SWARTHMORE COLLEGE BULLETIN 2004-2005 Swarthmore College Bulletin 2004—2005 Volume CII Number 1 Catalog Issue August 2004 Directions for Correspondence SW A RTH M O RE COLLEGE, 500 COLLEG E AVENUE, SW A RTH M O RE PA 19081-1390 Alfred H . Bloom G EN ERA L CO LLEG E POLICY President Constance Cain Hungerford A C A D EM IC POLICY Provost Suzanne P. Welsh FINAN CE Vice President and Treasurer Maurice G . Eldridge CO LLEG E A N D C O M M U N ITY RELATION S Vice President Dan C . West A LU M N I, DEVELOPMENT, A N D PUBLIC RELATION S Vice President Lawrence M . Schall A D M IN ISTRA TIO N HUM AN R ESO U R C E S Vice President Melanie Young Associate Vice President Robert J . Gross ST U D E N T SERVICES A D M ISSIO N S A N D C A TA LO G S Dean of the College James L . Bock III Dean o f Admissions and Financial Aid Martin 0 . Warner R EC O R D S A N D T R A N SC R IP T S FIN A N CIA L A ID AN D FIN A N CIN G O P TIO N S IN FORM ATION C A R EE R SERVICES G EN ERA L IN FORM ATION G IF T S Registrar Laura Talbot Director of Financial Aid Nancy Burkett Director o f Career Services Tom Krattenmaker Director o f News and Information Diane Crompton Director of Advancement Operations Swarthmore College does not discriminate in education or employment on the basis sex, race, color, age, religion, national origin, marital sta­ tus, sexual orientation, veteran status, medical condition, pregnancy, disability, or any other legally protected status. This policy is consis­ tent with relevant governmental statutes and regulations, including those pursuant to Title IX of the Federal Education Amendments of 1972 and Se ctio n 504 o f the Federal Rehabilitation A ct of 1973. T h e Swarthm ore C ollege Bulletin (ISSN 08882126), of which this is Volume C II, number 1, is published in August, September, December, March, and June by Swarthmore College, 500 College Avenue, Swarthmore PA 19081-1390. T his Bulletin contains policies and program de­ scriptions as o f July 15, 2004, and should be used solely as an informational guide. T he College reserves the right to alter or amend at any time the policies or programs contained in the Bulletin. Students are responsible for in­ forming themselves o f current policies and meeting all relevant requirements. Phone (610) 328-8000 Periodical postage paid at Swarthmore PA 19081 and additional mailing offices. Permit number 0530-620. Postmaster: Send address changes to Swarthm ore C ollege Bulletin, 500 College Avenue, Swarthmore PA 19081-1390. © 2004 Swarthmore College Printed in U .S.A . Table of Contents COLLEG E CA LEN D A R I 5 IN TR O D U C T IO N 10 ED U CA TIO N A L R E SO U R C E S ENDOW ED C H A IR S 22 11 A D M ISSIO N S 26 EXPEN SES 30 FIN A N CIA L A ID 32 COLLEG E LIFE IV v 50 ED U CA TIO N A L PRO G RA M 71 FA CULTY R EG U LA TIO N S 82 DEGREE R EQ U IR EM EN TS 87 AW ARDS A N D PRIZES 89 FELLOW SHIPS 94 C O U R SE S O F IN ST R U C T IO N A rt 98 Asian Studies 108 Biology 114 Black Studies 120 Chemistry and Biochemistry 123 Classics 129 Cognitive Science 136 Comparative Literature 138 Computer Science 141 Economics 149 Educational Studies 156 Engineering 164 English Literature 176 Environmental Studies 197 Film and Media Studies 200 Francophone Studies 203 German Studies 207 History 209 VI Interpretation Theory 224 Latin American Studies 227 Linguistics 229 Mathematics and Statistics 237 Medieval Studies 247 Modem Languages and Literatures 249 Music and Dance 288 Peace and C onflict Studies 309 Philosophy 312 Physical Education and A thletics 318 Physics and Astronomy 320 Political Science 328 Psychology 339 Public Policy 348 Religion 352 Sociology and Anthropology 362 Theater 380 Women’s Studies 389 TH E C O R PO R A TIO N and B O A R D O F M A N A G E R S 393 A LUM NI A SSO C IA T IO N O FFICERS and A LU M N I C O U N C IL FACULTY 399 A D M IN ISTRA TIO N 415 V IS IT IN G EXA M IN ERS 2004 430 DEGREES CO N FERRED 434 AWARDS A N D D IST IN C T IO N S 439 ENROLLM EN T S T A T IS T IC S 443 397 INDEX 444 SW A RTH M O RE CO LLEG E C A M PU S M A P 450 D IREC TIO N S FO R R EA C H IN G SW A R TH M O RE C O LLEG E 452 3 MAY 2004 SEPTEM BER Sun Mon Tue Wed Thu 1 2 6 ., 5 7 8, 9 15 16 12 13 14 19 20 21 22 23 26 29 30 27 28 Fri Sai 3 4 10 11 17 18 24 : 25 Sun Mon Tue Wed Thu 1 2 3 5 4 9 10 11 12 8 15 18 19 16 17 25 26 22 23 24 29 30 31 Fri 6 13 20 27 Sat 7 14 21 28 Fri 3 10 17 24 Sat 4 11 18 25 2006 JANUARY Sun M on ' Tue Wed Th u - F a Sat ' Í \ ' 2 1 3 :■ ; 4 . 5 L.. 6 7 10 8 9 li 12 13 14 ; : 15 : 16 17 18 19 20 21 : 22 25 23 26 r 27 j 28 24 29 30 31 JUNE OCTOBER Sun Mon Tue Wed Thu 3 10 n 24 31 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 Fri 1 8 15 22 29 Sat 2 9 16 23 30 Sun Mon Tue Wed Thu 1 2 5 6 8 9 7 12 15 16 13 14 19 20 21 22 23 28 29 30 26 27 FEBRU A RY Sun M on i Tue Wed 1Thu 1 2 5: 6 : ;; 7 8 • 9 13 14 : 15 : 16 ; 121 20 19 21 22 23 26 28 27 Sun Mon Tue Wed Thu 2 1 3 4 9 8 10 H 7 15 16 17 18 14 21 22 23 24 25 29 30 28 Fri 5 m 19 26 Sài 6 13 20 27 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 Fri ii 8 15 22 29 Sat Fri 5 12 19 26 Sat 6 13 20 27 Fri 2 9 16 23 30 Sat 3 10 17 24 Fri 7 14 21 28 Sat i 8 15 22 29 Fri 4 11 18 25 Sat 5 12 19 26 Fri 2 9 16 23 30 Sat 3 10 17 24 31 9 16 23 30 M ARCH Sum :M on . 6 5Ì 13 n 19 20 26 I 27 AUGUST DECEM BER Sun Mon Tue Wed Thu 1 . 2 : s 8 9 6 Ü 15 16 13 12 14 19 20 21 22 23 26 27 29 30 28 W i n Fri .3 10 vr 24 31 Sat 4 11 18 25 Sun Mon Tue Wed Thu 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 Fri Sat 7 14 21 28 8 15 22 29 Sun Mon Tue Wed Thu 1 2 3 6 8 9 10 7 13 15 16 17 14 20 21 22 23 24 28 27 Fri 4 11 18 25 Sat 5 12 19 26 MARCH Sun Mon Tue Wed Thu 1 2 3 6 8 9 10 7 13 15 16 17 14 20 21 22 23 24 28 29 30 31 27 Fri 4 11 18 25 Sat 5 12 19 26 APRIL Sun Mon Tue Wed Thu 4 Sun Mon Tue Wed Thu 1 5 6 8 7 4 12 13 15 11 14 20 21 22 18 19 25 26 27 28 29 5 12 19 26 6 13 20 27 7 14 21 28 21 28 22 29 23 24 . 25 30 ; 31 A P R IL Fri Sat: 5 6 :: 7 12 : : 13 : 14 19 20 : 21 26 27 : 28 !: 8 1¿ 15 122: 29 Sun Mon Tue Wed Thu sa i ? 4 11 1 » i :io 16 17 18 25 ' » 24 I 30 3 1 Fri 1 8 15 22 29 Sat 2 9 16 23 30 MAY Sun Mon Tue Wed " ! 2 3 ? :, 8 . .9 : i o 16 17 14 1 15 « 21 22 23 24 28 29 30 31 :Thu S Fri Sat 5 ¡ 6 ;1 4 ; 11 1 12 ¡ 13 20 ■ 18 t i ! 25 26 27 OCTOBER Sun Mon Tue Wed Thu FEBRUARY 4 11 18 25 Sun Mon Tue Wed Thu 1 2 3 4 8 9 10 11 7 15 16 18 17 14 21 22 23 25 24 28 29 30 31 Tue Wed Thu ìW j Sat 2 ■ 3 4 I . 8 9 10 11 7 16 17 18 14 ¡ 15 SEPTEM BER 2005 JANUARY 3 10 17 24 17 : 18 25; : 24 JULY Sun Mon Tue Wed Thu NOVEMBER 2 9 16 23 30 Fri Sat 3 4 : ( i l L: il 2 9 16 23 30 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 JU N E Sun Mon Tue Wed jThu ■1 8 6 ; 7 4 5 15 13 14 Hi n 22 20 21 18: 1S> 29 25: 26 27 28 NOVEMBER Sun Mon Tue Wed Thu 1 2 3 6 8 9 10 7 13 15 16 17 14 20 21 22 23 24 28 29 30 27 : Fri ; 2 : 9 ; 16 : 23 : : 30 Sat $Ì io 17: 24 JU L Y Suri Mori Tot Wed Thu : Fri ; Sat S :2 9 16 23; 30 3 10 17 24 31 4 li 18 25' 6 ' 5 i2 : 13 19 20 26 : 27 *7 ■ 8 14 15 21 22 28 29 DECEM BER Sun Mon Tue Wed Thu 1 5 6 8 4 7 11 12 15 13 14 18 19 20 21 22 29 25 26 28 27 A U G U ST Sun Mon Tot Wed Thu Fri : Sat 4 : 5 3 1 ■ 2 9 10 11 12 8 6 7 17 i 18 19 16 13 ! 14 15 21 22 23 : 24 j 25 26 20 27; 28 i 29 ! 30 : 31 ! College Calendar 2004 Fall Sem ester Aug. 24 Residence halls open for new students. Aug. 2 4 -2 9 Orientation and placement days. Aug. 26 Advising begins. All-adviser meeting in morning. Individual advising begins in afternoon. Aug. 27 Residence halls open for returning students. Board plan starts at dinner for returning students. Aug. 28 Registration, 2 p.m. until finished (about 90 minutes). Aug. 30 Classes and seminars begin. Sept. 6 Labor Day. Classes in session. Sept. 10 Drop/add ends. Last day to delete a course from or add one to permanent registration, and last day to declare CR/NC grading option. Oct. 1 Final examination schedule available on-line. Oct. 1-2 Board of Managers meeting. Oct. 8 O ctober holiday begins at end o f last class or seminar. Oct. 18 O ctober holiday ends at 8:30 a.m. Nov. 1 Schedule of courses and seminars for next semester available on-line. Nov. 5 Last day to withdraw from a course with the notation “W ” or to return to regular grading from a CR/NC option. Nov. 8 -1 8 Advising period. Nov. 22-24 Pre-enrollment for spring semester. Schedule of courses and seminars for next semester available in print on campus. Nov. 24 Pre-enrollment ends at 4 p.m. Thanksgiving vacation begins at end o f last class or seminar. Nov. 29 Thanksgiving vacation ends at 8:30 a.m. Dec. 1 N ote: A ll accounts must show a zero or positive balance for students to enroll or select a room for spring semester. Dec. 3 -4 Board of Managers meeting. Dec. 6 -7 Monday follows the “Friday” class schedule, replacing the Friday of Thanksgiving break. Tuesday follows the “Thursday” class schedule, replacing the Thursday of Thanksgiving break. Dec. 7 Classes end. TBA Lottery for spring housing. Dec. 10 Final examinations begin. Dec. 10-18 N ote: Final examinations are not rescheduled to accommodate travel plans. If you must make travel arrangements before the examination schedule is published (by O ct. 1), do not expect to be able to leave until after finals. Dec. 14 Seminars end. Dec. 18 Final examinations end at noon. Residence halls close at 6 p.m. Board plan ends at lunch. 5 College Calendar 2005 Spring Sem ester Jan . 15 Residence halls open at noon. Ja n . 16 Board plan starts at dinner. Ja n . 17 Classes and seminars begin. Ja n . 28 Drop/add ends. Last day to delete a course from or add one to permanent registration and last day to declare CR/NC grading option. Martin Luther King Jr. Day— classes in session. F eb. 2 5 -2 6 Board of Managers meeting. M arch 4 Spring vacation begins at end o f last class or seminar. M arch 14 Spring vacation ends at 8:30 a.m. M arch 15 N ote: A ll accounts must show a zero or positive balance for students to enroll and select a room for the fall semester. M arch 25 Last day to withdraw from a course with the notation “W ” or to return to regular grading from a CR/NC option. M arch 28 Schedule of courses and seminars for next semester available on-line. A pril 1 Schedule o f courses and seminars for next semester available in print on campus. A pril 4 -1 4 Advising period. A pril 1 5 -1 7 Family Weekend. A pril 1 8 -2 0 Pre-enrollment for fall semester. A pril 20 Pre-enrollment ends at 4 p.m. A pril 29 Classes and seminars end. M ay 5 Final course and written honors examinations begin. M ay 6 -7 Board of Managers meeting. M ay 14 Course examinations end. M ay 15 Board plan ends at dinner for all but seniors. M ay 16 W ritten honors examinations end. Residence halls close to all but seniors at 8 a.m. (Nonseniors are expected to leave the College within 24 hours after their last examination.) M ay 1 6 -1 7 Senior comprehensive examinations. M ay 19-21 Oral honors examinations. M ay 28 Baccalaureate. M ay 29 Commencement. M ay 30 Residence halls close to seniors at 9 a.m. Ju n e 3 -5 Alumni Weekend. 6 2005 Fall Sem ester Aug. 23 Residence halls open for new students. Aug. 2 3 -2 8 Orientation and placement days. Aug. 25 Advising begins. All-adviser meeting in morning. Individual advising begins in afternoon. Aug. 26 Residence halls open for returning students. Board plan starts at dinner for returning students. Aug. 27 Registration, 2 p.m. until finished (about 90 minutes). Aug. 29 Classes and seminars begin. Sept. 5 Labor Day— classes in session. Sept. 9 Drop/add ends. Last day to delete a course from or add one to permanent registration, and last day to declare CR/NC grading option. Sept. 2 3 -2 4 * Board o f Managers meeting. Oct. 1 Final examination schedule available on-line. Oct. 7 October holiday begins at end of last class or seminar. Oct. 17 O ctober holiday ends at 8:30 a.m. Nov. 1 Schedule of courses and seminars for next semester available on-line. Nov. 4 Last day to withdraw from a course with the notation “W ” or to return to regular grading from a CR/NC option. Nov. 7 -1 7 Advising period. Nov. 21-23 Pre-enrollment for spring semester. Schedule of courses and seminars for next semester available in print on campus. Nov. 23 Pre-enrollment ends at 4 p.m. Thanksgiving vacation begins at end of last class or seminar. Nov. 28 Thanksgiving vacation ends at 8:30 a.m. Dec. 1 N ote: A ll accounts must show a zero or positive balance to enroll or select a room for spring semester. Dec. 2 -3 * Board of Managers meeting. Dec. 5 -6 Monday follows the “Friday” class schedule, replacing the Friday o f Thanksgiving break. Tuesday follows the “Thursday” class schedule, replacing the Thursday of Thanksgiving break. Dec. 6 Classes end. TBA Lottery for spring housing. Dec. 9 Final examinations begin. Dec. 9 -1 7 N ote: Final examinations are not rescheduled to accommodate travel plans. If you must make travel arrangements before the examination schedule is published (by O ct. 1), do not expect to be able to leave until after finals. Dec. 13 Seminars end. Dec. 17 Final examinations end at noon. Residence halls close at 6 p.m. Board plan ends at lunch. *Tentative dates. 7 College Calendar 2006 Spring Sem ester Ja n . 14 Residence halls open at noon. Ja n . 15 Board plan starts at dinner. Ja n . 16 Classes and seminars begin. Martin Luther King Jr. Day— classes in session. Ja n . 27 Drop/add ends. Last day to delete a course from or add one to permanent registration and last day to declare CR/NC grading option. F eb. 2 4 -2 5 * Board of Managers meeting. M arch 3 Spring vacation begins at end o f last class or seminar. M arch 13 Spring vacation ends at 8:30 a.m. M arch 15 Note: A ll accounts must show a zero or positive balance for students to enroll and select a room for the frill semester. M arch 24 Last day to withdraw from a course with the notation “W ” or to return to regular grading from a CR/NC option. M arch 27 Schedule of courses and seminars for next semester available on-line. M arch 31 Schedule of courses and seminars for next semester available in print on campus. A pril 3 -1 3 Advising period. A pril 7 -9 Family Weekend. A pril 1 7-19 Pre-enrollment for fall semester. A pril 19 Pre-enrollment ends at 4 p.m. A pril 28 Classes and seminars end. M ay 4 Final course and written honors examinations begin. M ay 5 -6 * Board o f Managers meeting. M ay 13 Course examinations end. M ay 14 Board plan ends at dinner for all but seniors. May 15 W ritten honors examinations end. Residence halls close to all but seniors at 8 a.m. (Nonseniors are expected to leave the College within 24 hours after their last examination.) M ay 1 5-16 Senior comprehensive examinations. M ay 1 8 -2 0 Oral honors examinations. M ay 27 Baccalaureate. M ay 28 Commencement. M ay 29 Residence halls close to seniors at 9 a.m. Ju n e 2 -4 Alumni Weekend. ♦Tentative dates. 8 I Introduction to Swarthmore College Educational Resources Endowed Chairs 9 Introduction to Swarthmore College Swarthmore College, founded in 1864 by mem­ bers o f the Religious Society of Friends as a co­ educational institution, occupies a campus of 357 acres o f rolling wooded land in and adja­ cen t to the Borough o f Swarthmore in Delaware County, Pa. It is a small college by de­ liberate policy. Its present enrollment is 1,500 men and women students. T h e Borough of Swarthmore is a residential suburb within half an hour’s commuting distance o f Philadelphia. College students are able to enjoy both the ad­ vantages o f nearby rural settings and the oppor­ tunities offered by Philadelphia. T h e College’s location also makes possible cooperation with three nearby institutions, Bryn Mawr and Haverford colleges and the University o f Pennsylvania. OBJECTIVES AND PURPOSES Swarthmore students are expected to prepare themselves for foil, balanced lives as individuals and as responsible citizens through exacting in­ tellectual study supplemented by a varied pro­ gram of sports and other extracurricular activi­ ties. T h e purpose o f Swarthmore College is to make its students more valuable human beings and more useful members o f society. Although it shares this purpose with other educational in­ stitutions, 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 o f ethical and so­ cial concern. VARIETIES O F EDUCATIONAL EXPERIENCE Education is largely an individual matter, for no two students are exactly alike. T h e Swarthmore College curriculum is designed to give recogni­ tion to this fact and seeks to evoke the maxi­ mum effort and development from each stu­ dent. T h e Swarthmore College Honors Pro­ gram offers additional enriching and exciting intellectual experiences to students who choose to prepare for evaluation by examiners from other colleges and universities. Throughout the curriculum, options for independent study and interdisciplinary work offer opportunities for 10 exploration and development over a wide range o f individual goals. These opportunities typical­ ly include considerable flexibility of program choices from semester to semester, so that acad­ emic planning may be responsive to the emerg­ ing needs of students. THE RELIGIOUS TRADITION Swarthmore College was founded by members o f the Religious Society o f Friends (the Quakers). Although it has been nonsectarian in control since 1908, and although Friends now compose a small minority o f 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 ap­ plying truth and for testing whatever truth one believes one has found. As a way of life, Quakerism emphasizes hard work, simple liv­ ing, and generous giving as well as personal in­ tegrity, social justice, and the peaceful settle­ ment o f disputes. T he College does not seek to impose on its students this Quaker view of life or any other specific set of convictions about the nature o f things and the duties of human beings. It does, however, encourage ethical and religious concern about such matters and con­ tinuing examination o f any view that may be held regarding them. TRADITION AND CHANGE A college draws strength from tradition and en­ ergy 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. Educational Resources The primary educational resources of any col­ lege are the quality of its faculty and the spirit of the institution. Financial as well as physical resources play an important supportive role. THE ENDOWMENT The educational resources at Swarthmore College have been provided by gifts and be­ quests from many alumni, foundations, corpora­ tions, parents, and friends. In addition to unre­ stricted gifts for the operating budget, these donors have contributed funds for buildings, equipment, collections of art and literature, and permanently endowed professorships, scholar­ ships, awards, book funds, and lectureships. Their gifts to Swarthmore have not only pro­ vided the physical plant but also have created an endowment fund o f $930 million at market value on June 30, 2003. Swarthmore ranks ninth in the country in endowment per stu­ dent. Income from the endowment during the academic year 2002 -2 0 0 3 contributed approx­ imately $30,000 to meet the total expense of educating each student and provided about 40 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 addition­ al gifts and bequests for its current operations, its permanent endowment, and its capital de­ velopment programs to maintain and strength­ en its resources. T h e vice president in charge of development will be pleased to provide infor­ mation about various forms o f gifts: bequests, outright gifts of cash or securities, real estate or other property, and deferred gifts through char­ itable remainder trusts and life-income con­ tracts in which the donor reserves the right to the annual income during his or her lifetime. LIBRARIES The library is an active participant in the in­ structional and research program o f the College. T he primary function o f the library is to support the teaching mission o f 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 li­ brary’s collections are geared primarily toward undergraduate instruction, the scope, nature, and depth o f student and faculty research re­ quire a greater quantity o f 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 col­ leges 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 http://www.swarthmore.edu/library. T h e Tri-College Library Consortium takes advantage of a long history o f cooperation and a unified, on-line catalog to work toward building a research-quality collection from the combined holdings of these three strong liberal arts colleges. Reference service is often where research be­ gins. Reference librarians guide patrons in for­ mulating research strategies and in accessing the information and materials contained in the library’s vast electronic and print collections. T h e library provides a considerable digital col­ lection of electronic journals in all disciplines and o f citation and full-text research databases that support access to historical, statistical, vi­ sual, and bibliographic information. T h e ever­ growing amount o f on-line resources has creat­ ed a variety o f new library services, including Live Help, an on-line “chat” reference service. T h e library also provides direct curricular sup­ port through extensive print and electronic re­ serve readings and honors collections. Swarthmore College library holdings amount to approximately 750,000 volumes with some 20,000 volumes added each year. T h e 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 cat­ alogs them in Tripod. T h e library also houses an extensive interdisciplinary audiovisual collec­ tion, including 5,000 videotapes and DVDs, more than 13,000 classical and jazz music recordings, and 1,400 spoken word recordings of dramatic and poetic literature. T h e video collection includes classic U .S . and foreign films as well as educational, documentary, and experimental films. 11 Educational Resources T he collections are housed in three libraries. T he T hom as B . and Jean n ette L . M cC abe 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. A recent renovation has added a small coffee bar, which is located near daily newspapers and light reading materials. terest. Special collections include materials on various subjects of Quaker concern such as abo­ lition, Indian rights, utopian reform, and the history o f women’s rights. Notable among the other holdings are the W hittier Collection (first editions and manuscripts o f John G reenleaf W hittier, the Quaker poet), the M ott manuscripts (more than 500 autographed letters o f Lucretia M ott, antislavery and women’s rights leader), and the Hicks manu­ T he C ornell Library o f Science and Engineering in scripts (more than 400 letters of Elias Hicks, a the new science center houses 60,000 volumes prominent Quaker minister). More than 43,000 and serves the curricular and research needs of volumes are in the library’s collection of books students and faculty in the sciences. and pamphlets by and about Friends. More than T he D aniel Underhill M usic Library contains 20,000 books on music and dance as well as the 200 Quaker periodicals are currently received. T he library also has an extensive collection of sound recordings mentioned earlier. It provides photographs o f meetinghouses and pictures of a wide variety o f listening and viewing facili­ representative Friends and Quaker activities as ties, which overlook the Crum Woods. Small well as a number of oil paintings, including The collections o f relevant materials are located in P eaceable Kingdom by Edward Hicks. It is hoped the B lack Cultural C enter and the Beit that Friends and others will consider the ad­ Midrash. vantages o f giving to this library any books and Special Library Collections family papers that may throw light on the his­ T h e College library contains certain special tory o f the Society o f Friends. W eb site: collections: the Private Press C ollection , repre­ http://www.swarthmore.edu/library/friends. senting the work o f more than 750 presses, an T he Su/arthm ore C ollege P eace C ollection is of exemplary collection of “book arts” and artists’ special interest to research students seeking the books; British A m ericana, accounts o f British records o f the peace movement. T h e records of travelers in the United States; the works of the Women’s International League for Peace English poets Wordsworth and Thomson be­ and Freedom and the personal papers of Jane queathed to the library by Edwin H. Wells; the Addams of Hull-House, Chicago, formed the works o f Seamus Heaney, winner o f the Nobel original nucleus o f the Collection (1930). Over Prize for Literature, 1995; the W.H. Auden the years, other major collections have been C ollection commemorating the English poet added including the papers of Devere Allen, who taught at Swarthmore in the mid-1940s; Emily Greene Balch, Julien Cornell, Homer and the Bathe C ollection o f the history o f tech­ Jack, Lucy Biddle Lewis, A .J. Muste, Lawrence nology donated by Greville Bathe. Scott, John Nevin Sayre, William Sollmann, E. W ithin the M cCabe Library building are two special libraries that enrich the academic back­ ground o f the College: T he Friends H istorical 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 o f the Society o f Friends. T h e library is a depository for records o f Friends Meetings be­ longing 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. T he W illiam W ade H inshaw Index to Q uaker M eeting Records lists material of genealogical in­ 12 Raymond Wilson, and others as well as the records o f the American Peace Society, A Quaker A ction Group, Business Executives Move, C C C O , Fellowship o f Reconciliation, Friends Committee on National Legislation, T h e G reat Peace M arch, Lake Mohonk Conferences on International Arbitration, N ational Interreligious Service Board for Conscientious Objectors, National Council for Prevention o f War, National Council to Repeal the Draft, SA N E, W ar Resisters League, Women Strike for Peace, World Conference of Religion for Peace, and many others. T he Peace Collection serves as the official repository for the archives o f many o f these organizations, in­ corporated here in more than 10,000 document boxes. T h e Collection also houses more than 12,000 books and pamphlets and about 3,000 periodical titles. Four hundred periodicals are currently received from 22 countries. T he com­ prehensive G uide to the Swarthm ore C ollege Peace C ollection, published in 1981, and the Guide to Sources on W om en in the Swarthm ore College P eace C ollection describe the archival holdings. W eb site: http://www.swarthmore. edu/library/peace. PHYSICAL FACILITIES When Swarthmore College opened in the fall of 1869, it consisted of one building— Parrish Hall— set on farmland and serving 199 stu­ dents. Today, it encompasses more than 40 buildings used by 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. A t the same time, it main­ tains an intimate campus exemplifying the con­ cept of academic study in an idyllic setting. Intellectual Growth Parrish H all, the original College building, still lies at the heart o f the campus with classroom buildings clustered around it. T h e second oldest building on campus, Trotter H all, was complete­ ly renovated and reopened in 1997. Today, in a building that respects the past but embraces modem technology and design, Trotter pro­ vides the space for the History, Political Science, and Classics departments; the Center for Social and Policy Studies; programs in women’s studies, black studies, and Asian stud­ ies; the Writing Center; and several classrooms and seminar rooms. A t the center o f the build­ ing is the Tarble Atrium , an inspiring wooden staircase crafted from cherry and birch with ex­ pansive landings on each level that function as student lounges and are supplied with seating and computer hookups. Views from this build­ ing overlook the Rose Garden to the south and the Nason Garden and Outdoor Classroom to the north. Kohlberg H all, an entirely new academic build­ ing completed in 1996, features spaces for use by the entire College community on the ground floor, including a lounge complete with a coffee bar and fireplace; the Scheuer Room, a popular place for lectures and gatherings with a window wall and modem audiovisual equipment; and the Cosby Courtyard, a dramatic outdoor space with a lawn panel and stone sitting walls that double as an outdoor classroom. O n the upper two floors are modem classrooms and intimate seminar rooms, a language resource center, and faculty offices. Kohlberg Hall— home to the Modem Languages and Literatures, Economics, and Sociology and Anthropology depart­ ments— demonstrates that a new building with award-winning architectural design can be in­ tegrated into an established campus. N ext door to Kohlberg lies the Lang Perform ing Arts Center, home to the English, Dance, and Theater departments. Although most of the spaces in this building provide for cultural en­ richment (more about that later), classrooms and offices are found on the second and third floors. H icks, Beardsley, and Pearson halls are clustered together on the north end of the academic campus, forming with Trotter Hall a quadrangle now known as the Nason Garden. Hicks is home to the Engineering Department and con­ tains laboratories, with several equipped for computer-assisted and -controlled experimen­ tation. Beardsley, renovated in 1990, houses the A rt Department; Pearson, renovated in 1998, is home to the Linguistics, Education, and Religion departments. Completing the cluster o f north campus academic buildings is Paparían H all, which houses the Psychology and Philosophy departments. T h e new science center completed in 2004, physically links the departments of Biology, Chemistry, Computer Science, Mathematics and Statistics, and Physics and Astronomy and the Cornell Science Library to foster interac­ tion and exchange among faculty and student scientists. T h e center offers an 80-seat lecture hall, a 120-seat auditorium, and the Eldridge Commons area. T h e project was designed and was constructed using criteria developed by the U .S. G reen Building Council to produce a sus­ tainable design that will provide opportunities for education about the environment and envi­ ronmental responsibility. For further informa­ tion about the science center and to view re­ cent photographs, please visit the project Web site at http://sciencecenter.swarthmore.edu. In 1999, the Martin G reenhouse was renovated, so it can support a broader research program. 13 Educational Resources Sproul O bservatory, with its 24-inch visual re­ fracting telescope, is the center of fundamental research in multiple star systems, and a 24-inch reflecting telescope on Papazian Hall is used for solar and stellar spectroscopy. In the management, design, and construction o f all physical facilities, the College recognizes the importance o f employing environmentally sound practices and acknowledges its commit­ ment to current and future societies. A n exam­ ple o f Swarthmore’s commitment to sustain­ ability is the biostream bed, located between M cCabe Library and W illets Hall and designed to filter runoff from upper-campus building roofs. Inform ation Technology Services (IT S ), with of­ fices in Beardsley H all, provides computing and telecommunication resources and support to all faculty, registered students, and College staff members. Academic computing resources com­ prise several components: a number of U N IX servers managed by the Computing Center, a network of SU N Sparc workstations in the Computer Science Department, a network of HP workstations in the Engineering Depart­ ment, a Power Macintosh lab in the Mathe­ matics Department, and software servers in the Chemistry and the Physics and Astronomy de­ partments. A specialized multimedia facility in Beardsley gives the faculty a place to try out new technology and create presentations and multimedia projects for their courses. Servers running Oracle and S C T Banner are used for the College’s administrative data management needs. Fiber optic cabling ties these compo­ nents together into a campuswide network. T he campus network is linked to the Internet, al­ lowing communication and data access on a global scale. Power Macintosh computers are available in public areas in Beardsley, DuPont, Kohlberg, and M cCabe and Cornell libraries. Virtually every administrative and faculty office is equipped with computers. Students may con­ nect Macintosh or Windows computers to the campus network from their rooms. Any M acintosh connected to the network can be used to gain access to electronic mail, bulletin boards, the World Wide Web, Tripod (the li­ brary system shared with Bryn Mawr and Haverford colleges), and a variety of software programs. Windows computers connected to the campus network from residence hall rooms 14 have access to the World Wide Web, electron­ ic mail, and Tripod. Copies of several commonly used commercial software packages are available on a restricted basis on the public-area hard drives or on file servers connected to the network. Some of these file servers also contain an assortment of shareware and public domain software. A computer repair service is located in Beardsley. T h e College Bookstore sells a variety of software at very reasonable prices. T he repair service provides on-campus repair services for student-owned computers. T h e Telecommunications Department of the Computing C enter provides telephone and voice-mail services to faculty, staff, and stu­ dents. Every student residing in a college dor­ mitory room is provided with a private tele­ phone and personal telephone number as well as a voice-mail account. Long-distance calling is available to students. Assistance with the use of the College’s com­ puting resources is available on several levels. Students may seek help from student consul­ tants who are available most of the day and night, seven days a week. Faculty members may seek assistance through a Help Desk or through IT S staff assigned to their respective division for curricular support. Housed in Trotter Hall, the C en ter fo r Social and Policy Studies is an interdisciplinary applied re­ search and policy initiative at the College. Established in 1972, the center undertakes and supports research addressing the complex, dy­ namic, and compelling needs o f inner-city com­ munities— particularly, the interplay between poverty and community development in the neighboring community o f Chester. In addi­ tion, the center supports POLS 106: Underclass and Urban Policy. For students, the center attempts to tie acade­ mic 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 advo­ cacy activities, students have an opportunity to put into practice the convictions of “ethical in­ telligence” as they work with residents in the Chester community. T he center’s faculty direc­ tor is Political Science Associate Professor Keith Reeves ’88. Cultural Enrichment Social Development The Lang M usic Building, opened in 1973, con­ tains an auditorium seating nearly 400 while providing an expansive view into the Crum Woods. It also is home to the D aniel Underhill Music Library, classrooms, practice and re­ hearsal rooms, and an exhibition area. It is the central facility for the Music Department and for musical activities at the College. Several residence halls are close to the core of the campus. Rooms are assigned by a lottery. A ll students have private telephone and com­ puter hookup capabilities in their rooms. A ll halls have common lounges for socializing, and Swarthmore’s Sharpies Dining H all provides an impressive single dining space, ensuring that students have the opportunity to interact regu­ larly at mealtimes. Small dining rooms within the dining hall are frequently used for specialinterest groups such as language discussion groups. Greatly enhancing performance venues, the Eugene M . and T heresa Lang Perform ing Arts Center (LPAC) opened in 1991. T h e building contains Pearson-H all T heater, with a seating capacity of 825. T h e theater can be divided with a 40-ton movable soundproof wall, which is raised and lowered hydraulically. W hen the wall is raised, the space may be used simultane­ ously as a cinema seating more than 300 and a theater space o f about equal seating capacity. The stage o f the theater may also be trans­ formed from its traditional configuration into a thrust stage. The Frear Ensem ble T heater 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 P atricia W itky Boyer D ance Studio and D ance L ab. T his build­ ing also provides an elegant facility for chang­ ing art exhibits, student art exhibitions, and a display of holdings of Swarthmore College’s permanent art collection in its List Art G allery. Physical Development The College maintains about 80 acres of play­ ing fields around the academic heart of the campus to support a wide range o f sports, in­ cluding rugby, field hockey, lacrosse, and base­ ball. Track sports are supported by both an out­ door track around the C lothier Field and indoor track in the Lam b-M iller Field H ouse, which also provides indoor basketball courts and exercise rooms. Next to the field house lies the Squash Court building and W are P ool, with a 50-meter pool. Twelve outdoor tennis courts are supple­ mented with the newly opened M ullan Tennis Center, an indoor tennis and fitness pavilion. Ample open lawn areas, an integral part of the Swarthmore College campus, accommodates and inspires a range of informal and sponta­ neous physical activity from Frisbee throwing to water sliding. O ther student activity and organization space on campus includes Parrish Parlors in the heart o f campus; Parrish Com m ons a level up; Tarble in C lothier, with a snack bar, game room, the col­ lege bookstore, a large all-campus space used for dances and other events and Paces, a student coffeehouse; the Intercultural C en ter, with both private organization space and a large meeting room for collective events; the B lack Cultural Center; Bond H all, home to the religious advis­ ers and religious organizations; the K itao G allery, a student-run art gallery; and Olde C lu b, the party place. Scott Arboretum About 357 acres are contained in the College property, including a large tract of woodland and the valley o f Crum Creek. Much of this tract has been developed as a horticultural and botanical collection of trees, shrubs, and herba­ ceous 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. T h e plant collections are designed both to afford examples o f the better kinds of trees and shrubs that are hardy in the climate of east­ ern Pennsylvania and suitable for planting by the average gardener and to beautify the cam­ pus. A ll collections are labeled and recorded. There are exceptionally fine displays o f hollies, Japanese cherries, flowering crabapples, magno­ lias, tree peonies, lilacs, rhododendrons, azaleas, and daffodils. Choice specimens from the col­ lections are displayed in several specialty gar­ dens including the Terry Shane Teaching Garden, the Theresa Lang Garden of Fragrance, the Dean Bond Rose Garden, the Isabelle B ennett Cosby ’28 Courtyard, the Nason Garden and outdoor classroom, and the 15 Educational Resources Metasequoia Allée. Many interested donors have contributed generously to the collections, and the arboretum is funded primarily by out­ side grants and restricted endowment funds with a combined market value o f $18.3 million as of June 30, 2003. T h e arboretum conducts applied research on ornamental plants and serves as a test site for three plant evaluation programs: the Gold Medal Award o f Garden M erit through the Pennsylvania Horticultural Society, the perfor­ mance of hollies through the American Holly Society, and the National Crabapple Evalua­ tion Program. T he arboretum offers horticultural educational 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. Aiding the arboretum’s staff, in all o f its efforts, are the Associates o f the Scott Arboretum. This membership organization provides not only fi­ nancial support but also assistance in carrying out the myriad operations that make up the ar­ boretum’s total program, such as plant propaga­ tion, public lectures, and tours to other gardens. More than 100 arboretum assistants aid in cam­ pus maintenance on a regular basis by volun­ teering. Student memberships are available. T he arboretum’s newsletter, H ybrid, publicizes their activities and provides up-to-date infor­ mation on seasonal gardening topics. Maps for self-guided tours and brochures of the arbore­ tum’s plant collections are available at the Scott offices, (610) 328-8025, located in the Cunningham House. T h e Scott Arboretum was accredited by the American Association of Museums in 1995, signifying its professional standards o f operation as an arboretum. SPECIAL FUNDS AND LECTURESHIPS T he C atherine G . ’72 and E rnest B . A bbott ’72 Partners in M inistry endowment was created in recognition of the importance of a distinctive ecumenical program of spiritual nurture serv­ ing the entire Swarthmore College community. Income from the A bbott endowment is distrib­ 16 uted to Partners in Ministry to help provide for the compensation of the religious adviser and supporting staff of the Swarthmore Protestant community. T he Stanley A dam son Sum m er Internship for R esearch in Chem istry 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. T he M onroe C . Beardsley R esearch Fellowship and Internship Fund w as established in 2004 to sup­ port students in the humanities by providing grants to encourage and facilitate research, original scholarship, and professional develop­ ment in the areas o f art, classics (literature), English literature, modem languages and litera­ ture, music and dance, philosophy, religion, and theater. Named after renowned contemporary philosopher Monroe C. Beardsley, a professor of philosophy at Swarthmore for more than 20 years, the fund is administered by the Division o f the Humanities and the Provost’s Office. T he Jon athan Leigh A ltm an Sum m er G rant is given in memory o f this member o f the Class of 1974 by Shing-mei P. Altm an ’76. It is awarded by the A rt Department to a junior who has strong interest and potential in studio arts. It provides support for purposeful work in the stu­ dio arts during the summer between junior and senior year. T he Jan ice R obb A nderson ’42 Jun ior Faculty R esearch Endowm ent was established by Janice Robb Anderson ’42 in 2001. T h e Anderson en­ dowment supports faculty research, with prefer­ ence for junior faculty members in the human­ ities whose research requires study abroad. John W. A nderson ’50 M em orial Internship was created by his wife, Janet Ball Anderson ’51. T h e Anderson internship supports students teaching science to disadvantaged children, with preference for students interested in work­ ing with children in grades K -1 2 . Preference will also be given to students participating in the W O W program in the city of Chester. T he Barnard Fund was established in 1964 by two graduates o f the College, Mr. and Mrs. Boyd T. Barnard of Rosemont, Pa. T he 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 con­ certs on the campus, for the purchase o f vocal and orchestral scores and other musical litera­ ture, and to provide scholarships for students in the Music Department who show unusual promise as instrumentalists or vocalists. The B audelaire A w ard 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 aca­ demic promise. The A lbert H . Beekhuis M usic Fund was created in 1989 by a generous bequest of Mr. Beekhuis, neighbor, friend, and patron o f Swarthmore music. T he fund supports the acquisition and maintenance of musical instruments and brings musical performers to the College, especially for the Music and Dance Festival. The A lfred H . Bloom Jr. and M artha 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. The Patricia B oyer M usic 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 De­ partment from 1937 to 1964- T h e fund supports visiting speakers chosen by the department. The Philip A . Bruno Fine Arts Endowm ent was created by Philip A . Bruno in 1988. T h e fund supports the acquisition of artwork for the Swarthmore College collections. The Barbara W eiss Cartwright Fund fo r Social Responsibility was created in 1993 by a gift from Barbara W. Cartwright ’37 and Dorwin P. Cartwright ’37. T h e fund supports new or exist­ ing programs that encourage involvement in addressing societal problems through projects initiated by the College or created by current students. In addition, it will provide opportuni­ ties for faculty and students to participate in volunteer service projects linked to the aca­ demic program. W endy Susan C heek ’83 M em orial Fund fo r W om en’s Studies. Established in 1998 by Aimee Lee and William Francis Cheek, the fund sup­ ports student and/or programming needs o f the Women’s Studies Program, including the cap­ stone seminar for honors and course students. T h e fund shall be spent at the direction of the women’s studies coordinator. T he C ilen to Fam ily Com m unity 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. T he fund is administered by the Swarthmore Foundation. T he C ilento Fam ily G eneral Endowm ent Fund was established in 2002 by A lexander P. Cilento ’71 to support the general objectives of the College. T h e income is unrestricted. T he C ilento Fam ily Inform ation Technology Fund was established in 2002 by A lexander P. Cilento ’71 as an expression of gratitude and appreciation for the Engineering Department at Swarthmore College. T he fund supports teach­ ing innovations in information science, with preference for computer science, engineering, and related disciplines. T he fund is adminis­ tered by the Provost’s Office. T he Richard W. C onner ’49 Partners in M inistry Fund was created in spring 2000 by Richard W. Conner ’49 to establish a matching challenge grant program benefiting Partners in Ministry in recognition of the importance o f an ecu­ menical program of spiritual nurture serving the diverse faith traditions o f the entire Swarthmore College community. T he G eorge R. C ooley Curatorship was estab­ lished in 1986. T h e Cooley endowment sup­ ports the curatorship o f the Swarthmore College Peace Collection. T he W illiam J . C ooper Foundation provides fund­ ing for a varied program of lectures, exhibits, and concerts, which enriches the academic work and cultural experience of the College and the community. T h e foundation was estab­ lished by William J. Cooper, a devoted friend of the College whose wife, Emma M cllvain Cooper, served as a member of the Board of Managers from 1882 to 1923. It provides annu­ al funds that are used “in bringing to the 17 Educational Resources College from time to time, eminent citizens of this and other countries who are leaders in statesmanship, education, the arts, sciences, learned professions and business, in order that the faculty, students and the college communi­ ty may be broadened by a closer acquaintance with matters of world [interest].” T he G ertrude S. Friedm an R esearch Fund was es­ tablished in 1992 to support travel and research o f biology faculty members with preference to those studying in the area of physiology and re­ lated subspecialties. Grants are awarded at the discretion o f the chair o f the Biology Department. T he C ooper Foundation C om m ittee, composed of students, faculty members, and staff members, works with members o f all campus constituen­ cies to arrange lectures, exhibitions, and perfor­ mances o f 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 under­ standing that their lectures would be published under the auspices o f the foundation. This arrangement has produced 18 volumes. T he D avid R . G oodrich ’71 Endow m ent for Islam ic Studies was established in 2003 to sup­ port the Islamic Studies program at Swarth­ more College. T h e fund will be administered by the Provost’s Office. T he H ayw ard Fam ily Fund was established by Priscilla Hayward Crago ’53 in honor of her parents, Sumner and Elizabeth Hayward, to re­ ceive designated life income gifts made by the donor since 1991 and to accommodate addi­ tional gifts anticipated over the donor’s lifetime and from her estate. T h e income from the fund provides support for the faculty at Swarthmore College. Bruce C ratsley ’66 M em orial Fund was created in 1998 and supports lectures about photography and exhibitions. T he M ichael J . D urkan M em orial Fund was es­ tablished by family and friends of Michael J. Durkan, librarian emeritus, to support library collections and to help bring Irish writers to campus. T he Jam es A . Field Jr. Lectureship was estab­ lished by Thomas D. Jones Jr. ’53 and Vera Lundy Jones ’58 in memory o f James Field, pro­ fessor of history from 1947 to 1984, to support lectures by visiting scholars on the history of the United States. T he Jam es A . Field Jr. M em orial Fund was estab­ lished by family and friends o f James A . Field Jr. Clothier Professor Emeritus o f history, to sup­ port library collections. T he L ee Frank M em orial A rt Fund, endowed by the family and friends of Lee Frank ’21, spon­ sors each year a special event in the A rt De­ partment: a visiting lecturer or artist, a scholar oj; artist in residence, or a special exhibit. 18 T he D onald J . G ordon A rt Fund was established in 1998 by a gift from his children and their spouses on the occasion o f his 70th birthday and the 50th anniversary of his graduation from Swarthmore College. T h e fund supports visit­ ing artists. T he H arry D . G otw als Fund was established in 1997 in memory o f the distinguished service of Harry D. Gotwals as vice president for develop­ ment, alumni, and public relations from 1990 to 1997. T h e fund supports the professional de­ velopment o f members of the division. T he M erritt W. H allow ed '61 C areer Services Fund was established in 2002 by Merritt Hallowell to support the College’s career ser­ vices program and initiatives, including but not limited to student career exploration, vocation­ al counseling, identification o f skills, interests, and values to develop an individual’s personal­ ized career options; electronic and print re­ sources; alumni networking and mentoring; and extern opportunities. T he fund is administered by the Office of Career Services. T he Bruce H annay Fund was established by a gift from the General Signal Corp. in honor of N. Bruce Hannay ’42. T h e fund will provide sup­ port for the academic program, with special consideration given to chemistry. Bruce Hannay was a research chemist with Bell Laboratories and received an honorary doctor of science degree from Swarthmore in 1979. T he M arjorie H eilm an Visiting A rtist Fund was es­ tablished by M. Grant Heilman ’41 in memory of Marjorie Heilman to stimulate interest in art, particularly the practice of art, on campus. T he Jam es C . H orm el ’55 Endowm ent fo r Public Policy and Social Change was established by James Hormel ’55 to support faculty in the Political Science Department. The Jam es C . H orm el '55 Endowm ent fo r Student Services was established by James Hormel ’55 to support staffing and programs related to student services and activities, including student in­ volvement in volunteering and programs to en­ courage greater understanding of, sensitivity to, and incorporation into the great society of dif­ ferences in culture, sexual orientation, or race. The W illiam L . H uganir Sum m er R esearch Endowment is awarded each spring by the chairs of the Social Science Division based on the academic interests o f a student or students who wish to pursue summer research on global pop­ ulation issues. The W illiam 1. H ull 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. T h e fund enables the College to bring a noted lecturer on peace to the campus each year in memory o f Dr. and Mrs. Hull, who were peace activists. The Richard M . H urd '48 Engineering Research Endowment was created in 2000 in memory of distinguished alumnus and former member of the Board o f Managers Richard M. Hurd ’48. The fund supports students interested in pursu­ ing engineering research during the summer. The Jonathan R . L ax Fund, created by his be­ quest in 1996, supports an annual Lax Con­ ference 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 ac­ tively involved at the College. The List G allery E xhibit Fund, established through the generosity of Mrs. Albert List, sup­ ports exhibits in the List Gallery o f the Eugene M. and Theresa Lang Performing Arts Center. The Joanna Rudge Long ’5 6 C onflict Resolution Endowment was created in 1996 in celebration of the donor’s 40th reunion. T he stipend is awarded to a student whose meritorious propos­ al for a summer research project or internship relates to the acquisition of skills by elementary school or younger children for the peaceful res­ olution of conflict. The Julia and Frank L . Lym an '43 Partners in Ministry Endowm ent was created in February 2000 in recognition o f the importance of a dis­ tinctive ecumenical program of spiritual nur­ ture serving the entire community of Swarthmore College. Income from this endowment will help provide for the compensation of the religious adviser and supporting staff o f the Swarthmore Protestant Community. T he Ju lia and Frank L . Lym an '43 Student Sum m er R esearch 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. T he P en elope M ason E ndow m ent fo r A sian Studies was created via the estate of Penelope E. Mason ’57. T h e fund supports courses taught in the departments o f art, modem languages, eco­ nomics, history, music and dance, political sci­ ence, religion, and sociology/anthropology. T he Thom as B . M cC abe M em orial Fund was es­ tablished w ith gifts from alumni and the McCabe Family to support an annual lecture­ ship that brings to campus each fall individuals with distinguished careers in fields such as pub­ lic service, business, government, education, or medicine. T he Jam es H . M iller ’58 Partners in Ministry Endowm ent was created in recognition of the importance of a distinctive ecumenical program of spiritual nurture serving the entire Swarth­ more College community. Income from the Miller endowment is distributed to Partners in Ministry to help provide for the compensation o f the religious adviser and supporting staff of the Swarthmore Protestant community. T he M argaret W. and John M . M oore Endowm ent was created in September 1999 via a life-in­ come gift contract. Income provides research stipends for selected scholars using the re­ sources of the Friends Historical Library and/or the Peace Collection at Swarthmore College. T he H elen F. N orth Fund in C lassics, 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 o f the Classics Department. A t the discretion of the depart­ ment, it shall be used to fund annually the Helen F. North Distinguished Lectureship in Classics and, as income permits, for a confer­ ence or symposium with visiting scholars; sum­ mer study o f Greek or Latin or research in classics-related areas by students majoring in the 19 Educational Resources field; or study in Greece or Italy in classics by a graduate o f the department. T he G ene D . O verstreet M em orial Fund, given by friends in memory of G ene D. Overstreet (1 9 2 4 -1 9 6 5 ), a member o f the Political Science Department (1 9 5 7 -1 9 6 4 ), provides in­ come to bring a visiting expert to the campus to discuss problems of developing or modernizing nations and cultures. T he Prom ise Fund, established anonymously by an alumnus on the occasion o f his graduation, is administered by T h e Cooper Foundation Committee. Income from the Promise Fund brings guest speakers, artists, and performers in music, film, dance, and theater who show promise o f distinguished achievement. T he Edgar and H erta Rosenblatt Fund was creat­ ed in 1967 and supports the work of the faculty at Swarthmore College. T he Ruach Endowm ent was created in 2000 to support Hillel activities on campus. T he Sager Fund o f Swarthmore College was es­ tablished in 1988 by alumnus Richard Sager ’73, a leader in San Diego’s gay community. To combat homophobia and related discrimina­ tion, the fund sponsors events that focus on concerns of the lesbian, bisexual, and gay com­ munities and promotes curricular innovation in the field of lesbian and gay studies. T h e fund also sponsors an annual three-day symposium. T h e fund is administered by a committee of women and men from the student body, alum­ ni, staff, faculty, and administration. T he Savage Fund, created in 1996 in honor of Professor Emeritus o f 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. T he Scheuer-Pierson Fund, established in 1978 by W alter and Marge Scheuer ’48, supports the Economics Department. T he Science C en ter Endowm ent was established by numerous donors to support the operation of the renovated science center and related acad­ emic programs. T he G il and M ary R oelofs Stott C oncert Fund was established in 1997 on the 25th anniversary of the Lang Music Building. T h e 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 20 have meant to the Swarthmore community. Each year, a new musical composition will be commissioned by the College to be performed at an annual G il and Mary Roelofs Stott Concert at which the G il and Mary Roelofs Sto tt Resident Student Artist will perform. T he M ary and G ilm ore Stott Honors Philosophy Sem inar Endowm ent was created in 1998 by W illiam G . S to tt ’75 and by Christopher Niemczewski ’74. T h e fund supports a seminar offered by the Philosophy Department. It was established in honor of the parents of William G . Sto tt ’75. T he Swarthm ore C hapter o f Sigm a Xi lecture series brings eminent scientists to the campus under its auspices throughout the year. Local members present colloquia on their own research. T he T hatcher Fund provides individualized assis­ tance to students with disabilities. T h e purpose o f the fund is to enable such students to take full advantage of the academic and extracurric­ ular life of the College and to make Swarth­ more a desirable choice for prospective students with disabilities. T h e fund was established in 1997. T he P hoebe A nna T hom e M em orial Endowment was created by a T hom e family member in 1911. T h e endowment supports the faculty of Swarthmore College. T he Pat Trinder Endowm ent 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 dedica­ tion and support to students. T h e endowment supports programs to advance career planning and placem ent at Swarthmore College. It specifically supports alumni participation in the recruiting, placement, and mentoring efforts for students. T he P. Linw ood U rban Jr. Partners in Ministry Endowm ent was created in recognition of the importance of a distinctive ecumenical program o f spiritual nurture serving the entire Swarth­ more 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. T he Benjam in W est Lecture, made possible by gifts from members of the Class of 1905 and other friends of the College, is given annually on some phase of art. It is the outgrowth of the Benjamin W est Society, which built up a col­ lection o f paintings, drawings, and prints, which are exhibited, as space permits, in the buildings on campus. T he lecture was named for the American artist who was bom in a house that stands on the campus and became presi­ dent of the Royal Academy. Kenneth R. Wynn ’74 Fund fo r Interdisciplinary Programs was created in 1998 to support inter­ disciplinary, language-based programs that em­ brace a more global view of language learning than traditional sources. 21 Endowed Chairs T he Edmund A llen Professorship o f Chem istry was established in 1938 by a trust set up by his daughter Laura A llen, friend of the College and niece o f Manager Rachel Hillbom. T he A lexander G risw old Cum m ins Professorship o f English Literature was established in 1911 in honor of Alexander Griswold Cummins, Class o f 1889, by Morris L. Clothier, Class o f 1890. T he Franklin E . and Betty B arr C hair in E co­ nom ics was established in 1989 as a memorial to Franklin E. Barr Jr. ’48 by his wife, Betty Barr. T he H ow ard N . and A da J . Eavenson Profess­ orship in Engineering was established in 1959 by a trust bequest o f Mrs. Eavenson, whose hus­ band graduated in 1895. T he A lbert L . and E dna Pow nall Buffington Professorship was established in 1964 by a be­ quest from Albert Buffington, Class o f 1896 in honor o f his wife, Edna Pownall Buffington, Class o f 1898. T he Donum P. Cartwright Professorship in Social Theory and Social A ction was created in 1993 by Barbara Weiss Cartwright ’37, to honor her husband, Dorwin P. Cartwright ’37. T h e profes­ sorship shall be awarded for a period of five years to a full professor who has contributed to and has the promise o f continuing major con­ tributions to the understanding of how social theory can be brought to bear on creating a more humane and ethically responsible society. Centennial chairs. Three professorships, unre­ stricted as to field, were created in 1964 in honor o f Swarthmore’s centennial from funds raised during the Centennial Fund Campaign. T he Isaac H . C lothier Jr. Professorship o f Biology was established by Isaac H. Clothier Jr. as a trib­ ute of gratitude and esteem to Dr. Spencer Trotter, a professor of biology from 1888-1926. T he Isaac H . C lothier Professorship o f H istory and International Relations was created in 1888 by Isaac H. Clothier, a member o f the Board of Managers. Originally the professorship was granted in the field o f civil and mechanical en­ gineering. Clotheir later approved its being a chair in Latin, and in 1912 he approved its present designation. T he M orris L . C lothier Professorship o f Physics was established in 1905 by Morris L. Clothier, Class of 1890. T he Ju lien and Virginia C orn ell Visiting Pro­ fessorship was endowed by Julien Cornell ’30 and Virginia Stratton Cornell ’30, former mem­ bers of the Board o f Managers, to bring profes­ sors and lecturers from other nations and cul­ tures for a semester or a year. Since 1962, Cornell professors and their families from every com er of the world have resided on the campus so that they might deepen the perspective of both students and faculty. 22 T he Jam es H . H am m ons Professorship was estab­ lished in 1997 by Jeffrey A. Wolfson ’75, to rec­ ognize the inspiring academic and personal guidance provided by James H. Hammons, pro­ fessor 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. T he Jam es C . H orm el Professorship in Social Ju stice, established in 1995 by a gift from James C. Hormel ’55, is awarded to a professor in any academic division whose teaching and scholar­ ship stimulate increased concern for and under­ standing of social justice issues, including those pertaining to sexual orientation. T he H ow ard M . and C harles F. Jenkins Profes­ sorship o f Q uakerism and P eace Studies was en­ dowed in 1924 by Charles F. Jenkins H’26 and a member of the Board of Managers, on behalf o f the family of Howard M. Jenkins, a member o f the Board o f Managers, to increase the use­ fulness o f the Friends Historical Library and to stimulate interest in American and Colonial history with special reference to Pennsylvania. T h e fund was added to over the years through the efforts of the Jenkins family and by a 1976 bequest from C . Marshall Taylor ’04. T he W illiam R . K enan Jr. Professorships w ere es­ tablished 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 sin­ cere personal interest in students will enhance the learning process and make an effective con­ tribution to the undergraduate community.” T he Eugene M . Lang R esearch Professorship, es­ tablished in 1981 by Eugene M. Lang ’38, a member of the Board o f Managers, normally ro­ tates every four years among members of the Swarthmore faculty and includes one year de­ voted 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, en­ dowed in 1981 by Eugene M. Lang ’38, brings to Swarthmore College for a period of one semes­ ter to three years an outstanding social scientist or other suitably qualified person who has achieved prominence and special recognition in the area o f social change. The Jan e Lang Professorship in M usic was estab­ lished by Eugene M . Lang ’38, to honor his daughter, Jane Lang ’67. T h e Jane Lang Professorship is awarded to a member of the fac­ ulty whose teaching or professional activity promotes the centrality o f music in the educa­ tional process by linking it to other disciplines. The Stephen Lang Professorship o f Perform ing Arts was established by Eugene M . Lang ’38, to honor his son, Stephen Lang ’73. T h e Stephen Lang Professorship o f Performing Arts is award­ ed for five years to a member o f the faculty whose teaching or professional activity pro­ motes excellence in the performing arts at Swarthmore. The Sam Law rence U ghtfoot 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 o f Sara Lawrence Lightfoot ’66, Doctor of Humane Letters, 1989, and a former member o f the Board of Managers. The Susan W. Lippincott Professorship o f M odem and C lassical Languages was endowed in 1911 through a bequest from Susan W. Lippincott, a member of the Board of Managers, a contribu­ tion from her niece, Caroline Lippincott, Class of 1881, and gifts by other family members. T he Edw ard H icks M agill P rofessorship o f Mathematics and N atural Sciences was created in 1888 largely by contributions of interested friends of Edward H. Magill, president o f the College from 1872 to 1889, and a bequest from John M. George. T he C harles and H arriett C ox M cD ow ell Professorship o f Philosophy and Religion was estab­ lished in 1952 by Harriett C ox McDowell, Class of 1887 and a member of the Board of Managers, in her name and that of her hus­ band, Dr. Charles McDowell, Class o f 1877. The Mari S. M ichener 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 G il and Frank M ustin Professorship was es­ tablished 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 at­ torney, Charles Segal, father of Robert L. Segal ’46 and Andrew Segal ’50. The Scheuer Fam ily C hair o f H um anities was cre­ ated in 1987 through the gifts of James H. Scheuer ’4 2; W alter and Marge Pearlman Scheuer ’44; and their children, Laura Lee ’73, Elizabeth Helen ’75, Jeffrey ’75, and Susan ’78 and joined by a challenge grant from T he National Endowment for the Humanities. T he H ow ard A . Schneiderm an ’48 Professorship in Biology was established by his wife, Audrey M. Schneiderman, to be awarded to a professor in the Biology Department. T he C laude C . Smith ’14 Professorship was estab­ lished in 1996 by members of the Sm ith family and friends of Mr. Sm ith. A graduate o f the Class of 1914, Claude Sm ith was an esteemed lawyer with the firm o f Duane, Morris and Heckscher and was active at the College, in­ cluding serving as chairman of the Board of Managers. This chair is awarded to a member of the Political Science or Economics depart­ ments. T he Swarthm ore Professorship was established in 2002 by Eugene M. Lang ’38 in honor of President Alfred H. and Peggi Bloom. T he H enry C . and C harlotte Turner Professorship was established in 1998 by the Turner family. Henry C . Turner ’93 and J. A rcher Turner, Class of 1905, served as members of the Board of Managers of Swarthmore College, as officers o f 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 genera­ tions of Turners have had ties with the College, and Sue Thomas Turner ’35, wife of Robert C . Turner ’36 (son of Henry C . Turner), is a cur­ rent board member. Howard Turner ’33, son of J. Archer Turner, has also been very active as past chair and member o f the Board of Managers over the years. T he J . A rcher and H elen C . 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 23 Endowed Chairs o f Managers of Swarthmore College, as officers o f 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 genera­ tions o f Turners have had ties with the College, and Sue Thomas Turner ’35, wife of Robert C . Turner ’3 6 (son of Henry C . Turner), is a cur­ rent board member. Howard Turner ’33, son of J. Archer Turner, has also been very active as past chair and a member o f the Board of Managers over the years. T he H enry C . a n d j. A rcher Turner Professorship o f Engineering was established with their contri­ butions and gifts from members of the Turner family in 1946 in recognition o f the devoted service and wise counsel of Henry C . Turner, Class o f 1893 and his brother, J. Archer Turner, Class o f 1905. Both were members of the Board of Managers. T he D aniel U nderhill Professorship o f Music was established in 1976 by a bequest from Bertha Underhill to honor her husband, Class o f 1894 and a member of the Board o f Managers. T he Marion Snyder W are Professorship o f Physical Education and A thletics was established in 1990 by Marian Snyder Ware ’38. It is to be held by th e ' chair o f the Physical Education and Athletics Department. T he Joseph W harton Professorship o f Political Econom y was endowed by a trust given to the College in 1888 by Joseph Wharton, chair of the Board o f Managers. T he Isaiah V. W illiam son Professorship o f C ivil and M echanical Engineering was endowed in 1888 by a gift from Isaiah V. Williamson. 24 Admissions Inquiries concerning admission and applica­ tions should be addressed to the Dean of Admissions and Financial Aid, Swarthmore College, 5 00 College Avenue, Swarthmore PA 19081-1390 or admissions@swarthmore.edu. Office telephone: (610) 328-8300 or (800) 6673110. GENERAL STATEMENT In the selection of students, the College seeks those qualities of character, social responsibil­ ity, and intellectual capacity that it is primarily concerned to develop. It seeks them not in iso­ lation, but as essential elements of the whole personality of candidates for admission. Selection is important and difficult. No simple formula will be effective. T h e task is to choose those who give promise of distinction in the quality o f their personal lives, in service to the community, or in leadership in their chosen fields. Swarthmore College must choose its stu­ dents on the basis of their academic achieve­ ment and commitment to intellectual inquiry as well as their individual future worth to soci­ ety and o f 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. T h e College is also concerned to include in each class the sons and daughters of alumni and members o f the Society o f Friends. Admission to the first-year class is normally based on the satisfactory completion of a fouryear secondary school program. Under some circumstances, students who have virtually completed the normal four-year program in three years will be considered for admission, provided they meet the competition o f other candidates in general maturity as well as readi­ ness for a rigorous academic program. Homeschooled 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 ¿¿booling. Students who have already com­ 26 pleted a college degree, or higher, are not eligi­ ble for admission to Swarthmore College. A ll applicants are selected on the following evidence: 1. Record in secondary school. 2. Recommendations from the school princi­ pal, headmaster, or guidance counselor, and from two academic teachers. 3. SAT-1 or A C T scores. 4. Three SAT-II scores, one o f which must be the SAT-II Writing test. Applicants consid­ ering a major in engineering are strongly en­ couraged to take the SAT-II M ath IIC 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. Co-curricular and extracurricular activities. Applicants must have satisfactory standing in school and standardized tests as well as strong intellectual interests. T h e College is also inter­ ested in strength o f character, promise of growth, initiative, seriousness o f purpose, dis­ tinction in personal and extracurricular inter­ ests, and a sense of social responsibility. The College values the diversity that varied interests and backgrounds can bring to. the community. PREPARATION Swarthmore does not require a set plan of sec­ ondary school courses as preparation for its pro­ gram. T h e election o f 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 prin­ ciples of mathematics. 3. T h e strongest possible command o f one or two foreign languages. T h e College encour­ ages students to study at least one language for four years, if possible. 4. Substantial course work in history and social studies; literature, art, and music; and math­ ematics and the sciences. Variations of choice and emphasis are acceptable, al­ though some work in each of the three groups is recommended. Those planning to major in engineering should present work in chemistry, physics, and four years o f mathematics, including algebra, geom­ etry, trigonometry, and calculus. W inter Early Decision Closing date for applications Notification of candidate Jan. 1 by Feb. 1 Regular Decision Closing date for applications Notification of candidate APPLICATIONS AND EXAMINATIONS Candidate reply date Application to the College may be submitted through either the Regular D ecision or one of the Early D ecision plans. Applicants follow the same procedures, submit the same supporting materials, and are evaluated by the same cri­ teria under each plan. The Regular D ecision plan is designed for those candidates who wish to keep open several dif­ ferent options for their undergraduate educa­ tion throughout the admissions process. Applications under this plan will be accepted at any time up to the Jan. 1 deadline, but the ap­ plication should be submitted as early as possi­ ble to create a file for the candidate to which supporting material will be added up to the deadline. The Early D ecision plans are designed for candi­ dates who have thoroughly and thoughtfully in­ vestigated Swarthmore and other colleges and found Swarthmore to be an unequivocal first choice. O n 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 ad­ mission to Swarthmore. Any Early Decision candidate not admitted will receive one o f two determinations: a deferral of decision, which secures reconsideration for the candidate among the Regular Decision candi­ dates, or a denial of admission, which with­ draws the application from further considera­ tion. If one of these determinations is made, the applicant is free to apply to other institutions. Application under any plan must be accompa­ nied 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 Closing date for applications Notification o f candidate Nov. 15 by Dec. 15 Jan. 1 by April 1 May 1 Under certain circumstances, admitted stu­ dents may apply in writing to defer their admis­ sion for one year. These requests must be re­ ceived by May 1 and approved in writing by the dean o f admissions, and students must confirm their plans for the year by June 1. T h e dean of admissions may choose to review other requests on a case-by-case basis. Students granted defer­ ment may neither apply to nor enroll at anoth­ er degree-granting college/university program. Swarthmore College places strong emphasis on academic achievement and personal character. A n offer o f admission to Swarthmore College is dependent on a student maintaining his or her standard o f academic achievement before en­ rolling at the College. A n offer of admission is also dependent on a student’s continued demonstration o f 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 ap­ plying as first-year or transfer students, admis­ sion to Swarthmore is determined without re­ gard to financial need. Information concerning financial aid is on pp. 32—48. THE INTERVIEW A n admissions interview with a representative of the College is a recommended part o f the first-year application process. (Applicants for transfer are not interviewed.) Prospective firstyear applicants should take the initiative in ar­ ranging for this interview. On-campus inter­ views are available to rising seniors from June through early December. Students are encour­ aged to complete the interview before submit­ ting an application to the College. Those who can reach Swarthmore with no more than a half-day’s trip are urged to make an appoint­ ment to visit the College for this purpose. O ther students may contact the Admissions 27 Admissions Office in the fall o f their senior year to request a meeting with an alumni representative in their own area. Interviews with alumni repre­ sentatives take longer to arrange than inter­ views on campus. As a result, the deadline for applicants living in the United States to request an alumni interview is Nov. 15. T h e deadline for applicants living overseas to request an alumni interview is Dec. 15. Arrangements for on-campus or alumni inter­ views can be made by writing to the Office of Admissions or by calling (610) 328-8300 or (800) 667-3110. Directions for reaching the College can be found on p. 452. Those students who wish to have courses taken at another college considered for either ad­ vanced placement or credit must provide an of­ ficial transcript from the institution attended as well as written work (papers, examinations); syllabi; and reading lists in order that the course work may be evaluated by the department con­ cerned. Such requests for credit must be made within the first year at Swarthmore. Depart­ ments may set additional requirements. For in­ stance, students may be required to take a placement examination at Swarthmore to vali­ date their previous work. INTERNATIONAL ADMISSIONS ADVANCED PLACEM ENT Enrolled first-year students with special creden­ tials may be eligible during the first semester for advanced placement (placement into courses with prerequisites) and/or credit toward gradua­ tion from Swarthmore (32 credits are required). A ll decisions are made on a subject-by-subject basis by the registrar in consultation with indi­ vidual Swarthmore departments. Such credit is available only for exams taken prior to matric­ ulation at Swarthmore. Typically, special cre­ dentials consist o f Advanced Placement exam­ inations of the College Entrance Examination Board, higher-level exam inations o f the International Baccalaureate, certain other for­ eign certifications (such as British A-Levels or the German Abitur), or courses taken at anoth­ er 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 W eb site under “Policies.” In some cases, students may qualify for ad­ vanced 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 three years, and signify this in­ tention when she or he applies for a major dur­ ing the spring of the first year. 28 T h e College is deeply committed to a strong in­ ternational presence on campus. T he applica­ tion process is the same as for U .S. citizens and permanent residents o f 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 fi­ nancial aid places the student in the most se­ lective subgroup of the total application pool regardless of the parental contribution. 2. Demonstrated proficiency in English is re­ quired of those for whom English is not their first language. T his may be in the form of a standardized test for non-native speakers of English, such as TO EFL or AP1EL, superior academic achievement in a school where English is the language o f instruction, or a portfolio of graded English writing samples in conjunction with the ELPT. Although not required, an interview on campus or with a College admissions representative overseas is considered to be very helpful. 3. Required SAT-I and SAT-II 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 Swarth­ more College by the appropriate application deadline. 4- It is the applicant’s responsibility to guaran­ tee the authenticity o f all submitted creden­ tials. This includes notarized translations of official documents and certified school tran- scripts signed by the appropriate school staff member. 5. T h e College does not accept transfer appli­ cations from foreign nationals who require financial aid. APPLICATIONS FOR TRANSFER The College welcomes well-qualified transfer students. Applicants for transfer must have had an outstanding academic record in the institu­ tion attended and must present transcripts for both college and secondary school work, in­ cluding an official statement indicating that the student is leaving the institution attended in good standing. Students who have complet­ ed the equivalent of two or more semesters of university-level work must apply for transfer ad­ mission. Admission status for students who have completed less than the equivalent of two semesters of university-level work will be de­ cided on a case-by-case basis. Transfer appli­ cants must take the SAT-I or the A C T if one of these tests has not been taken previously. Four semesters of study at Swarthmore College constitute the minimum requirement for a de­ gree, two of which must be those of the senior year. Applications for transfer must be filed by April 1 of the year in which entrance is desired. Swarthmore does not have a midyear transfer application process. Need-based financial assis­ tance is available for transfer students who are U .S. citizens or permanent residents. Transfer applications are not accepted from internation­ al students who require financial aid. Transfer applicants are notified of decisions on or before May 30. 29 Expenses STUDENT CHARGES Total charges for the 2 0 0 4 -2 0 0 5 academic year (two semesters) are as follows: Tuition $29,782 Room 4,778 Board 4,536 Student activities fee 312 $39,408 These are the annual charges billed by the College. Students and their parents, however, should plan for expenditures associated with books, travel, and other personal items. In ad­ dition, the College will bill for unpaid library fines, W orth Health Center fees, and other fees and fines not collected at the source. Students engaged in independent projects away from the College for which regular academic credit is anticipated are expected to register in advance in the usual way and pay normal tu­ ition. If the student is away from the College for a foil semester, no charge for room and board will be made. However, if a student is away for only a part of a semester, the above charges may be made on a pro rata basis. Late fees o f 1.5 percent per month will accrue on all past-due balances. Students with pastdue balances will not be permitted to enroll for the following semester, participate in the room lottery, graduate, or obtain a transcript. T h e regular College tuition covers the normal program of four courses per term as well as vari­ ations of as many as five courses or as few as three courses. Students who elect to carry more than five courses incur a unit charge for the ad­ ditional course ($ 3 ,7 2 2 .7 5 ) or half-course ($1,861.37), although they may within the reg­ ular tuition vary their programs to average as many as five courses in the two semesters of any academic year. College policy does not permit programs o f fewer than three courses for degree candidates in their first eight semesters of enrollment. Study Abroad Students who wish to receive Swarthmore cred­ it for study abroad must, for the semester or year abroad, pay the foil Swarthmore charges (ex­ cluding the student activities fee). Financial aid is normally applicable to study abroad, with the approval o f the O ffice for Foreign Study. Students contemplating study abroad should contact Steven Piker, foreign study adviser, well in advance for academic and administrative planning. PAYM ENT POLICY Semester bills are mailed in July and December. Payment for the first semester is due by Aug. 13, 2004, and for the second semester by Jan. 14, 2005. 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 WITHDRAWAL POLICY Charges for tuition and fees will 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: Room Reduced For Students W ho W ithdraw Tuition and F ees Reduced B oard Reduced Before start of classes To $0 To$0 To $500 During first 2 weeks of classes To $200 To $100 To $500 During week 3 By 90 percent By 90 percent To $500 During week 4 By 80 percent By 80 percent To $500 During week 5 By 70 percent By 70 percent To $500 During week 6 By 60 percent By 60 percent To $500 During week 7 By 50 percent By 50 percent To $500 During week 8 By 40 percent By 40 percent To $500 During week 9 and beyond No further reduction on tuition, fees, board, or rooms 30 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 2004. Beginning with the fall semester, 2004, tuition payments may also be made by credit card through a third-party service provider, PhoneCharge Inc., which will charge a convenience fee o f 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 W eb site www.paybyintemet.com/swarthmore. Detailed information on this pay­ ment option will be included with the fallsemester bills to be sent in July 2004. This plan does not replace the monthly payment plan, although payment-plan payments may be made by credit card through this program. HOUSING FINES Any time you select a room in the lottery that you do not use, the minimum fine is $100. Other fines follow: Fall Semester If you select a room in the lottery and 1. Choose to live off-campus but are still enrolled, you will be assessed: a. A $500 penalty unless everyone in the space notifies the Residential Life Office by June 1 that they will not be occupying the room. If everyone does notify the office, the fine will be $100 each. Spring Semester If you select a room in the December lottery or already have a room from fall semester and 1. Choose to live off campus but are still enrolled, you will be assessed: a. A $250 penalty unless everyone in the unit leaves this space and notifies the Residential Life Office by Dec. 1. b. A $500 penalty each if notice is given between Dec. 1 and the eighth week o f classes. c. No room refund if notice is received after the eighth week. 2. Take a leave of absence and notify the Dean’s Office, you 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 eighth week of classes. d. No room refund after the eighth week. INQUIRIES A ll correspondence regarding payment of student charges should be addressed to Linda Weindel, student accounts manager, or phone (610) 328-8396. b. A $500 penalty for each person moving off campus when notice is given between June 1 and the eighth week of classes. c. No room refund when notice is given after the eighth week. 2. Take a leave of absence and notify the Dean’s Office, you 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 eighth week of classes. c. No room refund after the eighth week. 31 Financial Aid T h e College strives to make it possible for all admitted students to attend Swarthmore, re­ gardless o f their financial circumstances and to enable them to complete their education if fi­ nancial reversals take place. About 50 percent of the total student body currently receives aid from the College. About 99 percent of the fi­ nancial aid awarded by the College is based on demonstrated financial need and is usually a combination of scholarship, loan, and campus employment. T h e College is committed to meeting all demonstrated financial need, and demonstrated need is assessed by a careful re­ view o f families’ financial circumstances. In 2004—2 005, Swarthmore students need an average o f $26,013. Thus, to meet that need, our average award is $26,013. mit a new financial aid application midyear. A student’s aid is not withdrawn unless financial need is no longer demonstrated. Assistance is available only during a normal-length under­ graduate program (eight semesters) and while a student earns 4 credits each semester and makes satisfactory academic progress. These limita­ tions are also applied in our consideration o f a sibling’s undergraduate educational expenses. Students who choose to live off campus will not receive College scholarship or College loan as­ sistance in excess o f their C ollege bill. Flowever, the cost of living off campus will be recognized in the calculation of a student’s fi­ nancial need, and outside sources of aid may be used to help meet off-campus living expenses once the College bill is satisfied. Although admission and financial aid decisions are made separately, a prospective student should apply for aid and outside assistance when applying for admission to Swarthmore. Instructions for filing an aid application are in­ cluded in the admissions application instruc­ tion booklet or can be found under Admissions on the College’s Web site, http://www.swarthmore.edu. Financial assistance will be offered if a family does not have the capacity to meet College costs. T h e amount a family is expected to contribute is determined by weighing the family’s income and assets against such de­ mands as taxes, living expenses, medical ex­ penses, siblings’ undergraduate tuition expens­ es, etc. Family contribution also includes a $ 1,450 to $ 1,890 summer earnings contribution as well as a portion of the student’s personal savings and assets. U .S . students 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 con­ tinue to apply for aid, but a contribution from the parents is expected equal to the contribu­ tion they would have made were the student single. For 2004—2005, the College bill, which in­ cludes tuition, room, board, and a student ac­ tivity fee, will be $39,408. This activity fee cov­ ers not only the usual student services— health, library, laboratory fees, for example— but ad­ mission to all social, cultural, and athletic events on campus. T he total budget figure against which aid is computed is $41,352. This allows $1,944 for books and personal expenses. A travel allowance is added to the budget for those who live in the United States but more than 100 miles from the College. In keeping with the policy o f basing financial aid upon demonstrated need, the College re­ views each student’s financial situation annual­ ly. Each student who would like to be consid­ ered for our support for the next year must sub­ 32 T h e College has, by action of our Board, reaf­ firmed its need-blind admission policy and the related practice of meeting the demonstrated fi­ nancial need o f all admitted or enrolled stu­ dents. Eligibility for federal aid funds is now limited to those who are able to complete and submit to us the Statem ent o f Registration Compliance, but additional funds have been made available for those who are unable to accept need-based federal aid because they have not registered with the Selective Service. 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 on our W eb site, http://financialaid.swarthmore.edu. SCHOLARSHIPS For the academic year 2004—2005, the College awarded more than $16 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 on pp. 3 4 -4 8 . It is not nec­ essary to apply for a specific College scholar­ ship. T he College decides who is to receive en­ dowed scholarships, and others are helped from general scholarship funds. Although the quali­ fying criteria for awarding most endowed schol­ arships remain general, some donors have es­ tablished explicit guidelines that closely mirror the interests o f the individual for whom the scholarship is named. Financial need, however, is a requirement for all College scholarships un­ less otherwise indicated. Federal Pell Grants and federal Supplemental Educational Oppor­ tunity Grants are also available to eligible students. LOAN FUNDS The College is able to meet the financial needs of each student through long-term, low-interest loan funds with generous repayment terms combined with Swarthmore’s scholarship pro­ grams. Although most offers of support from the College include elements of self-help (campus work and borrowing opportunities), the C ol­ lege strives to keep each student’s debt at a manageable level. Aided students are expected to meet a portion of their demonstrated need (from $1,000 to about $4,500 each year) through the federal Stafford Loan, the federal Perkins Loan, or the Swarthmore College Loan programs. T h e C ol­ lege determines which source is appropriate for which student. Each of these programs allows the borrower to defer repayment until after leaving school, and each allows further defer­ ment of the debt if the borrower goes on to graduate school. Up to 10 years may be taken to repay Stafford, Perkins, or Swarthmore College Loans. Parents who wish to borrow might consider the federal PLUS Loan. Up to $39,408 per year is available at a variable interest rate. Repayment may be made over a 10-year period. For more information about these loan programs, read our financial aid brochure (available from our Admissions Office). T h e College also maintains the following special loan funds and eligibility is determined by our financial aid office: T he Jay and Sandra Levine L oan Fund T he T hatcher Fam ily L oan Fund T he Swarthm ore C ollege Student L oan Fund STUDENT EM PLOYM ENT Student employment on the Swarthmore cam­ pus is coordinated by the Student Employment Office, which is under student direction. Jobs are available in such areas as the library, depart­ ment offices, the post office and the studentrun coffeehouse. Placements can be arranged when students arrive in the fall. On-campus rates of pay run from $7.29 to $7.81 per hour. Students receiving financial aid are usually of­ fered the opportunity to earn up to $1,556 dur­ ing the year and are given hiring priority, but there are usually jobs available for others who wish to work on campus. T h e Student Employment Office publicizes local off-campus and temporary employment opportunities. Students are generally able to carry a moderate working schedule without damaging their academic performance. Stu­ dents are encouraged not to work more than seven or eight hours weekly. Off-campus placements in public or private, nonprofit agencies in the local or Philadelphia area can be arranged through the Financial Aid Office during the academic year or nationwide during the summer (when federal funds are suf­ ficient) for students who qualify under the fed­ eral College Work-Study Program. Hospitals, schools, museums, and social service agencies, and local, state, or federal government agencies are suitable employers. ENDOWED SCHOLARSHIPS A ll 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 33 Financial Aid not fit the specific restrictions subsequently list­ ed because their scholarships will be drawn from other sources not listed here. (Financial n eed is a requirem ent fo r all scholarships unless otherw ise indicated. N o separate application is n eeded.) T he C atherine G . A bbott ’72 and Ernest B . A bbott ’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. T he A etna Foundation Scholarship G rant provides assistance to minority students with financial need. T he L isa P. A lbert Scholarship is awarded to a young man or woman on the basis o f scholar­ ship and need with preference given to those with a demonstrated interest in the humanities. T he G eorge 1. A lden Scholarship Fund was estab­ lished as a memorial by the Alden Trust and is awarded on the basis o f merit and need with preference given to a student from New England studying in the sciences or engineering. and Swarthmore College. T he Frank and M arie A ydelotte Scholarship is awarded to a new student who shows promise of distinguished intellectual attainm ent based upon sound character and effective personality. T h e award is made in honor o f Frank Aydelotte, president of the College from 1921 to 1940 and originator o f the Honors Program at Swarthmore, and o f Marie Osgood Aydelotte, his wife. T he D avid Baltim ore '60 Scholarship was estab­ lished by an anonymous donor in 2000. It is awarded with preference given to a junior or se­ nior majoring in biology or chemistry. The scholarship is renewable. T he Philip and Roslyn B arbash, 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 o f merit and need and is renewable. Preference is given to women with interest in the sciences and, in particular, in the environment. T he Vivian B . Alien Foundation provides schol­ arship aid to enable foreign students to attend Swarthmore College as part o f the foundation’s interest in the international exchange of students. T he Philip H . Barley M em orial Scholarship, estab­ lished in memory of Philip H. Barley ’66, by his family and friends and the Class o f 1966, which he served as president, provides financial assis­ tance for a junior or senior who has demon­ strated outstanding leadership qualities at Swarthmore. Susan W. Almy ’68 established T he Susan W. Alm y ’68 Scholarship in 2003. T h e fund supports financial aid for needy students at Swarthmore College, with preference given to students in­ terested in international careers, especially in developing nations. T he Franklin E . B arr Jr. ’48 Scholarship is awarded to a first-year student who has broad academic and extracurricular interests and who shows promise o f developing these abilities for the betterment o f society. This scholarship is based on need and is renewable for three years. T he Alum ni Scholarship is awarded to students on the basis o f financial need. Established in 1991, this endowment is funded through alum­ ni gifts and bequests. T he Alum ni C ouncil Scholarship was established by the Alumni Council o f Swarthmore College. It is awarded based on academic merit and fi­ nancial need and is renewable. T he Joh n R . '53 and Joy ce B . ’55 Am bruster Scholarship was created in 2001. It is awarded on the basis o f academic merit and financial need. T he Evenor Armm gton Scholarship is given each year to a worthy student with financial need in recognition o f the long-standing and affection­ ate connection between the Armington family 34 T he H . A lbert Beekhuis Scholarship in engineer­ ing is awarded on the basis o f 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. T h is scholarship is endowed through the generous bequest of Mr. Beekhuis, neighbor, friend, and successful engineer. Patty Y. and A .J. B ekavac Scholarship. Estab­ lished in 1997 by their daughter, Nancy Y. Bekavac ’69, the scholarship is awarded on the basis o f need, with preference given to students from western Pennsylvania. T he M argaret F raser B ell ’53 Scholarship was cre­ ated 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. with preference for a child o f immigrant parents or guardians, and is renewable. The Sherry F. Bellam y ’74 Scholarship was estab­ lished in 2003 by Sherry Bellamy and is award­ ed on the basis of academic merit and financial need and is renewable. T he W illiam A . Bradford Jr. ’66 Scholarship was established by W illiam Bradford to provide fi­ nancial assistance to a student who gives great promise based on academic merit and financial need. T h e scholarship is renewable. The Brand and Frances Blanshard Scholarship is given in their memory to a deserving student with high academic promise. The Blough and Locksley Fam ily 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. T h e schol­ arship is renewable. The Jean n e C otten Blum ’4 0 Scholarship was es­ tablished in 2003 by Jeanne C otten Blum and is awarded on the basis of academic merit and fi­ nancial need. T he scholarship is renewable. The Curtis B ok Scholarship was established in the College’s Centennial Year, 1964, in honor of the late Philadelphia attorney, author, and ju­ rist, who was a Quaker and honorary alumnus of Swarthmore. T h e scholarship is assigned an­ nually to a junior or senior whose qualities of mind and character indicate a potential for hu­ manitarian service such as Curtis Bok himself rendered and would have wished to develop in young people. Students in any field of study, and from any part of this country or from abroad, are eligible. T h e scholarship is renew­ able. The Frank R. B orchert Jr. '58 and T hom as 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 com­ mitment to educational excellence, and each devoted his professional life to this cause. T he scholarship is awarded on the basis of academic merit and financial need and is renewable. T he Edward S. B ow er M em orial Scholarship, es­ tablished 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. T he George and Josephin e C larke B raden Scholarship, established in 1999 by their chil­ dren in honor of George ’38 and in memory of Josephine ’41, is awarded to a student with demonstrated need for financial assistance, T he C arol Paxson Brainerd ’26 Scholarship is awarded on the basis of financial need and aca­ demic merit. T he D aniel W alter Brenner M em orial 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 re­ search. T h e recipient is chosen with the ap­ proval of the biology and classics faculty. T he M alcolm C am pbell U nitarian Scholarship, es­ tablished by Malcolm Campbell ’44 on the oc­ casion o f his 50th reunion, is awarded to a stu­ dent who is an active Unitarian Universalist with financial need and a strong academic record. T h e scholarship is renewable. T he Chang/H aw ley ’58 Scholarship was estab­ lished in 2003. It is named for Rosalind Chang W hitehead ’58 and John K. Hawley ’58. Their son, Charles Loy Hawley ’85, is also an alum­ nus. T h e scholarship is awarded on the basis of financial need and academic merit. T he W illiam and E leanor Stabler C larke Scholar­ ships, established in their honor by Cornelia Clarke Schmidt ’46 and W. Marshall Schmidt ’47, are awarded to two worthy first-year stu­ dents with need. Preference is to be accorded to members of the Society of Friends. These schol­ arships are renewable. T he C lass o f 1925 Scholarship was created on the occasion of the class’s 50th reunion. It is awarded on the basis of academic merit and fi­ nancial need. T he C lass o f 1930 Scholarship was endowed by the class on the occasion of its 60th reunion. It is awarded alternately to a woman or a man on the basis o f sound character and academic achievement, with preference given to those who exercise leadership in athletics and com­ munity service. T h e scholarship is renewable. T he C lass o f 1932 Scholarship, established on the occasion of the class’s 70th reunion, is awarded on the basis of academic merit and financial need. T he scholarship is renewable. 35 Financial Aid T he Class o f 1938 H arriet and W illiam C arroll Scholarship was established on the occasion of the class’s 65th reunion by their classmates and members o f their family in honor o f the Carrolls’ longstanding service to the College. T h e scholarship is awarded on the basis of aca­ demic merit and financial need. T h e scholar­ ship is renewable. T he C lass o f 1963 Scholarship is awarded on the basis o f merit and need and is renewable through the senior year. T h e scholarship was created in honor o f the class’s 25th reunion. T he C lass o f 1939 Scholarship was established at the 50th reunion o f 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. T he C lass o f 1969 Scholarship was established at the 25th reunion of the class in honor of the contributions made by Courtney Sm ith, presi­ dent o f Swarthmore College from 1953 to 1969. T h e scholarship was given with bittersweet memories o f the campus turmoil o f the 1960s and with confidence in the power of open dis­ cussion and reconciliation. T h e scholarship is awarded on the basis of merit and need and is renewable. T he C lass o f 1941 Scholarship was created in cel­ ebration o f the 50th reunion o f the class. It is awarded on the basis of merit and need and is renewable. T he B eatrice R . and Joseph A . C olem an Founda­ tion Scholarship was established by Elizabeth Coleman ’69 to be awarded to a student with need from a middle-income family. T he C lass o f 1943 Scholarship, established to honor the 50th reunion of that class, is awarded to a student in the sophomore class on the basis o f sound character and academic achievement, with preference given to those participating in athletics and community service. T h e scholar­ ship is renewable through the senior year. T he C harles A . Collins C lass o f 1912 Scholarship Fund is awarded every year to a deserving stu­ dent who is in need of financial assistance, in accordance with the donor’s will. T he C lass o f 1946 Scholarship was established on the occasion o f the class’s 50th reunion in recognition of the Swarthmore tradition that so influenced its members. T he C lass o f 1949 Scholarship was established in 1999 in celebration o f the class’s 50th reunion. It is awarded on the basis o f merit and need and is renewable. T he C lass o f 19 50 Scholarship, established on the occasion of the class’s 50th reunion, is awarded to one or more deserving students. T h e scholar­ ship is renewable. T he C lass o f 1952 Evans H. Bum M em orial Scholarship, established on the occasion o f the class’s 50th reunion in memory o f their long­ time president, is awarded on the basis of aca­ demic merit and financial need. T h e scholar­ ship is renewable. T he C lass o f 1954 Scholarship, established on the occasion o f the class’s 50th reunion, is awarded on the basis of academic merit and financial need. T h e scholarship is renewable. T he C lass o f 1956 Scholarship was established on the occasion o f the class’s 25th reunion. It is awarded on the basis o f academic merit and fi­ nancial need. 36 T he N . H arvey C ollisson Scholarship, established by his family and the O lin Mathieson Charitable Trust in memory of N. Harvey Collisson ’22, is awarded to a first-year man or woman. Selection will place emphasis on char­ acter, personality, and ability. T he M arcia Perry Ruddick C ook ’27 Scholarship is awarded to a junior on the basis o f merit and need, with preference given to an English liter­ ature major, and is renewable. Both scholar­ ships are endowed by J. Perry Ruddick in mem­ ory o f his parents. T he D avid S. C ow den Scholarship was estab­ lished 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. T he Crum M eadow 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. T he M arion L . D annenherg Scholarship is award­ ed 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 and grandmother o f six students who attended Swarthmore. T he Edith T hatcher ’50 and C . Russell ’47 de Burlo Scholarship is awarded alternately to stu­ dents who intend to major either in engineer­ ing or the humanities. It is awarded on the basis of need and merit and is renewable annually. It is the gift o f Edith and Russell de Burlo. Edward L . D obbins ’39 M em orial Scholarship. Established by Hope ]. Dobbins in memory of her husband, the Dobbins scholarship is awarded to a worthy student who demonstrates a commitment to the betterment of society through involvement in community or envi­ ronmental activism. T he scholarship is renew­ able. Preference is given to residents of Berkshire County, Mass. The Francis W. D ’O lier 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 . D oty M em orial Scholarship, estab­ lished in 2000 by her daughter, Christine M. Doty ’70, is awarded each year with a prefer­ ence given to students majoring in Asian stud­ ies. The scholarship is renewable. The Faith and Ross Eclder Scholarship was estab­ lished in 2002 by A . Ross ’50 and Faith Wood­ ward Eckler ’51. T h e Scholarship is awarded on the basis o f academic merit and financial need, with preference given to a man or woman with a commitment to community service, and is renewable. The M arjorie V anD eusen ’38 and J . E arle 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 respon­ sible citizenship with a special interest in peace and conflict studies. T he scholarship is renew­ able. The M aurice G . Eldridge ’61 Scholarship is one of several created by an anonymous donor in recognition of outstanding administrators at Swarthmore College. T h e Eldridge Scholarship was established in 1999 to honor Maurice G. Eldridge ’61, vice president of college and com­ munity relations and executive assistant to the president. T h e Eldridge fund is awarded to a student with merit and need who has demon­ strated a commitment to socially responsible citizenship, with a preference for a student from the Washington, D.C., public school system, es­ pecially from either the Banneker Academic High School, Duke Ellington School of the Arts, or the Bell Multicultural School. T he scholarship is renewable. T he R obert K . Enders Scholarship, established by his friends and former students, to honor Dr. Robert K. Enders, a member of the College fac­ ulty from 1932 to 1970, is awarded annually to a worthy student with an interest in the study of biological problems in a natural environment. T he Philip Evans Scholarship is established in fond memory of a member of the Class of 1948 by his friend Jerome Kohlberg ’46 and seeks to expand the diversity of the Swarthmore com­ munity by bringing to this campus students who are outstanding in leadership, intellectual cu­ riosity, community service, and athletic partici­ pation. T h e scholarship is awarded to members o f the first-year class and is renewable annually. It provides a summer-opportunity grant as well as internship, mentoring, networking, and alumni opportunities. T he M ichael S. Fedak '82 Scholarship was estab­ lished in 2003. It is awarded on the basis of aca­ demic merit and financial need with preference given to students from New Jersey majoring in economics or mathematics. T h e scholarship is renewable. T he Sam uel and G retchen Vogel Feldm an Scholarship is awarded to a student interested in pursu­ ing a teaching career. It is awarded on the basis o f need and is renewable. T he Sam uel M . and G retchen Vogel Feldm an 1956 Scholarship 11 is awarded to a student in­ terested in pursuing a teaching career after graduating from Swarthmore College. It is awarded on the basis of need and is renewable. T h e E lizabeth P ollard F etter String Q uartet Scholarships, endowed by Frank W. Fetter ’20, Robert Fetter ’53, Thomas Fetter ’56, and Ellen Fetter G ille in memory o f Elizabeth R 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. O ther students may challenge and compete for a place in the quartet at the begin­ ning of any semester. T he Polly and G erard Fountain Scholarship has been established in their honor by Rosalind Chang W hitehead ’58 in appreciation of their kindness and support during her college years. 37 Financial Aid It is awarded to a first-year student with need and merit and is renewable. lished in 1976 by Harold Mertz ’26 in memory of Joyce Mertz Gilmore ’51. T he D avid W . Fraser Scholarship. This endowed scholarship has been established by the Board of Managers and friends o f 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 stu­ dents studying in Asian, Middle Eastern, and African countries. T he B arbara Entenberg G im bel Scholarship Fund was endowed in memory of Barbara Entenberg Gimbel ’39 by her husband, Dr. Nicholas S. Gimbel. T h e scholarship is awarded on the basis of need to a worthy student, with prefer­ ence to a black candidate. T he M arianne D urand Frey ’5 7 Scholarship was established by Marianne Durand Frey in 2002 and reflects the donor’s gratitude for scholarship aid received during her attendance at Swarthmore. T his renewable scholarship is awarded based on merit and financial need to a woman who has attended a public high school. T he B erda G oldsm ith Scholarship, established in 1991 in memory of Mrs. Goldsmith, is a needbased scholarship awarded annually to a music major beginning in his or her junior year. Mrs. Goldsmith was a music lover and patroness of the Settlem ent Music School. Preference will be given to a student who has attended the Settlem ent Music School and shows an interest and proficiency in playing the piano. T he T heodore and Elizabeth Friend Scholarship is established as an expression of respect and ap­ preciation by board members and others who have been associated with them in the service o f Swarthmore College. T h e scholarship is awarded each year on the basis o f need to a wor­ thy student. T he Toge and M itsu Fujihira Scholarship was cre­ ated 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 o f Asian descent. T h e scholarship is renewable. T he John D . G oldm an ’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. T he Kerm it G ordon ’38 Scholarship was created by an anonymous donor in 2000. This renew­ able scholarship is awarded on the basis of need, merit, and an interest in public policy. T he N eil R . G rabois ’5 7 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 engi­ neering or science. T he John and G ail G austad Scholarship was estab­ lished by friends and students of the Gaustads to honor their many years o f service to the College. It is awarded annually to a promising student who demonstrates need and academic excellence. It is renewable. T he Sarah M aurer G raham ’7 7 Scholarship was established by Sarah’s husband, Robert B. Graham, after her passing to honor her curiosi­ ty, her achievements, and her passion for Swarthmore. T h e scholarship is awarded on the basis of academic merit and financial need with preference given to students interested in clas­ sics studies. T h e scholarship is renewable. T he M artha Salzm ann G ay '79 Scholarship was created in 2000 by Martha S . Gay ’79. T he award assumes both academic excellence and financial need and is awarded to a first-year stu­ dent who shows great promise. T h e scholarship is renewable. T he M ary U ppincott G riscom Scholarship was es­ tablished by Mary Griscom and her daughter, Mary Griscom Colegrove ’42, through outright gifts and the maturity o f life income contracts, to provide financial aid on the basis of academ­ ic merit and financial need. T he Joy ce M ertz G ilm ore Scholarship is awarded to an entering first-year student and is renew­ able. T h e 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. T he award was estab­ T he Lucinda B uchanan Thom as ’34 and Joseph H. H afkenschiel ’37 Scholarship Fund was estab­ lished as a memorial to Lucinda Thomas in 1989 by her husband and sons, Joseph III ’68, B.A . Thomas ’69, Mark C . ’72, and John Proctor ’75. Lucinda’s father, B.A . Thomas, 38 M.D., graduated with the Class o f 1899. This scholarship is awarded to a junior and is renew­ able, based on need. Preference is given to stu­ dents 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 M ason H aire Scholarship is given by his wife, Vivian, in honor of this member o f the Class of 1937, a distinguished psychologist and former member of the Swarthmore College faculty. The scholarship is awarded to a first-year stu­ dent with financial need who is distinguished for intellectual promise and leadership. It is re­ newable. T he M argaret Johnson H all Scholarship fo r the Performing Arts is the gift o f 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. T he Edith O gden H arrison M em orial Scholarship was created by her daughter, Armason Harrison ’35. It is awarded to a first-year student, with a preference for children of members o f the Religious Society o f Friends or to Native American students. T h e scholarship is renew­ able. T he W illiam Randolph H earst Scholarship Fund fo r Minority Students, established by the Hearst Foundation Inc., provides financial assistance to minority students with need. T he B ernard B . and Phyllis N . H elfan d Scholarship was established by their daughter, Margaret Helfand ’69, in 2003 to honor their encouragement of non-traditional educational pathways. T he scholarship is awarded on the basis of merit and need, with preference given to students interested in both art and science and a commitment to improving their commu­ nities through their work. T he scholarship is renewable. T he E . Dyson and C arol H ogeland Herring ’38 Scholarship was created in 1999 by Eugene M. Lang ’38. T he scholarship is awarded with pref­ erence given to a junior or senior woman ma­ joring in political science who plans to attend law school. T he scholarship is renewable. T he Stephen B . H itchner Jr. ’67 Scholarship was established in 1990 by the Board of Managers in memory of Stephen B. Hitchner Jr. with grati­ tude for his strong leadership of the Student Life Committee and his previous service to the College. Recipients of this need-based scholar­ ship will be selected from the junior class for their interest in a career in the public or non­ profit sectors and is renewable. T he Betty Stem H offenberg Scholarship, estab­ lished in 1987 in honor of this member of the Class of 1943, is awarded to a junior or senior with m erit and need who shows unusual promise, character, and intellectual strength. Strong preference is given to a student majoring in history. T he H ollenberg-Sher Scholarship was created in 1998 and is awarded to a first-year student. T he scholarship is renewable. T he C arl R . H orten ’4 7 Scholarship was created by the Ingersoll-Rand Co. Preference is given to students planning to major in engineering or prelaw. T he Everett L. H unt Scholarship, endowed by the Class o f 1937 in the name of its beloved emeri­ tus professor and dean, provides an unrestricted scholarship to be awarded annually by the College. T he Betty P. Hunter Scholarship Fund. Betty P. Hunter ’48, one o f the first black students to at­ tend Swarthmore College, established this fund through a bequest to provide scholarship aid to needy students. T he Richard M . H urd ’4 8 Scholarship was creat­ ed in 2000. It is awarded with preference given to a student majoring in engineering. T he scholarship is renewable. T he W illiam Y. Inouye '44 Scholarship was estab­ lished in loving memory by his family, friends, and colleagues in recognition of his life o f ser­ vice as a physician. It is awarded to a worthy ju ­ nior premedical student with need. T h e schol­ arship is renewable. T he G eorge 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. T he H ow ard M . and E lsa P. Jenkins Scholarship in engineering provides financial assistance to a promising sophomore or junior with need who is interested in pursuing a career in engineering. It is the gift of Elsa Palmer Jenkins ’22, Swarthmore’s first woman graduate in engineering. T he Edmund A . Jon es Scholarship Fund was cre- 39 Financial Aid ated in 1965, awarding a grant each year to a graduate o f Swarthmore High School and, since 1983, to a graduate of Strath Haven High School. In 1997, this four-year, renewable scholarship was designated for Strath Haven High School graduates who attend Swarthmore College with demonstrated financial need. Edmund A . Jones was the son of long-time Swarthmore residents Adalyn Purdy Jones ’40, and Edmund Jones ’39. on the basis of academic merit and financial need with preference given to students from the Delaware Valley area, including eastern Penn­ sylvania, southern New Jersey and Delaware. T h e scholarship is renewable. T he Benjam in K alkstein '72 Scholarship, estab­ lished 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. T he Paul and M ary Jan e K opsch Scholarship Fund, established through a gift o f 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. T he Jen n ie K eith Scholarship is one of several cre­ ated by an anonymous donor in recognition of outstanding administrators at Swarthmore College. T h e K eith Scholarship was established in 2000 to honor Jennie Keith, professor o f an­ thropology, who served as provost from 1992 to 2001. T he scholarship is awarded to a student who shares the donor’s and Jennie Keith’s com­ mitment to the use of intellectual excellence in the service of positive social change. T he W alter W . K rider ’09 M em orial 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. T he A lexander Kem p Endow ed Scholarhsip was established in 2001 by Giles Kemp ’72 and Barbara Guss Kemp. This renewable scholar­ ship is awarded on the basis of financial need and academic merit. T he Kennedy Scholarship is given in honor of the parents and with thanks to the children of Christopher and Jane Kennedy. T h e scholar­ ship is awarded on the basis of need and merit and is renewable. T he C lark K err '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-around student with strong interests in academic achievement, athletics, and interests in debating and other aspects of student life and community service. T he Florence and M elville 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 engineer­ ing. It is renewable. T he Joseph W . Kim m el ’44 & Elizabeth Blackburn Kim m el '44 Scholarship was established in 2003 by their son, James B. Kimmel ’70. It is awarded 40 T he W illiam H . K isder ’43 Scholarship is en­ dowed in his memory by his wife, Suzanne, his friends and former classmates. It is awarded to a needy and deserving student majoring in engi­ neering or economics. T he K yle Scholarship, established in 1993 by Elena Sogan Kyle ’54, Frederick W. Kyle ’54, and Robert B. Kyle Jr. ’52, is awarded in the ju­ nior or senior year to a student who has shown leadership capability, made significant contri­ butions to the life of the College, and demon­ strated the need for financial assistance. T he Laurence L afore ’38 Scholarship w as estab­ lished in his memory in 1986 by family, friends, classmates, and former students. Professor Lafore, author o f numerous books and essays, taught history at Swarthmore from 1945 until 1969. This scholarship is awarded to a needy student showing unusual promise and is renew­ able. T he R obert E . 1903 and W alter Lam b 1939 Scholarship was established by Walter Lamb ’39. It is awarded on the basis o f academic merit and financial need. T he B arbara Lang Scholarship is awarded to a stu­ dent in the junior class whose major is in the arts, preferably in music, who ranks high in scholarship and has financial need. It is renew­ able. T his scholarship was established by Eugene M. Lang ’38 in honor o f his sister. Eugene M . Lang Opportunity Grants are awarded each year to as many as six entering students who are selected by a special committee on the basis of distinguished academic and extracurric­ ular achievement and demonstrable interest in social change. Stipends are based on financial need and take the form o f full grants up to the amount of total college charges. Each Lang Scholar is also eligible for summer or academicyear community service support while an un­ dergraduate, up to a maximum of $14,000. Projects, which must be approved in advance by a faculty committee, are expected to facili­ tate social change in a significant way. T h e pro­ gram is made possible by the gift o f Eugene M. Lang ’38. (This grant is under review.) The Ida and D aniel 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 o f merit and need. The scholarship is renewable for his or her years of study at Swarthmore. T he Frances Reiner and Stephen G irard Lax Scholarship has been established with preference for minority or foreign students who show both merit and need. This scholarship has been en­ dowed by the family of Stephen Girard Lax ’41, who was chairman of the Board of Managers of Swarthmore College from 1971 to 1976. T he Stephen G irard Lax Scholarship, established by family, friends, and business associates of Stephen Lax ’41, is awarded on the basis of fi­ nancial need every two years to a student en­ tering the junior year and showing academic distinction, leadership qualities, and a definite interest in a career in business. T he W alter H . Leser ’4 9 M em orial 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. T he scholarship is renewable. T he C arl 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 pub­ lic high school graduates. T h e scholarship is renewable. T he 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 distin­ guished professor of engineering, and students who plan to major in engineering are given preference. T he U oyd Fam ily Scholarship was established in 2000 by May Brown Lloyd ’27, G . Stephen Lloyd ’57, and A nne Lloyd ’87. It is awarded with preference given to a man or woman who gives great promise. T h e scholarship is renew­ able. T he U oyd'Jones Fam ily Scholarship is the gift of Donald ’52 and Beverly Miller ’52 Lloyd-Jones 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. Am y C hase Loftin ’29 Scholarship. Established in 1998, the Loftin scholarship is awarded to a sophomore, with preference given to Native Americans and African Americans. T h e schol­ arship is renewable. T he Joan Longer ’78 Scholarship was created as a memorial in 1989 by her family, classmates, and friends, to honor the example of Joan’s person­ al courage, high ideals, good humor, and grace. It is awarded on the basis of merit and need and is renewable. T he D avid Laurent Low M em orial Scholarship was established by Martin L. Low ’40; his wife, A lice; Andy Low ’73; and Kathy Low in mem­ ory o f their son and brother. It is awarded to a man or woman who shows the great promise that David himself did. T h e award assumes both need and academic excellence and places emphasis, in order, on qualities o f leadership and character, or outstanding and unusual promise. T he scholarship is awarded to a firstyear student and is renewable. T he Lym an Scholarship was established by Frank L. Lyman Jr. ’43 and his wife, Julia, on the occasion o f his 50th reunion in 1993. It is awarded to a student who is a member of the Religious Society of Friends or whose parents are members of the Religious Society of Friends, on the basis o f need, and is renewable. T he Leland S. M acP hailJr. Scholarship, given by Major League Baseball in recognition of 48 years o f dedicated service by Leland S. MacPhail Jr. ’39, will be awarded annually to a deserving student on the basis o f need and merit. T he Thom as B . M cC abe A w ards, established by Thomas B. M cCabe, Class of 1915, are awarded to entering students. Regional M cCabe Schol­ arships will be awarded to a few students from the Delmarva Peninsula and from southeastern Financial Aid Pennsylvania (Chester, Montgomery, and Dela­ ware counties). These awards provide a mini­ mum annual scholarship of full tuition, or a maximum to cover tuition, fees, room, and board, depending on need. Candidates for the regional M cCabe Awards must apply for admis­ sion to the College by Dec. 15. T h e National M cCabe Scholarship will be awarded to a few students and will be based on a student’s finan­ cial need. Students do not apply for National M cCabe Award consideration but rather are se­ lected from among all admission candidates. In making selections for the M cCabe Scholar­ ships, the committee places emphasis on ability, character, personality, and service to school and community. T he C orn elia DashieU and Dmo E nea Petech M cC urdy, M .D . ’35 Fam ily Scholarship was en­ dowed by Cornelia and Dino E.P. McCurdy, M.D. ’35. It is awarded each year to a wellrounded student with need who demonstrates academic and extracurricular interests based upon sound character and healthy personality traits, with preference given to graduates of George School. T h e C harlotte G oette ’20 an d W allace M . M cCurdy Scholarship is awarded to a first-year student on the basis of need and merit and is re­ newable. It has been endowed by Charlotte McCurdy ’20. T he D orothy S hoem aker '29 an d H ugh McD iarm id ’30 Scholarship is awarded to a firstyear man or woman on the basis of merit and need and is renewable. It is the gift o f the McDiarmid family in commemoration o f their close association with Swarthmore College. T he M arcia M cG ill Scholarship, established in 2003 in loving memory by her husband, George R . Tyler, is awarded on the basis o f academic merit and financial need with a preference for minority students. T he scholarship is renew­ able. T he H elen O sier M cK endree ’23 Scholarship was created in 1998. T h e scholarship is awarded to a junior majoring in a foreign language or lan­ guages. T he N orm an M einkoth Scholarship, established by his friends and former students, to honor Dr. Norman A . Meinkoth, a member of the C ol­ lege faculty from 1947 to 1978, is awarded an­ nually to a worthy student with an interest in the study o f biological problems in a natural environment. 42 T he P eter M ertz Scholarship is awarded to an en­ tering first-year student outstanding in mental and physical vigor, who shows promise of spending these talents for the good of the College community and of the larger communi­ ty outside. T he award was established in 1955 by Harold, LuEsther, and Joyce M em in mem­ ory of Peter M em ’57. It is renewable. T he Mari M ichener Scholarship provides finan­ cial support to four students on the basis of merit and need. It is the gift o f James Michener ’29. T he H ajim e M itarai 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 interna­ tional backgrounds. T he M argaret M oore Scholarship Fund provides scholarships to foreign students with a prefer­ ence given to students of South Asian origin. T he Kathryn L . M organ Scholarship was estab­ lished by an anonymous donor in 2000. The scholarship was created in recognition of Pro­ fessor Morgan’s distinguished teaching and scholarly contributions to the life of the College. Preference is given to students with an interest in black studies. T h e scholarship is renewable. T he Florence Eising N aum burg 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 o f intellectual attainm ent, 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. T he T hom as S. ’3 0 and M arian H am m ing Nicely '30 Scholarship is awarded to a first-year student with need who shows promise of academic achievement, fine character, and athletic abil­ ity. 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. T he John H . N ixon Scholarship was established by John H. N ixon ’35, to assist Third World students, especially those who plan to return to their country of origin. T he D onald E . N oble Scholarship was established in 2002 by the Donald E. and A lice M. Noble Charitable Foundation and is awarded on the basis of academic merit and financial need. T he scholarship is renewable. The H elen N orth Scholarship was established in 2002 by Maureen Cavanaugh ’75 and Chris­ topher Plum ’75 in honor of Helen F. North, who, at the time o f her retirem ent from Swarthmore in 1991 was the C entennial Professor of Classics and had been a member of the College faculty for 43 years. Author, travel­ er, lecturer, and beloved friend, Helen North has always been committed to teaching in a cul­ turally diverse educational community. T he scholarship is awarded on the basis of academic merit and financial need with preference given to students interested in the classics. T h e schol­ arship is renewable. The Edward L . N oyes ’31 Scholarship has been endowed in his memory by his wife, Jean Walton Noyes ’32, his three sons, and his many friends. The scholarship is available to an in­ coming first-year student, with preference given to those from the Southwest, especially Texas. It is awarded on the basis of need and merit to students with broad interests and is renewable. T he Tory Parsons ’63 Scholarship was established in 1991 in his memory by a member of the Class of 1964 to provide scholarship aid to students with demonstrated need. The J . Roland Pennock Scholarships were estab­ lished by A nn and Guerin Todd ’38 in honor of J. Roland Pennock ’27, R ich ter Professor Emeritus of Political Science. Income from this endowment is to be used to award four scholar­ ships on the basis of merit and need, preferably to one scholar in each class. The W innifred Poland P ierce Scholarship Fund is awarded on the basis of merit and financial need and is renewable. The C ornelia Chapm an and N icholas O . Pittenger Scholarship, established by family and friends, is awarded to an incoming first-year man or woman who ranks high in scholarship, character, and personality and needs financial assistance. The Frances Hughes Pitts Scholarship was estab­ lished in 2003 by George R . Pitts ’72 in honor and memory of his mother. T h e scholarship is awarded on the basis o f academic merit and financial need with a preference given to stu­ dents with an interest in the sciences. T he scholarship is renewable. T he Page-Pixton Scholarship fo r Foreign Study is awarded on the basis of financial need each year to rising juniors or seniors who seek through foreign study experience to prepare themselves to become effective leaders of a more inclusive, generous, and peaceful world. T he Anthony Beekm an P ool Scholarship. This scholarship is awarded to an incoming first-year man of promise and intellectual curiosity. It is given in memory o f Tony Pool ’59. T he Richard ’36 and H elen Shilcock Post ’36 S cholarship, established in 1995 by H elen Shilcock Post ’36, Bill ’61 and Suzanne Rekate Post ’65, Carl ’66 and Margery Post A bbott ’67, Barbara Post W alton, 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. T he Elizabeth C arver Preston, C lass o f 1934, M em orial Scholarship was established in 2001 by the family of Elizabeth “Beth” Preston in recog­ nition of her devotion to Swarthmore College. For Beth, who was a scholarship student, Swarthmore College opened a new world, stim­ ulating her intellectually and introducing her to lifelong friends, including her husband. Her commitment to the College continued after graduation with years o f participation in College events and service as an alumna, in­ cluding several terms on the Board o f M an­ agers. Her heartfelt enthusiasm about Swarth­ more 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. T h e Preston Scholarship is renew­ able and awarded on the basis of demonstrated financial need. T he H enry L . Price J r ., M .D . ’44 Scholarship in N atural 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 ex­ cluding engineering. It is awarded on the basis o f merit and need and is renewable. This schol­ arship is in memory of Dr. Price’s parents, Sara Millechamps Anderson and Henry Locher Price. T h e M artin S. an d K atherin e D . Q uigley Scholarship was established by their son, Kevin 43 Financial Aid F.F. Quigley 7 4 , in honor of his parents’ steady commitment to family, lifetime learning, and international understanding. T h e scholarship is awarded each year on the basis o f academic merit and financial need and is renewable. Preference is given to outstanding internation­ al students attending Swarthmore. T he R aruey-C handra and N iyom sit 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 Scholar­ ship 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. T he Byron T . Roberts Scholarship, endowed by his family in memory o f Byron T. Roberts 7 2 , is awarded annually to an incoming student and is renewable. T he Lew is M . Robbins '40 Scholarship was estab­ lished by Lewis M. Robbins ’40 in 2002. It is awarded on the basis of academic merit and fi­ nancial need and is renewable. T he Louis N . Robinson Scholarship was estab­ lished during the College’s Centennial year by the family and friends of Louis N. Robinson. Mr. Robinson was for many years a member 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. T he Edwin P. Rom e Scholarship provides finan­ cial assistance to worthy students with need. It was established in memory o f Edwin P. Rome ’37 by his wife, Mrs. Rita Rome, and T he William Penn Foundation, on whose board he served. T he A lexis Rosenberg Scholarship Fund, estab­ lished by T h e Alexis Rosenberg Foundation, provides aid for a first-year student. It is award­ ed annually to a worthy student who could not attend the College without such assistance. T he Richard L . Rubin M entoring and Scholarship Fund was established by Richard Rubin, a pro­ fessor o f political science and public policy at the College, in 2003. T h e scholarship is award­ ed on the basis o f academic merit and financial need and is renewable. Preference shall be given to economically disadvantaged students. T he G irard Bliss Ruddick ’2 7 Scholarship is 44 awarded to a junior on the basis o f merit and need, with preference given to an economics major. It is renewable. T he C harles F .C . R u ff ’60 D istria o f Colum bia Scholarship memorializes distinguished alumnus Charles F.C. Ruff ’60, who died in 2000. Preference is given to students with financial need who live in the District o f Columbia. T he D avid B arker Rushm ore Scholarship, estab­ lished in honor of David Barker Rushmore, Class o f 1894, by his niece Dorothea Rushmore Egan ’24, is awarded annually to a worthy student who plans to major in engineering or economics. T he C arl E . Russo ’79 Scholarship was established by Carl E. Russo 7 9 in 2000. It is awarded to a man or woman who gives great promise. Pref­ erence is given to students demonstrating leader­ ship skills and a desire to pursue entrepreneurship. T he K atharine Scherm an Scholarship is awarded to a student with a primary interest in the arts and the humanities, having special talents in these fields. Students with other special inter­ ests, however, will not be excluded from con­ sideration. Awarded in honor of Katharine Scherman ’38, it is renewable. T he P eter ’5 7 and D avid ’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 o f the Mississippi River. T he W alter Ludwig Schnaring Scholarship was established in 1998 by a gift from the estate of Helen Hillbom Schnaring, in memory of her husband. T his renewable scholarship is unrestricted. T he Jen n ifer M . Schneck ’83 Scholarship was es­ tablished in 2001 by Jennifer Schneck. It is awarded on the basis o f academic merit and fi­ nancial need. T h e scholarship is renewable. T he H ow ard A . Schneiderm an ’48 Scholarship, es­ tablished in 1991 by his family, is awarded to a first-year student and is renewable. Preference is given to students with interest in the biolog­ ical sciences. T he Stephen C . Schoenbaum ’62 Scholarship was established in 2003 and is awarded on the basis o f academic merit and financial need and is re­ newable. Preference shall be given to first-gen­ eration college students. The Jo e and Terry Shane Scholarship was created in honor of Joe Shane ’25, who was vice presi­ dent of Swarthmore College’s Alumni, Devel­ opment, and Public Relations from 1950 to 1972, and his wife, Terry, who assisted him in countless ways in serving the College. It was es­ tablished by their son, Larry Shane ’56, and his wife, Marty Porter Shane ’57, in remembrance of Joe and Terry’s warm friendship with genera­ tions of Swarthmore alumni. This award is made to a first-year student on the basis of merit and need. It is renewable. The Felice K . Shea '43 Scholarship was estab­ lished 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. T he 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. T he scholarship is renewable. The Florence C reer Shepard '26 Scholarship, es­ tablished by her husband, is awarded on the basis of high scholastic attainment, character, and personality. T he B arbara L . K lock '86 an d S alem D . Shuchman ’84 Scholarship is awarded to a junior or senior who intends to enter the teaching pro­ fession. T h e recipient is chosen by the Financial Aid Office in consultation with the faculty of the education program at Swarth­ more College. The W illiam C . and B arbara lip p in g S ieck 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. T he G ary J . Simon ’79 Scholarship was estab­ lished in 2002. It is awarded on the basis of aca­ demic merit and financial need, and is renew­ able. T he N ancy Baxter Skallem p Scholarship, estab­ lished by her husband and children, is awarded to a first-year student with financial need. It is renewable. T he Ann Brow nell Sloane '60 Scholarship was es­ tablished by A nn Brownell Sloane ’60. Pref­ erence is given to a student majoring in history. T he W illiam W. Slocum '43 Scholarship was es­ tablished in 1981 and is awarded to a deserving student on the basis of merit and need. T he Courtney C . Smith Scholarship is for students who best exemplify the characteristics of Swarthmore’s ninth president: intellect and in­ tellectual courage, natural dignity, humane pur­ pose, and capacity for leadership. Normally, the award will be made to a member of the first-year class on the basis of merit and need. It is re­ newable. 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. T he W .W . Smith C haritable Trust provides schol­ arships to students who qualify on the basis of need and merit. T he H arold E . and Ruth Colwell Snyder Prem edical 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. T he Cindy Solom on M em orial Scholarship is awarded with preference given to a young woman in need o f financial assistance and who has special talent in poetry or other creative and imaginative fields. T he Frank Solom on M em orial Scholarship was created in 1955. T h e scholarship is awarded on the basis of academic merit and financial need, and is renewable. T he H elen Solom on 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. T he B abette S. Spiegel Scholarship Award, given in memory of Babette S . Spiegel ’33, is awarded to a student showing very great promise as a creative writer (in any literary form) who has need o f financial assistance. T h e English Department determines those eligible. T he W illiam T. '51 and Patricia E . Spock Scholarship was established in 2000 by Thomas E. ’78 and Linda M. Spock. T his renewable scholar­ ship is awarded with preference given to a man or woman majoring in mathematics or the fine arts. T he H arry E . Sprogell Scholarship was established in 1981 in memory o f Harry E. Sprogell ’32 in 45 Financial Aid 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 T he Starr Foundation as a memorial to its founder, provides scholarship assistance on the basis of merit and need. T he Ju lia Fishback Terrell ’4 5 Scholarship was es­ tablished in 2004 by Burnham Terrell ’45 in honor and memory of Julia Terrell ’45. The scholarship is awarded on the basis o f academic merit and financial need with a preference given to students with potential for service to the College. T h e scholarship is renewable. T he D avid Parks Steelm an Scholarship Fund, es­ tablished in his memory in 1990 by C . William ’63 and Linda G . Steelman, is awarded annual­ ly to a deserving male or female student on the basis o f merit and need, with preference given to someone showing a strong interest in athletics. T he P hoebe A nna T hom e M em orial Scholarship was established by a T hom e family member in 1911. Preference is given to members of the New York Quarterly Meeting of the Religious Society of Friends. T h e scholarship is renew­ able. T he 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 re­ newable. T he Jean G oldm an Todd & A lden Todd ’39 Endow ed Scholarship was established in 2002 by writer and editor Alden Todd. T h e late Jean Goldman Todd was a research biologist special­ izing in tissue culture. T h e scholarship is awarded on the basis o f academic merit and fi­ nancial need with preference given to students concentrating in the life sciences. T he scholar­ ship is renewable. T he C laren ce K . Streit Scholarship is awarded to a student entering the junior or senior year and majoring in history. Preference is given to per­ sons, outstanding in initiative and scholarship, who demonstrate a particular interest in American pre-Revolutionary War history. This scholarship honors Clarence K. Streit, author o f Union N ow : A Proposal fo r an A tlantic Federal U nion o f the F ree, whose seminal ideas were made public in three Cooper Foundation lec­ tures at Swarthmore. T he Swarthm ore C ollege A sian Scholarship Fund was established in 2003 by A hna Dewan ’96; Terence Graham ’94; Bruce Wook Han ’86; George Hui ’75; M in Lee ’00; Thomas Lee ’73; Benjamin Su ’96; Mark Tong ’99; Quoc T. Trang ’93; Stephanie Wang ’99; and Michael Yu ’88. T h e scholarship is awarded on the basis of financial need and academic excellence (or potential o f academic excellence) to Swarth­ more College students o f Asian ancestry (ex­ cluding U .S. nationals). T he K atharine Bennett Tappen, C lass o f 1931, M em orial Scholarship was established in 1980 and is awarded to a first-year student. T he scholarship is renewable for four years at the discretion o f the College. Preference is given to a resident of the Delmarva Peninsula. T he N ew ton E . T arble A w ard, 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 per­ sonality, and resides west of the Mississippi River or south o f Springfield, 111. 46 T he Audrey Friedm an Troy Scholarship, estab­ lished 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. T he Jan e H ausm an and G eoffrey M .B . Troy '75 Scholarship, established in 1999, is awarded an­ nually to a deserving student on the basis of merit and need, with preference given to art history majors. T h e R obert C . and Sue T hom as Turner Scholarship is awarded to a deserving student on the basis of merit and financial need. T he 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. T he Stanley and C orinne W eithom Scholarship was established in 1981. It is awarded with pref­ erence given to a student who has expressed a serious interest in the area of social justice and civil rights. T h e scholarship is renewable. T he Suzanne P. W elsh Scholarship was created by an anonymous donor in recognition of out­ standing administrators at Swarthmore College in 2000. T he Welsh fund was established in honor of Suzanne P. Welsh, who joined the College staff in 1983 and became its treasurer in 1989. The fund is awarded on the basis o f aca­ demic merit and financial need and is renew­ able. The David '51 and A nita W esson '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 W est Scholarship was estab­ lished in 2003 by an anonymous donor to re­ flect the appreciation, respect, and affection that the Swarthmore College community holds for the Wests and to honor their significant ac­ complishments at institutional, community, and personal levels. T h e scholarship is awarded on the basis of financial need and academic merit with first preference given to AfricanAmerican students, second preference to other underrepresented minorities, and third prefer­ ence to any deserving student. T h e scholarship is renewable. The Thom as H . W hite and Paul M . W hite Scholarship provides financial aid for a deserving student. The Rachel Leigh W ightman Scholarship was cre­ ated 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 sim­ ilar passion in those around them. T h e scholar­ ship is awarded on the basis of need to a worthy student and is renewable. The Elm er L . W inlder Scholarship Fund, estab­ lished in 1980 by a member of the Class of 1952, is awarded annually to a deserving stu­ dent on the basis of merit and need. The N ed W inpenny '74 M em orial Scholarship was established in 2000 by an anonymous donor. It is awarded on the basis of academic merit and financial need. T h e scholarship is renewable. T he Robert W olf ’39 Scholarship was endowed in his memory by his sisters, Ruth W olf Page ’42 and Ethel W olf Boyer ’41. It is awarded each year on the basis o f need and merit to a junior or senior majoring in chemistry or biology. T he scholarship is renewable. T he Letitia M . W olverton 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 capa­ ble students and have need for financial assis­ tance to complete their education at Swarth­ more College. T he Frances ’28 and John W orth ’30 Scholarship was established by Frances Ramsey W orth in 1993 and is awarded to a first-year student with strong academic credentials and financial need. T h e scholarship is renewable. T he H arrison M . Wright Scholarship was created by friends, colleagues, and former students of Harrison M. Wright, Isaac H. Clothier Pro­ fessor o f History and International Relations, upon the occasion of his retirement from the College. T h e annual scholarship supports a stu­ dent for a semester o f study in Africa. T he M ichael M . and Zelm a K . Wynn Scholarship was established in 1983 by Kenneth R . Wynn ’73 in honor o f his mother and father. It is awarded annually to a student on the basis of need and merit. T he Richard A. Yanowitch '81 Scholarship was es­ tablished in 2002 and reflects the donor’s en­ couragement of student interest in internation­ al relations and cross-cultural development. It is awarded on the basis of academic merit and financial need with preference given to African Americans and other minority groups. It is hoped that during his or her time at the College, the Yanowitch scholar will study his­ tory, languages, and international cultures. T he scholarship is renewable. T h e income from each of the following funds is awarded at the discretion o f the College. T he Barcus Scholarship Fund T he Belville Scholarship T he A lphonse N . Bertrand Fund T he B ook and Key Scholarship Fund T he L eon W illard Briggs Scholarship Fund T he John S. B rod Scholarship T he Robert C . B rooks Scholarship Fund T he C hi O m ega Scholarship T he C lass o f 1913 Scholarship Fund T he C lass o f 1914 Scholarship Fund T he C lass o f 1915 Scholarship Fund T he Class o f 1917 Scholarship Fund T he Susan P. C obbs Scholarship 47 Financial Aid T he C ochran M em orial Scholarship Fund T he Sarah Antrim C ole Scholarship Fund T he Stephanie C ooley ’70 Scholarship T he Ellsworth F. C urtin M em orial Scholarship T he D elta G am m a Scholarship Fund T he R eader’s Digest Foundation Endow ed Scholarship Fund T he F red C . and Jessie M . Reynolds Scholarship Fund T he Lily lily Richards Scholarship T he G eorge Ellsler Scholarship Fund T he A dele M ills Riley M em orial Scholarship T he J . H orace Ervien Scholarship Fund T he Edith A . Runge Scholarship Fund T he H ow ard S. and G ertrude P. Evans Scholarship Fund T he E leanor Flexner Scholarship T he A m elia Em hardt Sands Scholarship Fund T he W illiam G . and M ary N . Serrill H onors Scholarship T he Joseph E . Gillingham Fund T he C linton G . Shafer Scholarship T he M ary Lippincott G riscom Scholarship T he C aroline Shero Scholarship T he Stella and C harles G uttm an Foundation Scholarships T he Annie Shoem aker Scholarship T he H adassah M .L . H olcom be Scholarship T he W alter Frederick Sims Scholarship Fund T he J . Philip H errm ann Scholarship Virginia L . and R obert C . Sites Scholarship T he A . Price H eusner Scholarship T he M ary Sproul Scholarship Fund T he Sarah W . Shreiner Scholarship T he R achel W. HiUbom Scholarship T he H elen G . Stafford Scholarship Fund T he A aron B . Ivins Scholarship T he Francis H olm es Strozier M em orial Scholarship Fund T he W illiam and Florence Ivins Scholttrship T he Joseph T. Sullivan Scholarship Fund T he G eorge K . and Sadie K . Johnson Scholarship Fund T he Titus Scholarships Fund T he H ow ard C ooper John son Scholarship T he D aniel U nderhill Scholarship Fund T he K appa K appa G am m a Scholarship T he W illiam HiUes W ard Scholarships T he Jessie Stevenson K ovalenko Scholarship Fund T he D eborah F. W harton Scholarship Fund T he John L afore Scholarship T he Sam uel W illets Scholarship Fund T he E . H ibberd Law rence Scholarship Fund T he I.V . W illiam son Scholarship T he T hom as L . Leedom Scholarship Fund T he Sarah E . Lippincott Scholarship Fund T he Edw ard C larkson W ilson and Elizabeth T. W ilson Scholarship Fund T he M ary T . Longstreth Scholarship Fund T he M ary W ood Scholarship Fund T he C lara B . M arshall Scholarship Fund T he Edw ard M artin Scholarship Fund T he Franz H . M autner Scholarship T he Jam es E . M iller Scholarship T he H ow ard O sborn Scholarship Fund T he H arriet W. Paiste Fund T he Rogers Palm er Scholarships T he Susanna H aines ’80 and Beulah H aines Parry Scholarship Fund T he T .H . D udley Perkins Scholarship Fund T he M ary C oates Preston Scholarship Fund T he D avid L . Price Scholarship T he R obert Pyle Scholarship Fund T he G eorge G . and H elen G askill R athje ’18 Scholarship 48 T he Roselynd A therholt W ood ’23 Fund College Life STATEMENT OF STUDENT RIGHTS, RESPONSIBILITIES, AND CODE O F CONDUCT Preamble Under Objectives and Purposes o f this publica­ tion it is stated that “T h e purpose o f Swarthmore College is to make its students more valu­ able human beings and more useful members of society.... Swarthmore seeks to help its students realize their fullest intellectual and personal po­ tential 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 commu­ nity. It is important, therefore, that students assume responsibility for helping to sustain an educational and social community where the rights o f all are respected. This includes con­ forming their behavior to standards of conduct that are designed to protect the health, safety, dignity, and rights o f all. T h e College commu­ nity also has a responsibility to protect the pos­ sessions, property, and integrity of the institu­ tion as well as o f individuals. T h e aim o f both this statem ent and the Student Judicial Procedures is to balance all these rights, re­ sponsibilities, and community values fairly and efficiently. Swarthmore College policies and jurisdiction normally apply only to the conduct of matricu­ lated students occurring on Swarthmore C ol­ lege property or at College-sanctioned events that take place off campus. In situations in which both the complainant and accused are matriculated Swarthmore students, however, College policies and jurisdiction may apply re­ gardless o f the location o f the incident. In the event that a student organization violates a College regulation, the organization, as well as its individual members, can be held account­ able 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 misbehav­ ior of their guests. A complaint against a student may be made to the deans by a student, a public safety officer, a member o f the College’s faculty or staff, or a 50 College department. If the alleged incident rep­ resents a violation o f federal, state, or local law, the complainant also has the option of initiat­ ing proceedings in the criminal or civil court system regardless of whether a complaint is filed within the College system. T h e 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. A ll sanctions imposed by the judicial system must be obeyed or additional penalties will be levied. For a description o f the College’s judi­ cial process, please see the section below on Student Judicial System . 1 . Academic and Personal Integrity A cadem ic Freedom and Responsibility T h e following is excerpted from T h e Faculty Handbook (Section II.A .2): Swarthmore College has long subscribed to the fundamental tenets o f academic freedom artic­ ulated in the 1940 Statem ent o f Principles on A cadem ic Freedom and Tenure by the American Association o f University Professors. This doctrine has been reiterated and amplified in the association’s 1970 Statem ent on Free­ dom and Responsibility. Swarthmore College adheres to the 1970 Statement, relevant por­ tions o f which are reproduced below. The complete texts o f the association’s 1940 and 1970 statements may be found in A.A.U.P. publications. Membership in the academic community im­ poses on students, faculty members, administra­ tors, and trustees an obligation to respect the dignity o f others, to acknowledge their right to express differing opinions and to foster and de­ fend intellectual honesty, freedom o f inquiry and instruction, and free expression on and off the campus. T h e expression o f 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 vi­ olence but also be given an opportunity to be heard. Those who seek to call attention to grievances must not do so in ways that signifi­ cantly impede the functions o f the institution. Students are entitled to an atmosphere con­ ducive to learning and to even-handed treat­ ment in all aspects of the teacher-student rela­ tionship. 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. T he student should not be forced by the authority inherent in the instructional role to make par­ ticular personal choices as to political action or his own part in society. Evaluation of students and the award of credit must be based on aca­ demic 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 through the faculty member involved, the stu­ dent should take her or his concerns to the de­ partment chair. If the grievance remains unre­ solved, the student should contact the provost. Academ ic M isconduct The following procedures were adopted by the faculty on Feb. 16, 2001, and are excerpted from The Faculty H andbook (Section II.B.7): I. Considering A cadem ic M isconduct C ases i. Academic misconduct is defined as a vi­ olation of the College’s standards of academic integrity whether these violations are inten­ tional or unintentional. ii. T h e College Judiciary Com m ittee (CJC) will adjudicate academic misconduct cases. iii. In academic misconduct cases the dean of the College, who chairs the C JC , acts as a neutral procedural facilitator, not as an advo­ cate or a judge. T he 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. A n instructor who has good evidence suspect a student or students of academic mis­ conduct (e.g., cheating on an exam; 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 sus­ picion on the part of 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 o f the sources just mentioned. Proper ac­ knowledgment 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 exams, 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 evi­ dence 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 sus­ picions are not allayed, the instructor will sub­ mit a report to the College’s associate dean for student life. T he report will include a narrative of the incident and evidence supporting the charge. iv. T he associate dean will provide copies of the report to all faculty members o f the C JC in­ cluding alternates and will call a preliminary meeting o f the faculty members of the C JC for the purpose o f determining the merits of the case. If in the judgment of this group there are sufficient grounds to warrant a hearing, the as­ sociate dean will schedule the hearing at a time mutually convenient to the committee mem­ bers o f the C JC and the student charged with academic misconduct. T he associate dean will inform the student o f the charge and his or her right to have a support person present at the hearing. T h e support person may be a fellow to student, a faculty member, or a member of the staff. Normally, all evidence to be considered must be submitted by the accuser and the de­ fendant to the associate dean for student life prior to the hearing. v. Before academic misconduct cases are heard, the associate dean will provide the com­ mittee with an updated summary of the pre­ vious years’ cases and their disposition. 51 College Life III. Sanctions i. T he C JC will consider the case, make a finding o f guilty or not guilty on the basis o f the preponderance o f the evidence, and determine an appropriate sanction if a finding o f guilty is reached. ii. In determining a sanction, the commit­ tee will consider all the circumstances o f the case, including the intent of the student, the character and magnitude o f the offense, the considered evidential judgment o f the faculty member bringing the accusation, and mitigat­ ing circumstances. It is the opinion o f the fac­ ulty that for an intentional first offense, failure in the course normally is appropriate. Suspension for a semester or deprivation o f the degree in that year may also be appropriate when warranted by the seriousness of the of­ fense. iii. For a second offense, the penalty nor­ mally should be expulsion. IV. A ppeals A request for an appeal may be brought to the president and the provost within 10 days fol­ lowing a guilty decision by the C JC but only on the grounds o f 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 fac­ ulty members and two students to review the case. T he decision o f the appeal committee is final. T h e committee may confirm the decision o f the C JC , reduce or increase the sanctions, or dismiss the original charges. V. Inform ing Faculty and Students A bout Swarthm ore’s A cadem ic M isconduct Policy T he integrity of a liberal arts education depends on the principle o f academic integrity. Educating the community about the Academic Misconduct Policy is essential to the educa­ tional goals o f the College. Both students and faculty will be regularly in­ formed about the C ollege’s A cadem ic Misconduct Policy in a variety o f ways includ­ ing by their instructors or advisers, by the Dean’s Office, and by means o f statements in such places as the College catalog, faculty and student handbooks, the College W eb site, de­ partmental or divisional handouts, etc. Discussion of the policy may also be part o f such sessions as orientation for first-year students in 52 the fall, orientation for new faculty, and in writ­ ing associate and student academic mentor training. Students must finally take the respon­ sibility for understanding the rales with respect to proper citation o f sources and the College’s academic misconduct policy. Standard Citation Practices Writers may refer to a handbook on scholarly writing for information about correct citation procedures. T he M LA H andbook is particularly useful because it also provides examples o f pla­ giarism. Supplementary departmental regula­ tions governing joint projects, etc., may be found on file in departmental offices. T he in­ formal nature of some writing may obviate the necessity of rigorously formal citation, but still requires honest attribution to original authors o f all borrowed materials. Students should feel free to consult with instructors whenever there is doubt as to proper documentation. Fear of being charged with plagiarism need not inhibit anyone from appropriately using anoth­ er’s ideas or data in a piece o f writing. Even di­ rect quotation frequently serves as an effective device in developing an argument. Academic honesty requires only that writers properly ac­ knowledge their debts to other authors at least by means of quotation marks, footnotes, and references, if not also with in-text phraseology like “Einstein argued in 1900 that...” or “As Melville implies in Chapter 3 o f M oby-D ick....n Such usage is fully within the tradition of forth­ right academic work. Subm ission o f the Sam e W ork in M ore T h a n O ne Course W hen submitting any work to an instructor for a course, it is assumed that the work was pro­ duced specifically for that course. Submission of the same work in more than one course without prior approval is prohibited. If the courses are being taken concurrently, approval of the pro­ fessors for both courses is required. If a student wishes to submit a paper that was written for a course taken in a previous semester, the student need only obtain the permission o f the profes­ sor teaching the current course involved. Library/Educational M aterials Ethics Students may no t hinder the educational opportunity o f other students by behavior such as removing, hiding, or defacing educational materials. S tatem en t on C om puting Use of the Swarthmore College computer sys­ tem and networks is governed by the general norms of responsible community conduct de­ scribed in the student, faculty, and staff hand­ books, by local, state and federal laws, and by College policies specific to use of the computer systems and networks, which are described in the following sections. Swarthmore College normally grants access to its computing network and systems to currently enrolled students, to current and emeritus fac­ ulty, and to currently employed staff. By users, this document refers to all who use the com­ puters, networks, and peripherals owned or op­ erated by the College, or who gain access to third-party computers and networks through the College’s system, whether these individuals have regular accounts or are system administra­ tors. 1. Users of services operated by Swarthmore College have the following obligations and re­ sponsibilities: a. To respect software copyright. T h e copy­ ing or use of copyrighted software in violation of vendor license requirements is strictly forbid­ den. Not only does such violation (“software piracy”) wrongly appropriate the intellectual property of others, but it places the individual user and the College at risk of legal action. b. To protect their accounts from unautho­ rized use by others. Users are responsible for all activities under their user ID, and must take reasonable steps to ensure that they alone, or some authorized person under their direct con­ trol, have access to the account. c. To respect the integrity of other user’s accounts. Individuals must not use another per­ son’s user ID without express permission or at­ tempt to decode passwords or to access infor­ mation illegitimately. A system administrator is allowed to decode passwords as part of regular operations. d. Not to send forged e-mail (mail sent under another user’s name) or to read e-mail ad­ dressed to another user, for example, by access­ ing their electronic mailbox or mail residing in system files. Potentially offensive electronic communication shall be considered as it would be if conveyed by other media. e. To avoid excess use of shared resources, whether through monopolizing systems, over­ loading networks, misusing printer or other re­ sources, or sending “junk mail.” Information Technology Services (IT S ) will occasionally issue guidelines to the use of shared resources. Because Swarthmore College provides and maintains these systems to further its academic mission, using computers for nonacademic pur­ poses has low priority. f. To avoid engaging in any activity that may reasonably be expected to be harmful to the systems operated by the College or a third party or to information stored upon them. W hen a system vulnerability is discovered, users are expected to report it to a system ad­ ministrator. Violations of these rules that come to the at­ tention of IT S will be referred as appropriate to the offices o f the dean, provost, or human re­ sources. These offices will consider violations using information provided by IT S. In cases of violation of section f, IT S may temporarily withhold services from students, faculty, or staff. T h e case will then be referred in a timely manner to the appropriate College authorities. 2. Swarthmore College for its part assures users that College personnel are obliged: a. To grant personal files on College com­ puters (e.g., files in a user’s account) the same degree of privacy as personal files in College-assigned space in an office, lab, or dormitory (e.g., files in a student’s desk); to grant private com­ munications via computer the same degree of protection as private communications in other media; and to treat an article on a U SEN ET newsgroup or other bulletin board analogously to a poster or a College publication. b. To take reasonable steps to protect users from unauthorized entry into their accounts or files, whether by other users or by system ad­ ministrators, except in instances where a sys­ tem-related problem requires such entry. c. To take reasonable steps to prevent the dissemination of information concerning indi­ vidual user activities, for example, records of users entering a bulletin board network. A cknow ledgm ents. Some of the above rules and guidelines have been adapted from earlier state­ m ents in the Sw arthm ore C ollege Student H andbook and from materials made available from the Electronic Frontier Foundation, in­ cluding the policy statements of the American Association of University Professors, Columbia 53 College Life University, the University of Delaware, the U niversity o f Southern California at Los Angeles, and Virginia Tech University. False Inform ation, M isrepresentation, and Identification A student may not knowingly provide false in­ formation or make misrepresentation to any College office. Students are obligated to pro­ vide College personnel with accurate identifi­ cation on request. Forgery, F ra u d , and U nauthorized Possession In addition to the forgery, alteration, or unau­ thorized possession or use of College docu­ ments, records, or instruments of identification, forged communications (paper or electronic mail) are prohibited. lence 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 intimi­ dation and is prohibited. Anyone who attempts to use intimidation or retaliation against some­ one who reports an incident, brings a com­ plaint, or participates in an investigation in an attempt to influence the judicial process will be subject to serious sanctions. H arassm ent T h e College seeks to sustain an environment in which harassment has no place. Those who ha­ rass others will be subject to serious sanctions. Verbal, written, or electronic threats o f vio­ D efinition, principles, and criteria. Harassment can take many forms, and it needs to be em­ phasized that harassment can be and often is nonphysical, including words, pictures, ges­ tures, and other forms of expression. To count as harassment, such expression must be reason­ ably regarded as (a) taunting,1 vilifying,2 or de­ grading3 whether (b) directed at individuals or groups (subject to the clarification and qualifi­ cation below) and (c) where reasonable people may suppose that such expression harms its tar­ g e ts ) by substantially interfering with their ed­ ucational opportunities, peaceful enjoyment of residence and community, or terms of employ­ ment. Further, to count as harassment subject to possible formal grievance procedures, such expression must (d) be taken either with the in­ tent to interfere with the protected interests mentioned in (c), above, or with reckless disre­ gard to the nature o f the conduct. Such intent or recklessness must be inferred from all the cir­ cumstances. Finally, (e) such expression must be repeated and persistent. To be “repeated and persistent,” the offending conduct must have been brought to the attention of the defendant (though not necessarily by the complainant), be of the same kind, and repeated. There are two reasons for adding (e): first, the College wishes to have the opportunity to educate those who may not realize that certain expression constitutes harassment; second, by requiring 1 Derisive, mocking, ridiculing, or jeering ex­ pression. disregarding the effects o f one’s expression in these respects. 2 . Violence, Assault, Intimidation, and Harassment (For sexual violations see Sexual Misconduct.) Swarthmore College seeks to maintain an envi­ ronment of mutual respect among all its mem­ bers. A ll forms of violence, assault, intimida­ tion, and harassment, including that based on sex, race, color, age, religion, national origin, sexual preference, or handicap, undermine the basis for such respect and violate the sense of community vital to the College’s educational enterprise. This statement of policy should not be taken to supersede the Colleges commit­ ment to academic freedom, which it hereby reaffirms. T h e reasoned expression of different views plays a particularly vital part in a college community. Freedom of expression, fundamen­ tal to an exchange of views, carries with it corollary responsibilities equally basic to rea­ soned debate. Violence and A ssault Students may not engage in physical violence against others. Those who do will be subject to serious sanctions. Intim idation 2 Forceful defaming or degrading expression with intent to make the target of the offend­ ing expression vile or shameful or recklessly 54 3 Subjecting one to public shame that nor­ mally causes feelings o f inferiority or loss of self-respect. that the expression be repeated and persistent, the College helps establish intent or reckless­ ness. However: (f) before any expression can be considered for possible formal grievance proce­ dures, it must be clear that no substantial free expression interests are threatened by bringing a formal charge o f harassing expression. This strict criterion for possible formal grievance procedures must be imposed to ensure that the College does nothing that would tend to di­ minish free expression or compromise princi­ ples 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), ear­ lier, the following clarification and qualifica­ tion is in order. If expression that would be re­ garded 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 if 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, follow­ ing 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 demon­ strate either of the following: placing the per­ son in reasonable fear of bodily injury; or rea­ sonably causing substantial emotional distress to the person. 