fraternities, 7.4.2 Friends Historical Library, 2.2.1,17.1,17.28.4 Gender education, 7.1.4,17.1,17.5 Geographic distribution of students, 21 Ghana Program, see Dance Gifts, 2.1 Grades, 9.2 Graduate study, 10.2 Graduation requirements (see also distribution requirements), 8.2,10 Grenoble Program, 8.14 Grounds, 2.3.5,17.1,17.17 Health care, 7.6 Health Sciences Advisory Program, 8.10,17.20 Health Sciences Office, 17.1,17.20 Health Services, 7.6.2,17.1,17.21 Honors examiners, 8.5,18 Honors Program, 8.5 Housing, 7.3 Human Resources, 17.1,17.22 Incomplete grade policies, 9.2.2 Independent study, 8.8.1 Information Technology Services, 2.3.1,17.1, 17.23 Institutional research, 17.1,17.24 Insurance, 7.6.3 Intercultural Center, 7.4.2,17.1,17.5 Interdisciplinary work, 8.9 International admissions, 4.6 Investment Office, 17.1,17.25 Judicial bodies, 7.2 Kohlberg Hall, 2.3.1 Lang Center for Civic and Social Responsibility, 7.10.1,17.1,17.26 Lang Music Building, 2.3.2 Lang Performing Arts Center, 2.3.2, 17.1,17.27 Leaves of absence, 9.5.1 Libraries, 2.2,17.1,17.28 List Gallery, 2.3.2,17.29 Loans to students, 6.2 Madrid Program, 8.14 Maintenance, 17.1,17.17 Map of College grounds, see endnote Master’s degrees, 10.2 McCabe Library, 2.2,17.1,17.28.1 Media Services, 17.23 News and Information Office, 7.12.1,17.11 Normal course load, 8.7 Observatory, 2.3.1 Occupational and environmental safety, 17.1, 17.16 Office Services, 17.1,17.12 Orchestra, 7.9.2 Outreach programs, 7.10 Papazian Hall, 2.3.1 Parents programs, 17.1,17.7.6 Parrish Hall, 2.3.1 Pass/fail, see credit/no credit, 9.2.3 Payroll, 17.1,17.22 Physical education requirements, 9.7 Plagiarism, 7.1.2 Planned Giving, 17.1,17.7.6 Planning and Construction, 17.1,17.17 Poland Program, 8.14, see also Engineering, Environmental Studies, Music and Dance, and Theater Post office, 17.1,17.30 Practical work, 8.8.2 Premedical advising, 8.10 President’s Office, 17.1,17.3 Primary distribution courses (PDC), 8.2 Prizes, awarded, 20.5 Prizes, described, 11 Program o f study, 8 First-year and sophomore students, 8.2 Honors Program, 8.5 Juniors and seniors, 8.3 Provost’s Office, 17.1,17.4 Psychological Services, 7.6.4 Public Safety, 7.8, 17.1,17.31 Publications, College, 7.12.2 Publications Office, 7.12.2,17.1,17.11 Publications, student, 7.9.7 Quaker matchbox, 7.11 Readmission to the College, 9.5.3 Registrar’s Office, 17.1,17.32 Registration, 9.3 Religious advisers, 7.5 Repeated course rules, 9.2.4 Requirements for admission, 4.1 Research, 8.4, 8.5, 8.8 Residence halls, 7.3.1 Residence, regulations, 7.3.1 Residential life, 7.3.1, 17.1 Scholarships, 6.1 Scholastic Aptitude Test, 4.1 Scott Arboretum, 2.3.5, 17.1,17.33 Security policies and procedures, 7.8 Sharpies Dining Hall, 2.3.4,7.3.2 Social Affairs Committee, 7.4.1,7.9.1 Social centers, 7.4 Special major, 8.4 Sproul Observatory, 2.3.1 Standing committees of the faculty, 16.4 Stewardship, 17.1,17.7.1 Student accounts, 5.1,17.1,17.12 Student activities, 7.9,17.1,17.5 Student conduct, 7.1 Student Council, 7.9.1,7.9.6 Student employment, 6.3 Student exchange programs, 8.13 Student judicial system, 7.2 Index Student Right to Know, 8.15 Student rights, 7.1 Student-run courses, 8.8.2 Study abroad, 5.1.1,8.14 Submission of the same work in more than one course, 7.1.2 Summer programs, 17.1,17.17 Summer school work, 9.6 Swarthmore College Peace Collection, 2.2.1, 17.1,17.28.5 Swarthmore Foundation, 7.10.2 Tarble Social Center, 7.4.1 Teacher certification, see Educational Studies Theater, 7.9.4 Transfer, application for, 4.7 Transfer credit, 9.6 Tuition and other fees, 5.1 Twenty-course credit rule, 8.2 Underhill Music and Dance Library, 2.2,17.1, 17.28.3 Vice President for Development and Alumni Relations’ Office, 17.1,17.7 Vice President for College and Community Relations and Executive Assistant to the President, 17.1,17.3 Vice President for Facilities and Services’ Office, 17.1,17.16 Vice President for Finance and Treasurer’s Office, 17.1,17.18 Vice President for Human Resources’ Office, 17.1,17.2,17.22 Visiting examiners, 8.5,18 Vocational advising, 7.7.3 Withdrawal from the College, 5.3,9.5.2 Withdrawal from courses, 9.2,9.3 Women’s Resource Center, 7.4.2 Work done elsewhere, 9.6 Worth Health Center, 7.6.1 Writing Center, 7.7.2 Swarthmore College 500 College Avenue Swarthmore PA 19081-1390 (610) 328-8000