3. Sexual Misconduct Sexual misconduct represents a continuum of behaviors ranging from physical sexual assault and abuse to sexual harassment and intimida­ tion and is a serious violation o f the College’s code of conduct. Both women and men can be subject to and can be capable of sexual miscon­ duct. It can occur between two people whether or not they are in a relationship in which one has power over the other, or are of different sexes. Charges of sexual misconduct may be handled according to either informal or formal proce­ dures. Regardless of whether or not options for resolution are pursued within the College sys­ tem, complainants always have the option of filing charges in civil or criminal court. It is im­ portant 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 ini­ tiating judicial procedures. T h e gender educa­ tion adviser will register each request for assis­ tance 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 A ssault and A buse Students are prohibited from engaging in sexual assault or abuse of any kind. D efinition. Sexual assault is defined as any sex­ ual 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 o f the person touched. Sexual assault includes but is not lim­ ited to sexual penetration of an unwilling per­ son’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. W hen sexual assault occurs repeatedly between individuals, it is re­ ferred to as sexual abuse. C onsent. Students have the responsibility to en­ sure 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 with­ out 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 interac­ tion. A person has the right to indicate she/he does not want any further sexual contact no matter how much sexual interaction has al­ ready taken place. Valid consent cannot be ob­ tained from someone who is asleep, uncon­ scious, coerced, or is otherwise unable to give informed, free, and considered consent. It must be emphasized that the consumption of alcohol and other drugs may substantially impair judg­ m ent and the ability to give consent. Those who willingly permit themselves to become im­ paired by alcohol or other drugs may be putting 55 College Life themselves at greater risk, but this impaired state provides no defense for those who take ad­ vantage of people whose judgment and control are impaired. Sexual H arassm ent T h e following definition is based on that for­ mulated by the Federal Equal Opportunity Commission. Sexual harassment, a form of dis­ crimination based on sex, gender, or sexual ori­ entation, clearly endangers the environment of mutual respect and is prohibited. Because be­ havior that constitutes sexual harassment is a violation of federal law (Title V II o f the Civil Rights A ct o f 1964, Title IX o f the Education Amendments o f 1972), any individual who feels that she or he has been subjected to sexu­ al harassment has the right to initiate legal pro­ ceedings in criminal or civil court in addition to or in lieu of a complaint pursuant to this policy. D efinition. Sexual harassment is of two basic types: (1) any action, verbal expression, usually repeated or persistent, or series of actions or ex­ pressions that have either the intent, or are rea­ sonably perceived as having the effect, o f creat­ ing an intimidating, hostile, or demeaning edu­ cational, employment, or living environment for a student or College employee, by focusing on that person’s gender. A hostile environment is defined as one that interferes with the ability to learn, exist in living conditions, work (if em­ ployed by the College), or have access and op­ portunity to participate in all and any aspect of campus life (harassment creating a hostile envi­ ronment); (2 ) any action in which submission to conduct of a sexual nature is made either ex­ plicitly or implicitly a term or condition o f an individual’s education or employment, or sub­ mission to or rejection o f such conduct is used as the basis for academic or employment deci­ sions affecting that individual, (quid pro quo harassment). Because at Swarthmore it is not unusual for stu­ dents to supervise other students or for students to have actual or perceived power or influence over another students academic performance (e.g., student graders, student laboratory assis­ tants, 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. D escriptions. Sexually harassing behaviors differ in type and severity and can range from subtle 56 verbal harassment to unwelcome physical con­ tact. Sexual harassment includes but is not lim­ ited to (1) unwelcome verbal or physical ad­ vances, persistent leers, lewd comments; (2) the persistent use o f irrelevant references that insult or degrade a person’s gender, or the use of sex stereotypes to insult or degrade; (c) the use by a person in authority o f his or her position to co­ erce another person to do something of a sexu­ al nature that she or he would not otherwise do. Coercion need not involve physical force. Scope and resolution. There is a wide range o f be­ haviors that falls within the general definition o f sexual harassment and many differing no­ tions of what behaviors are and are not accept­ able. Key factors that determine instances of sexual harassment are that the behavior is un­ welcome, is gender based, and is reasonably per­ ceived as offensive and objectionable. Such be­ havior need not produce or threaten some tan­ gible loss to the receiver in order 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. T h e grievant is never under any obligation to take any steps that would cause him or her to come into con­ tact with the harasser in ways he or she is un­ willing to do. Instead, the grievant can consid­ er all the informal and formal means open to him of her for resolution and choose what seems most useful and workable in his or her particular case. T h e grievant must also weigh, however, the fact that without in some way being made aware of his or her actions, the ha­ rasser may continue the offensive behavior. In the most serious instances of sexual harassment, it is unreasonable to expect grievants to con­ front their perceived harassers. In these cases the grievant should enlist the help of a trained third party such as the gender education advis­ er, a dean, the equal opportunity officer, or an­ other person trained in this area. It is important to remember that any member of the community can be guilty o f sexually harass­ ing any other member regardless of position of authority or status. Although students have often found it difficult to come forward when the perceived harasser is in a position o f au­ thority or is threatening, procedures are in place to respond and to provide support throughout the resolution process. Support Support is available through the gender educa­ tion adviser, a group o f trained faculty and staff members comprising the Sexual Misconduct Advisers and Resource Team (SM A R T ), and the deans for students who feel that they have been subjected to any form of sexual miscon­ duct. Consultation with any of these individu­ als in no way limits a student’s options for reso­ lution nor commits the student to a particular course of action. T he College also provides sup­ port when requested through the Dean’s Office to those students charged with sexual miscon­ duct. There are specific rights for complainants of sexual misconduct and for those students ac­ cused of sexual misconduct; these rights are list­ ed in detail in the Student Handbook. In addi­ tion, students are encouraged to discuss their concerns with a dean when deciding whether to file a formal complaint. the College policy on alcohol and other drugs, it is important to note that being under the in­ fluence of alcohol or other drugs is not an ex­ cuse for violation o f the Statem ent o f Student Rights, Responsibilities, and C ode o f C onduct and does not reduce a student’s accountability. For a complete description of the College’s Alcoholic Beverage Policy guidelines, please see the sec­ tion in the Student H andbook. T h e use, possession, or distribution of injurious drugs or narcotics without the specific recom­ mendation of a physician and knowledge of the deans subjects a student to possible suspension or expulsion. Sm okin g Smoking is prohibited in all public spaces throughout the College meeting rooms, lounges, offices, and halls. A $25 fine will be charged for violating this policy, and students can be removed from nonsmoking College housing if they smoke in rooms on nonsmoking halls. Smoking is allowed outdoors and in the student’s room (in certain residence halls), pro­ vided that the door remains closed. Climbing on College Buildings or S tru ctu res Climbing on any College building or being pre­ sent on building roofs is not allowed. In unusu­ al circumstances, arrangements to climb desig­ nated locations may be coordinated through the Public Safety Department. R elated P olicies F ire s, F ire S afety E qu ip m en t, an d A larm s The College also has sexual misconduct poli­ cies as they relate to staff-student behavior and faculty-student behavior. T h e College policy governing staff and the related grievance proce­ dure can be found in the S ta ff H andbook. T he College policy governing faculty and the relat­ ed grievance procedure can be found in the Faculty H andbook. Tampering or interference with, as well as de­ struction or misuse of, fire safety and fire pre­ vention equipment is prohibited and is a viola­ tion of state law. A n automatic fine o f $125 for each piece of equipment plus the cost of re­ placement of equipment is charged to any stu­ dent violating this regulation, and further disci­ plinary action may be taken. Any student who causes an alarm to be set off for improper pur­ poses is liable for the expenses incurred by the fire department(s) in responding to the alarm. If no individuals accept responsibility when a violation of this policy occurs in a residence hall, all residents of that residence hall are sub­ ject 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 in­ cense) will be subject to a $500 fine. Students are financially responsible for any damages re- 4. Actions Potentially Injurious to Oneself or Others Alcohol and O ther D rugs 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. T he observance of moderation and decorum with respect to drink is a student obligation. In addition to accountability for specific behavior and guidelines described in 57 College Life suiting from reckless conduct or violation of college rules regulating residence hall safety. F irea rm s; Firew orks No student may possess or use a firearm on Swarthmore College property or its environs. Firearms, including rifles, shotguns, handguns, air guns, and gas-powered guns and all ammu­ nition or hand-loading equipment and supplies for the same are not allowed in any student res­ idence or in any College building. Requests for exceptions must be made to the dean. No stu­ dent may possess or use fireworks on Swarth­ more College property or its environs. Reckless Conduct Conduct that places oneself or another in im­ m inent danger o f bodily harm is prohibited. T h e standard as to what constitutes imminent danger is solely at the discretion o f the dean and/or the judicial body hearing the case. 5. College and Peisonal Property Illegal E ntry Unauthorized entry into or presence within en­ closed and/or posted College buildings or areas, including student rooms or offices, even when unlocked, is prohibited and may subject a stu­ dent to fines and other sanctions. Locks and Keys Tampering with locks to College buildings, un­ authorized possession or use o f College keys, and alteration or duplication o f College keys is against College policy. T h e ft o r D am age T heft and negligent or intentional damage to personal or College property will subject a stu­ dent to paying for the repair or replacement of the damaged property as well as to disciplinary action. In the event that damage occurs in a residence hall for which no one assumes re­ sponsibility, payment for damages will be divid­ ed equally among all residents of that hall. For damage that occurs during a student event in a space other than a residence hall and for which no individual student(s) accept(s) responsibil­ ity, the sponsoring students and/or organization will be held accountable for the money for re­ placement or repair of the damaged property and may be subject to further disciplinary action. 58 Parking No student may park an automobile on College property without permission from the Car Au­ thorization Committee, a student-administra­ tion group. 6. Guests Friends of Swarthmore students are welcome on campus. If a guest of a student will be staying in a residence hall over night, the resident assis­ tant and the housekeeper must be notified. A guest is not permitted to stay in a residence hall more than four consecutive nights. Requests for exceptions must be made to the director of res­ idential life. Student hosts are responsible for the conduct of their guests on campus and will be held ac­ countable for any violation of the code of con­ duct or other rules of the College committed by a guest. 7 . Disorderly Conduct Students at Swarthmore College have the right to express their views, feelings, and beliefs in­ side and outside the classroom and to support causes publicly, including by demonstrations and other means. These freedoms of expression extend so far as conduct does not impinge on the rights of other members of the community or the orderly and essential operations of the College. Disorderly conduct is not permitted. V iolation o f the orderly operation o f the College includes but is not limited to (1) exces­ sive noise, noise, once identified, which inter­ feres with classes, College offices, dorm neigh­ bors, or other campus and community activi­ ties; (2) unauthorized entry into or occupation o f a private work area; (3) conduct that restricts or prevents faculty or staff from performing their duties; (4) failure to maintain clear passage into or out of any College building or passageway. 8. Violation of Local, State, or Federal Law Violation of the laws o f any jurisdiction, whether local, state, federal, or (when on for­ eign study) foreign, may at the discretion of the dean, subject a student to College disciplinary action. A pending appeal o f a conviction shall not affect the application o f this rule. STUDENT JUDICIAL SYSTEM The formal judicial system at Swarthmore C ol­ lege has two main components: (1) adjudica­ tion by individual deans o f minor infractions of College regulations, where a finding o f guilt would result in a sanction less severe than sus­ pension; and (2 ) adjudication by the C JC of se­ rious infractions of College regulations, includ­ ing all formal charges of academic dishonesty, assault, harassment, or sexual misconduct. T he CJC is composed o f faculty, staff, and adminis­ trators who have undergone training for their role. In all cases of formal adjudication, whether by a dean or by the C JC , the deans will keep records of the violation(s) and of the sanction(s) im­ posed on a student. Sanctions are cumulative, increasing in severity for repeat offenders. Notational sanctions are recorded permanently on the back of the students record card but do not appear on the face of the academic record. Therefore, an official transcript o f an academic record, which is a copy of the face of the record card, does not reflect notational sanctions. Non-notational sanctions are not so recorded but are entered into the students personal file as a separate 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 interper­ sonal disputes. It is important to remember that all possible avenues of conflict resolution be considered thoroughly when deciding on a course of action. A more complete description of the judicial system is available from the Office of the Dean or in the Student H andbook. HOUSING Swarthmore is primarily a residential college, conducted on the assumption that the close as­ sociation of students and instructors is an im­ portant element in education. Most students live in College residence halls. New students are required to live in the residence halls. Residence Halls Thirteen residence halls, ranging in capacity from 21 to 214 students, offer a diversity of housing styles. Several o f the residence halls are a five- to 15-minute walk to the center of cam­ pus. Swarthmore’s residence halls are Dana, Hallowell, Mary Lyon; Mertz Hall, (the gift of Harold and Esther Mertz); Palmer, Pittenger, and Roberts; the upper floors in the wings of Parrish Hall; W harton Hall, (named in honor of its donor, Joseph Wharton, a one-time presi­ dent o f the Board of Managers); Willets Hall, (made possible largely by a bequest from Phebe Seaman and named in honor o f her mother and aunts); Woolman House; W orth Hall, (the gift o f William P. and J. Sharpies Worth, as a memorial to their parents),and a new dorm to open in fall 2004. A mixture o f classes lives in each residence hall. About 85 percent of residence hall areas are designated as coeducational housing either by floor, section, or entire building. T h e re­ maining areas are single-sex housing. Although single-sex options are offered, they are not guar­ anteed. 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 prefer­ ences indicated and to accommodate special needs, such as documented disabilities. Other students choose their rooms in an order deter­ mined by lot or by invoking special options— among these are block housing, allowing friends to apply as a group for a section o f a particular hall. There is also the opportunity to reside at neighboring Bryn Mawr and Haverford colleges in a cross-campus housing exchange that pro­ ceeds on a matched one-for-one basis. First- and second-year students typically reside in oneroom doubles, whereas juniors and seniors have a wider selection of room types. A ll students are expected to occupy the rooms to which they are assigned or which they have selected through the regular room choosing process unless au­ thorized by the deans to move. Permission must also be obtained from the deans to reside out­ side College housing. Resident assistants, selected from the junior and senior classes, are assigned to each of the residence hall sections. These leaders help cre­ ate activities for students, serve as support ad­ visers to their hallmates, and help enforce 59 College Life College rules for the comfort and safety of the residents. Residence halls remain open during October, Thanksgiving, and spring breaks but are closed to student occupancy during winter vacation. No meals are served during October and spring breaks. A t the end of the fall semester, stu­ dents are expected to vacate their rooms with­ in 24 hours after their last scheduled examina­ tions. 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 res­ idence hall plus a limited-access storage room for valuables. T h e 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 H andbook, updated and distributed each year, and on the housing Web site. Swarthmore Dining Services Swarthmore’s Dining Service 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. A ll students living in campus housing must participate in the college’s meal plan. Three meal plans are available. T h e 20-meal plan al­ lows a student access to the dining hall for one meal per meal period, totaling 20 per week. (First-year students are required to be on the 20-meal plan for their first semester.) T h e 14meal 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. T h e 14and 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 60 card or a flvemeal plan from the Dining Services office in Sharpies. T he debit card may be purchased in any amount and renewed at any time. T h e five-meal plan allows access to Sharpies for five lunches per week at a rate dis­ counted from the cash entry fee. T he 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.; Sunday 11 a.m. to 6:30 p.m. Guest prices are: breakfast $3.25, lunch $5, dinner $6.75 Unlimited servings are permit­ ted, but take-out is not. Although a sincere ef­ fort is made to meet the dietary needs of all students, not all special requirements can be accommodated. Kosher meals are not avail­ able in the Dining Hall. Essie Mae’s Snack Bar is located on the first floor o f 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 equiva­ lency 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 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, fruit, and fresh pastries may be purchased with cash or declining bal­ ance points. Mary Lyon’s Breakfast Room is located in the Mary Lyon Building. Breakfast is served Mon­ day through Saturday by and for its residents. Swarthmore students can obtain passes to eat at the Bryn Mawr and Haverford college din­ ing halls. Students can also arrange to have raw ingredients packed for cook-outs and spe­ cial 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. STUDENT CENTERS Tarble Social Center Through the original generosity of Newton E. Tarble of the Class o f 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 S C C S media lounge and the offices o f the Student Budget Committee, the So cial Affairs Com m ittee (SA C), Debate Society, and Rattech. Other Centeis The W om en’s Resource C en ter (W R C ) 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 inter­ ests and concerns. T h e resources o f the center include a library, kitchen, various meeting spaces, computer, and phone. T h e W R C also sponsors events throughout the year that are open to any member o f the College community. The Black Cultural C en ter (B C C ), located in the Caroline Hadley Robinson House, provides a li­ brary, classroom, computer room, T V lounge, kitchen, all-purpose room, a living room/ gallery, two study rooms, and administrative of­ fices. The B C C offers programming, activities, and resources designed to stimulate and sustain the cultural, intellectual and social growth of Swarthmore's black students, their organiza­ tions and community. Further, the B C C func­ tions as a catalyst for change and support to the College’s effort to achieve pluralism. T h e BCC’s programs are open to all members of the College community. T h e B C C is guided by the director, Ttm Sams, with the assistance of a committee of black students, faculty, and ad­ ministrators. See the B C C ’s W eb site at www.swarthmore.edu/admin/bcc/, or contact us at (610) 328-8456. The Intercultural C en ter (IC ) is a multipurpose center devoted to developing greater awareness of Asian American, Latino/Hispanic, gay/lesbian/bisexual, and Native American contribu­ tions to Swarthmore College as well as the broader society. T h e IC provides a supportive environment where students are welcome to discuss and understand the educational, politi­ cal, and social concerns that affect their groups. T he IC fosters the education of its members and the wider community about cultural, ethnic, class, gender, and sexual orientation differ­ ences. 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. T h e Resource Center will include A sian A m erican, 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. T he IC center and its programs are coordinated by Director Rafael Zapata. See the IC Web site at www.swarthmore.edu/admin/IC, or telephone (610) 328-7360. T h e director, interns, and the administrative assistant are responsible for the center’s pro­ gramming and operation. T h e IC is located in the far southern com er of Tarble in Clothier. T he 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. F ratern ities. T here are two fraternities at Swarthmore: Delta Upsilon, affiliated with a national organization, and Phi Om icron Psi, a local association. W hile they receive no C ol­ lege or student activity funds, the fraternities supplement social life. They rent lodges on campus, but have no residential or eating facil­ ities. In recent years, about 6 percent of male students have decided to affiliate with one of the fraternities. RELIGIOUS ADVISERS Religious advisers are located in the Interfaith Center in Bond Hall and currently consist of Jewish, Catholic, and Protestant professionals. T h e advisers and the Interfaith Center provide members of the Swarthmore community oppor­ tunities 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 61 College Life identities; and engage in interfaith education and dialogue. T h e 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 o f religious faith, spirituality, and culture. Various services are available on campus, and area religious communities welcome Swarthmore students. HEALTH Worth Health Center T he W orth Health Center, a gift of the W orth family in memory o f W illiam Penn W orth and Caroline Hallowell, houses offices of the nurses, consulting physicians, nutritionist, H IV test counselor, outpatient treatment facilities, of­ fices o f the Psychological Services staff, and rooms for students who require inpatient care. Psychological Services is administered separate­ ly from the Health Service and is housed in the North W ing of W orth Health Center. Health and Psychological Services open with the ar­ rival o f the first-year class in the fall and close for the winter break and for the summer follow­ ing commencement in the spring. Students must make their own arrangements for health and psychological care when the W orth Health Center is closed. should provide some coverage for prescription medications. For those who have no health in­ surance or whose insurance does not meet our specifications, we offer a functional yearly plan beginning Aug. 17, 2004, through Aug. 17, 2005. Students receiving financial aid may have a portion of the cost o f the premium defrayed. Students and family are responsible for medical expenses incurred while students are enrolled at the College. Students who have no insurance, or students with insurers who have no local of­ fice or arrangements with local HMOs, do not provide for emergency and urgent care locally, do not cover hospital admissions locally, or do not provide coverage while studying abroad should enroll in the College Plan. T h e College provides health insurance for students who are actively participating in intercollegiate and club sports. For further information, please con­ sult the insurance leaflet mailed to all students at the beginning o f each academic year, the W orth Health Center administrative assistant, or the trainer. Health Services 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 Health Center staff but are free to seek treatment at another facility if they prefer to do so. Also, the Health Service staff members are willing to coordinate care with personal health care providers. Insurance As part o f the admission process, each student must submit a medical history and health cer­ tificate prepared by a personal or school health care provider. T h e Health Center provides a health certificate in the preadmission packet for your convenience. Pertinent information such as medical or psychological problems, allergies, handicaps, medications will be espe­ cially valuable to the College Health Service when assisting each student. A ll information is kept confidential. Students may consult the medical facilities of the College when ill or injured in athletic ac­ tivities or otherwise, free of charge. T h e C ol­ lege cannot assume financial responsibility for medical, surgical, or psychological expenses in­ curred when seeking or referred for care else­ where. For this reason, we expect students to be responsible for these expenses and to be insured through family or other plans. Insurance plans Each student is allowed 10 days o f in-patient care without charge in the infirmary each aca­ demic year. Students suffering from communi­ cable disease, such as chicken pox, may not remain in their residence hall room and must stay in the infirmary or go home for the dura­ tion of their illness. T h e Health Center each academic year dispenses up to $300 in various medications without charge, but we do charge T h e College contracts with the Crozer Key­ stone Health System for physician services. Should in-hospital treatment be indicated, one o f these consultant physicians will oversee the care if the student is admitted to Crozer Chester Medical Center, a medical school-affiliated teaching hospital. 62 for special medications, contraceptives, immu­ nizations, and certain laboratory tests. Students are responsible for securing transportation to off-campus appointments, although the nurses will assist with arrangements. The Health Center staff works closely with the Department o f Physical Education and A thlet­ ics. 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 documen­ tation to the director of the Health Center and the dean who works with disabled students. Both will evaluate the request and make a rec­ ommendation for an alternative plan. Psychological Services Services for students include counseling and psychotherapy, after-hours emergency-on-call availability, consultation regarding the use of psychiatric drugs, psychological testing, and ed­ ucational talks and workshops. Psychological Services participates in training resident assis­ tants and provides consultation to staff, faculty, and parents. The staff of Psychological Services comprises a diverse group of psychological, social work, and psychiatric professionals. T h e 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. The College maintains a policy o f strict con­ fidentiality except where there may be a signif­ icant question of imminent threat to life or safety. Requests for service may be made in person or by phone (x8059) between 8:30 a.m. and 4:30 p.m., Monday through Friday. In the event of an after-hours emergency, contact the Health Center (x8058) or Public Safety (x8333). Information regarding readmission after with­ drawal for health-related reasons may be found in the section of Student Leaves o f Absence, Withdrawal, and Réadmissions (pp. 8 4 -8 5 ). For more detailed information about psycholog­ ical services, please ch eck the W eb site, http://www.swarthmore.edu/Admin/deans/psychservices.html. STUDENT ADVISING Academic Advising Each first-year student is assigned to a faculty member or administrator who acts as his or her academic adviser. W hen students are accepted by a major, normally at the end of the sopho­ more year, the advising responsibility shifts to the chair, or chair’s designate, of the student’s major department. Requests for a change of ad­ viser in the first two years will be freely granted (for example, when a student’s substantive in­ terests change) subject only to equity in the number o f advisees assigned to individual advisers. T he deans hold overall responsibility for the ad­ vising 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 so­ cial 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. Academic Support Various forms of academic support are available to help all students succeed in their course work. These include a peer Student Academic Mentoring (SA M ) program, tutors, special re­ view sessions and clinics attached to introduc­ tory courses in the natural sciences and eco­ nomics, a mathematics lab, a multiday study skills workshop, 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 o f the writing process. WAs are assigned on a regular basis to selected courses, and they are located in the Writing Center in Trotter Hall. A ll stu­ dents have access to the Writing Center as needed and can receive help via e-mail and on a drop-in basis. Career Services Career Services works to help students develop knowledge of themselves and their life options; to advance their career planning and decision- 63 College Life making abilities; and to help them develop skills related to their intemship/job search and graduate/professional school admission. Indi­ vidual counseling and group sessions help stu­ dents expand their career options through ex­ ploration of their values, skills, interests, abili­ ties, and experiences. Developmental programs are available for all students, regardless of their academic discipline. http://careerservices.swarthmore.edu to make information about activities and programs available to students wherever they are around the world. Credential files are compiled for in­ terested students and alumni to be sent to prospective employers and graduate admissions committees. Exploration of career options is encouraged through summer internships and summer jobs, internships and part-time positions during the school year and opportunities that take place during a semester or year away from campus. Students may receive assistance in researching, locating, and applying for internships and em­ ployment opportunities and receive advice in how to gain the most they can from these ex­ periences. Students are particularly encouraged to test options by participating in the alumnisponsored Externship Program. T his program provides on-site experience in a variety of ca­ reer fields by pairing students with an alumnus/a to work on a mutually planned project during one week o f winter break. Students tak­ ing a leave o f absence from Swarthmore can participate in the College Venture Program, which assists undergraduates taking time off from school with finding worthwhile employ­ ment during their time away. STATEMENT OF SECURITY POUCIES AND PROCEDURES Additional help is provided through career in­ formation panels, presentations, and confer­ ences; the biannual Student Alumni N et­ working Dinner; attendance at career fairs; and workshops on topics such as resume and cover letter writing, mentoring, interviewing skills, and intemship/job-search techniques. T h e of­ fice cooperates with Alumni Relations, the Alumni Council, and the Parents Council to put students in touch with a wide network of potential mentors. T h e Career Services library includes many career development publica­ tions, as well as employer directories. T h e office hosts on-campus recruiting by representatives from business, industry, government, nonprofit organizations, and graduate and professional schools. T h e Career Services eRecruiting site provides one comprehensive on-line database of internship and job listings, a career events calendar and resume deadlines for employers re­ cruiting on campus. Students can easily upload resumes to apply for opportunities. Career Ser­ vices also maintains a W eb site accessible at 64 Swarthmore College’s Statement of Security Policies and Procedures is written to comply with the (Pa.) College and University Security Information A ct: 24 P.S., Sec. 2502-3© , and the federal Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics A ct. This annual report includes statistics for the previous three years concerning reported crimes that occurred on campus, in certain offcampus buildings owned or controlled by Swarthmore College, and on public property within or immediately adjacent to and accessi­ ble from the campus. T h e report also includes institutional policies concerning campus securi­ ty, such as policies concerning alcohol and drug use, crime prevention, the reporting of crimes, sexual assault, and other matters. To obtain a full copy of this document, or to discuss any questions or concerns, contact Owen Redgrave, director o f public safety. COCURRICULAR ACTIVITIES Student Council T h e Student Council is the chief body of stu­ dent government and exists to serve and repre­ sent the students of Swarthmore College. Its 11 members are elected semiannually. T h e powers and responsibilities o f the Student Council are (1) the administration of the Student Activ­ ities Account; (2) the appointment of students to those committees within the College com­ munity 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 for­ mulation of rules needed to exercise these pow­ ers and to fulfill these responsibilities. T he 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 o f the Student Council in­ clude the Appointments Committee, Student Budget Committee, Student Groups Commit­ tee, and Social Affairs Committee. T he fivemember Appointments Com m ittee selects qualified student applicants for positions on student, faculty, and administration commit­ tees. The Student Budget Committee, made up of 10 appointed members, a treasurer, and two assistant treasurers, allocates and administers the Student Activity Fund. T h e six-member Student Groups Committee oversees, adminis­ ters, and guides the chartering process for stu­ dent organizations. T h e Social Affairs Commit­ tee allocates funds to all campus events, main­ tains a balanced social calendar, and is respon­ sible for organizing formals and various other activities that are designed to appeal to a vari­ ety of interests and are open to all students free of charge. T he Social Affairs Committee con­ sists of 10 appointed members and two hired student co-directors. Music The Music and Dance Department administers and staffs several performing organizations. T he College C horus, directed by John Alston, re­ hearses three hours per week. T he C ollege Chamber C hoir, a select small chorus drawn from the membership of the chorus, rehearses an additional two hours twice a week. T he College O rchestra rehearses once a week. T he Chamber O rchestra occasionally gives concerts. Its rehearsals closely precede the concerts, and its members are drawn from T h e College Orchestra. T he Orchestra (Chamber Orches­ tra), Chorus (Cham ber C h oir), and Jazz Ensemble require auditions for membership. The Wind Ensem ble, which rehearses one night weekly and gives two major concerts each year, is under the direction o f M ichael Johns. Gomelan Sem ara Sand performs traditional and modem compositions for Balinese Gamelan (Indonesian percussion orchestra) under the di­ rection of Thomas W hitman. This group re­ hearses three hours per week and gives one con­ cert each semester. T he Jazz E nsem ble, the de­ partment’s large jazz group directed by John Alston, rehearses weekly and gives two concerts each year. More information about joining these performing groups can be found on the bulletin boards on the upper level of Lang Music Building. Instrumentalists and singers can also participate in the Elizabeth Pollard Fetter chamber music coaching program coordinated by M ichael Johns. Several student chamber music concerts (in which all interested students have an opportunity to perform) are given each semes­ ter. These concerts also provide an opportunity for student composers to have their works performed. T h e College offers academic credits in con­ junction with subsidies to support private in­ strumental and vocal lessons for qualified stu­ dents; please refer to p. 89 (Awards and Prizes and Fellowships) and p. 289 (Music Depart­ ment, M U SI 048). T h e orchestra each year sponsors a C oncerto C om petition, open to all Swarthmore College students. Auditions are normally held immedi­ ately after winter vacation. T h e winner per­ forms the entire concerto with the orchestra at its spring concert. Practice and performance facilities in the Lang Music Building include 16 practice rooms (most with at least one piano), a concert hall and a rehearsal hall (each with its own concert grand), two organs; and one harpsichord. T he Underhill Music Library has excellent collec­ tions of scores, books, and records. T h e William J. Cooper Foundation presents a distinguished group o f concerts each year on campus. T h e Department of Music and Dance administers a separate series of public concerts. O rchestra 2001, an acclaimed professional en­ semble devoted to the performance of contem­ porary music, is in residence at the College. Under the direction of Professor of Music J ames Freeman, the group gives an annual series of four or five concerts in the Lang Concert Hall, exploring music o f 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 per­ form with the ensemble. Dance T h e Swarthmore College Dance Program, di­ rected by Stephen Lang Professor of Performing 65 College Life Arts Sharon E. Friedler, strives to foster a coop­ erative atmosphere in classes and performance situations. T h e Swarthmore College Dancers and the Dance and Drum Ensemble regularly perform public concerts with works choreographed by students, the dance faculty, and other profes­ sional choreographers. Each year, there is a series of formal concerts at the end of each semester as well as informal per­ formances throughout the year, sometimes in­ cluding a series o f exchange concerts with other area colleges. Lecture demonstrations for public schools and for organizations within the sur­ rounding communities are also a regular part of the yearly dance performance schedule. In conjunction with the W illiam J. Cooper Foundation, the Dance Program brings out­ standing professional dance companies to cam­ pus for short-term residencies. These residencies typically last from three days to two weeks and include master classes, lec­ tures, performances, and, sometimes, the cre­ ation of a new work by a guest artist for student performers. T h e residencies funded for 2 0 0 4 2005 will include Suzanna Farrell and her com­ pany, T he Susan Marshall Dance Company, Sita Frederick, Jennine W illett, and a sympo­ sium and performance weekend focused on the figure o f Krishna. T h e student organizations Rhythm T l Motion and Terpshichore also create choreography and perform. Scholarships for summer study are available to dance students through funds provided by the Friends o f Music and Dance. T h e Halley Jo Stein Award for Dance and the Melvin B. Troy Award for Composition are also awarded annu­ ally by the program. T h e Physical Education and Athletics Depart­ ment sponsors a class in folk dance. Theater Associate Professor A llen Kuharski is chair of the Theater Department. Interested students should consult the departmental statement for theater. T h e Theater Department provides a variety of cocurricular opportunities for interested stu­ dents. Students interested in acting are encour­ aged to participate in student-directed projects in the program’s directing workshops taught by 66 A llen Kuharski or Ursula Denzer (TH EA 035 and 0 5 5 ) and the Senior Company class (TH EA 099). T h e program also hires qualified students every semester for a variety of jobs re­ lated to curricular production projects and other functions. T h e Lang Performing Arts Center Office is another potential source of theater-related student employment. For infor­ mation, contact Susan Smythe. Professional internships are strongly recom­ mended to theater majors and minors and are available at theaters throughout the Philadel­ phia area and around the country. See profes­ sors A llen Kuharski or Ursula NeuerburgDenzer for details. In conjunction with the William J. Cooper Foundation, the Theater Department typically sponsors various public events, such as perfor­ mances, workshops and symposia. T h e depart­ ment regularly invites outstanding professional companies to campus for short-term residencies o f one to two weeks in which public perfor­ mances are combined with intensive workshops with the visiting artists. T h e Drama Board, a student organization, also sponsors classes, workshops, and performances. In the summer, the department makes its facil­ ities available to a variety o f professionally ac­ tive alumni for rehearsals and workshops while in residence on the campus. Current students may become involvedin a variety of ways with this work. Interested students should contact the department chair. Athletics Swarthmore’s athletic policy is based on the premise that any sports program must be justi­ fied 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 stu­ dent the opportunity to participate in a wide range of sports. W ithin the limits of finance, personnel, and facilities, the College feels that it is desirable to have as many students as possi­ ble competing on its intercollegiate, club, or in­ tramural 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. Extracurricular Activities Students are encouraged to get involved in ex ­ tracurricular activities at Swarthmore. There are over 100 clubs and organizations that span a broad range o f 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 through the guidance of Student Council. T h e College is committed to student learning in and out of the classroom and thus supports the personal and leadership development of students through extracurricu­ lar activities Publications and Media The Phoenix, the weekly student newspaper; the Halcyon, the College yearbook; and W SR N , the campus radio station, are completely stu­ dent-run organizations. There are several other student publications, including literary maga­ zines and newsletters. For more information, contact the Student Publications Coordinator. The current list of publications can also be found in the G uide to Student L ife: PROGRAMS FOR SERVICE, ACTIVISM, AND OUTREACH Eugene M . Lang Center fur Civic and Social Responsibility The Lang Center is a hub for activities that sup­ port Swarthmore’s mission to “help students re­ alize their fullest intellectual and personal po­ tential combined with a deep sense of ethical and social concern.” T h e center is located at the foot of Magill Walk in the Swarthmore Train Station Building. Its five-person staff of­ fers special advising as well as administrative, fi­ nancial, and logistic support for a wide range of opportunities to make connections between campus and community partners seeking posi­ tive social change. Center staff members work with individual students as well as with orga­ nized student groups and also have important working relationships with the Office of For­ eign Study and the Office of Career Planning and Placement. T h e center offers workshops and special programs to prepare students for work in communities as well as to provide op­ portunities for reflection on those experiences, especially in relation to their academic pro­ grams and to their plans for civic engagement after graduation. T h e center’s staff also works with members of the faculty who wish to in­ clude community-based learning in their cours­ es and seminars. T h e Lang Center includes a re­ source room with extensive information about opportunities for service and advocacy, staffed by Lang Center Student Associates. T h e fol­ lowing programs are supported and coordinated by the Lang Center: Lang Opportunity Scholarships are awarded to students during their first year at Swarthmore. Scholars are selected based on their commit­ ment and potential to become leaders in civic and social responsibility. T he scholarship in­ cludes a summer internship and a substantial budget for implementation o f a major service project. T h e Lang Center staff works closely with Lang Opportunity scholars as they devel­ op and carry out their projects. T he Eugene M . Lang Visiting Professorship fo r Issues o f Social Change. This professorship was endowed in 1981 by Eugene M. Lang ’38. It brings to the College an outstanding social sci­ entist, political leader, or other suitably quali­ fied person who has achieved professional or occupational prominence. T h e visiting profes­ sor is typically someone who has received spe­ cial recognition for sustained engagement with substantial issues, causes, and programs directly concerned with social justice, civil liberties, human rights, or democracy. T he professorship varies in length from one to three years. The Swarthmore Foundation T his foundation provides grants to support fac­ ulty, staff, and students (including graduating seniors) undertaking projects in community service and social change. Recipients may use awards to create new projects, to purchase ma­ terials for projects in which they participate, and to cover basic living expenses while work­ ing with service or activist organizations. The foundation also administers the Landis Com­ munity Service Fellowships and the Anderson Community Service Fellowships, both for proj­ ects in Chester, Pa.; and the Nason Community Service Fellowships, for service projects linked to students’ academic programs. Sum m er o f Service Internships. SO SI grants sup­ port students who work in service-focused in­ ternships during the summer. T h e grants pro­ vide living expenses as well as a stipend to make 67 College Life it possible for all students, regardless o f their financial situation, to participate in these expe­ riences. T h e Lang Center staff provides guid­ ance on the availability of internships and their potential connections to students’ academic interests. Community-Based Learning. T h e Lang Center offers grants to faculty members who wish to add community-based learning to their courses. T h e grants may be used for summer stipends or to cover the cost of a course replacement to per­ mit a course reduction for the faculty member. Student Service and A ctivist G roups. These stu­ dent-led groups use Lang Center facilities and also receive guidance from Lang Center staff. Student groups offer service and advocacy in Chester and the Greater Philadelphia metro­ politan area. These groups are active in the areas o f housing, education and educational re­ form, employment, health care, homelessness, environmental justice, peace and conflict reso­ lution, racial justice, and economic development. The Swarthmore College TRIO/ Upward Bound Program TR IO /U pw ard Bound. This program develops young leaders and offers academic and cultural enrichment activities to high school students in the surrounding community, primarily in the city of Chester. T h e primary goal of this na­ tional program is to prepare urban high school students for postsecondary education. T h e TRIO/Upward Bound Program at Swarth­ more College began in 1964 and continues with federal support from the U .S. Department of Education. More than 1,200 T R IO programs exist on college campuses throughout the United States. TRIO/Upward Bound is one of the oldest and most active community outreach programs at Swarthmore College. TRIO/Upward Bound offers both a six-week residential summer school in which Swarth­ more students may serve as tutor/counselors and a series of activities during the academic year in which Swarthmore students serve as tu­ tors. Students have volunteered their time to successfully tutor and mentor hundreds of TRIO/Upward Bound participants for more than 3 0 years. T h e program is under the direc­ tion o f the Lang Center for Civic and Social Responsibility and is administered by Cynthia Jetter, director for community partnerships and planning. 68 ALUMNI RELATIONS Alumni Relations is the primary communica­ tion link between the College and its alumni, enabling them to maintain an ongoing rela­ tionship with each other. Som e o f the office's programs and activities include Alumni Week­ end, an Alumni College, alumni gatherings all over the country, and alumni travel. T h e Alum­ ni Office hires students as interns and to help at alumni events on campus. T he Alumni Office works closely with Career Services to facilitate networking between stu­ dents and alumni and among alumni, to take advantage of the invaluable experience repre­ sented among the alumni. T h e Alumni Office also helps officers o f the senior class and alum­ ni groups plan special events. T he Alumni Office gives staff support to the Alumni Association, which was founded in 1882, and to the Alumni Council, the govern­ ing body o f the Alumni Association. The Alumni Office also gives staff support to re­ gional alumni and parent groups, called Connections, in Boston; Chicago; London; Los Angeles; Metro DC/Baltimore; Metro NYC; North Carolina; Minneapolis and St. Paul; Paris, France; Philadelphia; Pittsburgh; San Francisco; and Seattle. There are 19,045 alumni: 9,755 men, 9,290 women, and 1,236 married to each other, giving substance to the College’s traditional appella­ tion, “Quaker matchbox.” T h e College defines an alumnus/a as anyone who has completed one semester. COLLEGE PUBLICATIONS T he Publications Office creates a variety of printed communications for the College com­ munity. T h e quarterly Sw arthm ore C ollege Bulletin is a magazine sent free of charge to all alumni, parents, friends, and members of the se­ nior class. O ther publications produced by the office include an annual engagement calendar, a report of donations to the College, a facultystaff newsletter, and this catalog. Members of the publications staff and a student intern pro­ vide editorial, photographic, graphic design, and print production services to other offices on campus. NEWS AND INFORMATION The Office of News and Information works with students and faculty and staff members to communicate information about Swarthmore to the public, primarily through media rela­ tions. T he office publicizes campus events, pro­ grams, and research and works to position fac­ ulty members as expert news sources. T h e office also responds to information requests from the media, initiates coverage of Swarthmore in the media, and leads the development and mainte­ nance of the College Web site. T h e News and Information Office prepares two publications. On Cam pus, a monthly schedule o f campus ac­ tivities that are open to the public, is distrib­ uted on request to more than 3,500 households in the Philadelphia area and is posted on the Web. T he W eekly N ew s, a newsletter of events and announcements, is also posted electron­ ically each week during the academic year. T he office lends support for special events and proj­ ects and provides public relations counsel for the College. 69 IV Educational Program Awards and Prizes Faculty Regulations Fellowships Degree Requirements 70 Educational Program GENERAL STATEMENT Swarthmore College offers the degree of bache­ lor 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 p. 87), but variation in this term, particularly as a result of Advanced Placement (A P) credit, is possible (see p. 28). The selection o f a program will depend on the student’s interests and vocational plans. T he primary purpose of a liberal arts education, however, is not to provide vocational instruc­ tion, even though it offers the best foundation for one’s future vocation. Its purpose is to help students fulfill their responsibilities as citizens and grow into cultivated and versatile individ­ uals. A liberal education is concerned with the development o f moral, spiritual, and aesthetic values as well as analytical abilities. Further­ more, 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 fu­ ture culture will not be compromised in the de­ velopment o f the present. Intellectually, it aims to enhance resourcefulness, serious curiosity, open-mindedness, perspective, logical coher­ ence, 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. T h e normal program con­ sists of four courses each semester, chosen by the student in consultation with his or her faculty adviser. All students must fulfill the requirements for the major, and 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 ex­ plained on p. 164. Courses outside the techni­ cal fields are distributed over all four years. For honors candidates, courses and seminars taken as preparation for external evaluation oc­ cupy approximately one-half of the student’s work during the last two years. In addition to work taken as a part of the Honors Program, the students take other courses that provide oppor­ tunities for further exploration. During the se­ nior year, many departments offer a specially designed senior honors study for honors majors and minors to encourage enhancement and in­ tegration o f the honors preparations. A t the close of the senior year, candidates for honors will be evaluated by visiting examiners. T he course advisers of first-year and sophomore students are members of the faculty appointed by the dean. For juniors and seniors, the advis­ ers are the chairs o f their major departments or their representatives. PROGRAM FOR THE FIRST AND SECOND YEARS T h e major goals of the first two years of a Swarthmore education are to introduce stu­ dents to a broad range of intellectual pursuits, to equip them with the analytic and expressive skills required to engage in those pursuits, and to foster a critical stance toward learning and knowing. A ll students must fulfill the require­ ments normally intended for the first two years o f study, although in some science and engi­ neering majors, students may spread some re­ quirements over four years. Students entering Swarthmore as transfer students normally fulfill these requirements by a combination of work done prior to matriculation at Swarthmore and work done here, according to the rules detailed below. T he Distribution Requirements: In spring 2003, the faculty approved several modifications to the distribution requirements. Beginning fall 2004, primary distribution courses (PDCs) were eliminated and writing courses (W s) were in­ troduced. A phased PDC/W requirement for the classes of 2005 through 2007 will count both PDCs and W s toward fulfillment o f the PDC/W component o f the distribution require­ ments. Beginning with the class of 2008, in ad­ dition to the W requirement, there is a require­ ment that one of the courses taken in the Division o f Natural Sciences and Engineering must have a laboratory component, called a practicum. T h e core of the distribution require­ ments remains unchanged for all students. 71 Educational Program T o m eet the distribution requirem ents, a student m ust: 1. Complete at least 20 credits outside the major department before graduation. 2. Complete at least 3 credits in each of the three divisions o f the College (listed later). Work in each division may include one A P credit or credit awarded for work done elsewhere. 3. Complete at least 2 credits in each division at Swarthmore. 4. Complete at least 2 courses in each division in different departmental subjects; these courses must be at least one credit each, and may include A P credit or credit awarded for work done elsewhere. 5. Complete the PDC/W or W requirement defined for the student’s graduating class. 6. Complete a Natural Sciences and Engi­ neering practicum (for the classes o f 2008 and thereafter). Students are advised to complete at least two courses in each division within the first two years. For purposes of the distribution requirements, the three divisions o f the College are consti­ tuted as follows: H um anities: Art, Classics (literature), English Literature, Modem Languages and Literatures, Music and Dance, Philosophy, Religion, Theater. N atu ral S cien ces an d Engineering: Biology, Chemistry and Biochemistry, Computer Sci­ ence, Engineering, Mathematics and Statistics, Physics and Astronomy, and Psychology courses that qualify for the N SE practicum. S ocial S cien ces: Classics (ancien t history), Economics, Education, History, Linguistics, Political Science, Psychology (other than N SE practicum courses), Sociology and Anthropology. A few courses do not satisfy the divisional dis­ tribution requirement. These are identified as such in the catalog or the official schedule of courses. T he PD C or W requirem ent by graduating class: T h e Class of 2005 must complete at least six PDC or W courses or seminars and those six must include work in at least two divisions. T h e Class o f 2006 must complete at least five PDC or W courses or seminars, and those five 72 must include work in at least two divisions. 1 T he Class of 2007 must complete at least four PDC or W courses or seminars, and those four must include work in at least two divisions. 1 T h e Class of 2008 and thereafter must com­ plete at least three W courses or seminars, and those three must include work in at least two divisions; students are advised to complete two W s in the first two years, and students are re­ quired to complete a Natural Sciences and Engineering practicum. Writing courses: In addition to addressing fieldspecific substance, writing courses will focus on the development o f 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 in­ volved. Such meetings may entail weekly or bi­ weekly three-hour sessions in a laboratory, sev­ eral all day field trips, or several observation trips. Any course credit in a division (with the exception o f EN G L 001B ) counts toward the distribution courses in that division, including A P credit or credit awarded for work done elsewhere. Courses that are cross-listed between two de­ partments in different divisions may, with the permission o f the instructors, departments, and divisions involved, fulfill the distribution re­ quirement in one of the following ways: (1) in only one o f 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 o f the work done in the course by the individual student (e.g., a long paper in one of the departmental disciplines). T h e distribu­ tional status of such courses is normally indi­ cated in the catalog description for each course. Foreign language: It is most desirable that stu­ dents include in their programs some work in a foreign language, beyond the basic language re­ quirement (see p. 87). Mathematics: A student who intends to major in one of the natural sciences, mathematics, or engineering should take an appropriate mathe­ matics course in the first year. Students intend­ ing to major in one of the social sciences should be aware of the increasing importance of math­ ematical background for these subjects. Physical education: In the first and second years, all students not excused for medical rea­ sons are required to complete a four-quarter (two semester) program in physical education. The requirements are stated in full on p. 86. Students who enter Swarthmore as transfer stu­ dents must fulfill Swarthmore’s requirements for the first two years, including the Natural Sciences and Engineering practicum. Transfer courses can be applied toward these require­ ments 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 two in each division to one in each divi­ sion. Transfer students who enter Swarthmore with at most four semesters remaining to com­ plete their degree are exempted from two of the three required writing courses, and are exempt­ ed 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 depart­ mental requirements and recommendations. In the spring of the sophomore year, each student will, with the guidance o f his or her adviser, prepare a reasoned plan o f study for the last two years. Sophomores who wish to link their inter­ est in social service/social action to their plan of study aré also encouraged to take advantage of the advising offered by the staff at the Lang Center for Civic and Social Responsibility. T he sophomore plan of study will be submitted to the chair of the student’s proposed major de­ partment as a part of the application for a major. A cceptance will be based on the student’s record and an estimate of his or her capacities in the designated major. Students who foil to secure approval o f 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 ad­ hering to programs and for die completion of graduation requirements. Faculty advisers, de­ partment chairs, other faculty members, the deans, and the registrar are available for infor­ mation and advice. PROGRAMS FOR JUNIORS AND SENIORS T he 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. T he breadth of exposure, acquisition o f skills, and development o f a critical stance during the first two years prepare students to pursue these goals. W itb the choice of a major and, perhaps, can­ didacy for honors, the focus shifts from scope to depth. Students become involved for two years with a discrete field o f inquiry and demonstrate their command of that field through the com­ pletion of courses within the major and courses taken outside the major that expand and deep­ en the student’s perspective on the major. MAJORS AND MINORS A ll students are required to include sufficient work in a single department or program desig­ nated as a major. To complete a departmental major, a student must be accepted as a major, must complete eight courses (or more, depend­ ing on the department), must pass the depart­ ment’s comprehensive requirement, and must fulfill other specific departmental requirements. Detailed requirements for acceptance to depart­ mental majors and for completion of them are specified in this catalog under the respective departmental listings and are designed to en­ sure 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 o f courses that a student may take in his or her major. Completing a second major or one or two mi­ nors 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 addition- 73 Educational Program al 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. T h e completion o f 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 Lit­ erature, Economics, Political Science, Sociol­ ogy and Anthropology, and Studio Art. (These departments or programs do offer honors mi­ nors.) Minors will include at least 5 credits, 4 of which may not be double-counted with the stu­ dent’s major or other minor. T he double-count­ ing prohibition applies to any comparison of two given programs o f study (not three taken together, even if the student has three pro­ grams). This means that a student who has a major in medieval studies, for example, and mi­ nors in both English Literature and women’s studies, would need four courses in English Literature that are not part o f the medieval studies major and four courses in women’s stud­ ies that are not part of the medieval studies major. In addition, each minor must have four courses that are not part o f the other minor. Special minors are not permitted. Exceptions to the double-counting prohibition: departments and programs involved provide recommended programs. These regularized spe­ cial majors are described in the relevant depart­ ment 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 neces­ sarily 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 of at least 10 credits and normal­ ly o f no more than 12 credits. Students with special majors normally complete a minimum o f six courses in the primary department or pro­ gram, omitting some o f the breadth require­ ments o f the major field. However, course re­ quirements 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 de­ signed to integrate the work across departmen­ tal boundaries, or a comprehensive examina­ tion. By extension, special majors may be for­ mulated as joint majors between two depart­ ments, 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. Stu­ dents 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. a. T h e double-counting prohibition is not ap­ plicable 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. HONORS PROGRAM b. 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. T he Honors Program, initiated in 1922 by President Frank Aydelotte and modified most recently in 1994, is a distinctive part of Swarthmore’s educational life. Specicd m ajors: W ith permission of the depart­ ments concerned, it is possible for a student to plan an individualized special major that in­ cludes closely related work in one or more de­ partments. In some areas, such as biochemistry, film and media studies, and psychobiology, in which special majors are done frequently, the T h e Honors Program has as its main ingredi­ ents student independence and responsibility in shaping the educational experience; collegial relationships between students and faculty; peer learning; opportunity for reflection on, and in­ tegration of, specific preparations; and evalua­ tion by external examiners. Honors work may be carried out in the full range of curricular op­ 74 tions, including studio and performing arts, study abroad, and community-based learning. Students and their professors work in collegial fashion as honors candidates prepare for evalu­ ation by external examiners from other aca­ demic 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 o f 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. Students offering three preparations in a major or four preparations in a special or interdisciplinary major will be exempted from comprehensive exams in those majors. 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 spon­ sors a major. In addition, minors may be defined by any department or program. 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 exam­ iners. Except in the case o f theses or other orig­ inal work, modes o f assessment by the external examiners will include written exams and/or other written assignments completed in the spring of the senior year. In addition, during honors week at the end of the senior year, every honors candidate will meet on campus with ex­ ternal evaluators for an oral examination of each preparation. Specific formats for prepara­ tions and for senior honors study are available in each department office. Students will normally include their intention to prepare for honors in their “Plan of Study for the Last Two Years,” written in the spring of their sophomore year. They must also submit a formal application for a specific program of honors preparation to the Registrar’s Office. T h e 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 hon­ ors quality. Students may also apply to enter honors during their junior year. Any proposed changes to the Honors Program must be sub­ mitted for approval on a form provided for this purpose by the registrar. T h e decision of the de­ partments or interdisciplinary programs will de­ pend on the proposed program of study and the quality o f the student’s previous work as indi­ cated by grades received and on the student’s apparent capacity for assuming the responsibil­ ity of honors candidacy. T h e major department or interdisciplinary program is responsible for the original plan of work and for keeping in touch with the candidate’s progress from semes­ ter to semester. Normally, honors programs may not be changed after Dec. 1 of a student’s senior year, depending on departmental policies. Students may not withdraw from honors after Dec. 1 o f the senior year except under extraor­ dinary 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 Student H andbook o f Policies and Procedures for the H onors Program , which is available in the Registrar’s Office. A t the end of the senior year, the decision of whether to award the honors degree to the can­ didates is entirely in the hands of the visiting examiners. Upon their recommendation, suc­ cessful candidates are awarded the bachelor’s degree with honors, with high honors, or with highest honors. EXCEPTIONS TO THE FOUR-YEAR PROGRAM Although the normal period of uninterrupted work toward the bachelor of arts and bachelor of science degrees is four years, graduation in three years is freely permitted when a student 75 Educational Program can take advantage of A P credits, perhaps com­ bining them with extra work by special permis­ sion. In such cases, students may qualify for ad­ vanced standing— they may become juniors in their second year. To qualify for advanced standing, a student must (1) do satisfactory work in the fust semester; (2) obtain 14 credits by the end o f the first year; (3) intend to com­ plete the degree requirements in three 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. W hen circumstances warrant, a student may lengthen the continuous route to graduation to five years by carrying fewer courses than the norm o f four, although College policy does not permit programs of fewer than 3 credits for de­ gree candidates in their first eight semesters of enrollment. A course load lower than the norm may be appropriate for students who enter Swarthmore lacking some elements of the usual preparation for college, who have disabilities, or who wish to free time for activities relating to their curricular work that are not done for academic credit. Such five-year programs are possible in Music and Studio Arts for students who are taking instruction off campus or who wish to pursue studio or instrumental work without full credit but with instruction and crit­ ical 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 academ­ ic credit and lengthen the period before gradu­ ation, the College looks particularly to person­ al circumstances and to careful advising and necessarily charges the regular annual tuition (see the provisions for overloads, p. 30). Full­ time leaves o f 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 opportunities for those taking a leave is avail­ able through the College Venture Program in Career Services. NORMAL COURSE LOAD T h e academic year at Swarthmore is 32 weeks long, during which time students are expected to complete 6 to 8 semester course credits of 76 work. Normal progress toward the degree of bachelor of arts or bachelor of science is made by eight semesters’ work o f four courses or the equivalent each semester, although the object of progress toward the degree is not the mere accumulation o f 32 credits. Students may and frequently do vary this by programs o f three or five courses, with special permission. College policy does not permit programs of fewer than three course credits within the normal eight-se­ mester enrollment. Programs of more than 5 credits or fewer than 4 credits require special permission (see p. 3 0 on tuition and p. 83 on registration). T h e definitions of upper-class levels are as fol­ lows: Students become sophomores when they have earned 6 to 8 semester course credits toward their degree. Students become juniors when they have earned 14 to 16 credits. Students becom e seniors when they have earned 22 to 24 credits. Some offices on cam­ pus, such as the Housing Office, may have ad­ ditional requirements in their definitions of the student classes. FORMATS OF INSTRUCTION Although classes and seminars are the normal curricular formats at Swarthmore, faculty regu­ lations encourage other modes as well. These include various forms of individual study, stu­ dent-run courses, and a limited amount of “practical” or off-campus work. T h e principal forms o f individual work are at­ tachments to courses, directed reading, and tu­ torials. T h e faculty regulation on attachments provides that a student may attach to an exist­ ing course, with the permission o f the instruc­ tor, a project o f additional reading, research, and writing. If this attachment is taken concur­ rently with the course, it is normally done for 0.5 credit. If it is taken in a later semester (preferably the semester immediately follow­ ing), it may be done for either half or full cred­ it. This kind o f 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 first-year 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. 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 spe­ cialized or more sharply focused than is usually the case in courses or seminars. T h e work may range from a course o f reading to a specific re­ search project. Such work is available primarily to juniors and seniors in accordance with their curricular interests and as faculty time permits. Student-Run Courses The faculty regulation on student-run courses permits a group of students to propose a topic to an instructor for 0.5 or 1 credit and to run their own course with a reading list approved by the instructor and a final examination or equiva­ lent administered by him or her, but normally with no further involvement of faculty. In orga­ nizing such a course, students obtain provision­ al approval and agreement to serve as course su­ pervisor from a faculty member by Dec. 1 (for the spring semester) or May 1 (for the fall se­ mester) 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. T he course is then registered by its organizers with the provost, who has administrative supervision of such work and who may waive the foregoing dead­ lines to recognize problems in the organization of such courses. T h e course supervisor consults his or her department and, in the case of an in­ terdepartmental 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 par­ ticipate in the course. After a student-run course has been found acceptable by the appro­ priate 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. A t the end of the course, the supervisor evaluates and grades the students’ work in the usual way or arranges for an outside examiner to do so. Student-run courses may vary in format and content. In particular, they may be provisional­ ly proposed for half credit to run in the first half of the semester, and at midterm, may be either concluded or, if the participants and course su­ pervisor find the work profitable, continued for the balance o f the term for full credit. Alternatively, student-run courses may be started after the beginning o f the semester (up to midsemester) for 0.5 credit and then be con­ tinued, on the same basis, into the following term. O r they may be taken for half credit over a fall term. T h e role o f the course supervisor may go beyond planning and evaluation and extend to occasional or regular participation. T h e only essentials, and the purpose o f the pro­ cedures, are sufficient planning and organiza­ tion of the course to facilitate focus and pene­ tration. T h e course planning and organization, both analytical and bibliographical, are also regarded as important ends in themselves, to be emphasized in the review o f 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 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 course work. T he work is subject to four condi­ tions: (1) agreement of an instructor to super­ vise the project; (2) sponsorship by the instruc­ tor’s department, and in the case o f an interdis­ ciplinary project, any other department con­ cerned, 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 course work; and (4) normally, the Educational Program examination of pertinent literature and produc­ tion of a written report as parts o f the project. This option is intended to apply to work in which direct experience o f the off-campus world or responsible applications o f academic learning or imaginative aspects of the practice o f an art are the primary elements. Because such work is likely to bear a loose rela­ tion to organized instruction and the regular curriculum, the College limits academic credit for it while recognizing its special importance for some students’ programs. INTERDISCIPLINARY WORK T h e requirements o f the major typically leave room for significant flexibility in students’ pro­ grams, both within and outside the major. This may be used to pursue a variety o f interests and to emphasize intellectual diversity. It may also be used for the practical integration of individ­ ual programs around interests or principles sup­ plementing the major. T h e College offers inter­ departmental majors in Asian studies, medieval studies, and comparative literature, and formal interdisciplinary minors in black studies, cogni­ tive science, environmental studies, film and media studies, Francophone studies, German studies, interpretation theory, Latin American studies (interdisciplinary minor only), peace and conflict studies, public policy, and women’s studies. T h e specific requirements for these pro­ grams 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 com­ monly recommend or require supporting work for their majors in other departments. Many other opportunities exist informally (e.g., in African studies, in American studies, in reli­ gion and sociology and anthropology, in engi­ neering 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. Guidelines on Scheduling Conflicts Between Academics and Athletics T h e following guidelines (adopted by the faculty in May 2002) are affirmed in order to recognize both the primacy of the academic mission at Swarthmore and the importance of the intercollegiate A thletics Program for our students. T h e guidelines are meant to offer direction with an appropriate degree o f 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 m ake a firm distinction between athletics practices and com petitive contests. I I I I 1. Regular class attendance is expected of all I students. Students who are participating in I intercollegiate athletics should not miss a I class, seminar, or lab for a practice. 2. Students who have a conflict between an athletics contest and a required academic ac­ tivity, such as a class meeting or a lecture, should discuss it and try to reach an under­ standing with their coach and their professor as soon as possible, preferably during the first I week of the semester and certainly in ad­ vance of the conflict. W hen a mutually agreeable understanding is not reached, stu­ dents should be mindful of the primacy of academics at Swarthmore. Students should I understand that acceptable arrangements I may not be feasible for all classes, particular- I ly seminars and laboratories. 3. Students should take their schedule of ath- I letics contests into account as they plan their I class schedules and may want to discuss this I w ith their academic advisers. Students I should also provide coaches with a copy of I their academic schedules and promptly in- I form them o f 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 be­ tween classes and contests as early as possible. 5. Faculty members should provide as complete a description of scheduling ,requirements as 78 I I I I I I I I I I I I I I I possible to their classes early each semester, and nonacademic activities. I I I I 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. T h e follow­ ing courses fulfill the basic requirements of most medical schools: BIO L 001, 002; CH EM 010, 0 2 2 ,0 3 2 ,0 3 8 ; PHYS 0 0 3 ,0 0 4 ; M ATH 005 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 earli­ er. 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 avail­ able in the Health Sciences Office: M edical School A dm ission Requirem ents, O fficial G uide to D ental Schools, and Veterinary M edical School Adm ission Requirem ents. preferably before registration or during the first week of classes. Both faculty members and coaches should work with students to resolve contest-related conflicts. I I 6. Both coaches and faculty should avoid last- minute scheduling changes and faculty should normally avoid scheduling extraordi­ nary class meetings. W here such meetings seem desirable, students should be consulted and, as the Faculty H andbook (p. 61) stipu­ lates, the arrangement cleared with the de­ partment chair and registrar. W here possible, extraordinary sessions should be voluntary or offered with a choice o f sections to attend. When a schedule is changed after students have arranged their commitments, it is im­ portant 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 laborato­ ries are usually scheduled until 4:15 p.m. or 4:30 p.m., and students who encounter diffi­ culties completing a lab may need to stay later than the scheduled time. In all cases, students are expected to keep to their aca­ demic commitments and then attend prac­ tices as soon as possible. 8. Faculty members should recognize that stu­ dents usually set aside the time from 4:15 to 7 p.m. for extracurricular activities and din­ ner. Late afternoon has also traditionally been used for certain courses in the perform­ ing arts. Some use of this time for other aca­ demic purposes (such as department colloquia, lectures, etc.) is appropriate, but de­ partments are encouraged to exercise re­ straint in such use, particularly with respect to activities they judge important for the full academic participation of students. HEALTH SCIENCES ADVISORY PROGRAM The function of the Health Sciences Advisory Program is twofold: to advise students inter­ ested in a career in the health professions and to prepare letters of recommendation for profes­ sional schools to which students apply. T h e let­ ters are based on faculty evaluations requested by the student, the student’s academic record, T he work of the junior and senior years may be completed in any major department o f the stu­ dent’s choice. A ll required courses should be taken on a graded basis after the first semester of the first year. T h e 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. T h e Health Sciences Office publishes G uide to Prem edical Studies at Swarthm ore C ollege and Frequently A sked Preveterinary Q uestions to help new students plan their acad­ emic program and understand what schools look for in applicants. The G uide fo r Applying to M edical School fo r Swarthm ore Undergraduates and A lum ni/ae contains detailed information about the application process. Further information on opportunities, require­ ments, and procedures can be obtained from the health sciences adviser and from the Health Sciences Office’s pages on the Swarthmore C ol­ lege Web site at http://www.swarthmore.edu/admin/health_sciences/. Educational Program 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. COOPERATION WITH NEIGHRORING INSTITUTIONS W ith the approval of their faculty advisers and the registrar, students may take a course offered by Bryn Mawr or Haverford College or the University o f Pennsylvania without the pay­ ment o f extra tuition. Students are expected to know and abide by the academic regulations of the host institution. (This arrangement does no t apply to the summer sessions o f the University o f 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. STUDENT EXCHANGE PROGRAMS To provide variety and a broadened outlook for interested students, the College has student ex­ change arrangements w ith Harvey Mudd College, Middlebury College, Mills College, Pomona College, R ice University, and Tufts University. Selection is made by a committee of the home institution from among applicants who will be sophomores or juniors at the time o f the exchange. W ith each institution, there are a limited and matched number of exchanges. Students settle financially with the home institution, thus re­ taining during the exchange any financial aid for which they are eligible. Exchange arrange­ ments do not permit transfer of participants to the institution with which the exchange takes place. Credit for domestic exchange is not automatic. Students must follow the procedures for receiv­ ing credit for work done elsewhere, including obtaining preliminary approval o f courses and 80 after-the-fact validation of credit by the rele­ vant Swarthmore department chairs (see “Faculty Regulations” on pp. 8 2 -8 6 ). STUDY ARROAD T h e College emphasizes the importance of study abroad and encourages all students to ex­ plore possibilities for doing so as integral parts of their degree programs. T h e Office for Foreign Study and the foreign study adviser, will help all interested students at every stage— planning, study abroad, and return— of the process. To be accepted for credit toward the Swarth­ more degree, foreign study must meet Swarth­ more academic standards. W ith proper plan­ ning, this condition normally is readily met. Proper planning begins with seeing the foreign study adviser as early as possible in one’s college career. Credit for study abroad is awarded ac­ cording to College regulations for accrediting work at other institutions, and the process must be completed within the semester following re­ turn to the College. T he Swarthm ore Program in G ren oble, France, in­ augurated in fall 1972. Students entering this program spend one or two semesters at the University o f Grenoble, where their course of study is the equivalent of one or two semesters at Swarthmore. This program, under the aus­ pices o f the Modem Languages and Literatures Department, is open to students from any de­ partment but especially those in the humanities and social sciences. Applications from students at other institutions are accepted if places are available. T h e number of participants is limited to 25. Students are integrated into the academic life at the University o f Grenoble through regular courses, when their language competence al­ lows, or through special courses for foreign stu­ dents. Individual programs are arranged to suit the needs and competencies o f students. Prep­ aration o f external examination papers is possi­ ble in certain fields. T h e program is designed primarily for juniors and second-semester sophomores, but seniors can be accommodated in special cases. A member o f the Modem Languages and Lit­ eratures Department acts as resident director. T h e director teaches a course or a seminar, su­ pervises the academic program and the living arrangements of the students, and advises on all educational or personal problems. A coordina­ tor of the program at Swarthmore handles such matters as admissions to the program (in con­ sultation with the deans), financial aid, and transfer of academic credit to departments within the College and to institutions whose students participate in the program. Applica­ tions for the fall semester must be submitted by March 15 and for the spring semester by Oct. 15. Academ ic Year in M adrid, Spain. T his program is administered by the Romance Language De­ partment of Hamilton College, in cooperation with faculty members of Williams and Swarth­ more colleges. Students may enroll for the fall academic year or for either the fall or spring se­ mester. (Credit at Swarthmore must be ob­ tained through the departments concerned.) The program attempts to take fall advantage of the best facilities and teaching staff of the Spanish community, while adhering to the code of intellectual performance characteristic of the most demanding American institutions. A distinguishing aspect of the program is the individual guidance provided students in nonacademic areas, especially in (1) the efforts that are made to find homes well suited for student lodging, and (2) the activities that are planned to ensure ample contact with Spanish students. The program is based in Madrid, where the cul­ tural, educational, and geographic benefits are optimal. Classrooms and office space are lo­ cated at the Centro Universitario de Estudios Hispánicos of Hamilton College. This center houses a library eminently suited for study and research, and it sponsors a series of lectures, concerts, and social activities. T h e Swarthmore Dance and Performing Arts Program at the University of Ghana (Legon, Ghana). T h e Swarthmore Program in Environmental Studies and Environmental Science in Krakow, Poland. T h e Swarthmore Program in Theater in Bytom, Poland. Macalester, Pomona, and Swarthmore Environ­ mental Studies Program at the University of Cape Town, South Africa. In addition to these programs, Swarthmore stu­ dents attend a number of excellent foreign study programs throughout the world provided solely by other institutions. T h e Office for For­ eign Study, along with the academic depart­ ments and programs of the College, will advise students on these. T h e 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. T h e Office for Foreign Study has com plete inform ation on this. Normally, financial aid is automatically applied to study abroad. STUDENT RIGHT TO KNOW Swarthmore College’s graduation rate is 92 per­ cent (this is the percentage graduating within six years, based on the most recent cohorts, cal­ culated according to “Student Right to Know” guidelines). The program is under the general guidance o f a committee comprising members of the Hamil­ ton College Department o f Romance Lang­ uages, who, in rotation with professors from Williams and Swarthmore colleges, serve also as directors-in-residence in Madrid. Applications and farther information are avail­ able from the Modem Languages and Litera­ tures Department. For the following four study-abroad programs, please consult the Bulletin entries for Music and Dance, Environmental Studies, and Theater: 81 Faculty Regulations ATTENDANCE AT CLASSES Regular attendance is expected. Faculty mem­ bers will report to the dean the name of any stu­ dent whose repeated absence is in their opinion impairing the student’s work. T h e number o f ab­ sences allowed in a given course is not specified, a feet that places a heavy responsibility on all students to make sure that their work is not suf­ fering as a result o f absences. First-year students should exercise particular care in this respect. W hen illness necessitates absence from classes, the student should report at once to the Health Center. A student may obtain credit for a course with­ out attending class meetings by reading the ma­ terial prescribed by a syllabus and taking a final examination, under the following conditions: 1. T h e student must signify intent to do so at the time o f registration, having obtained the instructor’s approval in advance. 2. If after such registration the student wishes to resume normal class attendance, the in­ structor’s approval must be obtained. 3. T he student may be required to perform such work, in addition to the final examination, as the instructor deems necessary for ade­ quate evaluation of his or her performance. 4. T he registrar will record the final grade ex­ actly as if the student had attended classes normally. GRADES During the year, instructors periodically report on the students’ course work to the Dean’s and Registrar’s offices. Informal reports during the semester take the form o f comments on unsatis­ factory work. A t the end of each semester, for­ mal 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 grad­ uation; and N C (no credit), uncompleted or unsatisfactory work. Letter grades may be qual­ ified 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 82 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 o f defi­ ciencies in English. In Progress IP (in progress) is the grade used when normal­ ly 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 nor­ mally due at the end of the succeeding semester. Incompletes Inc. means that a student’s work is incomplete with respect to specific assignments or exami­ nations. T h e faculty has voted that a student’s final grade in a course should incorporate a zero for any part o f 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, fami­ ly emergency) preclude the completion of the work by this date, a grade of Inc. may be as­ signed with the permission of the faculty in­ structor 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 of re­ questing 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 o f final examinations. In such cases, incomplete work must normally be made up and graded, and the final grade record­ ed within five weeks after the start o f the fol­ lowing 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 N C (no credit). Waiver of this provi­ sion by special permission shall in no case ex­ tend beyond one year from the time the Inc. grade was incurred. Credit/No Credit T he only grades recorded on students’ records for courses taken during the first semester of the first year are C R and N C . In the balance of their work at Swarthmore, students may exer­ cise the option to take up to four more courses for credit/no credit by informing the Registrar’s Office within the first two weeks of the term in which the course is taken. U ntil the end of the ninth week of classes, students may reconsider and opt to receive a formal grade in the course. This course will count as one of the four CR/NC options. Repeated courses normally may not be taken credit/no credit (see later). Courses only offered as credit/no credit do not count in the four options. For first-year students and sophomores, C R 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— no t counting Advanced Placement (A P) credits— the minimum equiv­ alent letter grade for C R will be straight C. Instructors are asked to provide the student and the faculty adviser with an evaluation of the student’s CR/NC work. T he evaluation for firstsemester first-year students includes a lettergrade equivalent. For other students, the evalu­ ation may be either a letter-grade equivalent or a comment. Such evaluations are not a part of the student’s grade record. If available, lettergrade equivalents for first-semester 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. Repeated Courses Some courses can be repeated for credit; these are indicated in departmental course descrip­ tions. 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 stu­ dent must obtain permission from the chair of the Swarthmore department in which the orig­ inal 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 with­ draws with the notation W, the grade and cred­ it 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 fot the previous attempt will be per­ manently lost. T h e 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. Grade Reports Grades are available to students on a secure W eb site. Paper grade reports are sent to stu­ dents each June. Grade reports are not routinely sent to parents or guardians, but such information may be re­ leased when students request it. T h e only ex­ ception to this is that parents or guardians of students are normally informed of critical changes in status, such as probation or require­ ment to withdraw. Grade Average A C (2.0) average is required in the courses counted for graduation. A n average of C is in­ terpreted 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. REGISTRATION A ll students are required to register and enroll at the time specified in official announcements and to file programs approved by their faculty advisers. Fines are imposed for late or incom­ plete registration or enrollment. A regular student is expected to take the pre­ scribed number of courses in each semester. If more than 5 or fewer than 4 credits seems de­ sirable, the faculty adviser should be consulted and a petition filed with the registrar. Students are expected to select classes that do not pose scheduling conflicts. Applications to add or drop a course from regis­ tration must be delivered to the Registrar’s Office within the first two weeks of the semes­ ter. Applications to withdraw from a course and receive the permanent grade notation W must be received no later than the end of the ninth week of classes or the fifth week of the course if it meets for only half the semester. After that time, late withdrawals are recorded on the stu­ dent’s record with the notation N C unless the Faculty Regulations student withdraws from the College. Students do not register for audits. Successfully completed audits are recorded (with the nota­ tion R ) at the end o f the semester (except in cases where the student has withdrawn after the first two weeks o f the semester, in which cases the appropriate withdrawal notation stands). A deposit o f $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. provided the request for leave is received by the date o f enrollment and the student is in good standing. Students planning a leave o f 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 o f ex­ pected return. Students need only notify the dean o f their return if their return date changes from that originally indicated on the completed form. Withdrawal EXAMINATIONS Any student who is absent from an examina­ tion that is announced in advance shall be given an examination at another hour only by special arrangement with the instructor in charge o f the course. Final Examinations T h e final examination schedule specified in of­ ficial 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 ex­ aminations within 24 hours are allowed to reschedule one of these examinations in con­ sultation with the instructor, as long as the con­ sultation occurs in a timely manner. 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 hon­ ors examination and postpone the course ex­ amination in consultation with the professor. In no case may a student take an honors examina­ tion before the honors written examination pe­ riod for that examination. Withdrawal from the College may occur for academic, disciplinary, health, or personal rea­ sons and may be voluntary or required by the College. For health-related withdrawals, in no case will a student’s mental or physical condition itself be a basis for a required withdrawal. However, when health problems o f a physical or psycho­ logical nature result in behavior that substan­ tially interferes with a student’s academic per­ formance or the educational endeavors of other students or poses a significant threat to the stu­ dent’s safety or safety of others, the College may require the student to withdraw. T h e Evalua­ tion Committee— chaired by the associate dean for academic affairs and comprising the associ­ ate dean for student life and the assistant dean/director o f residential life— makes the de­ cision to require withdrawal for health-related reasons. T h e Evaluation Committee will review the problematic behavior and may consult with the director o f W orth Health Center, the direc­ tor o f Psychological Services, or any other ap­ propriate College official when making its deci­ sion. Decisions o f the Evaluation Committee may be appealed to the dean o f the College. Students withdrawing from the College before the end of the semester normally receive the grade notation “W ” (withdrawal) on their per­ manent record for all in-progress courses. Readmission Leaves o! Absence A student who has withdrawn from the College for any reason, voluntarily or involuntarily, may apply for readmission by writing to Robert Gross, dean o f the College. Normally, the Col­ lege will not accept applications for readmis­ sion until a full semester, in addition to the semester in which the student has withdrawn, has passed. Student leaves of absence are freely permitted A student applying to the College for readmis­ STUDENT LEAVES O F ABSENCE, WITHDRAWAL, AND READMISSION 84 sion after withdrawal is required to provide ap­ propriate documentation of increased ability to function academically and in a residential envi­ ronment and/or of a decreased hazard to health and safety o f self and/or others. In the case of withdrawal for medical reasons, this documen­ tation must include an evaluation from the stu­ dent’s personal health care provider. In addi­ tion, the student will generally be required to show evidence of successful social, occupation­ al, and/or academic functioning during the time away from the College. This evidence must include the completion o f any outstanding incompletes on record. University, Franklin & Marshall College, the College of Holy Cross, Sarah Lawrence C ol­ lege, Syracuse University, Vassar College, and Wesleyan University, provides work experi­ ences for students taking time away from col­ lege. Venture jobs are usually full-time, paid positions in a variety o f fields including the en­ vironment, education, business, social change, government, and the arts. Students do not re­ ceive academic credit for these work experi­ ences. T h e College Venture coordinator is in the Career Services Office. After such evidence has been provided, the ma­ terials will be forwarded to the Evaluation Committee, chaired by the associate dean for academic affairs and including the associate dean for student life and the associate dean for multicultural affairs. In the case of health-relat­ ed withdrawals, the materials will be reviewed by the director of W orth Health Center and/or the director o f Psychological Services, and the student will be required to be evaluated in per­ son by the appropriate health care professional at the College. A t the discretion o f the Evaluation Committee, such evaluations may be required for other types of withdrawals as ap­ propriate. These evaluations will provide ad­ junctive information to the committee’s deci­ sion-making process. T h e Evaluation Com ­ mittee will normally meet with the student and will make a determination regarding the stu­ dent’s readiness to resume study at Swarthmore. SUM M ER SCHOOL WORK AND OTHER WORK DONE ELSEW HERE Short-Term Health-Related Absences Students who are hospitalized during the se­ mester are subject to the readmission proce­ dures described above before they may return to campus to resume their studies. In these situa­ tions, the Evaluation Committee may also counsel and advise the student about options for how best to approach the remaining acade­ mic work in the semester. In all cases, a student returning to campus from the hospital must re­ port to the W orth Health Center and get clear­ ance from the appropriate health care profes­ sional before returning to the dormitory to en­ sure the student’s readiness to resume college life and so that follow-up care can be discussed. The College Venture Program The College Venture Program, supported by Swarthmore College, Bates College, Brown 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 de­ partment or program concerned. Preliminary approval depends on adequate information about the content and instruction o f the work to be undertaken. Preliminary approval is ten­ tative. Final validation o f the work for credit depends on evaluation o f the materials of the course, including syllabus transcript, written work, examinations, indication of class hours, and so forth. Work in other programs, especial­ ly summer school programs, may sometimes be given less credit than work at Swarthmore, but this will depend on the nature o f the program and the work involved. Validation may include an examination, written or oral, administered at Swarthmore. A ll decisions are made on a case-by-case basis. Credit for A P and similar work is discussed on p. 28. A n 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 else­ where to be granted Swarthmore College cred­ it, the grade for that work must be the equiva­ lent o f a straight C or better, but a better than C grade does n o t in itself qualify for Swarthmore credit. Requests for credit must be made within the se­ mester 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. Faculty Regulations PHYSICAL EDUCATION In the first and second years, all nonveteran students not excused for medical reasons are re­ quired to complete a four-quarter (two-semes­ ter) program in physical education. A ll students must pass a survival swimming test or take up to one-quarter o f swimming instruction (see Physical Education and Athletics section). EXCLUSION FROM COLLEGE T he College reserves the right to exclude at any time students whose academic standing it re­ gards as unsatisfactory and without assigning any further reason therefore, and neither the College nor any of its officers shall be under any liability whatsoever for such exclusion. 86 Degree Requirements BACHELOR OF ARTS AND BACHELOR OF SCIENCE The degree o f 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. A n average grade o f at least C in the Swarthmore courses counted for graduation (see p. 83). A student with more than 32 credits may use the Swarthmore credits with­ in the highest 32 for the purposes of achiev­ ing the C average. 3. Complied with the distribution requirements and have completed at least 20 credits out­ side the major department (see pp. 7 1 -7 3 ). 4. Fulfilled the foreign language requirement, having either: (1 ) successfully studied three years or the “block” equivalent of a single foreign language during grades 9 through 12. (W ork done before grade 9 cannot be counted, regardless of the course level.) (2) achieved a score of 6 00 or better on a stan­ dard achievement test of a foreign language, (3) passed either the final term o f a collegelevel, yearlong, introductory foreign lan­ guage course or a semester-long intermediate foreign language course, or (4 ) learned English as a foreign language while remain­ ing demonstrably proficient in another, 5. Met the requirements in the major and sup­ porting fields during the last two years. (For requirements pertaining to majors and mi­ nors, see the section on Majors and Minors.) 6. Passed satisfactorily the comprehensive ex­ aminations in his or her major field, or met the standards set by visiting examiners for a degree with honors. 7. Completed four semesters o f study at Swarthmore College. Two of these must con­ stitute the senior year (i.e., the last two full­ time semesters of degree work), with the ex­ ception that seniors during the first semester of their senior year, with the approval of the chair(s) of their major department(s), may participate in the Swarthmore Semester/Year Abroad Program. 8. Completed the physical education require­ ment set forth on p. 86 and in statements of the Physical Education and Athletics Department. 9. Paid all outstanding bills and returned all equipment and library books. MASTER OF ARTS AND MASTER OF SCIENCE T h e 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. T h e candidate’s record and a detailed program setting forth the aim of the work to be pursued shall be submitted, with a recommendation from the department or departments con­ cerned, to the Curriculum Committee. If ac­ cepted 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. T h e requirements for the master’s degree shall include the equivalent of a full year’s work of graduate character. T his work may be done in courses, seminars, reading courses, regular con­ ferences with members o f the faculty, or re­ search. T h e work may be done in one depart­ ment or in two related departments. A candidate for the master’s degree shall be re­ quired to pass an examination conducted by the department or departments in which the work was done. T h e candidate shall be examined by outside examiners, provided that where this procedure is not practicable, exceptions may be made by the Curriculum Committee. T he de­ partment or departments concerned, on the basis o f the reports of the outside examiners, to­ gether with the reports of the student’s resident instructors, shall make recommendations to the faculty for the award of the degree. A t the option o f the department or depart­ ments concerned, a thesis may be required as part of the work for the degree. A candidate for the master’s degree will be ex­ pected to show before admission to candidacy a competence in those languages deemed by his or her department or departments most essen­ tial for the field of research. Detailed language requirements will be indicated in the an- 87 Degree Requirements nouncements o f departments that admit candi­ dates for the degree. T h e tuition fee for graduate students who are candidates for the master’s degree is the same as for undergraduates (see p. 30). 88 Awards and Prizes The Ivy A w ard is made by the faculty each year to the man o f the graduating class who is out­ standing in leadership, scholarship, and contri­ butions to the College community. The O ak L ea f A w ard 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 A w ard was established by Eugene M. Lang ’38. It is given by the faculty to a graduat­ ing senior in recognition of outstanding aca­ demic accomplishment. The M cC abe Engineering A w ard, founded by Thomas B. McCabe T 5 , is presented each year to the outstanding engineering student in the senior class. A committee of the Engineering Department faculty chooses the recipient. Flack Achievem ent Aw ard, established by ] im and Hertha Flack in 1985, is given to a deserving student who, during his or her first two years at the College, has demonstrated leadership poten­ tial and a good record o f achievement in both academic and extracurricular activities. The Adam s Prize o f $200 is awarded each year by the Economics Department for the best paper submitted in quantitative economics. T he Stanley A dam son Prize in Chem istry was es­ tablished 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 Jonathan Leigh A ltm an Sum m er Grant is given in memory of this member of the Class of 1974 by Shing-mei P. Altm an ’76. It is awarded by the A rt Department to a junior who has strong interest and potential in the studio arts. It provides up to $3,000 to support purposeful work in the studio arts during the summer be­ tween the junior and senior years. Am erican C hem ical Society A w ard is given to the student who the Chemistry Department judges to have the best performance in chemistry and overall academic achievement. Am erican Institute o f C hem ists A w ard is given to the student whom the Chemistry Department judges to have the second-best record in chem­ istry and overall academic performance. T he Solomon Ascii A w ard recognizes the most outstanding independent work in psychology, usually a senior course or honors thesis. T he Boyd Barnard Prize. Established by Boyd T. Barnard T 7 , the Barnard Prize of $1,000 is awarded by the music faculty each year to a student in the junior class in recognition of musical excellence and achievement. T he Jam es H . Button ’72 A w ard, endowed in his memory by G . Isaac Stanley ’73 and Ava Harris Stanley ’72, M.D., is awarded for the personal growth or career development of a minority stu­ dent with financial need. T he Paul H . B eik Prize in H istory o f $100 is awarded each May for the best thesis or ex­ tended paper on a historical subject by a history major during the previous academic year. T he B lack Alum ni Prize is awarded annually to honor the sophomore or junior minority student who has shown exemplary academic performance and community service. T h e B rand B lanshard Prize honors Brand Blanshard, professor o f philosophy at Swarthmore from 1925 to 1945, and was established by David H. Scull ’36. T h e Philosophy Depart­ ment presents the $150 award each year to the student who submits the best essay on any philosophical topic. T he Sophie and W illiam Bram son Prize is awarded annually to an outstanding student majoring in sociology and anthropology. T h e prize recog­ nizes the excellence of the senior thesis, in either the course or external examinations pro­ gram as well as the excellence of the student’s entire career in the department. T h e Bramson Prize is given in memory of the parents o f Leon Bramson, founding chairman o f Swarthmore’s Sociology and Anthropology Department, and it carries a cash stipend. T he H einrich W. Brinkm ann M athem atics Prize honors H einrich Brinkm ann, professor o f mathematics from 1933 to 1969, and was estab­ lished by his students in 1978 in honor of his 80th birthday. Awards of $ 100 are presented an­ nually by the M athem atics and Statistics Department to the student or students who sub­ mit the best paper on a mathematical subject. T he 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 a bequest of Susan P. Cobbs, who was dean and professor o f classics until 1969, and by addi­ tional funds given in her memory. T he Susan P. C obbs Scholarship is awarded to the most outstanding student o f classics in the 89 Awards and Prizes senior class. It was made possible by a bequest o f Susan P. Cobbs, who was dean and professor o f classics until 1969, and by additional funds given in her memory. T he Sarah Kaighn C ooper Scholarship, founded by Sallie K. Johnson in memory of her grand­ mothers, Sarah Kaighn and Sarah Cooper, is awarded to the member of the junior class who is judged by the faculty to have had the best record for scholarship, character, and influence since entering the College. T he A nna M ay C ourtney A w ard is named in honor o f the late singer who performed often in Lang Concert Hall. It is given each semester by the music faculty to an outstanding voice stu­ dent. T he award subsidizes the entire cost of private lessons for the semester. T he A lice L . C ross ley Prize in Asian studies is awarded annually by the Asian Studies Com­ mittee to the student or students who submit the best essays on any topic in Asian studies. T he G eorge P. Cuttino Scholarship was established in 1992 and is awarded by the History Department to a junior for travel and research in Europe during the summer before the senior year. T he D eans’ Awards are given by the deans to the graduating seniors who have made signifi­ can t and sustained contributions to the Swarthmore community. T he Rod D aw dle ’82 A chievem ent A w ard in ten­ nis is given annually to the male varsity tennis player who best exhibits qualities o f persever­ ance and strong personal effort to achieve a meaningful personal or team goal. T he W illiam C . E lm ore Prize is given in recogni­ tion o f distinguished academic work. It is awarded annually to a graduating senior major­ ing in physics, astrophysics, or astronomy. T he Robert Enders Field Biology A w ard was es­ tablished by his friends and former students to honor Dr. Robert K. Enders, a member o f the College faculty from 1932 to 1970. It is awarded to support the essential costs o f both naturalis­ tic and experimental biological studies in a nat­ ural environment. T he field research awards are given annually by the Biology Department to Swarthmore students showing great promise in biological field research. T he A nne and A lexander F aber International Travel Fund was established by family and friends in honor of A nne Faber and in memory of Alexander L. Faber, parents o f three Swarthittore graduates. It provides grants for travel 90 outside the United States and Canada for stu­ dents majoring in the humanities. T he E lizabeth Pollard F etter C ham ber Music Program , endowed by Frank W. Fetter ’20, Robert Fetter ’53, Thomas Fetter ’56, and Ellen Fetter G ille in memory of Elizabeth Pollard Fetter ’25, subsidizes the coaching and master classes of chamber music ensembles. Interested musicians should contact the program coordi­ nator to schedule an audition. A t least one member of each ensemble must be registered for M U SI 047: Chamber Music, and each ensem­ ble must perform in an Elizabeth Pollard Fetter Chamber Music Program concert. Friends o f M usic and D ance Sum m er Awards. Each spring, the Music and Dance Department selects recipients of Friends o f Music and Dance Summer Awards on the basis of written propos­ als. These awards provide stipends for atten­ dance at summer workshops in music and in dance and for other further study in these fields. T he R enee G addie A w ard. In memory of Renee Gaddie ’93, this award is given by the music faculty to a member o f the Swarthmore College Gospel Choir who is studying voice through the Music Department (M U SI 048: Individual Instruction) program. T h e award subsidizes the entire cost of voice lessons for that semester. Edwin B . Garrigues M usic Aw ards. T h e 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 o f private instrumental or vocal lessons for a limited number of gifted, often incoming first-year students. These awards, which are given each semester by the music faculty to approximately 10 to 15 stu­ dents, are determined by competition on cam­ pus. Recipients participate as leaders in perfor­ mance on campus, normally as members of one of the Music and Dance Department’s perform­ ing organizations, or, in the case of pianists and organists, as accompanists. T he D orothy Ditxer G ondos A w ard was be­ queathed by Victor Gondos Jr. in honor o f his wife, Class o f 1930. It is given every other year by a faculty committee to a student of Swarth­ more College who submits the best paper on the subject dealing with a literature of a foreign language. T he prize of $100 or more is awarded in die spring semester. Preference is given to es­ says based on works read in the original lan­ guage. T h e prize is awarded under the direction o f the Literature Committee. The G onzalez-V ilaplana A w ard was established by Francisco Gonzalez-Vilchez and Rosaria Vilaplana, professors at the Università de Sevilla, as an expression o f their gratitude to the Swarthmore College community. T h e award is given each year by the Department of Chemistry to two members of the senior class who show great promise in chemistry and related fields. The Hay-Urban Prize in Religion is named in honor o f Stephen N. Hay ’51 and P. Linwood Urban, professor emeritus o f religion. Thanks to a generous gift from Stephen Hay ’51, and funds given in honor of Professor Urban’s dis­ tinguished 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 John Russell H ayes Poetry Prizes are offered for the best original poem or for a translation from any language. The Sam uel L . H ayes 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 S ch ifi Professor o f Business at the Harvard Business School. T h e award provides support for student summer research in economics and is adminis­ tered by the Economics Department. The Philip M . H icks Prizes are endowed by friends of Philip M. Hicks, former professor of English and chairman of the English Literature Department. They are awarded to the two stu­ dents who submit the best critical essays on any topic in the field o f literature. The Jesse H . H olm es Prize in Religion of $150 was donated by Eleanor S. Clarke T 8 and named in honor of Jesse Holmes, a professor o f history of religion and philosophy at Swarthmore from 1899 to 1934. It is awarded by the Religion Department to the student who submits the best essay on any topic in the field of religion. The M ichael H . K een e A w ard, endowed by the family and friends of this member of the Class of 1985, is awarded by the dean to a worthy stu­ dent to honor the memory of M ichael’s person­ al courage and high ideals. It carries a cash stipend. The N aom i K ies A w ard is given in her memory by her classmates and friends to a student who has worked long and hard in community service outside the academic setting, alleviating dis­ crimination or suffering, promoting a democra­ tic and egalitarian society, or resolving social and political conflict. It carries a cash stipend. T he Kw ink Trophy, first awarded in 1951 by the campus managerial organization known as the Society of Kwink, is presented by the faculty of the Department of Physical Education and Athletics to the senior man who best exempli­ fies the society’s five principles: Service, Spirit, Scholarship, Society, and Sportsmanship. T he Lande R esearch Fund was established in 1992 through a gift by S. Theodore Lande to provide support for student research in field bi­ ology both on and off-campus. Grants are awarded at the direction of the provost and the chair of the Biology Department. T he Landis Com m unity Service Fund was estab­ lished in 1991 by James Hormel and other friends of Kendall Landis in support of his 18 years of service to the College. T he fund pro­ vides grants for students (including graduating seniors) to conduct service and social change projects in the city o f Chester. T he Eugene M . Lang Sum m er 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 stu­ dent 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). T he G enevieve Ching-w en L ee '96 M em orial Fund was established in her memory by family and friends and recognizes the importance of mutual understanding and respect among the growing number o f ethnic groups in our society. T h e fund supports an annual lecture by a promi­ nent scholar of Asian-American studies and/or an annual award to two students to assist in projects pertaining to Asian-American studies. T he L eo M . L eva M em orial Prize was established by his family and friends and is awarded by the Biology Department to a graduating senior in biology whose work in the field shows unusual promise. T he Linguistics Prizes were established in 1989 by contributions from alumni interested in linguis­ tics. Two awards of $100 each are presented an­ nually, one for linguistic theory and one for ap­ plied linguistics, to the two students who, in the opinion o f the program in linguistics, submit the Awards and Prizes best senior papers or theses in these areas. T he N orm an M einkoth Field Biology A w ard 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 o f the study o f both naturalistic and experimental bi­ ological studies in a natural environment. The intent o f this fund is to facilitate the joint par­ ticipation o f Swarthmore students and faculty in field biology projects, with priority given to marine biology. T h e awards are given annually by the Biology Department. T he M onsky Prize was established by a gift from the children o f Morris Monsky, who fell in love with mathematics at Boys’ High and at Colum­ bia University and maintained the passion all his life. This prize in his memory is awarded to a first-year student who has demonstrated out­ standing promise and enthusiasm. T he E lla Frances Bunting Extem porary Speaking Fund and the O w en M oon Fund provide income for a poetry reading contest as well as funds for visiting poets and writers. T he Kathryn L . Morgan A w ard. T h e Morgan Award was established in 1991 in honor of Sara Lawrence Lightfoot Professor Emerita of His­ tory Kathryn L. Morgan. T h e award recognizes the contributions o f members o f the AfricanAmerican community at the College to the intellectual and social well-being o f AfricanAmerican students. T he Morgan fund also sup­ ports acquisitions for the Black Cultural Center Library. T h e fund is administered by the dean’s office and the Black Cultural Center in consul­ tation with alumni. T he Lois M orrell Poetry Award, given by her par­ ents in memory of Lois Morrell ’46, goes to the student who has submitted the best original poem in the annual competition for this award. T h e fund also supports campus readings by vis­ iting poets. T he M orrell'Potter Sum m er Stipend in C reative W riting, intended to enable a summer’s writing project, is awarded by the English Literature Department to a poet or fiction writer o f excep­ tional promise in the spring o f the junior year. M U SI 048 Special Aw ards. Endowed by Boyd T. Barnard T 7 and Ruth Cross Barnard T 9 , grants are given by the music faculty to students at the College who show unusual promise as instru­ mentalists or vocalists. A ll grants subsidize twothirds o f the cost of 10 lessons, as part o f the 92 M U SI 048 program. For more information, please refer to Credit for Performance— Indi­ vidual Instruction (M U SI 048). T he A . Edward N ew ton Library Prize, endowed by A . Edward Newton, to make permanent the Library Prize first established by W.W. Thayer, is awarded annually by the Comm ittee of Award to the undergraduate who shows the best and most intelligently chosen collection of books upon any subject. Particular emphasis is laid not merely upon the size of the collection but also on the skill with which the books are selected and upon the owner’s knowledge of their subject matter. T he H elen F. N orth Fellow ship 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 is made possible by a fund established by the late F.C. Ruff ’60 and Susan W illis Ruff ’60 and supported by many others, in honor o f Helen F. North, who retired in 1991 as the Centennial Professor of Classics after 43 years as a member of the Swarthmore faculty. T he M ark L . O sterw eil ’94 M em orial Fund was es­ tablished by his family and friends to assist stu­ dents conducting historical research. Preference shall be given to independent or joint facultystudent research projects dealing with European history or U.S.-European relations. T he M ay E . Parry M em orial A w ard, donated by the Class of 1925 o f which she was a member, is presented by the Physical Education and Athletics Department faculty to the senior woman who has made a valuable contribution to the College by her loyalty, sportsmanship, and skill in athletics. T he D rew P earson Prize o f $100 is awarded by the dean on the recommendation of the editors o f T he Phoenix at the end of each staff term to a member of T he Phoenix for excellence in jour­ nalism. T h e prize was established by the direc­ tors o f T h e Drew Pearson Foundation in mem­ ory o f Drew Pearson, Class of 1919. T he D avid A . P eele '50 Sportsmanship A w ard is made to a tennis player after submission of a written essay. It is endowed by Marla Hamilton Peele in memory o f her husband’s love and advocacy of tennis and carries a cash stipend. T he Penrose International Service Fund provides a stipend to support participation in a project to improve the quality o f life of a community outside North America. T h e project should involve direct interaction with the affected community and be o f immediate benefit to them, rather than action in support o f social change at a regional or national level. T he stipend will be available to a Swarthmore stu­ dent from any class for a project in any country other than that o f his or her own citizenship. The Penrose International Service Fund will be administered by the Lang Center for Civic and Social Responsibility. The John W. Perdue M em orial Prize, established in 1969 in memory of an engineering student of the Class of 1969, is awarded by the Engineering Department to the outstanding student entering the junior class with a major in engineering. The W illiam Plum er Potter Public Speaking Fund was established in 1927 and provides funds for the collection of recorded literature described on p. 11. It also sponsors awards for the best stu­ dent short stories and is a major source of funds for campus appearances by poets and writers. T he Dinny Rath Award is administered by the Athletics Department and is given to a senior woman who demonstrates the highest degree of achievement, commitment to intercollegiate athletics, high regard for fair play, and aware­ ness of the positive values o f competition. Judith Polgar Ruchkin Prize Essay is an award for a paper on politics or public policy written dur­ ing the junior or senior year. T h e paper may be for a course, a seminar, or an independent pro­ ject, including a thesis. T h e paper is nominated by a faculty member and judged by a committee of the Political Science Department to be of outstanding merit based on originality, power of analysis and written exposition, and depth of understanding o f goals as well as technique. The Jam es H . Scheuer Sum m er Internship in En­ vironmental and Population Studies Endowm ent. Established in 1990, the Scheuer Summer Internship supports student research in envi­ ronmental and public policy issues. T h e coordi­ nators of the environmental studies and public policy concentrations select interns in alternate years. The Frank Solom on Jr. Student A rt Purchase Fund permits the A rt Department to purchase for the College one or two of the most outstanding student works from the year’s student art exhibitions. The H ally J o Stein A w ard, endowed in her mem­ ory by her brother Craig Edward Stein ’78, is given to an outstanding student who the dance faculty believes best exemplifies Hally Jo ’s ded­ ication to the ideals of dance. It carries a cash stipend. T he K aren D vonch Steinm etz ’76 Prize, endowed in her memory by many friends and family, is awarded annually to a Swarthmore medical school applicant who demonstrates a special compassion for others. T he Peter G ram Swing Prize of $1,000 is awarded by the music faculty to an outstanding student whose plans for graduate study in music indi­ cate special promise and need. T h e endowment for the prize was established in the name of Ruth Cross Barnard T 9. T he P at Tarble Sum m er R esearch Fund. Estab­ lished in 1986 through the generosity of Mrs. Newton E. Tarble, the Tarble Summer Research Fund supports undergraduate research. T he fund is administered by the Provost’s Office. T he M elvin B . Troy Prize in M usic and D ance of $250 was established by the family and friends o f Melvin B. Troy ’48. Each year it is given by the Music and Dance Department to a student with the best, most insightful paper in music or dance, or composition or choreography. T he A lbert VoiIm ecke Engineering Service Award. Established in 1990 in memory o f A lbert Vollmecke, father of Therese Vollmecke ’77, the Vollmecke prize is awarded for service to the student engineering community. T h e Engineering Department administers the fund. T he Eugene W eber M em orial Fund was estab­ lished in honor of the late Eugene Weber, pro­ fessor of German. T h e Weber Fund supports foreign study by students o f German language and literature. FACULTY AWARD T he F lack Faculty A w ard is given for excellence in teaching and promise in scholarly activity by a member of the Swarthmore faculty to help meet the expenses of a fall year o f leave devoted to research and self-improvement. This award acknowledges the particularly strong link that exists at Swarthmore between teaching and original scholarly work. T h e president gives the award based upon the recommendation of the provost and the candidate’s academic depart­ ment. T his award is made possible by an endowment established by James M. Flack and Hertha Eisenmenger Flack ’38. Fellowships T he L eedom , Lippincott, and L ockw ood fellow­ ships (see later) are awarded annually by the faculty, and the M ott and Tyson fellowships (see later) are awarded by the Somerville Literary Society to seniors or graduates o f the College for the pursuit of advanced work. These awards are made on recommendation of the Commit­ tee on Fellowships and Prizes for a proposed program of study that has the approval of the faculty. Applications must be submitted by March 25. T h e committee considers applicants for all of these fellowships for which they are el­ igible and makes recommendations that overall do not discriminate on the basis o f sex. These fellowships follow: T he H annah A . Leedom Fellowship was founded by the bequest o f Hannah A . Leedom. T he Joshu a Lippincott Fellow ship was founded by Howard W. Lippincott, of the Class of 1875, in memory of his father. T he Joh n L ockw ood M em orial Fellow ship 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 o f the Society o f Friends. T he Lucretia M ott Fellow ship was founded by the Somerville Literary Society and is sustained by the contributions o f Swarthmore alumnae. It is awarded each year to a senior woman who is to pursue advanced study in an institution ap­ proved by the committee. T he M artha E . Tyson Fellow ship was founded by the Somerville Literary Society in 1913 and is sustained by the contributions o f Swarthmore alumnae. It is awarded each year to a senior woman or graduate who plans to enter elemen­ tary- or secondary-school work. T h e recipient of the award is to pursue a course of study in an institution approved by the committee. O ther fellowships are awarded under the condi­ tions described subsequently: T he M onroe C . Beardsley R esearch Fellow ship and Internship Fund was established in 2004 to sup­ port students in the humanities by providing grants to encourage and facilitate research, original scholarship, and professional develop­ ment in the areas of art, classics (literature), English literature, modem languages and litera­ ture, music and dance, philosophy, religion, and theater. Named after renowned contemporary philosopher Monroe C . Beardsley, a professor of 94 philosophy at Swarthmore for more than 20 years, the fund is administered by the Division of the Humanities and the Provost’s Office. Susan P. C obbs Prize Fellow ship, established to honor the memory of Dean Susan P. Cobbs, is awarded at the discretion o f the Classics Department to a student majoring in classics for study in Greece or Italy. T he G eneral E lectric Foundation G raduate F el­ lowship 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. T h e 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. T he precise amount o f each fellowship will be based on the costs and policies of the university and department chosen for graduate work. Phi B eta K appa Fellow ship. T h e Swarthmore Chapter o f Phi Beta Kappa (Epsilon o f Pennsyl­ vania) 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 o f the liberal arts. T he Thom as B . M cC abe Jr. and Yvonne M otley M cC abe M em orial Fellow ship. 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 Technol­ ogy, Northwestern Univeristy, the University of Pennsylvania, or Stanford University. The M cCabe Fellowship is renewable for a second year on the same program. Yvonne and Thomas B. M cCabe 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 M cCabe Achievem ent Awards, giving spe­ cial consideration to applicants who have demonstrated superior qualities of leadership. Young alumni and graduating seniors are eligi­ ble to apply. MeUcm M ays U ndergraduate Fellow ship Program. T h e Andrew W. M ellon Foundation has pro­ vided 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 pur­ sue academic careers. T h e foundation’s grant provides term and summer stipends for students to work with faculty mentors as well as a loanforgiveness component to reduce undergradu­ ate indebtedness for those fellows who pursue graduate study. T h e fellowships are limited to the humanities, a very few of the social sci­ ences, and selected physical sciences. A faculty selection committee invites nominations of sophomores in February and awards the fellow­ ships in consultation w ith the dean and provost. Teachers fo r Tom orrow Fellowships are offered to 10 outstanding graduating seniors from member colleges of the Venture Consortium (Swarth­ more College, Bates College, Brown University, C onnecticut College, Hobart and William Sm ith Colleges, the College of Holy Cross, Vassar College, and Wesleyan University). T h e program is designed to provide recent graduates from all academic majors with a unique oppor­ tunity to work in public education without re­ quiring that they be certified to teach. Fellows will work alongside exceptional teachers in al­ ternative East Harlem public schools that are nationally recognized as meeting the challenge o f educating children in the inner city. T he John W . N ason Com m unity Service Fellow ­ ship. T he John W. Nason Community Service Fellowship celebrates the contributions o f Swarthmore’s eighth president by supporting students pursuing off-campus community ser­ vice related to their academic program. T he Nason Fellowship was initiated by members of the Class o f 1945 in anticipation o f their 50th reunion. T h e Nason Fellowship is administered by the Swarthmore Foundation. T he H ans W allach R esearch Fellow ship, endowed in 1991 by colleagues and friends, honors the eminent psychologist Hans W allach (1904— 1998), who was a distinguished member o f the Swarthmore faculty for more than 60 years. The fellowship supports one outstanding summer re­ search project in psychology for a rising Swarthmore College senior or junior, with prefer­ ence given to a project leading to a senior thesis. T he J . Roland Pennock U ndergraduate Fellowship in Public Affairs. T h e fellowship, endowed by friends of Professor J. Roland Pennock at his re­ tirement in 1976 and in recognition of his many years of distinguished teaching of politi­ cal science at Swarthmore, provides a grant for as much as $3,750 to support a substantial re­ search project (which could include inquiry through responsible participation) in public af­ fairs. T he fellowship, for Swarthmore under­ graduates, would normally be held off campus during the summer. Preference is given to ap­ plicants from the junior class. T he Public Policy C oncentration Internship Fund­ ing. T he Public Policy Concentration will pro­ vide travel (not travel to home area) and living expense support for students in the public pol­ icy concentration working at an internship that fulfills the concentration’s requirements. T he D avid G . Smith Internship in H ealth and S ocial P olicy, 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. FACULTY FELLOWSHIPS T he M ary A lbertson Faculty Fellow ship was en­ dowed by an anonymous gift from two of her former students, under a challenge grant issued by the National Endowment for the Human­ ities. It will provide an annual award of a se­ mester’s leave at full pay to support research and writing by members o f the humanities faculty. Mary Albertson joined the Swarthmore faculty in 1927 and served as chairman of the History Department from 1942 until her retirement in 1963. She died in May 1986. T he G eorge B ecker Faculty Fellow ship was en­ dowed by Ramon Posel '50 under a challenge from the National Endowment for the Human­ ities, in honor of this former member of the English Department and its chairman from 1953 to 1970. T h e fellowship will provide a se­ mester of leave at full pay for a member of the humanities faculty to do research and write, in the fields of art history, classics, English litera­ ture, history, linguistics, modem languages, music, philosophy, or religion but with prefer­ ence given to members of the Department of English Literature. 95 Fellowships T he Brand Blanshard Faculty Fellowship is an en­ dowed faculty fellowship in the humanities es­ tablished in the name of philosopher and for­ mer faculty member Brand Blanshard, who taught philosophy at Swarthmore from 1925 to 1944- T h e fellowship will provide a semester leave at full pay for a member o f the humanities faculty to do research and to write. O n recom­ mendation of the Selection Committee, a small additional grant may be available for travel and project expenses. Any humanities faculty mem­ ber 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. T h e Blanshard Fellowship is made possible by an anonymous donor who was Blanshard’s student at Swarthmore, and a chal­ lenge grant from the National Endowment for the Humanities. T he Eugene M . Lang Faculty Fellow ship is de­ signed to enhance the educational program of Swarthmore College by contributing to faculty development, by promoting original or innova­ tive scholarly achievement of faculty members, and by encouraging the use of such achieve­ ments to stimulate intellectual exchange among scholars. T h e fellowship will provide fi­ nancial support for faculty leaves through a grant o f about one-half the recipient’s salary during the grant year. O n recommendation of the Selection Committee, a small additional grant may be available for travel and project ex­ penses and for library book purchases. The Selection Com m ittee shall consist o f the provost, three divisional chairs, and three oth­ ers 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 re­ sulting from the work of their leave year, pre­ sented publicly for the College and wider com­ munity. T h e Selection Committee may wholly or partially support the cost of publishing any of these papers. These fellowships are made possi­ ble by an endowment established by Eugene M. Lang ’38. 96 Courses of Instruction and Course-Numbering System The semester course credit is the unit of credit. One semester course credit is normally equiva­ lent to four semester hours elsewhere. Seminars and colloquia are usually given for 2 credits. A few courses are given for 0.5 credit. Courses are numbered as follows: 001 to 010 Introductory courses O il to 099 O ther courses (Som e of these courses are not open to first-year students or sophomores.) 100 to 199 Seminars for upperclass students and graduate students. T he numbers for yearlong courses are joined by a hyphen (e.g., 0 0 1 -0 0 2 ) and must be contin­ ued for the entire year. Credit is not given for the first semester’s work only, nor is credit given for the first semester if the student fails the sec­ ond semester. In cases where credit is not earned for the second half of a yearlong course, the first semester is excluded from counting toward degree credit, although the registration and grade for the first semester remain on the permanent record. Course listings in this catalog are intended to facilitate planning. They represent offerings pro­ jected for a two-year period but are subject to change. A better guide to course offerings in any particular semester is the schedule of classes available before enrollment for that semester. FOOTNOTE KEY 1 2 3 4 5 6 7 8 Absent on leave, fall 2004. Absent on leave, spring 2005. Absent on leave, 2 004-2005. Absent on administrative leave, 2004-2005. Fall 2004. Spring 2005. Affiliated faculty. Ex-officio. 9 Campus coordinator, Swarthmore Program in Grenoble, fall 2004. 10 Campus coordinator, Swarthmore Program in Grenoble, spring 2005. 11 Program director, Swarthmore Program in Grenoble, fall 2004. 12 Program director, Swarthmore Program in Grenoble, spring 2005. 97 Art M ICHAEL W .C O TH REN , Professor o f A rt History and A rt History Coordinator RANDALL L . EXO N , Professor o f Studio A rt CONSTANCE CAIN HUNGERFORD, Professor of A rt History4 DRIAN A . M EUNIER, Professor o f Studio A rt, Chair, and Studio A rt Coordinator SYDNEY L . CARPENTER, Associate Professor o f Studio A rt5 JANINE M ILEAF, Assistant Professor o f A rt History1 PATRICIA L . REILLY, Assistant Professor o f A rt History5 CELIA O .R EIS M A N , Assistant Professor o f Studio A rt (part time) ANDA DURINSKIS, Visiting Assistant Professor o f Studio A rt (part tim e)5 JESSICA TODD HARPER, Visiting Assistant Professor o f Studio A rt (part time) DOUGLAS HERREN, Visiting Assistant Professor o f Studio A rt (part time) M ARY PH ELAN, Visiting Assistant Professor o f Studio A rt (part time)*’ THOMAS J . MORTON, Visiting Assistant Professor of A rt History JU LIET BELLOW , Visiting Instructor o f A rt History (part time) JU N E V. CIANFRANA, Administrative Assistant 1 Absent on leave, fell 2004. 3 Absent on leave, 2 0 0 4 -2 0 0 5 . 4 Absent on administrative leave, 2004—2005. 5 Fall 2004. 6 Spring 2005. T h e A rt Department offers historical, critical, and practical instruction in the visual arts. Courses in art history consider questions having to do with the forms, traditions, meanings, and historical contexts o f works of art and architec­ ture. Studio arts courses explore practical and theoretical processes that arise in the creation o f objects in various media. tions about history, society, and identity, major exhibitions offer opportunities for interdiscipli­ nary study and are often co-sponsored by other departments. Located in the 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 by Eugene M. and Theresa Lang. T h e Phillip Bruno Fine A rt Fund supports work w ith the permanent collection. T h e Ann Trimble Warren Exhibition Fund and the List Gallery Fund support List Gallery exhibitions. List G allery. T h e List Gallery was established to enhance the art curriculum. Each year, the gallery mounts five or six exhibitions o f both emerging and nationally known artists. April and May feature a series o f senior thesis exhibi­ tions by art majors, and an Alumni Weekend exhibition takes place in June. Together with the gallery director, the Exhibition Committee selects exhibitions that com plem ent and strengthen the studio arts and art history cur­ riculum. Exhibiting artists come to campus as visiting critics and lecturers, giving students ac­ cess to a broad range of media and interpreta­ tion. Occasionally, the gallery presents histori­ cal exhibitions that offer art history students op­ portunities for direct observation and analysis. Both contemporary and historical exhibitions demonstrate excellence in the visual arts and engage the College community in an ongoing dialogue. Because artists raise important ques­ 98 D onald Ja y G ordon Visiting A rtist; H eilm an A rtist. Each year, the A rt Department invites distinguished artists to the College as the Mar­ jorie Heilman Visiting Lecturer or the Donald Jay Gordon Visiting Artist. T h e work of the in­ vited artist is exhibited in the List Gallery, and while on campus, she or he gives a public lec­ ture, critiques work in the studios, and meets with both majors and nonmajors. L ee Frank Lectu re: See p. 18. Benjam in W est L ectu re: See p. 20. Jonathan Leigh A ltm an Sum m er Grant: See p. 16. Frank Solom on Jr. Student A rt Prize: See p. 93. REQUIREMENTS AND RECOMMENDATIONS Prerequisites Most art history courses are offered without pre­ requisites. S T U A 001 is the prerequisite for all studio arts courses, even for seniors. Students are advised that graduate work in art history re­ quires a reading knowledge of at least German and French. T h e A rt Department approves a credit for Advanced Placement, grade 5 in A rt History and Studio Arts (with submission of a portfolio). Course Major in Art T h e course major in art consists of four courses in art history (including A R T H 002) and seven courses in studio arts (including courses in drawing, a three-dimensional medium, an ad­ vanced credit). T h e comprehensive consists of a senior exhibition and written artist statement prepared during the fall and spring o f the senior year. Studio arts facilities are closed during sum­ mer and normally during October, winter, and spring holidays. Course Minor in Art Study Abroad N ot offered. The Art Department strongly encourages those with an interest in art to consider incorporating foreign study— either during a summer or a reg­ ular academic term— into their Swarthmore program. Important examples of art and archi­ tecture are scattered throughout the world, and the encounter with works still imbedded in their original context is vital to an understand­ ing of their historical and contemporary signif­ icance. To facilitate the process of applying for Swarthmore credit for art history courses taken elsewhere, students should meet with the art history coordinator before entering foreign study. Students interested in studio arts, design, and architecture are particularly encouraged to consider the Pitzer College in Parma, Italy, which offers courses at the Istituto dell’Arte Paolo Toschi. A semester of Italian preceding going abroad is well advised. Majors and Minors in the External Examination Program Course Major in Art History Art history majors are required to take A RTH 097: Junior Workshop (unless they have already taken A RTH 001: Critical Study in the Visual Arts); A RTH 002: Western Survey and a sur­ vey course in non-Western art; one course in studio arts; and 6 elective credits in art history including at least one seminar and course in each of the following four subject areas: ancient and medieval; Renaissance and Baroque; Wes­ tern Art post-1800; and non-Western art. T he comprehensive requirement will consist of an examination given in the spring of the senior year. Cuurse Minor in Art History The course minor in art history will consist of 5 credits in art history, four of which must be taken at Swarthmore. Students may formulate honors programs as ei­ ther majors or minors, in either art history or art. For details, consult guidelines available in the department office. ART HISTORY ARTH 001D . First-Year Seminar: The Architect and History Utilizing the rich resources of architecture of Swarthmore College and the city of Philadel­ phia as a backdrop, this course introduces stu­ dents to the study of architecture. Rather than adhering to strict chronological order, the ma­ terial will be presented thematically. Space, the design process, the role of history, materials, and technology are just a few of the concepts that will be addressed. Special attention will be paid to the role of the architect. Architecture from temporally and geographically diverse cul­ tures will be examined. Special lectures, tours, and experiments are planned. W riting course. 1 credit. F all 2004. Morton. ARTH 001C FYS : Making Art History A re works of art direct extensions, pure reflec­ tions, or unique expressions of an individual artist’s genius, fragile by implication and sus­ ceptible to destruction from overanalysis? Or are works of art (as well as the definition just of­ fered) cultural artifacts produced under specific material and social conditions, and fully mean­ ingful only under extended analysis? Must we choose? And are these questions themselves, Art and the talk they generate or suppress, yet an­ other manifestation o f the Western European and American commodification of art, its pro­ duction, 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 o f cultures and epochs, as well as on the art historical and critical attention those works have attracted, students will learn to describe, analyze, and in­ terpret both images and their interpretations, and to convey their own assessments in lucid writing and speaking. W riting cou rse. 1 credit. F all 2004. Cothren. ARTH 002. Western Art A n introduction to the art of Western Europe and the United States from prehistoric cave painting to the art of the 20th century. W e will consider a variety o f media— from painting, sculpture and architecture to ceramics, mosaic, metalwork, prints and earthworks. T h e goal of this course is to provide a chronology o f the major works in the Western tradition and to provide the vocabulary and methodologies nec­ essary 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. W e will give attention to the use and status o f materials; the represen­ tation o f 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. Fall 2004. Cothren. ARTH 003. Asian Art 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ARTH 005. Modern Art This course surveys European and American art from the late 18th century to the present. It in­ troduces significant artists and art movements in their social, political, and theoretical con­ texts. A ttention will also be given to interpre­ tive strategies that have been used to write the history of this art. Issues to be considered in­ clude definitions o f modernism and modernity, constructions of gender, the rise of urbanism and leisure, the independent art market, and questions of originality and representation. 100 1 credit. Foil 2004. Bellow. ARTH 0 1 1 . From Caves to Koolhaas: A Survey of Western Architecture This course is designed to provide students with a comprehensive introduction to the history of Western architecture. W e commence with ca. 6,000 B.C.E. and end with contemporary archi­ tecture and address cultures as diverse as the an­ cient and medieval Near East, ancient and Renaissance Rome, and the 19th and 20th cen­ turies in Europe and the United States. Certain themes, such as the conception of space, the role of technology and materials, and the com­ plexities o f patronage will be addressed throughout the course. T h e lectures will be sup­ plemented with a wide variety o f texts, includ­ ing architectural treatises, essays of contempo­ rary architectural theory, and biographies of ar­ chitects. W hen possible, field trips to promi­ nent works of architecture, such as the PSFS Building, will be scheduled. 1 credit. Spring 2005. Morton. ARTH 012. northern Renaissance Art 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ARTH 013. The Art and Architecture of Ancient Greece and Rome This chronological survey will begin with a glance at the art of the Aegean and conclude with a study o f the art and architecture of late Imperial Rome. W e 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. I credit. N ot offered 2 0 0 4 -2 0 0 5 . ARTH 014. Medieval Art and Architecture In this introduction to European art and archi­ tecture from late antiquity to the 12th century, special attention will be given to the “Romanization” of Christian art under Con­ stantine, the C eltic 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 o f m onastic art under the Cluniacs and Cistercians. ARTH 025. Arts of Africa 1 credit. 1 credit. Not offered 2 0 0 4 -2 0 0 5 . Not offered 2 0 0 4 -2 0 0 5 . AKTH 0 1 7 . Art and Society in 19th-Century Europe ARTH 027. African American Art European art of the 19th century will be consid­ ered in its political, theoretical, and social con­ texts. Topics to be considered include the age of revolution, the salon and the academy, the rise of an independent art market, realisms, mod­ ernism and modernity, gender, the invention of photography, urbanism, leisure, visionaries, im­ pressionism, symbolism, and the decorative. N ot offered 2 0 0 4 -2 0 0 5 . 1 credit. Not offered 2 0 0 4 -2 0 0 5 . ARTH 018. IWentieth-Century Western Art: The Cube, The Drip, and the Can of Soup This course surveys significant artistic trends in Europe and America from 1905 to the present. We consider such movements and genres as fauvism, expressionism, cubism, futurism, the Russian avant-garde, American modernism, ab­ stract expressionism, pop art, minimalism, con­ ceptual art, performance art, and installation in their historical and theoretical contexts. Themes that will be raised include modem/ postmodern, formalism, primitivism, abstrac­ tion, representation, art and everyday life, the machine, the city, originality, mass media, ap­ propriation, and authorship. 1 credit. Not offered 2 0 0 4 -2 0 0 5 . 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 mean­ ings and methods o f art were challenged or re­ jected. Beginning with the brushstrokes of ab­ stract expressionism and continuing through to the bitmaps of today’s digital art, we consider the changing status of artists, artworks, and in­ stitutions. Emphasis will be placed on critical understanding o f the theoretical and historical foundations for these shifts. Prerequisite: A RTH 002 or 005. 1 credit. Spring 2005. Bellow. 1 credit. ARTH 030. Mecca to Modernity: A History of Islamic Architecture In this course we will study the histories of Islamic architecture by examining the architec­ ture that was produced from the seventh through the20th centuries in the Middle East, North Africa and Spain as well as North America. Although there is an understandable emphasis on the early history of Islamic archi­ tecture in this course, during the latter part of the course we will examine modem and con­ temporary Islamic architecture. Focal points of study will include the development o f the mosque, the spread and transformation of Islamic architecture, cultural interaction with the West, and the impact of colonialism and modernity. 1 credit. F all 2004. Morton. ARTH 031. Traditional Japan 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ARTH 033. Special Topics in Asian Art 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ARTH 038. Ritual and Image in the Buddhist Traditions 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ARTH 0 41. Building an Empire: Rome and Her Provinces Covering an area o f 35 modem countries, the Roman Empire at its height encircled the Mediterranean Sea and stretched up to England and down through Egypt. How was this possi­ ble? In this course we will try to answer this question by examining the empire through the lens o f its architecture. Temporally, we will commence with the Roman Republic and end w ith the late empire. Geographically, the course will cover the architecture in the city of Rome and many o f the provinces, especially in 101 Art the Roman East, North Africa, and the Roman West. Throughout the course we will examine many themes, including the dynamic concep­ tions o f space in Roman architecture and the complex relationship between Rome and her provinces. 1 credit. F all 2004. Morton. ARTH 046. Monasticism and the Arts in the Christian Middle Ages (Cross-listed as RELG 029) This course will investigate the significance of Christian monastic communities as major artis­ tic centers during the Middle Ages, with an em­ phasis on the way the social context of produc­ tion and consumption affected the works of art themselves and the way we have traditionally chosen to study them. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ARTH 051. Renaissance Art in Florence and Environs A n introduction to painting, sculpture, draw­ ings, prints, and architecture produced in Florence and its environs from the late I4 th to the 16th century. We will consider a full range o f issues related to the production and recep­ tion of these works, including the representa­ tion o f individuals, the state, and religion. We will also examine the context in which these works were used and displayed, art and anato­ my, art and gender, the critical responses these works elicited, and the theories of art developed by artists and nonartists alike. ARTH 064. Philadelphia and American Architecture 1 credit. O ffered occasionally. ARTH 070. Art and Dance: Retraining the Body Ever since Louis X IV ’s court artists portrayed the king wearing ballet slippers, the histories of art and dance have been intertwined. In this course we examine intersections between visu­ al art and dance from the 17th to the 20th cen­ turies, including images of dancers by artists such as Edgar Degas and Henri de ToulouseLautrec; and collaborations such as Isamu Noguchi’s designs for Martha Graham, and Robert Rauschenberg and Jasper Johns’ work with choreographers o f the Judson Dance Theater. W e will analyze changing representa­ tions o f the body; the mutual influence o f art and dance throughout the early modem and modem eras; and broader definitions of art, dance, and visual culture. 1 credit F all 2004. Bellow. ARTH 074. History of Photography N ot offered 2004—2005. This course will offer a history of photography in Europe and the United States from 1839 to the present. W e will consider the profound ef­ fects of the invention of photography on the vi­ sual culture o f our times by focusing on such topics as pictorialism, amateurism, documen­ tary and straight photography, technological developments, Western expansion, photojour­ nalism, the nature of objectivity, theories of vision and reproduction, advertising, the rela­ tionship o f science and art, pornography, and anthropological research. ARTH 056. Print Culture in Early Modern Europe N ot offered 2004—2005. 1 credit. This course examines the role of printed images in the visual culture o f early modem Europe. W e will consider the ways in which prints ac­ tively shaped and reflected the larger social, re­ ligious, and political cultures of which they were part. Topics will include the technologies of printmaking, the relationship between print­ ed images and texts, the reproductive versus original print, the markets for prints, and prints and the transmission o f culture. 1 credit. N ot offered 2004—2005. 102 1 credit. 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. W hile poking, prodding, fragmenting, and displaying the bodies o f 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. Themes to be considered include the abject, health and sickness, performance, fetishism, masquerade, identity politics, and technology. This course will require careful reading o f as­ signed texts, active participation in regular dis­ cussions, and frequent writing assignments. SEMIHARS Prerequisite: A R T H 005 or permission o f the instructor. Unless otherwise noted, the prerequisite for all seminars is two courses in art history, including A R T H 002. 1 credit. ARTH 132. Arts of the Buddhist Temple Not offered 2 0 0 4 -2 0 0 5 . 2 credits. ARTH 0 7 7 . Exhibiting the Modern N ot offered 2 0 0 4 -2 0 0 5 . This course surveys major exhibitions of mod­ em art in Europe and America, along with questions about modernist exhibition strategy and practice. W e will consider such watershed exhibitions as the Salon des refusés (Paris), the Armory Show (New York), the First Interna­ tional Dada Fair (Berlin), and the 0.10 Exhibi­ tion (Moscow) as well as such venues as the Museum of Modem A rt, A n American Place, Julian Levy Gallery, A rt of this Century, and Leo Castelli Gallery. ARTH 138. Islamic Painting Prerequisite: A R T H 0 0 1 ,0 0 2 , or 005. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ARTH 096. Directed Reading 1 credit. Staff. ARTH 098. Seninr Workshop: Art History This capstone colloquium for art history majors will explore various approaches to historical in­ terpretation of the visual arts. A ttention will be given to art historiography— both theory and practice— through the critical reading of some important recent texts that propose or chal­ lenge novel interpretive strategies from a vari­ ety of perspectives. As a part of the course, stu­ dents will write the senior essay, which consti­ tutes the comprehensive requirement for the art history major. 1 credit. Spring semesters. Cothren. ARTH 180. Thesis A 2-credit thesis normally carried out in the fall of the senior year. T h e topic must be submitted and approved by the instructor in charge before the end of the junior year. 2 credits. Staff. After a brief general introduction to Islamic art, the seminar will explore the history and evolu­ tion o f the pictorial narrative tradition within Islamic culture from 691 to 1548. 2 credits. O ffered occasionally. ARTH 145. Gothic Art and Architecture This seminar will examine the formation of “T he G othic” around 1140 and its develop­ ment 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 ideol­ ogy; structural technology and stylistic change; patronage and production; contextualizing liturgy and visualizing dogma. 2 credits. N ot offered 2004—2005. ARTH 1 4 7 . Visual Harrative in Medieval Art This seminar examines how and why tenden­ tious 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 o f production, geographic location, viewing context, artistic tradition, and medium. In past years, these have included the Bayeux Embroidery o f ca. 1070, the stained-glass windows of the Parisian SainteChapelle o f ca. 1245, and G iotto’s frescos in the Arena Chapel in Padua of 1303-1305. 2 credits. Spring 2005. Cothren. ARTH 1 5 1 . The Visual Culture of Renaissance Rome From the 14th to the 17th century, Rome was transformed from a “dilapidated and deserted” 103 Art medieval town to a center of spiritual and worldly power. This seminar will consider the defining role that images played in that trans­ formation. In addition to studying the painting, sculpture and architecture of artists such as Fra Angelico, Bramante, Raphael, and Michelan­ gelo, we will study the creation and use o f ob­ jects such as banners, furniture, and temporary festival decorations. Topics will include papal reconstruction o f the urban landscape; the re­ birth of classical culture, art and the liturgy, pri­ vate devotion and public ritual, and the con­ struction of the artist as genius. aims, and desires o f these revolutionary art movements as well as the methods of art history that have been conceived to address them. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . STUDIO ARTS STUA 001. Foundation Drawing N ot offered 2004—2005. This course is designed as an introduction to drawing as the basis for visual thinking and per­ ception. T h e class will focus on concepts and practices surrounding the use of drawing as a vi­ sual language, rather than as a preliminary or planning process. W hether students are inter­ ested in photography, painting, pottery, sculp­ ture, installation or performance, the ability to design and compose visually is fundamental to their development. T h e course follows a se­ quence o f studies that introduces students to basic drawing media and compositional ele­ ments while they also learn to see inventively. ARTH 166. Avant-Gardes in Early 20th-Century Art This course is a prerequisite for all other courses in studio art. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . A R T H 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 20th-century painting. 2 credits. This seminar examines case studies in European and American avant-garde art from the first half of the 20th century. Major theoretical texts by Poggioli and Bürger will act as a background for discussions about such artistic movements as cubism, futurism, Die Brücke, Devetsil, dada, surrealism, Russian constructivism, and the Bauhaus. By developing a working understand­ ing o f both historical and conceptual avantgardes, we will question whether there can be an avant-garde today. 2 credits. Spring 2005. Mileaf. ARTH 168. Dada and Surrealism Signing a name, going into a trance, collecting dust, shopping in a flea market, dreaming, scrib­ bling, and playing a game— all of these activi­ ties were investigated as methods o f art produc­ tion by artists associated with Dada and surreal­ ism in the early decades of the 20th century. This seminar examines not only these new modes of making art but also the artists’ politi­ cal, cultural, and theoretical reasons for devel­ oping them. By carefully reading primary and secondary texts, we consider the questions, 104 1 credit. E ach sem ester. Staff. STUA 0010. First-Year Seminar: Dialogues in Perception T his studio art experience is designed for firstyear artists in all media who have demonstrated through a portfolio presentation their knowl­ edge o f the elements of visual thinking, design, and composition. This course is similar in con­ tent to the foundation drawing class ST U A 001. However, it will be more in depth, with more emphasis on individually designed studio and research projects. Portfolios o f actual or photographed work must be submitted for eval­ uation during the freshman advising week prior to the start of the fall semester. Contact the de­ partment for details. 1 credit F all 2004. Exon. STUA 002. Ceramic Sculpture This class comprises a series o f projects using a diverse range of hand building processes and themes. T h e areas o f practice include life-mod­ eling, slab construction, and coil-built sculptur­ al forms. Students will also learn traditional and nontraditional solutions to the ceramic surface. Group critiques and class discussion will com­ bine with demonstrations and slide lectures to build upon this intensive studio experience. 1 credit. N ot offered 2 0 0 4 -2005. STUA 003. Drawing Work in various media directed toward a clear­ er perception of space, light, and form. This course is for all levels o f ability and includes weekly outside drawing problems and a final project. 1 credit. O ffered occasionally. STUA 004. Wood Sculpture A n exploration of a range of traditional and contemporary concepts, took, and techniques related to the medium o f wood and woodwork­ ing in sculptural expression. T h e individual projects are designed around concepts having to do with the often-thin dktinctions made be­ tween the three categories o f “things" in the world: nature, functional artifact, and art. There will also be a large drawing component to the class. This class is recommended for students who are considering a career in design or architecture. 1 credit. Each sem ester. Meunier. STUA 006. Phntography This course introduces the technical processes and visual and theoretical concepts o f photogra­ phy, both as a unique medium and as it relates to other forms of nonphotographic composition. Prerequisite: S T U A 001, even for seniors. 1 credit. Spring 2005. Harper. STUA 007. The Printed Page Introduction to the art of the book. Included will be an investigation into typesetting and printing, binding, wood engraving, and alterna­ tive forms o f book construction and design. 1 credit. Spring 2005. Phelan. STUA 008. Painting Students will investigate the pictorial structure of oil painting and the complex nature of color. A thorough study of texture, spacial conven­ tions, light, and atmosphere will be included. 1 credit. F all 2004. Exon. STUA 010. Life Drawing Work in various media directed toward a clear­ er perception o f the human form. T h e class is centered on drawing from the model and with­ in th k context. T h e elements of gesture, line, structure, and light are isolated for the purpose of study. 1 credit. F all 2004- Dubinskk. STUA 0 1 1 . Watercolor This course is a complete exploration o f watersoluble media with an emphasis on transparent, gum arabic-based watercolor. O ther materiak and techniques will include ink wash, gouache, silk colors, collage, handmade papers, matting, and pen-making, using reeds and quilk. W hen in the studio, the class will work from the figure and still life. T h e central motif, however, will be painting the landscape. W henever possible, we shall work outdoors. Occasional field trips to locales other than the campus will be offered. I credit. O ffered occasionally. STUA 012. Figure Composition In this advanced course in painting and draw­ ing the human form, emphask will be given to the methods, thematic concepts, conventions, and techniques associated with multiple figure design and composition. Prerequisite: S T U A 008 and/or S T U A 010. O ffered occasionally. STUA 0 14. Landscape Painting T h k course explores the vast array of interpre­ tive approaches, and practical methods avail­ able to the painter interested in landscape. Each student will be introduced to analytical strategies, methods, and techniques that can be used in the field while painting directly from nature. Topics include atmospheric perspective, linear perspective, viewpoint, compositional structuring through shape and rhythmic manip­ ulation as well as a thorough study of light through changing effects color and tonality. These topics will be introduced using demon­ strations during class (both in the field and out­ side) and analysis o f landscapes from art hkto- 105 Art ry. Workshops and presentations by visiting artists will also assist us throughout the semes­ ter. Weekly excursions into the landscape around the College will be scheduled (this in­ cludes the urban, suburban, and rural landscape o f southeastern Pennsylvania). Assignments will be given each week outside o f class to rein­ force the methods introduced during the week. T h e primary subject for these works will be the environs o f the College during the changing autumnal season. O il paints will be the central medium o f the class, and the necessary techni­ cal needs will be established. However, design and composition (both pictorial and spatial) will be emphasized throughout the semester. STUA 019. Works nn Paper This class is an introduction to various printing processes, which can include monoprints, linoprints, wood engraving, etchings, and typeset­ ting. Students will learn technical approaches and investigate visual solutions using a format o f serial imagery. Weekly class assignments will integrate drawing and design concepts and ex­ plore the range of materials available, using paper as a support. Longer projects will rely on either book format or suites of images that ex­ plore thematic ideas developed by the student. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 1 credit. STUA 020. Advanced Studies N ot offered 2 0 0 4 -2 0 0 5 . 020A . Ceramics STUA 015. The Potter’d Wheel T his class focuses on a series o f projects for the wheel that assist in development of ideas and technique. Most projects will involve the func­ tional container, but the option to explore the wheel for nonfunctional form will also be avail­ able. Five assigned projects will be followed by the advanced series in which the student will propose and concentrate on a series o f related objects for the remainder o f the semester. Critiques and in-class discussion are an impor­ tant 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. E ach sem ester. Herren. STUA 0 1 7 . The Hand-Built Container T h e subject o f this class is the hand-built ce­ ramic container. Slab construction and tradi­ tional coil building are just two of the processes that will be used in the development of a series of ceramic containers. Students will work with­ in a range o f thematic sources and processes to develop technically as well as aesthetically. Varied surface solutions will be explored includ­ ing high, low, and pit fired. Group critiques, slide presentations, and a guest artist demonstra­ tion will enhance this studio experience. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 020B . Drawing 0 2 0 0 . Painting 020D . Photography 020E. Sculpture 020F. Printmaking These courses are designed to usher the inter­ mediate and advanced student into a more in­ dependent, intensive study in one or more of the fields listed earlier. A discussion of formal issues generated at previous levels will contin­ ue, with greater critical analysis brought to bear on stylistic and thematic direction. A ll students are expected to attend, throughout the semes­ ter, 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 sched­ ules. In addition to class time, students will meet with the professor for individual confer­ ences and critiques. N ote: Although this course is for full credit, a student may petition the studio faculty for a 0.5-credit semester. Prerequisites: S T U A 001 and at least one pre­ vious course in the chosen medium. 1 credit. E ach sem ester. Staff. STUA 025. Advanced Studies II Continuation o f S T U A 020 on a more ad­ vanced level. Prerequisite: S T U A 020. 1 credit. E ach sem ester. Staff. 106 STIIA 026. The Digital Darkroom The digital darkroom is an expressive tool for the black-and-white photographer and printer. When images made on conventional film are converted to digital form via scanning, a whole new world of printing and publishing becomes available. This option is a particular boon to photographers who are adversely affected by darkroom chemicals or who do not have ready access to a darkroom. T h e controls offered by the digital darkroom emulate and often exceed those available in the conventional darkroom. The purpose of this class is to understand those controls and to apply them to images captured on film. After a basic tour o f Photoshop tools and techniques, we explore contrast control, se­ lective tonal control, dodging and burning, monitor calibration, using grayscale and Duotone, Tritone, and Quadtone inks, retouch­ ing and enhancement, and various special ef­ fects. Parallels are drawn to conventional dark­ room techniques throughout. Prerequisite: S T U A 006 or the equivalent. be evaluated in advance of pre-registration by the chair of the A rt Department). 1 credit. F all 2004. Harper. 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 semes­ ter o f the senior art major, students will write their senior artist statement and mount an ex­ hibition in the List Gallery of the Eugene M. and Theresa Lang Performing Arts Center. T he artist statement is a discussion of the develop­ ment of the work to be exhibited. T h e exhibi­ tion 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 require­ ments, including the writing of the senior art major statement. I credit. S[mng 2005. Meunier. 1 credit. O ffered occasionally. 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 of the workshop will guide and assess the development of the students’ in­ dividual directed practice in a chosen field. Assigned readings and scheduled discussions will initiate the writing o f the thesis for the se­ nior exhibition. This course is required of senior art majors. 1 credit. Fall 2004. Meunier. STUA 035. Alternative Processes in Photography This advanced photography course will cover a broad range of silver and nonsilver processing techniques in photography. Techniques will in­ clude toning, hand coloring, staining, various photo papers, alternative light sources, photograms, solarization, creative techniques with developer, cyanotypes, Polaroid transfer and emulsion lifts, and wearable art. Prerequisite: S T U A 0 06 or the equivalent (to 107 Asian Studies Coordinator: HAILI KONG (M odem Languages and Literatures, Chinese) Jenny Gifford (Administrative Assistant) Committee: Alan BerkOWitZ (M odem Languages and Literatures, Chinese) Aya Ezawa (Sociology and Anthropology) William 0 . Gardner (M odem Languages and Literatures, Japanese) Steven P. Hopkins (Religion) Scott Kugle (Religion) Gerald Levinson (Music) Lillian M . Li (History) Jeanne Marecek (Psychology)12*'7 Steven I. Piker (Sociology and Anthropology)7 Larry E . Westphal (Economics) lyrene White (Political Science) Thomas Whitman (Music) Sujane Wu (M odem Languages and Literatures, Chinese)7 1 Absent on leave, fall 2004. 2 Absent on leave, spring 2005. 7 Affiliated faculty (do not teach courses on Asia but are available for independent study projects). Asian studies is an interdisciplinary program that introduces students to the vast range of historical and contemporary human experience on the Asian continent. T h e Asian continent consists of five diverse regions: from South Asia (India, Pakistan, Bangladesh, Sri Lanka, and the Himalayas), to peninsular and insular Southeast Asia, to East Asia (China, Korea, and Japan), as well as Southwest Asia (the Arabian peninsula, Iranian highlands, and Turkey), and Central Asia (Afghanistan, the republics that gained independence from the former Soviet Union, and Mongolia). Courses on Asia are offered in the Departments of Art, Econom ics, English Literature, History, Modem Languages and Literatures (Chinese and Japanese), Music and Dance, Political Science, Religion, Sociology and Anthropol­ ogy, and Theater. Asian studies offers majors and minors in course and honors. Majors con­ struct individualized programs of study, with a focus on a comparative theme or on a particu­ lar country or region. Some examples o f com­ parative themes include classical traditions in Asian literature and art, Buddhist studies, Asian nationalisms and the emergence of na­ tion-states, or the political economy of Asian development. However, in all cases the cote of the major lies in exposure to multiple regions, for cross-cultural comparisons, and multiple disciplines. 108 Students interested in Asian studies are urged to consult our Web site at http://www.swarthmore.edu/Humanities/asian/ for up-to-date in­ form ation on courses and campus events. Students should also meet with the chair well in advance o f preparing a sophomore paper to discuss how to plan an individualized program with intellectual coherence and rigor. Advance planning is especially critical for students con­ templating the Honors Program and those inte­ grating study abroad in the major. LANGUAGE STUDY AND STUDY ABROAD Although not required, majors are strongly encouraged to consider studying an Asian lan­ guage and a period of study in Asia. Swarthmore currently offers Chinese and Japanese, but many other Asian languages may be studied at the University of Pennsylvania during the regular academic year, in summer-language programs, or abroad. Experience has shown that off-campus language courses may create sched­ uling difficulties. As a result, many students elect the summer or study abroad option. 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 are success­ fully completed in a program approved by the Asian studies faculty. The Asian studies faculty can recommend aca­ demically rigorous programs in several Asian countries, often tailored to a student’s particular interest. Study abroad is the ideal arena for in­ tensive language study. Non-language courses taken abroad may also be applied toward the major, if credit has been granted by the College and subject to the approval of the Asian Studies Committee. However, normally at least 6 credits toward a student's A sian studies m ajor and 3 cred­ its for the m inor should be taken at Swarthm ore. 2. D isciplinary breadth. Classes must be taken in at least three different departments. 3. Core courses in the cultural traditions o f A sia. A t least 1 credit must be taken from the fol­ lowing range o f courses: CH IN 016/LITR 016C H . Substance, Shadow, and Spirit in Chinese Literature and Culture CH IN 023/LITR 023CH . Modem Chinese Literature: A Novelistic Discourse H IST 009A . Chinese Civilization JPN S 017. Introduction to Japanese Culture: T h e Cosmology of Japanese Drama M U SI 008. Music of Asia RELG 008. Patterns of Asian Religions RELG 009. T h e Buddhist Tradition RELG 01 IB . Religious Symbols and Muslim Experience RELG 012 and 013. History, Religion, and Culture o f India I and II The Alice L. Crossley Prize in Asian Studies: See p. 90. 4. Interm ediate and advanced w ork. A minimum o f 5 credits must be completed at the inter­ mediate or advanced level in at least two de­ partments. REQUIREMENTS AND RECOMMENDATIONS An Asian studies major is more demanding than a departmental major because it is each student’s responsibility to make the connec­ tions between courses that differ widely in con­ tent and method. W hen considering applicants to the major, the Asian Studies Committee looks for evidence of intellectual flexibility and independence. T he student should have taken at least two Asia-related courses in different de­ partments, and received grades of B- or better. 5. A sian language study. Asian-language study is not required but is strongly recommended. Up to 4 credits in language study may be ap­ plied toward the major. For languages offered at Swarthmore, courses above the first-year level may count toward the major. Courses above the second-year level will count as intermediate/advanced. 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 success­ fully completed in an approved program. Courses above the first-year level count as intermediate/advanced. The major in Asian studies consists of a mini­ mum of 10 credits, with requirements and dis­ tribution as follows: 6. Culminating exercise. Students in the Asian studies course major have a choice of culmi­ nating exercises. Course Major 1. Geographic breadth. Course work must be completed concerning more than one of the regions of Asia (South, Southeast, South­ west, Central, and East Asia). This require­ ment can be accomplished by taking at least two courses that are pan-Asian or compara­ tive in scope or by taking at least one fall course on a country other than that of the principal focus in an individual student’s program. a. Thesis option. A 1- or 2-credit thesis, fol­ lowed by an oral examination. T h e thesis must be advanced and supervised by two members of the Asian studies faculty who participate in the direction of its research and the examination of its results. Stu­ dents must enroll for the thesis (A SIA 096) normally no later than fall semester of the senior year. For more information 109 Asian Studies about the thesis, see the department Web site (http://www.swarthmore.edu/Humanities/asian/) or the sophomore paper guidelines. b. Q ualifying papers option. Students revise and expand two existing Asia-related course papers with the consultation of Asian Studies faculty members. W ith the approval of the Asian Studies Committee, the qualifying papers will be orally examined. c. H onors sem inar option. W ith the prior ap­ proval of the Asian Studies Committee, students may fulfill the requirement for a culminating exercise by taking a 2-credit honors seminar in an Asian studies topic in either their junior or senior year. (Note: A two-course combination for external examination or a course-plus-directedreading-attachment will not satisfy this requirement.) 7. G rade-point average requirem ent. A student must have at least a C average across all courses applied to the course major. Course Minor Students will be admitted to the minor after having successfully completed at least two Asia-related courses with grades o f B - or better from different departments. Students may apply for the minor as early as the sophomore paper and as late as the first week of the senior year. T h e Asian studies interdisciplinary minor in course consists of five courses, distributed as follows: 1. G eographic breadth. Course work must be completed concerning more than one of the regions of Asia (South, Southeast, South­ west, Central and East Asia). This can be ac­ complished 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 other than that of the principal focus in an individual student’s program. 2. D isciplinary 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 a disciplinary major. 3. Core courses in the cultural traditions o f A sia. Students are encouraged, but not required, to include at least one course from the list of core courses (see earlier). 110 4. Interm ediate and advanced w ork. A t least 2 credits of work must be completed at the in­ termediate or advanced level. Note that there is no capstone seminar or thesis for the interdisciplinary minor in course. 5. Asian language study. Asian language study is not required, but courses in Asian languages may count toward the course minor. For lan­ guages offered at Swarthmore, courses above the first-year level may count toward the minor. Courses above the second-year level count as intermediate/advanced. For Asian languages not offered at Swarthmore, cours­ es at the entry level may count toward the minor if at least the equivalent of 1.5 credits is successfully completed in an approved pro­ gram. Courses above the first-year level count as intermediate/advanced. 6. G rade-point average requirem ent. A student must have at least a C average across the five courses applied to the minor. Honors Major To be admitted to the honors major, students should have completed at least two Asiarelated courses in different departments at the B+ level or above. T h e honors major in Asian studies consists of a minimum of 10 credits (including four honors preparations). 1. G eographic and disciplinary breadth require­ m ents. These are the same as those for the course major (see earlier). 2. C ore courses in the cultural traditions o f Asia. Normally, at least one course should come from the list of core courses (see earlier). 3. Asian studies as an interdisciplinary m ajor. All four fields presented for external examina­ tion must be Asian studies subjects. T h e stu­ dent has the option of omitting a minor field designation. Alternatively, one of the four fields can be designated as a minor, in which case the student must fulfill all the require­ ments of that department or program for an honors minor. 4. H onors preparations representing at least two different disciplines. Careful advance planning is essential to make certain that the prereq­ uisites and requirements established by sepa­ rate departments and programs have been met. Honors preparations in Asian studies may consist o f 2-credit seminars, designated pairs of courses, 1-credit attachments to des­ ignated 1-credit courses, a 1-credit thesis in conjunction with a 1-credit course, or a 2credit thesis. W e especially encourage stu­ dents to consider a course plus a 1-credit the­ sis combination, when the combination would allow for an interdisciplinary perspec­ tive on a particular issue or theme. W ith the advance approval o f the A sian Studies Committee, course work or research done in study abroad may be incorporated into the preparation. 5. Senior honors study (SH S) fo r m ajors. SH S, usually done in the spring semester of the se­ nior year, will normally follow the criteria es­ tablished for minors by the department in which the honors preparation is done. SH S for interdisciplinary preparations will be de­ termined in consultation with the relevant professors and the Asian Studies Program chair. No course credit will be given for SH S for majors. A student may choose to have one of the four preparations serve as a minor in a discipline. If so, the SH S for that prepa­ ration will be governed by the host depart­ ment’s practice. S H S materials may be exam­ ined in regular written and some oral exams. 6. G rade-point average requirem ent. A student must have at least a B+ in all courses applied to the honors major. Honois Minor To be admitted to the honors minor, students should have completed at least two Asia-related courses in different departments at a level of B+ or above. An honors minor in Asian studies consists of a minimum o f 5 credits, distributed as follows: |i Geographic breadth. There are two tracks within the minor. Students should specify which track they intend to pursue when writing sophomore papers. a. Com parative A sian cultures. T h e selection of courses and honors preparation should allow a comparative perspective on the traditional or modem cultures o f Asia. Individual programs should be worked out in close consultation with the Asian stud­ ies chair. (Language study does not count toward this track.) b. Focus on a single country or region. A ll courses in the program should focus on the same region or country. Up to 2 cred­ its of language study may be counted. 2. D isciplinary breadth. Asia-related courses must be taken in at least two departments outside of the disciplinary honors major. Only one course may overlap with the hon­ ors minor and the honors major. 3. C ore courses in the cultural traditions o f A sia. Normally at least one of the five courses should come from the list of core courses (see earlier). 4. A sian language study. Asian language study is not required, but courses in Asian languages may count toward the honors minor. For lan­ guages offered at Swarthmore, courses above the second-year level count toward the minor. 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 faculty. 5. H onors preparation. A n honors minor in Asian studies will submit one preparation, normally a 2-credit seminar, for examina­ tion. For alternative formats o f honors prepa­ rations, see Section 4 o f the Asian studies honors major (earlier). 6. SH S fo r m inors. SH S for minors, normally done in the spring semester of the senior year, will follow the norms established by the department in which the honors preparation is done. No course credit will be given for SH S for minors. SH S materials may be examined in regular written and some oral examinations. 7. G rade-point average requirem ent. A student must have at least a B+ in all courses applied to the honors minor. COURSES (See descriptions under individual departments to determine offerings for each semester.) Art (Art History) A RTH 003. Asian Art A RTH 031. Traditional Japan A RTH 033. Special Topics in Asian Art A R T H 038. Ritual and Image in the Buddhist Traditions A RTH 132. Arts of the Buddhist Temple 1 11 Asian Studies Asian Studies L IT R 0 7 1 J. ASIA 093. Directed Reading 1 credit. E ach sem ester. Staff. ASIA 096. Thesis 1 credit. F all 2004 and 2005. Staff. ASIA 100. Thesis 2 credits. Introduction to Japanese Culture: T h e Cosmology of Japanese Drama L IT R 018CH . T h e Classical Tradition in Chinese Literature L IT R 023CH . Modem Chinese Literature Japanese Film and Animation L IT R 024]. L IT R 025CH . Contemporary Chinese Fiction: Mirror of Social Change Fall 2004 and 2005. Staff. L IT R 027CH . Women Writers in 20thCentury China ASIA 199. Senior Honors Study L IT R 041J. 0 .5 credit. F all 2004 and 2005. Staff. Economics ECO N 081. Economic Development* ECON 083. Asian Economies ECO N 181. Economic Development+ English Literature ENGL 065. Introduction to Asian American Literature EN G L 075. South Asian Diasporas: Culture, Politics, and Place History H IST 001G . Women, Family, and the State in China H IS T 009A . Chinese Civilization Fantastic Spaces in Modem Japanese Literature L IT R 055CH . Contemporary Chinese Cinema L IT R 066CH . Chinese Poetry L ITR 08 IC H . Transcending the Mundane: Taoism in Chinese Literature and Culture Modern Languages and Literatures (Chinese and Japanese) CHIN 003B. Second-Year Mandarin Chinese (fall 2004) CH IN 004B . Second-Year Mandarin Chinese (spring 2005) CH IN O il. Third-Year Chinese CH IN 011 A . Third-Year Chinese Conversation H IST 009B. M odem China CH IN 012. H IST 043. Wars in the Pacific and Asian American Culture CH IN 012A . Advanced Chinese Conversation H IS T 075. Modem Japan CH IN 016. H IST 077. Orientalism East and West H IS T 078. Beijing and Shanghai: Tale of Two Cities Substance, Shadow, and Spirit in Chinese Literature and Culture CHIN 017. H IS T 144. State and Society in China, 1750-2000 Legacy of Chinese Narrative Literature: T h e Story in Dynastic China CHIN 018. T h e Classical Tradition in Chinese Literature CH IN 020. Readings in Modem Chinese CH IN 021. Topics in Modem Chinese Linguistics LING 033. Introduction to Classical Chinese Advanced Chinese Literature CH IN 023. Modem Chinese Literature L IT R 016CH . Substance, Shadow, and Spirit in Chinese Literature and Culture CH IN 025. Contemporary Chinese Fiction: Mirror of Social Change CH IN 027. Women Writers in 20thCentury China L IT R 0 1 7 C H . Legacy of Chinese Narrative Literature: T h e Story in Dynastic China 112 CHIN 033. Introduction to Classical Chinese POLS 064. American-Tiast Asian Relations* CHIN 055. Contemporary Chinese Cinema POLS 108. Comparative Politics: East Asia CHIN 056. History o f Chinese Cinema (1905-1995) Religion CHIN 063. Comparative Perspectives: China in the A ncient World CHIN 066. Chinese Poetry CHIN 071. Invaded Ideology and Translated Modernity CHIN 081. Transcending the Mundane: Taoism in Chinese Literature and Culture RELG 008. Patterns of Asian Religions RELG 009. T he Buddhist Traditions of Asia RELG 01 IB . Introduction to Islam* RELG 012. History, Religion, and Culture of India I RELG 013. History, Religion, and Culture of India II RELG 030B. T h e Power of Images: Icons and Iconoclasts* CHIN 091. Special Topics in Chinese Literature and Culture in Translation CHIN 093. Directed Reading CHIN 103. Lu Xun and 20th Century Chinese Literature CHIN 105. Topics in Traditional Chinese Literature JPNS 003B. Second-Year Japanese (fall 2004) JPNS 004B. Second-Year Japanese (spring 2005) JP N S005A . Japanese Conversation JPNS 017. Introduction to Japanese Culture: T h e Cosmology of Japanese Drama JPNS 018. Topics in Japanese Literary and Visual Culture JPNS 024. Japanese Film and Animation SO A N 043B. Shamanism* JPNS 0 4 1J. Fantastic Spaces in Modem Japanese Literature SO A N 043C. Gender in Contemporary East Asia Music and Dance RELG 03 IB . Religion and Literature: From the Song of Songs to the Hindu Saints* RELG 046. Justice and Conscience in Islam* RELG 053. Gender and Sexuality in Islamic Societies* RELG 108. Poets, Saints, and Storytellers: Religious Literatures of India RELG 119. Sufism: Muslim Mystics, Saints, and Poets Sociology and Anthropology SO A N 003C . First-Year Seminar: Japan and Globalization SO A N 033B. Colloquium: Japanese Society and Culture SO A N 033C. Global Asia SO A N 093. Southeast Asia: Culture and History, Independent Study DANC 005. Patterns of Asian Dance and Music DANC 021. History of Dance: Africa and Asia T H E A 015. DANC 047. Performance Dance: Kathak MUSI 005. Patterns of Asian Dance and Music MUSI 008. T h e Music o f Asia * C ognate 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. MUSI 049. Balinese Gamelan Politicai Science POLS 055. China and the World POLS 056. Patterns of Asian Development Theater Directing I/Performance Theory* + C ognate sem inar. No more than 1 credit may be applied toward the honors major. It does not count toward an honors minor. 113 Biology SCOTT F. GILBERT, Professor1 JOHN B . JENKINS, Professor RACHEL A . M ER Z, Professor KATHLEEN K . SIWICKI, Professor1 AM Y CHENG VO LLM ER , Professor and Chair SARA HIEBERT BURCH, Associate Professor COLIN PURRINGTON, Associate Professor1 ELIZABETH A . V A LLEN , Associate Professor JU LIE H A G EU N , Assistant Professor JOSE-LUIS MACHADO, Assistant Professor1 JU D Y CEBRA-THOM AS, Visiting Assistant Professor RACHEL COLLINS, Visiting Assistant Professor FANG JU LIN , Visiting Assistant Professor DARLENE 0 . BRAMUCCI, Laboratory Instructor/Academic Coordinator WILLIAM GRESH J R ., Laboratory Instructor BETSY HORNER, Laboratory Instructor (part time) JOCELYNE M ATTEI-NOVERAL, Laboratory Instructor THOMAS V ALEN TE, Laboratory Instructor MARIA E . MUSIKA, Administrative Assistant 1 A bsent on leave, fall 2004. 3 Absent on leave, 2004—2005. Students are introduced to biology by enrolling in B IO L 001 and 002, which serve as prerequi­ sites for all intermediate and advanced biology courses. Intermediate courses are numbered 0 1 0 -0 5 0 . Courses numbered beyond 100 are advanced and may be used to prepare for the Honors Program. Advanced Placement 5 is ac­ cepted for placement in some intermediate courses. See individual instructors for permission. Calculus II (M ATH 06A and 06B or 06C ). One semester of statistics (ST A T 002 or 002C ) is strongly recommended. REQUIREMENTS AND RECOMMENDATIONS Students electing to major in biology must have a grade-point average of C in BIO L 001 and 002 (or in the first two Swarthmore biology courses) and a C average in all Swarthmore College courses in the natural sciences. T h e bi­ ology major must include the following sup­ porting subjects in addition to the minimum of 8 biology credits composing either the honors or the course major: Introductory Chemistry, at least one semester o f Organic Chemistry, and two semesters o f college mathematics (not STA T 001 or MATH 003) or the completion of 114 Students majoring in biology must take at least one course or seminar in each of the following three groups: Group I: Cellular arid Molecular Biology, Group II: Organismal Biology, and Group III: Population Biology. Course majors must take at least one advanced course or sem­ inar in biology and satisfy the general college requirement o f a comprehensive experience and examination in biology by participation in BIO L 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. T h e grade requirement to enter the minor is the same as for the biology course major. BIO L 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 BIO L 0 0 3 -0 0 9 is allowed and only one course in either B IO L 093 or 094. CH EM 038 (Biochemistry) may be counted as one of the 6 biology credits. Special majors in biochemistry, psychobiology, biostatistics, and environmental science are also offered. Additional information about these special majors can be found on the Biol­ ogy Department W eb site: http://biology.swarthmore.edu. W e offer teacher certification in biology through a program approved by the state of Pennsylvania. For further information about the relevant set of requirements, please contact the Educational Studies chair, the Biology Department chair, or the Educational Studies Department W eb site: www.swarthmore.edu/SocSci/Education/. 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 exam inations. Qualified students will prepare for two external examinations from the following areas: animal physiology, behavioral ecology, biomechanics, cell biology, developmental genetics, human genetics, microbiology, neurobiology, plant physiology, plant defense, and plant ecology. Students in honors also will undertake a sub­ stantial research project (BIO L 180) and par­ ticipate in senior honors study (BIO L 199). These efforts will be evaluated by external ex­ aminers, who will determine the level of hon­ orific and grades for BIO L 180 and 199. Biology course numbers reflect study at differ­ ent levels of organization— General Studies (001-009), intermediate courses in Cellular and Molecular Biology (0 1 0 -0 1 9 ), Organismal Biology (0 2 0 -0 2 9 ), Population Biology (0 3 0 039), Seminars in Cellular and Molecular Biology (1 1 0 -1 1 9 ), Seminars in Organismal Biology (1 2 0 -1 2 9 ), and Seminars in Popu­ lation Biology (1 3 0 -1 3 9 ). One laboratory period per week. N atural Sciences and Engineering practicum . f- W riting course. 1 credit. F all 2004. Staff. BIOL 002. Organismal and Population Biology Introduction to the study of organisms empha­ sizing morphology, physiology, behavior, ecol­ ogy, and evolution of whole organisms and populations. One laboratory per week. N atural Sciences and Engineering practicum . W riting course. 1 credit. Spring 2005. Staff. BIOL 006. History and Critique of Biology T h e 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: BIO L 001 and 002. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . Group I: Cellular and Molecular Biology (010-019) BIOL 010. Genetics This introduction to genetic analysis and mole­ cular genetics explores basic principles of ge­ netics, the chromosome theory of inheritance, classical and molecular strategies for gene map­ ping, strategies for identifying and isolating genes, the genetics o f bacteria and viruses, replication, gene expression, and the regulation of gene activity. Major concepts will be illus­ trated using human and nonhuman examples. One laboratory period per week. Prerequisite: BIO L 001 or the permission of the instructor. N atural Sciences and Engineering practicum . COURSES 1 credit. F all 2004. Jenkins. General Studies BIOL 001. Cellular and Molecular Biology An introduction to the study of living systems illustrated by examples drawn from cell biology, biochemistry, genetics, microbiology, neuro­ biology, and developmental biology. BIOL 014. Cell Binlogy A study of the ultrastructure, molecular inter­ actions, and function of cell components, fo­ cusing primarily on eukaryotic cells. Topics in­ clude protein and membrane structure, or­ ganelle function and maintenance, and the role o f the cytoskeleton. 115 Biology O ne laboratory period per week. BIOL 022. Neurobiology Prerequisites: BIO L 001 and CH EM 022. A study o f the basic principles o f neuroscience, with emphasis on the electrical and chemical signaling properties of neurons and their under­ lying cellular and molecular mechanisms as well as the functional organization o f selected neural systems. N atural Sciences and. Engineering practician. I credit. Spring 2005. Vallen. 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, iso­ lating, cultivating, quantifying, and identifying bacteria. Students may not take both B IO L 016 and 017 for credit. O ne laboratory period per week. Prerequisites: BIO L 001 and CH EM 022. N atural Sciences and Engineering practicum . 1 credit. Spring 2 0 0 5 .Vollmer. BIOL 0 1 7 . Microbial Pathogenesis and the Immune Response A study o f bacterial and viral infectious agents and of the humoral and cellular mechanisms by which vertebrates respond to them. Laboratory exercises include techniques for detecting, iso­ lating, cultivating, quantifying, and identifying bacteria. Students may not take both BIO L 016 and 017 for credit. One laboratory period per week. Prerequisites: BIO L 001 and CH EM 010. N atural Sciences and Engineering practicum . I credit. Spring 2005. Lin. BIOL 024. Oevelopmental Biology This analysis of animal development will com­ bine descriptive, experimental, and evolution­ ary approaches. Laboratories will involve dis­ section and manipulation of invertebrate and vertebrate embryos. One laboratory period per week. Prerequisites: BIO L 001 and 002. N atural Sciences and Engineering practicum . 1 credit. Sprin g2005. Gilbert. BIOL 026. Invertebrate Biology T he evolution, morphology, ecology, and phys­ iology o f invertebrate animals. O ne laboratory period per week; some all-day field trips. O ne laboratory period per week. Prerequisites: BIO L 001 and 002. Prerequisites: BIO L 001 and CH EM 022. BIOL 002 is recommended. N atural Sciences and Engineering practicum . N atural Sciences and Engineering practicum . 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . Group II: Organismal Biology (020-029) BIOL 020. Animal Physiology A n examination o f the principles and mecha­ nisms o f animal physiology, ranging from the subcellular to the integrated whole animal. Possible topics include metabolism, thermoreg­ ulation, endocrine regulation, digestion, cardio­ vascular physiology, and muscle physiology. Prerequisites: BIO L 001 and 002. CH EM 010 is recommended. N atural Sciences and Engineering practicum . 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . Group III: Population Biology (030-039) BIOL 030. Animal Behavior This course is an introduction to the biological study o f animal behavior under natural condi­ tions. Observation of the behavior and natural history o f animals, including insects, birds, and primates, leads to an understanding o f ethology, behavioral ecology, sexual selection, and migration. Three to six hours of fieldwork per week. Prerequisite: BIO L 002. N atural Sciences and Engineering practicum . W riting course. W riting course. 1 credit. 1 credit. F all 2004- Hiebert Burch. F all 2004. Hagelin. 116 BIOL 034. Evolution This course focuses on how the genetic struc­ ture of a population changes in response to mu­ tation, natural selection, and genetic drift. Other topics, such as evolutionary rates, speciation, and extinction, provide a broader view of evolutionary processes. One laboratory period or field trip per week. Prerequisites: BIO L 001 and 002. Natural Sciences and Engineering practicum . N ot offered 2 0 0 4 -2 0 0 5 . BIOL 036. Ecology The scientific study of the relationships that de­ termine the distribution and abundance of or­ ganisms, with a focus on plants. Topics include population dynamics, species interactions, community ecology, and nutrient cycles. One laboratory period or field trip per week. Prerequisites: BIO L 001 and 002 or the permis­ sion of the instructor. INDEPENDENT STUDIES BIOL 093. Directed Reading A program o f literature study in a designated area of biology not usually covered by regular courses or seminars and overseen by a biology faculty member. 0 .5 or 1 credit. F all or spring sem ester. Staff. BIOL 094. Research Project Qualified students may pursue a research pro­ gram for course credit with the permission of the department. T he student will present a written report to the biology faculty member su­ pervising the work. 1 credit. F all or spring sem ester. Staff. BIOL 094A. Research Project: Departmental Evaluation I credit. Students carrying out a BIO L 094 research project will present a written and oral report on the project to the Biology Department. Fall 2004. Collins. 0 .5 credit. N atural Sciences and Engineering practicum . BIOL 038. Paleobiology F all or spring sem ester. Staff. Introduction to the fossil record and the tech­ niques and theories used by paleontologists. Current issues in paleontology will also be examined. BIOL 180. Honors Research One laboratory period or field trip per week. Independent research in preparation for an honors research thesis. F all or spring sem ester. Staff. Prerequisites: BIO L 001 and 002. Natural Sciences and Engineering practicum . I credit. Not offered 2 0 0 4 -2 0 0 5 . BIOL 039. Marine Biology Ecology of oceans and estuaries, including dis­ cussions of physiological, structural, and behav­ ioral adaptations of marine organisms. SENIOR COMPREHENSIVE EXAMINATION BIO L 095, 097, and 199 are not part of the 8credit minimum in biology. BIOL 095. Senior Project One laboratory per week; several all-day field trips. W ith the permission o f the department, a student may write a senior paper in biology to satisfy the requirement of a comprehensive ex­ amination for graduation. Prerequisites: B IO L 001 and 002. BIOL 097. Themes in Biology Natural Sciences and Engineering practicum . Invited scientists present lectures and lead dis­ cussions on a selected topic that can be engaged from different subdisciplines within biology. Serves as the senior comprehensive and examinaton; it is required o f all biology majors in course. 1 credit. Fall 2004. M en. Fa« 2004. Staff. 117 Biology HOMORS STUDY BIOL 199. Senior Honors Study A n interactive, integrative program that allows honors students to finalize their research thesis spring semester. Spring 2005. Staff. SEMINARS BIOL 110 . Human Genetics In this exploration o f 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 o f cancer; developmental genetics; com­ plex-trait analysis; the genetic basis o f human behavior; and ethical, legal, and social issues in human genetics. Attendance at medical genetics rounds and seminars at Philadelphia-area medical schools is required. BIOL 1 1 4 . Regulation of Cell Division A study of events of the cell cycle necessary for cell division and the mechanisms of regulation that function to control these processes. The critical evaluation o f original research literature and the examination of current issues in the field will be emphasized. One laboratory per week. Prerequisites: BIO L 014, 015, or the permission o f instructor. N atural Sciences and Engineering practicum . 2 credits. F all 2004. Vallen. BIOL 1 16 . 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. Independent laboratory projects. Prerequisite: BIO L 016 or 017. N atural Sciences and Engineering practicum . Prerequisite: BIO L 010 or the permission of the instructor. W riting course. N atural Sciences and Engineering practicum . F all 2004.Vollmer. 2 BIOL 1 2 1 . Physiological Ecology credits. Spring 2005. Jenkins. BIOL 1 1 1 . Developmental Genetics Human development: cloning, stem cells, and tissue engineering. T he seminar will focus on the therapeutic applications o f developmental biology. W e will examine the early develop­ ment and cloning of mammals, tissue engineer­ ing, and the isolation, differentiation, and po­ tential uses of adult and embryonic stem cells. T h e laboratory will consist of an introduction to techniques used to study and manipulate gene expression in chicks and mammals, and independent projects involving some aspect of cell differentiation or organogenesis. O ne laboratory per week. Prerequisites: BIO L 0 24 or the permission of the instructor. 2 credits. Physiological basis for interactions between an­ imals and the environment, including thermo­ regulation, seasonality, foraging, reproduction, and energetics. Laboratory exercises and inde­ pendent projects are required. Prerequisites: BIO L 001, 002, and 020 or the permission of the instructor. N atural Sciences and Engineering practicum . 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . BIOL 12 2 . Developmental Neurobiology Cellular and molecular mechanisms of nervous system development and plasticity are studied through extensive reading and discussion of research literature. Independent laboratory projects. N atural Sciences and Engineering practicum . Prerequisite: BIO L 022 or 111. 2 credits. N atural Sciences and Engineering practicum . F all 2004. Cebra-Thomas. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . 118 BIOL 123. Learning and Memory BIOL 132. Evolutionary Genetics Neural systems and cellular processes involved in different types o f learning and memory are studied through reading and discussion of research literature. T h e genetic basis o f evolutionary change. Among the topics to be discussed will be the history and development o f modem evolution­ ary theory; the development o f population ge­ netics; the forces that disrupt genetic equilib­ rium, including selection and drift; the process o f speciation; evolution above the species level; and molecular evolution. Independent laboratory projects. Prerequisite: BIO L 0 22 or the permission o f the instructor. N atural Sciences and Engineering practicum . 2 credits. One laboratory per week. Fall 2004. Prerequisite: BIO L 010 or 034 or the permission o f the instructor. BIOL 124. Hormones and Behavior N atural Sciences and Engineering practicum . This course will focus on endocrine regulation of animal behaviors related to reproduction, ag­ gression, stress, sickness, learning, and seasonal­ ity, with an emphasis on critical reading of pri­ mary literature. Independent laboratory projects. Prerequisites: BIOL 001 and 002 or the equiva­ lent and one of the following: BIO L 020, 022, or the permission o f the instructor. Natural Sciences and Engineering practicum . 2 credits. N ot offered 2004—2005. BIOL 134. Plant Defense This seminar focuses on ecological and evolu­ tionary issues relating to defensive characteris­ tics o f plants. One laboratory each week with continuing, in­ dependent laboratory projects involving insects and parasitic plants. Spring 2005. Hiebert Burch. Prerequisites: BIO L 001, 002, and one of the following courses: BIO L 034, 036, 136, or the equivalent. BIOL 126. Biomechanics N atural Sciences and Engineering practicum . Basic principles of solid and fluid mechanics will be explored as they apply to the morphol­ ogy, ecology, and evolution of plants and animals. N ot offered 2004—2005. 2 credits. Prerequisites: BIO L 001, 002, and one other Group II or Group III biology course. Natural Sciences and Engineering practicum . 2 credits. Spring 2005. Merz. BIOL 130. Behavioral Ecology The study of the evolution of behavior as an adaption to an environment. Topics include bioeconomics, parental care, mating systems, cooperation, and communication. Prerequisite: BIO L 030, 0 3 2 ,0 3 4 , or 036. 2 credits. BIOL 1 3 7 . Bindiversity and Ecosystem Functioning Can the current decline in global biodiversity alter the functioning and stability of ecosys­ tems? T he answer to this question can be reached by evaluating the ecological conse­ quences o f changing patterns in biodiversity, through either extinction or addition o f species. W e will review the relative or specific role of extrinsic factors (climate, disturbance, soils, etc.), genetic, taxonomic, or functional diversi­ ty in ecosystem processes using both experi­ mental and natural evidence. Natural Sciences and Engineering practicum . Prerequisite: Any biology course numbered BIO L 026 or higher. Students with preparation outside biology should seek permission from the instructor. 2 credits. N atural Sciences and Engineering practicum . Students with preparation outside biology should seek permission from the instructor. Spring 2005. Hagelin. 2 credits. Spring 2005. Collins. 119 Black Studies Coordinator: CHARLES JA M ES (English Literature) Jenny Gifford (Administrative Assistant) Committee: Timothy Burke (History)1 Syd Carpenter (A rt)3 Maurice Eldridge (President’s O ffice)8 Stephen O’ Conneil (Economics)3 Micheline Rice-Maximin (M odem Languages, French)2 Timothy Sams (Dean’s O ffice)8 Peter Schmidt (English Literature) Sarah Willie (Sociology/Anthropology)' 1 Absent on leave, fall 2004. 2 Absent on leave, spring 2005. 3 A bsent on leave, 20 0 4 -2 0 0 5 . 8 Ex-officio. T he purpose o f the Black Studies Program is (1) to introduce students to the history, culture, so­ ciety, and political and economic conditions of black people in Africa, the Americas, and else­ where in the world; and (2) to explore new ap­ proaches— in perspectives, analyses, and inter­ disciplinary techniques— appropriate to the study of the black experience. REQUIREMENTS AND RECOMMENDATIONS Black studies has often stood in critical relation to the traditional disciplines. Its scholars have used traditional and nontraditional method­ ological tools to pursue knowledge that assumes the peoples and cultures o f Africa and the African diaspora are central to understanding the world accurately. T he courses in the Black Studies Program at Swarthmore enhance thè liberal arts tradition o f the College, acknowl­ edging positivist, comparative, progressive, modernist and postmodernist, postcolonial, and Afrocentric approaches. Students in any department may add an inter­ disciplinary minor in black studies to their de­ partmental major by fulfilling the requirements stated subsequently. Applications for admission to the interdisciplinary minor should be made in the spring semester o f the sophomore year to the coordinator o f the program. A ll programs must be approved by the Committee on Black Studies. 120 A ll interdisciplinary minors in black studies are required to take B L S T 015: Introduction to Black Studies, ordinarily in their first two years; B L ST 091: Special Topics in Black Studies, or­ dinarily in the last semester o f the senior year; and three additional courses listed in the cata­ log that gain black studies credit. O f these three additional courses, at least one of them must be outside o f the departmental major, and at least one of them must be taken at Swarthmore. We strongly advise students to take a course in African or African diasporic history. B L S T 091: Special Topics in Black Studies is a community-based learning seminar that allows students to participate in volunteer and/or research activities that focus on the black community and to combine them with their academic knowledge. Honors Minor A ll students participating in the Honors Program are invited to define a minor in the Black Studies Program. Honors minors in black studies do a single, 2-credit preparation. This preparation may be based on two units o f acad­ emic credit selected from the course offerings within the Black Studies Program, or it may be a 2-credit thesis written under program super­ vision. Honors minors must meet all other requirements of the interdisciplinary minor in course. For an honors minor in black studies, the 2 credits that the student uses for the minor must come from outside o f the student’s major de­ partment. O ne of these credits may be BLST 091. The student may also pair black studies courses together. Such course combinations could include H IST 008B and RELG 010 or FREN 077 and ENGL 078 or ECON 082 and POLS 058. W ith respect to course combina­ tions, it should be noted that all honors work is normally done during the junior or senior years. The 2-credit honors thesis option must include work done for the interdisciplinary minor and should entail some unifying or integrative prin­ ciple of coherence. In addition, an honors the­ sis must also include substantial work (normal­ ly 50 percent or more), drawing on a discipline that is outside o f the student’s major. One unit of the 2-credit preparation by minors will satis­ fy the B L S T 091 requirement. T h e Black Studies Committee must approve proposals for either the 2-credit honors thesis or the honors courses that will be examined. T hat is usually done in the fall of the student’s senior year. In the case of the thesis, a Black Studies Commit­ tee faculty adviser will be appointed to work with the student. In the spring of the senior year, the student’s honors work will be exam­ ined with a written and/or oral exam by an out­ side examiner. (A n honors thesis may include a videotape or audiotape of a creative perfor­ mance activity in dance or music or other approved creative work.) Art A R T H 025. Arts of Africa A RTH 027. African American Art Black Studies BLST 015. Introduction to Black Studies This course introduces students to the breadth and depth of the discipline of black studies, using primary sources. It begins with an exami­ nation of current debates that define theory, method, and goals in black studies. It also ex­ amines the movement from the more objectcentered A fricana studies to subject- and agentic-oriented black studies that occurred as a result o f the U .S. civil rights and anticolo­ nialist movements in Africa, the Caribbean, and Europe. T he course examines the chal­ lenges that were levied against traditional aca­ demic disciplines with the rise of antiracist scholarship. It briefly examines the conversa­ tion between American, Caribbean, and Afri­ can postcolonialists, and it allows students to delve into some of black studies’ most current and exciting scholarship with a focus on the United States. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . Willie. BLST 091. Special Topics in Black Studies I credit. Spring 2005. Willie. BLST 093. Directed Reading I credit. COURSES Courses in the Black Studies Program are listed later. Courses of independent study, special at­ tachments on subjects relevant to black studies, and courses offered by visiting faculty (those courses not regularly listed in the catalog) may, at the discretion o f the Black Studies Committee, be included in the program. Students who wish to pursue these possibilities should consult with the coordinator of the Black Studies Committee. The following courses may be counted toward a minor in black studies. Descriptions of the courses can be found in each department’s course listings in this catalog. E ach sem ester. Staff Dance D A N C 009. Music and Dance of Africa D A N C 021. History o f Dance: Africa and Asia D A N C 043. African Dance I D A N C 049. Performance Dance: Repertory Section 2 : African. D A N C 053. African Dance II D A N C 078. Dance/Drum Ensemble Economics ECON 073. Race, Ethnicity, and Gender in Economics ECON 082. T he Political Economy of Africa ECON 171. Labor and Social Economics 121 Black Studies ECON 181. Economic Development Education ED U C 066. Race, Ethnicity, and Inequality in Education ED U C 068. Urban Education H IST 053. Topics in African American Women’s History H IST 087. Development and Modem Africa: Historical Perspectives H IS T 137. Slavery: 1550-1865 English Literature H IS T 138. Black Urban Communities: 1800-2000 ENGL 057. T h e African American Writer H IS T 140. T h e Colonial Encounter in Africa ENGL 059. T h e Harlem Renaissance ENGL 060. Sites of Memory: Contemporary African American Writing ENGL 078. T he Black African Writer ENGL 121. T h e Harlem Renaissance and the Jazz Age Linguistics LING 052. Historical and Comparative Linguistics Literature French L ITR 028F. Francophone Cinema: Configurations o f Space in Postcolonial Cinema FREN 025. Introduction au monde francophone L IT R 070F. Caribbean, Guyanese, and French Civilization and Cultures FREN 028. Francophone Cinema: Configurations o f Space in Postcolonial Cinema L IT R 075F. Haiti, the French Antilles, and Guyane in Translation FREN 033. Fictions d’enfance FREN 036. Poésies d’écritures françaises FREN 039. Société, culture et économie politique dans la littérature de l’Afrique de l’Ouest Music M U SI 003. Jazz History M U SI 061. Jazz Improvisation Political Science POLS 033. Race, Ethnicity, and Public Policy FREN 070F. Caribbean, Guyanese and French Civilization and Cultures POLS 034. Race, Ethnicity, Representation, and Redistricting in America FREN 075F. Haïti, the French Antilles and Guyane in Translation PO LS 110. Comparative Politics: Africa FREN 076. Ecritures au féminin FREN 077. Prose Francophone: littérature et société FREN 078. Théâtre, conscience et société FREN 110. Histoires d’îles FREN 112. Ecritures francophones: fiction et histoire dans le monde francophone FREN 114. Théâtre d’écritures françaises FREN 115. Paroles de femmes History H IST 007A . History o f the A frican American People, 1619-1865 H IST 007B. History o f the African American People, 1865-Present H IST 008A . West Africa in the Era o f the Slave Trade, 1500 -1 8 5 0 H IS T 008B . Mfecane, Mines, and Mandela: South Africa From 1650 to the Present 122 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 SO A N 007B . Introduction to Race and Ethnicity in the United States SO A N 007C . Sociology Through African American Women’s Writing SO A N 020B. Urban Education Chemistry and Biochemistry ROBERT F. PASTERNACK, Professor THOMAS A . STEPHENSON, Professor9 KATHLEEN P. HOWARD, Associate Professor1 ROBERT S. PALEY, Associate Professor PAUL R . RABLEN, Associate Professor and Chair STEPHEN T. M ILLER , Assistant Professor EDWARD A . GOODING, Visiting Assistant Professor ROBIN R. KUCHARCZYK, Visiting Assistant Professor VIRGINIA M . INDIVERO, Lecturer MARY E . ROTH, Lecturer and Director of Introductory Laboratories CAROLINE A . BURKHARD, Laboratory Instructor DONNA T. H ALLEY, Laboratory Instructor LORI SONNTAG, Laboratory Instructor J . MATTHEW HUTCHISON, Camille and Henry Dreyfus Fellow DAVID TRIM BLE, Instrument Coordinator KATHRYN R . McGINTY, Administrative Assistant 1 Absent on leave, fall 2004. 3 The objective of the Chemistry and Biochem­ istry Department is to offer effective training in the fundamental principles and basic techniques of science and to provide interested students with the opportunity for advanced work in the main subdisciplines of modem chemistry. and PHYS 0 03, 004 (or 0 07, 008) by the end o f the sophom ore year. In addition, all students must complete CHEM 010/010H, 022, and 034 be­ fore enrolling in a Chemistry and Biochemistry Department advanced seminar. Students are urged to complete these requirements by the fall semester of the junior year. 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 010H. Students not otherwise invited to enroll in CHEM 010H but seeking credit and/or ad­ vanced placement will be required to take a placement examination. Consult with the de­ partment chair. The minimum requirement for a major in chem­ istry is 9 credits in the department. These must include CHEM 010/010H, 022, 032, 034, 038, 045A/B, 046, 050, and one single-credit semi­ nar. Students should note the mathematics and physics prerequisites for Physical Chemistry. Those considering a m ajor in chemistry are strongly urged to com plete MATH 005, 006A , 006B , 018 Absent on leave, 2004—2005. Those students planning professional work in chemistry or biochemistry should include a fourth semester of mathematics and at least 2 additional credits in chemistry in their programs. A ccreditation by the Am erican Chemical Society (A C S) is useful for those who intend to pursue a career in academics or the chemical industry and requires a year of inde­ pendent research through CHEM 094, 096, or 180. In addition, proficiency in reading scientif­ ic German, Russian, or French is an asset to the practicing chemist. T h e 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/SocSci/Education/. Research opportunities with individual staff members are available through CHEM 094, 123 Chemistry and Biochemistry 096, and 180. Majors are encouraged to consult tfee staff about research programs under way. Mathematics courses in linear algebra and mul­ tivariable calculus are prerequisites to this work. Biochemistry Special Major In preparation for a major in chemical physics, students must complete: (1) CHEM 010/010H and 022; (2) PHYS 006, 007, 008 (PH YS 003, 004 can substitute, but the 006, 007, 008 se­ quence is strongly recommended); (3) further work appropriate to the major in either chem­ istry (CHEM 034, 045 and/or 046) or physics (PHYS 014 and 050); and (4) MATH 016 and 018 by the end of their sophomore year. A n ex­ ample of a major in chemical physics is CHEM 022, 034, 045A/B, 046, 050, and 105; and PHYS 0 0 7 ,0 0 8 ,0 1 4 ,0 5 0 ,1 1 1 , and 113. CHEM 096 can be used for laboratory work at the ad­ vanced level, but if a student should choose to opt out of the thesis requirement associated with CH EM 096, this credit must be replaced by ei­ ther CHEM 046, CH EM 050, or PHYS 082. T h e Department of Chemistry and Biochem­ istry and the Department of Biology collaborate to offer a special major in biochemistry (see dis­ cussion o f special major, p. 74), which allows the student to gain a strong background in chem­ istry with special emphasis on the application of chemistry to biochemical and molecular biolog­ ical problems. T h e requirements include CHEM 0 2 2 ,0 3 2 ,0 3 4 , 038, 045A/C, 046, 050, and 108 or 110. Biochemistry majors must also complete either (1) a biochemically related, sophomorelevel biology course with a lab and a biochemi­ cally related, advanced biology seminar with a lab; or (2 ) two biochemically related, sopho­ more-level biology courses (with labs). The term biochem ically 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 biolo­ gy prerequisites for these courses. Those consid­ ering a major in biochemistry are strongly urged to complete the following courses (or their equivalent) by the end of the sophomore yean MATH 005, 006A , 006B , 018 and PHYS 003, 004 (or 0 0 7 ,0 0 8 ). In addition, all students must complete CH EM 010/010H, 022, and 034 be­ fore enrolling in a Chemistry and Biochemistry Department seminar. Students should complete these requirements by the fall semester of the ju­ nior year. Research opportunities are available in both the Biology and Chemistry and Bio­ chemistry departments. Interested students should consult the chairs of the two departments. Chemical Physics Special Major T h e Chemistry and Biochemistry Department collaborates with the Physics and Astronomy Department to offer a special major in chemical physics (see discussion of special major, p. 74), which allows the student to gain a strong back­ ground in the study of chemical processes from a microscopic and molecular viewpoint. T h e spe­ cial major combines course work in chemistry and physics at the introductory and intermedi­ ate 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. 124 Chemistry Minor in Course A chemistry minor in the course program is also available. It is a 5-credit minor plus any prereq­ uisites. T h e chemistry credits must include 010/010H, 022, and 034 plus 2 other credits, one of which must be numbered 040 or higher. CH EM 001, CH EM 050, and research credits (CHEM 0 9 4 ,0 9 6 , and 180) may not be used to frilfrll this requirement. A t least four of the 5 credits must be obtained at Swarthmore. HONORS PROGRAM Fields Available for Examination T h e fields offered by the Chemistry and Biochemistry Department for examination as part of the Honors Program are Topics in Modem Organic Chemistry, Topics in Physical and Biological Inorganic Chemistry, Quantum Chemistry and Spectroscopy, Topics in Bio­ chemistry, and Topics in Modem Biophysical Chemistry. T he department will offer a mini­ mum of three of these preparations during each academic year. In addition, a 2-credit research thesis will be offered during each academic year. A ll honors majors will be required to include a re­ search 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 o f the preparations, these prerequisites in­ clude CHEM 010/010H, 022, and 034; MATH 005, 006A , and 006B; and PHYS 003 and 004 (or their equivalent). Individual preparations carry additional requirements and prerequisites, as noted below: Topics in Modem Organic Chemistry: CHEM 032, 102 (seminar); Quantum Chemistry and Spectroscopy: MATH 0 18 (M ATH 016 , linear algebra recommended), CH EM 105 (seminar); Topics in Physical and Biological Inorganic Chemistry: CHEM 046, 106 (seminar); Topics in Biochemistry: BIOL 001, CHEM 038, (045 A/B or A/C recommended), 108 (seminar); Topics in M odem Biophysical Chemistry: CHEM 038, (045A/B or A/C 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 examination, all chemistry honors majors are required to com­ plete CHEM 010/010H, 022, 032, 034, 038, 045A/B, 046, and 050. Biochemistry Majors The Honors Program in biochemistry will con­ sist of four preparations in at least two depart­ ments as follows: (1) Topics in Biochemistry (CHEM 108) or Topics in Modem Biophysical Chemistry (CHEM 110); (2) one biochem­ ically-oriented preparation from the Biology Department; (3) a 2-credit biochemically ori­ ented research thesis carried out under the su­ pervision of faculty from the Chemistry and Biochemistry and/or Biology departments; and (4) one additional preparation chosen from the Chemistry and Biochemistry Department or the biochemically related preparations offered by Biology and Psychology departments. In addi­ tion to the academic credits that the Honors Program comprises, biochemistry majors are re­ quired to complete CHEM 010/010H, 0 2 2 ,0 3 2 , 034, 038, 045A/C, 046, and 050. Students should note the chemistry, biology, physics, and mathematics prerequisites to these courses and the seminars that are included in the Honors Program. Chemistry Minors AH of the fields available to chemistry and bio­ chemistry majors are available for students who wish to minor in the Chemistry Honors Program, with the exception o f the research thesis. All honors minors must meet the same prerequisite requirements for seminars established by the de­ partment for chemistry and biochemistry majors. COURSES CHEM 001. Chemistry in the Human Environment This course includes the study of the central concepts o f chemistry in the context of current problems that have an impact on the human en­ vironment. Class discussion about the philo­ sophical and public policy aspects of these prob­ lems as well as the chemistry involved is en­ couraged. Assigned reading material will be nonmathematical and emphasize organic and biochemistry as well as general chemical princi­ ples. Students may not receive credit for CHEM 001 if they have received credit for CHEM 010 or CHEM 010H. One laboratory period every second week. N atural S cien ces and Engineering practicum . 1 credit. Spring 2005. Kucharczyk. CHEM 010. General Chemistry A study of the general concepts and basic prin­ ciples of chemistry, including atomic and mole­ cular structure, bonding theory, molecular inter­ actions and the role of energy in chemical reac­ tions. Applications will be drawn from current issues in fields such as organic, polymer, transi­ tion metal, and biological chemistry. F all: One section will be offered in lecture for­ mat and is open to all students. One section will be offered in seminar format and is open to firstyear students only. Spring: One lecture section will be offered in the spring semester with enrollment limited to 25. One laboratory period weekly. N atu ral Sciences and Engineering practicum . 1 credit. F all 2004- Pasternack (lecture); Kucharczyk (seminar). Spring 2005. Staff. 125 Chemistry and Biochemistry CHEM 01 OH. General Chemistry: Honors Course Topics will be drawn from the traditional gener­ al chemistry curriculum but discussed in greater detail and with a higher degree of mathematical rigor. Special emphasis will be placed on the correlation of molecular structure and reactivity, with examples drawn from such fields as biolog­ ical, transition metal, organic, polymer, and en­ vironmental chemistry. Some familiarity with elementary calculus concepts will be assumed. O ne section will be offered in lecture format and one section in seminar format. Both are open to first-year students only. O ne laboratory period weekly. Prerequisite: A score of at least 4 on the Ad­ vanced Placement Chemistry Exam, a score of at least 6 on the International Baccalaureate ad­ vanced chemistry exam, equivalent perfor­ mance on the departmental placement exam, or permission of the instructor. N atu ral S cien ces and Engineering practicum . 1 credit. Fall 2004. Hutchison (lecture); Rablen (seminar). CHEM 022. Organic Chemistry i A n introduction to the chemistry of some of the more important classes of organic compounds; nomenclature, structure, physical and spectro­ scopic properties, methods of preparation, and reactions of aliphatic and aromatic hydrocar­ bons, halides and monofunctional oxygen com­ pounds, with an emphasis on ionic reaction mechanisms. O ne section will be offered in lecture format and is open to all students; one section will be of­ fered in seminar format and is open to first-year students only. O ne laboratory period weekly. Prerequisite: CHEM 022. N atu ral S cien ces and Engineering practicum . 1 credit. Fall 2004. Paley. CHEM 034. Principles of Physical Chemistry A survey o f some basic concepts of physical chemistry, including states of matter, the laws of thermodynamics, chemical equilibria, electro­ chemistry, chemical kinetics, and introductions to quantum theory, atomic and molecular struc­ ture, and spectroscopy. One laboratory period weekly. Prerequisites: CHEM 010/010H; M ATH 005, 006A , 006B; and PHYS 0 0 3 ,0 0 4 (or 0 0 7 ,0 0 8 ). N atu ral S cien ces an d Engineering practicum . 1 credit. F all 2004- Gooding. CHEM 038. Biological Chemistry A n introduction to the chemistry of living sys­ tems: protein conformation, principles o f bio­ chem ical preparation techniques, enzyme mechanisms and kinetics, bioenergetics, inter­ mediary metabolism, and molecular genetics. One laboratory period weekly. Prerequisite: CHEM 032 (BIO L 001 recom­ mended). N atu ral Sciences and Engineering practicum . 1 credit. Spring 2005. Miller. CHEM 045A. Intermediate Physical Chemistry I Continued discussion of the principles intro­ duced in CHEM 034, focusing on thermody­ namics, the properties of condensed matter, and nonideal systems. Prerequisite: CHEM 010/010H or the equiva­ lent. One laboratory period weekly. N atu ral S cien ces an d Engineering practicum . 1 credit. N atu ral S cien ces an d Engineering practicum . 0 .5 credit. Spring 2005. Rablen. Spring 2005, first half. Gooding. CHEM 032. Organic Chemistry il CHEM 045B. Intermediate Physical Chemistry II Prerequisites: CHEM 034 and M ATH 018. 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. Continued discussion o f the principles intro­ duced in CH EM 034, focusing on chemical bonding, spectroscopic methods, statistical ther­ modynamics, and chemical reaction dynamics. O ne laboratory period weekly. One laboratory period weekly. 126 Prerequisites: CHEM 034 and MATH 018. N atural Sciences and Engineering practicum . 0 .5 credit. Spring 2005, second half. Gooding. CHEM 045C. Biophysical Chemistry Continued discussion of the principles intro­ duced in CHEM 034, focusing on the applica­ tion of physical chemistry to the study o f bio­ logical problems such as the determination of macromolecular structure and the measurement of both intramolecular and intermolecular in­ teractions important in stabilizing biological structures. One laboratory period weekly. Prerequisites: CHEM 034 and 038. N atural Sciences and Engineering practicum . 0 .5 credit. Spring 2005, second half. Howard. CHEM 046. Inorganic Chemistry A study o f the structure, bonding, and reactivi­ ty of inorganic compounds with emphasis on the transition metals. Included in the syllabus are discussions of crystal and ligand field theo­ ries, organometallic chemistry, and bioinorganic chemistry. T he laboratory component empha­ sizes the synthesis, spectroscopy, and magnetic properties o f transition metal complexes includ­ ing organometallic substances and ones of bio­ chemical interest. One laboratory period weekly. Prerequisite: CHEM 034. N atural Sciences and Engineering practicum . I credit. Spring 2005. Pasternack. CHEM 050. Advanced Laboratory in Chemistry and Biochemistry This laboratory-intensive course centers on modem instrumental methods. Approximately five hours of laboratory and one to two hours of class work each week. Prerequisites: CHEM 032 and either 038 or 046. Prior or concurrent registration in CHEM 034 is required. Writing course. N atural Sciences and Engineering practicum . 1 credit. Fall 2004. Rablen (organizer); Staff. SEMINARS T h e following single-credit seminars may be taken for credit toward a degree in course or for papers in the External Examination Program. Ail students should note that CH EM 0 1 0 , 022, and 034 constitute a minimum set o f prerequisites fo r enrollm ent in any Chem istry and Biochemistry D epartm ent sem inar. These requirements should be completed by the end of the fall semester of the junior year. Individual seminars carry addi­ tional prerequisites, as listed here. CHEM 102. Topics in Modern Organic Chemistry This course will address selected advanced top­ ics of current interest in the field of synthetic or­ ganic chemistry. Material will largely be drawn from the current research literature and will likely include such topics as the applications of stoichiom etric and catalytic organometallic chemistry, the control o f relative and absolute stereochemistry, the use o f “organocatalysts,” and carbohydrates. T h e total synthesis o f architecturally challenging natural products will serve to highlight the application o f these technologies. Additional prerequisite: CHEM 032. 1 credit. Spring 2005. Paley. 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 mole­ cular symmetry and group theory, will be applied to the study of atomic and molecular spectroscopy. Additional prerequisite: M ATH 018. Some familiarity with linear algebra will be useful. 1 credit. N ot offered 2004-2005. CHEM 106. Tuples in Physical and Biological Inorganic Chemistry This seminar begins with a review of some o f the theory and methods used to probe inorganic ma­ terials (e.g., group theory, ligand field theory, spectroscopy, and kinetics and mechanisms). Topics for further discussion will include substi­ tution and redox reactions with application of the Marcus theory, inorganic clusters, organo- 12 7 Chemistry and Biochemistry metallic chemistry, and bioinorganic chemistry. Additional prerequisite: CH EM 046. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . CHEM 108. Topics in Biochemistry Physical methods used to study high-resolution biomacromolecular structure will be discussed, using examples from the primary literature. Techniques used to measure the forces stabiliz­ ing intramolecular and intermolecular interac­ tions and their application to proteins, nucleic acids, carbohydrates, and lipid membranes will be included. R ecent 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 di­ verse approaches to the study of biomolecular recognition. Additional prerequisites: CHEM 038 and BIOL 001. (Prior or concurrent enrollment in BIOL 010 or 014 or 016 or 017 and/or CH EM 045A/B or A/C is recommended). 1 credit. F all 2004. Miller. CHEM 1 1 0 . Topics in Modern Biophysical Chemistry A n introduction to the interdisciplinary field of biophysical chemistry in which biological sys­ tems are explored using the quantitative per­ spective of the physical scientist. Additional prerequisite: CH EM 038. Prior or concurrent enrollment in CHEM 045A/B or A/C is recommended. 1 credit. Spring 2005. Howard. STUOENT RESEARCH take this course should consult with the staff during the preceding semester concerning prob­ lem areas under study. T his course may be elected more than once. 0 . 5.or 1 credit. E ach sem ester. Staff. CHEM 096. Research Thesis Chemistry and biochemistry majors will be pro­ vided with an option of writing a senior research thesis in lieu of taking comprehensive examina­ tions. Students are strongly urged to participate in on-campus research during the summer be­ tween their junior and senior years. T he student will form an advisory committee to consist of (but not be limited to) two members o f the Chemistry and Biochemistry Department, one of whom is to act as the student’s research men­ tor. 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 ac­ tivity must be submitted before the last week of classes o f the final semester. Guidelines for the preparation of the thesis will be provided to the student. 1 credit. E ach sem ester. Staff. CHEM 180. Research Thesis A n opportunity for students in the External Examination Program to participate in research with individual staff members. T he thesis topic must be chosen in consultation with some mem­ ber o f the staff and approved early in the semes­ ter preceding the one in which the work is to be done. 1 credit. E ach sem ester. Staff. A ll students who enroll in one or more research courses during the academic year are required to attend weekly colloquium meetings and present the results of their work during the spring semester. CHEM 094. Research Project This course provides the opportunity for quali­ fied students to participate in research with in­ dividual staff members. Students who propose to 128 Classics WILLIAM N . TURPIN, Professor ROSARIA V. MUNSON, Professor and Chair GRACE M . LEDB ETTER , Associate Professor DEBORAH BECK, Assistant Professor1 JOANNE MIRA SEO, Visiting Instructor DEBORAH SLOM AN, Administrative Assistant 1 Absent on leave, 200 4 -2 0 0 5 . Classics is the study of the ancient Greeks and Romans: their languages, literatures, philoso­ phies, cultures, and histories. T he Department of Classics offers majors and minors in Greek, Latin, and A ncient History; only the minor in Ancient History requires no work in each 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 col­ lege. Those who begin a language at Swarthmore start to read ancient texts such as Plato and Catullus by the end of their first year. After two or three more semesters, students are usual­ ly prepared for 2-credit seminars, which cover significant quantities of text (e.g., all of the Odyssey or the A eneid), and discuss them in some depth. Greek and Latin are studied in courses num­ bered from 001 to 019 and in seminars; they count for distribution credit in humanities. Courses listed as Classics (designated C L A S and numbered 020 and over) are taught entirely in English and require no knowledge of Greek or Latin. Classics courses (C L A S ) listed as Literature in Translation courses count for dis­ tribution credit in humanities. Classics courses listed as Ancient History courses count for dis­ tribution credit in social sciences; they also serve as prerequisites for certain advanced cours­ es in the Department of History and can be part of a major in that department. The Department of Classics 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 an­ cient city; they also take field trips in Rome, Pompeii, and Sicily. Classics students are eligi­ ble for the Susan P. Cobbs Scholarship, the Susan P. Cobbs Prize Fellowship, and the Helen F. North Award for study abroad or for intensive language study in the summer. T he Classics Department participates in the Medieval Studies Program, the Women’s Studies Program, the comparative literature major, and a special major in linguistics and languages. REQUIREMENTS AND RECOMMENDATIONS Major and Minor Greek, Latin, or ancient history may be a stu­ dent’s major or minor subject in either the course or the Honors Program. A major in Greek consists of at least 8 credits in Greek beyond GREK 001—002 and at least three seminars. A major in Latin consists of at least 8 credits in Latin beyond LATN 0 0 1 -0 0 2 and at least three seminars. A major in ancient history consists of four ancient history courses (C LA S 031, 032, 038, 042, 044, or 056); a 1-credit at­ tachment to any of those history courses; anoth­ er attachment to a second course or else any other course in ancient history or classical civi­ lization; and a Latin or Greek seminar, prefer­ ably LATN 102, LATN 105, or G REK 113. Admittance to seminars is based on the stu­ dent’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 exami­ nation, including written final examinations in three fields (usually corresponding to seminars 129 Classics taken) and an oral examination. Course majors in A ncient History will take written examina­ tions on Greek and Roman history. T h e oral ex­ amination will be based on these examinations 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; in addition, 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 attach­ ment to one of them. T h at attachment will be presented to members of the department for evaluation and oral examination. Advanced Placement One credit in Latin (and thus humanities) is awarded for one or more Advanced Placement examinations with a grade o f 5 or for compara­ ble results on an International Baccalaureate examination or the equivalent. This credit may also be counted toward a major or minor in Latin. Honois Program For a major in Greek or Latin, preparation for honors examinations will normally consist of three seminars (students may take a fourth sem­ inar in the major but not for external examina­ tion). A student minoring in Greek or Latin will take one external examination based on one seminar. Minors are, however, strongly encour­ aged to take more than one seminar, in order 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 mi­ noring in ancient history will take three courses in ancient history and add an attachment to one of them. T hat course-plus-attachment will be the preparation for the external 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. T he student is free to submit the paper with minor or major revisions or no revisions at all. T h e department suggests a word limit o f 1,500 to 2,500 words as an appropriate guideline, al­ though there are no absolute limits (except the senior honors studies [SHS] limit o f 4,000 130 words). SH S is not required when an honors preparation is a course with an attachment. T he portfolio sent to examiners will contain the seminar papers, together with syllabi and related materials, if any, from the instructors. A combi­ nation of (three-hour) written and oral exami­ nations will be the mode o f 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 o f the language and are introduced to the culture and thought of the Greeks. T he course typically ends with a short dialogue of Plato. T he course meets four times a week and carries 1.5 credits each semester. No assumption exists that students have studied Latin. Students who start in the GREK 0 01-002 se­ quence must pass G REK 002 to receive credit for GREK 001. H um anities. 1.5 credits. Year course 2 0 0 4 -2005. Munson, Turpin. GREK 010. Greek Prose Composition Extensive translation of English into Greek. Meets one hour per week. H um anities. 0 .5 credit. N ot offered 2004—2005. GREK 0 1 1 . Intermediate Greek T he chief reading is usually a work of Plato. The course emphasizes both language skills and the discussion of literature and philosophy. Other readings may include selections from the Greek historians, orators, or tragedians (e.g., Euripides’ M edea). H um anities. 1 credit. Fall 2004. Munson. GREK 012. Homer Selections from either the Iliad or the Odyssey are read in Greek; the remainder of the poem is read in translation. H um anities. 1 credit. Spring 2005. Ledbetter. GREK 013. Plato and Socrates should consult with the department first. The course will focus on one or more dialogues of Plato and will examine Plato’s use of the dia­ logue form both as a literary and a philosophical device. In addition, we will explore the question of the historic Socrates and his relationship to the culture of fifth-century Athens and the Sophistic movement in particular. H um anities. 1 credit. Prerequisite: GREK 011 or the equivalent. Humanities. 1 credit. Not offered 2004—2005. GREK 093. Directed Reading Independent work for advanced students under the supervision of art instructor. 1 credit. Spring 2005. Turpin. LATN 0 1 1 . Introduction to Roman Poetry After a review of grammar, students read and discuss some of the major poets of the Golden Age of Roman literature (e.g., Catullus, Ovid, and Vergil). T h e course emphasizes both lan­ guage skills and literary criticism, focusing on the special characteristics and concerns of Roman poetry. Prerequisite: Normally taken after LATN 002 or three to four years of high school Latin. H um anities. 1 credit. Fall 2004. Seo. LATN 013. Literature nf the Augustan Age LATIN LATN 0 0 1- 002. Intensive First-Year Latin Students learn the basics o f the language, begin reading major classical writers, and are intro­ duced to the culture and thought o f the Romans. T he course meets four times a week and carries 1.5 credits each semester. Students who start in the LATN 0 01-002 se­ quence must pass LATN 002 to receive credit for LATN 001. Humanities. 1.5 credits each sem ester. Year course 2 0 0 4 -2 0 0 5 . Munson, Turpin. LATN 009. Latin Prose Composition Extensive translation of English into Latin. Meets one hour per week. Humanities. 0 .5 credit. Not offered 2004-2005. LATN 010. Introduction to Roman Prose This course integrates a review of basic Latin grammar with close readings of some of the major prose authors of the Roman Republic or of the Imperial period. A ttention is given to vo­ cabulary 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 in­ terests of students and instructor. T he course is intended for students who have completed LATN O il or the equivalent. Students with three or four years of high school Latin are en­ couraged to consider taking this course, but Selected readings of the elegiac poets Propertius and Ovid. Topics will include tensions between the priorities of Augustus and the concerns of love elegists, the portrayal of the lover-poet and the mistress, and the genre of love elegy. Prerequisite: LATN 011 or its equivalent. H um anities. 1 credit. Fall 2004. Seo. 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 011 or its equivalent. H um anities. 1 credit. N ot offered 2 0 0 4 -2005. LATN 015. Latin Elegy Selected readings in the Latin poetry of love and death. Authors may include Propertius, Tibullus, Sulpicia, and Ovid as well as some of the later elegists. Prerequisite: LATN 011 or its equivalent. H um anities. 1 credit. N ot offered 2004—2005. LATN 0 17. Latin Poetry and the Modernists This course explores Latin poems influential in the creation of the modernist verse of, in partic­ ular, Ezra Pound, and T.S. Eliot. T h e Latin texts are read in the original, for their own sake and in their own context. But we also explore the 131 Classics readings given them by the modernists, in an at­ tempt to assess the uses and importance of their common literary tradition. Prerequisite: LATN 011 or its equivalent. H um anities. 1 credit. N ot offered 2 0 0 4 -2005. 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. T he 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. H um anities. 1 credit. N ot offered 2004 -2 0 0 5 . LATN 093. Directed Reading Independent work for advanced students under the supervision of an instructor. 1 credit. CLAS 032. The Roman Republic This course studies Rome from its origins to the civil wars and the establishment of the principate of Augustus (7 5 3 -2 7 B.C .). Topics include the legends of Rome’s foundation and o f its re­ publican constitution; the conquest of the Mediterranean world, with special attention to the causes and pretexts for imperialism; the political system o f the Late Republic, and its collapse into civil war. W riting course. Social sciences. 1 credit. Spring 2005. 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 af­ fected all of these and shaped the Greek world in the fifth and early fourth centuries B.C. Social sciences. 1 credit. N ot offered 2004-2005. CLAS 044. The Early Roman Empire ANCIENT HISTORY A ll o f the courses in ancient history are distrib­ utions in social sciences. They also count as prerequisites for advanced courses in the Department of History and as part o f a major in history. CLAS 031. Greece and the Barbarians This course studies the political and social his­ tory of Greece from the Mycenaean Age to the creation of the A thenian Empire of Pericles. Topics will include the Trojan War, the origins of hoplite warfare, the rise of the Greek citystate, and the ideal o f personal freedom. Particular attention will be given to the con­ nections between Greeks and non-Greeks and to the Greek perceptions of their “barbarian” neighbors. Readings include Homer, Hesiod, the lyric poets (including Sappho), and Herodotus. W riting course. Social sciences. 1 credit. Fall 2004. Turpin. 132 A detailed study of the political, economic, so­ cial, and cultural history of the Roman world from the fall o f the Republic through the Antonine Age (50 B .C .-A .D . 192). Ancient authors read include Petronius, Apuleius, Suetonius, and, above all, Tacitus. Social sciences. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . CLAS 056. Pagans and Christians in the Roman Empire This course considers the rise o f Christianity and its encounter with the religions and the po­ litical institutions of the Roman Empire. It ex­ amines Christianity in the second and third centuries of the Common Era and its relation­ ship with Judaism, Hellenistic philosophies, state cults, and mystery religions, and concen­ trates on the various pagan responses to Christianity, from conversion to persecution. A ncient texts may include Apuleius, Lucian, Marcus Aurelius, Porphyry, Justin, Origen, Lactantius, Tertullian, and the Acts o f the Christian M artyrs. No prerequisite exists, though C L A S 044 (Early Roman Empire) and RELG 004 (New Testa­ ment and Early Christianity) provide useful background. CLAS 020. Plato as Philosophy and Literature Social sciences. 1 credit. (Cross-listed as PHIL 020) Not offered 2004-2005. A n examination o f Plato’s ethical, metaphysi­ cal, and epistemological thought including the cultural and historical setting of the dialogues, the emergence of philosophy from literary/ mythological tradition, the relation between literary form and philosophical argument, and Socrates and Plato in current philosophical traditions. CLAS 066. Rome and Late Antiquity This course will consider the history of the Roman Empire, from its near collapse in the third century A.D. through the “conversion” of Constantine and the foundation of Constanti­ nople to the sack of Rome by Alaric the Visigoth in 410 A .D. Topics will include the so­ cial, political, and military aspects of this strug­ gle for survival as well as the religious and cul­ tural 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. Social sciences. 1 credit. Not offered 2004 -2 0 0 5 . CLAS 093. Directed Reading Independent work for advanced students under the supervision of an instructor. 1 credit. H um anities. 1 credit. N ot offered 2 0 0 4 -2005. CLAS 033. Homer and Greek Tragedy T he 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. W e place them into their cultural and performance con­ texts and discuss their exploration o f such fun­ damental human issues as the relations between humans and divinity, individual and state, and men and women as well as their differing concep­ tions of the hero. Readings include the Iliad and Odyssey and plays by Aeschylus, Sophocles, and Euripides, no prior knowledge of which is assumed. H um anities. 1 credit. LITERATURE IN TRANSLATION N ot offered 2 0 0 4 -2 0 0 5 . CLAS 034. Women in Classical Literature CLAS 0 1 1 . First-Year Seminar: Persuasion and Power in Ancient Greece This course will study the craft of public speak­ ing in ancient Greece and its role in the forma­ tion of a civic identity, democratic deliberation, and judicial proceedings. Readings will include authoritative utterances o f Homeric heroes (Achilles in the Iliad), rhetorical displays of sophists and politicians (Gorgias, Antiphon, Pericles in Thucydides, Demosthenes), and court speeches (Lysias). W e will also examine the first theoretical formulations by Plato, Aristotle, and others on the goals and instru­ ments of rhetoric. W e will explore ancient exemplars also in the light of modem political discourse. Writing course. Humanities. 1 credit. Fall 2004. Munson. Helen, Penelope, Clytemnestra, Electra, Antigone, Deianira, Medea, Phaedra, Ariadne, and Dido— these Greek and Roman women, ad­ mirable or dangerous— are among the most complex literary creations of any period. This course concentrates on the representations of women in the epic poems and dramas of Greece and Rome, but it also explores the relation be­ tween such portrayals and the lives of actual women in those societies. H um anities. 1 credit. N ot offered 2004-2005. CLAS 036. Classical Mythology T he myths of the Greeks and Romans are cen­ tral to the study of the ancient world and have had an enormous influence on subsequent liter­ ature and other arts. This course examines se­ lected myths in the works of major authors of Greek and Latin literature, including Homer, Vergil, Ovid, Aeschylus, Sophocles, and Eurip­ ides as well as representations of mythological 133 Classics stories and characters in the visual arts. T he course will also cover several modem theoretical approaches to the study of myth. H um anities. I credit. Spring 2005. Seo. CLAS 060. Dante and the Classical Itadition This course explores the ways in which Dante and other 14th-century Italian authors reinter­ preted the classical tradition to create revolu­ tionary works o f immense influence for later times. T h e entire D ivine C om edy and possibly selections from Petrarch and Boccaccio are read in English. H um anities. 1 credit. N ot offered 2 0 0 4 -2005. CLAS 093. Directed Reading Independent work for advanced students under the supervision of an instructor. 1 credit. LATN 105. The Fall of the Roman Republic This seminar examines Latin texts from the traumatic period of the Late Republic (70-40 B.C .). It focuses on the social and political crisis of the period as well as its connections with the artistic and philosophical achievements of the first great period of Latin literature. Authors may include Lucretius, Catullus, Caesar, Cicero, and Sallust. 2 credits. Fall 2004- Turpin. LATN 1 0 7 . Horace T h e seminar emphasizes the O des and Epodes and their place in the tradition o f Greek and Roman lyric poetry. A ttention is also given to the Satires and E pistles, including the Ars Poetica, and to their importance for the history of satire and literary criticism. A n effort is made to grasp the totality of Horace’s achievement in the context of the Augustan Age. 2 credits. N ot offered 2 0 0 4 -2005. SEMINARS L A T N 102. The Roman Emperois 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 to­ ward 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. LATN 109. The Latin Novel This course will focus on one or both o f the two surviving Latin novels, the Satyrica of Petronius and the M etam orphoses of Apuleius; other works of Apuleius, especially his Apology, may also be included, as well as the extant Greek novels, in translation. T h e seminar will discuss modem critical approaches to these complex texts, and will also consider them as documents of the social world of the Roman empire. Among the issues to be addressed will be the nature of Roman satirical writing, the use of allegory, and the connections between Roman fiction, reli­ gion, and philosophy. N ot offered 2 0 0 4 -2005. 2 LATN 103. Latin Epic N ot offered 2004-2005. This seminar usually focuses on Vergil’s A eneid, although it may include other major Latin epics. 2 credits. Spring 2005. Seo. LATN 104. Ovid This seminar is devoted to the M etam orphoses, which is read against the background o f Ovid’s Roman and Greek literary predecessors. 2 credits. N ot offered 2 0 0 4 -2005. 134 credits. GREK 1 1 1 . Greek Philosophers This seminar examines the development of G reek philosophy from the Presocratics, through Socrates, Plato, and Aristotle. Topics include philosophy’s opposition to the mythical/ literary tradition, Plato vs. Aristotle on the good life, and the origin o f conceptions of reality. 2 credits. F all 2004. Ledbetter. GREK 1 1 2 . Greek Epic This seminar studies either the entirety of Homer’s O dyssey in Greek or most o f the Iliad. 2 credits. Spring 2005. Munson. GREK 1 1 3 . Greek Historians This seminar is devoted to a study of Herodotus and Thucydides, both as examples of Greek his­ toriography and as sources for Greek history. 2 credits. Not offered 2004 -2 0 0 5 . GREK 1 1 4 . Greek Drama This seminar usually focuses on one play by each of the major tragedians— Aeschylus, Sophocles, and Euripides. O ther plays are read in transla­ tion. T he works are placed in their cultural set­ ting and are discussed as both drama and poetry. 2 credits. Not offered 2004-2005. Cognitive Science Coordinator: FRANK H . DURGIN (Psychology) Committee: Alan Baker (Philosophy) David Harrison (Linguistics) Ed KakO (Psychology) Lisa Meeden (Computer Science) Kathy Siwicki (Biology) T he minor in cognitive science has been devel­ oped to guide the programs of those who are in­ terested in the interdisciplinary study o f the mind, brain, and language, with an emphasis on formal structure and computation. T h e Cogni­ tive 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 sim­ plest is to indicate and explore a particular in­ terest in cognitive science. W hatever your major, a minor in cognitive science indicates a kind of specialized interest and developing ex­ pertise. 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. W e conceive of cognitive science as a loose fed­ eration of six specific disciplines. T he disciplines included are neuroscience (biology or psycho­ biology), computer science (including computer engineering), linguistics, mathematics and sta­ tistics, philosophy, and cognitive psychology. To demonstrate breadth, students minoring in cog­ nitive science are required to complete at least 2 credits in three of these six disciplines (see the list o f courses). Students who wish to use 2 cred­ its in mathematics and statistics as one of their disciplines for a cognitive science minor must choose 2 credits from a single subarea of mathe­ matics 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 Eight credits are required for the minor. One of these is a required introductory course, one is a capstone thesis, and the remaining six are to be distributed across three different disciplines as described subsequently. Because several of these credits may also count toward the student’s major field, only 5 credits need to be earned out­ side the major in many cases. In addition to fulfilling these breadth require­ ments, students must indicate one cognitive sci­ ence field in which they have substantial depth of preparation. Such depth can be documented by completion of at least four courses from with­ in a cognitive science discipline (even if some of those courses are not directly related to cogni­ tive science). Alternative curricular and ex­ tracurricular ways of fulfilling the depth require­ ment may be discussed with the coordinator. Honors Minor To complete an honors minor in cognitive sci­ ence, students must complete all requirements listed earlier. T h e honors preparation for the minor will normally be a 2-credit unit approved by the relevant department from courses listed for the minor. T he minor preparation must be within a discipline that is not the student’s hon­ ors major. Students are encouraged to develop an appropriate preparation in consultation with the coordinator. A ll minors must normally take Introduction to Cognitive Science. COGS 001. Introduction to Cognitive Science A n introduction to the science of the mind from the perspective of cognitive psychology, linguistics, neuroscience, philosophy, and artifi­ cial intelligence. T h e course introduces students 136 to the scientific investigation o f such questions as: What does it mean to think or to have con­ sciousness? C an a computer have a mind? W hat does it mean to have a concept? W hat is lan­ guage? W hat kinds of explanations are necessary to explain cognition? Linguistics LING 040/108. Semantics LING 043/106. Morphology and the Lexicon LING 045/105. Phonetics and Phonology LING 050/109. Syntax I credit. Mathematics and Statistics Spring 2005. Harrison. T h e subareas of mathematics and their eligible seminars and courses are the following: In addition, all minors must normally complete a 1-credit thesis in cognitive science in their se­ nior year. This credit may either overlap with (be embedded within) a thesis in the major de­ partment, or it may be independent (C O G S 090). In either case, nonhonors theses in cogni­ tive science will normally be examined by Cognitive Science Committee members from within at least two different departments to ful­ fill this requirement. Algebra: MATH 0 3 7 ,0 4 8 ,0 4 9 , and 102 A nalysis: MATH 030, 0 4 7 ,0 8 1 ,0 8 5 ,1 0 1 , and 103 D iscrete M athem atics: MATH 0 0 9 ,0 4 6 , 065, and 072 G eom etry: MATH 045 and 106 Statistics: STA T 0 0 2 ,002C , 027, and 053; MATH 105 and STA T 111 COGS OSH). Senior Thesis Topology: MATH 010 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. Neuroscience 1 credit. BIOL 022. Neurobiology PSYC 030. Physiological Psychology PSYC 130. Physiological Seminar BIO L 123. Learning and Memory Each sem ester. Staff. Philosophy The remaining 6 required credits are to be dis­ tributed equally among three different disci­ plines of cognitive science. T h at is, 2 credits of listed courses from each of three o f the six disci­ plines must be completed. T he list of courses currently approved as cognitive science courses is rather selective because it is intended to focus students on the most essential cores o f cognitive science within each discipline. There are many more courses taught on campus that are closely relevant to cognitive science. This list is subject to periodic re-evaluation. PHIL 012. Logic Computer Science/Computer Engineering PSYC 039. Developmental Psychology C PSC 022. Structure and Interpretation of Computer Programs PHIL 024/113. Theory of Knowledge PHIL 026/116. Language and Meaning PHIL 086. Philosophy of Mind and Psychology PHIL 118. Philosophy of Psychology Psychology PSYC 032/132. Perception PSYC 033/133. Cognitive Psychology PSYC 034/134. Psychology of Language/Psycholinguistics PSYC 043. Evolutionary Psychology ENGR 027/CPSC 027. Computer Vision CPSC 063. Artificial Intelligence ENGR 028/CPSC 081. Robotics C PSC 128/PSYC 128. Computational Models of Learning 137 Comparative Literature Coordinator: CAROLYN LESJAK (English Literature)1* Committee: Alan BerkOWitZ (M odem Languages and Literatures, Chinese) Jean-Vincent Blanchard (M odem Languages and Literatures, French) Elizabeth Bolton (English Literature) Edmond Campos (English Literature)’ Marion J . Faber (M odem Languages and Literatures, German) Sibelan Forrester (M odem Languages and Literatures, Russian) Maria Luisa Guardiola (M odem Languages and Literatures, Spanish) Alien Kuharski (Theater)1 George Moskos (Modem Languages and Literatures, French) Rosaria V. Munson (Classics) Philip M . Weinstein (English Literature) Hansjakob Werlen (M odem Languages and Literatures, German) 1 Absent on leave, fall 2004. 3 A bsent on leave, 2 0 0 4 -2 0 0 5 . * W ill remain coordinator while on leave from English Department. T h e comparative literature major is adminis­ tered by a Comparative Literature Committee made up of the coordinator and faculty repre­ senting the Classics, English Literature, Modem Languages and Literatures, and Theater depart­ ments. T h e basic requirement for the major is w ork in two literatures in the original language. study is based. T h e student will also submit a six- to 10-page writing sample from a previous­ ly completed course. T he committee will review the proposal and the essay and advise the student. T h e 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. N ot for everyone, this major assumes a fair degree of discipline, inde­ pendence, and self-motivation on the part of the student, especially in the development and writing of the thesis. In planning a comparative literature major, stu­ dents 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 lan­ guage numbered O il or above are counted as constituents o f the comparative literature major. O f English courses numbered 009A -Z , only one may be counted for the major. Students applying for the major will submit to the comparative literature coordinator a pro­ posal o f integrated study that sets forth the courses and/or seminars to be taken and the principle of coherence on which the program of 138 N ote: In lieu of a regular course, the Compar­ ative Literature Committee will consider pro­ posals 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 orig­ inal languages, including a substantial con­ centration of work— normally four or five courses— in each of the literatures. T he the­ sis (described later) does not count toward these 10 credits. Students working entirely in languages other than English may propose one course in translation as a part of their program, as long as it is deeply relevant to their plan o f study. Students working in English and any lan­ guage other than Chinese must do all of their work in the original languages. Because of the special demands o f Chinese language and literature, students working in Chinese may propose a program based on attach­ ments (in Chinese) to literature courses taught in translation. 2. A 1- or 2-credit thesis of 5 0 to 60 pages, cov­ ering 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 committee may ask that the thesis be written in whole or in part in the language of a liter­ ature studied other than English. 3. An oral com prehensive exam ination, one to 1.5 hours in length, at the end of the senior year, based on the thesis and on the courses and seminars comprising the major. Major or Minor in the Honors Program Major Four 2-credit preparations in at least two litera­ tures in the original language, one o f which is a thesis. O ne o f the preparations may be used as an independent minor (in Russian or German studies, for instance) if the minor’s departmen­ tal requirements have been met. Minors requir­ ing unrelated preparations such as biology or psychology are not allowed. A ll four honors preparations are necessary components of the comparative literature honors major. Minor A 2-credit thesis o f 5 0 to 60 pages, integrating preparations that have been done in two litera­ tures in the original language. Prerequisite for Adm ission into the Honors Program Successful completion of an advanced course in literature in each of the literatures of the stu­ dent’s program of study. A minimum grade of a B is required. Mode of Exam ination parative Literature Committee before the o f the junior year to review and assess the dent’s program. A t this time, both course honors majors will submit thesis proposals propose faculty advisers. end stu­ and and T h e 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. SAM PLE: COMPARATIVE LITERATURE COURSE M AJOR Focus: The Black Atlantic Courses ENGL 005E. T h e Subject in Question FREN 012L. Introduction à l’analyse littéraire ENGL 054. Faulkner, Morrison, and the Representation of Race FREN 025. Centers and Peripheries in the Francophone World ENGL 059. T h e Harlem Renaissance FREN 077. Prose Francophone: littérature et société ENGL 078. Black African Writer FREN 110. Écritures françaises hors de France (Caribbean) ENGL 086. Postcolonial Theory and Literature 1-credit thesis. SAM PLE: COMPARATIVE LITERATURE HONORS MAJORS Focus: Modernism C ou rses G ERM 013. Introduction to German Literature For each preparation, a three-hour written ex­ amination prepared by the external examiner and a 30-minute oral based on the contents of the written examination. G ERM 052. T h e Body Machine: Deconstructing the Body Politic in Postwar German Drama Procedures for A ll M ajors EN G L 053. American Poetry ENGL 045C C . Modem British Poetry All majors will meet with members of the Com­ 139 Comparative Literature Sem inars EN G L 115. Modem Comparative Literature EN G L 121. T h e Harlem Renaissance and the Jazz Age G ERM 109. Rise of the Modem German Novel 2-credit thesis. SAM PLE: COMPARATIVE LITERATURE HONORS MINOR Background Courses G ERM 013. Introduction to German Literature G ER M 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. 140 Computer Science CHARLES F. KELEM EN , Professor and Chair LISA M EED EN , Associate Professor3 TIA NEW HALL, Assistant Professor RICHARD WICENTOWSKI, Assistant Professor BEHJAMIN A . KUPERM AN, Visiting Instructor JE FFR EY KNERR, System Administrator BRIDGET M . ROTHERA, Administrative Assistant 3 Absent on leave, 2 004-2005. Computer science is the study o f algorithms and their implementation. This includes the study o f computer systems; methods to specify algorithms (for people and computer systems); and the formulation of theories and models to aid in the understanding and analysis o f the properties o f algorithms, computing systems, and their interrelationship. mental ideas in computer science while building skill in software development. This course is ap­ propriate for all students who want to write pro­ grams and are comfortable with computers. This course is usually the first one for computer sci­ ence majors and minors. Students with advanced placement credit or extensive programming ex­ perience may be able to place out of this course. The computer science program is designed to provide students with a flexible set of comput­ ing choices that can be tailored to satisfy var­ ious interests and depths o f study. A ll the courses emphasize the fundamental concepts of computer science, treating today’s languages and systems as current examples of the underly­ ing concepts. T he computer science laboratory provides up-to-date software and hardware fa­ cilities. Three entry points to the computer sci­ ence curriculum are available at Swarthmore. C P SC 022: Structure and Interpretation of Computer Programs is designed for students who plan to take several courses in computer science. This course is a fast-paced introduction to the kind o f abstraction used in all areas of computer science. A dialect o f LISP will be used. This course is the best first selection for students who intend to be computer science majors or minors and are fluent in a language such as C and feel comfortable about their abil­ ities. FIRST-YEAR COURSES I I CPSC 015: Privacy and Trust in Cyberspace is a first-year seminar that is offered each fall and is designed for students who are interested in learning about computer science. No program­ ming experience is required. Students who want to learn how to program should start with CPSC 021: Students with considerable pro­ gramming experience may place out of C P SC 021 and begin in C P SC 022. Students who are unsure where to start should consult with a faculty member o f the Computer Science Department. I J CPSC 021: T he Imperative Paradigm: U N IX and C falls between C P SC 015 and C P SC 022 in pace. No previous experience with computers is necessary. C P SC 021 will introduce funda­ Students or advisers who want more advice on placement in computer science courses should feel free to contact any computer science facul­ ty member by phone or in person. T h e Computer S cien ce 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 o f 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 both C P SC 022 and C P S C 035 sometime in their first three se­ mesters at Swarthmore. T h e minor in comput­ er 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 o f a major. Students completing the minor will possess intellectual skills that are useful in many disciplines. 141 Computer Science Students electing to do a major or minor in computer science must have a grade-point av­ erage o f B or better in C P SC 021 (if exempted from C P SC 021, then replace it with another computer science course other than C P SC 015), C P SC 022, and C P SC 035. REQUIREMENTS Majors T h e following are the requirements for a major in computer science: A . Two mathematics courses numbered above 0 08 (M ATH 0 09 and M ATH 016 recom­ mended). B. Each o f C P S C 021, C P SC 022, C P SC 025, C P S C 035, C P SC 046, and C P SC 097. C . Three of C P S C 024, C P SC 027, C P SC 040, C P SC 041, C P SC 043, C P S C 044, C P SC 045, C P SC 063, C P SC 065, C P SC 075, C P S C 081, C P S C 085, C P SC 91, C P SC 93, C P SC 129, and C P SC 140. Minors T h e following are the requirements for a minor in computer science: A . O ne mathematics course numbered above 008 (M ATH 009 recommended). B. Each of C P SC 021, C P S C 022, C P SC 025, and C P S C 035. C . Either C P SC 041 or C P SC 046. D. O ne of the following (must be different than choice in part C ): C P S C 024, C P SC 027, C P SC 040, C P SC 041, C P S C 043, C P S C 044, C P SC 045, C P SC 046, C P SC 063, C P S C 065, C P SC 075, C P SC 081, C P S C 085, C P S C 129, or C P SC 140. Honors Program Honors majors and minors in computer science are available. Honors Major A n honors major in computer science will con­ sist o f two 2-credit preparations, one 2-credit research report or thesis, senior honors study, and a minor preparation. T h e following will be submitted to external ex­ aminers for evaluation: it Two 2-credit preparations to be selected from the combinations o f courses listed under 142 Approved Preparations. Each of these 2credit preparations will be examined by a three-hour written examination and an oral examination. T h e two 2-credit preparations must include four distinct courses. In certain circum­ stances, the Computer Science Department may be willing to consider other groupings of courses, seminars, or courses with attach­ ments. If the required courses and prepara­ tions would not satisfy a course major, addi­ tional computer science courses must be taken to meet course major requirements. In all cases, the Computer Science Department must approve the student’s plan of study. 2. One research report or thesis to be read by an external examiner and examined in an oral examination. A t 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. W e hope the paper will report on a research experience in­ volving the student and faculty (here or else­ where). It is expected that most of the re­ search or scholarly groundwork will be com­ pleted before the fall semester of the senior year, either by 1 credit of work in the spring semester o f the junior year or full-time sum­ mer work. Students will register for at least 1 credit o f thesis work to complete the work and write the paper in the fall o f the senior year. It is recommended that the paper will be completed by the end of the fall semester. To be eligible for an honors major in computer science students must: 1. Have a B+ average in all computer science courses completed by the end of junior year. These must include C P S C 021, C P SC 022, C P S C 035, and at least one o f C P SC 025 or C P SC 046. 2. Have demonstrated proficiency in mathe­ matical argument and reasoning by the end o f the junior year. Ordinarily, this proficien­ cy will be assumed if the student has: a. Passed M ATH 009 and M ATH 016 with a grade of B+ or better, or b. Passed MATH 016H with a grade of B or better, or c. Completed M ATH 047 or MATH 049 with a grade o f B - or better. 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 Course Combioation Algorithms and Theory C P SC 041. C P S C 046. Algorithms Theory of Computation Intelligent Systems C P SC 081. C P SC 063. Robotics Artificial Intelligence Compiler Design and Theory C P SC 046. C P SC 075. Theory o f Computation Compiler Design and Construction Computer Architecture C P SC 024. C P S C 025. Fundamentals o f Digital System Computer Architecture Distributed Systems C P S C 045. C P S C 085. Operating Systems Distributed Systems Perception and A ction Systems C P S C 027. C P S C 081. Computer Vision Robotics Systems C P SC 025. C P SC 045. Computer Architecture Operating Systems Visual Information Systems C P SC 027. C P S C 040. Computer Vision Computer Graphics Graphics C P SC 040. C P SC 140. Computer Graphics Advanced Computer Graphics Natural Language Models C P SC 063. C P SC 065. Artificial Intelligence Natural Language Processing 3. Complete by the end of the senior year a set of courses that would qualify for an ordinary computer science major as well as C P SC 180 (Thesis) and C P S C 199 (senior honors study, which will consist of foil participation in C P SC 097 with course students). proficiency will be assumed if the student has completed the following: a. Passed M ATH 009 or MATH 016 with a grade o f B or better, or b. Passed MATH 016H or M ATH 047 or MATH 049 with a grade of B - or better. Honois Minor One 2-credit preparation to be selected from the com binations o f courses listed under Approved Preparations. A n examiner will set both a three-hour written exam and an oral exam for the preparation. To be eligible for an honors minor in computer science a student must: 1. Have a B+ average in all computer science courses completed by the end of the junior year. These must include C P SC 021, C P SC 022, C P SC 035, and at least one o f the C PSC 025 or C P SC 046. 2. Have demonstrated some proficiency in mathematical argument and reasoning by the end o f the junior year. Ordinarily, this STUDY ARR0AD Students planning to major or minor in com­ puter science may opt to study abroad for one semester or a whole year. Because advanced courses in computer science are offered only in alternate years, some selections will be unavail­ able to some students. T h e chair of the Com ­ puter Science Department should approve all courses of study abroad. T h e department will credit appropriate courses based on evidence presented by the student upon returning to Swarthmore. 143 Computer Science GRADUATE STUDY Students interested in graduate study in com­ puter science will be well prepared with a com­ puter 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. T h e choice of the appropriate major and computing courses will depend on the student’s interests and should be made in consultation with the chair o f the Computer Science Department. O ther majors are also rea­ sonable 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 o f the department as early as possible to ensure that they take the necessary mathemat­ ics and computing courses for graduate work in computer science. COURSES text of the biography Alan Turing: T he Enigma by Andrew Hodges and the novel Cryptonom icon by Neal Stephenson. Prerequisite: Four years o f high school mathe­ matics W riting course. 1 credit. F all 2004. Kelemen. CPSC 021. First-Year Seminar: The Imperative Paradigm with C This course introduces students to the funda­ mental aspects o f the computing field and will focus on problem solving and software design concepts, and their realization as imperative programs run on the U nix operating system. An introduction to the U nix operating system and the C programming language for the purpose of gaining mastery of these principles will be pro­ vided. Topics to be covered include Von Neu­ mann architecture, operating system overview, C programming, control structures, arrays, pro­ cedural abstraction, pointers, iteration, recur­ sion, sorting, data types and their representa­ tion, elementary data structures, Lists, Stacks, Queues, informal analysis of algorithms, and el­ ementary U nix tools (such as grep, sort, tr). CPSC 015. First-Year Seminar: Privacy and Trust in Cyberspace Lab work required. No prerequisites. This seminar builds upon the 1st, 3rd, 4th, 5th, and 9th amendments to the U .S. Constitution. T h e Supreme Court has created and protected a concept of privacy in the physical world. Yet in cyberspace (the world o f interconnected computers) information about you and your loved ones is gathered, used, bought, and sold without your knowledge or permission. How is this possible? W hy is undetected cyber-snoop­ ing relatively easy? W hat can you do to improve your information privacy? W ho and what are you trusting whenever you communicate or transact business over the Internet? E ach sem ester. Staff. Some seminar time will be devoted to exploring the concept and desirability o f information pri­ vacy. A larger portion of the seminar will be de­ voted to the topics needed to understand the nature of and risks to information in cyber­ space: the design of digital computers, operat­ ing systems and high-level languages, universal machines and computability, computer net­ works, software and programming, encryption, decryption, and cryptographic attacks. W e will work through these topics in the con­ 144 1 credit. CPSC 022. First-Year Seminar: Structure and Interpretation of Computer Programs This course is a serious introduction to the study o f computer programs and some central ideas in computer science. Students will leam how to generate precise specifications from vaguely formulated and perhaps partially under­ stood descriptions by studying programs that make repeated and deep use of abstraction. This skill is essential in writing computer programs and will be useful in all intellectual endeavors. Topics to be covered include programming id­ ioms and paradigms (functional and object ori­ ented); recursion; abstract data structures (lists, queues, trees, and sets); information retrieval; binding and scope; and interpreters. Lab work required. Prerequisite: Comfort with your computing abilities. 1 credit. E ach sem ester. Staff. CPSC 024. Fundamentals of Digital Systems (Cross-listed as EN G R 015) Digital and continuous systems are fundamen­ tally different. T his course will introduce stu­ dents to digital system theory and design tech­ niques, including Boolean logic, digital repre­ sentations o f data, and techniques for the de­ sign of combinational and sequential digital cir­ cuits. 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 coursé will cover se­ lected topics in numerical analysis and applied mathematics that are relevant to modem engi­ neering and computer science. Lab work required. Offered in the fall semester every year. Prerequisite: C P SC 021 or EN G R O il (corequisite). N atural Sciences and Engineering practicum . 1 credit. Fall 2005. Maxwell. CPSC 025. Principles of Computer Architecture (Cross-listed as EN G R 025) This course covers the physical and logical de­ sign of a computer. Topics include current mi­ croprocessors, C P U design, R IS C and C IS C 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 C A D tools, in­ cluding VHDL. Lab work required. Prerequisites: C P SC 021, or C P SC 024/ENGR 024, or the permission of the instructor. A course beyond C P SC 21 is strongly recommended. N atural Sciences and Engineering practicum . 1 credit. O ffered every spring sem ester. Maxwell. CPSC 027. Cnmputer Visiun (Cross-listed as EN G R 027) This course studies how computers can analyze and perceive the world using input from imag­ ing devices. Topics include line and region ex­ traction, stereovision, motion analysis, color and reflection models, and object representa­ tion and recognition. T h e course will focus on object recognition and detection, introducing the tools of computer vision in support of build­ ing an automatic object recognition and classi­ fication system. Labs will involve implement­ ing both off-line and real-time object recogni­ tion and classification systems. Lab work required. Prerequisites: EN G R 012, C P SC 021, or the permission of the instructor. Mathematics back­ ground at the level of M ATH 016 or MATH 018 is strongly recommended. N atural Sciences and Engineering practicum . 1 credit. N ext offered fa ll 2007. Maxwell. CPSC 035. Algorithms and ObjectOriented Computing T his course completes the broad introduction to computer science begun in C P SC 021 and C P SC 022. 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, soft­ ware design, and verification. Students will be expected to complete a number of programming projects to illustrate the presented concepts. Lab work required. Prerequisites: C P S C 021 or the permission of the instructor. M ATH 009 is strongly recom­ mended. 1 credit. E ach sem ester. Staff. CPSC 040. Computer Graphics (Cross-listed as EN G R 026) Computer graphics deals with the manipulation and creation of digital imagery. W e will cover drawing algorithms for two-dimensional (2-D ) graphics primitives, 2-D and three-dimensional (3-D ) matrix transformations, projective geom­ etry, 2-D and 3-D model representations, clip­ ping, hidden surface removal, rendering, hierar­ chical 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. 145 Computer Science Prerequisites: EN G R 012, C P S C 021, or the permission o f the instructor. Mathematics back­ ground at the level o f M ATH 005/006 and M ATH 016 is strongly recommended. ect that involves implementing and testing components of a relational database manage­ ment system is a large component of the course. N atural Sciences and Engineering practku m . I credit. Prerequisite: C P SC 035. N ext offered fa ll 200 6 . Maxwell. CPSC 041. Algorithms T he study of algorithms is useful in many di­ verse areas. As algorithms are studied, consider­ able attention is devoted to formally analyzing their time and space requirements and proving their correctness. Topics to be coveted include abstract data types, trees (including balanced trees), graphs, searching, sorting, NP complete optimization problems, and the impact of sever­ al models o f parallel computation on the design of algorithms and data structures. Lab work required. 1 credit. N ext offered spring 2007. Wicentowski. CPSC 045. Operating Systems Concepts 1 credit. This course is an introduction to the theory, de­ sign, arid implementation of operating systems. A n operating system is the software layer be­ tween user programs and the computer hard­ ware. It provides abstractions of the underlying hardware that are easier to program, and it manages the machine’s resources. T he follow­ ing topics will be covered: processes (including synchronization, communication, and schedul­ ing); memory (main memory allocation strate­ gies, virtual memory, and page replacement poli­ cies); file systems (including naming and imple­ mentation issues); I/O (including devices, dri­ vers, disks, and disk scheduling); and security. N ext offered fa ll 2006. Kelemen. Lab work required. CPSC 043. Foundations of Programming Language Design Prerequisite: C P SC 035. C P SC 025 is recom­ mended. Lab work required. Prerequisites: C P S C 0 22 and C P S C 035. M ATH 0 09 is strongly recommended. This course is a study o f the organization and structure of modem programming languages with an emphasis on semantic issues. Topics in­ clude specifying syntax and semantics, conven­ tional and abstract data types, control struc­ tures, procedural languages, functional lan­ guages, object-oriented languages, other classes of languages, program correctness, concurrency and synchronization, language design and eval­ uation, and implementation issues. Lab work required. Prerequisites: C P SC 022 and C P SC 035. 1 credit. N ext offered spring 2008. Wicentowski. CPSC 044. Relational Database Systems This course provides an ihtroduction to rela­ tional database management systems. Topics covered include data models (ER and relation­ al model); data storage and access methods (files, indices); query languages (SQ L, relation­ al algebra, relational calculus, Q BE); query evaluation; query optimization; transaction management; concurrency control; crash re­ covery; and some advanced topics (distributed databases, object-relational databases). A proj­ 146 1 credit. F all 2005. Newhall. CPSC 046. Theory of Computation This is a study of various models of computa­ tion leading 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 fi­ nite state devices, Turing machines, and other models of computation, computability, and complexity. Prerequisite: C P S C 035. M ATH 009 is strongly recommended. 1 credit. Spring 2005. Kelemen. CPSC 063. Artificial Intelligence Artificial intelligence can be defined as the branch o f computer science that is concerned with the automation of intelligent behavior. Intelligent behavior encompasses a wide range of abilities, and as a result A I has become a very broad field that includes game playing, auto­ mated reasoning, expert systems, natural lan­ guage processing, modeling human perfor­ mance (cognitive science), planning, and ro­ botics. This course will focus on a subset of these topics and specifically on machine learn­ ing, which is concerned with the problem of how to create programs that automatically im* prove with experience. Machine learning ap­ proaches studied will include neural networks, decision trees, genetic algorithms, and rein­ forcement techniques. Lab work required. groups to program robots to perform a variety of tasks such as navigation to a goal, obstacle avoidance, and vision-based tracking in a labo­ ratory session. In lecture/discussion sessions, students will examine the major paradigms of robot control through readings with an empha­ sis on adaptive approaches. Lab work required. Prerequisite: C P SC 035 or the permission of the instructor. Prerequisites: C P SC 022 and C P SC 035. N atural Sciences and Engineering practicum . 1 credit. Natural Sciences and Engineering practicum . 1 credit. Spring 2005. Maxwell. Fall 2005. Meeden. CPSC 065. Natural Language Prucessing This course is an introduction to the funda­ mental concepts in natural language processing, the study o f human language from a computa­ tional perspective. T h e focus will be on creat­ ing statistical algorithms used in the analysis and production o f language. Topics to be cov­ ered include information retrieval and extrac­ tion, parsing, morphological analysis, text clas­ sification, speech recognition, and machine translation. N o prior linguistics experience is necessary. Prerequisite: C P SC 035. 1 credit. Next offered fa ll 2006. Wicentowski. CPSC 075. Principles of Compiler Design and Construction This course introduces the design and construc­ tion of language translators for imperative, pro­ cedure-oriented programming languages. Top­ ics covered include formal grammars, lexical analysis and finite automata, syntax analysis and pushdown automata, LL and LR parsing, semantic analysis and table handling, error de­ tection and recovery, code generation and opti­ mization, and compiler writing tools. Lab work required. Prerequisite: C P SC 035. 1 credit. Spring 2005. Newhall. CPSC 081. Robotics This course addresses the problem of control­ ling robots that will operate in dynamic, unpre­ dictable environments. Students will work in CPSC 085. Distributed Systems This course covers a broad range o f topics relat­ ed to distributed and cluster computing. Dis­ tributed systems consist o f a collection of com­ puters connected by a network. T h e computers in a distributed system run special software that allows them to transparently share computing resources and data. W e will read and discuss re­ cent 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, dis­ tributed coordination and agreement, fault tol­ erance, 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. T h e depart­ ment’s new gigabit cluster is available for course programming assignments and projects. Prerequisites: C P SC 035. C P SC 045 is recom­ mended. 1 credit. N ext offered spring 2006. Newhall. CPSC 091. Special Topics in Computer Science Subject matter for C P SC 091 is generally de­ pendent on group need or individual interest. T he course is normally restricted to upper-level students and offered only when staff interests and availability make it practicable to do so. 1 credit. F all 2004. Staff. 14 7 Computer Science 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 par­ ticular topic in computer science, synthesizing material from previous courses. Topics have in­ cluded advanced algorithms (2003); network­ ing (2001 and 2002); evolutionary computa­ tion (1998 and 1999); complexity, encryption, and compression (1996); and parallel process­ ing ( 1995). C P S C 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 hon­ ors major. 1 credit Spring 2005. Wicentowski. Subsequently will be offered every fa ll sem ester. Staff. CPSC 1 2 7 . Advanced Perception (Cross-listed as EN G R 127) Advanced perception will look at techniques for understanding sensory information from vi­ sion, audio, and other sources o f information. W e will be going in depth into a number of areas, including visual motion and tracking, ob­ je ct detection and recognition, speech recogni­ tion, and stereo vision and audio analysis. We will be focusing on technical papers in the spe­ cific areas, implementing a number of tech­ niques over the course o f the semester. Lab work required. Prerequisite: C P S C 027/ENGR 027 or the per­ mission o f the instructor. N atural Sciences and Engineering practicum . 1 credit. N ext offered spring 2008. Maxwell. CPSC 140. Advanced Computer Graphics (Cross-listed as EN G R 126) This course takes an in-depth look at a series of current topics in computer graphics, deter­ mined, in part, by student interests. Topics can include shading models, radiosity, ray tracing, image-based rendering, modeling, texture, ani- 148 mation, physically based modeling, hybrid com­ puter vision and graphics techniques, non-photo-realistic rendering, and special ef­ fects. T h e course is taught as a seminar, and meetings revolve around computer graphics pa­ pers from technical proceedings, such as ACM S1G G RA PH , and other computer graphics journals. Students will be responsible for read­ ing and preparing presentations of papers. In addition, there will be several significant pro­ jects where students implement computer graphics programs based on the papers and top­ ics covered in the course. Prerequisite: C P SC 040/ENGR 026. 1 credit. O ffered when staffing perm its. Maxwell. CPSC 100. Thesis CPSC 199. Senior Honors Study Economics JOHN P. CASKEY, Professor and Chair STEPHEN S . GOLUB, Professor ROBINSON G . HOLLISTER J R ., Professor3 MARK KUPERBERG, Professor ELLEN B . M AGENHEIM , Professor STEPHEN A . O’CONNELL, Professor2 BERNARD S AFFRAN , Professor LARRY E . W ESTPHAL, Professor AMANDA BAYER, Associate Professor PHILIP N . JEFFER S O N , Associate Professor THOMAS S . D E E , Assistant Professor JULIE BECHER, Visiting Assistant Professor (part time) ALY M BAYE, Cornell Visiting Professor NANCY CARROLL, Administrative Assistant 2 Absent on leave, spring 2005. Economics is the study o f how scarce resources are allocated and the implications of such allo­ cations. Because scarcity is a fundamental fact of social life, an understanding of economics is rel­ evant 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 distri­ butional equity. Economics does not provide de­ finitive answers to these questions, but it does give the student the tools needed to formulate and evaluate such answers. ECON 001 or its equivalent is a prerequisite fo r all other work in the departm ent. In addition, all ma­ jors in economics must take the three core courses: ECON O il (Intermediate Microeco­ nomics), ECON 021 (Intermediate Macroeco­ nomics), and ECON 031 (Statistics for Econ­ omists). Students may substitute STA T 053 for ECON 031 (STA T 001 and STA T 002 do not meet the requirement). T h e statistics course in the Economics Department focuses more on the application of statistical tools to economic prob­ lems. T he statistics courses in the Mathematics and Statistics Department focus more on the de­ rivation of the mathematical and statistical properties of various estimators. A knowledge o f elementary calculus is extreme­ ly useful to read economics literature critically. 3 Absent on leave, 2 004-2005. T he department strongly recommends that stu­ dents take MATH 005 and either MATH 006A and 006C (basic calculus) or the series of MATH 006A , 006B , and MATH 018. MATH 016 (Linear Algebra) and MATH 018 (Several Variable Calculus) are valuable for those who intend to focus on the more technical aspects of economics. Students who plan to attend grad­ uate school in economics should give serious thought to taking additional mathematics courses such as M A TH 0 3 0 (Differential Equations) and M ATH 047 (Introduction to Real Analysis). To graduate as majors, students must have at least 8 credits in economics; have taken the three core courses; and, in their senior year, pass the comprehensive examination given early in the spring semester (course students) or the honors examinations given at the end of the spring semester (honors students). To be pre­ pared for the comprehensive exam ination, course students are very strongly advised to complete ECON 011, ECON 021, and ECON 031 (or its equivalent) before the second semes­ ter of their senior year. Students who are contemplating a major in eco­ nomics should consult Econom ics at Swarthm ore: D epartm ent H andbook (available in the depart­ ment office) for additional information regard­ ing the details of the program. 149 Economics Economics majors can complete the require­ ments for teacher certification through a pro­ gram approved by the state of Pennsylvania. For further information about the relevant set of re­ quirements, please contact the Educational Studies Department chair, the Economics Department chair, or the Educational Studies Department Web site: www.swarthmore.edu/SocSci/Education. T he Economics Department does not offer a mi­ nor in economics except in the Honors Program. COURSES ECON 001. Introduction to Economics Covers the fundamentals of microeconomics and macroeconomics: supply and demand, mar­ ket structures, income distribution, fiscal and monetary policy in relation to unemployment and inflation, economic growth, and interna­ tional economic relations. Focuses on the func­ tioning of markets as well as on the rationale for and the design of public policy. Prerequisite for all further work in economics. 1 credit. Fall 2004 and spring 2005. Staff. ECON 002. First-Year Seminar: Greed In 1776, Adam Sm ith wrote in T he W ealth o f N ations, “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__ T h e 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 o f his intention. Nor is it al­ ways worse for society that it was no part o f it. By pursuing his own interest he frequently pro­ motes that of the society more effectually than when he really intends to promote it.” This sem­ inar investigates the degree to which self-inter­ est should be the organizing principle o f eco­ nomic and social organization. This course counts as 1 o f the 8 economics cred­ its needed to fulfill an economics major, but it does not take the place of ECON 001. It, there­ fore, cannot be used to fulfill the ECON 001 prerequisite for further work in the Economics Department. 1 credit. F all 2004. Kuperberg. 150 ECON 003. The World According to Economics This course explores the economic content of subjects addressed by other disciplines through­ out the College from an economic perspective. Topics include pollution, the use of nonrenew­ able resources and economic growth, interna­ tional trade and underdeveloped countries, and markets and social and moral development. 1 credit. N ot offered 2004-2005. ECON 005. Savage Inaccuracies: The Facts and Economics of Education in America (Cross-listed as ED U C 069) This course investigates the relationship be­ tween issues o f resource allocation and educa­ tional attainment. It examines the facts about student achievement, educational expenditure in the United States, and the relationship be­ tween them. It studies such questions as: Does reducing class size improve student achieve­ ment? Does paying teachers more improve teacher quality and student outcomes? The course also investigates the relationship be­ tween 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 pub­ lic policy. 1 credit. N ot offered 2 0 0 4 -2005. ECON 010. Current Issues in Economic Policy Examines current microeconomic and macroeconomic policy issues. Topics vary year to year, depending on developments in the economy. Recent topics have included flagging economywide performance, health care, tax reform, and personal finance. T he class is formatted like a seminar. Reading material includes the econom­ ic and financial pages of current periodicals, re­ ports of think tanks, and other current literature. 1 credit. N ot offered 2004-2005. ECON 0 1 1 . Intermediate Microeconomics ECON 031. Statistics for Economists Provides a thorough grounding in intermediatelevel microeconomics. T h e standard topics are covered: behavior of consumers and firms, struc­ ture and performance of markets, income distri­ bution, general equilibrium, and welfare analy­ sis. Students do extensive problem solving to facilitate the learning of theory and see practical applications. T h e focus of this course is on understanding how simple and multiple regression can be used to estimate economic relationships (e.g., price or interest elasticities, returns to assets, or edu­ cation) and test their statistical significance. Problems and estimation with real data sets will be stressed. Majors may satisfy the department’s statistics requirement by taking STA T 053 instead. 1 credit. Fall 2004. Westphal. ECON 012. Games and Strategies How should you bargain for a used car or medi­ ate a contentious dispute? T his course is an in­ troduction to the study of strategic behavior and the field of game theory. W e analyze situations of interactive decision making in which the par­ ticipants attempt to predict and to influence the actions of others. W e use examples from eco­ nomics, business, biology, politics, sports, and everyday life. This course may be counted toward a concentration in peace and conflict studies. 1 credit. Fall 2004. Dee. Spring 2005. Becher. ECON 032. Operations Research (Cross-listed as EN G R 057) This course highlights the principles of opera­ tions research as applied in defining optimal so­ lutions to engineering and economic problems to assist decision making. T he working princi­ ples of engineering economics are introduced in conjunction with operations research topics. Normally for junior and senior students. Prerequisites: Elementary linear algebra and high school algebra. 1 credit. 1 credit. Fall 2004. Bayer. Fall 2004. McGarity. ECON 021. Intermediate Macroeconomics ECON 033. Accounting The goal of this course is to give the student a thorough understanding of the actual behavior of the macroeconomy and the likely effects of government stabilization policy. Models are de­ veloped of the determination of output, interest rates, prices, inflation, and other aggregate vari­ ables such as fiscal and trade surpluses and deficits. Students analyze conflicting views of business cycles, stabilization policy, and inflation/unemployment trade-offs. This course surveys financial and managerial accounting. T h e concepts and methods of fi­ nancial accounting following generally accepted accounting principles and the effects of alterna­ tive principles on the measurement of periodic income and financial status are covered. Recent changes in accounting methods such as those stimulated by manufacturing advances are ex­ amined, as are concerns about ethical standards. (This course cannot be used to satisfy the C ol­ lege’s distribution requirements.) 1 credit. Spring 2005. Kuperberg. 1 ECON 022. Banking and Financial Markets Spring 2005. Staff. This course examines the economics of finan­ cial institutions and markets. Among the topics considered are (1) economic explanations for the existence and operations of banks; (2) the regulation of financial institutions and markets; and (3) theories of stock, bond, futures, and options prices. Quantitative methods used in estimating eco­ nomic models and testing economic theories are studied. Students learn to use statistical pack­ ages to apply these methods to problems in busi­ ness, economics, and public policy. 1 credit. Spring 2005. Caskey. credit. ECON 035. Econometrics Prerequisite: ECON 031 or STA T 053. 1 credit. Fall 2004- Jefferson. SnT 151 Economies ECON 041. Public Finance This course focuses on government expenditure, tax, and debt policy. A major part o f the course is devoted to an analysis of current policy issues in their institutional and theoretical contexts. T he course will be of most interest to students having a concern for economic policy and its interaction with politics. This course may be counted toward a concentration in public policy. Recommended: ECON O il. 1 credit. Spring 2005. Dee. ECON 042. Law and Economics T h e purpose of this course is to explore the premises behind the use of utilitarian constructs in the analysis o f public policy issues. In partic­ ular, the appropriateness of the growing use of econom ic methodology will be examined through an intensive study of issues in property, tort, contract, and criminal law. This course may be counted toward a concentration in public policy. ECON 053. International Political Economy (Cross-listed as POLS 068) This course uses political and economic per­ spectives to analyze the international economy. Topics include the rise and decline of hegemon­ ic powers, the controversy over “free” versus “fair” trade under the World Trade Organiza­ tion, foreign debt and default, the role of the state in economic development, international financial markets, and the history of the inter­ national monetary system. Prerequisites: POLS 004 and ECON 001. 1 credit. Spring 2005. Golub/Hopkins. ECON 061. Industrial Organization 1 credit. This course examines why firms and markets are organized as they are and how their organization affects the way they operate. Topics include the relationship between market structure and firm behavior; particular aspects o f firm b e h a v io r pricing, advertising, and collusion; and the ef­ fects of regulation. This course may be counted toward a concentration in public policy. F all 2004. Kuperberg. Prerequisite: ECON O il. Recommended: ECON O il. ECON 044. Urban Econnmlcs T he topics covered in this course include the economic decline of central cities, transporta­ tion policies, local taxation, theories o f urban growth patterns, local economic development initiatives, and the economics o f land use and housing. 1 credit. Spring 2005. Caskey. ECON 051. The International Economy This course surveys the theory o f trade (micro­ economics) and of the balance of payments and exchange rates (macroeconomics). T he theories are used to analyze topics such as trade patterns, trade barriers, flows o f labor and capital, ex­ change-rate fluctuations, the international monetary system, and macroeconomic interde­ pendence. This course may be counted toward a concentration in public policy. Prerequisite: ECON O il or ECON 021; both recommended. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 1 credit. N ot offered 2004-2005. ECON 073. Race, Ethnicity, and Gender in Economics This course focuses on the roles o f gender, ethnicity, and race in economic systems. Topics include the economic status of women and of various racial and ethnic groups; sources of in­ equality, including wage and job discrimination; public policy issues (e.g., comparable worth, affirmative action, child care, and welfare re­ form); and bias in economic theory and policy. This course may be counted toward concentra­ tions in public policy, women’s studies, and black studies. 1 credit. Fall 2004. Bayer. ECON 075. Health Economics This course applies the tools of microeconomic analysis to the health care industry. W e will analyze the determinants of demand for and sup­ ply of health care, including the relationship be­ tween demographic variables, health status, and health care consumption. T he structure and be­ havior of the major components of the supply side will be studied, including physicians, hospi­ tals, and insurance companies. T he variety of ways in which the government intervenes in the health care sector— regulation, antitrust, social insurance, and direct provision— will be consid­ ered. Finally, we will study some more special­ ized topics, including the intersection of bio­ ethics and economics, mental health econom­ ics, and international health system compar­ isons. Students will write a series of short papers, examining medical, economic, and policy con­ siderations related to a health problem or issue. Writing course. 1 credit. Spring 2005. Magenheim. 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 fu­ ture uses, with due attention to seemingly noneconomic concerns. Specific topics include pollution and environmental degradation; use of exhaustible and renewable resources; manage­ ment of air, water, and energy resources; sustain­ able economic growth; and international resource management. This course may be counted toward concentrations in environmen­ tal studies and public policy. Recommended: ECON O il. postindependence period. W e study policy choices in their political and institutional con­ text, using case study evidence and the analyti­ cal tools of positive political economy. Topics of current interest include the economic role of the state, risk management by firms and house­ holds, devaluation in the CFA zone, and inter­ national financial flows. This course may be counted toward concentrations in peace and conflict studies, black studies, or public policy. 1 credit. Fall 2004- Mbaye/O’Connell. ECON 083. Asian Economies Examines economic development and current economic structure, along with major policy is­ sues (domestic, plus vis-à-vis the United States), in some of the principal economies of Asia, fo­ cusing on those in East Asia but including at least one South Asian country as well. This course may be counted toward a concentration in public policy as well as a program in Asian studies. 1 credit. N ot offered 2004—2005. ECON 099. Directed Reading W ith consent of a supervising instructor, indi­ vidual, or group study in fields of interest not covered by regular course offerings. Fall or spring sem ester. Staff. 1 credit. Not offered 2004-2005. SEMINARS ECON 001. Economic Development A survey covering the principal theories of eco­ nomic development and the dominant issues of public policy. W ithin a perspective that empha­ sizes choice and transfer of technology as well as technological development, emphasis is given to agricultural and industrial development, to interactions among sectors, and to international trade and capital flows (including foreign aid). This course may be counted toward a concen­ tration in public policy or peace and conflict studies as well as programs in black studies and Asian studies. ECON 1 0 1 . Advanced Microeconomics 1 credit. Subjects covered include microfoundations of macroeconomics, growth theory, rational expec­ tations, and New Classical and New Keynesian macroeconomics. Extensive problem solving, with an emphasis on the qualitative analysis of dynamic systems. Not offered 2004-2005. ECON 082. Political Economy o! Africa A survey of the economic development experi­ ence in Sub-Saharan Africa, focusing on the Subjects covered include consumer and produc­ er theory, optimization and duality, general equi­ librium, risk and uncertainty, asymmetric infor­ mation, and game theory. Prerequisites: ECON O il and at least one of the following: M ATH 016, M ATH 018, or MATH 030. 2 credits. Spring 2005. Bayer. ECON 102. Advanced Macroeconomics 153 Economies Prerequisites: ECON 021 and at least one of the following: MATH 016, MATH 018, or MATH 030. 2 credits. International Monetary Fund, and case studies of selected industrialized, developing, and tran­ sition countries. This seminar may be counted toward a concentration in public policy. N ot offered 2004-2005. Prerequisites: ECON 011 and ECON 021. ECON 12 2 . Financial Econnmics 2 credits. T he seminar examines modem developments in the theory of asset prices and the economics of financial institutions. Topics include (1) eco­ nomic explanations for the existence and oper­ ations of banks; (2) the regulation of financial institutions and markets; and (3) theories of stock, bond, futures, and option prices. Spring 2005. Golub. Prerequisites: ECON 011, M ATH 06A and 06C , and ECON 031. 2 credits. F all 2004- Caskey. ECON 135. Advanced Econometrics Quantitative methods used in estimating eco­ nomic models and testing economic theories are studied. Students learn to use statistical pack­ ages to apply these methods to problems in busi­ ness, economics, and public policy. Students will also evaluate studies applying econometric methods to major economic issues. A n individ­ ual empirical research project is required. Prerequisites: ECON 035, MATH 016, and either ECON 031 or STA T 053. 1 credit. N ot offered 2 0 0 4 -2005. ECON 1 4 1 . Public Finance This seminar focuses on the analysis o f govern­ ment expenditure, tax, and debt policy. This seminar may be counted toward a concentration in public policy. Prerequisite: ECON O il. Recommended: ECON 021 . 2 credits. Spring 2005. Dee. ECON 1 5 1 . International Economics Both microeconomics and macroeconomics are applied to an in-depth analysis of the world economy. Topics include trade patterns, trade barriers, international flows of labor and capital, exchange-rate fluctuations, the international monetary system, financial crises, macroeco­ nomic interdependence, the roles of organiza­ tions such as the World Trade Organization and 154 ECON 1 6 1 . Industrial Organization and Public Policy T he seminar examines the organization of firms and markets and the relationship between orga­ nization and outcomes with respect to pricing, advertising, product differentiation, and other aspects o f behavior. Other topics include the effects of antitrust policy, and economic regula­ tion and deregulation. This seminar may be counted toward a concentration in public policy. Prerequisite: ECON O il. 2 credits. Fall 2004. Magenheim. ECON 1 7 1 . Labor and Social Economics Students discuss such topics as the organization o f work within firms, labor market operations, unions and labor relations, unemployment and macroconditions, economic analysis education, health care, housing, and discrimination, deter­ minants 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 011. 2 credits. N ot offered 2004-2005. ECON 1 8 1. Economic Development A survey o f theories o f growth, stabilization, in­ come distribution, trade policy, and household behavior in developing countries. Issues of cur­ rent interest include the Asian “miracle,” tech­ nological change, and the political economy of government policy. Students write several short papers examining the literature and a longer paper analyzing a particular country’s experi­ ence. This seminar may be counted toward a concentration in public policy or black studies or in the Asian Studies Program. Prerequisite: ECON 011 or ECON 021. 2 credits. Fall 2004. O ’Connell. EC O N 198. Thesis W ith consent o f a supervising instructor, honors majors may undertake a senior thesis for double credit. Fall 2004 and spring 2005. Staff. ECON 199. Senior Honors Study Senior honors study for majors consists of a 1credit seminar taken in the second semester of senior year with a faculty member in atten­ dance. In this seminar, majors rewrite and pre­ sent one seminar paper from each of their three preparations. These rewritten seminar papers will be sent to the examiner who is reviewing that preparation. Senior honors study for minors consists of a 0.5credit seminar in which the student rewrites and presents one seminar paper from one prepara­ tion. This rewritten paper will be sent to the ex­ aminer who is reviewing that preparation. Participation for minors is optional. If a minor does not participate in senior honors study, a seminar paper will still be submitted to the examiner. Educational Studies K . ANN RENNINGER, Professor LISA SMULYAN, Professor and Chair EVA F. TRAVERS, Professor DIANE ANDERSON, Assistant Professor1 RORERT GROSS, Dean o f Students ELAINE M ETHERALL BRENNEM AN, Visiting Assistant Professor (part time) TRACY KAY, Visiting Assistant Professor (part time) M ARGARET LINN, Visiting Assistant Professor (part time) MARY ANN BLACK, Supervisor o f Student Teachers NANCY DONALDSON, Supervisor of Student Teachers KAE KALWAIC, Administrative Assistant 1 A bsent on leave, 2004—2005. T h e Department of Educational Studies has three purposes: to expose students to issues in education from a variety o f disciplinary per­ spectives; to provide a range o f field experi­ ences for students who wish to explore their ap­ titude and interest in teaching, counseling, or research in an educational setting; and to pre­ pare students to be certified for entry into pub­ lic school teaching, in accordance with the re­ quirements of Pennsylvania Chapters 354, 49, and 4. Courses in the Department o f Educational Studies are intended to be integral to the C ol­ lege’s academic offerings. W ith the exception of Practice Teaching and the Curriculum and Methods Seminar, all education courses include many students who do not intend to become teachers. Introduction to Education, for in­ stance, is taken by approximately one-third of each graduating class. T h e department’s most important goal is to help students learn to think critically and creatively about the process of ed­ ucation and the place of education in society. To this end, both its introductory and upperlevel courses draw on the distinctive approach­ es of psychology, sociology, anthropology, polit­ ical science, economics, and history. Because students major in a variety o f disciplines, cours­ es in education offer both an opportunity to apply the particular skills o f one’s chosen field to a new domain and interaction with other students whose disciplinary approaches may dif­ fer significantly from one’s own. There is a limit of four field-based education credits (currently 156 ED U C 016 and 091A ) that can be counted toward graduation. ED U C 014: Introduction to Education is generally considered a prerequisite for further work in the program. SPECIAL MAJORS There is no major in educational studies, but special majors with history, linguistics, political science, psychology, sociology and anthropol­ ogy, and English literature are regularly ap­ proved, and special majors with other fields such as art, computer science, math, music, and biology also have been designed. Special majors involving education usually include 10 to 12 credits, at least 4 o f which must be in educa­ tion, though typically there are 5 to 6 credits in each o f the two departments that make up the major. A thesis or a comprehensive examina­ tion integrating work in the two fields is re­ quired. Both departments collaborate in advis­ ing 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 m ajor honors pro­ grams will consist o f 2.5 preparations in educa­ tion and 1.5 preparations in the other discipline (or vice versa) where an integrative, 2-crèdit thesis receives 1 credit from both departments. A ll education special m ajors in the Honors Program will complete a 2-credit thesis and write a short intellectual autobiography that will be submitted to the honors examiner. Education minors in the Honors Program will take a 2-credit seminar, a course and an attach­ ment, or write a 2-credit thesis to prepare for the external examination. They will also write an intellectual autobiography. COURSE MINORS Educational studies will support two kinds of minors: (1) a teaching and field-based minor and (2) an educational studies minor. Teaching and field-based minor. Students will 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. T h e credits included in this minor are Educational Psychology, Curriculum and Methods seminar, Practice Teaching (2 credits), and one of the following: Educating the Young Learner, Adolescence, or Child Psychology and Practice. Educational studies m inor. Students will take at least 5 credits in discipline-based education courses. For this minor, students will identify a focus and describe how two or more of the courses or seminars they are proposing for the minor are related to this focus. Possible foci in­ clude, but are not limited to, educational poli­ cy, educational psychology, school and society, urban education, environmental education, lit­ eracy, gender and education, and special educa­ tion. 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 ED U C 014: Introduction to Education at Swarthmore. T he Swarthmore course may be taken prior to study abroad or subsequent to it. Credit will be granted once Introduction to Education has been completed. TEACHER CERTIFICATION Swarthmore offers a competency-based teacher preparation program for students who seek sec­ ondary certification from the Commonwealth of Pennsylvania. Competency is judged by an interdisciplinary com m ittee o f the faculty whose members include education faculty and faculty from the majors in which we certify stu­ dents. T he Teacher Education Committee has established criteria for certification in biology, chemistry, citizenship education, English, French, German, mathematics, physics, Span­ ish, and social science that meet both the “gen­ eral standards” and “Specific Program Guide­ lines for State Approval of Professional Educa­ tion Programs.” Individual student programs are designed in conjunction with departmental representatives and members o f the education faculty. A ll students seeking certification must meet Swarthmore College’s distribution re­ quirements 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. A ll students seeking teacher certification must meet grade-point averages for entry and exit from the program as specified in PA 354 and must complete college-level math and English courses or meet the requirements for waivers before being admitted to the program. They must also pass the specific PRA XIS exams re­ quired by Pennsylvania for their certification area, either before or after they complete the teacher education course requirements at the College. A fall description of the Swarthmore teacher education requirements (in education and in specific content fields/majors) is avail­ able on the educational studies W eb site: http://www.swarthmore.edu/SocSci/Education/. N inth-sem ester option. Students who have com­ pleted all the requirements for certification in their discipline and in education, except for Student Teaching (ED U C 016) and Curric­ ulum and Methods Seminar (ED U C 0 17), may apply to return following graduation to com­ plete the Teacher Certification Program during a ninth semester. During this semester, they take ED U C 016 (2 credits) and ED U C 017, and they pay for a total of one course o f tuition and student fees. They are not eligible for cam­ pus housing. Further information on the ninth- 157 Educational Studies semester option is available in the Education Office. REQUIREMENTS FOR SECONDARY TEACHER CERTIFICATION Students who plan to seek secondary certifica­ tion should take ED U C 014: Introduction to Education by the end of their sophomore year and enroll for ED U C 016: Practice Teaching (a double-credit course) and ED U C 017: Curric­ ulum and Methods Seminar in their senior year or during a ninth semester. In addition, they must complete the following courses: ED U C 021. Educational Psychology ED U C 023. Adolescence A n additional elective course from the follow­ ing: 1. ED U C 025. Counseling: Principles and Practices 2. ED U C 026. Special Education Issues and Practice 3. ED U C 042. Educating the Young Learner 4. ED U C 045. Literacies and Social Identities 5. ED U C 061. Gender and Education 6. ED U C 063. School and Society 7. ED U C 065. Environmental Education 8. ED U C 066. Race, Ethnicity, and Inequality in Education 9. ED U C 068. Urban Education A n honors seminar in education may be substi­ tuted for the elective course. Students will be admitted to the certification program after submitting their sophomore paper and taking ED U C 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 on successful interviews with the chair of the Educational Studies Department and with ap­ propriate secondary school personnel. Elementary Certification Option Swarthmore College does not offer certification in elementary education. However, if students complete the Swarthmore courses listed later in 150 this paragraph, and enroll for two courses at Eastern College (Com m unication Arts for Children and Teaching of Reading), they can receive elementary certification through Eastern College. T h e required Swarthmore courses for elementary certification are Introduction to Education; Educational Psy­ chology; Developmental Psychology; Teaching the Young Learner; Practice Teaching; Curric­ ulum 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 o f the Higher Education A ct, Swarthmore College has submitted data to the Pennsylvania Department of Education re­ garding the cohorts of students who have com­ pleted the Teacher Certification Program since 1999. Swarthmore College’s Secondary Certifi­ cation program completers have had a 100 per­ cent pass rate on all of the required PRA XIS tests in every year since reporting has begun: Reading, Writing, Math, Listening, and the Principles o f Learning and Teaching 7 -12. There has also been a 100 percent pass rate on all subject specialty tests, but these could not be officially reported because there were fewer than 10 people taking the tests in any of the subject areas. A ll of the Swarthmore College el­ ementary certification candidates who partici­ pated in the joint program with Eastern College also passed all o f the required PR A X IS tests. A ll of the Swarthmore College graduates who have been certified and desired employment as a teacher held teaching positions in the acade­ mic year following certification. Most chose to teach in the Philadelphia metropolitan area, al­ though in a typical year, many Swarthmore teacher education graduates teach throughout the country. COURSES EDUC 001C . The Writing Process (See EN G L 001C ) F all sem ester. Staff. EDUC 014. Introduction to Education This course provides a survey of issues in educa­ tion within an interdisciplinary framework. In addition to considering the theories of individ­ uals such as Dewey, Skinner, and Bruner, the course explores some major economic, histori­ cal, and sociological questions in American ed­ ucation and discusses alternative policies and programs. T he course gives students an oppor­ tunity to determine their own interest in preparing to teach and furnishes them with firsthand experience in current elementary and secondary school practice. Fieldwork is re­ quired. This course is normally a prerequisite for further course work in education. Writing course. 1 credit. Each sem ester. Staff. EDUC014f. First-Year Seminar: Introduction to Education This seminar will draw on materials from the disciplines o f psychology, sociology, philosophy, history, and political science to address ques­ tions 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 course work in education and provides an opportunity for students to explore their interests in teaching, student learning, and educational policy. Writing course. 1 credit. Fall 2004. Staff. EDUC 016. Practice Teaching Supervised teaching in either secondary or ele­ mentary schools. Students pursuing certifica­ tion must take E D U C 017 concurrently. (Single-credit practice teaching may be arranged for individuals not seeking secondary certification.) 2 credits. discussion methods; literacy; the integration of technology and media; classroom-based and standardized assessments; instruction of specialneeds populations; topics in multicultural, non­ racist, and nonsexist education; and legislation regarding the rights of students and teachers. As part of the seminar, students take a series of special methods workshops in their content area. 1 credit. E ach sem ester. Staff. EDUC 021. Educational Psychology (Cross-listed as PSYC 021) This course focuses on issues in learning and de­ velopment that have particular relevance to understanding student thinking. Research and theoretical work on student learning and devel­ opment provide the core readings for the course. In addition, students tutor in local schools and participate in a laboratory section that provides an introduction to the process of research Prerequisite: ED U C 014 or the permission of the instructor. Writing course. I credit. F all 2004. Renninger. EDUC 023. Adolescence (Cross-listed as PSYC 023) In this course, students will examine adolescent development from psychological, sociological, and life span perspectives, reading both tradi­ tional 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 in­ dividual development (e.g., cognitive, affective, physiological, etc.). T he second part o f the se­ mester focuses on the adolescent’s adaptation in major social contexts (e.g., family, peer group, school, etc.). Each sem ester. Staff. Prerequisite: ED U C 014 or the permission of the instructor. EDUC 0 1 7 . Curriculum and Methods Seminar Spring 2005. Smulyan. This seminar is taken concurrently with EDUC 016. Readings and discussion focus on the ap­ plications of educational research and theory to classroom practice. Course content covers: les­ son planning; classroom management; inquiryoriented teaching strategies; questioning and 1 credit. EDUC 025. Counseling: Principles and Practice In this course, students critically examine coun­ seling theories and techniques used within the context o f school and community-based aqun- 159 Educational Studies seling agencies. Students will develop and prac­ tice counseling skills through case studies, role plays, and other modeling exercises. 1 credit. N ot offered 2004—2005. EDUC 026. Special Education: Issues and Practice This course is designed to provide students with a critical overview of special education, includ­ ing its history, the classification and description of exceptionalities, and its legal regulation. Major issues related to identification, assess­ ment, educational and therapeutic interven­ tions, psychosocial aspects, and inclusion are examined. Field placement is required. 1 credit. Spring 2005. Linn. EDUC 032. Issues in Higher Education This course draws on work in psychology, an­ thropology, sociology, philosophy, history, and human development to examine a set o f issues in higher education. T h e course explores ques­ tions such as: W hat have been the debates about access to higher education and how have they played out in such areas as financial aid, public versus private education, race-based ad­ missions, etc. ? W hat has been the mission o f in­ stitutions of higher education throughout histo­ ry and how do they vary from one another? W hat is the role of faculty in sustaining or adapting an institution’s mission? How do mis­ sion and market relate today? How does the fi­ nancial structure o f an institution enable it to pursue mission? How are campus partnerships and campus/community initiatives connected to an institution’s mission? 1 credit. N ot offered 2004—2005. EDUC 042. Educating the Young Learner This course explores the myriad ways that chil­ dren learn in classrooms and construct meaning within their personal, community, and school lives. Transmissionist, constructivist, and social practice and participation theories of learning will frame the course. Areas to be explored in­ clude conditions o f learning environments; ways that teachers can learn by observing learn­ ers; problem-solving and inquiry approaches; direct instruction, practice, and rote learning; and feedback for learners. Literacy, numeracy, 160 and science learning will serve as the content for instructional and curricular explorations in teaching young children. In tersection s, of home, community, school, and peer groups will be explored. Fieldwork is required. Required for elementary teacher certification. W ritingcourse. 1 credit. Spring 2005. Carboni. EDUC 045. Literacies and Social Identities This course explores the intersections of litera­ cies, social identities, and social and academic domains. Topics will include orality and litera­ cy; history of literacy; methods of teaching reading and writing; reader response theories; sociolinguistic tools for textual and discourse analysis; the intersections of literacy with race, gender, class, religion, and sexual orientation; personal and academic literacies; situated, par­ ticipatory, and daily literacy practices; and functional, academic, and sacred views of liter­ acy. T he course will draw on readings from ed­ ucation, anthropology, sociology, and linguis­ tics. Students will have opportunities to explore topics o f individual interest. Typical fieldwork will include a partnership with a college staff member in the Learning for Life program. Highly recommended for students interested in secondary English/language arts teaching and elementary teaching. W ritingcourse. 1 credit. N ot offered 2004—2005. EDUC 051. Language, Culture, and Difference: Current Issues in Teaching English as a Second or Other Language (TES0L) This course examines current questions and de­ bates in the field of language education. Topics will include models for English Language Learner (ELL) instruction, including English as a Second Language (ESL), bilingual education, content-based instruction, and immersion pro­ grams; the role o f culture in TESO L; assessment of the ELL learner; focus on form or fluency first as methods of instruction in the classroom; identities of the language learner; literacy and language; and issues of status and placement of the ESL professional within the public school structure. Fieldwork is required. 1 credit. N ot offered 2004—2005. EDUC 054. Oral and Written Language EDUC 068. Urban Educatinn (See LING 054) (Cross-listed as SO A N 020B ) Prerequisite: LIN G 001, 040, 045, or 050. This course examines issues o f practice and pol­ icy, including financing, integration, compen­ satory education, curricular innovation, parent involvement, bilingual education, high-stakes testing, comprehensive school reform, gover­ nance, and multiculturalism. T h e special chal­ lenges 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, anthropol­ ogy, political science, and economics. Current issues will also be viewed in historical perspec­ tive. Fieldwork is required. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 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 gen­ der influences the experiences of teaching and learning and how schools both contribute to and challenge social constructions of gender. Prerequisite: ED U C 014 or the permission of the instructor. Writing course. 1 credit. 1 credit. Fall 2004■ Smulyan. Spring 2005. Travers. EDUC 063. Schnol and Society EDUC 069. Savage Inaccuracies: The Facts and Economics of Education in America (Cross-listed as SO A N 069) This course examines the multiple and contra­ dictory purposes and functions of schools, fo­ cusing on the ways in which schools claim to be meritocratic while reproducing the class, racial, gender, and sexual orders of U .S. society. The course explores topics including the aims of schooling; parent/school/community interac­ tion; race, class, and gender in secondary schools; the school as a workplace; and critical multicultural education. Students in this course are also introduced to qualitative methods in the study of school and society and become crit­ ical readers in the field. 1 credit. Not offered 2 0 0 4 -2 0 0 5 . EDUC 065. Environmental Education This course will explore the developments in environmental education, earth education, and watershed programs from practical, curricular, and philosophical perspectives. W e will assess the possibility of making environmental educa­ tion a central part of the curriculum. Students will survey current programs, curricula, and re­ search and consider the role o f formal educa­ tion in generating environmental awareness in light of global ecological crises. Fieldwork is required. 1 credit. Fall 2004. Kay. (See ECON 005) Prerequisites: ECON 001 and any statistics course (or the consent o f the instructor). ED U C 014 is strongly recommended. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . EDUC 0 7 1. Special Projects (Issues in Music and Dance Education) (Cross-listed as D A N C 091 and M U SI 091) A n introduction to the fields of music and dance education. T his course will involve fre­ quent visits to schools, studios, and other edu­ cational institutions in the Philadelphia area. W e will observe a variety o f teaching methods and discuss the guiding principles of music and dance education. W e 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 in­ clude practice teaching, depending on student experience and inclination. Open to any stu­ dent who has taken at least one course in music, dance, or education. 0 .5 credit (C R /N C R ). F all 2004- Arrow and W hitman. EDUC 091 A . Special Tnpics W ith the permission of the instructor, qualified students may choose to pursue a topic of special interest in education through a field project in­ volving classroom or school practice. 161 Educational Studies Available as a credit/no credit course only. 0 .5 or 1 credit. E ach sem ester. Staff. EDUC 091B . Special Topics W ith the 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. E ach sem ester. Staff. EDUC 096-097. Thesis l or 2 credits, norm ally in conjunction with a special m ajor. E ach sem ester. Staff. SEMINARS EDUC 1 2 1 . Child Psychology and Practice This seminar focuses on (1) general develop­ mental principles revealed in and applicable to contexts o f practice as well as (2) practical ap­ plications o f research and theory in develop­ mental psychology. Members of the seminar work together to consider topics in education (e.g., motivation, professional learning, and in­ structional practice), topics in cognitive sci­ ence (e.g., strategy use, metacognition, and in­ dividual variation) and topics in social policy (e.g., evaluation, community initiatives, and educational reform) through fieldwork, direct­ ed readings, and a literature review on a ques­ tion of their choice. T h e fieldwork for the sem­ inar focuses on the evaluation of an issue or problem identified by the local community. Prerequisites: ED U C 0 14 and 021. W riting cou rse. 2 credits. Spring 2005. Renninger. EDUC 1 3 1 . Social and Cultural Perspectives on Education In this seminar, students examine schools as in­ stitutions that both reflect and challenge exist­ ing social and cultural patterns o f thought, be­ havior, and knowledge production. Seminar participants study and use qualitative methods o f research and examine topics including the aims o f schooling; parent/school/community 162 interaction; schooling and identity develop­ ment; and classroom and school restructuring. Prerequisites: ED U C 014 and an additional course in the 060s. W riting course. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . EDUC 1 4 1 . Educational Policy This seminar will explore issues in the design, implementation, and evaluation o f educational policy at the federal, state, and local levels in light o f the ongoing historical and cultural de­ bates over educational policy. T h e course will examine a range o f current policy topics, in­ cluding school finance, issues of adequacy and equity, the standards movement, systemic re­ form, testing and accountability, varieties of school choice, early childhood education, im­ migrant and bilingual education, and special education from the perspectives o f several so­ cial science disciplines and political perspec­ tives. Fieldwork in a policy-related educational organization is required. Prerequisites: ED U C 014 and an additional course in the 060s; ED U C 068 is strongly recommended. W riting course. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . EDUC 15 1 . Literacy and Numeracy Research, Policy, and Practice This seminar will explore issues in the design, implementation, outcomes, and evaluation of literacy and/or numeracy programs at any of the following levels: pre-school, elementary, sec­ ondary, and adult learning. Policies emanating from local, state, and federal levels will be ex­ amined in terms of outcomes and impact on local populations, programs and assessments. Fieldwork possibilities include program evalua­ tion, investigation o f a local problem or issue, development of an approach to address a prob­ lem, or a collaborative research project. Mem­ bers o f the seminar may work together or indi­ vidually on topics and questions of their choice, contributing through directed readings and lit­ erature reviews and relevant fieldwork and/or research. Prerequisites: ED U C 014 and an additional course in the 040-060s. Either ED U C 042 or 045 is highly recommended. W riting course. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . EDUC180. Honors Thesis A 2-credit thesis is required for students com­ pleting special honors majors including educa­ tion. T h e 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 sem ester. Staff. Engineering ERIK C H EEV ER , Professor and Chair NELSON A . M ACKEN, Professor ARTHUR E . McGARITY, Professor LYNNE A . M OLTER, Professor FREDERICK L . ORTHLIER, Professor FARUQ M .A . SIDDIQUI, Professor2 ERICH CARR EVERRACH, Associate Professor3 RRUCE A . M AXW ELL, Associate Professor M ICHAEL J . PI0V0S0, Visiting Associate Professor (part time) HOLLY CASTLEM AN, Administrative Assistant EDMOND JAOUDI, Electronics, Instrumentation, and Computer Specialist GRANT SM ITH, M echanician 2 A bsent on leave, spring 2005. 3 T h e professional practice o f engineering re­ quires creativity and confidence in applying sci­ entific knowledge and mathematical methods to solve technical problems of ever-growing complexity. T h e pervasiveness o f advanced technology within our economic and social in­ frastructures demands that engineers more fully recognize and take into account the potential economic and social consequences that may occur when significant and analytically welldefined technical issues are resolved. A respon­ sibly educated engineer must not only be in confident command o f current analytic and de­ sign techniques but also have a thorough un­ derstanding o f social and economic influences and an abiding appreciation for cultural and humanistic traditions. Our program supports these needs by offering each engineering stu­ dent the opportunity to acquire a broad yet in­ dividualized technical and liberal education. 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 ef­ fectively, and collaborate well with others. 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. W ithin this context the Engineering Depart­ ment seeks to graduate students with a broad, 164 Absent on leave, 2004-2005. T h e Engineering Department and its students provide to the College community a unique perspective that integrates technical and non­ technical factors in the design of solutions to multifaceted problems. Objectives Graduates with the bachelor o f science degree in engineering will have the following: 1. Proficiency in the analysis o f engineering systems 2. Proficiency in engineering design 3. Broad background in the liberal arts 4. Skills to communicate effectively and col­ laborate well with others 5. Skills to adapt to changing situations and new technical challenges Our departmental major program is accredited by the Engineering Accreditation Commission o f the Accreditation Board for Engineering and Technology. T h e structure of the department’s curriculum permits engineering majors to devote as much as three-eighths of their course work to the hu­ manities and social sciences. W ithin their fouryear course o f study, about half of our majors pursue either a minor or a double major, 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 lab­ oratories for general instruction and individual student projects in electronics, electromagne­ tism, optics, systems dynamics and control, communications, engineering materials, solid and structural mechanics, fluid mechanics, fos­ sil and solar energy conversion, acoustics, non­ linear dynamics, and environmental water and air pollution control. T h e laboratories contain a wide variety o f modem measurement equip­ ment configured for computer-assisted data ac­ quisition and process control. T he department’s facilities also include a workstation laboratory with high performance color graphics and in­ dustry-standard engineering design, analysis, and graphics software. Electronics, metal, and woodworking shops that support our courses and laboratories are also available for student use. Couises Readily Available to Students Not Majoring or Minorlng in Engineering High-Performance Composites (001), Explor­ ing Acoustics (002), Problems in Technology (003), and A rt and Science o f Structures (007) are designed for students contemplating only an introduction to engineering. Mechanics (006) is primarily for prospective majors, but other in­ terested students, particularly those preparing for careers in architecture or biomechanics, are encouraged to enroll. Introduction to Environ­ mental Protection (0 0 4 A ), Operations R e­ search (057), Solar Energy Systems (035), Water Quality and Pollution Control (063), Swarthmore and the Biosphere (004B ), En­ vironmental Systems (0 6 6 ), and Environ­ mental Policy and Politics (004C ) appeal to many students majoring in other departments, particularly those pursuing an environmental studies minor. Students interested in comput­ ers, including computer science majors or mi­ nors, may wish to consider Fundamentals of Digital Systems (015), Principles of Computer Architecture (025), Computer Graphics (026), Computer Vision (027), and Robotics (028). Students majoring in the physical sciences or mathematics may enroll routinely in advanced engineering courses. Department faculty mem­ bers also support minors in computer science and environmental studies and a special major with the Linguistics Program. Note that Engineering Methodology, HighPerformance Composites, Exploring Acoustics, Problems in Technology, A rt and Science of Structures, Introduction to Environmental Pro­ tection, Swarthmore and the Biosphere, and Environmental Policy and Politics are not ad­ missible as technical electives within an engi­ neering major or minor but may be taken as free electives subject to the 20-course rule. Course Major T h e requirements for the course major de­ scribed subsequently apply to students whose class enters in fall 2004. T h e curriculum is cur­ rently being reviewed and may be revised for subsequent classes. Engineering majors must complete require­ ments from three categories: ( 1 )1 2 engineering credits, (2) 4 credits in science, and (3) 4 cred­ its in mathematics. T h e first category is dis­ cussed in the next paragraph. W ithin the sec­ ond category, students must receive 2 credits in physics, 1 in chemistry, and 1 in an additional course. T he physics credits must include either PHYS 003 and 004, or 007 and 008, or the equivalent. T he chemistry credit must be for CH EM 010 or the equivalent. T h e unspecified science course should complement the student’s overall program of study and will normally be from one of the following Swarthmore depart­ ments: Biology, Chemistry, Computer Science, or Physics and Astronomy. This course must be acceptable for credit toward a minimal major in the offering department to count toward an en­ gineering major. T he third category includes a minimum of 4 credits in mathematics including MATH 030 and normally including MATH 005, 006, and 018 or the equivalent. No cours­ es taken at Swarthmore and intended to satisfy these departmental requirements, except those taken fall semester in the first year, may be taken credit/no credit. Students majoring in engineering are required to take at least six core courses within the first category. Every major must take the following four courses: Mechanics (EN G R 006), Electric Circuit Analysis (EN G R 011), Thermofluid M echanics (EN G R 0 4 1 ), and Engineering Design (EN G R 090), usually in that order. Each student must also take two or three of the following courses: Linear Physical Systems Analysis (EN G R 0 12), Experimentation for Engineering Design (EN G R 014), or Funda- 165 Engineering mentals of Digital Systems (EN G R 015). Engi­ neering Design is the culminating experience for engineering majors and must be taken in the spring o f the senior year. Submission and oral presentation of the final project report in Engineering Design constitutes the comprehen­ sive examination for engineering majors. Elective Program for Course Majors Each student devises a program o f advanced work in the department in consultation with his or her adviser. These programs normally in­ clude five or six courses depending on the num­ ber of core courses taken. They are submitted for departmental approval as part o f the formal application for a major in engineering during the spring semester of the sophomore year. A student’s elective program may not conform to some traditional or conventional area of engi­ neering specialization (e.g., computer, electrical, mechanical, or civil). Therefore, the department requires each plan of advanced work to have a coherent, well-justified program that meets the student’s stated educational objectives. Typical elective program plans include the fol­ lowing: 1. E lectrical engineering group. Electronic Circuit Applications, Physical Electronics, Electro­ magnetism, Communication Systems, Digi­ tal Signal Processing, V L SI Design, and Control Theory and Design. Students hav­ ing an interest in digital systems might re­ place one or more of these courses with Principles o f Computer A rchitecture or Computer Graphics. 2. C om puter engineering group. Principles of Computer Architecture, Computer Graph­ ics, Computer Vision, and Robotics. Stu­ dents with an interest in computer hardware may include Electronic Circuit Applica­ tions, Physical Electronics, Digital Signal Processing, V LSI Design, or Control Theory and Design. 3. M echanical engineering group. Mechanics of Solids, Engineering Materials, Fluid M e­ chanics, Heat Transfer, Therm al Energy Conversion, Solar Energy Systems, or C on­ trol Theory and Design. 4. C ivil and environm ental 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 166 include Operations Research and Environ­ mental Systems for those interested in the environment or urban planning, or Struc­ tural Theory and Design II for those inter­ ested in architecture or construction. Other recommended courses include Solar Energy Systems, Fluid Mechanics, and Engineering Materials. Course Minor A cadem ic advising. Students interested in pursu­ ing a minor must find a faculty member within the Engineering Department to advise them. If possible, this faculty member should have inter­ ests that overlap the area of the minor. Students who encounter difficulties in identifying an ad­ viser 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. T h e sopho­ more papers of engineering minors should indi­ cate the plan to minor and the courses chosen to fulfill the minor. Requirem ents. A minimum of 5 credits in engi­ neering is required, o f which at least 2 but not more than 3 must be core courses (EN G R 006, O il, 0 1 2 ,0 1 4 ,0 1 5 , or 041 but not EN G R 090). T h e remainder will be selected from elective course offerings within the department. Only those electives that count toward an engineer­ ing 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 o f the two courses used to ful­ fill the core course requirement of 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 Depart­ ment as early as possible to ensure that all requirements are met. • No culminating experience will be required. Only students pursuing the major in engi­ neering may enroll in EN G R 090. Areas o f study. Although packaged selections of courses will be suggested as options for those in­ terested 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 o f Natural Sciences and Engineering may apply for an honors major in engineering. T his B+ average must be main­ tained through the end of the junior year to re­ main in the Honors Program. A listing of preparations supported by existing engineering courses is appended. Credits from approved at­ tachments or special topics courses may substi­ tute for not more than 1 credit within any preparation. Honors M ajor Honors majors must complete the same re­ quirements 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. None o f the core courses (except EN G R 090) may be used in the preparations. • The minor preparation must comprise at least 2 credits of work approved by any de­ partment or program outside engineering. • Each major candidate must accumulate 12 credits in engineering, including EN G R 090, and the same number o f science and math credits as required of course majors. A ll engi­ neering graduates will receive an ABETaccredited bachelor o f science degree. • If one of the major preparations includes ENGR 090, it must be paired with an appro­ priately related upper-level engineering elec­ tive or a 1-credit honors thesis to be com­ pleted in the fall semester o f 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. T h e 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 EN G R 090 project must be submitted by the end of the 10th week o f the spring semester for mailing to the relevant honors examiner. T he final EN G R 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 M inor • Senior honors study is required for all engi­ neering 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 be­ cause EN G R 090 serves as the culminating experience. • Every engineering honors minor preparation must include two related upper-level engi­ neering 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 engi­ neering may substitute for not more than one of the two upper-level courses within an engineering minor preparation. • Prerequisites to upper-level engineering elec­ tives may be waived by the department, de­ pending on the student’s documentation of equivalent work in another department at the time of application. • Formats of examination will follow those ap­ propriate for the engineering major. Prospective engineering majors and minors re­ ceive more specific information about course and honors programs from the department each December. A dditional information is also available on the engineering W eb site at http://www.engin.swarthmore.edu. Poland Foreign Study Program A program of 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 en- 167 Engineering gineering electives and the survey course Environmental Science and Policy in Central and Eastern Europe plus an intensive orienta­ tion course on Polish language and culture pro­ vided by the Jagiellonian University. Coor­ dinator: McGarity. COURSES ENGR 001. High-Performance Composites Students are introduced to the structure, prop­ erties, and performance o f composite materials in sports, automotive, energy, and aeronautic applications. Simple models of material behav­ ior 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 of the stu­ dent’s choice. Primarily for students not con­ templating an engineering major. Prerequisite: high school physics. N atural Sciences and Engineering practicum . 1 credit. F all 2004. Orthlieb. ENGR 002. Exploring Acoustics (Cross-listed as LING 002) This course exposes students to basic scientific and engineering principles through an explora­ tion o f the acoustics of musical instruments, the human voice, structures, and the environment. Hands-on analysis is emphasized, with a mini­ mum use o f mathematics. This course is for stu­ dents not majoring in engineering and includes a laboratory. W riting course. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGR 003. Problems in Technology For students not majoring in science or engi­ neering, this course has most recently concen­ trated on the automobile and its impact on so­ ciety. Technical, political, and socioeconomic aspects are discussed. Class members also work on teams with engineering students in design­ ing, building, and testing a hybrid electric car. Enrollment is limited. W riting course. 168 N atural Sciences and Engineering practicum . 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 004: ENVIRONMENTAL COURSES FOR N0NMAJ0RS C ourses num bered EN G R 004A -004Z serve all students interested in environm ental scien ce, tech­ nology, and policy. Indicated courses m ay be used to satisfy the writing course and N atural Sciences and Engineering practicum requirem ents. Some m ay also m eet requirem ents fo r m inors in environ­ m ental studies or public policy and special m ajors in environm ental science or environm ental policy and technology. Sim ilar courses are available through the C ollege’s foreign study program s in Poland and G han a, W est A frica. T hese courses may not be used to satisfy requirem ents fo r the m ajor or minor in engineering. ENGR 004A. Introduction to Environmental Protection This course covers fundamentals of analysis for environmental problems in the areas o f 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 pollu­ tion problems, pollution control and renewable energy technologies, public policy develop­ ments related to regulation of pollutants, and methods of computer-based systems analysis for developing economically effective environ­ mental protection policies. This course counts toward distribution credit in the Division of Natural Sciences and Engineering and satisfies the environmental science/technology compo­ nent o f the environm ental studies minor. Normally offered in the spring semester. I credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGR 004R. Swarthmore and the Biosphere A n interdisciplinary seminar-style investiga­ tion of the role o f Swarthmore College and its community within the biosphere, including an intensive field-based analysis of one major as­ pect of Swarthmore’s interaction with its envi­ ronment such as food procurement, waste dis- posal, or energy use. Student project groups ex­ plore the selected topic from various perspec­ tives, and the class proposes and attempts to implement solutions. Faculty members from various departments provide background lec­ tures, 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 distri­ bution requirements. 1 credit. are potential majors as well as those interested only in an introduction to engineering. A lthough E N G R 005 is no t required of prospective engineering majors, it is strongly recommended. T his course is not to be used to fulfill the requirements for the engineering major or minor. Offered in the fall semester. 0 .5 credit. F all 2004- Cheever. ENGR 006. Mechanics Topics include environmental analysis, policy formulation, and pollution regulation. Nor­ mally offered in the fall semester. This course covers fundamental areas of statics and dynamics. Elementary concepts of de­ formable bodies are explored, including stressstrain relations, flexure, torsion, and internal pressure. Laboratory work includes a M ATLAB workshop, experiments on deformable bodies, and a truss-bridge team design competition. Offered in the spring semester. 1 credit. Prerequisite: PHYS 003 or the equivalent. O ffered when dem and and staffing perm it. ENGR 004C. Environmental Policy and Politics (Cross-listed as PO LS 043) Not offered 2 0 0 4 -2 0 0 5 . ENGR 004E. Introduction to Sustainable Systems Analysis This course covers definitions of sustainability and sustainable development. Topics include quantitative indicators for evaluating sustain­ able policy, projects, technology, products, and education; interactions between ecology, soci­ ety, and economy; alternatives to economic val­ uation, including energy and energy analysis; dematerialization and recycling; life-cycle analysis; sustainable industrial production; waste minimization; clean technologies; sus­ tainable habitation and communities; and sus­ tainable international, national, and local poli­ cies. Includes a laboratory, computer-based sim­ ulation exercises, field trips, and international Internet discussion groups. T his course counts toward distribution credit in the Division of Natural Sciences and Engineering and satisfies the environmental science/technology compo­ nent of the environmental studies minor. N atural Sciences and Engineering practicum . 1 credit. O ffered when dem and and staffing perm it. 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 de­ partment facilities. Designed for students who 1 credit. Spring 2005. Orthlieb. ENGR 007. Art and Science of Structures This introduction to the basic principles of structural analysis and design includes an em­ phasis 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 de­ signed for students not majoring in engineering. 1 credit. O ffered in the fa ll sem ester when dem and and staffing perm it. ENGR 0 1 1 . Electrical Circuit Analysis T he analysis o f electrical circuits is introduced, including resistors, capacitors, inductors, opamps, and diodes. T he student will learn to de­ velop 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 lab­ oratory. Offered in the fall semester. Prerequisites: M ATH 006B and PHYS 004 or their equivalents or permission of the instructor. N atural Sciences and Engineering practicum . 1 credit. F all 2004- Molter/Piovoso. 169 Engineering ENGR 012. Linear Physical Systems Analysis Engineering phenomena that may be represent­ ed by linear, lumped-parameter models are stud­ ied. This course builds on the mathematical techniques learned in EN G R O il and applies them to a broad range o f linear systems, includ­ ing 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 representa­ tions of systems are studied. T h e course in­ cludes a brief introduction to discrete time sys­ tems and includes a laboratory. Offered in the spring semester. Prerequisite: EN G R O il or the equivalent or permission of the instructor. N atural Sciences and Engineering practicum . 1 credit. Spring 2005. Molter/Cheever. ENGR 014. Experimentation for Engineering Design Students are introduced to measurement sys­ tems, instruments, probability, statistical analy­ sis, measurement errors, and their use in exper­ imental design, planning, execution, data re­ duction, and analysis. Techniques o f 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: EN G R O il. N atural Sciences and Engineering practicum . 1 credit. Spring 2005. McGarity/Macken. ENGR 015. Fundamentals of Digital Systems (Cross-listed as C P S C 024) Digital systems are fundamentally different from continuous systems. T his course will in­ troduce students to digital system theory and design techniques, including Boolean logic, digital representations of data, and techniques for the design o f combinational and sequential digital circuits. Because moving information between systems is critical to real-world appli­ cations, the course will include interfaces be­ tween digital systems and between digital and continuous systems. In addition, the course will cover selected topics in numerical analysis and 170 applied mathematics that are relevant to mod­ em engineering and computer science. Offered in the fall semester. Prerequisites: C P SC 021 or EN G R 011 (coreq­ uisite). N atural Sciences and Engineering practicum . 1 credit. F all 2004. Maxwell. ENGR 025. Principles nf Computer Architecture (Cross-listed as C P SC 025) This course covers the physical and logical de­ sign of a computer. Topics include current mi­ croprocessors, C P U design, R IS C and CISC concepts, pipelining, superscalar processing, cache, paging, segmentation, virtual memory, parallel architectures, bus protocols, and input/output devices. Labs cover analysis o f cur­ rent systems and microprocessor design using C A D tools, including VHDL. Offered in the spring semester. Prerequisites: C P SC 021, EN G R 024, or per­ mission of the instructor. A course beyond C P S C 021 is strongly recommended. N atural Sciences and Engineering practicum . 1 credit. Spring 2005. Maxwell ENGR 026. Cnmputer Graphics (Cross-listed as C P S C 040) Computer graphics deals with the manipulation and creation of digital imagery. W e cover draw­ ing algorithms for two-dimensional (2-D) graphics primitives, 2-D and three-dimensional (3-D ) matrix transformations, projective geom­ etry, 2-D and 3-D model representations, clip­ ping, hidden surface removal, rendering, hierar­ chical 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 alter­ nate years. Prerequisite: C P SC 021 or the permission of the instructor. Linear algebra and some calculus are strongly recommended. N atural Sciences and Engineering practicum . 1 credit. F all 2004- Maxwell. ENGR 027. Computer Vision (Cross-listed as C P SC 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 representa­ tion and recognition. T h e course will focus on object recognition and detection, introducing the tools o f computer vision in support of build­ ing an automatic object recognition and classi­ fication system. Labs will involve implement­ ing both off-line and real-time object recogni­ tion and classification systems. Offered in the fall semester, twice every four years. Prerequisites: EN G R 012, C P SC 021, or the permission of the instructor. Math background at the level of MATH 016 or MATH 018 is strongly recommended. Natural Sciences and Engineering practkum . 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . computer-aided design optimization, and eco­ nomic feasibility assessment. This course in­ cludes a laboratory. Offered in the fall semester of alternate years. Prerequisites: PHYS 004, M ATH 006, or the equivalent or the permission o f the instructor. N atural Sciences and Engineering practicum . 1 credit. N ot offered 2004—2005. ENGR 041. Thermofluid Mechanics This course introduces macroscopic thermody­ namics: first and second laws, properties of pure substances, and applications using system and control volume formulation. Also introduced is fluid mechanics: development o f conservation theorems, hydrostatics, and the dynamics of one-dimensional fluid motion with and without friction. A laboratory is included. Offered in the fall semester. Prerequisites: EN G R 006 and EN G R 011 or the equivalent. ENGR 028. Robotics N atural Sciences and Engineering practicum . 1 credit. (Cross-listed as C P SC 081) F all 2004. Macken/Orthlieb. This course addresses the problems o f control­ ling 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, optimiza­ tion and learning, and robot simulation envi­ ronments. 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. ENGR 057. Operations Research Prerequisites: EN G R 027/CPSC 027, C P SC 063, C P SC 128, or the permission o f the instructor. N atural Sciences and Engineering practicum . 1 credit. O ffered when dem and and staffing perm it. ENGR 035. Solar Energy Systems Fundamental physical concepts and system de­ sign techniques of solar energy systems are cov­ ered. Topics include solar geometry, compo­ nents of solar radiation, analysis o f thermal and photovoltaic solar collectors, energy storage, computer simulation of system performance, (Cross-listed as ECON 032) This course introduces students to mathemati­ cal modeling and optimization to solve com­ plex, multivariable problems such as those re­ lating to efficient business and government op­ erations, environm ental pollution control, urban planning, and water and food resources. It includes a case study project and an intro­ duction to the A M PL modeling language. Offered in the fall semester. N atural Sciences and Engineering practicum . 1 credit. F all 2004- McGarity. ENGR 058. Control Theory and Design This introduction to the control o f 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: EN G R 012 or the equivalent. 171 Engineering N atural Sciences and. Engineering practicum . 1 credit. and concrete structures. A laboratory is in­ cluded. Normally offered in the fall semester. Spring 2005. Cheever. Prerequisite: EN G R 060. ENGR 059. Mechanics of Solids N atural Sciences and Engineering practicum . 1 credit. Internal stresses and changes of form that occur when forces act on solid bodies or when inter­ nal temperature varies are covered as well as state o f stress and strain, strength theories, sta­ bility, deflections, photoelasticity, and elastic and plastic theories. A laboratory is included. Offered in the fall semester. Prerequisite: EN G R 006 or the equivalent. N atural Sciences and Engineering practicum . 1 credit. F all 2004. Orthlieb. ENGR 060. Structural Theory and Design I This course covers fundamental principles of structural m echanics, statically determinate analysis o f frames and trusses, approximate analysis o f indeterminate structures, virtual work principles, and elements o f design o f steel and concrete structural members. A laboratory is included. Offered in the spring semester. Prerequisite: EN G R 059 or permission of the instructor. N atural Sciences and Engineering practicum . 1 credit. Spring 2005, if dem and and staffing perm it. ENGR 061. Geotechnical Engineering: Theory and Design Soil and rock mechanics are explored, includ­ ing soil and rock formation, soil mineralogy, soil types, compaction, soil hydraulics, consolida­ tion, 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 o f alter­ nate years. Prerequisite: EN G R 006 or permission of the instructor. May be taken concurrently with EN G R 059. Naturcd Sciences and Engineering practicum . 1 credit. F all 2004. Siddiqui. 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 o f steel 172 N ot offered 2 0 0 4 -2 0 0 5 . 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 o f wastewater treatment processes, sewage treatment plant de­ sign, 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 alter­ nate years. Prerequisites: CHEM 010, M ATH 006, or the equivalent or the consent o f instructor. N atural Sciences and Engineering practicum . 1 credit. F all 2004. McGarity. ENGR 066. Environmental Systems Students will explore mathematical modeling and systems analysis o f problems in the fields of water resources, water quality, air pollution, urban planning, and public health. Techniques o f optimization including linear and integer programming are used as frameworks for model­ ing such problems. Dynamic systems simulation methods and a laboratory are included. Offered in the spring semester of alternate years. Recommended: EN G R 057 or the equivalent, or the consent of instructor. N atural Sciences and Engineering practicum . 1 credit. Spring 2005. McGarity. ENGR 0 7 1. Digital Signal Processing Students will be introduced to difference equa­ tions and discrete-time transform theory, the Ztransform and Fourier representation of se­ quences, and fast Fourier transform algorithms. Discrete-time transfer functions and filter de­ sign techniques are also introduced. This course introduces the architecture and programming of digital signal processors. A laboratory is in­ cluded. Prerequisite: EN G R 012. Natural Sciences and Engineering practicum . 1 credit. Not offered 2004—2005. ENGR 072. Electronic Circuit Applications This course is of interest to a broad range of stu­ dents in the sciences. T h e student will learn the fundamentals of electronic circuit design start­ ing with a brief survey of semiconductor devices including diodes and bipolar and field effect transistors. T he course continues with op-amp applications, including instrumentation and fil­ ter design. T he use of digital logic is also ex­ plored. Throughout the course, practical con­ siderations of circuit design and construction are covered. T his course includes a laboratory. Offered in the fall semester. Prerequisite: EN G R 011. Natural Sciences and Engineering practicum . 1 credit. Fall 2004. Cheever. ENGR 073. Physical Electronics Topics include the physical properties of semi­ conductor materials and semiconductor de­ vices; the physics of electron/hole dynamics; band and transport theory; and electrical, me­ chanical, and optical properties o f semiconduc­ tor crystals. Devices examined include diodes, transistors, FETs, LEDs, lasers, and pin photodetectors. Modeling and fabrication processes are covered. A laboratory is included. Offered in the spring semester of alternate years. Prerequisite: EN G R 011 or PHYS 008. N atural Sciences and Engineering practicum . 1 credit. N ot offered 2 0 0 4 -2005. ENGR 0 75 ,0 76 . Electromagnetic Theory I and II The static and dynamic treatment of engineer­ ing applications of Maxwell’s equations will be explored. Topics include macroscopic field treatment of interactions with dielectric, con­ ducting, and magnetic materials; analysis of forces and energy storage as the basis o f circuit theory; electromagnetic waves in free space and guidance within media; plane waves and modal propagation; and polarization, reflection, re­ fraction, diffraction, and interference. ENGR 076 will include advanced topics in op­ tics 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, modulators, nonlinear materials, and solid-state detectors. EN G R 075 is offered in the fall se­ mester of alternate years. Prerequisite: EN G R 012 or the equivalent. EN G R 075 or a physics equivalent is a prereq­ uisite for EN G R 076. N atural Sciences and Engineering practicum . I credit. E N G R 075: Fail 2004- Molter. EN G R 076: O ffered when dem and and staffing perm it. ENGR 0 7 7. VLSI Design T his course is an introduction to the design, analysis, and modeling of integrated circuits, both analog and digital. T he course will focus on C M O S technology and introduce sophisti­ cated models of M O S transistors and discuss how they can be used to develop analog and digital circuitry. There will be a heavy emphasis on computer modeling of devices and circuits. A laboratory is included. Offered in the fall semester of alternate years. Prerequisite: EN G R O il. N atural Sciences and Engineering practicum . I credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGR 078. Communication Systems Theory and design principles of analog and dig­ ital com m unication systems are explored. Topics include frequency domain analysis of signals; signal transmission and filtering; ran­ dom signals and noise; A M , PM, and FM sig­ nals; sampling and pulse modulation; digital signal transmission; PCM; coding; and informa­ tion theory. Applications to practical systems such as television and data communications are covered. A laboratory is included. Offered in the spring semester o f alternate years. Prerequisite: EN G R 012 or the equivalent. N atural Sciences and Engineering practicum . 1 credit. Spring 2005. Molter. ENGR 081. Thermal Energy Conversion T his course covers the development and appli­ cation of the principles of thermal energy 173 Engineering analysis to energy conversion systems, includ­ ing cycles and solar energy systems. T h e con­ cepts of availability, ideal and real mixtures, and chemical and nuclear reactions are ex­ plored. A laboratory is included. Offered in the spring semester o f alternate years. Prerequisite: EN G R 041. N atural Sciences and Engineering practicum . 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGR 082. Engineering Materials Material structure, properties, and processing is introduced with an nalysis of microstructures, physical properties, thermal and mechanical transformation of metals, polymers, concrete, wood, and a variety of composites. Material se­ lection in design, laboratory testing for quality assurance, and performance evaluation in ser­ vice are included through labs and a semester project. Offered in the fall semester of alternate years. Prerequisite: EN G R 059 or permission o f the instructor. N atural Sciences and Engineering practicum . 1 credit. N ot offered 2004—2005. ENGR 083. Fluid Mechanics Fluid mechanics is treated as a special case of continuum mechanics in the analysis of fluid flow systems. Conservation o f mass, momen­ tum, and energy are covered along with appli­ cations to the study of inviscid and viscous, in­ compressible, and compressible fluids. A labo­ ratory is included. Offered in the spring semes­ ter o f alternate years. Prerequisite: EN G R 041. N atural Sciences and Engineering practicum . 1 credit. Spring 2005. Macken. ENGR 084. Heat Transfer Students are introduced to the physical phe­ nomena involved in heat transfer. Analytical techniques are presented together with empiri­ cal results to develop tools for solving problems in heat transfer by conduction, forced and free convection, and radiation. Numerical tech­ niques are discussed for the solution of conduc­ tion problems. A laboratory is included. Offered in the fall semester of alternate years. 174 Prerequisite: EN G R 041. N atural Sciences and Engineering practicum . I credit. F all 2004. 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 comprehen­ sive written report and an oral presentation are required. Offered in the spring semester. This class is available only to engineering majors. W riting course. 1 credit. Spring 2005. Staff. ENGR 091. Special Topics Subject matter dependent on a group need or individual interest. Normally restricted to seniors. 1 credit. O ffered when dem and and staffing perm it. 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. 1 credit. O ffered cndy with departm ent approval and faculty supervision. ENGR 096. Honors Thesis In addition to EN G R 090, an honors major may undertake an honors thesis in the fall semester o f the senior year with approval of the depart­ ment and a faculty adviser. A prospectus of the thesis problem must be submitted and approved not later than the end of junior year. 1 credit. O ffered only with departm ent approval and faculty supervision. ENGR 126. Advanced Computer Graphics This course takes an in-depth look at a series of current topics in computer graphics, partly de­ termined by student interests. Topics may in­ clude shading models, radiosity, ray tracing, image-based rendering, modeling, texture, ani­ mation, physically based modeling, hybrid com­ puter vision and graphics techniques, nonphotorealistic rendering, and special effects. The course is taught as a seminar, and meetings re­ volve around computer graphics papers from technical proceedings, such as A C M SIG GRAPH, and other computer graphics jour­ nals. Students will be responsible for reading and preparing the presentation of papers. In ad­ dition, there will be several significant projects where students implement computer graphics programs based on the topics covered in the course. Heat Transfer and Fluid Mechanics Prerequisite: EN G R 026 and the permission of the instructor. Engineering Materials I credit. Computer Vision O ffered when dem and and staffing perm it. Robotics ENGR 199. Senior Honors Study Signals and Systems Senior honors study is available only for engi­ neering 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 of the senior year. Control Theory and Design 0.5 or 1 credit. Thermal Energy Conversion or Heat Transfer O ffered when dem and and staffing perm it. Structural Analysis and Design Heat Transfer Fluid Mechanics Integrated Electronics Electronic Circuit Applications V L SI Design Materials Engineering Mechanics o f Solids Robotics and Machine Vision Digital Signal Processing Solar Thermal Systems Solar Energy Systems Structural Theory and Design I and II PREPARATION FOR HONORS EXAMINATIONS Structures and Soil Structural Theory and Design I G eotechnical Engineering: Theory and Design The department will arrange honors examina­ tions in the following areas to be prepared for by the combinations o f courses indicated. Other preparations are possible by mutual agreement. Thermal Energy Conversion and Heat Transfer Cnmmunicatinns and Electromagnetic Fields Visual Information Systems Communication Systems Computer Vision Electromagnetic Theory Water Quality and Fluid Mechanics Communications and Signal Processing W ater Quality and Pollution Control Communication Systems Fluid Mechanics Digital Signal Processing Water Quality and Supply Systems Electromagnetic Theory Water Quality and Pollution Control Electromagnetic Theory I and II Environmental Systems Thermal Energy Conversion Heat Transfer Computer Graphics Electronics Electronic Circuit Applications Physical Electronics Environmental Systems Operations Research Environmental Systems 175 English Literature NATHALIE ANDERSON, Professor CHARLES L . JA M ES , Professor PETER J . SCHMIDT, Professor and Chair PHILIP M . W EINSTEIN, Professor CRAIG WILLIAMSON, Professor ELIZABETH BOLTON, Associate Professor NORA JOHNSON, Associate Professor CAROLYN LES JA K , Associate Professor1 BARBARA RIEBLING, Visiting Associate Professor (part tim e)5 PATRICIA W HITE, Associate Professor RONA BUCHALTER, Visiting Assistant Professor (part tim e)5 EDMUND CAM POS, Assistant Professor5 RAIM A EVAN, Visiting Assistant Professor (part time) JIL L GLADSTEIN, Assistant Professor and Director o f Writing Associates Program KENDALL JOHNSON, Assistant Professor5 BAKIRATHI M ANI, Assistant Professor WENDY DOWKINGS, Visiting Lecturer (part tim e)5 CAROLYN ANDERSON, Administrative Coordinator NANCY BECH, Administrative Assistant (part time) 1 A bsent on leave, fall 2004. 3 A bsent on leave, 2 0 0 4-2005. 5 Fall 2004. This department offers courses in English liter­ ature, American literature, Native American literature, African and Caribbean literatures, Asian and Asian American literatures, gay and lesbian literatures, drama, film, some foreign lit­ eratures in translation, creative writing, critical theory, and journalism. T h e departmental cur­ riculum 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 ap­ proaches to literature and dramatic art and ex­ plores certain theoretical considerations im­ plicit in literary study, such as the problematics o f canon formation and the impact of gender on the creation and reception of literary works. (PD C; formerly numbered ENGL 005A -Z and EN G L 006A -Z ). W e will instead offer first-year seminars (FY S), which are limited to an enroll­ ment of 12 first-year students only. First-year seminars are numbered ENGL 009A -Z . These seminars are designed to emphasize in-depth study of literary texts from a variety of perspec­ tives, with careful attention to writing and maximum opportunity for class discussion. All first-year seminars in English count as humani­ ties W courses. Students may take only one first-year seminar in the English Department. REQUIREMENTS AND RECOMMENDATIONS First-Year Seminars and Core Courses Beginning this year, the English Department will no longer offer primary distribution courses 176 W e will also begin offering core courses (CC). C C s pay special attention to one or more of the following: close reading, historical context, sec­ ondary (i.e., theoretical or critical) readings, or genre. They are distinguished by their pedagog­ ical 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. For the class of 2007 and beyond, all majors are required to take a C C . In addition, first and sec­ ond-year students who have not taken a firstsear seminar in the English Department will be required to take a C C before doing upper-divi­ sion work in the department. This policy does not apply to courses in creative writing. Students are welcome to take more than one CC. - Requirements for Admission to the English Major Because changes in our curriculum are being im ple­ mented gradually, you should consult the follow ing inform ation carefully fo r your particular year: Class of 2 0 0 5 : T h e old requirements (an English PDC and one other English course). Class of 2 0 0 6 : A n English P E C and one other course in English. You are encouraged but not required to take a C C at some point before or during the English major. Class of 2 0 0 7 : You must have taken two English courses before being admitted to the major. These can be (1) an English PDC and some other English class, whether or not it was a CC ; or (2) a C C in English and some other English class. T h e prerequisite for the C C is ei­ ther a PDC or a W course from anywhere on campus. Students who have not taken any English PDCs in their freshman year will not be allowed to take first-year seminars during their sophomore year. Class of 2 0 0 8 : A W i n any department, fol­ lowed by a C C and one other English course. Students who have taken an English first-year seminar can take either a C C or some other course in the department before applying to major. Prerequisites for Admission to an Upper-Division Course (Nonmajors or Prospective Majors) Because changes in our curriculum are being im ple­ mented gradually, you should consult the follow ing inform ation carefully fo r your particular year: Class of 2 0 0 5 : No prerequisites for juniors or seniors. Class of 2 0 0 6 : No prerequisites for juniors or seniors. Class of 2 0 0 7 : Sophomores are required to have taken a W or PDC from any department plus a C C . If you have taken an English PDC, there is no additional requirement. For juniors and seniors, there are no prerequisites. W e rec­ ommend but do not require that you take a C C before taking upper-division courses. It is as­ sumed that under the new college require­ ments, all juniors and seniors will have taken at least one W course somewhere on campus. Class of 2 0 0 8 : First-year students and sopho­ mores are required to have taken a W from any department plus a C C . If you have taken an English FYS, there is no additional require­ ment. For juniors and seniors, there are no pre­ requisites. W e recommend but do not require that students take a C C before taking upper-di­ vision courses. It is assumed that under the new college requirements, all juniors and seniors will have taken at least one W course some­ where on campus. Students with Advanced Placem ent (A P) scores of 4 to 5 in English literature and/or Eng­ lish 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 In­ ternational Baccalaureate are treated in the same way. Students considering a major in English are strongly urged to take one or two additional English courses during the sophomore year. Majors and prospective majors should consult a member of the English Department for infor­ mation 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 fol­ low a course o f 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. W e offer English certification through a program approved by the state o f Pennsylvania. For iurther informa­ tion about the relevant set of requirements, please contact the Department of Educational Studies chair, the English Department chair, or the Department o f Educational Studies Web site: www.swarthmore.edu/SocSci/Education/. Students who wish to study abroad should con­ sult 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 to- 177 English Literature ward 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, syl­ labi, 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 de­ tails concerning department policies for study abroad, consult the department statement filed with the Office of Foreign Studies. Course Major T h e major in course consists of a minimum of 8 units o f credit in the department, including at least 3 units in literature written before 1830 (such courses are marked with a * ) , and 3 in lit­ erature written after 1830. Beginning with the class o f 2007, 9 units of credit are required for the English major. Also beginning with the class of 2007, one o f these courses must be a designated C C . Majors in the classes o f 2005 and 2006 are encouraged but not required to take CCs. Courses marked with a * * * may be counted as pre-1830 or post-1830 but not both. First-year seminars or courses previously desig­ nated as PDCs may not be counted as part of the pre- or post-1830 requirement. Students must also write a senior essay. Details about the essay are available in the department office. Course Minor T h e minor in course consists of a minimum of 5 units o f 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. Beginning with the class of 2007, one of these courses must be a designated C C . Minors in the classes o f 2005 and 2006 are encouraged but not required to take CCs. Honors Major Majors in English who seek a degree with hon­ ors will, in the spring of their sophomore year, propose for external examination a program consisting o f four fields: three in English and one in a minor. T h e three preparations in the major (constituting 6 units of credit) will be constituted as follows: A ll three preparations will normally be done through seminars (if ap­ proved by the department, one preparation may be a thesis or creative writing project); the pro­ gram must include at least one Group I and one 178 Group II seminar. Students may also take ENGL 037 and 038 as a two-course honors preparation. Honors majors, as part o f 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. Begin­ ning with the class of 2007, students must take at least one designated C C . Also beginning with the class of 2007, 9 units o f credit are re­ quired for the English major. Honors majors in the classes o f 2005 and 2006 are encouraged but not required to take CCs. T h e Honors Program requirements are described in detail in the de­ partmental 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 num­ ber of these ventures the department can spon­ sor each year is limited. Students who propose creative writing projects will normally be ex­ pected to have completed at least one writing workshop as part of, or as a prelude to, the pro­ ject; the field presented for examination will thus normally consist o f a 1-credit workshop plus a 1-credit Directed Creative Writing Proj­ ect. For further information, including dead­ lines for Directed Creative Writing proposals, see rubric under ENGL 070K. Honors Minor Minors must do a single, 2-credit preparation in the department by means of a seminar (or under special circumstances, a creative writing project). Minors are required to do a total of at least 5 units o f work in English (including their honors preparation). Beginning with the class of 2007, students must take at least one desig­ nated C C , as part of their 5 credits. Honors minors in the classes of 2005 and 2006 are encouraged but not required to take CCs. Students interested in pursuing honors within a faculty-approved interdisciplinary major, pro­ gram, or concentration that draws on advanced English courses or seminars should see the chair for early help in planning their programs. Creative Writing Emphasis Students who want to major in English with an emphasis in creative writing— whether course or honors majors— must complete 3 units of creative writing in addition to the usual depart­ mental requirements o f pre- and post-1830 units. T h e creative writing credits will normal­ ly consist of two workshops (EN G L 070A —E or G) and ENGL 070K : Directed Creative W rit­ ing 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. CURRICULUM The English Department courses are grouped together by historical period, genre, or course level as follows: 001A, B, C : Special courses that do not count toward the major 009A , B, C , etc.: FYS (counted as W courses) 001: SPECIAL COURSES T hese courses are special ten ting-intensive courses that count tow ard graduation credit but not tow ard the English m ajor. T hey m ay not be substituted fo r a prerequisite course in English. ENGL 001 A . Insights Into Academic Writing This course offers students 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 of the writing process and will develop their ability to write for an academic audience. A variety o f writing assignments, given throughout the course, will offer students an opportunity to work with different purposes and for different audiences. Readings have been se­ lected to serve as an impetus for critical reading, writing, and thinking. Students will also partic­ ipate in conferences with the instructor to dis­ cuss writing related to the course as well as other academic assignments. 014-019: Medieval 020-029: Renaissance and 17 th Century 030-039: Restoration, 18 th Century, and Romantic After completing English 001A , students who wish to continue to work on their academic writing skills may take English 001A A . This is a 0.5 credit (NC/CR) course in which each individual student meets weekly with the in­ structor of 001A to discuss independent writing projects. Meets the distribution requirements but does not count toward the major. 040-049: Victorian to Modem W riting course. 050-069: American (including African American, Asian American, and Native American) F all 2004: Buchalter. Spring 2005: Gladstein. 010-096: Advanced courses 010, O il: Survey Courses in British Literature 070A, B, C , etc.: Creative W riting and Journalism Workshops 071 A , B, C , etc.: Genre Studies 1 credit. ENGL 001B . English for Foreign Students Individual and group work on an advanced lev­ el for students with non-English backgrounds. Does not meet distribution requirements or count toward the major. I credit. Comparative Literature/ Literature in Translation E ach semester. Evans. 080-096: Critical Theory, Film, and Media Studies ENGL 001C . The Writing Process: Theory and Practice 097-099: Independent Study and Culminating Exercises 072-079: Over 100: Honors Seminars, Theses, etc. (open to juniors and seniors with approval o f the department chair only) (Cross-listed as ED U C 001C ) How do you work with both the writer and his writing? W hat is argument and its role in acad­ emic writing? W hat is style and how does it in­ fluence the tone of a text? 179 English Literature This course combines composition theory, re­ search, and practice together with class discus­ sions and assignments in order to educate stu­ dents on all aspects of the writing process. Students deconstruct the structure of a paper, Starting with the overall argument and working through to sentence construction and word choice. T he course also introduces students to the fundamentals o f serving as a writing associ­ ate (W A) by covering such topics as conference dynamics and working with writers with diverse learning styles. and William Gibson. W riting course. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 009C. First-Year Seminar: Cultural Practices and Social Texts W riting course. W hat constitutes “culture”? W ho is entitled to it? W hat are the effects o f not having it? This course will look at how different conceptualiza­ tions o f culture— in theory and in practice— have at stake questions of identity (individual and collective), political practice and agency, structures of power, and possibilities for social transformation. Authors will include Shake­ speare, Arnold, Kipling, Raymond Williams, Brecht, and Zora Neale Hurston. 1 credit. W riting course. This course is required and open to only those selected as WAs. It is a credit/no credit course. Meets distribution requirements but does not count toward the major. F all 2004- Gladstein. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 009: FIRST-YEAR SEMINARS T hese courses are lim ited to 12 first-year students only. N o student m ay take m ore than on e. A ll count as W courses. ENGL 009A. First-Year Seminar: Legal Fictions in America In 1776, Thomas Jefferson declared indepen­ dence by asserting the “self-evident” truth that “all men are created equal.” This course consid­ ers writers who found their personhood denied by imperial or federal law. W e will examine how authors responded, using words to chal­ lenge the truth and to fight for legal, social, and economic recognition. Authors include Frank­ lin, Jefferson, Poe, Apess, Douglass, Jacobs, Zitkala Sa, Sone, Petty, A lexie, Tapahonso, Williams, Hughes, and Wilson. W riting course. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 009B. First-Year Seminar: Utopias This course explores utopia on uncharted is­ lands, in dark futures, and in the virtual nowhere of cyberspace. W hat is the place o f de­ sire, technology, and the individual in utopian fictions? T he textual range embraces philo­ sophical treatises, political satires, travel narra­ tives, and science fiction. Authors may include Plato, Thom as More, Daniel Defoe, Jules Verne, Aldous Huxley, George Orwell, Mar­ garet Atwood, Samuel Delany, Toni Morrison, 180 ENGL 009D. First-Year Seminar: Nation and Migration Drawing on novels, short stories, film, and po­ etry produced by immigrant writers from South Asia, Africa, and the Caribbean, this course ex­ plores nationalism and migration as two pri­ mary modalities through which identities and communities are formed in the modem world. How does the migrant/diasporic writer rewrite the English language to reflect questions o f race and power, nationhood and citizenship, and histories o f the past and present? Authors in­ clude Gordimer, Kureishi, Mootoo, Ondaatje, Said, and Rushdie. W riting course. 1 credit. E ach sem ester. Mani. ENGL 009E. First-Year Seminar: The Subject in Question How do we become who we are? W hat social discourses and practices enable the shaping of identity? How does reading affect this process? T his course will explore the ways in which sub­ jectivity and ideology interpenetrate within a range of texts and our commentary upon them. Writers will include Shakespeare, Flaubert, Kafka, Faulkner, Rich, Morrison, and DiLillo. Theoretical essays may also be assigned. W riting course. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 009F. First-Year Seminar: Fairy Tales and Magie Fictions This course will explore the encounter with the fantastic. How does fantasy comment upon our fears and desires? How does it challenge our habits of perception? W hat does it teach us about the nature of knowing? How do magic fictions critique the social problems of the real world? We will read fairy tales and contempo­ rary reworkings of them, children’s literature, science fiction, and other magical texts. Selected authors: Grimm, Carroll, Shakespeare, Butler, Kafka, and Pullman. time, students themselves will engage the genre o f the academic essay by writing and revising several o f the following kinds of literature es­ says: a close reading of an assigned passage; a close reading of a passage chosen by the stu­ dent; analysis of a novel’s use of source materi­ al; thematic analysis; analysis of a keyword (a thematically central and frequently repeated word in the text); and a research paper address­ ing one or more of the novels in a broader his­ torical or stylistic context. W riting course. 1 credit. Writing course. 1 credit. F all 2004- Bolton. Each sem ester. Evan. ENGL 009N. First-Year Seminar: Illicit Desires in Literature 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 2 0 0 4 -2 0 0 5 . ENGL 009J. First-Year Seminar: The Ironic Spirit This course is interested in the risky business of irony as discursive practice or strategy— why and how ironies are used and understood and the consequences of attributing interpretations. “Ironists” include Shakespeare (Othello) Toni Morrison (S u la), Emily Dickinson (poetry), Mark Twain {Pudd’nhead W ilson), Ralph Ellison (Invisible Man), Stephen Crane (stories), and Claude McKay (poetry). Required viewing: Apocalypse N ow . Writing course. 1 credit. Not offered 2 0 0 4 -2 0 0 5 . 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 so­ cial conditions. W e’ll read Austen’s six major novels along with the 18th-century fiction, pol­ itics, and philosophy to which she was respond­ ing; we’ll also consider recent critical views on Austen and the ways films of the 1990s engaged Austen’s style and social critique. A t the same This course will examine literary expressions of a range of sexual desires from the 17 th century to the present day. Among other questions, we will ask what differences race and gender have made, noting, for instance, that works by canonical writers can depict and even celebrate forms o f sexuality that are much more problem­ atic for those who speak from positions of less privilege. W riting course. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 009P. First-Year Seminar: Women and Popular Culture: Fiction, Film , and Television This course looks at Hollywood “women’s films” and television soap operas, their sources in 19th- and 20th-century popular fiction and melodrama, and the cultural practices sur­ rounding their promotion and reception. How do race, class, and sexual orientation intersect with gendered genre conventions, discourses of authorship and critical evaluation, and the paradoxes of popular cultural pleasures? Unde Tom ’s C abin , G on e W ith the W ind, R ebecca, T he Joy L u ck C lu b. Weekly screenings. W riting course. 1 credit. Fall 2004. W hite. ENGL 009Q. First-Year Seminar: Subverting Verses O nce history, biography, fiction, philosophy, and even science could be written in verse without seeming peculiar or affected, but today 181 English Literature 0 10 -0 11. SURVEY COURSES IN BRITISH LITERATURE the line between poetry and prose is sharply drawn. O r is it? This course will examine un­ conventional forms and uses of poetry— from Seneca’s O edipus to R ita Dove’s D arker F ace o f the E arth, from Geoffrey Chaucer’s T alesto Vikram S e th ’s G olden G ate, from Bob Perelman’s verse essays to Carolyn Porches prose poems— to explore our assumptions about the nature of genre. A historical and critical survey of poetry, prose, and drama from B eow u lf to Milton. This will in­ clude British literature from the following peri­ ods: Anglo-Saxon, Middle English, Renais­ sance, and 17th century. W riting course. C ore course. ENGL 010CC. Survey I: Beowulf to Milton* I credit. 1 credit. F all 2004. Anderson. F all 2004- Williamson. ENGL 009T. First-Year Seminar: The Poetics of Power ENGL 011CC. Survey II: Neo-Classical to Post-Colonial This course explores ideas about the problems power raises in texts ranging from ancient Greece to the modem era and from the context o f those who are traditionally empowered and those who learn power “from the bottom up.” Through voices of those who feel power’s ef­ fects and inequities most acutely, we will con­ sider such questions as: W hat is power? Where does it originate? How does it differ from “au­ thority,” “right,” and “sovereignty”? W hat are its effects on race, gender, and class? O n 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 circum­ stance, distance, and time. Among others, writ­ ers include Sophocles, Shakespeare, Frederick Douglass, and Virginia W oolf as well as selected poetry. A historical and critical survey of poetry, prose, and drama from Pope to Rushdie, focusing on progress, modernity, and the subject as central concepts which British literature of this period confronts whether in form or content. W riting course. C ore course. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 014-019: M EDIEVAL ENGL 014. Old English/History uf 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 histo­ ry of morphology, the changing phonology from Old to Middle English, Shakespeare’s puns and wordplay, a history of sounds and spellings, mod­ em coinages, and creoles. We range from Beow ulf to Cummings, from Chaucer to Chomsky. N ot offered 2 0 0 4 -2 0 0 5 . This course may be taken without the usual pre­ requisite course in English; however, it may not serve in the place of a prerequisite for other ad­ vanced courses. 010-096: ADVANCED COURSES Counts as humanities distribution credit under this listing. 1 credit. 1 credit. T hese courses are open to freshm en and sopho­ m ores who have successfully com pleted the neces­ sary prerequisites and to juniors and seniors without prerequisite. 182 N ot offered 2 0 0 4 -2 0 0 5 . ENGL 016. Chaucer* Readings in Middle English o f most of Chau­ cer’s poetry with emphasis on T he Canterbury Tales and Troilus and C riseyde. W e place the poems in a variety o f critical and cultural con­ texts— both medieval and m odem— 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. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 019CC. 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 ethnici­ ty in T he M erchant o f V enice and T he Prioress’s Tale? How do heroines like Kate, A lice, and Viola struggle against or reinvent ideas of gen­ der? W hat is the sense of (self-)consciousness rising in T he M erchant’s T ale and H amlet? How do Chaucer’s and Shakespeare’s Cressidas “con­ verse” across time? O thello, T he M erchant o f V enice, H enry V (Shakespeare), Tam burlaine, T he Jew o f Malta (Marlowe), T he Fair M aid o f the W est (Heywood), and T he Renegade (Massinger). 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 022. Literature of the English Renaissance* This course will begin with More’s U topia and end with selections from Paradise L ost, paying particular attention to literature’s political con­ texts, 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 W roth, Spenser, Elizabeth Cary, Jonson, Bacon, Donne, Herrick, George Herbert, and Marvell. Core course. 1 credit. 1 credit. Spring 2005. Williamson. F all 2004- N. Johnson. 020-029: RENAISSANCE AND 17TH CENTURY ENGL 020. Shakespeare* We’ll cover many topics in this survey of Shakespeare’s plays, including kingship, come­ dy and tragedy, father-daughter relationships, sexuality, race, performance, the roles of women, language, and the rewriting of history. We will frequently return to the question of theater’s place in 16th- and 17th-century Eng­ land as represented on stage and in other writ­ ings of the period. W e will also examine Shakespeare’s place in the cultures we inhabit. 1 credit. Fall 2004. Riebling. ENGL 021. Race in Early Modern England* Renaissance conceptions of race were very dif­ ferent from our own. In fact, the term “race” used to denote phenotypic, ethnic, or cultural specificity did not even exist in the age of Shakespeare. Nevertheless, international war, colonization, and the increase in global trade and exploration brought Elizabethans and Jacobeans into contact with a host of cultural others such as Jews, Turks, Moors, Amer­ indians, and Spaniards. This course will explore the ways in which the Renaissance stage ex­ plored the categories of religion, nationality, and skin color in order to continually redefine English identity over and against constructed fantasies of cultural others. Works include ENGL 023. Renaissance Sexualities* T h e study of sexuality allows us to pose some o f the richest historical questions we can ask about subjectivity, the natural, the public, and the private. This course will explore such ques­ tions in relation to Renaissance sexuality, ex­ amining several sexual categories— the homo­ erotic, chastity and friendship, marriage, adul­ tery, and incest— in a range of literary and sec­ ondary texts. 1 credit. Spring 2005. N. Johnson. ENGL 024. Witchcraft and Magic* Renaissance magic had two faces: witchcraft, a crime associated with women, and hermetic philosophy, a pseudoscience derived from oc­ cult forms of knowledge and practiced by men. In this course we will explore both sides of magic with special attention to the gender di­ vide distinguishing these two forms. W itch­ craft: How were plays like Shakepeare’s M acbeth influenced by contemporary beliefs in witches? How did the European witch hunts determine the theatrical representation of witches and women in general? Hermetic philosophy: How do plays like Marlowe’s Doctor Faustus elide con­ juration and perfomance? W hy do forms of ritu­ al magic make for such good theater? W hat sep­ arates the thaumaturge from the dramaturge? 1 credit. N ot offered 2004—2005. 183 English Literature ENGL 026. English Drama Before 1642* English drama began as a communal religious event, but the theaters were shut down in 1642 because o f their reputation for impiety and so­ cial disorder. This course will trace the drama from its medieval forms up through its commer­ cial success in the Renaissance and its ultimate dissolution in the Civil War. 1 credit. N pt offered 2 0 0 4 -2 0 0 5 . ENGL 027. Tudor-Stuart Drama* A survey o f plays and masques written by Christopher Marlowe, Ben Jonson, Thomas Middleton, Thomas Dekker, Joh n Webster, Elizabeth Cary, John Ford, and others. T he 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. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 028. M ilton* Study of Milton’s poetry and prose with partic­ ular emphasis on Paradise Lost. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 029. Renaissance Travel and Discovery* ticipation; a time of progress and melancholy, technical advances, and spiritual necrophilia. W e’ll examine the 18th century’s schizophrenic “spirit of the age” and its implications for our own time. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 033. The Romantic Sublime* “T h e essential claim o f the sublime is that man [sic] can, in speech and feeling, transcend the human” (W eiskel). W hat does this transcen­ dence look like? How is it achieved? W hat re­ sources does it offer us, and at what cost? Authors: Burke, Blake, the Wordsworths, Cole­ ridge, Byron, the Shelleys, and Keats. 1 credit. Spring 2005. Bolton. ENGL 035. Rise of the Novel* This course will look at classic 18th-century novels considered to constitute the origins of the novel in relation to less canonical texts— mainly by women— in order to examine the de­ bate over the cultural legitimacy of the hovel and questions regarding high/low art (and con­ comitant distinctions of gender) raised by it. Novelists include Behn, Burney, Defoe, Rich­ ardson, Fielding, Haywood, and Austen. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . High seas adventure, first contact, conquest, colonization, and imperial expansion. T his course examines transatlantic literature in the Age of Discovery by charting the influence of the newly discovered Americas over the literary production of Renaissance England. Readings explore the interplay between travel narratives (Columbus, Raleigh, and Drake) and a wide range of literary forms, including drama (Shake­ speare, Marlowe, and Heywood); romance (Spenser and Lodge); and poetry (Donne). First, we’ll read Austen’s novels and other rele­ vant texts in order to sketch the general con­ tours o f “T he Age o f Austen.” T hen, we’ll turn to recent film and television remakes of Austen novels to explore what’s gained and lost in the translation to film— and the reasons behind Austen’s resurgent appeal to late 20th-century audiences. 1 credit. F all 2004. Bolton. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 037. Revolution and Literature, 178 9 -18 12 * 030-039: RESTORATION, 18TH CENTURY, AND ROMANTIC ENGL 031. Topics in the “ New” 18th Century* T h e 18th century has been seen as the age of reason and the age o f exaggerated emotion; an era o f imperialism and expanding political par­ 184 ENGL 036. The Age of Austen* 1 credit. T he French Revolution and its radical reconception of political and social relations present­ ed not only a political and philosophical but also a literary challenge to tum-of-the-century Britons. W e’ll read Edmund Burke’s highly in­ fluential R eflections 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: W e’ll consider William Blake’s radical obscurity in The Marriage o f H eaven and H ell in light of Charlotte Sm ith’s more directly political Emigrants. T h e rest of the course will focus on poetry’s own broader “revolution in manners” and in forms. W e’ll explore the poetic theories of Charlotte Sm ith, 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, conversa­ tion poems, and revisionary epics. Romanti­ cism’s revolutionary vision of the lyric poet still influences much of the poetry produced today: We’ll examine both the strengths and weak­ nesses of that vision. 1 credit. N ot offered 2 0 0 4 -2005. ENGL 038. Regency Skepticism, 1815-1832* 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 in­ tegrity within a period o f complex social changes, transform a certain wry cynicism into both an art form and a tool o f inquiry. W e’ll start by considering the varieties of theatricali­ ty (and its counterpart, sincerity) operating in works like Austen’s M ansfield Park, Byron’s M anfred, Hazlitt’s reviews, L .E.L .’s album poems, popular plays like Lover’s Vows and C ataract o f the G anges, and contemporary dis­ putes over slavery and imperialism. Next, we’ll explore the different visions o f power at work in such diverse texts as Austen’s Em m a, Percy Shelley’s “M ont Blanc” and Prom etheus Un­ bound, Mary Shelley’s Frankenstein, and Hemans’ Records o f W om en. 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. 040-049: VICTORIAN TO MODERN ENGL 040. Victorian Studies A n interdisciplinary study of British cultural formation during the Victorian period. This course will focus on how and why certain cul­ tural boundaries were drawn between civilized and savage, man and machine, normal and de­ viant, paying particular attention to some of the more unsuspecting forms (gothic horror, “sensational” mysteries, the detective story, and children’s literature)— in and through which ideas of gender, sexuality, domination, and vio­ lence are approached. 1 credit. N ot offered 2004—2005. ENGL 041. The Victorian Poets: Eminence and Decadence From Tennyson’s mythic moralizing to Robert Browning’s vivid ventriloquism, from Elizabeth Barrett Browning's sharp-eyed social commen­ tary to Oscar Wilde’s tragic outrageousness, this course examines the responses of the Victorian poets to the stresses peculiar to their era. 1 credit. N ot offered 2004—2005. ENGL 044. Modern Dodies in the Making: The 19th-Century Novel Covering a wide range of Victorian novels, this course will examine how these narratives un­ derstand and represent class and gender forma­ tion, national and racial definition, productive and reproductive labors and sexualities, and is­ sues of representation as they are redefined through these narratives. Authors will include Austen, the Brontes, Dickens, Eliot, Hardy, W ilkie Collins, William Morris, and Wilde. 1 credit. N ot offered 2004—2005. ENGL 045CC. Modern Dritish Poetry Steven Spender called them “recognizers,” creating a complex, fractured art out of circum­ stances they experienced as extraordinary, unprecedented. This course examines the re­ sponses of British male and female poets— and some American expatriates— to the wars, shift­ ing beliefs, complicated gender roles, and other dislocations of early 20th-century life. 1 credit. Core course. I credit. N ot offered 2 0 0 4 -2005. Spring 2005. Anderson. 185 English Literature ENGL 046. Fantastic Worlds Works will include the following series: Tol­ kien’s Lord o f the Rings, Card’s Ender’s W orld, Pullman’s H is D ark M aterials, and Rowling’s H arry Potter. Topics will include the orphan as hero, the pathways to adulthood, the role of higher authority (wizards, hive queens, comput­ er consciousness), the nature of evil and its rela­ tion to good, and the portrayal o f other fantastic cultures. Some film versions will be included. 1 credit. N ot offered 2004—2005. ENGL 048. Contemporary Women’s Poetry “Merely the private lives o f one-half o f human­ ity.” Thus, Carolyn Kizer defines the 20th-cen­ tury revolution through which women poets give voice to the previously unspeakable and explore the political implications of the suppos­ edly personal. This course considers a variety of poetic styles and stances employed by women writing in English today— feminist or womanist, intellectual or experiential, lesbian or straight, and mindful of ethnic heritage or em­ bracing the new through artistic experimenta­ tion. 1 credit. N ot offered 2004—2005. 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 of contemporary Ireland. sisted or reinforced the assumptions embolden­ ing European conquest and American Manifest Destiny. Authors include Columbus, John Sm ith, Bradford, Freneau, Jefferson, Irving, Apess, Black Hawk, Eastman, Ortiz, Tapahonso, Silko, and King. 1 credit. N ot offered 2004—2005. ENGL 053. American Poetry A study of the poetry and prose of selected U.S. writers, including Whitman, Dickinson, and a few other 19th-century poets to be determined plus 20th-century poets such as Williams, Stevens, H.D., and Hayden. 1 credit. F all 2004. Schmidt. ENGL 054. Faulkner, Morrison, and the Representation of Race This course has two abiding aims. One is to ex­ plore in depth— and back to back— the fiction o f (arguably) the two major 20th-century nov­ elists concerned with race in America. The other is to work toward evaluative criteria that might be genuinely attentive to both the intri­ cacies 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 T he Sound and the Fury, Light in August, and A bsalom , A bsalom ! Morri­ son readings will include Playing in the D ark as well as Sula, Song o f Solom on, B eloved, and Paradise. 1 credit. 1 credit. Spring 2005. Anderson. N ot offered 2 0 0 4 -2 0 0 5 . 050-669: AMERICAN (INCLUDING AFRICAN AM ERICAN, ASIAN AM ERICAN, AND NATIVE AMERICAN) ENGL 050. Rorders Within* Through historical analysis of literary form (au­ tobiography, novels, poetry, storytelling, im­ ages, film, as well as the law), we will examine the competing definitions o f writing, selfhood, and nation with which “Indians” and “pio­ neers” tried to shape their world. W e will read both white writers who sympathized with or vil­ ified “Indians” as well as native authors who re­ 186 ENGL 055. Captive Audiences* T h e 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 immediately after the American Civil War. W e will consid­ er how authors in various historical contexts re­ worked these ideas to promote or confound the romance of American self-realization. Authors may include Rowlandson, Behn, T he D eclara­ tion o f Independence, Citvecoeur, Franklin, Rowson, C hild, Cooper, Douglass, Jacobs, Melville, and James. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 056. Power of Sympathy in America* Characters in 18 th- 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. W hat 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. W ith an emphasis on the social contexts o f the American Revolution, Civil War, and Manifest Destiny, we will con­ sider the dynamic logic of sympathy in various political and literary texts. Authors include Winthrop, Bradstreet, Crevecoeur, Franklin, Paine, C .B. Brown, Rowson, Emerson, Doug­ lass, Stowe, W hitman, and James. ENGL 059. The Harlem Renaissance Through the lens of the Harlem Renaissance era, this course considers African American modernism and cultural nationality in the decade following World War I. W e will focus largely on writings, but lectures on art and music are included, and views concerning the meaning of Harlem as locale are pertinent. A day trip to Harlem will be arranged. 1 credit. N ot offered 2004—2005. ENGL 060. Sites of Memory: Contemporary African American Writing Imaginative texts that remap the terrain of African American cultural and social history since the 1970s are central to this study of con­ temporary writing that focuses on “memories” of slavery as a way of understanding the present. Writers may include, Edwidge Dandicat, David Bradley, Octavia Butler, Charles Johnson, Gayl Jones, Susan Lori-Parks, Paule Marshall, Toni Morrison, Ishmael Reed, August Wilson. 1 credit. 1 credit. Not offered 2004—2005. Fall 2004. James. ENGL 057. The African American Writer ENGL 065. Introduction to Asian American Literature This century-long overview considers the way African American writers frame their doublefaced culture, foreground their history and her­ itage, and portray their community’s way of knowing itself. Writers range from Chesnutt to Morrison and may include J.W . Johnson, W.E.B. DuBois, Jean Toomer, Richard Wright, Langston Hughes, or A lice Walker. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 058. The American Sublime* This course explores the intersection of visual art and literature in the late 18th- and early 19th-century United States. W e will consider authors who appeal to sight, to art, and to aes­ thetic ideals of the beautiful, sublime, and pic­ turesque. W e will examine how writers blended science and art in order to illustrate the world and its democratic potential. Authors may in­ clude Burke, Paine, Jefferson, Crevecoeur, Barlow, Irving, Sedgwick, Catlin, Emerson, Fuller, Melville, Hawthorne, Louis Agassiz, W hitman, James, and Jacob Riis. 1 credit. N ot offered 2004—2005. How does “Asian American” operate as a high­ ly contested category o f ethnic and national identify? This course examines literature and critical essays by writers such as Theresa Hak Kyung Cha, Maxine Hong Kingston, Jhumpa Lahiri, and Lisa Lowe, in order to explore top­ ics such as Asian American racial formation, gendered narratives of immigration, and the changing face (and space) of Asian America. 1 credit. F all 2004. Mani. ENGL 066CC. American Literature Survey I* This course will survey American literature from First C ontact to before the Civil War. Through our reading o f literary texts (journals, sermons, poems, novels, eulogies, federal docu­ ments), we will consider the imperial conflicts that underlie the establishment of 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 187 English Literature texts by Columbus, Harriot, Bradford, Bradstreet, Wigglesworth, Rowlandson, Edwards, DeCrevecouer, Jefferson, Eliza Bleecker, Fre­ neau, Barlow, Franklin, Foster, Cooper, Emer­ son, Child, Thoreau, Stowe, Douglass, Jacobs, Melville, Hawthorne, and W hitman. C ore course. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 069. Blues, Ja zz, and American Culture C an words help us understand musicians and the power of music? Is W ynton Maisalis right— jazz is the musical form that best teaches demo­ cratic values? T his course will study how blues and jazz have shaped key modes and ideas in American culture, including American litera­ ture. T h e 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 Rafr Zabor; and cultural histories such as Angela Davis’ Blues Legacies and B lack Feminism, Daniel Belgrade’s T he C ulture o f Spontaneity, Jon Panish’s T he C olor o f Jazz: R ace and Representation in Postw ar A m eri­ can C ulture, and Nathaniel Mackey’s D iscrepant Engagem ent: D issonance, C ross-C ulturalism , and Experim ental Writing. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 070: CREATIVE WRITING AND JOURNALISM WORKSHOPS Regular creative writing workshops are lim ited to 12 and require the subm ission o f writing samples in order fo r students to apply fo r them . W orkshops m arked with a # com bine a balance o f substantial literary analysis o f m odels along with creative writ­ ing exercises geared to the m odels; these workshops are lim ited to 15, do not require the subm ission o f m anuscripts, and have as their prerequisite (fo r freshm en and sophom ores but not fo r juniors or se­ niors) an introductory English course. Students m ay norm ally take only one w orkshop at a tim e. E N G L 070A and 070C m ay be taken only on ce. E N G L 070B m ay be taken tw ice. ENGL 070A. Poetry Workshop A class, limited to 12, in which students write, 188 read, translate, and talk about poetry. W e will emphasize the discovery and development of each individual’s distinctive poetic voice, imagistic motifs, and them atic concerns, within the context o f contemporary poetics. Students should submit three to five pages of poetry for admission, at a time announced during fall se­ mester. T he workshop will meet once a week for four hours. Admission and credit are granted at the discretion o f the instructor. 1 credit. Spring sem ester each year. Spring 2005. Schmidt. ENGL 070B. Fiction Writers’ Workshop W e’ll approach the challenge o f 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. Twelve students are admitted to the class on the basis of a writing sample submitted during fall semester. 1 credit. Spring sem ester each year. Spring 2005. B olton. ENGL 070C. Advanced Poetry Workshop Intensive volumes o f poetry often represent their authors’ conscious statements, made through selection, organization, and graphic presentation. This course— in which students design and complete volumes o f their own work— is normally intended as an advanced workshop for students who have taken the Poetry Workshop (EN G L 070A ), or— with the instructor’s permission— students who have taken ENGL 070D , 070E, or 070G . Limited to 12. Admission and credit are granted at the dis­ cretion of the instructor. 1 credit. F all 2004- Anderson. ENGL 0700. Grendel’s Workshop (New Texts From Old)# John Gardner rewrote the ancient epic B eow ulf in modem idiom from the monster’s point of view. Shapers like C&aire and Auden have brought Shakespeare’s Tem pest into the 20th century. Angela Carter’s Beauty liked the Beast better than the Prince. Students will study old texts and their modem revisions and then, using these models as starting points, reshape their own beautiful or beastly visions. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 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 1 feel physi­ cally as if the top of my head were taken off, I know that it is poetry.” Students will examine varieties of the lyric and then shape their own criticisms, visions, cerebral explosions in response. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 070F. Journalism Workshop Matthew Arnold said journalism is “literature in a hurry.” T his workshop will teach journal­ ism with that idea in mind, from mastering the basics to writing with literary flourish. It will cover everything from reporting and writing to ethics and fairness. Students will report and write news stories on a regular basis, honing their skills at gathering and reporting news. They will stay on top of the day’s news, in addi­ tion to acquainting themselves with recent thought concerning the state of journalism. The story assignments will challenge students to employ the skills learned in class in “realworld” settings. T his course will focus on hard news and newspapers. Several prominent jour­ nalists from T he Philadelphia Inquirer will visit the class to talk about their careers. Students of all grades and experience levels are welcome. Enrollment limited to 15. I credit. Fall 2004- Dowkings. ENGL 070G. Writing Nature# Writing about nature forces us to attend to both. W e’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 writiftg. Three times during the semester, we’ll go on field walks to help ground our writing in spe­ cific observation. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 070K. Directed Creative Writing Projects Students— whether course or honors m ajo rs^ who plan a directed writing project in fiction or poetry must consult with the department chair and with a member of the department’s writing faculty who might supervise the project and must submit a prospectus to the department by way of application for such work before the be­ ginning o f the semester during which the pro­ je ct is actually done. T h e number of these ven­ tures 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 work­ shop in the department. For creative writing projects in the Honors Program, the 2-credit field will normally be de­ fined as a 1-credit workshop (ENGL 070A , 070B , or 070C ) paired with a 1-credit Directed Creative Writing Project (ENGL 070K ). T he approximate range of pages to be sent forward to the examiners will be 20 to 30 pages o f poet­ ry or 30 to 50 pages of fiction. There will be no written exam for the creative writing project; the student’s portfolio will be sent directly to the examiner, who will then give the student an oral exam during honors week. For purposes of the transcript, the 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 o f 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. 0 7 1: GENRE STUDIES See also E N G L 081. Theory o f the N ovel. ENGL 0 71D . The Lyric in En g lis h *** A survey o f the history of the lyric poem in English from its origins in Old and Middle English to contemporary poetry, using an an­ thology. There will also be special emphasis on the essentials of prosody, the study of meter and rhythm. Each version of the course will also fea­ ture the in-depth study o f one poet. For 2003: 189 English Literature John Donne. N ote: By arrangement with the professor, this course may be counted as either pre-1830 or post-1830 but not both. 1 credit. N ot offered 2004—2005. ENGL 0 71C . The Short Story As we read widely in the 19th ' and 20th-century short story, we’ll focus on technical devel­ opments as well as certain recurring preoccupa­ tions o f the genre: fragmentation and recon­ struction, the staging of an encounter between the ordinary and the extraordinary, and the refutation o f time and mortality. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 0 71F. Gothic Possibilities “High G othic” flourished in England in the 1790s; “Southern G othic” adapted the conven­ tions of the form to the demands o f modernist fiction and the culture of the American South. Among the G othic possibilities we will consid­ er: sensationalism (Lewis), domestication (Radcliffe), parody (Austen), autobiography (Por­ ter), fragmentation (Faulkner), and cultural critique (Toomer). 1 credit. tion and discovery have often centered on Woman, vulnerable, culpable, and duplicitous. T he concept o f woman as potential victim and perpetrator powered many detective novels popular in the 19th and 20th centuries and has paradoxically enabled startling revisions of the genre by contemporary women writers. Our in­ vestigation o f this “mystery” will involve male authorities— Conan Doyle, Chandler, Ham­ mett— and female private “I”s— Sara Paretsky, Sue Grafton, and Barbara Wilson. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 0 71K . Lesbian Novels Since World War II This course will examine a wide range o f novels by and about lesbians since World War 11. O f particular concern will be the representation of recent lesbian history. How, for instance, do current developments in cultural studies influ­ ence our understanding of the lesbian cultures of the ’50s, ’60s, and ’70s? W hat is at stake in the description o f the recent lesbian past? 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 072-079: COMPARATIVE LITERATURE/ LITERATURE IN TRANSLATION N ot offered 2 0 0 4 -2 0 0 5 . ENGL 072. Proust, Joyce, and Faulkner ENGL 0 71G . Satire: Spirit and Art Selections from Proust’s Rem em brance o f Things Past, Joyce’s D ubliners and U lysses entire, and Faulkner’s T he Sound and the Fury and A bsalom , A bsalom ! Emphasis on the ideological and for­ mal tenets of modernism. In satire, folly lives undisturbed with wit, blas­ phemy with adoration, dullness with ingenuity, and whimsy with gravity. This coutse speculates about the odd nature of this formless and am­ biguous genre— its problematical standing, its claims to moral purpose, its power or impo­ tence. Texts, from verse to narratives in fiction and film, include futuristic works of Aldous Huxley and Margaret Atwood; anachronistic views of Ishmael Reed and Gore Vidal; extend­ ed ironies of Shirley Jackson and Jonathan Swift; dark and comic views of urban culture by Nathanael West, Langston Hughes, John Ken­ nedy Toole, and Homer Simpson. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 0 7 1 J . Cherchez la femme: The “ Mystery” of Woman in the Mystery Genre From Eden on, our cultural narratives o f decep­ 190 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 073. Modernism: Theory and Fiction Drawing on a range of theorists and novelists, this course will explore some of the most com­ pelling energies and problems that drive Western modernism (from the 1840s through the 1940s). Focus will be on modernism’s con­ cern 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 F ear an d Trem bling, to be followed by Nietzsche’s G enealogy o f Morals and some of Freud’s major essays. Fiction readings begin with Dostoevsky’s N otes from Underground as a prelude to more sustained inquiry into Kafka (stories, T he T rial), Proust (selections from Rem em brance o f Things P ast), and W oolf (To the Lighthouse, Betw een the A cts). T h e course will conclude by attending to a number of pertinent essays in Benjamin’s Illum inations. I credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 073A. Mapping the Modern (Cross-listed as SO A N 052) The course seeks to explore some of the salient issues, achievements, and problems that serve to map Western modernity. Beginning with “prophetic voices” from the mid-19th century, we then concentrate upon “urban fables” of early 20th-century high modernism, conclud­ ing briefly with late-20th-century “postmodern lenses.” Texts will be chosen from among the following writers: Marx, Baudelaire, Nietzsche, and Dostoevsky; Rilke, Kafka, Freud, Joyce, and Woolf; Weber, Simmel, Adorno, Benjamin, and Lukács; Bakhtin, Arendt, Canetti, and de Certeau; Calvino and Borges; Berman and Har­ vey. T he central topics under study are the phe­ nomena of the modem subject and the modem city, as expressed in literature, analyzed in soci­ ology and critical theory, and represented in a range of cultural practices. economies o f the United States, the United Kingdom, and Canada. Literary, historical, eth­ nographic and cinematic texts explore the fol­ lowing topics: the history of Indian immigra­ tion to the Caribbean and North America in the 19th century; queer South Asian diasporas, gendered narratives o f immigration; and the politics o f popular culture among second-gener­ ation South Asian youth. T h e course empha­ sizes how South Asians in diaspora negotiate new forms of national identity and cultural cit­ izenship, with specific attention to axes o f gen­ der, generation, sexuality, and class. 1 credit. N ot offered 2004—2005. ENGL 076CC. The World, the Text, and the Critic This core class surveys a range o f novels; short stories; plays; and films from Asia, Africa, the Middle East, the Caribbean, and N orth America. Drawing upon postcolonial literary studies and historiography, as well as theories of identity and difference, the course introduces students to critical approaches in contemporary global literatures, remaining attentive to the re­ lationship between sites o f literary production and consumption. Authors include Ondaatje, Naipaul, A cjhebe, Said, Coetzee, and W alcott, among others. 1 credit. Core course. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . Spring 2005. Mani. ENGL 074. Modern Epic: Tolstoy, Joyce, and Garcia-Marquez This course will examine three “encyclopedic” texts (W ar and P eace, U lysses, O ne Hundred Years o f Solitude) that rehearse and interrogate inherited paradigms o f cultural identity, pur­ pose, and destiny. Through sustained attention to formal and ideological tenets of these specif­ ic texts, we will also seek to interrogate some of the salient procedures of realism, modernism, and postmodernism. ENGL 078. The Black African Writer T he texts in this course reflect the shared need of women and men to come to terms with a past usurped by colonial regimes and traditions test­ ed by modernist visions. Writers o f narratives and poetry meditate on the national present as well as on the shape o f things to come even as they search the past. Authors include Chinua Achebe, Buchi Emecheta, Ama A ta Aidoo, Amos Tutuola, Sembene Ousmane, Ngugi wa Thiong’o, and Nuruddin Farah. 1 credit. 1 credit. Fall 2004. Weinstein. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 075. South Asian Diasporas: Culture, Politics, and Place 080-096: CRITICAL THEORY, FILM , AND M EDIA STUDIES This interdisciplinary course surveys a century of migration from the Indian subcontinent overseas, and examines the impact of South Asian immigration on the racial and cultural ENGL 080CC. Critical and Cultural Theory A n introduction to texts and contexts in con­ temporary critical theory and cultural studies. 191 English Literature W e will read narrative, psychoanalytic, Marxist, poststructuralist, feminist, queer and postcolonial theory, raising questions of subjec­ tivity, difference, ideology, representation, methodology, and cultural politics. Core course. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 081. Theory of the Novel A study of novels representative o f the novel’s development as a form in conjunction with dif­ ferent theories of the novel. W e will consider the origins of the novel, the relationship be­ tween the history of the novel and the history of sexuality, and debates regarding the novel and the politics o f realism, modernism, and contemporary postmodernism. Authors include W att, Lukács, Brecht, Armstrong, Jameson, Richardson, Eliot, and Woolf. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 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 contribu­ tions o f women of color in the United States and of feminist movements in the “Third World” radically reshape the form and content o f feminist politics? Through critical inquiry into major texts in transnational feminist stud­ ies, the course dynamically reconceptualizes the relationship between women and nation; be­ tween gender and globalization; and between feminist theory and practice. Readings include selections from Grewal and Kaplan, Spivak, Lorde, and Hooks. 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. N ot offered 2004—2005. ENGL 086. Postcolonial Literature and Theory A comparative study of postcolonial literature and theory within a global framework, empha­ sizing the political, historical, and cultural di­ mensions of these texts. O f central concern will be how the “empire writes back”: its representa­ tions of political and literary histories, nation­ alism, race, and gender. Readings by Said, Aijaz Ahmad, Amin, Rushdie, Emecheta, Ousmane, Dangarembga, Achebe, Nwapa, and Mariamma Ba. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 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 U nited States. Auteurist, formalist, Marxist, feminist, and psy­ choanalytic methods will be explored. 1 credit. 1 credit. Spring 2005. Mani. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 083. Feminist Theory ENGL 087A. Topics in American Cinema Close readings of a range o f feminist theory, from early feminist texts which attempt to es­ tablish the fact of sex-based oppression to later works addressing psychoanalysis and the prob­ lem o f “master discourse”; the issue of what is “woman”; and questions of how class, sex, gen­ der, imperialism, and race intersect. Explores different periods, themes, genres, or authors each time it is offered. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 192 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 088. American Attractions: Leisure, Technology, and National identity Visual spectacles such as Bamum’s museum, minstrelsy, and Wild W est shows and vaude­ ville shaped American “identity” from ethnic, racial, religious, geographical, and gender dif­ ferences and hierarchies, anticipating the na­ tional audiences of the Hollywood studio sys­ tem and television networks. This team-taught tricollege interdisciplinary class focuses on the history and analysis of U .S. popular culture from the Civil W ar to the present. Weekly film screenings. I credit. Not offered 2 0 0 4 -2 0 0 5 . ENGL 090. Queer Media How are sexual identities mediated by popular culture? How do lesbian and gay film and video makers “queer” sexual norms and standard media forms? Challenging classic Hollywood’s heterosexual presumption and mass media ap­ propriations of lesbian and gay culture, we will examine lesbian and gay aesthetic strategies and modes of address in contexts such as the American and European avant-gardes, A ID S activism, and diasporan film and video move­ ments. 1 credit. N ot offered 2004—2005. ENGL 091. Feminist Film and Media Studies This course focuses on critical approaches to films and videos made by women in a range of historical periods, national production con­ texts, and styles: mainstream and independent, narrative, documentary, video art, and experi­ mental. Readings will address questions of au­ thorship and aesthetics, spectatorship and re­ ception, image and gaze, race, sexual, and na­ tional identity, and current media politics. 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 appro­ priate 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 sec­ ond Monday in November and the first Monday in April. Normally limited to juniors and seniors. 0 .5 or 1 credit. Staff. ENGL 0 9 8 ,098A. Senior Thesis Course majors in the department may pursue a thesis of their own choosing under the supervi­ sion of a member o f the department. T h e thesis may be for 1 (4 0 -5 0 pages) or 2 (8 0 -1 0 0 pages) credits. A brief prospectus for the project must be submitted for approval by the department in April of the junior year. Before submitting this prospectus, course majors should consult with the department 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. 1 or 2 credits. Staff. 1 credit. ENGL 099. Senior Culminating Essay Fall 2004. W hite. During the fall and spring terms of the senior year, each course major is required to write a se­ nior essay. Proposals are due in the fall, and completed essays are due in the spring. Details about the essay are available in the English Literature Department Office. O ne-half credit will be awarded for the essay, normally in the spring term; the essay will receive a regular let­ ter grade. ENGL 093. Studies in Film and Literature A study of the complex ways in which film and literature interact. H eart o f D arkness as the source and inspiration for A pocalypse N ow . The collaboration o f Handke and Wenders on Wings o f D esire. T h e self-reflexive meta-forms of Pirandello and Resnais. Dramatic and cine­ matic treatments of Kaspar Hauser and the Elephant M an. Versions of Beauty and the Beast by Cocteau and Disney. 0 .5 credit. Spring sem ester. Staff. 1 credit. N ot offered 2004—2005. 193 English Literature SEMINARS Honors sem inars are open to juniors and seniors only and require approval o f the departm ent chair. Priority is given to honors m ajors and m inors. GROUP I: (Pre-1830) (Sm ith, Robinson, B aillie, Wordsworth, Hemans, and L.E.L.) alongside their more fa­ mous male contemporaries (Blake, Words­ worth, Coleridge, Byron, Shelley and Keats) in order to explore issues of concern to both: for­ mal innovation, colonial expansion, (counter) revolutionary politics. ENGL 1 0 1 . Shakespeare* 2 credits. Study of Shakespeare as dramatist and poet. T h e emphasis is on the major plays, with a more rapid reading of much of the remainder of the canon. Students are advised to read through all the plays before entering the seminar. N ot offered 2004—2005. 2 credits. F all 2004 and spring 2005. N. Johnson. ENGL 102. Chaucer and Medieval Literature* A survey of English literature, primarily poetry, from the eighth through the 15th centuries with an emphasis on Chaucer. Texts will in­ clude Beowulf, Sir G aw ain and the G reen Knight, T he C anterbury T ales, Troilus and C riseyde, P earl, Piers Plowm an, selected medieval plays, Arthurian materials, and Margery Kempe’s au­ tobiography. Chaucer will be read in Middle English; other works will be read in translation or modernized versions. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . In 2005-2006, this honors preparation will be offered through a combination o f two courses, ENGL 037: Revolution and Literature, 1789— 1812 and ENGL 038: Regency Scepticism, 1815-1832. Honors students interested in this preparation should contact Professor Bolton. GROUP II (Post-1830) ENGL 1 1 1 . Victorian Literature and Culture This seminar will treat novels, nonfictional works, and visual art from the Victorian period in the context of Britain’s age o f empire. We will consider the major issues o f the day— the “Condition of England” question, the “woman question,” theories of evolution and revolution, the role of aesthetics— and how they are en­ gaged and represented by different media and disciplines. Works by Carlyle, Mill, Marx, Dar­ win, Gaskell, Eliot, Gissing, Schreiner, Wilde, among others. ENGL 106. Renaissance Epic* 2 credits. T h e two major English epics o f the period, Spenser’s Farie Q ueene and M ilton’s Paradise L ost, considered in contexts of social and liter­ ary history, including two epic antecedents, Virgil’s A eneid and Tasso’s Jerusalem D elivered. N ot offered 2 0 0 4 -2 0 0 5 . 2 credits. N ot offered 2004—2005. ENGL 10 7. Renaissance Literature* Covets a range of Renaissance writing, empha­ sizing relations between texts and their social realms. W e’ll study the private exchange of elite poetic texts, the relation between fame and stigma for published authors, the profession of the playwright, the roles of women who wrote, and the uses of writing in the Civil War. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 1 1 0 . Romantic Poetry* W e’ll read the women poets o f the period 194 ENGL 1 1 2 . Wumen and Literature Women’s poetry o f 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 ad­ vice 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 o f this inquiry into modernist and postmodernist feminist aesthetics. 2 credits. F all 2004. Anderson. ENGL 1 1 3 . “ American Studies” * This seminar considers methods of analyzing and interpreting “American literature” that reach to engage the social and historical con­ texts in which the nation was formed. W e will read authors (Mary Rowlandson, Benjamin Franklin, James Fenimore Cooper, Ralph Waldo Emerson, Frederick Douglass, Harriet Beecher Stowe, Nathaniel Hawthorne) who have been central to the development of na­ tional American identity. W e will also consider the different ways contemporary literary critics have interpreted these texts to define and un­ derstand the American experience. 2 credits. Not offered 2004—2005. ENGL 115 . Modern Comparative Literature The fall semester will focus on fiction respon­ sive to colonial and postcolonial conditions as­ sociated with British and American empire and hegemony. W riters will include Conrad, Forster, Achebe, Emecheta, Faulkner, GarciaMarquez, Morrison, Silko, Erdrich, and Rush­ die. Considerable attention will also be paid to ancillary theoretical and critical materials. The spring semester will focus on Modernism: theory and fiction. Drawing on a range of au­ thors writing between the 1840s and the 1940s, this seminar will attend to the conceptual un­ derpinnings 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, Freud, Dostoevsky, Weber, Nietzsche, Rilke, Kafka, Proust, Joyce, Woolf, Adorno, and Benjamin. Secondary readings will include essays by Lukács, Bakhtin, Canetti, De Certeau, and others. Students should have read Joyce’s Portrait o f the A rtist as a Young Man prior to tak­ ing this seminar. 2 credits. Section A B : C olonial and Postcolonial. Fall 2004Section C D : M odernism . Spring 2005. Weinstein. ENGL 116 . American Literature Advanced work in U .S. literary history, with special focus on 20th-century fiction. Students who enroll in this course should nominate one or two works of literature to be considered for the syllabus. These will be supplemented by other primary and secondary works of American literature and history chosen by the instructor. Prior work in U .S. literature and/or history is recommended. 2 credits. Fall 2004. Schmidt. ENGL 1 1 8 . Mndern 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 o f “mod­ ernism” and to assess their significance for con­ temporary poetic practice. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . ENGL 120. Critical and Cultural Theory “Culture is one of the two or three most com­ plicated words in the English language,” con­ cedes Raymond Williams in Keyw ords. T h e in­ fluence of linguistics on philosophy and an­ thropology will lead us to the subject of cul­ ture— and the subject in culture. Marx, Freud, Saussure, Benjam in, Lévi-Strauss, Fanon, Irigaray, Foucault, Sedgwick, and de Lauretis. 2 credits. Spring 2005. W hite. ENGL 1 2 1 . The Harlem Renaissance in The Ja zz Age This study extends and challenges received conceptions of the Harlem Renaissance by reading the era in relation to T h e Jazz Age— African American modernism side by side with American cultural nationalism. It weighs the effects of focusing on intersections between American/Affican Am erican (and A frican) cultural positions and their impact on each fol­ lowing World War I. Texts may range from Hughes and Hurston to Stein and O ’Neill. 2 credits. N ot offered 2004—2005. ENGL 180. Thesis A major in the Honors Program may, with de­ partment permission, elect to write a thesis as a substitute for one seminar. T h e student must se­ lect 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 mem­ ber of the department, during the fall of the se­ nior year. 2 credits. Staff. ENGL 183. Independent Study Students may prepare for an honors examina­ tion in a field or major figure comparable in lit­ erary significance to those offered in the regular 195 English Literature seminars. Independent study projects must be approved by the department and supervised by a department member. Deadlines for the receipt o f written applications are the second Monday in November and the first Monday in April. 2 credits. Staff. 196 Environmental Studies Coordinator: ARTHUR McGARITY (Engineering) Holly Castleman (Administrative Assistant) Committee: Elizabeth Bolton (English) Erich Carr Everbach (Engineering)3 Raymond Hopkins (Political Science) Jose-Luis Machado (Biology)3 Rachel Merz (Biology) Carol Nackenoff (Political Science) HanS Oberdiek (Philosophy)3 Frederick Olthlieb (Engineering) Colin Purrington (Biology)3 Richard Valelly (Political Scien ce)1 Mark Wallace (Religion) Larry Westphal (Economics) 1 Absent on leave, fall 2004. 3 Profound anthropogenic changes are occurring in the land, water, and air around us, and edu­ cation needs to respond to these changes. Swarthmore’s heritage of social concern com­ pels us to educate students so that they are well informed about vital, current issues and capable of full political participation. T he College has a responsibility to provide means for the study of environmental problems and to encourage stu­ dents to develop their own perspectives on these problems. T h e environmental studies concentration is one way the College meets these responsibilities. REQUIREMENTS AND RECOMMENDATIDNS Environmental studies is truly interdisciplinary and offers numerous opportunities for rigorous interdisciplinary work because environmental issues have scientific, engineering, social, polit­ ical, economic, literary, and philosophical di­ mensions 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. Absent on leave, 2004-2005. A n interdisciplinary minor in environmental studies is available to all students, consisting of an integrated program of five courses plus a cap­ stone 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 o f the courses and a se­ nior honors study paper that explores the con­ nections between the two courses. Students minoring in environmental studies must take five courses from the lists that follow, including at least one course in environmental science/technology, at least one course in envi­ ronmental 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. Stu­ dents should regularly check the program’s Web site (http://www.swarthmore.edu/es) for addi­ tions 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 197 Environmental Studies Faculty Committee on Environmental Studies to have courses taken at other institutions ful­ fill some o f these requirements. A t least four of the five courses must be outside the major. One of the courses may be independent work or a field study (in the United States or abroad) su­ pervised by a member of the committee (EN V S 090). In addition to the five courses, each con­ centrator will participate in the capstone semi­ nar in environmental studies (EN V S 091) dur­ ing the spring semester o f the senior year. T he capstone seminar will involve advanced inter­ disciplinary work on one or more issues or prob­ lems in environmental studies. Leadership of the capstone seminar rotates among the mem­ bers of the Faculty Committee on Environ­ mental Studies. BIO L 130. Behavioral Ecology A ny student may request credit in environmen­ tal studies for interdisciplinary environmental courses taken at other institutions (domestic and foreign). Application forms for credit eval­ uations are available on the program’s Web site. Swarthmore College sponsors environmental foreign study programs in Ghana (West Africa) and Poland (details later). T h e environmental social sciences/humanities category includes courses that are central to en­ vironmental studies and focus on values, their social contexts, and their implementation in policies. Thus, all concentrators will have stud­ ied the social context in which environmental problems are created and can be solved. BIO L 137. Biodiversity and Ecosystem Function EN G R 004A . Introduction to Environmental Protection EN G R 004E. Introduction to Sustainable Systems Analysis EN G R 063. W ater Quality and Pollution Control EN G R 066. Environmental Systems G EO L 103. Environmental Geology (Bryn Mawr College) Courses in Environmental Social Sciences/Humanities Students m ust take at least one o f these courses. ECON 076. Environmental Economics ED U C 065. Environmental Education I. ENVIRONMENTAL COURSES IN SPECIFIC DISCIPLINES Students must take at least three o f the designated environm ental courses in specific disciplines. Courses in Environmental Science/Technology Students m ust take at least one o f these courses. T he environmental science/technology catego­ ry includes courses that emphasize techniques and methodologies of the sciences and engi­ neering and whose subject is central to envi­ ronmental studies. Therefore, all concentrators will be familiar with a body of scientific knowl­ edge and scientific approaches to environmen­ tal problems. CH EM 001. Chemistry in the Human Environment BIO L 036. Ecology BIO L 037. Systematic Botany BIO L 039. Marine Biology BIOL 116. Microbial Processes and Biotechnology 198 POLS 043. Environmental Policy and Politics POLS 047. Global Policy and International Institutions: Hunger and Environmental Threats ENGL 005L. Reading Nature ENGL 070G . Writing Nature POLS 222 (Bryn Mawr College). Introduction to Environmental Issues PSYC 057. Psychology of Environmental Problems RELG 022. Religion, the Environment, and Contemplative Practices II. ADJUNCT AND INTERDISCIPLINARY COURSES Students m ust take at m ost two o f these courses. T he 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 in­ clusion in the preceding groups: BIO L 016. Microbiology BIOL 017. Microbial Pathogenesis and Immune Response FOREIGN STUDY PROGRAMS BIOL 026. Invertebrate Zoology Poland Environmental Studies Foreign Study Program 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 of the instructor is required.) ENVS 092. Research Project MATH 061. Modeling PHYS 020. Principles of the Earth Sciences POLS 048. T h e 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. T h e continually ac­ celerating pace of technological change has had effects on both the local and global environ­ ment. 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 conse­ quences of new technologies were for human kind and the surrounding environment. Special attention is given to how the problems o f the 21st century relate to circumstances of the past. A program of study is available at universities in Krakow, Poland, for students who desire a for­ eign study experience in environmental studies. Students usually take three courses taught in English consisting of the survey course En­ vironmental 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 ad­ dition, students are required to take an inten­ sive orientation course on Polish language and culture. For more information, see the W eb site: http://www.swarthmore.edu/es/Poland.html. Environmental Studies in Ghana, West Africa A n integrated program in environmental stud­ ies built around a research project with a Ghanaian mentor is available in spring 2005. See the W eb site at http://esig.swarthmore.edu for more information. 1 credit. N ot offered 200 4 -2 0 0 5 . 199 Film and Media Studies Coordinator: PATRICIA WHITE (English Literature) Carolyn Anderson (Administrative Coordinator) Nancy Bech (Administrative Assistant) Committee: Manishita DasS (Visiting Assistant Professor and M ellon Postdoctoral Fellow) Haili Kong (Chinese) Sunka Simon (German) Craig Williamson (English Literature) Carina Yervasi (French) Moving images have been one of the most dis­ tinctive innovations and experiences of the past century. In today’s media-dependent cul­ ture, developing a critical understanding and a historical knowledge of media forms is vital. Film and media studies provides an interdisci­ plinary understanding o f the history, theory, language, and social and cultural aspects of film, with some emphasis on other moving-image genres such as video, television, and computerbased media; introduces research and analytical methods; and encourages cross-cultural com­ parison of media forms, histories, institutional contexts, and audiences. T h e Film and Media Studies Program incorporates course offerings in English literature, modem languages and lit­ eratures, anthropology, psychology, and sociolo­ gy and offers core courses in the field, 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 pursue an honors minor 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. A ll students interested in incorporating film and media studies into their programs must submit a pro­ posal as part o f their sophomore paper or apply by submitting a modified plan o f study in the ju­ nior year or early in the senior year. T his pro­ posal should be developed in consultation with advisers from the Film and Media Studies Committee and is subject to approval. REQUIREMENTS AND RECOMMENDATIONS Minor A ll students must take a minimum of 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 o f Pennsylvania when the work is approved by the committee. T h e 5 credits should include F M ST 001: Introduction to Film and Media Studies, normally taken in the first or second year; and F M ST 092: Film Theory and Culture, normally taken in the senior year. Additional courses in history and national cinemas, production, visual ethnogra­ phy, and 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. Honois Minor Students in the Honors Program may minor in film and media studies by meeting the require­ ments for the minor and by preparing for and taking one external exam. T he preparation may consist of F M ST 092: Film Theory and Culture plus the 1-credit honors attachment 092A , an approved honors seminar, a 2-credit thesis or creative project, or a combination of course and independent work, with the approval of the film and media studies coordinator. Senior honors study (SH S) consists of a revised essay submit­ ted for a course or seminar in the preparation. Special Major Special course or honors majors in film and media studies must be approved by the Film and Media Studies Committee and by the depart­ ments from which the applicant intends to 200 draw 2 or more credits for the program. Stu­ dents must take a minimum o f 9 credits. FM ST 001 and F M ST 092 are required, and students must also take at least one course in a national cinema. Special majors are encouraged to take FM ST 002. Remaining courses and seminars may be drawn from a range of departments (work in at least two departments in addition to the film and media studies program is required). Such courses do not have to be selected from the list below if they are approved by the film and media studies coordinator (e.g., Directing or Lighting Design in Theater, Photography in Art, or Aesthetics in Philosophy.) Senior ma­ jors may apply to write a 1-credit thesis or to make a thesis video. COURSES FMST 001. Introduction to Film and Media Studies Provides groundwork for further study in the discipline. Introduces students to concepts, the­ ories, and methods of film, video, and television studies such as formal analysis o f image and sound, aesthetics, historiography, genres, au­ thorship, issues of gender, race, ethnicity, and nation, economics, and reception and audience studies. Emphasis on developing writing, ana­ lytical, and research skills. Films by Hitchcock, Godard, Lange, Sem bene, Scorsese, Trinh, Welles, and selected video art and television genres. Required weekly evening screenings. 1 credit. Fall 2004. Simon. FMST 002. Videu Production Workshop Provides instruction in basic technical aspects of digital video production and background in formal properties of video- and filmmaking. Exercises are designed to ensure a sound tech­ nical foundation as well as to familiarize stu­ dents with the aesthetic principles underlying a variety of film styles and traditions. Limited to 12 students. Students may be responsible for some production expenses. Prerequisite: A prior Swarthmore film studies course, preferably F M ST 001. 1 credit. FMST 081. Indian Cinema This course simultaneously provides an intro­ duction to the diverse cinemas of India and in­ vestigates the concept of “national cinema” through the history, aesthetics, and cultural politics o f cinema in India. T h e course will focus on major trends, phases, formal features, and institutional practices from the silent era to the present. 1 credit. F all 2004. Dass. FM ST 082. Mudern Times: Cinema and Mndernity in a Comparative Perspective This course explores the relationship between cinema and modernity by examining national and regional film cultures from Europe, the Americas, and Asia. It seeks to elucidate what film studies can tell us about modernity and modernism, and how a focus on modernity and a comparative perspective might reframe film history and theory. 1 credit. Spring 2005. Dass. FMST 092. Film Theory and Culture Covers major paradigms and debates in classical and contemporary film theory, historiography, and research methodology: realism, montage, auteur theory, genre, semiotics and psycho­ analysis, apparatus and spectatorship theory, Marxism, feminist and queer theory, cultural studies, theories o f the avant-garde, Third Cinema, and new media. Recommended for se­ nior minors and special majors, and advanced students with a background in film studies. Authors: Bazin, Benjamin, de Lauretis, Deleuze, Eisenstein, Hansen, Kracauer, Manovich, and Wollen. Directors: Akerman, Eisenstein, Fass­ binder, Frampton, Godard, Griffith, Powell, Sembene, Vertov, Welles, and Wong. 1 credit. N ot offered 2004—2005. FM ST 092A. Honors Attachment to Film Theory and Culture 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . FM ST 097. Independent Study 0 .5 to 1 credit. Spring 2005. Staff. 201 Film and Media Studies FM ST 098. Thesis For students completing a special major in course. 1 credit. FM ST 180. Thesis For students completing a special major in honors. 2 credits. COURSES AND SEMINARS TAUGHT IN OTHER DEPARTMENTS CURRENTLY APPROVED FOR FILM AND MEDIA STUDIES CREDIT For descriptions o f the following courses, please consult the appropriate section o f the course catalog: Couises Offered 2004-2005 ENGL 009P. W omen and Popular Culture: Fiction, Film, and Television (W hite) EN G L 0091. Feminist Film and Media Studies (W hite) L ITR 058. Cyberculture (Sim on) PSYC 048. Technology, Self, and Society (Gergen) SO A N 040D. Techgnosis (A xel) SPAN 063. El cine de la democracia en España (Guardiola) Courses Not Offered 2004-2005 CHIN 055. Contemporary Chinese Cinema (Kong) CHIN 056. History of Chinese Cinema (Kong) ENGL 087. American Narrative Cinema (W hite) ENGL 087A . Topics in American Cinema (W hite) ENGL 088. American Attractions (White/UUman) EN G L 090. Queer Media (W hite) EN G L 093. Studies in Film and Literature (Williamson) FREN/L1TR 028F. Francophone Cinema: Configurations of Space in Postcolonial Cinema (Yervasi) FREN 073. Roman et Cinéma: Revolutionizing Everyday Life (Yervasi) 202 G ERM 054/LITR 054G . Postwar German Cinema (Simon) G ERM 055/LITR 055G . Film and Literature in Weimar Germany (Faber) G ERM 068/LITR 068G . History of German Film G ERM 091. Special Topics: Frauen und Film (Faber); Popularliteratur (Simon) JPN S 024. Japanese Film and Animation (Gardner) L IT R 051G . Race and Gender in European Cinema (Sim on) L IT R 058. Cyberculture (Sim on) SO A N 0 9 IB . Practicum in Visual Methodologies (Diaz-Barriga) SO A N 111. Visual Ethnography (Diaz-Barriga) SPAN 067. La guerra civil española en la literatura y el cine (Guardiola) Francophone Studies Coordinator: CARINA YERVASI (French) Eleonore Baginski (Administrative Coordinator) Committee: Jean-Vincent Blanchard (French)211 Robert S . DuPleSSiS (History)3 Cynthia Perwin Halpern (Political Science) Sally Hess (Dance) Tamsln Lorraine (Philosophy) George MOSkOS (French)10 Micheline Rice-Maximin (French)912 Mark I. Wallace (Religion) Philip M . Weinstein (English) 2 Absent on leave, spring 2005. 3 Absent on leave, 2004—2005. 9 Campus coordinator, Swarthmore Program in Grenoble, fall 2004. 10 Campus coordinator, Swarthmore Program in Grenoble, spring 2005. 11 Program director, Swarthmore Program in Grenoble, fall 2004. 12 Program director, Swarthmore Program in Grenoble, spring 2005. The minor in Francophone studies explores areas and peoples significantly influenced by and participant in Francophone cultures throughout the world: Africa, the Americas, Europe, and Southeast Asia. It takes a broad view of cultural achievements and thus will ex­ amine cultural diversity and identity at all com­ munity levels. Through the use of analytical methods drawn from both the humanities and the social sciences, the minor encourages inter­ disciplinarity in courses, seminars, and student programs of study. W ithin a cultural studies ap­ proach, various perspectives will be used to es­ tablish new critical and theoretical paradigms to understand better the complex relations and reciprocal influences between “centers” and “peripheries.” REQUIREMENTS AND RECOMMENDATIONS Through the study of an important transna­ tional culture, the minor will prepare students for graduate education and careers in interna­ tional relations, business, law, and academic disciplines and enable them to participate bet­ ter in our increasingly globalized world. Besides the study o f Francophone language, literature, and culture courses offered in the Department of Modem Languages and Literatures, students will have the opportunity of using French-lan­ guage materials in many of the courses and sem­ inars offered by other departments. A minor in Francophone studies consists o f 5 credits from courses designated subsequently. Students should note that most courses have prere­ quisites, which m ust be satisfied before courses may be taken. No more than 2 credits may be from the student’s major department, and at least 2 credits must come from courses marked #. Only 1 credit taken abroad may count toward the minor. A t least 3 credits must come from core courses and seminars, whereas only 2 credits may come from cognate courses or seminars. Students are expected to work in at least two departments. To ensure a strong groundwork for all minors, 1 of the credits must be a core course; we particu­ larly recommend FREN 025 and H IS T 022 or H IST 030, when offered, but any of the core courses or seminars can function as an intro­ ductory course. In addition to the 5 credits, each minor will complete a 15- to 20-page in­ dependent, interdisciplinary senior paper. T he initial proposal and bibliography, which are due immediately after the Thanksgiving break, must be approved by two professors in two dif­ ferent departments. T h e completed paper is due at the end of spring break. T h e defense will occur in May. 203 Francophone Studies Students are required to be proficient in the French language: to complete FREN 004 or the equivalent. They are strongly encouraged to study abroad in a French-speaking country. In addition, they must either take an advanced lit­ erature or culture course in French or use French-language sources in the senior paper. In any case, students are encouraged to read French-language materials in the original lan­ guage whenever possible. FREN 030. Topics in 17 th- and 18th-Century Literature: L’invention de la modernité féminine en France Course Minor FREN 039. Société, culture et économie politique dans la littérature de l’Afrique de l’Ouest * Courses and seminars that may be offered for a Francophone studies minor are the following: (A # indicates courses that cover Francophone material outside of France and/or multicultural material. A n * means courses offered 2004—2005.): FREN 033. Fictions d’enfance# FREN 036. Poésies d’écritures françaises#* FREN 037. La Ville occidentale dans la littérature francophone# FREN 038. Littératures francophones et cultures de l’immigration en France# FREN 040. Théâtre français: pouvoir et résistance FREN 060. Le Roman du X IX e siècle FREN 061. Odd Couplings: Writing and Reading Across Gender Lines* CORE COURSES AND SEMINARS Seventy-five to 100 percent Francophone con­ tent: A t least 3 credits required. Courses in Disciplines Other Than French A R T H 017. A rt and Society in 19th-Century Europe H IST 022. Early Modem France and the Francophone New World H IS T 030. France Since 1789: Revolution and Empire Seminars in Disciplines Other Than French A R T H 168. Dada and Surrealism TH E A 106. Theater History Seminar* French Courses Numbered 012 and Above FREN 012C . Introduction à la France contemporaine#* FREN 012L. Introduction à l’analyse littéraire* FREN 062. Le Romantisme FREN 065. Poésie de la modernité: de Baudelaire aux Surréalistes FREN 066. Mode, modernité, littérature FREN 067. Twentieth-Century French Theater: Reading and Performance FREN 070F. Caribbean, Guyanese, and French Civilizations and Cultures FREN 071F. French Critical Theory: From Foucault to Baudrillard FREN 072. Le Roman du X X e siècle: Women in the Literary Field FREN 073. Roman et cinema: Revolutionizing Everyday Life FREN 075F. Haïti, the French Antilles, and Guyane in Translation# FREN 076. Ecritures au féminin# FREN 077. Prose francophone: littérature et société# FREN 078. Théâtre, conscience et société# FREN 022. Le Cinéma français: Le Cinéma de la ville FREN 079F. Scandal in the Ink: Queer Traditions in French Literature FREN 023. Topics in French Civilization# FREN 091. Special Topics (Counting as # depending on the topic o f the year) Théâtre moderne: mise en scène de l’identité* FREN 024. Mysticisme et littérature maghrébine# FREN 025. Introduction au monde francophone#* FREN 028. Francophone Cinema: Configurations of Space in Postcolonial Cinema# French Seminars FREN 102. Baroque Culture and Literature: T h e Comic World o f Molière FREN 104. Roman du XIXe siècle FREN 105. Proust FREN 106. L’expérience poétique: romance et mélancolie* FREN 108. Le Roman du XX e siècle: romans modernes et contemporains M U SI 009. Music o f the Caribbean M U SI 022. Nineteenth-Century European Music* M U SI 023. Twentieth-Century Music* FREN 109. Le Romantisme* M U SI 038. Color and Spirit FREN 110. Histoires d’îles PHIL 039. Existentialism FREN 111. Espaces francophones# PHIL 079. Poststructuralism* FREN 112. Ecritures francophones: fiction et histoire dans le monde francophone# POLS 003. Comparative Politics* FREN 113. Voyage et littérature# POLS 012. Modem Political Thought* FREN 114. Théâtre d’écritures françaises# RELG 01 IB . Introduction to Islam* FREN 115. Paroles de Femmes# RELG 053. Islam in the Modem World FREN 116. La Critique littéraire: Racine, Rousseau, Baudelaire, Proust SO A N 003B . Nations and Nationalisms COGNATE COURSES AND SEMINARS Thirty percent Francophone content minimum. POLS. 004. International Politics* SO A N 023B . History o f Culture Concept Cognate Seminars Thirty percent Francophone content mini­ mum: No more than 2 credits m ay count tow ard the minor. H IST 117. State and Society in Early Modem Europe H IST 122. Revolutionary Europe 1750-1870 H IST 124. Europeans and Others Since 1750 Cognate Courses H IS T 140. T h e Colonial Encounter in Africa# A RTH 005. Modem A rt* PHIL 139. Phenomenology, Existentialism, and Poststructuralism* ARTH 056. Print Culture in Early Modem Europe DANC 022. History of Dance: Europe’s Renaissance Through 1900 POLS 101. Political Theory: Modem * POLS. 107. Comparative Politics: Greater Europe* DANC 036. Dance and Gender POLS 110. Comparative Politics: Africa ECON 082. Political Economy of Africa#* RELG 112. Postmodern Religious Thought ENGL 072. Proust, Joyce, and Faulkner SO A N 102. History and Myth H IST 001U . First-Year Seminar: The Atlantic World SO A N 103. G ift and Fetish H IST 002A . Medieval Europe* Note: Am ong all the courses listed above, those satisfying the requirem ent o f at least 2 credits cov­ ering Francophone m aterial outside o f F ra n ce and/or m ulticultural m aterials are m arked #. These can be courses in French or in other dis­ ciplines. FREN 091: Special Topics may count among this category, depending on the topic of the year. H IST 003A . Modem Europe* H IST 008C. Modem Africa, 1880 to Present# H IST 020. Official and Popular Cultures in Early Modem Europe H IST 029. Sexuality and Society in Modem Europe* H IST 031. Revolutionary Iconoclasm: Tearing Down the Old, Building the New SO A N 123. Culture, Power, Islam* H IST 087. Development and Modem Africa: Historical Perspectives MINOR IN FRANCOPHONE STUDIES LING 027. Sociolinguistics o f African Languages To be eligible to minor in Francophone studies for the Honors Program, students must com­ plete all the requirements for the Francophone studies minor. This entails the completion of 5 LITR 014. Modem European Literature M USI 004. Opera 205 Francophone Studies credits and the writing of the senior paper. T he senior paper deadlines are as follows: T h e initial proposal and bibliography, which are due im­ mediately after the Thanksgiving break, must be approved by two professors in two different departments. T he completed paper is due at the end of spring break. T he defense will occur in May. Candidates for an honors minor will offer a single 2-credit preparation outside the designated honors m ajor. T he student will follow the re­ quirements for senior honors study for the minor in the department in which the seminar is offered and take that examination. 206 German Studies Coordinator: SUNKA SIMON (German) Eleonore Baginski (Administrative Coordinator) Committee: Richard Eldridge (Philosophy) Marion Faber (German)3 Pieter Judson (History) James Kurth (Political Science) Tamsin Lorraine (Philosophy) Michael Marissen (Music) Braulio Munoz (Sociology and Anthropology) Ursula Neuerburg Denzer (Theater) Hansjakob Werlen (German) Thomas Whitman (Music) 3 Absent on leave, 2 0 0 4 -2 0 0 5 . The concentration in German studies grows out of the conn ection between Germ an thought and art of the 19th and 20th centuries. Figures such as Goethe, Wagner, Nietzsche, Marx, and Freud, for example, go beyond the boundaries of particular disciplines. In addition, the study of German history and politics en­ riches and is enriched by the study of German literature and art. A combination o f approach­ es to German culture introduces the student to a field of knowledge crucial to contemporary society and prepares the student for graduate work in a good number o f academic disciplines as well as for various international careers. The concentration may be undertaken in the course program or in the Honors Program. Concen­ trators should consult the program coordinator during the sophomore year to plan their work toward the concentration. REQUIREMENTS ANB RECOMMENDATIONS Students are required to take 5 credits from des­ ignated courses in German studies, 3 of which must be outside the student’s major department. To ensure a common groundwork for all con­ centrators, students must take the core course, GERM 014: Introduction to German Studies. To ensure work in depth, at least 1 credit must be a thesis on an interdisciplinary topic, nor­ mally to be proposed at the end o f the junior year and written in the fall semester of the senior year. A n interdisciplinary thesis for the student’s major department may fulfill this requirement. It is required that students do substantial work in the German language (GERM 004 or the equivalent). It is also strongly recommended that students study in Germany (for a summer or, preferably, for a semester) if at all possible. After studying abroad, concentrators must take at least one additional class in German studies. Students who do not take an advanced litera­ ture course must either use original German sources in the thesis or add an attachment in German to one course in the concentration. N ote: A student can accomplish a special major in German studies by taking 5 additional cred­ its from the courses listed subsequently. Couise Minor Requirem ents. T h e requirements for the G er­ man studies course minor are identical to the general requirements (5 credits, including the core course G ERM 014) except that students need not write an interdisciplinary thesis. Honors Minor Requirem ents. T h e German studies concentra­ tion offers only a minor in the Honors Program. Students in the Honors Program are expected to be sufficiently proficient in spoken and writ­ ten German to complete all their work in German and are strongly advised to spend at 207 German Studies least one semester o f study in a German-speak­ ing country. Candidates are expected to have a B average in course work both in the depart­ ment and at the College. Prerequisites. G ER M 014 and an advanced course in German studies. SEMINARS (2 credits) H IST 122. Revolutionary Europe+ H IS T 125. Fascist Europe M U SI 101. Bach PHIL 114. Nineteenth-Century Philosophy PHIL 137. German Romanticism and Idealism Preparations. A seminar in German studies (or, in lieu of the seminar, two advanced courses in German studies). PHIL 139. Phenomenology, Existentialism, and Poststructuralism Senior Honors Study and Examination RELG 106. Contemporary Religious Thought Honors preparation will include a revised ver­ sion of a seminar paper (approximately 3,000 words) from the seminar for which the student is being examined. Otherwise, preparation for the examination will be discussed with the di­ rector 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 re­ vised paper. SO A N 101. Critical Modem Social Theory T h e honors examination will take the form of a three-hour written examination based on a German studies seminar or, in lieu of the semi­ nar, two advanced courses in German studies and a 30- to 45-minute oral examination based on all previous work in the field. T h e following courses and seminars may be offered for a German studies concentration: COURSES (1 credit) Q erm an courses num bered 0 0 4 and above. L IT R (Q ) courses taught in E nglish. H IS T 028. Nations and Nationalism in Eastern Europe H IST 035. T h e Jew as Other H IS T 036. Modem Germany H IST 037/LITR 037G . History and Memory: Perspectives on the Holocaust L IT R 058. Cyberculture M U SI 006. Beethoven and the Rom antic Spirit M U SI 022. Nineteenth-Century Music M U SI 033. Lieder M U SI 034. Bach M U SI 035. Late Romanticism PHIL 029. Philosophy o f Modem Music* PHIL 039. Existentialism* PHIL 049. Marx, Nietzsche, and Freud S O AN 083. Senior Colloquium on Art and Society* 208 SO A N 105. Modem Social Theory SO A N 115. Freud and Modem Social Theory G ERM 104. G oethe und seine Zeit G ERM 105. Die deutsche Romantik G ERM 108. German Studies Seminar: Wien und Berlin G ERM 110. German Literature After World War II G ERM 111. Genres * C ognate course: No more than two may be counted toward the German studies concen­ tration. + C ognate sem inar: N o more than one may be counted toward the German studies concen­ tration. History STEPHEN P. BENSCH, Professor ROBERT S. DllPLESSIS, Professor3 PIETER M . JUDSON, Professor and Chair LILLIAN M . L I, Professor MARJORIE MURPHY, Professor ROBERT E . WEINBERG, Professor TIMOTHY J . BURKE, Associate Professor3 ALLISON 00RSEY, Associate Professor BRUCE A . DORSEY, Associate Professor3 DIEGO ARMUS, Assistant Professor1 JEAN KIM , Visiting Assistant Professor MARIO RUIZ, Visiting Assistant Professor THERESA BROWN, Administrative Assistant 1 Absent on leave, fall 2004. 3 Absent on leave, 2004—2005. COURSE OFFERINGS AND PREREQUISITES law school and enabled them to succeed as attorneys. The courses and seminars offered by the History Department attempt to give students a sense of the past; an acquaintance with the social, cul­ tural, and institutional developments that have produced the world of today; and an under­ standing 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 semi­ nars emphasize less the accumulation o f data than the investigation, from various view­ points, of those ideas and institutions— politi­ cal, religious, social, economic, and cultural— by which people have endeavored to order their world. T he History Department’s curriculum introduces students to historical methodology and the fundamentals of historical research and writing. Courses and seminars offered by the History Department are integral to most interdiscipli­ nary programs, such as Black Studies, Franco­ phone Studies, German Studies, Latin Ameri­ can Studies, Peace Studies, and W om en’s Studies as well as to the majors in Asian Studies and Medieval Studies. Students interested in these programs should consult the appropriate statements o f requirements and course offer­ ings. In addition, we encourage students who wish to obtain teaching certification to major in history. (See the section on teacher certifica­ tion for more information.) 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 Survey Courses Survey courses (0 0 2 -0 1 1 ) are open to all stu­ dents without prerequisites and are designed to serve the needs of students who seek a general education in the field as well as to provide preparation for a range of upper-level courses. Survey courses provide broad chronological coverage o f a particular field o f history. Although these entry-level courses vary some­ what in approach, they normally focus on major issues o f interpretation, the analysis of primary sources, and historical methodology. First-Year Seminars First-year seminars (H IS T 001A -001Z ; 1 cred­ it) explore specific historical issues or periods in 209 History 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 prior­ ity for seminars in the spring. Upper-Division Courses Upper-division courses (H IS T 0 1 2 -0 9 9 ; 1 cred­ it) are specifically thematic and topical in na­ ture and do not attempt to provide the broad coverage that surveys do. They are generally open to students who have fulfilled one of the following: (1 ) taken one o f the courses num­ bered 0 0 1 -0 1 1 ; (2 ) received an Advanced Placement score o f 4 or 5 in any area; (3) re­ ceived the permission of the instructor; or (4) taken Classics courses 031, 032, 042, 044, or 056. Exceptions are courses designated “not open to first-year students” or where specific prerequisites are stated. Double-Credit Seminars Admission to these seminars is selective and based on an evaluation of the student’s poten­ tial 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 dis­ cussions are required o f 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. T h e department will weigh the merit of each request on the basis of the im­ portance of the seminar to the student’s pro­ posed program as well as the student’s qualifica­ tions. Seminar enrollments are normally limit­ ed to 10. If you are placed in a seminar at the end o f 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. 210 REQUIREMENTS Major and Minor Admission to the department as a major or minor normally requires at least two history courses taken at Swarthmore with a B average and a satisfactory standard of work in all cours­ es. In addition, admission to double credit sem­ inars and the Honors Program as either major or minor requires a B+ average in at least two Swarthmore history courses, a record o f active and informed participation in class discussions, and recommendations from History Depart­ ment faculty members. Courses in Greek and Roman history offered by the Classics Depart­ ment count toward this prerequisite. Students who intend to continue the study o f history after graduation should bear in mind that a reading knowledge of one or two foreign lan­ guages is generally assumed for admission to graduate school. A ll majors (course and honors programs) in his­ tory must take at least 9 credits in history that fulfill the following requirements: 1. A t least 6 of the 9 credits are normally done at Swarthmore. 2. A t least one course or seminar at Swarth­ more from each of the following categories: (a) all courses and seminars before 1750 (in­ cluding C L A S 031, 032, 042, 044, 056 and 066) and (b) all courses and seminars in areas outside Europe and the United States, specifically Africa, Asia, Latin America, and the Near East. T his distribution requirement is designed to have students explore various fields o f history and engage in comparative historical analysis. A list of these distribution courses is on file in the department office. C ourse M ajor 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. T he departm ent encourages students to suggest possible research topics m their sopho­ m ore papers and to select topics by the end o f their junior year. C ourse M inor Complete 5 history credits at Swarthmore College (AP, transfer credit, and foreign study courses do not count). Two of the 5 credits must be from courses above the introductory level. Thesis A student who wishes to write a thesis should state her or his intention by submitting a pro­ posal at the beginning of the senior year. T he department must approve the topic before the student can enroll in H IS T 0 92 (Thesis). T he thesis should be a work of about 10,000 to 15,000 words (5 0 -7 5 pages), and a brief oral ex­ amination will be conducted upon completion of the thesis. Major and Minor in the Honors Program (External Exam ination 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 re­ vise one paper per seminar for their portfolio submitted to external examiners. Revised pa­ pers will not be graded but will be included in the portfolio to provide examiners a context for the evaluation o f the written examination taken in the spring of the senior year. Students may substitute Honors Thesis (H IS T 180) for one of their seminars. T he thesis and revised seminar papers are due by April 30. Minors in the Honors Program will complete one double-credit seminar in addition to 3 credits taken at Swarthmore (AP, transfer cred­ it, and foreign study courses do not count) and include one revised paper from that seminar in their portfolio. Students in seminars take a three-hour written examination at the end of each seminar and will receive a grade from the seminar instructor for their overall performance in the seminar, in­ cluding the written examination. Seminar in­ structors 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 and dis­ cuss their progress. Seminars are a collective, collaborative, and cooperative venture among students and facul­ ty members designed to promote self-directed learning. Active participation in seminars is, therefore, required o f 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 o f honors. These standards include attendance at every seminar session, submission o f seminar papers according to the deadline set by the instructor, reading of seminar papers be­ fore coming to the seminar, completion o f all reading assignments before the seminar, respect of the needs of other students who share the re­ serve readings, and eagerness to engage in a scholarly discussion of the issues raised by the readings and seminar papers. T he 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 they do for single-credit courses. T h e revised seminar papers are written in two stages. During the first stage, students must con­ fer with their seminar instructor as to what pa­ pers they are preparing for honors and what re­ visions they plan for these papers. Seminar in­ structors will offer advice on how to improve the papers with additional readings, structural changes, and further development of argu­ ments. T he second stage occurs when the stu­ dent revises the papers independently. Faculty members are not expected to read the revised papers at any stage o f the revision process. Each revised paper must be from 2,500 to 4,000 words and include a brief bibliography. Stu­ dents will submit them to the department office by April 30. Students who fail to submit their revised papers by the deadline will not com­ plete the Honors Program. T h e department encourages students to form their own study groups to prepare for the exter­ nal examinations. Although faculty members may, at their convenience, attend an occasion­ al 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. 211 History Students enrolled as minors in history will sub­ mit one revised paper as part o f their portfolio. It is due by April 30. FOREIGN STUDY T he History Department encourages students to pursue the study of history abroad and grants credit for such study as appropriate. W e believe that history majors should master a foreign lan­ guage 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 or elsewhere in the United States must take a second history course at Swarthmore. Students must receive a grade of C or higher to receive history credit at Swarthmore. ADVANCED PLACEMENT/INTERNATIONAL BACCALAUREATE T h e History Department will automatically grant 1 credit to students who have achieved a score of 4 or 5 in either the U .S. or European History Advanced Placement examinations (or a score o f 6 or 7 in the International Bac­ calaureate exam inations) if they take any course number 001 through O il and earn a grade o f C or higher. Students who want credit for a second Advanced Placement/Intemational Baccalaureate examination (in a differ­ ent area of history) must take a second history course at Swarthmore (any course number) and earn a grade of C or higher. A score of 4 or 5 for Advanced Placement (or a score of 6 or 7 for International Baccalaureate) allows students to take some upper-division courses in the History Department. Advanced Placement/Intemational Baccalau­ reate credit may be counted toward the number o f courses required for graduation and may be used to help fulfill the College’s distribution requirements. 212 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 ap­ proved by the state of Pennsylvania. Because of a change in teacher certification regulations that occurred in November 2000, students completing certification in 2004 and beyond will complete the requirements for Citizenship Education. For further information about the relevant set of requirements, please contact the Department o f Educational Studies director or see the Department of Educational Studies Web site: www.swarthmore.edu/SocSci/Education/. COURSES HIST 001A. First-Year Seminar: The Barbarian North T h e seminar will explore how Germanic and C eltic societies emerged and solidified their identities as they came into contact with Roman institutions and Latin Christendom. T his course may count toward a major or minor in medieval studies. W riting course. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . HIST 001B . First-Year Seminar: Radicals and Reformers in America Visions o f social change from the American Revolution to the 20th century. I credit. N ot offered 2 0 0 4 -2 0 0 5 . HIST 001C . First-Year Seminar: Sex and Gender in Western Traditions How have perceived natural differences be­ tween the sexes contributed historically to so­ cial and legal inequalities among men and women? This course may count toward a minor in women’s studies. 1 credit. N ot offered 2004 -2 0 0 5 . HIST 001E . First-Year Seminar: The Self-Image of Latin America: Past, Present, and Future The course explores the views on Latin Amer­ ica developed by Latin Am ericans who, through their writings and frequently also through their political militancy, helped to de­ fine the successive agendas for change in their own countries and in the region at large. This course may count toward a minor in Latin American studies. N ot offered 2 0 0 4 -2005. HIST 0016. First-Year Seminar: Women, Family, and the State in China Drawing from diverse sources (literary, philo­ sophical, anthropological, etc.) this seminar will examine the ways in which culture and the state have defined the roles o f women and fam­ ily both in traditional times and in the 20th century, including elite and peasant society. This course may count toward a major or minor in Asian studies. It may also count toward a minor in women’s studies. industrial worker, gender in W PA art in public spaces, New York night life, Joh n Wayne movies and the masculine West; and suffrage in consumer culture, militarism and pacificism, jobs, and gender. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . HIST 001M . First-Year Seminar: History of Food in North America W hat did people eat? How did they produce or acquire their food? W hat cultural meanings did people attach to particular food items? A study of the agricultural production, trade and con­ sumption of foodstuffs in America from the colonial era to modem times, this seminar will investigate the economic, political, and socio­ logical impact of food choices on the popula­ tion o f the United States. 1 credit. F all 2004. A . Dorsey. HIST 001N . First-Year Seminar: The Production of History In this course, we will examine public produc­ tions of history and historical knowledge and the complex dialogue between these visions of history and the professional work of academic historians. 1 credit. 1 credit. Foil 2004. Li. N ot offered 2 0 0 4 -2 0 0 5 . HIST 001J . First-Year Seminar: The 1950s: A Hew History of the Cold War Era HIST 001P. First-Year Seminar: History of the Left The opening o f the former Soviet U nion archives created a firestorm of historical debate concerning the politics of the Cold War. This seminar focuses on that debate and the scholar­ ship introduced into the hotly contested issues of McCarthyism, isolationism and contain­ ment, the Korean War, Truman’s issuance of the Loyalty Oath, Eisenhower’s leadership, and the Central Intelligence A gency’s role in Guatemala, Iran, Cuba, and Nicaragua. This seminar focuses on the people and events that shaped the history of the Left in the United States. 1 credit. Fall 2004. 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 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . HIST 001Q . First-Year Seminar: Angels of Death: Russia Under Lenin and Stalin This seminar focuses on the history of Russia from the Revolution of 1917 through the death of Stalin. Particular attention is paid to assess­ ing the impact of Lenin and Stalin on develop­ ments in the Soviet U nion and the interplay among socioeconomic, cultural, and ideological currents. Course materials include documents, novels and short stories, monographs, and films. Writing course. 1 credit. S[rring 2005. Weinberg. 213 History HIST 001S. First-Year Seminar: The American West, 1830 to 1950 N ot offered 2 0 0 4 -2 0 0 5 . A n introduction to the history of the American West, beginning with the forced removal of the Cherokee and tracing the development of an “American” culture in the region between the Mississippi and the Pacific Ocean. Focuses on the diversity o f traditions in the West, includ­ ing the experiences and contributions of first nation peoples, African Americans, Latinos, and Asian Americans. T h e course will explore the emergence of Europe from the slow decline of the Roman world and the intrusion of new Germanic and C eltic 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. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . HIST 001T. First-Year Seminar: Cross and Crescent: Muslim-Christian Relations in Historical Perspective T he course will selectively explore the interac­ tion 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. Writing course. 1 credit. 1 credit. HIST 002A. Medieval Europe This course may count toward a major or minor in medieval studies. 1 credit. F all 2004. Bensch. HIST 002B. Early Modern Europe T h e modem world began to be bom in Europe and its colonies between the 15th and 18th centuries— replete with all the contradictions that have marked modernity ever since. Using primary sources, recent scholarship, and film, this course explores the manifestations of that paradoxical civilization: Renaissance and Ref­ ormation, secular state building and religious war, Scientific Revolution and witch-hunts, emergence of capitalism and renewed serfdom, Enlightenment and enslavement. Spring 2005. Bensch. 1 credit. HIST 001V. First-Year Seminar: Witches, Witchcraft, and Witch-Hunts N ot offered 2 0 0 4 -2 0 0 5 . W hy has belief in witches and witchcraft been found so widely throughout history? W hat were central doctrines about witchcraft and how did beliefs vary over time and space? W hy were witches usually imagined as female? How was witchcraft linked to religion, magic, and de­ monic possession? W hat were the relations be­ tween elite and popular witch beliefs? W hy did belief in witchcraft die out in some places and survive in others? How do earlier witch crazes Help explain modem “witch-hunts”? These and other questions will be studied through original documents, visual and literary representations, films, and historical studies. HIST 003A. Modern Europe, 1789 to 1918: The Age of Revolution and Counterrevolution A survey that covers the impact of the revolu­ tion on European politics, society and culture during the 19th and early 20th centuries. Topics include the revolutionary tradition; in­ dustrialization and its social consequences; the emergence of liberalism, feminism, socialism, and conservatism as social and political move­ ments; nationalism and state building; imperi­ alism, the rise of mass society and consumerism; and world war. 1 credit. 1 credit. Spring 2005. Staff. N ot offered 2 0 0 4 -2 0 0 5 . HIST 003B. Modern Europe, 1890 to the Present: The Age of Democracy and Dictatorship HIST 001Y. First-Year Seminar: The History of the Future T he future has arrived, but it is not what it used to be. In this seminar, we will trace the cultural and intellectual history of the future. 214 This survey covers the major social, political, and cultural developments of Europe since the late 19th century. Special attention is paid to the consequences of World War I; the failure of liberal politics and the rise of fascism and com­ munism, Stalin and Hitler, the Holocaust; the rebuilding of Europe after 1945; the Cold War; the collapse of communism; and ethnic cleans­ ing and nationalism. 1 credit. N ot offered 2004—2005. HIST 004. Latin American History This course surveys Latin American history from pre-Columbian times to the present. It ex­ plores economic and social dimensions of the major Amerindian civilizations; the colonial incorporation of the region into the A tlantic economy;, the imperial efforts to adjust the colonial space to a changing international order,; the emergence of independent and pe­ ripheral nation-states and their diverse and also convergent paths of economic, political, social, and cultural development; and the challenges of earlier internationalization trends and cur­ rent globalization. Adopting and interdiscipli­ nary approach, this course will draw on litera­ ture, cinema, newspapers, cartoons, music, offi­ cial documents, and essays by Latin American intellectuals in order to examine gender, ethnic and religious issues, domestic and international migrations, revolutionary and reformist agendas of change, urbanization processes, and popular and elite culture. 1 credit. Spring 2005. Armus. HIST 005A. The United States to 18 77 In this thematic survey o f American culture and society from the colonial era through the American Civil War and Reconstruction, stu­ dent interpretation of primary-source documents will be emphasized. Recommended for teacher certification. 1 credit. Not offered 2 0 0 4 -2 0 0 5 . HIST 005B. The United States from 1877 to 1945 This course surveys American society, culture, and politics from the Compromise of 1877 to the Japanese internment. Primary sources, liter­ ature, song, and historical monographs will help students explore and deepen their under­ standing of the history o f the decades following the “second American revolution.” Recommended for teacher certification. 1 credit. F all 2004- A . Dorsey. HIST 005C. The United States Since 1945 World W ar II, recovery, the Cold War, McCarthyism, domestic politics from Truman to Bush, suburbanization, Elvis Presley, the New Left and the counterculture, civil rights, black power, women’s liberation, Watergate and the imperial presidency, Vietnam, the rise o f the Right, the G ulf War, Clinton, and the Iraq War. Recommended for teacher certification. I credit. Spring 2005. Murphy. HIST 006. The Formation of the Islamic Near East T his introduction to the history o f the Near East from the seventh to the 15th centuries will examine the life o f Muhammad; the political dimensions o f Isla; and the diversification of Islamic culture through the law, mysticism, philosophy, and the religious sciences. T his course may count toward a major or minor in medieval studies. 1 credit. Fall 2004. Bensch. HIST 007A. History of the African American People, 1619 to 1865 This survey of the social, political, and eco­ nomic 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), and the cultural contributions of people of African descent. This course may count toward a minor in black studies. 1 credit. F all 2004. A . Dorsey. HIST 007B. History of the African American People, 1865 to Present Students study the history o f African Amer­ icans from Reconstruction through the present. Emancipation, industrialization, cultural iden­ tity, and political activism are studied through monographs, autobiography, and literature. 215 History This course may count toward a minor in black studies. I credit. Spring 2005. A . Dorsey. HIST 008A. West Africa in the Era of the Slave Trade, 1500 to 1850 T his survey course focuses on the development of the slave trade and its impact on Africa. This course may count toward a minor in black studies. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . HIST 008B. Mfecane, Mines, and Mandela: Southern Africa from 1650 to the Present This course surveys southern African history from the establishment o f 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. 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. Fall 2004. Li. HIST 010. The Making of the Modern Middle East This course will cover the social changes and intellectual currents that have transformed the Middle East from 1800 to the present. Topics include 1) the political, social, and economic impact of European capitalism, imperialism and occupation; 2) states’ efforts to defend their power through government reform; 3) resis­ tance, adaptation, accommodation, and protest by common people against both colonialism and their own governments’ growing power. 1 credit. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . Spring 2005. Ruiz. HIST 008C. From Leopold to Kabila: Central Africa’s Bad 20th Century HIST 012. Chivalric Society: Knights, Ladies, and Peasants A survey o f central African history from the coming of Belgian colonial rule to recent con­ flicts in the Congo and Rwanda. T he emergence o f a new knightly culture in the 11th and 12 th centuries will be explored through the Peace of God, crusades, courtly love, lord­ ship, and seigneurialism. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . This course may count toward a major or minor in medieval studies. HIST 009A. Chinese Civilization 1 credit. T he history o f Chinese civilization and culture from prehistoric times until the early 19th cen­ tury, emphasizing religious and philosophical traditions, the development of the Chinese state and empire, dynastic rule, Confucian literati and bureaucracy, social and economic change, rebellion, and disorder. Readings in­ clude literature, philosophy, anthropology, and other historical materials. N ot offered 2 0 0 4 -2 0 0 5 . This course may count toward a major or minor in Asian studies. This course may count toward a major or minor in medieval studies. HIST 014. Friars, Heretics, and Female Mystics: Religious Turmoil in the Middle Ages A n exploration o f radical movements of Christian perfection, poverty, heresy, and fe­ male mystics that emerged in Europe from the 11th to the 15 th centuries. 1 credit. 1 credit. Spring 2005. Li. N ot offered 2 0 0 4 -2 0 0 5 . HIST 009B. Modern China HIST 015. Medieval Towns T h e course examines the tumultuous changes in China from the early 19th century until the present. Topics include the Opium War, the T he course will explore the emergence of West­ ern towns from the “post-nuclear” world of the early Middle Ages to the 15th century. Were 216 medieval towns the seedbeds of capitalism? To answer this question we will explore the mater­ ial foundations, family structures, communal expression, and architectural projection of Western urbanism. This course may count toward a major or minor in medieval studies. I credit. Spring 2005. Bensch. HIST 016. Sex, Sin, and Kin in Early Europe Western kinship and sexual mores will be ex­ amined as they crystallized from Rom an, Christian, Germanic, and C eltic traditions. This course may count toward a major or minor in medieval studies or a minor in women’s studies. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 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, econom ic, and social contexts. Intellectual and artistic developments, historio­ graphical debates over the modernity and secu­ larism of Renaissance civilization, and readings in primary sources will be emphasized. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ism, Christian confessionalism, and trends within Judaism. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . HIST 024. Transitions to Capitalism Capitalism, now the globally dominant form of economic organization, was bom in early mod­ em Europe. This course analyzes the complex, protracted, uneven, and contested emergence o f the new economic and social order. Among the topics considered are the end of feudalism, the agricultural and consumer “revolutions,” capitalism and slavery, gender divisions of labor, proletarianization, work cultures and co n­ sciousness, labor protest, mercantilism and eco­ nom ic ideology, proto-industries and early factories, and theories of capitalism. 1 credit. N ot offered 2004—2005. HIST 028. Natiuns and Nationalism in Eastern Europe, 1848 tu 1998 This course traces the historical construction of nationalist identities, social movements, and self-proclaimed nation-states out of multiethnic communities and multicultural empires in Eastern Europe, from the revolutions of 1848 to the fall o f Yugoslavia. This course may count toward a minor in peace studies. First-year students admitted only with the per­ mission of the instructor. Optional language attachment: German. HIST 021: The Atlantic World I credit. The creation of a multiethnic and polyglot new world in the A tlantic basin between the 15 th and 19th centuries will be studied. Original sources and recent scholarship illuminate the social identities, political orders, and economic bonds that developed as a result of intense and often conflicting intercultural exchange. F all 2004. Judson. I credit. Not offered 2 0 0 4 -2 0 0 5 . HIST 023. The Sacred and the Social in Early Modern Europe Changes in European religious beliefs and prac­ tices between the 15th and 18th centuries will be examined. Topics include theological and ecclesiological Reformations, women in reli­ gious movements, the religious roots of rebel­ lion, the Inquisition and witch-hunts, tolera­ tion and skepticism, Protestantism and capital­ HIST 029. Sexuality and Society in Modern Europe T h e course examines the historical construc­ tions of sex and sexual identities in Western so­ cieties since 1700. Topics include a survey of ancient Greek and medieval European tradi­ tions, race and sexuality in colonized societies, urbanization and the creation of sexual com­ munities, the medicalization of sex, the 19th century invention of normal and deviant sexu­ alities, and eugenics and the 20th-century state. This course may count toward a minor in women’s studies. 1 credit. F all 2004- Judson. 2 17 History HIST 030. France Since 1789: Revolution and Empire T h e political, social, cultural, and economic history of France and its global empire since the great revolution will be explored. This course may count toward a minor in Fran­ cophone studies. Optional language attachment: French. 1 credit. Not offered 2 0 0 4 -2 0 0 5 . HIST 031. Revolutionary Iconoclasm: Tearing Down the Old, Building the Hew Students undertake a comparative study o f ef­ forts by revolutionaries since 1789 to transform their societies and cultures. Case studies in­ clude France in the 1790s, Russia in the 1920s, China in the 1960s, Iran in the 1980s, and Afghanistan in the 1990s. 1 credit. Not offered 2004—2005. HIST 032. Jewish Rationalisms and Identities T his course focuses on the political expression o f Jewish identity since the emergence of Zionism in the late 19th century. W e will ex­ plore the central texts of Zionist thought in an effort to understand the nature of Jewish iden­ tity in the 20th century. 1 credit. Not offered 2 0 0 4 -2 0 0 5 . HIST 035. From Emancipation to Extermination: European Jewry’s Encounter With Modernity This course focuses on the fate of European Jewry from the beginning o f emancipation in the late 18th century to the Holocaust. Major themes include the process o f emancipation, Jewish and non-Jewish responses to emancipa­ tion, religious reform, the transformation of Jewish identity, and Jewish reactions to modem anti-Semitism. Readings include primary docu­ ments, memoirs, and literature. This course may count toward a minor in German studies. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 218 HIST 036. Modern Germany German politics, society, and culture in the 19th and 20 th centuries. T his course may count toward a minor in German studies. Optional language attachment: German. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . HIST 037. History and Memory: Perspectives on the Holocaust (Cross-listed as L IT R 037G ) This course explores the roots of Nazism, the implementation o f the Final Solution, and the legacy o f the Holocaust through an interdisci­ plinary approach relying on primary sources, historical scholarship, memoirs, music, paint­ ing, and film. Authors include Primo Levi, Art Spiegelman, and Nietzsche. Films include Tri­ umph o f the Will, Shook, T he W arm see C onfer­ en ce, and Ju d Suss. This course may count toward a minor in German studies or peace studies and toward the social science or hum anities distribution requirements. 1 credit. N ot offered 2004—2005. HIST 038. Russia in the 20th Century This course focuses on the Bolshevik seizure of power, the consolidation o f communist rule, the rise o f Stalin, de-Stalinization, and the col­ lapse of the Soviet Union. 1 credit. N ot offered 2004—2005. HIST 041. The American Colonies A history o f European colonies in North Amer­ ica from 1600 to 1760. 1 credit. N ot offered 2004—2005. HIST 042. The American Revolution This course explores revolutionary develop­ ments in British North America between 1760 and 1800. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . HIST 043. Wars in the Pacific and Asian American Culture HIST 050. The Making of the American Working Class This course will examine how American wars in the Philippines, Japan, Korea, and Vietnam and their representations have generated na­ tional myths, channels of migration, and new political and social identities. Topics include American imperialism, Philippine exile and di­ aspora, military war brides, the construction of historical memory, and Southeast Asian refugee politics. Primary sources include photographs, film, sculpture, and oral testimony in addition to documentary evidence. Work, community, race, and gender are exam­ ined in the context of class relations in the United States from early America to the present. 1 credit. Spring 2005. Kim. HIST 045. Themes in U .S . History: The 1950s Postwar America, suburbanization, rock ’n ’ roll, the baby boom, the revival of Hollywood, tele­ vision, the Red Scare, Cold War politics, and domestic bliss. 1 credit. Not offered 2 0 0 4 -2 0 0 5 . HIST 046. The Coming of the Civil War This course explores social change on the eve of the Civil War; the conflict over free and slave labor; slavery and an African American culture; and causes of the Civil War. This course may count toward a minor in pub­ lic policy. 1 credit. N ot offered 2004—2005. HIST 052. History of Manhood in America T he meanings of manhood and the various constructions of masculine identity in America between the 18th and 20th centuries are studied. This course may count toward a minor in women’s studies. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . HIST 053. Topics in African American Women’s History This study of black women in the modem civil rights movement (1 9 4 5 -1 9 7 5 ) explores black women’s experiences in the struggle for equal rights in mid-20th-century America and exam­ ines gendered notions of political activism, leadership styles, and the rise of black feminism. This course may count toward a minor in black studies and women’s studies. 1 credit. 1 credit. Not offered 2 0 0 4 -2 0 0 5 . N ot offered 2 0 0 4 -2 0 0 5 . HIST 040. Murder in a Mill Town: A Window on Social Change During the Early Republic HIST 054. Women, Society, and Politics Topics include the social and cultural history of America between the American Revolution and the Civil War, utilizing primary sources from an 1833 murder trial. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 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. This course may count toward a minor in pub­ lic policy or peace studies. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . This course will examine the historic roots of contemporary gender relations on Capitol Hill from the A nita Hill testimony in the Clarence Thomas hearings to the sad tale of Monica Lewinsky and Linda Tripp. This course may count toward a minor in women’s studies. 1 credit. Spring 2005. Murphy. 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. Topics will include civil rights and black nationalism, 1890 to 1940 and 1945 to 1975; varieties of women’s movements (feminism, welfare, and peace) 1890 to 1920 and 1965 to present; nativism, anti-Cathol- 219 History icism and anti-immigration campaigns; the “Old” and “New” Lefts; labor union struggles in the 1930s and 1990s; environmentalism; paci­ fism and antiwar movements; gay rights; McCarthism; and the New Christian Right. Readings include books and articles written by historians, sociologists, urban planners, and anthropologists. This course may count toward a minor in Latin American studies. 1 credit. I credit. F all 2004. Murphy. N ot offered 2 0 0 4 -2 0 0 5 . HIST 063. The Whole Enchilada: Debates in World History In the first part o f the course, we will read a number o f the major attempts at writing com­ prehensive world history, including works by Braudel, McNeill, and Wolf. For the balance of the semester, we will discuss various debates in the field of world history, ranging from the tim­ ing and location of the Industrial Revolution to the nature o f contemporary globalization. 1 credit. HIST 068. Primary Text Workshop This is a course in applied history. Working with materials in M cCabe Library and in close cooperation with the McCabe staff, students will create a jo in t project intended to be of some practical use to a wider community. This project will be based on historical documents and archival materials. Enrollment in this class is restricted to 12 stu­ dents— juniors and seniors only. History majors will be given preference. Not offered 2004—2005. 1 credit. HIST 064. Migrants and Migrations: Europeans in Latin America and Latinos in the United States N ot offered 2 0 0 4 -2 0 0 5 . T h e course will explore the interaction be­ tween global forces and local and individual cir­ cumstances in the migration experience. We will focus on two movements o f people: those who emigrated from Europe to certain areas in Latin America, and Latin Americans who moved to the United States and are becoming Latinos. Topics may include problems o f urban ecology; ethnic segregation; class formation; the reproduction o f social inequalities; the use of social networks; patterns of socializing; work, cultural, social, and political citizenship; na­ tionalism; assimilationism and cultural plural­ ism; and the construction of ethnicity. This course may count toward a minor in Latin American studies. 1 credit. Spring 2 0 0 5 . Armus. HIST 067. The Urban Experience in Modern Latin America This course will focus on the transformation of the Latin American urban world from the 1870s to the 1980s. Topics include social con­ ditions of urban life and labor, international and rural-urban migration, modernity in the pe­ riphery, urban economies, and popular protests and responses to new forms o f social control, state repression, and professional expertise. 220 HIST 075. Modern Japan T he amazing transformation of Japan from a feudal society to a modem nation-state from the early 19th century to the late 20th, includ­ ing both its successful and its tragic elements. Topics include Tokugawa feudalism, the Meiji restoration, the Japanese empire, economic and social development, Japanese militarism and the Pacific War, Japan’s postwar growth, and its contemporary society. This course may count toward a major or a minor in Asian studies. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . HIST 0 7 7. Orientalism East and West From A rabian Nights to Lawrence of Arabia, from Marco Polo to Madame Butterfly, from Pearl Buck to Fu Manchu, Westerners have constructed views o f the “Orient” that have ranged from fantastic to demonic. Using texts and images mainly concerning C hina 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 “O riental’s Orientalism ”— A sian self-images that have been influenced by the West. Prerequisite: A n introductory history course or permission o f the instructor. N ot open to firstyear students. This course may count toward a major or minor in Asian studies. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . HIST 078. Beijing and Shanghai: Tale of Ttoo Cities Students will study China’s two major cities since the early 19th century: Beijing— the im­ perial capital, twice marauded by foreign troops, contested by warlords, and later the cap­ ital of the People’s Republic of China— and Shanghai— a treaty port governed by Western powers, and a center o f business and labor, rad­ ical politics, crime and corruption, and modem culture. In the second half of the course, stu­ dents will develop research projects using English-language sources. History m ajors anticipating H IST 091 or 092 and Asian studies m ajors developing thesis topics m ay find this to be a useful preparation, although the course is open to other students as w ell. This course may count toward a major or minor in Asian studies. 1 credit. Fall 2004. Li. HIST 087. Development and Modern Africa: Historical Perspectives This course examines the idea and practice of “development” in the last century of African life through its intellectual, institutional, and economic history. HIST 091. Senior Research Seminar Students write a 25-page paper based on primary sources. Required o f all course majors. W riting course. I credit. F all 2004- Weinberg. HIST 092. Thesis A single-credit thesis, available to all majors in their senior year, on a topic approved by the de­ partment. Students may not register for H IST 092 credit/no credit. 1 credit. F all 2004 and Spring 2005. Staff. HIST 093. Directed Reading Individual or group study in fields of special interest to the student not dealt with in the reg­ ular course offerings requires the consent o f the department chair and o f the instructor. H IS T 093 may be taken for 0.5 credit as H IST 093A . SEMINARS HIST 1 1 1 : The Medieval Mediterranean T h e 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 seventh to the 14th centuries. This course may count toward a major or minor in medieval studies. Prerequisite: A prior course in the social sciences. 2 credits. This course may count toward a minor in black studies. F all 2004. Bensch. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 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 o f European and North American societies. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . HIST 1 16 . The Italian Renaissance This course explores topics in the development o f the Renaissance state, society, and culture in Italian communes between the 14th and 16th centuries. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . HIST 1 1 7 . State and Society in Early Modern Europe This comparative analysis of state formation, econom ic development, and social change covers continental Europe and England from 221 History the 16th to the 18th centuries. 2 credits. N ot offered 2 004-2005. HIST 12 2 . 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 G er­ man studies and Francophone studies. 2 credits. Not offered 2 0 0 4 -2 0 0 5 . HIST 125. Fascist Europe This seminar studies European fascism in the context of societies tom by world war, class conflict, and economic depression. T h e primary focus will be 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 Ger­ man studies. 2 credits. Spring 2005. Judson. HIST 128. Russia in the 19th and 20th Centuries T his course focuses on the social, economic, political, and intellectual forces leading to the collapse o f 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. W riting course. 2 credits. F all 2004. Weinberg. HIST 130. Early America in the Atlantic World Students explore the “new world” of European contact and conquest in the Americas, along with the African slave trade. Primary attention is paid to the British North American colonies and the American Revolution. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . HIST 133. U .S . Political and Diplomatic History I: The Age of Nationalism This history o f nation building, national iden­ tity, and political ideologies and movements covers the period from the American Revo­ lution through the U.S.-Philippines War. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . HIST 134. U .S . Political and Diplomatic History II: The Rise of Globalism This course addresses the emergence of the United States as a world power, with emphasis on expansionism, national interest, and global mission. This course may count toward a minor in peace studies. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . HIST 135. Struggles for Social Justice A seminar that focuses on history from the bot­ tom up, on working-class people as they build America and struggle to obtain political, social, and economic justice. Topics include urbaniza­ tion and suburbanization, republicanism and democracy, racism and the wages o f Whiteness, gender and work, class and community, popular culture, the politics o f consumption, industrial­ ism and the managerial revolution, and jobs and gender. 2 credits. Fall 2004- Murphy. HIST 1 3 7. Slavery, 1550 to 1865 T his seminar focuses on slavery in the United States between 1550 and the end of the Civil War, emphasizing the link between black en­ slavement and the development o f democracy, law, and economics. Topics addressed include the A tlantic slave trade, the development of the Southern colonies, black cultural tradi­ tions, and slave community. This course may count toward a minor in black studies. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . 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 222 end of the American Revolution to the end of the 20th century. This course investigates the link between racial identification and commu­ nity formation, the strengths and weaknesses of the concept o f 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. Spring 2005. A . Dorsey. HIST 140. The Colonial Encounter in Africa Students focus on the social, economic, and cultural dimensions of the colonial era in mod­ em Africa. Topics discussed include the com­ plicated construction of the colonial state, migrancy and colonial labor systems, struggles over religious and cultural practices, the mak­ ing of African modernities, gender and sexuali­ ty, and the contemporary legacy of colonial rule. HIST 148. Issues and Debates in Modern Latin America Explores major problems and challenges Latin American nations have been confronting since the last third o f the 19th century onward. Topics include the neocolonial condition of the region, nation- and state-building processes, ur­ banization, industrialization, popular and elite cultures, Latin Am erican modernities, and race, class and gender conflicts. This course may count toward a minor in Latin American studies. 2 credits. N ot offered 2004—2005. HIST 180. Honnrs Thesis 2 credits. F all 2004 and spring 2005. Staff. This course may count toward a minor in black studies. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . HIST 144. State and Society In China, 1750 to 2000 From the height o f imperial grandeur, through the turmoil o f rebellion, war, and foreign domi­ nation, to the upheavals o f 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 o f 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, popu­ lar religion and rebellions, political reform and revolution, and other topics spanning three pe­ riods: the mid-Qing (1 7 5 0 -1 8 5 0 ), late Qing and Republic (1 8 5 0 -1 9 5 0 ), and the People’s Republic of China (1 9 5 0 -2 0 00). This course may count toward a major or minor in Asian studies. 2 credits. Spring 2005. Li. 223 Interpretation Theory Coordinator: NATHANIEL DEUTSCH (Religion) Committee: Jean-Vincent Blanchard (Modem Languages and Literatures, French) Timothy Burke (History) Michael Cothren (A rt) Richard Eldridge (Philosophy) Kenneth Gergen (Psychology) Bruce Grant (Sociology and Anthropology) Cynthia Halpern (Political Science) Carolyn Lesjak (English Literature) Tamsin Lorraine (Philosophy) Braulio Muñoz (Sociology and Anthropology) Patricia Reilly (A rt) Robin Wagner-Pacifici (Sociology and Anthropology) Mark Wallace (Religion) Patricia White (English Literature) Philip Weinstein (English Literature) T h e interdisciplinary minor in interpretation theory has been providing students and faculty with a fomm for exploring the nature and poli­ tics of representation for more than a decade. Work done in the program reaches across the disciplines and reflects a long-standing drive to understand the world through the constructs of its interpretive propositions. W hile the minor’s interdisciplinarity takes its lead from the hermeneutics of Vico and Dilthey, students use their programs to develop a flexible, deeply historical grasp o f what is more commonly re­ garded today as critical and cultural theory. 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 their program to the coordinator. MINOR REQUIREMENTS Students complete 6 credits toward the minor. Four mles guide the selection. f . Students take a 1-credit capstone seminar, team-taught by two faculty from different de­ partments. Students complete this capstone in the spring o f the senior year only. 2. W ith a view to both historical depth and methodological breadth, students select at 224 least one course from the “one-asterisk” group (historical development o f interpre­ tive practices) and at least one course from the “two-asterisk” group (breadth of current interpretive perspectives across the disci­ plines). “Asterisked” courses must be chosen from different departments. These depth/ breadth requirements are normally complet­ ed by the end o f the junior year. 3. T h e three remaining courses are elective but draw on at least one further department. All told, at least 4 o f 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. COURSES Currently offered courses relevant to the pro­ gram include the following: INTP 091. Capstone Seminar: Visionaries of Spirit, Masters of Suspicion T h e purpose o f this seminar is to explore— in a dialogical and interdisciplinary format— ques­ tions o f spirituality as these emerge in literary practice, religious and philosophical texts, and critical theory. Beginning with brief texts from the Hebrew Bible and the New Testament, and concluding with Toni Morrison’s B eloved, we shall pursue questions such as: W hat interpre­ tive issues are raised by the textualizing of spir­ ituality in order to access its meanings? How is the dynamic o f interpretation affected by changing hermeneutic norms over different time periods? How do differentials o f race, gen­ der, genre, and culture inflect our understand­ ing of spirituality? W hat shape and force do questions of spirituality take on in a postNietzschean culture o f radical skepticism? 1 credit. Spring 2005. Wallace and Weinstein. ARTH 001. Critical Study in the Visual Arts (Staff)*/** ARTH 166. Avant-Gardes in A rt Between the Wars (Mileaf) BIOL 006. History and Critique o f Biology (Gilbert) FREN 071F. Introduction to French Critical Theory (Blanchard)** FREN 076. Femmes et écrivains (Rice-Maxim in) FREN 079. Scandal in the Ink: Queer Traditions in French Literature (Moskos)*/** FREN 116. La critique littéraire (Blanchard) H IST OOOlN.The Production o f History (Bu rke)** H IS T 029. Sexuality and Society in Modem Europe (Judson) H IS T 060. Cultural Constructions of Africa (Burke)** H IST 068. Primary Text Workshop (Burke) H IST 088. Social History of Consumption (Burke) IN TP 090. Directed Reading CLAS 036. Classical Mythology (M unson)** IN TP 091. Capstone Seminar ENGL 073. Modernism: Theory and Practice (W einstein)** IN TP 092. Thesis ENGL 081. Theory of the Novel (Lesjak)** ENGL 082.Transnational Feminist Theory (Mani) ENGL 083. Feminist Theory (Lesjak)** ENGL 085. “Whiteness” and Racial Differences (Sch m id t)** PHIL 017. Aesthetics (Eldridge)* PHIL 019. Philosophy of Social Sciences PHIL 026. Language and Meaning (Eldridge) PHIL 048. German Romanticism (Eldridge) PHIL 079. Poststructuralism (Lorraine)** PHIL 106. Aesthetics (Eldridge)* ENGL 086. Postcolonial Literature and Theory (Lesjak)* PHIL 114. Nineteenth-Century Philosophy (Eldridge)* ENGL 087. American Narrative Cinema (W hite)** PHIL 116. Language and Meaning (Eldridge) ENGL 088. American Attractions: Leisure, Technology, and National Identity (W hite)** PHIL 139. Phenomenology, Existentialism, and Poststructuralism (Lorraine)* PHIL 145. Feminist Theory Seminar (Lorraine) ENGL 091. Feminist Film and Media Studies (W h ite)** PHYS 029. Gender and Physical Science (B u g)** ENGL 115. Modernism (W einstein)** (counts toward IN TP in the spring only) POLS O il. A ncient Political Theory (H alpem )** ENGL 120. Critical and Cultural Theory (W h ite)** POLS 012. Modem Political Theory (H alpem )** FMST 091. Feminist Film and Media Studies (W h ite)** POLS 013. Feminist Political and Legal Theory (Halpem and Nackenoff) FMST 092. Film Theory and Culture (W h ite)** POLS 100. A ncient Political Theory (H alpem )** FREN 030. L’invention de la modernité (Blanchard)* POLS 101. Political Theory: Modem (H alpem )** FREN 061. W riting and Reading Across Gender Lines (Moskos) PSYC 037. Concepts of the Person (G ergen)** 225 Interpretation Theory PSYC 044. Psychology and Women (M arecek)** SO A N 110. Performance Theory: Gender and Sexuality (A x e l)** PSYC 048. Technology, Self, and Society (Gergen) SO A N 113. Terror (A x e l)** PSYC 068. Reading Culture (G ergen)** P SYC 089: Psychology, Economic Rationality, and Decision Making (Schwartz)** PSYC 106. Personality Theory and Interpretation (Gergen)* RELG 005. Problems of Religious Thought (W allace)** RELG 015B . Philosophy of Religion (W allace)* RELG 018B . Modem Jewish Thought and Literature (D eutsch)** RELG 048. T h e Summoned Self: Levinas and Ricoeur (Deutsch and W allace)** RELG 112. Postmodern Religious Thought (W allace)** R U S S 047. Russian Fairy Tales (Forrester)* R U S S 070. Translation Workshop (Forrester)** SO A N 003B . Nations and Nationalisms (G ra n t)** SO A N 006B. Symbols and Society (WagnerP acifici)** SO A N 10K. Gender and Sexuality (A x e l)** SO A N 022B . Cultural Representations (Diaz-Barriga)** SO A N 026B . Discourse Analysis (W agner-Pacifici)** SO A N 026C . Power, Authority, and Conflict (Wagner-Pacifici) SO A N 30G . Colonialism and Postcoloniality (A xel)*/** SO A N 40C . History in/and Anthropology (A xel)*/** SO A N 40D . Techgnosis (A x e l)** SO A N 044B . Colloquium: A rt and Society (M uñoz)** SO A N 044D . Colloquium: Critical Social Theory (Muñoz) SO A N 044E. Modem Social Theory (M unoz)** SO A N 56B. Standoffs, Breakdowns, and Surrenders (Wagner-Pacifici) SO A N 101. Critical Modem Social Theory (Muñoz)* 226 SO A N 114. Political Sociology (Wagner-Pacifici) N ote: This list is annually revised annually; any courses attached to the program at the time taken will be counted. For the most up-to-date, semester-by-semester list o f courses, please consult the program W eb pages at http://www.swarthmore.edu/SocSci/InterpTheory/index.htm . O ther 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 Univer­ sity o f Pennsylvania. Latin American Studies Coordinator: AURORA CAMACHO DE SCHMIDT (Modem Languages and Literatures, Spanish) Jenny Gifford (Administrative Assistant) Committee: Diego Armus (History) Miguel Díaz-Barriga (Sociology and Anthropology) J o a n Friedm an (Modem Languages and Literatures, Spanish) John HaSSett (M odem Languages and Literatures, Spanish) Jose-Luis Machado (Biology) Braulio Muñoz (Sociology and Anthropology) Steven Piker (Sociology and Anthropology) Kenneth Sharpe (Political Science) REQUIREMENTS AND RECOMMENDATIONS Interdisciplinary Minor Students interested in Latin American studies must 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 in general, and to the departmental major in particular. All students must complete the following requirements: Language: Latin American studies (LA S) re­ quires the successful completion of SPAN 004B or its equivalent. T he requirement is waived for native speakers of Spanish or Portuguese and for students who demonstrate sufficient compe­ tence in either one of these languages. Study abroad: A ll students are required to spend a minimum of one semester abroad in a pro­ gram approved by both LA S and the Office of Foreign Study. Only in exceptional cases, with the support of a faculty member and the ap­ proval of the L A S Committee, will a semester’s internship or a community service project in Latin Am erica fulfill this requirement. Study abroad must be pursued in Spanish or Portuguese. Courses: A ll students must take a minimum of 5 credits in LA S, which may include seminars and courses taught at the College or courses taken abroad in an approved program. A mini­ mum of 1 credit must be taken in each of the minor’s three areas: (1) Latin American Politics and History, (2) Latin American Literature, and (3) Latin American Societies and Cultures. Of the required five courses, at least 1 credit must be taken at Swarthmore in each of two different areas. Only 1 of the total 5 credits re­ quired by the L A S 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 complet­ ed 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 require­ ments. However, the chosen seminar may not be an offering within their major department. COURSES T h e following courses may be counted toward a minor in LAS: Latin American Politics and History H IST 001E. First-Year Seminar: T he SelfImage of Latin America H IST 004A . Colonial Latin America H IS T 004B . Modem Latin America H IST 064. Migrants and Migrations: Europeans in Latin America and Latinos in the United States H IST 067. T h e Urban Experience in Modem Latin America H IST 148. Issues and Debates in Modem Latin America POLS 057. Latin American Politics POLS 109. Comparative Politics: Latin America 227 Latin American Studies Latin American Literature L IT R 052SA . Contemporary Latin American Literature SO A N 002C . Introduction to Latinos in the United States SO A N 022D. Latin American Urbanization L IT R 053SA . A Century o f Song: Contemporary Poets o f Latin America SO A N 022G . Social Movements in Latin America L IT R 060SA/SOAN 024C . Spanish American Society Through Its Novel SO A N 024B . Latin American Society and Culture L ITR 061SA . W omen’s Testimonial Literature of Latin America SO A N 024C/LITR 060SA . SpanishAmerican Society Through Its Novel L ITR 063SA . La Frontera: T h e Many Voices o f the U .S.-M exico Border SO A N 032B . Visualizing Latino Culture: Art, Media, and Social Change SPAN 013. Introducción a la literatura hispanoamericana SPAN 010SA . En busca de América Latina SPAN 062. Entre historia y ficción: textos historográficos de la Edad Media a la época colonial SPAN 065. Los indígenas en la literatura latinoamericana SPAN 072. La décima musa SPAN 075. La narrativa de Mario Vargas Llosa SPAN 076. Grandes voces de América: la poesía Latinoamericana del siglo X X SPAN 078. Movimientos sociales y literatura en M éxico SPAN 079. El cuento hispanoamericano SPAN 080. Narrativa chilena desde el golpe militar SPAN 082. La mujer mirando al hombre SPAN 083. El tirano Latinoamericano en la literaturea SEAN 085. Narrativa Hispánica Contemporánea de los Estados Unidos SPAN 101. La novela hispanoamericana del siglo X X SPAN 106. Visiones narratives de Carlos Fuentes SEAN 108. La narrativa de Isabel Allende: la escritura como sobrevivencia SPAN 110. Política y póetica: los mundos de Pablo Neruda, Octavio Paz y Ernesto Cardenal Latin American Societies and Culture H IS T 0 0 IE . First-Year Seminar: T h e SelfImage of Latín America L ITR 060SA/SOAN 024C . Spanish American Society Through Its Novel L IT R 06 3 S A La Frontera: T he Many Voices of the U .S.-M exico Border 228 Linguistics ____ I I I I I DONNA JO NAPOLI, Professor THEODORE B . FER N ALD , Associate Professor and Chair DAVID HARRISON, Visiting Assistant Professor and M ellon Postdoctoral Fellow ERIC RAIMY, Visiting Assistant Professor (part time) SEAN CRIST, Visiting Assistant Professor (part time) and Phonetics Laboratory Coordinator I (part time) ALEXANDER W ILLIAMS, Visiting Instructor (part time) I KARI SWINGLE, Instructor (part time) The discipline of linguistics is the study of lan­ guage. O n the most general level, it deals with the internal structure of language, the history of the development of language, the information language can give us about the human mind, and the roles language play in influencing the entire spectrum of human activity. The relevance of linguistics to the disciplines of psychology, philosophy, sociology, anthropolo­ gy, and language study has been recognized for a long time. A knowledge of linguistics has re­ cently become important to a much wider range of activities in today’s world. It is a basic tool in artificial intelligence and is an increas­ ingly valuable tool in literary analysis. It is fun­ damental to an understanding of communica­ tion skills and is a foundational discipline to cognitive science. Because the very nature of modem linguistic inquiry is to build arguments for particular analyses, the study of linguistics gives the student finely honed argumentation skills, which stand in good stead in careers in law, business, and any other profession where such skills are crucial. Linguistics is at once a discipline in itself and the proper forum for interdisciplinary work of any number of types. Language is both the prin­ cipal medium that human beings use to com­ municate with each other and the bond that links people together and binds them to their culture. T he study of language is the study of the very fabric o f our humanity. Two majors are offered in the course program administered through the Linguistics Depart­ ment. These are linguistics (LIN G ) and the special major in linguistics and languages (LL). Two honors majors are administered through the Linguistics Department: LING and the spe­ cial 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 and 052 2. Forms: LIN G 050 3. Meanings: LING 0 2 6 ,0 4 0 , and 116 A ll LING and LL majors (honors or course) will be expected to take LIN G 006 or 061. If the student speaks a non-Indo-European lan­ guage, this requirement is waived. A ll LING and LL majors (honors or course) must write a thesis in the fall of the senior year. For course students, this course is LIN G 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 require­ ments for the major or minor. REQUIREMENTS Linguistics This major consists of 8 credits in linguistics, where the student may or may not choose to count LING 001 as part of the major. Linguistics and Languages T h e student may combine the study of linguis­ tics with the serious study of two foreign lan­ guages. T h e languages can be modem or an­ cient. For this major, precisely 6 credits in lin­ guistics and 3 credits in each of the two lan­ guages, for a total of 12 credits, are required. For a modem language taught by the Depart­ ment of Modem Languages and Literatures, there must be one composition and diction course (numbered 004 or above) and two other courses (numbered 011 or above) or a seminar. For a classical language taught by the Classics Department, there must be one intermediate- 229 Linguistics level course (numbered 0 1 1 -0 1 4 ) and one seminar. Some work in each foreign language included in the major must be done in the student’s junior or senior year. If one or both o f the foreign languages is mod­ em , the student must study abroad for at least one semester in an area appropriate for one of the foreign languages. Students 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. T h e honors portfo­ lio and its preparation are identical to those for Swarthmore honors students, except that the examiners will be internal rather than external. HONORS M AJOR: LINGUISTICS T h e major consists o f 8 credits in linguistics, not counting senior honors study (SH S) cred­ its, where the student may or may not choose to count LING 001 as part of the major. T h e thesis and two research papers will consti­ tute the portfolio for honors. T h e thesis may be on any topic in linguistics and need not be related to course work. It will be written in fall o f the senior year in LING 195. Work may be collaborative with at most one other student at the discretion of the facul­ ty. T he examination will consist of a one-hour discussion with the external reader. T he research papers will be on topics selected from a list prepared by the external readers and will be on core areas of linguistics and directly related to course work the student has taken. T he areas will be selected from any combina­ tion or blend of the following: phonetics, phonology, morphology, syntax, semantics, his­ torical, comparative, and social linguistics. T he student will prepare for these research pa­ pers by taking at least 4 credits o f course work (2 credits in each o f the research paper areas). T h e students will work independently on these papers, without collaboration and without fac­ 230 ulty guidance in the spring of the senior year in LIN G 199 (SH S) for 1 credit. T h e examination will consist of a 30-minute discussion with the reader for each paper. T he Linguistics Program puts no restrictions on the minors that can be combined with this major. SPECIAL HONORS M AJOR: LINGUISTICS AND LANGUAGES T h e major consists of 6 credits in linguistics, not counting senior honors study (SH S), plus 3 credits in each of two languages (as in the course major in linguistics and languages). The portfolio for this special major will consist of a 2-credit thesis and three research papers that follow the same guidelines as those above under the honors major in linguistics, with the pro­ viso that one of the relevant language depart­ ments will administer one of those research papers. T he examination will consist of a single 90-minute panel discussion with all four exter­ nal readers. MINORS There are three minors administered through the Linguistics Department, each of which can be done in the course or the Honors programs. T h e requirements are normally satisfied with the following: 1. Theory: LIN G 040, 045, and 050 2. Phonology/Morphology: LIN G 043, 045, and 025 or 052 3. Syntax/Semantics: LIN G 040, 043, and 050 In addition, students must complete any two other credits in linguistics. HONORS MINOR Students who do a course major in linguistics may count linguistics for the minor in the Honors Program. In that case, the portfolio for honors will consist of a 2-credit thesis written in fall of the senior year in LIN G 195. T he stu­ dent will also take LING 199 (SH S) for 0.5 credit in spring of the senior year. Students who do not do a course major in lin­ guistics have different requirements for the minor. A single research paper will constitute the portfolio for honors. This research paper will have the same topics and guidelines for preparation and examination as the research papers described earlier for the majors. In addition, all honors minors 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. Î I discover how language reflects the nature of the mind and how it is used as a tool to create and reinforce social groups. 1 credit. F all 2004. Raimy. LING 007. Hebrew for Text Study i (See RELG 057) This course counts for distribution in humani­ ties under the religion rubric and in social sciences under the linguistics rubric. 1 credit. The Linguistics Program puts no restrictions on the majors that can be combined with this minor. F all 2004. Plotkin. COURSES 0 .5 credit. LING 001. Introduction to Language and Linguistics Introduction to the study and analysis of human language, including sound systems, lex­ ical systems, the formation o f phrases and sen­ tences, and meaning, both in modem and an­ cient languages and with respect to how lan­ guages change over time. Other topics that may be covered include first language acquisition, sign languages, poetic metrics, the relation be­ tween language and the brain, and sociological effects on language. 1 credit. Fall 2004: Swingle and Napoli. Spring 2005: Femald. LING 002. Exploring Acoustics (See EN G R 002) This course counts for distribution in the natur­ al sciences only, regardless of rubric. Writing course. 1 credit. LING 008A. Russian Phonetics (See R U S S 008A ) Spring 2005. Fedchak. LING 009. Arabic for Text Study I (See RELG 056) 1 credit. F all 2004- Romaine. LING 010. Hebrew for Text Study II (See RELG 059) 1 credit. Spring 2005. Plotkin. LING 012. Arabic for Text Study II (See RELG 066) 1 credit. F all 2004- Romaine. LING 014. Old English/History of the Language (See ENGL 014) This course counts for distribution in humani­ ties under the English rubric, and in social sciences under the linguistics rubric. Not offered 2 0 0 4 -2 0 0 5 . 1 credit. LING 003. First-Year Seminar: Language Play Not offered 2004—2005. This freshman seminar will investigate what we can learn about language by looking at how we play with it. W e will look at forms of language play such as poetry (both the meaning side and the metrical side), metaphoric language, lan­ guage games (pig Latin, “abi-dabi”), song lyrics, puns, limericks, and verbal sparring as sources of data. T h e conclusion is that by discovering the rules that we play by in these games, we can LING 016. History of the Russian Language (See R U S S 016) This course counts for distribution in humani­ ties under the Russian rubric and in social sciences under the linguistics rubric. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 231 Linguistics 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 o f these policies to public access, social services, education, and the judicial system. T h e three major topics will be national language policy in the United States, language policy in education, and lan­ guage policy in the judicial system. I credit. Not offered 2 0 0 4 -2 0 0 5 . LING 020. Computational Linguistics This course will survey various areas of computer processing of natural language. Topics will in­ clude speech synthesis and recognition, text pars­ ing and generation, and machine translation. Prerequisites: C P S C 021 (or the equivalent) and LING 001 (or the equivalent). preciation o f the intricate conceptual, logical, and physiological resources on which each lan­ guage draws. Students will have the opportuni­ ty to work directly with speakers of other lan­ guages, applying techniques to elicit, organize, and describe the structures found in human speech. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . LING 033. Introduction to Classical Chinese (See CH IN 033) This course counts for distribution in humani­ ties or social sciences under either rubric. 1 credit. Spring 2005. Berkowitz. LING 034. Psychology of Language (See PSYC 034) 1 credit. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . F all 2004. Kako. LING 024. Discouise Analysis LING 040. Semantics (See SO A N 026B ) (Cross-listed as PHIL 040) 1 credit. In this course, we look at a variety o f ways in which linguists, philosophers, and psychologists have approached meaning in language. W e ad­ dress truth-functional semantics, lexical seman­ tics, speech act theory, pragmatics, and dis­ course structure. W hat this adds up to is an ex­ amination o f the meaning of words, phrases, and sentences in isolation and in context. N ot offered 2 0 0 4 -2 0 0 5 . LING 025. Language, Culture, and Society (Cross-listed as SO A N 040B ) In this investigation of the influence o f cultur­ al context and social variables on verbal com­ munication, topics covered include dialectal varieties, creoles, language and gender, and lan­ guage and education. Prerequisite: A t least one linguistics course. This course counts for distribution in humani­ ties under the philosophy rubric and in social sciences under the linguistics rubric. 1 credit. W riting cou rse. 1 credit. F all 2004- Raimy. Fall 2004: Femald. Spring 2005: Williams. LING 026. Language and Meaning LING 043. Morphology and the Lexicon (See PHIL 026) This course counts for distribution in humani­ ties under the philosophy rubric and in social sciences under the linguistics rubric. 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. 1 credit. Prerequisite: LING 001, 040, 045, or 050. N ot offered 2 0 0 4 -2 0 0 5 . LING 030. Languages of the World T his course covers the richness and variety of human languages. W e consider languages from all over the world, focusing on cross-linguistic generalizations and variations to develop an ap­ 232 1 credit. Spring 2005. Raimy. LING 045. Phonetics and Phonology Phonetics explores the full range of sounds pro­ duced by humans for use in language and the gestural, acoustic, and auditory properties that characterize those sounds. Phonology investi­ gates 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 presents the theories that account for them. 1 credit. Fall 2004. Harrison. LING 050. Syntax We study the principles that govern how words make phrases and sentences in natural lan­ guage. Much time is spent on learning argu­ mentation skills. T he linguistic skills gained in this course are applicable to the study o f any modem or ancient natural language. T h e argu­ mentation skills gained in this course are ap­ plicable to law and business as well as academic fields. service credit in LING 096. Prerequisite: One of: LIN G 001, 043, or 045 and one of: LING 040 or 050. C an be met con­ currently. W riting course. I credit. N ot offered 2004—2005. LING 055. Writing Systems, Decipherment, and Cryptography W e will discuss the typology and history of the writing systems of the world. T h e modem deci­ pherment of 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. T he course also in­ cludes an overview and history of cryptography and its role in warfare and on the modem Internet. Prerequisite: LING 001 or the permission of the instructor. Writing course. 1 credit. 1 credit. Fall 2004: Napoli. Spring 2005: Williams. Spring 2005. Crist. LING 052. Historical and Comparative Linguistics LING 057. Mnvement and Cognition We study the reconstruction of prehistoric lin­ guistic stages, the establishment of language families and their interrelationships, and the examination of processes of linguistic change. In spring 2004, a special focus will be on the Germanic language family. Prerequisite: LIN G 001, LIN G 030, or LING 045 or permission of the instructor. 1 credit. Not offered 2 0 0 4 -2 0 0 5 . LING 054. Oral and Written Language (Cross-listed as ED U C 054) (Studio course) This course examines children’s dialogue and its rendering in children’s literature. Each stu­ dent 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 leam through doing. The course will focus strictly on preschool and elementary school children the next time it is offered. All students are welcome to do a community (Cross-listed as DA N C 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 pre­ requisites are required for dance and math. A ll necessary concepts and movements will be taught in the class. You must be willing to ap­ proach formal systems and to move your body T his course counts for distribution in humani­ ties or social sciences under any rubric. It does not count for natural sciences distribution. W ritingcourse. I credit. Spring 2005. Napoli. LING 061. Structure ot Navajo Navajo is an Athabaskan language spoken more commonly than any other Native American language in the United States. This course is an examination of the major phono­ logical, morphological, syntactic, and semantic structures of Navajo. T h e morphology of this 233 Linguistics language is legendary. T his course also consid­ ers the history of the language and its cultural context. LING 070R. Translation Workshop (See L ITR 070R ) 1 credit. This course counts for distribution in humani­ ties under the literature rubric and in social sciences under the linguistics rubric. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . N ot offered 2 0 0 4 -2 0 0 5 . Prerequisites: LING 045 and 050 or permission o f the instructor. LING 062. Structure of American Sign Language In this course, we look at the linguistic struc­ tures of American Sign LanguageASL: phonol­ ogy, morphology, syntax, semantics, and history. W e also discuss issues o f culture, literacy, and politics pertinent to deaf communities. A ll students are required to participate in a rudimentary introduction to A SL for an addi­ tional 0.5 credit. Sign up for LING 0062A . Prerequisites: LING 045 and 050 or permission of the instructor. A ll students are welcome to do a community service project in LING 095. W riting course. 1 credit (plus 0 .5 credit under 0 0 6 2 A ). F all 2004. Napoli. LING 064. Structure of Tuvan Tuvan belongs to the Turkic branch o f the A ltaic language family, and is spoken in Siberia and Mongolia by nomadic herders. It has classi­ cally agglutinating morphology and curious phenomena such as vowel harmony, converbs, and switch reference. It has rich sound symbol­ ism, a tradition of oral (unwritten) epic tales, riddles, and world-famous song genres (“throat­ singing”). W e will investigate the sounds, struc­ tures, oral traditions, and ethnography o f Tuvan, using both printed and digital media. Prerequisites: LIN G 045 and 050 or permission o f the instructor. 1 credit. Spring 2005. Harrison. LING 070F. Caribbean and French Civilizations and Cultures LING 075. Field Methods This course affords a close encounter with a language, direct from the mouths o f native speakers. Students develop inference tech­ niques for eliciting, understanding, analyzing, and presenting complex linguistic data. They also gain practical experience using state-ofthe-art digital video, annotation, and archiving for scientific purposes. A different (typically non-Indo-European) language will be investi­ gated each time the course is taught. Prerequisite: LIN G 001. 1 credit. F all 2004. Harrison. LING 080. Intermediate Syntax This course is designed to provide theoretical and cross-linguistic breadth in topics involving the interaction o f syntax and semantics. You will refine your skills o f analysis and argumen­ tation. Topics and languages considered will vary. This course is open to all students who have taken syntax or semantics. Prerequisite: LIN G 050. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . LING 081. Intermediate Semantics This course begins with the formal foundations o f semantics and then switches to a seminar style o f instruction for an examination of classi­ cal and recent articles in the field. Prerequisite: LIN G 040 or PHIL 026; LING 050 recommended. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . (See FREN 070F) LING 094. Research Project This course counts for distribution in humani­ ties only, under either rubric. W ith permission, students may elect to pursue a research program. 1 credit. 1 credit. N ot offered 2 0 0 4 -2005. F all or spring. Staff. 234 LING 095. Community Service Credit: Language and the Deaf nors who are also course majors must write their thesis for 2 credits in the seminar. This course offers credit for community service work. You may work with children at the Oral Program for the Hearing Impaired at the Kids’ Place in Swarthmore. Prerequisites are LING 045, LING 006, the permission of the directors of both the Linguistics and Education programs, and the agreement o f a faculty member in lin­ guistics 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 o f which would be deter­ mined by you and the linguistics faculty mem­ ber who mentors you in this). F all 2004. Crist and Femald. 1 credit. Fall or spring. Napoli. LING 096. Cnmmunity Service Credit: Literacy This course offers credit for community service work. You may work with children in Chester public schools on literacy. T h e prerequisites are LING/EDUC 054, the permission o f the direc­ tors of both the Linguistics and Education pro­ grams, and the agreement of a faculty member in linguistics to mentor you through the pro­ ject. You will be required to keep a daily or weekly journal o f your experiences and to write a term paper (the essence of which would be de­ termined by you and the linguistics faculty mentor). 1 credit. Fall 2004 and spring 2005. 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 2004 and spring 2005. Staff. LING 100. Research Seminar All course majors in LING and LL must write their senior paper in this seminar. Only seniors are admitted. LING 199. Senior Honors Study Honors majors may write their two research pa­ pers for 1 credit in this course. Honors minors may take this course for 0.5 credit. Spring 2005. Femald. SEMINARS LING 105. Seminar in Phonology This seminar will consider recent developments in the theory of phonology. Topics vary. 1 or 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . LING 106. Seminar in Morphology This seminar will consider recent developments in the theory of morphology. Topics vary. 1 o r 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . LING 108. Seminar in Semantics This seminar will consider recent developments in the theory of semantics. Topics vary. 1 or 2 credits. N ot offered 2004—2005. LING 109. Seminar in Syntax This seminar will consider recent developments in the theory of syntax. Topics vary. 1 or 2 credits. N ot offered 2004—2005. LING 1 16 . Language and Meaning (See PHIL 116) This seminar counts for distribution in HU under the philosophy rubric and in S S under the LING rubric. 2 credits. N ot offered 2004—2005. LING 1 19 . Evolution, Culture, and Creativity 1 or 2 credits. (S eeS O A N 119.) Fall 2004- Crist and Femald. 2 credits. LING 195. Senior Honors Thesis N ot offered 2004—2005. All honors majors in linguistics and honors mi­ 235 Linguistics LING 120. Anthropological Linguistics: Endangered Languages (Cross-listed as SO A N 80B) In this seminar, we address some traditional is­ sues of concern to both linguistics and anthro­ pology, framed in the context of the ongoing, precipitous decline in human linguistic diversi­ ty. W ith the disappearance o f languages, cultur­ al knowledge (including entire technologies such as ethnopharmacology) is often lost, lead­ ing to a decrease in humans’ ability to manage the natural environment. Language endangerment thus proves relevant to questions o f the language/ecology interface, ethnoecology, and cultural survival. T h e seminar also addresses the ethics of fieldwork and dissemination o f tra­ ditional knowledge in the Internet age and in­ cludes a practical workshop on field methods. Prerequisite: O ne course in linguistics or an­ thropology or permission o f the instructor. I credit. Not offered 2 0 0 4 -2 0 0 5 . LING 134. Psycholinguistics Seminar (See P SYC 134) 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 236 Mathematics and Statistics DEBORAH J . BERGSTRAND, Professor (part tim e)1 CHARLES M . GRINSTEAD, Professor EUGENE A . KLOTZ, Professor STEPHEN B . M AURER, Professor and Chair HELENE SHAPIRO, Professor2 JANET C . TALVACCHIA, Professor PHILIP J . EVERSON, Associate Professor THOMAS J . HUNTER, Associate Professor AIMEE S .A . JOHNSON, Associate Professor3 DON H. SHIMAMOTO, Associate Professor2 GARIKAI CAM PB ELL, Assistant Professor CHERYL P. GROOD, Assistant Professor EMILY B . PROCTOR, Visiting Assistant Professor STEVE C . WANG, Assistant Professor JAMES S . W ISEM AN, Visiting Assistant Professor STEVEN AMGOTT, Computer Laboratory Coordinator STEPHANIE J . SPECHT, Administrative Assistant 1 Absent on leave, fall 20042 Absent on leave, spring 2005. 3 Absent on leave, 2004—2005. People study mathematics and statistics for sev­ eral reasons— for the pleasure of it or for its use­ fulness as a tool. T h e Department of Mathe­ matics and Statistics tries to meet a variety of needs. It offers a program that will enable stu­ dents to develop a firm foundation in pure mathematics and to see mathematical and sta­ tistical methods used to solve in a precise way problems arising in physical science, computer science, social science, and operations research. Mathematics and statistics have grown enor­ mously in recent years, developing an increas­ ing number of specialties and applications. A ll mathematical endeavor, however, is based on logical argument, abstraction, and an analytical approach to problem solving. Ideally, the study of mathematical sciences develops the ability to reason logically from hypothesis to conclusion, to analyze and solve quantitative problems, and to express one’s thoughts clearly and precisely. In addition, the department faculty members hope that studying mathematics will foster an appreciation for the beauty and power of its methods, abstract approach, and rigorous structure. REQUIREMENTS AND RECOMMENDATIDNS First-Year Courses Mathematics and statistics courses appropriate for incoming first-year students with traditional (precalculus) high school preparation include STA T 001 (Statistical Thinking), STA T 002 (Statistical Methods), M ATH 003 (Introduc­ tion to Mathematical Thinking), M ATH 004 (Calculus Concepts), M ATH 005 (Calculus I), MATH 005S (Calculus I Seminar), and MATH 0 0 9 (Discrete M athem atics). ST A T 001, MATH 003, M ATH 004, M ATH 005S, and M ATH 009 are primary distribution courses. More advanced courses are available to firstyear students as explained later. Students who would like to begin calculus (M A TH 004, 005, or 00 5 S ) but are not sure they are prepared should take the departmental calculus readiness exam when they arrive on campus. Entering students may place into higher-level courses (typically the half-semester courses 006A , 006B , and 006C or the semester courses 006S, 0 1 6 ,016H , and 018) by scoring sufficiently well on the departmental calculus placement exam or by taking certain standardized exams (see later). 237 Mathematics and Statistics Placement Procedure To gain entrance to any mathematics course (but not to gain entrance to statistics courses), students m ust take at least one o f the follow ing exam s: the Advanced Placement or Interna­ tional Baccalaureate (standardized) exams, Swarthmore’s Calculus Placement Exam, or Swarthmore’s Calculus Readiness Exam. Stu­ dents who do take one of the standardized exams may be required to take the departmen­ tal exams as well. T h e Calculus Placement Exam is sent to entering first-year students over the summer, along with detailed information about the rules for placement and credit. T he Calculus Readiness Exam is given during firstyear orientation only. Advanced Placement (AP) and Credit Policy A P and “credit” mean different things. Place­ ment allows students to skip material they have learned well already by starting at Swarthmore in more advanced courses. Credit confers place­ ment as well but also is recorded on the stu­ dent’s Swarthmore transcript and counts to­ ward the 32 credits needed for graduation. T h e Swarthmore Calculus Placement Exam is used for only placement, not credit. Credit is awarded on the basis of the A P and the IB exams, as follows: • 1 credit (for STA T 002) for a score of 4 or 5 on the Statistics A P Test of the College Board • 1 credit (for MATH 005) for a score o f 4 on the A B or B C Calculus A P Test of the College Board (or for an A B subscore of 4 on the B C test) or for a score of 5 on the Higher Level Mathematics Test o f the IB • 1.5 credits (for M ATH 005 and 006A ) for a score o f 5 on the A B Calculus A P Test (or for the A B subscore o f the B C Test) or a score of 6 or 7 on the higher-level IB • 2 credits (for M ATH 005, 006A , and 006B ) for a main score o f 5 on the B C Calculus A P Test Alternatively, any entering student who places out o f M ATH 005, 006A , or 006B 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 238 given for the course. Students who wish to take these exams must arrange to do so with the de­ partmental placement coordinator and should do so during their first semester at Swarthmore. Students who are eligible for A P credit for a course but who take the course anyway will not receive the A P credit. First-year students seeking A P and/or credit for calculus taken at another college or university must normally validate their work by taking the appropriate Swarthmore examination, as de­ scribed earlier. For work beyond calculus com­ pleted before entering Swarthmore, students should consult the departmental placement co­ ordinator to determine the Swarthmore course into which they should be placed. T he depart­ ment will not normally award credit for work above the MATH 006 level completed before entering Swarthmore. Introductory Statistics Students who do not know calculus can take ST A T 001 or 002. STA T 001 is intended to show how statistics is used to help obtain an un­ derstanding of the world around us. STA T 002 is a more practical course for students who ex­ pect to use statistics in their own work. Stu­ dents who know a semester o f calculus should take STA T 002C instead of STA T 002. Both STA T 002 and 002C lead to STA T 027 on mul­ tivariate statistical analysis. Students with a strong background in mathematics can begin with the more theoretical STA T 053 and con­ tinue with the 1-credit seminar STA T 111. Requirements fnr a Major in Mathematics Students apply for a major in the middle of the second semester of the sophomore year. A prospective applicant should expect that by the end o f the sophomore year, he or she will have received credit for, or placement out of, at least four of the following five courses: Calculus I (M A TH 005 or 005S), Calculus II (MATH 006A and 006B or 006S), Discrete Mathe­ matics (M ATH 009), Linear Algebra (MATH 016 or 016H ), and Several Variable Calculus (M ATH 018 or 018H ). A ll majors must com­ plete MATH 016 and 018 by the end o f the first semester of the junior year. In addition, a candidate should have a gradepoint average in mathematics and statistics courses o f at least C + . T his should include at least one grade at the B level. In some cases, ap­ plicants may be deferred, pending successful work in courses to be designated by the department. By graduation, a mathematics major must have at least 10 credits in mathematics and statistics courses. A t most, 5 o f the credits counted in the 10 may be for courses numbered under 025. (Certain courses in this category are not to count toward the major. These are so indicated under the course listings in this catalog.) Furthermore, every major is required to obtain credit for, or place out of, each of the following courses: M ATH 005 or 005S; MATH 006A and 006B or 006S; M ATH 016 or 16H; M ATH 018 or 018H; M A TH 047; and M ATH 049. T he two upper-level core courses, M A TH 047: Introduction to Real Analysis and MATH 049: Introduction to Modem Algebra, will be of­ fered every fall semester. A t least one of these two should be taken no later than the fall se­ mester o f the junior year. Finally, course majors must satisfy the departmental comprehensive requirement by passing MATH 097: Senior Conference. Progress of majors will be reviewed at the end of each semester. Students not mak­ ing satisfactory progress may be dropped from the major. Mathematics majors are urged to study in some depth a discipline that makes use of mathemat­ ics and to acquire some facility with the com­ puter. Students bound for graduate work 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 (M A TH 0 4 7 ); (2 ) M athe­ matical Statistics I (ST A T 05 3 ) (3) Probability (MATH 105) or Mathematical Statistics II (STAT 111) (4 ) Multivariate Statistics (STA T 027); and (5) another mathematics course num­ bered 025 or higher. Students are encouraged but not required to select the core algebra course (MATH 049) if they choose this emphasis. Students interested in m athem atics and com puter science should consider a mathematics major with a concentration in computer science or an honors program with a mathematics major and a computer science minor. Details on these op­ tions are in the catalog under computer science. Sample program for majors considering gradu­ ate work in social or m anagem ent science or a master’s in business administration. Basic courses: MATH 005 (or 005S), 006A and 006B (or 006S), 0 0 9 ,0 1 6 , and 018; C P SC 020; advanced courses: (1) Modeling (M ATH 061); (2) at least one o f Probability (M A TH 105), M athe­ matical Statistics I (STA T 053), and possibly Mathematical Statistics II (STA T 111); (3) at least one o f Combinatorics (M A TH 065) or Operations Research (ECON 032); (4) the two required core courses (M ATH 047 and MATH 0 49); and (5) Differential Equations (MATH 030). Because this program is heavy (one who hopes to use mathematics in another field must have a good grasp both of the mathematics and of the applications), one o f the core course re­ quirements may be waived with permission of the department. Sample program for students considering gradu­ ate work in operations research. Basic courses: same as previous paragraph. Advanced courses: (1) the two required core courses (M ATH 047 and MATH 049); (2) Combinatorial Optimiza­ tion (M ATH 072) and Combinatorics (MATH 065); (3) Mathematical Statistics (STA T 053); and (4) at least one of Number Theory (MATH 037), Modeling (M ATH 061), or Probability (M A TH 105). Teacher Certification W e offer teacher certification in mathematics through a program approved by the state of Pennsylvania. For further information about the relevant set of requirements, please contact the Educational Studies chair, the Mathematics and Statistics Department chair, or the Educational Studies Department W eb site: www.swarthmore.edu/SocSci/Education/. Mathematics Course Minor By graduation, a mathematics course minor should have obtained 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 courses: M ATH 005 or 005S; M ATH 006A -006B or 006S; M ATH 016 or 016H ; and M ATH 018 or 018H . In addition, every mathematics course minor must obtain at least 2 credits in mathe­ matics or statistics courses whose numbers are greater than 030. A t least 1 of these 2 credits must be obtained from M ATH 047 or 049. 239 Mathematics and Statistics Progress o f mathematics course minors will be reviewed at the end o f each semester. Students no t making satisfactory progress may be dropped from the minor. Statistics Course Minor By graduation, a statistics course minor should have obtained 6 credits in mathematics or statistics. Furthermore, every statistics course minor is required to obtain credit for, or place out of, each o f the following courses: MATH 005 or 005S; M ATH 0 0 6 A -0 0 6 B or 006S; MATH 016 or 016H ; and MATH 018 or 018H. In addition, every statistics course minor must obtain credit for, or place out of, STA T 027 and STA T 053. A t least one of STA T 027 and ST A T 053 must be taken at Swarthmore. Progress of statistics course minors will be re­ viewed at the end o f each semester. Students no t making satisfactory progress may be dropped from the minor. Honors Program Requirements for acceptance as a mathematics major in the Honors Program are more strin­ gent than those for the course major and in­ clude a grade-point average in mathematics and statistics courses of B+ or better. Potential hon­ ors majors may want to consider including in the sophomore year a course that emphasizes theory and provides an opportunity for writing proofs. Department faculty can give advice on appropriate courses. T he program for an honors major in mathemat­ ics shall consist of preparations for external ex­ amination in three fields o f 2 credits each, and an additional credit in one o f the three chosen preparations, for a total o f 7 distinct credits. Each preparation consists o f a required core course together with a second credit in that field selected from a list of courses and seminars designated by the department. For the honors major, two o f the preparations shall be in alge­ bra and analysis, and every program must in­ clude at least one of MATH 101: Real Analysis Seminar or M A TH 102: Algebra Seminar. These two seminars will be offered every spring semester. Each student may select the third preparation from a list o f fields that includes discrete mathematics, geometry, statistics, and topology. T he department must approve any alternatives to these. 240 Students who wish to complete an honors minor in mathematics must have credit for, or place out of, M ATH 005 or 005S, M ATH 006A and 006B or 006S, M ATH 016 or 016H , and MATH 018 or 018H . For the honors portion of their program, minors must complete one 2credit preparation chosen from among any of the fields described earlier. Again, any alterna­ tives must have departmental approval. COURSES STAT 001. Statistical Thinking Statistics provide methods for collecting and analyzing data and generalizing from the results o f the analysis. Statistics are used in a wide variety of fields, and the course provides an understanding o f the role o f statistics. It is in­ tended for students who want an appreciation o f statistics without the need to learn how to apply statistical methods. It provides an intu­ itive understanding of statistical concepts and makes use of modem statistical software for the Macintosh computer. This course cannot be counted toward a major in mathematics. 1 credit. E ach sem ester F all 2004 and spring 2005. Everson. STAT 002. Statistical Methods (Cross-listed as SO A N 010E) Data on one variable are examined through graphical methods and the computations of av­ erages and measures of variation. Relationships between two variables are studied using meth­ ods such as chi-square, rank correlations, analy­ sis o f variance, and regression analysis. The course is intended for students who want a prac­ tical introduction to statistical methods and who intend to do statistical analysis primarily in the biological and social sciences. It is not a prerequisite for any other department course except STA T 027, nor can it be counted toward a major in the department. Recommended for students who have not studied calculus (those who know a semester of calculus are advised to take STA T 002C instead). 1 credit. F all 2004- Wang. STAT 002C. Statistics MATH 005. Calculus I (Cross-listed as SO A N 010F) This first-semester calculus course will intro­ duce topics in the differentiation and integra­ tion of functions of one variable. These topics include limits and the definition o f the deriva­ tive, interpretations and applications of the derivative, techniques of differentiation, graph­ ing and extreme value problems, the logarithm and exponential functions, the integral, and the fundamental theorem of calculus. This calculus-based introduction to statistics covers most of the same methods examined in STAT 002, but the course is taught on a higher mathematical level. T h e course is intended for anyone who wants an introduction to the ap­ plication o f statistical methods. Prerequisite: M ATH 004 or 005. 1 credit. Spring 2005. Everson. MATH 003. Introduction to Mathematical Thinking Students will explore the world of mathemati­ cal 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. Students 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. Fall 2004. Bergstrand. MATH 004. Calculus Concepts Introduction to the concepts, methods, and ap­ plications of calculus. M ATH 004 proceeds more gently and less far than MATH 005 and is intended primarily for students whose prepara­ tion is limited or weak. Students who have had calculus in high school may not take MATH 004 without permission o f the instructor. Students who complete M ATH 004 are en­ couraged to continue on to M ATH 005 or MATH 006A (or 006S). They may receive credit for MATH 005 by taking it after MATH 004 with permission of the department. Other­ wise, credit is not granted for both M ATH 004 and MATH 005. Prerequisite: Permission to take this course through Swarthmore’s Calculus Readiness Ex­ amination or Calculus Placement Examination (see “Placement Procedure” earlier). 1 credit. Spring 2005. Grinstead. Prerequisite: Permission to take this course through Swarthmore’s Calculus Readiness Ex­ amination or Calculus Placement Examination (see “Placement Procedure” earlier). 1 credit. F all 2004- Proctor, Klotz. MATH 005S. Calculus I Seminar MATH 005S covers the same material as the lecture-based MATH 005 but uses a seminar format (10 to 14 students) with additional meetings and lots o f 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. Prerequisite: Permission to take this course through Swarthmore’s Calculus Readiness Ex­ amination or Calculus Placement Examination (see “Placement Procedure” earlier). 1 credit. F all 2004- Grinstead. Note on MATH 006 T he material following M ATH 005 is divided into four 0.5-credit courses: 006A , 006B , 006C , and 006D. Each course will run full time for one-half semester. Students may take any num­ ber of these courses. Normally, however, stu­ dents coming from M ATH 005 will take 006A and either 006B or 006C . Students enroll at the beginning of each semester for all versions of M ATH 006 they plan to take at any time dur­ ing the semester. MATH 006S is a full-semester seminar version of M ATH 006A and 006B. MATH 006A. Calculus IIA This course is a continuation of the material begun in M ATH 005 and is the prerequisite for MATH 016 (Linear Algebra) and MATH 018 241 Mathematics and Statistics (Several Variable Calculus) as well as for 006B and 006C . Topics will include applications of the integral, inverse trigonometric functions, methods o f integration, and improper integrals. Prerequisite: MATH 005 or 0 05S or placement by examination (see “Advanced Placement and Credit Policy” earlier). 0 .5 credit. E ach sem ester (first h a lf). F all 2004. Campbell. Spring 2005. Campbell, Klotz. MATH 006B. Calculus IIB This course is an introduction to infinite series and approximation. Topics include Taylor poly­ nomials and Taylor series, convergence tests, and the use of power series. O ther topics, such as applications to differential equations and Fourier series, may be introduced, time permit­ ting. M ATH 006B should be taken by anyone planning to take mathematics courses beyond the freshman-sophomore level. It is required of all students majoring in mathematics, chem­ istry, physics, or engineering. MATH 006D. Postcalculus A special course in the second half o f the fall semester primarily for first-year students who place into M ATH 006B in August. MATH 006D is for students who like mathematics and are curious to know what it might be like to major in it. Each year, the contents o f0 0 6 D will be selected from the wealth o f modem mathe­ matics that cannot be introduced in standard freshman-sophomore courses. M ATH 006D is a 0.5-credit course. Prerequisites: M A TH 006B (in exceptional cases, M ATH 006A ) and either departmental recommendation or permission o f the instructor. 0 .5 credit. F all 2004 (secon d h alf). Grinstead. MATH 006S. Calculus II Seminar A continuation o f MATH 005S, in the same style. Covers the material o f M ATH 006A and 006B. Prerequisite: M ATH 005 or 005S or placement by examination (see “Advanced Placement and Credit Policy” earlier). Prerequisite: M ATH 006A or placement by ex­ am ination (see “Advanced Placem ent and Credit Policy” earlier). N ot offered 2004—2005. 0 .5 credit. This course is offered occasionally and is inter­ disciplinary in nature. It provides an introduc­ tion 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 Pro­ gram. This course does not count toward a major in mathematics. F all sem ester (each half) and spring sem ester (secon d h a lf). F all 2004. Maurer, Proctor, Campbell. Spring 2005. Campbell, Klotz. MATH 006C. Calculus IIC This course emphasizes the differential aspects o f several variable calculus covered in the first half of M ATH 018. In addition, multivariable integration may be touched on as well as such topics as differential equations and probability. M A TH 00 6 C is intended primarily for students interested in applications (especially in eco­ nomics) who consider M ATH 006 one of their last mathematics courses and who do not plan to take MATH 018. Students may (but normal­ ly will not) take both M ATH 006C and MATH 018. This course cannot be counted toward a major in mathematics. Prerequisite: M A TH 006A or placement by ex­ am ination (see “Advanced Placem ent and Credit Policy” earlier). 0 .5 credit. F all 2004 (second h alf). Proctor. 242 MATH 007. Elementary Topics in Mathematics in Applied Contexts 1 credit. Spring 2 0 0 5 . Napoli. (Linguistics.) MATH 009. Discrete Mathematics A n introduction to noncontinuous mathemat­ ics. T h e key theme is how induction, iteration, and recursion can help one discover, compute, and prove solutions to various problems— often problems of interest in computer science, social science, or management. Topics will include al­ gorithms, graph theory, counting, difference equations, and finite probability with special emphasis on how to write mathematics. Prerequisite: Permission to take this course through Swarthmore’s Calculus Readiness Ex­ amination or Calculus Placement Examination (see “Placement Procedure’” earlier). Familiar­ ity with some computer language is helpful but not necessary. Writing course. 1 credit. Each sem ester. Fall 2004. Grood. Spring 2005. Maurer. MATH 016. Linear Algebra This course covers vector spaces, matrices, and linear transformations with applications to so­ lutions of systems of linear equations, determi­ nants, and eigenvalues. Prerequisite: A grade of C or better in MATH 006A or MATH 009 or placement by examina­ tion (see “Advanced Placement and Credit Policy” earlier). 1 credit. Each sem ester. Fall 2004. Talvacchia, Grood. Spring 2005. Hunter, Grood. MATH 0 16H. Linear Algebra Honnrs Course This honors version of MATH 016 will be more theoretical, abstract, and rigorous than its stan­ dard counterpart (the subject matter will be equally as valuable in applied situations, but applications will be emphasized less). It is in­ tended for students with exceptionally strong mathematical skills, especially if they are think­ ing of a mathematics major. Prerequisite: A grade of B or better in MATH 006A or MATH 009 or placement by examina­ tion (see “Advanced Placement and Credit Policy” earlier). 1 credit. Fall 2004. Wiseman. MATH 016HS MATH 016H S covers the same material as the lecture-based M ATH 016H but uses a first-yearseminar format. T he enrollment is limited to a small number o f first-year students, and handson student participation takes the place of most lectures. Fall 2004. Maurer. MATH 018. Several Variable Calculus This course considers differentiation and inte­ gration of functions of several variables with special emphasis on two and three dimensions. Topics include partial differentiation, extreme value problems, Lagrange multipliers, multiple integrals, line and surface integrals, Green’s, Stokes’, and Gauss’ theorems. Often there is one section for students who have had linear algebra (M ATH 016 or 016H ) and another for students who have not. Prerequisite: MATH 006A or equivalent or placement by examination (see “Advanced Placement and Credit Policy” earlier). Recommended: M ATH 006B and MATH 016. W riting course. 1 credit. E ach sem ester. F all 2004. Talvacchia, Proctor. Spring 2005. Campbell, Wiseman. MATH 018H. Several Variable Calculus Honnrs Course This honors version o f MATH 018 will be more theoretical, abstract, and rigorous than its stan­ dard counterpart (the subject matter will be equally as valuable in applied situations, but applications will be emphasized less). It is in­ tended for students with exceptionally strong mathematical skills and primarily for those who have completed MATH 016H successfully. Prerequisite: MATH 006B and a grade of C or better in MATH 016H , or permission of the instructor. 1 credit. Spring 2005. Proctor. STAT 026. Topics in Statistics T h e choice of topics will depend somewhat on the interest and mathematical background of the students, but they will include a study of issues in multivariate analysis and statistical inference (Bayesian statistics in particular). Prerequisite: One course in statistics. W riting course. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . STAT 027. Data Analysis and Visualization This course will study methods for exploring and modeling relationships in data. W e intro­ duce modem techniques of statistical graphics, many developed in the last decade, for visualiz­ ing trends and formulating hypotheses. We will also discuss methods for modeling structure and patterns in data, particularly using multiple re­ gression and related methods. T he format of the course emphasizes writing assignments, presen­ tations, and interactive problem solving using real datasets. 243 Mathematics and Statistics Prerequisites: Any one of STA T 002/002C, STA T 053, or ECON 031; or A P Statistics or STA T 001 and permission of the instructor. ness, uniform convergence, differentiation, and integration. W riting course. 1 credit. Prerequisites: MATH 006B , 016, and 018 or permission o f the instructor. Spring 2005. Wang. W riting course. I credit. MATH 030. Differential Equations F all 2004. Grinstead. A n introduction to differential equations that includes such topics as first-order equations, linear differential equations, series solutions, first-order systems of equations, Laplace trans­ forms, approximation methods, and some par­ tial differential equations. Course content varies from year to year de­ pending on student and faculty interest. Recent offerings have included coding theory, groups and representations, and finite reflection groups. MATH 048. Topics in Algebra Prerequisites: M ATH 006B and either 018 or 00 6 C or permission of the instructor. MATH 016 is strongly recommended. Prerequisites: M ATH 016 and possibly MATH 049. 1 credit. A lternate years. Spring 2005. Wiseman, Johnson. N ot offered 2004—2005. MATH 037. Humber Theory MATH 049. Introduction to Modern Algebra T h e theory of primes, divisibility concepts, and multiplicative number theory will be devel­ oped. Students are also expected to learn how to construct a mathematical proof. Prerequisites: M ATH 016 and 018, or the per­ mission o f the instructor. 1 credit. A lternate years. F all 2004- Campbell. MATH 045. Topics in Geometry Course content varies from year to year, but re­ cently the focus has been on the careful devel­ opment of plane geometry, including basic ax­ ioms and the geometries that result: Euclidean, projective, and hyperbolic. Prerequisites: None, but the course will be taught at a level suitable for students who have completed M ATH 016 and 018. See the in­ structor if in doubt. 1 credit. A lternate years. N ot offered 2004—2005. MATH 046. Theory of Computation (Cross-listed as C P SC 046) Please see Computer Science for description. MATH 047. Introduction to Real Analysis This course concentrates on the careful study of the principles underlying the calculus o f real valued functions of real variables. Topics will include continuity, compactness, connected­ 244 1 credit. This course is an introduction to abstract alge­ bra and will survey basic algebraic systems— groups, rings, and fields. Although these con­ cepts will be illustrated by concrete examples, the emphasis will be on abstract theorems, proofs, and rigorous mathematical reasoning. Prerequisite: MATH 016 or the permission of the instructor. W riting course. I credit. F all 2004- Bergstrand, Grood, Hunter. STAT 053. Mathematical Statistics I Based on probability theory, this course exam­ ines the statistical theory for the estimation of parameters and tests of hypotheses. Both small and large sample properties of the estimators are studied. T he course concludes with the study of models dealing with relationships between vari­ ables, including chi-square and regression analysis. Prerequisites: MATH 016 and 018 or the per­ mission of the instructor. 1 credit. Fall 2004. Wang. MATH 061. Modeling A n introduction to the methods and attitudes o f mathematical modeling. Because modeling in physical science and engineering is already taught in courses in those disciplines, applica­ tions in this course will be primarily to social and biological sciences. Various standard meth­ ods used in modeling will be introduced: differ­ ential equations, Markov chains, game theory, graph theory, and computer simulation. T he emphasis, however, will be on how to apply these subjects to specific modeling problems, not on their systematic theory. T he format of the course will include projects as well as lec­ tures and problem sets. Prerequisites: MATH 016 and 018, or the per­ mission o f the instructor. course is an introduction to the calculus of vari­ ations. Additional topics depend on the inter­ ests of the students and instructor. Prerequisites: M ATH 016, 018, and either M ATH 030 or PHYS 0 5 0 or the permission of the instructor. 1 credit. A lternate years. N ot offered. 2004—2005. 1 credit. MATH 085. Topics in Analysis A lternate years. Course content varies from year to year de­ pending on student and faculty interest. R ecent topics have included financial mathematics and Fourier analysis. In 2005, the topic will be dy­ namical systems. This includes an introduction to basic features of a discrete dynamical system, symbolic dynamical systems, and the use of dynamical systems in studying number theory, biology, fractals, and more. Fall 2004. Wiseman. MATH 065. Combinatorics This course continues the study of noncontinuous mathematics begun in MATH 009. T he topics covered include three broad areas: count­ ing theory, graph theory, and design theory. T he first area includes a study o f generating func­ tions and Polya counting. T he second area is concerned w ith relations between certain graphical invariants. Topics such as extremal graph theory and Ramsey theory may be intro­ duced. T h e third area introduces combinatorial structures such as matroids, codes, and Latin squares. Prerequisites: M ATH 016 and 018. MATH 047 is also recommended. I credit. A lternate years. Spring 2005. Johnson. MATH 093/STAT 093. Directed Reading Prerequisites: M ATH 0 09 and at least one other course in mathematics. MATH 096/STAT 096. Thesis 1 credit. MATH 097. Senior Conference Alternate years. T his course is required of all senior mathemat­ ics majors in the course program. It provides an opportunity to delve more deeply into a partic­ ular topic agreed on by the student and die in­ structor. This focus is accomplished through a written paper and an oral presentation. Spring 2005. Grinstead. MATH 072. Topics in Combinatorial Optimization Topics vary from year to year. Past topics have included linear programming, game theory, combinatorial algorithms, number theoretic algorithms, and complexity theory. Prerequisites: MATH 009 and at least one higher-numbered mathematics course. 0 .5 credit. F all 2004. Bergstrand, Hunter. SEMIHARS Recommended: C P SC 020. 1 credit. MATH 1 0 1 . Real Analysis II Alternate years. This seminar is a continuation of Introduction to Real Analysis (M ATH 047). Topics may in­ clude the inverse and implicit function theo­ rems, differential forms, calculus on manifolds, and Lebesgue integration. N ot offered 2 0 0 4 -2 0 0 5 . MATH 081. Partial Differential Equations The first part of the course consists o f an intro­ duction to linear partial differential equations of elliptic, parabolic, and hyperbolic type via the Laplace equation, the heat equation, and the wave equation. T he second part o f the Prerequisite: MATH 047. 1 credit. Spring 2005. Talvacchia. 245 Mathematics and Statistics MATH 102. Modern Algebra II MATH 106. Advanced Topics in Geometry This seminar is a continuation o f Introduction to Modem Algebra (M A TH 049). Topics cov­ ered usually include field theory, Galois theory (including the insolvability of the quintic), the structure theorem for modules over principal ideal domains, and a theoretical development o f linear algebra. O ther topics may be studied depending on the interests of students and instructor. T h e course content varies from year to year among differential geometry, differential topol­ ogy, and algebraic geometry. In fall 2004, the topic will be algebraic geometry, including affine and projective geometry, dimension the­ ory, and invariant theory, with a focus on explic­ it concrete examples and explicit computation. Prerequisite: M ATH 049. 1 credit. Spring 2005. Grood. MATH 103. Complex Analysis A brief study of the geometry of complex num­ bers is followed by a detailed treatment of the Cauchy theory o f analytic functions of a com­ plex variable: integration and Cauchy’s theo­ rem, 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 of Weierstrass, may be discussed. Prerequisites depend on the topic chosen. In fall 2004, the prerequisite is MATH 049; however, MATH 037, MATH 048, or concurrent regis­ tration in MATH 049 will— with permission of the instructor— also satisfy the prerequisite. 1 credit. A lternate years. F all 2004. Hunter. STAT 1 1 1 . Mathematical Statistics II 1 credit. This seminar is offered as a continuation of STA T 053. It deals mainly with statistical mod­ els for the relationships between variables. The general linear model, which includes regres­ sion, variance, and covariance analysis, is ex­ amined in detail. Topics also include nonparametric statistics, sampling theory, and Bayesian statistical inference. A lternate years. Prerequisite: STA T 053. Prerequisite: M ATH 047. Spring 2005. Talvacchia. 1 credit. MATH 104. Topology A lternate years. A n introduction to point-set, combinatorial, and algebraic topology: topological spaces, classification o f surfaces, the fundamental group, covering spaces, simplicial complexes, and homology (including related algebra). Spring 2005. Wang. Prerequisites: M ATH 047 and 049. 2 credits. A lternate years. N ot offered 2 0 0 4 -2 0 0 5 . MATH 105. Probability A n introduction to measure-theoretic probabil­ ity theory. Topics may include branching processes, renewal theory, random walks, sto­ chastic processes, laws o f large numbers, char­ acteristic functions, the C entral Lim it Theorem, Markov chains, the Poisson process, and percolation. Prerequisite: STA T 053. 1 credit. A lternate years. N ot offered 2 0 0 4 -2 0 0 5 . 246 Medieval Studies Coordinator: STEPHEN P. BENSCH (History) Committee: Michael W. Cothren (A rt History) Nathaniel Deutsch (Religion) Michael Marissen (Music) Rosaria V. Munson (Classics) Ellen M . Ross (Religion) William N . Turpin (Classics) Craig Williamson (English Literature) This interdisciplinary program offers an oppor­ tunity for an integrated study of European and Mediterranean civilization from the fourth to the 15th centuries. T he 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) coop­ erate to provide a course of study that may be offered as a major or minor in the Course Pro­ gram 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 (A R T H 014, 047, or 145) One course in history (H IS T 002A , 006, 012-017, or 111) One course in literature (ENGL 010, 0 1 4 ,0 1 6 , 102, or C L A S 0 14 or 060) One course in religion (RELG 014B, 020B, 114, or 116) or philosophy (medieval) (Please note possible prerequisites for the pre­ ceding 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 ex­ aminations (normally taken at the end of the second semester of senior year). These exam­ inations are planned as a culminating exer­ cise to facilitate the review and integration o f 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 me­ dieval subjects and/or a thesis written during the first semester of the senior year.) Course Minor A minor in medieval studies will consist of 5 credits in medieval studies (see course and sem­ inar options listed subsequently). These 5 cred­ its 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. T h e four preparations for the Honors Program should reflect the interdisciplinary nature o f this major and must include work in three o f the following five areas: art histo­ ry, history, literature, music, or religion/philosophy. T h e preparations may be constitut­ ed by some combination o f the following: seminars, preapproved two-course combina­ tions, courses with attachments, or a thesis. Students may design an integrated minor in another field by counting one of the me­ dieval 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. 247 Medieval Studies 3. Senior honors study for majors in medieval studies will follow the policies of the individ­ ual departmental preparations used in the program. Majors will have a 90- to 120minute oral panel with all four examiners present. Minors will have the regular indi­ vidual oral for the single preparation. Honors Minor 1. Distribution requirements as listed earlier. M U SI 020. Medieval and Renaissance Music M U SI 045. Performance (early music ensemble) RELG 014B . Christian Life and Thought in the Middle Ages RELG 020B . Prophets and Visionaries: Christian Mysticism Through the Ages RELG 030B . T h e Power of Images: Icons and Iconoclasts 2. T he 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. T h e minor preparation must be in a department distinct from the student’s major. RELG 031B . Religion and Literature 3. Senior honors study for minors in medieval studies will follow the policies of the individ­ ual departmental preparations used in the program. Minors will have the regular indi­ vidual oral for the single preparation. Seminars currently offered in medieval studies: RELG 046. Justice and Conscience in Islam M D ST 096. Thesis SEMINARS A R T H 145: G othic A rt and Architecture ENGL 102: Chaucer and Medieval Literature H IST 111. T h e Medieval Mediterranean RELG 116. T h e Body in Late Antiquity RELG 114. Love and Religion COURSES RELG 119. Sufism: Muslim Mystics, Saints and Poets Courses currently offered in medieval studies (see catalog sections for individual departments to determine specific offerings in 2004-2005): RELG 125. Islamic Society in North Africa and Andalusia A R T H 014. Medieval Survey A R T H 046/RELG 029. Monasticism and the Arts in the Christian Middle Ages A RTH 047. Special Topics in Medieval Art C L A S 060. Dante and the Classical Tradition ENGL 010. Survey I: Beowulf to Milton EN G L 014- Old English/History of the Language ENGL 016. Chaucer H IS T 002A . Medieval Europe H IS T 006. T h e Formation of the Islamic Near East H IS T 012. Chivalric Society H IST 014. Friars, Heretics, and Female Mystics: Religious Turmoil in the Middle Ages H IS T 015. Medieval Towns H IST 016. Sex, Sin, and Kin in Early Modem Europe LATN 014. Medieval Latin 248 Modern Languages and Literatures ALAN BERKOWITC (Chinese), Professor MARION J . FABER (G erman), Professor5 JOHN J . HASSETT (Spanish), Professor and Chair GEORGE MOSKOS (French), Professor10 HANSJAKOB W ERLEN (German), Professor KOFFI ANYINEFA (French), Visiting Associate Professor (part tim e)6 JEAN-VINCENT BLANCHARD (French), Associate Professor2,11 AURORA CAMACHO de SCHMIDT (Spanish), Associate Professor SIBELAN FORRESTER (Russian), Associate Professor MARIA LUISA GUARDIOLA (Spanish), Associate Professor HAILI KONG (Chinese), Associate Professor MICHELINE RICE-MAXIMIN (French), Associate Professor5“ SUNKA SIMON (German), Associate Professor HORACIO CHIONG RIVERO (Spanish), Assistant Professor WILLIAM 0 . GARDNER (Japanese), Assistant Professor MICHAEL A . PESENSON (Russian), Assistant Professor SUJANE WU (Chinese) , Assistant Professor23 CARINA YERVASI (French), Assistant Professor MILTON R. MACHUCA (Spanish), Visiting Assistant Professor MARINA ROJAVIN (Russian), Visiting Assistant Professor MAIHENG SHEN DIETRICH (Chinese), Visiting Assistant Professor KIMBERLY FEDCHAK (Russian), Language Instructor (part time) JOAN FRIEDMAN (Spanish), Language Instructor (part time) Y0SHIK0 JO (Japanese), Language Instructor (part time) WOL A KANG (Chinese), Language Instructor (part time) MARY K . KENNEY (Spanish), Language Instructor (part time) CAROLE NETTER (French), Language Instructor (part time) ELKE PLAXTON (German), Language Instructor (part time) KIRSTEN E . SPEIDEL (Chinese), Language Instructor (part time) ATSUKOSUDA (Japanese), Language Instructor (part time) PATRICIA VARGAS (Spanish), Language Instructor (part time) BENJAMIN CHEREL (French), Visiting Language Instructor MICHAEL JO N ES , Language Resource Center Director ELE0N0RE BAG INSKI, Administrative Coordinator ANNA EVER ETTS, Administrative Assistant 2 3 6 9 Absent on leave, spring 2005. Absent on leave, 2005—2005. Spring 2005. Campus coordinator, Swarthmore Program in Grenoble, fall 2004. The Department of Modem Languages and Literatures— consisting of Chinese, French, German, Japanese, Russian, and Spanish sec­ tions— provides Swarthmore students with an 10 Campus coordinator, Swarthmore Program in Grenoble, spring 2005. 11 Program director, Swarthmore Program in Grenoble, fall 2004. 12 Program director, Swarthmore Program in Grenoble, spring 2005. understanding of foreign cultures through their original languages and prepares them to engage effectively with an increasingly international­ ized world. In addition to language courses, the 249 Modem Languages and Literatures department also offers a large variety of semi­ nars and courses (some in English) that explore authors, genres, aesthetic theories, and periods o f literary and cinematic production and that investigate literature and culture as sites of con­ tending social forces and values. In conjunction with demonstrated competence in the lan­ guage, 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 examination. O ne o f the required courses for the foreign literature major may be taken in English provided it is pertinent to the student’s specific major. T h e department encourages in­ terdisciplinary approaches within the guide­ lines o f the programs in Asian studies, Franco­ phone studies, German studies, Latin American studies, and Slavic studies. Students interested in the literature of more than one language are encouraged to consider a comparative literature major. Students should also take note of the re­ lated major in linguistics and languages. REQUIREMENTS AND RECOMMENDATIONS Courses numbered 001B to 004B are primarily designed to help students acquire the linguistic competence necessary to pursue literary and cultural studies in a foreign language through work with the language and selected texts o f lit­ erary or cultural interest. For a detailed description of the orientation in these courses, see the explanatory note on these language courses later. Courses numbered O il or above emphasize the study o f literature and culture as a humanistic discipline as well as com­ petence in the spoken and written language. Students who enter with no previous knowl­ edge of a language and who are interested in majoring in a foreign literature should register for the intensive language courses (0 0 1 B 002B ) in the freshman year. Language courses numbered 003B and above, with the exception of Spanish, count toward the 8 credits required for the major. Students who wish to continue a language begun elsewhere will be placed at the course level where they will profit best according to their score on the College Entrance Examina­ tion or placement tests administered by the de­ partment in the fell. 250 Prerequisites for majors are noted under the list­ ing of each o f the literatures taught. Exceptions to course requirements are made for those who show competence in the language of specializa­ tion. Students who speak Chinese, French, German, Japanese, Russian, or Spanish fluently should consult with the department before electing courses. Majors are urged to select supporting courses in other literatures, in history, philosophy, linguis­ tics, or art history. T h e department also recom­ mends participation for a minimum of a sum­ mer and a semester in an academic program abroad. Linguistically qualified students in French may apply to the Swarthmore Program in Grenoble at the University of Grenoble, for one or two semesters in the sophomore or junior year. This program is particularly suited for ma­ jors in the humanities and the social sciences. Students competent in Spanish should consid­ er the Hamilton College Program in Madrid, Spain, which is cooperatively sponsored by Swarthmore. Other recommended programs in­ clude the Universität de Illes Balears, jri Palma de Mallorca; the University of PennsylvaniaMexico; Pitzer College-Venezuela; and Wash­ ington University-St. Louis-Chile. For a com­ plete listing o f approved programs, students should consult with members of the Spanish sec­ tion. (The Spanish section requires that its ma­ jors spend a minimum of one semester of study abroad in a program approved by the section.) Students o f German have the opportunity to join the Dickinson College program in Bremen during the spring semester o f each year. Other programs students should consider are the Wayne State Junior Year in Germany (at the University o f Munich or the University of Freiburg), the Wesleyan University Program in Regensburg, or the Duke Program in Berlin. Students in Russian are strongly encouraged to spend at least one semester in the A .C .T.R. or C.I.E.E. language programs among others in Russia. Study abroad is particularly encouraged for stu­ dents o f Chinese; academic credit (full or par­ tial) is generally approved for participation in the several programs of varying duration in the People’s Republic of China and in Taiwan, rec­ ommended by the Chinese section. In the People’s Republic these include, but are not limited to, the Inter-University Board (IU B) Program at Tsing-hua University, the A C C Associated Colleges in China Program, and the Council on International Educational Ex­ change (CIEE) Program in Beijing, and the C E T Program in Harbin. In Taiwan, these in­ clude the ICLP International Chinese Lan­ guage Program and the Mandarin Training Center in Taipei and the University of Massa­ chusetts Program in Tunghai. Students on scholarship may apply scholarship monies to designated programs of study abroad. Study abroad is encouraged for students of Japanese. A carefully selected list of programs in Japan will be available to students interested in studying in Japan. We offer teacher certification in modem lan­ guages (French, German, and Spanish) through a program approved by the state of Penn­ sylvania. For further information about the rel­ evant set of requirements, please contact the Department of Educational Studies director, the Modem Languages Department chair, or the Department of Educational Studies Web site: www.swarthmore.edu/SocSci/Education/. Students who plan to do graduate work are reminded that, in addition to the language of specialization, a reading knowledge of other languages is often required for admission to advanced studies. The Olga Lamkert Memorial Fund Income from a fund established in 1979 by stu­ dents of Olga Lamkert, professor of Russian at Swarthmore College from 1949 to 1956, is available to students with demonstrated finan­ cial need who wish to attend a Russian summer school program in this country or either the St. Petersburg or Moscow semester programs. Awards based on merit and financial need will be made on the recommendation of the Russian section of the Modem Languages and Litera­ tures Department. The Eugene M . Weber Memorial Fund Income from a fund established in 1986 to honor the memory o f Eugene M. Weber, profes­ sor of German at Swarthmore College from 1973 to 1986, is available to students with demonstrated financial need who wish to at­ tend an academic program in a German-speak­ ing country. Awards based on merit and finan­ cial need will be made on the recommendation of the German section of the Modem Lan­ guages and Literatures Department. Advanced Placement T h e department will grant 1 credit for incom­ ing students who have achieved a score of 4 or 5 in Advanced Placement French, German, or Spanish examinations when they have success­ fully completed a 1-credit course in that lan­ guage at the College. International Baccalaureate T h e department will grant 1 credit for incom­ ing students who have achieved a score of 6 or 7 in a foreign language on the International Baccalaureate after they have successfully com­ pleted a 1-credit course in that language at the College. LITERATURES IN TRANSLATION Students acquainted with a particular foreign language are urged to elect an appropriate liter­ ature course taught in the original language. L IT R courses provide students with the oppor­ tunity to study a literature that they cannot read in the original. These courses cannot be substituted for the O il- or 012-level courses to satisfy the departmental prerequisites for a major or minor in the original languages, but a student may take one o f these courses to satisfy the 8-credit requirement of a foreign literature major provided that the course is pertinent to the specific literature of the major. LITR 013R. The Russian Novel (Cross-listed as R U S S 013) T h e Russian novel represents Russia’s most fun­ damental contribution to world culture. This course surveys classic authors and experimental works from the 19 th and 20th centuries. Students in the course will deepen their under­ standing of the context for writers, including Dostoevsky and Tolstoy. They will gain famil­ iarity with literary movements and genres in­ cluding romanticism, realism, the psychological novel, the picaresque novel, modernism and the postmodern as they developed in Russia. We will highlight issues including the relation­ ship of Russia to the West, national identity, and the complex relationship of literature and politics. No prerequisite. W riting course. 1 credit. F all 2004. Pesenson. 251 Modern Languages and Literatures LITR 0 14. Modern European Literature Studying key modernist works o f fiction be­ tween 1900 and 1930, we will work in seminar format (presentation and critical discussion of student papers). Authors will include Nietzsche, Conrad, Joyce, Kafka, Proust, Thomas Mann, and Virginia Woolf. Intended especially for freshmen with an interest in liter­ ature. Limited to 12 to 13 first- and second-year students. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . LITR 015R. First-Year Seminar: East European Prose in Translation (Cross-listed as R U S S 015) Novels and stories by the most prominent 20thcentury writers o f this multifaceted and turbu­ lent region. Analysis o f individual works and writers with the purpose o f appreciating the re­ ligious, linguistic, and historical diversity of Eastern Europe in an era of war, revolution, po­ litical dissent, and outstanding cultural and in­ tellectual achievem ent. Readings, lectures, writing and discussion in English; qualified stu­ dents may do some readings in the original language(s). Writing-intensive course limited to 15 students. W riting course. 1 credit. F all 2004. Forrester. LITR 016CH. Substance, Shadow, and Spirit in Chinese Literature and Culture (Cross-listed as CH IN 016) T his course will explore the literary and intel­ lectual 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 reli­ gious dimension, disengagement, and the ap­ preciation of the natural world. T h e course also will address cultural and literary formulations of conduct and persona and the expression o f in­ dividualism in an authoritarian society. LITR 017C H. The Legacy of Chinese Narrative Literature: The Story in Dynastic China (Cross-listed as CH IN 017) This course explores the development of di­ verse genres of Chinese narrative literature through readings of original writings in transla­ tion. Readings include tales o f the strange, bi­ ographies and hagiographies, moral tales, detec­ tive stories, literary jottings, drama, novellas and novels, and masterworks o f the Chinese literary tradition throughout the centuries of imperial China. No prerequisites and no knowledge of Chinese or of China is required. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . LITR 0 1 7 J . Introduction to Japanese Culture: The Cosmology of Japanese Drama (Cross-listed as JP N S 017) T his course will provide an introduction to Japanese culture through a study of its three great dramatic traditions: Noh masked drama, Bunraku puppet theater, and Kabuki. These fas­ cinating and distinctive dramatic forms offer a microcosm of Japanese religion, history, litera­ ture, and visual aesthetics. In our course, we will explore how the Japanese stage becomes a pathway between human beings and the super­ natural and between present times and the leg­ endary past. T h e course will proceed through readings of plays, aesthetic treatises, and articles on the cultural and historical contexts of Japanese drama. Screenings o f theatrical perfor­ mances and films based on classic plays will offer a glimpse of the continuing legacy o f these dramatic forms. N o previous knowledge of Japanese language, history, or culture is required. 1 credit. F all 2004- Gardner. LITR 018CH. The Classical Tradition in Chinese Literature (See CHIN 018) No prerequisites. 1 credit. 1 credit. N ot offered 2004—2005. F all 2004- Berkowitz. 252 LITR 019. Cultural Identity in the European Union Based on recent literature and film from Germany and Italy especially, this course will address the question of European cultural iden­ tity after the Treaty of Maastricht in 1992. No knowledge of German or Italian is required. Eisenstein and Tarkovsky, Wajda, Kusturica, and Paradzhanov, among others. Students will hone critical skills in filmic analysis while con­ sidering 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. I credit. No prerequisite. To be offered 2 0 0 5 -2 0 0 6 . 1 credit. LITR 021R . Dostoevsky (in translation) Spring 2005. Forrester. (Cross-listed as R U S S 02 1 ) LITR 024J. Japanese Film and Animation Writer, gambler, publicist, and visionary Fedor Dostoevsky is one o f the great writers o f the modem age. His work influenced Nietzsche, Freud, Woolf, and others and continues to exert a profound influence on thought in our own so­ ciety to the present. Dostoevsky confronts the “accursed questions” o f 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 knowledge o f Russian may read some or all o f the works in the original. 1 credit. Not offered 2 0 0 4 -2005. (Cross-listed as JPN S 024) This course offers a historical and thematic in­ troduction to Japanese cinema, one o f 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 o f developing a deeper understanding o f formal and thematic issues. A separate unit will consider the postwar develop­ ment o f Japanese animation (anime) and its special characteristics. Screenings will include films by Ozu, Mizoguchi, Kurosawa, Imamura, Kitano, and Miyazaki. 1 credit. LITR 023CH. Modern Chinese Literature: A New Novelistic Discourse (1910-1940) N ot offered 2 0 0 4 -2 0 0 5 . (Cross-listed as CH IN 023) LITR 025CH. Contemporary Chinese Fiction: Mirror of Social Change Modem Chinese literary texts created between 1918 and 1948, presenting a series of political, social, cultural, and ideological dilemmas un­ derlying 20th-century Chinese history. T he class will discuss fundamental issues of moder­ nity and new literary developments under the impact of the May Fourth Movement. 1 credit. (Cross-listed as CH IN 025) Literary narratives of post-Mao China in trans­ lation. T h e selected stories and novellas articu­ late the historical specificity o f ideological dilemmas and cultural dynamics in the imagi­ nary process of dealing with love, politics, sex, morality, economic reform, and feminist issues. N ot offered 2 0 0 4 -2 0 0 5 . I credit. LITR 024. Russian and East European Cinema N ot offered 2004—2005. (Cross-listed as R U S S 024) U TR 027CH. Women Writers in 20th-Century China This course will introduce students to cinema from the “other Europe.” W e will begin with in­ fluential Soviet avant-garde cinema and survey the traditions that developed subsequently with selections from Russian, Polish, Caucasian, Czech, Hungarian, Ukrainian and Yugoslav cinem a. Screenings will include films by This course will be a close study of the literature written by Chinese women, particularly focus­ ing on social, moral, political, cultural, psycho­ logical, and gender-related issues through their texts as well as on their writing styles and liter­ ary contributions to modem Chinese literature. (Cross-listed as CH IN 027) 253 Modern Languages and Literatures T h e chosen women writers will include those from Mainland, Taiwan, Hong Kong, and over­ seas expatriate Chinese writers as well as from different social and political groups. A ll the readings are in English translation. No previous preparation in Chinese is required. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . U TR 028F. Francophone Cinema: Configurations of Space in Postcolonial Cinema (Cross-listed as FREN 028) W e will examine historical and social displace­ ment and mobility through narrative technique and themes in W est African cinema. Films en­ gage contemporary issues of diasporic cultures, immigration, and politics as they allow us to question the representations of space and map­ ping; sex and mobility; class and geography; vi­ olence, national identity, and desire. Discus­ sions will center on both metaphorical and physical displacement. 1 credit. N ot offered 2 0 0 4 -2 0 0 6 . U TR 037G. History and Memory: Perspectives on the Holocaust (Cross-listed as H IST 037) Despite an enormous amount o f research and testimony, the Holocaust o f European Jewry continues to generate compelling historical and interpretive questions. How, in fact, did it come about? C an we establish its connection to 19thcentury German culture? How have feminist and revisionist interpretations changed our un­ derstanding? W hat has been the impact of the Holocaust on contemporary American and German identity and politics? This course ex­ plores the roots of Nazism, the implementation of the Final Solution, and the legacy o f the Holocaust through an interdisciplinary ap­ proach relying on primary sources, historical, scholarship, memoirs, music, painting, and film. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . U TR 0 4 1J. Fantastic Spaces in Modern Japanese Literature (Cross-listed as JPN S 041) As Japanese society has transferred rapidly in the 20th century and beyond, a number o f au­ thors have turned to the fantastic to explore the 254 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 antirealistic 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, A be K 6b6, Kurahasi Yumiko, and Murakami Haruki. Readings will be in English; no previous experi­ ence in Japanese studies is required. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . U TR 047R. Russian Fairy Tales (Cross-listed as R U S S 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 of fairy tales and folk beliefs in literature, music, visual arts, and film. T he course also provides a general in­ troduction to study and interpretation o f folk­ lore and fairy tales, approaching Russian tales against the background of the Western fairytale tradition (the Grimms, Perrault, Disney, etc.). No fluency in Russian is required, although stu­ dents with adequate language preparation may do some reading in the original. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . U TR 049S. Quixote Fictions: Cervantes’ Don Quixote Come explore the marvelously quixotic adven­ tures and the fabulously fantastic follies o f the most famous knight errant of all time, Don Quixote de la Mancha. W e will delve into the fertile imagination o f Miguel de Cervantes’ in­ delible creation, Don Quixote, as he journeys through an almost surreal world of grotesque gi­ ants, 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 o f the first modem novel. Readings, assignments, and class discussion will be in English. 1 credit. Spring 2005. Chiong Rivero LITR 051G . Gender and Race in European Cinema W hat are the historical, structural, thematic, and imaginary links between race and gender in the visual landscape o f a postwar Europe strug­ gling to come to terms with the Third Reich, the Holocaust, and World War II? How do con­ temporary films visualize, analyze, resist, and (re-)produce the tensions in the united Eur­ ope’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 between race, gender, visual representation, and 20th-century Euro­ pean history. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . LITR 052SA. Contemporary Spanish American Literature The fiction of Spanish America has established itself as one o f the most innovative and provocative of contemporary world literature. This course will begin by examining the roots of such innovation followed by a study of repre­ sentative texts o f the Latin American “boom” and “postboom” periods. Special attention will be paid not only to the formal aspects o f these novels but also to the sociopolitical contexts in which they were written. Selected authors in­ clude Maria Luisa Bombal (Chile), Juan Rulfo (M exico), Carlos Fuentes (M exico), Gabriel García Márquez (Colom bia), Mario Vargas Llosa (Peru), M anuel Puig (A rgentina), Claribel Alegría (El Salvador), Isabel Allende (Chile), Luisa Valenzuela (Argentina), and Rosario Ferré (Puerto R ico). I credit. N ot offered 2 0 0 4 -2 0 0 5 . LITR 53SA. A Century of Song: Contemporary Poets of Latin America Latin America gave the world some of the great poets of the 20th century: Gabriela Mistal, César Vallejo, Pablo Neruda, Octavio Paz, Nicolás G uillén, Jorge Luis Borges, Olga Orozco, Ernesto Cardenal, and many others. This course explores the development of a rich and varied poetry, at once in dialogue with the world and deeply rooted in the historical trans­ formations o f the continent. It studies the aes­ thetic foundations of the regions poetic produc­ tion and considers the relationship between po­ etry and revolution in Central America, as well as the role of poetry in opening a space for women’s self affirmation in many countries. 1 credit. N ot offered 2004—2005. LITR 054G. Postwar German Cinema (Cross-listed as G ERM 054) A study of German Cinema from the “rubble films” of the immediate postwar period through the advent o f the New German Cinema in the ’60s to the present state of German film in the “postwall” era. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . LITR 055CH. Contemporary Chinese Cinema: The New Waves (1984-2000) (Cross-listed as CH IN 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. T h e course will develop a better understanding of changing Chinese culture by analyzing cinem atic texts and the new wave in the era of globalization. 1 credit. N ot offered 2004—2005. LITR 055G. Film and Literature in Weimar Germany (Cross-listed as G ERM 055) 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . LITR 055SA. The Fiction of Contemporary Spanish-American Women Writers 1 credit. N ot offered 2004—2005. 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 po­ litical regimes and cultural milieus. Cinematic texts, from silent film to the post-fifth-generation filmmaker’s films, will focus on the issues 255 Modern Languages and Literatures related to nationhood, gender, and modernity, along with the development of the cinematic discourse in China. LITR 060SA. Spanish American Society Through Its Novel 1 credit. This course will explore the relationship be­ tween society and the novel in Spanish Amer­ ica. Selected works by Carlos Fuentes, Mario Vargas Llosa, Isabel Allende, Gabriel Garcia Márquez, Luisa Valenzuela, Elena Poniatowska, and others will be discussed in conjunction with sociological patterns in contemporary Spanish America. N ot offered 2 0 0 4 -2 0 0 5 . LITR 058. Cyberculture (Cross-listed as F M ST 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 inves­ tigate the media-specific social, cultural, and political interactions that take place via the Internet. W ith the help of critical theories and group-based W eb studies, the class will learn to analyze representations of the World Wide Web in popular culture (film, television, literature, magazines, both on-line and off-line), and to as­ sess the decision and design processes, which form the aesthetic and economic interface be­ tween networks and users. O f particular con­ cern will be how the so-called virtual commu­ nity deals with issues of race and gender and how it (de)constructs subjectivities, bodies, languages, and geographies. Students will de­ velop their research projects by creating their own Web sites linked to the course site. 1 credit. Sirring 2005. Simon. LITR 060G. Vampires in Literature, Film , and Music (Cross-listed as G ERM 060) T he vampire is not a timeless creature; it was bom in the 18th century. This course follows the monster’s career from central Europe to the imperial metropolis. T h e vampire possesses multiple forms and has thrived among illiterate peasants, on the pages o f Victorian journals, and in 20th-century cyberspace. Vampire fic­ tions open questions concerning technology, race, gender, and the speed of modem life. In addition to reggae songs about vampires, works from German, French, English, Danish, Rus­ sian, and North American sources will be ex­ amined. Authors include Goethe, Hoffmann, Heine, Baudelaire, Gautier, Byron, Le Fanu, Stoker, Dreyer, Turgenev, Mumau, Feuillade, and Maddin. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 256 (See SO A N 024C ) 1 credit. N ot offered 2004—2005. LITR 061S A. Women’s Testimonial Literature of Latin America Marginal women— peasants, indigenous lead­ ers, urban squatters, guerrillas, mothers of the disappeared, and victims of brutal repression— must “write” for all the world to listen. T h e fire of their texts, often mediated by an educated foreigner, subverts all power relations. 1 credit. N ot offered 2004—2005. LITR 063CH. Comparative Perspectives: China in the Ancient World (Cross-listed as CH IN 063) Topics to be explored include obligation to self and society, individualism and the role of with­ drawal, the heroic ethos, the individual and the cosmos, and the individual and gender roles. No prerequisites; no knowledge of Chinese is required. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . LITR 063SA. La frontera: The Many Voices of the U.S.-M exico Border Sometimes defined as a wound, the U .S . south­ ern border was created by war and is today the porous gate to capital, commodities, immigrant labor, refugees, drugs, and arms. A membrane where cultural integration is negotiated, the border is rich in tradition, resiliency, and ab­ sorbing capacity. It is also the scenario o f new nationalistic forces that can erupt with vio­ lence. O n both sides of the border, a literature of uncommon vitality records the binational experience. I credit. N ot offered 2004—2005. UTR 066CH. Chinese Poetry (Cross-listed as CH IN 066) This course explores Chinese poetry and Chinese poetic culture, from early times to the present. W hile readings and discussion will be in English, and no knowledge o f Chinese will be expected, an integral component of the class will be learning how to read a Chinese poem and learning a number of poems in the original. 1 credit. Spring 2005. Berkowitz. UTR 067S. The 20th-Century Spanish Novel This course will exam ine m ajor works of Spanish writers who chose to remain in Spain after the Civil War of 1936 to 1939, even though they were opposed to the Franco regime. W e will explore the variations of the social novel and testimonial literature as well as the ways in which authors sought to compen­ sate for the lack of a free press without sacrific­ ing the aesthetic quality of their works. Texts will include works by Camilo José Cela, A na Marfa M atute, Carm en Laforet, Miguel Delibes, Carmen Martin G aite, Luis Martin Santos, and others. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . UTR 068G. History of German Film (Cross-listed as GERM 068) This course will be a thorough introduction to German film history from its inception in the late 1890s until the present. It will include an examination of early, “primitive” German cine­ ma; expressionist film; the film of the avantgardes in the 1920s and 1930s; fascist cinema; postwar “rubble” films; and the “young German film of the 1960s” and its developments into the new German Cinema of the 1970s. Also in­ cluded will be a section on East German film, both before and after the fall o f the wall. Taught in English. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . UTR 068R. Underground Culture of the Soviet Period (Cross-listed as R U S S 068) This course focuses on political and artistic dis­ sent in Soviet Russia after Stalin. W e will con­ sider the significance of crucial events from the period of “Thaw,” the liberal romanticism of the 1960s, the crisis of 1968, ensuing stagna­ tion, and new possibilities in the era of pere­ stroika. Students will examine a variety of modes of expression, including underground literature, alternative visual art, bards’ songs, Russian rock, and controversial cinema. T he course will address the cultural relationship to history, the construction of cultural memory, and identity and values in the shadow of totalitarianism. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . U TR 070F. French Caribbean/Guyanese and Haitian Civilizations and Cultures (Cross-listed with black studies and as FREN 070F) Study of the history of the French overseas départem ents and Haïti, with collateral readings of literary texts. 1 credit. N ot offered 2 0 0 4 -2 0 0 6 . U TR 070R. Translation Workshop (Cross-listed as LING 070 and R U S S 070) This workshop in literary translation will con­ centrate on both translation theory and prac­ tice, working in poetry, prose, and drama as well as editing. Students will participate in an asso­ ciated series of bilingual readings and will pro­ duce a substantial portfolio of work. Students taking the course will write a final paper sup­ ported by a smaller portfolio o f translations. No prerequisites, but excellent knowledge of a language other than English (equivalent to a 004B course at Swarthmore or higher) is highly recommended or, failing that, access to at least one very patient speaker of a foreign language. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . U TR 0 71CH. Invaded Ideology and Translated Modernity: A Comparative Study of Modern Chinese and Japanese Literatures at Their Formative Stages (1900-1937) (Cross-listed as CH IN 071) This course will study selected Chinese and Japanese literary texts from the late 19th centu­ ry up to 1937 that illustrate the political, social, ideological, and cultural dilemmas underlying the modernization of the two neighboring na- 257 Modem Languages and Literatures tions. T h e focus o f the course is on shared con­ cerns, such as the clash between tradition and modernity at both the national and personal levels; and on the transformative cultural inter­ changes between China and Japan during this era of modernization. A ll readings will be in English. Hocquenghem, Violette Leduc, Marcel Proust, Monique W ittig, Christiane Rochefort, Renée Vivien, among others. 1 credit. N ot offered 2 0 0 4 -2 0 0 6 . LITR 079R. Russian Women Writers I credit. (Cross-listed as R U S S 079) N ot offered 2 0 0 4 -2 0 0 5 . This course balances the picture of Russian lit­ erature 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 o f the Russian Academy of Sciences and a female cavalry offi­ cer 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 post-Soviet authors such as Arbatova, Petrushevskaia, and Vasilenko. LITR 0 71F. French Critical Theory: From Foucault to Baudrillard (Cross-listed with interpretation theory and as FREN 071) A n introduction to the major thinkers o f postmodernity (Barthes, Lacan, Foucault, Derrida, and Baudrillard). We will read at the crossroads o f literature, philosophy, the history o f science, and art to examine how the question o f visual perception and representation has informed the critique of traditional conceptions o f the tex­ tual sign. Taught in English. 1 credit. N ot offered 2 0 0 4 -2 0 0 6 . LITR 075F. Haiti, the French Antilles, and Guyane in Translation (Cross-listed with black studies and as FREN 075F) Study o f 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, Schwarz-Bart, Warner-Vieyra, and Zobel, among others. 1 crédit. N ot offered 2004—2006. LITR 075F. French Language Attachment to Haïti, the French Antilles, and Guyane in Translation 1 credit. N ot offered 2 0 0 4 -2 0 0 6 . LITR 079F. Scandal in the Ink: Queer Traditions in French Literature (Cross-listed as FREN 079) In this course, we will use contemporary lesbian/gay/queer theory to reconsider French lit­ erary traditions. Writers will include Nicole Brassard, C o lette, M ichel Foucault, Jean G enet, André G ide, Hervé Guibert, Guy 258 Students with good Russian skills may do part or all of the readings in the original. 1 credit. Spring 2005. Forrester. LITR 080R. Literature of Dissent (Cross-listed as R U S S 080) This course will address the central place of dis­ sent in Russian literature, its flowering in reac­ tion to Tsarist and Soviet censorship. T he theme leads to some of the most important works of 19th- and 20th-century Russian poetry and prose. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . LITR 081CH. Transcending the Mundane: Taoism in Chinese Literature and Culture (Cross-listed as CH IN 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. A ll readings will be in English. Prerequisite: One introductory course on Chi­ nese culture or religion or the permission of the instructor. I credit. F all 2004- Berkowitz. LITR 091CH. Special Topics in Chinese Literature and Culture in Translation (Cross-listed as CHIN 091) 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . EXPLANATORY NOTE OF FIRST- AND SECOND-YEAR LANGUAGE COURSES Courses numbered 001B —0 02B , 003B , and 004B carry 1.5 credits per semester. Three se­ mesters in this sequence are equivalent to two years of work at the college level. They are de­ signed to impart an active command of the lan­ guage and combine the study or review of gram­ mar 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 lan­ guage resource center. Students who start in the 0 0 1 B -0 0 2 B se­ quence must complete 0 0 2 B to receive credit for 0 0 IB . However, students placing directly in 0 0 2 B can receive 1.5 semester credits for that course. Courses numbered 0 0 3 B and 0 0 4 B may be taken singly for 1.5 semester credits. Students cannot take a first-year language course for credit after having taken the lan­ guage in the second year at Swarthmore. erature and culture over more than two millen­ nia, from early times into the contemporary world. Introductory and intermediate Chinese lan­ guage 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 curricu­ lum. 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, die IU B Program at Tsing-hua U n i­ versity, the A C C Associated Colleges in China Program, and the C E T Program in Harbin. In Taiwan, these include the ICLP International Chinese Language Program and the Mandarin Training Center in Taipei. Major and Minor Chinese majors may construct a special major in Chinese, containing components of lan­ guage, literature, and culture. Study abroad is strongly encouraged and supported and con­ tributes directly to a major or minor in Chinese. Students of Chinese also may major in Asian studies, where Chinese language courses above the first-year level as well as Chinese literature and culture courses and credit for study abroad normally may be counted toward the major (see under Asian studies). Students interested in majoring or minoring in Chinese should consult with the section head of Chinese as soon as possible. Course Major: Special Major in Chinese Chinese L an gu age an d L itera tu re Chinese First through fourth-year Chinese language courses are offered each year, as is an introduc­ tory course on reading classical Chinese. Firstyear Chinese and the Introduction to Classical Chinese have no prerequisites and are open to the entire student community. Literature, cul­ ture, and film courses in translation also are of­ fered each year and are open to all students. Students of Chinese are particularly urged to take these classes as a means of gaining per­ spective on traditional and modem Chinese lit­ 1. Minimum of 10 credits. 2. Must complete the following courses: 020, 0 2 1 ,0 3 3 or equivalent; at least one course in translation on modem Chinese literature/ film and one on premodem literature/culture. 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 o f work must be com­ pleted at Swarthmore. 5. One credit can be earned from another de- 259 Modern Languages and Literatures partment on a China-related subject with the approval o f the Chinese section. 6. Culminating exercise. C h in ese S tu dies 1. Minimum of 10 credits. 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 credits normally may be counted toward the major. 4. Minimum o f 6 credits of work must be com­ pleted at Swarthmore 5. Up to 3 credits can be earned from other de­ partments on China-related subjects with the approval o f the Chinese section. 6. Culminating exercise. C ou rse M in or in C h in ese 1. Minimum o f 5 credits o f work in courses numbered 004B and above. 2. A t least one course in classical or modem literature/culture/film in translation. 3. Minimum o f 3 credits of work must be com­ pleted at Swarthmore. 4. Study abroad in a program approved by the section is strongly recommended; transferred credits normally may be counted toward the minor. 5. O ne credit can be earned from another de­ partment on a China-related subject with the approval o f the Chinese section. 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. A special major in Chinese will consist o f exami­ nations in Chinese language, literature, and culture. Work done abroad may be incorporat­ ed where appropriate. Honors preparations in Chinese consist o f 2-credit seminars, designated pairs o f courses (or 1-credit attachments to des­ ignated 1-credit courses), or a 2-credit thesis. Senior honors study is mandatory and normally is done in the spring semester o f the senior year. Work is arranged on an individual basis, and candidates may receive up to 1 credit for com­ pletion o f the work. Honors examinations nor­ 260 mally will consist o f three three-hour written examinations and a 30-minute oral for each ex­ amination. Students of Chinese may also consider an hon­ ors major in Asian studies (see catalog informa­ tion 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 essentially are the same as those for the course minor. The honors preparation will consist of a 2-credit seminar or a designated pair o f courses (or a 1credit attachment to a designated one-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 re­ ceiving 0.5 credit for completion of the work. T h e honors examination normally will consist o f one three-hour written examination and a 30-minute oral examination. Students o f Chinese may also consider an hon­ ors minor in Asian studies (see under Asian studies). COURSES CHIN 001B-002B. Introduction to Mandarin Chinese Students who start in the 0 0 1 B -0 0 2 B se­ quence must complete 0 0 2 B to receive credit for 0 0 1 B . A n intensive introduction to spoken and writ­ ten Mandarin Chinese, with emphasis on oral practice. Designed to impart an active com­ mand of basic grammar. Introduces 350 to 400 characters and develops the ability to read and write in simple modem Chinese. 1.5 credits. CHIN 001B Foil 2004. Wu, Speidel. CHIN 002B S prin g2005. Speidel, Kang. CHIN 003B, 004B. Second-Year Mandarin Chinese Designed for students who have mastered basic grammar and 3 5 0 to 400 characters. Combines intensive oral practice with writing and reading in the modem language. Emphasis is on rapid expansion of vocabulary, idiomatic expressions, and thorough understanding o f grammatical patterns. Prepares students for advanced study at the College and in China. reports for oral presentation in Chinese before they present them in class. T h e class is conducted entirely in Chinese. Prerequisite: CH IN 004B or equivalent lan­ guage skills. 0 .5 credit. 1.5 credits. Foil 2004. Kang. CHIN 003B CHIN 012. Advanced Chinese Fall 2004. Kong, Kang. A multimedia course concentrating on greatly expanding skills in understanding and using modem Chinese in a broad variety of cultural and literary contexts, through a diversity of au­ thentic materials in various media, including the Internet. CHIN 004B Spring 2005. Kang. 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). A n intensive introduction to spoken and writ­ ten Mandarin Chinese, with emphasis on the development o f reading and writing ability. Prepares students for advanced studies at the College and in China. Prerequisite: Permission o f the instructor. 1 credit. N ot offered 2004—2005. CHIN 0 11. Third-Year Chinese Concentrates on strengthening and further de­ veloping skills in reading, speaking, and writing modem Chinese, through a diversity of materi­ als and media. This course is to be taken in con­ junction with CHIN 011 A. Classes are conducted in Chinese, with precise translation also a component. Prerequisite: CHIN 004B or equivalent lan­ guage skills. 1 credit. Fall 2004. Shen Dietrich. CHIN 011 A . Third-Year Chinese Conversation This 0.5-credit course meets once a week for 75 minutes and concentrates on the further devel­ opment of skills in speaking and listening through multimedia materials (including se­ lected movies and clips). Students are required to read chosen texts (including Internet mate­ rials and short stories) and prepare assignments all for the purpose o f generating discussion in class. Moreover, students will write out skits or Prerequisite: CHIN 011 or equivalent language skills. 1 credit. Spring 2005. Staff. CHIN 012A. Advanced Chinese Conveisation 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 mov­ ies 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 re­ ports for oral presentation in Chinese before they present them in class. T he class is conducted entirely in Chinese. Prerequisite: CHIN 011 and/or 011 A , or equiv­ alent language skills. 0 .5 credit. Spring 2005. Kang. CHIN 016. Substance, Shadow, and Spirit In Chinese Literature and Culture (Cross-listed as L1TR 016C H ) This course will explore the literary and intel­ lectual 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 reli­ gious dimension, disengagement, and the ap­ preciation of the natural world. T h e course also will address cultural and literary formulations of 261 Modern Languages and Literatures conduct and persona, and the expression o f in­ dividualism in an authoritarian society. students with strong Chinese language profi­ ciency. No prerequisites. 1 credit. A ll readings, writing, and discussion are in Chinese. F all 2004. Berkowitz. Prerequisite: CH IN 020 or its equivalent. CHIN 0 1 7 . The Legacy of Chinese Narrative Literature: The Story in Dynastic China Spring 2005. Kong. (Cross-listed as L ITR 017CH ) This course explores the development of di­ verse genres o f Chinese narrative literature through readings of original writings in transla­ tion. Readings include tales o f the strange, bi­ ographies and hagiographies, moral tales, detec­ tive stories, literary jottings, drama, novellas and novels, and masterworks o f the Chinese literary tradition throughout the centuries of imperial China. I credit. N ot offered 2 0 0 4 -2 0 0 5 . CHIN 018. The Classical Tradition in Chinese Literature (Cross-listed as L ITR 018C H ) Exploration of major themes, ideas, writings, and literary forms that have contributed to the development of 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. N ot offered 2 0 0 4 -2 0 0 5 . CHIN 020. Readings in Modern Chinese T h is course aims to perfect the student’s Mandarin Chinese skills and at the same time to introduce a few major topics concerning Chinese literature and other types o f writing since the May Fourth Movement. 1 credit. CHIN 023. Modern Chinese Literature: A New Novelistic Discourse (1918-1948) (Cross-listed as L IT R 023C H ) Modem Chinese literary texts created between 1918 and 1948, presenting a series of political, social, cultural, and ideological dilemmas un­ derlying 20th-century Chinese history. The class will discuss fundamental issues of moder­ nity and new literary developments under the impact of the May Fourth Movement. No previous preparation in Chinese is required. I credit. N ot offered 2 0 0 4 -2 0 0 5 . CHIN 025. Contemporary Chinese Fiction: Mirror of Social Change (Cross-listed as L ITR 025C H ) Literary narratives o f post-M ao China in trans­ lation. T h e selected stories and novellas articu­ late the historical specificity o f ideological dilemmas and cultural dynamics, in the imagi­ nary process of dealing with love, politics, sex, morality, economic reform, and feminist issues. A ll the readings are in English translation. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . CHIN 027. Women Writers in 20th-Century China (Cross-listed as L ITR 027CH ) F all 2004. Kong. This course will be a close study of the literature written by Chinese women, particularly focus­ ing on social, moral, political, cultural, psycho­ logical, and gender-related issues through their texts as well as on their writing styles and liter­ ary contributions to modem Chinese literature. T he 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. CHIN 021. Topics in Modern Chinese A ll the readings are in English translation. Reading and examination of individual au­ thors, selected themes, genres, and periods, for N ot offered 2 0 0 4 -2 0 0 5 . A ll readings, writing, and discussion are in Chinese. Prerequisite: Three years of Chinese or the equivalent. 1 credit. 262 I credit. i CHIN 033. Introduction to Classical Chinese CHIN 063. Comparative Perspectives: China in the Ancient World (Cross-listed as LING 033) (Cross-listed as L IT R 063C H ) This is an introductory course on reading one of the world’s great classical languages. Classical Chinese includes both the language o f China’s classical literature as well as the literary lan­ guage used for writing in China for well over two millennia until earlier this century. Com ­ plemented with readings in English about Chinese characters and about 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 par­ ticipation on the part of the student, with precise translation into English an integral component. Topics to be explored include obligation to self and society, individualism and the role o f with­ drawal, the heroic ethos, the individual and the cosmos, and the individual and gender roles. The course is conducted in English. The course is open to all interested students and has no prerequisites; no previous prepara­ tion in Chinese is required. 1 credit. Spring 2005. Berkowitz. CHIN 055. Contemporary Chinese Cinema: The New Waves (1984-2000) (Cross-listed as L1TR 055CH ) 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. T h e 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. N ot offered 2004 -2 0 0 5 . CHIN 056. History of Chinese Cinema (1905-1995) (Cross-listed as L ITR 056CH ) This course investigates Chinese cinema in its 90-year development throughout different political regimes and cultural milieus. Cinema in China, as a 20th-century cultural hybrid of West and East, reflects social change and intel­ lectual reaction, both collectively and individ­ ually, in a changing era. 1 credit. N ot offered 2004 -2 0 0 5 . No prerequisites; no knowledge o f Chinese is required. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . CHIN 066. Chinese Poetry (Cross-listed as L IT R 066CH ) T his course explores Chinese poetry and Chinese poetic culture, from early times to the present. Although readings and discussion will be in English, and no knowledge of Chinese will be expected, an integral component of the class will be learning how to read a Chinese poem and learning a number of poems in the original. 1 credit. Spring 2005. Berkowitz. CHIN 0 7 1. Invaded Ideology and Translated Modernity: A Comparative Study of Modern Chinese and Japanese Literatures at Their Formative Stages (1900-1937) (Cross-listed as L IT R 071CH ) This course will study selected Chinese and Japanese literary texts from the late 19th centu­ ry up to 1937 that illustrate the political, social, ideological, and cultural dilemmas underlying the modernization of the two neighboring na­ tions. T h e focus o f the course is on shared con­ cerns, such as the clash between tradition and modernity at both the national and personal levels; and on the transformative cultural inter­ changes between China and Japan during this era of modernization. A ll readings will be in English. 1 credit. N ot offered 2004—2005. CHIN 081. Transcending the Mundane: Taoism in Chinese Literature and Culture (Cross-listed as L ITR 081C H and RELG 081) Chinese civilization has been imbued with Taoism and Taoist topoi for some two-and-one- 263 Modem Languages and Literatures half millennia, from popular belief and custom to intellectual and literary culture. In addition to consideration o f the texts and contexts of both philosophical and religious Taoism, the class will examine the articulation and role of Taoism in Chinese literature and culture, and the enduring implications o f the Taoist ethos. A ll readings will be in English. Prerequisite: O n e introductory course on Chinese culture or religion or the permission of the instructor. 1 credit. Fail 2004. Berkowitz. CHIN 091. Special Topics in Chinese Literature and Culture in Translation (Cross'listed as L ITR 091C H ) CHIN 105. Topics in Traditional Chinese Literature 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . French T h e purpose o f the major is to introduce stu­ dents (1) to important periods and principal figures of literatures written in French and (2) to the diversity o f French-speaking cultures. It is intended to develop an appreciation of liter­ ary and cultural values, to provide training in critical analysis, and to foster an understanding of the socio-historical forces underlying these various literatures and cultures. 1 credit. Current Course and Honors Program N ot offered 2 0 0 4 -2 0 0 5 . A ll readings are in Chinese. French may be offered as a major or minor in the course program or as a major or minor in the Honors Program: a minor in French consists o f two external examinations. (See later for Honors Program.) Prerequisites for both course and honors students are as follows: 004, any course in the 012 sequence, the equivalent, or evidence o f special competence. Prerequisite: Four years o f Chinese or the equivalent. Recommended supporting subjects: See the in­ troductory departmental statement. I credit. A ll majors, including students preparing a sec­ ondary school certificate, are required to spend at least one semester abroad in the Grenoble Program. Programs o f study in other Frenchspeaking countries may be substituted on request and with the approval of the French section. CHIN 092. Special Topics in Chinese Literature and Culture in Chinese T h is course will concentrate on selected themes, genres, or critical problems in Chinese literature. N ot offered 2 0 0 4 -2 0 0 5 . CHIN 093. Directed Reading SEMINARS CHIN 103. Lu Xun and 20th-Century Chinese Literature This seminar is focused on topics concerning modernity, political/social change, gender, and morality through close -exam ination o f intel­ lectuals’ responses to the chaotic era reflected in their literature writings in 20th century China. Literary forms, styles, and changing es­ thetic principles are also included for discus­ sion. Literary texts, chosen from Lu Xun to Gao Xingjian, will be analyzed in a social and his­ torical context. 2 credits. Spring 2005. Kong. 264 Majors in the course and Honors programs, as well as minors in the Honors Program, are ex­ pected to be sufficiently proficient in spoken and written French to do all o f their Work in French (i.e., discussions and papers in courses and seminars, and all oral and written examina­ tions, including oral defense of the senior paper and Honors examinations). Course majors are required to (1) take eight ad­ vanced courses numbered 003B or above; (2) study abroad in Grenoble; (3) take at least one advanced course in literature before 1800; (4) take one advanced course with a Francophone component; (5) take one advanced course in civilization or culture; (6) take Special Topics in the fell of senior year; (7) write a senior re­ search paper, at least 30 to 40 pages long, on an area of concentration chosen in conjunction with the section (this area can be defined broadly in terms of a genre or theme as well as narrowly in terms of one author or text). This paper will form the basis of an oral examination given in the spring. T h e senior paper deadlines are as follows: Initial proposal and bibliography are due immediately after the fall break. T he first draff is due to the director immediately after Thanksgiving break. T he last draff is due to all French faculty by the end of spring break. The completed paper is due in mid-April. T he defense will take place in May. Students will be granted 1 credit for this work. gram of study in a French-speaking country. It is strongly recommended that they spend at least one semester abroad in Grenoble. Courses and seminars in literature before 1800 are marked with a *. Those with a Francophone component are marked with a #. Those in culture/civilization are marked with a +. 1. Major. A t least one advanced course in liter­ ature or culture (above FREN 0 1 2 C or FREN 012L). The department also offers courses in French literature in translation, but no more than one such course may count to satisfy the require­ ments in the major. T h e French section is also offering an interdisciplinary minor in Franco­ phone studies in cooperation with other depart­ ments. See the Francophone Studies section for descriptions of programs and requirements. Minor in Course Requirements 1. Complete 5 credits in courses or seminars numbered 004 or above. Four of these credits must be completed on the Swarthmore cam­ pus. Note that Advanced Placement credits won’t count toward the minor. 2. Complete at least a six-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. 3. Complete FREN 091: Special Topics in the fall semester of the senior year. Honors Program R equ irem en ts 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). A ll majors in honors must complete at least one semester of study abroad in a French-speaking country. Minors must complete at least a six-week pro­ Candidates are expected to have a B average in course work both in the department and at the College and to have demonstrated interest in and aptitude for the study of literature or cul­ ture in the original language. P rereq u isites To demonstrate the linguistic and analytical abilities necessary for seminar work, students must take the following before taking a seminar: 2. Minor. A t least two advanced courses in lit­ erature or culture (above FREN 012C or FREN 012L). P rep a ration s Majors in the Honors Program must do three preparations (consisting of 6 units o f credit). Two of the preparations must be done through seminars. T h e third preparation may be a semi­ nar, a 2-credit thesis, or two paired courses cho­ sen from a list available from the department. Minors must do a single 2-credit seminar. Senior Honors Study (SHS) (FR EN 1 9 9 : SHS is optional.) 1. Seminar preparation. A t the end of the fall term, students will be given a list o f questions related to the seminar. They will choose one question for each seminar and prepare a 2,500- to 4,000-word paper in French in re­ sponse to that question. T h e 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 her own. T h e essays must be submitted to the department the first day of the written examinaton period, to be forwarded to the examiner. T h e paper will form part of the student’s portfolio. 2. P aired cou rse preparation . A one-page prospectus on a topic that addresses and in­ tegrates 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. O nce the prospectus has been approved, the 265 Modem Languages and Literatures 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. T h e essays must be submitted to the department the first day o f the written exam period, to be forwarded to the examiner. T he paper will form part o f the student’s portfolio. Mode of Exam ination A three-hour written examination and a onehalf-hour oral examination, both in French, will be required for each preparation. P o rtfolio 1. T h e syllabus of the seminar or paired courses. 2. T h e SH S paper if the student chooses to complete SH S. o f a nation represent its changing postwar soci­ ety? Through our study o f literature, film, and popular culture, we will identify the important themes of France’s socio-cultural changes from the Liberation through 1968. Topics include the Nouveau Roman, the French New Wave, and the uprisings of May 1968. 1 credit. F all 2004. Yervasi. FREN 004. Advanced French: Nouvelles voix françaises Transformations in French culture, literature, and society will be explored through literary texts as well as films, television programs, and the press. Particular attention will be paid to perfecting analytical skills in written and spo­ ken French. 1 credit. Spring 2005. Netter. COURSES N ot all advanced courses are offered every year. Students wishing to major or minor in French should plan their program in consulta­ tion with the department. * = Pre-1800 # = Francophone + = Culture/civilization FREN 001B-002B, 003B. Intensive French Students who start in the 0 0 1 B -0 0 2 B se­ quence must complete 0 0 2 B to receive credit for 0 0 IB . For students who begin French in college. Designed to impart an active command o f the language. Combines the study of grammar with intensive oral practice, writing, and readings in literary and expository prose. 1 .5 credits. FREN 001B F all 2004. Moskos, Netter, Cherel. FREN 002B Spring 2005. Moskos, Netter, Cherel. FREN 003B FREN 004A. 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 presently o r previous­ ly in FREN 004 or the equivalent Placement Test score. 0 .5 credit. F all 2004 and spring 2005. Cherel. FREN 012C. Introduction à la France contemporaine*# In this course students will be introduced to contemporary French society and culture. The course will be structured around thematic clus­ ters such as: “Les Philosophes et la Révolution au 18e Siècle,” “Le 20e Siècle après la deuxième guerre mondiale,” “La Décolonisation et la guerre d’Algérie,” “La Francophonie,” “Di­ lemmes contemporains,” “Regards croisés France/USA.” A t the end of the semester, stu­ dents should have gained both a solid founda­ tion to comprehend and discuss contemporary France in its broader characteristics, and a cross-cultural perspective on the different issues discussed in the course. FREN 004. Advanced French: La France: société en voie de transformation Prerequisite: FREN 004, a score o f 675 on the College Entrance Examination or 5 on the AP examination, or the equivalent with special permission. How does one document a society undergoing transformation? How does the cultural output Spring 2005. Anyinefa. F all 2004. Yervasi, Netter, Cherel. 266 1 credit. FREN 012C. French and Francnphone Cultures#«Prerequisite: FREN 004, a score of 675 on the College Entrance Examination or 5 on the A P examination, or the equivalent with special permission. 1 credit. N ot offered 2004—2005. Spring 2006. Blanchard. FREN 012L. Introduction à l’ analyse littéraire Close reading of various texts (poetry, theater, and prose) from and beyond the Hexagon as an introduction to the central concepts and modes of literature and literary analysis in French. In connection with the mini-conference examin­ ing Francophone studies and film at Swarthmore College in the fall 2004, readings will in­ clude some classical and more contemporary texts in film or theatre. Prerequisite: FREN 004, a score o f 675 on the College Entrance Examination or 5 on the AP examination, or the equivalent with permission. 1 credit. Fall 2004. Rice-Maximin. Fall 2005. Blanchard. N ote: 012L or 01 2 C is required to take any other French literature or culture courses. FREN 022. Le Cinéma français: Le Cinéma de la ville The history of French cinema is closely en­ meshed 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 o f the French cine­ matic representations o f the city in the culture of the modem urban. This course will focus on film aesthetics and close analysis o f film texts. 1 credit. N ot offered 2 0 0 4 -2 0 0 6 . FREN 023. Topics in French Civilization#+ 1 credit. N ot offered 2 0 0 4 -2 0 0 6 . FREN 024. Mysticisme et littérature maghrébine 1 credit. N ot offered 2004-2006. FREN 025. Introduction au monde francophone#«(Cross listed with black studies) T his introductory course to Francophone stud­ ies will examine the French-speaking world and the historical relations among Francophone countries through the study of African cinema. From the early films of Senegalese director Sembene to the recent multi-nation co-produc­ tions of such directors as Bekolo, Mambety, Peck, and Ngangura, among others, we will focus on comparative analyses between films from different African nations. 1 credit. Spring 2005. Yervasi. FREN 028. Francophone Cinema: Configurations of Space in Postcolonial Cinema (Cross-listed as L IT R 028F, with film and media studies and black studies) W e will examine historical and social displace­ ment and mobility through narrative technique and themes in West African cinema. Films en­ gage contemporary issues of diasporic cultures, immigration, and politics as they allow us to question the representations of space and map­ ping; sex and mobility; class and geography; violence, national identity, and desire. Discus­ sions will center on both metaphorical and physical displacement. 1 credit. N ot offered 2004—2006. FREN 030. Topics in 17th - and 18th-Century Literature: L’ invention de la modernité féminine en France By reading two plays from the works of Molière, a selection of texts pertaining to controversies on the role of women in society, and then ex­ amining three iconic figures of the early mod­ em woman (the mystic, the witch, and the shepherdess), we will first locate the gendered conception of knowledge that prevails at the origins o f modernity. W e will continue our in­ vestigation into the cultural history of women by studying how women writers— notably in novels, conversations, letters, fairy tales, and historical memoirs— defined a literary space that helped them in challenging the status quo. Reading materials will include texts from Madame de Lafayette, Madame de Sévigné, and Diderot. 267 Modem Languages and Literatures 1 credit. N ot offered 2 0 0 4 -2 0 0 6 . ama Ba; Cheikh A nta Diop, and Sidy Lamine Niasse. FREN 033. Fictions d’enfance#* 1 credit. (Cross-listed with black studies) Spring 2005. Mbaye. Study o f the experiences o f French-speaking peoples as reflected in various coming-of-age literary texts by Zobel, Condé, Pineau, Max­ imin, Saint-John Perse, Ollivier, Lahens, Dom­ inique, Ferraoun, Sebbar, Le Clézio, Lefèvre, Carrier, Laye, Bugul, and Salvayre, among others. I credit. FREN 040. Théâtre français: pouvoir et résistance** N ot offered 2 0 0 4 -2 0 0 5 . Spring 2006. Rice-Maximin. FREN 036. Poésies d’ écritures françaises#* (Cross-listed with black studies) A thematic study of poetry with an emphasis on both pre-18th-century hexagonal and contem­ porary A frican, Caribbean, Guyanese, and Haitian authors. 1 credit. F all 2004. Rice-Maximin. N ot offered 2 0 0 5 -2 0 0 6 . (Cross-listed with interpretation theory) T he course will explore the works of Molière and Voltaire, among others, to provide a ge­ nealogy o f the French Revolution. 1 credit. N ot offered 2004 -2 0 0 6 . FREN 060. Le Roman du XIXe Siècle A study o f the main themes and technical in­ novations in narrative fiction as it reflects an age of great sociopolitical change. Based pri­ marily on novels o f Stendhal, Balzac, Haubert, and Zola. 1 credit. Spring 2005. Moskos. FREN 061. Odd Couplings: Writing and Reading Across Gender Lines FREN 037. La Ville occidentale dans la littérature francophone# A comparative study o f texts by. men and women interrogates the role played by genderidentity construction in writing and reading. 1 credit. T his course is taught in French. F all 2005. Staff. 1 credit. FREN 030. Littératures francophones et cultures de l’ immigration en France#* Spring 2005. Moskos. (Cross-listed with black studies) T h e trauma o f the Revolution o f 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 per­ sonal dislocations. 1 credit. N ot offered 2004—2005. FREN 039. Société, culture et économie politique dans la littérature de l’Afrique de l’0uest#+ FREN 062. Le Romantisme (Cross-listed with black studies) 1 credit. This course will focus on the interface between culture, politics and economics in Francophone W est Africa through an examination o f fiction­ al and non-fictional texts o f the post indepen­ dence period. Emphasis will be on the social and cultural factors o f economic development. Topics will include the political and economic history o f the region; the roles o f traditional African culture, Islam, and past and continuing French influence; and popular culture, music, and art. Readings will include Cheikh Amidou Kane, Ousmane Sembène, Aimé Césaire, M an­ N ot offered 2 0 0 4 -2 0 0 6 . 268 FREN 065. Poésie de la modernité de Baudelaire aux Surréalistes Poetic texts o f the 19th and 20th centuries will be our guide to analyses of the phenomenon of urban modernity and o f poetic vision at key his­ torical moments. T he study of poems, historical documents, photography, and film will help es­ tablish connections between poetic writing and other arts. Students will improve their written and oral expression in French as they develop a writing practice. This course is taught in English. 1 credit. 1 credit. N ot offered 2004—2006. N ot offered 2004—2006. FREN 066. Mode, modernité, littérature FREN 072. Le Roman du XXe Siècle: Women in the Literary Field Based on works by 18th- and 19th-century au­ thors (including a novel by Emile Zola, poems by Baudelaire, fashion journalism, and histori­ cal documents on costumes), our inquiry will define how French fashions and tastes reveal the relation between texts, economic realities, and gender in the age of the Enlightenment and the industrial revolution. 1 credit. N ot offered 2004—2006. FREN 067. IWentieth-Century French Theater: Reading and Performance This course focuses on the study o f French the­ atre and performance. Topics include re-writings of classical models; allegories of war; explo­ rations of sexual, racial, ethnic identities and of such leading philosophies as existentialism and surrealism; and new forms of dramatic expres­ sions and theatrical experience. Readings will include plays and essays by Anouilh, Artaud, Beckett, Cixous, Cocteau, Genet, Ionesco, and Sartre. 1 credit. Not offered 2 0 0 4 -2 0 0 6 . FREN 070F. Caribbean, Guyanese, and French Civilizations and Cultures#-!(Cross-listed with black studies and as L ITR 070F) I Study of the history of the French overseas de­ partments with collateral readings of literary texts. In this in-depth study o f the novel in France, we look at how women’s writing in the literary field participates in and reflects the changing cultural and sociopolitical movements through­ out the century. Topics will include gender rep­ resentation, social constructions of femininity, and theories of feminisms. Readings will be drawn from the works o f Colette, Simone de Beauvoir, C harlotte Delbo, A ssia Djebar, Marguerite Duras, Christiane Rochefort, Fran­ çoise Sagan, Nathalie Sarraute, Leila Sebbar, and Monique Wittig. I credit. N ot offered 2 0 0 4 -2 0 0 6 . FREN 073. Roman et cinéma: Revolutionizing Everyday Life In this course, we will focus on French novels and films as they reflect, reinforce, and critique French society from the early 1950s through the end o f the 1960s. W e will study fiction and film in relation to modernization, decoloniza­ tion, and the growing discontent of youth cul­ ture in 1960s with theoretical guidance from Henri Lefebvre and the Situationnistes. Close readings of fiction and films will allow us to draw conclusions about the relationship of new cultural movements— consumer culture, radical political movements, youth culture, and the women’s movement— to France and French society. 1 credit. 1 credit. N ot offered 2 0 0 4 -2 0 0 6 . N ot offered 2004—2006. FREN 075F. Haiti, the French Antilles, and Guyane in Translation FREN 071F. French Critical Theory: From Foucault to Baudrillard (Cross-listed as L IT R 071F and with interpreta­ tion theory) An introduction to the major thinkers of postmodernity (Barthes, Lacan, Foucault, Derrida, and Baudrillard). W e will read at the crossroads of literature, philosophy, the history of science, and art to examine how the question of visual perception and representation has informed the critique of traditional conceptions of the textu­ al sign. (Cross-listed as L IT R 075F and with black studies) Study o f literary texts from Guadeloupe, Guyane, H aïti, and Martinique and their rewri[gh]ting of the local colonial history. Writers will include A . and I. Césaire, Condé, Glissant, M axim in, Ollivier, Roumain, Schwarz-Bart, W am er-Vieyra, and Zobel, among others. 1 credit. N ot offered 2 0 0 4 -2 0 0 6 . 269 Modem Languages and Literatures FREN 075F. French Language Attachment to Haiti, the French Antilles, and Guyane in Translation 1 credit. N ot offered 2 0 0 4 -2 0 0 6 . FREN 076. Ecritures au féminin# (Cross-listed with black studies and women’s studies) A study of the work of women from Africa, the Caribbean, France, and Vietnam. Material will be drawn from diverse historical periods and genres. 1 credit. N ot offered 2 0 0 4 -2 0 0 6 . FREN 0 77. Prose Francophone: littérature et société#+ sect with discussions o f French and Franco­ phone culture, history, and film in this course on contemporary and modem theatre. Read­ ings will include early 20th-century theater and film through the contemporary work of Théâtre du Soleil. 1 credit. F all 2004. Yervasi. FREN 093. Directed Reading FREN 096. Thesis SEMINARS FREN 102. Baroque Culture and Literature: The Comic World of Molière* (Cross-listed with black studies) (Cross-listed with interpretation theory) Close readings and discussions o f works from the first and the new generations o f writers from the Francophone world. Topics will include the impact of the oral tradition, aesthetics, politics, identity, and the role of the writer. T h e seminar is designed to acquaint students with the major works of Molière and 17th-cen­ tury French culture. We will investigate his po­ litical relationship with Louis X IV at Versailles, the discourse on early modem feminism of the précieuses and fem m es savantes; the critique of religious hypocrisy, and the influencé o f early modem notions o f anthropology (most notably medicine) on Molière’s representation o f iden­ tity. These aspects will be brought forward through close attention to the poetics of come­ dy and court spectacles. 1 credit. N ot offered 2 0 0 4 -2 0 0 6 . FREN 078. Théâtre, conscience et société#+ (Cross-listed with black studies) Close examination of plays and their staging from and beyond the Hexagon. 1 credit. 2 credits. N ot offered 2 0 0 4 -2 0 0 6 . N ot offered 2 0 0 4 -2 0 0 6 . FREN 104. Le Reman du XIXe Siècle FREN 079F. Scandal in the Ink: Queer Traditions in French Literature 2 credits. (Cross-listed as L IT R 079F) In this course, we will use contemporary lesbian/gay/queer theory to reconsider French lit­ erary traditions. Writers will include Nicole Brossard, C o lette, M ichel Foucault, Jean G enet, André Gide, Hervé Guibert, Guy Hocquenghem, Violette Leduc, Marcel Proust, and Monique W ittig. Christiane Rochefort and Renée Vivien, among others. 1 credit. N ot offered 2 0 0 4 -2 0 0 6 . FREN 091. Special Tonics: Théâtre moderne: mise-en-scene de l’ identité Close readings of French-language plays inter­ 270 F all 2005. Moskos. FREN 105. Proust 2 credits. N ot offered 2 0 0 4 -2 0 0 6 . FREN 106. L’Expérience poétique: romance et mélancolie In this course, we will examine poetry of modernity and the city. W e will examine how the city’s complexities— its development, cul­ tures, revolutions, and inhabitants— contribute to a poetic vision that is reflected in the texts of 19th and 20th century’s major and minor writ­ ers of the French-speaking world. Poets include Baudelaire, Rimbaud, Apollinaire, and the Sur­ realists, among others. 2 credits. FREN 1 1 1 . Espaces francophones#+ Spring 2005. Yervasi. 2 credits. F R E N 108. Le Roman du XXe Siecle: romans modernes et contemporains N ot offered 2004—2006. From realism to the nouveau roman to experi­ mental writing, from Proust to Pennac, this course looks at the interconnections between novels and history, visual culture, and theoreti­ cal questions of representation. Discussions will center on thematic developments of these in­ tersections, and readings will be taken from a wide selection of writers from throughout the 20th and 21st centuries. FREN 1 1 2 . Ecritures francophones: fiction et histoire dans le monde francophone#+ (Cross-listed with black studies) Historical and literary examination o f texts from Africa, the Caribbean, and Vietnam. 2 credits. N ot offered 2 0 0 4 -2 0 0 6 . FREN 1 1 3 . Voyage et littérature 2 credits. 2 credits. N ot offered 2004—2006. N ot offered 2 0 0 4 -2 0 0 6 . FREN 109. Le Romantisme FREN 1 1 4 . Théâtre d’écritures françaises* The trauma of the Revolution o f 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 per­ sonal dislocations. Particular attention will be paid to questions of gender and power. 2 credits. Fall 2004- Moskos. Not offered 2 0 0 5 -2 0 0 6 . FREN 110 . Histoires d’fles#+ (Cross-listed with black studies) Through the study of poetry, prose, theatre, non-fictional texts and films from and about the French Antilles, Guyane and Haiti, we will examine the re-writing o f the French colonial narratives by ]. Metellus, E. Trouillot, S. Schwarz-Bart, E. Glissant, B. Dadi6, V. Placoly, A. Cesaire, M. Vieux, E. Moutoussamy, G . Dambury, M. Conde, I. Cesaire, L-G . Damas, D. Maximin, and M. Jeanne, among others. 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 for­ mer colonial power; the poetics of memory and the identity quest; the styles and techniques used by the writers to translate the complexity of the new Caribbean consciousness; and the dialogue with Africa, France, and the Americas. (Cross-listed with black studies) A close examination of plays in French, from and beyond the Hexagon. Topics discussed will include representation of collective conscious­ ness, myths and politics in post/neocolonial sit­ uations, theater and therapy, rituals and subver­ sion, 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 . Schwarz-Bart, and collateral read­ ings by Shakespeareand Sophocles, and theo­ retical texts by Fanon, Césaire, A shcroft, Glissant, Ha, Ubersfeld and others. 2 credits. N ot offered 2004—2005. Spring 2006. Rice-Maximin. FREN 1 1 5 . Paroles de femmes# (Cross-listed with black studies and women’s studies) 2 credits. Close reading of texts of women writers from Africa, France, the French Antilles, and Viet­ nam. Love relationships being one common theme, we will particularly focus on their cul­ tural, feminist, aesthetical, and literary differ­ ences, among other topics o f discussion. Authors include: M. Bâ, G . Sand, S . SchwarzBart, V. Tadjo, L. Lê, M. Wamer-Vieyra, M. Duras, Mme. de la Fayette, W. Liking. N ot offered 2 0 0 4 -2 0 0 6 . 2 credits. N ot offered 2004—2006. 271 Modem Languages and Literatures F R E N 1 16 . La Critique littéraire: Racine, Rousseau, Baudelaire, Proust This seminar’s first and principal goal is to fos­ ter a direct and in-depth discussion of the works o f four major figures o f French literature. Readings include: Racine’s Phèdre, the autobi­ ography o f Rousseau titled L es C onfessions, Baudelaire’s poetic masterpiece L es Fleurs du m al, and the first tome of A la Recherche du temps perdu. W e will also define the principal strands of thought in French literary criticism by supplementing the core readings with a se­ lection o f crucial studies on these four authors. 2 credits. N ot offered 2 0 0 4 -2 0 0 6 . FREN 180. Honors Thesis FREN 199. Senior Honors Study * = Pre-1800 # = Francophone + = Culture/civilization G erm an 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 conduct­ ed in German. Students are expected to be suf­ ficiently proficient in German to do written and oral work in German. To this end, we strongly advise students to spend an academic semester in a German-speaking country before their senior year. Major in Course Requirements 1. Completion o f a minimum o f 8 credits in courses numbered 003B and above. 2. O ne of the 8 credits may be taken in English from among the courses on German litera­ ture listed in the catalog under Literature in Translation (e.g., L1TR 037G ). 3. Seniors in course are required to (a) take G ERM 091: Special Topics; (b) submit a bibliography of 20 works to form the basis of a discussion and an extended, integrative paper (approximately 15 double-spaced 272 pages in length) on a general literary topic agreed to by the section. This paper, due be­ fore the date for the comprehensive exami­ nation, is complemented by a discussion of the paper with members o f the section, in German. 4. Majors in course are encouraged to enroll for at least one seminar in the junior or senior year. (See the note on enrolling in seminars.) 5. A fter studying abroad, majors must take two additional German classes. Minor in Course Requirements Students must complete 5 credits in courses and seminars numbered 004 or above. O f these courses, GERM 091: Special Topics, is required. Students are strongly encouraged to spend a se­ mester in Germany or at least participate in a summer program in a German-speaking coun­ try. O f the classes taken abroad, a maximum of 2 credits will count toward the minor. Honors Program in German Requirements Majors and minors in the Honors Program are expected to be sufficiently proficient in spoken and written German to complete all their work in German. A ll majors and minors in honors are strongly advised to spend at least one se­ mester o f study in a German-speaking country. Candidates are expected to have a B average in course work both in the department and at the College. P rerequisites Majors: G ERM 013. Minors: G ERM 013 and one course, numbered 050 or above. Preparations Majors will prepare for examinations by taking three seminars. W ith 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. SH S and M ode of Exam ination For SH S, students are required to present an annotated bibliography o f 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 respec­ tive instructor(s) o f the seminars being exam­ ined by February 15 to discuss their planned bibliography and to meet with the instructors for a second time when the approved bibliogra­ phy is handed in by May 1. T he annotated bib­ liography, which carries no credit, will be added to course syllabi in the honors portfolio. T he honors examination will take the form o f a three-hour written examination based on each seminar and its SH S preparation as well as a one-hour oral panel examination based on the three written exams for majors or a 30- to 45minute oral examination for minors. COURSES Not all advanced courses or seminars are offered every year. Students wishing to major or minor in German should plan their program in con­ sultation with the section. A ll courses num­ bered 050 and above are open to students after GERM 013. (See note on enrolling in seminars.) GERM 001B-002R, 003R. Intensive German Students who start in the 0 0 1 B - 0 0 2 B se­ quence must complete 0 0 2 B to receive credit for 0 01B . For students who begin German in college. Designed to impart an active command of the language. Combines the study of grammar with intensive oral practice, writing, and readings in expository and literary prose. See the explana­ tory note on language courses above. Normally followed by 004, 013, or 014. 1.5 credits. GERM 001R Fall 2004. Werlen, Plaxton. GERM 002R Spring 2005. Werlen, Plaxton. GERM 003B Fall 2004. Simon, Plaxton. GERM 004. Advanced Conversation and Composition Emphasis is on the development of commu­ nicative skills in speaking and writing. Selected readings of general interest include newspaper and magazine articles, radio and T V programs, films as well as some literary texts. Recom ­ mended for students who plan to study in a German-speaking country. May be counted toward the major and minor in German and the concentration in German studies. 1 credit. Spring 2005. Simon. GERM 005A. German Conversation A 0.5-credit conversation course, concentrat­ ing on the development of the students’ speak­ ing skills. Prerequisite: G ERM 004 in a current or a pre­ vious semester or the equivalent Placement Test score. 0 .5 credit. Spring 2005. Plaxton. GERM 013. Introduction to German Literature Survey of German literature from the 18th cen­ tury to the present, focusing on themes of mys­ tery, deception, and searching, especially in re­ lation 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-Hülshofif, Kafka, Brecht, Dürrenmatt, and Wolf. Students will develop speaking and writing skills through short assignments intend­ ed to familiarize them with the vocabulary of literary analysis in German. 1 credit. F all 2004. Werlen. GERM 014. Introduction to German Studies This introduction to the interdisciplinary field of German Studies will focus on the major so­ cial, political, historical, and philosophical events and debates in the postwar era. From the “Teilung,” the “Wiederhewaffnung” in the Adenauer era, the student protest of 1968, women’s emancipation and German terrorism in the 1970s, the impact of the Holocaust miniseries, the “H istorikerstreit,” the “Gastarbeiter-Problem,” Germ an-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 an- 273 Modem Languages and Literatures layze how German “culture” is defined and what it has become since 1945. For honor students, this class together with an attachment counts as an honors preparation. 1 credit. Topics change each year and include (partial list): Spring 2005. Simon. GERM 054. Postwar German Cinema (Cross-listed as L IT R 054G ) A study of German Cinema from the “rubble films” o f the immediate postwar period through the advent of the New German Cinema in the ’60s to the present state o f German film in the “postwall” era. • Frauen und Film • Populärliteratur • Nietzsche and/in Literature • T h e Rom antic Tradition • Die deutsche Postmodeme • Hören, Lesen, Sehen: die deutsche Medienlandschaft 1 credit. • Literatur und Kultur der DDR N ot offered 2 0 0 4 -2 0 0 5 . • Gegenwartsliteratur GERM 055. Film and Literature in Weimar Germany • Contemporary Literature of German-speak­ ing Countries (Cross-listed as L ITR 055G ) Topic fo r spring 2005: i credit. Desires of Belonging: Germany and Diaspora Cultures N ot offered 2004—2005. GERM 066. Gegenwartsliteratur (Cross-listed as G ERM 091) In this course, we will read a wide variety of texts representing the literary production of German speaking countries from the mid ’90s until the present. T h e selected texts are meant as buoys in the vast sea o f recent literature, marking thematic and stylistic preoccupations of contemporary authors. W e will analyze and discuss texts from various literary genres. 1 credit. N ot offered 2004—2005. GERM 068. History of German Film (Cross-listed as L IT R 068G ) T his course will be a thorough introduction to German film history from its inception in the late 1890s until the present. It will include an examination of early, “primitive” German cine­ ma, expressionist film, the film o f the avantgardes in the ’20s and ’30s, fascist cinema, post­ war “rubble” films, the “young German film of the ’60s and its developments into the New German Cinema of the ’70s. Also included will be a section on East German film, both before and after the fall o f the wall. Taught in English. 1 credit. N ot offered 2004—2005. GERM 091. Special Topics Advanced literature and culture course in G er­ man required for all German majors and minors. 274 This course will focus on diasporic texts (in­ cluding fiction, essays, autobiography, docu­ mentary and feature film) produced in German­ speaking countries that represent a conscious effort to transmit cultural heritages of home­ lands left behind through acts o f personal and collective memory. W e will study exile as expe­ rience and metaphor in the context of our modernity and examine the structures of rela­ tionship between imagined/remembered home­ lands and transnational identities as well as the dialectics o f language loss and bi- a111) multi­ lingualism. A t the beginning and end o f our course, we will explore literary representations of diaspora and exile that lay bare the traumatic outlines of European history, more specifically, the tragic vicissitudes of German-Jewish history. Another important component o f the course will be a se­ ries o f recent films that have at their center questions of national and ethnic identity, cul­ tural and linguistic heritage, and community and personal memory. Exclusionary representa­ tions of others are articulated and critically an­ alyzed in feature, documentary, and essay films by foreign directors working in German speak­ ing countries. Primary texts, secondary literature, and films used in the course include texts by Robert Menasse, W.E. Sebald, E.S. Özdamar, Zafer Senocak, Rafik Scham i, Libuse Monikova Herta Müller, and José Oliver. Critics read will include Iain Chambers, Thom as Elsaesser, Sabine Hake, A m in M aalouf an d Hamid Naficy. Theoretical background includes texts by W. Benjamin, S . Freud, G . Deleuze, F. Guattari, J. Lacan, S. Zizek. W e will view films by Fatih Akin, Yilmaz Arslan, E.K. Ataman, Tevfik Baser and Harun Farocki. the connection between gender and the urban landscape, the pursuit of pleasure and the at­ tempt to scientifically explore human sexuality, and the conflict between avant-garde experi­ mentation and the disintegration of political liberalism. N ote: T he site of this course will alternate be­ tween Bryn Mawr and Swarthmore colleges. N ot offered 2 0 0 4 -2005. 1 credit. Spring 2005. Seyhan, Werlen. GERM 093. Directed Reading SEMINARS Five German seminars are normally scheduled on a rotating basis. Preparation of topics for hon­ ors may be done by particular courses plus at­ tachments only when seminars are not available. N ote: Students enrolling in a seminar are ex­ pected to have done the equivalent of at least one course beyond the G ERM 013 level. 2 credits. GERM 110 . German Literature After World War II T he aim of the seminar is to acquaint students with literary developments in the Germanspeaking countries after the end o f World War II. T h e survey of texts will address questions of “Vergangenheitsbewaltigung” and social cri­ tique in the 1950s, the politicization of litera­ ture in the 1960s, the “Neue Innerlichkeit” of the 1970s, and literary postmodemity of the 1980s. W e will also study the literature of the German Democratic Republic and texts dealing with post-wall, unified Germany. Authors in­ cluded are Boll, Eich, Grass, Frisch, Bachmann, Handke, Bernhard, Jelinek, Strauss, Wolf, Delius, Plenzdorf, Siiskind, and Menasse. GERM 104. Goethe und seine Zeit 2 credits. A study of G oethe’s major works in the context of his life and times. N ot offered 2 0 0 4 -2 0 0 5 . 2 credits. GERM 1 1 1 . Genres Fall 2004. Werlen. This seminar will explore in depth a particular genre of literary and media production. GERM 105. Die deutsche Romantik Scheduled topics include the following: 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 Rom antic aesthetics and poetics, including the influence of German Idealism. • Deutsche Lyrik 2 credits. 2 credits. Not offered 2 0 0 4 -2 0 0 5 . N ot offered 2 0 0 4 -2 0 0 5 . GERM 108. Wien und Derlin GERM 199. Senior Honors Study • Popularliteratur • Der deutsche Film • Das deutsche Drama • Der deutsche Roman (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-Schiiler, Richard Strauss, Arnold Schönberg, and Adolf Hitler. This course will examine the multiple tensions that character­ ized “fin-de-sibcle” Vienna and Berlin, such as Japanese Courses in Japanese language, literature, and culture may be combined with courses taken at Haverford and with study abroad toward a spe­ cial major or a minor in Japanese studies or may be counted toward a major or minor in Asian studies (see Asian studies). Interested students should consult with the section head o f Jap­ anese or with the chair of Asian studies. 275 Modern Languages and Literatures COURSES JPNS 001B-002B. Introduction to Japanese Students who start in the 00 IB -00 2 B se­ quence must complete 0 0 2 B to receive credit for 001B. This intensive introduction to Japanese at­ tempts to develop the four language skills of speaking, writing, listening, and reading. Spoken component will cover both formal and casual forms o f speech; the written component will introduce the hiragana and katakana syl­ labaries; and about 200 kanji characters. 1.5 credits. JPNS 001B. F all 2004. Jo, Suda. JPNS 002B. Spring 2005. Jo, Suda. JPNS 003B-004B. Second-Year Japanese Combines intensive oral practice with writing and reading in the modem language. T he course attempts to increase students’ expressive ability through the introduction of more ad­ vanced grammatical patterns and idiomatic ex­ pressions. Introduces students to authentic written texts and examples of Japanese expres­ sion through several media. T h e course will in­ troduce approximately 3 00 new kanji charac­ ters in addition to the 200 covered in JPN S 0 0 1 B -0 0 2 B . 1.5 credits. JPNS 003B. F all 2004- Gardner, Jo. JPNS 004B. Spring 2005. Gardner, Jo. JPNS 005A. Japanese Conversation This course attempts to improve students’ com­ mand of spoken Japanese at the intermediate level. It meets for 9 0 minutes each week. Can be repeated for credit. Prerequisite: Concurrent enrollment in JPN S 003B -004B or the permission of the instructor. 0 .5 credit. Not offered 2 0 0 4 -2 0 0 5 . JPNS 012-013. Third-Year Japanese This 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 appli­ cation o f language skills in diverse linguistic contexts. It will combine oral practice with reading, viewing, and discussion of authentic materials including newspaper articles, video clips, and literary selections. Students will con­ tinue to develop their expressive ability through use of more advanced grammatical pat­ terns and idiomatic expressions, and will gain practice in composition and letter writing. The course will introduce approximately 300 new kanji characters in addition to approximately 500 covered in first and second-year Japanese. Prerequisite: Completion of JPN S 004B or demonstration of equivalent language skills. This course must be taken together with JPNS 012A/JPNS 013A , which will provide addi­ tional opportunities for application and exten­ sion of newly acquired skills. 1.5 credits. Fall 2004. Suda. Spring 2005. Gardner. JPNS 0 1 7 . Introduction to Japanese Culture: The Cosmology of Japanese Drama (Cross-listed as L IT R 017J) This course will provide an introduction to Japanese culture through a study of its three great dramatic traditions: Noh masked drama, Bunraku puppet theater, and Kabuki. These fas­ cinating and distinctive dramatic forms offer a microcosm of Japanese religion, history, litera­ ture, and visual aesthetics. In our course, we will explore how the Japanese stage becomes a pathway between human beings and the super­ natural, and between present times and the leg­ endary past. T h e course will proceed through readings of plays, aesthetic treatises, and articles on the cultural and historical contexts of Japanese drama. Screenings of theatrical perfor­ mances and films based on classic plays will offer a glimpse o f the continuing legacy of these dramatic forms. No previous knowledge of Jap­ anese language, history, or culture is required. 1 credit. F all 2004- Gardner. 276 JPNS 024. Japanese Film and Animatinn (Cross-listed as L IT R 024]) This course offers a historical and thematic in­ troduction 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 o f developing a deeper understanding of formal and thematic issues. A separate unit will consider the postwar develop­ ment of Japanese animation (anime) and its special characteristics. Screenings will include films by Ozu, Mizoguchi, Kurosawa, Imamura, Kitano, and Miyazaki. 1 credit. Not offered 2 0 0 4 -2005. JPNS 0 4 1J. Fantastic Spaces in Modern Japanese Literature ing of the prevailing ideologies and intellectual struggles of wartime and postwar Japan, as well the experiences o f individuals living through the cataclysmic events of mid-century. 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 cen­ sorship; the atomic bombings o f Hiroshima and Nagasaki; Japanese responses to the Occupa­ tion; and the war in postwar memory. The course readings and discussions will be in English. Prerequisite: H IST 075 or instructor’s permission. 1 credit. Spring 2005. Gardner. JPNS 094. Independent Study JPNS 180. Thesis 1 credit. F all 2004 and 2005. Gardner. (Cross-listed as L IT R 041J) As Japanese society has transformed rapidly in the 20th century and beyond, a number of au­ thors 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 story-telling itself. In this course, we will consider the use of antirealistic 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, A be K6b6, Kurahashi Yumiko, and Murakami Haruki. Readings will be in English; no previous experi­ ence in Japanese studies is required. 1 credit. Not offered 2004 -2 0 0 5 . JPNS 083. War and Postwar in Japanese Culture (Cross-listed as L IT R 083J) What was the Japanese experience o f the Second World W ar and the Allied Occupation? We will examine literary works, films, and graphic materials (photographs, prints, adver­ tisements, etc.), together with oral histories and historical studies, to seek a better understand­ 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 in­ struction in all courses except courses cross-list­ ed with the literature program. T h e 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. Students interested in a combined Russian language and linguistics major may de­ velop 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 hon­ ors candidates are R U S S 004B , O il, and 013, or equivalent work. Study abroad in Russia is strongly recommended. Major in Course R equirem ents A minimum o f 8 credits in courses and seminars which may include Russian 003B and 004B but must include R U S S 011, R U S S 013, and 277 Modem Languages and Literatures R U S S 091 (Special Topics), plus one other course in translation. Students are expected to take a minimum of 2 seminars in Russian literature. (Students who spend a year on the A C T R , CIEE, Middlebury or Smolny programs in Russia might offer a seminar taken there in lieu o f one Swarthmore seminar.) T h e Comprehensive Examination is based on work completed in courses and seminars num­ bered O il and above. Minor in Course R eq u irem en ts Five or 5.5 credits, which must include: 1. R U S S 004B (or placement above 004B ) 2. Either R U S S 011 or R U S S 013, or an equiv­ alent course taken in Russia 3. O ne of the following: R U S S 013 (if not used to fulfill item 2); another course in Russian literature in translation, L ITR 015R , L ITR 068R , or a comparable literature course in Russia or at Bryn Mawr College or the University of Pennsylvania 4. O ne seminar in Russian Honors Program in Russian Language and Literature T h e minimum grade for acceptance into the Honors Program in Russian: B level work in courses taken at Swarthmore in language and culture. R eq u irem en ts fo r M ajors 1. R U S S 004B or equivalent study 4. One seminar Senior Honors Study A t the beginning of their final semester, seniors will meet with the Russian section head. (1) In consultation with the section head, majors will prepare a bibliography of additional readings re­ lated to the content of their three (2-credit) honors preparations. Majors will write three 3,000- to 3,500-word papers in Russian, one for each honors preparation, or a 6000-word paper that integrates the three honors preparations. These papers (or this paper) will be presented to the external examiners along with the syllabi of the three 2-credit seminars and any other rel­ evant material. (2) In consultation with the Russian section head, minors will prepare a bib­ liography of additional readings related to the content of their one 2-credit honors prepara­ tion. Minors will write one 3,000-word paper that expands on and extends the single honors preparation and integrates it, whenever possi­ ble, with the honors major. This paper will be presented to the external examiner along with the syllabus of the honors seminar and any other relevant material. (3) Mode of examina­ tion: Majors will take three three-hour written examinations prepared by the external examin­ ers as well as a half-hour oral examination for each, based on each written examination and materials submitted to the examiner. Minors will take one three-hour written examination prepared by the external examiner as well as a half-hour oral examination based on ,the writ­ ten examination and materials submitted to the examiner. 2. R U S S O il and R U S S 013, or equivalent courses taken elsewhere 3. O ne more course in Russian literature in translation or one advanced literature course in another language (e.g., EN G L 071K, CH IN 066, C L A S 104, FREN 040, GERM 066, SPAN 060) 4. A t least three seminars R eq u irem en ts fo r Minors 1. R U S S 004B , or equivalent study 2. R U S S 011 and R U S S 013, or equivalent courses taken elsewhere 3. O ne more course taken in Russian literature in translation or one advanced literature course in another language (see examples above) 278 COURSES Not all advanced courses or seminars are offered every year. Students wishing to major or minor in Russian should plan their program in consul­ tation with the department. Course majors are required to take Special Topics (R U S S 091). RUSS 001B-002B, 003B. Intensive Russian Students who start in the 0 0 1 B -0 0 2 B se­ quence must complete and pass 0 0 2 B in order to receive credit for 0 0 1 B . For students who wish to begin Russian in col­ lege or did not move beyond an introduction in high school. Designed to impart an active com­ mand of the language. Combines the study of grammar with intensive oral practice, work on phonetics, writing, W eb materials, and readings in literary and expository prose. Conducted pri­ marily in Russian; normally followed by 004B and O il. See the explanatory note on language courses above. 1.5 credits. RUSS001B Fall 2004. Pesenson, Fedchak. RUSS002B 0 .5 credit. Spring 2005. Fedchak. RUSS U 1 1. Russian Culture A n interdisciplinary introduction to contempo­ rary Russian culture within a framework of con­ tinuing enrichment of vocabulary and develop­ ing 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. Spring 2005. Staff, Fedchak. Readings, lectures, papers, and discussions are in Russian. RUSS003B Prerequisite: Russian 004B or the equivalent. Fall 2004. Rojavin, Fedchak. 1 credit. RUSS 004B. Advanced Intensive Russian F all 2004. Fedchak. For majors and those interested in reaching ad­ vanced levels of proficiency in the language. Advanced conversation, composition, transla­ tion, and stylistics. Considerable attention to writing skills, phonetics, and spontaneous speaking. Readings include short stories, poetry, newspapers, and W eb sites. RUSS 013. The Russian Novel Conducted in Russian. 1.5 credits. Spring 2005. Forrester, Fedchak. RUSS Ü06A. 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 con­ versation and discussion. Each student will de­ sign and complete an individual project based on his or her own interest and goals. Prerequisite: 004B in current or a previous se­ mester or the permission of the instructor. (Cross-listed as L ITR 013R ) T he Russian novel represents Russia’s most fun­ damental contribution to world culture. The course surveys classic authors and experimental works from the 19th and 20th centuries. Stu­ dents in the course will deepen their under­ standing of the context for writers including Dostoevsky and Tolstoy. They will gain famil­ iarity with literary movements and genres in­ cluding romanticism, realism, the psychological novel, the picaresque novel, modernism and the postmodern as they developed in Russia. W e will highlight issues including the relation­ ship of Russia to the West, national identity and the complex relationship of literature and politics. No prerequisite. W ritingcourse. 1 credit. 0.5 credit. F all 2004. Pesenson. Spring 2005. Fedchak. RUSS 015. First-Year Seminar: East European Prose in Translation RUSS ÜU8A. 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 foun­ dation” will accompany the study of phonetic rales and intonational constructions. W e will devote practical attention to issues in both Russian language acquisition and linguistics; in­ dividual assignments will reflect each student’s experience, interests and goals. (Cross-listed as L IT R 015R ) Novels and stories by the most prominent 20thcentury writers o f this multifaceted and turbu­ lent region. Analysis o f individual works and writers with the purpose of appreciating the re­ ligious, linguistic, and historical diversity of Eastern Europe in an era of war, revolution, po­ litical dissent, and outstanding cultural and in­ tellectual achievement. Readings, lectures, writing, and discussion in English; qualified stu­ dents may do some readings in the original lan- 279 Modern Languages and Literatures guages. W riting-intensive course limited to 15 students. early 21st century. No prerequisite. W riting course. 1 credit. I credit. N ot offered 2004—2005. F all 2004. Forrester. RUSS 047. Russian Fairy Tales RUSS 016. History ot the Russian Language A n introductory course, studying the origin of the Russian language and its place among the other modem Indo-European and Slavic lan­ guages. T h e uses o f philology and linguistics for the ideological and stylistic analysis o f literary texts. Satisfies the linguistics requirement for teacher certification. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . RUSS 021. Dostoevsky (in translation) (Cross-listed as L IT R 021R ) Writer, gambler, publicist, and visionary Fedor Dostoevsky is one o f the great writers o f the modem age. His work influenced Nietzsche, Freud, Woolf, and others and continues to exert a profound influence on thought in our own so­ ciety to the present. Dostoevsky confronts the “accursed questions” o f 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. N ot offered 2 0 0 4 -2005. RUSS 024. Russian and East European Cinema (Cross-listed as L IT R 047R ) 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 of fairy tales and folk beliefs in literature, music, visual arts, and film. T h e course also provides a general in­ troduction to study and interpretation o f folk­ lore and fairy tales, approaching Russian tales against the background of the Western fairytale tradition (the Grimms, Perrault, Disney, etc.). No fluency in Russian is required, though stu­ dents with adequate language preparation may do some reading in the original. 1 credit. N ot offered 2004—2005. RUSS 070. translation Workshop (Cross-listed as LIN G 070 and L IT R 070R ) This workshop in literary translation will con­ centrate on both translation theory, and prac­ tice, working in poetry, prose, and drama as well as editing. Students will participate in an asso­ ciated series of bilingual readings and will pro­ duce a substantial portfolio of work. Students taking the course will write a final paper sup­ ported 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. (Cross-listed as L IT R 024R ) 1 credit. T his course will introduce students to cinema from the “other Europe.” W e will begin with in­ fluential 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 consider­ ing the particular cultural, national and politi­ cal forces shaping the work of filmmakers in this “other Europe” from the early 20th to the N ot offered 2 0 0 4 -2 0 0 5 . 280 RUSS 079. Russian Women Writers (Cross-listed as L IT R 079R ) This course balances the picture o f Russian lit­ erature 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 o f the Russian Academy of Sciences and a female cavalry offi­ cer 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 o f post-Soviet 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. Spring 2005. Forrester. RUSS 080. Literature of Dissent (Cross-listed as L IT R 080R ) This course will address the central place of dis­ sent in Russian literature, its flowering in reac­ tion to Tsarist and Soviet censorship. The theme leads to some of the most important works of 19th- and 20th-century Russian poetry and prose. Nabokov, and others. 2 credits Spring 2005. Staff. RUSS 103. Pushkin and Lermontov This course will acquaint students with two of the seminal figures of 19th-century Russian lit­ erature, Aleksandr Pushkin and M ikhail Lermontov, looking at their criticism, dramatic works, poetry and prose, as well as their cultur­ al and literary context. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . RUSS 104. Dostoevsky For senior majors. Study o f individual authors, selected themes, or critical problems. Students will read the works of this compelling visionary in the original Russian. T h e 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. 1 credit. 2 credits. Spring 2005. Staff. N ot offered 2004—2005. 1 credit. Not offered 2 0 0 4 -2 0 0 5 . RUSS 091. Special Topics RUSS 093. Directed Reading SEMINARS RUSS 10 1. Tolstoy Novelist, Christian philosopher, pacifist, and educator, the monumental Leo Tolstoy’s thought inspired communities of “Tolstoyans” and influenced Gandhi. Tolstoy’s treatment of moral and historical issues in literature contin­ ues to move readers to our day. Students in this course will examine Tolstoy’s idea and art in the harmonious Russian style of the original. 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 re­ lation of 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, under­ ground and émigré literature, and/or literature addressing the historical situation and the lega­ cy o f Stalinism. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . RUSS 106. Russian Drama 2 credits. 2 credits. Not offered 2 0 0 4 -2 0 0 5 . N ot offered 2 0 0 4 -2 0 0 5 . RUSS 102. Russian Short Stnry RUSS 1 0 7 . Russian Lyric Pnetry 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 charac­ ter development, voice, plot, and the right ex­ position of ideas in prose. This seminar will ex­ plore a selection of examples from the likes of Pushkin, Chekhov, Zoshchenko, Bulgakov, 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . RUSS 108. Russian Modernism T h e period spanning roughly 1890 to 1925 is often referred to as the Silver Age of Russian literature. This course will survey the rich achievements of Russian culture in the fin-desiècle, with opportunities to study particular 281 Modem Languages and Literatures topics more deeply according to students’ inter­ ests and preferences. tural context. 2 credits. N ot offered 2004—2005. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . RUSS 1 1 3 . Russian Cinema RUSS 109. Chekhov Readings from Chekhov’s dramatic works and stories, with attention to the rich body o f schol­ arship on the author in Russian and in English. 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. 2 credits. N ot offered 2004—2005. N ot offered 2 0 0 4 -2 0 0 5 . RUSS 1 1 0 . Rulgakov RUSS 1 1 4 . Folklnre in Russian Literature Doctor, dramatist and dissident, M ikhail Bulgakov is one o f the most significant prose authors of the Soviet period. His writings em­ body scrupulous honesty, recognition of moral complexity, deeply thoughtful awareness of po­ litical, religious and philosophical traditions, and the life-affirming force of humor. W e will read from his short stories, feuilletons and dra­ matic works, ending the semester with his mas­ terpiece, Master i M argarita, arguably the most fun novel of the 20th century. Folklore is both an enormous field o f human culture, and a rich source of literary plots, gen­ res, ideas and materials for writers, scholars, and theorists of all directions. In this course, we will read works of Russian literature in which folk­ lore plays a significant role as well as explore several of the areas of Russian folklore that have most influenced literature. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . 2 credits. N ot offered 2004—2005. Spanish RUSS 1 1 1 . Tsvetaeva and Mayakovsky The Spanish Program Poetic, dramatic and prose works of the “hys­ terical poets,” Marina Tsvetaeva and Vladimir Mayakovsky, two of the greatest Russian writers of the 20th century. Focus on their volcanic po­ etic development, interactions, and creative re­ sponses to gender, decadence, revolution, civil war, emigration, and Soviet repression. T he Spanish Section of the Department of Modem Languages and Literatures works with students who want to learn the language and fa­ miliarize themselves with the cultures of Spain and Latin America, regardless o f their intended majors. As Spanish becomes the second lan­ guage of the United States, the program recog­ nizes 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 Span­ ish and Latin American literature as majors and minors, in course or honors. Nonspecialists who have completed the four-semester sequence or its equivalent are welcome in literature courses. T h e program also teaches literary courses in English (listed as L ITR in the first part of the description of the Department o f Modem Languages and Literatures), recognizing the im­ portance of Spanish and Latin American liter­ ary traditions for those who wish to become ac­ quainted with leading world fiction and poetry. In all cases, the program teaches language and literature within their diverse cultural and his­ torical contexts as dynamic worlds. 2 credits. F all 2004- Forrester. RUSS 1 1 2 . The Acmeists Several great Russian 20th-century poets led the group called “Acmeists” for their emphasis on verbal clarity, specificity of imagery, and at­ titude of “nostalgia for world culture.” Nikolai Gumilev was shot in 1921 for supposed partici­ pation in a m onarchist plot. Osip M an­ del’shtam spent years in “internal exile” for overly honest writing and died in a camp in 1938. A nna Akhmatova, perhaps the most translated Russian poet into English, witnessed all the horrors o f Stalinism but survived to mentor a new generation of poets in the 1960s. T h e course will concentrate on these three poets, with attention to their literary and cul­ 282 Major Requirements for the major are the following: The completion of at least one semester of study in a Spanish-speaking country in a pro­ gram approved by the Spanish section; (2) the completion of a minimum of 8 credits of work in courses numbered 004B and above; (3) one of these courses must be O il or 013; (4) a stu­ dent may not present both 004B and 010 as part of the 8-credit requirement. SPAN 006A will not count toward fulfillment o f the major; (5) one of the 8 credits of advanced work may be taken in English from among those courses list­ ed in the catalog under Literatures in Translation, provided that it is a course perti­ nent to the student’s major; (6) all majors are strongly encouraged to take at least one seminar offered by the section; (7) a minimum of 4 of the 8 courses must be taken at Swarthmore College; (8) seminars in the major count as two courses; (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. T he first paper will be due in December 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. T h e Spanish lan­ guage ability of majors, as revealed in these pa­ pers and the oral examination, will be part of their final evaluation. All majors are strongly encouraged to maintain a balance in their overall program by taking ad­ vanced work in different periods from Spain and Latin America. Minor Requirements for the minor are the following: (1) The completion of at least one semester of study in a Spanish-speaking country in a pro­ gram approved by the Spanish section. Only two of the courses taken abroad that pertain to the curriculum o f the section may count toward fulfillment of the minor; (2) all minors must take a total of five course and/or seminar offer­ ings numbered 004B and above. Four of these offerings may not overlap with the student’s major or other minor. A student may not pre­ sent both 004B and 0 10 as part of the fivecourse requirement. Only one of these may sat­ isfy the requirement. SPAN 006A and courses in English translation will not count toward ful­ fillment o f the minor; (3) all minors must take either SPAN O il or 013 unless in special cases the section deems it unnecessary and therefore 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) semi­ nars in the minor count as one o f 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 course work at the College; (2) the completion at Swarthmore of either SPAN O il or 013 and one course num­ bered above 013; (3) the completion of at least one semester of study in a Spanish-speaking country in a program approved by the Spanish section; and (4) demonstrated linguistic ability in the language. Students may present fields for external examination based on any o f the fol­ lowing: (a) 2-credit seminars offered by the sec­ tion or (b) the combination of two advanced courses numbered above 013 that form a logical pairing. A ll 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 two units of credit. Mode of Examination Majors will take three three-hour written ex­ aminations prepared by the external examiners as well as three 0.5-hour oral examinations based on the contents of each field of prepara­ tion. Minors will take one three-hour written examination prepared by the external examin­ er as well as one 0.5-hour oral examination based on the contents of the written examina­ tion. A ll examinations will be conducted ex­ clusively in Spanish. COURSES Not all advanced courses are offered every year. Students wishing to major in Spanish should plan their program in consultation with the de­ partment. SPAN 001B-002B, 003B. Intensive Spanish Students who start in the 0 0 1 B - 0 0 2 B se- 283 Modern Languages and Literatures quence must complete 0 0 2 B to receive credit for 0 0 1 B . For students who begin Spanish in college. Designed to impart an active command o f the language. Combines the study of grammar with intensive oral practice, writing, and readings in literary or expository prose. See the explanatory note on language courses above. Normally fol­ lowed by 004B , 010, 011, or 013. may still apply today with respect to the lin­ guistic and cultural diversity within Spain. As a point of departure, we will incorporate discus­ sions on the similar concept “las Américas.” T h e student will develop fluency and accuracy in speaking, writing, and reading in Spanish. Prerequisite: SPAN 004B or its equivalent, or the permission of the instructor. W riting course. 1 credit. 1.5 credits. F all 2004- Chiong Rivero. SPAN 002B-2. Intensive Spanish SPAN 01 OSA. En busca de América Latina Offered each semester to students who have had at least a year of Spanish, but require a re­ view o f basic concepts before moving forward. Is there a Latin America? Is it a geographical, cultural, or political entity? How has it con­ structed itself through literature, films, music, popular and fine arts, photography, cuisine? How does it reconcile its deep roots in Europe, Africa, and the Americas? This course explores how Latin Americans see themselves and their vibrant cultures. Emphasis is not literary but linquistic and cultural. Students develop fluen­ cy in speaking, writing and reading in Spanish. 1.5 credits. SPAN 0048. Intensive Spanish For majors and others who wish an advanced language course. Much attention paid to pro­ nunciation, writing skills, speaking, and the most complex concepts o f Spanish grammar. A n ideal course before studying abroad. 1.5 credits. Prerequisite: SPAN 0 04B or its equivalent, or the permission o f the instructor. E ach sem ester. 1 credit. SPAN 006A. Spanish Conversation Spring 2005. Machuca. This conversation course meets once a week for 1.5 hours. T h e class will be divided into small groups to facilitate discussion. Students are re­ quired to read newspapers and other contempo­ rary journals, see movies, read plays that might be performed for and by the class, and prepare assignments that will generate conversation among the group. N ot an appropriate course for native speakers. SPAN 0 1 1 . Introducción a la literatura españnla Prerequisite: SPAN 004B or its equivalent, or the permission of the instructor. 0 .5 credit. E ach sem ester. Friedman and Vargas. SPAN 01 OS. Culturas de España Embark on a journey through contemporary Spain! Focusing primarily on a linguistic and cultural perspective, we will explore various topics pertaining to contemporary society, cul­ ture, literature, history, politics, art, architec­ ture, music, cinematography, and the press. We will study these aspects in relation to different regions (Cataluña, Andalucía, Galicia, País Vasco, Castilla) and particular cities (Madrid, Barcelona, Sevilla). W e will examine how the medieval description o f Spain, “las Españas,” 284 This course covers representative Spanish liter­ ary works from the 18th century to the present. W e will read about times of political and civil upheaval, of soaring ideologies and crushing de­ feats that depict the changing social, economic, and political conditions in Spain during the last three centuries. Each reading represents a par­ ticular literary period; neoclassicism, romanti­ cism, realism, naturalism, the Generation of 98, vanguardism, surrealism, the postwar, and post­ modernism. T h e emphasis of this course is to introduce students to literary analysis to build a base for further study o f Spain’s literature. Prerequisite: SPAN 004B or 010 or their equiv­ alent or the permission of the instructor. W riting course. 1 credit. F all 2004. Guardiola. SPAN 013. Introducción a la literatura latinoamericana This course presents a selection o f texts from the mid-19th century until today. Students de­ velop skills in literary analysis, increase their power to speak and write Spanish, and acquire a foundation for the future exploration of Latin America’s literary production. Readings include narrative, essays, and poetry representing the romantic, naturalist, realist, modernist, vanguardist, and other contemporary trends studied in their historical context. Prerequisite: SPAN 004B or 010 or the equiva­ lent or the permission o f the instructor. 1 credit. Spring 2005. Staff. Note: SPAN O il or 013, or the equivalent, or the permission of the instructor is a prerequisite for the courses in literature that follow: SPAN 063. Cine contemporáneo español (Cross-listed with film and media studies) This course will exam ine Spanish postFranquist cinema of the last three decades of the 20th century as a cultural product. T h e rep­ resentations of class, gender, race, sexuality, re­ gional and national identity will be analyzed to question and revise the traditional notion of a hegemonic, centralist “Spanish/Castilian” cul­ ture. The films of the transition period (197682), basically concerned with recuperating a historical past, denied or distorted during the dictatorship, release the radical transformation of contemporary Spanish cinema regarding questions of national identity, sexuality and gender relations. Special emphasis will be placed on the films produced by women direc­ tors in the ’90s. 1 credit. Fall 2004. Guardiola. SPAN 065. Los indígenas en la literature latinoamericana In the language o f conquest, Latin American literature grapples with the meaning of being “Indian” in a region that inscribes itself in west­ ern civiliztion. This course looks critically at the representation of “Indians” in 20th-century texts; studies the production of Indigenismo in the first half o f the century; and looks at the be­ ginning of a literary production in Indigenous languages translated into Spanish. Novels, po­ etry and short stories by Arguedas, Asturias, Castellanos, Icaza, López y Fuentes, Monteforte Toledo, Scorza, Subcom andante Marcos, Vasconcelos, Zepeda, and the Indigenous coop­ eratives of Chiapas, Mexico. 1 credit. Spring 2005. Camacho de Schmidt. SPAN 067. La guerra civil española en la literatura y el cine W e will study the impact o f the Spanish Civil War and the postwar years in Spanish society as reflected in literature, film, music and other cultural testimonies. T h e course will present poetry by Pablo Neruda, A ntonio Machado, who felt the war as a premonition, and other poets. Alternative texts such as testimonial war references, both visual and written, will present the experience of the men and women who lived the conflict. T h e postwar years will be studied in novels by A na María Matute, Juan Goytisolo, Miguel Delibes, Merce Rodoreda, Montserrat Roig and others. T h e films and nov­ els of the democratic years, with the war theme, will offer the necessary took to uncap the col­ lective memory in order to observe important aspects o f present Spanish society. I credit. F all 2005. Guardiola. SPAN 0 7 1. Memoria e identidad (Cross-listed with film and media studies) This course will focus on memory making as an identity building agent. W e will study literary texts, films and other cultural artifacts to com­ memorate the silenced voices of the past, a postmodern task, according to British director Ken Loach. W e will study the work of several Spanish authors, film directors, and intellectu­ als o f the last decades of the 20fh century who tty 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. Special emphasis will be placed on the role o f memory in literary, film and cultural narratives to build national identity. 1 credit. Spring 2006. Guardiola. SPAN 072. La décima musa: Santa Teresa, María de Zayas, Sor Juana Inés de la Cruz Santa Teresa, a mystic saint; María de Zayas, a courtly lady; and Sor Juana Inés de la Cruz, a M exican nun: what do all of these women have in common? Each has been considered to be the Tenth Muse, a literary term of praise lav­ ished upon women writers whose works were not only prolific, but were also published and widely read (often in their own lifetime), gar­ nering them both fame and notoriety. This 285 Modem Languages and Literatures course is devoted to Santa Teresa’s L a vida; to María de Zayas’ D esengaños am orosos and N ovelas ejem plares; and to Sor Juana Inés de la Cruz’ L a respuesta, her lyric love poetry, and what is known as the most elaborate poem in Spanish, Prim ero sueño. W e will explore the de­ velopment o f an authorial voice by these three women writers: the (re)creation and self-fash­ ioning of the individual self both within the written text as well as within the social milieu (the court and the convent); the use of autobi­ ography; and issues pertaining to the politics and society of 16th- and 17th-century Spain and Mexico. Readings and class in Spanish. 1 credit. SPAN 062. Entre historia y ficción: textos historiográficos y literarios de la Edad Media a la época colonial SPAN 066. Escritoras españolas del siglo 19 y 20 SPAN 069. Ciudad y literatura SPAN 070. Rebeldía y renovación artística: el modernismo y la generación del 98 SPAN 071. Memoria e identidad SPAN 073. Representaciones del amor en la literatura: de la Edad Media al Siglo de Oro SPAN 075. La narrativa de Mario Vargas Llosa SPAN 076. Grandes voces de América: la poesía latinoamericana del siglo X X Fall 2004- Chiong Rivero. SPAN 077. La novela hispanoamericana del siglo X X SPAN 083. El tirano latinoamericano en la literatura SPAN 078. Movimientos sociales y literatura en México 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 incon­ testable power o f E l Je fe M áxim o in a postcolo­ nial region struggling to build new nations, hoping for prosperity and peace under reigns of terror. Complexity, humor, irony and narrative brilliance are the marks of novels by Car­ pentier, Martín Luis Guzmán, Asturias, Julia Alvarez, Avilés Favila, Subercaseaux, Tomás Eloy Martínez, Graham Greene and Vargas Llosa, in addition to poetry by Neruda and Cardenal. SPAN 079. El cuento hispanoamericano 1 credit. F all 2005. Camacho de Schmidt. N ote: Other offerings by the Spanish Section may be listed in the Literaures in Translation Section o f this catalog, after the introduction to the M odem Languages and Literatures Department. T h e prefix for these courses is LITR , not SPAN. These courses are taught in English. Courses to be offered in subsequent years SPAN 010SA . En busca de América Latina SPAN 013. Introducción a la literatura hispanoamericana SPAN 061. La figura bufonesca del gracioso en la comedia española del Siglo de Oro SPAN 080. Narrativa chilena desde el golpe military SPAN 082. La mujer mirando al hombre: Escritoras hispanoamericanas del siglo X X SPAN 084. Hacia Cervantes: el desarrollo de la novela en España SPAN 085. Narrativa Hispánica Contemporánea de los Estados Unidos SPAN 093. Directed Reading SEMINARS Students wishing to take seminars must have completed at least one course in Spanish num­ bered 030 or above.Students are admitted to seminars on a case-by-case basis by the instruc­ tor according to their overall preparation. SPAN 1 0 1 . La novela hispanoamericana del siglo X X We will begin with a brief examination of regionalist texts of the ’20s and ’30s followed by readings of psychological/existentialist novels of the ’30s and ’40s. T h e remainder and bulk of the seminar will be dedicated to the “Boom” and “Post Boom” periods. Writers will include: Gallegos, Bombal, Rulfo, Cortazar, Fuentes, G arcía Márquez, Vargas Llosa, Valenzuela, Allende, Puig, Skarmeta and Giardinelli. 2 credits. F all 2004. Hassett. 286 SPAN 105. Federico García Lorca We will examine the masterful literary produc­ tion of this internationally known Spanish writer who speaks to the “outcasts.” Lorca’s work synthesizes traditionally Spanish themes and values with contemporary European trends. The readings will cover different periods and genre’s of Lorca’s literary production. Poetry such as Rom ancero G itano, and P oeta en N ueva York, and dramatic works, including D oña Rosita la soltera, Yerma, La casa de B ernarda A lba, Bodas de sangre, and others. 2 credits. Spring 2005. Guardiola. SPAN 106. Visiones narrativas de Carlos Fuentes The seminar explores the vast and textured work of a M exican craftsman of language who writes for the world and is a profound observer of history. W e read novels, short stores and essays. 2 credits. Spring 2006. Camacho de Schmidt. Sem inars to be offered in subsequent years (each for 2 credits) SPAN 102. Cervantes SPAN 103. La guerra civil española SPAN 104. La narrativa de Mario Vargas Llosa SPAN 107. Héroes y villanos: el siglo XIX español y la democratización literaria SPAN 108. La narrativa de Isabel Allende: la excritura como subrevivencia SPAN 109. Unamuno o el hambre de Dios SPAN 110. Política y poética: los mundos de Pablo Neruda, O ctavio Paz y Ernesto Cardenal SPAN 111. Teatro español de los siglos X IX y XX SPAN 112. Carmen Martín Gaite 287 Music and Dance M U SIC GERALD LEVINSON, Professor o f Music M ICHAEL MARISSEN, Professor o f Music3 JOHN ALSTON, Associate Professor o f Music THOMAS W HITMAN, Associate Professor of Music and Chair CARRARA MILEW SKI, Assistant Professor of Music JA M ES FR EEM A N , Professor Emeritus o f Music (part time) JANICE H AM ER, Visiting Associate Professor of Music (part time) JO E L FRIEDM AN, Visiting Assistant Professor o f Music (part time) M ICHAEL JOHNS, Associate in Performance (Music) I NYOMAN SUADIN, Associate in Performance (Music and Dance) DA N CE SHARON E . FRIED LER , Professor o f Dance, Director o f the Dance Program3 KIM 0. ARROW, A cting Co-Director o f Dance, Associate Professor o f Dance (part time) SALLY HESS, A cting Co-D irector of Dance, Associate Professor of Dance (part time) PALLADI CHAKRAVORTY, Assistant Professor of Dance (part time) LaDEVA DAVIS, Associate in Performance (Dance) NI LUH KADEK KUSUMA DEWI, Associate in Performance (Dance) DOLORES LUIS GM ITTER, Associate in Performance (Dance) LISA KRAUS, Associate in Performance (Dance) (part time) ARANYI MANRING, Associate in Performance (D ance)5 C . KEM AL NANCE, Associate in Performance (Dance) JEANNINE OSAYANDE, Associate in Performance (Dance)5 JON SHERM AN, Associate in Performance (Dance) LEAH STEIN, Associate in Performance (Dance) SASHA W ELSH, Associate in Performance (Dance) STEPHEN W ELSH, Associate in Performance (Dance) HANS DOM AN, Dance Accompanist SARAH YARDNEY, Arts Administration Intern (part time) 3 Absent on leave, 200 4 -2005. 5 Fall 2004. MUSIC ment encourages students to develop perform­ ing skills through private study and through par­ ticipation in the chorus, gamelari, jazz ensemble, orchestra, wind ensemble, and the Fetter Chamber Music Coaching Program, which it staffs and administers. T h e study of music as a liberal art requires an in­ tegrated approach to theory, history, and perfor­ mance, experience in all three fields being essential to the understanding o f music as an artistic and intellectual achievement. Theory courses train the student to work with musical material, to understand modes of organization in composition, and to evolve methods of musical analysis. History courses introduce students to methods o f studying the development o f musical styles and genres, and the relationship o f music to other arts and areas o f thought. T h e depart­ 288 T he department also assists instrumentalists and singers to finance the cost of private instruction. (See “Individual Instruction” under the heading “Credit for Performance” listed later.) Major in the C ourse Program . Two semester courses in theory and M U SI 010 are the prereq­ uisites for acceptance as a major. Majors will normally take five semester courses in theory; four courses in music history: M U SI 020 and at least two from M U SI 021, 022, and 023; and a non-introductory elective (majors are strongly advised to take more than four history courses); meet the basic piano requirement (described later); and pass the comprehensive exam. In ad­ dition, majors normally participate in at least one of the department’s performing organiza­ tions for four semesters. Minor in the C ourse Program . One semester course in theory is the prerequisite for accep­ tance as a minor. Minors will normally take two semester courses in theory, two semester courses in history, and one elective (in performance, music history, theory, or composition). In addi­ tion, minors will normally participate in a de­ partment ensemble for at least one year and they will do one of the following as a cumulative ex­ ercise: (1) meet the basic piano requirement (de­ scribed later), (2) perform community service re­ lated to music, (3) perform a senior recital, or (4) complete a special project in music. Major in the H onors Program. A student who in­ tends to major in the Honors Program will fulfill the same prerequisites as listed for the course major, will meet the basic piano requirement, and will normally submit three preparations (in­ cluding at least one preparation in theory and one in history), subject to departmental ap­ proval. Any theory/composition course num­ bered 015 or higher, or any history course, can (with permission of the instructor) be used as the basis of a paper when augmented by a con­ current or subsequent attached unit of additional research, or by directed reading, or by a tutorial. Minor in the H onors Program . A student intend­ ing to minor in the Honors Program will fulfill the same prerequisites as those for a major in course, will meet the basic piano requirement, and will normally submit one preparation in music. Language requirem ents fo r graduate schools. Students are advised that graduate work in his­ torical musicology and voice requires a reading knowledge of French and German. Graduate work in other branches of the discipline may re­ quire other languages. The basic piano program . This program is de­ signed to develop keyboard proficiency to a point where a student can effectively use the piano as a tool for study. It is open to all junior or senior music majors and to any student en­ rolled in a theory course numbered 011 or high­ er. No academic credit is given for basic piano. A ll majors in music will be expected to play well enough by their senior year to perform a twopart invention of J.S. Bach or a first movement o f an easy late 18th- or early 19th-century sonata. In addition, they must demonstrate skill in score reading. A unique resource o f the department is its en­ semble in residence, Orchestra 2001, directed by Professor Emeritus James Freeman. This nation­ ally renowned ensemble offers an annual con­ cert series at the College, focusing on contem­ porary music. T h e series features distinguished soloists and often includes advanced Swarthmore students in its concerts. Special scholarships and awards in m usic include the follow ing: T h e Edwin B. Garrigues Music Awards: See p. 90. T h e Renee Gaddie Award: See p. 90. Music 048 Special Awards: See p. 92. Friends of Music and Dance Summer Awards: See p. 90. T h e Boyd Barnard Prize: See p. 89. T h e Peter Gram Swing Prize: See p. 93. T he Melvin B. Troy Prize in Music and Dance: See p. 93. CREDIT FOR PERFORMANCE N ote: A ll performance courses are for half­ course credit per semester. No retroactive credit is given fo r perform ance courses. Individual Instruction (MUSI 048) Music majors, minors, and members of the wind ensemble, chorus, gamelan, jazz ensemble, and orchestra may, if they wish, take lessons for cred­ it. Accomplished pianists may satisfy this en­ semble requirement by accompanying. For fur­ ther details, consult the M U SI 048 guidelines on the Music Program Web site. Students who wish to take M U SI 048 (Indi­ vidual Instruction) must register for the course by meeting in person with the department coor­ dinator to fill out an application to the depart­ ment at the beginning of each semester. Forms are available in the department office only. Although it is necessary for students in M U SI 289 Music and Dance 048 to be members in good standing o f a de­ partment performance group, it is not necessary to be registered for credit in that performing group. A student applying for individual instruction should be at least at an intermediate level of per­ formance, as determined by an audition before the faculty. T he student will arrange to work with a private teacher of his or her choice, with the advice o f the department, which will then supervise the course of study and grade it on a credit/no credit basis. Private teachers will sub­ mit written evaluations, and the student will perform for a jury at the end of the semester and submit to the faculty a short paper on the piece to be performed at the jury. The department will then decide whether the student should receive credit and whether the student may re-enroll for the next semester. For students enrolled in M U SI 048, at least onethird of the cost o f 10 one-hour lessons will be paid to the private teacher by the department. Section leaders in department ensembles re­ ceive subsidies o f at least two-thirds of the cost o f 10 one-hour lessons. Music majors in their ju­ nior and senior years receive 100 percent subsi­ dies of the cost of 10 one-hour lessons each se­ mester. Garrigues and other scholarships may subsidize up to the entire cost of private lessons (i.e., including reasonable travel expenses) for the most musically advanced students at the College. PIe a se n ote th e follow in g : T he department requires all students who receive funding for private lessons to register for M U SI 048. AH students enrolled in M U SI 048 are strongly encouraged to perform in student chamber music concerts and to audition for concertos with the orchestra or solos with the chorus. Orchestra, Chorus, Wind Ensemble, Gamelan, Chamber Music, J a s Ensemble Students may take Performance Chorus (M U SI 043), Performance Orchestra (M U SI 044), Per­ formance Jazz Ensemble (M U SI 041), Perfor­ mance Wind Ensemble (M U SI 046), Perfor­ mance Chamber Music (M U SI 047), or Perfor­ mance Gamelan (M U SI 049a) for credit with the permission of the department member who has the responsibility for that performance group. T he amount of credit received will be a half-course in any one semester. Students apply­ ing for credit will fulfill requirements established 290 for each activity (i.e., regular attendance at re­ hearsals and performances and participation in any supplementary rehearsals held in connec­ tion with the activity). Students are graded on a credit/no credit basis. Students wishing to take M U SI 047 (Chamber Music) for credit must submit to the chamber music coordinator at the beginning of the se­ mester 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 per­ formance dates, if different from the Elizabeth Pollard Fetter Chamber Music Program perfor­ mance dates. A student taking M U SI047 for credit will re­ hearse with his or her group or groups at least two hours every week and will meet with a coach (provided by the department) at least every other week. A ll members o f the group should be capable of working well both inde­ pendently and under the guidance o f a coach. It is not necessary for every person in the group to be taking M U SI047 for credit, but the depart­ ment expects that those taking the course for credit will adopt a leadership role in organizing rehearsals and performances. COURSES AND SEMINARS 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 nonW estem 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 M U SI 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. N ot offered 2004 -2 0 0 5 . MUSI 002A. How to Read Music A n introduction to the elements of music nota­ tion and theory (clefs, pitch, and rhythmic notation, scales, keys, and chords). 0 .5 credit. F all 2004. Whitman. MUSI 002B. How to Read M u s ic Intensive Same as M U SI 002a but with an additional weekly class focused on sight singing and gener­ al musicianship. Recommended for students who need additional preparation for M U SI O il or other upper-level music courses. 1 credit. Not offered 2 0 0 4 -2 0 0 5 , but see M U SI 002A . MUSI 003. Ja zz 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. Not offered 2 0 0 4 -2005. MUSI 004A. Opera Combine great singing with the vivid colors of an orchestra, with acting and theater, with po­ etry, dance, painting, spectacle, magic, love, death, history, mythology, and social commen­ tary, and you have opera: an art of endless fasci­ nation. This course will survey the history of opera (from Monteverdi through Mozart, Wagner, and Verdi to Gershwin and Stravin­ sky), with special emphasis on and study of scenes from selected works. Open to all students without prerequisite. 1 credit. Spring 2005. Milewski. MUSI 004B. The Symphony This course will examine the history of the sym­ phony from its beginnings in music of the late Baroque period to the end of the 20th century. We will examine a number of important sym­ phonic works by such composers as Haydn, Mozart, Beethoven, Berlioz, Brahms, Tchaikov­ sky, Mahler, Shostakovich, and Górecki in order to discuss issues of genre, form, and performance forces in the context of shifting historical and social trends. Open to all students without prerequisite. 1 credit. Fall 2004. Milewski. MUSI 005. Patterns of Asian Dance and Music (Cross-listed as D A N C 005) T he course will examine converging and diverg­ ing patterns in Asian dance and music. Our focus will be on dance traditions of Indonesia, India, Sri Lanka, Afghanistan, the Philippines, and Japan and will incorporate musical tradi­ tions that are integral to dance. Readings will situate the traditions in their sociocultural, reli­ gious, and aesthetic contexts. This is a reading, viewing, listening, and writing intensive course. Open to all students without prerequisite. I credit. Fall 2004. Chakravorty. MUSI 006. Beethoven and the Romantic Spirit A n 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 Schu­ manns, Brahms, Wagner, and Mahler). Open to all students without prerequisite. 1 credit. N ot offered 2004-2005. MUSI 007. W .A. Mozart Study of Mozart’s compositions in various genres and of interpretive problems in Mozart biogra­ phy. Prior musical training is not required. It is assumed that M U SI 007 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. N ot offered 2004-2005. MUSI 008. The Music of Asia A n introduction to selected musical traditions from the vast diversity of non-Western cultures. T he music will be studied in terms of both its purely sonic qualities and its cultural/philosophical backgrounds. Open to all students without prerequisite. 1 credit. This course counts toward a program in Asian studies. N ot offered 2004—2005. 291 Music and Dance MUSI 009A. History of the Modern Musical THEORY ANO COMPOSITION A survey of the history and development of a unique American creation: the musical. Se­ lected musicals and their creators will be exam­ ined in-depth, illuminating the evolution and structural design o f the genre with special em­ phasis placed on the “Rodgers & Hammerstein model” that still holds sway today. Students who anticipate taking further courses in the department or majoring in music are urged to take M U SI 011 and M U SI 012 as early as possible. Advanced placement is assigned on a case-by-case basis, after consultation with the theory faculty. Majors will normally take MUSI 011 to 015. Open to all students without prerequisite. MUSI 0 1 1 . Harmony and Counterpoint 1 1 credit. Musical exercises include harmonic analysis and four-part choral style composition. N ot offered 2004-2005. MUSI 009B. The Beatles This course will offer a clear-eyed assessment of T he Beatles’ work as they developed from a local cover band to arguably some o f the most influential musicians of the 20th century. Indepth analysis o f the band’s music, lyrics, perfor­ mances, recording procedures and techniques, and creative influences (including such Chess/R&B and Motown artists as Chuck Berry, Larry Williams, Little Richard, Smokey Robin­ son; Classic Rockers such as Elvis Presley, Buddy Holly, and Carl Perkins; later peer-influences such as Bob Dylan, the Beach Boys, and the British Blues Revival; and decidedly non-rock influences such as British Music Hall, Indian classical music, and avant-garde composer Karlheinz Stockhausen) will be offered. T he im­ pact the Fab Four had on the entertainment in­ dustry, fashion, business, and society as a whole will also be examined. Open to all students without prerequisite. Prerequisites: Knowledge o f traditional notation and major and minor scales; ability to play or sing at sight simple lines in treble and bass clef. A ll M U SI O il students must register for an ap­ propriate level o f M U SI 040, with or without 0.5 credit. Basic piano is also required for some students. 1 credit. F all 2004 and spring 2005. Friedman. MUSI 012. Harmony and Counterpoint 2 W ritten musical exercises include composition of original materials as well as conimentary on excerpts from the tonal literature. A ll M U SI 012 students must register for an ap­ propriate level o f M U SI 040, with or without 0.5 credit. Basic piano is also required for some students. 1 credit. Spring 2005. Whitman. 1 credit. MUSI 013. Harmony and Counterpoint 3 Spring 2005. Friedman. Continued work with tonal harmony and coun­ terpoint at an intermediate level. Detailed study of selected works with assignments derived from these works, as well as original compositions. MUSI 010/BANC 010. Great Repertoire for Prospective Majors and Minors A n introduction to selected masterworks inves­ tigating a wide variety o f styles drawn from dif­ ferent historical periods and cultures. This course also introduces the disciplines o f histori­ cal musicology, ethnomusicology, dance history, and dance ethnography. Serves as a prerequisite for all courses in dance, and is also required o f all prospective majors and minors in Dance or Music before the junior year. 0 .5 credit Fall 2004- Whitman, Milewski, and staff. 292 A ll M U SI 013 students must register for an ap­ propriate level o f M U SI 040, with or without 0.5 credit. Basic piano is also required for some students. 1 credit. Fall 2004. Levinson. MUSI 0 14. Harmony and Counterpoint 4 Advanced work with chromatic harmony and tonal counterpoint. A ll M U SI 014 students must register for an ap­ propriate level o f M U SI 040, with or without 0.5 credit. Basic piano is also required for some students. 1 credit. 1 credit. Fall 2004. Milewski. Spring 2005. Levinson. MUSI 022. Nineteenth-Century European Music MUSI 015. Harmony and Counterpoint 5 1 credit. This survey will consider European art music against the background of 19th-century Roman­ ticism and nationalism. Composers to be studied include Beethoven, Schubert, Chopin, Berlioz, Robert and Clara Schumann, Wagner, Verdi, Brahms, Dvorak, Musorgsky, and Tchaikovsky. Fall 2004. Friedman. Prerequisite: M U SI 011 or the equivalent. Detailed study of a limited number of works, both tonal and non-tonal, with independent work encouraged. Prerequisite: M U SI 014. MUSI 018. Conducting and Orchestration 1 credit. A study of orchestration and instrumentation in selected works o f various composers and through written exercises, in combination with practical experience in conducting, score read­ ing at the piano, and preparing a score for re­ hearsal and performance. Fall 2004- Milewski. MUSI 023. IWentieth-Century Music MUSI 019. Composition 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. 1 credit. Prerequisite: M U SI 011 or the equivalent. 1 credit. Not offered 2 0 0 4 -2005. Fall 2004 and spring 2005. Levinson. 1 credit. MUSI 061. Ja zz Improvisation Spring 2005. Levinson. A systematic approach that develops the ability to improvise coherently, emphasizing the Bebop and Hard Bop styles exemplified in the music of Charlie Parker and Clifford Brown. 1 credit. Not offered 2004-2005. 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 o f Western classical music. T he course will focus on the quartets of Haydn, Mozart, and early Beethoven. Prerequisite: M U SI 011 or the equivalent. 1 credit. 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 ex­ tramusical contexts will be considered. Prerequisite: M U SI O il or the equivalent. 1 credit. Not offered 2004-2005. MUSI 021. Raroque and Classical Music This course will survey European art music from the 16th-century Italian madrigal to Beetho­ ven’s Eroica symphony. Relevant extramusical contexts will be considered. Prerequisite: M U SI 011 or the equivalent. N ot offered 2004—2005. MUSI 033. The Art Song A study of various solutions by various com­ posers to the problems of relating poetry and music. T he emergence of the German Lied in the 19th century (Schubert and Schumann); its later development (Brahms, Strauss, Wolf, Mahler, Schoenberg, and Berg); and its adapta­ tion by French (Debussy, Ravel, and Messiaen) and American (Ives, Barber, and Crumb) com­ posers. For students who are either singers or pianists, informal performances may replace papers. Prerequisite: M U SI 011 or the equivalent 1 credit. Spring 2005. Freeman. 293 Music and Dance MUSI 034. J .S . Bach MUSI 093. Directed Reading Study o f Bach’s compositions in various genres. For the instrumental music, this involves close consideration of style and signification. For the vocal music, it also involves study of ways Bach’s music interprets, not merely expresses, his texts. l credit. T his is a lecture and discussion course; see also M U SI 101 (Bach), whose format and content is quite different. Prerequisite: M U SI 011 or the equivalent. 1 credit. Not offered 2 0 04-2005. MUSI 036. Music Since 1945 A study of contemporary concert music, includ­ ing such composers as Messiaen, Crumb, Boulez, Cage, Babbit, Carter, Lutoslawski, and Ligeti. Electronic music, collage, chance and improvi­ sation, and minimalism will also be examined as well as the current trends toward neo-Romanticism and stylistic pluralism. Prerequisite: M U SI 011 or the equivalent. 1 credit. N ot offered 2 0 0 4 -2005. MUSI 037. Contemporary American Composers A study of the works and thought of six impor­ tant American composers. T h e course will stress intensive listening and will include discussion meetings with each of the composers. Prerequisite: M U SI 011 or the equivalent. 1 credit. N ot offered 2004—2005. MUSI 038. Color and Spirit: Music of Debussy, Stravinsky, and Messiaen A study of 20th-century music focusing on the great renewal o f musical expressions, diverging from the Austro-German classic-Rom antic tradition, found in the works o f 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. MUSI 095. Tutorial Special work in composition, theory, or history. 1 or 2 credits. MUSI 096. Seniur Thesis l or 2 credits. MUSI 099. Senior Honors Recital Honors music majors who wish to present a se­ nior recital as one of their honors preparations must register for M U SI 099, after consultation with the music faculty. See Honors Program guidelines. 1 credit. Fall 2004 or spring 2005. Alston. SEMINARS M US1100. Harmony and Counterpoint 5 (See M U SI 015) Prerequisite: M U SI 014. 1 credit. Fall 2004. Friedman. M US110 1 . J .S . Bach (Compare with M U SI 034, which is a different offering with a different format, content, and prerequisites.) Study o f Bach’s compositions in various genres, examining music both as a reflection o f and for­ mative contribution to cultural history. Prerequisites: M U SI 012, and G ERM 001B (higher levels in German and music theory both strongly recommended; RELG 004 or 005B also recommended), or permission of instructor. 1 cred it. N ot offered 2 0 0 4 -2005. M US1102. Color and Spirit: Music of Debussy, Stravinsky, and Messiaen Prerequisite: M U SI 011 or the equivalent. (See M U SI 038) 1 credit. Prerequisite: M U SI 013 (concurrent enrollment possible by permission of the instructor). N ot offered 2 0 0 4 -2005. MUSI 092. Independent Study 1-credit. 1 credit. N ot offered 2 0 0 4 -2005. 294 MUS1103. Mahler and Britten This course is an intensive study of the music of two seminal 20th-century composers. W e 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: M U SI O il, 012, 013, and 014; a knowledge of German is recommended. This seminar may be counted as the fifth music theory course required of majors. MUSI 040. Performance (Individual Instruction) (See the guidelines for this course on p. 289.) Specific and updated guidelines are distributed at the beginning of each semester. 0 .5 credit. F all 2004 and spring 2005. MUSI 049A. Performance (Balinese Gamelan) Not offered 2004-2005. Performance of traditional and modem compo­ sitions for Balinese Gamelan (Indonesian per­ cussion orchestra). Students will learn to play without musical notation. No prior experience in Western or non-Western music is required. T h e course is open to all students. PERFORMANCE 0 .5 credit. 1 credit. F all 2004 and spring 2005. Whitman. N ote: T he following performance courses are for 0.5-course credit per semester. See pp. 289 and 295 for general provisions governing work in performance for credit toward graduation. MUSI 040. Elements of Musicianship Sight-singing, and rhythmic and melodic dictation. Required for all M U SI 011, 012, 013, and 014 students, with or without 0.5 credit. Also open to other students. T he instructor will place stu­ dents at appropriate levels. MUSI 049B. Performance: African Bance Repertory Music Ensemble Performance of traditional and modem compo­ sitions as accompaniment for and collaboration with the development of a dance piece for con­ cert performance. 0 .5 credit. Spring 2005. Staff. MUSI B50. Performance (Chamber Choir) 0.5 credit. Students in M U SI 050 must also be in M U SI 043 Performance (Chorus). Fall 2004 and spring 2005. Hamer. 0 .5 credit. MUSI 041. Performance (Jazz Ensemble) F all 2004 and spring 2005. Alston. 0.5 credit. MUSI 0 7 1. Rhythmic Analysis and Orumming Fall 2004 and spring 2005. Alston. MUSI 043. Performance (Chorus) 0.5 credit. Fall 2004 and spring 2005. Alston. MUSI 044. Performance (Orchestra) 0.5 credit. (Cross-listed as D A N C 071) 0 .5 credit. Spring 2005. Arrow. MUSI 078. Oance/Drum Ensemble (Cross-listed as D A N C 078) MUSI 047. Performance (Chamber Music) This repertory course draws on a variety of danc­ ing and drumming traditions from around the world as well as creating new hybrid forms. In 2004, focus will be on material from Ghana and Mali, andjapan. Guests will include Jeannine Osayande and others. Students can participate as dancers, drummers, or both. Fall 2004 and spring 2005. Staff. MUSI 046. Performance (Wind Ensemble) 0.5 credit. Fall 2004 and spring 2005. Johns. (See guidelines for this course on p. 290.) Open to all students without prerequisite. 0.5 credit. 0 .5 credit. Fall 2004 and spring 2005. Johns. Fall 2004- Arrow and guests. 295 Music and Dance MUSI 091. Special Projects (Issues in Music and Dance Education) REQUIREMENTS FOR THE M AJOR IN COURSE: DANCE (Cross-listed as ED U C 071 and D A N C 091) This course is an introduction to the fields of music and dance education. It will involve fre­ quent visits to schools, studios, and other educa­ tional institutions in the Philadelphia area. We will observe a variety of teaching methods and .discuss the guiding principles of music and dance education. W e will also address such questions as the place o f music and dance in higher education in general and at Swarthmore in particular. In some cases, course work may in­ clude practice teaching, depending on student experience and inclination. Open to any stu­ dent who has taken at least one course in music, dance, or education. Additional Course Requirements 0 .5 credit (C R /N C R ). Composition F all 2004. Arrow and Whitman. DA N C 012. Dance Composition II (1 credit) and either D A N C 013 Dance Composition Tutorial (0.5 credit) (twice) or once plus DANCE D A N C 014. Special Topics in Dance Composition (0.5 credit) Dance, a program within the Music and Dance Department, shares the department philosophy that courses in theory and history should be in­ tegrated with performance. By offering a bal­ ance of cognitive, creative, and kinesthetic classes in dance, we present a program that stands firmly within the tradition of Swarthmore’s liberal arts orientation. Dance instructors strive to create an atmosphere o f cooperative learning, one that affirms group process, fosters camaraderie, and both offers and values a wide variety of dance traditions. Information about the dance program in addition to that listed in this bulletin is available via the World Wide Web at the following address: http://www.swarthmore.edu/humanities/dance/. History (two of the following six) Prerequisites for the Major • DAN C 002, D A N C 010, a dance course numbered 040-061 appropriate to the stu­ dent’s ability and interest, or 071, and DA N C 011 with a grade of B or better; and • A conference with the dance faculty to assess familiarity with dance vocabularies and de­ termine additional course work in dance technique. W hether they enroll for credit or audit, all dance majors and minors are strong­ ly encouraged to participate in technique and repertory classes each term. Credits 2 2 D A N C 021. History of Dance: Africa and Asia (1 credit) D A N C 022. History of Dance: Europe’s Renaissance Through 1900 (1 credit) DA N C 023. History of Dance: 20th and 21st Centuries ( 1 credit) DA N C 024. Dance as Social History,! 1 credit) DA N C 025. Mapping Culture Through Dance (1 credit) D A N C 028. Special Topics in Dance History (1 credit) Theory (two of the following five) 2 D A N C 035. Women Choreographers and Composers (1 credit) D A N C 036. Dancing Identities (1 credit) D A N C 037. T he Politics of Dance Performance (1 credit) DA N C 038. Sacred Movement, Sacred Dance (1 credit) DA N C 039. Music and Dance: Criticism and Reviewing (1 credit) 296 Technique (two of the following three) 1—1 .5 DANC 050. Performance Dance: Modem Dance II (0.5 credit) DANC 051. Performance Dance: Ballet II (0.5 credit) DANC 053. Performance Dance: African Dance II (0.5 credit) One or two additional dance technique courses for academic credit or Prerequisites for the Minor DANC 094. Senior Project (1 credit) Repertory (once or twice) 0 .5 - 1 DANC 049. Performance Dance: Repertory (0.5 credit) Senior Project/Thesis* possible for students to align required courses within the minor to reflect that specific interest, if any. Minors will participate in the senior col­ loquium and will be encouraged, but not re­ quired, to develop an extended paper or a sig­ nificant dance performance piece as part of the program. W hether they enroll for credit or audit, all dance majors and minors are strongly encouraged to participate in technique and repertory classes each term. 1 -2 • D A N C 010, a dance course numbered 041061 appropriate to the student’s ability and interest, or 071 (Rhythmic Analysis) and D A N C 002 (World Dance Forms), or Dance 140 (Approaches to Dance) at Bryn Mawr College DANC 094. Senior Project (1 credit) or Total prerequisite credits DANC 095. and/or 096: Senior Thesis (1 or 2 credits) Course Requirements Total credits for the major Total of prerequisite and major credits 9 -1 1 2 Credits Composition 1 D A N C 011. Dance Composition 1(1 credit) 1 1 .5 - 1 3 History (one of the following six) 1 The dance faculty encourages students to pursue a senior project/thesis that incorporates a com­ parison or integration of dance and some other creative or performing art (creative writing, music, theater, or visual art) or another academ­ ic discipline of the student’s interest. D A N C 021. History of Dance: Africa and Asia (1 credit) Additional Requirements for the Major D A N C 024. Dance as Social History (1 credit) A comprehensive experience including essays on course work, reading andvideo lists, and the senior project/thesis. D A N C 025. Mapping Culture Through Dance (1 credit) A senior colloquium with monthly meetings will be held during the final semester of the stu­ dent’s senior year. These meetings, which will be led by the dance faculty, will be linked to con­ cert performances, guest lecturers, and assigned articles. D A N C 022. History of Dance: Europe’s Renaissance Through 1900 (1 credit) D A N C 023. History of Dance: 20th and 21st Centuries (1 credit) D A N C 028. Special Topics in Dance History (1 credit) Theory (one of the following five) 1 D A N C 035. W om en Choreographers and Composers (1 credit) DAlN C 036. Dancing Identities (1 credit) DA N C 037. T he Politics of Dance Performance (1 credit) REQUIREMENTS FOR THE MINOR IN COURSE: DANCE The goal of the course minor in dance is to ex­ pose 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 in the minor toward a specific area of interest. It is also DA N C 038. Sacred Movement, Sacred Dance (1 credit) D A N C 039. Music and Dance: Criticism and Reviewing (1 credit) Technique 1 Two semesters of dance technique for academic credit: one 0.5 course in a Western-based tech­ nique and one 0.5 course in a non-Westernbased technique. 297 Music and Dance Additional Course W ork 1 One additional credit will be taken from any single 1-credit course in the dance curriculum or from any two 0.5-credit courses such as DAN C 049 (Repertory), D A N C 013 (Dance Compo­ sition Tutorial), or additional dance technique classes. This final credit will be selected in con­ sultation with a Dance Program faculty adviser. Total credits for dance m inor 5 Total of prerequisite and minor credits 7 REQUIREMENTS FOR THE SPECIAL COURSE M AJOR IN DANCE AND A SECOND DISCIPLINE T h e program for a special major in dance com­ prises 12 units o f course work: six in dance and six in another discipline. T he two disciplines in this major may be philosophically linked or may represent separate areas o f the student’s interest. W hether they enroll for credit or audit, all dance majors and minors are strongly encour­ aged to participate in technique and repertory classes each term. Prerequisites for the Special Course Major in Dance and a Second Discipline • D A N C010, D A N C O il, a dance course numbered 0 4 1 -061 appropriate to the stu­ dent’s ability and interest, or 071 (Rhythmic Analysis) and D A N C 002 (World Dance Forms), or Dance 140 (Approaches to Dance) at Bryn Mawr College. Required D ance Courses T he core program (totaling 5.5 credits) includes the following courses: 1. Two composition/repertory (D A N C 012[1 credit] or 014 [0.5 credit] and/or D A N C 013 [0.5 credit] and D A N C 049 [0.5 credit]) 2. Two history/theory (one from D A N C 021— 025 or 0 28 [1 credit] and one from DA N C 0 3 5 -0 3 9 [1 credit]) 3. Two or three in performance technique (D A N C 050 [0.5 credit] and one other tech­ nique at the 50 level or above [0.5 credit]) 4. O ne senior project or thesis (D A N C 094, 095, or 096 [1 credit]) These 6 courses from the core program will be joined by 6 credits from another discipline or disciplines. Courses for the program must be ap­ 298 proved both by the faculty o f the other depart­ ments and by the dance faculty. T he senior proj­ ect or thesis must also be approved and moni­ tored by those departments involved. Total credits for special major 5.5 Total of prerequisite and m ajor credits 8.5 REQUIREMENTS FOR THE M AJOR IN HONORS: DANCE T he minimum requirement for admission to the honors major is at least three courses in dance; normally DA N C 010, an introductory history/ theory course (D A N C 002. 005, or 009), and D ance Composition I (D A N C 011). Majors in the Honors Program must also have an overall B grade average before admission. In addition to the guidelines noted later, each honors major will be responsible for the material designated on the reading and video lists for senior honors study available from the department office. Honors majors will also be expected to partici­ pate in the senior colloquium. W hether they enroll for credit or audit, all dance majors and minors are strongly encouraged to participate in technique and repertory classes each term. A ll dance majors in the Honors Program must do three preparations in the department and one outside (in a related or unrelated minor). Two o f the departmental preparations will be based on course combinations (one in historyor theory and one in composition). T he third will take the form o f either a senior project (DANC 094) or a senior thesis (D A N C 095, 096). The portfolio submitted by each student will include both written materials and a videotape that pro­ vides examples of the student’s choreographic/ performance work at Swarthmore (a maximum o f 20 minutes in length). Each student’s pro­ gram will include the following: 1. H istory and theory. One area of emphasis link­ ing a course from D A N C 02 1 -0 2 5 or 028 with a course from D A N C 035-039. Each student will demonstrate this integration via a paper written as an attachment. This paper, along with appropriate papers from each his­ tory and theory class submitted for prepara­ tion, will be sent to the examiner. T he writ­ ten and oral exam for this preparation will consist of a response to three questions set by the examiner. 2. C om position. Each student may submit a combination of Composition I (D A N C O il) plus either Composition II (D A N C 012), Special Topics in Composition (D A N C 014), and Composition Tutorial (D A N C 013) or two of Dance 013 or 014. T he syllabi (where appropriate), a videotape of the final work, and a paper concerning the choreo­ graphic process from each class will be sub­ mitted to the examiner. 3. Senior project/thesis. These projects/theses will be individually determined. Each student will be assigned a faculty adviser who will assist the student in the creation of an initial bibli­ ography or videography or both as well as an outline for the project or thesis. It will then be the student’s responsibility to proceed with the work independently. REQUIREMENTS FOR THE MINOR IN HONORS: DANCE Students in the Honors Program who are pre­ senting 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. T h e choice regarding focus for a student’s minor will be de­ termined in consultation with an adviser from the dance faculty. Honors minors will also be ex­ pected to participate in the senior colloquium. Whether they enroll for credit or audit, all dance majors and minors are strongly encour­ aged to participate in technique and repertory classes each term. Majors Presenting a Related Minor Dance majors in the Honors Program who are presenting a related minor in another discipline must follow the preparation guidelines listed earlier. For these students, the third preparation will take the form of either a senior project (DANC 094) or a senior thesis (D A N C 095, 096), which, although it follows the guidelines stated in No. 3 earlier, draws on a cross-discipli­ nary perspective. Cross-disciplinary project or thesis. These prepara­ tions will be individually determined. In each case, the student will present either one dance history or theory course or one composition course in combination with one upper-level course outside the department. Then, as an at­ tachment the student will submit a performance (videotape) and/or a paper in which the crossdisciplinary nature of the study is discussed. Each student will be assigned a faculty adviser, who will assist the student in the creation of an initial bibliography or videography or both as well as an outline for the project or thesis. It will then be the student’s responsibility to proceed with the work independently. Majors Presenting an Unrelated Minor Students in the Honors Program who are presenting a major in dance and a minor in an unrelated discipline will follow the guidelines described earlier for the major. Additional guidelines concerning the honors major and minor in dance are available from the Department of Music and Dance office or from the director of dance. ADDITIONAL INFORMATION REGARDING THE DANCE PROGRAM Performance Dance: Technique Courses In a typical semester, more than 25 hours of dance technique classes are offered on graded levels presenting a variety of movement styles. Technique courses, numbered 040 through 048, 050 through 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 audition for level III technique classes and for Dance Repertory (D A N C 049). A total of not more than 8 full credits (16 0.5-credit courses) in performance dance technique classes and in music perfor­ mance classes may be counted toward the de­ grees of bachelor o f arts and bachelor of science. No retroactive credit is given for performance classes. Dance Program Performance Opportunities A ll interested students are encouraged to enroll in repertory classes (D A N C 049) and/or to audition for student and faculty works. These auditions take place several times each semester; dates are announced in classes, in postings out­ side the dance studios, and in the W eekly N ew s. Formal concerts take place toward the end of each semester; informal studio concerts are scheduled throughout the year. 299 Music and Dance T he Dance Program regularly sponsors guest artist teaching and performance residencies, which in 2 0 0 4 -2 0 0 5 will include Suzanne Farrell Ballet, Sita Frederick, Kimerer La Motte, Susan Marshall Dance Company, Jeanne Ruddy, Mallika Sarabhai and Darpana, Toby Twining, and Jennine W illett. In addition, the program regularly hosts guest choreographers who work with student ensembles in technique and reper­ tory classes. During 2 004-2005, Lisa Kraus, Aryani Manring, Jeannine Osyande, and Sasha Welsh will be working in that capacity. Scholarships and Awards Scholarships for summer study in dance are available through funds provided by T h e Friends of Music and Dance. T he Halley Jo Stein Award for Dance and T h e Melvin B. Troy Award for Composition are also awarded annu­ ally by the department. Foreign Study Initiatives Q hana Program T h e Dance Program has an ongoing relation­ ship with the International Centre for African Music and Dance and the School of Performing Arts at the University of Ghana in Legon, a sub­ urb 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 indepen­ dent study and travel. Beyond credits in dance, music, theater, African studies, and intensive Twi (an A kan language widely spoken in G hana), a menu of tutorials is available. Stu­ dents participating are able to enroll for the equivalent of a full semester’s credit (4 to 5 cred­ its). Interested students should contact the di­ rector o f the Dance Program as early as possible for advising purposes and for updated informa­ tion. Please see the programs in Dance and Theater catalog listings for information on the types of academic credit offered. Poland Program T h e programs in Dance and Theater offer a se­ mester-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. T h e program provides participating students with a combination o f foreign study and the ex­ perience of working in various capacities (dance performance, arts administration, scenography, 300 etc.) within the environment o f a professional dance theatre company for credit. Participating students are housed in Bytom and attend week­ ly tutorials in Kracow. Intensive study o f Polish while in the country will be required of all par­ ticipating students. Students participating are able to enroll for the equivalent o f a full semes­ ter’s credit (4 to 5 credits). Participation in the Annual International Dance Conference and Performance Festival hosted by Silesian Dance Theatre in June and July is highly recommend­ ed 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, reli­ gion, Jewish and Holocaust studies, and other fields. Interested students should contact Pro­ fessor A llen Kuharski, chair o f 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 o f academic credit offered. INTRODUCTORY COURSES DANC 002. World Dance Forms A survey course that introduces students to the­ oretical and practical experiences in dance forms from various cultures and periods through a combination o f lectures, readings, and video and film viewings, as well as discussions and workshops with a wide variety of guest artists from the field. T he particular forms will vary each semester but may include African, Asian, and Native American forms, flamenco, contem­ porary social dances, and various forms o f con­ cert dance. Open to all students without prerequisite; no prior dance training required. 1 credit. N ot offered 2 0 0 4 -2005. DANC 005. Patterns of Asian Dance and Music (Cross-listed as M U SI 005) T he course will examine converging and diverg­ ing patterns in Asian dance and music. Our focus will be on dance traditions of Indonesia, India, Sri Lanka, Afghanistan, the Philippines, and Japan and will incorporate musical tradi­ tions that are integral to dance. Readings will situate the traditions in their sociocultural, reli­ gious, and aesthetic contexts. This is a reading, viewing, listening, and writing intensive course. Open to all students without prerequisite. 1 credit. Fall 2004. Chakravorty. 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 drum­ ming as well as in the study of those forms through lectures, reading, listening, and view­ ing. No prior musical or dance training required. proaches to making work are explored in com­ positions for soloists and groups. Course work emphasizes using various approaches and meth­ ods (e.g., theme and variation, m otif and devel­ opment, structured improvisation, and others). Reading, video and live concert viewing, move­ ment studies, journals, and a final piece for pub­ lic performance that may include a production lab component are required. Prerequisites: D A N C 011 or its equivalent. A course in dance technique must be taken concurrently. 1 credit. Spring 2005. Hess. Not offered 2 0 0 4 -2005. DANC 013. Dance Composition: Tutorial DANC 010 / MUSI010. Great Repertoire for Prospective Majors and Minors T h e 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 encour­ aged. A ll students proposing tutorials are ad­ vised to discuss their ideas with a member o f the dance faculty prior to enrollment. An introduction to selected masterworks inves­ tigating a wide variety of styles drawn from dif­ ferent historical periods and cultures. This course also introduces the disciplines o f histori­ cal musicology, ethnomusicology, dance history, and dance ethnography. Serves as a prerequisite for all courses in dance history, and is also re­ quired of all prospective majors and minors in Dance or Music before the junior year. 0.5 Credit Fall 2004. W hitman, Milewski, and staff. COMPOSITION, HISTORY AND THEORY COURSES DANC 0 1 1 . Dance Cnmposition I A study of the basic principles of dance compo­ sition through exploration of the elements of time, space, and force, movement invention, and movement themes to understand various choreographic structures. Considerable reading, video and live concert viewing, movement stud­ ies, journals, and a final piece for public perfor­ mance 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. 1 credit. Fall 2004- Stephen Welsh. DANC 012. Dance Composition II An elaboration and extension of the material studied in D A N C O il. Stylistically varying ap­ Choreography of a final piece for public perfor­ mance is required, as are weekly meetings with the instructor and directed readings and video and concert viewings. A journal may also be re­ quired. Prerequisites: D A N C 011 or its equivalent. A course in dance technique must be taken concurrently. 0 .5 credit. Fall 2004. Spring 2005. Arrow and Hess. DANC 0 14. Special Topics in Dance Composition A course that focuses on intensive study of spe­ cific 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 con­ cert viewing, and a journal will be required. T he focus for the course during spring 2005 will be dance videography. Prerequisite: D A N C 011. A course in dance technique must be taken concurrently. 0 .5 credit. Spring 2005. Arrow. 301 Music and Dance 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 styl­ istic characteristics, underlying aesthetics, reso­ nances in general cultural traits, and develop­ mental history. Course work 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. and class in the period from 1880 to the 1950s in Europe, North America, the Caribbean, and South America. A variety o f dance forms in their historical and cultural contexts will be an­ alyzed. Readings, video and concert viewings, research projects, and class discussions are in­ cluded. Three hours per week. Prerequisite: D A N C 002 or permission of the instructor. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . Prerequisite: DA N C 002. Two lectures and onehour video viewing per week. DANC 025. Mapping Culture Through Dance 1 credit. This course will use anthropological approaches to examine the interrelationship of dance with social relations of culture and power. T he course will be shaped as a cross-cultural journey, which will include East Indian, Brazilian, Haitian, African, and other dance styles. Dance will be analyzed in terms of ritual, national/gender identity, and spirituality, and as commodities of value and resistance. T he overall approach will be to situate dance forms in their historical and contemporary social, political, and economic contexts. N ot offered 2 0 0 4 -2005. 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. Prerequisite: D A N C 002; D A N C 024 strongly recommended. Two lectures and one-hour video viewing per week. 1 credit. N ot offered 2 0 0 4 -2005. DANC 023. Histnry nf 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 choreo­ graphers, dancers, and theorists will be dis­ cussed. Through readings, video and concert viewings, research projects, and class discus­ sions, students will develop an understanding of these forms in relation to their own dance prac­ tice. Prerequisite: D A N C 002; D A N C 021 and 022 strongly recommended. Two lectures and onehour video viewing per week. 1 credit. N ot offered 2 0 0 4 -2005. Prerequisites: D A N C 002, an introductory course in anthropology, or permission o f the instructor. 1 credit. N ot offered 2004 -2 0 0 5 . DANC 028. Special Topics in Dance History: Politics and Aesthetics of Classical Indian Dance This course will examine classical Indian dance in the context of national and gender identity formation. In the process, it will also examine notions of tradition, modernity, and globality in relation to dance in contemporary India. There will be two major elements: a historical analysis of the nationalist and revivalist movement in India that shaped classical dance, focusing on is­ sues of gender, class, and religion in the forma­ tion of ideology; and, second, situating classical Indian dance in the current context of cultural globalization. Anthropological, culture studies, and feminist theories will be used to analyze the changing meaning of classical dance in India. DANC 024. Dance as Sucial History 1 credit. This course focuses on dance as a locus for dis­ cussing power relations through gender, race, Spring 2005. Chakravorty. 302 DANC 035. Women Choreographer and Composers This course is a survey of women choreographers and composers. Choreographers range from Sallé 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 2 0 0 4 -2005. DANC 036. Dancing Identities This course explores ways that age, class, gender, and race have informed dance, particularly per­ formance dance, since 1960. T h e impact of var­ ious cultural and social contexts will be consid­ ered. Lectures, readings, and video and concert viewings will be included. Students will be ex­ pected to design and participate in dance and movement studies as well as submit written work. Prerequisite: D A N C 002 or permission of the instructor. modem/concert dance). Students will be ex­ pected to design and participate in dance and movement studies, as well as to write. Prerequisite: Some dance experience, in any technique, and/or a course in religion. 1 credit. F all 2004. Hess. DANC 039. Music and Dance: Criticism and Reviewing (Cross-listed as M U SI 039) This course will be team taught by the music and dance faculty with supplemental visits by guest lecturers who are prominent in the field of reviewing. It will cover various aspects of writ­ ing about the performance o f music and dance: previewing, reviewing, the critic’s role and re­ sponsibilities, and the special problems of relat­ ing performance to the written word. Prerequisite: One previous course in music or dance, concurrent enrollment in a music or dance course, or permission of the instructor. 1 credit. N ot offered 2 0 0 4 -2005. 1 credit. Not offered 2 0 0 4 -2005. DANC 037. Current Trends in Dance Performance DANCE TECHNIQUE AND REPERTORY COURSES An investigation of the aesthetic principles of perception, symbolism, abstraction, and creativ­ ity in relation to the viewing and interpretation of dance performance. Emphasis will be placed on political interpolation and ramifications of the act of public performance. Topics of discus­ sion will include the “politically correct” para­ dox, government funding, art as cultural inter­ vention, the evolution o f styles, and various his­ torical perspectives. N ote: 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. A ll dance technique courses numbered 0 4 0 -0 4 8 are open to all students without pre­ requisite. Courses numbered 0 5 0 -0 5 8 and 0 6 0 061 have a prerequisite of either successful com­ pletion o f an 040s course in that style or permis­ sion of the instructor. Open to all students without prerequisite. DANC 040. Performance Dance: Modern I I credit. A n introduction to basic principles of dance movement: body alignment, coordination, strength and flexibility, and basic locomotion. If taken for academic credit, concert attendance and one or two short papers are required. Not offered 2 0 0 4 -2005. DANC 038. Sacred Movement, Sacred Dance This course is planned both as a studio and a lec­ ture seminar. W e will examine through move­ ment, and readings, and discussion the presence of the sacred in performance, ritual, and con­ templative practices. W e will explore several dance and movement traditions from the an­ cient (India) to the contemporary (American 0 .5 credit. Fall 2004 and spring 2005. Arrow. DANC 041. Performance Dance: Ballet I A n introduction to the fundamentals of classi­ cal ballet vocabulary: correct body placement; positions of the feet, head and arms; and basic 303 Music and Dance 0 .5 credit. mances 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. F all 2004 and spring 2005. Sherman. 0 .5 credit. locomotion in the form. If taken for academic credit, concert attendance and one or two short papers are required. DANC 043. Performance Dance: African I F all 2004 and spring 2005. Chakravorty. DANC 047. Performance Dance: Flamenco A frican D ance I introduces students to U m fim dalai. In a contemporary context, the U m fundalai dance tradition surveys dance styles of African people who reside on the continent o f Africa and in the Diaspora. Upon completion of the course, students will gain a beginning un­ derstanding of how to approach African dance and the aesthetic principles implicit in Africanoriented movement. Students enrolled in DA N C 043 for academic credit are required to keep a weekly journal and write two short papers. 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 (bcaceo). A variety of rhythmic groupings and styles within flamenco will be explored. Students who are en­ rolled 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 2004 and spring 2005. Luis-Gmitter. F all 2004 and spring 2005. Nance. DANC 048. Performance Dance: Special Topics in Technique DANC 044. Performance Dance: Tap 0 .5 credit. 0 .5 credit. Intensive study of special topics falling outside the regular dance technique offerings. Topics may include Alexander technique,, contact im­ provisation, jazz, Pilates, and musical theater dance. If taken for academic credit, concert attendance and one or two short papers are required. Spring 2005. Davis. Section 1 : Pilates DANC 045. Performance Dance: Hatha Yoga Students will learn and practice the exercise method developed by Joseph H. Pilates. This method emphasizes connecting the mind with the body through six principles: control, con­ traction, centering, flowing movement, preci­ sion, and breath. T he course will emphasize evenly developing the musculature of the body, and creating a strong supportive core of abdom­ inal and spinal muscles. This course is available for physical education credit only. This course is available to all tappers, from be­ ginning to advanced. Such forms as soft-shoe, waltz-clog, stage tap, and “hoofin” will be explored. If taken for academic credit, concert attendance and one or two short papers are required. T h e course will focus on experiencing and un­ derstanding a variety of asanas (physical pos­ tures) 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 and one paper are required. 0 .5 credit. Fall 2004. and spring 2005. Hess. DANC 046. Performance Dance: Kathak This course will introduce the basic principles of performance technique in the North Indian classical form Kathak. T h e 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 perfor­ 304 0 .5 credit. Fall 2004 and spring 2005. Sasha Welsh. Section 2 : C ontact Im provisation This improvisational dance practice is based on moving in contact with others through touch­ ing, leaning on, lifting, balancing, and support­ ing. T he resulting duets and ensembles are pro­ pelled by the momentum of the dancers’ weight. Students who enroll for academic credit will be required to write papers and/or create perfor­ mance textsor choreographies. 0 .5 credit. ing Mallika Sarabhai. Spring 2005. Stein. 0 .5 credit. DANC 049. Performance Dance: Repertory F all 2004. Chakravorty. (Cross-listed as TH E A 007) Spring Sections The various sections of this course offer oppor­ tunities 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. This course will develop a performance dance based on release technique principles. 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. Fall Sections: Section 1: Tap Section 1: Modem A course in modem dance technique should be taken concurrently. Additional information about the class will be available from the Dance Program office during fall semester 2004. Prerequisite: D A N C 040 or its equivalent. 0 .5 credit. Spring 2005. Kraus. Section 2 : African 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. Auditions for admission to the course will be held during the first class meeting. Additional information regarding the course is available from the instructor. 0.5 credit. Prerequisite: DA N C 043 and prior or concur­ rent enrollment in DA N C 053. Fall 2004. Davis. Section 2 : Modern During this section of D A N C 049, Body as Mask, students will investigate the “states” spe­ cific to Balinese performance, focusing on the use of the body as a mask and also on momen­ tum-based locomotion. Performers will be intro­ duced to and encouraged to develop an organic and idiosyncratic physical world. T h e resultant performance piece will feature a collaboration with live music. No previous dance experience is required. A course in dance technique should be taken concurrently. 0.5 credit. Fall 2004. Manring. Section 3 : Kathak This section of D A N C 049 will explore the two aspects of Kathak technique— nrtta (abstract movement) and nritya (expressive gestures). These will be used to create a dance that will in­ clude teen tala or metrical scales of 16 beats to learn complex rhythmical structures (bols). The various patterns of bols such as tufcra, tehai, and paran will also be explored. Students will also be exposed to poetry and literature relevant to their study. T he class experience will be aug­ mented during fell 2004 by a symposium featur­ 0 .5 credit. Spring, 2005. Nance. Section 3 : Taiko Repertory T he class will offer experience in traditional Japanese drumming repertoire. Admission will be determined by an audition held during the first class meeting. 0 .5 credit. Spring 2005. Arrow. Section 4 : Lecoq and the Theater of Gesture This class will offer an orientation to move­ ment-based acting through various approaches: traditional performance traditions in Bali and elsewhere, com m edia deU’arte, the teachings of Jacques Lecoq, etc. 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 of work generated by the students. Prerequisites: TH EA 001 or 002, any dance course number 040-044, or consent of instructor. I credit. Spring 2005. Bauriedel. 305 Music and Dance DANC 050. Performance Dance: Modern II 0 .5 credit. A n elaboration and extension of the principles addressed in DA N C 040. If taken for academic credit, concert attendance and one or two short papers are required. N ot offered 2 0 0 4 -2005. Prerequisite: D A N C 040 or its equivalent. 0 .5 credit. Fall 2004. Kraus. Spring 2005. Welsh. DANC 051. Performance Dance: Ballet II A n elaboration and extension of the principles addressed in DA N C 041. If taken for academic credit, concert attendance and one or two short papers are required. DANC 060. Performance Dance: Modern III Continued practice in technical movement skills in the modem idiom, including approach­ es to various styles. If taken for academic credit, concert attendance and one or two short papers are required. Placement is by audition or permission of the instructor. 0 .5 credit. F all 2004 and spring 2005. Welsh. Prerequisite: D A N C 041 or its equivalent. DANC 061. Performance Dance: Dallet III 0 .5 credit. 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 one or two short papers are required. Fall 2004 and spring 2005. Sherman. DANC 053.Performance Dance: African II African Dance for experienced learners gives students an opportunity to strengthen their technique. T h e course will use the U m fundalai technique allied with some traditional West A frican Dance forms to enhance students’ learning. Students who take African Dance II for academic credit should be prepared to ex­ plore and access their own choreographic voice through a choreographic project. Prerequisite: D A N C 043. 0 .5 credit. Placement is by audition or permission o f the instructor. 0 .5 credit. Fall 2004 and spring 2005. Sherman. UPPER -LEVEL CROSS-LISTED COURSES DANC 070. Theater of Witness Fall 2004 and spring 2005. Nance. (Cross-listed as TH E A 070) DANC 055. Performance Dance: Hatha Yoga II Open to juniors and seniors, Theater of Witness is a model of theater performance that presents the personal and collective life stories o f people whose voices are usually not heard in our soci­ ety. T he stories, woven together in spoken word, music, and dance, are collaboratively crafted into an original theater piece and performed by the people themselves. T he class will focus on the process of creating original theater from real-life stories and explore the social, political, psychological, and spiritual effects of Theater of Witness as a community building process of healing, education, and transformation. Three hours per week plus internship. A continuation and deepening of the practice of the asanas explored in D A N C 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 and one paper are required. Prerequisite: D A N C 045 or its equivalent with permission of the instructor. 0 .5 credit. Spring 2005. Hess. DANC 058. Performance Dance: Special Topics in Technique II A n elaboration and extension of principles ad­ dressed in D A N C 048. If taken for academic credit, concert attendance and one or two short papers are required. Permission of the instructor required. 306 1 credit. N ot offered 2 0 0 4 -2005. DANC 0 7 1. Rhythmic Analysis and Drumming DANCE 078. Dance/Drum Ensemble (Cross-listed as M U SI 071) This repertory course draws on a variety of danc­ ing and drumming traditions from around the world as well as creating new hybrid forms. In 2004, focus will be on material from Ghana, Mali, and Japan. Guests will include Danielle Makler, Jeannine Osayande, and others. Students can participate as dancers, drummers, xylophone (gyil) players or all three. A theoretical and practical analysis of rhythmic structure, applying techniques of Affo-Cuban drumming and East Indian rhythmic theory. For the general student, emphasis will be placed on the investigation o f rhythmic structure within a cultural and contemporary context. For students of dance, additional focus will be provided on the uses of chumming in dance composition and improvisation and as accompaniment in the teaching of dance technique. Three hours per week. Open to all students without prerequisite. (Cross-listed as M U SI 078) Open to all students without prerequisite. 0 .5 credit F all 2004. Arrow and guests. Dance 076. Movement and Cognition 0.5 credit. (Cross-listed as LING 057 and MATH 007) Spring 2005. Arrow. English, Scottish, and Italian folk dance are analyzed, using group theory, graph theory, mor­ phological theory, and syntactic theory, in an effort to understand the temporal and spatial symmetries of the dances. One focus will be a comparison o f the insights offered by the math­ ematical and linguistic approaches. DANC 073. Arts Administration for Performance (Cross-listed as TH E A 073) This course is available to students participating in the Poland Programand will require them to extend their stay in Poland through early July 2005. By arrangement with A llen Kuharski. Prerequisites: One course in linguistics, and a willingness to move your body and learn some basic math. 1 credit. 1 credit. Spring 2005. Spring 2005. Napoli. DANC 074. Scenography for Dance Theater Performance DANC 091. Special Projects (Issues in Music and Dance Education) (Cross-listed as T H E A 074) (Cross-listed as ED U C 071 and M U SI 091) Available to students participating in the study abroad programs coordinated by Swarthmore in Ghana, India, Japan, or Poland. In Poland, en­ rollment in this course will require students to extend their stay through early July 2005. This course is an introduction to the fields of music and dance education. It will involve fre­ quent visits to schools, studios, and other educa­ tional institutions in the Philadelphia area. We will observe a variety of teaching methods and discuss the guiding principles o f music and dance education. W e 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, course work may in­ clude practice teaching, depending on student experience and inclination. Prerequisites: TH EA 004B and Q14. 1 credit. Spring 2005. DANC 075. Special Topics in Dance Theater Available to students participating in the study abroad programs coordinated through Swatthmore in Ghana , India, Japan, or Poland. By arrangement with Sharon Friedler. Prerequisites: DAN C 002, D A N C 010, DANC Oil , or the consent of the dance program director. Prerequisite: Open to any student who has taken at least one course in music, dance, or ed­ ucation. 0 .5 credit (C R JN C R ). F all 2004. Arrow and Whitman. 1 credit. Fall 2004 and spring 2005. 307 Music and Dance ADVANCED INDEPENDENT WORK DANC 092. Independent Study Available on an individual or group basis, this course offers students an opportunity to do spe­ cial 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 super­ vising faculty. 1 credit. E ach sem ester. Staff. DANC 095,096. Senior Thesis Intended for seniors pursuing the special major or the major in course or honors, the thesis is de­ signed by the student in consultation with a dance faculty adviser. T he major part of the se­ mester is spent conducting independent re­ search 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 ex­ ternal examiners who then meet with the stu­ dent for evaluation of its contents. Proposals for a thesis must be submitted to the dance faculty for approval during the semester preceding enrollment. DANC 093. Directed Reading 1 or 2 credits. Available on an individual or group basis, this course offers students an opportunity to do spe­ cial work with theoretical or historical emphasis in areas not covered by the regular curriculum. Students will present written reports to the fac­ ulty supervisor. Permission must be obtained from the program director and from the super­ vising faculty. E ach sem ester. Friedler, Hess, or Arrow. 1 credit. E ach sem ester. Staff. 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. T h e major part of the semester is spent conducting independent re­ hearsals in conjunction with weekly meetings under an adviser’s supervision. T h e project cul­ minates in a public presentation and the stu­ dent’s written documentation of the process and the result. A n oral response to the performance and to the documentation follows in which the student, the adviser, and several other members o f 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 semes­ ter preceding enrollment. Prerequisite: Previous or concurrent enrollment in an advanced-level technique course or demonstration o f advanced-level technique. I credit. E ach sem ester. Friedler, Hess, or Arrow. 308 Peace and Conflict Studies Coordinator: L E E A . SM ITHEY (Sociology and Anthropology) Jenny Gifford (Administrative Assistant) Committee: Amanda Bayer (Economics) Wendy E . Chmielewski (Peace Collection) Raymond F. Hopkins (Political Science) Jennie Keith (Sociology and Anthropology) Aurora Camacho de Schmidt (M odem Languages and Literatures) Andrew H . Ward (Psychology)3 3 Absent on leave, 200 4 -2 0 05. The Peace and Conflict Studies Program at Swarthmore College provides students with the opportunity to examine conflict and coopera­ tion within and between nations. T h e multidis­ ciplinary curriculum explores the causes, prac­ tices, and consequences of collective violence and terrorism as well as peaceful or nonviolent methods o f conflict management and resolu­ tion. T h e program offers courses in the follow­ ing areas: ( 1 ) alternatives to fighting as a way of settling disputes, including conflict resolution, rituals, nonviolence, mediation, peace-keeping forces, private peace-fostering organizations, arms control, economic sanctions, internation­ al law, and international organizations; (2) the causes of collective violence, including aggres­ sion and human nature, the state system and in­ ternational anarchy, systemic injustice, compe­ tition for scarce resources, diplomacy, ethnocentrism, ideological and religious differences, insecure boundaries, minorities within states, and arms races; (3 ) the nature of war and con­ flict, including civilian and military objectives; the political economy of war; strategy and tac­ tics, deterrence theory; low-intensity conflict; psychology of battle; prisoners of war; neutral rights; draff and conscientious objectors; the experience of war by soldiers and civilians; con­ ventional, nuclear, and guerrilla wars; how to end a war; and the after-effects of war; and (4) the evaluation of war and violence, including the morality o f war and violence, Just War Theory, pacifism, war mentality, the utility of war, war novels, and the responsibilities of citi­ zens directly or indirectly involved in war and violence. Students with any major, whether in course or in the Honors Program, may add a course minor in peace and conflict studies. Alternatively, stu­ dents in the Honors Program may choose an honors minor in peace and conflict studies. Stu­ dents who intend to minor in peace and con­ flict studies should submit a copy of their sophomore paper to the coordinator of the pro­ gram during the spring of the sophomore year, after consultation with program faculty mem­ bers. T h e paper should present a plan o f study that satisfies the requirements stated later, spec­ ifying the courses to count toward the minor. A ll applications must be approved by the Peace and Conflict Studies Committee. REQUIREMENTS AND RECOMMENDATIONS Minor A minor in peace and conflict studies consists of 6 credits, o f which only 2 may be taken in the student’s major. Introduction to Peace Studies (PEA C 015) is the only required course. 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). A n 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 in­ structor and approved in advance by the Peace and Conflict Studies Committee. Honois Minor Students in the Honors Program who choose an honors minor in peace and conflict studies must complete one preparation for external exami- 309 Peace and Conflict Studies nation. This 2-credit preparation can be a sem­ inar, a combination of two courses in different departments, a 2-credit thesis, or a combination o f a thesis and a course. Any thesis must be multidisciplinary. T h e proposed preparation must be approved by the Peace and Conflict Studies Committee. Any student who minors in peace studies must meet the requirement o f six units o f study, of which no more than 2 credits can come from the major department. Introduction to Peace Studies (PEA C 015) is required and should be taken no later than the junior year. Again, field­ work or an internship is highly recommended. Students whose minor in peace studies can be incorporated into the final requirements for senior honors study in the major should do so. T he Peace and Conflict Studies Committee will work out the guidelines for the integration exer­ cise with the student and the major department. COURSES T h e following courses constitute the founda­ tion for work in peace and conflict studies. 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, and the Univer­ sity of Pennsylvania, and abroad. PEAC 015. Introduction to Peace Studies This course addresses n ot only the proliferation o f coercive and violent means of conducting conflict but especially the growth of nonviolent alternatives, both institutional and grassroots, global and local. These include nonviolent col­ lective action, diplomacy, mediation, peace­ keeping, community relations work, social work, and aid and development work. Several theoretical and philosophical lenses will be used to explore human nature, conflict in human societies, and conceptualizations of peace. T h e course will take an interdisciplinary approach with significant contributions from the social sciences. PEAC 056. Human Rights, Refugees, and Internationai 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. N ot offered 2 0 0 4 -2 0 0 5 . PEAC 070. Research Internship/Fieldwork C redit hours to be arranged with the coordinator. PEAC 0 77. Peace Scholarship and Action W e will critically examine the relationship be­ tween various approaches to the academic pro­ je ct called peace and conflict studies and the grassroots or institutional actions that are often its subject. How strict is the distinction be­ tween the two, and to what extent is it an ad­ vantageous or false one? W hat are the value commitments that undergird peace and conflict studies and various forms o f peace activism? W hat are the conceptualizations of the collec­ tive good that prevail, who decides, and to what extent do they unite or polarize people in the pursuit of peace and justice? Students will be invited to examine the relationship between their own decisions, actions, and vocational plans and the future they envision for human relations locally and globally. T he Pendle Hill Peace Network lecture series, o f which Peace and Conflict Studies is a co-sponsor, will inform class discussions and provide the opportunity for students to engage with activists and schol­ ars on a range of social problems. 1 credit. Spring 2005. Smithey. PEAC 090. Thesis C redit hours to be arranged with the coordinator. ECO N 012. Games and Strategies ' ECON 051. T h e International Economy* 1 credit. ECO N 053. International Political Economy* F all 2004. Smithey. ECON 081. Economic Development* ECON 082. Political Economy of Africa 310 ECON 151. International Economics: Seminar* H IST 028. Nations and Nationalism in Eastern Europe: 1848-1998 H IST 037. History and Memory: Perspectives on the Holocaust H IST 049. Race and Foreign Affairs H IST 134. U .S. Political and Diplomatic History POLS 004- International Politics POLS 045. Defense Policy POLS 047. Global Policy and International Institutions: Hunger and Environmental Threats POLS 068. International Political Economy* POLS 073. Comparative Politics: Special Topics* POLS 074. International Politics: Special Topics* POLS 111. International Politics: Seminar PSYC 047. Applications of Social Psychology* RELG 026B . Buddhist Social Ethics RELG 110. Religious Belief and Moral A ction SOAN 003B . Nations and Nationalism SO AN 022E. Indigenous Resistance and Revolt in Latin America SOAN 022G . Social Movements in Latin America SO AN 025B. Transforming Intractable Conflict SO AN 026C . Power, Authority, and Conflict SOAN 035B. Nonviolent Social Movements SO AN 046B. Social Inequality SO AN 056B. Standoffs, Breakdowns, and Surrenders Please consult departmental course listings for descriptions and scheduling. * Courses marked with an asterisk are eligible for a peace and conflict studies minor on spe­ cial arrangement with the instructor and the program coordinator. Philosophy RICHARD ELDRIDGE, Professor and Chair2 HANS F. OBERDIEK, Professor3 CHARLES R A FF, Professor RICHARD SCHULDENFREI, Professor GRACE M . LEDB ETTER, Associate Professor TAMSIN LORRAINE, Associate Professor and A cting Chair6 ALAN R . BAKER, Assistant Professor DONNA MUCHA, Administrative Assistant 2 Absent on leave, spring 2005. 3 Absent on leave, 2 0 0 4 -2 0 05. 6 Spring 2005. 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 o f the world, God, free­ dom, human nature, justice, and history. Philosophy is thus significant for everyone who wishes to live and act in a reflective and critical manner. Philosophy o f Religion. From time to time, courses and seminars are offered on meaning, freedom, and value in various domains of con­ temporary life: Values and Ethics in Science and Technology, Feminist Theory, and Biotech­ nology and Society. REQUIREMENTS AND RECOMMENDATIONS Prerequisites T h e Philosophy Department offers several kinds of courses designed to engage students in philo­ sophical practices. Courses and seminars are of­ fered to introduce students to the major system­ atic works of the history of Western philosophy and works by Plato and Aristotle (Ancient Philosophy); Descartes, Hume, and Kant (Modem Philosophy); Hegel and Marx (19thCentury Philosophy); Kierkegaard, Nietzsche, Sartre, Heidegger, and de Beauvoir (Existential­ ism); and Russell and W ittgenstein (Contempo­ rary Philosophy). Some courses and seminars consider arguments and conclusions in specific areas of philosophy: Theory o f Knowledge, Logic, Moral Philosophy, Metaphysics, Aesthet­ ics, and Social and Political Philosophy. Other courses and seminars are concerned with the conceptual foundations of various other disci­ plines: A esthetics, Philosophy o f Science, Philosophy o f Language, Philosophy of Law, Philosophy of the Social Sciences, Philosophy of Psychology, Philosophy of Mathematics, and 312 Students majoring in philosophy must complete at least one course or seminar in Logic and ei­ ther A ncient or Modem Philosophy and earn a total of 8 credits, not counting senior course study or senior honors study. In addition, stu­ dents majoring in philosophy are urged to take courses and seminars in diverse fields of philoso­ phy. 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. A ll course majors will complete senior course study in philosophy. Students may complete a minor in philosophy by earning any 5 credits in philosophy courses. Satisfactory completion of either any section of an introductory course in philosophy (any philosophy course numbered 1—10) or PHIL 012: Logic is a prerequisite for taking any further course in philosophy. Students may not take two different sections of Introduction to Philosophy. 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 posi­ tions. 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 tech­ nique of analyzing arguments through careful consideration of texts. 1 credit. Each sem ester. 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 organi­ zation, natural science, and morality. In addi­ tion, philosophy as itself a cultural practice will be compared and contrasted with art and litera­ ture, 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 2004. Eldridge. PHIL 002. First-Year Seminar: Modernity/Post-Modernity This course will examine conceptions of moder­ nity as it emerges in key texts from philosophers such as Descartes, Kant, and Hegel. W e 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. W ritingcourse. 1 credit. Fall 2004. Lorraine. PHIL 003. First-Year Seminar: The Philosophy ot Freedom in America This course will be primarily concerned with the meaning of freedom in the British and Amer­ ican traditions. It will consider the relations be­ tween freedom and some closely associated no­ tions such as majority rule, equality, liberty, rights, tolerance, individualism, virtue, and the Enlightenment. It will also consider issues con­ cerning the matter of the appropriate areas of freedom (religion, speech, sexuality, economics) and the philosophical foundations of freedom. Major philosophical figures from the history of the discussion of freedom will be considered and some historical material will be woven into the’ reading and discussions. 1 credit. Fall 2004 and sirring 2005. Schuldenfrei. PHIL 0 1 1 . Moral Philosophy Although some attention will be paid to con­ temporary 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 ex­ ample, knowledge, freedom, and pleasure. Other values that may be discussed are tranquility, human relationships, autonomy, and the search for objective good. 1 credit. Spring 2005. Schuldenfrei. PHIL 012. Logic A n introduction to the principles o f deductive logic with equal emphasis on the syntactic and semantic aspects of logical systems. T he place of logic in philosophy will also be examined. No prerequisite. Required o f all philosophy majors. I credit. Fall 2004- Baker. PHIL 013. Modern Philosophy Masterpieces of metaphysics and theory of knowledge from Descartes’ M editations on First Philosophy (1641) through Kant’s Critique o f Pure Reason (1787), with readings from Spinoza, Leibniz, Locke, Berkeley, and Hume. 1 credit. Spring 2005. Raff. PHIL 016. Philosophy of Religion (See RELG 015B) PHIL 0 1 7 . Aesthetics O n the nature of art and its roles in human life, considering problems of interpretation and eval­ uation and some specific medium of art: W ho should care about art? Why? How? 1 credit. N ot offered 2004-2005. 313 Philosophy PHIL 018. Philosophy of Science PHIL 024. Theory of Knowledge Topics to be considered may include: scientific method (induction, fallibilism), criteria for the­ ory choice, justification vs. discovery, explana­ tion, laws of nature, reductionism, science vs. pseudoscience, realism, and the role of values in science. Issues about the nature and limits of knowledge address, among other topics, skepticism, sense perception, self-knowledge, intuition, and com­ mon sense. Readings sample current and classi­ cal approaches. 1 credit. F all 2004. Raff. 1 credit. Not offered 2004-2005. PHIL 025. Philosophy of Mathematics PHIL 019. Philosophy of Social Science 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 (H ilbet), intuitionism (Brouwer and Dummett), platonism (Godel), and empiricism (Kitcher). Important mathe­ matical results pertaining to these topics, their proofs, and their philosophical implications will be studied in depth (e.g., the paradoxes of set theory, Godel’s incompleteness theorems, and relative consistency proofs for non-Euclidean geometries). This course examines the various kinds of ex­ planations (rational choice, structural, function­ al, etc.) used in the social sciences, questions of relativism and the testing of social science pro­ posals, the roles that values play and ought to play in social science, and differences between the natural and the social sciences. 1 credit. N ot offered 2004—2005. PHIL 020. Plato and his Modern Readers (Cross-listed as C L A S 020) Modem thinkers have ascribed to Plato some of the fundamental good and ills o f 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 totali­ tarian, that Plato was a feminist, and that Plato betrayed his teacher, Socrates. In this course we will view Plato through the lens of various mod­ em and postmodern interpretations (e.g., Nietzsche, Heidegger, Foucault, Irigaray, Rorty, Murdoch, Nussbaum, Vlastos) alongside a close analysis o f ethical, metaphysical, and episte­ mological issues as they arise in the dialogues themselves. W riting course. I credit. Spring 2005. Ledbetter. PHIL 021. Social and Political Philosophy (See PHIL 121) 1 credit. N ot offered 2 0 0 4 -2005. PHIL 023. Contemporary Philosophy Current topics in metaphysics. 1 credit. N ot offered 2 0 0 4 -2005. 314 Prerequisites: Logic, acceptance as a major in mathematics, or approval of instructor. 1 credit. N ot offered 2004-2005. PHIL 026. Language and Meaning (See PHIL 116) 1 credit. N ot offered 2004—2005. 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. T he focus of attention will be various historicphilosophical accounts o f the meanings and functions of such musical works in culture. A n 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, Joh n Cage, New Romanticism, etc.) and to contemporary popu­ lar music. Major theorists o f music who will be covered include Leonard Meyer, Carl Dahlhaus, Theodor Adorno, Susan McClary, Rose Rosengard Subotnik, Lawrence Kramer, and Jacques Attali. 1 credit. Not offered 2 0 0 4 -2005. PHIL 031. Advanced Logic A survey of various technical and philosophical issues arising from the study o f 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, Godel’s incompleteness theorem); philosophical questions (e.g., W hat distinguishes logic from non-logic? Could logical principles ever be re­ vised in the light of empirical evidence?). Prerequisite: PHIL 012. ¡cred it. Spring 2005. Baker. PHIL 039. Existentialism In this course, we will examine existentialist thinkers such as Nietzsche, Kierkegaard, Heidegger, Sartre, Beauvoir, and Camus to ex­ plore themes of contemporary European philos­ ophy, including the self, responsibility and au­ thenticity, and the relationships between body and mind, fantasy and reality, and literature and philosophy. 1 credit. Spring 2005. Lorraine. PHIL 040. Semantics (See LING 040) PHIL 044. Torah and Logos: Judaism and Philosophy (Cross-listed as RELG 045) This course will compare and contrast two world views: Judaism and philosophy. Among the top­ ics we will examine are ethics, history and mem­ ory, the role of reason, and hermeneutics. I credit. N ot offered 2 0 0 4 -2005. Schiller, Hölderlin, and Schlegel. 1 credit. N ot offered 2 0 0 4 -2005. PHIL 049. Marx, Nietzsche, and Freud This course will examine the work of three 19th-century “philosophers of suspicion” who challenged the self-presence o f consciousness by considering consciousness as an effect of other forces. Their investigations into one’s under­ standing of truth as the effect of will-to-power (Nietzsche), one’s understanding of reality as the effect o f class position (Marx), and con­ sciousness 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. N ot offered 2 0 0 4 -2005. PHIL 055. Philosophy of Law A n inquiry into major theories of law, with em­ phasis on implications for the relation between law and morality, principles of criminal and tort law, civil disobedience, punishment and ex­ cuses, and freedom of expression. 1 credit. N ot offered 2004—2005. PHIL 079. Poststructuralism T his course will examine poststructuralist thinkers such as Foucault, Derrida, Kristeva, and Deleuze in light o f contemporary questions about identity, embodiment, the relationship between self and other, and ethics. 1 credit. Fall 2004. Lorraine. PHIL 086. Philosophy of Mind and Psychology This course will deal with the concept of mind, the relation of the mental and the physical, the nature of consciousness and intentionality, the nature of petsonhood, and related topics. 1 credit. F all 2004. Baker. PHIL 093. Directed Reading PHIL 048. German Romanticism E ach sem ester. Staff. This colloquium will focus on theories of sub­ jectivity, aesthetic experience, and ethical life developed in the immediate post-Kantian con­ text. The principal figures considered will be E ach sem ester. Staff. PHIL 096. Thesis 315 Philosophy PHIL 099. Senior Course Study PHIL 1 13 . Theory of Knowledge Spring sem ester. Staff. Current issues about knowledge and its limits. 2 credits. N ot offered 2 0 0 4 -2005. SEMINARS PHIL 1 0 1 . Moral Philosophy A n examination o f the principal theories of value, virtue, and moral obligation, and of their justification. T he focus will be primarily on con­ temporary treatments of moral philosophy. A central question of seminar will be the possibil­ ity and desirability of moral theory. 2 credits. N ot offered 2004—2005. PHIL 102. Ancient Philosophy A study of the origins of W estern philosophical thought in A ncient Greece, from the preSocratics through the Hellenistic schools. We will examine the doctrines of the Milesians, Heraclitus, Parmenides, Plato, Aristotle, the Epicureans, the Stoics, and the Skeptics. 2 credits. F all 2004- Ledbetter. PHIL 103. Selected Modern Philosophers Philosophical masterpieces by one or more 17th- or 18th-century philosophers: Descartes, Spinoza, Locke, Leiniz, Berkeley, Hume, Kant. 2 credits. Spring 2005. Raff. PHIL 104. Contemporary Philosophy Twentieth-century classics by Frege, Moore, Russell, and Wittgenstein selected for treatment and as ground for intensive study of one current philosophical issue or a single text. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . PHIL 106. Aesthetics and Theory of Criticism O n the nature of art and its roles in human life, considering problems of interpretation and eval­ uation and some specific medium of art. 2 credits. N ot offered 2 0 0 4 -2005. PHIL 109. Semantics (See LING 109) 316 PHIL 1 1 4 . Nineteenth-Century Philosophy T h e historical treatment of such topics as knowledge, morality, God’s existence, and free­ dom in Kant, Fichte, Hegel, Feuerbach, Marx, and Nietzsche. 2 credits. F all 2004. Eldridge. PHIL 116 . Language and Meaning Behaviorist theories of meaning, cognitivist the­ ories of meaning, and conceptions of language as a social practice will be surveyed and criticized. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . PHIL 1 16 . Philosophy of Mind and Psychology This course explores the extent to which the categories of explanation of thought and action that come from practical life (reasons and goals) constrain or limit scientific explanations of the kinds put forward in cognitive psychology, be­ haviorism, and artificial intelligence theory. 2 credits. N ot offered 2 0 0 4 -2005. PHIL 119 . Philosophy of Science Selected issues: for example, the nature of scien­ tific explanation and evidence, the relationship between theory and observation, the rationality of science, and the alleged value of freedom of science. 2 credits. Spring 2005. Baker. PHIL 1 2 1 . Social and Political Philosophy This seminar will trace the history of political philosophy in the W est primarily via discussion of selected major figures such as Plato, Aristotle, Hobbes, Locke, Rousseau, and Mill, with an em­ phasis 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 2004. Schuldenfrei. PHIL 125. Philosophy of Mathematics PHIL 180. Thesis Topics will include the nature of mathematical objects knowledge, proof and truth, mathemat­ ics as discovery or creation, the character o f ap­ plied mathematics, and the geometry of physical space. A considerable range o f 20th-century views on these topics will be investigated in­ cluding 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 philosophi­ cal implications will be studied in depth (e.g., the paradoxes of set theory, Godel’s incomplete­ ness theorems, and relative consistency proofs for non-Euclidean geometries). A thesis may be submitted by majors in the de­ partment in place of one honors paper, on ap­ plication by the student and at the discretion of the department. PHIL 199. Senior Honors Study Spring semester. 2 credits. Not offered 2 0 0 4 -2005. PHIL 139. Phenomenology, Existentialism, and Poststructuralism In this course, we will examine the themes of reality, truth, alienation, authenticity, death, de­ sire, and human subjectivity as they emerge in contemporary European philosophy. We will consider thinkers such as Nietzsche, Husserl, Heidegger, Derrida, and Irigaray to place con­ temporary themes of poststructuralist thought in the context of the phenomenological, existen­ tial, and structuralist thought out of which they emerge. 2 credits. S[mng 2005 .Lorraine. PHIL 145. Feminist Theory Seminar If the power o f a social critique rests on its abil­ ity to make general claims, then how do we ac­ count 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, sex­ uality, and embodied identities, and various res­ olutions to this dilemma. 2 credits. N ot offered 2 0 0 4 -2005. 317 Physical Education and Athletics ROBERT E . W ILLIAMS, Professor and Chair3 SUSAN P. DAVIS, Professor M ICHAEL L . M ULLAN, Professor LEE WIMBERLY, Professor KAREN BORBEE, Associate Professor ADRIENNE SHIBLES, Associate Professor ADAM HERTZ, Director of Athletics AM Y L . BRUNNER, Coach/Instructor PAT GRESS, Coach/Instructor FRANK AGOVINO, Coach/Instructor PETER CARROLL, Coach/Instructor RENEE CLARKE, Coach/Instructor MARK DUZENSKI, Sports Information Director, Coach/Instructor JER EM Y LOOMIS, Coach/Instructor HARLEIGH LEACH, Coach/Instructor ERIC W AGNER, Coach/Instructor KELLY W ILCOX, Coach/Instructor SHARON G REEN, Administrative Assistant MARIAN FAHY, Administrative Assistant 3 A bsent on leave, 2 0 0 4 -2 0 05. T h e aim of the department is to contribute to the total education of all students through the medium of physical activity. W e believe this contribution can best be achieved through en­ couraging participation in a broad program of individual and team sports, aquatics, physical fitness, and wellness. T h e program provides an opportunity for instruction and experience in a variety of these activities on all levels. It is our hope that participation in this program will fos­ ter an understanding of movement and the pleasure of exercise and will enhance, by prac­ tice, qualities o f good sportsmanship, leader­ ship, 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. T h e Intercollegiate A thletic Program is com­ prehensive, 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 competi­ tion, and those who qualify may be encouraged to participate in regional and national champi­ onship contests. Several club teams in various 318 sports are also organized, and a program of in­ tramural activities is sponsored. Students are encouraged to enjoy the instruc­ tional and recreational opportunities offered by the department throughout their college ca­ reers. A ll students not excused for medical rea­ sons are required to complete a four-quarter (two-semester) program in physical education. A ll students must pass a survival swimming test or take up to one quarter of swimming instruc­ tion. T he swim test and the two semesters of physical education are requirements for gradua­ tion. REQUIREMENTS AND RECOMMENDATIONS Courses offered by the department are listed subsequently. Credit toward completion of the physical education requirement will also be given for participation in intercollegiate athlet­ ics as well as the listed dance courses, which are semester-long courses. To receive credit for any part of the program, students must participate in their chosen activity a minimum of three hours a week. Students are encouraged to com­ plete the requirement by the end o f their sophomore year. Independent study for physical education is not permitted. Spring Activities Aerobics Aikido I, II Aquatics I Fall Activities Aerobics Aikido I, II Aquatics for Fitness *** Fitness Training Aquatics I, II, III *t **** Basketball Cross-Country Folk Dance (continued) *** **** $ Field Hockey Fitness Training Introduction to Orienteering G olf Lacrosse Power Yoga t Folk Dance Power Yoga Baseball Softball Swiss Ball Training *t **** Soccer Tennis Track and Field Ultimate Frisbee Squash Vechi Ryu Karate Tennis Volleyball Vechi Ryu Karate * * Volleyball Winter Activities Aerobics t Intercollegiate competition for women. * Intercollegiate competition for men and course instruction for men and women. ** Intercollegiate competition for women and course instruction for men and women. Aikido I, II ** *i Badminton Basketball Fencing Fitness Training Folk Dance **** *** **** Intercollegiate competition for men. Intercollegiate competition for men and women. Indoor Track and Field Lifeguard Training Pliometric Training Power Yoga Squash * * * * Swimming Swiss Ball Training Tennis Vechi Ryu Karate Volleyball 319 Physics and Astronomy JOHN R . BOCCIO, Professor AM Y L .R . BUG, Professor and Chair PETER J . COLLINGS, Professor9 FRANK A . M OSCATELLI, Professor M ICHAEL R . BROWN, Associate Professor CARL H . GROSSMAN, Associate Professor ERIC L .N . JEN S EN , Associate Professor of Astronomy3 DAVID H . COHEN, Assistant Professor of Astronomy CATHERINE H . CROUCH, Assistant Professor PAUL C . BLOOM , Visiting Assistant Professor CHRISTOPHER BURNS, Visiting Assistant Professor CHRISTOPHER 0 . COTHRAN, Postdoctoral Research Scientist M ARY ANN KLASSEN, Lecturer PRUDENCE G . SCHRAN, Lecturer JA M ES HALDEM AN, Instrumentation/Computer Technician STEVEN PA LM ER, Machine Shop Supervisor CAROLYN R. W A RFEL, Administrative Assistant 3 A bsent on leave, 2 0 0 4 -2 005. T h e program of the Physics and Astronomy Department stresses the concepts and methods that have led to an understanding of the funda­ mental laws explaining the physical universe. Throughout the work of the department, em­ phasis is placed on quantitative, analytical rea­ soning, as distinct from the mere acquisition of facts and skills. Particular importance is also at­ tached to laboratory work, because physics and astronomy are primarily experimental and ob­ servational sciences. W ith the awareness that involvement in re­ search is a major component in the education o f scientists, the department offers a number of opportunities for students to participate in orig­ inal 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 atom­ ic spectroscopy, plasma physics, computer simu­ lation, liquid crystals, biophysics, and observa­ tional and theoretical astrophysics. T h e department maintains the historic Sproul telescope, a 61-cm refractor, equipped with a C C D camera, plus several small telescopes for instructional use. A monthly visitors’ night at 320 the observatory is announced in T he W eekly N ew s. Two calculus-based introductory sequences are offered. PHYS 003 and 004 cover both classical and modem physics and is an appropriate in­ troductory physics sequence for those students majoring in engineering, chemistry, and biolo­ gy. PHYS 007 and 008, on the other hand, which is normally preceded by PHYS 006, PHYS 006H , or A S T R 003, is at a higher level. It is aimed toward students planning to do far­ ther work in physics or astronomy and is also appropriate for engineering and chemistry ma­ jors. T he four-course sequence 006H , 0 0 7 ,0 0 8 , and 014 is designed to provide a comprehensive introduction to all major areas o f physics. Additional information is available via the World Wide W eb at http://physics.swarthmore.edu/. REQUIREMENTS AND RECOMMENDATIONS Major Degree Requirements T he basic Physics Program is intended for stu­ dents not planning to pursue graduate work. It consists of PHYS 006H or A S T R 003, and PHYS 007, 008, 014, and 050 in the first two years, followed by PHYS 1 1 1 ,1 1 2 ,1 1 3 , and 114 in the last two years. In addition, the shop course PHYS 063 and the advanced laboratory courses PHYS 081 and PHYS 082 and MATH 0 0 5 ,006A , 006B , 016, and 018 must be taken. The basic program in astronomy is intended for students not planning to pursue graduate work. It consists of A S T R 003 or PHYS 006H , and PHYS 007, 008, 014, and A S T R 016. In addi­ tion, four astronomy seminars and M ATH 005, 006A, 006B, and 018 must be taken. The basic programs listed earlier cover all of the fundamental areas in the discipline. However, students preparing for graduate study in physics or astronomy should consider one of the ad­ vanced programs listed later. The advanced program in physics is PHYS 006H or A ST R 003, and PHYS 007, 008, 014, and 050 in the first two years followed by PHYS 111, 112, 113, 114, and 115 in the last two years. In addition, the shop course PHYS 063 and the advanced laboratory courses PHYS 081 and PHYS 082, and M ATH 005, 006A , 006B, 016, and 018 must be taken. The advanced program in astrophysics is A S T R 003 or PHYS 006H and PHYS 007, 008, 014, 050, and A S T R 016, followed by PHYS i l l , 112, 113, and 114, plus two astronomy semi­ nars. In addition, MATH 005, 006A , 006B, 016, and 018 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 pro­ gram by adding elective seminars in physics or astronomy and/or a research project/thesis. Seniors not taking the external examinations must complete a comprehensive exercise in the senior year, which is intended not only to en­ courage review and synthesis but also requires students to demonstrate mastery of fundamen­ tals studied during all four years. Criteria for Acceptance as a Major Students applying to become a physics major should have completed or be completing PHYS 014, PHYS 050, and M ATH 018. If applying for an astrophysics or astronomy major, they should also have completed A S T R 016. Applicants must normally have an average grade of C or better in all physics and astronomy courses as well as in MATH 016 and 018. Because almost all advanced work in physics and astronomy at Swarthmore is taught in sem­ inars, where the pedagogical responsibility is shared by the student participants, an addition­ al consideration in accepting and retaining ma­ jors 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 T h e advanced laboratory courses, namely, PHYS 081 and PHYS 082 (each 0.5 credit) re­ quire approximately one afternoon a week. 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 encouraged to undertake independent research projects, es­ pecially in the senior year, either in conjunc­ tion with one of the senior seminars or as a spe­ cial project for separate 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, prospec­ tive physics majors are urged to take the re­ quired course PHYS 063: Procedures in Exper­ imental Physics during the fall semester of their sophomore year, which will qualify them to work in the departmental shops. Teacher Certification W e offer teacher certification in physics through a program approved by the state of Pennsylvania. For further information about the relevant set of requirements, please contact the Educational Studies Department chair, the Physics Department chair, or the Educational Studies Department Web site: www.swarthmore.edu/SocSci/Education/. Minor Degree Requirements Our department offers two types of course mi­ nors: one in physics and one in astronomy. T he physics minor consists of PHYS 006H or A S T R 003, PHYS 0 0 7 ,* PHYS 0 0 8 ,* PHYS 014, PHYS 050, and PHYS 111 and PHYS 113.+ Corequisites are MATH 005, 006, and 018. (*In some cases, PHYS 003 and/or PHYS 004 may be substituted for PHYS 007 and/or 321 Physics and Astronomy PHYS 008.) (+Minors should have two ad­ vanced seminars, preferably one in “classical” and one in “quantum” physics. PHYS 111 is a prerequisite for the future seminars and fulfills the “classical” requirement. Although we rec­ ommend PHYS 113 as the second advanced seminar, a different seminar may be substituted on consultation with the chair.) T h e astronomy minor consists of PHYS 006H or A S T R 003, PHYS 007 or PHYS 003, PHYS 008 or PHYS 004, A S T R 016, one astronomy seminar numbered 100 or above, and one se­ mester o f A S T R 061 (0.5 credits). Corequisites are M ATH 005 and 006. EXTERNAL EXAMINATION PROGRAM To be accepted into the External Examination Program in the department, the applicant must normally have an average grade of B or better in all physics and astronomy courses. External examinations are based on the topics covered in the following seminars: Physics: PHYS 111, 112, 113, 114, and 115, plus a re­ search or library thesis; Astrophysics: three of the following (PH YS 111, 112, 113, or 114); two of the following (A S T R 121, 123, 126, or 128), plus a research or library thesis; Astronomy: A S T R 1 2 1 ,1 2 3 ,1 2 6 , and 128, plus a 2-credit research or library thesis. Minors in physics, astrophysics, and astronomy take an external examination based on two seminars 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 parti­ cles, and rigid body rotation. Possible addition­ al topics are special relativity and thermody­ namics. Includes one laboratory weekly. Prerequisite: M ATH 005 (can be taken concur­ rently). 1 credit. F all 2004. Bloom. PHYS 004. General Physics II Topics include wave phenomena, geometrical 322 and physical optics, electricity and magnetism, and direct and alternating current circuits. A possible additional topic is introductory quan­ tum physics. Includes one laboratory weekly. Prerequisites: M ATH 006A (can be taken con­ currently). PHYS 003 or the permission o f the instructor. 1 credit. Spring 2005. Bug. PHYS 006H. The Character of Physical Law For first-year students only. Seminar format with laboratory. A n introduction to the con­ cepts of physics and the thought processes in­ herent to the discipline. T h e primary emphasis of the course will be on the accepted principles of physics and their application to specific areas. A ttention will be given to philosophical aspects of physics, discussions of what kind of problems physicists address, and how they go about addressing them. Designed for students seeking a more rigorous course as a preparation for further work in physics. N atural Sciences and Engineering practicum . 1 credit. F all 2004- Boccio. PHYS 007. Introductory Mechanics A n introduction to classical mechanics and continuation (from PHYS 006 or 006H or A S T R 003) of the study o f special relativity. Includes the study of the kinematics and dy­ namics of point particles; conservation princi­ ples involving energy, momentum, and angular momentum; rotational motion o f rigid bodies; oscillatory motion; and relativistic dynamics. Includes one laboratory weekly. Prerequisites: MATH 006A (can be taken con­ currently), PHYS 006H (or PHYS 006 or A S T R 003), or the permission of the instructor. N atural Sciences and Engineering practicum . 1 credit. Spring 2005. Moscatelli. 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 o f progressive waves, boundary effects and interference, the electrostatic field and potential, electrical work and energy, D.C. and A .C . circuits, the rela­ tivistic basis of magnetism, and Maxwell’s equa­ tions. Includes one laboratory weekly. Prerequisites: PHYS 007; M ATH 006A or 006C; MATH 016 or 018 (can be taken con­ currently). Natural Sciences and Engineering practicum . 1 credit. Fall 2004. Crouch. PHYS 014. Thermodynamics and Quantum Physics An introduction to thermodynamics and tem­ perature, heat, work, and entropy. Introduction to quantum mechanics using one-dimensional systems. Includes one laboratory weekly. Prerequisites: PHYS 003 and 004 or PHYS 007 and 008. Natural Sciences and Engineering practicum . I credit. Spring 2005. Boccio. PHYS 020. Principles nf 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. I credit. N ot offered 2 0 0 4 -2 0 0 5 . PHYS 021. Light and Color The fundamentals o f light horn 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. N ot offered 2 0 0 4 -2 0 0 5 . 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. N ot offered 2004—2005. 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 in­ telligible external reality has any meaning. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . PHYS 029. Seminar on Gender and (Physical) Science This seminar will take a multifaceted approach to the question: “W hat are the connections be­ tween a person’s gender, race, or class and their practice of science?” T h e history of science, the education of women and feminist pedagogy, and philosophy of science will be addressed. Physical science will be the principal focus. Includes some laboratory work. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . PHYS 050. Mathematical Methods of Physics A survey of analytical and numerical tech­ niques useful in physics, including multivari­ able calculus, optimization, ordinary differen­ tial equations, partial differential equations and Sturm-Liouville systems, orthogonal functions, Fourier series, Fourier and Laplace transforms, and numerical methods. Prerequisites: MATH 016 and either 006C or 018; a knowledge o f some programming language. PHYS 022. Physics of Musical Sounds 1 credit. An introduction to the science and technology of musical sounds and the instruments that make them. Particular attention is paid to elec­ tronic music and instruments. Topics include complex wave forms, scales and temperament, basic electronic sound devices, and digital sound technology. T he course has a weekly lab­ oratory requirement. Spring 2005. Brown. 1 credit. Spring 2005. Grossman. PHYS 093. Directed Reading This course provides an opportunity for an in­ dividual student to do special study, with either theoretical or experimental emphasis, in fields not covered by the regular courses and semi­ nars. T h e student will present oral and written reports to the instructor. 0 .5 , l , or 2 credits. E ach sem ester. Staff. 323 Physics and Astronomy PHYS 094. Research Project 1 credit. Initiative for a research project may come from the student, or the work may involve collabora­ tion with ongoing faculty research. T he student will present a written and an oral report to the department. Spring 2005. Crouch. PHYS 1 1 4 . Statistical Physics PHYSICS SEMINARS T he statistical behavior of classical and quan­ tum systems; temperature and entropy; equa­ tions of state; engines and refrigerators; statisti­ cal basis of thermodynamics; microcanonical, canonical, and grand canonical distributions; phase transitions; statistics of bosons and fermi­ ons; black body radiation; electronic and ther­ mal properties of quantum liquids and solids. PHYS 1 1 1 . Analytical Dynamics Prerequisites: PHYS 111 and M ATH 006C or 018. 0 .5 , 1 , m 2 credits. E ach sem ester. Staff. 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 o f a rigid body, Euler’s equations, rotating frames of refer­ ence, small oscillations, and normal modes, and wave phenomena. Prerequisites: PHYS 014 and 050; M ATH 018. 1 credit. Fed! 2004. Bug. PHYS 1 1 2 . Electrodynamics Electricity and magnetism using vector calcu­ lus, 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 prob­ lems, radiation and four-vector formulation of relativistic electrodynamics. 1 credit. Spring 2005. Brown. PHYS 115 . Quantum Applications and Optics Approximately one-third of this seminar is de­ voted to applications on Quantum Theory as developed in PHYS 113. This will include basic atomic theory, scattering, and electromagnetic interactions. A study of physical optics is for the remaining two-thirds of the seminar and will in­ clude wave propagation, interference, diffrac­ tion, polarization, and optical instrumentation. Prerequisites: PHYS 111, 112 (or concurrently with instructor’s permission), and 113. 1 credit. F all 2004- Moscatelli. PHYS 130. General Relativity ... 1 credit. Newton’s gravitational theory, special relativity, linear field theory, gravitational waves, mea­ surement of space-time, Riemannian geometry, geometrodynamics and Einstein’s equations, the Schwarzschild solution, black holes and gravitational collapse, and cosmology. Fall 2004- Grossman. Prerequisites: PHYS 111 and 112. Prerequisites: PHYS 014 and 050; M ATH 018. PHYS 1 13 . Quantum Theory 1 credit. Postulates of quantum mechanics, operators, eigenfunctions, and eigenvalues, function spaces and hermitian operators; bra-ket nota­ tion, superposition and observables, fermions and bosons, time development, conservation theorems, and parity; angular momentum, three-dimensional systems, matrix mechanics and spin, coupled angular momenta, timeindependent and time-dependent perturbation theory. N ot offered 2 0 0 4 -2 0 0 5 . Prerequisites: PHYS 111 and MATH 016. 324 PHYS 1 3 1 . Particle Physics A study o f the ultimate constituents of matter and the nature o f the interactions between them. Topics include relativistic wave equa­ tions, symmetries and group theory, Feynman calculus, quantum electrodynamics, quarks, gluons, and quantum chromodynamics, weak interactions, gauge theories, the Higgs particle, and some o f the ideas behind lattice gauge calculations. Prerequisites: PHYS 113 and 115. 1 credit. Spring 2005. Bloom. PHYS 132. Nonlinear Dynamics and Chaos Nonlinear mappings, stability, bifurcations and catastrophe, conservative and dissipative systems, fractals, and self-similarity in chaos theory. trons and the Fermi surface, electrons in per­ iodic structures, the Bloch Theorem, band structure, sem iclassical electron dynamics, semiconductors, magnetic and optical proper­ ties o f solids, and superconductivity. Prerequisites: PHYS 113, 114, and 115. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . Prerequisite: PHYS 111. PHYS 136. Quantum Optics and Lasers 1 credit. 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. N ot offered 2 0 0 4 -2 0 0 5 . PHYS 133. Atomic Physics and Spectroscopy Review of quantum theory, hydrogen atom, multielectron atoms, atoms in external fields, optical transitions and selection rules, hyperfine structure, lasers, atomic spectroscopic tech­ niques: atomic beams methods, Doppler-free spectroscopy, time-resolved spectroscopy, and level crossing spectroscopy. Prerequisites: PHYS 113 and 115. 1 credit. Not offered 2 0 0 4 -2 0 0 5 . PHYS 134. Quantum Mechanics: Mathematical and Physical Foundations What is measurement? Repeatable, maximal and consecutive tests, Bayesian probability, in­ finite dimensions, projection operators, Spectral Theory for self-adjoint operators, logi­ cal structure o f classical physics, rules of Quantum Theory, mixed states and density ma­ trices, time development, uncertainty relations, quantum correlations, Schm idt Decomposi­ tion, meaning of probability, reduction of State Vector, quantum entanglement, measurement problem, Kochen-Specker 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. I credit. Not offered 2 0 0 4 -2 0 0 5 . Prerequisites: PHYS 113 and 115. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . PHYS 1 3 7 . Cumputational Physics Computer simulations are a powerful way of solving problems in various fields o f physics. Students will learn concepts of robust scientific computing and explore techniques like Monte Carlo, finite-element, FFT, and molecular dy­ namics. O ther topics may include high-perfor­ mance computing and making the W eb a part of one’s problem-solving and information-dis­ semination strategies. As a culmination to the seminar, students will do an extended indepen­ dent project o f their choice. Prerequisites: PHYS 050 and 111 and, taken previously or concurrently, PHYS 113 and 114. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . PHYS 138. Plasma Physics A n introduction to the principles of plasma physics. Treatment will include the kinetic ap­ proach (orbits o f charged particles in electric and magnetic fields, statistical mechanics of charged particles) and the fluid approach (sin­ gle fluid magnetohydrodynamics, two fluid the­ ory). Topics may include transport processes in plasmas (conductivity and diffusion), waves and oscillations, controlled nuclear fusion, and plasma astrophysics. PHYS 135. Solid-State Physics Prerequisite: PHYS 112. 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 elec­ N ot offered 2004—2005. 1 credit. 325 Physics and Astronomy P H Y S 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 nor­ mally taken in, the fall semester of the student’s final year. 0 .5 , l , o r 2 credits. E ach sem ester. Staff. PHYS 199. Senior Honors Study A review of the subject matter covered in PH YS 111, 112, 113, 114, and 115. Open only to students in the External Exam ination Program. 0 .5 credit. Spring 2005. Staff. PHYSICS LABORATORY PROGRAM PHYS 063. Procedures in Experimental Physics Techniques, materials, and the design o f ex­ perimental apparatus; shop practice; printed circuit design and construction. This is a 0.5credit course open only to majors in physics, astrophysics, or astronomy. ASTRONOMY COURSES ASTR 001. Introductory Astronomy T h e scientific investigation of the universe by observation and theory, including the basic notions of physics as needed in astronomical applications. Topics include astronomical in­ struments and radiation; the sun and planets; properties, structure, and evolution of stars; the galaxy and extragalactic systems; the origin and evolution o f the universe. Includes some evening labs. N atural Sciences and Engineering practicum . 1 credit. E ach sem ester. Brown and Cohen. ASTR 003. The Physical Universe This is an introductory astrophysics course em­ phasizing three major areas o f astronomy and modem physics. These include birth of the uni­ verse, the theory of special relativity, and the formation of the solar system. Questions regard­ ing the presence of life beyond the Earth are also addressed. 1 credit. E ach sem ester. Bums. ASTR 016. Modern Astrophysics PHYS 081. Advanced Laboratory I This is a one-semester introduction to astro­ physics as applied to stars, the interstellar medi­ um, galaxies, and the large-scale structure of the universe. T h e course includes some evening laboratories and observing sessions.1 Experiments in mechanics, electricity and mag­ netism, waves, thermal and statistical physics, atomic, and nuclear physics. Prerequisites: MATH 005 and 006A and 006B, PHYS 003 and 004, or PHYS 007 and 008. (PHYS 004 or 008 may be taken concurrently.) 0 .5 credit. F all 2004. Technical staff. W riting course. 1 credit. 0 .5 credit. E ach sem ester. Cohen. E ach sem ester. Staff. ASTR 061. Current Problems in Astronomy and Astrophysics PHYS 082. Advanced Laboratory II Experiments in mechanics, electricity and mag­ netism, waves, thermal and statistical physics, atomic, and nuclear physics. W ritingcourse. 0 .5 credit. E ach sem ester. Staff. Reading and discussion of selected research pa­ pers from the astronomical literature. Tech­ niques of journal reading, use o f abstract ser­ vices, and other aids for the efficient mainte­ nance of awareness in a technical field. May be repeated for credit. Credit/no credit only. Prerequisite: A S T R 016. 0 .5 credit. E ach sem ester. Bums and Cohen. 326 ASTR 093. Directed Reading (See PHYS 093) ASTR 094. Research Project (See PHYS 094) ASTRONOMY SEMINARS ASTR 1 2 1 . Research Techniques in Observational Astronomy This course covers many o f the research tools used by astronomers. These include instru­ ments used to observe at wavelengths across the electromagnetic spectrum; techniques for pho­ tometry, 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: A S T R 016. 1 credit. Alternate years. N ot offered 2 0 0 4 -2 0 0 5 . ASTR 123. Stars and Stellar Structure ASTR 128. Galaxies and Galactic Structure Study o f our own galaxy and other galaxies. Galaxy morphology; observational properties of galaxies; kinematics: stellar motions, galaxy ro­ tation, spiral density waves, and instabilities; galaxy and star formation; starbuist galaxies; quasars and active galaxies; galaxy clusters and interactions; and large-scale structure o f the universe. Prerequisite: A S T R 016. 1 credit. A lternate years. N ot offered 2 0 0 4 -2005. ASTR 129. Cosmology Cosmology is the study o f the overall structure, history, and future evolution of the universe. T his seminar will cover the following topics: historical background; the distance ladder; the cosmological principle; Einstein’s general theo­ ry of relativity, Hubble’s law and the Friedmann models; observational constraints: galaxy and cluster kinematics, gravitational lenses, highredshift supemovae and the cosmic microwave background; the existence of dark matter and dark energy; the early universe: Inflation, Big Bang nucleosynthesis, the first stars; the age of the universe and the “Cosmic Concordance.” An overview o f physics of the stars, both at­ mospheres and interiors. Topics include hydro­ static and thermal equilibrium, radiative and convective transfer nuclear energy generation, degenerate matter, calculation o f stellar models, interpretation o f spectra, stellar evolution, white dwarfs and neutron stars, nucleosynthe­ sis, supemovae, and star formation. ASTR 180. Honois Thesis Prerequisite: A S T R 016. (See PHYS 180) 1 credit. Alternate years. Fall 2004. Cohen ASTR 126. The Interstellar Medium Study of the material between the stars and ra­ diative processes in space, heating and cooling mechanisms, physics of interstellar dust, chem­ istry of interstellar molecules, magnetic fields, emission nebulae, hydrodynamics and shock waves, supernova remnants, star-forming re­ gions, active galactic nuclei, X-ray and gammaray sources. Prerequisite: A S T R 016. I credit. Sirring 2005. Bums. ASTR 199. Senior Honors Study A review o f the subject matter covered in ad­ vanced physics and astronomy courses. Open only to students in the External Examination Program. 0 .5 credit. Spring 2005. Staff. Prerequisite: A S T R 016. 1 credit. Alternate years. N ot offered 2 0 0 4 -2 0 0 5 . 327 Political Science RAYMOND F. HOPKINS, Professor JA M ES R . KURTH, Professor2 CAROL NACKENOFF, Professor RICHARD L . RURIN, Professor (part tim e)2 KENNETH E . SHARPE, Professor RICHARD VALELLY, Professor3 CYNTHIA PERWIN HALPERN, Associate Professor KEITH R EEV ES , Associate Professor TYRENE W HITE, Associate Professor and Chair BENJAM IN BERGER, Assistant Professor JE F F R E Y S . M URER, Assistant Professor SCOTT HIBBARD, Visiting Instructor (part tim e)6 KATHLEEN KERNS, Administrative Assistant DEBORAH SLOM AN, Administrative Assistant 2 Absent on leave, spring 2005. 3 Absent on leave, 2 0 0 4 -2 005. 6 Spring 2005. COURSE OFFERINGS AND PREREQUISITES REQUIREMENTS Courses and seminars offered by the Political Science Department deal with the place of pol­ itics in society and contribute to an under­ standing o f the purposes, organization, and op­ eration of political institutions, domestic and international. T he department offers courses in all four of the major subfields o f the discipline: American politics, comparative politics, inter­ national politics, and political theory. Ques­ tions about the causes and consequences of po­ litical action and normative concerns regarding freedom and authority, power and justice, human dignity, and social responsibility are ad­ dressed throughout the curriculum. Major Prerequisites Students planning to study political science are advised to start with two of the following intro­ ductory courses: Political Theory, American Politics, Comparative Politics, and Interna­ tional Politics (PO LS 001 to 004). Normally, any two of these courses constitute the prereq­ uisite for further work in the department. Prerequisites and general recom m endations. Stu­ dents who intend to major in political science should begin their work in their first year at col­ lege if possible. Completion of at least two courses at the introductory level (PO LS 001, 002, 003, and 004) is required for admission to the major. Supporting courses strongly recom­ mended for all majors are Statistical Thinking or Statistical Methods (M ATH 001 or 002) and Introduction to Economics (ECON 001 h C ourse requirem ents fo r m ajors. To graduate with a major in political science, a student must complete the equivalent of at least eight courses in the department. T h e department expects that at least five of these eight courses be taken at Swarthmore. No more than one course may be an Advanced Placement. D istribution requirem ents. A ll political science majors are required to take one course or semi­ nar in three subfields: (1) American politics, (2) comparative or international politics, and (3) political theory. Completion of any of the following will satisfy the political theory requirement: POLS O il, 012, 100, or 101. T h e department recommends that majors plan course and seminar programs that afford some 328 exposure above the introductory level to at least three of the four major subfields of politi­ cal science (listed in the introductory para­ graph earlier). Comprehensive requirem ent. Majors in the course program can fulfill the College comprehensive requirement in one o f two ways. T h e preferred option is the oral thesis. Students are examined orally on a body of literature that best captures their interests and range o f preparation within the discipline. Under the second option, the written thesis, students complete a written the­ sis based on in-depth research into a topic of their choice. To be eligible for this option, stu­ dents must normally have at least an A - aver­ age in their political science courses, demon­ strate the merit and rigor of their proposal, and secure the approval o f a faculty adviser. Detailed information about these options is available at the beginning o f the junior year. Honors Major To be accepted into the Honors Program, stu­ dents should normally have at least an average of 3.5 or better inside and 3.0 (B ) outside the department and should give evidence of their ability to work independently and constructive­ ly in a seminar setting. Seminars will normally be limited to eight students, and admission pri­ ority will go to honors majors. Political science honors majors must meet all current distribu­ tional requirements for majors, including the political theory requirement. They need 10 po­ litical science credits. Normally, 6 of these cred­ its will be met with three, two-unit prepara­ tions, which will help prepare honors majors for outside written and oral examinations. These two-unit preparations will normally be either a 2-credit honors seminar or a “course-plus” op­ tion. O f these three two-unit preparations, no more than two may be in a single field in the department. T h e “course-plus” option will nor­ mally consist of two one-unit courses or semi­ nars that have been designated to count as an honors preparation. O ne example is POLS 013 (Feminist Political Theory) plus either POLS 031 (Difference and Dominance) or POLS 032 (Gender, Politics, and Policy in America). Another example is PO LS 068 (International Political Economy) plus PO LS 047 (Global Policy). T he department does not normally ad­ vise theses, course attachments, or directed readings as a substitute for the honors seminars and “course-plus” options. A ll prospective honors majors should have completed one o f their four honors preparations before their senior year. Senior honors majors are invited to take the Senior Honors Colloquium when it is offered. This 2-credit colloquium is sometimes offered in the fall term of the senior year. T h e work done in this colloquium will satisfy the College’s senior honors study (SH S) require­ ment and will be submitted to the external ex­ aminers, subject to the department word limit for SH S papers. Honors majors who do not take the colloquium will revise one seminar paper for submission to external examiners. Honors Minor Honors minors in political science will be re­ quired to have at least 5 credits in political sci­ ence. Among these 5 credits, minors must nor­ mally meet the subfield distribution require­ ment, that is, at least one course in American politics, in political theory, and in comparative politics/intemational relations. Minors will be required to take one of the two-unit honors preparations offered by the department. There is no senior honors study requirement for hon­ ors minors. Honors Examinations T h e honors examinations will normally consist of a three-hour written examination in each of the student’s seminars and an oral examination conducted by the external examiner. CONCENTRATION IN P0BLIC POLICY Students have the option of pursuing interdis­ ciplinary work as an adjunct to a major in po­ litical science in the public policy concentra­ tion. Comprehensive requirements (for course majors) or the external examination require­ ments (for candidates for honors) will be ad­ justed to allow students to demonstrate their accomplishments in the concentration. For fur­ ther information, consult the separate catalog listing for public policy. Raymond Hopkins is the acting coordinator of the concentration in public policy for 2004-2005. 329 Political Science THE DEMOCRACY PROJECT T he purpose o f this project is to deepen stu­ dents’ understanding of and commitment to de­ mocratic citizenship in a multicultural society through participation in community politics. A central feature of the Democracy Project is community-based learning through public ser­ vice and community organizing internships as part of the course work. By integrating reflec­ tion and experience, the project will enable stu­ dents to study the ways in which diverse com­ munities define and seek to empower them­ selves in the United States and to discover the relationship between individual activism, social responsibility, and political change at the grass­ roots level. COURSES POLS 001. Political Theory This course is an introduction to political theo­ ry by way of an introduction to some of its most important themes, problems, and texts. It seeks to elicit understanding o f theory as a way of thinking about the world, as related to political practices and institutions, and as a form of pol­ itics. Different instructors and sections will em­ phasize different central issues of politics such as justice, freedom, power and knowledge, and religion and politics. W riting course fo r Sharpe’s section only. _ 1 credit. F all 2004. Halpem, Sharpe. Spring 2005. Berger. ADVANCED PLACEM ENT T he department grants one unit o f college cred­ it to students who have achieved a score of 5 on the College Board Advanced Placement (A P) examination in Government and Politics (ei­ ther 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 A P credit will still be expected to complete two introductory courses at Swarthriiore as a prerequisite for more advanced work in the department. POLS 002. American Politics How do American institutions and political processes work? To what extent do they pro­ duce democratic, egalitarian, or rational out­ comes? T he course examines the exercise and distribution o f political power. Topics include presidential leadership and elections; legislative politics; the role of the Supreme Court; federal­ ism; parties, interest groups, and movements; public policy; the politics of class, race, and gender; voting; mass media; and public discon­ tent with government. W riting course fo r N acken offs section only. 1 credit. ; F all 2004. Reeves. Spring 2005. Nackenoff. TEACHER CERTIFICATION POLS 003. Comparative Politics Political science majors can complete the re­ quirements 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: www.swarthmore.edu/SocSci/Education/. A n introduction to the major themes and methods o f comparative political analysis through a study of the history and character of contemporary politics in various states and world regions. Topics include the formation of states, the growth of nationalism and ethnic conflict, patterns of state building and socioe­ conomic development, the role o f institutions and social transformation in promoting politi­ cal change, the causes of regime change, and pathways to democracy. Writing course. 1 credit. Fall 2004 and spring 2005. Murer. 330 POLS 004. International Politics An introduction to the analysis of the content' porary international system and its evolution in the 20th and 21st centuries. T he course will ex­ amine various approaches to explaining major international wars, ethnic conflicts, and eco­ nomic problems. 1 credit. Fall 2004. Hopkins. Spring 2005. Hibbard. POLS 0 1 1 . Ancient Political Theory: Plato Through Machiavelli Two traditions constitute the origins of Western politics. W e will begin with Greek tragedy and Athenian democracy, against which Greek po­ litical theory arose (Sophocles, Plato, and Aris­ totle). We will contrast this tradition with that of the Hebrew Bible (the prophets Jeremiah, Ezekiel, and Deutero-Isaiah) as a different way of understanding justice, order, suffering, com­ munity, and politics. These two traditions con­ verge in the New Testament era (selected gospels from Paul and from Gnostic gospels). We will conclude with Augustine, a point of convergence for the both of these traditions. 1 credit. ity of the body in political theorizing from sev­ eral perspectives. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . POLS 015. Ethics and Public Policy This course will examine the nature and valid­ ity of ethical arguments about moral and polit­ ical issues in public policy. Specific topics and cases will include ethics and politics, violence and war, public deception, privacy, discrimina­ tion and affirmative action, environmental risk, health care, education, abortion, surrogate motherhood, world hunger, and the responsibil­ ities of public officials. This course may be counted toward a concentration in public policy. 1 credit. Spring 2005. Halpem. POLS 016. Liberal Individualism This course will explore the conceptions of human nature that underlie liberalism in mod­ em society, with attention to what current re­ search and theory in psychology have to say about these assumptions. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . Fall 2004- Halpem. POLS 0 1 7 . American Political Thought POLS 012. Modern Political Theory American political thought and political cul­ ture are explored in topics including national identity; struggles of inclusion and exclusion; individualism and community; moral crusades; democratic visions; race, class, ethnicity, and gender; and the role of the state. This course will deal with important themes in modem political thought such as justice, liber­ ty, equality, rights, property, limited govern­ ment, communism, the power of reason, and the nature of power. Materials covered will in­ clude the works of Machiavelli, Hobbes, Locke, Rousseau, Kant, Constant, Marx, Mill, Madi­ son, Nietzsche, and Foucault. 1 credit. Spring 2005. Berger. POLS 013. Feminist Political Theory Key contributions and debates in feminist po­ litical, philosophical, and legal theory will draw on feminist psychoanalytic theory, poststruc­ turalist theories, and queer theory to engage the contentious issues at the heart of contemporary theory. T h e course engages feminists from nonWestem cultures on the capacity of Western feminists to speak to different experiences, con­ siders various feminist problematizations of tra­ ditional concepts of human nature and the pub­ lic and the private, and emphasizes the central­ 1 credit. N ot offered 2004—2005. POLS 019. Democratic Theory and Practice This course begins with the questions: W hat is democracy and what does it require? Wide­ spread political participation? Economic equal­ ity? Good education? Civic virtue? If any of these conditions or characteristics are neces­ sary, how might they be promoted? In addition to theoretical questions, we will investigate one o f 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? W hat might be done? This course draws upon classic and recent texts 331 Political Science in democratic theory, works of political science and sociology, and also a vital participatory component: student engagement with a voter registration and voter mobilization drive in Chester, Pa. 1 credit. F all 2004■ Berger. POLS 022. American Elections: Ritual, Myth, and Substance In this examination of the role of policy issues, candidate images, media, marketing, and polit­ ical parties in the American electoral process, students will learn how to use and interpret sur­ vey data, and will have an opportunity to con­ sider the role of race, gender, class, and other variables in voting behavior. Do elections mat­ ter, and if so, how? Historical trends in electoral politics will provide the basis for analyzing 2004. 1 credit. F all 2004- Nackenoif and Reeves. POLS 024. American Constitutional Law T h e Supreme Court in American political life will be examined, with emphasis on civil rights, civil liberties, and constitutional development. T h e 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 inter­ pretation will be explored. 1 credit. Spring 2005. Nackenoff. POLS 029. Polling, Public Opinion, and Public Policy Public opinion polling has become an essential tool in election campaigning, public policy de­ cision making, and media reporting o f poll re­ sults. As such, this course focuses on helping students interested in these areas learn the fun­ damental skills required to design, empirically analyze, use, and critically interpret surveys measuring public opinion. Because the course emphasizes the application o f polling data about public policy issues and the political process, we will examine the following topics: abortion, affirmative action, the economy, gun control, foreign policy, and Social Security 332 reform. T his course may be counted toward a concentration in public policy. Prerequisite: POLS 002 or the permission o f the instructor. 1 credit. N ot offered 2004—2005. POLS 031. Difference, Dominance, and the Struggle for Equality This course examines how unequal power rela­ tions are maintained and legitimated and ex­ plores different strategies and routes for achiev­ ing equality. Struggles involving gender, race, ethnicity, religion, class, and colonial and post­ colonial relationships are compared. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . POLS 032. Gender, Politics, and Policy in America Gender issues in contemporary American poli­ tics, policy, and law. Policy issues include the feminization o f poverty, employment discrimi­ nation, pornography, surrogate parentage, pri­ vacy rights and sexual practices, workplace haz­ ards, and fetal protection. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 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 presi­ dency. T he separation between black and white is analyzed over time and in contemporary pol­ itics and also in comparative perspective with other groups. This course may be counted toward a concentration in public policy. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . POLS 034. Race, Representation, and Redistricting in America This course will explore the controversial polit­ ical and public policy questions surrounding the reshaping and redrawing of congressional dis­ tricts to increase minority black, Latino, and Asian political representation in the United States. W hy was stringent and comprehensive voting rights legislation needed in 1965? W hat has been the impact of the Voting Rights A ct on minority disenfranchisement? How have mi­ nority voters and candidates fared in the American electoral process? Has the Voting Rights A ct 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? W hat are the public policy implications against the backdrop o f 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. N ot offered 2 0 0 4 -2 0 0 5 . POLS 036. Multicultural Politics in the United States Is the United States a melting pot; a mosaic; or a battlefield of racial, ethnic, and cultural dif­ ferences? This course explores past and present multicultural politics, including the efforts of subordinated groups to empower themselves, and such issues as immigration, poverty, affir­ mative action, and cultural identity. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . POLS 038. Public Service, Community Organizing, and Social Change the risks for individuals of a market system and what that means for citizenship. Macroeco­ nomic policy making and how it affects politics will be explored. T he third major topic is the governance o f the labor market. Prerequisite: POLS 002. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . POLS 042. Congress in the American Political System Institutional evolution, lawmaking, and the uses of roll-call voting information for under­ standing American politics are the primary top­ ics. O ther issues may include House-Senate dif­ ferences, how congressional elections shape the institution, lobbying and campaign finance, public dissatisfaction with Congress, congres­ sional control o f the bureaucracy, congressional intent and statutory interpretation by federal judges, representation, and the causes and im­ pact of increased congressional office-holding by women, African Americans, and Hispanic Americans. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . POLS 043. Environmental Policy and Politics N ot offered 2 0 0 4 -2 0 0 5 . Topics will include environmental politics, pol­ icy, and law. In U .S. domestic politics, there will be an emphasis on the role and impact of the environmental movement; regulation and proposals for more flexible responses to achieve environmental goals; collective action and free­ rider problems; the role of science in environ­ mental policy making in a democracy; and the courts and the impact of federalism, commerce clause, and rights on regulation. Because envi­ ronmental problems cross both state and na­ tional boundaries, we will examine not only the role o f national but also supranational organiza­ tions and institutions in managing environ­ mental problems, with special attention to the European U nion, and with additional attention to developed/developing world environmental controversies. W e seek to understand patterns o f responses to environmental problems and possible future options on different issues. POLS 041. Political Economy and Social Policy in the United States F ail 2004. Nackenoff. Through community-based learning, this semi­ nar explores democratic citizenship in a multi­ cultural society. Semester-long public service and community organizing internships, dia­ logue with local activists, and popular educa­ tion pedagogy allow students to integrate re­ flection and experience. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . POLS 040. Automobiles as a Social Issue This course addresses product trends in auto­ mobiles and their relationships to the dynamics of manufacturing. T he implications for safety regulation, resource consumption, and global warming will be assessed. I credit. 1 credit. Students will consider how government buffets 333 Political Science POLS 044. Social Choice, Game Theory, and Politics This course is an introduction to formal discov­ ery and description of various paradoxes, limits, and equilibria in different sorts of democratic political processes. Applications may include party competition, legislative agenda control, taxation, group formation, protest, and other topics. No special background is required. 1 credit. N ot offered 2004—2005. POLS 045. Defense Policy American defense policy will be analyzed, with particular emphasis on foreign interventions, military strategies, weapons systems, and race and gender issues. This course may be counted toward a concentration in public policy. Prerequisite: PO LS 004 or the equivalent. 1 credit. F all 2004. Kurth. 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. T he role o f government policy, shaped by international institutions, in food production, distribution and consumption, and the effects on the environment are ana­ lyzed. Cases include the American experience and its global impact, the special problems of developing countries, the dynamics of trade and aid, the special problems of developing coun­ tries, and the role of international institutions. A n early final exam and a substantial paper are features of the course. A “laboratory” session re­ places a regular class meeting. Students with lit­ tle work in political science may be admitted with the consent of the instructor. This course may be counted toward the concentration in public policy. 1 credit. F all 2004- Hopkins. POLS 048. The Politics of Population T h e role of population and demographic trends in local, national, and global politics will be ex­ amined. Topics include the relationship be­ tween population and development; causes of fertility decline; the impact and ethics o f global and national family planning programs; and contemporary issues such as population aging 334 and the A ID S pandemic. This course may be counted toward concentrations in public policy and environmental studies. 1 credit. N ot offered 2004—2005. POLS 051. Socialism in Europe This course traces more than 150 years of so­ cialist 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 condi­ tions that threatened these movements. Stu­ dents will encounter the Marxist and Christian Socialist movements of the late 19th and early 20th centuries and the many Soviet revolution­ ary movements after World W ar I— from Mos­ cow to Munich and from Berlin to Budapest. W e will examine the socialist resistance to fas­ cism in Vienna and Spain and trace the devel­ opment of Western European leftist move­ ments, both communist and social democratic. T he last half of the course will compare the so­ cialist 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. N ot offered 2 0 0 4 -2 0 0 5 . POLS 053. The Politics of Eastern Europe: Polities in Transition This course will examine the challenges facing the states of Central and Eastern Europe since the end of the Cold War. It will trace the events that brought about the end o f “realized social­ ism” in the region and explore the difficulties these societies have faced since those heady days in 1989 through 1991. Students will ex­ amine the processes of political and economic transformation within the context o f a global neo-liberal project. Thus, students will explore the meaning of democracy, the tension between collective and individual rights, the place of economic steering initiatives within any society, and the integration of institutions. T he course will also explore antiliberal reactions in the re­ gion, including the rise of xenophobia, conflicts of ethnic nationalism, and the resurgence of fas­ cist economic and political movements. 1 credit. Spring 2005. Murer. POLS 055. China and the Wnrld The rise o f China in die late 20th and early 21st centuries and its implications for domestic, regional, and international politics are ex­ plored. Topics include China’s reform and de­ velopment strategy, the social and political consequences o f reform, and the prospects for regime liberalization and democratization. T he course also examines China’s changing role in East Asia, its relationship with the United States, and its growing influence in world affairs. This course may be counted toward a program in Asian studies or a concentration in public policy. 1 credit. N ot offered 2004—2005. POLS 056. Patterns of Asian Development Patterns of political, social, and economic de­ velopment 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 colonial­ ism and revolution and their influences on con­ temporary 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. Fail 2004. W hite. POLS 057. Latin American Politics This comparative study will focus on the polit­ ical economy o f Mexico, Chile, Guatemala, Nicaragua, Colombia, and Cuba. Topics in­ clude the tensions between representative democracy, popular democracy, and market economies; the conditions for democracy and authoritarianism; the sources and impact o f rev­ olution; the political impact of neo-liberal eco­ nomic policies and the economic impact of state intervention; and the role of the United States in the region. 1 credit. Spring 2005. Sharpe. POLS 059. Contemporary European Politics Europe today is a microcosm o f global politics. This course will explore the effects of globaliza­ tion, increasingly integrated economies, and new capital flows that alter earlier equilibriums of finance and development, while also exam­ ining issues of migrations and the necessity and affordability of state welfare systems. Students will examine new approaches to international cooperation that are challenged by continued ethnic conflicts, xenophobia, and localism. This course will explore the roles o f institutions such as the European U nion and NATO. W riting course. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . POLS 061. American Foreign Policy Students will examine the making o f American foreign policy and o f the major problems faced by the United States in the contemporary era. T h e course will focus on the influence o f polit­ ical, bureaucratic, and economic forces and on the problems of war, intervention, globaliza­ tion, and human rights. Prerequisite: POLS 004 or the equivalent. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 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 9/11 and its aftermath on regional and cross-Pacific rela­ tionships, 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. Spring 2005. W hite. POLS 060. International Political Economy (Cross-listed as ECO N 053) This course uses political and economic per­ spectives to analyze the international economy. Topics include the rise and decline of hege­ monic powers, the controversy over “free” ver­ sus “fair” trade under the World Trade Organi­ zation, foreign debt and default, the role o f the state in economic development, international financial markets, the history of the intema- 335 Political Science tional monetary system. This course may be counted toward a concentration in public policy. POLS 074. International Politics: Special Topics Prerequisites: PO LS 004 and ECON 001. Each year, this course will study a major topic in international politics and examine the develop­ ment of the topic from its historical origins to contemporary issues. 1 credit. Spring 2005. Hopkins, Golub. POLS 072. Constitutional Law: Special Topics Students will explore in depth several recent is­ sues and controversies, most likely drawn from First-, Fourth-, Fifth-, Sixth-, and/or 14thAmendment jurisprudence. A ttention will also be given to theories of interpretation. Designed for students who want to deepen their work in constitutional law. Prerequisites: PO LS 0 24 and the permission of the instructor. 1 credit. Spring 2005. Nackenoff. POLS 073. Cnmparative Politics: Special Topics: The Psychological Constructions and Politics of Ethno-conflict T his course will examine the complex and trou­ bling origins o f a series o f conflicts often de­ fined as ethnic in nature. Students will explore alternate discussions of the character o f each conflict, including economic and psychoana­ lytic explanations. In addition students will ex­ plore the processes by which enemies are iden­ tified and maintained, how collectivities define their membership, and whether reconciliation is possible. Cases include the former Yugoslavia, Rwanda and the Congo, Cyprus, and Chechnya. 1 credit. F all 2004. Muter. POLS 073. Comparative Politics: Special Topics: Middle East Politics This course will introduce the political dynam­ ics of the modem Middle East. It will examine the historical trends that have shaped the re­ gion before turning to a series of thematic top­ ics that include the authoritarian state, statesociety relations, and the rise of Islam as an ide­ ological discourse. T he course will conclude with a brief examination of the prospects for democracy, the Arab-Israeli conflict, and U .S. foreign policy in the region, i credit. Spring 2005. Hibbard. Prerequisite: POLS 004 or the equivalent. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . POLS 076. Theory, Method, and Research Design in the Social Sciences 1 credit. N ot offered 2004—2005. POLS 0 7 7. Practical Wisdom (Cross-listed as P SYC 029) W hat is practical wisdom (what Aristotle called “phronesis”)? Is it necessary to enable people to flourish in their friendships, loving re­ lations, education, work, community activities, and political life? W hat 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 deci­ sion making? W hat does psychology tell us about the experience and character develop­ ment necessary for practical wisdom and moral reasoning? And how do contemporary econom­ ic and political factors influence the develop­ ment o f practical wisdom? Prerequisites: Some background in psychology and in philosophy or political theory. Enrollment is limited and by permission of the instructors. (Applications are available from ei­ ther department.) 1 credit. F all 2004- Sharpe and Schwartz. POLS 090. Directed Readings in Political Science Available on an individual or group basis, subject to the approval of the chairman and the instructor. 1 credit. 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. 336 SEMINARS The following seminars prepare for examina­ tion for a degree with honors: POLS 100. Political Theory: Plato to Hobbes This course traces the development of political thought in the ancient and medieval periods and the emergence of a distinctively modem political outlook. Special attention is given to the differences between the way the ancients and the modems thought about ethics, politics, democracy, law, knowledge, power, justice, the individual, and the community. Key philoso­ phers include Plato, Aristotle, Augustine, and Hobbes. 2 credits. Fall 2004. Sharpe. POLS 1 0 1 . Political Theory: Modern 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 ex­ amine the greatest critics o f 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 the real and the political, contribute to an inquiry into the politics of theory and interpretation in the modem era and what doing the work of politi­ cal theory means and accomplishes. 2 credits. Spring 2005. Halpem. POLS 104. American Political System This seminar aims to confound fashionably jaded views of contemporary American politics and its performance. Standard topics are cov­ ered, although topical emphasis may vary from year to year. Prerequisite: PO LS 002 or an intermediate American politics course. 2 credits. N ot offered 2004—2005. POLS 105. Constitutional Law in the American Polity The Supreme Court in American political life will be examined, with emphasis on civil rights, civil liberties, and constitutional development. T he seminar examines the court’s role in polit­ ical agenda-setting in arenas including eco­ nomic 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 ac­ tivism and restraint, and theories of constitu­ tional interpretation will be explored. 2 credits. Spring 2005. Nackenoff. POLS 106. The Urban Underclass and Public Pnlicy 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; so­ cial organization, civic life, and political partic­ ipation; crime and incarceration rates; family structure; adolescent street culture and its im­ pact on urban schooling and social mobility; and labor force participation and dislocation. W e conclude by examining how these issues impact distressed urban communities, such as the neighboring city of Chester. 2 credits.„ Spring 2005. Reeves. POLS 10 7. Comparative Politics: Greater Europe This course traces the development of the con­ cept of Europe. W e will examine the array of state forms from the early modem to the con­ temporary period and engage the historical processes and conceptual orientations that have contributed to the social pattemings of difference that have qualified Europe at differ­ ent moments as East/West, Northem/Southem, socialist/capitalist, and so forth. Students will follow the development of liberalism and mar­ ket capitalism in Europe as well as study the forces that grew to form oppositions. From the fall of autocracy to the rise of fascism and so­ cialism, students will examine the political for­ mation of Europe as a series of conflicts over the power of liberalism that continues today. 2 credits. Fall 2004- Murer. 337 Political Science 2 credits. sary, 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? W hat might be done? W e will consider the potential civic impact of economic and social marginalization in inner city areas, the role o f education in promoting civic engagement, the problem o f civic and po­ litical disengagement among America’s youth, and the potential for the Internet and other communications technology to resuscitate de­ mocratic engagement among the citizenry. We will close by considering some lessons from suc­ cessful community activists, politicians, and po­ litical mobilizers. F all 2004. W hite. 2 credits. POLS 109. Comparative Politics: Latin America F all 2004- Berger. POLS 108. Comparative Politics: East Asia This course examines the politics o f China, Japan, the two Koreas, Vietnam and Taiwan. It compares pathways to development, the role of authoritarianism and democracy in the devel­ opment process, the conditions that promote or impede transitions to democracy, and the im­ pact 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 a concen­ tration in public policy or a program in Asian studies. This comparative study will focus on the polit­ ical economy of Mexico, Chile, Guatemala, Nicaragua, Colombia, El Salvador, and Cuba. Topics include the tensions between represen­ tative democracy, popular democracy, and mar­ ket economies; the conditions for democracy and authoritarianism; the sources and impact 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 2005. Sharpe. POLS 1 1 1 . International Politics In this inquiry into problems in international politics, topics include major theories o f inter­ national politics, war and the uses of force, and the management o f the global economy, politi­ cal integration, and agencies of global govern­ ments. Prerequisite: PO LS 004 or the equivalent. 2 credits. Spring 2005. Hopkins. POLS 1 1 2 . Democratic Theory and Civic Engagement in America T his course begins with the questions: W hat is democracy and what does it require? Wide­ spread political participation? Economic equal­ ity? Good education? Civic virtue? If any of these conditions or characteristics are neces­ 338 POLS 180. Thesis W ith the permission o f the department, honors candidates may write a thesis for double course credit. POLS 199. Senior Honors Colloquium 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . Psychology ALFRED H . BLOOM , Professor* KENNETH J . GERGEN, Professor DEBORAH G . KEM LER NELSON, Professor JEANNE M AR EC EK, Professor*2 ALLEN M . SCHNEIDER, Professor BARRY SCHWARTZ, Professor FRANK H . DURGIN, Associate Professor and Chair ANDREW H. WARD, Associate Professor3 JANE E . GILLHAM , Visiting Assistant Professor (part time) ETSUKO HOSHINO BROW NE, Assistant Professor EDWARD T. KAKO, Assistant Professor MICHELE R EIM ER, Visiting Assistant Professor (part time) JULIA L . W ELBON, Academic Coordinator JOANNE M . BRAM LEY, Administrative Coordinator * President o f the College. 2 Absent on leave, fall 2004. 3 A bsent on leave, 2004—2005. The work of the Department o f Psychology con­ cerns the systematic study o f human behavior and experience. Processes of perception, learn­ ing, thinking, and motivation are considered in their relation to the development of the indi­ vidual. T he relations of the individual to other persons are also a topic of study. quirement by completing PSYC 098: Senior Comprehensive Project. T he minimum require­ ment excludes courses cross-listed in psychology that are taught solely by members of other de­ partments. Four should be core courses (with course numbers in the 030s): Physiological Psychology; Perception; Cognitive Psychology; Psychology o f Language; Social Psychology; Thinking, Judgment and Decision Making; Concepts of the Person; Abnormal Psychology; and Developmental Psychology. The courses and seminars of the department are designed to provide a sound understanding of the principles and methods of inquiry of psy­ chology. Students learn the nature of psycholog­ ical inquiry and psychological approaches to various problems encountered in the humani­ ties, the social sciences, and the life sciences. A special major in psychobiology is offered in cooperation with the Department of Biology. Consult either department chair. A special major in psychology and education is offered in cooperation with the Department of Educational Studies. Consult either department chair and the department information brochure. REQUIREMENTS AND RECOMMENDATIONS PSYC 001: Introduction to Psychology is a pre­ requisite for further work in the department. A course major consists of at least 8 or 8.5 cred­ its for students who meet the comprehensive re­ Students are required to meet a comprehensive requirement in their majors. In psychology, this may be accomplished in one of two ways. T he first way, open to all majors, is to complete the comprehensive 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 comprehensive requirement in the department with the comprehensive project must meet the eight-course requirement for the psychology major in addition to receiving 0.5 credit for the project. T he second way is to complete a 2-credit senior thesis (1 credit each semester of the senior year). T he senior thesis program is open to students who have B+ averages both in psychology and overall. Students must have an acceptable pro­ posal, an adviser, and sufficient background to 339 Psychology undertake the proposed work. See PSYC 096, 097, and the department brochure. Students should take at least one course that provides them with experience in conducting research, ordinarily PSYC 025: Research Design and Analysis. Students majoring in psychology who wish to include study abroad are advised to complete the time away before the second semester of the junior year. Students intending to pursue graduate work in psychology should take either STA T 002 or 002C , offered by the Department of Mathe­ matics and Statistics. In addition, they should take PSYC 025: Research Design and Analysis. If possible, students should complete first Statistics and then Research Design before their senior year. A course minor consists of at least 5 credits in psychology taken at Swarthmore. These five courses must include PSYC 001: Introduction to Psychology and two core courses. Honors Program T he Psychology Department offers qualified stu­ dents the option o f study in the Honors Program. Students majoring in psychology in honors must prepare three fields for external ex­ amination. Two of these preparations involve a 1-credit seminar and its approved prerequisite. T h e third is a thesis, completed over the course of the senior year. There is no senior honors study in psychology. Students must also meet the requirement for study in four core areas, as previously described. T he Psychology Department also offers a minor in the Honors Program. Students with honors minors in psychology must take at least 5 cred­ its in psychology at Swarthmore, including two core courses. They must prepare one field for ex­ ternal examination, involving a 1-credit sem­ inar and its approved prerequisite. A detailed description of the program is available in the department brochure. ments for teacher certification in Social Sci­ ence. For further information about the relevant set of requirements, please contact the Educational Studies Department chair, the Psychology Department chair, or the De­ partment o f Educational Studies W eb site: www.swarthmore.-edu/SocSci/Education/. COURSES PSYC 001. Introduction to Psychology A n introduction to the basic processes under­ lying human and animal behavior— studied in experimental, social, and clinical contexts. Analysis centers on the extent to which 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 four small group dis­ cussions during the semester, each meeting for one hour and 15 minutes during the Monday and Wednesday (1:15 p .m .-4 p.m.), or Friday (2:15 p.m .-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 participate as subjects in Psychol­ ogy Department student and faculty research projects. PSYC 001 is a prerequisite to further work in the department. Social sciences. 1 credit. E ach sem ester. Staff. COGS 001. Introduction to Cognitive Science (See C O G S 001) Formerly offered in the Psychology Department, this course is now C O G S 001 in the cognitive science concentration. C O G S 001 will count toward the minimum required credits in a psy­ chology major when a member of the Psychol­ ogy Department teaches this course. Spring 2005. Harrison. TEACHER CERTIFICATION Students who wish to pursue certification at the secondary school level should consult faculty in the Department of Educational Studies. Psychology majors can complete the require­ 340 Spring 2006. Kako. PSYC 005. First-Year Seminar: Nature and Nurture A n entry-level course that focuses on how na­ ture 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. No prerequisite. Social sciences. 1 credit. Spring 2005. Kemler Nelson. PSYC 008. Fiist-Year Seminar: Body and Mind W hat is the nature of the human mind? How do our minds relate to our bodies? To have a mind, one must obviously have a brain. But what about the rest of the body? Many philosophers and psychologists have seen the mind as largely separate from the body. Recently, however, the division between the mind and the body has begun to fall away, as evidence mounts that our minds depend crucially upon how our bodies work internally, and how they interact with the environment around us. In this seminar, we will consider several sources o f evidence that support a more complete marriage of mind and body. Among them: our use of language, particularly metaphors (for instance, “Love is a journey”); the efforts of computer scientists to create artifi­ cial intelligence, both with and without a ro­ botic body; and the role of the body in shaping our emotions and giving rise to our sense of selfawareness and consciousness. No prerequisite. Social sciences. 1 credit. Spring 2005. Kako. N ote: T he Department of Educational Studies offers the following three courses. They do not count toward the minimum required credits for a psychology major. PSYC 021. Educational Psychology PSYC 025. Research Design and Analysis How can one answer psychological questions? W hat counts as evidence for a theory? This course addresses questions about the formula­ tion and evaluation of theories in psychology. T h e scientific model of psychological hypothe­ sis testing is emphasized, including a treatment o f statistical inference and the rigorous evalua­ tion of empirical evidence. Emphasis is placed both on issues surrounding the formation o f an effective research program and on developing critical skills in the evaluation o f theories. Pitfalls and alternative approaches are also discussed. In the laboratory component, students learn to use a standard statistical data analysis package (SP SS ), to design experiments, and to collect and analyze data. T h e laboratory meets approx­ imately every other week. Prerequisite: PSYC 001. Social sciences. 1 credit. Fall 2004. Hoshino Browne. Spring 2005. Kako. PSYC 029. Practical Wisdom (Cross-listed as POLS 077) W hat 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? W hat 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 deci­ sion making? W hat does psychology tell us about the experience and character develop­ ment necessary for practical wisdom and moral reasoning? And how do contemporary econom­ ic and political factors influence the develop­ ment of practical wisdom? Prerequisites: Some background in psychology, philosophy, or political theory. Fall 2004. Renninger. Enrollment limited and by permission of the instructors (applications available from either department). PSYC 022. Counseling Social sciences. 1 credit. (See ED U C 025) Fall 2004. Schwartz and Sharpe. (S e e E D U C 0 2 1 ) Not offered 2004—2005. Brenneman. PSYC 030. Physiological Psychology PSYC 023. Adolescence A survey of the neural and biochemical bases of behavior with special emphasis on sensory pro­ cessing, motivation, emotion, learning, and (See ED U C 023) Spring 2005. Smulyan. 341 Psychology memory. Both experimental analyses and clini­ cal implications are considered. Prerequisite: PSYC 001. Social sciences. 1 credit. Spring 2005. Schneider. PSYC 032. Perception Is seeing really as simple as opening your eyes? W hy don’t trees have eyes? W hy do unfamiliar languages seem to be spoken so rapidly? Percep­ tion 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 in order to explain how we can avoid assuming that in­ side our head is a little homunculus watching the world. Required laboratory meets approxi­ mately every other week. Prerequisite: PSYC 001. N atural Sciences and Engineering pracucum . 1 credit. Spring 2005. Durgin. PSYC 033. Cognitive Psychology A n overview o f the psychology o f knowledge representation, beginning from the foundations of perception, attention, memory, and language to examine concepts, imagery, thinking, deci­ sion making, and problem solving. 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 the historical context of theory and research. T he dynamics of cooperation and con­ flict, group identity, conformity, social influ­ ence, help giving, aggression, persuasion, attri­ bution, and attitudes are discussed. Prerequisite: PSYC 001. Social sciences. 1 credit. Spring 2005. Hoshino Browne. PSYC 036. Thinking, Judgment, and Decision Making (Formerly P SYC 049) People in thé modem world are flooded with major and minor deci­ sions on a daily basis. T h e available information is overwhelming, and there is little certainty about the outcomes of any of the decisions peo­ ple face. This course explores how people should go about making decisions in a complex, uncer­ tain world; how people do g o about making de­ cisions in a complex, uncertain world; and how the gap between the two can be closed. Prerequisite: PSYC 001. Social sciences. 1 credit. F all 2004. Schwartz. Prerequisite: PSYC 001. PSYC 037. Concepts of the Person Social sciences. 1 credit. A n exploration of central conceptions of psy­ chological functioning from historical, cultural, and ideological perspectives. Central attention is given to the developing concept of the person within the discipline of psychology from the turn of the century to the present. Theories of Freud, Jung, and the neo-Freudians receive at­ tention as well as more recent cognitive and trait formulations. Special attention is given to the conception of the person emerging within the postmodern period. Fall 2004- Durgin. PSYC 034. The Psychology of Language (Cross-listed as LIN G 034) T he capacity for language sets the human mind apart from all other minds, both natural and ar­ tificial, and so contributes critically to making us who we are. In this course, we ask several fun­ damental questions about the psychology of lan­ guage: How do children acquire it so quickly and accurately? How do we understand and pro­ duce it, seemingly without effort? W hat are its biological underpinnings? W hat is the relation­ ship 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 2004. Kako. 342 Prerequisite: P SYC 001 or permission of the instructor. Social sciences. 1 credit. F all 2004- Gergen. PSYC 038. Abnormal Psychology A consideration of major forms of psychological disorder in adults and children. Biogenetic, so­ ciocultural, and psychological theories of abnor­ mality are examined, along with their corre­ sponding modes of treatment. Prerequisite: PSYC 001. Social sciences. 1 credit. Fall 2004. Reimer. Spring 2005. Gillham. PSYC 039. Developmental Psychology A selective survey of cognitive and social devel­ opment from infancy to adolescence. Major the­ oretical perspectives on the nature of develop­ mental change are examined. Topics include the formation of social attachments; the founda­ tions and growth of perceptual, cognitive, and social skills; gender typing; moral development; and the impact of parents and other social agents on the development of the child. Prerequisite: PSYC 001. Social sciences. I credit. Fall 2004. Kemler Nelson. PSYC 041. Children at Risk Chronic illness, divorce, war, homelessness, and chronic poverty form the backdrop of many children’s lives. This course considers children’s responses to such occurrences from clinical, so­ cial, and developmental perspectives. Special emphasis is placed on the contributions o f fam­ ily and the social environment to the child’s well-being or distress. Prerequisite: PSYC 001. Social sciences. 1 credit. that increase the chances we’ll pass our genes on to future generations. In this course, we apply the framework of natural selection to six ques­ tions about human psychology: W hy do we eat the foods we do? How do we decide who our mates will be? W hat is friendship? W hy do we have a sense of justice, of right and wrong? W hat is the nature of intelligence? W hy do we have language? W e also explore the limits of this approach as an account of human nature. This course is built around two related maxims: that the best way to learn anything is to write about it, and that the best way to become a bet­ ter writer is to write about challenging, impor­ tant material. And so we will write and think extensively about a topic of profound impor­ tance: who and why we are. Prerequisite: PSYC 001. W riting course. Social sciences. 1 credit. Fall 2004. Kako. 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, gender-linked violence, and constructions of sexuality. In ad­ dition, we study the ways that gender is repre­ sented in research and clinical theories and in popular psychology. Fall 2004- Reimer. Prerequisite: PSYC 001. PSYC 042. Human Intelligence Social sciences. 1 credit. This course adopts a broad view of its topic, human intelligence. One major set of subtopics is drawn from the intelligence-testing (IQ ) tra­ dition. Other concerns include cognitive theo­ ries of intelligence, developmental theories of intelligence, everyday conceptions of intelli­ gence, the relation between infant and adult in­ telligence, and the relation between human and animal intelligence. Spring 2005. Marecek. Prerequisite: PSYC 001. Social sciences. I credit. Fall 2004. Kemler Nelson. PSYC 043. Evolutionary Psychology Psychologists have recently begun to explore human nature through the lens of evolution by natural selection. Just as it has shaped our bod­ ies, natural selection has also shaped our minds, endowing us with abilities and habits o f thought PSYC 046. Psychology of Self-Control W hat are the processes and strategies involved in the control of our own emotions, thoughts, and behaviors? W hen do these strategies serve us well, and when do they contribute to pathol­ ogy? This course examines the principle of selfcontrol from a number of perspectives. Topics include delay of gratification, dieting, aggres­ sion, emotional regulation (e.g., control o f anger and depression) and the disinhibiting effects of alcohol. Emphasis is placed on successes and failures of self-control and their consequences for physical and psychological well-being. Prerequisite: PSYC 001. Social sciences. 1 credit. N ot offered 2 0 0 4 -2005. 343 Psychology PSYC 048. Technology, Self, and Society PSYC 056. Modes of Psychotherapy This course brings critical attention to the tech­ nological transformation o f cultural life. Discus­ sions treat issues o f personal and cultural identi­ ty; conceptions of rationality and the body; and the production of intimacy. T h e implications for freedom and control, the democratization of pedagogy, and the potentials for community are also discussed. We consider mainstream psychotherapies (such as cognitive-behavior therapy, psychodynamic therapies, and family systems therapies) and therapies informed by social critique (such as narrative, feminist, and multicultural therapies). W e also study new community-based interven­ tions for persons with chronic mental illnesses. W hat works? How do we know? W e ask how current developments such as managed care, the burgeoning psychopharmacology industry, and the profusion of self-help groups are reshaping psychotherapy. Prerequisite: P SYC 001 or permission of the instructor. Social sciences. 1 credit. Spring 2005. Gergen. Prerequisite: PSYC 001. PSYC 050. Abnormal Child Psychology Social sciences. 1 credit. This course covers several psychological disor­ ders that often first appear in childhood and adolescence, including autism and other devel­ opmental disorders, attention deficit disorder, conduct disorder, eating disorders, and emotion­ al disorders. Theories about the causes and treat­ ment are discussed. A heavy emphasis is on cur­ rent research questions and empirical findings related to each disorder. N ot offered 2 0 0 4 -2005. Prerequisites: PSYC 001 and either Abnormal (PSYC 038) or Developmental (PSYC 039) Psychology or permission of the instructor. Social sciences. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . PSYC 055. Family Systems Theory and Psychological Change In this course we explore family systems per­ spectives on mental illness and therapeutic change. W e use theoretical readings to chal­ lenge our understanding of human interaction in school and health care settings, and to envi­ sion new research on development and psy­ chopathology. Theoretical readings are supple­ mented by fictional and non-fictional narratives as we critically analyze dramatic family encoun­ ters from popular film, documentaries, and ther­ apeutic case histories. Throughout, we consider concepts of normality, gender and power in family functioning, ethnicity, and socio-cultural influences. Prerequisites: PSYC 001 and permission of the instructor. Social sciences. 1 credit. Spring 2005. Reimer. 344 PSYC 058. Gender, Culture, and Mental Health This courses concerns women, men, and mental health. Many psychological problems are mark­ edly more common for one or the other gender. In asking why this is so, we examine cultural, so­ ciological, psychological, and biological lines of evidence. W e also ask which women and which men are at risk. Other emphases include con­ ceptions of normality and abnormality and fem­ inist approaches to diagnosis and treatment. Prerequisite: P SY C 001 or W M S T Introduction to Women’s Studies 001. Social sciences. 1 credit. N ot offered 2 0 0 4 -2005. PSYC 059. Cultural Psychology Much of psychology has been concerned with discovering universals o f 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 ideals differ radically. This course explores psychological dimensions of cul­ ture, focusing on South Asia (especially India and Sri Lanka) and East Asia (especially Japan and China). W e take up issues such as the con­ struction of emotion, love and sexuality, idioms of mental well-being and distress as well as cul­ tural-specific modes of healing, and ethnicity and ethnopolitical conflict. Is culture an external force that determines in­ dividuals’ behavior, or do people produce cul­ ture through their everyday ways of living and habits of language? W hat research tools can help us study cultural life? W hat ethical issues emerge when researchers or practitioners enter a cultural setting different from our own? theory’s empirical inadequacies as an account of how people do choose and on its social and moral inadequacies as an account of how people should choose. Prerequisites: PSYC 001 and one of the follow­ ing: Social Psychology (PSYC 035), Concepts of the Person (PSYC 037), Abnormal Psychol­ ogy (PSYC 038), or Developmental Psychology (PSYC 039). Prerequisite: Open by application to advanced students in psychology, economics, or philosophy. Social sciences. 1 credit. Sirring 2005. Marecek. PSYC 067. Research Issues in Developmental Psychology Childhood is a period of incredible change and growth. This rapid development makes design­ ing developmental experiments fun and chal­ lenging. This course covers basic experimental terminology, design, and psychological proce­ dures and methods while allowing the student to design and perform a research project tailored to her or his interests. Prerequisites: PSYC 001 and PSYC 039 or per­ mission o f the instructor. Social sciences. 1 credit. Spring 2005. Kemler Nelson. PSYC 068. Reading Culture A course in seminar format concerned with the values, ideologies, myths, and power dynamics manifest in the ordinary, taken-for-granted world of everyday life. Attention is given to television, news reporting, film, advertising, music, clothing, architecture, and other cultural artifacts, and the ways in which they are shaped by psychological, social, rhetorical, and ideolog­ ical processes. Also focal is the formation of sub­ cultures, identity politics, and the postmodern cultural transformation. Prerequisite: PSYC 001 or permission of the instructor. Social sciences. 1 credit. N ot offered 2 0 0 4 -2005. PSYC 089. Psychology, Economic Rationality, and Decision Making How should people make decisions, and how do people make decisions? The theory of rational choice, developed in economics and profoundly important throughout the social sciences, offers powerful answers to both of these questions. This course provides a critical examination of the theory o f rational choice. It focuses on the Social sciences. 1 credit. N ot offered 2 0 0 4 -2005. PSYC 090. Practicum in Clinical Psychology A n opportunity for advanced psychology stu­ dents to gain supervised experience in off-cam­ pus clinical settings. Requirements include, but are not limited to, eight hours per week in an off-campus placement, guided readings through­ out the semester, and a major term paper. Students are expected to have “face-to-face” contact with clients/patients and to have an on­ site supervisor. Students meet regularly with the instructor for discussion o f readings and work experience. Students are responsible for arrang­ ing a placement, in consultation with the in­ structor in advance of the semester. Students should select several possible sites, make contact with them, and review the sites with the in­ structor. T he department has a file o f 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. Social sciences. I credit. F all 2004. Reimer. Spring 2005. Gillham. PSYC 091. Research Practicum in Physiological Psychology A n examination o f current issues in physiologi­ cal psychology with emphasis on how lower an­ imal research is used to understand the physio­ logical basis of normal and abnormal human behavior. Topics include learning and memory, drug addiction and tolerance, obsessive-com­ pulsive disorder, Parkinson’s and Alzheimer’s diseases, and cerebral lateralization. Prerequisites: PSYC 001 and PSYC 030 or per­ mission of the instructor. Social sciences. 1 credit. N ot offered 2004—2005. 345 Psychology PSYC 094. Independent Research Students conduct independent research proj­ ects. They typically study problems with which they are already familiar from their course work. Students must submit a written report of their work. Registration for independent research requires the sponsorship o f a faculty member in the Psychology Department who agrees to supervise the work. E ach sem ester. Staff. PSYC 095. Tutorial Any student may, under the supervision of a member o f the Psychology Department, work in a tutorial arrangement for a single semester. The student is thus allowed to select a topic of par­ ticular interest and, in consultation with a fac­ ulty member, prepare a reading list and work plan. Tutorial work may include field research outside Swarthmore. E ach sem ester. Staff. PSYC 096 and 097. Senior Thesis W ith the permission of the department, quali­ fied students may conduct a yearlong, 2-credit research project in the senior year as one way to meet the comprehensive requirement. Such theses must be supervised by a member o f the Psychology Department. A supervisor and an additional reader evaluate the final product. Students should develop a general plan by the end of the junior year and apply for departmen­ tal approval. By application. SEMINARS PSYC 129. Computational Models of Language (See C P SC 129) 1 credit. O ffered when staffing perm its. PSYC 130. Physiological Psychology A n analysis o f the neural bases of motivation, em otion, learning, memory, and language. Generalizations derived from neurobehavioral relations are brought to bear on clinical issues. Prerequisites: PSYC 001 and P SYC 030. By per­ mission of the instructor. Social sciences. 1 credit. Spring 2005 and 2006. Schneider. PSYC 132. Perception and Attention (See PSYC 032) In this course, we do advanced theoretical and empirical work on psychological aspects of human perception. Emphasis is on individual re­ search projects, exploring forefront issues of visual learning and representation in domains of visual attention and eye movements, space per­ ception, object recognition, and the perception o f visual qualities. Prerequisites: P SYC 001 and 032. By permission of the instructor. Social sciences. 1 credit. Social sciences. 1 credit each sem ester. Not offered 2 0 0 4 -2005. E ach sem ester. Staff. PSYC 133. Cognitive Psychology PSYC 098. Senior Comprehensive Project (See PSYC 033) As one means of meeting the comprehensive requirement, each student selects a topic in psy­ chology with the approval of the psychology faculty. During the fell semester of the senior year, the student writes a substantial paper on the topic based on library research or some orig­ inal empirical research. In addition to submit­ ting their written reports, all students will make oral presentations on their topics in the middle of the spring semester. O ne-half credit with a letter grade will be awarded for the written and oral work. See the department brochure for further details. Examination of foundational issues and theories in the empirical study of human cognition with an emphasis on insights from cognitive and biological sciences. Topics include thinking and deciding, memory, language, concepts, and perception. Social sciences. 0 .5 credit. F all sem ester. Staff. Prerequisites: PSYC 001 and 033. By permission of the instructor. Social sciences. 1 credit. Spring 2005. Durgin. PSYC 134. Psycholinguistics (See PSYC 034) A n advanced study o f special topics in the field. A research component is frequently included. Prerequisites: PSYC 001 and 034. By permission 346 of the instructor. Social sciences. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . Spring 2006.Kako. P S Y C 135. Seminar in Social Psychology (See PSYC 035) 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 2004- Hoshino Browne. PSYC 136. Thinking, Judgment, and Decision Making (See PSYC 036) The seminar considers in depth several o f the topics introduced in PSYC 036. Prerequisites: PSYC 001 and 036. By permission of the instructor. Social sciences. 1 credit. Spring 2005 and 2006. Schwartz. PSYC 1 3 7 . Personality Theory and Interpretation knowledge and the different kinds of knowledge that result. Prerequisites: PSYC 001 and PSYC 038. By per­ mission of the instructor. Social sciences. 1 credit. Fall 2004- Gillham. PSYC 139. Developmental Psychology (See PSYC 039) T h e seminar considers special topics of interest in the field at an advanced level. A n original group research component is included. Prerequisites: PSYC 001 and PSYC 039. By per­ mission of the instructor. Social sciences. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . Spring 2006. Kemler Nelson. PSYC 180. Honors Thesis A n honors thesis must be supervised by a mem­ ber o f the department and must be taken as a two-semester sequence for 1 credit each semes­ ter. A thesis is required for an honors major in psychology. Social sciences. I credit each sem ester. E ach sem ester. Staff. A n exploration of major theories of human psy­ chological functioning, with special emphasis on the process of exploration itself. Thus, criti­ cal inquiry is made into the theories of Freud, Jung, the neo-Freudians, existential theory, and trait methods. A t the same time, a variety of readings in literary theory, rhetoric, hermeneu­ tics, and related realms are used to elucidate the process by which views of the human personal­ ity are developed and sustained. Prerequisites: PSYC 001 and one of the follow­ ing: Concepts of the Person (PSYC 037); Tech­ nology, Self, and Society (PSYC 048); Reading Culture (PSYC 068); or by permission. Social sciences. 1 credit. Spring 2005. Gergen. PSYC 138. Abnormal Psychology A n advanced study of several psychological conditions and their treatment. These include chronic mental illness, suicide, eating disorders, and depression. W e draw on an array of disci­ plines, including psychology, psychiatry, the his­ tory of medicine, social anthropology, feminist studies, and cultural studies. W e pay critical at­ tention to the differing practices of producing 347 Public Policy A cting Coordinator: RAYMOND HOPKINS (Political Science) CDthy Wareham (Administrative Assistant) Comm ittee: John Caskey (Economics) Thomas Dee (Economics) Robinson Hollister (Economics)3 Ellen Magenheim (Economics) Arthur McGarity (Engineering) Carol Nackenoff (Political Science) Virginia O’ Connell (Sociology and Anthropology) Keith Reeves (Political Science) Richard Rubin (Political Science) Eva leavers (Education) Richard Valelly (Political Scien ce)3 Robert Weinberg (History)3 3 A bsent on leave, 2004—2005. T h e public policy concentration enables stu­ dents to combine work in several departments toward both critical and practical understanding o f public policy issues, including those in the realm of social welfare, health, energy, environ­ ment, food and agriculture, and national and global security. These issues may be within do­ mestic, foreign, or international governmental domains. Courses in the concentration encom­ pass the development, formulation, implemen­ tation, and evaluation of policy. REQUIREMENTS AND RECOMMENDATIONS T h e public policy concentration may be taken together with a course or honors examination major in any field or a minor in the Honors Program. A t a minimum, the concentration consists of 6 credits and an internship. T he pro­ gram of each concentrator should be worked out in consultation with and approved by the coor­ dinator of the public policy concentration, preferably at the same time as majors in the course and honors programs are planned. T h e public policy concentration consists of 6 credits o f work. Basic academic requirements for the concentration cover three areas: (1) eco­ nomic analysis, (2 ) political analysis, and (3) quantitative analysis. These may each be met 348 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 substan­ tive policy courses listed later, one of which must be the public policy thesis. These courses deal with substantive sectors and institutional aspects of public policy analysis. T he substan­ tive policy requirement may be fulfilled through courses and seminars. Only 1 credit of a 2-cred­ it seminar can be counted toward the public pol­ icy requirements. Please note that seminars are limited in size and that most department? give priority to departmental majors and minors, so public policy concentrators might not' be ad­ mitted. In addition, students should consider course prerequisites when planning the Con­ centration Program. Internships Some direct experience or practical responsibil­ ity in the field, through work in a public, pri­ vate, or voluntary agency, is required to graduate with a concentration in public policy. Normally, students will hold internships between their ju­ nior and senior years. T he internship program is supervised by the coordinator for the concentra­ tion. Students should plan for the internship ex­ perience six to eight months before it begins. T he College has developed a network of con­ tacts 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, how­ ever, students require support to cover their travel and maintenance costs during the eight to 10 weeks o f a summer internship. The College attempts to provide support for those students with public policy concentra­ tions who are unable to fund themselves, but such support cannot be guaranteed. Other pos­ sible sources of support for an internship include the James H. Scheuer Summer Internship in Environmental and Population Studies En­ dowment, 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 concentration funding for domestic in­ ternships will be limited to $3,500; funding for international internships will be limited to $3,750. Please note that airfare will not be cov­ ered for students traveling home for their in­ ternship. T h e total award from all College sources may not exceed $3,750. Information on these sources can be obtained in the Public Policy Concentration 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 concentration. The the­ sis requirement is designed to provide a struc­ tured opportunity to write a substantial paper on a public policy issue. It is especially designed to allow those who have cultivated (through in­ ternships and academic work) a well-developed understanding of some policy question to com­ plete research and analysis under the supervi­ sion o f the coordinator o f the public policy con­ centration and one or more other core faculty members. Paper topics may focus on national or international policy issues and may range wide­ ly within areas of competence. Students writing a 1-credit thesis should register for PPOL 097 in the fall o f 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 cred­ its required by the concentration. Honors Program Students sitting for honors may have a minor in public policy in one of three ways. First, they may complete a 2-credit policy thesis and sub­ mit it as their minor preparation. Second, they may submit for external examination course or seminar work amounting to 2 credits in the pol­ icy concentration. Third, they may combine a 1-credit thesis with a course or seminar. In the second case, they still must do their required concentration thesis. Two-credit work in policy issues might combine work in two policy courses for which a reason­ able examination can be constructed and a suit­ able visiting examiner recruited. Policy work ex­ amined as a minor should meet three criteria: (1) that the policy work fit together in some fashion that is coherent and examinable; (2) that each student should take responsibility for developing the course and/or seminar combina­ tion (which will be judged oh its practicability by the Public Policy Concentration Commit­ tee); and (3) the work must meet the College re­ quirement 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 depart­ ment. 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 eco­ nomic development and a history or political science class on some region in which develop­ ment issues are a central theme. Combinations o f this sort would be developed through consul­ tation with the coordinator of the concentra­ tion, who could then recommend them to the committee for approval. T h e requirement that public policy honors work be done, at least in part, outside the student’s major department is also relevant to those stu­ dents offering a 2-credit thesis for examination. In the case o f a 2-credit thesis, the concentra­ tion coordinator will determine that at least half o f the thesis represents work done outside the student’s major department. T he form of external examination (e.g., a threehour written exam or oral exam alone) will de­ pend on the nature of the student’s preparation ■ (e.g., thesis, course, or seminar combination). 349 Public Policy AREAS OF POLICY FOCUS Some students may wish to focus their substan­ tive work in policy heavily in a particular field (e.g., environmental studies, food studies, wel­ fare issues, health, or education). Given the size and interests o f the faculty, not every area of public policy is well represented in courses and faculty. Nevertheless, there are a number o f pol­ icy areas in which a student can take multiple courses, often in a variety o f 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 concentra­ tion are listed subsequently. Foundation Requirements Political Analysis Courses POLS 047. Global Policy and International Institutions: Hunger and Environmental Threats POLS 048. T he Politics o f Population POLS 055. China and the World POLS 068. International Political Economy (Cross-listed as ECON 053) POLS 106. T h e Urban Underclass and Public Policy POLS 107. Comparative Politics: Greater Europe* POLS 108. Comparative Politics: East Asia* POLS 110. Comparative Politics: Latin America* POLS 111. International Politics* ECON 005. Savage Inaccuracies: T he Facts and Economics of Education in America (Cross-listed as ED U C 069) PO LS 002. American Politics or equivalent policy analysis in political science ECON 041. Public Finance Econom ic Analysis Courses ECON 042. Law and Economics ECON O il. Intermediate Microeconomics ECON 044. Urban Economics ECON 041. Public Finance ECON 051. T h e International Economy ECON 141. Public Finance* ECON 053. T h e International Political Economy (Cross-listed as POLS 068) Quantitative Analysis Courses STA T 002. Statistical Methods STA T 002C . Statistics STA T 053. Mathematical Statistics ECON 031. Statistics for Economists ECON 061. Industrial Organization ECON 073. Race, Ethnicity, and Gender in Economics ECON 075. Health Economics ECON 035. Econometrics ECON 076. Economics of the Environment and Natural Resources EN G R 057/ECON 032. Operations Research ECON 081. Economic Development SO A N 010F. Statistics (Cross-listed as STA T 002C ) ECON 082. Political Economy o f Africa ECON 083. Asian Economies Policy Courses and Sem inars (A rranged by D epartm ent)* ECON 101A. Economic Theory: AdvancedMicroeconomics* PPOL 097/098. Public Policy Thesis ECON 141. Public Finance* POLS 015. Ethics and Public Policy ECON 151. International Economics* PO LS 023. Presidency, Congress, and Court ECON 161. Industrial Organization and Public Policy* POLS 029. Polling, Public Opinion, and Public Policy ECON 171. Labor and Social Economics* PO LS 032. Gender, Politics and Policy ECON 181. Economic Development* PO LS 041. Political Economy and Social Policy: T h e U .S. in the 1990s ED U C 068. Urban Education (Cross-listed as SO A N 020B) PO LS 043. Environmental Politics and Policy ED U C 069. Savage Inaccuracies: T he Facts and Economics of Education in America (Cross-listed as ECON 005) PO LS 045. Defense Policy ED U C 141. Educational Policy 350 H IST 049. Race and Foreign Affairs H IST 054. Women, Society, and Politics LING 018. Language Policy in the United States SO AN 08C . Bioethics SO AN 020B. Urban Education (Cross-listed as ED U C 068) SO A N 058B. America by the Numbers BIO L 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. * N ote: Seminars are limited in size, and most departments give priority to departmental ma­ jors and minors, so public policy concentrators might not be admitted. For more information on the public policy concentration, internships, theses, and related topics, please see our Web site at http://www.swarthmore.edu/SocSci/PublicPolicy. Religion YVONNE P. CHIREAU, Associate Professor and Chair23 NATHANIEL DEUTSCH, Associate Professor STEVEN P. HOPKINS, Associate Professor and A cting Chair ELLEN M . ROSS, Associate Professor MARK I. W ALLACE, Associate Professor SCOTT K U 6LE, Assistant Professor3 J . WILLIAM FROST, Professor Emeritus2 AM Y LORION, Visiting Assistant Professor SUSAN SCHOMBURG, Visiting Assistant Professor ANNE L . ORAVETZ, Visiting Instructor (part tim e)5 HELEN PLOTKIN, Visiting Instructor (part time) BARBARA ROM AINE, Visiting Instructor (part time) EILEEN M cELRONE, Administrative Assistant 2 Fall 2004. 3 A bsent on leave, 200 4 -2 0 0 5. 5 Spring 2005. T h e Religion Department investigates the phe­ nomenon o f religion through the study of ritual and symbol, myth and legend, story and poetry, scripture and theology, festival and ceremony, art and music, and moral codes and social values. T h e department seeks to develop ways of understanding these phenomena in terms of their historical and cultural particularity as well as their common patterns. phenomenological approaches to religion. Successful completion of at least two religion courses is normally required for admission to seminars and is also a prerequisite for admission to a major in course or a major or minor in honors. Courses offered on a regular cycle present the development o f Judaism, Christianity, and Islam as well as the religions o f India, China, Japan, A frica, Europe, and the Americas. Breadth in subject matter is complemented by strong methodological diversity. Questions of historical, theological, philosophical, literarycritical, feminist, sociological, and anthropo­ logical interests are raised. This m ultifaceted focu s m akes religious studies an ideal liberal arts m ajor. REQUIREMENTS AND RECOMMENDATIONS Students are encouraged to begin their study of religion with RELG 001 or one o f the courses numbered 001 through 013. (Majors are re­ quired to take at least one of these courses.) Courses in this group prepare students in com­ parative, historical, philosophical, literary, and 352 T h e major in religion is planned through con­ sultation with faculty members in the depart­ ment. To ensure breadth in the program of study, all majors must take at least one course from two curricular groups that include the sev­ eral religious traditions and the varied modes of analysis represented in the department (see Majoring in Religion at Swarthmore). Students in both course and the Honors Program are ex­ pected to have taken the background courses required for work in specific seminars. A com­ ponent o f a major’s program of study may in­ clude study abroad planned in collaboration with the department. In addition to the. intro­ ductory course and distribution requirements, majors are required to complete the religion capstone, RELG 095: Religion Café: Senior Symposium, a weekly symposium for senior ma­ jors on important themes, theories, and meth­ ods in the comparative, cross-cultural study of religion. Majors are required to complete at least 8 credits in religion, including the Senior Symposium, to meet department graduation re­ quirements. Minors are required to complete 5 Religion majors enrolled in SH S will revise one paper for each o f the three preparations (one preparation for minors), with the exception o f a Major and Minor in the Honors Program thesis, which has no SH S component. Those (External Examination Program) will be submitted to the department as part of The normal method of preparation for the hon­ the students’ portfolio for the external examin­ ors major will be done through three seminars, ers. In addition, the department expects stu­ although with the consent of the department, a dents to form their own study groups to prepare 1- credit thesis/course combination or a combina­ for the external examinations. This extension is tion of two courses (including attachments and an important facet of the cooperative and study-abroad options) can count for one honors collaborative aspect of honors preparation. preparation. In general, only one such prepara­ tion can consist of nonseminar-based studies. religion credits but not RELG 095: Religion Café: Senior Symposium. The honors mode o f assessing a student’s three, 2- credit preparations in religion (seminars or course combinations but not 2-credit theses) will be a three-hour written examination set by an external examiner. In addition, with the ex­ ception o f a thesis preparation, a student will submit a senior honors study (S H S ) paper to the external examiner for each preparation. SHS papers will be approximately 4,000 words and will normally be a revision of the final sem­ inar paper or, in the event o f a nonseminar mode of preparation, a revised course paper. Honors minors will be examined on one 2-cred­ it seminar preparation. They are required to complete 5 credits in the department but will not take the senior symposium required for ma­ jors. SH S for honors minors will consist of one revised seminar paper. Seminars and the written and oral external ex­ aminations are the hallmarks o f honors. Seminars are a collaborative and cooperative venture among students and faculty members designed to promote self-directed learning. T he teaching faculty evaluates seminar performance based on the quality o f seminar papers, com­ ments during seminar discussions, and a final paper where appropriate. 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 stan­ dards include attendance at every seminar session, timely submission o f seminar papers, reading of seminar papers, completion of the assigned readings before the seminar, active en­ gagement 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. T he external examination, both writ­ ten 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 self-un­ derstanding and action. T h e 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. W riting course. 1 credit. F all 2004. Hopkins, Schomberg. RELG 002. First-Year Seminar: Animal Human Spirit W e human beings define our uniqueness in re­ lationship to a concept o f the divine, but we also define ourselves against a concept of what is animal in other beings. How are the two re­ lationships related? In other words, how does our relationship with our natural environment shape our experience of religion? This first-year seminar will explore these questions by taking a journey through the field of comparative reli­ gion. W e will explore the religious visions of Polynesia, among the Maori in New Zealand and the Hawaiians, and of the Northwest American coastline, among Inuit and Tlingit Native-American peoples. W e will also explore the religious traditions o f Buddhism, Judaism, and Islam to investigate how they deal with animals through reincarnation, sacrifice, and allegory. This journey will bring us to a place 353 Religion where we can interrogate the contemporary re­ lationship between animals and spirituality in the context o f our modem industrial consumer economy. W e will examine the ethics of animal rights, theological critiques of “speciesism,” and the reduction of food to the product of an industry. resources within different religious traditions for ameliorating the crisis. 1 credit. T his 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. N ot offered 2 0 0 4 -2 0 0 5 . RELG 002B. Religion in America T his course is an introduction to religion in the United States, beginning with Native-American religions and European-lndian contact in the colonial era, and moving forward in time to present-day movements and ideas. T h e course will explore a variety of themes in American re­ ligious history, such as slavery and religion, pol­ itics and religion, evangelicalism, Judaism and Islam in the United States, “cults” and alterna­ tive spiritualities, New Age religions, popular traditions, and religion and film, with an em­ phasis on the impact of gender, race, and na­ tional culture on American spiritual life. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . RELG 003. Hebrew Bible and the Ancient Near East A n introduction to the Hebrew Bible and the religion of ancient Israel within the context of other ancient Near Eastern religious traditions. T he Hebrew Bible will be read closely in English translation with special attention to mythologi­ cal, exegetical, sociological, gender, and body is­ sues. In addition to the Hebrew Bible, literature from Mesopotamia, Egypt, and Canaan will be read, including T he Epic o f G ilgam esh, T he Enurrn Elish, and T he Theology o f M emphis. 1 credit. F all 2004. Deutsch. RELG 004. New Testament and Early Christianity A n introduction to the New Testament and its development with special attention to prob­ lems o f redaction and literary construction as well as the formation of early Christian ortho­ doxy and heresy. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . RELG 005. Problems of Religious Thought Study o f the contemporary global crisis and the 354 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . RELG 005B. Introduction to Christianity 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . RELG 007. Health, Healing, and Religion Many o f us become aware of the relationship between healing and religion when confronted with cases in which the sick pray for cures or ministers lay hands on patients. Yet, religion shapes understandings of disease and what it means to be ill even outside o f such cases. This course will use an interdisciplinary approach to examine this relationship from a number of perspectives. T h e course will begin by addressing under­ standings of health and resulting approaches to healing in a number of religious and spiritual traditions, from Buddhism to Christian Science, using historical and philosophical ap­ proaches. W e will then turn to the burgeoning field o f medical anthropology, positioning reli­ gion and healing in a contemporary social and cultural context. In the final section o f the course, we will interrogate therapeutic systems not explicitly aligned with particular religions for beliefs about the body, health, and illness. T h e course will conclude by examining alterna­ tive healing systems such as Thomsonism and homeopathy, and evaluate a provocative study that claims that modem, scientific medicine is no more divorced from religion than any other systems that we will have examined. 1 credit. F all 2004- Lorion. RELG 007B. Women and Religion T h is course will exam ine 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, W icca and witchcraft in the United States, and feminist and womanist theology. 1 credit. Spring 2005. Lorion. RELG 008. Patterns of Asian Religions A thematic introduction to the study of reli­ gion through an examination of selected texts, teachings, and practices of the religious tradi­ tions of South and East Asia structured as pat­ terns 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 o f Japan. Themes include deities, the body, ritual, cos­ mology, sacred space, religious specialists, and death and the afterlife. Writing course. but whoever loses their life for my sake will save it.” One o f the most intriguing contradictions in comparative religious studies is the claim that only when one forfeits the self can one dis­ cover genuine selfhood; the journey to the Hue self begins by first abandoning one’s assump­ tions about selfhood through practicing the dis­ ciplines of self-emptying and self-giving. In this seminar we will analyze the collapse of the re­ ceived notions o f the stable self in classical thought and then move toward a postmodern recovery of the self-that-is-not-a-self founded on the spiritual practice of solicitude for the other, both humans and other beings. Readings will include Plato, Augustine, Rumi, Kierkegaard, Weil, Nishitani, Leopold, Levinas, Ricoeur, and Irigaray. This is a discussion-rich seminar with regular student presentations and a community service learning component. 1 credit. 1 credit. Spring 2005. Hopkins. Spring 2005. Wallace. RELG 009. The Buddhist Traditions of Asia This course explores the unity and diversity of the Buddhist tradition within the historical and cultural contexts o f South, Central, and East Asia. The course focuses, in particular, on the formation o f Buddhism in India, Therevada in Southeast Asia, Vajrayana in Tibet, and Zen in China and Japan. 1 credit. Not offered 2 0 0 4 -2 0 0 5 . RELG 010. African American Religions W hat makes A frican A m erican religion “African” and “American”? Using texts, films, and music, we will examine the sacred institu­ tions of Americans o f African descent. Major themes will include Africanisms in American religion, slavery and religion, gospel music, African American women and religion, black and womanist theology, the civil rights move­ ment, 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, M other Bethel A .M .E. Church. 1 credit. Fall 2004. Lorion. RELG 0 11. First-Year Seminar: Religion and the Meaning of Life RELG 011 B . Introduction to Islam W hat are the basic symbols of Islam, and how are they understood and experienced by Muslims? This course will introduce students to the methodology of religious studies concen­ trating on symbols, myth, and ritual. W e will apply these theoretical concepts to the Muslim experience of religion by exploring textual and historical sources, classical and contemporary, from Africa, Arabia, and Asia. Writing course. 1 credit. Spring 2005. Schomberg. 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 o f the Upanishads, the rise of Buddhist and Jain communities, and the development o f classical Hindu society. Focal themes are hierarchy, caste and class, pu­ rity and pollution, gender, untouchability, world renunciation, and the construction of a religiously defined social order. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . ‘Whoever wants to save their life will lose it, 355 Religion RELG 013. History, Religion, and Culture of India II: From Akbar to Gandhi and the Voices of Untouchable Liberation T h e religious history of India from the advent of Islam to the present. From the Moghuls to the Hindu nationalist movements and Ambedkar’s legacy to the present. 1 credit. N ot offered 2004—2005. RELG 0 14. New Religions in America T his course provides an introduction to new and emerging religions and spiritual move­ ments in the United States. W e will begin in the colonial period and move to the present, considering alternative religions in America from historical and theoretical perspectives. We will focus on the histories of a number o f new religions, their treatment in the media, and so­ cial responses. W e will also consider the major issues that the presence o f new religions raise, including family structure and sexuality, health care, and free exercise o f religion in traditions such as Shakerism, the Church o f Jesus Christ of Latter-Day Saints, neo-paganism, the Nation of Islam, and others. Sources will include primary documents, sacred texts and personal testimonies, and secondary sources such as media reports. 1 credit. Spring 2005. Lorion. RELG 014H. Christian Life and Thought in the Middle Ages Survey o f W estern 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 per­ son and work o f Jesus Christ, heresy and dis­ sent, bodily devotion, love, mysticism, scholas­ ticism, and holy persons. Readings may include Augustine, Anselm, Avicenna, Abelard, Hildegard of Bingen, Francis of Assisi, Catherine of Siena, Thomas Aquinas, Julian o f Norwich, and John Wyclif. 1 credit. N ot offered 2004—2005. RELG 015. Philosophers, Messiahs, and Mystics: Early Modern Judaism T h e period from 1492 to 1750 was a time of in­ tense creativity and change for Europe’s Jews. No longer medieval and not yet modem, early modem Judaism produced an amazing variety of 356 spiritual movements and forms o f religious ex­ pression as it underwent rapid cultural transfor­ mation. W hat was the Jewish relationship to tradition— its own traditions as well as others— during this time o f intense creativity and change? Was there a single, unified Judaism in this era, and if not, what different varieties can be discerned? How did Jews define Judaism and its place among other religions? A ttention will be focused on the Iberian expulsion, the cre­ ation o f “New Christian” religiosity and Sephardi diaspora; the impact on Jewish thought of print, new science, revolutionary philosophies, geographic discoveries, Jewish communal organization, structures of authority, gender roles, and self-representations; and Jewish mysticism and messianism, including Lurianic Kabbalsh, the Sabbatian movement, and popular piety. Finally, the course will cover the beginnings of Hasidism and the Jewish en­ lightenment, or haskalah, marking the onset of the modem era o f Judaism. I credit. Sirring 2005. Oravetz. RELG 015B. Philosophy of Religion (Cross-listed as PHIL 016) This course considers Anglo-American and Con­ tinental philosophical approaches to religious thought from different disciplinary perspectives. 1 credit. N ot offered 2004—2005. RELG 016. New Religions in America T his course provides an introduction to new and emerging religions and spiritual move­ ments in die United States. W e will begin in the colonial period and move to the .present, considering alternative religions in America from historical and theoretical perspectives. We will focus upon the histories o f a number of new religions, their treatment in the media, and so­ cial responses. W e will also consider the major issues that the presence o f new religions raises, including family structure and sexuality, health care, and free exercise o f religion in traditions such as Shakerism, the Church of Jesus Christ o f Latter-Day Saints, neo-paganism, the Nation of Islam, and others. Sources will include prima­ ry documents, sacred texts, personal testimonies, and secondary sources such as media reports. 1 credit. Spring 2005. Lorion. RELG 016B. Rabbinic Thought and Literature RELG 023. Living in the Light: Quakers Past and Present This course will examine the thought, litera­ ture, and social context of rabbinic religion from the fall of Jerusalem to the redaction of the Babylonian Talmud. T his course explores Quaker history and reli­ gious ideas in America from the 17 th century to the present. Topics we will study in this semi­ nar-style course include Quakers and social re­ form; Quakers and education, with a focus on the history of Swarthmore College; Quakers and nature; 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 M ott, Elias Hicks, and Rufus Jones. I credit. N ot offered 2 0 0 4 -2 0 0 5 . RELG 0 17B . Midrash Tisch Before deconstructionism there was midrash, a so­ phisticated, imaginative, and entertaining method of interpreting the Bible. Open to students with intermediate knowledge of Hebrew and above. 1 credit. 1 credit. F all 2004- Frost and Ross. N ot offered 2004—2005. RELG 018B. Modern Jewish Thought and Literature RELG 024B. From Vodun to Voodoo: African Religions in the Old and New Worlds A close reading of modem Jewish works. We will examine topics such as Hasidism, Haskalah (Jewish Enlightenment), Zionism, the Holo­ caust, and 20th-century Jewish philosophy. Is there a kindred spirituality in the ceremonies, music, and movements of African religions? This course explores the dynamics of African religions throughout the Diaspora and the Atlantic world. 1 credit. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . Foreign study credit m ay be available. RELG 019B. Introduction to Jewish Mysticism N ot offered 2 0 0 4 -2 0 0 5 . This course will survey the history and litera­ ture o f Jewish mysticism, beginning with Merkabah mysticism, continuing through the German Pietists and the Kabbalah, and ending with Sabbatianism and Hasidism. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . RELG 020B. Prophets and Visionaries: Christian Mysticism Through the Ages This course considers topics in the history of Christian mysticism. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . RELG 022. Religion, the Environment, and Contemplative Practices The challenge of the ecological crisis to con­ temporary religious thought and practice. Readings will be drawn from M. Heidegger, the Book of Job, Buddhist scriptures, J. Muir, Black Elk, E. Abbey, S. Griffin, B. McKibben, C . Hyun-Kyung, and R. Ruether. 1 credit. Fall 2004. Wallace. RELG 025B. Black Women and Religion in the United States This course explores how social, cultural, and political forces have intersected to inform black women’s personal and collective attempts at the definition of a sacred self. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 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 o f divinity, including issues of divine “presence” and “absence”; icons, aniconism, and “idolatry”; and distinc­ tions drawn in some traditions between differ­ ent 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. Spring 2005. Hopkins. 357 Religion RELG 031B . Religion and Literature: From the Song of Songs to the Hindu Saints A cross-cultural, comparative study o f religious literatures in Jewish, Christian, Islamic, and Hindu traditions. How “secular” love poetry and poetics have both influenced and been in­ fluenced by devotional poetry in these tradi­ tions, past and present. 1 credit. acted to the political success of Islam with a strong emphasis on justice and conscience to critique this prosperity and power. “Classical Islam” was shaped by the varied movements of jurists, mystics, and philosophers (and revolu­ tionaries) who upheld conflicting visions of justice and conscience. 1 credit. N ot offered 2004—2005. N ot offered 2 0 0 4 -2 0 0 5 . RELG 047. Islamic Poetry and Prophecy RELG 036. Christian Visions of Self and Nature A n investigation of inspiration, metaphor, and interpretation in Islamic discourses. Islam has been characterized as “religion of the word.” W hether in scripture or poetry, song or calli­ graphic art, the word and its adornment are central features of the civilization created by Muslims. This course is a them atic introduction to Christianity. Beginning with early Christian writings and moving historically up through the contemporary period, we will explore a wide va­ riety of ideas about God, self, and nature. Readings will focus on scientific and natural history treatises in dialogue with theological texts. W e 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 communitybased learning component: Students will par­ ticipate in designing and teaching a minicourse on “Nature and Chester” to students in the nearby community of Chester. Readings in­ clude Aristotle (critical for understanding sci­ ence in the later Middle Ages), Hildegard of Bingen, Roger Bacon, Galileo Galilei, Charles Darwin, Herman Melville, Ralph Waldo Emer­ son, Joh n Muir, Graceanna Lewis, Thomas Berry, Nalini Nadkami, and Terry Tempest Williams. 1 credit. Spring 2005. Ross. RELG 045. Torah and Logos: Judaism and Philosophy (Cross-listed as PHIL 045) This course will consider the relations between Judaism and philosophy. Among the topics we will examine are ethics, history and memory, the role of reason, and hermeneutics. 1 credit. Spring 2005. Schomberg. RELG 048. The Summoned Self: Levinas and Ricoeur vThis course will ask how Paul Ricoeur and Emmanuel Levinas use philosophical and bibli­ cal texts to construe the project o f selfhood in terms of being called to take responsibility for one’s neighbor. O ther topics include ChristianJewish dialogue, rabbinic exegesis, moral philosophy, political theory, and biblical hermeneutics. 1 credit. N ot offered 2004—2005. RELG 053. Gender and Sexuality in , Islamic Sncieties This course explores the complexities ofgender roles and sexuality norms in Islamic societies. It includes examples from the time of the prophet Muhammad through the medieval era and into the present. T h e course will focus on the roles of women in Islamic history, law, literature, and scripture. T h e goal is for students to understand the complex background to contemporary de­ bates on the status o f women and to assess movements o f Islamic feminism. 1 credit. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . N ot offered 2004—2005. RELG 056. Arabic for Text Study I: First Year RELG 046. Justice and Conscience in Islam Muslim intellectuals and religious leaders re­ 358 (Cross-listed as LIN G 009) This course gives students the basic skills in classical Arabic (which is also called “Stan­ dard” Arabic). T his is the language of the Quran, Islamic texts, medieval literature, con­ temporary scholarship, and media throughout the Arab world. T h e focus will be on reading and writing as well as spoken articulation and listening skills. W ith these introductory skills, students can pursue their studies o f Islam or the Middle East in new depth, or study abroad with more facility. T h e course is for students with no prior background or with the ability to recite phonetically. T h e fall and spring courses under this title are in a progressive series; it is highly recommended to take both in sequence. 1 credit. Fall 2004. Romaine. RELG 057. Hebrew for Text Study I (Cross-listed as LIN G 007) This course is designed both for students who have no Hebrew experience and for those who are already able to read phonetically without comprehension. In two semesters, students will learn enough grammar and vocabulary to read the Hebrew Bible and some rabbinic material with the help of a Hebrew-English dictionary. In addition to the primary textbook for the course, students will use the BD B Hebrew Lexi­ con of the Bible and the Hebrew Concordance to investigate the meanings and uses of word roots. Beginning early in the semester, students will be presented with selected passages from the Bible and the rabbinic midrash collections that illustrate the grammatical forms they are studying. Students will work in groups to pre­ pare these passages and will then present their interpretations to the class. 1 credit. Fall 2004. Plotkin. RELG 059. Hebrew for Text Study II (Cross-listed as LIN G 10) This course is a continuation o f Hebrew for Text Study I. Students who have not completed that course will require the permission of the instructor to enroll in this course. T h e goal of the course is to learn the grammar and vocabu­ lary required to read the Hebrew bible and some rabbinic material with the help o f a HebrewEnglish dictionary. In addition to the primary text for the course, students will read and trans­ late passages from the Hebrew Bible, midrash, and Mishna. Students will work with the BDB Hebrew Lexicon of the Bible and the Hebrew Concordance to investigate the meanings and uses o f word roots. I credit. Spring 2005. Plotkin. RELG 066. Arabic for Text Study I: Second Year (Cross-listed as LIN G O il) This course is a continuation of Arabic for Text Study I first year (RELG 056 and 058). It is de­ signed to give students skills in classical Arabic (which is also called standard Arabic, taking them from a beginning level to intermediate level). The course emphasizes grammar for read­ ing texts such as the Quran and literary prose, and aims to help students internalize and master gram­ mar through listening, speaking, and writing. 1 credit. F all 2004. Romaine. 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 o f religion. This course will argue for the inherently multi­ disciplinary nature of religious studies by exam­ ining various approaches to the phenomenon of religion, from psychoanalysis and poststruc­ turalist theory to anthropology, literature, phi­ losophy, and social history. Themes include re­ ligion, violence, and the sacred; ritual, symbol, and pilgrimage; purity and pollution; religious experience, gender, and embodiment; civil reli­ gion, orientalism, colonialism , and power. Interpreters may include Mircea Eliade, Victor Turner, René Girard, Mary Douglas, Mikhail Bakhtin, Martin Buber, Jacques Derrida, and M ichel Foucault. 1 cred it. F all 2004. Deutsch. RELG 096. Thesis 1 credit. Staff. 359 Religion SEMINARS RELG 1 1 0 . Religious Belief and Moral Action R E L G 1 0 1 . Jesus in History, Literature, and Theology T h e seminar will explore the relationship be­ tween religion and morality. Basic moral con­ cepts in Buddhism, Christianity, and Hinduism will be studied in relationship to their cosmological/theological frameworks and their histor­ ical contexts. T h e course will analyze concepts of virtue and moral reasoning, the religious view of what it means to be a moral person, and the religious evaluation o f a just society. T he course includes a consideration o f M artin Luther King Jr., Dorothy Day, Mahatma Gandhi, and T h ich Nhat Hanh. This seminar explores depictions o f Jesus in narrative, history, theology, and popular cul­ ture. W e consider Jesus as historical figure, trickster, mother, healer, suffering savior, vi­ sionary, embodiment of the Divine, lover, vic­ torious warrior, political liberator, and prophet. 2 credits. Spring 2005. Deutsch. RELG 102. Folk and Popular Religion This seminar investigates the cultural complex­ ity o f the A m erican religious experience through the lens o f folk and popular traditions. W e will utilize historical, anthropological, and literary approaches to explore folk Catholicism in the United States, local religious celebra­ tions, 19th- and 20th-century popular move­ ments, and folk art and other material repre­ sentations o f religion. Topics include serpent handling in Appalachia; A m erican con­ sumerism as religion; heterodox spiritualities in America; Marian shrines and spirit apparitions; and black Gods and racial folk religions. 2 credits. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . RELG 1 1 2 . Postmodern Religious Thought T his seminar asks whether religious belief is possible in the absence of a “transcendental sig­ nified.” Topics include metaphysics and theolo­ gy, the death of God, female divinity, apophatic mysticism and deconstruction, ethics without foundations, the question o f G od beyond Being, and analogues to notions of truth in an­ cien t Buddhist thought. Readings include Eckhart, Kierkegaard, Nietzsche, Wittgenstein, Derrida, Nagarjuna, N ishitani, Ricoeur, Marion, Rorty, Loy, Taylor, Pannikar, Vattimo. Spring 2005. Lorion. 2 credits. RELG 108. Poets, Saints, and Story­ tellers: Religious Literatures of India N ot offered 2004—2005. T h e major forms o f Indian religious culture through the lenses of its varied regional and pan-regional literatures, focusing on gender, the passions, constructions o f the body, and reli­ gious devotion. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . RELG 109. Afro-Atlantic Religions This seminar explores the historical experiences of the millions of persons who worship African divinities in the West. W e will consider the fol­ lowing questions: How were these religions and their communities created? How have they sur­ vived? How are African-based traditions perpet­ uated through ritual, song, dance, drumming, and healing practices? Special attention will be given to Yoruba religion and its New World off­ spring, Santeria, Voodoo and Candomblé. 2 credits. N ot offered 2004—2005. 360 RELG 1 1 4 . Love and Religion A n exploration of the concept of “love” in se­ lected Western, Near-Eastern, and Indian tradi­ tions. T h e uses of love and sexuality, the body and the passions, in religious discourse to de­ scribe the relationship between the human and divine. Sources range from Plato and the Troubadours to Angela of Foligno and from Bengali devotional poetry to motions of “love” in a Tamil family. Major theoretical ques­ tions— the culture construction o f emotions, the erotic life, the body, and religion—-will be derived from Nussbaum, Biale, Bynum, Ramanujan, and Trawick. 2 credits. Fall 2004. Hopkins. RELG 1 1 5 . The Gnostic Imagination: Dualism from Antiquity to Harold Bloom T his course examines the problem of dualism and the history of dualistic religious traditions from the Gnostics and Mandeans of Late Antiq­ uity to the recent writings o f Harold Bloom. RELG 125. Islamic Society in North Africa and Andalusia 2 credits. This seminar focuses on what Arabs called “T he West” (al-Maghrib: the Mediterranean region from North Africa to Spain). T he semi­ nar will trace the foundations of Islamic society in the region, focusing on the complex inter­ play between Islamic law, mysticism, and ratio­ nal philosophy through primary Arabic sources (in translation) as well as secondary scholarly studies. N ot offered 2004—2005. R E L G 1 16 . The Body in Late Antiquity An examination of different views o f the body (human, angelic, and divine) in Late Antiquity, with special emphasis on sexuality, gender, divinity, and mystical transformation. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . 2 credits. RELG 1 1 7 . Hasidism: From Bialystok to Brooklyn N ot offered 2 0 0 4 -2 0 0 5 . We will examine the origins of Hasidism, read the tales of its legendary founder (in Shivhei Ha-Besht), and discuss the rapid spread o f the movement throughout Eastern Europe. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . RELG 1 19 . Sufism: Muslim Mystics, Saints, and Poets An exploration o f mystical experience, saint­ hood, and literary expression among Muslims in South Asia. Islam is one of the most active and widespread religious traditions in Asia; Sufi mysticism is the religious practice o f most Muslims in Asia. These two often-ignored facts act as the frame for this seminar that focuses on Sufi communities and saints in South Asia. T he seminar will cover material from the medieval period through the present, primarily from India, Pakistan, Bangladesh, and Afghanistan. Poems, saints’ biographies, guides to mystical contemplation, and parables will be presented in translation from Persian, Urdu (Hindi), Punjabi, and Bengali. T he seminar is multidis­ ciplinary, involving interpretive strategies from religious studies, history, literature, anthropol­ ogy, ethnomusicology, and gender studies. 2 credits. Fall 2004- Schomberg. RELG 1 2 1 . Midrash Tisch (See RELG 017b) Before deconstructionism there was midrash, a so­ phisticated, imaginative, and entertaining method of interpreting the Bible. Open to students with intermediate or advanced knowledge of Hebrew. 2 credits. N ot offered 2004—2005. 361 Sociology and Anthropology JO Y CHARLTON, Professor JEN N IE KEITH , Professor M ICHAEL L . M ULLAN, Professor BRAULIO MUNOZ, Professor STEVEN I. PIKER, Professor ROBIN E . W AGNER-PACIFICI, Professor and A cting Chair M IGUEL DIAZ-BARRIGA, Professor and Chair3 BRUCE GRANT, Associate Professor3 SARAH W ILLIE, Associate Professor3 FARHA N . GHANNAM , Assistant Professor L E E A . SM ITHEY, Assistant Professor BRIAN K . A X E L , Visiting Assistant Professor AYA EZAW A, Visiting Assistant Professor MILTON R . MACHUCA, Visiting Assistant Professor VIRGINIA ADAMS O’ CONNELL, Visiting Assistant Professor ROSE M AIO, Administrative Coordinator 3 Absent on leave 2004—2005. T h e Sociology and Anthropology Department provides students with intellectual tools for un­ derstanding contemporary social issues, such as globalization, nationalism , race relations, bioethics, and the complex layering o f social in­ equalities in everyday life. T h e department at­ tracts students who seek knowledge about soci­ eties of the world and the opportunity to con­ duct independent projects based on primary re­ search and fieldwork. Courses cover social theory, the microtechnolo­ gies of social change, the symbolic aspects of culture, and the historical development of the disciplines. Methodology courses both generate a firm understanding o f research design and ex­ plore the social dynamics behind the produc­ tion o f 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, and the United States. Because o f its strong cross-cultural and transna­ tional orientations, the department encourages students to study abroad. For many, foreign study provides a basis for their senior thesis project (see the department’s W eb site at http://www.swarthmore.edu/SocSci/SocAnth/ 362 for a listing of students’ projects). T h e 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. REQUIREM ENTS AND RECOMMENDATIONS Applicants for the major normally have com­ pleted at least two courses in the department. Majors complete a minimum of eight units of work in the department, including a double­ credit thesis tutorial normally to be taken dur­ ing the fall and spring semesters of the senior year. T h e Research Design course (SOA N 0 2 IB ) is strongly recommended for majors. Courses numbered SO A N 001 to 020 serve as points o f entry for students wishing to begin work in the department and normally serve as prerequisites to higher-level work in the depart­ ment (SO A N 021-099). (Some higher courses may, however, with permission of the instruc­ tor, be taken without prerequisite.) Seminars are numbered SO A N 100 to 199. For current seminar listings, please consult our W eb site at http://www.swarthmore.edu/SocSci/SocAnth/ or co ntact our department administrative coordinator. (N ote: Course labeling within each of the three tiers of offerings— introductory courses [SOAN 001-019], regular courses [SOAN 020-099], and seminars [SOAN 100-199]— reflect inter­ nal departmental codes rather than levels of ad­ vancement or particular research areas. Please consult the listings for prerequisites particular to each course.) Honors Major and Minor Candidates for honors in sociology and anthro­ pology must complete three honors prepara­ tions, one o f which must be SO A N 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 con­ tent for this preparation. See “Majoring in Sociology and Anthropology” for additional information. CERTIFICATION FOR SECONDARY SCHOOL TEACHING Sociology/Anthropology majors can complete the requirements for teacher certification through a program approved by the state of Pennsylvania. Sociology/Anthropology majors are eligible for social science certification. Stu­ dents contem plating teacher certification would normally schedule their program in a se­ mester which does not conflict with their se­ nior thesis. Such programs should be developed in close consultation with advisers in the De­ partment o f Educational Studies. For further in­ formation about the relevant set of require­ ments, please contact the Educational Studies chair, the Sociology/Anthropology Department chair, or the Education program W eb site: www.swarthmore.edu/SocSci.Education/. COURSES SOAN 001C . First-Year Seminar: Everyday Life T h is seminar will exam ine contemporary America by way of two central social arenas through which people find meaning: work and religion. We will do so via the reading of ethno­ graphic accounts of ordinary people in everyday settings— such as bars, Wal-Marts, school cafe­ terias, soup kitchens, churches, and neighbor­ hoods— and via the social theory used to un­ derstand them. Students will also practice di­ rectly becoming more attentive observers and analysts of social life. 1 credit. F all 2004. Charlton. SOAN 002R. Cultural Burderlands This course focuses on the anthropology and sociology o f gender, ethnic, and class relations in the United States. T h e course emphasizes current discussions of inequality and multiculturalism as well as case studies, including Chicana feminism, working-class sexuality, and gendered “back talking.” T h e 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. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 002C. Intruductiun to Latinos in the United States T he course is an introduction to anthropologi­ cal, sociological, and literary writing on M ex­ ican American culture. T h e course focuses on ethnic identity, covering such topics as border ballads and folklore, inner-city life, and C h i­ cana feminism. Authors studied in the course include Cisneros, Garza, Limon, Moraga, Paredes, Rodriguez, and Rosaldo. This course m ay be counted tow ard a m inor in Latin A m erican studies. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 003C. First-Year Seminar: Japan and Globalization This course places Japanese society in a global context. Rather than examining Japan as an isolated island nation, we will explore the rise 363 Sociology and Anthropology of modem Japan in its broader geopolitical and historical context o f territorial expansion and colonialism, defeat, and reconstruction under the U .S. occupation. Further, we will examine how Japan’s integration into the global econo­ my has not only had an impact on everyday life in Japan, but also has led to the export o f fa­ miliar cultural products such as Pokemon, manga, and sushi. In exploring these processes from the perspective o f Japan, the course seeks to decenter discussions o f global and transna­ tional processes fixed on the influence of the W est and explore new conceptualizations of globalization. This course m ay be counted toward an A sian studies m ajor or special m ajor in Japan ese. SOAN 005C. First-Year Seminar: Learning Cultures 1 credit. 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 rou­ tine, everyday social encounters and activities) and what these mean to natives. T h e topical focus of the course will be gender definitions because everywhere these are of fundamental importance to local life. T h e work of the course will prominently feature the direct study o f gen­ der, mainly through observations, in local life situations, toward the production o f field reports, which will be reviewed and discussed by the class as a whole. Films will be used as cul­ tural documents. F all 2004. Ezawa. 1 credit. SOAN 004B. First-Year Seminar: Introduction to Contemporary Social Thought N ot offered 2 0 0 4 -2 0 0 5 . A general introduction to major theoretical de­ velopments in the study of social life since the 19th century. Selected readings will be drawn from the work o f such modem social theorists as Marx, Weber, Durkheim, Freud, and Simmel. Readings from contemporary authors such as Geertz, Goffman, Adorno, and Arendt will also be included. These developments will be stud­ ied against the background o f the sociophilosophical climate of the 19th century. 1 credit. F all 2004- Munoz. 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 (nonW estem , Western, modem America; nonliterate as well as modem) as well as interpretations o f religious case materials. T h e biographical, so­ cial, and psychological contexts of religion are emphasized, as are both cultural psychological perspectives on religion. T h e dynamics of reli­ gious change are explored, particularly with ref­ erence to contemporary Theravada Buddhist Southeast Asia and the modem United States. This seminar will have a fieldwork component. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 364 SOAN 0050. Psychulogical Anthropology T h e 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 o f culture from generation to generation; (2) the psychol­ ogy 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. W riting course. 1 credit. Spring 2005. Piker. SOAN 006B. Symbols and Society This course examines the ways in which,we ori­ ent ourselves in a world o f constant and contra­ dictory symbols. National symbols, ideological symbols, status symbols, and others will be ana­ lyzed with the approaches o f sociologists, semioticians, and anthropologists. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 007B. Introduction to Race and Ethnicity in the United States This course uses classic ethnographies, current race theory, and journalistic accounts to exam­ ine the experiences of selected ethnic groups in the United States and to investigate theories of racism, the meaning o f race and ethnicity in the 20th century, and contemporary racialized public debates over affirmative action, welfare, and English-only policies. T his course may be counted tow ard a m inor in black studies. N ot offered 2 0 0 4 -2 0 0 5 . monized or adjusted by the legal order. How does law serve as a tool for social change while preserving solidarity and stability? SOAN 007C. Sociology Through African American Women’s Writing F all 2004. O ’Connell. 1 credit. 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, examin­ ing especially issues that revolve around race, gender, and class. O f special interest will be where authors position their characters vis-àvis white supremacy, patriarchy, capitalism, and the United States. This course m ay count toward a minor in black studies. I credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 008C. Bioethics: A Sociological Perspective This course will look at the field of bioethics and its impact on medical practice in the United States. W hat led to the development of the field o f bioethics, and what is the ideologi­ cal base of the bioethical discourse? W hat issues ate discussed by bioethicists and hospital com­ mittees, and what other issues are not broached? A ll o f these questions will be ad­ dressed, employing broader theories of social structure and culture with some cross-cultural comparisons. W hy is cloning a hot bioethical issue but not the lack o f medical insurance for 44 million Americans? 1 credit. Fall 2004. O ’Connell. SOAN 008E. Sociology of Law The fields o f sociology and anthropology study human organization. Behavior in human soci­ ety is governed by a host of informal and formal “laws” which codify rules of organization and interaction. In this introductory class, we will explore a variety of questions about the func­ tion and structure of law in human societies. We will explore what law is, what law does, and how it does it. W e will look at the social basis of law and the distinction between folkways/ mores and more formal legal structures, the in­ fluence of culture on law, the legitimization and codification of law, and how law frames social life. W e will also explore how and why con­ flicting and overlapping interests must be har­ 1 credit. SOAN 009B. Islam in Global Context A religion that started in Mecca, Saudi Arabia, Islam is currently the religion o f millions in the Middle East, Africa, Asia, Europe, and the Americas. This class looks at the origin of Islam, its expansion, and its current articulation in different societies. First, we survey some basic aspects of Islam such as the five pillars, Shari’a, Umma, Jihad, veiling, and Sufisim. T hen, we examine how Islam is experienced and prac­ ticed in different parts o f the world. W e look at historically Muslim countries such as Egypt, Saudi Arabia, and Indonesia, and we also trace the recent movement (through migration and conversion) o f Islam and Muslims to Western countries (United States and Europe). In ex­ ploring Islam and its current articulation in the West, we address questions such as: How is Islam represented in Western media? How do Muslims work to maintain their religious iden­ tities in New York, Berlin, and Paris? How is Islam used for political purposes by different groups in and outside the Middle East? 1 credit. N ot offered 2004—2005. SOAN 009C. Cultures of the Middle East Looking at ethnographic texts, films, and liter­ ature from different parts of the region, this class examines the complexity and richness of culture and life in the Middle East. T h e topics we will cover include orientalism, colonization, gender, ethnicity, tribalism, nationalism, migra­ tion, nomadism, and religious beliefs. W e will also analyze the local, national, and global forces that are reshaping daily practices and cul­ tural identities in various Middle Eastern coun­ tries. Writing course. 1 credit. F all 2004. Ghannam. SOAN 009D. Creation and Persistence of Community Explores the condition under which both feel­ ings and structures of community emerge and persist, especially in the context o f modem so­ ciety. Readings will include case studies of vari­ ous types of community, including utopian ex- 365 Sociology and Anthropology periments, retirement villages, communes, and religious communities. ied calculus (those who know a semester of cal­ culus are advised to take STA T 023 instead). 1 credit. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . Foil 2004. Staff. SOAN 009E. First-Year Seminar: Social Change and Social Responsibility SOAN 01 OF. Statistics W e will explore the conditions and conse­ quences of various types of effort to bring about positive social change, using theory and case studies from sociology and anthropology; class visits from individuals working directly with different strategies for social change; and offcampus opportunities for students to contribute to, as well as learn from groups dedicated to ac­ tivism and service. T h e calculus-based introduction to statistics covers most of the same methods examined in STA T 002, but the course is taught on a higher mathematical level. This course is intended for anyone who wants an introduction to the ap­ plication o f statistical methods. 1 credit. Spring 2005. Keith. SOAN 010C. The Social Development of Sport T h e course is designed as an introduction to the subfield of sport sociology. T h e primary focus of the course will rest on the developmental histo­ ry 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 ethnic­ ity to sport will concentrate on American soci­ ety. Readings will be drawn from the work of so­ ciologists and historians working directly in sport studies. 1 credit. N ot offered 2004—2005. SOAN 01O E. Statistical Methods (Cross-listed as STA T 002) Data on one variable are examined through graphical methods and the computations of av­ erages and measures of variation. Relationships between two variables are studied using meth­ ods such as chi-square, rank correlations, analy­ sis of variance, and regression analysis. This course is intended for students who want a prac­ tical introduction to statistical analysis meth­ ods and who intend to do a statistical analysis themselves, mainly in the biological and social sciences. It is not a prerequisite for any other department course except STA T 028, nor can it be counted toward a major in the department. Recommended for students who have not stud­ 366 (Cross-listed as ST A T 002C ) Prerequisite: M ATH 004 or 005. 1 credit. Spring 2005. Staff. 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 mecha­ nism in the construction o f group identity. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 01O J. War, Sport, and the Construction of Masculine Identity1 T h e 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 physi­ cal exertion. T h e 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 im­ pressions of masculinity will be read. 1 credit. Spring 2005. Mullan. SOAN 01 OK. Gender and Sexuality W hat is gender? How is it related to sexuality? Are masculinity and femininity essential to, or a natural part of, who we are? This class pro­ vides an introduction to one particular ap­ proach to answering these questions. T h e ap­ proach— “performativity"— suggests that such categories as “male,” “female,” or “heterosexu­ al” are created, or perform ed, within changing contexts o f social interaction. Our readings and discussions will, in other words, consider gender and sexuality as complex cultural formations and look at how this perspective opens possibil­ ities for critiques of the interplay o f culture, power, and language. Writing course. 1 credit. Spring 2005. Axel. SOAN 013B. Women, Family, and Reproduction This course examines the concept of family and major processes which structure families’ and women’s lives today. W e will begin with a dis­ cussion o f theories o f family, family diversity, and central issues related to the family, includ­ ing motherhood, reproductive technology, and family violence. W e will then shift our focus to the relationship between the family, the econo­ my, and the state, and the ways in which the structure of the economy, state policies, and na­ tionalism relate to ideas and experiences of families and women here and elsewhere. Readings will primarily focus on the United States, but will also include comparative studies. 1 credit. SOAN 020B. Urban Education (Cross-listed as ED U C 068) This course examines issues of practice and pol­ icy, including financing, integration, compen­ satory education, curricular innovation, parent involvement, bilingual education, high-stakes testing, comprehensive school reform, gover­ nance, and multiculturalism. T h e special chal­ lenges 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, anthropol­ ogy, political science, and economics. Current issues will also be viewed in historical perspec­ tive. Fieldwork is required. 1 credit. Spring 2005. Travers. SOAN 020C. School and Society (Cross-listed as ED U C 063) This course examines various aspects and per­ spectives o f K12 education in the United States. W e look at the multiple and contradic­ tory purposes and functions of schools, focusing on the ways in which schools claim to be meri­ tocratic while reproducing the class, racial, gen­ der, and sexual orders o f the U .S. society. In the second half of the course, we turn to experi­ ences of teachers and students and ask what role schools can play in challenging different forms of social oppression. N ot offered 2 0 0 4 -2005. 1 credit. SOAN 013C. Politics of Family and Reproduction N ot offered 2 0 0 4 -2 0 0 5 . Family and reproduction— from welfare poli­ cies to abortion— are highly contested issues. This course introduces the politics of reproduc­ tion with an examination o f policies and ide­ ologies surrounding family diversity, including poor families and gay parenting, as well as strug­ gles over women’s bodies and reproductive capabilities. Readings will focus on central debates within the United States, but will also explore how the structure of the economy, state policies, and nationalism affect families and reproduction elsewhere. T his course m ay be counted tow ard a m inor in w om en’s studies. Writing course. 1 credit. Spring 2005. Ezawa. SOAN 020H. Mapping Culture Through Ranee (Cross-listed as D A N C 025) This course will use anthropological approach­ es to examine the interrelationship o f dance with social relations of culture and power. The course will be shaped as a cross-cultural journey, which will include East Indian, Brazilian, Haitian, African, and other dance styles. Dance will be analyzed in terms of ritual, nationai/gender identity, and spirituality and as commodi­ ties of value and resistance. T h e overall ap­ proach will be to situate dance forms in their historical and contemporary social, political, and economic contexts. Prerequisite: DA N C 002, an introductory course in anthropology, or permission of the instructor. 1 credit. N ot offered 2004—2005. 367 Sociology and Anthropology SOAN 021B . Research Design Introduction to the process o f research on so­ cial life: creation of research questions, strate­ gies for gathering evidence, techniques of analysis, and generating theory. T h e roles of theory, ethical issues, and cultural and histori­ cal context in the research enterprise will be addressed. Students will get direct hands-on ex­ perience w ith design, data gathering, and analysis and will have professional researchers visit the class. 1 credit. Sprin g2005. O ’Connell. SOAN 022B. Cultural Representations T h e course looks at models used by anthropologist/sociologists to analyze culture. Readings for the course will focus on symbolic analysis, practice and meaning, experimental ethnogra­ phy, structuralism, and postmodernism. Most readings center on current debate in theories about culture. T his course m ay be counted tow ard a m inor in interpretation theory. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 022C. Visual Anthropology Visual anthropology looks at visual communi­ cation both as a tool for academic work and the object of anthropological study. In this course, we look at the processes and politics of repre­ sentation, focusing on the use of film and pho­ tography both “within” cultures and by anthropologists/sociologists to convey the complexi­ ties of cultural practices. Among the issues cov­ ered in the class are the relationship o f docu­ mentary realism to ethnographic film, the emergence of indigenous media, and debate over “postmodern” forms of representation. (N ote: Unlike SO A N 121, this class does not have a production component.) 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 0220. Latin American Urbanization This course is designed as an introduction to problems and issues related to Latin America urbanization. It provides an overview o f the processes behind the urbanization of Latin America and explores housing policy options. Members o f the class will be introduced to con­ cepts such as dependency, underdevelopment, the informal sector, marginality, the culture of 368 poverty, self-construction, and self-help. The role o f the informal sector in urban develop­ ment, housing, and the dependent economy is a particular focus. 1 credit. N ot offered 2004—2005. SOAN 022G. Social Movements in Latin America During the last 50 years, a number of social movements have emerged in Latin America, including urban, women’s, indigenous, and eco­ logical. 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 re­ actions to inequality and crises in development, such as massive urbanization and the impact of neoliberal economic policies. This class ex­ plores the range of social movements by focus­ ing on their attempts to articulate new visions of society and culture. T h e aim of the class is to understand the heterogeneity o f social move­ ments in Latin America and understand how Latin Americans have conceptualized their meaning and impact. T his course m ay be counted tow ard a m inor in peace and conflict studies. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 024B. Latin American Society and Culture A n 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. 1 credit. N ot offered 2004—2005. SOAN 024C. Spanish American Society Through Its Novel (Cross-listed as L IT R 060SA ) T his course will explore the relationship be­ tween society and the novel in Spanish Amer­ ica. Selected works by Carlos Fuentes, Mario Vargas Llosa, Gabriel García Márquez, Isabel Allende, Luisa Valenzuela, Elena Paniatowska, and others. 1 credit. N ot offered 2004—2005. SOAN 024D. Topics in Social Theory This course deals with Kant’s and Hegel’s social philosophy insofar as it influenced the develop­ ment of modem social theory. Works by Marx, Weber, Durkheim, Freud, and critical theorists, neo-conservatives, and postmodernists will also be discussed. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 025B. Transforming Intractable Conflict This course will address the sociology of al­ legedly intractable identity conflicts in deeply divided societies and their potential transfor­ mation toward peace. Northern Ireland will serve as the primary case study, and the course outline will include the history o f the conflict, the peace process, and grassroots conflict trans­ formation initiatives. Special attention will be given to the cultural underpinnings of division, such as sectarianism and collective identity, and their expression through symbols, lan­ guage, and collective actions, such as parades and commemorations. Upon completion of the course, students will have gained an under­ standing o f the bases of such conflicts, factors that perpetuate division, and attempts to achieve co-existence. This course m ay be counted toward a m inor in peace and conflict studies. 1 credit. Spring 2005. Smithey. SOAN 026B. Discourse Analysis (Cross-listed as LIN G 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 o f so­ cial contexts: conversations, media reports, and legal settings. W e will analyze these speech and writing interventions via the tools of sociolin­ guistics, ethnomethodology, critical legal stud­ ies, and discourse analysis. T h e essential issue of the course can be boiled down to the question: W ho gets to say what to whom? This course may be counted tow ard a m inor in interpretation theory. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 026C. Power, Authority, and Conflict This course analyzes the way in which power emerges, circulates, and is augmented and re­ sisted in diverse political contexts. Historical and contemporary cases are interrogated with the theoretical frameworks of Marx, Weber, Gramsci, Arendt, Parsons, and Foucault. Issues include the question of state autonomy, politi­ cal legitimacy, and the interpenetration of the personal and the political. T his course m ay be counted tow ard minors in interpretation theory and peace and conflict studies. 1 credit. Fall 2004- Wagner-Pacifici. SOAN 026D. Mapping the Modern (Cross-listed as ENGL 073A and in interpreta­ tion theory) T h e course seeks to explore some o f the salient issues, achievements, and problems that serve to map Western modernity. Beginning with “prophetic voices” from the mid-19th century, we then concentrate on “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, Adorno, Benjamin, and Lukács; Bakhtin, Arendt, Canetti, and de Certeau; Calvino and Borges; and Berman and Harvey. T h e 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 represent­ ed in a range of cultural practices. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 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 women’s 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 categori­ cally intractable across time and space. Prereq­ uisite: A course in theory, sociology/anthropology, literature, or philosophy. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . 369 Sociology and Anthropology SOAN 027C. Classical Theory Through the works o f Marx, Weber, Durkheim, Simmel, DuBois, and Freud, the recurrent and foundational themes o f late 19th- and early 20th-century social theory will be examined: capitalism, class conflict and solidarity, alien­ ation and loneliness, social disorganization and community, and secularization and new forms of religiosity. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 029B. Ethnography: Theory and Practice This class maps anthropological theories and methods through reading and critically analyz­ ing the discipline’s flagship genre, ethnography. W e work historically by reading classical texts that exemplify different approaches (such as functionalism, structuralism, symbolic anthro­ pology, and reflexive anthropology) used to an­ alyze culture and social structure. W e address questions such as: How did Malinowski under­ stand ethnography? How does this understand­ ing compare to more recent views o f anthropol­ ogists such as Geertz? How did the meaning of fieldwork change over time? W e pay special at­ tention to the politics of representation and the anthropologists’ continuous struggle to find new ways to write about culture. W riting course. 1 credit. Fall 2004- Ghannam. SOAN 030G. Colonialism and Postcoloniality This course takes up the analysis of colonialism and postcoloniality. It does not, however, pro­ vide an exhaustive survey of the literature of this extremely dynamic and expansive field. Rather, the intention of the class, first, is to cre­ ate a context for a close reading of, and a criti­ cal dialogue about, some of the major texts in colonial and postcolonial studies (e.g., Fanon, Cohn, Said, Anderson, Spivak, and Bhabha). Second, the class will re-evaluate these classic texts in light o f recent work (e.g., Mbembe, Dirks, Stoler, and Comaroff), which claims to challenge or extend the insights o f earlier scholarship. Readings and discussions will ad­ dress well-wom questions about power, culture, and knowledge (W hat is “the West”? W hat is Orientalism? Is colonialism a hegemonic or other form o f domination?) as well as more nu- 370 anced inquiries into race, sexuality, and desire. Concurrently, considering such issues will clear the ground for rethinking the relationship of anthropology to other disciplines in the hu­ manities and the social sciences. 1 credit. Spring 2005. Axel. SOAN 030H. Latin American Visual Cultures This course focuses on Latin American visual cultures covering its indigenous, European, and African roots; its unique amalgamation and de­ velopment; and its contemporary status. A major goal of the course is to provide students with various theoretical and methodological perspectives and insights regarding visual cul­ ture and visual studies in and of the Americas. Topics include a wealth of visually encoded products, processes, and practices such as film, TV, photography, painting, graffiti, murals, per­ formance, digital and virtual imaging, etc. Students are expected to have a general knowl­ edge of the geography and history o f Latin America. 1 credit. Spring 2005. Machuca. SOAN 032B. Visualizing Latino Culture: A rt, Media, and Social Change T his course examines visual practices surround­ ing Latino/a culture (mainly in the United States) both around dom inant images of Latinos/as and attempts to provide alternative representations o f Latino/a culture. T he class will have a service-learning component through working with the well-known Chicana artist Carmen Lomas-Garza. Our goal .will be to engage the Latino/a community in an art exhi­ bition o f Lomas-Garza’s work that Swarthmore College is organizing. W e will also examine how the Taller Puertoriqueno has used art and media in its education programs for Latino/a youth in Philadelphia. Readings for the course include Arlene Davila’s Latinos In c., Clara Rodriguez’s Latin L ooks: images o f Latinos in the U .S . M edia, A licia Gaspar de A lba’s Chicano A rt, and C hon A . Noriega’s and A na M. L6pez’s T he Ethnic E ye: Latino M edia A rts. T he class will also view a number of documentaries. To help coordinate our community outreach ef­ forts and help define our conceptual frame­ works Rafael Zapata from the Intercultural Center and Andrea Packard from the List Gallery will also be active in the class. Freedom movement. This course m ay be counted tow ard a m inor in peace and conflict studies. 1 credit. 1 credit. N ot offered 2004—2005. F all 2004- Smithey. SOAN 033B. Colloquium: Japanese Society and Culture SOAN 037B. Twentieth-Century Black Political Thought This course provides a critical introduction to postwar Japanese society. Readings will exam­ ine the impact of postwar social, economic, and political changes on the lives of different social groups, including salaried workers, women, eth­ nic minorities, activists, and youth. Using a so­ ciological angle, we will explore power, ideolo­ gy, and social change in postwar Japanese soci­ ety. This course m ay be counted tow ard a m ajor in Asian studies or special m ajor in Japan ese. Engaging the work of a handful of this century’s most noted black authors with the understand­ ing that literature transcends the written word, we will examine how black scholars, politi­ cians, lawyers, ministers, hymn writers, and playwrights help us to examine how African Americans have wrestled with the existence of self, understood community, and conceived of citizenship as well as what their ideas reveal about the dominant culture. Writing course. 1 credit. Prerequisite: One course in sociology and an­ thropology, black studies, or philosophy. Fall 2004- Ezawa. SOAN 033C. Global Asia This course examines processes of globalization and social and economic change in contempo­ rary East and Southeast Asia. In exploring these processes from the perspective o f Asia, the course seeks to decenter discussions o f global and transnational processes fixed on the influ­ ence of the West. W e will begin with an overview o f explanations of economic develop­ ment, globalization, and the different forms capitalism and modernity take in the context of Asia. W e will then explore the consequences of economic changes by discussing topics such as changes in social inequalities and power rela­ tions, resistance, inter-Asian migration, and consumer cultures. Writing course. 1 credit Not offered 2 0 0 4 -2005. SOAN 035B Nonviolent Social Movements Nonviolent Social Movements will address the sociological literature on social movements, in­ cluding their emergence and maintenance. Why do people participate? W e will also take a strategic perspective and investigate move­ ments that employ nonviolent tactics and methods. W e will explore the power in social relations upon which collective nonviolent ac­ tion 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 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 038B. Healers in Training: The Making of Medical Professionals T h e socialization of the medical professional: This course will focus on the structure and cul­ ture of medical education in the United States. Although the course will focus on the socializa­ tion of medical doctors, other health profes­ sionals, including the experience o f nurses and other paraprofessionals, will' provide compari­ son. How and why do people choose to become medical professionals? How has the structure and culture of medical education changed in the last 5 0 years? How will the increasing di­ versity of the medical school student body ef­ fect changes in medical education? T h e course will analyze both macrolevel forces behind changes in medical education as well as person­ al accounts o f the experience. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 039B. Globalization and Culture W hat is globalization? Is globalization “cultural imperialism”, W esternization, Americaniza­ tion, or McDonaldizaiton? Our class will exam­ ine such questions and critically analyze how global flows (of goods, capital, labor, informa­ tion, and people) are shaping cultural practices and identities. W e will study recent theories of globalization and transnationalism and read various ethnographic studies o f how global processes are articulated and resisted in various 371 Sociology and Anthropology cultural settings. W riting course. 1 credit. Spring 2005. Ghannam. SOAN (MOB. Language, Culture, and Society (See LING 025 for description) A n investigation of the influence o f cultural context and social variables on verbal commu­ nication. Topics covered include dialectal vari­ eties, creoles, languages and gender, and lan­ guage and education. Prerequisite: A t least one linguistics course. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 040C. History in/and Anthropology Although anthropology and history have long been intertwined, in recent years, a prolifera­ tion of attempts to study both culture and time or culture through time has occurred. These at­ tempts have been made under the rubric of “historical anthropology.” T h e class considers closely the development, practice, and theoret­ ical innovations of historical anthropology— paying close attention both to its problems of knowledge production and its diverse politics. From this perspective (i.e., by investigating the place of history in anthropology), we will return to some basic anthropological questions: W hat is ethnography? W hat is historiography? W hat is the archive? How has anthropological knowledge changed in relation to the rise and fall o f colonialism, transformations in nation­ states, and the emerging effects o f global capi­ talism? W hat are the ethics of doing historical anthropology? 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 0400. Techgnosis It is often assumed that the triumph o f techno­ logical rationality has condemned the spiritual imagination to the trash heap of history. This class follows a different line o f thinking. We will explore the enchantment, magical dreams, and utopian impulses that permeate the history of technology, from the railways to the Internet. W hat mixture of desire and terror can be tracked within these emerging transformations of reverence and religiosity? 1 credit. F all 2004. A xel. 372 SOAN 043C. Gender in Contemporary East Asia Gender structures the situation of women and men in all societies, yet varies in shape and dy­ namics. T he study of gender in contemporary East Asia provides a unique opportunity to ex­ plore differences in the articulation o f gender between countries and regions, as well as com­ pare and critically examine existing conceptu­ alizations o f gender. Going beyond dichotomies o f East and West, traditional and modem, this course will examine gender issues from a theo­ retically informed and comparative perspective. In discussing different conceptualizations of feminism, gendered effects o f economic change, women’s relationship to politics and the state, as well as transnational contexts which shape gender relations, the course will provide insight into the situation of women in contemporary East Asia, as well as extend our understanding of the dynamics of gender in the contemporary world. 1 credit. Spring 2005. Ezawa. SOAN 044B. Colloquium: Art and Society A n examination of the relationship between art and society from a socio-hermeneutical per­ spective. Literary and socio-theoretical works will be the main focus o f analysis this semester. Selected works by Plato, Nietzsche, Hegel, Mann, Dostoevski, Kafka, Benjamin, Lukács, Freud, Borges, Foucault, and Sontag will be ex­ amined. T his course m ay be counted toward a m inor in interpretation theory. < ■ 1 credit. N ot offered 2004—2005. SOAN 044C. Colloquium: Contemporary Social Theory A discussion of contemporary social theory and its antecedents. T he first part of the course will be devoted to a discussion o f works by Nietzsche, Marx, and Freud. T h e second part will deal with works by contemporary theorist such as Charles Taylor, Jürgen Habermas, Michael Foucault, Anthony Giddens, Pierre Bourdieu, Jana Sawicki, Luce Irigaray, and Jean Baudrillar. . Prerequisite: SO A N 044E. Limited enrollment. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 044D. Colloquium: Critical Social Theory A n overview o f major developments o f critical social theory since the 19th century. Readings from Marx, Freud, Nietszche, Adorno, Horkheimer, Benjamin, Habermas, Foucault, and Freire. 1 credit. Spring 2005. Muñoz. SOAN 044E. Colloquium: Modern Social Theory This course is an analysis of the rise and devel­ opment of modem social theory. T h e introduc­ tion to the colloquium deals with works by such social philosophers as Roussseau, Kant, and Hegel. T he core o f the colloquium focuses on selected works by Marx, Weber, Durkheim and Freud. T he colloquium is recommended as gen­ eral background for advanced work in the social sciences. T h e colloquium serves particularly well for students interested in the areas of sociol­ ogy and anthropology and interpretation theory. 1 credit. Fall 2004- Muñoz. 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 cul­ tural construction of health, illness, and heal­ ing by looking at (mainly) anthropological treatments of these issues. Case materials will be drawn from a number o f cultures, non-Wes­ tern as well as Western, and will treat the in­ tersection of non-Western and Western healing systems. W e’ll wind up with an anthropologi­ cally informed, social historical look at the bio­ medical model that dominates the modem American experience o f health, illness, and healing. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 045C. Religion as a Cultural Institution (Cross-listed as RELG 030) The focus is primarily cross-cultural, and reli­ gion case materials will be drawn from both pre­ literate and civilized traditions, including the modem West. T h e following topics will be em­ phasized: religious symbolism, religious evolu­ tion, religion as a force for both social stability and social change, psychological aspects of reli­ gious belief; and religious change in modem America. May be taken without prerequisites with the permission of the instructor. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 046B. Social Inequality This course analyzes conflicting theoretical per­ spectives 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 read­ ings o f such issues as the nature and representa­ tions of work, property, body, and mind in re­ vealing and reproducing social inequalities. T h e approach is phenomenological: How are inequalities made social, and how are they disrupted? 1 credit. Spring 2005. Wagner-Pacifici. SOAN 0490. Comparative Perspectives on the Body This class explores how different societies regu­ late, discipline, and shape the human body. In the first part, we examine theories o f the body and how they have evolved over time. In the second part, we focus on in-depth ethnograph­ ic cases and compare diverse cultural practices that range from the seemingly traditional prac­ tices, 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 contem­ porary 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. T his course m ay be counted tow ard a m inor in w om en studies. 1 credit. Spring 2005. Ghannam. SOAN 049C. Globalization and the Production of Locality: Theoretical Debates and Ethnographic Explorations This class examines how globalization (i.e., the flows of capital, labor, discourses, images, and commodities) is shaping different parts of the 373 Sociology and Anthropology world. It explores debates in social theories and looks at ethnographic cases (texts and films) that reveal the complex articulation between global forces and “local” contexts. Is the eco­ nomic and political domination of the West translated into global cultural hegemony? How is locality produced? How can we study and conceptualize the relationship between the local and the global? W e will address such ques­ tions by looking at a wide range of topics such as migration, transnationalism, diaspora, con­ sumption, and cosmopolitanism. I credit. Not offered 2004—2005. SOAN 0490. Transnational Islam This class focuses on how globalization (flows of capital, labor, discourses, images, and commodi­ ties between different parts of the world) shapes the articulation of Islam in various cultural set­ tings. W e first take a quick look at the history o f Islam and its basic concepts (such as shari’a, umma, jihad, and sufism). T hen, 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). W e use films, printed texts, and Internet material to ex­ plore 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 transna­ tional (including but not limited to political) connections? 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 053B. Colloquium: Theories of the State This course explores theories of the state from the emergence o f the modem state to contem­ porary discussions o f the receding of boundaries in a globalizing world. Readings will include classical social theory and historical analysis as well as ethnographies. 1 credit. Spring 2005. Ezawa. SOAN 055B. The Only Good Indian T h e arrival of Europeans in the New World a half a millennium (or longer) ago initiated, for Native Americans, a litany of cultural catastro­ phe that continues to this day. It also initiated a complex process of cross-cultural communica­ tion and mutual adaptation that repeatedly confounded the intentions and expectations of parties in both cultural camps. From an anthro­ pological perspective, this course treats this process, as it occurred north o f the Rio Grande River, attending especially to the issues, tradi­ tion, mutual accommodation, resistance, revi­ talization, 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. F all 2004. Piker. SOAN 056B. Standoffs, Breakdowns, and Surrenders A central aim o f sociology is to track the some­ times mysterious, often disjunctive relationship between order and disorder. 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 o f accidents, mistakes, negligence, miscommunications, en­ mity, perfidy, and colloquy. 1 credit. N ot offered 2004—2005. SOAN 058B. America by the Numbers: An Introduction to Demography This course will introduce students to key de­ mographic methods, including life tables, fertil­ ity rates, and mortality statistics. Using data from the latest U .S. census, we will explore the changing composition o f the American popula­ tion, including the structure of the family, the face of the workforce, the aging of the popula­ tion, and the growing representation of minori­ ties. W hat impact will these changes have on the way we organize our politics, our employ­ ment, and our social lives? W hat major effect will these changes have on American culture? Students will explore the relationship between proportions and human interactions. 1 credit. F all 2004- O ’Connell. 374 SOAN 059B. The Life Couise Examines the way human cultures define the passage from birth to death, including the ex­ pectations associated with different stages of life, the ritual processes through which transi­ tions are made from one stage to another, age and life stage as a basis of group formation, and generational conflicts. Students will carry out life history interviews with older individuals. 1 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 090. Research Internship (See SO A N 0 90A and 090B ) Interns receive research experience through placements in professional research settings. The availability of internship in the depart­ ment varies from year to year. SOAN 090A. Juniors and seniors with a B average willing to commit six to 12 hours of work per week on a research project with professional researchers are eligible. Credit is normally awarded on a credit/no credit basis, for 0.5 to 1 credit. Because available projects change, interested students should see the instructor before regis­ tration. Interested students are also encouraged to take SO A N 0 2 IB . Section J f 1 credit. Section 2 : 0 .5 credit. Fall 2004 and spring 2005. Staff. SOAN 090B. Internships in professional organizations, such as WHYY, Scribe Video Center, Mosaic Media, and other settings provide training in both re­ search and video production skills. Depending on availability, interns might work with visual ethnographers, documentary filmmakers, com­ munity-based filmmakers, and/or video editors on projects that require research on sociology and anthropology-related themes. Interns will normally receive 0.5 credit (grade based on credit/no credit) for committing to their proj­ ects for six to 12 hours a week. Students who wish to receive a full credit (and receive a letter grade) must complete a research paper based on their video production project and keep a field journal. Because these intern­ ships change, and filmmakers/editors require different levels o f skills for the internship, stu­ dents should see Professor Diaz-Barriga before registration. Students who plan to complete a film/video production internship are advised to take SO A N 121. Section 1: 1 credit. Section 2 : 0 .5 credit. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 091B . Practicum In Visual Methodologies This practicum explores the ethnography of vi­ sual 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. N ot offered 2004—2005. 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 in­ tended to apply to work in which direct experi­ ence o f the off-campus world or responsible ap­ plications o f 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 de­ partment. They must demonstrate to the in­ structor and department a basis for the work in previous academic study. Students will normal­ ly be required to examine pertinent literature and produce a written report to receive credit. Credit is awarded CR/NC. 1 credit. Spring 2005. Keith, Staff. SOAN 093. Directed Reading Individual or group study in fields o f special in­ terest to the students not dealt with in the reg­ ular course offerings. Consent o f the depart­ m ent chair and o f the instructor is required. 0 .5 or 1 credit. F all 2004 and spring 2005. 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 375 Sociology and Anthropology spring semester of their junior year, especially if they are interested in the possibility of fieldwork. SOAN 1 0 7 . Religion as a Cultural Institution 1 credit each sem ester. T he following specific topics will be treated: re­ ligious evolution, religion as a force for both so­ cial stability and social change, and the psycho­ logical bases for religious belief. Major theories to be considered include those of Max Weber, Emile Durkheim, and Sigmund Freud. A crosscultural perspective will be emphasized, and attention will be paid to religious change in modem America. F all 2004 and spring 2005. Staff. SEMINARS S O A N 100. Modern Social Theory A n analysis o f selected works by the main founders of modem social theory. Works by Marx, Weber, Durkheim, and Freud will be dis­ cussed. This seminar is strongly recommended for those students planning to take SO A N 101: Critical Social Theory. T his course m ay be counted tow ard a concentration in interpretation theory. 2 credits. Not offered 2 0 0 4 -2 0 0 5 . SOAN 1 0 1 . Critical Social Theory T h e development o f critical theory from Kant to Habermas. Works by Hegel, Marx, Nietsche, Lukács, Adomo, Benjamin, Horkeimer, and Foucault will be examined. Prerequisites: Advanced work in sociology and anthropology, philosophy, or political science, or the permission o f the instructor. Students are advised to take SO A N 100: Modem Social Theory as preparation for this seminar. This sem inar m ay be counted tow ard a m inor in inter­ pretation theory. 2 credits. Not offered 2004—2005. 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— hall­ mark o f human adaptation. Specific topics in­ clude human evolution, foraging band as the basic human pattern, speech, human intelli­ gence, human emotion, gender, biography, and history. Readings include ethnographies, nov­ els, and native narratives. 2 credits. Not offered 2 0 0 4 -2 0 0 5 . 376 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 108. Women and the State This seminar explores theories o f women’s rela­ tionship to the state, as workers, activists, and mothers. In addition to examining feminist the­ ories of the state, we will investigate state in­ terventions and mechanisms of power, which influence the lives, bodies, identities, and well­ being o f women through case studies and ethnographies from different national contexts. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 109. Standoffs, Rreakdowns, and Surrenders A central aim of sociology is to track the some­ times mysterious, often disjunctive relationship between order and disorder. 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 o f the designated group vibrate. This seminar explores the phases and modes of such breakdowns via an analysis of accidents, mistakes, negligence, miscommunications, en­ mity, perfidy, and colloquy. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 110 . Perfurmance Theory, Gender, and Sexuality Recently, feminist theory has turned to a frame­ work of “performativity” to analyze norms of gender and sexuality. Most generally, the idea of performativity suggests that— rather than being a part of nature— such categories as “male,” “fe­ male,” or “heterosexual” are created, or per­ form ed, within changing contexts o f social in­ teraction. This framework has helped us to dis­ tinguish gender and sexuality as complex cul­ tural formations, and it has opened up new pos­ sibilities for critiques of the interplay of culture, power, and language. This course follows the emergence of the idea of performativity very closely, from its introduction within the philos­ ophy o f J.L. Austin and the linguistic analysis of Emile Benveniste, to the more recent debates among feminist scholars such as Eve Sedwick, Judith Butler, Catherine MacKinnon, Rosalind Morris, and Elizabeth Povinelli. 2 credits. Spring 2005. Axel. S O AN 1 1 2 . Cities, Spaces, and Power This seminar explores recent interdisciplinary insights to the analysis of spatial practices, power relationships, and urban forms. In addi­ tion, we read ethnographies and novels and watch films to explore questions such as: How is space socially constructed? W hat is the rela­ tionship between space and power? How is this relationship embedded in urban forms under projects o f modernity and postmodemity? How do the ordinary practitioners o f 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. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 1 1 3 . Pleasure During a time when explaining terror has taken on increasing importance, what seems to need more attention than ever is the question of pleasure. Writers have been attempting to trace out the lineaments of this phenomenon for centuries— conceiving it, variously, as an affect, an experience, and an instrument of persuasion. W hat this literature, in its diversity, suggests is that pleasure has to be thought of in relation to other, seemingly opposite kinds problems: in­ deed, like terror. Conceived of in this way, plea­ sure appears more complex and ambivalent. How might pleasure be related to ideas about difference, the unknown, and, ultimately, with the unknowability of death itself? This seminar will use a selective reading of historically signif­ icant texts to frame a study of recent research on pleasure. 2 credits. Fall 2004. Axel. SOAN 1 1 4 . Political Sociology This seminar analyzes the ways in which power emerges, circulates, and is augmented and re­ sisted in diverse political contexts. Readings in­ clude Marx, Weber, Gramsci, Arendt, Parsons, and Foucault. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 115 . Freud and Modern Social Theory T he seminar divides into two parts. T he first part is devoted to a close reading o f selected items from the Freudian canon. T h e second part will examine Freud’s contribution to cur­ rent social and cultural analysis. Besides works by Freud, works by M itchell, RiefF, Habermas, and Foucault will be examined. Prerequisites: Advanced work in sociology and anthropology, philosophy, or political science; or the permission o f the instructor. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 119 . Evolution, Culture, and Creativity (Cross-listed as LING 119) R ecent major syntheses harvest the fruits of decades of productive scholarship pertaining to evolutionary perspectives on human nature and cultural elaboration of same. To tap into these resources, this seminar consults the work of Diamond, Sulloway, Gardiner, Gould, and Pinker, with reference to human intelligence, emotion, speech, biography, gender, and histo­ ry. T h e human capacity for creativity, and its expression in lives and lifeways, is the focus. T h e adaptive importance for humans o f this ca­ pacity is considered in light of ethnographic, historical, and biographical case materials. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 1 2 1 . Visual Ethnography and Documentary Film: Theory and Production This seminar examines the use of film and video by sociologist and anthropologist to con­ vey and communicate aspects of culture that are visible— from rituals, performance, and dance to disputes and violence. T h e course will look at the history o f visual ethnography and explore the major issues within the field, in- 377 Sociology and Anthropology eluding the relationship between ethnogra­ phers and filmmakers, and the appropriateness o f the conventions of documentary film, paying special attention to the influences o f politics, economics, and technical advances. T h e course will include readings on visual ethnography and documentary film techniques. T h e main goals of the seminar are for students to understand the links between anthropological and socio­ logical theory and the production of ethno­ graphic and documentary film and to have the production skills necessary for directing their own work. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . S O A N 12 2 . Urban Ethnographies Through Time and Space As key players in the global economy, cities are becoming the focus o f a growing number of studies that show how urban life is shaped by the complex interplay o f 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 W estern cities such as New York, London, and Paris as well as cities in other parts o f the world such as Cairo, Casablanca, Bombay, Sao Paolo, and Shanghai. W e read these ethnographies to (1) discuss dif­ ferent 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 re­ search in cities shapes the field o f cultural an­ thropology. In our discussions, we also explore important urban problems such as poverty, gangs, violence, and homelessness. 2 credits. N ot offered 2004—2005. SOAN 123. Culture, Power, Islam This seminar will be an interdisciplinary inves­ tigation 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 power­ ful 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 ex­ 378 perience o f Islam in a number o f cultural set­ tings guides this study. 2 credits. Spring 2005. Ghannam. SOAN 1 2 7 . Race Thenries Contemporary theories o f race and racism by sociologists such as W inant, Gilroy, Williams, Gallagher, Ansell, Omi, and others will be ex­ plored. Concepts and controversies explored will include racial identity and social status, the question of social engineering, the social con­ struction o f justice, social stasis, and change. T h e United States is the focus, but other coun­ tries will be examined. W ithout exception, an introductory course on race and/or racism is a prerequisite. 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 130. Social Inequality T his seminar analyzes conflicting theoretical perspectives on the origins and meaning of so­ cial inequality. Empirical studies o f both a his­ torical and cross-cultural nature will be exam­ ined for the ways in which they engage alterna­ tive readings of such issues as the nature and representations o f work, property, body, and mind in revealing and reproducing social in­ equalities. T h e approach is partly phenomeno­ logical: How are inequalities made social, and how are they disrupted? 2 credits. N ot offered 2 0 0 4 -2 0 0 5 . SOAN 148. Social Construction of Bioethics Does the bioethical enterprise cross cultural boundaries? O r does the definition o f bioethics vary from country to country? Using medical practice and human experimentation as the focus o f our analyses, we will look at the four principles o f bioethics. To what degree do these principles frame bioethical debates in the United States and abroad? W e will take a look at the historical development of the field and examine how culture shapes bioethical issues. How do broader theories o f culture and social structure help us understand cross-cultural dif­ ferences in bioethics and acknowledge the ben­ efits and limitations o f bioethical inquiry? 2 credits. Spring 2005. O ’Connell. S O A N 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. 2 credits. Fall 2004 and spring 2005. Staff. Theater ALLEN KUHARSKI, Associate Professor, Resident Director, and Chair; Co-D irector of Semester Abroad in Poland2 ERIN B . M E E , Assistant Professor JAM ES NIAGRUDER, Visiting Assistant Professor (part tim e)6 URSULA NEUERBURG-DENZER, Instructor, A cting Chair6 LIZZIE OLESKER, Visiting Assistant Professor (part tim e)6 GORDANASVILAR, Visiting Assistant Professor (part time) GABRIEL QUINN DAURIEDEL, Visiting Instructor (part tim e)6 JONATHAN HART M AKW AIA, Visiting Instructor (part tim e)6 JA M ES MURPHY, Visiting Instructor (part time) JE F F R E Y SUGG, Visiting Instructor (part tim e)6 CAROLYN ANOERSON, Administrative Coordinator NANCY BECH, Administrative Assistant (part time) SARAH YARONEY, Arts Administration Intern (part time) 2 Absent on leave, fell 2004. 5 Fall 2004. 6 Spring 2005. T h e theater major uses the study o f all aspects o f dramatic art as the center of a liberal arts ed­ ucation. It is intended to be of broad benefit re­ gardless of a student’s professional intentions. A ll courses in the department address the proc­ esses of play production, especially as they in­ volve collaboration; all production for perfor­ mance in the department is part of course work. T h e Department of Theater emphasizes writing as an important aspect o f discursive thinking and communication. A ll courses have a signifi­ cant writing component, the nature of which varies from course to course. T h e requirements for majors and minors in the Department of Theater have been significantly revised for students beginning with the Class of 2005. Students from the classes o f 2005 and after are welcome to co n tact professors Kuharski or Denzer for individual advising as well as to consult the postings on the Theater Department W eb site (http://www.swarthmore.edu/Humanities/theater/content/Home.php) and the bulletin boards across from Lang Performing Arts Center 308. N ote: T h e follow­ ing requirements are those which apply begin­ ning with the Class o f 2005. Because all work in theater eventually issues in a public occasion, classes are usually open to visitors. TH E A 001: Theater and Performance is a pre­ requisite for all intermediate and advanced classes and seminars. 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 the chair o f the Theater Department early and often. Leave schedules, a wide variety of intern and appren­ tice programs, and the importance of course se­ quences make long-range planning essential. 380 Courses numbered 001 through 010 are intro­ ductory and are prerequisite to intermediate courses. Courses numbered 011 through 049 are inter­ mediate and are prerequisite to advanced courses numbered 05 0 through 099. Seminars carry numbers 100 and above. Intermediate work in each o f thé course se­ quences requires a beginning course in that area. Some advanced courses carry additional prereq­ uisites that are listed in the course descriptions. For those majors who intend a career in profes­ sional theater, whether academic, not-for-prof­ it, 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. The Pig Iron Theatre Company and other alumni guest artists are typically in residence on campus during the summer. Positions are usual­ ly 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 Ten credits of work including TH E A 001: T heater and Perform ance; T H E A 002A : A cting I; 1 credit in scenography (TH EA 004A , 004B , or 0 0 4 C ); T H E A 015: Perfor­ mance Theory and Practice; either TH E A 016: Playwriting Workshop, or T H E A 021: Produc­ tion Dramaturgy, or T H E A 035: Directing I; TH EA 052: Junior Company or TH E A 052: Advanced Design; T H E A 099: Senior Com­ pany; and TH E A 106: Theater History Sem i­ nar. In addition, each major will choose an area of specialization and take one additional course in that area. T he areas of specialization are acting, directing, scenography, playwriting/dramaturgy, and the­ ater history. Special arrangements will be made for students who seek secondary school certifi­ cation. 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 and visitors. Couise Minor Seven credits of work including: TH E A 001: T heater and Performance; T H E A 002A : Acting I; 1 credit in scenography (TH EA 004A , 004B , or 0 0 4 C ); T H E A 015: Perfor­ mance Theory and Practice; either TH E A 016: Playwriting Workshop, or T H E A 021: Produc­ tion Dramaturgy, or T H E A 035: Directing I; and T H E A 052: Junior Company or TH EA 052: Advanced Design. In addition, each minor will choose an area o f specialization and take one additional course in that area. Course mi­ nors who complete these requirements by the end of the junior year may petition to enroll in TH E A 099: Senior Company in the fall semes­ ter of their senior year. Honors Major G eneral requirements include T H E A 001: T h eater and Performance; T H E A 002A : A cting I; 1 credit in scenography (TH EA 004A , 004B , or 0 04C ); TH E A 015: Perfor­ mance Theory and Practice; either T H E A 016: Playwrights’ Lab, or T H E A 021: Production Dramaturgy, or TH E A 035: Directing I; T H E A 052: Junior Company or TH E A 052: Advanced Design; T H E A 099: Senior Company; and T H E A 106: Theater History Seminar. In addi­ tion, each major will choose an area of special­ ization and take one additional course in that area. Honors students majoring in theater will make a total o f three preparations as follows: 1. Theater History Seminar (listed earlier), written examination, and an oral set by an outside examiner. 2. TH E A 021 and a production thesis attach­ ment to the course to be evaluated by an out­ side examiner along with an oral. 3. A production project in one of the following fields: D irectin g T h e student will, under faculty supervision, read around a given playwright’s work, make a director’s preparation for the entire play, and re­ hearse for public presentation a locally castable portion o f the chosen play. Original develop­ mental projects may be proposed, subject to the approval of the faculty adviser for the thesis. T he department will hire one or more profes­ sional actors for a set number of rehearsal hours in connection with the project. T h e instructor will supervise these activities appropriately, on the model o f a special project in theater. T he 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 ex­ aminer. T h e examiner attends rehearsal to know as much as possible about the student’s methods o f making the work. T h e examiner also attends one or more of the public perfor­ mances. T h e examination proper will consist of an extended interview directly following the performance and a briefer oral during honors 381 Theater weekend. T h e subject o f the first interview will be. the student’s processes as he or she relates to the production. T h e second oral will concern th e student’s assessment o f the entire process as a part of his or her undergraduate education and future plans. Stenography T h e student will function as the designer for a production presented by the Theater Depart­ ment in one area of scenography. Also, the stu­ dent will prepare all research, sketches, me­ chanical drawings, models, and preliminary writing for this project. Because this is a collab­ orative project, a production time line will need to be prepared and production meetings sched­ uled. In addition to the development o f the de­ sign, the student will collaborate with all crafts­ men during the fabrication phase, ensuring the full-scale scenography is executed as designed. T h e local instructor will supervise these activi­ ties appropriately, on the model o f a special pro­ je ct in theater. T h e external examiner will re­ ceive copies of all materials as the student cre­ ates them and will pay close attention to the way in which the project develops under con­ tinual revision. T h e examiner will attend one of the public performances and be presented with the student’s completed project portfolio. T h e examiner will question the student on the model of advanced classes in architecture. D ram atu rgy This project will generally be in the form of an attachment to the Production Dramaturgy class (T H E A 02 1 ), and consist of work with a facul­ ty or student director on a production project. This will typically be in connection with Junior Company or an honors thesis in directing. T he student will create a body of writing appropriate to the specific project. This will include (but is not limited to) notes on production history, given circumstances, script analysis, program and press-kit notes, study guide, and a grant proposal. For a community, education, or other project, the student, in consultation with an in­ structor, will create and fulfill a protocol suited to the work. O n a production project, the stu­ dent will continue work in rehearsal. T h e ex­ ternal examiner will receive all materials as they are generated. If the work is rehearsed, the examiner will attend as many rehearsals as pos­ sible. If the work is performed, or the project presented in some other way, the examiner will 382 attend. T he examination proper, given during the honors weekend, will consist o f an extended oral presentation similar to a design presentation. A cting T h e student, with the advice o f an adviser, will select and prepare a role from an appropriate script. T h e program will hire a professional di­ rector for a set number of rehearsal hours, which the student will supplement with prac­ tice and other acting “homework.” T h e adviser will assist in this work on a regular basis. T he external examiner will attend as many rehearsal sessions as possible to observe the student’s process. T h e student will keep a journal (an ex­ panded version o f the private “book” actors keep) to support discussion with the examiner in an extended interview immediately follow­ ing an in-house presentation of the work. During the honors weekend, the examiner will conduct a second oral examination focusing on the student’s reconsideration of the work after some time has passed. One o f these combinations will constitute the normal honors major in theater. Honors stu­ dents will take Senior Company in the fall of senior year, while they are planning their pro­ duction project. T he usual schedule will be spring of junior year, Theater History Seminar; fall of senior year, T H E A 099 and pre-rehearsal thesis project preparation; and spring o f senior year, rehearsal and performance of the thesis project. Double majors taking three examinations in theater will also follow that schedule. t For double majors taking one honors examina­ tion and comps in theater, the examination may be a production project, depending on available resources. Honors Minor Seven credits of work including TH E A 001: T h eater and Performance; T H E A 002A : A cting I; 1 credit in scenography (TH EA 004A , 004B , or 004C ); TH E A 015: Perfor­ mance Theory and Practice; either THEA- 016: Playwriting Workshop, or TH E A 021: Pro­ duction Dramaturgy, or T H E A 035: Directing I; and T H E A 106: Theater History Seminar or TH E A 022: Special Project in Dramaturgy. Honors minors who complete these require­ ments and complete a sequence in acting, de­ sign, directing, or playwriting/dramaturgy by the end of the junior year may petition to enroll in T H E A 099: Senior Company in the fall se­ mester o f their senior year. 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 pro­ jects for various classes, production work in T he Eugene M. and Theresa Lang Performing Arts Center, and Drama Board productions. W ith respect to the 20-course rule, courses in dramatic literature taught in the English Literature, Classics, or Modem Languages and Literatures departments may be designated as part o f the major. Courses in nondramatic liter­ atures taught in those departments will not be considered part of the major. Semester A b ro ad in P olan d T he Theater Department and the Dance Pro­ gram have jointly developed a semester-abroad program for interested Swarthmore students based at the Silesian Dance Theatre (Slaski Teatr Tanca) in Bytom in conjunction with the Jagiellonian University of Krakow and other in­ stitutions in the vicinity. T h e program in Bytom is intended to provide participating stu­ dents with a combination of foreign study with 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 would be housed in Bytom and have the option of taking addition­ al courses in Krakow. Intensive study of Polish while in the country will be required of all par­ ticipating students. Students participating will be able to enroll for the equivalent of a full se­ mester’s credit (4 to 5 credits). Theater majors and minors can also enroll in a semester of theater-related study conducted in English at the Jagiellonian University in Krakow. Students in comparative literature and modem languages and literatures are also wel­ come to contact Professor Kuharski about pos­ sible related programs of study at the Jagiel­ lonian University. Intensive study of Polish is required o f all participating students. Students participating in the programs in both Bytom and Krakow will be able to enroll for the equivalent of a full semester’s credit (4 to 5 credits). Beyond credits in theater, dance, and intensive Polish, a menu of possible tutorials is being developed in Polish literature and history, environmental studies, film, religion, Jewish and Holocaust studies, art history, and other fields. Participation in the Annual Interna­ tional Dance Conference and Performance Fes­ tival 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 advis­ ing 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 semes­ ter abroad. Interested students should contact Professor Kuharski for details. A separate but parallel semester abroad option in Krakow is being offered through the Engi­ neering and Environmental Studies depart­ ments. Interested students should co ntact Professor Arthur McGarity in the Engineering Department for details. S em ester A b ro ad in In d ia T h e Department o f Theater and the Dance Program are researching the possibility o f a se­ mester-abroad program in India in ways that would roughly parallel our existing programs in Poland and Ghana. Although the initiative re­ mains in the planning stages, interested stu­ dents 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. INTRODUCTORY COURSES THEA 001. Theater and Performance Combining a survey of classical and cross-cul­ tural 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 perfor­ mances. Sessions will include exercises in act­ ing, design, directing, and text adaptation/playwriting. Writing requirements will include jour- 383 Theater nal keeping, responses to readings and perfor­ mances, the student’s own projects, and re­ search papers. W riting course. 1 credit. F all 2004: Mee. Spring 2005: Kuharski. TH EA 0 0 2A . Acting I This course is designed as a practical introduc­ tion to some of the principles, techniques, and tools o f acting. W e will use theater games and improvisation exercises (from Stanislavsky, Viola Spolin, Viewpoints, and other sources) to unleash the actor’s imagination, expand the boundaries o f accepted logic, encourage risk taking, and prepare the actor for the creative process. W e will focus on preparing the body and voice for rehearsal and performance and will pay special attention to vocal and physical imagination. W e will focus on increasing “pres­ ence” on stage, developing a character, learning how to rehearse, and evoking a response from the audience in the context o f scene study. Six hours per week. 1 credit. C R /N C grade. F all 2004: Mee. Spring 2005: Neuerburg-Denzer. THEA 002B. Voice Workshop Foundations of vocal technique for actors, in­ cluding work w ith breath, projection, res­ onators, diction, and so forth are covered. T he class is strongly recommended to all acting stu­ dents and may be taken without prerequisite. Three hours per week. 0 .5 credit. C R /N C grade. F all 2004. Makwaia. THEA 002C. Special Project in Acting By individual arrangement with the directing or acting faculty for performance work in con­ nection with department directing workshops, honors thesis projects, or Senior Company. Prerequisite: Concurrent or past enrollment in T H E A 002A . 0 .5 or 1 credit. C R /N C grade. F all and spring sem esters. Staff. search, model making, and computer-aided de­ sign. 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. F all 2004. Svilar. THEA 004B. Lighting Design T his class explores the fundamentals of lighting design. T he course objective is to introduce lighting concepts and how to express them for both theater and dance. It is intended to de­ mystify an enormously powerful medium. Reading and class discussion provide a theoret­ ical basis for such creativity while the assign­ ments and projects provide the practice for this artistic endeavor. 1 credit. F all 2004 and spring 2005. Murphy. THEA 004C. Costume Design T h e purpose o f this course is to introduce stu­ dents to the form and procedures used in creat­ ing costume design for both theater and dance. Students in this class will explore costume his­ tory and develop a relationship with their cre­ ative 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. F all 2004. Svilar. THEA 004D. Media and Technology . Design lor Performance T he purpose of this course is to introduce-students to the application of various visual and audio technologies in live theater and dance performance. Discussion o f the historical and theoretical context of contemporary mixedmedia performance will be combined with an orientation to the available technologies found at Swarthmore and beyond. T h e class will in­ clude the conceptualization and preparation of a series of individual studio projects. THEA 004A. Set Design 1 credit. T h e purpose of this course is to introduce stu­ dents to the rich history and creative world of scenography. Students taking this course will explore design principals and the artistry used in taping their dramatic imagination. This course will examine theatrical rendering, re­ Spring 2005. Sugg. 384 THEA 007. Dance Theater Workshop (Cross-listed as DA N C 049) This class will offer an orientation to the tech­ nique and repertory of Silesian Dance Theatre. It is particularly recommended for students who are considering participation in the Semester Abroad Program in Poland in conjunction with this dance company. T h e instructor, a former member of the company, will be reconstructing appropriate sections of company repertoire for participating students. Several lecture/video screenings will be scheduled outside of class time. Open to all students with some previous dance or theater training. Prerequisites: T H E A 001 or 002A , any dance course numbered 0 4 0 -0 4 4 , or consent of the instructor. 0 .5 credit. actor that acting is about give and take. We then begin work on scenes by a variety of play­ wrights as a way of investigating what is re­ quired of the actor at all times vs. what is re­ quired of the actor in different situations and genres. W hile 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 emo­ tional flexibility; and how to evoke a response from the audience. Actors will also learn how to increase their presence onstage, how to har­ ness their imagination, sharpen their observa­ tions, and how to become, in Artaud’s words, an “athlete o f the emotions.” Six hours per week. Prerequisites: T H E A 001 and 002A . Interested students may simultaneously enroll in TH EA 001 if they have not previously taken the class. N ot offered in 2004—2005. 1 credit. THEA 008. Movement Theater Workshop Spring 2005. Neuerburg-Denzer. (Cross-listed as D A N C 049) THEA 014. Special Project in Scenography, Sound, and Technology This class will offer an orientation to move­ ment-based acting through various approaches: traditional performance traditions in Bali and elsewhere, com m edia dett’arte, the teachings of Jacques Lecoq, and so forth. Taught by Gabriel Quinn Bauriedel of the Pig Iron Theatre Com­ pany in Philadelphia. T h e class will require re­ hearsal with other students outside of class time and will end with a public showing of work gen­ erated by the students. Six hours per week. Movement Theater Workshop can be counted as the equivalent of T H E A 012: Acting II as a prerequisite for T H E A 052: Junior Company. N ote: Movement Theater Workshop cannot be taken in lieu of T H E A 012 by students seeking a major or a minor with an emphasis in acting. Prerequisites: TH E A 001 or 002A , any dance course numbered 040—044, or consent of the in­ structor. 1 credit. G raded course. Spring 2005. Bauriedel. INTERMEDIATE COURSES THEA 012. Acting II In this course, we will use scene work as a tool to sharpen the actor’s skill. T h e course will in­ clude physical exercises designed to remind the By individual arrangement for a production project in connection with department direct­ ing workshops, Junior Company, honors thesis projects, A cting III, or Senior Company. Prerequisite: Current or past enrollment in TH E A 004A , 004B , 004C , or 004D. 0 .5 or 1 credit. F all 2004 and spring 2005. Staff. TH EA 015. Performance Theory and Practice (Cross-listed with Asian studies) This course covers a series of major texts on performance theory and practice, with empha­ sis on directing and acting. Assigned readings will focus on theoretical writings by or about the performance work of artists such as Zeami, Stanislavsky, Artaud, B rech t, Grotowski, Mnouchkine, Chaikin, Suzuki, and Robert Wilson as well as selected theoretical and criti­ cal texts by nonpractitioners. T h e course in­ cludes units on performance traditions and gen­ res outside of Europe and North America. Weekly video screenings required. Prerequisite: TH E A 001. W riting course. 1 credit. Spring 2005. Kuharski. 385 Theater THEA 016. Playwriting Workshop Exercises in writing, improvisational rehearsal, plotting, and dramaturgy, which result in a per­ formance, are offered. Traditional playscript construction as well as organizing and recording improvisations are also covered. scripts. T h e student’s directorial self-definition through this collaborative process is the labora­ tory’s ultimate concern. Final project consists of an extended scene to be performed as part o f a program presented by the class. Prerequisites: T H E A 001 and 002A . Prerequisite: T H E A 001; ENGL 005 or 006. 1 credit. 1 credit. F all 2004. Mee. F all 2004. Olesker. THEA 021. Production Dramaturgy Fundamentals of dramaturgy (Lessing’s Ham­ burg Dramaturgy, Piscator and Brecht’s produc­ tion dramaturgy, Peter Stein, Eugenio Barba, etc.), including script preparation and analysis, given circumstances and subject-related re­ search. There will be several writing assign­ ments and papers. Prerequisites: T H E A 001. 1 credit. Spring 2005. Magruder. THEA 022. Special Project in Production Dramaturgy Production dramaturgy in connection with a production is completed on or off campus. To be taken concurrently with or following TH EA 021: Production Dramaturgy. By individual arrangement between the student and the de­ partment faculty. Prerequisites: T H E A 001 and 021. 1 credit. Fall 2004 and spring 2005. Staff. THEA 025. Special Project in Stage Management By individual arrangement for a production project in connection with department direct­ ing workshops, honors thesis projects, Acting III, or Senior Company. Prerequisite: TH E A 004B or 035. 0 .5 or 1 credit. F all 2004 and spring 2005. Staff. THEA 035. Directing I: Directing Workshop This course focuses on the theater director’s role in a collaborative ensemble and on the en­ semble’s relation to the audience. U nits cover the director’s relationship with actors, design­ ers, composers, technicians, and choreogra­ phers as well as playwrights and their play- 386 ADVANCED COURSES THEA 052. Junior Company: Ensemble Work With an Audience Rehearsal of a full-length work for public per­ formance 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, direct­ ing, and dramaturgy; also required for course minors in acting, directing, and dramaturgy. No audition required for acting students who have completed the prerequisites. Prerequisites: TH EA 0 0 1 ,002A , and 008 or 012. 1 credit. Spring 2005. Mee. THEA 054. Special Project: Advanced Design For the student, this course is an advanced study in one of the areas found in scenography. T his special project will examiné complex forms and techniques used in scenography. It is an intensive study at the highest le v e lo f the­ atrical expression. Students will collaborate, develop, explore, and design the scenography for Junior Company. Prerequisites: TH E A 004A , 004B , or 0 0 4 C ., 1 credit. Spring 2005. Svilar. THEA 055. Directing II: Advanced Directing Workshop Directing II requires students to apply the exer­ cises from T H E A 035: Directing I to a variety of scene assignments. These will address a vari­ ety of 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: T H E A 001, 002A , 015, 035, and any class in design. 1 credit. Spring 2005. Mee. THEA 070. Theater of Witness (Cross-listed as D A N C 070) THEA 092. Off-Campus Projects in Theater Residence at local arts organizations and the­ aters. Fields include management, financial and audience development, community outreach, and stage and house management. Prerequisites: TH EA 001 and appropriate prep­ aration in the major. Prerequisites: TH E A 0 0 1 ,0 1 5 , or 016. 1 credit. 1 credit. F all 2004 and spring 2005. Staff. Not offered 2004—2005. THEA 093. Directed Reading THEA 073. Arts Administration for Performance Fall and spring sem esters. Staff. (Cross-listed as D A N C 073) Available to students enrolled in the College’s Semester Abroad Program in Poland. Students enrolled are encouraged to extend their stay in Poland through early July 2005 to participate in the A nnual International Contemporary Dance Conference and Performance Festival hosted by Silesian Dance Theatre in Bytom. By arrangement with A llen Kuharski. Spring 2005. THEA 074. Scenography for Dance Theater Performance (Cross-listed as D A N C 074) Available to students enrolled in the College’s Semester Abroad Program in Poland. Students enrolled are encouraged to extend their stay in Poland through early July 2005 to participate in the A nnual International Contemporary Dance Conference and Performance Festival hosted by Silesian Dance Theatre in Bytom. By arrangement with the department’s design faculty. 1 credit. THEA 094. Special Projects in Theater 1 credit. F all and spring sem esters. Staff. THEA 099. Senior Company A workshop course emphasizing issues of col­ laborative play making across lines of special­ ization, ensemble development of performance projects, and the collective dynamics of form­ ing the prototype of a theater company. Work with an audience in performance o f 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 semes­ ter 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: TH E A 0 0 1 ,002A , 0 0 4 ,0 1 5 ,0 1 6 , or 035, and the completion of one three-course sequence in theater. Prerequisites: Two credits of scenography. 1 credit. Not offered 2 0 0 4 -2 0 0 5 . Fall 2004- Neuerburg-Denzer. THEA 076. Polish Theater and Drama Available to students participating in the Semester Abroad Program in Poland. No read­ ing knowledge of Polish required. SEMINARS By arrangement with A llen Kuharski. THEA 106. Theater History Seminar Prerequisite: T H E A 001. W hat is communicated between performer and audience? W hat are emotions? How are they expressed and experienced? In an examination of historical and contemporary theories of act­ ing, we will focus on three major topics. W e will begin with England, France, and Germany be- 1 credit. Spring 2005. 387 Theater tween baroque and modernity; followed by Russia and Germany during the early 20th cen­ tury; and conclude with contemporary Amer­ ican schools of acting and their appropriation of classic Asian performing traditions as well as theories discussed earlier. T h e readings will include theories by Bulwer, Garrick, Descartes, Diderot, Lessing, Lang, Stanislavsky, Meyerhold, Brecht, Strasberg, Muni, Schechner, and Bogart as well as play scripts and secondary literature. F all 2004: Performing Emotions. NeuerburgDenzer. F all 2 0 0 5 : A riane M nouchkine and the Théâtre du Soleil (Cross-listed with Franco­ phone studies and women’s studies). Kuharski. Prerequisites: T H E A 001 and 015. W riting course. 2 credits. 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. F all and spring sem esters. Staff. THEA 1 8 1. 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. F all and spring sem esters. Staff. 388 Women’s Studies Coordinator: SUNKA SIMON (M odem Languages and Literatures, German) Jenny Gifford (Administrative Assistant)* Committee: Amy L .R . Bug (Physics) Sibelan Forrester (M odem Languages and Literatures, Russian) Farha N . Ghannam (Sociology and Anthropology) Cynthia Perwin Halpern (Political Science) Carolyn Lesjak (English Literature) Tamsin Lorraine (Philosophy) Bakirathi Mani (English Literature) Patricia White (English Literature) The W omen’s Studies Program provides stu­ dents with the opportunity to study gender in a variety of social and historical contexts; to re­ late issues of gender to those of race, class, na­ tionality, and sexuality; to examine the experi­ ences o f women in specific cultural contexts and social groups; and to explore the new meth­ ods and theories that arise from interdiscipli­ nary study. Women’s studies courses encourage students to examine critically the representa­ tions of women across the curriculum as well as in society at large. Students in any major, whether in course or in the Honors Program, may elect a minor in women’s studies by fulfilling the requirements stated later. Students may also design a special major in consultation with the women’s studies coordinator. Students who intend to pursue women’s studies should submit their proposed programs to the coordinator when they submit their sophomore papers. A ll program proposals must be approved by the W omen’s Studies Program. The Jean Brosius W alton ’35 Fund and the Wendy S. Cheek Memorial Fund contribute to the support o f activities sponsored by the Women’s Studies Committee. COURSE MINOR To minor in women’s studies, students in course must take a minimum of 5 credits in women’s studies. Because women’s studies is an interdis­ ciplinary program, the courses (or seminars) must be selected from at least two different di­ visions. Only one course counted for women’s studies may overlap with the student’s major. T h e senior seminar (W M S T 091), normally taken in the spring of a student’s senior year, is required. Students may elect, with the approval of the coordinator, to write a 1-credit thesis or pursue an independent study as a substitute for regular course work. Students may also, with the approval of the coordinator, include in their program courses on women and gender offered at Bryn Mawr and Haverford colleges and the University of Pennsylvania, and in a foreign study program. If the institution in which the course was offered has a Women’s Studies Pro­ gram, the course in question must be part of that program to be accepted as a women’s stud­ ies course at Swarthmore. It is recommended that students take W M S T 001: Introduction to Women’s Studies in their first or second year. HONORS MINOR Students in the Honors Program may minor in women’s studies by completing 6 credits in women’s studies and preparing for and taking the external examination. T h e examination preparation consists of W M S T 091: Seminar in Women’s Studies, plus W M S T 091A : Honors A ttach m ent to the Sem inar in W om en’s Studies. If W M S T 091A is not offered during the students’ senior year, then a one-credit Women’s Studies cross-listed course can be sub­ stituted during the senior year. (Beginning with the Class o f2 0 0 7 , W M S T 091 will be offered as a 2-credit course for honors students, and W M S T 091A : Honors Attachm ent will no longer be offered.) 389 Women’s Studies COURSES WMST 091 A . Honors Attachment to the Seminar in Women’s Studies T h e program offers the following courses and seminars: A n advanced seminar or tutorial required of students who intend to take the external exam­ ination in women’s studies. WMST 001. Introduction to Women’s Studies 1 credit. This interdisciplinary course, addressing gen­ der, sexuality, and culture in a global frame­ work, introduces students to concepts, ques­ tions, and analytic took that have been devel­ oped by feminist scholars in diverse fields. Spring 2005. Staff. 1 credit. WMST 093. Directed Readings WMST 092. Thesis 1 credit. E ach sem ester. Staff. Spring 2005. P. W hite. 1 credit. WMST 030. Women and Technology E ach sem ester. Staff. T h e course will explore the relationships be­ tween women and technology in Western in­ dustrial society. Three aspects to be considered are the effect of technology on women; the role of female technologists in shaping that tech­ nology; and the effect on technology o f average women acting as consumers, voters, and citi­ zens. Students will research an area o f personal interest and make a presentation to the class. Possible topics include reproductive technolo­ gies, the Internet, and feminist utopias in sci­ ence fiction. Expected workload includes two long papers and several short ones, with no midterm, final, or labs. WMST 192A and B . Thesis W M S T 0 3 0 does not fulfill a College-wide distribution requirement. However, it can be used to satisfy the distribution requirement for the minor. 1 credit. Spring 2005. Everbach. WMST 091. Seminar in Women’s Studies A n advanced seminar emphasizing theoretical and methodological questions that occur when women are placed at the center of study. T he seminar has a substantial community-based learning component. This class is required of, and normally limited to, students with minors or special majors in women’s studies. It must be taken in the senior year and cannot be used to fulfill distribution requirements in the concentration. For students completing a special major in hon­ ors (1 credit must be taken in each semester of the senior year). 2 credits. Staff. T h e following departmental courses have been approved by the Women’s Studies Committee for women’s studies credit: A R T H 076. T h e Body in Contemporary Art BIO L 006. History and Critique o f Biology BIO L 093. Directed Reading in Feminist Critiques of Biology D A N C 025. Mapping Culture Through Dance D A N C 028. Politics and Aesthetics of Classical Indian Dance D A N C 035. Women Choreographers and Composers D A N C 036. Dancing Identities ECON 073. Race, Ethnicity, and Gender j in Economics ED U C 061. Gender and Education ENGL 005R . Fictions o f Identity ENGL 009N . Illicit Desires in Literature ENGL 009P. Women and Popular Culture: Fiction, Film, and Television ENGL 023. Renaissance Sexualities ENGL 034. Restaging Romanticism ENGL 036. T h e Age o f Austen 1 credit. ENGL 048. Contemporary Women’s Poetry Spring 2005. Lesjak. EN G L 071J. Cherchez la femme: T he “Mystery” of Woman in the Mystery Genre ENGL 07 IK . Lesbian Novels Since World W ar II 390 ENGL 082. Transnational Feminist Theory ENGL 083. Feminist Theory RELG 025B . Black Women and Religion in the United States ENGL 091. Feminist Film and Media Studies RELG 053. Gender and Sexuality in Islamic Societies ENGL 090. Queer Media ENGL 112. Women and Literature R U S S 015. East European Prose in Translation FREN 030. L’invention de la modernité feminine en France R U S S 079R . Russian Women Writers FREN 061. Odd Couplings: Writings and Readings Across Gender Lines R U S S 112. T he Acmeists R U S S 111. Tsvetaeva and Mayakovsky FREN 076. Ecritures au feminine SO A N 007C . Sociology Through African American Women’s Writing FREN 115. Paroles de Femmes SO A N 010K . Gender and Sexuality GERM 108. W ien und Berlin SO A N 013B . Women, Family, and Reproduction H IST 001C . Sex and Gender in Western Traditions H IST 001G . Women, Family, and the State in China H IST 016. Sex, Sin, and Kin in Early Europe H IST 017. Family, Gender, and Sexuality in the Islamic Middle East H IST 029. Sexuality and Society in Modem Europe H IST 052. T h e History of Manhood in America, 1750-1920 SO A N 043C . Gender in Contemporary East Asia SO A N 049B. Comparative Perspectives on the Body SO A N 108. Women and the State SO A N 110. Performance Theory, Gender, and Sexuality SPAN 066. La escritora española en los siglos X IX y X X T H E A 106. Theater History Seminar H IST 053. Topics in African American Women’s History H IST 054. Women, Society, and Politics LITR 015R . East European Prose in Translation LITR 0 5 1G. Gender and Race in European Cinema L ITR 061SA . W omen’s Testimonial Literature of Latin America LITR 079R . Russian Women Writers M U SI 035. W omen Composers and Choreographers PHIL 145. Feminist Theory Seminar PHYS 029. Seminar on Gender and (Physical) Science POLS 013. Feminist Political Theory POLS 031. Difference, Dominance, and the Struggle for Equality POLS 032. Gender, Politics, and Policy in America PSYC 044. Psychology and Gender PSYC 058. Gender, Culture, and Mental Health RELG 007B . W omen and Religion 391 VI T h e C orporation and Board of Managers A dm inistration A lum ni A ssociation Officers and Alum ni C ouncil Degrees Conferred Faculty 392 Visiting Exam iners Awards and Distinctions Enrollm ent Statistics The Corporation Jan . 1 ,2 0 0 4 , to D ec. 3 1 ,2 0 0 4 Barbara Weber Mather ’65, C hair Pepper Hamilton LLP 3000 Two Logan Square 18th and A rch Streets Philadelphia PA 19103-2799 Neil R . Grabois ’57, Vice C hair Carnegie Corp. of New York 437 Madison Avenue New York N Y 10022 Maurice G . Eldridge ’61, Assistant Secretary Swarthmore College Swarthmore PA 19081 Suzanne P. Welsh, Treasurer Swarthmore College Swarthmore PA 19081 Lori A nn Johnson, Assistant Treasurer Swarthmore College Swarthmore PA 19081 Lillian E. Kraemer ’61, Secretary 2 Beekman Place Apartment 14C New York NY 10022 Board of Managers Barbara Weber Mather ’65, C hair Pepper Hamilton LLP 3000 Two Logan Square 18th and A rch Streets Philadelphia PA 19103-2799 Neil R. Grabois ’57, V ice C hair Carnegie Corp. of New York 437 Madison Avenue New York NY 10022 Term expires D ecem ber 2004 Dulany Ogden Bennett ’66 Oregon Episcopal School 6300 S.W. N icol Road Portland O R 97223 John D. Goldman ’71 Willis Bay Area Inc. One Bush Street Suite 900 San Francisco C A 94104 Julie Lange Hall ’55 1161 Pine Street Winnetka IL 60093 Lillian E. Kraemer ’61 2 Beekman Place Apartment 14C New York NY 10022 Frederick W. Kyle ’54 1900 Rittenhouse Square Apartment 15B Philadelphia PA 19103 Lillian E. Kraemer ’61, Secretary 2 Beekman Place Apartment 14C New York NY 10022 Ex officio Alfred H. Bloom Chairm an o f the B oard Emeritus Eugene M . Lang ’38 912 Fifth Avenue New York NY 10021 Wilma A . Lewis ’78 No. 5008 4301 Massachusetts Avenue N W Washington D C 20016 William G . Nelson IV ’56 Box 1105 Bala Cynwyd PA 19004 John A . Riggs ’64 5230 Watson Street N W Washington D C 20016 Carl R . Russo ’79 Consigliare Management Co. 1960 T h e Alameda Suite 150 San Jose C A 95126 Salem D. Shuchman ’84 1820 Rittenhouse Square Apartment PH2 Philadelphia PA 19103 393 Board of Managers Thomas E. Spock ’78 43 Stoneyside Drive Larchm ontN Y 10538 * Pamela Taylor Wetzels ’52 4807 Placid Place Austin T X 78731 Term expires Jun e 2005 A nna Orgera ’83, Alumni Council President 145 W est 67th Street Apartment 32J New York NY 10023 Term expires D ecem ber 2005 *Cynthia Graae ’62 909 N . Carolina Avenue SE Washington D C 20003-3914 *B ennett Lorber ’64 7741 Mill Road Elkins Park PA 19027 **Tanisha M. Little ’97 343 Fifth Avenue Apartment 3L Brooklyn N Y 11215 Marc J. Sonnenfeld ’68 Morgan, Lewis & Bockius LLP 1701 Market Street, 13th Hoor Philadelphia PA 19103 Term expires D ecem ber 2006 *Tralance O . Addy ’69 8 Palomino Trabuco Canyon C A 92679 Giles K. Kemp ’72 38 Lockwood Road Scarsdale N Y 10583 Carley Lesley Cunniff ’72 O ne W est 72nd Street New York NY 10023 Jane Lang ’67 Sprenger & Lang 1614 20th Street N W Washington D C 20009 *Nancy Louise Hengen ’73 Holland & Knight LLP 195 Broadway New York NY 10007 Term expires D ecem ber 2007 J. David Gelber ’63 215 W 90th Street Apt. 8A New York NY 10024 N eil R . Grabois ’57 Carnegie Corp. of New York 437 Madison Avenue New York NY 10022 **D an iel C . Rothenberg ’95 1101 Latona Street Philadelphia PA 19147 *Jed S. Rakoff ’64 99 W. Garden Road Larchmont NY 10538 * America B. Rodriguez ’78 3509 Pinnacle Road Austin T X 78746 Elizabeth H. Scheuer ’75 4730 Fieldston Road Bronx NY 10471 Samuel L. Hayes III ’57 345 Nahatan Street Westwood M A 02090 Marge Pearlman Scheuer ’48 James C . Hormel ’55 Equidex Inc. 19 Sutter Street San Francisco C A 94104-4901 J. Lawrence Shane ’56 21 College Avenue Swarthmore PA 19081 101 Central Park West New York N Y 10023 Emeriti John C . Crowley ’41 615 Linda Vista Avenue Pasadena C A 9 1 1 0 5 4 1 2 2 Jerome Kohlberg Jr. ’46 Kohlberg & Co. I l l Radio Circle Mt. Kisco N Y 10549 Eugene M. Lang ’38 912 Fifth Avenue New York NY 10021 Elizabeth J. McCormack Rockefeller Family & Associates Room 5600 30 Rockefeller Plaza New York NY 10112 Sue Thomas Turner ’35 17211 Quaker Lane Sandy Spring M D 20860 Richard B. W illis ’33 1314 Foulkeways Gwynedd PA 19436 Com m ittees of the Board The chairman of the Board is an ex officio member of every committee. Executive Barbara Weber Mather, Chair Neil R. Grabois, Vice Chair Dulany Ogden Bennett Julie Lange Hall Samuel L. Hayes III James C . Hormel Lillian E. Kraemer Frederick W. Kyle -Eugene M. Lang* John A. Riggs Marge Pearlman Scheuer J. Lawrence Shane Thomas E. Spock Academ ic A ffairs Julie Lange Hall, Chair Dulany Ogden Bennett, Vice Chair J. David Gelber John D. Goldman Neil R . Grabois Nancy L. Hengen Lillian E. Kraemer Jane Lang Wilma A. Lewis Tanisha M. Little Bennett Lorber Barbara Weber Mather William G . Nelson Jed S. Rakoff Marge Pearlman Scheuer Sue Thomas Turner* D evelopm ent and Comm unications Frederick W. Kyle, Chair Lillian E. Kraemer, Vice Chair John D. Goldman Cynthia Graae James C . Hormel Giles K. Kemp Eugene M. Lang* John A . Riggs Daniel C . Rothenberg Marge Pearlman Scheuer J. Lawrence Shane, ex officio Salem D. Shuchman David Singleton, ex o fficio** Marc J. Sonnenfeld Anna Orgera, ex officio Finance Thomas E. Spock, Chair Marc J. Sonnenfeld, Vice Chair Dulany Ogden Bennett Cynthia Graae Lillian E. Kraemer Frederick W. Kyle Nancy L. Hengen Elizabeth H. Scheuer Board of Managers Investm ent Social Responsibility Samuel L. Hayes III, Chair Carley Lesley Cunniff Terry G len n ** ]. Parker Hall III** Graham O . Harrison** Eugene M. Lang* * Christopher M . Niemczweski** Mark R. Pattis** J. Lawrence Shane Salem D. Shuchman N eil R. Grabois, Chair Bennett Lorber, Vice Chair Dulany Ogden Bennett Cynthia Graae James C . Hormel Eugene M. Lang* Jane Lang Wilma A . Lewis Daniel C . Rothenberg Salem D. Shuchman Pamela Taylor Wetzels Three students Two staff members Four faculty members N om inating and G overnance John A . Riggs, Chair Carley Lesley Cunniff John D. Goldman Julie Lange Hall James C . Hormel Barbara Weber Mather Marge Pearlman Scheuer J. Lawrence Shane Thomas E. Spock Property J. Lawrence Shane, Chair John D. Goldman, Co-Vice Chair Giles K. Kemp, Co-Vice Chair John C . Crowley* Samuel L. Hayes III Bennett Lorber Marge Pearlman Scheuer Thomas E. Spock Pamela Taylor Wetzels Two faculty members Two student members *Nominated by the Alumni Association **Young-AIumni Manager 396 Student L ife James C . Hormel, Chair Dulany Ogden Bennett, Vice Chair J. David Gelber Cynthia Graae N eil R. Grabois Julie Lange Hall Giles K. Kemp Eugene M. Lang* Jane Lang Tanisha M. Little William G . Nelson Anna Orgera Jed S. Rakoff John A . Riggs Sue Thomas Turner* Three faculty members Five student members Alumni Association Officers and Alumni Council President Anna C . Orgera ’83 Vice President Susan R ico Connolly ’78 Vice President Scott W. Cowger ’82 Vice President Daniel M ont ’83 Secretary Onuoha Odim ’852 Brooklyn, NY Yongsoo Park ’943 New York, NY Martha Spanninger ’762 New York, NY Douglas C . Thompson ’62‘ Marlboro, NY Renee Willemsen-Goode ’032 New York, NY Nick Jesdanun ’91 Joy Wyatt ’804 New York, NY Zone A ZoneC D elaw are, Pennsylvania C onnecticut, M aine, M assachusetts, N ew H am pshire, Rhode Island, and Verm ont John R. McKinstry ’814 Swarthmore, PA Colette Collins Mull ’8412 Glen Mills, PA Zone E Illinois, Indiana, Iow a, K ansas, M ichigan, M innesota, Missouri, N ebraska, N orth D akota, O hio, O klahom a, South D akota, T exas, W est Virginia, and W isconsin Samuel Awuah ’943 Chicago, IL Elizabeth Moss Evanson ’563 Madison, W I Sharon Seyfarth G am er ’89‘ Lakewood, OH A lice Clifford Blachly ’4 9 1 Calais, V T Stephen Lloyd ’572 Park Forest, IL Susan Schultz Tapscott ’722 Houston, T X Zone F Scott Rankin ’942 Cambridge, M A Jon Van Td ’613 Swarthmore, PA A labam a, A rkansas, Florida, G eorgia, K entucky, Louisiana, M ississippi, N orth C arolin a, South C arolin a, T ennessee, territories, dependencies, and foreign countries Stephen P. Sm ith ’833 Winchester, M A William W iU ’4 9 1 Philadelphia, PA Mary Ellen Chijioke ’673 Greensboro, N C Susan Raymond Vogel ’563 Worcester, M A Jonathan W illis ’6 3 2 Dover, DE James Fligg ’502 North Palm Beach, FL Zone D Kai Tai X u ’0 3 2 Philadelphia, PA District o f C olum bia, M aryland, and Virginia Julia S . Knerr ’81l Durham, N C ZoneB David A . Goslin ’58‘ Falls Church, VA New Jersey, N ew York Mary Catherine Kennedy ’803 Washington, D.C. Marcia Satterthwaite ’71* Narbe rth, PA Cecily H. Roberts Selling ’773 Philadelphia, PA Lauren Belfer ’753 New York, NY Meghan Kriegel ’972 Lowell, M A Lawrence S. Phillips ’633 A tlanta, G A A nn Stuart ’652 Chapel Hill, N C ZoneG Christine M. G rant '69' Princeton, NJ M inna Newman Nathanson ’57‘ Washington, D C Lisa T. Jenkins ’0 2 l New York, NY Kevin F. F. Quigley ’743 Arlington, VA A laska, A rizona, C aliforn ia, C olorado, H aw aii, Idaho, M ontana, N evada, N ew M exico, Oregon, U tah, W ashington, and W yoming Jane Flax LattesSwislocki ’5 7 ‘ Grand View, NY Barbara W olff Searle ’522 Washington, D C Janet Cooper Alexander ’68‘ Palo A lto, C A 1 Term ends 2005. 2 Term ends 2006. 3 Term ends 2007. 4 Nominating Committee. 397 Alumni Association Officers and Alumni Council Deborah Bond-Upson ’71* Kentfield, C A Seth A . Brenzei ’9 4 1 San Francisco, C A Panayiotis Andreou Ellinas ’87 ‘ Douglas, AZ Elizabeth Geiger ’962 Upland, C A Steven N . G ilbom ’583 Valley Village, C A Durham Tucson Julia Knerr ’81 Durham, N C Laura Markowitz ’85 Tucson, AZ London Twin Cities Abby Honeywell ’85 London, England Libby Starling ’92 St. Paul, MN L os Angeles Martha Easton ’89 Minneapolis, MN David Lang ’54 Santa Ana, C A National Chair Metro D .C ./B altim ore Kari Elisabeth Hong ’943 Oakland, C A Trang Pham ’01 Arlington, VA Harold Kalkstein ’782 San Carlos, C A Jacqueline Easley ’96 Columbia, M D Members at Large Metro N .Y .C . V incent Jones ’9 8 ’ Los Angeles, C A Lisa Ginsburg '97 Brooklyn, NY David Vinjamuri ’86* New York, NY Jodi Furr ’97 New York, NY Diane Dietzen ’832 Horsham, PA Connection Representatives A tlanta Chirag Chotalia ’03 Sonal Bhatia ’02 A tlanta G A A ustin/San A ntonio Jennifer Jacoby Wagner ’92 Austin, T X B oston Ted C han ’02 W eston, M A David W right ’69 Wellesley, M A C hicago Marilee Roberg ’73 W ilm ette, IL 1 Term ends 2005. 2 Term ends 2006. 398 Barbara Sieck Taylor ’75 Pittsburgh, FA Catherine Seeley Lowney ’82 Paris, France Philadelphia James J. Moskowitz ’88 Swarthmore, PA Pittsburgh Michelangelo Celli ’95 Barbara Sieck Taylor ’75 Pittsburgh, PA San Francisco Holland Bender ’93 Ruth Lieu ’94 Andy Wong ’02 San Francisco, C A Seattle James Schembs ’01 Lorrin Nelson ’00 Deborah Schaaf ’95 Seattle, WA 3 Term ends 2007. 4 Nominating Committee. Faculty EMERITI H . Searl Dunn, B.S.E., M .S.E., Princeton Elisa Asensio, M .A ., Middlebury College, University; Ph.D., Brown University, Henry C . and J. Archer Turner Professor Emeritus of Engineering. Swarthmore College. Professor Emerita o f Spanish. Apt. 8 3 5 0 ,3 3 0 0 Darby Road, Haverford PA 19041. Lydia Baer, B.A ., Oberlin College; M .A ., Ph.D., University o f Pennsylvania, Professor Emerita of German, c/o Staff Leasing Group, P.O. Box 25020, Bradenton FL 34206-5020. Robert C . Bannister, B.A.,Ph.D., Yale University; B.A ., M .A ., University of Oxford, Scheuer Professor Emeritus o f History. Strath Haven Condominiums, Apt. 1222, 801 Yale Avenue. Robert A . Barr J r ., B .A ., Swarthmore College; M .A ., University of Pennsylvania, Dean Emeritus of Admissions. Strath Haven Condominiums, Apartment 719, 801 Yale Avenue. 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 o f Physics. 100 Plush Mill Road, Wallingford PA 19086. Thomas H . Blackburn, B.A ., Amherst Launce J . Flemister, B.A ., M .A ., Ph.D., Duke University, Professor Emeritus of Zoology. 36 Deerfield Road, Hilton Head SC 29926. James D . Freeman, B .A ., M .A ., Ph.D., Harvard University, Daniel Underhill Professor Emeritus of Music. 206 Martroy Lane, Wallingford PA 19086. J . William 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. Swarthmore College. John E . GaUStad, A .B., Harvard University; Ph.D., Princeton University, Edward Hicks Magill Professor Emeritus of Astronomy. 20 Ward Avenue, Northampton M A 01060. Charles E . Gilbert, B.A ., Haverford College; Ph.D., Northwestern University, Professor Emeritus of Political Science and Provost Emeritus. 223 Kenyon Avenue. College; B.A ., M .A ., University of Oxford; Ph.D., Stanford University, Centennial Professor Emeritus of English Literature. 801 Yale Avenue, Apartment 1001. James H . Hammons, B.A ., Amherst College; David L . Bowler, B .S. in E.E., Bucknell Mark A . Heald, B .A ., Oberlin College; M .S., University; M .S. in E.E., Massachusetts Institute of Technology; M .A ., Ph.D., Princeton University, Howard N. and Ada ]. Eavenson Professor Emeritus of Electrical Engineering. 535 Gradyville Road, Newtown Square PA 19073. Ph.D., Yale University, Morris L. Clothier Professor Emeritus o f Physics. P.O. Box 284, Pleasant Hill T N 38578. Thompson Bradley, B .A ., Yale University; Eleanor K . Hess, B .S., M .S., University of Pennsylvania, Professor Emerita of Physical Education. 5 Plush Mill Road, Wallingford PA 19086. Gudmund R . Iversen, M .A ., University of Michigan; Ph.D., Harvard University, Professor Emeritus of Statistics. 212 Elm Avenue. T. Kaori Kitao, B .A ., M .A ., University of California, Berkeley; Ph.D., Harvard University, W illiam R . Kenan Jr., Professor Emerita of A rt History. 540 Westminster Avenue. M.A., Columbia University, Professor Emeritus of Russian. Price’s Lane, Moylan PA 19065. Tatiana M . Cosman, B.A ., M .A ., Middlebury College; M .A ., Columbia University; Ph.D., New York University, Assistant Professor (part time) Emerita of Russian. Riddle Village, 215 Williamsburg, Media PA 19063-6032. Gomer H. Davies, B .S., East Stroudsburg State College; Ed.M., Temple University, Professor Emeritus of Physical Education. 212 Plush Mill Road, Wallingford PA 19086. Lee Devin, B .A ., San Jose State College; M .A ., Ph.D., Johns Hopkins University, Professor Emeritus of Chemistry. 17 Furness Lane, Wallingford PA 19086. Wulff D . Heintz, Dr. rer. nat. M iinchen University, Professor Emeritus o f Astronomy. 540 Riverview Avenue. M.A., Ph.D., Indiana University, Professor Emeritus of Theater. 603 Hillbom Avenue. 399 Faculty George Krugovoy, B.A ., M.A., Ph.D., Philosophical Institute, Salzburg, Austria, Professor Emeritus of Russian. 562 Juniata Avenue. Hugh M . Lacey, B.A ., M .A ., University of Melbourne; Ph.D., Indiana University, Scheuer Family Professor Emeritus of Philosophy. 336 Park Avenue. ASUiarom Legesse, B.A ., University College o f Addis Ababa; Ed.M., Ph.D., Harvard University, Professor Emeritus of Anthropology. Swarthmore College. Paul C. Mangelsdorf J r ., B.A ., Swarthmore College; Ph.D., Harvard University, Morris L. Clothier Professor Emeritus o f Physics. 110 Cornell Avenue. John D. McCrumm, B .A ., M .S., University of Colorado, Howard N . and Ada J. Eavenson Professor Emeritus o f Engineering. Arlington 417, Riddle Village, Media PA 19063. Dean Peabody, B.A ., Swarthmore College; Ph.D., Harvard University, Professor Emeritus of Psychology. 312 C atch Penny Lane, Media PA 19063-5443. Jean Ashmead Perkins, B.A ., Swarthmore College; M .A ., Ph.D., Columbia University, Susan W. Lippincott Professor Emerita of French. 44 Crosslands Drive, K ennett Square PA 19348. Ernest J . Prudente, B .S., M .S., University of Pennsylvania, Professor Emeritus of Physical Education. 612 Rockbume Mills Court, Wallingford PA 19086. Frederic L . Pryor, B.A ., Oberlin College; M .A ., Ph.D., Yale University, Professor Emeritus of Economics. 740 Harvard Avenue. Gilbert P. Rose, B.A ., Ph.D., University of California, Berkeley, Susan Lippincott Professor Emeritus of Modem and Classical Languages. 551 Marietta Avenue. Ann Kosakowski McNamee, B.A ., Wellesley Alburt M . Rosenberg, B.A ., Harvard College; M .Phil., Ph.D., Yale University, Professor Emerita of Music. 1850 Sandhill Road, Apartment 21, Palo A lto C A 94304. University; M .S., University of Florida; Ph.D., University of Pennsylvania, Associate Professor Emeritus of Natural Science. P.O. Box 1593, Harwich, M A 02645. Philip MetZidakiS, B.A ., Dartmouth College; Ph.D., Yale University, Professor Emeritus of Spanish. 64 Tonset Road, Orleans M A 02653. Kathryn L . Morgan, B.A ., Virginia State College; M .A ., Howard University; M .A ., Ph.D., University of Pennsylvania, Sara Lawrence Lightfoot Professor Emerita of History. Apartment 710, Strath Haven Condominiums. Jane Mullins, B .A ., Swarthmore College, Registrar Emerita. 11 South Princeton Avenue. Helen F. North, B.A ., M .A ., Ph.D., Cornell University, Centennial Professor Emerita of Classics. 6 04 Ogden Avenue. Martin Ostwald, B.A ., University of Toronto; M .A ., University of Chicago; Ph.D., Columbia University, W illiam R . Kenan Jr. Professor Emeritus of Classics. 408 Walnut Lane. Harold E . Pagliaro, A .B., M .A ., Ph.D., Columbia University, Alexander Griswold Cummins Professor Emeritus of English Literature and Provost Emeritus. 536 Ogden Avenue. 400 Robert R0Z3, B.A ., University o f Toronto; M .A ., Ph.D., Princeton University, Susan W. Lippincott Professor Emeritus of French. 2 Todmorden Lane, Rose Valley PA 19086. Robert E . Savage, B.A ., Oberlin College; M .S., Ph.D., University o f Wisconsin, Isaac H. Clothier Jr. Professor Emeritus of Biology. 411 Vassar Avenue. Remard S . Smith, B.A ., M .A ., University of Oxford; Ph.D., Harvard University, Professor Emeritus of History. T h e Coach House, Glascwm, Llandrindod Wells, Powys L D i 5SE, England. David G . Smith, B.A ., M .A., University of Oklahoma; Ph.D., Johns Hopkins University, Richter Professor Emeritus of Political Science. 448 S. Jackson Street, Media PA 19063. Gilmore Stott, B.A ., M .A ., University of Cincinnati; B.A ., M .A ., University of Oxford; M .A ., Ph.D., Princeton University, Associate Provost Emeritus and Special Assistant to the President. 318 Dartmouth Avenue. Barbara Yost Stewart, B .A ., Swarthmore College; M .A ., Ph.D., Bryn Mawr College, Professor Emerita o f Biology, 102 Third Street, Oxford M D 21654-1249. Donald K . Swearer, B.A ., M .A ., p k .d ., Princeton University; B.D., S.T.M ., Yale Divinity School, Charles and Harriett Cox McDowell Professor Emeritus o f Religion. 109 Columbia Avenue. FACULTY AND INSTRUCTIONAL STAFF Francis P. Tafoya, B.S., M .A ., University Jnhn Alston, B.M ., Yankton College; M.M., of Colorado; Ph.D., Yale University, Professor Emeritus of French and Spanish. 620 N. Ches­ ter Road. University of Northern Iowa; Ph.D., Indiana University, Associate Professor of Music. Swarthmore College. Petor T. Thompson, B.A ., Johns Hopkins University; Ph.D., University of Pittsburgh, Professor Emeritus o f Chemistry. 203 College Avenue. Diana Anderson, B.A ., Montclair State College; M .S., Drexel University, Ph.D., University of Pennsylvania, Assistant Professor of Education. 210 Yale Avenue. Derek Itaversi, B.A ., M .A ., University of Oxford, Alexander Griswold Cummins Professor Emeritus of English. 12 Richmond Mansions, Denton Road, Twickinham, Midd, T W 1, 2HH, England. Nathalie Anderson, B.A ., Agnes Scott College; M .A ., Georgia State University; Ph.D., Emory University, Professor of English Literature. 3 Rutledge Avenue, Rutledge PA 19070. P. Linwood Urban J r ., B.A ., Princeton University; S.T.B., S.T.M ., Th.D ., General Theological Seminary, Charles and Harriett Cox McDowell Professor Emeritus of Religion. 20 S. Princeton Avenue. Koffi Anyinefa, License de Lettres, Judith G . Voet, B.S., A ntioch College; Ph.D., Brandeis University, James H. Hammons Professor Emerita of Chemistry. 9 Tanglewood Circle, Wallingford PA 19086. Douglas M . Weiss, A .T.C ., Professor Emeritus of Physical Education. 117 S. Chester Road. Timothy C . Williams, B.A ., Swarthmore College; A .M ., Harvard University; Ph.D., Rockefeller University, Professor Emeritus of Biology. Harrison M . Wright, B.A ., M .A., Ph.D., Harvard University, Isaac H. Clothier Professor Emeritus o f History and International Relations and Provost Emeritus. P.O. Box 209, Jamestown R I 02855. Sarah Lee Lippincott Zimmerman, B.A., University of Pennsylvania; M .A ., Swarthmore College; D .Sc., Villanova University, Professor Emerita o f Astronomy and Director Emerita of the Sproul Observatory. 29 Kendal Drive, K ennett Square PA 19348-2323. Frank Agovino, B.S., St. Joseph’s University, Coach/Instructor of Physical Education. Swarthmore College. Université du Bénin, Lomé, Togo; Magister Artium, Universität Bayreuth, Germany; Ph.D., Universität Bayreuth, Visiting Associate Professor of French. Swarthmore College. Diego AimUS, B.A ., University of Buenos Aires; M .A . and Ph.D., University of California, Berkeley, Assistant Professor of History. Swarthmore College. Kim D . AffOW, B.S., Temple University; M.F.A., New York University, Associate Professor of Dance (part time). Swarthmore College. Brian K . Axel, B .A ., Colby College; M .A. and Ph.D., University of Chicago, Visiting Assistant Professor of Anthropology. Swarthmore College. Alan R . Baker, B.A ., University of Cambridge; M .A . and Ph.D., Princeton University. Assistant Professor o f Philosophy. Swarthmore College. Gabriel Quinn Bauriedel, B.A ., Swarthmore College; Certificate, Ecole Internationale de Théâtre Jacques Lecoq, Visiting Instructor of Theater (part tim e). Swarthmore College. Amanda Bayer, B.A ., Williams College; M .A ., M.Phil, Ph.D., Yale University, Associate Professor of Economics. Swarthmore College. Julie Becher, B .S., M .A ., Ph.D., Pennsyl­ vania State University, Visiting Assistant Professor o f Economics, Swarthmore College. 401 Faculty Deborah Beck, B.A., Yale University; M .A., Ph.D., Harvard University, Assistant Professor o f Classics. Swarthmore College. Juliet BellOW, B.A ., Columbia University; M. A ., University o f Pennsylvania, Visiting Instructor of A rt History. Swarthmore College. Stephen P. Bensch, M .A ., University of Toronto; Ph.D., University of California, Berkeley, Professor o f History. 614 Yale Avenue. 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 of Illinois, Professor o f Mathematics and Statistics (part time). Swarthmore College. Alan Berkowitz, B .A ., University of Vermont; M .A ., Ph.D., University of Washington, Professor o f Chinese. Swarthmore College. Mary Ann Black, B .S., W est Chester University, Supervisor of Student Teachers, 402 G lenloch Road, Ridley Park PA 19078. Jean-Vincent Blanchard, B.A ., M.A., Université de Montréal; Ph.D., Yale University, Associate Professor of French. Swarthmore College. Alfred H. Bloom, B .A ., Princeton University; Ph.D., Harvard University, President of the College and Professor o f Psychology and Linguistics. 3 24 Cedar Lane. Paul C . Bloom, B.A ., Reed College; M .S., Ph.D., University of California, Davis, Visiting Assistant Professor o f Physics. Swarthmore College. John R . BOCCiO, B.S., Polytechnic Institute of Brooklyn; Ph.D., Cornell University, Professor o f Physics. 318 North Chester Road. Elizabeth Bolton, B.A ., Middlebury College; M .Phil., Ph.D., Yale University, Associate Professor o f English Literature. Swarthmore College. Karen Borbee, B.S., University o f Delaware; M.Ed., Widener University, Associate Professor of Physical Education. Swarthmore College. 402 Darlene D . Bramucci, B.A ., M .S., University o f Maryland, Laboratory Instructor and Academic Coordinator of Biology. Swarthmore College. Elaine Metherall Brenneman, B.A., University of Vermont; M.Ed., Ph.D., University of Delaware, Visiting Assistant Professor o f Education (part time). 443 Chambers Lane, West Chester PA 19382 Michael R . Brown, B.A ., Pomona College; Ph.D., Dartmouth College, Associate Professor of Physics. 409 Turner Road, Wallingford PA 19086. Amy L . Brunner, B.S., Bates College; M .S., Sm ith College, Coach and Instructor of Physical Education. Swarthmore College. Rona Buchalter, B.S., Northwestern University; M .A ., Ph.D., University of Pennsylvania, Visiting Assistant Professor of English Literature (part tim e). Swarthmore College. Amy L .R . Bug, B.A ., Williams College; Ph.D., Massachusetts Institute o f Technology, Professor o f Physics. 302 Cornell Avenue. Sara Hiebert Burch, B.S., University of St. Andrews; Ph.D., University of Washington, Associate Professor o f Biology. Swarthmore College. Timuthy J . Burke, B.A ., Wesleyan University; M .A ., Ph.D., Johns Hopkins University, Associate Professor of History. Swarthmore College. Caroline A . Burkhard, B .s . and M .S., University of Delaware, Laboratory Instructor o f Chemistry. 705 Godshall Road, Telford PA 18969. Christopher Burns, B.S., Bishops University; M .S., Ph.D., University of Toronto, Visiting Assistant Professor of Physics. Swarthmore College. Aurora Camacho de Schmidt, M .A ., Ph.D., Temple University, Associate Professor of Spanish. 204 West Street, Media PA 19063. Garlkai Campbell, B.A ., Swarthmore College; Ph.D., Rutgers University, Assistant Professor o f Mathematics. Swarthmore College. Edmund Campos, B.A ., University of California, Los Angeles; Ph.D., Stanford University, Assistant Professor of English Literature. Swarthmore College. Sydney L . Carpenter, B.F.A., m .f.a ., Tyler School of Art, Associate Professor of Studio Art. Swarthmore College. Peter Carroll, B.S., M .A ., Villanova University, Coach and Instructor of Physical Education. Swarthmore College. John P. Caskey, B .A., Harvard University; Ph.D., Stanford University, Professor of Economics. 2219 St. James Place, Philadelphia PA 19103. Judy Cebra-Thomas, B.A ., Johns Hopkins University; Ph.D., Washington University, Visiting Assistant Professor of Biology. Swarthmore College. Pallabi Chakravorty, B.A ., Jadavpur University; Ph.D., Temple University, Assistant Professor of Dance (part time). Swarthmore College. Joy Charlton, B.A ., University of Virginia; M.A., Ph.D., Northwestern University, Professor o f Sociology. 503 North Chester Road. Erik Cheaver, B.S., Swarthmore College; M.S.E., Ph.D., University of Pennsylvania, Professor o f Engineering. 423 S. Olive Street, Media PA 19063. Benjamin Cherel, Maîtrise de Sociologie, Université de Grenoble II; D.E.A. de Sociologie et de Lettres Modernes, Université de Grenoble; Maîtrise de Français Langue Etrangère, Université Stendhal, Visiting Language Instructor in French. Swarthmore College. Horacio Chiong Rivero, B .A ., Yale University; M .A ., Ph.D., Harvard University, Assistant Professor of Spanish. Swarthmore College. Yvonne P. Chireau, B.A ., Mount Holyoke College; M .T.S., Harvard University; Ph.D., Princeton University, Associate Professor of Religion. 700 Hillbom Avenue. Rachel Collins, B.S., North Carolina State University; M .S., Miami University in Ohio; Ph.D., University of Pittsburgh, Visiting Assistant Professor of Biology, Swarthmore College. Michael W. Cothren, B .A ., Vanderbilt University; M .A ., Ph.D,, Columbia University, Professor of A rt History and A rt History Coordinator. 611 Strath Haven Avenue. Sean Crist, B .A ., W est Virginia University; M .A ., University o f Delaware; Ph.D., University of Pennsylvania, Visiting Assistant Professor of Linguistics (part time). Swarthmore College. Catherine H . Crouch, A .B., Williams College; A .M ., Ph.D., Harvard University, Assistant Professor of Physics. Swarthmore College. Manishita Dass, B .A ., M .A ., University of Calcutta; M .A ., University of Southern California; Ph.D., Stanford University, Visiting Assistant Professor and Andrew W. M ellon Postdoctoral Fellow of Film and Media Studies. Swarthmore College. LaDeva Davis, B.M.Ed., Temple University, Associate in Performance (Dance). Swarthmore College. Susan P. Davis, B.S., Springfield College; M .S., Sm ith College, Professor of Physical Education. Swarthmore College. Thomas S . Dee, B .A ., Swarthmore College; M .A ., Ph.D., University of Maryland, Assistant Professor of Economics. 609 Academy Road. Nathaniel Deutsch, B.A ., M .A ., Ph.D., University of Chicago, Associate Professor of Religion. Swarthmore College. Miguel Diaz-Barriga, B.A ., University of Chicago; M .A ., Ph.D., Stanford University, Professor of Anthropology. 420 Rutgers Avenue. Renee Clarke, B .S., Rutgers University, Coach and Instructor of Physical Education. Swarthmore College. Nancy Donaldson, B.A ., Swarthmore College, Supervisor of Student Teachers. David H. Cohen, B .A ., Harvard University; Francisco; M .A ., Ph.D., University of California, Irvine, Associate Professor of History. Swarthmore College. Ph.D., University of Wisconsin, Assistant Professor o f Astronomy. 509 Rutgers Avenue. Peter J . Codings, B.A ., Amherst College; M.Ph., Ph.D., Yale University, Morris L. Clothier Professor of Physics. 123 Locust Lane, Media PA 19063. Allison Doisey, B .A ., University of San Bruce A . Dorsey, B.A ., Biola University; A .M ., Ph.D., Brown University, Associate Professor of History. Swarthmore College. 403 Faculty Wendy Dowkings, B.J., University of Texas at Austin, Visiting Lecturer of English Literature (part time). Swarthmore College. Theodore B . Fernaid, B.A ., M .A ., Ohio Anda Dubinskis, B.EA ., Cooper Union; State University; Ph.D., University of California, Santa Cruz, Associate Professor of Linguistics. Swarthmore College. M.F.A., University o f Pennsylvania, Visiting Assistant Professor of Studio A rt (part time). Swarthmore College. Sibelan Forrester, B .A ., Bryn Mawr College; M .A ., Ph.D., Indiana University, Associate Professor of Russian. Swarthmore College. Robert S. DuPleSSiS, B.A ., Williams College; M .A ., Ph.D., Columbia University, Isaac H. Clothier Professor of History and International Relations. 413 S. 24th Street, Philadelphia PA 19146. Sharon E . Friedler, B.A ., Colby College; Frank H . Durgin, B.A ., St. John’s College; University o f Wisconsin, Language Instructor o f Spanish (part time). 421 Cornell Avenue. M .A ., University o f Pennsylvania; Ph.D., University o f Virginia, Associate Professor of Psychology. 631 Parrish Road. Mark Duzenski, B .S., Trenton State University, Coach and Instructor of Physical Education. Swarthmore College. Richard Eldridge, A .B ., Middlebury College; M .A ., Ph.D., University o f Chicago, Professor o f Philosophy. 423 Harvard Avenue. Raima Evan, B.A ., Radcliffe College, Harvard University; M .A ., Ph.D., University o f Pennsylvania, Visiting Assistant Professor o f English Literature (part time). 501 Harvard Avenue. Erich Carr Everbach, A .B., Harvard College; M .S. in M.E., Ph.D., Yale University, Associate Professor of Engineering. Swarthmore College. Philip J . Everson, B.A ., Pomona College; M .A ., Ph.D., Harvard University, Associate Professor of Statistics. Swarthmore College. Randali L . Exon, B.F.A., Washburn University; M .A ., M.F.A., University of Iowa, Professor o f Studio A rt. 431 Rogers Lane, Wallingford PA 19086. Aya Ezawa, B.A . Sophia University; M .Sc., University of London; Ph.D., University of Illinois, Visiting Assistant Professor of Sociology. Swarthmore College. Marion J . Faber, B .A ., M .A ., University o f California, Berkeley; Ph.D., Harvard University, Professor of German. 234 Benjam in W est Avenue. Kimberly Fedchak, B .A ., Oberlin College; M .A ., Bryn Mawr College, Language Instructor of Russian (part time). Swarthmore College. M.F.A., Southern Methodist University, Stephen Lang Professor of Performing Arts, 522 N. 21st Street, Philadelphia PA 19130 Joan Friedman, B.A ., Hunter College; M .A ., Joel Friedman, D .M .A ., Columbia University, Visiting Assistant Professor of Music (part time). Swarthmore College. William 6 . Gardner, B .A ., Columbia University; M .A ., Ph.D., Stanford University, Assistant Professor of Japanese. Swarthmore College. Kenneth J . Gergen, B.A ., Yale University; Ph.D., Duke University, G il and Frank Mustin Professor o f Psychology. 331 Rogers Lane, Wallingford PA 19086. Farha Ghannam, B.A ., M .A ., Yarmouk University; Ph.D., University o f Texas at Austin, Assistant 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. 224 Cornell Avenue. Jane E . Gillham, B.A ., Princeton University; Ph.D., University of Pennsylvania, Visiting Assistant Professor of Psychology (parrtim e). 631 Parrish Road. Jill Gladstein, B.S., University o f Wisconsin, Madison; M .S.E.D ., University o f Pennsyl­ vania; Ph.D., University of Pennsylvania, Assistant Professor of English Literature and Director of Writing Associates Program. Swarthmore College. Bolores Luis Gmitter, B.A ., St. Francis College; M.Ed., Temple University, Associate in Performance (Dance). Swarthmore College. Stephen S. Golub, B.A ., Williams College; M .A ., Ph.D., Yale University, Professor of Economics. 215 College Avenue. Edward A . Gooding, B.A ., Swarthmore College; M .S., University of New Mexico; Ph.D., University of Pennsylvania, Visiting Assistant Professor o f Chemistry and Biochemistry. 3 28 Park Avenue. K . David Harrison, B.A ., American University; Magister, Jagiellonian University, Poland; M .A ., Ph.D., Yale University; Visiting Assistant Professor of Linguistics. Swarthmore College. BruCO Grant, B .A ., M cG ill University; M.A., John J . HaSSett, B.A ., St. Francis College; Ph.D., R ice University, Associate Professor of Anthropology. Swarthmore College. MA, University o f Pennsylvania, Laboratory Instructor of Biology. Swarthmore College. M .A ., University of Iowa; Ph.D., University of Wisconsin, Susan W. Lippincott Professor of Modem Languages and Literatures (Spanish). 514 S . Providence Road, Wallingford PA 19086. Pat Grass, B.S., Towson University, M .S., West Chester University, Coach and Instructor of Physical Education. Swarthmore College. Douglas Herren, B.F.A., W ichita State University; M.F.A., Louisiana State University, Visiting Assistant Professor of Studio A rt (part tim e). Swarthmore College. Charles M . Grinstead, B.A ., Pomona College; M .A ., Ph.D., University of California, Los Angeles, Professor of Mathematics. 8 W hittier Place. Adam Hertz, B.A ., University o f Redlands; William Gresil J r ., B.S., Allegheny College; Cheryl P. Grood, B.A ., University of Michigan; M .A ., Ph.D., University of Wisconsin, Assistant Professor of Mathematics. Swarthmore College. M.Ed., Temple University, Director of A thletics. Swarthmore College. Sally HCSS, B.A ., Barnard College; M.Phil., Yale University, Associate Professor o f Dance (part time). Swarthmore College. Scott Hibbard, B.A ., University of Colorado; Pennsylvania, Associate Professor of Physics. 629 N. Chester Road. M .A ., Georgetown University; M .S., London School o f Economics and Political Science, Visiting Instructor of Political Science (part time). Swarthmore College. Maria Luisa Guardiola, Licenciada, Universität autonoma de Barcelona; Ph.D., University of Pennsylvania, Associate Professor of Spanish. Swarthmore College. Robinson G . Hollister J r ., B .A ., Amherst College; Ph.D., Stanford University, Joseph W harton Professor of Economics. Swarthmore College. Julie Hagelin, b .a . Pomona College, Ph.D., Raymond F. Hopkins, B .A ., O hio Wesleyan University; M .A ., O hio State University; M .A., Ph.D., Yale University, Richter Professor of Political Science. 308 Ogden Avenue. Carl H. Grossman, B.S., Ph.D., University of University o f New Mexico; Assistant Professor of Biology. Swarthmore College. Donna T. Halley, B.S., University of Delaware, Laboratory Instructor o f Chemistry. 1002 Beech Road, Wallingford PA 19086. Cynthia Perwin Halpern, b .a ., Tulane University; M .A ., London School of Economics; Ph.D., Princeton University, Associate Professor of Political Science. Swarthmore College. Janice Hamer, B.A ., Harvard University; M.M., Westminster Choir College; Ph.D., City University o f New York, Visiting Associate Professor o f Music (part time). Swarthmore College. Jessica Todd Harper, B.A ., Bryn Mawr College; M.F.A., Rochester Institute of Technology, Visiting Assistant Professor of Studio A rt (part time). 819 Dover Road, Wynnewood PA 19096. Steven P. Hopkins, B.A ., M .A ., University of California, Santa Barbara; A .M ., Ph.D., Harvard University, Associate Professor of Religion. 312 S. Chester Road. Betsy Horner, B.S., Bucknell University; M.Div., Andover-Newton Theological School, Laboratory Instructor of Biology (part time). Swarthmore College. Etsuko Hoshino Browne, B .A ., Ph.D., University o f Waterloo, Assistant Professor of Psychology. 606 Ogden Avenue. Kathleen P. Howard, B.A ., Princeton University; Ph.D., Yale University, Associate Professor of Chemistry and Biochemistry. Swarthmore College. 405 Faculty Constance Cain Hungerford, B.A ., Kendall Johnson, B.A ., University of Wellesley College; M .A ., Ph.D., University of California, Berkeley; Provost and Mari S. Michener Professor of A rt History. 410 Dickinson Avenue. Michigan; M .A ., University of Pennsylvania; Ph.D., University o f Pennsylvania, Assistant Professor o f English Literature. Swarthmore College. Nora Johnson, B.A ., University o f California, Los Angeles; M .A ., Ph.D., University of California, Berkeley, Associate Professor of English Literature. Swarthmore College. Thomas J . Hunter, B.S., University of Chicago; Ph.D., Massachusetts Institute of Technology, Associate Professor of Mathematics. Swarthmore College. J . Matthew Hutchison, B.A ., Grinnell College; Ph.D., University of W isconsinMadison, Camille and Henry Dreyfus Fellow in Chemistry and Biochemistry. 915 Harvard Avenue, Apartment 1205, Swarthmore PA 19081. Virginia M . Indivero, B.S., Elizabethtown College; M .S., Villanova University, Lecturer o f Chemistry and Biochemistry. 2915 Wakefield Drive, Holmes PA 19043. Charles L . James, B.S., State University of New York at New Paltz; M .S., State University of New York at Albany, Sara Lawrence Lightfoot Professor of English Literature. 402 Laurel Lane, Wallingford PA 19086. Philip N . Jefferson, B .A ., Vassar College; M .A ., Ph.D., University of Virginia, Associate Professor o f Economics. 625 Elm Avenue. John B . Jenkins, B .S., M .S., U tah State University; Ph.D., University of California, Los Angeles, Isaac H. Clothier Jr. Professor of Biology. 3 30 Cornell Avenue. Eric L .N . Jensen, B.A ., Carleton College; M .S., Ph.D., University o f Wisconsin, Associate Professor of Astronomy. Swarthmore College. YOShikO JO , B.A ., Seiwa College, Nishinomiya, Japan; B .A ., N orth Central College, Illinois; M .A ., University of Illinois at Urbana-Champaign. Language Instructor o f Japanese (part tim e). 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. Pieter M . Judson, B .A ., Swarthmore College; M .A ., Ph.D., Columbia University, Professor o f History and Chair. 1108 Spruce Street, Apartment 2F, Philadelphia PA 19107. Edward T. Kako, B .A ., Brown University; M .A ., Ph.D., University o f Pennsylvania, Assistant Professor of Psychology. 230 W. Albemarle Avenue, Lansdowne PA 19050. Wol A Kang, B.A ., Fu-Jen Catholic Univer­ sity, Taipei, Taiwan; M .A ., Peking University, Beijing, China, Language Instructor of Chinese (part time). Swarthmore College. Tracy Kay, B.S., St. Lawrence University; M.F.S., Yale University School of Forestry and Environmental Studies, Visiting Assistant Professor of Educational Studies (part time). Jennie Keith, B.A ., Pomona College; M .A ., Ph.D., Northwestern University, Centennial Professor of Anthropology and Director of the Eugene M. Lang Center for Civic and Social Responsibility. Swarthmore College. Charles F. Kelemen, B.A ., Valparaiso University; Ph.D., Pennsylvania State University, Professor of Computer Science, Edward Hicks Magill Professor of Math and Natural Science. 776 Hillview Road, Malvern PA 19355. Deborah G . Kemler Nelson, B .A ., M .A ., Ph.D., Brown University, Centennial Professor of Psychology. 211 Benjamin West. Avenue. Mary K . Kenney, A .B., Chestnut Hill College; M .A ., Villanova University, Language Instructor o f Spanish (part tim e). Swarthmore College. Jean J . Kim, B.A ., Binghamton University; M .S., University of Texas at Austin; M.A., Cornell University; Visiting Assistant Professor of History (part tim e). Swarthmore College. Mary Ann Klassen, B.A ., Agnes Scott College; M .S., University of Wyoming, Lecturer o f Physics and Astronomy. Swarthmore College. 406 I I Eugene A . Klotz, B.S., A ntioch College; Ph.D., Yale University, Albert and Edna Pownall Buffington Professor o f Mathematics. 735 Yale Avenue. Gerald Levinson, B .A., University of Haili Kong, ! T.A ., People’s University, Lillian M . L i, A .B ., Radcliffe College; A .M ., Beijing; Ph.D., University of Colorado at Boulder, Associate Professor o f Chinese. 1 Swarthmore College. 1 Lisa KrauS, B.A ., Bennington College, I Associate in Performance (Dance), Swarthmore College. Robin Kucharczyk, B .A., Douglass College, I Rutgers University; Ph.D., Yale University, Visiting Assistant Professor of Chemistry and Biochemistry. 4 16 N . Chester Road, Apartment 3, Swarthmore PA 19081. Scott Kugle, B.A ., Swarthmore College; | Ph.D., Duke University, Assistant Professor I of Religion, Swarthmore College. I Allen Kuharski, B.A ., University of I I I Wisconsin-Madison; M .A ., Ph.D., University of California, Berkeley, Associate Professor of Theater. 317 N. 35th Street, Philadelphia PA 19104. Mark Kuperberg, B.A ., Amherst College: M.A., Ph.D., Massachusetts Institute of Technology, Professor of Economics. 147 Park Avenue. Benjamin A . Kuperman, B .S., Jniversity I I Pennsylvania; M .A ., Ph.D., University of Chicago, Jane Lang Professor o f Music. 307 Maple Avenue. Ph.D., Harvard University, Professor of History. 308 Chestnut Avenue. Fang Ju Lin, Bachelor of Veterinary Medicine, National Taiwan University; Ph.D., Thomas Jefferson University, Visiting Assis­ tant Professor of Biology. Swarthmore College. Margaret Linn, B.S., M.Ed., University of Pittsburgh; Ph.D., University of Pennsylvania, Visiting Assistant Professor of Educational Studies (part time). Swarthmore College. Jeremy Loomis, B.A ., University of Maryland, M .S., Miami University, M .B.A ., University o f Maryland, C oach and Instructor of Physical Education. Swarthmore College. Amy E . Lorion, B.A ., University of New Hampshire; M .A ., Temple University; Ph.D., University o f North Carolina at Chapel Hill, Visiting Assistant Professor of Religion (part time). Swarthmore College. Tamsin Lorraine, B .A ., Middlebury College; Ph.D., University of Massachusetts, Associate Professor of Philosophy. 314 N. Providence Road, Wallingford PA 19086. Jose-Luis Machado, B.S., Universidad of Toledo; M .S., Purdue University, Visiting Instructor of Computer Science. Swarthmore College. de Los Andes, Bogota; M .S., University of Vermont; Ph.D., University o f Minnesota, Assistant Professor of Biology. Swarthmore College. James R . Kurth, B .A ., Stanford University; Milton R . Machuca, Licenciatura in M.A., Ph.D., Harvard University, Claude C. Smith Professor of Political Science. 100 Rutgers Avenue. Psychology, Universidad Centroamericana, San Salvador, El Salvador; M .A ., Ph.D., Temple University, Visiting Assistant Professor of Spanish and Anthropology. Swarthmore College. Harleigh Leach, B.A ., Trinity College; M .S., | Smith College, Coach and Instructor of Physical Education. Swarthmore College. Grace M . Ledbetter, B.A ., Bryn Mawr I College; M. A ., University o f Virginia; Ph.D., Cornell University, Associate Professor of Classics and Philosophy. 241 Rutgers Avenue. Carolyn Lesjak, B.A ., 5 warthmore College; M.A., Duke University; Ph.D., Duke | University, Associate Professor of English Literature. 219 St. Mark’s Square, Philadelphia PA 19104. Nelson A . Macken, B.S., Case Institute of Technology; Ph.D., University of Delaware. Howard N. and Ada J. Eavenson Professorship in Engineering. 250 Haverford Avenue. Ellen B . Magenheim, B.A ., University of Rochester; M .A ., Ph.D., University of Maryland, Professor of Economics. Swarthmore College. James Magruder, B.A ., Cornell University; M .A ., M.F.A., D.F.A., Yale University, Visiting Assistant Professor o f Theater (part time). Swarthmore College. 407 Faculty Jonathan Hart Makwaia, Certificate, Roy Hart Centre, Visiting Instrustor of Theater (part time). Swarthmore College. Bakirathi Mani, B.S.F.S., Georgetown University; M .A., Jawaharlal Nehru University; Ph.D., Stanford University, Assistant Professor of English Literature. Swarthmore College. Aryani Manring, B .A ., Swarthmore College, Associate in Performance (Dance). Swarthmore College. Jeanne Marecek, B.S., Loyola University; Ph.D., Yale University, W illiam R . Kenan Jr. Professor of Psychology. 325 S. Monroe Street, Media PA 19063. Michael Marissen, B.A ., Calvin College; Ph.D., Brandeis University, Daniel Underhill Professor o f Music. 915 Harvard Avenue, Apartment 1100. Jocelyne Mattei-Noveral, B.S., Orsay University, Laboratory Instructor o f Biology. Swarthmore College. Stephen B . Maurer, B .A ., Swarthmore College; M .A ., Ph.D., Princeton University, Professor of Mathematics. 206 Benjamin West Avenue. Bruce A . Maxwell, B.A ., B.S., Swarthmore College; M.Phil, Cambridge University; Ph.D., Carnegie M ellon University, Associate Professor of Engineering. 951 Beatty Road, Springfield PA 19064. Aly AhmadOU Mbaye, License and Maîtrise, Cheikh A nta Diop University o f Dakar; Doctorat, Centre d’Etudes et de Recherches pour le Développement International, University of Clermont-Ferrand, France; Agrégation, Conseil Africain et Malgache de l’Enseignement Supérieur, Cornell Visiting Professor of Economics. Swarthmore College. Arthur E . McGarity, B.S., Trinity University; M .S.E., Ph.D., Johns Hopkins University, Henry C . and J. Archer Turner Professor of Engineering. 135 Rutgers Avenue. Erin B . Mae, B.A ., Harvard University; M .A ., Ph.D., New York University. Assistant Professor of Theater. 2 Crum Ledge Lane. Lisa Meedan, B.A ., Grinnell College; M .S., Ph.D., Indiana University, Associate Professor of Computer Science. 12 Shepherds Lane, Wallingford PA 19086. Bachel A . Merz, B.A ., Western New Mexico University; M .S., University of Florida; Ph.D., University of Chicago, Professor of Biology. 401 Dickinson Avenue. Brian A . Meunier, B.F.A., University of Massachusetts-Amherst; M.F.A., Tyler School o f A rt, Temple University, Professor of Studio A rt and Studio A rt Coordinator. Swarthmore College. Janine Mileaf, B.A ., Wesleyan University; M .A ., Ph.D., University of Pennsylvania, Assistant Professor of A rt History. Swarthmore College. Barbara Milewski, 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. Miller, A .B., Princeton Univer­ sity; Ph.D., Harvard University, Assistant Professor of Chemistry and Biochemistry. Swarthmore College. Lynne A . Molter, B.S., B.A ., Swarthmore College; S.M ., Sc.D ., Massachusetts Institute of Technology, Professor of Engineering. Swarthmore College. Thomas J . Morton, B.A ., Pennsylvania State University; Ph.D., University of Pennsylvania, Visiting Assistant Professor of A rt History. Swarthmore College. c.w. Frank A . Moscatelli, B.S., Post College; M .S., Ph.D., New York University, Professor of Physics. 401 Rogers Lane, Wallingford PA 19086. , George Moskos, B.A ., Davidson College; M .A ., Ph.D., University of W isconsirtMadison, Professor of French, James C. Hormel Professor in Social Justice. 730 Yale Avenue. Michael L . Mullan, B.A ., University of California, Berkeley; M.Ed., Temple University; Ph.D., University of Delaware, Professor of Physical Education. Swarthmore College. BrauliO Munoz, B .A ., University of Rhode Island; M .A ., Ph.D., University of Pennsylvania, Eugene M. Lang Research Professor of Sociology. 500 Harvard Avenue. Rosaria V. Munson, Laurea in Lettere Classiche, Università degli Studi, Milano; Ph.D., University of Pennsylvania, Professor of Classics. Swarthmore College. Jeffrey S. Murer, B.A ., University of Wisconsin; Ph.D., University of Illinois at Chicago, Assistant Professor of Political Science. Swarthmore College. James Murphy, B.A ., State University of New York at Albany, Visiting Instructor of Theater (part time). Swarthmore College. Marjorie Murphy, B.A ., Jersey City State College; M .A ., San Jose State University; Ph.D., University o f California, Davis, Professor o f History. Swarthmore College. Carol Nackenoff, A .B., Sm ith College; M. A., Ph.D., University of Chicago, Professor of Political Science. 302 S . Chester Road. C. Kemal Nance, 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. 226 Park Avenue. Carole Netter, Maitrisse and DEA, University of Paris, Language Instructor o f French (part time). Swarthmore College. Ursula Neuerburg-Denzer, B.A ., Freie Universität; M .A ., New York University, Instructor o f Theater. 20 Oberlin Avenue. Tia Newhall, B.S.-SED , M .S., Ph.D., University o f Wisconsin-Madison, Assistant Professor o f Computer Science. 5 Crum Ledge. Hans F. Oberdiek, B .S. Ph.D., University of Wisconsin, Henry C . and Charlotte Turner Professor of Philosophy. 4 10 Dickinson Avenue. Stephen A . O’ Connell, A .B ., Oberlin College; Ph.D., Massachusetts Institute of Technology, Professor of Economics. 509 Harvard Avenue. Virginia Adams O’Connell, B.A., Haverford College; M .A., Ph.D., University of Pennsylvania, Visiting Assistant Professor of Sociology. 509 Harvard Avenue. Lisle Olesker, B .A ., A ntioch College; M.F.A., New York University, Visiting Assistant Professor o f Theater (part time). Swarthmore College. Frederick L . Orthlieb, B .S. M S ., Massachusetts Institute of Technology; Ph.D., Carnegie Mellon University, Professor of Engineering. T h e Isaiah V. Williamson Chair of Civil and Mechanical Engineering. 13 Green Valley Road, Wallingford PA 19086. Jeannine Osayande, Associate in Performance (Dance). Swarthmore College. Robert S . Paley, B.S., M cG ill University; M .S., Ph.D., University o f Michigan, Associate Professor of Chemistry and Biochemistry. 602 Elm Avenue. Robert F. Pasternack, B.A ., Ph.D., Cornell University, Edmund A llen Professor of Chemistry and Biochemistry. 800 Avondale Road, Wallingford PA 19086. Michael A . Pesenson, B.A ., University of Pennsylvania; Ph.D., Yale University, Assistant Professor o f Russian. Swarthmore College. Mary Phelan, B .S., College o f Saint Rose; M. A ., University of Wisconsin, Visiting Assistant Professor of Studio A rt (part time). Swarthmore College. Steven I. Piker, B.A ., Reed College; Ph.D., University o f Washington, Professor of Anthropology. 125 Rutgers Avenue. Michael J . Piovoso, B.S., University of Delaware; M .S.E.E., University o f Michigan; Ph.D., University of Delaware, Visiting Associate Professor o f Engineering. Swarthmore College. Elke Plaxton, B.A ., Brigham Young University; M .A ., University of Colorado, Language Instructor of German (part time). 2022 Brandywine Street, Philadelphia PA 19103. Helen Plotkin, B.A ., Swarthmore College; M .A ., University of Michigan, Visiting Instructor of Religion (part time). Swarthmore College. Emily R . Proctor, A .B ., Bowdoin College; A .M ., Ph.D., Dartmouth College, Visiting Assistant Professor o f Mathematics. Swarthmore College. Colin Purrington, B .A ., Reed College; Ph.D., Brown University, Associate Professor of Biology. Swarthmore College. Paul R . Rablen, B.A ., Haverford College; M .A ., Columbia University; Ph.D., Yale University, Associate Professor of Chemistry and Biochemistry. 404 Elm Avenue. Charles Raff, B.A ., University of Rochester; M .A . and Ph.D., Brown University, Professor of Philosophy. 214 Rutgers Avenue. 409 Faculty Eric Raimy, B.A ., University of Toronto; Mary E . Roth, B.A ., Kenyon College; Ph.D., Ph.D., University of Delaware, Visiting Assistant Professor of Linguistics (part time). 4 6 Julie Lane, Newark DE 19711. Massachusetts Institute of Technology, Lecturer of Chemistry and Biochemistry and Director of Introductory Laboratories. 119 Chapel Hill Drive, Newark DE 19711. Keith Reeves, B.A ., Swarthmore College; Ph.D., University of Michigan, Associate Professor of Political Science. 308 S. Chester Road. Patricia L . Reilly, B .A ., University of California; M .A ., Bryn Mawr College; Ph.D., University of California, Assistant Professor of A rt History. Swarthmore College. Michele Reimer, B .A ., Yale University; M .S.W ., Sm ith College School for Social Work; Ph.D., Temple University, Visiting Assistant Professor of Psychology (part time). 522 Valley View Road, Merion Station PA 19066. Celia R . Reisman, B.F.A., Carnegie Mellon University; M .EA ., Yale University, Assistant Professor of Studio A rt (part tim e). 49 Merbrook Lane, Merion Station PA 19066. K. Ann Renninger, B.A ., University of Pennsylvania; M .A ., Ph.D., Bryn Mawr College, Professor of Education. 20 President Avenue, Rutledge PA 19070. Micheline Rice-Maximin, 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. 525 Elm Avenue. Rarbara Riebling, B.A ., University of Penn­ sylvania; M .A ., University o f Pennsylvania; Ph.D., University of Pennsylvania, Visiting Associate Professor of English Literature (part tim e). Swarthmore College. Richard L . Rubin, A .B., Brown University; M .A ., Ph.D., Columbia University, Professor of Political Science and Public Policy (part time). Swarthmore College. Mario Ruiz, B .A ., Occidental College; M.A., Harvard University; M .A ., University of Michigan, Visiting Assistant Professor of History and Minority Scholar-in-Residence. Swarthmore College. Bernard Saffran, B .A ., City College of New York; Ph.D., University of Minnesota, Franklin and Betty Barr Professor of Economics. 201 Garrett Avenue. Peter J . Schmidt, B.A ., Oberlin College; M .A ., Ph.D., University o f Virginia, Professor of English Literature. 606 Elm Avenue.' Allen M . Schneider, B.S., Trinity College; Ph.D., Indiana University, Centennial Professor o f Psychology. 608 Elm Avenue. Susan Schomburg, A .B ., Wellesley College; M .A ., Ph.D., Harvard University, Visiting Assistant Professor of Religion, 404 Elm Avenue. Prudence G . Schran, B .S., University of Maine; M .A ., W est Chester University, Lecturer of Physics and Astronomy. Swarthmore College. Richard Schuldenfrei, B.A ., M.A., University of Pennsylvania; Ph.D., University of Pittsburgh, Professor of Philosophy. 19 W hite Pine Lane, Rose Valley PA 19065. Marina Rojavin, B .A ., Ukrainian Publishing Barry Schwartz, B.A ., New York University; Institute, Kiev, Ukraine; Ph.D., A . Potebnia Institute for Linguistics, National Academy of Sciences of Ukraine, Kiev, Ukraine, Visiting Assistant Professor of Russian. Swarthmore College. Rarbara Romaine, B.A ., M .A ., University of Massachusetts at Amherst, Visiting Instructor o f Arabic in Religion (part tim e). Swarthmore College. Ellen M . Ross, B.A ., Princeton University; M .A ., Ph.D., University o f Chicago, Associate Professor o f Religion. 604 Elm Avenue. M .A ., Ph.D., University of Pennsylvania, Dorwin P. Cartwright Professor o f Social Theory and Social A ction. 279 S. Fifth Street, Philadelphia PA 19106. 410 Peggy Ann Seiden, B.A ., Colby College; M .A ., University o f Toronto; M .L.I.S., Rutgers University, College Librarian. Swarthmore College. Joanne Mira Seo, B.A ., Swarthmore College; M .A ., Princeton University. Visiting Instructor o f Classics. Swarthmore College. Helene Shapiro, B.A ., Kenyon College; Ph.D., California Institute o f Technology, Professor o f Mathematics. Swarthmore College. Kenneth 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. 521 Elm Avenue. Maiheng Shen Dietrich, B.A ., Beijing Languages Institute; M .A ., Ph.D., University of Minnesota. Visiting Assistant Professor of Chinese. Swarthmore College. Jon Sherman, B.A ., Temple University, Associate in Performance (Dance). Swarthmore College. Adrienne Shibles, B .A., Bates College; M .S., Smith College, Associate Professor of Physical Education. Swarthmore College. Don H . Shimamoto, B.S., Stanford University; M .A ., Ph.D., Brandeis University, Associate Professor o f Mathematics. Swarth­ more College. Faruq M .A . Siddiqui, B.S., Bangladesh University of Engineering and Technology; M.S., Ph.D., University of Pittsburgh, Professor o f Engineering. 3 0 Waterford Way, Wallingford PA 19086. Sunka Simon, 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. 15 W hite Pine Lane, Media PA 19063. Lee A . Smithey, B .A ., Emory University; M.A., Ph.D., University of Texas at Austin, Assistant Professor of Sociology. Swarthmore College. ¡ I Lisa Smulyan, B.A ., Swarthmore College; M.A.T., Brown University; Ed.D., Harvard Graduate School of Education, Professor of Education. 3 5 0 Vassar Avenue. Lori Sonntag, B .A ., Mount Holyoke College, Laboratory Instructor o f Chemistry and Biochemistry. Swarthmore College. Kirsten E . Speidel, B.A ., Oberlin College; M.A., Johns Hopkins University, Language Instructor of Chinese (part time). Swarthmore College. Leah Stein, B.A ., Wesleyan University, Associate in Performance (Dance). Swarthmore College. Thomas A . Stephenson, B.S., Furman University; Ph.D., University o f Chicago, Professor o f Chemistry and Biochemistry. 737 Harvard Avenue. i Nyoman Suadin, Associate in Performance (Music and Dance). Swarthmore College. Atsuko Sllda, B .A ., Obirin University, Tokyo, Japan; M .A ., University o f Arizona, Language Instructor o f Japanese (part tim e). Swarthmore College. Jeffrey Sugg, B.A ., Swarthmore College, Visiting Instructor o f Theater (part time). Swarthmore College. Goidana Svilar, B.F.A., University of Zagreb; M.F.A., New York University, Visiting Assistant Professor of Theater (part time). Swarthmore College. Kari Swingle, B.A . M .A ., University of Minnesota, Instructor o f Linguistics (part time). 1511A Wallingford Road, Springfield PA 19064. Janet C . Talvacchia, A .B ., M .A ., Bryn Mawr College; Ph.D., University of Pennsylvania, Professor of Mathematics. Swarthmore College. Eva F. Travers, B.A ., Connecticut College; M .A ., Ed.D., Harvard University, Professor of Education. 416 Park Avenue. William N . Turpin, M .A ., University o f St. Andrews; M .A ., University of Toronto; Ph.D., Cambridge University, Professor o f Classics. 7 Sylvan Avenue, Rutledge PA 19070. Richard Valelly, B .A ., Swarthmore College; Ph.D., Harvard University, Professor of Political Science. Swarthmore College. Thumas Valente, B .S., Montana State University, Laboratory Instructor o f Biology. Swarthmore College. Elizabeth A . Vallen, B .A ., Case Western Reserve University; Ph.D., Princeton University, Associate Professor of Biology. Swarthmore College. Patricia Vargas, M .A ., Inca Garcilaso de la Vega University, Lima, Peru, Language Instructor o f Spanish (part time). Swarthmore College. 411 Faculty Amy Cheng Vollmer, B.A., W illiam Marsh Tyrene White, B .A ., Middle Tennessee State R ice University; Ph.D., University of Illinois, Professor o f Biology. Swarthmore College. University; M .A ., Ph.D., O hio State University, Associate Professor of Political Science. 4 W hittier Place. Eric Wagner, B.A ., Connecticut College; Coach and Instructor of Physical Education. Swarthmore College. Rnbin E . Wagner-Pacifici, B.A., Brown University; M .A ., Ph.D., University of Pennsylvania, Professor of Sociology. 303 Elm Avenue. Mark I. Wallace, B.A ., University of California at Santa Barbara; M. Div., Princeton Theological Seminary; Ph.D., University o f Chicago, Associate Professor of Religion. 6 04 Elm Avenue. Steve C . Wang, B .s. Cornell University; M .S., Ph.D., University of Chicago, Assistant Professor of Statistics. Swarthmore College. Andrew H . Ward, A .B., Harvard University; Ph.D., Stanford University, Associate Professor o f Psychology. Strath Haven Condominiums, 801 Yale Avenue. Martin 0 . Warner, B .A ., University of North Carolina at Chapel Hill; M .A ., Duke University, Registrar. Swarthmore College. Rnbert E . Weinberg, B .s., Cornell University; M .A ., Indiana University; Ph.D., University of California, Berkeley, Professor of History. 9 40 Harvard Avenue. Philip M . Weinstein, B .A ., Princeton University; M .A ., Ph.D., Harvard University, Alexander Griswold Cummins Professor of English Literature. 510 Ogden Avenue. Sasha Welsh, B .A ., Swarthmore College, M.F.A., Temple University, Associate in Performance (Dance). Swarthmore College. Stephen Welsh, B.A ., Swarthmore College; M.F.A., Temple University, Associate in Performance (Dance). Swarthmore College. Hansjaknb Werlen, M .A ., University of Notre Dame; Ph.D., Stanford University, Professor o f German. 515 Elm Avenue. Larry E . Westphal, B .A ., Occidental College; Ph.D., Harvard University, J. Archer and Helen C . Turner Professor of Economics. Swarthmore College. Patricia White, B .A ., Yale University; Ph.D., University o f California, Santa Cruz, Associate Professor o f English Literature. Swarthmore College. Thomas Whitman, B.A ., Swarthmore College; Ph.D., University of Pennsylvania, Associate Professor of Music. Swarthmore College. Richard Wicentowski, B.S., Rutgers College, Rutgers University; M .S., University of Pittsburgh; Ph.D., Johns Hopkins University, Assistant Professor o f Computer Science. Swarthmore College. Kelly Wilcox, B .A ., Swarthmore College, Coach/Instructor o f Physical Education. Swarthmore College. Alexander Williams, B .A ., Princeton University, Visiting Instructor of Linguistics. Swarthmore College. Robert E . Williams, B.S., Delaware State College; M .S., Rutgers University, Marian Snyder Ware Professor of Physical Education and A thletics. 507 Oak Crest Lane, Wallingford PA 19086. Craig Williamson, B •A., Stanford University; M .A ., Harvard University; Ph.D., University o f Pennsylvania, Professor o f English Literature. 501 Harvard Avenue. Sarah Willie, B.A ., Haverford College; M.A., Ph.D., Northwestern University, Associate Professor of Sociology. Swarthmore College. Lee Wimberly, B.A. Stanford University; J.D ., University o f California at Berkeley, Professor o f Physical Education. Swarthmore College. James S . Wiseman, B.S., Massachusetts Institute o f Technology; M .S., Ph.D., Northwestern University, Visiting Assistant Professor o f Mathematics. Swarthmore College. Sujane Wu, B .A ., Soochow University, Taipei, Taiwan; M .A ., Ph.D., University of Wisconsin—Madison, Assistant Professor of Chinese. Swarthmore College. Carina Ycrvasi, B.A ., Hofstra University; Ph.D., City University of New York, Assistant Professor of French. Swarthmore College. Divisions and Departments 1 I. D IVISIO N O F T H E H U M A N ITIES Nora Johnson, Chair ,, ir . I heodore B. re m a ld , C h air Mathematics and Statistics Stephen B. Maurer, Chair Art Philosophy Brian A . Meunier, Chair Richard Eldridge, Chair Asian Studies Physics and Astronomy Haili Kong, Chair Amy L.R. Bug, Chair Classics Psychology Rosaria V. Munson, Chair Frank H. Durgin, Chair English Literature Peter J. Schmidt, Chair History Pieter M. Judson, Chair Mathematics and Statistics Stephen B. Maurer, Chair Modern Languages and Literatures John J. Hassett, Chair Music and Dance Michael Marissen, Chair Sharon E. Friedler, Director o f Dance Kim D. Arrow, Acting Co-Director of Dance Sally Hess, A cting Co-Director of Dance Philosophy Richard Eldridge, Chair Psychology Frank H. Durgin, Chair Religion Steven P. Hopkins, A cting Chair Theater Allen Kuharski, Chair III. D IVISIO N O F T H E SO C IA L SC IEN C ES Robert E. Weinberg, Chair Economics John P. Caskey, Chair Educational Studies Lisa Smulyan, Chair Engineering Erik Cheever, Chair History Pieter M. Judson, Chair Linguistics Theodore B. Femald, Chair Mathematics and Statistics Stephen B. Maurer, Chair Philosophy Richard Eldridge, Chair Political Science Tyrene W hite, Chair Psychology Frank H. Durgin, Chair II. D IVISIO N O F T H E N A TU RA L SC IEN CES A N D ENGINEERING Janet C . Talvacchia, Chair Sociology and Anthropology Robin Wagner-Pacifici, A cting Chair Biology interdisciplinary Programs Amy Cheng Vollmer, Chair Braulio Muftoz Chemistry and Biochemistry Paul R. Rablen, Chair Computer Science (Program) Rose MaiO, Administrative Coordinator for Charles F. Kelemen, Chair the Divisions o f Humanities, Social Sciences, and Natural Sciences and Engineering Engineering Erik Cheever, Chair 413 Faculty Standing C om m ittees of the Faculty Academic Requirements Committee on Faculty Procedures Computing Services Cooper Council on Educational Policy Special Assignments Ad Hoc Task Force on Documented Disabilities Crum Woods Land-Use Planning Committee Parrish Renovation Committee Residence Hall Committee Curriculum Committee Fellowships and Prizes Foreign Study Health Sciences Advisory Library Physical Education and Athletics Promotion and Tenure Research Ethics Programs and C oncentrations Asian Studies Black Studies Cognitive Science Comparative Literature Educational Studies Environmental Studies O th er C om m ittees W ith Faculty Representation Ad Hoc Committee on Americans W ith Disabilities A ct Planning Film and Media Studies Francophone Studies German Studies Interpretation Theory Advisory Council to the Dean Latin American Studies Advisory Council to the Dean of Admissions Medieval Studies Advisory Council to Physical Education and Athletics Peace and Conflict Studies Advisory Council to the Vice President for Facilities and Services Women’s Studies Animal Use and Care College Budget Committee College Judiciary Committee Community Services Advisory Board Cultural Diversity Equal Opportunity Advisory Committee Faculty and Staff Benefits Honorary Degrees Lang Scholarship Sager Swarthmore Foundation 414 Public Policy Administration ADMINISTRATIVE DIVISIONS O ffice of the President President Vice President for College and Community Relations and Executive Assistant to the President Equal Opportunity Office Lang Center for Civic and Social Responsibility O ffice of the Provost Associate Provost Executive Assistant to the Provost Center for Social and Policy Studies Foreign Study Office Information Technology Services Media Services Libraries Cornell Science and Engineering Library Friends Historical Library M cCabe Library Swarthmore College Peace Collection Underhill Music Library Physical Education and Athletics Office of the Vice President for Finance and Treasurer Controller Bursar Business Office Office Services Student Accounts Institutional Research Investment Office Office of the D ean of Admissions and Financial Aid Admissions Financial Aid Office of the D ean of the College Associate Dean for Academic Affairs Associate Dean for Multicultural Affairs Associate Dean for Student Life Academic Support Black Cultural Center Career Services Disability Services Fellowships and Prizes Gender Education Health Sciences Office Health Services Intercultural Center Psychological Services Registrar’s Office Residential Life Student Activities O ffice of the Vice President for Administration Bookstore Dining Services Facilities Management Environmental Services Grounds Maintenance Planning and Construction Lang Performing Arts Center Occupational and Environmental Safety Post Office Public Safety Risk Management Scott Arboretum Summer Programs O ffice of the Vice President for Alumni, Development, and Public Relations Advancement Operations Advancement Information Systems Alumni and G ift Records Research Alumni Relations Development Annual Giving Capital Giving Corporate, Foundation, and Government Relations Planned Giving News and Information Parent Programs Publications Stewardship O ffice of the Associate Vice President for Human Resources Human Resources Payroll 415 Administration Alfred H . Bloom, B .A ., Princeton University; Ph.D., Harvard University, President and Professor o f Psychology and Linguistics. Constance Cain Hungerford, B .A ., Wellesley College; M .A ., Ph.D., University o f Califomia-Berkeley, Provost and Mari S. M ichener Professor o f A rt History. Maurice G . Eldridge, B .A ., Swarthmore College; M.Ed., University o f Massachusetts, Vice President for College and Community Relations and Executive Assistant to the President. Laura Moreno, Social Coordinator. Laura K . Warren, Executive Coordinator. Suzanne P. Welsh, B .A ., B .S., University o f Delaware; M .B.A ., University of Pennsylvania, Vice President for Finance and Treasurer. James L . Bock III, B.A ., Swarthmore College; M.Ed., University o f Virginia, Dean o f Admissions and Financial Aid. Maurice G . Eldridge, B .A ., Swarthmore College; M.Ed., University o f Massachusetts, Vice President for College and Community Relations and Executive Assistant to the President. Robert J . Gross, B .A ., Swarthmore College; M .S.S., Bryn Mawr College Graduate School o f Social W ork; M .A .T., Ed.D., Harvard University, Dean o f the College. Lawrence M . Schall, B .A ., Swarthmore College; J.D ., Ed.D., University of Pennsylvania, Vice President of Administration. Dan C . West, B .A ., Austin College; B.D., U nion Theological Seminary in Virginia; D.Div., Vanderbilt University; Ed.D., Harvard University, Vice President for Alumni, Development, and Public Relations. Melanie Young, B .A ., Michigan State University; M .C ., Arizona State University, Associate Vice President for Human Resources. PRESIDENT’S OFFICE Alfred H. Bloom, B .A ., Princeton University; Ph.D., Harvard University, President and Professor o f Psychology and Linguistics. 416 PROVOST’S OFFICE Constance Cain Hungerford, B.A ., Wellesley College; M .A ., Ph.D., University of Califom ia-Berkeley, Provost and Mari S. Michener Professor o f A rt History. Ellen B . Magenheim, B.A ., University of Rochester; M .A ., Ph.D., University of Maryland, Associate Provost and Professor of Economics. Marcia C . Brown, B .A ., Villanova University; M.Ed., University of Pennsylvania, Executive Assistant to the Provost. Cathy Pescatore, Administrative Coordinator. Joanne Kimpel, Administrative Coordinator. DEAN’S OFFICE Robert J . Gross, B .A ., Swarthmore College; M .S.S., Bryn Mawr College Graduate School o f Social Work; M .A .T., Ed.D., Harvard University, Dean of the College. Joy Charlton, B .A ., University of Virginia; M .A . and Ph.D., Northwestern University, Associate Dean for Academic Affairs. Darryl M . Smaw, B .S., Delaware State College; M.Div., Crozer Theological Seminary; M .T h., Colgate Rochester/Bexley Hall/Crozer; Ed.M., Harvard University; Ed.D., Harvard University, Associate Dean for Multicultural Affairs. Rafael Zapata, B .A ., Iona College, M .A ., Arizona State University, Assistant Dean of the College and Director o f the Intercultural Center. Timothy E . Sams, B .A ., U nion College; M. A ., State University o f New York at Albany, Assistant Dean of the College and Director o f the Black Cultural Center. Kennon L . Dick, B. A ., College o f W illiam and Mary; M .A ., Drexel University, Associate Dean of Admissions. Jason Caldwell, B .A ., Swarthmore College, Gloria Carey Evans, B .A ., Western Admissions Counselor. Washington College o f Education; M .S., University of W ashington; Ph.D., Stanford University, Adviser to International Students. David Kaczorowski, B.A ., Swarthmore College, Admissions Counselor. Myrt Westphal, A .B ., Occidental College; Ed.M., Boston University, Associate Dean for Student Life. Karen M . Henry, B .A ., Swarthmore College; M .S.S., Bryn Mawr College Graduate School of Social W ork; Ph.D., Temple University, Assistant Dean o f the College and Gender Education Adviser. Angela “ Gigi” Simeone, A .B., Wellesley College; Ed.M., Boston University; Ph.D., University of Pennsylvania, Health Sciences Adviser and Prelaw Adviser. Jenny H. Yim , B .A ., Virginia Polytechnic Institute and State University, M .A ., Ball State University, Coordinator o f Student Activities. Wallace Ann Ayres, B .A ., Swarthmore College; Ed.M., Harvard University, Admissions Officer. Margaret T. Kingham, B .A ., Mary Washington College, Admissions Officer. Rhoni Ryan, B .S., Villanova University, Admissions Information Specialist. Yvetta M oat, Administrative Coordinator. Bernadette Carroll; Catherine Custer, B .S., Lockhaven University; Maureen McKeon; Dianna Mullen, B .S., Millersville University; M .A ., W est Chester University; Janet Sadler; Diane Stasiunas; Susan Wallace, Administrative Assistants. Arlene K . Mooshian, B.S., W est Chester University; Jeanette Richardson, B.S., Monique Bourque, B .A ., M ontana State University; M .A . and Ph.D., University of Delaware, Fellowships and Prizes Adviser. Drexel University, Receptionists. Karin A . Carter, A .B ., Bryn Mawr College; ALUM NI, DEVELOPM ENT, AND PUBLIC RELATIONS M.Ed., Temple University, Director, Office of Learning Resources and the Student Academic M entor Program. Patricia A . Coyne, Administrative Coordinator. Terri Borgese; Bernadette Bunning; Barbara Hirshfeld, A .B., Cornell University; Ruthanne Krauss; Devonia “ Bonnie” Lytle; Joanna K . Nealon, A .B., Immaculata College; Biane E . Watson, Administrative Assistants. Dan C . West, B .A ., A ustin College; B.D., U nion Theological Seminary in Virginia; D.Div., Vanderbilt University; Ed.D., Harvard University, Vice President for Alumni, Development, and Public Relations. Connie Baxter, Administrative Coordinator. D evelopm ent Dennis Archey, A .A ., University of Maryland, Administrative Assistant. ABMISSIONS OFFICE James L . Bock III, B .A ., Swarthmore College; M.Ed., University of Virginia, Dean of Admissions and Financial Aid. Sheila L . Baisden, B .A ., Lafayette College, Director of Admissions. 417 Administration P a ren ts an d S tew ard sh ip P rogram s Susan Lathrop, B.A ., Wellesley College; Susan H . Levin, B .A ., W heaton College; M.Ed., Sm ith College; B .S., University of Delaware, Associate Director. M .A ., University o f Pennsylvania, Director. Donna Madel, Associate Director. Tarsia Duff; Nancy Kane, B .A ., Eastern University, Administrative Assistants. A n n u al Q iving Patricia A . Laws, B .A ., Lehigh University, Director. Mary Beth Mills, B.A ., Pennsylvania State University; M .S., Drexel University, Associate Director. Craig Waltman, B .A ., Elizabethtown College, Associate Director. Mary Claire Dismukes, B.A ., University of South Carolina, Assistant Director. Deborah J . Mulligan, Administrative Assistant. C o rp orate, F ou n d atio n , an d Q ov em m en t R elatio n s Lisa C- Smith, B .S., University of Oregon; M.P.A., Harvard University, Director. Nadine Kolowrat, Associate Director. Katharine Bressler, A .B ., Susquehanna University; M .S., University of Pennsylvania, Grants Administrator. P la n n ed Q iving Edward H . Mills J r ., B .A ., University of Virginia; J.D ., Harvard Law School, Director. Patti Bender, B .S., University o f Minnesota, Susan Clarey, B •A., Syracuse University, Associate Director. Kathy Marshall, B.A . , Goucher College, Administrative Assistants. P rincipal Q iving Florence Ann Roberts, B.A ., Gettysburg College; M .S., University o f Pennsylvania, Coordinator o f Principal Gifts. Dennis Archey, A .A ., University of Maryland, Administrative Assistant. News an d In form ation Tom Krattenmaker, B.A ., University of Minnesota; M .L.A ., University of Pennsylvania, Director. Marsha Nishi Mullan, B .A ., Washington State University, Associate Director. Mark Duzenski, B .S., Trenton State University, Sports Information Director. Alisa Giardinelli, B.A ., Pennsylvania State University; M .A ., Temple University, Assistant Director and Publications Staff Writer. Steven Lin, B .A ., University o f Maryland, World Wide W eb Editor/Intemet Coordinator. Anita Pace, Administrative Assistant. A d v an cem en t O p eration s M .A ., St. Mary’s University, Associate Director. Diane C . Crompton, B .S., Rosemont College; M .B .A ., Pennsylvania StateUniversity, Director. Alison Olsav, B .A ., University o f California Sandy Byers, Administrative Assistant. at Santa Cruz, Planned Giving Administrator. C a p ita l Q iving Stephen D. Bayer, B .A ., Tufts University; J.D ., Emory University School of Law, Director. Anne Bonner, B .A ., University o f Wyoming; M .A ., University o f Washington, Senior Associate Director. A lu m n i an d Q ift R ecord s Ruth Krakower, B.F.A., University of Hartford, Hartford School o f A rt, Director. Amanda M . Hrincevich, B .A ., Marist College, Alumni Information Specialist. Jane Pedrick, B .A ., Franklin & Marshall College, Alumni Recorder. Mildred Pettyjohn, B .S., Cheyney University, G ift Recorder. 418 Diane Fritz, G ift Information Specialist. Stephanie Specht, Alumni Recorder. Elizabeth Young, B .S., University of Kentucky, Administrative Assistant. R esearch Carol Brevart-Demm, B .A ., University College, London, Assistant Director; Class Notes Editor of the Sw arthm ore C ollege Bulletin. Colleen Gallagher, B .A ., Pennsylvania State University, Assistant Editor. Florence Ann Roberts, B.A ., Gettysburg College; M .S., University o f Pennsylvania, Director. Audree Penner, B .A ., University of Kay Draper, B.S.Ed., Northwestern Phillip Stern, B .A ., Swarthmore College; University; J.D ., University o f Illinois, Senior Research Associate/Writer. M.F.A., University of Pennsylvania, Graphic Designer. Linda M cdoskey, B .A ., Widener University, Research Associate/Writer. Janice Merrill*ROSSi, Administrative Missouri-Columbia, Desktop Design Specialist. Assistant. Darbara Fleming, B .A ., Tufts University, Research Associate/Writer. Kay WatSOn, A .A .S., Pennsylvania State University, Administrative Assistant. BOOKSTORE Mimi Geiss, Manager. Kathleen K . Grace, B.S., Elizabethtown College; M .B.A ., Philadelphia University, Director. Barbara Mann, B .S., W est Chester Steve Levin, B .A ., Temple University, A dvancem ent Inform ation Systems University, Programmer/Analyst. Alum ni Relations Lisa Lee, B .A ., Swarthmore College; M.Ed., Boston University, Director. Book Manager. Linda Bordley, Office Coordinator. Michael Harper and Martha Townsend, Bookstore Assistants. Astrid Devaney, Associate Director. Patricia Maloney, B .A ., Pennsylvania State University, Assistant Director. Nathan Stazewski, B .A ., Gettysburg College, Assistant Director. Geoff Semenuk, B.A ., University of CAREER SERVICES Nancy Burkett, B .A ., M .A ., University of Tennessee, Ed.S., College o f William and Mary, Director. Delaware, Production Coordinator. Jennifer Barrington, B.A ., Gettysburg Millie Dappollone, A .A .S., Community College; M.Ed., University o f Delaware, Assistant Director, Alumni Relations (job share). College of Philadelphia, Administrative Assistant. Publications Jeffrey B . Lo tt, B .A ., Middlebury College; M.A.T., Rhode Island School of Design, Director; Editor of the Sw arthm ore C ollege Bulletin. Laura Sibson, B .S., Drexel University, M .S. Ed., University of Pennsylvania, Assistant Director, Alumni Relations (job share). Andrea K . Hammer, B .A ., Franklin & Erin O’ Connell, B .A ., Kutztown University; currently enrolled M. Ed., Widener University, Assistant Director, Employer Relations. Marshall College, Associate Director; Managing Editor of the Swarthm ore C ollege Bulletin. Marissa Deitch, B .S., St. Joseph’s University; M .S., Villanova University, Career Counselor. 419 Administration Lisa Maginnis, Administrative Assistant. Maria McBride, Student Accounts Assistant. CENTER FOR SOCIAL AND POLICY STUDIES DINING SERVICES Keith W. Reeves, B.A ., Swarthmore College; Ph.D., University of Michigan, Director. Linda McDougall, B.A ., Temple University, Cathy Wareham, A .S ., Wesley College, Laurie Dibeler, B .A ., Pennsylvania State Administrative Assistant. University, Coffee Bar Information. Gudmund R . Iversen, M .A ., University of Barbara Boswell, Catering Manager. Michigan; Ph.D., Harvard University, Professor Emeritus o f Statistics, Former Director and Resident Statistician. Janet A . Kassab, Director o f Purchasing. Sam Bell ’ 05, Kristin Davis ’ 06, Rebecca StraUSS ’06, Student Research Assistants. Catering Chef. Director of Dining Services. Lisa Scolaro, Culinary Institute, Therese Hopson, Front-of-House Manager. Scott Tutton, B .A ., Johnson & Wales, Back-of-House Manager. CONTROLLER’S OFFICE Lynn Grady, Administrative Assistant. B usiness O ffice Christina M .T . Mahoney, B.S., Pennsylvania State University; C.P.A., M .B .A ., Drexel University, Controller. Joseph Cataldi, B.S., LaSalle University; M .B.A ., LaSalle University, Associate Controller. EQUAL OPPORTUNITY OFFICE Sharmaine B . LaMar, B.S., S t. Joseph’s University; J.D ., University of Richmond, Equal Opportunity Officer. Robert Lopresti, B .S., Rutgers, C.P.A., Manager of Financial Information Systems. Denise A . Risoli, B .S., LaSalle University, FACILITIES AND SERVICES Office Operations. Lawrence M . Schall, B .A ., Swarthmore College; J.D . and Ed.D., University of Pennsylvania, Vice President of Administration. Jean English, Administrative Assistant. Joan Berry, A .S., Widener University, Catherine Cinquina, Purchasing Administrative Coordinator. Restricted Funds A ccountant. Nancy E . Sheppard, Manager, Business Coordinator. Deborah McGinnis, Accounts Payable Clerk. O ffice Services Cheryl Robinson, A •A.S., Delaware County Community College, Manager. Marie Kirlin, Joann M . Massary, Administrative Assistants. Student A ccounts Linda Weindel, Student Accounts Manager. 420 FACILITIES M ANAGEM ENT C- Stuart Hain, B.A ., Roanoke College, Associate Vice President for Facilities Management. Claire Ennis, Facilities Management Coordinator. Alice Balbierer, Director o f Special Projects. Barbara Tiimolo, Facilities Coordinator and Woodford Frazier, Facilities Information Director o f Summer Programs. Manager. Steve Borger, Crew Leader, Support Services Crew. Mary K . Hasbrouck, B .A ., Oberlin College, Technology Coordinator. Environm ental Services Susan Sayer, B .S., Cornell University, Patti Shields, Manager. Planner/Project Manager. Patricia Fitzgerald, Supervisor. Jlldy Majors, Supervisor. Alvin Miser, Supervisor. (/rounds Jeff JabCO, B .S., Pennsylvania State University; M .S., North Carolina State University, Director o f Grounds/Coordinator of Horticulture. FINANCE AND TREASURER’S OFFICE Suzanne P. Welsh, B .A ., B .S., University o f Delaware; M .B.A ., University of Pennsylvania, Vice President for Finance and Treasurer. Lois L . Falzone, Administrative Coordinator. Paul ErikSen, B .S., University of Delaware, Garden Supervisor. Chuck Hinkle, B .S., Temple University, Garden Supervisor. FINANCIAL AID OFFICE Jim McKenna, Motor Pool Foreman. Laura Talbot, B.A ., W heaton College, Bill 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., Director of Financial Aid. Judith A . Strauser, B .S., B.A ., Gannon University, Associate Director of Financial Aid. Sydney Pasternack, B .A ., University o f Pennsylvania, Volunteer Coordinator/Gardener II. Associate Director. M aintenance su n y Cortland, Ralph P. Thayer, Director of Maintenance. Kristin Moore, B.S., S t. Francis University; M .A ., Indiana University of Pennsylvania, Assistant Director. Jacqueline West, Information Specialist. Joanne Barracliff, Loan Coordinator. Bill Maguire, Foreman, Maintenance/Trades. Gina FittS, Administrative Assistant. Gary Morrissey, Painter Foreman/Work Coordinator, Faculty Housing. Planning and C onstruction FOREIGN STUDY OFFICE Janet M . Sender, B.S., Pennsylvania State Steven I. Piker, B .A ., Reed College; Ph.D., University; M .S., Drexel University, Director of Planning and Construction. University of Washington, Professor of Anthropology, Foreign Study Adviser. Michael Boyd, Senior Project Manager. Rosa M . Bernard, B .S., Pace University, Tom Cochrane, Senior Project Manager for Foreign Study Coordinator. Engineering Systems. Diana R . M alick, B .S., Neumann College, Foreign Study Assistant. Paula Dale, B .A ., W ake Forest University; M.A., University of N orth Carolina at Chapel Hill, Contracts Manager. 421 Administration HEALTH SCIENCES ADVISORY PROGRAM Gigi Simeone, A .B ., Wellesley College; Ed.M., Boston University; Ph.D., University o f Pennsylvania, Health Sciences Adviser. Gerbere Hirshfeld, A .B., Cornell University, Administrative Assistant. Charles 0 . Hummer III, M .D.; B.A ., M .A ., Amherst College; M .D ., Jefferson Medical College; Fellowship, T h e Christ Hospital, University o f Cincinnati; Consultant, Orthopedic Medicine. Arthur Laver, M.D.; B .A ., Swarthmore College; M .D ., Hahnemann University, Consultant, Obstetrics and Gynecology. Nancy Horvltz, M.D., B .S.N ., University of HEALTH SERVICES Delaware; M.D.,Temple University School o f Medicine. Linde Echols, R.N ., C.R.N.P.; Diploma, Christine Johnston, M .D ., B.A ., Georgetown University; M.D., Thomas Jefferson University School of Medicine. Hospital o f the University o f Pennsylvania; B .S.N ., M .S.N ., Ph.D., University of Pennsylvania; M .B .A ., W harton School; N.P. Certificate, Johns Hopkins Hospital, Director o f W orth Health Center. Geraldine Cole, R.N ., C.R.N.P.; A .S., Delaware County Community College; B.S.N ., M .S.N ., and F.N.P. Certificate, Widener University, Nurse and Nurse Practitioner. Constence C . Jones, R .N .C .; Diploma, Hospital o f the University o f Pennsylvania, Nurse. Ethel Kaminski, r .n .; A .S ., Mt. Aloysius Junior College; B .S.N ., Gwynedd Mercy College; M .S.N ., University o f Pennsylvania, Nurse. Rarbara Krohmer, r .n .; A .S ., Delaware County Community College, Nurse. Barry Rinker, M.D.; B.S., Muhlenberg College, M .S., University o f 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 o f New York at Stony Brook; M .D ., New York Medical College, Consultant, Internal Medicine. Dianetta Eubanks, Nursing Assistant. Carolyn 0 . Evans, A .A ., Neumann College; B .S., Neumann College, Administrative Assistant. 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 LaBoo, B .A ., Swarthmore College; M .A ., Pennsylvania State University, H IV Test Counselor. HUMAN RESOURCES Melanie Young, B ■A., Michigan State University; M .C ., Arizona State University, Associate Vice President, Human Resources. Lee Robinson, B .A ., Rhode Island College; M .S., Villanova University, Employee Relations Manager. James E . Clark, M .D .; B .A ., W est Virginia University; M.D., Jefferson Medical College, Director o f Medical Education, Crozer Chester Medical Center, Consultant. Carolyn Hatt, B .A ., University o f Delaware; M .S., Widener University, Employment Manager. Rima Himelstein, M.D.; B .S., University of Pennsylvania; Consultant, Adolescent Medicine. Martin Cormican, B .A ., Widener University; M .S.T., Widener University; J.D ., Widener University, Associate Director. Mildred L . Connell, Manager, Human Resources Information Systems. 422 Theresa Handley, Benefits Administrator. Carole Forsythe, Senior Human Resources Fran Gelfand, M .S., Michigan State, U N IX System Manager. Assistant. Michael W. Rapp, Hardware Support Sara Hoffman, Administrative Assistant. Technician. David Robinson, B.B.M ., Widener University, Computer Operator. INFORMATION TECHNOLOGY SERVICES R . Glenn Stauffer, B .B.A ., Temple University, Database Manager. Judy R. Downing, Director o f Computing Edward Siegle, B.A ., W est Chester and Communication Services. University, Banner Application Support Analyst. Eric Behrens, B .A ., Swarthmore College, Humanities Computing Coordinator and Manager, Academic Computing. Donald Tedesco, B .A ., Rutgers University, Katie Bourne, B .A ., Lock Haven University; Robert Velez, B .S., Liberty University, Network Administrator. M.S., Drexel University, Banner Application Support Analyst. Lisa Brunner-Bireley, A .A .S., Delaware County Community College, Purchasing/ Accounting. Mark J . Dumic, B.A ., M .B.A ., University of Rochester, Manager o f Networking and Systems. Heather Dumigan, User Services Coordinator. Elizabeth Evans, B .A ., Bennington College; Ph.D., Cornell University, Academic Computing Coordinator. Seth Frisbie-Fulton, B .A ., A ntioch College, User Services Coordinator. Thomas Horton, B .S., Thomas Jefferson University; M .B.A ., La Salle University, Business Systems Analyst. Robin Jacobsen, B .B .S., Temple University, Manager, User Services. Jane F. James, B .S., State University of New York at New Paltz, Academic Computing Coordinator. Steven Kane, B.S., Millersville University, M.B.A., W est Chester University, User Services Coordinator. Frank Milewski, B .S., St. John’s University, Banner Application Support Manager. Donald Osborne, A .A .S., Gloucester County College, Telecommunications Administrator. Systems Analyst. Doug Willen, B .A ., Princeton University; Ph.D., University o f California, Academic Computing Coordinator. M edia Services Michael Patterson, B.A ., Temple University, Media Services Manager. Michael Bednarz, B.A ., Pennsylvania State University, Media Services Technician. David T. Neal J r ., B.A ., Temple University, Media Services Technician. INSTITUTIONAL RESEARCH OFFICE Robin H . Shores, B.A ., M .A ., Ph.D., University of Delaware, Director of Institutional Research. Deborah L . Thompson, B .S., Kutztown University, Institutional Research Assistant. INVESTMENT OFFICE Mark C . Amstutz, B.A ., College of W illiam and Mary; M .A ., University of Virginia, C.F.A., Director of Investments. Lori Ann Johnson, B .A ., Rutgers University; M .B.A ., Villanova University, Assistant Treasurer. Vincent Chambers, B.A ., Swarthmore College, User Services Coordinator. 423 Administration Louisa C. Ridgway, B .A ., Vassar College; Carmen Duffy, Treasury Operations Kelly A . Mueller, B.A ., Bryn Mawr College; M .L.I.S., University College, London, Digital Information Services Coordinator. Assistant. Annette Newman, B .A ., Evergreen State University o f Pennsylvania, Senior Investment Officer. College, Assistant to the College Librarian. LANG CENTER FOR CIVIC AND SOCIAL RESPONSISIUTY Kiana T. Nesbitt, B.S., Widener University, Financial Administrator. R eferen ce and Bibliographic Instruction Jennie Keith, B.A ., Pomona College; M .A. Anne Garrison, B .A ., Drew University; and Ph.D., Northwestern University, Executive Director. M .A ., University o f Washington; M .L.S., University o f Washington, Head of Reference Services and Humanities Librarian. Cynthia Jotter, B.A . Swarthmore College, Director for Community Partnerships and Planning. Patricia James, B .A ., Colorado College; M.Ed., Temple University, Associate Director for Student Programs and Training. Debra Kardon-Drown, B.S., Pennsylvania State University, Assistant to the Executive Director and Programs Coordinator. Megan Adams, B .A ., College o f St. Benedict; M .L.S., Syracuse University, Social Sciences Librarian. Pam Harris, B.A ., Mary Washington College; M .L.S., Drexel University, Outreach, Instruction, and Reference Services Librarian. Assistant. Edward H . Fuller, B .A ., Widener College; M .L.S., Drexel University, Reference/Video Resources Librarian. U pw ard Bound T ech n ica l Services Cynthia Jetter, b •A., Swarthmore College, Darbata J . Weir, B .S., Pennsylvania State University; M .L.S., Drexel University, Assistant Director for Acquisitions, Systems, and Data Management. Delores Robinson, Administrative Interim Director. LANG PERFORMING ARTS CENTER Amy M cColl, B .A ., University o f .Delaware; Susan Dlnsmore Smythe, B.A ., Wesleyan M .L.S., Drexel University, Assistant Head o f Technical Services for Monographs, Special Collections, and Preservation. University, Managing Director. Nick KourtideS, Audio Coordinator; James P. Murphy, B .F.A., State University Justin Clarke, B .A ., O berlin College, o f New York at Albany, Manager of Operations. So-Young Jones, B.A ., Euha Women’s University, Korea; M .L.S., Simmons College, Technical Services Specialist. Technical Services Assistant. LIDRARIES Melinda Kleppinger, B.S., Lebanon Valley College, Technical Services Assistant. C O LLEG E LIBRA RY David A . Loynds, B.S., Swarthmore College, Technical Services Assistant. Peggy Ann Seiden, B .A ., Colby College; M .A ., University o f Toronto; M .L.I.S., Rutgers University, College Librarian. 424 Jacqueline Magagnosc, B .A ., University o f California, Berkeley; M .S., Drexel University, Government Documents Specialist. Mary Marissen, B .A ., Calvin College; M.M., Catholic University o f America, Technical Services Specialist. Louise Petrilla, A .A ., Delaware County Underhill M usic Library George K . Huber, B .A ., University of Pennsylvania; M .L.S., Drexel University, Performing Arts Librarian. Community College, Technical Services Specialist. T ricollege Library Consortium Netta Shinbaum, B .A ., State University of New York at Oswego, Technical Services Specialist. University; M .S., University of Illinois at Urbana-Champaign, Systems Coordinator. Sandra M . Vermeychuk, B .A ., Swarthmore College; M .S. in Ed., University o f Pennsylvania, Interlibrary Loan Specialist. Jon Mark Bolthouse, B .A ., Loyola Greg Posey, W eb Developer. Patrick J . Keenan, Book Van Driver. FRIEN D S H IST O R IC A L LIBRA RY Elizabeth Woolson, A .B., Chestnut Hill Christopher Bensmore, B .A ., Oberlin College, Technical Services Serials Specialist. College; M .A ., University of Wisconsin, Curator. Laura A . Zielinski, B .A ., Oberlin College, Technical Services Specialist. Patricia Chapin O’ Bonnell, b .a . and M .A ., University o f Pennsylvania; M .A ., University of Delaware, Archivist. A ccess and L ending Services State College, Access and Lending Services Supervisor. Barbara E . Addison, B .S., University of Wisconsin-Milwaukee; M .S.L., University o f W isconsin-M adison, Technical Services Coordinator. Kate Carter, B.F.A., New York University, Susanna K . Morikawa, B.A ., Dickinson Access and Lending Services Specialist. Anna Headley, B .A ., Swarthmore College, College; M.F.A., Ph.D., Syracuse University, Archival Specialist. Night Access and Lending Services Supervisor. Assistant. Alison J . Masterpasqua, B.S., Millersville Linda Hunt, B .A ., W est Chester University, Access and Lending Services Specialist. Candace C . Jacobs, B.A ., Mount Holyoke, Weekend Access and Lending Services Specialist. Mary Ann Wood, B .S., Pennsylvania State University; M.Ed., Temple University, Evening Access and Lending Services Supervisor. Charlotte A . Blandford, Administrative Honorary Curators of the F rien d s Historical Library Margaret Hope Bacon, Esther Leeds Cooperman, Mary Bunlap, Philip L . Gilbert, Valerie Gladfelter, Janies E . Hazard, Adalyn Purdy Jones, Elizabeth H . Moger, Jane Rittenhouse Smiley (emerita), Robert C . Turner, Haney V. Webster, Signe Wilkinson, and Harrison M . Wright. Cornell S cien ce and E ngin eerin g 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 Sw arthm ore College P eace Collection Wendy E . Chmielewski, B .A ., Goucher College; M .A ., Ph.D., State University of New York at Binghamton, George Cooley Curator. Barbara E . Addison, B .S., University of Wisconsin-Milwaukee; M .S.L., University o f W isconsin-M adison, Technical Services. Iowa, Serials and Access Specialist. 425 Administration Mary Beth Sigado, B .A ., Temple University, Technical Services Specialist. PSYCHOLOGICAL SERVICES Anne Yoder, B .A ., Eastern M ennonite College; M .L.S., K ent State University, Archivist. David Ramirez, B.A ., M .A ., Ph.D., University o f Texas, Director. Advisory C ouncil of the Sw arthm ore College P eace Collection Paula S . ROSen, B.A ., University of Rochester; M .S.S., Bryn Mawr College; Ph.D., Bryn Mawr College Graduate School o f Social Work and Social Research, Senior C linical Social Worker. Harriet Hyman Alonso, Irwin Abrams (emeritus), Katherine Camp, Kevin Clements, Hilary Conroy (emeritus), John Dear, Donald B . Lippincott, Hannah and Felix Wasserman. Kim 0 . Grant, B.S., Purdue University; Ph.D., University of South Carolina, C linical Psychologist. LIST GALLERY Pennsylvania; D.O., University of Medicine and Dentistry, New Jersey School of Osteopathic Medicine; Fellow, Child and Adolescent Psychiatry, Jefferson Medical College, Consulting Psychiatrist. Andrea Packard, B.A ., Swarthmore College; Certificate, Pennsylvania Academy o f the Fine Arts; M.F.A., American University, Director. OCCUPATIOHAL AND ENVIRONMENTAL S AFETY Paul T. Rodgers, B .S., Millersville University; M .S., Indiana University of Pennsylvania, Occupational and Environmental Safety Officer. PAYROLL Karen Phillips, Payroll Director. Kathryn Timmons, Payroll Assistant. Bonnie Gasperetti, Payroll Clerk. Catherine Wilson, Payroll Clerk. POST OFFICE Joseph C . Hewitt, B.A ., University of Jonathan S . Comer, B .A ., University of Rochester; Doctoral Candidate, Temple University C linical Psychology Program, Psychology Intern. Jennifer M . Heidt, B .S., State University o f New York at Binghamton; M .A ., Temple University; Doctoral Candidate, Temple University C linical Psychology Program, Psychology Intern Lara L . Nalbandian, B.A ., Temple University; M .A ., Widener University; Doctoral Candidate, Widener University Institute o f Graduate C linical Psychology. Psychology Intern. Gabriella Serruya, B .A ., Yale University; M .A ., Widener University; Doctoral Candidate, Widener University Institute of Graduate C linical Psychology, Psychology Intern. Julia A . Stein, B .A ., Swarthmore College; M .A ., Bryn Mawr College; Doctoral Candidate, Bryn Mawr College Clinical Developmental Psychology Program, Psychology Intern. Rirgitte Haselgrove, Administrative Vincent J . Vagnozzi, B .S., W est Chester University, Supervisor. Charles Stasiunas, Assistant Supervisor. John Quinn, Mary Hamilton, John Steel, Earl Leight, and Russ Quann, Clerks. 426 Assistant. PUBLIC SAFETY Je ff Jabco, B .S., Pennsylvania State Owen Redgrave, B .S., W est Chester University; M .S., N orth Carolina State University, Horticultural Coordinator. University; A .A .S., Delaware County Community College, Director o f Public Safety. Herbert Barron, Lieutenant, B.A ., Cheyney State College. Rhoda Maurer, B .A ., University of Washington, Plant Records Supervisor. Helen DiFeliciantonio; Jody Downer, A .A .S., Drexel University, Administrative Assistants. Brian Harris, Dominick Martino, Patrol Sergeants. Jim Ellis, Joe Louderback, and Rob Warren, Public Safety Officers. Bob Stephano, Ray Stiles, Patrol Corporals. Ellie Jamison, George Barbes, Frank BarbOSa, Fire Protection Engineering, A .A .S., Safety Management, Delaware Technical Community College; Communications Center Staff. Terri Narkin, Sally Coultes, Administrative Assistants. REGISTRAR’S OFFICE Martin 0 . Warner, B .A ., University of North Carolina at Chapel Hill; M .A ., Duke University, Registrar. Diane M . Codings, B.A ., Sm ith College, Associate Registrar. Eiaine Hamilton, Assistant Registrar. Janet McSwiggan, Assistant Registrar. THE s c o n ARBORETUM Claire Sawyers, B .S., M .S., Purdue University; M .S., University of Delaware, Director. Melanie Blandford, B .A ., James Madison University, M .S., University of Tennessee, Educational Program Coordinator. Andrew Bunting, A .A .S., Joliet junior VISUAL RESOURCES COLLECTIONS, DEPARTM ENT O F ART Stacy BomentO, B.A ., LaSalle University, Curator. ACADEMIC ADMINISTRATIVE ASSISTANTS AND TECHNICIANS Art: June V. Cianffana, A .A .S., Delaware County Community College, Administrative Assistant; Douglas Herren, B.F.A., W ichita State University; M.F.A., Louisiana State University, Studio Technician. Asian Studies: Jenny Gifford, Administrative Assistant. Biology: M att Powell, B .S., Central Michigan University, Administrative and Technology Manager; Maria E. Musika, Administrative Assistant; Joh n Kelly, A .A .S., Community College of Philadelphia; B .S., W harton School, University o f Pennsylvania, Senior Technical Specialist; Gwen Rivnak, B .S., Denison University; M .E., Widener University, Laboratory Coordinator; Betsy Homer, B .S., Bucknell University; M.Div., Andover-N ewton Theological School, Anim al Care Technician; B ill Pinder, B.A ., Swarthmore College, Biology Greenhouse Manager. Black Studies: Jenny Gifford, Administrative Assistant. College; B .S., Southern Illinois University, Curator. 427 Administration Chemistry and Biochemistry: 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 o f Tennessee, Instrument Coordinator. Mathematics and Statistics: Stephanie J . Specht, Administrative Assistant; Steve Amgott, B.A ., University o f Pennsylvania; Ph.D., Rutgers University, Computer Laboratory Coordinator. Classics: Deborah Sloman, Administrative Eleonore Baginski, B.S., St. Joseph’s University, Administrative Coordinator; M ichael Jones, B .A ., State University of New York at Buffalo, Language Resource Center Director; A nna Everetts, Administrative Assistant. Assistant. Computer Science: Bridget M. Rothera, Administrative Assistant; Jeffrey M. Knerr, B .S., College o f W illiam and Mary; M .S., Ph.D., University o f North Carolina, Lab/System Administrator. Economics: Nancy Carroll, B .A ., Barat College, Administrative Assistant. Educational Studies: Kae Kalwaic, B.S., Shippensburg University; M.Ed., Temple University, Administrative Assistant. Engineering: Holly Castleman, Administrative Assistant; G rant Sm ith, M echanician; Edmond Jaoudi, Electronics, Instrumentation, and Computer Specialist, B .S., Fairleigh Dickinson University; M .A rch., Virginia Polytechnic Institute and State University. English Literature: Carolyn Anderson, Administrative Coordinator; Nancy Bech, Administrative Assistant. Environmental Studies: Holly Castleman, Administrative Assistant. Film and Media Studies: Carolyn Anderson, Administrative Coordinator; Nancy Bech, Administrative Assistant. Francophone Studies: Eleonore Baginski, B.S., S t. Joseph’s University, Administrative Coordinator. German Studies: Eleonore Baginski, B.S., St. Joseph’s University, Administrative Coordinator. History: Theresa Brown, A .A .S., Delaware County Community College; B .B.A ., Temple University, Administrative Assistant. Latin American Studies: jenn y Gifford, Administrative Assistant. Linguistics: Bill Reynolds, Administrative Assistant. 428 Modern Languages and Literatures: Music and Dance: Hans Boman, B.M ., Philadelphia College o f Performing Arts, Dance Program Accompanist; Sarah Yardney, B.A ., Swarthmore College, Arts Administration Intern. Peace and Conflict Studies: jenny Gifford, Administrative Assistant. Philosophy: Donna Mucha, Administrative Assistant. Physical Education and Athletics: Marian Fahy, Administrative Assistant; Sharon J. Green, Administrative Assistant; Ray Scott, Equipment/Facilities Manager; Larry Yannelli, Equipment/Facilities Manager; Marie M ancini, A .T., C-, B.S., W est Chester University, R ob Roche, M .S., University of Illinois; B .S., West Chester University. Physics and Astronomy: Carolyn R. 'Warfel, A .S.,W idener University, Administrative Assistant; James Haldeman, Instrumentation/Computer Technician; Steven Palmer, M achine Shop Supervisor; Christopher D. Cothran, B.S., Stanford University; Ph.D., University o f Virginia, Postdoctoral Research Scientist. Political Science: Kathleen Kerns, B.A ., University o f Pennsylvania; Deborah Sloman, Administrative Assistants. Psychology: Joanne Bramley, Administrative Coordinator; Julia Welbon, B.A ., William Sm ith 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: Caroly n Anderson, Administrative Coordinator; Nancy Bech, Administrative Assistant; Sarah Yardney, B .A ., Swarthmore College, Arts Administration Intern. Women’s Studies: Jenny Gifford, Administrative Assistant. Visiting Examiners 2004 ART CLASSICS Professor Jesse Amar, T hiel C ollege Professor Martha Armstrong, H averford C ollege Professor Adelaide Paul, M aryland Institute Professor Paul Wandless, University o f D elaw are Professor Roger Rothman, B ucknell University Professor Mary Shepard, Independent Scholar Professor Stephanie Solum, W illiam s C ollege Professor M ichael Flower, Princeton University Professor Andrew Ford, Princeton University Professor Emily Wilson, University o f Pennsylvania Professor Matthew Roller, Johns H opkins Unversity BIOLOGY Professor Gregory Benson, University o f Son Francisco Professor Kevin Bowyer, University o f N otre D am e Professor Bruce Char, D rexel University Professor Stephen Freund, W illiam s C ollege Professor Christopher Prince, University o f M innesota-D uluth Professor Holly Yanco, University o f M assachusetts-Low ell Professor Julie Brill, T he H ospital fo r Sick C hildren Professor Patricia DeCoursey, University o f South C arolin a Professor J. A lan Diehl, University o f Pennsylvania C an cer C en ter Professor Donald Gailey, California State University—H ayw ard Professor Marilyn Hasler, Franklin & M arshall C ollege-E m eritus Professor Scott M cRobert, St. Joseph’s University Professor Jo n Raper, University o f Pennsylvania School o f M edicine Professor M ichael Romero, Tufts University Professor Marc Schmidt, University o f Pennsylvania Professor Diane Shakes, T he C ollege o f W illiam and M ary Professor Guy Steucek, MiUersviUe University Professor Randy Strich, F ox C hase C an cer C en ter Professor Joe Thompson, St. Joseph’s University Professor Rocky Tuan, N ational Institutes o f H ealth Professor David Tuveson, U niversity o f Pennsylvania School o f M edicine Professor Joanne Willey, H ofstra University Professor Juliette Winterer, Franklin & M arshall C ollege BLACK STUDIES Professor Guthrie Ramsey, University o f Pennsylvania CHEMISTRY Professor Tony Arrington, Furm an University Professor Esther Gibbs, G oucher C ollege Professor Marisa Kozlowski, University o f Pennsylvania Professor Jo n Lorsch, Johns H opkins University 430 COMPUTER SCIENCE ECONOMICS Professor Jeffrey DeSimone, University o f South Florida Professor Christian Hogendom, W esleyan University Professor Peter Jubinski, C olgate University Professor Christopher Magee, Bucknell University Professor Charles Michalopoulos, M DRC Professor Richard Mshomba, L a Salle University Professor Peter Schochet, M athem atica Policy R esearch Inc. Professor Kevin Stiroh, W esleyan University EDUCATION Professor Suzanne Hidi, University o f Toronto Professor Cynthia Lightfoot, Pennsylvania State University—D elaw are County Professor Katherine McClelland, Franklin & M arshall C ollege Professor Chris Roelike, V assar C ollege Professor Lawrence Sipe, University o f Pennsylvania ENGINEERING Professor James Baish, BuckneU University Professor W enli Huang, U .S . M ilitary A cadem y-W est Point Professor Gerard Jones, ViUanova University Professor Lalitesh Katragadda, G oogle Professor Karl Seeler, L afayette C ollege Professor Margaret Wismer, BuckneU University Professor Matthew Sommer, Stanford University Professor Sharon Ullman, Bryn Mawr C ollege Professor Richard W hite, Stanford University Professor Julie W inch, University o f M assachusetts-Boston Professor Michael Wolfe, Pennsylvania State University—A ltoona INTERPRETATION THEORY ENGLISH LITERATURE Professor Rachel Gabara, Princeton University Professor Ian Baucom, D uke University Professor Hester Blum, Pennsylvania State University Professor Elaine Freedgood, N ew York University Professor Heather Hirschfeld, U niversity o f Tennessee—Knoxville Professor Ethan Knapp, O hio State University Professor Cassandra Laity, D rew University Professor Rachel Moore, Goldsm iths University o f London Professor Sameer Pandya, Queens CollegeSU N Y Professor Margaret Robinson, W idener University Professor Carol Singley, Rutgers U niversityC am den Professor Diana Son, Playwright, Screenwriter Professor Gustavus Stadler, H averford College Professor Jeanne Walker, University o f D elaw are Professor David Young, Oberlin College— Emeritus LINGUISTICS FILM Professor A nna McCarthy, N ew York University HISTORY Professor Erica Armstrong, University o f D elaw are Professor Carol Bresnahan, University o f Toledo Professor David Engerman, Brandeis University Professor Elizabeth Faue, Wayne State University Professor Mark Healey, University o f Coli/omia-Berlceley Professor Patrick Manning, N ortheastern University Professor Karen Petrone, University o f Kentucky Professor Helmut Sm ith, Vanderbilt University Professor David Branner, University o f Maryland Professor Ioana Chitoran, D artm outh College Professor James Crawford, Independent Scholar Professor David Embick, University o f Pennsylvania Professor Laurence Horn, Yale University Professor Pauline Jacobson, Brow n University Professor Yen-Hui-Audrey Li, University o f Southern C alifornia Professor Eric Potsdam, University o f Florida Professor Joel Rini, University o f Virginia Professor Tom Roby, C aliforn ia State University—H ayw ard Professor Jie Zhang, University o f Kansas MATHEMATICS ANU STATISTICS Professor Karen Ball, University o f M innesota Professor Tom Halverson, M acalester College Professor Kiyoshi Igusa, Brandeis University Professor Paul Klingsberg, St. Joseph’s University Professor David Rusin, N orthern Illinois University Professor Lisa Traynor, Bryn M aw r C ollege Professor Elaine Zanutto, University o f Pennsylvania—W harton School MOUERN LANGUAGES—CHINESE Professor Rong Cai, Emory University Professor Xiaobing Tang, University o f C hicago MODERN LANGUAGES—FRENCH Professor Koffi Anyinefa, H averford College Professor Alexandre Dauge-Roth, Bowdoin C ollege Professor Natasha Lee, Bryn Mawr College 431 Visiting Examiners MODERN LANGUAGES—GERM AN Professor Richard Langston, U niversity o f N orth C arolinor-C hapel Hill MODERN LANGUAGES—JAPANESE Professor Joseph Murphy, U niversity o f Florida MODERN LANGUAGES—RUSSIAN Professor Catherine Ciepiela, A m herst C ollege Professor Priscilla Meyer, W esleyan University Professor George Pahomov, Bryn Mavur C ollege MODERN LANGUAGES—SPANISH Professor Agnes Money, Tem ple University Professor Carlos Trujillo, V illanova University MUSIC Professor Michael Klein, Tem ple U niversityEsther B oyer C ollege o f M usic PEACE AND CONFLICT Professor Christina Beltran, H averford C ollege PHILOSOPHY Professor Jody Azzouni, Tufts University Professor A lex Byrne, Massachusetts Institute o f Technology Professor Jyl Gentzler, A m herst C ollege Professor Fred Rush, N otre D am e University Professor David Sobel, Bow ling G reen State University Professor Meredith Williams, John s H opkins University PHYSICS AND ASTRONOMY Professor Alyssa Goodman, H arvard University Professor Donald Jacobs, C ollege o f W ooster Professor Martin Ligare, B ucknell University Professor Jamie Lombardi, V assar C ollege POLITICAL SCIENCE Professor Isaac Balbus, University o f Illinois Professor Thomas Callaghy, University o f Pennsylvania Professor C ecil Hale, C ity C ollege o f San Francisco Professor Douglas Holmes, Binghamton U niversity Professor Ronald Kahn, O berlin C ollege Professor W illiam LeoGrande, A m erican University 432 Professor Jerome Maddox, University o f Pennsylvania Professor Richard Mansbach, Iow a State University Professor Robert Mickey, University o f M ichigan Professor James Murphy, D artm outh C ollege Professor Andrew Norris, University o f Pennsylvania Professor Patricia Thornton, Trinity C ollege PSYCHOLOGY Professor Kim Wright Cassidy, Bryn Motor C ollege Professor Melissa Hunt, University o f Pennsylvania Professor Shirit Kronzon, U niversity o f P ennsylvania-W harton School Professor Peggy Li, H arvard University Professor Brian Scholl, Yale University Professor Earl Thomas, Bryn Mawr C ollege Professor William Thompson, University o f U tah Professor Stanton Wortham, University o f Pennsylvania PURUC POLICY Professor Fernando Chang-Muy, University o f Pennsylvania Law School Professor Christopher Kilby, V assar C ollege RELIGION Professor Paula Arai, C arleton C ollege Professor A nna Bigelow, N orth C arolin a State University < Professor Tracey Hucks, H averford C ollege Professor Joyce McClure, O berlin C olleg e Professor Michael Sells, H averford C ollege Professor Joh n Strong, Bates C ollege Professor Lawrence W hite, University o f W ashington Professor Elliot Wolfson, N ew York University SOCIOLOGY AND ANTHROPOLOGY Professor G ene Bums, M ichigan State University Professor Raymond DeVries, Princeton University Professor Heidi Gottfried, W ayne State University Professor Andrew London, Syracuse University Professor Darrell Moore, D ePaul University Professor Elizabeth Povinelli, University ofC hicagp Professor Ted Swedenburg, University o f Arkansas Professor Stephen Warner, University o f lU inois-Chicago THEATER Professor Henrik Borgstrom, N iagara University Professor Mark Lord, Bryn Mawr C ollege Professor Cary Mazer, University o f Pennsylvania Professor Kym Moore, Sarah Law rence C ollege Professor Elizabeth Stevens, Bryn Maivr C ollege Professor Robert Vorlicky, N ew York University—Tisch School WOMEN’S STUDIES Professor Cheryl Greenberg, Trinity C ollege 433 Degrees Conferred May 30, 2004 BACHELOR OF ARTS Jocelyn Leigh Braddock, A rt History Naa Aku Addo, Econom ics and French N ii Mantse Ablade Addy, Econom ics Alexander Charles Brennan, Political Science and Econom ics Brigid Maureen Brett-Esbom, M athem atics Njideka Francess-Geraldi Akunyili, Art and Biology Nicole Anna Mongini Brunda, Econom ics Emily Jean Alvarez, Special M ajor in Education and A rt Phuong A nh Bui, Political Science and Econom ics Juan Matthew Bulnes-Fowles, M athem atics and C om puter Science Maria Cristina Alvarez, H istory R ebecca Amdemariam, H istory Ryan Hal Budish, Political Science Kosuke Amiya, Political Science Rachel A nn Burstein, H istory Joshua David Anderson, Linguistics Kimberley A nn Bussey, Psychology Christopher Chuan Kai Ang, M athem atics and Econom ics Lauren Elizabeth Appel, Special M ajor in U rban Studies G race Dufie Appiah, H istory Alexis Emma C h ’ing-Yun Dare-Attanasio, English Literature and Special Mo/or in Psychobiology Benjamin Christopher Bagley, Philosophy Kathryn Enstad Baker, Russian and Special M ajor in Astrophysics Mackenzie Scott Carlson, G reek and Music Lourdes Denisse Carrasco, Sociology and Anthropology Brandon Anwar Carver, Special Major in Education and Sociology and Anthropology Courtney Rochelle Caughey, Econom ics Caroline Virginia Celano, Psychology Ixel Cervera, Biology Ryan Ahmad Chahrour, Philosophy an d Econom ics Elaina Rebecca Barroso, H istory Daniel Scott Chamberlain, Econom ics and C om puter Science Samantha Brooke Bartner, Psychology and English Literature Maryann Russell Chambers, Biology Audrey June-wen Chan, Art Robert Kent Bassett, H istory Marie Elizabeth Becker, English Literature Laurel Andrea Beesemyer, H istory and English Literature Sherandoa Benitez, H istory Emma Katherine Tara Benn, Chem istry David William Berger, Econom ics Cam illa Berretta, Special M ajor in Linguistics and Language Rachel Kahn Best, Sociology and Anthropology Deborah A nn Bishov, H istory Alexander Richard Black, Political Science Joel Alexander Blecher, Religion Emily Rose Blem, M athem atics Rachel liana Block, Econom ics Ester Sarah Bloom, Special M ajor in A m erican H istory and Film Aaron Tien-Hsin Cheng, Biology Timothy John Cheng, Econom ics Michael Yung C ho, Chem istry Christopher Michael Ciarleglio, Biology Catherine Eleanor Clark, H istory Laura A nita Clark, Religion John David Cleaver, H istory Ryan Duane Conley, Econom ics Deirdre A nn Conner, Sociology and' Anthropology Stephen Lewis Cook, Biology Samantha Alexandra Crane, Psychology Amanda Emily Cravens, H istory Justin Rust Crosby, Religion Stephanie Alexis Cross, Biology Catherine Quynh Nhu Danh, Econom ics Jenny A nn Blumberg, Biology Peter Langdon Davidson, Political Science Katia Bobonis, Sociology and Anthropology Carlton John Davis, Political Science Louisa Strouse Boiman, Political Science Hemease Louise Davis, Biology Marc Barry Boucai, T heater and English Literature M ichael Cerbone DeFillipo, Biology 434 Genevieve Escande de Messieres, Special M ajor in Astrophysics Pari Deshpande, English Literature Jonah Malkiel Gold, Philosophy and M athem atics Matthew Jordan Goldstein, Biology Joseph Lee Dickerson III, Special M ajor in Education and Psychology Samuel Smigrod Dingman, T heater Nicholas Patrick Kulamanu Goodness, Special M ajor in Education and Sociology and Anthropology Emmanuelle Marie Gounot, C om parative Literature and Political Science Carla Meredith Greenberg, Political Science Sarah Nelle Byers Donovan, Political Science Audrey Marie Christine Dorelien, Economics and Biology Lillie Dremeaux, Linguistics Jessie Kimball Dryden, Special M ajor in Education and Political Science Andrew Thomas Gregory, Religion Surbhi Gupta, Econom ics G errit Michael Hall, Religion and Physics Amalie Eliana Dublon, English Literature Seung Pil Han, Econom ics and Chem istry Orhan Edali, Econom ics Sara Mireille Edelstein, Sociology and Anthropology Alex Lee Edleson, Special M ajor in Spirituality and Sustainability Jonathan Ehrenfeld, H istory Olivia Ophelia Harman, Philosophy Jennifer Lauren Hart, Psychology Robert Evan Hart, Linguistics Andrew Douglas Hauze, M usic Jennifer Pak Elliott, History Zachary Wright Ellison, Econom ics Evan Aquila Hensleigh, H istory Juana Alejandra Hernandez, Sociology and Anthropology Liv Leila Herriot, Political Science Jonathan Philip Bragg Elmer, Special M ajor in Biochem istry Erik James Elwood, M athem atics Javier Osvaldo Hidalgo, Sociology and Anthropology Sarah Cavallon Hilding, English Literature Rebecca Ennen, T heater Brandon Charles Estrella, Psychology and Art Justene Grace Hill, Spanish Christina Diane Hinton, Special M ajor in Education and N eurobiology Kenneth Ross Hoffman, Art H istory Margarita Rose Fermin, Sociology and Anthropology Rachel Fichtenbaum, Linguistics Joseph Atchison Florence, Political Science Emily Suzanne Ford, Special M ajor in Biochem istry Stefanie Leigh Fox, Religion Nefertemeken Keturah Francis, Chem istry Sorelle Alaina Friedler, Computer Science Elizabeth Jean Holman, C om puter Science Daniele Lorenzen Pua’ala Holt-Lyman, Economics Sarah Soo-Yung Hughes, Special M ajor in Psychobiology Milos Ilak, Physics Ignatius Wambani Immonje, Political Science Sarah Brown Fritsch, Political Science Steven Bucher Isbister, Political Science Caroline A nne Fritz, Political Science Abigail Crosbie Frost, Biology and Special M ajor in International Relations Allen Hailey Frost, English Literature Catherine Elizabeth Gaffney, English Literature Amir Rauf Al-duha Jaima, Philosophy Alida Maria Gertz, Special M ajor in Psychobiology Daniela Albuquerque G iao, English Literature Dale Gregory Jennings, H istory Krista Marie Gigone, Linguistics Stéphanie Virginia Marie Gironde, Psychology and French Erika Lynne Janifer, Political Science Mark Isaac Janoff, Philosophy and Special M ajor in Astrophysics Nora Diana Jaramillo, History Keisha Marie Josephs, Special M ajor in Education and Linguistics Jacquelene Rose Kahn, Special Major in Education and English Literature Sachin Sanjay Kale, Religion and Biology Elinore Juliana Kaufman, History 435 Degrees Conferred Rachel Beth Kaufman, Biology and Religion Daniel Scott Loss, Linguistics and H istory Andrew James Kazakes, Philosophy Nicholas Yet W ah Lum, Econom ics Danielle Teodora Keifert, Special M ajor in Education and Astronom y Adrienne Meryl Mackey, T heater and Chem istry Jason M ichael Kerensky, A rt H istory Melanie A nn Maksin, H istory Sung Eun Holice Kil, Philosophy Crescent Bianca Martin, Econom ics and P olitical Science Sanggee Elisandra Kim, A sian Studies Sh in Sook Kim, P olitical Science Kenneth Christopher Kimura, English Literature Anastasia Eduardovna Kolendo, English Literature Kenneth Edwin Martin, Philosophy Nicholas Carl Martin, English literatu re A nna Vuyiswa Masilela, Econom ics and Political Science Jonathan David Konits, Philosophy Benjamin Peter Masten, English Literature Francisca Mata, Biology Kathleen Ellen Kristian, Chem istry Jennifer Koeun Ku, Political Science A llen Clark McBride, Biology Ian Matthew Kysel, Sociology and Anthropology Shawn Christopher Kyzer, Philosophy Kathryn Rose McCaffrey, Biology and H istory Erin Elizabeth McLaughlin, A rt H istory A nn Marie Lam, Biology Catherine Yetive Meals, Special M ajor in Education and H istory Alison Rose Landrey, Religion Timothy Fraser Lang, Religion Juliet Gabriella Lashinsky-Revene, Psychology Lan Xuan Le, Biology and A sian Studies Guy David LeBas, Econom ics Ben Mates, Physics Sapna Navinchandra Mehta, A sian Studies Kathleen Clark Melville, Special M ajor in Education and English Literature Ross Benjamin Messing, Psychology and C om puter Science Melinda Ming Xiu Lee, Sociology and Anthropology Matthew John Miller, Astronom y Felicia Elena Leicht, T heater and P olitical Science Rebekah A nne Miller, Chem istry and Biology Kate Elise Minear, English Literature Meredith Erin Leigh, Psychology David Patrick Mister, Econom ics Elizabeth Claire Leininger, Biology Helen Esther Rose Leitner, Special M ajor in Psychobiology Juri A nn Miyamae, Biology Jared Paul Lenow, Econom ics A ntonio Manuel Moreda Alegria, Sociology and Anthropology W oot Lervisit, Econom ics and M athem atics Aaron Lee Modic, Physics Mariah Nichole Montgomery, H istory Jacob Donald Letendre, Econom ics Eric Philip Levy, Physics A nna Uma Morgan, P olitical Science Duolan Li, English Literature Wuryati Cynthia Morris, Econom ics ' Pei Pei Liu, Special Major in Education and English Literature Katrina Kareen Morrison, Political Science M ichelle Lo, Econom ics and Special M ajor in C hinese Christopher Patrick Loeffler, Econom ics Gregory Kin Lok, Econom ics and Sociology and Anthropology Cadelba Gracia Lomeli-Loibl, Spanish Amy Wai-Ming Long, Religion and English Literature Karla Valentina Lopez, Sociology and Anthropology 436 Brendan Robert Moriarty, P olitical Science Evan Michael Moses, C om puter Science Erik Scott Munroe, Biology Katherine Frances Mumen, Biology Christopher Lawrence Murphy, Econom ics Edwin G ene Nam, Biology Renuka Rajendra Nayak, Biology and C om puter Science Sarah Crane Newman, English Literature Hai-Yen Thuy Nguyen, Special M ajor in Biochem istry Tram Duy Nguyen, Econom ics Marie Claire Niemczyk, Political Science Chinwe A . Nwaneshiudu, Biology Kenny Jung-Taek O h, Political Science Michael Colerick O ’Keefe, Linguistics Adrian Dohrmann Packel, G reek Spencer Tideman Paine, Philosophy Ryan Pannorfi, Biology Arpita Virendra Parikh, Art Joe Young Park, Biology Michael Alexander Pasahow, Political Science Natacha Pascal, Special M ajor in International Studies Jared Strong Passmore, Philosophy Kara Elizabeth Passmore, Linguistics Lela Kristin Patrik, M athem atics and Special M ajor in Education and Sociology and Anthropology Katherine Lenore Penrose, Biology Nicole C . Perez, Econom ics Audrey Elizabeth Pemell, T heater Kevin Ingram Perry, Econom ics A ja Chante Peters-Mason, Biology Lena Marie Katharina Petri, P olitical Science Bradley Christopher Phillips, Religion Ay Jy Phoun, Biology Corey Elizabeth Pilver, Psychology Kathleen Maura Robinson, Sociology and Anthropology Jerusha Harriet Rodgers, Econom ics Laudy Leandro Rodriguez, Econom ics Katherine Forsythe Rogers, English Literature Rebecca Elysia Pappo Rogers, Biology Bryn Rachel McCammon-Rosenfeld, C om parative Literature Gabriel Rosenkoetter, C om puter Science Julian Alistair Rosse, M athem atics and C om puter Science Andrew Blake Rosskamm, Economics Susan Rose Roth, M athem atics Aaron G rant R. Rubin, Political Science and H istory Claire Fraser Ruud, A rt H istory James Lewis Branen Salmon, Special M ajor in Technology and H um an Expression Catherine Lourdes Salussolia, Psychology Wendell A llen Sammons, Econom ics Rachel Elizabeth Sapiro, Physics Jeffrey Paul Scheible, Special M ajor in Film and M edia Studies Jacob Stephens Schneider, Economics and Special M ajor in C hinese Language and Literature W illiam Thomas Schricker, A ncient H istory W illiam Wesley Sconce, Econom ics Jumatatu Mtafuta-Ukweli Poe, English Literature Claudia Marguerite Sell, Special M ajor in Education and Political Science Emily Catherine Pollina, Biology Carolyn Sha, Econom ics Rajaa Mahfuza Shakir, H istory Sara Kathryn Elizabeth Posey, Special M ajor in Education and M usic Mark Joseph Pouy, Chem istry Alana Yu-lan Price, English Literature LiErin Probasco, Sociology and Anthropology Autumn Elise Quinn-Elmore, H istory Benjamin A llan Rae, Econom ics Eric Kouwei Shang, Econom ics and M athem atics Daniel Eric Shargel, Philosophy Gyanu Sharma, Econom ics Edward John Sheldon, H istory Jessica A nn Sheldon, Special M ajor in Education and Sociology and Anthropology Jesse Caleb Ravage, H istory Christine Hwang Shin, English Literature Anjani T. Reddy, Econom ics Wonjae Benjamin Rhee, Biology and Econom ics Emily Nelson Shrader, M usic and G erm an Emily Sara Rhoades, Special M ajor in Psychobiology Sanjay Amado Richards, H istory Chelsea Olivia Richmond, Sociology and Anthropology Amy Elizabeth Robinson, Com parative Literature Seth Reed Sias, H istory Danielle Alexis Silverman, M athem atics Morgan Elizabeth Simon, Political Science and Econom ics Seeta A nna Sistla, Biology Aaron Burton Sm ith, H istory Derek Heath Sm ith, G reek Degrees Conferred Tamika Adanna Songster, Biology Clifford A Sosin, Econom ics Joseph M ichael Spadola, M athem atics and C om parative Literature Sarah H elen St. Vincent, English Literature and A sian Studies Zlatina Stanimirova Stancheva, Biology Andrew Emilio Steel, H istory Zachary Galluccio Steele, Sociology and Anthropology Heather Gayle Stem shein, Biology Jeremy M ichael Stober, M athem atics A nna Christine Stratton, Religion Khadijah Lorraine W hite, Special M ajor in Social Justice Louisa Lillian W hitfield-Smith, Political Science Jason Robert Wiggins, Physics Alexis Trewhitt Williams, H istory Matthew Evan Williams, Political Science Jacqueline Deanna W ilson, Sociology and Anthropology Keith Robert Wilson, M athem atics Daniel W inkel, Biology Peter Joseph Wirzbicki, H istory Frank Lucas W olcott, M athem atics and Physics Fraser Elisabeth Tan, Biology Gerald Tan Chuang W in, Econom ics Maurice Wong, Political Science and Econom ics Jessica A nne Tashjian, Biology Tamara Katrin Wood, French Rasika Pradip Teredesai, Religion Emily Jane Thomforde, Linguistics Marion Luisa Tizon, Sociology and Anthropology Derrick Wu, Biology and Philosophy Maria-Elena deTrinidad Young, Spanish Jeffrey Robert Traczynski, Econom ics Thuy T h i Xuan Tran, Biology Tara Kristyl Trout, English Literature and Psychology Tuyet-Trinh Nguyen Truong, Econom ics and Biology Meredith Alenia Tsumba, Economics and H istory Daniel Demis Turetsky, M athem atics Sarah Marie Wood, H istory Esther Beatriz Zeledon, Special M ajor in Environm ental and Earth Science Zhiyuan Zhu, Econom ics Joanne Eun Young Zhung, Biology James Hall Zvokel, Philosophy BACHELOR OF SCIEHCE Matthew John Anzivino, Engineering Claire Celeste Vancik, Art H istory Joseph Everett Armstead III, Engineering Kirsten Siri Vannice, Sociology and Anthropology and Biology A nn Elizabeth Vargo, Econom ics Emily Rose Blem, Engineering Joseph Salvatore DeSimone, Engineering Marielena Vêlez, Biology Andrew Louis Verardo, Religion and Biology Milos Ilak, Engineering Seth Julian Jacobson, Engineering Frank Jonathan Visciano, Political Science and Econom ics Kier Brice Wachterhauser, Philosophy Erika Lynne Janifer, Engineering William Frederick Kraig, Engineering Matthew Richard Wallaert, Psychology Michael Joseph Noreika, Engineering Phillip Benjamen W atts, English Literature Kristina Yi-Hwa Pao, Engineering Edwin Darlington Way, Econom ics Clifford A Sosin, Engineering David Koh Urban, Engineering Sarah Marjorie Weese, Special M ajor in Education and Spanish Literature M ichael Benjamin Weiner, Political Science N athan Freed Wessler, Political Science M ichael Taylor Wham , Psychology Benjam in David W harton, H istory 438 Michael Lewis Dudley, Engineering Timothy Fraser Lang, Engineering Xiao Wu, Engineering Awards and Distinctions HONORS AWARDED BY THE VISITING EXAM INERS HIGHEST HONORS Rachel Kahn Best, Amalie Eliana Dublon, Jonathan Philip Bragg Elmer, Elinore Juliana Kaufman, Mariah Nichole Montgomery, Daniel Demis Turetsky HIGH HONORS Joshua David Anderson, Benjamin Christopher Bagley, Kathryn Enstad Baker, David William Berger, Joel Alexander Blecher, Rachel liana Block, Ryan Hal Budish, Phuong A nh Bui, Juan Matthew Bulnes-Fowles, Rachel A nn Burstein, Mackenzie Scott Carlson, Catherine Eleanor Clark, Samantha Alexandra Crane, Amanda Emily Cravens, Stephanie Alexis Cross, Jonathan Ehrenfeld, Erik James Elwood, Rachel Fichtenbaum, Emily Suzanne Ford, A llen Hailey Frost, Catherine Elizabeth Gaffney, Liv Leila Herriot, Mark Isaac Janoff, Anastasia Eduardovna Kolendo, Kathleen Ellen Kristian, Ian Matthew Kysel, Jared Paul Lenow, Pei Pei Liu, M ichelle Lo, Daniel Scott Loss, Adrienne Meryl Mackey, Matthew John Miller, Rebekah Anne Miller, Kate Elise Minear, Evan Michael Moses, Renuka Rajendra Nayak, Adrian Dohrmann Packel, Michael Alexander Pasahow, Lena Marie Katharina Petri, Bradley Christopher Phillips, Mark Joseph Pouy, Alana Yu-lan Price, LiErin Probasco, Wonjae Benjamin Rhee, Amy Elizabeth Robinson, Katherine Forsythe Rogers, Bryn Rachel McCammon-Rosenfeld, Susan Rose Roth, Jeffrey Paul Scheible, Rajaa Mahfuza Shakir, Jessica A nn Sheldon, Seth Reed Sias, Morgan Elizabeth Simon, Seeta A nna Sistla, Derek Heath Sm ith, Clifford A Sosin, Sarah Helen St. Vincent, Jeremy Michael Stober, Fraser Elisabeth Tan, Jessica A nne Tashjian, Jeffrey Robert Traczynski, Frank Jonathan Visciano, Edwin Darlington Way, N athan Freed Wessler, Frank Lucas W olcott, Sarah Marie Wood, Zhiyuan Zhu HONORS Njideka Francess-Geraldi Akunyili, Maria Cristina Alvarez, Marie Elizabeth Becker, Ester Sarah Bloom, Marc Barry Boucai, Jocelyn Leigh Braddock, Ryan Ahmad Chahrour, Audrey June-wen Chan, John David Cleaver, Stephen Lewis Cook, Carlton John Davis, Genevieve Escande de Messieres, Samuel Smigrod Dingman, Audrey Marie Christine Dorelien, Joseph Atchison Florence, Sarah Brown Fritsch, Jonah Malkiel Gold, Matthew Jordan Goldstein, Evan Aquila Hensleigh, Sarah Cavallon Hilding, Christina Diane Hinton, Milos Ilak, Nora Diana Jaramillo, Sachin Sanjay Kale, Shin Sook Kim, Kenneth Christopher Kimura, Jonathan David Konits, Felicia Elena Leicht, Elizabeth Claire Leininger, Amy Wai-Ming Long, Kenneth Edwin Martin, Nicholas Carl Martin, Ross Benjamin Messing, David Patrick Mister, Christopher Lawrence Murphy, Michael Colerick O'Keefe, Arpita Virendra Parikh, Audrey Elizabeth Pemell, Autumn Elise Quinn-Elmore, Jerusha Harriet Rodgers, Aaron G rant R . Rubin, Carolyn Sha, Daniel Eric Shargel, Gyanu Sharma, Aaron Burton Sm ith, Andrew Emilio Steel, Anna Christine Stratton, Claire Celeste Vancik, Kier Brice Wachterhauser, Louisa Lillian WhitfieldSm ith, Matthew Evan Williams, Peter Joseph Wirzbicki, Maurice Wong, Tamara Katrin Wood ELECTIONS TO HONORARY SOCIETIES PHI BETA KAPPA Joshua David Anderson, Alexis Emma C h ’ing-Yun Dare-Attanasio, Samantha Brooke Bartner, David W illiam Berger, Rachel Kahn Best, Rachel liana Block, Jenny A nn Blumberg, Nicole A nna Mongini Brunda, Ryan Hal Budish, Rachel A nn Burstein, Mackenzie Scott Carlson, Ryan Ahmad Chahrour, Amanda Emily Cravens, Stephanie Alexis Cross, Sara Mireille Edelstein, Jonathan Philip Bragg Elmer, Rachel Fichtenbaum, Catherine Elizabeth Gaffney, Jonah Malkiel Gold, Andrew Douglas Hauze, Christina Diane Hinton, Mark Isaac Janoff, Elinore Juliana Kaufman, Ian Matthew Kysel, Pei Pei Liu, Crescent Bianca Martin, Kathleen Clark Melville, Kate Elise Minear, Renuka Rajendra Nayak, Sarah Crane Newman, Adrian Dohrmann Packel, Katherine Lenore Penrose, Corey Elizabeth Pilver, Sara Kathryn Elizabeth Posey, Alana Yu-lan Price, LiErin Probasco, Bryn Rachel McCammon- 439 Awards and Distinctions Rosenfeld, Andrew Blake Rosskamm, Susan Rose Roth, Claire Fraser Ruud, Jessica A nn Sheldon, Emily Nelson Shrader, Danielle Alexis Silverman, Morgan Elizabeth Simon, Jeremy M ichael Stober, Gerald Tan Chuang W in, Jessica A nne Tashjian, Jeffrey Robert Traczynski, Edwin Darlington Way, N athan Freed Wessler, Alexis Trewhitt Williams, Frank Lucas W olcott, Sarah Marie Wood PENNSYLVANIA TEACHER CERTIFICATION Elaina Rebecca Barroso, Jessie Kimball Dryden, Nicholas Patrick Kulamanu Goodness, Christina Diane Hinton, Pei Pei Liu, Katrina Kareen Morrison, Kara Elizabeth Passmore, Claudia Marguerite Sell, Matthew Richard Wallaert SIGMA XI Joseph Everett Armstead III, Samantha Brooke Bartner, Emily Rose Blem, Aaron Tien-Hsin Cheng, M ichael Yung Cho, Stephen Lewis Cook, Samantha Alexandra Crane, Stephanie Alexis Cross, Hemease Louise Davis, M ichael Cerbone DeFillipo, Genevieve Escande de Messieres, Erik James Elwood, Emily Suzanne Ford, Sorelle Alaina Friedler, Abigail Crosbie Frost, Alida Maria Gertz, Krista Marie Gigone, Stephanie Virginia Marie Gironde, Jonah Malkiel Gold, Matthew Jordan Goldstein, Milos Ilak, Mark Isaac Janoff, Kathleen Ellen Kristian, Timothy Fraser Lang, Lan Xuan Le, Elizabeth Claire Leininger, Helen Esther Rose Leitner, Eric Philip Levy, Kathryn Rose McCaffrey, Ross Benjamin Messing, Matthew John Miller, Rebekah A nne Miller, Juri A nn Miyamae, Evan M ichael Moses, Edwin G ene Nam, Renuka Rajendra Nayak, Ryan Pannorfi, Kristina Yi-Hwa Pao, Katherine Lenore Penrose, Ay Jy Phoun, Corey Elizabeth Pilver, W onjae Benjamin Rhee, R ebecca Elysia Pappo Rogers, Gabriel Rosenkoetter, James Lewis Branen Salmon, Catherine Lourdes Salussolia, Eric Kouwei Shang, Danielle Alexis Silverman, Seeta A nna Sistla, Jeremy Michael Stober, Fraser Elisabeth Tan, Jessica A nne Tashjian, Thuy T h i Xuan Tran, Tuyet-Trinh Nguyen Truong, Daniel Demis Turetsky, Marielena Velez, Andrew Louis Verardo, Matthew Richard Wallaert, Jacqueline Deanna Wilson, Daniel W inkel, Xiao Wu, Esther Beatriz Zeledon TA U B ETAPI Emily Rose Blem, Milo? Ilak, Kristina Yi-Hwa Pao FELLOWSHIPS T he Susan P. C obbs Prize Fellow ship to Lekha Shupeck ’06, Mali Skotheim ’05, and Taru Taylor ’05 T he Sarah Kaighn C ooper Scholarship to Katherine E. Berry ’05 T he H annah A. Leedom Fellow ship to Elizabeth Blair ’00, Marie Becker ’04, Maryann Chambers ’04, Jude Uzonwanne ’98 T he Joshu a Lippm cotc Fellow ship to Vasily Dostoinov ’01, Meagan Howell ’98, Louis Garrett ’97, Marc Jeuland ’01, Danny Loss ’04 T he John Lockw ood M em orial Fellow ship to Rachel Brooker ’99, Alexander Robinson ’00, Andrew Stout ’03 T he Thom as B . M cC abe Jr. and Yvonne M odey M cC abe M em orial Fellowship to Bram Duchovnay ’94, Sarah Marsh ’00, Jeremy Mathias ’00, Brendan Pablo Montagnes ’02, Alma Ortiz-Mathias ’00, Douglas Rouse ’98, Nathaniel Stulman ’01, and Antoinette Graefin zu Elz ’02 T he M ellon Mays U ndergraduate Fellow ship to Hanifa Abdul Sabur ’05, A ntonio Delgado ’06, Olympia Jones ’06, Ricardo Ocampo ’05» Emiliano Rodriguez ’05, Matthew Sm ith ’06 T he Lucretia Mott Fellow ship Kendra Liddicoat ’99, Miao Miao ’03, Robin Sm ith ’03, and U m a Deshmukh ’01 T he J . Roland Pennock U ndergraduate Fellowship in Public Affairs to Jyoti Gupta ’05, Doru Gavril ’05, Tanya Hahnel ’05, and Emiliano Rodriguez ’05. T he D avid G . Smith Internship in H ealth and S ocial Policy to Jessica Larson ’06 T he M artha E . Tyson Fellow ship to Amy Rhodes ’00, Mimi Kramer-Bryk ’79, Katherine O ’Donnell ’03, Arpita Parikh ’04 440 T he H ans W allach R esearch Fellowship to Robert W. Buechner Jr. ’05 AWARDS AND PRIZES T he Adam s Prize in Econom etrics to Rachel Block ’04 T he Stanley A dam son Prize in Chem istry to Katherine E. Berry ’05 T he Jon athan Leigh A ltm an Summer G rant to Katherine Bridges ’05 with an additional Juror’s D iscretionary G rant to Rebecca Monarrez ’05 T he A m erican C hem ical Society Scholastic A chievem ent A w ard to Kathleen E. Kristian ’04 Chem istry D epartm ent Jun ior Service Awards to Krisna Duong-Ly ’05 and Valerie Marone ’05 T he Susan P. C obbs Scholarship to Elizabeth Engelhardt ’05 T he C R C Press Freshm an Chem istry A chievem ent A w ard to Jeong-Hwan Kim ’07 T he A lice L . C rossley Prize in Aisian Studies to Lan Le ’04 and Sarah St. Vincent ’04. Honorable mention to Emma Kalb ’06 T he D eans’ Awards to ’04 graduates Njideka Akunyili, Jake Beckman, Emma Berm, Ryan Budish, Brandon Carver, Sachin Kale, Anna Morgan, Renuka Nayak, Arpita Parikh, Jumatatu Poe, Catherine Salussolia, Emily Tancredi-Brice, and Jeffrey Traczynski T he A m erican C hem ical Society Undergraduate Award m A nalytical Chem istry to Casey J. Brown ’05 T he John D ew ey 9th Sem ester Awards (not awarded this year) T he A m erican C hem ical Society Undergraduate Award m O rganic Chem istry to Megan Richie ’06 T he E astern A nalytical Symposium A w ard N om inee from Swarthm ore C ollege to Krisna Duong-Ly ’05 T he A m erican Institute o f Chem ists Student H onor A w ard to Jonathan Elmer ’04 T he W illiam C . E lm ore Prize in Physics to Frank Lucas W olcott ’04 T he Solom on A sch A w ard in Psychology to Samantha A . Crane ’0 4 and Corey E. Pilver ’04 T he Lew Elverson Trophy to M att Gustafson ’05 T he Boyd Barnard Prize (not awarded this year) T he Jam es H . Botton ’72 A w ard to Hanifa Abdul-Sabur ’05 and Aloysius Obodoako ’06 T he Paul H . B eik Prize in H istory to Amanda Cravens ’0 4 and Mariah Montgomery ’04 T he Tim Berm an M em orial A w ard to Frank Visciano ’04 The B lack Alum ni Prize to Abena Mainoo ’06 The Brand Blanshard Prize in Philosophy to Benjamin Bagley ’04 T he Sophie and W illiam Bramson Prize to Rachel Best ’04 Daniel W alter Brenner M em orial Scholarship (not awarded this year) T he Brinkm ann Prize to Jonah Gold ’04 and Danielle Silverman ’04 Chem istry D epartm ent Senior Service Awards to Kathleen E. Kristian ’04 T he R obert Dunn A w ard to Zachary Rodd ’06 T he R obert Enders Field R esearch A w ard (not awarded this year) T he R obert Enders M em orial Scholarship to Julia Lindenberg ’05 T he Friedm an Field R esearch Award (not awarded this year) T he D orothy D itter G ondos A w ard (not awarded this year) T he GonzaleZ'Vilaplana Prize fo r Outstanding A chievem ent in Chem istry to Jonathan Elmer ’04 and Kathleen E. Kristian ’04 T he H ay-U rban A w ard in Religious Studies to Linda Tsui ’05 T he Joh n Russell H ayes Poetry Prizes to Caroline Carlson ’06 and Stephanie Fox ’04 T he Sam uel H ayes III R esearch G rant (not awarded this year) T he E leanor Kay H ess A w ard to Emily Conlon ’06 T he Philip M . H icks Prize fo r Literary Criticism Essay to Catherine Gaffney ’04 441 Awards and Distinctions T he Jesse H . H olm es Prize in Religion to Joel Blecher ’04, Amy Long ’04, and Bradley Phillips ’04 T he G ladys Irish A w ard to A njani Reddy ’04 T he W illiam Plum er Potter Prizes in Fiction to Maya Schenwar ’05 (first prize), Eliza Blair ’07 (second prize), and Emily Firetog ’07 (third prize) T he M ichael K een e A w ard to Emily Shrader ’04 T he Ernie Prudente A w ard to Jacob Letendre ’04, Chris Loeflfler ’04, and Catherine Salussolia ’04 T he N aom i K ies A w ard to Micah W hite ’04 T he Dinny Rath A w ard to Katie Robinson ’04 T he Kw ink Trophy to M att Williams ’04 T he R ockefeller Brothers Fund Fellowships fo r mi­ nority students entering the teaching profession to Eugene Palatulan ’05 T he Ivy A w ard to Ryan Hal Budish ’04 T he Lande Field R esearch A w ard to Kelly Kleinert ’05 and Ben Ewen-Campen ’05 T he Lang A w ard to Andrew Hauze ’04 T he L eo M . L eva M em orial Prize in Biology to Stephanie Cross ’04, Jessica Tashjian ’04, Aaron Cheng ’04, Emily Pollina ’04, and A ja Peters-Mason ’04 T he Linguistics Prizes to Eric A cton (Haverford College ’04), Joshua Anderson ’04, and Emily Thomforde ’04 T he M cC abe Engineering A w ard to Milos Ilak '04 T he Judith Polgar Ruchkin Prize to Joseph A. Florence ’04 T he Jam es H . Scheuer Environm ental Fellowship to Jen Holzer ’05 T he Frank Solom on Jr. Student A rt Prize to Njideka Akunyili ’04, Audrey Chan ’04, and Arpita Parikh ’04 T he H ally Jo Stein M em orial A w ard fo r D ance to Melinda Lee ’0 4 and Jumatatu Poe ’04 T he N orm an M einkoth Field Biology A w ard (not awarded this year) T he K aren D vonch Steinm etz '76 M em orial A w ard to Tafadzwa Muguwe ’05 and Ay Jy Phoun ’04 T he N orm an M einkoth M em orial Scholarship (not awarded this year) T he Peter G ram Swing Prize to Mackenzie Carlson ’04 T he M orris M onsky Prize in M athem atics Kristina Simmons ’07 and Christopher Joidan-Squire ’07 T he M elvin B . Troy Award to Mackenzie Carlson ’04 (music), Andrew Hauze ’04 (music), Katia Lorn ’06 (dance), and Joseph Small ’05 (dance) T he Lois M orrell Poetry A w ard to A nna Elena Torres ’07 T he M orreU-Potter Sum m er Stipend in C reative W riting to SooKyoung Lee ’05 T he A . Edward N ew ton Student Library Prizes to M icah Horwith ’06 (first prize), Sarah St. Vincent ’04 (second prize), and Ben Kabak ’05 (third prize) T he H elen F. N orth A w ard to Lauren Janowitz ’07 and Kathryn Van W inkle ’07 T he O ak L ea f A w ard to Renuka Rajendra Nayak ’04 T he M ark O sterw eil Prize (not awarded this year) T he M ay E . Parry A w ard to Njideka Akunyili ’04 T he D rew P earson Prize to Pei Pei Liu ’04 T he Perdue A w ard to Geoffrey Hollinger ’05 442 T he V ollm ecke Service A w ard to Emily Rose Blem ’04 T he Jerom e H . W ood Prize in Latin A m erican Studies (not awarded this year) Enrollment Statistics ENROLLM ENT OF STUDENTS BY CLASSES (Fall 2003) MEN WOMEN TO TAL Seniors 169 202 371 Juniors 182 192 Sophomores 178 185 374 363 Freshmen 170 199 369 699 778 1,477 Graduate students 0 0 0 Special students 8 15 23 707 793 1,500 TOTAL N ote: These counts include 61 students studying abroad. GEOGRAPHIC DISTRIBUTION Alabama.....................................7 A laska............................... à .....3 A rizona..................................... 6 Arkansas.......................... 6 Army Post O ffices..................3 California..............................121 Colorado................................. 16 Connecticut................... 37 Delaware................................. 11 District of Columbia............ 15 Florida..................................... 38 G eorgia................................... 21 G uam ......................................... 1 Hawaii........................................ 7 Illinois..................................... 35 Indiana.......................................5 Iowa............................................ 3 Kansas........................................3 Kentucky................................... 6 Louisiana................................... 3 M aine......................................14 Maryland.................................95 Massachusetts .....................100 Michigan................................. 15 Minnesota...............................19 Mississippi................................. 2 Missouri......................................6 M ontana................................... 2 Nebraska........ .......................... 3 Nevada.......................................3 New Hampshire.....................13 New Jersey............................109 New M e x ico ............................ 8 New York..............................217 STUDENTS (Fall 2003) North Carolina......................19 N orth D akota.......................... 2 O h io .........................................37 Oklahom a.................................3 Oregon.....................................21 Pennsylvania........................ 171 Puerto R ic o ...............................2 Rhode Island.......................... ..9 South C arolina........................3 South Dakota........................... 3 Tennessee..................................9 T exas........................................42 U ta h ........................................... 4 Verm ont................................... .8 Virgin Islands............................1 V irginia................................... 57 W ashington........................... 35 W est Virginia........................... 2 W isconsin............................... 11 W yom ing.................................. 2 Total U nited States....... 1,394 Australia................................... 2 Bolivia........................................ 1 Brazil...........................................1 Bulgaria......................................5 Canada....................................... 7 Costa Rica................................. 1 Croatia...... ................................ 1 F ran ce........................................ 6 Germany................................... 2 G hana........................................ 5 Hong K ong...............................6 Hungary.....................................1 India............................................5 Ireland........................................ 1 Israel................................ ..........1 Italy.............................................1 Ivory C o a st............................... 1 Jamaica....................................... 2 Jap an ................ 6 K enya......................................... 1 Luxembourg..............................1 Malaysia.................................... 3 M exico....................................... 1 N am ibia.....................................1 Nepal.......................................... 5 Pakistan......................................2 Palestine.................... 1 People’s Republic of China ..3 Q atar................................. 1 Romania..................................... 1 Saudi A rabia.............................1 Singapore.................................. 5 Slovak Republic....................... 1 South Korea............................. 6 Switzerland...............................3 Taiwan........................................ 2 Trinidad and Tobago..............1 Turkey........................................6 United Kingdom......................1 Venezuela.................................. 1 V ietnam .....................................2 Zimbabwe.................................. 2 Total From A broad...........106 G R A N D T O T A L ..........1,500 443 Index Absence from examinations, 82 Academic misconduct, 51 Academic support, 63 Administration and staff, 415 Administrative divisions, 415 Admissions, 26 Admissions procedure, 26 Application dates, 27 Scholastic Aptitude and Achievem ent Tests, 26 School subjects recommended, 26 Advanced degrees, 87 Advanced Placement, 28 Advanced standing, 28 Advancement Information Systems, 415, 419 Advancement Operations, 415, 418 Advising, 63 Alumni and G ift Records, 415, 418 Alumni Association officers, 397 Alumni Council, 397 Alumni Relations, 68, 415, 419 Alumni, total, 68 A ncient history, 129 Annual Giving, 415, 418 A rt, 98 A rt history, 99 Arts, studio, 104 Asian studies, 108 Associate dean for academic affairs, 403, 4 1 5 .4 1 6 Associate dean for multicultural affairs, 4 1 5 .4 1 6 Associate dean for student life, 415 Associate provost, 415, 416 Astronomy, 320, 326 A thletics, 66, 318 Attachm ents to courses, 76 Attendance at classes, 82 Auditing courses, 84 Automobiles, regulations, 58 Awards and distinctions, awarded, 439 Awards and prizes, described, 89 Bachelor o f arts degree, 87 Bachelor o f science degree, 87 Bequests, 11 Biochemistry, 123 Biology, 114 Black Cultural Center, 61, 415, 417 Black studies, 120 Board of Managers, committees of, 393 Bookstore, 415, 419 Botany, see biology, 114 444 Bursar, 30, 415, 420 Business Office, 415, 420 Calendar, College, 5 Calendar, yearly, 4 Capital Giving, 415, 418 Career Services, 415, 419 Center for Social and Policy Studies, 14, 415, 420 Chemistry and Biochemistry, 123 Chester, Pa., outreach, 67, 68 Chinese, 259 Classics, 129 Cocurricular activities, 64 Code o f Conduct, 55 Cognitive science, 136 College entrance examinations, 27 College jobs, 33 Community-based learning, 67 Comparative literature, 138 Comprehensive examinations, 71, 73, 87 Computer science, 141 Computing services, see Information Technology Services, 14, 415, 423 Controller’s Office, 415, 420 Cooper (W illiam J.) Foundation, 17 Cooperation with neighboring institutions, 80 Cornell Science and Engineering Library, 12, 415, 425 Corporate, Foundation, and Government Relations, 4 1 5 ,4 1 8 Corporation, officers of, 393 Course-numbering system, 97 Courses o f instruction, 97 Creative arts, 80 Credit/no credit, 82 Cross-listed course rules, 72 Curriculum, 71 Dance, 288, 296 Degree requirements, 87 Degrees conferred, 434 Degrees offered, 87 Development, 415, 417 Dining hall, 60 Dining Services, 415, 420 Directed reading, 77 Directions for correspondence, 2 Directions for reaching the College, 452 Disability services, 415, 417 Distribution requirements, 71 Divisions and departments, 413 Divisions for distribution requirements, 72 Domestic exchange, 80 Drama, 66, 300, 380 Drop/add, see registration, 83 DuPont Science Building, 13 Economics, 149 Education abroad, 80 Educational Studies, 156 Emeriti faculty, 399 Endowed chairs, 22 Endowment, 11 Engineering, 164 English literature, 176 Enrollment in courses, see registration, 83 Enrollment statistics, 443 Environmental Services, 415, 421 Environmental studies, 197 Equal Opportunity Office, 4 20 Equal Opportunity statement, 2 Examination regulations, 84 Exceptions to the four-year program, 75 Exchange programs, 80 Exclusion from the College, 86 Executive assistant to the provost, 415, 416 Expenses, 30 Extracurricular activities, 67 Facilities management, 415, 420 Faculty advisers, 63 Faculty members, 399 Faculty regulations, 82 Fees (tuition, residence, etc.), 30, 88 Fellowships, 94 Fellowships and prizes, 417 Film and media studies, 200 Final examinations, 84 Financial aid, 32 Fine arts, see art history, 98 Footnote key, 97 Foreign language requirement, 87 Foreign students, 28, 443 Foreign study (see study abroad), 30, 80, 167, 383 Foreign Study Office, 415, 421 Formats of instruction, 76 Francophone studies, 203 Fraternities, 61 French, 247, 264 Friends Historical Library, 12, 425 Gender education, 55, 415, 417 Geographical distribution o f students, 443 German, 264 German studies, 207 Ghana Program, 3 00 Gifts, 2, 11 Grades, 82 Graduate study, 87 Graduation requirements (see also distribution requirements), 71, 87 Greek, 130 Grenoble Program, 80 Grounds, 15, 16, 4 1 5 ,4 2 1 H ealth care, 62 Health Sciences Advisory Program, 79 Health Sciences Office, 415, 417 Health Services, 62, 415 History, 209 Honors examiners, 74, 75, 430 Honors Program, 74, 75 Housing, 59 Human Resources, 4 1 5 ,4 2 2 Incomplete grade policies, 82 Independent study, 77 Information Technology Services, 14, 415, 423 Institutional research, 415, 423 Insurance, 60 Intercultural Center, 61, 415, 416 Interdisciplinary work, 78 International admissions, 28 Interpretation theory, 224 Investment Office, 415, 423 Japanese, 275 Judicial bodies, 58 Kohlberg Hall, 13 Lang C enter for C ivic and Social Responsibility, 67, 68, 415, 424 Lang Music Building, 15 Lang Performing Arts Center, 13, 415, 424 Latin, 131 Latin American studies, 227 Leaves of absence, 84 Libraries, 11, 424 Linguistics, 229 List Gallery, 15, 98, 426 Literature (see comparative literature), 138 Loans to students, 33 Madrid Program, 81 Maintenance, 415, 421 Map o f College grounds, 450 Master’s degrees, 87 Mathematics and statistics, 237 445 Index M cCabe Library, 12, 415, 424 Media Services, 4 1 5 ,4 2 3 Medieval studies, 247 M odem languages and literatures, 249 Music, 288 Music, performance, 288, 299 Nason fellowships, 95 News and Information Office, 69 Normal course load, 76 Observatory, 14 Occupational and environmental safety, 415, 426 Office o f Institutional Research, 415, 423 Office of the Associate V ice President for Human Resources, 4 15, 422 Office o f the Dean o f Admissions and Financial Aid, 415, 416, 417 Office of the Dean o f the College, 4 1 5 ,4 1 6 Office of the President, 415, 416 Office of the Provost, 415, 416 Office o f the Vice President for Administration, 415, 420 Office of the Vice President for Alumni, Development, and Public Relations, 415, 417 Office o f the Vice President for Finance and Treasurer, 4 1 5 ,4 2 1 Office Services, 415, 420 Orchestra, 65 O utreach programs, 67 Papazian Hall, 13 Parents programs, 415, 417 Parrish Hall, 13 Pass/fail, see credit/no credit, 82 Payroll, 415, 426 PDC, primary distribution courses, 72 Peace and conflict studies, 309 Philosophy, 312 Physical Education and A thletics, 318 Physical education requirements, 8 6 ,3 1 8 Physics and astronomy, 3 20 Plagiarism, 51 Planned Giving, 41 5 , 418 Planning and Construction, 415, 421 Poland Program, 1 6 7 ,1 9 9 ,3 0 0 , 383 Political science, 328 Post office, 415, 426 Practical work, 77 Premedical advising, 79 President, 415, 416 Primary distribution courses (PD C ), 72 446 Prizes, awarded, 441 Prizes, described, 89 Program of study, 71 First-year and sophomore students, 71 Honors Program, 74 Juniors and seniors, 73 Psychological Services, 63, 415, 426 Psychology, 329 Public policy, 348 Public Safety, 415, 427 Publications, College, 67 Publications Office, 68, 415, 419 Publications, student, 64 Quaker matchbox, 68 Readmission to the College, 84 Registrar’s Office, 85, 415, 427 Registration, 83 Religion, 352 Religious advisers, 61 Religious life, 10 Repeated course rules, 83 Requirements for admission, 26 Requirements for graduation (see also distribution requirements), 71, 87 Research, 74, 75, 77 Research Office, 415, 419 Residence halls, 59 Residence, regulations, 59 Residential life, 59, 415 Risk management, 415 Russian, 249, 277 Scholarships, 33—48 Scholastic Aptitude Test, 26 S co tt Arboretum, 15, 415, 417, 427 Security policies and procedures, 64 Senior-year residency requirement, 87 Sharpies Dining Hall, 60 Social Affairs Comm ittee, 65 Social centers, 61 Social coordinator, 415, 416 Sociology and anthropology, 362 Spanish, 249, 282 Special major, 74 Sproul Observatory, 14 Standing committees of the faculty, 414 Statistics, 237 Stewardship, 415, 418 Student accounts, 415, 420 Student activities, 64, 415, 417 Student conduct, 50 Student Council, 64, 67 Student employment, 33 Student exchange programs, 80 Student judicial system, 59 Student Right to Know, 81 Student rights, 50 Student-run courses, 77 Study abroad, 30, 80, 167, 383 Submission o f the same work in more than one course, 52 Summer of Service, 67 Summer programs, 415, 421 Summer school work, 85 Swarthmore College Peace Collection, 12, 415, 425 Swarthmore Foundation, 67 Tarble Social Center, 61 Teacher certification, 157 Theater, 66, 300, 380 Transfer, application for, 29 Transfer credit (see work done elsewhere), 85 TR IO , 68 Tuition and other fees, 30 Twenty-course credit rule, 72, 165 Underhill Music Library, 12, 415, 425 Upward Bound, 68, 424 Venture Program, 85 Vice president for college and community relations and executive assistant to the president, 2, 415, 416 Visiting examiners, 74, 75, 430 Vocational advising, 63 Withdrawal from the College, 84 Withdrawal from courses, 83 Women’s Resource Center, 61 Women’s studies, 389 Work done elsewhere, 85 Worth Health Center, 62 Writing Center, 63 447 S w a r th m o r e C o lle g e C a m p u s M ap Visitor Information Benjamin West House (50) Admissions Office (1) relocated to Whittier Place for 2004-2005 (?) Visitor Parking South Entrance W * SEPTA % Railroad Village m station Swarthmore Swarthmore Community Center U. S. Post Office To Mary Lyon Hall (see inset) 1. 2. 3. Admissions Office (during 2004-2005) Ashton House— C ollege guest house Beardsley Hall—A rt Departm ent, Inform ation Technology Services 4. 5. Bond and Lodges—Student residences Clothier Memorial Hall—Tarble In C lothier 6. 7. 8. 9. Cornell Science and Engineering Library Courtney Smith House— President's residence Cratsley House—G uest house (see I n s e f ) Cunningham House—Scott Arboretum Offices, public space, snack bar, student offices, bookstore, Intercultura l Center, Paces North " Entrance Terry Shane Teaching Garden 10. 11. 12. Dana Hall—Student residence Delta Upsilon—Fra ternity DuPont Hall—M athem atics and Sta tistics, 13. 14. 15. 16. Hallowell Hall—Student residence Hicks Hall— Engineering Kitao Gallery—Student a rt gallery Kohlberg Hall— Econom ics, Modern Physics and Astronom y Languages and Literatures, Sociology and Anthropology, Language Resource Center, Scheuer Room, Corddry Wing, C redit Union, coffee bar 17. 18. 19. Lamb-Miller Field House Lang Center for Civic and Social Responsibility Lang Music Building— M usic, Und erhill M usic 20. 24. 25. Eugene M. and Theresa Lang Performing Arts Center—Theater Dance, English literature List Gallery Magill Walk Martin Hall— Biology Mary Lyon Hall—Student residence ( s e e in s e f ) McCabe Library— M ain lib rary. Friends 26. 27. 28. 29. 30. 31. Mertz Hall—Student residence Mullan Tennis and Fitness Center Old Tarble—Student a rt stud ios Olde Club— Perform ance space Palmer Hall—Student residence Papazian Hall—Philosophy, Psychology, 32. Panish Hall—Adm inistration offices, student 33. Pearson Hall— Education, Linguistics, Religion, 34. Pittenger Hall—Student residence Phi Psi—Fra ternity Residence Hall—com pletion se t fo r fa ll 2004 Roberts Hall—Student residence Robinson House— Black C ultural Center Science Center—Computer Science, Chemistry Libra ry 21. 22. 23. Main Entrance, H istorical Ubrary, Peace C ollection Engineering Laboratory Visitor Information residence. C ollege post office Human Resources, Foreign Study O ffice 35. 36. 37. 38. 39. and Biochemistry, Eldrldge Commons, coffee bar 40. 41. Scott Amphitheater Service Building— M aintenance, Grounds, 42. 43. Sharpies Dining Hall Sproul Hall—Alum ni Relations, Alum ni and 44. 45. 46. 47. 48. 49. 50. Squash Courts Strath Haven Condominiums ( s e e in s e f ) Swarthmore Friends Meetinghouse Tarble Pavilion— Physical Education Trotter Hall—Political Science, History, Classics Ware Pool Benjamin West House— V isito r inform ation. 51. 52. 53. 54. 55. 56. Wharton Hall— Student residence W illets Hall—Student residence Women’s Resource Center Woolman Hall—Student residence Worth Hall—Student residence Worth Health Center Environm ental Services G ift Records, News and Inform ation, Publications, observatory Public Safety, C om m unications Directions for Reaching Swarthmore College DRIVING From the Pennsylvania Turnpike, Going East From E x it 3 2 6 (V alley Forge) take 1-76 East (Schu y lk ill Expressway) about 2 1/2 m iles to 1-476 Sou th. Take 1-476 approximately 13 m iles to E x it 3 , Media/ Sw arthm ore. A t th e bottom o f th e e x it ramp, follow th e sign for Sw arthm ore by turning left o n to B altim ore Pike. (S e e below for “R est o f th e W ay.”) From the Pennsylvania Turnpike, Going West Take E x it 2 0 (1-476 S o u th ). Stay o n 1-476 approximately 17 m iles to E x it 3, Swarthmore/Media. A t th e bottom o f the e x it ramp, follow the sign for Swarthm ore by turning left on to B altim ore Pike. (S e e below for “R est o f the W ay.”) From the New Jersey Turnpike Take E x it 6 (to Pennsylvania Turnpike) and proceed as directed above “From the Pennsylvania Turnpike, G oin g W est.” From the South Traveling n o rth o n 1-95, pass th e C h ester exits and continu e to E x it 7, 1-476 N orth/Ply m outh M eeting. Take 1-476 to E x it 3 , Media/Swarthmore. A t the b ot­ tom o f th e e x it ramp, follow the sign for Sw arthm ore by turning right onto Baltim ore Pike. (S e e below for “R est o f th e W ay.”) Rest of the Way O n Baltim ore Pike, stay in th e right lane. In less th an 1 m ile, turn right onto R ou te 3 2 0 Sou th. (A t th e n e x t light, R ou te 3 2 0 turns right.) Proceed through th e light at C ollege A venue to th e first driveway o n th e right to visitor parking at th e B en jam in W est House (th e C ollege’s V isitors C e n te r). TRAIN T h e C ollege is readily accessible from Philadelphia by train. A m trak trains from N ew York and W ashington arrive hourly at Philadelphia’s 3 0 th S tre e t Station. From 3 0 th S treet Statio n , th e S E P T A Media/Elwyn L ocal (R 3 ) takes approxi­ m ately 23 minutes to reach the Swarthm ore station, w hich is ad jacent to campus. AIR A n express train runs from th e Philadelphia In tern ation al A irport to 3 0 th Street S ta tio n , where you can take th e S E P T A Media/Elwyn L ocal (R 3 ) train directly to th e Sw arthm ore campus. T h e com bined fare is about $ 1 1 , and the trip requires about one hour. Taxi service is also available. T h e fare is approximately $ 3 0 , and th e trip requires about 2 0 m inutes. By car from th e airport, take 1-95 Sou th to E x it 7, 1-476 N orth/Plym outh M e e tin g . T ake 1-4 7 6 N o rth to E x it 3 , Media/Swarthmore. A t th e bottom o f th e e x it ramp, follow th e sign for Sw arthm ore by turning right o n to Baltim ore Pike. (S e e above for “R est o f the W ay.”) 452 Periodical Postage Paid Swarthmore PA 19081 -13901 and Additional Mailing Offices IS S N 0888-2126 Swarthmore College 500 College Avenue Swarthmore PA 19081-1390 ( 610) 328-8000